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AQA GCSE Physics Revision

Explore AQA GCSE Physics revision topics. Check the official specification for complete requirements for your exam year and route.

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Course details

AQA · GCSE Physics8463Exam years · 2027

Assessment The assessment includes Paper 1 and Paper 2; see the official specification for the full structure.

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Reviewed course guidance

Revision points, with the explanation beside them

Open a point to read what to know, how to use it in an assessment, a plain-language explanation and a self-check. Answers stay hidden until you choose to reveal them.

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GCSE Physics tier

  • Foundation tier
  • Higher tier

§2.1–2.2: a student is entered for Foundation or Higher papers; HT-only content is explicitly marked in §4.

Topic group

4.1 Energy

9 revision points
  • Core

    Scope: Core · 4.1.1.1

    Open revision guidance

    What to know

    • A system is an object or group of objects. When it changes, energy is redistributed between the kinetic, thermal (internal), chemical, elastic potential, gravitational potential, magnetic, electrostatic and nuclear stores.
    • AQA requires full energy accounts for five common situations: an object projected upwards; a moving object hitting an obstacle; an object accelerated by a constant force; a vehicle slowing; and water brought to a boil in an electric kettle.
    • Across this energy section, calculate changes caused by heating (ΔE = mcΔθ), work done by forces (W = Fs when force acts along the displacement) and work done when current flows (for example E = QV or E = Pt). Energy is conserved; transfers to surroundings are still included.
    • Show energy redistributed between stores on a common scale: use comparable bar heights for each energy amount, and make the total before and after agree.

    What to do in an assessment

    • Name the system and trace every important store change: projected object, kinetic → gravitational potential; collision, kinetic → elastic deformation, thermal and sound; constant-force acceleration, work transfer → kinetic; slowing vehicle, kinetic → thermal stores and sound; kettle, electrical work → thermal stores of water, element and surroundings.
    • Calculate each relevant energy transfer using the appropriate relationship, then draw before/after store bars on the same scale and account for energy transferred to the surroundings.
    • This section explicitly develops WS 4.5 and WS 1.2/4.3/4.5/4.6 and MS 1a/1c/3b/3c: relate a model to a physical change, represent and compare measured quantities, and calculate/rearrange equations with units.

    In plain language

    An energy account tells the whole story of a change. For example, a slowing car loses kinetic energy, which is transferred mainly to the thermal stores of its brakes, tyres, road and surroundings and to sound; a common-scale diagram lets you compare those amounts fairly.

    Self-check

    A kettle receives 120 kJ of electrical energy. On a common-scale diagram, the water gains 95 kJ of thermal energy and the rest heats the kettle and surroundings. What must the total final store increase be?

    Show the answer

    120 kJ in total: 95 kJ in the water's thermal store plus 25 kJ in the kettle/surroundings' thermal stores.

  • Core

    Scope: Core · 4.1.2.2

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    What to know

    • Efficiency is useful energy transferred (or useful power) divided by total input energy (or total input power).
    • Efficiency is a ratio with no unit; multiply by 100 to express it as a percentage.
    • A device can conserve energy while being inefficient because some transfer is not useful for the intended purpose.

    What to do in an assessment

    • Use matching quantities: useful energy ÷ total input energy, or useful power ÷ total input power.
    • Keep energy or power units consistent, then state a fraction, decimal or percentage as requested.

    In plain language

    A motor takes in electrical energy. Only some may become useful kinetic energy; the rest warms the motor and surroundings. Efficiency measures the useful share of the input, not whether energy has disappeared.

    Self-check

    A motor receives 500 J and transfers 175 J usefully. Find its efficiency.

    Show the answer

    175 ÷ 500 = 0.35, so the efficiency is 35%.

  • Core

    Scope: Core · 4.1.1.2

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    What to know

    • Calculate the energy associated with a moving object using kinetic energy Ek = ½mv², with mass in kg and speed in m/s.
    • Calculate elastic potential energy in a stretched spring using Ee = ½ke², where k is the spring constant in N/m and e is extension in m; the spring must remain below its limit of proportionality.
    • Calculate the gravitational potential energy gained by an object raised above ground using Ep = mgh; g is supplied in calculations and is measured in N/kg.
    • All three energies are measured in joules. The kinetic and gravitational equations must be recalled and applied; the spring equation is provided on the Physics equation sheet.

    What to do in an assessment

    • Convert mass to kg, speed to m/s, spring extension to m and height to m before substitution.
    • For a change between states, calculate each relevant store value and compare initial and final values; use the energy account in §4.1.1.1 to show where the difference is transferred.

    In plain language

    A moving object has kinetic energy, a raised object has gravitational potential energy, and a stretched spring stores elastic potential energy. Use the equation for the physical situation, not one formula for every energy store.

    Self-check

    Find the kinetic energy of a 2.0 kg object moving at 3.0 m/s.

    Show the answer

    Ek = ½mv² = ½ × 2.0 × 3.0² = 9.0 J.

  • Core

    Scope: Core · 4.1.1.4

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    What to know

    • Power is the rate of energy transfer or work done: P = E/t and P = W/t.
    • One watt is one joule per second.
    • Power describes how quickly energy is transferred, not the total energy transferred; two motors lifting the same load through the same height do the same work, but the faster motor has greater power.

    What to do in an assessment

    • Use seconds for time and joules for energy; state watts for power.
    • If a question gives power and time, rearrange E = Pt to find energy.

    In plain language

    Two heaters can transfer the same total energy but at different speeds. The one transferring more energy each second has greater power.

    Self-check

    A device transfers 900 J in 30 s. What is its power?

    Show the answer

    P = E/t = 900/30 = 30 W.

  • Core

    Scope: Core · 4.1.2.1

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    What to know

    • Energy can be transferred usefully, stored or dissipated, but it cannot be created or destroyed; a closed system has no net change in total energy.
    • In system changes, energy is dissipated into less useful stores, often the thermal stores of the object and surroundings.
    • Unwanted transfers can be reduced, for example by lubrication or thermal insulation. A material with higher thermal conductivity transfers energy by conduction at a higher rate.
    • A building cools faster through walls that are thinner or have higher thermal conductivity; thicker, lower-conductivity walls slow the cooling rate.

    What to do in an assessment

    • Give a closed-system example and account for all energy transfers so the total before and after is unchanged.
    • Draw a Sankey-style account with input, useful output and dissipated transfers adding to the total input.
    • Choose a loss-reduction method that targets the stated transfer mechanism; explain a thermal-conductivity comparison without needing to define thermal conductivity.
    • To investigate thermal conductivity, compare heat transfer along rods of different materials using the same starting conditions and measurement intervals.

    In plain language

    A machine does not destroy wasted energy. Friction transfers energy into warmer surfaces and air, spreading it so it is harder to recover for the original purpose.

    Self-check

    Why does lubricating a moving part often increase useful efficiency?

    Show the answer

    Lubrication reduces friction, so less input energy is dissipated as thermal energy and a larger fraction remains for useful movement.

  • Core

    Scope: Core · 4.1.3

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    What to know

    • The main energy resources include fossil fuels (coal, oil and gas), nuclear fuel, biofuel, wind, hydroelectricity, geothermal, tides, the Sun and water waves.
    • A renewable resource is replenished as it is used; fossil fuels and nuclear fuel are non-renewable. Resources can be compared for transport, electricity generation and heating, and some are more reliable than others.
    • Their environmental impacts and patterns of use differ. Science can identify environmental issues, but political, social, ethical and economic considerations can limit how those issues are addressed.

    What to do in an assessment

    • Describe the main resources, classify them as renewable or non-renewable, and compare how they are used and how reliably they supply energy.
    • Use supplied information to describe environmental impacts and identify patterns or trends in resource use; evaluate trade-offs without assuming a renewable resource is continuously available.
    • Recognise that the specification does not require descriptions of how each resource generates electricity.

    In plain language

    Wind can generate electricity without burning fuel, but its output varies. A gas station can be dispatched when demand rises, but burning gas releases carbon dioxide. A reasoned answer weighs both features.

    Self-check

    Give one trade-off when a grid replaces some gas generation with wind.

    Show the answer

    Wind reduces fuel combustion and operational carbon dioxide, but its variable output means the grid needs storage, transmission or other flexible generation to maintain supply.

  • Core

    Scope: Core · Required practical activity 2

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    What to know

    • AQA RP2 compares the effectiveness of different materials as thermal insulators and factors that affect insulation.
    • The practical measures a temperature change over a fixed interval while controlling water volume, starting temperature, container size and surroundings.
    • A good insulator reduces energy transfer to the surroundings, so the temperature falls more slowly.

    What to do in an assessment

    • Wrap containers consistently, use identical volumes and starting temperatures, and record temperature at equal time intervals.
    • Repeat and compare cooling curves; explain why insulation thickness and gaps matter.

    In plain language

    If two identical warm containers cool under the same conditions, the better insulation produces a smaller temperature drop over the same time.

    Self-check

    Why must both containers start at the same temperature?

    Show the answer

    Equal starting temperatures make the comparison fair so the difference in cooling is due to the insulation rather than initial conditions.

  • Core

    Scope: Core · 4.1.1.3

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    What to know

    • Heating changes a system's thermal energy; for a temperature change, ΔE = m c Δθ, where mass is in kg, specific heat capacity in J/(kg °C) and temperature change in °C.
    • Specific heat capacity is the energy needed to raise 1 kg of a substance by 1 °C. The same relationship is developed again in §4.3.2.2 and is supplied on the equation sheet.

    What to do in an assessment

    • Use the temperature difference, not the final temperature, and keep mass and specific heat-capacity units consistent.
    • Account for the energy source or work done as well as the receiving thermal store in an energy-transfer diagram.

    In plain language

    The same energy input warms a small mass more than a large mass, and substances with a higher specific heat capacity need more energy for each degree of warming.

    Self-check

    How much energy raises 0.50 kg of water by 10 °C if c = 4200 J/(kg °C)?

    Show the answer

    ΔE = mcΔθ = 0.50 × 4200 × 10 = 21,000 J.

  • Higher

    Scope: Higher · 4.1.2.2

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    What to know

    • Efficiency can be increased by reducing unwanted energy transfers and directing a greater fraction of input energy to the useful output.
    • The specification marks explanation of ways to increase efficiency as Higher-only; the efficiency ratio itself is required at both tiers.

    What to do in an assessment

    • Identify the unwanted transfer in the device and link a practical change to reducing it, such as lubrication reducing friction or insulation reducing heating loss.
    • State that the useful output still cannot exceed the total input; improving efficiency does not violate energy conservation.

    In plain language

    A more efficient device wastes a smaller share of its input. Find the unwanted transfer and describe a change that reduces it.

    Self-check

    How can lubricating a moving mechanism increase its efficiency?

    Show the answer

    It reduces friction, so less input energy is transferred to unwanted thermal stores and a larger fraction becomes useful output.

Topic group

4.2 Electricity

14 revision points
  • Core

    Scope: Core · 4.2.1.3

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    What to know

    • For a component, resistance is potential difference divided by current: R = V/I. Rearrangements are V = IR and I = V/R; at a fixed potential difference, greater resistance gives a smaller current.
    • Resistance is measured in ohms (Ω), potential difference in volts (V), and current in amperes (A).
    • An ohmic conductor has constant resistance only while its temperature is constant; other components can have changing resistance.

    What to do in an assessment

    • Write the equation, substitute SI values and show the calculated unit.
    • Read the circuit diagram before deciding whether the measured voltage is across a component and current through it.

    In plain language

    Current describes charge flowing each second. Potential difference is energy transferred per unit charge. Resistance describes how strongly a component opposes current, so increasing V increases I only in proportion when R stays constant.

    Self-check

    A 6.0 V potential difference is across a 3.0 Ω resistor. What current flows?

    Show the answer

    I = V/R = 6.0/3.0 = 2.0 A.

  • Core

    Scope: Core · 4.2.2

    Open revision guidance

    What to know

    • A circuit may contain components in series, in parallel, or both. In series the current is the same, supply potential difference is shared, and total resistance is the sum of component resistances.
    • In parallel, each component has the supply potential difference and the total current is the sum of branch currents; the total resistance of two resistors is less than the smaller individual resistance.
    • Adding resistors in series increases total resistance; adding resistors in parallel decreases total resistance. AQA does not require calculation of the total resistance of two parallel resistors.
    • In a dc series circuit, use equivalent resistance with V = IR to calculate current, potential differences and resistances; series circuits can be designed for measurement and testing.

    What to do in an assessment

    • Use a circuit diagram to construct and check a series or parallel circuit with common components; mark junctions and trace each branch before applying current rules.
    • Calculate equivalent resistance by adding series resistances, then use V = IR and conservation of current/potential difference to find unknown values in a dc series circuit.
    • Explain how a dc series circuit can be designed to measure or test components, and why adding series or parallel resistors changes total resistance.

    In plain language

    A series circuit has one path, like a single road, so every charge passes through each component. A parallel circuit splits into routes; each branch spans the supply, while the currents recombine at the junction.

    Self-check

    A 2 A current enters two parallel branches. One branch carries 0.7 A. What is the other branch current?

    Show the answer

    At the junction the branch currents add to the incoming current, so the other current is 2.0 − 0.7 = 1.3 A.

  • Core

    Scope: Core · 4.2.1.2

    Open revision guidance

    What to know

    • Electric current is the rate of flow of charge: I = Q/t.
    • Charge is measured in coulombs, current in amperes and time in seconds.
    • Charge flows only in a closed circuit containing a source of potential difference; current has the same value at every point in a single closed loop.
    • In a metal, mobile electrons carry charge; conventional current is defined in the direction positive charge would move.

    What to do in an assessment

    • Use Q = It when charge or time is sought and show the units.
    • Do not confuse charge transferred with current: current is charge per second.

    In plain language

    Current measures how much charge passes a point each second. A larger current means a greater charge flow rate, not necessarily a greater total charge unless the time is also known.

    Self-check

    How much charge passes in 5 s at 0.4 A?

    Show the answer

    Q = It = 0.4 × 5 = 2 C.

  • Core

    Scope: Core · 4.2.1.4

    Open revision guidance

    What to know

    • For an ohmic resistor at constant temperature, current is directly proportional to potential difference and resistance stays constant.
    • A filament lamp heats as current increases, so its resistance rises; a diode conducts mainly in one direction.
    • An LDR’s resistance decreases as light intensity increases; an NTC thermistor’s resistance decreases as temperature increases.

    What to do in an assessment

    • Read the component I–V graph and use its shape to decide whether resistance stays constant.
    • When explaining a change, link the physical process (such as filament heating) to the resistance change.

    In plain language

    A fixed resistor can have a straight I–V line through the origin. A lamp’s filament gets hotter at higher current, making electron flow harder; its graph curves as resistance rises.

    Self-check

    What happens to an NTC thermistor’s resistance when it warms?

    Show the answer

    It decreases: an NTC thermistor has a negative temperature coefficient.

  • Core

    Scope: Core · 4.2.3.1

    Open revision guidance

    What to know

    • A direct potential difference maintains the same polarity; an alternating potential difference repeatedly reverses polarity.
    • Cells and batteries provide direct current; UK mains is alternating current.
    • Frequency tells how many complete cycles occur each second.

    What to do in an assessment

    • Use the graph’s sign to identify reversals and quote frequency with hertz.
    • Do not call an alternating supply “current in one direction”; charge motion reverses.

