Cambridge IGCSE Physics Revision
Explore Cambridge IGCSE revision topics. This qualification is not a GCSE; the existing guide address and saved checklist are retained. Check the official specification for complete requirements.
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Cambridge IGCSE Physics (0625)
Exam years · 2027Specification version · Version 2
Course details
Assessment The assessment includes Paper 1, Paper 2, Paper 3, Paper 4, Paper 5 and Paper 6; 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.
Options and source
Cambridge IGCSE Physics theory route
- Core route (Papers 1 and 3)
- Extended route (Papers 2 and 4; Core plus Supplement)
§2 Syllabus overview (PDF pp. 7–11): Core/Extended theory routes
Practical assessment component
- Paper 5 Practical Test
- Paper 6 Alternative to Practical
§2 Assessment overview (PDF pp. 7–11): Paper 5/Paper 6 practical-assessment route
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Topic group
1 Motion, forces and energy
- Course content
Scope: Course content · §3 1.1 Core 1; §3 1.1 Core 2; §3 1.1 Core 3
Open revision guidance
What to know
- Use a ruler to measure length and a measuring cylinder to read volume; select a scale that spans the quantity and read it without parallax.
- Measure intervals with a clock or digital timer. For tiny distances or short times, measure several repeated units—such as many pendulum oscillations—and divide by their count to obtain a mean period/value. For a very small wire diameter, wind 20 close, uniform turns side-by-side; if their combined width is 10 mm, one turn (the wire diameter) is 10/20=0.50 mm. The radius would be 0.25 mm, not the diameter.
What to do in an assessment
- For a small distance, measure the total length/width of many identical repeated units and divide by their count. Example: 20 close-packed wire turns spanning 10 mm give diameter 0.50 mm; keep radius (0.25 mm) distinct. The long total width makes fixed ruler resolution a smaller fraction of the distance measured. Separately, for a pendulum time 20 oscillations repeatedly, average the total time, then divide by 20; the longer timed interval reduces the fractional effect of stopwatch resolution and reaction time.
In plain language
Use a ruler to measure length and a measuring cylinder to read volume; select a scale that spans the quantity and read it without parallax.
Self-check
Twenty close, uniform turns of wire span 10 mm. Find the wire diameter and radius. Why measure the total width rather than one turn?
Show the answer
Diameter = 10/20 = 0.50 mm; radius = 0.25 mm. Measuring a longer total width makes the ruler’s fixed resolution a smaller fraction of the measured total before dividing by the turn count.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.1 Supplement 4; §3 1.1 Supplement 5; §3 1.1 Supplement 6; §3 1.1 Supplement 7
Open revision guidance
What to know
- A scalar has magnitude only; a vector has magnitude and direction. Distance, speed, time, mass, energy and temperature are scalars. Force, weight, velocity, acceleration, momentum, electric-field strength and gravitational-field strength are vectors.
- Add two perpendicular vectors by drawing a scale right-angle diagram or using the Pythagorean theorem; at this level the stated application is limited to forces or velocities.
What to do in an assessment
- For perpendicular vector components, draw a head-to-tail right triangle, preserve directions, and find the resultant magnitude from √(x²+y²); state its direction from the diagram or angle.
In plain language
A scalar has magnitude only; a vector has magnitude and direction. Distance, speed, time, mass, energy and temperature are scalars. Force, weight, velocity, acceleration, momentum, electric-field strength and gravitational-field strength are vectors.
Self-check
Perpendicular velocities are 3 m/s east and 4 m/s north. Find the resultant speed.
Show the answer
Magnitude = √(3²+4²) = 5 m/s; its direction is north of east (tan θ = 4/3).
- Course content
Scope: Course content · §3 1.2 Core 1; §3 1.2 Core 2; §3 1.2 Core 3; §3 1.2 Core 4; §3 1.2 Core 5(a); §3 1.2 Core 5(b); §3 1.2 Core 5(c); §3 1.2 Core 5(d); §3 1.2 Core 6; §3 1.2 Core 7; §3 1.2 Core 8
Open revision guidance
What to know
- Speed v = distance/time; average speed = total distance/total time. Velocity is speed in a stated direction, so opposite directions must be treated with signs.
- Sketch, plot and interpret distance–time and speed–time graphs. Rest gives a horizontal distance–time graph; constant speed gives a straight sloping distance–time line; acceleration/deceleration changes its gradient. On a speed–time graph, horizontal means constant speed; a rising/falling line indicates acceleration/deceleration.
- Gradient of distance–time gives speed. Area under speed–time gives distance for constant speed or constant acceleration; split compound shapes into rectangles/triangles. Near Earth, free-fall acceleration g is approximately constant at 9.8 m/s².
What to do in an assessment
- For each graph, label axes with units, read the relevant interval, use a large gradient triangle or geometrical area, and include the physical meaning and unit.
In plain language
Speed v = distance/time; average speed = total distance/total time. Velocity is speed in a stated direction, so opposite directions must be treated with signs.
Self-check
A runner travels 150 m in 30 s, then 100 m in 20 s. Find average speed for the journey.
Show the answer
Total distance = 250 m; total time = 50 s; average speed = 250/50 = 5.0 m/s.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.2 Supplement 9; §3 1.2 Supplement 10(a); §3 1.2 Supplement 10(b); §3 1.2 Supplement 11; §3 1.2 Supplement 12; §3 1.2 Supplement 13
Open revision guidance
What to know
- Acceleration a = Δv/Δt. On a velocity–time graph, gradient is acceleration: constant acceleration gives a straight line with constant gradient; changing acceleration gives a curved line or sections whose gradients change. On an acceleration–time graph a horizontal line means constant acceleration.
- With air resistance neglected, a freely falling object near Earth has its weight as the unbalanced force and accelerates downward at approximately constant g; its velocity–time graph is a straight sloping line and acceleration–time graph is horizontal at g. With drag, upward resistance grows as speed increases, so the downward resultant force and velocity–time gradient decrease; when drag equals weight the object reaches terminal velocity, acceleration is zero and the velocity–time graph becomes horizontal.
What to do in an assessment
- Sketch velocity–time and acceleration–time axes, label the gradient as acceleration, and compare constant g without drag with the decreasing-gradient/terminal-speed case with drag. Use a=(v−u)/t or a velocity–time gradient with units and sign.
In plain language
Acceleration is the gradient of a velocity–time graph. Without air resistance, free fall has constant acceleration g; with drag, acceleration decreases to zero as the object approaches terminal velocity.
Self-check
Compare the velocity–time graph and acceleration for a falling object first with air resistance neglected, then with drag until terminal velocity.
Show the answer
With no drag the velocity–time graph is a straight line of constant gradient g and the acceleration–time graph is horizontal at g. With drag the velocity–time curve progressively flattens as its gradient (acceleration) falls; at terminal velocity it is horizontal, acceleration is zero and drag balances weight.
- Course content
Scope: Course content · §3 1.3 Core 1; §3 1.3 Core 2; §3 1.3 Core 3; §3 1.3 Core 4
Open revision guidance
What to know
- Mass is the quantity of matter in an object at rest relative to the observer. Weight is the gravitational force acting on a mass.
- Gravitational field strength g = W/m, so W = mg; g is also the acceleration of free fall. Use kg, N and N/kg (or m/s² consistently).
- A balance compares masses (and hence weights in the same gravitational field); compare like-for-like conditions.
What to do in an assessment
- Convert grams to kilograms before W=mg; distinguish the invariant mass from location-dependent weight.
In plain language
Mass is the quantity of matter in an object at rest relative to the observer. Weight is the gravitational force acting on a mass.
Self-check
A 0.60 kg object is where g = 9.8 N/kg. Find its weight.
Show the answer
W=mg=0.60×9.8=5.88 N (about 5.9 N).
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.3 Supplement 5
Open revision guidance
What to know
- The Supplement develops weight as the effect of a gravitational field on mass: the field exerts a force W=mg; a stronger field gives a greater weight for the same mass.
What to do in an assessment
- State the object mass and local field strength separately before calculating weight.
In plain language
The Supplement develops weight as the effect of a gravitational field on mass: the field exerts a force W=mg; a stronger field gives a greater weight for the same mass.
Self-check
Why does the same object weigh less on the Moon?
Show the answer
Its mass is unchanged, but the Moon’s gravitational field strength is lower, so W=mg is smaller.
- Course content
Scope: Course content · §3 1.4 Core 1; §3 1.4 Core 2; §3 1.4 Core 3
Open revision guidance
What to know
- Density ρ = mass/volume. Keep units compatible (for example g/cm³ or kg/m³) and show conversions.
- For a liquid, measure a known volume and its mass; for a regular solid, find mass and calculate volume from dimensions; for an irregular sinking solid, obtain volume by liquid displacement.
- An object floats in a liquid when its density is less than the liquid’s; equal densities give neutral balance in the ideal model.
What to do in an assessment
- Read cylinder menisci at eye level, subtract initial from final volume, and repeat measurements where suitable.
In plain language
Density ρ = mass/volume. Keep units compatible (for example g/cm³ or kg/m³) and show conversions.
Self-check
A stone has mass 54 g. Water rises from 30 cm³ to 50 cm³ when it is immersed. Find its density.
Show the answer
Volume = 20 cm³; ρ=54/20=2.7 g/cm³.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.4 Supplement 4
Open revision guidance
What to know
- If liquids do not mix, the denser liquid settles below the less dense one; the lower-density liquid floats on the higher-density liquid.
What to do in an assessment
- Compare values with units and explicitly use the no-mixing condition.
In plain language
If liquids do not mix, the denser liquid settles below the less dense one; the lower-density liquid floats on the higher-density liquid.
Self-check
Liquid X has density 0.8 g/cm³ and liquid Y has density 1.1 g/cm³; they do not mix. Which floats?
Show the answer
X floats on Y because its density is lower.
- Course content
Scope: Course content · §3 1.5.1 Core 1; §3 1.5.1 Core 2; §3 1.5.1 Core 3; §3 1.5.1 Core 4; §3 1.5.1 Core 5; §3 1.5.1 Core 6; §3 1.5.1 Core 7; §3 1.5.1 Core 8
Open revision guidance
What to know
- Forces can change an object’s size or shape. Sketch, plot and interpret load–extension graphs for an elastic solid; describe the test by adding known loads, measuring extension from the original length, repeating and plotting load against extension.
- Resultant forces along one straight line add with sign. With no resultant force an object remains at rest or continues in a straight line at constant speed; a resultant can change speed or direction.
- Solid friction acts between surfaces, can impede motion and produce heating. Drag opposes an object moving through a liquid or a gas such as air.
What to do in an assessment
- On a load–extension graph, label load and extension with units, identify a proportional straight-line region and distinguish extension from total length.
In plain language
Forces can change an object’s size or shape. Sketch, plot and interpret load–extension graphs for an elastic solid; describe the test by adding known loads, measuring extension from the original length, repeating and plotting load against extension.
Self-check
Two horizontal forces on a trolley are 9 N right and 4 N left. Find the resultant.
Show the answer
Taking right as positive, Fᵣ=9−4=5 N right.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.5.1 Supplement 9; §3 1.5.1 Supplement 10; §3 1.5.1 Supplement 11; §3 1.5.1 Supplement 12(a); §3 1.5.1 Supplement 12(b); §3 1.5.1 Supplement 12(c)
Open revision guidance
What to know
- Spring constant k = force/extension = F/x; use extension in metres for N/m. The limit of proportionality is the point where load is no longer directly proportional to extension; identify it on the graph. The elastic limit is not required.
- For constant mass, F=ma and resultant force and acceleration point in the same direction. A force perpendicular to velocity bends motion into a circle: larger force at fixed mass/radius raises speed; larger force at fixed mass/speed reduces radius; greater mass needs greater force to hold speed and radius fixed. Do not use F=mv²/r; it is not required.
What to do in an assessment
- Find k from a straight-line F–x region using gradient. Apply F=ma to the resultant, not an individual balanced force. For the circular-path qualitative items, hold the stated quantities constant before predicting change.
In plain language
Spring constant k = force/extension = F/x; use extension in metres for N/m. The limit of proportionality is the point where load is no longer directly proportional to extension; identify it on the graph. The elastic limit is not required.
Self-check
A spring extends 0.025 m under 5.0 N. Find k. A 2 kg cart has resultant 6 N; find a.
Show the answer
k=F/x=5.0/0.025=200 N/m. a=F/m=6/2=3 m/s² in the resultant-force direction.
- Course content
Scope: Course content · §3 1.5.2 Core 1; §3 1.5.2 Core 2; §3 1.5.2 Core 3; §3 1.5.2 Core 4
Open revision guidance
What to know
- A moment measures a force’s turning effect; everyday examples include a door handle, spanner or seesaw. Moment = force × perpendicular distance from pivot.
- For equilibrium, clockwise moments equal anticlockwise moments when no resultant moment; the Core numerical situation has one force on each side of the pivot. Equilibrium also requires no resultant force.
What to do in an assessment
- Mark the pivot and force line; measure the shortest perpendicular distance, not the sloping length. State N m.
In plain language
A moment measures a force’s turning effect; everyday examples include a door handle, spanner or seesaw. Moment = force × perpendicular distance from pivot.
Self-check
A 15 N force acts perpendicular to a lever 0.20 m from its pivot. Find moment.
Show the answer
M=Fd=15×0.20=3.0 N m.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.5.2 Supplement 5; §3 1.5.2 Supplement 6
Open revision guidance
What to know
- Apply the principle of moments to more complex arrangements, including more than one force on each side of the pivot. Describe an experiment that demonstrates zero resultant moment in equilibrium.
What to do in an assessment
- Choose a pivot, include each force’s signed perpendicular moment arm, then set clockwise and anticlockwise totals equal. For an experiment, balance a beam, add known forces at measured distances, and compare the two sums.
In plain language
Apply the principle of moments to more complex arrangements, including more than one force on each side of the pivot. Describe an experiment that demonstrates zero resultant moment in equilibrium.
Self-check
Two clockwise forces make moments 4 N m and 3 N m. One anticlockwise 2 N force is 1.5 m from the pivot; what additional anticlockwise moment is needed?
Show the answer
Clockwise total=7 N m. The 2 N force gives 3 N m, so a further 4 N m anticlockwise is needed.
- Course content
Scope: Course content · §3 1.5.3 Core 1; §3 1.5.3 Core 2; §3 1.5.3 Core 3
Open revision guidance
What to know
- Centre of gravity is the point through which the resultant weight of an object may be considered to act.
- For an irregular plane lamina, suspend it from one point and hang a plumb line; mark the vertical, repeat from another point and locate the intersection of the lines.
- A low centre of gravity and a wide base generally increase stability; tipping begins when the line of action of weight falls outside the base.
What to do in an assessment
- Describe apparatus, suspension points and how intersecting vertical lines identify the centre; explain stability by comparing the weight line with the support base.
In plain language
Centre of gravity is the point through which the resultant weight of an object may be considered to act.
Self-check
Why is a low, wide vehicle harder to overturn?
Show the answer
Its centre of gravity is low and the support base is wide, so the weight line remains within the base through a larger tilt.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.6 Supplement 1; §3 1.6 Supplement 2; §3 1.6 Supplement 3; §3 1.6 Supplement 4
Open revision guidance
What to know
- Momentum p=mv; include direction using signed velocity. Impulse = FΔt = Δ(mv), the change in momentum during a force interval.
- For a one-dimensional interaction in an isolated system, total momentum before equals total momentum after. Resultant force is rate of change of momentum, F=Δp/Δt.
- For fixed momentum change, extending impact time reduces average force; this connects collision explanations to the same equations.
What to do in an assessment
- Choose a positive direction, calculate each object’s signed momentum, equate system totals, then solve and check units kg m/s. For force, divide momentum change by time.
In plain language
Momentum p=mv; include direction using signed velocity. Impulse = FΔt = Δ(mv), the change in momentum during a force interval.
Self-check
A 0.50 kg ball moving at 8 m/s is brought to rest in 0.20 s. Find average resultant force.
Show the answer
Δp=0−(0.50×8)=−4 kg m/s; F=Δp/Δt=−4/0.20=−20 N, opposite its initial motion.
- Course content
Scope: Course content · §3 1.7.1 Core 1; §3 1.7.1 Core 2; §3 1.7.1 Core 3
Open revision guidance
What to know
- Energy stores include kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal).
- Energy transfers between stores by forces doing mechanical work, electrical currents doing work, heating, and electromagnetic, sound or other waves. Total energy is conserved.
- Apply conservation to simple processes and interpret simple energy-flow diagrams; distinguish useful output from dissipated transfers.
What to do in an assessment
- Name the initial and final stores and every transfer pathway; account for input energy as useful output plus dissipated energy.
In plain language
Energy stores include kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal).
Self-check
A motor takes 100 J electrically and transfers 70 J usefully. How much is not useful output?
Show the answer
30 J is transferred to other stores/surroundings; 100 J total remains accounted for.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.7.1 Supplement 4; §3 1.7.1 Supplement 5; §3 1.7.1 Supplement 6
Open revision guidance
What to know
- Use Ek=½mv² and ΔEp=mgΔh. Conserve energy in complex, multistage processes and interpret Sankey diagrams; arrow width represents energy quantity and branches show dissipated pathways.
What to do in an assessment
- Use consistent kg, m/s and m, calculate the stated store change, and on a Sankey diagram make input width equal the combined output widths.
In plain language
Use Ek=½mv² and ΔEp=mgΔh. Conserve energy in complex, multistage processes and interpret Sankey diagrams; arrow width represents energy quantity and branches show dissipated pathways.
Self-check
A 2 kg object moving at 3 m/s rises 1.0 m where g=10 N/kg. Find its initial kinetic energy and gain in gravitational potential energy.
Show the answer
Ek=½×2×3²=9 J; ΔEp=2×10×1.0=20 J.
- Course content
Scope: Course content · §3 1.7.2 Core 1; §3 1.7.2 Core 2
Open revision guidance
What to know
- Mechanical or electrical work done equals energy transferred. Mechanical work W=Fd=ΔE when force F acts through displacement d in its direction.
- The joule is the unit of work and energy; only the component of force along the displacement contributes to mechanical work.
What to do in an assessment
- Identify force and displacement direction, substitute SI values, and connect the calculated work to the energy store/transfer.
In plain language
Mechanical or electrical work done equals energy transferred. Mechanical work W=Fd=ΔE when force F acts through displacement d in its direction.
Self-check
A 20 N force moves a crate 3 m in the force direction. Find work done.
Show the answer
W=Fd=20×3=60 J.
- Course content
Scope: Course content · §3 1.7.3 Core 1(a); §3 1.7.3 Core 1(b); §3 1.7.3 Core 1(c); §3 1.7.3 Core 1(d); §3 1.7.3 Core 1(e); §3 1.7.3 Core 1(f); §3 1.7.3 Core 1(g); §3 1.7.3 Core 2; §3 1.7.3 Core 3
Open revision guidance
What to know
- Electricity can be produced from the listed resources; trace the source and conversion chain rather than treating all stations alike: fossil fuels and biofuels (chemical → thermal → steam → turbine → generator); hydroelectric water (gravitational potential → moving water → turbine → generator); tidal and wave motion (moving water → turbine/generator); geothermal heat (steam/heat → turbine → generator); nuclear fuel (nuclear → thermal → steam → turbine → generator); wind (moving air → turbine → generator); solar cells (radiation → electricity directly); solar heating (radiation absorbed as thermal energy).
- Compare each resource using its own advantage and limitation: fossil fuels are controllable and reliable with established high output but finite and emit carbon dioxide/air pollutants; biofuels are storable and renewable if regrown sustainably, but compete for land/water and combustion still emits gases; hydroelectricity is renewable and quickly controllable with no fuel combustion during generation, but dams flood habitats and output depends on water/reservoirs; tidal power is renewable and predictable, but only suitable sites exist and output follows the tide with ecological/capital costs; wave power is renewable with no fuel burned in operation, but wave supply varies and exposed machinery is costly to maintain; geothermal is reliable, low-emission and renewable where accessible, but suitable hot-rock sites are limited and drilling is costly; nuclear gives reliable large-scale output with low operational carbon emissions, but uranium is finite and construction, decommissioning and radioactive-waste management are costly; solar cells are modular and produce electricity without operating emissions, but output falls at night/cloud and storage/area add cost; solar heating directly supplies useful heat without fuel, but depends on sunlight and usually needs storage or backup; wind is renewable without fuel or operational carbon emissions, but intermittent at a site and may have visual, noise or wildlife impacts.
- Renewable means replenished on a human timescale, not constant or impact-free. Fossil and nuclear fuels are finite; biofuel is renewable only when the resource is replaced sustainably. Reliability, availability, environmental impact and predictability are distinct comparison criteria. Efficiency is the useful fraction of total input energy.
What to do in an assessment
- For each named resource, state the primary source, follow its conversion chain, then give a resource-specific advantage and disadvantage. Do not give a generic “renewable” comparison as a substitute for the listed fuels, water resources, geothermal, nuclear, solar, or wind cases.
In plain language
Power stations use different energy stores and conversion chains. Every listed resource has a benefit and a cost; judge renewability, reliability and environmental effects separately.
Self-check
Compare tidal and wind electricity generation by giving one specific advantage and one limitation of each.
Show the answer
Tidal output is predictable and renewable, but only suitable sites exist and output follows the tide. Wind is renewable and has no fuel or operational emissions, but the wind supply at a site varies, so output is intermittent.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.7.3 Supplement 4; §3 1.7.3 Supplement 5; §3 1.7.3 Supplement 6; §3 1.7.3 Supplement 7(a); §3 1.7.3 Supplement 7(b)
Open revision guidance
What to know
- Solar radiation is the primary energy source for all listed resources except geothermal, nuclear and tidal. Nuclear fusion releases energy in the Sun; research investigates controlled fusion as a large-scale electricity source.
- Efficiency (%) = useful energy output/total energy input ×100%; or useful power output/total power input ×100%. The two equations use matched forms of input/output.
What to do in an assessment
- Calculate with consistent units and multiply by 100%; a Sankey or energy balance must include wasted transfers.
In plain language
Solar radiation is the primary energy source for all listed resources except geothermal, nuclear and tidal. Nuclear fusion releases energy in the Sun; research investigates controlled fusion as a large-scale electricity source.
Self-check
A device receives 500 J and transfers 350 J usefully. Find efficiency.
Show the answer
η=350/500×100%=70%.
