Edexcel Level 1/Level 2 GCSE (9 - 1) Physics (1PH0) Paper 1 and Edexcel GCSE (Grade 9-1) Combined Science (1SC0) Paper 5 Physics 1

Edexcel (Grade 9-1) GCSE PHYSICS/Combined Science Topics 1-7/1-6

Syllabus-specification CONTENT INDEX of revision summary notes

INDEX for all links

These are my NEW revision summaries for Y10 starting in September 2016, first exams from May-June 2018 onwards. ALL my unofficial GCSE (Grade 9-1) revision help is based on the NEW 2016 official Edexcel (Grade 9-1) GCSE physics/science specifications

Make sure you know whether you are doing separate science Edexcel GCSE grade 9-1 PHYSICS OR Edexcel GCSE grade 9-1 Combined Science Trilogy physics, BOTH are covered on this page and one other! (Edexcel Combined Science course students do NOT need to know certain learning objectives on this page, these are indicated by a P)

(HT only) means higher tier only (NOT FT), (Edexcel GCSE physics only) means NOT for Combined Science physics

Note: a P after the learning objective indicates it is for Edexcel GCSE Physics ONLY, NOT for combined science physics

 The Google [SEARCH] box at the bottom of the page should also prove useful


Revision summaries for Paper 1 Edexcel GCSE Physics & Combined Science Paper 5 Physics 1 (this page)

What's assessed in this paper?

SUMMARY Topic 1 – Key concepts of physics (Topic 1 Combined Science Physics 1)

SUMMARY Topic 2 – Motion and Forces  (Topic 2 Combined Science Physics 1)

SUMMARY Topic 3 – Conservation of energy  (Topic 3 Combined Science Physics 1)  

SUMMARY Topic 4 – Waves   (Topic 4 Combined Science Physics 1)

SUMMARY Topic 5 – Light and the electromagnetic spectrum  (Topic 5 Combined Science Physics 1)  

SUMMARY Topic 6 – Radioactivity  (Topic 6 Combined Science Physics 1)

SUMMARY Topic 7 – Astronomy  (GCSE physics only, NOT Combined Science Physics 1)


Revision summaries for Paper 2 Edexcel GCSE Physics & Combined Science Paper 6 Physics 2 (separate page)

What's assessed in this paper?

SUMMARY Topic 1 – Key concepts of physics (Topic 1 Combined Physics 2)

SUMMARY Topic 8 – Energy - Forces doing work  (Topic 8 Combined Science Physics 2)

SUMMARY Topic 9 – Forces and their effects  (Topic 9 Combined Science Physics 2)  

SUMMARY Topic 10 – Electricity and circuits   (Topic 10 Combined Science Physics 2)

SUMMARY Topic 11 – Static electricity   (NOT Combined Science, GCSE Physics 2 only)

SUMMARY Topic 12 – Magnetism and the motor effect   (Topic 12 Combined Science Physics 2)

SUMMARY Topic 13 – Electromagnetic induction   (Topic 13 Combined Science Physics 2)

SUMMARY Topic 14 – Particle model   (Topic 14 Combined Science Physics 2)

SUMMARY Topic 15 – Forces and matter  (Topic 15 Combined Science Physics 2)


TOPICS for Paper 1 Edexcel GCSE Physics & Combined Science Paper 5 Physics 1

Note: a P after the learning objective indicates it is for Edexcel GCSE Physics ONLY, NOT for Combined Science

(HT only) means higher tier only (NOT FT), (Edexcel GCSE physics only) means NOT for Combined Science physics

Topic 1 is common to all Physics Papers


Topic 1 – Key concepts of physics

1.1 Be able to recall and use the following SI units:

metre, unit symbol: m;   kilogram unit symbol: kg;   second unit symbol: s

ampere unit symbol: A;  kelvin unit symbol: K;   mole unit symbol: mol;

AND some derived units with special names: name unit abbreviation:

