Free to start · 47 lessons · 7 mock exams · about 63 h of study
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About the exam
GCSE Physics and its international equivalents are taken by students aged 14–16 as a stand-alone physics qualification, usually as part of separate science (triple science). In England the main courses are graded 9–1; in Wales and Northern Ireland grades are reported on the local scale, and Cambridge/Edexcel international versions are used worldwide. The exam tests the full secondary physics course: energy, electricity, particle model, atomic structure, forces, waves, magnetism and electromagnetism, and space physics or the international equivalents.
A top score means secure scientific knowledge, accurate calculations, confident practical-method reasoning, and the ability to apply physics to unfamiliar contexts under timed conditions. Required practical work is not usually taken as a separate written qualification component in England-based GCSEs, but practical skills are assessed through the exam papers; some boards also include a practical unit.
Courselo gets you there with a lesson for every specification point, adaptive practice on the exact question types each board uses, full mock exams in the right paper order and timing, and exam strategy for calculations, command words and practical questions. You also get a predicted score, topic diagnosis and a week-by-week study plan that updates as your performance changes.
Format
How the test runs.
3 h 30 min in total · 2 sections · 9 versions
Version
AQA GCSE Physics (8463), graded 9–1, tiered Foundation/Higher, with required practicals assessed through the written exams.
#SectionTimeQuestionsScore
1Paper 11 h 45 min · 100 marks1 h 45 min–100 marks
50% of the resultScientific calculator
First written paper for the standard two-paper GCSE route used by AQA as the reference layout here. It assesses a defined half of the specification through structured questions, calculations, practical-skills items and some extended response.
Question types
Short answer / completion
Numeric entry
Free response (written, with working)
Reference layout shown here uses AQA because it is a common two-paper model. Other boards vary in marks and topic splits.
2Paper 21 h 45 min · 100 marks1 h 45 min–100 marks
50% of the resultScientific calculator
Second written paper for the standard two-paper GCSE route. It assesses the remaining specification content using the same broad style of exam questions, including application to unfamiliar contexts and practical-method questions.
Question types
Short answer / completion
Numeric entry
Free response (written, with working)
Foundation and Higher tiers apply on boards that tier the qualification.
In total3 h 30 min
Delivery. Usually paper-based, invigilated external exams taken at school or an approved centre. Practical components, where used, are centre-run under awarding-body rules.
The full format notesShowHide
The qualification is taken as separate timed papers on different dates. UK GCSE boards mainly use two written papers covering mixed short-answer, calculation and extended-response questions; candidates sit either Foundation or Higher where tiering applies. Cambridge IGCSE adds a multiple-choice paper and a practical route; Edexcel International GCSE uses two untiered written papers. Calculators are expected throughout physics assessments unless local exam instructions say otherwise. Marks are awarded for method and working on calculation questions, and there is no negative marking on standard written or multiple-choice papers.
Scoring
How it’s scored.
Courselo readiness percentage
0–100%
Pass 50%
020406080100
TargetPass mark
Score targets
Top marks target
A sensible cross-board readiness target for grade 9 / A* ambitions.
85%
Very strong target
Usually consistent with high grades if the whole specification has been covered.
75%
Secure pass target
A broad readiness threshold, not an official boundary.
50%
How scoring works in this blueprint
Courselo uses a normalised readiness percentage because GCSE Physics is offered here across several awarding bodies with different official grading systems and paper structures:
AQA, Pearson Edexcel, OCR A Gateway, OCR B Twenty First Century, Cambridge IGCSE (9-1), Edexcel International GCSE: reported on a 9-1 scale.
WJEC and CCEA: reported on an A to G*-style scale in the current specifications named in the brief.
Cambridge IGCSE (0625): reported using Cambridge’s own grade outcomes for that qualification route, with candidate entry through Core or Extended papers.
Composite rule
For practice and progress tracking, Courselo:
marks each question by exam-style mark scheme,
converts each section to a section percentage,
combines section percentages using the paper weightings for the chosen variant,
reports the result as a 0-100 readiness percentage.
Where a variant has unequal paper weights, the weighted mean is:
readiness=∑(section percentage×
Syllabus
Everything on the test.
9 units · 47 topics · about 63 h of lessons and core practice
i.Working scientifically and mathematical methods5 topics · ≈ 8.9% of the testCore practical, mathematical and data-handling skills used throughout written and practical physics assessments.5 topics ≈ 8.9% of the test
Physical quantities, SI units and standard form
≈ 1.5%1 h
This topic covers the language of measurement used throughout GCSE Physics: defining physical quantities, using correct SI units and prefixes, and writing very large or very small values in standard form. Exams test this in calculations, unit conversions, data tables, practical questions and mark schemes that require correct symbols and powers of ten.
identify the physical quantity being measured and state its appropriate SI unit and unit symbol
convert values between common decimal multiples and submultiples, including using standard prefixes and powers of ten
write, interpret and compare numerical values in standard form
choose and use appropriate compound units used in physics, such as m/s, N, J, W, Pa, kg/m^3 and V
substitute values into equations using consistent units and convert to suitable units before or after calculation
present final answers with sensible significant figures, decimal places and unit notation
Planning investigations and choosing apparatus
≈ 2%1 h 15 min
This topic covers how to design valid physics investigations, select suitable apparatus and methods, and control variables so that data answer the question posed. Exams test this through planning questions, method-writing, apparatus selection, variable identification and improvements to experimental design.
state the aim of an investigation and identify the independent variable, dependent variable and control variables
plan a safe and valid method that produces sufficient data over an appropriate range of values
select suitable apparatus and measuring instruments with appropriate resolution, range and sensitivity for the quantities being measured
describe how to control variables and reduce unwanted variation so that a fair test is achieved
decide how many readings to take, when to repeat measurements and how to record results clearly in a results table
apply knowledge of required practical techniques and standard laboratory procedures when proposing a method
Processing data, graphs, gradients and proportionality
≈ 2.5%1 h 30 min
This topic covers how to record, process and display experimental data and how to use graphs and relationships to obtain physical meaning. Exams test plotting skills, mean calculations, gradients, graph interpretation and recognition of proportional relationships from equations, tables and graphs.
record data in clear tables with suitable headings, units and consistent precision
calculate mean values and other straightforward processed values from repeated measurements
plot graphs using appropriate scales, labelled axes and accurately plotted points
draw and interpret lines of best fit or suitable curves and use them to identify trends and make interpolations
determine the gradient of a graph and use it quantitatively, including from a tangent where required
recognise and apply proportional relationships, including direct proportion, inverse proportion and inverse-square relationships, from equations, tables and graphs
Uncertainty, errors, conclusions and evaluation
≈ 1.5%1 h 15 min
This topic covers judging the quality of data and methods by considering uncertainty, error, anomalies, conclusions and improvements. Exams test students on distinguishing types of error, estimating uncertainty, commenting on reliability and validity, and evaluating whether evidence supports a conclusion.
