GCE Environmental Science Specificationresources.hwb.wales.gov.uk/VTC/env-sci/aqa_specs.pdf · 2014-05-23 · General Certificate of Education Environmental Science Special Features

General Certificate of Education

Environmental Science

Special Features

• a scientific approach to the study of the environment

• a modular structure which brings together scientific principles and environmental themes

• a practical investigation with a written alternative making the qualification accessible to

external candidates

• suggestions for practical work

• opportunities suggested for the development and assessment of Key Skills

Material accompanying this Specification

Specimen Units and Mark Schemes

Teachers’ Guide

AQA ADVANCED SUBSIDIARY GCE 5441AQA ADVANCED GCE 6441

Further copies of this specification booklet are available from:Publications Department, Stag Hill House, Guildford, Surrey, GU2 5XJ

Or

Aldon House, 39, Heald Grove, Rusholme, Manchester, M14 4PB.

© Assessment and Qualifications Alliance 1999

COPYRIGHTAQA retains the copyright on all its publications, including the specifications. However, the registeredcentres for AQA are permitted to copy material from this specification booklet for their own internaluse.

Set and published by the Assessment and Qualifications Alliance.Printed in Great Britain by Linneys ESL, Adamsway, Mansfield, Nottinghamshire, NG18 4FL

Assessment and Qualifications Alliance is an alliance of AEB/SEG, City & Guilds and NEAB and is a company limited by guarantee.Registered in England 3644723. Registered Charity 1073334Registered address Addleshaw Booth & Co., Sovereign House, PO Box 8, Sovereign Street, Leeds LS1 1HQ.Kathleen Tattersall, Director General.

Advanced Subsidiary and A Level, 2001/2002 - Environmental Science

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Contents

Background Information

1 New Advanced Subsidiary and Advanced Level

Specifications for 2001/2002 5

2 Specification at a Glance 6

3 Availability of Assessment Units and Entry Details 7

Scheme of Assessment

4 Introduction 9

5 Aims 10

6 Assessment Objectives 10

7 Scheme of Assessment - Advanced Subsidiary 12

8 Scheme of Assessment - Advanced Level (AS+A2) 13

Subject Content

9 Summary of Subject Content 15

10 AS Module 1 - Energy, the Atmosphere and Hydrosphere 17

11 AS Module 2 - The Lithosphere 25

12 AS Module 3 - The Biosphere 30

13 A2 Module 4 - Biotic Resource Management 36

14 A2 Module 5 - Pollution & Physical Resource

Management 41

15 A2 Module 6 - Practical Component

Either Investigation or Written Paper 49

Environmental Science - Advanced Subsidiary and A Level, 2001/2002

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Key Skills and Other Issues

16 Key Skills – Teaching, Developing and Providing

Opportunities for Generating Evidence 50

17 Spiritual, Moral, Ethical, Social, Cultural

and Other Issues 54

Centre-Assessed Coursework

18 Nature of Centre-Assessed Practical Component 57

19 Guidance on Setting Centre-Assessed Practical Component 59

20 Assessment Criteria 63

21 Supervision and Authentication 65

22 Standardisation 66

23 Administrative Procedures 67

24 Moderation 68

Awarding and Reporting

25 Grading, Shelf-Life and Re-Sits 69

Appendices

A Grade Descriptions 70

B Candidate Record Forms 72

C Overlaps with other Qualifications 75


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Background Information

1 New Advanced Subsidiary and

Advanced Level Specifications

for 2001/2002

Following the Dearing ‘Review of Qualifications for 16-19 Year Olds’ andthe subsequent consultation ‘Qualifying for Success’, all the unitaryawarding bodies have introduced new Advanced Subsidiary andrevised Advanced Level specifications for the award of the firstqualification in 2001 and 2002 respectively.

1.1 Advanced Subsidiary (AS) Advanced Subsidiary courses will be introduced from September 2000for the award of the first qualification in August 2001. They may beused in one of two ways:

• as a final qualification, allowing candidates to broaden their studiesand to defer decisions about specialism;

• as the first half (50%) of an Advanced Level qualification, whichmust be completed before an Advanced Level award can be made.

Advanced Subsidiary is designed to provide an appropriateassessment of knowledge, understanding and skills expected ofcandidates who have completed the first half of a full Advanced Levelqualification. The level of demand of the AS examination is thatexpected of candidates half-way through a full A Level course of study.

1.2 Advanced Level (AS+A2) The Advanced Level examination is in two parts:

• Advanced Subsidiary (AS) – 50% of the total award;

• a second examination, called A2 – 50% of the total award.

Most Advanced Subsidiary and Advanced Level courses will bemodular. The AS will comprise three teaching and learning modulesand the A2 will comprise a further three teaching and learningmodules. Each teaching and learning module will normally beassessed through an associated assessment unit. The specificationgives details of the relationship between the modules and assessmentunits.

With the two-part design of Advanced Level courses, centres maydevise an assessment schedule to meet their own and candidates’needs. For example:

• assessment units may be taken at stages throughout the course, atthe end of each year or at the end of the total course;

• AS may be completed at the end of one year and A2 by the end ofthe second year;

• AS and A2 may be completed at the end of the same year.

Details of the availability of the assessment units for eachspecification are provided in Section 3.


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2 Specification at a Glance

Environmental Scienceat Advanced Level

AS Examination 5441

Unit 1

1½ hours 33.33% of the total AS marks

16.67% of the total A Level marks

Subject Content of Module 1:Energy, the Atmosphere and Hydrosphere

Unit 2



Subject Content of Module 2:The Lithosphere

Year 2001 or

2002

Unit 3



AdvancedSubsidiary Award

5441

Subject Content of Module 3:The Biosphere

+

A2 Examination 6441

Unit 4

(Terminal)

1½ hours 17.5% of the total A Level marks

(inc. minimum 7.5% synoptic)

Subject Content of Module 4:Biotic Resource Management

Unit 5

(Terminal)

1½ hours 17.5% of the total A Level marks

(inc. minimum 7.5% synoptic)

Subject Content of Module 5:Pollution and Physical Resource Management

EITHER OR

Year 2002

Unit 6

(Terminal)

15% of the total A Level marks

Unit 7

(Terminal)

2 hours 15% of total A Level

Advanced Level (inc. minimum 5% synoptic) (inc. minimum 5% synoptic)

Award 6441Centre-assessed PracticalInvestigation

Written alternative to PracticalInvestigation


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3 Availability of Assessment Units

and Entry Details3.1 Availability of Assessment

Units

Examinations based on this specification are available as follows:

Availability of

Units

Availability of

Qualification

AS A2 AS A Level

January 2001 1, 2 none � �

June 2001 1, 2, 3 none � �

January 2002 1, 2, 3 none � �

June 2002 1, 2, 3 4, 5, 6/7 � �

January 2003 1, 2, 3 none � �

3.2 Sequencing of Units In Environmental Science, it is recommended that the units are takenin the sequence 1, 2, 3, 4, 5 and 6/7. Units 4, 5 and 6/7 include thesynoptic assessment of the A Level course, testing candidates’understanding of connections between different elements ofEnvironmental Science. Therefore Units 4, 5 and 6/7 must be takenat the end of the course.

3.3 Entry Codes Normal entry requirements apply, but the following informationshould be noted.

The following unit entry codes should be used:

AS A2

Unit 1 - ESC1Unit 2 - ESC2

Unit 3 - ESC3

Unit 4 - ESC4Unit 5 - ESC5

Unit 6 - ESC6 orUnit 7 - ESC7

The Subject Code for entry to the AS only award is 5441.

The Subject Code for entry to the Advanced Level is made up of theAS code plus the A2 code, i.e. 5441 plus 6441.


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3.4 Prohibited Combinations There are no prohibited entry combinations for this specification.

Every specification is assigned to a national classification codeindicating the subject area to which it belongs.

Centres should be aware that candidates who enter for more than oneGCE qualification with the same classification code, will have onlyone grade (the highest) counted for the purpose of the School andCollege Performance Tables.

The classification code for this specification is 1750.

3.5 Private Candidates The AS/A2 specification is available to private candidates.

The AS contains no centre-assessed coursework.In A2 private candidates may:either take the written alternative to the Practical Investigation (Unit 7);or carry forward the result for the Practical Investigation (Unit 6), ifan A Level award has already been made within 12 months and therest of the qualification is being retaken.

Private candidates should write to AQA for a copy of ‘SupplementaryGuidance for Private Candidates’.

3.6 Special Consideration Special consideration may be requested for candidates whose workhas been affected by illness or other exceptional circumstances. Theappropriate form and all relevant information should be forwarded tothe AQA office which deals with such matters for the centreconcerned. Special arrangements may be provided for candidateswith special needs.

Details are available from AQA, and centres should ask for a copy of“Candidates with Special Assessment Needs, Special Arrangementsand Special Consideration: Regulations and Guidance.”

3.7 Language of Examinations All assessment units in this subject are provided in English only.


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Scheme of Assessment

4 IntroductionThis GCE Environmental Science specification complies with:

• the GCSE and GCE A/AS Code of Practice

• the GCE Advanced Subsidiary and Advanced Level Qualification-Specific Criteria

• the Arrangements for the Statutory Regulation of ExternalQualifications in England, Wales and Northern Ireland; CommonCriteria

There are no Subject Criteria for this subject, however the Biologyand Geography Criteria have been considered during thedevelopment of this specification.This specification is based closely on the existing AEB and NEABsyllabuses.The subject content of the existing AEB syllabus has been rearrangedto form five content modules. The principles and themes have beenintegrated within the modules. Although the size of the content hasnot increased significantly, the guidance provided on the breadth anddepth expected of each topic has been increased and comes more intoline with that found in the existing NEAB syllabus.Wherever appropriate, suitable practical investigations have beenincluded within the subject content of each module. However,centres need not be limited by these suggestions. In addition,opportunities for the development and assessment of Key Skills havebeen identified within the content. Further guidance on the development ofKey Skills can be found in the Teachers’ Guide for this specification.

Prior level of attainment andrecommended prior learning

It is not necessary for candidates to have studied GCSEEnvironmental Studies before commencing work on this specificationand no prior learning or knowledge of Environmental Science isnecessary. It has been designed to be accessible to a wide range ofcandidates in both full or part time education and also privatecandidates. However, this specification builds on the knowledge,understanding and skills set out in the National Curriculum KeyStage 4 Programme of Study for GCSE Double Science.

Rationale The specification provides an opportunity to study a range of issuesof environmental importance and the scientific principles andconcepts which underpin them. The emphasis of the specification ison a scientific approach to the study of the environment, to providethe knowledge and understanding to enable an informed judgementto be made on matters of actual or potential environmental conflict.The specification lays an appropriate foundation for further study ofEnvironmental Science or related subjects in higher education. Inaddition, it provides a worthwhile course for candidates of variousages and from diverse backgrounds in terms of general education and


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lifelong learning. Equally, material studied would be useful forcandidates intending to pursue a wide range of careers, for example inbusiness, industry and town planning as well as careers involved moredirectly in the environment.

5 Aims

The AS and A Level a.specification encouragescandidates to: b.

acquire and apply knowledge and understanding of the scientificprinciples and concepts which affect the environment;

develop an understanding of scientific methods appropriate to thestudy of the environment;

c. understand the ways in which people may manage their environment;

d. recognise the values and constraints by which environmentalmanagement may be guided;

e. sustain and develop their enjoyment of and interest in theenvironment.

In addition, the A Level specification encourages candidates toacquire a deeper understanding of the connections between differentaspects of environmental science.

6 Assessment Objectives

Assessment Objectives (AOs)1 and 2 are the same for AS and ALevel.Assessment Objective 3 is covered partly by the AS but more fullydeveloped in the A Level.At AS and A Level the scheme of assessment tests the candidate’sability to:

6.1 Knowledge and a.understanding

recognise, recall and show understanding of specific facts,terminology, principles, concepts and practical techniques;

(AO1) b. draw on existing knowledge to show understanding of the social,economic and technological implications and applications ofenvironmental science;

c. select, organise and present relevant information clearly and logically,using appropriate specialist vocabulary;

6.2 Application of a.knowledge andunderstanding, analysis,synthesis and evaluation

describe, explain and interpret phenomena and effects in theenvironment in terms of scientific principles and concepts, presentingarguments and ideas clearly and logically, using specialist vocabularywhere appropriate;

(AO2) b. interpret and translate from one form into another, data presented ascontinuous prose, or in tables, diagrams, drawings and graphs;


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c. apply scientific principles and concepts in solving problems inunfamiliar situations including those which relate to the social,economic and technological implications and applications ofenvironmental science;

d. assess the validity of information, experiments, inferences andstatements;

6.3 Experiment and a.investigation

make observations and measurements with appropriate precision andrecord these methodically (AS and A Level);

(AO3) b. devise and plan experimental and investigative activities (A Level),selecting appropriate techniques (AS and A Level);

c. understand the need for safe and skilful practical techniques with dueregard for the environment (AS and A Level);

d. interpret, explain, evaluate and communicate the results of theirexperimental and investigative activities clearly and logically usingknowledge and understanding and using appropriate specialistvocabulary (A Level).

