Subject · GCSE and A level
Biology
Which schools in England make Biology a big part of the curriculum, and where results are strongest. Entries and grades from the 2025 performance tables.
What the data says
Biology GCSE was taken in 3,775 schools in England in 2025, with 164,185 entries — about 23% of the Year 11 cohort.
Nationally 45% of entries achieved grade 7 or above. The tables below show the schools where the largest share of pupils take the subject, and where grades are highest (schools with at least 20 entries).
At St Olave's and St Saviour's Grammar School (Bromley) 100% of the year group took Biology.
At A level, Biology was offered in 2,455 schools and colleges, with 59,019 entries — roughly 20% of A level students.
GCSE: schools with the highest share of grades 7–9
Schools with at least 20 entries. England: 45% of entries graded 7–9. High grades often reflect who is admitted (selective and independent schools) as much as teaching.
A level: schools and colleges where the largest share of students take Biology
Entries as a share of A level students (at least 30 A level students and 10 entries). England: 20% of A level students.
What pupils learn in Biology, stage by stage
England has no national year-by-year syllabus: exam boards and schools set the order within each stage. These are the statutory blocks from the Department for Education, so a parent can see what a child meets in Years 7–9, what every GCSE candidate must cover, and what waits in the sixth form.
Years 7–9Key Stage 3
not offered as a separate subjectYears 10–11GCSE
196learning outcomes · statutory GCSE subject content; Higher-tier-only outcomes are markedYear 12A level, typically first year
34learning outcomes · content also examined at ASYear 13A level, second year
70learning outcomes · A level-only contentWhat GCSE Biology teaches · Years 10–11
196 learning outcomes from the Department for Education’s statutory subject content, grouped by topic. Each outcome belongs to one of twelve fields of knowledge used across startfrom.today: Natural Sciences (84), Health & Safety (33), Transversal Skills (32), Mathematics & Statistics (21) and others. Exam boards add detail on top of these; the outcomes themselves are the same whichever board a school uses.
Working scientifically36
- explain how scientific methods and theories develop over time — scientific method, theory development
- use scientific models to solve problems and make predictions — prediction, scientific model
- use scientific models to develop explanations of phenomena — explanation, scientific model
- evaluate the power and limitations of science — limitations of science, scientific method
- consider ethical issues arising from science — ethics in science
- explain everyday and technological applications of science — application of science, technology
- evaluate social and environmental implications of science — environmental implication, social implication
- make decisions based on evaluation of evidence and arguments — argument, evidence-based decision
- evaluate risks in practical science and the wider societal context — risk assessment, societal risk
- explain the importance of peer review in science — peer review
- communicate scientific results to different audiences — audience, scientific communication
- use scientific theories to develop hypotheses — hypothesis, scientific theory
- plan experiments to test hypotheses — experimental design, hypothesis testing
- devise procedures to make or characterise a substance — experimental procedure
- select appropriate techniques and apparatus for an experiment — apparatus selection, experimental technique
- manipulate laboratory apparatus correctly — apparatus manipulation
- apply health and safety considerations in practical work — health and safety, risk control
- apply knowledge of sampling techniques for representative samples — representative sample, sampling technique
- record observations and measurements using appropriate apparatus — measurement, observation
- evaluate experimental methods and suggest improvements — experimental improvement, method evaluation
- present observations and data using appropriate methods — data presentation
- translate data from one form to another — data translation, graphical representation
- carry out statistical analysis of experimental data — statistical analysis
- estimate uncertainty in a distribution of results — distribution of results, uncertainty
- interpret data to identify patterns and trends — pattern, trend
- make inferences and draw conclusions from data — conclusion, inference
- present reasoned explanations relating data to hypotheses — hypothesis, reasoned explanation
- evaluate data in terms of accuracy, precision and reproducibility — accuracy, precision, reproducibility
- identify sources of random and systematic error — random error, systematic error
- communicate scientific methods and findings in reports — presentation, scientific report
- use scientific vocabulary and terminology correctly — scientific vocabulary, terminology
- explain how scientific quantities are determined — scientific quantity
- use SI units and IUPAC nomenclature — iupac nomenclature, si unit
- use prefixes and powers of ten for orders of magnitude — order of magnitude, powers of ten
