1. A-level Physics Plan ahead with AQA
Paul Duffy – Qualification Developer for A-level Physics
10 January 2014
Version 3.0
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2. Outcomes
To help teachers to prepare for the changes to A-level Physics in 2015.
Version 3.0
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3. Overview of session A-level reform timeline
What stays the same? What’s changed?
Practical assessment
Assessment Objectives
Maths skills
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4. 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.
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5. Timeline
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6. 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
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7. 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.
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8. 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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9. 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.
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10. 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?
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11. 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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12. 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
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13. 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.
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14. 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
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15. 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
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16. 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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17. 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.
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18. 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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19. Activity: AOs in action
Can you work out which part questions are which AOs?
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20. 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.
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21. 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
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22. Not Level 2 - Physics
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23. 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
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24. 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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25. 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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26. 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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27. Contacts Paul Duffy: pduffy@aqa.org.uk
A-level Science team:
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