Revision Guide 2014/15 - CPO YEAR 13 REHEARSAL EXAMINATIONS · Revision Guide 2014/15 - CPO 1 YEAR 13 REHEARSAL EXAMINATIONS Name:- Tutor:- Exam Period:- ... F324 Rings, Polymers

Revision Guide 2014/15 - CPO

1

YEAR 13 REHEARSAL

EXAMINATIONS

Name:-

Tutor:-

Exam Period:-

Monday 15th December to Friday 19th December 2014

Contents:-

Page Section

2-3 Preparation – A message from Mr Page

4 Exam Timetable

5 Arrangements for Students

6-44 Subject Revision Guides

45-46 Revision Notes


2

Preparation

(A Message from Mr. Page)

Why Bother?

Why bother revising for trial examinations? After all, they won’t count for anything will

they?

Actually, your trial examinations are the most important exams you have taken so far.

There are many reasons for this and it’s important that you understand why you are

putting in such a huge amount of work so early in the year.

This is your chance to get a head start in preparing for the summer. If you leave things

till the last minute you will find that there isn’t enough time. The only way to be

prepared in the summer is to get started now. Write out revision notes in your own

words, draw diagrams, make up short poems or memorable sentences (mnemonics) to

help you remember what you need to know. Work your way through revision guides.

Try as many past papers as you can get hold of. When you come to revise for the real

thing the job will be half done. It all adds up to the head start you need at this early

point in the year.

The second reason for working hard at your trial exams is to build your confidence. If

you don’t know what it is to walk in to an exam hall with your heart pounding and your

stomach in your mouth then you’re unusual. Most of us suffer from exam nerves from

time to time, so the best antidote to AS/A2 exam nerves is a recent positive

experience. Don’t pretend to yourself; if the trial exams go badly you will start the real

thing at a massive psychological disadvantage. Give yourself the confidence that you

need – notch up some good early results.

Getting Started

You’ve done this before, but it’s worth a reminder. The first step is to create a revision

timetable – use the template at the back of this guide. Plan which subjects you will

revise each night between now and the end of the exams. Allow two or three hours of

private revision each evening. As you get closer to the exam, homework will have been

replaced by specific revision work. This should help, so plan the subjects you will be

revising on the basis of your normal homework timetable and the exam timetable. By

planning this in advance you can be sure that you will have covered every topic you


3

need to cover before the exam. Use this booklet to guide you as to which topics you

need to revise.

Reading Is Not Revising!

This booklet is only the starting point. Ask your teachers for advice as to the best way

to revise their subject. Buy revision guides and use them to help you as you work

through the topics. Have your notes which you made in class in front of you, but don’t

think that reading them is revising, because it isn’t! What you read you will forget. If

you want to remember something, use one of the revision techniques given towards

the end of this booklet.

Finally, and this might seem a strange piece of advice to read in a revision booklet,

getting enough rest is crucial. Never work after 10.00pm, and get good nights sleep!

Blood, Sweat and Tears

The truth is you either sweat before the exam, you sweat during the exam, or you

sweat after the exam! Get started on the hard work now, then relax and enjoy the

outcome.

Mr. Page Principal


4

Year 13 A2 Rehearsal Examinations – December 2014

All exams will take place in the Main Hall, unless otherwise indicated.


5

Arrangements for Students

The vast majority of the examinations will take place in the middle floor study room. However, a

small number of the exams occur in class-rooms. These are clearly labelled clearly on the

timetable.

All Year 13 students will still attend assemblies as normal.

Examinations begin in the morning at 9am and in the afternoon at 2pm.

Your tutor will issue your seat number for each of the examinations. Once you have your seat

number it is your responsibility to go to the relevant room for a prompt start.

If you are not scheduled to be in exams, you should go to your normal timetabled lessons, unless

indicated otherwise.

Some examinations will be invigilated by external invigilators, to allow you to get a feel for your

final examinations.

Some examinations will run over break time. If this occurs, take a short break at the conclusion of

your exam before going on to your lesson.

No bags, coats or pencil cases should be brought into the exam room.

Bottles of water are allowed in the exam to hydrate.

There is to be no communication in the exam room. Mobile phones are not allowed.

You should use the toilet before exams. Do not ask to use the toilet in exams (unless you have a

medical card which allows you to go).

When exams have finished students should ensure that they go directly to their next lesson or the

Study Rooms.

If there are any arrangements about which you are unsure, please see Mr C Potts in Room 244.

C. Potts

October 2014


6

Subject Revision Guides

A2 – SUBJECT GUIDES

A2 BIOLOGY – UNIT F214 and F215

Unit F214 – Communication, Homeostasis and Energy

The exam will be a 1 hour written paper worth 62 marks

The content will examine the following contexts

4.1.1 Communication

Organisms use chemical and electrical systems to monitor and respond to any deviation from the

body’s steady state.

4.1.2 Nerves

In receptors, the energy of a stimulus is transferred into energy in an action potential in a neurone.

Transmission between neurones takes place at synapses.

4.1.3 Hormones

The ways in which specific hormones bring about their effects are used to explain the action of hormones.

Treatment of diabetes is used as an example of the use of medical technology in overcoming defects in

hormonal control systems.

The control of heart rate is used as an example of the integration of nervous and hormonal control.

4.2.1 Excretion

The kidneys, liver and lungs are all involved in the removal of toxic products of metabolism from the blood.

The liver also metabolises toxins that have been ingested.

The kidneys also play a major role in the control of the water potential of the blood.

4.4.1 Respiration

Respiration is the process whereby energy stored in complex organic molecules is transferred to ATP.

ATP provides the immediate source of energy for biological processes.

Unit F215 – Cellular Control and Variation

The exam will be a 1 hour written paper worth 57 marks


7

The content will examine the following contexts

5.1.1 Cellular Control

The way that DNA codes for proteins is central to our understanding of how cells and organisms function.

The way in which cells control chemical reactions determines the ways in which organisms, grow, develop

and function.

5.1.2 Meiosis and Variation

Variation generated by meiosis and mutation provides the raw material for natural selection.

Isolating mechanisms can lead to the accumulation of different genetic information in populations,

potentially leading to new species.

Over a prolonged period of time, organisms have changed and become extinct. The theory of evolution

explains these changes. Humans use artificial selection to produce similar changes in plants and animals.

5.2.1 Cloning in Plants and Animals

Farmers and growers exploit “natural” vegetative propagation in the production of uniform crops.

Artificial clones of plants and animals can now be produced.

5.2.2 Biotechnology

Biotechnology uses microorganisms and enzymes to make useful products.

You will be expected to demonstrate the following in the context of the content described:

AO1 Knowledge and Understanding

• recognise, recall and show understanding of scientific knowledge;

• select, organise and communicate relevant information in a variety of forms.

AO2 Application of Knowledge and Understanding

• analyse and evaluate scientific knowledge and processes;

• apply scientific knowledge and processes to unfamiliar situations including those related to issues;

• assess the validity, reliability and credibility of scientific information.

AO3 How Science Works

• demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting

appropriate qualitative and quantitative methods;

• make, record and communicate reliable and valid observations and measurements with appropriate

precision and accuracy;

• analyse, interpret, explain and evaluate the methodology, results and impact of experimental and

investigative activities in a variety of ways.


8

Quality of Written Communication is assessed in all units and credit may be restricted if communication

is unclear.

Guidance is as follows:

• ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is

clear;

• select and use a form and style of writing appropriate to purpose and to complex subject matter;

• organise information clearly and coherently, using specialist vocabulary when appropriate.


9

A2 CHEMISTRY

F324 Rings, Polymers and Analysis

Exam: 1Hr

Module 1: Rings, Acids and Amines

4.1.1 Arenes

structure of benzene, electrophilic substitution;

phenols.

4.1.2 Carbonyl Compounds

reactions and characteristic tests.

4.1.3 Carboxylic Acids and Esters

properties;

esters, triglycerides, unsaturated and saturated fats.

4.1.4 Amines

basicity and preparation;

azo dyes.