6.4 Synthesis of knowledge,understanding and skills

At A Level (A2) the scheme of assessment tests the candidate’s abilityto:

(synoptic skills) a. bring together principles and concepts from different areas of the

(AO4)subject and apply them in a particular context, expressing ideas clearlyand logically and using specialist vocabulary;

b. use Environmental Science skills in contexts which bring togetherdifferent areas of the subject.

6.5 Quality of WrittenCommunication

The quality of written communication is assessed in all assessmentunits where candidates are required to produce extended writtenmaterial.

In Units 1, 2, 3 and 7 part of the final question requires that theanswers are written in continuous prose. Although a set number ofmarks are not given for written communication in these questions, togain credit answers must be expressed clearly and logically. In Units 4and 5 two marks are available for the quality of writtencommunication in the essay questions. In Unit 6 the quality ofwritten communication is addressed within Skill F, Communication.

Candidates will be assessed according to their ability to:

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

• organise relevant information clearly and coherently, usingspecialist vocabulary when appropriate;

• ensure text is legible, and spelling, grammar and punctuation areaccurate, so that the meaning is clear.

The assessment of the quality of written communication is included inall Assessment Objectives.


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7 Scheme of Assessment -

Advanced Subsidiary (AS)

The Scheme of Assessment has a modular structure. The AdvancedSubsidiary (AS) award comprises the three following compulsoryassessment units.

7.1 Assessment Units Unit 1 Written Unit 1½ hours

33.3% of the total AS marks 70 marks

This unit comprises 5 to 8 short answer questions and 2 structuredquestions and assesses Module 1 of the AS Subject Content:

Energy, the Atmosphere and Hydrosphere.All questions are compulsory.

Unit 2 Written Unit 1½ hours33.3% of the total AS marks 70 marks


The Lithosphere.Some of the questions will test practical skills and techniques.All questions are compulsory.

Unit 3 Written Unit 1½ hours33.3% of the total AS marks 70 marks


The Biosphere. Some of the questions will test practical skills and techniques.All questions are compulsory.

7.2 Weighting of AssessmentObjectives for AS

The approximate relationship between the relative percentageweighting of the Assessment Objectives (AOs) and the overallScheme of Assessment is shown in the following table.

Assessment ObjectivesUnit Weightings (%) Overall Weighting of

AOs (%)

1 2 3

Knowledge andunderstanding (AO1) 17.6 13.7 13.7 45

Skills (AO2) 15.7 12.1 12.1 40

Experiment and investigation(AO3) 0 7.5 7.5 15

Synthesis of knowledge,understanding and skills(AO4)

0 0 0 0

Overall Weighting of Units (%) 33.3 33.3 33.3 100

Candidates’ marks for each assessment unit are scaled to achieve the correct weightings.


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8 Scheme of Assessment -

Advanced Level (AS+A2)

The Scheme of Assessment has a modular structure. The A Levelaward comprises three compulsory assessment units from the ASScheme of Assessment and three assessment units from the A2Scheme of Assessment.

8.1 AS Assessment UnitsUnit 1 Written Unit 1½ hours16.67% of the total A Level marks 70 marks

Unit 2 Written Unit 1½ hours16.67% of the total A Level marks 70 marks

Unit 3 Written Unit 1½ hours16.67% of the total A Level marks 70 marks

8.2 A2 Assessment Units Unit 4 (Terminal) Written Unit 1½ hours17.5% of the total A Level marks 70 marks

This unit comprises 4-6 short answer questions, one comprehensionquestion and one essay question with a choice of two titles. Unit 4assesses Module 4 of the Subject Content:

Biotic Resource Management.

Unit 5 (Terminal) Written Unit 1½ hours17.5% of the total A Level marks 70 marks

This unit comprises 4-6 short answer questions, one structuredquestion and one essay from a choice of two titles. Unit 5 assessesModule 5 of the Subject Content:

Pollution and Physical Resource Management.

EITHER Unit 6 (Terminal) Practical Investigation15% of the total A Level marks 30 marks

The Practical Investigation is marked by the teacher in the centre andmoderated by AQA.

OR Unit 7 (Terminal) Written Unit 2 hours15% of the total A Level marks 75 marks

This unit comprises structured questions designed to test thecandidate’s ability to design investigations using suitable techniquesand analyse and evaluate data using appropriate statistical tests.

All three A2 units must be taken at the end of the course.


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8.3 Synoptic Assessment The Advanced Subsidiary and Advanced Level Criteria state thatA Level specifications must include synoptic terminal assessment(normally representing 20% of the total A Level marks). Synopticassessment tests the candidates’ understanding of the connectionsbetween the different elements of the subject ensuring that they havean overall grasp of the subject and not merely of a collection ofmodules. Much of the content of A2 of this specification involvesthe explicit drawing together of knowledge, understanding and skillslearned in the AS modules. Consequently, synopsis will inevitably beexamined in all the A2 units, both written and practical.

8.4 Weighting of AssessmentObjectives for A Level

The approximate relationship between the relative percentageweighting of the Assessment Objectives (AOs) and the overallScheme of Assessment is shown in the following table.

A Level Assessment Units (AS + A2)

Assessment ObjectivesUnit Weightings (%) Overall

Weighting of

1 2 3 4+ 5+ 6*+/7+ AOs (%)

Knowledge and understanding(AO1) 8.8 6.9 6.9 5 5 0 32.6

Skills (AO2) 7.9 6 6 5 5 0 29.9

Experiment and investigation(AO3) 0 3.8 3.8 0 0 5 12.6

Synthesis of knowledge,understanding and skills (AO4) 0 0 0 7.5 7.5 10† 25.0

Overall Weighting of Units (%) 16.7 16.7 16.7 17.5 17.5 15 100

Candidates’ marks for each assessment unit are scaled to achieve the correct weightings.

* Centre-assessed practical component.

+ Terminal component which must be taken at the end of the course.

† In reality Units 6 and 7 can be synoptic in their entirety as they draw together knowledge,understanding and skills learned from the AS and A2 modules.


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Subject Content

9 Summary of Subject Content

9.1 AS Modules MODULE 1 - Energy, the Atmosphere and Hydrosphere

The module introduces candidates to the idea that life on planet Earthdepends on a range of interacting systems, and focuses on theimportance of the atmosphere and hydrosphere. Energy transferwithin these two environments is explored by considering the fate ofincoming solar radiation. The study of the need for energy and waterby humans is linked to possible environmental consequences, forinstance the ‘Greenhouse Effect’ and global climate change. Some ofthese consequences, especially pollution, are explored in greater depthin Module 5, and selected themes link to Modules 2, 3 and 4.

MODULE 2 - The Lithosphere

The lithosphere provides resources for life on Earth (see Modules 1and 3) and consists of the various components of the Earth’s crust:rocks, soils, minerals and the land. A non-sustainable exploitation ofthese resources can result in the exhaustion of reserves, theproduction of waste and land degradation. The module discussessustainable management which involves an assessment of reserves,minimising irreversible actions, knowledge of environmental impactsand strategies for enhancing the environment. These concepts areexpanded in Modules 4 and 5.

MODULE 3 - The Biosphere

This module introduces the candidate to an appreciation of how theunique conditions on Earth (see Modules 1 and 2) enable livingorganisms to exist, and leads to a study of the essential life processes,including energy capture, use and transfer, which maintain life. Theproductivity and dynamic nature of ecosystems are examined and thesize, density and dynamics of populations are related to humanpopulation growth and the concept of sustainability (see Module 4).The final section deals with the need for biodiversity and indicates themethods and strategies of conservation.

9.2 A2 Modules MODULE 4 - Biotic Resource Management

The management of biotic resources is studied through anexamination of the production processes which manipulate the bioticand abiotic components of ecosystems to satisfy the increasingdemand of the human population for biological resources. Themodule builds on principles established in the first three modules andlinks to Module 5 especially through the study of the impacts of theproduction of waste and pollution pathways on the environment.(Unit 4 is a terminal component and must be taken at the end of thecourse.)


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MODULE 5 - Pollution & Physical Resource Management

This module develops concepts established in Modules 1, 2 and 3 andintroduces the idea of sustainable development through a study of themanagement of resources. It includes the concept of pollution as theresult of the release into the environment of ‘wastes’ generatedprincipally by human activities and introduces the ideas of recycling,re-use, substitution and efficient use for the conservation ofresources. A global perspective is expected.(Unit 5 is a terminal component and must be taken at the end of thecourse.)

MODULE 6 - Practical Component

This module is assessed:EITHERthrough Unit 6 which provides candidates with an opportunity tocarry out an investigation of their own choosing which is marked bythe teacher within the centre and moderated by the AQA;ORthrough Unit 7 which is a written unit which tests similar skills toUnit 6.Units 6 and 7 assess the candidate’s ability to:

• plan and design an experiment;

• present data in suitable graphical form and analyse it usingappropriate statistical treatment;

• interpret and evaluate experimental data and communicate thefindings effectively.

(Units 6 and 7 are terminal components which must be taken at theend of the course.)For further details see Sections 18 – 24.


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10 AS Module 1

Energy, the Atmosphere and

HydrosphereThe module introduces candidates to the idea that life on planet Earthdepends on a range of interacting systems, and focuses on theimportance of the atmosphere and hydrosphere. Energy transferwithin these two environments is explored by considering the fate ofincoming solar radiation. The study of the need for energy and waterby humans is linked to possible environmental consequences, forinstance the ‘Greenhouse Effect’ and global climate change. Some ofthese consequences, especially pollution, are explored in greater depthin Module 5, and selected themes link to Modules 2, 3 and 4.

10.1 The Planet’s Life SupportSystems

Interconnections between theAtmosphere, Hydrosphere,Lithosphere and Biosphere

The atmosphere as a turbulent, gaseous envelope that surrounds theplanet and consists of several layers, the most significant for life onEarth being the troposphere and stratosphere.

The atmosphere as a mixture of gases that may be contaminated byvarying levels of pollutants. Candidates should know the normalpercentages of the main gases in the atmosphere: nitrogen, oxygen,carbon dioxide.

The importance of the atmosphere as a life support system, a sourceof oxygen, carbon dioxide and nitrogen for living organisms.

The gases nitrogen and oxygen as important raw materials forindustry.

The ‘ozone layer’ which provides protection from ultraviolet light.

The hydrosphere which contains water in all its forms (solid, liquid,vapour) which may be found on, in and around the Earth.Candidates should know the relative proportions of water held in theprincipal sources.

The lithosphere (see Module 2) which consists of the minerals, rocksand soils of the planet.

The biosphere (see Module 3) which consists of all the livingorganisms of the planet.

Solar Radiation The process of nuclear fusion as it occurs in the sun.

The wave nature of electromagnetic radiation and the electromagneticspectrum, including its wavelength characteristics, and environmentalimportance.


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The characteristics of radiation:

• at the outer limits of the atmosphere;

• as it passes through the atmosphere;

• when it reaches the Earth’s surface.

The variations in insolation which cause spatial, seasonal and diurnaltemperature fluctuations, affecting the movement of air and watermasses (see Module 5).

Hydrological Cycle The hydrological cycle and the involvement of:

• inputs – precipitation;

• throughputs - interception, infiltration, percolation, groundwater,run-off;

• outputs – evaporation, transpiration, river channel discharge.

Important energy sources driving the cycle: solar radiation and gravity.

Carbon Cycle An understanding of the processes involved in carbon exchangebetween and within the atmosphere, hydrosphere, lithosphere andbiosphere. The relative rates of exchange and the imbalance ofcarbon in the atmosphere due to human activity (see Module 2 andModule 5). An outline of the difficulties associated with quantifyingthe various sinks.

Global Homeostasis, GaiaHypothesis and FeedbackMechanisms

The concept that the environment and biota have evolved as a singleself-perpetuating system in which the various components are indynamic balance. The major feedback mechanisms operating tomaintain the balance including:

• the role of plants in removing carbon from the atmosphere as thesun has become brighter;

• the increase in evapotranspiration as temperatures rise, causingincreased cloud cover and an increased albedo.

The effect of human activities in upsetting the balance.

10.2 Energy Transfer

Insolation and Re-radiatedEnergy

The seasonal and diurnal variation in insolation in different parts ofthe Earth. Albedo, including that of cold and hot deserts, absorptionand scattering of radiation in the troposphere and at the Earth’ssurface.

Wavelength characteristics of re-radiated energy and how it differsfrom incoming radiation.

The influence of gases, water vapour and particulate matter in theatmosphere on the incoming and re-radiated energy.

The Earth’s overall radiation budget, including variation at differentlatitudes and the importance of an overall balance.


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Greenhouse Effect and GlobalClimate Change

The role of the gases in the atmosphere in maintaining the heatbalance and global climate of the Earth. How an increase in certaingases may result in more heat being retained and hence global climatechange.