    In plain language

    A battery pushes charge in one overall direction. Mains voltage alternates, so the direction of push—and hence charge motion in a circuit—reverses regularly.

    Self-check

    What is the frequency of UK mains electricity?

    Show the answer

    50 Hz.

  • Core

    Scope: Core · 4.2.3.2

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    What to know

    • Most mains appliances use a three-core cable with colour-coded insulation: live brown, neutral blue and earth green/yellow stripes.
    • The live wire carries the alternating potential difference; it is about 230 V relative to earth and may be dangerous even when a switch is open. Neutral completes the circuit and is at or close to earth potential (0 V).
    • The earth wire is a safety wire at 0 V; it carries current only if there is a fault and prevents the appliance becoming live. A connection between live and earth is dangerous.

    What to do in an assessment

    • Identify live, neutral and earth by colour and function; explain why the live wire can remain dangerous when the mains switch is open.
    • Explain how a live-to-earth connection can allow a large current to flow and create an electric-shock hazard; do not describe earth as the normal return path for appliance current.

    In plain language

    The earth wire normally carries no current. If a live conductor touches the metal casing, earth provides a safer path that triggers the fuse or breaker before a person becomes that path.

    Self-check

    Why is a fuse placed in the live wire rather than only in the neutral?

    Show the answer

    If it melts, it disconnects the live supply from the appliance. A fuse in only neutral could leave the appliance internally connected to live and dangerous.

  • Core

    Scope: Core · 4.2.4.1

    Open revision guidance

    What to know

    • Electrical power is P = VI and energy transferred is E = Pt.
    • For a resistor, P can also be written I²R or V²/R when the corresponding conditions and values apply.
    • Use amperes, volts, ohms, seconds and joules consistently.

    What to do in an assessment

    • Select the equation matching the available values; show substitutions before rounding.
    • For a mains appliance, multiply power in watts by operating time in seconds for joules, or convert carefully if using kWh.

    In plain language

    A 100 W lamp transfers 100 joules each second. Leaving it on longer increases the total energy transferred even though its power stays the same.

    Self-check

    A 60 W lamp operates for 2 minutes. How much energy does it transfer?

    Show the answer

    2 minutes is 120 s; E = Pt = 60 × 120 = 7200 J.

  • Core

    Scope: Core · 4.2.4.2

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    What to know

    • Domestic appliances transfer energy from batteries or the ac mains to useful stores, for example the kinetic store of an electric motor or the thermal store of a heating device.
    • Electrical work transfers energy when charge flows: E = Pt and E = QV. The amount transferred depends on appliance power and how long it is switched on.
    • A device's power is related to the potential difference across it and current through it (P = VI), and its power rating describes its energy-transfer rate.

    What to do in an assessment

    • Describe the energy transfer for a stated appliance, from its battery or ac-mains supply to a motor's kinetic store, a heater's thermal store, or another specified outcome.
    • Use E = Pt or E = QV with compatible SI units to calculate energy transferred; compare power ratings for equal time intervals and connect the energy change to a named store.

    In plain language

    As electrons drift through a resistor they collide with ions in the material. Those collisions increase the lattice’s internal energy, warming the component.

    Self-check

    Why does a kettle element warm when current flows?

    Show the answer

    Electrical energy is transferred to the element’s thermal store as moving electrons collide with the lattice ions.

  • Core

    Scope: Core · 4.2.5.1

    Open revision guidance

    What to know

    • Static charge can build when electrons transfer between insulating materials during rubbing; the objects acquire equal and opposite charges.
    • Like charges repel and opposite charges attract.
    • Static charge and sparking can be produced by rubbing surfaces; attraction and repulsion between charged objects are non-contact forces.
    • A charged object can induce charge separation in a nearby neutral object, causing attraction.

    What to do in an assessment

    • Identify which object gains electrons and which loses them, then link the electron transfer to the equal and opposite charges formed.
    • Describe evidence for attraction or repulsion without contact and explain a spark as a discharge of separated charge; distinguish electron movement from positive charge.

    In plain language

    Rubbing does not create charge from nothing. Electrons move from one surface to another, leaving one object electron-rich and the other electron-poor.

    Self-check

    If object A gains electrons from object B, what signs do they have?

    Show the answer

    A becomes negatively charged and B becomes positively charged.

  • Core

    Scope: Core · 4.2.5.2

    Open revision guidance

    What to know

    • A charged object creates an electric field; another charged object placed in the field experiences a non-contact force.
    • The electric field around an isolated charged sphere is strongest close to the sphere and weaker farther away; the force on a second charge is stronger at smaller separation.
    • An electric field helps explain electrostatic phenomena, including sparking.

    What to do in an assessment

    • Draw the electric-field pattern around an isolated charged sphere, with arrows showing the direction a positive test charge would move.
    • Explain attraction or repulsion as a force acting through a field without contact, and relate sparking to charge moving through the field.

    In plain language

    An electric field describes how a charge would be pushed or pulled at each point. Its arrow convention follows the force on a positive test charge.

    Self-check

    Which way do field-line arrows point between positive and negative plates?

    Show the answer

    From the positive plate towards the negative plate.

  • Core

    Scope: Core · Required practical activity 3

    Open revision guidance

    What to know

    • AQA RP3 investigates both the length of a wire at constant temperature and combinations of resistors in series and parallel.
    • Measure potential difference across and current through the section under test, then calculate R = V/I.
    • The wire's temperature must stay constant while its length is varied; changing temperature changes resistance and would confound the wire-length comparison.
    • Series resistances add; parallel combinations have lower total resistance than either branch alone. The required apparatus techniques are AT 1, 6 and 7.

    What to do in an assessment

    • For the wire investigation, measure wire length, connect the ammeter in series and voltmeter across the test section, vary length while keeping temperature constant, and calculate R = V/I for each length.
    • For resistor combinations, construct the specified series and parallel circuits from diagrams and measure current and potential difference across the network.
    • Switch off before changing connections, use suitable meter ranges, avoid heating the test wire, repeat readings and compare results while changing only the stated factor.

    In plain language

    This practical connects circuit structure with measured resistance. Adding resistors in series makes the path harder for current, while adding a parallel route reduces the equivalent resistance.

    Self-check

    Which condition must be controlled when testing how a wire's resistance depends on its length, and how is resistance measured?

    Show the answer

    Keep the wire at constant temperature; measure potential difference across and current through it, then calculate R = V/I.

  • Core

    Scope: Core · Required practical activity 4

    Open revision guidance

    What to know

    • AQA RP4 measures current and potential difference for a resistor at constant temperature, filament lamp and diode.
    • An ohmic resistor produces a straight line through the origin at constant temperature; a lamp’s resistance rises as its filament heats; a diode conducts mainly in one direction.
    • Reverse the supply polarity to investigate reverse-bias diode behaviour.

    What to do in an assessment

    • Use an ammeter in series and voltmeter in parallel; vary p.d. in both polarities where appropriate.
    • Plot I against V with axes labelled and use the shape to compare resistance changes.

    In plain language

    The three I–V shapes reveal different component behaviour: a straight resistor line, a curved lamp line and a diode that conducts mainly in one direction.

    Self-check

    Why does a filament lamp’s I–V graph curve?

    Show the answer

    Increasing current heats its filament, increasing resistance, so current no longer rises proportionally with potential difference.

  • Core

    Scope: Core · 4.2.1.1

    Open revision guidance

    What to know

    • Circuit diagrams use standard symbols so that the same components and connections can be recognised regardless of how the equipment is physically arranged.
    • An ammeter measures current through a component and is placed in series; a voltmeter measures potential difference across a component and is placed in parallel.

    What to do in an assessment

    • Use the specified symbols, join conductors cleanly and show whether each branch is series or parallel.
    • Trace a closed path from the source to check whether current can flow; identify where meters measure a component or whole branch.

    In plain language

    A circuit diagram is a standardised map of electrical connections, not a picture of where the components sit on the bench.

    Self-check

    How should an ammeter and voltmeter be connected to measure current through and potential difference across a resistor?

    Show the answer

    Put the ammeter in series with the resistor and the voltmeter in parallel across it.

  • Core

    Scope: Core · 4.2.4.3

    Open revision guidance

    What to know

    • The National Grid is cables and transformers linking power stations to consumers.
    • Step-up transformers raise potential difference for transmission; step-down transformers lower it for domestic use. For the same transferred power, a higher transmission voltage means a smaller current, reducing heating losses in cables.

    What to do in an assessment

    • Explain the chain: step up voltage, transmit at lower current to reduce cable heating, then step down voltage near consumers.
    • Do not confuse a transformer with a generator: transformers change alternating potential difference rather than create electrical energy.

    In plain language

    High-voltage transmission moves the same power with less current. Since current heats the wires, using a smaller current means less energy is wasted as thermal energy on the journey.

    Self-check

    Why does stepping up potential difference reduce energy losses in the transmission cables?

    Show the answer

    For the same power, a higher potential difference requires a lower current; the cable-heating loss depends on current squared, so the loss is reduced.

Topic group

4.3 Particle model of matter

9 revision points
  • Core

    Scope: Core · 4.3.1.1

    Open revision guidance

    What to know

    • Density is mass per unit volume: ρ = m/V. Use the relationship to changes where mass is conserved; density differences reflect how much mass occupies a given volume.
    • SI density can be written kg/m³; 1 g/cm³ equals 1000 kg/m³.
    • An irregular solid’s volume can be measured by liquid displacement; a regular solid’s volume can be calculated from its dimensions. The particle model helps explain density differences between states of matter.

    What to do in an assessment

    • Measure mass and volume, convert both to compatible units, then divide mass by volume.
    • For a displacement reading, subtract the initial liquid volume from the final level.

    In plain language

    Density tells you how tightly mass is packed into a volume. If a block has 120 g of mass in 40 cm³, each cubic centimetre contains 3 g, so its density is 3 g/cm³.

    Self-check

    An irregular solid raises water from 35 cm³ to 47 cm³ and has mass 30 g. Find its density.

    Show the answer

    Its volume is 47 − 35 = 12 cm³; density = 30/12 = 2.5 g/cm³.

  • Core

    Scope: Core · 4.3.2.2

    Open revision guidance

    What to know

    • For a temperature change without a change of state, ΔE = m c Δθ.
    • ΔE is energy in joules, m is mass in kilograms, c is specific heat capacity in J/(kg °C), and Δθ is temperature change in °C.
    • A substance with a larger c needs more energy for the same mass and temperature rise.

    What to do in an assessment

    • Find the temperature difference, not just the final temperature; convert mass to kilograms if c uses kg.
    • Substitute values with units, and distinguish heating energy from latent energy during a state change.

    In plain language

    Specific heat capacity is how much energy one kilogram needs to warm by one degree. A larger value means the same heater produces a smaller temperature rise in the same time, if other conditions match.

    Self-check

    How much energy heats 0.50 kg of water by 4.0 °C if c = 4200 J/(kg °C)?

    Show the answer

    ΔE = mcΔθ = 0.50 × 4200 × 4.0 = 8400 J.

  • Core

    Scope: Core · 4.3.1.2

    Open revision guidance

    What to know

    • Melting, freezing, boiling, evaporation, condensation and sublimation are physical changes; mass is conserved.
    • During a state change, energy changes particle arrangement or separation; during temperature change, average kinetic energy changes.
    • The same material can recover its original properties when a reversible physical change is reversed.

    What to do in an assessment

    • Use particle spacing, arrangement and motion to compare solid, liquid and gas.
    • On a heating curve, distinguish sloping temperature-rise sections from flat state-change sections.

    In plain language

    When ice melts, water molecules rearrange and move past each other, but the molecules do not disappear. A sealed sample keeps the same mass as its state changes.

    Self-check

    Does melting a sealed ice sample change its mass?

    Show the answer

    No. Melting is a physical change and mass is conserved in the sealed system.

  • Core

    Scope: Core · 4.3.2.1

    Open revision guidance

    What to know

    • Internal energy is the total kinetic and potential energy of the particles in a system.
    • Heating can raise particle kinetic energy and temperature, or increase particle potential energy during a change of state.
    • Temperature is related to the average kinetic energy of particles, not their total internal energy.

    What to do in an assessment

    • When interpreting a heating curve, identify whether energy raises temperature or changes state.
    • Avoid stating that particles themselves “contain heat”; heat is energy transfer due to a temperature difference.

    In plain language

    A substance’s internal energy includes particle movement and interactions. During melting, energy can separate particles into a liquid arrangement even while the temperature stays level.

    Self-check

    What changes during melting if temperature remains constant?

    Show the answer

    The particles’ arrangement and potential energy change; the supplied energy drives the state change rather than raising average kinetic energy.

  • Core

    Scope: Core · 4.3.2.3

    Open revision guidance

    What to know

    • For a change of state, energy transferred is ΔE = mL.
    • Specific latent heat is the energy needed to change the state of 1 kg without a temperature change. L is measured in J/kg: fusion for melting/freezing and vaporisation for boiling/condensing.
    • During a pure substance’s state change, temperature stays constant while energy changes particle arrangement.

    What to do in an assessment

    • Choose the correct latent heat type and use mass in kilograms.
    • Do not use mcΔθ for the flat state-change interval where Δθ is zero.

    In plain language

    Specific latent heat measures the energy needed to change the state of one kilogram without changing its temperature.

    Self-check

    How much energy melts 0.20 kg of a substance with specific latent heat of fusion 80 000 J/kg?

    Show the answer

    E = mL = 0.20 × 80 000 = 16 000 J.

  • Core

    Scope: Core · 4.3.3.1

    Open revision guidance

    What to know

    • Gas particles move randomly and collide with container walls; their momentum changes exert a force on the wall.
    • Pressure is force per unit area and arises from these wall collisions.
    • At a fixed volume, heating a gas increases average particle speed and produces more frequent, harder collisions.

    What to do in an assessment

    • Link pressure change to particle speed, collision rate and force on the same area.
    • State constant volume where it is required to explain the pressure-temperature relationship.

    In plain language

    Gas pressure is the accumulated push from countless particle collisions. Faster particles hit the walls more often and with larger momentum changes.

    Self-check

    What happens to gas pressure when a fixed volume of gas is heated?

    Show the answer

    Pressure increases because the particles move faster and collide with the walls more frequently and forcefully.

  • Higher

    Scope: Higher · 4.3.3.3

    Open revision guidance

    What to know

    • Work is energy transferred by a force. Doing work on an enclosed gas increases its internal energy and can raise its temperature.
    • The Higher-only required explanation uses a situation such as a bicycle pump: the force on the moving plunger compresses the gas and transfers energy to it.

    What to do in an assessment

    • Name the force and the gas system, then describe the work transfer into the gas and the resulting increase in internal energy and temperature.
    • Do not use the constant-temperature pV relationship here: the heating effect is a separate process from the pressure–volume calculation in §4.3.3.2.

    In plain language

    When you push a bicycle-pump plunger in, you do work on the enclosed gas. Energy is transferred into the gas, making it warmer.

    Self-check

    Why does compressing air in a bicycle pump make the enclosed gas warmer?

    Show the answer

    The moving plunger does work on the gas, transferring energy to its internal energy and increasing its temperature.

  • Core

    Scope: Core · Required practical activity 5

    Open revision guidance

    What to know

    • AQA RP5 measures density of regular and irregular solids and liquids.
    • Regular-object volume comes from dimensions; irregular-object volume from displacement; liquid mass can be found by weighing a container before and after filling.
    • Choose apparatus whose resolution suits the size of the measurement.

