ocr.org.uk/aslevelgeology
Oxford Cambridge and RSA
GEOLOGYH014For first assessment in 2018
AS LEVEL
Version 3.1 (January 2020)
Specification
QualificationAccredited
Registered office: The Triangle Building Shaftesbury RoadCambridge CB2 8EA
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Contents
1 Why choose an OCR AS Level in Geology? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRASLevelinGeology? 31c. Whatarethekeyfeaturesofthisspecification? 41e. HowdoIfindoutmoreinformation? 51d. WhatisnewinOCRASLevelinGeology? 5
2 Thespecificationoverview 62a. OCR’s AS Level in Geology (H014) 62b. Content of AS Level in Geology (H014) 72c. Contentofmodules1to4 92d. Prior knowledge, learning and progression 32
3 Assessment of OCR AS Level in Geology 333a. Formsofassessment 333b. Assessmentobjectives(AO) 333c. Assessmentavailability 343d. Retakingthequalification 343e. Assessmentofextendedresponse 343f. Synopticassessment 353g. Calculatingqualificationresults 35
4 Admin:whatyouneedtoknow 364a. Pre-assessment 364b. Specialconsideration 374c. Externalassessmentarrangements 374e. Post-results services 384f. Malpractice 384d. Resultsandcertificates 38
5 Appendices 395a. Overlapwithotherqualifications 395b. Accessibility 395c. SI units in geology 395d. How Science Works (HSW) 415e Mathematicalskillsrequirements 435f. Health and Safety 49
Summaryofupdates 50
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1 Why choose an OCR AS Level in Geology?
1a. WhychooseanOCRqualification?
Choose OCR and you’ve got the reassurance that you’reworkingwithoneoftheUK’sleadingexamboards. Our new AS Level in Geology course has been developedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.
We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.
Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.Over 13,000 centres choose our A Levels, GCSEs and vocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.
OurSpecifications
Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.
We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailor
thedeliveryofthecoursetosuityourneeds.Weaimtoencouragestudentstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.
We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:
• Awiderangeofhigh-qualitycreativeresourcesincluding:•• Delivery Guides•• TransitionGuides•• TopicExplorationPacks•• LessonElements•• …andmuchmore.
• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification.
• CPD/Trainingforteacherstointroducethequalificationandprepareyouforfirstteaching.
• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividual learners or whole schools.
AllASlevelqualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’s AS Level in Geology is QN 603/0783/3.
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1b. Why choose an OCR AS Level in Geology?
TheOCRASLevelGeologyallowslearnerstofirstassimilateatoolkitofgeologicalskillsandconcepts,before developing their understanding through study ofgeologicalprinciples.Thespecificationallowsflexibilityintheteachingapproach.Teachingofpracticalskillsisintegratedwiththetheoreticaltopics,andtheseskillsareassessedthroughwrittenpapers.
Allofourspecificationshavebeendevelopedwithsubjectandteachingexperts.WehaveworkedincloseconsultationwithteachersandrepresentativesfromHigherEducation(HE)withtheaimofincludingup-to-daterelevantcontentwithinaframeworkthatisinterestingtoteachandadministerwithinallcentres(largeandsmall).
OurnewASLevelinGeologyqualificationbuildsonourexistingcourseandoffersfamiliaritytoexistingcentres but is also clear and logically laid out for
centresnewtoOCR,withanassessmentmodelthatisstraightforwardtoadminister.
There-developmentofourASLevelGeologyqualificationhasbeenalignedwiththepopularOCRAS Level science suite B [Biology B (Advancing Biology),ChemistryB(Salters)andPhysicsB(Advancing Physics)]. It is based on an understanding ofwhatworkswellincentreslargeandsmall.Areasof content have been updated where stakeholders haveidentifiedthatimprovementscouldbemade.Wehaveundertakenasignificantamountofconsultationthroughourscienceforums(whichincluderepresentativesfromlearnedsocieties,HE,teaching and industry) and through focus groups with teachers.
We have worked closely with teachers and HE representativestoprovidehighqualitysupportmaterialstoguideyouthroughthenewqualifications.
Aimsandlearningoutcomes
OCR’sASLevelinGeologywillencouragelearnersto:
• developessentialknowledgeandunderstanding ofdifferentareasofgeologyandhowtheyrelate to each other, to include civil engineering, engineering geology, hydrogeology,mininggeologyandpetroleumgeology
• developthroughcriticalpracticetheskills,knowledgeandunderstandingofscientificmethodsasappliedingeologythroughpracticalwork,includingfieldwork
• developcompetenceandconfidenceinselecting,usingandevaluatingarangeofquantitativeandqualitativeskillsandapproaches,(includingobserving,collectingandanalysinggeo-locatedfielddata,andinvestigative,mathematicalandproblemsolvingskills)andapplyingthemasanintegralpart of their geological studies
• understandhowsocietymakesdecisionsaboutgeological issues and how geology contributes tothesuccessoftheeconomyandsociety.
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1c. Whatarethekeyfeaturesofthisspecification?
TheOCRASLevelinGeologyhasbeendesignedtoinspire your learners, develop their interest in and enthusiasmforthesubjectandusesanengaging,flexibleapproach.
Thespecification:
• placesaparticularemphasisonthedevelopmentofpracticalskillsandgeologicalliteracy
• is laid out clearly in a series of teaching moduleswithAdditionalguidanceaddedwhererequiredtoclarifyassessmentrequirements
• is structured to allow ideas to be introduced withinrelevantandcontemporarysettingsthathelp learners anchor their conceptual knowledge of the range of topics required at AS Level
• is co-teachable with the A Level• embedspracticalrequirementswithinthe
teachingmodules.WhilstthePractical
EndorsementisnotpartofASLevelinGeology,opportunitiesforcarryingoutactivitiesthatwouldcounttowardstheALevelPracticalEndorsementareindicatedthroughoutthespecification,intheAdditionalguidancecolumn,byuseofPAG. Refer to the A Level specification,Section5g,forPracticalEndorsementrequirements.
• exemplifiesthemathematicalrequirementsofthecourse(seeSection5e)
• highlightsopportunitiesfortheintroductionofkeymathematicalrequirements(seeSection 5eandtheAdditionalguidancecolumnforeachmodule)intoyourteaching
• identifies,withintheAdditionalguidance,howthe skills, knowledge and understanding of How Science Works (HSW) can be incorporated within teaching.
Teachersupport
Theextensivesupportofferedalongsidethisspecificationincludes:
• deliveryguides–providinginformationonassessed content, the associated conceptual developmentandcontextualapproachestodelivery
• transitionguides–identifyingthelevelsofdemandandprogressionfordifferentkeystagesforaparticulartopicandgoingontoprovide links to high quality resources and ‘checkpoint tasks’ to assist teachers in identifyinglearners‘readyforprogression’
• lessonelements–writtenbyexperts,providingallthematerialsnecessarytodelivercreativeclassroomactivities
• ActiveResults(seeSection1a)
Alongwith:
• SubjectAdvisorswithintheOCRscienceteamto help with course queries
• teacher training• Science Spotlight(ourtermlynewsletter)• Online Support Centre, support.ocr.org.uk• PracticalSkillsHandbook• Maths Skills Handbook.
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1e. HowdoIfindoutmoreinformation?
IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk
If you are not already a registered OCR centre then youcanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk
If you are not yet an approved centre and would like tobecomeonegoto:www.ocr.org.uk
Findoutmore?
ContacttheSubjectAdvisors: [email protected], 01223 553998
Visit our Online Support Centre at support.ocr.org.uk
CheckwhatCPDeventsareavailable: www.cpdhub.ocr.org.uk
FollowusonTwitter:@ocr_science
1d. WhatisnewinOCRASLevelinGeology?
ThissectionisintendedforteacherscurrentlydeliveringOCRASLevelinGeology.IthighlightsthedifferencesbetweentheASLevelinGeology(H087)andtheASLevelinGeology(H014)forfirstteachingfromSeptember2017:
What stays the same? What’s changing?
• Assessmentisattheendofthecourse• Content is half the A Level Geology and
remainsco-teachablewiththeALevel• Assumesnopreviousexperienceofgeology
anddevelopsconceptsandideasfromGCSE(9–1)ScienceinthecontextofEarthscience
• Concept-ledapproachisfamiliaralthoughupdatedandstreamlined
• Keytopicareashavestayedthesame(globaltectonics,andigneoussedimentaryandmetamorphicrocksandprocesses)
• Breadthofmathematicalcoverage.
• Theassessmentconsistsofasingleexamof 2hours30minutes
• Course redesigned to give learners a toolkit of geological skills which are developed in familiarcontent
• Reintroducedmineralogyandgeochemistry,withadvancedpetrologyconceptsmovedto A Level only
• Fieldworkrequirement(twodays)andindirectassessmentofpracticalskillsinexamination(15%weighting)
• Assessmentstylesareconsistentacrossall the OCR GCE Science Suite
• 10%Level2mathsweighting.
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2 Thespecificationoverview
2a. OCR’s AS Level in Geology (H014)
Learnerstakethecomponent01tobeawardedtheOCRASLevelinGeology.
ContentOverview AssessmentOverview
Content is split into four teachingmodules:
• Module1–Developmentofpracticalskillsingeology
• Module2–Foundationsin geology
• Module3–Globaltectonics
• Module4–Interpretingthe past
Component01assessescontentfromallfourmodules.
Geology* (01)
120 Marks
2hour30minuteswrittenpaper
100%of totalAS level
*Indicatesinclusionofsynopticassessment.SeeSection3f.
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2b. Content of AS Level in Geology (H014)
TheASLevelinGeologyspecificationcontentisdividedintofourteachingmodulesandeachmoduleis further divided into key topics.
Eachmoduleisintroducedwithasummarywhichcontextualisesthegeologyitcontainsandeachtopicisalsointroducedwithashortsummarytext.Thesedonotformpartoftheassessablecontent.Itisexpectedthatcontextsareusedinteachingtorelatethesubjecttoreal-worldgeologicalexperience.LearnerswillbeexpectedtobeabletoapplytheirunderstandingofGeologytobothfamiliarandunfamiliarcontextsintheassessments.
