OCR GCSE Physics B Specification PDF
OCR GCSE Physics B Specification PDF
OCR GCSE Physics B Specification PDF
Specification
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1 Hills Road publish changes on our website. The latest version of our specifications will
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CB1 2EU printed versions.
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1 Why choose an OCR GCSE (9–1) in Physics B (Twenty First Century Science)? 1
1a. Why choose an OCR qualification? 1
1b. Why choose an OCR GCSE (9–1) in Physics B (Twenty First Century Science)? 2
1c. What are the key features of this specification? 3
1d. How do I find out more information? 4
5 Appendices 70
5a. Grade descriptors 70
5b. Overlap with other qualifications 71
5c. Accessibility 71
5d. Units in science 72
5e. Mathematical skills 73
5f. Mathematical skills requirement 74
5g. Health and safety 76
5h. Equations in Physics 77
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) i
Support and Guidance
Introducing a new specification brings challenges for will grow throughout the lifetime of the specification,
implementation and teaching, but it also opens up new they include:
opportunities. Our aim is to help you at every stage.
We are working hard with teachers and other experts •• Delivery Guides
to bring you a package of practical support, resources •• Transition Guides
and training. •• Topic Exploration Packs
•• Lesson Elements.
Subject Advisors We also work with a number of leading publishers who
OCR Subject Advisors provide information and support publish textbooks and resources for our specifications.
to centres including specification and non- For more information on our publishing partners
exam assessment advice, updates on resource and their resources visit: ocr.org.uk/qualifications/
developments and a range of training opportunities. gcse-and-a-level-reform/publishing-partners
© OCR 2016
ii GCSE (9–1) in Physics B (Twenty First Century Science)
Assessment Preparation and Analysis Service
Along with subject-specific resources and tools, you’ll focus on skills development, professional guidance for
also have access to a selection of generic resources that teachers and results data analysis.
ExamBuilder
Enabling you to build, mark and assess tests
from OCR exam questions and produce a
complete mock GCSE or A Level exam.
Find out more at ocr.org.uk/exambuilder
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) iii
© OCR 2016
iv GCSE (9–1) in Physics B (Twenty First Century Science)
1 Why choose an OCR GCSE (9–1) in Physics B
(Twenty First Century Science)?
We work with a range of education providers, • CPD/Training for teachers to introduce the
including schools, colleges, workplaces and other qualifications and prepare you for first
institutions in both the public and private sectors. teaching.
Over 13,000 centres choose our A Levels, GCSEs
and vocational qualifications including Cambridge • Active Results – our free results analysis
Nationals and Cambridge Technicals. service to help you review the performance
of individual learners or whole schools.
Our Specifications
• ExamBuilder – our free online past papers
We believe in developing specifications that help you service that enables you to build your own
bring the subject to life and inspire your learners to test papers from past OCR exam questions.
achieve more.
All GCSE (9–1) qualifications offered by OCR are
We’ve created teacher-friendly specifications accredited by Ofqual, the Regulator for qualifications
based on extensive research and engagement with offered in England. The accreditation number for
the teaching community. They’re designed to be OCR’s GCSE (9–1) in Physics B (Twenty First Century
straightforward and accessible so that you can tailor Science) is QN601/8685/9.
the delivery of the course to suit your needs. We aim
to encourage learners to become responsible for their
own learning, confident in discussing ideas,
innovative and engaged.
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) 1
1b. Why choose an OCR GCSE (9–1) in Physics B
(Twenty First Century Science)?
We appreciate that one size doesn’t fit all so we offer Education Group (UYSEG) in conjunction with subject
1 two suites of qualifications in each science: and teaching experts. Together we have aimed to
produce a specification with up to date relevant
Physics A (Gateway Science) – Provides a flexible content accompanied by a narrative to give context
approach to teaching. The specification is divided and an idea of the breath of teaching required. Our
into topics, each covering different key concepts of new GCSE (9–1) in Physics B (Twenty First Century
Physics. Teaching of practical skills is integrated with Science) qualification builds on our existing popular
the theoretical topics and they are assessed through course. We have based the development of our GCSE
the written papers. (9–1) sciences on an understanding of what works
well in centres large and small. We have undertaken
Physics B (Twenty First Century Science) – Learners a significant amount of consultation through our
study physics using a narrative-based approach. science forums (which include representatives from
Ideas are introduced within relevant and interesting learned societies, HE, teaching and industry) and
settings which help learners to anchor their through focus groups with teachers.
conceptual knowledge of the range of physics topics
required at GCSE level. Practical skills are embedded The content is clear and logically laid out for both
within the specification and learners are expected to existing centres and those new to OCR, with
carry out practical work in preparation for a written assessment models that are straightforward to
examination that will specifically test these skills. administer. We have worked closely with teachers to
provide high quality support materials to guide you
Physics B (Twenty First Century Science) has been through the new qualifications.
developed with the University of York Science
GCSE study in the sciences provides the foundation • that change is driven by differences between
for understanding the material world. Scientific different objects and systems when they
understanding is changing our lives and is vital to interact
world’s future prosperity, and all learners should be
taught essential aspects of the knowledge, methods, • that many such interactions occur over
process and uses of science. They should be helped to a distance and over time without direct
appreciate how the complex and diverse phenomena contact
of the natural world can be described in terms of a
small number of key ideas relating to the sciences • that science progresses through a cycle of
which are both inter-linked, and are of universal hypothesis, practical experimentation,
application. These key ideas include: observation, theory development and
review
• the use of conceptual models and theories to
make sense of the observed diversity of natural • that quantitative analysis is a central element
phenomena both of many theories and of scientific
methods of inquiry.
• the assumption that every effect has one or
more cause
© OCR 2016
2 GCSE (9–1) in Physics B (Twenty First Century Science)
The Twenty First Century Science suite will enable • develop and learn to apply observational,
learners to: practical, modelling, enquiry and problem-
solving skills, both in the laboratory, in the
• develop scientific knowledge and conceptual field and in other learning environments
understanding through the specific disciplines 1
of biology, chemistry and physics • develop their ability to evaluate claims based
on science through critical analysis of the
• develop understanding of the nature, processes methodology, evidence and conclusions, both
and methods of science, through different qualitatively and quantitatively.
types of scientific enquiries that help them to
answer scientific questions about the world
around them
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) 3
1d. How do I find out more information?