    What to do in an assessment

    • Repeat measurements, record units and calculate density as mass divided by volume.
    • Use eye-level readings and explain how a micrometer or displacement method improves resolution.

    In plain language

    A small volume-reading error can substantially alter a calculated density, especially for a small object. Choosing suitable apparatus and repeating readings improves the result.

    Self-check

    How can you find the mass of liquid without subtracting container mass by guesswork?

    Show the answer

    Weigh the empty container, weigh it again with the liquid, and subtract the empty-container reading.

  • Core

    Scope: Core · 4.3.3.2

    Open revision guidance

    What to know

    • A fixed mass of gas at constant temperature obeys pV = constant: increasing its volume decreases its pressure, and vice versa.
    • Gas pressure acts at right angles to the container wall; this fixed-temperature equation is provided on the Physics equation sheet.

    What to do in an assessment

    • For two states of the same fixed gas sample, use p₁V₁ = p₂V₂ with consistent pressure and volume units.
    • Use the particle model to explain the direction of change: a larger volume gives fewer wall collisions per unit area and time.

    In plain language

    When the gas is allowed to occupy more space at the same temperature, its molecules hit each patch of wall less often, so pressure falls.

    Self-check

    A gas at 100 kPa occupies 0.020 m³. What is its pressure if the volume becomes 0.010 m³ at constant temperature?

    Show the answer

    p₁V₁ = p₂V₂, so p₂ = (100 × 0.020)/0.010 = 200 kPa.

Topic group

4.4 Atomic structure

15 revision points
  • Core

    Scope: Core · 4.4.1.2

    Open revision guidance

    What to know

    • The atomic number Z is the proton number; the mass number A is protons plus neutrons.
    • Isotopes of an element have the same proton number and different neutron numbers.
    • A neutral atom has equal proton and electron numbers; an ion’s charge shows the difference.

    What to do in an assessment

    • Calculate neutrons as A − Z, then use the stated charge to find electrons.
    • Keep atomic number attached to the element identity; changing neutron number makes an isotope, not another element.

    In plain language

    The nucleus identifies the element by its proton count. The mass number adds protons and neutrons together. Electrons sit outside the nucleus, and gaining or losing them makes an ion without changing the element.

    Self-check

    How many neutrons are in sodium-23, whose atomic number is 11?

    Show the answer

    23 − 11 = 12 neutrons.

  • Core

    Scope: Core · 4.4.2.1

    Open revision guidance

    What to know

    • Alpha is a helium nucleus, beta-minus is a fast electron from the nucleus, and gamma is electromagnetic radiation.
    • Required comparison is limited to ionising power, range in air and penetration through materials: alpha is strongly ionising with a short range and is stopped by paper; beta is intermediate with a longer range and is stopped by thin aluminium; gamma is weakly ionising, has the longest range and is reduced rather than completely stopped by thick lead or concrete.
    • A source’s hazard depends on exposure route, distance, shielding and activity; external and internal exposure are not identical risks.

    What to do in an assessment

    • Identify the radiation before predicting shielding or ionisation.
    • Use range, penetration and ionising power to compare emissions; for a stated application, use the supplied evidence to select and justify the most suitable source rather than relying on the radiation name alone.
    • When comparing penetration, state what absorbs or reduces it and avoid saying a shield makes the source itself non-radioactive.

    In plain language

    Alpha deposits energy over a short path, so it is easy to stop but can damage tissue if it gets inside the body. Gamma travels farther through matter and needs dense shielding to reduce its intensity.

    Self-check

    Which radiation is most penetrating, and what is one suitable material for reducing it?

    Show the answer

    Gamma is the most penetrating of the three; thick lead or concrete reduces its intensity.

  • Core

    Scope: Core · 4.4.3.2

    Open revision guidance

    What to know

    • Radioactive isotopes have a very wide range of half-lives. For equal numbers of unstable nuclei, a shorter half-life means a higher activity initially, while a longer half-life means the radioactive material persists for longer.
    • Hazards differ according to how the half-life affects activity and the duration of exposure; also consider supplied information about the source and its use rather than ranking risk from half-life alone.
    • The specification expects comparisons to use evidence and data in standard form, not memorised numerical half-lives.

    What to do in an assessment

    • Compare the stated half-life and standard-form data to explain whether the radioactive material produces a higher initial decay rate or remains radioactive for a longer time.
    • Evaluate the hazard for the given context and consequences, distinguishing immediate activity from how long the source persists.

    In plain language

    A short-lived source can have high activity that falls quickly; a long-lived source can persist for much longer. Decide which matters for the question rather than assuming one half-life is always safer.

    Self-check

    Why might a long-lived radioactive waste material remain a concern even after its activity has fallen?

    Show the answer

    A long half-life means radioactive nuclei remain and decay over a long period, so the material can remain hazardous for longer; the actual risk also depends on activity and radiation type.

  • Core

    Scope: Core · 4.4.1.1

    Open revision guidance

    What to know

    • An atom has a tiny, positively charged nucleus containing protons and neutrons, with electrons around it.
    • An atom has radius about 1 × 10⁻¹⁰ m; its nucleus is less than one ten-thousandth of that radius and contains most of the atom's mass. Recognise standard-form values and relative scales.
    • Electrons occupy different distances from the nucleus (energy levels). Absorbing electromagnetic radiation can move an electron to a higher level; emitting radiation can move it to a lower level.
    • Protons are positive, neutrons neutral and electrons negative; a neutral atom has equal numbers of protons and electrons.

    What to do in an assessment

    • Use a labelled nucleus/electron diagram and avoid drawing the nucleus at realistic scale.
    • Relate a neutral atom’s total charge to its equal proton and electron counts.

    In plain language

    An atom is mostly empty space at this scale. Nearly all its mass is packed into a very small nucleus, with electrons much farther out.

    Self-check

    Where is almost all the mass of an atom?

    Show the answer

    In its tiny central nucleus.

  • Core

    Scope: Core · 4.4.1.2

    Open revision guidance

    What to know

    • Atomic number is proton number; mass number is proton plus neutron number.
    • Isotopes share proton number but differ in neutron number.
    • An ion has gained or lost electrons; its nucleus and element identity are unchanged.

    What to do in an assessment

    • Calculate neutrons = mass number − atomic number.
    • For an ion, adjust electron number for the charge while leaving proton number unchanged.

    In plain language

    Changing neutrons gives a different isotope of the same element. Changing electrons makes an ion. Only changing proton number changes which element it is.

    Self-check

    How many electrons are in a 2+ ion with 12 protons?

    Show the answer

    A 2+ ion has lost two electrons, so it has 12 − 2 = 10 electrons.

  • Core

    Scope: Core · 4.4.1.3

    Open revision guidance

    What to know

    • Before the electron was discovered, atoms were thought to be tiny indivisible spheres. The plum-pudding model then placed negative electrons in a ball of positive charge.
    • Alpha scattering showed that most particles passed through thin gold foil, while a few deflected greatly or bounced back; this evidence showed that mass and positive charge are concentrated in a small nucleus, replacing plum pudding with the nuclear model.
    • Bohr adapted the nuclear model with electrons at specific distances; later evidence identified protons and neutrons in the nucleus. Detailed experimental work for the Bohr model and Chadwick's neutron discovery is not required.

    What to do in an assessment

    • Link each scattering observation to the model: most particles passing through means the atom is mostly empty space; rare large deflections indicate a small, concentrated, charged nucleus.
    • Compare the spread-out positive charge of plum pudding with the concentrated positive nucleus of the nuclear model, and explain how new evidence can lead a model to be replaced.

    In plain language

    If positive charge were spread evenly through each atom, alpha particles would not sometimes rebound sharply. The rare strong deflections show that nearly all positive mass is concentrated in a small nucleus.

    Self-check

    What did the rare large-angle alpha deflections suggest?

    Show the answer

    A small, dense, positively charged nucleus can strongly repel an alpha particle that passes close to it.

  • Core

    Scope: Core · 4.4.2.1

    Open revision guidance

    What to know

    • Unstable nuclei emit radiation randomly; for a particular nucleus it is impossible to predict exactly when decay occurs.
    • Activity is the rate at which a source's unstable nuclei decay and is measured in becquerels (Bq); count-rate is the number of decays recorded per second by a detector such as a Geiger–Müller tube.
    • Emissions include alpha particles (two protons and two neutrons), beta-minus particles (fast electrons produced when a neutron becomes a proton), gamma rays (electromagnetic radiation from the nucleus) and neutrons.

    What to do in an assessment

    • Distinguish activity of the source from the detector's measured count-rate; both are rates per second but describe different quantities.
    • Identify the emitted particle or radiation from the nuclear description and use the separate comparison card for alpha, beta and gamma range, penetration and ionising power.

    In plain language

    A detector can predict the average behaviour of many unstable nuclei but not the exact moment one nucleus decays. The emitted radiation types differ in how they interact with matter.

    Self-check

    Can the decay time of one particular unstable nucleus be predicted?

    Show the answer

    No. Individual decay is random, although a large sample has a predictable statistical pattern.

  • Core

    Scope: Core · 4.4.2.2

    Open revision guidance

    What to know

    • Nuclear equations conserve total mass number and total atomic number.
    • Alpha emission lowers the parent’s mass number by 4 and proton number by 2; beta-minus leaves mass number unchanged and raises proton number by 1.
    • Gamma emission changes neither number because it carries energy rather than nucleons or charge.

    What to do in an assessment

    • Write the common nucleus and particle symbols, then balance atomic numbers and mass numbers independently for single alpha or beta decay.
    • Show the emitted particle explicitly and check both totals on each side; identifying the daughter element from its proton number is not required.

    In plain language

    Nuclear equations are a conservation check. Count nucleons and protons before and after the decay; the missing particle must make both totals balance.

    Self-check

    After alpha decay, what changes in the daughter’s mass number and atomic number?

    Show the answer

    Mass number decreases by 4 and atomic number decreases by 2.

  • Core

    Scope: Core · 4.4.2.4

    Open revision guidance

    What to know

    • Contamination is the unwanted presence of material containing radioactive atoms on other material; its hazard comes from decay of those atoms and depends on the type of radiation emitted.
    • Irradiation is exposure to nuclear radiation; an irradiated object does not become radioactive.
    • Contamination and irradiation present different hazards and require different precautions. Irradiation can still present a hazard from the radioactive source itself.
    • Findings of studies into the effects of radiation on humans should be published and shared so other scientists can check them through peer review.

    What to do in an assessment

    • Compare whether radioactive atoms are physically present on or in material, or whether the material has only been exposed to radiation.
    • Choose precautions that address the relevant hazard and protect from the irradiation source, such as shielding, distance and limiting handling time.
    • Explain why peer review and sharing evidence matter when evaluating reported health effects.

    In plain language

    Being near an X-ray source is irradiation: when the source is removed, the exposure ends. Radioactive dust on clothing is contamination and can keep emitting radiation.

    Self-check

    Does a person become radioactive just because they had a diagnostic X-ray?

    Show the answer

    No. They were irradiated, but exposure to X-rays does not make their body contain radioactive material.

  • Core

    Scope: Core · 4.4.3.1

    Open revision guidance

    What to know

    • Background radiation is around us all of the time. It comes from natural sources such as rocks and cosmic rays, and human-made sources such as fallout from nuclear weapons testing and nuclear accidents.
    • The level of background radiation and radiation dose may be affected by occupation and location.
    • Radiation dose is measured in sieverts (Sv), and 1000 millisieverts (mSv) = 1 Sv; students need not recall the dose unit.
    • A source count measured by a detector includes background radiation as well as radiation from the source.

    What to do in an assessment

    • Compare dose or background data in the supplied units and convert between mSv and Sv when necessary.
    • Name whether the stated background source is natural or human-made and explain the effect of occupation or location where the data supports it.
    • Where a count-rate is measured, subtract the background count rate measured over the same time to estimate the source's net count rate.

    In plain language

    A Geiger counter clicks even when no test source is nearby because background radiation is always present. A source reading must be compared with that background.

    Self-check

    A source reading is 95 counts/min and background is 12 counts/min. What is the source count rate?

    Show the answer

    95 − 12 = 83 counts/min above background.

  • Core

    Scope: Core · 4.4.3.3

    Open revision guidance

    What to know

    • Nuclear radiation is used in medicine to explore internal organs and to control or destroy unwanted tissue.
    • Radiation may reveal or treat a medical problem but can also damage healthy cells; the benefit, radiation type, exposure and consequences matter when evaluating a use.
    • AQA expects students to evaluate perceived risks in relation to data and consequences, not simply state that a use is safe or dangerous.

    What to do in an assessment

    • Describe the medical purpose, explain why the radiation's properties suit exploration or treatment, and evaluate the benefit against potential harm using the evidence supplied.
    • Use data and stated consequences to support a risk judgement; distinguish the measured information from a person's perception of risk.

    In plain language

    Radiation can help doctors see inside the body or destroy unwanted tissue, but it can also harm healthy cells. A careful decision weighs the medical benefit against the evidence about risk.

    Self-check

    What two sides should an evaluation of nuclear radiation used in medicine consider?

    Show the answer

    The benefit for exploring an organ or treating unwanted tissue, and the potential harm or risk to the patient, supported by the supplied data and consequences.

  • Core

    Scope: Core · 4.4.4.1

    Open revision guidance

    What to know

    • Nuclear fission splits a large, unstable nucleus such as uranium or plutonium; spontaneous fission is rare and usually the nucleus first absorbs a neutron.
    • The nucleus splits into two smaller nuclei roughly equal in size, emitting two or three neutrons and gamma rays. The products have kinetic energy and energy is released.
    • Released neutrons may cause further fissions in a chain reaction. A reactor controls this reaction to control energy release; an uncontrolled chain reaction causes a nuclear weapon explosion.

    What to do in an assessment

    • Draw or interpret a diagram of an induced fission event and show how emitted neutrons may start further fissions.
    • Distinguish a controlled reactor chain reaction from an uncontrolled chain reaction; do not describe fission as chemical burning.

    In plain language

    One fission can release neutrons that trigger more fissions. A reactor manages how many neutrons continue the chain so the energy release stays controlled.

    Self-check

    What is the purpose of control rods in a fission reactor?

    Show the answer

    They absorb neutrons, controlling the rate of the chain reaction.

  • Core

    Scope: Core · 4.4.4.2

    Open revision guidance

    What to know

    • Nuclear fusion joins two light nuclei to form a heavier nucleus; some of the mass may be converted into the energy of radiation.
    • Fusion reactions in stars require the conditions produced by gravitational contraction described in §4.8.1.1.
    • Fission splits a large nucleus, whereas fusion joins light nuclei; both are nuclear changes.

    What to do in an assessment

    • Identify fusion as the joining of two light nuclei, then account for the heavier product and radiation energy.
    • Compare fusion with fission by describing what happens to the nuclei; do not confuse either process with chemical combustion.

    In plain language

    Fusion combines light nuclei, while fission splits a heavy one. Stars sustain fusion under immense gravitational pressure and temperature; reproducing controlled conditions on Earth is difficult.

    Self-check

    Does fusion split a nucleus or join nuclei?

    Show the answer

    It joins light nuclei to make a heavier nucleus.

  • Core

    Scope: Core · 4.4.2.3

    Open revision guidance

    What to know

    • Radioactive decay is random for an individual unstable nucleus. Half-life is the time for the number of such nuclei, or the sample's count rate/activity, to fall to half its initial value.
    • Half-life is a statistical pattern for a large sample, not a countdown predicting when one particular nucleus will decay.