- Course content
Scope: Course content · §3 1.7.4 Core 1(a); §3 1.7.4 Core 1(b)
Open revision guidance
What to know
- Power is work done per unit time and energy transferred per unit time: P=W/t and P=ΔE/t. Its unit is the watt (J/s).
What to do in an assessment
- Choose work or energy transferred, divide by elapsed seconds, and state W.
In plain language
Power is work done per unit time and energy transferred per unit time: P=W/t and P=ΔE/t. Its unit is the watt (J/s).
Self-check
A machine transfers 1200 J in 20 s. Find power.
Show the answer
P=ΔE/t=1200/20=60 W.
- Course content
Scope: Course content · §3 1.8 Core 1; §3 1.8 Core 2; §3 1.8 Core 3
Open revision guidance
What to know
- Pressure p=F/A for force normal to area. A pascal is N/m². For fixed force, smaller contact area means greater pressure.
- Below a liquid surface, pressure increases qualitatively with depth and liquid density.
What to do in an assessment
- Use area in m² for Pa. In contextual explanations hold force or area constant as needed; distinguish a pressure from a force.
In plain language
Pressure p=F/A for force normal to area. A pascal is N/m². For fixed force, smaller contact area means greater pressure.
Self-check
A 240 N load acts on 0.08 m². Find pressure.
Show the answer
p=F/A=240/0.08=3000 Pa.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.8 Supplement 4
Open revision guidance
What to know
- Change in liquid pressure Δp=ρgΔh, where ρ is liquid density, g field strength and Δh vertical depth change.
What to do in an assessment
- Convert ρ to kg/m³ and Δh to m; report Pa and use vertical depth rather than the sloping path.
In plain language
Change in liquid pressure Δp=ρgΔh, where ρ is liquid density, g field strength and Δh vertical depth change.
Self-check
Find pressure increase over 0.5 m depth in water (ρ=1000 kg/m³, g=10 N/kg).
Show the answer
Δp=ρgΔh=1000×10×0.5=5000 Pa.
Topic group
2 Thermal physics
- Course content
Scope: Course content · §3 2.1.1 Core 1; §3 2.1.1 Core 2
Open revision guidance
What to know
- A solid keeps shape and volume; a liquid keeps volume but takes its container shape; a gas expands to fill its container and is readily compressed.
- Use melting, freezing/solidification, boiling, evaporation and condensation correctly for transitions between solid, liquid and gas. Gas-to-solid and solid-to-gas changes are not required.
What to do in an assessment
- Describe both initial and final state and name the transition; distinguish boiling throughout a liquid from evaporation at a surface.
In plain language
A solid keeps shape and volume; a liquid keeps volume but takes its container shape; a gas expands to fill its container and is readily compressed.
Self-check
What change of state occurs when water vapour becomes liquid water?
Show the answer
Condensation.
- Course content
Scope: Course content · §3 2.1.2 Core 1; §3 2.1.2 Core 2; §3 2.1.2 Core 3; §3 2.1.2 Core 4; §3 2.1.2 Core 5
Open revision guidance
What to know
- Represent solids, liquids and gases with particle diagrams showing arrangement, separation and motion: close ordered vibrating particles in solids; close mobile particles in liquids; widely separated random fast particles in gases.
- Temperature relates to average particle motion; −273 °C is absolute zero, the lowest possible temperature in this model, where particles have least kinetic energy. Gas pressure/change in pressure arises from particle motion and collisions with a surface.
- Random motion of microscopic particles suspended in a fluid is evidence for the kinetic model. Brownian motion is their irregular movement caused by unequal random collisions from fluid particles.
What to do in an assessment
- Use collisions to explain a pressure change; draw particle diagrams with relative spacing/motion, not oversized atoms.
In plain language
Represent solids, liquids and gases with particle diagrams showing arrangement, separation and motion: close ordered vibrating particles in solids; close mobile particles in liquids; widely separated random fast particles in gases.
Self-check
Why does a smoke particle jiggle randomly in air?
Show the answer
Rapid air molecules collide with it randomly and unevenly, continually changing its direction and speed.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.1.2 Supplement 6; §3 2.1.2 Supplement 7; §3 2.1.2 Supplement 8
Open revision guidance
What to know
- Properties depend on interparticle distances, forces and motion; the relevant particles may be atoms, molecules, ions or electrons. Pressure is normal force per area from collisions. Microscopic particles in suspension are moved by collisions with light, fast molecules; call the small suspended objects “microscopic particles” and reserve atoms/molecules for the much smaller constituents.
What to do in an assessment
- Relate a macroscopic property to particle spacing, interactions and movement; for gas pressure link collision force to the area receiving impacts.
In plain language
Properties depend on interparticle distances, forces and motion; the relevant particles may be atoms, molecules, ions or electrons. Pressure is normal force per area from collisions. Microscopic particles in suspension are moved by collisions with light, fast molecules; call the small suspended objects “microscopic particles” and reserve atoms/molecules for the much smaller constituents.
Self-check
Why can a gas be compressed more than a solid?
Show the answer
Gas particles are much farther apart, leaving large empty spaces; particles in a solid are already close together.
- Course content
Scope: Course content · §3 2.1.3 Core 1(a); §3 2.1.3 Core 1(b); §3 2.1.3 Core 2
Open revision guidance
What to know
- At fixed gas mass and volume, heating increases particle speed and collision force/frequency, raising pressure. At fixed temperature, increasing volume spreads collisions over a larger space and reduces pressure.
- Convert Celsius to kelvin with T(K)=θ(°C)+273. Use the Kelvin scale for gas-temperature relationships.
What to do in an assessment
- State what is held constant. Convert temperatures before using a gas law; do not insert Celsius into pV or absolute-temperature reasoning.
In plain language
At fixed gas mass and volume, heating increases particle speed and collision force/frequency, raising pressure. At fixed temperature, increasing volume spreads collisions over a larger space and reduces pressure.
Self-check
Convert 27 °C to kelvin.
Show the answer
T=27+273=300 K.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.1.3 Supplement 3
Open revision guidance
What to know
- For fixed gas mass at constant temperature, pV=constant; hence p₁V₁=p₂V₂. A p–V graph shows the inverse relationship; conditions (fixed mass, constant T) must be stated.
What to do in an assessment
- Use matching pressure and volume units in both states, rearrange before substitution, and check that compression raises pressure.
In plain language
For fixed gas mass at constant temperature, pV=constant; hence p₁V₁=p₂V₂. A p–V graph shows the inverse relationship; conditions (fixed mass, constant T) must be stated.
Self-check
A fixed gas amount at constant T has p₁=100 kPa,V₁=0.30 m³; it is compressed to 0.20 m³. Find p₂.
Show the answer
p₁V₁=p₂V₂; p₂=(100×0.30)/0.20=150 kPa.
- Course content
Scope: Course content · §3 2.2.1 Core 1; §3 2.2.1 Core 2
Open revision guidance
What to know
- At constant pressure, heating generally expands solids, liquids and gases; describe the trend qualitatively and relate it to everyday effects such as expansion gaps in rails, bridges, pipes or liquid thermometers.
What to do in an assessment
- Identify the material and temperature change, then explain the practical consequence (clearance, buckling, seal, or calibrated indication).
In plain language
At constant pressure, heating generally expands solids, liquids and gases; describe the trend qualitatively and relate it to everyday effects such as expansion gaps in rails, bridges, pipes or liquid thermometers.
Self-check
Why are gaps allowed between long railway rails?
Show the answer
Rails expand when heated; gaps provide room for expansion and reduce buckling.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.2.1 Supplement 3
Open revision guidance
What to know
- Expansion is usually smallest in solids, greater in liquids and greatest in gases because particle motion and arrangement allow progressively larger increases in average separation.
What to do in an assessment
- Rank the expansion and explain using particle spacing/attractions, not a change in particle size.
In plain language
Expansion is usually smallest in solids, greater in liquids and greatest in gases because particle motion and arrangement allow progressively larger increases in average separation.
Self-check
Which expands most on warming by the same amount, a gas, liquid or solid?
Show the answer
A gas generally expands most; its widely separated particles can increase their mean spacing substantially.
- Course content
Scope: Course content · §3 2.2.2 Core 1
Open revision guidance
What to know
- A temperature rise increases an object’s internal energy.
What to do in an assessment
- Distinguish internal-energy change from temperature itself and keep mass and temperature change explicit.
In plain language
A temperature rise increases an object’s internal energy.
Self-check
What happens to the internal energy when an object warms?
Show the answer
It increases.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.2.2 Supplement 2; §3 2.2.2 Supplement 3; §3 2.2.2 Supplement 4
Open revision guidance
What to know
- An object’s temperature rise corresponds to increased average kinetic energy of its particles. Specific heat capacity c is energy per unit mass per unit temperature rise; c=ΔE/(mΔθ), so ΔE=mcΔθ. Describe experiments for a solid and a liquid: known mass, heater, electrical energy/time or measured input, temperature probe, insulation, controlled heating and repeats.
- Describe separate measurements for a solid and a liquid: for a solid block, measure mass and temperature rise while supplying known electrical energy with a heater in a close-fitting hole and thermometer, reducing heat loss with insulation; for a liquid, use a measured mass in an insulated cup with immersed heater and thermometer. In both, record voltage, current and heating time (E=IVt), start/final temperature, repeat and limit heat loss.
What to do in an assessment
- For calculations use compatible units (J, kg, °C change) and state whether heat loss makes the measured c too high or low. For methods specify insulation, equal mass, initial/final temperatures and energy input.
In plain language
An object’s temperature rise corresponds to increased average kinetic energy of its particles. Specific heat capacity c is energy per unit mass per unit temperature rise; c=ΔE/(mΔθ), so ΔE=mcΔθ. Describe experiments for a solid and a liquid: known mass, heater, electrical energy/time or measured input, temperature probe, insulation, controlled heating and repeats.
Self-check
How much energy heats 0.50 kg by 4 °C when c=900 J/(kg °C)?
Show the answer
ΔE=mcΔθ=0.50×900×4=1800 J.
- Course content
Scope: Course content · §3 2.2.3 Core 1; §3 2.2.3 Core 2; §3 2.2.3 Core 3; §3 2.2.3 Core 4; §3 2.2.3 Core 5
Open revision guidance
What to know
- Melting and boiling require energy input while temperature stays constant during the change of state; at standard atmospheric pressure water melts at 0 °C and boils at 100 °C.
- Condensation and solidification occur as particles lose energy and form a liquid/solid arrangement. Evaporation occurs when more energetic surface particles escape from a liquid; remaining liquid has lower mean energy, so it cools.
What to do in an assessment
- For a heating curve identify plateaux and explain energy changing particle arrangement rather than temperature; avoid claiming the temperature rises through a pure-substance phase change.
In plain language
Melting and boiling require energy input while temperature stays constant during the change of state; at standard atmospheric pressure water melts at 0 °C and boils at 100 °C.
Self-check
Why does a liquid cool as it evaporates?
Show the answer
The most energetic surface particles escape, leaving a lower average kinetic energy in the liquid and therefore a lower temperature.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.2.3 Supplement 6; §3 2.2.3 Supplement 7; §3 2.2.3 Supplement 8
Open revision guidance
What to know
- Boiling occurs throughout a liquid at its boiling point with bubbles; evaporation occurs at the surface at temperatures below boiling. Higher temperature, larger surface area and greater air movement increase evaporation rate. An object in contact with an evaporating liquid cools because energy transfers to particles that escape.
What to do in an assessment
- Compare one evaporation-rate factor at a time and state how it changes the number/energy of particles escaping.
In plain language
Boiling occurs throughout a liquid at its boiling point with bubbles; evaporation occurs at the surface at temperatures below boiling. Higher temperature, larger surface area and greater air movement increase evaporation rate. An object in contact with an evaporating liquid cools because energy transfers to particles that escape.
Self-check
Why does a wet surface dry faster in moving warm air?
Show the answer
Warmth gives more particles enough energy to escape; moving air removes vapour above the surface and maintains evaporation.
- Course content
Scope: Course content · §3 2.3.1 Core 1
Open revision guidance
What to know
- Describe comparative experiments with equal samples, equal heating and a common measurement (for example temperature rise or wax-pin fall) to identify good and poor thermal conductors.
What to do in an assessment
- Keep material geometry, starting conditions and heat input comparable; use repeats and prevent heat escaping by an uncontrolled path.
In plain language
Describe comparative experiments with equal samples, equal heating and a common measurement (for example temperature rise or wax-pin fall) to identify good and poor thermal conductors.
Self-check
How could you compare two rods as thermal conductors?
Show the answer
Heat one end of each equally, attach identical wax pins at equal distances, and compare the time/order they fall while controlling rod dimensions and heat input.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.3.1 Supplement 2; §3 2.3.1 Supplement 3; §3 2.3.1 Supplement 4
Open revision guidance
What to know
- Thermal conduction in solids includes lattice vibrations; mobile delocalised electrons make metals effective conductors. Gases and most liquids conduct poorly because particles are farther apart and transmit vibrational energy less effectively. Some solids are intermediate—better than insulators but poorer than good conductors.
What to do in an assessment
- Use “poor conductor” comparatively rather than claiming zero transfer; explain metal conduction through mobile electrons in addition to vibrations.
In plain language
Thermal conduction in solids includes lattice vibrations; mobile delocalised electrons make metals effective conductors. Gases and most liquids conduct poorly because particles are farther apart and transmit vibrational energy less effectively. Some solids are intermediate—better than insulators but poorer than good conductors.
Self-check
Why does a metal pan base transfer heat better than a wooden handle?
Show the answer
Metals have mobile electrons that carry thermal energy efficiently; wood lacks this carrier mechanism and is a much poorer conductor.
- Course content
Scope: Course content · §3 2.3.2 Core 1; §3 2.3.2 Core 2
Open revision guidance
What to know
- Convection transfers thermal energy in liquids and gases. Heating a region expands it and lowers its density; it rises while cooler, denser fluid sinks, forming a circulation current.
- Describe demonstrations such as dye in warmed water or smoke/air circulation, and identify heat source, flow direction and observations.
What to do in an assessment
- Draw arrows for rising warm fluid and sinking cooler fluid; name the controlled conditions and visible tracer.
In plain language
Convection transfers thermal energy in liquids and gases. Heating a region expands it and lowers its density; it rises while cooler, denser fluid sinks, forming a circulation current.
Self-check
Why does warm air rise above a radiator?
Show the answer
Heating expands the air and lowers its density relative to surrounding cooler air, so it rises and is replaced by cooler air.
- Course content
Scope: Course content · §3 2.3.3 Core 1; §3 2.3.3 Core 2; §3 2.3.3 Core 3
Open revision guidance
What to know
- Thermal radiation is infrared; all objects emit it and it can transfer thermal energy through a vacuum. Surface colour/texture affects emission, absorption and reflection: dull black is a good absorber/emitter and poor reflector; shiny/light surfaces reflect more and emit/absorb less.
What to do in an assessment
- For a radiation test, control starting temperature, area, distance and surroundings; compare temperature/energy readings for matched surfaces.
In plain language
Thermal radiation is infrared; all objects emit it and it can transfer thermal energy through a vacuum. Surface colour/texture affects emission, absorption and reflection: dull black is a good absorber/emitter and poor reflector; shiny/light surfaces reflect more and emit/absorb less.
Self-check
Which surface is a better infrared emitter: dull black or shiny silver?
Show the answer
Dull black is the better emitter.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.3.3 Supplement 4; §3 2.3.3 Supplement 5; §3 2.3.3 Supplement 6; §3 2.3.3 Supplement 7; §3 2.3.3 Supplement 8; §3 2.3.3 Supplement 9
Open revision guidance
What to know
- At constant temperature, absorbed/input energy rate equals the rate transferred away. If input exceeds loss an object warms; if loss exceeds input it cools. Earth temperature reflects the balance of incoming solar radiation and outgoing radiation from Earth.
- Infrared emission experiment: fill a Leslie cube with hot water so its different surface faces are at the same high temperature. Hold an infrared detector at the same distance and angle from each face, use the same range, wait for a stable reading, and record/rank the detector reading for dull-black, white, dull-metal and shiny-metal faces. Keep face area, cube-water temperature, detector distance/orientation and measurement time controlled; repeat readings. The dull-black face gives the greatest emission and the shiny face the least. A hotter surface and a larger emitting area increase the emission rate.
- Infrared absorption experiment: use two identical metal cans, one dull black and one polished/shiny, each containing the same volume of water at the same starting temperature. Place them side by side at equal distance and orientation from the same infrared lamp. Put a thermometer/temperature probe in each water sample; record both initial temperatures and then readings at fixed time intervals while the lamp is on. Keep can size/surface area, water volume and starting temperature, lamp output, distance, exposure time and probe position the same; repeat and compare temperature rise per unit time. The dull-black can warms faster because it is the better absorber; the shiny can absorbs less.
What to do in an assessment
- For emission, describe the hot-water Leslie cube, fixed-position infrared detector, reading from each face, controlled detector geometry/temperature and observed surface ranking. For absorption, describe matched black/shiny cans, equal water and initial temperatures, an infrared lamp, thermometers/probes, timed temperature readings, controlled distance/area/volume/exposure and comparison of temperature-rise rates. State observations and identify which surface emits or absorbs better; do not replace either procedure with a generic fair-test prompt.
In plain language
Use a detector to compare radiation emitted by equal-temperature surfaces; use matched cans, an infrared lamp and timed water-temperature readings to compare absorption. Black dull surfaces are better emitters and absorbers than shiny surfaces.
Self-check
Describe one actual infrared emission test and one absorption test, including observations that distinguish dull black from shiny metal.
Show the answer
For emission, fill a Leslie cube with hot water and compare each face with an infrared detector held at a fixed distance and angle; keep cube temperature and detector position fixed and record readings. Dull black gives the largest reading, shiny metal the smallest. For absorption, put equal volumes of water at the same initial temperature into identical black and shiny cans; place them equally far from an infrared lamp and record probe temperatures at fixed intervals. Keep area, volume, starting temperature and exposure constant. The black can has the greater temperature-rise rate.
- Course content
Scope: Course content · §3 2.3.4 Core 1(a); §3 2.3.4 Core 1(b)
Open revision guidance
What to know
- Explain basic conduction, convection and radiation applications/consequences: a metal pan conducts to food; a room warms by circulating air. Identify which process is significant rather than naming “heat” generically.
What to do in an assessment
- For a pan, link conductive material to transfer through the base; for a room, trace warm air rising and cooler air replacing it.
In plain language
Explain basic conduction, convection and radiation applications/consequences: a metal pan conducts to food; a room warms by circulating air. Identify which process is significant rather than naming “heat” generically.
Self-check
Why is a pan base made of a good conductor?
Show the answer
It transfers energy from the heater through the base to the contents efficiently.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.3.4 Supplement 2(a); §3 2.3.4 Supplement 2(b)
Open revision guidance
What to know
- Explain complex combinations where several processes matter: a wood/coal fire transfers by radiation and convection, with conduction through nearby material; a car radiator transfers energy from hot coolant to metal and then to moving air, using conduction and convection.
What to do in an assessment
- Name each relevant stage and material/fluid boundary; do not attribute the whole system to a single process if multiple mechanisms matter.
In plain language
Explain complex combinations where several processes matter: a wood/coal fire transfers by radiation and convection, with conduction through nearby material; a car radiator transfers energy from hot coolant to metal and then to moving air, using conduction and convection.
Self-check
How does a car radiator transfer energy from coolant to the surroundings?
Show the answer
Hot coolant transfers energy to the radiator by convection; metal conducts it to the outer surface, and moving air carries energy away by convection (with radiation also possible).
Topic group
3 Waves
- Course content
Scope: Course content · §3 3.1 Core 1; §3 3.1 Core 2; §3 3.1 Core 3; §3 3.1 Core 4; §3 3.1 Core 5; §3 3.1 Core 6; §3 3.1 Core 7(a); §3 3.1 Core 7(b); §3 3.1 Core 7(c); §3 3.1 Core 8(a); §3 3.1 Core 8(b); §3 3.1 Core 8(c); §3 3.1 Core 8(d)
Open revision guidance
What to know
- A wavefront is a line joining points on a wave that are in the same phase; wavefronts advance perpendicular to the direction of travel. Wavelength λ is the distance between adjacent points in phase, such as crest-to-crest or trough-to-trough. Frequency f is the number of complete oscillations passing a point each second, measured in hertz (Hz).
- A crest is the maximum positive displacement from equilibrium; a trough is the maximum negative displacement. Amplitude is the maximum displacement from the equilibrium/rest position. Waves transfer energy without net transfer of matter; use v=fλ with speed, wavelength and frequency in consistent units.
- Transverse vibration is perpendicular to propagation (electromagnetic, water and seismic S-waves); longitudinal vibration is parallel (sound and seismic P-waves). Waves reflect at a plane surface, refract when speed changes and diffract through a narrow gap. In a ripple tank vary depth for refraction and use barriers/gaps/edges to display patterns.
What to do in an assessment
- Define wavefront, wavelength, frequency, crest, trough and amplitude. Read the gallery by measuring λ between adjacent crests and amplitude from the mean level; its parallel wavefronts are in the same phase and propagation is perpendicular to them. Calculate v=fλ with consistent SI units; for ripple-tank methods identify source, barriers/depth change and observed spacing/direction.
In plain language
Wavefronts connect points in the same phase. Wavelength measures one repeated cycle, frequency counts cycles each second, and amplitude measures maximum displacement from equilibrium.
Self-check
Define wavefront, wavelength, frequency, crest, trough and amplitude. A wave has f=5 Hz and λ=0.12 m; find its speed.
Show the answer
A wavefront joins points in phase; wavelength is spacing between adjacent points in phase; frequency is cycles per second; crest and trough are maximum positive and negative displacements; amplitude is maximum displacement from equilibrium. v=fλ=5×0.12=0.60 m/s.
View diagrams
Wave profile, wavefronts and frequencyWave profile and same-phase wavefronts: crest, trough, amplitude, wavelength, frequency and propagation direction. - Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.1 Supplement 9; §3 3.1 Supplement 10
Open revision guidance
What to know
- Diffraction through a gap is greatest when wavelength is comparable with or greater than gap size. At an edge, longer wavelength produces greater spreading.
What to do in an assessment
- Compare λ with gap width and explain spreading; keep the comparison qualitative.
In plain language
Diffraction through a gap is greatest when wavelength is comparable with or greater than gap size. At an edge, longer wavelength produces greater spreading.