Theassessablecontentisdividedintotwocolumns:LearningoutcomesandAdditionalguidance.
TheLearningoutcomesmayallbeassessedintheexaminations.TheAdditionalguidancecolumnisincluded to provide further advice on delivery and the expectedskillsrequiredfromlearners.
ReferencestoHowScienceWorks(HSW,Section5d)are included in the guidance to highlight opportunitiestoencourageawiderunderstandingofscience.
Themathematicalskillsrequirements(Section5e),arereferencedbytheprefixMtolinkthemathematicalskillsrequiredforASLevelGeologytoexamplesofgeologycontentwherethosemathematicalskillscouldbelinkedtolearning.
ReferencestoHSWstatementsandmathematicalskillsareindicativeofwheretheseskillscouldbedeveloped, and are not intended to be either prescriptiveorexhaustive.Wherelearningoutcomes
compriseseveralsub-statements,referencesrelevanttoanyofthesub-statementshavebeengrouped.
Thespecificationhasbeendesignedtobeco-teachable with the A Level in Geology qualification.LearnersstudyingtheALevelinGeologystudymodules1to4andthencontinuewiththeALevelonlymodules5to7.TheinternallyassessedPracticalEndorsementskillsalsoformpartofthefullALevel(seeSection1.2intheALevelspecification).
AsummaryofthecontentfortheASLevelcourseisasfollows:
Module1–Developmentofpracticalskillsingeology
• Practicalskillsassessedinawrittenexamination
• Practicalskillsdevelopedthroughfieldworkandassessedinawrittenexamination
Module2–Foundationsingeology
• Minerals and rocks• Fossilsandtime
Module3–Globaltectonics
• Earth structure• Plate tectonics• Geological structures
Module4–Interpretingthepast
• Sedimentaryenvironmentsintime• Geochronology
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Assessmentofpracticalskills
Module1ofthespecificationcontentrelatestothepracticalskillslearnersareexpectedtogainthroughout the course, which are assessed throughoutthewrittenexamination.Inthewrittenexamination,aminimumof15%ofthetotalmarksforthequalificationwillassessknowledgeandunderstandinginrelationtopracticalskills.
Practicalactivitiesareembeddedwithinthelearningoutcomesofthecoursetoencouragepracticalactivitiesintheclassroomwhichenhancelearners’understandingofgeologicaltheoryandpracticalskills.
Fieldworkskills
Fieldworkskillsarefundamentaltothestudy,practiceanddisciplineofgeology.Theyareintegratedintoallaspectsofthesubject.LearningtheseskillsinthecontextofthecontentdetailedinSection2cwillstimulatelearnersto‘thinkgeologically’.Itwillalsoprovidethemwithopportunitiestoapplytheskillsinawiderangeofcurriculumorlearningcontexts.
Conductingfieldworkaspartofavariedlearningprogrammeallowslearnerstoachieveskillssuchas
theabilitytovisualiseandextrapolatedatainthreedimensions,andtounderstandtheapplicationofpracticalmethodologies.
Within the AS Level Geology course, learners are required to undertake a minimumoftwodays of fieldwork(seeSection4a).SpecificfieldworkskillsthatlearnersmustundertakeandthathavebeenidentifiedforindirectassessmentaredetailedinSection1.3.
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2c. Content of modules 1 to 4
Module1:Developmentofpracticalskillsingeology
ThedevelopmentofpracticalskillsisafundamentalandintegralaspectofthestudyofanyscientificsubjectandacommonapproachhasbeenadoptedacrosstheOCRsciencesuite(Biology,Chemistry,GeologyandPhysics).Theseskillsnotonlyenhancelearners’understandingofthesubjectbutalsoserveasasuitablepreparationforthedemandsofstudyinggeology at a higher level.
Geologygiveslearnersmanyopportunitiestodevelopthefundamentalskillsneededtocollectandanalyseempiricaldata.Skillsinplanning,implementing,analysingandevaluating(asoutlinedin1.1)andfieldworkskills(asoutlinedin1.3),willbeassessedinthewrittenexamination.
1.1Practicalskillsassessedinawrittenexamination
Thepracticalskillsdetailedinmodule1areembeddedthroughoutmodules2to4ofthisspecification.
Learners will be required to develop a range of practicalskillsthroughouttheircourse.Thepracticalskillsassessedinthewrittenexaminationwillbeassessedincontextsbothfamiliarandunfamiliartothe learners.
1.1.1 Planning
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) experimentaldesign,includingtosolveproblemssetinapracticalcontext
Includingselectionofsuitableapparatus,equipmentandtechniquesfortheproposedexperiment.
Learnersshouldbeabletoapplyscientificknowledgebasedonthecontentofthespecificationtothepracticalcontext.HSW3
(b) identificationofvariablesthatmustbecontrolled, where appropriate
(c) evaluationthatanexperimentalmethodisappropriatetomeettheexpectedoutcomes.
HSW6
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1.1.2Implementing
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) howtouseawiderangeofpracticalapparatusandtechniques correctly
HSW4
(b) appropriateunitsformeasurements M1.1
(c) presentingobservationsanddatainanappropriateformat. M1.1HSW8
1.1.3 Analysis
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) processing,analysingandinterpretingqualitativeandquantitativeexperimentalresults
Including reaching valid conclusions, where appropriate.HSW5
(b) useofappropriatemathematicalskillsforanalysisofquantitativedata
RefertoSection5eforalistofmathematicalskillsthatlearnersshouldhaveacquiredcompetenceinas part of their course.HSW3
(c) appropriateuseofsignificantfigures M1.3
(d) plottingandinterpretingsuitablegraphsfromexperimentalresults,including: (i) selectionandlabellingofaxeswith
appropriatescales,quantitiesandunits (ii) measurementofgradientsandintercepts.
M2.9, M2.10, M3.7, M3.8, M3.10
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1.1.4Evaluation
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) how to evaluate results and draw conclusions HSW6
(b) theidentificationofanomaliesinexperimentalmeasurements
(c) thelimitationsinexperimentalprocedures
(d) precisionandaccuracyofmeasurementsanddata,includingmarginsoferror,percentageerrorsanduncertaintiesinapparatus
(e) therefiningofexperimentaldesignbysuggestionofimprovementstotheproceduresandapparatus.
HSW3
1.2isincludedintheOCRALevelGeologyspecificationonly
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1.3.1Practicalskillsdevelopedthroughfieldwork
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) themeasurementanddescriptionofthediagnosticpropertiesofrocksinthefield
Toinclude:colour,composition,grain/crystalsizeandgrain/crystalshapeandsorting/igneoustexture/metamorphicfabric.
M1.1, M2.1, M2.2, M2.6, M2.8, M4.2HSW4,10
(b) thecollectionofvaliddatainthefieldrelatingtotheigneous,metamorphicorsedimentaryprocessesthatformedtherocks
Toinclude:random,stratifiedandsystematicsamplingtechniquesandsamplingvalidity.
M2.5HSW4,10
(c) themeasurementanddescriptionofrockdeformationinthefield
Toincludesamplingvalidity.
M1.1, M2.4, M2.5, M4.2HSW4,10
(d) theuseofgeochronologicalprinciplesinthefieldtoplacegeologicaleventsinrelativetimesequences.
HSW4,10
1.3Practicalskillsdevelopedthroughfieldworkandassessedinawrittenexamination
Developmentoffieldworkskillsisavitalpartofalearner’sdevelopmentaspartofthiscourse.Relevantcontextsforthedevelopmentoffieldworkskillsareincludedthroughoutallmodulesofthespecification.
Aminimumoftwodaysoffieldworkconductedthroughout the course will allow learners to undertakethefollowingtechniques(seeSection4a).
Learnersshouldconducttheirfieldworkresponsibly,showing awareness for their own safety and of their impactontheenvironment.
As part of the AS Level Geology course, learners are requiredto:
• undertakefieldworkindifferentcontexts:virtualfieldwork,localfieldworkoutsidetheclassroomandfieldworkonunfamiliaroutcropgeology
• applyknowledgeandconceptstoidentifyandunderstandfieldobservations.
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Module2:Foundationsingeology
Like all sciences, Earth science is a broad discipline andgeologistscommonlyworkinmultidisciplinaryteams.Modules2,3and4willbefamiliartoallgeologists.
Takingamajoroildevelopmentasanexampleofamultidisciplinaryteam:geologistsexplorefortheoil(petroleumgeology),usefossilstodatetherocks(palaeontology),determinethegroundconditions forconstruction(engineeringgeology),design the structures needed to recover the oil (civilengineering),findthebulkmineralsneeded fortheproject(mininggeology)andusewatertomaximisehydrocarbonrecovery(hydrogeology).
Thissectionprovidesknowledgeandunderstandingofminerals,rocks,fossilsandthegeologicaltimescale.Itbuildsonlearners’knowledgeofEarthscienceandplacesthiswithinascientificframework.
Learners will have knowledge of the geological phenomenafromplace-basedstudyingeography,andrelevantscientificprinciplesfromGCSE(9–1)Science.
Thissectionaimstoprovidelearnerswithabasicgeological toolkit grounded in their hands-on experienceofrocksandfossils(2.1Mineralsandrocks,2.2Fossilsandtime).
Learnersareexpectedtoapplyknowledge,understanding and other skills developed in this moduletonewsituationsand/ortosolverelatedproblems.
2.1Mineralsandrocks
‘Thebestgeologististheonewhohasseenthemostrocks.’–ProfH.H.Read
Mineralsarethebasiccomponentsofgeology; allrockscontainoneormoreminerals.Theunderstandingofmineralsbuildsonlearners’ existingknowledgeofchemistryandphysics.
Knowledgeofigneous,sedimentaryandmetamorphicrocks,basedonthehandlinganddescriptionofrocksamples,prepareslearnersforthestudyofmodules3to 7 (5 to 7 are A Level only).
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Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) mineralsasnaturallyoccurringelementsandinorganiccompoundswhosecompositioncanbeexpressedasachemicalformula
Toinclude:nativesulfurandcopper,calcite,quartz, pyrite and galena.