    What to do in an assessment

    • Find a half-life from supplied count-rate or activity data by identifying the time for a halving; if background is supplied, subtract it before comparing the source's net count.
    • Label each halving interval and keep time and count-rate units.

    In plain language

    Each nucleus has an unpredictable chance of decaying, but a large sample follows a useful average pattern: after one half-life about half the radioactive nuclei remain.

    Self-check

    A background-corrected activity falls from 640 Bq to 320 Bq in 12 minutes. What is the half-life?

    Show the answer

    12 minutes, because the activity takes 12 minutes to halve.

  • Higher

    Scope: Higher · 4.4.2.3

    Open revision guidance

    What to know

    • After n half-lives the remaining fraction is (1/2)ⁿ; the net fraction of the original emission that has declined is 1 − (1/2)ⁿ.
    • This ratio calculation is Higher-only; the core definition and finding one half-life from data are taught separately.

    What to do in an assessment

    • Count completed half-lives, calculate the remaining fraction and subtract it from one if the question asks for the net decline.
    • Express the final comparison in the requested ratio or percentage and state which quantity is being compared.

    In plain language

    After each half-life half remains; the net decline is the part no longer remaining, not the remaining fraction.

    Self-check

    What fraction of an initial radioactive emission has declined after five half-lives?

    Show the answer

    The fraction remaining is 1/32, so the net decline is 1 − 1/32 = 31/32.

Topic group

4.5 Forces

36 revision points
  • Core

    Scope: Core · 4.5.6.1.5

    Open revision guidance

    What to know

    • Acceleration is change in velocity divided by time: a = (v − u)/t.
    • Velocity and speed are not interchangeable: velocity includes direction; acceleration can be a change of speed, direction or both.
    • Acceleration is measured in m/s² when velocity is in m/s and time in seconds. For uniform acceleration, v² − u² = 2as is also used; this equation is provided on the Physics equation sheet.
    • An object in free fall near Earth's surface accelerates at about 9.8 m/s².

    What to do in an assessment

    • Choose a positive direction and keep signs consistent; convert km/h to m/s if necessary.
    • State whether the object speeds up or slows down in the chosen direction, using the sign and context; estimate whether an everyday acceleration is physically reasonable.

    In plain language

    Acceleration measures how quickly velocity changes. A car slowing from 20 m/s to 5 m/s in 3 s has a negative acceleration if forward is positive; the negative sign tells you the change points opposite that direction.

    Self-check

    A cyclist increases speed from 4 m/s to 10 m/s in 2 s. Find the acceleration.

    Show the answer

    a = (10 − 4)/2 = 3 m/s².

  • Core

    Scope: Core · 4.5.6.2.2

    Open revision guidance

    What to know

    • For an object of constant mass, resultant force F = m a.
    • F is in newtons, m in kilograms and a in m/s²; 1 N = 1 kg m/s².
    • Acceleration is in the direction of the resultant force, not necessarily the direction of motion.

    What to do in an assessment

    • Find the net force first by combining force directions; then use F = ma.
    • For a practical graph of force against acceleration at constant mass, the gradient represents mass.

    In plain language

    Forces that balance do not change velocity. If the forward force is greater than the opposing forces, the difference is the resultant force and the object accelerates forward.

    Self-check

    A 4 kg trolley accelerates at 1.5 m/s². What is the resultant force?

    Show the answer

    F = ma = 4 × 1.5 = 6 N in the direction of its acceleration.

  • Higher

    Scope: Higher · 4.5.7.2

    Open revision guidance

    What to know

    • Momentum p = m v; for a closed system with no resultant external force, total momentum before an interaction equals total momentum after it.
    • Use signed velocities so opposite directions have opposite signs.
    • This momentum statement is marked Higher-only in the cited specification.

    What to do in an assessment

    • Define a positive direction, calculate each object’s initial momentum, add with signs, then equate to final total momentum.
    • Check whether the system is isolated before applying conservation.

    In plain language

    Momentum depends on both mass and velocity, including direction. During a collision, objects can exchange momentum; the system total stays the same when outside forces do not change it.

    Self-check

    A 2 kg cart moving at 3 m/s hits a stationary 1 kg cart and they stick. Find their shared speed.

    Show the answer

    Initial momentum is 2×3 = 6 kg m/s. Total mass after is 3 kg, so v = 6/3 = 2 m/s in the original direction.

  • Core

    Scope: Core · 4.5.1.1

    Open revision guidance

    What to know

    • Scalars have magnitude only; vectors have magnitude and direction.
    • Distance, speed, mass and energy are scalars; displacement, velocity, acceleration and force are vectors.
    • Opposite vector directions can cancel or produce a resultant when added.

    What to do in an assessment

    • Include a direction or sign when a vector quantity is required.
    • Use a labelled vector diagram to show relative directions before calculating a resultant.

    In plain language

    Speed says how fast; velocity says how fast and in which direction. That direction matters when two velocities or forces oppose each other.

    Self-check

    Is displacement a scalar or a vector?

    Show the answer

    Displacement is a vector because it includes direction as well as a distance from the start point.

  • Core

    Scope: Core · 4.5.1.2

    Open revision guidance

    What to know

    • Contact forces require physical interaction, such as friction, tension, normal contact or air resistance.
    • Non-contact forces act without touching: gravitational, magnetic and electrostatic forces.
    • A force is an interaction between objects and is measured in newtons.

    What to do in an assessment

    • Name both interacting objects where possible and identify whether contact is required.
    • Draw force arrows on the object being analysed, not on the surrounding environment.

    In plain language

    A book’s weight is a gravitational force from Earth acting without contact; the table’s normal force is a contact force acting on the book.

    Self-check

    Is magnetic attraction a contact or non-contact force?

    Show the answer

    It is non-contact; the magnets exert forces without touching.

  • Core

    Scope: Core · 4.5.1.3

    Open revision guidance

    What to know

    • Mass is a measure of matter/inertia in kilograms; weight is gravitational force and is W = mg.
    • Weight is measured in newtons and changes with gravitational field strength; mass does not.
    • Near Earth, g is about 9.8 N/kg (often approximated as 10 N/kg in calculations).

    What to do in an assessment

    • Use mass in kg and g in N/kg, then show weight in N.
    • Do not report weight in kilograms or change an object’s mass when it is taken to another planet.

    In plain language

    A suitcase has the same mass on Earth and the Moon, but its weight is smaller on the Moon because the Moon’s gravitational field is weaker.

    Self-check

    Find the weight of a 5 kg mass where g = 10 N/kg.

    Show the answer

    W = mg = 5 × 10 = 50 N.

  • Core

    Scope: Core · 4.5.1.4

    Open revision guidance

    What to know

    • The resultant force is the single force with the same overall effect as all forces acting together.
    • For forces along one line, add forces in the same direction and subtract opposing forces.
    • A zero resultant means no change in velocity; the object may be stationary or move at constant velocity.

    What to do in an assessment

    • Choose a positive direction, write each force with a sign and find the net force.
    • For a balanced object, state that forces are equal and opposite rather than merely “no forces act”.

    In plain language

    Balanced forces do not mean an object has no forces; it means the pushes and pulls cancel. A moving object can continue at constant speed when the resultant is zero.

    Self-check

    A box has 25 N right and 17 N left. Find the resultant.

    Show the answer

    25 − 17 = 8 N to the right.

  • Core

    Scope: Core · 4.5.2

    Open revision guidance

    What to know

    • Work done is energy transferred by a force; for a constant force parallel to displacement, W = Fs.
    • Force is in newtons, displacement in metres and work in joules.
    • If a force acts at an angle, only its component along the displacement contributes to work.

    What to do in an assessment

    • Use displacement rather than total path length where direction changes.
    • Show that 1 J equals 1 N m and distinguish work from power.

    In plain language

    Pushing a box across a floor transfers energy when the push moves it. A force at right angles to the movement does no work on the object in that direction.

    Self-check

    A 15 N force moves a trolley 3 m in the force direction. Calculate work.

    Show the answer

    W = Fs = 15 × 3 = 45 J.

  • Core

    Scope: Core · 4.5.3

    Open revision guidance

    What to know

    • For a spring within its proportional region, extension is proportional to force: F = kx.
    • k is spring constant in N/m; x is extension from the unloaded length in metres.
    • Beyond the limit of proportionality the graph ceases to be a straight line; beyond the elastic limit the spring may not return to its original length.

    What to do in an assessment

    • Plot force against extension with units and identify the straight-line region.
    • Calculate extension as stretched length minus original length, not the stretched length itself.

    In plain language

    A spring initially stretches by the same extra amount for each added force. If the graph bends, that proportional rule no longer applies.

    Self-check

    A spring extends 0.08 m under 4 N in its linear region. Find k.

    Show the answer

    k = F/x = 4/0.08 = 50 N/m.

  • Core

    Scope: Core · 4.5.4

    Open revision guidance

    What to know

    • Moment = force × perpendicular distance from pivot to the force’s line of action.
    • Moment is measured in newton metres.
    • For a balanced object, total clockwise moment equals total anticlockwise moment.

    What to do in an assessment

    • Measure the perpendicular distance, not the length along a sloping lever.
    • Choose a pivot and balance the moments on each side of it.

    In plain language

    A longer lever gives the same force more turning effect because its perpendicular distance from the pivot is larger.

    Self-check

    A 20 N force acts 0.30 m from a pivot at right angles. Find its moment.

    Show the answer

    M = 20 × 0.30 = 6.0 N m.

  • Core

    Scope: Core · 4.5.5.1.1

    Open revision guidance

    What to know

    • A fluid can be a liquid or a gas; pressure in a fluid causes a force normal (at right angles) to any surface.
    • Pressure at the surface of a fluid is force normal to the surface divided by area: p = F/A.
    • Pressure p is measured in pascals (Pa), force F in newtons (N) and area A in square metres (m²).

    What to do in an assessment

    • Identify the force component normal to the surface and divide by the area over which it acts.
    • Convert area to m² before using p = F/A and report pressure in Pa.

    In plain language

    A deeper point has more liquid above it, so the fluid’s weight creates greater pressure. A small area concentrates a force into higher pressure.

    Self-check

    A 100 N force acts on 0.5 m². What pressure is produced?

    Show the answer

    p = F/A = 100/0.5 = 200 Pa.

  • Higher

    Scope: Higher · 4.5.5.1.2

    Open revision guidance

    What to know

    • Pressure due to a liquid column is p = hρg; pressure increases with the height of liquid above a point and with the liquid's density.
    • Greater liquid density or a taller column of liquid above the point produces a greater pressure.
    • The liquid-column equation and qualitative depth/density explanation are Higher-only in the cited AQA specification.

    What to do in an assessment

    • Use density in kg/m³, g in N/kg and the height of the liquid column above the point in m to obtain pressure in Pa.
    • Explain the increase in pressure using the height and density of liquid above the point.

    In plain language

    The deeper you go in a liquid, the more fluid weight lies above you. Doubling depth doubles the pressure difference when density and g stay fixed.

    Self-check

    How does pressure difference change if depth doubles in the same liquid?

    Show the answer

    It doubles because Δp = ρgΔh and only Δh changes.

  • Core

    Scope: Core · 4.5.6.1.1

    Open revision guidance

    What to know

    • Distance is total path length and is a scalar; displacement is change in position in a stated direction and is a vector.
    • A round trip can have non-zero distance but zero displacement.
    • Average speed uses total distance; average velocity uses displacement.

    What to do in an assessment

    • Sketch the route and mark the start and finish before calculating.
    • Use direction in a displacement or velocity answer.

    In plain language

    Walking one lap can cover 400 m but return you to your starting point. The distance is 400 m while the displacement is zero.

    Self-check

    A runner completes one 400 m lap and returns to the start. What is the displacement?

    Show the answer

    Zero, because the final position is the same as the starting position.

  • Core

    Scope: Core · 4.5.6.1.2

    Open revision guidance

    What to know

    • Average speed = total distance travelled ÷ total time.
    • Speed is a scalar; the equation gives an average over the whole interval.
    • Use matching units for distance and time.

    What to do in an assessment

    • Add the full route distance, including any return journey, before dividing by elapsed time.
    • Convert km/h and m/s carefully when comparing or combining values.

    In plain language

    Average speed over a journey is not necessarily the speed at every moment. It is the constant speed that would cover the same distance in the same total time.

    Self-check

    A car travels 150 km in 3 hours. Find its average speed.

    Show the answer

    150 ÷ 3 = 50 km/h.

  • Core

    Scope: Core · 4.5.6.1.3

    Open revision guidance

    What to know

    • Velocity is speed in a stated direction and is a vector.
    • A change in direction changes velocity even if speed stays constant.
    • Velocity-time graphs show signed velocity, so values below zero represent motion in the opposite chosen direction.

    What to do in an assessment

    • State the direction or sign convention before comparing velocities.
    • Do not call a constant-speed circular motion constant velocity.

    In plain language

    A runner moving north at 5 m/s and south at 5 m/s has the same speed but different velocities because the directions differ.

    Self-check

    A car travels west at 12 m/s. What distinguishes its velocity from its speed?

    Show the answer

    Its velocity includes the westward direction; its speed is only 12 m/s.

  • Core

    Scope: Core · 4.5.6.1.4

    Open revision guidance

    What to know

    • The gradient of a distance-time graph gives speed.
    • A horizontal section means the distance from the reference point is not changing; a steeper gradient means greater speed.
    • A curved graph represents changing speed.

    What to do in an assessment

    • Choose two points on a straight segment, calculate rise/run with graph units, and report speed.
    • Use a tangent for an instantaneous gradient on a curve only if requested.

    In plain language

    A steep distance-time line means distance changes quickly each second. A flat line means the object’s distance from the start stays constant.

    Self-check

    A straight graph rises 30 m over 6 s. What is its speed?

    Show the answer

    Gradient = 30/6 = 5 m/s.

  • Core

    Scope: Core · 4.5.6.3.1

    Open revision guidance

    What to know

    • Stopping distance = thinking distance + braking distance.
    • Thinking distance is travelled during the driver’s reaction time; braking distance is travelled after braking begins.
    • Speed, tiredness, alcohol, drugs, distractions and road/weather/vehicle condition can affect one or both parts.

    What to do in an assessment

    • Identify which factor changes reaction time and which changes braking effectiveness.
    • When calculating, add the two distances only after confirming both refer to the same speed and conditions.

    In plain language

    A vehicle keeps travelling while a driver reacts, before the brakes act. Then it travels farther while the brakes slow it down; those two parts make the stopping distance.

    Self-check

    A vehicle has 18 m thinking distance and 24 m braking distance. Find stopping distance.

    Show the answer

    18 + 24 = 42 m.

  • Core

    Scope: Core · 4.5.6.3.2

    Open revision guidance

    What to know

    • Typical human reaction times range from about 0.2 s to 0.9 s; tiredness, drugs, alcohol and distractions can increase reaction time.
    • Thinking distance increases if reaction time is longer, even when braking conditions are unchanged.
    • Reaction time can be estimated by repeated ruler-drop trials, while recognising measurement and anticipation effects.

    What to do in an assessment

    • Describe a fair ruler-drop method and use the same release procedure for each trial.
    • Repeat results, calculate a mean and identify outliers or systematic anticipation; evaluate data on how a factor affects reaction time and thinking distance.

