Specification coverage*

AQA Entry Level Certificate in Science Specification Content Combined Science Hodder ELC Science
Specification textbook
* For the latest mark schemes, please also refer to the AQA
references
website.
Trilogy Synergy Section/ Topic
Episode
Component 1 – Biology: The human body
3.1.1 What is the Cells are the basic building blocks of 4.2.1 4.1.3.2 Biology 1 Vampires
body made of? all living organisms. 1: Inside the and
Most human cells are like most other 4.1.1.3 4.1.3.2 Body monsters
animal cells and have the following
parts:
1 nucleus – controls the activities of
the cells and contains the genetic
material
2 cytoplasm – where most chemical
reactions take place
3 cell membrane – controls the passage
of substances in and out of cells.
Cells may be specialised to carry out
a particular function, e.g. sperm cells,
nerve cells and muscle cells.
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Students should be able, when provided

with appropriate information, to
explain how the structure of different
types of cell relates to their function.
A tissue is a group of cells with a 4.2.1 4.2.1.2
similar structure and function.
Students should develop some
understanding of size and scale in relation
to cells, tissues, organs and systems.
Organs are aggregations of tissues 4.2.1 4.2.1.2
performing similar functions.
Organs are organised into organ
systems which work together.
Students should be able to identify
the position of the major organs in the
human body such as the brain, heart, liver,
lungs, kidneys and reproductive organs.
Students should be able to identify the
function of the main organ systems.

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The human circulatory system consists 4.2.2.2 4.2.1.3 Biology 1 Pump it

of the heart, which pumps blood 3: Going up!
around the body (in a dual circulatory faster
system) and blood, which transports
oxygen, proteins and other chemical
substances around the body.
Students should be able to recognise
the different types of blood cell from a
photograph or diagram.
The human digestive system contains 4.2.2.1 4.2.1.5 Biology 1 Break it
a variety of organs: 2: Britain’s down
• salivary glands big problem

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• stomach
• liver
• gall bladder
• pancreas
• small intestine
• large intestine.
Students should be able to identify the

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position of these organs on a diagram
of the digestive system.
Enzymes are used to convert food
into soluble substances that can be
absorbed into the bloodstream.
3.1.2 How the body Respiration releases the energy 4.4.2.1 4.2.1.1 Biology 1 Muscles
works needed for living processes and is 3: Going and

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represented by the equation: faster marathons
glucose + oxygen → carbon dioxide +
water (+ energy)
Students should know the word
equation for respiration.
Students should know that glucose

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is derived from the diet and that
carbon dioxide and oxygen gases are
exchanged through the lungs.
Lifestyle can have an effect on people’s 4.2.2.5 4.3.1.2 Biology 1 Let’s get
health e.g. diet and exercise are linked and 2: Britain’s fitter
to obesity; smoking to cancer; alcohol 4.2.2.6 big problem
to liver and brain function.

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A healthy diet contains the right
balance of the different food groups you
need and the right amount of energy.
People who exercise regularly are usually 4.2.2.6 4.3.1.2
fitter than people who take little exercise.
3.1.3 How the body Infectious (communicable) diseases 4.3.1.1 4.3.3.1

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fights disease are caused by microorganisms called
pathogens.

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 These may reproduce rapidly inside 4.3.1.1 4.3.3.1
the body and may produce poisons
(toxins) that make us feel ill.
Viruses damage cells in which they
reproduce.
White blood cells help to defend 4.3.1.6 4.3.3.4
against bacteria by ingesting them.
Vaccination involves introducing 4.3.1.7 4.3.3.5 Biology 1 Attack!
small quantities of dead or inactive 4: Diseases
forms of a pathogen into the body
to stimulate the white blood cells
to produce antibodies so that if the
same pathogen re-enters the body,
antibodies can be produced rapidly.
Students should be able to explain the
use of vaccination in the prevention of
disease.
Medical drugs are developed and 4.3.1.9 4.3.3.7
tested before being used to relieve
illness or disease. Drugs change the
chemical processes in people’s bodies.
People may become dependent or
addicted to the drugs and suffer
withdrawal symptoms without them.
Antibiotics, including penicillin, are 4.3.1.8 4.3.3.6
medicines that help to cure bacterial
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disease by killing infective bacteria