Frequency hertz Hz,  Force newton N, Energy joule J, Power watt W, Pressure pascal Pa, Electric charge coulomb C

Electric potential difference volt V,  Electric resistance ohm Ω,  Magnetic flux density tesla T

1.2 Be able to recall and use multiples and sub-multiples of units, including:

giga (G, 109),  mega (M, 106),  kilo (k, 103), centi  (c, 10-2),  milli (m, 10-3),  micro (μ, 10-6)  and  nano (n, 10-9)

1.3 Be able to convert between different units, including hours to seconds.

1.4 Be able to use significant figures and standard form where appropriate


Topics for Edexcel GCSE 9-1 PHYSICS Paper 1 and Combined Science Paper 5 physics 1

Topics for Physics 1 only

Topic 2 Motion and Forces

You should be able to ....

2.1 Be able to explain that a scalar quantity has magnitude (size) but no specific direction

2.2 Be able to explain that a vector quantity has both magnitude (size) and a specific direction

2.3 Be able to explain the difference between vector and scalar quantities

2.4 Be able to recall vector and scalar quantities, including:

(a) displacement/distance

(b) velocity/speed

(c) acceleration

(d) force

(e) weight/mass

(f) momentum

(g) energy

2.5 Be able to recall that velocity is speed in a stated direction

2.6 Be able to recall and use the equations:

(a) (average) speed (metre per second, m/s) = distance (metre, m) ÷ time (s)

(b) distance travelled (metre, m) = average speed (metre per second, m/s) × time (s)

2.7 Be able to analyse distance/time graphs including determination of speed from the gradient

2.8 Be able to recall and use the equation:

acceleration (metre per second squared, m/s2) = change in velocity (metre per second, m/s) ÷ time taken (second, s)

 a = (v - u) / t

2.9 Be able to use the equation:

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

= 2 × acceleration (metre per second squared, m/s2) × distance (metre, m)

v2 – u2 = 2 × a × x

2.10 Be able to analyse velocity/time graphs to:

(a) compare acceleration from gradients qualitatively

(b) calculate the acceleration from the gradient (for uniform acceleration only)

(c) determine the distance travelled using the area between the graph line and the time axis (for uniform acceleration only)

2.11 Be able to describe a range of laboratory methods for determining the speeds of objects such as the use of light gates

2.12 Be able to recall some typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems

2.13 Be able to recall that the acceleration, g, in free fall is 10 m/s2 and be able to estimate the magnitudes of everyday accelerations

2.14 Be able to recall Newton’s first law and use it in the following situations:

(a) where the resultant force on a body is zero, i.e. the body is moving at a constant velocity or is at rest

(b) where the resultant force is not zero, i.e. the speed and/or direction of the body change(s)

2.15 Be able to recall and use Newton’s second law as:

 force (newton, N) = mass (kilogram, kg) × acceleration (metre per second squared, m/s2)

F = m × a

2.16 Be able to define weight recall and use the equation:

weight (newton, N) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg)

W = m × g

2.17 Be able to describe how weight is measured

2.18 Be able to describe the relationship between the weight of a body and the gravitational field strength

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

2.20 (HT only) Be able to explain that an object moving in a circular orbit at constant speed has a changing velocity (qualitative only)

2.21 (HT only) Be able to explain that for motion in a circle there must be a resultant force known as a centripetal force that acts towards the centre of the circle

2.22 (HT only) Be able to explain that inertial mass is a measure of how difficult it is to change the velocity of an object (including from rest) and know that it is defined as the ratio of force over acceleration

2.23 Be able to recall and apply Newton’s third law both to equilibrium situations and (HT only) to collision interactions and relate it to the conservation of momentum in collisions