Self-check
A wave passes through a gap much wider than its wavelength. Is diffraction large?
Show the answer
No. Spreading is small when the gap is much larger than the wavelength.
- Course content
Scope: Course content · §3 3.2.1 Core 1; §3 3.2.1 Core 2; §3 3.2.1 Core 3
Open revision guidance
What to know
- The normal is perpendicular to the surface; angle of incidence is measured between incoming ray and normal, and angle of reflection between reflected ray and normal.
- A plane mirror forms a same-size, virtual image the same distance behind the mirror as the object is in front. Angle of incidence equals angle of reflection.
What to do in an assessment
- Draw the normal first, measure from it, and construct the reflected ray at the equal angle; distinguish image distance from mirror distance.
In plain language
The normal is perpendicular to the surface; angle of incidence is measured between incoming ray and normal, and angle of reflection between reflected ray and normal.
Self-check
An incident ray is 28° to the normal. What is its reflection angle?
Show the answer
28° to the normal.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.2.1 Supplement 4
Open revision guidance
What to know
- Use scale construction, measurement or calculation to locate a plane-mirror image or predict reflection; preserve equal angles and symmetric object/image positions.
What to do in an assessment
- Draw a ray diagram to scale, construct normals at reflection points and measure the requested length/angle with suitable instrument.
In plain language
Use scale construction, measurement or calculation to locate a plane-mirror image or predict reflection; preserve equal angles and symmetric object/image positions.
Self-check
A point is 6 cm in front of a plane mirror. How far behind the mirror is its image?
Show the answer
6 cm behind the mirror; the image is the same perpendicular distance from the mirror.
- Course content
Scope: Course content · §3 3.2.2 Core 1; §3 3.2.2 Core 2; §3 3.2.2 Core 3; §3 3.2.2 Core 4; §3 3.2.2 Core 5
Open revision guidance
What to know
- At an interface, measure incidence i and refraction r from the normal. In a transparent-block refraction investigation, trace the block and incident/emergent ray, draw normals, use a ray box or pins to locate the path, and measure i and r; changing speed changes direction.
- Total-internal-reflection demonstration: draw around a semicircular glass/acrylic block on paper. Aim a narrow ray-box beam through the curved surface toward the centre so it enters normally and does not bend there. It then reaches the flat face from inside the denser block. Vary i at that face, mark/trace the incident, reflected and refracted rays, and measure i from the normal. As i increases the refracted ray bends farther from the normal; at the critical angle it travels along the boundary; above the critical angle no ray emerges and the ray is reflected inside.
- An everyday application is an optical fibre (including endoscopes/telecommunications): light meets the glass–cladding boundary above the critical angle and undergoes repeated total internal reflection, guiding the signal along the fibre with little escape.
What to do in an assessment
- Describe both the ray-box/block experiment and an everyday application. In the experiment use the curved face so the beam is directed to the centre, vary incidence at the flat face, mark the normal and measure angles; report the critical-angle and above-critical-angle observations. For an optical fibre, explain how repeated total internal reflection confines light along the fibre.
In plain language
A ray-box test with a semicircular block shows refraction up to the critical angle and total internal reflection above it. Optical fibres use repeated internal reflection to guide light.
Self-check
Give the procedure and observations for a total-internal-reflection experiment, then name and explain one everyday use.
Show the answer
Send a narrow ray-box beam through the curved face of a semicircular transparent block toward its centre. Vary incidence at the flat face and observe the refracted ray travel along the boundary at the critical angle; above it, no ray exits and the ray reflects inside. Optical fibres/endoscopes guide light by repeated total internal reflection at the glass–cladding boundary.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.2.2 Supplement 6; §3 3.2.2 Supplement 7; §3 3.2.2 Supplement 8; §3 3.2.2 Supplement 9
Open revision guidance
What to know
- Refractive index n is the ratio of wave speeds in two regions; for light passing from air into a medium it is speed in air divided by speed in that medium. Use n=sin i/sin r and n=1/sin c with angles in degrees as defined. Optical fibres guide light by repeated total internal reflection and are used in telecommunications.
What to do in an assessment
- Check which medium is numerator/denominator in the specified n definition and choose the right equation; for fibres connect total internal reflection to low signal loss along a curved path.
In plain language
Refractive index n is the ratio of wave speeds in two regions; for light passing from air into a medium it is speed in air divided by speed in that medium. Use n=sin i/sin r and n=1/sin c with angles in degrees as defined. Optical fibres guide light by repeated total internal reflection and are used in telecommunications.
Self-check
For a critical angle c=30°, calculate n=1/sin c.
Show the answer
n=1/sin30°=2.0.
- Course content
Scope: Course content · §3 3.2.3 Core 1; §3 3.2.3 Core 2; §3 3.2.3 Core 3; §3 3.2.3 Core 4; §3 3.2.3 Core 5
Open revision guidance
What to know
- For a converging thin lens, principal rays construct the image: a ray parallel to the principal axis refracts through the far principal focus; a ray through the optical centre continues straight; a ray through the near focus emerges parallel to the axis. The intersection of refracted rays locates a real image. For an object inside f, emergent rays diverge; extend them backward to locate the upright virtual image on the object side.
- Use 1/f=1/u+1/v with signed v (real v positive beyond the lens; virtual v negative on the object side) and magnification m=−v/u. In the real-image gallery construction f=40 cm and u=120 cm=3f, so v=+60 cm=1.5f and m=−0.50: the image is real, inverted and half-height. In the virtual-image gallery construction f=40 cm and u=80/3 cm=2f/3, so v=−80 cm=−2f and m=+3: the image is virtual, upright and three times the object height. A real image can be projected on a screen; a virtual image cannot.
- A diverging lens sends an incoming parallel ray outward as if it came from the near principal focus; the optical-centre ray is undeviated. Backward extensions meet on the object side, forming an upright, diminished virtual image. For converging lenses u>f gives a real inverted image, while u<f gives an upright enlarged virtual image; record image side, orientation and relative size.
What to do in an assessment
- Construct the gallery geometries with the principal-axis/lens/focus marks: for the real case use u=3f; draw a parallel incident ray refracting through the far focus and an optical-centre ray straight, both solid to the image. For the virtual case use u=2f/3; draw the two solid outgoing rays diverging and dashed backward extensions meeting at the upright image. Calculate signed v and m and compare image side, orientation and size.
In plain language
Principal rays show where a lens image forms: converging rays meet at a real image, while diverging rays have a virtual image where their backward extensions meet. Signed lens calculations agree with the ray construction.
Self-check
For the two gallery geometries with a converging lens, calculate image distance and magnification: (a) f=40 cm,u=120 cm=3f; (b) f=40 cm,u=80/3 cm=2f/3. State orientation and size.
Show the answer
Use 1/f=1/u+1/v and m=−v/u. (a) 1/v=1/40−1/120=1/60, so v=+60 cm=1.5f and m=−0.50: real, inverted, half-height. Draw the parallel ray through the far focus and central ray straight; they meet beyond 2F. (b) 1/v=1/40−3/80=−1/80, so v=−80 cm=−2f and m=+3: virtual, upright, three times as tall. The outgoing rays diverge; dashed backward extensions meet on the object side.
View diagrams
Real image from an object beyond 2FVirtual image from an object inside FConverging-lens constructions at u=3f (real, inverted, 0.5×) and u=2f/3 (virtual, upright, 3×). Solid lines show rays; dashed lines are backward extensions. - Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.2.3 Supplement 6; §3 3.2.3 Supplement 7; §3 3.2.3 Supplement 8
Open revision guidance
What to know
- A converging lens with u<f forms an upright enlarged virtual image on the object side; this is a magnifying-glass arrangement. The virtual-construction figure uses u=2f/3 and gives v=−2f and magnification +3. When u>f it forms a real, inverted image on the opposite side; the real-construction figure uses u=3f and gives v=1.5f and magnification −0.5. Long-sightedness (hyperopia) focuses an image behind the retina; a converging spectacle lens adds convergence so the eye focuses on the retina. Short-sightedness (myopia) focuses before the retina; a diverging lens spreads incoming rays so the eye focuses on the retina. A diverging lens alone forms an upright, diminished virtual image.
- Long-sightedness (hyperopia) focuses an image behind the retina; a converging spectacle lens adds convergence so the eye focuses on the retina. Short-sightedness (myopia) focuses before the retina; a diverging lens spreads incoming rays so the eye focuses on the retina. A diverging lens alone forms an upright, diminished virtual image.
What to do in an assessment
- Use the virtual-image construction in the Core gallery: solid outgoing rays diverge and dashed backward extensions meet at the upright enlarged image. Match the shown u=2f/3 construction to v=−2f,m=+3. Explain each vision correction by tracing how the spectacle lens changes rays before they enter the eye.
In plain language
An object inside a converging lens focal length gives an upright enlarged virtual image; an object beyond the focus gives a real inverted image. Converging lenses correct long-sightedness and diverging lenses correct short-sightedness.
Self-check
A magnifying lens has f=40 cm and object distance u=80/3 cm=2f/3. Find v and m and describe the image; which lens corrects short-sightedness?
Show the answer
Using 1/f=1/u+1/v gives 1/v=1/40−3/80=−1/80, so v=−80 cm=−2f. Magnification m=−v/u=+3: upright, virtual and three times taller on the object side. A diverging lens corrects short-sightedness by spreading rays before they enter the eye.
View diagrams
Virtual image from an object inside FMagnifying-glass construction for an object at u=2f/3: solid rays diverge and dashed backward extensions meet at an upright image v=−2f, magnification +3. - Course content
Scope: Course content · §3 3.2.4 Core 1; §3 3.2.4 Core 2
Open revision guidance
What to know
- White light disperses in a glass prism because its component colours refract by different amounts. In increasing wavelength (decreasing frequency) the traditional visible sequence is red, orange, yellow, green, blue, indigo, violet; increasing frequency reverses that order.
What to do in an assessment
- Draw incident white light, prism and separated spectrum, then state the ordering and avoid treating a colour as a single wavelength band.
In plain language
White light disperses in a glass prism because its component colours refract by different amounts. In increasing wavelength (decreasing frequency) the traditional visible sequence is red, orange, yellow, green, blue, indigo, violet; increasing frequency reverses that order.
Self-check
Which traditional visible colour has the highest frequency?
Show the answer
Violet.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.2.4 Supplement 3
Open revision guidance
What to know
- Visible light of a single frequency is monochromatic.
What to do in an assessment
- Use “monochromatic” for single frequency, not merely a narrow beam or single direction.
In plain language
Visible light of a single frequency is monochromatic.
Self-check
What does monochromatic visible light contain?
Show the answer
One frequency (and therefore one wavelength in a fixed medium).
- Course content
Open revision guidance
What to know
- Order regions by frequency (radio, microwave, infrared, visible, ultraviolet, X-ray, gamma) and reverse the order for wavelength. All EM waves travel at the same very high speed in vacuum.
- Know uses: radio—broadcast/astronomy/RFID; microwave—satellite/mobile/oven; infrared—grill, remote, alarm, thermal imaging, fibre; visible—vision, photography, lighting; UV—security marking, fake-note detection, water sterilisation; X-ray—medical/security imaging; gamma—sterilisation and cancer detection/treatment.
- Excess exposure harms: microwave internal heating; infrared burns; UV surface-cell/eye damage including cancer/eye conditions; X-rays/gamma mutate or damage cells. Satellite communications mainly use microwaves: low-orbit satellites for some phones, geostationary for some phones/direct TV.
What to do in an assessment
- For each use connect wavelength/interaction to function and state the matching hazard; use “ionising” appropriately for X-rays/gamma and UV damage.
In plain language
Order regions by frequency (radio, microwave, infrared, visible, ultraviolet, X-ray, gamma) and reverse the order for wavelength. All EM waves travel at the same very high speed in vacuum.
Self-check
Why are microwaves used for some satellite links?
Show the answer
They can transmit through the atmosphere and are suitable for directed satellite communication; the syllabus also distinguishes low-orbit and geostationary applications.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.3 Supplement 6; §3 3.3 Supplement 7(a); §3 3.3 Supplement 7(b); §3 3.3 Supplement 7(c); §3 3.3 Supplement 8; §3 3.3 Supplement 9; §3 3.3 Supplement 10
Open revision guidance
What to know
- In vacuum EM speed c=3.0×10⁸ m/s and is approximately the same in air. Mobile phones/wireless internet use microwaves that penetrate some walls and need short aerials; Bluetooth uses radio waves that pass through walls but weaken; optical fibre uses visible/short-wave infrared because glass transmits them and short wavelengths carry high data rates.
- Digital signals encode discrete values; analogue signals vary continuously. Sound can be sent either way. Digital regeneration restores a clean signal and supports higher data transmission rates and longer range.
What to do in an assessment
- Compare analogue and digital traces, explain noise/regeneration, and connect communication medium to frequency/wavelength and its propagation through walls or fibre.
In plain language
In vacuum EM speed c=3.0×10⁸ m/s and is approximately the same in air. Mobile phones/wireless internet use microwaves that penetrate some walls and need short aerials; Bluetooth uses radio waves that pass through walls but weaken; optical fibre uses visible/short-wave infrared because glass transmits them and short wavelengths carry high data rates.
Self-check
Why can regenerated digital signals travel farther than a degraded analogue signal?
Show the answer
Repeaters can reconstruct the intended discrete values accurately, limiting accumulated noise; analogue amplification also amplifies noise.
- Course content
Scope: Course content · §3 3.4 Core 1; §3 3.4 Core 2; §3 3.4 Core 3; §3 3.4 Core 4; §3 3.4 Core 5; §3 3.4 Core 6; §3 3.4 Core 7; §3 3.4 Core 8; §3 3.4 Core 9
Open revision guidance
What to know
- Sound is produced by vibrating sources, travels as longitudinal waves and needs a medium. Human hearing is approximately 20 Hz–20 000 Hz; sound travels about 330–350 m/s in air.
- Measure sound speed by distance/time (for an echo return, total path includes outward and return journeys). Greater amplitude means louder sound; frequency determines pitch. An echo is reflected sound. Ultrasound has frequency above 20 kHz.
What to do in an assessment
- Describe a timed known-distance method (or reflected pulse using 2d=vt), reduce reaction-time error with longer/repeated timing, and separate pitch from loudness.
In plain language
Sound is produced by vibrating sources, travels as longitudinal waves and needs a medium. Human hearing is approximately 20 Hz–20 000 Hz; sound travels about 330–350 m/s in air.
Self-check
An echo returns after 0.40 s; sound speed is 340 m/s. Find the distance to the wall.
Show the answer
The pulse travels to the wall and back: d=vt/2=340×0.40/2=68 m.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.4 Supplement 10; §3 3.4 Supplement 11; §3 3.4 Supplement 12
Open revision guidance
What to know
- A compression is a region where particles are close together; a rarefaction is a region farther apart. Sound generally travels faster in solids than liquids and faster in liquids than gases. Ultrasound is used for non-destructive material testing, soft-tissue medical scanning and sonar; sonar distance/depth uses d=vt/2.
What to do in an assessment
- Choose the sound-speed value for the medium and divide by two for pulse-echo distance; explain why ultrasound produces resolvable reflections/diagnostic images.
In plain language
A compression is a region where particles are close together; a rarefaction is a region farther apart. Sound generally travels faster in solids than liquids and faster in liquids than gases. Ultrasound is used for non-destructive material testing, soft-tissue medical scanning and sonar; sonar distance/depth uses d=vt/2.
Self-check
Sonar returns in 0.10 s in water; sound speed is 1500 m/s. Find depth.
Show the answer
Depth=vt/2=1500×0.10/2=75 m.
Topic group
4 Electricity and magnetism
- Course content
Scope: Course content · §3 4.1 Core 1; §3 4.1 Core 2; §3 4.1 Core 3; §3 4.1 Core 4; §3 4.1 Core 5; §3 4.1 Core 6; §3 4.1 Core 7; §3 4.1 Core 8; §3 4.1 Core 9
Open revision guidance
What to know
- Like poles repel and unlike poles attract; magnets also attract magnetic materials. Use N pole, S pole, attraction, repulsion, magnetised/unmagnetised. Induced magnetism is temporary magnetisation caused by a nearby magnet.
- Soft iron is readily magnetised/demagnetised (temporary); steel retains magnetism (permanent). Magnetic materials respond to magnets; non-magnetic materials do not show the same attraction.
- A magnetic field is a region where a magnetic pole experiences force. Draw field lines and arrows around a bar magnet; direction is the force on a north pole. Plot with a compass or iron filings; closer lines mean stronger field (Supplement). Uses are source-specific: permanent magnets provide a field without a power supply, for example a compass needle for navigation, a magnetic door/fridge catch, and the permanent-magnet field in a loudspeaker; electromagnets are controllable because current produces their field, for example scrapyard cranes lifting/releasing steel, relays and electric bells.
What to do in an assessment
- Use a compass to mark local directions and join a smooth pattern; do not cross field lines. Choose soft iron when switching magnetism and steel when retaining it. For uses, distinguish permanent devices that need no current from electromagnets that can be switched or varied.
In plain language
Permanent magnets supply a lasting field in compasses, catches and loudspeakers; electromagnets provide controllable fields in scrap cranes, relays and bells.
Self-check
Give one actual use each for a permanent magnet and an electromagnet, and explain why that magnet type suits the use.
Show the answer
A compass uses a permanent magnet because its needle must retain a field without a power supply. A scrapyard crane uses an electromagnet because current switches the lifting field on and off to pick up and release steel.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.1 Supplement 10; §3 4.1 Supplement 11
Open revision guidance
What to know
- Magnetic forces arise from interactions between magnetic fields. Relative field strength is shown by spacing of field lines: closer lines indicate a stronger field.
What to do in an assessment
- Compare field diagrams only when the same scale convention is used; explain attraction/repulsion by field interaction.
In plain language
Magnetic forces arise from interactions between magnetic fields. Relative field strength is shown by spacing of field lines: closer lines indicate a stronger field.
Self-check
What does close spacing of magnetic field lines indicate?
Show the answer
A stronger magnetic field.
- Course content
Scope: Course content · §3 4.2.1 Core 1; §3 4.2.1 Core 2; §3 4.2.1 Core 3; §3 4.2.1 Core 4; §3 4.2.1 Core 5; §3 4.2.1 Core 6
Open revision guidance
What to know
- Positive and negative charges exist; like charges repel and unlike charges attract. Friction charges solids by transferring electrons only; protons do not move between solid objects in this model.
- Demonstrate electrostatic charging/detection by friction using suitable objects and an electroscope; test electrical conduction with a simple circuit.
- Conductors have electrons that can move through the material; insulators do not have mobile charge carriers throughout. Give typical conductor (copper) and insulator (plastic) examples.
What to do in an assessment
- Describe rubbing, separating and testing, include a control and safe handling; distinguish charge transfer from charge creation.
In plain language
Positive and negative charges exist; like charges repel and unlike charges attract. Friction charges solids by transferring electrons only; protons do not move between solid objects in this model.
Self-check
A neutral rod gains electrons by rubbing. What charge does it acquire?
Show the answer
Negative charge, because electrons carry negative charge.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.2.1 Supplement 7; §3 4.2.1 Supplement 8; §3 4.2.1 Supplement 9; §3 4.2.1 Supplement 10(a); §3 4.2.1 Supplement 10(b); §3 4.2.1 Supplement 10(c)
Open revision guidance
What to know
- Charge is measured in coulombs (C). An electric field is a region where charge experiences force; its direction is the force on a positive test charge. Draw radial fields for point charges, radial fields around charged conducting spheres and uniform parallel-plate fields; omit end effects.
What to do in an assessment
- Use arrows away from positive and toward negative; field lines never cross. Mark parallel-plate field uniform away from edges.
In plain language
Charge is measured in coulombs (C). An electric field is a region where charge experiences force; its direction is the force on a positive test charge. Draw radial fields for point charges, radial fields around charged conducting spheres and uniform parallel-plate fields; omit end effects.
Self-check
Which way does an electric-field arrow show?
Show the answer
The force direction on a positive charge at that point.
- Course content
Scope: Course content · §3 4.2.2 Core 1; §3 4.2.2 Core 2; §3 4.2.2 Core 3; §3 4.2.2 Core 4
Open revision guidance
What to know
- Current is related to flow of charge; ammeters (analogue or digital) are connected in series and the correct range is selected. In metals, current is carried by moving free electrons.
- Direct current flows in one direction; alternating current repeatedly reverses direction.
What to do in an assessment
- Show the meter symbol and series connection; choose a range larger than expected then reduce for resolution.
In plain language
Current is related to flow of charge; ammeters (analogue or digital) are connected in series and the correct range is selected. In metals, current is carried by moving free electrons.
Self-check
How is a current meter connected?
Show the answer
In series with the part of the circuit whose current is measured.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.2.2 Supplement 5; §3 4.2.2 Supplement 6
Open revision guidance
What to know
- Current I=charge/time=Q/t; conventional current flows positive to negative while free electrons in a metal move negative to positive.
What to do in an assessment
- Use coulombs and seconds to obtain amperes; keep conventional-current direction distinct from electron motion.
In plain language
Current I=charge/time=Q/t; conventional current flows positive to negative while free electrons in a metal move negative to positive.
Self-check
A 12 C charge passes a point in 4 s. Find current.
Show the answer
I=Q/t=12/4=3 A.
- Course content
Scope: Course content · §3 4.2.3 Core 1; §3 4.2.3 Core 2; §3 4.2.3 Core 3; §3 4.2.3 Core 4; §3 4.2.3 Core 5
Open revision guidance
What to know
- Electromotive force (e.m.f.) is electrical work done by a source per unit charge around a complete circuit and is measured in volts. Potential difference (p.d.) is work done per unit charge passing through a component; the p.d. between points is in volts.
- A voltmeter (analogue or digital) is connected in parallel across the source/component; choose a suitable range.
What to do in an assessment
- Name which quantity/source/component is measured and use parallel meter placement; do not confuse e.m.f. with energy or current.
In plain language
Electromotive force (e.m.f.) is electrical work done by a source per unit charge around a complete circuit and is measured in volts. Potential difference (p.d.) is work done per unit charge passing through a component; the p.d. between points is in volts.
Self-check
A source does 6 J of work moving 2 C around the circuit. Find e.m.f.
