GCSE Combined Science (Double Award)

• Homeostasis and the nervous system

  ≈ 1.5%1 h

  Principles of homeostasis, receptors and effectors, the structure of the nervous system, reflex arcs and synapses, and reaction-time investigations.

  • Explain the importance of homeostasis and the roles of receptors, coordination centres (brain, spinal cord, pancreas) and effectors in automatic control systems
  • Describe the structure and function of the nervous system, and explain how a reflex arc (sensory, relay and motor neurones, synapses) produces a rapid automatic response
  • Required practical: plan and carry out an investigation into the effect of a factor on human reaction time, controlling variables and processing repeat results
  • (Board-specific: Cambridge, WJEC, CCEA) describe the eye’s pupil reflex and accommodation, and control of body temperature by the skin

• Hormones, blood glucose and reproduction

  ≈ 2.5%1 h 30 min

  The endocrine system, blood glucose control and diabetes, hormones in the menstrual cycle, contraception, infertility treatment, adrenaline and thyroxine.

  • Describe the endocrine system (pituitary, thyroid, pancreas, adrenal glands, ovaries, testes) and compare hormonal and nervous coordination
  • Explain how insulin and (HT) glucagon control blood glucose by negative feedback, and compare the causes and treatments of Type 1 and Type 2 diabetes
  • Describe the roles of FSH, LH, oestrogen and progesterone in the menstrual cycle and (HT) explain their interactions using hormone-level graphs
  • Evaluate hormonal and non-hormonal methods of contraception, and (HT) explain how hormones are used to treat infertility, including IVF and its drawbacks
  • (HT) Explain the roles of adrenaline and thyroxine, including the negative feedback control of thyroxine; (Cambridge) describe tropisms and the role of auxin

• Reproduction, DNA and inheritance

  ≈ 2.5%1 h 30 min

  Sexual and asexual reproduction, meiosis, DNA and the genome, monohybrid inheritance with Punnett squares, inherited disorders and sex determination.

  • Compare sexual and asexual reproduction, and explain how meiosis produces four genetically different haploid gametes and restores the chromosome number at fertilisation
  • Describe DNA as a polymer of two strands forming a double helix, genes as sections of DNA coding for proteins, and the genome, including the importance of the Human Genome Project
  • Use genetic terms (gene, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype) and construct Punnett squares and family trees to predict ratios, percentages and probabilities
  • Explain the inheritance of disorders such as cystic fibrosis and polydactyly, evaluate embryo screening, and show how sex is determined by the X and Y chromosomes
  • (Edexcel, OCR, Cambridge) Describe the structure of DNA nucleotides and complementary base pairing; (Cambridge) sexual reproduction in flowering plants

• Variation, evolution, genetic engineering and classification

  ≈ 3%1 h 30 min

  Genetic and environmental variation, mutation, natural selection and its evidence, extinction, selective breeding, genetic engineering and classification.

  • Describe genetic and environmental variation and explain how mutations create new variants, most of which have no effect on phenotype
  • Explain evolution by natural selection, and evaluate the evidence from fossils and antibiotic-resistant bacteria; describe causes of extinction
  • Describe selective breeding and genetic engineering (e.g. bacteria producing human insulin, GM crops), and evaluate their benefits and risks
  • Describe the Linnaean classification system and binomial names, the three-domain system, and interpret evolutionary trees
  • (Edexcel) Describe the evidence for human evolution from hominid fossils and stone tools; describe the contributions of Darwin and Wallace

• Ecosystems, sampling and material cycles

  ≈ 2.5%1 h 15 min

  Levels of organisation in ecosystems, interdependence and competition, abiotic and biotic factors, adaptations, food chains, field sampling and the carbon and water cycles.

