GCSE (9-1)

Physics

Specification
Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Physics (1PH0)
First teaching from September 2016
First certification from June 2018 Issue 4
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Summary of Pearson Edexcel Level 1/Level 2
GCSE (9–1) in Physics (1PH0) specification
Issue 4 changes

Summary of changes made between previous issue and this current issue Page
number

Removed named subject advisors from the ‘Get help and support’ section 3

Emboldened the spec point 10.25 to bring this in line with Combined Science 33
specification on highlighting of higher tier content

If you need further information on these changes or what they mean, contact us via our
website at: qualifications.pearson.com/en/support/contact-us.html
Contents

1 Introduction 2
Why choose Edexcel GCSE in Physics? 2
Supporting you in planning and implementing this qualification 3
Qualification at a glance 4

2 Subject content 6
3 Assessment information 46
4 Administration and general information 49
Entries 49
Access arrangements, reasonable adjustments, special consideration and
malpractice 49
Student recruitment and progression 52

Appendix 1: Mathematical skills 55

Appendix 2: Equations in Physics 57
Appendix 3: SI Units in Physics 61
Appendix 4: Taxonomy 62
Appendix 5: Apparatus and techniques 64
Appendix 6: Practical Science Statement 68
Appendix 7: The context for the development of this
qualification 69
Appendix 8: Transferable skills 71
Appendix 9: Codes 72
Appendix 10: Calculators 73
1 Introduction

Why choose Edexcel GCSE in Physics?

Supporting success in science

Science matters. That’s why we’ve built the most inclusive GCSE (9–1) courses, so every
student can enjoy science and succeed in their studies.

Every student is different. With the same science and equal number of exams across our
tiered qualifications, you can structure the courses in the ways that mean you can best
support and stretch your students together.

Our specifications are straightforward, and our selection of core practicals are designed to
help bring science learning to life. And when it comes to our assessments, they’re shaped to
encourage all students to best show what they know and can do.

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Supporting you in planning and implementing this
qualification

Planning
● Our Getting Started guide gives you an overview of the new GCSE qualifications to help
you to get to grips with the changes to content and assessment and to help you
understand what these changes mean for you and your students.
● We will give you editable schemes of work that you can adapt to suit your department.

● Our mapping documents highlight key differences between the new and 2011
qualifications.

Teaching and learning

There will be lots of free teaching and learning support to help you deliver the new
qualifications, including:
● a free series of teacher, student and technician worksheets will help cover each element
of planning and delivering every core practical
● a free practical guide to help you prepare for the changes to practical assessment

● a free maths guide for scientists to help you embed mathematics in your science
teaching.

Preparing for exams

We will also provide a range of resources to help you prepare your students for the
assessments, including:

● additional assessment materials to support formative assessments and mock exams

● marked exemplars of student work with examiner commentaries.

ResultsPlus
ResutsPlus provides the most detailed analysis available of your students’ exam
performance. It can help you identify the topics and skills where further learning would
benefit your students.

Get help and support

Our subject advisor service, led by our dedicated subject advisor will ensure you receive help
and guidance from us and that you can share ideas and information with other teachers.

Learn more at qualifications.pearson.com

examWizard
examWizard is a free exam preparation tool containing a bank of Edexcel GCSE Science
exam questions, mark schemes and examiners’ reports. Existing questions will be reviewed
and tagged to our new specifications so they can still be used, and question descriptions will
be updated.

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Qualification at a glance

Content and assessment overview

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Physics consists of two
externally-examined papers. These are available at foundation tier and higher tier.

Students must complete all assessments in the same tier.

Students must complete all assessment in May/June in any single year.

Paper 1 (*Paper code: 1PH0/1F and 1PH0/1H)

Written examination: 1 hour and 45 minutes

50% of the qualification

100 marks

Content overview

● Topic 1 – Key concepts of physics

● Topic 2 – Motion and forces

● Topic 3 – Conservation of energy

● Topic 4 – Waves

● Topic 5 – Light and the electromagnetic spectrum

● Topic 6 – Radioactivity

● Topic 7 – Astronomy

Assessment overview

A mixture of different question styles, including multiple-choice questions, short answer

questions, calculations and extended open-response questions.

Calculators may be used in the examination. Information on the use of calculators during
the examinations for this qualification can be found in Appendix 10: Calculators.

*See Appendix 9: Codes for a description of this code and all other codes relevant to this
qualification.

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Paper 2 (Paper code: 1PH0/2F and 1PH0/2H)

Written examination: 1 hour and 45 minutes

50% of the qualification

100 marks

Content overview

● Topic 1 – Key concepts of physics

● Topic 8 – Energy - Forces doing work

● Topic 9 – Forces and their effects

● Topic 10 – Electricity and circuits

● Topic 11 – Static electricity

● Topic 12 – Magnetism and the motor effect

● Topic 13 – Electromagnetic induction

● Topic 14 – Particle model

● Topic 15 – Forces and matter

Assessment overview

A mixture of different question styles, including multiple-choice questions, short answer

questions, calculations and extended open-response questions.

Calculators may be used in the examination. Information on the use of calculators during
the examinations for this qualification can be found in Appendix 10: Calculators.

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2 Subject content

Qualification aims and objectives

GCSE study in the sciences provides the foundation for understanding the material world.
Scientific understanding is changing our lives and is vital to the world’s future prosperity. All
students should learn essential aspects of the knowledge, methods, processes and uses of
science. They should gain appreciation of how the complex and diverse phenomena of the
natural world can be described in terms of a small number of key ideas that relate to the
sciences and that are both inter-linked and of universal application. These key ideas include:
● the use of conceptual models and theories to make sense of the observed diversity of
natural phenomena
● the assumption that every effect has one or more cause

● that change is driven by differences between different objects and systems when they
interact
● that many such interactions occur over a distance without direct contact

● that science progresses through a cycle of hypothesis, practical experimentation,

observation, theory development and review
● that quantitative analysis is a central element both of many theories and of scientific
methods of inquiry.
These key ideas will be assessed through the content of this qualification in the
examinations.

These key ideas are relevant in different ways and with different emphases in the three
subjects. Examples of their relevance are given for each subject in the separate sections
below for Biology, Chemistry and Physics.

The three GCSE Science qualifications enable students to:

● develop scientific knowledge and conceptual understanding through the specific disciplines
of Biology, Chemistry and Physics
● develop understanding of the nature, processes and methods of science, through different
types of scientific enquiries that help them to answer scientific questions about the world
around them
● develop and learn to apply observational, practical, modelling, enquiry and problem-
solving skills in the laboratory, in the field and in other learning environments
● develop their ability to evaluate claims based on science through critical analysis of the
methodology, evidence and conclusions, both qualitatively and quantitatively.
Students should study the sciences in ways that help them to develop curiosity about the
natural world, that give them an insight into how science works and that enable them to
appreciate its relevance to their everyday lives. The scope and nature of the study should be
broad, coherent, practical and satisfying. It should encourage students to be inspired,
motivated and challenged by the subject and its achievements.

The key ideas specific to the Physics content include:

● the use of models, as in the particle model of matter or the wave models of light and of
sound
● the concept of cause and effect in explaining such links as those between force and
acceleration, or between changes in atomic nuclei and radioactive emissions

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● the phenomena of ‘action at a distance’ and the related concept of the field as the key to
analysing electrical, magnetic and gravitational effects
● that differences, for example between pressures or temperatures or electrical potentials,
are the drivers of change
● that proportionality, for example between weight and mass of an object or between force
and extension in a spring, is an important aspect of many models in science
● that physical laws and models are expressed in mathematical form.

All of these key ideas will be assessed as part of this qualification, through the subject
content.

Working scientifically
The GCSE in Physics requires students to develop the skills, knowledge and understanding of
working scientifically. Working scientifically will be assessed through examination and the
completion of the eight core practicals.

1 Development of scientific thinking

a Understand how scientific methods and theories develop over time.

b Use a variety of models, such as representational, spatial, descriptive,

computational and mathematical, to solve problems, make predictions and to
develop scientific explanations and an understanding of familiar and unfamiliar
facts.

c Appreciate the power and limitations of science, and consider any ethical issues
that may arise.

d Explain everyday and technological applications of science; evaluate associated

personal, social, economic and environmental implications; and make decisions
based on the evaluation of evidence and arguments.

e Evaluate risks both in practical science and the wider societal context, including
perception of risk in relation to data and consequences.

f Recognise the importance of peer review of results and of communicating results

to a range of audiences.

2 Experimental skills and strategies

a Use scientific theories and explanations to develop hypotheses.

b Plan experiments or devise procedures to make observations, produce or

characterise a substance, test hypotheses, check data or explore phenomena.

c Apply a knowledge of a range of techniques, instruments, apparatus and materials

to select those appropriate to the experiment.

d Carry out experiments appropriately, having due regard to the correct

manipulation of apparatus, the accuracy of measurements and health and safety
considerations.

e Recognise when to apply a knowledge of sampling techniques to ensure any

samples collected are representative.

f Make and record observations and measurements using a range of apparatus and
methods.

g Evaluate methods and suggest possible improvements and further investigations.

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3 Analysis and evaluation
Apply the cycle of collecting, presenting and analysing data, including:

a presenting observations and other data using appropriate methods

b translating data from one form to another

c carrying out and representing mathematical and statistical analysis

d representing distributions of results and making estimations of uncertainty

e interpreting observations and other data (presented in verbal, diagrammatic,

graphical, symbolic or numerical form), including identifying patterns and trends,
making inferences and drawing conclusions

f presenting reasoned explanations, including relating data to hypotheses

g being objective, evaluating data in terms of accuracy, precision, repeatability and

reproducibility and identifying potential sources of random and systematic error

h communicating the scientific rationale for investigations, methods used, findings

and reasoned conclusions through paper-based and electronic reports and
presentations using verbal, diagrammatic, graphical, numerical and symbolic
forms.

4 Scientific vocabulary, quantities, units, symbols and nomenclature

a Use scientific vocabulary, terminology and definitions.

b Recognise the importance of scientific quantities and understand how they are
determined.

c Use SI units (e.g. kg, g, mg; km, m, mm; kJ, J) and IUPAC chemical nomenclature
unless inappropriate.

d Use prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega,
kilo, centi, milli, micro and nano).

e Interconvert units.

f Use an appropriate number of significant figures in calculation.

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Practical work
The content includes eight mandatory core practicals, indicated as an entire specification
point in italics.

Students must carry out all eight of the mandatory core practicals listed below.

Core practical:

2.19 Investigate the relationship between force, mass and acceleration by varying the
masses added to trolleys

4.17 Investigate the suitability of equipment to measure the speed, frequency and
wavelength of a wave in a solid and a fluid

5.9 Investigate refraction in rectangular glass blocks in terms of the interaction of

electromagnetic waves with matter

5.19P Investigate how the nature of a surface affects the amount of thermal energy
radiated or absorbed.

10.17 Construct electrical circuits to:

a investigate the relationship between potential difference, current and resistance

for a resistor and a filament lamp

b test series and parallel circuits using resistors and filament lamps

14.3 Investigate the densities of solid and liquids

14.11 Investigate the properties of water by determining the specific heat capacity of
water and obtaining a temperature-time graph for melting ice

15.6 Investigate the extension and work done when applying forces to a spring

Students will need to use their knowledge and understanding of these practical techniques
and procedures in the written assessments.

Centres must confirm that each student has completed the eight mandatory core practicals.

Students need to record the work that they have undertaken for the eight mandatory core
practicals. The practical record must include the knowledge, skills and understanding they
have derived from the practical activities. Centres must complete and submit a Practical
Science Statement (see Appendix 6) to confirm that all students have completed the eight
mandatory core practicals. This must be submitted to Pearson by 15th April in the year that
the students will sit their examinations. Any failure by centres to provide this Practical
Science Statement will be treated as malpractice and/or maladministration.

Scientific diagrams should be included, where appropriate, to show the set-up and to record
the apparatus and procedures used in practical work.

It is important to realise that these core practicals are the minimum number of practicals
that should be taken during the course. Suggested additional practicals are given beneath
the content at the end of each topic. The eight mandatory core practicals cover all aspects of
the apparatus and techniques listed in Appendix 5: Apparatus and techniques. This appendix
also includes more detailed instructions for each core practical, which must be followed.

