gcse (9-1) gateway science physics a specification …. gcse (9 – 1) specification. gateway...
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ocr.org.uk/gcsegatewayphysics
GCSE (9–1)Specification
GATEWAY SCIENCE PHYSICS AJ249For first assessment in 2018
Version 2.2 (May 2018)
Registered office: 1 Hills Road Cambridge CB1 2EU
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Contents
1 Why choose an OCR GCSE (9–1) in Physics A (Gateway Science)? 11a. WhychooseanOCRqualification? 11c. Whatarethekeyfeaturesofthisspecification? 41d. HowdoIfindoutmoreinformation? 4
2 The specification overview 52a. OCR’sGCSE(9–1)inPhysicsA(GatewayScience)(J249) 52b. ContentofGCSE(9–1)inPhysicsA(GatewayScience)(J249) 62c. ContentoftopicsP1toP9 102d. Priorknowledge,learningandprogression 69
3 Assessment of GCSE (9–1) in Physics A (Gateway Science) 703a. Formsofassessment 703b. Assessmentobjectives(AO) 713c. Tiers 723d. Assessmentavailability 723e. Retakingthequalification 723f. Assessmentofextendedresponse 733g. Synopticassessment 733h. Calculatingqualificationresults 73
4 Admin: what you need to know 744a. Pre-assessment 744b. Specialconsideration 754c. Externalassessmentarrangements 754d. Resultsandcertificates 764e. Post-resultsservices 764f. Malpractice 76
5 Appendices 775a. Gradedescriptors 775b. Overlapwithotherqualifications 785c. Accessibility 785d. EquationsinPhysics 795e. Unitsinscience 815f. Workingscientifically 825g. Mathematicalskillsrequirement 875h. Healthandsafety 89
Summaryofupdates 90
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Support and Guidance
Introducinganewspecificationbringschallengesforimplementationandteaching,butitalsoopensupnewopportunities.Ouraimistohelpyouateverystage.Weareworkinghardwithteachersandotherexpertstobringyouapackageofpracticalsupport,resourcesandtraining.
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Teaching and learning resources
Ourresourcesaredesignedtoprovideyouwitharangeofteachingactivitiesandsuggestionsthatenableyoutoselectthebestactivity,approachorcontexttosupportyourteachingstyleandyourparticularstudents.Theresourcesareabodyofknowledgethat
willgrowthroughoutthelifetimeofthespecification,theyinclude:
• DeliveryGuides• TransitionGuides• TopicExplorationPacks• LessonElements.
Wealsoworkwithanumberofleadingpublisherswhopublishtextbooksandresourcesforourspecifications.Formoreinformationonourpublishingpartnersandtheirresourcesvisit: ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners
Professional development
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An introduction to new specifications
Weruntrainingeventsthroughouttheacademicyearthataredesignedtohelpprepareyouforfirstteachingandsupporteverystageofyourdeliveryofthenewqualifications.
ToreceivethelatestinformationaboutthetrainingweofferonGCSEandALevel,pleaseregisterforemailupdatesat:ocr.org.uk/i-want-to/email-updates
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Assessment Preparation and Analysis Service
Alongwithsubject-specificresourcesandtools,you’llalsohaveaccesstoaselectionofgenericresourcesthat
focusonskillsdevelopment,professionalguidanceforteachersandresultsdataanalysis.
Skills GuidesTheseguidescovertopicsthatcouldberelevanttoarangeofqualifications,forexamplecommunication,legislationandresearch.Downloadtheguidesatocr.org.uk/skillsguides
Subject Advisors SupportOurSubjectAdvisorsprovideyouwithaccesstospecifications,high-qualityteachingresourcesandassessmentmaterials.
ExamBuilderEnablingyoutobuild,markandassesstestsfromOCRexamquestionsandproduceacompletemockGCSEorALevelexam.Findoutmoreatocr.org.uk/exambuilder
Practice PapersAssessstudents’progressunderformalexaminationconditionswithquestionpapersdownloadedfromasecurelocation,well-presented,easy-to-interpretmarkschemesandcommentaryonmarkingandsampleanswers.
Active ResultsOurfreeonlineresultsanalysisservicehelpsyoureviewtheperformanceofindividualstudentsoryourwholecohort.Formoredetails,pleaserefertoocr.org.uk/activeresults
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ChooseOCRandyou’vegotthereassurancethatyou’reworkingwithoneoftheUK’sleadingexamboards.OurnewOCRGCSE(9–1)inPhysicsA(GatewayScience)coursehasbeendevelopedinconsultationwithteachers,employersandHigherEducation(HE)toprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.
We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.
Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.
Our Specifications
Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.
We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaimtoencouragelearnerstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.
Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:
• Awiderangeofhigh-qualitycreativeresourcesincluding:• DeliveryGuides• TransitionGuides• TopicExplorationPacks• LessonElements• . . .andmuchmore.
• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification.
• CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.
• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividuallearnersorwholeschools.
• ExamBuilder–ourfreeonlinepastpapersservicethatenablesyoutobuildyourowntestpapersfrompastOCRexamquestions.
AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’sGCSE(9–1)inPhysicsA(GatewayScience)isQN601/8651/3.
1a. Why choose an OCR qualification?
1 Why choose an OCR GCSE (9–1) in Physics A (Gateway Science)?
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Weappreciatethatonesizedoesn’tfitallsoweoffertwosuitesofqualificationsineachscience:
Physics A (Gateway Science) –Providesaflexibleapproachtoteaching.Thespecificationisdividedintotopics,eachcoveringdifferentkeyconceptsofphysics.Teachingofpracticalskillsisintegratedwiththetheoreticaltopicsandtheyareassessedthroughthewrittenpapers.
Physics B (Twenty First Century Science) –Learnersstudyphysicsusinganarrative-basedapproach.IdeasareintroducedwithinrelevantandinterestingsettingswhichhelplearnerstoanchortheirconceptualknowledgeoftherangeoftopicsrequiredatGCSElevel.Practicalskillsareembeddedwithinthespecificationandlearnersareexpectedtocarryoutpracticalworkinpreparationforawrittenexaminationthatwillspecificallytesttheseskills.
Allofourspecificationshavebeendevelopedwithsubjectandteachingexperts.Wehaveworkedin
closeconsultationwithteachersandotherstakeholderswiththeaimofincludingup-to-daterelevantcontentwithinaframeworkthatisinterestingtoteachandeasytoadministerwithinallcentres.
OurnewGCSE(9–1)inPhysicsA(GatewayScience)qualificationbuildsonourexistingpopularcourse.We’vebasedtheredevelopmentofourGCSEsciencesonanunderstandingofwhatworkswellincentreslargeandsmall.We’veundertakenasignificantamountofconsultationthroughourscienceforums(whichincluderepresentativesfrom:learnedsocieties,HE,teachingandindustry)andthroughfocusgroupswithteachers.
ThecontentisclearandlogicallylaidoutforbothexistingcentresandthosenewtoOCR,withassessmentmodelsthatarestraightforwardtoadminister.Wehaveworkedcloselywithteacherstoprovidehighqualitysupportmaterialstoguideyouthroughthenewqualifications.
1b. Why choose an OCR GCSE (9–1) in Physics A (Gateway Science)?
Aims and learning outcomes
GCSEstudyinthesciencesprovidesthefoundationforunderstandingthematerialworld.Scientificunderstandingischangingourlivesandisvitaltoworld’sfutureprosperity,andalllearnersshouldbetaughtessentialaspectsoftheknowledge,methods,processandusesofscience.Theyshouldbehelpedtoappreciatehowthecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideasrelatingtothescienceswhicharebothinter-linked,andareofuniversalapplication.
Thesekeyideasinclude:
• theuseofconceptualmodelsandtheoriestomakesenseoftheobserveddiversityofnaturalphenomena
• theassumptionthateveryeffecthasoneormorecause
• thatchangeisdrivenbydifferencesbetweendifferentobjectsandsystemswhentheyinteract
• thatmanysuchinteractionsoccuroveradistanceandovertimewithoutdirectcontact
• thatscienceprogressesthroughacycleofhypothesis,practicalexperimentation,observation,theorydevelopmentandreview
• thatquantitativeanalysisisacentralelementbothofmanytheoriesandofscientificmethodsofinquiry
OCR’sGCSE(9–1)inPhysicsA(GatewayScience)willencouragelearnersto:
• developscientificknowledgeandconceptualunderstandingofphysics
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• developunderstandingofthenature,processesandmethodsofscience,throughdifferenttypesofscientificenquiriesthathelpthemtoanswerscientificquestionsabouttheworldaroundthem
• developandlearntoapplyobservational,practical,modelling,enquiryand
problem-solvingskills,bothinthelaboratory,inthefieldandinotherlearningenvironments
• developtheirabilitytoevaluateclaimsbasedonsciencethroughcriticalanalysisofthemethodology,evidenceandconclusions,bothqualitativelyandquantitatively.
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OurGCSE(9–1)inPhysicsA(GatewayScience)specificationisdesignedwithaconcept-ledapproachandprovidesaflexiblewayofteaching.Thespecification:
• islaidoutclearlyinaseriesofteachingtopicswithguidanceincludedwhererequiredtoprovidefurtheradviceondelivery
• isco-teachablewiththeGCSE(9–1)inCombinedScienceA(GatewayScience)
• embedspracticalrequirementswithintheteachingtopics
• identifiesopportunitiesforcarryingoutpracticalactivitiesthatenhancelearners’understandingofphysicstheoryandpracticalskills
• highlightsopportunitiesfortheintroductionofkeymathematicalrequirements(seeAppendix5fandtheToincludecolumnforeachtopic)intoyourteaching
• identifies,withintheWorkingscientificallycolumn,howtheskills,knowledgeandunderstandingofWorkingScientifically(WS)canbeincorporatedwithinteaching.
1c. What are the key features of this specification?
1d. How do I find out more information?
Whethernewtoourspecifications,orcontinuingonfromourlegacyofferings,youcanfindmoreinformationonourwebpagesatwww.ocr.org.uk
Visitoursubjectpagestofindoutmoreabouttheassessmentpackageandresourcesavailabletosupportyourteaching.ThescienceteamalsoreleaseatermlynewsletterScience Spotlight(despatchedtocentresandavailablefromoursubjectpages).
IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk
Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk/approvals
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LearnersareenteredforeitherFoundationTier(Paper1andPaper2)orHigherTier(Paper3andPaper4)tobeawardedtheOCRGCSE(5–1)inPhysicsA(GatewayScience).
Content Overview Assessment Overview
Foundation Tier,grades5to1
ContentissplitintoeightteachingtopicsP1-P8andapracticalactivityskillstopicP9:
• TopicP1:Matter• TopicP2:Forces• TopicP3:Electricity• TopicP4:Magnetismandmagneticfields• TopicP5:Wavesinmatter• TopicP6:Radioactivity• TopicP7:Energy• TopicP8:Globalchallenges• TopicP9Practicalskills
Paper1assessescontentfromTopicsP1-P4andP9
Paper2assessescontentfromTopicsP5-P8,withassumedknowledgeofTopicsP1-P4andP9
Paper1
J249/01
90marks
1hour45minutes
Writtenpaper
50%oftotalGCSE
Paper2
J249/02
90marks
1hour45minutes
Writtenpaper
50%oftotalGCSE
Higher Tier,grades9to4
ContentissplitintoeightteachingtopicsP1-P8andapracticalactivityskillstopicP9:
• TopicP1:Matter• TopicP2:Forces• TopicP3:Electricity• TopicP4:Magnetismandmagneticfields• TopicP5:Wavesinmatter• TopicP6:Radioactivity• TopicP7:Energy• TopicP8:Globalchallenges• TopicP9:Practicalskills
Paper3assessescontentfromTopicsP1-P4andP9
Paper4assessescontentfromTopicsP5-P8,withassumedknowledgeofTopicsP1-P4andP9
Paper3
J249/03
90marks
1hour45minutes
Writtenpaper
50%oftotalGCSE
Paper4
J249/04
90marks
1hour45minutes
Writtenpaper
50%oftotalGCSE
J249/02andJ249/04includesynopticassessment.
2a. OCR’s GCSE (9–1) in Physics A (Gateway Science) (J249)
2 The specification overview
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2b. Content of GCSE (9–1) in Physics A (Gateway Science) (J249)
TheGCSE(9–1)inPhysicsA(GatewayScience)specificationcontentisspecifiedinSection2c.ItisdividedintoeightteachingtopicsP1-P8andapracticalactivityskillstopicP9.
LearningatGCSE(9–1)inPhysicsA(GatewayScience)isdescribedinthetablesthatfollow:
Overview of the content layout
Topic P1: Topic title
P1.1 sub-topic
SummaryAshortoverviewofthesub-topicthatwillbeassessedintheexamination
Underlying knowledge and understandingUnderlyingknowledgeandunderstandinglearnersshouldbefamiliarwithlinkedtothesub-topic
Common misconceptionsCommonmisconceptionsstudentsoftenhaveassociatedwiththistopic
TieringAbriefsummaryofthetieringofthesub-topic
Reference Mathematical learning outcomesMathematical skills(SeeAppendix5g)
OCRsmathematicsreferencecode
Thiscolumndefinestheareasofmathematicsthatwillneedtobetaughtspecificallywithinthecontextofthissub-topic.Questionsintheexaminationwillassesstheselearningoutcomeswithinthecontextofthetopic.
MathematicalskillcodeasindicatedinAppendix5f
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Topic contentOpportunities to cover: (seeSection2c)
Itemsthatarecontainedwithinthesecolumnsareintendedasastartingpointforlessonplanning. Practical suggestions
(SeetopicP9)
Learning outcomes To includeMaths(SeeAppendix5f)
Working scientifically(SeeAppendix5e)
Spec.referencenumber
þ
Columnspecifiesthesubjectcontentthatwillbeassessedintheexaminations.
Thissymbolindicatescontentthatisfoundonlyinthephysicsseparatesciencequalification
Thiscolumnisincludedtoprovidefurther/specificadviceondeliveryofthelearningoutcome.
Mathematicalskillswillbeassessedthroughouttheexamination.Thiscolumnhighlightsthemathematicalskillsthatcouldbetaughtalongsidethetopiccontent.
Workingscientificallywillbeassessedthroughouttheexamination.Thiscolumnhighlightstheworkingscientificallyskillsthatcouldbetaughtalongsidethetopiccontent.
ThecompulsorypracticalskillscoveredbythePracticalActivityGroupsorPAGsareindicatedinthetableinTopicP9.ActivitiesinthiscolumncanbeusedtosupplementthePAGsusingtopicappropriateexperiments
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Physicsisthescienceofthefundamentalconceptsoffield,force,radiationandparticlestructures,whichareinter-linkedtoformunifiedmodelsofthebehaviourofthematerialuniverse.Fromsuchmodels,awiderangeofideas,fromthebroadestissueofthedevelopmentoftheuniverseovertimetothenumerousanddetailedwaysinwhichnewtechnologiesmaybeinvented,haveemerged.Thesehaveenrichedbothourbasicunderstandingof,andourmanyadaptationsto,ourmaterialenvironment.
Studentsshouldbehelpedtounderstandhow,throughtheideasofphysics,thecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplicationandwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:
• theuseofmodels,asintheparticlemodelofmatterorthewavemodelsoflightandofsound
• theconceptofcauseandeffectinexplainingsuchlinksasthosebetweenforceandacceleration,orbetweenchangesinatomicnucleiandradioactiveemissions
• thephenomenaof‘actionatadistance’andtherelatedconceptofthefieldasthekeytoanalysingelectrical,magneticandgravitationaleffects
• thatdifferences,forexamplebetweenpressuresortemperaturesorelectricalpotentials,arethedriversofchange
• thatproportionality,forexamplebetweenweightandmassofanobjectorbetweenforceandextensioninaspring,isanimportantaspectofmanymodelsinscience
• thatphysicallawsandmodelsareexpressedinmathematicalform.