inside the body, but cannot be used to
kill viruses.
3.1.4 How the body The human body has automatic 4.5.2 4.3.1.4 Biology 1 Danger!
is coordinated control systems, which may involve 5: Controlling
nervous responses or chemical the body
responses coordinated by hormones.
Reflex actions are automatic and 4.5.2 4.2.1.6
rapid. Examples include the response
of the pupil in the eyes to bright light,
and the knee jerk reaction.
Hormones are secreted by glands and 4.5.3.1 4.2.1.7
are transported to their target organs
by the bloodstream.
Several hormones are involved in the 4.5.3.3 4.3.1.6
menstrual cycle of a woman, including
some that are involved in promoting
the release of an egg.
Students should be familiar with a
diagram of the menstrual cycle.

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The uses of hormones in controlling 4.5.3.4 4.3.1.7 Biology 1 Danger!

fertility include: and and 5: Controlling
• giving oral contraceptives that 4.5.3.5 4.3.1.8 the body
contain hormones to inhibit eggs
from maturing
• giving ‘fertility drugs’ to stimulate
eggs to mature.
Students should be able to evaluate 4.5.3.4 4.3.1.8
the benefits of, and the problems that and
may arise from, the use of hormones 4.5.3.5
to control fertility.
3.2.1 What are Radiation from the Sun is the source 4.4.1.1 4.2.2.5 Biology 2 Welcome

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the feeding of energy for living organisms. 1: Up the to
relationships garden path Rooftops!
between living
organisms?
Green plants and algae absorb a small 4.4.1.1 4.2.2.5
amount of the light that reaches them
and make glucose by photosynthesis.

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These organisms are called producers.
Carbon dioxide + water → glucose +
oxygen
Students should know the word
equation for photosynthesis.
Animals and plants may be adapted 4.7.1.4 Biology 2 Welcome

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for survival in the conditions where 1: Up the to
they normally live. garden path Rooftops!
AND AND
Biology 2 A suitable
5: Pets and pet
planets

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Feeding relationships within a 4.7.2.1 4.4.2.1 Biology 2 Food
community can be represented by a 1: Up the chains
food chain. All food chains begin with garden path
a producer. A food web can be used
to understand the interdependence of
species within an ecosystem in terms
of food resources.

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All materials in the living world are 4.7.2.2 4.4.1.2 Biology 2 Cheating
recycled to provide the building blocks 2: Death and death?
for future organisms. decay
Decay of dead plants and animals by 4.7.2.2 4.4.1.2
microorganisms returns carbon to the
atmosphere as carbon dioxide to be

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used by plants in photosynthesis.

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 3.2.2 What Plants often compete with each other 4.7.1.1 4.4.2.2 Biology 2 Welcome
determines for light and space, and for water and 1: Up the to
where particular nutrients from the soil. garden path Rooftops!
species live? AND AND
Animals often compete with each 4.7.1.1 4.4.2.2 Biology 2 A suitable
other for food, mates and territory. 5: Pets and pet
planets
Animals and plants are subjected to 4.7.1.2 4.4.2.3
environmental changes. Such changes and
may be caused by non-living or living 4.7.1.3
factors.
Pollution of the environment can occur: 4.7.3.2 4.4.2.6 Biology 2 Let’s save
• in water, from sewage, fertiliser or 3: Safe Earth the world!
toxic chemicals
• in air, from smoke and gases such as
sulfur dioxide which contributes to
acid rain
• on land, from landfill and from toxic
chemicals such as pesticides and
herbicides, which may be washed
from land into water.
Students should recognise that rapid
growth in human population means
that more resources are used and
more waste is produced.
3.2.3 How life has Darwin’s theory of evolution states that 4.6.2.2 4.4.4.2 Biology 2 Life story
developed on all species of living things have evolved 5: Pets and
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Earth from simple life forms that first developed plants

more than three billion years ago.
In natural selection, individuals with 4.6.2.2 4.4.4.2
characteristics most suited to their
environment are most likely to survive
to breed successfully.
Artificial selection (selective breeding) 4.6.2.3 4.4.4.5
is the process by which humans breed
plants and animals for particular
genetic traits.
There are two types of reproduction: 4.6.1.1 4.4.3.1
• sexual reproduction, which involves
the joining of male and female sex
cells. There is a mixing of genetic
information, which leads to variety
in the offspring
• asexual reproduction, where only
one individual is needed as a parent.
There is no mixing of genetic
information, which leads to identical
offspring (clones).

