Edexcel GCSE (9-1) Separate Science Revision Checklist

This checklist includes all units for the Edexcel GCSE (9-1) Separate Science Course.
Please ask your teachers about which units have been covered in Years 9, 10 and 11.
You can also access the individual unit checklists from www.revise4science.weebly.com

BIOLOGY
SB1 Key Concepts in Biology (Paper 1 and Paper 2)

SB1a Microscopes
Step Learning outcome Had a look Nearly there Nailed it!

Recall what an electron microscope is.   

Recall what is meant by an instrument’s
resolution.   
Explain why some cell structures can be seen
with an electron microscope but not with a   
light microscope.

Calculate total magnification using a formula.   

Calculate sizes using magnifications.   
Interpret the SI prefixes milli-, micro-, nano-
and pico-.   
SB1b Plant and animal cells
Step Learning outcome Had a look Nearly there Nailed it!

Identify the parts of plant and animal cells.   

Recall the parts of plant and animal cells.   
Make drawings of plant and animal cells using
a light microscope and identify their parts.   
Describe the functions of the sub-cellular
structures commonly found in eukaryotic cells   
(nucleus, cell membrane, cell wall,
chloroplasts, mitochondria and ribosomes).
Estimate sizes using microscope fields of
view.   
Estimate sizes using scale bars.   

SB1c Specialised cells

Step Learning outcome Had a look Nearly there Nailed it!
Describe how sperm cells are adapted to their
function.   
Describe how egg cells are adapted to their
function.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe how ciliated epithelial cells are

adapted to their function.   
Draw conclusions about a cell’s function from
its adaptations.   
SB1d Inside bacteria
Step Learning outcome Had a look Nearly there Nailed it!

Identify the common parts of bacteria.   

Describe the functions of common parts of
bacteria.   
Describe why bacteria are classified as being
prokaryotic.   
Change numbers to and from standard form.   
Compare eukaryotic and prokaryotic cells.   
SB1e Enzymes and nutrition
Step Learning outcome Had a look Nearly there Nailed it!

State that enzymes are proteins.   

Give examples of enzymes and where they
are found in the human body and in other   
species.
Recall the subunits from which carbohydrates,
proteins and lipids are formed (sugars, amino   
acids, fatty acids and glycerol).
Describe what enzymes do (catalyse the
synthesis and breakdown of substances, such   
as carbohydrates, proteins and lipids, by
speeding up the rate of reaction).

Define an enzyme as a biological catalyst.   

Explain why catalysis by enzymes is important
for life processes (because reactions happen   
much faster).

SB1f Testing foods

Step Learning outcome Had a look Nearly there Nailed it!

Describe how to test for starch in food.   

Describe how to test for reducing sugars in food.   
Describe how to test for proteins in food.   
Describe how to test for lipids in food.   
Explain how calorimetry can be used to measure the
energy in food.   
Evaluate calorimetry tests for accuracy.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SB1g Enzyme action

Step Learning outcome Had a look Nearly there Nailed it!

State what enzyme specificity means.   

State that an enzyme's action is due to its active site.   
Describe the role of the active site in enzyme
function (including specificity).   
Use the lock-and-key model to develop explanations
for enzyme activity.   
Explain why enzymes have a particular shape, as a
result of the sequence of amino acids in the chain.   
Explain how enzymes become denatured.   
SB1h Enzyme activity
Step Learning outcome Had a look Nearly there Nailed it!
Describe the effect of temperature on enzyme
activity.   
Describe the effect of substrate concentration on
enzyme activity.   
Describe the effect of pH on enzyme activity.   
Explain what is meant by the optimum
pH/temperature of an enzyme.   
Calculate the rate of enzyme activity from
experimental data.   
Explain why temperature, substrate concentration
and pH affect enzyme activity.   

SB1i Transporting substances

Step Learning outcome Had a look Nearly there Nailed it!
State that substances are transported by diffusion,
osmosis and active transport.   
Describe how substances are transported by active
transport (including the need for energy).   
Explain how substances are transported by diffusion.   
Explain how substances are transported by osmosis.   
Explain the effects of osmosis on cells and tissues.   
Investigate osmosis in potatoes.   
Calculate percentage gain and loss of mass in
osmosis.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SB2 Cells and control (Paper 1)

SB2a Mitosis
Step Learning outcome Had a look Nearly there Nailed it!
List the names and order of the stages of the
cell cycle, including mitosis.   
Describe what happens in each stage of the
cell cycle, including mitosis.   
Describe why mitosis is important for an
organism. (growth, repair, asexual   
reproduction)
Explain why organisms may rely on asexual
reproduction.   
Describe how mitosis produces genetically
identical, diploid cells.   
Describe how cancers grow.   
SB2b Growth in animals
Step Learning outcome Had a look Nearly there Nailed it!
Define growth in animals as an increase in
cell number and size.
  

Give examples of specialised animal cells.   

Describe how structure of specialised animal
cells is related to their function.   
Explain why cell differentiation is important in
the development of specialised cells.   
Use percentile growth curves to interpret
growth in children.   
SB2c Growth in plants
Step Learning outcome Had a look Nearly there Nailed it!
Describe the stages of growth in plants (cell
division/mitosis, elongation, differentiation).   
Give examples of specialised plant cells.   
Describe how the structures of specialised
plant cells are related to their functions.   
Explain why cell differentiation is important in
the development of specialised cells in plants.   

SB2d Stem cells

Step Learning outcome Had a look Nearly there Nailed it!

Describe where stem cells are found.   

Describe the function of stem cells in plants
and animals.   
Compare embryonic and adult stem cells in
animals.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Give examples of where stem cells may be

used in medicine.   
Identify benefits and risks of using stem cells
in medicine.   
Evaluate the use of stem cells in medicine (by
comparing their benefits and risks).   
SB2e The brain
Step Learning outcome Had a look Nearly there Nailed it!

Describe what the brain is made up of.   

Identify different parts of the brain
(cerebellum, cerebral hemispheres, medulla   
oblongata).
Describe the functions of different parts of the
brain (cerebellum, cerebral hemispheres,   
medulla oblongata).
SB2f Brain and spinal cord problems
Step Learning outcome Had a look Nearly there Nailed it!
H Describe CT and PET scanning.
  
H Explain how brain function is studied using
scanning, and the advantages of this   
H Explain the effects of spinal cord damage.
  
H Explain the effects of damage to different
parts of the brain (including tumours).   
H Explain the limitations of brain surgery.
  
H Explain why some types of spinal cord
damage cannot be fully repaired   

SB2g The nervous system

Step Learning outcome Had a look Nearly there Nailed it!

List the parts of the nervous system.   

Describe how the nervous system detects
stimuli.   
Describe the structure of sensory neurones.   
Describe the routes that impulses take to and
from the brain.   
Explain how sensory neurones are adapted to
their functions (including the myelin sheath).   
SB2h The eye
Step Learning outcome Had a look Nearly there Nailed it!

Identify the main parts of the eye.   

 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain how the cornea, lens, iris and retina

are adapted to their functions.   
Explain how receptor cells allow full colour
vision in bright light.   
Describe common eye defects (cataracts,
long-sightedness, short-sightedness, colour   
blindness).

Describe how cataracts are treated.   

Explain how long- and short-sightedness can
be corrected.   
SB2i Neurotransmission speeds
Step Learning outcome Had a look Nearly there Nailed it!
Describe how the nervous system responds to
stimuli.   
Describe the structures of motor neurones and
relay neurones.
  
Explain how motor neurones are adapted to
their functions.   
Explain the action and function of synapses.   
Explain how the structure of the reflex arc
allows a faster response.   
Describe the structure and function of the
reflex arc.   

SB3 Genetics (Paper 1)

SB3a Sexual and asexual reproduction

Step Learning outcome Had a look Nearly there Nailed it!
Describe features of asexual reproduction
(rapid reproductive cycle, no need for mate,   
no variation of offspring).
Explain how some features of asexual
reproduction can be advantageous or   
disadvantageous.
Describe features of sexual reproduction
(slower reproductive cycle, requires mate,   
variation in offspring).
Explain how some features of sexual
reproduction can be advantageous or   
disadvantageous.
Compare the advantages and disadvantages
of asexual and sexual reproduction in   
evaluating the life cycle of an organism.
SB3b Meiosis
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Recall that gametes are produced by meiosis.   

Describe what happens in meiosis. [without
details of the stages]   
Explain why haploid gametes are needed for
sexual reproduction.   
Recall what an organism’s genome is.   
Describe where genes are found.   
Recall the function of genes.   

SB3c DNA
Step Learning outcome Had a look Nearly there Nailed it!
Recall where DNA is found in a eukaryotic
cell.   
Name the bases in DNA.   
Recall the pairing of bases in DNA.   
Describe how DNA strands are held together.   
Describe the overall structure of DNA.   
Describe how DNA can be extracted from
fruit.   
SB3d Protein synthesis
Step Learning outcome Had a look Nearly there Nailed it!

H Recall where proteins are made.

  
H Describe how the shape of a protein is
determined.   
H Explain how the order of amino acids in a
protein is determined.   
H Describe what happens during the
transcription stage of protein synthesis.   
H Describe what happens during the
translation stage of protein synthesis.   
SB3e Genetic variants and phenotypes
Step Learning outcome Had a look Nearly there Nailed it!

H Describe what a mutation is.

  
H Recall some ways in which mutations
occur.   
H Describe possible effects of mutations on
amino acid sequences.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

H Describe how gene transcription is

regulated.   
H Explain the effects of mutations on protein
activity.   
H Explain how mutations can influence RNA
polymerase binding and so alter protein
  
production.

SB3f Mendel
Step Learning outcome Had a look Nearly there Nailed it!

Recall who discovered the basis of genetics.   

Describe how breeding pea plants was used to work
out the basis of genetics.   
Describe why it was difficult to understand
inheritance before the idea of genes.   
SB3g Alleles
Step Learning outcome Had a look Nearly there Nailed it!
Describe the difference between a gene and an
allele.   
Explain the effects of alleles on inherited
characteristics.   
Describe the relationship between a genotype and a
phenotype.   
Identify homozygous and heterozygous genotypes.   
Use genetic diagrams to work out possible
combinations of alleles in the offspring of parents.   
Explain why the effects of some alleles in an
organism’s genotype are not seen in its phenotype.   
SB3h Inheritance
Step Learning outcome Had a look Nearly there Nailed it!
Use Punnett squares to work out possible
combinations of alleles in the offspring of parents.   
Interpret family pedigree charts to work out possible
inherited genotypes and phenotypes.   
Describe how sex is determined in humans.   
Calculate ratios of phenotypes (controlled by alleles
of a single gene) when organisms are crossed.   
Calculate probabilities of certain phenotypes
occurring when organisms are crossed.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SB3i Multiple and missing alleles

Step Learning outcome Had a look Nearly there Nailed it!
Describe ABO blood groups as an example of
multiple alleles for one gene.   
Describe how ABO blood groups are inherited.   
Explain the inheritance of codominance.   
H Give examples of sex-linked genetic disorders.
  
H Explain why some genetic disorders are
sexlinked.   
SB3j Gene mutation
Step Learning outcome Had a look Nearly there Nailed it!
Give examples of characteristics controlled by
multiple genes.   
Define the term mutation.   
Describe some potential applications of mapping
human genomes.   
Explain how a mutation can cause variation (limited
to changes in the protein formed, which can affect   
processes in which that protein is needed).
Give examples of mutations in human genes that
affect the phenotype, and examples of those that   
have little or no obvious effect.
Explain why many mutations have no effect on the
phenotype.   
SB3k Variation
Step Learning outcome Had a look Nearly there Nailed it!
Distinguish between genetic variation and
environmental variation.   
Distinguish between continuous and discontinuous
variation.   
Describe the causes of genetic variation (mutation
and sexual reproduction).   
Describe the causes of environmental variation
(differences in the environment, acquired   
characteristics).
Analyse the contribution of genes and environment
to the variation in a characteristic.   
SB4 Natural Selection and Genetic Modification (Paper 1)

SB4a Evidence for human evolution

Step Learning outcome Had a look Nearly there Nailed it!

Define ‘evolution’.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Recognise binomial species names.   

Explain how evidence from fossils and stone
tools supports current ideas about human   
evolution.
Recall how stone tools are dated from their
environment.   
Describe how stone tools created by
humanlike species have developed over time.   
Describe the fossil evidence for human-like
species that lived 4.4, 3.2 and 1.6 million   
years ago.
SB4b Darwin’s theory
Step Learning outcome Had a look Nearly there Nailed it!

Recall the cause of genetic variation.   