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Safety is an overriding requirement for all practical work. Centres are responsible for
ensuring appropriate safety procedures are followed whenever their students complete
practical work.

These core practicals may be reviewed and amended if changes are required to the
apparatus and techniques listed by the Department for Education. Pearson may also review
and amend the core practicals if necessary. Centres will be told as soon as possible about
any changes to core practicals.

Qualification content
The following notation is used in the tables that show the content for this qualification:

● text in bold indicates content that is for higher tier only

● entire specification points in italics indicates the core practicals.

Specification statement numbers with a P in them refer to content which is only in the GCSE
in Physics and is not found in the GCSE in Combined Science (e.g. 3.18P).

Mathematics
Maths skills that can be assessed in relation to a specification point are referenced in the
maths column, next to this specification point. Please see Appendix 1: Mathematical skills for
full details of each maths skill.

After each topic of content in this specification, there are details relating to the ‘Use of
mathematics’ which contains the Physics specific mathematic skills that are found in each
topic of content in the document Biology, Chemistry and Physics GCSE subject content,
published by the Department for Education (DfE) in June 2014. The reference in brackets
after each statement refers to the mathematical skills from Appendix 1.

Equations
The required physics equations are listed in Appendix 2: Equations in Physics. The first list
shows the equations which students are expected to recall for use in the exam papers. These
equations may sometimes be given in the exam papers. The equations required for higher
tier only are shown in bold text. These equations are also listed in the specification content.

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Topics common to Paper 1 and Paper 2

Topic 1 – Key concepts of physics

Students should: Maths skills

1.1 Recall and use the SI unit for physical quantities, as listed in
Appendix 3

1.2 Recall and use multiples and sub-multiples of units, including 3c

giga (G), mega (M), kilo (k), centi (c), milli (m), micro (μ) and
nano (n)

1.3 Be able to convert between different units, including hours to 1c

seconds

1.4 Use significant figures and standard form where appropriate 1b

Use of mathematics
● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).

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Topics for Paper 1

Topic 2 – Motion and forces

Students should: Maths skills

2.1 Explain that a scalar quantity has magnitude (size) but no

specific direction

2.2 Explain that a vector quantity has both magnitude (size) and a 5b
specific direction

2.3 Explain the difference between vector and scalar quantities 5b

2.4 Recall vector and scalar quantities, including:

a displacement/distance

b velocity/speed

c acceleration

d force

e weight/mass

f momentum

g energy
2.5 Recall that velocity is speed in a stated direction 5b
2.6 Recall and use the equations: 1a, 1c, 1d
a (average) speed (metre per second, m/s) = distance 2a
(metre, m) ÷ time (s)
3a, 3c, 3d
b distance travelled (metre, m) = average speed (metre per
second, m/s) × time (s)

2.7 Analyse distance/time graphs including determination of speed 2a

from the gradient
4a, 4b, 4d, 4e

2.8 Recall and use the equation: 1a, 1c, 1d

acceleration (metre per second squared, m/s2) = change in 2a

velocity (metre per second, m/s) ÷ time taken (second, s)
3a, 3b, 3c, 3d

a=
(v − u )
t
2.9 Use the equation: 1a, 1c, 1d

(final velocity)2 ((metre/second)2, (m/s)2) – (initial velocity)2 2a

((metre/second)2, (m/s)2) = 2 × acceleration (metre per
3a, 3c, 3d
second squared, m/s2) × distance (metre, m)

v2 − u2 = 2× a × x

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 Students should: Maths skills

2.10 Analyse velocity/time graphs to: 1a, 1c, 1d

a compare acceleration from gradients qualitatively 2a

b calculate the acceleration from the gradient (for uniform 4a, 4b, 4c, 4d,
acceleration only) 4e, 4f

c determine the distance travelled using the area between 5c

the graph line and the time axis (for uniform acceleration
only)

2.11 Describe a range of laboratory methods for determining the 1a, 1d

speeds of objects such as the use of light gates
2a, 2b, 2c, 2f,
2h

3a, 3c, 3d

4a, 4c

2.12 Recall some typical speeds encountered in everyday

experience for wind and sound, and for walking, running,
cycling and other transportation systems

2.13 Recall that the acceleration, g, in free fall is 10 m/s2 and be 1d

able to estimate the magnitudes of everyday accelerations
2h

2.14 Recall Newton’s first law and use it in the following situations: 1a, 1d

a where the resultant force on a body is zero, i.e. the body is 2a

moving at a constant velocity or is at rest
3a, 3c, 3d
b where the resultant force is not zero, i.e. the speed and/or
direction of the body change(s)

2.15 Recall and use Newton’s second law as: 1a, 1c, 1d

force (newton, N) = mass (kilogram, kg) × acceleration 2a

(metre per second squared, m/s2)
3a, 3b, 3c, 3d
F = m× a
2.16 Define weight, recall and use the equation: 1a, 1c, 1d

weight (newton, N) = mass (kilogram, kg) × gravitational field 2a

strength (newton per kilogram, N/kg)
3a, 3b, 3c, 3d
W = m× g
2.17 Describe how weight is measured

2.18 Describe the relationship between the weight of a body and 1c

the gravitational field strength

2.19 Core Practical: Investigate the relationship between force, 1a, 1c,1d
mass and acceleration by varying the masses added to trolleys 2a, 2b, 2f

3a, 3b, 3c, 3d

4a, 4b, 4c, 4d

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Students should: Maths skills

2.20 Explain that an object moving in a circular orbit at 5b

constant speed has a changing velocity (qualitative
only)

2.21 Explain that for motion in a circle there must be a 5b

resultant force known as a centripetal force that acts
towards the centre of the circle

2.22 Explain that inertial mass is a measure of how difficult it 1c,

is to change the velocity of an object (including from
rest) and know that it is defined as the ratio of force
over acceleration

2.23 Recall and apply Newton’s third law both to equilibrium 1a, 1c, 1d
situations and to collision interactions and relate it to the
2a
conservation of momentum in collisions
3a, 3b, 3c, 3d

2.24 Define momentum, recall and use the equation: 1a, 1c, 1d

momentum (kilogram metre per second, kg m/s) = 2a

mass (kilogram, kg) × velocity (metre per second, m/s)
3a, 3b, 3c, 3d
p = m×v
2.25 Describe examples of momentum in collisions 1a, 1c, 1d

2a

3a, 3b, 3c, 3d

2.26 Use Newton’s second law as: 1a, 1c, 1d

force (newton, N) = change in momentum (kilogram 2a

metre per second, kg m/s) ÷ time (second, s)
3a, 3b, 3c, 3d

F =
(mv − mu )
t
2.27 Explain methods of measuring human reaction times and 2a, 2b, 2c, 2g
recall typical results

2.28 Recall that the stopping distance of a vehicle is made up of the 1a

sum of the thinking distance and the braking distance

2.29 Explain that the stopping distance of a vehicle is affected by a 1c, 1d

range of factors including:
2b, 2c, 2h
a the mass of the vehicle
3b, 3c
b the speed of the vehicle

c the driver’s reaction time

d the state of the vehicle’s brakes

e the state of the road

f the amount of friction between the tyre and the road

surface

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 Students should: Maths skills

2.30 Describe the factors affecting a driver’s reaction time including 1d

drugs and distractions
2b, 2h

3c

2.31 Explain the dangers caused by large decelerations and 1c, 1d,
estimate the forces involved in typical situations on a
2c, 2h,
public road
3b, 3c

2.32P Estimate how the distance required for a road vehicle to stop 1a, 1c, 1d
in an emergency varies over a range of typical speeds
2a

3a, 3b, 3c, 3d

2.33P Carry out calculations on work done to show the dependence 1c, 1d
of braking distance for a vehicle on initial velocity squared
2b, 2h
(work done to bring a vehicle to rest equals its initial kinetic
energy) 3b, 3c

Use of mathematics

● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).
● Relate changes and differences in motion to appropriate distance-time, and velocity-time
graphs, and interpret lines and slopes (4a, 4b, 4c, 4d).
● Interpret enclosed areas in velocity-time graphs (4a, 4b, 4c, 4d, 4f).

● Apply formulae relating distance, time and speed, for uniform motion, and for motion with
uniform acceleration, and calculate average speed for non-uniform motion (1a, 1c, 3c).
● Estimate how the distances required for road vehicles to stop in an emergency, varies
over a range of typical speeds (1c, 1d, 2c, 2h, 3b, 3c).
● Apply formulae relating force, mass and relevant physical constants, including
gravitational field strength, to explore how changes in these are inter-related (1c, 3b, 3c).
● Apply formulae relating force, mass, velocity and acceleration to explain how the changes
involved are inter-related (3b, 3c, 3d).
● Estimate, for everyday road transport, the speed, accelerations and forces involved in
large accelerations (1d, 2b, 2h, 3c).

Suggested practicals

● Investigate the acceleration, g, in free fall and the magnitudes of everyday accelerations.
● Investigate conservation of momentum during collisions.

● Investigate inelastic collisions with the two objects remaining together after the collision
and also ‘near’ elastic collisions.
● Investigate the relationship between mass and weight.

● Investigate how crumple zones can be used to reduce the forces in collisions.

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Topic 3 – Conservation of energy

Students should: Maths skills

3.1 Recall and use the equation to calculate the change in 1a, 1c, 1d
gravitational PE when an object is raised above the ground:
2a
change in gravitational potential energy (joule, J) = mass
3a, 3b, 3c, 3d
(kilogram, kg) × gravitational field strength (newton per
kilogram, N/kg) × change in vertical height (metre, m)

∆GPE = m × g × ∆h
3.2 Recall and use the equation to calculate the amounts of 1a, 1c, 1d
energy associated with a moving object:
2a
1
kinetic energy (joule, J) = × mass (kilogram, kg) × 3a, 3b, 3c, 3d
2
(speed)2 ((metre/second)2, (m/s)2)
KE = 12 × m × v 2

3.3 Draw and interpret diagrams to represent energy transfers 1c

2c

3.4 Explain what is meant by conservation of energy

3.5 Analyse the changes involved in the way energy is stored

when a system changes, including:

a an object projected upwards or up a slope

b a moving object hitting an obstacle

c an object being accelerated by a constant force

d a vehicle slowing down

e bringing water to a boil in an electric kettle

3.6 Explain that where there are energy transfers in a closed

system there is no net change to the total energy in that
system

3.7 Explain that mechanical processes become wasteful when they

cause a rise in temperature so dissipating energy in heating
the surroundings

3.8 Explain, using examples, how in all system changes energy is

dissipated so that it is stored in less useful ways

3.9 Explain ways of reducing unwanted energy transfer including

through lubrication, thermal insulation

3.10 Describe the effects of the thickness and thermal conductivity

of the walls of a building on its rate of cooling qualitatively

3.11 Recall and use the equation: 1a, 1c, 1d

efficiency =
(useful energy transferred by the device) 2a
(total energy sup plied to the device)
3a, 3b, 3c, 3d

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 Students should: Maths skills

3.12 Explain how efficiency can be increased

3.13 Describe the main energy sources available for use on Earth 2c, 2g
(including fossil fuels, nuclear fuel, bio-fuel, wind, hydro-
electricity, the tides and the Sun), and compare the ways in
which both renewable and non-renewable sources are used

3.14 Explain patterns and trends in the use of energy resources 2c, 2g

Uses of mathematics
● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).
● Calculate relevant values of stored energy and energy transfers; convert between
newton-metres and joules (1c, 3c).
● Make calculations of the energy changes associated with changes in a system, recalling or
selecting the relevant equations for mechanical, electrical, and thermal processes; thereby
express in quantitative form and on a common scale the overall redistribution of energy in
the system (1a, 1c, 3c).

Suggested practicals

● Investigate conservation of energy.

