Revision summary help for the OCR GCSE 9-1 Gateway Combined Science A 1st
physics A exam paper
- learning objectives for
OCR Level 1/2 GCSE (Grade
9-1) in
Combined Science A (Gateway Science) (J250) FT Paper 5/HT Paper 11
Physics - GCSE Gateway Combined
Science Physics Topic P1 "Matter", Topic P2 "Forces", Topic P3
"Electricity and magnetism", Topic CS7 "Practical skills"
for Gateway combined science 2020 physics exam papers onwards
LINK
GCSE Gateway Combined Science 2nd physics
paper P1-6, CS7
LINK for
OCR Gateway Science GCSE PHYSICS A 1st paper
P1-4, P9
LINK for
OCR Gateway Science GCSE PHYSICS A 2nd paper
P1-P9
Selected GCSE Physics Revision notes
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PAST PAPERS
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science pages
-
ALL
my unofficial GCSE (Grade 9-1) revision help summaries are based on
the NEW 2016 official OCR Gateway Science A (Grade 9-1) GCSE
PHYSICS/combined science physics specifications.
-
Make sure you know whether you are doing
separate science OCR Gateway Science A GCSE grade 9-1 PHYSICS OR
OCR GCSE Gateway Science A Combined
Science physics and double check your exam table from school, college or
academy.
-
Also, make sure you know whether you are entered for a higher tier (HT)
or a foundation tier (FT) OCR GCSE Gateway science-physics course, so
watch out for the (HT only) 'markers'.
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I
hope my revision pages help as you get to know my website, its very big and
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notes, trying your best on homework questions, studying your textbook, doing
past papers of OCR GCSE Gateway combined science/physics for exam question
practice and, above all, attentive to your teacher's teaching!
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with YOUR own lesson/revision notes and textbooks for YOUR OCR
Gateway Science A GCSE 9-1 combined science physics course.
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OCR Gateway
GCSE Combined Science A 1st physics paper PAST PAPERS and specimen practice
paper questions
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NOTE on grades: Foundation Tier
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terms of old grades the following is an approximate comparison: grades 7-9
(A-A*), 4-6 (C-B), 1-3 (G-D), U (U) (from OFQUAL Jan 2018)
Syllabus-specification CONTENT INDEX of revision summary notes
Revision summaries for OCR GCSE Gateway
Combined Science A physics FT Paper 5 or HT Paper 11 (this page for Topics P1 to P3 +
CS7)
What is assessed in this 1st physics paper? (for OCR 9-1 GCSE Gateway
Combined Science A - biology topics)
The 1st physics paper assesses
Topics P1, P2, P3 and CS7
Revision
SUMMARY for Topic P1 Matter
Containing sections
P1.1 The particle model,
P1.2 Changes of state
Revision SUMMARY
for Topic P2: Forces
Containing sections P2.1 Motion,
P2.2 Newton’s Laws,
P2.3 Forces in action
Revision
SUMMARY for Topic P3 Electricity and Magnetism
This Combined Science Topic combines parts of Topic 3 and
Topic 4 in the separate science GCSE Physics course.
Containing sections P3.1
Static and charge, P3.2
Simple circuits, P3.3 Magnets and
magnetic fields
Revision for CS7 Practical skills
OCR GCSE
Gateway
Combined Science physics FT Paper 6 or HT Paper 12 (separate page
for Topics P4 to P6 + CS7 with assumed knowledge from P1 to P3)
What is assessed in this 2nd physics paper? (for OCR 9-1 GCSE Gateway
Combined Science A - biology topics)
The 2nd physics paper assesses Topics P4,
P5, P6, CS7, BUT assumes knowledge of Topics P1, P2 and P3.
Revision
SUMMARY for Topic P4 Waves and
radioactivity
Contains sections P4.1 Wave behaviour,
P4.2 The electromagnetic spectrum, P4.3 Radioactivity
Revision
SUMMARY
for Topic P5 Energy
Containing sections P5.1 Work done, P5.2 Power and efficiency
Revision
SUMMARY
for Topic P6: Global challenges
Sections P6.1 Physics on the move, P6.2 Powering Earth
Revision for CS7 Practical
skills
Combined Science FT Paper 5 or HT Paper 11
Physics key ideas for all OCR Gateway
Combined Science A physics papers
Physics is the science of the fundamental
concepts of field, force, radiation and particle structures, which are
inter-linked to form unified models of the behaviour of the material universe.
