Comparing OCR A Level Physics A with AQA

Mike Jackson, Physics Subject Advisor

In this blog I compare the OCR A Level Physics A (modules 5 and 6) to the equivalent modules for AQA. I also discuss how AQA’s Required Practicals could be matched to our practical activities for the practical endorsement, should you wish to continue with your established activities. Modules 2, 3 and 4 (the AS Level content) are compared in my previously published blog.

General points

This blog does not list every individual minor difference between the specifications, particularly those relating to fundamental terms and ideas which would be likely to be taught in any case. Appropriate application of knowledge and understanding should also be considered in conjunction with the specific content. 

Teachers should also ensure that students are familiar with the Data, Formulae and Relationships (DFR) booklet, including the symbols and subject used for each formula, which do vary in some instances. 

Teachers should always ensure that planning and teaching is based on the correct and current specification. You can check for subject updates on our website.

The practical endorsement

We have a flexible approach to the practical endorsement and do not have “Required Practicals”. Centres can use activities from the Practical Activity Groups (PAGs) or develop their own approach. More details on this are explained in this blog about our approach to practicals. 

The following AQA RPs and PAGs are similar, though you should still compare the exact mapping and adjust, if required, for your own approach: 

• RP 2 and PAG 5.1 
• RP 3 and PAG 1.1 
• RP 4 and PAG 2.1 
• RP 5 and PAG 3.1 
• RP 6 and PAG 4.2 (though the approach is not entirely the same) 
• RP 7 and PAG 10.1 
• RP 8 and PAG 8.2 
• RP 9 and PAG 9.1 
• RP 12 and PAG 7.1 (the PAG has measurements over time rather than distance).
  

Although RP10 and RP11 do not match any of the PAG activities, we do include two investigations of this physics in our specification under 6.3.1 and 6.3.3. Our suggested PAGs 11 and 12 cover an investigation and research skills which is flexible and these skills could be included within other investigations.

Module 5 – Newtonian world and astrophysics

Our module 5 consists of thermal physics, circular motion, oscillations, gravitational fields and astrophysics and cosmology. There is a great deal of similarity between these topics for OCR and AQA, except for astrophysics and cosmology where there are more distinct differences. 

In 5.1 Thermal physics (3.6.2 for AQA): 

• AQA specify work done on a gas increasing internal energy and work done = pΔV. Work done on a gas is covered to an extent in GCSE Physics. 
• AQA ask for the appreciation of how knowledge and understanding of the behaviour of a gas has changed over time, whereas we do not specify this. 
• We do not give   but we do give   and 

In 5.2 Circular motion (3.6.1.1 for AQA): 

• We include the period of an object in circular motion, including 
  
• We specify investigating circular motion using a whirling bung. 

In 5.3 Oscillations (3.6.1.2 to 3.6.1.4 for AQA): 

• We include “amplitude-driving frequency graphs for forced oscillators”. AQA note the opportunity to investigate “factors that determine the resonant frequency of a driven system” within “resonance and the effects of damping on the sharpness of resonance”.
• The periodic time formulae    and    are not included in our specification.

Astrophysics and the AQA optional module

Astrophysics is an optional module for AQA but line spectra are covered to an extent in the core content in 3.2.2.3. There is some overlap in the following topics but some distinct differences overall: 

• Parsec and light year 
• Wien and Stefan’s laws 
• HR diagrams 
• Supernovae, neutron stars and black holes 
• Some elements of EM radiation from stars within AQA’s stellar spectral classes 
• Doppler effect
  
• Hubble’s law 
• Big bang theory.

Module 6 – Particles and medical physics

Our module 6 consists of capacitors, electric fields, electromagnetism, nuclear and particle physics and medical imaging. AQA include a significant amount of particle physics in the AS Level linked content but we have kept this content mostly within the A Level modules. AQA have an option module for medical physics. 

In 6.1 Capacitors (3.7.4 for AQA): 

• We include total capacitance in series and parallel circuits, including “analysis of circuits containing capacitors, including resistors” and investigation using voltmeters and ammeters. 
• We include “uses of capacitors as a storage for energy”. 

