171759 specification accredited as level gce physics a h156

H156 For first assessment in 2016

PHYSICS A

AS LEVELSpecification

ocr.org.uk/alevelphysicsa

http://www.ocr.org.uk/alevelphysicsa

We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions.

Copyright © 2014 OCR. All rights reserved.

Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use.

Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466.

Registered office: 1 Hills Road Cambridge CB1 2EU.

OCR is an exempt charity.

http://ocr.org.uk

© OCR 2014AS Level in Physics A i

Contents

Introducing… AS Level Physics A (from September 2015) iiTeaching and learning resources iiiProfessional development iv

1 Why choose an OCR AS Level in Physics A? 11a. WhychooseanOCRqualification? 11b. WhychooseanOCRASLevelinPhysicsA? 21c. Whatarethekeyfeaturesofthisspecification? 31d. HowdoIfindoutmoreinformation? 4

2 Thespecificationoverview 52a. Overview of AS Level in Physics A (H156) 52b. Content of AS Level in Physics A (H156) 62c. Content of modules 1 to 4 72d. Prior knowledge, learning and progression 28

3 Assessment of OCR AS Level in Physics A 293a. Forms of assessment 293b. Assessmentobjectives(AO) 303c. Assessment availability 303d. Retakingthequalification 313e. Assessment of extended responses 313f. Synopticassessment 313g. Calculatingqualificationresults 31

4 Admin:whatyouneedtoknow 324a. Pre-assessment 324b. Accessibilityandspecialconsideration 334c. External assessment arrangements 334d. Resultsandcertificates 334e. Post-results services 344f. Malpractice 34

5 Appendices 355a. Grade descriptors 355b. Overlapwithotherqualifications 355c. Avoidance of bias 355d. Physics A data sheet 365e. How Science Works (HSW) 405f. Mathematicalrequirements 415g. Health and Safety 48

© OCR 2014AS Level in Physics Aii

Introducing… ASLevelPhysicsA(fromSeptember2015)OurvisionforScienceistocreatespecificationswithcontentthatwillbeuptodate,scientificallyaccurate, developed by subject experts, and allow clear progression pathways (from GCSE to AS/A Level throughtohighereducation,orotherpost-16coursesand employment). Courses will provide a rewarding experience across the ability range, genuinely challenging the most able learners. The assessment burden will be reduced as much as possible for centres through:

• Carefully designed assessments (straightforwardtouseforallcentretypes, large to small)

• Well-laid-outspecificationsandquestionpapers

• Friendly and prompt support from our team of Subject Specialists

• Quality resource materials that help support a variety of good teaching approaches,drawingonexpertisefromacross the subject community.

OurASLevelPhysicsAspecification takes a content-ledapproachtothecourse.Thisisaflexibleapproachwherethespecificationisdividedintotopics,eachcoveringdifferentkeyconceptsofphysics.Aslearnersprogress through the course, they’ll build on their knowledge of the laws of physics, applying their understandingtoareasfromsub-atomicparticlestotheentireuniverse.

We’restrivingforgoodsciencethat’sstraightforwardand engaging to teach, with fair, challenging and relevant assessment that works well in centres and promotespracticalactivity.

Meet the team

We have a dedicated team of subject specialists workingonourASLevelPhysicsqualifications.

Find out more about our Physics team at ocr.org.uk/scienceteam

If you need specialist advice, guidance or support, get in touch as follows:

• 01223 553998

• [email protected]

• @OCR_Science

Verticalblacklinesindicateasignificantchangetothepreviousprintedversion.

http://www.ocr.org.uk/qualifications/by-subject/science/meet-the-team/

https://twitter.com/ocr_science

© OCR 2014AS Level in Physics A iii

Teachingandlearningresources

Werecognisethattheintroductionofanewspecificationcanbringchallengesforimplementationand teaching. Our aim is to help you at every stage and we’reworkinghardtoprovideapracticalpackageofsupportincloseconsultationwithteachersandotherexperts, so we can help you to make the change.

Designedtosupportprogressionforall

Our resources are designed to provide you with a rangeofteachingactivitiesandsuggestionssoyoucanselectthebestapproachforyourparticularstudents.You are the experts on how your students learn and our aim is to support you in the best way we can.

Wewantto…

• Support you with a body of knowledge thatgrowsthroughoutthelifetimeofthespecification

• Provideyouwitharangeofsuggestionssoyoucanselectthebestactivity,approachorcontextforyourparticularstudents

• Make it easier for you to explore and interact with our resource materials, in particulartodevelopyourownschemesof work

• Createanongoingconversationsowecandevelop materials that work for you.

Plentyofusefulresources

You’llhavefourmaintypesofsubject-specificteachingandlearningresourcesatyourfingertips:

• Delivery Guides

• TransitionGuides

• TopicExplorationPacks

• Lesson Elements.

Alongwithsubject-specificresources,you’llalsohaveaccesstoaselectionofgenericresourcesthatfocuson skills development and professional guidance for teachers.

SkillsGuides – we’ve produced a set of Skills Guides thatarenotspecifictoPhysics,buteachcoversatopicthatcouldberelevanttoarangeofqualifications–forexample,communication,legislationandresearch.Download the guides at ocr.org.uk/skillsguides.

ActiveResults – a free online results analysis service to help you review the performance of individual students or your whole school. It provides access to detailed results data, enabling more comprehensive analysis of results in order to give you a more accurate measurement of the achievements of your centre and individual students. For more details refer to ocr.org.uk/activeresults.

http://ocr.org.uk/i-want-to/skills-guides/

http://ocr.org.uk/ocr-for/teachers/active-results/

© OCR 2014AS Level in Physics Aiv

Professionaldevelopment

Take advantage of our improved Professional Development Programme, designed with you in mind. Whether you want to come to face-to-face events, look at our new digital training or search for training materials,youcanfindwhatyou’relookingforallinone place at the CPD Hub.

Anintroductiontothenewspecifications

We’ll be running events to help you get to grips with ourASLevelPhysicsAqualification.

These events are designed tohelpprepareyouforfirstteaching and to support your delivery at every stage.

Watch out for details at cpdhub.ocr.org.uk.

Toreceivethelatestinformationaboutthetrainingwe’llbeoffering,pleaseregisterfor AS Level email updates at ocr.org.uk/updates.

https://www.cpdhub.ocr.org.uk/desktopdefault.aspx

http://ocr.org.uk/i-want-to/email-updates/

© OCR 2014AS Level in Physics A 1

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1 Why choose an OCR AS Level in Physics A?

1a. WhychooseanOCRqualification?

Choose OCR and you’ve got the reassurance that you’re working with one of the UK’s leading exam boards. Our new AS Level in Physics A course has been developedinconsultationwithteachers,employersandHigherEducationtoprovidestudentswithaqualificationthat’srelevanttothemandmeetstheirneeds.

We’re part of the Cambridge Assessment Group, Europe’s largest assessment agency and a department of the University of Cambridge. Cambridge Assessment plays a leading role in developing and delivering assessmentsthroughouttheworld,operatinginover150 countries.

Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsin both the public and private sectors. Over 13,000 centreschooseourAlevels,GCSEsandvocationalqualificationsincludingCambridgeNationals,Cambridge Technicals and Cambridge Progression.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubring the subject to life and inspire your students to achieve more.

We’vecreatedteacher-friendlyspecificationsbasedonextensive research and engagement with the teaching community.They’redesignedtobestraightforwardand accessible so that you can tailor the delivery of the course to suit your needs. We aim to encourage learners to become responsible for their own learning, confidentindiscussingideas,innovativeandengaged.

We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:

o delivery guideso transitionguideso topicexplorationpackso lesson elementso …and much more.

• Access to Subject Specialists to support you throughthetransitionandthroughoutthelifetimeofthespecifications.

• CPD/Training for teachers including face-to-faceeventstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisserviceto help you review the performance of individual students or whole schools.

• ExamCreator – our new online past papers service that enables you to build your own test papersfrompastOCRexamquestions.

AllASlevelqualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’sASLevelinPhysicsAis(QN:601/4742/8).

© OCR 2014AS Level in Physics A2

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1b. WhychooseanOCRASLevelinPhysicsA?

Weappreciatethatonesizedoesn’tfitallsoweoffertwosuitesofqualificationsineachscience:

Physics A–acontent-ledapproach.Aflexibleapproachwherethespecificationisdividedintotopics,eachcoveringdifferentkeyconceptsofphysics.Asstudentsprogress through the course they will build on their knowledge of the laws of Physics, applying their understanding to solve problems on topics ranging fromsub-atomicparticlestotheentireuniverse.ForAlevelonly,thePracticalEndorsementwillalsosupportthedevelopmentofpracticalskills.

PhysicsB(AdvancingPhysics) – a context-led approach.Learnersstudyphysicsinarangeofdifferentcontexts, conveying the excitement of contemporary physics.Thecourseprovidesadistinctivestructurewithin which candidates learn about fundamental physical concepts and about physics in everyday and technologicalsettings.Practicalskillsareembeddedwithinthespecificationandlearnersareexpectedtocarryoutpracticalworkinpreparationforawrittenexaminationthatwillspecificallytesttheseskills.