  • Describe levels of organisation in an ecosystem and explain interdependence, competition and how abiotic and biotic factors affect communities
  • Explain structural, behavioural and functional adaptations, including those of extremophiles
  • Interpret food chains and predator–prey cycles, and (Edexcel, OCR, Cambridge) construct pyramids of biomass and calculate the efficiency of biomass transfer
  • Required practical: estimate population size using random quadrats and investigate distribution along a transect; calculate means and scale up to an estimated population
  • Describe the carbon and water cycles and the role of microorganisms in decomposition; (Edexcel, OCR, Cambridge) the nitrogen cycle

• Biodiversity and human impact on the environment

  ≈ 1.5%1 h

  Why biodiversity matters, pollution and waste, land use, deforestation, global warming and conservation strategies.

  • Explain the importance of biodiversity and how human population growth and waste pollute water, land and air
  • Describe the effects of land use, deforestation and the destruction of peat bogs
  • Explain how rising carbon dioxide and methane levels cause global warming and describe its biological consequences
  • Evaluate programmes that protect biodiversity: breeding programmes, habitat protection, hedgerows and field margins, reducing deforestation and carbon emissions, recycling
  • (Edexcel, OCR) Describe eutrophication, fish farming, non-indigenous species and the use of indicator species

About 7 h 45 min of study, lessons and core practice

• Atomic structure and the periodic table

  ≈ 3%1 h 30 min

  Atoms, elements, compounds and equations, the development of the atomic model, subatomic particles and isotopes, electronic structure, the periodic table and Groups 0, 1 and 7.

  • Describe atoms, elements and compounds, and write word equations and balanced symbol equations with state symbols
  • Describe how the model of the atom developed (Dalton, Thomson’s plum pudding, Rutherford’s alpha-scattering experiment, Bohr, Chadwick), and give the relative masses and charges of protons, neutrons and electrons
  • Use atomic and mass numbers to work out numbers of subatomic particles, explain isotopes and calculate relative atomic mass from isotopic abundances
  • Write electronic structures for the first 20 elements and relate them to group and period in the periodic table
  • Explain how Mendeleev developed the periodic table, and describe and explain the properties and trends of Group 0, Group 1 (reactions with water) and Group 7 (displacement reactions)

• Bonding, structure and the properties of matter

  ≈ 3%1 h 30 min

  Ionic, covalent and metallic bonding, giant and simple structures, carbon allotropes, and how structure explains melting point, conductivity and states of matter.

  • Explain ionic bonding by electron transfer, draw dot-and-cross diagrams for ionic compounds, and relate giant ionic lattices to high melting points and conductivity when molten or dissolved
  • Explain covalent bonding in simple molecules (H₂, Cl₂, O₂, N₂, HCl, H₂O, NH₃, CH₄) and why simple molecular substances have low melting points and do not conduct
  • Relate the structures of diamond, graphite, silicon dioxide, graphene and fullerenes (including nanotubes) to their properties and uses
  • Explain metallic bonding, the properties of metals, and why alloys are harder than pure metals
  • Use the particle model to explain the three states of matter and changes of state, predict states from melting and boiling point data, and describe the limitations of the model

• Quantitative chemistry and the mole

  ≈ 3.5%1 h 50 min

  Conservation of mass, relative formula mass, moles, reacting masses, limiting reactants and concentration of solutions.

  • Apply the law of conservation of mass and explain apparent mass changes in reactions that take in or release gases
  • Calculate relative formula mass (Mr) and the percentage by mass of an element in a compound
  • (HT) Use the mole: calculate amounts from mass and Mr, use the Avogadro constant (6.02 × 10²³ per mole), balance equations from reacting masses and identify limiting reactants
  • Calculate the mass of solute in a solution and concentration in g/dm³ (and mol/dm³ where your board requires it), converting between cm³ and dm³
  • (Edexcel, OCR, Cambridge, WJEC) Determine empirical formulae from experimental data; (Cambridge Extended, WJEC) use molar gas volume and percentage yield

• Reactivity series, redox and extracting metals

  ≈ 2%1 h 15 min

  The reactivity series, displacement reactions, oxidation and reduction, extracting metals by carbon reduction, and biological extraction methods.