    In plain language

    The car travels at its current speed while the driver notices a hazard and responds. A slower response means more distance before braking starts.

    Self-check

    Why does tiredness increase thinking distance?

    Show the answer

    Tiredness can lengthen the driver’s reaction time, so the car travels farther before the brakes are applied.

  • Core

    Scope: Core · 4.5.6.3.3

    Open revision guidance

    What to know

    • Braking distance rises with speed and can increase with worn brakes or tyres, poor road surfaces, rain or ice.
    • Braking transfers kinetic energy to thermal stores; high speed means a much larger energy change is needed.
    • Braking distance is not the same as thinking distance.

    What to do in an assessment

    • Link a stated condition to friction/grip or energy that the brakes must dissipate.
    • Distinguish a longer stopping distance due to reaction delay from one due to weak braking.

    In plain language

    On a wet road tyres have less grip, so the same braking force may be harder to achieve. At higher speed, much more kinetic energy must be transferred before the vehicle stops.

    Self-check

    Why does a wet road tend to increase braking distance?

    Show the answer

    Water reduces tyre-road grip, lowering the available braking force so more distance is needed to remove the vehicle’s kinetic energy.

  • Core

    Scope: Core · 4.5.6.3.4

    Open revision guidance

    What to know

    • When brakes are applied, friction does work that reduces the vehicle's kinetic energy and increases the temperature of the brakes.
    • To stop in a given distance, a vehicle travelling faster needs a larger braking force; a larger braking force causes greater deceleration.
    • Large decelerations can cause the brakes to overheat or the driver to lose control, creating a safety danger.

    What to do in an assessment

    • Describe how friction transfers kinetic energy to thermal energy in the brakes, and link speed, braking force and deceleration.
    • Explain why excessive deceleration is dangerous by referring to brake overheating or loss of control.

    In plain language

    If a passenger’s momentum changes over a longer time, the average force can be smaller. A crumple zone deforms, extending the collision, while still bringing the car to rest.

    Self-check

    Why can an airbag reduce injury in a collision?

    Show the answer

    It increases the time over which the passenger’s momentum changes, reducing the average force on the passenger.

  • Higher

    Scope: Higher · 4.5.7.1

    Open revision guidance

    What to know

    • Momentum p = mv, with mass in kg and velocity in m/s; its unit is kg m/s.
    • Momentum is a vector, so direction matters.
    • Momentum content is Higher-only in this AQA specification.

    What to do in an assessment

    • Choose a positive direction, keep the velocity sign, and state the direction of the answer.
    • Use mass rather than weight in p = mv.

    In plain language

    A heavy moving object and a light fast object can have equal momentum. Direction determines whether momenta add or oppose.

    Self-check

    Find the momentum of a 3 kg cart moving at 4 m/s east.

    Show the answer

    p = mv = 3 × 4 = 12 kg m/s east.

  • Higher

    Scope: Higher · 4.5.7.3

    Open revision guidance

    What to know

    • The force acting on an object equals the rate of change of momentum, F = Δp/Δt.
    • For constant mass, this is consistent with F = ma.
    • Air bags, seat belts, gymnasium crash mats, cycle helmets and cushioned playground surfaces reduce injury by increasing the time over which a momentum change occurs, reducing the force.

    What to do in an assessment

    • Calculate initial and final momentum with signs before finding Δp.
    • Use the time interval in seconds and report force in newtons; explain how a named safety feature increases collision time for a given momentum change.

    In plain language

    Stopping a vehicle changes its momentum. If that change happens quickly, the force is large; spreading it over more time lowers the average force.

    Self-check

    Momentum changes by 24 kg m/s in 0.40 s. Find average force.

    Show the answer

    F = Δp/Δt = 24/0.40 = 60 N.

  • Higher

    Scope: Higher · 4.5.7.2

    Open revision guidance

    What to know

    • For a closed system with no resultant external force, total momentum before a collision equals total momentum afterwards.
    • Objects that stick together share one final velocity; objects that separate may have different final velocities.
    • This is a Higher-only requirement in the cited AQA Physics specification.

    What to do in an assessment

    • Choose a direction, sum signed initial momenta, equate to signed final momentum and solve.
    • Check whether external forces such as friction can be neglected over the collision time.

    In plain language

    Objects in a collision exert equal and opposite forces on each other. Their individual momenta can change, while the total of the isolated system remains constant.

    Self-check

    A 2 kg cart at 3 m/s east sticks to a stationary 1 kg cart. Find their shared speed.

    Show the answer

    Total initial momentum = 6 kg m/s east; combined mass = 3 kg, so shared velocity = 2 m/s east.

  • Core

    Scope: Core · Required practical activity 6

    Open revision guidance

    What to know

    • AQA RP6 investigates the relationship between force and extension for a spring.
    • Measure the unloaded length, add known loads and calculate extension from the change in length.
    • A straight-line force-extension section indicates proportionality; the graph helps identify departure from Hooke’s law.

    What to do in an assessment

    • Add loads gradually, allow the spring to settle and avoid exceeding safe limits.
    • Repeat readings and plot force against extension using metres and newtons.

    In plain language

    The graph shows how strongly the spring stretches for each added force. The straight part supports Hooke’s law; a curved section shows the proportional relationship has ended.

    Self-check

    Why subtract the unloaded length from the stretched length?

    Show the answer

    The difference is the extension; Hooke’s law relates applied force to extension, not to total spring length.

  • Core

    Scope: Core · Required practical activity 7

    Open revision guidance

    What to know

    • AQA RP7 varies force to test acceleration at constant mass and varies mass at constant force.
    • The trolley’s acceleration can be measured with light gates or another suitable timing method.
    • Newton’s second law predicts acceleration increases with resultant force and decreases as mass increases.

    What to do in an assessment

    • Change one independent variable at a time, repeat runs and use a consistent release.
    • Consider friction and explain how the track, pulley and data method affect uncertainty.

    In plain language

    The two controlled investigations test the separate relationships: a stronger resultant force produces more acceleration; a larger mass is harder to accelerate by the same force.

    Self-check

    At fixed resultant force, what happens to acceleration if total mass doubles?

    Show the answer

    It halves, because a = F/m when resultant force stays fixed.

  • Core

    Scope: Core · 4.5.5.2

    Open revision guidance

    What to know

    • Earth is surrounded by a thin atmosphere whose air becomes less dense with increasing altitude.
    • Air molecules colliding with a surface create atmospheric pressure. A higher surface has less air, and therefore less air weight, above it, so pressure decreases with altitude.

    What to do in an assessment

    • Explain the change using both the decreasing number/weight of molecules above the surface and collisions that create pressure.
    • Do not say that there is no atmosphere at ordinary high altitudes; the specification describes a density and pressure decrease.

    In plain language

    At a high mountain there is less air above you than at sea level. With fewer air molecules pushing on each square metre, the atmospheric pressure is lower.

    Self-check

    Why is atmospheric pressure lower on a mountain than at sea level?

    Show the answer

    There is less air above the higher surface, so fewer air molecules collide with it and the air's weight per area is smaller.

  • Core

    Scope: Core · 4.5.6.2.1

    Open revision guidance

    What to know

    • If resultant force is zero, a stationary object stays stationary and a moving object keeps the same velocity: constant speed in a constant direction.
    • An object's velocity changes only when a resultant force acts. For a vehicle at steady speed, driving force balances resistive forces.

    What to do in an assessment

    • Name the forces and determine the resultant before explaining a change or continuation of motion.
    • Distinguish constant speed in a straight line from changing direction; the latter changes velocity.

    In plain language

    A moving object does not need a forward resultant force to keep moving steadily. A resultant force is needed to change its velocity.

    Self-check

    A vehicle travels in a straight line at steady speed. What is the resultant force?

    Show the answer

    Zero: the driving force balances the resistive forces, so its velocity does not change.

  • Higher

    Scope: Higher · 4.5.6.2.1

    Open revision guidance

    What to know

    • Inertia is the tendency of an object to continue in its state of rest or uniform motion.
    • A resultant force is needed to change velocity; greater inertial mass corresponds to greater resistance to that change.

    What to do in an assessment

    • Apply the definition to a stated change of motion and identify the resultant force that causes it.
    • Do not describe inertia as a force acting in the direction of motion.

    In plain language

    Inertia describes how an object resists a change to its motion; it is not an extra force pushing it along.

    Self-check

    Is inertia a forward force that keeps a spacecraft moving?

    Show the answer

    No. It is the object's tendency to maintain its motion; no resultant force is needed for constant velocity.

  • Core

    Scope: Core · 4.5.6.2.3

    Open revision guidance

    What to know

    • Whenever two objects interact, each exerts a force on the other; the pair is equal in size and opposite in direction.
    • The paired forces act on different objects, so they do not cancel each other on one object's free-body diagram.

    What to do in an assessment

    • Name both interacting objects and state the force each exerts on the other.
    • For a person standing still, distinguish the equal-and-opposite person/chair contact pair from the person's weight and the upward support force, which balance on the person.

    In plain language

    A chair pushes up on a seated person, and the person pushes down on the chair with an equal force. Those forces act on different objects.

    Self-check

    A book rests on a table. What is the Newton's third-law partner of the table's upward contact force on the book?

    Show the answer

    The book's downward contact force on the table; the two equal and opposite forces act on different objects.

  • Core

    Scope: Core · 4.5.6.1.5

    Open revision guidance

    What to know

    • The gradient of a velocity–time graph is acceleration; a horizontal section represents constant velocity.
    • A falling object initially accelerates under gravity. At terminal velocity the resultant force is zero, so velocity is constant; for a falling object, drag and any upthrust balance weight.
    • Physics students may be asked to draw and interpret terminal-velocity graphs and relate changing motion to the forces acting.

    What to do in an assessment

    • Describe each graph section using both velocity and acceleration, then identify the force balance responsible.
    • For a falling object, explain why increasing air resistance reduces acceleration until it reaches zero at terminal velocity.

    In plain language

    A falling object speeds up at first. As it moves faster, air resistance grows; once upward resistance balances weight, it continues at a steady terminal speed.

    Self-check

    What does zero gradient on a velocity–time graph of a falling object mean at terminal velocity?

    Show the answer

    Its velocity is constant and its acceleration is zero because the resultant force is zero.

  • Higher

    Scope: Higher · 4.5.1.4

    Open revision guidance

    What to know

    • A force is a vector: its direction and magnitude both matter. A force can be resolved into perpendicular horizontal and vertical components.
    • Higher-tier force resolution, equilibrium diagrams and the resultant of two forces are handled with scale vector drawings only; the two perpendicular components together have the same effect as the original force.

    What to do in an assessment

    • Choose and state a scale, draw force arrows to scale in the correct directions, and measure the required component or resultant magnitude and direction from the drawing.
    • Use a free-body diagram to show forces on the chosen object, and identify equilibrium when the vector sum is zero; do not substitute trigonometric calculation for the specified scale-drawing method.

    In plain language

    A scale drawing splits a diagonal force into perpendicular effects or combines several force arrows into one resultant, while keeping their directions visible.

    Self-check

    On a diagram with scale 1 cm = 2 N, two perpendicular forces are drawn as 3 cm and 4 cm sides. What is the measured resultant magnitude?

    Show the answer

    The diagonal is 5 cm, which represents 10 N on the stated scale.

  • Higher

    Scope: Higher · 4.5.6.1.3

    Open revision guidance

    What to know

    • An object moving in a circle at constant speed still changes velocity because its direction changes.
    • A change in direction requires a resultant force; for circular motion at constant speed, this force is directed towards the centre of the circle.

    What to do in an assessment

    • Draw the instantaneous velocity tangent to the circle and the resultant force towards the centre.
    • Explain why constant speed does not mean constant velocity when direction is changing.

    In plain language

    A car rounding a bend may keep the same speed, but it changes direction. That change in velocity requires a force towards the centre of the turn.

    Self-check

    A satellite moves at constant speed in a circular orbit. In which direction is the resultant force?

    Show the answer

    Towards the centre of the orbit, because the satellite's direction of motion is continually changing.

  • Higher

    Scope: Higher · 4.5.6.1.4

    Open revision guidance

    What to know

    • The gradient of a distance–time graph gives speed. For a curved graph, the gradient of a tangent at one point gives the instantaneous speed at that time.
    • The tangent method is marked Higher-only.

    What to do in an assessment

    • Draw a tangent at the specified point, choose two widely spaced points on the tangent and calculate rise/run with units.
    • Use the graph's distance and time scales; do not calculate a gradient using points on the curve that are not on the tangent.

    In plain language

    The curve's slope changes, so one overall gradient is not enough. A tangent touches the curve at the chosen instant and gives the speed then.

    Self-check

    A tangent on a distance–time graph rises 12 m over 3 s. What is the instantaneous speed?

    Show the answer

    Gradient = 12/3 = 4 m/s.

  • Higher

    Scope: Higher · 4.5.6.1.5

    Open revision guidance

    What to know

    • The area under a velocity–time graph represents displacement; for a graph that stays in one direction, its magnitude is the distance travelled.
    • This graph-area calculation is Higher-only; the gradient gives acceleration at both tiers.

    What to do in an assessment

    • Split the area into rectangles, triangles or trapezia, calculate each using graph-axis units, then add the areas.
    • Check for a change of direction: signed areas on opposite sides of zero cancel for displacement, whereas distances add as positive magnitudes.

    In plain language

    A velocity–time graph's area adds up velocity for each second, giving the displacement covered over the interval.

    Self-check

    An object travels at 6 m/s for 5 s in one direction. What area is under its velocity–time graph and what distance does it cover?

    Show the answer

    The rectangular area is 6 × 5 = 30 m, so it travels 30 m.

  • Higher

    Scope: Higher · 4.5.6.2.2

    Open revision guidance

    What to know

    • Inertial mass is the ratio of resultant force to acceleration: m = F/a.
    • It quantifies resistance to acceleration and is measured in kilograms.

    What to do in an assessment

    • Use the resultant force, not one unbalanced individual force, and divide it by acceleration in m/s².
    • Distinguish inertial mass from weight, which is a force measured in newtons.

    In plain language

    Inertial mass tells how much force is needed for a given acceleration; a larger value means the same force produces less acceleration.

    Self-check

    A resultant force of 12 N produces an acceleration of 3 m/s². What is the inertial mass?

    Show the answer

    m = F/a = 12/3 = 4 kg.

  • Higher

    Scope: Higher · 4.5.6.3.4

    Open revision guidance

    What to know

    • The magnitude of the resultant braking force can be estimated from F = ma using vehicle mass and deceleration.
    • The force acts opposite the direction of motion; estimates rely on the data and modelling assumptions supplied in the question.

    What to do in an assessment

    • Convert mass to kg and acceleration to m/s², calculate the resultant force, then state that braking force is directed against motion.
    • For an estimate, use sensible significant figures and acknowledge any stated simplifying assumptions.

    In plain language

    A vehicle's mass and how quickly it slows down tell you the size of the resultant braking force.

    Self-check

    Estimate the braking force needed to decelerate a 1200 kg car at 5.0 m/s².

    Show the answer

    F = ma = 1200 × 5.0 = 6000 N, opposite the car's motion.

