OCR A Level Physics B Specification
OCR A Level Physics B Specification
OCR A Level Physics B Specification
Specification
PHYSICS B
(ADVANCING PHYSICS)
H557
For first assessment in 2017
ocr.org.uk/alevelphysicsb
We will inform centres about any changes to the specification. We will also
publish changes on our website. The latest version of our specification will
always be the one on our website (ocr.org.uk) and this may differ from
printed versions.
Copyright
OCR retains the copyright on all its publications, including the specifications.
However, registered centres for OCR are permitted to copy material from this
specification booklet for their own internal use.
© OCR 2016
A Level in Physics B (Advancing Physics) i
Introducing…
A Level Physics B (Advancing Physics) (from September 2015)
Our vision for Science is to create specifications and technological settings. The course demonstrates
with content that will be up to date, scientifically the usefulness of the subject and illustrates the impact
accurate, developed by subject experts, and allow that discoveries in physics have had on the way people
clear progression pathways (from GCSE to AS/A Level live.
through to higher education, or other post-16 courses
and employment). Courses will provide a rewarding We’re striving for good science that’s straightforward
experience across the ability range, genuinely and engaging to teach, with fair, challenging and
challenging the most able learners. The assessment relevant assessment that works well in centres and
burden will be reduced as much as possible for centres promotes practical activity.
through:
Meet the team
Vertical black lines indicate a significant change to the previous printed version.
© OCR 2016
ii A Level in Physics B (Advancing Physics)
Teaching and learning resources
We recognise that the introduction of a new Plenty of useful resources
specification can bring challenges for implementation
and teaching. Our aim is to help you at every stage and You’ll have four main types of subject specific teaching
we’re working hard to provide a practical package of and learning resources at your fingertips:
support in close consultation with teachers and other
•• Delivery Guides
experts, so we can help you to make the change.
•• Transition Guides
Designed to support progression for all
•• Topic Exploration Packs
Our resources are designed to provide you with a
range of teaching activities and suggestions so you can •• Lesson Elements.
select the best approach for your particular students.
Along with subject-specific resources, you’ll also have
You are the experts on how your students learn and
access to a selection of generic resources that focus
our aim is to support you in the best way we can.
on skills development and professional guidance for
We want to… teachers.
•• Support you with a body of knowledge Skills Guides – we’ve produced a set of Skills Guides
that grows throughout the lifetime of the that are not specific to Physics, but each covers a topic
specification that could be relevant to a range of qualifications – for
example, communication, legislation and research.
•• Provide you with a range of suggestions so you Download the guides at ocr.org.uk/skillsguides.
can select the best activity, approach or context
for your particular students Active Results – a free online results analysis service
to help you review the performance of individual
•• Make it easier for you to explore and interact students or your whole school. It provides access to
with our resource materials, in particular to detailed results data, enabling more comprehensive
develop your own schemes of work analysis of results in order to give you a more accurate
•• Create an ongoing conversation so we can measurement of the achievements of your centre and
develop materials that work for you. individual students. For more details refer to
ocr.org.uk/activeresults.
© OCR 2016
A Level in Physics B (Advancing Physics) iii
Professional Development
Take advantage of our improved Professional These events are designed to help prepare you for first
Development Programme, designed with you in mind. teaching and to support your delivery at every stage.
Whether you want to come to face-to-face events,
look at our new digital training or search for training Watch out for details at cpdhub.ocr.org.uk.
materials, you can find what you’re looking for all in
To receive the latest information about the training
one place at the CPD Hub.
we’ll be offering, please register for A Level email
An introduction to the new specifications updates at ocr.org.uk/updates.
© OCR 2016
iv A Level in Physics B (Advancing Physics)
1 Why choose an OCR A Level in Physics B
(Advancing Physics)?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance that We provide a range of support services designed to
you’re working with one of the UK’s leading exam help you at every stage, from preparation through to
boards. Our new A Level in Physics B (Advancing
Physics) course has been developed in consultation
the delivery of our specifications. This includes:
1
with teachers, employers and Higher Education to •• A wide range of high-quality creative resources
provide students with a qualification that’s relevant to including:
them and meets their needs. o delivery guides
We’re part of the Cambridge Assessment Group, o transition guides
Europe’s largest assessment agency and a department o topic exploration packs
of the University of Cambridge. Cambridge Assessment o lesson elements
plays a leading role in developing and delivering o …and much more.
assessments throughout the world, operating in over •• Access to Subject Advisors to support you
150 countries. through the transition and throughout the
lifetime of the specifications.
We work with a range of education providers, including
schools, colleges, workplaces and other institutions •• CPD/Training for teachers to introduce the
in both the public and private sectors. Over 13,000 qualifications and prepare you for first teaching.
centres choose our A levels, GCSEs and vocational
qualifications including Cambridge Nationals and •• Active Results – our free results analysis service
Cambridge Technicals. to help you review the performance of individual
students 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 test
bring the subject to life and inspire your students to papers from past OCR exam questions.
achieve more.
All A level qualifications offered by OCR are accredited
We’ve created teacher-friendly specifications based on by Ofqual, the Regulator for qualifications offered in
extensive research and engagement with the teaching England. The accreditation number for OCR’s A Level in
community. They’re designed to be straightforward Physics B (Advancing Physics) is QN: 601/4745/3.
and accessible so that you can tailor 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
A Level in Physics B (Advancing Physics) 1
1b. Why choose an OCR A Level in Physics B (Advancing Physics)?
We appreciate that one size doesn’t fit all so we offer Higher Education (HE) with the aim of including up-
two suites of qualifications in each science: to-date relevant content within a framework that is
1 Physics A – a content-led approach. A flexible approach
interesting to teach and administer within all centres
(large and small).
where the specification is divided into topics, each
covering different key concepts of physics. As learners Our new A Level in Physics B (Advancing Physics)
progress through the course they will build on their qualification builds on our existing popular course.
knowledge of the laws of Physics, applying their We’ve based the redevelopment of our A level sciences
understanding to solve problems on topics ranging on an understanding of what works well in centres
from sub-atomic particles to the entire universe. For A large and small and have updated areas of content and
level only, the Practical Endorsement will also support assessment where stakeholders have identified that
the development of practical skills. improvements could be made. We’ve undertaken a
significant amount of consultation through our science
Physics B (Advancing Physics) – a context-led forums (which include representatives from learned
approach. Learners study physics in a range of different societies, HE, teaching and industry) and through focus
contexts, conveying the excitement of contemporary groups with teachers. Our papers and specifications
physics. The course provides a distinctive structure have been trialled in centres during development to
within which candidates learn about fundamental make sure they work well for all centres and learners.
physical concepts and about physics in everyday and
technological settings. Practical skills are embedded The content changes are an evolution of our legacy
within the specification and learners are expected to offering and will be familiar to centres already
carry out practical work in preparation for a written following our courses, but are also clear and logically
examination that will specifically test these skills. laid out for centres new to OCR, with assessment
models that are straightforward to administer. We have
All of our specifications have been developed with worked closely with teachers and HE representatives
subject and teaching experts. We have worked in close to provide high quality support materials to guide you
consultation with teachers and representatives from through the new qualifications.
OCR’s A Level in Physics B (Advancing Physics) •• develop their interest in and enthusiasm for
specification aims to encourage learners to: the subject, including developing an interest in
further study and careers associated with the
•• develop essential knowledge and understanding subject
of different areas of the subject and how they
relate to each other •• understand how society makes decisions about
scientific issues and how the sciences contribute
•• develop and demonstrate a deep appreciation to the success of the economy and society (as
of the skills, knowledge and understanding of exemplified in ‘How Science Works’ (HSW)).
scientific methods
•• develop competence and confidence in a variety
of practical, mathematical and problem solving
skills
© OCR 2016
2 A Level in Physics B (Advancing Physics)
1c. What are the key features of this specification?
Our Physics B specification has been designed so •• identifies practical endorsement requirements
learners study physics within the distinctive ‘Advancing and how these can be integrated into teaching
Physics’ context-based approach. The specification: of content (see Section 5h)
1
•• will enable learners to learn about fundamental •• exemplifies the mathematical requirements of
physical concepts and how to apply these in the course (see Section 5e)
everyday and technological settings
•• highlights opportunities for the introduction of
•• is laid out clearly in a series of teaching modules key mathematical requirements (see Section 5e
with additional guidance added where required and the additional guidance column for each
to clarify assessment requirements module) into your teaching
•• is co-teachable with the AS level •• identifies, within the additional guidance, how
the skills, knowledge and understanding of How
•• embeds practical requirements within the Science Works (HSW) can be incorporated within
teaching modules teaching.
Teacher support
The extensive support offered alongside this •• mock examinations service – a free service
specification includes: offering a practice question paper and mark
scheme (downloadable from a secure location).
•• delivery guides – providing information on
assessed content, the associated conceptual Along with:
development and contextual approaches to
delivery •• Subject Advisors within the OCR science team to
help with course queries
•• transition guides – identifying the levels of
demand and progression for different key stages •• teacher training
for a particular topic and going on to provide •• Science Spotlight (our termly newsletter)
links to high quality resources and ‘checkpoint
tasks’ to assist teachers in identifying learners •• OCR Science community
‘ready for progression’
•• a consultancy service (to advise on Practical
•• lesson elements – written by experts, providing Endorsement requirements)
all the materials necessary to deliver creative
•• Practical Skills Handbook
classroom activities
•• Maths Skills Handbook.