Show the answer
E=W/Q=6/2=3 V.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.2.3 Supplement 6; §3 4.2.3 Supplement 7
Open revision guidance
What to know
- Use E=W/Q for e.m.f. and V=W/Q for p.d.; both are energy transferred per coulomb, but one refers to a source and the other to a component/two points.
What to do in an assessment
- Keep E for e.m.f. and V for p.d.; convert units consistently and show the energy-per-charge interpretation.
In plain language
Use E=W/Q for e.m.f. and V=W/Q for p.d.; both are energy transferred per coulomb, but one refers to a source and the other to a component/two points.
Self-check
A component transfers 18 J to 3 C of charge. Find p.d.
Show the answer
V=W/Q=18/3=6 V.
- Course content
Scope: Course content · §3 4.2.4 Core 1; §3 4.2.4 Core 2; §3 4.2.4 Core 3
Open revision guidance
What to know
- Resistance R=V/I. Determine it experimentally using an ammeter in series and voltmeter in parallel; take readings and calculate. For a metallic wire, resistance qualitatively rises with length and falls as cross-sectional area increases.
What to do in an assessment
- Change one wire dimension at a time, keep material/temperature controlled, measure V and I, calculate R, and compare repeated trials.
In plain language
Resistance R=V/I. Determine it experimentally using an ammeter in series and voltmeter in parallel; take readings and calculate. For a metallic wire, resistance qualitatively rises with length and falls as cross-sectional area increases.
Self-check
A wire has 4 V across it and 0.5 A through it. Find resistance.
Show the answer
R=V/I=4/0.5=8 Ω.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.2.4 Supplement 4; §3 4.2.4 Supplement 5(a); §3 4.2.4 Supplement 5(b)
Open revision guidance
What to know
- Sketch/explain I–V graphs: fixed-resistance resistor is a straight line through the origin; filament lamp curve flattens as heating raises resistance; diode conducts mainly in one direction after threshold. For a metal wire, R∝length and R∝1/cross-sectional area.
What to do in an assessment
- Label axes and polarity; explain each curve through changing resistance. For wire comparisons predict length/area changes only with other conditions controlled.
In plain language
Sketch/explain I–V graphs: fixed-resistance resistor is a straight line through the origin; filament lamp curve flattens as heating raises resistance; diode conducts mainly in one direction after threshold. For a metal wire, R∝length and R∝1/cross-sectional area.
Self-check
If a wire’s length doubles while area and material stay fixed, what happens to R?
Show the answer
Resistance doubles because R is directly proportional to length.
- Course content
Scope: Course content · §3 4.2.5 Core 1; §3 4.2.5 Core 2; §3 4.2.5 Core 3; §3 4.2.5 Core 4
Open revision guidance
What to know
- A circuit transfers energy from a cell/mains source into components and surroundings. Electrical power P=IV and energy E=IVt.
- A kilowatt-hour is energy delivered by 1 kW for 1 h; electricity cost = energy used in kW h × tariff per kW h.
What to do in an assessment
- Use volts, amperes and seconds for joules, or kW and h for kW h; convert watts to kW before energy-cost calculation.
In plain language
A circuit transfers energy from a cell/mains source into components and surroundings. Electrical power P=IV and energy E=IVt.
Self-check
A 2 kW heater runs for 3 h at 0.25 currency units per kW h. Find energy and cost.
Show the answer
E=2×3=6 kW h; cost=6×0.25=1.50 currency units.
- Course content
Scope: Course content · §3 4.3.1 Core 1
Open revision guidance
What to know
- The §4 plate has a cell and two alternative battery-of-cells glyphs (the second appears after “or”), plus a plain power-supply glyph distinct from the d.c. and a.c. supply glyphs. Cells/batteries supply e.m.f. from stored chemical energy; a plain supply denotes a source, d.c. supplies steady polarity and a.c. supplies alternating polarity; a generator converts mechanical energy into electrical energy. An open switch breaks the current path; a closed switch completes it. A fixed resistor opposes current; a variable resistor changes resistance/current. A potential divider splits the supply p.d. across series components; its output is taken from an intermediate point and can vary if adjustable.
- A heater transfers electrical energy to thermal energy; a lamp emits light; a motor converts electrical energy to mechanical motion; a bell converts it to sound. An NTC thermistor’s resistance falls as it warms; an LDR’s resistance falls as illumination increases.
- An ammeter measures current in series; a voltmeter measures p.d. in parallel across a component. Current through a magnetising coil creates a magnetic field. A transformer transfers energy between coils by electromagnetic induction and changes alternating p.d. A fuse melts and opens the circuit when current is excessive. A relay uses an energized coil to operate separate switch contacts.
- The earth/ground symbol shows a connection to the earth/ground reference. A junction dot shows that conductors meet electrically; crossing wires without a junction mark are not connected.
What to do in an assessment
- Use the complete labelled Core symbol gallery, including both battery alternatives and the plain power-supply glyph, to recognise and copy the source-plate symbols. Draw a series loop containing a cell, switch, lamp and ammeter with a voltmeter across the lamp; trace the current path and predict the effects of opening the switch, changing a variable resistor, warming an NTC thermistor or illuminating an LDR.
In plain language
Cells and alternative battery symbols denote chemical sources; the plate also distinguishes a plain supply glyph from d.c. and a.c. supplies. Component symbols have defined circuit roles.
Self-check
Using the complete Core gallery, draw a cell, battery alternative, plain supply, d.c. supply and a.c. supply; then draw a cell/switch/lamp/ammeter loop with a voltmeter across the lamp. What distinguishes these source symbols?
Show the answer
The gallery shows one-cell and two battery-of-cells alternatives, a plain two-terminal power supply, a d.c. supply with fixed polarity, and an a.c. supply with alternating polarity. In the circuit, put cell, switch, lamp and ammeter in series and the voltmeter in parallel across the lamp.
View diagrams
CellBattery of cellsBattery of cells (alternative symbol)Power supplyD.C. power supplyA.C. power supplyGeneratorPotential dividerSwitchFixed resistorVariable resistorHeaterThermistorLight-dependent resistorLampMotorElectric bellAmmeterVoltmeterMagnetising coilTransformerFuseRelay coilEarth or groundJunction of conductorsCore circuit-symbol gallery for the §4 plate: cell and alternative battery symbols, plain/d.c./a.c. supplies, components and connection marks. A junction dot marks an electrical connection. - Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.3.1 Supplement 2
Open revision guidance
What to know
- A diode conducts from its anode towards its cathode when forward-biased and blocks current when reverse-biased in the simple circuit model. An LED is a diode that emits light when forward current flows; it does not emit when reverse-biased. The gallery’s triangle points toward the bar in the permitted direction.
What to do in an assessment
- Use the diode and LED drawings in the SVG gallery to copy the symbols in both orientations. Trace the permitted current direction (triangle/anode toward the bar/cathode) and predict whether the circuit conducts and the LED emits.
In plain language
A diode controls current direction; an LED also emits light when forward current flows.
Self-check
Using the gallery, draw an LED symbol in a circuit with the triangle pointing toward the cathode bar. Is that the forward or reverse direction, and what happens if you reverse it?
Show the answer
The triangle/anode toward the bar/cathode is forward-biased, so current can flow and the LED emits light. Reversing it reverse-biases the LED; it blocks current in the simple model and stays off.
View diagrams
DiodeLight-emitting diode§4 Electrical symbols plate (PDF p. 49): diode symbols show permitted current direction; the LED adds outward arrows to indicate light emission. - Course content
Scope: Course content · §3 4.3.2 Core 1; §3 4.3.2 Core 2; §3 4.3.2 Core 3; §3 4.3.2 Core 4; §3 4.3.2 Core 5; §3 4.3.2 Core 6; §3 4.3.2 Core 7
Open revision guidance
What to know
- Current is the same at every point in a series circuit. Construct and use series/parallel circuits. E.m.f.s of series sources add; resistances in series add.
- For a parallel circuit, source current exceeds each branch current; two parallel resistors have a combined resistance smaller than either alone. Parallel lamps remain independently illuminated and each receives full supply p.d.
What to do in an assessment
- Label junction and loop currents/voltages; apply one rule at a time and check total current/voltage conservation.
In plain language
Current is the same at every point in a series circuit. Construct and use series/parallel circuits. E.m.f.s of series sources add; resistances in series add.
Self-check
Two resistors of 4 Ω and 6 Ω are in series. Find total resistance.
Show the answer
Rtotal=4+6=10 Ω.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.3.2 Supplement 8(a); §3 4.3.2 Supplement 8(b); §3 4.3.2 Supplement 8(c); §3 4.3.2 Supplement 9; §3 4.3.2 Supplement 10
Open revision guidance
What to know
- At a junction, total current in equals total current out. In series, total p.d. equals sum of component p.d.s. Parallel branches share the same p.d. across the parallel arrangement. Explain junction-current conservation; two parallel resistors combine by 1/Rtotal=1/R1+1/R2.
What to do in an assessment
- Use I=V/R in each branch; combine parallel conductance, not resistances by direct addition. Check equivalent resistance is below the smallest branch resistance.
In plain language
At a junction, total current in equals total current out. In series, total p.d. equals sum of component p.d.s. Parallel branches share the same p.d. across the parallel arrangement. Explain junction-current conservation; two parallel resistors combine by 1/Rtotal=1/R1+1/R2.
Self-check
Find equivalent resistance of 6 Ω and 3 Ω in parallel.
Show the answer
1/R=1/6+1/3=3/6=1/2, so R=2 Ω.
- Course content
Scope: Course content · §3 4.3.3 Core 1
Open revision guidance
What to know
- For a constant current, p.d. across an electrical conductor increases as its resistance increases (V=IR).
What to do in an assessment
- Use the given condition of constant current; do not infer that V and R are always independent.
In plain language
For a constant current, p.d. across an electrical conductor increases as its resistance increases (V=IR).
Self-check
At fixed current, a resistor’s resistance doubles. What happens to its p.d.?
Show the answer
Its p.d. doubles because V=IR at constant I.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.3.3 Supplement 2; §3 4.3.3 Supplement 3
Open revision guidance
What to know
- A variable potential divider provides an adjustable output p.d. across part of a series resistance. For two resistors, R1/R2=V1/V2.
What to do in an assessment
- Identify the measured section and its resistance before using the ratio; use same-current series conditions.
In plain language
A variable potential divider provides an adjustable output p.d. across part of a series resistance. For two resistors, R1/R2=V1/V2.
Self-check
Two series resistors are 2 Ω and 6 Ω. If the 2 Ω resistor has 3 V, what is p.d. across 6 Ω?
Show the answer
V2/V1=R2/R1=6/2=3; V2=9 V.
- Course content
Scope: Course content · §3 4.4 Core 1(a); §3 4.4 Core 1(b); §3 4.4 Core 1(c); §3 4.4 Core 1(d); §3 4.4 Core 2; §3 4.4 Core 3; §3 4.4 Core 4; §3 4.4 Core 5
Open revision guidance
What to know
- Mains hazards include damaged insulation (shock), overheating cables, damp conditions (shock) and excess current/overloading plugs, leads or sockets (heating/fire). Mains has live/line, neutral and earth wires; a switch belongs in the live wire so switching off disconnects the dangerous supply from the appliance.
- Fuses melt on excessive current; trip switches open the circuit. Choose a fuse/trip rating just above normal operating current but below the unsafe current. An appliance case must be non-conducting/double-insulated or earthed. Without an earth wire a fuse still protects the circuit and cabling in a double-insulated appliance.
What to do in an assessment
- Explain the fault → current → fuse/trip interruption chain and connect each listed hazard to a specific control.
In plain language
Mains hazards include damaged insulation (shock), overheating cables, damp conditions (shock) and excess current/overloading plugs, leads or sockets (heating/fire). Mains has live/line, neutral and earth wires; a switch belongs in the live wire so switching off disconnects the dangerous supply from the appliance.
Self-check
Why is a switch placed in the live wire?
Show the answer
When opened it disconnects the appliance from the live supply, making the appliance safer to handle.
- Course content
Scope: Course content · §3 4.5.1 Core 1; §3 4.5.1 Core 2; §3 4.5.1 Core 3
Open revision guidance
What to know
- An e.m.f. is induced when a conductor moves across a magnetic field or when a changing magnetic field links with a conductor. Describe an induction experiment and identify the changing flux/motion that produces a meter deflection.
- Induced e.m.f. magnitude increases with faster change, stronger magnetic field and more turns of linked conductor (where coil turns are used).
What to do in an assessment
- Describe magnet/coil direction and galvanometer response; repeat while changing one factor, then compare deflection.
In plain language
An e.m.f. is induced when a conductor moves across a magnetic field or when a changing magnetic field links with a conductor. Describe an induction experiment and identify the changing flux/motion that produces a meter deflection.
Self-check
How can induced e.m.f. be increased in a coil-and-magnet demonstration?
Show the answer
Move the magnet faster, use a stronger magnet or increase coil turns, changing linked magnetic flux more rapidly.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.1 Supplement 4; §3 4.5.1 Supplement 5
Open revision guidance
What to know
- An induced e.m.f. appears when magnetic flux linkage changes; induced current flows only in a closed circuit. Lenz’s law says its magnetic effect opposes the change producing it. For the straight-conductor generator rule, use Fleming’s right hand: thumb = conductor motion, first finger = magnetic field N→S, middle finger = induced conventional current.
- Use the diagram’s fixed coordinates: page right/east is +x, page up/north is +y, out of the page toward the viewer (dot) is +z, and into the page away from the viewer (cross) is −z. Worked example: conductor motion +x through field +y gives conventional current +z (out of page, dot); reverse motion to −x with field still +y and the current is −z (into page, cross). Reversing the field alone also reverses current; reversing both motion and field restores the original current direction. Apply Lenz’s law separately: the induced magnetic effect opposes the change producing it.
What to do in an assessment
- State the coordinate basis and sketch motion +x/east and field +y/north before using Fleming’s right-hand generator rule: thumb = motion, first finger = field, middle finger = conventional induced current. Read +z as out-of-page dot/toward the viewer and −z as into-page cross/away. Check the shown +x×+y = +z case, then reverse only motion or only field to obtain −z; reversing both restores +z. Use Lenz’s law as a separate check on opposition to the flux change.
In plain language
Use the right hand for a generator: thumb motion, first finger field, middle finger conventional current. In the fixed page coordinates, east motion crossed with north field gives current out of the page (+z, dot); reverse one direction and current goes into the page (−z, cross).
Self-check
Using the diagram’s axes, a conductor moves east (+x) through a northward (+y) magnetic field. Which way is conventional induced current? What if only the motion is reversed?
Show the answer
Fleming’s right-hand rule gives +z: out of the page toward the viewer (dot). If motion reverses to −x while B stays +y, current reverses to −z: into the page away from the viewer (cross).
View diagrams
Generator effect: motion, field and induced current directionsGenerator directions in a fixed page basis: east/right +x, north/up +y, out/toward viewer +z (dot), into/away −z (cross). Fleming right hand: thumb motion, first finger field, middle finger conventional current. - Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.2 Supplement 1; §3 4.5.2 Supplement 2
Open revision guidance
What to know
- An a.c. generator uses a rotating coil or rotating magnet to change magnetic flux. Slip rings and brushes maintain connection to a rotating coil where needed.
- Sketch/interpret e.m.f.–time graphs and relate coil orientation to peaks, troughs and zero crossings.
What to do in an assessment
- Mark a full rotation, identify maximum flux-change rate for e.m.f. peaks and zero rate at extrema of flux; keep sign reversal across half-turn.
In plain language
An a.c. generator uses a rotating coil or rotating magnet to change magnetic flux. Slip rings and brushes maintain connection to a rotating coil where needed.
Self-check
What does an e.m.f.–time graph show when the generator output reverses?
Show the answer
The alternating e.m.f. crosses zero and changes sign.
- Course content
Scope: Course content · §3 4.5.3 Core 1; §3 4.5.3 Core 2; §3 4.5.3 Core 3
Open revision guidance
What to know
- Current in a straight wire produces circular field lines; a solenoid produces a bar-magnet-like field. Describe field pattern and direction and an experiment using compasses/iron filings.
- A current’s magnetic field is used in relays and loudspeakers; name an application and connect it to magnetic force/motion.
What to do in an assessment
- Reverse current and track field-direction reversal; use a compass at several positions and identify the pattern.
In plain language
Current in a straight wire produces circular field lines; a solenoid produces a bar-magnet-like field. Describe field pattern and direction and an experiment using compasses/iron filings.
Self-check
What field pattern surrounds a long straight current-carrying wire?
Show the answer
Concentric circles centred on the wire.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.3 Supplement 4; §3 4.5.3 Supplement 5
Open revision guidance
What to know
- Around a straight current-carrying wire the magnetic field forms concentric circles. It is stronger close to the wire and weaker farther away; reversing the current reverses field direction.
- A solenoid has a strong, nearly uniform field through its central interior, like the central region of a bar magnet; the field is weaker outside and near the ends. With coil geometry held fixed, a larger current strengthens the field. More turns per unit length make the field stronger; changing coil size, length or turn spacing changes its geometry and field strength.
What to do in an assessment
- Compare field-line density and direction rather than inventing a numerical field law: for a wire compare positions at different distances; for a solenoid compare the central interior with its ends and exterior. State which current and coil geometry are held fixed, and distinguish a current reversal (direction change) from an increase in field strength.
In plain language
A wire has a circular field that weakens with distance; a solenoid is strongest and nearly uniform inside its middle, and current and winding geometry change its strength.
Self-check
A compass is moved farther from a straight current-carrying wire. Compare the solenoid field at its centre with the field outside, then predict what increasing the current and turns per unit length does.
Show the answer
The wire field is weaker farther away. A solenoid field is strong and nearly uniform in its central interior but weaker outside and near its ends. Increasing current or turns per unit length strengthens it; reversing the current reverses direction.
- Course content
Scope: Course content · §3 4.5.4 Core 1(a); §3 4.5.4 Core 1(b)
Open revision guidance
What to know
- A current-carrying conductor in a magnetic field experiences a force; demonstrate it and reverse current or field separately to show force direction changes.
What to do in an assessment
- Use a conductor, magnet and current supply; keep one variable fixed, reverse the other and observe force reversal.
In plain language
A current-carrying conductor in a magnetic field experiences a force; demonstrate it and reverse current or field separately to show force direction changes.
Self-check
What happens to the force direction if current is reversed but the field is unchanged?
Show the answer
The force direction reverses.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.4 Supplement 2; §3 4.5.4 Supplement 3
Open revision guidance
What to know
- For a current-carrying wire, Fleming’s left-hand motor rule gives relative directions: first finger = magnetic field, second/middle finger = conventional current, thumb = force/motion. Reversing either current or field reverses force; reversing both leaves force unchanged. In the diagram, conventional current +y/north crossed with magnetic field +x/east gives force −z into the page (cross, away from the viewer).
- For a moving charged particle with velocity perpendicular to B, magnetic force direction is F=q(v×B): use the right-hand rule for positive charge (or conventional current), and reverse it for negative charge. In the diagram, positive charge moving +x/east in field +y/north has force +z out of the page (dot, toward the viewer); an electron with the same v and B has force −z into the page (cross, away). A particle moving parallel to the field has zero magnetic force. Coordinate key: east/right +x, north/up +y, toward-viewer/out +z, away/into −z.
What to do in an assessment
- For a wire, orient the left hand with first finger along B, middle finger along conventional current and thumb giving force. For a particle, use the right-hand rule for v×B as the force on positive charge, then reverse force for negative charge. Use the diagram’s page basis and dot/cross convention; do not call +z or −z simply up or down. Verify +y current × +x field = −z force, and +x velocity × +y field = +z for positive charge, −z for an electron.
In plain language
Use the left hand for motor force: first finger field, middle finger conventional current, thumb force. For a particle, use the right-hand v×B direction for positive charge and reverse it for a negative charge. Here page right/east is +x, page up/north +y, out/toward viewer +z, and into/away −z.
Self-check
Using the diagram’s page axes, a wire carries conventional current north (+y) in an eastward (+x) magnetic field. Give the force using the left-hand rule. Then give the force on (a) a positive particle and (b) an electron moving east (+x) in a northward (+y) field.
Show the answer
For the wire, first finger east (+x), middle finger north (+y), so the left-hand thumb gives force into the page, −z (cross, away from the viewer). For the particle, +x×+y gives +z (dot, out toward the viewer) for positive charge; the electron’s force reverses to −z (cross, into the page away from the viewer).
View diagrams
Motor effect: current, field and force directionsMagnetic force on positive and negative charged particlesMotor and particle-force examples in the fixed page basis: east/right +x, north/up +y, out/toward viewer +z (dot), into/away −z (cross). Left-hand motor rule assigns field, conventional current and force; right-hand v×B gives positive-particle force, reversed for an electron. - Course content
Scope: Course content · §3 4.5.5 Core 1(a); §3 4.5.5 Core 1(b); §3 4.5.5 Core 1(c)
Open revision guidance
What to know
- A current-carrying coil in a magnetic field experiences a turning effect. It increases with more turns, greater current or stronger field.
What to do in an assessment
- Identify the two opposite forces on the coil sides and explain their turning couple.
In plain language
A current-carrying coil in a magnetic field experiences a turning effect. It increases with more turns, greater current or stronger field.
Self-check
Name three changes that increase a coil’s motor turning effect.
Show the answer
Increase number of turns, current or magnetic-field strength.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.5 Supplement 2
Open revision guidance
What to know
- Describe a d.c. motor including split-ring commutator and brushes; commutator reverses coil current each half-turn so torque remains in the same rotational direction.
What to do in an assessment
- Trace current to each coil side and state how commutator switching maintains rotation.
In plain language
Describe a d.c. motor including split-ring commutator and brushes; commutator reverses coil current each half-turn so torque remains in the same rotational direction.
Self-check
Why does the split-ring commutator reverse current every half-turn?
Show the answer
To reverse the coil forces at the correct time so its rotation continues in the same direction.
- Course content
Scope: Course content · §3 4.5.6 Core 1; §3 4.5.6 Core 2; §3 4.5.6 Core 3; §3 4.5.6 Core 4; §3 4.5.6 Core 5
Open revision guidance
What to know
- A transformer has primary and secondary coils on a soft-iron core and changes a.c. voltage; name primary/secondary and step-up/step-down. For an ideal relation Vp/Vs=Np/Ns.
- Transformers enable high-voltage electricity transmission. High voltage permits lower current for a given power, reducing line losses; state the advantages.