estimate measurement uncertainty from the scale, resolution or spread of repeated readings and express absolute or percentage uncertainty where appropriate
distinguish between random errors and systematic errors and explain their effects on data
identify anomalous results and decide when repeating or excluding a reading is justified
draw conclusions from data using scientific reasoning and refer to the evidence or pattern shown
evaluate the validity, precision, repeatability and reproducibility of an investigation
suggest specific improvements to apparatus, method or control of variables that would reduce uncertainty or improve validity
Practical paper, booklet and alternative-to-practical technique
≈ 1.5%1 h 15 min
WJEC (Wales; updated spec with new Unit 3 from Sept 2026) onlyCCEA onlyCambridge IGCSE Physics onlyCambridge IGCSE (9-1) Physics only
This topic covers the practical-exam skills needed when students must work from apparatus diagrams, practical booklets or alternative-to-practical papers rather than only from memory of required practicals. Exams test observation, reading scales, completing practical methods, processing unfamiliar practical data and commenting on technique and safety.
read scales correctly from diagrams of measuring instruments, including avoiding common reading errors such as parallax
complete or refine a practical method from a partially given procedure or apparatus diagram
record observations and measurements clearly from practical information provided in the question
About 6 h 15 min of study, lessons and core practice
ii.Energy5 topics · ≈ 11% of the testEnergy is tracked through stores and pathways, quantified by work and power, and applied to heating, appliances and national energy supply.5 topics ≈ 11% of the test
Energy stores, transfers and conservation
≈ 2.5%1 h 15 min
This topic covers the energy stores model, pathways for energy transfer and the principle of conservation of energy. Exams test recall of the standard stores and transfer pathways, interpretation of energy changes in real systems, and explanation of dissipation, useful output and efficiency in context.
identify the main energy stores as thermal, kinetic, gravitational potential, elastic potential, chemical, magnetic, electrostatic and nuclear
describe energy transfers by the pathways of heating, mechanical working, electrical working and radiation
apply the principle of conservation of energy to closed systems and explain that energy cannot be created or destroyed, only transferred between stores
iii.Electricity5 topics · ≈ 14% of the testElectrical quantities, circuit behaviour, mains supply and practical circuit work underpin both numerical and conceptual exam questions.5 topics ≈ 14% of the test
Charge, static electricity, current and potential difference
≈ 2.5%1 h 15 min
This topic covers electric charge, electrostatic phenomena, electric current and potential difference in simple circuits. Exams test definitions, particle-level explanations, circuit ideas and calculations using charge, current and potential difference equations.
describe positive and negative charge, explain charging by friction or electron transfer, and apply the rule that like charges repel and unlike charges attract
explain electrostatic attraction between charged objects and neutral objects in terms of induced charge separation
describe common electrostatic phenomena and hazards, including sparks and shocks, and explain ways to reduce risk such as earthing or using antistatic methods
iv.Particle model and thermal physics4 topics · ≈ 9.9% of the testThe particle model explains density, states of matter, pressure, internal energy and large-scale thermal behaviour.4 topics ≈ 9.9% of the test
Density, pressure and changes of state
≈ 2.5%1 h 15 min
This topic covers density, pressure in fluids and gases, and changes of state using the particle model. Exams test definitions, calculations, interpretation of state changes, and explanations linking macroscopic observations to particle arrangement and motion.
calculate density using $\rho = \dfrac{m}{V}$ and rearrange the equation to determine mass or volume from appropriate data and units
describe and compare the arrangement, spacing and motion of particles in solids, liquids and gases
explain melting, freezing, boiling, evaporation and condensation in terms of particle energy and attraction between particles
v.Atomic structure and nuclear physics5 topics · ≈ 12% of the testModels of the atom lead to radioactivity, decay, nuclear energy and the evaluation of nuclear risks and benefits.5 topics ≈ 12% of the test
Atomic models, isotopes and nuclear notation
≈ 2%1 h
This topic covers the structure of atoms, the development of atomic models, isotopes, ions and standard nuclear notation. In exams, students are asked to recall the historical sequence of models, interpret nuclide symbols, and relate proton, neutron and electron numbers to charge, mass number and isotope identity.
describe the structure of an atom in terms of a central nucleus containing protons and neutrons surrounded by electrons in shells or energy levels
compare the plum pudding model, the Rutherford nuclear model and the Bohr model, and explain how alpha-particle scattering evidence led to the nuclear model
vi.Forces and motion8 topics · ≈ 18% of the testMechanical physics links how objects move to the forces, energy changes and interactions acting on them in solids, fluids and collisions.8 topics ≈ 18% of the test
Distance, displacement, speed and motion graphs
≈ 2.5%1 h 15 min
This topic covers scalar and vector measures of motion, including distance, displacement, speed and velocity, and how motion is represented on distance–time and velocity–time graphs. Exams test definitions, calculations with correct units, and interpretation of graph shape, gradient and area.
Distinguish between distance and displacement, and between speed and velocity, using the ideas of scalar and vector quantities.
Calculate speed from distance and time using $v=\frac{s}{t}$, and calculate distance or time by rearranging the equation.
Calculate average speed for a journey, including non-uniform motion and multi-stage journeys.
vii.Waves and the electromagnetic spectrum8 topics · ≈ 15% of the testWave ideas explain light, sound, imaging, communication and measurement across mechanical and electromagnetic contexts.8 topics ≈ 15% of the test
Wave properties, wave speed and wavefront models
≈ 2.5%1 h 15 min
This topic covers the common properties of transverse and longitudinal waves, how waves transfer energy, and how to calculate wave speed, frequency, period and wavelength. Exams test definitions, comparisons of wave types, use of the wave equation, and interpretation of wavefront/ray diagrams for ripple tanks and other wave models.
describe the features of waves using the terms amplitude, wavelength, frequency, period and wave speed
distinguish between transverse and longitudinal waves and identify suitable examples, including electromagnetic waves, water waves and sound waves
explain that waves transfer energy and information without transferring matter overall
viii.Magnetism and electromagnetism4 topics · ≈ 7.9% of the testMagnetic fields interact with currents and changing flux to produce motors, generators, transformers and practical devices.4 topics ≈ 7.9% of the test
Permanent magnets, magnetic fields and induced magnetism
≈ 2%1 h 15 min
This topic covers the properties of permanent magnets, magnetic poles, magnetic fields and the magnetisation of magnetic materials by induction. Exams test description and explanation of field patterns, prediction of attraction and repulsion, and application of ideas about induced magnetism in familiar contexts.
