Bloomfield Hall School

First Term Exams – December 2023

Form IV

English

 Directed Writing
 Composition
 Summary Writing
 Comprehension

Urdu

Paper 1 (Reading and writing)

Comprehension (unseen)
-Matching
– making

Paper 2 (Grammar, writing and translation)

Sentence transformation

– English into Urdu (unseen)

Maths

Chapter No. Topic Exercise / Page

No.
16 Statistical Diagrams D2 452 – 483
(dot diagrams & stem-and-leaf diagrams are not in syllabus)
17 Averages of Statistical Data D2 491 – 516
1 Quadratic Equations and Functions D3 003 – 035
2 Further Functions D3 043 – 049
3 Linear Inequalities D3 053 – 070
5 Application of Mathematics in Practical SituationsD3 113 – 137
4 Indices and Standard Form D3 075 – 106
6 Coordinate Geometry D3 143 – 167
7 Graphs of Functions and Graphical Solution D3 173 – 211
8 Further Trigonometry D3 221 – 254
 9 Applications of Trigonometry D3 261 – 288
10 Arc Length, Area of Sector D3 295 – 312
(radian measures is not in syllabus)
11 Congruence and Similarity Tests D3 343 – 378
12 Area and Volume of Similar Figures and Solids D3 387 – 404
13 Geometrical Properties of Circles D3 411 – 456
14 Sets D2 393 – 416

Islamiat

Chapter 1: Arabia Before Islam (pg 1-10)

Chapter 2: Life of Prophet Muhammad (pbuh) (pg 11–44)
Birth - Seal of the Prophets;
Character of Prophet Muhammad (pbuh)
Chapter 3: The Quran (pg 45-51)
Chapter 4: Articles of Faith (pg 52-62)
Belief in the oneness of God
Belief in angels
Belief in divine books
Belief in prophets
Belief in the Day of Judgment
Belief in Predestination and Divine Decree
Chapter 5: The Five Pillars of Islam (pg 63-93)
Shahada – the profession of faith
Salat – prayers
Sawn – fasting
Zakat – mandatory charity
Hajj - pilgrimage

Chapter 6: The Four Caliphs

Abu Bakr (RA)
Umar (RA)
Usman (RA): The Third Caliph
Ali (RA): The Fourth Caliph

Chapter 13: Passages from the Quran:

Surah Ikhlas (112)
Surah Fatiha (1)
Surah Alaq (96: 1-5)
Surah Al-Nas (114)
Surah Al-Duha (93)
Surah Al-Kausar (108)
Surah Al-Zilzal (99)
Surah Al-Baqarah - Ayat-ul-Kursi (2: 255)
Surah Al-An’am (6: 75-79)
Surah Fussilat (41: 37)
Surah Al An’am (6: 101-103)
Surah Al Shura (42: 4-5)
Surah Al Baqarah (2: 21-22)
Surah Al Baqarah (2: 30-37)
Surah Al Maida (5: 110)
Children should be able to explain
(a) the main theme(s) in each passage
(b) the importance of these themes in a Muslim’s life today

Chapter 7: Hadiths and Sunnah (pg 134-137)

Chapter 9: Islamic Law (pg 142-145)
Chapter 10: The Ten Blessed Companions (pg 146-162)
Chapter 11: Wives, Children and Grandchildren (pg 163-180)
Chapter 12: Current Issues (pg 181-200)

Chapter 14: Hadiths for Special Study:

Hadiths 1, 2, 3, 4, 5, 6, 7, 8,9,10,11,12,13,14,15,16,17,18,19,20

Children should be able to

(a) describe their teachings about what Muslims believe
(b) explain how Muslims can put these teachings into action

The life and importance of the Prophet Muhammad (pbuh)

the importance of his actions as examples for Muslim individuals in their personal conduct and relations with
others including women and non-Muslims
the importance of his actions as examples for Muslim communities in their relations with other states
 The first Islamic community
Scribes of the divine revelation
Important personalities during Prophet’s (pbuh) lifetime

History
Downfall of the Mughal Empire
 The impact of Aurangzeb’s policies on the stability of the Mughal Empire
 the effectiveness of his successors as rulers
 problems of controlling the Empire
 the rise of the Maratha and Sikh empires
External reasons for the decline of the Mughal Empire:
 foreign invasions from Persia and Afghanistan
 reasons for the East India Company’s involvement in the sub-continent
 British relations with the later Mughal rulers of Delhi
 British expansion from the 1750s to 1810
 A general overview of the course of, and reasons for, British annexation of the territories which now
encompass Pakistan (including the Anglo-Sikh wars and the annexations of Lahore, the Punjab and
Peshawar)
 the British search for a ‘natural’ and ‘scientific’ NW Frontier
 British policy towards Tribal Territory
Shah Wali Ullah
  The religious reforms of Shah Wali Ullah and his role in the political and religious context of the time
Syed Ahmed Shaheed Brailvi
 Syed Ahmed Shaheed Brailvi and the revival of Islam in the sub-continent
 The Jihad movement and the Mujahideen
Haji Shariat Ullah
 Haji Sariat Ullah and the Faraizi Movement
War of Independence
 the immediate and underlying causes of the War
 the attitude of Bahadur Shah Zafar
 the course of the War, with particular reference to the roles played by the Muslim rulers and populations of
what is now Pakistan
 reasons for failure
 an assessment of the short-term impact of the War on Muslims in the sub-continent
 British reaction during and immediately after the War (including the major constitutional, educational and
administrative reforms which followed)
Sir Syed Ahmed Khan
 his contribution to the education of Muslims and the revitalisation of their national consciousness: an
overview of his main educational works and their importance
 an understanding of his social and political theory, and of its origins
 the impact of his work on Muslims and the western world
 his relations with the British and the ulema
 the reasons for the foundation of Aligarh College
 his role in the Indian National Congress and the Muslim League
 the meaning and origin of his ‘Two-Nation’ theory and the Hindi–Urdu controversy
Regional languages
 the importance of Urdu and the reasons for its choice as the national language of Pakistan
 the advantages and disadvantages of Urdu as the national language
 the promotion of provincial languages (Balochi, Punjabi, Pushto, Sindhi)
 Partition of Bengal controversy (1905-1911)
1. Establishment of Muslim League 1906
1.1 the 1906 Manifesto
1.2 the All-India Muslim Educational Conference 1906
1.3 co-operation of the Muslim League with Congress in the early period and reasons for breakdown of
the same
 The Simla Deputation 1906
 The Morley Minto Reforms 1909
 Congress and the Lucknow Pact 1916
 the impact of the First World War on rulers and ruled in the sub-continent
 the Rowlatt Act 1918 and the Amritsar Massacre 1919
  the Montague–Chelmsford Reforms 1919
 the Non-Cooperation Movement
Khilafat Movement
 reasons for the rise of the movement
 the objectives of the Khilafat Conference 1918
 the Khilafat Delegation to England 1920 and reasons for failure
 the causes, course and reasons for failure of the Hijrat Movement
 the impact of the Khilafat and Hijrat movements on Muslims in the sub-continent
Pakistan Movement
 the Simon Commission, 1927
 the Nehru Report, 1928
 Jinnah’s 14 Points, 1929
 Allama Iqbal’s Allahabad address, 1930
 the Round Table Conferences, 1930 – 32
 the Communal Award of 1932
 Rehmat Ali and the Pakistan National Movement, 1933
 the Government of India Act, 1935
 the 1937 elections and their significance to the Muslim League and Congress
 Congress rule, 1937–39, its significance to the Pakistan Movement and the
‘Day of Deliverance’, 1939
 the Second World War (1939–45) in relation to India and the ‘Quit India’ Movement
 the Pakistan Resolution, 1940
 the Cripps Mission, 1942
 the Gandhi–Jinnah talks, 1944
 Wavell and the Simla Conference, 1945
 the elections of 1945–46 in India, reasons for Muslim League success and the consequences thereof
 the Cabinet Mission Plan, 1946
 Direct Action Day, 1946
 the June 3 Plan, 1947
 the Radcliffe Commission and Award, 1947
 the Indian Independence Act 1947

Jinnah as an advocate of Hindu–Muslim unity:

 his role in the Muslim League, the Pakistan Movement and as negotiator with the British
 his relations with Gandhi, Nehru and the All-India Congress
Allama Iqbal:
 views on Hindu–Muslim future as separate nations and the Allahabad address, 1930
Post Partition Problem:
  outcome of the Radcliffe Award and reactions of the Pakistan and Indian governments to it. Impact on
Muslims, Hindus and Sikhs
 the Canal Water Dispute, its course and resolution
 the role of UN mediation
 the division of assets between Pakistan and India
 an overview of problems with the Princely States (especially Jammu and Kashmir)
 the refugee and accommodation crisis
 economic, social and administrative problems
 the issue of national language
 India’s reactions to these problems and their on-going significance in later tensions/wars with India
 an assessment of Jinnah’s role and achievements as Governor-General.

