OCR GCSE Combined Science: Biology (B1-B6) Guide
OCR GCSE Combined Science: Biology (B1-B6) Guide
Biology is one of the three sciences inside OCR Gateway Science A GCSE Combined Science (J250), and it is examined across two of the six papers in the double award. OCR organises its biology into six numbered topics, B1 to B6, which build outward from the smallest scale — the cell — to the largest questions facing humanity, such as feeding a growing population and defeating disease. This guide walks through all six topics with the definitions, processes and worked ideas that earn marks, and it forms part of our complete OCR GCSE Combined Science revision guide.
A note on scope before we begin: Combined Science biology covers the great majority of the biology you would meet on the Separate Science GCSE, but a little of the most advanced material is reserved for the separate qualification. Everything in this guide is core Combined Science content. For how the two qualifications compare, see our guide to Combined Science versus Separate Sciences.
Biology has a reputation as the "content-heavy" science, and it is a fair one — there is a great deal to know, and much of it comes down to precise vocabulary, named processes and the ability to describe how living things work in the correct order. What makes biology feel hard, therefore, is rarely the difficulty of any single idea; it is the sheer volume, and the risk of half-remembering a process or muddling two similar-sounding terms under exam pressure. That is genuinely good news, because volume is beaten by organisation. If you learn the biology as six connected stories that build on one another — cells, then transport, then coordination, then ecosystems, then inheritance, then health — rather than as a pile of disconnected facts, it becomes far easier to recall and, crucially, far easier to apply to the unfamiliar contexts the exam loves to throw at you.
This guide is written to build that organised understanding. For each of the six topics it gives you the core ideas in plain language, the key terms you must use precisely, a worked idea that models the kind of joined-up reasoning examiners reward, and the traps that quietly cost marks. It also flags, throughout, where the marks lean on AO2 (applying knowledge to a new situation) and AO3 (analysing and evaluating data), because biology at GCSE is far from pure recall — a large share of the marks reward what you can do with your knowledge, not just whether you have it. Read the guide once end-to-end to see how the topics connect, then return to individual sections as you revise, and drill each topic in the interactive courses linked as you go.
Combined Science is a double award, so your biology is examined in two of the six papers you sit, alongside two chemistry and two physics papers. You take both biology papers at one tier — Foundation (grades 1 to 5) or Higher (grades 4 to 9). The content overlaps heavily across the tiers, with Higher asking for greater detail and more demanding data analysis and extended writing. Whichever tier you sit, the study approach below is the same.
How the Biology Papers Are Structured
Before diving into the topics, it pays to understand how your biology knowledge is tested, because the shape of the exam should shape your revision. Under OCR Gateway Science A (J250), Combined Science is worth two GCSEs, and two of its six papers are biology papers — the ones this guide prepares you for. Each is a written exam mixing multiple-choice, short-answer, calculation and extended-response questions. The biology content is divided across the two papers, so you cannot leave a topic un-revised in the hope it "won't come up": any of B1 to B6 can appear on either paper. The single most useful planning insight is that biology at GCSE is not a memory test with a few sums bolted on — a substantial share of the marks reward application and data handling rather than straight recall.
Every question is written to test one of three Assessment Objectives, and knowing which one a question is targeting tells you what kind of answer scores:
| Assessment Objective | What it tests | What a good answer looks like |
|---|---|---|
| AO1 | Recall and understanding of scientific ideas | The correct definition, named structure, or word equation, stated precisely |
| AO2 | Applying knowledge to an unfamiliar context | Using a principle you know to explain a situation you have never seen |
| AO3 | Analysing, interpreting and evaluating data | Reading a graph or table, spotting a pattern, drawing a valid conclusion, judging reliability |
Across GCSE science as a whole, roughly 40% of marks are AO1, around 40% are AO2, and about 20% are AO3 — which means the majority of your marks come from doing something with your knowledge, not just having it. This is why simply reading revision notes is one of the least effective ways to prepare: it drills AO1 alone and leaves the AO2 and AO3 marks — over half the paper — untouched. Practising past-paper-style questions, where you apply ideas to novel scenarios and interpret unfamiliar data, is what actually builds the skills the exam rewards. Two further features are worth flagging now and returning to later: command words carry precise meanings (covered in the exam-technique section below), and roughly one-fifth of the marks reward maths skills — so the worked calculations throughout this guide are a genuine fifth of your grade, not a side-show.
