Mike Jackson, Physics Subject Advisor

In this blog I compare the OCR AS Level Physics A specification with AQA’s. Teachers and tutors may find this overview useful when supporting students switching courses during their studies or for re-sitting. It may also be useful if you are considering switching awarding organisations. For a comparison of the A Level only content please refer to the separate blog article.

General points

Physics content in England is developed from the Department for Education (DfE) document GCE AS and A level subject content for biology, chemistry, physics and psychology. This means that that many topics are similar for OCR and AQA.

This blog does not list every individual minor difference between the specifications, particularly if they related to fundamental terms and ideas. Remember to consider the statement that starts each section. This may include the need to apply knowledge and understanding. 

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. 

Differences in the symbols used in formulae are discussed. Teachers should 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.

Module 1 – Development of practical skills in physics

Module 1 consists of practical skills. Ours and AQA’s are broadly equivalent. The practical endorsement requirements do not apply to AS Level candidates though the activities are still likely to be useful learning and preparation for the written examinations.

We do not have “required practicals” for the practical endorsement. We have a flexible approach allowing centres to choose their own practicals. More details on practical endorsement when switching to us are explained in our article. Our flexible approach is supportive of students who move centre during their studies as it allows a range of practical experiences to be tracked and contribute to the practical endorsement. 

We have published resources for optional practicals in Practical Activity Groups (PAGs). These are included at the appropriate points on the specification. We also have three different optional trackers to choose from, with PAGs pre-mapped, to support centres.

If you wish to continue using the required practical (RPs) when switching from AQA to OCR, you will find that the following PAGs have similar methods and mapping. Note that RP1 does not have a PAG equivalent (PAG5 covers other wave investigations) and PAG6 does not have a RPs equivalent. 

Module 2 – Foundations of physics

Our Module 2 is similar to AQA’s 3.1 ‘Measurements and their errors’. Note that AQA have placed scalars and vectors at the start of their Force, energy and momentum content.

One significant difference in this section is that we do include checking of the homogeneity of physical equations using S.I. (système international) base units but AQA state that dimensional analysis is not required.

We also state the use of line of worst fit. This would be a line passing through all error bars with a maximum or minimum gradient.

Module 3 – Forces and motion

In Module 3 the main differences are:

• We include torque of a couple. AQA include torque in greater detail in their engineering option module for A Level. Note that Torque = Fd
• We include centre of gravity and experimental determination of centre of gravity (as well as centre of mass in module 5 for A Level). Examiners have observed confusion between centre of mass and centre of gravity in past series.
• We include Upthrust, p = hρg (which may have been learned at GCSE) and Archimedes’ principle. 
• We use the term “ultimate tensile strength” as opposed to “tensile strength”.
• For stress-strain graphs we state for “typical ductile, brittle and polymeric materials”. AQA include description of plastic behaviour, fracture and brittle behaviour.
• We expect learners to know that F = ma  is a special case of . This has been noted as an issue by examiners in the past when a question has referred to Newton’s second law.
• For collisions, we specify collisions and interaction of bodies in both one dimension and two dimensions with guidance that two-dimensional problems will only be assessed at A Level.

Module 4: Part 1 – Electrical circuits

Most of AQA’s 3.2.1 Particles is not in our AS content but is instead a topic in the A Level content. The main exception to this is the Planck constant and formulae found in our AS Level quantum physics topic. 

The first part of module 4 covers topics relating to electricity and electrical circuits. Some notable differences here are: 

We include investigating electrical characteristics for “a range of ohmic and non-ohmic components” which should be considered against the requirement for AQA.

• We include variation of resistivity of semiconductors. Note that AQA include discrete semiconductor devices in the A Level electronics option module.
• Superconductors are not specified in our specification, though some knowledge can be related to the content and may be beneficial for students in the future in this rapidly advancing area of research.
• We use Kirchoff’s first and second laws by name whereas AQA state “Conservation of charge and conservation of energy in DC circuits”.
• We specify analysis of circuits with more than one source of e.m.f.
• We include the kilowatt-hour (kWh) as a unit of energy and calculation of the cost of energy. Students may have learned this at GCSE.
• The phrase “lost volts” is used by us in relation to terminal potential difference.
• We include some additional detail for potential dividers, including potential divider equations. Our guidance also says that learners should know about a potentiometer as a potential divider.

Module 4: Part 2 – Waves 

This is broadly similar to AQA’s Waves topic. Differences include:

We specifically state using an oscilloscope to determine frequency. Oscilloscopes are required apparatus for the practical endorsement for A Level (and Required Practical 11) for AQA but not stated specifically in this area of their specification.

• We state reflection but it is only stated within AQA in relation to total internal reflection. However, it is a fundamental physics that students should be familiar with.
• We specify demonstrating wave effects using a ripple tank whereas AQA only include the ripple tank within the possible apparatus for ATi. The ripple tank is a standard demonstration, and may have been used by students for GCSE for practical work.
• We require techniques and procedures used to observe polarising effects using microwaves and light, but AQA include Polaroid material and alignment of aerials. A range of contexts may be useful in the context of applying knowledge.
• We include intensity of a progressive wave, the formula   and  
• We include the investigation of refraction and total internal reflection using ray boxes, including transparent rectangular and semi-circular blocks. This may still be used for AQA (as well as for GCSE work on refraction).
• AQA include the simple treatment of fibre optics, including the function of the cladding. They also state material and modal dispersion. For AQA students are expected to understand the principles of pulse broadening and absorption. Fibre optics are not in our specification though they may be an interesting context for students.
• We state similarities and differences between stationary and progressive waves which is not specifically stated for AQA but the comparisons may still be made during teaching.
• We include stationary waves using air columns, including wave patterns and determining the speed of sound in air by formation of stationary waves in a resonance tube.
• AQA give the formula for the first harmonic but we do not.
• We use the term “fundamental mode of vibration” whereas AQA state that they will not use this (or “overtone”).

Module 4: Part 3 – Quantum physics 

Quantum physics is similar in content to AQA’s specification, though it is grouped differently in sub-topics. The notable differences here are:

• We specifically reference diffraction of electrons, including through a thin slice of polycrystalline graphite whereas AQA state that details of particular methods are not expected.
• AQA specifically state that students should be able to explain how and why the amount of diffraction changes when the momentum of the particle changes.
• We have specifically stated additional detail on the photoelectric effect, which may be covered in teaching of this topic for AQA, including:
• a one-to-one interaction between a photon and a surface electron
• the idea that the maximum kinetic energy of the photoelectrons is independent of the intensity of the incident radiation 
• the idea that rate of emission of photoelectrons above the threshold frequency is directly proportional to the intensity of the incident radiation.

Further thoughts

This blog is not designed to be exhaustive, and much will depend on the delivery of teachers and the level of detail taught when ensuring that there is application of knowledge and understanding. Teachers should check planning against the specification and can find our free past papers on ExamBuilder to develop familiarity with the assessments. 

Overall, there is a great deal of similarity between the specifications and students should be able to switch between the two qualifications relatively easily. Many of the points highlighted are not significantly different and may already form part of teaching for either specification. This means that pupils switching awarding organisation can be supported and centres switching should be able to adapt existing teaching and planning.

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.

Related blogs

• Comparing OCR A Level Physics A with AQA
• When will our A Level Science practical endorsement monitoring take place? Understanding the monitoring cycle
• A Level science: updated practical skills handbooks
• Science teacher networks – what can you expect?
• Introducing the new portable tracker for A Level Biology, Chemistry and Physics
• New ideas, new topics, new teachers: using the OCR Delivery Science Guides
• The practical endorsement: switching to OCR for A Level sciences