A-level Physics Plan ahead with

AQA
Paul Duffy Qualification Developer for A-level
Physics
10 January 2014

1 of x
Version 3.0

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Outcomes

To help teachers to prepare for the changes to A-level Physics in 2015.

2 of x
Version 3.0

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Overview of session

A-level reform timeline

What stays the same? Whats changed?
Practical assessment
Assessment Objectives
Maths skills

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The story so far

January exams have already been removed.

The timeline for A-level reform has shifted constantly since first announced
in 2012.
Initially announced new A-levels to start in 2014, but this has been pushed
back a year.

Boards have worked with universities to agree the new Subject Content for
A-level Biology, Chemistry, Physics and Psychology

Inter-board agreement on:

subject content
the future of practical work
strengthening the maths content of A-levels
changes to Assessment Objectives.

4 of x DfE and Ofqual consultations are yet to report.

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Timeline

5 of x
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Timeline: Focus on Science

June
2014

Legacy
A-level Biology,
Chemistry, Physics
New
A-level Biology,
Chemistry, Physics

Sept
2014

June
2015

Last 2
years
teaching

AS
exams

Draft
specs in
schools

June
2016

Sept
2016

June
2017

Sept
2017

June
2018

Last A2
exams
First
teaching

Legacy
GCSE Science
New
GCSE Science

Sept
2015

First AS
exams

First
A-level
exams

Last 2
years
teaching
Draft
specs in
schools

6 of x
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Last
linear
GCSE
First
teaching

First
linear
GCSE

Whats the same?

The vast majority of the subject content is the same.

60% of an A-level in Biology, Chemistry or Physics is the same for all
boards. There is very little change to this subject criteria.
40% can be different between boards.
The expected outcomes are the same: the same students would get the
same grades before and after the changes.

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What has changed?

All A-levels are now linear.

AS is a separate qualification, but co-teachable with A-level
Some updated subject content:
Momentum has moved into the AS
Some re wording (e.g. angular velocity now in subject criteria, stationary
waves not standing waves)
Mechanical properties of matter (e.g. Young modulus) added

Changes to practical assessment

40% of the marks on Physics papers will require the use of Level 2
mathematical skills
New Assessment Objectives

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Planning for linear exams

My students are used to modular

AS content will be examined at a full A-level standard where possible.
Examples:
Multi-step calculations:
AS: scaffolded question with steps laid out
A-level: multi-step calculation that the students have to work through.
Using the A-level maths skills (e.g. exponential equations )on AS content.

Make links wherever possible.

Examples:
How can we use the equations of motion or fields in particle physics?
Practice using the equations of diffraction on electron waves.
Introduce students to exponential equations in AS through attenuation of light
through a substance.

Outcomes should be the same.

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Activity: Move to linear

Spend a couple of minutes discussing how the move to linear may affect
your teaching.
What can you do now to make sure youre ready?
What materials or examples could you use with your current students to
stretch them, that will help you to prepare?

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Practical assessment

Internal assessment of practical skills will no longer contribute to A-level

grade
Endorsement for practical skills
15% of questions in written papers will be about practical work
Very likely to be a list of specified practicals that all students can be
expected to have done during the course.

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Teaching practical skills

Use dual lesson objectives

For the Physics content
For skills, such as practical skills
Focus on one specific area of practical

Lesson objective:
1. To understand the use of the Young
Modulus of a material
2. To be able to use a micrometer
3. To be able to combine uncertainties of
measurements to calculate the uncertainty
in the size of an area

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What cant be tested in exams?

Exam papers cannot test students abilities to

follow instructions
work safely
use equipment
make measurements

These will be assessed via endorsement.

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What can be tested in exams? (1/2)

Justify choice of a procedure for

investigating a scientific question using
scientific knowledge and understanding
Select and justify an appropriate sequence
of stages to support the gathering of valid
evidence
Select and justify data collection methods
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What can be tested in exams? (2/2)

Identify key variables and propose how each may be controlled in order to
produce valid evidence
Explain why some variables cannot be controlled easily and how planning
reflects this
Assess the strength of evidence to support conclusions
Process data to identify relationships between variables
Interpret and evaluate varying and conflicting evidence
Represent data using symbols, tables and a variety of graphs
Evaluate planning and implementation to account for errors and anomalies
and its impact on conclusions in complex contexts

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Planning ahead

In pairs or small groups:

Take each statement and decide:

Which practical experiences you would give your students to develop this skill?
Should any of these be on our specified practical list?
What questions you could ask to prompt thinking about these skills?
What should AQA provide to support this statement?

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Assessment Objectives - old

AO1: Knowledge and understanding of science and of How Science Works
a) recognise, recall and show understanding of scientific knowledge
b) select, organise and communicate relevant information in a variety of forms.
AO2: Application of knowledge and understanding of science and of How
Science Works
a) analyse and evaluate scientific knowledge and processes
b) apply scientific knowledge and processes to unfamiliar situations including those
related to issues
c) assess the validity, reliability and credibility of scientific information.
AO3: How Science Works
a) demonstrate and describe ethical, safe and skilful practical techniques and
processes, selecting appropriate qualitative and quantitative methods
b) make, record and communicate reliable and valid observations and
measurements with appropriate precision and accuracy
c) analyse, interpret, explain and evaluate the methodology, results and impact of
their own and others' experimental and investigative activities in a variety of
ways.
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Assessment Objectives: new (proposed)

AO1 Demonstrate knowledge and understanding of scientific ideas,

processes, techniques and procedures.
AO2 Apply knowledge and understanding of scientific ideas,
processes, techniques and procedures:
in a range of theoretical and practical contexts;
when handling qualitative and quantitative data, to solve scientific
problems.
AO3 Analyse, interpret and evaluate a range of scientific information,
ideas and evidence to:
make judgements and reach conclusions (including in relation to issues);
refine practical design and procedures.

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Activity: AOs in action

Can you work out which part questions are which AOs?

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Assessment Objectives in the classroom

AO1:

Teach the specification content including practical procedures and

skills.
Test to ensure students know it.
Take out the scaffolding in AS questions- this will be required for
the
full A-level.

AO2:

Give opportunities for students to apply their knowledge to unfamiliar

situations.
Ask them to design experiments using the skills theyve used.
Allow lots of opportunities to use mathematical skills in a range of
contexts.
Give students data and ask them to carry out mathematical
analysis
on it.

AO3:

Give students data and ask them to draw conclusions from the data.
Give students a conclusion and ask them to evaluate it.
Ask students to suggest ways to improve experiments.

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Maths skills

The list of maths skills required for A-level

Physics has increased
40% of marks in Physics papers will
require the use of maths skills
These must be Level 2 (Higher tier GCSE)
maths or above

N=BANcos

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Not Level 2 - Physics

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How can you prepare for the new maths requiremen

Consider if this will affect your entry requirements for A-level.

Dual lesson objectives
One for the Physics content
One for skills, such as maths skills

Lesson objective:
1. To understand Kirchoffs laws
2. To be able to handle calculations involving
reciprocals

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Activity: maths requirements

Look at the list of maths skills.

Discuss where you would:

Introduce each skill
Practice each skill

Remember that you potentially have two years to develop skills now.

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How can you prepare for the new maths

requirements?

Include tagged questions from Exampro in your teaching

1. Click search

2. Choose the
area of content

3. Choose the
mathematical
skills you want
questions on

4. Questions that match your criteria will appear here

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Example

How would you use this example with your students to teach the link
between graphs and equations whilst teaching about electricity?

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Contacts

Paul Duffy: pduffy@aqa.org.uk

A-level Science team: Science-GCE@aqa.org.uk

0161 958 3859

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