OCR GCSE J249 Physics specification: every spec point and its video lesson
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Spec text is our short form of the board's statement. Always check the board's own specification.
| Spec | Statement | Lesson | YT search phrase |
|---|---|---|---|
| P1.1aOCR J249 | Describe how and why the atomic model has changed over time | How the model of the atom changed | ScholaFly PH19-06 |
| P1.1bOCR J249 | 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 | The structure and size of an atom | ScholaFly PH19-01 |
| P1.1cOCR J249 | Recall the typical size (order of magnitude) of atoms and small molecules | The structure and size of an atom | ScholaFly PH19-01 |
| P1.1dOCR J249 | Define density | Density | ScholaFly PH08-02 |
| P1.1eOCR J249 | Explain the differences in density between the different states of matter in terms of the arrangements of the atoms and molecules | The particle model and the states of matter | ScholaFly PH08-01 |
| P1.1fOCR J249 | Apply the relationship between density, mass and volume to changes where mass is conserved | Density | ScholaFly PH08-02 |
| P1.2aOCR J249 | Describe how mass is conserved when substances melt, freeze, evaporate, condense or sublimate | Changes of state and conservation of mass | ScholaFly PH08-03 |
| P1.2bOCR J249 | Describe that physical changes differ from chemical changes because the material recovers its original properties if the change is reversed | Changes of state and conservation of mass | ScholaFly PH08-03 |
| P1.2cOCR J249 | Describe how heating a system will change the energy stored within the system and raise its temperature or produce changes of state | Internal energy and what heating does to a system | ScholaFly PH08-04 |
| P1.2dOCR J249 | Define the term specific heat capacity and distinguish between it and the term specific latent heat | Specific heat capacity | ScholaFly PH08-05 |
| Specific latent heat of fusion and of vaporisation | ScholaFly PH08-06 | ||
| P1.2eOCR J249 | Apply the relationship between change in internal energy of a material and its mass, specific heat capacity and temperature change to calculate the energy change involved | Specific heat capacity | ScholaFly PH08-05 |
| P1.2fOCR J249 | Apply the relationship between specific latent heat and mass to calculate the energy change involved in a change of state | Specific latent heat of fusion and of vaporisation | ScholaFly PH08-06 |
| P1.3aOCR J249 | Explain how the motion of the molecules in a gas is related both to its temperature and its pressure application to closed systems only | Gas particles, temperature and pressure | ScholaFly PH08-07 |
| P1.3bOCR J249 | Explain the relationship between the temperature of a gas and its pressure at constant volume (qualitative only) | Gas particles, temperature and pressure | ScholaFly PH08-07 |
| P1.3cOCR J249 | Recall that gases can be compressed or expanded by pressure changes and that the pressure produces a net force at right angles to any surface | Gases under pressure: pV = constant (triple) | ScholaFly PH08-09 |
| P1.3dOCR J249 | Explain how increasing the volume in which a gas is contained, at constant temperature can lead to a decrease in pressure behaviour regarding particle velocity and collisions | Gases under pressure: pV = constant (triple) | ScholaFly PH08-09 |
| P1.3eOCR J249 | Explain how doing work on a gas can increase its temperature examples such as a bicycle pump | Doing work on a gas raises its temperature (triple, Higher) | ScholaFly PH08-10 |
| P1.3fOCR J249 | Describe a simple model of the Earth’s atmosphere and of atmospheric pressure an assumption of uniform density; knowledge of layers is not expected | Atmospheric pressure (triple) | ScholaFly PH09-02 |
| P1.3gOCR J249 | Explain why atmospheric pressure varies with height above the surface of the planet | Atmospheric pressure (triple) | ScholaFly PH09-02 |
| P1.3hOCR J249 | Describe the factors which influence floating and sinking | Upthrust, floating and sinking (triple, Higher) | ScholaFly PH09-04 |
| P1.3iOCR J249 | Explain why pressure in a liquid varies with depth and density and how this leads to an upwards force on a partially submerged object | Pressure, depth and density: p = h rho g (triple) | ScholaFly PH09-03 |
| Upthrust, floating and sinking (triple, Higher) | ScholaFly PH09-04 | ||
| P1.3jOCR J249 | Calculate the differences in pressure at different depths in a liquid knowledge that strength of the gravitational field and has a value of 10 N/kg near the Earth’s surface | Pressure, depth and density: p = h rho g (triple) | ScholaFly PH09-03 |
| Upthrust, floating and sinking (triple, Higher) | ScholaFly PH09-04 | ||
| P2.1aOCR J249 | Describe how to measure distance and time in a range of scenarios | Measuring speed in the laboratory | ScholaFly PH01-06 |
| P2.1bOCR J249 | Describe how to measure distance and time and use these to calculate speed | Measuring speed in the laboratory | ScholaFly PH01-06 |
| P2.1cOCR J249 | Make calculations using ratios and proportional reasoning to convert units and to compute rates | Units, prefixes and standard form in physics | ScholaFly PH01-01 |
| P2.1dOCR J249 | Explain the vector–scalar distinction as it applies to displacement and distance, velocity and speed | Scalars and vectors | ScholaFly PH01-02 |
| Distance and displacement | ScholaFly PH01-03 | ||
| Velocity | ScholaFly PH01-05 | ||
| P2.1eOCR J249 | Relate changes and differences in motion to appropriate distance-time, and velocity-time graphs; interpret lines and slopes | Distance-time graphs | ScholaFly PH02-01 |
| P2.1fOCR J249 | Interpret enclosed area in velocity-time graphs | Distance from the area under a velocity-time graph | ScholaFly PH02-04 |
| P2.1gOCR J249 | Calculate average speed for non-uniform motion | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| P2.1hOCR J249 | Apply formulae relating distance, time and speed, for uniform motion, and for motion with uniform acceleration | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| Acceleration and velocity-time graphs | ScholaFly PH02-03 | ||