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Topic 4 – Waves

Students should: Maths skills

4.1 Recall that waves transfer energy and information without

transferring matter
4.2 Describe evidence that with water and sound waves it is the
wave and not the water or air itself that travels
4.3 Define and use the terms frequency and wavelength as applied
to waves

4.4 Use the terms amplitude, period, wave velocity and wavefront
as applied to waves

4.5 Describe the difference between longitudinal and transverse

waves by referring to sound, electromagnetic, seismic and
water waves

4.6 Recall and use both the equations below for all waves: 1a, 1b, 1c, 1d

wave speed (metre/second, m/s) = frequency (hertz, Hz) × 2a

wavelength (metre, m)
3a, 3b, 3c, 3d
v = f ×λ
wave speed (metre/second, m/s) = distance (metre, m) ÷
time (second, s)

x
v=
t
4.7 Describe how to measure the velocity of sound in air and 2g
ripples on water surfaces

4.8P Calculate depth or distance from time and wave velocity 1a, 1b, 1c, 1d

2a

3a, 3b, 3c, 3d

4.9P Describe the effects of 5b

a reflection

b refraction

c transmission

d absorption

of waves at material interfaces

4.10 Explain how waves will be refracted at a boundary in terms of 1c

the change of direction and speed
3c

5b

4.11 Recall that different substances may absorb, transmit,

refract or reflect waves in ways that vary with
wavelength

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4.12P Describe the processes which convert wave

disturbances between sound waves and vibrations in
solids, and

a explain why such processes only work over a limited

frequency range

b use this to explain the way the human ear works

4.13P Recall that sound with frequencies greater than

20 000 hertz, Hz, is known as ultrasound

4.14P Recall that sound with frequencies less than 20 hertz,

Hz, is known as infrasound

4.15P Explain uses of ultrasound and infrasound, including 1a, 1b, 1c,

a sonar 2a

b foetal scanning 3a, 3b, 3c, 3d

c exploration of the Earth’s core 5b

4.16P Describe how changes, if any, in velocity, frequency and 1a, 1c, 1d
wavelength, in the transmission of sound waves from one
2a
medium to another are inter-related
3a, 3c, 3d

4.17 Core Practical: Investigate the suitability of equipment to 2g

measure the speed, frequency and wavelength of a wave in a
solid and a fluid

Use of mathematics

● Apply formulae relating velocity, frequency and wavelength (1c, 3c).

● Show how changes, if any, in velocity, frequency and wavelength, in transmission of

sound waves from one medium to another, are inter-related (1c, 3c).

Suggested practicals

● Investigate models to show refraction, such as toy cars travelling into a region of sand.

● Investigate refraction in rectangular glass blocks.

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Topic 5 – Light and the electromagnetic spectrum

Students should: Maths skills

5.1P Explain, with the aid of ray diagrams, reflection, refraction and 5a, 5b
total internal reflection (TIR), including the law of reflection
and critical angle

5.2P Explain the difference between specular and diffuse reflection 5b

5.3P Explain how colour of light is related to

a differential absorption at surfaces

b transmission of light through filters

5.4P Relate the power of a lens to its focal length and shape 5b

5.5P Use ray diagrams to show the similarities and differences in 5b

the refraction of light by converging and diverging lenses

5.6P Explain the effects of different types of lens in producing real 5b

and virtual images

5.7 Recall that all electromagnetic waves are transverse, that they
travel at the same speed in a vacuum

5.8 Explain, with examples, that all electromagnetic waves

transfer energy from source to observer

5.9 Core Practical: Investigate refraction in rectangular glass

blocks in terms of the interaction of electromagnetic waves
with matter

5.10 Recall the main groupings of the continuous electromagnetic

spectrum including (in order) radio waves, microwaves,
infrared, visible (including the colours of the visible spectrum),
ultraviolet, x-rays and gamma rays

5.11 Describe the electromagnetic spectrum as continuous from 1a, 1c

radio waves to gamma rays and that the radiations within it
3c
can be grouped in order of decreasing wavelength and
increasing frequency

5.12 Recall that our eyes can only detect a limited range of
frequencies of electromagnetic radiation

5.13 Recall that different substances may absorb, transmit,

refract or reflect electromagnetic waves in ways that
vary with wavelength

5.14 Explain the effects of differences in the velocities of 1a, 1c

electromagnetic waves in different substances
3c

5.15P Explain that all bodies emit radiation, that the intensity and 5c
wavelength distribution of any emission depends on their
temperature

5.16P Explain that for a body to be at a constant temperature

it needs to radiate the same average power that it
absorbs

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5.17P Explain what happens to a body if the average power it

radiates is less or more than the average power that it
absorbs

5.18P Explain how the temperature of the Earth is affected by

factors controlling the balance between incoming
radiation and radiation emitted

5.19P Core Practical: Investigate how the nature of a surface affects 1a, 1c, 1d
the amount of thermal energy radiated or absorbed
2a, 2c, 2f

3a, 3c, 3d

4a, 4c

5.20 Recall that the potential danger associated with an

electromagnetic wave increases with increasing frequency

5.21 Describe the harmful effects on people of excessive exposure

to electromagnetic radiation, including:

a microwaves: internal heating of body cells

b infrared: skin burns

c ultraviolet: damage to surface cells and eyes, leading to

skin cancer and eye conditions

d x-rays and gamma rays: mutation or damage to cells in the

body

5.22 Describe some uses of electromagnetic radiation

a radio waves: including broadcasting, communications and

satellite transmissions

b microwaves: including cooking, communications and

satellite transmissions

c infrared: including cooking, thermal imaging, short range

communications, optical fibres, television remote controls
and security systems

d visible light: including vision, photography and illumination

e ultraviolet: including security marking, fluorescent lamps,

detecting forged bank notes and disinfecting water

f x-rays: including observing the internal structure of objects,

airport security scanners and medical x-rays

g gamma rays: including sterilising food and medical

equipment, and the detection of cancer and its treatment

5.23 Recall that radio waves can be produced by, or can

themselves induce, oscillations in electrical circuits
5.24 Recall that changes in atoms and nuclei can

a generate radiations over a wide frequency range

b be caused by absorption of a range of radiations

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Use of mathematics
● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).
● Apply the relationships between frequency and wavelength across the electromagnetic
spectrum (1a, 1c, 3c).
● Construct two-dimensional ray diagrams to illustrate reflection and refraction
(qualitative – equations not needed) (5a, 5b).

Suggested practicals
● Investigate total internal reflection using a semi-circular block (glass or plastic).

● Construct devices using two converging lenses of differing focal lengths.

● Construct a simple spectrometer, from a CD or DVD, and use it to analyse common light
sources.
● Investigate the areas beyond the visible spectrum, such as the work of Herschel and Ritter
in discovering IR and UV respectively.

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Topic 6 – Radioactivity

Students should: Maths skills

6.1 Describe an atom as a positively charged nucleus, consisting 5b

of protons and neutrons, surrounded by negatively charged
electrons, with the nuclear radius much smaller than that of
the atom and with almost all of the mass in the nucleus

6.2 Recall the typical size (order of magnitude) of atoms and small
molecules

6.3 Describe the structure of nuclei of isotopes using the terms 1a

atomic (proton) number and mass (nucleon) number and
3a
using symbols in the format using symbols in the format
13
6
C

6.4 Recall that the nucleus of each element has a characteristic 2g

positive charge, but that isotopes of an element differ in mass
5b
by having different numbers of neutrons

6.5 Recall the relative masses and relative electric charges of

protons, neutrons, electrons and positrons

6.6 Recall that in an atom the number of protons equals the

number of electrons and is therefore neutral

6.7 Recall that in each atom its electrons orbit the nucleus at 5b
different set distances from the nucleus

6.8 Explain that electrons change orbit when there is absorption or 5b

emission of electromagnetic radiation

6.9 Explain how atoms may form positive ions by losing outer 5b
electrons

6.10 Recall that alpha, β– (beta minus), β+ (positron), gamma rays

and neutron radiation are emitted from unstable nuclei in a
random process

6.11 Recall that alpha, β– (beta minus), β+ (positron) and gamma

rays are ionising radiations

6.12 Explain what is meant by background radiation

6.13 Describe the origins of background radiation from Earth and

space

6.14 Describe methods for measuring and detecting radioactivity

limited to photographic film and a Geiger–Müller tube

6.15 Recall that an alpha particle is equivalent to a helium nucleus,

a beta particle is an electron emitted from the nucleus and a
gamma ray is electromagnetic radiation

6.16 Compare alpha, beta and gamma radiations in terms of their

abilities to penetrate and ionise

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6.17 Describe how and why the atomic model has changed over 5b
time including reference to the plum pudding model and
Rutherford alpha particle scattering leading to the Bohr model

6.18 Describe the process of β– decay (a neutron becomes a proton 1b, 1c,
plus an electron)
3c

6.19 Describe the process of β+ decay (a proton becomes a 1b, 1c,

neutron plus a positron)
3c

6.20 Explain the effects on the atomic (proton) number and mass 1b, 1c,
(nucleon) number of radioactive decays (α, β, γ and neutron
3c
emission)

6.21 Recall that nuclei that have undergone radioactive decay often
undergo nuclear rearrangement with a loss of energy as
gamma radiation

6.22 Use given data to balance nuclear equations in terms of mass 1b, 1c,
and charge
3c

6.23 Describe how the activity of a radioactive source decreases 2g

over a period of time
4c

6.24 Recall that the unit of activity of a radioactive isotope is the

Becquerel, Bq

6.25 Explain that the half-life of a radioactive isotope is the time 1c, 1d
taken for half the undecayed nuclei to decay or the activity of
2a
a source to decay by half

6.26 Explain that it cannot be predicted when a particular nucleus 1c, 3d

will decay but half-life enables the activity of a very large
number of nuclei to be predicted during the decay process

6.27 Use the concept of half-life to carry out simple calculations on 1a, 1b, 1c, 1d
the decay of a radioactive isotope, including graphical
2a, 2g
representations
3a, 3b, 3c, 3d

6.28P Describe uses of radioactivity, including:

a household fire (smoke) alarms

b irradiating food

c sterilisation of equipment

d tracing and gauging thicknesses

e diagnosis and treatment of cancer

6.29 Describe the dangers of ionising radiation in terms of tissue

damage and possible mutations and relate this to the
precautions needed

6.30P Explain how the dangers of ionising radiation depend on half-

life and relate this to the precautions needed

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6.31 Explain the precautions taken to ensure the safety of people

exposed to radiation, including limiting the dose for patients
and the risks to medical personnel

6.32 Describe the differences between contamination and

irradiation effects and compare the hazards associated with
these two

6.33P Compare and contrast the treatment of tumours using 5b

radiation applied internally or externally

6.34P Explain some of the uses of radioactive substances in

diagnosis of medical conditions, including PET scanners and
tracers

6.35P Explain why isotopes used in PET scanners have to be

produced nearby

6.36P Evaluate the advantages and disadvantages of nuclear power

for generating electricity, including the lack of carbon dioxide
emissions, risks, public perception, waste disposal and safety
issues

6.37P Recall that nuclear reactions, including fission, fusion and

radioactive decay, can be a source of energy

6.38P Explain how the fission of U-235 produces two daughter nuclei 1b, 1c, 3c
and the emission of two or more neutrons, accompanied by a
release of energy

6.39P Explain the principle of a controlled nuclear chain reaction

6.40P Explain how the chain reaction is controlled in a nuclear 5b

reactor, including the action of moderators and control rods

6.41P Describe how thermal (heat) energy from the chain reaction is
used in the generation of electricity in a nuclear power station

6.42P Recall that the products of nuclear fission are radioactive

6.43P Describe nuclear fusion as the creation of larger nuclei 1b, 1c, 3c
resulting in a loss of mass from smaller nuclei, accompanied
by a release of energy, and recognise fusion as the energy
source for stars

6.44P Explain the difference between nuclear fusion and nuclear

fission

6.45P Explain why nuclear fusion does not happen at low

temperatures and pressures, due to electrostatic repulsion of
protons

6.46P Relate the conditions for fusion to the difficulty of making a

practical and economic form of power station

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Uses of mathematics
● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).
● Balance equations representing alpha-, beta- or gamma-radiations in terms of the masses
and charges of the atoms involved (1b, 1c, 3c).
● Calculate the net decline, expressed as a ratio, in a radioactive emission after a
given number of half-lives (1c, 3d).

Suggested practicals
● Investigate models which simulate radioactive decay.