Learners are notexpectedtorecallthechemicalformulaofotherminerals.
(b) rock-formingsilicatemineralsascrystallinematerialsbuiltupfromsilicon–oxygentetrahedratoformframeworks,sheetsorchainsandwhichmayhavearangeofcompositions(qualitativeonly)
Toinclude:• silicon tetrahedra (olivine, garnet)• chains(pyroxene)• sheets(micasandclays)• frameworks(quartz,feldspar).
(c) (i) thediagnosticphysicalpropertiesofrock-formingmineralsinhandspecimens
(ii) theclassificationofsamples,photographsandthinsectiondiagramsofmineralsusingtheirdiagnosticphysicalproperties
(iii) practicalinvestigationstodeterminethedensityandhardnessofmineralsamples
(iv) the techniques and procedures used to measuremass,lengthandvolume
Toinclude:colour,lustre,shape,streak,cleavage/fracture,density,hardness,reactionwithacid.
Toincludetheapplicationofthediagnosticpropertiesofthemajorrock-formingminerals.
Toinclude:• Mohs hardness test• density test.
M1.1, M1.3, M1.4, M1.5, M1.6, M2.1, M3.2
PAG1HSW4,5,8
(d) rocksasmixturesofoneormoremineralsthatareclassifiedasigneous,sedimentaryormetamorphicusingtheirrelationshiptotemperaturesandpressuresintherockcycle.
2.1.1Minerals
Thechemicalcompositionandcrystallinestructureofrock-formingmineralsdeterminetheirdiagnosticcharacteristicsandbehaviour.
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Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) (i) theclassificationofigneousrocksonthebasisoftheircomposition(silicic,intermediate,maficandultramafic)andcrystalgrainsize(coarse-crystals>5mmdiameter;medium-crystals1–5mmdiameter;fine-crystals<1mmdiameter)
(ii) thediagnosticpropertiesofrockstoidentifyigneousrocksinsamples,photographsandthinsectiondiagrams
Toinclude:granite,microgranite,rhyolite;diorite,microdiorite,andesite;gabbro,dolerite,basaltandperidotite.
M1.2, M1.4, M1.5, M3.2
PAG1 HSW8
(b) (i) igneoustextures,crystalsizeandcrystalshapeasevidencefordepthofformationandrateofcooling of igneous rocks
(ii) thediagnosticpropertiesofigneoustexturesandcrystalshapeinsamples,photographsandthinsectiondiagrams
(iii) therepresentationusingdrawingsandannotateddiagramsofigneoustexturesandcrystalshapeinsamples
(iv) the techniques and procedures used to measuretemperature.
Toinclude:volcanic and plutonic igneous rocks and obsidian.
Toinclude:equicrystalline,glassy,vesicular,amygdaloidal,flowbandingandporphyritic.
M1.4, M1.5, M3.2, M4.2
PAG3 HSW1,8
2.1.2Igneousrocks
Igneous rocks are the product of the cooling and solidificationofmagmaoroflava.
Mostigneousrockscanbeclassifiedbasedontheirdirectlyobservablecharacteristics.
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Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) weatheringanderosion,themechanical,chemicalandbiologicalprocessesthatproducethesedimentsthatformsedimentaryrocks
Toincludetheformationof:• clasticmaterial• clays• evaporites(gypsum,halite)• carbonatesediment.
Learnersshouldbeabletorecognisethemineralinagivenchemicalreactionbutnotrecallthespecificformulaofindividualminerals.HSW1
(b) (i) theeffectoftheprocessoferosiononthecharacteristicsandcompositionofmodernsediments
(ii) sieveanalysisofsediments
Toinclude:transportprocesses,Hjulströmcurve,lengthoftransportandtheconceptofmaturity.
M1.2, M2.1, M2.5, M2.6, M2.8PAG4HSW1
(c) thediagnosticpropertiesofrockstorecogniseandmeasuregrainsizesinsamples,photographsandthinsectiondiagrams
Toincludethephiscale(qualitativeonly).
RecallofFolk&Wardformulaeisnot required.
M1.4, M1.5, M2.2, M2.5, M2.6, M2.8, M3.2
PAG1
(d) (i) theclassificationofsiliciclasticrocksonthebasisoftheirdiagnosticproperties(colour,composition,grainsizeandgrainshape,sorting)
(ii) theclassificationofcarbonaterocksonthebasisoftheirdiagnosticproperties(grainsize,cement,mineralcompositionandfossilcontent,andsorting)
(iii) thediagnosticpropertiesofrockstoidentifysiliciclasticandcarbonaterocksinsamples,photographsandthinsectiondiagrams
Toinclude:orthoquartzite,arkose,greywacke.
ToincludetheDunhamscheme(mudstone,wackestone, packstone, grainstone).
PAG1
2.1.3Sedimentaryrocks
Sedimentaryrocksaretheproductofphysical,biologicalorchemicaldeposition.
Sedimentaryrockscanbeclassifiedbasedontheirdirectlyobservablecharacteristics.
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(e) theprocessesofdiagenesisandlithification:
(i) mechanicalcompaction (ii) chemicalcompactionbypressure
dissolutionandrecrystallisation(iii) growthofcements(iv) howthesechangesinrocktexturemodify
theporosityandpermeabilityofrocks.
Toincludetheeffectsofdiagenesisonsiliciclasticandcarbonategrains,organicmaterialandmud.
Toinclude:silica,calcite,hematiteandclayminerals.
Learnersshouldbeabletorecognisethemineralinagivenchemicalreactionbutnotrecallthespecificformulaofindividualminerals.
PAG4 HSW1
2.1.4Metamorphicrocks
Metamorphicrocksaretheproductofthereadjustmentofasedimentaryorigneousparentrocktodifferentconditionsoftemperatureand/orpressure.
Theshaletogneissseriesisusedtoillustratethegeneralprinciplesofmetamorphism.
Metamorphicrockscanbeclassifiedbasedontheirdirectlyobservablecharacteristics.
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) metamorphismasasolidstateisochemicalprocessthatchangesthecharacteristicsofrock
Toinclude:contact,dynamicandregional.
(b) howthemineralogyandfabricofmetamorphicrockscanbeusedtoinferthecompositionoftheparent rock
Toincludetheformationof:• metaquartziteandmarble• slate,phyllite,schistandgneissfromfine
grained rocks.
PAG1HSW1
(c) howastheintensityofmetamorphismchangesdifferentmineralsformwhichcanbeusedtoreconstructtheconditionsofmetamorphism.
Toinclude:metamorphicgrade,indexminerals.
PAG1HSW1,2,8
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2.2Fossilsandtime
Fossilsprovideinformationabouttheinteractionoforganismswiththeenvironmentandanevolutionaryrecordfromwhichthegeologicaltimescalewasdeveloped.Bycombiningbiostratigraphywith
numericalagesfromradiometricdatingofigneousrocksthegeologicaltimescaleallowsgeologiststoreconstructregionalandglobalpalaeoenvironments.
2.2.1Fossils
Thissectionintroduceslearnerstofossilsandtheapplicationoffossildata.
Theseconceptswillbefurtherdevelopedandappliedinmodules4and7(module7isALevelonly).
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) fossilsasthepreservedremainsoflivingorganismsorthetracesofthoseorganisms
Toincludethepreservationofbodyfossilsbyreplacementandtheformationoftracefossils(burrows, tracks and trails).
PAG5
(b) the nature and the reliability of the fossil record andthemorphologicaldefinitionofspecies
Toincludetaphonomicprocesseswhichproducelifeanddeathassemblages,preservationpotential.
M2.5, M2.6, M2.10
HSW5,6,9,12
(c) theuseandinterpretationoffossilsaspalaeoenvironmentalindicators:
(i) tracefossilstoprovideinformationonthebehaviouroftheorganismthatformedthemandthepalaeoenvironment
(ii) bodyfossilstoprovideinformationonthebehaviourofthefossilisedorganismandthepalaeoenvironment.
Toinclude:dwelling,protectionandfeedingstructuresandqualitativeinterpretationoflocomotion.Toinclude:skeletonthickness,robustness,ornament,sensoryorgansandgeopetalstructures within fossils.
PAG5
HSW1,5,9
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Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) (i) theuseofradioactivedecayratesoftheradionuclidesinmineralstogiveanumericalageofthosemineralsandrocks
(ii) theplottingandinterpretationofhalf-lifecurves
Toinclude:qualitativehistoricalconsiderationofothernumericaldatingmethodsfortheageoftheEarth,appropriateminerals,andthedatingofsedimentaryandmetamorphicrocks.
M1.1, M2.5, M2.9
HSW7,8,9,11
(b) the geochronological division of the geological columnforthePhanerozoicintoerasandperiodsusingabiostratigraphicrelativetimesequence.
Toincludebasicidentificationofmaininvertebrate groups (trilobites, corals, brachiopods, bivalves, cephalopods) and an outline of the Palaeozoic, Mesozoic and Cenozoic faunas.
Learners are notrequiredtomemorisedates.
PAG5
2.2.2Geologicaltime
Thissectionintroducesthegeologicalcolumnandtheprinciples used to construct it.
Theseconceptswillbefurtherdevelopedandappliedinmodule7(ALevelonly).
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Module 3: Global tectonics
WhenviewedonageologicaltimescaletheEarthisthemostdynamicoftheterrestrialplanets.
Thissectionprovidesknowledgeandunderstandingof the Earth, its structure and its place within the solarsystem.Itbuildsonlearners’knowledgeof Earthscienceandplacesthiswithinascientificframework.
Learners will have knowledge of the geological phenomenafromplace-basedstudyingeography,andrelevantscientificprinciplesfromGCSE(9–1)Science.
Thismoduleaimstointegratelearners’existingknowledgeandextendtheirunderstandingoftheinterior of the Earth. It provides learners with the basisforunderstandingthetectonicenvironmentsinwhichrocksareformedandgeologicalstructuresdevelop (3.1 Earth structure, 3.2 Plate tectonics and 3.3 Geological structures).
Learnersareexpectedtoapplyknowledge,understanding and other skills developed in this moduletonewsituationsand/ortosolverelatedproblems.
