OCR Level 1/2 GCSE (9 1) In Physics A (J249) Specification
OCR Level 1/2 GCSE (9–1) in Physics A(Gateway Science) (J249)SpecificationVersion 1: First assessment 2018DraftThis draft qualification has not yet been accredited by Ofqual. It is published to enable teachers tohave early sight of our proposed approach to GCSE (9–1) in Physics A (Gateway Science). Furtherchanges may be required and no assurance can be given at this time that the proposedqualification will be made available in its current form, or that it will be accredited in time for firstteaching in 2016 and first award in 2018. OCR 2015GCSE (9–1) in Physics A (Gateway Science)D10001/05QN Awaiting Accreditation
Contents31a.1b.1c.1d.3456The specification overview4527OCR’s GCSE (9–1) in Physics A (Gateway Science) (J249)Content of GCSE (9–1) in Physics A (Gateway Science) (J249)Content of topics P1 to P8Prior knowledge, learning and progression781069Assessment of GCSE (9–1) in Physics A (Gateway 2a.2b.2c.2d.3Why choose an OCR qualification?Why choose an OCR GCSE (9–1) in Physics A (Gateway Science)?What are the key features of this specification?How do I find out more information?Forms of assessmentAssessment objectives (AO)TiersAssessment availabilityRetaking the qualificationAssessment of extended responseSynoptic assessmentCalculating qualification resultsft2Why choose an OCR GCSE (9–1) in Physics A (Gateway Science)?Admin: what you need to al considerationResults and certificatesPost-results 5f.5g.5h.5i.777777788082868889Grade descriptorsOverlap with other qualificationsAccessibilityEquations in PhysicsSI units in scienceWorking scientificallyMathematical skills requirementHealth and SafetyPractical activity requirements OCR 2015GCSE (9–1) in Physics A (Gateway Science)
1 Why choose an OCR GCSE (9–1) inPhysics A (Gateway Science)?1a. Why choose an OCR qualification?Choose OCR and you’ve got the reassurancethat you’re working with one of the UK’sleading exam boards. Our new OCR GCSE(9–1) in Physics A (Gateway Science) coursehas been developed in consultation withteachers, employers and higher education toprovide learners with a qualification that’srelevant to them and meets their needs. A wide range of high-quality creativeresources including:oDelivery GuidesoTransition GuidesoTopic Exploration PacksoLesson Elementso and much more.ftWe’re part of the Cambridge AssessmentGroup, Europe’s largest assessment agencyand a department of the University ofCambridge. Cambridge Assessment plays aleading role in developing and deliveringassessments throughout the world, operatingin over 150 countries.We provide a range of support servicesdesigned to help you at every stage, frompreparation through to the delivery of ourspecifications. This includes:Access to subject specialists to supportyou through the transition andthroughout the lifetime of thespecification.DraWe work with a range of education providers,including schools, colleges, workplaces andother institutions in both the public andprivate sectors. Over 13,000 centres chooseour A Levels, GCSEs and vocationalqualifications including Cambridge Nationals,Cambridge Technicals and CambridgeProgression. CPD/Training for teachers includingface-to-face events to introduce thequalifications and prepare you for firstteaching. Active Results – our free resultsanalysis service to help you review theperformance of individual learners orwhole schools. ExamCreator – our new online pastpapers service that enables you to buildyour own test papers from past OCRexam questions.Our SpecificationsWe believe in developing specifications thathelp you bring the subject to life and inspireyour learners to achieve more.We’ve created teacher-friendly specificationsbased on extensive research andengagement with the teaching community.They’re designed to be straightforward andaccessible so that you can tailor the deliveryof the course to suit your needs. We aim toencourage learners to become responsiblefor their own learning, confident in discussingideas, innovative and engaged. OCR 2015GCSE (9–1) in Physics A (Gateway Science)All GCSE (9–1) qualifications offered by OCRare accredited by Ofqual, the Regulator forqualifications offered in England. Theaccreditation number for OCR’s GCSE (9–1)in Physics A (Gateway Science) isQNXXXXXX.3