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Topic 7 – Astronomy

Students should: Maths skills

7.1P Explain how and why both the weight of any body and the
value of g differ between the surface of the Earth and the
surface of other bodies in space, including the Moon

7.2P Recall that our Solar System consists of the Sun (our star), 5b
eight planets and their natural satellites (such as our Moon);
dwarf planets; asteroids and comets

7.3P Recall the names and order, in terms of distance from the
Sun, of the eight planets

7.4P Describe how ideas about the structure of the Solar System 5b
have changed over time

7.5P Describe the orbits of moons, planets, comets and artificial 5b

satellites

7.6P Explain for circular orbits how the force of gravity can lead to 5b
changing velocity of a planet but unchanged speed

7.7P Explain how, for a stable orbit, the radius must change if
orbital speed changes (qualitative only)

7.8P Compare the Steady State and Big Bang theories 5b

7.9P Describe evidence supporting the Big Bang theory, limited to

red-shift and the cosmic microwave background (CMB)
radiation

7.10P Recall that as there is more evidence supporting the Big Bang
theory than the Steady State theory, it is the currently
accepted model for the origin of the Universe

7.11P Describe that if a wave source is moving relative to an 5b

observer there will be a change in the observed frequency and
wavelength

7.12P Describe the red-shift in light received from galaxies at 2g

different distances away from the Earth
5b

7.13P Explain why the red-shift of galaxies provides evidence for the 5b
Universe expanding

7.14P Explain how both the Big Bang and Steady State theories of
the origin of the Universe both account for red-shift of galaxies

7.15P Explain how the discovery of the CMB radiation led to the Big
Bang theory becoming the currently accepted model

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7.16P Describe the evolution of stars of similar mass to the Sun 2g

through the following stages:

a nebula

b star (main sequence)

c red giant

d white dwarf

7.17P Explain how the balance between thermal expansion and

gravity affects the life cycle of stars

7.18P Describe the evolution of stars with a mass larger than 2g

the Sun

7.19P Describe how methods of observing the Universe have

changed over time including why some telescopes are located
outside the Earth’s atmosphere

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Topics for Paper 2

Topic 8 – Energy – forces doing work

Students should: Maths skills

8.1 Describe the changes involved in the way energy is stored

when systems change

8.2 Draw and interpret diagrams to represent energy transfers 1c, 2c

8.3 Explain that where there are energy transfers in a closed

system there is no net change to the total energy in that
system

8.4 Identify the different ways that the energy of a system can be
changed

a through work done by forces

b in electrical equipment

c in heating

8.5 Describe how to measure the work done by a force and

understand that energy transferred (joule, J) is equal to work
done (joule, J)

8.6 Recall and use the equation: 1a, 1b, 1c, 1d

work done (joule, J) = force (newton, N) × distance moved in 2a

the direction of the force (metre, m)
3a, 3b, 3c, 3d
E = F ×d
4f

8.7 Describe and calculate the changes in energy involved when a

system is changed by work done by forces

8.8 Recall and use the equation to calculate the change in 1a, 1c, 1d
gravitational PE when an object is raised above the ground:
2a
change in gravitational potential energy (joule, J) = mass
3a, 3b, 3c, 3d
(kilogram, kg) × gravitational field strength (newton per
kilogram, N/kg) × change in vertical height (metre, m)

∆GPE = m × g × ∆h
8.9 Recall and use the equation to calculate the amounts of 1a, 1c, 1d
energy associated with a moving object:
2a
1
kinetic energy (joule, J) = × mass (kilogram, kg) × 3a, 3b, 3c, 3d
2
(speed)2 ((metre/second)2, (m/s)2)
KE = 12 × m × v 2

8.10 Explain, using examples, how in all system changes energy is

dissipated so that it is stored in less useful ways

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8.11 Explain that mechanical processes become wasteful when they

cause a rise in temperature so dissipating energy in heating
the surroundings

8.12 Define power as the rate at which energy is transferred and 1c

use examples to explain this definition

8.13 Recall and use the equation: 1a, 1c, 1d

power (watt, W) = work done (joule, J) ÷ time taken 2a

(second, s)
3a, 3b, 3c, 3d
E
P =
t
8.14 Recall that one watt is equal to one joule per second, J/s 1c

8.15 Recall and use the equation: 1a, 1c, 1d

efficiency =
(useful energy transferred by the device) 2a
(total energy sup plied to the device)
3a, 3b, 3c, 3d

Use of mathematics

● Make calculations of the energy changes associated with changes in a system, recalling or
selecting the relevant equations for mechanical, electrical, and thermal processes; thereby
express in quantitative form and on a common scale the overall redistribution of energy in
the system (1a, 1c, 3c).
● Calculate relevant values of stored energy and energy transfers; convert between
newton-metres and joules (1c, 3c).
● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).

Suggested practicals

● Investigate power by moving up the stairs, step-ups onto a low platform or lifting objects
of different weights.

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Topic 9 – Forces and their effects

Students should: Maths skills

9.1 Describe, with examples, how objects can interact

a at a distance without contact, linking these to the

gravitational, electrostatic and magnetic fields involved

b by contact, including normal contact force and friction

c producing pairs of forces which can be represented as

vectors

9.2 Explain the difference between vector and scalar quantities

using examples

9.3 Use vector diagrams to illustrate resolution of forces, a 4a, 5a, 5b

net force, and equilibrium situations (scale drawings
only)

9.4 Draw and use free body force diagrams 4a, 5a, 5b

9.5 Explain examples of the forces acting on an isolated 5a

solid object or a system where several forces lead to a
resultant force on an object and the special case of
balanced forces when the resultant force is zero

9.6P Describe situations where forces can cause rotation

9.7P Recall and use the equation: 1a, 1c, 1d

moment of a force (newton metre, N m) = force (newton, N) × 2a

distance normal to the direction of the force (metre, m)
3a, 3b, 3c, 3d

9.8P Recall and use the principle of moments in situations where 1a, 1c, 1d
rotational forces are in equilibrium:
2a
the sum of clockwise moments = the sum of anti-clockwise
3a, 3b, 3c, 3d
moments

for rotational forces in equilibrium

9.9P Explain how levers and gears transmit the rotational effects of 5b
forces

9.10 Explain ways of reducing unwanted energy transfer through

lubrication

Use of mathematics
● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).
● Use vector diagrams to illustrate resolution of forces, a net force, and
equilibrium situations (scale drawings only) (4a, 5a, 5b).

Suggested practicals

● Investigate levers and gears.

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Topic 10 – Electricity and circuits

Students should: Maths skills

10.1 Describe the structure of the atom, limited to the position, 5b

mass and charge of protons, neutrons and electrons

10.2 Draw and use electric circuit diagrams representing them with 5b
the conventions of positive and negative terminals, and the
symbols that represent cells, including batteries, switches,
voltmeters, ammeters, resistors, variable resistors, lamps,
motors, diodes, thermistors, LDRs and LEDs

10.3 Describe the differences between series and parallel circuits

10.4 Recall that a voltmeter is connected in parallel with a

component to measure the potential difference (voltage), in
volt, across it

10.5 Explain that potential difference (voltage) is the energy 1a, 1c

transferred per unit charge passed and hence that the volt is a
3c
joule per coulomb

10.6 Recall and use the equation: 1a, 1b, 1c, 1d

energy transferred (joule, J) = charge moved (coulomb, C) × 2a

potential difference (volt, V)
3a, 3b, 3c, 3d
E = Q ×V
10.7 Recall that an ammeter is connected in series with a
component to measure the current, in amp, in the component

10.8 Explain that an electric current as the rate of flow of charge

and the current in metals is a flow of electrons

10.9 Recall and use the equation: 1a, 1b, 1c, 1d

charge (coulomb, C) = current (ampere, A) × time (second, s) 2a

Q = I ×t 3a, 3b, 3c, 3d

10.10 Describe that when a closed circuit includes a source of

potential difference there will be a current in the circuit

10.11 Recall that current is conserved at a junction in a circuit

10.12 Explain how changing the resistance in a circuit changes the

current and how this can be achieved using a variable resistor

10.13 Recall and use the equation: 1a, 1d

potential difference (volt, V) = current (ampere, A) × 2a

resistance (ohm, Ω)
3a, 3c, 3d
V = I×R
10.14 Explain why, if two resistors are in series, the net resistance is
increased, whereas with two in parallel the net resistance is
decreased

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10.15 Calculate the currents, potential differences and resistances in 1a, 1d

series circuits
2a

3a, 3c, 3d

10.16 Explain the design and construction of series circuits for

testing and measuring

10.17 Core Practical: Construct electrical circuits to: 1a, 1c, 1d

a investigate the relationship between potential difference, 2a, 2b, 2f

current and resistance for a resistor and a filament lamp
3a, 3b, 3c, 3d
b test series and parallel circuits using resistors and filament
4a, 4b, 4c, 4d,
lamps
4e

10.18 Explain how current varies with potential difference for the 2g
following devices and how this relates to resistance
4a, 4b, 4c, 4d,
a filament lamps 4e
b diodes

c fixed resistors

10.19 Describe how the resistance of a light-dependent resistor 4c, 4d

(LDR) varies with light intensity

10.20 Describe how the resistance of a thermistor varies with change 4c, 4d
of temperature (negative temperature coefficient thermistors
only)

10.21 Explain how the design and use of circuits can be used to 5b
explore the variation of resistance in the following devices

a filament lamps

b diodes

c thermistors

d LDRs

10.22 Recall that, when there is an electric current in a resistor,

there is an energy transfer which heats the resistor

10.23 Explain that electrical energy is dissipated as thermal energy

in the surroundings when an electrical current does work
against electrical resistance

10.24 Explain the energy transfer (in 10.22 above) as the result of
collisions between electrons and the ions in the lattice

10.25 Explain ways of reducing unwanted energy transfer

through low resistance wires

10.26 Describe the advantages and disadvantages of the heating

effect of an electric current

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10.27 Use the equation: 1a, 1b, 1c, 1d

energy transferred (joule, J) = current (ampere, A) × potential 2a

difference (volt, V) × time (second, s)
3a, 3b, 3c, 3d
E = I ×V × t
10.28 Describe power as the energy transferred per second and 1c
recall that it is measured in watt

10.29 Recall and use the equation: 1a, 1b, 1c, 1d

power (watt, W) = energy transferred (joule, J) ÷ time taken 2a

(second, s)
3a, 3b, 3c, 3d
E
P =
t
10.30 Explain how the power transfer in any circuit device is related 1a, 1c, 1d
to the potential difference across it and the current in it
2a

3a, 3b, 3c, 3d

10.31 Recall and use the equations: 1a, 1b, 1c, 1d

electrical power (watt, W) = current (ampere, A) × potential 2a

difference (volt, V)
3a, 3b, 3c, 3d
P = I ×V
electrical power (watt, W) = current squared (ampere2, A2) ×
resistance (ohm, Ω)

P = I2 ×R
10.32 Describe how, in different domestic devices, energy is
transferred from batteries and the a.c. mains to the energy of
motors and heating devices

10.33 Explain the difference between direct and alternating voltage 4c

10.34 Describe direct current (d.c.) as movement of charge in one

direction only and recall that cells and batteries supply direct
current (d.c.)

10.35 Describe that in alternating current (a.c.) the movement of

charge changes direction

10.36 Recall that in the UK the domestic supply is a.c., at a

frequency of 50 Hz and a voltage of about 230 V

10.37 Explain the difference in function between the live and the
neutral mains input wires

10.38 Explain the function of an earth wire and of fuses or circuit

breakers in ensuring safety

10.39 Explain why switches and fuses should be connected in the live
wire of a domestic circuit

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 Students should: Maths skills

10.40 Recall the potential differences between the live, neutral and
earth mains wires

10.41 Explain the dangers of providing any connection between the

live wire and earth

10.42 Describe, with examples, the relationship between the power 1c

ratings for domestic electrical appliances and the changes in
2c
stored energy when they are in use

Use of mathematics
● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).
● Apply the equations relating p.d., current, quantity of charge, resistance, power, energy,
and time, and solve problems for circuits which include resistors in series, using the
concept of equivalent resistance (1c, 3b, 3c, 3d).
● Use graphs to explore whether circuit elements are linear or non-linear and relate the
curves produced to their function and properties (4c, 4d).
● Make calculations of the energy changes associated with changes in a system, recalling or
selecting the relevant equations for mechanical, electrical, and thermal processes; thereby
express in quantitative form and on a common scale the overall redistribution of energy in
the system (1a, 1c, 3c).

Suggested practicals

● Investigate the power consumption of low-voltage electrical items.