•• Active Results (see Section 1a)
•• ExamBuilder (see Section 1a)
© OCR 2016
A Level in Physics B (Advancing Physics) 3
1d. How do I find out more information?
Whether new to our specifications, or continuing from Find out more?
our legacy offerings, you can find more information on
1 our webpages at: www.ocr.org.uk Contact the Subject Advisors:
[email protected], 01223 553998.
Visit our Subject pages to find out more about the
assessment package and resources available to support Join our Science community: http://social.ocr.org.uk/
your teaching. The science team also release a termly
Check what CPD events are available:
newsletter Science Spotlight (despatched to centres
www.cpdhub.ocr.org.uk
and available from our subject pages).
Follow us on Twitter: @ocr_science
© OCR 2016
4 A Level in Physics B (Advancing Physics)
2 The specification overview
Fundamentals of
physics
2
(01)
41%
110 marks of total
Content is split into six teaching
2 hours 15 minutes A level
modules: written paper
© OCR 2016
A Level in Physics B (Advancing Physics) 5
2b. Content of A Level in Physics B (Advancing Physics) (H557)
The A Level in Physics B specification content is divided A summary of the content for the A level course is as
into six teaching modules. Each module is introduced follows:
with a summary of the physics it contains and each
topic is also introduced with a short summary text. Module 1 – Development of practical skills in physics
The assessable content is divided into two columns:
1.1 Practical skills assessed in a written examination
Learning outcomes and Additional guidance.
1.2 ractical skills assessed in the practical
P
2 The Learning outcomes may all be assessed in the
examinations (with the exception of some of the skills
endorsement
in module 1.2 which will be assessed directly through Module 2 – Fundamental data analysis
the Practical Endorsement). The Additional guidance
column is included to provide further advice on Module 3 – Physics in action
delivery and the expected skills required from learners. 3.1.1 Imaging and signalling
References to HSW (Section 5d) are included in the 3.1.2 Sensing
guidance to highlight opportunities to encourage a 3.2 Mechanical properties of materials
wider understanding of science.
Module 4 – Understanding processes
The mathematical requirements in Section 5e are also
referenced by the prefix M to link the mathematical 4.1 Waves and quantum behaviour
skills required for A Level Physics to examples of the 4.2 Space, time and motion
physics content where those mathematical skills could
be linked to learning. Module 5 – Rise and fall of the clockwork universe
The specification has been designed to be co-teachable 5.1.1 Creating models
with the standalone AS Level in Physics B (Advancing 5.1.2 Out into space
Physics) qualification. The first four modules comprise
the AS in Physics B (Advancing Physics) course and 5.1.3 Our place in the universe
learners studying the A level continue with the content 5.2.1 Matter: very simple
of modules 5 and 6 in year 13. 5.2.2 Matter: hot or cold
The Data, Formulae and Relationships booklet in Module 6 – Field and particle physics
Section 5c will be available in examinations and
learners are expected to become familiar with this 6.1.1 Electromagnetism
booklet throughout the course. 6.1.2 Charge and field
6.2.1 Probing deep into matter
6.2.2 Ionising radiation and risk.
© OCR 2016
6 A Level in Physics B (Advancing Physics)
Assessment of practical skills and the Practical Endorsement
Module 1 of the specification content relates to the (Section 5h) as well as enhancing learners’
practical skills learners are expected to gain throughout understanding of physics theory and practical skills.
the course, which are assessed throughout the
written examinations and also through the Practical Opportunities for carrying out activities that could
Endorsement (see Section 5h). count towards the Practical Endorsement (Section 5h)
are indicated throughout the specification. These are
Practical activities are embedded within the learning shown in the Additional guidance column as PAG1 to
outcomes of the course to encourage practical
activities in the classroom which contribute to the
PAG10 (Practical Activity Group, see Section 5h). There
are a wide variety of opportunities to assess PAG11
2
achievement of the Practical Endorsement and PAG12 throughout the qualification.
© OCR 2016
A Level in Physics B (Advancing Physics) 7
2c. Content of modules 1 to 6
Learners are expected to be able to demonstrate The headings for these categories are:
and apply their knowledge and understanding of
all the learning outcomes in this specification. The (a) Describe and explain
learning outcomes in modules 2 – 6 are split into four
(b) Make appropriate use of
categories, labelled (a), (b), (c), and (d), to order the
specification in a helpful way for planning teaching (c) Make calculations and estimates involving
2 programmes and to help identify the knowledge
required of learners taking the course. (d) Demonstrate and apply knowledge and
understanding of the following practical
activities.
Physics is a practical subject and the development needed to collect and analyse empirical data. Skills in
of practical skills is fundamental to understanding planning, implementing, analysing and evaluating, as
the nature of physics. Physics B gives learners many outlined in 1.1, will be assessed in the written papers.
opportunities to develop the fundamental skills
Practical skills are embedded throughout the content Learners will be required to develop a range of
of this specification. practical skills throughout their course in preparation
for the written examinations.
1.1.1 Planning
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
(a) experimental design, including to solve problems Including selection of suitable apparatus, equipment
set in a practical context and techniques for the proposed experiment.
© OCR 2016
8 A Level in Physics B (Advancing Physics)
1.1.2 Implementing
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
(a) how to use a wide range of practical apparatus As outlined in the content of the specification and
and techniques correctly the skills required for the practical endorsement.
HSW4
(b) appropriate units for measurements M0.1 2
(c) presenting observations and data in an HSW8
appropriate format.
1.1.3 Analysis
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
(a) processing, analysing and interpreting qualitative Including reaching valid conclusions, where
and quantitative experimental results appropriate.
HSW5
(b) use of appropriate mathematical skills for Refer to Section 5e for a list of mathematical skills
analysis of quantitative data that learners should have acquired competence in as
part of their course.
HSW3
(c) appropriate use of significant figures M1.1
(d) plotting and interpreting suitable graphs from
experimental results, including:
© OCR 2016
A Level in Physics B (Advancing Physics) 9
1.1.4 Evaluation
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
(a) how to evaluate results and draw conclusions HSW6
(b) the identification of anomalies in experimental
2
measurements
(c) the limitations in experimental procedures
(d) precision and accuracy of measurements and M1.5
data, including margins of error, percentage
errors and uncertainties in apparatus
(e) the refining of experimental design by suggestion HSW3
of improvements to the procedures and
apparatus.
© OCR 2016
10 A Level in Physics B (Advancing Physics)
1.2 Practical skills assessed in the Practical Endorsement
A range of practical experiences is a vital part of a practise their practical skills, preparing learners for the
learner’s development as part of this course. written examinations.
Learners should develop and practise a wide range of Please refer to Section 5h (the Practical Endorsement)
practical skills throughout the course as preparation for of this specification to see the list of practical
the Practical Endorsement, as well as for the written experiences all learners should cover during the
examinations. course. Further advice and guidance on the Practical
© OCR 2016
A Level in Physics B (Advancing Physics) 11
Instruments and equipment
(j) use a wide range of experimental and practical See Section 5h.
instruments, equipment and techniques
appropriate to the knowledge and understanding HSW4
included in the specification.
2 Learning outcomes
Through use of the apparatus and techniques
Additional guidance
© OCR 2016
12 A Level in Physics B (Advancing Physics)
(j) use of a laser or light source to investigate HSW4
characteristics of light, including interference and
diffraction
(k) use of ICT such as computer modelling, or data HSW3, HSW4
logger with a variety of sensors to collect data, or
use of software to process data
(l) use of ionising radiation, including detectors. HSW4
2
© OCR 2016
A Level in Physics B (Advancing Physics) 13
Module 2: Fundamental data analysis
Physics B gives learners many opportunities to analyse particular, the early parts of the course give learners
data collected in practical sessions or provided the chance to practise the handling and analysing data.
for them. Learners should be exposed and trained The Physics B approach to data analysis builds on the
in the techniques of analysis and the handling of practical skills in module 1.1 as detailed below.
experimental uncertainties throughout the course. In
© OCR 2016
14 A Level in Physics B (Advancing Physics)
Module 3: Physics in action
This module is intended to provide a graduated module covers a number of techniques and concepts
path from GCSE work into A level work, develop the from different areas of physics. This gives learners an
skills and habits of independent working and show a early opportunity to appreciate the breadth of the
wide range of ways in which physics is put to use. It subject and its practical, conceptual and mathematical
includes many opportunities for practical work that demands.
will develop experimental and analytical skills. The
3.1 Communication
2
These sections are about waves, images, simple of worldwide digital communications (HSW9) and the
optics and electric circuits. The physics of the imaging ethical issues of sharing information (HSW10).
and signalling section is approached through how
information is gathered, processed, transmitted and The sensing section covers the ideas involved in
presented. Learners have opportunities to develop understanding electrical circuits, especially charge,
IT skills through the use of image processing, data current, potential difference, resistance, conductance
capture and data analysis software. The material can and potential dividers. Some of this work will be in
be taught using contexts such as smart phones, data the context of sensors and instrumentation. There
streaming, medical scanning and remote sensing. are many opportunities for gaining experimental
There are opportunities to address human and social experience and skills in these sections of the course.
concerns, for example, consequences of the growth
© OCR 2016
A Level in Physics B (Advancing Physics) 15
(b) Make appropriate use of:
(i) the terms: pixel, bit, byte, focal length and HSW8
power, magnification, resolution, sampling,
signal, noise, polarisation
by sketching and interpreting:
(ii) diagrams of the passage of light through a using both wave-fronts and rays
2
converging lens
(iii) diagrams of wave-forms.