What to do in an assessment
- Label coils and turns, identify step-up when Vs>Vp, then use the given ratio with consistent primary/secondary subscripts.
In plain language
A transformer has primary and secondary coils on a soft-iron core and changes a.c. voltage; name primary/secondary and step-up/step-down. For an ideal relation Vp/Vs=Np/Ns.
Self-check
A transformer has 200 primary turns and 1000 secondary turns, with 12 V input. Find ideal output voltage.
Show the answer
Vs=Vp×Ns/Np=12×1000/200=60 V; it is step-up.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.6 Supplement 6; §3 4.5.6 Supplement 7; §3 4.5.6 Supplement 8
Open revision guidance
What to know
- Explain operation by changing primary current/field inducing e.m.f. in the secondary through the core. At 100% efficiency IpVp=IsVs. Cable power loss P=I²R explains why high-voltage transmission is beneficial: for fixed transmitted power, raising voltage lowers current and losses.
What to do in an assessment
- Use the ideal power equation only under the stated 100% assumption; use P=I²R with line resistance fixed when comparing transmission loss.
In plain language
Explain operation by changing primary current/field inducing e.m.f. in the secondary through the core. At 100% efficiency IpVp=IsVs. Cable power loss P=I²R explains why high-voltage transmission is beneficial: for fixed transmitted power, raising voltage lowers current and losses.
Self-check
At fixed transmitted power, voltage is doubled. What happens to current and I²R loss if line resistance is unchanged?
Show the answer
Current halves; loss becomes (1/2)²=1/4 as large.
Topic group
5 Nuclear physics
- Course content
Scope: Course content · §3 5.1.1 Core 1; §3 5.1.1 Core 2
Open revision guidance
What to know
- An atom has a positively charged nucleus and negatively charged electrons in orbit around it.
- An atom forms a positive ion by losing electrons and a negative ion by gaining electrons; total proton number is unchanged in ordinary ionisation.
What to do in an assessment
- Use charge balance to infer electron gain/loss and distinguish atom from ion.
In plain language
An atom has a positively charged nucleus and negatively charged electrons in orbit around it.
Self-check
A neutral atom loses two electrons. What ion charge results?
Show the answer
It becomes a 2+ ion.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.1.1 Supplement 3(a); §3 5.1.1 Supplement 3(b); §3 5.1.1 Supplement 3(c)
Open revision guidance
What to know
- Alpha scattering supports a tiny nucleus surrounded by mostly empty space; most atomic mass is concentrated in the nucleus, which is positive. Most alpha particles pass through; rare close approaches deflect strongly.
What to do in an assessment
- Link each observation to the model inference rather than merely naming Rutherford: straight paths imply empty space, large deflections imply a concentrated massive positive region.
In plain language
Alpha scattering supports a tiny nucleus surrounded by mostly empty space; most atomic mass is concentrated in the nucleus, which is positive. Most alpha particles pass through; rare close approaches deflect strongly.
Self-check
What observation shows that most atom volume is empty?
Show the answer
Most alpha particles pass straight through the thin metal foil with little/no deflection.
- Course content
Scope: Course content · §3 5.1.2 Core 1; §3 5.1.2 Core 2; §3 5.1.2 Core 3; §3 5.1.2 Core 4; §3 5.1.2 Core 5
Open revision guidance
What to know
- The nucleus contains protons and neutrons; relative charges are +1, 0, −1 for proton, neutron and electron. Proton number Z counts protons; nucleon number A counts protons+neutrons, so neutron number=A−Z.
- Use nuclide notation ᴬ_ZX and explain isotopes as atoms of the same element (same Z) with different neutron number; an element can have several isotopes.
What to do in an assessment
- Balance A and Z separately in nuclide symbols and identify isotope pairs by equal Z.
In plain language
The nucleus contains protons and neutrons; relative charges are +1, 0, −1 for proton, neutron and electron. Proton number Z counts protons; nucleon number A counts protons+neutrons, so neutron number=A−Z.
Self-check
How many neutrons are in ²³₁₁Na?
Show the answer
N=A−Z=23−11=12.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.1.2 Supplement 6; §3 5.1.2 Supplement 7; §3 5.1.2 Supplement 8
Open revision guidance
What to know
- Fission splits a nucleus and fusion joins nuclei; describe nuclide equations and qualitative mass/energy changes without numerical values. Proton number equals relative nuclear charge; nucleon number corresponds to relative nuclear mass.
What to do in an assessment
- Conserve total nucleon number and charge in nuclear equations, then identify energy release from mass decrease qualitatively.
In plain language
Fission splits a nucleus and fusion joins nuclei; describe nuclide equations and qualitative mass/energy changes without numerical values. Proton number equals relative nuclear charge; nucleon number corresponds to relative nuclear mass.
Self-check
In fission, what happens to a heavy nucleus?
Show the answer
It splits into smaller nuclei, usually with energy release; total nucleon number and charge balance across the equation.
- Course content
Scope: Course content · §3 5.2.1 Core 1; §3 5.2.1 Core 2; §3 5.2.1 Core 3; §3 5.2.1 Core 4
Open revision guidance
What to know
- Background radiation is ionising radiation present without the source under investigation. Major sources include radon in air, rocks/buildings, food/drink and cosmic rays.
- Detect ionising nuclear radiation with a detector connected to a counter; report count rate in counts/s or counts/min.
What to do in an assessment
- Measure background over a fixed interval, then source-plus-background over same time and compare rates.
In plain language
Background radiation is ionising radiation present without the source under investigation. Major sources include radon in air, rocks/buildings, food/drink and cosmic rays.
Self-check
A detector records 120 counts in 2 min. Find count rate in counts/min.
Show the answer
120/2=60 counts/min.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.1 Supplement 5
Open revision guidance
What to know
- Use background readings to find corrected count rate: source+background rate minus background rate; use compatible time units and repeated readings where appropriate.
What to do in an assessment
- Subtract rates, not raw counts from different intervals; if intervals differ, first divide counts by time.
In plain language
Use background readings to find corrected count rate: source+background rate minus background rate; use compatible time units and repeated readings where appropriate.
Self-check
With a source, count rate is 45 counts/min; background is 8 counts/min. Find corrected rate.
Show the answer
45−8=37 counts/min.
- Course content
Scope: Course content · §3 5.2.2 Core 1; §3 5.2.2 Core 2(a); §3 5.2.2 Core 2(b); §3 5.2.2 Core 2(c)
Open revision guidance
What to know
- Radioactive emission is spontaneous and random in direction. Identify alpha (helium nucleus), beta (electron β− only here) and gamma (electromagnetic radiation) and compare their ionising effects and penetrating abilities: alpha most ionising/least penetrating; beta intermediate; gamma least ionising/most penetrating.
What to do in an assessment
- Use correct emission symbols and compare relative penetration through paper/aluminium/lead and ionisation; β+ is not included.
In plain language
Radioactive emission is spontaneous and random in direction. Identify alpha (helium nucleus), beta (electron β− only here) and gamma (electromagnetic radiation) and compare their ionising effects and penetrating abilities: alpha most ionising/least penetrating; beta intermediate; gamma least ionising/most penetrating.
Self-check
Which emission is most penetrating?
Show the answer
Gamma radiation.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.2 Supplement 3; §3 5.2.2 Supplement 4(a); §3 5.2.2 Supplement 4(b)
Open revision guidance
What to know
- In electric or magnetic fields, alpha and beta deflect in opposite directions because their charges have opposite signs; gamma is uncharged and undeflected. Ionisation requires transfer of kinetic energy sufficient to remove an electron. Charged alpha/beta particles ionise atoms directly by electrostatic interaction; alpha’s +2 charge and kinetic energy produce dense ionisation and rapid energy transfer per path, while beta’s single negative charge produces less-dense direct ionisation. Gamma carries kinetic energy but no charge, so it ionises indirectly when it transfers energy to charged secondary particles (such as electrons). Explain ionising effect using both kinetic-energy transfer and charge, not charge alone.
What to do in an assessment
- For each radiation type, state its charge and explain how its kinetic energy is transferred to atoms: direct ionisation by charged alpha/beta, versus indirect ionisation by secondary charged particles for gamma. Relate energy transferred per path to ionisation density, and keep deflection direction tied to charge sign.
In plain language
Radiation ionises by transferring kinetic energy to electrons in atoms. Particle charge determines direct interaction; uncharged gamma ionises through charged secondary particles.
Self-check
Why does alpha radiation produce dense direct ionisation, while gamma radiation ionises indirectly?
Show the answer
An alpha particle has kinetic energy and a +2 charge, so it interacts strongly with atomic electrons and transfers energy rapidly along its path, removing many electrons. Gamma has kinetic energy but no charge, so it does not ionise directly; it can transfer energy to charged secondary electrons, which then ionise atoms.
- Course content
Scope: Course content · §3 5.2.3 Core 1; §3 5.2.3 Core 2
Open revision guidance
What to know
- Radioactive decay is a spontaneous, random change in an unstable nucleus that may emit alpha, beta and/or gamma radiation. Alpha or beta decay changes the element.
What to do in an assessment
- Do not predict when one nucleus decays; describe probability/statistical behaviour for many nuclei.
In plain language
Radioactive decay is a spontaneous, random change in an unstable nucleus that may emit alpha, beta and/or gamma radiation. Alpha or beta decay changes the element.
Self-check
Is the decay time of an individual unstable nucleus predictable?
Show the answer
No. Decay is spontaneous and random: the exact decay time of an individual nucleus cannot be predicted. Only the probability of decay in an interval, or the statistical behaviour of a large population, can be described.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.3 Supplement 3; §3 5.2.3 Supplement 4; §3 5.2.3 Supplement 5
Open revision guidance
What to know
- Isotopes may be radioactive because of excess neutrons and/or a nucleus that is too heavy. Alpha, beta and gamma emissions change a nucleus and can increase stability/reduce excess neutrons; in β− emission neutron→proton+electron. Use nuclide notation to balance α, β− and γ decay equations.
What to do in an assessment
- For alpha, reduce A by 4 and Z by 2; for β−, A stays and Z increases by 1; for gamma, A and Z stay unchanged. Balance both sides.
In plain language
Isotopes may be radioactive because of excess neutrons and/or a nucleus that is too heavy. Alpha, beta and gamma emissions change a nucleus and can increase stability/reduce excess neutrons; in β− emission neutron→proton+electron. Use nuclide notation to balance α, β− and γ decay equations.
Self-check
Complete ²³⁸₉₂U → ⁴₂He + ?
Show the answer
The daughter is ²³⁴₉₀Th; nucleon and proton totals balance.
- Course content
Scope: Course content · §3 5.2.4 Core 1
Open revision guidance
What to know
- Half-life is time for half the nuclei of an isotope in any sample to decay. Calculate using tables or decay curves; Core calculations exclude background subtraction.
What to do in an assessment
- Count successive halvings or find the time corresponding to a factor-of-two change; distinguish remaining nuclei/activity from number decayed.
In plain language
Half-life is time for half the nuclei of an isotope in any sample to decay. Calculate using tables or decay curves; Core calculations exclude background subtraction.
Self-check
A source falls from 800 to 100 counts in 12 h. Find half-life.
Show the answer
800→400→200→100 is three half-lives; T½=12/3=4 h.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.4 Supplement 2; §3 5.2.4 Supplement 3(a); §3 5.2.4 Supplement 3(b); §3 5.2.4 Supplement 3(c); §3 5.2.4 Supplement 3(d); §3 5.2.4 Supplement 3(e)
Open revision guidance
What to know
- Supplement calculations may use curves/data without background subtraction. Select isotope uses by both radiation type and half-life: smoke alarms use ionising alpha with long enough life; food irradiation uses penetrating gamma to kill bacteria; equipment sterilisation uses gamma; thickness gauges choose penetration/absorption (beta suits moderate thickness); cancer diagnosis/treatment uses gamma with suitable half-life.
What to do in an assessment
- Match penetration to target thickness and whether radiation must emerge; choose half-life long enough for use but not unnecessarily persistent, and explain source containment.
In plain language
Supplement calculations may use curves/data without background subtraction. Select isotope uses by both radiation type and half-life: smoke alarms use ionising alpha with long enough life; food irradiation uses penetrating gamma to kill bacteria; equipment sterilisation uses gamma; thickness gauges choose penetration/absorption (beta suits moderate thickness); cancer diagnosis/treatment uses gamma with suitable half-life.
Self-check
Why is beta often useful for monitoring thickness of paper?
Show the answer
Some beta passes through thin paper, and detected intensity decreases with thickness; alpha is stopped too easily and gamma passes through too much.
- Course content
Scope: Course content · §3 5.2.5 Core 1; §3 5.2.5 Core 2
Open revision guidance
What to know
- Ionising radiation can damage living tissue, causing cell death, mutations or cancer; treat every radioactive source as hazardous.
- Only handle or move a source in an authorised, directly teacher-supervised activity—never conduct an unsupervised student experiment. Minimise time and handling, keep the source away from the body and other people, and use suitable forceps or long tongs to increase distance.
- Use shielding appropriate to the source and activity. After the task, promptly return the source to its secure, labelled, shielded storage; do not leave it out or store it unsecured.
What to do in an assessment
- Before handling, follow the teacher-approved procedure and check the source identification; during use, minimise exposure time and handling, use suitable forceps/tongs, maximise distance and apply the prescribed shielding. After use, return the source promptly to its secure labelled shielded container. Never repeat or conduct the activity without direct teacher supervision.
In plain language
Use radioactive sources only in an authorised, directly supervised school activity: keep handling and time low, maximise distance with suitable forceps, use appropriate shielding, and return the source to secure labelled shielded storage.
Self-check
A student is preparing to measure a source in a school laboratory. State the safe procedure before, during and after the measurement, and say whether the student may repeat it alone later.
Show the answer
The work must be authorised and directly teacher-supervised; the student must not repeat it alone. Minimise exposure time and handling, keep the source away from people with suitable forceps/tongs, use the prescribed shielding, then promptly return it to secure, labelled, shielded storage.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.5 Supplement 3
Open revision guidance
What to know
- Reduce exposure time, increase distance between source and living tissue and use suitable shielding to absorb radiation; handle all ionising sources according to their type and activity.
What to do in an assessment
- Give all three controls, linking each to lower dose: minimise time, maximise distance, add appropriate shielding.
In plain language
Reduce exposure time, increase distance between source and living tissue and use suitable shielding to absorb radiation; handle all ionising sources according to their type and activity.
Self-check
How can a laboratory worker reduce gamma exposure?
Show the answer
Minimise exposure time, increase distance using tongs and add suitable shielding.
Topic group
6 Space physics
- Course content
Scope: Course content · §3 6.1.1 Core 1; §3 6.1.1 Core 2; §3 6.1.1 Core 3
Open revision guidance
What to know
- Earth rotates about its tilted axis approximately every 24 h; this produces apparent daily motion of the Sun and the day/night cycle.
- Earth orbits the Sun in about 365 days while its axis stays tilted in nearly the same direction in space. As each hemisphere alternately tilts toward or away from the Sun, the Sun’s rays arrive at a higher or lower angle and daylight lasts longer or shorter. A hemisphere tilted toward the Sun receives more concentrated energy and longer daylight and has summer; the hemisphere tilted away receives less concentrated energy and shorter daylight and has winter. The two hemispheres therefore have opposite seasons. Seasons are caused by axial tilt changing solar angle/daylength during the orbit, not by Earth being nearer or farther from the Sun.
- The Moon orbits Earth in about one month; changing relative positions explain the recurring phase cycle.
What to do in an assessment
- On a labelled orbit diagram keep Earth’s axis parallel to itself, identify which hemisphere tilts toward the Sun, and connect the more direct rays and longer days with that hemisphere’s summer; the opposite hemisphere has winter. Separate this yearly mechanism from daily rotation and monthly Moon phases.
In plain language
Earth’s tilted axis keeps pointing nearly the same way as Earth orbits the Sun. A hemisphere tilted toward the Sun gets more direct sunlight and longer days (summer); the other gets less direct sunlight and shorter days (winter).
Self-check
Why are it summer in the Northern Hemisphere and winter in the Southern Hemisphere at the same time?
Show the answer
Earth’s axis is tilted. At that part of the orbit the Northern Hemisphere tilts toward the Sun, receiving higher-angle sunlight and longer days, while the Southern Hemisphere tilts away, receiving lower-angle sunlight and shorter days.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.1.1 Supplement 4
Open revision guidance
What to know
- Average orbital speed v=2πr/T, with r average orbital radius and T orbital period.
What to do in an assessment
- Convert the period to seconds and radius to metres before finding speed.
In plain language
Average orbital speed v=2πr/T, with r average orbital radius and T orbital period.
Self-check
An orbit radius is 1.5×10¹¹ m and period 3.0×10⁷ s. Estimate orbital speed.
Show the answer
v=2πr/T≈2π×1.5×10¹¹/3.0×10⁷≈3.1×10⁴ m/s.
- Course content
Open revision guidance
What to know
- Solar System contains the Sun, eight named planets in order Mercury–Venus–Earth–Mars–Jupiter–Saturn–Uranus–Neptune, minor planets (including Pluto/dwarf planets and asteroid-belt asteroids), planetary moons and smaller bodies such as comets/natural satellites.
- Inner four planets are small/rocky; outer four are large/gaseous. Accretion model: gravity acts on elements in gas/dust interstellar clouds; rotation forms an accretion disc and material clumps into bodies.
- Planet-surface gravitational-field strength depends on planet mass; field strength around a planet decreases with distance. Calculate light travel time across a Solar-System distance using distance/speed of light. Sun holds most Solar-System mass, explaining planetary orbits; gravity keeps planets in orbit.
What to do in an assessment
- Organise supplied planet data by distance/orbital time; distinguish minor planets, moons and stars. For light travel, use t=d/c and convert distance consistently.
In plain language
Solar System contains the Sun, eight named planets in order Mercury–Venus–Earth–Mars–Jupiter–Saturn–Uranus–Neptune, minor planets (including Pluto/dwarf planets and asteroid-belt asteroids), planetary moons and smaller bodies such as comets/natural satellites.
Self-check
Light travels 3.0×10⁸ m/s. How long to travel 1.5×10¹¹ m?
Show the answer
t=d/c=1.5×10¹¹/(3.0×10⁸)=500 s (about 8.3 min).
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.1.2 Supplement 7; §3 6.1.2 Supplement 8; §3 6.1.2 Supplement 9; §3 6.1.2 Supplement 10
Open revision guidance
What to know
- Planets, minor planets and comets have elliptical orbits; the Sun is not at an ellipse’s centre except approximately circular orbits. Interpret planetary orbital distance, duration, density, surface temperature and uniform surface field-strength data. Solar gravitational field strength and orbital speeds decrease with distance. An object in an elliptical orbit travels faster when nearer the Sun, consistent with energy conservation.
What to do in an assessment
- Compare data using the named variables and units; connect nearer orbit to stronger gravity/higher speed; explain faster-near-Sun through conversion between gravitational potential and kinetic energy.
In plain language
Planets, minor planets and comets have elliptical orbits; the Sun is not at an ellipse’s centre except approximately circular orbits. Interpret planetary orbital distance, duration, density, surface temperature and uniform surface field-strength data. Solar gravitational field strength and orbital speeds decrease with distance. An object in an elliptical orbit travels faster when nearer the Sun, consistent with energy conservation.
Self-check
Why is an object in an elliptical solar orbit faster near the Sun?
Show the answer
As it falls closer, gravitational potential energy decreases and kinetic energy/speed increases; total mechanical energy is conserved.
- Course content
Scope: Course content · §3 6.2.1 Core 1
Open revision guidance
What to know
- The Sun is a medium-sized star, mostly hydrogen and helium, radiating most energy in infrared, visible and ultraviolet regions.
What to do in an assessment
- Use “star” correctly and identify the main elements and emitted spectral regions.
In plain language
The Sun is a medium-sized star, mostly hydrogen and helium, radiating most energy in infrared, visible and ultraviolet regions.
Self-check
Name the main constituents of the Sun.
Show the answer
Hydrogen and helium.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.2.1 Supplement 2
Open revision guidance
What to know
- Stars are powered by nuclear reactions releasing energy; stable stars fuse hydrogen into helium.
What to do in an assessment
- Distinguish nuclear fusion in stellar cores from chemical burning.
In plain language
Stars are powered by nuclear reactions releasing energy; stable stars fuse hydrogen into helium.
Self-check
What nuclear process powers a stable star?
Show the answer
Fusion of hydrogen into helium releases energy.
- Course content
Scope: Course content · §3 6.2.2 Core 1(a); §3 6.2.2 Core 1(b); §3 6.2.2 Core 1(c); §3 6.2.2 Core 1(d)
Open revision guidance
What to know
- A galaxy contains many billions of stars; the Sun lies in the Milky Way and other Milky Way stars are far farther away than the Sun. A light-year is distance travelled by light in vacuum in one year.
What to do in an assessment
- Use light-year as a distance unit, not a time; compare astronomical distances by scale.
In plain language
A galaxy contains many billions of stars; the Sun lies in the Milky Way and other Milky Way stars are far farther away than the Sun. A light-year is distance travelled by light in vacuum in one year.
Self-check
What does a light-year measure?
Show the answer
Distance: how far light travels in one year.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.2.2 Supplement 2; §3 6.2.2 Supplement 3(a); §3 6.2.2 Supplement 3(b); §3 6.2.2 Supplement 3(c); §3 6.2.2 Supplement 3(d); §3 6.2.2 Supplement 3(e); §3 6.2.2 Supplement 3(f); §3 6.2.2 Supplement 3(g); §3 6.2.2 Supplement 3(h)
Open revision guidance
What to know
- 1 light-year≈9.5×10¹⁵ m. A hydrogen-rich interstellar gas/dust cloud collapses under gravity into a warming protostar; stable when inward gravity balances outward pressure from the hot centre. When most hydrogen in the central region has fused into helium, the core contracts and the outer layers expand and cool: a red giant forms, or a red supergiant for a more massive star. A less-massive star forms a planetary nebula and white dwarf; a massive red supergiant can explode as a supernova, leaving a neutron star or black hole. The expanding supernova nebula contains hydrogen from the outer layers as well as newly formed heavier elements; it can later contribute material to new stars and planets.
What to do in an assessment
- Order stages for the stated mass branch; distinguish planetary nebula from planet and red giant from red supergiant.