- convert between units of measurement — unit conversion
- use an appropriate number of significant figures in calculations — significant figures
Cell biology21
- explain how sub-cellular structures of eukaryotic cells relate to their functions — eukaryotic cell, sub-cellular structure
- explain how sub-cellular structures of prokaryotic cells relate to their functions — plasmid, prokaryotic cell
- explain how electron microscopy increased understanding of sub-cellular structures — electron microscopy, sub-cellular structure
- explain the aseptic techniques used in culturing organisms — aseptic technique, microorganism culture
- describe the process of mitosis in growth, including the cell cycle — cell cycle, mitosis
- explain the importance of cell differentiation — cell differentiation
- describe cancer as the result of uncontrolled cell growth and division — cancer, uncontrolled cell division
- describe the function of stem cells in embryonic and adult animals — embryonic development, stem cell
- describe the function of meristems in plants — meristem, plant growth
- discuss the benefits and risks of using stem cells in medicine — medical risk, stem cell therapy
- explain the role of meiotic cell division in forming gametes — gamete formation, meiosis
- explain the mechanism of enzyme action, including the active site — active site, enzyme action
- explain the effect of enzyme specificity on the rate of reaction — enzyme specificity, reaction rate
- describe cellular respiration as a continuous exothermic reaction — cellular respiration, exothermic reaction
- compare the processes of aerobic and anaerobic respiration — aerobic respiration, anaerobic respiration
- explain the importance of sugars, amino acids, fatty acids and glycerol in metabolism — carbohydrate synthesis, lipid and protein breakdown
- explain the quantitative relationship between units of number, size and scale — scale, unit relationship
- use estimations and explain when they should be used — estimation
- carry out rate calculations for chemical reactions in cells — rate calculation
- calculate with numbers written in standard form — standard form
- calculate cross-sectional areas of bacterial cultures using πr² — cross-sectional area, πr² formula
Transport systems20
- explain how substances are transported into and out of cells by diffusion — cell transport, diffusion
- explain how substances are transported into and out of cells by osmosis — osmosis, partially permeable membrane
- explain how substances are transported into and out of cells by active transport — active transport, cell membrane
- explain the need for exchange surfaces in multicellular organisms — exchange surface, surface area to volume ratio
- explain the need for a transport system in multicellular organisms — surface area to volume ratio, transport system
- describe substances transported into and out of organisms, including gases and nutrients — gas exchange, nutrient transport
- describe the human circulatory system and its relationship to gas exchange — circulatory system, gaseous exchange
- explain how the structure of the heart is adapted to its function — adaptation, heart structure
- explain how the structure of blood vessels is adapted to their functions — adaptation, blood vessel
- explain how blood cells and plasma are adapted to their functions — adaptation, blood component
- explain how the structure of xylem and phloem is adapted to their functions — phloem, xylem
- explain how water and mineral ions are taken up by root hair cells — mineral ion uptake, root hair cell
- describe the process of transpiration, including the role of stomata — stomata, transpiration
- describe the process of translocation in plants — phloem, translocation
- explain the effect of light intensity on the rate of water uptake by a plant — light intensity, water uptake rate
- explain the effect of air movement and temperature on the rate of water uptake by a plant — temperature, water uptake rate
- calculate surface area to volume ratios — surface area to volume ratio
- use compound measures such as rate — compound measure, rate
- plot and interpret graphs of transport data — data interpretation, graph plotting
- calculate percentage gain and loss of mass — mass, percentage change
Health, disease and the development of medicines26
- describe the relationship between health and disease — disease, health
- describe different types of communicable and non-communicable diseases — communicable disease, non-communicable disease
- describe interactions between different types of disease — disease interaction
- explain how communicable diseases spread, caused by viruses, bacteria, protists or fungi — disease transmission, pathogen
- describe a common human infection and its spread — human infection, pathogen
- describe a common plant disease and its spread — plant disease
- describe sexually transmitted infections in humans, including HIV/AIDS — hiv/aids, sexually transmitted infection
- describe the non-specific defence systems of the human body against pathogens — non-specific defence, pathogen
- explain the role of the immune system in defence against disease — antibody, immune system
- describe how monoclonal antibodies are produced — hybridoma, monoclonal antibody