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The genetic material in the nucleus 4.6.1.3 4.4.3.1 Biology 2 Animal

of a cell is made of a chemical called 4: Sex and attraction
DNA, which is contained in structures survival
called chromosomes.
Students should know that a cell
consists of a nucleus that controls the
actions of the cell, and cytoplasm.
Chromosomes carry genes that control 4.6.1.6 4.4.3.1
the characteristics of the body.
Humans have 23 pairs of
chromosomes. Only one pair carries
the genes that determine sex: females

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have the same sex chromosomes
(XX); in males the chromosomes are
different (XY).
In genetic engineering, genes from 4.6.2.4 4.4.4.6
chromosomes of humans and other
organisms can be ‘cut out’ and
transferred to the cells of other

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organisms.
Students should be aware of the
potential benefits and risks of genetic
engineering.
3.3.1 Atoms, All substances are made of atoms. 5.1.1.1 Chemistry 1 The first
elements and An atom is the smallest part of an 3: Magicians artists?

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compounds element that can exist. and makers
A substance that is made of only one 5.1.1.1 4.5.1.1 Chemistry 1 The first
sort of atom is called an element. and and 3: Magicians artists?
There are about 100 different 5.1.2.3 4.5.1.2 and makers AND
elements. Elements are shown in the AND Metal
periodic table. Metals are towards the 4: Sorted! or non-
left and the bottom of the periodic metal?

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table and non-metals towards the AND
right and the top of the periodic table. Get into
Students should know that most of groups!
the elements are metals.
Elements in the same group of the 5.1.2.1 4.5.1.1 Chemistry 1 The first
periodic table have similar chemical 3: Magicians artists?

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properties. and makers AND
AND Get into
4: Sorted! groups!

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 When elements react, their atoms join 5.1.1.1 4.5.2.1 Chemistry 1 The first
with other atoms to form compounds. 3: Magicians artists?
Some compounds are made from 5.2.1.2 4.6.2.1 and makers What’s in
metals combined with non-metals, a name?
for example sodium chloride and
magnesium oxide.
Students should be able to recognise
simple compounds from their names,
e.g. sodium chloride, magnesium
oxide, carbon dioxide.
Some compounds are made from only
non-metals, for example carbon dioxide.
Chemical reactions can be represented 5.1.1.1 4.5.2.1
by word equations.
Students should be able to write word
equations for reactions of metals and
non-metals, reactions of non-metals
to produce oxides, and the other
chemical reactions in this specification.
3.3.2 How structure The three states of matter are solid, 5.2.2.1 4.1.1.1 Chemistry 1 Liquid
affects liquid and gas. Melting and freezing 2: Melting chocolate
properties take place at the melting point, boiling and
and condensing take place at the evaporating
boiling point. The three states of matter
can be represented by a simple model.
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When a solid melts to become a liquid 5.2.2.1 4.6.2.5

the particles are able to move about
but stay close together. When a liquid
boils and becomes a gas the particles
separate and move about rapidly.
Substances with high melting points
have strong forces that hold their
particles together. Substances with
low boiling points have weak forces
between their particles.
Diamond and graphite are forms of 5.2.3.1 4.8.1.1 Chemistry 1 Carbon
the element carbon with different and 5: Metal
properties because of their different 5.2.3.2 treasures
structures. Diamond is hard because
the carbon atoms are joined together
in a giant three dimensional structure.
Graphite is slippery because the
carbon atoms are joined together in
layers that can slide over each other.

