Environmental Science

    AQA
    A-Level

    Specification: 7447

    The AQA A-Level Environmental Science specification covers 45 topics with 500 learning objectives (7447). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.

    Starting AQA A-Level Environmental Science this term? The whole specification is below, unit by unit.

    This subject will help you develop key knowledge and skills required for exam success.

    45

    Topics

    500

    Objectives

    0

    Exam Tips

    0

    Pitfalls

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    Key Features

    • Master key concepts
    • Develop exam technique
    • Apply knowledge effectively

    About AQA A-Level Environmental Science

    The AQA A-Level Environmental Science specification offers a scientific exploration of the natural world and human impact upon it. You will study the living and non-living components of the environment, the flow of energy and cycling of materials, and the ways in which humans use and manage resources. The course is structured into seven main areas: the living environment, the physical environment, energy resources, pollution, biological resources, sustainability, and research methods.

    Throughout the course, you will develop a deep understanding of environmental issues such as climate change, biodiversity loss, and resource depletion, alongside the scientific principles needed to analyse them. The specification emphasises the interrelationships between different parts of the environment and encourages you to think critically about solutions to environmental problems. Practical skills and fieldwork are integrated throughout, helping you apply theory to real-world contexts.

    Assessment Structure

    This qualification is assessed through two written exams and a non-exam assessment (NEA). Paper 1 (3 hours, 120 marks, 50% of A-Level) covers the living environment, physical environment, energy resources, and pollution. Paper 2 (3 hours, 120 marks, 50% of A-Level) covers biological resources, sustainability, and research methods. Both papers include multiple-choice, short-answer, and extended-writing questions. The NEA is a practical fieldwork investigation worth 20% of the A-Level, internally assessed and externally moderated. The AS qualification consists of two written papers only, each 1 hour 30 minutes and worth 50% of the AS.

    Why Choose AQA?

    • AQA is the most widely used exam board for A-Level Environmental Science in the UK, meaning there is a wealth of past papers, mark schemes, and revision resources available to support your studies.
    • The specification has a clear and logical structure, with topics that build on each other and a strong focus on scientific principles, making it ideal for students who enjoy applying science to real-world environmental issues.
    • AQA's exams include a range of question styles, from multiple-choice to extended essays, allowing you to demonstrate your knowledge and skills in different ways, and the NEA provides an opportunity for independent research and fieldwork.

    Frequently Asked Questions

    Specification Topics

    45 topics

    The living environment

    The emphasis should be placed on the interaction of living organisms with each other and their abiotic environment, and how an understanding of this can inform decisions that lead to sustainable human activities. Students must apply their understanding of these interactions in a wide range of contexts throughout this area.

    1 objectives

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

    Insolation A suitable temperature range was controlled by incoming insolation and its behaviour in the atmosphere. This was controlled by the surface albedo, absorption of infrared energy and the presence of the atmosphere., Atmospheric pressure and temperature maintained liquid water., Students should understand how the conditions on planet Earth allowed early life to develop and survive. +5 more

    8 objectives8 subtopics

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

    How biota have helped to maintain stability., Biogeochemical cycles The processes of biogeochemical cycles are linked by living organisms, preventing the build-up of waste products or shortages of resources., Carbon sequestration Atmospheric carbon dioxide concentrations were reduced by photoautotrophs. +2 more

    5 objectives5 subtopics

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

    Improved carriers for monitoring equipment, eg helium balloons, aircraft, satellites., Lack of ancient historical data., Gas analysis of ice cores. +13 more

    16 objectives16 subtopics

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

    mineral extraction, Habitat destruction Many human activities remove the natural communities of species:, Changes in abiotic factors Human activities may change the abiotic features of a habitat, making it more or less suitable for the survival of wildlife. +22 more

    25 objectives25 subtopics

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

    nutrients, seed dispersal, Students should be able to use examples of habitat management which benefit species that are adapted to particular abiotic and biotic factors. The deliberate provision of these conditions may increase species’ survival. +11 more