From such models, a wide range of ideas, from the broadest issue of the
development of the universe over time to the numerous and detailed ways in which
new technologies may be invented, have emerged. These have enriched both our
basic understanding of, and our many adaptations to, our material environment.
You should understand how, through the ideas
of physics, the complex and diverse phenomena of the natural world can be
described in terms of a small number of key ideas which are of universal
application and which can be illustrated in the separate topics set out below.
These ideas include:
• the use of models, as in the particle
model of matter or the wave models of light and of sound
• the concept of cause and effect in
explaining such links as those between force and acceleration, or between
changes in atomic nuclei and radioactive emissions
• the phenomena of ‘action at a distance’
and the related concept of the field as the key to analysing electrical,
magnetic and gravitational effects
• that differences, for example between
pressures or temperatures or electrical potentials, are the drivers of
change
• that proportionality, for example
between weight and mass of an object or between force and extension in a
spring, is an important aspect of many models in science
• that physical laws and models are
expressed in mathematical form.
Topic P1:
Matter
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P1 "Matter", papers 5/11)
Topic P1 Matter
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P1 "Matter", papers 5/11)
P1.1 The particle model
Appreciate that knowledge and understanding
of the particle nature of matter is fundamental to Physics and an appreciation
of matter in its different forms. You must also be aware of the subatomic
particles, their relative charges, masses and positions inside the atom.
The
structure and nature of atoms is essential to the further understanding of
physics and is needed to explain many phenomena, for example those involving
charge and transfer of charges, as well as radioactivity.
You should be aware of a simple atomic model, and that atoms are examples
of particles and know the difference between atoms, molecules and
compounds.
You should understand how density can be affected by the state
materials are in.
Beware of confusing the different types of particles (subatomic particles,
atoms and molecules) and making errors when converting between different units.
Be able to use different units in the measurement of volume.
Know and be able to apply the equation:
density (kg/m3)
= mass (kg) / volume (m3)
d = m/v
P1.1a Be able to describe how and why the atomic model has changed over time including
the
Thomson, Rutherford (alongside Geiger and Marsden) and Bohr models. Check out
the timeline showing the development of atomic theory
and discussion of the different roles played in developing the atomic model and how
different scientists worked together.
P1.1b Be able to 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.
P1.1c Know the typical size (order of magnitude) of atoms and small molecules
typically 1 x 10-10 m
Atomic Structure
- nucleus, electrons, isotopes, history etc.
Revision Notes
P1.1d
Be able to define density. From measurements of length, volume and mass be able
to calculate density.
See also the investigation of Archimedes’ Principal using eureka cans.
density (kg/m3)
= mass (kg) / volume (m3)
d = m/v
P1.1e Be able to explain the differences in density between the different states of matter in
terms of the arrangements of the atoms and molecules.
P1.1f Be able to apply the relationship between density, mass and volume to changes where mass is
conserved.
The density of materials and the particle model of matter
Revision Notes
P1.2 Changes of state
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P1 "Matter", papers 5/11)
A clear understanding of the foundations of
the physical world forms a solid basis for further study of Physics.
Understanding of the relationship between the states of matter helps to explain
different types of everyday physical changes that we see around us.
You should be familiar with the structure of
matter and the similarities and differences between solids, liquids and gases.
You should have a simple idea of the particle model and be able to use it to
model changes in particle behaviour during changes of state. You should be
aware of the effect of temperature in the motion and spacing of particles and an
understanding that energy can be stored internally by materials.
Common
misconceptions - assuming
atoms are always synonymous with particles, there is actually nothing between the particles,
so its wrong to ‘fill’ the gaps with ‘air’ or
‘vapour’. Its not always easy to visualise the 3 dimensional arrangement of
particles in all states of matter. You may find it challenging to
understand how kinetic theory applies to heating materials and how to use the term temperature correctly,
regularly confusing the terms temperature and heat.