1b. Why choose an OCR GCSE (9–1) in Physics A (GatewayScience)?We appreciate that one size doesn’t fit all sowe offer two suites of qualifications in eachscience:Physics A – Provides a flexible approach toteaching. The specification is divided intotopics, each covering different key conceptsof physics. Teaching of practical skills isintegrated with the theoretical topics and theyare assessed through the written papers.Our new GCSE (9–1) in Physics A (GatewayScience) qualification builds on our existingpopular course. We’ve based theredevelopment of our GCSE sciences on anunderstanding of what works well in centreslarge and small. We’ve undertaken asignificant amount of consultation through ourscience forums (which includerepresentatives from learned societies, HE,teaching and industry) and through focusgroups with teachers.The content is clear and logically laid out forboth existing centres and those new to OCR,with assessment models that arestraightforward to administer. We haveworked closely with teachers to provide highquality support materials to guide you throughthe new qualifications.DraftPhysics B – Learners study physics using anarrative-based approach. Ideas areintroduced within relevant and interestingsettings which help learners to anchor theirconceptual knowledge of the range ofphysical topics required at GCSE level.Practical skills are embedded within thespecification and learners are expected tocarry out practical work in preparation for awritten examination that will specifically testthese skills.and other stakeholders with the aim ofincluding up-to-date relevant content within aframework that is interesting to teach andadminister within all centres (large andsmall).All of our specifications have been developedwith subject and teaching experts. We haveworked in close consultation with teachersAims and learning outcomesOCR’s GCSE (9–1) in Physics A (GatewayScience) will encourage learners to: develop scientific knowledge andconceptual understanding of physics develop understanding of the nature,processes and methods of science,through different types of scientificenquiries that help them to answerscientific questions about the worldaround them4 develop and learn to applyobservational, practical, modelling,enquiry and problem-solving skills, bothin the laboratory, in the field and inother learning environments develop their ability to evaluate claimsbased on science through criticalanalysis of the methodology, evidenceand conclusions, both qualitatively andquantitatively. OCR 2015GCSE (9–1) in Physics A (Gateway Science)
1c. What are the key features of this specification?Our GCSE (9–1) in Physics A (GatewayScience) specification is designed with acontent-led approach and provides a flexibleway of teaching. The specification: is laid out clearly in a series of teachingtopics with guidance included whererequired to provide further advice ondeliveryis co-teachable with the GCSE (9–1)Combined Science A (GatewayScience) qualificationembeds practical requirements withinthe teaching topics identifies opportunities for carrying outpractical activities that enhancesTeacher support exemplifies the mathematicalrequirements of the course (seeAppendix 5g) highlights opportunities for theintroduction of key mathematicalrequirements (see Appendix 5g and theTo include column for each topic) intoyour teaching identifies, within the WorkingScientifically column, how the skills,knowledge and understanding ofworking scientifically (WS) can beincorporated within teaching.ft learners’ understanding of physicstheory and practical skillsDraThe extensive support offered alongside this specification includes: delivery guides – providing informationon assessed content, the associatedconceptual development and contextualapproaches to delivery transition guides – identifying thelevels of demand and progression fordifferent key stages for a particulartopic and going on to provide links tohigh quality resources and ‘checkpointtasks’ to assist teachers in identifyinglearners ‘ready for progression’Along with:Practice paper service – a free serviceoffering a practice question paper andmark scheme (downloadable from asecure location). Subject Specialists within the OCRscience team to help with coursequeries teacher training lesson elements – written by experts,providing all the materials necessary todeliver creative classroom activities Science Spotlight (our termlynewsletter) Active Results (see Section 1a) OCR Science community ExamCreator (see Section 1a) Practical Skills Handbook Maths Skills Handbook. OCR 2015GCSE (9–1) in Physics A (Gateway Science)5
1d. How do I find out more information?Whether new to our specifications, orcontinuing on from our legacy offerings, youcan find more information on our webpagesat www.ocr.org.ukWant to find out more?Visit our subject pages to find out more aboutthe assessment package and resourcesavailable to support your teaching. Thescience team also release a termly newsletterScience Spotlight (despatched to centres andavailable from our subject pages).ScienceGCSE@ocr.org.uk, 01223 553998You can contact the Science SubjectSpecialists:Join our Science community:http://social.ocr.org.uk/Check what CPD events are available:www.cpdhub.ocr.org.ukDraftFollow us on Twitter: @ocr science6 OCR 2015GCSE (9–1) in Physics A (Gateway Science)
