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Additional Science Unit 1
B3 C3 P3
GRADE CHECKERS
B3 Revision - ​Living and Growing
Go to ​http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/living_growing/
This is the link for the B3 unit on OCR Gateway Additional Science. Write detailed WWW
and EBI for each revision activity that you carry out.
Then complete the grade checker to identify any area of weakness.
Topic
Molecules of life
Proteins and mutations
Respiration
Cell division
The circulatory system
Growth and development
New genes for old
Cloning
WWW
EBI
B3a – Molecules of life
B3 Grade Checker
To aim for grade G-E
Identify ​the
mitochondria in and
animal cell
To aim for grade D-C
Explain ​why liver and
muscle cells have large
numbers of mitochondria
Recall ​that respiration
occurs in the
mitochondria
Describe ​the structure
of DNA as a double helix
with cross links formed
by pairs of bases
Describe ​chromosomes
as long, coiled molecules
of DNA, divided up into
genes
Recall ​that each gene
contains a different
sequence of bases
Recall ​that proteins are
made in the cytoplasm
Recall ​that
chromosomes in the
nucleus carry coded
information in DNA
Recall ​that the
information in genes is
called the genetic code
Understand ​that the
genetic code controls
cell activity and some
characteristics
Recall ​that DNA
controls the production
of different proteins
Recall ​that each gene
codes for a protein
Recall ​that proteins are
needed for the growth
and repair of cells
Understand ​why a copy
of the gene is needed
Recall ​that the
structure of DNA was
first worked out by
Watson and Crick
Describe ​how Watson
and Crick used data
from other scientists to
build a model of DNA
To aim for grade B-A*
Recall ​that some
structures in cells are
too small to be seen with
a light microscope
Recall ​that ribosomes
are in the cytoplasm and
are the site of protein
synthesis
Recall ​the four bases of
DNA
Describe ​complementary
base pairings
Explain ​how protein
structure is determined
Explain ​how the code
needed to produce a
protein is carried from
the DNA to the
ribosomes by a molecule
called mRNA
Explain ​how DNA
controls cell function by
controlling the
production of proteins
Explain ​why new
discoveries are not
accepted immediately, to
include the importance
of repeating or testing
the work
B3b – Proteins and mutations
To aim for grade G-E
Recall ​some examples
of proteins, to include
collagen, insulin and
haemoglobin
Describe ​enzymes as
proteins
Understand ​that
enzymes have active
sites that substrate
molecules fit into when
a reaction takes place
Recognise ​that
different cells and
different organisms will
produce different
proteins
Describe ​gene
mutations as changes to
genes
To aim for grade D-C
Recognise ​that proteins
are made of long chains
of amino acids
Describe ​some
functions of proteins
Describe ​enzymes as
biological catalysts
Explain ​specificity of
enzymes
Describe ​how changing
temperature and pH will
affect an
enzyme-catalysed
reaction
Recall ​that mutations
may lead to the
production of different
proteins
Understand ​how
mutations occur
Understand ​that
mutations are often
harmful but may be
beneficial
To aim for grade B-A*
Explain ​how each
protein has its own
number and sequence of
amino acids
Explain ​how enzyme
activity is affected by
pH and temperature
Calculate ​and​ interpret
the Q​10​ value for a
reaction over a 10˚C
interval
Understand ​that only
some of the full set of
genes are used in any
one cell
Understand ​that the
genes switched on
determine the functions
of the cell
Explain ​how changes to
genes alter or prevent
the production of
proteins
B3c – Respiration
To aim for grade G-E
Recognise ​that the
energy provided by
respiration is need for
all life processes in
plants and animals
To aim for grade D-C
Recall ​and ​use​ the
symbol equation for
aerobic respiration
Recall ​and​ use ​the
word equation for
aerobic respiration
Use ​data from
experiments to compare
respiration rates
Describe ​examples of
life processes that
require energy from
respiration
Explain ​why breathing
and pulse rate increase
during exercise
Describe ​an experiment
to measure resting
pulse rate and recovery
time after exercise
Calculate ​the
respiratory quotient
Analyse ​given data
from a pulse rate
experiment
Explain ​why anaerobic
respiration takes place
during hard exercise
Recall ​that anaerobic
respiration produces
lactic acid
Recall ​and​ use ​the
word equation for
anaerobic respiration
Understand ​that
anaerobic respiration
releases less energy per
molecule of glucose
To aim for grade B-A*
Recall ​that respiration
results in the
production of ATP, used
as the energy source
for many processes in
cells
Explain ​how the rate of
oxygen consumption can
be used as an estimate
of metabolic rate
Explain ​why the rate of
respiration is influenced
by changes in
temperature and pH
Explain ​fatigue in terms
of lactic acid build up
and how this is removed
during recovery
B3e – The circulatory system
To aim for grade G-E
Describe ​the functions
of different blood cells
To aim for grade D-C
Explain ​how the
structure of a red blood
cell is adapted to its
function
