Qualification
Accredited

Oxford Cambridge and RSA

GCSE (9-1)
Specification

GATEWAY SCIENCECOMBINEDSCIENCE A
J250
For first assessment in 2018

Version 4.3 (September 2024)

ocr.org.uk/gcsegatewaycombinedscienceDisclaimer

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Specifications are updated over time. Whilst every effort is made to check all
documents, there may be contradictions between published resources and thespecification, therefore please use the information on the latest specification at
all times. Where changes are made to specifications these will be indicated within
the document, there will be a new version number indicated, and a summaryof the changes. If you do notice a discrepancy between the specification and a
resource please contact us at: resources.feedback@ocr.org.uk
We will inform centres about changes to specifications. We will also publish
changes on our website. The latest version of our specifications will always be
those on our website (ocr.org.uk) and these may differ from printed versions.
© 2024 OCR. All rights reserved.
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However, registered centres for OCR are permitted to copy material from thisspecification booklet for their own internal use.
Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered inEngland. Registered company number 3484466.

Contents
Support and Guidance
Assessment Preparation and Analysis Service

1

2

3

4

5

ii
iii

Why choose an OCR GCSE (9–1) in Combined Science A (Gateway Science)?1

1a.
1b.
1c.
1d.

Why choose an OCR qualification?
Why choose an OCR GCSE (9–1) in Combined Science A (Gateway Science)?
What are the key features of this specification?
How do I find out more information?

1
2
4
5

The specification overview 6

2a.
2b.
2c.
2d.

OCR’s GCSE (9–1) in Combined Science A (Gateway Science) (J250)
Content of GCSE (9–1) in Combined Science A (Gateway Science) (J250)
Content of topics B1 to B6, C1 to C6 and P1 to P6
Prior knowledge, learning and progression

6
8
16
126

Assessment of GCSE (9–1) in Combined Science A (Gateway Science)127

3a.
3b.
3c.
3d.
3e.
3f.
3g.
3h.
3i.
3j.
3k.
3l.

Forms of assessment 
Assessment objectives (AO)
Command words
Tiers Total qualification time 
Qualification availability outside of England 
Language
Assessment availability
Retaking the qualification
Assessment of extended response Synoptic assessment 
Calculating qualification results 

127
 129
130
133
133
133
133
133
133
133
134
134

Admin: what you need to know135

4a.
4b.
4c.
4d.
4e.
4f.

Pre-assessment
Special consideration External assessment arrangements
Results and certificatesPost-results services
Malpractice 

135
136
136
137
137
137

Appendices138

5a.
5b.
5c.
5d.
5e.
5f.
5g.
5h.
5i.

Grade descriptors
Overlap with other qualificationsAccessibility
Units in science
Working scientificallyMathematical skills requirement
Equations in Physics 
Health and safety
The Periodic Table of elements

Summary of updates
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GCSE (9–1) in Combined Science A (Gateway Science)

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139
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140
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150
152
153
154

i

Support and Guidance
Introducing a new specification brings challenges for
implementation and teaching, but it also opens up newopportunities. Our aim is to help you at every stage.
We are working hard with teachers and other experts
to bring you a package of practical support, resources
and training.

Subject Advisors
OCR Subject Advisors provide information and support
to centres including specification and nonexam assessment advice, updates on resource
developments and a range of training opportunities.
Our Subject Advisors work with subject communities
through a range of networks to ensure the sharing ofideas and expertise supporting teachers and students
alike. They work with developers to help produce our
specifications and the resources needed to support
these qualifications during their development.
You can contact our Science Subject Advisors for
specialist advice, guidance and support:
01223 553998
ScienceGCSE@ocr.org.uk@OCR_Science

Teaching and learning resources
Our resources are designed to provide you with arange of teaching activities and suggestions that enable
you to select the best activity, approach or context
to support your teaching style and your particular
students. The resources are a body of knowledge thatii

will grow throughout the lifetime of the specification,
they include:••••

Delivery Guides
Transition Guides
Topic Exploration Packs
Lesson Elements.

We also work with a number of leading publishers who
publish textbooks and resources for our specifications.
For more information on our publishing partners
and their resources visit: www.ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners

Professional development
Our improved Professional Development
Programme fulfils a range of needs throughcourse selection, preparation for teaching, delivery
and assessment. Whether you want to come toface-to-face events, look at our new digital training
or search for training materials, you can find what
you’re looking for all in one place at the CPD Hub:cpdhub.ocr.org.uk

An introduction to new specifications
We run training events throughout the academic yearthat are designed to help prepare you for first teachingand support every stage of your delivery of the new
qualifications.
To receive the latest information about the training
we offer on GCSE and A Level, please register for email
updates at: www.ocr.org.uk/updates

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)Assessment Preparation and Analysis Service
Along with subject-specific resources and tools, you’llalso have access to a selection of generic resources that

focus on skills development, professional guidance forteachers and results data analysis.
ExamBuilder
Enabling you to build, mark and assess tests
from OCR exam questions and produce acomplete mock GCSE or A Level exam.
Find out more at ocr.org.uk/exambuilder

Subject Advisors Support
Our Subject Advisors provide
you with access to specifications,high-quality teaching resources
and assessment materials.

Skills Guides
These guides cover topics that
could be relevant to a rangeof qualifications, for example
communication, legislation
and research.
Download the guides at
ocr.org.uk/skillsguides

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Practice Papers
Assess students’ progress underformal examination conditions
with question papers downloaded
from a secure location, well-presented,
easy-to-interpret mark schemes
and commentary on marking andsample answers.

Active Results
Our free online results analysis
service helps you review theperformance of individual students
or your whole cohort. For moredetails, please refer toocr.org.uk/activeresultsiii

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Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

1

Why choose an OCR GCSE (9–1) in
Combined Science A (Gateway Science)?

1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance thatyou’re working with one of the UK’s leading examboards. Our new OCR GCSE (9–1) in Combined
Science A (Gateway Science) course has beendeveloped in consultation with teachers, employers
and Higher Education (HE) to provide learners
with a qualification that’s relevant to them andmeets their needs.
We’re part of the Cambridge Assessment Group,
Europe’s largest assessment agency and adepartment of the University of Cambridge.
Cambridge Assessment plays a leading role indeveloping and delivering assessments throughout
the world, operating in over 150 countries.
We work with a range of education providers,
including schools, colleges, workplaces and otherinstitutions in both the public and private sector.
Over 13,000 centres choose our A Levels, GCSEs
and vocational qualifications including Cambridge
Nationals and Cambridge Technicals.
Our Specifications
We believe in developing specifications that help you
bring the subject to life and inspire your learners toachieve more.
We’ve created teacher-friendly specifications
based on extensive research and engagement withthe teaching community. They’re designed to bestraightforward 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 theirown learning, confident in discussing ideas,
innovative and engaged.

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

1

We provide a range of support services designed tohelp you at every stage, from preparation throughto the delivery of our speciﬁcations. This includes:•

A wide range of high-quality creative resources
including:•
Delivery Guides•
Transition Guides•
Topic Exploration Packs•
Lesson Elements•. . . and much more.

•Access to Subject Advisors to support you
through the transition and throughout the
lifetime of the specification.

•

CPD/Training for teachers to introduce thequalifications and prepare you for firstteaching.

•

Active Results – our free results analysis
service to help you review the performanceof individual learners or whole schools.

•

ExamBuilder – our free online past papers
service that enables you to build your own
test papers from past OCR exam questions.

All GCSE (9–1) qualifications offered by OCR are
accredited by Ofqual, the Regulator for qualifications
offered in England. The accreditation number for
OCR’s GCSE (9–1) in Combined Science A (Gateway
Science) is QN 601/8687/2.

1

1b. Why choose an OCR GCSE (9–1) in Combined Science A(Gateway Science)?

1

We appreciate that one size doesn’t fit all so we offer
two suites of qualifications in each science:
Combined Science A (Gateway Science) – Provides
a flexible approach to teaching. The specification
is divided into topics, each covering different key
concepts of biology, chemistry and physics. Teachingof practical skills is integrated with the theoretical
topics and they are assessed through the written
papers.
Combined Science B (Twenty First Century Science)– Learners study biology, chemistry and physics
using a narrative-based approach. Ideas are
introduced within relevant and interesting settings
which help learners to anchor their conceptual
knowledge of the range of topics required at
GCSE level. Practical skills are embedded within
the specification and learners are expected to carryout practical work in preparation for a written
examination that will specifically test these skills.

All of our specifications have been developedwith subject and teaching experts. We haveworked in close consultation with teachers andother stakeholders with the aim of including up-todate relevant content within a framework that isinteresting to teach and easy to administer withinall centres.
Our new GCSE (9–1) in Combined Science A(Gateway Science) qualification builds on our two
existing popular courses (Core Science and Additional
Science). We have based the redevelopment of our
GCSE sciences on an understanding of what works
well in centres large and small.
The content is clear and logically laid out for
both existing centres and those new to OCR, withassessment models that are straightforward toadminister. We have worked closely with teachers
to provide high quality support materials to guide
you through the new qualifications.

Aims and learning outcomes
GCSE study in the sciences provides the foundation
for understanding the material world. Scientificunderstanding is changing our lives and is vital toworld’s future prosperity, and all learners should
be taught essential aspects of the knowledge,
methods, processes and uses of science. They
should be helped to appreciate how the complex
and diverse phenomena of the natural world can be
described in terms of a small number of key ideas
relating to the sciences which are both inter-linked,
and are of universal application.

•

the assumption that every effect has one ormore cause•that change is driven by differences between
different objects and systems when theyinteract•

that many such interactions occur over a
distance and over time without direct contact•that science progresses through a cycle ofhypothesis, practical experimentation,observation, theory development and review•

that quantitative analysis is a central element
both of many theories and of scientificmethods of inquiry.

These key ideas include:•2

the use of conceptual models and theories tomake sense of the observed diversity of natural
phenomena

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GCSE (9–1) in Combined Science A (Gateway Science)OCR’s GCSE (9–1) in Combined Science A (Gateway
Science) will encourage learners to:••develop scientific knowledge and conceptual
understanding through the specific disciplinesof biology, chemistry and physics
develop understanding of the nature, processes
and methods of science, through different
types of scientific enquiries that help them toanswer scientific questions about the world
around themVersion 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)•develop and learn to apply observational,
practical, modelling, enquiry and problemsolving skills, both in the laboratory, in thefield and in other learning environments•

develop their ability to evaluate claims basedon science through critical analysis of themethodology, evidence and conclusions, both
qualitatively and quantitatively.

1

3

1c.

1

What are the key features of this specification?

Our GCSE (9–1) in Combined Science A (Gateway
Science) specification is designed with a concept-led
approach and provides a flexible way of teaching.
The specification:•

identifies opportunities for carrying out
practical activities that enhance learners’
understanding of science theory and practicalskills•is laid out clearly in a series of teaching topics
with guidance included where required toprovide further advice on delivery••

is co-teachable with the GCSE (9–1) in: Biology
A (Gateway Science), Chemistry A (Gateway
Science) and Physics A (Gateway Science)highlights opportunities for the introduction of
key mathematical requirements (see Appendix
5f and the To include column for each topic)
into your teaching••embeds practical requirements within theteaching topics

identifies, within the Working scientificallycolumn, how the skills, knowledge andunderstanding of working scientifically(WS) can be incorporated within teaching.

4

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GCSE (9–1) in Combined Science A (Gateway Science)1d. How do I find out more information?
Whether new to our specifications, or continuingon from our legacy offerings, you can find more
information on our webpages at www.ocr.org.uk

Want to find out more?

Visit our subject pages to find out more about theassessment package and resources available tosupport your teaching. The science team also releases
a termly newsletter Science Spotlight (despatched tocentres and available from our subject pages).

E-mail:ScienceGCSE@ocr.org.uk

If you are not already a registered OCR centre then
you can find out more information on the benefitsof becoming one at: www.ocr.org.uk

Visit our Online Support Centre at support.ocr.org.uk

If you are not yet an approved centre and would liketo become one go to: www.ocr.org.uk/approvals

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

1

You can contact the Science Subject Advisors:

Telephone:01223 553998

Check what CPD events are available:
www.cpdhub.ocr.org.uk
Follow us on Twitter:@OCR_science5

2

The specification overview

2a. OCR’s GCSE (9–1) in Combined Science A (Gateway Science) (J250)

1

Learners are entered for either Foundation Tier (Papers 1, 2, 3, 4, 5 and 6) or Higher Tier (Papers 7, 8, 9, 10, 11
and 12). This qualification is worth two GCSEs.

Content Overview

2

Assessment Overview

Foundation Tier, grades 5–5 to 1–1••••

Topic B1: Cell level systems
Topic B2: Scaling up
Topic B3: Organism level systems
Topic CS7: Practical skills (PAGs B1-B5)

•
•
•
•

Topic B4: Community level systems
Topic B5: Genes, inheritance and selection
Topic B6: Global challenges
Topic CS7: Practical skills (PAGs B1-B5)

With assumed knowledge of B1–B3••••Topic C1: Particles
Topic C2: Elements, compounds and mixtures
Topic C3: Chemical reactions
Topic CS7:Practical skills (PAGs C1-C5)•

Topic C4: Predicting and identifying reactions
and products
Topic C5: Monitoring and controlling chemical
reactions
Topic C6: Global challenges
Topic CS7: Practical skills (PAGs C1-C5)•••

Paper 1 (Biology)
J250/01
1 hour 10 minutes
60 mark written paper
Paper 2 (Biology)
J250/02
1 hour 10 minutes
60 mark written paper
Paper 3 (Chemistry)
J250/03
1 hour 10 minutes
60 mark written paper

Paper 4 (Chemistry)
J250/04
1 hour 10 minutes
60 mark written paper

With assumed knowledge of C1–C3••••

Topic P1: Matter
Topic P2: Forces
Topic P3: Electricity and magnetism
Topic CS7: Practical skills (PAGs P1-P6)

•
•
•
•

Topic P4: Waves and radioactivity
Topic P5: Energy
Topic P6: Global challenges
Topic CS7: Practical skills (PAGs P1-P6)

With assumed knowledge of P1–P3.

Paper 5 (Physics)
J250/05
1 hour 10 minutes
60 mark written paper
Paper 6 (Physics)
J250/06
1 hour 10 minutes
60 mark written paper

16.7%
of total
GCSE
16.7%
of total
GCSE
16.7%
of total
GCSE
16.7%
of total
GCSE
16.7%
of total
GCSE
16.7%
of total
GCSE

J250/02, J250/04 and J250/06 include synoptic assessment.

6

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GCSE (9–1) in Combined Science A (Gateway Science)Content Overview

Assessment Overview

Higher Tier, grades 9–9 to 4–4••••

Topic B1: Cell level systems
Topic B2: Scaling up
Topic B3: Organism level systems
Topic CS7: Practical skills (PAGs B1-B5)

•
•
•
•

Topic B4: Community level systems
Topic B5: Genes, inheritance and selection
Topic B6: Global challenges
Topic CS7: Practical skills (PAGs B1-B5)

With assumed knowledge of B1–B3••••Topic C1: Particles
Topic C2: Elements, compounds and mixtures
Topic C3: Chemical reactions
Topic CS7: Practical skills (PAGs C1-C5)•

Topic C4: Predicting and identifying reactions
and products
Topic C5: Monitoring and controlling chemical
reactions
Topic C6: Global challenges
Topic CS7: Practical skills (PAGs C1-C5)•••

Paper 7 (Biology)
J250/07
1 hour 10 minutes
60 mark written paper
Paper 8 (Biology)
J250/08
1 hour 10 minutes
60 mark written paper
Paper 9 (Chemistry)
J250/09
1 hour 10 minutes
60 mark written paper

Paper 10 (Chemistry)
J250/10
1 hour 10 minutes
60 mark written paper

With assumed knowledge of C1–C3••••

Topic P1: Matter
Topic P2: Forces
Topic P3: Electricity and magnetism
Topic CS7: Practical skill (PAGs P1-P6)

•
•
•
•

Topic P4: Waves and radioactivity
Topic P5: Energy
Topic P6: Global challenges
Topic CS7: Practical skills (PAGs P1-P6)

With assumed knowledge of P1–P3

Paper 11 (Physics)
J250/11
1 hour 10 minutes
60 mark written paper
Paper 12 (Physics)
J250/12
1 hour 10 minutes
60 mark written paper

16.7%
of total
GCSE

2

16.7%
of total
GCSE
16.7%
of total
GCSE
16.7%
of total
GCSE
16.7%
of total
GCSE
16.7%
of total
GCSE

J250/08, J250/10 and J250/12 include synoptic assessment.

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7

2

8

2b. Content of GCSE (9–1) in Combined Science A (Gateway Science) (J250)
The GCSE (9–1) in Combined Science A (Gateway Science) specification content is
specified in section 2c. It is divided into 18 teaching topics B1-B6, C1-C6 & P1-P6
and a practical activity skills topic CS7.

Learning at GCSE (9–1) in Combined Science A (Gateway Science) is described in
the tables that follow:

Overview of the content layout
Topic B/C/P1: Topic title
B1.1 sub-topic
Summary
A short overview of the sub-topic that will be assessed in the examinations.

Common misconceptions
Common misconceptions students often have associated with this topic

Underlying knowledge and understanding
Underlying knowledge and understanding learners should be familiar with linked
to the sub-topic

Tiering
A brief summary of the tiering of the sub-topic

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

Reference

Mathematical learning outcomes

OCRs mathematics
reference code

This column defines the areas of mathematics that will need to be taught specifically within thecontext of this sub-topic. Questions in the examination will assess these learning outcomes within thecontext of the topic.

Mathematical skills(See appendix 5f)
Mathematical skill code as
indicated in Appendix 5f

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

Opportunities to cover:Items that are contained within these columns are intended
as a starting point for lesson planning.

Topic content

Learning outcomes

To include

Spec.
reference
numberThis column is
included to provide
further/specificadvice on deliveryof the learning
outcome.

Column specifies the subject
content that will be assessedin the examinations.

Maths(See appendix 5f)

Working scientifically(See appendix 5e)

Mathematical skills will
be assessed throughout
the examination. This
column highlights themathematical skills that
could be taught alongside
the topic content.

Working scientifically will beassessed throughout theexamination. This column
highlights the working
scientifically skills that could
be taught alongside the topic
content.

Practical suggestions(See topic CS7)

The compulsory practical skills
covered by the Practical
Activity Groups or PAGs areindicated in the tables in
Topic CS7. Activities in thiscolumn can be used tosupplement the PAGs using
topic appropriate
experiments.

92

Biology key ideas

2

Biology is the science of living organisms (including
animals, plants, fungi and microorganisms) and theirinteractions with each other and the environment.
The study of biology involves collecting andinterpreting information about the natural world
to identify patterns and relate possible cause andeffect. Biological information is used to help humans
improve their own lives and strive to create asustainable world for future generations.

•living organisms are interdependent and show
adaptations to their environment•

Learners should be helped to understand how,through the ideas of biology, the complex anddiverse phenomena of the natural world can be
described in terms of a small number of key ideas
which are of universal application, and which canbe illustrated in the separate topics set out below.
These ideas include:

life on Earth is dependent on photosynthesis
in which green plants and algae trap light fromthe Sun to fix carbon dioxide and combine itwith hydrogen from water to make organic
compounds and oxygen•organic compounds are used as fuels incellular respiration to allow the other chemical
reactions necessary for life•

the chemicals in ecosystems are continuallycycling through the natural world•

the characteristics of a living organism are
influenced by its genome and its interaction
with the environment•

evolution occurs by a process of natural
selection and accounts both for biodiversity
and how organisms are all related to varying
degrees.

•

life processes depend on molecules whose
structure is related to their function•

the fundamental units of living organisms arecells, which may be part of highly adapted
structures including tissues, organs and organsystems, enabling living processes to be
performed effectively•

10living organisms may form populations of single
species, communities of many species andecosystems, interacting with each other, withthe environment and with humans in manydifferent ways

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GCSE (9–1) in Combined Science A (Gateway Science)Chemistry key ideas
Chemistry is the science of the composition,
structure, properties and reactions of matter,understood in terms of atoms, atomic particles
and the way they are arranged and link together.
It is concerned with the synthesis, formulation,
analysis and characteristic properties ofsubstances and materials of all kinds.
Learners should be helped to appreciate theachievements of chemistry in showing how thecomplex and diverse phenomena of both the naturaland man-made worlds can be described in termsof a small number of key ideas which are of universal
application, and which can be illustrated in theseparate topics set out below. These ideas include:•

matter is composed of tiny particles called
atoms and there are about 100 different
naturally occurring types of atoms called
elements•

elements show periodic relationships in theirchemical and physical properties these periodic

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

properties can be explained in terms of theatomic structure of the elements•

atoms bond by either transferring electrons
from one atom to another or by sharing
electrons•

the shapes of molecules (groups of atoms
bonded together) and the way giant structures
are arranged is of great importance in termsof the way they behave•

there are barriers to reaction so reactions occur
at different rates•

chemical reactions take place in only threedifferent ways:•
proton transfer•
electron transfer•
electron sharing•

energy is conserved in chemical reactions so
can therefore be neither created or destroyed.

112Physics key ideas

2

Physics is the science of the fundamental conceptsof field, force, radiation and particle structures,
which are inter-linked to form unified models of the
behaviour of the material universe. From suchmodels, a wide range of ideas, from the broadest
issue of the development of the universe over timeto the numerous and detailed ways in which newtechnologies may be invented, have emerged. These
have enriched both our basic understanding of, andour many adaptations to, our material environment.
Students should be helped to understand how,through the ideas of physics, the complex anddiverse phenomena of the natural world can be
described in terms of a small number of key ideas
which are of universal application and which canbe illustrated in the separate topics set out below.
These ideas include:•12

the use of models, as in the particle model ofmatter or the wave models of light and of
sound

•

the concept of cause and effect in explaining
such links as those between force andacceleration, or between changes in atomic
nuclei and radioactive emissions•

the phenomena of ‘action at a distance’ andthe related concept of the field as the key toanalysing electrical, magnetic and gravitational
effects•

that differences, for example between
pressures or temperatures or electricalpotentials, are the drivers of change•that proportionality, for example between
weight and mass of an object or between
force and extension in a spring, is an important
aspect of many models in science•that physical laws and models are expressed inmathematical form.

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Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Summary of content for GCSE (9–1) in Combined Science A (Gateway Science) – Biology
Topic B1: Cell level systems

Topic B2: Scaling up

Topic B3: Organism level systems

B1.1	Cell structures
B1.2	What happens in cells (and what do cellsneed)?
B1.3	Respiration
B1.4	Photosynthesis

B2.1	Supplying the cell
B2.2	The challenges of size

B3.1	Coordination and control – the nervous system
B3.2	Coordination and control – the endocrine
system
B3.3	Maintaining internal environments

Topic B4: Community level systems

Topic B5: Genes, inheritance and selection

Topic B6: Global challenges

B4.1	Ecosystems

B5.1	InheritanceB5.2	Natural selection and evolution

B6.1	Monitoring and maintaining the environment
B6.2	Feeding the human race
B6.3	Monitoring and maintaining health

CS7 is a practical-based topic which provides learners with the necessary skills to undertake the 15% practical content in the examinations.

13

2

2

14

Summary of content for GCSE (9–1) in Combined Science A (Gateway Science) – Chemistry
Topic C1: Particles

Topic C2: Elements, compounds and mixtures

Topic C3: Chemical reactions

C1.1	The particle modelC1.2	Atomic structure

C2.1	Purity and separating mixtures
C2.2	Bonding
C2.3	Properties of materials

C3.1	Introducing chemical reactions
C3.2	Energetics
C3.3	Types of chemical reactions
C3.4	Electrolysis

Topic C4: Predicting and identifying reactions andproducts

Topic C5: Monitoring and controlling chemical
reactions

Topic C6: Global challenges

C4.1	Predicting chemical reactions

C5.1	Controlling reactions
C5.2	Equilibria

C6.1	Improving processes and products
C6.2	Interpreting and interacting with Earth systems

CS7 is a practical-based topic which provides learners with the necessary skills to undertake the 15% practical content in the examinations.

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

Summary of content for GCSE (9–1) in Combined Science A (Gateway Science) – Physics
Topic P1: Matter

Topic P2: Forces

Topic P3: Electricity and magnetism

P1.1	The particle modelP1.2	Changes of stateP2.1	Motion
P2.2	Newton’s laws
P2.3	Forces in action

P3.1	Static and Charge
P3.2	Simple circuits
P3.3	Magnets and magnetic fields

Topic P4: Waves and radioactivity

Topic P5: Energy

Topic P6: Global challenges

P4.1	Wave behaviour
P4.2	The electromagnetic spectrum
P4.3	Radioactivity

P5.1	Work done
P5.2	Power and efficiency

P6.1	Physics on the moveP6.2	Powering EarthCS7 is a practical-based topic which provides learners with the necessary skills to undertake the 15% practical content in the examinations.

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2c.

Content of topics B1 to B6, C1 to C6 and P1 to P6

Topic B1: Cell level systems
B1.1 Cell structures
Summary
Cells are the fundamental units of living organisms. Cells contain many subcellular structures that are essential for the functioning of the cell as a whole.
Microscopy is used to examine cells and sub-cellular structures.
Underlying knowledge and understanding
Learners should be familiar with cells as the fundamental unit of living organisms,
and with the use of light microscopes to view cells. They should also be familiar
with some sub-cellular structures, and the similarities and differences between
plant and animal cells.