Allofourspecificationshavebeendevelopedwithsubject and teaching experts. We have worked in closeconsultationwithteachersandrepresentativesfromHigherEducation(HE)withtheaimofincluding

up-to-date relevant content within a framework that is interestingtoteachandadministerwithinallcentres(large and small).

OurnewASLevelinPhysicsAqualificationbuildsonourexistingpopularcourse.We’vebasedtheredevelopment of our A level sciences on an understanding of what works well in centres large and small and have updated areas of content and assessmentwherestakeholdershaveidentifiedthatimprovements could be made. We’ve undertaken a significantamountofconsultationthroughourscienceforums(whichincluderepresentativesfromlearnedsocieties,HE,teachingandindustry)andthroughfocusgroupswithteachers.Ourpapersandspecificationshave been trialled in centres during development to make sure they work well for all centres and learners.

Thecontentchangesareanevolutionofourlegacyofferingandwillbefamiliartocentresalreadyfollowing our courses, but are also clear and logically laid out for centres new to OCR, with assessment modelsthatarestraightforwardtoadminister.WehaveworkedcloselywithteachersandHErepresentativesto provide high quality support materials to guide you throughthenewqualifications.

Aimsandlearningoutcomes

OCR’sASLevelinPhysicsAspecificationaimstoencourage learners to:

• developessentialknowledgeandunderstandingofdifferentareasofthesubjectandhowtheyrelate to each other

• developanddemonstrateadeepappreciationof the skills, knowledge and understanding of scientificmethods

• developcompetenceandconfidenceinavarietyofpractical,mathematicalandproblemsolvingskills

• develop their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject

• understand how society makes decisions about scientificissuesandhowthesciencescontributeto the success of the economy and society (as exemplifiedin‘HowScienceWorks’(HSW)).


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1c. Whatarethekeyfeaturesofthisspecification?

OurPhysicsAspecificationisdesignedtoinspireyourlearners. The course will develop their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with Physics.Thespecification:

• usesacontent-ledapproach,enablingaflexibleapproach to the teaching order

• retains and refreshes the popular topics from thelegacyOCRPhysicsAqualification(H158)

• is laid out clearly in a series of teaching modules withAdditionalguidanceaddedwhererequiredto clarify assessment requirements

• is co-teachable with the A level

• embedspracticalrequirementswithintheteachingmodules.WhilstthePracticalEndorsement is not part of AS level Physics A, opportunitiesforcarryingoutactivitiesthat

wouldcounttowardsthePracticalEndorsementareindicatedthroughoutthespecification,intheAdditionalguidancecolumn,bytheuseofPAG, refertotheAlevelspecification,Section5h,forPracticalEndorsementrequirements

• exemplifiesthemathematicalrequirementsofthecourse(seeSection5f)

• highlightsopportunitiesfortheintroductionofkeymathematicalrequirements(seeSection5fandtheAdditionalguidancecolumnforeachmodule) into your teaching

• identifies,withintheadditionalguidance,howthe skills, knowledge and understanding of How Science Works (HSW) can be incorporated within teaching.

Teachersupport

Theextensivesupportofferedalongsidethisspecificationincludes:

• deliveryguides–providinginformationonassessed content, the associated conceptual development and contextual approaches to delivery

• transitionguides–identifyingthelevelsofdemandandprogressionfordifferentkeystagesforaparticulartopicandgoingontoprovidelinkstohighqualityresourcesand‘checkpointtasks’toassistteachersinidentifyinglearners‘readyforprogression’

• lessonelements–writtenbyexperts,providingallthematerialsnecessarytodelivercreativeclassroomactivities

• ActiveResults(seeSection1a)

• ExamCreator(seeSection1a)

• mockexaminationsservice– a free service offeringapracticequestionpaperandmarkscheme(downloadablefromasecurelocation).

Along with:

• Subject Specialists within the OCR science team to help with course queries

• teacher training

• Science Spotlight(ourtermlynewsletter)

• OCR Science community

• aconsultancyservice(toadviseonPracticalEndorsement requirements)

• PracticalSkillsHandbook

• Maths Skills Handbook.


1d. HowdoIfindoutmoreinformation?

Whethernewtoourspecifications,orcontinuingfromourlegacyofferings,youcanfindmoreinformationonour webpages at:

www.ocr.org.uk

VisitourSubjectpagestofindoutmoreabouttheassessment package and resources available to support your teaching. The science team also release a termly newsletterScience Spotlight (despatched to centres and available from our subject pages).

Findoutmore?

Contact the Subject Specialists: [email protected],01223553998.

Join our Science community: http://social.ocr.org.uk/

Check what CPD events are available: www.cpdhub.ocr.org.uk/

FollowusonTwitter:@ocr_science

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mailto:[email protected]

http://social.ocr.org.uk/groups/science

https://www.cpdhub.ocr.org.uk/desktopdefault.aspx



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2 Thespecificationoverview

2a. OverviewofASLevelinPhysicsA(H156)Learners must complete both components (01 and 02).

ContentOverview AssessmentOverview

Content is split into four teaching modules:

• Module 1 – Development of practicalskillsinphysics

• Module2–Foundationsofphysics

• Module3–Forcesandmotion

• Module 4 – Electrons, waves and photons

Both components assess content from all four modules.

Breadth in physics (01)

70marks

1 hour 30 minutes writtenpaper

50% of total AS level

Depth in physics (02)

70marks

1 hour 30 minutes writtenpaper

50% of total AS level

Bothcomponentsincludesynopticassessment.


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2b. ContentofASLevelinPhysicsA(H156)

TheASLevelinPhysicsAspecificationcontentisdivided into four teaching modules. Each module is introduced with a summary of the physics it contains and each topic is also introduced with a short summary text. The assessable content is divided into two columns: Learningoutcomesand Additionalguidance.

The Learning outcomes may all be assessed in the examination.TheAdditionalguidancecolumnisincluded to provide further advice on delivery and the expected skills required from learners.

ReferencestoHSW(Section5e)areincludedintheguidancetohighlightopportunitiestoencourageawider understanding of science.

ThemathematicalrequirementsinSection5farealsoreferencedbytheprefixM tolinkthemathematicalskills required for AS Level Physics to examples of the physicscontentwherethosemathematicalskillscouldbe linked to learning.

Module1ofthespecificationcontentrelatestothepracticalskillslearnersareexpectedtogainthroughoutthecourse,whichareassessedthroughoutthewrittenexaminations.

Practicalactivitiesareembeddedwithinthelearningoutcomesofthecoursetoencouragepracticalactivitiesintheclassroom,enhancinglearners’understandingofphysicstheoryandpracticalskills.

Thespecificationhasbeendesignedtobeco-teachablewiththeALevelinPhysicsAqualification.Learnersstudying the A level study modules 1 to 4 and then continuewiththeAlevelonlymodules5and6inyear13.TheinternallyassessedPracticalEndorsementskills also form part of the full A level (see module 1.2 intheAlevelspecification).

TheData,FormulaeandRelationshipsbookletinsection5dwillbeavailableinexaminationsandlearners are expected to become familiar with this booklet throughout the course.

A summary of the content for the AS level course is as follows:

Module1–Developmentofpracticalskillsinphysics

1.1 Practicalskillsassessedinawrittenexamination

Module2–Foundationsofphysics

2.1 Physicalquantitiesandunits2.2 Making measurements and analysing data2.3 Natureofquantities

Module3–Forcesandmotion

3.1 Motion3.2 Forcesinaction3.3 Work, energy and power3.4 Materials3.5 Newton’slawsofmotionandmomentum

Module4–Electrons,wavesandphotons

4.1 Charge and current4.2 Energy, power and resistance4.3 Electrical circuits4.4 Waves4.5 Quantum physics


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2c. Contentofmodules1to4

Module1:Developmentofpracticalskillsinphysics

Physicsisapracticalsubject.Thedevelopmentandacquisitionofpracticalskillsisfundamental.The Physics A course provides learners with the opportunity to develop experimental methods and

techniques for analysing empirical data. Skills in planning,implementing,analysingandevaluating,asoutlined in 1.1,willbeassessedinthewrittenpapers.

1.1Practicalskillsassessedinawrittenexamination

Practicalskillsareembeddedthroughoutallthecontentofthisspecification.

Learners will be required to develop a range of practicalskillsthroughouttheircourseinpreparationforthewrittenexaminations.

1.1.1Planning

Learningoutcomes Additionalguidance

Learners should be able to demonstrate and apply their knowledge and understanding of:

(a) experimental design, including to solve problems setinapracticalcontext

Includingselectionofsuitableapparatus,equipmentand techniques for the proposed experiment.

Learnersshouldbeabletoapplyscientificknowledgebasedonthecontentofthespecificationtothepracticalcontext. HSW3

(b) identificationofvariablesthatmustbecontrolled, where appropriate

(c) evaluationthatanexperimentalmethodisappropriate to meet the expected outcomes.

HSW6

1.1.2Implementing



(a) howtouseawiderangeofpracticalapparatusand techniques correctly

Asoutlinedinthecontentofthespecificationandtheskillsrequiredforthepracticalendorsement. HSW4

(b) appropriate units for measurements M0.1

(c) presentingobservationsanddatainanappropriate format.