Describe ​how to make a
slide of an onion cell
Describe ​the function
of plasma
Recall ​that the blood
moves around the body
in arteries, veins and
capillaries
Describe ​the functions
of the right side and
the left side of the
heart in the pumping of
blood
Recall ​that blood in
arteries is under higher
pressure than the blood
in the veins
Describe ​how the parts
of the circulatory
system work together
to transport substances
Identify ​the names and
positions of the parts
of the heart and
describe their functions
Explain ​why blood flows
from one area to
another in terms of
pressure difference
Explain ​why the left
ventricle has a thicker
muscle wall than the
right ventricle
To aim for grade B-A*
Explain​ the structure of
a red blood cell in terms
of surface area and
volume
Describe​ how
haemoglobin in red
blood cells reacts with
oxygen in the lungs
forming
oxyhaemoglobin, and
that the reverse of this
reaction happens in the
tissues
Explain ​how the
adaptations of arteries,
veins and capillaries
relate to their functions
Explain ​the advantages
of the double
circulatory system in
mammals
B3f – Growth and development
To aim for grade G-E
Describe ​the functions
of parts of a plant cell
To aim for grade D-C
Identify ​simple
difference between
bacterial and plant and
animal cells
Understand ​that
bacterial cells are
smaller and simpler than
plant and animal cells
Recall ​that bacterial
cells lack a ‘true’
nucleus, mitochondria
and chloroplasts
Recall ​that growth can
be measured as an
increase in height, wet
mass or dry mass
Recall ​that dry mass is
the best measure of
growth
Interpret ​data on a
typical growth curve
Describe ​the process of
growth as cell division
followed by cells
becoming specialised
Recall ​that the process
of cells becoming
specialised is called
differentiation
Describe ​a typical
growth curve
Recall ​that in human
growth there are two
phases of rapid growth
Understand ​that
animals grow in the
early stages of their
lives and plants grow
continually
Recall ​that stem cells
can be obtained from
embryonic tissue and
could potentially be
used to treat medical
conditions
Discuss ​issues arising
from stem cell research
in animals
Understand ​that plants
grow at specific parts
Recall ​that stem cells
differentiate
To aim for grade B-A*
Describe​ the difference
between the
arrangement of DNA in
a bacterial cell and a
plant or animal cell
Explain​ the advantages
and disadvantages of
measuring growth by
length, wet mass and
dry mass
Explain ​why the growth
of different parts of an
organism may differ
from the growth rate of
the whole organism
Explain ​the difference
between adult and
embryonic stem cells
Explain ​why plant and
animal growth differs
B3g – New genes for old
To aim for grade G-E
Describe ​the process of
selective breeding
Explain ​how selective
breeding can contribute
to improved agricultural
yields
Recall ​that selected
genes can be artificially
transferred by genetic
engineering, producing
organisms with
different
characteristics
Identify ​features that
might be selected for in
a genetic engineering
programme
Recognise ​that in the
future it may be
possible to change a
person’s genes and cure
disorders
To aim for grade D-C
Recognise ​that a
selective breeding
programme may lead to
inbreeding that can
cause health problems
within the species
Explain ​some potential
advantages and risks of
genetic engineering
To aim for grade B-A*
Explain​ how a selective
breeding programme
may reduce the gene
pool
Describe, ​in outline
only, some examples of
genetic engineering
Recall ​that gene
therapy could involve
body cells or gametes
Discuss ​the ethical
issues involved in
genetic modification
Recall ​that changing a
person’s genes to cure
disorders is called gene
therapy
Understand​ the
principle of genetic
engineering
Explain ​why gene
therapy involving
gametes is controversial
B3h – Cloning
To aim for grade G-E
Recall ​that cloning is
asexual reproduction
producing genetically
identical copies
Recall ​that Dolly the
sheep was the first
mammal cloned from an
adult
Recognise ​that identical
twins are naturally
occurring clones
Recognise ​that identical
twins are naturally
occurring clones
Describe ​how some
plants reproduce
asexually
Describe ​how to take a
cutting
To aim for grade D-C
Understand ​the process
of nuclear transfer that
was used to produce
Dolly
Describe ​some possible
uses of cloning
Understand ​the ethical
dilemmas concerning
human cloning
Describe ​the
advantages and
disadvantages of the
commercial use of
cloned plants
To aim for grade B-A*
Describe​ the cloning
technique used to
produce Dolly
Describe​ the benefits
and risks of cloning
Explain ​the possible
implications of using
animals to supply
replacement organs
Discuss ​the ethical
dilemmas concerning
human cloning
Describe ​plant cloning
by tissue culture
Explain ​why cloning
plants if easier than
cloning animals
C3 Revision - ​Chemical economics
Go to
http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/chemical_economics/
This is the link for the C3 unit on OCR Gateway Additional Science. Write detailed WWW
and EBI for each revision activity that you carry out.