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Topic 11 – Static electricity

Students should: Maths skills

11.1P Explain how an insulator can be charged by friction, through

the transfer of electrons

11.2P Explain how the material gaining electrons becomes negatively

charged and the material losing electrons is left with an equal
positive charge

11.3P Recall that like charges repel and unlike charges attract

11.4P Explain common electrostatic phenomena in terms of

movement of electrons, including

a shocks from everyday objects

b lightning

c attraction by induction such as a charged balloon attracted

to a wall and a charged comb picking up small pieces of
paper

11.5P Explain how earthing removes excess charge by movement of

electrons

11.6P Explain some of the uses of electrostatic charges in everyday

situations, including insecticide sprayers

11.7P Describe some of the dangers of sparking in everyday

situations, including fuelling cars, and explain the use of
earthing to prevent dangerous build-up of charge

11.8P Define an electric field as the region where an electric charge

experiences a force

11.9P Describe the shape and direction of the electric field around a 5b
point charge and between parallel plates and relate the
strength of the field to the concentration of lines

11.10P Explain how the concept of an electric field helps to explain the
phenomena of static electricity

Suggested practicals

● Investigate the forces of attraction and repulsion between charged objects.

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Topic 12 – Magnetism and the motor effect

Students should: Maths skills

12.1 Recall that unlike magnetic poles attract and like magnetic
poles repel

12.2 Describe the uses of permanent and temporary magnetic

materials including cobalt, steel, iron and nickel

12.3 Explain the difference between permanent and induced

magnets

12.4 Describe the shape and direction of the magnetic field around 5b
bar magnets and for a uniform field, and relate the strength of
the field to the concentration of lines

12.5 Describe the use of plotting compasses to show the shape and 5b
direction of the field of a magnet and the Earth’s magnetic
field

12.6 Explain how the behaviour of a magnetic compass is related to 5b

evidence that the core of the Earth must be magnetic

12.7 Describe how to show that a current can create a magnetic 5b

effect around a long straight conductor, describing the shape
of the magnetic field produced and relating the direction of the
magnetic field to the direction of the current

12.8 Recall that the strength of the field depends on the size of the
current and the distance from the long straight conductor

12.9 Explain how inside a solenoid (an example of an 5b

electromagnet) the fields from individual coils

a add together to form a very strong almost uniform field

along the centre of the solenoid

b cancel to give a weaker field outside the solenoid

12.10 Recall that a current carrying conductor placed near a 5b

magnet experiences a force and that an equal and
opposite force acts on the magnet

12.11 Explain that magnetic forces are due to interactions

between magnetic fields

12.12 Recall and use Fleming’s left-hand rule to represent the 5b

relative directions of the force, the current and the
magnetic field for cases where they are mutually
perpendicular

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 Students should: Maths skills

12.13 Use the equation: 1a, 1c, 1d

force on a conductor at right angles to a magnetic field 2a

carrying a current (newton, N) = magnetic flux density
3a, 3b, 3c, 3d
(tesla, T or newton per ampere metre, N/A m) × current
(ampere, A) × length (metre, m)

F = B× I ×l
12.14P Explain how the force on a conductor in a magnetic field 5b
is used to cause rotation in electric motors

Use of mathematics

● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).

Suggested practicals

● Construct an electric motor.

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Topic 13 – Electromagnetic induction

Students should: Maths skills

13.1P Explain how to produce an electric current by the

relative movement of a magnet and a conductor

a on a small scale in the laboratory

b in the large-scale generation of electrical energy

13.2 Recall the factors that affect the size and direction of an 5b
induced potential difference, and describe how the
magnetic field produced opposes the original change

13.3P Explain how electromagnetic induction is used in 5b

alternators to generate current which alternates in
direction (a.c.) and in dynamos to generate direct
current (d.c.)

13.4P Explain the action of the microphone in converting the 5b

pressure variations in sound waves into variations in
current in electrical circuits, and the reverse effect as
used in loudspeakers and headphones

13.5 Explain how an alternating current in one circuit can

induce a current in another circuit in a transformer

13.6 Recall that a transformer can change the size of an

alternating voltage

13.7P Use the turns ratio equation for transformers to 1a, 1c, 1d
calculate either the missing voltage or the missing
2a
number of turns:
3a, 3b, 3c, 3d
potential difference across primary coil number of turns in primary coil 5b
=
potential difference across sec ondary coil number of turns in sec ondary coil

Vp Np
=
Vs Ns
13.8 Explain why, in the national grid, electrical energy is
transferred at high voltages from power stations, and then
transferred at lower voltages in each locality for domestic uses
as it improves the efficiency by reducing heat loss in
transmission lines

13.9 Explain where and why step-up and step-down transformers

are used in the transmission of electricity in the national grid

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 Students should: Maths skills

13.10 Use the power equation (for transformers with100% 1a, 1c, 1d
efficiency):
2a
potential difference across primary coil (volt, V) × current in
3a, 3b, 3c, 3d
primary coil (ampere, A) = potential difference across
secondary coil (volt, V) × current in secondary coil (ampere,
A)

V P × I P = VS × I S
13.11P Explain the advantages of power transmission in high- 1a, 1c, 1d
voltage cables, using the equations in 10.29, 10.31,
2a
13.7P and 13.10
3a, 3b, 3c, 3d

5b

Use of mathematics

● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).
● Apply the equations linking the p.d.s and numbers of turns in the two coils of a
transformer, to the currents and the power transfer involved, and relate these to
the advantages of power transmission at high voltages (1c, 3b, 3c).
● Make calculations of the energy changes associated with changes in a system, recalling or
selecting the relevant equations for mechanical, electrical, and thermal processes; thereby
express in quantitative form and on a common scale the overall redistribution of energy in
the system (1a, 1c, 3c).

Suggested practicals

● Investigate factors affecting the generation of electric current by induction.

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Topic 14 – Particle model

Students should: Maths skills

14.1 Use a simple kinetic theory model to explain the different

states of matter (solids, liquids and gases) in terms of the
movement and arrangement of particles

14.2 Recall and use the equation: 1a, 1b, 1c, 1d

density (kilogram per cubic metre, kg/m3) = mass (kilogram, 2a

kg) ÷ volume (cubic metre, m3)
3a, 3b, 3c, 3d
m
ρ= 5c
V
14.3 Core Practical: Investigate the densities of solid and liquids 1a, 1b, 1c, 1d

2a, 2c, 2f

3a, 3b, 3c, 3d

4a, 4c

5c

14.4 Explain the differences in density between the different states 5b

of matter in terms of the arrangements of the atoms or
molecules

14.5 Describe that when substances melt, freeze, evaporate, boil,

condense or sublimate mass is conserved and that these
physical changes differ from some chemical changes because
the material recovers its original properties if the change is
reversed

14.6 Explain how heating a system will change the energy stored
within the system and raise its temperature or produce
changes of state

14.7 Define the terms specific heat capacity and specific latent heat
and explain the differences between them

14.8 Use the equation: 1a, 1b, 1c, 1d

change in thermal energy (joule, J) = mass (kilogram, kg) × 2a

specific heat capacity (joule per kilogram degree Celsius,
3a, 3b, 3c, 3d
J/kg °C) × change in temperature (degree Celsius, °C)

∆Q = m × c × ∆θ
14.9 Use the equation: 1a, 1b, 1c, 1d

thermal energy for a change of state (joule , J) = mass 2a

(kilogram, kg) × specific latent heat (joule per kilogram, J/kg)
3a, 3b, 3c, 3d
Q = m× L
14.10 Explain ways of reducing unwanted energy transfer through
thermal insulation

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Students should: Maths skills

14.11 Core Practical: Investigate the properties of water by 1a, 1b, 1c, 1d
determining the specific heat capacity of water and obtaining a
2a, 2b, 2f
temperature-time graph for melting ice
3a, 3b, 3c, 3d

4a, 4c, 4e

14.12 Explain the pressure of a gas in terms of the motion of its 5b

particles

14.13 Explain the effect of changing the temperature of a gas on the 5b

velocity of its particles and hence on the pressure produced by
a fixed mass of gas at constant volume (qualitative only)

14.14 Describe the term absolute zero, −273 °C, in terms of the lack
of movement of particles

14.15 Convert between the kelvin and Celsius scales 1a

2a

14.16P Explain that gases can be compressed or expanded by

pressure changes

14.17P Explain that the pressure of a gas produces a net force at right
angles to any surface

14.18P Explain the effect of changing the volume of a gas on the rate 5b
at which its particles collide with the walls of its container and
hence on the pressure produced by a fixed mass of gas at
constant temperature

14.19P Use the equation: 1a, 1b, 1c, 1d

P1 × V1 = P2 × V2 2a

3a, 3b, 3c, 3d

to calculate pressure or volume for gases of fixed mass at
constant temperature

14.20P Explain why doing work on a gas can increase its

temperature, including a bicycle pump

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Use of mathematics
● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).
● Make calculations of the energy changes associated with changes in a system, recalling or
selecting the relevant equations for mechanical, electrical, and thermal processes; thereby
express in quantitative form and on a common scale the overall redistribution of energy in
the system (1a, 1c, 3c).
● Calculate relevant values of stored energy and energy transfers; convert between newton-
metres and joules (1c, 3c).
● Apply the relationship between density, mass and volume to changes where mass is
conserved (1a, 1b, 1c, 3c).
● Apply the relationship between change in internal energy of a material and its mass,
specific heat capacity and temperature change to calculate the energy change involved;
apply the relationship between specific latent heat and mass to calculate the energy
change involved in a change of state (1a, 3c, 3d).

Suggested practicals

● Investigate the temperature and volume relationship for a gas.

● Investigate the volume and pressure relationship for a gas.

● Investigate latent heat of vaporisation.

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Topic 15 – Forces and matter

Students should: Maths skills

15.1 Explain, using springs and other elastic objects, that

stretching, bending or compressing an object requires more
than one force

15.2 Describe the difference between elastic and inelastic distortion

15.3 Recall and use the equation for linear elastic distortion 1a, 1c, 1d
including calculating the spring constant:
2a
force exerted on a spring (newton, N) = spring constant
3a, 3b, 3c, 3d
(newton per metre, N/m) × extension (metre, m)

F =k×x
15.4 Use the equation to calculate the work done in stretching a 1a, 1c, 1d
spring:
2a
energy transferred in stretching (joules, J) = 0.5 × spring
3a, 3b, 3c, 3d
constant (newton per metre, N/m) × (extension (metre, m))2
4c, 4e, 4f
E = 12 × k × x 2

15.5 Describe the difference between linear and non-linear 4c, 4e

relationships between force and extension

15.6 Core Practical: Investigate the extension and work done when 1a, 1c, 1d
applying forces to a spring
2a, 2b, 2c, 2f

3a, 3b, 3c, 3d

4a, 4b, 4c, 4d

15.7P Explain why atmospheric pressure varies with height above

the Earth’s surface with reference to a simple model of the
Earth’s atmosphere

15.8P Describe the pressure in a fluid as being due to the fluid and
atmospheric pressure

15.9P Recall that the pressure in fluids causes a force normal to any
surface

15.10P Explain how pressure is related to force and area, using 1c

appropriate examples

15.11P Recall and use the equation: 1a, 1b, 1c, 1d

pressure (pascal, Pa) = force normal to surface (newton, N) ÷ 2a

area of surface (square metre, m2)
3a, 3c, 3d
F
P= 5b, 5c
A
15.12P Describe how pressure in fluids increases with depth and 1c
density

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 Students should: Maths skills

15.13P Explain why the pressure in liquids varies with density 1c

and depth

15.14P Use the equation to calculate the magnitude of the 1a, 1b, 1c, 1d
pressure in liquids and calculate the differences in
2a
pressure at different depths in a liquid:
3a, 3b, 3c, 3d
pressure due to a column of liquid (pascal, Pa) = height
of column (metre, m) × density of liquid (kilogram per
cubic metre, kg/m3) × gravitational field strength
(newton per kilogram, N/kg)

P = h×ρ× g
15.15P Explain why an object in a fluid is subject to an upwards 5b
force (upthrust) and relate this to examples including
objects that are fully immersed in a fluid (liquid or gas)
or partially immersed in a liquid

15.16P Recall that the upthrust is equal to the weight of fluid

displaced

15.17P Explain how the factors (upthrust, weight, density of 5b

fluid) influence whether an object will float or sink

Use of mathematics

● Make calculations using ratios and proportional reasoning to convert units and to compute
rates (1c, 3c).
● Calculate the differences in pressure at different depths in a liquid (1c, 3c).