Physics key ideas
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Summary of content for GCSE (9–1) in Physics A (Gateway Science)
Topic P1: Matter Topic P2: Forces Topic P3: Electricity
P1.1TheparticlemodelP1.2ChangesofstateP1.3Pressure
P2.1MotionP2.2Newton’slawsP2.3Forcesinaction
P3.1StaticandchargeP3.2Simplecircuits
Topic P4: Magnetism and magnetic fields Topic P5: Waves in matter Topic P6: Radioactivity
P4.1MagnetsandmagneticfieldsP4.2Usesofmagnetism
P5.1WavebehaviourP5.2TheelectromagneticspectrumP5.3Waveinteraction
P6.1RadioactiveemissionsP6.2Usesandhazards
Topic P7: Energy Topic P8: Global challenges
P7.1WorkdoneP7.2Powerandefficiency
P8.1PhysicsonthemoveP8.2PoweringEarthP8.3BeyondEarth
Topic P9isapractical-basedtopicwhichprovideslearnerswiththenecessaryskillstoundertakethe15%practicalcontentintheexaminations.
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2c. Content of topics P1 to P9
Topic P1: Matter
P1.1 The particle model
SummaryKnowledgeandunderstandingoftheparticlenatureofmatterisfundamentaltophysics.Learnersneedtohaveanappreciationofmatterinitsdifferentforms,theymustalsobeawareofsubatomicparticles,theirrelativecharges,massesandpositionsinsidetheatom.Thestructureandnatureofatomsareessentialtothefurtherunderstandingofphysics.Theknowledgeofsubatomicparticlesisneededtoexplainmanyphenomena,forexamplethetransferofcharges,aswellasradioactivity.(MuchofthiscontentoverlapswiththatintheGCSE(9–1)inChemistryA(GatewaySciencecontent.)
Underlying knowledge and understandingLearnersshouldbeawareoftheatomicmodel,andthatatomsareexamplesofparticles.Theyshouldalsoknowthedifferencebetweenatoms,moleculesand
compounds.Learnersshouldunderstandhowdensitycanbeaffectedbythestatematerialsarein.
Common misconceptionsLearnerscommonlyconfusethedifferenttypesofparticles(subatomicparticles,atomsandmolecules)whichcanbeaddressedthroughtheteachingofthistopic.Theycommonlymisunderstandtheconversionsbetweendifferentunitsusedinthemeasurementofvolume.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM1.1i recallandapply:density(kg/m3)=mass(kg)/volume(m3) M1a,M1b,M1c,M3b,M3c,M5c
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P1.1a describehowandwhytheatomicmodelhaschangedovertime
theThomson,Rutherford(alongsideGeigerandMarsden)andBohrmodels
M5b WS1.1a,WS1.1c,WS1.1g
Timelineshowingthedevelopmentofatomictheory.
Discussionofthedifferentrolesplayedindevelopingtheatomicmodelandhowdifferentscientistsworkedtogether.
P1.1b describetheatomasapositivelychargednucleussurroundedbynegativelychargedelectrons,withthenuclearradiusmuchsmallerthanthatoftheatomandwithalmostallofthemassinthenucleus
M5b WS1.1b Modelmaking(including3D)ofatomicstructures.
P1.1c recallthetypicalsize(orderofmagnitude)ofatomsandsmallmolecules
knowledgethatitistypically
1x10–10m
M1b WS1.1d
P1.1d definedensity WS1.2b,WS1.2c,WS1.3c,WS1.3d,WS1.4a,WS1.4b,WS1.4e,WS1.4f,WS2a,WS2b,WS2c,WS2d
Measurementoflength,volumeandmassandusingthemtocalculatedensity.(PAGP1)
InvestigationofArchimedes’Principleusingeurekacans.(PAGP1)
P1.1e explainthedifferencesindensitybetweenthedifferentstatesofmatterintermsofthearrangementsoftheatomsandmolecules
M5b WS1.1b
P1.1f applytherelationshipbetweendensity,massandvolumetochangeswheremassisconserved(M1a,M1b,M1c,M3c)
M1a,M1b,M1c,M3c
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P1.2 Changes of state
SummaryAclearunderstandingofthefoundationsofthephysicalworldformsasolidbasisforfurtherstudyofphysics.Understandingoftherelationshipbetweenthestatesofmatterhelpstoexplaindifferenttypesofeverydayphysicalchangesthatweseearoundus.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththestructureofmatterandthesimilaritiesanddifferencesbetweensolids,liquidsandgases.Theyshouldhaveanideaoftheparticlemodelandbeabletouseittomodelchangesinparticlebehaviourduringchangesofstate.Learnersshouldbeawareoftheeffectoftemperatureinthemotionandspacingofparticlesandanunderstandingthatenergycanbestoredinternallybymaterials.
Common misconceptionsLearnerscommonlycarrymisconceptionsaboutmatter;assumingatomsarealwayssynonymouswithparticles.Learnersalsostruggletoexplainwhatisbetweentheparticles,instinctively‘filling’thegapswith‘air’or‘vapour’.Theyoftenstruggletovisualisethe3Darrangementofparticlesinallstatesofmatter.Learnerscanfinditchallengingtounderstandhowkinetictheoryappliestoheatingmaterialsandhowtousethetermtemperaturecorrectly,regularlyconfusingthetermstemperatureandheat.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM1.2i apply:changeinthermalenergy(J)=mass(kg)xspecificheatcapacity(J/kg°C)xchangeintemperature(°C) M1a,M3b,M3c,M3d
PM1.2ii apply:thermalenergyforachangeinstate(J)=mass(kg)xspecificlatentheat(J/kg) M1a,M3b,M3c,M3d
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P1.2a describehowmassisconservedwhensubstancesmelt,freeze,evaporate,condenseorsublimate
WS1.3a,WS1.3e,WS1.4a,WS2a,WS2c
Useofadataloggertorecordchangeinstateandmassatdifferenttemperatures.(PAGP5)
Demonstrationofthedistillationtoshowthatmassisconservedduringevaporationandcondensation.(PAGP5)
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Learning outcomes To include MathsWorking scientifically
Practical suggestions
P1.2b describethatthesephysicalchangesdifferfromchemicalchangesbecausethematerialrecoversitsoriginalpropertiesifthechangeisreversed
P1.2c describehowheatingasystemwillchangetheenergystoredwithinthesystemandraiseitstemperatureorproducechangesofstate
WS1.3a,WS1.3e,WS1.4a,WS2a,WS2b,WS2c
Observationofthecrystallisationofsalolinwaterunderamicroscope.
Useofthermometerwitharangeof-10–110°C,torecordthetemperaturechangesoficeasitisheated.(PAGP1)
P1.2d definethetermspecificheatcapacityanddistinguishbetweenitandthetermspecificlatentheat
WS1.2e,WS1.3b,WS1.3c,WS1.3h,WS1.4a,WS1.4f,WS2a,WS2b
Investigationofthespecificheatcapacityofdifferentmetalsorwaterusingelectricalheatersandajoulemeter.(PAGP5)
P1.2e applytherelationshipbetweenchangeininternalenergyofamaterialanditsmass,specificheatcapacityandtemperaturechangetocalculatetheenergychangeinvolved(M1a,M3c,M3d)
M1a,M3c,M3d
P1.2f applytherelationshipbetweenspecificlatentheatandmasstocalculatetheenergychangeinvolvedinachangeofstate(M1a,M3c,M3d)
M1a,M3c,M3d
WS1.2e,WS1.3b,WS1.3c,WS1.3h,WS1.4a,WS1.4f,WS2a,WS2b
Measurementofthespecificlatentheatofvaporisationofwater.(PAGP5)
Measurementofthespecificlatentheatofstearicacid.(PAGP5)
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P1.3 Pressure
SummaryThissectiondevelopstheunderstandingofpressureingasesandliquids.Pressureingasesbuildsontheparticlemodel,andinliquidstheincreaseinpressurewithdepthisexplainedastheweightofacolumnofliquidactingonaunitarea.
Underlying knowledge and understandingLearnersshouldbeawareofthechangeinpressureintheatmosphereandinliquidswithheight(qualitativerelationshiponly).Theyshouldhaveanunderstandingoffloatingandsinkingandtheeffectofupthrust.Learnersshouldknowthatpressureismeasuredbyaratioofforceoverareawhichisactingatanormaltothesurface.
Common misconceptionsLearnerscommonlyhavemisconceptionsaboutfloatingandsinking,basedonthepremisethatlightorsmallobjectsfloatandheavyorlargeobjectssink.Theyoftenmisunderstandtheroleofpressuredifferenceandsuctione.g.thecollapsingcanexperimentandtheforcingofairintothelungsduringinhalation.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM1.3iþ apply:forgases:pressure(Pa)xvolume(m3)=constant(foragivenmassofgasandataconstanttemperature)
M1a,M3b,M3c,M3d
PM1.3ii þ apply: pressure due to a column of liquid (Pa) = height of column (m) x density of liquid (kg/m3) x g (N/kg)
M1a, M1c, M3b, M3c, M3d
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P1.3a explainhowthemotionofthemoleculesinagasisrelatedbothtoitstemperatureanditspressure
applicationtoclosedsystemsonly
M1c,M4a,M5b
WS1.1b,WS1.2a,WS1.2e,WS1.3e,WS1.4a,WS2a
Demonstrationofthedifferenceinpressureinaninflatedballoonthathasbeenheatedandfrozen.(PAGP1)
Buildingmanometersandusingthemtoshowpressurechangesinheated/cooledvolumesofgas.(PAGP1)
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Practical suggestions
P1.3b explaintherelationshipbetweenthetemperatureofagasanditspressureatconstantvolume(qualitativeonly)
M1c,M5b WS1.1b,WS1.2a,WS1.2e,WS1.3e,WS1.4a,WS2a
Demonstrationoftheexplodingcanexperiment.
BuildingofAlka-Seltzerrocketswithfilmcanisters.
P1.3cþ recallthatgasescanbecompressedorexpandedbypressurechangesandthatthepressureproducesanetforceatrightanglestoanysurface
M4a,M5b WS1.1b,WS1.2a,WS1.2e,WS1.3e,WS1.4a,WS2a
Compressingsyringescontainingsand,waterandair.(PAGP1)
Demonstrationofthecollapsingcanexperiment.
DemonstrationoftheCartesiandiverexperiment.
P1.3dþ explainhowincreasingthevolumeinwhichagasiscontained,atconstanttemperaturecanleadtoadecreaseinpressure
behaviourregardingparticlevelocityandcollisions
M1c,M4a,M5b
WS1.1b,WS1.2a,WS1.2e,WS1.3e,WS1.4a
Demonstrationofthebehaviourofmarshmallowsinavacuum.
P1.3eþ explain how doing work on a gas can increase its temperature
examples such as a bicycle pump
WS1.1b,WS1.2a
Demonstrationofheatproductioninabicycleinnertubeasitispumpedup.
P1.3fþ describeasimplemodeloftheEarth’satmosphereandofatmosphericpressure
anassumptionofuniformdensity;knowledgeoflayersisnotexpected
M5b
P1.3gþ explainwhyatmosphericpressurevarieswithheightabovethesurfaceoftheplanet
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Practical suggestions
P1.3hþ describe the factors which influence floating and sinking
P1.3iþ explain why pressure in a liquid varies with depth and density and how this leads to an upwards force on a partially submerged object
WS1.1b,WS1.2a,WS1.3a,WS2a
Discussionofbuoyancyofapingpongballinwater.
P1.3jþ calculate the differences in pressure at different depths in a liquid (M1c, M3c)
knowledge that g is the strength of the gravitational field and has a value of 10N/kg near the Earth’s surface
M1c,M3c WS1.1b,WS1.2a
Demonstrationofdifferencesinwaterpressureusingapressurecanwithholes.
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Topic P2: Forces
P2.1 Motion
SummaryHavinglookedatthenatureofmatterwhichmakesupobjects,wemoveontoconsidertheeffectsofforces.Theinteractionbetweenobjectsleadstoactionswhichcanbeseenbytheobserver,theseactionsarecausedbyforcesbetweentheobjectsinquestion.Someoftheinteractionsinvolvecontactbetweentheobjects,othersinvolvenocontact.Wewillalsoconsidertheimportanceofthedirectioninwhichforcesacttoallowunderstandingoftheimportanceofvectorquantitieswhentryingtopredicttheaction.
Underlying knowledge and understandingFromtheirworkinKeyStage3Science,learnerswillhaveabasicknowledgeofthemathematicalrelationshipbetweenspeed,distanceandtime.Theyshould
alsobeabletorepresentthisinformationinadistance-timegraphandhaveanunderstandingofrelativemotionofobjects.
Common misconceptionsLearnerscanfindtheconceptofactionatadistancechallenging.Theyhaveatendencytobelievethatavelocitymusthaveapositivevalueandhavedifficultyinassociatingareverseindirectionwithachangeinsign.Itisthereforeimportanttomakesurelearnersareknowledgeableaboutthevector–scalardistinction.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM2.1i recallandapply:distancetravelled(m)=speed(m/s)xtime(s) M1a,M2b,M3a,M3b,M3c,M3d,M4a,M4b,M4c,M4d,M4e
PM2.1ii recallandapply:acceleration(m/s2)=changeinvelocity(m/s)/time(s) M1a,M3a,M3b,M3c,M3d
PM2.1iii apply:(finalvelocity(m/s))2-(initialvelocity(m/s))2=2xacceleration(m/s2)xdistance(m) M1a,M3a,M3b,M3c,M3d
PM2.1iv recallandapply:kineticenergy(J)=0.5xmass(kg)x(speed(m/s))2 M1a,M3a,M3b,M3c,M3d
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P2.1a describehowtomeasuredistanceandtimeinarangeofscenarios
P2.1b describehowtomeasuredistanceandtimeandusethesetocalculatespeed
M4a,M4b,M4c,M4d,M4f
WS1.2b,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3g,WS1.3h,WS1.3i,WS2a,WS2b,WS2c,WS2d
Calculationsofthespeedsoflearnerswhentheywalkandrunameasureddistance.
Investigationoftrolleysonrampsatanangleandwhetherthisaffectsspeed.(PAGP3)
P2.1c makecalculationsusingratiosandproportionalreasoningtoconvertunitsandtocomputerates(M1c,M3c)
conversionfromnon-SItoSIunits M1c,M3c
P2.1d explainthevector–scalardistinctionasitappliestodisplacementanddistance,velocityandspeed
P2.1e relatechangesanddifferencesinmotiontoappropriatedistance-time,andvelocity-timegraphs;interpretlinesandslopes(M4a,M4b,M4c,M4d)
M4a,M4b,M4c,M4d
WS1.3a Learnerstodrawdisplacement-timeandvelocity-timegraphsoftheirjourneytoschool.(PAGP3)
P2.1f interpret enclosed area in velocity-time graphs (M4a, M4b, M4c, M4d, M4f)
M4a,M4b,M4c,M4d,M4f
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Practical suggestions
P2.1g calculateaveragespeedfornon-uniformmotion(M1a,M1c,M2b,M3c)
M1a,M1c,M2b,M3c
P2.1h applyformulaerelatingdistance,timeandspeed,foruniformmotion,andformotionwithuniformacceleration(M1a,M1c,M2b,M3c)
M1a,M1c,M2b,M3c
WS1.2b,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3g,WS1.3h,WS1.3i,WS2a,WS2b,WS2c,WS2d
Investigationofacceleration. (PAGP3)
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P2.2 Newton’s laws
SummaryNewton’slawsofmotionessentiallydefinethemeansbywhichmotionchangesandtherelationshipbetweenthesechangesinmotionwithforceandmass.
Underlying knowledge and understandingLearnersshouldhaveanunderstandingofcontactandnon-contactforcesinfluencingthemotionofanobject.TheyshouldbeawareoftheNewtonandthatthisistheunitofforce.Thethreelawsthemselveswillbenewtothelearners.Learnersareexpectedtobeabletouseforcearrowsandhaveanunderstandingofbalancedandunbalancedforces.