  • Use the reactivity series (including carbon and hydrogen) to predict the reactions of metals with water and dilute acids and in displacement reactions
  • Explain why metals less reactive than carbon are extracted by reduction with carbon and more reactive metals by electrolysis
  • Define oxidation and reduction in terms of oxygen and (HT) electrons, and write ionic equations and half equations for displacement reactions
  • (HT) Evaluate phytomining and bioleaching as ways to extract copper from low-grade ores
  • (Cambridge, CCEA, OCR) Describe rusting of iron and methods of preventing it (barrier methods, galvanising, sacrificial protection)

• Acids, bases, salts and neutralisation

  ≈ 2%1 h 15 min

  Reactions of acids, making soluble salts, the pH scale, neutralisation, and strong versus weak acids.

  • Describe the reactions of acids with metals, metal oxides, metal hydroxides and metal carbonates, predicting and naming the salts formed
  • Required practical: prepare a pure, dry sample of a soluble salt from an insoluble oxide or carbonate using excess solid, filtration, evaporation and crystallisation
  • Describe the pH scale and indicators, and write the ionic equation for neutralisation (H⁺ + OH⁻ → H₂O)
  • (HT) Distinguish strong from weak acids and concentrated from dilute solutions, and explain that a decrease of 1 pH unit is a tenfold increase in hydrogen ion concentration
  • (Board-specific) Use solubility rules to predict precipitates, and carry out and calculate from an acid–alkali titration

• Electrolysis

  ≈ 2%1 h 15 min

  Electrolysis of molten and aqueous ionic compounds, predicting products, extracting aluminium and writing half equations.

  • Explain why ionic compounds conduct electricity only when molten or dissolved, and predict the products of electrolysing molten binary compounds such as lead bromide
  • Predict the products at each electrode when aqueous solutions are electrolysed (hydrogen or the metal at the cathode; oxygen or the halogen at the anode)
  • Required practical: investigate the electrolysis of aqueous solutions with inert electrodes and test the gases produced
  • Explain how aluminium is extracted from aluminium oxide dissolved in molten cryolite, and why the carbon anodes must be replaced
  • (HT) Write half equations for reactions at the electrodes and explain them as oxidation or reduction; (Edexcel, Cambridge) describe electroplating and copper purification

• Energy changes in reactions

  ≈ 2%1 h

  Exothermic and endothermic reactions, temperature-change practicals, reaction profiles, activation energy and bond-energy calculations.

  • Distinguish exothermic from endothermic reactions using temperature changes and give everyday examples (hand warmers, self-heating cans, sports injury packs)
  • Required practical: investigate the variables that affect the temperature change of reacting solutions such as neutralisation or displacement reactions
  • Draw and interpret reaction profiles showing reactants, products, activation energy and overall energy change
  • (HT) Calculate the energy change of a reaction from bond energies (energy to break bonds minus energy released making bonds) and interpret the sign
  • (Cambridge Extended, OCR, WJEC) Describe hydrogen fuel cells and compare them with batteries and fossil fuels

About 9 h 35 min of study, lessons and core practice

• Rates of reaction and reversible reactions

  ≈ 3%1 h 30 min

  Measuring and calculating rates, collision theory, catalysts, reversible reactions, dynamic equilibrium and Le Chatelier’s principle.

  • Calculate the mean rate of reaction from the amount of reactant used or product formed over time, and (HT) find the rate at a point by drawing a tangent and calculating its gradient
  • Explain the effects of concentration, gas pressure, surface area, temperature and catalysts on rate using collision theory and activation energy
  • Required practical: investigate how concentration affects rate by measuring the volume of gas produced or a change in colour or turbidity
  • Describe reversible reactions and dynamic equilibrium in a closed system (e.g. heating ammonium chloride, dehydrating hydrated copper(II) sulfate)
  • (HT) Use Le Chatelier’s principle to predict how changing concentration, temperature or pressure shifts the position of equilibrium; (Edexcel, Cambridge) apply it to the Haber process

• Crude oil, hydrocarbons and cracking

  ≈ 2%1 h

  Crude oil and alkanes, fractional distillation, properties of fractions, combustion, cracking and alkenes.