● Calculate relevant values of stored energy and energy transfers; convert between newton-
metres and joules (1c, 3c).
● Make calculations of the energy changes associated with changes in a system, recalling or
selecting the relevant equations for mechanical, electrical, and thermal processes; thereby
express in quantitative form and on a common scale the overall redistribution of energy in
the system (1a, 1c, 3c).

Suggested practicals

● Investigate the upthrust on objects in different liquids.

● Investigate the stretching of rubber bands.

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3 Assessment information

Paper 1 (Paper code: 1PH0/1F, 1PH0/1H)

● First assessment: May/June 2018.

● The assessment is 1 hour and 45 minutes.

● The assessment is out of 100 marks.

● The assessment consists of ten questions.

● Students must answer all questions.

● The paper will include multiple-choice, short answer questions, calculations and extended
open response questions.
● Calculators may be used in the examination.

● Available at foundation tier and higher tier.

● Students must complete all assessments for this qualification in the same tier.

● The foundation tier paper will target grades 1–5.

● The higher tier paper will target grades 4–9.

● 27 marks of the paper will be overlap questions that appear in both the foundation and
higher tier papers.

Content assessed

● Topic 1 – Key concepts of physics

● Topic 2 – Motion and forces

● Topic 3 – Conservation of energy

● Topic 4 – Waves

● Topic 5 – Light and the electromagnetic spectrum

● Topic 6 – Radioactivity

● Topic 7 – Astronomy

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Paper 2 (Paper code: 1PH0/2F, 1PH0/2H)
● First assessment: May/June 2018.

● The assessment is 1 hour and 45 minutes.

● The assessment is out of 100 marks.

● The assessment consists of ten questions.

● Students must answer all questions.

● The paper will include multiple-choice, short answer questions, calculations and extended
open response questions.
● Calculators may be used in the examination.

● Available at foundation tier and higher tier.

● Students must complete all assessments for this qualification in the same tier.

● The foundation tier paper will target grades 1–5.

● The higher tier paper will target grades 4–9.

● 27 marks of the paper will be overlap questions that appear in both the foundation and
higher tier papers.

Content assessed

● Topic 1 – Key concepts of physics

● Topic 8 – Energy - Forces doing work

● Topic 9 – Forces and their effects

● Topic 10 – Electricity and circuits

● Topic 11 – Static electricity

● Topic 12 – Magnetism and the motor effect

● Topic 13 – Electromagnetic induction

● Topic 14 – Particle model

● Topic 15 – Forces and matter

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Assessment Objectives

% in
Students must: GCSE
AO1 Demonstrate knowledge and understanding of: 40
● scientific ideas

● scientific techniques and procedures.

AO2 Apply knowledge and understanding of: 40

● scientific ideas

● scientific enquiry, techniques and procedures.

AO3 Analyse information and ideas to: 20

● interpret and evaluate

● make judgements and draw conclusions

● develop and improve experimental procedures.

Total 100%

Breakdown of Assessment Objectives

Assessment Objectives Total for all

Assessment
Paper AO1 % AO2 % AO3 % Objectives

Paper 1 (F/H) 20 20 10 50%

Paper 2 (F/H) 20 20 10 50%

Total for GCSE 40% ±3 40% ±3 20% ±3 100%

Synoptic assessment
Synoptic assessment requires students to work across different parts of a qualification and to
show their accumulated knowledge and understanding of a topic or subject area.

Synoptic assessment enables students to show their ability to combine their skills, knowledge
and understanding with breadth and depth of the subject.

Questions that naturally draw together different aspects of physics will assess synopticity.

Sample assessment materials

Sample papers and mark schemes can be found in the Pearson Edexcel Level 1/Level 2
GCSE (9–1) in Physics Sample Assessment Materials (SAMs) document.

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4 Administration and general information

Entries
Details of how to enter students for the examinations for this qualification can be found in
our UK Information Manual. A copy is made available to all examinations officers and is
available on our website: qualifications.pearson.com

Discount code and performance tables

Centres should be aware that students who enter for more than one GCSE, or other Level 2
qualifications with the same discount code, will have only the grade for their 'first entry'
counted for the purpose of the school and college performance tables (please see
Appendix 9: Codes). For further information about what constitutes 'first entry' and full
details of how this policy is applied, please refer to the DfE website:
www.gov.uk/government/organisations/department-for-education

Students should be advised that if they take two GCSEs with the same discount code,
schools and colleges they wish to progress to are likely to take the view that this
achievement is equivalent to only one GCSE. The same view may be taken if students take
two GCSEs or other Level 2 qualifications that have different discount codes but have
significant overlap of content. Students or their advisers who have any doubts about their
subject combinations should check with the institution they wish to progress to before
embarking on their programmes.

Access arrangements, reasonable adjustments,

special consideration and malpractice
Equality and fairness are central to our work. Our equality policy requires all students to
have equal opportunity to access our qualifications and assessments, and our qualifications
to be awarded in a way that is fair to every student.

We are committed to making sure that:

● students with a protected characteristic (as defined by the Equality Act 2010) are not,
when they are undertaking one of our qualifications, disadvantaged in comparison to
students who do not share that characteristic
● all students achieve the recognition they deserve for undertaking a qualification and that
this achievement can be compared fairly to the achievement of their peers.

Language of assessment
Assessment of this qualification will be available in English. All student work must be in
English.

Access arrangements
Access arrangements are agreed before an assessment. They allow students with special
educational needs, disabilities or temporary injuries to:

● access the assessment

● show what they know and can do without changing the demands of the assessment.

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The intention behind an access arrangement is to meet the particular needs of an individual
student with a disability, without affecting the integrity of the assessment. Access
arrangements are the principal way in which awarding bodies comply with the duty under the
Equality Act 2010 to make ‘reasonable adjustments’.

Access arrangements should always be processed at the start of the course. Students will
then know what is available and have the access arrangement(s) in place for assessment.

Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable adjustments
where a person with a disability would be at a substantial disadvantage in undertaking an
assessment. The awarding organisation is required to take reasonable steps to overcome
that disadvantage.

A reasonable adjustment for a particular person may be unique to that individual and
therefore might not be in the list of available access arrangements.

Whether an adjustment will be considered reasonable will depend on a number of factors,

which will include:

● the needs of the student with the disability

● the effectiveness of the adjustment

● the cost of the adjustment; and

● the likely impact of the adjustment on the student with the disability and other students.

An adjustment will not be approved if it involves unreasonable costs to the awarding

organisation, timeframes or affects the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.

Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade to
reflect temporary injury, illness or other indisposition at the time of the examination/
assessment, which has had, or is reasonably likely to have had, a material effect on a
candidate’s ability to take an assessment or demonstrate their level of attainment in
an assessment.

Private candidates
Private candidates can complete this qualification only if they carry-out the mandatory core
practicals with the centre in which they are sitting the exams, as long as the centre is willing
to accept the candidate. These candidates need to fulfil the same requirements as all other
candidates.

Further information
Please see our website for further information about how to apply for access arrangements
and special consideration.

For further information about access arrangements, reasonable adjustments and special
consideration, please refer to the JCQ website: www.jcq.org.uk.

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Malpractice

Candidate malpractice
Candidate malpractice refers to any act by a candidate that compromises or seeks to
compromise the process of assessment or which undermines the integrity of the
qualifications or the validity of results/certificates.

Candidate malpractice in examinations must be reported to Pearson using a JCQ M1 Form

(available at www.jcq.org.uk/exams-office/malpractice). The form can be emailed to
pqsmalpractice@pearson.com or posted to Investigations Team, Pearson, 190 High Holborn,
London, WC1V 7BH. Please provide as much information and supporting documentation as
possible. Note that the final decision regarding appropriate sanctions lies with Pearson.

Failure to report malpractice constitutes staff or centre malpractice.

Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of
our qualifications. As with candidate malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or which undermines the
integrity of the qualifications or the validity of results/certificates.

All cases of suspected staff malpractice and maladministration must be reported

immediately, before any investigation is undertaken by the centre, to Pearson on
a JCQ M2(a) Form (available at www.jcq.org.uk/exams-office/malpractice). The form,
supporting documentation and as much information as possible can be emailed to
pqsmalpractice@pearson.com or posted to Investigations Team, Pearson,
190 High Holborn, London, WC1V 7BH. Note that the final decision regarding
appropriate sanctions lies with Pearson.

Failure to report malpractice itself constitutes malpractice.

More-detailed guidance on malpractice can be found in the latest version of the document
JCQ General and Vocational Qualifications Suspected Malpractice in Examinations and
Assessments, available at www.jcq.org.uk/exams-office/malpractice.

Awarding and reporting

This qualification will be graded, awarded and certificated to comply with the requirements of
Ofqual's General Conditions of Recognition.

This GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1
using the total subject mark where 9 is the highest grade. Individual papers are not graded.
For foundation tier, grades 1–5 are available and for higher tier, grades 4–9 are available,
however if the mark achieved is a smaller number of marks below the 4/3 grade boundary,
then a grade 3 may be awarded.

Students whose level of achievement is below the minimum judged by Pearson to be of

sufficient standard to be recorded on a certificate will receive an unclassified U result.

The first certification opportunity for this qualification will be 2018.

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Student recruitment and progression
Pearson follows the JCQ policy concerning recruitment to our qualifications in that:

● they must be available to anyone who is capable of reaching the required standard

● they must be free from barriers that restrict access and progression

● equal opportunities exist for all students.

Prior learning and other requirements

This qualification is based on the subject content, published by the DfE. The DfE designed the
subject content to reflect or build on Key Stage 3. Consequently, students taking this
qualification will benefit from previously studying Physics at Key Stage 3.

Progression
Students can progress from this qualification to:

● GCEs, for example in Physics

● Level 3 vocational qualifications in science, for example BTEC Level 3 in Applied Science

● employment, for example in a science-based industry where an Apprenticeship may be

available.
The content and skills for these qualifications are set by the DfE to be suitable to allow these
progression routes.

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Appendices

Appendix 1: Mathematical skills 55

Appendix 2: Equations in Physics 57
Appendix 3: SI Units in Physics 61
Appendix 4: Taxonomy 62
Appendix 5: Apparatus and techniques 64
Appendix 6: Practical Science Statement 68
Appendix 7: The context for the development of this qualification 69
Appendix 8: Transferable skills 71
Appendix 9: Codes 72
Appendix 10: Calculators 73

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54 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics
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Appendix 1: Mathematical skills
This appendix is taken from the document Biology, Chemistry and Physics GCSE subject
content published by the Department for Education (DfE) in June 2014.

The mathematical skills and use of mathematics statements listed will be assessed through
the content of this qualification in the examinations. The minimum level of mathematics in
the foundation tier examination papers will be equivalent to Key Stage 3 mathematics. The
minimum level of mathematics in the higher tier examination papers will be equivalent to
foundation tier GCSE in Mathematics.

Mathematical skills
Details of the mathematical skills in other science subjects are given for reference.

Biology Chemistry Physics

1 Arithmetic and numerical computation

a Recognise and use expressions in decimal form   

b Recognise and use expressions in standard form   

c Use ratios, fractions and percentages   

d Make estimates of the results of simple calculations   

2 Handling data

a Use an appropriate number of significant figures   

b Find arithmetic means   

c Construct and interpret frequency tables and   

diagrams, bar charts and histograms

d Understand the principles of sampling as applied to 

scientific data

e Understand simple probability 

f Understand the terms mean, mode and median  

g Use a scatter diagram to identify a correlation  

between two variables

h Make order of magnitude calculations   

3 Algebra

a Understand and use the symbols: =, <, <<, >>, >,   

∝, ~

b Change the subject of an equation  

c Substitute numerical values into algebraic equations  

using appropriate units for physical quantities

d Solve simple algebraic equations  

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 Biology Chemistry Physics

4 Graphs

a Translate information between graphical and   

numeric form

b Understand that y = mx + c represents a linear   

relationship

c Plot two variables from experimental or other data   

d Determine the slope and intercept of a linear graph   

e Draw and use the slope of a tangent to a curve as a  

measure of rate of change

f Understand the physical significance of area 

between a curve and the x-axis and measure it by
counting squares as appropriate

5 Geometry and trigonometry

a Use angular measures in degrees 

b Visualise and represent 2D and 3D forms, including  

two dimensional representations of 3D objects

c Calculate areas of triangles and rectangles, surface   

areas and volumes of cubes.

