Specifications that use this resource:
Switching to AQA: from Edexcel
To save you time and help you compare our GCSE Combined Science with the Edexcel specification, we’ve created some comparison tables.
These tables highlight the content and requirements side-by-side, so you can make the right choice for your students.
Subject content
The subject content covered by all awarding bodies is fundamentally the same. This is because the Department for Education (DfE) subject criteria were very specific and extensive and no awarding body felt there was a need to add greatly to this body of knowledge. There are slight differences where small amounts of detail have been added to certain concepts. By reading the specification statements it is quite easy to identify these points. The titles used for topics are different in each specification as is the order that they appear. A summary of this is shown in the assessment structure table.
Working scientifically
The working scientifically statements are part of the subject criteria set by the DfE so are the same for all awarding bodies. AQA have also given examples of what students could be asked to do in the exam for each skill (section 3 working scientifically).
AQA have mapped key opportunities for development of these skills throughout the subject content (section 4). These are suggestions and are a starting point for teachers to identify where best to introduce and develop these skills during the course.
Mathematical requirements
The mathematical skills are part of the subject criteria set by the DfE so are the same for all awarding bodies (AQA section 9). Key opportunities for development of these skills are mapped throughout the subject content in the specification. It should be noted that this does not mean that this is where they will be exclusively assessed.
Physics equations
The physics equations are part of the subject criteria set by the DfE so are the same for all awarding bodies (AQA appendix B).
Required practical and apparatus and techniques
The apparatus and techniques are set by the DfE so these are common to all awarding bodies. The required practicals are designed to ensure that all the ATs are met. There are some differences to the required practicals we have used to address these ATs. The table below shows for the titles of the RPs. The free practical handbooks are available on the website where full details of teacher technician notes and students worksheets can be found.
Biology
AQA – Biology | Edexcel – Biology |
|---|---|
1. Use a light microscope to observe, draw and label a selection of plant and animal cells. A magnification scale must be included. | 1.6 Investigate biological specimens using microscopes, including magnification calculations and labelled scientific drawing from observations |
4. Investigate the effect of pH on the rate of reaction of amylase enzyme. | 1.10 Investigate the effect of pH on enzyme activity |
2. Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue. | 1.16 Investigate osmosis in potatoes |
5. Investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed | 6.5 Investigate the effect of light intensity on the rate of photosynthesis |
8.11 Investigate the rate of respiration in living organisms | |
3. Use qualitative reagents to test for a range of carbohydrates, lipids and proteins. To include: Benedict’s test for sugars; iodine test for starch; and Biuret reagent for protein. | |
7. Measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species. | 9.5 Investigate the relationship between organisms and their environment using field-work techniques, including quadrats and belt transects |
6. Plan and carry out an investigation into the effect of a factor on human reaction time |
Chemistry
AQA – Chemistry | Edexcel – Chemistry |
|---|---|
12. Investigate how paper chromatography can be used to separate and tell the difference between coloured substances. Students should calculate Rf values. | 2.11 Investigate the composition of inks using simple distillation and paper chromatography. |
3.6 Investigate the change in pH on adding powdered calcium hydroxide/calcium oxide to a fixed volume of dilute hydrochloric acid. | |
8. Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate, using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution. | 3.17 Investigate the preparation of pure, dry hydrated copper sulfate crystals starting from copper oxide including the use of a water bath. |
9. Investigate what happens when aqueous solutions are electrolysed using inert electrodes. This should be an investigation involving developing a hypothesis. | 3.31 Investigate the electrolysis of copper sulfate solution with inert electrodes and copper electrodes. |
11. Investigate how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced and a method involving a change in colour or turbidity. | 7.1 Investigate the effects of changing the conditions of a reaction on the rates of chemical reactions by: a. measuring the production of a gas (in the reaction between hydrochloric acid and marble chips) b. observing a colour change (in the reaction between sodium thiosulfate and hydrochloric acid). |
10. Investigate the variables that affect temperature changes in reacting solutions such as, eg acid plus metals, acid plus carbonates, neutralisations, displacement of metals. | |
13. Analysis and purification of water samples from different sources, including pH, dissolved solids and distillation. |
Physics
AQA – Physics | Edexcel – Physics |
|---|---|
19. Investigate the effect of varying the force on the acceleration of an object of constant mass and the effect of varying the mass of an object on the acceleration produced by a constant force. | 2.19 Investigate the relationship between force, mass and acceleration by varying the masses added to trolleys. |
20. Make observations to identify the suitability of apparatus to measure the frequency, wavelength and speed of waves in a ripple tank and waves in a solid and take appropriate measurements. | 4.17 Investigate the suitability of equipment to measure the speed, frequency and wavelength of a wave in a solid and a fluid. |