Whether new to our specifications, or continuing You can contact the Science Subject Advisors:
on from our legacy offerings, you can find more
1 information on our webpages at www.ocr.org.uk E-mail: ScienceGCSE@ocr.org.uk
Telephone: 01223 553998
Visit our subject pages to find out more about the
assessment package and resources available to Join our Science community:
support your teaching. The science team also release http://social.ocr.org.uk/
a termly newsletter Science Spotlight (despatched to
centres and available from our subject pages). Check what CPD events are available:
www.cpdhub.ocr.org.uk
If you are not already a registered OCR centre then
you can find out more information on the benefits of Follow us on Twitter:
becoming one at: www.ocr.org.uk https://twitter.com/ocr_science
© OCR 2016
4 GCSE (9–1) in Physics B (Twenty First Century Science)
2 The specification overview
2a. OCR’s GCSE (9–1) in Physics B (Twenty First Century Science) (J259)
Learners are entered for either Foundation Tier (components 01 and 02) or Higher Tier (components 03 and 04)
to be awarded the OCR GCSE (9–1) in Physics B (Twenty First Century Science).
Breadth in physics
Content is split into eight teaching chapters:
• Chapter P1: Radiation and waves
J259/03 50%
• Chapter P2: Sustainable energy 90 marks of total
1 hour 45 minutes
•
•
Chapter P3: Electric circuits
Chapter P4: Explaining motion Written paper GCSE
• Chapter P5: Radioactive materials
• Chapter P6: Matter – models and Depth in physics
explanations J259/04 50%
•
•
Chapter P7: Ideas about Science
Chapter P8:Practical Skills
90 marks of total
1 hour 45 minutes
Both papers assess content from all eight chapters. Written paper GCSE
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) 5
2b. Content of GCSE (9–1) in Physics B
(Twenty First Century Science) (J259)
Layout of specification content define the requirements for assessment and any
contexts given in the narratives may also be assessed.
The specification content is divided into eight
chapters. The first six chapters describe the science Within each chapter:
2 content to be taught and assessed. The seventh
chapter describes the Ideas about Science that An overview summarises the science ideas included
should be taught; this will be assessed in contexts in the chapter, explaining why these ideas are
from any of the preceding chapters. The Ideas relevant to learners living in the 21st century and
about Science cover the requirements of Working why it is desirable for learners to understand them.
Scientifically. The final chapter describes the
requirements for practical skills. Following the overview is a summary of the knowledge
and understanding that learners should have gained
In the specification, the content that is assessable is from study at Key Stages 1 to 3. Some of these ideas
presented in two columns: the teaching and learning are repeated in the content of the specification and
narrative and the assessable learning outcomes. while this material need not be retaught, it can be
The narrative summarises the science story and drawn upon to develop ideas at GCSE (9–1).
provides context for the assessable learning
outcomes thereby supporting the teaching of the Learning at GCSE (9–1) is described in the tables that
specification. The assessable learning outcomes follow:
The Assessment Objectives in Section 3b make clear the range of ways in which learners will be required to
demonstrate their knowledge and understanding in the assessments, and the Sample Assessment Materials
(provided on the OCR website at www.ocr.org.uk) provide examples.
© OCR 2016
6 GCSE (9–1) in Physics B (Twenty First Century Science)
Physics key ideas
Physics is the science of the fundamental concepts • the concept of cause and effect in explaining
of field, force, radiation and particle structures, such links as those between force and
which are inter-linked to form unified models of acceleration, or between changes in atomic
the behaviour of the material universe. From such nuclei and radioactive emissions
models, a wide range of ideas, from the broadest
issue of the development of the universe over time • the phenomena of ‘action at a distance’ and
to the numerous and detailed ways in which new the related concept of the field as the key to 2
technologies may be invented, have emerged. These analysing electrical, magnetic and gravitational
have enriched both our basic understanding of, and effects
our many adaptations to, our material environment.
• that differences, for example between
Learners should be helped to understand how, pressures or temperatures or electrical
through the ideas of physics, the complex and diverse potentials, are the drivers of change
phenomena of the natural world can be described
in terms of a small number of key ideas which are • that proportionality, for example between
of universal application and which include: weight and mass of an object or between
force and extension in a spring, is an important
• the use of models, as in the particle model aspect of many models in science
of matter or the wave models of light and of
sound • that physical laws and models are expressed in
mathematical form.
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) 7
2
A summary of the content for the GCSE (9–1) Physics B (Twenty First Century Science) course is as follows:
8
Chapter P1: Radiation and waves Chapter P2: Sustainable energy Chapter P3: Electric circuits
P1.1 What are the risks and benefits of using P2.1 How much energy do we use? P3.1 What is electric charge? (separate science only)
radiations? P2.2 How can electricity be generated? P3.2 What determines the current in an electric circuit?
P1.2 What is climate change and what is the P3.3 How do series and parallel circuits work?
evidence for it? P3.4 What determines the rate of energy transfer in a circuit?
P1.3 How do waves behave? P3.5 What are magnetic fields?
P1.4 What happens when light and sound meet P3.6 How do electric motors work?
different materials? (separate science only) P3.7 What is the process inside an electric generator?
(separate science only)
Chapter P4: Explaining motion Chapter P5: Radioactive materials Chapter P6: Matter – models and explanations
P4.1 What are forces? P5.1 What is radioactivity? P6.1 How does energy transform matter?
P4.2 How can we describe motion? P5.2 How can radioactive materials be P6.2 How does the particle model explain the effects of
P4.3 What is the connection between forces and used safely? heating?
motion? P5.3 How can radioactive materials be P6.3 How does the particle model relate to material under
P4.4 How can we describe motion in terms of used to provide energy? stress?
energy transfers? (separate science only) P6.4 How does the particle model relate to pressure in fluids?
(separate science only)
P6.5 How can scientific models help us understand the Big
Bang? (separate science only)
GCSE (9–1) in Physics B (Twenty First Century Science)
From study at Key Stages 1 to 3 learners should: • know that sound is produced when objects
vibrate and that sound waves are detected by
• have observed waves on water, spring, and the vibrations they cause
strings • know some of the similarities and differences
• know the meaning of the terms longitudinal, between light waves and waves in matter
transverse, superposition, and frequency, in the • be able to use a ray model of light to describe
context of waves and explain reflection in mirrors, refraction and
• know that sound waves are longitudinal and dispersion by glass and the action of convex
need a medium to travel through and that lenses
sound travels at different speeds in solids, in • know that light incident on a surface may be
water, and in air absorbed, scattered, or reflected, and that light
transfers energy from a source to an absorber,
where it may cause a chemical or electrical effect.
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) 9
2
Learning about Radiation and Waves at GCSE (9–1)
10
2
3
1
12
P1.2 What is climate change and what is the evidence for it?
made (IaS3).