B1 — Cell-Level Systems
B1 is where biology begins, at the level of the cell. It covers the differences between eukaryotic cells (animal and plant cells, which have a nucleus) and prokaryotic cells (bacteria, which do not), and the functions of the sub-cellular structures: nucleus, cytoplasm, cell membrane, mitochondria, ribosomes, and — in plant cells — the cell wall, vacuole and chloroplasts. You need to be able to use a light microscope, prepare a slide, and calculate magnification with the relationship
magnification=actual sizeimage size
Worked example — magnification. Suppose a cell measures 50 mm across in a photograph, and you are told the real cell is 0.05 mm wide. Magnification is a ratio, so both measurements must be in the same units before you divide. Converting the actual size, 0.05 mm=50 μm; converting the image, 50 mm=50,000 μm. Then
magnification=actual sizeimage size=5050,000=×1000
The same triangle rearranges to find any missing value. If a structure appears 30 mm long under a magnification of ×1500, the real length is image÷magnification=30÷1500=0.02 mm=20 μm. The three quantities — image size, actual size and magnification — form a formula triangle: cover the one you want and the layout of the other two tells you whether to multiply or divide.
Common mistake: forgetting to convert units. If the image is in millimetres and the actual size in micrometres, dividing straight away gives an answer 1000 times too large or too small. Always write both measurements in the same unit first, then divide. Remember 1 mm=1000 μm.
You should also know the difference between magnification (how many times bigger the image is) and resolution (the smallest gap between two points that can still be told apart). An electron microscope has far higher resolution than a light microscope, which is why it can reveal sub-cellular structures such as mitochondria and ribosomes that a light microscope cannot.
B1 also introduces enzymes as biological catalysts — proteins that speed up reactions without being used up. The lock-and-key model explains their specificity: each enzyme has an active site with a shape complementary to one particular substrate, so one enzyme catalyses one reaction. You must be able to describe the effect of temperature, pH and substrate concentration on the rate. As temperature rises, the rate increases (molecules collide more often) up to an optimum; beyond it, the rate falls sharply because the enzyme denatures — the active site changes shape and the substrate no longer fits. Note the precise wording: an enzyme is denatured, it is not "killed", because it was never alive. That single vocabulary slip loses marks every year.
Exam tip: when a question shows a rate-against-temperature graph, describe it in two halves and give a reason for each. "As temperature increases up to the optimum, rate increases because molecules have more kinetic energy and collide more frequently. Above the optimum, rate falls because the active site denatures and can no longer bind the substrate." Naming the cause on each side is what turns a "describe" answer into an "explain" answer.
Finally B1 covers the two great energy processes at the cellular level. Respiration releases energy from glucose in every living cell (not "makes" energy — energy cannot be created). Aerobic respiration uses oxygen and releases the most energy:
glucose+oxygen→carbon dioxide+water
Anaerobic respiration happens without oxygen, releasing much less energy: in animal cells it produces lactic acid, while in yeast (fermentation) it produces ethanol and carbon dioxide — the basis of brewing and baking. Photosynthesis is the reverse idea, using light energy to build glucose in plants:
carbon dioxide+water→glucose+oxygen
Getting these word equations exactly right — correct reactants, correct products, correct arrow direction — is a reliable source of easy AO1 marks. A useful anchor against the classic mix-up: respiration releases energy in all cells all the time; photosynthesis stores energy, only in the light and only in cells with chloroplasts.
Drill B1 in depth in the Cell-level Systems course.
B2 — Scaling Up
B2 moves from single cells to whole organisms, asking how larger organisms move substances around and how they grow. It covers the three ways substances cross membranes, and it is vital to keep them distinct because they are endlessly confused:
- Diffusion — the net movement of any particles from a region of higher concentration to lower concentration (down a concentration gradient). It is passive (no energy needed). Example: oxygen diffusing from the alveoli into the blood.
- Osmosis — the movement of water molecules, across a partially permeable membrane, from a dilute solution (high water concentration) to a more concentrated solution (low water concentration). Also passive. The key discriminator: osmosis is specifically about water.
- Active transport — the movement of particles against the concentration gradient, from low to high concentration. This requires energy from respiration. Example: root hair cells absorbing mineral ions from very dilute soil water.