Common misconceptions
Learners commonly have difficulty understanding the concept of a cell as a
3D structure, so this should be addressed during the teaching of this topic.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Reference

Mathematical learning outcomes

Maths skills

BM1.1idemonstrate an understanding of number, size and scale and the quantitative relationship between units

M2a and M2h

BM1.1ii

use estimations and explain when they should be used

M1d

BM1.1iii

calculate with numbers written in standard form

M1b

Version 4.3 © OCR 2024
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Topic content

Opportunities to cover:Learning outcomes

To include

Maths

B1.1a

lenses, stage, lamp, use of slides andcover slips, and the use of stains to view
colourless specimens or to highlightdifferent structures/tissues andcalculation of the magnification used

M1d, M2a,M2hdescribe how light microscopes
and staining can be used to view
cells

Practical suggestions

Workingscientifically
WS1.2c, WS1.4c,
WS1.4d, WS1.4e,
WS2a, WS2b,
WS2c, WS2d

Investigation of a range of cells using
pictures, light micrographs anddiagrams. Measure the size andmagnification of the cells. (PAG B1)
Preparation of cheek cell slides.
(PAG B1, PAG B5)
Preparation of onion epidermis cells
slides. (PAG B1, PAG B4)
Use of light microscopes to view plant
and animal cells. (PAG B1, PAG B4,
PAG B5)

B1.1b

B1.1c

explain how the main sub-cellular
structures of eukaryotic cells(plants and animals) andprokaryotic cells are related
to their functions

nucleus, genetic material,
chromosomes, plasmids, mitochondria(contain enzymes for cellularrespiration), chloroplasts (containchlorophyll), cell membranes (containreceptor molecules, provides a selective
barrier to molecules) and ribosomes(site of protein synthesis)

explain how electron microscopy
has increased our understandingof sub-cellular structures

to include increased resolution in atransmission electron microscope

M1b

WS1.4a, WS2a,
WS2b, WS2c,
WS2d

Demonstrate the structure of plant andanimal cells by constructing 3D models.

WS1.1a, WS1.4c,
WS1.4dComparison of a range of cells using
pictures from light and electron
micrographs.

Investigation of cytoplasmic streaming
in Elodea spp. (PAG B1, PAG B4)Comparison of the structures visible onlight and electron micrographs.

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B1.2 What happens in cells (and what do cells need)?
SummaryLife processes depend on biological molecules whose structure is related to theirfunction. Inside every cell is genetic material and this is used as a code to makeproteins. Enzymes are important proteins in biology.
Underlying knowledge and understanding
Learners should have a simple understanding of the double helix model of DNA.
Learners should be familiar with the idea of enzymes as biological catalysts.

Common misconceptions
Learners commonly hold the misconception that DNA is made of protein or
sugar. Learners also think that all enzymes have an optimum temperature of 37°C
(human body temperature). The range of optimum temperatures of enzymes
should be introduced through the teaching of this topic and further addressed
when considering homeostatic mechanisms for controlling temperature.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

BM1.2icarry out rate calculations for chemical reactions

M1a and M1c

Topic content
Learning outcomes

To include

Opportunities to cover:Maths

Workingscientifically

Practical suggestions

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DNA and protein synthesis
B1.2a

describe DNA as a polymer

B1.2b

describe DNA as being made up of
two strands forming a double helix

WS1.4aDemonstrate of the structure of DNA by
constructing 3D models.

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Learning outcomes
B1.2c

describe experiments that can beused to investigate enzymatic
reactions

B1.2d

explain the mechanism of enzyme
actionTo include

the role of enzymes in metabolism,
the role of the active site, enzyme
specificity (lock and key hypothesis)
and factors affecting the rate of
enzyme controlled reactions (pH,temperature, substrate and enzyme
concentration)

Maths

Workingscientifically

Practical suggestions

M1a, M1c,
M2g

WS1.1h, WS1.2b,
WS1.2c, WS1.2e,
WS1.3a, WS1.3b,
WS1.3c, WS1.3d,
WS1.3e, WS1.3f,
WS1.3g, WS2a,
WS2b, WS2c,
WS2d

Investigations of enzyme activity,
including numerical analysis of dataand graphical representation of
results. (PAG B3)

M1a, M1c,
M3d, M4b

WS2a, WS2b,
WS2c, WS2d

Demonstration of the effect ofamylase on a baby rice paste. (PAG B3)
Investigation of enzyme controlled
reactions. (PAG B3)

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B1.3 Respiration
Summary
Metabolic processes such as respiration are controlled by enzymes. Organic
compounds are used as fuels in cellular respiration to allow the other chemical
reactions necessary for life.
Underlying knowledge and understanding
Learners should have some underpinning knowledge of respiration. This should
include that respiration involves the breakdown of organic molecules to enable all
the other chemical processes necessary for life. Learners should be able to recall
the word equation for respiration.
Topic content
Learning outcomes

To include

Common misconceptions
Learners commonly hold the misconception that ventilation is respiration.
They can also get confused between the terms breakup and breakdown.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Opportunities to cover:Maths

Workingscientifically

Practical suggestions

Version 4.3 © OCR 2024
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B1.3a

describe cellular respiration as auniversal chemical process,continuously occurring in all living
cells that supply ATP

WS1.2aB1.3b

describe cellular respiration as an
exothermic reaction

WS1.2bDemonstration of an exothermic
reaction (e.g. heat pack).

B1.3c

compare the processes of aerobic
and anaerobic respiration

WS2a, WS2b,
WS2c, WS2d

Research into whether plants respire.
(PAG B3, PAG B4)

in plants/fungi and animals thedifferent conditions, substrates,
products and relative yields of ATP

Investigation of fermentation in fungi.
(PAG B3)
Investigation of respiration in yeast
using alginate beads to immobilize thefungus. (PAG B3)

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Maths

WorkingscientificallyLearning outcomes

To include

Practical suggestions

B1.3d

explain the importance of sugars inthe synthesis and breakdown ofcarbohydrates

to include use of the terms monomer
and polymer

Demonstration of the synthesis andbreakdown of biological molecules(e.g. using Lego bricks). Qualitative
testing of biological molecules PAG B2

B1.3e

explain the importance of aminoacids in the synthesis andbreakdown of proteins

to include use of the terms monomer
and polymer

Qualitative testing of biologicalmolecules PAG B2

B1.3f

explain the importance of fatty acids
and glycerol in the synthesis andbreakdown of lipids

Qualitative testing of biologicalmolecules PAG B2

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B1.4 Photosynthesis
SummaryLife processes depend on photosynthesis. Green plants and algae trap light fromthe Sun to fix carbon dioxide with hydrogen from water making organic
compounds.
Underlying knowledge and understanding
Learners should also have some underpinning knowledge of photosynthesis.
They should have an understanding that plants make carbohydrates in their leaves
by photosynthesis, and be able to recall the word equation for photosynthesis.

Common misconceptions
Learners often think that plants do not respire.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

BM1.4iunderstand and use simple compound measures such as the rate of a reaction

M1a and M1c

BM1.4iitranslate information between graphical and numerical form

M4a

BM1.4iii

plot and draw graphs, selecting appropriate scales and axes

M4a and M4c

BM1.4iv

extract and interpret information from charts, graphs and tables

M2c and M4a

BM1.4v

Understand and use inverse proportion – the inverse square law and light intensity in thecontext of factors affecting photosynthesis

M1cVersion 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

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Topic content
Learning outcomes
B1.4a

describe photosynthetic organisms
as the main producers of food andtherefore biomass for life on EarthB1.4b

describe the process ofphotosynthesis

B1.4c

To include

Opportunities to cover:
Maths

Practical suggestions

Workingscientifically

Use of concept cartoons to start
discussions about photosynthesis.
reactants and products, two-stage
process, location of the reaction(in the chloroplasts)

WS2a, WS2b,
WS2c, WS2d

Investigation of photosynthesis
e.g. the Priestley experiment using
Cabomba to collect oxygen or theIngenhousz experiment to show mass
gain. (PAG B4)

describe photosynthesis as anendothermic reaction

WS1.3b, WS1.3c,
WS1.3eDemonstrate an endothermic
reaction (e.g. icepack).

B1.4d

describe experiments to investigate
photosynthesis

WS2a, WS2b,
WS2c, WS2d

Experiments to show theconsequences of light exclusion
on photosynthesising plants(e.g. testing geraniums for starch).
(PAG B4)

B1.4e

explain the effect of temperature,light intensity and carbon dioxide
concentration on the rate ofphotosynthesis

M1a, M1c,
M2c, M4a,
M4c, M1c

WS2a, WS2b,
WS2c, WS2d

Investigation of photosynthesis inalgae using alginate beads toimmobilize the algae. (PAG B4)

B1.4f

explain the interaction oftemperature, light intensity andcarbon dioxide concentration inlimiting the rate of photosynthesis

M1a, M1c
M2c, M4a,
M1c

WS1.2b, WS1.2c,
WS1.2eWS1.3a, WS1.3b,
WS1.3c, WS1.3d,
WS1.3f, WS1.3g,
WS1.4e, WS2c,
WS2dusing graphs depicting the effects of
the limiting factors

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Topic B2: Scaling up
B2.1 Supplying the cell
Summary
Cells transport many substances across their membranes by diffusion, osmosis
and active transport. Stem cells are found in both plants and animals. These stem
cells can divide, differentiate and become specialised to form tissues, organs andorgan systems.

Common misconceptions
Learners commonly show some confusion regarding surface area to volume ratio,
particularly how larger animals have a smaller surface area to volume ratio. They
also show some confusion as to stem cells: where they are found and their roles.
Care should be taken to give clear definitions when covering this content.

Underlying knowledge and understanding
Learners should be familiar with the role of diffusion in the movement ofmaterials in and between cells.

Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

BM2.1iuse percentiles and calculate percentage gain and loss of mass

M1c

Topic content

Opportunities to cover:

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Learning outcomes

To include

Maths

B2.1a

examples of substances moved,
direction of movement, concentration
gradients and use of the term water
potential (no mathematical use of water
potential required)M1c, M1d

explain how substances aretransported into and out of cells
through diffusion, osmosis andactive transport

WorkingscientificallyWS2a, WS2b,
WS2c, WS2d

Practical suggestions

Observation of osmosis in plant cells
using a light microscope.
Demonstration of ‘creaming yeast’to show osmosis. (PAG B1, PAG B5)
Investigation of changes in mass ofvegetable chips when placed insucrose/salt solutions of varying
concentrations. (PAG B4)

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Workingscientifically

Practical suggestions

the stages of the cell cycle as cell
growth, DNA replication, more cell
growth, movement of chromosomes

WS2a, WS2b,
WS2c, WS2dModelling of mitosis using everyday
objects e.g. shoes, socks etc.

the production of specialised cells
allowing organisms to become
more efficient and examples of
specialised cells

WS2a, WS2b,
WS2c, WS2d

Learning outcomes

To include

B2.1b

describe the process of mitosis in
growth, including the cell cycle

B2.1c

explain the importance of celldifferentiation

B2.1d

recall that stem cells are present inembryonic and adult animals, andmeristems in plants

B2.1e

describe the functions of stem cells
in embryonic and adult animals, andmeristems in plants

B2.1f

describe the difference between
embryonic and adult stem cells inanimals

Maths

Observation of mitosis in stainedroot tip cells. (PAG B1, PAG B4)
Examination of a range of
specialised cells using a lightmicroscope. (PAG B1, PAG B4,
PAG B5)
Demonstration of cloning using
cauliflower. (PAG B4)

division to produce a range of different
cell types for development, growth andrepair

WS1.1e, WS1.1f,
WS1.1hResearch into the different types ofstem cells.

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B2.2 The challenges of size
Summary
When organisms become multicellular, the need arises for highly adapted
structures including gaseous exchange surfaces and transport systems, enabling
living processes to be performed effectively.
Underlying knowledge and understanding
Learners should be familiar with the role of diffusion in the movement ofmaterials in and between cells. They should also be familiar with the humangaseous exchange system.

Common misconceptions
Learners have a view that the slow flow of blood in capillaries is due to thenarrow diameter, when in fact it is a function of the total cross-sectional areaof the capillaries (1000 times greater than the aorta). When explaining theimportance of the slow flow of blood in allowing time for exchange by diffusion,
this misunderstanding should be considered.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

BM2.2icalculate surface area:volume ratios

M1c

BM2.2ii

use simple compound measures such as rate

M1a and M1c

BM2.2iii

carry out rate calculations

M1a and M1c

BM2.2iv

plot, draw and interpret appropriate graphs

M4a, M4b, M4c and M4dVersion 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Topic content

Opportunities to cover:Learning outcomes

To include

Maths

B2.2a

calculation of surface area, volume andsurface area : volume ratio, and reference
to diffusion distances

M1cexplain the need for exchange
surfaces and a transport system in
multicellular organisms in terms of
surface area:volume ratio

Workingscientifically
WS1.4d, WS1.4e,
WS1.4f, WS2a,
WS2b, WS2c,
WS2d

Practical suggestions

Investigation of surface
area : volume ratio usinghydrochloric acid and gelatine
cubes stained with phenolphthalein
or other suitable pH indicator.
(PAG B4, PAG B5)

Version 4.3 © OCR 2024
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Learning outcomes

To include

B2.2b

describe some of the substancestransported into and out of a rangeof organisms in terms of therequirements of those organisms

oxygen, carbon dioxide, water, dissolved
food molecules, mineral ions and urea

B2.2c

describe the human circulatory
systemto include the relationship with thegaseous exchange system, the need for a
double circulatory system in mammals andthe arrangement of vessels

B2.2d

explain how the structure of theheart and the blood vessels are
adapted to their functions

the structure of the mammalian heart withreference to the cardiac muscle, the namesof the valves, chambers, and blood vessels
into and out of the heart, the structure of
the blood vessels with reference tothickness of walls, diameter of lumen,presence of valves

B2.2e

explain how red blood cells andplasma are adapted to theirtransport functions in the blood

Maths

Workingscientifically

Practical suggestions

Modelling of the human circulatory
system.

WS2a, WS2b,
WS2c, WS2d

Investigation of heart structure bydissection.
Investigation of a blood smear
using a light microscope.
(PAG B1, PAG B5)Modelling of blood using sweets torepresent the components.

WS2a, WS2b,
WS2c, WS2d

Examination of the gross structureof blood vessels using a lightmicroscope. (PAG B1)
Investigation of the elasticity ofdifferent blood vessels using
hanging masses.

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Learning outcomes
B2.2f

To include

explain how water and mineral ions
are taken up by plants, relating thestructure of the root hair cells totheir function

Maths

WorkingscientificallyWS2a, WS2b,
WS2c, WS2d

Practical suggestions
Examination of root hair cells using
a light microscope. (PAG B1, PAG
B4)Demonstration of the effectivenessof transpiration by trying to suckwater from a bottle using a 10m
straw. (PAG B4)
Investigation of the position of thexylem/phloem in root, stem andleaf tissues using a lightmicroscope. (PAG B1, PAG B4)Interpretation of experimental
evidence of the movement ofdissolved food materials in a plant.
(PAG B1, PAG B4)

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Examining the position of thephloem in root, stem and leaf
tissues using a light microscope.
(PAG B1, PAG B4)
B2.2g

describe the processes oftranspiration and translocation

B2.2h

explain how the structure of thexylem and phloem are adapted totheir functions in the plant

the structure and function of the stomata

WS2a, WS2b,
WS2c, WS2d

Measurement of plant stomataldensity by taking an impression of
the leaf using clear nail varnish or
spray on plaster. (PAG B1,PAG B4)

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Learning outcomes

To include

Maths

WorkingscientificallyB2.2i

explain the effect of a variety ofenvironmental factors on the rateof water uptake by a plantlight intensity, air movement, andtemperature

M1a, M1c
M1d

WS2a, WS2b,
WS2c, WS2dInterpretation of experimental
evidence of investigations into
environmental factors that affectwater uptake. (PAG B4)

B2.2j

describe how a simple potometercan be used to investigate factorsthat affect the rate of water uptake

calculation of rate and percentage gain/
loss of mass

M1a, M1c,
M1d, M4a,
M4b, M4c,
M4d

WS1.2b, WS1.2c,
WS1.2eWS1.3a, WS1.3b,
WS1.3c, WS1.3d,
WS1.3e, WS1.3f,
WS1.3g, WS2a,
WS2b, WS2c,
WS2d

Investigation of transpiration rates
from a plant cutting. (PAG B4)Practical suggestions

Calculation of the rate oftranspiration in volume of water/time. (PAG B4)

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Topic B3: Organism level systems
B3.1 Coordination and control – the nervous system
Summary
The human nervous system is an important part of how the body communicateswith itself and also receives information from its surroundings.
Underlying knowledge and understanding
Learners should have a concept of the hierarchical organisation of multicellularorganisms from cells to tissues to organs to systems to organisms.

Common misconceptions
Learners commonly think that their eyes see objects ‘directly’, like a camera,but the reality is that the image formed by the brain is based on the eye’s andbrain’s interpretation of the light that comes into the eye i.e. different people
will perceive the same object or image differently. Young learners also have themisconception that some sort of ‘force’ comes out of the eye, enabling it to see.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Topic content

Opportunities to cover:Maths

Workingscientifically

Practical suggestions

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Learning outcomes

To include

B3.1a

describe the structure of thenervous system

Central Nervous System, sensory,
motor and relay neurones, sensory
receptors, synapse and effectors,
details of the structure of sensory andmotor neurones required

Demonstration of the structure of aneurone by constructing 3D models.

B3.1b

explain how the components of thenervous system can produce acoordinated response

it goes to all parts of the body, hasmany links, has different sensory
receptors and is able to coordinate
responses

Demonstration (by video) of someone
trying to do everyday tasks whilst being
given mild electric shocks (BBC Brainiac).
Demonstration of reaction time by getting
a learner to catch a falling £5 note.
Investigating the reaction time by ruler
drop. (PAG B5)

B3.1c

explain how the structure of a reflex
arc is related to its function

M1d, WS2a,
WS2b, WS2c,
WS2d

Research into reflexes. (PAG B5)

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B3.2 Coordination and control – the endocrine system
Summary
Hormones are chemical messengers. In animals, hormones are transported
around the body in the blood and affect target tissues and organs. Hormones
have a variety of roles in the human body, including controlling reproduction.
Plant hormones are chemicals that regulate plant growth and development.
They can be used in agriculture to control the rate of growth.
Underlying knowledge and understanding
Learners should be aware of a number of hormones including adrenaline and themale and female sex hormones.

Common misconceptions
With regards to the menstrual cycle, research has shown that learners haveproblems relating the time of conception to the condition of the lining of theuterus.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

BM3.2iextract and interpret data from graphs, charts and tables

M2c

BM3.2iitranslate information between numerical and graphical forms

M4a

Topic content

Opportunities to cover:Learning outcomes

To include

Maths

B3.2a

describe the principles of hormonalcoordination and control by thehuman endocrine systemuse of chemical messengers, transport inblood, endocrine glands and receptors

H2g

B3.2b

explain the roles of thyroxine andadrenaline in the bodythyroxine as an example of a negative
feedback system

B3.2c

describe the role of hormones inhuman reproduction including thecontrol of the menstrual cycle

oestrogen, progesterone, FSH andtestosterone

Workingscientifically

WS1.3b, WS1.3e

Practical suggestions

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Learning outcomes
B3.2d

explain the interactions of FSH, LH,
oestrogen and progesterone in thecontrol of the menstrual cycle

B3.2e

explain the use of hormones incontraception and evaluate
hormonal and non-hormonal
methods of contraception

B3.2f

explain the use of hormones inmodern reproductive technologies
to treat infertility

To include

Maths

WorkingscientificallyM2c, M4athe relative effectiveness of the different
forms of contraception

M2c, M4a

Practical suggestions
Analysis of relative hormone
levels from raw data andgraphically.

WS1.1d, WS1.1e,
WS1.1fDiscussion into the various
methods of contraception andtheir effective/ethical use.

WS1.1d, WS1.1e,
WS1.1f, WS1.1h

Research into Xenopus laevis
pregnancy testing to detect hCG
by the stimulation of oogenesis.
Research into hormonal
treatments for infertility.

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B3.3 Maintaining internal environments
Summary
Homeostasis is crucial to the regulation of internal environments and enables
organisms to adapt to change, both internally and externally. Internal
temperature, blood sugar levels and osmotic balance are regulated by anumber of organs and systems working together.

Underlying knowledge and understanding
Learners will build on the knowledge and understanding gained in section 3.1
about coordination and control when considering the topics in this section.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

BM3.3iextract and interpret data from graphs, charts and tables

M2c

Topic content

Opportunities to cover:Learning outcomes

To include

Maths

B3.3a

explain the importance of maintaining a
constant internal environment in response
to internal and external change

allowing metabolic reactions toproceed at appropriate rates

B3.3b

explain how insulin controls blood sugar
levels in the body

M2g

B3.3c

explain how glucagon interacts withinsulin to control blood sugar levels inthe body

M2c

B3.3d

compare type 1 and type 2 diabetes andexplain how they can be treated

Workingscientifically

Practical suggestions

WS1.4aResearch into hypothermia.

WS2a, WS2b,
WS2c, WS2d

Investigations into the glucose
content of fake urine todiagnose diabetes, using
e.g. Clinistix. (PAG B5)

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Topic B4: Community level systems
B4.1 Ecosystems
Summary
Microorganisms play an important role in the continuous cycling of chemicals
in ecosystems. Biotic and abiotic factors interact in an ecosystem and have aneffect on communities. Living organisms form populations of single species,
communities of many species and are part of ecosystems. Living organisms
are interdependent and show adaptations to their environment. Feeding
relationships reflect the stability of an ecosystem and indicate the flow ofbiomass through the ecosystem.
Underlying knowledge and understanding
Learners should be familiar with the idea of a food web and the interrelationships
associated with them and that variation allows living things to survive in the same
ecosystem. They should also recognise that organisms affect their environment
and are affected by it.

Common misconceptions
Research has shown that it is easier for a learner to explain the consequences
on a food web if the producers are removed for some reason than if the top
predators are taken away. It is also better to start off explaining ideas relating
to food webs using small simple webs with animals and plants that learners arelikely to know e.g. rabbits and foxes. Learners find arrows showing the flow ofbiomass from one trophic level to another quite challenging and often mistake it
for the direction of predation. This makes problems relating to the manipulationof a food web quite difficult for some.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Reference

Mathematical learning outcomes

Maths skills

BM4.1iCalculate the percentage of massM1c

BM4.1ii

Plot and draw appropriate graphs selecting appropriate scales for the axes

M4a and M4c

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Topic content

Opportunities to cover:Learning outcomes

To include

B4.1a

recall that many different materials cycle
through the abiotic and biotic components
of an ecosystem

examples of cycled materials
e.g. nitrogen and carbon

B4.1b

explain the role of microorganisms in thecycling of materials through an ecosystem

the role of microorganisms indecomposition

B4.1c

explain the importance of the carbon cycle
and the water cycle to living organisms

maintaining habitats, fresh waterflow of nutrients and the stages of
the carbon and water cycles

B4.1d

describe different levels of organisation inan ecosystem from individual organisms to
the whole ecosystem

B4.1e

explain how abiotic and biotic factors canaffect communities

temperature, light intensity,
moisture level, pH of soil,
predators, foodB4.1f

describe the importance ofinterdependence and competition in acommunity

interdependence relating topredation, mutualism andparasitism

Maths

Workingscientifically

Practical suggestions

Research into the range of
ecosystems and examples of
micro-organisms that act as
decomposers within them.
(PAG B1, PAG B2, PAG B3, PAG B5)

M1c

M4a, M4c,
M3a

WS1.3a, WS1.3b,
WS1.3eWS1.3h, WS2a,
WS2b, WS2c,
WS2d

Identification of the biotic factors
in an ecosystem using samplingtechniques. (PAG B2)

WS1.4aExamination of the roots of aleguminous plant e.g. clover
to observe the root nodules.
(PAG B1)
Investigation of the holly leaf
miner or the horse-chestnut leaf
miner (Cameraria ohridella).
(PAG B1, PAG B2)

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Topic B5: Genes, inheritance and selection
B5.1 Inheritance
Summary
Inheritance relies on the genetic information contained in the genome being
passed from one generation to the next, whether sexually or asexually. The
characteristics of a living organism are influenced by the genome and its
interaction with the environment.
Underlying knowledge and understanding
Learners should be familiar with the idea of heredity as the process by which
genetic information is passed from one generation to the next. They shouldhave a simple model of chromosomes, genes and DNA.
Common misconceptions
Learners commonly struggle to appreciate the physical relationships between
the nucleus, genetic material, the genome, chromosomes and genes. Accurate
definitions of these terms will help learners’ explanations in this topic. Learners

often have well-developed (although not necessarily scientifically accurate)
explanations for inheritance before undertaking GCSE study. Some examples
include that intra-specific variation is as a result of defects in development orthat acquired characteristics can be inherited. Care must also be taken with theconcept of dominant and recessive alleles. Whether an allele is dominant orrecessive does not affect the mechanism of inheritance of the allele, but is anobserved pattern in the phenotype of organisms. Many learners assume thatthe dominant allele ‘dominates’ the recessive allele preventing its expression(which is not the case) or that the recessive allele is actually just an absence ofthe dominant allele (also not generally the case).
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Reference

Mathematical learning outcomes

Maths skills

BM5.1iunderstand and use direct proportions and simple ratios in genetic crosses

M1c

BM5.1ii

understand and use the concept of probability in predicting the outcome of genetic crosses

M2e

BM5.1iii

extract and interpret information from charts, graphs and tables

M2c and M4a

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Topic content
Learning outcomes

Opportunities to cover:
To include

Maths

B5.1a

explain the following terms: gamete, chromosome,gene, allele/variant, dominant, recessive,
homozygous, heterozygous, genotype and phenotype

B5.1b

describe the genome as the entire genetic material ofan organism

B5.1c

describe that the genome, and its interaction with theenvironment, influence the development of thephenotype of an organism

B5.1drecall that all variants arise from mutations, and thatmost have no effect on the phenotype, some influence
phenotype and a very few determine phenotype

B5.1e

explain the terms haploid and diploid

B5.1f

explain the role of meiotic cell division in halving thechromosome number to form gametesthat this maintains diploid cells
when gametes combine and is asource of genetic variation

B5.1g

explain single gene inheritancein the context of homozygous
and heterozygous crosses
involving dominant and recessive
genes

M2c, M4a

Workingscientifically

Practical suggestions

Use of alleles to work out
the phenotype of progeny.

use of examples of discontinuous(e.g. eye colour) and continuous
variation (e.g. weight and height)

Prediction of theprobability of phenotype
for genetic crosses.
Investigation into probability
by suitable example (e.g.
coin toss or die roll).