Common misconceptionsLearnerscommonlyhavemisconceptionsaboutobjectsneedinganetforceforthemtocontinuetomovesteadilyandcanstruggletounderstandthatstationaryobjectsalsohaveforcesactingonthem.Difficultiesfacedbylearnerswhentryingtodifferentiatebetweenscalarandvectorquantitiesistheideaofobjectswithachangingdirectionnothavingaconstantvectorvalue,forexample,objectsmovinginacircle.Thisissuealsoariseswiththeconceptofmomentumandchangesinmomentumofcollidingobjects.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM2.2i recallandapply:force(N)=mass(kg)xacceleration(m/s2) M1a,M2a,M3a,M3b,M3c,M3d
PM2.2ii recall and apply: momentum (kgm/s) = mass (kg) x velocity (m/s) M1a, M2a, M3a, M3b, M3c, M3d
PM2.2iii recallandapply:workdone(J)=force(N)xdistance(m)(alongthelineofactionoftheforce) M1a,M2a,M3a,M3b,M3c,M3d
PM2.2iv recallandapply:power(W)=workdone(J)/time(s) M1a,M2a,M3a,M3b,M3c,M3d
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P2.2a recallexamplesofwaysinwhichobjectsinteract electrostatics,gravity,magnetismandbycontact(includingnormalcontactforceandfriction)
P2.2b describehowsuchexamplesinvolveinteractionsbetweenpairsofobjectswhichproduceaforceoneachobject
P2.2c representsuchforcesasvectors drawingfreebodyforcediagramstodemonstrateunderstandingofforcesactingasvectors
M5b WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3h,WS2a,WS2b,WS2d
Measurementofthevelocityofballbearingsinglycerolatdifferenttemperaturesorofdifferingsizes.(PAGP3)
P2.2d applyNewton’sFirstLawtoexplainthemotionofanobjectmovingwithuniformvelocityandalsoanobjectwherethespeedand/ordirectionchange
lookingatforcesononebodyandresultantforcesandtheireffects(qualitativeonly)
WS1.3e,WS2a
Demonstrationofthebehaviourofcollidingglidersonalinearairtrack.(PAGP3)
Useofballoongliderstoconsidertheeffectofaforceonabody.
P2.2e use vector diagrams to illustrate resolution of forces, a net force (resultant force), and equilibrium situations (M4a, M5a, M5b)
scale drawings M4a,M5a,M5b
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Practical suggestions
P2.2f describe examples of the forces acting on an isolated solid object or system
examples of objects that reach terminal velocity for example skydivers and applying similar ideas to vehicles
WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3h,WS2a,WS2b,WS2d
Learnerstodesignandbuildaparachuteforamass,andmeasureitsterminalvelocityasitisdropped.(PAGP3)
P2.2g describe, using free body diagrams, examples where two or more forces lead to a resultant force on an object
P2.2h describe, using free body diagrams, examples of the special case where forces balance to produce a resultant force of zero (qualitative only)
P2.2i applyNewton’ssecondlawincalculationsrelatingforces,massesandaccelerations
M1a,M2a,M3b,M3c,M3d
WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3h,WS2a,WS2b,WS2c,WS2d
Useoflightgates,weightsandtrolleystoinvestigatethelinkbetweenforceandacceleration.(PAGP2)
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Practical suggestions
P2.2j explain that inertia is a measure of how difficult it is to change the velocity of an object and that the mass is defined as the ratio of force over acceleration
P2.2k define momentum and describe examples of momentum in collisions
an idea of the law of conservation of momentum in elastic collisions
WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3h,WS2a,WS2b,WS2c,WS2d
Useoflightgates,weightsandtrolleystomeasuremomentumofcollidingtrollies.(PAGP3)
Useofawaterrockettodemonstratethattheexplosionpropelsthewaterdownwiththesamemomentumastherocketshootsup.
P2.2lþ applyformulaerelatingforce,mass,velocityandaccelerationtoexplainhowthechangesinvolvedareinter-related(M3b,M3c,M3d)
M3b,M3c,M3d
P2.2m usetherelationshipbetweenworkdone,force,anddistancemovedalongthelineofactionoftheforceanddescribetheenergytransferinvolved
M1a,M2a,M3a,M3b,M3c,M3d
WS1.4a,WS2a,WS2b
Measurementofworkdonebylearnersliftingweightsorwalkingupstairs.(PAGP5)
P2.2n calculaterelevantvaluesofstoredenergyandenergytransfers;convertbetweennewton-metresandjoules(M1c,M3c)
M1c,M3c WS1.4e,WS1.4f
P2.2o explain,withreferencetoexamples,thedefinitionofpowerastherateatwhichenergyistransferred
P2.2p recallandapplyNewton’sthirdlaw applicationtosituationsofequilibriumandnon-equilibrium
P2.2q explain why an object moving in a circle with a constant speed has a changing velocity (qualitative only)
WS1.3e Demonstrationofspinningarubberbungonastring.
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P2.3 Forces in action
SummaryForcesactingonanobjectcanresultinachangeofshapeormotion.Havinglookedatthenatureofmatter,wecannowintroducetheideaoffieldsandforcescausingchanges.Thisdevelopstheideathatforceinteractionsbetweenobjectscantakeplaceeveniftheyarenotincontact.Learnersshouldbefamiliarwithforcesassociatedwithdeformingobjects,withstretchingandcompressing(springs).
Underlying knowledge and understandingLearnersshouldhaveanunderstandingofforcesactingtodeformobjectsandtorestrictmotion.TheyshouldalreadybefamiliarwithHooke’sLawandtheideathat,whenworkisdonebyaforce,itresultsinanenergytransferandleadstoenergybeingstoredbyanobject.Learnersareexpectedtoknowthatthereisa
forceduetogravityandthatgravitationalfieldstrengthdiffersonotherplanetsandstars.
Common misconceptionsLearnerscommonlyhavedifficultyunderstandingthattheweightofanobjectisnotthesameasitsmassfromtheeverydayuseoftheterm‘weighing’.TheconceptofforcemultiplierscanalsobechallengingeventhoughthebasicconceptsareonescoveredatKeyStage3.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM2.3i recallandapply:forceexertedbyaspring(N)=extension(m)xspringconstant(N/m) M1a,M2a,M3a,M3b,M3c,M3d
PM2.3ii apply:energytransferredinstretching(J)=0.5xspringconstant(N/m)x(extension(m))2 M1a,M2a,M3a,M3b,M3c,M3d
PM2.3iii recallandapply:gravityforce(N)=mass(kg)xgravitationalfieldstrength,g(N/kg) M1a,M2a,M3a,M3b,M3c,M3d
PM2.3iv recallandapply:(inagravityfield)potentialenergy(J)=mass(kg)xheight(m)xgravitationalfieldstrength,g(N/kg)
M1a,M2a,M3a,M3b,M3c,M3d
PM2.3vþ recallandapply:pressure(Pa)=forcenormaltoasurface(N)/areaofthatsurface(m2) M1a,M2a,M3a,M3b,M3c,M3d
PM2.3viþ recallandapply:momentofaforce(Nm)=force(N)xdistance(m)(normaltodirectionoftheforce) M1a,M2a,M3a,M3b,M3c,M3d
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Practical suggestionsLearning outcomes To include Maths
Working scientifically
P2.3a explainthattostretch,bendorcompressanobject,morethanoneforcehastobeapplied
applicationstoreallifesituations WS1.1b,WS1.1e,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c
Useofaliquoricebungeeorspringtoexploreextensionandstretching.(PAGP2)
P2.3b describethedifferencebetweenelasticandplasticdeformation(distortions)causedbystretchingforces
WS1.1b,WS1.1e,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c
Comparisonsofbehaviourofspringsandelasticbandswhenloadingandunloadingwithweights.(PAGP2)
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Learning outcomes To include MathsWorking scientifically
Practical suggestions
P2.3c describetherelationshipbetweenforceandextensionforaspringandothersimplesystems
graphicalrepresentationoftheextensionofaspring
M1a,M2a,M4a,M4b,M4c
WS1.1b,WS1.1e,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS1.4f,WS2a,WS2b,WS2c
Investigationofforcesonsprings–Hooke’slaw. (PAGP2)
P2.3d describethedifferencebetweenlinearandnon-linearrelationshipsbetweenforceandextension
M1a,M2a,M4a,M4b,M4c
WS1.1b,WS1.1e,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c
Investigationoftheelasticlimitofspringsandothermaterials.(PAGP2)
P2.3e calculateaspringconstantinlinearcases M1a,M2a,M3a,M3b,M3c,M3d
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Learning outcomes To include MathsWorking scientifically
Practical suggestions
P2.3f calculatetheworkdoneinstretching M1a,M2a,M3a,M3b,M3c,M3d,M4a,M4b,M4c,M4f
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS1.4f,WS2c
Useofdatafromstretchinganelasticbandwithweightstoplotagraphtocalculatetheworkdone.(PAGP2)
P2.3g describethatallmatterhasagravitationalfieldthatcausesattraction,andthefieldstrengthismuchgreaterformassiveobjects
P2.3h defineweight,describehowitismeasuredanddescribetherelationshipbetweentheweightofanobjectandthegravitationalfieldstrength(g)
knowledgethatthegravitationalfieldstrengthisknownasgandhasavalueof10N/kgattheearth’ssurface
WS1.1b Calculationsofweightondifferentplanets.
P2.3i recalltheaccelerationinfreefall
P2.3jþ applyformulaerelatingforce,massandrelevantphysicalconstants,includinggravitationalfieldstrength(g),toexplorehowchangesintheseareinter-related(M1c,M3b,M3c)
M1c,M3b,M3c
P2.3kþ describeexamplesinwhichforcescauserotation
locationofpivotpointsandwhetheraresultantturningforcewillbeinaclockwiseoranticlockwisedirection
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Practical suggestions
P2.3lþ defineandcalculatethemomentoftheforceinsuchexamples
applicationoftheprincipleofmomentsforobjectswhicharebalanced
M1a,M1c,M2a,M3a,M3b,M3c,M3d
WS1.2a,WS1.2b,WS1.3e,WS2a,WS2b,WS2c
Investigationofmomentsusingameterruler,pivotandbalancingmasses.(PAGP2)
P2.3mþ explainhowleversandgearstransmittherotationaleffectsofforces
anunderstandingofratiosandhowthisenablesgearsandleverstoworkasforcemultipliers
M1c
P2.3nþ recallthatthepressureinfluids(gasesandliquids)causesanetforceatrightanglestoanysurface
WS1.1b,WS1.2a,WS1.4a
Demonstrationofballoonsbeingpushedontoasingledrawingpinversusmanydrawingpins.
P2.3oþ usetherelationshipbetweentheforce,thepressureandtheareaincontact
anunderstandingofhowsimplehydraulicsystemswork
M1a,M2a,M3a,M3b,M3c,M3d
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Topic P3: Electricity
P3.1 Static and charge
SummaryHavingestablishedthenatureofmatter,considerationisnowgiventotheinteractionsbetweenmatterandelectrostaticfields.TheseinteractionsarederivedfromthestructureofmatterwhichwasconsideredinTopicP1.Thegenerationofchargeisconsidered.Chargeisafundamentalpropertyofmatter.Therearetwotypesofchargewhicharegiventhenames‘positive’and‘negative’
Underlying knowledge and understandingLearnersshouldbeawareofelectrontransferleadingtoobjectsbecomingstaticallychargedandtheforcesbetweenthem.Theyshouldalsobeawareoftheexistenceofanelectricfield.
Common misconceptionsLearnerscommonlyhavedifficultyclassifyingmaterialsasinsulatorsorconductors.Theyfinditdifficulttorememberthatpositivechargedoesnotmovetomakeamaterialpositive,ratheritisthemovementofelectrons.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM3.1i recallandapply:chargeflow(C)=current(A)xtime(s) M1a,M2a,M3a,M3b,M3c,M3d
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P3.1a describethatchargeisapropertyofallmatterandthattherearepositiveandnegativecharges
theunderstandingthatinmostbodiesthereareanequalnumberofpositiveandnegativechargesresultinginthebodyhavingzeronetcharge
WS1.1b,WS1.1e,WS1.2a,WS1.3e,WS2a
Useofchargedrodstorepelorattractoneanother.
Useofachargedrodtodeflectwaterorpickuppaper.
Discussionofwhychargedballoonsareattractedtowalls.
P3.1b describetheproductionofstaticelectricity,andsparking,byrubbingsurfaces,andevidencethatchargedobjectsexertforcesofattractionorrepulsionononeanotherwhennotincontact
theunderstandingthatstaticchargeonlybuildsuponinsulators
WS1.1b,WS1.1e,WS1.2a,WS1.3e
UseofaVandeGraaffgenerator.
P3.1c explainhowtransferofelectronsbetweenobjectscanexplainthephenomenaofstaticelectricity
WS1.1b,WS1.3e,WS1.3f,WS2a
Useofthegoldleafelectroscopeandachargedrodtoobserveanddiscussbehaviour.
P3.1dþ explaintheconceptofanelectricfieldandhowithelpstoexplainthephenomenaofstaticelectricity
howelectricfieldsrelatetotheforcesofattractionandrepulsion
M5b WS1.3e Demonstrationofsemolinaoncastoroiltoshowelectricfields.
P3.1e recallthatcurrentisarateofflowofcharge(electrons)andtheconditionsneededforchargetoflow
conditionsforchargetoflow:sourceofpotentialdifferenceandaclosedcircuit
P3.1f recallthatcurrenthasthesamevalueatanypointinasingleclosedloop
P3.1g recallandusetherelationshipbetweenquantityofcharge,currentandtime
M1a,M2a,M3a,M3b,M3c,M3d
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P3.2 Simple circuits
SummaryElectricalcurrentsdependonthemovementofchargeandtheinteractionofelectrostaticfields.Electricalcurrent,potentialdifferenceandresistancearealldiscussedinthissection.Therelationshipbetweenthemisconsideredandlearnerswillinvestigatethisusingcircuits.
Underlying knowledge and understandingLearnersshouldhavebeenintroducedtothemeasurementofconventionalcurrentandpotentialdifferenceincircuits.Theywillhaveanunderstandingofhowtoassembleseriesandparallelcircuitsandofhowtheydifferwithrespecttoconventionalcurrentandpotentialdifference.Learnersareexpectedtohavean
awarenessoftherelationshipbetweenpotentialdifference,currentandresistanceandtheunitsinwhichtheyaremeasured.
Common misconceptionsLearnersfindtheconceptofpotentialdifferenceverydifficulttograsp.Theyfinditdifficulttounderstandthebehaviourofchargeincircuitsandthroughcomponentsandhowthisrelatestoenergyorworkdonewithinacircuit.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM3.2i recallandapply:potentialdifference(V)=current(A)xresistance(Ω) M1a,M2a,M3a,M3b,M3c,M3d
PM3.2ii recallandapply:energytransferred(J)=charge(C)xpotentialdifference(V) M1a,M2a,M3a,M3b,M3c,M3d
PM3.2iii recallandapply:power(W)=potentialdifference(V)xcurrent(A)=(current(A))2xresistance(Ω) M1a,M2a,M3a,M3b,M3c,M3d
PM3.2iv recallandapply:energytransferred(J,kWh)=power(W,kW)xtime(s,h)=charge(C)xpotentialdifference(V)
M1a,M2a,M3a,M3b,M3c,M3d
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P3.2a describethedifferencesbetweenseriesandparallelcircuits
positioningofmeasuringinstrumentsincircuitsanddescriptionsofthebehaviourofenergy,currentandpotentialdifference
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Buildingofcircuitstomeasurepotentialdifferenceandcurrentinbothseriesandparallelcircuits.(PAGP7)
P3.2b representd.c.circuitswiththeconventionsofpositiveandnegativeterminals,andthesymbolsthatrepresentcommoncircuitelements
diodes,LDRs,NTCthermistors,filamentlamps,ammeter,voltmeterandresistors
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Buildingcircuitsfromdiagrams.(PAGP7)
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Practical suggestions
P3.2c recallthatcurrent(I)dependsonbothresistance(R)andpotentialdifference(V)andtheunitsinwhichthesearemeasured
thedefinitionofpotentialdifference
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Recordingofp.d.acrossandcurrentthroughdifferentcomponentsandcalculateresistances.(PAGP6)
P3.2d recallandapplytherelationshipbetweenI,RandV,andthatforsomeresistorsthevalueofRremainsconstantbutthatinothersitcanchangeasthecurrentchanges
M1a,M2a,M3a,M3b,M3c,M3d
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Investigationofresistanceinawire.(PAGP6)
Investigationoftheeffectoflengthonresistanceinawire.(PAGP7)
P3.2e explainthatforsomeresistorsthevalueofRremainsconstantbutthatinothersitcanchangeasthecurrentchanges
P3.2f explainthedesignanduseofcircuitstoexploresucheffects
componentssuchaswireofvaryingresistance,filamentlamps,diodes,NTCthermistorsandLDRs
Buildingcircuitsandmeasurementofcurrentandpotentialdifference.