In 6.2 Electric fields (3.7.3 for AQA): 

• AQA require an appreciation that air can be treated as a vacuum when calculating force between charges though this may be apparent through values used in calculations anyway. 
• We give C=4πε_₀R for an isolated sphere, with additional guidance that derivation is expected from the equation for electric potential and Q = VC. 
• We state “force-distance graph for a point or spherical charge, work done is area under graph.” 
• AQA specifically refer to graphical representations of E and V with r. 
• AQA expect derivation from work done moving charge between plates, Fd = QΔV 

In 6.3 Electromagnetism (3.7.5 for AQA): 

• We give   whereas AQA only give 
  
• AQA state “application in devices such as the cyclotron”, we use “velocity selector”
  
• We specifically state “charged particles moving in a region occupied by both electric and magnetic fields…” 
• AQA give magnetic flux Φ = BA and flux linkage NΦ = BANcosθ whereas we give Φ = BAcosθ and flux linkage = nΦ. 
• AQA include ε = BANωsinωt for a coil rotating uniformly in a magnetic field but we do not. 
• We do not include production of eddy currents or causes of inefficiencies in transformers but we do state “techniques and procedures used to investigate transformers”, which may require some appreciation of inefficiencies. 
• AQA state “transmission of electrical power at high voltage including calculations of power loss in transmission lines.” 
• We do not specifically include calculation of I__rms and V__rms, or peak to peak values of voltage or mains electricity peak (but note that use of an oscilloscope is required within the apparatus which is common to both qualifications). 

In 6.4 Nuclear and particle physics (3.8 for AQA as well as some content in 3.2.1): 

• AQA emphasise “appreciation of how knowledge and understanding of the structure of the nucleus has changed over time” but we have not stated this. 
• We do not include the graph of intensity against angle for electron diffraction by a nucleus. Note that the Coloumb equation is covered in our section 6.2.2 Coulomb’s law. 
• AQA state that E=mc² will not be required in calculations relating to the Planck constant in 3.2.1.3 but we do not state this. 
• We do not include some of the detail on particle interactions from AQA’s 3.2.1.4. This section includes virtual photons, electron capture, electron-proton collision, bosons and the simple diagrams to represent these. 
• Classification of hadrons is in our specification but with less detail on classes of hadrons. 
• Baryon number as a quantum number and mesons (pion, kaon) are not stated. 
• We give less detail on leptons but classification of leptons is on the specification. Muons are not included. 
• Our references to strange particles and strangeness are limited to the strange quark. 
• AQA state application in relation to ionising radiation, e.g. to relative hazards of exposure to humans. This is not stated on our specification, though some understanding may be covered within investigative work and general teaching of the topic. 
• β⁺decay equation is not specifically stated for AQA but may be taught with β^- decay. 
• We do not include the inverse-square law for gamma radiation:    but note that we do give intensity of a wave in 4.4.1 I ∝(amplitude)² and 
• We do not include content on background radiation though this may have been studied in GCSE Physics and could be relevant to practical work. 
• We do not include the graph of N against Z for stable nuclei, or possible decay modes, though this could be associated with the wider learning for this topic. 
• AQA include “factors affecting the choice of materials for the moderator, control rods and coolant. Examples of materials used for these functions.” 
• We state knowledge of 5.1.4 Ideal gases will be required in relation to radioactivity [6.4.3 (d)]. This is important to note for the component 02 exam paper which does not cover most of the module 5 content. 
• AQA include more detail within safety aspects (of nuclear fission) in 3.8.1.8.

Medical imaging and medical physics

Our medical imaging broadly covers X-rays (including CAT scanning), diagnostics using tracers, gamma cameras and PET scanning and ultrasound scans. These medical techniques are covered within AQA’s option module 3.10. Note that AQA do include “Appreciation of balance between risk and benefits in the uses of radiation in medicine [in relation to alpha, beta and gamma radiation” within their core content (3.8.1.2).

Further thoughts

Overall, there is a great deal of similarity between the specifications. This means that centres switching should be able to adapt existing teaching and planning. The differences may also be an opportunity for stretch and challenge. 

A range of supporting resources are available through Teach Cambridge, including teaching guides.

Stay connected

Please let us know if you have any questions, or if you would like talk with me or my colleagues about switching to OCR. I have a Microsoft Teams booking page which you can use to set up a virtual meeting with me. We also welcome your online feedback and you can share your thoughts in the comments below. 

You can email us at science@ocr.org.uk, call us on 01223 553998 or message us on X (formerly Twitter) @OCR_Science. You can also sign up to subject updates to keep up-to-date with the latest news, updates and resources.

If you are considering teaching any of our qualifications, use our online form to let us know, so that we can help you with more information.

About the author

Mike joined OCR in January 2024 and is a subject advisor for A Level Physics. Mike completed an MA in Education at the University of Birmingham in 2014. Before joining OCR, he was a teacher for over 15 years, with roles included Acting Assistant Head, Head of Science, Physics Network Lead for a trust, a STEM Learning Facilitator and an SLE for Science. Mike is passionate about inclusion in education, environment and sustainability.

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