Be able to apply the following equations with the correct units:
change in thermal energy = mass x specific heat capacity x change in
temperature
thermal energy for a change in state = mass x specific latent heat
P1.2a Be able to describe how mass is conserved when
substances melt, freeze, evaporate, condense or sublimate. Use of a data
logger to record change in state and mass at different temperatures.
Demonstration of distillation to show that mass is conserved during
evaporation and condensation.
P1.2b Be able to describe that these physical changes differ from chemical changes
because the
material recovers its original properties if the change is reversed.
Particle theory models, internal energy, heat transfer in state changes and
latent heat and particle motion in gases revision notes
P1.2c
Be able to describe how heating a system will change the energy stored within the system
and raise its temperature or produce changes of state.
Observation of the crystallisation of salol in water under a microscope.
Use of thermometer with a range of
-10 to 110°C, to record the temperature changes of ice as it is heated.
P1.2d
Be able to define the term specific heat capacity and distinguish between it and the term
specific latent heat.
Investigation of the specific heat capacity of different metals or water using
electrical heaters and a joulemeter.
P1.2e
Be able to 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: How to determine it, use of data,
calculations and thermal energy stores
Revision Notes
P1.2f Be able to apply the relationship between specific latent heat and
mass to calculate the energy change involved in a change of state.
Measurement
of the specific latent heat of vaporisation of water.
Measurement of the specific latent heat of
melting of stearic acid.
Particle theory models, internal energy, heat transfer in state changes and
latent heat and particle motion in gases
and gas pressure
(written more from a 'physics' point of view)
Revision Notes
P1.2g Be able to explain how the motion of
the molecules in a gas is related both to its temperature and its pressure -
application to closed systems only.
Demonstration of the difference in pressure
in an inflated balloon that has been heated and frozen.
Building manometers and
using them to show pressure changes in heated/cooled volumes of gas.
P1.2h Be able to explain the relationship
between the temperature of a gas and its pressure at constant volume
(qualitative only).
Demonstration of the exploding can experiment. Building of
Alka-Seltzer rockets with film canisters.
Particle theory models, internal energy, heat transfer in state changes and
latent heat and particle motion in gases
and gas pressure
(written more from a 'physics' point of view)
Revision Notes
Particle models of gases–liquids–solids, explaining properties, state changes
(written more from a 'chemistry' point of view) revision notes
Topic P2: Forces
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P2 "Forces", papers 5/11)
Topic P2 Forces
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P2 "Forces", papers 5/11)
P2.1 Motion
Having looked at the nature of matter
which makes up objects, we move on to consider the effects of forces. The
interaction between objects leads to actions which can be seen by the observer,
these actions are caused by forces between the objects in question. Some of the
interactions involve contact between the objects, others involve no contact.
You
need to consider the importance of the direction in which forces act to allow
understanding of the importance of vector quantities when trying to predict the
action.
You should have a basic knowledge of the mathematical relationship
between speed, distance and time.
You should also be able to represent this
information in a distance-time graph and have an understanding of relative
motion of objects.
Common misconceptions - you may find the concept of action
at a distance challenging, there is a tendency to believe that a velocity must
have a positive value and have difficulty in associating a reverse in direction
with a change in sign. It is therefore important to make sure you are
knowledgeable about the vector / scalar distinction. You need to be able to differentiate between scalar and vector quantities
and
the idea of objects with a changing direction not having a constant vector
value. For example, objects moving in a circle. This issue also arises when
trying to handle momentum and changes in momentum of objects colliding.
Know and be able to apply the following
formulae:
distance travelled (m) = speed (m/s) x
time (s)
acceleration (m/s2) = change in speed (m/s) / time (s)
kinetic energy (J) = 0.5 x mass (kg) x
(speed (m/s))2
Be able to apply:
(final velocity (m/s))2 - (initial velocity (m/s))2 = 2 x acceleration
(m/s2) x distance (m)
P2.1a Be able to describe how to measure distance and time in a range of scenarios
P2.1b Be able to describe how to measure distance and time and
be able to use these to calculate speed .