  • Describe crude oil as a finite mixture of hydrocarbons, the alkane homologous series (CₙH₂ₙ₊₂) and the first four alkanes
  • Explain how fractional distillation separates crude oil, and how boiling point, viscosity and flammability change with chain length
  • Write balanced equations for the complete combustion of hydrocarbons and describe the products of incomplete combustion
  • Describe catalytic and steam cracking, explain why cracking is needed (supply and demand), and use bromine water to test for alkenes
  • (Board-specific: Cambridge, WJEC, CCEA, OCR) Describe addition polymerisation and the properties and reactions of alcohols and carboxylic acids named in your specification

• Purity, separation and chemical analysis

  ≈ 2.5%1 h

  Pure substances and formulations, separation techniques, paper chromatography and Rf values, and tests for gases and ions.

  • Distinguish pure substances from mixtures using melting and boiling point data, and describe formulations (fuels, alloys, medicines, paints)
  • Choose and describe separation techniques: filtration, crystallisation, simple distillation, fractional distillation and chromatography
  • Required practical: use paper chromatography to separate coloured substances, identify them and calculate Rf values (distance moved by substance ÷ distance moved by solvent)
  • Describe tests for hydrogen, oxygen, carbon dioxide and chlorine, and the ion tests required by your board (flame tests, metal hydroxide precipitates, carbonate, halide and sulfate tests)

• The atmosphere, greenhouse gases and pollution

  ≈ 2%1 h

  The evolution of Earth’s atmosphere, today’s composition, the greenhouse effect, climate change and atmospheric pollutants.

  • Describe how the early atmosphere evolved: volcanic carbon dioxide and water vapour, oceans forming, oxygen from photosynthesis, and carbon locked into sedimentary rocks and fossil fuels
  • State the approximate composition of today’s atmosphere (about 80% nitrogen, 20% oxygen, small amounts of CO₂, water vapour and noble gases) and explain the greenhouse effect
  • Evaluate the evidence for human-caused climate change, describe its potential effects, and explain ways to reduce carbon footprints and the problems in doing so
  • Describe the sources and effects of carbon monoxide, soot, sulfur dioxide and oxides of nitrogen from burning fuels

• Using resources, water and life-cycle assessment

  ≈ 2%1 h

  Finite and renewable resources, potable water and waste water treatment, life-cycle assessment and recycling.

  • Distinguish finite from renewable resources and explain sustainable development
  • Describe how potable water is produced from fresh water and from sea water (desalination), and how waste water and sewage are treated
  • Required practical: analyse and purify water samples by measuring pH, finding the mass of dissolved solids and distilling
  • Carry out simple comparative life-cycle assessments and evaluate reducing use, reusing and recycling metals, glass and plastics
  • (Edexcel, Cambridge) Describe the Haber process and the use of NPK fertilisers

About 5 h 30 min of study, lessons and core practice

• Energy stores, transfers, power and efficiency

  ≈ 3%1 h 30 min

  Energy stores and transfers, kinetic, gravitational and elastic energy, specific heat capacity, power, conservation of energy and efficiency.