Common mistake: writing "osmosis is the diffusion of water". Examiners often want the full definition including "across a partially permeable membrane" and "from a dilute to a more concentrated solution". Learn the complete sentence. And never say active transport "moves down the gradient" — the whole point is that it works against it, which is why it costs energy.
The topic explains why larger organisms need specialised exchange and transport systems while single-celled organisms do not, and the reason is the surface-area-to-volume (SA:V) ratio. As an object gets bigger, its volume grows faster than its surface area, so the SA:V ratio falls — a large organism simply does not have enough outer surface to supply its inner volume by diffusion alone.
Worked example — SA:V ratio. Model a small organism as a cube of side 1 cm. Its surface area is 6×(1×1)=6 cm2 and its volume is 1×1×1=1 cm3, giving a ratio of 6:1. Now double every side to 2 cm: surface area becomes 6×(2×2)=24 cm2 and volume becomes 2×2×2=8 cm3, a ratio of 24:8=3:1. The organism got bigger, but its SA:V halved. This is why an amoeba can rely on diffusion across its whole surface, while a mammal needs lungs, a gut and a circulatory system — specialised surfaces with a huge area folded into a small space.
You will also meet cell division by mitosis and the cell cycle, in which one cell divides to produce two genetically identical daughter cells for growth and repair. Do not confuse this with meiosis in B5, which produces gametes. The topic also covers the role of stem cells — undifferentiated cells that can become specialised — in growth, repair and medicine, along with the ethical debate around embryonic stem cells.
The topic then covers transport in animals and plants: the circulatory system (the heart, blood vessels and blood), and how the structure of the three vessel types matches their function — arteries have thick, muscular, elastic walls to withstand high pressure from the heart; veins have wider lumens and valves to prevent backflow of low-pressure blood; capillaries are one cell thick to allow rapid exchange with tissues. In plants, water and dissolved food are carried through the xylem (water and minerals, upward) and phloem (dissolved sugars, in both directions — a process called translocation), including transpiration and the factors that affect its rate: light intensity, temperature, humidity and air movement.
Worked idea. Good exchange surfaces share three adaptations — a large surface area, a short diffusion distance (thin walls), and a means of maintaining a steep concentration gradient (a good blood supply or ventilation) — and this trio is a mark-winning template you can apply to the alveoli in the lungs, the villi in the small intestine, the gills of a fish and the root hair cells of a plant. Take the fish gill: its many thin, folded filaments maximise area, the single-cell-thick surface shortens the diffusion distance, and the flow of blood keeps the gradient steep. Reproduce the trio and match each part to the structure, and you have the answer to most "explain how this surface is adapted for exchange" questions. Drill B2 in the Scaling Up course.
B3 — Organism-Level Systems
B3 is about coordination and control — how an organism senses its environment and responds. It covers the nervous system, whose job is to detect stimuli and coordinate rapid responses. The reflex arc is the classic example, and you should be able to name the pathway in the correct order:
stimulus→receptor→sensory neurone→relay neurone→motor neurone→effector→response
A reflex is automatic and rapid because it bypasses the conscious brain — the relay neurone is in the spinal cord — which is why you pull your hand off a hot object before you feel the pain. Between neurones sits a synapse, a tiny gap crossed by a chemical neurotransmitter that diffuses across and triggers an impulse in the next neurone. A common exam question asks why transmission across a synapse is slower than along a neurone: because diffusion of the neurotransmitter across the gap takes time, whereas the impulse itself is electrical.
The other control system is the endocrine system of hormones — chemical messengers released by glands and carried in the blood to target organs. The contrast between the two systems is a favourite comparison question:
| Feature | Nervous system | Endocrine (hormonal) system |
|---|---|---|
| Transmission | Electrical impulses along neurones | Chemical hormones in the blood |
| Speed | Very fast | Slower |
| Duration of effect | Short-lived | Long-lasting |
| Area affected | Very precise (specific cells) | More widespread |
A central theme is homeostasis: keeping the body's internal conditions stable despite changes outside — including temperature, blood glucose and water balance. The mechanism is negative feedback: a receptor detects a change from the norm, a coordination centre processes it, and an effector produces a response that reverses the change and returns conditions toward the set point.