HSW8


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1.1.3Analysis



(a) processing,analysingandinterpretingqualitativeandquantitativeexperimentalresults

Including reaching valid conclusions, where appropriate. HSW5

(b) useofappropriatemathematicalskillsforanalysisofquantitativedata

RefertoSection5fforalistofmathematicalskillsthat learners should have acquired competence in as part of their course. HSW3

(c) appropriateuseofsignificantfigures M1.1

(d) plottingandinterpretingsuitablegraphsfromexperimental results, including

(i) selectionandlabellingofaxeswithappropriatescales,quantitiesandunits

(ii) measurement of gradients and intercepts.

M3.2

M3.3, M3.4, M3.5

1.1.4Evaluation



(a) how to evaluate results and draw conclusions Learners should be able to evaluate how the scientificcommunityuseresultstovalidatenewknowledge and ensure integrity HSW6, 11

(b) theidentificationofanomaliesinexperimentalmeasurements

(c) thelimitationsinexperimentalprocedures

(d) precision and accuracy of measurements and data, including margins of error, percentage errorsanduncertaintiesinapparatus

M1.5

(e) therefiningofexperimentaldesignbysuggestionof improvements to the procedures and apparatus.

HSW3


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Module2:Foundationsofphysics

The aim of this module is to introduce important conventionsandideasthatpermeatethefabricofphysics.Understandingofphysicalquantities,S.I.

units,scalarsandvectorshelpsphysiciststoeffectivelycommunicatetheirideaswithinthescientificcommunity(HSW8,11).

2.1Physicalquantitiesandunits

Thissectionprovidesknowledgeandunderstandingofphysicalquantitiesandunits.

2.1.1Physicalquantities



(a) physicalquantitieshaveanumericalvalueandaunit

M0.1

(b) makingestimatesofphysicalquantitieslistedinthisspecification.

M0.4

2.1.2S.I.units



(a) SystèmeInternationale(S.I.)basequantitiesandtheirunits–mass(kg),length(m),time(s),current (A), temperature (K), amount of substance (mol)

HSW8

(b) derived units of S.I. base units Examples: momentum kg m s−1 and density kg m−3

(c) unitslistedinthisspecification

(d) checkingthehomogeneityofphysicalequationsusing S.I. base units

(e) prefixesandtheirsymbolstoindicatedecimalsubmultiplesormultiplesofunits–pico(p),nano(n),micro(μ),milli(m),centi(c),deci(d),kilo (k), mega (M), giga (G), tera (T)

AssetoutintheASEpublicationSigns, Symbols and Systematics (The ASE Companion to 16–19 Science, 2000).

(f) theconventionsusedforlabellinggraphaxesandtable columns.

Assetoutinabove,e.g.speed / m s−1. HSW8


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2.2Makingmeasurementsandanalysingdata

Thissectionprovidesknowledgeandunderstandingofphysical measurements and treatment of errors and uncertainties.

2.2.1Measurementsanduncertainties



(a) systematicerrors(includingzeroerrors)andrandom errors in measurements

(b) precision and accuracy As discussed in The Language of Measurement (ASE 2010).

(c) absoluteandpercentageuncertaintieswhendataarecombinedbyaddition,subtraction,multiplication,divisionandraisingtopowers

AssetoutintheASEpublicationSigns, Symbols and Systematics (The ASE Companion to 16–19 Science, 2000).

(d) graphicaltreatmentoferrorsanduncertainties;lineofbestfit;worstline;absoluteandpercentageuncertainties;percentagedifference.

Arigorousstatisticaltreatmentisnotexpected.

M1.5

2.3Natureofquantities

Thissectionprovidesknowledgeandunderstandingofscalarsandvectorsquantities.Vectorquantitiesaddandsubtractverydifferentlytoscalarquantities;hence

itisimportanttoknowwhetheraquantityisavectoror a scalar.

2.3.1Scalarsandvectors



(a) scalarandvectorquantities Learners will also be expected to give examples of each.

(b) vectoradditionandsubtraction

(c) vector triangle to determine the resultant of any two coplanar vectors

Tobedonebycalculationorbyscaledrawing M0.6, M4.2, M4.4

(d) resolving a vector into two perpendicular components; cosF Fx i= ; sinF Fy i= .

M0.6, M4.5


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Module3:Forcesandmotion

The term force is generally used to indicate a push or a pull.Itisdifficulttogiveaproperdefinitionforaforce,but in physics we can easily describe what a force can do.

Aresultantforceactingonanobjectcanacceleratetheobjectinaspecificdirection.Thesubsequentmotionoftheobjectcanbeanalysedusingequationsofmotion.Severalforcesactingonanobjectcanpreventtheobjectfromeithermovingorrotating.Forcescan

also change the shape of an object. There are many other things that forces can do.

In this module, learners will learn how to model the motionofobjectsusingmathematics,understandtheeffectforceshaveonobjects,learnabouttheimportantconnectionbetweenforceandenergy,appreciatehowforcescausedeformationandunderstandtheimportanceofNewton’slawsofmotion.

3.1Motion

Thissectionprovidesknowledgeandunderstandingofkeyideasusedtodescribeandanalysethemotionofobjects in both one dimension and in two dimensions. Italsoprovideslearnerswithopportunitiestodeveloptheiranalyticalandexperimentalskills.

Themotionofavarietyofobjectscanbeanalysedusing ICT or data-logging techniques (HSW3). Learners

also have the opportunity to analyse and interpret experimentaldatabyrecognisingrelationshipsbetweenphysicalquantities(HSW5).TheanalysisofmotiongivesmanyopportunitiestolinktoHowScienceWorks.Examplesrelatetodetectingthespeedof moving vehicles, stopping distances and freefall (HSW2, 9, 10, 11, 12).

3.1.1Kinematics



(a) displacement, instantaneous speed, average speed,velocityandacceleration

M0.1, M1.4, M3.7, M3.9 HSW10, 12

(b) graphicalrepresentationsofdisplacement,speed,velocityandacceleration

M3.6 HSW3Usingdata-loggerstoanalysemotion.

(c) Displacement–timegraphs;velocityisgradient M3.4, M3.7

(d) Velocity–timegraphs;accelerationisgradient;displacement is area under graph.

Learnerswillalsobeexpectedtoestimatetheareaunder non-linear graphs. M3.5, M4.3


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3.1.2Linearmotion



(a) (i) theequationsofmotionforconstantaccelerationinastraightline,includingmotionofbodiesfallinginauniformgravitationalfieldwithoutairresistance

v u at= + s u v t21

= +_ i

s ut at21 2

= + v u as22 2= +

M2.2, M2.4, M3.3 HSW9

(ii) techniques and procedures used to investigatethemotionandcollisionsofobjects

PAG1 Apparatus may include trolleys, air-track gliders,tickertimers,lightgates,data-loggersandvideo techniques. HSW4, 9, 10

(b) (i) accelerationg of free fall

(ii) techniques and procedures used to determinetheaccelerationoffreefall using trapdoor and electromagnet arrangementorlightgatesandtimer

PAG1 HSW4,5,7Determiningg in the laboratory.

(c) reactiontimeandthinkingdistance;brakingdistance and stopping distance for a vehicle.

HSW5, 9, 10, 11, 12

3.1.3ProjectilemotionLearningoutcomes Additionalguidance


(a) independenceoftheverticalandhorizontalmotionofaprojectile

(b) two-dimensionalmotionofaprojectilewithconstantvelocityinonedirectionandconstantaccelerationinaperpendiculardirection.

M0.6, M4.5


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3.2Forcesinaction

Thissectionprovidesknowledgeandunderstandingofthemotionofanobjectwhenitexperiencesseveralforces and also the equilibrium of an object. Learners willalsolearnhowpressuredifferencesgiverisetoanupthrustonanobjectinafluid.

Thereareopportunitiestoconsidercontemporaryapplicationsofterminalvelocity,moments,couples, pressure, and Archimedes principle (HSW6,7,9,11,12).

Experimental work must play a pivotal role in the acquisitionofkeyconceptsandskills(HSW4).

3.2.1DynamicsLearningoutcomes Additionalguidance


(a) net force = mass ×acceleration;F = ma Learnerswillalsobeexpectedtorecallthisequation. M1.1

(b) the newton as the unit of force

(c) weightofanobject;W = mg Learnerswillalsobeexpectedtorecallthisequation.

(d) the terms tension, normal contact force, upthrust andfriction

(e) free-body diagrams

(f) one-andtwo-dimensionalmotionunderconstant force.

3.2.2Motionwithnon-uniformacceleration



(a) dragasthefrictionalforceexperiencedbyanobjecttravellingthroughafluid

(b) factorsaffectingdragforanobjecttravellingthrough air

HSW6

(c) motionofobjectsfallinginauniformgravitationalfieldinthepresenceofdrag

HSW9

(d) (i) terminal velocity HSW1, 5

(ii) techniques and procedures used to determineterminalvelocityinfluids.

PAG1 e.g. ball-bearing in a viscous liquid or cones in air. HSW4Investigatingfactorsaffectingterminalvelocity.