Module 2: Polymers and Synthesis

4.2.1 Amino Acids and Proteins

amino acids, proteins and optical isomerism.

4.2.2 Polyesters and Polyamides

polymerisation;

hydrolysis of polymers.

4.2.3 Synthesis

synthetic routes;

the importance of chirality in pharmaceutical synthesis.

Module 3: Analysis

4.3.1 Chromatography

thin-layer and gas chromatography;

GC-MS.

4.3.2 Spectroscopy

NMR spectroscopy;


10

combined techniques.

F325 Equilibrium, Energetics and Elements

Exam: 1Hr

Module 1: Rates, Equilibrium and pH

5.1.1 How Fast?

orders, rate equations, rate constants;

continuous and initial rate methods;

rate-determining step.

5.1.2 How Far?

equilibrium concentrations;

the equilibrium constant, Kc.

5.1.3 Acids, Bases and Buffers

acid–base equilibria;

strength of acids including Ka;

pH determination, titration curves and buffer solutions.

Module 2: Energy

5.2.1 Lattice Enthalpy

lattice enthalpy and Born–Haber cycles.

5.2.2 Enthalpy and Entropy

enthalpy versus entropy;

free energy.

5.2.3 Electrode Potentials and Fuel Cells

redox chemistry and electrochemical cells;

fuel cells for the future.

Module 3: Transition Elements

5.3.1 Transition Elements

general properties;

precipitation reactions;

ligands and complex ions;

ligand substitution;

redox reactions and titrations.


11

A2 ECONOMICS UNIT 3: Business Economics and the Distribution of Income

The exam will be 2 hours in length and consist of one compulsory data response question which draws

on your knowledge of the unit (these are short and long answer questions.) You will then write one

essay chosen from three. You must ensure that you are aware and secure in your understanding of all

aspects of the unit content.

The list below only gives an indication of the topics on the exam

Theory of the Firm

The objectives of firms

The divorce of ownership from control

The law of diminishing returns and returns to scale

Fixed and variable costs, marginal, average and total costs, short-run and long-run costs

Economies and Diseconomies of Scale

Technological Change, Costs and Supply in the Long-run

Total, Average and Marginal Revenue

Profit

Competitive Markets

The model of perfect competition

Competition and the efficient allocation of resources

The dynamics of competition and competitive market processes

Concentrated Markets

The models of Monopoly and Oligopoly

Price Makers and Price Takers

The growth of firms

Sources of monopoly power

Collusive and non-collusive oligopoly

Interdependence in oligopolistic Markets

Price discrimination

Consumer and producer surplus

Contestable and non-contestable markets

Market structure and its effect upon efficiency and resource allocation (allocative, productive,

static and dynamic)

The Labour Market

The demand for labour, the marginal productivity theory

Influences upon the supply of labour to different markets

The determination of relative wage rates in competitive markets

The Influence of Trade Unions and monopsonistic employers in determining wages and levels of

employment

Discrimination in the labour market

The distribution of income and wealth


12

Government policies to solve wage/income differentials. The ability to evaluate, prioritise and

discuss what determines the success of these policies is crucial (in the short run and long run).

Government Intervention in the Market

Market failure and Government failure

Competition policy

Public ownership, privatisation, regulation and de-regulation of markets

Notions of equity

The problem of poverty

Government policies to alleviate poverty and to influence the distribution of income and wealth.

The ability to evaluate, prioritise and discuss what determines the success of these policies is

crucial (in the short run and long run).

Externalities – positive and negative.

Government policies to solve market failures such as externalities. The ability to evaluate,

prioritise and discuss what determines the success of these policies is crucial (in the short run

and long run).

Cost benefit analysis

Revision tips:

Learn the key definitions of Economics Terms.

Practice applying the theory to real markets and economies.

Ensure you are aware and secure in your understanding of all the unit content.

Attempt past exam papers to practice using your knowledge and to get a ‘feel’ for the style of

previous papers.

Evaluation is crucial. Therefore be able to weigh up and debate factors/policies. This means being

able to consider the short run and long run, prioritise policies and discuss what might influence

the success of these factors/policies.


13

A2 ECONOMICS UNIT 4: The National Economy

The exam will be 2 hours in length and will consist of one compulsory data response question which

draws on your knowledge of the unit (these are short and long answer questions.) You will then write

one essay chosen from three. You must ensure that you are aware and secure in your understanding of

all aspects of the unit content

The list below only gives an indication of the topics on the exam:

Growth of the Economy and Cyclical Instability

The nature and causes of fluctuations in economic activity

The Trend Rate of Economic Growth

The costs and benefits of economic growth

The use and limitations of National Income as an indicator of changes in living standards

Inflation and Unemployment

The causes and consequences of unemployment

The Natural Rate of Unemployment Hypothesis

The Phillips Curve

The causes and consequences of inflation

Managing the National Economy

Monetary Policy, the Money Supply and Interest Rates

The exchange rate as a target and Instrument of economic policy

Taxation and public expenditure

Fiscal Policy

The interrelationships between Fiscal and Monetary Policy

Possible conflicts of policy objectives

The International Economy

The pattern of trade between the United Kingdom and the rest of the world

Trade with developing economies

The principle of comparative advantage

The benefits and costs of international trade

Protectionism

The Balance of Payments Account

The determination of exchange rates

Exchange rate systems and their implications for the conduct of economic policy

European Monetary Union

Revision tips:

Learn the key definitions of Economics Terms.

Practice applying the theory to real markets and economies.

Ensure you are aware and secure in your understanding of all the unit content.

Attempt past exam papers to practice using your knowledge and to get a ‘feel’ for the style of

previous papers.


14

A2 ENGLISH LANGUAGE AND LITERATURE (ELLA3 – Comparative Analysis and Text

Adaptation)

The examination will last 2 hours and 30 minutes and will test your knowledge of unseen text

comparison and production skills.

Section A

You will be given three unseen texts, one of which is a representation of spoken language, one is usually

a literary text and the other is usually a non-fiction text.

Your task is to compare the three texts, thinking about the attitudes and values that the speakers or

writers convey towards the topic. You should complete a full comparative analysis ensuring that you

focus on the frameworks as a basis for your analysis. All texts should be covered equally to create a

balanced analysis.

Frameworks that you need to revise are:

Linguistic frameworks

Poetic framework

Spoken framework

Literary frameworks

It is advisable to spend thirty minutes analysing and planning your essay before you begin writing your

comparison. You should be able to write a substantial essay in the time given.

Section B

You will be given an extract from your set text ‘A House Somewhere’. You will be required to transform

this extract into a new form and write a commentary exploring and explaining the effect of your

language choices.

You need to revise the following:

Linguistic frameworks

The correct form of a range of texts

Audience

Purpose

Your own technical accuracy

You need to spend approximately forty minutes on the transformation and twenty minutes on your

commentary.


15

A2 ENGLISH LITERATURE (6ET03) – Interpretations of Poetry and Prose

The examination will last 2 hours and 45 minutes and will test your knowledge of unseen text

comparison and production skills.

Section A

There will be a choice of two questions in this section. One will be poetry and one will be prose.

You will be tested on your ability to comment on and analyse how the writer’s choices of structure, form

and language shape meaning.

You will select either one unprepared prose passage or one unprepared poem presented in the paper. In

your response you will explore, through close reference, the writer’s choice of structure, form and

language when shaping meaning. You should respond creatively, relevantly and in an informed way to

the text using appropriate terminology and concepts as well as coherent and accurate written

expression.

You should spend about an hour on this section. It is advisable to spend some time planning your essay

before you write.

You will need to revise:

Poetry frameworks

Literary frameworks

Section B

You will be presented with a reader’s comment. You will write about your response to your set texts in

the light of this comment, referring to at least two of the texts you have studied.

Your set texts are:

101 Poems Against War

Spies

The Ghost Road

Revision tips:

Reread all of your set texts before the examination. Ask your teacher for past questions from the

examination and plan an essay for each of them.

Revise Literary terminology and re read all of your notes on these texts.