Topic
Fundamental chemical
concepts
http://www.bbc.co.uk/school
s/gcsebitesize/science/add_
ocr_gateway/fundamental_c
hemical/
Rate of reaction 1 –
Reaction times and rates
Rate of reaction 2 –
Reaction rate and changing
conditions
Rate of reaction 3 –
Explosions and catalysts
Reacting masses
WWW
EBI
Percentage yield and atom
economy
Energy
Batch or continuous?
Allotropes of carbon and
nanochemistry
C3a – Rate of reaction (1)
To aim for grade G-E
Recognise ​that some
reactions can be fast
and others very slow
Label ​the laboratory
apparatus needed to
measure the rate of a
reaction producing a gas
Plot ​experimental
results involving gas
volumes or mass loss on
a graph
Plot ​experimental
results involving
reaction times on a
graph
Explain ​why a reaction
stops
To aim for grade D-C
Understand ​that the
rate of a reaction
measures how much
product is formed in a
fixed time period
Recognise ​and use the
idea that the amount of
product formed is
directly proportional to
the amount of limiting
reactant used
Recall ​that the limiting
reactant is the reactant
not in excess that is all
used up at the end of
the reaction
To aim for grade B-A*
Use ​the following units
for the rate of
reaction: g/s or g/min,
cm​3​/s or cm​3​/min
Explain, ​in terms of
reacting particles, why
the amount of product
formed is directly
proportional to the
amount of limiting
reactant used
C3b – Rate of reaction (2)
To aim for grade G-E
Recognise ​that a
chemical reaction takes
place when particles
collide
To aim for grade D-C
Understand ​that rate
of reaction depends on
the number of collisions
between reacting
particles
To aim for grade B-A*
Understand ​that the
rate of reaction
depends on collision
frequency and the
energy transferred in
the collision
Describe ​the effect of
changing temperature
on the rate of a
chemical reaction
Describe ​the effect of
changing concentration
on the rate of a
chemical reaction
Describe ​the effect of
changing pressure on
the rate of a chemical
reaction of gases
Explain, ​in terms of
reacting particles why
changes in temperature,
concentration, and
pressure change the
rate of reaction
Draw ​sketch graphs to
show the effect of
changing temperature,
concentration or
pressure on the rate of
reaction and the amount
of product formed in a
reaction
Explain ​in terms of
collision between
reacting particles, why
changes in temperature,
concentration, and
pressure change the
rate of reaction
C3c – Rate of reaction (3)
To aim for grade G-E
Recall ​that the rate of
a reaction can be
increased by the
addition of a catalyst
Recall ​that the rate of
a reaction can be
increased by using
powdered reactant
Describe ​an explosion
as a very fast reaction
that releases a large
volume of gaseous
products
To aim for grade D-C
Describe ​a catalyst as a
substance that changes
the rate of reaction and
is unchanged at the end
of the reaction
Understand ​that only a
small amount of a
catalyst is needed to
catalyse large amounts
of reactants and that a
catalyst is specific to a
particular reaction
Explain ​the difference
in rate of reaction
between a lump of
reactant and powdered
reactant
To aim for grade B-A*
Recognise ​that a
catalyst is specific to a
particular reaction
Explain ​in terms of
collisions between
reacting particles, the
difference in rate of
reaction between a lump
of reactant and
powdered reactant
Explain ​the dangers of
fine combustible
powders in factories
C3d – Reacting masses
To aim for grade G-E
To aim for grade D-C
To aim for grade B-A*
Calculate ​the relative
formula mass of a
substance from its
formula, given the
appropriate relative
atomic masses
Understand ​that the
total mass of reactants
at the start of a
reaction is equal to the
total mass of products
made
Use ​the principle of
conservation of mass to
calculate mass of
reactant or product
Use ​simple ratios to
calculate reacting
masses and product
masses
Use ​relative formula
masses and a symbol
equation (both provided)
to show that mass is
conserved during a
reaction
Use ​relative formula
masses and a symbol
equation (provided) to
show that mass is
conserved during a
reaction
Explain ​why mass is
conserved in chemical
reactions
Recognise ​and use the
idea that the mass of
product formed is
directly proportional to
the mass of limiting
reactant used
Calculate ​masses of
products or reactants
from balanced symbol
equations using relative
formula masses
C3e – Percentage yield and atom economy
To aim for grade G-E
Understand ​percentage
yield as a way of
comparing amount of
product made to the
amount expected
Recognise ​possible
reasons why the
percentage yield of a
product is less than
100%
To aim for grade D-C
Recall ​and​ use ​the
formula for percentage
yield
Recall ​and​ use ​the
formula for atom
economy