2.24 (HT only) Be able to define momentum and recall and use the equation:

momentum (kilogram metre per second, kg m/s) = mass (kilogram, kg) × velocity (metre per second, m/s)

p = m × v

2.25 (HT only) Be able to describe examples of momentum in collisions

2.26 (HT only) Be able to use Newton’s second law as:

force (newton, N) = change in momentum (kilogram metre per second, kg m/s) ÷ time (second, s)

F = (mv - mu) / t

2.27 Be able to explain methods of measuring human reaction times and recall typical results

2.28 Be able to recall that the stopping distance of a vehicle is made up of the sum of the thinking distance and the braking distance

2.29 Be able to explain that the stopping distance of a vehicle is affected by a range of factors including:

(a) the mass of the vehicle

(b) the speed of the vehicle

(c) the driver’s reaction time

(d) the state of the vehicle’s brakes

(e) the state of the road

(f) the amount of friction between the tyre and the road surface

2.30 Be able to describe the factors affecting a driver’s reaction time including drugs and distractions

2.31 Be able to explain the dangers caused by large decelerations and (HT only) estimate the forces involved in typical situations on a public road

Note: a P after the learning objective indicates it is for Edexcel GCSE Physics ONLY, NOT for combined science physics

2.32P Be able to estimate how the distance required for a road vehicle to stop in an emergency varies over a range of typical speeds

2.33P Carry out calculations on work done to show the dependence of braking distance for a vehicle on initial velocity squared (work done to bring a vehicle to rest equals its initial kinetic energy)

Practicals worth revising

Investigate the acceleration, g, in free fall and the magnitudes of everyday accelerations.

Investigate conservation of momentum during collisions.

Investigate inelastic collisions with the two objects remaining together after the collision and also ‘near’ elastic collisions.

Investigate the relationship between mass and weight.

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


Topic 3 Conservation of energy

For Edexcel GCSE 9-1 PHYSICS Paper 1 and Edexcel GCSE 9-1 Combined Science paper 5 physics 1

3.1 Recall and use the equation to calculate the change in gravitational PE when an object is raised above the ground:

change in gravitational potential energy (joule, J) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) × change in vertical height (metre, m)

ΔGPE = m × g × Δh

3.2 Be able to recall and use the equation to calculate the amounts of energy associated with a moving object:

kinetic energy (joule, J) = ˝ × mass (kilogram, kg) × (speed)2 ((metre/second)2, (m/s)2)

KE = ˝ × m × v2

3.3 Be able to draw and interpret diagrams to represent energy transfers

3.4 Be able to explain what is meant by conservation of energy

3.5 Be able to analyse the changes involved in the way energy is stored when a system changes, including:

(a) an object projected upwards or up a slope

(b) a moving object hitting an obstacle

(c) an object being accelerated by a constant force

(d) a vehicle slowing down

(e) bringing water to a boil in an electric kettle

3.6 Be able to explain, with examples, that, where there are energy transfers in a system, there is no net change to the total energy of a closed system

3.7 Be able to explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings

3.8 Be able to explain, using examples, how in all system changes, energy is dissipated so that it is stored in less useful ways

3.9 Be able to explain ways of reducing unwanted energy transfer including through lubrication, thermal insulation

3.10 Be able to describe the effects of the thickness and thermal conductivity of the walls of a building on its rate of cooling qualitatively

3.11 Be able to recall and use the equation:

efficiency = (useful energy transferred by the device) / (total energy supplied to the device)

multiply by 100 to get percentage efficiency

3.12 (HT only) Be able to explain how efficiency can be increased

3.13 Be able to describe the main energy sources available for use on Earth (including fossil fuels, nuclear fuel, bio-fuel, wind, hydroelectricity, the tides and the Sun), and compare the ways in which both renewable and non-renewable sources are used

3.14 Be able to explain patterns and trends in the use of energy resources

Practical investigating conservation of energy


Topic 4 Waves

For Edexcel GCSE 9-1 PHYSICS Paper 1 and Edexcel GCSE 9-1 Combined Science paper 5 physics 1

You should be able to ....