Rehmat Ali:
 views on a separate Muslim homeland, his pamphlet ‘Now or Never’, 1933 and the name ‘Pakistan’
 differences between his views and those of Allama Iqbal
 Khwaja Nazimuddin
 Liaqat Ali Khan
 Ghulam Muhammad
 Iskandar Mirza
 Muhammad Ayub Khan and the ‘Decade of Progress’
 Yahya Khan
o the origin, reasons and principles of the 1949 Objectives Resolution, reasons for its adoption by the
Constituent Assembly and details of its Islamic provisions
o later constitutional changes (including the reasons for and the principles on which they were based),
with particular reference to Islamic provisions in the 1956, 1962 and 1973 Constitutions.
Separation of East Pakistan
o tensions between East and West Pakistanfrom 1947 (including earlier problems over the Partition of
Bengal)
o the rise of the Awami League
o Sheikh Mujib and Zulfikar Ali Bhutto
o the main features of Sheikh Mujib’s Six Points, reasons for their rejection
o outline of the subsequent war, including the role of India.
Zulfikar Ali Bhutto:
 controlling the army
 the Simla Agreement, 1972
 a new constitution, 1973
 industrial, agricultural, education, health, social and administrative reforms
 his overthrow and execution
Zia-ul-Haq:
 the Islamisation programme
 overview of the constitutional and Islamic legal position of women and ethnic and religious minorities
 law and government, elections and issues of martial law and the Eighth Amendment
 problems facing Zia, his assassination
 the Soviet invasion of Afghanistan, 1979.

Bhutto 1988–90:
  conflict with Nawaz Sharif and growth of separatist movements
 difference with President Ishaq over judicial appointment
 opposition ‘no confidence’ motion – failure, but damaging effects
 inflation and unemployment
 drug trafficking
 use of family members in government
 problems in Kashmir
 her dismissal
Bhutto 1993–96:
 Kashmir tensions
 opposition demonstrations and prosecution of opposition members
 terrorism/bombings
 banking scandal
 unemployment/inflation
 IMF concerns following devaluation of the Pakistan rupee
 balance of payments problems
 unrest in the army
 dismissal of the Chief Minister of Punjab
 Bhutto’s dismissal
Sharif:
 growth of crime and use of drugs
 privatisation policy encouraged profiteering
 BCCI criticised for corruption
 failure of Co-operative Societies in Punjab
 loss of US aid following Pakistan’s criticisms during Gulf War
 clashes in Kashmir
 overthrow of Sharif and imposition of military rule; (Why did General Musharraf take power in 1999?)
Pakistan – a nuclear power:
 nuclear weapons programme established 1972
 Indian nuclear test, 1974
 nuclear testing race with India
 Pakistan nuclear tests, 1987
 US concerns
 Pakistan nuclear tests, 1998
 refusals to sign the Nuclear Non-Proliferation Treaty
Relations with Bangladesh:
 relations from 1971, residual problems from secession, e.g. repatriation and indemnity
How successful has Pakistan been in its relations with Bangladesh, India, Afghanistan, Iran, China, the
USSR/Russia, the USA, the UK and the Commonwealth, and the United Nations?

Relations with India:

 problems and tensions from 1947 (including Jammu and Kashmir, the creation of Bangladesh, nuclear
weapons, issues of trade)
 attempts to develop more friendly relations
Relations with Afghanistan:
 issues related to Pakhtoonistan and Tribal Territory
 Daud Khan, the Pakhtoonistan issue and Zulfiqar Ali Bhutto
 the Soviet invasion and its impact on Pakistan’s foreign policy in respect of the Soviet Union, the USA and
Afghanistan
 the post-Soviet legacy affecting Pakistan (especially refugees, drugs, arms, smuggling, terrorism)
Relations with Iran:
 relations prior to and after Iran’s Islamic Revolution 1979
 trade, political and religious links
 impact of the Islamic Revolution on Pakistan’s bilateral relations
 Iran’s role in the Regional Corporation for Development (RCD)
Relations with China:
 trade and bilateral relations
 China’s relations with India as compared to those with Pakistan
 the Karakoram Highway project
 Pakistan’s policy towards Muslim minorities in China and its impact on relations with Beijing
Relations with USSR/Russia:
 relations with the USSR and its Central Asian republics
 impact of the Soviet invasion of Afghanistan on Pakistan’s policy in respect of Afghanistan and the USA
 the development of closer ties with Russia post-1991
 Nawaz Sharif’s visit to Moscow, 1999
Relations with USA, the UK and the Commonwealth:
 relations with the USA and the UK from 1947 in relation to CENTO/SEATO and reasons why Pakistan
left/later rejoined these organisations
 the issue of non-alignment in relation to the West and the Muslim world, particularly OIC
 Pakistan’s relationship with the Commonwealth
 the impact of the execution of Zulfiqar Ali Bhutto and the Soviet invasion of Afghanistan on relations with
the USA, the UK and the Commonwealth
Relations with the United Nations (UN):
 Pakistan’s place in the UN
 UN involvement with, and declarations on, Jammu and Kashmir, the Canal Water Dispute, the Indo–
Pakistan Wars, war with Bangladesh
 evaluation of the UN’s role as a peace-maker and mediator in these issues
 overview of the function of UNICEF, UNESCO, WHO, WFP and the part these agencies have played in the
development of Pakistan