The gases which may contribute to global climate change include:water vapour, carbon dioxide, methane, chlorofluorocarbons (CFCs),oxides of nitrogen and low level ozone. The major natural andanthropogenic sources of these gases:

• water vapour - evapotranspiration;

• carbon dioxide - combustion of fossil fuels,deforestation;

• methane - livestock, paddy fields, landfill sites (alldue to anaerobic bacteria);

- ventilation of coalmines, leaks fromnatural gas fields and pipelines;

• oxides of nitrogen - vehicle exhausts and power stations;

• chlorofluorocarbons - aerosol propellants, fire extinguishers,refrigerants, solvents, expandedplastics;

• tropospheric ozone - NO2, non-methane hydrocarbons

(NMHC)

The changing concentrations and relative effects of these gases.

The likely consequences of global climate change including a rise insea level due to expansion of water, melting of continental ice, changein climate pattern. The consequent changes in species distributionand species extinction for species that cannot colonise new habitats(see Module 5).

UV Light Absorption andOzone Layer Depletion

The effects of ionising radiation on the gases in the atmosphere andon living organisms, especially skin damage, skin cancer, cataracts anddamage to plant tissue.

The protective role of the ‘ozone layer’ (ozonosphere).

The role of pollutant gases, e.g. halogens, on ozone depletion and themajor sources of these gases, released by breakdown of CFCs in thestratosphere.

The methods by which CFC emissions may be reduced, includinginternational agreements such as the ‘Montreal Protocol’.


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Microclimates Small scale climatic variations due to natural surface features andmicroclimates (temperature inversion, frosts, fogs and mists and seabreezes).

Climatic variations associated with conurbations: urban heat islands.The influence of localised factors such as plants, ground cover, waterbodies and topography.Candidates should undertake local studies and investigations includingthe microclimates around buildings, in woodlands, or near shelterbelts.

Opportunities to:

• select, collect and record appropriate data e.g. temperature, precipitation, windstrength, humidity, either first-hand or by use of the Meteorological Office

website or an e-mail link with another school;

• design a database;

• set up a spreadsheet and calculate the mean and range of data;

• draw graphs and scaled diagrams of sites;

• present conclusions explaining sources of error and levels of accuracy.

10.3 Water Use

Sources of water Availability of water; surface water, aquifers.

Factors affecting the siting of reservoirs: suitable site for dam,geology, catchment area, existing land use, pollution risk,sedimentation.

The environmental effects of reservoirs: sedimentation, microclimate,river flow, habitats.

Aquifers: suitable rock types including chalk and sandstone, suitablegeological structures.

Consequences of overuse The effects of over-abstraction, including subsidence, river flow, headwater changes, salination and vegetation change.

Demand for Water Trends in water demand. The causes of increasing demand, includingpopulation growth, changing living standards and industrialisation.

The spatial and temporal mismatch of supply of and demand forwater in the British Isles. Future demand for water.

A comparison of per capita water demands in More Developed andLess Developed countries and the problem of water shortages.

Opportunities to:

• access information from the Environment Agency, a local Water Company and

Water-Aid;

• write a report which extracts, collates and summarises the information on oneaspect of water use.


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Uses of water Water uses: domestic, industrial, agricultural.The requirement for water of different qualities for different uses.Physical, chemical and biological criteria for assessing water quality(see Module 5).

Supply, including Treatment Water abstraction from rivers, reservoirs and aquifers. Treatment,storage and distribution; sedimentation, flocculation, filtration,aeration, chlorine, ozone, ultraviolet light, fluoride.

Desalination of sea water (see Module 5).

The purpose and principles of the processes used to treat waste waterincluding sewage effluent.

10.4 Energy Use andConservation

Sources and Demand Fossil fuels, direct solar, biofuel (harvested and organic waste),hydroelectric, wind, wave, tidal, geothermal and nuclear sources ofenergy.

National and global trends in energy demands and the strategies usedto meet them. Factors affecting demand, and methods used tocontrol demand and adapt supplies.

The factors involved in the location, extraction, conversion, storageand transmission of energy and the technology used to achieve these.

Renewable and Non-renewable Energy Sources

The concept of renewable and non-renewable sources. Theadvantages and disadvantages of renewable and non-renewablesources. The importance of sustainable use of those renewableresources which can be depleted.

Fossil fuels • Types:coal, petroleum/crude oil, natural gas, oil shales, tar sands.

• An outline of the formation of natural gas, oil and coal.

• Extraction techniques in enough detail only to appreciate theenvironmental consequences:coal – deep and open-cast mining;petroleum – primary, secondary, tertiary recovery;natural gas – pressure of gas;oil shales, tar sands – open-cast.


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• Principal uses of the fossil fuels:coal - electricity generation, coke, heating;petroleum - transport fuels, petrochemicals, electricity generation,heating;natural gas - heating, electricity generation.

Nuclear Power The source of nuclear energy: E = mc 2

Nuclear fission An outline of the principles, processes and techniques used in fissionreactors.

Fissile fuels: 235U, 239Pu, critical mass, chain reaction, moderator,primary coolant, secondary coolant, control rods, containment,biological shield.

Radioactive waste: low, intermediate and high levels waste, sourcesand disposal/storage techniques.

Renewable energyresources

A survey of the sources, and an outline only of their origins,availability, technology, uses and advantages and limitations as listedbelow:

Direct solar power • Origins:sunlight, nuclear fusion in the sun; daily, seasonal, climaticfluctuations.

• Uses:for heat, hot water panels, solar architecture, parabolic reflectorsfor increased temperatures for electricity, steam generation,photovoltaic cells.

Hydro electric power • Origins:water cycle driven by solar power.

• Factors affecting location of HEP plants.

• Uses:electricity.

Wind power • Origins:air movements caused by the differential heating of the sun.

• Factors affecting the location of windfarms.

• Horizontal and vertical axis aerogenerators.

• Fluctuations in wind speed.


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Wave power • Origins:waves produced by solar-driven winds.

• Locational factors:exposed coastlines with onshore prevailing winds and a long‘fetch’.

• Technology:a range of developmental technologies exist.Students should be familiar with one of these technologies.

Biofuels • Origins:chemical energy harnessed as sunlight during photosynthesis.

• Fuels:organic wastes from crop and forestry production, sewage anddung including biogas from anaerobic digestion, combustibledomestic and industrial wastes, energy farming – wood,carbohydrates e.g. sugar/alcohol, vegetable oils.

• Advantages:the supply rate can be controlled by deliberately producing more,they can be stored to match supplies to demand.

Geothermal Power • Origins:the decay of naturally occurring radioisotopes in the mantle.

• Uses:space/water heating and electricity generation.

• Technologies:geopressurised systems, where hot groundwater comes to thesurface; Hot Dry Rock systems, where water is pumped down, toreturn to the surface as hot water or steam.

• Locational factors:only feasible where hot rocks are found at shallow depths.

Tidal Power • Origins:the gravitational attraction of the moon and (to a lesser extent) thesun.

• Locational factors:where the tidal range is large and the coastline is suitable forbarrage construction.

• Technology:a barrage with turbines for one or two-way generation;generation possible only when water is flowing, flow rate isincreased by closing barrage to delay flow.

• Advantages:periods of generation are predictable, power output may be large.

• Disadvantages:limited number of suitable sites, intermittent generation, ecologicaleffects.


24 ��

Environmental Impacts An outline of the environmental impacts associated with energygeneration, transportation of energy and its use, including fuelextraction, site development and operation, pipelines and cables,emissions and waste disposal (see Module 5).

Opportunities to:

• create a format and complete a table summarising the advantages anddisadvantages of renewable and non-renewable energy sources;

• take part in a discussion and evaluation of the advantages and disadvantagesof renewable and non-renewable energy sources.

Contrasts between MoreDeveloped and LessDeveloped Countries

Variation in energy use between different countries, and economic,geographical, social, environmental factors affecting it.Energy conservation in domestic, industrial and transport contexts.

• Domestic energy conservation:low energy appliances; insulation of roof, walls, floors, windows,draught prevention.

• Transport energy conservation:bulk transport, aerodynamics, engine design, ignition control,modes of use.

• Industrial energy conservation:heat recovery, insulation, recycling.

Ethical issues associated with energy use.

Opportunities to:

• calculate pay-back periods for methods of energy conservation in domestic or

industrial premises;

• demonstrate understanding of compound measures (e.g. tonnes of coal equivalentper capita) and conventions for recording very large and very small numbers in

comparing energy use.


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11 AS Module 2

The Lithosphere

The lithosphere provides resources for life on Earth (see Modules 1and 3) and consists of the various components of the Earth’s crust:rocks, soils, minerals and the land. A non-sustainable exploitation ofthese resources can result in the exhaustion of reserves, theproduction of waste and land degradation. The module discussessustainable management which involves an assessment of reserves,minimising irreversible actions, knowledge of environmental impactsand strategies for enhancing the environment. These concepts areexpanded in Modules 4 and 5.

11.1 The Components of theLithosphere

Rocks Rocks are aggregates of materials.

Rock Types The major rock types:

• Igneous rocks:solidified molten rock, e.g. granite (intrusive igneous rock), basalt(extrusive igneous rock).

• Sedimentary rocks:collections of rock particles resulting from the weathering, erosion,transport and deposition of other rocks, e.g. sandstone, limestone,clay.

• Metamorphic rocks:igneous or sedimentary rocks changed by intense heat and/orpressure e.g. slate, marble.

Rock Cycle The rock cycle, including a range of processes including denudation(weathering and erosion), transportation and deposition, burial,melting, intrusion/extrusion.

Weathering as the interaction of physical, chemical and biologicalprocesses including: freeze-thaw, hydration, hydrolysis, oxidation,carbonation and action of plant roots and burrowing animals. Theproducts are regolith and solutes.

Opportunities to:

• compare the weathering rates of rock types via buildings or gravestones of

known age.


26 ��

Biogeochemical Cycles The concept that the cycling of elements, including plant nutrients,occurs between the gaseous, hydrological, sedimentary and biologicalreservoirs driven directly or indirectly by solar energy (see Modules 1and 3).

The processes and reservoirs involved in the carbon, nitrogen andphosphorus cycles (see Modules 1 and 4).

11.2 Soils

Components of Soils Soil consists of a mineral skeleton (sand, silt, clay), air, water, livingorganisms and organic matter including humus.

Soil Formation The stages of soil formation: weathering, humification and chelation,organic sorting, translocation (leaching, eluviation, illuviation andcapillary action) and aggregation.

The long timescale of formation compared with the rapidity of soilerosion.

Soil Properties • Aeration:a function of pore space determined by particle size.

• Water drainage, infiltration and retention:a function of pore space, structure, humus content and bedrockpermeability.

• Thermal capacity:a function of solar radiation absorption, moisture content,exposure (see Module 1) and the respiration of microorganisms(see Module 3).

• Structure (crumb, blocky, platy):a function of the aggregation of mineral particles and humus intopeds.

• Fertility:a function of texture, structure, depth, aeration, pH, moisture andnutrient content (see Module 4).

Soil Analysis Soil analysis including texture (particle size of sand, silt, clay),organisms, pH, water content and organic matter (see Module 4).Candidates should be able to identify soil types using a soil triangle.

Opportunities to:

• design an investigation to:assess the properties of a soil including its profile, or

study the variation of one property in different soils;

• present the results using images where appropriate;

• evaluate the results and compare findings with standard tables and diagramse.g. of texture and infiltration rates, precipitation inputs and soil moisture

content.


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Accelerated Soil Erosion Soil erosion caused by rain splash, wind blow and surface run-off.

Type of soil erosion: sheet, rill, gully.

Mismanagement of soils:soil exhaustion caused by deforestation, overgrazing, reduced organicmatter, ploughing vulnerable soils, leading to increased soil erosion.

Opportunities to:

• investigate soil erosion rates in varying locations using sediment traps, orparticle size measurement.

11.3 Mineral Resources

Sources and Demand Rocks as aggregates of minerals(e.g. of iron, aluminium, copper, lead and tin).

• Factors affecting the viability of exploiting mineral deposits:

mining costs - depth, overburden quality, drainage problems,size of deposit;

processing costs - purity, chemical form, industrialinfrastructure;

transport costs;

economics - market demand and value, cut-off ore grade.

• Extraction of metal minerals:an outline of the processes of extraction, chemical reduction,refining, alloying of metals, e.g. iron, aluminium.

Non Metal Minerals. The main properties and uses of:

• granite - hard and resistant to wear and abrasion e.g. roadstone,kerbs;

• limestone - calcium carbonate used in cement, glass, agriculturallime;

• sand - inert filler in construction industry, concrete, mortar;

• gravel - inert filler in construction industry, concrete;

• clay - hard when baked, bricks;

• china clay - inert, waterproof, hard smooth surface, pottery, paperfiller, pharmaceuticals.

Opportunities to:

• research building materials for a typical house, kilometre stretch of road;

• calculate depletion rates.