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3.2.3Equilibrium



(a) moment of force

(b) couple;torqueofacouple

(c) the principle of moments

(d) centreofmass;centreofgravity;experimentaldeterminationofcentreofgravity

(e) equilibriumofanobjectundertheactionofforces and torques

(f) conditionforequilibriumofthreecoplanarforces;triangleofforces.

M4.1, M4.2, M4.4

3.2.4Densityandpressure



(a) density;Vm

t = M0.1, M4.3

(b) pressure;pAF

= for solids, liquids and gases

(c) p h gt= ; upthrustonanobjectinafluid;Archimedes’ principle.

M2.1 HSW4,7,11


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3.3Work,energyandpower

Words like energy, power and work have very precise meaninginphysics.Inthissectiontheimportantlinkbetween work done and energy is explored. Learners have the opportunity to apply the important principle ofconservationofenergytoarangeofsituations.The

analysis of energy transfers provides the opportunity forcalculationsofefficiencyandthesubsequentevaluationofissuesrelatingtotheindividualandsociety(HSW2,5,8,9,10,11,12).

3.3.1Workandconservationofenergy



(a) workdonebyaforce;theunitjoule

(b) cosW Fx i= for work done by a force

(c) theprincipleofconservationofenergy HSW2

(d) energyindifferentforms;transferandconservation

(e) transfer of energy is equal to work done.

3.3.2Kineticandpotentialenergies



(a) kineticenergyofanobject;E mv21

k2

=Learnerswillalsobeexpectedtorecallthisequationandderiveitfromfirstprinciples. M0.5

(b) gravitationalpotentialenergyofanobjectinauniformgravitationalfield;Ep = mgh

Learnerswillalsobeexpectedtorecallthisequationandderiveitfromfirstprinciples.

(c) theexchangebetweengravitationalpotentialenergyandkineticenergy.

HSW5, 6

3.3.3Power



(a) power;theunitwatt;P tW

=

(b) P = Fv Learners will also be expected to derive this equationfromfirstprinciples.

(c) efficiencyofamechanicalsystem;

%100efficiencytotal input energy

useful output energy#=

M0.3 HSW9, 10, 12


2

3.4Materials

Thissectionexaminesthephysicalpropertiesofsprings and materials.

Learners can carry out a range of experimental work to enhance their knowledge and skills, including the

management of risks and analysis of data to provide evidenceforrelationshipsbetweenphysicalquantities.Thereareopportunitiestoconsidertheselectionofappropriatematerialsforpracticalapplications(HSW5,6,8,9,12).

3.4.1Springs



(a) tensileandcompressivedeformation;extensionand compression

(b) Hooke’s law

(c) force constant kofaspringorwire;F = kx

(d) (i) force–extension (or compression) graphs for springs and wires

M3.2

(ii) techniques and procedures used to investigateforce–extensioncharacteristicsfor arrangements which may include springs, rubber bands, polythene strips.

PAG2 HSW5, 6

3.4.2Mechanicalpropertiesofmatter



(a) force–extension(orcompression)graph;workdone is area under graph

M3.1

(b) elasticpotentialenergy;E Fx21

= ;E kx21 2

= M0.5, M3.12

(c) stress,strainandultimatetensilestrength

(d) (i) Young modulus = tensile straintensile stress

,Ef

v= M3.1

(ii) techniques and procedures used to determine the Young modulus for a metal

PAG2

(e) stress–straingraphsfortypicalductile,brittleandpolymeric materials

M3.2 HSW8

(f) elasticandplasticdeformationsofmaterials. HSW4,5,9,12Investigatingthepropertiesofmaterials PAG2


2

3.5Newton’slawsofmotionandmomentum

ThissectionprovidesknowledgeandunderstandingofNewton’slaws–fundamentallawsthatcanbeusedtopredictthemotionofallcollidingorinteractingobjectsinapplicationssuchassport(HSW1,2).Newton’slawscan also be used to understand some of the safety features in cars, such as air bags, and to evaluate the benefitsandrisksofsuchfeatures(HSW9).Learnersshouldbeawarethattheintroductionofmandatory

safetyfeaturesincarsisaconsequenceofthescientificcommunity analysing the forces involved in collisions andinvestigatingpotentialsolutionstoreducethelikelihood of personal injury (HSW10, 11, 12).

Therearemanyopportunitiesforlearnerstocarryout experimental work and analyse data using ICT techniques (HSW3).

3.5.1Newton’slawsofmotion



(a) Newton’sthreelawsofmotion HSW7

(b) linearmomentum;p = mv;vectornatureofmomentum

(c) netforce=rateofchangeofmomentum;

FtpT

T=

Learners are expected to know that F = ma is a specialcaseofthisequation. M2.1, M3.9 HSW9, 10

(d) impulseofaforce;impulse=F∆t

(e) impulseisequaltotheareaunderaforce–timegraph.

Learnerswillalsobeexpectedtoestimatetheareaunder non-linear graphs. HSW3 Using a spreadsheet to determine impulse from F–t graph. M3.8, M4.3

3.5.2Collisions



(a) theprincipleofconservationofmomentum HSW7

(b) collisionsandinteractionofbodiesinonedimension and in two dimensions

Two-dimensional problems will only be assessed at A level. HSW11, 12

(c) perfectlyelasticcollisionandinelasticcollision. HSW1, 2, 6


2

Module4:Electrons,wavesandphotons

Theaimofthismoduleistoultimatelyintroducekeyideasofquantumphysics.Electromagneticwaves(e.g.light) have a dual nature. They exhibit both wave and particle-likebehaviour.Thewave–particledualnatureisalsofoundtobeacharacteristicofallparticles(e.g. electrons).

Beforeanysophisticatedworkcanbedoneonquantum physics, learners need to appreciate what electrons are and how they behave in electrical circuits.Abasicunderstandingofwavepropertiesisalso required.

In this module, learners will learn about electrons, electriccurrent,electricalcircuits,waveproperties,electromagneticwavesand,ofcourse,quantumphysics.

Learners have the opportunity to appreciate how scientificideasofquantumphysicsdevelopedovertime(HSW7)andtheirvalidityrestedonthefoundationsofexperimentalwork(HSW1andHSW2).

4.1Chargeandcurrent

Thisshortsectionintroducestheideasofchargeandcurrent.Understandingelectriccurrentisessentialwhendealingwithelectricalcircuits.Thissectiondoesnotlenditselftopracticalworkbuttointroducing

importantideas.Thecontinuityequation(I = Anev) isdevelopedusingthesekeyideas.Thissectionconcludes with categorising all materials in terms of their ability to conduct.

4.1.1Charge



(a) electriccurrentasrateofflowofcharge; ItQT

T=

(b) the coulomb as the unit of charge

(c) the elementary charge e equals 1.6 × 10−19 C Learners will be expected to know that an electron hascharge−e and a proton a charge +e. HSW7

(d) netchargeonaparticleoranobjectisquantisedandamultipleofe

(e) current as the movement of electrons in metals and movement of ions in electrolytes

HSW7

(f) conventionalcurrentandelectronflow HSW7

(g) Kirchhoff’sfirstlaw;conservationofcharge.


2

4.1.2Meandriftvelocity



(a) meandriftvelocityofchargecarriers

(b) I = Anev, where n is the number density of charge carriers

M0.2

(c) distinctionbetweenconductors,semiconductorsand insulators in terms of n.

HSW1, 2

4.2Energy,powerandresistance

Thissectionprovidesknowledgeandunderstandingofelectricalsymbols,electromotiveforce,potentialdifference,resistivityandpower.Thescientificvocabulary developed here is a prerequisite for understanding electrical circuits in 4.3.

There is a desire to use energy saving devices, such as LED lamps, in homes. Learners have the opportunity to understand the link between environmental damagefrompowerstationsandtheimpetustouse

energy saving devices in the home (HSW10) and how customers can make informed decisions when buying domesticappliances(HSW12).

Therearemanyopportunitiesforlearnerstousespreadsheetsintheanalysisandpresentationofdata(HSW3),tocarryoutpracticalactivitiestounderstandconcepts(HSW4)andtoanalysedatatofindrelationshipsbetweenphysicalquantities(HSW5).

4.2.1Circuitsymbols



(a) circuit symbols AssetoutinASEpublicationSigns, Symbols and Systematics (The ASE Companion to 16–19 Science, 2000). HSW8

(b) circuit diagrams using these symbols.

4.2.2E.m.f.andp.d.



(a) potentialdifference(p.d.);theunitvolt


2

(b) electromotiveforce(e.m.f.)ofasourcesuchasacell or a power supply

Epsilon is used as the symbol for e.m.f. to avoid confusion with E which is used for energy and electricfield.TheASEguide‘Signssymbolsandsystematics’detailsEasthecorrectsymbolfore.m.f.andthiswillbecreditedinallexaminations.

(c) distinctionbetweene.m.f.andp.d.intermsofenergy transfer

(d) energytransfer;W = VQ; W = EQ.

(e) energy transfer eV = ½ mv2 for electrons and otherchargedparticles.

4.2.3Resistance



(a) resistance;I

R V= ;theunitohm Learners will also be expected to recall this

equation.