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3.3.3 Separating A mixture contains two or more 5.1.1.2 4.2.2.4 Chemistry 1 The pure
mixtures substances not chemically combined 1: Substances stuff
together. Mixtures can be separated
by processes such as filtration,
distillation, crystallisation and
chromatography.
Paper chromatography can be 5.8.1.3 4.2.2.4
used to separate mixtures and can
give information to help identify
substances.
In paper chromatography a solvent
moves through the paper carrying
different compounds different

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distances.
3.3.4 Metals and Unreactive metals, such as gold, 5.4.1.3 4.8.2.1 Chemistry 1 Ancient
alloys are found in the Earth as the metal 5: Metal metals
itself, but most metals are found as treasures
compounds that require chemical
reactions to extract the metal.

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Metals less reactive than carbon can
be produced by heating the metal
compounds in the ore with carbon.
Ores contain enough metal to make it
economic to extract the metal. Large
amounts of rock need to be quarried
or mined to get metal ores.

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We should recycle metals to save 5.10.2.2 4.8.2.9 Recycling
resources and limit environmental metal
impacts.
Students should be able to
describe the social, economic and
environmental impacts of mining ores

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and recycling metals.
Metals have giant structures of atoms 5.2.2.7 4.6.2.7
with strong bonds between the atoms
and so most metals have high melting
points.
Metals are good conductors of 5.2.2.8 4.6.2.7

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electricity and thermal energy.
Copper has properties that make
it useful for electrical wiring and
plumbing.
Aluminium is a useful metal because
of its low density and resistance to
corrosion.

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 Most metals in everyday use are alloys. 5.2.2.7 4.6.2.7
Pure iron, gold and aluminium are too
soft for many uses and so are mixed
with small amounts of other elements
to make alloys, which are harder for
everyday use.
Most iron is converted into steels. Steels
are alloys since they are mixtures of
iron with carbon and other metals.
3.3.5 Polymers Polymers such as poly(ethene), 5.2.2.5 4.6.2.4 Chemistry 1 Plastics
poly(propene) polystyrene and PVC 6: Plastics
are made from small compounds
called monomers that join together
to form very long chains. Polymers are
waterproof, resistant to chemicals,
and can be moulded, so they have
many useful applications as packaging
materials, pipes and containers.
Many polymers are not biodegradable,
so they are not broken down by
microbes. This can lead to problems
with waste disposal.
3.4.1 Reactions of Acids react with some metals to 5.4.2.1 4.7.3.1 Chemistry 2 Happy Holi!
acids produce salts and hydrogen. 1: Acids and
Hydrochloric acid produces chlorides alkalis
and sulfuric acid produces sulfates.
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Students should be able to complete

word equations for these reactions,
given the names of the reactants.
The test for hydrogen uses a burning 5.8.2.1 4.7.3.1
splint held at the open end of a test
tube of the gas. Hydrogen burns
rapidly with a pop sound.
Acids are neutralised by alkalis (e.g. 5.4.2.2 4.7.3.2
sodium hydroxide) and bases (e.g.
insoluble metal oxides) to produce
salts and water.
Acids are neutralised by carbonates 5.4.2.2 4.7.3.1
to produce salts, water and carbon
dioxide.
Students should be able to complete
word equations for these reactions,
given the names of the reactants.
Carbon dioxide turns limewater milky.
Salt solutions can be crystallised to 5.4.2.3 4.7.3.2
produce solid salts.

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3.4.2 Energy Some reactions transfer energy to 5.5.1.1 4.7.3.3 Chemistry 2 Warming
and rate of the surroundings so the temperature 2: Chemistry up!
reaction increases. Such reactions include and energy AND
combustion, oxidation and AND Cooling
neutralisation. 3: Speeding down
Other reactions take in energy from 5.5.1.1 4.7.3.3 up AND
the surroundings, so the temperature Kill that
decreases. These reactions include acid!
dissolving ammonium chloride in
water and reacting citric acid with
sodium hydrogencarbonate.
The rate of a chemical reaction 5.6.1.2 4.7.4.6
may be increased by increasing

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the temperature, increasing the
concentration of reactants, increasing
the surface area of solid reactants or
by adding a suitable catalyst.
3.4.3 Earth’s During the first billion years of the 5.9.1.2 4.4.1.1 Chemistry 2 Fit to
atmosphere Earth’s existence, there was intense 5: Air and breathe?