37

B5.1h

predict the results of single gene crosses

the use of Punnett squares

M1c, M2c,
M2e,M4aB5.1i

describe sex determination in humans using a genetic
cross

the use of Punnett squares

M1c, M2c,
M2e, M4a

B5.1j

recall that most phenotypic features are the result ofmultiple genes rather than single gene inheritance

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B5.2 Natural selection and evolution
Summary
Variation in the genome and changes in the environment drive the process ofnatural selection, leading to changes in the characteristics of populations.
Evolution accounts for both biodiversity and how organisms are all related tovarying degrees. Key individuals have played important roles in the developmentof the understanding of genetics.
Underlying knowledge and understanding
Learners should appreciate that changes in the environment can leave someindividuals, or even some entire species, unable to compete and reproduce
leading to extinction.

Common misconceptions
Learners are used to hearing the term evolution in everyday life but it is often
used for items that have been designed and gradually improved in order to fit apurpose. They therefore find it difficult to grasp the idea that evolution by natural
selection relies on random mutations. Learners also tend to imply that individuals
change by natural selection. Statements such as ‘a moth will change by natural
selection in order to become better camouflaged’ include both of these common
misconceptions.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Topic content
Learning outcomes

Opportunities to cover:
To include

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

B5.2astate that there is usually extensive genetic
variation within a population of a species

B5.2b

describe the impact of developments in biology onclassification systems

natural and artificial classification
systems and use of molecularphylogenetics based on DNA sequencing

B5.2c

explain how evolution occurs through the natural
selection of variants that have given rise tophenotypes best suited to their environment

the concept of mutation

B5.2d

describe evolution as a change in the inherited
characteristics of a population over time, througha process of natural selection, which may result in
the formation of new species

B5.2e

describe the evidence for evolution

fossils and antibiotic resistance inbacteria

Maths

Workingscientifically

WS1.1b

WS1.1cWS1.1d
WS1.1gPractical suggestions

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Topic B6: Global challenges
This topic seeks to integrate learners’ knowledge and understanding of biologicalsystems and processes, with the aim of applying it to global challenges. Biologicalinformation is used to help people to improve their own lives and strive to createa sustainable world for future generations. This topic provides opportunities todraw together the concepts covered in earlier topics, allowing synoptic treatmentof the subject.

6.1 Monitoring and maintaining the environment
Summary
Living organisms interact with each other, the environment and with humans
in many different ways. If the variety of life is to be maintained we must
actively manage our interactions with the environment. We must monitor ourenvironment, collecting and interpreting information about the natural world,
to identify patterns and relate possible cause and effect.

factors influence communities. Learners should be familiar with the gases of theatmosphere from key stage 3.

Underlying knowledge and understanding
From their study in topic 4, learners should be familiar with ecosystems and thevarious ways organisms interact. They should understand how biotic and abiotic

Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Common misconceptions
It is important that in the study of this topic learners are given opportunities to
explore both positive and negative human interactions within ecosystems.

Reference

Mathematical learning outcomes

Maths skills

BM6.1icalculate arithmetic means

M2b

BM6.1ii

plot and draw appropriate graphs selecting appropriate scales for the axes

M4a and M4c

BM6.1iii

understand and use percentiles

M1c

BM6.1iv

extract and interpret information from charts, graphs and tables

M2c and M4a

BM6.1v

understand the principles of sampling as applied to scientific data

M2d

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Topic content

Opportunities to cover:Learning outcomes

To include

Maths

WorkingscientificallyB6.1asampling techniques (random andtransects, capture-recapture), use ofquadrats, pooters, nets, keys and scaling
up methods

M1c,
M2b,
M2c
M4a,
M4c

WS1.2d, WS1.2b,
WS1.2c, WS1.2e,
WS1.3h, WS2a,
WS2b, WS2c,
WS2d

explain how to carry out a field
investigation into the distribution
and abundance of organisms in ahabitat and how to determine their
numbers in a given area

Practical suggestions

Investigation of ecologicalsampling methods. Use thesymbols =, <, <<, >>, >, Ä, ~ inyour answer where appropriate.
(PAG B2)
Investigation of sampling using asuitable model (e.g. measuring
the red sweets in a mixed
selection).

B6.1b

B6.1c
Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)describe both positive and negative
human interactions within
ecosystems and explain their impact
on biodiversity

the conservation of individual species
and selected habitats and threats fromland use and hunting

explain some of the benefits andchallenges of maintaining local andglobal biodiversity

the difficulty in gaining agreements forand the monitoring of conservation
schemes along with the benefits ofecotourism

WS2a, WS2b,
WS2c, WS2d

Investigation into the effectivenessof germination in different
strengths of acid rain. (PAG B4)
Investigation into the effects ofpollution on lichen distribution.
(PAG B2)

Version 4.3 © OCR 2024
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B6.2 Feeding the human race
Summary
The human population is increasing rapidly and with this comes a need for more
food. Biologists are seeking to tackle this increased demand, which will lead to an
improvement in the lives of many people around the world. However, there aremany things to consider in achieving this aim, not least the impact on ecosystems.
There is much debate surrounding the use of gene technology as a potential
solution to the problem of food security.

This includes the organisation of DNA, what plants require enabling them tophotosynthesise, interactions between species and the idea of variability within
species and subsequent selection of characteristics.

Underlying knowledge and understanding
Learners should be familiar with the content of a healthy human diet and theconsequences of imbalances in a healthy daily diet. Their knowledge andunderstanding from topics 1, 4 and 5 will also be drawn together in this topic.

Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Common misconceptions
Learners can often think that genetic engineering leads to the increased use ofpesticides.

Reference

Mathematical learning outcomes

Maths skills

BM6.2

extract and interpret information from charts, graphs and tables

M2c and M4a

Topic content
Learning outcomes
B6.2a

explain the impact of the selective
breeding of food plants anddomesticated animals

B6.2b

describe genetic engineering as aprocess which involves modifying
the genome of an organism tointroduce desirable characteristics

To include

Opportunities to cover:Maths

WorkingscientificallyM2c, M4a

WS1.1cPractical suggestions

Research into the Rothamsted
Research Broadbalk experiment.

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Learning outcomes

To include

B6.2c

describe the main steps in theprocess of genetic engineering

restriction enzymes, sticky ends, ligase,host bacteria and selection using
antibiotic resistance markers, vectors e.g.
plasmids

B6.2d

explain some of the possible benefits
and risks of using gene technology inmodern agriculture

to include practical and ethicalconsiderations

Maths

Workingscientifically

Practical suggestions
Production of a storyboard
describing the processes for genetic
engineering.

WS1.1cWS1.1d, WS1.1e,
WS1.1f, WS1.1g,
WS1.1h, WS1.3i

Research into the advantages anddisadvantages of selective breeding
and genetic engineering.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

B6.3 Monitoring and maintaining healthSummary
Diseases affect the health of populations of both humans and plants. Scientists
are constantly on the lookout for ways of preventing and combating disease.
The prevention of disease in plants is important so that we are able to growhealthy plants enabling us to feed ourselves and enhance our environment.
The understanding of how disease is spread, how our bodies defend themselves
against disease and how immunity is achieved is essential to enable us tocombat potentially fatal diseases spreading throughout whole populations.
Non-communicable diseases also have an impact on the health of the population.
The prevention of these diseases is frequently discussed in the media, with advice
being given to us on how to reduce our risk of contracting these diseases throughour life-style choices and discussion of new technologies.

asthma and smoking on the gas exchange system and the consequences ofimbalances in the diet, including obesity, starvation and deficiency diseases.
Common misconceptions
Research has shown that learners tend to view all micro-organisms as being
non-beneficial. They tend to consider health as just physical and do not consider
mental health. Learners also confuse which diseases are inherited and which arecaught. They see cancer as a genetic disease.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Underlying knowledge and understanding
Learners should be familiar with the effects of ‘recreational’ drugs (including
substance misuse) on behaviour, health and life processes, the impact of exercise,
Reference

Mathematical learning outcomes

Maths skills

BM6.3itranslate information between graphical and numerical forms

M4a

BM6.3ii

construct and interpret frequency tables and diagrams, bar charts and histograms

M2c

BM6.3iii

understand the principles of sampling as applied to scientific data

M2d

BM6.3iv

use a scatter diagram to identify a correlation between two variables

M2g

BM6.3v

calculate cross-sectional areas of bacterial cultures and clear agar jelly using πr2

M5c

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Topic content
Learning outcomes

To include

Opportunities to cover:Maths

WorkingscientificallyVersion 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

B6.3a

describe the relationship between healthand disease

B6.3b

describe different types of diseases

communicable and non-communicablediseases

B6.3c

describe the interactions between different
types of disease

HIV and tuberculosis, and HPV and cervicalcancer

M4a

B6.3d

explain how communicable diseases(caused by viruses, bacteria, protists andfungi) are spread in animals and plantsscientific quantities, number of pathogens,number of infected cases, estimating thenumber of cases

M2c

WS1.4b

B6.3e

explain how the spread of communicablediseases may be reduced or prevented inanimals and plants

detection of the antigen, DNA testing, visual
identification of the disease

M2c

WS1.4b

B6.3f

describe a minimum of one common
human infection, one plant disease andsexually transmitted infections in humans
including HIV/AIDS

human infections: one example of each ofviral, fungal, bacterial
plant diseases: viral tobacco mosaic virus(TMV), fungal Erysiphe graminis (barleypowdery mildew), bacterial Agrobacterium
tumefaciens (crown gall disease)

B6.3g

explain how white blood cells and platelets
are adapted to their defence functions in
the bloodB6.3h

describe the non-specific defence systemsof the human body against pathogens

B6.3i

explain the role of the immune system of
the human body in defence against disease

B6.3j

explain the use of vaccines and medicines
in the prevention and treatment of disease

antibiotics, antivirals and antiseptics

WS1.1g, WS1.1h

Practical suggestions

Research into whether
children should be routinely
vaccinated.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Workingscientifically

Practical suggestions

WS1.1d, WS2a,
WS2b, WS2c,
WS2d

Investigation into the growthof bacterial cultures using
aseptic techniques. (PAG B1)

Learning outcomes

To include

Maths

B6.3k

describe the processes of discovery anddevelopment of potential new medicines

preclinical and clinical testing

M2d,
M5c, M3d

B6.3l

recall that many non-communicable humandiseases are caused by the interaction of anumber of factors

cardiovascular diseases, many forms ofcancer, some lung (bronchitis) and liver(cirrhosis) diseases and diseases influenced
by nutrition, including type 2 diabetes

B6.3m

evaluate some different treatments for
cardiovascular disease

lifestyle, medical and surgicalB6.3nanalyse the effect of lifestyle factors on theincidence of non-communicable diseases at
local, national and global levels

lifestyle factors to include exercise, diet,alcohol and smoking

B6.3o

describe cancer as the result of changes incells that lead to uncontrolled growth anddivision

B6.3p

discuss potential benefits and risks
associated with the use of stem cells in
medicinetissue transplantation and rejection

WS1.1c, WS1.1d,
WS1.1e, WS1.1f,
WS1.1g, WS1.1h
WS1.1jB6.3q

explain some of the possible benefits andrisks of using gene technology in medicine

practical and ethical considerations

WS1.1c, WS1.1d,
WS1.1eWS1.1jB6.3r

discuss the potential importance for
medicine of our increasing understandingof the human genome

the ideas of predicting the likelihood of
diseases occurring and their treatment bydrugs which are targeted to genomes

WS1.1cWS1.1d, WS1.1j

M2d,
M2g,
M4a

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Topic C1: Particles
C1.1 The particle model
SummaryThis short section introduces the particle model and its explanation ofdifferent states of matter. A simple particle model can be used to represent
the arrangement of particles in the different states of matter and to explain
observations during changes in state. It does not, however, explain why different
materials have different properties. This explanation is that the particles
themselves and how they are held together must be different in some way.
Elements are substances that are made up of only one type of atom and atomsof different elements can combine to make compounds.
Underlying knowledge and understanding
Learners should be familiar with the different states of matter and theirproperties. Learners should be aware of the energy changes when a change ofstate occurs. They should also be familiar with changes of state in terms of theparticle model. Learners should have sufficient grounding in the particle model
to be able to apply it to unfamiliar materials and contexts.

Common misconceptions
Learners commonly intuitively adhere to the idea that matter is continuous.
For example, they believe that the space between gas particles is filled or nonexistent, or that particles expand when they are heated. The notion that empty
space exists between particles is problematic because this lacks supporting
sensory evidence. They also show difficulty understanding the concept ofchanges in state being reversible; this should be addressed during the teachingof this topic.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Reference

Mathematical learning outcomes

Mathematical skills

CM1.1irepresent three-dimensional shapes in two dimensions and vice versa when looking at chemical structurese.g. allotropes of carbon

M5b

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Topic content
Learning outcomesC1.1a

describe the main features of the particle
model in terms of states of matter andchange of state

C1.1b

explain in terms of the particle model the
distinction between physical changes andchemical changes

C1.1c

explain the limitations of the particle
model in relation to changes of state whenparticles are represented by inelastic
spheres (e.g. like bowling balls)

Opportunities to cover:
To include

that it does not take into account theforces of attraction between particles,
the size of particles and the space
between them

Maths

WorkingscientificallyM5b

WS1.1a, WS1.1b

M5b

WS1.1cPractical suggestions

Observations of change ofstate with comparison tochemical changes.

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C1.2 Atomic structure
Summary
An atom is the smallest component of an element that gives an element its
property. These properties can be explained by models of atomic structure.
Current models suggest that atoms are made of smaller sub-atomic particles
called protons, neutrons and electrons. They suggest that atoms are composedof a nucleus surrounded by electrons. The nucleus is composed of neutrons andprotons. Atoms of each element have the same number of protons as electrons.
Atoms of different elements have different numbers of protons. Atoms of thesame element will have the same number of protons but may have different
numbers of neutrons.
Underlying knowledge and understanding
Learners should be familiar with the simple (Dalton) atomic model.

Common misconceptions
Learners commonly have difficulty understanding the concept of isotopes dueto the fact they think that neutral atoms have the same number of protons
and neutrons. They also find it difficult to distinguish between the properties ofatoms and molecules. Another common misconception is that a positive ion gains
protons or a negative ion loses electrons i.e. that there is a change in the nucleusof the atom rather than a change in the number of electrons.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Mathematical skills

CM1.2irelate size and scale of atoms to objects in the physical world

M4a

CM1.2ii

estimate size and scale of atoms

M1c

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Topic content

Opportunities to cover:Learning outcomes

To include

C1.2a

describe how and why the atomic model
has changed over timethe models of Dalton, Thomson,
Rutherford, Bohr, Geiger andMarsdenC1.2b

describe the atom as a positively charged
nucleus surrounded by negatively charged
electrons, with the nuclear radius muchsmaller than that of the atom and withmost of the mass in the nucleus

C1.2c

recall the typical size (order of magnitude)of atoms and small molecules

C1.2d

recall relative charges and approximate
relative masses of protons, neutrons andelectrons

C1.2e

calculate numbers of protons, neutronsand electrons in atoms and ions, given
atomic number and mass number ofisotopes

Maths

Workingscientifically
WS1.1a, WS1.1i,
WS1.2b
WS1.4athe concept that typical atomic radiiand bond length are in the order of
10–10mM1c, M4a

WS1.1c, WS1.4b,
WS1.4c, WS1.4d,
WS1.4e, WS1.4f
WS1.4a, WS1.4b,
WS1.4cdefinitions of an ion, atomic number,mass number and an isotope, also thestandard notation to represent these

WS1.3c, WS1.4b

Practical suggestions

Timeline of the atomic model.

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Topic C2: Elements, compounds and mixtures
C2.1 Purity and separating mixtures
Summary
In chemical terms elements and compounds are pure substances and mixtures
are impure substances. Chemically pure substances can be identified using
melting point. Many useful materials that we use today are mixtures. There
are many methods of separating mixtures including filtration, crystallisation,
distillation and chromatographic techniques.
Underlying knowledge and understanding
Learners should be familiar with the concept of pure substances. They shouldhave met simple separation techniques of mixtures: filtration, evaporation anddistillation. The identification of pure substances in terms of melting point, boilingpoint and chromatography will also have been met before.

Common misconceptions
Learners commonly misuse the word pure and confuse it with natural substances
or a substance that has not been tampered with. They think that when asubstance dissolves that the solution is pure and not a mixture.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Reference

Mathematical learning outcomes

Maths skills

CM2.1iarithmetic computation, ratio, percentage and multistep calculations permeates quantitative chemistry

M1a, M1c, M1d

CM2.1ii

provide answers to an appropriate number of significant figures

M2a

CM2.1iii

change the subject of a mathematical equation

M3b, M3c

CM2.1iv

arithmetic computation and ratio when determining empirical formulae, balancing equations

M3b, M3c

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Topic content
Learning outcomes

Opportunities to cover:
To include

C2.1a

explain what is meant by the purity of a
substance, distinguishing between thescientific and everyday use of the term ‘pure’

C2.1b

use melting point data to distinguish purefrom impure substances

C2.1c

calculate relative formula masses of species
separately and in a balanced chemical
equation

C2.1d

deduce the empirical formula of a compoundfrom the relative numbers of atoms present
or from a model or diagram and vice versa

C2.1e

explain that many useful materials areformulations of mixtures

alloysC2.1f

describe, explain and exemplify the processesof filtration, crystallisation, simple distillation,and fractional distillation

knowledge of the techniques offiltration, crystallisation, simple
distillation and fractional distillation

Maths

Workingscientifically
WS1.4aM1a, M1c,
M1d, M2athe definition of relative atomic mass,
relative molecular mass and relative
formula mass

Practical suggestions

Purification of compounds.
(PAG C3, PAG C4)
Measurement of melting
point.

M3b, M3c

WS1.3c, WS1.4c

M3b, M3c

WS1.1b, WS1.4a

WS1.2b, WS1.2c,
WS2a, WS2b

Separation of mixtures andpurification of compounds.
(PAG C3, PAG C4)Distillation of mixtures(PAG C3)C2.1g

describe the techniques of paper and thinlayer chromatographyusing aqueous and non-aqueous
solvents and locating agents

WS1.2b, WS1.2c,
WS1.4a, WS2a,
WS2b

C2.1h

recall that chromatography involves astationary and a mobile phase and that
separation depends on the distribution
between the phases

identification of the mobile andstationary phases

WS1.4aPaper or thin layer
chromatography. (PAG C2)

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Learning outcomes

To include

Maths

WorkingscientificallyC2.1i

interpret chromatograms, including
measuring Rf values

the recall and the use of the formulaM3b, M3c

WS1.3c, WS1.4a

C2.1jsuggest suitable purification techniques given
information about the substances involved

C2.1k

suggest chromatographic methods for
distinguishing pure from impure substances

paper, thin layer (TLC) and gas
chromatography

WS1.4aPractical suggestions

Using chromatography toidentify mixtures of dyes inan unknown ink. (PAG C2)

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GCSE (9–1) in Combined Science A (Gateway Science)C2.2 Bonding
Summary
A simple electron energy level model can be used to explain the basic chemical
properties of elements. When chemical reactions occur, they can be explained interms of losing, gaining or sharing of electrons. The ability of an atom to lose, gainor share electrons depends on its atomic structure. Atoms that lose electrons willbond with atoms that gain electrons. Electrons will be transferred between theatoms to form a positive ion and a negative ion. These ions attract one another inwhat is known as an ionic bond. Atoms that share electrons can bond with otheratoms that share electrons to form a molecule. Atoms in these molecules are held
together by covalent bonds.
Underlying knowledge and understanding
Learners should be familiar with the simple (Dalton) atomic model. They should
be familiar with the principles underlying the Mendeleev Periodic Table and themodern Periodic Table including periods and groups, and metals and non-metals.
Learners should have some knowledge of the properties of metals and nonmetals including the chemical properties of metal and non-metal oxides withrespect to acidity.

Common misconceptions
Learners do not always appreciate that the nucleus of an atom does not change
when an electron is lost, gained or shared. They also find it difficult to predict
the numbers of atoms that must bond in order to achieve a stable outer levelof electrons. Learners think that chemical bonds are physical things made ofmatter. They also think that pairs of ions such as Na+ and Cl – are molecules. They
do not have an awareness of the 3D nature of bonding and therefore the shapeof molecules.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

CM2.2iestimate size and scale of atoms

M1c

CM2.2ii

represent three-dimensional shapes in two dimensions and vice versa when looking at chemical
structures e.g. allotropes of carbon

M5b

CM2.2iii

translate information between diagrammatic and numerical forms

M4a

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Topic content

Opportunities to cover:

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Learning outcomes

To include

C2.2a

describe metals and non-metals and explain the
differences between them on the basis of theircharacteristic physical and chemical properties

physical properties, formation ofions and common reactions e.g.
with oxygen to form oxides

C2.2b

explain how the atomic structure of metals andnon-metals relates to their position in the
Periodic Table

C2.2c

explain how the position of an element in the
Periodic Table is related to the arrangement ofelectrons in its atoms and hence to its atomic
number

C2.2d

describe and compare the nature andarrangement of chemical bonds in:i.
ionic compoundsii.
simple moleculesiii.
giant covalent structuresiv.
polymersv.
metalsC2.2e

explain chemical bonding in terms ofelectrostatic forces and the transfer or sharingof electrons

C2.2f

construct dot and cross diagrams for simple
covalent and binary ionic substancesgroup number and period number

Maths

Workingscientifically

Practical suggestions

WS1.3f, WS1.4a

M1c

WS1.4aM5b, M4a

WS1.4a

WS1.4aM4a

WS1.4aMake ball and stick models
of molecules.

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Learning outcomes

To include

Maths

WorkingscientificallyC2.2g

describe the limitations of particular
representations and models

dot and cross diagrams, ball andstick models and two- and threedimensional representations

M5b

WS1.1cC2.2h

explain how the reactions of elements are
related to the arrangement of electrons in theiratoms and hence to their atomic number

WS1.1b, WS1.3f,
WS1.4aC2.2i

explain in terms of atomic number how
Mendeleev’s arrangement was refined into themodern Periodic Table

WS1.1a, WS1.4a

Practical suggestions

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C2.3 Properties of materials
SummaryThis section explores the physical properties of elements and compounds andhow the nature of their bonding is a factor in their properties.
Underlying knowledge and understanding
Learners will know the difference between an atom, element and compound.

Common misconceptions
Learners commonly have a limited understanding of what can happen duringchemical reactions, for example, that substances may explode, burn, contract,
expand or change state.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

CM2.3irepresent three-dimensional shapes in two dimensions and vice versa when looking at chemical
structures e.g. allotropes of carbon

M5bVersion 4.3 © OCR 2024
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Version 4.3 © OCR 2024
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Topic content
Learning outcomes

Opportunities to cover:
To include

C2.3a

recall that carbon can form four covalent bonds

C2.3b

explain that the vast array of natural and syntheticorganic compounds occur due to the ability of carbon
to form families of similar compounds, chains and rings

C2.3c

explain the properties of diamond, graphite, fullerenes
and graphene in terms of their structures and bonding

C2.3d

use ideas about energy transfers and the relative
strength of chemical bonds and intermolecular forces
to explain the different temperatures at which changesof state occur

C2.3e

use data to predict states of substances under given
conditions

data such as temperatureand how this may be linked
to changes of state

C2.3f

explain how the bulk properties of materials (ioniccompounds; simple molecules; giant covalent
structures; polymers and metals) are related to thedifferent types of bonds they contain, their bondstrengths in relation to intermolecular forces and theways in which their bonds are arranged

recognition that the atoms
themselves do not have thebulk properties of thesematerials

Maths

Workingscientifically
WS1.4aM5b

WS1.4aWS1.2a, WS1.3f,
WS1.4a, WS1.4c

WS1.4aPractical suggestions

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Topic C3: Chemical reactions
C3.1 Introducing chemical reactions
Summary
A chemical equation represents, in symbolic terms, the overall change in achemical reaction. New materials are formed through chemical reactions but
mass will be conserved. This can be explained by a model involving therearrangement of atoms. Avogadro gave us a system of measuring theamount of a substance in moles.
Underlying knowledge and understanding
Learners should be familiar with chemical symbols and formulae for elements andcompounds. They should also be familiar with representing chemical reactions
using formulae and equations. Learners will have knowledge of conservation ofmass, changes of state and chemical reactions.