16

A2 FILM

Module 4 – Varieties of Film Experience, Issues and Debates

The exam will consist of a 2¾ hour written examination divided in to three sections. You will answer one

question from each section on a choice of topics.

Assessment Objectives:

Module 4 – AO1 Demonstrate knowledge and understanding of film as an audio-visual

form of creative expression together with its contexts of production

and reception and of the diversity in filmmaking across different

historical periods and locations.

AO2 Apply knowledge and understanding, including some of the common

critical approaches that characterise the subject, when exploring and

analysing films to show how meanings and responses are generated.

Exam Structure

In section 1 you will choose one question from a series of options based on World Cinema topics.

Specifically you will be looking for the questions which relate to German Cinema of the 1920’s (question

numbers 3 and 4)

In section 2 you will choose one question from a series of options based on Spectatorship topics.

Specifically you will be looking for the questions which relate to Popular Film and Emotional Response

(question numbers 15 and 16)

In section 3 you will choose from a selection of questions relating to the study of a single focus film.

Revision Guidance

Section 1: Revise areas of 1920’s German Cinema and the Expressionist movement.

Focus on films including: Nosferatu, Batman Returns and M.

Ensure that your understanding of the origins of the 1920’s Expressionist movement is sound and that

you can express how and why this has been translated in to modern cinema.

Have a clear understanding of the distinct differences between the romantic and the modern movements

and be able to categorise your focus texts and explain your findings.

Ensure that you can identify the use of chiaroscuro within your chosen texts and can explain in detail the

purpose behind this technique and how it creates meaning and impacts the audience.

Section 2: Focus on films including American Beauty and Kill Bill

Ensure that your understanding of different emotional responses elicited by these films is complete

including the role of narrative.

Revise key terminology relating to relevant macro and micro features.

Section 3: Revise a single text for use in a critical study of the macro and micro elements within the film.

The texts studied in class for this unit are: Fight Club and Sweet Sweetback’s Baadassss Song. Alternative

texts that can be studied independently include: Modern Times (1936) or Vertigo (1958).


17

A2 FOOD TECHNOLOGY

The exam will test Unit 3 Materials and components

Application of Food Science and Nutritional Principles to include:

• Physical and chemical structures of the macro nutrients

• Working characteristics in relation to the physical and sensory attributes of the food

• Nutritional composition (NB: This is linked to ‘Nutrition in the Human Context’ studied in Unit 1)

Protein

Physical and chemical structures of protein • An understanding of the chemical structure to include

amino acids and the formation of polypeptide chains (general formula)

• High and Low Biological Values of protein foods and their nutritional significance

Nutritional composition of protein foods • High and Low Biological Values of proteins

• Complementation of protein foods • A general understanding of the nutritional composition (including

other macro and micro nutrients) found in the main protein sources, including red and white meats,

white and oily fish, dairy products, cereal crops, peas, beans (including Soya), nuts and lentils.

Working characteristics in relation to the physical and sensory attributes of proteins

• The effect of heat, acids, alkalis and mechanical action on animal protein foods, including denaturation

• The structure of meat / fish

• The effect of cooking on meat / fish by moist and dry methods

• Working characteristics of eggs including aeration, emulsification, coagulation, coating and glazing

Fats and Oils (lipids)

Physical and chemical structures of fats and oils

• An understanding of the chemical structure of fats and oils, to include the general formula for fatty

acids

• The structure of triglycerides

• The process of hydrogenation in relation to the production of Trans fats

Nutritional composition of fats and oils

• The nutritional composition of monounsaturated, polyunsaturated and saturated fatty acids

• Dietary effects of fatty acids on blood lipids in relation to heart disease and ways to alter dietary fat in

accordance with dietary guidelines

Working characteristics in relation to the physical and sensory attributes of fats and oils

• Working characteristics of fats and oils including shortening, aeration, emulsification, lubrication,

plasticity, medium for cooking and sealing

• Melting points and hazing points

• Hydrolytic and oxidative rancidity of fats

Carbohydrate

Physical and chemical structures of carbohydrates

• An understanding of the chemical structure to include monosaccharides, disaccharides and

polysaccharides (simple and complex)

• The general formulae for a and b glucose

Nutritional composition of carbohydrates

• The nutritional composition of monosaccharides and polysaccharides

• The effects of sugar intake on dental health

• The role of NSP in the diet


18

Working characteristics in relation to the physical and sensory attributes of carbohydrates

• Sugar – effect of heat, caramelisation, aeration, moisture retention, solubility, sweetness levels

• Starch – effect of moist and dry heat, including gelatinisation and dextrinisation

• NSP (dietary fibre) – soluble and insoluble sources, the effects of cooking

Food Science: The interaction of combinations of food materials under different physical and chemical

conditions

Functions of colloid systems in food products:

emulsions, foams, suspensions, sols and gels

Gelatinisation and retrogradation of starch

Syneresis: causes and effects

Manipulating and combining food materials and components and the application of this in food

processing and product development

Modified starch: a general understanding of what it is, how it is produced and why it is used in processed

foods

Factors affecting the consistency of gels: ratio, acids, sugar – relate to sauces, modified starch, sugar,

sugar substitutes and sweeteners as additives

The interaction of foods in the making of sauces, cakes, biscuits, pastries and bread

Food Additives

Types of food additives and their working properties:

preservatives, sweeteners, emulsifiers and stabilisers, flavouring and flavour enhancers, antioxidants,

anti caking agents, anti-foaming agents and nutritional supplementation (fortification of foods

The beneficial and detrimental effect of micro-organisms and enzymes

The effect of food processing upon the nutritive value of foods

The effects of cooking and processing on the vitamin content of foods (distinguishing between water and

fat soluble vitamins)

The effects of processing upon the level of fats, oils, sugars and salt in foods

Use of micro-organisms in food manufacture

Role of micro-organisms and enzymes in the manufacture of food products: yoghurt, cheese, Quorn

Enzymes and Browning

Enzymic and non-enzymic browning (Maillard reaction)

Food Spoilage

Food spoilage through microbiological action of yeasts, moulds and pathogenic bacteria. Conditions for

growth

Food Poisoning

Food poisoning; causes and symptoms, to include the following: Salmonella; Listeria monocytogenes;

Campylobacter; Staphylococcus aureus; Escherichia coli (E coli) 0157; Clostridium perfingens;

Clostridium botulinum; Bacillus cereus.


19

A2 FRENCH

Year 12 - 1 Reading/Writing/Listening Paper, including an essay – 2 hours (New spec)

Year 13 - 1 Reading/Writing/Listening Paper including a cultural essay – 2½ hours (New spec)

NB. The use of dictionaries is forbidden in these examinations.

Revision

The main examination for both Years 12 and 13 is geared around knowledge of the topics studied in

each year and the associated vocabulary. You should, therefore, revise thoroughly all your “general”

vocabulary as well as your topic specific vocabulary.

Year 12 topics are:-

Passerelle

Module 1 – Les médias

Module 2 – Les nouveaux médias et la musique

Module 3 – La vie culturelle

Module 4 – On est des ados…Sortez-nous de là!

Module 5 – Allez les sportifs

Module 6 – En pleine forme?

Module 7 – Le tourisme

Module 8 – En famille et entre amis

Module 9 – Le lycée, et après?

Year 13 is somewhat different in that there is a cultural essay to write. You will write an essay in some

way related to your study of either Jacques Brel or La Haute Savoie and be prepared for the various

possibilities related to that text. However, in the rest of the exam, the texts you will read and listen to

will relate in many cases to the topics you have studied.

The Year 13 topics are:-

1. Module 1 - La pollution

2. Module 2 - L’énergie – un sujet brulant

3. Module 3 – Comment protéger la planète?


20

4. Module 4 – L’immigration

5. Module 5 – L’intégration des immigrés

6. Module 6 – Le racisme

7. Module 7 – La richesse et la pauvreté

8. Module 8 – Au nom de la roi

9. Module 9 – Les progrès scientifiques et technologiques

Some of these you will still not have studied before the exam so the requirement to learn “general”

vocabulary is even more important.