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Appendix 2: Equations in Physics
This appendix is taken from the document Biology, Chemistry and Physics GCSE subject
content published by the Department for Education (DfE) in June 2014.

This identifies which equations students are required to recall and apply (list a) and which
they are required to select from a list and apply (list b). List b also includes three additional
equations to the DfE equations.

a Students should be able to recall and apply all the following equations
Students may be asked to recall, recall and apply, or only apply these equations in the exam
papers. If students are required to only apply an equation from this section the equation will
be given in the question.

Equations required for higher tier only are shown in bold text. Higher tier only equations will
not be required in the foundation tier papers.

Specification Equation
reference

2.6b distance travelled = average speed × time

2.8 acceleration = change in velocity ÷ time taken

a=
(v − u )
t

2.15 force = mass × acceleration

F = m× a

2.16 weight = mass × gravitational field strength

W = m× g

2.24 momentum = mass × velocity

p = m×v

3.1 and 8.8 change in gravitational potential energy = mass × gravitational field
strength × change in vertical height

∆GPE = m × g × ∆h

3.2 and 8.9 1

kinetic energy = × mass × (speed)2
2
KE = 12 × m × v 2

3.11 and 8.15 efficiency =

(useful energy transferred by the device)
(total energy sup plied to the device)
4.6 wave speed = frequency × wavelength
v = f ×λ
wave speed = distance ÷ time

x
v=
t

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Specification Equation
reference

8.6 work done = force × distance moved in the direction of the force

E = F ×d
8.13 power = work done ÷ time taken

E
P =
t

9.7P moment of a force = force × distance normal to the direction of the force

10.6 energy transferred = charge moved × potential difference

E = Q ×V
10.9 charge = current × time

Q = I ×t
10.13 potential difference = current × resistance

V = I×R
10.29 power = energy transferred ÷ time taken

E
P =
t

10.31 electrical power = current × potential difference

P = I ×V
electrical power = current squared × resistance

P = I2 ×R
14.2 density = mass ÷ volume

m
ρ=
V

15.3 force exerted on a spring = spring constant × extension

F =k×x
15.11P pressure = force normal to surface ÷ area of surface

F
P=
A

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b Students should be able to select and apply the following equations
Students may be asked to select and apply these equations in the exam papers. These
equations will be given in a formulae sheet at the end of the exam papers.

Equations required for higher tier only are shown in bold text. Higher tier only equations will
not be given in the formulae sheet for the foundation tier papers.

Specification Equation
reference

2.9 (final velocity)2 – (initial velocity)2 = 2 × acceleration × distance

v2 − u2 = 2× a × x

2.26 force = change in momentum ÷ time

F =
(mv − mu )
t

10.27 energy transferred = current × potential difference × time

E = I ×V × t
12.13 force on a conductor at right angles to a magnetic field carrying a
current = magnetic flux density × current × length

F = B× I ×l

13.7P potential difference across primary coil number of turns in primary coil
=
potential difference across sec ondary coil number of turns in sec ondary coil
Vp Np
=
Vs Ns
13.10 For transformers with 100% efficiency, potential difference across primary
coil × current in primary coil = potential difference across secondary coil ×
current in secondary coil

VP × I P = VS × I S

14.8 change in thermal energy = mass × specific heat capacity × change in

temperature

∆Q = m × c × ∆θ

14.9 thermal energy for a change of state = mass × specific latent heat

Q = m× L

14.19P P1 × V1 = P2 × V2
to calculate pressure or volume for gases of fixed mass at constant
temperature

15.4 energy transferred in stretching = 0.5 × spring constant × (extension)2

E = 12 × k × x 2

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Specification Equation
reference

15.14P pressure due to a column of liquid = height of column × density of

liquid × gravitational field strength

P = h×ρ× g

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Appendix 3: SI Units in Physics
This appendix is taken from the document Biology, Chemistry and Physics GCSE subject
content published by the Department for Education (DfE) in June 2014.

The International System of Units (Système International d'Unités), which is abbreviated SI,
is a coherent system of base units. The six which are relevant for the GCSE in Physics are
listed below. Also listed are eight of the derived units (which have special names) selected
from the SI list of derived units in the same source.

Base units
These units and their associated quantities are dimensionally independent.

metre

Unit symbol: m

kilogram

Unit symbol: kg

second

Unit symbol: s

ampere

Unit symbol: A

kelvin

Unit symbol: K

mole

Unit symbol: mol

Some derived units with special names

name unit abbreviation

Frequency hertz Hz

Force newton N

Energy joule J

Power watt W

Pressure pascal Pa

Electric charge coulomb C

Electric potential difference volt V

Electric resistance ohm Ω

Magnetic flux density tesla T

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Appendix 4: Taxonomy
The following table lists the command words used in the external assessments.

Command word Definition

Add/Label Requires the addition or labelling to a stimulus material given
in the question, for example labelling a diagram or adding
units to a table.

Assess Give careful consideration to all the factors or events that

apply and identify which are the most important or relevant.
Make a judgement on the importance of something, and come
to a conclusion where needed.

Calculate Obtain a numerical answer, showing relevant working. If the

answer has a unit, this must be included. This can include
using an equation to calculate a numerical answer.

Comment on Requires the synthesis of a number of variables from

data/information to form a judgement.

Compare Looking for the similarities or differences of two (or more)

things. Should not require the drawing of a conclusion. Answer
must relate to both (or all) things mentioned in the question.

Compare and contrast Looking for the similarities and differences of two (or more)
things. Should not require the drawing of a conclusion. Answer
must relate to both (or all) things mentioned in the question.

The answer must include at least one similarity and one

difference.

Complete Requires the completion of a table/diagram.

Deduce Draw/reach conclusion(s) from the information provided.

Describe To give an account of something. Statements in the response

need to be developed as they are often linked but do not need
to include a justification or reason.

Determine The answer must have an element which is quantitative from

the stimulus provided, or must show how the answer can be
reached quantitatively. To gain maximum marks there must
be a quantitative element to the answer.

Devise Plan or invent a procedure from existing principles/ideas.

Discuss Identify the issue/situation/problem/argument that is being

assessed within the question.

Explore all aspects of an issue/situation/problem/argument.

Investigate the issue/situation etc. by reasoning or argument.

Draw Produce a diagram either using a ruler or using freehand.

Estimate Find an approximate value, number, or quantity from a

diagram/given data or through a calculation.

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Command word Definition
Evaluate Review information (e.g. data, methods) then bring it together
to form a conclusion, drawing on evidence including strengths,
weaknesses, alternative actions, relevant data or information.
Come to a supported judgement of a subject’s qualities and
relation to its context.

Explain An explanation requires a justification/exemplification of a

point.

The answer must contain some element of

reasoning/justification, this can include mathematical
explanations.

Give/State/Name All of these command words are really synonyms. They

generally all require recall of one or more pieces of
information.

Give a reason/reasons When a statement has been made and the requirement is only
to give the reasons why.

Identify Usually requires some key information to be selected from a

given stimulus/resource.

Justify Give evidence to support (either the statement given in the

question or an earlier answer).

Measure To determine the dimensions or angle from a diagram using

an instrument such as a ruler or protractor.

Plot Produce a graph by marking points accurately on a grid from

data that is provided and then drawing a line of best fit
through these points. A suitable scale and appropriately
labelled axes must be included if these are not provided in the
question.

Predict Give an expected result.

Show that Verify the statement given in the question.

Sketch Produce a freehand drawing. For a graph this would need a

line and labelled axis with important features indicated, the
axis are not scaled.

State and explain Make a point and link ideas to justify that point. An
explanation requires a justification/exemplification of a point.
The answer must contain some element of
reasoning/justification, this can include mathematical
explanations.

State what is meant by When the meaning of a term is expected but there are
different ways of how these can be described.

Write When the questions ask for an equation.

Verbs preceding a command word

Suggest a … Suggest an explanation or suggest a description.

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Appendix 5: Apparatus and techniques
The apparatus and techniques listed in the table below are taken from the document Biology,
Chemistry and Physics GCSE subject content published by the Department for Education
(DfE) in June 2014.

Use and coverage of the apparatus and techniques listed are mandatory. The eight
mandatory core practicals cover all aspects of the listed apparatus and techniques and are
referenced in the table.

Safety is an overriding requirement for all practical work. Centres are responsible for
ensuring that whenever their students complete practical work appropriate safety procedures
are followed.

Scientific diagrams should be included, where appropriate, to show the set-up and to record
the apparatus and procedures used in practical work.

Apparatus and techniques Core practical (specification reference)

2.19 Investigate the relationship between force, mass

and acceleration by varying the masses added to
Use of appropriate apparatus
trolleys
to make and record a range of
measurements accurately, 4.17 Investigate the suitability of equipment to
including length, area, mass, measure the speed, frequency and wavelength
1 time, volume and of a wave in a solid and a fluid
temperature. Use of such 14.3 Investigate the densities of solid and liquids
measurements to determine
densities of solid and liquid 14.11 Investigate the properties of water by
objects. determining the specific heat capacity of water
and obtaining a temperature-time graph for
melting ice

2.19 Investigate the relationship between force, mass

Use of appropriate apparatus and acceleration by varying the masses added to
to measure and observe the trolleys
2
effects of forces including the
extension of springs 15.6 Investigate the extension and work done when
applying forces to a spring

Use of appropriate apparatus 2.19 Investigate the relationship between force, mass
and techniques for measuring and acceleration by varying the masses added
motion, including to trolleys
3
determination of speed and
rate of change of speed
(acceleration/deceleration)

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 Apparatus and techniques Core practical (specification reference)

4.17 Investigate the suitability of equipment to

Making observations of waves
measure the speed, frequency and wavelength
in fluids and solids to identify
of a wave in a solid and a fluid
the suitability of apparatus to
measure 5.9 Investigate refraction in rectangular glass blocks
4 speed/frequency/wavelength. in terms of the interaction of electromagnetic
Making observations of the waves with matter
effects of the interaction of
5.19P Investigate how the nature of a surface affects
electromagnetic waves with
the amount of thermal energy radiated or
matter.
absorbed

Safe use of appropriate 14.11 Investigate the properties of water by

apparatus in a range of determining the specific heat capacity of water
contexts to measure energy and obtaining a temperature-time graph for
5 melting ice
changes/transfers and
associated values such as 15.6 Investigate the extension and work done when
work done applying forces to a spring

10.17 Construct electrical circuits to:

Use of appropriate apparatus
to measure current, potential a investigate the relationship between potential
difference (voltage) and difference, current and resistance for a
6
resistance, and to explore the resistor and a filament lamp
characteristics of a variety of
b test series and parallel circuits using resistors
circuit elements
and filament lamps

10.17 Construct electrical circuits to:

Use of circuit diagrams to
a investigate the relationship between potential
construct and check series
difference, current and resistance for a
7 and parallel circuits including
resistor and a filament lamp
a variety of common circuit
elements b test series and parallel circuits using resistors
and filament lamps

Making observations of waves 4.17 Investigate the suitability of equipment to

in fluids and solids to identify measure the speed, frequency and wavelength
the suitability of apparatus to of a wave in a solid and a fluid
8
measure the effects of the
interaction of waves with
matter.

These core practicals may be reviewed and amended if changes are required to the
apparatus and techniques listed by the Department for Education. Pearson may also review
and amend the core practicals if necessary. Centres will be told about any changes as soon
as possible.

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You must follow the instructions in the table below for each core practical.

Core practical Description

Different masses must be used to investigate the
Investigate the relationship effect of varying masses on the acceleration of a
between force, mass and trolley down a ramp. Appropriate methods must be
2.19
acceleration by varying the used to measure the force and time taken for the
masses added to trolleys trolley to travel down the ramp, and data analysis
must include calculating the acceleration.