  • Describe energy stores and the ways energy is transferred (mechanical work, electrical work, heating, radiation), and use energy-transfer diagrams
  • Calculate kinetic energy (Eₖ = ½mv²), gravitational potential energy (Eₚ = mgh) and elastic potential energy (Eₑ = ½ke²), rearranging where necessary
  • Use ΔE = mcΔθ, and required practical: determine the specific heat capacity of a material with a joulemeter or voltmeter, ammeter and timer
  • Calculate power (P = E/t, P = W/t) and efficiency, and explain how lubrication and thermal insulation reduce unwanted energy transfers, including the effect of thermal conductivity
  • Apply conservation of energy to falling objects, springs and vehicles, and (Cambridge, WJEC) describe conduction, convection and radiation in energy transfer

• Energy resources, mains electricity and the National Grid

  ≈ 2%1 h 15 min

  Renewable and non-renewable energy resources, trends in energy use, a.c. and d.c., domestic wiring, electrical power and energy, and the National Grid.

  • Compare renewable and non-renewable energy resources (fossil fuels, nuclear, biofuel, wind, hydroelectricity, geothermal, tidal, solar, wave) for reliability, cost and environmental impact
  • Interpret data on trends in energy use and evaluate the scientific, political, social and economic challenges of changing energy supply
  • Describe direct and alternating potential difference, UK mains (about 230 V, 50 Hz) and the roles of the live, neutral and earth wires, and explain why the live wire is dangerous
  • Calculate power (P = VI, P = I²R) and energy transferred (E = Pt, E = QV), including domestic appliances and the cost of electricity in kWh
  • Explain how the National Grid uses step-up and step-down transformers and why transmitting at high voltage reduces energy loss; (HT, Edexcel) use Vₚ × Iₚ = Vₛ × Iₛ

• Electric circuits, resistance and components

  ≈ 4%1 h 45 min

  Circuit symbols, charge, current, potential difference and resistance, I–V characteristics, series and parallel circuits, thermistors and LDRs.

  • Draw and interpret circuit diagrams using standard symbols (cell, battery, switch, resistor, variable resistor, lamp, diode, LED, fuse, ammeter, voltmeter, thermistor, LDR)
  • Use Q = It and V = IR, and explain current as a flow of charge and resistance as opposition to current
  • Required practicals: investigate how the length of a wire and combinations of resistors affect resistance, and plot the I–V characteristics of a fixed resistor, filament lamp and diode
  • Apply the rules for current, potential difference and total resistance in series and parallel circuits, and explain why adding resistors in parallel decreases total resistance
  • Describe how the resistance of thermistors and LDRs changes with temperature and light, and their use in sensing circuits; (OCR, Cambridge) describe static electricity and electric fields

• Particle model, density, latent heat and gas pressure

  ≈ 2%1 h 15 min

  Density, changes of state and internal energy, specific latent heat, heating and cooling curves, and particle motion in gases.

  • Use ρ = m/V and required practical: determine the density of regular and irregular solids (by displacement) and of liquids
  • Explain changes of state as reversible physical changes in which mass is conserved, and internal energy as the total kinetic and potential energy of the particles
  • Use E = mL for specific latent heat of fusion and vaporisation, and interpret heating and cooling curves
  • Explain gas pressure in terms of particle collisions and how temperature affects pressure at constant volume; (Edexcel, OCR, HT) use pV = constant and explain why doing work on a gas raises its temperature
  • (Cambridge, WJEC) Describe thermal expansion and explain Brownian motion and evaporation using the particle model

• Atomic structure and radioactivity

  ≈ 3%1 h 30 min

  The nuclear model of the atom, isotopes, alpha, beta and gamma radiation, nuclear equations, half-life, contamination and irradiation.

  • Describe the structure of the atom and how the model developed from the plum pudding model through Rutherford’s scattering experiment to the nuclear model (Bohr, Chadwick)
  • Describe alpha, beta and gamma radiation (and neutron emission) in terms of their nature, penetrating power, range in air and ionising power
  • Write balanced nuclear equations for alpha and beta decay showing changes in mass and atomic numbers
  • Explain half-life as a random process, find half-lives from graphs and data, and (HT) calculate the net decline as a ratio after a number of half-lives
  • Compare irradiation and radioactive contamination, describe hazards and precautions, and (board-specific) describe background radiation, medical uses, and nuclear fission and fusion

About 7 h 15 min of study, lessons and core practice

• Forces, work done and elasticity

  ≈ 2.5%1 h 15 min

  Scalars and vectors, contact and non-contact forces, weight, resultant forces and free-body diagrams, work done and Hooke’s law.