Geography

Location of Pakistan
Candidates should be able to identify the following on a map:
• the Tropic of Cancer, latitudes 30°N, 36°N, longitudes 64°E, 70°E and 76°E
• the Arabian Sea
• the countries sharing a border with Pakistan, and Pakistan’s position in relation to others in South and
Central Asia.
Location of provinces and cities
Candidates should be able to identify the following on a map:
• the provinces, Northern Areas (Gilgit–Baltistan) and FATA
• named cities: Islamabad, Murree, Rawalpindi, Gujranwala, Lahore, Faisalabad, Multan, Sialkot, Peshawar,
Chitral, Gilgit, Hyderabad, Karachi, Quetta and Gwadar.
The natural topography of Pakistan, including drainage
Candidates should be able to identify the following on a map:
• named landforms: Balochistan Plateau, Sulaiman Range, Safed Koh, Potwar Plateau, Salt Range, Hindu
Kush, Karakoram and Himalaya mountain ranges
• named rivers: Indus, Jhelum, Chenab, Ravi, Sutlej, Kabul, Hab and Dasht
• named deserts: Thar, Thal and Kharan.
Candidates should be able to:
• use the appropriate vocabulary when describing the distinguishing features of mountains, plateaux,
floodplains and deserts (knowledge of the formation of the natural topography of Pakistan is not required)
 • identify and name the above features on a photograph or drawing
• understand the influence of the natural topography on human activities:
– steep slopes and flat land on the way that the land is used
– mountains and deserts on the road and rail networks.
Climate of Pakistan
Candidates should:
• know the distribution of temperature and rainfall, including monsoon, depressions and convectional rain
• know seasonal and regional variations, and the factors contributing to them, including depressions,
thunderstorms and cyclones (typhoons)
• understand the causes of the monsoon (knowledge of the causes of other types of rain is not required)
• describe and explain the characteristics of the climate of the arid, semi-arid, humid and highland regions,
including seasonal variations
• know the influence of latitude and longitude on day length and climate
• understand the influence of the climate (both the benefits it brings and the problems it causes) on the
economy and on the lives of the people:
– the influence of low temperature, ice and snow on the lives of people in the mountains
– the influence of rain storms and flooding on agriculture, industry and communications
– the problems caused by drought and shortage of water supply on agriculture and industry.
Development of Water resources
Candidates should be able to:
• identify on a map the Mangla, Tarbela and Warsak dams, and name two examples of barrages
• understand the importance of water as a resource; understand how supplies for agricultural, industrial and
domestic purposes are obtained, maintained and controlled as well as used; understand the reasons for, and
consequences of, the Indus Water Treaty
• explain and evaluate the causes of and solutions to the problems of water supply (including pollution)
• understand the value of water as a resource for development
• explain and evaluate how water supply issues can lead to conflict.
Forests
Candidates should be able to:
• understand the different types of forest and identify, on a map, their main locations
• understand the physical factors that control the distribution of the different types of forest, and the human
factors which have reduced their extent
• understand the reasons for:
– the development of plantations in the Indus Plain
– afforestation on mountain slopes and plateaux
• understand the value of forests as a resource for development, and the importance of their sustainability
• explain the effects of deforestation, such as soil erosion, silting and flooding
• evaluate possible solutions to the problems caused by deforestation.
Mineral resources
Candidates should be able to:
 • identify the main locations of limestone, gypsum and rock salt extraction from a map, and understand their
uses
• identify the main metallic and non-metallic mineral resources of Pakistan, and in what quantities they:
– are extracted
– exist as reserves
• understand the extent to which these can be exploited
• describe the environmental problems caused by mineral extraction
• evaluate the benefits of developing mineral resources and understand the sustainability of extraction
• identify the main imported minerals, where they come from, and in what quantities.
Agricultural systems
Candidates should be able to:
• understand how small-scale subsistence farming, cash crop farming and livestock farming operate as
systems made up of inputs, processes and outputs.
Crops and livestock
Candidates should be able to:
• identify on a map the main areas where cotton, rice, sugar cane and wheat are grown, and the main areas
where buffalo, cattle, goats, sheep and poultry are reared
• recognise (from photographs) fields of cotton, rice, sugar cane and wheat; recognise (from photographs)
buffalo, cattle, goats, sheep and poultry
• state the uses of the crops named above
• state the main products of the livestock named above and the uses of those products
• identify the main areas for the cultivation and growth of each of the following: apples, apricots, bananas,
dates, maize, mangoes, millet, oilseeds, oranges, pulses, tobacco and vegetables. Know why they are grown
there and state an important use of each.
Factors affecting production
Natural factors: topography, climate (for both kharif and rabi crops), soils, pests and diseases
Human factors: capital, labour, size of holdings, farming practices, irrigation (types and methods),
waterlogging and salinity (including solutions), governmental actions to increase production
Candidates should be able to:
• explain how natural and human factors affect production on small-scale subsistence farms, including:
– rice grown using traditional methods of ploughing, transplanting, irrigating, harvesting and threshing on
small, fragmented holdings using family labour
– wheat grown in areas dependent upon rainfall (barani farming areas)
– dates and vegetables grown using karez irrigation in a desert oasis
• explain how natural factors, including climatic requirements, and human factors affect the production of
cotton, rice, sugar cane (kharif crops) and of wheat (a rabi crop) under the cash crop farming system
• explain how natural and human factors affect livestock farming (poultry farming, the keeping of buffalo
and cattle, the keeping of livestock) on small-scale subsistence farms and the keeping of cattle, goats and
sheep on a nomadic or semi-nomadic basis, including transhumance
 • describe the different types of irrigation and explain the advantages and disadvantages of each for small-
scale subsistence farming, and for the growing of cotton, rice, sugar cane and wheat:
– canal irrigation – karez, inundation and perennial canal
– lift irrigation – persian wheel and tubewell
– understand the roles of dams, barrages, link canals, distribution canals, field channels and bunds
• explain the causes of waterlogging and salinity, and:
– explain how land damaged by it can be restored
– evaluate how agricultural practice and water management can be improved to prevent it happening
• understand how government action has helped to increase production through land reforms, the promotion
of training and the use of machinery, chemicals, improved seeds and other means
• understand and evaluate the possibilities for and problems of the development of agriculture and its
sustainability.
Fishing Industry
• describe the fishing methods used in both marine and inland waters, including fish farms
• give examples of the fish caught in both marine and inland waters, and of the fish reared on fish farms
• give examples of the fishing ports on both the Balochistan and Sindh coasts
• describe the uses of the fish caught
• explain improvements in fishing methods and processing techniques
• understand the problems facing the fishing industry and evaluate the possibilities for its further
development and sustainability.

Power Resources
Candidates should be able to:
• describe, with the help of a simple diagram for each method, how non-renewable fuels (coal, crude oil and
natural gas) are extracted:
– coal as obtained by open cast, adit and shaft mining methods
– natural gas and crude oil obtained by exploration and drilling
• understand the difference between renewable and non-renewable sources of electricity
• explain (briefly) how electricity can be generated from renewable resources (hydel, wind, solar, and other
possibilities such as wave, tidal, biofuels, geothermal)
• understand the importance of power sources for development.
Non-renewables
Candidates should be able to:
• describe the quality and the amount of coal available from within Pakistan and how long reserves are likely
to last, and also describe the types of coal which have to be imported for industrial purposes
• describe how coal both produced in Pakistan and imported is transported to the end users
• state how much natural gas is produced by Pakistan, and how long reserves are likely to last
• describe the extent of the natural gas pipeline network in Pakistan and explain how natural gas can be taken
to those parts of Pakistan away from the pipelines, and the limitations of doing this
 • state how much oil is produced by Pakistan, how long reserves will last and how much oil is imported, and
explain why it is necessary to import large amounts of oil
• describe the extent of the oil pipeline network in Pakistan and describe the other methods that are used to
transport both imported oil and oil produced in Pakistan
• understand that electricity can be generated in a variety of ways. In thermal power stations by burning coal,
oil, gas and waste, or with nuclear energy; or with renewable sources e.g. water (including hydel), the wind
and the sun
• understand that non-renewable power sources are running out, and are increasing in price.
Renewables
Candidates should be able to:
• explain and evaluate the advantages and disadvantages of the different methods of producing electricity
from renewable resources (generated by water, wind, wave and sun)
• understand the physical and human conditions that favour the development of multi-purpose hydel schemes
• state and explain the factors, both physical and human, which promote or hinder the availability of
electricity and other power resources listed, including the feasibility of small-scale, renewable power
generation
• explain why the supply of electricity is not sufficient or reliable to develop many parts of Pakistan.
Industries5. Industrial development
Understanding common terms
Candidates should:
• understand the meaning of the terms raw materials, refined, processed, manufactured and value-added
• understand the meaning of the terms infrastructure and services
• be able to define the terms primary industry, secondary industry, and tertiary industry.
Secondary and tertiary industries
Processing and manufacturing industries to be studied: cement, cotton (from ginning to clothing), sugar
refining, crafts, fertiliser, iron and steel, brick, oil refining, sports goods, surgical instruments. Tourism.
Candidates should be able to:
• understand the definitions used in Pakistan to distinguish between large-scale industry, small-scale industry
and cottage industry
• state the main products of the listed industries and whether they are destined for the domestic market and/or
for the export market
• state the main locations of the listed industries and explain the factors influencing location and
development – capital, site, sources of raw materials, power, water, labour, communications, government
policy and other means
• understand the differences between the formal sector and informal sector of industry
• understand the range of services provided by the informal sector, and their advantages and disadvantages to
the development of Pakistan
• understand the importance of both the formal and informal sectors, and evaluate the contributions of both
sectors to the development of the listed industries
• understand sources of capital and labour
 • state and explain how the governing authorities promote industrial growth
• name examples of export processing zones and other industrial estates, explain the reasons for their
development and describe their characteristics
• assess the feasibility of using global communications to enhance employment opportunities in service
industries, e.g. call centres
• state and describe briefly, with an example of each, some of the natural and cultural attractions of Pakistan
that are, or could be made available to tourists
• assess the feasibility of developing tourism as a means of increasing employment, development, gross
national product (GNP) and gross domestic product (GDP).