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Practical suggestion
P3.2g usegraphstoexplorewhethercircuitelementsarelinearornon-linear(M4c,M4d)
M4c,M4d WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
InvestigationofI-Vcharacteristicsofcircuitelements. (PAGP6)
P3.2h usegraphsandrelatethecurvesproducedtothefunctionandpropertiesofcircuitelements(M4c,M4d)
componentssuchaswireofvaryingresistance,filamentlamps,diodes,NTCthermistorsandLDRs
M4c,M4d WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Useofwires,filamentlamps,diodes,insimplecircuits.Alterp.d.andkeepcurrentsameusingvariableresistor.Recordandplotresults.(PAGP6)
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Practical suggestions
P3.2i explainwhy,iftworesistorsareinseriesthenetresistanceisincreased,whereaswithtwoinparallelthenetresistanceisdecreased(qualitativeexplanationonly)
M1c WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Investigationofthebrightnessofbulbsinseriesandparallel. (PAGP7)
P3.2j calculatethecurrents,potentialdifferencesandresistancesind.c.seriesandparallelcircuits
componentssuchaswireofvaryingresistance,filamentlamps,diodes,NTCthermistorsandLDRs
M1a,M2a,M3a,M3b,M3c,M3d
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Investigationofresistanceofathermistorinabeakerofwaterbeingheated.(PAGP6)
InvestigationofresistanceofanLDRwithexposuretodifferentlightintensities.(PAGP6)
Investigationofhowthepowerofaphotocelldependsonitssurfaceareaanditsdistancefromthelightsource.(PAGP6)
P3.2k explainthedesignanduseofsuchcircuitsformeasurementandtestingpurposes
P3.2l explainhowthepowertransferinanycircuitdeviceisrelatedtothepotentialdifferenceacrossitandthecurrent,andtotheenergychangesoveragiventime
P3.2m applytheequationsrelatingpotentialdifference,current,quantityofcharge,resistance,power,energy,andtime,andsolveproblemsforcircuitswhichincluderesistorsinseries,usingtheconceptofequivalentresistance(M1c,M3b,M3c,M3d)
M1c,M3b,M3c,M3d
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Topic P4: Magnetism and magnetic fields
P4.1 Magnets and magnetic fields
SummaryHavinganunderstandingofhowchargecanbegeneratedanditseffects,wecannowconsiderthelinkbetweenmovementofchargeandmagnetism.Tobegin,learnerswillinvestigatemagnetsandmagneticfieldsaroundmagnetsandcurrent-carryingwires.
Underlying knowledge and understandingLearnersshouldhavebeenintroducedtomagnetsandtheideaofattractiveandrepulsiveforces.Theyshouldhaveanideaoftheshapeofthefieldsaroundbarmagnets.Learnersareexpectedtohaveanawarenessofthemagneticeffectofacurrentandelectromagnets.
Common misconceptionsCommonmisconceptionsthatlearnershaveincludetheideathatlargermagnetswillalwaysbestrongermagnets.Theyalsohavedifficultyunderstandingtheconceptoffieldlinedensitybeinganindicatoroffieldstrength.Learnersoftendonotknowthatthegeographicandmagneticpolesarenotlocatedinthesameplace.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P4.1a describetheattractionandrepulsionbetweenunlikeandlikepolesforpermanentmagnets
diagramsofmagneticfieldpatternsaroundbarmagnetstoshowattractionandrepulsion
WS1.1b,WS1.2a,WS1.2b,WS2a,WS2b
Useofsuspendedmagnetstoshowattractionandrepulsion.
P4.1b describethedifferencebetweenpermanentandinducedmagnets
P4.1c describethecharacteristicsofthemagneticfieldofamagnet,showinghowstrengthanddirectionchangefromonepointtoanother
diagramstoshowhowthestrengthofthefieldvariesaroundthemandwaysofinvestigatingthis
M5b WS1.1b,WS1.2a,WS1.2b,WS2a,WS2b,WS2c
Plottingofmagneticfieldsarounddifferentshapedmagnets.
P4.1d explainhowthebehaviourofamagnetic(dipping)compassisrelatedtoevidencethatthecoreoftheEarthmustbemagnetic
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Practical suggestions
P4.1e describehowtoshowthatacurrentcancreateamagneticeffectanddescribethedirectionsofthemagneticfieldaroundaconductingwire
WS1.1b,WS1.2a,WS1.2b,WS2a,WS2b,WS2c
Investigationofthemagneticfieldaroundacurrent-carryingwireusingplottingcompasses.
P4.1f recallthatthestrengthofthefielddependsonthecurrentandthedistancefromtheconductor
M1c
P4.1g explainhowsolenoidarrangementscanenhancethemagneticeffect
M1c WS1.1b,WS1.2a,WS1.2b,WS2a,WS2b,WS2c,WS2d
Investigationofthemagneticfieldaroundacurrent-carryingsolenoidusingplottingcompasses.
Investigationofthefactorsthatcanaffectthemagneticeffecte.g.numberofturns,andlength.
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P4.2 Uses of magnetism
SummaryForcesshowtheexistenceoffieldsandhowtheyinteractwithoneanotherbutheretheforceitselfisdiscussedinmoredepthandthenquantified.Theseforcesalsoleadtotheuseofmagneticfieldstoinduceelectricalcurrentsandtheapplicationsofthiselectromagneticinductioninmotors,dynamosandtransformers.
Underlying knowledge and understandingThistopicwillpredominantlybenewcontentforlearnerswithsomeunderstandingofD.C.motors.Learnerswillhavelookedatfieldsintheprevioussubtopicandnowthisknowledgewillbebuiltontogivelearnerstheunderstandingoftheapplication.
Common misconceptionsLearnersfindunderstandingthemannerinwhichelectricandmagneticfieldsinteracttoproduceaforcechallenging.Learnerscommonlyhavedifficultywiththerightanglesandthree-dimensionalrequirementsofFleming’sleft-handrule.Theirabilitytovisualisethiswillimpacthowtheydealwiththisconcept.LearnersfindtheactionofacommutatordifficulttoapplyintheD.C.motor.Theapplicationofchangingdirectionoffieldinthetransformerisfoundchallengingbymanylearnersandhenceoftenleadstoasuperficialgraspoftheworkingofthetransformer.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM4.2i apply: force on a conductor (at right angles to a magnetic field) carrying a current (N) = magnetic flux density (T) x current (A) x length (m)
M1a, M1b, M1d, M2a, M3a, M3b, M3c, M3d
PM4.2ii þ apply: potential difference across primary coil (V)/potential difference across secondary coil (V) = number of turns in primary coil / number of turns in secondary coil
M1a, M1b, M1c, M1d, M2a, M3a, M3b, M3c, M3d
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Topic content Opportunities to cover:
Learning outcomes To include MathsWorking scientifically
Practical suggestions
P4.2a describe how a magnet and a current-carrying conductor exert a force on one another
WS1.1b,WS1.1e,WS1.2a,WS1.3e
Demonstrationofthejumpingwireexperiment.
P4.2b show that Fleming’s left-hand rule represents the relative orientations of the force, the current and the magnetic field
P4.2c apply the equation that links the force on a conductor to the magnetic flux density, the current and the length of conductor to calculate the forces involved
M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
P4.2d explain how the force exerted from a magnet and a current-carrying conductor is used to cause rotation in electric motors
an understanding of how electric motors work but knowledge of the structure of a motor is not expected
WS1.1e,WS1.3e,WS2a
Constructionofsimplemotors.
P4.2eþ recall that a change in the magnetic field around a conductor can give rise to an induced potential difference across its ends, which could drive a current, generating a magnetic field that would oppose the original change
WS1.1e,WS1.3e,WS2a
Examinationofwindupradiosortorchestoinvestigatehowdynamoswork.
Demonstrationofinductionusingastrongmagnetandawireusingazeropointgalvanometer.
P4.2fþ explain how this effect is used in an alternator to generate a.c., and in a dynamo to generate d.c.
WS1.1a,WS1.1e,WS1.4a
ResearchthestructureofdynamosandcomparewithDCmotors.
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P4.2gþ explain how the effect of an alternating current in one circuit, in inducing a current in another, is used in transformers
P4.2hþ explain how the ratio of the potential differences across the two depends on the ratio of the numbers of turns in each
M1c WS1.1e,WS1.2a,WS1.2b,WS1.3a,WS1.3b,WS1.3e,WS1.3h,WS2a,WS2b
Buildingofastep-upandstep-downtransformertoinvestigatetheireffects.
P4.2iþ apply the equations linking the potential differences and numbers of turns in the two coils of a transformer (M1c, M3b, M3c)
M1c,M3b,M3c
P4.2jþ explain the action of the microphone in converting the pressure variations in sound waves into variations in current in electrical circuits, and the reverse effect as used in loudspeakers and headphones
an understanding of how dynamic microphones work using electromagnetic induction
WS1.1e,WS1.2a,WS1.3e,WS1.3h,WS2a,WS2b
Examinationoftheconstructionofaloudspeaker.
Buildingofaloudspeaker.
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Topic P5: Waves in matter
P5.1 Wave behaviour
SummaryWavesaremeansoftransferringenergyandthetwomaintypesofwaveareintroducedinthissection:mechanicalandelectromagnetic.Thissectionconsidersbothwhatthesetypesofwavesareandhowtheyareused.Themaintermsusedtodescribewavesaredefinedandexemplifiedinthistopic.
Underlying knowledge and understandingLearnersshouldhavepriorknowledgeoftransverseandlongitudinalwavesthroughsoundandlight.Learnersshouldbeawareofhowwavesbehaveandhowthespeedofawavemaychangeasitpassesthroughdifferentmedia.Theymayalreadyhaveknowledgeofhowsoundisheardandthehearingrangesofdifferentspecies.
Common misconceptionsAlthoughtheywilloftenhaveheardofthetermsultrasoundandsonar,learnersfinditchallengingtoexplainhowimagesandtracesareformedandtoapplytheirunderstandingtocalculations.Learnersoftenmisinterpretdistanceanddisplacement–timegraphicalpresentationsofwaves.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM5.1i recallandapply:wavespeed(m/s)=frequency(Hz)xwavelength(m) M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d
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Practical suggestionsLearning outcomes To include Maths
Working scientifically
P5.1a describewavemotionintermsofamplitude,wavelength,frequencyandperiod
WS1.1b,WS1.3b,WS1.3e
Observingsoundwavesonanoscilloscope.
P5.1b definewavelengthandfrequency
P5.1c describeandapplytherelationshipbetweentheseandthewavevelocity
M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d
WS1.1b,WS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3g,WS1.3h,WS1.3d,WS2a,WS2b
Investigationofreflectioninarippletank(PAGP4)
P5.1d applyformulaerelatingvelocity,frequencyandwavelength(M1c,M3c)
M1c,M3c
P5.1e describedifferencesbetweentransverseandlongitudinalwaves
directionoftravelanddirectionofvibration
M5b WS1.1b,WS1.3e
Useofaslinkytomodelwaves.
P5.1fþ showhowchanges,invelocity,frequencyandwavelength,intransmissionofsoundwavesfromonemediumtoanother,areinter-related(M1c,M3c)
M1c,M3c
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Practical suggestions
P5.1gþ describetheeffectsofreflection,transmission,andabsorptionofwavesatmaterialinterface
examplessuchasultrasoundandsonar
WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3e,WS1.3f,WS1.3h,WS2a,WS2b,WS2c
Refractionoflightthroughaglassblock. (PAGP8)
Investigationofreflectionwithaplanemirror.(PAGP8)
Demonstrationofrefractionofwhitelightthroughaprism.
P5.1hþ describe, with examples, processes which convert wave disturbances between sound waves and vibrations in solids
knowledge of a simple structure of the parts of the ear is expected
WS1.1b,WS1.1f,WS1.3b,WS1.3e
Useofasignalgeneratorandloudspeaker.
DemonstrationofsoundwavesusingaRubens’tubeoranoscilloscope.
P5.1iþ explain why such processes only work over a limited frequency range, and the relevance of this to human hearing
why hearing (audition) changes due to ageing
P5.1j describehowripplesonwatersurfacesareusedtomodeltransversewaveswhilstsoundwavesinairarelongitudinalwaves,andhowthespeedofeachmaybemeasured
WS1.1b,WS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3g,WS1.3h,WS1.3d,WS2a,WS2b
Investigationofrefractioninarippletank.(PAGP8)
P5.1k describeevidencethatinbothcasesitisthewaveandnotthewaterorairitselfthattravels
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P5.2 The electromagnetic spectrum
SummaryHavinglookedatmechanicalwaves,wavesintheelectromagneticspectrumarenowconsidered. Thissectionincludestheapplicationofelectromagneticwaveswithaspecificfocusonthebehaviouroflight.Alongsidethis,itexplorestheapplicationofothertypesofelectromagneticradiationforuseinmedicalimaging.
Underlying knowledge and understandingLearnersmaybefamiliarwithusesofsometypesofradiationbutanunderstandingofallpartsoftheelectromagneticspectrumisnotexpectedandshouldbetaughtasnewcontent.
Common misconceptionsLearnerscanhavemisconceptionssuchasgammarays,x-rays,ultravioletlight,visiblelight,infraredlight,microwavesandradiowavesbeingindependententitiesandnotbeingabletoviewitasaspectrum.Theystruggletolinkthefeaturesthatwaveshaveincommon,alongsidethedifferencesandhowtheserelatetotheirdifferentproperties.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P5.2a recallthatelectromagneticwavesaretransverseandaretransmittedthroughspacewhereallhavethesamevelocity
P5.2b explainthatelectromagneticwavestransferenergyfromsourcetoabsorber
examplesfromarangeofelectromagneticwaves
P5.2c applytherelationshipsbetweenfrequencyandwavelengthacrosstheelectromagneticspectrum(M1a,M1c,M3c)
M1a,M1c,M3c
WS1.1b,WS1.3b,WS1.3e
Investigationofelectromagneticwavesonchocolateorprocessedcheeseinamicrowavetomeasurewavelength.(PAGP4)
P5.2d describethemaingroupingsoftheelectromagneticspectrumandthatthesegroupingsrangefromlongtoshortwavelengthsandfromlowtohighfrequencies
radio,microwave,infra-red,visible(redtoviolet),ultra-violet,X-raysandgamma-rays
WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1h,WS1.1i
Researchanddesignapostertoshowtheproperties,usesanddangersofthedifferentelectromagneticwavegroups.
P5.2e describethatoureyescanonlydetectalimitedrangeoftheelectromagneticspectrum
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Practical suggestions
P5.2f recallthatlightisanelectromagneticwave
P5.2g giveexamplesofsomepracticalusesofelectromagneticwavesintheradio,micro-wave,infra-red,visible,ultra-violet,X-rayandgamma-rayregions
WS1.1b,WS1.1d,WS1.1e,WS1.1f,WS1.1h,WS1.1i,WS1.3e,WS1.3f
Demonstrationofhowmicrowavescanbeusedtolightabulbinabeakerofwaterandofhowthisshowsthatmicrowavesheatwaterinfoods.
Useamicrowaveemitterandabsorbertodemonstratebehaviourofwaves.(PAGP8)
Useofaphonecameratolookattheinfra-redemitteronaremotecontrol.(PAGP8)
P5.2h describehowultra-violetwaves,X-raysandgamma-rayscanhavehazardouseffects,notablyonhumanbodilytissues
WS1.1a,WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1h,WS1.1i
Showimagesofx-raystodiscusshowtheimagesareformed;theiradvantagesanddisadvantages.
Investigationofthebalanceofrisksforstaffandpatientsduringradiotherapy.
P5.2iþ explain, in qualitative terms, how the differences in velocity, absorption and reflection between different types of waves in solids and liquids can be used both for detection and for exploration of structures which are hidden from direct observation, notably in our bodies
the use of infra-red, X-rays, gamma rays and ultrasound as an alternative in medical imaging
P5.2j recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits
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P5.3 Wave interactions
SummaryHavingstudiedtheelectromagneticspectrumlearnersnowgoontolookattheinteractionsofwaveswithmaterials,thiswillincludeabsorption,refractionandreflection.Learnerswillalsobeexpectedtodrawraydiagramstoillustratetherefractionofraysthroughlenses.
Underlying knowledge and understandingLearnerswillalreadybefamiliarwiththepropertiesandbehaviouroflight.Theyareexpectedtohaveanunderstandingofbehavioursuchasreflection,refraction,absorptionandscattering.Learnersshouldknowthatcoloursareproducedbylightatdifferentfrequencies.