Worked idea — blood glucose control. After a meal, blood glucose rises. The pancreas detects this and releases insulin, which makes body cells take up glucose and causes the liver to store the excess as glycogen, so the level falls back toward normal. When glucose later drops too low, the pancreas releases glucagon, which makes the liver break glycogen back down into glucose, so the level rises again. The two hormones pull in opposite directions around a set point — the signature of a negative-feedback loop. Explaining a control mechanism as a loop that opposes change, naming the detector, the hormone and the effector, is exactly what the extended-response questions reward.
Common mistake: muddling glucagon (the hormone that raises blood glucose) with glycogen (the storage carbohydrate). They look almost identical on the page. A memory hook: glucaGON tells stored glucose to be GONE from the liver and into the blood. Also, do not confuse Type 1 diabetes (the pancreas cannot produce enough insulin — treated with insulin injections) with Type 2 (body cells stop responding to insulin — managed largely through diet and exercise).
In plants, the topic covers responses to light and gravity — phototropism and gravitropism (geotropism) — brought about by the plant hormone auxin, which controls how cells elongate on the shaded or lower side of a shoot, and the commercial uses of plant hormones as weedkillers, rooting powders and to control fruit ripening. Drill B3 in the Organism-level Systems course.
B4 — Community-Level Systems
B4 is OCR's ecology topic, scaling up again to whole ecosystems and the interactions within them. It covers feeding relationships — food chains and webs, and the roles of producers (plants that photosynthesise, always at the start of a chain), consumers (animals that eat other organisms), and decomposers (microorganisms that break down dead material). The arrows in a food chain show the direction of energy flow, and a frequent slip is drawing them the wrong way: the arrow points from the organism being eaten to the one eating it, because that is the direction energy travels.
Energy is lost at each trophic level — through respiration (released as heat to the surroundings), through movement, and in waste such as faeces and urine — so only a small fraction passes to the next level. This is why food chains are rarely more than four or five links long: there is simply not enough energy left to support another level. It also explains why a given area of land can feed far more people growing crops than raising animals, a point examiners like to draw out in AO2 questions on food security.
Worked example — energy transfer efficiency. Suppose a plant traps 80,000 kJ of energy and the caterpillars that eat it contain 8,000 kJ. The efficiency of transfer is
efficiency=energy available at the previous levelenergy transferred to the next level×100=80,0008,000×100=10%
so 90% of the energy has been lost between the two levels. Being fluent with this percentage calculation — and able to explain where the missing energy went — is a dependable source of AO2 and AO3 marks.
B4 also covers the cycling of materials, especially the carbon cycle and the water cycle. The carbon cycle is worth learning as a loop: carbon dioxide is removed from the air by photosynthesis, passed along food chains by feeding, and returned to the air by respiration, decomposition and combustion (burning fossil fuels). Decomposers — bacteria and fungi — are central, releasing carbon dioxide as they break down dead organisms and returning mineral nutrients to the soil.
The topic then covers sampling — estimating the abundance and distribution of organisms without counting every one. A quadrat (a square frame of known area) is placed at random positions to estimate abundance; a transect (a line across a habitat, sampling at intervals) is used to study how distribution changes across an environmental gradient, such as from the shade of a hedge into open ground.
Worked example — population estimate. If ten quadrats each of area 1 m2 are placed at random in a field of area 2000 m2 and contain a total of 45 daisies, the mean per quadrat is 45÷10=4.5, so the estimated total population is 4.5×2000=9000 daisies. The logic is: find the mean per unit area from your samples, then scale up to the whole area.
Common mistake: placing quadrats where the organisms look plentiful rather than at random. Deliberately choosing where to sample makes the results biased and the estimate unreliable. Randomising the positions (for example with a numbered grid and random coordinates) is what makes the sample representative — and saying so explicitly earns the AO3 mark on "how could this method be improved?" questions.
Biodiversity — the variety of species in an ecosystem — and the human impact on ecosystems through pollution, deforestation and land use round out the topic, along with the benefits of maintaining biodiversity and methods of conservation. Drill B4 in the Community-level Systems course.
B5 — Genes, Inheritance and Selection
B5 covers genetics and evolution. It starts with DNA as the genetic material, the structure of the genome, and how genes code for proteins. It covers variation — genetic and environmental — and its causes, including mutation, and the difference between sexual and asexual reproduction and their consequences for variation.
The inheritance material covers meiosis and gamete formation, and it is essential to keep meiosis distinct from the mitosis of B2. Meiosis produces four genetically different gametes (sex cells), each with half the number of chromosomes, so that fertilisation restores the full number and mixes genes from two parents — the source of variation. Mitosis produces two identical cells for growth and repair. Confusing the two is one of the most penalised errors in this topic.
