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GCSE (9-1)Specification

GATEWAY SCIENCE PHYSICS AJ249For first assessment in 2018

Version 2 (December 2017)

http://www.ocr.org.uk/gcsegatewayphysics

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i© OCR 2016 GCSE (9–1) in Physics A (Gateway Science)

Contents

1 Why choose an OCR GCSE (9–1) in Physics A (Gateway Science)? 11a. WhychooseanOCRqualification? 11c. Whatarethekeyfeaturesofthisspecification? 31d. 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

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GCSE (9–1) in Physics A (Gateway Science)

Support and Guidance

Introducinganewspecificationbringschallengesforimplementationandteaching,butitalsoopensupnewopportunities.Ouraimistohelpyouateverystage.Weareworkinghardwithteachersandotherexpertstobringyouapackageofpracticalsupport,resourcesandtraining.

Subject Advisors

OCRSubjectAdvisorsprovideinformationandsupporttocentresincludingspecificationandnon-examassessmentadvice,updatesonresourcedevelopmentsandarangeoftrainingopportunities.

OurSubjectAdvisorsworkwithsubjectcommunitiesthrougharangeofnetworkstoensurethesharingofideasandexpertisesupportingteachersandstudentsalike.Theyworkwithdeveloperstohelpproduceourspecificationsandtheresourcesneededtosupportthesequalificationsduringtheirdevelopment.

YoucancontactourScienceSubjectAdvisorsforspecialistadvice,guidanceandsupport:

Phone:01223553998email:[email protected]:https://twitter.com/OCR_Science

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

OurimprovedProfessionalDevelopmentProgrammefulfilsarangeofneedsthroughcourseselection,preparationforteaching,deliveryandassessment.Whetheryouwanttocometoface-to-faceevents,lookatournewdigitaltrainingorsearchfortrainingmaterials,youcanfindwhatyou’relookingforallinoneplaceattheCPDHub: cpdhub.ocr.org.uk

An introduction to new specifications

Weruntrainingeventsthroughouttheacademicyearthataredesignedtohelpprepareyouforfirstteachingandsupporteverystageofyourdeliveryofthenewqualifications.

ToreceivethelatestinformationaboutthetrainingweofferonGCSEandALevel,pleaseregisterforemailupdatesat:ocr.org.uk/i-want-to/email-updates

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iii© OCR 2016 GCSE (9–1) in Physics A (Gateway Science)

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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1© OCR 2016 GCSE (9–1) in Physics A (Gateway Science)

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)?

http://exambuilder.ocr.org.uk

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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

Wanttofindoutmore?

YoucancontacttheScienceSubjectAdvisors:

E-mail:[email protected]

Telephone:01223553998

JoinourSciencecommunity:http://social.ocr.org.uk/

CheckwhatCPDeventsareavailable:www.cpdhub.ocr.org.uk

FollowusonTwitter:https://twitter.com/ocr_science


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http://social.ocr.org.uk/

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https://twitter.com/ocr_science

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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.



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




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.



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




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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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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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.



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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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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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.



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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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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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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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.



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)


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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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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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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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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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


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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.



PM3.1i recallandapply:chargeflow(C)=current(A)xtime(s) M1a,M2a,M3a,M3b,M3c,M3d

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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


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P3.2 Simple circuits

SummaryElectricalcurrentsdependonthemovementofchargeandtheinteractionofelectrostaticfields.Electricalcurrent,potentialdifferenceandresistancearealldiscussedinthissection.Therelationshipbetweenthemisconsideredandlearnerswillinvestigatethisusingcircuits.

Underlying knowledge and understandingLearnersshouldhavebeenintroducedtothemeasurementofconventionalcurrentandpotentialdifferenceincircuits.Theywillhaveanunderstandingofhowtoassembleseriesandparallelcircuitsandofhowtheydifferwithrespecttoconventionalcurrentandpotentialdifference.Learnersareexpectedtohavean

awarenessoftherelationshipbetweenpotentialdifference,currentandresistanceandtheunitsinwhichtheyaremeasured.