(b) Ohm’s law

(c) (i) I–Vcharacteristicsofresistor,filamentlamp,thermistor,diodeandlight-emittingdiode (LED)

M3.12 HSW5,8,9

(ii) techniques and procedures used to investigatethe electricalcharacteristicsfor a range of ohmic and non-ohmic components.

PAG3 HSW3,4,5Investigatingcomponentsandanalysingdata using spreadsheet.

(d) light-dependentresistor(LDR);variationofresistance with light intensity.

4.2.4Resistivity



(a) (i) resistivityofamaterial;theequation

RALt

=

(ii) techniques and procedures used to determinetheresistivityofametal.

PAG3

(b) thevariationofresistivityofmetalsandsemiconductors with temperature

HSW2

(c) negativetemperaturecoefficient(NTC)thermistor;variationofresistancewithtemperature.

HSW5


2

4.2.5Power



(a) theequations IP V= , IP R2= and P

RV 2

= M2.2

(b) energytransfer;W = V I t

(c) thekilowatt-hour(kWh)asaunitofenergy;calculatingthecostofenergy.

Learners will be expected to link this with 3.3.3(c). HSW10, 12

4.3Electricalcircuits

Thissectionprovidesknowledgeandunderstandingofelectricalcircuits,internalresistanceandpotentialdividers. LDRs and thermistors are used to show how changesinlightintensityandtemperaturerespectivelycanbemonitoredusingpotentialdividers.

Settingupelectricalcircuits,includingpotentialdivider circuits, provides an ideal way of enhancing experimental skills, understanding electrical concepts

and managing risks when using power supplies (HSW4). Learners are encouraged to communicate scientificideasusingappropriateterminology(HSW8).Thissectionprovidesampleopportunitiesforlearners to design circuits and carry out appropriate testingforfaultsandthereareopportunitiestostudythemanyapplicationsofelectricalcircuits(HSW1, 2, 3, 5, 6, 9, 12).

4.3.1Seriesandparallelcircuits



(a) Kirchhoff’ssecondlaw;theconservationofenergy

(b) Kirchhoff’sfirstandsecondlawsappliedtoelectrical circuits

(c) totalresistanceoftwoormoreresistorsinseries;R = R1 + R2 + .

(d) total resistance of two or more resistors in

parallel;R R R

1 11

1 2f= + +

(e) analysis of circuits with components, including both series and parallel

(f) analysis of circuits with more than one source of e.m.f.


2

4.3.2Internalresistance



(a) sourceofe.m.f.;internalresistance HSW9, 12

(b) terminalp.d.;‘lostvolts’

(c) (i) theequations I R rE = +_ i and IV rE = + HSW5, 6

(ii) techniques and procedures used to determine the internal resistance of a chemical cell or other source of e.m.f.

PAG4 HSW4,HSW8Investigatingtheinternalresistanceofa power supply.

4.3.3Potentialdividers



(a) potentialdividercircuitwithcomponents Learners will also be expected to know about a potentiometerasapotentialdivider.

(b) potentialdividercircuitswithvariablecomponents e.g. LDR and thermistor

(c) (i) potentialdividerequationse.g.

VR R

RVout in

1 2

2#=

+ and

V

V

R

R

2

1

2

1=

M2.3

(ii) techniques and procedures used to investigatepotentialdividercircuitswhichmay include a sensor such as a thermistor or an LDR.

PAG4 HSW4 Designing temperature and light sensing circuits.


2

4.4Waves

Thissectionprovidesknowledgeandunderstandingofwaveproperties,electromagneticwaves,superpositionandstationarywaves.Thewavelengthofvisiblelightis too small to be measured directly using a ruler. However,superpositionexperimentscanbedoneinthe laboratory to determine wavelength of visible light using a laser and a double slit.

Thereareopportunitiestodiscusshowthedouble-slitexperiment demonstrated the wave-like behaviour of light(HSW7).

The breadth of the topic covering sound waves and the electromagneticspectrumprovidesscopeforlearnerstoappreciatethewiderangingapplicationsofwavesandtheirproperties(HSW1,2,5,8,9,12).

4.4.1Wavemotion



(a) progressivewaves;longitudinalandtransversewaves

HSW8

(b) (i) displacement, amplitude, wavelength, period,phasedifference,frequencyandspeed of a wave

HSW8

(ii) techniques and procedures used to use an oscilloscope to determine frequency

PAG5

(c) theequation fT1

=

(d) thewaveequation v fm=

(e) graphicalrepresentationsoftransverseandlongitudinal waves

HSW5

(f) (i) reflection,refraction,polarisationanddiffractionofallwaves

Learnerswillbeexpectedtoknowthatdiffractioneffectsbecomesignificantwhenthewavelengthiscomparable to the gap width.

(ii) techniques and procedures used to demonstratewaveeffectsusingarippletank

HSW1, 4.

(iii) techniques and procedures used toobservepolarisingeffectsusingmicrowaves and light

PAG5

(g) intensityofaprogressivewave; IAP

= ; intensity ∝ (amplitude)2.


2

4.4.2Electromagneticwaves



(a) electromagneticspectrum;propertiesofelectromagneticwaves

(b) orders of magnitude of wavelengths of the principalradiationsfromradiowavestogamma rays

(c) planepolarisedwaves;polarisationofelectromagneticwaves

Learners will be expected to know about polarising filtersforlightandmetalgrillesformicrowavesindemonstratingpolarisation. HSW9

(d) (i) refractionoflight;refractiveindex;n vc

= ; sinn i = constant at a boundary where i

is the angle to the normal

(ii) techniques and procedures used to investigaterefractionandtotalinternalreflectionoflightusingrayboxes,includingtransparent rectangular and semi-circular blocks

PAG6

(e) criticalangle;sinC n1

= ;totalinternalreflectionfor light.

4.4.3Superposition



(a) (i) theprincipleofsuperpositionofwaves

(ii) techniques and procedures used for superpositionexperimentsusingsound,light and microwaves

PAG5

(b) graphical methods to illustrate the principle of superposition

(c) interference,coherence,pathdifferenceandphasedifference

(d) constructiveinterferenceanddestructiveinterferenceintermsofpathdifferenceandphasedifference

(e) two-source interference with sound and microwaves


2

(f) Young double-slit experiment using visible light Learners should understand that this experiment gave aclassicalconfirmationofthewave-natureoflight. HSW7 InternetresearchontheideasofNewtonandHuygens about the nature of light.

(g) (i) Dax

m = for all waves where a D% M4.6

(ii) techniques and procedures used to determine the wavelength of light using (1)adouble-slit,and(2)adiffractiongrating.

PAG5 dsinθ=nλanddiffractiongratingswillonlybeassessed at A level

4.4.4Stationarywaves



(a) stationary(standing)wavesusingmicrowaves,stretched strings and air columns

(b) graphicalrepresentationsofastationarywave

(c) similaritiesandthedifferencesbetweenstationaryandprogressivewaves

(d) nodesandantinodes

(e) (i) stationarywavepatternsforastretchedstring and air columns in closed and open tubes

(ii) techniques and procedures used to determine the speed of sound in air byformationofstationarywavesinaresonance tube

PAG5

(f) theideathattheseparationbetweenadjacentnodes(orantinodes)isequalto /2m , where m is the wavelength of the progressive wave

(g) fundamentalmodeofvibration(1stharmonic);harmonics.


2

4.5Quantumphysics

Thissectionprovidesknowledgeandunderstandingofphotons,thephotoelectriceffect,deBrogliewavesandwave–particleduality.

Inthephotoelectriceffectexperiment,electromagneticwaves are used to eject surface electrons from metals. The electrons are ejected instantaneously and their energyisindependentoftheintensityoftheradiation.

Thewavemodelisunabletoexplaintheinteractionofthesewaveswithmatter.Thissingleexperimentledto the development of the photon model and was the cornerstone of quantum physics. Learners have the opportunity to carry out internet research into how the ideasofquantumphysicsdeveloped(HSW1,2,7)andhowscientificcommunityvalidatestheintegrityofnewknowledge before its acceptance (HSW11).

4.5.1Photons



(a) theparticulatenature(photonmodel)ofelectromagneticradiation

(b) photon as a quantum of energy of electromagneticradiation

(c) energyofaphoton;E hf= and E hcm

=

(d) the electronvolt (eV) as a unit of energy

(e) (i) usingLEDsandtheequationeV hcm

= to estimatethevalueofPlanckconstanth

Noknowledgeofsemiconductortheoryisrequired. HSW11

(ii) Determine the Planck constant using differentcolouredLEDs.

PAG6

4.5.2Thephotoelectriceffect



(a) (i) photoelectriceffect,includingasimpleexperimenttodemonstratethiseffect

Learners should understand that photoelectric effectprovidesevidenceforparticulatenatureofelectromagneticradiation.

HSW1,2,3,7,11Internetresearchonthedevelopment of quantum physics.