You must use the genetics vocabulary precisely, because questions often hinge on a single term:
| Term | Meaning |
|---|---|
| Gene | A section of DNA that codes for a protein / characteristic |
| Allele | A different version of the same gene |
| Dominant | An allele that is expressed even if only one copy is present (written as a capital letter) |
| Recessive | An allele expressed only when two copies are present (lower-case letter) |
| Homozygous | Two identical alleles for a gene (e.g. BB or bb) |
| Heterozygous | Two different alleles for a gene (e.g. Bb) |
| Genotype | The alleles an organism has (e.g. Bb) |
| Phenotype | The physical characteristic that results (e.g. brown eyes) |
Worked example — a genetic (Punnett) cross. Take a cross between two heterozygous parents, Bb×Bb, where B (brown) is dominant to b (blue). Each parent produces gametes carrying either B or b. Combining them in a Punnett square:
| B | b | |
|---|---|---|
| B | BB | Bb |
| b | Bb | bb |
Reading off the four boxes gives genotypes in the ratio 1 BB : 2 Bb : 1 bb. Because B is dominant, the first three (BB, Bb, Bb) all show the brown phenotype and only bb shows blue, giving a 3 : 1 phenotype ratio of brown to blue. As a probability, any one offspring has a 43 (75%) chance of being brown-eyed and 41 (25%) chance of being blue-eyed.
Common mistake: treating the 3 : 1 ratio as a guarantee. It is a probability, not a certainty — two brown-eyed heterozygous parents can, by chance, have several blue-eyed children in a row. Exam answers should say the ratio gives the expected proportion or the chance of each outcome, not that exactly three in four children will be brown-eyed. Also, always state the key (which letter is which allele) before you start, so the examiner can follow your reasoning.
It then covers evolution by natural selection, which is best learned as a sequence you can reproduce: (1) there is variation within a species; (2) organisms produce more offspring than the environment can support, so there is competition for resources; (3) individuals with advantageous characteristics are more likely to survive and reproduce; (4) they pass the advantageous alleles to their offspring; (5) over many generations the advantageous characteristic becomes more common in the population. The evidence includes fossils and the striking modern example of antibiotic-resistant bacteria (such as MRSA), where resistant bacteria survive antibiotic treatment and reproduce — natural selection observable within a human lifetime. The topic also contrasts natural selection with selective breeding (artificial selection by humans) and gives an introduction to genetic engineering. Drill B5 in the Genes, Inheritance and Selection course.
B6 — Global Challenges
B6 is OCR's applied, real-world biology topic, gathering several strands under a single "global challenges" banner — the same framing the Gateway suite uses in chemistry and physics. It covers monitoring and maintaining health, starting with the two great categories of disease. Communicable (infectious) diseases are caused by pathogens and can spread from one organism to another; you should know an example of each type:
| Pathogen type | Example disease | How it spreads |
|---|---|---|
| Bacteria | Salmonella food poisoning | Contaminated food |
| Virus | Measles | Droplets in the air |
| Fungus | Athlete's foot | Contact / surfaces |
| Protist | Malaria | A mosquito vector |
Non-communicable diseases — such as many cancers, heart disease and type 2 diabetes — cannot be passed on and are linked to lifestyle risk factors including diet, smoking, alcohol and exercise. A subtle AO3 point examiners test here is the difference between a correlation and a cause: a graph may show smoking rates and lung-cancer rates rising together, but a careful answer notes that correlation alone does not prove causation without further evidence.
The topic covers the body's defences: physical and chemical barriers (skin, mucus, stomach acid) as the first line, and the immune system — white blood cells that engulf pathogens (phagocytosis), produce antibodies, and produce antitoxins. Vaccination works by introducing a small, safe amount of dead or inactive pathogen, so the immune system produces antibodies and memory cells; if the real pathogen invades later, memory cells respond so quickly that you do not become ill. This is also the basis of herd immunity.
It then covers the development and testing of new drugs through clinical trials, which proceed in stages — first for toxicity and safety (often on small numbers, sometimes healthy volunteers), then for the right dose, then for efficacy (does it actually work) on larger numbers of patients, frequently using a placebo and a double-blind design so that neither patients nor doctors know who received the real drug, removing bias. Understanding why each control is used is prime AO3 material.