Topic group

4.6 Waves

20 revision points
  • Core

    Scope: Core · 4.6.1.2

    Open revision guidance

    What to know

    • Describe wave motion using amplitude (maximum displacement from the undisturbed position), wavelength (distance between equivalent points on adjacent waves), frequency (waves passing a point each second) and period.
    • Frequency and period are related by T = 1/f; period is in seconds and frequency in hertz.
    • Wave speed = frequency × wavelength: v = fλ; use v in m/s, f in Hz and λ in m.
    • A wave transfers energy without requiring the medium’s particles to travel with the wave overall.

    What to do in an assessment

    • Label amplitude and wavelength on a wave diagram and calculate period, frequency or speed using the appropriate equation.
    • Convert wavelength to metres before substituting; distinguish frequency from period.
    • For a wave entering another medium, explain how speed and wavelength change while frequency stays set by the source.

    In plain language

    Imagine a row of ripples passing a point. Frequency counts how many pass each second; wavelength is the spacing between matching points. Their product gives how far the wave pattern travels each second.

    Self-check

    A wave has frequency 25 Hz and wavelength 0.80 m. Find its speed.

    Show the answer

    v = fλ = 25 × 0.80 = 20 m/s.

  • Core

    Scope: Core · 4.6.2.1

    Open revision guidance

    What to know

    • The electromagnetic spectrum is radio, microwave, infrared, visible, ultraviolet, X-ray, gamma in order of increasing frequency.
    • The spectrum is continuous; all electromagnetic waves are transverse and travel at the same speed through a vacuum or air. Within visible light, red has a longer wavelength and lower frequency than violet.
    • The eye detects only the visible part of the spectrum. Electromagnetic waves transfer energy from a source to an absorber; for example, infrared radiation from a heater is absorbed by a surface and warms it.
    • Different bands interact with matter differently, which explains distinct uses and hazards.

    What to do in an assessment

    • Use the order to compare wavelength and frequency; do not reverse their relationship.
    • Give a mechanism for a named use (for example, microwaves heat water-rich food or X-rays pass through soft tissue more readily than bone).

    In plain language

    The bands are all the same kind of wave but have different wavelengths and frequencies. As you move from radio toward gamma, wavelength gets shorter and frequency rises.

    Self-check

    Which has the shorter wavelength, infrared or ultraviolet?

    Show the answer

    Ultraviolet has the shorter wavelength because its frequency is higher.

  • Core

    Scope: Core · 4.6.1.1

    Open revision guidance

    What to know

    • In a transverse wave, oscillations are perpendicular to wave travel; in a longitudinal wave, oscillations are parallel.
    • Water-surface ripples are transverse; longitudinal sound waves in air have compressions and rarefactions.
    • A wave carries energy while the water or air has no net movement with the wave. For example, a floating marker oscillates as a ripple passes, while the ripple travels onward.

    What to do in an assessment

    • Use particle-oscillation direction relative to wave travel when classifying a wave.
    • Label compressions and rarefactions for longitudinal sound waves.

    In plain language

    In a stadium wave, people move up and down while the pattern moves around the stadium: transverse. Sound travels through air by compressions moving in the same direction as particle vibrations: longitudinal.

    Self-check

    Is sound in air longitudinal or transverse?

    Show the answer

    Longitudinal: air particles oscillate parallel to the direction the sound wave travels.

  • Higher

    Scope: Higher · 4.6.1.4

    Open revision guidance

    What to know

    • Sound waves travel through solids and cause vibrations in them; sound waves reaching the ear cause the eardrum and other parts to vibrate, producing the sensation of sound.
    • The conversion between sound-wave disturbances and vibrations of solids works over a limited frequency range, restricting human hearing.
    • The normal human hearing range is 20 Hz to 20 kHz.

    What to do in an assessment

    • Describe an example of a sound wave causing vibration in a solid, such as the eardrum, and explain how those vibrations produce hearing.
    • Relate the limited frequency range of the sound-to-solid conversion to the limits of human hearing.

    In plain language

    Sound needs particles to pass on the vibration. It can move through air, water or solids, but with no particles in a vacuum there is no medium to carry it.

    Self-check

    Can sound travel through a vacuum?

    Show the answer

    No. Sound needs a material medium whose particles can vibrate.

  • Higher

    Scope: Higher · 4.6.1.5

    Open revision guidance

    What to know

    • Differences in wave speed, absorption and reflection in solids and liquids can reveal structures that cannot be observed directly.
    • Ultrasound is above the upper limit of human hearing (20 kHz) and is partially reflected at a boundary between media; the echo time gives the boundary's distance and supports medical or industrial imaging.
    • P-waves are longitudinal and travel through solids and liquids at different speeds; S-waves are transverse and cannot travel through a liquid. Seismic-wave evidence reveals the structure and size of Earth's core.
    • Echo sounding uses high-frequency sound to detect objects in deep water and measure water depth.

    What to do in an assessment

    • For ultrasound or echo sounding, use the speed in the relevant medium and divide the round-trip travel distance by two to find one-way depth.
    • Use the different arrival, speed or absence of S-waves through liquid to explain what seismic observations reveal about hidden structures, including Earth's core.
    • Explain how differences in velocity, absorption or reflection allow waves to detect or explore a hidden boundary.

    In plain language

    The pulse travels to a boundary and back to the detector. The recorded time covers both journeys, so half the calculated distance is the one-way depth.

    Self-check

    What does the fact that S-waves cannot travel through liquids help scientists infer?

    Show the answer

    Seismic S-wave observations help reveal the structure and size of Earth's core, including evidence that part of it is liquid.

  • Core

    Scope: Core · 4.6.2.4

    Open revision guidance

    What to know

    • Radio, microwave, infrared, visible, ultraviolet, X-ray and gamma radiation are electromagnetic waves in order of increasing frequency.
    • Examples of applications include radio for television/radio; microwaves for satellite communications and cooking; infrared for heaters, cooking and infrared cameras; visible light for fibre-optic communication; ultraviolet for energy-efficient lamps and tanning; and X-rays/gamma rays for medical imaging and treatment.
    • Different wavelengths interact differently with matter, producing distinct practical applications.
    • Higher-frequency ionising radiation can damage cells and DNA; ultraviolet also has harmful effects at high exposure.

    What to do in an assessment

    • Name a use and link it to the relevant wave property or interaction.
    • Balance a benefit against exposure risk and describe suitable exposure control.

    In plain language

    The spectrum’s bands are not interchangeable: microwaves can heat water-rich material, while X-rays pass through soft tissue more readily than bone. Their energy and biological effects also differ.

    Self-check

    Why are X-rays useful for imaging bones?

    Show the answer

    They are absorbed more by bone than by soft tissue, creating contrast at a detector.

  • Core

    Scope: Core · 4.6.2.5

    Open revision guidance

    What to know

    • A lens forms an image by refracting light. Parallel rays passing through a convex lens meet at its principal focus; the distance from lens to focus is the focal length.
    • A convex lens can produce a real or virtual image; an object inside the focal length gives a virtual image, while an object beyond it gives a real image. A concave lens always produces a virtual image.
    • Ray diagrams show image formation for both lens types: a ray parallel to the axis is refracted through a convex lens's focus or diverges as if from a concave lens's focus; a ray through the optical centre continues straight.
    • Magnification = image height ÷ object height. Magnification is a ratio with no unit; use the same unit for both heights.

    What to do in an assessment

    • Construct ray diagrams to show similarities and differences between convex and concave lenses, using principal rays and the correct lens symbols; identify where the refracted rays meet or appear to come from.
    • Calculate magnification using image and object heights measured in the same unit, and state that the ratio has no unit.
    • Investigate magnification with a range of convex lenses, selecting suitable apparatus and measuring object and image heights.

    In plain language

    A lens bends light rays so they can meet at an image. A real image forms where the rays actually cross and can be projected onto a screen.

    Self-check

    An object 2.0 cm tall forms an image 5.0 cm tall. What is the magnification?

    Show the answer

    Magnification = image height ÷ object height = 5.0/2.0 = 2.5, with no unit.

  • Core

    Scope: Core · 4.6.2.6

    Open revision guidance

    What to know

    • Each visible colour has its own narrow band of wavelength and frequency; red has a longer wavelength and lower frequency than violet.
    • A smooth surface reflects light in one direction (specular reflection); a rough surface scatters it in many directions (diffuse reflection).
    • Filters absorb some wavelengths and transmit others. An opaque object's colour depends on which wavelengths it reflects more strongly; unreflected wavelengths are absorbed. Equal reflection of all colours looks white, while absorption of all visible wavelengths looks black.
    • Objects that transmit light are transparent or translucent.

    What to do in an assessment

    • Explain an opaque object's colour using differential reflection and absorption, and explain filter effects by identifying which colours are absorbed and transmitted.
    • Distinguish specular reflection from diffuse reflection and transparent from translucent materials.
    • Predict the appearance of an object viewed in white or coloured light or through a filter.

    In plain language

    A red object appears red in white light because it reflects red wavelengths and absorbs much of the rest. Under blue light it may look dark because little red light is available to reflect.

    Self-check

    Why does a green filter make white light appear green?

    Show the answer

    The filter transmits green wavelengths and absorbs much of the other visible light.

  • Core

    Scope: Core · 4.6.3.1

    Open revision guidance

    What to know

    • All objects emit and absorb infrared radiation; a warmer object emits more infrared energy each second.
    • Surface nature affects absorption and emission: dull dark surfaces are effective absorbers and emitters, while shiny light surfaces are poorer ones.
    • A perfect black body absorbs all incident radiation and reflects or transmits none. A good absorber is also a good emitter, so a perfect black body is the best possible emitter.
    • Conduction and convection are distinct transfer pathways from infrared radiation.

    What to do in an assessment

    • Describe the dependent measurement (for example temperature change) and controlled factors in a surface comparison.
    • Explain heating/cooling trends by identifying whether the surface absorbs or emits more radiation.

    In plain language

    A matte black surface exchanges infrared effectively. A shiny surface reflects more infrared, so it is typically a poorer emitter and absorber.

    Self-check

    Which surface is a more effective infrared emitter: matte black or shiny silver?

    Show the answer

    Matte black is the more effective emitter.

  • Core

    Scope: Core · 4.6.3.2

    Open revision guidance

    What to know

    • All bodies emit radiation. Both the intensity and wavelength distribution of any emission depend on the body's temperature.
    • The detailed equilibrium, absorption-versus-emission and Earth-temperature applications in this topic are Higher-only and taught separately.

    What to do in an assessment

    • Use supplied information or a diagram to compare emission from bodies at different temperatures.
    • Distinguish the core temperature-dependence statement from the Higher-only radiation-balance explanation.

    In plain language

    Temperature affects both how intense an object's emission is and how its emitted energy is distributed across wavelengths.

    Self-check

    Which two features of an object's emission depend on its temperature?

    Show the answer

    The intensity and wavelength distribution of its emission.

  • Core

    Scope: Core · Required practical activity 8

    Open revision guidance

    What to know

    • AQA RP8 uses a ripple tank and waves in a solid to select suitable apparatus and measure frequency, wavelength and speed.
    • Wave speed is v = fλ; wavelength should be measured across several wavefront spacings to reduce percentage uncertainty.
    • Frequency can be determined from a signal generator or by counting waves over a timed interval.

    What to do in an assessment

    • Choose apparatus for the scale of the wave, repeat measurements and explain uncertainty in locating wavefronts.
    • Calculate wavelength from several crests and compare wave-speed estimates.

    In plain language

    Measuring the distance across many wave crests and dividing by their number reduces the effect of one uncertain crest location.

    Self-check

    Why measure across ten wavelengths rather than one?

    Show the answer

    The absolute reading uncertainty is a smaller fraction of the longer total distance, so the calculated average wavelength is more reliable.

  • Core

    Scope: Core · Required practical activity 9

    Open revision guidance

    What to know

    • AQA RP9 investigates reflection from different surfaces and refraction through different substances.
    • Angles of incidence and reflection/refraction are measured from the normal.
    • A change of medium can change light speed and direction; a rough surface reflects light in many directions.

    What to do in an assessment

    • Trace incident and reflected/refracted rays and draw a normal at the boundary.
    • Repeat angle measurements and explain why pencil thickness or a non-flat boundary affects uncertainty.

    In plain language

    The normal is the reference line at right angles to a boundary. Consistent angle measurements from that line let you compare how a surface reflects or a medium refracts light.

    Self-check

    From what line should the angle of incidence be measured?

    Show the answer

    From the normal, the line perpendicular to the surface at the point of incidence.

  • Core

    Scope: Core · Required practical activity 10

    Open revision guidance

    What to know

    • AQA RP10 investigates how the amount of infrared radiation absorbed or radiated depends on the nature of the surface.
    • Use a thermometer or detector and keep surface area, distance, starting temperature and time consistent.
    • Dull black and shiny surfaces differ in infrared absorption and emission.

    What to do in an assessment

    • Measure temperature or detector response at equal time intervals and repeat each surface condition.
    • Explain how the observation supports a difference in radiation transfer, not conduction or convection.

    In plain language

    If equal surfaces are heated or cooled under the same conditions, different temperature changes can show how surface finish affects infrared exchange.

    Self-check

    Name two controls for a fair comparison of infrared emission.

    Show the answer

    Keep surface area and starting temperature the same; also maintain equal distance and measurement time.

  • Core

    Scope: Core · 4.6.1.3

    Open revision guidance

    What to know

    • At the boundary between different materials, waves may be reflected, absorbed or transmitted.
    • A ray diagram represents the direction of the incident and reflected wave at a surface; arrows show direction and a normal provides the angle reference.

    What to do in an assessment

    • Draw the boundary and normal first, then add labelled incident and reflected rays with direction arrows.
    • Describe whether energy is reflected, absorbed or transmitted at the interface rather than assuming every wave is fully reflected.

    In plain language

    When a wave reaches a material boundary, some or all of its energy may bounce back, pass through, or be absorbed by the material.

    Self-check

    Name the three possible wave interactions at the boundary between two materials in this specification.

    Show the answer

    Reflection, absorption and transmission.

  • Core

    Scope: Core · 4.6.2.2

    Open revision guidance

    What to know

    • Students should be able to construct ray diagrams to illustrate refraction of a wave at the boundary between two different media.
    • The normal is perpendicular to the boundary at the point where the ray meets it; it gives a consistent reference for describing the ray's direction.

    What to do in an assessment

    • Draw a straight boundary, mark the normal, and show the incident and refracted paths with arrows.
    • Measure angles from the normal and follow any direction or speed information supplied by the question.

    In plain language

    Refraction is a change in a wave's direction at a boundary. The diagram must show clearly which way the wave approaches and which way it leaves.

    Self-check

    From which line is the angle of a ray at a boundary measured?

    Show the answer

    From the normal, the line at 90° to the boundary.

  • Core

    Scope: Core · 4.6.2.3

    Open revision guidance

    What to know

    • Changes in atoms and nuclei can generate or absorb electromagnetic waves across a wide frequency range; gamma rays originate from changes in an atomic nucleus.
    • Ultraviolet, X-rays and gamma rays can harm human tissue; the effect depends on radiation type and dose. Dose in sieverts is a measure of risk, and 1000 mSv = 1 Sv.
    • Ultraviolet can cause premature skin ageing and increase skin-cancer risk. Ionising X-rays and gamma rays can mutate genes and cause cancer.
    • The dose unit need not be recalled; exam questions may supply data from which risks and consequences must be evaluated.

    What to do in an assessment

    • Compare the supplied dose, exposure and consequences, identify the relevant wave and draw a conclusion supported by the data.
    • Avoid treating radiation dose as a guarantee that harm will occur to every exposed person.