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
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2
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P1.4 What happens when light and sound meet different materials? (separate science only)
2
2
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P1.4 What happens when light and sound meet different materials? (separate science only)
From study at Key Stages 1 to 3 learners should: • have considered a variety of processes that
involve transferring energy, including heating,
• have compared energy uses and costs in changing motion, burning fuels and changing
domestic contexts, including calculations using position in a field.
a variety of units
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) 17
2
1
Learning about sustainable energy at GCSE (9–1)
18
thermal stores. 6. explain ways of reducing unwanted energy transfer e.g. through lubrication,
The power of an appliance or device is a thermal insulation
measure of the amount of energy it transfers 7. describe the effects, on the rate of cooling of a building, of thickness and
each second, i.e. the rate at which it transfers thermal conductivity of its walls
energy. qualitative only
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
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2
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neutral and earth mains wires, and the potential Ideas about Science
The demand for energy is continually increasing and
differences between these wires; hence explain that a • Discuss the risks and benefits of
this raises issues about the availability and
live wire may be dangerous even when a switch in a different ways of generating
sustainability of energy sources and the environmental
mains circuit is open, and explain the dangers of electricity and why different
effects of using these sources. The introduction and
providing any connection between the live wire and any decisions on the same issue
development of new energy sources may provide new
earthed object might be appropriate
opportunities but also introduce technological and
(IaS4.3–4.6, 4.11).
environmental challenges. The decisions about the 7. explain patterns and trends in the use of energy
energy sources that are used may be different for resources in domestic contexts, workplace contexts,
different people in different contexts (IaS4). and national contexts
M2c
© OCR 2016
Chapter P3: Electric circuits
From study at Key Stages 1 to 3 learners should: that conducts an electric current and be able
to predict the current in branches of a parallel
• be familiar with the basic properties of circuit
magnets, and use these to explain and predict • understand the idea of voltage as a measure
observations of the ‘strength’ of a battery or power supply
• know that there is a magnetic field close to any • know that electrical resistance is measured in
wire carrying an electric current ohms and can be calculated by dividing the
• be aware of the existence of electric charge, voltage across the component by the current
and understand how simple electrostatic through it
phenomena can be explained in terms of the • know that the power ratings of electrical
movement of electrons between and within appliances are related to the rate at which the
objects appliances transfers energy.
• understand the idea of an electric circuit (a
closed conducting loop containing a battery)
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) 21
2
Learning about electric circuits at GCSE (9–1)
22
2
2
24
investigate the
qualitative only
When two or more resistors are placed in series the effective resistance behaviour of a
of the combination (equivalent resistance) is equal to the sum of their 4. solve problems for circuits which include resistors in variety of
resistances, because the battery has to move charges through all of them. series, using the concept of equivalent resistance M1c, components.
Two (or more) resistors in parallel provide more paths for charges to M3b, M3c, M3d • Design and
move along than either resistor on its own, so the effective resistance is 5. explain the design and use of d.c. series circuits for construct electric
less. measurement and testing purposes including exploring circuits to use a
the effect of: sensor for a
Some components are designed to change resistance in response to particular
changes in the environment e.g. the resistance of an LDR varies with light a) changing current in filament lamps, diodes,
thermistors and LDRs purpose.
© OCR 2016
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2
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wire. Winding the wire into a coil (solenoid) makes the magnetic field Ideas about Science
8. explain how the magnetic effect of a solenoid can
stronger, as the fields of each turn add together. Winding the coil • Developments of
be increased
around an iron core makes a stronger magnetic field and an electromagnets have
electromagnet that can be switched on and off. 9. explain how a solenoid can be used to generate led to major changes in
sound in loudspeakers and headphones people’s lives, including
In loudspeakers and headphones the magnetic field produced due to a
(separate science only) applications in
current through a coil interacts with the field of a permanent magnet.
communications
The 19th century discovery of this electromagnetic effect led systems, MRI scanners
quickly to the invention of a number of magnetic devices, including and on cranes in
electromagnetic relays, which formed the basis of the telegraph scrapyards.
© OCR 2016
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P3.7 What is the process inside an electric generator? (separate science only)
P3.7 What is the process inside an electric generator? (separate science only)
2
Chapter P4: Explaining motion
From study at Key Stages 1 to 3 learners should: • use arrows to indicate the different forces
acting on objects, and predict the net force
• describe motion using words and with when two or more forces act on an object
distance–time graphs • know that the forces due to gravity, magnetism
• use the relationship average speed = distance ÷ and electric charge are all non-contact forces
time • understand how the forces acting on an object
• identify the forces when two objects in contact can be used to explain its motion.
interact; pushing, pulling, squashing, friction,
turning
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
© OCR 2016
30 GCSE (9–1) in Physics B (Twenty First Century Science)
Learning about motion at GCSE (9–1)
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
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the area under the line on a speed-time graph. M1a, M1c, M3b, M3c, M3d
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
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In situations where the resultant force on a moving object is not 5. select and apply Newton’s second law in calculations
in the line of motion, the force will cause a change in direction. relating force, change in momentum and time:
If the force is perpendicular to the direction of motion the change of momentum (kg m/s) =
object will move in a circle at a constant speed – the speed resultant force (N) × time for which it acts (s)
doesn’t change but the velocity does. For example, a planet in M1c, M3b, M3c, M3d
orbit around the Sun – gravity acts along the radius of the 6. apply Newton’s first law to explain the motion of objects
orbit, at right angles to the planet’s path. moving with uniform velocity and also the motion of
objects where the speed and/or direction changes
7. explain with examples that motion in a circular orbit
© OCR 2016
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accelerations occur
(separate science only)
M1d, M2b, M2h, M3c
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
If friction and air resistance can be ignored, an object’s 5. make calculations of the energy transfers associated with changes
store of kinetic energy changes by an amount equal to the in a system, recalling relevant equations for mechanical processes
work done on it by an applied force; in practice air M1a, M1c, M3c
resistance or friction will cause the gain in kinetic energy to 6. calculate relevant values of stored energy and energy transfers;
be less than the work done on it by an applied force in the convert between newton-metres and joules
direction of motion, because some energy is dissipated M1c, M3c
through heating.
37
2
2
38
There is no formal learning about radioactivity before • recall that gamma rays are emitted from the
Key Stage 4, but learners will have ideas about nuclei of atoms
radioactivity, nuclear energy and radiation from • be able to describe how ionising radiation can
everyday language. From Topic P1.2 learners should: have hazardous effects, notably on human
bodily tissues.