(ii) demonstrationofthephotoelectriceffectusing, e.g. gold-leaf electroscope and zinc plate

(b) aone-to-oneinteractionbetweenaphotonandasurface electron

(c) Einstein’sphotoelectricequationhf KEmaxz= + M2.3


2

(d) workfunction;thresholdfrequency

(e) theideathatthemaximumkineticenergyofthephotoelectrons is independent of the intensity of theincidentradiation

(f) the idea that rate of emission of photoelectrons above the threshold frequency is directly proportionaltotheintensityoftheincidentradiation.

4.5.3Wave–particleduality



(a) electrondiffraction,includingexperimentalevidenceofthiseffect

Learnersshouldunderstandthatelectrondiffractionprovides evidence for wave-like behaviour of particles.

(b) diffractionofelectronstravellingthroughathinslice of polycrystalline graphite by the atoms of graphite and the spacing between the atoms

(c) thedeBroglieequation ph

m = .


2

2d. Priorknowledge,learningandprogression

ThisspecificationhasbeendevelopedforlearnerswhowishtocontinuewithastudyofphysicsatLevel3.TheASlevelspecificationhasbeenwrittentoprovideprogressionfromGCSEScience,GCSEAdditionalScience,GCSEFurtherAdditionalScienceorfromGCSEPhysics;achievementataminimumofgradeC(orequivalent)inthesequalificationsshouldbeseenas the normal requisite for entry to AS level Physics. However, learners who have successfully taken other Level2qualificationsinScienceorAppliedSciencewith appropriate physics content may also have acquiredsufficientknowledgeandunderstandingtobegin the AS level Physics course.

There is no formal requirement for prior knowledge of physicsforentryontothisqualification.Otherlearnerswithoutformalqualificationsmayhaveacquiredsufficientknowledgeofphysicstoenableprogressiononto the course.

Some learners may wish to follow a physics course for only one year as an AS, in order to broaden their curriculum, and to develop their interest and understandingofdifferentareasofthesubject.Othersmayfollowaco-teachableroute,completingthe one-year AS course and/or then moving to the two-year A level developing a deeper knowledge and understandingofphysicsanditsapplications.

The A Level Physics course will prepare learners for progression to undergraduate study, enabling them toenterarangeofacademicandvocationalcareersinmathematics-relatedcourses,physicalsciences,engineering,medicine,computingandrelatedsectors.Forlearnerswishingtofollowanapprenticeshiprouteor those seeking direct entry into physical science careers, this A level provides a strong background and progression pathway.

ThereareanumberofSciencespecificationsatOCR.Find out more at www.ocr.org.uk.



3

3 Assessment of OCR AS Level in Physics A

3a. Formsofassessment

Both externally assessed components (01 and 02) contain some synopticassessment.Component02containssomeextendedresponsequestions.

Breadthinphysics(Component01)

Thiscomponentisworth70marksandissplitintotwosectionsandassessescontentfromallteachingmodules.Learnersanswerallquestions.

SectionAcontainsmultiplechoicequestions.Thissectionofthepaperisworth20marks.

SectionBincludesshortanswerquestionstyles(structuredquestions,problemsolving,calculations,practical).Thissectionofthepaperisworth50marks.

Depthinphysics(Component02)

This component assesses content from across all teaching modules, 1 to 4. Learners answer all questions.Thiscomponentisworth70marks.

Questionstylesincludeshortanswer(structuredquestions,problemsolving,calculations,practical)andextendedresponsequestions.


3

3b. Assessmentobjectives(AO)

TherearethreeassessmentobjectivesinOCR’sAS Level in Physics A. These are detailed in the table below.

Learners are expected to demonstrate their ability to:

AssessmentObjective

AO1 Demonstrateknowledgeandunderstandingofscientificideas,processes,techniquesandprocedures.

AO2

Applyknowledgeandunderstandingofscientificideas,processes,techniquesandprocedures: • inatheoreticalcontext • inapracticalcontext • whenhandlingqualitativedata • whenhandlingquantitativedata.

AO3

Analyse,interpretandevaluatescientificinformation,ideasandevidence,includinginrelationto issues, to: • make judgements and reach conclusions • developandrefinepracticaldesignandprocedures.

AOweightingsinASLevelinPhysicsA

Therelationshipbetweentheassessmentobjectivesand the components are shown in the following table:

Component %ofASlevelPhysicsA(H156)

AO1 AO2 AO3

Breadth in physics (H156/01) 22–24 19–20 7–9

Depth in physics (H156/02) 13–16 21–24 13–14

Total 35–40 40–44 20–23

3c. Assessmentavailability

Therewillbeoneexaminationseriesavailableeachyear in May/June for all learners.

All examined components must be taken in the same examinationseriesattheendofthecourse.

ThisspecificationwillbecertificatedfromtheJune2016examinationseriesonwards.


3

3d. Retakingthequalification

Learnerscanretakethequalificationasmanytimesas they wish. They retake both components of the qualification.

3e. Assessmentofextendedresponses

Theassessmentmaterialsforthisqualificationprovidelearners with the opportunity to demonstrate their ability to construct and develop a sustained and

coherent line of reasoning and marks for extended responses are integrated into the marking criteria.

3f. Synopticassessment

Synopticassessmentteststhelearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.

Synopticassessmentinvolvestheexplicitdrawingtogether of knowledge, understanding and skills learnedindifferentpartsoftheASlevelcourse.Theemphasisofsynopticassessmentistoencouragethedevelopment of the understanding of the subject as a discipline. Both components within Physics A contain anelementofsynopticassessment.

Synopticassessmentrequireslearnerstomakeanduseconnectionswithinandbetweendifferentareasofphysics, for example, by:

• applying knowledge and understanding of more thanoneareatoaparticularsituationorcontext

• using knowledge and understanding of principles and concepts in planning experimental and investigativeworkandintheanalysisandevaluationofdata

• bringingtogetherscientificknowledgeandunderstandingfromdifferentareasofthesubject and applying them.

3g. Calculatingqualificationresults

Alearner’soverallqualificationgradeforASLevelinPhysics A will be calculated by adding together their marks from the two components taken to give their total weighted mark.

Thismarkwillthenbecomparedtothequalificationlevel grade boundaries for the relevant exam series to determinethelearner’soverallqualificationgrade.


4

4 Admin:whatyouneedtoknow

Theinformationinthissectionisdesignedtogiveanoverview of the processes involved in administering thisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

Moreinformationabouttheseprocesses,togetherwith the deadlines, can be found in the OCR Admin Guide and Entry Codes: 14–19 Qualifications, which can be downloaded from the OCR website: www.ocr.org.uk

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumber of learners who will be entered for a qualificationinaparticularseries.EstimatedentriesshouldbesubmittedtoOCRbythespecifieddeadline.

They are free and do not commit your centre in any way.

Finalentries

Final entries provide OCR with detailed data for each learner, showing each assessment to be taken. Itisessentialthatyouusethecorrectentrycode,considering the relevant entry rules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

All learners taking AS Level in Physics A must be entered using the entry code H156.

Entryoption Component

Entrycode Title Code Title Assessment type

H156 Physics A 01 Breadth in physics External assessment

02 Depth in physics External assessment

Estimatedgrades

Anestimatedgradeisthegradethecentreexpectsalearnertoachieveforaqualification.TheseshouldbesubmittedtoOCRbythespecifieddeadline.



4

4b. Accessibilityandspecialconsideration

Reasonable adjustments and access arrangements allowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessment and show what they know and can do, without changing the demands of the assessment.

Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailedinformationabouteligibility for access arrangements can be found in the JCQ Access Arrangements and Reasonable Adjustments.

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQA guide to the special consideration process.

4c. Externalassessmentarrangements

Regulationsgoverningexaminationarrangementsare contained in the JCQ Instructions for conducting examinations.

4d. Resultsandcertificates

Gradescale

AdvancedSubsidiaryqualificationsaregradedonthescale: A, B, C, D, E, where A is the highest. Learners who fail to reach the minimum standard for E will be

Unclassified(U).OnlysubjectsinwhichgradesAtoEareattainedwillberecordedoncertificates.

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results informationforeachlearner:

• thegradeforthequalification

• the raw mark for each component

• the total weighted markforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• raw mark grade boundaries for each component

• weighted mark grade boundaries for each entry option.

Untilcertificatesareissued,resultsaredeemedtobe provisional and may be subject to amendment. Alearner’sfinalresultswillberecordedonanOCRcertificate.

Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel3AdvancedSubsidiaryGCEinPhysicsA’.


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4e. Post-resultsservices

A number of post-results services are available:

• Enquiriesaboutresults – If you are not happy with the outcome of a learner’s results, centres may submit an enquiry about results.

• Missingandincompleteresults – This service should be used if an individual subject result

for a learner is missing, or the learner has been omittedentirelyfromtheresultssupplied.

• Accesstoscripts – Centres can request access to marked scripts.

4f. Malpractice

Anybreachoftheregulationsfortheconductofexaminationsandcourseworkmayconstitutemalpractice(whichincludesmaladministration)andmust be reported to OCR as soon as it is detected.

Detailedinformationonmalpracticecanbefoundin the Suspected Malpractice in Examinations and Assessments: Policies and Procedures published by JCQ.


5

5 Appendices

5a. Gradedescriptors

DetailstobeconfirmedbyOfqual.