In plain language
1 light-year≈9.5×10¹⁵ m. A hydrogen-rich interstellar gas/dust cloud collapses under gravity into a warming protostar; stable when inward gravity balances outward pressure from the hot centre. When most hydrogen in the central region has fused into helium, the core contracts and the outer layers expand and cool: a red giant forms, or a red supergiant for a more massive star. A less-massive star forms a planetary nebula and white dwarf; a massive red supergiant can explode as a supernova, leaving a neutron star or black hole. The expanding supernova nebula contains hydrogen from the outer layers as well as newly formed heavier elements; it can later contribute material to new stars and planets.
Self-check
What triggers the red-giant/red-supergiant expansion, and what can the ejected supernova nebula contain?
Show the answer
When most of the hydrogen in the central region has fused into helium, the core contracts and outer layers expand and cool. A supernova nebula contains hydrogen from the star’s outer layers together with newly formed heavier elements.
- Course content
Scope: Course content · §3 6.2.3 Core 1; §3 6.2.3 Core 2; §3 6.2.3 Core 3; §3 6.2.3 Core 4
Open revision guidance
What to know
- The Milky Way is one of billions of galaxies and is about 100 000 light-years in diameter. Redshift is increased observed wavelength from receding stars/galaxies; distant-galaxy light appears redshifted relative to Earth sources. This is evidence the Universe expands and supports the Big Bang.
What to do in an assessment
- Describe the measured wavelength change and infer recession/expansion; state evidence rather than claiming a direct image of an explosion.
In plain language
The Milky Way is one of billions of galaxies and is about 100 000 light-years in diameter. Redshift is increased observed wavelength from receding stars/galaxies; distant-galaxy light appears redshifted relative to Earth sources. This is evidence the Universe expands and supports the Big Bang.
Self-check
What does redshift in distant galaxies indicate?
Show the answer
Their light wavelength is stretched; this is evidence that galaxies recede as the Universe expands.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.2.3 Supplement 5; §3 6.2.3 Supplement 6; §3 6.2.3 Supplement 7; §3 6.2.3 Supplement 8; §3 6.2.3 Supplement 9; §3 6.2.3 Supplement 10; §3 6.2.3 Supplement 11
Open revision guidance
What to know
- Cosmic microwave background radiation (CMBR) of a specific frequency is observed throughout space; it originated shortly after the Universe formed and was stretched into microwave wavelengths as space expanded. Find galaxy recessional speed from redshift wavelength change; use supernova brightness to determine far-galaxy distance. Hubble constant H₀=v/d; estimate H₀=2.2×10⁻¹⁸ s⁻¹. The relation d/v=1/H₀ estimates Universe age and supports matter once being together at a single point.
What to do in an assessment
- Keep H₀ units s⁻¹ by using v and d in compatible units; calculate d/v as a time and convert seconds to years if asked.
In plain language
Cosmic microwave background radiation (CMBR) of a specific frequency is observed throughout space; it originated shortly after the Universe formed and was stretched into microwave wavelengths as space expanded. Find galaxy recessional speed from redshift wavelength change; use supernova brightness to determine far-galaxy distance. Hubble constant H₀=v/d; estimate H₀=2.2×10⁻¹⁸ s⁻¹. The relation d/v=1/H₀ estimates Universe age and supports matter once being together at a single point.
Self-check
For a galaxy moving at 2.2×10⁵ m/s at distance 1.0×10²² m, find H₀.
Show the answer
H₀=v/d=2.2×10⁵/1.0×10²²=2.2×10⁻¹⁷ s⁻¹.
Topic group
Assessment and examination methods
- Course content
Open revision guidance
What to know
- Each candidate takes three papers: one theory multiple-choice paper, one theory structured-question paper, and one practical-assessment paper. Core means Papers 1 and 3, questions from Core only; Extended means Papers 2 and 4, questions from Core plus Supplement. Do not substitute UK Foundation/Higher labels.
- Papers 1 and 2: 45 min, 40 compulsory four-option multiple-choice items, 40 marks and 30%; Papers 3 and 4: 1 h 15 min, 80 marks and 50%. Paper 5 is a 1 h 15 min, 40-mark practical test requiring experiments; Paper 6 is a 1 h, 40-mark Alternative to Practical with no laboratory experiment. Each practical choice is 20%. All are externally assessed; P5/P6 assess AO3 and have compulsory items.
- For this 0625 award, Core candidates (typically expected D or below) are eligible for grades C–G; Extended candidates (typically expected C or above) are eligible for A*–G. These are route eligibility bands, not predicted grades.
- Both practical alternatives assess the same Section 4 experimental contexts and skills across the full grade range; the difference is whether candidates actually perform experiments (P5) or analyse written/practical representations (P6).
What to do in an assessment
- For 0625, choose Core or Extended and then exactly one of Paper 5 or 6. The available exam series are June/November and March in India.
- Before an exam, turn the stated code/tier/paper choice into a checklist: Core or Extended theory pair, then exactly one of P5/P6.
In plain language
For 0625, Core uses Papers 1 and 3 with grades C–G eligibility; Extended uses Papers 2 and 4 with A*–G eligibility. Candidates also choose Paper 5 or Paper 6. The exam series are June/November and March in India.
Self-check
A 0625 candidate selects Extended and Paper 6. Which papers are taken, what is the eligible grade scale, and is March available in India?
Show the answer
Papers 2, 4 and 6; the Extended route is eligible for A*–G. Yes, 0625 also has a March exam series in India (as well as June and November).
- Course content
Scope: Course content · §2 Syllabus overview (PDF pp. 7–11): Assessment objectives AO1, AO2 and AO3; §2 Syllabus overview (PDF pp. 7–11): qualification and component weightings
Open revision guidance
What to know
- AO1 knowledge with understanding: facts, definitions, concepts, terminology, units, apparatus/safety and applications. AO2 handling information/problem-solving: interpret, transform, calculate, find patterns, conclude, predict and explain, including unfamiliar contexts. AO3 experimental skills: select safe methods, plan, measure, analyse and evaluate.
- Approximate qualification weightings are AO1 50%, AO2 30%, AO3 20%. Within Papers 1–4, AO1 is 63% and AO2 37%; Papers 5/6 assess AO3 only (100%).
What to do in an assessment
- Identify whether a question asks for recall (AO1), data/problem reasoning (AO2), or an experimental method/evaluation (AO3); real questions can combine the first two.
In plain language
Exams test both what you know and how you use evidence; practical assessment scores how well you reason about investigations, not just whether a number is correct.
Self-check
Which assessment objective is tested by explaining a controlled-variable plan?
Show the answer
AO3, experimental skills and investigations.
- Course content
Scope: Course content · §4 Conventions: signs, symbols, terminology, decimals and units; §4 Command words table
Open revision guidance
What to know
- Use internationally accepted science nomenclature, a single decimal point and dm³ rather than the litre symbol. Leave four-digit values 1000–9999 without an internal space; for values ≥10 000 separate groups of three digits with spaces (e.g. 4 256 789). In supplied-data problems retain the provided consistent units unless conversion is required.
- Command words: calculate=work out; comment=give informed opinion; compare=similarities/differences; deduce=conclude from evidence; define=precise meaning; describe=characteristics/main points; determine=establish from information; explain=reasons/relationships/how and why with evidence; give=produce/recall; identify=name/select; justify=support a choice with reasons; predict=expected outcome; sketch=draw the main features with correct relative positions and proportions, without every detail; state=brief fact; suggest=apply knowledge to a new context.
What to do in an assessment
- For a sketch, show the key shape/features in their correct relative positions and proportions; label essential parts. Match answer length to the command: state one fact, compare both cases, explain a causal chain, and calculate by showing equation, substitution, result and unit.
In plain language
Command words set the form of an answer. A sketch is a proportionate outline of the key features, and only numbers of five or more digits are grouped with spaces.
Self-check
How should 7635 and 12000 be written under the grouping convention, and what does a sketch require?
Show the answer
Write 7635 without a space and 12 000 with a space after the first three digits. A sketch shows key features in correct relative positions/proportions and labels important parts, but omits unnecessary detail.
Topic group
Practical and experimental skills
- Course content
Scope: Course content · §4 Practical assessment: shared experimental contexts
Open revision guidance
What to know
- Both practical routes draw on the same contexts: measure length/volume/force; measure small distances or short times; determine derived quantities (spring extension per unit load, known resistance, acceleration); test relationships (for example p.d. against wire length); compare angles of reflection or densities; heat/cool and measure temperature; use springs and balances; time motion or oscillations; connect/reconnect circuits and measure current/p.d.; optics with pins, mirrors, prisms, lenses and rectangular/semicircular glass or Perspex blocks; compare transparent, translucent and opaque materials; and follow procedures using simple, possibly unfamiliar apparatus.
- A Paper 5 candidate handles equipment safely and performs tasks; a Paper 6 candidate interprets apparatus diagrams/readings and plans/evaluates those same kinds of procedures. The paper choice does not remove the need to learn the underlying skills.
What to do in an assessment
- Translate a task into the quantity measured, suitable apparatus and range, an independent variable, a dependent measurement, controls, repeats, and a safe sequence.
In plain language
The paper may show an unfamiliar setup, but the experimental thinking remains the same: identify what changes, what is measured, and what must stay fair.
Self-check
To test how wire length affects resistance, name the independent variable, dependent variable and one control.
Show the answer
Independent: wire length. Dependent: resistance (from V/I). Control: wire material/cross-sectional area and temperature.
- Course content
Scope: Course content · §4 Practical assessment: apparatus selection and safe use; §4 Practical assessment: experiment planning; §4 Practical assessment: observations, readings and recording
Open revision guidance
What to know
- Identify apparatus from descriptions/diagrams; draw, complete and label setups; choose the most appropriate instrument/method and justify range, resolution and suitability. Follow ordered instructions, identify hazards and controls, and explain how precautions protect people and equipment.
- Plan investigations: state independent/dependent variables; keep other relevant factors constant and explain why; choose a sensible range and number of values; select apparatus/technique; describe repeatable steps, risk controls, recording and processing; make reasoned predictions.
- Take analogue/digital readings (including readings from diagrams), read to the nearest half of the smallest division when appropriate, correct zero error, make estimates/qualitative observations, take enough readings for reliability, and repeat where suitable. Record systematically in a table with consistent precision and units.
What to do in an assessment
- For each measurement, write the apparatus and resolution, zero-check it, take repeats, calculate a mean where appropriate and retain raw readings. Change only the independent variable; list controls explicitly.
- Safety example: eye protection is the syllabus minimum; follow centre/local risk assessment, use low-voltage circuit sources, secure stands and handle hot liquids/glass with suitable precautions. Centres remain responsible for regulatory compliance.
In plain language
A good experiment is a fair comparison with enough reliable measurements, safe apparatus and a record detailed enough that another learner could repeat it.
Self-check
A ruler has millimetre divisions and a pointer lies halfway between 12 mm and 13 mm. What reading is appropriate?
Show the answer
12.5 mm, the nearest half-division.
- Course content
Scope: Course content · §4 Practical assessment: data interpretation and evaluation; §4 Practical assessment: method evaluation and improvement
Open revision guidance
What to know
- Process readings for calculations/graphs with suitable calculator use; draw best-fit graphs, read/interpolate/extrapolate, find gradients/intercepts, analyse trends and form evidence-based conclusions or test predictions. Identify anomalies, decide an appropriate response and comment whether values agree within the stated ±10% accuracy assumption.
- Evaluate fair-test design and controlled variables. Distinguish measurement error (difference from true value), accuracy (closeness to true value), precision (spread), repeatability (same method/conditions), reproducibility (changed conditions/method/lab), validity (tests the intended relationship fairly), range (minimum–maximum) and anomaly (outlier from pattern). Random error causes scatter; systematic error shifts results, e.g. a persistent zero error. Uncertainty may affect a value or conclusion.
- Suggest improvements that address the actual error—repeat/average random variation, correct a zero, improve scale resolution, secure alignment, reduce heat loss or widen the safe variable range—not generic “be more careful”.
What to do in an assessment
- Cite data in a conclusion (values, trend and units), identify a specific anomalous result and say whether to repeat/exclude only with justification. State how an improvement reduces the named error and retain controlled variables.
In plain language
Evaluation is an evidence-based diagnosis: show what the measurements say, what may have distorted them and how a specific change would help.
Self-check
Measured density is 9% below an accepted value. Do the results count as equal within the syllabus accuracy assumption?
Show the answer
Yes. The assumed limit is ±10%, and 9% lies within it (subject to the question’s wording and relevant uncertainty).
- Course content
Scope: Course content · §4 Apparatus: General list; §4 Apparatus: Mechanics list
Open revision guidance
What to know
- General apparatus: adhesive putty, adhesive tape, card, 2.5 cm³ dropping pipette or small syringe, 30 cm millimetre ruler, S-hook, scissors, set square, string, thread, electronic top-pan balance (up to 500 g, at least 0.1 g precision), tracing paper and rigid wooden board (150 cm × 20 cm × 1.5 cm).
- Mechanics apparatus: expendable steel springs (about 0.25 N/cm), 1–3 N force meter, G-clamp, glass ball/marble, ~10 mm ball bearing and table-tennis ball, half-metre and metre millimetre rulers, 10×10 g and 10×100 g masses with holders, modelling clay, pendulum bob, pivots (e.g. nail/triangular block), retort stand/boss/clamp and stopwatch reading 0.1 s or better.
What to do in an assessment
- Match apparatus to task: balance for mass, force meter for force, ruler for length, repeated oscillations plus stopwatch for period; check range before loading or measuring.
In plain language
The apparatus list is a working vocabulary: you should be able to recognise each item, choose it and say what quantity it helps measure.
Self-check
Which apparatus measures force directly, and what must be checked before use?
Show the answer
A force meter; check its range/scale (and zero) before measuring.
- Course content
Scope: Course content · §4 Apparatus: Thermal physics list; §4 Apparatus: Optics list
Open revision guidance
What to know
- Thermal apparatus: borosilicate beakers (100, 250, 400 cm³), ~150 mm × 25 mm boiling tube, constant-diameter measuring cylinders (50, 100, 250 cm³), ~200 cm³ plastic/polystyrene cup and thermometer −10 °C to +110 °C with 1 °C graduations.
- Optics: converging spherical lenses +10 D (f=10 cm) and +6.7 D (f=15 cm), diverging lens −6.7 D (f=−15 cm), lens holders, glass/Perspex 60° prism, rectangular and semicircular blocks, optics pins at least 75 mm, plane mirror ~75 mm×25 mm, pin board and protractor.
What to do in an assessment
- Use the thermometer in the liquid without touching a hot vessel; for ray tracing secure the mirror/block, use pins aligned vertically and measure ray angles from the normal.
In plain language
A measuring cylinder and thermometer reveal thermal quantities; pins, lenses, prisms and blocks let you reconstruct light paths.
Self-check
What is the correct reference line for measuring an angle of incidence?
Show the answer
The normal, perpendicular to the surface at the point of incidence.
- Course content
Scope: Course content · §4 Apparatus: Electricity list and connector notes; §4 Safety in the laboratory
Open revision guidance
What to know
- Electrical apparatus: 1–1.5 A ammeter (precision at least 0.05 A); 5 V voltmeter (at least 0.1 V precision); 1.5 V cells/holders, 3.5 or 4 mm leads/connectors, crocodile clips, variable d.c. supply to 12 V, diodes, low-voltage (~2.5 V) lamps/holders and 12 V 24 W lamp/holder, LDRs for 1–5 V circuits, push switch, 5–50 Ω resistors rated 1–2 W, NTC thermistors, 0.38 mm (28 swg) and 0.32 mm (30 swg) constantan/eureka and nichrome wires.
- Choose meters correctly: ammeter in series, voltmeter in parallel, start on a suitable range; verify polarity, connection and supply before switching on. Avoid excessive current/heating and follow centre safety rules. Appropriate eye protection is the minimum named lab equipment; centres carry responsibility for safety regulations. Apparatus lists are suggested, not exhaustive.
What to do in an assessment
- Before closing a circuit, check the wiring, range and current path; disconnect before changing the circuit. For hot/glass apparatus follow local risk assessment and use suitable eye protection.
In plain language
Electrical apparatus has different roles: the ammeter joins the current path, the voltmeter bridges a component, and safe setup avoids shorts and overheating.
Self-check
How do you connect an ammeter and voltmeter to measure current through and p.d. across a resistor?
Show the answer
Put the ammeter in series with the resistor and the voltmeter in parallel across it.
- Course content
Scope: Course content · §4 Language of measurement: definitions used in teaching
Open revision guidance
What to know
- Use true value (ideal result); measurement error (difference from true value); accuracy (closeness to true value); precision (closeness of repeat readings); repeatability (similar result, same conditions/method/experiment); reproducibility (similar result under different conditions/method/experiment); validity (tests the intended relationship as a fair test); range (minimum to maximum variable value); anomaly (a point outside the trend); independent variable (changed) and dependent variable (measured).
- These terms guide teaching; the syllabus says candidates need not recall their specific wording as formal definitions in examinations.
What to do in an assessment
- Describe an experiment as valid only if it tests the intended question with controls; do not use “accurate” to mean “repeatable”.
In plain language
A measurement can be precise without being accurate: repeated readings may agree closely but all share a zero offset.
Self-check
Repeated values cluster closely but are all above the accepted value. What is high and what is low?
Show the answer
Precision is high; accuracy is low (a systematic error may be present).
- Course content
Scope: Course content · §4 Presentation of data: reading and recording measurements; §4 Presentation of data: drawing and analysing graphs; §4 Presentation of data: graph convention details
Open revision guidance
What to know
- Read an instrument to half a smallest division; interpolate between marks to the nearest half division. Match decimals to instrument resolution; put units on each measurement/calculated quantity. Table columns use quantity/symbol and unit separated by slash (e.g. time/s); do not repeat units in the body. Repeat when appropriate, use significant figures suited to raw instrument and no more than the least raw-data significant figures in derived results; show ratios as x:y.
- Transfer table headings to graph axes; draw with sharp pencil, label quantity/unit, choose a sensible scale that uses >half the grid and steps of 1,2,5 (or 10,20,50 etc. per 2 cm). Mark points clearly with small crosses/plus signs/circled dots accurate to half a smallest square. Draw one thin smooth best-fit straight/curved line by inspection; points should scatter roughly evenly either side; ignore a clearly anomalous point only when identified.
- Read/interpolate/extrapolate data and intercepts to half-square precision. For straight-line gradient draw a large triangle spanning at least half the best-fit line, mark it, retain axis units and give 2–3 significant figures.
What to do in an assessment
- Use a graph work routine: label axes first, choose scale, plot points, identify and justify anomalies, draw best fit, mark a large gradient triangle and calculate rise/run with units.
In plain language
A readable graph makes the experiment checkable: labels, scale, data points, a justified trend line and a gradient triangle each carry information.
Self-check
A graph has y in metres and x in seconds. What are gradient units, and how should the gradient triangle be chosen?
Show the answer
m/s. Use a triangle whose hypotenuse covers at least half the best-fit straight line, then calculate Δy/Δx.
- Course content
Scope: Course content · Practical assessment component: Paper 5 Practical Test · §4 Practical assessment: Paper 5 Practical Test route
Open revision guidance
What to know
- Paper 5 is a 1 h 15 min, 40-mark externally assessed practical test. Candidates perform experiments in a laboratory; all items are compulsory and AO3 is assessed.
- Practise safe real measurement, apparatus setup, consistent repeats, contemporaneous raw-data tables, graphing, calculations, conclusions and evaluation. Paper 5 uses the same syllabus experimental contexts and skill standards as Paper 6.
What to do in an assessment
- Set up and zero/check apparatus before measurement; record raw readings with units/precision, keep controlled variables fixed, repeat, graph and report a data-linked conclusion.
In plain language
Paper 5 makes the practical physical: you use the apparatus as well as explain the evidence.
Self-check
Does a Paper 5 candidate perform experiments?
Show the answer
Yes. Paper 5 is the laboratory Practical Test.
- Course content
Scope: Course content · Practical assessment component: Paper 6 Alternative to Practical · §4 Practical assessment: Paper 6 Alternative to Practical route
Open revision guidance
What to know
- Paper 6 is a 1-hour, 40-mark externally assessed alternative to practical. It does not require laboratory experiments; all items are compulsory and it assesses AO3 through experimental contexts and representations.
- Practise interpreting apparatus diagrams/readings, making estimates, selecting apparatus/methods, planning variables/controls, completing data tables, graphing and analysing data, identifying risks/anomalies and improving methods. It tests the same experimental contexts and learned skills as Paper 5.
What to do in an assessment
- Read scale diagrams to appropriate precision, label a proposed arrangement, describe a safe fair test, show processed values and justify conclusions/improvements from given data.
In plain language
Paper 6 tests practical reasoning without requiring you to carry out the lab experiment during the exam.
Self-check
Does choosing Paper 6 remove the need to understand experimental equipment and methods?
Show the answer
No. It uses the same experimental contexts and skill requirements, assessed without requiring experiments during the paper.
Topic group
Mathematics, quantities and units
- Course content
Scope: Course content · §4 Symbols and units: Core quantities and common multipliers
Open revision guidance
What to know
- Core quantity, symbol and unit reference: length/distance l, s, x, h, d (mm, cm, m, km); area A (cm², m²); volume V (cm³, dm³, m³); mass m or M (g, kg); weight W and force F (N); time t (s, min, h); speed u or v (cm/s, m/s, km/h); acceleration a and free-fall g (m/s²); gravitational field strength g (N/kg); density ρ (g/cm³, kg/m³); moment (N m); work W (J, kJ, MJ); energy E (J, kJ, MJ, kW h); power P (W, kW, MW); pressure p (N/m², N/cm²); temperature θ or T (°C, K).
- The Core table also includes frequency f (Hz, kHz), wavelength λ (m, cm), focal length f (m, cm), angle θ (degrees, °), potential difference V (V, mV, kV), current I (A, mA), e.m.f. E (V), resistance R (Ω), count rate (counts/s or counts/min) and half-life t½ (s, min, h, days, weeks or years). Context distinguishes repeated symbols, especially f for frequency or focal length, V for volume or potential difference, W for weight or work, and m for mass or metre; state the quantity and unit.
- Core prefixes include mega M, kilo k, centi c and milli m. Use dm³ rather than the litre symbol. Convert before substitution: 1 km=1000 m; 1 cm=0.01 m; 1 dm³=10⁻³ m³; 1 kW h=3.6×10⁶ J.