4.1 Be able to recall that waves transfer energy and information without transferring matter

4.2 Be able to describe evidence that with water and sound waves it is the wave and not the water or air itself that travels

4.3 Be able to define and use the terms frequency and wavelength as applied to waves

4.4 Be able to use the terms amplitude, period, wave velocity and wavefront as applied to waves

4.5 Be able to describe the difference between longitudinal and transverse waves by referring to sound, electromagnetic, seismic and water waves

4.6 Be able to recall and use both the equations below for all waves:

wave velocity (metre/second, m/s) = frequency (hertz, Hz) wavelength (metre, m),   v = f x

wave velocity (metre/second, m/s) = distance (metre, m) ÷ time (second, s),    v = x / t

4.7 Be able to describe how to measure the velocity of sound in air and ripples on water surfaces

Note: a P after the learning objective indicates it is for Edexcel GCSE Physics ONLY, NOT for combined science physics

4.8P (HT only) Be able to calculate depth or distance from time and wave velocity

4.9P Be able to describe the effects of

(a) reflection

(b) refraction

(c) transmission

(d) absorption

of waves at material interfaces

4.10 Be able to explain how waves will be refracted at a boundary and, (HT only), in terms of the change of speed and direction

4.11 (HT only) Be able to recall that different substances may absorb, transmit, refractor reflect waves in ways that vary with wavelength

4.12P (HT only) Be able to describe the processes which convert wave disturbances between sound waves and vibrations in solids, and

(a) explain why such processes only work over a limited frequency range

(b) use this to explain the way the human ear works

4.13P (HT only) Be able to recall that sound with frequencies greater than 20 000 hertz, Hz, is known as ultrasound

4.14P (HT only) Be able to recall that sound with frequencies less than 20 hertz, Hz, is known as infrasound

4.15P (HT only) Be able to describe uses of ultrasound and infrasound, including

(a) sonar

(b) foetal scanning

(c) exploration of the Earth’s core

4.16P Be able to describe how changes, if any, in velocity, frequency and wavelength, in the transmission of sound waves from one medium to another are inter-related

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

Suggested practicals you hopefully will do

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

Investigating refraction in rectangular glass blocks.


Topic 5 Light and the electromagnetic spectrum

For Edexcel GCSE 9-1 PHYSICS Paper 1 and Edexcel GCSE 9-1 Combined Science paper 5 physics 1

Note: a P after the learning objective indicates it is for Edexcel GCSE Physics ONLY, NOT for combined science physics

You should be able to ....

5.1P Be able to explain, with the aid of ray diagrams, reflection, refraction and total internal reflection (TIR), including the law of reflection and critical angle

5.2P Be able to explain the difference between specular and diffuse reflection

5.3P Be able to explain how colour of light is related to

(a) differential absorption at surfaces

(b) transmission of light through filters

5.4P Be able to relate the power of a lens to its focal length and shape

5.5P Be able to use ray diagrams to show the similarities and differences in the refraction of light by converging and diverging lenses

5.6P Be able to explain the effects of different types of lens in producing real and virtual images

5.7 Be able to recall that all electromagnetic waves are transverse, that they travel at the same speed in a vacuum

5.8 Be able to explain, with examples, that all electromagnetic waves transfer energy from source to observer

5.9 Revise the investigation into refraction in rectangular glass blocks in terms of the interaction of electromagnetic waves with matter

5.10 Be able to recall the main groupings of the continuous electromagnetic spectrum including (in order) radio waves, microwaves, infrared, visible (including the colours of the visible spectrum), ultraviolet, x-rays and gamma rays

5.11 Be able to describe the electromagnetic spectrum as continuous from radio waves to gamma rays and that the radiations within it can be grouped in order of decreasing wavelength and increasing frequency

5.12 Be able to recall that our eyes can only detect a limited range of frequencies of electromagnetic radiation

5.13 (HT only) Be able to recall that different substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary with wavelength

5.14 Be able to explain the effects of differences in the velocities of electromagnetic waves in different substances

5.15P Be able to explain that all bodies emit radiation, that the intensity and wavelength distribution of any emission depends on their temperature

5.16P (HT only) Be able to explain that for a body to be at a constant temperature it needs to radiate the same average power that it absorbs

5.17P (HT only) Be able to explain what happens to a body if the average power it radiates is less or more than the average power that it absorbs.

