3.2.1.1 How atmospheric energy processes involving ultra violet (UV), infrared (IR) and visible light in the stratosphere and troposphere affect life-support systems

3.2.1.2 Global climate change: how interconnected natural systems cause environmental change

3.2.1.3 Ozone depletion

3.2.1.4 Opportunities for skills development and independent thinking

3.2.2 The hydrosphere

3.2.2.1 The impact of unsustainable exploitation

3.2.2.2 Analysis and evaluation of strategies for sustainable management

3.2.2.3 Ocean currents: the importance of thermohaline circulation in distributing heat and regulating climate

3.2.2.4 Increasing sustainability by treating contaminated water

3.2.2.5 Increasing sustainability by economical use and the exploitation of new sources

3.2.2.6 Opportunities for skills development and independent thinking

3.2.3 Mineral resources

3.2.3.1 Minerals extracted from the lithosphere

3.2.3.2 Geological processes that produced localised concentrations of recoverable mineral deposits

3.2.3.3 Reserves and resource

3.2.3.4 How a range of exploratory techniques work

3.2.3.5 Factors affecting mine viability

3.2.3.6 Control of the environmental impacts of mineral exploitation

3.2.3.7 Strategies to secure future mineral supplies

3.2.3.8 Opportunities for skills development and independent thinking

3.2.4 Biogeochemical cycles

3.2.4.1 The importance of biogeochemical cycles for living organisms

3.2.4.2 The carbon cycle including human influences

3.2.4.3 The nitrogen cycle including human influences

3.2.4.4 The phosphorus cycle including human influences

3.2.4.5 Opportunities for skills development and independent thinking

3.2.5 Soils

3.2.5.1 How human activities affect soil fertility

3.2.5.2 Causes of soil degradation and erosion

3.2.5.3 Soil management strategies to increase sustainability

3.2.5.4 Opportunities for skills development and independent thinking

3.3 Energy resources

3.3.1 The importance of energy supplies in the development of society

3.3.2 The impact of the features of energy resources on their use

3.3.3 The sustainability of current energy resource exploitation

3.3.4 Strategies to secure future energy supplies

3.3.4.1 Evaluation of improved extraction/harnessing/processing technologies related to a range of energy technologies

3.3.4.2 New energy conservation technologies

3.3.4.2.1 Transport energy conservation

3.3.4.2.2 Building energy conservation

3.3.4.2.3 Industrial energy conservation

3.3.5 Opportunities for skills development and independent thinking

3.4 Pollution

3.4.1 The properties of pollutants

3.4.2 How environmental features affect the severity of pollution

3.4.2.1 Factors that affect dispersal

3.4.2.2 Environmental factors that affect rates of degradation

3.4.3 Strategies to control pollutants based on their properties and features of the environment

3.4.3.1 Principles of control

3.4.3.2 Selection of control technologies: to reduce production, reduce release and mitigate damage caused

3.4.3.2.1 Smoke/PM10 (Particulate matter less than 10 microns in diameter)

3.4.3.2.2 Acid precipitation

3.4.3.2.3 Oxides of nitrogen (NOₓ)

3.4.3.2.4 Hydrocarbons

3.4.3.2.5 Carbon monoxide

3.4.3.2.6 Thermal pollution

3.4.3.2.7 Oil pollution

3.4.3.2.8 Pesticides

3.4.3.2.9 Nutrient pollution

3.4.3.2.10 Acid mine drainage

3.4.3.2.11 Heavy metals

3.4.3.2.12 Solid wastes

3.4.3.2.14 Ionising radiation

3.4.4 Opportunities for skills development and independent thinking

3.5 Biological resources

3.5.1 Agriculture

3.5.1.1 Agroecosystems

3.5.1.2 Manipulation of food species to increase productivity: the advantages and disadvantages of the methods that are available to improve crop and livestock gene pools

3.5.1.3 Environmental impacts of agriculture

3.5.1.4 Social/economic/political factors which influence agricultural production

3.5.1.5 Strategies to increase the sustainability of agriculture

3.5.1.6 Opportunities for skills development and independent thinking

3.5.2 Aquatic food production systems

3.5.2.1 Marine Productivity

3.5.2.2 Fishing

3.5.2.3 Aquaculture

3.5.2.4 Opportunities for skills development and independent thinking

3.5.3 Forest resources

3.5.3.1 The resources and life-support services gained from forests

3.5.3.2 The relationship between forest productivity and biodiversity

3.5.3.3 Deforestation

3.5.3.4 Opportunities for skills development and independent thinking

3.6 Sustainability

3.6.1 Dynamic equilibria

3.6.1.1 Negative feedback mechanisms which resist change

3.6.1.2 Positive feedback mechanisms which increase change

3.6.1.3 Equilibrium tipping points which lead to new equilibria

3.6.1.4 Diverse systems are more likely to be resistant to change

3.6.2 Energy resources

3.6.2.1 Natural processes are driven by renewable energy, especially solar power

3.6.2.2 Natural processes use low energy-density resources

3.6.2.3 Most natural processes occur at low temperatures

3.6.2.4 Carbon footprints and sustainable development

3.6.3 Material cycles

3.6.3.1 Linear human systems lead to resource depletion and waste generation

3.6.3.2 Natural processes often link together in sequences that create cycles, with the waste products of one process being the raw materials for other processes