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volcanic activity that released gases water
that formed the early atmosphere and
water vapour that condensed to form
the oceans.
The early atmosphere was mainly
carbon dioxide with little or no oxygen.
From about three billion years ago, 5.9.1.3 4.4.1.1

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algae and plants developed and
produced the oxygen that is now in
the atmosphere, by a process called
photosynthesis. Photosynthesis can be
represented by the word equation:
carbon dioxide + water → glucose +

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oxygen
Carbon dioxide was removed from the 5.9.1.4 4.4.1.1
early atmosphere by dissolving in the
oceans and by photosynthesis. Most
of the carbon from the carbon dioxide
gradually became locked up in rocks as
carbonates and fossil fuels.

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The Earth’s atmosphere is now about 5.9.1.1
four fifths (80 %) nitrogen and about
one-fifth (20 %) oxygen, with small
amounts of other gases, including
carbon dioxide, water vapour and
argon, which is a noble gas.

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 3.4.4 Fuels and Crude oil is a mixture of a very large 5.7.1.1 4.8.1.2 Chemistry 2 Big oil
human number of compounds. Crude oil is 4: Fuel and
impacts on the found in deposits underground, e.g. fires
atmosphere the oil fields under the North Sea.
Crude oil may be separated into 5.7.1.2 4.8.1.3
fractions by fractional distillation. This
process, which takes place in a refinery,
can be used to produce a range of useful
fuels and oils, including petrol and diesel.
When fuels burn completely the gases 5.9.3.2 4.4.1.6 Chemistry 2 Up in
released into the atmosphere include 4: Fuel and flames
carbon dioxide, water (vapour), and fires AND
oxides of nitrogen. Sulfur dioxide is AND Big stink
also released if the fuel contains sulfur. Biology 1 AND
When fuels burn in a limited supply of 3: Safe Earth Let’s save
air carbon monoxide is produced. Solid the world!
particles (soot) may also be produced.
Students may be required to describe
the impact on the environment of
burning fossil fuels.
Oxides of nitrogen and sulfur dioxide
cause acid rain and problems for
human health.
Carbon monoxide is a colourless,
odourless, poisonous gas that can
cause death.
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Solid particles can cause global dimming

and problems for human health.
Some human activities increase the 5.9.2.2 4.4.1.4 Chemistry 2 The
amounts of greenhouse gases in the 5: Air and greenhouse
atmosphere, such as carbon dioxide water effect
from burning fossil fuels and methane
from landfill and cattle farming.
Increased levels of greenhouse 5.9.2.3 4.4.1.4
gases in the atmosphere cause
the temperature to increase. Many
scientists believe that this will result in
global climate change.
3.4.5 Water for Water that is safe to drink has small 5.10.1.2 4.4.1.8 Fancy a
drinking amounts of dissolved substances and drink?
low levels of microbes. Most drinking
water is produced by choosing a suitable
source of fresh water, filtering to remove
solids and sterilising to kill microbes. If
supplies of fresh water are limited, salty
water can be distilled to produce fresh
water. This requires a large energy input.

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3.5.1 Energy, energy Describe, for common situations, the 6.1.1.1 4.1.1.4, Physics 1 Saving
transfers changes involved in the way energy 4.7.1.9 1: Full of Iron Man
and energy is stored when a system changes. For and energy
resources example: 4.7.2.8
• an object projected upwards
• a moving object hitting an obstacle
• a vehicle slowing down
• bringing water to a boil in an electric
kettle.
Students may be required to describe
the intended energy changes and the
main energy wastages that occur in a
range of devices.