Common misconceptionsAcommonmisconceptionisthatwhenlightpassesthroughacolouredfilter,thefilterwilladdcolourtothelight.Inaddition,learnersareoftenconfusedaboutwhichcoloursareprimarycolours.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P5.3a recall that different substances may absorb, transmit, refract, or reflect electromagnetic waves in ways that vary with wavelength
P5.3b explain how some effects are related to differences in the velocity of electromagnetic waves in different substances
P5.3cþ useraydiagramstoillustratereflection,refractionandthesimilaritiesanddifferencesbetweenconvexandconcavelenses(qualitativeonly)
howthebehaviourofconvexandconcavelensesdeterminehowtheymaybeused,forexample,tocorrectvision
M5a,M5b WS1.1b,WS1.2c,WS1.3a,WS1.3e,WS2a,WS2b,WS2c
Useofconcaveandconvexlensestoinvestigatehowtheyalterthepathoflightindifferentways.(PAGP4)
Investigationusingconvexlensestoseehowtheimageofalightbulbvarieswiththedistanceofthebulbfromthelens.(PAGP4)
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Practical suggestions
P5.3dþ constructtwo-dimensionalraydiagramstoillustratereflectionandrefraction(qualitativeonly–equationsnotneeded)(M5a,M5b)
M5a,M5b
P5.3eþ explainhowcolourisrelatedtodifferentialabsorption,transmissionandreflection
specularreflectionandscattering WS1.1b,WS1.2c,WS1.3a,WS1.3e,WS2a,WS2b,WS2c
Useofcolouredfiltersandlightsourcestoinvestigatehowfilterswork.(PAGP4)
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Topic P6: Radioactivity
P6.1 Radioactive emissions
SummaryHavingconsideredthegeneralcharacteristicsofwavesandparticles,wenowmoveontolookatradioactivedecaywhichcombinesthesetwoideas.Theideaofisotopesisintroduced,leadingintolookingatthedifferenttypesofemissionsfromatoms.
Underlying knowledge and understandingLearnersshouldhavepriorunderstandingoftheatomicmodel,chemicalsymbolsandformulae.Anunderstandingofradioactivityisnotexpectedandshouldbetaughtasnewcontent.
Common misconceptionsLearnerstendtostrugglewiththeconceptthatradioactivityisarandomandunpredictableprocess.Theideaofhalf-lifeisanotherareathatcanleadtoconfusion.Learnersoftenfinditdifficulttounderstandthatobjectsbeingirradiateddoesnotleadtothembecomingradioactive.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Learning outcomes To include MathsWorking scientifically
Practical suggestions
P6.1a recallthatatomicnucleiarecomposedofbothprotonsandneutrons,thatthenucleusofeachelementhasacharacteristicpositivecharge
M5b
P6.1b recallthatatomsofthesameelementscandifferinnuclearmassbyhavingdifferentnumbersofneutrons
P6.1c Usetheconventionalrepresentationfornucleitorelatethedifferencesbetweenisotopes
identities,chargesandmasses
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Practical suggestions
P6.1d recallthatsomenucleiareunstableandmayemitalphaparticles,betaparticles,orneutrons,andelectromagneticradiationasgammarays
WS1.1a,WS1.1b,WS1.2a,WS1.2d,WS1.3b,WS1.3f
UseofaGeiger-Müllertubeandradioactivesourcestoinvestigateactivity.
P6.1e relatetheseemissionstopossiblechangesinthemassorthechargeofthenucleus,orboth
P6.1f usenamesandsymbolsofcommonnucleiandparticlestowritebalancedequationsthatrepresentradioactivedecay
P6.1g balanceequationsrepresentingtheemissionofalpha-,beta-orgamma-radiationintermsofthemasses,andchargesoftheatomsinvolved(M1b,M1c,M3c)
M1b,M1c,M3c
P6.1h recallthatineachatomitselectronsarearrangedatdifferentdistancesfromthenucleus,thatsucharrangementsmaychangewithabsorptionoremissionofelectromagneticradiationandthatatomscanbecomeionsbylossofouterelectrons
knowledgethatinnerelectronscanbe‘excited’whentheyabsorbenergyfromradiationandrisetoahigherenergylevel.Whenthisenergyislostbytheelectronitisemittedasradiation.Whenouterelectronsarelostthisiscalledionisation
P6.1i recallthatchangesinatomsandnucleicanalsogenerateandabsorbradiationsoverawidefrequencyrange
anunderstandingthatthesetypesofradiationmaybefromanypartoftheelectromagneticspectrumwhichincludesgammarays
WS1.1b,WS1.3e
Demonstrationoffluorescencewithablacklightlampandtonicwater.
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Practical suggestions
P6.1j explaintheconceptofhalf-lifeandhowthisisrelatedtotherandomnatureofradioactivedecay
M1c,M3d,M4a,M4c
WS1.1b,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS2a
Usingdicetomodelrandomdecayandhalf-life.
Researchhowhalf-lifecanbeusedinradioactivedating.
P6.1k calculate the net decline, expressed as a ratio, during radioactive emission after a given (integral) number of half-lives (M1c, M3d)
half-life graphs M1c,M3d
P6.1l recallthedifferencesinthepenetrationpropertiesofalpha-particles,beta-particlesandgamma-rays
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3f,WS1.3g,WS1.3h
UseofGeiger-Müllertube,sourcesandaluminiumplatesofvaryingthicknessestoinvestigatechangeincountrate.
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P6.2 Uses and hazards
SummaryWenowaddressthehazardsandapplicationsofradioactivedecay.Theprocessesoffissionandfusionasasourceofenergyarealsoconsidered.
Underlying knowledge and understandingLearnersmayhavepriorunderstandingofthetermradioactivityfromtheprevioussubtopicandmaybefamiliarwithsomeuses,butwillnothavecoveredthiscontentpriortothistopic.
Common misconceptionsLearnerstendtothinkthatradioactivitywillalwayscausephysicalmutationswhenhumansoranimalscomeintocontactwithit.Theytendtoonlythinkofthenegativeimpactsofradiationandnotthepositiveuses.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P6.2a recallthedifferencesbetweencontaminationandirradiationeffectsandcomparethehazardsassociatedwiththesetwo
WS1.1a,WS1.1b,WS1.2a,WS1.2d,WS1.3b,WS1.3f
Useofsparkchambertodemonstrateadifferenttypeofactivitycounter.
P6.2bþ explainwhythehazardsassociatedwithradioactivematerialdifferaccordingtothehalf-lifeinvolved
WS1.1a,WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1h,WS1.1i
Illustrateaneverydayuseofradioactivesourcesinsmokedetectorsanddiscusswhytheymightbesuitable.
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P6.2cþ describethedifferentusesofnuclearradiationsforexplorationofinternalorgans,andforcontrolordestructionofunwantedtissue
WS1.1a,WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1h,WS1.1i
Researchthemedicalusesofradioactivetracersandradiotherapy.
P6.2dþ recallthatsomenucleiareunstableandmaysplit,andrelatesucheffectstoradiationwhichmightemerge,totransferofenergytootherparticlesandtothepossibilityofchainreactions
knowledgeofthetermnuclearfission
P6.2eþ describetheprocessofnuclearfusion knowledgethatmassmaybeconvertedintotheenergyofradiation
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Topic P7: Energy
P7.1 Work done
SummaryWenowmoveontoconsiderhowenergycanbestoredandtransferred.Thistopicactstoconsolidatetheideasofenergythathavebeencoveredinprevioustopicsasitisafundamentalconceptthatunderpinsmanyofthewaysinwhichmatterinteracts.
Underlying knowledge and understandingLearnersmayhavepriorknowledgeofenergylistedasninetypes,asthisistheteachingapproachoftentakenatKeyStage2andKeyStage3toincreaseaccessibilitytoanabstractconcept.Learnersmayfinditdifficulttomoveawayfromthisideabutneedtobeabletoapproachsystemsintermsofenergytransfersandstores.Theywillhaveanunderstandingthatenergycanbetransferredinprocessessuchaschangingmotion,burningfuelsandinelectrical
circuits.Learnersshouldalsobeawareoftheideaofconservationofenergyandthatithasaquantitythatcanbecalculated.
Common misconceptionsLearnersmayhavemisconceptionsaroundenergybeingafuel-likesubstancethatmatterhasto‘useup’,thatrestingobjectsdonothaveanyenergyandthatallenergyistransferredefficiently.Thereisalsooftenconfusionbetweenforcesandenergy.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P7.1a describeforsituationswherethereareenergytransfersinasystem,thatthereisnonetchangetothetotalenergyofaclosedsystem(qualitativeonly)
thelawofconservationofenergy
P7.1b describeallthechangesinvolvedinthewayenergyisstoredwhenasystemchangesforcommonsituations
anobjectprojectedupwardsorupaslope,amovingobjecthittinganobstacle,anobjectbeingacceleratedbyaconstantforce,avehicleslowingdown,bringingwatertoaboilinanelectrickettle
WS1.2a,WS1.2b,WS1.3c,WS1.3f,WS1.4a,WS1.4e,WS2a,WS2b,WS2c
Exploringenergystoresandtransfersindifferentobjectinacircusbasedactivity.Objectscouldincludeawinduptoy,aweightonaspring,aweightbeingliftedordropped,waterbeingheated,electricalappliances.
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P7.1c describethechangesinenergyinvolvedwhenasystemischangedbyheating(intermsoftemperaturechangeandspecificheatcapacity),byworkdonebyforces,andbyworkdonewhenacurrentflows
P7.1d makecalculationsoftheenergychangesassociatedwithchangesinasystem,recallingorselectingtherelevantequationsformechanical,electrical,andthermalprocesses;therebyexpressinquantitativeformandonacommonscaletheoverallredistributionofenergyinthesystem(M1a,M1c,M3c)
workdonebyforces,currentflow,throughheatingandtheuseofkWhtomeasureenergyuseinelectricalappliancesinthehome
M1a,M1c,M3c
WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS2a,WS2b
Useofajoulemetertomeasuretheenergyusedbydifferentelectricalappliances.(PAGP5)
P7.1e calculatetheamountsofenergyassociatedwithamovingbody,astretchedspringandanobjectraisedabovegroundlevel
M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS2a,WS2b
Useoflightgatesandtrolleystoinvestigatekineticenergy.(PAGP5)
Useofajoulemeterandelectricalmotortoliftaweighttoinvestigatepotentialenergy.(PAGP5)
Investigationofenergychangesandefficiencyofbouncyballs.(PAGP5)
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P7.2 Power and efficiency
SummaryThisconsiderstheideaofconservationanddissipationofenergyinsystemsandhowthisleadstotheefficiency.Waysofreducingunwantedenergytransfersandtherebyincreasingefficiencywillbeexplored.
Underlying knowledge and understandingLearnersshouldbeawareofthetransferofenergyintousefulandwasteenergies.Theywillhaveanunderstandingofpowerandhowdomesticappliancescanbecompared.Learnerswillhaveknowledgeofinsulatorsandhowenergytransferisinfluencedbytemperature.Theyshouldhaveanawarenessofwaystoreduceheatlossinthehome.
Common misconceptionsLearnershavethecommonmisconceptionthatenergycanbe“usedup”orthatenergyistrulylostinmanyenergytransformations.Theyalsotendtohavethebeliefthatenergycanbecompletelychangedfromoneformtoanotherwithnoenergydissipated.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM7.2i recallandapply:efficiency=usefuloutputenergytransfer(J)/inputenergytransfer(J) M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P7.2a describe,withexamples,theprocessbywhichenergyisdissipated,sothatitisstoredinlessusefulways
P7.2b describehow,indifferentdomesticdevices,energyistransferredfrombatteriesorthea.c.fromthemains
howenergymaybewastedinthetransfertoandwithinmotorsandheatingdevices
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P7.2c describe,withexamples,therelationshipbetweenthepowerratingsfordomesticelectricalappliancesandhowthisislinkedtothechangesinstoredenergywhentheyareinuse
WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS2a,WS2b
Useofajoulemeterstoinvestigatethepoweroutputofdifferentelectricalappliances.(PAGP5)
P7.2d calculateenergyefficiencyforanyenergytransfer
M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
P7.2e describe ways to increase efficiency
P7.2f explainwaysofreducingunwantedenergytransfer
lubricationandthermalinsulation WS1.1b,WS1.1e,WS1.1f,WS1.1g,WS1.1i,WS1.3b
Research,designandbuildingofenergyefficientmodelhouses.
Examinationofthermogramsofhouses.
P7.2g describehowtherateofcoolingofabuildingisaffectedbythethicknessandthermalconductivityofitswalls(qualitativeonly)
WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3c,WS1.3d,WS1.3e,WS1.3g,WS1.3h,WS1.3i,WS2a,WS2b,WS2c,WS2d
Investigationofrateofcoolingwithinsulatedandnon-insulatedcoppercans.(PAGP5)
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Topic P8: Global challenges
Thistopicseekstointegratelearners’knowledgeandunderstandingofphysicalsystemsandprocesses,withtheaimofapplyingittoglobalchallenges.Applicationsofphysicscanbeusedtohelphumansimprovetheirownlivesandstrivetocreateasustainableworldforfuturegenerations,andthesechallengesareconsideredinthistopic.Itthereforeprovidesopportunitiestodrawtogethertheconceptscoveredinearliertopics,allowingsynoptictreatmentofthesubjectofphysics.
P8.1 Physics on the move
SummaryLearnerswillusetheirknowledgeofforcesandmotiontodeveloptheirideasabouthowobjectsareaffectedbyexternalfactors.Theywilldevelopabetterunderstandingoftheseexternalfactorstobeabletounderstandhowthedesignofobjectssuchascarsmaybemodifiedtooperatemoresafely.
Underlying knowledge and understandingLearnersshouldbefamiliarwithhowforcesaffectmotionofobjects.TheywillalsoneedtohaveagoodunderstandingofmomentumfromP2.2.Learnersmayalreadyhavesomeknowledgeofhowvehiclesareadaptedtoincreasesafety.
Common misconceptionsLearnerstendtoconfusethefactorsthataffectthinkingdistanceandbrakingdistance,thinkingthatalcohol,drugsandtirednesswillaffectbrakingdistanceratherthanthinkingdistance.Itneedstobemadeclearthedistinctionbetweenthesetwotermsandthatthecombinationofthesegivesusthestoppingdistance.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P8.1a recalltypicalspeedsencounteredineverydayexperienceforwindandsound,andforwalking,running,cyclingandothertransportationsystems
M1d
P8.1b estimatethemagnitudesofeverydayaccelerations M1d
P8.1c makecalculationsusingratiosandproportionalreasoningtoconvertunitsandtocomputerates(M1c,M3c)
conversionfromnon-SItoSIunits
M1c,M3c
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P8.1d explainmethodsofmeasuringhumanreactiontimesandrecalltypicalresults
M1a,M2a,M2b
WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3g,WS1.3h,WS2a,WS2b,WS2c,WS2d
Investigationofreactiontimeusingrulerdropexperiments.(PAGP3)
P8.1e explainthefactorswhichaffectthedistancerequiredforroadtransportvehiclestocometorestinemergenciesandtheimplicationsforsafety
factorsthataffectthinkingandbrakingdistanceandoverallstoppingdistance
P8.1fþ estimatehowthedistancesrequiredforroadvehiclestostopinanemergency,variesoverarangeoftypicalspeeds(M1c,M1d,M2c,M2h,M3b,M3c)
M1c,M1d,M2c,M2h,M3b,M3c
WS1.1e,WS1.1h
ResearchstoppingdistancesusingtheHighwayCode.
P8.1g explainthedangerscausedbylargedecelerations WS1.1e,WS1.1f,WS1.1h,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS2a,WS2b
Researchandbuildingofcasingontrolleysforeggstoinvestigatecrumplezonesandsafetyfeaturesincars.
P8.1hþ estimate the forces involved in typical situations on a public road
P8.1iþ estimate,foreverydayroadtransport,thespeed,accelerationsandforcesinvolvedinlargeaccelerations(M1d,M2b,M2h,M3c)
M1d,M2b,M2h,M3c
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P8.2 Powering Earth
SummaryWearereliantonelectricityforeverydaylifeandthistopicexplorestheproductionofelectricity.Considerationwillbegiventotheuseofnon-renewableandrenewablesourcesandtheproblemsthatarefacedintheefficienttransportationofelectricitytohomesandbusinesses.Safeuseofelectricityinthehomeisalsocoveredinthistopic.Itmaybeanopportunitytorevisitpowerandefficiency.