Calculations of the speeds of walkers and run a measured
distance.
Investigation of trolleys on ramps at an angle and whether this affects speed.
P2.1c
Be able to make calculations using ratios and proportional reasoning to convert units and
to compute rates including
conversion from non-SI to SI units
P2.1d Be able to explain the vector- scalar distinction as it applies to displacement and
distance, velocity and speed
P2.1e
Be able to relate changes and differences in motion to appropriate distance-time, and
velocity-time graphs, and interpret lines, slopes.
P2.1f (HT only) Be able to interpret
enclosed area in velocity-time graphs and enclosed areas in such graphs
P2.1g Be able to
calculate average speed for non-uniform motion.
P2.1h
Be able to apply formulae relating distance, time and speed, for uniform motion, and for
motion with uniform acceleration. Practical - investigation of acceleration
Speed and velocity - the relationship between
distance and time, distance-time graphs gcse physics revision
notes
2. Acceleration, velocity-time graph interpretation and calculations,
problem solving
gcse physics revision notes
P2.2 Newton’s Laws
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P2 "Forces", papers 5/11)
Newton’s laws of motion essentially define
the means by which motion changes and the relationship between these changes in
motion with force and mass.
4. Newton's First, Second and Third Laws of
Motion, inertia and F = ma calculations
gcse physics revision notes
You
should have an understanding of contact and non-contact forces influencing the
motion of an object. You should be aware of Newtons and that this is the
measure of force.
The new work here involves studying Newton's three laws of
motion (his contribution to physics is recognised by have the unit of force
named after him!).
You are expected to be able to use force arrows and have an understanding
of balanced and unbalanced forces.
Common misconceptions - objects needing a net force for them to continue to move
steadily and to understand that stationary objects also have forces
acting on them. Be able to differentiate
between scalar and vector quantities and the idea of objects with a changing
direction not having a constant vector value, for example, objects moving in a
circle. This issue also arises with the concept of momentum and changes in
momentum of colliding objects.
Know and be able to apply the following
equations:
force (N) = mass (kg) x acceleration (m/s2),
F = ma
work done (J) = force (N) x distance (m) (along
the line of action of the force)
power (W) = work done (J) / time (s)
(HT only) momentum (kg m/s) = mass (kg) x velocity (m/s)
P2.2a
Know examples of ways in which objects interact
electrostatics, gravity, magnetism and by contact (including normal contact
force and friction)
P2.2b Be able to describe how such examples involve interactions between pairs of objects which
produce a force on each object
FORCES 1. What are contact forces &
non-contact forces?, scalar & vector quantities, free body force diagrams
Notes
P2.2c
Be able to represent such forces as vectors including drawing free body force diagrams to demonstrate understanding of forces acting
as vectors
FORCES 3. Calculating resultant forces using vector
diagrams and work done Revision Notes
Measurement of the velocity of ball bearings in glycerol at different
temperatures or with ball bearings of differing sizes.
P2.2d Be able to 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 including looking at forces on one body and resultant forces
and their effects (qualitative only).
Demonstration of the behaviour
of colliding gliders on a linear air track. Use of balloon gliders to consider the effect of a force on a body.
4. Newton's First, Second and Third Laws of
Motion, inertia and F = ma calculations
gcse physics revision notes
P2.2e (HT only) Be able to use vector diagrams to illustrate resolution of forces, a net force
(resultant force), and
equilibrium situations -
scale drawings.
FORCES 3. Calculating resultant forces using vector
diagrams and work done Revision Notes
P2.2f (HT only) Be able to describe examples of the forces acting on an isolated solid object or system
- examples of objects that reach terminal velocity for example skydivers and
applying similar ideas to vehicles.
Practical to design and build a parachute for a mass, and measure its terminal
velocity as it is dropped.
Acceleration,
friction, drag effects and terminal velocity experiments
gcse physics revision notes
P2.2g (HT only) Be able to describe, using free body diagrams, examples where two or more forces lead to a
resultant force on an object.
P2.2h (HT only) Be able to describe, using free body diagrams, examples of the special case where forces
balance to produce a resultant force of zero (qualitative only).