21 Investigate how the amount of infrared radiation absorbed or radiated by a surface depends on the nature of that surface. | 5.9 Investigate refraction in rectangular glass blocks in terms of the interaction of electromagnetic waves with matter. |
15 Use circuit diagrams to set up and check appropriate circuits to investigate the factors affecting the resistance of electrical circuits. This should include: the length of a wire at constant temperature combinations of resistors in series and parallel. 16 Use circuit diagrams to construct appropriate circuits to investigate the I–V characteristics of variety of circuit elements including a filament lamp, a diode and a resistor at constant temperature. | 10.17 Construct electrical circuits to: investigate the relationship between potential difference, current and resistance for a resistor and a filament lamp b test series and parallel circuits using resistors and filament lamps. |
17 Use appropriate apparatus to make and record the measurements needed to determine the densities of regular and irregular solid objects and liquids. Volume should be determined from the dimensions of regularly shaped objects and by a displacement technique for irregularly shaped objects. Dimensions to be measured using appropriate apparatus. | 14.3 Investigate the densities of solid and liquids |
14 An investigation to determine the specific heat capacity of one or more materials. The investigation will involve linking the decrease of one energy store (or work done) to the increase in temperature and subsequent increase in thermal energy stored. | 14.11 Investigate the properties of water by determining the specific heat capacity of water and obtaining a temperature-time graph for melting ice. |
18. Investigate the relationship between force and extension for a spring. | 15.6 Investigate the extension and work done when applying forces to a spring. |
Assessment
AQA – GCSE Combined Science | Edexcel – GCSE Combined Science |
|---|---|
Students must complete all assessments in the same tier. | Students must complete all assessments in the same tier. |
6 papers – 1 hour and 15 minutes | 6 papers – 1 hour and 10 minutes |
70 marks per paper. 420 marks in total Sufficient marks on each paper to sample the content in enough detail for valid assessment throughout the course. | 60 marks per paper. 360 marks in total. |
30% marks common between foundation and Higher. This level of overlap allows us to be surer of the equivalence of standard across the common grades, and to be more confident in the awarding of these common grades. |
Topics covered per paper
Biology
Paper 1
AQA – Biology Paper 1 | Edexcel – Biology Paper 1 |
|---|---|
Fundamental principles | Topic 1 – Key concepts in biology |
Topic 1 – Cell Biology | Topic 2 – Cells and control |
Topic 2 – Organisation | Topic 3 – Genetics |
Topic 3 – Infection and response | Topic 4 – Natural selection and genetic |
Topic 4 – Bioenergetics | Topic 5 – Health, disease and the development of medicines |
Paper 2
AQA – Biology Paper 2 | Edexcel – Biology Paper 2 |
|---|---|
Fundamental principles | Topic 1 – Key concepts in biology |
Topic 5 – Homeostasis and response | Topic 6 – Plant structures and their functions |
Topic 6 – Inheritance, variation and evolution | Topic 7 – Animal coordination, control and homeostasis |
Topic 7 – Ecology | Topic 8 – Exchange and transport in animals |
| Topic 9 – Ecosystems and material cycles |
Chemistry
The concepts and principles in Sections 1, 2 and 3 are fundamental to an understanding of chemistry and underpin much of the content detailed in later sections of the specification.
Students will be directly examined on these fundamental concepts in Paper 1, but will also be expected to be able to apply them as the basis for responses to some questions in Paper 2.
Content of the following sections will not be included in questions in Paper 2:
- 5.1.1.3 The development of the model of the atom
- 5.1.2.2 Development of the periodic table.
Paper 1
AQA – Chemistry Paper 1 | Edexcel – Chemistry Paper 1 |
|---|---|
Topic 8 – Atomic structure and the periodic table | Topic 1 – Key concepts in chemistry |
Topic 9 – Bonding, structure, and the | Topic 2 – States of matter and mixtures |
Topic 10 – Quantitative chemistry | Topic 3 – Chemical changes |
Topic 11 – Chemical changes | Topic 4 – Extracting metals and equilibria |
Topic 12 – Energy changes |
Paper 2
AQA – Chemistry Paper 2 | Edexcel – Chemistry Paper 2 |
|---|---|
Basic concepts and principles from topics 8-10 | Topic 1 – Key concepts in chemistry |
Topics 13 – The rate and extent of chemical change | Topic 6 – Groups in the periodic table |
Topic 14 – Organic chemistry | Topic 7 – Rates of reaction and energy changes |
Topic 15 – Chemical analysis | Topic 8 – Fuels and Earth science |
Topic 16 – Chemistry of the atmosphere | |
Topic 17 – Using resources |
Physics
Paper 1
AQA – Physics Paper 1 | Edexcel – Physics Paper 1 |
|---|---|
Topic 18 – Energy | Topic 1 – Key concepts in physics |
Topic 19 – Electricity | Topic 2 – Motion and forces |
Topic 20 – Particle model of matter | Topic 3 – Conservation of energy |
Topic 21 – Atomic structure | Topic 4 – Waves |
| Topic 5 – Light and the electromagnetic spectrum |
| Topic 6 – Radioactivity |
Paper 2
AQA – Physics Paper 2 | Edexcel – Physics Paper 2 |
|---|---|
Knowledge of energy changes and transfer as well as the concept of energy conservation from topic 20 and 21 | Topic 1 – Key concepts in physics |
Topics 22 – Forces | Topic 8 – Energy – forces doing work |
Topic 23 – Waves | Topic 9 – forces and their effects |
Topic 24 – Magnetism and electromagnetism | Topic 10 – Electricity and circuits |
| Topic 12 – Magnetism and the motor effect |
| Topic 13 – Electromagnetic induction |
| Topic 14 – Particle model |
| Topic 15 – Forces and matter |