Underlying knowledge and understandingLearnersshouldalreadybefamiliarwithrenewableandnon-renewableenergysources.Learnersareexpectedtohaveabasicunderstandingofhowpowerstationsworkandthecostofelectricityinthehome.Theymayhavesomeideaofelectricalsafetyfeaturesinthehome.
Common misconceptionsLearnersoftenconfusetheideaofenergywithtermsincludingthewordpowersuchassolarpower.Thereareoftendifficultiesinunderstandingthathighervoltagesareappliedacrosspowerlinesandnotalongthem.Anothercommonmisconceptionisthatbatteriesandwallsocketshavecurrentinsidethemreadytoescape.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
PM8.2i apply:potentialdifferenceacrossprimarycoil(V)xcurrentinprimarycoil(A)=potentialdifferenceacrosssecondarycoil(V)xcurrentinsecondarycoil(A)
M1a,M1b,M1c,M1d,M2a,M3a,M3b,M3c,M3d
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P8.2a describethemainenergysourcesavailableforuseonEarth,comparethewaysinwhichtheyareusedanddistinguishbetweenrenewableandnon-renewablesources
fossilfuels,nuclearfuel,bio-fuel,wind,hydro-electricity,tidesandtheSun
WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1h,WS1.1i,WS1.3e
Researchofdifferentenergysources.
Demonstrationofasteamengineanddiscussionofthetransferofenergytakingplace.
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Practical suggestions
P8.2b explainpatternsandtrendsintheuseofenergyresources
thechanginguseofdifferentresourcesovertime
WS1.1a,WS1.1b,WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1h,WS1.1i
Researchandpresentinformationtoconvincepeopletoinvestinenergysavingmeasures.
Researchhowtheuseofelectricityhaschangedinthelast150years.
P8.2c recallthat,inthenationalgrid,electricalpoweristransferredathighvoltagesfrompowerstations,andthentransferredatlowervoltagesineachlocalityfordomesticuse
P8.2d recallthatstep-upandstep-downtransformersareusedtochangethepotentialdifferenceaspoweristransferredfrompowerstations
WS1.1b,WS1.1e,WS1.1f,WS1.3e
Useofamodelpowerlinetodemonstratetheenergylossesatlowervoltageandhighercurrent.
P8.2e explainhowthenationalgridisanefficientwaytotransferenergy
P8.2fþ link the potential differences and numbers of turns of a transformer to the power transfer involved; relate this to the advantages of power transmission at high voltages (M1c, M3b, M3c)
M1c,M3b,M3c
P8.2g recallthatthedomesticsupplyintheUKisa.c.at50Hzandabout230volts
P8.2h explainthedifferencebetweendirectandalternatingvoltage
WS1.3b,WS1.3e
Useofadataloggertocomparea.c.andd.c.outputtraces.(PAGP7)
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P8.2i recallthedifferencesinfunctionbetweenthelive,neutralandearthmainswires,andthepotentialdifferencesbetweenthesewires
WS2a Wiringofaplug.
P8.2j explainthatalivewiremaybedangerousevenwhenaswitchinamainscircuitisopen,andexplainthedangersofprovidinganyconnectionbetweenthelivewireandearth
theprotectionofferedbyinsulationofdevices
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Practical suggestionsLearning outcomes To include Maths
Working scientifically
P8.3aþ explainthered-shiftoflightasseenfromgalaxieswhicharereceding(qualitativeonly).Thechangewithdistanceofeachgalaxy’sspeedisevidenceofanexpandinguniverse
understandingofchangesinfrequencyandwavelength
WS1.1b UseofaDopplerballtomodelred-shift.
Useofaballoontoillustratewhygalaxiesaremovingawayfromusandthatexpansionisfromthecentreoftheuniverse.
P8.3bþ explainhowredshiftandotherevidencecanbelinkedtotheBig-Bangmodel
CMBR
P8.3 Beyond Earth
SummaryInthisastrophysicstopiclearnerswilllookinmoredetailathowwecaninvestigatethecharacteristicsofplanets.Tobeginwithlearnerswillinvestigatebodiesthatareclosetoourownplanetandconsiderfactorsthataffectnaturalandartificialsatellites.Thetopicthenmovesontoconsideringbodieswithintheuniverse,andwillapplytheirknowledgeoffusionprocessestounderstandthelifecycleofastarandwavestoconsiderblackbodyradiation.TheBigBangtheorywillbestudiedandtheevidencethatsupportsitasascientifictheory.
Underlying knowledge and understandingLearnersshouldalreadybefamiliarwiththebodieswithinourownsolarsystemandthebehaviourofsatellites.TheymayhaveabasicunderstandingoftheBigBangtheoryandthatdistancestoothercelestialbodiesislarge.
Common misconceptionsAcommonmisconceptionamonglearnersisthattheSunisnotastarbutaseparateentity;itneedstobeinstilledinlearnersthatthesunisastar.Inaddition,learnershavedifficultygraspinghowfarawaycelestialobjectsare.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
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P8.3cþ recallthatourSunwasformedfromdustandgasdrawntogetherbygravityandexplainhowthiscausedfusionreactions,leadingtoequilibriumbetweengravitationalcollapseandexpansionduetotheenergyreleasedduringfusion
lifecycleofastar WS1.1a,WS1.1b,WS1.1c
Researchandproduceaposterillustratingthelifecycleofastar.
P8.3dþ explainthatallbodiesemitradiation,andthattheintensityandwavelengthdistributionofanyemissiondependsontheirtemperatures
anunderstandingthathotobjectscanemitacontinuousrangeofelectromagneticradiationatdifferentenergyvaluesandthereforefrequenciesandwavelengths
WS1.1a,WS1.1b,WS1.1c,WS1.1d,WS1.1f,WS1.1g,WS1.1i,WS1.3e
Comparisonoftemperaturechangesinsidesealedtransparentcontainerswithdifferentgasesinside.
Researchevidenceofglobalwarmingfromthelast200years.
P8.3eþ recallthemainfeaturesofoursolarsystem,includingthesimilaritiesanddistinctionsbetweentheplanets,theirmoons,andartificialsatellites
the8planetsandknowledgeofminorplanets,geostationaryandpolarorbitsforartificialsatellitesandhowthesemaybesimilartoordifferfromnaturalsatellites
WS1.1a,WS1.1b,WS1.1c,WS1.1g,WS1.1i
Buildingamodelofthesolarsystemtodemonstratescale.
ResearchtheevidenceforthepresenceoftheMoonasaresultofacollisionbetweentheEarthandanotherplanet.
Researchtheusesofgeostationaryandpolarsatellites.
P8.3fþ explain for circular orbits, how the force of gravity can lead to changing velocity of a planet but unchanged speed (qualitative only)
P8.3gþ explain how, for a stable orbit, the radius must change if this speed changes (qualitative only)
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Practical suggestions
P8.3hþ explain how the temperature of a body is related to the balance between incoming radiation absorbed and radiation emitted; illustrate this balance using everyday examples and the example of the factors which determine the temperature of the Earth
an understanding that Earth’s atmosphere affects the electromagnetic radiation from the Sun that passes through it
P8.3iþ explain, in qualitative terms, how the differences in velocity, absorption and reflection between different types of waves in solids and liquids can be used both for detection and for exploration of structures which are hidden from direct observation, notably in the Earth’s core and in deep water
P and S waves, use of sonar M5b WS1.1a,WS1.1b,WS1.1c,WS1.1f,WS1.1h,WS1.3b
Examinationofseismographictracesofrecentearthquakes.
ResearchthedesignofbuildingsthatareincountriesthatexperienceearthquakesregularlyandhowthedesignislinkedtoPandSwavecharacteristics.
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Itiscompulsorythatlearnerscompleteatleasteightpracticalactivities.OCRhassplittherequirementsfromtheDepartmentforEducation‘Biology, chemistry and physics GCSE subject content, July 2015’–Appendix4intoeightPracticalActivityGroupsorPAGs.
ThePracticalActivityGroupsallowcentresflexibilityintheirchoiceofactivity.Uponcompletionofatleasteightpracticalactivities,eachlearnermusthavehadtheopportunitytousealloftheapparatusandtechniquesdescribedinthefollowingtablesofthistopic.
ThetablesillustratetheapparatusandtechniquesrequiredforeachPAGandanexamplepracticalthatmaybeusedtocontributetothePAG.ItshouldbenotedthatsomeapparatusandtechniquescanbeusedinmorethanonePAG.Itisthereforeimportantthatteacherstakecaretoensurethatlearnersdohavetheopportunitytousealloftherequiredapparatusandtechniquesduringthecoursewiththeactivitieschosenbythecentre.
Withinthespecificationthereareanumberofpracticalsthataredescribedinthe‘Practical
suggestions’column.ThesecancounttowardseachPAG.Weareexpectingthatcentreswillprovidelearnerswithopportunitiestocarryoutawiderangeofpracticalactivitiesduringthecourse.Thesecanbetheonesdescribedinthespecificationorcanbepracticalsthataredevisedbythecentre.Activitiescanrangefromwholeinvestigationstosimplestartersandplenaries.
Itshouldbenotedthatthepracticalsdescribedinthespecificationneedtobecoveredinpreparationforthe15%ofquestionsinthewrittenexaminationsthatwillassesspracticalskills.Learnersalsoneedtobepreparedtoanswerquestionsusingtheirknowledgeandunderstandingofpracticaltechniquesandproceduresinwrittenpapers.
Safetyisanoverridingrequirementforallpracticalwork.Centresareresponsibleforensuringappropriatesafetyproceduresarefollowedwhenevertheirlearnerscompletepracticalwork.
Useandproductionofappropriatescientificdiagramstosetupandrecordapparatusandproceduresusedinpracticalworkiscommontoallsciencesubjectsandshouldbeincludedwhereverappropriate.
Topic P9: Practical skills
Compliance with the requirements for practical work
Revision of the requirements for practical work
OCRwillreviewthepracticalactivitiesdetailedinTopicP9ofthisspecificationfollowinganyrevisionbytheSecretaryofStateoftheapparatusortechniquespublishedspecifiedinrespectoftheGCSEPhysicsA(GatewayScience)qualification.
OCRwillrevisethepracticalactivitiesifappropriate.
Ifanyrevisiontothepracticalactivitiesismade,OCRwillproduceanamendedspecificationwhichwillbepublishedontheOCRwebsite.OCRwillthenusethefollowingmethodstocommunicatetheamendmenttoCentres:NoticetoCentressenttoallExaminationsOfficers,e-alertstoCentresthathaveregisteredtoteachthequalificationandsocialmedia.
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Thefollowinglistincludesopportunitiesforchoiceanduseofappropriatelaboratoryapparatusforavarietyofexperimentalproblem-solvingand/orenquirybasedactivities.
Practical Activity Group (PAG)
Apparatus and techniques that the practical must use or cover
Example of a suitable physics activity(a range of practicals are included in the
specification and centres can devise their own activity) *
P1Materials
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature.1 Determinethedensitiesofavarietyof
objectsbothsolidandliquidUseofsuchmeasurementstodeterminedensitiesofsolidandliquidobjects.1
P2Forces
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature.1
InvestigatetheeffectofforcesonspringsUseofappropriateapparatustomeasureandobservetheeffectsofforcesincludingtheextensionofsprings.2
P3Motion
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature.1 Investigateaccelerationofatrolleydowna
rampUseofappropriateapparatusandtechniquesformeasuringmotion,includingdeterminationofspeedandrateofchangeofspeed(acceleration/deceleration).3
P4Measuringwaves
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature.1 Useofarippletanktomeasurethespeed,
frequencyandwavelengthofawaveMakingobservationsofwavesinfluidsandsolidstoidentifythesuitabilityofapparatustomeasurespeed/frequency/wavelength.4
P5Energy
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature.1 Determinethespecificheatcapacityofa
metalSafeuseofappropriateapparatusinarangeofcontextstomeasureenergychanges/transfersandassociatedvaluessuchasworkdone.5
P6Circuitcomponents
Useofappropriateapparatustomeasurecurrent,potentialdifference(voltage)andresistance,andtoexplorethecharacteristicsofavarietyofcircuitelements.6
InvestigatetheI-Vcharacteristicsofcircuitelements
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Practical Activity Group (PAG)
Apparatus and techniques that the practical must use or cover
Example of a suitable physics activity(a range of practicals are included in the
specification and centres can devise their own activity) *
P7Seriesandparallel
circuits
Useofcircuitdiagramstoconstructandcheckseriesandparallelcircuitsincludingavarietyofcommoncircuitelements.7
Investigatethebrightnessofbulbsinseriesandparallel
P8Interactionsof
waves
Makingobservationsofwavesinfluidsandsolidstoidentifythesuitabilityofapparatustomeasuretheeffectsoftheinteractionofwaveswithmatter.8
Investigatethereflectionoflightoffaplanemirrorandtherefractionoflightthrough
prismsMakingobservationsoftheeffectsoftheinteractionofelectromagneticwaveswithmatter.4
* Centres are free to substitute alternative practical activities that also cover the apparatus and techniques from DfE: Biology, chemistry and physics GCSE subject content, July 2015 Appendix 4.1–8 These apparatus and techniques may be covered in any of the groups indicated. Number corresponds to that used in from DfE: Biology, chemistry and physics GCSE subject content, July 2015 Appendix 4.
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Centrescanincludeadditionalapparatusandtechniqueswithinanactivitybeyondthoselistedastheminimumintheabovetables.Learnersmustcompleteaminimum of eightpracticalscoveringalltheapparatusandtechniqueslisted.
Theapparatusandtechniquescanbecovered:
(i) byusingOCRsuggestedactivities(providedasresources)
(ii) throughactivitiesdevisedbytheCentre.
Centrescanreceiveguidanceonthesuitabilityoftheirownpracticalactivitiesthroughourfree
courseworkconsultancyservice(e-mail:[email protected]).
WhereCentresdevisetheirownpracticalactivitiestocovertheapparatusandtechniqueslistedabove,thepracticalmustcoveralltherequirementsandbeofalevelofdemandappropriateforGCSE9–1.EachsetofapparatusandtechniquesdescribedinthemiddlecolumncanbecoveredbymorethanoneCentredevisedpracticalactivitye.g.“measurementofratesofreactionbyavarietyofmethodsincludingproductionofgas,uptakeofwaterandcolourchangeofindicator”couldbesplitintotwoormoreactivities(ratherthanone).
Choice of activity
NEA Centre Declaration Form: Practical Science Statement
Centresmustprovideawrittenpractical science statementconfirmingthatreasonableopportunitieshavebeenprovidedtoalllearnersbeingsubmittedforentrywithinthatyear’ssetofassessmentstoundertakeatleasteightpracticalactivities.
ThepracticalsciencestatementiscontainedwithintheNEACentreDeclarationForm,thisformcanbefoundontheOCRwebsiteatwww.ocr.org.uk/formsfinder.Bysigningtheform,thecentreisconfirmingthattheyhavetakenreasonablestepstosecurethateachlearner:
a) hascompletedthepracticalactivitiessetbyOCRasdetailedinTopicP9
b) hasmadeacontemporaneousrecordof: (i) theworkwhichthelearnerhasundertaken
duringthosepracticalactivities,and (ii) theknowledge,skillsandunderstanding
whichthatlearnerhasderivedfromthosepracticalactivities.
Centresshouldretainrecordsconfirmingpoints(a)to(b)aboveastheymayberequestedaspartoftheJCQinspectionprocess.Centresmustprovidepracticalscienceopportunitiesfortheirlearners.Thisdoesnotgosofarastoobligecentrestoensurethatalloftheirlearnerstakepartinallofthepracticalscienceopportunities.Thereisalwaysariskthatanindividuallearnermaymissthearrangedpracticalsciencework,forexamplebecauseofillness.Itcouldbecostlyforthecentretorunadditionalpracticalscienceopportunitiesforthelearner.
However,theopportunitiestotakepartinthespecifiedrangeofpracticalworkmustbegiventoalllearners.LearnerswhodonottakeupthefullrangeofopportunitiesmaybedisadvantagedastherewillbequestionsonpracticalscienceintheGCSEPhysicsA(GatewayScience)assessment.PleaseseetheJCQpublicationInstructions for conducting non-examination assessmentsforfurtherinformation.
AnyfailurebyacentretoprovideapracticalsciencestatementtoOCRinatimelymanner(bymeansofanNEACentreDeclarationForm)willbetreatedasmalpracticeand/ormaladministration[underGeneralConditionA8(Malpractice and maladministration)].