For both AS and A2 studies, It is imperative that you do additional work over and above class work. For

example, you should be reading and listening to as much contemporary French as possible. Use the

following list as a guide.

Log onto www.google.fr

YouTube to access French material

Music

http://www.nrj.fr/

http://sites.radiofrance.fr/francemusique/accueil/

Internet radio will allow you to list to a variety of languages from all over the world

Television/Cinema

If you have iPads or iPhones, there are a few apps you can download (may be free or even cost £1.40 but

it’s certainly worthwhile)

o FranceTV or France24

o French news

Language in films can be changed to French or certainly have the option to have French subtitles.

Netflix has a large selection of films in French.

Reading

Any book in French would enhance vocabulary and fluency.

Buy French books (second hand so it’ll be even cheaper)

o Amazon – (English and from www.amazon.fr (so direct from France)

http://www.google.fr/

http://www.nrj.fr/

http://sites.radiofrance.fr/francemusique/accueil/

http://www.amazon.fr/


21

o eBay

Through email, you can subscribe to magazines such as Elle, Marie Claire, Vogue etc - select what you are

interested in and you will receive either daily or weekly alerts in French to your email address about

topics such as fashion, music, food, culture, news, horoscopes etc.

If you don’t have access to a computer at home then at school log onto:

o www.elle.fr

o www.closermag.fr

o www.lemonde.fr

o www.lefigaro.fr

o www.lindependant.fr

When going on holiday (or if you know somebody going on holiday), in the airport on the way home, stock

up on French magazines and newspapers. Or buy them on holiday – magazines are usually cheaper abroad

than here in England.

Grammar

Use the following website for quite reference on tenses

la-conjugaison.nouvelobs.com/

Apps for mobile phones, ipads and ipods

France 24 and French TV

Marie Claire and Grazia.fr

French verbs

All the above will help you to build your passive vocabulary and tune your ear to the speed and sound of

native speakers.

Furthermore, during you studies in both years, at the end of each module, you will have to produce a

detailed essay and complete grammar and vocabulary tests.

Finally, both exams require the use of a personal CD player. These will be provided by the Academy.

http://www.elle.fr/

http://www.closermag.fr/

http://www.lemonde.fr/

http://www.lefigaro.fr/

http://www.lindependant.fr/

http://la-conjugaison.nouvelobs.com/


22

A2 GEOGRAPHY:

Unit 3 – Contested Planet:

The examination consists of two parts. Section A and Section B.

Section A is made up of 5 questions, you must answer 2 questions (including an A (10 marks) and B (15

marks) question). The topics include Water Conflicts, Energy Security, Biodiversity Under Threat, Bridging

the development Gap and The Technological Fix.

Section B (the synoptic) is made up of 3 long questions. These questions are based on the pre-release

material given to you in advance by your teacher. The pre-release material will be available in the

examination. The topic is Energy Security.

Please see below for content details. Please see you tick sheets for further details.

Energy Security:

Energy supply, demand and security

The impacts of energy security

Energy security and the future

Water Conflicts:

The geography of water supply

The risks of water insecurity

Water conflicts and the future

Biodiversity under Threat:

Defining Biodiversity

Biodiversity threats

Managing Biodiversity

Superpower Geographies:

Superpower geographies

The role of superpowers

Superpower futures

Bridging the Development Gap:

The cause of the development gap

The consequences of the development gap

Reducing the development gap

The Technological Fix:

The geography of technology

Technology and development

Technology, environment and the future


23

A2 GERMAN

Year 13 - 1 Reading/Writing/Listening Paper including a cultural essay – 2½ hours (New spec)

NB. The use of dictionaries is forbidden in these examinations.

Revision

The main examination for Year 13 is geared around knowledge of the topics studied in each year and the

associated vocabulary. You should, therefore, revise thoroughly all your “general” vocabulary as well as

your topic specific vocabulary.

Year 13 is somewhat different to Year 12 in that there is a cultural essay to write. You will write an essay

in some way related to your study of German History or “the work of the director Florian Henckel von

Donnersmarck”so you need be prepared for the various possibilities related to that text. However, in the

rest of the exam, the texts you will read and listen to will relate in many cases to the topics you have

studied. The Year 13 topics are:-

1. Umweltverschmutzung

2. Umweltschutz

3. Ausländer

4. Armut und Reichtum

5. Rectswesen und Verbrechen

6. Technik und die Zukunft

7. Literatur, Film und die bildende Kunst

8. Deutschland heute

9. Politik – globale Probleme

Some of these you will still not have studied before the exam so the requirement to learn “general”

vocabulary is even more important.

In addition you need to be doing additional work over and above class work. For example, you should be

reading and listening to as much contemporary German as possible e.g. through newspapers, the

internet, television and other media. These will help you to build your passive vocabulary and tune your

ear to the speed and sound of native speakers. Finally, both exams require the use of a personal CD

player. These will be provided by the Academy.

You may look for resources online at the following websites

www.google.de (search for Deutscher Rundfunk or Deutsches Fernsehen)

www.amazon.de to buy books and German music

www.bild.de - newspaper

www.faz.net - newspaper

http://home.comcast.net/~dkalischer/WebRadio/DeutscherRundfunk.htm - access to German radio

stations

http://zattoo.com/de/?gclid=CKbi1-fZ_sACFVDItAod5woAtA – access to German TV

http://www.google.de/

http://www.amazon.de/

http://www.bild.de/

http://www.faz.net/

http://home.comcast.net/~dkalischer/WebRadio/DeutscherRundfunk.htm

http://zattoo.com/de/?gclid=CKbi1-fZ_sACFVDItAod5woAtA


24

A2 HISTORY - Germany 1900 – 45

1.

Germany 1900-

1914

• The constitution of the Second Reich-Kaiser, Chancellor and

Reichstag.

• Social and economic changes in the early 20th century.

• Social and political tensions and divisions in the Second Reich.

• Attempts to achieve social and political integration.

• Growing parliamentary democracy or entrenched autocracy by 1914?

2.

Controversy:

German Foreign

Policy

1900-14 - War

Guilt?

• The alliance system.

• Weltpolitik and the Navy.

• The naval race with Britain and worsening relations.

• The evolution of the Schlieffen Plan and the arms race with Russia and

France.

• The crisis of 1905-1911.

• The Balkan wars of 1912-13.

• Sarajevo and the blank cheque.

• War by timetable July-August 1914.

• The historical debate through the sources (7 hours): A war of

aggression and conquest? A war to stabilise an unstable Reich? A

defensive war? War dictated by military planning? A chapter of

accidents?

3.

The Impact of the

First

World War

• The Burgfried and 1914.

• The social and economic strains of total war-

finance and economic mobilisation.

• Growing opposition: peace resolutions and strikes.

• Germany and her army in 1918.

• The political changes of 1918: the revolution from above and the

revolution from below.


25

A2 LAW

Unit G153 Criminal Law

Candidates are expected to demonstrate knowledge and understanding of the principles of

criminal law and to develop a critical awareness of the present state of criminal law in relation both

to the scope of specific crimes and the applicability of particular defences. They are expected to

have a general appreciation of the role of criminal law in modern society and to be able to relate

this to specific issues, eg whether it is justifiable to have crimes of strict liability.

Candidates are required to demonstrate some synoptic thinking. This is achieved by relevant

reference to precedent and/or statutory materials including the development of law and comments

on justice or morality where appropriate. It is also achieved by relevant use of precedent and/or

statutory materials in the application of legal reasoning to given factual situations, including

comment on the justice or morality of the outcome where appropriate.

This unit is concerned only with the law applicable in England and Wales, which includes, as far as

the chosen topics of study are concerned, the impact of European Union law on domestic law and

legal institutions.

Candidates will be required to support their knowledge by citation of relevant leading cases and

the main provisions of relevant statutes.

While candidates are encouraged to be aware of the changing nature of law, they are not required

to be familiar with innovations coming into effect in the twelve months immediately preceding the

examination.

Principles of criminal liability

Actus reus General principles of proof of positive acts before liability may be

incurred; omissions as actus reus in certain duty situations;

principles of causation; ‘sine qua non’; factors affecting the chain

of causation.