FORCES 1. What are contact forces &
non-contact forces?, scalar & vector quantities, free body force diagrams
Notes
P2.2i
Be able to apply Newton's Second Law in calculations relating forces, masses and
accelerations.
Practicals - use of light gates, weights and trolleys to investigate the link between force
and acceleration.
4. Newton's First, Second and Third Laws of
Motion, inertia and F = ma calculations
gcse physics revision notes
P2.2j (HT only) Be able to explain that inertia is a measure of how difficult it is to change the velocity
of an object and that the mass is defined as the ratio of force over
acceleration.
Practical using light gates, weights and trolleys to investigate
the link between force and acceleration.
P2.2k (HT only) Be able to define
momentum and be able to describe examples of momentum in collisions - an idea of
the conservation of momentum in elastic collisions.
Practicals - use of light
gates, weights and trolleys to measure momentum of colliding trollies. Use of a water rocket to demonstrate that the explosion propels the water down
with the same momentum as the rocket shoots up.
6. Elastic and non-elastic collisions, momentum
calculations and Newton's 2nd law of
motion
gcse physics
P2.2l Be able to use the relationship between work done, force, and distance moved along the line
of action of the force and be able to describe the energy transfer involved.
Practical - measurement of work done by learners lifting weights or walking up stairs.
FORCES
2. Mass and the effect of gravity force on it - weight, (mention of work done and
GPE) Revision Notes
FORCES 3. Calculating resultant forces using vector
diagrams and work done Revision Notes
P2.2m
Be able to calculate relevant values of stored energy and energy transfers; convert between newton-metres and joules
P2.2n Be able to explain, with reference to examples, the definition of power as the rate at
which energy is transferred.
P2.2o Know and Be able to apply Newton’s Third Law
- application to situations of equilibrium and non equilibrium
4. Newton's First, Second and Third Laws of
Motion, inertia and F = ma calculations
gcse physics revision notes
P2.2p (HT only) Be able to explain why an object moving in a circle with a constant speed has a changing
velocity (qualitative only).
Practical demonstration of spinning a rubber bung on a string.
2. Mass and the effect of gravity force on it - weight, (mention of work done,
GPE and circular motion)
P2.3 Forces in action
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P2 "Forces", papers 5/11)
Know that forces acting on an object can result in a
change of shape or motion. Having looked at the nature of matter, we can now
introduce the idea of fields and forces causing changes. This develops the idea
that force interactions between objects can take place even if they are not in
contact. They can also still result in an object changing shape or motion.
You should be familiar with forces associated with deforming objects, with
stretching and compressing (springs).
You should have an understanding of forces acting to deform objects and to
restrict motion.
You should already be familiar with Hooke’s Law and the idea
that when work is done by a force; this results in an energy transfer and leads
to energy being stored by an object.
You are expected to know that there is
a force due to gravity and that gravitational field strength differs on other
planets and stars.
You should be aware of moments acting as a turning
force.
Common misconceptions - students commonly have difficulty understanding
that the weight of an object is not the same as its mass from the use of the
term ‘weighing’. The concept of force multipliers can also be challenging even
though the basic concepts are ones covered at KS3.
Be able to recall and apply:
force exerted by a spring (N) = extension (m) x spring
constant (N/m)
gravity force (N) = mass (kg) x gravitational field strength,
g (N/kg)
in a gravity field: potential energy (J) = mass (kg) x height
(m) x gravitational field strength, g (N/kg)
Be able to apply:
energy transferred in stretching (J)= 0.5 x spring constant (N/m) x
(extension (m))2
P2.3a Be able to explain that to stretch, bend or compress an object, more than one force has to
be applied - apply to real life situations
Practicals:
Use of a liquorice bungee or spring to explore extension and stretching.
P2.3b Be able to describe the difference between elastic and plastic deformation (distortions)
caused by stretching forces.
Practical - comparisons of behaviour of springs and elastic bands when loading and unloading
with weights.
P2.3c Be able to describe the relationship between force and extension for a spring and other
simple systems - graphical representation of the extension of a spring.
Investigation of forces on springs – Hooke’s law
P2.3d Be able to describe the difference between linear and non-linear relationships between
force and extension.