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• LearnersinEnglandwhoarebeginningaGCSE(9–1)coursearelikelytohavefollowedaKeyStage3programmeofstudy.
• TherearenopriorqualificationsrequiredinorderforlearnerstoenterforaGCSE(9–1)inPhysicsA(GatewayScience).
• GCSEs(9–1)arequalificationsthatenablelearnerstoprogresstofurtherqualificationseitherVocationalorGeneral.
ThereareanumberofSciencespecificationsatOCR.Findoutmoreatwww.ocr.org.uk
2d. Prior knowledge, learning and progression
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TheGCSE(9–1)inPhysicsA(GatewayScience)isalinearqualificationwith100%externalassessment.
OCR’sGCSE(9–1)inPhysicsA(GatewayScience)consistsoffourexaminedpapersthatareexternallyassessed.TwoareatFoundationTierandtwoare
atHigherTier.LearnersareenteredforonlytheFoundationTierortheHigherTier.Eachpapercarriesanequalweightingof50%forthattieroftheGCSE(9–1)qualification.Eachpaperhasadurationof1hourand45minutes.
3a. Forms of assessment
3 Assessment of GCSE (9–1) in Physics A (Gateway Science)
Physics Paper 1 and Paper 3
Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth90marks,aresplitintotwosectionsandassesscontentfromTopicsP1toP4andP9.
Section Acontainsmultiplechoicequestions.Thissectionofthepaperisworth15marks.
Section Bincludesshortanswerquestionstyles(practical,maths,structuredquestions)andanextendedsix-markLevelofResponsequestion.Thissectionofthepaperisworth75marks.
Physics Paper 2 and Paper 4
Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth90marks,aresplitintotwosectionsandassesscontentfromTopicsP5toP8,withassumedknowledgeofTopicsP1toP4andP9.
Section Acontainsmultiplechoicequestions.Thissectionofthepaperisworth15marks.
Section Bincludesshortanswerquestionstyles(practical,maths,synopticquestions,structuredquestions)andanextendedsix-markLevelofResponsequestion.Thissectionofthepaperisworth75marks,someofwhichwillbesynoptic.
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TherearethreeAssessmentObjectivesinOCRGCSE(9–1)inPhysicsA(GatewayScience).
Thesearedetailedinthetablebelow:
3b. Assessment objectives (AO)
Assessment ObjectivesWeighting (%)
Higher Foundation
AO1Demonstrate knowledge and understanding of:
• scientificideas• scientifictechniquesandprocedures.
40 40
AO2Apply knowledge and understanding of:
• scientificideas• scientificenquiry,techniquesandprocedures.
40 40
AO3
Analyse information and ideas to:
• interpretandevaluate• makejudgementsanddrawconclusions• developandimproveexperimentalprocedures.
20 20
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TherelationshipbetweentheAssessmentObjectivesandthecomponentsareshowninthefollowingtable:
AO weightings in OCR GCSE (9–1) in Physics A (Gateway Science)
Component (Foundation Tier)
% of overall GCSE (9–1) in Physics A (Gateway Science) (J249)
AO1 AO2 AO3 Total
Paper1(FoundationTier)J249/01 20 20 10 50
Paper2(FoundationTier)J249/02 20 20 10 50
Total 40 40 20 100
Component (Higher Tier) AO1 AO2 AO3 Total
Paper3(HigherTier)J249/03 20 20 10 50
Paper4(HigherTier)J249/04 20 20 10 50
Total 40 40 20 100
3c. Tiers
Thisschemeofassessmentconsistsoftwotiers:FoundationTierandHigherTier.FoundationTierassessesgrades5to1andHigherTierassessesgrades9to4.Anallowedgrade3maybeawarded
ontheHigherTieroptionforlearnerswhoareasmallnumberofmarksbelowthegrade3/4boundary.LearnersmustbeenteredforeithertheFoundationTierortheHigherTier.
3d. Assessment availability
TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.
Allexaminedpapersmustbetakeninthesameexaminationseriesattheendofthecourse.
ThisspecificationwillbecertificatedfromtheJune2018examinationseriesonwards.
3e. Retaking the qualification
Learnerscanretakethequalificationasmanytimesastheywish.
Theyretakeallthepaperswithintherelevanttiertobeawardedthequalification.
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Extendedresponsequestionswhicharemarkedusingalevelofresponsemarkschemeareincludedinallexternallyassessedpapers.Theseareindicatedinpapersandmarkschemesbyanasterisk(*).
Extendedresponsequestionsprovidelearnerswiththeopportunitytodemonstratetheirabilitytoconstructanddevelopasustainedlineofreasoningwhichiscoherent,relevant,substantiatedandlogicallystructured.
3f. Assessment of extended response
3g. Synoptic assessment
Synopticassessmentteststhelearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.
Synopticassessmentinvolvestheexplicitdrawingtogetherofknowledge,understandingandskillslearnedindifferentpartsoftheGCSE(9–1)course.Theemphasisofsynopticassessmentistoencouragethedevelopmentoftheunderstandingofthesubjectasadiscipline.Paper2andPaper4containanelementofsynopticassessment.
Synopticassessmentrequireslearnerstomakeanduseconnectionswithinandbetweendifferentareasofphysics,forexampleby:
• applyingknowledgeandunderstandingofmorethanoneareatoaparticularsituationorcontext
• usingknowledgeandunderstandingorprinciplesandconceptsinplanningexperimentalandinvestigativeworkandintheanalysisandevaluationofdata
• bringingtogetherscientificknowledgeandunderstandingfromdifferentareasofthesubjectandapplyingthem.
3h. Calculating qualification results
Alearner’soverallqualificationgradeforOCRGCSE(9–1)inPhysicsA(GatewayScience)willbecalculatedbyaddingtogethertheirmarksfromthetwopaperstakentogivetheirtotalweightedmark.Thismarkwill
thenbecomparedtothequalificationlevelgradeboundariesfortheentryoptiontakenbythelearnerandfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.
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Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.
MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.
OCR’sAdmin overviewisavailableontheOCRwebsiteathttp://www.ocr.org.uk/administration.
4 Admin: what you need to know
4a. Pre-assessment
Estimated entries
Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries
shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentreinanyway.
Final entries
FinalentriesprovideOCRwithdetaileddataforeachlearner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,consideringtherelevantentryrules.
FinalentriesmustbesubmittedtoOCRbythepublisheddeadlinesorlateentryfeeswillapply.
AlllearnerstakingaGCSE(9–1)inPhysicsA(GatewayScience)mustbeenteredforoneofthefollowingentryoptions:
Entry option Components
Entry code Title Code Title Assessment type
J249F PhysicsA(GatewayScience)(FoundationTier)
01 Paper1(FoundationTier) Externalassessment
02 Paper2(FoundationTier) Externalassessment
J249H PhysicsA(GatewayScience)(HigherTier)
03 Paper3(HigherTier) Externalassessment
04 Paper4(HigherTier) Externalassessment
EachlearnermustbeenteredforeithertheFoundationTierortheHigherTieronly.Theycannotbeenteredforacombinationoftiers.
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Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.
DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.
4b. Special consideration
4c. External assessment arrangementsRegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.
Learnersarepermittedtouseascientificorgraphicalcalculatorforcomponents01,02,03and04.CalculatorsaresubjecttotherulesinthedocumentInstructions for Conducting ExaminationspublishedannuallybyJCQ(www.jcq.org.uk).
Head of Centre Annual Declaration
TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalltherequirementsdetailedinthespecification,includingthattheyhaveprovidedallcandidateswiththeopportunitytoundertaketheprescribedpracticalactivities.
AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeingsuspendedandcouldleadtothewithdrawalofourapprovalforyoutooperateasacentre.
Private candidates
PrivatecandidatesmayenterforOCRassessments.
Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.TheymustbebasedintheUK.
TheGCSEPhysicsA(GatewayScience)qualificationrequireslearnerstocompleteeightpracticalactivities.Thesepracticalactivitiesareanessentialpartofthecourseandwillallowlearnerstodevelopskillsforfurtherstudyoremploymentaswellasimpartingimportantknowledgethatispartofthespecification.
Thereisnodirectassessmentofthepracticalskillspartofthecourse.However,learnerswillneedtohavecompletedtheactivitiestopreparefullyforthewrittenexaminationsastherewillbequestionsthatassesspracticalskills.
PrivatecandidatesneedtocontactOCRapprovedcentrestoestablishwhethertheyarepreparedtohostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.
FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk.
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4d. Results and certificates
Grade scale
GCSE(9–1)qualificationsaregradedonthescale:9–1,where9isthehighest.Learnerswhofailtoreachtheminimumstandardof1willbeUnclassified(U).
Onlysubjectsinwhichgrades9to1areattainedwillberecordedoncertificates.
Results
Resultsarereleasedtocentresandlearnersforinformationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.
Centreswillhaveaccesstothefollowingresultsinformationforeachlearner:
• thegradeforthequalification
• therawmarkforeachcomponent
• thetotalweightedmarkforthequalification.
Thefollowingsupportinginformationwillbeavailable:
• rawmarkgradeboundariesforeachcomponent
• weightedmarkgradeboundariesforeachentryoption.
Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.
Alearner’sfinalresult(s)willberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel1/Level2GCSE(9–1)inPhysicsA(GatewayScience)’.
4e. Post-results services
Anumberofpost-resultsservicesareavailable:
• Enquiries about results–Ifyouthinktheremaybesomethingwrongwithalearner’sresults,centresmaysubmitanenquiryaboutresults
• Missing and incomplete results–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied
• Access to scripts–Centrescanrequestaccesstomarkedscripts.
4f. Malpractice
Anybreachoftheregulationsfortheconductofexaminationsandnon-examassessmentmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCR
assoonasitisdetected.DetailedinformationonmalpracticecanbefoundintheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.
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5 Appendices
5a. Grade descriptors
GradedescriptorsforGCSE(9–1)singlescience(biology,chemistryandphysics)andcombinedscience:
1. Grades 8 and 8–8
1.1 To achieve Grades 8 and 8–8 candidates will be able to:
• demonstraterelevantandcomprehensiveknowledgeandunderstandingandapplythesecorrectlytobothfamiliarandunfamiliarcontextsusingaccuratescientificterminology
• usearangeofmathematicalskillstoperformcomplexscientificcalculations
• criticallyanalysequalitativeandquantitativedatatodrawlogical,well-evidencedconclusions
• criticallyevaluateandrefinemethodologies,andjudgethevalidityofscientificconclusions.
2. Grades 5 and 5–5
2.1 To achieve Grades 5 and 5–5 candidates will be able to:
• demonstratemostlyaccurateandappropriateknowledgeandunderstandingandapplythesemostlycorrectlytofamiliarandunfamiliarcontexts,usingmostlyaccuratescientificterminology
• useappropriatemathematicalskillstoperformmulti-stepcalculations
• analysequalitativeandquantitativedatatodrawplausibleconclusionssupportedbysomeevidence
• evaluatemethodologiestosuggestimprovementstoexperimentalmethods,andcommentonscientificconclusions.
3. Grades 2 and 2–2
3.1 To achieve Grades 2 and 2–2 candidates will be able to:
• demonstratesomerelevantscientificknowledgeandunderstandingusinglimitedscientificterminology
• performbasiccalculations
• drawsimpleconclusionsfromqualitativeorquantitativedata
• makebasiccommentsrelatingtoexperimentalmethod.
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5b. Overlap with other qualifications
ThereisasmalldegreeofoverlapbetweenthecontentofthisspecificationandthoseforGCSE(9–1)inCombinedScienceA(GatewayScience),GCSE(9–1)inBiologyA(GatewayScience)andGCSE(9–1)in
ChemistryA(GatewayScience)courses.Thelinksbetweenthespecificationsmayallowforsomeco-teaching,particularlyintheareaofworkingscientifically.
5c. Accessibility
Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.DetailedinformationabouteligibilityforaccessarrangementscanbefoundintheJCQAccess Arrangements and Reasonable Adjustments.
TheGCSE(9–1)qualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcoulddisadvantagelearnerswhoshareaprotectedCharacteristicasdefinedbytheEqualityAct2010.Allreasonablestepshavebeentakentominimiseanysuchdisadvantage.
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LearnersareexpectedtorecallandapplythefollowingequationscommunicatingtheanswerusingtheappropriateSIunit:
þThissymbolindicatescontentthatisfoundonlyinthephysicsseparatesciencequalification.
StatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM1.1i recallandapply:density(kg/m3)=mass(kg)/volume(m3) M1a,M1b,M1c,M3b,M3c
PM2.1i recallandapply:distancetravelled(m)=speed(m/s)xtime(s) M1a,M2b,M3a,M3b,M3c,M3d,M4a,M4b,M4c,M4d,M4e
PM2.1ii recallandapply:acceleration(m/s2)=changeinvelocity(m/s)/time(s) M1a,M3a,M3b,M3c,M3d
PM2.1iv recallandapply:kineticenergy(J)=0.5xmass(kg)x(speed(m/s))2 M1a,M3a,M3b,M3c,M3d
PM2.2i recallandapply:force(N)=mass(kg)xacceleration(m/s2) M1a,M2a,M3a,M3b,M3c,M3d
PM2.2ii recall and apply: momentum (kgm/s) = mass (kg) x velocity (m/s) M1a,M2a,M3a,M3b,M3c,M3d
PM2.2iii recallandapply:workdone(J)=force(N)xdistance(m)(alongthelineofactionoftheforce)
M1a,M2a,M3a,M3b,M3c,M3d
PM2.2iv recallandapply:power(W)=workdone(J)/time(s) M1a,M2a,M3a,M3b,M3c,M3d
PM2.3i recallandapply:forceexertedbyaspring(N)=extension(m)xspringconstant(N/m)
M1a,M2a,M3a,M3b,M3c,M3d
PM2.3iii recallandapply:gravityforce(N)=mass(kg)xgravitationalfieldstrength,g(N/kg)
M1a,M2a,M3a,M3b,M3c,M3d
PM2.3iv recallandapply:(inagravityfield)potentialenergy(J)=mass(kg)xheight(m)xgravitationalfieldstrength,g(N/kg)
M1a,M2a,M3a,M3b,M3c,M3d
PM2.3vþ recallandapply:pressure(Pa)=forcenormaltoasurface(N)/areaofthatsurface(m2)
M1a,M2a,M3a,M3b,M3c,M3d
PM2.3viþ recallandapply:momentofaforce(Nm)=force(N)xdistance(m)(normaltodirectionoftheforce)
M1a,M2a,M3a,M3b,M3c,M3d
PM3.1i recallandapply:chargeflow(C)=current(A)xtime(s) M1a,M3c,M3d
PM3.2i recallandapply:potentialdifference(V)=current(A)xresistance(Ω) M1a,M2a,M3a,M3b,M3c,M3d
5d. Equations in Physics
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Reference Mathematical learning outcomes Maths skills
PM3.2ii recallandapply:energytransferred(J)=charge(C)xpotentialdifference(V)
M1a,M2a,M3a,M3b,M3c,M3d
PM3.2iii recallandapply:power(W)=potentialdifference(V)xcurrent(A)=(current(A))2xresistance(Ω)
M1a,M2a,M3a,M3b,M3c,M3d
PM3.2iv recallandapply:energytransferred(J,kWh)=power(W,kW)xtime(s,h)
M1a,M2a,M3a,M3b,M3c,M3d
PM5.1i recallandapply:wavespeed(m/s)=frequency(Hz)xwavelength(m) M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d
PM7.2i recallandapply:efficiency=usefuloutputenergytransfer(J)/inputenergytransfer(J)
M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
LearnersareexpectedtoselectandapplythefollowingequationscommunicatingtheanswerusingtheappropriateSIunit:
Reference Mathematical learning outcomes Maths skills
PM1.2i apply:changeinthermalenergy(J)=mass(kg)xspecificheatcapacity(J/kg°C)xchangeintemperature(°C)
M1a,M3b,M3c,M3d
PM1.2ii apply:thermalenergyforachangeinstate(J)=mass(kg)xspecificlatentheat(J/kg)
M1a,M3b,M3c,M3d
PM1.3iþ apply:forgases:pressure(Pa)xvolume(m3)=constant(foragivenmassofgasandataconstanttemperature)
M1a,M3b,M3c,M3d
PM1.3ii þ apply: pressure due to a column of liquid (Pa) = height of column (m) x density of liquid (kg/m3) x g (N/kg)
M1a,M1c,M3b,M3c,M3d
PM2.1iii apply:(finalvelocity(m/s))2-(initialvelocity(m/s))2=2xacceleration(m/s2)xdistance(m)
M1a,M3a,M3b,M3c,M3d
PM2.3ii apply:energytransferredinstretching(J)=0.5xspringconstant(N/m)x(extension(m))2
M1a,M2a,M3a,M3b,M3c,M3d
PM4.2i apply: force on a conductor (at right angles to a magnetic field) carrying a current (N) = magnetic flux density (T) x current (A) x length (m)
M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
PM4.2ii þ apply: potential difference across primary coil (V)/potential difference across secondary coil (V) = number of turns in primary coil/number of turns in secondary coil
M1a,M1b,M1c,M1d,M2a,M3a,M3b,M3c,M3d
PM8.2i apply:potentialdifferenceacrossprimarycoil(V)xcurrentinprimarycoil(A)=potentialdifferenceacrosssecondarycoil(V)xcurrentinsecondarycoil(A)
M1a,M1b,M1c,M1d,M2a,M3a,M3b,M3c,M3d
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Itisexpectedthatlearnerswillshowunderstandingofthebiologicalquantitiesandcorrespondingunits,SIbaseandderivedunitslistedbelow.