Trade
Major exports and imports
 Candidates should be able to:
 name the main exports and imports
 describe the changes in the types/amounts/value of goods exported and imported in recent years
 know and understand the meaning of GNP and GDP and the difference between them
 explain the effect of changing trends in exports and imports on Pakistan’s balance of trade and economy.
Pakistan’s trading partners
Candidates should be able to:
 name and locate Pakistan’s main trading partners, and name the goods Pakistan exported to them or
imported from them
 understand the factors which may promote or hinder trade with other countries, and explain why it is
difficult for Pakistan as a developing country to maintain or increase its share of trade with other countries
 understand the factors that may promote and limit trade, including trading blocs, trade barriers and currency
exchange rates.
 Transport and Telecommunications
 Internal transport
 Candidates should be able to:
 • interpret maps to describe the regional variations in the density and pattern of the road, rail and air transport
networks within Pakistan
 • explain the factors which help and hinder the location, maintenance and development of roads, railways
and airports
 • describe improvements that have recently taken place in road, rail and air communications, and consider
the feasibility of new developments
 • compare the advantages and disadvantages of road, rail and air transport within Pakistan for both goods and
people
 • evaluate the development of new transport schemes, including motorway and airport development.

 International transport
 Candidates should be able to:
 • identify on a map those roads (including the name of the pass they use, where relevant) and railways which
cross the international boundary and are in use for at least part of the year
 • identify on a map the ports of Keamari, Qasim and Gwadar, and the cities with international airports
 • explain the factors which affect the location and development of cross-border roads and railways, seaports,
dry ports and airports
 • explain what is meant by the term dry port, name an example of one and explain why they have been
developed in many cities of Pakistan

 Telecommunications
 Candidates should be able to:
 • explain the importance of radio, television, phones, fax machines, emails and the internet in the fields of
education, industry, services and trade
 • understand the problems of providing telecommunications in some parts of Pakistan
 • evaluate the role of telecommunications in the development of Pakistan.
 Population
 Structure and growth
 Candidates should be able to:
 • understand the changing population structures (both age and sex) as shown by population pyramids for
Pakistan
 • explain and evaluate the effects of the present and projected population structures on the economy and
development of Pakistan
 • interpret graphs and statistics illustrating birth rates, death rates and the rates of natural increase in
Pakistan, and identify trends in population growth
 • explain the social, educational, economic and political factors which contribute to population growth over
time
 • explain the problems for development caused by population growth over time, consider its sustainability
and evaluate possible solutions to these problems.

 Movements of population
 Candidates should be able to:
 • describe and explain, with reference to both ‘push’ and ‘pull’ factors, the main causes of population
movements, including rural-urban migration, seasonal migration, emigration and immigration (including
refugees)
 • describe and explain the effects of these population movements, including shanty developments in cities,
tent cities and the de-population of rural areas
 • understand the effects of population movements and evaluate the measures which may be taken to help
solve the problems created, such as self-help schemes, provision of clean water and other services (including
adverse outcomes such as poor housing).
 Distribution and density of population
 Candidates should be able to:
 • distinguish between distribution of population and density of population
 • recognise the variations in both distribution of population and density of population between the Provinces
(including the Northern Area) and within the Provinces (including within the Northern Area)
 • explain the physical, economic, social and political factors which contribute to these variations.
 Employment
 Candidates should be able to:
 • define the terms primary, secondary and tertiary in relation to occupations
 • describe and explain the proportions of the workforce engaged in each of the primary, secondary and
tertiary sectors, and any changes in these proportions that may have taken place or may be taking place
 • understand and explain the causes of rural and urban unemployment and underemployment (that is, people
who are not fully employed), and understand the problems for development created by underemployment
and unemployment
 • describe and explain the availability of skilled labour (people qualified for the professions, for management
and as technicians, etc.) and manual labour
 • understand that unemployment and underemployment can be factors that influence GNP and GDP
 • understand and evaluate the importance for Pakistan’s development of literacy, education and training for
both males and females, in rural as well as urban areas.
Economics
The Allocation of Resources
Business Studies

Section 1

Unit 1 Business activity

Unit 2 Classification of businesses

Unit 3 Enterprise, business growth and size
Unit 4 Types of business organisation (Sole trader and Partnership)
Unit 5 Business objectives and stakeholder objectives
Section 1
Unit 4 Types of business organization (complete)
Section 6
Unit 27 Economic issues
Unit 28 Environmental and ethical issues
Section 4
Unit 19 Costs, scale of production and break-even analysis
Section 5
Unit 23 Cash flow forecasting and working capital
Unit 24 Income statements
Unit 25 Statement of financial position
Unit 26 Analysis of accounts
Section 5
Unit 22 Business finance: needs and sources
Section 2
Unit 7 Organisation and management ( Pg#77 to Pg#82)
Section 2

Unit 7 Organisation and Management (Pg#83 to Pg#91)

Unit 9 Internal and external communication

Section 2
Unit 6 Motivating workers
Unit 8 Recruitment, selection and training of workers

Accounting
The fundamentals of accounting
The purpose of accounting
 understand and explain the difference between book-keeping and accounting
 state the purposes of measuring business profit and loss
 explain the role of accounting in providing information for monitoring progress and decision making.

The accounting equation

 explain the meaning of assets, liabilities and owner’s equity

 explain and apply the accounting equation.

Sources and recording of data

The double entry system of book-keeping

 outline the double entry system of book-keeping

 process accounting data using the double entry system
 prepare ledger accounts
 post transactions to the ledger accounts
 balance ledger accounts as required and make transfers to financial statements
  interpret ledger accounts and their balances
 recognise the division of the ledger into the sales ledger, the purchases ledger and the nominal (general)
ledger.

Candidates do not need to explain or use folio columns.

Candidates do not need to explain or use three-column running-balance accounts.

Verification of accounting records

The trial balance

 understand that a trial balance is a statement of ledger balances on a particular date
 outline the uses and limitations of a trial balance

Sources and recording of data

Business documents

 recognise and understand the following business documents: invoice, debit note, credit note, statement of
account, cheque, receipt
 complete pro-forma business documents
 understand the use of business documents as sources of information: invoice, credit note, cheque
 counterfoil, paying-in slip, receipt, bank statement.

Accounting procedures

Capital and revenue expenditure and receipts

 distinguish between and account for capital expenditure and revenue expenditure
 distinguish between and account for capital receipts and revenue receipts
 calculate and comment on the effect on profit of incorrect treatment
 calculate and comment on the effect on asset valuations of incorrect treatment.

Valuation of inventory
 understand the basis of the valuation of inventory at the lower of cost and net realisable value
 prepare simple inventory valuation statements
 recognise the importance of valuation of inventory and the effect of an incorrect valuation of inventory on
gross profit, profit for the year, equity and asset valuation.

Preparation of financial statements

Sole traders

 explain the advantages and disadvantages of operating as a sole trader

 explain the importance of preparing income statements and statements of financial position
 explain the difference between a trading business and a service business
 prepare income statements for trading businesses and for service businesses
 understand that statements of financial position record assets and liabilities on a specified date
 recognise and define the content of a statement of financial position: non-current assets, intangible assets,
current assets, current liabilities, non-current liabilities and capital
 understand the inter-relationship of items in a statement of financial position
 prepare statements of financial position for trading businesses and service businesses
 make adjustments for goods taken by the owner for own use.
Sources and recording of data
Books of prime entry

 explain the advantage of using various books of prime entry

 explain the use of and process accounting data in the books of prime entry: cash book, petty cash book, sales
journal, purchases journal, sales returns journal, purchases returns journal and the general journal
 post the ledger entries from the books of prime entry
 distinguish between and account for trade discount and cash discounts
 explain the dual function of the cash book as a book of prime entry and as a ledger account for bank and cash
 explain the use of and record payments and receipts made by bank transfers and other electronic means
 explain and apply the imprest system of petty cash.