28 ��

Environmental Impacts Candidates should be able to describe the main environmentalimpacts of mining, quarrying and dredging, including:

• land take - conflicts with existing land use;

• habitat loss - loss of species (see Module 3);

• loss of amenity - aesthetic problems for local community;

• air and water pollution - dust, noise, fumes, turbidity, toxic leachate(see Modules 1 and 5);

• toxic waste and spoil disposal - toxic leachate, spoil stability (seeModule 5);

• subsidence - due to poor soil compaction or undermining;

• transport nuisance - noise, fumes, accidents;

• flooding.

Opportunities to:

• study the environmental impact of a local extraction site.

11.4 Land Resources

Land Use The main types of land use: agriculture, forestry, mineral extractionand water abstraction, industrial, urban, transport, amenity, leisure,conservation, defence, waste or derelict land.

Land Use Survey, Remote Sensing and Geographical InformationSystems as tools for assessing information on land use.

The competition for land resources in the British Isles leading toconflicts between adjacent or multiple land uses.

The protection of land resources through legislation, including theControl of Pollution Act 1974 (revised 1989), EnvironmentProtection Act 1990, Environment Act 1995 and relevant EUdirectives e.g. Habitat Directives 1992.

Land Management Strategies Derelict and polluted land to include:

• recognition: abandoned, unvegetated, damaged;

• causes: industrial obsolescence, mineral extraction, inner city decay,contamination, transport changes;

• distribution;

• impact: socio-economic, environmental;

• reclamation methods: pollution treatment, revegetation,landscaping, alternative use (see Module 5).

Candidates should study one example of reclamation of derelict land,related to the above factors, where appropriate.


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The resolution of conflict between land uses by:

• pricing mechanisms including cost benefit analysis;

• planning and development control;

• public inquiries;

• Environmental Impact Assessment (EIA).

Candidates should study one example of conflict within a NationalPark or Green Belt.

The strategies and methods for enhancing the environment foramenity use including:

• designated areas: National Parks, AONBs, Country Parks, LongDistance Footpaths, Heritage Coasts;

• visitor management: honey-pot sites, way marking, informationcentres;

• conservation bodies: Governmental - Countryside Agency orequivalent, Non-Governmental - National Trust;

• access and conservation management: Countryside Stewardshipschemes, National Trails, footpath and boundary repair.

Candidates should study amenity enhancement in one location.


30 ��

12 AS Module 3

The Biosphere

The module introduces the candidate to an appreciation of how theunique conditions on Earth (see Modules 1 and 2) enable livingorganisms to exist, and leads to a study of the essential life processes,including energy capture, use and transfer, which maintain life. Theproductivity and dynamic nature of ecosystems are examined and thesize, density and dynamics of populations are related to humanpopulation growth and the concept of sustainability (see Module 4).The final section deals with the need for biodiversity and indicates themethods and strategies of conservation.

12.1 Conditions for Life on Earth The conditions on Earth which permit the existence and continuedsupport of living organisms. For example:

• large amounts of water;

• appropriate temperature range, including an understanding of thefactors affecting enzyme activity;

• appropriate levels and types of radiation;

• suitable ambient gases.

The possible evolution of life from components of the primitiveatmosphere and how the presence of life has brought aboutenvironmental change, for example by the production of oxygen andcreation of the ozone layer (see Module 1).

12.2 Life Processes in theBiosphere

Autotrophic Nutrition The process of photosynthesis illustrated by a simple word equation.(Details of biochemical pathways are not required.)The roles of light energy and chlorophylls. The action spectrum forphotosynthesis. Consideration of a range of plants with differentpigmentation related to habitat. Internal and external factors affectingthe rate of photosynthesis. The importance of limiting factors (seeModule 4).

Candidates should investigate some of the factors affecting rate ofphotosynthesis e.g. light intensity, carbon dioxide concentration,temperature, wavelength (using coloured filters) by measuring theevolution of oxygen from an aquatic plant such as Elodea.


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Heterotrophic Nutrition The nature of heterotrophic nutrition.

A basic understanding of ingestion, digestion, absorption,assimilation and egestion of food in herbivores (includingruminants) and carnivores. (Details of digestive enzymes are notrequired.)

The role of decomposers and detritivores in ecosystems. The rolesof saprobionts (fungi and bacteria) in decomposition and recyclingnutrients (see Modules 2 and 4).

Candidates should investigate decomposition using leaf discs.

Respiration The process of energy release through anaerobic and aerobicrespiration using simple word equations. (Biochemical details arenot required.)

The universal role of ATP as the energy ‘currency’ in livingorganisms.

The comparative efficiencies of anaerobic and aerobic respiration.

Opportunities to:

• design and use suitable recording formats for repeated observations that aretaken under standardised conditions;

• consider bias e.g. timing, size of experimental sample;

• evaluate different methods of presenting the results.

12.3 The Ecology of Ecosystems Candidates should understand the meaning of the followingecological terms: population, community, ecosystem, habitat, niche,species, biome.

Food Chains and Webs Food chains and webs illustrated by at least one aquatic and oneterrestrial ecosystem using local examples where possible.

The interdependence of living organisms including pollination, seedand fruit dispersal, feeding relationships, decomposition andnutrient cycling.

Energy Flow throughEcosystems

The principles of trophic levels and energy transfer, illustrated bythe use of pyramids of number, biomass and energy as a means ofindicating productivity.

The range of primary production found in ecosystems and thefactors determining this. Comparison of the primary production ofcontrasting ecosystems including:

• tropical rain forests;

• hot and cold deserts;

• tropical and arctic seas;

• estuaries;

• coral reefs.


32 ��

Changes in Ecosystems Succession in plant communities and associated changes in animalpopulations. Primary succession from pioneer species whichcolonise an environment through the seral stages towards a climaxcommunity.

Candidates should understand the use of transects and quadrats ininvestigating succession, stratification and zonation.

Changes in abiotic factors and species diversity in an ecosystem.The measurement of abiotic factors influencing the distribution ofspecies (temperature, light, oxygen, pH, relative humidity) usingsimple equipment or with the use of electronic probes anddatalogging equipment.

The influence of climatic, edaphic and biotic (includinganthropogenic) factors on the rate and direction of seral change.The concept of deflected succession with reference to the mainplagioclimax communities influenced by human activitye.g. grassland, heathland and coppiced woodland (see Module 4).

Secondary succession and the deflection of a climax community bynatural processes such as volcanic activity, earthquake, fire orflooding.

Zonation Spatial separation of species e.g. as shown in inter-tidal regions.

Diversity and EcologicalStability

Species diversity in the context of ecological stability.Calculation of an index of diversity from the formulae:

D = N(N

n(n

−−�

1

1

)

)

whereN = total number of organisms of all species andn = total number of organisms of a particular species.

Candidates should study appropriate examples drawn fromfieldwork as far as possible.

Opportunities to:

• select, collect and record appropriate data with the use of a control;

• create a spreadsheet to enable simple statistical manipulation;

• discuss and select sampling techniques e.g. random, systematic;

• present and draw conclusions from findings giving levels of accuracy e.g.

related to equipment and its use.


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12.4 Populations

Measurement of PopulationSize and Density

Candidates should have first-hand experience of:

• methods used for the measurement of populations;

• random sampling using quadrats to estimate species frequency;

• measuring species density and percentage cover;

• use of transects to record changes in species distribution;

• use of abundance scales and their limitations.

Methods for collecting aquatic, airborne and soil-dwellingorganisms. The mark - release - recapture (Lincoln Index) methodof estimating population size.

Opportunities to:

• describe and compare findings by calculating percentages, mean, median, andmode, including calculations from grouped data and large data sets

e.g. compare with statistics published by English Nature or equivalent, orWWF;

• estimate densities based on sample populations;

• indicate problems of accumulating errors.

Population Dynamics Population change in terms of reproduction, mortality andmigration.

Growth curves - sigmoidal (e.g. in yeast or bacterial cultures) andJ-shaped (“boom and bust”) growth in opportunistic species.

Factors affecting fertility and mortality rates:

• density dependent factors e.g. food supply, disease;

• density independent factors e.g. climate, climatic extreme biotic(biological) and abiotic (physical) factors.

The concepts of environmental resistance and carrying capacity.

Homeostatic regulation of population size.

Population Interactions The effects of inter- and intra-specific competition on distributionand population size, with appropriate examples of both predator-prey and host-parasite relationships.

Human Population The political, social, cultural and economic factors which regulatehuman population size and density. Candidates should considermoral and ethical issues of population management.


34 ��

Environmental implications of a growing human population.Education for responsible global citizenship - Agenda 21.

Population / resource balance - the concept of sustainability (seeModules 4 and 5).

Opportunities to:

• search for, develop and present information using I.T. on the localAgenda 21 from sources / web sites such as the Local Authority, Residents’

Associations, Environmental Forum and local and national pressuregroups.

12.5 Wildlife Conservation

Rationale for Conservation The aesthetic, ethical, moral, ecological, educational, recreational,economic and genetic reasons for wildlife and wildernessconservation.

Gene pools and the maintenance of genetic resources for potentialbreeding programmes.

The dynamic nature of conservation involving preservation,management, reclamation and habitat creation.

Conservation Methods The ecological principles applied to species and habitatconservation including the management of succession, control ofundesirable species and provision of favourable conditions fordesirable species.

The roles of zoos and botanic gardens in captive breeding, seedbanks and reintroductions into the wild. The role of naturereserves.

Candidates should have an outline understanding of the problemsof conservation in the contexts of a range of habitats in the UK andin other parts of the world:

• in the UK – broadleaf woodland, wetlands, heathland,hedgerows, grassland, coastal habits;

• in other parts of the world – Tropical Rain Forest, Antarctica,coral reefs.

Candidates should study one of the UK habitats in more detail.


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National and InternationalConservation

The role of government organisations (English Nature orequivalent) in protecting sites of ecological importance including:

• Nature Reserves;

• Sites of Special Scientific Interest (SSSIs);

• Environmentally Sensitive Areas (ESAs);

• Ramsar sites.

Current European designations including:

• Special Protection Areas (SPAs);

• Special Areas of Conservation (SACs).

Legislation: 1981 and 1984 Wildlife and Countryside Acts (and anysubsequent legislation).

The role of voluntary organisations such as:Wildlife Trusts:

• World Wildlife Fund;

• Royal Society for the Protection of Birds.

Pressure groups such as:

• Friends of the Earth;

• Greenpeace in the protection of wildlife.

International agreements and conventions with reference toConvention on International Trade in Endangered Species(CITES), Ramsar and International Whaling Convention (IWC).

Opportunities to:

• present an argument via role play for the conservation of a species or habitatto an audience;

• listen and respond by questioning to a presentation via role play.


36 ��

13 A2 Module 4

Biotic Resource Management

The management of biotic resources is studied through anexamination of the production processes which manipulate the bioticand abiotic components of ecosystems to satisfy the increasingdemand of the human population for biological resources. Themodule builds on principles established in the first three modules andlinks to Module 5 especially through the study of the impacts of theproduction of waste and pollution pathways on the environment.(Unit 4 which examines this module is a terminal component andmust be taken at the end of the course.)

13.1 Global Production Systems

Population / ResourceBalance

The increasing human population requirement for the biologicalresources of food, fibre and timber (see Module 3).

The control of supplies of biological resources by environmental,political and economic factors (climate, soil, relief, trade organisations,subsidies, pricing and infrastructure). Uneven distribution of foodleads to malnutrition. The misuse of the land and pollution results inthe loss of natural productivity, famine and refugee movements.

The concept of Maximum Sustainable Yield (see Modules 2 and 3).

The effect of world trade on income and food production in LessDeveloped Countries.

Production Systems Types of production systems:

• subsistence / commercial;

• intensive / extensive;

• organic / artificial chemical;

in terms of inputs of labour and capital, yield per unit area, amountand types of inputs.

Economic, environmental and ethical considerations involved inchoice of production method.

Spatial specialisation in commercial production determined by:

• soil: type, acidity, fertility and moisture budget (see Module 2);

• climate: annual rainfall, length of growing season, solar radiationand temperature and seasonal fluctuations (see Module 1);

• topography: height, gradient and aspect of land.


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Responses to:

• over-production, including set-aside, milk quota, diversification(non-food crops, recreation, small industry);

• resource exhaustion and sustainable forestry;

• land sustainability, including management agreements such asESA, Countryside Stewardship Schemes, subsidies and planningand development control (see Modules 2 and 3).

Opportunities to:

• design and implement a data collection programme from a local agriculturalenterprise;

• analyse soil samples, climatic and topographic data for a local farm and link to

the production system;

• examine the constraints of political issues, resource conservation andenvironmental considerations on the production system.

13.2 Crop Plants and Animals

Domestication The selection of species for human consumption is determined by:

• species availability;

• suitability for local conditions;

• social acceptability, ease of cultivation / management(reproduction, tolerance, docility);

• nutritional content.

The environmental significance of C3 and C4 plants in terms ofproductivity and water conservation (details of biochemical pathwaysare not required) (see Module 3).

Breeding Selective breeding has produced varieties that have:

• greater productivity (food conversion ratios);

• pest and disease resistance;

• uniformity (in appearance, timing of growth stages);

• dependence on husbandry by humans.

Candidates should study one crop plant e.g. rice, wheat, or tomato,and one animal e.g. sheep, cow, or trout.