| The uniform acceleration equation: v^2 - u^2 = 2as | ScholaFly PH02-05 | ||
| P2.2aOCR J249 | Recall examples of ways in which objects interact | Contact and non-contact forces | ScholaFly PH03-01 |
| P2.2bOCR J249 | Describe how such examples involve interactions between pairs of objects which produce a force on each object | Contact and non-contact forces | ScholaFly PH03-01 |
| P2.2cOCR J249 | Represent forces as vectors | Contact and non-contact forces | ScholaFly PH03-01 |
| P2.2dOCR J249 | 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 | Newton's First Law | ScholaFly PH04-01 |
| P2.2eOCR J249 | Use vector diagrams to illustrate resolution of forces, a net force (resultant force), and equilibrium situations | Resolving forces with a scale vector diagram (Higher) | ScholaFly PH03-05 |
| P2.2fOCR J249 | Describe examples of the forces acting on an isolated solid object or system | Resultant forces | ScholaFly PH03-03 |
| Free body diagrams (Higher) | ScholaFly PH03-04 | ||
| Terminal velocity | ScholaFly PH04-05 | ||
| P2.2gOCR J249 | Describe, using free body diagrams, examples where two or more forces lead to a resultant force on an object | Resultant forces | ScholaFly PH03-03 |
| Free body diagrams (Higher) | ScholaFly PH03-04 | ||
| Terminal velocity | ScholaFly PH04-05 | ||
| P2.2hOCR J249 | Describe, using free body diagrams, examples of the special case where forces balance to produce a resultant force of zero (qualitative only) | Resultant forces | ScholaFly PH03-03 |
| Free body diagrams (Higher) | ScholaFly PH03-04 | ||
| Terminal velocity | ScholaFly PH04-05 | ||
| P2.2iOCR J249 | Apply Newton’s second law in calculations relating forces, masses and accelerations | Newton's Second Law: F = ma | ScholaFly PH04-02 |
| P2.2jOCR J249 | Explain that inertia is a measure of how difficult it is to change the velocity of an object and that the inertial mass is defined as the ratio of force over acceleration | Inertia and inertial mass (Higher) | ScholaFly PH04-03 |
| P2.2kOCR J249 | Define momentum and describe examples of momentum in collisions | Momentum and p = mv (Higher) | ScholaFly PH07-05 |
| Conservation of momentum (Higher) | ScholaFly PH07-06 | ||
| P2.2lOCR J249 | Apply formulae relating force, mass, velocity and acceleration to explain how the changes involved are inter-related | Force as the rate of change of momentum, and impact forces | ScholaFly PH07-07 |
| P2.2mOCR J249 | Use the relationship between work done, force, and distance moved along the line of action of the force and describe the energy transfer involved | Work done and energy transfer | ScholaFly PH05-03 |
| P2.2nOCR J249 | Calculate relevant values of stored energy and energy transfers; convert between newton-metres and joules | Work done and energy transfer | ScholaFly PH05-03 |
| P2.2oOCR J249 | Explain, with reference to examples, the definition of power as the rate at which energy is transferred | Power as the rate of energy transfer | ScholaFly PH05-04 |
| P2.2pOCR J249 | Recall and apply Newton’s third law | Newton's Third Law | ScholaFly PH04-04 |
| P2.2qOCR J249 | Explain why an object moving in a circle with a constant speed has a changing velocity (qualitative only) | Circular motion: constant speed, changing velocity (Higher) | ScholaFly PH04-06 |
| P2.3aOCR J249 | Explain that to stretch, bend or compress an object, more than one force has to be applied | Elastic and inelastic deformation | ScholaFly PH03-06 |
| P2.3bOCR J249 | Describe the difference between elastic and plastic deformation (distortions) caused by stretching forces | Elastic and inelastic deformation | ScholaFly PH03-06 |
| P2.3cOCR J249 | Describe the relationship between force and extension for a spring and other simple systems | Hooke's law and the spring constant | ScholaFly PH03-07 |
| P2.3dOCR J249 | Describe the difference between linear and non-linear relationships between force and extension | Hooke's law and the spring constant | ScholaFly PH03-07 |
| P2.3eOCR J249 | Calculate a spring constant in linear cases | Hooke's law and the spring constant | ScholaFly PH03-07 |
| P2.3fOCR J249 | Calculate the work done in stretching | Elastic potential energy | ScholaFly PH05-07 |
| P2.3gOCR J249 | Describe that all matter has a gravitational field that causes attraction, and the field strength is much greater for massive objects | Weight, mass and gravitational field strength | ScholaFly PH03-02 |
| P2.3hOCR J249 | Define weight, describe how it is measured and describe the relationship between the weight of an object and the gravitational field strength, | Weight, mass and gravitational field strength | ScholaFly PH03-02 |
| P2.3iOCR J249 | Recall the acceleration in free fall | The uniform acceleration equation: v^2 - u^2 = 2as | ScholaFly PH02-05 |
| P2.3jOCR J249 | Apply formulae relating force, mass and relevant physical constants, including gravitational field strength, , to explore how changes in these are inter-related | Not in our plan yet | |
| P2.3kOCR J249 | Describe examples in which forces cause rotation | Moments and the principle of moments (triple) | ScholaFly PH03-08 |
| Levers and gears (triple) | ScholaFly PH03-09 | ||
| P2.3lOCR J249 | Define and calculate the moment of a force | Moments and the principle of moments (triple) | ScholaFly PH03-08 |
| Levers and gears (triple) | ScholaFly PH03-09 | ||
| P2.3mOCR J249 | Explain how levers and gears transmit the rotational effects of forces | Moments and the principle of moments (triple) | ScholaFly PH03-08 |
| Levers and gears (triple) | ScholaFly PH03-09 | ||
| P2.3nOCR J249 | Recall that the pressure in fluids (gases and liquids) causes a net force at right angles to any surface | Pressure in a fluid: p = F/A (triple) | ScholaFly PH09-01 |
| P2.3oOCR J249 | Use the relationship between the force, the pressure and the area in contact | Pressure in a fluid: p = F/A (triple) | ScholaFly PH09-01 |