Accounting procedures

Irrecoverable debts and provision for doubtful debts

 understand the meaning of irrecoverable debts and recovery of debts written off
 prepare ledger accounts and journal entries to record irrecoverable debts
 prepare ledger accounts and journal entries to record recovery of debts written off
 explain the reasons for maintaining a provision for doubtful debts
 prepare ledger accounts and journal entries to record the creation of, and adjustments to, a provision for
doubtful debts.

Preparation of financial statements

Sole traders
 make adjustments for irrecoverable debts and provisions for doubtful debts

Accounting procedures
Accounting for depreciation and disposal of non-current assets

 define depreciation
 explain the reasons for accounting for depreciation
 name and describe the straight-line, reducing balance and revaluation methods of depreciation
 prepare ledger accounts and journal entries for the provision of depreciation
 prepare ledger accounts and journal entries to record the sale of non-current assets, including the use of
disposal accounts.

Preparation of financial statements

Sole traders
 make adjustments for provision for depreciation using the straight line, reducing balance and revaluation
methods

Analysis and interpretation

Calculation and understanding of accounting ratios

Candidates should be able to understand, calculate and explain the importance of the following accounting ratios:

 Gross margin
 Profit margin
 Return on capital employed (ROCE)
 Current ratio
 Liquid (acid test) ratio
 Rate of inventory turnover (times)
 Trade receivables turnover (days)
 Trade payables turnover (days)
 Interpretation of accounting ratios
 prepare and comment on simple statements showing comparison of results for different years
 make recommendations and suggestions for improving profitability and working capital
 understand the significance of the difference between the gross margin and the profit margin as an indicator
of a business’s efficiency
 explain the relationship of gross profit and profit for the year to the valuation of inventory, rate of inventory
turnover, revenue, expenses, and equity.

Inter-firm comparison

 understand the problems of inter-firm comparison

 apply accounting ratios to inter-firm comparison.

Interested parties
Candidates should be able to explain the uses of accounting information by the following interested parties for
decision-making:

 owners
 managers
 trade payables
 banks
 investors
 club members
 other interested parties such as governments, tax authorities, etc.

Limitations of accounting statements

Candidates should be able to recognise the limitations of accounting statements due to such factors as:

 historic cost
 difficulties of definition
 non-financial aspects.
Accounting principles and policies
Accounting principles
Candidates should be able to explain and recognise the application of the following accounting principles:

 matching
 business entity
 consistency
 duality
 going concern
 historic cost
 materiality
 money measurement
 prudence
 realisation

Accounting policies
Candidates should be able to recognise the influence of international accounting standards and understand the
following objectives in selecting accounting policies:

 comparability
 relevance
 reliability
 understandability

Verification of accounting records

Bank reconciliation
 understand the use and purpose of a bank statement
 update the cash book for bank charges, bank interest paid and received, correction of errors, credit transfers,
direct debits, dividends, and standing orders
 understand the purpose of and prepare a bank reconciliation statement to include bank errors, uncredited
deposits and unpresented cheque

Accounting procedures
Other payables and other receivables

 recognise the importance of matching costs and revenues

 prepare ledger accounts and journal entries to record accrued and prepaid expenses
 prepare ledger accounts and journal entries to record accrued and prepaid incomes.

Preparation of financial statements

Sole traders
 make adjustments for accrued and prepaid expenses and accrued and prepaid income
Preparation of financial statements
Partnerships

 explain the advantages and disadvantages of forming a partnership

 outline the importance and contents of a partnership agreement
 explain the purpose of an appropriation account
 prepare income statements, appropriation accounts and statements of financial position
 record interest on partners’ loans, interest on capital, interest on drawings, partners’ salaries and the division
of the balance of profit or loss
 make adjustments to financial statements as detailed in (sole traders)
 explain the uses of and differences between capital and current accounts
 draw up partners’ capital and current accounts in ledger account form and as part of a statement of financial
position.

Candidates will not be required to answer questions on the admission/departure of a partner, the dissolution of a
partnership or changes to a profit sharing ratio.

…………………………………………………………………………………….
Physics

Motion, forces and energy

Physical quantities and measurement techniques
3 Describe how to measure a variety of lengths with appropriate precision using tapes,
rulers and micrometers (including reading the scale on an analogue micrometer)
4 Describe how to use a measuring cylinder to measure the volume of a liquid and to determine
the volume of a solid by displacement
5 Describe how to measure a variety of time intervals using clocks and digital timers
6 Determine an average value for a small distance and for a short interval of time by
measuring multiples (including the period of oscillation of a pendulum)
7 Understand that a scalar quantity has magnitude (size) only and that a vector quantity has
magnitude and direction
8 Know that the following quantities are scalars: distance, speed, time, mass, energy and
temperature
9 Know that the following quantities are vectors: displacement, force, weight, velocity,
acceleration, momentum, electric field strength and gravitational field strength
10 Determine, by calculation or graphically, the resultant of two vectors at right angles

Motion
1 Define speed as distance travelled per unit time and define velocity as change in displacement per unit time
2 Recall and use the equation
distance
speed =
Time
s
v=
T
3 Recall and use the equation
average speed = total distance travelled
total time taken
4 Define acceleration as change in velocity per unit time; recall and use the equation
acceleration = change in velocity
time taken
∆v
a=
∆t
1 State what is meant by, and describe examples of, uniform acceleration and non-uniform acceleration
2 Know that a deceleration is a negative acceleration and use this in calculations
3 Sketch, plot and interpret distance–time and speed–time graphs
4 Determine from the shape of a distance–time graph when an object is:
(a) at rest
(b) moving with constant speed
(c) accelerating
(d) decelerating

5 Determine from the shape of a speed–time graph when an object is:

(a) at rest
 (b) moving with constant speed
(c) moving with constant acceleration
(d) moving with changing acceleration
6 State that the acceleration of free fall g for an object near to the surface of the Earth is
approximately constant and is approximately 9.8 m / s2
7 Calculate speed from the gradient of a distance–time graph
8 Calculate the area under a speed–time graph to determine the distance travelled for motion
with constant speed or constant acceleration
9 Calculate acceleration from the gradient of a speed–time graph

Mass and weight

3 State that mass is a measure of the quantity of matter in an object at rest relative to the observer
4 State that the mass of an object resists change from its state of rest or motion (inertia)
5 Know that weights, and therefore masses, may be compared using a beam balance or equal-arm balance
6 Describe how to determine mass using an electronic balance
7 Describe how to measure weight using a force meter
8 Define gravitational field strength as force per unit mass; recall and use the
weight
equation gravitational field strength = mass
W
g= m
and know that this is equivalent to the acceleration of free fall
7 State that a gravitational field is a region in which a mass experiences a force due to gravitational attraction

Density
1 Define density as mass per unit volume; recall and use the
mass
equation density = volume

m
ρ= V
2 Describe how to determine the density of a liquid, of a regularly shaped solid and
of an irregularly shaped solid which sinks in a liquid (volume by displacement),
including appropriate calculations

Forces
Balanced and unbalanced forces
1 Identify and use different types of force, including weight (gravitational force), friction, drag, air resistance,
tension (elastic force), electrostatic force, magnetic force, thrust (driving force) and contact force
2 Identify forces acting on an object and draw free-body diagram(s) representing the forces
3 State Newton’s first law as ‘an object either remains at rest or continues to move in a straight line at
constant speed unless acted on by a resultant force’