To aim for grade B-A*
Explain ​why an
industrial process aims
for the highest possible
percentage yield
Explain ​why an
industrial process aims
for the highest possible
atom economy
Understand ​atom
economy as a way of
measuring the amount
of atoms that are
wasted when
manufacturing a
chemical
Calculate ​atom economy
given a balanced symbol
equation and
appropriate relative
formula masses
C3f – Energy
To aim for grade G-E
Recall ​that an
exothermic reaction is
one in which energy is
transferred into the
surroundings
To aim for grade D-C
Recall ​bond making as
an exothermic process
and bond breaking as an
endothermic process
Recall ​that an
endothermic reaction is
one in which energy is
taken from the
surroundings
Recognise ​exothermic
and endothermic
reactions using
temperature changes
Describe ​a simple
calorimetric method for
comparing the energy
transferred per gram of
fuel combusted
To aim for grade B-A*
Explain ​why a reaction
is exothermic or
endothermic based on
the energy changes that
occur during bond
breaking and making
Use ​the energy
transfer to calculate
the mass of water
heated and temperature
change
Calculate ​energy
transferred
Calculate ​the energy
output of a fuel in J/g
Describe ​using a
diagram a simple
calorimetric method for
comparing the energy
transferred in
combustion reactions
C3g – Batch or continuous?
To aim for grade G-E
Describe ​the
differences between a
To aim for grade D-C
Explain ​why batch
processes are often
used for the production
To aim for grade B-A*
Evaluate ​the
advantages and
batch and a continuous
process
List ​the factors that
affect the cost of
making and developing a
pharmaceutical drug
Explain ​why
pharmaceutical drugs
need to be thoroughly
tested before they can
be licensed for use
Understand ​that the
raw materials for
chemicals such as
pharmaceuticals can be
made synthetically or
extracted from plants
of pharmaceutical
drugs, but continuous
processes are used to
produce other
chemicals.
Explain ​why it is often
expensive to make and
develop new
pharmaceutical drugs
disadvantages of batch
and continuous
manufacturing
processes
Describe ​how chemicals
are extracted from
plant sources
Explain ​why it is
difficult to test and
develop new
pharmaceutical drugs
that are safe to use
Explain ​why it is
important to
manufacture
pharmaceutical drugs to
be as pure as possible
Describe ​how melting
point, boiling point and
thin layer
chromatography can be
used to establish the
purity of a compound
C3g – Batch or continuous?
To aim for grade G-E
Describe ​the
differences between a
batch and a continuous
process
To aim for grade D-C
Explain ​why batch
processes are often
used for the production
of pharmaceutical
drugs, but continuous
processes are used to
produce other
chemicals.
To aim for grade B-A*
Evaluate ​the
advantages and
disadvantages of batch
and continuous
manufacturing
processes
List ​the factors that
affect the cost of
making and developing a
pharmaceutical drug
Explain ​why
pharmaceutical drugs
need to be thoroughly
tested before they can
be licensed for use
Understand ​that the
raw materials for
chemicals such as
pharmaceuticals can be
made synthetically or
extracted from plants
Explain ​why it is often
expensive to make and
develop new
pharmaceutical drugs
Describe ​how chemicals
are extracted from
plant sources
Explain ​why it is
important to
manufacture
pharmaceutical drugs to
be as pure as possible
Explain ​why it is
difficult to test and
develop new
pharmaceutical drugs
that are safe to use
Describe ​how melting
point, boiling point and
thin layer
chromatography can be
used to establish the
purity of a compound
Revision P3 - Forces for transport
http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/forces/
Read through the revision notes and carry out the test in on each section. Then write a
WWW and EBI for the revision you have carried out.
Topic
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WWW
Speed
Revise Speed
Test yourself on
EBI
Speed
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Changing speed
Revise Changing
speed
Activity on
Changing speed
Test yourself on
Changing speed
Forces and motion
Revise Forces and
motion
Test yourself on
Forces and
motion
Work and power
Revise Work and
power
Test yourself on
Work and power
Energy on the move
Revise Energy on
the move
Test yourself on
Energy on the
move
Crumple zones
Revise Crumple
zones
Activity on
Crumple zones
Test yourself on
Crumple zones
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Falling safely
Revise Falling
safely
Test yourself on
Falling safely
The energy of
games and theme
rides
Revise The
energy of games
and theme rides
Activity on The
energy of games
and theme rides
Test yourself on
The energy of
games and theme
rides
Test (H)