| P3.1aOCR J249 | Describe that charge is a property of all matter and that there are positive and negative charges | Static charge: charging by friction, attraction and repulsion | ScholaFly PH12-01 |
| Sparking, earthing, and the uses and dangers of static | ScholaFly PH12-02 | ||
| P3.1bOCR J249 | Describe the production of static electricity, and sparking, by rubbing surfaces, and evidence that charged objects exert forces of attraction or repulsion on one another when not in contact | Static charge: charging by friction, attraction and repulsion | ScholaFly PH12-01 |
| Sparking, earthing, and the uses and dangers of static | ScholaFly PH12-02 | ||
| P3.1cOCR J249 | Explain how transfer of electrons between objects can explain the phenomena of static electricity | Static charge: charging by friction, attraction and repulsion | ScholaFly PH12-01 |
| Sparking, earthing, and the uses and dangers of static | ScholaFly PH12-02 | ||
| P3.1dOCR J249 | Explain the concept of an electric field and how it helps to explain the phenomena of static electricity | Electric fields (triple) | ScholaFly PH12-03 |
| P3.1eOCR J249 | Recall that current is a rate of flow of charge (electrons) and the conditions needed for charge to flow | Charge, current and Q = It | ScholaFly PH10-02 |
| P3.1fOCR J249 | Recall that current has the same value at any point in a single closed loop | Charge, current and Q = It | ScholaFly PH10-02 |
| P3.1gOCR J249 | Recall and use the relationship between quantity of charge, current and time | Charge, current and Q = It | ScholaFly PH10-02 |
| P3.2aOCR J249 | Describe the differences between series and parallel circuits | Circuit diagrams and standard symbols | ScholaFly PH10-01 |
| Voltmeters and ammeters in a circuit | ScholaFly PH10-04 | ||
| Series circuits | ScholaFly PH10-08 | ||
| Parallel circuits | ScholaFly PH10-09 | ||
| P3.2bOCR J249 | Represent d.c. circuits with the conventions of positive and negative terminals, and the symbols that represent common circuit elements | Circuit diagrams and standard symbols | ScholaFly PH10-01 |
| Voltmeters and ammeters in a circuit | ScholaFly PH10-04 | ||
| Series circuits | ScholaFly PH10-08 | ||
| Parallel circuits | ScholaFly PH10-09 | ||
| P3.2cOCR J249 | Recall that current, , depends on both resistance, and potential difference, , and the units in which these are measured | Resistance and V = IR | ScholaFly PH10-05 |
| P3.2dOCR J249 | Recall and apply the relationship between and and that for some resistors the value of R remains constant but that in others it can change as the current changes | Resistance and V = IR | ScholaFly PH10-05 |
| P3.2eOCR J249 | Explain that for some resistors the value of remains constant but that in others it can change as the current changes | I-V characteristics: ohmic conductor, filament lamp and diode | ScholaFly PH10-06 |
| Thermistors and light-dependent resistors | ScholaFly PH10-07 | ||
| P3.2fOCR J249 | Explain the design and use of circuits to explore such effects | I-V characteristics: ohmic conductor, filament lamp and diode | ScholaFly PH10-06 |
| Thermistors and light-dependent resistors | ScholaFly PH10-07 | ||
| P3.2gOCR J249 | Use graphs to explore whether circuit elements are linear or non-linear | I-V characteristics: ohmic conductor, filament lamp and diode | ScholaFly PH10-06 |
| Thermistors and light-dependent resistors | ScholaFly PH10-07 | ||
| P3.2hOCR J249 | Use graphs and relate the curves produced to the function and properties of circuit elements | I-V characteristics: ohmic conductor, filament lamp and diode | ScholaFly PH10-06 |
| Thermistors and light-dependent resistors | ScholaFly PH10-07 | ||
| P3.2iOCR J249 | Explain why, if two resistors are in series the net resistance is increased, whereas with two in parallel the net resistance is decreased (qualitative explanation only) | Series circuits | ScholaFly PH10-08 |
| Parallel circuits | ScholaFly PH10-09 | ||
| P3.2jOCR J249 | Calculate the currents, potential differences and resistances in d.c. series and parallel circuits | Series circuits | ScholaFly PH10-08 |
| Parallel circuits | ScholaFly PH10-09 | ||
| P3.2kOCR J249 | Explain the design and use of d.c. circuits for measurement and testing purposes | Series circuits | ScholaFly PH10-08 |
| Parallel circuits | ScholaFly PH10-09 | ||
| P3.2lOCR J249 | Explain how the power transfer in any circuit device is related to the potential difference across it and the current, and to the energy changes over a given time | Potential difference and E = QV | ScholaFly PH10-03 |
| Electrical power: P = VI and P = I^2 R | ScholaFly PH11-01 | ||
| Energy transferred by an appliance: E = Pt and E = IVt | ScholaFly PH11-02 | ||
| P3.2mOCR J249 | 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 the concept of equivalent resistance | Series circuits | ScholaFly PH10-08 |
| Parallel circuits | ScholaFly PH10-09 | ||
| P4.1aOCR J249 | Describe the attraction and repulsion between unlike and like poles for permanent magnets | Magnetic poles, permanent and induced magnets | ScholaFly PH13-01 |
| P4.1bOCR J249 | Describe the difference between permanent and induced magnets | Magnetic poles, permanent and induced magnets | ScholaFly PH13-01 |
| P4.1cOCR J249 | Describe the characteristics of the magnetic field of a magnet, showing how strength and direction change from one point to another | Magnetic fields, plotting compasses and the Earth's field | ScholaFly PH13-02 |
| P4.1dOCR J249 | Explain how the behaviour of a magnetic (dipping) compass is related to evidence that the core of the Earth must be magnetic | Magnetic fields, plotting compasses and the Earth's field | ScholaFly PH13-02 |
| P4.1eOCR J249 | Describe how to show that a current can create a magnetic effect and describe the directions of the magnetic field around a conducting wire | The magnetic effect of a current, solenoids and electromagnets | ScholaFly PH13-03 |