Common misconceptions
Although learners may have met the conservation of mass they still tend to referto chemical reactions as losing mass. They understand that mass is conserved but
not the number or species of atoms. They may think that the original substancevanishes ‘completely and forever’ in a chemical reaction.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Reference

Mathematical learning outcomes

Maths skills

CM3.1iarithmetic computation and ratio when determining empirical formulae, balancing equations

M1a, M1c

CM3.1ii

calculations with numbers written in standard form when using the Avogadro constant

M1b

CM3.1iii

provide answers to an appropriate number of significant figures

M2a

CM3.1iv

convert units where appropriate particularly from mass to moles

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Topic content
Learning outcomes

Opportunities to cover:
To include

Maths

Workingscientifically

59

C3.1a

use chemical symbols to write the formulae ofelements and simple covalent and ionic compounds

M1a, M1c

WS1.4aC3.1b

use the names and symbols of common elements
and compounds and the principle of conservationof mass to write formulae and balanced chemical
equations and half equations

M1a, M1c

WS1.4cC3.1c

use the names and symbols of common elementsfrom a supplied Periodic Table to write formulaeand balanced chemical equations whereappropriate

C3.1d

use the formula of common ions to deduce theformula of a compound

M1a, M1c

C3.1e

construct balanced ionic equations

M1a, M1c

C3.1f

describe the physical states of products andreactants using state symbols (s, l, g and aq)

C3.1g

describe tests to identify selected gases

oxygen, hydrogen, carbon dioxide
and chlorine

C3.1h

recall and use the definitions of the Avogadro
constant (in standard form) and of the molethe calculation of the mass of one
atom/molecule
In recognition of IUPAC’s review,
we will accept both the classical(carbon-12 based) and revised(Avogadro constant based)
definitions of the mole inexaminations from June 2018
onwards (see https://iupac.org/
new-definition-mole-arrived/)

the first 20 elements, Groups 1, 7,
and 0 and other common elements
included within the specification

M1b, M1c

WS1.4b, WS1.4c,
WS1.4d, WS1.4f

Practical suggestions

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Learning outcomes

To include

Maths

WorkingscientificallyC3.1i

explain how the mass of a given substance isrelated to the amount of that substance in moles
and vice versa

M1c, M2a

WS1.4b, WS1.4c

C3.1j

explain how the mass of a solute and the volumeof the solution is related to the concentration of
the solution

M1b, M1c

WS1.3c, WS1.4a,
WS1.4cC3.1k

recall and use the law of conservation of mass

WS1.4cC3.1l

explain any observed changes in mass in nonenclosed systems during a chemical reaction andexplain them using the particle modelWS1.1b, WS1.4c

C3.1m

deduce the stoichiometry of an equation from themasses of reactants and products and explain theeffect of a limiting quantity of a reactant

M1c

WS1.3c, WS1.4c,
WS1.4d, WS1.4f

C3.1n

use a balanced equation to calculate masses ofreactants or products

M1c

WS1.3c, WS1.4c

Practical suggestions

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Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)C3.2 Energetics
Summary
Chemical reactions are accompanied by an energy change. A simple model
involving the breaking and making of chemical bonds can be used to interpretand calculate the energy change.
Underlying knowledge and understanding
Learners should be familiar with exothermic and endothermic chemical reactions.

is released when bonds break and do not link this release of energy with theformation of bonds. They also may think for example that a candle burning is
endothermic because heat is needed to initiate the reaction.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Common misconceptions
Learners commonly have the idea that energy is lost or used up. They do notgrasp the idea that energy is transferred. Learners also wrongly think that energy
Reference

Mathematical learning outcomes

Maths skills

CM3.2iinterpretation of charts and graphs when dealing with reaction profiles

M4aCM3.2ii

arithmetic computation when calculating energy changes

M1a

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Topic content
Learning outcomesC3.2a

distinguish between endothermic andexothermic reactions on the basis of thetemperature change of the surroundings

C3.2b

draw and label a reaction profile for an
exothermic and an endothermic reaction

C3.2c

explain activation energy as the energy
needed for a reaction to occur

C3.2d

calculate energy changes in a chemical
reaction by considering bond making andbond breaking energies

Opportunities to cover:
To include

Maths

Workingscientifically
WS1.4cactivation energy, energy change,
reactants and products

M4a

WS1.3b, WS1.3c,
WS1.3d, WS1.3e,
WS1.3g, WS1.3h,
WS1.4c
WS1.4c

M1a

WS1.3c, WS1.4c

Practical suggestions

Measuring the temperature change
in reactions. (PAG C5)

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Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)C3.3 Types of chemical reactions
Summary
Chemical reactions can be classified according to changes at the atomic andmolecular level. Examples of these include reduction, oxidation and neutralisation
reactions.
Underlying knowledge and understanding
Learners should be familiar with combustion, thermal decomposition, oxidationand displacement reactions. They will be familiar with defining acids and alkalis interms of neutralisation reactions. Learners will have met reactions of acids withalkalis to produce a salt and water and reactions of acids with metals to produce asalt and hydrogen. They should have met the pH scale for measuring acidity andalkalinity, and some indicators.

Common misconceptions
Learners commonly intuitively adhere to the idea that hydrogen ions in an acidare still part of the molecule, not free in the solution. They tend to have little
understanding of pH, for example, they tend to think that alkalis are less corrosive
than acids. Learners also may think that the strength of acids and bases andconcentration mean the same thing.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

CM3.3iarithmetic computation, ratio, percentage and multistep calculations permeates quantitative chemistry

M1a, M1c, M1d

Topic content

Opportunities to cover:Maths

WorkingscientificallyLearning outcomes

To include

C3.3a

explain reduction and oxidation in terms of loss
or gain of oxygen, identifying which species areoxidised and which are reduced

the concept of oxidising agent andreducing agent

C3.3b

explain reduction and oxidation in terms ofgain or loss of electrons, identifying which
species are oxidised and which are reduced

WS1.4aC3.3c

recall that acids form hydrogen ions when theydissolve in water and solutions of alkalis containhydroxide ionsWS1.4a

WS1.4aPractical suggestions

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Learning outcomes

To include

Maths

WorkingscientificallyVersion 4.3 © OCR 2024
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C3.3d

describe neutralisation as acid reacting withalkali or a base to form a salt plus water

WS1.4aC3.3e

recognise that aqueous neutralisation reactions
can be generalised to hydrogen ions reactingwith hydroxide ions to form water

WS1.4aC3.3f

recall that carbonates and some metals reactwith acids and write balanced equations
predicting products from given reactants

WS1.4aC3.3g

use and explain the terms dilute andconcentrated (amount of substance) and weak
and strong (degree of ionisation) in relation to
acids

C3.3h

recall that relative acidity and alkalinity aremeasured by pH

C3.3i

describe neutrality and relative acidity andalkalinity in terms of the effect of theconcentration of hydrogen ions on the
numerical value of pH (whole numbers only)

C3.3j

use the idea that as hydrogen ion
concentration increases by a factor of ten, thepH value of a solution decreases by one

C3.3k

describe techniques and apparatus used tomeasure pH

ratio of amount of acid to volume
of solution

M1a, M1c,
M1d

Practical suggestions
Production of pure dry sample
of salt. (PAG C4)

WS1.4a

WS1.4apH of titration curves

WS1.4aM1a, M1c,
M1d
the use of universal indicator andpH meters

Neutralisation reactions.

WS1.4aDetermining pH of unknown
solutions.
Use of pH probes.

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C3.4 Electrolysis
Summary
Decomposition of a liquid during the conduction of electricity is a chemical
reaction called electrolysis. This section explores the electrolysis of various
molten ionic liquids and aqueous ionic solutions.

Common misconceptions
A common misconception is that ionic solutions conduct because of the
movement of electrons. Another common misconception is that ionic solids
do not conduct electricity because electrons cannot move.

Underlying knowledge and understanding
Learners should be familiar with ionic solutions and solids.

Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

CM3.4iarithmetic computation and ratio when determining empirical formulae, balancing equations

M1a, M1c

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Topic content

Opportunities to cover:Maths

WorkingscientificallyLearning outcomes

To include

C3.4arecall that metals (or hydrogen) are formed at
the cathode and non-metals are formed at theanode in electrolysis using inert electrodes

the terms cations and anions

C3.4b

predict the products of electrolysis of binary
ionic compounds in the molten statecompounds such as NaCl

M1a, M1c

WS1.2a, WS1.2b,
WS1.2c, WS1.4a,
WS2a, WS2b

C3.4c

describe competing reactions in theelectrolysis of aqueous solutions of ioniccompounds in terms of the different species
present

the electrolysis of aqueous NaCl
and CuSO4 using inert electrodes

M1a, M1c

WS1.4aC3.4d

describe electrolysis in terms of the ionspresent and reactions at the electrodes

the equations and half equationsof the reactions at the electrodes

C3.4e

describe the technique of electrolysis usinginert and non-inert electrodes

Practical suggestions

WS1.4aElectrolysis of sodium chloride
solution. (PAG C1)
Electrolysis of copper sulfate
solution. (PAG C1)

M1a, M1c

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Version 4.3 © OCR 2024
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Topic C4: Predicting and identifying chemical products
C4.1 Predicting chemical reactions
Summary
Models of how substances react and the different types of chemical reactions
that can occur enable us to predict the likelihood and outcome of a chemical
reaction. The current Periodic Table was developed based on observations of
the similarities and differences in the properties of elements. The way that the
Periodic Table is arranged into groups and periods reveals the trends and patterns
in the behaviour of the elements. The model of atomic structure provides
an explanation for trends and patterns in the properties of elements. The
arrangement of elements in groups and periods reveals the relationshipbetween observable properties and how electrons are arranged in the atomsof each element.
Underlying knowledge and understanding
Learners should be familiar with the principles underpinning the Mendeleev
Periodic Table; the Periodic Table: periods and groups; metals and non-metals;
the varying physical and chemical properties of different elements; the chemical
properties of metals and non-metals; the chemical properties of metal andnon-metal oxides with respect to acidity and how patterns in reactions can bepredicted with reference to the Periodic Table.
Common misconceptions
Learners consider the properties of particles of elements to be the same as
the bulk properties of that element. They tend to rely on the continuous mattermodel rather than the particle model. Learners confuse state changes anddissolving with chemical changes. Also, since the atmosphere is invisible to theeye and learners rely on concrete, visible information, this means learners often
avoid the role of oxygen in their explanations for open system reactions. Even if
the role of oxygen is appreciated, learners do not realise that solid products ofan oxidation reaction have more mass than the starting solid.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

CM4.1iarithmetic computation and ratio when determining empirical formulae, balancing equations

M1a, M1c

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Topic content

Opportunities to cover:Learning outcomes

To include

C4.1arecall the simple properties of Groups 1, 7
and 0

physical and chemical properties

C4.1b

explain how observed simple properties ofGroups 1, 7 and 0 depend on the outer shellof electrons of the atoms and predict
properties from given trends down the groups

ease of electron gain or loss;
physical and chemical properties

C4.1c

predict possible reactions and probablereactivity of elements from their positions in
the Periodic Table

C4.1d

explain how the reactivity of metals withwater or dilute acids is related to thetendency of the metal to form its positive ion

C4.1ededuce an order of reactivity of metals basedon experimental results

Maths

Workingscientifically
WS1.2a, WS1.4a
WS1.4cPractical suggestions

Displacement reactions of
halogens with halides.

WS1.1b, WS1.2a,
WS1.4aM1a, M1c

WS1.4aReaction of metals with water,
dilute hydrochloric acid.
PAG C4, PAG C5)

WS1.3e, WS2a

Displacement reactions involving
metals and metal salts. (PAG C4,PAG C5)

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Topic C5: Monitoring and controlling chemical reactions
C5.1 Controlling reactions
Summary
The rate and yield of a chemical reaction can be altered by changing the physicalconditions.

Common misconceptions
Learners often misinterpret rate graphs and think that catalysts take part inreactions and run out/get used up.

Underlying knowledge and understanding
Learners should be familiar with the action of catalysts in terms of rate ofreaction. They should know the term surface area and what it means.

Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

CM5.1iarithmetic computation, ratio when measuring rates of reaction

M1a, M1c

CM5.1ii

drawing and interpreting appropriate graphs from data to determine rate of reaction

M4b, M4c

CM5.1iii

determining gradients of graphs as a measure of rate of change to determine rate

M4d, M4eCM5.1iv

proportionality when comparing factors affecting rate of reaction

M1c

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Topic content
Learning outcomes
C5.1a

Opportunities to cover:
To include

suggest practical methods for determining therate of a given reaction

Maths
M1a, M1c

Workingscientifically
WS1.2b, WS1.2c,
WS1.2d, WS2a,
WS2b

Practical suggestions

Rate of reaction experiments.
(PAG C5)
Disappearing cross experiment.
(PAG C5)
Magnesium and acid, marble chips
and acid. (PAG C5)

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C5.1binterpret rate of reaction graphs

C5.1c

describe the effect of changes in temperature,
concentration, pressure, and surface area onrate of reaction

C5.1d

explain the effects on rates of reaction ofchanges in temperature, concentration andpressure in terms of frequency and energy ofcollision between particles

C5.1e

explain the effects on rates of reaction ofchanges in the size of the pieces of a reacting
solid in terms of surface area to volume ratio

1/t is proportional to rate andgradients of graphs (not orderof reaction)

M4b, M4c

WS1.3a, WS1.3b,
WS1.3c, WS1.3d,
WS1.3e, WS1.3f,
WS1.3g, WS1.3h,
WS1.3i, WS2b

Marble chips and acid ormagnesium and acid experiments
either measuring reaction time or
the volume of gas over time.
(PAG C4, PAG C5)

M4d, M4e

WS1.4cVarying surface area with marble
chips and hydrochloric acid.
(PAG C5)

WS1.4cReaction of magnesium and acidwith different temperatures of acid– measure reaction times. (PAG C5)

M1c

Version 4.3 © OCR 2024
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Learning outcomesC5.1f

describe the characteristics of catalysts andtheir effect on rates of reaction

C5.1g

identify catalysts in reactions

To include

Maths

Workingscientifically

WS1.4aPractical suggestions

Catalysis of hydrogen peroxide withvarious black powders including
MnO2. (PAG C5)
Catalysis of reaction of zinc withsulfuric acid using copper powder.
(PAG C5).

C5.1h

explain catalytic action in terms of activationenergyC5.1i

recall that enzymes act as catalysts inbiological systems

reaction profiles

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C5.2 Equilibria
Summary
In a reaction, when the rate of the forward reaction equals the rate of the
backwards reaction, the reaction in a closed system is said to be in equilibrium.
Underlying knowledge and understanding
Learners will be familiar with representing chemical reactions using formulae andusing equations.

Common misconceptions
Learners often do not recognise that when a dynamic equilibrium is set up ina reaction the concentration of the reactants and products remain constant.
They think that the concentrations of all substances are equal. Learners also
sometimes perceive a dynamic equilibrium as two reactions.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Mathematical skills

CM5.2iarithmetic computation, ratio when measuring rates of reaction

M1a, M1c

CM5.2ii

drawing and interpreting appropriate graphs from data to determine rate of reaction

M4b, M4c

CM5.2iii

determining gradients of graphs as a measure of rate of change to determine rate

M4d, M4eCM5.2iv

proportionality when comparing factors affecting rate of reaction

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Version 4.3 © OCR 2024
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Topic content
Learning outcomes

Opportunities to cover:
To include

Maths

C5.2a

recall that some reactions may be reversedby altering the reaction conditions

M1a, M4b,
M4c

C5.2b

recall that dynamic equilibrium occurs in aclosed system when the rates of forward andreverse reactions are equal

M4b, M4c

C5.2c

predict the effect of changing reaction
conditions on equilibrium position andsuggest appropriate conditions to produce
as much of a particular product as possible

Le Chatelier’s principle concerning
concentration, temperature andpressure

M1a, M4d,
M4e, M1c

Workingscientifically

WS1.2a, WS1.2b,
WS1.2c, WS1.4c,
WS2a, WS2b

Practical suggestions

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Topic C6: Global challenges
This topic seeks to integrate learners’ knowledge and understanding ofchemical systems and processes, with the aim of applying it to global challenges.
Applications of chemistry can be used to help humans improve their own lives
and strive to create a sustainable world for future generations, and thesechallenges are considered in this topic. It therefore provides opportunities todraw together the concepts covered in earlier topics, allowing synoptic treatmentof the subject of chemistry.

C6.1 Improving processes and products
Summary
Historically, new materials have been developed through trial and error,
experience etc. but as our understanding of the structure of materials andchemical processes has improved we are increasing our ability to manipulate
and design new materials. Industry is continually looking to make products thathave a better performance and are sustainable to produce. This section also
explores the extraction of raw materials and their use in making new products.

Common misconceptions
Learners often think that chemical reactions will continue until all the reactants
are exhausted. They also think that equilibrium is a static condition.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

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Underlying knowledge and understanding
Learners should be familiar with the properties of ceramics, polymers andcomposites. They should have knowledge of the order of metals and carbon in
the reactivity series. Learners should have met the method of using carbon to
obtain metals from metal oxides. They should also be aware that the Earth has
limited resources and the benefits of recycling materials.
Reference

Mathematical learning outcomes

Mathematical skills

CM6.1iarithmetic computation, ratio when measuring rates of reaction

M1a, M1c

CM6.1ii

drawing and interpreting appropriate graphs from data to determine rate of reaction

M4b, M4c

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Topic content

Opportunities to cover:
Practical suggestions

Learning outcomes

To include

Maths

WorkingscientificallyC6.1a

explain, using the position of carbon in thereactivity series, the principles of industrial
processes used to extract metals, including
extraction of a non-ferrous metal

the principles of using carbon to
extract iron and other metals
from their ores

M1a, M1c

WS1.4aExtraction of copper by heating
copper oxide with carbon.

C6.1b

explain why and how electrolysis is used to
extract some metals from their ores

M4b, M4c

WS1.3a, WS1.3b,
WS1.3c, WS1.3d,
WS1.3e, WS1.3g,
WS1.3h, WS1.3i,
WS1.4, WS2b

Electrolysis of aqueous sodium
chloride solution. (PAG C1)

C6.1c

evaluate alternative biological methods ofmetal extraction

bacterial and phytoextraction

C6.1d

describe the basic principles in carrying out alife-cycle assessment of a material or productthe use of resources and impact
on the environment of all stagesof a life-cycle assessment:• making materials for a productfrom raw materials through tothe process used to make theproduct• the use of the product• transport of the product• the method used for its
disposal at the end of its life

C6.1einterpret data from a life-cycle assessment ofa material or productC6.1f

describe a process where a material or
product is recycled for a different use, andexplain why this is viable

WS1.1a, WS1.1e

WS1.1f, WS1.1g

Electrolysis of aqueous copper
sulfate solution. (PAG C1)

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Learning outcomes

To include

Maths

WorkingscientificallyC6.1g

evaluate factors that affect decisions on
recyclingWS1.1f, WS1.1g

C6.1h

describe the separation of crude oil byfractional distillation

the name of the fractions

C6.1i

explain the separation of crude oil byfractional distillation

molecular size andintermolecular forces

C6.1j

describe the fractions as largely a mixture ofcompounds of formula CnH2n+2 which are
members of the alkane homologous series

WS1.4aC6.1k

recall that crude oil is a main source ofhydrocarbons and is a feedstock for the
petrochemical industry

WS1.4aC6.1l

explain how modern life is cruciallydependent upon hydrocarbons and recognisethat crude oil is a finite resource

WS1.1c, WS1.1f,
WS1.1e, WS1.4a

C6.1m

describe the production of materials that are
more useful by cracking

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

conditions and reasons forcracking and some of the usefulmaterials produced

WS1.3f, WS1.4a

Practical suggestions

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)C6.2 Interpreting and interacting with earth systems
Summary
As our understanding of the structure of materials and chemical processes has
improved we are increasing our ability to interpret and understand chemical andearth systems. Understanding how we interact with them is very important to oursurvival as a species. This section starts with the history of the atmosphere andmoves on to how human activity could be affecting its composition.
Underlying knowledge and understanding
Learners should have some understanding of the composition of the Earth,
the structure of the Earth, the rock cycle, the carbon cycle, the compositionof the atmosphere and the impact of human activity on the climate.

Common misconceptions
Learners think that the atmosphere is large and that small increases of carbon
dioxide or a few degrees of temperature change do not make a difference to theclimate. They may consider that global warming is caused by the ozone hole andthat human activities alone cause the greenhouse effect.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

CM6.2iextract and interpret information from charts, graphs and tables

M2c, M4aCM6.2ii

use orders of magnitude to evaluate the significance of data

M2h

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Topic content

Opportunities to cover:WorkingscientificallyVersion 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Learning outcomes

To include

Maths

C6.2a

interpret evidence for how it is thought
the atmosphere was originally formed

knowledge of how the composition of
the atmosphere has changed over time

M2c, M4a,
M2h

WS1.3eC6.2b

describe how it is thought an oxygen-richatmosphere developed over time

M2h

WS1.1aC6.2c

describe the greenhouse effect in termsof the interaction of radiation withmatter within the atmosphere

C6.2devaluate the evidence for additional
anthropogenic (human activity) causesof climate change and describe theuncertainties in the evidence basethe correlation between change inatmospheric carbon dioxide
concentration and the consumption offossil fuelsM2c, M4a,
M2h

C6.2e

describe the potential effects ofincreased levels of carbon dioxide andmethane on the Earth’s climate and how
these effects may be mitigatedconsideration of scale, risk andenvironmental implications

M2c, M4a,
M2h

C6.2f

describe the major sources of carbon
monoxide, sulfur dioxide, oxides ofnitrogen and particulates in theatmosphere and explain the problems
caused by increased amounts of thesesubstances

C6.2g

describe the principal methods forincreasing the availability of potablewater in terms of the separation
techniques used

WS1.1f, WS1.1h

WS1.4aease of treatment of waste, ground andsalt water

Practical suggestions

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Topic P1: Matter
P1.1 The particle model
Summary
Knowledge and understanding of the particle nature of matter is fundamental tophysics. Learners need to have an appreciation of matter in its different forms,
they must also be aware of subatomic particles, their relative charges, masses
and positions inside the atom. The structure and nature of atoms are essential
to the further understanding of physics. The knowledge of subatomic particles isneeded to explain many phenomena, for example the transfer of charge, as wellas radioactivity. (Much of this content overlaps with that in the GCSE (9–1)
in Chemistry A (Gateway).)
Underlying knowledge and understanding
Learners should be aware of the atomic model, and that atoms are examples ofparticles. They should also know the difference between atoms, molecules andcompounds. Learners should understand how density can be affected by the statematerials are in.
Common misconceptions
Learners commonly confuse the different types of particles (subatomic particles,
atoms and molecules) which can be addressed through the teaching of this topic.
They commonly misunderstand the conversions between different units used in
the measurement of volume.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

PM1.1irecall and apply:

M1a, M1b, M1c, M3b, M3c, M5cdensity (kg/m3 ) =mass (kg)volume (m3 )

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Topic content

Opportunities to cover:Learning outcomes

To include

Maths

P1.1a

the Thomson, Rutherford(alongside Geiger and Marsden)
and Bohr models

M5bdescribe how and why the atomicmodel has changed over time

P1.1b

describe the atom as a positively charged
nucleus surrounded by negatively charged
electrons, with the nuclear radius muchsmaller than that of the atom and with almost
all of the mass in the nucleus

P1.1c

recall the typical size (order of magnitude) of
atoms and small molecules

P1.1d

define density

knowledge that it is typically1 × 10–10 m

Workingscientifically
WS1.1a, WS1.1c,
WS1.1gPractical suggestions

Timeline showing thedevelopment of atomic theory.
Discussion of the different roles
played in developing the atomicmodel and how different
scientists worked together.

M5b

WS 1.1bM1b

WS1.1dVersion 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

WS1.2b, WS1.2c,
WS1.3c, WS1.3d,
WS1.4a, WS1.4b,
WS1.4e, WS1.4f,
WS2a, WS2b,
WS2c, WS2d

P1.1e

explain the differences in density between the
different states of matter in terms of thearrangements of the atoms and molecules

M5b

P1.1f

apply the relationship between density, mass
and volume to changes where mass isconserved

M1a, M1b,
M1c, M3c

WS1.1bModel making (including 3D) of
atomic structures.

Measurement of length, volume
and mass and using them tocalculate density. (PAG P1)
Investigation of Archimedes’
Principle using eureka cans.
(PAG P1)

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P1.2 Changes of state
Summary
A clear understanding of the foundations of the physical world forms a solid basis
for further study of physics. Understanding of the relationship between the statesof matter helps to explain different types of everyday physical changes that we
see around us.
Underlying knowledge and understanding
Learners should be familiar with the structure of matter and the similarities anddifferences between solids, liquids and gases. They should have an idea of theparticle model and be able to use it to model changes in particle behaviour duringchanges of state. Learners should be aware of the effect of temperature in the
motion and spacing of particles and an understanding that energy can be storedinternally by materials.

Common misconceptions
Learners commonly carry misconceptions about matter: assuming atoms arealways synonymous with particles. Learners also struggle to explain what is
between the particles, instinctively ‘filling’ the gaps with ‘air’ or ‘vapour’. They
often struggle to visualise the 3D arrangement of particles in all states of matter.
Learners can find it challenging to understand how kinetic theory applies toheating materials and how to use the term temperature correctly, regularly
confusing the terms temperature and heat.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

PM1.2iapply: change in thermal energy (J) = mass (kg) × specific heat capacity (J/kg °C) × change in temperature (°C)

M1a, M3b, M3c, M3d

PM1.2ii

apply: thermal energy for a change in state (J) = mass (kg) × specific latent heat (J/kg)

M1a, M3b, M3c, M3d

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Topic content
Learning outcomes
P1.2a

Opportunities to cover:
To include

describe how mass is conserved whensubstances melt, freeze, evaporate,condense or sublimate

Maths

Workingscientifically
WS1.3a, WS1.3e,
WS1.4a, WS2a,
WS2c

Practical suggestions

Use of a data logger to record change
in state and mass at different
temperatures. (PAG P5)
Demonstration of distillation toshow that mass is conserved during
evaporation and condensation.
(PAG P5)

P1.2b

describe that physical changes differ
from chemical changes because thematerial recovers its original properties
if the change is reversed

P1.2c

describe how heating a system willchange the energy stored within thesystem and raise its temperature or
produce changes of state

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

P1.2d

define the term specific heat capacityand distinguish between it and theterm specific latent heatspecific latent heat of fusion andspecific latent heat of vaporisation

WS1.3a, WS1.3e,
WS1.4a, WS2a,
WS2b, WS2c

Observation of the crystallisation ofsalol in water under a microscope.

WS1.2e, WS1.3b,
WS1.3c, WS1.3h,
WS1.4a, WS1.4f,
WS2a, WS2b

Investigation of the specific heat
capacity of different metals or
water using electrical heaters and ajoulemeter. (PAG P5)

Use of thermometer with a range of
10 –110 °C, to record the temperaturechanges of ice as it is heated. (PAG P1)

Version 4.3 © OCR 2024
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Learning outcomes

To include

Maths

P1.2e

apply the relationship betweenchange in internal energy of amaterial and its mass, specific heat
capacity and temperature change tocalculate the energy change involved

M1a, M3c,
M3d

P1.2f

apply the relationship between
specific latent heat and mass tocalculate the energy change involvedin a change of state

M1a, M3c,
M3d

P1.2g

explain how the motion of themolecules in a gas is related both toits temperature and its pressure

application to closed systems only

M1c, M4a,
M5bWorkingscientifically

Practical suggestions

WS1.2e, WS1.3b,
WS1.3c, WS1.3h,
WS1.4a, WS1.4f,
WS2a, WS2b

Measurement of the specific latent
heat of vaporisation of water. (PAG P5)

WS1.1b, WS1.2a,
WS1.2e, WS1.3e,
WS1.4a, WS2a

Demonstration of the difference inpressure in an inflated balloon thathas been heated and frozen. (PAG P1)

Measurement of the specific latent
heat of stearic acid. (PAG P5)

Building manometers and using themto show pressure changes in heated/cooled volumes of gas. (PAG P1)
P1.2h

explain the relationship between
the temperature of a gas and its
pressure at constant volume(qualitative only)

M1c, M5b

WS1.1b, WS1.2a,
WS1.2e, WS1.3e,
WS1.4a, WS2a

Demonstration of the exploding canexperiment.
Building of Alka-Seltzer rockets withfilm canisters.