3.6.3.3 Natural waste products are either non-toxic or do not build up to cause toxicity

3.6.3.4 The circular economy

3.6.4.1 The application of the principles of the circular economy to the development of sustainable lifestyles

3.6.4.2 Biocapacity and ecological footprints: a comparison of the factors controlling the impact of different ecological footprints on biocapacity

3.6.5 Opportunities for skills development and independent thinking

3.7 Research methods

3.7.1 Scientific methodologies

3.7.2 Sampling techniques

3.7.2.1 Standard environmental techniques

3.7.2.2 Fieldwork and laboratory activities

3.7.2.3 Specialist techniques

3.7.3 Opportunities for skills development and independent thinking

AO1 Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures, including in relation to natural processes/systems and environmental issues.

AO2 Apply knowledge and understanding of scientific ideas, processes, techniques and procedures, including in relation to natural processes/systems and environmental issues.

AO3 Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to environmental issues, to make judgements and draw conclusions.

GCSE Exam GCSE Environmental Science

GCSE Environmental Science

3 Subject content

3.1 The living environment

3.1.1 Conditions for life on Earth

3.1.1.1 How the main conditions, which allowed early life to develop and survive on planet Earth, came about

3.1.1.2 How the presence of life on Earth has brought about environmental change

3.1.1.3 How historical conditions for life were monitored in the past and how these methods have been developed over time

3.1.2 Conservation of biodiversity

3.1.2.1 The importance of the conservation of biodiversity

3.1.2.1.1 Resources and how sustainable habitat management strategies can be used to secure future supplies

3.1.2.1.2 Knowledge of how decisions over habitat conservation can be made to protect those species that have not yet been investigated

3.1.2.1.3 Ecosystem services and their interaction with each other

3.1.2.2 How humans influence biodiversity, with examples in a range of different context

3.1.2.3 Methods of conserving biodiversity

3.1.2.3.1 Setting conservation priorities

3.1.2.3.2 Legislation/protocols

3.1.2.3.3 Captive breeding and release programmes (CBR)

3.1.2.3.4 Habitat conservation

3.1.2.3.5 The importance of ecological monitoring in conservation planning

3.1.2.3.6 The development of new technologies for ecological monitoring

3.1.3 Life processes in the biosphere and conservation planning

3.1.3.1 How adaptation to the environment affects species' habitat requirements and influences conservation decision-making

3.1.3.3 The control of ecological succession in conserving plagioclimax habitats

3.1.3.4 How population control and the management of desired and undesired species affects the conservation of biodiversity

3.1.4 Opportunities for skills development and independent thinking

3.2 The physical environment

3.2.1 The atmosphere

3.2.1.1 How atmospheric energy processes involving ultra violet (UV), infrared (IR) and visible light in the stratosphere and troposphere affect life-support systems