| P4.1fOCR J249 | Recall that the strength of the field depends on the current and the distance from the conductor | The magnetic effect of a current, solenoids and electromagnets | ScholaFly PH13-03 |
| P4.1gOCR J249 | Explain how solenoid arrangements can enhance the magnetic effect | The magnetic effect of a current, solenoids and electromagnets | ScholaFly PH13-03 |
| P4.2aOCR J249 | Describe how a magnet and a current- carrying conductor exert a force on one another | The motor effect and Fleming's left-hand rule (Higher) | ScholaFly PH13-04 |
| P4.2bOCR J249 | Show that Fleming’s left-hand rule represents the relative orientations of the force, the current and the magnetic field | The motor effect and Fleming's left-hand rule (Higher) | ScholaFly PH13-04 |
| P4.2cOCR J249 | Apply the equation that links the force on a conductor to the magnetic flux density, the current and the length of conductor to calculate the forces involved | F = BIl (Higher) | ScholaFly PH13-05 |
| P4.2dOCR J249 | Explain how the force exerted from a magnet and a current-carrying conductor is used to cause rotation in electric motors an understanding of how | Electric motors (Higher) | ScholaFly PH13-06 |
| P4.2eOCR J249 | Recall that a change in the magnetic field around a conductor can give rise to an induced potential difference across its ends, which could drive a current, generating a magnetic field that would oppose the original change | Electromagnetic induction and the generator effect (Higher) | ScholaFly PH14-01 |
| P4.2fOCR J249 | Explain how this effect is used in an alternator to generate a.c., and in a dynamo to generate d.c. | Alternators and dynamos (triple, Higher) | ScholaFly PH14-04 |
| P4.2gOCR J249 | Explain how the effect of an alternating current in one circuit, in inducing a current in another, is used in transformers | Transformers and the turns-ratio equation (Higher) | ScholaFly PH14-02 |
| P4.2hOCR J249 | Explain how the ratio of the potential differences across the two coils in a transformer depends on the ratio of the numbers of turns in each | Transformers and the turns-ratio equation (Higher) | ScholaFly PH14-02 |
| P4.2iOCR J249 | Apply the equations linking the potential differences and numbers of turns in the two coils of a transformer | Transformers and the turns-ratio equation (Higher) | ScholaFly PH14-02 |
| P4.2jOCR J249 | Explain the action of the microphone in converting the pressure variations in sound waves into variations in current in electrical circuits, and the reverse effect as used in loudspeakers and headphones | Microphones and loudspeakers (triple, Higher) | ScholaFly PH14-05 |
| P5.1aOCR J249 | Describe wave motion in terms of amplitude, wavelength, frequency and period | Amplitude, wavelength, frequency and period | ScholaFly PH15-03 |
| P5.1bOCR J249 | Define wavelength and frequency | Amplitude, wavelength, frequency and period | ScholaFly PH15-03 |
| P5.1cOCR J249 | Describe and apply the relationship between wavelength, frequency and wave velocity | The wave equation | ScholaFly PH15-04 |
| P5.1dOCR J249 | Apply formulae relating velocity, frequency and wavelength | The wave equation | ScholaFly PH15-04 |
| P5.1eOCR J249 | Describe differences between transverse and longitudinal waves | Transverse and longitudinal waves | ScholaFly PH15-02 |
| P5.1fOCR J249 | Show how changes, in velocity, frequency and wavelength, in transmission of sound waves from one medium to another, are inter-related | Sound crossing from one medium to another (triple) | ScholaFly PH16-01 |
| P5.1gOCR J249 | Describe the effects of reflection, transmission, and absorption of waves at material interface | Reflection, transmission and absorption at a boundary (triple) | ScholaFly PH18-03 |
| P5.1hOCR J249 | Describe, with examples, processes which convert wave disturbances between sound waves and vibrations in solids | Sound, the ear and the limits of human hearing (triple, Higher) | ScholaFly PH16-02 |
| P5.1iOCR J249 | Explain why such processes only work over a limited frequency range, and the relevance of this to human hearing | Sound, the ear and the limits of human hearing (triple, Higher) | ScholaFly PH16-02 |
| P5.1jOCR J249 | Describe how ripples on water surfaces are used to model transverse waves whilst sound waves in air are longitudinal waves, and how the speed of each may be measured | What a wave does: energy without matter | ScholaFly PH15-01 |
| Measuring the speed of a wave | ScholaFly PH15-05 | ||
| P5.1kOCR J249 | Describe evidence for the cases of ripples on water surfaces and for sound waves in air that it is the wave that travels and not the water or the air This section includes the application of electromagnetic waves | What a wave does: energy without matter | ScholaFly PH15-01 |
| Measuring the speed of a wave | ScholaFly PH15-05 | ||
| P5.2aOCR J249 | Recall that electromagnetic waves are transverse and are transmitted through space where all have the same velocity | The electromagnetic spectrum | ScholaFly PH17-01 |
| P5.2bOCR J249 | Explain that electromagnetic waves transfer energy from source to absorber | The electromagnetic spectrum | ScholaFly PH17-01 |
| P5.2cOCR J249 | Apply the relationships between frequency and wavelength across the electromagnetic spectrum | The electromagnetic spectrum | ScholaFly PH17-01 |
| P5.2dOCR J249 | Describe the main groupings of the electromagnetic spectrum and that these groupings range from long to short wavelengths and from low to high frequencies | The electromagnetic spectrum | ScholaFly PH17-01 |
| P5.2eOCR J249 | Describe that our eyes can only detect a limited range of the electromagnetic spectrum | The electromagnetic spectrum | ScholaFly PH17-01 |
| P5.2fOCR J249 | Recall that light is an electromagnetic wave | The electromagnetic spectrum | ScholaFly PH17-01 |
| P5.2gOCR J249 | Give examples of some practical uses of electromagnetic waves in the radio, microwave, infrared, visible, ultraviolet, X-ray and gamma ray regions | Uses of each part of the electromagnetic spectrum | ScholaFly PH17-02 |