• recall that in each atom its electrons are
arranged at different distances from the
nucleus
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science) 39
2
1
Learning about radioactivity at GCSE (9–1)
40
Atoms are small – about 10–10 m across, and the nucleus is at the neutrons, these are called isotopes the half-life of a
centre, about a hundred-thousandth of the diameter of the atom. 6. use the conventional representation to show the radioactive isotope.
differences between isotopes, including their • Use a random event
Each atom has a nucleus at its centre and that nucleus is made of such as dice-throwing
protons and neutrons. For an element, the number of the protons is identity, charge and mass
to model radioactive
always the same but the number of neutrons may differ. Forms of the 7. recall that some nuclei are unstable and may emit decay.
same element with different numbers of neutrons are called the alpha particles, beta particles, or neutrons, and
isotopes of the element. electromagnetic radiation as gamma rays
Interpreting the unexpected results of the Rutherford-Geiger-Marsden 8. relate emissions of alpha particles, beta particles,
experiment required imagination to consider a new model of the atom. or neutrons, and gamma rays to possible changes
© OCR 2016
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Teaching and learning narrative Assessable learning outcomes Linked learning opportunities
Learners will be required to:
Ionising radiation can damage living cells and these 1. recall the differences in the penetration properties of alpha Specification links:
may be killed or may become cancerous, so radioactive particles, beta particles and gamma rays • What are the risks and benefits
materials must be handled with care. In particular, a of using electromagnetic
2. recall the differences between contamination and
radioactive material taken into the body radiations? (P1.2)
irradiation effects and compare the hazards associated with
(contamination) poses a higher risk than the same
each of these Practical work
material outside as the material will continue to emit
• Collect and interpret data to
ionising radiation until it leaves the body. 3. describe the different uses of nuclear radiations for
show the penetration
exploration of internal organs, and for control or
Whilst ionising radiation can cause cancer, it can also properties of ionising
destruction of unwanted tissue
be used for imaging inside the body and to kill radiations.
cancerous cells. 4. explain how ionising radiation can have hazardous effects,
Ideas about Science
notably on human bodily tissues
Doctors and patients need to consider the risks and • Discuss ideas about correlation
benefits when using ionising radiation to treat 5. explain why the hazards associated with radioactive and cause in the context of
diseases. material differ according to the radiation emitted and the links between ionising
half-life involved radiation and cancer (IaS3).
• Discuss the uses of ionising
radiation, with reference to its
risks and benefits (IaS4).
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
P5.3 How can radioactive materials be used to provide energy? (separate science only)
2
Chapter P6: Matter – models and explanations
Learning about matter and the particle model before GCSE (9–1)
From study at Key Stages 1 to 3 learners should: force is applied, and make a link between the
work done and energy transfer during
• be able to use a particulate model of matter to compression or extension
explain states of matter and changes of state • have investigated pressure in liquids and
• have investigated stretching and compressing related this to floating and sinking
materials and identifying those that obey • be able to relate atmospheric pressure to the
Hooke’s law weight of air overhead.
• be able to describe how the extension or
compression of an elastic material changes as a
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
© OCR 2016
44 GCSE (9–1) in Physics B (Twenty First Century Science)
Learning about Matter at GCSE (9–1)
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
Teaching and learning narrative Assessable learning outcomes Linked learning opportunities
Learners will be required to:
It took the insight of a number of eighteenth 1. a) define density Specification links
and nineteenth century scientists to appreciate b) describe how to determine the densities of solid and • How much energy do we use?
that heat and work were two aspects of the liquid objects using measurements of length, mass and (P2.1)
same quantity, which we call energy. Careful volume • What determines the rate of
experiments devised by Joule showed that equal M1c, M5c energy transfer in a circuit? (P3.4)
amounts of mechanical work would always PAG1 • How can we describe motion in
produce the same temperature rise. terms of energy transfers? (P4.4)
2. recall and apply the relationship between density, mass and
Energy can be supplied to raise the temperature volume to changes where mass is conserved: Practical work
of a substance by heating using a fuel, or an density (kg/m3) = mass (kg) ÷ volume (m3) • Devise a method to measure the
electric heater, or by doing work on the material. M1a, M1b, M1c, M3c density of irregular objects.
• Measure the specific heat capacity
Mass – the amount of matter in an object – 3. describe the energy transfers involved when a system is of a range of substances such as
depends on its volume and the density of the changed by heating (in terms of temperature change and water, copper, aluminium.
material of which it consists. specific heat capacity) • Measure the latent heat of fusion
The temperature rise of an object when it is 4. define the term specific heat capacity and distinguish of a substance in the solid state
heated depends on its mass and the amount of between it and the term specific latent heat and the latent heat of vaporisation
energy supplied. Different substances store of a substance in the liquid state.
different amounts of energy per kilogram for 5. a) select and apply the relationship between change in • Show that the same amount of
each °C temperature rise – this is called the internal energy of a material and its mass, specific heat work always results in the same
specific heat capacity of the material. capacity and temperature: temperature rise.
change in internal energy (J) = mass (kg) × specific heat • Collect data, plot and interpret
capacity (J/kg°C) × change in temperature (°C) graphs that show how the
M1a, M1c, M3d temperature of a substance
b) explain how to safely use apparatus to determine the changes when heated by a
specific heat capacity of materials constant supply of energy.
PAG5
45
2
2
46
Teaching and learning narrative Assessable learning outcomes Linked learning opportunities
Learners will be required to:
When a substance in the solid state is heated its 6. select and apply the relationship between energy needed to Ideas about Science
temperature rises until it reaches the melting cause a change in state, specific latent heat and mass: • Describe and explain how careful
point of the substance, but energy must continue energy to cause a change of state (J) = mass (kg) × specific experimental strategy can yield
to be supplied for the solid to melt. Its latent heat (J/kg) high quality data (IaS1).
temperature does not change while it melts, and M1a, M1c, M3d • Describe and explain an example
the change in density on melting is very small. of how developing a new scientific
7. describe all the changes involved in the way energy is stored
Similarly as a substance in the liquid state is explanation takes creative thinking
when a system changes, and the temperature rises, for
heated its temperature rises until it reaches (IaS3).
example: a moving object hitting an obstacle, an object
boiling point; its temperature does not change,
slowing down, water brought to a boil in an electric kettle
although energy continues to be supplied while it
boils. The change in density on boiling is very 8. make calculations of the energy transfers associated with
great; a small volume of liquid produces a large changes in a system when the temperature changes,
volume of vapour. recalling or selecting the relevant equations for mechanical,
electrical, and thermal processes
Different substances require different amounts of
M1a, M1c, M2a, M3b, M3c, M3d
energy per kilogram to change the state of the
substance – this is called the specific latent heat
of the substance.
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
P6.2 How does the particle model explain the effects of heating?
2
2
48
P6.3 How does the particle model relate to material under stress?