4 State that a force may change the velocity of an object by changing its direction of motion or its speed
5 Determine the resultant of two or more forces acting along the same straight line
6 Recall and use the equation
resultant force = mass ×
acceleration F = ma
7 State Newton’s third law as ‘when object A exerts a force on object B, then object B exerts
an equal and opposite force on object A’
8 Know that Newton’s third law describes pairs of forces of the same type acting on different
objects
Friction
1 Describe friction as a force that may impede motion and produce heating
2 Understand the motion of objects acted on by a constant weight or driving force, with and
without drag (including air resistance or resistance in a liquid)
3 Explain how an object reaches terminal velocity
4 Define the thinking distance, braking distance and stopping distance of a moving vehicle
5 Explain the factors that affect thinking and braking distance including speed, tiredness, alcohol,
drugs, load, tyre surface and road conditions

Elastic deformation
1 Know that forces may produce a change in size and shape of an object
2 Define the spring constant as force per unit extension; recall and use the equation
spring constant = force
extension
F
k= x
3 Sketch, plot and interpret load–extension graphs for an elastic solid and describe the
associated experimental procedures
4 Define and use the term ‘limit of proportionality’ for a load–extension graph and identify this
point on the graph (an understanding of the elastic limit is not required)

Circular motion
1 Describe, qualitatively, motion in a circular path due to a force perpendicular to the motion as:
(a) speed increases if force increases, with mass and radius constant
(b) radius decreases if force increases, with mass and speed constant
(c) an increased mass requires an increased force to keep speed and
mv
radius constant ( F = r2 is not required)
Turning effect of forces
1 Describe the moment of a force as a measure of its turning effect and give everyday examples
2 Define the moment of a force as moment = force × perpendicular distance from the pivot;
recall and use this equation
3 State and use the principle of moments for an object in equilibrium
4 Describe an experiment to verify the principle of moments

Centre of gravity
1 State what is meant by centre of gravity
2 Describe how to determine the position of the centre of gravity of a plane lamina using a plumb line
3 Describe, qualitatively, the effect of the position of the centre of gravity on the stability of simple objects
 Momentum
1 Define momentum as mass × velocity; recall and use the equation
p = mv
2 Define impulse as force × time for which force acts; recall and use the
equation impulse = F t = (mv)
3 Apply the principle of the conservation of momentum to solve simple problems in one
dimension
4 Define resultant force as the change in momentum per unit time; recall and use the equation
resultant force = change in momentum
time taken
F= ∆p
∆t

Energy, work and power

Energy
1 State that energy may be stored as kinetic, gravitational potential, chemical, elastic
(strain), nuclear, electrostatic and internal (thermal)
2 Describe how energy is transferred between stores during events and processes, including
examples of transfer by forces (mechanical work done), electrical currents (electrical work
done), heating, and by electromagnetic, sound and other waves
3 Know the principle of the conservation of energy and apply this principle to the transfer of
energy between stores during events and processes
4 Recall and use the equation for kinetic
energy Ek = 1/2 mv2
5 Recall and use the equation for the change in gravitational potential energy
Ep = mg h

Work
1 Recall and use the equation
work done = force × distance moved in the direction of
the force W = Fd

Energy resources
1 List renewable and non-renewable energy sources
2 Describe how useful energy may be obtained, or electrical power generated, from:
(a) chemical energy stored in fossil fuels
(b) chemical energy stored in biofuels
(c) hydroelectric resources
(d) solar radiation
(e) nuclear fuel
(f) geothermal resources
(g) wind
(h) tides
(i) waves in the sea
including references to a boiler, turbine and generator where they are used
 3 Describe advantages and disadvantages of each method limited to whether it is
renewable, when and whether it is available, and its impact on the environment

Efficiency
1 Define efficiency as:
(useful energy
(a) (%) efficiency =
output)
( × 100%) (total
energy input)
(useful power
(b) (%) efficiency =
output)
( × 100%) (total
power input)
and recall and use these equations

Power
1 Define power as work done per unit time and also as energy transferred per unit time; recall
and use the equations
work done
power =
time taken
W
P= t
(b) power = energy transferred
time taken

P= ∆E
t
 Pressure
1 Define pressure as force per unit area; recall and use the
force
equation pressure = area
F
p=A

2 Describe how pressure varies with force and area in the context of everyday examples
3 State that the pressure at a surface produces a force in a direction at right angles to the
surface and describe an experiment to show this
4 Describe how the height of a liquid column in a liquid barometer may be used to
determine the atmospheric pressure
5 Describe, quantitatively, how the pressure beneath the surface of a liquid changes with depth
and density of the liquid
6 Recall and use the equation for the change in pressure beneath the surface of a liquid
change in pressure = density × gravitational field strength × change in height
∆p = ρg∆h

Thermal physics
Kinetic particle model of matter
States of matter
1 Know the distinguishing properties of solids, liquids and gases
2 Know the terms for the changes in state between solids, liquids and gases (gas to solid and
solid to gas transfers are not required)

Particle model
1 Describe, qualitatively, the particle structure of solids, liquids and gases, relating their
properties to the forces and distances between particles and to the motion of the particles
(atoms, molecules, ions and electrons)
2 Describe the relationship between the motion of particles and temperature, including the idea
that there is a lowest possible temperature (−273 °C), known as absolute zero, where the
particles have least kinetic energy
3 Describe the pressure and the changes in pressure of a gas in terms of the forces exerted
by particles colliding with surfaces, creating a force per unit area
4 Explain qualitatively, in terms of particles, the relationship between:
(a) pressure and temperature at constant volume
(b) volume and temperature at constant pressure
(c) pressure and volume at constant temperature
5 Recall and use the equation p1V1 = p2V2, including a graphical representation of the
relationship between pressure and volume for a gas at constant temperature

1- General properties of Waves

2- Light

3- Electromagnetic Spectrum

4- Sound
Chemistry

1 States of matter

1.1 Solids, liquids and gases

1 State the distinguishing properties of solids, liquids and gases

2 Describe the structures of solids, liquids and gases in terms of particle separation, arrangement and
motion
3 Describe and explain changes of state (melting, boiling, evaporating, freezing and condensing) in
terms of kinetic particle theory
4 Interpret and explain heating and cooling curves in terms of kinetic particle theory
5 Describe and explain, in terms of kinetic particle theory, the effects of temperature and pressure on
the volume of a gas

1.2 Diffusion
1 Describe and explain diffusion in terms of kinetic particle theory
2 Describe and explain the effect of relative molecular mass on the rate of diffusion of gases

2 Atoms, elements and compounds

2.1 Elements, compounds and mixtures

1 Describe the differences between elements, compounds and mixtures

2.2 Atomic structure and the Periodic Table

1 Describe the structure of the atom as a central nucleus containing neutrons and protons surrounded by electrons in
shells
2 State the relative charges and relative masses of a proton, a neutron and an electron
3 Define proton number / atomic number as the number of protons in the nucleus of an atom
4 Define mass number / nucleon number as the total number of protons and neutrons in the nucleus of an atom
5 Determine the electronic configuration of elements and their ions with proton number 1 to 20, e.g. 2,8,3 6 State
that:
(a) Group VIII noble gases have a full outer shell
(b) the number of outer shell electrons is equal to the group number in Groups I to VII
(c) the number of occupied electron shells is equal to the period number
2.3 Isotopes
1 Define isotopes as different atoms of the same element that have the same number of protons but
different numbers of neutrons
2 State that isotopes of the same element have the same chemical properties because they have the
same number of electrons and therefore the same electronic configuration
3 Interpret and use symbols for atoms, e.g. 126C and ions, e.g. 3517Cl –
4 Calculate the relative atomic mass of an element from the relative masses and abundances of its
isotopes

3 Experimental techniques and chemical analysis

3.1 Experimental design
1 Name appropriate apparatus for the measurement of time, temperature, mass and volume,
including: (a) stopwatches
(b) thermometers
(c) balances
(d) burettes
(e) volumetric pipettes
(f) measuring cylinders
(g) gas syringes
2 Suggest advantages and disadvantages of experimental methods and apparatus 3 Describe a:
(a) solvent as a substance that dissolves a solute
(b) solute as a substance that is dissolved in a solvent
(c) solution as a mixture of one or more solutes dissolved in a solvent
(d) saturated solution as a solution containing the maximum concentration of a solute dissolved in the solvent
at a specified temperature
(e) residue as a substance that remains after evaporation, distillation, filtration or any similar process (f)
filtrate as a liquid or solution that has passed through a filter