- describe uses of monoclonal antibodies — monoclonal antibody application
- describe physical plant defence responses — cell wall, leaf cuticle
- describe chemical plant defence responses — antimicrobial substance
- describe how plant diseases can be detected and identified — plant disease detection
- explain the use of vaccines in the prevention of disease — disease prevention, vaccine
- explain the use of medicines in the treatment of disease — disease treatment, medicine
- describe the process of discovery and development of new medicines — drug discovery, preclinical testing
- describe preclinical and clinical testing of medicines — clinical trial, preclinical testing
- explain how the spread of communicable diseases may be reduced in animals and plants — biosecurity, disease control
- recall factors causing non-communicable human diseases — non-communicable disease, risk factor
- explain the effect of lifestyle factors on the incidence of non-communicable diseases — disease incidence, lifestyle factor
- evaluate treatments for cardiovascular disease — cardiovascular disease, treatment evaluation
- translate information between graphical and numerical forms — graphical data, numerical data
- construct and interpret frequency tables, bar charts and histograms — frequency table, histogram
- explain the principles of sampling applied to scientific data — sampling principle
- use a scatter diagram to identify correlation between variables — correlation, scatter diagram
Coordination and control29
- explain how the structure of the nervous system is adapted to its functions — nervous system, sensory receptor
- explain how the structure of a reflex arc relates to its function — reflex arc
- explain how the structures of the eye relate to their functions — eye structure
- describe common defects of the eye — eye defect, short sight
- explain how eye defects may be corrected — eye defect correction
- describe the structure and function of the brain — brain function, brain structure
- explain difficulties of investigating brain function — brain investigation, limitation
- explain limitations of treating brain and nervous system damage — nervous system damage, treatment limitation
- describe the principles of hormonal coordination by the endocrine system — endocrine system, hormone
- explain the role of thyroxine in the body, including negative feedback — negative feedback, thyroxine
- explain the role of adrenaline in the body — adrenaline
- describe the roles of hormones in the menstrual cycle — hormone, menstrual cycle
- explain the interactions of FSH, LH, oestrogen and progesterone in the menstrual cycle — fsh, lh, oestrogen, progesterone
- explain the use of hormones in contraception — hormonal contraception
- evaluate hormonal and non-hormonal methods of contraception — contraception method
- explain the use of hormones in reproductive technologies to treat infertility — fertility treatment, hormone therapy
- explain the role of auxins in phototropism and gravitropism — auxin, gravitropism, phototropism
- describe effects of plant hormones, including gibberellins and ethene — ethene, gibberellin
- describe how plant hormones are used to control plant growth — horticulture, plant hormone application
- explain the importance of maintaining a constant internal environment — homeostasis
- explain how insulin controls blood sugar levels — blood glucose, insulin
- explain how glucagon interacts with insulin to control blood sugar levels — blood glucose, glucagon
- compare type 1 and type 2 diabetes and their treatment — type 1 diabetes, type 2 diabetes
- describe the function of the skin in temperature control — skin, thermoregulation
- explain the effect of osmotic changes in body fluids on cells — cell, osmotic change
- describe the function of the kidneys in water balance — kidney, water balance
- describe the effect of ADH on kidney tubule permeability — adh, kidney tubule
- explain the body's response to temperature and osmotic challenges — osmoregulation, thermoregulation
- extract and interpret data from graphs, charts and tables — data extraction, graph interpretation
Photosynthesis8
- describe the process of photosynthesis as an endothermic reaction — endothermic reaction, photosynthesis
- describe photosynthetic organisms as the main producers of biomass — biomass, producer
- explain the effect of temperature on the rate of photosynthesis — photosynthesis rate, temperature
- explain the effect of light intensity on the rate of photosynthesis — light intensity, photosynthesis rate
- explain the effect of carbon dioxide concentration on the rate of photosynthesis — carbon dioxide concentration, photosynthesis rate
- explain how limiting factors interact to affect the rate of photosynthesis — limiting factor, photosynthesis rate
- plot graphs selecting appropriate scales for axes — graph plotting, scale selection
- use inverse proportion to relate light intensity and photosynthesis rate — inverse square law, light intensity
Ecosystems23
- describe levels of organisation in an ecosystem — ecosystem, levels of organisation
- explain how abiotic factors affect communities — abiotic factor, community
- explain how biotic factors affect communities — biotic factor, community
- describe the importance of interdependence and competition in a community — competition, interdependence
