Switching to AQA: from OCR
To save you time and help you compare our GCSE Combined Science with the OCR Combined Science (Gateway Science) specification, we’ve created some comparison tables.
These tables highlight the content and requirements side by side, so you can make the right choice for your students.
Subject content
The subject content covered by all awarding bodies is fundamentally the same. This is because the DfE subject criteria were very specific and extensive and no awarding body felt there was a need to add greatly to this body of knowledge. There are slight differences where small amounts of detail have been added to certain concepts. By reading the specification statements it is quite easy to identify these points. The titles used for topics are different in each specification as is the order that they appear. A summary of this is shown in the assessment structure table.
Working scientifically
The working scientifically statements are part of the subject criteria set by the DfE so are the same for all awarding bodies. AQA have also given examples of what students could be asked to do in the exam for each skill (section 3 working scientifically).
AQA have mapped key opportunities for development of these skills throughout the subject content (section 4). These are suggestions and are a starting point for teachers to identify where best to introduce and develop these skills during the course.
Mathematical requirements
The mathematical skills are part of the subject criteria set by the DfE so are the same for all awarding bodies (AQA section 9). Key opportunities for development of these skills are mapped throughout the subject content in the specification. It should be noted that this does not mean that this is where they will be exclusively assessed.
Physics equations
The physics equations are part of the subject criteria set by the DfE so are the same for all awarding bodies (AQA appendix B).
Required practical and apparatus and techniques
The apparatus and techniques are set by the DfE so these are common to all awarding bodies. The required practicals are designed to ensure that all the ATs are met. There are some differences to the required practicals we have used to address these ATs. The table below shows for the titles of the RPs and the ones OCR suggest. The free practical handbooks are available on the website where full details of teacher technician notes and students worksheets can be found.
OCR does not specify particular required practicals but split the requirements into 8 Practical Activity Groups (PAGs). The PAGs cover the ATs and an example practical is given.
Biology
AQA – Biology | OCR Gateway – Biology |
|---|---|
1. Use a light microscope to observe, draw and label a selection of plant and animal cells. A magnification scale must be included. | B1 Investigate different magnification techniques to draw scientific diagrams from a number of biological specimens |
7. Measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species. | B2 Investigate the differences in habitats using ecological sampling techniques |
4. Investigate the effect of pH on the rate of reaction of amylase enzyme. | B3 Investigate the factors that can affect the rate of enzyme activity |
5. Investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed | B4 Investigate the factors that can affect the rate of photosynthesis on Cabomba |
2. Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue. | |
3. Use qualitative reagents to test for a range of carbohydrates, lipids and proteins. To include: Benedict’s test for sugars; iodine test for starch; and Biuret reagent for protein. | |
6. Plan and carry out an investigation into the effect of a human factor on human reaction time | |
| B5 Investigate the effectiveness of antimicrobial agents on the growth of a bacterial lawn |
Chemistry
AQA – Chemistry | OCR Gateway – Chemistry |
|---|---|
9. Investigate what happens when aqueous solutions are electrolysed using inert electrodes. This should be an investigation involving developing a hypothesis. | C1. Electrolysis of aqueous sodium chloride or aqueous copper sulfate solution testing for gases produced. |
13. Analysis and purification of water samples from different sources, including pH, dissolved solids and distillation. | C2. Distillation of a mixture , for example , orange juice, cherry cola, hydrocarbons, inks |
12. Investigate how paper chromatography can be used to separate and tell the difference between coloured substances. Students should calculate Rf values. | C3. Use chromatography to identify the mixtures of dyes in an unknown ink |
8. Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate, using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution. | C4. Production of a pure dry sample of a salt |
11. Investigate how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced and a method involving a change in colour or turbidity. | C5 Investigate the effect of surface area or concentration on the rate of an acid/ carbonate reaction |
10. Investigate the variables that affect temperature changes in reacting solutions such as, eg acid plus metals, acid plus carbonates, neutralisations, displacement of metals. |
Physics
AQA – Physics | OCR – Physics |
|---|---|
17 Use appropriate apparatus to make and record the measurements needed to determine the densities of regular and irregular solid objects and liquids. Volume should be determined from the dimensions of regularly shaped objects and by a displacement technique for irregularly shaped objects. Dimensions to be measured using appropriate apparatus. | P1.Determine the densities of a variety of objects, both solid and liquid |
18. Investigate the relationship between force and extension for a spring. | P2 Investigate the effect of forces on springs |
19. Investigate the effect of varying the force on the acceleration of an object of constant mass and the effect of varying the mass of an object on the acceleration produced by a constant force. | P3. Investigate acceleration of a trolley down a ramp |
20. Make observations to identify the suitability of apparatus to measure the frequency, wavelength and speed of waves in a ripple tank and waves in a solid and take appropriate measurements. | P4. Use a ripple tank to measure the speed , frequency and wavelength of a wave |
P4. Investigate the reflection of light off a plane mirror and the refraction of light through prisms | |
14 An investigation to determine the specific heat capacity of one or more materials. The investigation will involve linking the decrease of one energy store (or work done) to the increase in temperature and subsequent increase in thermal energy stored. | P5 Determine the specific heat capacity of a material |
15 Use circuit diagrams to set up and check appropriate circuits to investigate the factors affecting the resistance of electrical circuits. This should include: the length of a wire at constant temperature combinations of resistors in series and parallel. | P6. Investigate the I-V characteristics of circuit elements |
16 Use circuit diagrams to construct appropriate circuits to investigate the I–V characteristics of variety of circuit elements including a filament lamp, a diode and a resistor at constant temperature. | |
21 Investigate how the amount of infrared radiation absorbed or radiated by a surface depends on the nature of that surface. |
Assessment
AQA – GCSE Combined Science | OCR Gateway – GCSE Combined Science |
|---|---|
Students must complete all assessments in the same tier. | Students must complete all assessments in the same tier. |
6 papers – 1 hour and 15 minutes | 6 papers – 1 hour and 10 minutes |
70 marks per paper. 420 marks in total Sufficient marks on each paper to sample the content in enough detail for valid assessment throughout the course. | 60 marks per paper. 360 marks in total. |
30% marks common between foundation and Higher. This level of overlap allows us to be surer of the equivalence of standard across the common grades, and to be more confident in the awarding of these common grades.