The importance of artificial insemination, embryo transplants, cross-breeding and vegetative propagation in improving stock. Thesignificance of seed and sperm banks and rare breed farms inconserving the gene pool (see Module 3).


38 ��

Genetic Engineering An outline only of the scientific principles involved in polyploidy,genetic manipulation and transgenics, and the environmental,economic and ethical arguments involved in their use.

Opportunities to:

• contribute to a group discussion on the moral, ethical, spiritual, environmentaland scientific basis for the development of genetically modified organisms.

13.3 Agricultural ProductionSystems

Agroecosystems The concept of agroecosystems. Application of scientific knowledgeto natural ecosystems including:

• the manipulation of energy flows (see Module 3);

• nutrient cycles (phosphorus and nitrogen) (see Module 2);

• population control and carrying capacity (see Module 3);

• reducing post-production losses – food preservation and storage.

Characteristics Simplified food chains developed by:

• the selection of crop plants and animals;

• the control of competition (weeding, culling, pesticide (includingherbicide) application, biological control, integrated control).

Modification or control of environments including:

• soil: cultivation techniques, fertilisers (organic, artificial),agrochemicals, crop rotation, green manure;

• climate: windbreaks, glasshouses, animal housing, artificial lighting,mulching, irrigation, drainage;

• increasing field size.

Candidates should study examples of extensive and intensiveproduction systems, e.g. arable, livestock and glasshouse.

Energy Efficiency The study of agricultural production in terms of energy transferincluding inputs and outputs, and food conversion ratios.

Energy ratio = output yield

input

Agroecosystems are energy subsidised by fossil fuels, human labour,machinery and locomotive energy, application of fertiliser andagrochemicals, use of antibiotics and hormones, and selectivebreeding.

Candidates should compare the energy ratios of different agriculturalproduction systems and different crop plants and animals.


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Environmental Impacts Impacts of agricultural production include:

• water pollution: by leachates, slurry and run-off (see Module 5);

• soil erosion: loss of nutrients and top soil, gullying, silting of riverbeds and reservoirs and loss of productive farmland (seeModule 2);

• desertification through overcultivation, soil erosion, overgrazing,deforestation, together with climate change results in reduced cropyield;

• air pollution: methane, acid rain, particulates (see Modules 2and 5);

• reduction of biodiversity: loss of hedgerows, use of pesticides(see Module 3).

Impact reduction includes:

• designated conservation management areas (see Modules 2 and 3);pollution controls (see Module 5);

• soil conservation techniques: changing the land use, long termcrops, contour ploughing, terracing, windbreaks, multicropping,mulching, soil conditioning and increasing organic matter (seeModule 2).

13.4 Fishing and Fish Farming

Marine Ecosystems The difference in the productivity of continental shelves and deepwater. Nutrient cycles related to upwellings, ocean currents andcoastal inputs.

Changes due to the El Niño and La Niña (see Module 5).

Candidates should study a simple marine food chain (see Module 3).

Marine Production Systems The energy efficiency ratios of fishing and fish farming.Candidates should study a fish farm enterprise including the selectionof stock, the control of disease and competition, nutrition and themanipulation of the environment.

Problems for fishing and fish farming to include PCBs and oilpollution, dumping at sea, disease and river water quality.Effects of fishing on fish stocks, sea bed and other aquatic life (seeModule 3).

Management of MarineProduction Systems

Fishing quota, net size, closed-seasons, fish size, based on the conceptof Maximum Sustainable Yield.

Pollution control mechanisms.


40 ��

13.5 Forestry

Forest Production The forest crop is:

• a renewable resource for timber, fuel, food, fibre;

• selected from a wild community or grown in a plantation.

Candidates should compare the consumption of forest products byMore Developed and Less Developed Countries.

A commercial forest has a simplified structure compared with anatural woodland (see Module 3).

The forest also provides:

• atmospheric regulation (see Module 1);

• a habitat and wildlife refuge (see Module 3);

• the regulation of the water cycle (see Module 1);

• soil conservation (see Module 2);

• shelter and a microclimate (see Module 1);

• recreation and amenity (see Module 2).

Deforestation The reasons for and impact of deforestation.

The environmental, social and economic consequences ofdeforestation (see Module 2).

Reforestation andAfforestation

Economic and ecological implications.

The environmental conflicts of conifer plantations.

Opportunities to:

• create an Environmental Impact Assessment of the processes of deforestation /afforestation /reforestation using quantitative and qualitative information.

The Planned Forest The function of the Forestry Commission, Community Forests, theNational Forest.

The application of the concept of Maximum Sustainable Yield, e.g.Forest Stewardship Council.


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14 A2 Module 5

Pollution and Physical Resource

Management

This module develops concepts established in Modules 1, 2 and 3 andintroduces the idea of sustainable development through a study of themanagement of resources. It includes the concept of pollution as theresult of the release into the environment of ‘wastes’ generatedprincipally by human activities and introduces the ideas of recycling,re-use, substitution and efficient use for the conservation ofresources. A global perspective is expected.(Unit 5 which examines this module is a terminal component andmust be taken at the end of the course.)

14.1 Introduction to Pollution Pollution as energy or matter released into the environment with thepotential to cause adverse changes to an ecosystem.

All pollutants have sources, pathways and sinks.

General Properties ofPollutants

Candidates should be able to give examples of pollutants whichdisplay:

• point or diffuse source;

• persistence;

• mobility;

• bio-accumulation;

• bio-magnification;

• synergistic action;

• mutagenic action;

• teratogenic action.

Agenda 21 (Rio de Janeiro1992)

Global objectives of sustainable development (Brundtland definition),with particular reference to air, water and land quality; transportsystems and waste management / minimisation. Awareness raising inthe community (see Module 1).

Environment Agency The role of the Environment Agency in regulating waste andcontrolling water and air pollution.


42 ��

14.2 Solid Waste and its Disposal

Types of Solid Waste The sources of the different types of wastes:

• mining and construction;

• municipal (domestic and commercial);

• industrial;

• agricultural;

and their composition relating to bulk, mobility, degradability,hazardous nature including fire risk, radioactivity and toxicity (seeModules 2 and 4).

Control of Solid Waste The link between waste and affluence: built-in obsolescence,convenience, disposable products, over-packaging.

Legislative control:

• Waste Disposal Authorities (WDA), now under EnvironmentAgency;

• Environment Protection Act (1990);

• waste minimisation targets for UK;

• Agenda 21.

Methods of Solid WasteTreatment

The advantages and disadvantages (including economic andenvironmental) of disposal by:

• landfill and land raising;

• incineration and pyrolysis;

• chemical treatment;

• encapsulation / vitrification;

e.g. land reclamation, methane production, Refuse Derived Fuel(RDF), community heating schemes, containment, toxic leachate.

Salvaging and Recycling The reduction of resource exhaustion and waste production including:

• efficient use of resources within a manufacturing enterprise toinclude extraction efficiency and production loops;

• resource substitution e.g. plastics replacing wood/metal;

• re-use and recycling of resource materials to include composting.


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Candidates should be aware of the scientific/technological, social andeconomic limitations of these procedures with reference specificallyto aluminium and the relative energy costs of extraction from bauxiteor recycled cans.

Opportunities to:

• research, in the context of a product e.g. glass bottles, the common methods of

disposal and possibilities of salvage;

• estimate the regularity of supply, cost of recovery and availability of markets fora recycled product;

• monitor rates of decay of different materials in different environments;

• produce a report on waste minimisation in a local area.

14.3 Water Conservation andPollution

Water Conservation andManagement

An outline of the strategies for providing adequate supplies to includethe decision-making processes and relative merits of the following:

• surface storage reservoirs;

• aquifer water storage and recharge;

• desalination plants;

• estuarine barrages;

• interbasin transfer;

• catchment management.

Conservation and recycling of water including the value of recyclingof water, metering, water consumption of domestic appliances,leakage control.

Use of water for recreation, wildlife conservation, energy andtransport, including problems and conflicts of interest. Methods usedto resolve these conflicts including prohibition, time zoning, spacezoning (see Modules 1, 2 and 3).

Water Pollution Water bodies, including coastal waters and oceans, as the final sink forpollutants. Relative mobility of pollutants in water. Factorsinfluencing the concentration:

• size of emissions;

• volume of water;

• residence time of water;

• degradation to include photodegradation, biodegradation;

• removal rate of the pollutant;

• dispersal.


44 ��

Specific Water PollutionIssues

Thermal pollution • ecological consequences – range of thermal tolerance of differentspecies;

• temperature dependence of gas solubility in water;

• increased rates of chemical reactions at higher temperature;

• use of cooling towers to lower water temperature.

Acid (mine) drainage (see Module 2):

• tolerance range of organisms to pH;

• increased solubility of heavy metals in low pH;

• use of pumps, bunding and the addition of lime to contain theproblem.

Heavy metal pollution lead, mercury, cadmium

• found in acid water and released from waste, slag, piping, industrialdischarges, paints;

• small tolerance range of most organisms to heavy metals;

• bioaccumulation to toxic levels e.g. physiological effects ofmercury and lead;

• biomagnification via food chains;

• synergistic action e.g. of cadmium and zinc;

• increase pH to reduce solubility of the metals to control theproblem.

Nutrient pollution causedby inorganic and organicpollutants

Inorganic pollutants • Nitrates:

sources - fertiliser runoff;

effects - on humans, blue-baby syndrome(methaemoglobinanaemia),and on aquatic environment(eutrophication) (see below);

control - slow release fertilisers, nitrate control areas.

• Phosphates:

sources - fertiliser runoff, sewage effluent, silage fluids;

effects - cultural eutrophication, algal blooms which releasetoxins, shade macrophytes, break normal food chains,cause deoxygenation.


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Organic pollutants • Sources - sewage, manure, silage fluids, food processing waste,paper mills, leather tanneries.

• Effects - deoxygenation due to bacterial decomposition,pathogens may spread disease.

• Control - effluent treatment water:

purposes and principles of the following processes;grit traps, screens, comminators, sedimentation, oxidationtank/aeration tank or trickling filter bed, final sedimentation,phosphate stripping, ultra-violet light, sludge digestion anddisposal.

Water Pollution Monitoring Monitored by Environment Agency and OFWAT under theEnvironment Protection Act 1990 and water quality standards.

Candidates should be aware of the advantages and disadvantages ofthe assessment of water quality by physical, chemical and biologicalmethods.

The measurement of temperature, total suspended solids, oxygencontent, nitrate, phosphate, ammonium, pH and Biological OxygenDemand. The use of Biotic Index and Indicator Species.

Opportunities to:

• test water quality of different samples e.g. from stream, tap water, bottledwater, and compare with standards;

• create and monitor oligotrophic and eutrophic environments with regard to

limiting factors and pollution effects, using plant nutrients such as nitrates andphosphates;

• collect and analyse indicator species from sampling points;

• make a field visit to a sewage treatment works.

14.4 Air Pollution

Global Atmospheric System The atmospheric system as influenced by human activities whichrelease ‘wastes’ that interfere with the operation of atmosphericprocesses and cause problems beyond their source area(see Module 1).

Effective controls require national and international legislation andagreement. Examples include the Clean Air Acts, the MontrealProtocol, EPC 1990, and various conventions on world climate.

Global Climate Change The importance of the Greenhouse Effect as a natural phenomenon.(see Module 1)

Difficulties of predicting global climate change.


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Feedback Mechanisms The possible negative and positive feedback mechanisms that coulddecrease or increase the rate of global climate change (see Module 1).

• Positive feedback mechanisms - increased rates ofdecomposition, reduced areasof ice and snow, increased highlevel (cirrus) cloud.

• Negative feedback mechanisms - increased photosynthesis,increased low level (cumulus)cloud.

The need to reduce emissions of the greenhouse gases with referenceto relevant international conventions, such as Kyoto.

Acid Rain Natural rainfall acidity.The major causes of acid rain such as:

• SO2 , SO

3 and NO

X from the burning of fossil fuels;

• other gases enhancing the acidic effects e.g. ozone.

The direct and indirect effects of acid rain including:

• corrosion of certain building stones / materials and metals /leaves;

• phytotoxicity;

• aquatic organisms exoskeletal development;

• respiratory difficulties / diseases;

• sulphur concentration in lichens;

• deflocculation and acidification of soils;

• leaching of calcium and aluminium ions;

• provision of plant nutrients;

• the use of lichens to monitor sulphur dioxide concentrations.

The occurrence of areas which are more sensitive to the effects ofacid rain e.g. areas with naturally acidic soil, shallow soils, wintersnows and spring melts, little calcium (see Module 2).

The synergistic behaviour of ozone and sulphur dioxide.

Opportunities to:

• monitor lichens for levels of sulphide / sulphate pollution, using indicatorspecies;

• present findings to an audience using images of lichens present on different

substrates and in different environments.


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Stratospheric OzoneConcentration

Ozone as a recent component of the stratosphere in the geologicaltimescale due to emission of oxygen from the first marine plants (seeModule 3). Ozone in the stratosphere as essential in screening theEarth from dangerous ultraviolet radiation (see Module 1).