- recall that materials cycle through the abiotic and biotic components of an ecosystem — ecosystem, material cycling
- explain the importance of the carbon cycle to living organisms — carbon cycle
- explain the importance of the water cycle to living organisms — water cycle
- explain the role of microorganisms in cycling materials through an ecosystem — decomposer, nutrient cycling
- explain the effect of temperature on the rate of decomposition — decomposition rate, temperature
- explain the effect of water content on the rate of decomposition — decomposition rate, water content
- evaluate evidence for the impact of environmental change on species distribution — environmental change, species distribution
- describe differences between trophic levels in an ecosystem — trophic level
- describe pyramids of biomass and explain biomass loss between trophic levels — energy loss, pyramid of biomass
- calculate the efficiency of biomass transfer between trophic levels — biomass transfer efficiency
- describe a field investigation into the distribution of organisms in an ecosystem — distribution of organisms, field investigation
- explain how to determine the abundance of organisms in a given area — abundance, sampling
- describe positive and negative human interactions within ecosystems — ecosystem, human impact
- explain the impact of human interactions on biodiversity — biodiversity, human impact
- explain benefits and challenges of maintaining local and global biodiversity — biodiversity conservation
- describe biological factors affecting food security — food security, population growth
- describe biotechnological solutions to food security, including genetic modification — agricultural biotechnology, genetic modification
- calculate rate changes in the decay of biological material — decay rate
- calculate arithmetic means of ecological data — arithmetic mean
Inheritance, variation and evolution33
- explain advantages and disadvantages of asexual reproduction — asexual reproduction
- explain advantages and disadvantages of sexual reproduction — genetic variation, sexual reproduction
- describe DNA as a polymer forming a double helix — dna structure, double helix
- describe the genome as the entire genetic material of an organism — genome
- explain the terms gamete, chromosome, gene and allele — allele, chromosome, gamete, gene
- explain the terms dominant, recessive, homozygous and heterozygous — dominant allele, recessive allele, zygosity
- explain the terms genotype and phenotype — genotype, phenotype
- describe how the genome and environment influence an organism's phenotype — genome-environment interaction, phenotype
- discuss the importance for medicine of understanding the human genome — human genome, medicine
- describe DNA as a polymer made from four nucleotides — dna structure, nucleotide
- recall a simple description of protein synthesis — protein synthesis
- explain how the structure of DNA affects proteins made in protein synthesis — dna structure, protein synthesis
- describe how genetic variants in coding DNA influence phenotype — coding dna, genetic variant
- describe how genetic variants in non-coding DNA influence phenotype — genetic variant, non-coding dna
- explain single gene inheritance — single gene inheritance
- predict the results of single gene crosses — genetic cross, punnett square
- recall that most phenotypic features result from multiple genes — polygenic inheritance
- describe sex determination in humans — sex determination
- describe the development of understanding of genetics, including the work of Mendel — history of genetics, mendel
- state that there is extensive genetic variation within a population — genetic variation, population
- recall that variants arise from mutations — genetic variant, mutation
- describe evolution as a change in inherited characteristics over time by natural selection — evolution, natural selection
- explain how natural selection of variants leads to phenotypes suited to their environment — adaptation, natural selection
- describe evidence for evolution, including fossils and antibiotic resistance — antibiotic resistance, fossil evidence
- describe the impact of developments in biology on classification systems — classification system
- describe the work of Darwin and Wallace on the theory of evolution — darwin, theory of evolution, wallace
- explain the impact of evolutionary theory on modern biology — evolutionary theory, modern biology
- explain the impact of selective breeding of food plants and domesticated animals — selective breeding
- describe genetic engineering as modifying an organism's genome — genetic engineering
- describe the main steps in the process of genetic engineering — genetic engineering process
- discuss benefits and risks of using gene technology in agriculture and medicine — ethical risk, gene technology
- use direct proportion and simple ratios in genetic crosses — genetic cross, ratio
- use probability to predict the outcome of genetic crosses — genetic cross, probability
Source: DfE GCSE single science subject content (2015, Open Government Licence v3.0. Outcomes are split into single actions and rewritten only where the original bundled several; wording otherwise follows the DfE text. Methodology.