5.18P (HT only) Be able to explain how the temperature of the Earth is affected by factors controlling the balance between incoming radiation and radiation emitted

5.19P Revise the practical investigating how the nature of a surface affects the amount of thermal energy radiated or absorbed

5.20 Be able to recall that the potential danger associated with an electromagnetic wave increases with increasing frequency

5.21 Be able to describe the harmful effects on people of excessive exposure to electromagnetic radiation, including:

(a) microwaves: internal heating of body cells

(b) infrared: skin burns

(c) ultraviolet: damage to surface cells and eyes, leading to skin cancer and eye conditions

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

5.22 Be able to describe some uses of electromagnetic radiation

(a) radio waves: including broadcasting, communications and satellite transmissions

(b) microwaves: including cooking, communications and satellite transmissions

(c) infrared: including cooking, thermal imaging, short range communications, optical fibres, television remote controls and security systems

(d) visible light: including vision, photography and illumination

(e) ultraviolet: including security marking, fluorescent lamps, detecting forged bank notes and disinfecting water

(f) x-rays: including observing the internal structure of objects, airport security scanners and medical x-rays

(g) gamma rays: including sterilising food and medical equipment, and the detection of cancer and its treatment

5.23 (HT only) Be able to recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits

5.24 Be able to recall that changes in atoms and nuclei can

(a) generate radiations over a wide frequency range

(b) be caused by absorption of a range of radiations

Suggested practicals worth revising

Investigating the total internal reflection using a semi-circular block (glass or plastic).

Constructing devices using two converging lenses of differing focal lengths.

Constructing a simple spectrometer, from a CD or DVD, and use it to analyse common light sources.

Investigating the areas beyond the visible spectrum, such as the work of Herschel and Ritter in discovering IR and UV respectively.


Topic 6 Radioactivity

For Edexcel GCSE 9-1 PHYSICS Paper 1 and Edexcel GCSE 9-1 Combined Science paper 5 physics 1

You should be able to ....

6.1 Be able to describe an atom as a positively charged nucleus, consisting of protons and neutrons, surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with almost all of the mass in the nucleus

6.2 Be able to recall the typical size (order of magnitude) of atoms and small molecules

(c) doc b6.3 Be able to describe the structure of nuclei of isotopes using the terms atomic (proton) number and mass (nucleon) number and using symbols in the format using symbols in the format

6.4 Be able to recall that the nucleus of each element has a characteristic positive charge, but that isotopes of an element differ in mass by having different numbers of neutrons

6.5 Be able to recall the relative masses and relative electric charges of protons, neutrons, electrons and positrons

6.6 Be able to recall that in an atom the number of protons equals the number of electrons and is therefore neutral

6.7 Be able to recall that in each atom its electrons orbit the nucleus at different set distances from the nucleus

Atomic structure, fundamental particles and radioactivity

What it is an atom like?, quarks and proton & neutron structure

6.8 Be able to explain that electrons change orbit when there is absorption or emission of electromagnetic radiation

6.9 Be able to explain how atoms may form positive ions by losing outer electrons

6.10 Be able to recall that alpha, β– (beta minus), β+ (positron), gamma rays and neutron radiation are emitted from unstable nuclei in a random process

What is Radioactivity? Why does it happen? Three types of atomic-nuclear-ionising radiation