The topic also covers feeding the human race — improving crop yields, food security, and biotechnology — and the practical detection of disease. Because B6 is applied, examiners lean on AO2 and AO3 here: questions ask you to interpret data on disease spread or drug trials, and to evaluate the evidence for a claim.
Worked idea. Why does herd immunity protect people who are not themselves vaccinated? Because when a high proportion of a population is immune, the pathogen cannot spread easily from person to person, so unvaccinated individuals are far less likely to encounter it. Explaining a public-health idea as a chain of cause and effect — high vaccination, fewer transmission routes, lower risk for everyone — is the kind of joined-up reasoning the six-markers reward.
Common mistake: saying a vaccine "gives you antibodies" or "kills the pathogen". A vaccine does neither directly — it triggers your own immune system to make antibodies and memory cells. Likewise, antibiotics kill bacteria, not viruses, so they do nothing for a cold or flu; over-prescribing them is what drives the antibiotic resistance you met in B5. Precise cause-and-effect wording is what separates a top answer here.
Drill B6 in the Biology Global Challenges course.
Exam Technique for the Biology Papers
Knowing the biology is necessary but not sufficient; the students who pull ahead are the ones who convert what they know into marks on the page. A few habits make the biggest difference.
Answer the command word, not the topic. If a six-marker says "explain", every point needs a because — a cause; listing correct facts without linking them to a reason caps you at the lower band. "Describe" wants what happens in sequence; "evaluate" wants evidence on both sides and a supported judgement.
Use the mark allocation as a checklist. A four-mark question wants roughly four distinct creditworthy points. If you have written two sentences for four marks, you are almost certainly short — go back and add the mechanism or the second factor.
Show every step in a calculation and give the unit. Correct working — the right formula and substitution — earns method marks even when the final answer is wrong. Learn, too, the high-frequency definitions word-perfectly (osmosis, active transport, the reflex arc in order, the word equations, the natural-selection sequence): they are the cheapest marks in the whole qualification.
Frequently Asked Questions
Is Combined Science biology easier than Separate (Triple) biology? The content is very largely the same. Separate Science goes into a little more depth in places and adds some extra material, and awards two separate grades per science rather than the two combined grades of the double award. The revision approach in this guide applies to both.
How much maths is there in GCSE biology? More than students expect — roughly a fifth of the marks across the sciences reward maths skills. For biology that means magnification, surface-area-to-volume ratios, percentages and efficiency, means from a data set, population estimates from quadrats, and reading values off graphs. None of it is beyond Foundation-tier GCSE maths, but it must be practised.
What is the single most common way students lose marks? Confusing pairs of similar terms under pressure — mitosis with meiosis, glucagon with glycogen, respiration with photosynthesis, diffusion with osmosis, and correlation with cause. Deliberately nailing down each confusable pair is one of the highest-value things you can do.
How should I revise a content-heavy subject like biology? Actively, not by re-reading. Use retrieval practice (self-testing from blank paper), space it over weeks, and interleave topics so you have to choose the right idea for each question — exactly what the exam demands. The interactive courses linked throughout are built around this active-recall approach.
How the Biology Topics Connect
OCR's biology chain is deliberately cumulative. The cells and enzymes of B1 underpin the transport and respiration of B2, the homeostasis of B3 depends on the cell signalling introduced earlier, the ecology of B4 rests on the energy flow that respiration and photosynthesis make possible, and the genetics of B5 explains the variation on which the natural selection — and the disease resistance of B6 — depend. Revising the topics as a connected story, rather than six isolated lists, is what lets you answer the synoptic questions that pull ideas from across the course.
To pull everything together for the two biology papers, drill the topics interactively in the courses linked above, and when exams approach, the OCR GCSE Combined Science exam preparation course focuses purely on exam-day performance. For calculation and six-mark technique, see the exam technique guide.
Related Reading
- OCR GCSE Combined Science A (J250): Complete Revision Guide
- OCR GCSE Combined Science: Chemistry (C1-C6) Guide
- OCR GCSE Combined Science: Physics (P1-P6) Guide
- OCR GCSE Combined Science Exam Technique: Papers, Command Words & 6-Mark Questions
- OCR GCSE Combined Science: Cell-level Systems course
- OCR GCSE Combined Science: Genes, Inheritance and Selection course