  • Distinguish scalar and vector quantities and contact and non-contact forces, and calculate weight (W = mg) using gravitational field strength
  • Calculate resultant forces, draw free-body diagrams and (HT) resolve forces and find resultants using scale drawings
  • Calculate work done (W = Fs) and relate it to energy transfer, including work done against friction
  • Required practical: investigate the relationship between force and extension for a spring, use F = ke, identify the limit of proportionality and calculate elastic potential energy
  • (Board-specific: Cambridge, WJEC, CCEA) Calculate moments (M = Fd) and pressure (p = F/A)

• Motion, graphs and Newton’s laws

  ≈ 4%1 h 45 min

  Distance, displacement, speed and velocity, motion graphs, acceleration and the equations of motion, Newton’s three laws and terminal velocity.

  • Distinguish distance from displacement and speed from velocity, use s = vt, and recall typical speeds for walking, running, cycling and sound
  • Draw and interpret distance–time and velocity–time graphs: gradients for speed and acceleration, (HT) tangents for instantaneous speed, and area under a velocity–time graph for distance travelled
  • Calculate acceleration (a = Δv/t), use v² − u² = 2as, recall g ≈ 9.8 m/s² and explain terminal velocity
  • State and apply Newton’s first, second (F = ma) and third laws, and (HT) explain inertia and inertial mass
  • Required practical: investigate the effect of force and of mass on the acceleration of an object using light gates or a ticker timer

• Stopping distances and momentum

  ≈ 2%1 h

  Thinking and braking distance, reaction times, braking forces, and (HT) momentum and its conservation.

  • Explain stopping distance as thinking distance plus braking distance and the factors that affect each (speed, tiredness, drugs, alcohol, distractions, road and weather conditions, tyres and brakes)
  • Estimate reaction times (typically 0.2–0.9 s) and describe methods of measuring them; interpret graphs of stopping distance against speed
  • Explain how braking transfers kinetic energy to thermal energy, calculate braking force from work done, and (HT) estimate forces and explain the dangers of large decelerations
  • (HT) Calculate momentum (p = mv) and apply conservation of momentum to collisions and explosions; (Edexcel, OCR) use F = mΔv/Δt to explain vehicle safety features

• Waves and the electromagnetic spectrum

  ≈ 3%1 h 30 min

  Transverse and longitudinal waves, the wave equation, wave practicals, refraction, the electromagnetic spectrum and its uses and dangers.

  • Describe transverse and longitudinal waves and define amplitude, wavelength, frequency and period; use v = fλ and T = 1/f
  • Required practical: measure the speed of water waves in a ripple tank and of waves on a stretched string
  • Describe the order, properties, uses and hazards of the electromagnetic spectrum (radio waves to gamma rays), including ionising effects of UV, X-rays and gamma rays
  • Explain refraction using ray diagrams and (HT) wave-front diagrams, and (HT) explain how radio waves are produced and absorbed by oscillations in electrical circuits
  • Required practical (AQA): investigate how the type of surface affects the infrared radiation emitted or absorbed; (Edexcel, OCR, Cambridge, WJEC) sound waves, reflection, lenses, total internal reflection and dispersion as specified by your board

• Magnetism, the motor effect and electromagnetic induction

  ≈ 2.5%1 h 15 min

  Permanent and induced magnets, magnetic fields, electromagnets, the motor effect and Fleming’s left-hand rule, and board-specific electromagnetic induction and transformers.