3.1Earthstructure
Our understanding of the layered structure of the Earth has developed rapidly since the 1960s and benefitedfromColdWarmilitaryresearch.Morerecently,insightfromplanetaryscienceandoilexplorationtechnologyhaveallowedgeologiststorefinetheirunderstanding.Thisisstillanareaofactiveresearchandmanyquestionsremaintobeanswered.
Inpresentingthegeochemicalandgeophysicalunderstanding of the structure of the Earth in separatesubsectionsweaimtoavoidthecommonmisconceptionthatassumesthecrustandthelithospherearesynonymousandthattheMohodiscontinuityisthebaseofthelithosphere.
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Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) thelayeredstructuresoftheEarthasdefinedbytherheologicalpropertiesofthelayers
Toincludehoweachlayerdeformsinresponse to an applied force.
(b) howthevariationinPandSwavevelocities providesindirectevidencetoidentifylayers within the Earth and how their paths through the Earth produces the P and S wave shadow zones
Toincludehowthestateanddepthoftheinner and outer core of the Earth can be determined.
HSW3,5
(c) thelithosphereasarigid,brittlelayermadeofthecrustandpartoftheuppermantle,whichisdividedinto plates
(d) howevidencefromgravityanomaliesandisostasyprovidesindirectevidencetodeterminethebehaviour of the lithosphere and asthenosphere
Toinclude:gravityanomalies(freeairandBouguer),isostaticequilibriumandisostaticrebound.HSW1,2,3,5,7
(e) howindirectevidencefromelectromagnetic(EM)surveysmaybeusedtoidentifythelithosphereandasthenosphereatmid-oceanridges
Toincludetherelationshipbetweenconductivityandpartialmelting.HSW1,2,3,7
(f) thenatureoftheasthenosphereasarheid,plasticlayerwith1–5%partialmelting
Toincludetheroleoftheasthenosphereinplate tectonics.
(g) how the density of the whole Earth and the rocks at the surface provide indirect evidence to infer the densityofthecoreandmantlerocks
(h) theprobablegeodynamooriginoftheEarth’smagneticfieldwhichprovidesindirectevidenceforthe subdivision of the core.
Toincludeconvectioninarotatingconductingfluid.HSW1,2,7
3.1.1ThephysicalstructureoftheEarth
ThissectionlooksatthegeophysicalstructureoftheEarth.Learnerswillbefamiliarwithideasofthepropertiesofmatter,waves,gravityandmagnetismfromGCSE(9–1)PhysicsandChemistry.
Theseconceptswillbefurtherdevelopedandappliedinmodule5(ALevelonly).
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Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) thebulkcompositionoftheEarthandhowitisinferredfromthecompositionofmeteorites(chondrites) and the Sun
Toincludetheuseofnormaliseddiagramsdisplayingelementconcentrations(qualitativeonly).
(b) aqualitativeexplanationofthenebularhypothesisfortheformationofthesolarsystemand the Earth
Toincludetheevidenceforprotoplanetarydiscs,andimpactcratersontheEarthandotherbodiesinthesolarsystem.PAG12HSW1
(c) thetransferofgeothermalenergyfrom:
(i) heatofformationbytheEarth (ii) radioactivedecaywithintheEarth
Toinclude:• transferofthermalenergyfrom
differentiation(potentialenergy)• formationofthesolidcore(specificlatent
heat)• earlybombardment(kineticenergy)• theradioactivedecayofK,UandTh.
(d) theGoldschmidtclassificationofelementsintofourgroupsandaqualitativeunderstandingofthepreferredformationofstatesofsubstances(oxidesandsulfides)
Lithophile,siderophile,chalcophile,atmophile.
Learners are not required to study enthalpy changes or free energy.
(e) thedifferentiationoftheEarthintolayersofdistinctcompositionanddensitybythepartitioningofeachoftheGoldschmitgroupsbetweenthecrust,mantle,core,andatmosphereand hydrosphere
Toinclude:evidenceformeteoritesasapossiblesource of rare siderophiles in the crust, crustal abundanceandconcentrationfactor.M1.1, M1.4, M1.6, M3.2
(f) thegeochemicallayeredstructureoftheEarthasdefinedbythemineralcompositionofthelayersandhowthecompositionoftheselayersisinferredfromdirectevidence.
Toincludeevidencefromrocksandseismology:deepminesandboreholes,ophiolites,kimberlitepipes,mantlexenoliths,andtheLehmann,GutenbergandMohodiscontinuities.HSW5
3.1.2TheoriginoftheEarth’sstructure
ThissectionintroducesthegeochemistryandoriginofthestructureoftheEarth.Learnerswillbefamiliarwith ideas of energy transfer and states of substance fromGCSE(9–1)PhysicsandChemistry.
It is also an opportunity for learners to study both renewablegeologicalresources(suchasgeothermal
energy)andfinitemineralresourcesandtheneedtomanagetheseresourcesforlongtermsustainability.
TheGoldschmidtclassificationofelementsprovidesaframeworkforunderstandingthegeochemicalbehaviourofelementswhichwillbedevelopedinmodule5(ALevelonly).
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Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) thetransferofenergyfromwithintheEarthwhich drives the Earth’s internal geological processes
Toinclude:evidenceforthegeothermalgradient,convection,conductionandadvection,andestimatesofgeothermalflux.
M3.2, M3.10
(b) (i) theevidencefromearthquakeseismologydata for the nature of lithospheric plates (aseismicinteriorsandboundariesdefinedbyseismicactivity)
(ii) theevidenceforstructureinthemantlefromseismictomographydata
(iii) theinterpretationandanalysisofseismograms
ToincludeearthquakefocialongtheinclinedplaneofaBenioffzone.
Toincludesubductedslabsandareasofupwelling.Toinclude:• derivingthedistancefromepicentre;using
time–distancecurvestofindtheepicentreof an earthquake
• useofseismogramstodemonstrateshadow zones.
M3.7
PAG2HSW1,3,5,6,9,12
(c) thenatureoflithosphericplates:aseismicinteriorsandboundariesdefinedbyseismicactivity
3.2 Plate tectonics
Of the terrestrial planets, the Earth is the only one wheregeothermalenergyisdissipatedthroughplatetectonics.TheplatetectonicparadigmallowsgeologiststoexplainthedissipationofheatbytheEarth,tectonicenvironments,earthquakesandstyles
ofigneousactivity.Onalongertimescale,theplatetectonicsparadigmexplainspatternsofglobalsedimentation,longtermsealevelchangeandoreformingprocesses,aswillbeexploredinmodules5and 7 (A Level only).
3.2.1Theplatetectonicsparadigm
Platetectonicsisathermodynamicallydrivenprocesswhichinvolvesthemantleandthelithosphere.
TheevidenceforadynamicEarthbuildsonarangeofevidencefromdirectobservationandremotesensing.
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Learningoutcomes Additionalguidance
(d) howtheglobaldistributionofgeologicalfeaturesofthesameageprovidesevidencetoreconstructhistoricalplatemovement
Toinclude:orogenicbelts(Caledonianorogeny–Iapetus),palaeoenvironmentsandgeomagnetics(polarwanderingcurves),oceanfloormagneticanomalies,volcaniczones,palaeoecologyandglacial geology.HSW1,5,6
(e) theevidenceformantleplumes Toinclude:relativeplatemotion,geologicalfeatures,heatflowandseismictomographyHSW1,5,6
(f) howtheresolutionandprecisionofthedirect measurementofrelativemovementofpointsondifferentplatesusingGlobalPositioningSystems(GPS)allowaccuratemeasurementofthecurrentrelativemovementoflithosphericplates
Toincludebasicunderstandingofgeodesy(ellipsoidmodeloftheEarth,thegeoidandterrestrialreferenceframes).
Learners are not required to have an understandingoftheoperationofGlobalPositioningSystems.
M1.3HSW1,3,5,6
(g) subductionzones,lithosphericplates(coldthermalboundary)andmantleplumeswhichactastheactivelimbsoftheconvectioncellswhichtransferenergyfromwithintheEarth
M2.10
(h) howgravityanddifferencesindensityresultinridgepushatmid-oceanridges
Toinclude:passiveupwellingatdivergentplateboundariesandseafloorspreading.
(i) therelativeimportanceofslabpullatsubductionzonesandridgepushatmid-oceanridgesasmechanismsdrivingthemovementoftectonicplates
(j) (i) howtheplatetectonicparadigmemergedfromprevious,graduallymoresophisticatedmodels(geosynclines,continentaldrift,activemantleconvectioncarrying passive tectonic plates)
(ii) interpretationoftheseandotherexamplesofsuchdevelopingmodels.
Toinclude:• evidenceforandagainstContraction
theory• evidencefromoceanbasinresearch• continentalblocks,isostasy,radioactivity
and tectonic plates
Learners are notexpectedtorecallnamedscientistsandspecificdates.HSW7
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Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) thegenerationofmaficmagmabypartialmeltingwhichresultsfromupwellingofthemantleatdivergent plate boundaries and intraplate hot spot settings
Toinclude:geotherm,solidus,liquidusandadiabaticconditions.
(b) thegenerationofintermediateandsilicicmagmasatconvergentplateboundarieswherecrustalmaterialiscarrieddownwardresultinginpartialmelting
Toincludemagmamixing.
(c) the processes of intrusion which cause a body of magmatoascendthroughthecrustandhowtheseaffectthecountryrock
Toincludeformationofdiapirsandtransgressive sills.
(d) (i) thecharacteristicsofmajorandminorintrusivebodiesandthesettingsunderwhichtheyform
(ii) theuseofgeodeticandgeophysicaldatatoidentifythesubsurfaceintrusionofmagma
Toinclude:chilledandbakedmarginsandmetamorphicaureoles.
Toinclude:harmonictremor,3Dvisualisationofseismicdata,tiltmeterandGPSobservations.
M3.2, M3.7, M3.8
PAG2HSW3
(e) (i) howchangesinthepropertiesofmagmacanaffectbuoyancyforcessuchthatthemagmacanmakeitswaytothesurfaceproducingavolcaniceruption
(ii) practicalinvestigationstomodelthepropertiesofmagmaandhowchangestoconditionscanaffectbuoyancyforces
Toinclude:exsolutionofvolatiles,crystalcontent, recharge and groundwater changes.