Mens rea General principles of intention; direct intent; oblique intent;

specific intent; recklessness; foresight of consequences;

transferred malice.

Strict liability Principles of strict/absolute liability; statutory nature;

interpretation by courts; policy issues; social utility; no negligence

– due diligence defences.

Attempted crimes Statutory definition; mens rea and actus reus; meaning of ‘more

than merely preparatory’; attempts to do the impossible.

Offences against the person

Murder The actus reus and mens rea required; defences of diminished


26

responsibility and provocation.

Involuntary manslaughter Constructive (unlawful act) manslaughter; gross negligence

manslaughter; reckless manslaughter.

General defences

Insanity M’Naghten rules; effects of insanity as a defence.

Automatism Definition of automatism; self-induced automatism; distinctions

between insane and non-insane automatism.

Duress, necessity Scope and nature of these as defences; self-induced duress;

duress of circumstances; limits to their availability.

Intoxication Voluntary intoxication and its effect on liability for different

offences; involuntary intoxication; specific/basic intent dichotomy;

intoxicated mistake; public policy issues.

Non-fatal offences against the person

Assaults Assault and battery; actual bodily harm; wounding; grievous

bodily harm; proposals for reform.

Defences Self-defence/defence of another/prevention of crime; degree of

force; mistaken use of force in self-defence; consent and imitations on this defence.

Offences against property

Theft Actus reus and mens rea; issues surrounding meaning of

appropriation and dishonesty.

Robbery; burglary. NB As these topics are part of the Special Study for 2013-14 questions in

this unit will be restricted to “Section C” questions, aka “dilemma board” questions.

Unit G154 Criminal Law Special Study

This unit is based on pre-released materials: a special study booklet sent out to centres at the

beginning of the course, which provides a starting point for study of the topics set. Each booklet

contains source material, such as extracts from judgements or Acts of Parliament or academic

articles on a specific area(s) of criminal law. In this way the source material will indicate the area(s)

of substantive law that will be tested. Candidates are expected to demonstrate understanding of

the area(s) of law and the development of law and to use legal methods and reasoning to analyse

legal material, to select appropriate legal rules and apply these in order to draw conclusions.

Candidates will be expected to draw together knowledge of legal processes and/or legal issues

and make connections between these and the substantive law.

This unit is concerned only with the law applicable in England and Wales, which includes, as far as

the chosen topics of study are concerned, the impact of European Union law on domestic law and

legal institutions.

Candidates will be required to support their knowledge by citation of relevant leading cases and

the main provisions of relevant statutes.


27

While candidates are encouraged to be aware of the changing nature of law, they are not required

to be familiar with innovations coming into effect in the twelve months immediately preceding the

examination.

This year’s topic: Robbery & Burglary


28

A2 MATHEMATICS: Core 3

The examination will be a 90 minute paper

You need to attempt all the questions

The use of a calculator is permitted

Use the following self-assessment grid to help you to target your revision

Name: Target Grade:

Core 3–Self-Assessment Grid.

Assessment

(Grade and %)

Functions

Understand and use the definition of a function

Understand and use the range and domain of a

function

Find inverse functions and draw their graphs

Find and use composite functions

Draw graphs of modulus functions

Solve equations involving modulus functions

Solve inequalities involving modulus functions

Trigonometry

Understand and use the inverse trigonometric

functions and their graphs

Understand and use the reciprocal trigonometric

ratios

and their graphs

Understand and use the identities

2 21 tan x sec x and 2 21 cot x cosec x

Ln x and xe

Understand and use the functions xf(x) e and its

graph

Understand and use the functions f(x) lnx and its

graph

Sketch combinations of transformations on graphs

Differentiation

Differentiate ekx, ln x, sin ax and cos bx

Differentiate using the reciprocal relationship

Differentiate using the chain rule

Differentiate using the product rule


29

Differentiate using the quotient rule

Differentiate other trigonometric functions

Numerical Methods

Locate roots by using a change of sign

Use iterative methods to find approximate solutions

of equations

Draw cobweb and staircase diagrams

Calculate numerical integrations of functions using

the mid-ordinate rule and Simpsons rule

Assessment

(Grade and %)

Integration

Integrate ekx, 1/x, sin ax and cos bx

Recognise the standard integrals

Integrate functions of the type

f'(x)

dx ln f(x) cf(x)

Integrate using the reverse chain rule

Integrate by parts

Integrate by substitution

Evaluate volumes of revolution


30

A2 FURTHER MATHEMATICS: Further Pure 2

The examination will be a 90 minute paper

You need to attempt all the questions

The use of a calculator is permitted

Use the following self-assessment grid to help you to target your revision

Name: Target Grade:

Further Pure 2-Self Assessment Grid.

Assessment

(Grade and %)

Theory of Equations

The relationship between roots and coefficients - the

general case

Manipulate expressions involving α, β and γ

Finding conjugate pairs when the coefficients of the

polynomial are real

Finding all roots when the coefficients are non-real

Complex Numbers

Writing complex numbers in the modulus-argument

form

Finding the sum, difference, product and quotient of

two complex numbers

Representing a complex number on an Argand

diagram

Describing loci on the Argand diagram for circles,

half-lines and perpendicular bisectors

Showing geometrical illustrations on an Argand

diagram

Inequalities

Solve inequalities incorporating the use of a sign

diagram

Inequalities involving rational expressions

Inequalities with fraction

Finite Series

Finding the sum of a finite series using known rules

for integers, squares and cubes


31

Using the method of differences

Use partial fractions to create a difference in order to

sum a series

Finding the sum of a series using induction

Proof by Induction

Using induction with divisibility tests

Using induction with factorials

Using induction with inequalities

Showing

Assessment

(Grade and %)

De Moivre’s Theorem

Using and

Expressing powers of trigonometric functions in

terms of multiple angles

Evaluating integrals involving powers of trigonometric

functions

Using the exponential form of a complex number

Finding the nth roots of unity

Solve problems involving powers of complex numbers

Hyperbolic Functions

The hyperbolic functions

Use of basic definitions to prove simple identities

Solve equations of the form

The logarithmic form of the inverse hyperbolic

functions

Familiarity with the graphs of the hyperbolic and

inverse hyperbolic functions

Differentiate and integrate with hyperbolic and

inverse hyperbolic functions

Arc lengths and area of surface of revolution

Calculate the arc length of a curve

Calculate the area of a surface of revolution

Use parametric coordinates

Quote the correct formulae from the booklet


32

A2 MEDIA

Module 4 – Text, Industry and Audience

The exam will consist of a 2½ hour written examination divided in to two sections. You will answer one

question from section A and two questions from section B.


Module 4 – AO1 Demonstrate knowledge and understanding of media concepts,

contexts and critical debates.

AO2 Apply knowledge and understanding when analysing media products

and processes to show how meanings and responses are created.

Exam Structure

Each section of the exam will require you to refer to one of the three industry case studies (music,

advertising and film).

Section A will relate to textual aspects and will require one answer from a choice of two questions. For

this, one case study is to be used.

Section B will relate to issues of audience and industry and will offer a choice of four questions, from

which you will answer any two using the two remaining case studies.

NB The three case studies are to be used individually for a single question, do not try to use all three

case studies together for each question

Revision Guidance

Section 1: Revise key aspects of textual analysis relating specifically to issues of genre, narrative and

representations within your case studies. This section lends itself particularly well to the case studies

relating to Music or Film.

Section 2: Revise key aspects of the contexts of production and regulation of the industries chosen

within the case studies.

Ensure you are fully aware of the audience appeal of your chosen texts and how each case study targets

specific groups through publicity and marketing strategies.

Consider historical aspects and technological developments within your chosen case study area.

General Guidance: Undertake independent research in to all three case study areas to identify additional

focus texts that can be used specifically within your responses.

For each industry case study, there must be a total of three focus texts, of which, two must be

contemporary and at least one must be British.

Focus upon areas of key media theory or debate making sure to be confident in basic knowledge of each

of these areas.

Be prepared to offer well balanced arguments and evidence to back up your opinions in these specialist

areas with specific reference to the question.


