Physics

OCR

GCSE

Specification: J249

Physics uncovers the fundamental principles that explain how the universe works. From forces and motion to energy, waves and electricity, you'll develop mathematical problem-solving skills and practical expertise.

Topics

Objectives

273

Exam Tips

324

Pitfalls

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Study Guides

1 revision guides for OCR GCSE Physics

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Key Features

Apply mathematical equations
Conduct required practicals
Understand energy and forces
Explore particle physics

Assessment Objectives

AO1

40%

Demonstrate knowledge and understanding of: • scientific ideas • scientific techniques and procedures

AO2

40%

Apply knowledge and understanding of: • scientific ideas • scientific enquiry, techniques and procedures

AO3

20%

Analyse information and ideas to: • interpret and evaluate • make judgements and draw conclusions • develop and improve experimental procedures

What Gets Top Grades

A*/Grade 9

Knowledge & Understanding

Demonstrates comprehensive and accurate knowledge

Uses correct subject-specific terminology
Shows detailed understanding of concepts
Makes accurate connections between topics
Demonstrates depth beyond surface-level knowledge

Application

Applies knowledge effectively to new contexts

Selects relevant knowledge for the question
Adapts understanding to unfamiliar scenarios
Uses examples appropriately
Shows awareness of context

Analysis & Evaluation

Develops sophisticated analytical arguments

Constructs logical chains of reasoning
Considers multiple perspectives
Weighs evidence to reach justified conclusions
Acknowledges limitations and nuances

Key Command Words

OCR

State

1 mark

Give a single fact or term

Identify

1 mark

Name or select

Describe

2-4 marks

Account of process or features

Explain

3-6 marks

Give reasons with BUSINESS-FACING outcomes

Analyse

6-9 marks

Examine methodically showing cause→effect→outcome

Evaluate

9-12 marks

Judge, weigh up evidence, reach SYNOPTIC conclusion

Common Exam Mistakes

Pitfalls to avoid in your exams

•Confusing displacement with distance by calculating the total path length rather than the straight-line separation from start to finish
•Stating a vector answer (e.g., velocity) as a number only, neglecting to specify the direction or bearing
•Drawing vector diagrams where arrows are joined tail-to-tail instead of tip-to-tail when determining a resultant
•Assuming 'deceleration' is a scalar; failing to recognize it as negative acceleration (a vector)
•Confusing Newton's Third Law pairs with balanced forces acting on a single object (e.g., weight and normal reaction on a stationary book)
•Implying a time delay between the 'action' and 'reaction' force rather than stating they are simultaneous
•Failing to specify that the interaction pair must consist of forces of the same fundamental type
•Conflating factors affecting thinking distance (alcohol, fatigue) with those affecting braking distance (road surface, mass)

Top Examiner Tips

Expert advice for exam success

•When drawing scale diagrams, use a sharp pencil and ruler; examiners apply a strict tolerance (usually ±2mm and ±2°) for credit
•Always check if the question asks for 'speed' or 'velocity'—if it is velocity, you must include a direction in your final answer to gain the mark
•Memorize the pairs: distance/displacement and speed/velocity. These are the most frequent examples used in multiple-choice questions
•Use the 'A on B, B on A' sentence structure to guarantee you identify different objects correctly
•Check the type of force; if one is gravitational (weight) and the other is contact (normal force), they are NOT a Third Law pair
•Do not use the terms 'action' and 'reaction' unless you explicitly clarify that they happen at the exact same time
•In 6-mark extended response questions, structure your answer with two clear sub-headings: 'Factors affecting Thinking Distance' and 'Factors affecting Braking Distance'
•When asked to 'Estimate' a reaction time, use the standard range (0.2s – 0.9s); values outside this are often penalized as unrealistic