PAG3HSW1,4
(f) thediagnosticgeologicalcharacteristicsofdykes,sillsandlavaflows
3.2.2Plateboundariesandigneousprocess
Thissectiondevelopsideasofpressureandpressuredifferencesinfluids,andchemicalbondswhichwillbefamiliartolearnersfromGCSE(9–1)PhysicsandChemistry.
Usingbuoyancyandchangingphysicalpropertiesprovidesascientificframeworkforlearnerstounderstand igneous processes which will be developedinmodule5(ALevelonly).
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Learningoutcomes Additionalguidance
(g) howthecomposition(percentagesilica)andtemperatureoftheeruptinglavacontrolsitsviscosityanditsabilitytoexsolvevolatiles
ToincludeaqualitativeunderstandingoftheeffectofOH−ionsonsilicatepolymerisation.
M1.4, M3.2
(h) howthecompositionandphysicalcharacteristicsoftheeruptedmaterialcontrolthevolcaniclandformsproducedbybothexplosiveandeffusiveactivity
Toinclude:• viscosity,rateofextrusion,gas
contentandfrequencyoferuption• fissureandcentraleruptions• subaerialandsubmarine• plateau,shield,compositeand
caldera
(i) thenatureofvolcanichazardsandtheirrelationtothecompositionandpropertiesofthesourcemagma.
Toincludetheplottingandinterpretationofisopachytemaps.
M3.7, M4.2HSW8,9,12
3.3Geologicalstructures
Thissectionintroduceslearnerstostructuralgeologyand provides knowledge and understanding of folding,faultingandthebehaviourofdeformingrocks.
Learnersareintroducedtorockdeformationatoutcrop before considering regional and global tectonicenvironments.
3.3.1 Rock mechanics
Thissectionintroduceshowrocksbehavewhensubjectedtostress.Theseconceptswillbedevelopedinmodule6(ALevelonly).
Thereareopportunitiesforlearnerstodevelopandapply these ideas in the laboratory and through fieldwork.
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) (i) the geological structures produced by rock deformationasaresultoftectonicstresses(tension,compressionandshearforces)
(ii) theidentification,measurementanddescriptionofthesegeologicalstructuresonphotographs,maps,cross-sectionsandinthefield
(iii) theconstructionofgeologicalcross-sectionsfromgeologicalmaps
(iv) useofacompass-clinometer
Toinclude:• beddingplanes:strike,dipandapparentdip• faults:faultplane,throw,faultdip,dip-slip,
strike-slip, hanging wall, footwall, upthrow and downthrow
• folds:foldlimbs,symmetrical,asymmetrical,hinge,crest,trough,axialplane,axialplanetrace,plunge,antiformandsynform
• principal stresses.
M1.1, M1.4, M1.5, M3.2, M4.2PAG6HSW4,5,8,10
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Learningoutcomes Additionalguidance
(b) (i) how tectonic stress and strain vary due to temperature,confiningpressureandtime,resultingintheplasticorbrittledeformationofrocks
(ii) theuseofstressandstraindiagrams
Toincludetheformationofjoints,slickensidesand fault breccia.PAG9HSW8
M3.7, M3.8
(c) howcompressiveforcescanleadtotheformationofaslatycleavage.
Toincludetherelationshipofcleavagetofolds.
3.3.2Structuralgeologyandplateboundaries
Theplatetectonicparadigmprovidesaframeworktounderstandboththedistributionandstylesoftectonicenvironments.
Knowledgeofearthquakesandtectonicenvironmentprepareslearnersforthestudyofmodule6 (A Level only).
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) howearthquakesoccurwhenelasticstrainenergystoredinrocksisreleased(elasticreboundtheory)
(b) howplatemovementattransformboundariescausessheardominatedtectonicenvironments,whichcanleadtorockdeformationasaresultoftectonic induced stresses
Toincludestresstransfer.
(c) howplatemovementatconvergentboundariescausescompressiveandsheardominatedtectonicenvironments,whichcanleadtorockdeformationas a result of tectonic or gravity induced stresses
Toinclude:foldmountains,overfolds,isoclinalfolds, nappes, thrusts.
(d) howplatemovementatdivergentboundariescausestensionaldominatedtectonicenvironments,whichcanleadtorockdeformationasaresultoftectonic or gravity induced stresses.
Toinclude:graben(rift),horst,relationshipbetween spreading rate and topography, and oceaniccorecomplexes.
M3.10
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Module4:Interpretingthepast
TherealisationbygeologiststhattheEarthwastheproduct of processes that could be studied and understoodrevolutionisedscience(uniformityofprocess).
Thissectionprovidesknowledgeandunderstandingofmodernsedimentsandsedimentaryrocks.Itdemonstratesthepowerofapplyingscientifictheoriesandasystemsapproachtounderstandingacomplexworld.
Learners will have knowledge of rocks and the rock cyclefromKS3geographyandscience,andthosewhohavestudiedGCSE(9–1)Geographywillhaveknowledgeofsurfaceprocess.Thissectionaimsto
buildonlearners’hands-onexperienceofrocksandfossilsanddemonstratetothemthatthepresentisthe key to the past.
Learners should gain knowledge and understanding oftherelationshipbetweensedimentaryrocksandenvironments(4.1Sedimentaryenvironmentsintime,4.2Geochronology).
Learnersareexpectedtoapplyknowledge,understanding and other skills developed in this moduletonewsituationsand/ortosolverelatedproblems.
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4.1Sedimentaryenvironmentsintime
‘Thepresentisthekeytothepast.’–CharlesLyell,1833
Thediscoveryoftherockcycleandtheprinciple ofuniformitarianismbyJamesHuttondemonstratedtheimportanceofreviewingtheoryinthelightoffieldwork.
Thefaciesapproachtosedimentarygeologydeveloped in the 1970s is analogous to a niche in
ecology.Byviewingmultiplecharacteristicsofthree-dimensionalbodies,facieslinkmodernenvironmentswithancientrocksandavoidthelimitationsofthelayer-cake approach.
Knowledgeoftheapplicationofuniformitarianismtotheunderstandingofsedimentaryfaciesprepareslearnersforthestudyofmodules5and7(ALevelonly).
4.1.1Uniformitarianismandtherockcycle
Therockcycleanduniformitarianismwererevolutionaryideas200yearsago.Deeptimewasthe
catalysttonewideasinothersciencesandmadegeology the lead science of its day.
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) theuseofevidenceinthefield,photographs,diagramsandmapstorecognisetherockcycle
Toincludetheoriginofanangularunconformity.
PAG6HSW4,5,10
(b) howuniformitarianismandtherockcyclemodeldevelopedovertime,includingideasofcatastrophism,massextinctions,andchangingconditionsandratesofprocessesthroughgeologicaltimeincludingthecontributionsofJamesHuttonandWilliamSmith
Toincludegradualism.HSW7,11
(c) whatfaciesassociationsare,whyfaciesarethebasicunitofsedimentarygeologyandhowuniformitarianismisappliedtothestudyoffaciesbyanalogywithmodernsedimentarysequencesandprocesses.
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Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) (i) howthecharacteristicsofthefaciesinasedimentaryenvironmentarerelatedtothemethodsofsedimenttransport
(ii) thediagnosticsedimentarystructuresproducedbythesedimenttransportprocesses
(iii) therecognitionandapplicationofthediagnosticpropertiesofsedimentarystructurestointerpretway-upandsedimentaryenvironments,inthefieldandonphotographs
Toincludethecharacteristicsofsedimentstransported by wind, glaciers, rivers and in shallowmarineenvironments.Toinclude:cross-bedding,ripplemarks,gradedbedding,desiccationcracks,saltpseudomorphsandimbricatestructure.
M1.4, M1.5, M4.2PAG4, PAG6HSW1,4,5,10
(b) theconstructionandinterpretationofgraphiclogsofmodernsedimentsequencesandancientsedimentaryrock
Toincludefossilassemblages,sedimentarystructuresanddirectionaldata.
M4.2PAG6HSW8,10
(c) depositioninfluvialenvironmentswhichproducesacharacteristicthree-dimensionalarchitectureduetolateralmigration
Toinclude:meanderingrivers,braidedrivers and alluvial fans (channel sandstones,floodplainclaysandsilts,breccias,andconglomerates).
M2.8
(d) depositioninhotdesertenvironmentswhicharecontrolled by gradual aeolian processes and episodic high energy events
Toincludewadis,dunesandplayalakes(aeolian sandstones, evaporites).
(e) depositioninshallowsiliciclasticseaswhichproducescharacteristicoffshoretransitionsfrombeachdeposits,currentreworkedsandsheetstomuds,belowthewavebase
(f) depositioninshallowcarbonateseaswhichproducescharacteristiclimestoneswithin,onandoutsidethereef(reeflimestone,bioclasticlimestoneandooliticlimestones)
(g) depositionindeepwatercarbonateseasabovethecarbonatecompensationdepth.
Toincludechalk,micriticlimestonesandaqualitativeunderstandingofchert/flintformationinsiliciclasticstarvedseasandcontinentalslopes.
4.1.2Surfaceprocessesandproducts
Thissectiondevelopsandextendsideasofsurfaceprocesses(‘geomorphicprocesses’)whichwillbefamiliartolearnersfromGCSE(9–1)Geography.
Itfocusesonfaciesandasystemsapproachtounderstandingsedimentaryenvironmentsbyapplyingtheconceptofuniformityofprocess.
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4.2Geochronology
‘…wefindnovestigeofabeginning,–noprospectofanend.’–JamesHutton,1795
Huttonbasedhisassertiononthefieldevidenceformultiplerockcyclesthatheandhiscorrespondentsobserved.Subsequentgenerationsofgeologistshavedevelopedincreasinglysophisticatednumerical
datingtechniquesalthoughreferencetothemostrecentICSchronostratigraphicchartwillshowthatthisisstillaworkinprogress.
Knowledge of geochronology prepares learners for thestudyofmodules5to7(ALevelonly).