3.2 Chromatography
1 Describe how paper chromatography is used to separate mixtures of soluble substances, using a suitable solvent
2 Describe the use of locating agents when separating mixtures containing colourless substances. Knowledge of
specific locating agents is not required
3 Interpret simple chromatograms to identify:
(a) unknown substances by comparison with known substances
(b) pure and impure substances
4 State and use the equation for Rf:
distance travelled by substance
R =
f distance travelled by solvent
3.3 Separation and purification
1 Describe and explain methods of separation and purification using:
(a) a suitable solvent
(b) filtration
(c) crystallisation
(d) simple distillation
(e) fractional distillation
2 Suggest suitable separation and purification techniques, given information about the substances involved
3 Identify substances and assess their purity using melting point and boiling point information

4 Bonding

4.1 Ion and ionic bonds

1 Describe the formation of positive ions, known as cations, and negative ions, known as anions
2 Describe the giant lattice structure of ionic compounds as a regular arrangement of alternating
positive and negative ions
3 State that an ionic bond is a strong electrostatic attraction between oppositely charged ions
4 Describe the formation of ionic bonds between ions of metallic and non-metallic elements, including
the use of dot-and-cross diagrams
5 Describe and explain in terms of structure and bonding the properties of ionic compounds:
(a) high melting points and boiling points
(b) good electrical conductivity when aqueous or molten and poor when solid

4.2 Simple molecules and covalent bonds

1 State that a covalent bond is formed when a pair of electrons is shared between two atoms leading to noble gas
electronic configurations
2 Describe the formation of covalent bonds in simple molecules, including H2, Cl2, H2O, CH4, NH3, HCl, CH3OH,
C2H4, O2, CO2 and N2. Use dot-and-cross diagrams to show the electronic configurations in these and similar
molecules
3 Describe and explain in terms of structure and bonding the properties of simple molecular compounds:
(a) low melting points and boiling points in terms of weak intermolecular forces (specific types of
intermolecular forces are not required)
(b) poor electrical conductivity
4.3 Giant covalent structures
1 Describe the giant covalent structures of graphite, diamond and silicon(IV) oxide, SiO2
2 Relate the structures and bonding of graphite and diamond to their uses, limited to:
(a) graphite as a lubricant and as an electrode (b) diamond in cutting tools

3 Describe the similarity in properties between diamond and silicon(IV) oxide, related to their structures

4.4 Metallic bonding

1 Describe metallic bonding as the electrostatic attraction between the positive ions in a giant metallic lattice
and a ‘sea’ of delocalised electrons
2 Explain in terms of structure and bonding the properties of metals:
(a) good electrical conductivity
(b) malleability and ductility

5 The Periodic Table

5.1 Arrangement of elements

1 Describe the Periodic Table as an arrangement of elements in periods and groups and in order of
increasing proton number / atomic number
2 Describe the change from metallic to non-metallic character across a period
3 Describe the relationship between group number and the charge of the ions formed from elements
in that group
4 Explain similarities in the chemical properties of elements in the same group of the Periodic Table in
terms of their electronic configuration
5 Explain how the position of an element in the Periodic Table can be used to predict its properties
6 Identify trends in groups, given information about the elements

5.2 Group I properties

1 Describe the Group I alkali metals, lithium, sodium and potassium, as relatively soft metals with
general trends down the group, limited to:
(a) decreasing melting point
(b) increasing density
(c) increasing reactivity
2 Predict the properties of other elements in Group I, given information about the elements
 5.3 Group VII properties

1 Describe the Group VII halogens, chlorine, bromine and iodine, as diatomic non-metals with
general trends down the group, limited to: (a) increasing density
(b) decreasing reactivity

2 State the appearance of the halogens at r.t.p. as:

(a) chlorine, a pale yellow-green gas
(b) bromine, a red-brown liquid
(c) iodine, a grey-black solid

3 Describe and explain the displacement reactions of halogens with other halide ions
4 Predict the properties of other elements in Group VII, given information about the elements

5.4 Transition elements

1 Describe the transition elements as metals that:

(a) have high densities
(b) have high melting points
(c) have variable oxidation numbers
(d) form coloured compounds
(e) often act as catalysts as elements and in compounds

5.5 Noble gases

1 Describe the Group VIII noble gases as unreactive, monatomic gases and explain this in terms of
electronic configuration

6 Stoichiometry
6.1 Formulae
1 State the formulae of the elements and compounds named in the subject content
2 Define the molecular formula of a compound as the number and type of different atoms in one
molecule
3 Define the empirical formula of a compound as the simplest whole number ratio of the different
atoms or ions in a compound
4 Deduce the formula of a simple compound from the relative numbers of atoms or ions present in a
model or a diagrammatic representation
5 Deduce the formula of an ionic compound from the charges on the ions
6 Construct word equations, symbol equations and ionic equations to show how reactants form
products, including state symbols
7 Deduce the symbol equation with state symbols for a chemical reaction, given relevant information

6.2 Relative masses of atoms and molecules

1 Describe relative atomic mass, Ar, as the average mass of the isotopes of an element compared to 1/12th of the
mass of an atom of 12C
2 Define relative molecular mass, Mr, as the sum of the relative atomic masses. Relative formula mass, Mr, will be
used for ionic compounds
7 Chemical energetics
7.1 Exothermic and endothermic reactions
1 State that an exothermic reaction transfers thermal energy to the surroundings leading to an increase in the
temperature of the surroundings
2 State that an endothermic reaction takes in thermal energy from the surroundings leading to a decrease in the
temperature of the surroundings
3 State that the transfer of thermal energy during a reaction is called the enthalpy change, ΔH, of the reaction. ΔH is
negative for exothermic reactions and positive for endothermic reactions
4 Define activation energy, Ea, as the minimum energy that colliding particles must have to react
5 Draw, label and interpret reaction pathway diagrams for exothermic and endothermic reactions using information
provided, to include:
(a) reactants
(b) products
(c) enthalpy change of the reaction, ΔH
(d) activation energy, Ea
6 State that bond breaking is an endothermic process and bond making is an exothermic process and explain the
enthalpy change of a reaction in terms of bond breaking and bond making
7 Calculate the enthalpy change of a reaction using bond energies

Chemical reactions
8.1 Physical and chemical changes
1 Identify physical and chemical changes, and describe the differences between them

8.2 Rate of reaction

1 Describe collision theory in terms of:
(a) number of particles per unit volume
(b) frequency of collisions between particles
(c) kinetic energy of particles (d) activation energy, Ea

2 State that a catalyst increases the rate of a reaction, decreases the activation energy, Ea, of a
reaction and is unchanged at the end of a reaction
3 Describe and explain the effect on the rate of reactions of:
(a) changing the concentration of solutions
(b) changing the pressure of gases
(c) changing the surface area of solids
(d) changing the temperature
(e) adding or removing a catalyst, including enzymes using collision theory

4 Describe and evaluate practical methods for investigating the rate of a reaction, including change in
mass of a reactant or a product and the formation of a gas
5 Interpret data, including graphs, from rate of reaction experiments

8.3 Redox
1 Use a Roman numeral to indicate the oxidation number of an element in a compound 2
Define redox reactions as involving simultaneous reduction and oxidation 3 Define oxidation
in terms of:
(a) gain of oxygen
(b) loss of electrons
(c) an increase in oxidation number 4 Define reduction in terms of:
(a) loss of oxygen
(b) gain of electrons
(c) a decrease in oxidation number
5 Identify redox reactions as reactions involving gain and loss of oxygen, or gain and loss of electrons 6
Identify redox reactions by changes in oxidation number using:
(a) the oxidation number of elements in their uncombined state is zero
(b) the oxidation number of a monatomic ion is the same as the charge on the ion
(c) the sum of the oxidation numbers in a compound is zero
(d) the sum of the oxidation numbers in an ion is equal to the charge on the ion
7 Identify redox reactions by the colour changes involved when using acidified aqueous potassium manganate(VII)
or aqueous potassium iodide
8 Define an oxidising agent as a substance that oxidises another substance and is itself reduced
9 Define a reducing agent as a substance that reduces another substance and is itself oxidised
10 Identify oxidation, oxidising agents, reduction and reducing agents in redox reactions