Ozone in the troposphere as a dangerous pollutant derived fromphotochemical reactions of primary pollutants (NOX) and causingserious damage / death to humans (eye / nose inflammation,impaired lung functions) and plants (leaf lesions, impairedphotosynthesis).

Smogs Formation of smogs in basin topography and under temperatureinversions. Lapse rate diagrams.

Candidates should be aware of the two forms of smog:

(i) Suspended particulate matter (SPM) from deforestation andincomplete combustion of fossil fuels and organic matter, causing:

• corrosion and disfiguration of buildings;

• respiratory disease;

• reductions in photosynthetic efficiency;

• smoke fog (smog) in urban areas (see Module 1).

(ii) Photochemical smog caused by NOx, waste hydrocarbons and low-

level ozone reacting to produce PANs (peroxy acetyl nitrates),causing:

• respiratory problems;

• leaf symptoms.

Opportunities to:

• use G.I.S. to plot incidence of asthma in school populations close to roads;

• correlate above data with measurements of air pollution;

• create a report on the impact of roads on local residents.

Air Pollution Controls An outline of the following strategies to include sufficient technicaldetail to provide a basic understanding only.

General methods:

• efficient use of energy, energy conservation;

• efficient mass transport systems to reduce all the effluentsproduced by combustion;

• fuel substitution, e.g. coal → natural gas.

Specific methods:

• SO2, SO

3 – wet or dry flue-gas desulphurisation;

• NOx – low temperature combustion, catalytic converters;


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• smoke – electrostatic precipitators, cyclone separators, moreefficient combustion, scrubbers;

• hydrocarbons – collection and recondensation to liquid e.g. inpetrol filling stations;

• methane – reduce use of land-fill sites by using alternative methodof disposal e.g. recycling or incineration;

• CFCs – use of alternative materials.

14.5 Noise Pollution

Effects of Noise Pollution Effects on organisms including deafness, stress, nervous disorders orbehavioural changes: disturbance and breeding failure (see Module 4).

Effects on objects: noise vibrations can cause ‘acoustic fatigue’ wherestress cracks appear resulting in structural damage.

Candidates should know that noise is measured by the decibel scale.

Sources of Noise and itsControl

Industrial machinery noise controlled by: sound insulation, hearingprotection, limited periods of exposure, education.

Road vehicle and aircraft noise controlled by: quieter engines, betterexhaust systems, double glazing, re-routing vehicles, traffic calmers,screening roads (embankments, multi-planting).

Domestic sources of noise (kitchen appliances, garden equipment,music) controlled by: improved sound insulation, considerate use,education.

Role of Local Authority Environmental Health Department.

14.6 Radiation

Effects of Ionizing Radiationon Living Organisms

Production of free radicals resulting in tissue damage (fatal mutations,cancer). Exposure levels related to source, distance and period ofexposure and use of barriers (see Module 1).

The concept of half-life.

Sources of RadiationExposure

Natural (e.g. granite and products of its weathering) and caused byhuman activity (e.g. mining, nuclear cycle) (see Module 2).

Uses of radioactive isotopes and radiation including:power industry, research - radio labelling, medical uses,food industry - plant breeding, pest control, food preservation(see Module 4).

Environmental Monitoring Monitoring programmes of water, air, dust, grass, fish, milk, soil,seaweed and human populations (Critical Group Studies).Nuclear Installations Inspectorate.


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15 A2 Module 6

Practical Component

This module is assessed:

EITHER

through Unit 6 which provides candidates with an opportunity tocarry out an investigation of their own choosing which is marked bythe teacher within the centre and moderated by the AQA;

OR

through Unit 7 which is a written unit which tests similar skills toUnit 6.

Units 6 and 7 assess the candidate’s ability to:




(Units 6 and 7 are terminal components and must be taken at the endof the A Level course.)

For further details see Sections 18-24.


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Key Skills and Other Issues

16 Key Skills - Teaching, Developing

and Providing Opportunities for

Generating Evidence

16.1 Introduction The Key Skills qualification requires candidates to demonstrate levelsof achievement in the Key Skills of Application of Number, Communication

and Information Technology.

The units for the ‘wider’ Key Skills of Improving own Learning, Working

with Others and Problem-Solving are also available. The acquisition anddemonstration of ability in these wider Key Skills is deemed highlydesirable for all candidates, but they do not form part of the Key Skillsqualification.

Copies of the Key Skills Units may be downloaded from the QCAweb site (http://www.qca.org.uk/keyskills)

The units for each Key Skill comprise three sections:

A What you need to know.

B What you must do.

C Guidance.

Candidates following a course of study based on this specification forEnvironmental Science can be offered opportunities to develop andgenerate evidence of attainment in aspects of all of the Key Skills.Areas of study and learning that can be used to encourage theacquisition and use of Key Skills, and to provide opportunities togenerate evidence for Section B of the units, are signposted below.More specific guidance on integrating the delivery of Key Skills incourses based upon this specification are given in the AQAspecification support material.

16.2 Key Skills Opportunities inEnvironmental Science

This AS and A Level specification in Environmental Science providesopportunities for developing and generating evidence for assessing theKey Skills listed below.

• Communication

• Information Technology

• Application of Number

• Working with Others

• Improving Own Learning and Performance

• Problem Solving


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The broad and multi-disciplinary nature of Environmental Sciencethat calls upon candidates’ abilities to demonstrate the transferabilityof their knowledge, understanding and skills, make it an ideal vehicleto assist candidates to develop their knowledge and understanding ofKey Skills and to produce evidence of their application

The matrices below signpost the opportunities for the acquisition,development and production of evidence for Section B of each of theKey Skills units at Level 3, in the teaching and learning modules of thisspecification. The degree of opportunity in any one module willdepend upon a number of centre-specific factors, including teachingstrategies and level of resources.

Communication

What you must do:Signposting of Opportunities for Generating Evidence in

Modules

1 2 3 4 5 6

C3.1 Contribute todiscussions � � � � � �

C3.1b Make a presentation � � � � � �

C3.2 Read and synthesise � � � � � �

C3.3 Write different types ofdocuments � � � � � �

Application of Number


Modules

1 2 3 4 5 6

N3.1 Plan and interpret� � � � � �

N 3.2 Carry out multi-stagecalculations

� � � � � �

N 3.3 Present findings,explain results andjustify choice ofmethods

� � � � � �


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Information Technology


Modules

1 2 3 4 5 6

IT 3.1 Plan and use differentsources to search forand select information

� � � � � �

IT 3.2 Explore, develop andexchange information,and derive newinformation

� � � � � �

IT 3.3 Present informationincluding text, numbersand images

� � � � � �

Working with Others


Modules

1 2 3 4 5 6

WO 3.1 Plan the activity � � � � �

WO 3.2 Work towards agreedobjectives

� � � � �

WO 3.3 Review the activity � � � � �

Improving own learning andperformance


Modules

1 2 3 4 5 6

LP 3.1 Agree and plantargets

� � � � � �

LP 3.2 Seek feedback andsupport

� � � � � �

LP 3.3 Review progress � � � � � �


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Problem Solving


Modules

1 2 3 4 5 6

PS 3.1 Recognise, explainand describe theproblem

� � � � � �

PS 3.2 Generate andcompare differentways of solvingproblems

� � �

PS 3.3 Plan and implementoptions

� � �

PS 3.4 Agree and reviewapproaches totackling problems

� � �

NB The signposting opportunities recorded in the tables aboverepresent the opportunities to acquire and produce evidence of theKey Skills seen to be achievable through the specification. Theremay be other opportunities to achieve these and other aspects ofKey Skills, but these are dependent on the detailed course of studydelivered within centres.

16.3 Key Skills in the Assessmentof Environmental Science

The ‘main’ Key Skills of Communication and Application ofNumber must contribute to the assessment of EnvironmentalScience. Aspects of Communication and Application of Numberare an intrinsic part of Assessment Objectives 1, 2 and 3 and hencewill form part of the assessment requirements for all units but moreespecially the A2 Units. In addition, in any science specification theskill of Problem Solving is an integral part of the practicalcomponent.

16.4 Further Guidance More specific guidance and examples of tasks that can provideevidence of single Key Skills or composite tasks that can provideevidence of more than one Key Skill are given in AQAspecification support material.


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17 Spiritual, Moral, Ethical, Social,

Cultural and Other Issues

17.1 Spiritual, Moral, Ethical,Social and Cultural Issues

Environmental Science offers a wide range of opportunities for theexploration of spiritual, moral, ethical, social and cultural issues. Thisspecification includes a range of interconnected themes which allowteachers and candidates to explore the implications. Candidates areencouraged to understand and discuss the implications of decisionsthat may influence many communities, populations and individuals.Within the modules, specific references are made to links withspiritual, moral, ethical, social and cultural issues; however, implicit inmuch of the work is the recognition that environmental decisionsoften have moral, ethical and social parameters.

For example:

Social and ethical issues involved in the use of and the demand forwater and energy (Module 1, 10.3 and 10.4).

The socio-economic effects of land management strategies(Module 2, 11.4).

Ethical, spiritual, cultural, and moral reasons for wildlife andwilderness conservation (Module 3, 12.5) and strategies and methodsfor enhancing the environment for amenity use (Module 2, 11.4).

Ethical considerations involved in production systems(Module 4, 13.1).

Ethical and moral considerations involved in genetic engineering(Module 4, 13.2).

Moral, ethical, social and cultural issues involved in raising theawareness of the community to pollution issues(Module 5, 14.1).

During the study of this specification candidates are introduced to:

a. the profound effect human activities have on the environment, andhence on its ability to support life and the quality of that life;

b. the fact that many economic, political and other systems operate withlittle reference to, or regard for, the importance of the Earth’s naturallife-support systems and their fragility;

c. the concept that a choice which increases the material standards forone person may decrease the quality of life for others;

d. the fact that examples set by an individual or organisation caninfluence the activities of others;

e. the range of attitudes that exist, from the purely utilitarian of personalgain to the spiritual-moral with a responsibility for protecting theenvironment and all its inhabitants for the present and future.


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17.2 European Dimension AQA has taken account of the 1988 Resolution of the Council of theEuropean Community in preparing this specification and associatedspecimen papers. European examples should be used whereappropriate in the delivery of the subject content. Relevant Europeanlegislation is identified within the specification where applicable.

17.3 Environmental Education AQA has taken account of the 1988 Resolution of the Council of theEuropean Community and the Report “Environmental Responsibility: AnAgenda for Further and Higher Education” 1993 in preparing thisspecification and associated specimen papers. The nature of thisspecification makes it ideally suited to develop in candidates anunderstanding of their responsibility to the environment. It enablescandidates to explore international debates surroundingenvironmental issues and to evaluate the arguments.

17.4 Avoidance of Bias AQA has taken great care in the preparation of this specification andassociated specimen papers to avoid bias of any kind.

17.5 Health and Safety An assessment of risks involved in all practical procedures must bemade before work commences under the COSHH regulations.Attention is drawn to the hazards associated with many materials andprocesses associated with the specifications. Detailed informationmay be found in pamphlets on safety issued by the Department forEducation and Employment. In addition, all work involving liveorganisms must be legal and humane. It is expected that allcandidates will be familiar with appropriate standards of safety in allaspects of practical work.

17.6 MathematicalRequirements

In order to be able to develop the knowledge, understanding andskills in the specification, candidates need to have been taught and tohave acquired competence in the areas of mathematics set out below.

Candidates should be able to

• recognise and use expressions in decimal and standard form;

• use ratios, fractions and percentages;

• make estimates of the results of calculations (without using acalculator);

• use calculators to find and use xn, 1/x, √ x;

• display and interpret frequency tables and diagrams, bar charts andhistograms;

• plot and interpret graphs involving two variables which showlinear or non-linear relations; use logarithmic scales whereappropriate;


56 ��

• calculate rates of change from graphs which show linear relations;

• plot and interpret scatter diagrams to identify a correlationbetween two variables; appreciate that a correlation does notestablish a causal relationship (candidates will not be expected tocalculate correlation coefficients);

• recognise a normal distribution; understand the arithmetic mean,the median and the mode and the standard deviation; calculate anarithmetic mean (but not standard deviation) from given data;

• have a general understanding of levels of significance in drawingconclusions from experimental data and of the need for statisticaltests to establish these levels.

Candidates should be familiar with the use of the following statisticaltests, understand when they might be validly applied and be able tointerpret results obtained. Candidates will not be expected to recallthe formulae in written papers.

Mann-Whitney U Test

Spearman Rank Correlation

Chi squared test

Simpson’s Diversity Index

t-Test

Other suitable statistical tests may be used in the practicalinvestigation.


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Centre-Assessed Component

18 Nature of Centre-Assessed

Component

A Level

The centre-assessed component, Unit 6, contributes 15% to the totalA Level mark. It is a terminal unit, so it should be completed at theend of the A Level course.

It consists of an extended Practical Investigation involving thecollection and use of original data. The length of the final report willbe determined by the nature of the topic studied but should be up toa maximum of 4000 words.