Describe how adaptations allow organisms to
survive.   
Explain how natural selection allows some
members of a species to survive better than   
others when conditions change.
Explain how natural selection can lead to the
evolution of a new species.   
Explain how the development of resistance in
organisms supports Darwin’s theory.   
SB4c Development of evolution theory
Step Learning outcome Had a look Nearly there Nailed it!
Recall the names of the scientists who first
developed the idea of evolution by natural   
selection.
Describe some of the evidence that Darwin
and Wallace used to support their idea.   
Explain the impact of the idea of evolution by
natural selection on modern biology.   
Recall what is meant by the pentadactyl limb,
and where it is found.   
Explain how changes in the pentadactyl limb
provide evidence for evolution by natural   
selection.
SB4d Classification
Step Learning outcome Had a look Nearly there Nailed it!
Describe how organisms are classified into
smaller and smaller groups (based on their   
characteristics).
Identify genus and species from a binomial
name.   
Identify an organism as a member of one of
the five kingdoms.   
Describe what genetic analysis is.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain why biologists often now classify

organisms into three domains.   
SB4e Breeds and varieties
Step Learning outcome Had a look Nearly there Nailed it!
Describe why new breeds and varieties are
created.   
Describe what is meant by a ‘genetically
modified organism’.   
Describe how selective breeding is carried
out.   
Explain the impact of selective breeding on
domesticated plants and animals.   
SB4f Tissue culture
Step Learning outcome Had a look Nearly there Nailed it!

Describe how tissue culture is carried out.   

Explain why tissue culture produces many
identical cells.   
Describe advantages of using tissue culture in
medical research.   
Describe advantages of using tissue culture in
plant breeding programmes.   

SB4g Genes in agriculture and medicine

Step Learning outcome Had a look Nearly there Nailed it!

H Describe the main stages of genetic

engineering.   
Recall some uses of selectively bred
organisms (in agriculture).   
Recall some uses of genetically engineered
organisms (in agriculture, in medicine).   
Evaluate the benefits and risks of using
selective breeding and genetic engineering to   
produce new varieties and breeds.
SB4h GM and agriculture
Step Learning outcome Had a look Nearly there Nailed it!

Give examples of useful GM organisms.   

Describe how crop plants can be modified to
make them resistant to insect pests.   
Explain how using GM organisms can
increase the amount of food we produce.   
Explain how using GM organisms can cause
problems in the environment.   
Evaluate the advantages and disadvantages
of using GM organisms.   
SB4i Fertilisers and biological control
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Step Learning outcome Had a look Nearly there Nailed it!

Describe the principle of biological control.   

Explain why we need to produce more food.   
Explain how biological control can help to
increase crop yield.   
Explain how biological control can cause
problems (in decreasing biodiversity).   
Explain how fertilisers can increase crop yield.   
Explain how fertilisers can damage the
environment (by causing pollution).   

SB5 Health, Disease, and the Development of Medicines (Paper 1)

SB5a Health and disease

Step Learning outcome Had a look Nearly there Nailed it!

Define the term health.   

Define the term disease.   
Describe how communicable and
noncommunicable diseases differ.   
Outline the role of the immune system in
protecting against disease.   
Explain how disease can affect the immune
system.   
SB5b Non-communicable disease
Step Learning outcome Had a look Nearly there Nailed it!
Give examples of non-communicable
diseases.   
Define the term malnutrition.   
Explain how diet can lead to malnutrition.   
Describe the link between alcohol and liver
disease.   
Explain the effect of alcohol consumption on
liver disease at local, national and global   
levels.
SB5c Cardiovascular disease
Step Learning outcome Had a look Nearly there Nailed it!
Describe how obesity is measured (BMI and
waist : hip calculations).   
Describe how obesity correlates with
cardiovascular disease.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe how smoking correlates with

cardiovascular disease.   
Explain why exercise and diet affect obesity.   
Compare how cardiovascular diseases are
treated   

SB5d Pathogens
Step Learning outcome Had a look Nearly there Nailed it!
Describe some problems and diseases
caused by bacteria.   
Describe a disease caused by a virus.   
Describe a disease caused by a protist   
Describe a disease caused by a fungus.   
Explain how signs of a disease can be used to
identify the pathogen.   
SB5e Spreading pathogens
Step Learning outcome Had a look Nearly there Nailed it!
State the ways in which pathogens can be
spread.   
Give examples of pathogens that are spread
in different ways (e.g. cholera bacteria by   
water, tuberculosis bacteria and chalara
dieback fungi by air, malaria protist by vector,
Helicobacter by mouth, Ebola by body fluids).
Explain how the spread of different pathogens
can be reduced or prevented.   
SB5f Virus life cycles
Step Learning outcome Had a look Nearly there Nailed it!

Describe the structure of a virus.   

Explain how viruses differ from cells.   
Describe the lytic pathway of a virus life cycle.   
Describe the lysogenic pathway of a virus life
cycle.   
Compare and contrast the lytic and lysogenic
pathways.   
Calculate the cross-sectional area of viral
cultures and clear agar jelly.   

SB5g Plant defences

Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe some physical barriers of plants to

pests and pathogens.   
Describe some chemical defences of plants to
pests and pathogens.   
Describe how plant protective chemicals are
used to treat human diseases or symptoms.   
Describe examples of aseptic technique.   
Explain why aseptic technique is used during
the culture of microorganisms.   
SB5h Plant diseases
Step Learning outcome Had a look Nearly there Nailed it!

H Describe how plant diseases are detected

using visible symptoms.   
H Describe how environmental causes of
plant problems are eliminated when
  
identifying disease.

H Describe how distribution analysis can help

identify a plant disease.   
H Describe how plant pathogens are
diagnosed in the lab.   
SB5i Physical and chemical barriers
Step Learning outcome Had a look Nearly there Nailed it!
Explain how the spread of the STIs Chlamydia
and HIV can be reduced or prevented.   
Give examples of physical barriers.   
Give examples of chemical barriers.   
Describe how physical barriers protect the
body (e.g. skin, mucus and cilia).   
Describe how chemical barriers protect the
body (e.g. lysozymes, hydrochloric acid).   

SB5j The immune system

Step Learning outcome Had a look Nearly there Nailed it!
State that the immune system protects the
body by attacking pathogens.   
Describe how antigens trigger the release of
antibodies and the production of memory   
lymphocytes.
Describe the role of antibodies in the immune
response.   
Describe the role of memory lymphocytes in
triggering a secondary response.   
Explain how immunisation protects against
infection by a pathogen.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Discuss advantages and disadvantages of

immunisation including herd immunity.   
SB5k Antibiotics
Step Learning outcome Had a look Nearly there Nailed it!
Define the term antibiotic (as medicines that
inhibit cell processes in bacteria).   
Explain why antibiotics are useful for treating
bacterial infections (because they do not   
damage human cell processes).
Explain why antibiotics cannot be used to treat
infections by pathogens other than bacteria.
  
Describe the stages of development of new
medicines.   
Explain why each stage of the development of
a new medicine is needed.   
SB5l Monoclonal antibodies
Step Learning outcome Had a look Nearly there Nailed it!

H Define the term monoclonal antibody.

  
H Define the term hybridoma cell.
  
H Describe how monoclonal antibodies are
produced by lymphocytes.   
H Explain how monoclonal antibodies are
used in pregnancy testing.   
H Explain how monoclonal antibodies are
used in diagnosis of disease (including blood
  
clots and cancer).
H Explain the advantages of monoclonal
antibodies compared with drug and
  
radiotherapy treatments to target cells.
SB6 Plant Structures and their Functions (Paper 2)

SB6a Photosynthesis
Step Learning outcome Had a look Nearly there Nailed it!
Explain why photosynthetic organisms are
producers of biomass.   
Recall some substances produced from
glucose and their roles in the plant.   
Summarise what happens in photosynthesis
(including the use of a word equation).   
Explain why photosynthesis is an endothermic
reaction.   
Explain how a leaf and its cells are adapted
for photosynthesis.   
SB6b Factors that affect photosynthesis
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Recall what is meant by a rate of reaction.   

Describe the effects of temperature, light
intensity and carbon dioxide concentration on   
the rate of photosynthesis.
Explain the effects of limiting factors of
photosynthesis.   
H Explain the effects of more than one factor
on the rate of photosynthesis.   
H Describe how light intensity and rate of
photosynthesis are related.   
H Explain why the rate of photosynthesis is
inversely proportional to the distance of a light
  
source.
SB6c Absorbing water and mineral ions
Step Learning outcome Had a look Nearly there Nailed it!
Explain how root hair cells are adapted to
taking in water and mineral ions.   
Recall that substances can be transported by
diffusion, osmosis and active transport.   
Describe what is meant by a concentration
gradient.   
Explain why active transport is needed to
transport some molecules.   
Explain how molecules move by osmosis.   
SB6d Transpiration and translocation
Step Learning outcome Had a look Nearly there Nailed it!
Explain how xylem tissue is adapted to its
functions.   
Explain how phloem tissue is adapted to its
function.   
Describe now transpiration occurs.   
Describe how translocation occurs.   
Explain the effects of environmental factors on
the rate of transpiration (light intensity, air   
movement, temperature, humidity).
Describe how to measure the rate of
transpiration.   
SB6e Plant adaptations
Step Learning outcome Had a look Nearly there Nailed it!

Identify the different tissues in a leaf.   

Describe the functions of the different tissues
in a leaf.   
Describe some adaptations that plants have
to living in extreme environments.
  
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain how leaf structure is adapted for

photosynthesis and gas exchange.   
Explain some ways in which plants are
adapted to reducing water loss in extreme   
environments.
SB6f Plant hormones
Step Learning outcome Had a look Nearly there Nailed it!
Recall the names of three types of plant
hormone.   
Define the term tropsim.   
Identify negative and positive photo- and
gravitropisms.   
Explain how auxins cause phototropism in
plant shoots and roots.   

SB6g Uses of plant hormones

Step Learning outcome Had a look Nearly there Nailed it!

H Describe the uses of axuins by plant

growers.   
H Describe the uses of gibberellins by plant
growers and fruit farmers.   
H Describe how fruit is artificially ripened
using plant hormones.   
H Compare the advantages and
disadvantages of using plant hormones in fruit
  
farming.
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SB7 Animal Coordination, Control and Homeostasis (Paper 2)

SB7a Hormones
Step Learning outcome Had a look Nearly there Nailed it!
State where hormones are produced (in
endocrine glands).   
Describe the general role of hormones in the
body.   
Describe how hormones are transported
around the body.   
Describe the production and release of some
common hormones from their endocrine   
glands (pituitary gland, thyroid gland,
pancreas, adrenal glands, ovaries and testes).

Identify the target organs of some common

hormones.   
Explain the importance of hormones.   
SB7b Hormonal control of metabolic rate
Step Learning outcome Had a look Nearly there Nailed it!

H Describe the effects of adrenalin on the

body.   
H Explain how adrenalin prepares the body
for fight or flight.   
H Define metabolic rate.
  
H Describe the effect of thyroxine on
metabolic rate.   
H Describe how a negative feedback
mechanism works.   
H Explain how negative feedback controls the
production of thyroxine.   
H Explain why negative feedback
mechanisms are important in living
  
organisms.

SB7c The menstrual cycle

Step Learning outcome Had a look Nearly there Nailed it!
Describe what happens during the menstrual
cycle.   
Describe the function of oestrogen in the
menstrual cycle.   
Describe the function of progesterone in the
menstrual cycle.   
Explain how barrier methods can be used as
contraception.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain how hormones can be used as

contraception.   
Compare, contrast and evaluate hormonal
and barrier methods of contraception.
  
SB7d Hormones and the menstrual cycle
Step Learning outcome Had a look Nearly there Nailed it!

H Describe how changes in hormones affect

the uterus wall, ovulation and menstruation.   
H Explain how oestrogen, progesterone, FSH
and LH interact in the menstrual cycle.   
H Describe examples of Assisted
Reproductive Technology (ART).   
H Explain how clomifene is used to stimulate
ovulation.   
H Explain how hormones are used in IVF
treatment.   
SB7e Control of blood glucose
Step Learning outcome Had a look Nearly there Nailed it!

Define homeostasis.   
Explain why a constant internal environment is
important.   
Explain the role of insulin in regulating blood
glucose concentration.   
H Explain the role of glucagon in regulating
blood glucose concentration.   
Explain how type 1 diabetes is caused.   
Explain how type 1 diabetes can be controlled.   

SB7f Type 2 diabetes

Step Learning outcome Had a look Nearly there Nailed it!

Explain how type 2 diabetes is caused.   

Explain how type 2 diabetes can be
controlled.   
Describe the correlation between body mass
and type 2 diabetes.   
Explain how BMI and waist : hip ratio are
related to body mass.   
Evaluate the correlation between body mass
and type 2 diabetes.   
SB7g Thermoregulation
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Define the term ‘thermoregulation’.   