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Energy can be transferred usefully, 6.1.2.1 4.8.2.6
stored or dissipated, but cannot be
created or destroyed.
The idea of efficiency. Whenever 4.8.2.6 Physics 1 Saving
there are energy transfers in a system 1: Full of Iron Man
only part of the energy is usefully energy AND

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transferred. The rest of the energy AND Efficiency
is dissipated so that it is stored in 2: Saving AND
less useful ways. This energy is often money Where
described as being ‘wasted’. does the
Unwanted energy transfers can be energy go?
reduced in a number of ways, e.g.
through lubrication and the use of

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thermal insulation.
How the rate of cooling of a building is 6.1.2.1 4.8.2.6 Physics 1 Where
affected by the thickness and thermal 2: Saving does the
conductivity of its walls. money energy go?
The higher the thermal conductivity of
a material the higher the rate of

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energy transfer by conduction across
the material.
Describe the main energy resources 6.1.3 4.8.2.4 Physics 1 Power
available for use on Earth. These 3: Bright stations
include fossil fuels (coal, oil and sparks!
gas), nuclear fuel, bio-fuel, wind,
hydroelectricity, geothermal, the tides,

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the Sun, water waves.
Distinguish between energy resources
that are renewable and energy
resources that are non-renewable.

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 3.5.2 Forces and A force is a push or pull that acts on 6.5.1.2 4.6.1.1 Physics 1 Pinball
work an object due to the interaction with 4: The force wizards
another object. All forces between
objects are either:
• contact forces – the objects are
physically touching
• non-contact forces – the objects are
physically separated.
When a force causes an object to 6.5.2 4.6.1.3
move through a distance, work is done
on the object.
Work done against the frictional forces 6.5.2 4.7.1.10
acting on an object causes a rise in the
temperature of the object.
3.5.3 Speed and Speed is calculated from the distance 6.5.4.1.2 4.7.1.1 Physics 1 Speed kills
stopping travelled in a certain time. 5: Road
distances Units of speed include metres per safety
second and kilometres per hour.
Simple calculations of average speed
using the equation: speed = distance/
time will be required.
The stopping distance of a vehicle is 6.5.4.3.1 4.7.1.10
the sum of the distance the vehicle
travels during the driver’s reaction
time (thinking distance) and the
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distance it travels under the braking

force (braking distance).
For a given braking force the greater
the speed of the vehicle, the greater
the stopping distance.
Reaction times vary from person to 6.5.4.3.2 4.2.1.6
person.
Typical values range from 0.2 s to 0.9 s.
Knowledge and understanding of
methods used to measure human
reaction times. Knowledge of how a
driver’s reaction time can be affected by
tiredness, drugs and alcohol. Distractions
may also affect a driver’s ability to react.
The braking distance of a vehicle
can be affected by adverse road
and weather conditions, and poor
condition of the vehicle.
Students should be able to analyse a
given situation to identify how braking
could be affected.

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3.5.4 Atoms and Some atomic nuclei are unstable. The 6.4.2.1 4.3.2.2 Physics 2 Cook that
nuclear nucleus gives out ionising radiation. This is 5: Death pigeon!
radiation a random process called radioactive decay. rays and
The nuclear radiation emitted may be: diagnosis
• alpha particles
• beta particles
• gamma rays.
Properties of alpha particles, beta
particles and gamma rays limited to
their penetration through materials
and their range in air.
Students will be expected to know
some of the uses and dangers of the

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three types of radiation.
3.6.1 Electrical Electric current is a flow of electrical 6.2.1.2 4.7.2.1 Physics 2 Wiring it
current charge. The size of the electric current 1: Stage up
is the rate of flow of electrical charge. show
The current through a component 6.2.1.3 4.7.2.2
depends on both the resistance of the
component and the voltage across the

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component. The greater the resistance
of the component the smaller the current
for a given voltage across the component.
The resistance of a component is a 6.2.1.3 4.7.2.2
measure of how difficult it is for an
electric current to pass through it.
A complete circuit is necessary for a 6.2.2 4.7.2.5
current to flow. Cells and batteries supply

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current that always passes in the same
direction. This is called direct current (dc).
An alternating current (ac) is one that 6.2.3.1 4.7.2.5
changes direction. Mains electricity
is an ac supply. In the UK it has a
frequency of 50 Hz and is 230 V.
3.6.2 Domestic Most electrical appliances are connected 6.2.3.2 4.7.2.6 Physics 2 The

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electricity to the mains using a three-core flex. The 2: Power at world's
insulation covering each wire in the flex home greatest
is colour-coded for easy identification: plug
• live wire – brown
• neutral wire – blue
• earth wire – green and yellow stripes.