6.11 Be able to recall that alpha, β– (beta minus), β+ (positron) and gamma rays are ionising radiations

6.12 Be able to explain what is meant by background radiation

6.13 Be able to describe the origins of background radiation from Earth and space

6.14 Be able to describe methods for measuring and detecting radioactivity limited to photographic film and a Geiger–Müller tube

6.15 Be able to recall that an alpha particle is equivalent to a helium nucleus, a beta particle is an electron emitted from the nucleus and a gamma ray is electromagnetic radiation

6.16 Be able to compare alpha, beta and gamma radiations in terms of their abilities to penetrate and ionise

Alpha, beta & gamma radiation - properties of 3 types of radioactive nuclear emission & symbols

6.17 Be able to describe how and why the atomic model has changed over time including reference to the plum pudding model and Rutherford alpha particle scattering leading to the Bohr model

6.18 Be able to describe the process of β– decay (a neutron becomes a proton plus an electron)

6.19 Be able to describe the process of β+ decay (a proton becomes a neutron plus a positron)

6.20 Be able to explain the effects on the atomic (proton) number and mass (nucleon) number of radioactive decays (α, β, γ and neutron emission)

6.21 Be able to recall that nuclei that have undergone radioactive decay often undergo nuclear rearrangement with a loss of energy as gamma radiation

6.22 Be able to use given data to balance nuclear equations in terms of mass and charge

6.23 Be able to describe how the activity of a radioactive source decreases over a period of time

6.24 Be able to recall that the unit of activity of a radioactive isotope is the Becquerel, Bq

6.25 Be able to recall that the half-life of a radioactive isotope is the time taken for half the undecayed nuclei to decay or the activity of a source to decay by half

6.26 Be able to explain that it cannot be predicted when a particular nucleus will decay but half-life enables the activity of a very large number of nuclei to be predicted during the decay process

6.27 Be able to use the concept of half-life to carry out simple calculations on the decay of a radioactive isotope, including graphical representations

The half-life of a radioisotope - how long does material remain radioactive? implications!

6.28P Be able to describe uses of radioactivity, including:

(a) household fire (smoke) alarms

(b) irradiating food

(c) sterilisation of equipment

(d) tracing and gauging thicknesses

(e) diagnosis and treatment of cancer

Alpha, beta & gamma radiation - properties of 3 types of radioactive nuclear emission & symbols

6.29 Be able to describe the dangers of ionising radiation in terms of tissue damage and possible mutations and relate this to the precautions needed

Note: a P after the learning objective indicates it is for Edexcel GCSE Physics ONLY, NOT for combined science physics

6.30P Be able to explain how the dangers of ionising radiation depend on halflife and relate this to the precautions needed

6.31 Be able to explain the precautions taken to ensure the safety of people exposed to radiation, including limiting the dose for patients and the risks to medical personnel

The dangers of radioactive emissions - health and safety issues and ionising radiation

6.32 Be able to describe the differences between contamination and irradiation effects and compare the hazards associated with these two

6.33P Be able to compare and contrast the treatment of tumours using radiation applied internally or externally

6.34P Be able to explain some of the uses of radioactive substances in diagnosis of medical conditions, including PET scanners and tracers

6.35P Be able to explain why isotopes used in PET scanners have to be produced nearby

Uses of radioactive isotopes emitting alpha, beta (+/–) or gamma radiation in industry and medicine

6.36P Be able to evaluate the advantages and disadvantages of nuclear power for generating electricity, including the lack of carbon dioxide emissions, risks, public perception, waste disposal and safety issues

6.37P Be able to recall that nuclear reactions, including fission, fusion and radioactive decay, can be a source of energy

6.38P Be able to explain how the fission of U-235 produces two daughter nuclei and the emission of two or more neutrons, accompanied by a release of energy

6.39P Be able to explain the principle of a controlled nuclear chain reaction

6.40P Be able to explain how the chain reaction is controlled in a nuclear reactor including the action of moderators and control rods