| P5.2hOCR J249 | Describe how ultraviolet waves, X-rays and gamma rays can have hazardous effects, notably on human bodily tissues | The hazards of electromagnetic radiation | ScholaFly PH17-03 |
| P5.2iOCR J249 | Explain, in qualitative terms, how the differences in velocity, absorption and reflection between different types of waves in solids and liquids can be used both for detection and for exploration of structures which are hidden from direct observation, notably in our bodies | Ultrasound, infrasound and echo sounding (triple, Higher) | ScholaFly PH16-03 |
| P5.2jOCR J249 | Recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits | Radio waves and electrical oscillations (Higher) | ScholaFly PH17-04 |
| P5.3aOCR J249 | Recall that different substances may absorb, transmit, refract, or reflect electromagnetic waves in ways that vary with wavelength | How different substances treat different wavelengths (Higher) | ScholaFly PH18-02 |
| P5.3bOCR J249 | Explain how some effects are related to differences in the velocity of electromagnetic waves in different substances | How different substances treat different wavelengths (Higher) | ScholaFly PH18-02 |
| P5.3cOCR J249 | Use ray diagrams to illustrate reflection, refraction and the similarities and differences between convex and concave lenses (qualitative only) how the behaviour of convex and concave lenses determine how they may be used, for example, to correct vision | Lenses and ray diagrams (triple) | ScholaFly PH18-05 |
| P5.3dOCR J249 | Construct two-dimensional ray diagrams to illustrate reflection and refraction (qualitative only – equations not needed) | Refraction at a boundary | ScholaFly PH18-01 |
| P5.3eOCR J249 | Explain how colour is related to differential absorption, transmission and reflection specular reflection and scattering | Colour, filters, and specular versus diffuse reflection (triple) | ScholaFly PH18-06 |
| P6.1aOCR J249 | Recall that atomic nuclei are composed of both protons and neutrons, that the nucleus of each element has a characteristic positive charge | Protons, neutrons and electrons | ScholaFly PH19-02 |
| Atomic number, mass number and isotopes | ScholaFly PH19-03 | ||
| P6.1bOCR J249 | Recall that atoms of the same elements can differ in nuclear mass by having different numbers of neutrons | Protons, neutrons and electrons | ScholaFly PH19-02 |
| Atomic number, mass number and isotopes | ScholaFly PH19-03 | ||
| P6.1cOCR J249 | Use the conventional representation for nuclei to relate the differences between isotopes | Protons, neutrons and electrons | ScholaFly PH19-02 |
| Atomic number, mass number and isotopes | ScholaFly PH19-03 | ||
| P6.1dOCR J249 | Recall that some nuclei are unstable and may emit alpha particles, beta particles, or neutrons, and electromagnetic radiation as gamma rays | Radioactive decay is random: activity and count-rate | ScholaFly PH20-01 |
| Alpha, beta, gamma and neutron radiation compared | ScholaFly PH20-02 | ||
| P6.1eOCR J249 | Relate the emission of alpha particles, beta particles, gamma radiation and neutrons to possible changes in the mass or the charge of the nucleus, or both | Nuclear equations for alpha and beta decay | ScholaFly PH20-04 |
| P6.1fOCR J249 | Use names and symbols of common nuclei and particles to write balanced equations that represent radioactive decay | Nuclear equations for alpha and beta decay | ScholaFly PH20-04 |
| P6.1gOCR J249 | Balance equations representing the emission of alpha, beta or gamma radiation in terms of the masses, and charges of the atoms involved | Nuclear equations for alpha and beta decay | ScholaFly PH20-04 |
| P6.1hOCR J249 | Recall that in each atom its electrons are arranged at different distances from the nucleus, that such arrangements may change with absorption or emission of electromagnetic radiation and that atoms can become ions by loss of outer electrons | Electron energy levels and ions | ScholaFly PH19-04 |
| Radiation from atoms and nuclei | ScholaFly PH19-05 | ||
| P6.1iOCR J249 | Recall that changes in atoms and nuclei can also generate and absorb radiations over a wide frequency range | Electron energy levels and ions | ScholaFly PH19-04 |
| Radiation from atoms and nuclei | ScholaFly PH19-05 | ||
| P6.1jOCR J249 | Explain the concept of half-life and how this is related to the random nature of radioactive decay | Half-life | ScholaFly PH20-05 |
| P6.1kOCR J249 | Calculate the net decline, expressed as a ratio, during radioactive emission after a given (integral) number of half-lives | Net decline after a number of half-lives | ScholaFly PH20-06 |
| P6.1lOCR J249 | Recall the differences in the penetration properties of alpha particles, beta particles and gamma rays | Radioactive decay is random: activity and count-rate | ScholaFly PH20-01 |
| Alpha, beta, gamma and neutron radiation compared | ScholaFly PH20-02 | ||
| P6.2aOCR J249 | Recall the differences between contamination and irradiation effects and compare the hazards associated with these two | Contamination and irradiation | ScholaFly PH21-02 |
| The dangers of ionising radiation and the precautions taken | ScholaFly PH21-03 | ||
| P6.2bOCR J249 | Explain why the hazards associated with radioactive material differ according to the half-life involved | Why the hazard of a source depends on its half-life (triple) | ScholaFly PH21-04 |
| P6.2cOCR J249 | Describe the different uses of nuclear radiations for exploration of internal organs, and for control or destruction of unwanted tissue | Uses of radioactivity in medicine and industry (triple) | ScholaFly PH21-05 |
| P6.2dOCR J249 | Recall that some nuclei are unstable and may split, and relate such effects to radiation which might emerge, to transfer of energy to other particles and to the possibility of chain reactions | Nuclear fission and the chain reaction (triple) | ScholaFly PH21-06 |
| P6.2eOCR J249 | Describe the process of nuclear fusion | Nuclear fusion (triple) | ScholaFly PH21-07 |