1 Acids, bases and salts

1.1 The characteristic properties of acids and bases
1 State that aqueous solutions of acids contain H+ ions and aqueous solutions of alkalis contain OH– ions
2 Define acids as proton donors and bases as proton acceptors
3 State that bases are oxides or hydroxides of metals and that alkalis are soluble bases
4 Describe the characteristic properties of acids in terms of their reactions with:
(a) metals
(b) bases
(c) carbonates
5 Describe the characteristic properties of bases in terms of their reactions with:
(a) acids
(b) ammonium salts
6 State that a neutralisation reaction occurs between an acid and a base
7 Describe the neutralisation reaction between an acid and an alkali to produce water,
H+(aq) + OH−(aq) → H2O(l )
8 Describe acids and alkalis in terms of their effects on:
(a) litmus
(b) thymolphthalein
(c) methyl orange
9 Define a strong acid as an acid that is completely dissociated in aqueous solution and a weak acid as an acid
that is partially dissociated in aqueous solution
10 State examples of strong acids, including hydrochloric acid, nitric acid and+sulfuric acid and construct the
symbol equations to show their complete dissociation, e.g. HCl(aq) → H (aq) + Cl –(aq)
11 State examples of weak acids, including carboxylic acids and construct the symbol equations to show their
partial dissociation, e.g. for ethanoic acid, CH3COOH(aq) ⇌ H+(aq) + CH3COO–(aq)
12 Describe how to compare hydrogen ion concentration, neutrality, relative acidity and relative alkalinity in
terms of colour and pH using universal indicator paper

1.2 Oxides
1 Describe amphoteric oxides as oxides that react with acids and bases to produce a salt and water
2 Classify oxides as acidic, including SO2 and CO2, basic, including CuO and CaO, or amphoteric, limited
to Al2O3 and ZnO, related to metallic and non-metallic character
1.3 Preparation of salts
1 Describe the preparation, separation and purification of soluble salts by reaction of an acid with:
(a) an alkali by titration
(b) excess metal
(c) excess insoluble base
(d) excess insoluble carbonate
2 Describe the preparation of insoluble salts by precipitation
3 Describe the general solubility rule for salts:
(a) sodium, potassium and ammonium salts are soluble
(b) nitrates are soluble
(c) chlorides are soluble, except lead and silver
(d) sulfates are soluble, except barium, calcium and lead
(e) carbonates are insoluble, except sodium, potassium and ammonium
(f) hydroxides are insoluble, except sodium, potassium, ammonium and calcium (partially)
4 Define a hydrated substance as a substance that is chemically combined with water and an anhydrous
substance as a substance containing no water
5 Define the term water of crystallisation as the water molecules present in hydrated crystals, including
CuSO4•5H2O and CoCl 2•6H2O

1.4 Identification of ions and gases

1 Describe tests to identify the anions:
(a) carbonate, CO 2–, by reaction with dilute acid and then testing for carbon dioxide gas
3
(b) chloride, Cl –, bromide, Br –, and iodide, I–, by acidifying with dilute nitric acid then adding aqueous
silver nitrate
(c) nitrate, NO 3–, by reduction with aluminium foil and aqueous sodium hydroxide and then testing for
ammonia gas
(d) sulfate, SO42–, by acidifying with dilute nitric acid then adding aqueous barium nitrate
(e) sulfite, SO3 2–, by reaction with acidified aqueous potassium manganate(VII)
2 Describe tests using aqueous sodium hydroxide and aqueous ammonia to identify the aqueous cations:
(a) aluminium, Al 3+
(b) ammonium, NH4 +
(c) calcium, Ca2+
(d) chromium(III), Cr3+
(e) copper(II), Cu2+
(f) iron(II), Fe2+
(g) iron(III), Fe3+
(h) zinc, Zn2+
3 Describe tests to identify the gases:
(a) ammonia, NH3, using damp red litmus paper
(b) carbon dioxide, CO2, using limewater
(c) chlorine, Cl 2, using damp litmus paper
(d) hydrogen, H2, using a lighted splint
(e) oxygen, O2, using a glowing splint
(f) sulfur dioxide, SO2, using acidified aqueous potassium manganate(VII)
 1.5 Identification of ions and gases continued
4 Describe the use of a flame test to identify the cations:
(a) lithium, Li+
(b) sodium, Na+
(c) potassium, K+
(d) calcium, Ca2+
(e) barium, Ba2+
(f) copper(II), Cu2+

1.6

(A.T.P included, relevant to the covered syllabus)

2. Stoichiometry

2.1 The mole and the Avogadro constant

1 State that the mole, mol, is the unit of amount of substance and
that one mole contains 6.02 × 1023 particles, e.g. atoms, ions,
molecules; this number is the Avogadro constant
2 Use the relationship
mass (g)
amount of substance (mol) =
molar mass (g / mol)
to calculate:
(a) amount of substance
(b) mass
(c) molar mass
(d) relative atomic mass or relative molecular / formula mass
(e) number of particles, using the value of the Avogadro constant
3 Use the molar gas volume, taken as 24 dm3 at room temperature
and pressure, r.t.p., in calculations involving gases
4 State that concentration can be measured in g / dm3 or mol / dm3
5 Calculate stoichiometric reacting masses, limiting reactants, volumes of
gases at r.t.p., volumes of solutions and concentrations of solutions
expressed in g / dm3 and mol / dm3, including conversion between cm3
 and dm3
6 Use experimental data to calculate the concentration of a solution in a titration
7 Calculate empirical formulae and molecular formulae, given appropriate data
8 Calculate percentage yield, percentage composition by mass and percentage purity,
given appropriate data

3.1 Reversible reactions and equilibrium

1 State that some chemical reactions are reversible as shown by the symbol ⇌
2 Describe how changing the conditions can change the direction of a reversible reaction
for:
(a) the effect of heat on hydrated compounds
(b) the addition
of water to
anhydrous
compounds
including
copper(II) sulfate
and cobalt(II)
chloride
3 State that a reversible reaction in a closed system is at equilibrium when:
(a) the rate of the forward reaction is equal to the rate of the reverse reaction
(b) the concentrations of reactants and products are no longer changing
4 Predict and explain, for a reversible reaction, how the position of equilibrium is affected
by:
(a) changing temperature
(b) changing pressure
(c) changing concentration
(d) using a catalyst
using information provided
5 State the symbol equation for the production of ammonia in the Haber process, N2(g)
+ 3H2(g) ⇌ 2NH3(g)
6 State the sources of the hydrogen (methane) and nitrogen (air) in the Haber process

3.1 Reversible reactions and equilibrium continued

7 State the typical conditions in the Haber process as 450 °C, 20 000 kPa / 200 atm and
an iron catalyst
8 State the symbol equation for the conversion of sulfur dioxide to
sulfur trioxide in the Contact process, 2SO2(g) + O2(g) ⇌ 2SO3(g)
9 State the sources of the sulfur dioxide (burning sulfur or roasting
sulfide ores) and oxygen (air) in the Contact process
10 State the typical conditions for the conversion of sulfur dioxide to sulfur
 trioxide in the Contact process as 450 °C, 200 kPa / 2 atm and a
vanadium(V) oxide catalyst
11 Explain, in terms of rate of reaction and position of equilibrium, why the
typical conditions stated are used in the Haber process and in the Contact
process, including safety considerations and economics

Biology
1. Cells
2. Classification
3. Movement into and out of cells
4. Biological molecules
5. Enzymes
6. Plant nutrition
7. Transport in flowering plants
8. Human nutrition
9. Human gas exchange
10. Respiration
11.Transport in humans
12.Disease and Immunity
13.Excretion
14.Coordination and response in plants