    In plain language

    Radiation risk depends on how much exposure occurs and what type of radiation it is. Use the dose and effect information given rather than judging risk from a wave's name alone.

    Self-check

    What is 250 mSv in sieverts?

    Show the answer

    250 mSv = 0.250 Sv, because 1000 mSv = 1 Sv.

  • Higher

    Scope: Higher · 4.6.2.2

    Open revision guidance

    What to know

    • Different substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary with wavelength.
    • Refraction occurs because waves travel at different speeds in different substances. When part of a wavefront enters the new medium first, that part changes speed first and the direction of travel can change.
    • Higher-tier students should use wavefront diagrams to explain refraction in terms of a change of speed between media.

    What to do in an assessment

    • Draw incident and refracted wavefronts with direction arrows; keep wavefronts perpendicular to their direction of travel.
    • Show which part of the wavefront enters the new medium first and explain how its speed change turns the wavefront and changes propagation direction.

    In plain language

    One edge of a wave reaches the boundary first and changes speed before the rest. The wavefront pivots, so the wave changes direction.

    Self-check

    What physical change causes refraction when a wave crosses between two media?

    Show the answer

    Its speed changes in the new medium; the part of the wavefront that crosses first changes speed first, turning the front and the wave's direction.

  • Higher

    Scope: Higher · 4.6.2.3

    Open revision guidance

    What to know

    • Radio waves can be produced by oscillations in electrical circuits.
    • When radio waves are absorbed they may create an alternating current with the same frequency as the wave.
    • These radio-wave generation and absorption explanations are Higher-only.

    What to do in an assessment

    • Link oscillating electrical charge/current to the production of radio waves.
    • For absorption, state that the wave induces an alternating current and match its frequency to the incident radio wave.

    In plain language

    An oscillating circuit can send out radio waves; a receiving circuit absorbs the wave and responds with an alternating current at the wave's frequency.

    Self-check

    What can an absorbed radio wave create in a receiving circuit?

    Show the answer

    An alternating current with the same frequency as the radio wave.

  • Higher

    Scope: Higher · 4.6.2.4

    Open revision guidance

    What to know

    • Students should be able to give brief explanations of why particular electromagnetic waves are suitable for their stated uses.
    • A reason may depend on wavelength/frequency, ability to transmit, reflect, absorb or penetrate, transfer energy, or the detector/material interaction described in the context.

    What to do in an assessment

    • Name the application, identify the relevant wave property or interaction and connect that property to the function.
    • Where exposure is relevant, balance the benefit against the hazard and any given protection or dose information.

    In plain language

    A strong application answer connects the wave's behaviour to the job it performs instead of merely naming a use.

    Self-check

    Why are X-rays useful for producing images of bones?

    Show the answer

    Their transmission through soft tissue differs from absorption by denser bone, creating contrast in the detected image.

  • Higher

    Scope: Higher · 4.6.3.2

    Open revision guidance

    What to know

    • At constant temperature, a body absorbs radiation at the same rate as it emits radiation; it warms if absorption is faster than emission.
    • Earth's temperature depends on rates of radiation absorption and emission and on radiation reflected back into space.
    • Higher-tier students should use information or diagrams to explain how radiation affects the temperature of Earth's surface and atmosphere, and use everyday examples to illustrate the balance.

    What to do in an assessment

    • Draw incoming, reflected and emitted radiation arrows, then compare the rates of absorption and emission to explain warming, cooling or constant temperature.
    • For an Earth diagram, distinguish radiation absorbed at the surface/atmosphere from radiation reflected to space and emitted outward; support conclusions with the supplied evidence.

    In plain language

    A body warms if it takes in radiation energy faster than it sends energy out. Earth's temperature is affected by how much incoming radiation is absorbed, emitted again or reflected into space.

    Self-check

    At constant temperature, how do a body's rates of radiation absorption and emission compare?

    Show the answer

    They are equal; if absorption becomes faster than emission, the body's temperature rises.

Topic group

4.7 Magnetism and electromagnetism

1 revision points
  • Core

    Scope: Core · 4.7.2.1

    Open revision guidance

    What to know

    • A current in a conducting wire produces a magnetic field; its strength depends on current and distance from the wire.
    • Shaping a wire into a solenoid increases the magnetic effect of the current; the field inside is strong and uniform and the overall pattern resembles a bar magnet.
    • Adding an iron core increases the field strength; a solenoid with an iron core is an electromagnet. Physics students should also interpret diagrams of electromagnetic devices.

    What to do in an assessment

    • Demonstrate the magnetic effect of current and draw field patterns, including direction, around a straight current-carrying wire and a solenoid.
    • Explain how turns in a solenoid and an iron core can strengthen the magnetic field, and use a supplied device diagram to explain how its electromagnetic parts work.

    In plain language

    Electric current creates magnetism. Winding the wire into a coil concentrates the field, and adding an iron core makes an electromagnet stronger.

    Self-check

    Name two changes that can strengthen a solenoid's magnetic field.

    Show the answer

    Increase the current or add an iron core; winding the conductor into a solenoid also increases the magnetic effect compared with a straight wire.

Topic group

4.8 Space physics

6 revision points
  • Core

    Scope: Core · 4.8.2

    Open revision guidance

    What to know

    • Light from distant galaxies is often shifted toward longer wavelengths compared with the same spectral lines measured in a laboratory.
    • The further away a galaxy is, the faster it is moving and the greater the observed increase in wavelength (red-shift); this is evidence that the Universe is expanding.
    • Red-shift supports the Big Bang theory: the Universe began from a very small region that was extremely hot and dense. Scientists use observations to develop theories, while recognising that much about the Universe remains unexplained.

    What to do in an assessment

    • Compare a known spectral line with the observed line and state that a longer wavelength is a red-shift.
    • Use the relationship between galaxy distance and recession speed as evidence for expansion and the Big Bang model; describe how observations can support a theory without treating it as direct observation of the beginning.

    In plain language

    A familiar spectral line acts like a ruler. If its observed wavelength is longer than expected, the galaxy is receding. Across many galaxies, this pattern points to space expanding.

    Self-check

    What direction of wavelength shift indicates a receding galaxy?

    Show the answer

    A shift to a longer wavelength (toward the red end of the spectrum) indicates red-shift and recession.

  • Core

    Scope: Core · 4.8.1.1

    Open revision guidance

    What to know

    • Our Solar System has one star, the Sun, eight planets and dwarf planets orbiting the Sun, and natural satellites (moons) orbiting planets; the Solar System is part of the Milky Way galaxy.
    • The Sun formed when gravity pulled a cloud of dust and gas (a nebula) together. At the start of a star's life, gravitational compression raises temperature and pressure until fusion reactions begin.
    • Fusion energy causes expansion that balances gravitational collapse, creating an equilibrium in a stable star.

    What to do in an assessment

    • Identify the Sun as the Solar System's star and distinguish planets, dwarf planets and moons; locate the Solar System within the Milky Way.
    • Explain the start of a star's life as gravity drawing dust and gas together until fusion begins, then describe the balance between gravitational collapse and expansion from fusion energy.

    In plain language

    A satellite stays in orbit because it is moving sideways while gravity continually pulls it toward the planet. It keeps falling around the planet instead of straight down.

    Self-check

    What happens as gravity draws a cloud of dust and gas together at the start of a star's life?

    Show the answer

    The collapsing gas and dust causes fusion reactions to begin. In a stable star, expansion due to fusion energy balances gravitational collapse.

  • Core

    Scope: Core · 4.8.1.2

    Open revision guidance

    What to know

    • A star forms when gravity pulls together gas and dust; a stable star balances inward gravitational force with outward pressure from fusion.
    • A Sun-like star becomes a red giant, sheds outer layers and leaves a white dwarf; a massive star can become a red supergiant then a supernova, neutron star or black hole.
    • A star's life cycle depends on its size. Fusion produces the naturally occurring elements; elements heavier than iron are produced in a supernova, whose explosion distributes elements throughout the universe.

    What to do in an assessment

    • Choose the branch based on initial mass and place stages in the correct order.
    • Explain how fusion processes form new elements, and how a massive-star supernova forms elements heavier than iron and spreads them through the universe.
    • Explain stable main-sequence behaviour as a balance, not as gravity switching off.

    In plain language

    A star’s starting mass determines its later path. The Sun is not massive enough to end in a supernova; it will shed outer layers and leave a white dwarf.

    Self-check

    Does a Sun-like star normally become a black hole?

    Show the answer

    No. It becomes a red giant, sheds its outer layers and ends as a white dwarf.

  • Core

    Scope: Core · 4.8.1.3

    Open revision guidance

    What to know

    • Gravity provides the force that allows planets and satellites, both natural and artificial, to maintain circular orbits.
    • Planets orbit a star, natural satellites such as moons orbit planets, and artificial satellites are human-made objects placed in orbit.
    • The detailed explanation of changing velocity at unchanged speed and how stable-orbit radius changes with speed is Higher-only.

    What to do in an assessment

    • Compare planets, their moons and artificial satellites by what they orbit and whether they are natural or human-made.
    • Show gravity directed towards the orbiting body's central object when explaining how an orbit is maintained.

    In plain language

    A planet, moon or human-made satellite stays in orbit because gravity continually pulls it towards the body it circles.

    Self-check

    What keeps a natural or artificial satellite in its circular orbit?

    Show the answer

    Gravity provides the force that maintains its orbit around the planet or other central body.

  • Core

    Scope: Core · 4.8.2

    Open revision guidance

    What to know

    • Red-shift means spectral lines from a distant galaxy are shifted to longer wavelengths than the same lines measured on Earth.
    • The observation indicates recession; more distant galaxies generally show greater red-shift.
    • Since 1998, supernova observations have suggested that distant galaxies are receding ever faster. Dark matter and dark energy are examples of important aspects of the Universe that remain not fully understood.

    What to do in an assessment

    • Identify the direction of wavelength shift before explaining motion.
    • Interpret supernova observations as evidence that distant galaxies' recession speed increases; describe the conclusion as scientific inference from observations.

    In plain language

    Light from a receding galaxy is stretched to longer wavelengths. When this appears for many distant galaxies, it shows that the Universe is expanding.

    Self-check

    What does a larger red-shift in a distant galaxy indicate?

    Show the answer

    It indicates the galaxy is receding faster, within the relationship described by the specification.

  • Higher

    Scope: Higher · 4.8.1.3

    Open revision guidance

    What to know

    • For a circular orbit, gravity can change velocity while speed remains unchanged because the direction of motion changes continuously.
    • For a stable orbit, the orbital radius must change if orbital speed changes; the specification requires a qualitative explanation.

    What to do in an assessment

    • Show velocity tangent to the orbit and gravity directed inward, then explain why speed can be constant while velocity changes.
    • When comparing stable orbits, state that a different orbital speed requires a different radius without claiming a numerical law not specified here.

    In plain language

    A satellite can travel at a steady speed yet continually turn. That means its velocity changes, and a stable orbit with a different speed must have a different radius.

    Self-check

    A satellite's speed changes but its circular orbit remains stable. What must happen to its orbital radius?

    Show the answer

    The radius must change; for a stable orbit, speed and radius cannot change independently.

Topic group

4.7 Magnetism

10 revision points
  • Core

    Scope: Core · 4.7.1.1

    Open revision guidance

    What to know

    • Like magnetic poles repel and unlike poles attract.
    • A permanent magnet produces its own field. A magnetic material (iron, steel, cobalt or nickel) placed in a magnetic field becomes an induced magnet, which is attracted to the magnet.
    • Induced magnetism is usually lost quickly when the material is removed from the field; poles are where a magnet's force is strongest.

    What to do in an assessment

    • Mark north and south poles before predicting attraction or repulsion.
    • When a magnetic material is near a pole, identify the induced opposite pole at the nearer end.

    In plain language

    A bar magnet can make a nearby piece of iron magnetic temporarily. The near end becomes the opposite pole, so it is pulled toward the magnet.

    Self-check

    What happens when two north poles are brought together?

    Show the answer

    They repel.

  • Core

    Scope: Core · 4.7.1.2

    Open revision guidance

    What to know

    • A magnetic field is a region where a magnet or magnetic material experiences a force. Field strength decreases with distance and is strongest at a magnet's poles.
    • Field direction is the direction of force on a north pole; outside a magnet lines run from north to south, with closer lines indicating a stronger field.
    • A plotting compass aligns with the local field. Earth has a magnetic field; compass behaviour is evidence that Earth's core must be magnetic.

    What to do in an assessment

    • Plot a magnetic-field pattern with a compass and draw the bar-magnet pattern, showing how strength and direction vary from point to point.
    • Explain that a compass needle points along Earth's magnetic field and relate this observation to evidence of a magnetic core.

    In plain language

    A compass needle turns to align with the magnetic field. Repeating that at many positions maps the field’s direction and shape.

    Self-check

    Where is a bar magnet’s field strongest in a field-line diagram?

    Show the answer

    Where field lines are closest together, typically near the poles.

  • Core

    Scope: Core · 4.7.2.1

    Open revision guidance

    What to know

    • A current in a wire produces a magnetic field; around a straight conductor field lines are concentric circles.
    • Increasing current or moving closer to the wire increases field strength.
    • A solenoid produces a field similar to a bar magnet; an iron core strengthens an electromagnet.

    What to do in an assessment

    • Use the stated current direction to show field direction consistently around the wire.
    • For an electromagnet, describe how current, turns or a soft-iron core changes field strength.

    In plain language

    Current makes a magnetic field around each section of wire. Coiling the wire makes the fields reinforce inside the coil, creating a stronger, more uniform region.

    Self-check

    What happens to the magnetic field strength when current in a straight wire increases?

    Show the answer

    It becomes stronger.

  • Higher

    Scope: Higher · 4.7.2.2

    Open revision guidance

    What to know

    • A current-carrying conductor in a magnetic field experiences a force and exerts an opposing force on the magnet producing the field: the motor effect.
    • Fleming’s left-hand rule relates field (first finger), conventional current (second finger) and force/motion (thumb) when directions are mutually perpendicular.
    • For a conductor at right angles to the field, force F = BIl; greater magnetic flux density, current or wire length gives a larger force. B is in tesla, I in amperes and l in metres.
    • Reversing either current or field reverses force; reversing both leaves the force direction unchanged.

    What to do in an assessment

    • Set the three fingers at right angles, align field and conventional current, then read force direction.
    • State which quantity was reversed before predicting the new force, and use F = BIl with values in SI units for a perpendicular conductor.

    In plain language

    The magnetic field and current together determine which way the wire is pushed. The left-hand rule is a mnemonic for the perpendicular directions.

    Self-check

    If current reverses but the field stays fixed, what happens to motor-effect force?

    Show the answer

    The force direction reverses.

  • Higher

    Scope: Higher · 4.7.2.3

    Open revision guidance

    What to know

    • A current-carrying coil in a magnetic field experiences opposite forces on its two sides, producing a turning effect.
    • A split-ring commutator reverses current every half-turn so the coil continues rotating in the same rotational direction.
    • A motor transfers electrical energy into kinetic energy and some thermal energy.

    What to do in an assessment

    • Use a labelled coil, field and current directions to show the two forces.
    • Explain the commutator’s timing rather than saying it reverses the magnetic field.

    In plain language

    One side of the coil is pushed up while the other is pushed down, turning the coil. The commutator swaps the current at each half-turn so the turning continues.

    Self-check

    Why does a split-ring commutator reverse current every half-turn?