| P7.1aOCR J249 | Describe for situations where there are energy transfers in a system, that there is no net change to the total energy of a closed system (qualitative only) the law of conservation of energy | Conservation of energy and dissipation | ScholaFly PH06-01 |
| P7.1bOCR J249 | Describe all the changes involved in the way energy is stored when a system changes for common situations 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, bringing water to a boil in an electric kettle | Energy stores and the three ways a system's energy changes | ScholaFly PH05-01 |
| P7.1cOCR J249 | Describe the changes in energy involved when a system is changed by heating (in terms of temperature change and specific heat capacity), by work done by forces, and by work done when a current flows | Energy stores and the three ways a system's energy changes | ScholaFly PH05-01 |
| P7.1dOCR J249 | Make calculations of the energy changes associated with changes in a system, recalling or selecting the relevant equations for mechanical, electrical, and thermal processes; thereby express in quantitative form and on a common scale the overall redistribution of energy in the system work done by forces, current flow, through heating and the use of kW h to measure energy use in electrical appliances in the home | Energy transfer diagrams and the common scale | ScholaFly PH05-02 |
| P7.1eOCR J249 | Calculate the amounts of energy associated with a moving body, a stretched spring and an object raised above ground level | Kinetic energy | ScholaFly PH05-05 |
| Gravitational potential energy | ScholaFly PH05-06 | ||
| Elastic potential energy | ScholaFly PH05-07 | ||
| P7.2aOCR J249 | Describe, with examples, the process by which energy is dissipated, so that it is stored in less useful ways | Conservation of energy and dissipation | ScholaFly PH06-01 |
| P7.2bOCR J249 | Describe how, in different domestic devices, energy is transferred from batteries or the a.c. from the mains how energy may be wasted in the transfer to and within motors and heating devices | Domestic appliances and power ratings | ScholaFly PH11-03 |
| P7.2cOCR J249 | Describe, with examples, the relationship between the power ratings for domestic electrical appliances and how this is linked to the changes in stored energy when they are in use | Domestic appliances and power ratings | ScholaFly PH11-03 |
| P7.2dOCR J249 | Calculate energy efficiency for any energy transfer | Efficiency | ScholaFly PH06-03 |
| P7.2eOCR J249 | Describe ways to increase efficiency | Increasing efficiency (Higher) | ScholaFly PH06-04 |
| P7.2fOCR J249 | Explain ways of reducing unwanted energy transfer lubrication and thermal insulation | Reducing unwanted energy transfers | ScholaFly PH06-02 |
| P7.2gOCR J249 | Describe how the rate of cooling of a building is affected by the thickness and thermal conductivity of its walls (qualitative only) | Reducing unwanted energy transfers | ScholaFly PH06-02 |
| P8.1aOCR J249 | Recall typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| P8.1bOCR J249 | Estimate the magnitudes of everyday accelerations | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| P8.1cOCR J249 | Make calculations using ratios and proportional reasoning to convert units and to compute rates | Units, prefixes and standard form in physics | ScholaFly PH01-01 |
| P8.1dOCR J249 | Explain methods of measuring human reaction times and recall typical results | Reaction time and thinking distance | ScholaFly PH07-01 |
| P8.1eOCR J249 | Explain the factors which affect the distance required for road transport vehicles to come to rest in emergencies and the implications for safety | Stopping distance | ScholaFly PH07-02 |
| Braking, energy and large decelerations | ScholaFly PH07-03 | ||
| P8.1fOCR J249 | Estimate how the distances required for road vehicles to stop in an emergency, varies over a range of typical speeds | Estimating the forces in a road-vehicle deceleration (Higher) | ScholaFly PH07-04 |
| Estimating how stopping distance grows with speed (triple) | ScholaFly PH07-08 | ||
| P8.1gOCR J249 | Explain the dangers caused by large decelerations | Stopping distance | ScholaFly PH07-02 |
| Braking, energy and large decelerations | ScholaFly PH07-03 | ||
| P8.1hOCR J249 | Estimate the forces involved in typical situations on a public road | Estimating the forces in a road-vehicle deceleration (Higher) | ScholaFly PH07-04 |
| P8.1iOCR J249 | Estimate, for everyday road transport, the speed, accelerations and forces involved in large accelerations | Estimating the forces in a road-vehicle deceleration (Higher) | ScholaFly PH07-04 |
| Estimating how stopping distance grows with speed (triple) | ScholaFly PH07-08 | ||
| P8.2aOCR J249 | Describe the main energy sources available for use on Earth, compare the ways in which they are used and distinguish between renewable and non-renewable sources | Energy resources and how we use them | ScholaFly PH06-05 |
| Reliability, environmental impact and the move away from fossil fuels | ScholaFly PH06-06 | ||
| P8.2bOCR J249 | Explain patterns and trends in the use of energy resources | Energy resources and how we use them | ScholaFly PH06-05 |
| Reliability, environmental impact and the move away from fossil fuels | ScholaFly PH06-06 | ||
| P8.2cOCR J249 | Recall that, in the national grid, electrical power is transferred at high voltages from power stations, and then transferred at lower voltages in each locality for domestic use | The National Grid | ScholaFly PH11-09 |
| P8.2dOCR J249 | Recall that step-up and step-down transformers are used to change the potential difference as power is transferred from power stations | The National Grid | ScholaFly PH11-09 |
| P8.2eOCR J249 | Explain how the national grid is an efficient way to transfer energy | The National Grid | ScholaFly PH11-09 |
| P8.2fOCR J249 | Link the potential differences and numbers of turns of a transformer to the power transfer involved; relate this to the advantages of power transmission at high voltages | The transformer power equation and high-voltage transmission | ScholaFly PH14-03 |