Explain the importance of thermoregulation in
enzyme activity.   
Explain the role of the skin in thermoregulation
[blood flow in dermis, sweating and hair   
erection in epidermis].
Explain the role of the hypothalamus in
thermoregulation.   
Explain the role of muscles in raising low body
temperature.   
H Explain the role of changing blood vessel
diameter in thermoregulation.   
SB7h Osmoregulation
Step Learning outcome Had a look Nearly there Nailed it!

Describe the structure of the urinary system.   

State how urea is formed.   
Define the term ‘osmoregulation’.   
Describe how kidney failure is treated [kidney
dialysis, organ donation]   
Explain why osmoregulation is important.   

SB7i The kidneys

Step Learning outcome Had a look Nearly there Nailed it!

Describe the parts of a nephron.   

State what urine contains.   
Explain how the structure of the nephron
allows filtration.   
Explain how the structure of the nephron
supports reabsorption of glucose.   
Explain how the structure of the nephron
supports reabsorption of water.   
H Explain the role of ADH in controlling body
water content.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SB8 Exchange and Transport in Animals (Paper 2)

SB8a Efficient transport and exchange

Step Learning outcome Had a look Nearly there Nailed it!
Recall the names of substances that need to
be transported into and out of the body.   
Describe the functions of the substances that
are transported into the body.   
Describe the adaptations of the lungs for gas
exchange.   
Calculate surface area : volume ratios.   
Explain the importance of surface area :
volume ratios in transport systems.   
SB8b Factors affecting diffusion
Step Learning outcome Had a look Nearly there Nailed it!
Describe what is meant by concentration and
use appropriate units.   
Describe how surface area affects the rate of
diffusion.   
Describe how concentration gradient affects
the rate of diffusion.   
Describe how distance affects the rate of
diffusion.   
Calculate rates of diffusion using Fick’s law.   
SB8c The circulatory system
Step Learning outcome Had a look Nearly there Nailed it!
Recall the components and function of the
circulatory system.   
Recall the functions of the different types of
blood vessels.   
Describe the functions of the different types of
blood cells (erythrocytes, phagocytes,   
lymphocytes).
Describe the functions of blood platelets and
plasma.   
Describe how the different blood vessels are
adapted to their functions.   

SB8d The heart

Step Learning outcome Had a look Nearly there Nailed it!

Recall the parts of the heart.   

Describe the flow of blood through the heart.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain how the heart is adapted for its

function (valves, differing ventricle muscle   
thicknesses).
Recall and use the equation that relates
cardiac output, stroke volume and heart rate.   
SB8e Cellular respiration
Step Learning outcome Had a look Nearly there Nailed it!

Explain why organisms need to respire.   

Recall the word equation for aerobic
respiration.   
Recall the word equation for anaerobic
respiration in humans.   
Explain why respiration is an exothermic
process.   
Compare aerobic and anaerobic respiration.   

SB9 Ecosystems and Material Cycles (Paper 2)

SB9a Ecosystems
Step Learning outcome Had a look Nearly there Nailed it!
State what is meant by the ecological terms
community, population and habitat.   
Give examples of an ecosystem, a community,
a population and a habitat.   
Describe the organisation of the components of
an ecosystem (including populations,   
communities, habitats and abiotic factors).
Describe how the interdependence of
organisms in an ecosystem allows their   
survival.
Explain how to estimate population size,
including the use of quadrats.   

SB9b Energy transfer

Step Learning outcome Had a look Nearly there Nailed it!
Describe the energy transfers that occur
between trophic levels.   
Explain how energy is transferred at each
trophic level, including making some energy   
less useful.
Explain how energy transfers limit the length of
a food chain.   
Explain how energy transfers determine the
shape of pyramids of biomass.   
Calculate the efficiency of energy transfer
between trophic levels.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Calculate the percentage of biomass

transferred between trophic levels.   
SB9c Abiotic factors and communities
Step Learning outcome Had a look Nearly there Nailed it!

Give examples of abiotic factors.   

Explain how communities are affected by
abiotic factors (temperature, light, water,   
pollutants).
Explain how to investigate the effect of abiotic
factors on the distribution of organisms using   
belt transects.
SB9d Biotic factors and communities
Step Learning outcome Had a look Nearly there Nailed it!

Give examples of biotic factors.   

Describe how competition can affect
communities.   
Describe how predation can affect
communities.   
Explain how predator–prey cycles affect
communities.   
Explain how the structure of a community can
affect biodiversity.   

SB9e Assessing pollution

Step Learning outcome Had a look Nearly there Nailed it!
H Name some indicator species and what they
indicate.   
H Explain why indicator species are evidence
for a particular level of air or water pollution.   
H Describe the advantages of using indicator
species as evidence for the level of pollution.   
H Describe the disadvantages of using
indicator species as evidence for the level of
  
pollution.
H Evaluate the use of indicator species for
assessing the level of pollution.   
SB9f Parasitism and mutualism
Step Learning outcome Had a look Nearly there Nailed it!

Define the term ‘parasitism’.   

Define the term ‘mutualism’.   
Describe how parasites are dependent on their
hosts.   
Describe how hosts are harmed by parasites.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Identify parasites and mutualists in examples.   

Explain how mutualists benefit from their
relationship.   
SB9g Biodiversity and humans
Step Learning outcome Had a look Nearly there Nailed it!

Define the term eutrophication.   

Describe examples of the introduction of
nonindigenous species.   
Describe the advantages of fish farming.   
Explain how fish farming can affect ecosystems
and biodiversity.   
Explain how the introduction of species can
affect ecosystems and biodiversity.   
Explain how eutrophication can affect
ecosystems and biodiversity.   

SB9h Preserving biodiversity

Step Learning outcome Had a look Nearly there Nailed it!

Define the term conservation.   

Explain what is meant by reforestation.   
Give examples of animal conservation.   
Explain how animal conservation can benefit
biodiversity.   
Explain how reforestation can benefit
biodiversity.   
SB9i Food security
Step Learning outcome Had a look Nearly there Nailed it!

Define the term ‘food security’.   

Describe the effect of increasing human
population on food security.   
Describe the effect of new pests and
pathogens on food security.
  
Describe the effect of animal farming and
consumption on food security.   
Describe the effect of human-induced
environmental change on food security.   
Describe the effect of sustainability issues
[production of biofuels, cost of agriculture] on   
food security.
SB9j The water cycle
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Step Learning outcome Had a look Nearly there Nailed it!

Give examples of materials that cycle through
ecosystems.   
Describe the processes by which water cycles
through abiotic parts of an ecosystem.   
Describe the processes by which water cycles
through living organisms.   
Describe how drinking water is produced where
water is plentiful.   
Explain how drinking water can be produced by
desalination in areas of drought.   
Explain why water is important to living
organisms.   

SB9k The carbon cycle

Step Learning outcome Had a look Nearly there Nailed it!

Give examples of decomposers.   

Define the term decomposer.   
Describe the carbon cycle.   
Identify the key processes in the carbon cycle.   
Explain how carbon is cycled through the biotic
and abiotic components of an ecosystem.   
Explain the importance of the carbon cycle (in
balancing photosynthesis and respiration, and   
removal of wastes by decomposition).
SB9l The nitrogen cycle
Step Learning outcome Had a look Nearly there Nailed it!

Describe how plants use nitrates.   

Describe the different roles of bacteria in the
nitrogen cycle.   
Explain how fertilisers increase the nitrate
content of the soil.   
Explain why bacteria are important for soil
fertility.   
Explain how crop rotation can increase the
nitrogen content of the soil.   
SB9m Rates of decomposition
Step Learning outcome Had a look Nearly there Nailed it!

Describe ways that food is preserved.   

Explain why food is preserved in different ways
[reducing temperature, water content and   
oxygen availability].
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe how compost is made.   

Explain how the rate of decomposition in
composting can be increased.   
Calculate the rate of decay in food and
compost.   

CHEMISTRY
SC1 States of Matter (Paper 1)

SC1a States of matter

Step Learning outcome Had a look Nearly there Nailed it!
Name the three states of matter, and the
physical changes that occur between them.   
Describe the arrangements and movement of
particles in the different states of matter.   
Use information to predict the state of a
substance.   
Describe the relative energies of particles in
the different states of matter.   
Explain why the movement and arrangement
of particles change during changes of state.   
Explain why the energy of particles changes
during changes of state.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SC2 Methods of Separating and Purifying Substances (Paper 1)

SC2a Mixtures
Step Learning outcome Had a look Nearly there Nailed it!
Describe the differences between a pure
substance and a mixture.   
Use melting point information to decide
whether a substance is pure or is a mixture.   
Describe what happens to atoms at a pure
substance’s melting point.   
Interpret a heating curve to identify a melting
point.   
Explain why the temperature does not change
as a pure substance melts.   
SC2b Filtration and crystallisation
Step Learning outcome Had a look Nearly there Nailed it!
State some mixtures that can be separated by
filtration.   
State some mixtures that can be separated by
crystallisation.   
Draw and interpret diagrams showing how
filtration and crystallisation are done.   
Explain the formation of crystals during
crystallisation.   
Explain how mixtures are separated by
filtration.   
Explain ways of reducing risk when separating
mixtures by filtration and crystallisation.   
SC2c Paper chromatography
Step Learning outcome Had a look Nearly there Nailed it!
Describe how some mixtures can be
separated by chromatography.   
Identify pure substances and mixtures on
chromatograms.   
Identify substances that are identical on
chromatograms.   
Draw and interpret diagrams showing how
chromatography is done.   
Explain how substances can be separated by
chromatography.   
Calculate Rf values and use them to identify
substances.   
SC2d Distillation
Step Learning outcome Had a look Nearly there Nailed it!
Describe how to carry out, and explain what
happens in, simple distillation.   
Distinguish between simple distillation and
fractional distillation.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Identify when fractional distillation should be

used to separate a mixture.   
Describe how to carry out fractional
distillation.   
Explain how the products of fractional
distillation are linked to the boiling points of   
the components.
Explain what precautions are needed to
reduce risk in a distillation experiment.   

SC2e Drinking water

Step Learning outcome Had a look Nearly there Nailed it!
Explain why water used in chemical analysis
must not contain dissolved salts.   
Describe how fresh water can be produced
from seawater.   
Describe the steps needed to make fresh
water suitable for drinking.   
Suggest how to purify water when you know
what it contains.   
Evaluate the hazards and control the risks
present when purifying water.   

SC3 Atomic Structure (Paper 1 and Paper 2)

SC3a Structure of an atom
Step Learning outcome Had a look Nearly there Nailed it!
Describe how Dalton's ideas about atoms have
changed.   
Describe how the subatomic particles are arranged
in an atom.   
Explain how atoms of different elements are
different.   
Recall the charges and relative masses of the three
subatomic particles.   
Explain why all atoms have no overall charge.   
Describe how the size of an atom compares to the
size of its nucleus.   
SC3b Atomic number and mass number
Step Learning outcome Had a look Nearly there Nailed it!

State where most of the mass of an atom is found.   

State the meaning of atomic number.   
State the meaning of mass number.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe how the atoms of different elements vary.   

State the number of electrons in an atom from its
atomic number.   
Calculate the numbers of protons, neutrons and
electrons using atomic and mass numbers.   

SC3c Isotopes
Step Learning outcome Had a look Nearly there Nailed it!

State what is meant by an isotope.   

Identify isotopes from information about the structure
of atoms.   
Calculate the numbers of protons, neutrons and
electrons using atomic numbers and mass numbers.   
Explain why the relative atomic mass of many
elements is not a whole number.   
H Calculate the relative atomic mass of an element
from the relative masses and abundances of its   
isotopes.

SC4 The Periodic Table (Paper 1 and Paper 2)

SC4a Elements and the periodic table

Step Learning outcome Had a look Nearly there Nailed it!
Recall the chemical symbols of some common
elements.
  
Describe how Mendeleev arranged elements
into a periodic table.   
Describe how Mendeleev predicted the
existence and properties of some elements   
yet to be discovered.
Explain how Mendeleev’s early ideas were
supported by later evidence.   
SC4b Atomic number and the periodic table
Step Learning outcome Had a look Nearly there Nailed it!
Explain some problems Mendeleev had when
ordering the elements.   
Explain the meaning of the term ‘atomic
number’.   
Describe how the elements are arranged in
the modern periodic table.   
Recall the positions of metals and non-metals
in the periodic table.   
SC4c Electronic configurations and the periodic table
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

State what the term ‘electronic configuration’

means.   
Show electronic configurations in the form
2.8.1 and as diagrams.   
Predict the electronic configurations of the
elements hydrogen to calcium.   
Explain the links between an element’s
position in the periodic table and its electronic   
configuration.
Recall the positions of metals and non-metals
in the periodic table.   