What A level Biology teaches · Years 12–13
104 learning outcomes from the Department for Education’s statutory subject content, grouped by topic. Each outcome belongs to one of twelve fields of knowledge used across startfrom.today: Transversal Skills (61), Natural Sciences (32), Green & Sustainability (10), Health & Safety (1). Exam boards add detail on top of these; the outcomes themselves are the same whichever board a school uses.
Biodiversity8
- describe the extent of past and present biodiversity of lifeYear 12 · AS — biodiversity, diversity of life
- explain that the biochemical basis of life is similar across all organismsYear 12 · AS — biochemistry, unity of life
- explain how biodiversity can be considered at different levels of biological organisationYear 12 · AS — biodiversity, levels of organisation
- measure biodiversity within a habitat or at the genetic levelYear 12 · AS — biodiversity indices, genetic diversity, habitat biodiversity
- explain how classification organises living organisms around the concept of speciesYear 12 · AS — classification, species concept, taxonomic relationships
- compare classification by observable features with modern evidence-based approachesYear 12 · AS — molecular evidence, phenetic classification, phylogenetic relationships
- classify adaptations as behavioural, physiological or anatomicalYear 12 · AS — anatomical adaptation, behavioural adaptation, physiological adaptation
- explain how adaptation and natural selection drive biodiversityYear 12 · AS — adaptation, evolution, natural selection
Exchange and transport4
- explain why organisms need to exchange substances selectively with their environmentYear 12 · AS — exchange surface, selective exchange
- explain how size and metabolic rate affect exchange and transport needsYear 12 · AS — mass transport systems, metabolic rate, surface area to volume ratio
- distinguish between passive and active transport of substances across exchange surfacesYear 12 · AS — active transport, exchange surface, passive transport
- explain how plasma membrane structure controls passage of substancesYear 12 · AS — membrane permeability, plasma membrane structure
Cells5
- explain the cell theory as a unifying concept in biologyYear 12 · AS — cell theory
- distinguish prokaryotic from eukaryotic cells by structure and ultrastructureYear 12 · AS — eukaryotic cell, prokaryotic cell, ultrastructure
- describe the organisation of cells into tissues, organs and systemsYear 12 · AS — cell organisation hierarchy, organ, tissue
- explain how genetic information is copied to daughter cells in the cell cycleYear 12 · AS — cell cycle, dna replication
- compare the genetic identity of daughter cells produced by mitosis and by meiosisYear 12 · AS — genetic variation, meiosis, mitosis
Biological molecules7
- explain that biological molecules are polymers of a few chemical elementsYear 12 · AS — chemical elements of life, monomer, polymer
- explain the roles of nucleic acids, carbohydrates, proteins and lipids in organismsYear 12 · AS — carbohydrate, lipid, nucleic acids, protein
- explain how the DNA base sequence determines protein structureYear 12 · AS — dna base sequence, genetic code, protein structure
- explain how enzymes catalyse reactions from cellular to whole-organism levelYear 12 · AS — biological structure and function, enzyme catalysis
- explain how enzyme tertiary structure determines its mechanism of actionYear 12 · AS — enzyme tertiary structure, mechanism of action
- distinguish between intracellular and extracellular enzyme-catalysed reactionsYear 12 · AS — enzyme, extracellular reactions, intracellular reactions
- explain that ATP provides the immediate source of energy for biological processesYear 12 · AS — atp, energy transfer
Ecosystems7
- compare the size range of ecosystems from very large to very smallYear 13 — ecosystem scale
- measure the efficiency of biomass transfer through trophic levels of an ecosystemYear 13 — biomass transfer, energy efficiency, trophic level
- explain the role of microorganisms in recycling chemical elements within ecosystemsYear 13 — decomposer, nutrient cycling
- explain how ecosystems change from colonisation to a climax community through successionYear 13 — climax community, ecological succession
- explain the factors that affect the dynamic equilibrium of populationsYear 13 — dynamic equilibrium, population dynamics