2 The specification overview2a. OCR’s GCSE (9–1) in Physics A (Gateway Science) (J249)Learners are entered for either Foundation tier (Papers 1 and Paper 2) or Higher tier (Papers 3and Paper 4).Content OverviewAssessment OverviewFoundation tier, grades 5 to 1Content is split into eight teaching topics:Paper 1 J249/0190 marks50% of totalGCSE1 hour 45 minutesWritten paperPaper 2ft Topic P1: MatterTopic P2: ForcesTopic P3: ElectricityTopic P4: Magnetism and magnetic fieldsTopic P5: Waves in matterTopic P6: Radioactive decay – waves andparticlesTopic P7: EnergyTopic P8: Global challengesDraPaper 1 assesses content from Topics P1–P4.J249/02Paper 2 assesses content from Topics P5–P8, with assumed knowledge of Topics P1 –P4.90 marks50% of totalGCSE1 hour 45 minuteswritten paperHigher tier, grades 9 to 4Content is split into eight teaching topics:Paper 3 J249/03 Topic P1: MatterTopic P2: ForcesTopic P3: ElectricityTopic P4: Magnetism and magnetic fieldsTopic P5: Waves in matterTopic P6: Radioactive decay – waves andparticlesTopic P7: EnergyTopic P8: Global challengesPaper 3 assesses content from Topics P1–P4.Paper 4 assesses content from Topics P5–P8, with assumed knowledge of Topics P1 –P4.90 marks50% of totalGCSE1 hour 45 minuteswritten paperPaper 4J249/0490 marks50% of totalGCSE1 hour 45 minuteswritten paperJ249/02 and J249/04 include synoptic assessment. OCR 2015GCSE (9–1) in Physics A (Gateway Science)7
2b. Content of GCSE (9–1) in Physics A (Gateway Science) (J249)The GCSE (9–1) in Physics A (GatewayScience) specification content is divided intoeight teaching topics and each topic is furtherdivided into key sub-topics. Each sub-topic isintroduced with a short summary text,followed by the underlying knowledge andunderstanding learners should be familiarwith and common misconceptions associatedwith the topic.The ‘Assessable content’ is shown by thepurple highlighting: Assessablemathematical learning outcomes,Learning outcomes and To include.The Assessable mathematicallearning outcomes highlight the mathslearning outcomes which will beassessed in an examination on thatparticular topic.Maths: the mathematical skillsrequirements in Appendix 5g can beassessed throughout the examination.These are referenced in the Mathscolumn by the prefix M to link themathematical skills required for GCSE(9–1) in Physics A (Gateway Science)to examples of physics content wherethose mathematical skills could belinked to learning. Working scientifically: references toworking scientifically (Appendix 5f) areincluded in the Working scientificallycolumn to highlight opportunities toencourage a wider understanding ofscience.ft The Learning outcomes may all beassessed in the examinations. Thestatements in bold are intended forhigher tier only. Therefore, higher tierlearners need to be taught the entirespecification. Foundation tier learnersmust be taught the entire specification,apart from the statements in bold. The To include column is included toprovide further advice on delivery.Practical/research: OCR has split thelist of apparatus and techniquesrequirements from the Department forEducation ‘GCSE subject content’ intoeight Practical Activity Groups or PAGs.The table in Appendix 5i illustrates theskills required for each PAG and anexample practical that may be used tocontribute to the PAG. Within thespecification there are a number ofsuggested practicals that are illustratedin the ‘Opportunities for’ column, whichcount towards each PAG. We areexpecting that centres do a wide rangeof practical activities during the course.These can be the ones illustrated in thespecification or can be practicals thatare devised by the centre. Activities canrange from whole investigations tosimple starters and plenaries.Dra The ‘Opportunities for’ is divided into threecolumns: Maths, Working scientifically andPractical/research. Items that are containedwithin these columns will not be directlyassessed, but are intended as a starting pointfor lesson planning.The specification has been designed to beco-teachable with the standalone GCSE (9–1) in Combined Science A (GatewayScience) qualification.A summary of the content for the GCSE (9–1)in Physics A (Gateway Science) course is onthe next page.8 OCR 2015GCSE (9–1) in Physics A (Gateway Science)
Summary of Content for GCSE (9–1) in Physics A (Gateway Science)Topic P2: ForcesTopic P3: ElectricityP1.1 The particle modelP1.2 Changes of stateP1.3 PressureP2.1 MotionP2.2 Newton’s LawsP2.3 Forces in actionP3.1 Static and chargeP3.2 Simple circuitsTopic P4: Magnetism and magnetic fieldsTopic P5: Waves in matterDraftTopic P1: MatterP4.1 Magnets and magnetic fieldsP4.2 Uses of magnetismP5.1 Wave behaviourP5.2 The electromagnetic spectrumP5.3 Wave interactionTopic P7: EnergyTopic P8: Global challengesP7.1 Work doneP7.2 Power and efficiency OCR 2015GCSE (9–1) in Physics A (Gateway Science)Topic P6: Radioactive decay – waves andparticlesP6.1 Radioactive emissionsP6.2 Uses and hazardsP8.1 Physics on the moveP8.2 Powering EarthP8.3 Beyond Earth9