| P8.2gOCR J249 | Recall that the domestic supply in the UK is a.c. at 50 Hz and about 230 volts | Direct and alternating potential difference and the mains supply | ScholaFly PH11-06 |
| P8.2hOCR J249 | Explain the difference between direct and alternating voltage | Direct and alternating potential difference and the mains supply | ScholaFly PH11-06 |
| P8.2iOCR J249 | Recall the differences in function between the live, neutral and earth mains wires, and the potential differences between these wires | Mains wiring: live, neutral and earth | ScholaFly PH11-07 |
| Electrical safety: fuses, circuit breakers and earthing | ScholaFly PH11-08 | ||
| P8.2jOCR J249 | 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 | Mains wiring: live, neutral and earth | ScholaFly PH11-07 |
| Electrical safety: fuses, circuit breakers and earthing | ScholaFly PH11-08 | ||
| P8.3aOCR J249 | Explain the red-shift of light as seen from galaxies which are receding (qualitative only). The change with distance of each galaxy’s speed is evidence of an expanding universe | Red-shift and the expanding Universe (triple) | ScholaFly PH23-03 |
| The Big Bang, the Steady State theory and the cosmic microwave background (triple) | ScholaFly PH23-04 | ||
| P8.3bOCR J249 | Explain how red shift and other evidence can be linked to the Big-Bang model | Red-shift and the expanding Universe (triple) | ScholaFly PH23-03 |
| The Big Bang, the Steady State theory and the cosmic microwave background (triple) | ScholaFly PH23-04 | ||
| P8.3cOCR J249 | Recall that our Sun was formed from dust and gas drawn together by gravity and explain how this caused fusion reactions, leading to equilibrium between gravitational collapse and expansion due to the energy released during fusion | How a star forms and why it is stable (triple) | ScholaFly PH23-01 |
| The life cycle of a star (triple) | ScholaFly PH23-02 | ||
| P8.3dOCR J249 | Explain that all bodies emit radiation, and that the intensity and wavelength distribution of any emission depends on their temperatures | Infrared emission and absorption, and black-body radiation (triple) | ScholaFly PH17-05 |
| P8.3eOCR J249 | Recall the main features of our solar system, including the similarities and distinctions between the planets, their moons, and artificial satellites | The Solar System and the Milky Way (triple) | ScholaFly PH22-01 |
| Orbits of moons, planets and satellites (triple) | ScholaFly PH22-04 | ||
| P8.3fOCR J249 | Explain for circular orbits, how the force of gravity can lead to changing velocity of a planet but unchanged speed (qualitative only) | Circular orbits: gravity changes velocity, not speed (triple) | ScholaFly PH22-05 |
| P8.3gOCR J249 | Explain how, for a stable orbit, the radius must change if this speed changes (qualitative only) | Circular orbits: gravity changes velocity, not speed (triple) | ScholaFly PH22-05 |
| P8.3hOCR J249 | Explain how the temperature of a body is related to the balance between incoming radiation absorbed and radiation emitted; illustrate this balance using everyday examples and the example of the factors which determine the temperature of the Earth | Radiation balance and the temperature of the Earth (triple, Higher) | ScholaFly PH17-06 |
| P8.3iOCR J249 | Explain, in qualitative terms, how the differences in velocity, absorption and reflection between different types of waves in solids and liquids can be used both for detection and for exploration of structures which are hidden from direct observation, notably in the Earth’s core and in deep water bold type will only be tested in the Higher Tier papers. All other statements will be assessed in both Foundation and Higher Tier papers. Recall and apply | Seismic waves and the Earth's structure (triple, Higher) | ScholaFly PH16-04 |
| PAG P1OCR J249 | Materials: Use 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 objects. | Practical: density of solids and liquids | ScholaFly PH24-02 |
| PAG P2OCR J249 | Forces: Use of appropriate apparatus to make and record a range of measurements accurately, including length, area, mass, time, volume and temperature. Use of appropriate apparatus to measure and observe the effects of forces including the extension of springs. | Practical: force and extension of a spring | ScholaFly PH24-04 |
| PAG P3OCR J249 | Motion: Use of appropriate apparatus to make and record a range of measurements accurately, including length, area, mass, time, volume and temperature. Use of appropriate apparatus and techniques for measuring motion, including determination of speed and rate of change of speed (acceleration/deceleration). | Practical: acceleration, force and mass | ScholaFly PH24-05 |
| PAG P4OCR J249 | Measuring waves: Use of appropriate apparatus to make and record a range of measurements accurately, including length, area, mass, time, volume and temperature. Making observations of waves in fluids and solids to identify the suitability of apparatus to measure speed/frequency/wavelength. | Practical: waves in a ripple tank and in a solid | ScholaFly PH24-08 |
| PAG P5OCR J249 | Energy: Use of appropriate apparatus to make and record a range of measurements accurately, including length, area, mass, time, volume and temperature. Safe use of appropriate apparatus in a range of contexts to measure energy changes/transfers and associated values such as work done. | Practical: specific heat capacity | ScholaFly PH24-01 |
| Practical: thermal insulators | ScholaFly PH24-03 | ||
| PAG P6OCR J249 | Circuit components: Use of appropriate apparatus to measure current, potential difference (voltage) and resistance, and to explore the characteristics of a variety of circuit elements. | Practical: I-V characteristics | ScholaFly PH24-07 |
| PAG P7OCR J249 | Series and parallel circuits: Use of circuit diagrams to construct and check series and parallel circuits including a variety of common circuit elements. | Practical: resistance of a wire and of components | ScholaFly PH24-06 |