4.2.1Relativedatingandbiostratigraphy
Thissectionintroducesthegeochronologicalprinciplesofcorrelation(basedonlithologyandmacrofossils)andrelativedating.
Thereareopportunitiesforlearnerstodevelopandapply these ideas in the laboratory and through fieldwork.
Learningoutcomes Additionalguidance
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) the geochronological principles used to place geologicaleventsinrelativetimesequencesinoutcrops,photographs,mapsandcross-sectionstointerpret geological histories
Toincludesuperposition,originalhorizontality,way-upcriteria,cross-cuttingrelationships,includedfragmentsandunconformities.
M1.4, M1.5, M4.2PAG6HSW1, 10
(b) thecriticalapplicationoflithostratigraphiccorrelation(lateralvariation,diachronousbeds)
Toincludesequencesofbeds,thicknessandcomposition.
(c) theapplicationandlimitationsofrelativedating HSW6
(d) biostratigraphiccorrelationusingfirstappearanceofmacrofossils,stratigraphicrange,extinctionandfossilassemblages.
Toincludezonefossils.
M2.2
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2d. Priorknowledge,learningandprogression
Thisspecificationhasbeendevelopedforlearnerswhowishtocontinuewithastudyofgeology at Level3.TheASlevelspecificationhasbeenwrittentoprovideprogressionfromGCSE(9–1)Sciencequalifications,GCSE(9–1)GeologyorGCSEGeology.Learners who have successfully taken other Level 2 qualificationsinsciencewithappropriategeologycontentmayalsohaveacquiredsufficientknowledgeand understanding to begin the AS Level Geology course.
Thereisnoformalrequirementforpriorknowledgeofgeologyforentryontothisqualification.Otherlearnerswithoutformalqualificationsmayhaveacquiredsufficientknowledgeofgeologytoenableprogression onto the course.
Somelearnersmaywishtofollowageologycoursefor only one year as an AS, in order to broaden their curriculum,andtodeveloptheirinterestandunderstandingofdifferentareasofthesubject.Othersmayfollowaco-teachableroute,completingtheone-yearAScourseand/orthenmovingtothetwo-year A level. For learners wishing to follow an apprenticeshiprouteorthoseseekingdirectentryinto science careers, this AS level provides a strong background and progression pathway.
Findoutmoreatwww.ocr.org.uk
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3 Assessment of OCR AS Level in Geology
3a. Formsofassessment
OCR’sASLevelinGeologyconsistsofoneexternallyassessedwrittencomponent(01).
Thiscomponentcontainssome synopticassessmentandsomeextendedresponsequestions(seeSections3fand3e,respectively).
Theuseofscientificorgraphicalcalculatorsarepermittedinthewrittenexaminations.SeeSection5efor further details.
Geology (Component 01)
Thiscomponentisworth120marks,issplitintotwosectionsandassessescontentfromacrossallteachingmodules.Learnersanswerallquestions.
SectionAcontainsmultiplechoicequestions.Thissectionisworth20marks.
SectionBincludesshortanswerandextendedresponsequestionscoveringstructuredquestions,problemsolving,calculationsandpracticalskills. Thissectionisworth100marks.
3b. Assessmentobjectives(AO)
TherearethreeAssessmentObjectivesinOCRASLevelGeology.Thesearedetailedinthetablebelow.
Learnersareexpectedtodemonstratetheirabilityto:
AssessmentObjective
AO1 Demonstrateknowledgeandunderstandingofgeologicalideas,skillsandtechniques.
AO2 Apply knowledge and understanding of geological ideas, skills and techniques.
AO3Analyse,interpretandevaluategeologicalideas,informationandevidencetomakejudgements,drawconclusions,anddevelopandrefinepracticaldesignandprocedures.
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AOweightingsinASLevelinGeology
Therelationshipbetweentheassessmentobjectivesandthecomponentisshowninthefollowingtable:
Component% of OCR AS Level in Geology (H014)
AO1 AO2 AO3
Geology [H014/01] 35 40 25
Total 35 40 25
3c. Assessment availability
TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.
Allexaminedcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.
ThisspecificationwillbecertificatedfromtheJune2018examinationseriesonwards.
3d. Retakingthequalification
Learnerscanretakethequalificationasmanytimesastheywish.Theyretakeallcomponentsofthequalification.
3e. Assessmentofextendedresponse
Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheir ability to construct and develop a sustained and coherentlineofreasoningandmarksforextendedresponsesthatareintegratedintothemarkingcriteria.
ExtendedresponsequestionswhicharemarkedusingalevelofresponsemarkschemeareincludedinComponent01.Theseextendedresponsequestions,markedusingalevelofresponsemarkscheme,areindicatedinthepaperandmarkschemebyanasterisk (*).
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3f. Synopticassessment
Synopticassessmentteststhelearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.
Synopticassessmentinvolvestheexplicitdrawingtogether of knowledge, understanding and skills learnedindifferentpartsoftheASlevelcourse.Theemphasisofsynopticassessmentistoencouragethedevelopmentoftheunderstandingofthesubjectasadiscipline.
Synopticassessmentrequireslearnerstomakeanduseconnectionswithinandbetweendifferentareasofgeology,forexample,by:
• applying knowledge and understanding of morethanoneareatoaparticularsituationorcontext
• using knowledge and understanding of principles and concepts in planning experimentalandinvestigativeworkandintheanalysisandevaluationofdata
• bringingtogetherscientificknowledgeandunderstandingfromdifferentareasofthesubjectandapplyingthem.
3g. Calculatingqualificationresults
Alearner’soverallqualificationgradeforASLevelinGeologywillbecalculatedfromtheirmarkforComponent01.
Thismarkwillthenbecomparedtothequalificationlevelgradeboundariesfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.
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4 Admin:whatyouneedtoknow
Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.
MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.
OCR’s Admin overview is available on the OCR website at https://www.ocr.org.uk/administration
4a. Pre-assessment
Estimatedentries
Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.
EstimatedentriesshouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityour centre in any way.
Finalentries
Final entries provide OCR with detailed data for each learner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,considering the relevant entry rules.
FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.
AlllearnerstakingASLevelinGeologymustbeentered for H014.
Entrycode Title Component code Componenttitle Assessment type
H014 Geology 01 Geology Externalassessment
HeadofCentreAnnualDeclaration
TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.
Any failure by a centre to provide the Head of Centre AnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of our approval for you to operate as a centre.
Privatecandidates
PrivatecandidatesmayenterforOCRassessments.
Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre. Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.Theymustbe based in the UK.
Private candidates need to contact OCR approved centres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.
FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:https://www.ocr.org.uk
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Fieldworkwrittenstatement
Centresmustprovideawrittenfieldworkstatement detailingthatreasonableopportunitieshavebeenprovidedtoalllearnersbeingsubmittedforentrywithinthatyear’ssetofassessmentstoundertakeatleast twodaysofgeologicalfieldwork.
ToaidadministrationwithincentreswehavecombinedthefieldworkstatementrequirementwiththeHeadofCentreAnnualDeclaration.BysigningtheHeadofCentreDeclarationthecentreisconfirmingthat they have provided at least two days of geologicalfieldworkforlearnersandthattheyhaveallowedlearnersto:
• undertakefieldworkinthecontextsofvirtualfieldwork,localfieldworkoutsidetheclassroomandunfamiliaroutcropgeology
• undertakethepracticaltechniquesdetailedinmodule1.3ofthisspecification.
AnyfailurebyacentretoprovideafieldworkstatementtoOCRinatimelymanner(aspartoftheHeadofCentreDeclaration)willbetreatedasmalpracticeand/ormaladministration.
4b. Specialconsideration
Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.
DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.
4c. Externalassessmentarrangements
RegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.
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Results
Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.
Centres will have access to the following results’ informationforeachlearner:
• thegradeforthequalification
• thetotalweightedmarkforthequalification(equaltotherawmarkforComponent01).
Thefollowingsupportinginformationwillbeavailable:
• weightedmarkgradeboundariesforthequalification.
Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.
Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel3AdvancedSubsidiaryGCEinGeology’.
4e. Post-resultsservices
Anumberofpost-resultsservicesareavailable:
• Reviewofresults–Ifyouarenothappywiththeoutcomeofalearner’sresults,centresmayrequestareviewofmarking.
• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.
• Accesstoscripts–Centrescanrequestaccesstomarkedscripts.
4f. Malpractice
Anybreachoftheregulationsfortheconductofexaminationsandcoverageoffieldworkrequirements(seeSection4a)mayconstitutemalpractice(whichincludesmaladministration)andmustbereportedto
OCRassoonasitisdetected.DetailedinformationonmalpracticecanbefoundintheJCQpublication Suspected Malpractice in Examinations and Assessments: Policies and Procedures.
4d. Resultsandcertificates
Gradescale
ASlevelqualificationsaregradedonthescale:A,B,C,D, E, where A is the highest. Learners who fail to reach theminimumstandardforEwillbeUnclassified(U).
OnlysubjectsinwhichgradesAtoEareattainedwillberecordedoncertificates.
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5 Appendices
5a. Overlapwithotherqualifications
ThereisasmalldegreeofoverlapbetweenthecontentofthisspecificationandthoseforotherASlevels and A Levels in Science and Geography.
Examplesofoverlapinclude:
Biology
• fossilsasevidenceforevolution
• fossilsasevidenceforclassification.
Chemistry
• covalent network structures
• acid–carbonatereaction.
Physics
• wave theory
• energy transfers
• mechanicalpropertiesofmatter
• density and pressure
• radioactivedecay.
Geography
• nooverlapwithDfEsubjectcriteria(corecontent)
• tectonic hazards (where added by an individual awardingorganisationasnon-corecontentintheirspecification).
5b. Accessibility
Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.DetailedinformationabouteligibilityforaccessarrangementscanbefoundintheJCQAccess Arrangements and Reasonable Adjustments.
TheASlevelqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcould disadvantage learners who share a protected CharacteristicasdefinedbytheEqualityAct2010. Allreasonablestepshavebeentakentominimiseanysuch disadvantage.