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Topic P2: Forces
P2.1 Motion
Summary
Having looked at the nature of matter which makes up objects, we move on toconsider the effects of forces. The interaction between objects leads to actions
which can be seen by the observer, these actions are caused by forces between
the objects in question. Some of the interactions involve contact between theobjects, others involve no contact. We will also consider the importance of thedirection in which forces act to allow understanding of the importance of vector
quantities when trying to predict the action.

also be able to represent this information in a distance-time graph and have an
understanding of the relative motion of objects.

Underlying knowledge and understanding
From their work in Key Stage 3 Science, learners will have a basic knowledge ofthe mathematical relationship between speed, distance and time. They should

Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Common misconceptions
Learners can find the concept of action at a distance challenging. They have atendency to believe that a velocity must have a positive value and have difficultyin associating a reverse in direction with a change in sign. It is therefore important
to make sure learners are knowledgeable about the vector/scalar distinction.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Reference

Mathematical learning outcomes

Maths skills

PM2.1irecall and apply: distance travelled (m) = speed (m/s) × time (s)M1a, M2b, M3a, M3b, M3c, M3d, M4a, M4b,
M4c, M4d, M4ePM2.1ii

recall and apply:

PM2.1iii

apply: (final velocity (m/s))2 – (initial velocity (m/s))2 = 2 × acceleration (m/s2) × distance (m)M1a, M3a, M3b, M3c, M3d

PM2.1iv

1
recall and apply: kinetic energy (J) = 2 # mass (kg) # (speed (m/s)) 2

M1a, M3a, M3b, M3c, M3d

acceleration (m/s2 ) =change in velocity (m/s)
time (s)M1a, M3a, M3b, M3c, M3d

Version 4.3 © OCR 2024
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Topic content
Learning outcomesP2.1a

describe how to measure distance andtime in a range of scenarios

P2.1b

describe how to measure distance andtime and use these to calculate speed

Opportunities to cover:
To include

Mathsfrom graphs

M4a, M4b,
M4c, M4d,
M4f

P2.1c

make calculations using ratios andproportional reasoning to convert units
and to compute rates

conversion from non-SI to SI units

P2.1d

explain the vector-scalar distinction as it
applies to displacement and distance,velocity and speed

P2.1e

relate changes and differences in motion
to appropriate distance-time, andvelocity-time graphs; interpret lines andslopesM4a, M4b,
M4c, M4d

P2.1f

Interpret enclosed areas in velocity-timegraphsM4a, M4b,
M4c, M4d,
M4f

Workingscientifically

Practical suggestions

WS1.2b, WS1.2e,
WS1.3a, WS1.3b,
WS1.3c, WS1.3g,
WS1.3h, WS1.3i,
WS2a, WS2b,
WS2c, WS2d

Calculations of the speeds oflearners when they walk andrun a measured distance.

WS1.3aLearners to draw displacement–time and velocity–time graphs of
their journey to school. (PAG P3)

Investigation of trolleys on ramps
at an angle and whether thisaffects speed. (PAG P3)

M1c, M3c

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Learning outcomes

To include

Maths

P2.1g

calculate average speed for non-uniform
motionM1a, M1c,
M2b, M3cP2.1h

apply formulae relating distance, timeand speed, for uniform motion, and formotion with uniform acceleration

M1a, M1c,
M2b, M3c

Workingscientifically

WS1.2b, WS1.2e,
WS1.3a, WS1.3b,
WS1.3c, WS1.3g,
WS1.3h, WS1.3i,
WS2a, WS2b,
WS2c, WS2d

Practical suggestions

Investigation of acceleration.
(PAG P3)

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Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)P2.2 Newton’s laws
Summary
Newton’s laws of motion essentially define the means by which motion changes
and the relationship between these changes in motion with force and mass.
Underlying knowledge and understanding
Learners should have an understanding of contact and non-contact forces
influencing the motion of an object. They should be aware of the newton andthat this is the unit of force. The three laws themselves will be new to thelearners. Learners are expected to be able to use force arrows and have an
understanding of balanced and unbalanced forces.

Common misconceptions
Learners commonly have misconceptions about objects needing a net force forthem to continue to move steadily and can struggle to understand that stationary
objects also have forces acting on them. Difficulties faced by learners when trying
to differentiate between scalar and vector quantities is the idea of objects witha changing direction not having a constant vector value, for example, objects
moving in a circle. This issue also arises with the concept of momentum andchanges in momentum of colliding objects.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

PM2.2irecall and apply: force (N) = mass (kg) × acceleration (m/s2)

M1a, M2a, M3a, M3b, M3c, M3d

PM2.2ii

recall and apply: momentum (kg m/s) = mass (kg) × velocity (m/s)

M1a, M2a, M3a, M3b, M3c, M3d

PM2.2iii

recall and apply: work done (J) = force (N) × distance (m) (along the line of action of the force)

M1a, M2a, M3a, M3b, M3c, M3d

PM2.2iv

recall and apply:
work done (J)power (W) =time (s)M1a, M2a, M3a, M3b, M3c, M3d

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Topic content

Opportunities to cover:Learning outcomes

To include

P2.2a

recall examples of ways in which objects
interact

electrostatics, gravity, magnetism and bycontact (including normal contact force
and friction)

P2.2b

describe how such examples involve
interactions between pairs of objects
which produce a force on each object

P2.2c

represent forces as vectors

drawing free body force diagrams todemonstrate understanding of forces
acting as vectors

P2.2d

apply Newton’s first law to explain the
motion of an object moving with uniform
velocity and also an object where the speed
and/or direction change

looking at forces on one body andresultant forces and their effects(qualitative only)

Maths

M5b

Workingscientifically

Practical suggestions

WS1.2a, WS1.2b,
WS1.2c, WS1.2e,
WS1.3a, WS1.3c,
WS1.3e, WS1.3h,
WS2a, WS2b,
WS2d

Measurement of thevelocity of ball bearingsin glycerol at different
temperatures or of differing
sizes. (PAG P3)

WS1.3e, WS2a

Demonstration of the
behaviour of colliding
gliders on a linear air track.
(PAG P3)

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Use of balloon gliders toconsider the effect of aforce on a body.
P2.2e

use vector diagrams to illustrate resolutionof forces, a net force (resultant force), andequilibrium situations

scale drawings limited to parallel andperpendicular vectors only

M4a, M5a,
M5b

Version 4.3 © OCR 2024
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Learning outcomes

To include

P2.2f

describe examples of the forces acting on
an isolated solid object or system

examples of objects that reach terminal
velocity for example skydivers andapplying similar ideas to vehicles

P2.2g

describe, using free body diagrams,
examples where two or more forces lead toa resultant force on an object

P2.2h

describe using free body force diagrams the
special case of balanced forces when the
resultant force is zero (qualitative only)

P2.2i

apply Newton’s Second Law in calculations
relating forces, masses and accelerations

P2.2j

explain that inertia is a measure of how
difficult it is to change the velocity of an
object and that the inertial mass is definedas the ratio of force over acceleration

Maths

M1a, M2a,M3b, M3c,
M3d

Workingscientifically

Practical suggestions

WS1.2a, WS1.2b,
WS1.2c, WS1.2e,
WS1.3a, WS1.3c,
WS1.3e, WS1.3h,
WS2a, WS2b,
WS2d

Learners to design andbuild a parachute for a
mass, and measure its
terminal velocity as it isdropped. (PAG P3)

WS1.2a, WS1.2b,
WS1.2c, WS1.2e,
WS1.3a, WS1.3c,
WS1.3e, WS1.3h,
WS2a, WS2b,
WS2c, WS2d

Use of light gates, weights
and trolleys to investigate
the link between force andacceleration. (PAG P2)

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Learning outcomes

To include

P2.2k

an idea of the law of conservation of
momentum in collisions

define momentum and describe examples
of momentum in collisions

Maths

Workingscientifically

Practical suggestions

WS1.2a, WS1.2b,
WS1.2c, WS1.2e,
WS1.3a, WS1.3c,
WS1.3e, WS1.3h,
WS2a, WS2b,
WS2c, WS2d

Use of light gates, weights
and trolleys to measure
momentum of colliding
trollies. (PAG P3)

Measurement of work doneby learners lifting weights orwalking up stairs. (PAG P5)

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

P2.2l

use the relationship between work done,
force, and distance moved along the line ofaction of the force and describe the energy
transfer involved

M1a, M2a,
M3a, M3b,
M3c, M3d

WS1.4a, WS2a,
WS2b

P2.2m

calculate relevant values of stored energy
and energy transfers; convert between
newton-metres and joules

M1c, M3c

WS1.4e, WS1.4f

P2.2n

explain, with reference to examples, thedefinition of power as the rate at whichenergy is transferredP2.2orecall and apply Newton’s Third Law

P2.2p

explain why an object moving in a circle
with a constant speed has a changing
velocity (qualitative only)

Use of a water rocket todemonstrate that the
explosion propels thewater down with the same
momentum as the rocket
shoots up.

situations of equilibrium andnon-equilibrium
WS1.3eDemonstration of spinning arubber bung on a string

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

P2.3 Forces in action
Summary
Forces acting on an object can result in a change of shape or motion. Having
looked at the nature of matter, we can now introduce the idea of fields and forces
causing changes. This develops the idea that force interactions between objects
can take place even if they are not in contact. Learners should be familiar withforces associated with deforming objects, with stretching and compressing(springs).
Underlying knowledge and understanding
Learners should have an understanding of forces acting to deform objects and to
restrict motion. They should already be familiar with Hooke’s law and the ideathat when work is done by a force it results in an energy transfer and leads toenergy being stored by an object. Learners are expected to know that there is aforce due to gravity and that gravitational field strength differs on other planetsand stars.
Common misconceptions
Because of the everyday use of the term ‘weighing’, learners commonly havedifficulty understanding that the weight of an object is not the same as the mass.
The concept of force multipliers can also be challenging even though the basic
concepts are ones covered at Key Stage 3.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

PM2.3irecall and apply:

M1a, M2a, M3a, M3b, M3c, M3d

force exerted by a spring (N) = spring constant (N/m) × extension (m)PM2.3ii

apply: energy transferred in stretching (J) = 2 # spring constant (N/m) # (extension (m))2

M1a, M2a, M3a, M3b, M3c, M3d

PM2.3iii

recall and apply: gravitational force (N) = mass (kg) × gravitational field strength (N/kg)

M1a, M2a, M3a, M3b, M3c, M3d

PM2.3iv

recall and apply:

M1a, M2a, M3a, M3b, M3c, M3d

1

gravitational potential energy (J) = mass (kg) × gravitational field strength (N/kg) × height (m)

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Topic content

Opportunities to cover:Learning outcomes

To include

P2.3a

explain, that to stretch, bend or compress anobject, more than one force has to be applied

applications to real life situations

P2.3b

describe the difference between elastic andplastic deformation (distortions) caused bystretching forces

P2.3c

describe the relationship between force andextension for a spring and other simple systems

graphical representation of theextension of a spring

Maths

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

M1a, M2a,
M4a, M4b,
M4c

Workingscientifically

Practical suggestions

WS1.1b, WS1.1e,
WS1.2a, WS1.2b,
WS1.2c, WS1.2e,
WS1.3a, WS1.3c,
WS1.3e, WS1.3f,
WS1.3g, WS2a,
WS2b, WS2c

Use of a liquorice bungee or
spring to explore extension andstretching. (PAG P2)

WS1.1b, WS1.1e,
WS1.2a, WS1.2b,
WS1.2c, WS1.2e,
WS1.3a, WS1.3c,
WS1.3e, WS1.3f,
WS1.3g, WS2a,
WS2b, WS2c

Comparisons of behaviour ofsprings and elastic bands whenloading and unloading withweights. (PAG P2)

WS1.1b, WS1.1e,
WS1.2a, WS1.2b,
WS1.2c, WS1.2e,
WS1.3a, WS1.3c,
WS1.3e, WS1.3f,
WS1.3g, WS1.4f,
WS2a, WS2b,
WS2c

extension of a spring (Hooke’slaw). Investigation of forces onsprings – Hooke’s law. (PAG P2)

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Learning outcomes

To include

Maths

P2.3d

describe the difference between linear andnon-linear relationships between force andextension

M1a, M2a,
M4a, M4b,
M4c

P2.3e

calculate a spring constant in linear cases

M1a, M2a,
M3a, M3b,
M3c, M3d

P2.3f

calculate the work done in stretching

M1a, M2a,
M3a, M3b,
M3c, M3d,
M4a, M4b,
M4c, M4f

P2.3g

describe that all matter has a gravitational fieldthat causes attraction, and the field strength ismuch greater for massive objects

P2.3h

define weight, describe how it is measured anddescribe the relationship between the weight ofan object and the gravitational field strength, gP2.3i

recall the acceleration in free fallknowledge that the gravitational
field strength is known as g andhas a value of 10 N/kg at the
Earth’s surface

Workingscientifically

Practical suggestions

WS1.1b, WS1.1e,
WS1.2a, WS1.2b,
WS1.2c, WS1.2e,
WS1.3a, WS1.3c,
WS1.3e, WS1.3f,
WS1.3g, WS2a,
WS2b, WS2c

Investigation of the elastic limitof springs and other materials.
(PAG P2)

WS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.2e, WS1.3a,
WS1.3c, WS1.3e,
WS1.3f, WS1.3g,
WS1.4f, WS2c

Use of data from stretching anelastic band with weights to plota graph to calculate the work
done. (PAG P2)

WS1.1bCalculations of weight on
different planets.

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Topic P3: Electricity and magnetism
P3.1 Static and charge
Summary
Having established the nature of matter, consideration is now given to theinteractions between matter and electrostatic fields. These interactions arederived from the structure of matter which was considered. The movement ofcharge is considered. Charge is a fundamental property of matter. There are two
types of charge which are given the names ‘positive’ and ‘negative’. The effects ofthese charges are not normally seen as objects generally contain equal amountsof positive and negative charge.

Common misconceptions
Learners commonly have difficulty classifying materials as insulators or
conductors. They find it difficult to remember that positive charge does not
move to make a material positive, rather it is the movement of electrons.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Underlying knowledge and understanding
Learners should be aware of electron transfer leading to objects becoming
statically charged and the forces between them. They should also be aware of
the existence of an electric field.
Reference

Mathematical learning outcomes

Maths skills

PM3.1irecall and apply: charge flow (C) = current (A) × time (s)M1a, M2a, M3a, M3b, M3c, M3d

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Topic content

Opportunities to cover:
To include

P3.1a

the understanding that in mostbodies there are an equal
number of positive and negative
charges resulting in the bodyhaving zero net charge.

WS1.1b, WS1.1e,
WS1.2a, WS1.3e,
WS2a

the understanding that static
charge only builds up on
insulators

WS1.1b, WS1.1e,
WS1.2a, WS1.3e

Use of a Van de Graaff generator.

WS1.1b, WS1.3e,
WS1.3f, WS2a

Use of the gold leaf electroscope
and a charged rod to observeand discuss behaviour.

describe that charge is a property of all matterand that there are positive and negative
charges.

P3.1b

describe the production of static electricity,and sparking, by rubbing surfaces, andevidence that charged objects exert forces of
attraction or repulsion on one another when
not in contact

P3.1c

explain how transfer of electrons between
objects can explain the phenomena of static
electricity

P3.1d

recall that current is a rate of flow of charge(electrons) and the conditions needed forcharge to flow

P3.1erecall that current has the same value at any
point in a single closed loop

P3.1f

recall and use the relationship between
quantity of charge, current and time

Maths

WorkingscientificallyLearning outcomes

Practical suggestions
Use of charged rods to repel orattract one another.
Use of a charged rod to deflect
water or pick up paper.
Discussion of why charged
balloons are attracted to walls.

conditions for charge to flow:
source of potential difference ina closed circuit

M1a, M2a,
M3a, M3b,
M3c, M3d

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P3.2 Simple circuits
Summary
Electrical currents depend on the movement of charge and the interaction ofelectrostatic fields. Electrical current, potential difference and resistance are all
discussed in this section. The relationship between them is considered, andlearners will investigate the relationship using conventional circuits.
Underlying knowledge and understanding
Learners should have been introduced to the measurement of conventional
current and potential difference in circuits. They will have an understanding of
how to assemble series and parallel circuits and of how they differ with respect toconventional current and potential difference. Learners are expected to have anawareness of the relationship between potential difference, current andresistance and the units in which they are measured.

Common misconceptions
Learners find the concept of potential difference very difficult to grasp. Theyfind it difficult to understand the behaviour of charge in circuits and throughcomponents and how this relates to energy or work done within a circuit.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

PM3.2irecall and apply: potential difference (V) = current (A) × resistance (Ω)

M1a, M2a, M3a, M3b, M3c, M3d

PM3.2ii

recall and apply: energy transferred (J) = charge (C) × potential difference (V)M1a, M2a, M3a, M3b, M3c, M3d

PM3.2iii

recall and apply: power (W) = potential difference (V) × current (A)M1a, M2a, M3a, M3b, M3c, M3d

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)recall and apply: power (W) = (current (A))2 × resistance (Ω)
PM3.2iv

recall and apply: energy transferred (J, kW h) = power (W, kW) × time (s, h)

M1a, M2a, M3a, M3b, M3c, M3d

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Topic content

Opportunities to cover:Maths

Working
Scientifically

Practical suggestions

Learning Outcomes

To include

P3.2a

describe the differences between
series and parallel circuits

positioning of measuring instruments incircuits and descriptions of the behaviourof energy, current and potential differenceWS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.3a, WS1.3b,
WS1.3e, WS1.3f,
WS1.3h, WS1.4a,
WS2a, WS2b,
WS2c, WS2d

Building of circuits to measurepotential difference and current inboth series and parallel circuits.
(PAG P6)

P3.2b

represent d.c. circuits with theconventions of positive andnegative terminals, and thesymbols that represent common
circuit elements

cells, power supply, diodes, LDRs, NTC
thermistors, filament lamps, ammeter,
voltmeter, fixed and variable resistors andswitch

WS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.3a, WS1.3b,
WS1.3e, WS1.3f,
WS1.3h, WS1.4a,
WS2a, WS2b,
WS2c, WS2d

Building circuits from diagrams.
(PAG P6)

P3.2c

recall that current (I) depends on
both resistance (R) and potential
difference (V) and the units inwhich these are measured

the definition of potential differenceWS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.3a, WS1.3b,
WS1.3c, WS1.3e,
WS1.3f, WS1.3h,
WS1.4a, WS2a,
WS2b, WS2c,
WS2d

Recording of p.d. across and current
through different components andcalculate resistances. (PAG P6)

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Learning outcomesP3.2d

To include

recall and apply the relationshipbetween I, R and V and that forsome resistors the value of R
remains constant but that inothers it can change as thecurrent changes

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

P3.2e

explain that for some resistors thevalue of R remains constant butthat in others it can change as thecurrent changes

P3.2f

explain the design and use of
circuits to explore such effects

P3.2g

use graphs to explore whether
circuit elements are linear or
non-linear

P3.2h

use graphs and relate the curves
produced to the function andproperties of circuit elements

Maths
M1a, M2a,
M3a, M3b,
M3c, M3d

Workingscientifically
WS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.3a, WS1.3b,
WS1.3c, WS1.3e,
WS1.3f, WS1.3h,
WS1.4a, WS2a,
WS2b, WS2c,
WS2dcomponents such as wire of varying
resistance, filament lamps, diodes,
NTC thermistors and LDRs

components such as wire of varying
resistance, filament lamps, diodes,
NTC thermistors and LDRs

Practical suggestions
Investigation of resistance in a wire.
(PAG P6)
Investigation of the effect of length
on resistance in a wire. (PAG P6)

Building circuits and measurementof current and potential difference.
M4c, M4d

WS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.3a, WS1.3b,
WS1.3c, WS1.3e,
WS1.3f, WS1.3h,
WS1.4a, WS2a,
WS2b, WS2c,
WS2d

Investigation of I-V characteristics
of circuit elements. (PAG P6)

M4c, M4d

WS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.3a, WS1.3b,
WS1.3c, WS1.3e,
WS1.3f, WS1.3h,
WS1.4a, WS2a,
WS2b, WS2c,
WS2d

Use of wires, filament lamps,
diodes, in simple circuits. Alter p.d.
and keep current same using
variable resistor. Record and plot
results. (PAG P6)

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Learning outcomes
P3.2i

explain, why, if two resistors are
in series the net resistance isincreased, whereas with two inparallel the net resistance isdecreased (qualitative explanation
only)

P3.2j

calculate the currents, potential
differences and resistances in d.c.
series and parallel circuits

P3.2k

explain the design and use of d.c.
circuits for measurement andtesting purposes

P3.2l

explain how the power transfer inany circuit device is related to thepotential difference across it andthe current, and to the energychanges over a given time

To include

components such as wire of varying
resistance, filament lamps, diodes,
NTC thermistors and LDRs

Maths

Workingscientifically

Practical suggestions

M1c

WS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.3a, WS1.3b,
WS1.3e, WS1.3f,
WS1.3h, WS1.4a,
WS2a, WS2b,
WS2c, WS2d

Investigation of the brightness ofbulbs in series and parallel. (PAG P6)

M1a, M2a,
M3a, M3b,
M3c, M3d

WS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.3a, WS1.3b,
WS1.3c, WS1.3e,
WS1.3f, WS1.3h,
WS1.4a, WS2a,
WS2b, WS2c,
WS2d

Investigation of resistance of athermistor in a beaker of water
being heated. (PAG P6)
Investigation of resistance of an
LDR with exposure to different lightintensities. (PAG P6)
Investigation of how the power of aphotocell depends on its surface
area and its distance from the lightsource. (PAG P6)

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Learning outcomesP3.2m

apply the equations relating
potential difference, current,
quantity of charge, resistance,
power, energy, and time, and solve
problems for circuits which include
resistors in series, using theconcept of equivalent resistance

To include

Maths
M1c, M3b,
M3c, M3d

Workingscientifically

Practical suggestions

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Version 4.3 © OCR 2024
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P3.3 Magnets and magnetic fields
Summary
Having an understanding of the flow of charge and its effects, we can now
consider the links between movement of charge and magnetism. To begin,learners will investigate magnets and magnetic fields around magnets andcurrent-carrying wires.

Common misconceptions
Learners hold the misconception that larger magnets will always be stronger
magnets. They also have difficulty understanding the concept of field line
density being an indicator of field strength. Learners often do not know thatthe geographic and magnetic poles are not located in the same place.

Underlying knowledge and understanding
Learners should have been introduced to magnets and the idea of attractive andrepulsive forces. They should have an idea of the shape of the fields around bar
magnets. Learners are expected to have an awareness of the magnetic effect of acurrent and electromagnets.

Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

PM3.3iapply: force on a conductor (at right angles to a magnetic field) carrying a current:

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

force (N) = magnetic flux density (T) × current (A) × length (m)Topic content
Learning outcomes

To include

P3.3a

describe the attraction and repulsion
between unlike and like poles forpermanent magnets

diagrams of magnetic field patterns
around bar magnets to show attraction
and repulsion

P3.3b

describe the difference between
permanent and induced magnets

P3.3c

describe the characteristics of themagnetic field of a magnet, showing
how strength and direction, change
from one point to anotherdiagrams to show attraction andrepulsion and also depict how thestrength of the field varies around themand ways of investigating thisOpportunities to cover:
Maths

M5b

Workingscientifically

Practical suggestions

WS1.1b, WS1.2a,
WS1.2b, WS2a,
WS2b

Using suspended magnets to show
attraction and repulsion.

WS1.1b, WS1.2a,
WS1.2b, WS2a,
WS2b, WS2c

Plotting of magnetic fields and useof dipping compass.

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Learning outcomes
P3.3d

explain how the behaviour of amagnetic (dipping) compass isrelated to evidence that the core of
the Earth must be magnetic

P3.3e

describe how to show that a current
can create a magnetic effect anddescribe the directions of themagnetic field around a conducting
wire

P3.3f

recall that the strength of the fielddepends on the current and the
distance from the conductor

P3.3g

explain how solenoid arrangements
can enhance the magnetic effectVersion 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)P3.3h

describe how a magnet and acurrent-carrying conductor exert aforce on one anotherP3.3ishow that Fleming’s left-hand rule
represents the relative orientationsof the force, the current and themagnetic field

To include

Maths

Workingscientifically

Practical suggestions

WS1.1b, WS1.2a,
WS1.2b, WS2a,
WS2b, WS2c

Investigation of the magnetic fieldaround a current-carrying wire usingplotting compasses.

WS1.1b, WS1.2a,
WS1.2b, WS2a,
WS2b, WS2c,
WS2d

Investigation of the magnetic fieldaround a current-carrying solenoidusing plotting compasses.

WS1.1b, WS1.1e,
WS1.2a, WS1.3e

Demonstration of the jumping wire
experiment.

Investigation of factors that canaffect the magnetic effect e.g.
number of turns and length.

Version 4.3 © OCR 2024
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Learning outcomesP3.3j

apply the equation that links theforce on a conductor to themagnetic flux density, the current
and the length of conductor to
calculate the forces involved

P3.3k

explain how the force exerted froma magnet and a current-carrying
conductor is used to cause rotationin electric motors

To include

Maths

Workingscientifically

Practical suggestions

M1a, M1b,
M1d, M2a,
M3a, M3b,
M3c, M3d
an understanding of how electric motors
work but knowledge of the structure ofa motor is not expected

WS1.1e, WS1.3e,
WS2aConstruction of simple motors.