This investigation involves looking at the

characteristics of waves and using the equation:
Investigate the suitability of
v= f ×λ
equipment to measure the
4.17 speed, frequency and It is expected that students will have looked at waves
wavelength of a wave in a in a liquid using a ripple tank, and waves in a solid
solid and a fluid using a metal rod and a method of measuring the
frequency. Suitability of apparatus to take these
measurements must also be considered.

A light source with grating must be used to produce a

Investigate refraction in beam of light, which must then be used to investigate
rectangular glass blocks in the effect of refraction using a glass block. An
5.9 terms of the interaction of appreciation of the interaction of the light ray with the
electromagnetic waves with glass block and the effect of changing medium on the
matter light ray (moving towards and away from the normal)
must be included.

A minimum of four different beakers or test tubes

must be covered in different materials (different
Investigate how the nature
colours, or shiny/dull surfaces). The same volume of
of a surface affects the
5.19P hot water must then be poured into each container,
amount of thermal energy
and covered with a lid. Using a thermometer the
radiated or absorbed
temperature can be monitored and recorded at fixed
times using a stopwatch.

This investigation involves constructing a circuit to

investigate potential difference, current and
resistance for a resistor and a filament lamp. The
Construct electrical circuits
behaviour of parallel and series circuits must also be
to:
included, and this must be done using filament lamps.
a investigate the
A series circuit should be set up initially with a
relationship between
resistor, ammeter and voltmeter. The current must
potential difference,
be recorded at different voltages. This must then be
10.17 current and resistance for
repeated using a filament lamp instead of a resistor.
a resistor and a filament
lamp To investigate series and parallel circuits, a parallel
circuit must be set up with ammeters, voltmeters,
b test series and parallel
and filament lamps. Readings from this circuit must
circuits using resistors and
then be compared with series circuits used initially.
filament lamps
Analysis must include use of the equation:

V =I×R

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 Core practical Description
The density of a solid object must be determined by
measuring the mass and volume of the object, and
then using the equation:

m
ρ=
v
The volume must be determined by putting the object
Investigate the densities of into water, and measuring the volume of water that
14.3 has been displaced.
solid and liquids
The density of a liquid can be calculated by weighing
the liquid using a balance, and determining the
volume. The equation:

m
ρ=
v
must then be used to calculate the density.

The temperature of crushed ice must be recorded

using a thermometer. This must then be melted using
Investigate the properties of
a Bunsen burner and beaker of water as a water bath.
water by determining the
The temperature must be monitored as the ice melts.
specific heat capacity of
14.11 To determine specific heat capacity of water, the
water and obtaining a
temperature of water using a thermometer must be
temperature-time graph for
monitored while heating it using a heat supply
melting ice
connected to a joulemeter. This must then be used to
calculate the specific heat capacity.

The stretching of a spring must be investigated by

Investigate the extension measuring the length of a spring with no weights,
15.6 and work done when followed by adding varying masses and measuring
applying forces to a spring the new length. This must include calculating the
work done and an appreciation of the forces involved.

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Appendix 6: Practical Science Statement

Pearson Edexcel Level 1/Level 2 GCSE (9–1) in

Biology/Chemistry/Physics/Combined Science

Head Teacher Declaration Form

Pearson Edexcel Level 1/Level 2 GCSE (9–1) in

Biology/Chemistry/Physics/Combined Science
Centre number: Centre name:

Subject(s): Please tick as appropriate

 Biology (1BI0)  Chemistry (1CH0)

 Physics (1PH0)  Combined Science (1SC0)

Biology (1BI0) – students must carry out all eight of the mandatory core practicals listed on page
8 of the specification.

Chemistry (1CH0) – students must carry out all eight of the mandatory core practicals listed on
page 8 of the specification.

Physics (1PH0) – students must carry out all eight of the mandatory core practicals listed on page
9 of the specification.

Head teacher declaration

I declare that reasonable steps have been taken to ensure each candidate has completed the
practical activities set out above in accordance with Pearson Edexcel Level 1/Level 2 GCSE
(9–1) in Biology/Chemistry/Physics/Combined Science practical science work requirements.

Each candidate has made a contemporaneous record of:

i the work that they have undertaken during these practical activities, and

ii the knowledge, skills and understanding which that learner has derived from those
practical activities.

Head teacher name:

Head teacher Date:

signature:

Please upload the completed form via our Pearson Qualifications

website https://qualifications.pearson.com/en/forms/gcse-sciences-9-1-practical-science-
statement.html by 15th April. Any failure by centres to provide this Practical Science
Statement will be treated as malpractice and/or maladministration.

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Appendix 7: The context for the
development of this qualification
All our qualifications are designed to meet our World Class Qualification Principles[1] and our
ambition to put the student at the heart of everything we do.

We have developed and designed this qualification by:

● reviewing other curricula and qualifications to ensure that it is comparable with those
taken in high-performing jurisdictions overseas
● consulting with key stakeholders on content and assessment, including learned bodies,
subject associations, higher education academics and teachers to ensure this qualification
is suitable for a UK context
● reviewing the legacy qualification and building on its positive attributes.

This qualification has also been developed to meet criteria stipulated by Ofqual in their
documents GCSE (9 to 1) Qualification Level Conditions and Requirements and GCSE Subject
Level Conditions and Requirements for Single Science (Biology, Chemistry and Physics),
published in April 2014.

[1]
Pearson’s World Class Qualification Principles ensure that our qualifications are:
● demanding, through internationally benchmarked standards, encouraging deep learning and
measuring higher-order skills
● rigorous, through setting and maintaining standards over time, developing reliable and valid
assessment tasks and processes, and generating confidence in end users of the knowledge, skills
and competencies of certified students
● inclusive, through conceptualising learning as continuous, recognising that students develop at
different rates and have different learning needs, and focusing on progression
● empowering, through promoting the development of transferable skills, see Appendix 8.

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From Pearson’s Expert Panel for World Class Qualifications
May 2014

“education
The reform of the qualifications system in England is a profoundly important change to the
system. Teachers need to know that the new qualifications will assist them in
helping their learners make progress in their lives.

When these changes were first proposed we were approached by Pearson to join an ‘Expert
Panel’ that would advise them on the development of the new qualifications.

We were chosen, either because of our expertise in the UK education system, or because of
our experience in reforming qualifications in other systems around the world as diverse as
Singapore, Hong Kong, Australia and a number of countries across Europe.

We have guided Pearson through what we judge to be a rigorous qualification development

process that has included:
● extensive international comparability of subject content against the highest-performing
jurisdictions in the world
● benchmarking assessments against UK and overseas providers to ensure that they are at
the right level of demand
● establishing External Subject Advisory Groups, drawing on independent subject-specific
expertise to challenge and validate our qualifications
● subjecting the final qualifications to scrutiny against the DfE content and Ofqual
accreditation criteria in advance of submission.
Importantly, we have worked to ensure that the content and learning is future oriented. The
design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes
have been at the heart of this development throughout.

We understand that ultimately it is excellent teaching that is the key factor to a learner’s
success in education. As a result of our work as a panel we are confident that we have
supported the development of qualifications that are outstanding for their coherence,
thoroughness and attention to detail and can be regarded as representing world-class best
practice.
”
Sir Michael Barber (Chair) Professor Lee Sing Kong

Chief Education Advisor, Pearson plc Director, National Institute of Education,

Singapore

Bahram Bekhradnia Professor Jonathan Osborne

President, Higher Education Policy Institute Stanford University

Dame Sally Coates Professor Dr Ursula Renold

Principal, Burlington Danes Academy Federal Institute of Technology,

Switzerland

Professor Robin Coningham Professor Bob Schwartz

Pro-Vice Chancellor, University of Durham Harvard Graduate School of Education

Dr Peter Hill

Former Chief Executive ACARA

All titles correct as at May 2014

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Appendix 8: Transferable skills
The need for transferable skills
In recent years, higher education institutions and employers have consistently flagged the
need for students to develop a range of transferable skills to enable them to respond with
confidence to the demands of undergraduate study and the world of work.

The Organisation for Economic Co-operation and Development (OECD) defines skills, or
competencies, as ‘the bundle of knowledge, attributes and capacities that can be learned and
that enable individuals to successfully and consistently perform an activity or task and can be
built upon and extended through learning.’ [1]

To support the design of our qualifications, the Pearson Research Team selected and
evaluated seven global 21st-century skills frameworks. Following on from this process, we
identified the National Research Council’s (NRC) framework as the most evidence-based and
robust skills framework. We adapted the framework slightly to include the Program for
International Student Assessment (PISA) ICT Literacy and Collaborative Problem Solving
(CPS) Skills.

The adapted National Research Council’s framework of skills involves: [2]

Cognitive skills
● Non-routine problem solving – expert thinking, metacognition, creativity.

● Systems thinking – decision making and reasoning.

● Critical thinking – definitions of critical thinking are broad and usually involve general
cognitive skills such as analysing, synthesising and reasoning skills.
● ICT literacy – access, manage, integrate, evaluate, construct and communicate. [3]

Interpersonal skills
● Communication – active listening, oral communication, written communication, assertive
communication and non-verbal communication.
● Relationship-building skills – teamwork, trust, intercultural sensitivity, service
orientation, self-presentation, social influence, conflict resolution and negotiation.
● Collaborative problem solving – establishing and maintaining shared understanding,
taking appropriate action, establishing and maintaining team organisation.

Intrapersonal skills
● Adaptability – ability and willingness to cope with the uncertain, handling work stress,
adapting to different personalities, communication styles and cultures, and physical
adaptability to various indoor and outdoor work environments.
● Self-management and self-development – ability to work remotely in virtual teams,
work autonomously, be self-motivating and self-monitoring, willing and able to acquire
new information and skills related to work.
Transferable skills enable young people to face the demands of further and higher education,
as well as the demands of the workplace, and are important in the teaching and learning of
this qualification. We will provide teaching and learning materials, developed with
stakeholders, to support our qualifications.

[1]
OECD – Better Skills, Better Jobs, Better Lives (OECD Publishing, 2012)
[2]
Koenig J A, National Research Council – Assessing 21st Century Skills: Summary of a Workshop
(National Academies Press, 2011)
[3]
PISA – The PISA Framework for Assessment of ICT Literacy (2011)

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Appendix 9: Codes

Type of code Use of code Code

Discount codes Every qualification eligible for performance Please see the GOV.UK
tables is assigned a discount code that website*
indicates the subject area to which it
belongs.

Discount codes are published by the DfE.

Regulated Each qualification title is allocated an The QN for this

Qualifications Ofqual Regulated Qualifications qualification is:
Framework (RQF) Framework (RQF) code.
601/8609/4
codes The RQF code is known as a Qualification
Number (QN). This is the code that
features in the DfE Section 96 and on the
LARA as being eligible for 16–18 and 19+
funding, and is to be used for all
qualification funding purposes. The QN will
appear on students’ final certification
documentation.

Subject codes The subject code is used by centres to GCSE – 1PH0

enter students for a qualification. Centres
will need to use the entry codes only when
claiming students’ qualifications.

Paper codes These codes are provided for reference Paper 1: 1PH0/1F,
purposes. Students do not need to be 1PH0/1H
entered for individual components.
Paper 2: 1PH0/2F,
1PH0/2H

*www.gov.uk/government/publications/2018-performance-tables-discount-code

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Specification – Issue 4 – March 2024 © Pearson Education Limited 2024
Appendix 10: Calculators
Candidates may use a calculator in assessments for this qualification. Centres are
responsible for making sure that calculators used by their students meet the requirements
highlighted in the table below.

Candidates must be familiar with the requirements before their assessments for this
qualification.

Calculators must be: Calculators must not:

● of a size suitable for use on a desk ● be designed or adapted to offer any of these

● either battery or solar powered

facilities:

● free of lids, cases and covers that o language translators

have printed instructions or o symbolic algebraic manipulation
formulae.
o symbolic differentiation or integration

The candidate is responsible for o communication with other machines or

the following: the internet
● be borrowed from another candidate during
● the calculator’s power supply
an examination for any reason*
● the calculator’s working condition
● have retrievable information stored in them,
● clearing anything stored in the and this includes:
calculator.
o databanks
o dictionaries
o mathematical formulae
o text.

*An invigilator may give a candidate a replacement calculator

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Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics 73

Specification – Issue 4 – March 2024 © Pearson Education Limited 2024
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