(c) Make calculations and estimates involving:
(i) the amount of information in an image
= no. of pixels × bits per pixel
© OCR 2016
16 A Level in Physics B (Advancing Physics)
3.1.2 Sensing
Learning outcomes Additional guidance
(a) Describe and explain:
(i) current as the flow of charged particles HSW1, 7
(ii) potential difference as energy per unit
charge
(iii) resistance and conductance, including series
and parallel combinations 2
(iv) the effect of internal resistance and the HSW9, 12
meaning of e.m.f.
(v) dissipation of power in electric circuits HSW9, 10, 12
(vi) the relationship between potential
difference and current in ohmic resistors
(Ohm’s law)
(vii) the action of a potential divider
(viii) simple electrical behaviour of metals,
semiconductors and insulators in terms
of the number density of mobile charge
carriers
(ix) conservation of charge and energy. as represented by Kirchhoff’s first and second law
HSW1
(b) Make appropriate use of:
(i) the terms: e.m.f, potential difference,
current, charge, resistance, conductance,
series, parallel, internal resistance, load,
resistivity, conductivity, charge carrier
number density
(ii) and recognise standard circuit symbols
by sketching and interpreting:
(iii) graphs of current against potential M3.12
difference and graphs of resistance or HSW11
conductance against temperature for ohmic
and non-ohmic devices or components.
(c) Make calculations and estimates involving:
V I Learners will also be expected to recall the
(i) R= ,G= ,
I V equations for R and G
W P M0.4, M0.1, M0.5, M1.1, M2.3
V= = ,
Q I Epsilon is used as the symbol for e.m.f. to avoid
2 confusion with E which is used for energy and
P = IV = I R , electric field. The ASE guide ‘Signs symbols and
W=VIt, systematics’ details E as the correct symbol for e.m.f.
V = E - Irinternal and this will be credited in all examinations.
© OCR 2016
A Level in Physics B (Advancing Physics) 17
TQ
(ii) I = ,
Tt
1 1 1
= + + f G = G1 + G2 + f
G G1 G2
1 1 1
R = R1 + R2 + f = + +f
R R1 R2
tL vA M1.4, M2.3, M4.3
(iii) R = ; G =
A L
2 (iv) simple cases of a potential divider in a
circuit using:
Learners will be expected to recall the
proportionality of potential difference and
R2 V1 R1 resistance in a series circuit
Vout = # Vin and = .
R1 + R2 V2 R2
© OCR 2016
18 A Level in Physics B (Advancing Physics)
3.2 Mechanical properties of materials
This section is about materials and how their have a reading comprehension of terms needed to
mechanical properties (and hence their applications) understand accounts of structure, uses and properties
are related to their structures. The physics may be put of materials. Examples should include: a metal, a
into context through a study of materials in medicine ceramic and a long-chain polymer. Learners should
and engineering. Human and cultural issues arise in be given opportunities to discuss and share their
considering the impact of materials on technology and understanding of the uses and properties of these
society (HSW7, 9, 10, 11, 12). materials (HSW8).
© OCR 2016
A Level in Physics B (Advancing Physics) 19
(c) Make calculations and estimates involving:
(i) Hooke’s Law, F = kx; energy stored in an M0.5, M2.2, M2.3, M3.8
elastic material (elastic strain energy) (loading only)
1 2
= 2 kx ; energy as area under Force–
extension graph for elastic materials
tension M0.3, M1.1, M1.4
(ii) stress = ,
cross-sectional area
2 strain =
extension
,
original length
stress
Young modulus E =
strain
(d) Demonstrate and apply knowledge and
understanding of the following practical
activities:
(i) plotting force–extension characteristics for links to 3.2a(iii), b(ii), c(i)
arrangements of springs, rubber bands, HSW4
polythene strips, etc. PAG2
(ii) determining Young modulus for a metal links to 3.2a(iv), c(ii)
such as copper, steel or other wire. PAG2
© OCR 2016
20 A Level in Physics B (Advancing Physics)
Module 4: Understanding processes
This module provides progression from the application- The first section of the module is mainly about
oriented work in Physics in Action. Understanding superposition phenomena of waves with a brief
Processes is organised around different ways of account of the quantum behaviour of photons. This is
describing and understanding processes of change: a rich field for practical physics and learners will have
motion in space and time, wave motion, quantum many opportunities to extend their experimental and
behaviour. It provides a sound foundation in the analytical skills. In addition, the topics provide a picture
classical physics of mechanics and waves and takes the of the development of theories and understanding
story further, touching on the quantum probabilistic over time (HSW1, HSW2, HSW7). Quantum behaviour 2
view. is discussed through considering possible photon
paths, avoiding the wave/particle dichotomy.
Physical variables are extended from scalars to
quantities that add like vectors.
© OCR 2016
A Level in Physics B (Advancing Physics) 21
(b) Make appropriate use of:
(i) the terms: phase, phasor, amplitude,
probability, interference, diffraction,
superposition, coherence, path difference,
intensity, electronvolt, refractive index, work
function, threshold frequency.
(c) Make calculations and estimates involving:
2 (i) wavelength of standing waves end corrections not required
sin i C 1st medium
(ii) Snell’s Law, n = = M03, M0.6, M4.5
sin r C 2nd medium
(iii) path differences for double slits and angles may be given in degrees or radians, the use
diffraction grating, for constructive of the small angle approximation is expected.
interference nm = d sin i (both limited to M0.6, M4.6, M4.7
the case of a distant screen)
(iv) the energy carried by photons across the M0.2, M2.3
spectrum, E = hf
(v) the wavelength of a particle of As given by the de Broglie relationship
h
momentum p, m = M0.2, M2.3
p
(d) Demonstrate and apply knowledge and
understanding of the following practical activities
(HSW4):
(i) using an oscilloscope to determine links to 4.1a(i)
frequencies PAG5
(ii) determining refractive index for a links to 4.1c(ii)
transparent block PAG6
(iii) superposition experiments using vibrating links to 4.1a(i), b(i), c(i)
strings, sound waves, light and microwaves PAG5
(iv) determining the wavelength of light with a links to 4.1a(ii), a(v), c(iii)
double-slit and diffraction grating PAG5
(v) determining the speed of sound in air links to 4.1a(i), c(i)
by formation of stationary waves in a PAG5
resonance tube
(vi) determining the Planck constant using links to 4.1a(vi), c(iv)
different coloured LEDs. PAG6
© OCR 2016
22 A Level in Physics B (Advancing Physics)
4.2 Space, time and motion
This section develops classical mechanics, including constant force are covered. IT skills may be developed
vectors. The conservation of momentum, the through a variety of data capture techniques and
kinematics of uniformly accelerated motion and simple mathematical modelling (HSW3).
the dynamics of motion in two dimensions under a
© OCR 2016
A Level in Physics B (Advancing Physics) 23
(c) Make calculations and estimates involving:
(i) the resolution of a vector into two M4.5
components at right angles to each other
(ii) the addition of two vectors, graphically and algebraic calculations restricted to two
algebraically perpendicular vectors
M4.1, M4.2, M4.4
© OCR 2016
24 A Level in Physics B (Advancing Physics)
(d) Demonstrate and apply knowledge and
understanding of the following practical
activities (HSW4):
(i) investigating the motion and collisions of links to 4.2a(vii), b(ii), c
objects using trolleys, air-track gliders etc. PAG1
with data obtained from ticker timers, light
gates, data-loggers and video techniques
(ii) determining the acceleration of free
fall, using trapdoor and electromagnet
links to 4.2a(vii), b(ii), c
PAG1
2
arrangement, lightgates or video technique
(iii) investigating terminal velocity with links to 4.2a(vii), b(ii), c
experiments such as dropping a ball-bearing PAG1
in a viscous liquid or dropping paper cones
in air.
© OCR 2016
A Level in Physics B (Advancing Physics) 25
Module 5: Rise and fall of the clockwork universe
This module builds upon the work covered earlier the harmonic oscillator) and those in which well-
in the course. The first section (5.1.1) uses simple determined behaviour is due to smooth averages over
techniques to model radioactive decay, capacitor many particles (as in radioactive decay).
charging and discharging and simple harmonic motion.
2 In this framework, the formalism of the differential The second section (5.1.2) develops ideas about
equation is developed along with the concept of field. gravitational field strength and potential. Space flight
There are many opportunities for practical work and and astronomical data can provide a context and there
empirical data can be compared and contrasted to the are further opportunities to consider the development
predictions made by the simple mathematical models. of the modern view of the universe (HSW1, HSW6,
The field model is developed through consideration of HSW7, HSW11).
gravitational fields.
The third section (5.1.3) covers a descriptive and
The section raises questions about simplification mainly qualitative outline of the main features of the
in models, their usefulness and limitations (HSW7, observable universe consistent with the hot big bang
HSW11). The difference can be highlighted between model of its origin. The ideas of the universality of the
those models in which well-determined behaviour speed of light and the relativistic consequence of time
is due to exact rules operating on variables (as in dilation are introduced.
(iii) the exponential form of the decay of charge exponential relationship as shown, explained using
on a capacitor as due to the rate of removal constant ratio property
of charge being proportional to the charge
remaining d Q Q M3.9
=-
dt RC
© OCR 2016
26 A Level in Physics B (Advancing Physics)
(vi) simple harmonic motion of a system
2
where a =- ~ x , where ~ = 2rf , and two
possible solutions are x = A sin (~t) and
x = A cos (~t)
(vii) kinetic and potential energy changes in example of conservation of energy
simple harmonic motion HSW1
(viii) free and forced vibrations, damping and qualitative treatment only
(b)
resonance.