Common misconceptionsLearnersfindtheconceptofpotentialdifferenceverydifficulttograsp.Theyfinditdifficulttounderstandthebehaviourofchargeincircuitsandthroughcomponentsandhowthisrelatestoenergyorworkdonewithinacircuit.



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)


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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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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



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)


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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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




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.





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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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.



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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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.



PM5.1i recallandapply:wavespeed(m/s)=frequency(Hz)xwavelength(m) M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d

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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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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.





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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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.





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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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.





P6.1a recallthatatomicnucleiarecomposedofbothprotonsandneutrons,thatthenucleusofeachelementhasacharacteristicpositivecharge

M5b

P6.1b recallthatatomsofthesameelementscandifferinnuclearmassbyhavingdifferentnumbersofneutrons

P6.1c Usetheconventionalrepresentationfornucleitorelatethedifferencesbetweenisotopes

identities,chargesandmasses

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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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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.





P6.2a recallthedifferencesbetweencontaminationandirradiationeffectsandcomparethehazardsassociatedwiththesetwo

WS1.1a,WS1.1b,WS1.2a,WS1.2d,WS1.3b,WS1.3f

Useofsparkchambertodemonstrateadifferenttypeofactivitycounter.

P6.2bþ explainwhythehazardsassociatedwithradioactivematerialdifferaccordingtothehalf-lifeinvolved


Illustrateaneverydayuseofradioactivesourcesinsmokedetectorsanddiscusswhytheymightbesuitable.

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P6.2cþ describethedifferentusesofnuclearradiationsforexplorationofinternalorgans,andforcontrolordestructionofunwantedtissue


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.





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.



PM7.2i recallandapply:efficiency=usefuloutputenergytransfer(J)/inputenergytransfer(J) M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d




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


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.





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.



PM8.2i apply:potentialdifferenceacrossprimarycoil(V)xcurrentinprimarycoil(A)=potentialdifferenceacrosssecondarycoil(V)xcurrentinsecondarycoil(A)

M1a,M1b,M1c,M1d,M2a,M3a,M3b,M3c,M3d




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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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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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.


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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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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

Practical Science Statement

Centresmustprovideawrittenpractical science statementconfirmingthatreasonableopportunitieshavebeenprovidedtoalllearnersbeingsubmittedforentrywithinthatyear’ssetofassessmentstoundertakeatleasteightpracticalactivities.

ToaidadministrationwithincentreswehavecombinedthepracticalsciencestatementrequirementwiththeHeadofCentreAnnualDeclaration.BysigningtheHeadofCentreAnnualDeclaration(seeSection4c)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.

AnyfailurebyacentretoprovideapracticalsciencestatementtoOCRinatimelymanner(bymeansoftheHeadofCentreAnnualDeclaration)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.

http://www.ocr.org.uk/administration

4


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,thattheyarebothawareofandadheringtoJCQregulationsandaremeetingtheobligationslaiddownbytheawardingorganisations.Thisincludesconfirmationthatallcandidatesatthecentrehavehadtheopportunitytoundertaketheprescribedpracticalactivities.

AsignedcopyofthisdeclarationmustberetainedwithinyourcentreandmayberequestedaspartoftheJCQinspectionprocess.

PleaseseetheJCQpublicationInstructions for conducting non-examination assessmentsforfurtherinformation.

AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeingsuspendedandcouldleadtothewithdrawalofourapprovalforyoutooperateasacentre.Inaddition,forGCSESciences,failuretoreturntheHeadofCentreAnnualDeclaration,alsoconstitutesfailuretoreturnapracticalsciencestatement(seeChapterB8)whichwillbetreatedasmalpracticeand/ormaladministration[underGeneralConditionA8(Malpractice and maladministration)].

Private candidates

PrivatecandidatesmayenterforOCRassessments.

Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.TheymustbebasedintheUK.