P6.4 How does the particle model relate to pressures in fluids? (separate science only)
2
2
1
50
P6.4 How does the particle model relate to pressures in fluids? (separate science only)
P6.5 How can scientific models help us understand the Big Bang? (separate science only)
2
Chapter P7: Ideas about Science
In order to make sense of the scientific ideas that • although particular Ideas about Science have
learners encounter in lessons and in everyday life been linked to particular contexts throughout
outside of school, they need an understanding of how the specification as examples, the assessable
science explanations are developed, the kinds of learning outcomes in this chapter should be
2 evidence and reasoning behind them, their strengths developed, and will be assessed, in any context
and limitations, and how far we can rely on them. from chapters P1–P6
Learners also need opportunities to consider the • the assessable learning outcomes in this
impacts of science and technology on society, and chapter will be assessed in all of the written
how we respond individually and collectively to new examination papers
ideas, artefacts and processes that science makes
possible. • terms associated with measurement and data
analysis are used in accordance with their
It is intended that the Ideas about Science will help definitions in the Association of Science
learners understand how scientific knowledge is Education publication The Language of
obtained, how to respond to science stories and Measurement (2010).
issues in the world outside the classroom, and the
impacts of scientific knowledge on society.
From study at Key Stages 1 to 3 learners should: • have devised and carried out scientific
enquiries, in which they have selected the
• understand that science explanations are based most appropriate techniques and equipment,
on evidence and that as new evidence is collected and analysed data and drawn
gathered, explanations may change conclusions.
Tiering
Statements shown in bold type will only be tested in All other statements will be assessed in both
the Higher Tier papers. Foundation and Higher Tier papers.
© OCR 2016
52 GCSE (9–1) in Physics B (Twenty First Century Science)
GCSE (9–1) in Physics B (Twenty First Century Science)
© OCR 2016
2
2
54
Mathematical comparisons between results and 5. when processing data interconvert units
statistical methods can help with further analysis. 6. when processing data use an appropriate number of significant
figures
M2a
7. when displaying data graphically select an appropriate graphical
form, use appropriate axes and scales, plot data points correctly,
draw an appropriate line of best fit, and indicate uncertainty
GCSE (9–1) in Physics B (Twenty First Century Science)
2
2
1
56
As more evidence becomes available, a hypothesis may be Nuclear model of the atom
modified and may eventually become an accepted explanation or (P5.1)
theory. The link between work, heat
A scientific theory is a general explanation that applies to a large and temperature (P6.2)
number of situations or examples (perhaps to all possible ones),
which has been tested and used successfully, and is widely
accepted by scientists. A scientific explanation of a specific event
© OCR 2016
2
2
58
over-estimate the risk of unfamiliar things (like flying as compared differences in personal, social, economic or biodiversity (B6.4) technologies
with cycling), and of things whose effect is invisible or long-term (like environmental context, and be able to make that use ionising radiation
ionising radiation). decisions based on the evaluation of evidence (P1.2, P5.2);
Some forms of scientific research, and some applications of scientific and arguments
energy sources to generate
knowledge, have ethical implications. In discussions of ethical issues, 5. distinguish questions that could in principle be electricity (P3.2, P3.3, P5.3);
a common argument is that the right decision is one which leads to answered using a scientific approach, from those car safety (P4.3);
the best outcome for the greatest number of people. that could not; where an ethical issue is involved
clearly state what the issue is and summarise the use of ionising radiation to
Scientists must communicate their work to a range of audiences, treat disease (P5.2)
including the public, other scientists, and politicians, in ways that can different views that may be held
© OCR 2016
be understood. This enables decision-making based on information 6. explain why scientists should communicate their
about risks, benefits, costs and ethical issues. work to a range of audiences.
Chapter P8: Practical skills
It is compulsory that learners complete at least eight learning outcomes’ column. These can count towards
practical activities. each PAG. We are expecting that centres will provide
learners with opportunities to carry out a wide range
OCR has split the requirements from the Department
for Education ‘Biology, chemistry and physics GCSE
of practical activities during the course. These can be
the ones described in the specification or can be 2
subject content, July 2015’ – Appendix 4 into eight practicals that are devised by the centre. Activities
Practical Activity Groups or PAGs. can range from whole investigations to simple starters
and plenaries.
The Practical Activity Groups allow centres flexibility
in their choice of activity. Whether centres use OCR It should be noted that the practicals described in the
suggested practicals or centre-substituted practicals, specification need to be covered in preparation for
they must ensure completion of at least eight practical the questions in the written examinations that will
activities and each learner must have had the assess practical skills. No less than 15% of the
opportunity to use all of the apparatus and techniques questions will assess practical skills. Learners also
described in the following tables of this chapter. need to be prepared to answer questions using their
knowledge and understanding of practical techniques
The tables illustrate the apparatus and techniques and procedures in written papers.
required for each PAG and an example practical that
may be used to contribute to the PAG. It should be Safety is an overriding requirement for all practical
noted that some apparatus and techniques can be work. Centres are responsible for ensuring
used in more than one PAG. It is therefore important appropriate safety procedures are followed whenever
that teachers take care to ensure that learners do their learners complete practical work.
have the opportunity to use all of the required
apparatus and techniques during the course with Use and production of appropriate scientific diagrams
the activities chosen by the centre. to set up and record apparatus and procedures used
in practical work is common to all science subjects
Within the specification there are a number of and should be included wherever appropriate.
practicals that are described in the ‘Assessable
OCR will review the practical activities detailed in If any revision to the practical activities is made, OCR
Chapter P8 of this specification following any will produce an amended specification which will be
revision by the Secretary of State of the apparatus or published on the OCR website. OCR will then use the
techniques published specified in respect of the GCSE following methods to communicate the amendment
Physics B (Twenty First Century Science) qualification. to Centres such as a Notice to Centres sent to all
Examinations Officers, e-alerts to Centres that have
OCR will revise the practical activities if appropriate. registered to teach the qualification and social media
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GCSE (9–1) in Physics B (Twenty First Century Science) 59
The following list includes opportunities for choice and use of appropriate laboratory apparatus for a variety of
experimental problem-solving and/or enquiry based activities.
Example of a suitable
physics activity
Practical
(a range of practicals
Activity
Apparatus and techniques that the practical must use or cover are included in the
Group
specification and
(PAG)
centres can devise
their own activity) *
* 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 DfE: Biology,
chemistry and physics GCSE subject content, July 2015 Appendix 4.
