A-level Physics Plan ahead with AQA Paul Duffy – Qualification Developer for A-level Physics 10 January 2014 Version 3.0 Copyright © AQA and its licensors. All rights reserved.

Outcomes To help teachers to prepare for the changes to A-level Physics in 2015. Version 3.0 Copyright © AQA and its licensors. All rights reserved.

Overview of session A-level reform timeline What stays the same? What’s changed? Practical assessment Assessment Objectives Maths skills Copyright © AQA and its licensors. All rights reserved.

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. DfE and Ofqual consultations are yet to report. Copyright © AQA and its licensors. All rights reserved.

Timeline Copyright © AQA and its licensors. All rights reserved.

Timeline: Focus on Science June 2014 Sept 2014 June 2015 Sept 2015 June 2016 Sept 2016 June 2017 Sept 2017 June 2018 Legacy A-level Biology, Chemistry, Physics Last 2 years teaching AS exams Last A2 exams New Draft specs in schools First teaching First AS exams First A-level exams GCSE Science Last linear GCSE First linear GCSE Copyright © AQA and its licensors. All rights reserved.

What’s 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. Copyright © AQA and its licensors. All rights reserved.

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 Copyright © AQA and its licensors. All rights reserved.

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. 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. Copyright © AQA and its licensors. All rights reserved.

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 you’re ready? What materials or examples could you use with your current students to stretch them, that will help you to prepare? Copyright © AQA and its licensors. All rights reserved.

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. Copyright © AQA and its licensors. All rights reserved.

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: To understand the use of the Young Modulus of a material To be able to use a micrometer To be able to combine uncertainties of measurements to calculate the uncertainty in the size of an area Copyright © AQA and its licensors. All rights reserved.

What can’t 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. Copyright © AQA and its licensors. All rights reserved.

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 that minimise error and will produce valid and reliable data. Select and justify the choice of apparatus and methods of deployment to gather valid and reliable data. Identify hazards and risks Adapt approaches to control risk Copyright © AQA and its licensors. All rights reserved.

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 it’s impact on conclusions in complex contexts Copyright © AQA and its licensors. All rights reserved.

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? Copyright © AQA and its licensors. All rights reserved.

Assessment Objectives - old AO1: Knowledge and understanding of science and of How Science Works recognise, recall and show understanding of scientific knowledge 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. Copyright © AQA and its licensors. All rights reserved.

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. Copyright © AQA and its licensors. All rights reserved.

Activity: AOs in action Can you work out which part questions are which AOs? Copyright © AQA and its licensors. All rights reserved.

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 they’ve 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. Copyright © AQA and its licensors. All rights reserved.

NΦ=BANcosθ 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 Standard form is specifically excluded from being Level 2 maths. NΦ=BANcosθ Copyright © AQA and its licensors. All rights reserved.

Not Level 2 - Physics Copyright © AQA and its licensors. All rights reserved.

How can you prepare for the new maths requirements? 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: To understand Kirchoff’s laws To be able to handle calculations involving reciprocals Copyright © AQA and its licensors. All rights reserved.

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. Copyright © AQA and its licensors. All rights reserved.

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 Copyright © AQA and its licensors. All rights reserved.

Example How would you use this example with your students to teach the link between graphs and equations whilst teaching about electricity? Copyright © AQA and its licensors. All rights reserved.

Contacts Paul Duffy: pduffy@aqa.org.uk A-level Science team: Science-GCE@aqa.org.uk 0161 958 3859 Copyright © AQA and its licensors. All rights reserved.