Make appropriate use of:
HSW9
2
(i) for a capacitor:
the term: time constant x
(ii) for radioactive decay: HSW8
the terms: activity, decay constant m, half-
life T1 , probability, randomness
2
© OCR 2016
A Level in Physics B (Advancing Physics) 27
-mt
(ii) solving equations of the form N = N0 e as the analytic solution
TN M3.9
=- mN by iterative numerical or
Tt HSW3
graphical methods
(iii) calculating time constant x of a capacitor M0.5
- tlRC
circuit from data; x = RC; Q = Q0 e
(iv) solving equations of the form by iterative numerical/graphical methods
2
TQ
Tt
=-
Q
RC
M0.5, M3.9
discharging Q = Q0 e–t/RC;
charging Q = Q0(1 – e–t/RC);
corresponding equations for V and I
Q TQ 1 1 2
(v) C = ,I = , E = QV = CV M2.3
V Tt 2 2
m
(vi) T = 2r with f = 1/T for a mass M2.2
k
oscillating on a spring
L
(vii) T = 2r for a simple pendulum M2.2
g
1 2
(viii) F = kx; E = 2 kx
© OCR 2016
28 A Level in Physics B (Advancing Physics)
5.1.2 Out into space
Learning outcomes Additional guidance
(a) Describe and explain:
(i) changes of gravitational and kinetic energy
(ii) motion in a uniform gravitational field
(iii) the gravitational field and potential of a point modelling the mass of a spherical object as a
mass
(iv) angular velocity in rad s–1
point mass at its centre
2
(v) motion in a horizontal circle and in a circular
gravitational orbit.
(b) Make appropriate use of:
(i) the terms: force, kinetic and potential energy, HSW2, 8
gravitational field, gravitational potential,
equipotential surface
by sketching and interpreting:
(ii) graphs showing gravitational potential as M3.8, M3.12
area under a graph of gravitational field HSW5
versus distance, graphs showing changes in
gravitational potential energy as area under
a graph of gravitational force versus distance
between two distance values
(iii) graphs showing force as related to the M3.6
tangent of a graph of gravitational potential HSW5
energy versus distance, graphs showing field
strength as related to the tangent of a graph of
gravitational potential versus distance
(iv) diagrams of gravitational fields and the
corresponding equipotential surfaces.
(c) Make calculations and estimates involving:
(i) uniform gravitational field, gravitational Learners will also be expected to recall this
potential energy change = mgh equation
(ii) energy exchange, work done, ∆E = F∆s; no M2.1
work done when the force is perpendicular to
the displacement, resulting in no work being
done whilst moving along equipotentials
2 2 2
(iii) a = v /r , F = mv /r = mr~
GmM
(iv) the radial components: Fgrav =- 2 ,
Fgrav r
GM
g= =- 2
m
r
GMm
(v) gravitational potential energy Egrav =-
r
Egrav GM
(vi) gravitational potential Vgrav = =- .
m r
© OCR 2016
A Level in Physics B (Advancing Physics) 29
5.1.3 Our place in the universe
Learning outcomes Additional guidance
(a) Describe and explain:
(i) the use of radar-type measurements HSW3, 11, 12
to determine distances within the solar
system; how distance is measured and
defined in units of time, assuming the
2 relativistic principle of the invariance of the
speed of light
(ii) effect of relativistic time dilation using the M2.4
1
relativistic factor c =
2 2
1 - v /c
© OCR 2016
30 A Level in Physics B (Advancing Physics)
5.2 Matter
This part of the module considers how kinetic theory The second section (5.2.2) introduces the Boltzmann
explains the behaviour of matter in probabilistic and factor as the link between energy and temperature.
mechanical terms. The beginnings of the basis of The important idea that differences drive change is
thermodynamic thinking appear in the study of the introduced here.
Boltzmann factor.
© OCR 2016
A Level in Physics B (Advancing Physics) 31
(c) Make calculations and estimates of:
(i) temperature and energy change using M2.1
TE = mcTi HSW5
PAG11
(ii) pV = NkT where N = nNA and Nk = nR number of moles n and Avogadro constant NA
1 2
(iii) pV = Nmc M2.2
3
2 (d) Demonstrate and apply knowledge and
PAG8
6.1 Fields
The idea of field has been met in the earlier module. of electrical power and its influence on industrial 2
The first section (6.1.1) treats the electromagnetic societies. (HSW9, HSW12).
field in a practical context. The electric field, as the
interaction between charges at rest, links back to the The second section (6.1.2) covers interactions between
mathematically analogous model of the gravitational charged particles and ideas about electric field and
field. There are opportunities for discussing the potential.
social impact of the widespread distribution and use
6.1.1 Electromagnetism
Learning outcomes Additional guidance
(a) Describe and explain:
(i) the action of a transformer: magnetic flux HSW2
from a coil; induced e.m.f = rate of change
of flux linkage
(ii) the action of a dynamo: change of flux
linked produced by relative motion of flux
and conductor
(iii) electromagnetic forces; qualitatively as
arising from tendency of flux lines to
contract or interaction of induced poles;
quantitative calculation limited to force on
a straight current-carrying wire in a uniform
field
(iv) simple linked electric and magnetic circuits: permeance is understood as a magnetic equivalent
flux produced by current turns, need for to electrical conductance and with analogous
large conductance and permeance and the dependence on the dimensions and nature of the
effect of increasing the dimensions of an magnetic medium
electromagnetic machine; qualitative effect
of iron and air gap.
(b) Make appropriate use of:
(i) the terms: B-field, magnetic field, flux, flux
linkage, induced e.m.f, eddy currents
by sketching and interpreting:
(ii) graphs of variations of currents, flux and
induced e.m.f
(iii) diagrams of lines of flux in magnetic circuits;
continuity of lines of flux.
© OCR 2016
A Level in Physics B (Advancing Physics) 33
(c) Make calculations and estimates involving:
d (zN)
(i) z = BA, E =- In the context of Faraday’s and Lenz’s laws
dt
HSW1, 2, 8
(ii) F = ILB Calculations restricted to current perpendicular to
uniform magnetic field
V1 N1
2 (iii)
V2
=
N2
for an ideal transformer i.e. no energy losses for an ideal transformer
© OCR 2016
34 A Level in Physics B (Advancing Physics)
(b) Make appropriate use of:
(i) the terms: charge, electric field, electric
potential, equipotential surface,
electronvolt
by sketching and interpreting:
(ii) graphs showing electric potential as area M3.8
under a graph of electric field versus
distance, graphs showing changes in electric 2
potential energy as area under a graph of
electric force versus distance between two
distance values.
(iii) graphs showing force as related to the M3.8
tangent of a graph of electric potential
energy versus distance, graphs showing field
strength as related to the tangent of a graph
of electric potential versus distance
(iv) diagrams of electric fields and the
corresponding equipotential surfaces.
(c) Make calculations and estimates involving:
(i) for radial components
kqQ Felectric
Felectric = 2 , Eelectric =
q
r
kQ 1
= 2 >k =
4rf0H
r
dVelectric
(ii) Eelectric =- ,
dr
V
Eelectric = (for a uniform field)
d
kQq kQ
(iii) electrical potential energy = , Velectric =
r r
kQq kQ
= , Velectric =
r r
(iv) F = qvB. M2.3
© OCR 2016
A Level in Physics B (Advancing Physics) 35
6.2 Fundamental particles
The work here concerns the structure and binding in a box. This section gives more opportunities to
of atoms and nuclei and the nature of fundamental discuss the development of models in physics and
particles. The practical implications of radioactivity are the international cooperation needed to fund large
considered, introducing the idea of risk. experiments (HSW11).
The first section (6.2.1) considers scattering The second section (6.2.2) sees changes in nuclear
experiments as a source of evidence about the binding energy per nucleon as driving different types of
2 structure of atoms and nucleons. Ideas from earlier
in the module are used to consider particle paths in
decay. This leads to a consideration of nuclear power
generation. The biological effects of ionising radiation
magnetic and electric fields in the context of particle are also considered, giving more opportunity to
accelerators. Evidence for discrete energy levels consider issues of ethics, decision making and the risks
leads on to a crude model of the atom as a particle and benefits of technology (HSW9, HSW10, HSW12).
© OCR 2016
36 A Level in Physics B (Advancing Physics)
(c) Make calculations and estimates involving:
(i) motion of a charged particle in magnetic M2.3
field using F = qvB
(ii) kinetic and potential energy of a scattered
charged particle
2
(iii) Erest = mc and relativistic factor M2.2
HSW11, 12
2
(iv) Etotal = cErest .
© OCR 2016
A Level in Physics B (Advancing Physics) 37
(d) Demonstrate and apply knowledge and
understanding of the following practical
activities (HSW4):
(i) studying the absorption of α-particles, Possible use of simulation software links to 6.2.2a(i)
β-particles and γ-rays by appropriate
materials
(ii) determining the half-life of an isotope such Possible use of simulation software links to 6.2.2c(i)
2 as protactinium.
Some learners may wish to follow a physics course There are a number of Science specifications at OCR.
for only one year as an AS, in order to broaden Find out more at www.ocr.org.uk.
© OCR 2016
38 A Level in Physics B (Advancing Physics)
3 Assessment of OCR A Level in Physics B
(Advancing Physics)
3a. Forms of assessment
All three externally assessed components (01–03) Stretch and challenge questions will support the
contain some synoptic assessment, some extended awarding of A* grade at A level, addressing the need
response questions and some stretch and challenge for greater differentiation between the most able
questions. learners.