|
Topics covered in each paper
Biology
Paper 1
AQA – Biology Paper 1 | OCR– Biology Paper 1 |
|---|---|
Fundamental principles | |
Topic 1 – Cell Biology | Topic B1 – Cell level systems |
Topic 2 – Organisation | Topic B2 – Scaling up |
Topic 3 – Infection and response | Topic B3 – Organism level systems |
Topic 4 – Bioenergetics | Topic CS7 Practical skills |
Paper 2
AQA – Biology Paper 2 | OCRl – Biology Paper 2 |
|---|---|
Fundamental principles | With assumed knowledge of B1-B3 |
Topic 5 – Homeostasis and response | Topic B4 Interaction between systems |
Topic 6 – Inheritance, variation and evolution | Topic B5. Global challenges |
Topic 7 – Ecology | Topic CS7 Practical skills (PAGs B1-5) |
Chemistry
For AQA Chemistry the concepts and principles in topics 1, 2 and 3 are fundamental to an understanding of chemistry and underpin much of the content detailed in later sections of the specification.
Students will be directly examined on these fundamental concepts in Paper 1, but will also be expected to be able to apply them as the basis for responses to some questions in Paper 2.
Content of the following sections will not be included in questions in Paper 2:
- 5.1.1.3 The development of the model of the atom
- 5.1.2.2 Development of the periodic table.
Paper 1
AQA – Chemistry Paper 1 | OCR – Chemistry Paper 1 |
|---|---|
Topic 8 – Atomic structure and the periodic table | Topic C1 – Particles |
Topic 9 – Bonding, structure, and the | Topic C2 – Elements, compounds and mixtures |
Topic 10 – Quantitative chemistry | Topic C3 – Chemical reactions |
Topic 11 – Chemical changes | Topic CS7 Practical skills (PAGs C1 –C5) |
Topic 12 – Energy changes
|
Paper 2
AQA – Chemistry Paper 2 | OCR – Chemistry Paper 2 |
|---|---|
Some basic concepts and principles from topics 8-10 | With assumed knowledge of C1- C3 |
Topics 13 – The rate and extent of chemical change | Topic C4 – Predicting and identifying reactions and products |
Topic 14 – Organic chemistry | Topic C5 – Monitoring and controlling chemical reactions |
Topic 15 – Chemical analysis | Topic C6 – Global challenges |
Topic 16 – Chemistry of the atmosphere | Topic CS7 Practical skills (PAGs C1 –C5) |
Topic 17 – Using resources
|
Physics
Paper 1
AQA – Physics Paper 1 | OCR – Physics Paper 1 |
|---|---|
Topic 20 – Energy | Topic P1 – Matter |
Topic 21 – Electricity | Topic P2 – Forces |
Topic 22 – Particle model of matter | Topic P3 – Electricity and magnetism |
Topic 23 – Atomic structure | Topic CS7 Practical skills (PAGs P1 –P6) |
Paper 2
AQA – Physics Paper 2 | OCR – Physics Paper 2 |
|---|---|
Knowledge of energy changes and transfer as well as the concept of energy conservation from topic 20 and 21 | With assumed knowledge of P1 – P3 |
Topics 24 – Forces | Topic P4 – Waves and radioactivity |
Topic 25 – Waves | Topic P5 – Energy |
Topic 26 – Magnetism and electromagnetism | Topic P6 – Global challenges |
| Topic CS7 – Practical skills (PAGs P1-P6 |