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60 GCSE (9–1) in Physics B (Twenty First Century Science)
Choice of activity
Centres can include additional apparatus and Where Centres devise their own practical activities
techniques within an activity beyond those listed as to cover the apparatus and techniques listed above,
the minimum in the above tables. Learners must the practical must cover all the requirements and
complete a minimum of eight practicals covering all be of a level of demand appropriate for GCSE.
the apparatus and techniques listed. Each set of apparatus and techniques described
in the middle column can be covered by more than
The apparatus and techniques can be covered: one Centre devised practical activity e.g. “Use of 2
appropriate apparatus to make and record a range
(i) by using OCR suggested activities (provided as of measurements accurately, including length, area,
resources) mass, time, volume and temperature. Use of such
(ii) through activities devised by the Centre. measurements to determine densities of solid and
liquid objects.” could be split into two or more
Centres can receive guidance on the suitability activities (rather than one).
of their own practical activities through our
free practical activity consultancy service.
E-mail: ScienceGCSE@ocr.org.uk
Centres must provide a written practical science Centres should retain records confirming points (a) to
statement confirming that reasonable opportunities (b) above as they may be requested as part of the JCQ
have been provided to all learners being submitted inspection process. Centres must provide practical
for entry within that year’s set of assessments to science opportunities for their learners. This does not
undertake at least eight practical activities. go so far as to oblige centres to ensure that all of
their learners take part in all of the practical science
To aid administration within centres we have opportunities. There is always a risk that an individual
combined the practical science statement learner may miss the arranged practical science work,
requirement with the Head of Centre Annual for example because of illness. It could be costly for
Declaration. By signing the Head of Centre Annual the centre to run additional practical science
Declaration (see Section 4c) the centre is confirming opportunities for the learner.
that they have taken reasonable steps to secure that
each learner: However, the opportunities to take part in the
specified range of practical work must be given to all
a) has completed the practical activities set by learners. Learners who do not take up the full range
OCR as detailed in Chapter P8 of opportunities may be disadvantaged as there will
b) has made a contemporaneous record of: be questions on practical science in the GCSE Physics
(i) the work which the learner has undertaken B (Twenty First Century Science) assessment.
during those practical activities, and
(ii) the knowledge, skills and understanding Any failure by a centre to provide a practical science
which that learner has derived from those statement to OCR in a timely manner (by means of
practical activities. the Head of Centre Annual Declaration) will be
treated as malpractice and/or maladministration
[under General Condition A8 (Malpractice and
maladministration)].
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GCSE (9–1) in Physics B (Twenty First Century Science) 61
2d. Prior knowledge, learning and progression
• Learners in England who are beginning a GCSE • GCSEs (9–1) are qualifications that enable
(9–1) course are likely to have followed a Key learners to progress to further qualifications
Stage 3 programme of study. either Vocational or General.
• There are no prior qualifications required in There are a number of Science specifications at OCR.
order for learners to enter for a GCSE (9–1) in Find out more at www.ocr.org.uk
2 Physics B (Twenty First Century Science).
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62 GCSE (9–1) in Physics B (Twenty First Century Science)
3 Assessment of GCSE (9–1) in Physics B
(Twenty First Century Science)
Assessment approach 3
The assessment of the content of Physics B (Twenty Depth paper: this paper can assess content from
First Century Science) is achieved using two across the whole specification. The focus of the
components at each tier. Depth paper is to allow learners to demonstrate their
depth of understanding of specific aspects of the
Breadth paper: this paper can assess content from content. This will be achieved by the inclusion of some
across the whole specification. The paper will include short answer response questions. These will include
short answer response questions. These will include structured questions, calculations and questions based
structured questions, calculations and questions on practical skills. The paper will have at least two
based on practical skills. Extended response questions extended response questions marked using Level of
are not found on the Breadth paper. Response mark schemes, each with a total of 6 marks.
These components, one at Foundation Tier and one content from across all teaching chapters P1 to P7.
at Higher Tier, are each worth 90 marks and assess Learners answer all the questions.
These components, one at Foundation Tier and one content from across all teaching chapters P1 to P7.
at Higher Tier, are each worth 90 marks and assess Learners answer all the questions.
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GCSE (9–1) in Physics B (Twenty First Century Science) 63
3b. Assessment objectives (AO)
There are three Assessment Objectives in OCR GCSE These are detailed in the table below.
(9–1) in Physics B (Twenty First Century Science).
Weighting (%)
Assessment Objectives
Higher Foundation
3 AO1 •
•
scientific ideas
scientific techniques and procedures
Apply knowledge and understanding of: 40 40
AO2 • scientific ideas
• scientific enquiry, techniques and procedures
Analyse information and ideas to: 20 20
The relationship between the Assessment Objectives and the components are shown in the following table:
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64 GCSE (9–1) in Physics B (Twenty First Century Science)
3c. Tiers
This scheme of assessment consists of two tiers: the Higher Tier option for learners who are a small
Foundation Tier and Higher Tier. Foundation Tier number of marks below the grade 3/4 boundary.
assesses grades 5 to 1 and Higher Tier assesses Learners must be entered for either the Foundation
grades 9 to 4. An allowed grade 3 may be awarded on Tier or the Higher Tier.
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GCSE (9–1) in Physics B (Twenty First Century Science) 65
3h. Calculating qualification results
A learner’s overall qualification grade for OCR GCSE to the qualification level grade boundaries for the
(9–1) in Physics B (Twenty First Century Science) will entry option taken by the learner and for the relevant
be calculated by adding together their marks from exam series to determine the learner’s overall
the two components taken to give their total qualification grade.
weighted mark. This mark will then be compared
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66 GCSE (9–1) in Physics B (Twenty First Century Science)
4 Admin: what you need to know
The information in this Topic is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website.
officer. All of the following processes require you to
submit something to OCR by a specific deadline. OCR’s Admin overview is available on the OCR website
at http://www.ocr.org.uk/administration.
4a. Pre-assessment
Estimated entries
Estimated entries are your best projection of the should be submitted to OCR by the specified
number of learners who will be entered for a deadline. They are free and do not commit your
qualification in a particular series. Estimated entries centre in any way.
Final entries
4
Final entries provide OCR with detailed data for each All learners taking a GCSE (9–1) in Physics B (Twenty
learner, showing each assessment to be taken. It is First Century Science) must be entered for one of the
essential that you use the correct entry code, following entry options:
considering the relevant entry rules.
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GCSE (9–1) in Physics B (Twenty First Century Science) 67
4c. External assessment arrangements
Regulations governing examination arrangements are Learners are permitted to use a scientific or graphical
contained in the JCQ Instructions for conducting calculator for components 01, 02, 03 and 04.
examinations. Calculators are subject to the rules in the document
Instructions for Conducting Examinations published
annually by JCQ (www.jcq.org.uk).