This component is worth 100 marks and assesses Section B includes short answer question styles
content from across all teaching modules and places (structured questions, problem solving, calculations,
a particular emphasis on scientific literacy. Learners practical) and extended response question styles. This
answer all questions. This component includes a pre- section of the paper is worth approximately 45 marks.
release Advance Notice article (see Section 5f).
Section C includes short answer question styles and
Section A includes short answer question styles extended response question styles based on the
(structured questions, problem solving, calculations, Advance Notice article. This section of the paper is
practical). This section of the paper is worth worth approximately 25 marks.
approximately 30 marks.
This component is worth 60 marks and assesses practical) and extended response questions. This
content from across all teaching modules, placing a section is worth approximately 40 marks.
particular emphasis on practical skills. Learners answer
all questions. Section B takes the form of a longer structured
question (practical, problem solving, calculations,
Section A includes short answer question styles extended response) focusing on data analysis. This
(structured questions, problem solving, calculations, section is worth approximately 20 marks.
© OCR 2016
A Level in Physics B (Advancing Physics) 39
Practical Endorsement in physics (Component 04)
Performance in this component is reported separately Learners may work in groups but must demonstrate
to the performance in the A level as measured and record independent evidence of their competency.
through externally assessed components 01 to 03. Teachers who award a pass to their learners must be
This non-exam assessment component rewards the confident that each learner consistently and routinely
development of practical competency in physics and is exhibits the competencies listed in Section 5 and has
teacher assessed. Learners demonstrate competence demonstrated competence in all the skills detailed in
in the range of skills and techniques specified in Section 1.2.1 and all the apparatus and techniques
Section 1.2 of the specification by carrying out a detailed in Section 1.2.2 before completion of the
minimum of 12 assessed practical activities. The A level course. The practical activities provided by
Practical Endorsement is teacher assessed against the OCR are all mapped against the specification and
Common Practical Assessment Criteria as specified in assessment criteria.
3 Section 5h.
Assessment Objective
© OCR 2016
40 A Level in Physics B (Advancing Physics)
AO weightings in A Level in Physics B
The relationship between the assessment objectives
and the components are shown in the following table:
* The Practical Endorsement is assessed and reported separately from the overall A level grade (see Section 5h).
© OCR 2016
A Level in Physics B (Advancing Physics) 41
3f. Synoptic assessment
Synoptic assessment tests the learners’ understanding Synoptic assessment requires learners to make and
of the connections between different elements of the use connections within and between different areas of
subject. physics, for example, by:
Synoptic assessment involves the explicit drawing •• applying knowledge and understanding of more
together of knowledge, understanding and skills than one area to a particular situation or context
learned in different parts of the A level course. The
emphasis of synoptic assessment is to encourage the •• using knowledge and understanding of principles
development of the understanding of the subject as a and concepts in planning experimental and
discipline. All components within Physics B (Advancing investigative work and in the analysis and
Physics) contain an element of synoptic assessment. evaluation of data
3 •• bringing together scientific knowledge and
understanding from different areas of the
subject and applying them.
© OCR 2016
42 A Level in Physics B (Advancing Physics)
4 Admin: what you need to know
The information in this section 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 deadline.
number of learners who will be entered for a These do not incur a cost and do not commit your
qualification in a particular series. Estimated entries centre in any way.
Updated arrangements for monitoring the Practical Endorsement from September 2017
4
The organisation of the monitoring visits for the Monitoring visits will follow the same procedures as
Practical Endorsement changes in September 2017. for 2015 to 2017 and large centres will continue to be
The awarding organisations (AOs) will use information monitored for biology, chemistry and physics.
from centre entries for the reformed A levels in
Full details of monitoring and the update are
biology, chemistry and physics in the previous summer
available at http://ocr.org.uk/Images/404146-
examination series to jointly plan monitoring visits
cross-board-messaging-july-2017-updates-to-the-
for the September 2017 to May 2019 and subsequent
practical-endorsement-monitoring-process-from-
cycles.
september-2017.pdf which can be found on
Centres will be monitored for a different science than www.ocr.org.uk/positiveaboutpractical.
that which was monitored in the previous monitoring
Lead teachers are required to have undertaken the
cycle. The first contact with a centre will be from
free on-line training provided (available and accessible
the AO with which the science to be monitored was
to all teachers at: https://practicalendorsement.
entered in summer 2017. Centres do not need to
ocr.org.uk) on the implementation of the Practical
register details with JCQ or the AO prior to contact
Endorsement. They should also ensure that all other
regarding the monitoring visit. This first contact will
teachers of that science within the centre are familiar
be with the exams officer (or other nominated school
with the requirements so that standards are applied
contact).
consistently.
Final entries
Final entries provide OCR with detailed data for Final entries must be submitted to OCR by the
each learner, showing each assessment to be taken. published deadlines or late entry fees will apply.
It is essential that you use the correct entry code,
considering the relevant entry rules. All learners taking A Level in Physics B must be entered
for one of the entry options shown on the following
table:
© OCR 2016
A Level in Physics B (Advancing Physics) 43
Entry option Component
Entry code Title Code Title Assessment type
H557 Physics B 01 Fundamentals of physics External assessment
(Advancing
Physics) 02 Scientific literacy in physics External assessment
03 Practical skills in physics External assessment
04 Practical Endorsement in physics Non-exam assessment
(Visiting monitoring)
H557C Physics B 01 Fundamentals of physics External assessment
(Advancing
Physics) 02 Scientific literacy in physics External assessment
03 Practical skills in physics External assessment
80 Practical Endorsement in Non-exam assessment
4 physics – Carried Forward* (Carried Forward)
*The carry forward option will be available for the first time from June 2018.
Private candidates
Private candidates may enter for OCR assessments. The Practical Endorsement is an essential part of
the course and will allow learners to develop skills
A private candidate is someone who pursues a course
for further study or employment, as well as
of study independently but takes an examination
imparting important knowledge that is part
or assessment at an approved examination centre.
of the specification.
A 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 A Level Physics B (Advancing Physics) qualification
arrangement is made early in the course.
requires learners to complete a Practical Endorsement
incorporating a minimum of 12 practical activities, Further guidance for private candidates may be found
allowing them to demonstrate a range of practical on the OCR website: http://www.ocr.org.uk
skills, use of apparatus and techniques to fulfil the
Common Practical Assessment Criteria.
The Head of Centre is required to provide a declaration Please see the JCQ publication Instructions for
to the JCQ as part of the annual NCN update, conducting non-examination assessments for further
conducted in the autumn term, to confirm that all information.
candidates at the centre have had the opportunity to
Any failure by a centre to provide the Head of Centre
undertake the prescribed practical activities.
Annual Declaration will result in your centre status
being suspended and could lead to the withdrawal of
our approval for you to operate as a centre.
© OCR 2016
44 A Level in Physics B (Advancing Physics)
4b. Accessibility and special consideration
Reasonable adjustments and access arrangements Special consideration is a post-assessment adjustment
allow learners with special educational needs, to marks or grades to reflect temporary injury, illness
disabilities or temporary injuries to access the or other indisposition at the time the assessment was
assessment and show what they know and can do, taken. Detailed information about eligibility for special
without changing the demands of the assessment. consideration can be found in the JCQ A guide to the
special consideration process and JCQ Reasonable
Applications for these should be made before the Adjustments for GCE A-level sciences – Endorsement of
examination series. Detailed information about practical skills.
eligibility for access arrangements can be found
in the JCQ Access Arrangements and Reasonable
Adjustments.
A level qualifications are graded on the scale: A*, A, B, Results for the A Level Sciences Practical Endorsements
C, D, E, where A* is the highest. Learners who fail to will be shown independently of the qualification
reach the minimum standard for E will be Unclassified grade on the certificate. Candidates who fulfil the
(U). Only subjects in which grades A* to E are attained requirements and reach the minimum standard will be
will be recorded on certificates. awarded a Pass grade. Candidates who fail to reach the
minimum standard will be recorded as ‘Not Classified’
and this will also be reported on the certificate.
© OCR 2016
A Level in Physics B (Advancing Physics) 45
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
•• weighted mark grade boundaries for each entry
Centres will have access to the following results option.
information for each learner:
Until certificates are issued, results are deemed to
•• the grade for the qualification be provisional and may be subject to amendment.
A learner’s final results will be recorded on an OCR
•• the raw mark for each component
certificate.
•• the total weighted mark for the qualification.
The qualification title will be shown on the certificate
as ‘OCR Level 3 Advanced GCE in Physics B (Advancing
Physics)’.
4g. Malpractice
Any breach of the regulations for the conduct Detailed information on malpractice can be found
of examinations and coursework may constitute in the Suspected Malpractice in Examinations and
malpractice (which includes maladministration) and Assessments: Policies and Procedures published by
must be reported to OCR as soon as it is detected. JCQ.
© OCR 2016
46 A Level in Physics B (Advancing Physics)
5 Appendices
© OCR 2016
A Level in Physics B (Advancing Physics) 47
5c. Physics B data sheet
Data, Formulae and Relationships
The data, formulae and relationships in this data sheet will be printed for distribution with the examination papers.
Data
Values are given to three significant figures, except where more – or fewer – are useful.