33

A2 MUSIC

Examination overview

The assessment of this unit is through a 2 hour examination paper set and marked by Edexcel.

There are three sections in the examination paper: Section A: Aural Analysis; Section B: Music in Context,

and Section C: Continuity and Change in Instrumental Music. Section A requires candidates to listen to

extracts of music and one CD per examination centre will be provided by Edexcel. A skeleton score is

provided for use in Section A.

Candidates are given five minutes’ reading time at the start of the examination.

Each candidate should have access to an unmarked copy of the anthology during the examination.

Section A: Aural Analysis

(28 marks)

In this section, candidates listen to excerpts of unfamiliar music which are related to the two compulsory

areas of study, Instrumental Music and Applied music.

Question 1 (10 marks) requires candidates to compare and contrast two excerpts of music. Candidates

demonstrate their skills of aural analysis by comparing the musical features of the excerpts and placing

the music in context (which could include identifying the genre, composer and date of composition).

Each excerpt will be played three times each, in the order A, B; A, B; A, B. No score will be provided.

Question 2 (18 marks) requires candidates to listen to a single excerpt of music. Students demonstrate

their skills of aural analysis by recognising chords and keys (as outlined in the harmonic and tonal

vocabulary in Section 6.2), placing the music in context (which could include identifying the genre,

composer, and date of composition) and completing simple aural dictation tasks. The excerpt for

Question 2 will be played five times and a single- or two-stave skeleton score will be provided.

The excerpts of music will be punctuated by pauses, enabling candidates to complete their answers. The

length of all pauses will be announced on the CD so that candidates can plan their time effectively.

*(plus a spare copy)

Section B: Music in Context

(26 marks)

Questions in this section relate to the set works in Area of study 3: Applied music.

Candidates answer two questions (13 marks each) from a choice of three.

The questions prompt candidates to identify given musical features from selected set works and

comment on how these features help to place the work in a social and historical context.

Answers may be in note form or continuous prose.


34

Section C: Continuity and change in instrumental music

(36 marks)

Questions in this section relate to the Area of study 1: Instrumental music and assess candidates

understanding of continuity and change within the group of set works studied. Candidates will answer

one essay question (36 marks) from a choice of two.

Questions focus on one or more musical feature(s) (such as resources, form, texture, tonality, harmony,

melody and rhythm and metre), and prompt candidates to demonstrate how these musical features

illuminate continuity and change between works.

Questions require candidates to demonstrate their knowledge and understanding in a variety of ways

including comparing, contrasting, assessing, evaluating and commenting on set works as appropriate.

In Section C, answers must be written in continuous prose. Quality of written communication (clarity of

expression, structure and presentation of ideas, grammar, punctuation and spelling) will be taken into

account when examiners mark Section C.

Applied Music 2013

4. Wagner- Prelude to Tristan und Isolade

26.Tavener – O Wilhelme,pastor bone

29. Haydn – ‘Quoniam tu solus’ from the Nelson Mass

47. James Horner – Titanic: ‘Take her to sea, Mr Murdoch’

60. Red Stripe Ebony Steelband (Trinidad) - Yellowbird

Instrumental Music 2013

1. J.S.Bach-Brandenburg Concerto No. 4 in G: Movement I

8. Webern:Quartet Op.22 movement I

17. Beethoven – Septet in E flat, Op20: movement No I

20. Sweelink – Pavana Lachrime

23.Schumann -Kinderscenen Op15: No.s 1,3 and 11

24. Debussy — Pour le piano:Saraband

49. Duke Ellington and his Orchestra – Black and Tan Orchestra


35

A2 PHYSICS: Unit 4 Fields & Further Mechanics

1 hour written examination covering the following topics:

3.4.1 Further Mechanics

Momentum Concepts - Newton’s second law, Impulse, Force-time graphs, Conservation of

momentum, Elastic & inelastic collisions

Circular Motion - centripetal force, centripetal acceleration, angular speed, radians, linear velocity

Simple Harmonic Motion (SHM) - frequency, acceleration, displacement, velocity, SHM graphs,

time period, mass-spring system, pendulum, energy

Forced Vibrations & Resonance - free vibrations, damping, natural frequency, resonance, phase,

critical damping

3.4.2 Gravitation

Newton’s law

Gravitational Field Strength

Gravitational Potential

Orbits of planets & satellites

3.4.3 Electric Fields

Coulomb’s law

Electric field strength

Electric potential

Comparison of electric and gravitational fields

3.4.4 Capacitance

Energy stored by a capacitor

Capacitor discharge

3.4.5 Magnetic Fields

Magnetic flux density

Moving charged in a magnetic field

Magnetic flux and flux linkage

Electromagnetic induction


36

A2 PHYSICS Unit 5: Nuclear Physics, Thermal Physics & Astrophysics

1 hour written examination covering the following topics:

3.5.1 Radioactivity

Evidence for the nucleus – Rutherford alpha particle scattering experiment

Alpha, Beta & Gamma radiation – hazards, inverse square law, background radiation

Radioactive decay – decay constant, activity, half life

Nuclear instability – atomic mass, atomic number, proton number, nucleon number

Nuclear radius

3.5.2 Nuclear energy

Mass and energy – mass difference, binding energy, atomic mass unit, fission, fusion

Induced fission – thermal neutrons, chain reaction, critical mass, moderator, control rods, coolant

Safety aspects of nuclear energy – shielding, nuclear waste materials, emergency shut-down

3.5.3 Thermal Physics

Thermal energy- specific heat capacity, latent heat

Ideal Gases – pressure, volume, temperature, absolute zero, Avogadro constant, Boltzmann

constant, molar mass, molecular mass

Molecular kinetic theory

A.1.1 Lenses and Optical Telescopes

Lenses

Astronomical telescope consisting of two converging lenses

Reflecting telescopes

Resolving power

Charge coupled device

A.1.2 Non-optical Telescopes

Single dish radio telescopes, I-R, U-V and X-Ray telescopes

A.1.3 Classification of Stars

Classification by luminosity

Apparent magnitude, m

Absolute magnitude, M

http://physicsnet.co.uk/a-level-physics-as-a2/radioactivity/nucleus/

http://physicsnet.co.uk/a-level-physics-as-a2/radioactivity/radiation/

http://physicsnet.co.uk/a-level-physics-as-a2/radioactivity/radioactive-decay/

http://physicsnet.co.uk/a-level-physics-as-a2/radioactivity/nuclear-instability/

http://physicsnet.co.uk/a-level-physics-as-a2/radioactivity/nuclear-radius/

http://physicsnet.co.uk/a-level-physics-as-a2/nuclear-energy/mass-and-energy/

http://physicsnet.co.uk/a-level-physics-as-a2/nuclear-energy/induced-fission/

http://physicsnet.co.uk/a-level-physics-as-a2/nuclear-energy/nuclear-safety/

http://physicsnet.co.uk/a-level-physics-as-a2/thermal-physics/thermal-energy/

http://physicsnet.co.uk/a-level-physics-as-a2/thermal-physics/ideal-gases/

http://physicsnet.co.uk/a-level-physics-as-a2/thermal-physics/molecular-kinetic-theory/


37

Classification by temperature, black body radiation

Principles of the use of stellar spectral classes

The Hertzsprung-Russell diagram

Supernovae, neutron stars and black holes

A.1.4 Cosmology

Doppler effect

Hubble’s law

Quasars


38

A2 PHYSICAL EDUCATION

A2 Physical Education

UNIT 3 – PHED 3 – Optimising performance and evaluating contemporary issues in sport

30% of A level mark

2 hour examination

Section A – how exercise physiology can optimise performance

Section B – how application of psychological knowledge can optimise performance

Section C – contemporary influences in sport and their impact on the performer

UNIT 4 – PHED 4 – Analysis & evaluation of physical activity as a performer/or in an adopted role/s

20% of A level mark

Internal assessment with external moderation

Candidates perform, analyse and evaluate their own performance, identify areas of performance

that they could improve, and suggest causes and appropriate corrective measures.