SC5 Ionic Bonding (Paper 1 and Paper 2)

SC5a Ionic bonds

Step Learning outcome Had a look Nearly there Nailed it!

Recall the formulae of simple ions.   

Explain how cations and anions are formed.   
Use dot and cross diagrams to explain how ionic
bonds are formed.   
Explain the difference between an atom and an
ion.   
Calculate the numbers of protons, neutrons and
electrons in simple ions.   
Explain the formation of ions in groups 1, 2, 6 and
7 of the periodic table.
  
SC5b Ionic lattices
Step Learning outcome Had a look Nearly there Nailed it!
Recall the formulae of common polyatomic ions,
and the charges on them.   
Interpret the use of –ide and –ate endings in the
names of compounds.   
Name ionic compounds using –ide and –ate
endings.   
Work out the formula of an ionic compound from
the formulae of its ions.   
Describe the structure of ionic compounds.   
Explain how ionic compounds are held together.   
SC5c Properties of ionic compounds
Step Learning outcome Had a look Nearly there Nailed it!

Describe the properties of ionic compounds.   

Explain why ionic compounds have high melting
points and high boiling points.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain why ionic compounds conduct electricity

when they are molten and in aqueous solution.   
Explain why ionic compounds do not conduct
electricity as solids.   
Identify ionic compounds from data about their
properties.   

SC6 Covalent bonding (Paper 1 and Paper 2)

SC6a Covalent bonds

Step Learning outcome Had a look Nearly there Nailed it!

Explain how covalent bonds are formed.   

Recall the names of some common molecular
elements.   
Recall the names of some common molecular
compounds.   
State the bonding that is found in molecules.   
State the approximate size (order or
magnitude) of atoms and small molecules.   
Explain the formation of covalent bonds using
dot and cross diagrams.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SC7 Types of Substance (Paper 1 and Paper 2)

SC7a Molecular compounds

Step Learning outcome Had a look Nearly there Nailed it!
Recall examples of common covalent, simple
molecular compounds.   
Describe the general properties of covalent,
simple molecular compounds.   
Explain why covalent, simple molecular
compounds have low melting and boiling   
points.
Explain why covalent, simple molecular
compounds are poor conductors of electricity.   
Describe the structure of a polymer.   

SC7b Allotropes of carbon

Step Learning outcome Had a look Nearly there Nailed it!

Recall some allotropes of carbon.   

Describe the basic differences between
covalent, simple molecules and giant covalent   
structures.
Describe the structures of diamond, graphite,
fullerenes and graphene.   
Describe the properties of diamond, graphite,
fullerenes and graphene.   
Explain the properties and uses of diamond
and graphite in terms of their structure and   
bonding.
Explain the properties of fullerenes and
graphene in terms of their structure and   
bonding.
SC7c Properties of metals
Step Learning outcome Had a look Nearly there Nailed it!
Describe the particles and how they are
arranged in metals.   
Explain why metals are malleable.   
Explain why metals conduct electricity.   
Describe the typical properties of metals.   
Describe the typical properties of non-metals.   
SC7d Bonding metals
Step Learning outcome Had a look Nearly there Nailed it!
Edexcel GCSE (9-1) Separate Science Revision Checklist

Give examples of ionic; covalent, simple

molecular; covalent, giant molecular; and   
metallic substances.
Describe how the different types of bonds and
structures are formed.   
Explain how the structure and bonding of a
substance is linked to its physical properties.   
(Relative melting point and boiling point,
relative solubility in water and ability to
conduct electricity, as solids and in solution.)

Explain why we use models to represent

structure and bonding.   
Represent structures and bonding using a
variety of different models (dot and cross, ball   
and stick, 2D, 3D).
Describe the limitations of the different models
used to represent structure and bonding (dot   
and cross, ball and stick, 2D, 3D).
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SC8 Acids and Alkalis (Paper 1)

SC8a Acids, alkalis, and indicators

Step Learning outcome Had a look Nearly there Nailed it!
Describe what the main hazard symbols
mean.   
Describe the safety precautions that should
be observed when handling different acids  
and alkalis. 
Name the ions present in all acidic and all
alkaline solutions.   
State the pH values associated with acidic,
alkaline and neutral solutions.   
Describe the effect of acids and alkalis on
common indicators.   
H Explain the link between pH and the
concentration of ions in acids and alkalis.   

SC8b Looking at acids

Step Learning outcome Had a look Nearly there Nailed it!

H Describe the relationship between

hydrogen ion concentration and pH.
  
H Explain the difference between a dilute and
concentrated solution (in terms of the amount
  
of solute present).

H Explain the difference between strong and

weak acids (in terms of the degree of
  
dissociation of the acid molecules).

H Explain how the pH and reactivity of an

acid depend on the concentration and the
  
strength of the acid.

SC8c Bases and salts

Step Learning outcome Had a look Nearly there Nailed it!
Describe how a base reacts in a neutralisation
reaction.   
Describe what happens when an acid reacts
with a metal oxide.   
Write word equations for the reactions of acids
and metal oxides.
  
Write symbol equations for the reactions of
acids and metal oxides.   
Explain what happens during a neutralisation
reaction.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe the steps involved in preparing a

soluble salt from an acid and an insoluble   
reactant.
Explain why:
an excess of insoluble reactant is used when
  
preparing a soluble salt the excess reactant is
removed when preparing a soluble salt the
remaining solution contains only a salt and
water, when preparing a soluble salt from an
acid and an insoluble reactant.

SC8d Alkalis and balancing equations

Step Learning outcome Had a look Nearly there Nailed it!
Recall the chemical formulae of some
common compounds.   
Recall and use state symbols.   
Balance chemical equations.   
Recall that alkalis are soluble bases.   
Describe the reactions of alkalis with acids.   

SC8e Alkalis and neutralisation

Step Learning outcome Had a look Nearly there Nailed it!
Explain what happens to the ions from acids
and alkalis during neutralisation.   
Explain why titration is used to prepare
soluble salts.
  
Describe how to carry out an acid–alkali
titration.   
SC8f Reactions of acids with metals and carbonates
Step Learning outcome Had a look Nearly there Nailed it!
H Write balanced ionic equations.
  
Explain the general reaction between an acid
and a metal to produce a salt and hydrogen.   
Explain the general reaction between an acid
and a metal carbonate to produce a salt,   
water and carbon dioxide.
Describe the test for hydrogen.
  
Describe the test for carbon dioxide.
  
SC8g Solubility
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Recall the general rules for the solubility of

common substances in water.   
Predict whether or not a precipitate will form
from two solutions.   
Name the precipitate formed in a reaction.
  
Describe how to prepare a pure, dry sample
of an insoluble salt.
  

SC9 Calculations involving masses (Paper 1 and Paper 2)

SC9a Masses and empirical formulae

Step Learning outcome Had a look Nearly there Nailed it!
Calculate the relative formula mass of a substance from
relative atomic masses.   
Calculate the empirical formula of a compound from the
masses of the elements it contains.   
Explain the difference between an empirical formula
and a molecular formula.   
Deduce the empirical formula from a molecular formula.   
Deduce the molecular formula for a compound from its
empirical formula and its relative formula mass.   
Describe an experiment to determine the empirical
formula for a compound.   
SC9b Conservation of mass
Step Learning outcome Had a look Nearly there Nailed it!
Explain the law of conservation of mass in a closed
system.   
Explain the law of conservation of mass in a
nonenclosed system.   
Calculate the mass of product formed from a given
mass of reactant, using a balanced equation.   
Calculate the mass of a reactant needed to produce a
given amount of product, using a balanced equation.   
Calculate the concentration of a solution in g dm–3.   
SC9c Moles H
Step Learning outcome Had a look Nearly there Nailed it!
H Describe what is meant by a mole of particles.
  
H Calculate the number of moles of particles in a given
mass of a certain substance and vice versa.   
H Calculate the number of particles in a given number
of moles or mass of a substance and vice versa.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

H Explain that the mass of a product formed in a

reaction is controlled by the mass of reactant that is not
  
in excess.
H Deduce the balanced equation for a reaction from the
masses of reactants and/or products.   

SC10 Electrolytic Processes (Paper 1)

SC10a Electrolysis
Step Learning outcome Had a look Nearly there Nailed it!

State the meaning of the term ‘electrolyte’.   

Outline what happens during electrolysis.   
Explain the movement of the ions during
electrolysis.   
H Write half equations for the reactions at the
electrodes.   
H Explain the meaning of oxidation and
reduction in terms of the movement of
  
electrons.
H State the electrodes at which oxidation and
reduction occur.   
SC10b Products from electrolysis
Step Learning outcome Had a look Nearly there Nailed it!
Recall the products formed from the
electrolysis of a variety of common   
compounds and solutions (copper chloride
solution, sodium chloride solution, sodium
sulfate solution, acidified water, molten lead
bromide).

Explain the formation of the products in the

electrolysis of a variety of common   
compounds and solutions (copper chloride
solution, sodium chloride solution, sodium
sulfate solution, acidified water, molten lead
bromide).

Predict the products formed from the

electrolysis of a molten, binary, ionic   
compound.
Explain how the electrolysis of copper sulfate
solution using copper electrodes can be used   
to purify copper.

SC11 Obtaining and Using Metals (Paper 1)

SC11a Reactivity
Step Learning outcome Had a look Nearly there Nailed it!
Describe the reactions of common metals with
water and acids.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe the reactions of metals with salt

solutions.   
H Explain why displacement reactions are
redox reactions.   
Deduce the order of metals in the reactivity
series from their reactions with water, acids   
and salt solutions.
Explain the reactivity series in terms of the
tendency of different metal atoms to form   
cations.
SC11b Ores
Step Learning outcome Had a look Nearly there Nailed it!

Recall the meaning of the term ‘ore’.   

Recall some metals that are found
uncombined in the Earth’s crust.   
Explain how and why some metals are
extracted from their ores by heating with   
carbon.
Explain how and why some metals are
extracted from their ores by electrolysis.   
H Describe two biological methods of metal
extraction.   
H Evaluate biological methods of metal
extraction.   

SC11c Oxidation and reduction

Step Learning outcome Had a look Nearly there Nailed it!
H Explain why reactions occurring at the
electrodes during electrolysis are redox
  
reactions.
Describe the meanings of oxidation and
reduction in terms of oxygen.   
Explain which substance has been oxidised
and which substance has been reduced in a   
reaction.
Recall that all metals are extracted by
reduction of their ores.   
Explain how the position of a metal in the
reactivity series is related to its resistance to   
oxidation.
SC11d Life cycle assessment and recycling
Step Learning outcome Had a look Nearly there Nailed it!
State the advantages and disadvantages of
recycling a metal.   
Describe a process where a material or
product is recycled for a different use.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Evaluate the advantages and disadvantages

of recycling a material or product to decide   
whether recycling is a viable option.
Describe the four stages in carrying out a life
cycle assessment (LCA) of a material or   
product.
Evaluate data from a life cycle assessment of
a material or product.   

SC12 Reversible Reactions and Equilibria (Paper 1)

SC12a Dynamic equilibrium

Step Learning outcome Had a look Nearly there Nailed it!
Describe what happens in reversible
reactions.   
Explain the use of the symbol ⇌ in chemical
equations.   
Explain what is meant by dynamic equilibrium.   
Describe the formation of ammonia.   
State the conditions used for the Haber
process.   
H Describe how changing the temperature,
pressure and concentration all affect the
  
relative amount of substances in an
equilibrium mixture.

SC13 Transition Metals, Alloys and Corrosion (Paper 1)

SC13a Transition metals

Step Learning outcome Had a look Nearly there Nailed it!
Describe the position of the transition metals
in the periodic table   
Describe some general physical properties of
transition metals.   
Describe some general chemical properties of
transition metals.   
Explain why iron has the typical properties of
a transition metal.
  
SC13b Corrosion
Step Learning outcome Had a look Nearly there Nailed it!
Describe corrosion of metals as the result of
oxidation.   
Describe how rusting of iron occurs.   
Explain how rusting can be prevented by
excluding oxygen and/or water.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain how sacrificial protection works.   

SC13c Electroplating
Step Learning outcome Had a look Nearly there Nailed it!

Recall what electroplating is.   

Recall some common examples of
electroplating.   
Explain why metal objects may be
electroplated.   
Explain how electroplating is carried out.   
SC13d Alloying
Step Learning outcome Had a look Nearly there Nailed it!

Recall the name of a common alloy.   

Describe what alloys are.   
Explain why iron is alloyed with other metals.   
Explain why alloys are often stronger than the
metals they contain.   
SC13e Uses of metals and their alloys
Step Learning outcome Had a look Nearly there Nailed it!
Recall common uses for aluminium, copper
and gold.   
Recall the names and compositions of
common alloys containing aluminium or   
copper.
Explain why different metals and their alloys
have different uses.   