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Topic P4: Waves and radioactivity
P4.1 Wave behaviour
Summary
Waves are means of transferring energy and the two main types of wave are
introduced in this section: mechanical and electromagnetic. This section considers
both what these types of waves are and how they are used. The main terms used
to describe waves are defined and exemplified in this topic.

Common misconceptions
Although they will often have heard of the terms ultrasound and sonar, learners
find it challenging to explain how images and traces are formed and to apply theirunderstanding to calculations. Learners often misinterpret displacement distanceand displacement-time graph presentation of waves.

Underlying knowledge and understanding
Learners should have prior knowledge of transverse and longitudinal waves
through sound and light. Learners should be aware of how waves behave andhow the speed of a wave may change as it passes through different media.
They may already have knowledge of how sound is heard and the hearing
ranges of different species.

Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

PM4.1irecall and apply: wave speed (m/s) = frequency (Hz) × wavelength (m)M1a, M1b, M1c, M2a, M3a, M3b, M3c, M3d

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Version 4.3 © OCR 2024
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Topic content
Learning outcomes

Opportunities to cover:
To include

Maths

P4.1a

describe wave motion in terms of amplitude,
wavelength, frequency and period

P4.1b

define wavelength and frequency

P4.1c

describe and apply the relationship between
wavelength, frequency and wave velocity

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

P4.1d

apply formulae relating velocity, frequency andwavelength

M1c, M3c

P4.1e

describe differences between transverse andlongitudinal waves

P4.1f

describe how ripples on water surfaces are used tomodel transverse waves whilst sound waves in air
are longitudinal waves, and how the speed of eachmay be measured

P4.1g

describe evidence for the cases of ripples on water
surfaces and for sound waves in air that it is thewave that travels and not the water or the air

direction of travel anddirection of vibration

Workingscientifically

Practical suggestions

WS1.1b, WS1.3b,
WS1.3eObserving sound waves on an
oscilloscope.

WS1.1b, WS1.3a,
WS1.3b, WS1.3c,
WS1.3d, WS1.3e,
WS1.3g, WS1.3h,
WS2a, WS2b

Investigation of reflection in aripple tank. (PAG P4)

WS1.1b, WS1.3e

Use of a slinky to model waves.

WS1.1b, WS1.3a,
WS1.3b, WS1.3c,
WS1.3d, WS1.3e,
WS1.3g, WS1.3h,
WS2a, WS2b

Investigation of refraction in aripple tank. (PAG P4)

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P4.2 The electromagnetic spectrum
Summary
Having looked at mechanical waves, waves in the electromagnetic spectrum are
now considered. This section includes the application of electromagnetic waves
with a specific focus on the behaviour of light. Alongside this, it explores theapplication of other types of electromagnetic radiation for use in medical imaging.
Underlying knowledge and understanding
Learners may be familiar with the uses of some types of radiation but anunderstanding of all parts of the electromagnetic spectrum is not expected andshould be taught as new content.

Common misconceptions
Learners can have misconceptions such as gamma rays, X-rays, ultraviolet light,
visible light, infrared light, microwaves and radio waves being independent
entities and not being able to view it as a spectrum. They struggle to link thefeatures that waves have in common, alongside the differences and how these
relate to their different properties.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Topic content
Learning outcomes

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)P4.2arecall that electromagnetic waves aretransverse and are transmitted through space
where they all have the same velocity

P4.2b

explain that electromagnetic waves transfer
energy from source to absorber

P4.2c

apply the relationships between frequency
and wavelength across the electromagnetic
spectrumP4.2d

describe the main groupings of theelectromagnetic spectrum and that thesegroupings range from long to shortwavelengths and from low to high frequencies

P4.2e

describe that our eyes can only detect a limited
range of the electromagnetic spectrum

Opportunities to cover:
To include

Practical suggestions

Maths

WorkingscientificallyM1a, M1c,
M3c

WS1.1b, WS1.3b,
WS1.3eInvestigation of electromagnetic
waves on chocolate or processedcheese in a microwave to measure
wavelength. (PAG P4)

WS1.1c, WS1.1d,
WS1.1e, WS1.1f,
WS1.1h, WS1.1i

Research and design a poster toshow the properties, uses anddangers of the different
electromagnetic wave groups.

examples from a range ofelectromagnetic waves

radio, microwave, infrared,
visible (red to violet),ultraviolet, X-rays and gamma
rays

Version 4.3 © OCR 2024
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Learning outcomes
P4.2f

recall that light is an electromagnetic wave

P4.2g

give examples of some practical uses ofelectromagnetic waves in the radio,
microwave, infrared, visible, ultraviolet, X-ray
and gamma ray regions

To include

Maths

Workingscientifically

WS1.1b, WS1.1d,
WS1.1e, WS1.1f,
WS1.1h, WS1.1i,
WS1.3e, WS1.3f

Practical suggestions

Demonstration of how microwaves
can be used to heat water in a
beaker which can in turn be used
to light a bulb. This will help todemonstrate that microwaves canheat water and in turn how food isheated.
Use a microwave emitter andabsorber to demonstrate behaviourof waves. (PAG P4)
Use of a phone camera to look at
the infrared emitter on a remotecontrol. (PAG P4)P4.2h

describe how ultraviolet waves, X-rays andgamma rays can have hazardous effects,
notably on human bodily tissues

107

P4.2i

recall that radio waves can be produced by,or can themselves induce, oscillations inelectrical circuits

P4.2j

recall that different substances may absorb,
transmit, refract, or reflect electromagnetic
waves in ways that vary with wavelength

P4.2k

explain how some effects are related todifferences in the velocity of electromagnetic
waves in different substances

WS1.1a, WS1.1c,
WS1.1d, WS1.1e,
WS1.1f, WS1.1h,
WS1.1iShow images of X-rays to discuss
how the images are formed; theiradvantages and disadvantages.
Investigation of the balance of risks
for staff and patients during
radiotherapy.

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P4.3 Radioactivity
Summary
Having considered the general characteristics of waves and particles, we now
move on to look at radioactive decay which combines these two ideas. The idea
of isotopes is introduced, leading into looking at the different types of emissions
from atoms.

Common misconceptions
Learners tend to struggle with the concept that radioactivity is a random andunpredictable process. The idea of half-life is another area that can lead toconfusion. Learners often find it difficult to understand that irradiating objects
does not cause them to become radioactive.

Underlying knowledge and understanding
Learners should have prior understanding of the atomic model, chemical symbols
and formulae. An understanding of radioactivity is not expected and should betaught as new content.

Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Topic content
Learning outcomes

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)P4.3arecall that atomic nuclei are composed of bothprotons and neutrons, that the nucleus of eachelement has a characteristic positive charge

P4.3brecall that atoms of the same elements can differ
in nuclear mass by having different numbers ofneutrons

P4.3c

use the conventional representation for nuclei torelate the differences between isotopes

P4.3d

recall that some nuclei are unstable and may
emit alpha particles, beta particles, or neutrons,
and electromagnetic radiation as gamma rays

P4.3e

relate the emission of alpha particles, beta
particles, gamma radiation and neutrons topossible changes in the mass or the charge of thenucleus, or both

Opportunities to cover:
To include

Maths

Workingscientifically

Practical suggestions

M5bidentities, charges and masses
WS1.1a, WS1.1b,
WS1.2a, WS1.2d,
WS1.3b, WS1.3f

Use of a Geiger-Müller tube
and radioactive sources toinvestigate activity.

Version 4.3 © OCR 2024
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Learning outcomes

To include

P4.3f

use names and symbols of common nuclei andparticles to write balanced equations that
represent radioactive decay

P4.3g

balance equations representing the emission ofalpha, beta or gamma radiations in terms of themasses, and charges of the atoms involved

P4.3hrecall that in each atom its electrons are arranged
at different distances from the nucleus, that sucharrangements may change with absorption oremission of electromagnetic radiation and that
atoms can become ions by loss of outer electrons

knowledge that inner electrons
can be ‘excited’ when they absorb
energy from radiation and rise to ahigher energy level. When thisenergy is lost by the electron it isemitted as radiation. When outerelectrons are lost this is called
ionisation

P4.3i

recall that changes in atoms and nuclei can also
generate and absorb radiations over a wide
frequency range

an understanding that these typesof radiation may be from any partof the electromagnetic spectrum
which includes gamma rays

P4.3j

explain the concept of half-life and how this isrelated to the random nature of radioactive
decay

P4.3k

calculate the net decline, expressed as a ratio,
during radioactive emission after a given(integral) number of half-lives

Maths

Workingscientifically

Practical suggestions

M1b, M1c,
M3c

M1c, M3d,
M4a, M4c

half-life graphs

WS1.1b, WS1.3e

Demonstration offluorescence with a black
light lamp and tonic water.

WS1.1b, WS1.3a,
WS1.3b, WS1.3c,
WS1.3e, WS1.3f,
WS1.3h, WS2aUsing dice to model random
decay and half-life.

M1c, M3d

Research how half-life can beused in radioactive dating.

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Learning outcomes

To include

Maths

Workingscientifically

Practical suggestions

P4.3l

recall the differences in the penetration
properties of alpha particles, beta particles andgamma rays

WS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.3a, WS1.3f,
WS1.3g, WS1.3h

Use of Geiger-Müller tube,
sources and aluminium
plates of varying thicknesses
to investigate change in count
rate.

P4.3m

recall the differences between contaminationand irradiation effects and compare the hazards
associated with these two

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

Use of spark chamber todemonstrate a different typeof activity counter.

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Topic P5: Energy
P5.1 Work done
Summary
We now move on to consider how energy can be stored and transferred. This
topic acts to consolidate the ideas of energy that have been covered in previous
topics as it is a fundamental concept that underpins many of the ways in whichmatter interacts.
Underlying knowledge and understanding
Learners may have prior knowledge of energy listed as nine types, as this is
the teaching approach often taken at Key Stage 2 and Key Stage 3 to increase
accessibility to an abstract concept. Learners may find it difficult to move awayfrom this idea but need to be able to approach systems in terms of energy
transfers and stores. They will have an understanding that energy can betransferred in processes such as changing motion, burning fuels and in electricalcircuits. Learners should also be aware of the idea of conservation of energy andthat it has a quantity that can be calculated.
Common misconceptions
Learners may have misconceptions around energy being a fuel-like substancethat matter has to ‘use up’, that resting objects do not have any energy and that
all energy is transferred efficiently. There is also often confusion between forcesand energy.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Topic content

Opportunities to cover:Learning outcomes

To include

P5.1a

describe for situations where there areenergy transfers in a system, that there isno net change to the total energy of aclosed system (qualitative only)

the law of conservation of energy

P5.1b

describe all the changes involved in theway energy is stored when a systemchanges for common situations

an object projected upwards or up aslope, a moving object hitting an
obstacle, an object being accelerated
by a constant force, a vehicle slowing
down, bringing water to a boil in anelectric kettle

Maths

Workingscientifically

WS1.2a, WS1.2b,
WS1.3c, WS1.3f,
WS1.4a, WS1.4e,
WS2a, WS2b,
WS2c

Practical suggestions

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Exploring energy stores andtransfers in different objects in acircus based activity. Objects
could include a wind-up toy, aweight on a spring, a weight
being lifted or dropped, water
being heated, electricalappliances.

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Learning outcomesP5.1c

describe the changes in energy involved
when a system is changed by heating (interms of temperature change and specificheat capacity), by work done by forces,and by work done when a current flows

P5.1d

make calculations of the energy changes
associated with changes in a system,
recalling or selecting the relevant
equations for mechanical, electrical, andthermal processes; thereby express inquantitative form and on a common scale
the overall redistribution of energy in thesystemP5.1e

calculate the amounts of energy
associated with a moving body, astretched spring and an object raised
above ground level

Workingscientifically

Practical suggestions

M1a, M1c,
M3c

WS1.3a, WS1.3b,
WS1.3c, WS1.3e,
WS2a, WS2b

Use of a joulemeter to measure
the energy used by different
electrical appliances. (PAG P5)

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

WS1.1b, WS1.2a,
WS1.2b, WS1.2c,
WS1.2e, WS1.3a,
WS1.3b, WS1.3c,
WS1.3e, WS2a,
WS2b

Use of light gates and trolleys
to investigate kinetic energy.
(PAG P5)

To include

Maths

work done by forces, current flow,
through heating and the use of kW h
to measure energy use in electricalappliances in the home

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Use of a joulemeter andelectrical motor to lift a weight
to investigate potential energy.
(PAG P5)
Investigation of energy changes
and efficiency of bouncy balls.
(PAG P5)

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P5.2 Power and efficiency
SummaryThis considers the idea of conservation and dissipation of energy in systems andhow this leads to the efficiency. Ways of reducing unwanted energy transfers andthereby increasing efficiency will be explored.
Underlying knowledge and understanding
Learners should be aware of the transfer of energy into useful and wasteenergies. They will have an understanding of power and how domestic appliances
can be compared. Learners will have knowledge of insulators and how energy
transfer is influenced by temperature. They should have an awareness of ways toreduce heat loss in the home.

Common misconceptions
Learners have the common misconception that energy can be ‘used up’ or thatenergy is truly lost in many energy transformations. They also tend to have thebelief that energy can be completely changed from one form to another with noenergy dissipated.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers. Allother statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

PM5.2irecall and apply:

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

efficiency =useful output energy transfer (J)input energy transfer (J)Topic content
Learning OutcomesP5.2a

describe, with examples, the process by whichenergy is dissipated, so that it is stored in lessuseful ways

P5.2b

describe how, in different domestic devices,energy is transferred from batteries or the a.c.
from the mains

Opportunities to cover:
To include

Maths

Workingscientifically

how energy may be wasted in thetransfer to and within motors andheating devices

Practical suggestions

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Learning outcomesP5.2c

describe, with examples, the relationshipbetween the power ratings for domestic
electrical appliances and how this is linked to thechanges in stored energy when they are in use

P5.2d

calculate energy efficiency for any energy
transfer

P5.2e

describe ways to increase efficiency

P5.2f

explain ways of reducing unwanted energy
transfer

To include

Maths

Workingscientifically

Practical suggestions

WS1.3a, WS1.3b,
WS1.3c, WS1.3e,
WS2a, WS2b

Use of a joulemeter toinvestigate the power
output of different electricalappliances. (PAG P5)

WS1.1b, WS1.1e,
WS1.1f, WS1.1g,
WS1.1i, WS1.3b

Research, design andbuilding of energy efficientmodel houses.

M1a, M1b,
M1d, M2a,
M3a, M3b,
M3c, M3d
through lubrication and thermal
insulation

Examination ofthermograms of houses.
P5.2g

describe how the rate of cooling is effected by
the thickness and thermal conductivity of its
walls (qualitative only)

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WS1.2a, WS1.2b,
WS1.2c, WS1.3a,
WS1.3c, WS1.3d,
WS1.3e, WS1.3g,
WS1.3h, WS1.3i,
WS2a, WS2b,
WS2c, WS2d

Investigation of rate ofcooling with insulated andnon-insulated copper cans.
(PAG P5)

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Topic P6: Global challenges
This topic seeks to integrate learners’ knowledge and understanding of physicalsystems and processes, with the aim of applying it to global challenges.
Applications of physics can be used to help humans improve their own lives
and strive to create a sustainable world for future generations, and thesechallenges are considered in this topic. It therefore provides opportunities todraw together the concepts covered in earlier topics, allowing synoptic treatmentof the subject of physics.

P6.1 Physics on the moveSummary
Learners will use their knowledge of forces and motion to develop their ideas
about how objects are affected by external factors. They will develop a better
understanding of these external factors to be able to understand how the designof objects such as cars may be modified to operate more safely.
Underlying knowledge and understanding
Learners should be familiar with how forces affect motion of objects. They may
already have some knowledge of how vehicles are adapted to increase safety.

Topic content
Learning outcomes

Common misconceptions
Learners tend to confuse the factors that affect thinking distance and braking
distance, thinking that alcohol, drugs and tiredness will affect braking distancerather than thinking distance. It needs to be made clear the distinction between
these two terms and that the combination of these gives us the stopping
distance.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.
Opportunities to cover:

To include

Maths

P6.1a

recall typical speeds encountered ineveryday experience for wind andsound, and for walking, running, cycling
and other transportation systems

M1d

P6.1b

estimate the magnitudes of everyday
accelerations

M1d

Workingscientifically

Practical suggestions

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Learning outcomes

To include

Maths

P6.1c

make calculations using ratios andproportional reasoning to convert units
and to compute rates

conversion from non-SI to SI units

M1c, M3c

P6.1d

explain methods of measuring humanreaction times and recall typical results

P6.1e

explain the factors which affect the
distance required for road transport
vehicles to come to rest in emergencies
and the implications for safety

P6.1f

explain the dangers caused by large
decelerations

M1a, M2a,
M2bWorkingscientifically

Practical suggestions

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WS1.2b, WS1.2c,
WS1.2e, WS1.3a,
WS1.3b, WS1.3c,
WS1.3e, WS1.3g,
WS1.3h, WS2a,
WS2b, WS2c,
WS2d

Investigation of reaction timeusing ruler drop experiments.
(PAG P3)

WS1.1e, WS1.1f,
WS1.1h, WS1.2a,
WS1.2b, WS1.2c,
WS1.2e, WS2a,
WS2b

Research and building of casing on
trolleys for eggs to investigate
crumple zones and safety featuresin cars.

factors that affect thinking and braking
distance and overall stopping distanceVersion 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)P6.2 Powering Earth
Summary
We are reliant on electricity for everyday life and this topic explores the
production of electricity. Consideration will be given to the use of non-renewable
and renewable resources and the problems that are faced in the efficienttransportation of electricity to homes and businesses. Safe use of electricity inthe home is also covered in this topic. It may be an opportunity to revisit powerand efficiency.
Underlying knowledge and understanding
Learners should already be familiar with renewable and non-renewable energy
resources. Learners are expected to have a basic understanding of how power
stations work and the cost of electricity in the home. They may have some ideaof electrical safety features in the home.

Common misconceptions
Learners often confuse the idea of energy with terms including the word powersuch as solar power. There are often difficulties in understanding that higher
voltages are applied across power lines and not along them. Another common
misconception is that batteries and wall sockets have current inside them readyto escape.
Tiering
Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers.

Reference

Mathematical learning outcomes

Maths skills

PM6.2iapply: potential difference across primary coil (V) × current in primary coil (A) =				potential difference across secondary coil (V) × current in secondary coil (A)M1a, M1b, M1c, M1d, M2a,
M3a, M3b, M3c, M3d

Topic content

Opportunities to cover:Learning outcomes

To include

P6.2a

fossil fuels, nuclear fuel,biofuel, wind,hydroelectricity, tides
and the Sun

describe the main energy sources available for use on Earth,compare the ways in which they are used and distinguishbetween renewable and non-renewable sources

Maths

Workingscientifically
WS1.1c, WS1.1d,
WS1.1e, WS1.1f,
WS1.1g, WS1.1h,
WS1.1i, WS1.3e

Practical suggestions

Research of different
energy sources.
Demonstration of asteam engine anddiscussion of the transfer
of energy taking place.

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Learning outcomes

To include

Maths

P6.2b

the changing use ofdifferent resources
over time

M2cexplain patterns and trends in the use of energy resources

Workingscientifically

Practical suggestions

WS1.1a, WS1.1b,
WS1.1c, WS1.1d,
WS1.1e, WS1.1f,
WS1.1g, WS1.1h,
WS1.1iResearch and present
information to convince
people to invest inenergy saving measures.

WS1.1b, WS1.1e,
WS1.1f, WS1.3e

Use of a model powerline to demonstrate theenergy losses at lower
voltage and higher
current.

Research how the use ofelectricity has changed in
the last 150 years.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)P6.2c

recall that, in the national grid, electrical power is transferredat high voltages from power stations, and then transferred atlower voltages in each locality for domestic use

P6.2d

recall that step-up and step-down transformers are used tochange the potential difference as power is transferred frompower stations

P6.2e

explain how the national grid is an efficient way to transfer
energyP6.2f

recall that the domestic supply in the UK is a.c.at 50 Hz andabout 230 volts

P6.2g

explain the difference between direct and alternating voltage

WS1.3b, WS1.3e

Use of a data logger tocompare a.c. and d.c.
output traces. (PAG P6)

P6.2h

recall the differences in function between the live, neutral andearth mains wires, and the potential differences between
these wires

WS2a

Wiring of a plug.

P6.2i

explain that a live wire may be dangerous even when a switch
in a mains circuit is open, and explain the dangers of providing
any connection between the live wire and earth

the protection offered byinsulation of devices

Topic CS7: Practical skills
Compliance with the requirements for practical work
It is compulsory that learners complete at least
sixteen practical activities.
OCR has split the requirements from the Department
for Education ‘Combined science GCSE subject
content, July 2015’ – Appendix 4 into sixteen Practical
Activity Groups or PAGs: five biology, five chemistry
and six physics.
The Practical Activity Groups allow centres flexibility
in their choice of activity. Upon completion of at least
sixteen practical activities, each learner must have
had the opportunity to use all of the apparatus andtechniques described in the following tables of this
topic.
The tables illustrate the apparatus and techniques
required for each PAG and an example practical that
may be used to contribute to the PAG. It should be
noted that some apparatus and techniques can beused in more than one PAG. It is therefore importantthat teachers take care to ensure that learners dohave the opportunity to use all of the required
apparatus and techniques during the course withthe activities chosen by the centre.
Within the specification there are a number ofpracticals that are described in the ‘Practicalsuggestions’ column. These can count towards each
PAG. We are expecting that centres will provide
learners with opportunities to carry out a wide rangeof practical activities during the course. These canbe the ones described in the specification or can bepracticals that are devised by the centre. Activities
can range from whole investigations to simple starters
and plenaries.
It should be noted that the practicals described in thespecification need to be covered in preparation for
the 15% of questions in the written examinations thatwill assess practical skills. Learners also need to beprepared to answer questions using their knowledge
and understanding of practical techniques andprocedures in written papers.
Safety is an overriding requirement for all practicalwork. Centres are responsible for ensuring
appropriate safety procedures are followed
whenever their learners complete practical work.
Use and production of appropriate scientificdiagrams to set up and record apparatus andprocedures used in practical work is common to
all science subjects and should be included
wherever appropriate.

Revision of the requirements for practical work
OCR will review the practical activities detailed in
Topic 7 of this specification following any revision by
the Secretary of State of the apparatus or techniques
published specified in respect of the GCSE Combined
Science A (Gateway Science) qualification.
OCR will revise the practical activities if appropriate.

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If any revision to the practical activities is made, OCR
will produce an amended specification which will be
published on the OCR website. OCR will then use thefollowing methods to communicate the amendment
to centres: Notice to Centres sent to all Examinations
Officers, e-alerts to centres that have registered toteach the qualification and social media.

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The following list includes opportunities for choice and use of appropriate laboratory apparatus for a variety of experimental problem-solving and/or enquiry based
activities.
Practical Activity
Group
(PAG)

B1
Microscopy

B2
Sampling techniques

Apparatus and techniques that the practical must use or coverUse of appropriate apparatus, techniques and magnification, including microscopes, to makeobservations of biological specimens and produce labelled scientific drawings7
Use of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, temperature, volume of liquids and gases, and pH1
Application of appropriate sampling techniques to investigate the distribution and abundanceof organisms in an ecosystem via direct use in the field (to include: biotic and abiotic factors)
Use of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, temperature, volume of liquids and gases, and pH1

Example of a suitable biology activity(a range of practicals are included in thespecification and centres can devise theirown activity) *Investigate different magnification
techniques to draw scientific diagramsfrom a number of biological specimens.

Investigation the differences in habitats
using ecological sampling techniques.

Safe use of appropriate heating devices and techniques including use of a Bunsen burner and awater bath or electric heater2

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B3
Rates of enzymecontrolled reactions

Use of appropriate apparatus and techniques for the observation and measurement of
biological changes and/or processes3
Measurement of rates of reaction by a variety of methods including production of gas, uptakeof water and colour change of indicator5
Use of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, temperature, volume of liquids and gases, and pH1

Investigate the factors that can affect therate of enzyme activity.

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Practical Activity
Group
(PAG)

Apparatus and techniques that the practical must use or cover

Example of a suitable biology activity(a range of practicals are included in thespecification and centres can devise theirown activity) *Use of appropriate apparatus and techniques for the observation and measurement of
biological changes and/or processes3
Safe and ethical use of living organisms (plants or animals) to measure physiological functions
and responses to the environment
B4
Photosynthesis

Measurement of rates of reaction by a variety of methods including production of gas, uptakeof water and colour change of indicator5

Investigate the factors that can affect therate of photosynthesis on Cabomba.

Safe use of appropriate heating devices and techniques including use of a Bunsen burner and awater bath or electric heater2
Use of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, temperature, volume of liquids and gases, and pH1
Use of appropriate apparatus and techniques for the observation and measurement of
biological changes and/or processes3
B5
Microbiological
techniques

Use of appropriate apparatus, techniques and magnification, including microscopes, to makeobservations of biological specimens and produce labelled scientific drawings7
Safe use of appropriate heating devices and techniques including use of a Bunsen burner and awater bath or electric heater2

Investigate the effectiveness ofantimicrobial agents on the growth of abacterial lawn.

Use of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, temperature, volume of liquids and gases, and pH1* Centres are free to substitute alternative practical activities that also cover the apparatus and techniques from DfE: Combined science GCSE subject content, July 2015 Appendix 4.
12357
These apparatus and techniques may be covered in any of the groups indicated. Numbers correspond to that used in DfE: Combined science GCSE subject content, July 2015 Appendix 4.