5c. SIunitsingeology
TheInternationalSystemofUnits(SystèmeInternationald’Unités),whichisabbreviatedasSI,isacoherentsystemofbaseunits.Thesixwhichare relevant for AS Level Geology are listed below. Also listed are eight of the derived units (which have specialnames)selectedfromtheSIlistofderivedunitsinthesamesource.
Itisexpectedthatlearnerswillshowunderstandingofthescientificquantitiesandcorrespondingunits,SIbase and derived units listed below.
Theywillbeabletousetheminqualitativeworkandcalculations.Theseunitsandtheirassociatedquantitiesaredimensionallyindependent.
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SIbaseunits
Physicalquantity Unit Unit
Length metre m
Mass kilogram kg
Time second s
Current ampere A
Temperature kelvin K
Amountofasubstance mole mol
SIderivedunits
Physicalquantity Unit Unit
Frequency hertz Hz
Force newton N
Energy joule J
Power watt W
Pressure pascal Pa
Electric charge coulomb C
Electricpotentialdifference volt V
Electric resistance ohm X
Non-standardunits
Physicalquantity Unit Unit
Time day d
Time year–annum a
Mass tonne t
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5d. HowScienceWorks(HSW)
Theideathatscienceprogressesthroughacycleofhypothesis,experimentation,observation,developmentandreviewisencompassedinthissection.Itcoversaspectsofscientificthinkingandaimstodevelopthescientificskillsandconventionsfundamentaltothestudyofscience.Thesectionincludesunderstandingoftheoriesandapplicationsofscience,thepracticalaspectsofscientificexperimentation,andobjectiveanalysisandevaluation.Thiswillenablelearnerstodevelopanunderstandingoftheprocessesandmethodsofscienceand,throughconsiderationofthedifferenttypesofscientificenquiry,learnerswillbecomeequippedtoanswerscientificquestionsabouttheworldaroundthem.
OCR’s AS Level in Geology encourages the developmentofskills,knowledgeandunderstandinginsciencethroughopportunitiesforregularhands-onpracticalandfieldwork.
Learnerswillberequiredtohavecarriedoutpracticalactivitiesespeciallyinfieldsituations.Theskills,knowledge and understanding developed through fieldworkwillalsobeassessedindirectlyinwrittenexaminations.
How Science Works (HSW) was conceived as being a widerviewofscienceincontext,ratherthanjuststraightforwardscientificenquiry.Itwasintendedtodeveloplearnersascriticalandcreativethinkers,abletosolveproblemsinavarietyofcontexts.Developingideasandtheoriestoexplaingeologicalprocessesisat the heart of geology. Learners should be aware of theimportancethatpeerreviewandrepeatabilityhaveingivingconfidencetothisevidence.
Learnersareexpectedtounderstandthevarietyofsourcesofdataavailableforcriticalanalysistoprovide evidence and the uncertainty involved in its measurement.Theyshouldalsobeabletolinkthatevidencetocontextsinfluencedbyculture,politicsand ethics.
Understanding How Science Works requires an understandingofhowscientificevidencecaninfluenceideasanddecisionsforindividualsandsociety, which is linked to the necessary skills of communicationforaudienceandforpurposewithappropriatescientificterminology.
TheexamplesandguidancewithinthespecificationarenotexhaustivebutgiveaflavourofopportunitiesforintegratingHSWwithinthecourse.
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HSW1 Usetheories,modelsandideastodevelopgeologicalexplanations.
HSW2 Useknowledgeandunderstandingtoposescientificquestions,definegeologicalproblems,presentscientificargumentsandgeologicalideas.
HSW3 Useappropriatemethodology,includinginformationandcommunicationtechnology(ICT),toanswergeologicalquestionsandsolvegeologicalproblems.
HSW4 Carryoutfieldwork,experimentalandinvestigativeactivitiesinarangeofcontexts,toincludethecollection,compilationandanalysisofEarthsciencedatafromthefieldandsubsurface,andappropriateriskmanagement.
HSW5 Analyseandinterpretdatatoprovideevidence,recognisingcorrelationsandcausalrelationships,manipulateandextrapolatethesesometimesincompletedatasetsinbothtwoandthree-dimensions.
HSW6 Evaluatemethodology,evidenceandpartialdatasets,andresolveconflictingevidence.
HSW7 Knowthatscientificknowledgeandunderstandingdevelopsovertime.
HSW8 Communicateinformationandideasinappropriateways(includinggeologicalmapsandcross-sections)usingappropriateterminology,SIunitsandtheirprefixesandtheabilitytoexpressinstandardform.
HSW9 Considerapplicationsandimplicationsofscienceingeologyandevaluatetheirassociatedbenefitsandrisks.
HSW10 Considerethicalissuesinthetreatmentofhumans,otherorganismsandtheenvironment.
HSW11 Evaluatetheroleofgeologywithinthescientificcommunityinvalidatingnewknowledgeandensuring integrity.
HSW12 Evaluatethewaysinwhichsocietyusessciencetoinformdecisionmaking.
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5e Mathematicalskillsrequirements
ItisarequirementwithinASLevelGeologythatatleast10%ofthemarksavailableassesstheuseofmathematicalskills(inthecontextofgeology)atalevelofdemandwhichisnotlowerthanthatexpectedathighertierGCSE(9–1)Mathematics.
ThetablebelowprovidessomeexamplesofthemathematicalrequirementswhichwillbeassessedinASLevelGeologyandhowtheapplicationofskillsmaybeassessedwithinawrittenexam.
Allmathematicalcontentwillbeassessedwithinthelifetimeofthespecification.PleasenotethatwhileM2.3, M3.3, M3.4 and M4.1 are A level only content learners can be required to apply their prior
mathematicalskillsfromGCSE(9–1)MathematicsandGCSE(9–1)ScienceinASassessments;forexample,torearrangeandsolvetheconcentrationfactorformula.
ThislistofexamplesisnotexhaustiveandisnotlimitedtoGCSE(9–1)examples.Theseskillscouldbedevelopedinotherareasofspecificationcontentfromthoseindicated.
Learnersarepermittedtouseascientificorgraphicalcalculatorforallwrittenexaminations.CalculatorsaresubjecttotherulesinthedocumentInstructionsforConductingExaminationspublishedannuallybyJCQ(www.jcq.org.uk).
FormulaeusedinASLevelGeology
Toaddressgeologyquestionsusingmathematicalskillslearnerswillneedtobeabletouseand,insomecases,recallformulaeandequations.Someofthesewillbemathematicalequationsappliedingeologicalcontexts,whileothersareformulaeforgeologicalconcepts,whichmayneedtobemanipulatedusingstandardmathematicalalgebraictechniques.
Geological Mathematical
Recall • Magnification• Rates• Concentrationfactor• Phi(φ)scale(atAS,qualitative
understanding only)• SurfaceAreatoVolumeratio
AllofGCSE(9–1)Mathsrecallincluding(butnot limitedto):
• circumferenceandareaofcircle• surfaceareaandvolumeofrightprisms
(including cylinders)• mean• percentage (to include %change and %error)
Provided • Standarddeviation
GCSE(9–1)Mathematicalformulaetorecall
AtASandALevelGeologyweassumeknowledgeofhighertierGCSE(9–1)Mathematicscontent.Thisincludes(butisnotlimitedto)thefollowinglistofformulaewhichlearnerswillneedtorecall.
Notethatlearnersshouldbefamiliarwiththeconventionofusingr for radius, h for height, b for base and l for length.
• Circumferenceofcircle
2circumference o circle rf r=
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• Area of circle
rea of circle ra 2r=
• Surface area of cuboid
2( )Surface area of cuboid bh bl hl= + +
• Surfaceareaofrightprism(includingcylinder)
( )urface area of right prism area of each faces R=
• Volumeofcuboid
olume of cuboid hblv =
• Volumeofrightprism(includingcylinder)
secvolume of right prism area of cross tion height#-=
• Mean
x nxR
=
• Percentage (which can be used to calculate percentage change, percentage yield and percentage error)
100ercentage change original quantitynew quantity original quantity
p #=-
yy
)% (2
100%intint
error quantity measuredabsolute
uncertauncerta#
#=
Geologicalformulaetorecall
Thefollowingarethegeologicalformulaewhichlearnerswillneedtorecall:
• Magnification
Magnification size o real objectsize of imagef=
• Rates(e.g.geotherm,relativeplatemotion,radioactivity,sedimentationrate)
ate time takenchange in quantity
R =
• SurfaceAreatoVolumeratio
Ratio VolumeSurface Area=
• Concentrationfactor
concentration factor average crustal abundancegrade of metal ore
=
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• Phi(φ)scale(atAS,qualitativeunderstandingonly)
phi1
logdiameter of grain in mm
2=- c m
Mathematicalformulaethatwillneedtobeusedbutnotrecalled
Thefollowingarethemathematicalformulaewhichlearnerswillbegivenintheexam,orinalistfromwhichtheyselectandapplyasappropriate:
• StandardDeviation
1
( )s n
x x 2R=
-
-
Mathematicalskillsforgeology–M1–M4CoverageTable
Ref Mathematicalskills to be assessed
Exemplificationofmathematicalskillinthe context ofASLevelGeology(assessmentis not limited to theexamplesbelow)
Areasofthespecificationwhichexemplifythemathematicalskill (assessment is not limited to theexamplesbelow)
M1–Number
M1.1 Recogniseandmakeuse of appropriate unitsin calculations
Candidatesshoulddemonstratetheirabilityto:• convertbetweenunitse.g.ppbtogramper
tonne• usecorrectunitsaspartofcalculationsfor
goldoreconcentration factor• work out the unit for a rate e.g.