SC14 Quantitative Analysis (Paper 1)

SC14a Yields
Step Learning outcome Had a look Nearly there Nailed it!
State what is meant by the theoretical yield of
a reaction.   
State what is meant by the actual yield of a
reaction.   
Calculate the percentage yield of a reaction.   
Understand that the actual yield is always less
than the theoretical yield of a reaction.   
Describe some reasons why the actual yield is
less than the theoretical yield of a reaction.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SC14b Atom economy

Step Learning outcome Had a look Nearly there Nailed it!
Recall the formula for calculating atom
economy.   
Calculate the atom economy for forming a
desired product in a reaction.   
H Explain how atom economy and yield
determine the choice of reaction pathway.   
H Explain how the usefulness of by-products
determines the choice of reaction pathway.   
SC14c Concentrations
Step Learning outcome Had a look Nearly there Nailed it!
H State the meaning of the term
concentration.   
H Calculate concentration in g dm−3.
  
H Calculate concentration in mol dm−3.
  
H Convert concentration in g dm−3 into
concentration in mol dm−3.   
H Convert concentration in mol dm−3 into
concentration in g dm−3.   
SC14d Titrations and calculations
Step Learning outcome Had a look Nearly there Nailed it!
Describe the steps in carrying out an
acidalkali titration.   
H Calculate the number of moles of solute in
a given volume of solution.
  
H Deduce the mole ratio of acid to alkali from
a balanced equation.   
H Calculate the concentration of a solution
using the results of an acid-alkali titration.   
H Calculate the volume of solution required in
an acid-alkali titration, given the
  
concentrations of both the acid and the alkali.
SC14e Molar volume of gases
Step Learning outcome Had a look Nearly there Nailed it!
H Describe what is meant by the molar
volume of a gas.   
H Use the molar volume in calculations
involving solids and gases in reactions.   
H Recall Avogadro’s law.
  
H Use Avogadro’s law to calculate the
volumes of reacting gases.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SC15 Dynamic Equilibria, Calculations Involving Volumes of Gases

(Paper 1)

SC15a Fertilisers and the Haber process

Step Learning outcome Had a look Nearly there Nailed it!

Recall some compounds found in fertilisers.   

Describe and compare small-scale and
largescale production of ammonium sulfate.   
Describe how ammonium nitrate is made
using ammonia produced by the Haber   
process.
SC15b Factors affecting equilibrium
Step Learning outcome Had a look Nearly there Nailed it!
Describe how changing the reaction
conditions affects the relative amount of   
substances in an equilibrium mixture.
Predict how different conditions affect how
quickly equilibrium is reached.   
Explain how the conditions are chosen for
industrial reactions.   
Explain how the rate of reaction and
equilibrium position determine the choice of   
reaction pathway.

SC16 Chemical Cells and Fuel Cells (Paper 1)

SC16a Chemical cells and fuel cells

Step Learning outcome Had a look Nearly there Nailed it!
Recall why a chemical cell eventually stops
producing a voltage.   
Recall the main features of a hydrogen–
oxygen fuel cell.   
Evaluate the use of fuel cells for different
purposes.   

SC17 Groups in the Periodic Table (Paper 2)

SC17a Group 1
Step Learning outcome Had a look Nearly there Nailed it!
Explain the classification of alkali metals,
halogens and noble gases, into groups in the   
periodic table.
Describe the main physical properties of alkali
metals.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe the reactions of lithium, sodium and

potassium with water.   
Write word, balanced and H ionic equations
(including state symbols) for the reactions of   
alkali metals.
Describe the pattern of reactivity of the alkali
metals.   
Explain how the electronic configurations of
the atoms of alkali metals affect their   
reactivity.
SC17b Group 7
Step Learning outcome Had a look Nearly there Nailed it!
Recall the appearance of chlorine, bromine
and iodine at room temperature.   
Describe the trends in colour, melting point
and boiling point of chlorine, bromine and   
iodine down the group, and use these to
predict physical properties of other halogens.

Describe the chemical test for chlorine gas.   

Describe the trends in the reactions of
halogens with metals, and use this to predict   
reactions of other halogens.
Write word and balanced chemical
equations, including state symbols, for the   
reactions of halogens with metals.
Describe hydrogen halides and their chemical
properties.   

SC17c Halogen reactivity

Step Learning outcome Had a look Nearly there Nailed it!

Describe the relative reactivity of halogens.   

Explain how the reactivity of halogens can be
worked out from displacement reactions.   
Write balanced chemical equations, including
state symbols, for the displacement reactions   
of halogens.
H Explain how displacement reactions are
examples of redox reactions.   
H Write ionic equations, including state
symbols, for displacement reactions of   
halogens.
Explain the order of reactivity of halogens
(using electronic configurations).   

SC17d Group 0
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain why noble gases are chemically inert

by referring to their electronic configuration.   
Describe uses of noble gases linked with their
properties.   
Describe the trends in the physical properties
of the noble gases.   
Use trends in physical properties to predict
the physical properties of other noble gases.
  

SC18 Rates of Reaction (Paper 2)

SC18a Rates of reaction

Step Learning outcome Had a look Nearly there Nailed it!
Describe different changes that can occur as
a reaction proceeds.
  
Suggest different experimental methods to
investigate rates of reaction (e.g.   
measurements of mass of reactants against
time, volume of gas released against time,
concentration of reactant or product against
time).

Use graphs of changes (in mass, volume or

concentration of reactant or product) against   
time, to interpret what is happening during
reactions.
SC18b Factors affecting reaction rates
Step Learning outcome Had a look Nearly there Nailed it!
Explain what has to happen for reactions to
take place.   
Explain why changes in the energy of
particles affect rates of reaction.
  
Explain why changes in the frequency of
collisions between particles affect the rate of   
reaction.
Explain why changes in temperature,
concentration, surface area and pressure   
affect the rate of reaction (surface area for
solids, pressure for gases only).

Describe ways of speeding up or slowing

down chemical reactions.   
SC18c Catalysts and activation energy
Step Learning outcome Had a look Nearly there Nailed it!

Describe what a catalyst does.   

Explain how catalysts are useful.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain what the activation energy of a

reaction is.   
Explain how catalysts speed up chemical
reactions.   
Describe what enzymes are.   
Name one or more examples of enzymes.   

SC19 Heat Energy Changes in Chemical Reactions (Paper 2)

SC19a Exothermic and endothermic reactions

Step Learning outcome Had a look Nearly there Nailed it!
Recall some examples of exothermic and
endothermic changes.   
Describe how heat changes in solution may
be determined.   
Describe the differences between exothermic
and endothermic changes.   
SC19b Energy changes in reactions
Step Learning outcome Had a look Nearly there Nailed it!
Describe exothermic and endothermic
reactions in terms of energy changes when   
bonds are broken and formed.
H Use bond energies to calculate energy
changes in reactions.   
Explain the meaning of activation energy.   
Draw and label reaction profiles.   

SC20 Fuels (Paper 2)

SC20a Hydrocarbons in crude oil and natural gas
Step Learning outcome Had a look Nearly there Nailed it!

Recall the meaning of the term hydrocarbon.   

Describe the compounds found in crude oil.   
Describe the importance of crude oil for the
petrochemical industry.   
Explain why crude oil is a finite resource.   
Recall the names of some common fossil fuels.   

SC20b Fractional distillation of crude oil

 Edexcel GCSE (9-1) Separate Science Revision Checklist

Step Learning outcome Had a look Nearly there Nailed it!

Describe how crude oil is separated by
fractional distillation.   
Explain how fractional distillation of crude oil
works.   
Recall the names and uses of fractions from
crude oil.   
Describe how fractions differ from each other.
  
Explain why the properties of different fractions
differ.   
SC20c The alkane homologous series
Step Learning outcome Had a look Nearly there Nailed it!
Describe that oil fractions mostly contain
alkanes.   
Describe the main features of an homologous
series.   
Explain why alkanes form an homologous
series.   

SC20d Complete and incomplete combustion

Step Learning outcome Had a look Nearly there Nailed it!
Describe the complete combustion of
hydrocarbon fuels.   
Explain the production of harmful products
during the incomplete combustion of   
hydrocarbon fuels.

Explain why carbon monoxide is toxic.   

Describe the problems caused by incomplete
combustion.   
SC20e Combustible fuels and pollution
Step Learning outcome Had a look Nearly there Nailed it!
Explain how some hydrocarbon fuels produce
sulfur dioxide in use.   
Recall the names of the pollutants responsible
for acid rain.   
Describe some effects of acid rain.   
Explain why oxides of nitrogen are produced
when fuels are burned in engines.   
SC20f Breaking down hydrocarbons
Step Learning outcome Had a look Nearly there Nailed it!
Evaluate hydrogen as an alternative fuel to
petrol for cars.   
Describe what happens during cracking.   
Explain why alkanes are saturated and alkenes
are unsaturated.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain why cracking is necessary.   

SC21 Earth and Atmospheric Science (Paper 2)

SC21a The early atmosphere
Step Learning outcome Had a look Nearly there Nailed it!
Describe how the Earth’s early atmosphere
was formed.
  
State the names and relative amounts of the
gases found in the Earth’s early atmosphere.   
Draw conclusions from evidence about the
Earth’s early atmosphere.   
Explain how the oceans are thought to have
formed.   
SC21b The changing atmosphere
Step Learning outcome Had a look Nearly there Nailed it!
Describe how the formation of the oceans
influenced the composition of the atmosphere.   
Explain how photosynthetic organisms
(including plants) changed the composition of   
the atmosphere.

State the chemical test for oxygen.   

SC21c The atmosphere today
Step Learning outcome Had a look Nearly there Nailed it!
Recall the names of significant greenhouse
gases.   
Describe the processes involved in the
greenhouse effect.   
Describe how human activity increases the
concentration of greenhouse gases.   
Evaluate the correlation between atmospheric
carbon dioxide concentrations and fossil fuel   
use.
Evaluate the evidence for increased
atmospheric greenhouse gas concentrations   
being part of the cause of global warming and
climate change.

SC21d Climate change

Step Learning outcome Had a look Nearly there Nailed it!
Suggest possible effects on the climate
of increased levels of carbon dioxide and   
methane.
Describe how human activity leads to increased
carbon dioxide levels.   
Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe how human activity leads to increased

methane levels.   
Describe the projected effects of climate
change.   
Describe how the potential harmful effects
of climate change can be addressed and   
limited.
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SC22 Hydrocarbons (Paper 2)

SC22a Alkanes and alkenes
Step Learning outcome Had a look Nearly there Nailed it!
State the names, formulae and structures of
the first four members of the alkane  
homologous series. 
Distinguish between saturated hydrocarbons
and unsaturated hydrocarbons.   
State the names, formulae and structures of
the first four members of the alkene  
homologous series. 
Define the term ‘functional group’ and describe
the functional group in alkenes.   
Describe the similarities and differences
between butane, but-1-ene and but-2-ene.   
SC22b Reactions of alkanes and alkenes
Step Learning outcome Had a look Nearly there Nailed it!

Describe what an ‘addition reaction’ is.   

Describe the reaction of bromine with ethene
and other alkenes.   
Recall how bromine water is used to distinguish
between alkanes and alkenes.   
Explain how the bromine water test
distinguishes between alkanes and alkenes.   
Recall the products of complete combustion of
alkanes and alkenes.   
Explain why the products of the complete
combustion of a hydrocarbon are carbon   
dioxide and water.

SC23 Alcohols and Carboxylic Acids (Paper 2)

SC23a Ethanol production
Step Learning outcome Had a look Nearly there Nailed it!
State the name and formula of the alcohol in
alcoholic drinks.   
Describe how alcoholic drinks are made from
carbohydrates.   
Write word equations for the formation of
ethanol from carbohydrates.   
Write balanced equations for the formation of
ethanol from carbohydrates.   
Explain how fractional distillation can be used
to produce more concentrated alcohol   
solutions.
SC23b Alcohols
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

State the names, formulae and structures of

the first four members of the alcohol  
homologous series. 
State the functional group present in all
alcohols.   
Describe some chemical reactions of alcohols.   
Explain why alcohols have similar chemical
properties.   
Use the chemical properties of the first four
alcohols to predict the properties of other   
alcohols.

SC23c Carboxylic acids

Step Learning outcome Had a look Nearly there Nailed it!
State the names, formulae and structures of the
first four members of the carboxylic acid series.
  
Recall the functional group present in all
carboxylic acids.   
Recall that carboxylic acids can be formed by
the oxidation of alcohols.   
Describe some chemical properties of
carboxylic acids.   
Explain why carboxylic acids take part in similar
chemical reactions.   
Use the properties of the first four carboxylic
acids to predict the properties of other   
carboxylic acids.