describe the properties of permanent magnets, including that they produce magnetic fields and have north-seeking and south-seeking poles
state and apply the rule that like magnetic poles repel and unlike magnetic poles attract
represent magnetic fields using field lines and interpret field-line diagrams around a bar magnet, between poles and around the Earth
ix.Space physics and astrophysics3 topics · ≈ 4% of the testSelected specifications extend physics beyond Earth to orbital motion, stellar evolution and evidence for an expanding universe.3 topics ≈ 4% of the test
The Solar System, orbital motion and satellites
≈ 1.5%1 h
AQA onlyPearson Edexcel onlyOCR Physics B (Twenty First Century) onlyWJEC (Wales; updated spec with new Unit 3 from Sept 2026) onlyCCEA onlyEdexcel International GCSE Physics only
Your course
What you get.
AI-generated · reviewedParts of this course are generated from the official specification the first time they’re needed, then checked and kept.
Lessons
47
One for every syllabus topic, generated from the official specification and checked
Practice questions
Adaptive
Generated for each topic as you practise, checked before you see them, each with an explanation
Mock exams
7
1 diagnostic · 6 full-length, timed and scored like the real test
Strategy guides
7
Pacing, section strategy and test-day guides
A predicted GCSE Physics score with its likely range, updated after every session
A study plan built around your test date and the hours you have
Spaced review of every question you miss
An AI tutor for anything about the GCSE Physics, its format or your lessons
Free to start
Every lesson and guide is free, with 40 practice questions a day and the diagnostic. Pro removes the limits.
Do I lose marks if my final numerical answer is wrong but my method is sensible?
Usually, yes and no.
If the question is marked in steps, you can often earn method marks or intermediate credit for a valid setup and working.
If it is a short one-mark calculation, there may be no follow-through credit unless the mark scheme allows it.
A wrong unit can also cost a mark when the mark scheme requires it.
How exact do my units and significant figures need to be?
Be exact enough for the mark scheme.
In practice:
use the correct unit symbol where one is expected,
copy units carefully from the data given,
do not mix up related units such as power and energy or mass and weight,
give a sensible degree of precision, often matching the data supplied unless the question says otherwise.
If the question specifies a number of decimal places or significant figures, follow that instruction exactly.
Are required practicals or practical skills tested only in a laboratory exam?
No. In many GCSE Physics routes, practical work is assessed through the written papers even where students have completed practical activities in class.
You should expect questions on:
planning a method,
identifying variables,
improving accuracy,
evaluating data,
choosing apparatus,
drawing conclusions from graphs and observations.
CCEA and some other routes also include a more explicit practical component as listed in the format above.
How should I use my calculator to avoid avoidable marks being lost?
Use it actively, not passively.
Enter values with powers of ten carefully.
Keep full calculator values until the final step.
Check whether the answer size is physically reasonable.
Re-read the unit asked for before writing the final line.
For multi-step work, write each stage so that a calculator slip does not wipe out all the marks.
Is the Courselo readiness percentage the same as my official grade?
No.
The readiness percentage is a cross-board preparation score. Your official result depends on:
your exact awarding body and specification,
your tier or entry route where relevant,
the weighting of the papers you sat,
the official grade boundaries for that exam series.
Courselo uses the readiness score because this blueprint covers several live variants with different reporting scales.
Your GCSE Physics plan starts here. Built around your date.
Set a target and a test date. You’ll take a diagnostic, see a predicted score with its range, and get a plan for every week until the exam.
AQA / Edexcel / OCR two-paper routes: each paper contributes 50%.
Edexcel International GCSE: Paper 1 contributes 61.1%, Paper 2 38.9%.
Cambridge IGCSE routes: the multiple-choice, theory and practical/alternative paper contribute 30%, 50% and 20% respectively.
CCEA includes written units plus the practical unit components listed in the format above.
Official grades on the real exam
Official grades are not fixed by one universal raw-mark table. Awarding bodies set grade boundaries after each series, so the same raw mark can lead to different grades in different years.
For that reason, this blueprint does not pretend there is one exact cross-board raw-to-grade conversion. Instead:
question-level marking follows exam conventions,
section weighting follows the real specification,
the final Courselo score is a board-neutral readiness percentage,
tutors and reports should then discuss likely board outcomes using the learner’s chosen variant.
Board-specific interpretation
When giving feedback, the AI should translate the readiness percentage cautiously:
for 9-1 routes, about 85+ is a reasonable top-grade target,
for A-G routes*, about 85+ is a reasonable A* target,
for Cambridge Core entries, the ceiling is lower than Extended because Core does not access the full top-grade range.
If a learner wants an exact grade prediction, the AI should say that the best evidence is the most recent official grade boundaries for that exact board, tier and paper combination.
What scores mean5 bands
Band
From
Top-grade readyTypically in the range that supports grade 9, A* or the highest available outcome when exam execution is steady.
85+
Strong pass readyUsually competitive for grade 7-8 / A-A* depending on board and series.
70+
Secure pass readyUsually around a standard pass range, but exact outcomes depend on the board, tier and series.
50+
DevelopingSome core knowledge is in place, but there are still major gaps in content recall, maths or practical application.
30+
Early stageSubstantial reteaching and structured practice are still needed.
0+
process practical data by calculating quantities, plotting graphs and determining relationships from unfamiliar experimental contexts
interpret practical set-ups, identify sources of uncertainty or difficulty, and suggest procedural improvements
apply practical conventions for laboratory safety, handling equipment and obtaining reliable measurements in exam-based practical questions
analyse changes in energy stores for everyday and laboratory examples including falling objects, stretched springs, moving vehicles, appliances and fuels
explain that in many processes energy is dissipated, often to the thermal store of the surroundings, so less energy becomes usefully transferred
interpret Sankey diagrams and other representations of energy flow to identify useful transfers, wasted transfers and total input energy
Work done, power and efficiency
≈ 2.5%1 h 15 min
This topic covers work done as an energy transfer, the rate of energy transfer as power, and efficiency as a comparison of useful output with total input. Exams test formula recall, multi-step calculations, unit conversions and explanations of why devices are not 100% efficient.