Subject Content – A2 Modules

PHED 3 – PHED3

Energy Systems

Muscles

Preparation and training

Sports Injuries

Mechanics of movement

Personality & attitudes

Stress & anxiety

Aggression

Confidence

Groups

Leadership

World Games

Olympic games

Development of sport

Organisation of sport

Deviance

Commercialism in sport

Unit 4 – PHED4

Section A – The ability to perform and analyse relevant core skills/techniques as a performer,official or

leader/coach in one activity within a fully competitive situation/equivalent scenario. (Internal assessment

and external moderation.) 60 marks

Section B – The ability to analyse and critically evaluate their own/others’ areas of performance where

they could improve within a fully competitive/equivalent situation in relation to an elite level performer.

(Internal assessment and

external moderation.) 30 marks

Section C – Their ability to identify theoretical causes for weaknesses in performance and suggest

appropriate corrective practices to optimise performance. (Internal assessment and external moderation.)

30 marks.


39

Revision Guidance

Section A – Applied Physiology

Energy systems

Energy sources and systems – fats,

carbohydrates and proteins; locations within the

body, factors affecting their use, related to

intensity and duration of the exercise,

resynthesis of ATP.

• Aerobic energy system

– simplified biochemistry in the breakdown,

release and regeneration of ATP in glycolosis,

the Kreb cycle and Electron transport chain, role

of mitochondria, use in sporting situations

– oxygen deficit, Excess Post-exercise Oxygen

Consumption, including fast and slow

components of the recovery process

– VO2 max-limiting factor to performance.

• Anaerobic energy systems

– simplified biochemistry in the lactate

anaerobic system – use in sporting situations

– lactate threshold/Onset of Blood Lactate

Accumulation (OBLA) and fatigue; relationship

with VO2 max

– ATP-PC energy system – use in sporting

situations.

Muscles

– structure and function

– characteristics of different fibre types (slow

twitch (type I), fast glycolytic (type IIb) and fast

oxidative glycolytic (type IIa)) and examples in

sport

– sliding filament hypothesis

– motor units; spatial summation

Preparation and training

Sports supplements

– the role and effectiveness of creatine, protein

supplements, herbal remedies, bicarbonate of

soda and caffeine

– water and electrolyte balance; the athlete’s diet

– achieving optimal weight for activities

– effects of ergogenic aids, EPO, anabolic

steroids, Human Growth Hormone and

betablockers.

Specialised training

– plyometrics

– PNF stretching

– altitude training

– glycogen loading

– periodisation

– thermoregulation in differing environments

– lactate sampling, respiratory exchange ratio

(RER).

Sports injuries

– prevention and rehabilitation – use and effect

of hyperbaric chambers, oxygen tents and ice

baths on recovery

– delayed onset of muscle soreness (DOMS).

Mechanics of movement

– vectors and scalars – velocity, acceleration and

momentum/impulse in sprinting

– Newton’s Laws applied to movements

– application of forces in sporting activities

– projectile motion – factors affecting distance,

vector components of parabolic flight


40

– angular motion – conservation of angular

momentum during flight, moment of inertia and

its relationship with angular velocity

Section B – Psychological Aspects that optimise

performance

Aspects of personality

– definition of personality

– interactionalist perspective

– personality as a predictor of performance

– use of personality testing

– profile of mood states (POMs)

– achievement motivation – motives to achieve

(Nach) and avoid failure (Naf), and the

characteristics of each

– incentive value and probability of success

– development of approach and avoidance

behaviour.

Arousal

– drive, inverted U and catastrophe theories

– practical applications and impact on

performance

– Zone of Optimal Functioning and peak flow

experience.

Controlling Anxiety

– different types of anxiety – somatic; cognitive,

trait and state

– measuring anxiety – observations;

questionnaires; SCAT, STA1, CSAI 2,

physiological measures

– cognitive techniques – imagery, mental

rehearsal and stress management, attentional

control and cue utilisation, thought stopping,

self-talk

– somatic techniques – biofeedback, centring,

breathing control and muscle relaxation

– goal-setting – characteristics of effective goal

setting.

Attitudes

– definitions and components of an attitude

– influences on formation of an attitude and

influences on behaviour

– changing attitudes through cognitive

dissonance and persuasive communication

Aggression

– definitions and types – channelled and

instrumental aggression, difference between

aggression and assertion

– theories of aggression – instinct theory,

frustration-aggression hypothesis, social

learning theory and aggressive cue theory

– strategies to control aggression.

Confidence

– self-confidence and self-efficacy

– Bandura’s model

– determinants and changes in self-efficacy

– social facilitation and inhibition

– evaluation apprehension, Baron’s

distractionconflict theory, home field advantage

– strategies to eliminate the adverse effects of

all the above on performance.

Attribution theory

– Weiner’s model and its application to sporting

situations

– link between attribution and task persistence

– attribution retraining, self serving bias

– learned helplessness, general and specific.

Group success

– group formation and dynamics, Carron’s

antecedents

– factors affecting cohesion – co-operation and

co-ordination

– task and social cohesion


41

– Steiner’s model of potential and actual

productivity, faulty group processes, strategies

to overcome faulty processes

– Ringlemann effect and social loafing –

strategies to overcome social loafing.

Leadership

– qualities associated with leaders

– types of leadership – autocratic, democratic,

laissez faire

– effectiveness of leadership styles

– prescribed and emergent leaders

– Fiedler’s Contingency model – task and person

orientated and Chelladurai’s multi-dimensional

model.

Section C – Evaluating Contemporary Influences

Section 1 explores the concepts and

characteristics of World Games and their impact

on the state and individual.

Candidates should be able to understand:

• the characteristics of World Games

• the impact of World Games on the individual,

the country and the government

• the stages of Sport England’s sport

development continuum and the factors

influencing progression from one level to

another

• the social and cultural factors required to

support progression from participation to

performance and excellence

• the role and structure of the world class

performance pathway

• the role and purpose of the following external

organisations in providing support and

progression to performers moving from grass

roots to elite level (including initial talent

identification programmes, provision of

facilities, resources and coaching):

– UK Sport

– national institutes of excellence – English

Institute of Sport/equivalent home countries

– National Governing Bodies

– Sport England/Wales/Scotland/Northern

Ireland

– Sports coach UK

– British Olympic Association

– National Lottery

– Sports Aid.

CPO -Revision Guide – 2014/15

42

Section 2 evaluates whether the Olympic ideal still has a place in modern-day sport.


• the social cultural factors influencing the development of rational recreation from

preindustrial times to the current day

• the development of rational recreation as a result of changing socio-cultural factors through

the Industrial Revolution, urbanisation, the emergence of the middle classes, improved

communications, the church, public provision and the changing nature of working conditions

for the masses and how this has influenced the current day sporting arena

• the development and spread of rational recreation within society and globally due to the

influence of ex-public school boys, formation of national governing bodies and the emergence

of mass spectator sport and how this can be still seen in the current day sporting arena

• the historical view of the amateur and professional when compared with the current viewpoint

• the contract to compete and its relevance to modern-day elite sport

• the concepts of gamesmanship and sportsmanship and the Olympic Ideal.

Section 3 investigates the causes of deviance in sport and the link between sport and the law as

a result.


• positive and negative forms of deviance in relation to the player/performer and spectator

• the causes of violence in sport in relation to the player/performer and spectator

• the implications of violence in sport on the player/ performer, spectator and the sport

• strategies for preventing violence within sport to the player/performer and spectator

• the reasons behind elite performers using illegal drugs to aid performance

• the implications to the sport and player/performer of drug taking

• strategies for eliminating players/performers taking drugs

• arguments for and against drug taking and testing

• the uses of sports legislation in relation to:

– performers (eg contracts; injury; loss of earnings)

– officials (eg negligence)

– spectators (eg safety; hooliganism)

• the increased number of prosecutions within sport

and the reasons for this.

Section 4 focuses on the factors that have influenced the commercialisation of modern-day

sport.

Candidates should understand the advantages and disadvantages to the performer, coach,

official, spectator, sport and World Games of the following factors:

• commercialisation

• sponsorship

• media

• technology.