| PAG P8OCR J249 | Interactions of waves: Making observations of waves in fluids and solids to identify the suitability of apparatus to measure the effects of the interaction of waves with matter. Making observations of the effects of the interaction of electromagnetic waves with matter. | Practical: reflection and refraction of light | ScholaFly PH24-09 |
| PM1.1iOCR J249 | Recall and apply: density(kg/m ) volume(m ) | Density | ScholaFly PH08-02 |
| PM1.2iOCR J249 | Apply: change in thermal energy (J) = mass (kg) × specific heat capacity (J/kg °C) × change in temperature (°C) | Specific heat capacity | ScholaFly PH08-05 |
| PM1.2iiOCR J249 | Apply: thermal energy for a change in state (J) = mass (kg) × specific latent heat (J/kg) | Specific latent heat of fusion and of vaporisation | ScholaFly PH08-06 |
| PM1.3iOCR J249 | Apply: for a given mass of gas at a constant temperature pressure (Pa) × volume (m ) = constant | Gases under pressure: pV = constant (triple) | ScholaFly PH08-09 |
| PM1.3iiOCR J249 | Apply: pressure due to a column of liquid (Pa) = height of column (m) | Pressure, depth and density: p = h rho g (triple) | ScholaFly PH09-03 |
| Upthrust, floating and sinking (triple, Higher) | ScholaFly PH09-04 | ||
| PM2.1iOCR J249 | Recall and apply: distance travelled (m) = speed (m/s) × time (s) | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| Acceleration and velocity-time graphs | ScholaFly PH02-03 | ||
| The uniform acceleration equation: v^2 - u^2 = 2as | ScholaFly PH02-05 | ||
| PM2.1iiOCR J249 | Recall and apply: acceleration (m/s time(s) change in velocity(m/s) | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| Acceleration and velocity-time graphs | ScholaFly PH02-03 | ||
| The uniform acceleration equation: v^2 - u^2 = 2as | ScholaFly PH02-05 | ||
| PM2.1iiiOCR J249 | Apply: (final velocity (m/s)) – (initial velocity (m/s)) | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| Acceleration and velocity-time graphs | ScholaFly PH02-03 | ||
| The uniform acceleration equation: v^2 - u^2 = 2as | ScholaFly PH02-05 | ||
| PM2.1ivOCR J249 | Recall and apply: kinetic energy (J) = | Kinetic energy | ScholaFly PH05-05 |
| Gravitational potential energy | ScholaFly PH05-06 | ||
| Elastic potential energy | ScholaFly PH05-07 | ||
| PM2.2iOCR J249 | Recall and apply: force (N) = mass (kg) × acceleration (m/s | Newton's Second Law: F = ma | ScholaFly PH04-02 |
| PM2.2iiOCR J249 | Recall and apply: momentum (kg m/s) = mass (kg) | Momentum and p = mv (Higher) | ScholaFly PH07-05 |
| Conservation of momentum (Higher) | ScholaFly PH07-06 | ||
| PM2.2iiiOCR J249 | Recall and apply: work done (J) = force (N) × distance (m) (along the line of action of the force) | Work done and energy transfer | ScholaFly PH05-03 |
| PM2.2ivOCR J249 | Recall and apply: power (W) = time(s) work done(J) | Power as the rate of energy transfer | ScholaFly PH05-04 |
| PM2.3iOCR J249 | Recall and apply: force exerted by a spring (N) = spring constant (N/m) × extension (m) | Hooke's law and the spring constant | ScholaFly PH03-07 |
| PM2.3iiOCR J249 | Apply: energy transferred in stretching (J) = | Elastic potential energy | ScholaFly PH05-07 |
| PM2.3iiiOCR J249 | Recall and apply: gravitational force (N) = mass (kg) × gravitational field strength (N/kg) | Weight, mass and gravitational field strength | ScholaFly PH03-02 |
| PM2.3ivOCR J249 | Recall and apply: gravitational potential energy (J) = mass (kg) × gravitational field strength (N/kg) × height (m) | Gravitational potential energy | ScholaFly PH05-06 |
| PM2.3vOCR J249 | Recall and apply: pressure (Pa) = area of that surface (m ) force normal to a surface (N) | Pressure in a fluid: p = F/A (triple) | ScholaFly PH09-01 |
| PM2.3viOCR J249 | Recall and apply: moment of a force (N m) = force (N) × distance (m) (normal to direction of the force) | Moments and the principle of moments (triple) | ScholaFly PH03-08 |
| Levers and gears (triple) | ScholaFly PH03-09 | ||
| PM3.1iOCR J249 | Recall and apply: charge flow (C) = current (A) × time (s) | Charge, current and Q = It | ScholaFly PH10-02 |
| PM3.2iOCR J249 | Recall and apply: potential difference (V) = current (A) × resistance (Ω) | Resistance and V = IR | ScholaFly PH10-05 |
| PM3.2iiOCR J249 | Recall and apply: energy transferred (J) = charge (C) × potential difference (V) | Potential difference and E = QV | ScholaFly PH10-03 |
| Electrical power: P = VI and P = I^2 R | ScholaFly PH11-01 | ||
| Energy transferred by an appliance: E = Pt and E = IVt | ScholaFly PH11-02 | ||
| PM3.2iiiOCR J249 | Recall and apply: power (W) = potential difference (V) × current (A) recall and apply: power (W) = (current (A)) | Potential difference and E = QV | ScholaFly PH10-03 |
| Electrical power: P = VI and P = I^2 R | ScholaFly PH11-01 | ||
| Energy transferred by an appliance: E = Pt and E = IVt | ScholaFly PH11-02 | ||
| PM3.2ivOCR J249 | Recall and apply: energy transferred (J, kW h) = power (W, kW) × time (s, h) | Potential difference and E = QV | ScholaFly PH10-03 |
| Electrical power: P = VI and P = I^2 R | ScholaFly PH11-01 | ||
| Energy transferred by an appliance: E = Pt and E = IVt | ScholaFly PH11-02 | ||
| PM4.2iOCR J249 | Apply: force on a conductor (at right angles to a magnetic field) carrying a current: force (N) = magnetic flux density (T) × current (A) × length (m) | F = BIl (Higher) | ScholaFly PH13-05 |
| PM4.2iiOCR J249 | Apply: potential difference across secondary coil(V) potential difference across primary coil(V) | Transformers and the turns-ratio equation (Higher) | ScholaFly PH14-02 |
| PM5.1iOCR J249 | Recall and apply: wave speed (m/s) = frequency (Hz) × wavelength (m) | The wave equation | ScholaFly PH15-04 |
| PM7.2iOCR J249 | Recall and apply: efficiency = input energy transfer(J) useful output energy transfer(J) | Efficiency | ScholaFly PH06-03 |
| PM8.2iOCR J249 | Apply: 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, | The transformer power equation and high-voltage transmission | ScholaFly PH14-03 |