    14 objectives14 subtopics

    Terminology to describe the roles of living organisms in their habitats and their interactions with the physical environment

    Ecological niche., Species., Biome. +6 more

    9 objectives9 subtopics

    The control of ecological succession in conserving plagioclimax habitats

    Students should understand that many wildlife communities have developed in plagioclimax habitats maintained by long-term human activities. They should understand the processes in ecological succession that can inform conservation strategies., Climax communities., Methods of maintaining plagioclimax communities: +12 more

    15 objectives15 subtopics

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

    habitat management., Students should understand the concept of carrying capacity and the influence of density and density-independent factors on regulating populations., Management of desirable species: +3 more

    6 objectives6 subtopics

    The physical environment

    The emphasis should be placed on understanding how anthropogenic activities are inter- connected with physical processes, to formulate management strategies and plan sustainable activities., Supplies of renewable physical resources may be maintained by the control of activities that may cause over-exploitation and by protecting the processes that aid their production., Supplies of non-renewable physical resources may be extended by controlling exploitation and developing improved technologies to harness them.

    3 objectives3 subtopics

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

    transmission, Origins and roles of UV and IR in the atmosphere., conversion to heat +8 more

    11 objectives11 subtopics

    Global climate change: how interconnected natural systems cause environmental change

    changes in species survival caused by changes in biotic factors, The role of tipping points in climate change., Changes in climate processes Precipitation changes: +41 more

    44 objectives44 subtopics

    Ozone depletion

    use of alternative materials, variability of results: spatial, temporal, altitude., damage to marine organisms. +31 more

    34 objectives34 subtopics

    The impact of unsustainable exploitation

    Students should be able to explain the consequences of changes in the hydrological cycle., Students should be able to use the technical terminology related to the hydrological cycle to discuss anthropogenic changes and strategies that may allow sustainable exploitation., Students should be able to explain how human activities change processes in the hydrological cycle. +1 more

    4 objectives4 subtopics

    Analysis and evaluation of strategies for sustainable management

    Students should use examples of water resources that have been exploited unsustainably.

    1 objectives

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

    Students should discuss the impacts of changes in thermohaline circulation on the climate of countries around the North Atlantic, including the UK.

    1 objectives

    Increasing sustainability by treating contaminated water

    organic pollutants, salt, pathogens. +4 more

    7 objectives7 subtopics

    Increasing sustainability by economical use and the exploitation of new sources

    inter-basin transfers., metering, Exploitation of new sources: +6 more

    9 objectives9 subtopics

    Minerals extracted from the lithosphere

    Construction materials., Students should understand the importance of resources extracted from the lithosphere on society., Industrial minerals. +2 more

    5 objectives5 subtopics

    Geological processes that produced localised concentrations of recoverable mineral deposits

    Physical sediments., Biological sediments., Hydrothermal deposition. +3 more

    6 objectives6 subtopics

    Reserves and resource

    The reserves include the amount of material that can be exploited using existing technology under current economic conditions., The resource includes all the material that could be exploited technically and economically now or in the future., Lasky’s principle As the linear purity of a deposit decreases, there is a logarithmic increase in the amount of the material that is included. +1 more

    4 objectives4 subtopics

    How a range of exploratory techniques work

    Magnetometry., Students should understand the methods that are used to discover the localised concentrations of deposits produced by geological processes., Seismic surveys. +5 more

    8 objectives8 subtopics

    Factors affecting mine viability

    For a mining operation to be viable, a wide range of geological and economic criteria must be met., Chemical form., Ore purity and cut-off ore grade. +2 more

    5 objectives5 subtopics

    Control of the environmental impacts of mineral exploitation

    Site restoration., All mining activities impact on the environment, but good site management and post-mining restoration can minimise problems., Site management. +3 more

    6 objectives6 subtopics

    Strategies to secure future mineral supplies

    Identification of materials., Table 1: Recycling, Lack of consumer cooperation. +16 more

    19 objectives19 subtopics

    The importance of biogeochemical cycles for living organisms

    Many elements have low availability to living organisms. Biogeochemical cycles involve inter-linked processes that allow materials to be recycled and repeatedly re-used.