What to do in an assessment
- Identify the quantity from context, select its symbol and unit from the Core list, convert prefixes consistently, and carry units through calculations. Check dimensions (for example, potential difference/current gives Ω).
In plain language
The official Core symbol/unit table spans mechanics, waves, electricity and radioactivity. A repeated symbol is interpreted from context, so attach a unit to every measured or calculated quantity.
Self-check
Give the Core symbol and unit for frequency, wavelength, focal length, angle, potential difference, current, e.m.f., resistance, count rate and half-life.
Show the answer
Frequency f: Hz; wavelength λ: m; focal length f: m (distinguish by context); angle θ: degrees; potential difference V: volts; current I: amperes; e.m.f. E: volts; resistance R: ohms; count rate: counts/s or counts/min; half-life t½: units of time such as s, min, h, days, weeks or years.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §4 Symbols and units: Supplement quantities and Extended multipliers
Open revision guidance
What to know
- Additional Supplement quantity/unit entries only: mass mg; time ms and μs; spring constant k (N/m or N/cm); momentum p (kg m/s); impulse (N s); pressure p (Pa); specific heat capacity c [J/(g °C) or J/(kg °C)]; wavelength may additionally be expressed in nm; refractive index n (unitless); charge Q (C); Hubble constant H₀ (s⁻¹).
- The Core symbol/unit table remains in force for Extended candidates. Supplement adds giga G, micro μ and nano n prefixes where specified; do not treat Core frequency, wavelength, potential difference, current, e.m.f., resistance, count-rate or half-life as Supplement-only quantities.
What to do in an assessment
- Use the Core table plus only the listed Supplement additions; carry the unit through each calculation and use the required prefix consistently.
In plain language
Extended work retains every Core symbol and unit and adds only the extra quantities, units and prefixes listed here.
Self-check
Which symbol/unit list is used in Extended work for current, resistance and half-life?
Show the answer
The same Core entries still apply: current I in A (or mA), resistance R in Ω and half-life t½ in time units; they are not Supplement-only.
- Course content
Scope: Course content · §4 Mathematical requirements: number; §4 Mathematical requirements: algebra; §4 Mathematical requirements: geometry and trigonometry (Core); §4 Mathematical requirements: graphs, charts and statistics (Core)
Open revision guidance
What to know
- Number: add/subtract/multiply/divide; decimals, fractions, percentages, ratios and reciprocals; convert between decimals/fractions/percentages; use =,<,>, sum/difference/product and standard form; round only the final calculation answer; appropriate decimal places/significant figures; approximation and reasonableness.
- Algebra: positive whole-number indices; substitute into equations with consistent units; rearrange simple equations; recognise direct/inverse proportion; turn simple word statements into mathematical models; Δ means change in a variable.
- Geometry: recall and use circumference C=2πr; rectangle area A=lw; triangle area A=½bh; circle area A=πr²; cuboid volume V=lwh; cylinder volume V=πr²h. Example uses: a 0.40 m by 0.25 m rectangle has A=0.40×0.25=0.10 m²; a triangle with b=0.30 m,h=0.20 m has A=½×0.30×0.20=0.030 m²; a circle with r=0.10 m has A=π(0.10)²=0.0314 m²; a 0.40×0.25×0.10 m cuboid has V=0.010 m³; a cylinder with r=0.050 m,h=0.20 m has V=π(0.050)²×0.20=1.57×10⁻³ m³. Use radius, not diameter, in circular formulae; convert lengths to the same unit first. Also use scale diagrams, Pythagoras, angle facts, measuring instruments and metric conversion.
- Graphs/statistics: draw/read graphs and charts, interpolate/extrapolate, find straight-line gradient/intercept, choose scales/axes, interpret y=mx+c and direct proportionality, and calculate a mean. Calculators are permitted in all examination components; write numerical answers as decimals or percentages where appropriate.
What to do in an assessment
- Choose the shape formula, convert all lengths to one unit, substitute measured dimensions and report area in square units or volume in cubic units. For a circle/cylinder use radius; round only the final answer and check its scale/unit.
In plain language
Recall A=lw, ½bh and πr² for rectangle, triangle and circle, and V=lwh or πr²h for cuboid or cylinder; substitute consistent lengths to obtain squared or cubed units.
Self-check
A cylinder has radius 0.050 m and length 0.20 m. Find its volume. Which dimensions must be consistent?
Show the answer
V=πr²h=π(0.050)²(0.20)=1.57×10⁻³ m³. Use radius rather than diameter and express radius and length in the same unit before substitution.
- Course content
Scope: Course content · Cambridge IGCSE Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §4 Mathematical requirements: trigonometric functions (Extended only); §4 Mathematical requirements: tangent to curved graph (Extended only)
Open revision guidance
What to know
- Extended candidates use sine, cosine, tangent and inverse functions. Set the calculator to degrees when syllabus angles are in degrees; use SOHCAHTOA on right triangles and ensure the desired side is opposite/adjacent/hypotenuse as stated.
- Determine a tangent to a curved graph at the required point, draw a long tangent, choose two distant points on that tangent, and calculate its gradient with axis units. This estimates instantaneous gradient; it is Extended-only.
What to do in an assessment
- For a 3-4-5 right triangle, sin θ=opposite/hypotenuse; for a curve, do not use two points on the curve unless asked for a secant/average gradient—use the tangent at the specified point.
In plain language
Trigonometry resolves angled components; a tangent estimates the local slope of a changing graph.
Self-check
For a right triangle, opposite side=3 and hypotenuse=5. Find θ.
Show the answer
sin θ=3/5=0.6, so θ=sin⁻¹(0.6)≈36.9°.
Verified qualification
Cambridge IGCSE (9–1) Physics (0972)
Exam years · 2027Specification version · Version 2
Course details
Assessment The assessment includes Paper 1, Paper 2, Paper 3, Paper 4, Paper 5 and Paper 6; 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.
Options and source
Cambridge IGCSE (9–1) Physics theory route
- Core route (Papers 1 and 3)
- Extended route (Papers 2 and 4; Core plus Supplement)
§2 Syllabus overview (PDF pp. 7–11): Core/Extended theory routes
Practical assessment component
- Paper 5 Practical Test
- Paper 6 Alternative to Practical
§2 Assessment overview (PDF pp. 7–11): Paper 5/Paper 6 practical-assessment route
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Topic group
1 Motion, forces and energy
- Course content
Scope: Course content · §3 1.1 Core 1; §3 1.1 Core 2; §3 1.1 Core 3
Open revision guidance
What to know
- Use a ruler to measure length and a measuring cylinder to read volume; select a scale that spans the quantity and read it without parallax.
- Measure intervals with a clock or digital timer. For tiny distances or short times, measure several repeated units—such as many pendulum oscillations—and divide by their count to obtain a mean period/value. For a very small wire diameter, wind 20 close, uniform turns side-by-side; if their combined width is 10 mm, one turn (the wire diameter) is 10/20=0.50 mm. The radius would be 0.25 mm, not the diameter.
What to do in an assessment
- For a small distance, measure the total length/width of many identical repeated units and divide by their count. Example: 20 close-packed wire turns spanning 10 mm give diameter 0.50 mm; keep radius (0.25 mm) distinct. The long total width makes fixed ruler resolution a smaller fraction of the distance measured. Separately, for a pendulum time 20 oscillations repeatedly, average the total time, then divide by 20; the longer timed interval reduces the fractional effect of stopwatch resolution and reaction time.
In plain language
Use a ruler to measure length and a measuring cylinder to read volume; select a scale that spans the quantity and read it without parallax.
Self-check
Twenty close, uniform turns of wire span 10 mm. Find the wire diameter and radius. Why measure the total width rather than one turn?
Show the answer
Diameter = 10/20 = 0.50 mm; radius = 0.25 mm. Measuring a longer total width makes the ruler’s fixed resolution a smaller fraction of the measured total before dividing by the turn count.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.1 Supplement 4; §3 1.1 Supplement 5; §3 1.1 Supplement 6; §3 1.1 Supplement 7
Open revision guidance
What to know
- A scalar has magnitude only; a vector has magnitude and direction. Distance, speed, time, mass, energy and temperature are scalars. Force, weight, velocity, acceleration, momentum, electric-field strength and gravitational-field strength are vectors.
- Add two perpendicular vectors by drawing a scale right-angle diagram or using the Pythagorean theorem; at this level the stated application is limited to forces or velocities.
What to do in an assessment
- For perpendicular vector components, draw a head-to-tail right triangle, preserve directions, and find the resultant magnitude from √(x²+y²); state its direction from the diagram or angle.
In plain language
A scalar has magnitude only; a vector has magnitude and direction. Distance, speed, time, mass, energy and temperature are scalars. Force, weight, velocity, acceleration, momentum, electric-field strength and gravitational-field strength are vectors.
Self-check
Perpendicular velocities are 3 m/s east and 4 m/s north. Find the resultant speed.
Show the answer
Magnitude = √(3²+4²) = 5 m/s; its direction is north of east (tan θ = 4/3).
- Course content
Scope: Course content · §3 1.2 Core 1; §3 1.2 Core 2; §3 1.2 Core 3; §3 1.2 Core 4; §3 1.2 Core 5(a); §3 1.2 Core 5(b); §3 1.2 Core 5(c); §3 1.2 Core 5(d); §3 1.2 Core 6; §3 1.2 Core 7; §3 1.2 Core 8
Open revision guidance
What to know
- Speed v = distance/time; average speed = total distance/total time. Velocity is speed in a stated direction, so opposite directions must be treated with signs.
- Sketch, plot and interpret distance–time and speed–time graphs. Rest gives a horizontal distance–time graph; constant speed gives a straight sloping distance–time line; acceleration/deceleration changes its gradient. On a speed–time graph, horizontal means constant speed; a rising/falling line indicates acceleration/deceleration.
- Gradient of distance–time gives speed. Area under speed–time gives distance for constant speed or constant acceleration; split compound shapes into rectangles/triangles. Near Earth, free-fall acceleration g is approximately constant at 9.8 m/s².
What to do in an assessment
- For each graph, label axes with units, read the relevant interval, use a large gradient triangle or geometrical area, and include the physical meaning and unit.
In plain language
Speed v = distance/time; average speed = total distance/total time. Velocity is speed in a stated direction, so opposite directions must be treated with signs.
Self-check
A runner travels 150 m in 30 s, then 100 m in 20 s. Find average speed for the journey.
Show the answer
Total distance = 250 m; total time = 50 s; average speed = 250/50 = 5.0 m/s.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.2 Supplement 9; §3 1.2 Supplement 10(a); §3 1.2 Supplement 10(b); §3 1.2 Supplement 11; §3 1.2 Supplement 12; §3 1.2 Supplement 13
Open revision guidance
What to know
- Acceleration a = Δv/Δt. On a velocity–time graph, gradient is acceleration: constant acceleration gives a straight line with constant gradient; changing acceleration gives a curved line or sections whose gradients change. On an acceleration–time graph a horizontal line means constant acceleration.
- With air resistance neglected, a freely falling object near Earth has its weight as the unbalanced force and accelerates downward at approximately constant g; its velocity–time graph is a straight sloping line and acceleration–time graph is horizontal at g. With drag, upward resistance grows as speed increases, so the downward resultant force and velocity–time gradient decrease; when drag equals weight the object reaches terminal velocity, acceleration is zero and the velocity–time graph becomes horizontal.
What to do in an assessment
- Sketch velocity–time and acceleration–time axes, label the gradient as acceleration, and compare constant g without drag with the decreasing-gradient/terminal-speed case with drag. Use a=(v−u)/t or a velocity–time gradient with units and sign.
In plain language
Acceleration is the gradient of a velocity–time graph. Without air resistance, free fall has constant acceleration g; with drag, acceleration decreases to zero as the object approaches terminal velocity.
Self-check
Compare the velocity–time graph and acceleration for a falling object first with air resistance neglected, then with drag until terminal velocity.
Show the answer
With no drag the velocity–time graph is a straight line of constant gradient g and the acceleration–time graph is horizontal at g. With drag the velocity–time curve progressively flattens as its gradient (acceleration) falls; at terminal velocity it is horizontal, acceleration is zero and drag balances weight.
- Course content
Scope: Course content · §3 1.3 Core 1; §3 1.3 Core 2; §3 1.3 Core 3; §3 1.3 Core 4
Open revision guidance
What to know
- Mass is the quantity of matter in an object at rest relative to the observer. Weight is the gravitational force acting on a mass.
- Gravitational field strength g = W/m, so W = mg; g is also the acceleration of free fall. Use kg, N and N/kg (or m/s² consistently).
- A balance compares masses (and hence weights in the same gravitational field); compare like-for-like conditions.
What to do in an assessment
- Convert grams to kilograms before W=mg; distinguish the invariant mass from location-dependent weight.
In plain language
Mass is the quantity of matter in an object at rest relative to the observer. Weight is the gravitational force acting on a mass.
Self-check
A 0.60 kg object is where g = 9.8 N/kg. Find its weight.
Show the answer
W=mg=0.60×9.8=5.88 N (about 5.9 N).
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.3 Supplement 5
Open revision guidance
What to know
- The Supplement develops weight as the effect of a gravitational field on mass: the field exerts a force W=mg; a stronger field gives a greater weight for the same mass.
What to do in an assessment
- State the object mass and local field strength separately before calculating weight.
In plain language
The Supplement develops weight as the effect of a gravitational field on mass: the field exerts a force W=mg; a stronger field gives a greater weight for the same mass.
Self-check
Why does the same object weigh less on the Moon?
Show the answer
Its mass is unchanged, but the Moon’s gravitational field strength is lower, so W=mg is smaller.
- Course content
Scope: Course content · §3 1.4 Core 1; §3 1.4 Core 2; §3 1.4 Core 3
Open revision guidance
What to know
- Density ρ = mass/volume. Keep units compatible (for example g/cm³ or kg/m³) and show conversions.
- For a liquid, measure a known volume and its mass; for a regular solid, find mass and calculate volume from dimensions; for an irregular sinking solid, obtain volume by liquid displacement.
- An object floats in a liquid when its density is less than the liquid’s; equal densities give neutral balance in the ideal model.
What to do in an assessment
- Read cylinder menisci at eye level, subtract initial from final volume, and repeat measurements where suitable.
In plain language
Density ρ = mass/volume. Keep units compatible (for example g/cm³ or kg/m³) and show conversions.
Self-check
A stone has mass 54 g. Water rises from 30 cm³ to 50 cm³ when it is immersed. Find its density.
Show the answer
Volume = 20 cm³; ρ=54/20=2.7 g/cm³.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.4 Supplement 4
Open revision guidance
What to know
- If liquids do not mix, the denser liquid settles below the less dense one; the lower-density liquid floats on the higher-density liquid.
What to do in an assessment
- Compare values with units and explicitly use the no-mixing condition.
In plain language
If liquids do not mix, the denser liquid settles below the less dense one; the lower-density liquid floats on the higher-density liquid.
Self-check
Liquid X has density 0.8 g/cm³ and liquid Y has density 1.1 g/cm³; they do not mix. Which floats?
Show the answer
X floats on Y because its density is lower.
- Course content
Scope: Course content · §3 1.5.1 Core 1; §3 1.5.1 Core 2; §3 1.5.1 Core 3; §3 1.5.1 Core 4; §3 1.5.1 Core 5; §3 1.5.1 Core 6; §3 1.5.1 Core 7; §3 1.5.1 Core 8
Open revision guidance
What to know
- Forces can change an object’s size or shape. Sketch, plot and interpret load–extension graphs for an elastic solid; describe the test by adding known loads, measuring extension from the original length, repeating and plotting load against extension.
- Resultant forces along one straight line add with sign. With no resultant force an object remains at rest or continues in a straight line at constant speed; a resultant can change speed or direction.
- Solid friction acts between surfaces, can impede motion and produce heating. Drag opposes an object moving through a liquid or a gas such as air.
What to do in an assessment
- On a load–extension graph, label load and extension with units, identify a proportional straight-line region and distinguish extension from total length.
In plain language
Forces can change an object’s size or shape. Sketch, plot and interpret load–extension graphs for an elastic solid; describe the test by adding known loads, measuring extension from the original length, repeating and plotting load against extension.
Self-check
Two horizontal forces on a trolley are 9 N right and 4 N left. Find the resultant.
Show the answer
Taking right as positive, Fᵣ=9−4=5 N right.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.5.1 Supplement 9; §3 1.5.1 Supplement 10; §3 1.5.1 Supplement 11; §3 1.5.1 Supplement 12(a); §3 1.5.1 Supplement 12(b); §3 1.5.1 Supplement 12(c)
Open revision guidance
What to know
- Spring constant k = force/extension = F/x; use extension in metres for N/m. The limit of proportionality is the point where load is no longer directly proportional to extension; identify it on the graph. The elastic limit is not required.
- For constant mass, F=ma and resultant force and acceleration point in the same direction. A force perpendicular to velocity bends motion into a circle: larger force at fixed mass/radius raises speed; larger force at fixed mass/speed reduces radius; greater mass needs greater force to hold speed and radius fixed. Do not use F=mv²/r; it is not required.
What to do in an assessment
- Find k from a straight-line F–x region using gradient. Apply F=ma to the resultant, not an individual balanced force. For the circular-path qualitative items, hold the stated quantities constant before predicting change.
In plain language
Spring constant k = force/extension = F/x; use extension in metres for N/m. The limit of proportionality is the point where load is no longer directly proportional to extension; identify it on the graph. The elastic limit is not required.
Self-check
A spring extends 0.025 m under 5.0 N. Find k. A 2 kg cart has resultant 6 N; find a.
Show the answer
k=F/x=5.0/0.025=200 N/m. a=F/m=6/2=3 m/s² in the resultant-force direction.
- Course content
Scope: Course content · §3 1.5.2 Core 1; §3 1.5.2 Core 2; §3 1.5.2 Core 3; §3 1.5.2 Core 4
Open revision guidance
What to know
- A moment measures a force’s turning effect; everyday examples include a door handle, spanner or seesaw. Moment = force × perpendicular distance from pivot.
- For equilibrium, clockwise moments equal anticlockwise moments when no resultant moment; the Core numerical situation has one force on each side of the pivot. Equilibrium also requires no resultant force.
What to do in an assessment
- Mark the pivot and force line; measure the shortest perpendicular distance, not the sloping length. State N m.
In plain language
A moment measures a force’s turning effect; everyday examples include a door handle, spanner or seesaw. Moment = force × perpendicular distance from pivot.
Self-check
A 15 N force acts perpendicular to a lever 0.20 m from its pivot. Find moment.
Show the answer
M=Fd=15×0.20=3.0 N m.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.5.2 Supplement 5; §3 1.5.2 Supplement 6
Open revision guidance
What to know
- Apply the principle of moments to more complex arrangements, including more than one force on each side of the pivot. Describe an experiment that demonstrates zero resultant moment in equilibrium.
What to do in an assessment
- Choose a pivot, include each force’s signed perpendicular moment arm, then set clockwise and anticlockwise totals equal. For an experiment, balance a beam, add known forces at measured distances, and compare the two sums.
In plain language
Apply the principle of moments to more complex arrangements, including more than one force on each side of the pivot. Describe an experiment that demonstrates zero resultant moment in equilibrium.
Self-check
Two clockwise forces make moments 4 N m and 3 N m. One anticlockwise 2 N force is 1.5 m from the pivot; what additional anticlockwise moment is needed?
Show the answer
Clockwise total=7 N m. The 2 N force gives 3 N m, so a further 4 N m anticlockwise is needed.
- Course content
Scope: Course content · §3 1.5.3 Core 1; §3 1.5.3 Core 2; §3 1.5.3 Core 3
Open revision guidance
What to know
- Centre of gravity is the point through which the resultant weight of an object may be considered to act.
- For an irregular plane lamina, suspend it from one point and hang a plumb line; mark the vertical, repeat from another point and locate the intersection of the lines.
- A low centre of gravity and a wide base generally increase stability; tipping begins when the line of action of weight falls outside the base.
What to do in an assessment
- Describe apparatus, suspension points and how intersecting vertical lines identify the centre; explain stability by comparing the weight line with the support base.
In plain language
Centre of gravity is the point through which the resultant weight of an object may be considered to act.
Self-check
Why is a low, wide vehicle harder to overturn?
Show the answer
Its centre of gravity is low and the support base is wide, so the weight line remains within the base through a larger tilt.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.6 Supplement 1; §3 1.6 Supplement 2; §3 1.6 Supplement 3; §3 1.6 Supplement 4
Open revision guidance
What to know
- Momentum p=mv; include direction using signed velocity. Impulse = FΔt = Δ(mv), the change in momentum during a force interval.
- For a one-dimensional interaction in an isolated system, total momentum before equals total momentum after. Resultant force is rate of change of momentum, F=Δp/Δt.
- For fixed momentum change, extending impact time reduces average force; this connects collision explanations to the same equations.
What to do in an assessment
- Choose a positive direction, calculate each object’s signed momentum, equate system totals, then solve and check units kg m/s. For force, divide momentum change by time.
In plain language
Momentum p=mv; include direction using signed velocity. Impulse = FΔt = Δ(mv), the change in momentum during a force interval.
Self-check
A 0.50 kg ball moving at 8 m/s is brought to rest in 0.20 s. Find average resultant force.
Show the answer
Δp=0−(0.50×8)=−4 kg m/s; F=Δp/Δt=−4/0.20=−20 N, opposite its initial motion.
- Course content
Scope: Course content · §3 1.7.1 Core 1; §3 1.7.1 Core 2; §3 1.7.1 Core 3
Open revision guidance
What to know
- Energy stores include kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal).
- Energy transfers between stores by forces doing mechanical work, electrical currents doing work, heating, and electromagnetic, sound or other waves. Total energy is conserved.
- Apply conservation to simple processes and interpret simple energy-flow diagrams; distinguish useful output from dissipated transfers.
What to do in an assessment
- Name the initial and final stores and every transfer pathway; account for input energy as useful output plus dissipated energy.
In plain language
Energy stores include kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal).
Self-check
A motor takes 100 J electrically and transfers 70 J usefully. How much is not useful output?
Show the answer
30 J is transferred to other stores/surroundings; 100 J total remains accounted for.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.7.1 Supplement 4; §3 1.7.1 Supplement 5; §3 1.7.1 Supplement 6
Open revision guidance
What to know
- Use Ek=½mv² and ΔEp=mgΔh. Conserve energy in complex, multistage processes and interpret Sankey diagrams; arrow width represents energy quantity and branches show dissipated pathways.