calculate work done by a force using $W = Fs$ when a force causes a displacement in the direction of the force
explain that doing work transfers energy and apply this to mechanical, electrical and thermal contexts
calculate power as the rate of energy transfer or the rate of doing work using $P = \frac{E}{t}$ and $P = \frac{W}{t}$
use appropriate units for work, energy, power, force, distance and time, including joule, watt, newton, metre and second
calculate efficiency as $\text{efficiency} = \frac{\text{useful energy output}}{\text{total energy input}}$ or $\frac{\text{useful power output}}{\text{total power input}}$, and convert between decimal and percentage forms
explain why efficiency is always less than or equal to 1 or 100\% and evaluate methods used to reduce unwanted energy transfers
Thermal energy transfer, insulation and heating systems
≈ 2.5%1 h 30 min
This topic covers the three mechanisms of thermal energy transfer, factors affecting the rate of transfer, and methods used to reduce unwanted heating or cooling. Exams test particle-level explanations, comparison of insulation methods and evaluation of domestic heating systems using scientific evidence and data.
describe thermal energy transfer by conduction, convection and infrared radiation
explain conduction and convection in terms of particles, collisions, internal energy and fluid movement
identify factors that affect the rate of thermal energy transfer, including temperature difference, surface area, material, thickness and colour or finish of surfaces
explain how insulation methods such as loft insulation, cavity wall insulation, double glazing, draught-proofing, hot-water tank jackets and reflective surfaces reduce energy transfer
interpret and evaluate data about the effectiveness and cost-effectiveness of insulation measures, including the idea of payback time where specified
describe the main features of domestic heating systems, including boilers, heat exchangers, radiators, pumps and controls, and explain how they transfer thermal energy around a building
Domestic energy use, appliance ratings and cost calculations
≈ 1.5%1 h
This topic covers electrical power ratings, the link between power and energy use, and the calculation of running costs for domestic appliances. Exams test quantitative problem solving with unit conversions, meter readings and tariff-style cost calculations.
interpret the power rating of an appliance as the rate at which it transfers energy
calculate energy transferred using $E = Pt$ and use the relationship between joules, watts and seconds
use the kilowatt-hour as a unit of energy and convert between joules and kilowatt-hours where required
calculate the cost of using an appliance from its power rating, time of use and the unit price of electricity
compare appliances and usage patterns in terms of total energy use and cost
interpret domestic electricity data such as meter readings, bills, labels and appliance specifications
Energy resources, electricity generation and environmental impacts
≈ 2%1 h 15 min
This topic covers renewable and non-renewable energy resources, how electricity is generated from them, and their environmental impacts and reliability. Exams test comparison and evaluation of resources in context, including demand, start-up time, geography, cost, emissions and sustainability.
distinguish between renewable and non-renewable energy resources and give examples including fossil fuels, nuclear fuel, biofuel, wind, solar, hydroelectricity, tidal, wave and geothermal resources
describe how different resources are used to generate electricity, including heating water to produce steam that drives turbines and generators where appropriate
evaluate energy resources in terms of reliability, response time, start-up time, fuel availability, location, environmental impact and cost
explain the environmental effects of using energy resources, including greenhouse gas emissions, atmospheric pollutants, habitat change, visual impact and waste management
apply the idea that no single energy resource is best in all situations and justify choices for particular applications or countries using evidence
interpret information about the national or local energy mix, changing demand and the role of storage or backup generation in supplying electricity
About 6 h 15 min of study, lessons and core practice
define electric current as the rate of flow of charge and calculate current, charge or time using $Q = It$
describe current in metals and in electrolyte solutions using moving charged particles
define potential difference as the energy transferred per unit charge and calculate potential difference, energy transferred or charge using $V = \frac{E}{Q}$
Resistance and series-parallel circuits
≈ 3%1 h 30 min
This topic covers resistance and the behaviour of components and complete circuits arranged in series and parallel. Exams test circuit rules, qualitative comparisons and quantitative calculations involving resistance, current and potential difference.
define resistance and calculate resistance, potential difference or current using $R = \frac{V}{I}$
describe how the resistance of a component affects the current in a circuit and explain resistance in terms of opposition to charge flow
explain the effect of adding components in series or parallel on total resistance, current and potential difference
apply the rules for series circuits: the same current in all components and potential differences that add to the supply potential difference
apply the rules for parallel circuits: the same potential difference across each branch and currents in branches that add to the total current
calculate combined resistance for resistors in series and, where required by the specification used, for resistors in parallel
Electric power, energy transfer and mains safety
≈ 3%1 h 30 min
This topic covers electrical power, electrical energy transfer, domestic electricity use and the safe use of mains electricity. Exams test formula recall and rearrangement, unit conversions, appliance ratings, energy-cost calculations and explanations of safety features.
calculate electrical power, current or potential difference using $P = IV$ and, where appropriate, $P = I^2R$ and $P = \frac{V^2}{R}$
calculate electrical energy transferred using $E = Pt$ and relate this to the transfer of energy by current in components
use and convert units for power and energy, including watts, kilowatts, joules and kilowatt-hours
calculate domestic electricity use and cost from power rating, time and unit price in simple contexts
describe the features of mains electricity supply, including alternating potential difference and frequency where specified
explain the purpose of a live wire, neutral wire, earth wire, insulation, fuse, circuit breaker and double insulation, and evaluate electrical safety in domestic contexts
Current-voltage characteristics and non-ohmic components
≈ 2.5%1 h 30 min
This topic covers the current-potential difference relationships of ohmic and non-ohmic components. Exams test graph interpretation, comparison of component behaviour and explanation of how resistance changes with conditions.
describe an ohmic conductor as one that obeys Ohm’s law at constant temperature and identify a straight-line current-potential difference relationship through the origin
interpret and sketch current-potential difference graphs for a fixed resistor, filament lamp, diode and thermistor or light-dependent resistor where specified
explain why the resistance of a filament lamp increases as temperature increases
explain the unidirectional conduction of a diode and apply this to current-potential difference graphs
explain how the resistance of a thermistor changes with temperature and how the resistance of a light-dependent resistor changes with light intensity
compare ohmic and non-ohmic behaviour using graph shape, gradient and operating conditions
Circuit measurements, sensors and practical investigations
≈ 3%1 h 45 min
This topic covers how electrical quantities are measured, how sensing components are used in circuits, and the practical methods used to investigate electrical relationships. Exams test apparatus choice, circuit construction, data collection, graph use and evaluation of methods.