  • Describe permanent and induced magnets, magnetic field patterns (including the Earth’s field) and how to plot field lines with a compass
  • Describe the magnetic field around a current-carrying wire and a solenoid, and explain how electromagnets are made stronger and used
  • (HT) Explain the motor effect, apply Fleming’s left-hand rule, use F = BIl and explain how a d.c. motor rotates
  • (Edexcel, OCR, Cambridge, WJEC, CCEA) Explain electromagnetic induction, generators and dynamos, and transformers, using Vₚ/Vₛ = Nₚ/Nₛ

• Space physics: solar system, stars and the universe

  ≈ <1%45 min

  WJEC The Sciences (Double Award, made-for-Wales, from Sept 2026) onlyCCEA Double Award Science onlyEdexcel International GCSE Science (Double Award) only

  Board-specific space content: the Solar System and orbits, the life cycle of stars, and red-shift evidence for the Big Bang.

  • Describe the Solar System, natural and artificial satellites, and explain how gravity provides the force for circular orbits
  • Describe the life cycle of stars of different masses: nebula, protostar, main sequence, red giant or red supergiant, white dwarf, supernova, neutron star or black hole
  • Explain red-shift and the cosmic microwave background radiation as evidence for the Big Bang and an expanding Universe
  • (Edexcel International GCSE) Calculate orbital speed using v = 2πr/T and compare gravitational field strength on different planets; (WJEC) use light-years and the scale of the Universe

About 7 h 30 min of study, lessons and core practice

• Working scientifically and the required practicals

  ≈ 5%2 h

  Planning investigations, variables, measurement quality, hazards and the method, results and evaluation of every required or core practical.

  • Plan investigations to test hypotheses: identify independent, dependent and control variables, choose apparatus, a suitable range and interval, and the number of repeats
  • Recall the method, measurements, hazards and risk controls for every required or core practical on your board (AQA Trilogy 21, Edexcel 18 core practicals, OCR PAG activities, WJEC Unit 7 enquiries, CCEA and Cambridge practical papers)
  • Explain accuracy, precision, repeatability, reproducibility, resolution, random and systematic errors, zero errors and anomalous results
  • Evaluate methods and data and suggest specific, justified improvements
  • Describe how scientific theories and models develop, the role of peer review, and the ethical, social, economic and environmental implications of science

• Maths skills, equations and data analysis

  ≈ 5%2 h

  The quantitative toolkit used across all three sciences: units, standard form, significant figures, equations, graphs, means, percentages and uncertainty.

  • Use SI units and prefixes, standard form, significant figures and unit conversions (e.g. cm³ to dm³, km/h to m/s, minutes to seconds, kJ to J)
  • Recall, select, rearrange and substitute into the physics equations your board requires you to learn, and use those given on the equation sheet
  • Plot graphs with suitable scales and labelled axes, draw lines or curves of best fit, calculate gradients and intercepts and (HT) draw tangents to curves
  • Calculate means, percentages, percentage change, ratios and rates, and estimate uncertainty as half the range of repeat readings
  • Interpret tables, charts and graphs, distinguish correlation from causation, and judge whether data support a conclusion

• Six-mark questions and extended responses

  ≈ 3%1 h 15 min

  How levels-of-response open questions are marked and how to write logically sequenced, fully explained answers to describe, explain, compare and evaluate questions.

  • Recognise 4- to 6-mark open-response questions (AQA levels of response, Edexcel 6-mark, OCR asterisked, WJEC QER, CCEA quality of written communication) and what distinguishes each level
  • Plan a logically sequenced answer that links cause and effect using precise scientific terminology
  • Write practical methods as numbered steps naming equipment, measurements, control variables, repeats and safety precautions
  • Answer compare and evaluate questions with points on both sides and a justified conclusion that uses the data given
  • Avoid mark-losing habits: vague words (“it”, energy being “used up”), repeating the question, contradictions and unexplained lists

About 5 h 15 min of study, lessons and core practice