In carrying out the Practical Investigation, candidates should beobserved and assessed at all stages of the work, from the initialidentification of the topic and formulation of the hypothesis throughto the production of the written report.

The Practical Investigation should be carried out during the secondhalf of the A Level course (A2), drawing on and extending the theoryand practical experience gained in the AS.

Further guidance on the Practical Investigation can be found inSections 19 to 24 and in the Teachers’ Guide for this specification.

Alternative Written Paper (Unit 7)

Candidates may choose to sit Unit 7, a written unit, which is analternative to the Practical Investigation (Unit 6). Unit 7 is a terminalunit, set and marked by AQA, which must be taken at the end of thecourse.

Further guidance can be found in the specimen paper and markscheme for Unit 7.

Both Units 6 and 7 assess the ability to:





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Advanced Subsidiary (AS)

There is no centre-assessed practical component within the AS.Consequently, the AS qualification is accessible to private candidatesas well as to candidates studying within a centre. However, this doesnot preclude the requirement for practical knowledge and experiencein the AS, as the written units, Units 2 and 3, contain questions whichtest practical skills and techniques.

Further guidance can be found in the specimen papers and markschemes for Units 2 and 3.


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19 Guidance on Setting Centre-

Assessed Component

19.1 The Plan Practical Investigation (Unit 6)

A plan of the proposed investigation should be submitted to theteacher before any actual practical work is done (see the Teachers’Guide). The teacher can then check that the proposed investigation:

• is within the scope of the specification;

• is within the ability of the candidate;

• can be carried out safely;

• is likely to yield some suitable results.

The plan should identify the aim/hypothesis and briefly describe anappropriate method using suitable apparatus, techniques, controls andreplicates. Candidates should be aware that to achieve the highestmarks they should include some justification of their choice ofmethods and materials.

The plan should also identify the specification area(s) covered by theinvestigation.

If the proposed investigation is suitable, then the teacher may give thecandidate permission to proceed. If for some reason the method ordesign is not appropriate, the candidate could be offered the choice oftrying again, without assistance, or accepting some help withconsequent lowering of the mark awarded. If the second attempt isalso unsuitable, then the candidate should be helped with this part ofthe study and allowed to proceed, but with a further lowering of theawarded mark.

The plan should form the first page of the final report and shouldcontain written comments from the teacher to the candidate. Plansheets may be photocopied from the Teachers’ Guide or requestedfrom AQA.

19.2 Time Required for PracticalInvestigation / Work

This will vary according to the nature of the investigation and thework rate of the candidate. It is recommended, however, that a timeallocation of 24 hours should be aimed at.

19.3 Length of Reports This will vary according to the topic studied, but candidates shouldnormally expect to write a report of between 3000 and 4000 words.Tables, diagrams, graphs, etc. will be in addition to the basic text.


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19.4 Presentation of Reports

Method of Production A4 paper must be used. Text may be handwritten, typed or word-processed (hard copy only). No preference will be given to anyparticular mode.

Maps, diagrams, graphs, photographs, etc. should be used whererelevant, but they should all be folded to A4 size for presentation.

Contents These should include:

The Plan

Abstract

This should be a very brief, succinct summary of the work and itsconclusions. It is suggested that this is written last.

Introduction

This should be a description of the background to the study, indicatehow the topic was chosen and include a brief review of any previousor published work on the subject. The hypothesis and/or objectivesshould be stated clearly.

Method

This should provide a full description of the method and materialsused to carry out the investigation such that it could be repeatedaccurately by another investigator. It should also include justificationof the method and materials used. It is not necessary to describe,photograph or draw common laboratory equipment. Candidatesshould be encouraged to admit details of procedures that did notwork, especially if it helps to explain how techniques / proceduresevolved. Trial runs, controls and replicate tests should also bedescribed.

Results (Recording / Data Handling)

This should summarise any data collected, numerical or otherwise, inan appropriate form which is easy to understand. This will includetables, graphs, charts, etc. and any statistical tests that are necessary toanalyse and interpret the results. Data included in the results shouldbe original data collected by the candidate carrying out theinvestigation. Any data used that was not collected by the candidate,e.g. to strengthen an argument or to increase the statisticalsignificance, must be disclosed in both the Results andAcknowledgement sections.


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Conclusions (Interpretation)

This section should include the interpretation of the results of theinvestigation and should relate back to the original aim or hypothesis.

Each conclusion should be stated separately, together with evidenceand limitations. All trends shown by the results should be identified,but care should be taken with generalisations.

Evaluation

This should be a post hoc review of the whole investigation whichshould identify any difficulties encountered that, with hindsight, couldhave been avoided. Suggestions should be made for ways to improveor extend the work in the light of experience.

Acknowledgements

This should be a declaration of all help received in any aspects of thework.

Bibliography

This should include a full reference to all papers and texts actually cited.

Appendi(x)/ces)

This is optional and could be used to report all raw data collected andany other detail too copious or marginal to include within the body ofthe report.

19.5 Useful Tips on Writing theReport

The most important objective is for each report to convey to anintelligent reader, who is familiar with scientific methods, the natureof what was undertaken. Unnecessary padding is to be discouraged.Whereas a typed or word-processed report may provide satisfactionand enhance the overall appearance of the work, a tidily presented,legible, hand-written report will not be given any less credit.Candidates should be encouraged to use standard scientific prose, i.e.past tense, third person singular, passive voice.Candidates should be reminded of the Assessment Criteria. There isconsiderable merit in, and potential credit to be awarded for, a criticalappraisal by the candidate of his/her work. Candidates shouldtherefore be made aware that it is not in any way a failure to identifyand explicitly acknowledge where something went wrong or couldhave been better executed.

19.6 Criteria for Selection ofTopics for Investigation

The following criteria are those most likely to help the candidate toreach his/her maximum potential in terms of this assessment.


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Individual Work and Authentication

Candidates must produce original work which can be authenticated asbeing theirs alone. This does not preclude any group work wheresome data-pooling may occur but it should be stressed that thewritten work must be done by the candidate alone. Investigationsmust be so designed that they can be authenticated as being the workof the individual candidate. Where group working has been carriedout, the components of group and individual work should be clearlydifferentiated.

Time/Location

Care must be exercised to ensure that any work set does not requiremore time from the candidate than could be expected from thespecification. To this end, it is advised that local examples are used inselecting the environmental problem and that limited durationfield/laboratory exercises are given. For this reason, it is better toselect a concise area of study than to tackle a large open-ended topic.Candidates will certainly need advice on this matter.

Selection of Specific Topic

Whereas the aim of the specification is to encourage independentthought, it is recognised that teachers will need to guide candidatestowards suitable topics. Topics should be within specificationguidelines, time constraints and suitability for the age/ability ofcandidates and the sophistication of equipment at their disposal.Where group laboratory or fieldwork is chosen for the candidate,he/she must be aware of alternative methods and their limitations.

Scope of Investigation

It is recommended that candidates are guided towards investigatingsituations in which few variables are studied.

19.7 What Assistance may beoffered to Candidates?

The requirements of the Practical Investigation must be explained toall the candidates before they embark on any aspect of the work. Thisshould include a full discussion of the nature of what is expected, theway in which it will be assessed, and the time constraints anddeadlines.

Most candidates will need guidance over the choice of technique,equipment and other resources, since the availability of the latter willclearly limit what can be undertaken. Professional judgement must beexercised in deciding how any guidance provided should beconsidered when undertaking the assessment but candidates shouldalways be encouraged to seek advice and also to acknowledgeexplicitly any help received.


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19.8 When and Where shouldthe Investigation(s) beCarried Out?

The timing of the investigation during the course is dependent on anumber of factors. It would be unwise to start too early in the courseas the candidates will not have gained sufficient experience orunderstanding to have a good chance of success. Opportunitiesshould be taken if they arise but the assessment of an earlyinvestigation must make no allowance for experience.

19.9 Synoptic Skill Candidates should be made aware of the synoptic nature of thepractical investigation in that it tests the ability to bring togetherprinciples, concepts and skills from different areas of thespecification.

20 Assessment Criteria

20.1 Introduction All Practical Investigations must be marked by the teacher within thecentre using the assessment criteria in Section 20.2 of this document.The marks awarded must be for performance levels that best describethe candidate’s work for each ability. Teachers are encouraged toannotate candidates’ reports to help guide the moderator on theirchoice of the marks for each ability.

20.2 Criteria As shown on the next page.

20.3 Evidence to Support theAward of Marks

Teachers should keep records of their assessments during the course,in a form which facilitates the complete and accurate submission ofthe final assessments at the end of the course.

When the assessments are complete, the final marks awarded undereach of the assessment criteria must be entered on the CandidateRecord Form, with supporting information given in the spacesprovided. A specimen Candidate Record Form appears asAppendix B; the exact design may be modified before the operationalversion is issued.

The Candidate Record Form must be attached to the candidate’swork.


64 ��


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21 Supervision and Authentication

21.1 Supervision of Candidates’Work

Candidates’ work for assessment must be undertaken underconditions which allow the teacher to supervise the work and enablethe work to be authenticated. If it is necessary for some assessedwork to be done outside the centre, sufficient work must take placeunder direct supervision to allow the teacher to authenticate eachcandidate’s whole work with confidence.

21.2 Guidance by the Teacher The work assessed must be solely that of the candidate concerned.Any assistance given to an individual candidate which is beyond thatgiven to the group as a whole must be recorded on the CandidateRecord Form.

21.3 Unfair Practice At the start of the course, the supervising teacher is responsible forinforming candidates of the AQA Regulations concerningmalpractice. Candidates must not take part in any unfair practice inthe preparation of coursework to be submitted for assessment, andmust understand that to present material copied directly from booksor other sources without acknowledgement will be regarded asdeliberate deception. Centres must report suspected malpractice toAQA. The penalties for malpractice are set out in the AQARegulations.

21.4 Authentication ofCandidates’ Work

Both the candidate and the teacher are required to sign declarationsconfirming that the work submitted for assessment is the candidate’sown. The teacher declares that the work was conducted under thespecified conditions, and records details of any additional assistance.


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22 Standardisation

22.1 Standardisation Meetings Annual standardisation meetings will usually be held in the autumnterm. Centres entering candidates for the first time must send arepresentative to the meetings. Attendance is also mandatory in thefollowing cases:

• where there has been a serious misinterpretation of thespecification requirements;

• where the nature of coursework tasks set by a centre has beeninappropriate;

• where a significant adjustment has been made to a centre’s marksin the previous year’s examination.

Otherwise attendance is at the discretion of centres. At thesemeetings support will be provided for centres in the development ofappropriate coursework tasks and assessment procedures.

22.2 Internal Standardisation ofMarking

The centre is required to standardise the assessments across differentteachers and teaching groups to ensure that all candidates at thecentre have been judged against the same standards. If two or moreteachers are involved in marking a component, one teacher must bedesignated as responsible for internal standardisation. Commonpieces of work must be marked on a trial basis and differencesbetween assessments discussed at a training session in which allteachers involved must participate. The teacher responsible forstandardising the marking must ensure that the training includes theuse of reference and archive materials such as work from a previousyear or examples provided by AQA. The centre is required to send tothe moderator the Centre Declaration Sheet, duly signed, to confirmthat the marking of centre-assessed work at the centre has beenstandardised. If only one teacher has undertaken the marking, thatperson must sign this form.


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23 Administrative Procedures

23.1 Recording Assessments The candidates’ work must be marked according to the assessmentcriteria set out in Section 20.2. The marks and supporting informationmust be recorded in accordance with the instructions in Section 20.3.The completed Candidate Record Form and Plan Sheet for eachcandidate must be attached to the work and made available to AQAon request.

23.2 Submitting Marks andSample Work forModeration

The total component mark for each candidate must be submitted toAQA on the mark sheets provided or by Electronic Data Interchange(EDI) by the specified date. Centres will be informed whichcandidates’ work is required in the samples to be submitted to themoderator.

23.3 Problems with IndividualCandidates

Teachers should be able to accommodate the occasional absence ofcandidates by ensuring that the opportunity is given for them to makeup missed assessments.

Special consideration should be requested for candidates whose workhas been affected by illness or other exceptional circumstances.Information about the procedure is issued separately.

If work is lost, AQA should be notified immediately of the date of theloss, how it occurred, and who was responsible for the loss. AQAwill advise on the procedures to be followed in such cases.

Where special help which goes beyond normal learning support isgiven, AQA must be informed so that such help can be taken intoaccount when assessment and moderation take place.

Candidates who move from one centre to another during the coursesometimes present a problem for a scheme of internal assessment.Possible courses of action depend on the stage at which the movetakes place. If the move occurs early in the course the new centreshould take responsibility for assessment. If it occurs late in thecourse, it may be possible to accept the assessments made at theprevious centre. Centres should contact AQA at the earliest possiblestage for advice about appropriate arrangements in individual cases.