5b. Overlapwithotherqualifications

There is a small degree of overlap between the content ofthisspecificationandthoseforotherASlevel/AlevelSciences.

Examples of overlap include:

Chemistry

• Atomic structure.

Science

• Atomic structure.

• Electromagneticspectrum.

5c. Avoidanceofbias

TheASlevelqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcould disadvantage learners who share a protected

characteristicasdefinedbytheEqualityAct2010.Allreasonable steps have been taken to minimise any such disadvantage.


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5d. PhysicsAdatasheet

Data,FormulaeandRelationships

Thedata,formulaeandrelationshipsinthisdatasheetwillbeprintedfordistributionwiththeexaminationpapers.

Data

Valuesaregiventothreesignificantfigures,exceptwheremore–orfewer–areuseful.

Physical constants

accelerationoffreefall g 9.81 m s−2

elementary charge e 1.60 × 10−19 C

speed of light in a vacuum c 3.00 × 108 m s−1

Planck constant h 6.63 × 10−34 J s

Avogadro constant NA 6.02 × 1023 mol−1

molar gas constant R 8.31 J mol−1 K−1

Boltzmann constant k 1.38× 10−23 J K−1

gravitationalconstant G 6.67× 10−11 N m2 kg−2

permittivityoffreespace 0f 8.85× 10−12 C2 N−1 m−2(F m−1)

electron rest mass me 9.11 × 10−31 kg

proton rest mass mp 1.673× 10−27 kg

neutron rest mass mn 1.675× 10−27 kg

alphaparticlerestmass ma 6.646 × 10−27 kg

Stefan constant v 5.67× 10−8 W m−2 K−4

Quarks

up quark charge = e32+

down quark charge = e31-

strange quark charge = e31-


5

Conversionfactors

unifiedatomicmassunit 1 u=1.661× 10−27 kg

electronvolt 1 eV=1.60× 10−19 J

day 1day=8.64× 104 s

year 1 year ≈ 3.16 × 107 s

light year 1 light year ≈ 9.5 × 1015 m

parsec 1 parsec ≈ 3.1 × 1016 m

Mathematicalequations

arc length = ri

circumference of circle = 2πr

area of circle = πr2

curved surface area of cylinder = 2πrh

surface area of sphere = 4πr2

area of trapezium = a b h21+_ i

volume of cylinder = πr h2

volume of sphere = 34

πr3

Pythagoras’ theorem: a b c2 2 2= +

cosine rule: cosa b c bc A22 2 2= + -

sine rule: sin sin sinAa

Bb

Cc

= =

sin tan. .i i i and cos 1.i for small angles

log log logAB A B= +_ _ _i i i(Note:lg log10= and ln loge= )

log log logBA A B= -d _ _n i i

log logx n xn=_ _i i

ln kxekx =_ i


5

Formulaeandrelationships

Module2–Foundationsofphysics

vectors cosF Fx i=

sinF Fy i=

Module3–Forcesandmotion

uniformlyacceleratedmotion v u at= +

s u v t21

= +_ is ut at

21 2

= +

v u as22 2= +

forceF

tpT

T=

p mv=

turningeffects moment Fx=

torque Fd=

density pVm

=

pressure pAF

=

p h gt=

work, energy and power cosW Fx i=

%100efficiencytotal energy input

useful energy output#=

P tW

=

P Fv=

springs and materials F kx=

;E Fx E kx21

21 2

= =

v AF

=

f Lx

=

Ef

v=


5

Module4–Electrons,wavesandphotons

charge IQ tT T=

current I Anev=

work done W VQ= ; W QE= ;  IW V t=

resistance and resistorsR

ALt

=

R R R1 2 f= + +

R R R1 1 1

1 2f= + +

power IP V= , IP R2= and P

RV2

=

internal resistance I R rE = +_ i; V IrE = +

potentialdividerV

R R

RVout in

1 2

2#=

+

V

V

R

R

2

1

2

1=

waves v fm=

fT1

=

IAP

=

Dax

m =

refraction n vc

=

sinn i = constant

sinC n1

=

quantum physicsE hf= E hc

m=

hf KEmaxz= +

ph

m =


5

5e. HowScienceWorks(HSW)

How Science Works was conceived as being a wider view of science in context, rather than just straightforwardscientificenquiry.Itwasintendedtodeveloplearnersascriticalandcreativethinkers,ableto solve problems in a variety of contexts.

Developingideasandtheoriestoexplaintheoperationoftheentiretyofourexistence,fromthesub-atomicparticlestotheUniverse,isthebasisofPhysics.HowScienceWorksdevelopsthecriticalanalysisandlinkingof evidence to support or refute ideas and theories. Learners should be aware of the importance that peer reviewandrepeatabilityhaveingivingconfidencetothis evidence.

Learners are expected to understand the variety ofsourcesofdataavailableforcriticalanalysistoprovide evidence and the uncertainty involved in its measurement. They should also be able to link that evidencetocontextsinfluencedbyculture,politicsandethics.

Understanding How Science Works requires an understandingofhowscientificevidencecaninfluenceideas and decisions for individuals and society, which islinkedtothenecessaryskillsofcommunicationforaudienceandforpurposewithappropriatescientificterminology.

TheexamplesandguidancewithinthespecificationarenotexhaustivebutgiveaflavourofopportunitiesforintegratingHSWwithinthecourse.Thesereferences,writtenintheformHSW1,linktothestatementsasdetailed below:

• HSW1 Use theories, models and ideas to developscientificexplanations

• HSW2Use knowledge and understanding toposescientificquestions,definescientificproblems,presentscientificargumentsandscientificideas

• HSW3Use appropriate methodology, including informationandcommunicationtechnology(ICT),toanswerscientificquestionsandsolvescientificproblems

• HSW4Carryoutexperimentalandinvestigativeactivities,includingappropriateriskmanagement, in a range of contexts

• HSW5Analyse and interpret data to provide evidence,recognisingcorrelationsandcausalrelationships

• HSW6Evaluate methodology, evidence and data,andresolveconflictingevidence

• HSW7Knowthatscientificknowledgeandunderstandingdevelopsovertime

• HSW8Communicateinformationandideasinappropriate ways using appropriate terminology

• HSW9Considerapplicationsandimplicationsofscienceandevaluatetheirassociatedbenefitsand risks

• HSW10Consider ethical issues in the treatment of humans, other organisms and the environment

• HSW11Evaluatetheroleofthescientificcommunityinvalidatingnewknowledgeandensuring integrity

• HSW12 Evaluate the ways in which society uses science to inform decision making.


5

5f. Mathematicalrequirements

In order to be able to develop their skills, knowledge and understanding in AS Level Physics, learners need to have been taught, and to have acquired competence in,theappropriateareasofmathematicsrelevanttothe subject as indicated in the table of coverage below.

Theassessmentofquantitativeskillswillincludeatleast40%Level2(orabove)mathematicalskillsforphysics(seelaterforadefinitionofLevel2mathematics).Theseskillswillbeappliedinthecontext of the relevant physics.

Allmathematicalcontentwillbeassessedwithinthelifetimeofthespecification.

Thislistofexamplesisnotexhaustiveandisnotlimitedto Level 2 examples. These skills could be developed inotherareasofspecificationcontentfromthoseindicated.ForthemathematicalrequirementsforALevelinPhysicsAseetheAlevelspecification.

Mathematicalskilltobeassessed

Exemplificationofthemathematicalskillinthecontextof AS Level Physics (assessment is not limited to the examples

below)

Areasofthespecificationwhichexemplifythemathematical

skill(assessmentisnotlimitedtotheexamplesbelow)

M0–Arithmeticandnumericalcomputation

M0.1 Recognise and make use of appropriate units in calculations

Learners may be tested on their ability to: • identifythecorrectunitsfor

physicalpropertiessuchasm s−1,theunitforvelocity;

• convert between units with differentprefixese.g.cm3 to m3.

1.1.2(b), 2.1.1(a), 3.1.1(a) 3.2.4(a)

M0.2 Recognise and use expressions in decimal and standard form

Learners may be tested on their ability to: • use physical constants

expressed in standard form such as c = 3.00 × 108 m s−1.

1.1.3(c), 4.1.2(b)

M0.3 Useratios,fractionsandpercentages

Learners may be tested on their ability to: • calculateefficiencyof

devices; • calculate percentage

uncertaintiesinmeasurements.

3.3.3(c)

M0.4 Estimateresults Learners may be tested on their ability to: • estimatetheeffectof

changing experimental parameters on measurable values.

2.1.1(b)


5



below)



M0.5 Usecalculatorstofindandusepowerfunctions

Learners may be tested on their ability to: • calculatekineticenergy • calculateelasticpotential

energy.

3.3.2(a), 3.4.2(b)

M0.6 Use calculators to handle sin x , cos x and tan x when x is expressed in degrees or radians

Learners may be tested on their ability to: • calculatethedirectionof

resultant vectors.

2.3.1(c)(d), 3.1.3(b)

M1–Handlingdata

M1.1 Use an appropriate number ofsignificantfigures

Learners may be tested on their ability to: • reportcalculationstoan

appropriate number of significantfiguresgivenraw data quoted to varying numbersofsignificantfigures;

• understand that calculated results can only be reported to the limits of the least accurate measurement.