    1 objectives

    The carbon cycle including human influences

    Carbon Capture and Storage (CCS)., Reduced amount of carbon in plant biomass., Aerobic respiration. +18 more

    21 objectives21 subtopics

    The nitrogen cycle including human influences

    Sustainable management of the nitrogen cycle and methods of counteracting human activities that alter the natural equilibria of the nitrogen cycle, The growth of legume crops increases nitrogen fixation in plant proteins., eutrophication +15 more

    18 objectives18 subtopics

    The phosphorus cycle including human influences

    the use of biological wastes as fertilisers, Phosphorus compounds are mobilised in more soluble forms for use in agricultural fertilisers., providing suitable conditions for soil mycorrhizal fungi increases phosphate uptake combustion processes. +5 more

    8 objectives8 subtopics

    How human activities affect soil fertility

    aeration of soil by ploughing and drainage, pH control., soil compaction, increasing bulk density +3 more

    6 objectives6 subtopics

    Causes of soil degradation and erosion

    reducing soil biota, vegetation removal, coastal sedimentation +22 more

    25 objectives25 subtopics

    Soil management strategies to increase sustainability

    long-term crops, increasing soil organic matter., Methods that can be used to reduce soil erosion: +7 more

    10 objectives10 subtopics

    Energy resources

    Quantitative data should be used to compare and evaluate new and existing technologies., The importance of energy resources in both past and future developments in society should be analysed. The impact of future energy supply problems should be evaluated., Students should understand how improvements in technology can provide increasing amounts of energy from sustainable sources.

    3 objectives3 subtopics

    The importance of energy supplies in the development of society

    Transport The use of energy in transport systems., Fishing How energy has increased catches and made processing easier., Agriculture How increased mechanization has increased productivity. +4 more

    7 objectives7 subtopics

    The impact of the features of energy resources on their use

    Features of energy resources, Energy density., Locational constraints. +5 more

    8 objectives8 subtopics

    The sustainability of current energy resource exploitation

    Impact as a consequence of use., Pipelines and cables., transport: combustible fuels +19 more

    22 objectives22 subtopics

    Strategies to secure future energy supplies

    Students should analyse and evaluate key issues and quantitative data to evaluate the potential future contribution of each energy resource.

    1 objectives

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

    Peak shaving using Pumped-Storage HEP., Vehicle to grid systems (V2G)., Thermal storage. +61 more

    64 objectives64 subtopics

    New energy conservation technologies

    Improvements in the efficiency of energy use enable the same activities to be carried out with less energy.

    1 objectives

    Pollution

    Students should understand how the properties of materials and energy forms interact to result in environmental change. They should apply this knowledge to suggest solutions to minimise current pollution problems and prevent future problems. Students should apply their understanding through a range of different historic and contemporary pollution events.

    1 objectives

    The properties of pollutants

    State of matter: solid/liquid/gas., Density., Toxicity. +13 more

    16 objectives16 subtopics

    How environmental features affect the severity of pollution

    Students should use examples to explain how environmental features affect the behaviour of pollutants and the severity of pollution caused.

    1 objectives

    Factors that affect dispersal

    Water currents:, Air currents:, Students should understand the effect of point and diffuse sources on the dispersal and concentration of pollutants. +2 more

    5 objectives5 subtopics

    Environmental factors that affect rates of degradation

    Students should understand how environmental features can affect the chemical changes to pollutants, including the changes that convert primary pollutants to secondary pollutants., photochemical smogs, pH Neutralisation of acids by basic/alkaline rocks. +7 more

    10 objectives10 subtopics

    Principles of control

    Critical Group Monitoring: to identify members of the public most at risk, Emission timing Restriction of activities during temperature inversions., Emission location Increased concentrations in valleys, enclosed water bodies. +3 more

    6 objectives6 subtopics

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