Topic 4 - Waves P1.3 How do waves behave? P1.4 What happens when light and sound meet different materials? (separate science only) 4.17 Core Practical: Investigate the suitability of equipment to measure the speed, frequency and wavelength of a wave in a solid and a fluid Topic 5 – Light and the electromagnetic spectrum P1.1 What are the risks and benefits of using radiations? P1.2 What is climate change and what is the evidence for it? P1.3 How do waves behave? P1.4 What happens when light and sound meet different materials? (separate science only) 5.9 Investigate refraction in rectangular glass blocks in terms of the interaction of electromagnetic waves with matter 5.19P Core Practical: Investigate how the nature of a surface affects the amount of thermal energy radiated or absorbed Topic 6 - Radioactivity P1.1 What are the risks and benefits of using radiations?(part) P5.1 What is radioactivity? P5.2 How can radioactive materials be used safely? P5.3 How can radioactive materials be used to provide energy? (separate science only) Topic 7 - Astronomy P6.5 How can scientific models help us understand the Big Bang? (separate science only) Topic 8 – Energy – Forces doing work P2.1 How much energy do we use? P4.4 How can we describe motion in terms of energy transfers? Topic 9 – Forces and their effects P2.1 How much energy do we use? P4.4 How can we describe motion in terms of energy transfers?
OCR GCSE (9-1) Twenty First Century Physics B Edexcel GCSE (9-1) Physics Paper 1 (Breadth) Assessed: All Chapters Time allowed: 1 hour 45 minutes Foundation and Higher tier available Marks 90 marks Weighting 50% of GCSE Question types: Short answer (maximum 4 marks per question), some multiple choice and objective style questions Paper 1 Assessed: Topics 1-7 Time allowed: 1 hour 45 minutes Foundation and Higher tier available Marks: 100 marks Weighting: 50% of GCSE Question types: Multiple choice, structured, closed short answer and open response Paper 2 (Depth) Assessed: All chapters Foundation and Higher tier available Marks 90 marks Weighting 50% of GCSE Question types: Multiple choice, structured, closed short answer and open response, 2 x 6 mark Level of response questions Paper 2 Assessed: Topics 1, 8-15 Time allowed: 1 hour 45 minutes Foundation and Higher tier available Marks: 100 marks Weighting: 50% of GCSE Question types: Multiple choice, structured, closed short answer and open response. Using the Edexcel textbook Below you will find all the information you need to start teaching OCR GCSE (9-1) Twenty First Century Physics B while still using the new Edexcel textbook. We have mapped our specification to the Edexcel textbook to save you having to buy another set of textbooks. We also have endorsed textbooks for use with our specification and details of these textbooks can be found on the qualification page on the OCR website. Edexcel Pearson textbook mapping Specification statement Chapter covering specification statement Page number Comments Chapter P1 Radiation and waves P1.1 What are the risks and benefits of using radiation?
P1.1.9 give examples of some practical uses of electromagnetic radiation in the radio, microwave, infrared, visible, ultraviolet, X-ray and gamma ray regions of the spectrum SP5 introduction, d, e, f and h 65, 74 - 79, 84, 85 P1.1.10 recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits SP5f 79 P1.2 What is climate change and what is the evidence for it? P1.2.1 explain that all bodies emit radiation, and that the intensity and wavelength distribution of any emission depends on their temperatures SP5 intro, d and g 65, 75, 80 Descriptions of the relationship between wavelength distributions, intensities and temperatures are distributed through the chapter as and when they relate to the frequency ranges and phenomena being discussed. P1.2.2 explain how the temperature of a body is related to the balance between incoming radiation, absorbed radiation and radiation emitted; illustrate this balance, using everyday examples including examples of factors which determine the temperature of the Earth SP5g 80 - 83 A generalised description of the Earth absorbing, reflecting and radiating energy is given in SP5g, and related to greenhouse gases. Few specific examples of mechanisms are given, although a rundown of the percentages of radiation absorbed and reflected by different layers of the atmosphere is also given. P1.3 How do waves behave? P1.3.1 describe wave motion in terms of amplitude, wavelength, frequency and period SP4a and onwards 49 P1.3.2 describe evidence that for both ripples on water surfaces and sound waves in air, it is the wave and not the water or air itself that travels SP4a 48 P1.3.3 describe the difference between transverse and longitudinal waves SP4a and onwards 48 P1.3.4 describe how waves on a rope are an example of transverse waves while sound waves in air are longitudinal waves SP4a 48 The example of waves on a rope is never actually given. P1.3.5 define wavelength and frequency SP4a 49