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The following list includes opportunities for choice and use of appropriate laboratory apparatus for a variety of experimental problem-solving and/or enquiry based
activities.
Practical Activity
Group
(PAG)
C1
Electrolysis

Apparatus and techniques that the practical must use or coverUse of appropriate apparatus and techniques to draw, set up and use electrochemical cells forseparation and production of elements and compounds
Safe use of a range of equipment to purify and/or separate chemical mixtures including
evaporation, filtration, crystallisation, chromatography and distillation4

C2
Distillation

Safe use of appropriate heating devices and techniques including use of a Bunsen burner and awater bath or electric heater2
Use of appropriate apparatus to make and record a range of measurements accurately,
including mass, time, temperature, and volume of liquids and gases1

C3
Separation
techniques

Safe use of a range of equipment to purify and/or separate chemical mixtures including
evaporation, filtration, crystallisation, chromatography and distillation4

Example of a suitable chemistry activity(a range of practicals are included in thespecification and centres can devise theirown activity) *Electrolysis of aqueous sodium chloride oraqueous copper sulfate solution testingfor the gases produced.

Distillation of a mixture,for example, orange juice, cherry cola,hydrocarbons, inks

Use of chromatography to identify the
mixtures of dyes in an unknown ink

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Safe use of a range of equipment to purify and/or separate chemical mixtures including
evaporation, filtration, crystallisation, chromatography and distillation4
Use of appropriate apparatus to make and record a range of measurements accurately,
including mass, time, temperature, and volume of liquids and gases1
C4
Production of salts

Use of appropriate apparatus and techniques for conducting and monitoring chemical
reactions, including appropriate reagents and/or techniques for the measurement of pH indifferent situations
Safe use and careful handling of gases, liquids and solids, including careful mixing of reagents
under controlled conditions, using appropriate apparatus to explore chemical changes and/or
products
Safe use of appropriate heating devices and techniques including use of a Bunsen burner and awater bath or electric heater2

Production of pure dry sample of a salt

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Practical Activity
Group
(PAG)

C5
Measuring rates
of reaction

Apparatus and techniques that the practical must use or coverUse of appropriate apparatus to make and record a range of measurements accurately,
including mass, time, temperature, and volume of liquids and gases1
Making and recording of appropriate observations during chemical reactions including changes
in temperature and the measurement of rates of reaction by a variety of methods such as
production of gas and colour change

Example of a suitable chemistry activity(a range of practicals are included in thespecification and centres can devise theirown activity) *Investigate the effect of surface area orconcentration on the rate of an acid/carbonate reaction* Centres are free to substitute alternative practical activities that also cover the apparatus and techniques from DfE: Combined science GCSE subject content, July 2015 Appendix 4.
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These apparatus and techniques may be covered in any of the groups indicated. Numbers correspond to those used in DfE: Combined science GCSE subject content, July 2015 Appendix 4.

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The following list includes opportunities for choice and use of appropriate laboratory apparatus for a variety of experimental problem-solving and/or enquiry based
activities.
Practical Activity
Group
(PAG)
P1
Materials

P2
ForcesP3
MotionP4
Waves
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P5
EnergyP6
Circuits

Apparatus and techniques that the practical must use or coverUse of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, volume and temperature
Use of such measurements to determine densities of solid and liquid objects1
Use of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, volume and temperature1
Use of appropriate apparatus to measure and observe the effects of forces including theextension of springs
Use of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, volume and temperature1
Use of appropriate apparatus and techniques for measuring motion, including determination of
speed and rate of change of speed (acceleration/deceleration)

Example of a suitable physics activity(a range of practicals are included in thespecification and centres can devise theirown activity) *Determine the densities of a variety ofobjects, both solid and liquid

Investigate the effect of forces on springs

Investigate acceleration of a trolley downa rampUse of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, volume and temperature1

Use a ripple tank to measure the speed,frequency and wavelength of a wave

Making observations of waves in fluids and solids to identify the suitability of apparatus tomeasure speed/frequency/wavelength. Making observations of the effects of the interaction ofelectromagnetic waves with matter

Investigate the reflection of light off aplane mirror and the refraction of lightthrough prisms

Use of appropriate apparatus to make and record a range of measurements accurately,
including length, area, mass, time, volume and temperature1
Safe use of appropriate apparatus in a range of contexts to measure energy changes/transfers
and associated values such as work done
Use of appropriate apparatus to measure current, potential difference (voltage) and resistance,
and to explore the characteristics of a variety of circuit elements
Use of circuit diagrams to construct and check series and parallel circuits including a variety ofcommon circuit elements

Determine the specific heat capacity of amaterial

Investigate the I-V characteristics of circuit
elements* Centres are free to substitute alternative practical activities that also cover the apparatus and techniques from DfE: Combined science GCSE subject content, July 2015 Appendix 4.
1
These apparatus and techniques may be covered in any of the groups indicated. Number corresponds to that used in DfE: Combined science GCSE subject content, July 2015 Appendix 4.

Choice of activity
Centres can include additional apparatus andtechniques within an activity beyond those listed as
the minimum in the above tables. Learners mustcomplete a minimum of sixteen practicals covering
all the apparatus and techniques listed.
The apparatus and techniques can be covered:
(i)
(ii)

by using OCR suggested activities (provided asresources)
through activities devised by the Centre.

Centres can receive guidance on the suitability of
their own practical activities through our free

practical activity consultancy service (e-mail:ScienceGCSE@ocr.org.uk).
Where Centres devise their own practical activities
to cover the apparatus and techniques listed above,
the practical must cover all the requirements and beof a level of demand appropriate for GCSE. Each setof apparatus and techniques described in the middle
column can be covered by more than one Centre
devised practical activity e.g. “measurement ofrates of reaction by a variety of methods including
production of gas, uptake of water and colour change
of indicator” could be split into two or more activities(rather than one).

NEA Centre Declaration Form: Practical Science Statement
Centres must provide a written practical sciencestatement confirming that reasonable opportunities
have been provided to all learners being submitted
for entry within that year’s set of assessments toundertake at least sixteen practical activities.
The practical science statement is contained within
the NEA Centre Declaration Form which can be foundon the OCR website at www.ocr.org.uk/formsfinder.
By signing the form, the centre is confirming that they
have taken reasonable steps to secure that eachlearner:a)b)

has completed the practical activities set by
OCR as detailed in Topic CS7
has made a contemporaneous record of:(i) the work which the learner has undertaken
during those practical activities, and(ii) the knowledge, skills and understanding
which that learner has derived from thosepractical activities.

Centres should retain records confirming points (a) to(b) above as they may be requested as part of the JCQ
inspection process. Centres must provide practicalscience opportunities for their learners. This does notgo so far as to oblige centres to ensure that all of
their learners take part in all of the practical science
opportunities. There is always a risk that an individual
learner may miss the arranged practical science work,for example because of illness. It could be costly forthe centre to run additional practical science
opportunities for the learner.
However, the opportunities to take part in thespecified range of practical work must be given to alllearners. Learners who do not take up the full range
of opportunities may be disadvantaged as there will
be questions on practical science in the GCSE (9–1)
Combined Science A (Gateway Science) assessment.
Please see the JCQ publication Instructions for
conducting non-examination assessments for further
information.
Any failure by a centre to provide a practical sciencestatement to OCR in a timely manner (by means of an
NEA Centre Declaration Form) will be treated as
malpractice and/or maladministration [under General
Condition A8 (Malpractice and maladministration)].

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GCSE (9–1) in Combined Science A (Gateway Science)12522d. Prior knowledge, learning and progression•

Learners in England who are beginning a GCSE
(9–1) course are likely to have followed a Key
Stage 3 programme of study.

•

GCSEs (9–1) are qualifications that enable
learners to progress to further qualifications
either Vocational or General.

•

There are no prior qualifications required inorder for learners to enter for a GCSE (9–1)
in Combined Science A (Gateway Science).

There are a number of science specifications at OCR.
Find out more at: www.ocr.org.uk

3

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

3

Assessment of GCSE (9–1) in Combined Science A(Gateway Science)

3a. Forms of assessment
The GCSE (9–1) in Combined Science A (Gateway
Science) is a linear qualification with 100% external
assessment.
OCR’s GCSE (9–1) in Combined Science A (Gateway
Science) consists of twelve examined papers that are

externally assessed. Six are at Foundation Tier andsix are at Higher Tier. Learners are entered for theFoundation Tier or the Higher Tier. Each paper carries
an equal weighting of 16.7% for that tier of the
GCSE (9–1) qualification. Each paper has a durationof 1 hour and 10 minutes.

3

Combined Science Paper 1 and Paper 7 – Biology
These papers, one at Foundation Tier and one atHigher Tier, are each worth 60 marks, are split into
two sections and assess content from Topics B1 to B3
and Topic CS7 (PAGs B1-B5).

Section B includes short answer question styles(practical, maths, structured questions) and an
extended six-mark Level of Response question.
This section of the paper is worth 50 marks.

Section A contains multiple choice questions.
This section of the paper is worth 10 marks.

Combined Science Paper 2 and Paper 8 – Biology
These papers, one at Foundation Tier and one atHigher Tier, are each worth 60 marks, are split into
two sections and assess content from Topics B4 to B6,
with assumed knowledge of Topics B1 to B3 and Topic
CS7 (PAGs B1-B5).

Section B includes short answer question styles(practical, maths, synoptic questions, structured
questions) and an extended six-mark Level of
Response question. This section of the paper isworth 50 marks, some of which will be synoptic.

Section A contains multiple choice questions.
This section of the paper is worth 10 marks.

Combined Science Paper 3 and Paper 9 – Chemistry
These papers, one at Foundation Tier and one atHigher Tier, are each worth 60 marks, are split into
two sections and assess content from Topics C1 to C3
and Topic CS7 (PAGs C1-C5).

Section B includes short answer question styles(practical, maths, structured questions) and an
extended six-mark Level of Response question.
This section of the paper is worth 50 marks.

Section A contains multiple choice questions.
This section of the paper is worth 10 marks.

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GCSE (9–1) in Combined Science A (Gateway Science)127

Combined Science Paper 4 and Paper 10 – Chemistry
These papers, one at Foundation Tier and one atHigher Tier, are each worth 60 marks, are split into
two sections and assess content from Topics C4 to C6,with assumed knowledge of Topics C1 to C3 and Topic
CS7 (PAGs C1-C5).

Section B includes short answer question styles(practical, maths, synoptic questions, structured
questions) and an extended six-mark Level of
Response question. This section of the paper isworth 50 marks, some of which will be synoptic.

Section A contains multiple choice questions.
This section of the paper is worth 10 marks.

3

Combined Science Paper 5 and Paper 11 – Physics
These papers, one at Foundation Tier and one atHigher Tier, are each worth 60 marks, are split into
two sections and assess content from Topics P1 to P3
and Topic CS7 (PAGs P1-P6).

Section B includes short answer question styles(practical, maths, structured questions) and an
extended six-mark Level of Response question.
This section of the paper is worth 50 marks.

Section A contains multiple choice questions.
This section of the paper is worth 10 marks.

Combined Science Paper 6 and Paper 12 – Physics
These papers, one at Foundation Tier and one atHigher Tier, are each worth 60 marks, are split into
two sections and assess content from Topics P4 to P6,
with assumed knowledge of Topics P1 to P3 and Topic
CS7 (PAGs P1-P6).

Section B includes short answer question styles(practical, maths, synoptic questions, structured
questions) and an extended six-mark Level of
Response question. This section of the paper isworth 50 marks, some of which will be synoptic.

Section A contains multiple choice questions.
This section of the paper is worth 10 marks.

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GCSE (9–1) in Combined Science A (Gateway Science)3b. Assessment objectives (AO)
There are three Assessment Objectives in OCR GCSE (9–1) in Combined Science A (Gateway Science)
These are detailed in the table below:

Assessment Objectives
Demonstrate knowledge and understanding of:
AO1

•
•
•
•
•
•
•

Foundation

40

40

40

40

20

20

3

scientific ideas
scientific enquiry, techniques and procedures.

Analyse information and ideas to:
AO3

Higherscientific ideas
scientific techniques and procedures.

Apply knowledge and understanding of:
AO2

Weighting (%)

interpret and evaluate
make judgements and draw conclusions
develop and improve experimental procedures.

The Assessment Objectives are further broken down to Assessment Objective elements as shown in thetable below.
Assessment Objective elements
AO1

Demonstrate knowledge and understanding of scientific ideas and scientific techniques andprocedures.

AO1.1

Demonstrate knowledge and understanding of scientific ideas.

AO1.2

Demonstrate knowledge and understanding of scientific techniques and procedures.

AO2

Apply knowledge and understanding of scientific ideas and scientific enquiry, techniques andprocedures.

AO2.1

Apply knowledge and understanding of scientific ideas.

AO2.2

Apply knowledge and understanding of scientific enquiry, techniques and procedures.

AO3

Analyse information and ideas to interpret and evaluate, make judgements and draw
conclusions and develop and improve experimental procedures.

AO3.1

Analyse information and ideas to interpret and evaluate.

AO3.1aAnalyse information and ideas to interpret.

AO3.1bAnalyse information and ideas to evaluate.

AO3.2

Analyse information and ideas to make judgements and draw conclusions.

AO3.2aAnalyse information and ideas to make judgements.

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GCSE (9–1) in Combined Science A (Gateway Science)129

Assessment Objective elements
AO3.2bAnalyse information and ideas to draw conclusions.

AO3.3

Analyse information and ideas to develop and improve experimental procedures.

AO3.3aAnalyse information and ideas to develop experimental procedures.

AO3.3bAnalyse information and ideas to improve experimental procedures.

3c.

3Command words

The key list of common command words used in our
exams is listed below. The definitions are intended toprovide guidance to teachers and students as to whata student will be expected to do when these words
are used in examinations.
Command word

Definition

analyseSeparate information into components and identify their characteristics.
Discuss the pros and cons of a topic or argument and make reasoned comment.

calculate

Generate a numerical answer, with workings shown.

chooseSelect from a list or a number of alternatives.

classify

Assign to a category or group.

compare andcontrast

130

The exact response expected to a command word will
be dependent on the context. At all times, we advise
students to read the full question carefully to be sureof what they are being asked to do.

Identify similarities and differences.

complete

Add words, numbers, labels or plots to complete a sentence, table, diagram or graph.

concludeMake a decision after reasoning something out.

construct

Write out or draw the requested item, e.g. ‘…Construct a dot and cross diagram for
sodium chloride…’ or ‘…Construct a balanced equation for a specific reaction…’

convertChange a defined item to another defined item, e.g. ‘…Convert your calculated answer in
g to an answer in moles…’deduceUse your knowledge and/or supplied data to work something out, e.g. ‘…Deduce theempirical formula of compound X (using supplied data)…’defineUse your knowledge to state the meaning of a given term, e.g. ‘…Define the term specificheat capacity…’ or ‘…Define the term momentum…’

describe

Set out the facts or characteristics.
The description of a process should address what happens, and when and/or where it
happens. (Compare with ‘Explain’)For example, when asked to describe the change in rate of reaction seen on a graph, theexpected response might be to describe whether the rate of reaction remains constant,or decreases or increases over time.

designPlan and present ideas to show a layout / function / workings / object / system / process.
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GCSE (9–1) in Combined Science A (Gateway Science)determine

Obtain a solution by following a set of procedures.
Obtain a numerical value by carrying out a series of calculations.
Also see ‘Find’ which is more commonly used for Foundation tier.

discuss

Give an account that addresses a range of ideas and arguments.

draw

Produce a diagram with sufficient detail and labels to illustrate the answer. (Comparewith ‘Sketch’)estimate

Assign an approximate value.

evaluate

Make a qualitative judgement taking into account different factors and using available
knowledge / experience / evidence.

explainSet out reasons and/or mechanisms to address why and/or how something happens.
(Compare with ‘Describe’)
For example, when asked to explain the change in rate of reaction seen on a graph, theexpected response would suggest scientific reasons for any change seen, for example interms of molecular collisions or enzymatic action.

find

Obtain a solution by following a set of procedures.
Obtain a numerical value by carrying out a series of calculations.
Also see ‘Determine’. Find is more commonly used for Foundation tier.

give

A short answer is required without explanation (unless separately requested).

how

In what way?

identify

Recognise, list, name or otherwise characterise.

illustrate

Make clear by using examples or providing diagrams.

justify

Present a reasoned case for actions or decisions made.

label

Add names or other identifying words or symbols to a diagram.

3

measureEstablish a value using a suitable measuring instrument or technique.

nameProvide appropriate word(s) or term(s).

outlineProvide a description setting out the main characteristics / points.

plan

Consider, set out and communicate what is to be done.

plot

Translate data into a suitable graph or chart, with labelled axes.

predict

Make a judgement of an event or action that will or would happen in the future, as aresult of knowledge, experience or evidence.

recall

Use your knowledge of the specification to remember a relevant key fact which needs to
be used in the question.

selectCarefully choose as being the most suitable for a task or purpose.

show

Write down details, steps or calculations to prove a fact or answer.

sketch

Produce a simple, freehand drawing to illustrate the general point being conveyed. Detailis not required. (Compare with ‘Draw’)In the context of a graph, the general shape of the curve would be sufficient withoutplotting precise points. (Compare with ‘Plot’)state or define

Express in precise terms the nature, state or meaning.

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GCSE (9–1) in Combined Science A (Gateway Science)131Command word

Definition

suggestGive possible alternatives, produce an idea, put forward (for example) an idea or a planfor consideration.

use / using

The answer must be based on information given in the question.

33

what

A request for information, clarified by the context or question in which it is contained.

which

Identify an object, word or explanation.

why

For what reason?

write

Present the required information, e.g. ‘…Write balanced equations that represent theradioactive decay of...’

AO weightings in OCR GCSE (9–1) in Combined Science A (Gateway Science)
The relationship between the Assessment Objectives
and the components are shown in the following table:

Components (Foundation Tier)% of overall GCSE (9–1) in Combined Science A(Gateway Science) (J250)
AO1

AO2

AO3

Total

Paper 1 (Foundation Tier) J250/01

6.67

6.67

3.33

16.67

Paper 2 (Foundation Tier) J250/02

6.67

6.67

3.33

16.67

Paper 3 (Foundation Tier) J250/03

6.67

6.67

3.33

16.67

Paper 4 (Foundation Tier) J250/04

6.67

6.67

3.33

16.67

Paper 5 (Foundation Tier) J250/05

6.67

6.67

3.33

16.67

Paper 6 (Foundation Tier) J250/06

6.67

6.67

3.33

16.67

Total

40

40

20

100

Components (Higher Tier)

AO1

AO2

AO3

Total

Paper 7 (Higher Tier) J250/07

6.67

6.67

3.33

16.67

Paper 8 (Higher Tier) J250/08

6.67

6.67

3.33

16.67

Paper 9 (Higher Tier) J250/09

6.67

6.67

3.33

16.67

Paper 10 (Higher Tier) J250/10

6.67

6.67

3.33

16.67

Paper 11 (Higher Tier) J250/11

6.67

6.67

3.33

16.67

Paper 12 (Higher Tier) J250/12

6.67

6.67

3.33

16.67

Total

40

40

20

100

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GCSE (9–1) in Combined Science A (Gateway Science)3d. Tiers
This scheme of assessment consists of two tiers:
Foundation Tier and Higher Tier. Foundation Tierassesses grades 5–5 to 1–1 and Higher Tier assesses
grades 9–9 to 4–4. An allowed grade 4–3 may beawarded on the Higher Tier option for learners who
are a small number of marks below the grade 4–4
boundary. Learners must be entered for either theFoundation Tier or the Higher Tier.

3e. Total qualification time
Total qualification time (TQT) is the total amount oftime, in hours, expected to be spent by a learner toachieve a qualification. It includes both guided
learning hours and hours spent in preparation, study,

3f.

Qualification availability outside of EnglandThis qualification is available in England. For Walesand Northern Ireland please check the Qualificationsin Wales Portal (QIW) or the Northern Ireland
Department of Education Performance Measures /Northern Ireland Entitlement Framework

3g.

and assessment. The total qualification time for GCSE
Combined Science A is 140 hours. The total guided
learning time is 120-140 hours.

Qualifications Accreditation Number (NIEFQAN) list tosee current availability.

LanguageThis qualification is available in English only. Allassessment materials are available in English only andall candidate work must be in English

3h. Assessment availability
There will be one examination series available eachyear in May/June to all learners.
All examined papers must be taken in the same

3i.

This specification will be certificated from the June2018 examination series onwards.

Retaking the qualification

Learners can retake the qualification as many times as
they wish.

3j.

examination series at the end of the course.

They retake all the papers of the relevant tier.

Assessment of extended response

Extended questions which marked using a level of
response mark scheme are included in all externallyassessed papers. These are indicated in papers andmark schemes by an asterisk (*). Extended response

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GCSE (9–1) in Combined Science A (Gateway Science)questions provide learners with the opportunity todemonstrate their ability to construct and develop asustained line of reasoning which is coherent,
relevant, substantiated and logically structured.

133

3

3k. Synoptic assessment
Synoptic assessment involves the explicit drawing
together of knowledge, understanding and skills
learned in different parts of the GCSE (9–1) course.
The emphasis of synoptic assessment is to encourage
the development of the understanding of Combined
Science A (Gateway Science) as a discipline. Paper 2,
Paper 4 and Paper 6 for the Foundation Tier, andPaper 8, Paper 10 and Paper 12 for the Higher Tiercontain an element of synoptic assessment.

4

Synoptic assessment requires learners to make anduse connections within and between, though not
across, different areas of each science discipline,
for example by:

3l.

applying knowledge and understanding of
more than one area to a particular situationor context•

using knowledge and understanding or
principles and concepts in planning
experimental and investigative work andin the analysis and evaluation of data•bringing together scientific knowledge andunderstanding from different areas of therespective subject and applying them.

Calculating qualification results

A learner’s overall qualification grade for OCR GCSE
(9–1) in Combined Science A (Gateway Science) will
be calculated by adding together their marks fromthe six papers taken to give their total weighted mark.

134•

This mark will then be compared to the qualificationlevel grade boundaries for the entry option taken by
the learner and for the relevant exam series todetermine the learner’s overall qualification grade.

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

4

Admin: what you need to know

The information in this section is designed to give an
overview of the processes involved in administering
this qualification so that you can speak to your exams
officer. All of the following processes require you to
submit something to OCR by a specific deadline.

4a. Pre-assessment

More information about the processes and deadlines
involved at each stage of the assessment cycle can befound in the Administration area of the OCR website.
OCR’s Admin overview is available on the OCR website
at http://www.ocr.org.uk/administration.

Estimated entries
Estimated entries are your best projection of thenumber of learners who will be entered for aqualification in a particular series. Estimated entries

should be submitted to OCR by the specified
deadline. They are free and do not commit yourcentre in any way.

Final entries
Final entries provide OCR with detailed data for eachlearner, showing each assessment to be taken. It isessential that you use the correct entry code,
considering the relevant entry rules.

Final entries must be submitted to OCR by the
published deadlines or late entry fees will apply.
All learners taking a GCSE (9–1) in Combined Science
A (Gateway Science) must be entered for one of thefollowing entry options:

Entry option

Components

Entry code

Title

Code

Title

Assessment typeJ250 F

Combined Science
A (Gateway
Science)(Foundation Tier)

01

Paper 1 (Foundation Tier)

External assessment

02

Paper 2 (Foundation Tier)

External assessment

03

Paper 3 (Foundation Tier)

External assessment

04

Paper 4 (Foundation Tier)

External assessment

05

Paper 5 (Foundation Tier)

External assessment

06

Paper 6 (Foundation Tier)

External assessment

07

Paper 7 (Higher Tier)

External assessment

08

Paper 8 (Higher Tier)

External assessment

09

Paper 9 (Higher Tier)

External assessment

10

Paper 10 (Higher Tier)

External assessment

11

Paper 11 (Higher Tier)

External assessment

12Paper 12 (Higher Tier)

External assessment

J250 H

Combined Science
A (Gateway
Science)(Higher Tier)

4

Each learner must be entered for either the Foundation Tier or the Higher Tier only. They cannot be entered for
a combination of tiers.

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GCSE (9–1) in Combined Science A (Gateway Science)135

Collecting evidence of student performance to ensure resilience in the qualifications system
Regulators have published guidance on collecting
evidence of student performance as part of long-term
contingency arrangements to improve the resilienceof the qualifications system. You should review andconsider this guidance when delivering thisqualification to students at your centre.

For more detailed information on collecting evidenceof student performance please visit our website at:https://www.ocr.org.uk/administration/generalqualifications/assessment/

4b. Special consideration

4

Special consideration is a post-assessment
adjustment to marks or grades to reflect temporary
injury, illness or other indisposition at the time theassessment was taken.

4c.

Detailed information about eligibility for special
consideration can be found in the JCQ publication
A guide to the special consideration process.

External assessment arrangements

Regulations governing examination arrangements arecontained in the JCQ Instructions for conducting
examinations.

Learners are permitted to use a scientific or graphicalcalculator for components 01–12. Calculators are
subject to the rules in the document Instructions for
Conducting Examinations published annually by JCQ(www.jcq.org.uk).

Head of Centre Annual Declaration
The Head of Centre is required to provide a declaration
to the JCQ as part of the annual NCN update,
conducted in the autumn term, to confirm that thecentre is meeting all the requirements detailed in thespecification, including that they have provided all
candidates with the opportunity to undertake theprescribed practical activities.

Any failure by a centre to provide the Head of Centre
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.

Private candidates
Private candidates may enter for OCR assessments.
A private candidate is someone who pursues a courseof study independently but takes an examination orassessment at an approved examination centre. A
private candidate may be a part-time student, someone
taking a distance learning course, or someone being
tutored privately. They must be based in the UK.
The GCSE Combined Science A (Gateway Science)
qualification requires learners to complete sixteen

136

practical activities. These practical activities are an
essential part of the course and will allow learners todevelop skills for further study or employment as wellas imparting important knowledge that is part of thespecification.
There is no direct assessment of the practical skills
part of the course. However, learners will need tohave completed the activities to prepare fully for the
written examinations as there will be questions thatassess practical skills.
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GCSE (9–1) in Combined Science A (Gateway Science)Private candidates need to contact OCR approved
centres to establish whether they are prepared tohost them as a private candidate. The centre may
charge for this facility and OCR recommends that thearrangement is made early in the course.

Further guidance for private candidates may be foundon the OCR website: https://www.ocr.org.uk.