SC24 Polymers (Paper 2)

SC24a Addition polymerisation
Step Learning outcome Had a look Nearly there Nailed it!

Recall the meaning of the term polymer.   

Describe how ethene molecules join together to
form poly(ethene).   
Describe how alkenes undergo addition
polymerisation.   
Recall that DNA is a polymer made from four
different monomers called nucleotides.   
Recall that starch is a polymer made from
sugars.   
Recall that proteins are polymers made from
amino acids.   
SC24b Polymer properties and uses
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe how other addition polymers are

formed from their monomers: poly(propene),   
poly(chloroethene) (PVC) and
poly(tetrafluoroethene) (PTFE).

Deduce the structure of a polymer from the

structure of a monomer.   
Deduce the structure of a monomer from the
structure of a polymer.   
Explain how the uses of a polymer are related
to its properties and vice versa.   
SC24c Condensation polymerisation
Step Learning outcome Had a look Nearly there Nailed it!
H Explain what is meant by a condensation
reaction.   
H Draw the structure of a molecule with two
carboxylic acid groups.   
H Draw the structure of a molecule with two
alcohol groups.   
H Draw the structure of a polyester.   
H Explain how a molecule of water is formed
each time an ester link is formed.   

SC24d Problems with polymers

Step Learning outcome Had a look Nearly there Nailed it!
State the starting material for most synthetic
polymers.   
Describe the problems associated with the
production and disposal of synthetic polymers.   
Describe some advantages of recycling
polymers.   
Describe some disadvantages of recycling
polymers.   
Evaluate the advantages and disadvantages of
recycling polymers.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SC25 Qualitative Analysis: Tests for Ions (Paper 2)

SC25a Flame tests and photometry
Step Learning outcome Had a look Nearly there Nailed it!

Recall flame test colours for some metal ions.   

Describe how to carry out flame tests.   
Describe the advantages of instrumental
methods of analysis.   
Use flame photometer data to determine the
concentration of metal ions in solution.   
Use flame photometer data to identify metal
ions.   
SC25b Tests for positive ions
Step Learning outcome Had a look Nearly there Nailed it!
Explain why the test for a given ion must be
unique to that ion.   
Recall some metal hydroxide precipitate
colours.   
Describe how to identify metal ions using
sodium hydroxide solution.   
Describe how to identify ammonium ions and
ammonia.   
SC25c Tests for negative ions
Step Learning outcome Had a look Nearly there Nailed it!

Describe how to identify carbonate ions.   

Describe how to identify carbon dioxide.   
Describe how to identify sulfate ions in solution.   
Recall the colours of silver halide precipitates.   
Describe how to identify halide ions in solution.   

SC26 Bulk and Surface Properties of Matter Including Nanoparticles

(Paper 2)
SC26a Choosing materials
Step Learning outcome Had a look Nearly there Nailed it!
Recall what glass ceramics and clay ceramics
are.   
Use data to compare the physical properties of
ceramics, polymers and metals.   
Explain why the properties of a material make it
suitable for a given use.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Select suitable materials for a particular

purpose using given data.   
SC26b Composite materials
Step Learning outcome Had a look Nearly there Nailed it!

Recall what composite materials are.   

Give some examples of composite materials.   
Explain why the properties of a composite
material make it suitable for a given use.   
Select suitable materials, including composite
materials, for a particular purpose using given   
data.
SC26c Nanoparticles
Step Learning outcome Had a look Nearly there Nailed it!

Recall what nanoparticles are.   

Compare the relative sizes of nanoparticles,
atoms and molecules.   
Calculate the surface area to volume ratio of a
nanoparticle.   
Relate the uses of nanoparticulate materials to
their properties.   
Explain some possible risks associated with
nanoparticles.   

PHYSICS
SP1 Motion (Paper 1)

SP1a Vectors and scalars

Step Learning outcome Had a look Nearly there Nailed it!
Describe the difference between weight and
mass.   
Explain the difference between a vector and a
scalar quantity.   
Describe the difference between displacement
and distance.   
Describe the difference between velocity and
speed.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Define the terms: acceleration, force,

momentum, energy.   
SP1b Distance/time graphs
Step Learning outcome Had a look Nearly there Nailed it!
Recall and use equations relating distance,
speed and time.   
Describe how speed can be measured in a
school laboratory.   
Recall typical speeds for walking, running,
cycling and travelling by car.   
Interpret distance/time graphs (including
recognising what the steepness of the line   
tells you).

Represent journeys on distance/time graphs.   

Determine speed from the gradient of a
distance/time graph.   
SP1c Acceleration
Step Learning outcome Had a look Nearly there Nailed it!
Recall the formula relating acceleration,
velocity and time.   
Use the formula relating acceleration, velocity
and time.   
Recall the equation relating acceleration,
velocity and distance.   
Use the equation relating acceleration,
velocity and distance.   
Recall the acceleration in free fall.   
Estimate the magnitudes of some everyday
accelerations.   
SP1d Velocity/time graphs
Step Learning outcome Had a look Nearly there Nailed it!

Represent journeys on velocity/time graphs.   

Interpret velocity/time graphs qualitatively.   
Calculate uniform accelerations from the
gradients of velocity/time graphs.   
Determine the distance travelled from the
area under a velocity/time graph.
  
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SP2 Motion and Forces (Paper 1)

SP2a Resultant forces

Step Learning outcome Had a look Nearly there Nailed it!
Explain the difference between scalar and
vector quantities.   
Use arrows to represent the direction and
magnitude of forces.   
Define a resultant force.   
Calculate resultant forces.   
Explain whether forces on an object are
balanced or unbalanced.   
SP2b Newton’s First Law
Step Learning outcome Had a look Nearly there Nailed it!
Describe the effect of balanced forces on
moving and stationary objects.   
Describe the effect of a non-zero resultant
force on moving and stationary objects.   
H Describe circular motion at constant speed
as a changing velocity and hence as an
  
acceleration.

H Describe the force needed to keep an

object moving in a circular path.   
H Give some examples of objects moving in
circular paths and the type of centripetal force
  
involved.
SP2c Mass and weight
Step Learning outcome Had a look Nearly there Nailed it!
Describe the difference between mass and
weight.   
List the factors that determine the weight of an
object.   
Recall the equation for calculating weight.   
Use the equation relating weight, mass and
gravitational field strength.   
Describe how weight is measured.   
Describe how the weight of an object is
affected by gravitational field strength.   

SP2d Newton’s Second Law

Step Learning outcome Had a look Nearly there Nailed it!

Describe what an acceleration is.   

List the factors that affect the acceleration of
an object.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Recall the equation that relates the factors

affecting acceleration.   
Use the equation relating force, mass and
acceleration.   
Change the subject of the equation relating
force, mass and acceleration.   
H Explain what inertial mass means.   
SP2e Newton’s Third Law
Step Learning outcome Had a look Nearly there Nailed it!

Describe what Newton's Third Law says.   

Recall the meaning of ‘equilibrium situation’.   
Identify action–reaction pairs in familiar
situations.   
Distinguish between action–reaction pairs and
balanced forces.   
H Describe how objects affect each other
when they collide.   
SP2f Momentum
Step Learning outcome Had a look Nearly there Nailed it!
Describe the factors that affect the momentum
of an object.   
Calculate the momentum of moving objects.   
Describe examples of momentum in collisions.   
Use the idea of conservation of momentum to
calculate velocities of objects after collisions.   
Calculate the force needed to produce a
change in momentum in a given time.   

SP2g Stopping distances

Step Learning outcome Had a look Nearly there Nailed it!
Describe how human reaction times are
measured.   
Recall typical human reaction times.   
Describe the link between stopping distance,
thinking distance and braking distance.   
Recall the factors that affect stopping
distances.   
Describe how different factors affect stopping
distances.   
SP2h Braking distances and energy
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Estimate the braking distance of a road

vehicle given its mass, speed and braking   
force.

Explain what ‘work done’ means.   

Calculate the work done when a force moves
through a distance.   
Describe the factors that affect the kinetic
energy of a moving object.   
Calculate the kinetic energy of a moving
object.   
SP2i Crash hazards
Step Learning outcome Had a look Nearly there Nailed it!
Calculate the force needed to produce a
change in momentum in a given time.   
Explain the meaning of a ‘large deceleration’.   
Describe the dangers caused by large
decelerations.   
Explain why large decelerations cause
dangers.   
H Recall some typical forces involved in road
collisions.   
H Use knowledge of changes in momentum to
estimate the forces involved in road collisions.   

SP3 Conservation of Energy (Paper 1)

SP3a Energy stores and transfers

Step Learning outcome Had a look Nearly there Nailed it!
Explain, using examples, that energy is
conserved.   
Give examples of energy being moved
between different stores.   
Interpret diagrams that represent energy
transfers.   
Represent energy transfers using diagrams.   
Describe what happens to wasted energy in
energy transfers.   
SP3b Energy efficiency
Step Learning outcome Had a look Nearly there Nailed it!
Explain some ways in which energy is
transferred wastefully by mechanical   
processes.
Explain some ways of reducing unwanted
energy transfers in mechanical processes.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Define what efficiency means.   

H Explain how efficiency can be increased.
  
Recall and use the formula for calculating
energy efficiency.   
SP3c Keeping warm
Step Learning outcome Had a look Nearly there Nailed it!
Describe the ways in which energy can be
transferred by heating.   
Describe ways of reducing unwanted energy
transfers using thermal insulation.   
Explain how different ways of reducing energy
transfer by heating work.   
Define the meaning of thermal conductivity.   
Describe the effects of the thickness and
thermal conductivity of the walls of a building   
on its rate of cooling.

SP3d Stored energies

Step Learning outcome Had a look Nearly there Nailed it!
Describe how different factors affect the
gravitational potential energy stored in an   
object.
Recall and use the equation for gravitational
potential energy.   
Describe how different factors affect the
kinetic energy stored in an object.   
Recall and use the equation for kinetic
energy.   
SP3e Non-renewable resources
Step Learning outcome Had a look Nearly there Nailed it!
List the non-renewable energy resources in
use today.   
Describe the advantages and disadvantages
of non-renewable energy resources.   
Compare the advantages and disadvantages
of non-renewable energy resources.   
Explain how the use of non-renewable energy
resources is changing.   
SP3f Renewable resources
Step Learning outcome Had a look Nearly there Nailed it!
List the renewable energy resources in use
today.   
Describe the source of energy for different
renewable resources.   
Describe the ways in which the different
energy resources are used.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain why we cannot use only renewable

energy resources.   
Explain how the use of renewable energy
resources is changing.   

SP4 Waves (Paper 1)

SP4a Describing waves

Step Learning outcome Had a look Nearly there Nailed it!
Recall that waves transfer energy and
information but do not transfer matter.   
Describe waves using the terms frequency,
wavelength, amplitude, period and velocity.   
Describe the differences between longitudinal
and transverse waves.   
Give examples of transverse and longitudinal
waves.   
SP4b Wave speeds
Step Learning outcome Had a look Nearly there Nailed it!
Recall the equation relating wave speed,
frequency and wavelength   
Use the equation relating wave speed,
frequency and wavelength.   
Recall the equation relating wave speed,
distance and time.   
Use the equation relating wave speed,
distance and time.   
Describe how to measure the velocity of
sound in air.   
Describe how to measure the velocity of
waves on the surface of water.   
SP4c Refraction
Step Learning outcome Had a look Nearly there Nailed it!

Describe what refraction is.   

Describe how the direction of a wave changes
when it goes from one material to another.   
Explain some effects of the refraction of light
(explanations in terms of changing speeds are   
not expected).

H Explain how a change in wave speed can

cause a change in direction.   

SP4d Waves crossing boundaries

 Edexcel GCSE (9-1) Separate Science Revision Checklist

Step Learning outcome Had a look Nearly there Nailed it!

Describe some effects of waves being
reflected.   
Describe some effects of waves being
refracted.   
Describe some effects of waves being
transmitted and absorbed.   
Describe how changes in velocity, frequency
and wavelength are related when sound   
waves go from one medium to another.
SP4e Ears and hearing
Step Learning outcome Had a look Nearly there Nailed it!

H List the parts of the human ear, in the order

in which they transmit vibrations.   
H Describe the functions of the parts of the
ear.   
H Describe how sound waves in air are
converted to vibrations in solids.   
H Describe some factors that affect how well
sound waves transfer energy to solids.   
H Explain why the human ear can only detect
a certain range of frequencies.   
SP4f Ultrasound
Step Learning outcome Had a look Nearly there Nailed it!
H Calculate the depth of water from
information about time and wave velocity.   
H Recall that sound with frequencies greater
than 20 000 Hz is called ultrasound.   
H Explain how ultrasound is used in sonar.
  