The Head of Centre is required to provide a Please see the JCQ publication Instructions for
declaration to the JCQ as part of the annual NCN conducting non-examination assessments for further
update, conducted in the autumn term, that they are information.
both aware of and adhering to JCQ regulations and
are meeting the obligations laid down by the Any failure by a centre to provide the Head of Centre
4 awarding organisations. This includes confirmation
that all candidates at the centre have had the
Annual Declaration will result in your centre status
being suspended and could lead to the withdrawal of
opportunity to undertake the prescribed practical our approval for you to operate as a centre. In
activities. addition, for GCSE Sciences, failure to return the Head
of Centre Annual Declaration, also constitutes failure
A signed copy of this declaration must be retained to return a practical science statement (see Chapter
within your centre and may be requested as part of B8) which will be treated as malpractice and/or
the JCQ inspection process. maladministration [under General Condition A8
(Malpractice and maladministration)].
Private candidates
Private candidates may enter for OCR assessments. There is no direct assessment of the practical skills
part of the course. However, learners will need to
A private candidate is someone who pursues a course have completed the activities to prepare fully for the
of study independently but takes an examination or written examinations as there will be questions that
assessment at an approved examination centre. A assess practical skills.
private candidate may be a part-time student,
someone taking a distance learning course, or Private candidates need to contact OCR approved
someone being tutored privately. They must be based centres to establish whether they are prepared to
in the UK. host them as a private candidate. The centre may
charge for this facility and OCR recommends that the
The GCSE Physics B (Twenty First Century Science) arrangement is made early in the course.
qualification requires learners to complete eight
practical activities. These practical activities are an Further guidance for private candidates may be found
essential part of the course and will allow learners to on the OCR website: http://www.ocr.org.uk.
develop skills for further study or employment as well
as imparting important knowledge that is part of the
specification.
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68 GCSE (9–1) in Physics B (Twenty First Century Science)
4d. Results and certificates
Grade scale
GCSE (9–1) qualifications are graded on the scale: Only subjects in which grades 9 to 1 are attained will
9–1, where 9 is the highest. Learners who fail to reach be recorded on certificates.
the minimum standard of 1 will be Unclassified (U).
Results
Results are released to centres and learners for The following supporting information will be available:
information and to allow any queries to be resolved
before certificates are issued. • raw mark grade boundaries for each
component
Centres will have access to the following results
information for each learner: • weighted mark grade boundaries for each entry
option.
4
• the grade for the qualification
Until certificates are issued, results are deemed to be
• the raw mark for each component provisional and may be subject to amendment.
• the total weighted mark for the qualification. A learner’s final results will be recorded on an OCR
certificate. The qualification title will be shown on the
certificate as ‘OCR Level 1/2 GCSE (9–1) in Physics B
(Twenty First Century Science)’.
4f. Malpractice
Any breach of the regulations for the conduct as soon as it is detected. Detailed information on
of examinations and non-exam assessment malpractice can be found in the JCQ publication
may constitute malpractice (which includes Suspected Malpractice in Examinations and
maladministration) and must be reported to OCR Assessments: Policies and Procedures.
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GCSE (9–1) in Physics B (Twenty First Century Science) 69
5 Appendices
Grade descriptors for GCSE (9–1) single science (biology, chemistry and physics) and combined science:
• demonstrate relevant and comprehensive knowledge and understanding and apply these correctly to
both familiar and unfamiliar contexts using accurate scientific terminology
• critically analyse qualitative and quantitative data to draw logical, well-evidenced conclusions
4 • critically evaluate and refine methodologies, and judge the validity of scientific conclusions.
• demonstrate mostly accurate and appropriate knowledge and understanding and apply these mostly
correctly to familiar and unfamiliar contexts, using mostly accurate scientific terminology
• analyse qualitative and quantitative data to draw plausible conclusions supported by some evidence
• demonstrate some relevant scientific knowledge and understanding using limited scientific terminology
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70 GCSE (9–1) in Physics B (Twenty First Century Science)
5b. Overlap with other qualifications
There is a small degree of overlap between the between the specifications may allow for some
content of this specification and those for GCSE (9–1) co-teaching, particularly in the area of working
in Combined Science B, GCSE (9–1) in Chemistry B scientifically.
and GCSE (9–1) in Biology B courses. The links
5c. Accessibility
Reasonable adjustments and access arrangements The GCSE (9–1) qualification and subject criteria have
allow learners with special educational needs, been reviewed in order to identify any feature which
disabilities or temporary injuries to access the could disadvantage learners who share a protected
assessment and show what they know and can do, Characteristic as defined by the Equality Act 2010.
without changing the demands of the assessment. All reasonable steps have been taken to minimise any
Applications for these should be made before the such disadvantage.
examination series. Detailed information about
eligibility for access arrangements can be found
in the JCQ Access Arrangements and Reasonable
Adjustments. 5
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GCSE (9–1) in Physics B (Twenty First Century Science) 71
5d. Units in science
It is expected that learners will show understanding They will be able to use them in qualitative work and
of the SI base units and derived units listed below. calculations. These units and their associated
quantities are dimensionally independent.
SI base units
Physical quantity Unit Unit
Length Metre m
Mass kilogram kg
Time second s
Temperature kelvin K
Current Ampere A
Amount of a substance mole mol
5 SI derived units
Physical quantity Unit(s) Unit(s)
Area squared metre m2
Volume cubic metre; litre; cubic decimetre m3; l; dm3
Density kilogram per cubic metre kg/m3
Temperature degree Celsius o
C
Pressure Pascal Pa
Specific heat capacity joule per kilogram per degree Celsius J/kgoC
Specific latent heat joule per kilogram J/kg
Speed metre per second m/s
Force Newton N
Gravitational field strength newton per kilogram N/kg
Acceleration metre per squared second m/s2
Frequency hertz Hz
Energy joule J
Power watt W
Electric charge coulomb C
Electric potential difference volt V
Electric resistance ohm Ω
Magnetic flux density tesla T
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72 GCSE (9–1) in Physics B (Twenty First Century Science)
5e. Mathematical skills
The mathematical skills required for the GCSE (9–1) in Biology (B), Chemistry (C), Physics (P) and Combined
Science (CS) are shown in the table below.