4d. Results and certificates
Grade scale
GCSE (9–1) qualifications are graded on the scale:
9–9 to 1–1, where 9–9 is the highest. Learners who
fail to reach the minimum standard of 1–1 will be

Unclassified (U). Only subjects in which grades 9–9 to
1–1 are attained will be recorded on certificates.

4

Results
Results are released to centres and learners for
information and to allow any queries to be resolved
before certificates are issued.
Centres will have access to the following results
information for each learner:•

the grade for the qualification•

the raw mark for each paper•

the total weighted mark for the qualification.

The following supporting information will beavailable:•

raw mark grade boundaries for each paper•

weighted mark grade boundaries for each entry
option.

Until certificates are issued, results are deemed to beprovisional and may be subject to amendment.
A learner’s final result(s) will be recorded on an OCR
certificate. The qualification title will be shown on thecertificate as ‘OCR Level 1/Level 2 GCSE (9–1) in
Combined Science A (Gateway Science)’.

4e. Post-results services
A number of post-results services are available:•

4f.

Review of results – If you think there may besomething wrong with a learner’s results,
centres may request a review of marking.

Malpractice

Any breach of the regulations for the conductof examinations and non-exam assessment
may constitute malpractice (which includes
maladministration) and must be reported to
OCR as soon as it is detected.
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GCSE (9–1) in Combined Science A (Gateway Science)•

Missing and incomplete results – This service
should be used if an individual subject result
for a learner is missing, or the learner has been
omitted entirely from the results supplied•

Access to scripts – Centres can request accessto marked scripts.

Detailed information on malpractice can befound in the JCQ publication Suspected Malpracticein Examinations and Assessments: Policies andProcedures.

137

5

Appendices5a. Grade descriptors
Grade descriptors for GCSE (9­–1) single science (biology, chemistry and physics) and combined science:
1. Grades 8 and 8–8
1.1 To achieve Grades 8 and 8–8 candidates will be able to:•demonstrate relevant and comprehensive knowledge and understanding and apply these correctly toboth familiar and unfamiliar contexts using accurate scientific terminology•

use a range of mathematical skills to perform complex scientific calculations•

critically analyse qualitative and quantitative data to draw logical, well-evidenced conclusions•

critically evaluate and refine methodologies, and judge the validity of scientific conclusions.

2. Grades 5 and 5–5

5

2.1 To achieve Grades 5 and 5–5 candidates will be able to:•demonstrate mostly accurate and appropriate knowledge and understanding and apply these mostly
correctly to familiar and unfamiliar contexts, using mostly accurate scientific terminology•

use appropriate mathematical skills to perform multi-step calculations•

analyse qualitative and quantitative data to draw plausible conclusions supported by some evidence•

evaluate methodologies to suggest improvements to experimental methods, and comment on scientificconclusions.

3. Grades 2 and 2–2
3.1 To achieve Grades 2 and 2–2 candidates will be able to:•demonstrate some relevant scientific knowledge and understanding using limited scientific terminology•

perform basic calculations•

draw simple conclusions from qualitative or quantitative data•

make basic comments relating to experimental method.

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GCSE (9–1) in Combined Science A (Gateway Science)5b. Overlap with other qualifications
There is a small degree of overlap between thecontent of this specification and those for GCSE (9–1)
Biology A (Gateway Science), GCSE (9–1) Chemistry A(Gateway Science) and GCSE (9–1) Physics A (Gateway

5c.

Science) courses. The links between the specifications
may allow for some co-teaching, particularly in thearea of working scientifically.

Accessibility

Reasonable adjustments and access arrangementsallow learners with special educational needs,
disabilities or temporary injuries to access theassessment and show what they know and can do,without changing the demands of the assessment.
Applications for these should be made before theexamination series. Detailed information about
eligibility for access arrangements can be foundin the JCQ Access Arrangements and Reasonable
Adjustments.

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

The GCSE (9–1) qualification and subject criteria havebeen reviewed in order to identify any feature which
could disadvantage learners who share a protected
Characteristic as defined by the Equality Act 2010.
All reasonable steps have been taken to minimise any
such disadvantage.

5139

5d. Units in science
It is expected that learners will show understandingof the scientific quantities and corresponding units,
and SI base and derived unites listed below. The
tables also include symbols commonly used for thesequantities; use of symbols by students is optional.

Learners will be able to use them in qualitative workand calculations. These units and their associatedquantities are dimensionally independent.

SI base units

5

Physical quantity

Common symbol(s)(use of these symbols is optional)

SI base unit

Unit
abbreviation

lengthh – height raised above ground level (to calculate
gravitational potential energy)l – length (eg of a wire)s – displacement (or distance travelled); displacementof a force along its direction of actionx – extension (eg of a spring)m (lambda) – wavelength

metre

m

mass

m

kilogram

kg

time

t

seconds

temperature

T – for kelvin temperature

kelvinK

current

I

ampereAamount of substance

n

mole

mol

SI derived units
Physical quantity

Common symbol(s)(use of these symbols is optional)

SI unit / accepted
unit

Unit abbreviation

area

A

squared metre

m2

volumeV

cubic metre; litre;
cubic decimetre

m3; l; dm3

densityρ (rho)kilogram per cubic
metre

kg / m3

temperatureθ (theta) – for Celsius temperatureΔθ (theta) – for change in Celsius
temperature

degree CelsiusopressureppascalPa

specific heat capacitycjoule per kilogram
per degree Celsius

J / kg oC

specific latent heatljoule per kilogramJ / kg

140

C

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)speedv – (final) speed or velocity
u – initial speed or velocity

metre per second

m/s

force

F – forces generally
W – weight or gravitational force

newtonNgravitational fieldstrengthgnewton per
kilogramN / kgaccelerationametre per squared
secondm / s2

frequency

f

hertz

Hz

energyE – energy transferred
ΔE – change in (thermal) energy
W – work done (mechanically orelectrically)

joule

J

power

P

watt

W

electric chargeQ

coulombCelectric potential
difference

V

volt

V

electric resistance

R

ohm

Ω

magnetic flux density

B

tesla

T

momentumpkilogram metre
per second

kg m / speriodic timeTsecondsspring constantk

newton per metre

N/mefficiency

Version 4.3 © OCR 2024
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5

unitless

141

5e. Working scientifically
The idea that science progresses through a cycleof hypothesis, experimentation, observation,
development and review is encompassed in thissection. It covers aspects of scientific thinking andaims to develop the scientific skills and conventions,fundamental to the study of science. The section
includes understanding of theories and applicationsof science, the practical aspects of scientificexperimentation, and objective analysis andevaluation. This will enable learners to develop anunderstanding of the processes and methods ofscience and, through consideration of the different
types of scientific enquiry, learners will become
equipped to answer scientific questions about
the world around them. Learners will also develop
and learn to apply skills in observation, modellingand problem-solving, with opportunities for theseskills to be shown through links to specification
content. Scientific-based claims require evaluativeskills and these are also developed in this section
with opportunities for contextual development
highlighted. Learners should learn to evaluate
through critical analysis of methodology,
evidence and conclusions, both qualitatively
and quantitatively.
Working scientifically is split into concepts (WS1)and practical skills (WS2). Both of these will beassessed in written examinations and WS2 may
also be developed through practical activities.

5

142

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)WS1: Working scientifically assessed in a written examination
Summary
The concepts and skills in this section can be assessedin written examinations. There are references tospecific apparatus and methods throughout thecontent of the specification. WS1 is split into
four parts.

WS1.1 Development of scientific thinking
Assessable Content
Learning outcomes

To include

WS1.1aunderstand how scientific methods andtheories develop over time

new technology allowing new evidence to becollected and changing explanations as new
evidence is foundWS1.1buse models to solve problems, makepredictions and to develop scientificexplanations and understanding of familiar
and unfamiliar facts

representational, spatial, descriptive,
computational and mathematical models

WS1.1cunderstand the power and limitations ofscience

how developments in science have led toincreased understanding and improved qualityof life and questions and problems that sciencecannot currently answer

WS1.1ddiscuss ethical issues arising fromdevelopments in science

WS1.1eexplain everyday and technological applicationsof science

WS1.1fevaluate associated personal, social, economicand environmental implications

WS1.1gmake decisions based on the evaluation ofevidence and arguments

WS1.1hevaluate risks both in practical science and thewider societal context

WS1.1irecognise the importance of peer review ofresults and of communicating results to a rangeof audiences

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5

perception of risk in relation to data andconsequences143WS1.2 Experimental skills and strategies
Assessable Content
Learning outcomes5

To include

WS1.2ause scientific theories and explanations todevelop hypotheses

WS1.2bplan experiments or devise procedures to makeobservations, produce or characterise asubstance, test hypotheses, check data or
explore phenomena

WS1.2capply a knowledge of a range of techniques,
instruments, apparatus, and materials to selectthose appropriate to the experimentWS1.2drecognise when to apply a knowledge ofsampling techniques to ensure any samples
collected are representative

WS1.2eevaluate methods and suggest possible
improvements and further investigations

WS1.3 Analysis and evaluation
Assessable Content
Learning outcomes

To include

Apply the cycle of collecting, presenting andanalysing data, including:
WS1.3apresenting observations and other data using
appropriate methods

WS1.3btranslating data from one form to anotherWS1.3ccarrying out and representing mathematicaland statistical analysis

WS1.3drepresenting distributions of results and makeestimations of uncertainty

WS1.3einterpreting observations and other data

144

methods to include descriptive, tabular
diagrammatic and graphicallystatistical analysis to include arithmetic means,mode, mediandata presentations to include verbal,
diagrammatic, graphical, symbolic or numericalform interpretations to include identifying
patterns and trends, making inferences anddrawing conclusions

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)Assessable Content
Learning outcomes

To include

WS1.3fpresenting reasoned explanations

WS1.3gbeing objective, evaluating data in terms ofaccuracy, precision, repeatability andreproducibility

WS1.3hidentifying potential sources of random andsystematic error

WS1.3icommunicating the scientific rationale forinvestigations, methods used, findings andreasoned conclusions

relating data to hypotheses

presentations through paper-basedpresentations using diagrammatic, graphical,
numerical and symbolic forms

WS1.4 Scientific vocabulary, quantities, units, symbols and nomenclature

5

Assessable Content
Learning outcomes

To include

WS1.4ause scientific vocabulary, terminology anddefinitions

WS1.4brecognise the importance of scientificquantities and understand how they are
determined

WS1.4cuse SI units and IUPAC chemical nomenclatureunless inappropriatebase units and derived units (Appendix 5d)

WS1.4duse prefixes and powers of ten for orders ofmagnitudetera, giga, mega, kilo, centi, milli, micro andnano

WS1.4einterconvert units

WS1.4fuse an appropriate number of significant
figures in calculation

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)145WS2: Working scientifically skills demonstrated
Summary
A range of practical experiences are a vital part ofa scientific study at this level. A wide range ofpractical skills will be addressed throughout thecourse, skills which are required for the developmentof investigative skills. Learners should be given theopportunity to practise their practical skills, which will
also prepare them for the written examinations. For
further details of the practical activity requirements,
see Topic CS7

Practical skills to be developed
Learning outcomes5

To include

WS2acarry out experiments

due regard to the correct manipulation of
apparatus, the accuracy of measurements andhealth and safety considerations, and following
written instructions

WS2b

make and record observations andmeasurements using a range of apparatus andmethods

keeping appropriate records

WS2cpresenting observations using appropriate
methods

methods to include descriptive, tabular
diagrammatic and graphicallyWS2d

communicating the scientific rationale forinvestigations, methods used, findings andreasoned conclusions

presentations through paper-based andelectronic reports and presentations using
verbal, diagrammatic, graphical, numerical andsymbolic forms

146

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)5f.

Mathematical skills requirement

In order to be able to develop their skills, knowledge
and understanding in GCSE (9–1) in Combined Science
A (Gateway Science), learners need to have beentaught, and to have acquired competence in, theappropriate areas of mathematics relevant to thesubject as indicated in the table of coverage below.

The assessment of quantitative skills would include atleast 20% mathematical skills at the appropriate tierfor combined science.

The questions and tasks used to target mathematicalskills will be at a level of demand that is appropriate to
GCSE (9–1) in Combined Science.

All mathematical content will be assessed within the
lifetime of the specification.

In the Foundation Tier question papers, the questions
that assess mathematical skills will not be of a lower
demand than that which is expected of learners
at Key Stage 3, as outlined in the Department for
Education’s document “Mathematics programmeof study: key stage 3”.
In the Higher Tier question papers, the questions
that assess mathematical skills will not be lower
than that of question and tasks in assessment
for the Foundation Tier in a GCSE qualification in
Mathematics.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

These skills will be applied in the context of therelevant combined science.

Skills shown in bold type will only be tested in theHigher Tier papers.
This list of examples is not exhaustive and is not
limited to GCSE examples. These skills could be
developed in other areas of specification content as
indicated in the opportunities to cover column.
The mathematical skills required for the GCSE (9–1) in
Biology (B), Chemistry (C), Physics (P) and Combined
Science (CS) are shown in the table below.

147

5

Mathematical skills

5

Subject

M1

Arithmetic and numerical computationa

Recognise and use expressions in decimal form

B

C

P

CS

b

Recognise and use expressions in standard form

B

C

P

CS

c

Use ratios, fractions and percentages

B

C

P

CS

d

Make estimates of the results of simple calculations

B

C

P

CS

M2

Handling dataa

Use an appropriate number of significant figures

B

C

P

CS

b

Find arithmetic means

B

C

P

CS

c

Construct and interpret frequency tables and diagrams, bar charts andhistograms

B

C

P

CS

d

Understand the principles of sampling as applied to scientific data

Be

Understand simple probability

Bf

Understand the terms mean, mode and median

B

P

CS

g

Use a scatter diagram to identify a correlation between two variables

B

P

CS

h

Make order of magnitude calculations

B

C

P

CS

M3

AlgebraaUnderstand and use the symbols: =, <, <<, >>, >, Ä, ~

B

C

P

CS

b

Change the subject of an equation

C

P

CS

c

Substitute numerical values into algebraic equations using appropriate units forphysical quantities

C

P

CS

d

Solve simple algebraic equations

P

CS

M4

GraphsaTranslate information between graphical and numeric form

B

C

P

CS

b

Understand that y=mx+c represents a linear relationship

B

C

P

CS

c

Plot two variables from experimental or other data

B

C

P

CS

d

Determine the slope and intercept of a linear graph

B

C

P

CS

e

Draw and use the slope of a tangent to a curve as a measure of rate of changefUnderstand the physical significance of area between a curve and the x-axis andmeasure it by counting squares as appropriate

M5

Geometry and trigonometrya

Use angular measures in degreesbVisualise and represent 2D and 3D forms including two dimensional
representations of 3D objectscCalculate areas of triangles and rectangles, surface areas and volumes of cubes.

148

B

C

B

CS
P

CS

P

CS

C

P

CS

C

P

CS

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)Blank page

5

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

149

5

150

5g.

Equations in Physics

Learners are expected to recall and apply the following equations communicating the answer using the appropriate SI unit:
Statements shown in bold type will only be tested in the Higher Tier papers. All other statements will be assessed in both Foundation and Higher Tier papers.
Reference

Mathematical learning outcomes
Recall and apply
mass
volumeSymbolic equation(optional)m
ρ= v

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

PM1.1idensity =PM2.1idistance travelled = speed × timePM2.1ii

acceleration =PM2.1iv

kinetic energy = 2 # mass # (speed)2

E = 2 m v2

PM2.2iforce = mass × acceleration

F = maPM2.2ii

momentum = mass × velocity

p = mv

PM2.2iii

work done = force × distance (along the line of action of the force)

W = FsPM2.2iv

power =

PM2.3iforce exerted by a spring = spring constant × extension

F = kxPM2.3iii

gravitational force = mass × gravitational field strength

W = mgPM2.3iv

gravitational potential energy = mass × gravitational field strength × heightE = mghPM3.1icharge flow = current × time

Q = ItPM3.2ipotential difference = current × resistanceV = IR

PM3.2ii

energy transferred = charge × potential difference

E = QV

PM3.2iii

power = potential difference × current

P = VI

power = (current)2 × resistanceP = I2R

energy transferred = power × time

E = PtPM3.2iv

change in velocity
time
1

work donetimes = vta=v –- ut
1

W
P= tVersion 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Reference

Mathematical learning outcomes
Recall and apply

Symbolic equation(optional)

PM4.1iwave speed = frequency × wavelengthv=fλPM5.2iefficiency =useful output energy transfer
input energy transfer

Learners are expected to select and apply the following equations using standard S.I. units:
Reference

Mathematical learning outcomes
Select and apply

Symbolic equation(optional)

PM1.2ichange in thermal energy = mass × specific heat capacity × change in temperature

DE = m c Di

PM1.2ii

thermal energy for a change in state = mass × specific latent heat

E=ml

PM2.1iii(final velocity)2 – (initial velocity)2 = 2 × acceleration × distance

v2 – u2 = 2 a s

PM2.3ii

energy transferred in stretching = 2 # spring constant # (extension) 2

E = 2 k x2

PM3.3iforce on a conductor (at right angles to a magnetic field) carrying a current:
force = magnetic flux density × current × length

F=BIl

PM6.2ipotential difference across primary coil × current in primary coil =						
potential difference across secondary coil × current in secondary coil

Vp Ip = Vs Is

1

1

151

5

5h. Health and safety

5

In UK law, health and safety is primarily the
responsibility of the employer. In a school orcollege the employer could be a local education
authority, the governing body or board of trustees.
Employees (teachers/lecturers, technicians etc.),
have a legal duty to cooperate with their employer
on health and safety matters. Various regulations,but especially the COSHH Regulations 2002 (asamended) and the Management of Health and
Safety at Work Regulations 1999, require that before
any activity involving a hazardous procedure or
harmful microorganisms is carried out, or hazardous
chemicals are used or made, the employer mustcarry out a risk assessment. A useful summary of therequirements for risk assessment in school or college
science can be found at http://www.ase.org.uk/
resources/health-and-safety-resources/
risk-assessments/
For members, the CLEAPSS guide, PS90, Making andrecording risk assessments in school science1 offers
appropriate advice.
Most education employers have adopted nationallyavailable publications as the basis for their Model Risk
Assessments.

Where an employer has adopted model risk
assessments an individual school or college thenhas to review them, to see if there is a need tomodify or adapt them in some way to suit theparticular conditions of the establishment.
Such adaptations might include a reduced scale ofworking, deciding that the fume cupboard provision
was inadequate or the skills of the learners wereinsufficient to attempt particular activities safely. The
significant findings of such risk assessment should
then be recorded in a ‘point of use text’, for example,
on schemes of work, published teachers guides, work
sheets, etc. There is no specific legal requirement thatdetailed risk assessment forms should be completed
for each practical activity, although a minority of
employers may require this.
Where project work or investigations, sometimes
linked to work-related activities, are included in
specifications this may well lead to the use ofnovel procedures, chemicals or microorganisms,
which are not covered by the employer’s model
risk assessments. The employer should have given
guidance on how to proceed in such cases. Often,
for members, it will involve contacting CLEAPSS®1

These, and other CLEAPSS® publications, are on the CLEAPSS® Science Publications website www.cleapss.org.uk. Note that CLEAPSS®
publications are only available to members. For more information about CLEAPSS® go to www.cleapss.org.uk.
1152

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

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

5i.

The Periodic Table of elements
(1)

(2)

(3)

1

name

relative atomic mass

3
Li

4
Be

lithium

beryllium

9.0

10.8

12.0

11
Na

12
Mg

13
Al

sodiummagnesium

24.3

3

4

5

6

7

8

9

10

11

12

19
K

20
Ca

21
Sc

22
Ti

23
V

24
Cr

25
Mn

26
Fe

27
Co

28
Ni

29
Cu

30
Zn

potassium

calcium

scandiumtitanium

vanadium

chromiummanganese

54.9

55.8

58.9

58.7

63.5

65.4

69.7

37
Rb

38
Sr

39
Y

40
Zr

41
Nb

42
Mo

43
Tc

44
Ru

45
Rh

46
Pd

47
Ag

48
Cd

rubidiumstrontium

yttrium

zirconium

niobium

molybdenum

technetium

ruthenium

101.1

102.9

rhodium

palladium

106.4

107.9

112.4

114.8

118.7

55
Cs

56
Ba

57–71

72
Hf

73
Ta

74
W

75
Re

76
Os

77
Ir

78
Pt

79
Au

80
Hg

81
Tl

39.1

85.5

40.1

87.6

45.0

88.9

137.3

bariumlanthanoids

87
Fr

88
Ra

89–103

franciumradiumactinoids

47.9

91.2

hafnium

50.9

92.9

tantalum

(0)

52.0

95.9

tungstenrheniumiron

osmiumcobaltiridium

nickelplatinumcoppersilvergold

zinccadmium

mercury

helium

13

14

15

16

17

5
B

6
C

7
N

8
O

9
F

carbonnitrogen

14.0

16.0

oxygenfluorine

19.0

20.2

14
Si

15
P

16
S

17
Cl

18
Ar

boron

132.9

caesium

(7)

2
He

2

23.0

(6)

18

1.0

6.9

(5)

Key
atomic number
Symbol1
Hhydrogen(4)

aluminium

4.0
10
Ne
neon

27.0

28.1

siliconphosphorus

31.0

32.1

sulfurchlorine

35.5

39.9

31
Ga

32
Ge

33
As

34
Se

35
Br

36
Kr

gallium

germanium

72.6

74.9

arsenic

seleniumbrominekrypton

49
In

50
Sn

51
Sb

52
Te

53
I

54
Xe

tin

antimony

121.8

127.6

126.9

131.3

82
Pb

83
Bi

84
Po

85
At

86
Rn

bismuthpoloniumastatineradon

indiumthallium

204.4

lead

207.2

209.0

79.0

tellurium

178.5

180.9

183.8

186.2

190.2

192.2

195.1

197.0

200.6

104
Rf

105
Db

106
Sg

107
Bh

108
Hs

109
Mt

110
Ds

111
Rg

112
Cn

114
Fl

116
Lv

rutherfordium

dubniumseaborgium

bohriumhassium

meitnerium

darmstadtium

roentgenium

copernicium

flerovium

livermorium

79.9

iodine

argon

83.8

xenon

153

5

Summary of updates
Date
December2017

Version2

SectionMultiple

April 2018

2.1

i) Front coverii) 4dMay 2018

2.2

2c and 4cJune 2018
October 2018

2.3
3

B1.3
3b

December
2018

3.1

i) 2c

3.2
3.3

ii) 3cTopic C3
1d

February 2019
July 2020

Title of section

ChangeChanges to generic wording and
OCR website links throughout
the specification. No changes
have been made to any
assessment requirements.
i) Disclaimeri) Addition of Disclaimerii) Results and certificates:ii) Amend to Certification
Results
Titling
Practical Science Statement Update in line with new NEA
and Head of Centre Annual Centre Declaration form.
Declaration
Respiration
Addition of Practical suggestion
Assessment Objectives
Addition of Assessment(AO)
Objective elementsi) Content of topics B1 toi) Learning outcome P3.2b –B6, C1 to C6 and P1 to P6‘To include’ column updated
for clarificationii) Command wordsii) Command words
Chemical Reactions
Definition of mole
How do I find out more
Remove link to Social forum andinformation?
replace with link for Online
Support Centre

2cContent of topics B1 to B6,
C1 to C6 and P1 to P6

Wording updated for clarification

4e

Post-results services

Amend Enquiries about results
to Review of results
Update to specification covers tomeet digital accessibility
standards

154

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)

Date
May 2022

Version4

Section2c. and 5g.
Equations inPhysics tables

Title of section
P1.1 The particle modelPM1.1iP1.2 Change of statePM1.2iP2.1 Motion
PM2.1ii and PM2.1iv
P2.2 Newton’s laws
PM2.2iv
P2.3 Forces in action
PM2.3i, PM2.3ii, PM2.3iii,
PM2.3iv
P3.2 Simple circuits
PM3.2iii

ChangeWe have reformatted some of
our word equations to improvereadability and consistency:– horizontal fraction in place ofsolidus.
– replaced 0.5 with 12 fraction– equations that include a
fraction appear on a new linefrom ‘recall and apply’ or‘apply’– removed unnecessary or
repetitive wording

P3.3 Magnets and magnetic
fieldsPM3.3iP5.2 Power and efficiency
PM5.2i2c. and 5g.
Equations inPhysics tables

2c. and 5g.
Equations inPhysics tables

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)P6.2 Powering Earth
PM6.2iPM2.3 Forces in action
PM2.3iii, PM2.3iv

P2.3 Forces in action
P2.3h

Reworded equations so they are
consistent with the new symbol
equations.
We have replaced g in word
equations with ‘gravitational
field strength’, and deleted thesymbol g where it appeared in
the word equation in addition to
gravitational field strength.
Use of italics to clearly
differentiate symbols from units.

P3.2c Simple circuits
P3.2c, P3.2d, P3.2e

155

Date

VersionSection
5 Appendices

Title of section
5d. Units in science

ChangeAdded a reference to symbol
equations in the text above thetable.
Added a new column to thetable with symbols.
Added rows at the end of thetable to reflect quantities
mentioned elsewhere in thespecification e.g. momentum,
spring constantemoved repetition of ‘recall andapply’ and ‘apply’ within thetable to improve readability.
Updated the column header inthe table.

5g. Equations in Physics

Added a new column with
optional symbol equations.
Removed symbols from theword equations.
Minor grammatical, typo or
spacing corrections

Various

Various
Assessment of GCSE (9–1)
in Combined Science A(Gateway Science)
Qualification availability
and Language

Insertion of new section 3e.
Total qualification time

Pre-assessment

Update to include resilienceguidance

June 2023

4.1

3

February 2024

4.2

3f and 3g
4a
Checklist

September
2024

4.3

2c
5d

156

Inclusion of disclaimer regarding
availability and language

Inclusion of Teach Cambridge
Content of topics B1 to B6,
C1 to C6 and P1 to P6
Units in science

C3.3j Corrected the wording forthe learning outcome.
Added spacing around / for theunit abbreviations.

Version 4.3 © OCR 2024
GCSE (9–1) in Combined Science A (Gateway Science)YOUR
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