2c. Content of topics P1 to P8Topic P1: MatterP1.1 The particle modelatoms, molecules and compounds. Learners should understand howdensity can be affected by the state materials are in.Common misconceptionsLearners commonly confuse the different types of particles (subatomicparticles, atoms and molecules) which can be addressed through theteaching of this topic. They commonly misunderstand the conversionsbetween different units used in the measurement of volume.DraftSummaryKnowledge and understanding of the particle nature of matter isfundamental to Physics. Learners need to have an appreciation of matterin its different forms, they must also be aware of the subatomic particles,their relative charges, masses and positions inside the atom. Thestructure and nature of atoms are essential to the further understanding ofphysics. The knowledge of subatomic particles is needed to explainmany phenomena, for example those involving charge and transfer ofcharges, as well as radioactivity. (Much of this content overlaps with thatin the Chemistry content within Combined Science).Underlying knowledge and understandingLearners should be aware of a simple atomic model, and that atoms areexamples of particles. They should also know the difference betweenReferencePM1.1i10TieringStatements shown in bold type will only be tested in the Higher tierpapers. All other statements will be assessed in both Foundation andHigher tier papers.Assessable mathematical learning outcomesMathematical skillsrecall and apply: density (kg/m3) mass (kg)/volume (m3)M1a, M1b, M1c, M3b, M3c, M5c OCR 2015GCSE (9–1) in Physics A (Gateway Science)
Assessable contentOpportunities forTo includeMathsP1.1adescribe how and why the atomicmodel has changed over timeThomson, Rutherford (alongsideGeiger and Marsden) and 1.1gP1.1bdescribe the atom as a positivelycharged nucleus surrounded bynegatively charged electrons, with thenuclear radius much smaller than thatof the atom and with almost all of themass in the nucleusrecall the typical size(order ofmagnitude) of atoms and smallmoleculesdefine densityM5bWS1.1bP1.1dP1.1eP1.1fexplain the differences in densitybetween the different states of matter interms of the arrangements of the atomsand moleculesapply the relationship between density,mass and volume to changes wheremass is conserved (M1a, M1b, M1c,M3c) OCR 2015GCSE (9–1) in Physics A (Gateway Science)typically 1x10-10mM1bDraP1.1cPractical/researchTimeline showing the developmentof atomic theory.Discussion of the different rolesplayed in developing the atomicmodel and how different scientistsworked together.Model making (including 3D) ofatomic structures.ftLearning 1.4e,WS1.4f,WS2a,WS2b,WS2c, WS2dWS1.1bMeasurement of length, volume andmass and using them to calculatedensity. (PAG P1)Investigation of Archimedes’Principal using eureka cans. (PAGP1)M1a, M1b,M1c, M3c,M5c11
P1.2 Changes of stateSummaryA clear understanding of the foundations of the physical world forms asolid basis for further study of Physics. Understanding of the relationshipbetween the states of matter helps to explain different types of everydayphysical changes that we see around us.TieringStatements shown in bold type will only be tested in the Higher tierpapers. All other statements will be assessed in both Foundation andHigher tier papers.ReferencePM1.2iPM1.2iiDraftUnderlying knowledge and understandingLearners should be familiar with the structure of matter and the similaritiesand differences between solids, liquids and gases. They should have asimple idea of the particle model and be able to use it to model changesin particle behaviour during changes of state. Learners should be awareof the effect of temperature in the motion and spacing of particles and anunderstanding that energy can be stored internally by materials.Common misconceptionsLearners commonly carry misconceptions about matter; assuming atomsare always synonymous with particles. Learners also struggle to explainwhat is between the particles, instinctively ‘filling’ the gaps with ‘air’ or‘vapour’. They often struggle to visualise the 3 dimensional arrangementof particles in all states of matter. Learners can find it challenging tounderstand how kinetic theory applies to heating materials and how touse the term temperature correctly, regularly confusing the termstemperature and heat.Assessable mathematical learning outcomesMathematical skillsapply: change in thermal energy m x specific heat capacity x change intemperatureM1a, M3b, M3c, M3dapply: thermal energy for a change in state m x specific latent heatM1a, M3b, M3c, M3dAssessable contentLearning outcomesP1.2adescribe how mass is conservedwhen substances melt, freeze,evaporate, condense or sublimateTo includeMathsOpportunities forWorkingscientificallyWS1.3a,WS1.3e,WS1.4a,WS2a, WS2cPractical/researchUse of a data logger to recordchange in state and mass atdifferent temperatures. (PAG P5)Demonstration of the distillation toshow that mass is conserved duringevaporation and condensation.(PAG P5)12 OCR 2015GCSE (9–1) in Physics A (G
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