TheGCSEPhysicsA(GatewayScience)qualificationrequireslearnerstocompleteeightpracticalactivities.Thesepracticalactivitiesareanessentialpartofthecourseandwillallowlearnerstodevelopskillsforfurtherstudyoremploymentaswellasimpartingimportantknowledgethatispartofthespecification.

Thereisnodirectassessmentofthepracticalskillspartofthecourse.However,learnerswillneedtohavecompletedtheactivitiestopreparefullyforthewrittenexaminationsastherewillbequestionsthatassesspracticalskills.

PrivatecandidatesneedtocontactOCRapprovedcentrestoestablishwhethertheyarepreparedtohostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.

FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk.

http://www.jcq.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‘OCRLevel1/2GCSE(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.

5


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.



• demonstratemostlyaccurateandappropriateknowledgeandunderstandingandapplythesemostlycorrectlytofamiliarandunfamiliarcontexts,usingmostlyaccuratescientificterminology

• useappropriatemathematicalskillstoperformmulti-stepcalculations

• analysequalitativeandquantitativedatatodrawplausibleconclusionssupportedbysomeevidence

• evaluatemethodologiestosuggestimprovementstoexperimentalmethods,andcommentonscientificconclusions.



• 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.

5


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)


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)


PM2.3iii recallandapply:gravityforce(N)=mass(kg)xgravitationalfieldstrength,g(N/kg)


PM2.3iv recallandapply:(inagravityfield)potentialenergy(J)=mass(kg)xheight(m)xgravitationalfieldstrength,g(N/kg)


PM2.3vþ recallandapply:pressure(Pa)=forcenormaltoasurface(N)/areaofthatsurface(m2)


PM2.3viþ recallandapply:momentofaforce(Nm)=force(N)xdistance(m)(normaltodirectionoftheforce)


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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PM3.2ii recallandapply:energytransferred(J)=charge(C)xpotentialdifference(V)


PM3.2iii recallandapply:power(W)=potentialdifference(V)xcurrent(A)=(current(A))2xresistance(Ω)


PM3.2iv recallandapply:energytransferred(J,kWh)=power(W,kW)xtime(s,h)


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)


LearnersareexpectedtoselectandapplythefollowingequationscommunicatingtheanswerusingtheappropriateSIunit:


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


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)


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


PM8.2i apply:potentialdifferenceacrossprimarycoil(V)xcurrentinprimarycoil(A)=potentialdifferenceacrosssecondarycoil(V)xcurrentinsecondarycoil(A)


5


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

5


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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WS1.2 Experimental skills and strategies

Assessable Content


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


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

5


Assessable Content


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


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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SummaryArangeofpracticalexperiencesareavitalpartofascientificstudyatthislevel.Awiderangeofpracticalskillswillbeaddressedthroughoutthecourse,skillswhicharerequiredforthedevelopmentofinvestigativeskills.Learnersshouldbegiventhe

opportunitytopractisetheirpracticalskills,whichwillalsopreparethemforthewrittenexaminations.

ForfurtherdetailsofthepracticalactivityrequirementseeTopicP9.

WS2: Working scientifically skills demonstrated

Practical skills to be developed


WS2a carryoutexperiments dueregardtothecorrectmanipulationofapparatus,theaccuracyofmeasurementsandhealthandsafetyconsiderations,andfollowingwritteninstructions

WS2b makeandrecordobservationsandmeasurementsusingarangeofapparatusandmethods

keepingappropriaterecords

WS2c presentingobservationsusingappropriatemethods

methodstoincludedescriptive,tabulardiagrammaticandgraphically

WS2d communicatingthescientificrationaleforinvestigations,methodsused,findingsandreasonedconclusions

presentationsthroughpaper-basedandelectronicreportsandpresentationsusingverbal,diagrammatic,graphical,numericalandsymbolicforms

5


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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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

5


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.

https://www.ase.org.uk

http://www.cleapss.org.uk

http://www.cleapss.org.uk

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j249 gcse physics a gateway science · pdf fileocr.org.uk/gcsegatewayphysics gcse (9-1)...

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