43

A2 PRODUCT DESIGN UNIT 3

The rehearsal examination will last 120 minutes.

Content of the Examination

This is classed as a synoptic written examination.

The paper will challenge students on their knowledge and understanding of both the AS and A2

content, including;- Design , Manufacture, Materials, Processes, Safety, Environmental issues,

Human factors, Quality Assurance and Design Movements .

The paper is divided into two sections.

There is a choice of three questions from six.

Candidates are to answer one question from each section and also a final question from either

section.

Students are encouraged to utilise a variety of illustrative techniques when responding to

questions.


44

A2 PSYCHOLOGY

The rehearsal exam will follow the format of PSYA3 and will examine 3 of the following areas.

The paper is out of 72 and lasts for one hour and 30 minutes. Please be aware that some of

the questions may be split.

EATING BEHAVIOUR

Eating behaviour

Factors influencing attitudes to food and eating behaviour, for example cultural influences,

mood, health concerns

Explanations for the success and failure of dieting

Biological explanations of eating behaviour

Neural mechanisms involved in controlling eating behaviour

Evolutionary explanations of food preference

Eating disorders

In relation to either anorexia nervosa or bulimia nervosa or obesity:

Psychological explanations

Biological explanations, including neural and evolutionary explanations

RELATIONSHIPS

The formation, maintenance and breakdown of romantic relationships

Theories of the formation, maintenance and breakdown of romantic relationships: for example,

reward/need satisfaction, social exchange theory

Evolutionary explanations of human reproductive behaviour

The relationship between sexual selection and human reproductive behaviour

Sex differences in parental investment

Effects of early experience and culture on adult relationships

The influence of childhood on adult relationships

The influence of culture on romantic relationships

AGGRESSION

Social psychological approaches to explaining aggression

Social psychological theories of aggression, for example, social learning theory, deindividuation

Explanations of institutional aggression

Biological explanations of aggression

The role of neural and hormonal mechanisms in aggression.

The role of genetic factors in aggression.

Aggression as an adaptive response

Evolutionary explanations of human aggression, including infidelity and jealousy.

Explanations of group display in humans, for example sports events and lynch mobs.


45

ASSESSMENT OF THE EXAM

In this exam, your ability to describe and evaluate psychological knowledge is assessed with

two assessment objectives – AO1 for description and AO2 for evaluation. There is also AO3

which concerns your understanding of ‘how science works’, but this is not marked separately,

but as part of the overall AO2 mark).

The following is guidance on how to develop these skills appropriately.

AO1 – Out of 8 in each section

Knowledge and understanding – Make sure you do understand the theories and studies. Don’t

just hope it will sound OK.

Detail – This is not necessarily about writing lots, it is about ensuring that what you write

contains specific information.

Range of material - This refers to how many things are covered in your answer. This might be

the number of studies or number of different aspects of a theory.

Depth and breadth – If you try to provide too much breadth (e.g. lots of studies) you won’t have

time for depth (detail). Less is more – write about less studies but provide more detail.

Organisation and structure – Use lots of paragraphs. In each paragraph, make your point and

provide a detailed explanation of that point.

AO2 – Out of 16 for each section

Analysis and understanding – The analysis bit is your attempt to work out what features of the

topic can be criticised/discussed.

Focus – You won’t receive credit for information that isn’t directly relevant to the question, in

fact you will lose marks for an answer lacking focus.

Elaboration

One line criticisms receive little credit. You must identify, provide evidence, justify and link

back to the point you are criticising.

Line of argument – Your answer should read a bit like a story so that each paragraph makes

sense coming after the previous one.

Issues, Debates and Approaches (IDAs) – These must be included in a contextualised format.

Quality of written communication assesses the fluency of your writing and the extent to which

you have used psychological terms effectively as well as your grammar, punctuation and

spelling.

AO3 – How Science Works

Although there are no specific criteria in the mark allocation tales that mention this, it will

enable you to show skills of analysis which can be credited. Such criticisms must be

contextualised to receive any credit.


46

A2 RELIGIOUS STUDIES

Summary of First Rehearsal Examinations

A2 Religious Studies

Paper 1 Developments

Paper 2 Implications


AO1 Select and demonstrate clearly relevant knowledge and understanding through the use

of evidence, examples and correct language and terminology appropriate to the course of

study.

AO2 Critically evaluate and justify a point of view through the use of evidence and reasoned

argument.

Exam Structure

Developments – Duration of 1¾ hours examination with questions from The Fourth Gospel and

Philosophy of Religion. Candidates are required to answer THREE questions across the two

sections.

Implications – Duration of 1¼ hours examination with selected text from a previously published

anthology of theological texts. Candidates are required to answer ONE set question.

Revision Guidance

For the Developments paper candidates are required to revise their biblical study of The Fourth

Gospel paying particular attention to The Prologue and The Purpose of the Fourth Gospel.

In addition they are to revise their work for Philosophy of Religion paying particular attention to

Religious Experience and the Ontological argument.

For the Implications Paper candidates will be guided in preparing a pre-selected text. The text

for this examination will be one already studied in class time.


47

A2 SOCIOLOGY

Paper 1

The first rehearsal exam paper will follow the format of SCLY3 and will examine the areas

below. The paper is out of 60 and lasts for 1 hour and 30 minutes. There is one Item of

stimulus material, plus three question. Question 1 is compulsory. It is sub-divided into parts

(a) and (b). Part (b) will normally be linked to the Item. Questions 2 and 3 are essays. You

must choose one of these. You should divide your time roughly as follows: Question 1: spend

about 10 minutes answering (a) and thirty minutes answering (b) (including reading the item).

Essay question: spend about 50 minutes on this.

TOPIC AREAS

Different theories of ideology, science and religion, including both Christian and non-Christian

religious traditions.

Understand different sociological definitions of religion.

Understand how different sociological theories explain the role and functions of religion,

and how religion contributes to social stability.

Be able to evaluate different sociological definitions and theories of religion.

The relationship between religious beliefs and social change and stability

Be able to describe a range of examples of religion and analyse their role in social

change.

Understand sociological explanations of the role of religion in promoting social change.

Be able to evaluate different sociological explanations of the relationship between

religion, social stability and social change.

The significance of religion and religiosity in the contemporary world, including the nature and

extent of secularisation in a global context.

Know the main trends in patterns of the religious belief and practice in the UK and USA.

Understand and be able to analyse the possible causes of secularisation.

Be able to evaluate arguments and evidence for the view that secularisation is occurring.

Paper 2

The second rehearsal exam will follow the exam format for the Deviance section of SCLY4 and

will examine the areas below. The paper is out of 42 and lasts 1 hour. It consists of two

questions (out of 21), each with an item to refer to. The two questions are compulsory and you

should spend 30 minutes on each.

TOPIC AREAS

Different theories of crime, deviance, social order and social control

Understand and be able to evaluate Functionalist, Marxist, Labelling and Realist theories

of crime.


48

The social distribution of crime and deviance by age, ethnicity, gender, locality and social class,

including recent patterns and trends in crime.

Know the main age, ethnicity, gender and social class differences in recorded patterns of

offending.

Understand and be able to evaluate the debate about the treatment of social groups in

the criminal justice system.

Points to remember for essay questions

Read the question carefully until you understand it; then make a brief plan.

Stick to the question. Don’t write everything I know about beliefs in society or crime

and deviance.

Discuss a range of concepts, explanations, theories/perspectives and /or method. Use

evidence from sociological studies.

Use the items when instructed to, and use examples. Write a brief conclusion following

logically from the main points in your essay.

For all essay questions there are more marks for AO2 than for AO1. You will show these

skills best by focusing throughout on the actual question and how your material helps to

answer it.


49

Revision Notes


50

Documents

Revision Guide 2014/15 - CPO YEAR 13 REHEARSAL EXAMINATIONS · Revision Guide 2014/15 - CPO 1 YEAR 13 REHEARSAL EXAMINATIONS Name:- Tutor:- Exam Period:- ... F324 Rings, Polymers