- explain how human activity affects the ecological balance directly and indirectlyYear 13 — ecological balance, human impact
- evaluate management of the conflict between human needs and conservationYear 13 — conservation, resource management, sustainability
Control systems5
- explain homeostasis as the maintenance of a constant internal environmentYear 13 — homeostasis
- distinguish between negative and positive feedback in maintaining a dynamic equilibriumYear 13 — dynamic equilibrium, negative feedback, positive feedback
- explain how internal and external stimuli are detected and lead to a responseYear 13 — response, stimulus detection
- explain how the genome is regulated by a number of factorsYear 13 — gene expression, genome regulation
- distinguish between chemical and electrical coordination in organismsYear 13 — chemical coordination, electrical coordination
Genetics and evolution4
- explain how gene transfer maintains species continuity or drives new speciesYear 13 — genetic inheritance, speciation, variation
- explain how reproductive isolation can lead to the formation of new speciesYear 13 — reproductive isolation, speciation
- explain how genome sequencing predicts protein sequences from the genetic codeYear 13 — genetic code, genome sequencing, protein prediction
- explain how gene technologies alter gene function for industrial and medical useYear 13 — gene technology, genetic engineering, medical application
Energy for biological processes3
- explain where glycolysis and the remaining stages of respiration occur in the cellYear 13 — cellular respiration, glycolysis, mitochondria
- explain how ATP synthesis is linked to the electron transfer chainYear 13 — atp synthesis, electron transfer chain
- explain how photosynthesis uses ATP in light-dependent and light-independent stagesYear 13 — light-dependent reactions, light-independent reactions, photosynthesis
Practical skills61
- complete a minimum of 12 practical activities towards the Practical EndorsementYear 13 — practical activities, practical endorsement
- solve problems set in practical contextsYear 12 · AS — practical context, problem solving
- apply scientific knowledge to practical contextsYear 12 · AS — application of knowledge, practical context
- comment on experimental design and evaluate scientific methodsYear 12 · AS — evaluation of methods, experimental design
- present data in appropriate waysYear 12 · AS — data presentation
- evaluate results and draw conclusions accounting for measurement uncertaintyYear 12 · AS — conclusion, experimental error, measurement uncertainty
- identify variables including those that must be controlledYear 12 · AS — controlled variables, variables
- plot and interpret graphs from experimental dataYear 12 · AS — graphical data
- process and analyse data using appropriate mathematical skillsYear 12 · AS — data processing, mathematical skills
- consider margins of error, accuracy and precision of dataYear 12 · AS — accuracy, margin of error, precision
- explain how to use a wide range of experimental and practical instruments and equipmentYear 12 · AS — equipment, practical instruments
- apply investigative approaches and methods to practical workYear 13 — investigative methods
- safely and correctly use a range of practical equipment and materialsYear 13 — laboratory safety, practical equipment
- follow written instructions to carry out practical proceduresYear 13 — procedure, written instructions
- make and record observations during practical workYear 13 — data recording, observation
- keep appropriate records of experimental activitiesYear 13 — experimental records
- present information and data in a scientific wayYear 13 — scientific presentation
- use appropriate software and tools to process data, carry out research and report findingsYear 13 — data processing software, research tools
- use online and offline research skills to gather scientific informationYear 13 — research skills, sources of information
- cite sources of information correctlyYear 13 — academic integrity, referencing
- use a wide range of experimental and practical instruments and equipmentYear 13 — equipment, practical instruments
- use apparatus to record measurements of mass, time, volume, temperature and pHYear 13 — laboratory apparatus, quantitative measurement
- use instrumentation such as a colorimeter or potometer to record quantitative measurementsYear 13 — colorimeter, potometer