6.41P Be able to describe how thermal (heat) energy from the chain reaction is converted into electrical energy in a nuclear power station

Nuclear Fission Reactions, nuclear power as an energy resource

6.42P Be able to recall that the products of nuclear fission are radioactive

6.43P Be able to describe nuclear fusion as the creation of larger nuclei resulting in a loss of mass from smaller nuclei, accompanied by a release of energy, and recognise fusion as the energy source for stars

6.44P Be able to explain the difference between nuclear fusion and nuclear fission

6.45P Be able to explain why nuclear fusion does not happen at low temperatures and pressures, due to electrostatic repulsion of protons

Nuclear fusion reactions and the formation of 'heavy elements' by bombardment techniques

6.46P Relate the conditions for fusion to the difficulty of making a practical and economic form of power station

Suggested practicals

investigate models which simulate radioactive decay.

teacher demonstrations of alpha, beta and gamma sources - detection and absorption experiments


Topic 7 Astronomy (Edexcel GCSE 9-1 PHYSICS only, NOT combined science physics)

For Edexcel GCSE 9-1 PHYSICS Paper 1

Note: a P after the learning objective indicates it is for Edexcel GCSE Physics ONLY, NOT for combined science physics

You should be able to ....

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

7.2P Be able to recall that our Solar System consists of the Sun (our star), eight planets and their natural satellites (such as our Moon); dwarf planets; asteroids and comets

7.3P Be able to recall the names and order, in terms of distance from the Sun, of the eight planets

7.4P Be able to describe how ideas about the structure of the Solar System have changed over time

7.5P Be able to describe the orbits of moons, planets, comets and artificial satellites

7.6P Be able to explain for circular orbits how the force of gravity can lead to changing velocity of a planet but unchanged speed

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

7.8P Be able to compare the Steady State and Big Bang theories

7.9P Be able to describe evidence supporting the Big Bang theory, limited to red-shift and the cosmic microwave background (CMB) radiation

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

7.11P Be able to describe that if a wave source is moving relative to an observer there will be a change in the observed frequency and wavelength

7.12P Be able to describe the red-shift in light received from galaxies at different distances away from the Earth

7.13P Be able to explain why the red-shift of galaxies provides evidence for the Universe expanding

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

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

The Big Bang Theory of the Universe, the red-shift and microwave background radiation

7.16P Be able to describe the evolution of stars of similar mass to the Sun through the following stages:

(a) nebula

(b) star (main sequence)

(c) red giant

(d) white dwarf

7.17P Be able to explain how the balance between thermal expansion and gravity affects the life cycle of stars

7.18P Be able to describe the evolution of stars with a mass larger than the Sun

7.19P Be able to describe how methods of observing the Universe have changed over time including why some telescopes are located outside the Earth’s atmosphere


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Edexcel GCSE Sciences (Grade 9-1) Level 1/Level 2 specifications syllabuses, specimen papers, past exam papers

Edexcel GCSE (Grade 9-1) Physics - separate GCSE science (see separate page for Physics 2 Papers)

Specifications - syllabuses, past exam papers, specimen practice question papers

Edexcel GCSE Chemistry 1PH0 Specification syllabus Edexcel GCSE (Grade 9-1)_L1-L2_Physics.pdf

 Sample assessment materials GCSE (Grade 9-1) Physics  sample questions and mark schemes for practice

 


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Edexcel GCSE Sciences (Grade 9-1) Level 1/Level 2 specifications syllabuses, specimen papers, past exam papers

Edexcel GCSE (Grade 9-1) Combined Science with biology, chemistry and physics sections

Specifications - syllabuses, past exam papers, specimen practice question papers

(see separate page for Combined Science Physics 2 Papers)

1SC0 syllabus  Edexcel_GCSE_L1-L2_Combined_Science.pdf

 Sample assessment materials - Combined Science  sample questions and mark schemes for practice

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