Theywillbeabletousetheminqualitativeworkandcalculations.Theseunitsandtheirassociatedquantitiesaredimensionallyindependent.
5e. Units in science
SI base units
Physicalquantity Unit Unit
Length metre m
Mass kilogram kg
Time second s
Temperature kelvin K
Current ampere A
Amountofasubstance mole mol
SI derived units
Physicalquantity Unit(s) Unit(s)
Area squaredmetre m2
Volume cubicmetre;litre;cubicdecimetre m3;l; dm3
Density kilogrampercubicmetre kg/m3
Temperature degreeCelsius oC
Pressure pascal Pa
Specificheatcapacity jouleperkilogramperdegreeCelsius J/kg°C
Specificlatentheat jouleperkilogram J/kg
Speed metrepersecond m/s
Force newton N
Gravitationalfieldstrength newtonperkilogram N/kg
Acceleration metrepersquaredsecond m/s2
Frequency hertz Hz
Energy joule J
Power watt W
Electriccharge coulomb C
Electricpotentialdifference volt V
Electricresistance ohm Ω
Magneticfluxdensity tesla T
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Theideathatscienceprogressesthroughacycleofhypothesis,experimentation,observation,developmentandreviewisencompassedinthissection.Itcoversaspectsofscientificthinkingandaimstodevelopthescientificskillsandconventions,fundamentaltothestudyofscience.Thesectionalsoincludesunderstandingoftheoriesandapplicationsofscience,thepracticalaspectsofscientificexperimentation,andobjectiveanalysisandevaluation.Thissectionwillenablelearnerstodevelopanunderstandingoftheprocessesandmethodsofscienceand,throughconsiderationofthedifferenttypesofscientificenquiry,learnerswillbecomeequippedtoanswerscientificquestionsabouttheworldaroundthem.Learnerswillalso
developandlearntoapplyskillsinobservation,modellingandproblem-solving,withopportunitiesfortheseskillstobeshownthroughlinkstospecificationcontent.Scientific-basedclaimsrequireevaluativeskillsandthesearealsodevelopedinthissectionwithopportunitiesforcontextualdevelopmenthighlighted.Learnersshouldlearntoevaluatethroughcriticalanalysisofmethodology,evidenceandconclusions,bothqualitativelyandquantitatively.
Workingscientificallyissplitintoconcepts(WS1)andpracticalskills(WS2).BothofthesewillbeassessedinwrittenexaminationsandWS2mayalsobeassessedthroughpracticalactivities.
5f. Working scientifically
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83© OCR 2016 GCSE (9–1) in Physics A (Gateway Science)
SummaryTheconceptsandskillsinthissectioncanbeassessedinwrittenexaminations.
Therearereferencestospecificapparatusandmethodsthroughoutthecontentofthespecification.WS1issplitintofourparts.
WS1: Working scientifically assessed in written examinations
WS1.1 Development of scientific thinking
Assessable Content
Learning outcomes To include
WS1.1a understandhowscientificmethodsandtheoriesdevelopovertime
newtechnologyallowingnewevidencetobecollectedandchangingexplanationsasnewevidenceisfound
WS1.1b usemodelstosolveproblems,makepredictionsandtodevelopscientificexplanationsandunderstandingoffamiliarandunfamiliarfacts
representational,spatial,descriptive,computationalandmathematicalmodels
WS1.1c understandthepowerandlimitationsofscience
howdevelopmentsinsciencehaveledtoincreasedunderstandingandimprovedqualityoflifeandquestionsandproblemsthatsciencecannotcurrentlyanswer
WS1.1d discussethicalissuesarisingfromdevelopmentsinscience
WS1.1e explaineverydayandtechnologicalapplicationsofscience
WS1.1f evaluateassociatedpersonal,social,economicandenvironmentalimplications
WS1.1g makedecisionsbasedontheevaluationofevidenceandarguments
WS1.1h evaluaterisksbothinpracticalscienceandthewidersocietalcontext
perceptionofriskinrelationtodataandconsequences
WS1.1i recognisetheimportanceofpeerreviewofresultsandofcommunicatingresultstoarangeofaudiences
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84© OCR 2016
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WS1.2 Experimental skills and strategies
Assessable Content
Learning outcomes To include
WS1.2a usescientifictheoriesandexplanationstodevelophypotheses
WS1.2b planexperimentsordeviseprocedurestomakeobservations,produceorcharacteriseasubstance,testhypotheses,checkdataorexplorephenomena
WS1.2c applyaknowledgeofarangeoftechniques,instruments,apparatus,andmaterialstoselectthoseappropriatetotheexperiment
WS1.2d recognisewhentoapplyaknowledgeofsamplingtechniquestoensureanysamplescollectedarerepresentative
WS1.2e evaluatemethodsandsuggestpossibleimprovementsandfurtherinvestigations
WS1.3 Analysis and evaluation
Assessable Content
Learning outcomes To include
Applythecycleofcollecting,presentingandanalysingdata,including:
WS1.3a presentingobservationsandotherdatausingappropriatemethods
methodstoincludedescriptive,tabulardiagrammaticandgraphically
WS1.3b translatingdatafromoneformtoanother
WS1.3c carryingoutandrepresentingmathematicalandstatisticalanalysis
statisticalanalysistoincludearithmeticmeans,mode,median
WS1.3d representingdistributionsofresultsandmakeestimationsofuncertainty
WS1.3e interpretingobservationsandotherdata datapresentationstoincludeverbal,diagrammatic,graphical,symbolicornumericalforminterpretationstoincludeidentifyingpatternsandtrends,makinginferencesanddrawingconclusions
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85© OCR 2016 GCSE (9–1) in Physics A (Gateway Science)
Assessable Content
Learning outcomes To include
WS1.3f presentingreasonedexplanations relatingdatatohypotheses
WS1.3g beingobjective,evaluatingdataintermsofaccuracy,precision,repeatabilityandreproducibility
WS1.3h identifyingpotentialsourcesofrandomandsystematicerror
WS1.3i communicatingthescientificrationaleforinvestigations,methodsused,findingsandreasonedconclusions
presentationsthroughpaper-basedpresentationsusingdiagrammatic,graphical,numericalandsymbolicforms
WS1.4 Scientific vocabulary, quantities, units, symbols and nomenclature
Assessable Content
Learning outcomes To include
WS1.4a usescientificvocabulary,terminologyanddefinitions
WS1.4b recognisetheimportanceofscientificquantitiesandunderstandhowtheyaredetermined
WS1.4c useSIunitsandIUPACchemicalnomenclatureunlessinappropriate
baseunitsandderivedunits(Appendix5d)
WS1.4d useprefixesandpowersoftenforordersofmagnitude
tera,giga,mega,kilo,deci,centi,milli,microandnano
WS1.4e interconvertunits
WS1.4f useanappropriatenumberofsignificantfiguresincalculation
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86© OCR 2016
GCSE (9–1) in Physics A (Gateway Science)
SummaryArangeofpracticalexperiencesareavitalpartofascientificstudyatthislevel.Awiderangeofpracticalskillswillbeaddressedthroughoutthecourse,skillswhicharerequiredforthedevelopmentofinvestigativeskills.Learnersshouldbegiventhe
opportunitytopractisetheirpracticalskills,whichwillalsopreparethemforthewrittenexaminations.
ForfurtherdetailsofthepracticalactivityrequirementseeTopicP9.
WS2: Working scientifically skills demonstrated
Practical skills to be developed
Learning outcomes To include
WS2a carryoutexperiments dueregardtothecorrectmanipulationofapparatus,theaccuracyofmeasurementsandhealthandsafetyconsiderations,andfollowingwritteninstructions
WS2b makeandrecordobservationsandmeasurementsusingarangeofapparatusandmethods
keepingappropriaterecords
WS2c presentingobservationsusingappropriatemethods
methodstoincludedescriptive,tabulardiagrammaticandgraphically
WS2d communicatingthescientificrationaleforinvestigations,methodsused,findingsandreasonedconclusions
presentationsthroughpaper-basedandelectronicreportsandpresentationsusingverbal,diagrammatic,graphical,numericalandsymbolicforms
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87© OCR 2016 GCSE (9–1) in Physics A (Gateway Science)
Inordertobeabletodeveloptheirskills,knowledgeandunderstandinginGCSE(9–1)inPhysicsA(GatewayScience),learnersneedtohavebeentaught,andtohaveacquiredcompetencein,theappropriateareasofmathematicsrelevanttothesubjectasindicatedinthetableofcoveragebelow.
ThequestionsandtasksusedtotargetmathematicalskillswillbeatalevelofdemandthatisappropriatetoGCSE(9–1)PhysicsA(GatewayScience).
IntheFoundationTierquestionpapers,thequestionsthatassessmathematicalskillswillnotbeofalowerdemandthanthatwhichisexpectedoflearnersatKeyStage3,asoutlinedintheDepartmentforEducation’sdocument“Mathematicsprogrammeofstudy:keystage3”.
IntheHigherTierquestionpapers,thequestionsthatassessmathematicalskillswillnotbeofalowerdemandthanquestionsandtasksinassessmentfor
theFoundationTierinaGCSEqualificationinMathematics.
Theassessmentofquantitativeskillswouldincludeatleast30%mathematicalskillsattheappropriatetierforphysics.
Theseskillswillbeappliedinthecontextoftherelevantphysics.
Allmathematicalcontentwillbeassessedwithinthelifetimeofthespecification.
ThislistofexamplesisnotexhaustiveandisnotlimitedtoGCSEexamples.Theseskillscouldbedevelopedinotherareasofspecificationcontentasindicatedintheopportunitiestocovercolumn.
ThemathematicalskillsrequiredfortheGCSE(9–1)inBiology(B),Chemistry(C),Physics(P)andCombinedScience(CS)areshowninthetablebelow.
5g. Mathematical skills requirement
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88© OCR 2016
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Mathematical skills Subject
M1 Arithmetic and numerical computation
a Recogniseanduseexpressionsindecimalform B C P CS
b Recogniseanduseexpressionsinstandardform B C P CS
c Useratios,fractionsandpercentages B C P CS
d Makeestimatesoftheresultsofsimplecalculations B C P CS
M2 Handling data
a Useanappropriatenumberofsignificantfigures B C P CS
b Findarithmeticmeans B C P CS
c Constructandinterpretfrequencytablesanddiagrams,barcharts andhistograms
B C P CS
d Understandtheprinciplesofsamplingasappliedtoscientificdata B
e Understandsimpleprobability B
f Understandthetermsmean,modeandmedian B P CS
g Useascatterdiagramtoidentifyacorrelationbetweentwovariables B P CS
h Makeorderofmagnitudecalculations B C P CS
M3 Algebra
a Understandandusethesymbols:=,<,<<,>>,>,Ä,~ B C P CS
b Changethesubjectofanequation C P CS
c Substitutenumericalvaluesintoalgebraicequationsusing appropriateunitsforphysicalquantities
C P CS
d Solvesimplealgebraicequations B P CS
M4 Graphs
a Translateinformationbetweengraphicalandnumericform B C P CS
b Understandthaty=mx+crepresentsalinearrelationship B C P CS
c Plottwovariablesfromexperimentalorotherdata B C P CS
d Determinetheslopeandinterceptofalineargraph B C P CS
e Drawandusetheslopeofatangenttoacurveasameasureofrate ofchange C P CS
f Understandthephysicalsignificanceofareabetweenacurveandthe x-axisandmeasureitbycountingsquaresasappropriate
P CS
M5 Geometry and trigonometry
a Useangularmeasuresindegrees P CS
b Visualiseandrepresent2Dand3Dformsincludingtwodimensionalrepresentationsof3Dobjects
C P CS
c Calculateareasoftrianglesandrectangles,surfaceareasandvolumesofcubes. B C P CS
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89© OCR 2016 GCSE (9–1) in Physics A (Gateway Science)
InUKlaw,healthandsafetyisprimarilytheresponsibilityoftheemployer.Inaschoolorcollegetheemployercouldbealocaleducationauthority,thegoverningbodyorboardoftrustees.Employees(teachers/lecturers,techniciansetc.),havealegaldutytocooperatewiththeiremployeronhealthandsafetymatters.Variousregulations,butespeciallytheCOSHHRegulations2002(asamended)andtheManagementofHealthandSafetyatWorkRegulations1999,requirethatbeforeanyactivityinvolvingahazardousprocedureorharmfulmicroorganismsiscarriedout,orhazardouschemicalsareusedormade,theemployermustcarryoutariskassessment.Ausefulsummaryoftherequirementsforriskassessmentinschoolorcollegesciencecanbefoundat:https://www.ase.org.uk
Formembers,theCLEAPSS®gu∆8ide,PS90,Making and recording risk assessments in school science1 offersappropriateadvice.
MosteducationemployershaveadoptednationallyavailablepublicationsasthebasisfortheirModelRiskAssessments.
Whereanemployerhasadoptedmodelriskassessmentsanindividualschoolorcollegethen
hastoreviewthem,toseeifthereisaneedtomodifyoradapttheminsomewaytosuittheparticularconditionsoftheestablishment.
Suchadaptationsmightincludeareducedscaleofworking,decidingthatthefumecupboardprovisionwasinadequateortheskillsofthelearnerswereinsufficienttoattemptparticularactivitiessafely.Thesignificantfindingsofsuchriskassessmentshouldthenberecordedina‘point of use text’,forexampleonschemesofwork,publishedteachersguides,worksheets,etc.Thereisnospecificlegalrequirementthatdetailedriskassessmentformsshouldbecompletedforeachpracticalactivity,althoughaminorityofemployersmayrequirethis.
Whereprojectworkorinvestigations,sometimeslinkedtowork-relatedactivities,areincludedinspecificationsthismaywellleadtotheuseofnovelprocedures,chemicalsormicroorganisms,whicharenotcoveredbytheemployer’smodelriskassessments.Theemployershouldhavegivenguidanceonhowtoproceedinsuchcases.Often,formembers,itwillinvolvecontactingCLEAPSS®.
5h. Health and safety
1These,andotherCLEAPSS®publications,areontheCLEAPSS®SciencePublicationswebsitewww.cleapss.org.uk.NotethatCLEAPSS®publicationsareonlyavailabletomembers.FormoreinformationaboutCLEAPSS®gotowww.cleapss.org.uk.
90© OCR 2016
GCSE (9–1) in Physics A (Gateway Science)
Summary of updates
Date Version Section Title of section ChangeDecember2017
2 Multiple ChangestogenericwordingandOCRwebsitelinksthroughoutthespecification.Nochangeshavebeenmadetoanyassessmentrequirements.
April2018 2.1 i)Frontcoverii)4d
i)Disclaimerii)Resultsandcertificates:
Results
i)AdditionofDisclaimerii)AmendtoCertification
TitlingMay2018 2.2 2cand4c PracticalScienceStatement
andHeadofCentreAnnualDeclaration
UpdateinlinewithnewNEACentreDeclarationform.
91© OCR 2016 GCSE (9–1) in Physics A (Gateway Science)
92© OCR 2016
GCSE (9–1) in Physics A (Gateway Science)
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