- use laboratory glassware for experimental techniques including serial dilutionsYear 13 — glassware technique, serial dilution
- use a light microscope at high and low power, including a graticuleYear 13 — graticule, light microscopy
- produce annotated scientific drawings from observationYear 13 — observation, scientific drawing
- use qualitative reagents to identify biological moleculesYear 13 — biological molecules, qualitative testing
- separate biological compounds using chromatography or electrophoresisYear 13 — chromatography, electrophoresis
- use organisms safely and ethically to measure responses and physiological functionsYear 13 — ethical use of organisms, physiological measurement
- use microbiological aseptic techniques including agar plates and brothYear 13 — aseptic technique, microbiological culture
- use instruments to dissect an animal or plant organ safelyYear 13 — dissection technique
- use sampling techniques in fieldworkYear 13 — fieldwork sampling
- use ICT such as computer modelling or data loggers to collect biological dataYear 13 — computer modelling, data logging
- use apparatus to record measurements of mass, time, gas volume and temperatureYear 13 — laboratory apparatus, quantitative measurement
- use a water bath, electric heater or sand bath for heatingYear 13 — heating apparatus
- measure pH using pH charts, a pH meter or a pH probeYear 13 — ph measurement
- use titration apparatus including a burette and pipetteYear 13 — titration technique
- use distillation and heating under reflux, including setting up glasswareYear 13 — distillation, reflux
- carry out qualitative tests for ions and organic functional groupsYear 13 — functional group, ions, qualitative analysis
- use filtration techniques including fluted filter paper or reduced pressureYear 13 — filtration technique
- use a volumetric flask to make up a standard solution accuratelyYear 13 — standard solution, volumetric technique
- use acid-base indicators in titrations of weak and strong acids and alkalisYear 13 — acid-base titration, indicator
- purify a solid product by recrystallisationYear 13 — recrystallisation
- purify a liquid product using a separating funnelYear 13 — liquid-liquid extraction, separating funnel
- use melting point apparatusYear 13 — melting point determination
- use thin-layer or paper chromatography to separate mixturesYear 13 — chromatography
- set up electrochemical cells and measure voltagesYear 13 — electrochemical cell, voltage measurement
- handle hazardous solids and liquids safely, including corrosive and toxic substancesYear 13 — chemical safety, hazardous substances
- measure rates of reaction using an initial rate method and a continuous monitoring methodYear 13 — experimental method, rate of reaction
- use analogue apparatus to record measurements and interpolate between scale markingsYear 13 — analogue measurement, interpolation
- use digital instruments including multimeters to obtain a range of measurementsYear 13 — digital measurement, multimeter
- use methods to increase measurement accuracy, such as timing over multiple oscillationsYear 13 — measurement accuracy, repeated timing
- use a stopwatch or light gates for timingYear 13 — timing technique
- use calipers and micrometers to measure small distancesYear 13 — precise length measurement
- construct circuits from circuit diagrams using power supplies and componentsYear 13 — circuit construction, circuit diagram
- design and check circuits using power supplies and a range of componentsYear 13 — circuit design
- use a signal generator and oscilloscope, including volts per division and time-baseYear 13 — oscilloscope, signal generator
- generate and measure waves using a microphone, loudspeaker or ripple tankYear 13 — wave generation, wave measurement
- use a laser or light source to investigate interference and diffractionYear 13 — diffraction, interference
- use ICT such as computer modelling or data loggers to collect physical dataYear 13 — computer modelling, data logging
- use detectors to measure ionising radiationYear 13 — ionising radiation, radiation detection
Source: DfE GCE AS and A level science subject content (2014), Open Government Licence v3.0. Outcomes are split into single actions and rewritten only where the original bundled several; wording otherwise follows the DfE text. Methodology.