23.4 Retaining Evidence andRe-Using Marks

The centre must retain the work of all candidates, with CandidateRecord Form and Plan Sheet attached, under secure conditions, fromthe time it is assessed, to allow for the possibility of an enquiry uponresult. The work may be returned to candidates after the issue ofresults provided that no enquiry upon result is to be made which willinclude re-moderation of the coursework component. If an enquiryupon result is to be made, the work must remain under secureconditions until requested by AQA.

Candidates repeating the examination may carry forward theirmoderated mark for the coursework component once only and withina 12-month period.


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24 Moderation

24.1 Moderation Procedures Moderation of the coursework is by inspection of a sample ofcandidates’ work, sent by post from the centre to a moderatorappointed by AQA. The centre marks must be submitted to AQAand the sample of work must reach the moderator by a specified datein the year in which the qualification is to be awarded.

Following the re-marking of the sample work, the moderator’s marksare compared with the centre marks to determine whether anyadjustment is needed in order to bring the centre’s assessments intoline with standards generally. In some cases it may be necessary forthe moderator to call for the work of other candidates. In order tomeet this possible request, centres must have available thecoursework, Candidate Record Forms and Plan Sheets of everycandidate entered for the examination and be prepared to submit it ondemand. Mark adjustments will normally preserve the centre’s orderof merit, but where major discrepancies are found, AQA reserves theright to alter the order of merit.

24.2 Post-ModerationProcedures

On publication of the GCE results, the centre is supplied with detailsof the final marks for the coursework component.

The candidates’ work is returned to the centre after the examination.The centre receives a report giving feedback to the centre on theappropriateness of the tasks set, the accuracy of the assessmentsmade, and the reasons for any adjustments to the marks.

Some candidates’ work may be retained by AQA for archivepurposes.


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Awarding and Reporting

25 Grading, Shelf-Life and Re-Sits

25.1 Qualification Titles The qualifications based on these specifications have the followingtitles:AQA Advanced Subsidiary GCE in Environmental ScienceAQA Advanced Level GCE in Environmental Science

25.2 Grading System Both the AS and the full A Level qualifications will be graded on afive-grade scale: A, B, C, D and E. Candidates who fail to reach theminimum standard for grade E will be recorded as U (unclassified)and will not receive a qualification certificate.

Individual assessment unit results will be certificated.

25.3 Shelf-Life of Unit Results The shelf-life of individual unit results, prior to the award of thequalification, is limited only by the shelf-life of the specification.

25.4 Assessment Unit

Re-Sits

Each assessment unit may be re-sat once only. The better result willcount towards the final award. Candidates may, however, re-sit thewhole qualification more than once.

An AS result can be converted into a full A Level award by taking theA2 examination at any examination series when EnvironmentalScience is available.

Marks for individual AS or A2 units may be counted once onlytowards an AS and/or an A Level award.

25.5 Carrying Forward ofCoursework Marks

Candidates who wish to re-sit the whole qualification and carryforward the mark for the coursework assessment unit must do sowithin a 12-month period of the original award.

25.6 Minimum Requirements Candidates will be graded on the basis of work submitted for theaward of the qualification. Zero marks rather than absent will berecorded where no component has been submitted.

25.7 Awarding and Reporting The regulatory authorities, in consultation with the GCE awardingbodies, will develop a new GCE Code of Practice for new GCEqualifications, to be introduced in September 2000. This specificationwill comply with the grading, awarding and certification requirementsof the revised GCE Code of Practice for courses starting inSeptember 2000.


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Appendices

A Grade Descriptions

The following grade descriptions indicate the level of attainmentcharacteristic of the given grade at A Level. They give a generalindication of the required learning outcomes at each specific grade.The descriptions should be interpreted in relation to the contentoutlined in the specification; they are not designed to define thatcontent.

The grade awarded will depend in practice upon the extent to whichthe candidate has met Assessment Objectives (as in Section 6) overall.Shortcomings in some aspects of the examination may be balanced bybetter performances in others.

Grade A Candidates recall and consistently use environmental scienceknowledge, facts, principles and concepts from the wholespecification with few significant omissions and show goodunderstanding of the principles and concepts they use. They selectknowledge of the environment relevant to most situations andpresent their ideas clearly and logically, making use of appropriatescientific terminology, particularly when referring to specifictechnical terms and in expressing more general concepts and ideas.

Candidates carry out accurately a range of calculations in a logicalmanner with little guidance and, where appropriate, support theirsolutions by logical explanation. They demonstrate goodunderstanding of principles and apply them in familiar and newcontexts. They show insight into problems and suggest a number ofpossible solutions using techniques, arguments or knowledge andunderstanding from more than one area of the specification and otherareas of their experience. Most responses are correct, relevant andlogical. In particular, longer questions are answered to an appropriatedepth, communicating ideas effectively with coherent and detailedexplanations.

In experimental activities, candidates independently formulate a clearand accurate plan. They interpret and describe the trends andpatterns shown by data presented in tabular or graphical form,indicating, where appropriate, anomalies and inconsistencies. Theyprovide coherent, logical and comprehensive explanations usingappropriate knowledge and terminology. They comment critically ondata, evaluate it and use it to support or reject various hypotheses.They present clearly and concisely both sides of an argument byweighing up the evidence.


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Grade C Candidates recall and show a sound use of Environmental Scienceknowledge, facts, principles and concepts from many parts of thespecification and show understanding of some fundamental principlesand concepts. They frequently select knowledge of the environmentrelevant to a particular situation or context and present their ideasclearly and logically, making use of appropriate terminology.

Candidates carry out a range of calculations, making progress withminimal guidance. They show knowledge of fundamental principlesand are often able to apply these in new contexts. They bringtogether information from more than one area of the specification.Many responses are correct, relevant and logical.

In experimental activities, candidates formulate a plan which mayneed some modification. They interpret and explain experimentalresults relating these to knowledge and understanding and, with help,evaluate their results. They comment on data and use selected data tosupport a particular hypothesis.

Grade E Candidates recall and use Environmental Science knowledge, facts,principles and concepts from some parts of the specification anddemonstrate some understanding of fundamental principles andconcepts.

Candidates select discrete items of knowledge in response tostructured questions and use basic scientific terminology. This maybe displayed consistently across the questions set or may vary betweenquite good and poor on different questions.

Candidates select appropriate facts and principles to solve problemsconcerning familiar material. Where problems are concerned withunfamiliar material, answers relate to the appropriate subject area evenif difficulties are experienced in applying the facts and principlesinvolved.

With some guidance, candidates carry out accurately straightforwardcalculations involving the rules of number, such as calculations ofpercentages, making clear the steps in the calculation. They applyknowledge and principles contained within the specification tomaterial presented in a familiar or closely related context.

They make connections between some ideas encountered in differentparts of the specification. Their answers show some logic andcoherence although they may include irrelevant material. They usecorrectly a limited range of scientific terminology.

In experimental activities, candidates formulate some elements of apractical approach when provided with guidance. They interpretbroad trends shown by data presented to produce limited but relevantexplanations and make superficial conclusions from data. They mayneed assistance to relate these to Environmental Science knowledgeand understanding.


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B Candidate Record Forms

Centre-assessed work

Candidate Record Form

June 2002

A2 Environmental Science ESC6Centre Name ...................................................................................................... Centre No.

Candidate Name ............................................................................................... Candidate No.

This side is to be completed by the candidate

Sources of advice and information

1. Have you received any help or information from anyone other than your subject teacher(s) in theproduction of this work? ………..............………………. (Write YES or NO)

2. If you have answered YES, give details. Continue on a separate sheet if necessary.

............................................................................................................................................................................

............................................................................................................................................................................

3. If you have used any books, information leaflets or other materials (e.g. videos, software packagesor information from the Internet) to help you complete this work, you must list these below unlessthey are clearly acknowledged in the work itself. To present material copied from books or othersources without acknowledgement will be regarded as deliberate deception.

..................................................................................................................................................................................................................................

..................................................................................................................................................................................................................................

NOTICE TO CANDIDATE

The work you submit for assessment must be your own.If you copy from someone else or allow another candidate to copy from you, or if you

cheat in any other way, you may be disqualified from at least the subject concerned.

Declaration by candidate

I have read and understood the Notice to Candidates (above). I have produced the attached work without anyhelp apart from that which I have stated on this sheet.

Signed ................................................................................................................... Date ..................................................................(Candidate)

This form should be completed and attached to the candidate’s work and retained at the Centre or sent to

the moderator as required.

This side is to be completed by the teacher. PTO


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Marks must be awarded in accordance with the instructions and criteria in section 20 of thespecification.

Supporting information to show how the marks have been awarded should be given [in the form ofannotations on the candidate’s work / in the spaces provided below].

Practical Investigation title

Please complete the boxes to show the marks awarded and use the spaces to make any summativecomments which seem appropriate.

Criteria

for award of marks

Max.

mark

Mark

awarded

Teacher’s supporting statement

Planning 5

Implementation 5

Recording and Data Handling 5

Interpretation 5

Evaluation 5

Communication 5

Total 30

Concluding Comments

Details of additional assistance given (if any)

Record here details of any assistance given to this candidate which is beyond that given to the classas a whole and beyond that described in the specification. Continue on a separate sheet ifnecessary.

Teacher’s signature ............................................................................................................ Date .........................................

Assessment and Qualifications Alliance is an alliance of AEB/SEG, City & Guilds and NEAB and is a company limited by guarantee registered in England 3644723 and aregistered charity number 1073334. Registered address Addleshaw Booth & Co., Sovereign House, PO Box 8, Sovereign Street, Leeds LS1 1HQ.

Kathleen Tattersall Director General.


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Centre-assessed work

Centre Declaration SheetJune 2002

Specification Title .................................................................................................. Unit Code ...........................................

Centre Name........................................................................................................... Centre No.

Authentication

This is to certify that marks have been awarded in accordance with the requirements of the specificationand that every reasonable step has been taken to ensure that the work presented is that of the candidatesnamed. Any assistance given to candidates beyond that given to the class as a whole and beyond thatdescribed in the specification has been recorded on the Candidate Record Form(s) and has been taken intoaccount. The marks given reflect accurately the unaided achievement of the candidates.Signature(s) of teacher(s) responsible for assessment

Teacher 1 .............................................................................

Teacher 3 .............................................................................

Teacher 5 .............................................................................

Teacher 2 .............................................................................

Teacher 4 .............................................................................

Teacher 6 .............................................................................(continue overleaf if necessary)

Internal standardisation of marking

Each centre must standardise the assessments for this unit across different teachers and teaching groupsto ensure that all candidates at the centre have been judged against the same standards. If two or moreteachers are involved in marking a unit, one of them must be designated as responsible for standardisingthe marking of all teachers at the centre who mark that unit.

The following declaration must be signed by the teacher responsible for ensuring standardisation. If allthe work has been marked by the same person, that person should sign below.

I confirm that

(a) * I have marked the work of all candidates for this component(b) * the procedure described in the specification has been followed at this centre to ensure that the

marking is of the same standard for all candidates.(*delete as applicable)

Signed ..................................................................................................................................... Date ..........................................

Signature of Head of Centre ............................................................................................ Date ..........................................

This form should be completed and sent to the moderator with the sample of centre-assessed work.


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C Overlaps with other

Qualifications

GCE Science Some topics within the Environmental Science specification can befound in part in the GCE Science specification. These includeRadiation, Remote Sensing, Biodiversity, the Atmosphere, Airpollution and Environmental Monitoring. However, the approachtaken in each specification is very different.

GCE Biology Some topics in the Environmental Science specification can be foundin most GCE Biology specifications. These are Nutrition, the CarbonCycle, Ecosystems, Deforestation and Genetic Engineering.However, the emphasis and depth of treatment should differ quiteconsiderably.

GCE Physics Sources and effects of ionizing radiation on living organisms togetherwith the environmental monitoring of radioactive isotopes can also befound in GCE Physics specifications.

GCE Geography Topics which occur on both the Environmental Science specificationand most Geography specifications are Soils, Populations, theHydrological Cycle and Air Pollution but again the approach taken tothese topics is quite different.

GCE Geology Rock Types, Mineral Resources and Biochemical Cycles are topicswhich overlap with the Environmental Science specification. In thisspecification the depth of treatment will be less but will provideenough detail to inform the study of associated environmental issues.

GCE Science for PublicUnderstanding

This specification also touches on areas of environmental significancesuch as the Greenhouse Effect, Energy Use and its EnvironmentalImpact, Air Pollution and Radiation.

Advanced GNVQ Science(Single and Full Award)

The following compulsory GNVQ units for both Single and FullAward display some overlap:

Unit 4 ‘Controlling the Transfer of Energy’ has some overlap withEnvironmental Science Module 1, 10.4 Energy Use and Conservation.

Unit 6 ‘Carrying out Scientific Investigations’, there are opportunitiesin all Environmental Science Modules to fulfil this requirement.

Other Level 3 Qualifications There are no other Level 3 qualifications for which there is anysignificant overlap with the Environmental Science specification.

Documents

GCE Environmental Science Specificationresources.hwb.wales.gov.uk/VTC/env-sci/aqa_specs.pdf · 2014-05-23 · General Certificate of Education Environmental Science Special Features