H Describe uses of ultrasound in body
scanning.   
H Explain how ultrasound is used in foetal
scanning.   

SP4g Infrasound
Step Learning outcome Had a look Nearly there Nailed it!

H Recall that sound with frequencies less than 20

Hz is called infrasound.   
H Describe some uses of infrasound.
  
H Recall that some seismic waves are infrasound
waves.   
H Describe P waves and S waves and the
substances through which they can travel.   
Edexcel GCSE (9-1) Separate Science Revision Checklist

H Explain how seismic waves can help us to

investigate the Earth’s core.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SP5 Light and the Electromagnetic Spectrum (Paper 1)

SP5a Ray diagrams

Step Learning outcome Had a look Nearly there Nailed it!

Recall the law of reflection.   

Draw ray diagrams to show how a mirror
forms images.   
Draw ray diagrams to show what happens
when light is refracted.   
Describe what total internal reflection is and
when it happens.   
Explain the significance of the critical angle in
total internal reflection.   
SP5b Colour
Step Learning outcome Had a look Nearly there Nailed it!
Explain the difference between specular and
diffuse reflection.   
Recall that white light is a mixture of different
colours of light.   
Explain why surfaces appear to have different
colours in terms of differential absorption.   
Explain how filters make coloured light in
terms of absorption and transmission.   
Explain the effect of viewing coloured objects
in different colours of light.   

SP5c Lenses
Step Learning outcome Had a look Nearly there Nailed it!
Define the power of a lens (in terms of a more
powerful lens bending light through a greater   
angle – the formula relating power to focal
length is not required).

Describe how the focal length and shape of a

lens affect its power.   
Use ray diagrams to show how converging
and diverging lenses refract light.   
Compare and contrast the way in which
converging and diverging lenses refract light.   
Explain how diverging lenses produce virtual
images.   
Explain the different types of image that can
be formed by converging lenses.   
SP5d Electromagnetic waves
Step Learning outcome Had a look Nearly there Nailed it!

Recall examples of electromagnetic waves.   

 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe the common features of

electromagnetic waves.   
Describe the transfer of energy by
electromagnetic waves.   
Describe the range of electromagnetic waves
that our eyes can detect.   
H Describe an effect caused by the different
velocities of electromagnetic waves in   
different substances.
SP5e The electromagnetic spectrum
Step Learning outcome Had a look Nearly there Nailed it!
Recall the groups of waves in the
electromagnetic spectrum in order.   
Recall the colours of the visible spectrum in
order.   
Describe how the waves in the
electromagnetic spectrum are grouped.   
H Describe some differences in the ways that
different parts of the electromagnetic   
spectrum are absorbed and transmitted.
H Describe some differences in the ways that
different parts of the electromagnetic   
spectrum are refracted and reflected.

SP5f Using the long wavelengths

Step Learning outcome Had a look Nearly there Nailed it!
H Describe how long wavelength
electromagnetic waves are affected by   
different substances.
H Explain the effects caused by long
wavelength electromagnetic waves travelling   
at different velocities in different substances.

Describe some uses of radio waves.   

Describe some uses of microwaves.   
Describe some uses of infrared.   
Describe some uses of visible light.   
H Describe how radio waves are produced
and detected by electrical circuits.   
SP5g Radiation and temperature
Step Learning outcome Had a look Nearly there Nailed it!
Describe how the intensity and wavelength of
emitted radiation depends on the temperature of the   
body.

H Explain that the power radiated and absorbed

must be the same to maintain a body at a constant
  
 Edexcel GCSE (9-1) Separate Science Revision Checklist

temperature.

H Explain what happens to the temperature of a

body when the average power radiated is not
  
balanced by the average power absorbed.

H Describe the factors that affect the energy

absorbed and radiated by the Earth.   
H Explain how these factors affect the temperature
of the Earth.   
SP5h Using the short wavelengths
Step Learning outcome Had a look Nearly there Nailed it!
H Describe how short wavelength electromagnetic
waves are affected by different substances.   
H Explain the effects caused by short wavelength
electromagnetic waves travelling at different   
velocities in different substances.

Describe some uses of ultraviolet radiation.   

Describe some uses of X-rays.   
Describe some uses of gamma rays.   
SP5i EM radiation dangers
Step Learning outcome Had a look Nearly there Nailed it!
Describe how the potential danger of
electromagnetic radiation depends on its frequency.   
Describe the harmful effects of microwave and
infrared radiation.   
Describe the harmful effects of ultraviolet radiation,
X-rays and gamma rays.   
Recall the nature of radiation produced by changes
in atoms and their nuclei.   
Recall that absorption of radiation can cause
changes in atoms and their nuclei.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SP6 Radioactivity (Paper 1)

SP6a Atomic models

Step Learning outcome Had a look Nearly there Nailed it!
Describe the structure of an atom (in terms of
nucleus and electrons).   
State where most of the mass of an atom is
found.   
State the sizes of atoms and small molecules.   
Describe an early model of the atom.   
Describe how and why our model of the atom
has changed over time, including the plum   
pudding model and the Rutherford alpha
particle scattering.
SP6b Inside atoms
Step Learning outcome Had a look Nearly there Nailed it!

State what is meant by an isotope.   

Represent isotopes using symbols.   
Explain how atoms of different elements are
different (in terms of numbers of electrons   
and protons).
Recall the charges and relative masses of the
three subatomic particles.   
Explain why all atoms have no overall charge.   
SP6c Electrons and orbits
Step Learning outcome Had a look Nearly there Nailed it!
Describe where electrons are found inside
atoms (in terms of shells).   
Describe when electrons can change orbit.   
Recall what an ion is.   
Describe how ionisation occurs.   
Describe some of the evidence for the Bohr
model of the atom.   

SP6d Background radiation

Step Learning outcome Had a look Nearly there Nailed it!

Explain what background radiation is.   

Describe how radiation measurements need
to be corrected for background radiation.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

List some sources of background radiation.   

Describe how photographic film can be used
to detect radioactivity.   
Describe how a Geiger-Müller tube works.   
Describe how the amount of radioactivity can
be measured (in terms of the darkness of   
photographic film or by attaching a counter to
a GM tube).
SP6e Types of radiation
Step Learning outcome Had a look Nearly there Nailed it!
Recall the relative masses and relative
electric charges of protons, neutrons,  
electrons and positrons. 
List five types of radiation that are emitted in
random processes from unstable nuclei.   
State that the five types of radiation are
ionising radiations.   
Describe what alpha and beta particles are.   
Describe the nature of gamma radiation.   
Compare the penetrating abilities of alpha,
beta and gamma radiation.   
Compare the ionisation abilities of alpha, beta
and gamma radiation.   
SP6f Radioactive decay
Step Learning outcome Had a look Nearly there Nailed it!

Describe the process of β– decay.   

Describe the process of β+ decay.   
Explain how the proton and mass numbers are
affected by different kinds of radioactive decay.   
Describe what happens during nuclear
rearrangement after radioactive decay.   
Balance nuclear equations for mass and charge.   

SP6g Half-life
Step Learning outcome Had a look Nearly there Nailed it!
Describe how the activity of a substance changes
over time.   
State how half-life can be used to describe the
changing activity of a substance.   
Recall the unit of activity.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe how half-life can be used to work out how

much of a substance will decay in a certain time.   
Carry out calculations involving half-life.   
SP6h Using radioactivity
Step Learning outcome Had a look Nearly there Nailed it!

Describe how radioactivity is used in smoke alarms.   

Describe how radioactivity is used in irradiating food.   
Describe how radioactivity is used in sterilising
equipment.   
Describe how radioactivity is used in tracing and
thickness gauging.   
Recall that radioactivity is used in cancer diagnosis
and treatment.   
SP6i Dangers of radioactivity
Step Learning outcome Had a look Nearly there Nailed it!
Describe the hazards of ionising radiation in terms of
tissue damage and possible mutations.   
Explain how the dangers of ionising radiation depend
on the half-life.
  
Explain the precautions taken to reduce the risks
from radiation and ensure the safety of patients   
exposed to radiation, and link these to the half-lives
of the sources used.

Explain the precautions taken to reduce the risks

from radiation and protect people who work with   
radiation.
Describe the differences between contamination and
irradiation effects.   
Compare the hazards of contamination and
irradiation.   

SP6j Radioactivity in medicine

Step Learning outcome Had a look Nearly there Nailed it!
Describe the advantages and disadvantages of
treating tumours with radiation applied internally.   
Describe the advantages and disadvantages of
treating tumours with radiation applied externally.   
Explain the use of radioactive tracers in diagnosis.   
Explain the use of PET scanners in diagnosis.   
Explain why isotopes used in PET scanners have to
be produced nearby.   
SP6k Nuclear energy
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Step Learning outcome Had a look Nearly there Nailed it!

Describe some advantages of using nuclear power
to generate electricity.   
Describe some disadvantages of using nuclear
power to generate electricity.   
Evaluate the use of nuclear power to generate
electricity.   
Describe three types of nuclear reaction.   
Recall that nuclear reactions can be a source of
energy.   
SP6l Nuclear fission
Step Learning outcome Had a look Nearly there Nailed it!

Describe the products of the fission of U-235.   

Describe what a chain reaction is.   
Explain how a chain reaction is controlled in a
nuclear power station.   
Describe how the thermal energy from a chain
reaction is converted to electrical energy.   
Recall that the products of nuclear fission are
radioactive.   

SP6m Nuclear fusion

Step Learning outcome Had a look Nearly there Nailed it!

Describe what happens in nuclear fusion.   

Recall that nuclear fusion is the energy source for
stars.   
Explain the difference between nuclear fusion and
nuclear fission.   
Explain why high temperatures and pressures are
needed to make fusion happen.   
Relate the conditions of fusion to the difficulty of
making a practical and economic fusion power   
station.
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SP7 Astronomy (Paper 1)

SP7a The Solar System

Step Learning outcome Had a look Nearly there Nailed it!
Describe the different bodies that make up the
Solar System.   
Recall the names and order of the planets in
the Solar System.   
Describe how ideas about the structure of the
Solar System have changed over time.   
Describe how methods of observing the
Universe have changed over time.   
SP7b Gravity and orbits
Step Learning outcome Had a look Nearly there Nailed it!
Recall the factors that affect the strength of
the gravitational field.   
Explain why g has different values on different
bodies in the Solar System.   
Describe the orbits of moons, planets, comets
and artificial satellites.   
Explain why the velocity of a planet changes
even if orbiting at a steady speed.   
Describe how changing the speed of an
orbiting body affects the radius of its orbit.   
Explain how the radius of a stable orbit is
affected by the orbital speed.   
SP7c Life cycles of stars
Step Learning outcome Had a look Nearly there Nailed it!
Describe the evolution of stars of similar mass
to the Sun (including nebula, main sequence   
star, red giant, white dwarf).
Describe the forces acting on a star in terms
of thermal expansion and gravity.   
Explain how the balance of thermal expansion
and gravity affects the life cycle of stars.   
Describe the evolution of stars with a mass
larger than the Sun.   

SP7d Red-shift
Step Learning outcome Had a look Nearly there Nailed it!
Describe how the movement of a wave source
affects the observed frequency and   
wavelength.
Describe the amount of red-shift observed in
galaxies at different distances from Earth.   
Explain why the red-shift of galaxies provides
evidence that the Universe is expanding.   
SP7e Origin of the Universe
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Step Learning outcome Had a look Nearly there Nailed it!

Describe the Steady State and Big Bang
theories.   
Compare the Steady State and Big Bang
theories.   
Describe the evidence supporting the Big
Bang theory.   
Explain why the Big Bang theory is the
currently accepted model.   
Explain how both theories of the origin of the
Universe account for red-shift.   
Explain how the discovery of the CMB
radiation led to the Big Bang theory becoming   
the currently accepted model.

SP8 Energy – Forces Doing Work (Paper 2)

SP8a Work and power
Step Learning outcome Had a look Nearly there Nailed it!
Describe some ways in which the energy of a
system can be changed.   
Measure the work done by a force.   
Recall and use the equation linking work done,
force and distance.   
Explain what power means.   
Recall and use the equation linking power,
work done and time.
  
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SP9 Forces and their Effects (Paper 2)

SP9a Objects affecting each other
Step Learning outcome Had a look Nearly there Nailed it!
Describe the effect of a gravitational field on
objects.   
Describe the effects of magnetic fields on
objects.   
Describe the forces that can occur when
objects are in contact with each other.   
Describe the effects of electrostatic fields on
objects.   
Describe how pairs of forces occur when
objects affect each other.   
Use examples to explain the difference
between vector and scalar quantities.   
SP9b Vector diagrams
Step Learning outcome Had a look Nearly there Nailed it!

Describe how to resolve forces.   