Physical constants
© OCR 2016
48 A Level in Physics B (Advancing Physics)
Other data
standard temperature and pressure (stp) 273 K (0cC ), 1.01 × 105 Pa (1 atmosphere)
Conversion factors
1 light ≈ 1016 m
year
e = 2.72
arc = ri
r = 3.14 1 radian = 57.3c
circumference of circle = 2rr
5
sin i . tan i . i area of circle = rr
2
4 3
volume of sphere = 3 rr
Prefixes
© OCR 2016
A Level in Physics B (Advancing Physics) 49
Formulae and relationships
v
linear magnification m=
u
Electricity
DQ
current I=
Dt
5 potential difference V=
W
Q
1 1 1
conductors in series and parallel = + +f G = G1 + G2 + f
G G1 G2
1 1 1
resistors in series and parallel R = R1 + R2 + f = + +f
R R1 R2
R2
potential divider Vout = Vin
R1 + R2
vA tL
conductivity and resistivity G= R=
L A
Q
capacitance C=
V
1 1 2
energy stored in a capacitor E = 2 QV = 2 CV
dQ Q -t/RC
discharge of capacitor =- Q = Q0 e x = RC
dt RC
© OCR 2016
50 A Level in Physics B (Advancing Physics)
Materials
Hooke’s law F = kx
1 2
elastic strain energy 2
kx
stress
Young modulus E=
strain
tension extension
stress = , strain =
cross-sectional area original length
Gases
1 2
kinetic theory of gases pV = 3 Nmc
θ
Fcos θ
equations for uniformly
1 2
accelerated motion s = ut + 2 at
v = u + at
2 2
v = u + 2as
2 2
v mv
for circular motion a= ,F=
r r
© OCR 2016
A Level in Physics B (Advancing Physics) 51
E
- kT
Boltzmann factor e
Waves
wave formula v = fm
1
frequency and period f=
T
Oscillations
d x
2 JkN
simple harmonic motion = a =- KK OO x =- ~2 x
2
dt LmP
x = A cos (~t)
x = A sin (~t)
~ = 2rf
5
m
periodic time T = 2r
k
L
T = 2r
g
1 2 1 2 1 2
total energy E = 2 kA = 2 mv + 2 kx
In 2
half life T1 =
2 m
radioactive dose and risk absorbed dose = energy deposited per unit mass
effective dose = absorbed dose × quality factor
risk = probability × consequence
2
mass–energy relationship Erest = mc
1
relativistic factor c=
2 2
1 - v /c
© OCR 2016
52 A Level in Physics B (Advancing Physics)
h
de Broglie m=
p
dV TV
for all fields field strength =- .-
dr Tr
F
gravitational fields g=
m
GM GMm
Vgrav =- , F =- 2
r
r
F V kQq
electric fields E= = , electrical potential energy =
q d r
kQ kQq
Velec = ,F= 2
r
r
Electromagnetism 5
magnetic flux z = BA
force on a current carrying conductor F = ILB
force on a moving charge F = qvB
d (Nz)
induced e.m.f E =-
dt
© OCR 2016
A Level in Physics B (Advancing Physics) 53
Symbols and units used in question papers
The following list illustrates the symbols and units which are used in the A level question papers.
mass m kg
length L or l m
time t s
electric current I A
thermodynamic temperature T K
distance d m
displacement x or s m
area A m2
5 volume V m3
density t kg m–3
speed u, v, c m s–1
velocity u, v, c m s–1
acceleration a m s–2
force F N
momentum p N s
work W J
energy W, E J
potential energy EP J
kinetic energy EK J
power P W
pressure p Pa
angle i °, rad
© OCR 2016
54 A Level in Physics B (Advancing Physics)
Quantity Usual symbol Usual unit
period T s
frequency f Hz
wavelength m m
electric charge Q, q C
elementary charge e C
electric potential V V
conductance G S
resistivity t Ω m
conductivity v S m–1
capacitance C F
time constant x s
magnetic flux U Wb
stress Pa
Young modulus E Pa
Celsius temperature i °C
© OCR 2016
A Level in Physics B (Advancing Physics) 55
Quantity Usual symbol Usual unit
number N, n
half‑life T1 s
2
proton number Z
nucleon number A
neutron number N
© OCR 2016
56 A Level in Physics B (Advancing Physics)
5d. How Science Works (HSW)
Incorporating Section 8 (the skills, knowledge and •• HSW2 Use knowledge and understanding
understanding of How Science Works) of the DfE to pose scientific questions, define scientific
criteria for science into the specification. problems, present scientific arguments and
scientific ideas
How Science Works (HSW) was conceived as being
a wider view of science in context, rather than just •• HSW3 Use appropriate methodology, including
straightforward scientific enquiry. It was intended to information and communication technology
develop learners as critical and creative thinkers, able (ICT), to answer scientific questions and solve
to solve problems in a variety of contexts. scientific problems
Developing ideas and theories to explain the operation •• HSW4 Carry out experimental and investigative
of the entirety of our existence, from the sub-atomic activities, including appropriate risk
particles to the Universe, is the basis of Physics. How management, in a range of contexts
Science Works develops the critical analysis and linking •• HSW5 Analyse and interpret data to provide
of evidence to support or refute ideas and theories. evidence, recognising correlations and causal
Learners should be aware of the importance that peer relationships
review and repeatability have in giving confidence to
this evidence. •• HSW6 Evaluate methodology, evidence and
data, and resolve conflicting evidence
Learners are expected to understand the variety
of sources of data available for critical analysis to •• HSW7 Know that scientific knowledge and
understanding develops over time
5
provide evidence and the uncertainty involved in its
measurement. They should also be able to link that •• HSW8 Communicate information and ideas in
evidence to contexts influenced by culture, politics and appropriate ways using appropriate terminology
ethics.
•• HSW9 Consider applications and implications of
Understanding How Science Works requires an science and evaluate their associated benefits
understanding of how scientific evidence can influence and risks
ideas and decisions for individuals and society, which
is linked to the necessary skills of communication for •• HSW10 Consider ethical issues in the
audience and for purpose with appropriate scientific treatment of humans, other organisms and the
terminology. environment
The examples and guidance within the specification are •• HSW11 Evaluate the role of the scientific
not exhaustive but give a flavour of opportunities for community in validating new knowledge and
integrating HSW within the course. These references, ensuring integrity
written in the form HSW1, link to the statements as •• HSW12 Evaluate the ways in which society uses
detailed below: science to inform decision making.
•• HSW1 Use theories, models and ideas to
develop scientific explanations
© OCR 2016
A Level in Physics B (Advancing Physics) 57
5e. Mathematical requirements
In order to be able to develop their skills, knowledge These skills will be applied in the context of the
and understanding in A Level Physics, learners need to relevant physics.
have been taught, and to have acquired competence
in, the appropriate areas of mathematics relevant to All mathematical content will be assessed within the
the subject as indicated in the table of coverage below. lifetime of the specification. Skills shown in bold type
will only be tested in the full A level course, not the
The assessment of quantitative skills will include standalone AS level course.
at least 40% Level 2 (or above) mathematical skills
for physics (see later for a definition of Level 2 This list of examples is not exhaustive and is not limited
mathematics). to Level 2 examples. These skills could be developed
in other areas of specification content from those
indicated.
Exemplification of the
Areas of the specification which
mathematical skill in the context
Mathematical skill to be exemplify the mathematical
of A Level Physics (assessment
assessed skill (assessment is not limited
is not limited to the examples
to the examples below)
below)
M0.1 Recognise and make use Learners may be tested on their 1.1.2(b), 2 (b)(i), 3.1.2 (c)(i)
of appropriate units in ability to:
calculations •• identify the correct units for
physical properties such as
m s–1, the unit for velocity;
•• convert between units with
different prefixes e.g. cm3
to m3.
M0.2 Recognise and use Learners may be tested on their 1.1.3(c), 4.1(a)(iii), 4.1(c)(iv),
expressions in decimal and ability to: 4.1(c)(v)
standard form •• use physical constants
expressed in standard
form such as
8 -1
c = 3.00 # 10 m s .
M0.3 Use ratios, fractions and Learners may be tested on their 2(c)(i), 3.1.1(c)(iii), 3.2(c)(ii),
percentages ability to: 5.2.2(a)(i), 5.2.2(c)(i)
•• calculate efficiency of
devices;
•• calculate percentage
uncertainties in
measurements.
© OCR 2016
58 A Level in Physics B (Advancing Physics)
Exemplification of the
Areas of the specification which
mathematical skill in the context
Mathematical skill to be exemplify the mathematical
of A Level Physics (assessment
assessed skill (assessment is not limited
is not limited to the examples
to the examples below)
below)
M0.4 Estimate results Learners may be tested on their 1.1.1(b), 1.1.3(a), 3.1.2(c)(i)
ability to:
•• estimate the effect of
changing experimental
parameters on measurable
values.
M0.5 Use calculators to find Learners may be tested on their 3.1.1(c)(vi), 3.1.2(c)(i),
and use power functions ability to: 3.2(c)(i), 3.2(c)(ii), 4.2(c)(viii),
exponential and logarithmic •• solve for unknowns in 5.1.1(c)(iii)
functions decay problems such as
– mt
N = N0 e .
M0.6 Use calculators to handle Learners may be tested on their 2(b)(i), 4.1(c)(ii), 4.1(c)(iii),
sin x, cos x and tan x when ability to: 5.1.1(c)(x)
x is expressed in degrees or
radians
•• calculate the direction of
resultant vectors.