select and place an ammeter in series and a voltmeter in parallel to measure current and potential difference correctly
draw and interpret standard circuit diagrams using recognised symbols for cells, switches, lamps, resistors, variable resistors, diodes, thermistors, light-dependent resistors, ammeters and voltmeters
construct potential divider or series-resistor sensor circuits and explain how output changes with temperature or light intensity
plan and describe investigations of current, potential difference and resistance, identifying independent, dependent and control variables
obtain and process data from electrical practicals, including taking repeat readings, plotting graphs and determining resistance or other quantities from measurements
evaluate electrical practical methods by identifying hazards, sources of error, limitations of apparatus and improvements to increase accuracy or reliability
About 7 h 30 min of study, lessons and core practice
calculate pressure using $p = \dfrac{F}{A}$ and apply the idea that fluids exert pressure in all directions
apply the liquid-pressure relationship $p = h\rho g$ and relate pressure in a liquid to depth, density and gravitational field strength
interpret observations of state change and pressure effects using the particle model, including differences between evaporation and boiling
Internal energy, particle motion and gas pressure
≈ 2.5%1 h 30 min
This topic develops the idea of internal energy as the energy stored by particles and links heating to changes in particle motion, temperature and gas pressure. Exams commonly test explanations of pressure in gases, energy transfers during heating, and the effect of changing temperature or volume on a gas.
define internal energy as the total kinetic energy and potential energy of the particles in a system
explain how heating changes the energy stored in a system and distinguish between increases in particle kinetic energy and changes in particle potential energy
relate temperature to the average kinetic energy of particles
explain gas pressure in terms of particles moving randomly and colliding with the walls of a container
predict and explain how increasing the temperature of a fixed mass of gas in a fixed volume changes the pressure
predict and explain how changing the volume of a gas changes the pressure, using particle collisions and spacing
Specific heat capacity, latent heat and heating curves
≈ 2.5%1 h 45 min
This topic covers how energy transfer changes temperature or state, using specific heat capacity, specific latent heat and heating curves. Exams test equation use, graph interpretation, and explanations of why temperature remains constant during changes of state.
calculate the energy needed to change temperature using $\Delta E = mc\Delta \theta$ and apply the meaning of specific heat capacity
explain why substances with different specific heat capacities change temperature by different amounts for the same energy transfer
calculate the energy transferred during a change of state using $E = mL$ and apply the meaning of specific latent heat
distinguish between specific latent heat of fusion and specific latent heat of vaporisation
interpret heating and cooling curves, identifying regions where temperature changes and plateaus where state changes occur
explain why temperature remains constant during melting and boiling while energy is still being transferred to the substance
Thermal expansion, gas laws and the kinetic model
≈ 2.5%1 h 30 min
This topic uses the kinetic model to explain thermal expansion and gas-law relationships. Exams test qualitative and quantitative predictions about how solids, liquids and gases respond to heating, and interpretation of pressure-volume-temperature relationships for gases.
describe and explain thermal expansion in solids, liquids and gases in terms of increased particle motion and spacing
apply the idea that, for a fixed mass of gas, pressure and volume are related when temperature is constant
apply the idea that, for a fixed mass of gas at constant pressure, volume increases as temperature increases
apply the idea that, for a fixed mass of gas at constant volume, pressure increases as temperature increases
interpret and evaluate graphs or data showing gas-law relationships, including direct and inverse proportionality
use the kinetic model to explain macroscopic gas behaviour, including diffusion, expansion and compression
About 6 h of study, lessons and core practice
state the relative charges and relative masses of protons, neutrons and electrons
determine the numbers of protons, neutrons and electrons in atoms, ions and isotopes from atomic number, mass number and charge
define isotopes as atoms of the same element with the same number of protons but different numbers of neutrons
interpret and use standard nuclide notation, including symbols of the form $^A_ZX$, and distinguish between atoms and ions
Ionising radiation: properties, detection, uses and risks
≈ 3%1 h 30 min
This topic covers the nature of alpha, beta and gamma radiation, their penetration and ionising power, how they are detected, and common medical and industrial uses. Exams test comparison of radiations, interpretation of detector readings, and evaluation of benefits and risks of exposure.
identify alpha, beta and gamma radiation and describe alpha as a helium nucleus, beta as a fast electron or positron where required by the specification, and gamma as electromagnetic radiation emitted from the nucleus
compare the penetrating power and ionising power of alpha, beta and gamma radiation, including suitable shielding materials
describe how radioactive emissions are detected and measured using instruments such as a Geiger-Müller tube, Geiger counter, film badge or dosimeter
explain why ionising radiation can damage living cells and increase mutation or cancer risk
apply knowledge of the properties of different radiations to medical and industrial uses, including tracers, thickness monitoring and radiotherapy where specified
evaluate the advantages, limitations and risks of using ionising radiation in medicine, industry and research
Radioactive decay equations, half-life and background radiation
≈ 2.5%1 h 30 min
This topic covers radioactive decay as a random process, balanced nuclear equations, half-life and the origin of background radiation. In exams, students balance decay equations, interpret decay data and graphs, and use half-life qualitatively and quantitatively.
describe radioactive decay as a random and spontaneous process in which an unstable nucleus emits radiation
write and balance nuclear equations for alpha decay, beta decay and gamma emission using mass number and atomic number conservation
define half-life as the time taken for the number of undecayed nuclei, or the count rate or activity, to fall to half its value
calculate changes in count rate, activity or number of undecayed nuclei after one or more half-lives
interpret tables and graphs showing radioactive decay, including curves for count rate or activity against time
identify sources of background radiation, including natural and man-made sources, and explain how background count is allowed for in measurements
Contamination, irradiation and nuclear safety
≈ 2%1 h 15 min
This topic distinguishes contamination from irradiation and applies this to hazard, handling and protection. Exams commonly ask students to compare the risks of internal and external exposure and explain how exposure is reduced using time, distance and shielding.
distinguish clearly between irradiation, where an object is exposed to radiation, and contamination, where radioactive material is transferred onto or into the object
explain why contaminated materials are a greater hazard when radioactive sources enter the body, especially for strongly ionising emitters
compare the hazards of alpha, beta and gamma sources for internal and external exposure
describe practical methods for reducing radiation dose, including minimising time, maximising distance and using appropriate shielding
explain the safe handling, storage and disposal principles for radioactive materials in school, medical and industrial contexts
evaluate situations involving contamination or irradiation and choose the safer procedure or more appropriate protection method
Fission, fusion and nuclear power
≈ 2.5%1 h 15 min
This topic covers nuclear fission and fusion, chain reactions, and the operation, benefits and drawbacks of nuclear power. In exams, students explain reaction processes, compare energy resources, and evaluate nuclear generation using scientific and environmental evidence.
describe nuclear fission as the splitting of a large unstable nucleus into two smaller nuclei with the release of energy and neutrons
explain how a chain reaction occurs in fission and why control rods and moderators are used in nuclear reactors where specified
describe some of the radioactive waste produced by nuclear power generation and the issues involved in its storage and disposal
describe nuclear fusion as the joining of light nuclei to form a heavier nucleus with the release of energy
explain why fusion requires very high temperatures and pressures and why it occurs naturally in stars
evaluate the advantages and disadvantages of nuclear power compared with other energy resources, including reliability, carbon emissions, accident risk and waste
About 6 h 30 min of study, lessons and core practice
Interpret distance–time graphs to describe stationary objects, constant speed and changing motion, and determine speed from the gradient.