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The earth wire is a safety wire to stop
the appliance becoming live and the
fuse contains a thin piece of wire,
which melts if the current becomes too
large, thereby cutting off the supply.
Students should be able to select the
correct fuse from a list when given the
current rating of an appliance.

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Some appliances do not have an earth
wire because they are double insulated.

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 Everyday electrical appliances are 6.2.4.2 4.7.2.8
designed to bring about energy
transfers.
The amount of energy an appliance
transfers depends on how long the
appliance is switched on for and the
power of the appliance.
3.6.3 Magnetism The poles of a magnet are the places 6.7.1.1 4.6.3.1 Physics 2 Magnets
and electro- where the magnetic forces are 3: Magnets in action
magnetism strongest. When two magnets are
brought close together they exert a
force on each other. Two like poles
repel each other. Two unlike poles
attract each other. Attraction and
repulsion between two magnetic poles
are examples of non-contact force.
The patterns of magnetic fields
between bar magnets will be required.
When a current flows through a 6.7.2.1 4.6.3.4
conducting wire a magnetic field is
produced around the wire.
The strength of the magnetic field
depends on the current through the
wire and the distance from the wire.
Shaping a wire to form a solenoid
increases the strength of the magnetic
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field created by a current through the

wire. Adding an iron core increases the
magnetic field strength of a solenoid.
An electromagnet is a solenoid with
an iron core.
Students should be familiar with
common uses of electromagnets, e.g.
in scrapyard cranes and relays.
3.6.4 Different types Waves may be either transverse or 6.6.1.1 4.1.4.1 Physics 2 Sound it
of waves longitudinal. 4: Waves and out
In a transverse wave the oscillations are wobbles
perpendicular to the direction of energy
transfer. The ripples on a water surface
are an example of a transverse wave.
In a longitudinal wave the oscillations
are parallel to the direction of energy
transfer. Longitudinal waves show
areas of compression and rarefaction.
Sound waves travelling through air are
longitudinal.

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Waves are described by their 6.6.1.2 4.1.4.2

amplitude, wavelength and frequency.
The amplitude of a wave is the
maximum displacement of a point
on a wave away from its undisturbed
position.
The wavelength of a wave is the
distance from a point on one wave to
the equivalent point on the adjacent
wave.
Students may be required to use the
equation:

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wave speed (m/s) = frequency (Hz) x
wavelength (m)
The frequency of a wave is the
number of waves passing a point each
second.
3.6.5 Electromagnetic Electromagnetic waves are transverse 6.6.2.1 4.1.4.3 Physics 2 Cook that

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waves waves that transfer energy from the 5: Death pigeon
source of the waves to an absorber. rays and
diagnosis
Electromagnetic waves form a 6.6.2.1 4.1.4.3
continuous spectrum and all types
of electromagnetic wave travel at
the same velocity through a vacuum
(space) or air.

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The waves that form the
electromagnetic spectrum are
grouped in terms of their wavelength
and their frequency.
Going from long to short wavelength
(or from low to high frequency) the
groups are:

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• radio
• microwave
• infrared
• visible light (red to violet)
• ultraviolet
• X-rays

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• gamma rays.
Ultraviolet waves, X-rays and gamma
rays can have hazardous effects
on human body tissue. The effects
depend on the type of radiation and
the size of the dose.

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 Electromagnetic waves have many 6.6.2.4 4.1.4.3
practical applications, e.g.:
• radio waves – television and radio
(including Bluetooth)
• microwaves – satellite
communications, cooking food
• infrared – electrical heaters, cooking
food, infrared cameras
• visible light – fibre optic
communications
• ultraviolet – energy efficient lamps,
sun tanning
• X-rays – medical imaging and
treatments
• gamma rays – for sterilising.
Students should be able to give brief
explanations of why each type of
electromagnetic wave is suitable for
the practical application.
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