5
M1 – Handling data
M1.1 Use an appropriate number Learners may be tested on their 3.1.1(c)(iii), 3.1.2(c)(i), 3.2(c)(ii)
of significant figures ability to:
•• report calculations to an
appropriate number of
significant figures given
raw data quoted to varying
numbers of significant
figures;
•• understand that calculated
results can only be reported
to the limits of the least
accurate measurement.
M1.2 Find arithmetic means Learners may be tested on their 1.1.3(c), 2(c)(i), 3.2(a)(iv)
ability to:
•• calculate a mean value for
repeated experimental
readings.
M1.3 Understand simple Learners may be tested on their 4.1(a)(vii), 5.1(a)(iv)
probability ability to:
•• understand probability in the
context of radioactive decay.
© OCR 2016
A Level in Physics B (Advancing Physics) 59
Exemplification of the
Areas of the specification which
mathematical skill in the context
Mathematical skill to be exemplify the mathematical
of A Level Physics (assessment
assessed skill (assessment is not limited
is not limited to the examples
to the examples below)
below)
M1.4 Make order of magnitude Learners may be tested on their 3.1.2(c)(iii), 3.2(c)(ii)
calculations ability to:
•• evaluate equations with
variables expressed
in different orders of
magnitude.
M1.5 Identify uncertainties in Learners may be tested on their 1.1.4(d), 2(c)(ii)
measurements and use ability to:
simple techniques to •• determine the uncertainty
determine uncertainty where two readings for
when data are combined length need to be added
by addition, subtraction, together.
multiplication, division and
raising to powers
5 M2 – Algebra
M2.1 Understand and Learners may be tested on their 3.1.1(c)(vii), 4.2(c)(v),
use the symbols: ability to: 4.2(c)(vi), 5.1.2 (c)(ii),
=, 1, %, &, 2, \, ., T •• recognise the significance of 5.2.1(c)(i)
the symbols in the expression
F \ Tp/Tt .
M2.2 Change the subject of an Learners may be tested on their 3.1.1(c)(iii), 3.2(c)(i), 4.2(c)(iii),
equation, including non- ability to: 5.1.1(c)(vi),
linear equations •• rearrange E = mc2 to make m 5.1.1 (c)(vii), 6.2.1(c)(iii)
the subject.
M2.3 Substitute numerical values Learners may be tested on their 3.1.1(c)(iii), 3.1.2(c)(i),
into algebraic equations ability to: 3.2(c)(i), 4.1(c)(iv), 4.1(c)(v),
using appropriate units for •• calculate the momentum p
physical quantities 4,2(c)(iv), 4.2(c)(ix)
of an object by substituting
the values for mass m and 5.1.1(c)(v), 6.1.2(a)(i), 6.1.2(c)
velocity v into the equation (iv), 6.2.1(c)(i)
p = mv.
M2.4 Solve algebraic equations, Learners may be tested on their 3.1.1(c)(iii), 3.1.2(c)(iii), 4.2(c)(iii)
including quadratic ability to: 5.1.3(a)(ii)
equations •• solve kinematic equations for
constant acceleration such as
1 2
v = u + at and s = ut + at .
2
© OCR 2016
60 A Level in Physics B (Advancing Physics)
Exemplification of the
Areas of the specification which
mathematical skill in the context
Mathematical skill to be exemplify the mathematical
of A Level Physics (assessment
assessed skill (assessment is not limited
is not limited to the examples
to the examples below)
below)
M2.5 Use logarithms in relation Learners may be tested on their 5.1.1(b)(v), 5.1.3(b)(i)
to quantities that range ability to:
over several orders of •• recognise and interpret
magnitude real world examples of
logarithmic scales.
M3 – Graphs
M3.1 Translate information Learners may be tested on their 1.1.3(d), 3.1.1(c)(ix),
between graphical, ability to: 3.2(b)(ii), 4.1(a)(vi)
numerical and algebraic •• calculate Young modulus for
forms materials using stress–strain
graphs.
M3.2 Plot two variables from Learners may be tested on their 1.1.3(d), 3.1.1(c)(iii), 3.2(b)(ii),
experimental or other data ability to: 4.1(a)(vi)
•• plot graphs of extension of a 5
wire against force applied.
M3.3 Understand that Learners may be tested on their 1.1.3(d), 4.2(b)(ii), 4.1(a)(vi)
y = mx + c represents a ability to:
linear relationship •• rearrange and compare
v = u + at with y = mx + c
for velocity–time graphs
in constant acceleration
problems.
M3.4 Determine the slope and Learners may be tested on their 1.1.3(d), 4.1(a)(vi), 4.2(b)(ii)
intercept of a linear graph ability to:
•• read off and interpret
intercept point from a graph
e.g. the initial velocity in a
velocity–time graph.
M3.5 Calculate rate of change Learners may be tested on their 4.2(b)(ii)
from a graph showing a ability to:
linear relationship •• calculate acceleration from a
linear velocity–time graph.
M3.6 Draw and use the slope of Learners may be tested on their 4.2(b)(ii), 5.1.2(b)(iii)
a tangent to a curve as a ability to:
measure of rate of change •• draw a tangent to the curve
of a displacement–time
graph and use the gradient to
approximate the velocity at a
specific time.
© OCR 2016
A Level in Physics B (Advancing Physics) 61
Exemplification of the
Areas of the specification which
mathematical skill in the context
Mathematical skill to be exemplify the mathematical
of A Level Physics (assessment
assessed skill (assessment is not limited
is not limited to the examples
to the examples below)
below)
M3.7 Distinguish between Learners may be tested on their 4.2(b)(ii)
instantaneous rate of ability to:
change and average rate of •• understand that the
change gradient of the tangent of
a displacement–time graph
gives the velocity at a point
in time which is a different
measure to the average
velocity.
M3.8 Understand the possible Learners may be tested on their 3.2(c)(i), 5.1.1(b)(vi), 5.1.2(b)(ii),
physical significance of the ability to: 6.1.2(b)(i), 6.1.2(b)(ii)
area between a curve and •• recognise that for a capacitor
the x axis and be able to the area under a voltage–
calculate it or estimate it charge graph is equivalent to
5 by graphical methods as
appropriate
the energy stored.
M3.9 Apply the concepts Learners may be tested on their 4.2(c)(xi), 5.1.1(a)(iii), 5.1.1(c)(ii),
underlying calculus (but ability to: 5.1.1(c)(iv), 5.1.1(c)(ix)
without requiring the •• determine g from distance–
explicit use of derivatives time plot, projectile motion.
or integrals) by solving
equations involving rates of ••
change, e.g. Tx/Tt =- mx
using a graphical method or
spreadsheet modelling
M3.10 Interpret logarithmic plots Learners may be tested on their 3.2(b)(iii), 5.1.1(b)(v)
ability to:
•• obtain time constant for
capacitor discharge by
interpreting plot of log V
against time.
M3.11 Use logarithmic plots to Learners may be tested on their 5.1.1(b)(v)
test exponential and power ability to:
law variations •• use logarithmic plots with
decay law of radioactivity /
charging and discharging of a
capacitor.
© OCR 2016
62 A Level in Physics B (Advancing Physics)
Exemplification of the
Areas of the specification which
mathematical skill in the context
Mathematical skill to be exemplify the mathematical
of A Level Physics (assessment
assessed skill (assessment is not limited
is not limited to the examples
to the examples below)
below)
M3.12 Sketch relationships which Learners may be tested on their 3.1.2(b)(iii), 3.2(b)(ii), 4.2(b)(ii),
are modelled by ability to: 5.1.1(b)(v), 5.1.1(b)(vii), 5.1.2(b)
y = k/x, y = kx2, y = k/x2, •• sketch relationships between (ii), 5.2.1(b)(ii), 5.2.2(b)(i)
y = kx, y = sin x, pressure and volume for an
y = cos x, y = e± x, and ideal gas.
y = sin2x, y = cos2x
as applied to physical
relationships
M4 – Geometry and trigonometry
M4.1 Use angles in regular 2D and Learners may be tested on their 4.2(c)(ii)
3D structures ability to:
•• interpret force diagrams to
solve problems.
M4.2 Visualise and represent 2D
and 3D forms including two-
Learners may be tested on their
ability to:
4.2(c)(ii) 5
dimensional representations •• draw force diagrams to solve
of 3D objects mechanics problems.
M4.3 Calculate areas of triangles, Learners may be tested on their 3.1.2(c)(iii)
circumferences and areas ability to:
of circles, surface areas •• calculate the area of the
and volumes of rectangular cross section to work out the
blocks, cylinders and resistance of a conductor
spheres given its length and
resistivity.
M4.4 Use Pythagoras’ theorem, Learners may be tested on their 4.2(c)(ii)
and the angle sum of a ability to:
triangle •• calculate the magnitude of
a resultant vector, resolving
forces into components to
solve problems.
M4.5 Use sin, cos and tan in Learners may be tested on their 4.1(c)(ii), 4.2(c)(i), 5.1.1(c)(x)
physical problems ability to:
•• resolve forces into
components.
M4.6 Use of small angle Learners may be tested on their 4.1(c)(iii)
approximations including ability to:
sin i . i , tan i . i , •• calculate fringe separations in
cos i . 1 for small i interference patterns.
where appropriate
© OCR 2016
A Level in Physics B (Advancing Physics) 63
Exemplification of the
Areas of the specification which
mathematical skill in the context
Mathematical skill to be exemplify the mathematical
of A Level Physics (assessment
assessed skill (assessment is not limited
is not limited to the examples
to the examples below)
below)
M4.7 Understand the relationship Learners may be tested on their 2(b)(i), 4.1(c)(iii)
between degrees and ability to:
radians and translate from •• convert angle in degrees to
one to the other angle in radians.