Use scale drawings to work out the net force on
an object.   
Draw free body diagrams to represent the
forces on an object.   
Explain what happens in situations where
several forces are acting on an object.   
SP9c Rotational forces
Step Learning outcome Had a look Nearly there Nailed it!
Describe situations where forces can cause
rotation.   
Recall and use the equation: moment of a force
(newton metre, N m) = force (newton, N) ×   
distance normal to the direction of the force
(metre, m).

Use the principle of moments to calculate

forces and distances in equilibrium situations.   
Explain how levers transmit the rotational
effects of forces.   
Explain how gears transmit the rotational
effects of forces.   

SP10 Electricity and Circuits (Paper 2)

SP10a Electric circuits
Step Learning outcome Had a look Nearly there Nailed it!
Describe the basic structure of an atom
(positions, relative masses and relative charges   
of protons, neutrons and electrons).
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Recognise the circuit symbols for a range of

common electrical components (cells, including   
batteries, switches, voltmeters, ammeters and
lamps).

Draw diagrams for circuits containing common

electrical components, using conventions for   
positive and negative terminals.
Describe and explain the difference between
the brightness of identical lamps in series and   
parallel circuits.
Describe and explain the effects of different
numbers of identical lamps, cells and switches   
in series and parallel circuits.
SP10b Current and potential difference
Step Learning outcome Had a look Nearly there Nailed it!

Describe how to measure voltage.   

Define the term ‘potential difference’.   
Describe how to measure current.   
Describe the conditions needed to produce an
electric current. (A complete circuit and a   
source of voltage/potential difference.)

Describe the behaviour of current at a junction.   

SP10c Current, charge and energy

Step Learning outcome Had a look Nearly there Nailed it!
Explain the link between the potential
difference (voltage) across a battery or a  
component, the charge passing through it and 
the amount of energy transferred.

Recall that the unit of potential difference is the

volt and explain it in terms of units of energy   
and charge (a potential difference of one joule
per coulomb).

Recall and use the equation to calculate the

energy transferred, the charge that flows or the   
potential difference. (E = Q × V)
Explain the link between electric current and
electric charge.   
Explain electric current in metals in terms of
electrons.   
Recall and use the equation to calculate the
charge that flows, the current or the time the   
current flows. (Q = I × t )
SP10d Resistance
Step Learning outcome Had a look Nearly there Nailed it!
Explain the link between resistance and current
in a circuit.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Define the resistance of a component or circuit

(R = V/I).   
Recall and use the equation to calculate the
potential difference, the current or the   
resistance (V = I × R).
Explain the difference in resistance when two
resistors are connected in series or in parallel.   
Calculate the currents, potential differences and
resistances in series circuits.
  
Explain the design and construction of series
circuits for testing and measuring.   

SP10e More about resistance

Step Learning outcome Had a look Nearly there Nailed it!
Explain how current changes with potential
difference in fixed resistors.   
Explain how current and resistance change
with potential difference in filament lamps.
  
Explain how current and resistance change
with potential difference in diodes, including  
lightemitting diodes (LEDs). 
Describe how the resistance of a
lightdependent resistor (LDR) varies with   
changing light intensity.
Describe how the resistance of a thermistor
varies with changing temperature. (negative   
temperature coefficient only)
Describe the uses of diodes, LDRs and
thermistors.   
SP10f Transferring energy
Step Learning outcome Had a look Nearly there Nailed it!
Describe the energy transfer that occurs when
a current passes through a resistor.   
Use the electron and ion model and the idea of
electrical work to explain the energy transfer in   
a resistor and the resulting dissipation of
energy in the surroundings.

H Explain how unwanted energy transfers in

wires can be avoided.   
Recall the advantages of the heating effect of
an electric current.   
Recall the disadvantages of the heating effect
of an electric current.   
Use the equation E = I × V × t to calculate the
energy transferred, the current, the potential   
difference or the time.

SP10g Power
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Step Learning outcome Had a look Nearly there Nailed it!

Define power and the units used to measure it.
(energy transferred per second in watts)   
Recall and use the equation to calculate the
power, the energy transferred or the time taken.   
(P = E/t)
Explain how power transfer depends on the
potential difference across a device and the   
current through it.
Recall and use the equation to calculate the
electrical power, the current or the potential   
difference. (P = I × V)
Recall and use the equation to calculate the
electrical power, the current or the resistance.   
(P = I2 × R)
SP10h Transferring energy by electricity
Step Learning outcome Had a look Nearly there Nailed it!
Describe energy transfers from d.c. batteries
and the a.c. mains supply to motors and   
heaters.
Explain the difference between direct and
alternating voltage.   
Compare alternating and direct current (in
terms of movement of charge).   
Recall the frequency and voltage of the UK
domestic supply.   
Describe the power ratings of some domestic
electrical appliances and changes in stored   
energy when they are in use.
SP10i Electrical safety
Step Learning outcome Had a look Nearly there Nailed it!
Explain the difference between the functions of
the live and the neutral wires.   
Explain how circuit breakers make circuits
safer.   
Explain how the earth wire and the fuse make
circuits safer.   
Explain why switches and fuses are connected
in the live wire.   
Recall the potential differences between the
live, neutral and earth wires.   
Explain the danger of a connection between
the live wire and earth.
  

SP11 Static Electricity (Paper 2)

SP11a Charges and static electricity
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Step Learning outcome Had a look Nearly there Nailed it!

Explain how rubbing an insulator transfers
electrons.   
Recall the charged particles found in an atom.   
Explain why, when certain materials are rubbed
together, they end up with opposite charges.   
Recall the rules of attraction and repulsion
between charges.   
Explain how attraction by induction occurs.   
SP11b Dangers and uses of static electricity
Step Learning outcome Had a look Nearly there Nailed it!

Describe what earthing is.   

Explain how earthing works.   
Explain how lightning occurs and why we
sometimes get shocks from everyday objects.   
Explain how electrostatic sprayers work.   
Describe some hazards caused by charged
objects discharging, and how earthing can be   
used to reduce risks.
SP11c Electric fields
Step Learning outcome Had a look Nearly there Nailed it!

Recall what an electric field is.   

Recall how the direction of an electric field is
defined.   
Interpret information shown by field lines.   
Describe the shape and direction of the electric
field around a point charge and between   
charged electrical plates.
Explain how static electricity effects can be
explained using the idea of an electric field.   

SP12 Magnetism and the Motor Effect (Paper 2)

SP12a Magnets and magnetic fields
Step Learning outcome Had a look Nearly there Nailed it!

Describe how magnets affect each other.   

Explain the difference between permanent and
induced magnets.   
Describe the uses of permanent and temporary
magnetic materials.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe the shapes of magnetic fields,

including variations in strength.   
Describe how the shape of magnetic fields can
be shown using plotting compasses.   
Explain how a magnetic compass can be used
as evidence for the Earth’s magnetic core.   
SP12b Electromagnetism
Step Learning outcome Had a look Nearly there Nailed it!
Recall that a current can create a magnetic
effect.   
Relate the shape and direction of the magnetic
field around a straight wire to the direction of   
the current.
Recall the factors that affect the strength of the
magnetic field around a wire.   
Describe the magnetic field inside and outside
a coil of wire carrying a current.   
Explain the shape and strength of the magnetic
field around a solenoid.   

SP12c Magnetic forces

Step Learning outcome Had a look Nearly there Nailed it!

H Recall that forces are produced when a

current flows in a magnetic field.   

H Explain what causes the forces produced
hen a current flows in a magnetic field.
w   

  
H Recall Fleming’s left-hand rule.

  
H Use Fleming’s left-hand rule.

H Use the formula relating force, magnetic

field rength, current and length.
st   
H Explain how the force on a conductor in a
magnetic field is used to cause rotation in   
electric motors.
 Edexcel GCSE (9-1) Separate Science Revision Checklist

SP13 Electromagnetic Induction (Paper 2)

SP13a Electromagnetic induction
Step Learning outcome Had a look Nearly there Nailed it!
H Describe how to produce an electric current
by induction on a small scale.   
H Describe how electromagnetic induction is
used in alternators and dynamos.   
H Describe how different factors affect the size
and direction of an induced current.   
H Describe how the magnetic field produced by
an induced potential difference opposes the   
original change.
H Explain how microphones work in terms of
changing pressure variations into variations in   
electric current.
H Explain how loudspeakers change variations
in current to variations in air pressure.   
SP13b The national grid
Step Learning outcome Had a look Nearly there Nailed it!

H Explain how a transformer works.   

H Recall that transformers can change the
voltage of an alternating current.   
H Use the turns ratio equation for transformers.   
Describe how the national grid transmits
electricity around the country.   
Explain why step-up and step-down
transformers are used in the national grid.   
SP13c Transformers and energy
Step Learning outcome Had a look Nearly there Nailed it!

Recall the law of conservation of energy.   

Recall that the power of an electric current is
given by the current multiplied by the voltage.   
Use the power equation for transformers.   
H Recall and use equations relating current,
voltage, power and resistance.   
H Use equations to explain the advantages of
power transmission in high-voltage cables.   

SP14 Particle Model (Paper 2)

SP14a Particles and density
Step Learning outcome Had a look Nearly there Nailed it!
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Describe the arrangements of particles in

solids, liquids and gases.   
Use the particle model to explain the different
properties of solids, liquids and gases.   
Recall the formula relating density, mass and
volume.   
Use the formula relating density, mass and
volume.   
Use the particle model to explain why solids,
liquids and gases have different densities.   
Describe what happens to the mass of a
substance when it changes state.   
SP14b Energy and changes of state
Step Learning outcome Had a look Nearly there Nailed it!
Explain how heating affects the particles in a
substance or object, including changes of state.   
Describe how the temperature of an object
changes with time while being heated or cooled   
to make it change state.

Define the term specific heat capacity.   

Define the term specific latent heat.   
Explain the difference between specific heat
capacity and specific latent heat.   
Explain ways of reducing unwanted energy
transfer through thermal insulation.   
SP14c Energy calculations
Step Learning outcome Had a look Nearly there Nailed it!
Use the formula relating change in thermal
energy, mass, temperature change and specific   
heat capacity.
Use the formula relating thermal energy, mass
and specific latent heat.   
Recall that the value of specific latent
heat for a substance is different for   
melting/solidifying and for
evaporating/condensing.

SP14d Gas temperature and pressure

Step Learning outcome Had a look Nearly there Nailed it!
Explain how the movement of particles causes
gas pressure.   
Explain how changing the temperature of a gas
affects the speed of its particles.   
Explain how temperature affects the pressure
of a fixed mass of gas at constant volume.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain the significance of absolute zero.   

Convert temperatures between the Kelvin and
Celsius temperature scales.   
SP14e Gas pressure and volume
Step Learning outcome Had a look Nearly there Nailed it!
Explain how gases can be compressed or
expanded by pressure changes.   
Explain how the pressure of a gas produces a
force at right angles to any surface.   
Explain why changing the volume of a gas
changes the pressure.   
Use the formula relating pressure and volume
changes in a gas of fixed mass at constant   
temperature.
H Explain why doing work on a gas can
increase its temperature.   

SP15 Forces and Matter (Paper 2)

SP15a Bending and stretching
Step Learning outcome Had a look Nearly there Nailed it!
Explain that more than one force is needed to
distort an object.   
Describe the difference between elastic and
inelastic distortion.   
Describe the relationship between force and
extension for a spring.   
Describe the relationship between force and
extension for a rubber band.   
Compare the force–extension relationship for
different objects.   
SP15b Extension and energy transfers
Step Learning outcome Had a look Nearly there Nailed it!
Recall the equation that links force, extension
and the spring constant.   
Use the formula relating force, extension and
spring constant.   
Recall that work has to be done to stretch a
spring.   
Use the formula relating the energy transferred
to the extension of a spring.   
SP15c Pressure in fluids
Step Learning outcome Had a look Nearly there Nailed it!
Use a model of the Earth’s atmosphere to
explain why pressure varies with height.   
Describe the pressure in a fluid as being due to
the fluid and atmospheric pressure.   
 Edexcel GCSE (9-1) Separate Science Revision Checklist

Explain how pressure is related to area and a

force normal to the surface.   
Recall the formula relating force, pressure and
area.   
Use the formula relating force, pressure and
area.   
Describe how pressure in fluids increases with
depth and density.   

SP15d Pressure and upthrust

Step Learning outcome Had a look Nearly there Nailed it!
H Explain why the pressure in a liquid depends
on density and depth.   
H Use the equation relating pressure in a fluid
to height, density and gravitational field   
strength.

H Explain how upthrust occurs.   

H Relate the upthrust to the floating or sinking
of objects immersed or partially immersed in   
fluids.
H Recall that the upthrust is equal to the weight
of fluid displaced.   
H Explain the factors that determine whether or
not an object will float or sink.   