    Show the answer

    It keeps the torque acting in the same rotational direction so the motor continues to turn.

  • Higher

    Scope: Higher · 4.7.2.4

    Open revision guidance

    What to know

    • A current-carrying coil in a permanent magnetic field experiences a force; alternating current reverses the force direction.
    • The coil and attached cone vibrate, producing compressions and rarefactions in air as sound.
    • A changing signal current makes the cone vibration follow the sound signal.

    What to do in an assessment

    • Trace signal current → changing force → coil/cone vibration → sound wave.
    • Distinguish the loudspeaker motor effect from the microphone generator effect.

    In plain language

    A loudspeaker converts an electrical signal into motion. The coil moves back and forth with the current, pushing the cone and creating sound waves.

    Self-check

    Why does a loudspeaker cone move back and forth?

    Show the answer

    Alternating current reverses the motor-effect force on the coil, making it and the cone vibrate.

  • Higher

    Scope: Higher · 4.7.3.1

    Open revision guidance

    What to know

    • A potential difference is induced when a conductor moves relative to a magnetic field or the magnetic field around a conductor changes; if the conductor is in a complete circuit, an induced current flows.
    • The induced current creates a magnetic field that opposes the original movement or magnetic-field change.
    • A faster change, stronger magnetic field or more turns can increase the induced potential difference/current; the direction depends on the direction of relative motion or field change.

    What to do in an assessment

    • State what is moving or changing, identify the magnetic field change, and explain why an induced p.d. or current appears.
    • Use the opposition principle and the motion/field directions to predict induced-current direction; reversing the motion or field reverses the induced direction.
    • For a coil and magnet, explain that stopping the motion removes the changing field, so no sustained induced p.d. remains.

    In plain language

    Moving a magnet through a coil changes the magnetic field passing through it. That change induces a potential difference; holding the magnet still stops the change and the induced output.

    Self-check

    What happens to induced potential difference when a magnet is held stationary inside a coil?

    Show the answer

    It falls to zero after any transient because the magnetic flux is no longer changing.

  • Higher

    Scope: Higher · 4.7.3.2

    Open revision guidance

    What to know

    • The generator effect is used in an alternator to generate alternating current (ac) and in a dynamo to generate direct current (dc).
    • As a coil rotates in a magnetic field, the induced potential difference reverses every half-turn. An alternator uses slip rings to produce alternating p.d.; a dynamo uses a split-ring commutator to keep the output one polarity, producing pulsating direct current.
    • The Higher-tier outcome requires drawing and interpreting graphs of potential difference generated in the coil against time.

    What to do in an assessment

    • Label the axes and units, follow the induced p.d. through a complete cycle, and distinguish an alternating graph crossing zero from a direct output with one polarity.
    • Use slip rings or a split-ring commutator and the changing induced p.d. to explain how the generator produces its output; do not substitute a motor's electrical-to-kinetic transfer.

    In plain language

    Both devices use the generator effect, but an alternator produces ac while a dynamo produces dc. The p.d.–time graph shows how the output changes as the coil turns.

    Self-check

    Which type of current is generated by an alternator and which by a dynamo?

    Show the answer

    An alternator generates ac; a dynamo generates dc.

  • Higher

    Scope: Higher · 4.7.3.3

    Open revision guidance

    What to know

    • Sound waves move a microphone diaphragm; the attached coil moves relative to a magnet and an induced potential difference is produced.
    • The changing output signal follows the incoming sound vibrations.
    • A microphone converts sound energy to an electrical signal; a loudspeaker performs the reverse type of transfer.

    What to do in an assessment

    • Link sound pressure to diaphragm movement, coil motion and induced signal.
    • Identify that relative movement and a magnetic field are required for the generator effect.

    In plain language

    Sound makes the microphone diaphragm vibrate. Its coil moves in a magnetic field, inducing a changing voltage that represents the sound pattern.

    Self-check

    What causes an electrical signal in a moving-coil microphone?

    Show the answer

    The sound-driven coil moves through a magnetic field, changing flux and inducing a potential difference.

  • Higher

    Scope: Higher · 4.7.3.4

    Open revision guidance

    What to know

    • A basic transformer has primary and secondary coils wound on an iron core; iron is used because it is easily magnetised. Laminations and eddy currents are not required knowledge.
    • Alternating current in the primary coil creates a changing magnetic field in the core, inducing a potential difference in the secondary coil. A steady direct current does not provide a sustained output.
    • The potential-difference ratio equals the turns ratio: Vs/Vp = Ns/Np. A step-up transformer has Vs > Vp; a step-down transformer has Vs < Vp.
    • For a 100%-efficient transformer, input power equals output power: VpIp = VsIs. At a given transmitted power, a higher potential difference means a lower current and reduces energy lost heating transmission wires.

    What to do in an assessment

    • Explain how a changing current in the primary induces a current in the secondary, and pair primary quantities with the primary coil and secondary quantities with the secondary coil.
    • Use Vs/Vp = Ns/Np to calculate voltage or turns, then use VpIp = VsIs for ideal-transformer current or power calculations.
    • For a supplied transmission context, link high voltage to lower current for the same power and therefore reduced heating losses.

    In plain language

    Alternating current in the first coil makes a changing magnetic field in the iron core, which induces voltage in the second coil. More turns can raise voltage, and transmitting the same power at high voltage means less current is needed and less energy is wasted heating wires.

    Self-check

    An ideal transformer has a 240 V primary and a secondary with four times as many turns. If the output power is 480 W, find the secondary voltage and primary current.

    Show the answer

    Vs = 4 × 240 = 960 V. Input power equals output power, so Ip = 480/240 = 2.0 A.

Topic group

7 Mathematical requirements

1 revision points
  • Core

    Scope: Core · 7 Mathematical requirements

    Open revision guidance

    What to know

    • The source's full mathematical requirement spans number work (decimals, standard form, ratios, fractions, percentages and estimates); data (significant figures, means, charts, median/mode, correlation and order of magnitude); algebra (proportionality, rearrangement, substitution and simple equations); graphs (linear models, plotting, gradients, tangents and area); and geometry (degrees, representations, area, surface area and volume).
    • Use SI units consistently, the correct power of ten and a sensible number of significant figures; missing lettered subskills in AQA's sequence are deliberately not applicable to this qualification.

    What to do in an assessment

    • Translate between a graph, table, diagram and numerical model; rearrange before substitution when needed, then show units and a rounded result justified by the data.
    • For data, calculate a mean/range, identify correlation or a trend, and choose whether gradient, tangent or area answers the physics question.

    In plain language

    Mathematics is part of the physics model: use a diagram or graph to represent what is happening, select the matching relationship, calculate consistently and explain what the result means.

    Self-check

    A graph of displacement against time is curved. How could you estimate instantaneous speed at one point?

    Show the answer

    Draw a tangent at that point and calculate its gradient, using displacement and time units.

Topic group

3 Working scientifically

1 revision points
  • Core

    Scope: Core · 3 Working scientifically

    Open revision guidance

    What to know

    • Working scientifically includes how models/theories develop and evidence tests them (WS 1.1–1.2), the power and limitations of science and ethics (WS 1.3), applications and their personal, social, economic and environmental implications, with decisions based on evaluated evidence and arguments (WS 1.4), and risk evaluation using both measured risk and risk perception (WS 1.5).
    • Risk perception can differ from measured risk: consider whether a risk is voluntary or imposed, familiar or unfamiliar, and visible or invisible, as well as the data and consequences.
    • Investigations require a testable question or hypothesis, a justified apparatus/method, independent/dependent/control variables, safe accurate measurement, suitable sampling, recorded observations, and evaluation or a further test.
    • Analysis includes tables and appropriate charts, translation between representations, significant figures, means/ranges, equation work, gradients/tangents/areas, uncertainty, pattern recognition, inference, conclusions and evaluation of accuracy, precision, repeatability, reproducibility, random/systematic error and anomalies.
    • Scientific communication uses correct vocabulary, defined quantities, SI units, powers of ten, interconverted units and appropriate significant figures.

    What to do in an assessment

    • Plan a fair test by naming variables and controls, choosing apparatus for the needed range/resolution, identifying hazards and recording repeat readings with units.
    • Present the data in a suitable form; use a best-fit trend, a representative mean/range, and the correct graph operation, then link evidence to a cautious conclusion and a specific method improvement.

    In plain language

    A practical answer must show the whole scientific chain: a question, a fair and safe method, trustworthy measurements, a clear representation, evidence-based reasoning and a realistic evaluation.

    Self-check

    Three repeated measurements cluster closely but differ from a reliable reference value. Are they precise, accurate, both or neither?

    Show the answer

    They are precise because they cluster closely, but not accurate because they are not close to the true/reference value; a consistent offset suggests systematic error.

Topic group

8.1 Use of apparatus and techniques

1 revision points
  • Core

    Scope: Core · 8.1 Use of apparatus and techniques

    Open revision guidance

    What to know

    • AQA expects appropriate, accurate measurement of length, area, mass, time, volume and temperature, including using these measurements to determine densities of solids and liquids.
    • The eight apparatus-and-technique strands cover forces and spring extension; motion/speed/acceleration; waves in fluids and solids and electromagnetic-wave interactions; safe measurement of energy transfer/work; electrical current, potential difference, resistance and component characteristics; and building/checking series and parallel circuits from diagrams.
    • AT 1–7 are common with Combined Science; AT 8 is Physics-only. Safety overrides all practical work and requires risk assessment and appropriate controls.

    What to do in an assessment

    • Select an instrument and range that suit the quantity and scale, set up and record the apparatus with a clear scientific diagram, and state the measurement and unit.
    • Before a practical, identify the hazard, risk and control; manipulate equipment carefully, repeat where useful, and link any measurement limitation to its effect on the result.

    In plain language

    Practical competence means more than naming equipment: choose it for the job, use and read it correctly, keep people safe, and record the measurement so another person can follow what was done.

    Self-check

    Which AQA technique is Physics-only: measuring electrical resistance or observing wave interactions with matter using suitable apparatus?

    Show the answer

    AT 8, observing waves in fluids and solids to identify suitable apparatus for studying interactions with matter, is Physics-only; AT 6 concerns electrical measurements and component characteristics.

Topic group

Required practicals

1 revision points
  • Core

    Scope: Core · Required practical activity 1

    Open revision guidance

    What to know

    • RPA 1 determines the specific heat capacity of one or more materials by linking a decrease in another energy store, or work done, to the material's temperature rise and thermal-energy increase.
    • Students must measure mass, time and temperature accurately and safely; the assessed apparatus techniques are AT 1 and AT 5.
    • A common electrical method supplies energy to a measured sample; the calculation uses ΔE = mcΔθ and compares the transferred energy with the thermal-energy gain.

    What to do in an assessment

    • Measure sample mass and starting temperature, supply a measured energy transfer for a timed interval, then record the final temperature and calculate Δθ.
    • Calculate c = E/(mΔθ), use SI-compatible values, repeat measurements where appropriate and evaluate energy lost to the surroundings as a source of discrepancy.
    • Follow the teacher's risk assessment and use only suitable, safe apparatus; the specification gives the investigation aim and required measurements, not one mandatory equipment design.

    In plain language

    The investigation compares how much energy a material receives with how much its temperature rises. A larger value of specific heat capacity means more energy is needed for the same mass and temperature increase.

    Self-check

    A 0.40 kg sample gains 6000 J and warms by 15 °C. Find its specific heat capacity.

    Show the answer

    c = E/(mΔθ) = 6000/(0.40 × 15) = 1000 J/(kg °C).

Topic group

4.9 Key ideas

1 revision points
  • Core

    Scope: Core · 4.9 Key ideas

    Open revision guidance

    What to know

    • A small number of models explain many phenomena: particle models for matter and wave models for light and sound.
    • Cause and effect links quantities such as resultant force and acceleration or nuclear change and emitted radiation.
    • Fields explain action at a distance; differences in pressure, temperature or electrical potential drive change; proportionality and mathematical laws help express physical models.

    What to do in an assessment

    • In an unfamiliar context, identify the model, the changing quantity and the cause, then state what the model explains and any limit relevant to the evidence.
    • Connect a mathematical relationship to its physical meaning rather than substituting numbers without interpretation.

    In plain language

    The course reuses a few powerful ideas: models represent the world, fields explain forces at a distance, and equations describe how one physical quantity changes when another changes.

    Self-check

    Which key idea explains why a resultant force changes an object's motion?

    Show the answer

    Cause and effect: an unbalanced resultant force causes acceleration, changing the object's velocity.

Topic group

9 Appendix A: Physics equations

2 revision points
  • Core

    Scope: Core · 9 Appendix A: Physics equations

    Open revision guidance

    What to know

    • Recall and apply: W = mg; W = Fs; F = ke; M = Fd; p = F/A; s = vt; a = Δv/t; F = ma; Ek = ½mv²; Ep = mgh; P = E/t; P = W/t; efficiency = useful energy/input energy or useful power/input power.
    • Also recall and apply: v = fλ; Q = It; V = IR; P = VI; P = I²R; E = Pt; E = QV; and density ρ = m/V.
    • Select and apply from the supplied equation sheet: v² − u² = 2as; elastic energy Ee = ½ke²; thermal-energy change ΔE = mcΔθ; period T = 1/f; magnification = image height/object height; latent heat E = mL; and fixed-temperature gas relation pV = constant.
    • AQA marks four additional sheet equations Higher-only; those are taught on the separate Higher equation card.

    What to do in an assessment

    • Identify the quantity sought, choose an equation linking known and unknown values, convert to compatible units, rearrange if needed, substitute and give a unit and appropriately precise answer.
    • Use the relevant section card to interpret assumptions such as constant temperature, constant acceleration, a spring below its proportional limit or an idealised model.

    In plain language

    The equation sheet is a tool, not a substitute for understanding. Select a relationship that matches the situation and check that the result's units and size make physical sense.

    Self-check

    Which equation links energy transferred, power and time, and what units make it consistent?

    Show the answer

    E = Pt; energy is in joules, power in watts and time in seconds.

  • Higher

    Scope: Higher · 9 Appendix A: Physics equations

    Open revision guidance

    What to know

    • The equations-sheet relationships marked HT are p = hρg for liquid-column pressure, F = Δp/Δt for force and rate of momentum change, F = BIl for a conductor perpendicular to a magnetic field, and the transformer ratios Vp/Vs = np/ns and VpIp = VsIs.
    • The first three use SI units: pressure Pa, height m, density kg/m³, field strength T, current A, length m, momentum kg m/s and time s.

    What to do in an assessment

    • Check which symbols describe the same quantity and use the stated assumptions: the liquid-column equation includes gravitational field strength; F = BIl requires a right-angle conductor/field arrangement.
    • For a transformer, keep primary and secondary quantities paired and distinguish the voltage/turns relation from the ideal power relation.

    In plain language

    Higher tier adds a small set of supplied equations. The key is to identify their physical conditions and match each symbol to the correct measured quantity.

    Self-check

    An ideal transformer has primary voltage 12 V, primary current 0.50 A and secondary voltage 24 V. What secondary current follows from VpIp = VsIs?

    Show the answer

    Is = VpIp/Vs = (12 × 0.50)/24 = 0.25 A.

Earlier topic checklist

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Physics topic list

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These ticks keep your earlier topic checklist. They do not count towards the new reviewed requirements above. Its numbering may be internal; use the linked references above for the exact reviewed source requirements.

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