© OCR 2016
64 A Level in Physics B (Advancing Physics)
Definition of Level 2 mathematics
Within A Level Physics, 40% of the marks available The following will not be counted as Level 2
within written examinations will be for assessment of mathematics:
mathematics (in the context of physics) at a Level 2
standard, or higher. Lower level mathematical skills will •• simple substitution with little choice of equation
still be assessed within examination papers but will not or data
count within the 40% weighting for physics. •• structured question formats using GCSE
The following will be counted as Level 2 (or higher) mathematics (based on 2012 GCSE mathematics
mathematics: content).
Additional guidance on the assessment of mathematics
•• application and understanding requiring choice
within physics is available on the OCR website as a
of data or equation to be used
separate resource, the Maths Skills Handbook.
•• problem solving involving use of mathematics
from different areas of maths and decisions
about direction to proceed
•• questions involving use of A level mathematical
content (as of 2012), e.g. use of logarithmic
equations.
5
© OCR 2016
A Level in Physics B (Advancing Physics) 65
5f. Advance Notice for component 02
The A Level Physics B (Advancing Physics) specification 5. Y ou will not have time to read this article for
places a particular emphasis on the development the first time in the examination if you are to
of scientific literacy skills, which are assessed at the complete the examination paper within the
end of the course using a pre-release Advance Notice specified time. However, you should refer to the
article (also included as part of the examination paper article when answering the questions.
for component H557/02). The Advance Notice will be
a scientific article/s related to the content within the Notes for guidance (teachers)
specification and questions related to the Advance 1. T his Advance Notice material should be issued
Notice will be worth 20–25 marks. to candidates on or after the date shown on the
front cover of the candidate instructions sheet
The Advance Notice will be available for download via at the discretion and convenience of the centre.
the OCR website on 13 March each year (starting from Candidates can be given the material at any
13 March 2017 for the first A level assessment in June point, but it is suggested that this should be at
2017) to enable teachers and learners sufficient time least four weeks before the examination date.
to work through the information provided.
2. andidates will need to read the article carefully.
C
The instructions for teachers and candidates that will Time can be built into the teaching programme
accompany the Advance Notice article are summarised to introduce the article content. Candidates
below: should be able to discuss the article freely and
5 Notes for guidance (candidates)
be given support and advice in the interpretation
of the content so that they are able to answer
1. T his leaflet contains an article/s which is needed the questions based on the article in the
in preparation for questions in the externally externally assessed examination. Candidates
assessed examination H557/02 Scientific literacy should also be encouraged to investigate the
in physics. topics covered in the article for themselves.
2. Y ou will need to read the article carefully and 3. Candidates will be expected to apply their
also have covered the Learning outcomes for knowledge and understanding of the content
A Level in Physics B (Advancing Physics). The in A Level Physics B (Advancing Physics) to
examination paper will contain questions on questions based on the article. There are
the article/s. You will be expected to apply 20–25 marks available on the paper for these
your knowledge and understanding of the questions.
work covered in A Level in Physics B (Advancing
Physics) to answer these questions. There are The Advance Notice material must not be taken into
20–25 marks available on the question paper for the examination. The examination paper H557/02
these questions. will contain a fresh copy of the article, as an insert.
Candidates should be reminded that they do not have
3. You can seek advice from your teacher about the sufficient time during the examination to read the
content of the article and you can discuss it with article for the first time. They should, however, refer
others in your class. You may also investigate the to the article printed in the insert in the examination
topic yourself using any resources available to paper to help them to answer the questions.
you.
© OCR 2016
66 A Level in Physics B (Advancing Physics)
5g. Health and Safety
In UK law, health and safety is primarily the to review them, to see if there is a need to modify
responsibility of the employer. In a school or college or adapt them in some way to suit the particular
the employer could be a local education authority, conditions of the establishment.
the governing body or board of trustees. Employees
(teachers/lecturers, technicians etc.), have a legal duty Such adaptations might include a reduced scale of
to cooperate with their employer on health and safety working, deciding that the fume cupboard provision
matters. Various regulations, but especially the COSHH was inadequate or the skills of the candidates were
Regulations 2002 (as amended) and the Management insufficient to attempt particular activities safely. The
of Health and Safety at Work Regulations 1999, significant findings of such risk assessment should
require that before any activity involving a hazardous then be recorded in a “point of use text ”, for example
procedure or harmful microorganisms is carried out, or on schemes of work, published teachers’ guides, work
hazardous chemicals are used or made, the employer sheets, etc. There is no specific legal requirement that
must carry out a risk assessment. A useful summary detailed risk assessment forms should be completed
of the requirements for risk assessment in school for each practical activity, although a minority of
or college science can be found at http://www.ase. employers may require this.
org.uk/resources/health-and-safety-resources/risk-
Where project work or investigations, sometimes
assessments/
linked to work-related activities, are included in
For members, the CLEAPSS® guide, PS90, Making and specifications this may well lead to the use of novel
recording risk assessments in school science1 offers
appropriate advice.
procedures, chemicals or microorganisms, which are
not covered by the employer’s model risk assessments. 5
The employer should have given guidance on how
Most education employers have adopted nationally to proceed in such cases. Often, for members, it will
available publications as the basis for their Model Risk involve contacting CLEAPSS®.
Assessments.
1These, 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
A Level in Physics B (Advancing Physics) 67
5h. Practical endorsement
The Practical Endorsement is common across B (Advancing Physics). It requires a minimum of 12
Chemistry A and Chemistry B (Salters)/Biology A and practical activities to be completed from the Practical
Biology B (Advancing Biology) /Physics A and Physics Activity Groups (PAGs) defined below (Fig. 1).
12
Research skills
Investigative and
unscaffolded
10 11 Practical Activity
Groups (PAG)
Investigating 1 to 12
simple harmonic Investigation
motion
7 8 9
5 2nd year
Investigating Investigating Investigating
ionising radiation gases capacitors
practicals
1 2 3 4 5 6
1st year
practicals Investigating Investigating Investigating Investigating Investigating Investigating
motion properties of electrical electrical waves quantum
materials properties circuits effects
© OCR 2016
68 A Level in Physics B (Advancing Physics)
A Level in Physics B (Advancing Physics)
© OCR 2016
5
5
70
5
5
72
© OCR 2016
A Level in Physics B (Advancing Physics) 73
Table 2 Common Practical Assessment Criteria (CPAC) for the assessment of practical competency in A Level
sciences
© OCR 2016
74 A Level in Physics B (Advancing Physics)
Choice of activity (iii) using activities devised by the centre and
mapped against Section 1.2 of the specification
Centres can include additional skills, apparatus and and the CPAC
techniques within an activity (PAG) beyond those listed
as the minimum in Table 1 or in the published practical (iv) using activities from external sources such as the
activities. They may also carry out more than the learned societies, mapped against Section 1.2 of
minimum 12 practical activities required to meet the the specification and the CPAC
Practical Endorsement.
Centres can receive guidance on the suitability of
To achieve a Pass within the Practical Endorsement, their own practical activities or against any of the
candidates must have demonstrated competence in options within (ii) to (iv) above through our free
all the skills, apparatus and techniques detailed in practical assessment support service by emailing
Sections 1.2.1 and 1.2.2 of the specification by carrying [email protected].
out a minimum of 12 assessed practical activities
Where centres devise their own practical activity or
(covering all of PAG1 to PAG12) and achieved the level
use an alternative activity, that practical activity must
of competence defined within the Common Practical
be of a level of demand appropriate for A level.
Assessment Criteria (Table 2).
Practical Activity Groups 1 to 12 can be achieved
The minimum of 12 activities can be met by:
through more than one centre devised practical
(i) using OCR suggested activities (provided as activity, and centres are not limited to 12 practical
resources from Interchange, or by contacting activities such that a centre could, for instance, split
[email protected] should you be unable to access
Interchange)
PAG3 into two activities of their own (rather than one)
with the two activities fulfilling the requirements. 5
Alternatively it could be possible that an extended
(ii) modifying OCR suggested activities to match activity may cover the requirements of more than one
available equipment whilst fulfilling the same group, in which case the centre could then select an
skills, apparatus and techniques and CPAC additional activity from another group to achieve the
required minimum of 12 practical activities.
© OCR 2016
A Level in Physics B (Advancing Physics) 75
5i. Revision of the requirements for practical work
OCR will review the Practical Endorsement detailed in If any revision to the Practical Endorsement is made,
Section 5h of this specification following any revision OCR will produce an amended specification which
by the Secretary of State of the skills, apparatus or will be published on the OCR website. OCR will then
techniques specified in respect of A Level Physics B use the following methods to communicate the
(Advancing Physics). amendment to centres: subject information update
emailed sent to all Examinations Officers, e-alerts to
OCR will revise the Practical Endorsement if
centres that have registered to teach the qualification
appropriate.
and social media.
© OCR 2016
76 A Level in Physics B (Advancing Physics)
Your checklist
Our aim is to provide you with all
the information and support you
need to deliver our specifications.
To stay up to date with all the relevant news about our qualifications, register for email updates at
ocr.org.uk/updates
Science 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 Science support materials.
To sign up, go to social.ocr.org.uk
follow us on
For sta training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2014 Oxford Cambridge and RSA Examinations is a Company
Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.
ocr.org.uk/alevelphysicsb
4740002091