sedimentationrate
1.1.2(b), 1.1.3(c), 2.1.1(c), 2.2.2(a), 3.1.2(e), 3.3.1(a)
M1.2 Recognise and use expressionsindecimal andstandardform
Candidatesshoulddemonstratetheirabilityto:• useanappropriatenumberofdecimalplaces
in calculationse.g.foramean• carryoutcalculationsusingnumbersin
standard andordinaryforme.g.useofmagnification
• convertbetweennumbersinstandardandordinaryform
• understandthatsignificantfiguresneedretaining whenmakingconversionsbetweenstandardand ordinaryforme.g.0.063mmisequivalent to 6.3 × 10–2 mm
2.1.2(a), 2.1.3(b)
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Ref Mathematicalskills to be assessed
Exemplificationofmathematicalskillinthe context ofASLevelGeology(assessmentis not limited to theexamplesbelow)
Areasofthespecificationwhichexemplifythemathematicalskill (assessment is not limited to theexamplesbelow)
M1.3 Use an appropriate numberofsignificantfigures
Candidatesshoulddemonstratetheirabilityto:
• reportcalculationstoanappropriatenumberof significantfiguresgivenrawdataquotedto varyingnumbersofsignificantfigures
• understand that calculated results can only be reportedtothelimitsoftheleastaccuratemeasurement
1.1.3(c), 2.1.1(c), 3.2.1(f)
M1.4 Useratios,fractionsand percentages
Candidatesshoulddemonstratetheirabilityto:
• calculate percentage yields• calculatesurfaceareatovolumeratio• usescalesformeasuring
2.1.1(c), 2.1.2(b), 3.1.2(e), 3.2.2(g)
M1.5 Make order of magnitudecalculations
Candidatesshoulddemonstratetheirabilityto:
• useandmanipulatethemagnificationformula
magnification=size of realobjectsize of image
2.1.1(a), 2.1.2(b), 2.1.3(c), 3.3.1(a)
M1.6 Estimateresults Candidatesshoulddemonstratetheirabilityto:
• estimateresultstosensecheckthatthecalculated values are appropriate
2.1.1(c), 3.1.2(e)
M2–Statisticsandprobability
M2.1 Findarithmeticmeans
Candidatesshoulddemonstratetheirabilityto:
• findthemeanofarangeofdatae.g.themean clastsize
2.1.1(c), 2.1.3(b)
M2.2 Construct and interpret frequency tablesanddiagrams,bar charts and histograms
Candidatesshoulddemonstratetheirabilityto:
• represent a range of data in a table with clearheadings,unitsandconsistentdecimalplaces
• interpretdatafromavarietyoftablese.g.data relatingtointrusivedykes
• plotarangeofdatainanappropriateformate.g. grainsizedistributionasacumulativefrequency graph
• interpret data for a variety of graphs e.g. explain seismographtraces
2.1.2(a), 2.1.3(c), 4.2.1(d)
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Ref Mathematicalskills to be assessed
Exemplificationofmathematicalskillinthe context ofASLevelGeology(assessmentis not limited to theexamplesbelow)
Areasofthespecificationwhichexemplifythemathematicalskill (assessment is not limited to theexamplesbelow)
M2.5 Understand the principles of samplingasappliedto scientificdata
Candidatesshoulddemonstratetheirabilityto:
• estimateoptimumsamplesizefromaplotof numberofclastssampledvsrunningmeanofmean b-axislength
1.3.1(b), 1.3.1(c), 2.1.3(b), 2.2.1(b), 2.2.2(a)
M2.6 Understand the termsmean,medianandmode
Candidatesshoulddemonstratetheirabilityto:
• calculateorcomparethemean,medianandmode ofasetoflineardatae.g.FolkandWardgraphicstatisticsfromsieveanalysisofsandsamplesfrom differentsedimentaryenvironments
2.1.3(b), 2.2.1(b)
M2.8 Understand measuresof dispersion, including standarddeviationand interquartilerange
Candidatesshoulddemonstratetheirabilityto:
• calculatethestandarddeviation• understandwhyinterquartilerangemightbe
amoreusefulmeasureofdispersionforagiven set ofdatathanstandarddeviatione.g.wherethereis anextremeobservationwhichispartoftheinherentvariation
2.1.3(b), 2.1.3(c), 4.1.2(c),
M2.9 Plot two variables fromexperimentalor other linear data
Candidatesshoulddemonstratetheirabilityto:
• selectanappropriateformatforpresentingdata: barcharts,histograms,graphs,triangular diagramsandscattergrams
2.2.1(b), 2.2.2(a)
M2.10 Useascatterdiagramto identifyacorrelationbetweentwo variables
Candidatesshoulddemonstratetheirabilityto:
• interpretascattergrame.g.rateofplatemotionvs totallengthofsubductingplatemargin
2.2.1(b), 3.2.1(g)
M3–Algebraandgraphs
M3.1 Understand and use the symbols:=,<,<<,>>, >, " and ~
Noexemplificationrequired
M3.2 Changethesubjectofan equation
Candidatesshoulddemonstratetheirabilityto:
• useandmanipulateequationse.g.magnification
2.1.1(c), 3.1.2(e), 3.2.1(a)
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Ref Mathematicalskills to be assessed
Exemplificationofmathematicalskillinthe context ofASLevelGeology(assessmentis not limited to theexamplesbelow)
Areasofthespecificationwhichexemplifythemathematicalskill (assessment is not limited to theexamplesbelow)
M3.7 Translateinformationbetween graphical, numericalandalgebraic forms
Candidatesshoulddemonstratetheirabilityto:
• understandthatdatamaybepresentedinanumberofformatsandbeabletousethesedatae.g.timedistancecurvesforearthquakes
3.2.1(b), 3.2.2(d), 3.3.1(b)
M3.8 Understand thaty =mx + c represents a linearrelationship
Candidatesshoulddemonstratetheirabilityto:
• predict/sketch the shape of a graph with a linear relationshipe.g.burialcurvesinasedimentary basinortheeffectofintrusionsize on the width of thebakedmargin
1.1.3(d), 3.2.2(d), 3.3.1(b)
M3.10 Calculate rate of change fromagraphshowing a linear relationship
Candidatesshoulddemonstratetheirabilityto:
• calculatearatefromagraphe.g.geothermalgradient through the lithosphere
1.1.3(d), 3.2.1(a),3.3.2(d)
M4–Geometryandmeasures
M4.2 Visualize and represent 2D and 3D forms, including 2D representationsof3Dobjects
Candidatesshoulddemonstratetheirabilityto:
• drawgeologicalcross-sectionsinterpretedfrom geologicalmaps
• interpretblockdiagramstoshowgeologicalstructures in 3D
• interpretfieldexposuresandrecord3Dgeologicalstructuresusingfieldsketches
2.1.2(b), 3.3.1(a), 4.1.2(a), 4.1.2(b),4.2.1(a)
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5f. Health and Safety
InUKlaw,healthandsafetyisprimarilytheresponsibilityoftheemployer.Inaschoolorcollegetheemployercouldbealocaleducationauthority,thegoverningbodyorboardoftrustees.Employees(teachers/lecturers, technicians etc.), have a legal dutytocooperatewiththeiremployeronhealthandsafetymatters.Variousregulations,butespeciallytheCOSHHRegulations2002(asamended)andtheManagementofHealthandSafetyatWorkRegulations1999,requirethatbeforeanyactivityinvolvingahazardousprocedureorharmfulmicroorganismsiscarriedout,orhazardouschemicalsareusedormade,theemployermustcarryoutariskassessment.Ausefulsummaryoftherequirementsforriskassessmentinschoolorcollegesciencecanbefoundat:https://www.ase.org.uk
Formembers,theCLEAPSS®guide,PS90, Making and recording risk assessments in school science1 offersappropriate advice.
MosteducationemployershaveadoptednationallyavailablepublicationsasthebasisfortheirModelRiskAssessments.
Whereanemployerhasadoptedmodelriskassessmentsanindividualschoolorcollegethenhastoreviewthem,toseeifthereisaneedtomodifyoradapttheminsomewaytosuittheparticularconditionsoftheestablishment.
Suchadaptationsmightincludeareducedscaleofworking,decidingthatthefumecupboardprovisionwas inadequate or the skills of the learners were insufficienttoattemptparticularactivitiessafely.Thesignificantfindingsofsuchriskassessmentshouldthen be recorded in a ‘point of use text’,forexampleonschemesofwork,publishedteachersguides,worksheets,etc.Thereisnospecificlegalrequirementthatdetailedriskassessmentformsshouldbecompletedforeachpracticalactivity,althoughaminorityofemployersmayrequirethis.
Whereprojectworkorinvestigations,sometimeslinkedtowork-relatedactivities,areincludedinspecificationsthismaywellleadtotheuseofnovelprocedures,chemicalsormicroorganisms,whicharenotcoveredbytheemployer’smodelriskassessments.Theemployershouldhavegivenguidanceonhowtoproceedinsuchcases.Often,formembers,itwillinvolvecontactingCLEAPSS®.
1These,andotherCLEAPSS®publications,areontheCLEAPSS®SciencePublicationswebsitewww.cleapss.org.uk. Note that CLEAPSS®publicationsareonlyavailabletomembers.FormoreinformationaboutCLEAPSS® go to www.cleapss.org.uk.
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Summaryofupdates
Date Version Section TitleofSection Change
December2017 2 Multiple Changes to generic wording and OCR website links throughout the specification.Nochangeshavebeenmadetoanyassessmentrequirements.
March 2018 3 Section5e Mathematicalskillsrequirements
Changetoindicatemathematicalformulaelearnersshouldbefamiliarwith, those necessary to recall and those thatwillbepresentedinanassessment.
January2020 3.1 1c1e
Covers
4e
TeachersupportHowdoIfindoutmoreinformation?
Post-results services
References to the Online Support Centre included
Enquiries about resultschanged to Review of results
Updatetospecificationcoverstomeetdigital accessibility standards
Our aim is to provide you with all the information and support you need to deliver our specifications.
o Bookmark OCR website for all the latest resources, information and news on AS Level Geology
o Be among the first to hear about support materials and resources as they become available – register for Geology updates
o Find out about our professional development
o View our range of skills guides for use across subjects and qualifications
o Discover our new online past paper service
o Learn more about Active Results
o Visit our Online Support Centre
YOUR CHECKLIST
Download high-quality, exciting and innovative AS Level Geology resources from ocr.org.uk/aslevelgeologyResources and support for our AS Level Geology qualification, developed through collaboration between our Geology Subject Advisors, teachers and other subject experts, are available from our website. You can also contact our Geology Subject Advisors who can give you specialist advice, guidance and support.
Contact the team at:
01223 553998
@OCR_Science
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