Interpret velocity–time graphs to describe motion, determine acceleration from the gradient, and determine displacement or distance travelled from the area under the graph.
Apply appropriate units, conversions and sign conventions for motion quantities, including $\text{m}$, $\text{s}$, $\text{m s}^{-1}$ and, where needed, unit conversions such as $\text{km h}^{-1}$ to $\text{m s}^{-1}$.
Acceleration, Newton’s laws and braking
≈ 3%1 h 30 min
This topic covers acceleration, Newton’s laws of motion, mass and inertia, stopping distance and braking. Exams test equation use, explanation of force–motion relationships, and evaluation of factors affecting road safety.
Calculate acceleration from change in velocity and time using $a=\frac{v-u}{t}$, including deceleration as negative acceleration.
Explain motion in terms of Newton’s first law, including why a resultant force is needed to change an object’s velocity.
Apply Newton’s second law to relate resultant force, mass and acceleration using $F=ma$, and explain the effect of mass on acceleration and inertia.
Explain Newton’s third law as pairs of equal and opposite forces acting on different interacting objects.
Describe thinking distance, braking distance and stopping distance, and evaluate how speed, mass, road conditions, tyre condition, driver condition and braking force affect stopping distance.
Interpret velocity–time information in braking contexts, including using the gradient for deceleration and the area under the graph for braking distance.
Evaluate road-safety features and braking scenarios using ideas of force, deceleration, momentum change and energy dissipation.
Resultant forces, free-body diagrams and terminal velocity
≈ 2.5%1 h 30 min
This topic covers balanced and unbalanced forces, drawing and interpreting free-body diagrams, and motion through fluids leading to terminal velocity. Exams test force combination, qualitative explanation of changing motion, and analysis of force diagrams.
Determine the resultant force from two or more forces acting along a line, including forces acting in opposite directions.
Explain the effect of balanced and unbalanced forces on an object’s motion, including rest, constant velocity and acceleration.
Draw and interpret free-body diagrams showing the size and direction of forces acting on an object.
Describe drag, air resistance and water resistance as resistive forces that oppose motion through a fluid.
Explain how terminal velocity arises when resistive forces increase with speed until they balance weight or driving force.
Apply force ideas to falling objects, moving vehicles and other familiar situations, identifying how resultant force changes as speed changes.
Work done, springs and elastic energy
≈ 2.5%1 h 30 min
This topic covers mechanical work, force–extension behaviour, Hooke’s law and elastic energy stores. Exams test calculations, graph interpretation, and explanations of elastic and inelastic deformation.
Calculate work done by a force using $W=Fs$ when a force causes a displacement in the direction of the force.
Explain work done as energy transferred by a force and identify the energy stores involved in common situations.
Describe extension, compression and deformation of springs, and apply Hooke’s law to linear regions where force is proportional to extension.
Calculate spring constant, force or extension using $F=ke$ and interpret force–extension graphs.
Distinguish between elastic deformation and inelastic deformation, including the idea of a limit of proportionality and permanent change in shape.
Calculate elastic potential energy stored in a stretched or compressed spring using $$E_e=\frac{1}{2}ke^2$$ and relate this to the area under a force–extension graph where required.
Moments, levers, gears and equilibrium
≈ 2.5%1 h 30 min
This topic covers turning effects, moments, levers, gears and the conditions for equilibrium. Exams test calculations about pivots, explanation of mechanical advantage, and analysis of balanced systems.
Calculate the moment of a force about a pivot using $$\text{moment}=\text{force} \times \text{perpendicular distance}$$.
Apply the principle of moments to balanced objects and equilibrium situations.
Explain the difference between stable, unstable and neutral equilibrium in terms of centre of mass and the line of action of weight, where required by the specification used.
Describe how levers transmit forces and can provide a force advantage depending on the distances from the pivot.
Describe how gears transmit rotational effects, including changes in force, speed and direction of rotation between meshing gears.
Analyse everyday applications such as spanners, seesaws, doors and gear systems using moments and equilibrium.
Momentum, collisions and conservation laws
≈ 2.5%1 h 30 min
This topic covers momentum as a property of moving objects, conservation of momentum in collisions and explosions, and force during changes of momentum. Exams test calculations, interpretation of collision scenarios, and safety applications.
Calculate momentum using $p=mv$ and use correct units of $\text{kg m s}^{-1}$.
Apply the principle of conservation of momentum to collisions, explosions and recoil in isolated systems.
Calculate unknown masses or velocities before and after interactions using momentum conservation.
Relate force to rate of change of momentum, including the effect of changing the time taken for a momentum change in safety features.
Explain how seat belts, airbags, crumple zones, helmets and similar devices reduce injury by increasing the time over which momentum changes.
Interpret motion and collision scenarios qualitatively and quantitatively, including the direction of momentum using sign conventions where appropriate.
Pressure in solids, liquids and gases; atmospheric pressure and upthrust
≈ 2%1 h 15 min
This topic covers pressure in solids, liquids and gases, atmospheric pressure and the origin of upthrust. Exams test equation use, explanation using particle ideas, and application to hydraulic and floating contexts where specified.
Calculate pressure in solids using $p=\frac{F}{A}$ and apply the effect of changing force or area.
Describe pressure in a fluid as caused by particles colliding with surfaces and with each other.
Explain that fluid pressure acts in all directions and increases with depth in a liquid.
Calculate pressure in a column of liquid using $$p=\rho gh$$ where this form is required, and use density, depth and gravitational field strength appropriately.
Describe atmospheric pressure, explain why it decreases with altitude, and apply it in simple contexts involving pressure differences.
Explain upthrust as the resultant force caused by differences in fluid pressure and apply it to floating and sinking objects.
Describe pressure changes in gases in terms of particle motion, including effects of compression and heating in closed systems where required.
Motion and force practical investigations
≈ <1%1 h 15 min
This topic covers the required and common practical methods used to investigate motion and forces, especially acceleration, braking, force–extension and related graph work. Exams test practical design, variables, measurements, graph interpretation, uncertainties and evaluation of methods.
Plan and describe methods to investigate relationships in motion and forces, including selecting appropriate apparatus, variables and controls.