1.1.3(c), 3.2.1(a)

M1.2 Findarithmeticmeans Learners may be tested on their ability to: • calculate a mean value for

repeated experimental readings.

1.1.3(a)

M1.3 Understand simple probability

Learners may be tested on their ability to: • electrondiffractionprovides

evidence for wave-like behaviourofparticles.

4.5.3(a)

M1.4 Make order of magnitude calculations

Learners may be tested on their ability to: • evaluateequationswith

variables expressed indifferentordersofmagnitude.

3.1.1(a)


5



below)



M1.5 Identifyuncertaintiesinmeasurements and use simple techniques to determine uncertainty when data are combined byaddition,subtraction,multiplication,divisionandraising to powers

Learners may be tested on their ability to: • determine the uncertainty

where two readings for length need to be added together.

1.1.4(d), 2.2.1(c)(d)

M2–Algebra

M2.1 Understand and use the symbols: =, 1, %, &, 2, \, ., T

Learners may be tested on their ability to: • recognisethesignificanceof

the symbols in the expression /F p t\ T T .

3.2.4(c), 3.5.1(c)

M2.2 Change the subject of an equation,includingnon-linearequations

Learners may be tested on their ability to: • rearrange E mc2

= to make m the subject.

3.1.2(a), 4.2.5(a)

M2.3 Substitutenumericalvaluesintoalgebraicequationsusing appropriate units for physicalquantities

Learners may be tested on their ability to: • calculate the momentum p

ofanobjectbysubstitutingthe values for mass m and velocity vintotheequationp mv= .

4.3.3(c), 4.5.2(c)

M2.4 Solvealgebraicequations,includingquadraticequations

Learners may be tested on their ability to: • solvekinematicequationsfor

constantaccelerationsuchasv u at= + and s = ut +

21 at2.

3.1.2(a)

M3–Graphs

M3.1 Translateinformationbetween graphical, numerical and algebraic forms

Learners may be tested on their ability to: • calculate Young modulus for

materials using stress–strain graphs.

1.1.3(d), 3.4.2


5



below)



M3.2 Plot two variables from experimental or other data

Learners may be tested on their ability to: • plot graphs of extension of a

wire against force applied.

1.1.3(d), 3.4.1(d)

M3.3 Understand that y = mx + c represents a linear relationship

Learners may be tested on their ability to: • rearrange and compare

v = u + at with y = mx + c forvelocity–timegraphsinconstantaccelerationproblems.

1.1.3(d), 3.1.2(a)

M3.4 Determine the slope and intercept of a linear graph

Learners may be tested on their ability to: • readoffandinterpret

intercept point from a graph e.g.theinitialvelocityinavelocity–timegraph.

1.1.3(d), 3.1.1(c)

M3.5 Calculate rate of change from a graph showing a linearrelationship

Learners may be tested on their ability to: • calculateaccelerationfroma

linearvelocity–timegraph.

3.1.1(d)

M3.6 Draw and use the slope of a tangent to a curve as a measure of rate of change

Learners may be tested on their ability to: • draw a tangent to the curve

ofadisplacement–timegraph and use the gradient to approximate the velocity at a specifictime.

3.1.1(b)

M3.7 Distinguishbetweeninstantaneous rate of change and average rate of change

Learners may be tested on their ability to: • understand that the

gradient of the tangent of adisplacement–timegraphgives the velocity at a point intimewhichisadifferentmeasure to the average velocity.

3.1.1(a), 3.1.1(c)


5



below)



M3.8 Understand the possible physicalsignificanceofthearea between a curve and the x axis and be able to calculateitorestimateitby graphical methods as appropriate

Learners may be tested on their ability to: • recognise that for a capacitor

the area under a voltage–charge graph is equivalent to the energy stored.

3.5.1(e)

M3.9 Apply the concepts underlying calculus (but without requiring the explicituseofderivativesor integrals) by solving equationsinvolvingratesofchange, e.g. /x t xT T m=- using a graphical method or spreadsheet modelling

Learners may be tested on their ability to: • determine g from

distance–timeplot,projectilemotion.

3.1.1(a), 3.5.1(c)

M3.12 Sketchrelationshipswhichare modelled by y = k/x, y = kx2, y = k/x2, y = kx,

siny x= and cosy x=

Learners may be tested on their ability to: • sketch graphs of force against

extension • sketchI–Vcharacteristicof

resistor.

3.4.2(b), 4.2.3(c)

M4–Geometryandtrigonometry

M4.1 Use angles in regular 2D and 3D structures

Learners may be tested on their ability to: • interpret force diagrams to

solve problems.

3.2.3(f)

M4.2 Visualise and represent 2D and 3D forms including two-dimensionalrepresentationsof 3D objects

Learners may be tested on their ability to: • draw force diagrams to solve

mechanics problems.

2.3.1(c), 3.2.3(f)

M4.3 Calculate areas of triangles, circumferences and areas of circles, surface areas and volumes of rectangular blocks, cylinders and spheres

Learners may be tested on their ability to: • calculate the area of the

crosssectiontoworkouttheresistance of a conductor given its length and resistivity.

3.1.1(d), 3.2.4, 3.5.1(e)


5



below)



M4.4 Use Pythagoras’ theorem, and the angle sum of a triangle

Learners may be tested on their ability to: • calculate the magnitude of

a resultant vector, resolving forces into components to solve problems.

2.3.1(c), 3.2.3(f)

M4.5 Use sin, cos and tan in physical problems

Learners may be tested on their ability to: • resolve forces into

components.

2.3.1(d), 3.1.3(b)

M4.6 Use of small angle approximationsincludingsin .i i , tan .i i , cos 1.i for small i where appropriate

Learners may be tested on their ability to: • calculatefringeseparationsin

interferencepatterns.

4.4.3(h)

M4.7 Understandtherelationshipbetween degrees and radians and translate from one to the other

Learners may be tested on their ability to: • convert angle in degrees to

angle in radians.

4.4.2(d)(i)


5

DefinitionofLevel2mathematics

Within AS Level Physics, 40% of the marks available withinwrittenexaminationswillbeforassessmentofmathematics(inthecontextofphysics)ataLevel2standard,orhigher.Lowerlevelmathematicalskillswillstillbeassessedwithinexaminationpapersbutwillnotcountwithinthe40%weightingforphysics.

The following will be counted as Level 2 (or higher) mathematics:

• applicationandunderstandingrequiringchoiceofdataorequationtobeused

• problemsolvinginvolvinguseofmathematicsfromdifferentareasofmathsanddecisionsaboutdirectiontoproceed

• questionsinvolvinguseofAlevelmathematicalcontent (as of 2012), e.g. use of logarithmic equations.

The following will not be counted as Level 2 mathematics:

• simplesubstitutionwithlittlechoiceofequationdata

• structuredquestionformatsusingGCSEmathematics(basedon2012GCSEmathematicscontent).

Additionalguidanceontheassessmentofmathematicswithin physics is available on the OCR website as a separate resource, the Maths Skills Handbook.


5

5g. HealthandSafety

In UK law, health and safety is primarily the responsibility of the employer. In a school or college theemployercouldbealocaleducationauthority,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.Variousregulations,butespeciallytheCOSHHRegulations2002(asamended)andtheManagementofHealthandSafetyatWorkRegulations1999,requirethatbeforeanyactivityinvolvingahazardousprocedure or harmful microorganisms is carried out, or hazardous chemicals are used or made, the employer must carry out a risk assessment. A useful summary of the requirements 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 and recording risk assessments in school science1offersappropriate advice.

MosteducationemployershaveadoptednationallyavailablepublicationsasthebasisfortheirModelRiskAssessments.

Where an employer has adopted model risk assessments an individual school or college then has

to review them, to see if there is a need to modify oradapttheminsomewaytosuittheparticularconditionsoftheestablishment.

Suchadaptationsmightincludeareducedscaleofworking, deciding that the fume cupboard provision was inadequate or the skills of the candidates were insufficienttoattemptparticularactivitiessafely.Thesignificantfindingsofsuchriskassessmentshouldthen be recorded in a “point of use text”, for example on schemes of work, published teachers guides, work sheets,etc.Thereisnospecificlegalrequirementthatdetailed risk assessment forms should be completed foreachpracticalactivity,althoughaminorityofemployers may require this.

Whereprojectworkorinvestigations,sometimeslinkedtowork-relatedactivities,areincludedinspecificationsthismaywellleadtotheuseofnovelprocedures, chemicals or microorganisms, which are not covered by the employer’s model risk assessments. The employer should have given guidance on how toproceedinsuchcases.Often,formembers,itwillinvolvecontactingCLEAPSS®.

1These,andotherCLEAPSS®publications,areontheCLEAPSS®SciencePublicationswebsitewww.cleapss.org.uk.NotethatCLEAPSS®publicationsareonlyavailabletomembers.FormoreinformationaboutCLEAPSS®gotowww.cleapss.org.uk.

118745/2

http://www.ase.org.uk/resources/health-and-safety-resources/risk-assessments/



http://www.cleapss.org.uk

http://www.cleapss.org.uk

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