Investigation of the
elastic limit of springs and other materials.
P2.3e
Be able to calculate a spring constant in linear cases
P2.3f Be able to calculate the work done in stretching.
Use of data from stretching an elastic band with weights to plot a graph to
calculate the work done.
FORCES
4.
Elasticity and energy stored in a spring
P2.3g Be able to describe that all matter has a gravitational field that causes attraction, and
the field strength is much greater for massive objects
P2.3h
Be able to define weight and describe how it is measured and
describe the relationship between
the weight of an object and the gravitational field strength (g).
FORCES
2. Mass and the effect of gravity force on it - weight, (mention of work done and
GPE)
Know that the
gravitational field strength is known as g and has a value of 10N/kg.
Know that weight (N) = mass (kg) x g (N/kg).
Be able to calculate weight on different planets.
P2.3i
Know the acceleration in free fall
(9.8 m/s2)
Topic P3 Electricity
and Magnetism
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P2 "Forces", papers 5/11)
TOPIC 3 Electricity and Magnetism
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P2 "Forces", papers 5/11)
This Combined Science Topic combines parts of Topic 3 and
Topic 4 in the separate science GCSE Physics course.
P3.1 Static and charge
This topic considers the interactions between matter and electrostatic
fields. These interactions are derived from the structure of matter which was
considered in the previous section. The generation of charge is considered.
Charge is a fundamental property of matter. There are two types of charge which
are given the names 'positive' and 'negative'. The effects of these charges are
not normally seen as objects often contain equal amounts of positive and
negative charge so their effects cancel each other out.
You should be aware of electron transfer leading to
objects becoming statically charged and the forces between them.
You should also be aware of the existence of an electric
field.
Common misconceptions You may have difficulty classifying
materials as insulators or conductors. You may find it difficult to remember
that positive charge does not move to make a material positive, rather it is the
movement ('removal') of electrons.
P3.1a Be able to describe that charge is a property of all matter and that there are positive and
negative charges. The effects of the charges are not normally seen on bodies
containing equal amounts of positive and negative charge, as their effects
cancel each other out. Practicals:
Use of charged rods to repel or attract one another.
Use of a charged rod to deflect water or pick up paper.
Discussion of why charged balloons are attracted to walls.
P3.1b Be able to 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. Know and understand that static charge only builds up on insulators.
Demonstration of, and uses of a Van de Graaff generator.
P3.1c Be able to explain how transfer of
electrons between objects can explain the phenomena of
static electricity.
Use of the gold leaf electroscope and a charged rod to observe and discuss
behaviour.
P3.1d Know that current is a rate of flow of charge (electrons) and the conditions
needed for charge to flow
conditions for charge to flow including the source of potential difference and a closed
circuit.
P3.1e Know that current has the same
value at any point in a single closed loop
P3.1f Know and be able to use the relationship between quantity of charge, current and time
Know and be able to apply the equation: charge flow (C) = current (A) x time (s)
Static electricity and electric fields, uses
and dangers of static electricity
Revision Notes
P3.2 Simple circuits
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P2 "Forces", papers 5/11)
Know that electrical currents depend on the movement of
charge and the interaction of electrostatic fields. The electrical current,
potential difference and resistance are all covered in this topic. The
relationship between them is considered and you will represent this, using
circuits.
You should have been
introduced to the measurement of conventional current and potential difference
in circuits.
You will have an understanding of how to assemble series and
parallel circuits and a basic understanding of how they differ with respect to
conventional current and potential difference.
You are expected to have an
awareness of the relationship between potential difference, current and
resistance and the units in which they are measured.
Common misconceptions
- the concept of potential difference may be very difficult to grasp. You may
find it difficult to understand the behaviour of charge in circuits and through
components and how this relates to energy or work done within a circuit
Know and be able to recall and apply the following
equations:
potential difference (V) = current (A) x resistance (Ω),
V = I x R
power (W) = potential difference (V) x current (A) = (current
(A))2 x resistance (Ω), P = V x I = I2 R
energy transferred (J) = charge (C) x potential difference (V)
energy transferred (J, kWh) = power (W, kW) x time (s, h)
P3.2a Be able to describe the differences between series and parallel circuits
-
position of measuring instruments in circuits and descriptions of the behaviour
of energy, current and potential difference
Practical - building of circuits to measure potential difference and current in both series
and parallel circuits.