Measure motion quantities such as distance, time, speed and acceleration using suitable techniques such as light gates, motion sensors, ticker timers or manual timing where appropriate.
Investigate force–extension behaviour of a spring and determine spring constant from results and graphs.
Record data in suitable tables, plot appropriate graphs and use gradients or areas to determine physical quantities in motion and force investigations.
Identify sources of random error and systematic error in motion and force experiments, and suggest realistic improvements to accuracy, precision and control.
Evaluate conclusions from practical data, including judging whether results support proportionality, Hooke’s law or other expected relationships.
About 11 h 15 min of study, lessons and core practice
calculate wave speed using $v=f\lambda$ and calculate time period using $T=\dfrac{1}{f}$
interpret diagrams, traces and wavefront models to determine direction of travel, wavelength and relative wave speed
compare qualitative differences between waves in different media, including changes in speed, wavelength and frequency
Reflection, refraction and total internal reflection
≈ 2.5%1 h 30 min
This topic covers what happens when waves meet boundaries, including reflection, refraction and total internal reflection. Exams test ray diagrams, changes in speed and wavelength across media, and explanations of optical effects in blocks, prisms and fibres.
describe reflection at a plane surface and apply the law of reflection using the normal, angle of incidence and angle of reflection
explain refraction as a change in direction caused by a change in wave speed when a wave crosses a boundary between media
state and apply that frequency stays the same during refraction while speed and wavelength may change
interpret and complete ray diagrams for waves entering or leaving denser and less dense media, including glass-air boundaries
explain the conditions for total internal reflection and identify when it occurs
apply total internal reflection to optical fibres and other devices that guide light
Lenses, image formation and the eye
≈ 2%1 h 30 min
This topic covers converging and diverging lenses, image formation, magnification and the structure and function of the eye. Exams test ray diagrams, image descriptions, simple magnification calculations and explanations of focusing defects and their correction.
describe the action of converging and diverging lenses on parallel rays and relate lens shape to image formation
draw and interpret ray diagrams for converging lenses to determine whether images are real or virtual, upright or inverted, and magnified or diminished
describe the images formed by a diverging lens as virtual, upright and diminished
calculate magnification using $\text{magnification}=\dfrac{\text{image height}}{\text{object height}}$ and, where required, relate magnification to image and object distance
identify the main parts of the eye and explain the roles of the cornea, lens, retina, iris, ciliary muscles and optic nerve
explain short sight and long sight and describe how converging or diverging lenses correct these defects
Sound waves, ultrasound and seismic waves
≈ 2%1 h 15 min
This topic covers sound as a longitudinal wave, its production, transmission and detection, plus applications of ultrasound and the evidence from seismic waves. Exams test calculations involving echoes, comparisons of wave behaviour in different media, and explanations of medical and geophysical uses.
describe sound waves as longitudinal vibrations that require a medium and explain how they are produced and transmitted
relate the amplitude of a sound wave to loudness and frequency to pitch
compare the speed of sound in solids, liquids and gases and explain these differences using the particle model
apply the echo principle to calculate distance or depth using wave speed, distance and time
describe ultrasound as sound above the normal human hearing range and explain its use in imaging, breaking down kidney stones and industrial testing
distinguish between primary and secondary seismic waves and explain how seismic evidence reveals the structure of the Earth
The electromagnetic spectrum, communication and hazards
≈ 3%1 h 30 min
This topic covers the order and properties of the electromagnetic spectrum, its uses in communication and imaging, and biological hazards linked to exposure. Exams test recall of the spectrum, matching waves to uses, and explanations of risk based on penetration, heating and ionisation.
state the order of the electromagnetic spectrum and compare electromagnetic waves in terms of wavelength, frequency and energy
describe all electromagnetic waves as transverse waves that transfer energy at the same speed in a vacuum
identify typical uses of radio waves, microwaves, infrared radiation, visible light, ultraviolet, X-rays and gamma rays
explain how electromagnetic waves are used in communication systems, including radio broadcasting, satellite links, mobile phone signals and optical-fibre transmission
evaluate hazards associated with different regions of the electromagnetic spectrum, including tissue heating, skin damage, eye damage, mutation and cancer risk
relate the risks and uses of electromagnetic radiation to penetration, absorption and ionising ability
Wave practicals and measuring wave properties
≈ 1.5%1 h 30 min
This topic covers the practical methods used to generate, observe and measure waves, including ripple tanks, slinky springs, water waves, sound and light. Exams test required-practical style planning, variables, measurements, graph use and evaluation of methods for determining wave speed, frequency and wavelength.
plan and describe practical methods to measure wave speed, frequency and wavelength for water waves, sound waves or waves on strings
use appropriate apparatus to measure wave properties, including rulers, timers, oscilloscopes, microphones, signal generators and light/lens equipment where relevant
process experimental data to determine wavelength, frequency, period or wave speed using $v=f\lambda$
identify independent, dependent and control variables in wave investigations and suggest suitable control measures
evaluate wave experiments by considering precision, repeatability, sources of uncertainty and improvements to apparatus or method
interpret practical results, tables, traces and graphs from wave investigations to reach valid conclusions
Black-body radiation
≈ <1%45 min
AQA only
This topic covers black-body radiation as the emission of electromagnetic radiation by objects due to their temperature. Exams test qualitative links between temperature, infrared emission and the distribution of emitted radiation, often in the context of stars or hot objects.
describe a black body as an idealised object that absorbs all incident radiation and emits electromagnetic radiation depending on its temperature
explain that hotter objects emit more total radiation per second and a greater proportion at shorter wavelengths
identify infrared radiation as a major part of the radiation emitted by many everyday objects
interpret qualitative black-body radiation curves or descriptions to compare objects at different temperatures
Visible light, colour and dispersion
≈ <1%45 min
AQA onlyPearson Edexcel onlyOCR Physics A (Gateway) onlyOCR Physics B (Twenty First Century) onlyWJEC (Wales; updated spec with new Unit 3 from Sept 2026) onlyCCEA onlyCambridge IGCSE Physics onlyCambridge IGCSE (9-1) Physics onlyEdexcel International GCSE Physics only
Properties of visible light that are separately examinable in current specifications, including white light as a mixture, dispersion by prisms, and colour seen through reflection, transmission and filters.
Describe white light as a mixture of colours and order the visible spectrum.
Explain dispersion by a prism in terms of different amounts of refraction for different colours.
Predict the colour of objects and filters under different coloured lights.
Distinguish absorption, transmission and reflection when explaining colour.
Apply visible-light ideas to simple ray and practical contexts.