P3.2.6 a) use graphs to explore whether circuit elements are linear or non-linear and relate the curves produced to their function and properties b) describe experiments to investigate the I-V characteristics of circuit elements. To include: lamps, diodes, LDRs and thermistors. Be able to draw circuit diagrams for the circuits used PAG6 SP10e 14-151 P3.2.7 represent circuits with the conventions of positive and negative terminals, and the symbols that represent common circuit elements, including filament lamps, diodes, LDRs and thermistors SP10a, d and e 140-141, 146-149 Symbols for cell, battery, lamp, ammeter and voltmeter are given in SP10a, resistor and variable resistor are added in SP10d, and thermistor and LDR are added in SP10e. P3.3 How do series and parallel circuits work? P3.3.1 relate the potential difference between two points in the circuit to the work done on, or by, a given amount of charge as it moves between these points potential difference (V) = work done (energy transferred) (J) ÷ charge (C) Sp10c 145 P3.3.2 a) describe the difference between series and parallel circuits: to include ideas about how the current through each component and the potential difference across each component is affected by a change in resistance of a component b) describe how to practically investigate the brightness of bulbs in series and parallel circuits. Be able to draw circuit diagrams for the circuits used PAG7 SP10a, b and d 141-3, 146-7 P3.3.3 explain, why, if two resistors are in series the net resistance is increased, whereas with two in parallel the net resistance is decreased qualitative only Sp10d 146-7 P3.3.4 solve problems for circuits which include resistors in series, using the concept of equivalent resistance SP10d 146 The words "equivalent resistance" are never specifically stated, but calculating the resistance of resistors in series is covered.
P4.4.7 describe all the changes involved in the way energy is stored when a system changes, for common situations: including an object projected upwards or up a slope, a moving object hitting an obstacle, an object being accelerated by a constant force, a vehicle slowing down SP2d, g, h and i 18-19, P4.4.8 explain, with reference to examples, the definition of power as the rate at which energy is transferred (work done) in a system SP8a 130-131 P4.4.9 recall and apply the relationship: power (W) = energy transferred (J) ÷ time (s) SP8a 131 Chapter P5: Radioactive materials P5.1 What is radioactivity? P5.1.1 describe the atom as a positively charged nucleus surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with almost all of the mass in the nucleus SP6a 90-91 P5.1.2 describe how and why the atomic model has changed over time to include the main ideas of Dalton, Thomson, Rutherford and Bohr SP6a and c 90-91, Dalton is not mentioned. P5.1.3 recall the typical size (order of magnitude) of atoms and small molecules SP6a An example of the size of an atom (oxygen) is given, but no molecules. P5.1.4 recall that atomic nuclei are composed of both protons and neutrons, and that the nucleus of each element has a characteristic positive charge SP6a, b and c 90-95 P5.1.5 recall that nuclei of the same element can differ in nuclear mass by having different numbers of neutrons, these are called isotopes SP6b 93 P5.1.6 use the conventional representation to show the differences between isotopes, including their identity, charge and mass SP6b and m 92-93, 114-115 P5.1.7 recall that some nuclei are unstable and may emit alpha particles, beta particles, or neutrons, and electromagnetic radiation as gamma rays SP6e 98-99 P5.1.8 relate emissions of alpha particles, beta particles, or neutrons, and gamma rays to possible changes in the mass or the charge of the nucleus, or both SP6f 100-101
Want to switch to OCR? If you’re an OCR-approved centre, all you need to do is download the specification and start teaching. Your exams officer can complete an intention to teach form which enables us to provide appropriate support. When you’re ready to enter your students, you just need to speak to your exams officer to: Make estimated entries by 10 October so we can prepare the question papers and ensure we’ve got enough examiners. Make final entries by 21 February. If you are not already an OCR-approved centre please refer your exams officer to the centre approval section of our admin guide. Next steps Familiarise yourself with the specification, sample assessment materials and teaching resources on the OCR Biology A qualification page of the OCR website. Browse the online delivery guides for teaching ideas and use the Scheme of Work builder to create your personal scheme of work. Get a login for our secure extranet, Interchange – this allows you to access the latest past/practice papers and use our results analysis service, Active Results. Sign up to receive subject updates by email. Sign up to attend a training event or take part in webinars on specific topics running throughout the year and our Q&A webinar sessions every half term. Attend one of our free teacher network events that are run in each region every term. These are hosted at the end of the school day in a school or college near you, with teachers sharing best practice and subject specialists on to lead discussion and answer questions.