P3.2b
Be able to represent d.c. circuits with the conventions of positive and negative terminals,
and the symbols that represent common circuit elements - diodes, LDRs and thermistors, filament lamps, ammeter, voltmeter, resistors
Practical building circuits from diagrams.
P3.2c Know that current (I) depends on both resistance (R) and potential difference
(V) and the units in which these are measured including
the definition of potential difference
Practical - recording of p. d. across and current through different components and calculate
resistances.
P3.2d Know and be able to apply the relationship between I, R and V, and that for some
resistors the value of R remains constant but that in others it can change as
the current changes. Investigation of resistance in a wire.
Investigation of the effect of length on resistance in a wire.
P3.2e Be able to explain that for some
resistors the value of R remains constant but that in others it can change as
the current changes
P3.2f Be able to explain the design and use of circuits to explore such effects
including components such as wire of varying resistance, filament lamps, diodes, thermistors and LDRs
P3.2g Be able to use graphs to explore whether circuit elements are linear or non-linear.
Investigation of I-V characteristics of circuit elements.
P3.2h Be able to use graphs and relate the curves
produced to the function and properties of circuit elements including
components such as wire of varying resistance, filament lamps, diodes, thermistors and LDRs
Use of wires, filament lamps, diodes, in simple circuits. Alter p.d. and keep
current same using variable resistor. Record and plot results.
P3.2i Be able to 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).
Investigation of the brightness of bulbs in series and parallel.
P3.2j Be able to calculate the currents, potential differences and resistances in d.c. series and
parallel circuits
including components such as wire of varying resistance, filament lamps, diodes,
thermistors and LDRs. Investigation of resistance of a thermistor in a
beaker of water being heated. Investigation of resistance of an LDR with
exposure to different light intensities. Investigation of how the power of a photocell depends on its surface area and
its distance from the light source.
P3.2k Be able to explain the design and use of such circuits for measurement and testing purposes
P3.2l Be able to 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.
P3.2m
Be able to 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.
1.
Usefulness of electricity
in the home, electrical energy transfer, cost & power calculations, P = IV = I2R,
E = Pt
2.
Electrical circuits and how to draw them, circuit symbols, parallel
circuits, series circuits explained
3. Ohm's Law, experimental investigations of
resistance, I-V graphs, calculations V = IR, Q = It, E = QV
4.
Circuit devices and how are they used? (e.g.
thermistor and LDR), relevant graphs gcse physics revision
5. More on series and parallel circuits,
circuit diagrams, measurements and calculations
gcse physics revision
P3.3 Magnets and magnetic
fields
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
P2 "Forces", papers 5/11)
Having an understanding of the flow of charge
and its effects, we can now consider the links between movement of charge and
magnetism. You will investigate magnets and magnetic fields around magnets and
current-carrying wires.
You should have been introduced to magnets and the idea
of attractive and repulsive forces.
You should have an idea of the shape of the
fields around bar magnets.
You are expected to have an awareness of the magnetic
effect of a current and electromagnets.
Common misconceptions - larger magnets will always be stronger magnets.
You may
have difficulty understanding the concept of field line density being an
indicator of field strength.
You should know that the geographic and
magnetic poles are not located in the same place.
Be able to apply the following equations: (HT
only)
force on a conductor (at right angles to a magnetic field) carrying a
current (N) = magnetic flux density (T) x current (A) x length (m)
P3.3a Be able to describe the attraction and repulsion between unlike and like poles for
permanent magnets including diagrams of magnetic field patterns around bar
magnets to show attraction and repulsion.
Use of suspended magnets to show attraction and repulsion.
P3.3b Be able to describe the difference between permanent and induced magnets.
P3.3c Be able to describe the characteristics of the magnetic field of a magnet, showing how
strength and direction change from one point to another including diagrams of magnetic field patterns around bar magnets to show attraction and
repulsion and also depict how the strength of the field varies around them.