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GCSE (9–1) in Physics B (Twenty First Century Science) 73
5f. Mathematical skills requirement
In order to be able to develop their skills, knowledge In the Higher Tier question papers, the questions that
and understanding in GCSE (9–1) in Physics B assess mathematical skills will not be lower demand
(Twenty First Century Science), learners need to than that of questions and tasks in the assessment
have been taught, and to have acquired competence for the Foundation Tier in a GCSE qualification in
in, the appropriate areas of mathematics relevant Mathematics.
to the subject as indicated in the table of coverage
below. The assessment of quantitative skills would include
at least 30% GCSE (or above) mathematical skills at
The questions and tasks used to target mathematical the appropriate tier for physics.
skills will be at a level of demand that is appropriate
These skills will be applied in the context of the
to GCSE (9–1) Physics.
relevant physics.
In the Foundation Tier question papers, the questions All mathematical content will be assessed within the
that assess mathematical skills will not be of a lower lifetime of the specification.
demand than that which is expected of learners
at Key Stage 3, as outlined in the Department for This list of examples is not exhaustive and is not
Education’s document “Mathematics programme limited to GCSE examples. These skills could be
5 of study: key stage 3”. developed in other areas of specification content
from those indicated.
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74 GCSE (9–1) in Physics B (Twenty First Century Science)
Mathematical skills Specification reference
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GCSE (9–1) in Physics B (Twenty First Century Science) 75
5g. Health and safety
In UK law, health and safety is primarily the Where an employer has adopted model risk
responsibility of the employer. In a school or college assessments an individual school or college then
the employer could be a local education authority, has to review them, to see if there is a need to
the governing body or board of trustees. Employees modify or adapt them in some way to suit the
(teachers/lecturers, technicians etc.), have a legal particular conditions of the establishment.
duty to cooperate with their employer on health
and safety matters. Various regulations, but especially Such adaptations might include a reduced scale of
the COSHH Regulations 2002 (as amended) and working, deciding that the fume cupboard provision
the Management of Health and Safety at Work was inadequate or the skills of the learners were
Regulations 1999, require that before any activity insufficient to attempt particular activities safely. The
involving a hazardous procedure or harmful significant findings of such risk assessment should
microorganisms is carried out, or hazardous then be recorded in a ‘point of use text’, for example
chemicals are used or made, the employer must on schemes of work, published teachers guides, work
4 carry out a risk assessment. A useful summary of the
requirements for risk assessment in school or college
sheets, etc. There is no specific legal requirement that
detailed risk assessment forms should be completed
science can be found at: https://www.ase.org.uk for each practical activity, although a minority of
employers may require this.
5 For members, the CLEAPSS® guide, PS90, Making and
recording risk assessments in school science1 offers Where project work or investigations, sometimes
appropriate advice. linked to work-related activities, are included in
specifications this may well lead to the use of
Most education employers have adopted nationally novel procedures, chemicals or microorganisms,
available publications as the basis for their Model Risk which are not covered by the employer’s model
Assessments. risk assessments. The employer should have given
guidance on how to proceed in such cases. Often,
for members, it will involve contacting CLEAPSS®.
1
These, and other CLEAPSS® publications, are on the CLEAPSS® Science Publications website www.cleapss.org.uk. Note that CLEAPSS®
publications are only available to members. For more information about CLEAPSS® go to www.cleapss.org.uk
© OCR 2016
76 GCSE (9–1) in Physics B (Twenty First Century Science)
5h. Equations in Physics
Equations required for Higher Tier only are in bold.
(a) In solving quantitative problems, students should be able correctly to recall, and apply the following
relationships, using standard SI units:
force = mass × acceleration (P4.3.12, P4.3.13)
kinetic energy = 0.5 × mass × (speed)2 (P4.4.3)
momentum = mass × velocity (P4.3.4.) (P4.3.13)
work done = force × distance (along the line of action of the force) (P4.4.2)
power = energy ÷ time (P3.4.2, P4.4.9)
efficiency = useful energy transferred ÷ total energy transferred (P2.1.8)
weight = mass × gravitational field strength (g) (P4.1.7)
In a gravity field: gravitational potential energy = mass × gravitational field strength (g) × height (P4.4.4)
force exerted by a spring = extension × spring constant (P6.3.5)
moment of a force = force × distance (normal to direction of the force) (P4.3.9)
average speed = distance ÷ time (P4.2.1)
acceleration = change in speed ÷ time taken(P4.2.6a)
5
wave speed = frequency × wavelength (P1.3.6)
charge = current × time (P3.2.2)
potential difference = current × resistance (P3.2.4a)
power = potential difference × current = (current)2 × resistance (P3.4.4)
energy transferred (work done) = power × time = charge flow × potential difference (P2.1.3, P3.4.3)
density = mass ÷ volume (P6.1.2)
pressure = force normal to a surface ÷ area of that surface (P6.4.2)
potential difference = work done (energy transferred) ÷ charge (P3.3.1)
(b) In addition, students should be able correctly to select from a list and apply the following relationships:
(final speed)2 – (initial speed)2 = 2 × acceleration × distance (P4.2.7)
change in internal energy = mass × specific heat capacity × change in temperature (P6.1.5a)
energy to cause a change of state = mass × specific latent heat (P6.1.6)
energy stored in a stretched spring = 1⁄2 × spring constant × (extension)2 (P6.3.7)
force = magnetic flux density × current × length of conductor (P3.6.3)
potential difference across primary coil × current in primary coil = potential difference across secondary coil ×
current in secondary coil (P3.4.5)
potential difference across primary coil ÷ potential difference across secondary coil = number of turns in
primary coil ÷ number of turns in secondary coil (P3.7.8b)
for gases: pressure × volume = constant (for a given mass of gas and at a constant temperature) (P6.4.5)
pressure due to a column of liquid = height of column × density of liquid × g (P6.4.8)
change in momentum = resultant force × time for which it acts (P4.3.5)
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78 GCSE (9–1) in Physics B (Twenty First Century Science)
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80 GCSE (9–1) in Physics B (Twenty First Century Science)
YOUR
CHECKLIST
¨¨ View our range of skills guides for use across subjects and qualifications at
ocr.org.uk/skillsguides
¨¨ Join our Twenty First Century Science Physics B social network community for
teachers at social.ocr.org.uk
Download high-quality, exciting and innovative
GCSE (9-1) Twenty First Century Science Physics B resources from
ocr.org.uk/gcsec21physics
Resources and support for our GCSE (9-1) Twenty First Century Science Physics B qualification, developed through
collaboration between our Physics Subject Specialists, teachers and other subject experts, are available from our
website. You can also contact our Physics Subject Specialists who can give you specialist advice, guidance and support.
To stay up to date with all the relevant news about our qualifications, register for email updates at
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Physics Community
The social network is a free platform where teachers can engage with each other – and with us – to find
and offer guidance, discover and share ideas, best practice and a range of Physics support materials.
To sign up, go to social.ocr.org.uk
ocr.org.uk/gcsec21physics
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