About 10 h of study, lessons and core practice
explain that the strength and direction of a magnetic field vary with position, and use plotting compasses or iron filings patterns to identify field shape
distinguish between magnetic materials and non-magnetic materials, and explain induced magnetism in materials such as iron and steel when placed in a magnetic field
compare permanent magnetism with induced magnetism, including that induced magnetism is produced by an external field and may be temporary
Electromagnets, solenoids and practical uses
≈ 2%1 h 30 min
This topic covers how electric current produces magnetic fields, how coils and solenoids act as electromagnets, and how their strength is changed for practical use. Exams test explanation of field patterns, prediction of the effect of design changes, and application to devices such as relays and scrapyard cranes.
describe the magnetic field produced by a current in a straight conductor, including the concentric circular field pattern around the wire
describe and interpret the magnetic field around a coil and a solenoid, including that the field inside a solenoid is similar to that of a bar magnet and is relatively strong and uniform
explain how an electromagnet is formed by passing current through a coil, especially when wound around a soft iron core
predict and explain how the strength of an electromagnet changes when the current changes, the number of turns changes, or a magnetic core is added
compare the use of soft iron and steel in magnetic devices, including why soft iron is used where temporary magnetism is required
apply knowledge of electromagnets and relays to practical examples such as electric bells, circuit breakers, door locks and lifting magnets
The motor effect, motors and loudspeakers
≈ 1.5%1 h 30 min
This topic covers the force acting on a current-carrying conductor in a magnetic field, and how this motor effect is used in electric motors and loudspeakers. Exams test direction and size of the force, interpretation of Fleming’s left-hand rule, and explanation of how devices produce motion or sound.
describe the motor effect as the force experienced by a current-carrying conductor placed in a magnetic field
predict the direction of the force on a conductor using Fleming’s left-hand rule
state and apply the relationship $$F = B I l$$ for a conductor at right angles to the magnetic field, where required by the specification used
explain why the force increases when the magnetic flux density, current or length of conductor in the field increases
explain how a simple d.c. motor works, including the roles of the coil, magnetic field, split-ring commutator and brushes in producing continued rotation
explain how a loudspeaker works by applying the motor effect to a coil attached to a cone, and relate changing current to cone vibrations and sound waves
Electromagnetic induction, generators and transformers
≈ 2.5%1 h 45 min
This topic covers induced potential difference and current, the factors affecting electromagnetic induction, and applications in generators and transformers. Exams test explanation of induction, interpretation of waveforms and transformer calculations, and application to electricity generation and transmission.
describe electromagnetic induction as the production of a potential difference across a conductor when there is relative motion between the conductor and a magnetic field, or when the magnetic field linking the conductor changes
explain how the size of the induced potential difference or current depends on factors such as speed of movement, strength of magnetic field, number of turns and orientation
state that a current is induced only when magnetic flux linkage changes, and determine the direction of the induced current from the relative motion or field change where required
explain the difference between direct current and alternating current and interpret simple a.c. waveforms in terms of variation of current or potential difference with time
explain how generators produce electricity by electromagnetic induction, including the operation of a rotating coil in a magnetic field and the distinction between a.c. generators and d.c. generators using slip rings or a split-ring commutator
explain how transformers work only with alternating current, use the relationships $$\frac{V_p}{V_s} = \frac{N_p}{N_s}$$ and, where required, $$V_p I_p = V_s I_s$$ for an ideal transformer, and evaluate step-up and step-down transformers in the transmission of electrical power
About 6 h of study, lessons and core practice
This topic covers the structure of the Solar System, the role of gravity in maintaining orbital motion, and the uses and properties of natural and artificial satellites. Exams test description, explanation and application of orbital ideas, including comparing planets, moons and satellites and linking orbital features to speed, radius and purpose.
describe the Solar System as the Sun, planets, dwarf planets, moons, asteroids and comets held in orbit by gravitational attraction
compare the relative motions and features of planets, moons and other bodies in the Solar System, including the idea that planets and moons follow approximately circular or elliptical orbits
explain how gravitational force provides the centripetal force needed to keep planets, moons and artificial satellites in orbit
apply the relationship between orbital speed and orbital radius to explain why bodies in closer orbits move faster and have shorter orbital periods
distinguish between natural satellites and artificial satellites and explain the uses of artificial satellites for communication, weather monitoring, Earth observation and navigation
interpret simple information about satellite orbits, including low-Earth and geostationary orbits, in terms of altitude, period, coverage and application
Stars, galaxies and stellar evolution
≈ 1.5%1 h 15 min
AQA onlyPearson Edexcel onlyOCR Physics B (Twenty First Century) onlyWJEC (Wales; updated spec with new Unit 3 from Sept 2026) onlyCCEA onlyEdexcel International GCSE Physics only
This topic covers the large-scale structure of the universe, how stars form and change over time, and the life cycles of stars of different masses. Exams test sequencing, comparison and explanation of stellar evolution using accepted stages such as nebula, protostar, main sequence, red giant or supergiant, white dwarf, neutron star and black hole.
describe the universe as containing billions of galaxies, each containing billions of stars, and identify our Solar System as part of the Milky Way galaxy
state that a star forms from a nebula and explain that gravitational collapse leads to a protostar and then a stable main-sequence star
explain that a star remains stable for much of its life because the inward force of gravity is balanced by the outward pressure produced by fusion in its core
compare the life cycles of low-mass and high-mass stars, including red giant, red supergiant, white dwarf, planetary nebula, supernova, neutron star and black hole
explain that the change in a star over time depends mainly on its mass
interpret simple diagrams or descriptions of stellar life cycles and classify the likely end stage of a star from its initial mass
Red shift, the Big Bang and the expanding universe
≈ <1%1 h
AQA onlyPearson Edexcel onlyOCR Physics B (Twenty First Century) onlyWJEC (Wales; updated spec with new Unit 3 from Sept 2026) onlyCCEA onlyEdexcel International GCSE Physics only
This topic covers red shift as evidence that galaxies are receding, and the Big Bang model as an explanation for the origin and evolution of the universe. Exams test interpretation of observational evidence, explanation of cosmological conclusions and evaluation of how evidence supports an expanding universe.
describe red shift as an increase in observed wavelength from light emitted by a source moving away from the observer
interpret red-shift data from distant galaxies as evidence that most galaxies are receding from Earth
explain that the observation of widespread red shift supports the idea that the universe is expanding
state the Big Bang model as the theory that the universe began from an extremely hot, dense state and has expanded over time
describe key evidence for the Big Bang model, including red shift and the cosmic microwave background radiation
evaluate how observational evidence supports scientific models of the origin and evolution of the universe while recognising that models develop as new evidence becomes available
About 3 h 15 min of study, lessons and core practice