Practical - plotting of magnetic fields around different shaped magnets.
P3.3d Be able to explain how the behaviour of a magnetic (dipping) compass is related to evidence
that the core of the Earth must be magnetic.
P3.3e Be able to describe how to show that a current can create a magnetic effect and describe
the directions of the magnetic field around a conducting wire.
Investigation of the magnetic field around a current-carrying wire using
plotting compasses.
P3.3f Know that the strength of the field depends on the current and the distance
from the conductor.
P3.3g Be able to explain how solenoid arrangements can enhance the magnetic effect.
Investigation of the magnetic field around a current-carrying solenoid using
plotting compasses.
Investigation of the factors that can affect the magnetic effect e.g. number of
turns, current, length and cross sectional area.
P3.3h (HT only) Be able to describe how a magnet and a current-carrying conductor exert a force on one
another.
Demonstration of the jumping wire experiment.
P3.3i (HT only)
Be able to show that Fleming’s left-hand rule represents the relative orientations of the
force, the conductor and the magnetic field
P3.3j (HT only)
Be able to 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
P3.3k (HT only) Be able to explain how the force exerted from a magnet and a current-carrying conductor is used to cause rotation in electric motors
including
an understanding of how electric motors work but knowledge of the structure of a
motor is not expected.
Practical - construction of simple motors.
9.
Magnetism
- magnetic materials - temporary (induced) and permanent magnets - uses
gcse
physics revision
10.
Electromagnetism, solenoid coils, uses of electromagnets gcse
physics revision notes
11. Motor effect of an electric current,
electric motor, loudspeaker, Fleming's left-hand rule, F = BIL gcse physics
Revision for CS7 Practical skills
(Revision for OCR
Gateway Science GCSE 9-1 Combined Science A, 1st physics paper Topic
CS7 "Practical skills", papers 5/11)
PAST PAPERS
(Practice exam papers for OCR Gateway Science 9-1 GCSE Combined
Science A 1st physics paper, with questions on Topic P1 "Matter", Topic P2
"Forces", Topic P3 "Electricity and magnetism", Topic CS7 "Practical skills")
PLEASE EMAIL ME IF ANY
LINKS SEEM BROKEN !!
OCR A GCSE Gateway Science Suite GCSE Combined Science
A physics (Grade 9-1)
J250 Specification
https://www.ocr.org.uk/Images/234596-specification-accredited-gcse-gateway-science-suite-combined-science-a-j250.pdf
Specimen papers - practice assessment materials
(see separate page for Combined Science
Physics Papers 6 and 12)
OCR A GCSE Gateway Science Suite GCSE Physics (Grade 9-1) (see separate page
for Physics Papers 2 and 4)
J249 Specification
https://www.ocr.org.uk/Images/234600-specification-accredited-gcse-gateway-science-suite-physics-a-j249.pdf
OCR Gateway Science GCSE Physics A Data sheet - Gateway Science Suite - Physics
A
OCR Gateway Science GCSE Physics A Sample assessment materials taster booklet
OCR Gateway Science GCSE Physics A FT Unit J249/01 - Physics - Foundation tier
- Paper 1 - Sample assessment material
OCR Gateway Science GCSE Physics A HT Unit J249/03 - Physics - Higher tier -
Paper 3 - Sample assessment material
OCR A GCSE Gateway Science Suite GCSE Combined Science A (Grade 9-1)
J250 Specification
https://www.ocr.org.uk/Images/234596-specification-accredited-gcse-gateway-science-suite-combined-science-a-j250.pdf
Specimen papers - practice assessment materials (see separate page for Combined
Science Physics Papers 6 and 12)
OCR Gateway GCSE Combined Science A Data sheet - Gateway Science Suite -
Combined Science A - Physics A
OCR Gateway GCSE Combined Science A FT Unit J250/05 - Physics - Foundation tier
- Paper 5 - Sample assessment material
OCR Gateway GCSE Combined Science A HT Unit J250/11 - Physics - Higher tier -
Paper 11 - Sample assessment material higher tier level for OCR GCSE Gateway
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