3.2.1.2 Global climate change: how interconnected natural systems cause environmental change

3.2.1.3 Ozone depletion

3.2.1.4 Opportunities for skills development and independent thinking

3.2.2 The hydrosphere

3.2.2.1 The impact of unsustainable exploitation

3.2.2.2 Analysis and evaluation of strategies for sustainable management

3.2.2.3 Ocean currents: the importance of thermohaline circulation in distributing heat and regulating climate

3.2.2.4 Increasing sustainability by treating contaminated water

3.2.2.5 Increasing sustainability by economical use and the exploitation of new sources

3.2.2.6 Opportunities for skills development and independent thinking

3.2.3 Mineral resources

3.2.3.1 Minerals extracted from the lithosphere

3.2.3.2 Geological processes that produced localised concentrations of recoverable mineral deposits

3.2.3.3 Reserves and resource

3.2.3.4 How a range of exploratory techniques work

3.2.3.5 Factors affecting mine viability

3.2.3.6 Control of the environmental impacts of mineral exploitation

3.2.3.7 Strategies to secure future mineral supplies

3.2.3.8 Opportunities for skills development and independent thinking

3.2.4 Biogeochemical cycles

3.2.4.1 The importance of biogeochemical cycles for living organisms

3.2.4.2 The carbon cycle including human influences

3.2.4.3 The nitrogen cycle including human influences

3.2.4.4 The phosphorus cycle including human influences

3.2.4.5 Opportunities for skills development and independent thinking

3.2.5 Soils

3.2.5.1 How human activities affect soil fertility

3.2.5.2 Causes of soil degradation and erosion

3.2.5.3 Soil management strategies to increase sustainability

3.2.5.4 Opportunities for skills development and independent thinking

3.3 Energy resources

3.3.1 The importance of energy supplies in the development of society

3.3.2 The impact of the features of energy resources on their use

3.3.3 The sustainability of current energy resource exploitation

3.3.4 Strategies to secure future energy supplies

3.3.4.1 Evaluation of improved extraction/harnessing/processing technologies related to a range of energy technologies

3.3.4.2 New energy conservation technologies

3.3.4.2.1 Transport energy conservation

3.3.4.2.2 Building energy conservation

3.3.4.2.3 Industrial energy conservation

3.3.5 Opportunities for skills development and independent thinking

3.4 Pollution

3.4.1 The properties of pollutants

3.4.2 How environmental features affect the severity of pollution

3.4.2.1 Factors that affect dispersal

3.4.2.2 Environmental factors that affect rates of degradation

3.4.3 Strategies to control pollutants based on their properties and features of the environment

3.4.3.1 Principles of control

3.4.3.2 Selection of control technologies: to reduce production, reduce release and mitigate damage caused

3.4.3.2.1 Smoke/PM10 (Particulate matter less than 10 microns in diameter)

3.4.3.2.2 Acid precipitation

3.4.3.2.3 Oxides of nitrogen (NOₓ)

3.4.3.2.4 Hydrocarbons

3.4.3.2.5 Carbon monoxide

3.4.3.2.6 Thermal pollution

3.4.3.2.7 Oil pollution

3.4.3.2.8 Pesticides

3.4.3.2.9 Nutrient pollution

3.4.3.2.10 Acid mine drainage

3.4.3.2.11 Heavy metals

3.4.3.2.12 Solid wastes

3.4.3.2.14 Ionising radiation

3.4.4 Opportunities for skills development and independent thinking

3.5 Biological resources

3.5.1 Agriculture

3.5.1.1 Agroecosystems

3.5.1.2 Manipulation of food species to increase productivity: the advantages and disadvantages of the methods that are available to improve crop and livestock gene pools

3.5.1.3 Environmental impacts of agriculture

3.5.1.4 Social/economic/political factors which influence agricultural production

3.5.1.5 Strategies to increase the sustainability of agriculture

3.5.1.6 Opportunities for skills development and independent thinking

3.5.2 Aquatic food production systems

3.5.2.1 Marine Productivity

3.5.2.2 Fishing

3.5.2.3 Aquaculture

3.5.2.4 Opportunities for skills development and independent thinking

3.5.3 Forest resources

3.5.3.1 The resources and life-support services gained from forests

3.5.3.2 The relationship between forest productivity and biodiversity

3.5.3.3 Deforestation

3.5.3.4 Opportunities for skills development and independent thinking

3.6 Sustainability

3.6.1 Dynamic equilibria

3.6.1.1 Negative feedback mechanisms which resist change

3.6.1.2 Positive feedback mechanisms which increase change

3.6.1.3 Equilibrium tipping points which lead to new equilibria

3.6.1.4 Diverse systems are more likely to be resistant to change

3.6.2 Energy resources

3.6.2.1 Natural processes are driven by renewable energy, especially solar power

3.6.2.2 Natural processes use low energy-density resources

3.6.2.3 Most natural processes occur at low temperatures

3.6.2.4 Carbon footprints and sustainable development

3.6.3 Material cycles

3.6.3.1 Linear human systems lead to resource depletion and waste generation

3.6.3.2 Natural processes often link together in sequences that create cycles, with the waste products of one process being the raw materials for other processes

3.6.3.3 Natural waste products are either non-toxic or do not build up to cause toxicity

3.6.3.4 The circular economy

3.6.4.1 The application of the principles of the circular economy to the development of sustainable lifestyles

3.6.4.2 Biocapacity and ecological footprints: a comparison of the factors controlling the impact of different ecological footprints on biocapacity

3.6.5 Opportunities for skills development and independent thinking

3.7 Research methods

3.7.1 Scientific methodologies

3.7.2 Sampling techniques

3.7.2.1 Standard environmental techniques

3.7.2.2 Fieldwork and laboratory activities

3.7.2.3 Specialist techniques

3.7.3 Opportunities for skills development and independent thinking

AO1 Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures, including in relation to natural processes/systems and environmental issues.

AO2 Apply knowledge and understanding of scientific ideas, processes, techniques and procedures, including in relation to natural processes/systems and environmental issues.

AO3 Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to environmental issues, to make judgements and draw conclusions.

3.1.2.1.1 Resources and how sustainable habitat management strategies can be used to secure future supplies

3.1.2.1.2 Knowledge of how decisions over habitat conservation can be made to protect those species that have not yet been investigated

3.1.2.1.3 Ecosystem services and their interaction with each other

3.1.2.2 How humans influence biodiversity, with examples in a range of different context

3.1.2.3.1 Setting conservation priorities

3.1.2.3.2 Legislation/protocols

3.1.2.3.3 Captive breeding and release programmes (CBR)

3.1.2.3.4 Habitat conservation

3.1.2.3.5 The importance of ecological monitoring in conservation planning

3.1.2.3.6 The development of new technologies for ecological monitoring