What to do in an assessment
- Use consistent kg, m/s and m, calculate the stated store change, and on a Sankey diagram make input width equal the combined output widths.
In plain language
Use Ek=½mv² and ΔEp=mgΔh. Conserve energy in complex, multistage processes and interpret Sankey diagrams; arrow width represents energy quantity and branches show dissipated pathways.
Self-check
A 2 kg object moving at 3 m/s rises 1.0 m where g=10 N/kg. Find its initial kinetic energy and gain in gravitational potential energy.
Show the answer
Ek=½×2×3²=9 J; ΔEp=2×10×1.0=20 J.
- Course content
Scope: Course content · §3 1.7.2 Core 1; §3 1.7.2 Core 2
Open revision guidance
What to know
- Mechanical or electrical work done equals energy transferred. Mechanical work W=Fd=ΔE when force F acts through displacement d in its direction.
- The joule is the unit of work and energy; only the component of force along the displacement contributes to mechanical work.
What to do in an assessment
- Identify force and displacement direction, substitute SI values, and connect the calculated work to the energy store/transfer.
In plain language
Mechanical or electrical work done equals energy transferred. Mechanical work W=Fd=ΔE when force F acts through displacement d in its direction.
Self-check
A 20 N force moves a crate 3 m in the force direction. Find work done.
Show the answer
W=Fd=20×3=60 J.
- Course content
Scope: Course content · §3 1.7.3 Core 1(a); §3 1.7.3 Core 1(b); §3 1.7.3 Core 1(c); §3 1.7.3 Core 1(d); §3 1.7.3 Core 1(e); §3 1.7.3 Core 1(f); §3 1.7.3 Core 1(g); §3 1.7.3 Core 2; §3 1.7.3 Core 3
Open revision guidance
What to know
- Electricity can be produced from the listed resources; trace the source and conversion chain rather than treating all stations alike: fossil fuels and biofuels (chemical → thermal → steam → turbine → generator); hydroelectric water (gravitational potential → moving water → turbine → generator); tidal and wave motion (moving water → turbine/generator); geothermal heat (steam/heat → turbine → generator); nuclear fuel (nuclear → thermal → steam → turbine → generator); wind (moving air → turbine → generator); solar cells (radiation → electricity directly); solar heating (radiation absorbed as thermal energy).
- Compare each resource using its own advantage and limitation: fossil fuels are controllable and reliable with established high output but finite and emit carbon dioxide/air pollutants; biofuels are storable and renewable if regrown sustainably, but compete for land/water and combustion still emits gases; hydroelectricity is renewable and quickly controllable with no fuel combustion during generation, but dams flood habitats and output depends on water/reservoirs; tidal power is renewable and predictable, but only suitable sites exist and output follows the tide with ecological/capital costs; wave power is renewable with no fuel burned in operation, but wave supply varies and exposed machinery is costly to maintain; geothermal is reliable, low-emission and renewable where accessible, but suitable hot-rock sites are limited and drilling is costly; nuclear gives reliable large-scale output with low operational carbon emissions, but uranium is finite and construction, decommissioning and radioactive-waste management are costly; solar cells are modular and produce electricity without operating emissions, but output falls at night/cloud and storage/area add cost; solar heating directly supplies useful heat without fuel, but depends on sunlight and usually needs storage or backup; wind is renewable without fuel or operational carbon emissions, but intermittent at a site and may have visual, noise or wildlife impacts.
- Renewable means replenished on a human timescale, not constant or impact-free. Fossil and nuclear fuels are finite; biofuel is renewable only when the resource is replaced sustainably. Reliability, availability, environmental impact and predictability are distinct comparison criteria. Efficiency is the useful fraction of total input energy.
What to do in an assessment
- For each named resource, state the primary source, follow its conversion chain, then give a resource-specific advantage and disadvantage. Do not give a generic “renewable” comparison as a substitute for the listed fuels, water resources, geothermal, nuclear, solar, or wind cases.
In plain language
Power stations use different energy stores and conversion chains. Every listed resource has a benefit and a cost; judge renewability, reliability and environmental effects separately.
Self-check
Compare tidal and wind electricity generation by giving one specific advantage and one limitation of each.
Show the answer
Tidal output is predictable and renewable, but only suitable sites exist and output follows the tide. Wind is renewable and has no fuel or operational emissions, but the wind supply at a site varies, so output is intermittent.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.7.3 Supplement 4; §3 1.7.3 Supplement 5; §3 1.7.3 Supplement 6; §3 1.7.3 Supplement 7(a); §3 1.7.3 Supplement 7(b)
Open revision guidance
What to know
- Solar radiation is the primary energy source for all listed resources except geothermal, nuclear and tidal. Nuclear fusion releases energy in the Sun; research investigates controlled fusion as a large-scale electricity source.
- Efficiency (%) = useful energy output/total energy input ×100%; or useful power output/total power input ×100%. The two equations use matched forms of input/output.
What to do in an assessment
- Calculate with consistent units and multiply by 100%; a Sankey or energy balance must include wasted transfers.
In plain language
Solar radiation is the primary energy source for all listed resources except geothermal, nuclear and tidal. Nuclear fusion releases energy in the Sun; research investigates controlled fusion as a large-scale electricity source.
Self-check
A device receives 500 J and transfers 350 J usefully. Find efficiency.
Show the answer
η=350/500×100%=70%.
- Course content
Scope: Course content · §3 1.7.4 Core 1(a); §3 1.7.4 Core 1(b)
Open revision guidance
What to know
- Power is work done per unit time and energy transferred per unit time: P=W/t and P=ΔE/t. Its unit is the watt (J/s).
What to do in an assessment
- Choose work or energy transferred, divide by elapsed seconds, and state W.
In plain language
Power is work done per unit time and energy transferred per unit time: P=W/t and P=ΔE/t. Its unit is the watt (J/s).
Self-check
A machine transfers 1200 J in 20 s. Find power.
Show the answer
P=ΔE/t=1200/20=60 W.
- Course content
Scope: Course content · §3 1.8 Core 1; §3 1.8 Core 2; §3 1.8 Core 3
Open revision guidance
What to know
- Pressure p=F/A for force normal to area. A pascal is N/m². For fixed force, smaller contact area means greater pressure.
- Below a liquid surface, pressure increases qualitatively with depth and liquid density.
What to do in an assessment
- Use area in m² for Pa. In contextual explanations hold force or area constant as needed; distinguish a pressure from a force.
In plain language
Pressure p=F/A for force normal to area. A pascal is N/m². For fixed force, smaller contact area means greater pressure.
Self-check
A 240 N load acts on 0.08 m². Find pressure.
Show the answer
p=F/A=240/0.08=3000 Pa.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 1.8 Supplement 4
Open revision guidance
What to know
- Change in liquid pressure Δp=ρgΔh, where ρ is liquid density, g field strength and Δh vertical depth change.
What to do in an assessment
- Convert ρ to kg/m³ and Δh to m; report Pa and use vertical depth rather than the sloping path.
In plain language
Change in liquid pressure Δp=ρgΔh, where ρ is liquid density, g field strength and Δh vertical depth change.
Self-check
Find pressure increase over 0.5 m depth in water (ρ=1000 kg/m³, g=10 N/kg).
Show the answer
Δp=ρgΔh=1000×10×0.5=5000 Pa.
Topic group
2 Thermal physics
- Course content
Scope: Course content · §3 2.1.1 Core 1; §3 2.1.1 Core 2
Open revision guidance
What to know
- A solid keeps shape and volume; a liquid keeps volume but takes its container shape; a gas expands to fill its container and is readily compressed.
- Use melting, freezing/solidification, boiling, evaporation and condensation correctly for transitions between solid, liquid and gas. Gas-to-solid and solid-to-gas changes are not required.
What to do in an assessment
- Describe both initial and final state and name the transition; distinguish boiling throughout a liquid from evaporation at a surface.
In plain language
A solid keeps shape and volume; a liquid keeps volume but takes its container shape; a gas expands to fill its container and is readily compressed.
Self-check
What change of state occurs when water vapour becomes liquid water?
Show the answer
Condensation.
- Course content
Scope: Course content · §3 2.1.2 Core 1; §3 2.1.2 Core 2; §3 2.1.2 Core 3; §3 2.1.2 Core 4; §3 2.1.2 Core 5
Open revision guidance
What to know
- Represent solids, liquids and gases with particle diagrams showing arrangement, separation and motion: close ordered vibrating particles in solids; close mobile particles in liquids; widely separated random fast particles in gases.
- Temperature relates to average particle motion; −273 °C is absolute zero, the lowest possible temperature in this model, where particles have least kinetic energy. Gas pressure/change in pressure arises from particle motion and collisions with a surface.
- Random motion of microscopic particles suspended in a fluid is evidence for the kinetic model. Brownian motion is their irregular movement caused by unequal random collisions from fluid particles.
What to do in an assessment
- Use collisions to explain a pressure change; draw particle diagrams with relative spacing/motion, not oversized atoms.
In plain language
Represent solids, liquids and gases with particle diagrams showing arrangement, separation and motion: close ordered vibrating particles in solids; close mobile particles in liquids; widely separated random fast particles in gases.
Self-check
Why does a smoke particle jiggle randomly in air?
Show the answer
Rapid air molecules collide with it randomly and unevenly, continually changing its direction and speed.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.1.2 Supplement 6; §3 2.1.2 Supplement 7; §3 2.1.2 Supplement 8
Open revision guidance
What to know
- Properties depend on interparticle distances, forces and motion; the relevant particles may be atoms, molecules, ions or electrons. Pressure is normal force per area from collisions. Microscopic particles in suspension are moved by collisions with light, fast molecules; call the small suspended objects “microscopic particles” and reserve atoms/molecules for the much smaller constituents.
What to do in an assessment
- Relate a macroscopic property to particle spacing, interactions and movement; for gas pressure link collision force to the area receiving impacts.
In plain language
Properties depend on interparticle distances, forces and motion; the relevant particles may be atoms, molecules, ions or electrons. Pressure is normal force per area from collisions. Microscopic particles in suspension are moved by collisions with light, fast molecules; call the small suspended objects “microscopic particles” and reserve atoms/molecules for the much smaller constituents.
Self-check
Why can a gas be compressed more than a solid?
Show the answer
Gas particles are much farther apart, leaving large empty spaces; particles in a solid are already close together.
- Course content
Scope: Course content · §3 2.1.3 Core 1(a); §3 2.1.3 Core 1(b); §3 2.1.3 Core 2
Open revision guidance
What to know
- At fixed gas mass and volume, heating increases particle speed and collision force/frequency, raising pressure. At fixed temperature, increasing volume spreads collisions over a larger space and reduces pressure.
- Convert Celsius to kelvin with T(K)=θ(°C)+273. Use the Kelvin scale for gas-temperature relationships.
What to do in an assessment
- State what is held constant. Convert temperatures before using a gas law; do not insert Celsius into pV or absolute-temperature reasoning.
In plain language
At fixed gas mass and volume, heating increases particle speed and collision force/frequency, raising pressure. At fixed temperature, increasing volume spreads collisions over a larger space and reduces pressure.
Self-check
Convert 27 °C to kelvin.
Show the answer
T=27+273=300 K.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.1.3 Supplement 3
Open revision guidance
What to know
- For fixed gas mass at constant temperature, pV=constant; hence p₁V₁=p₂V₂. A p–V graph shows the inverse relationship; conditions (fixed mass, constant T) must be stated.
What to do in an assessment
- Use matching pressure and volume units in both states, rearrange before substitution, and check that compression raises pressure.
In plain language
For fixed gas mass at constant temperature, pV=constant; hence p₁V₁=p₂V₂. A p–V graph shows the inverse relationship; conditions (fixed mass, constant T) must be stated.
Self-check
A fixed gas amount at constant T has p₁=100 kPa,V₁=0.30 m³; it is compressed to 0.20 m³. Find p₂.
Show the answer
p₁V₁=p₂V₂; p₂=(100×0.30)/0.20=150 kPa.
- Course content
Scope: Course content · §3 2.2.1 Core 1; §3 2.2.1 Core 2
Open revision guidance
What to know
- At constant pressure, heating generally expands solids, liquids and gases; describe the trend qualitatively and relate it to everyday effects such as expansion gaps in rails, bridges, pipes or liquid thermometers.
What to do in an assessment
- Identify the material and temperature change, then explain the practical consequence (clearance, buckling, seal, or calibrated indication).
In plain language
At constant pressure, heating generally expands solids, liquids and gases; describe the trend qualitatively and relate it to everyday effects such as expansion gaps in rails, bridges, pipes or liquid thermometers.
Self-check
Why are gaps allowed between long railway rails?
Show the answer
Rails expand when heated; gaps provide room for expansion and reduce buckling.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.2.1 Supplement 3
Open revision guidance
What to know
- Expansion is usually smallest in solids, greater in liquids and greatest in gases because particle motion and arrangement allow progressively larger increases in average separation.
What to do in an assessment
- Rank the expansion and explain using particle spacing/attractions, not a change in particle size.
In plain language
Expansion is usually smallest in solids, greater in liquids and greatest in gases because particle motion and arrangement allow progressively larger increases in average separation.
Self-check
Which expands most on warming by the same amount, a gas, liquid or solid?
Show the answer
A gas generally expands most; its widely separated particles can increase their mean spacing substantially.
- Course content
Scope: Course content · §3 2.2.2 Core 1
Open revision guidance
What to know
- A temperature rise increases an object’s internal energy.
What to do in an assessment
- Distinguish internal-energy change from temperature itself and keep mass and temperature change explicit.
In plain language
A temperature rise increases an object’s internal energy.
Self-check
What happens to the internal energy when an object warms?
Show the answer
It increases.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.2.2 Supplement 2; §3 2.2.2 Supplement 3; §3 2.2.2 Supplement 4
Open revision guidance
What to know
- An object’s temperature rise corresponds to increased average kinetic energy of its particles. Specific heat capacity c is energy per unit mass per unit temperature rise; c=ΔE/(mΔθ), so ΔE=mcΔθ. Describe experiments for a solid and a liquid: known mass, heater, electrical energy/time or measured input, temperature probe, insulation, controlled heating and repeats.
- Describe separate measurements for a solid and a liquid: for a solid block, measure mass and temperature rise while supplying known electrical energy with a heater in a close-fitting hole and thermometer, reducing heat loss with insulation; for a liquid, use a measured mass in an insulated cup with immersed heater and thermometer. In both, record voltage, current and heating time (E=IVt), start/final temperature, repeat and limit heat loss.
What to do in an assessment
- For calculations use compatible units (J, kg, °C change) and state whether heat loss makes the measured c too high or low. For methods specify insulation, equal mass, initial/final temperatures and energy input.
In plain language
An object’s temperature rise corresponds to increased average kinetic energy of its particles. Specific heat capacity c is energy per unit mass per unit temperature rise; c=ΔE/(mΔθ), so ΔE=mcΔθ. Describe experiments for a solid and a liquid: known mass, heater, electrical energy/time or measured input, temperature probe, insulation, controlled heating and repeats.
Self-check
How much energy heats 0.50 kg by 4 °C when c=900 J/(kg °C)?
Show the answer
ΔE=mcΔθ=0.50×900×4=1800 J.
- Course content
Scope: Course content · §3 2.2.3 Core 1; §3 2.2.3 Core 2; §3 2.2.3 Core 3; §3 2.2.3 Core 4; §3 2.2.3 Core 5
Open revision guidance
What to know
- Melting and boiling require energy input while temperature stays constant during the change of state; at standard atmospheric pressure water melts at 0 °C and boils at 100 °C.
- Condensation and solidification occur as particles lose energy and form a liquid/solid arrangement. Evaporation occurs when more energetic surface particles escape from a liquid; remaining liquid has lower mean energy, so it cools.
What to do in an assessment
- For a heating curve identify plateaux and explain energy changing particle arrangement rather than temperature; avoid claiming the temperature rises through a pure-substance phase change.
In plain language
Melting and boiling require energy input while temperature stays constant during the change of state; at standard atmospheric pressure water melts at 0 °C and boils at 100 °C.
Self-check
Why does a liquid cool as it evaporates?
Show the answer
The most energetic surface particles escape, leaving a lower average kinetic energy in the liquid and therefore a lower temperature.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.2.3 Supplement 6; §3 2.2.3 Supplement 7; §3 2.2.3 Supplement 8
Open revision guidance
What to know
- Boiling occurs throughout a liquid at its boiling point with bubbles; evaporation occurs at the surface at temperatures below boiling. Higher temperature, larger surface area and greater air movement increase evaporation rate. An object in contact with an evaporating liquid cools because energy transfers to particles that escape.
What to do in an assessment
- Compare one evaporation-rate factor at a time and state how it changes the number/energy of particles escaping.
In plain language
Boiling occurs throughout a liquid at its boiling point with bubbles; evaporation occurs at the surface at temperatures below boiling. Higher temperature, larger surface area and greater air movement increase evaporation rate. An object in contact with an evaporating liquid cools because energy transfers to particles that escape.
Self-check
Why does a wet surface dry faster in moving warm air?
Show the answer
Warmth gives more particles enough energy to escape; moving air removes vapour above the surface and maintains evaporation.
- Course content
Scope: Course content · §3 2.3.1 Core 1
Open revision guidance
What to know
- Describe comparative experiments with equal samples, equal heating and a common measurement (for example temperature rise or wax-pin fall) to identify good and poor thermal conductors.
What to do in an assessment
- Keep material geometry, starting conditions and heat input comparable; use repeats and prevent heat escaping by an uncontrolled path.
In plain language
Describe comparative experiments with equal samples, equal heating and a common measurement (for example temperature rise or wax-pin fall) to identify good and poor thermal conductors.
Self-check
How could you compare two rods as thermal conductors?
Show the answer
Heat one end of each equally, attach identical wax pins at equal distances, and compare the time/order they fall while controlling rod dimensions and heat input.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.3.1 Supplement 2; §3 2.3.1 Supplement 3; §3 2.3.1 Supplement 4
Open revision guidance
What to know
- Thermal conduction in solids includes lattice vibrations; mobile delocalised electrons make metals effective conductors. Gases and most liquids conduct poorly because particles are farther apart and transmit vibrational energy less effectively. Some solids are intermediate—better than insulators but poorer than good conductors.
What to do in an assessment
- Use “poor conductor” comparatively rather than claiming zero transfer; explain metal conduction through mobile electrons in addition to vibrations.
In plain language
Thermal conduction in solids includes lattice vibrations; mobile delocalised electrons make metals effective conductors. Gases and most liquids conduct poorly because particles are farther apart and transmit vibrational energy less effectively. Some solids are intermediate—better than insulators but poorer than good conductors.
Self-check
Why does a metal pan base transfer heat better than a wooden handle?
Show the answer
Metals have mobile electrons that carry thermal energy efficiently; wood lacks this carrier mechanism and is a much poorer conductor.
- Course content
Scope: Course content · §3 2.3.2 Core 1; §3 2.3.2 Core 2
Open revision guidance
What to know
- Convection transfers thermal energy in liquids and gases. Heating a region expands it and lowers its density; it rises while cooler, denser fluid sinks, forming a circulation current.
- Describe demonstrations such as dye in warmed water or smoke/air circulation, and identify heat source, flow direction and observations.
What to do in an assessment
- Draw arrows for rising warm fluid and sinking cooler fluid; name the controlled conditions and visible tracer.
In plain language
Convection transfers thermal energy in liquids and gases. Heating a region expands it and lowers its density; it rises while cooler, denser fluid sinks, forming a circulation current.
Self-check
Why does warm air rise above a radiator?
Show the answer
Heating expands the air and lowers its density relative to surrounding cooler air, so it rises and is replaced by cooler air.
- Course content
Scope: Course content · §3 2.3.3 Core 1; §3 2.3.3 Core 2; §3 2.3.3 Core 3
Open revision guidance
What to know
- Thermal radiation is infrared; all objects emit it and it can transfer thermal energy through a vacuum. Surface colour/texture affects emission, absorption and reflection: dull black is a good absorber/emitter and poor reflector; shiny/light surfaces reflect more and emit/absorb less.
What to do in an assessment
- For a radiation test, control starting temperature, area, distance and surroundings; compare temperature/energy readings for matched surfaces.
In plain language
Thermal radiation is infrared; all objects emit it and it can transfer thermal energy through a vacuum. Surface colour/texture affects emission, absorption and reflection: dull black is a good absorber/emitter and poor reflector; shiny/light surfaces reflect more and emit/absorb less.
Self-check
Which surface is a better infrared emitter: dull black or shiny silver?
Show the answer
Dull black is the better emitter.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.3.3 Supplement 4; §3 2.3.3 Supplement 5; §3 2.3.3 Supplement 6; §3 2.3.3 Supplement 7; §3 2.3.3 Supplement 8; §3 2.3.3 Supplement 9
Open revision guidance
What to know
- At constant temperature, absorbed/input energy rate equals the rate transferred away. If input exceeds loss an object warms; if loss exceeds input it cools. Earth temperature reflects the balance of incoming solar radiation and outgoing radiation from Earth.
- Infrared emission experiment: fill a Leslie cube with hot water so its different surface faces are at the same high temperature. Hold an infrared detector at the same distance and angle from each face, use the same range, wait for a stable reading, and record/rank the detector reading for dull-black, white, dull-metal and shiny-metal faces. Keep face area, cube-water temperature, detector distance/orientation and measurement time controlled; repeat readings. The dull-black face gives the greatest emission and the shiny face the least. A hotter surface and a larger emitting area increase the emission rate.
- Infrared absorption experiment: use two identical metal cans, one dull black and one polished/shiny, each containing the same volume of water at the same starting temperature. Place them side by side at equal distance and orientation from the same infrared lamp. Put a thermometer/temperature probe in each water sample; record both initial temperatures and then readings at fixed time intervals while the lamp is on. Keep can size/surface area, water volume and starting temperature, lamp output, distance, exposure time and probe position the same; repeat and compare temperature rise per unit time. The dull-black can warms faster because it is the better absorber; the shiny can absorbs less.
What to do in an assessment
- For emission, describe the hot-water Leslie cube, fixed-position infrared detector, reading from each face, controlled detector geometry/temperature and observed surface ranking. For absorption, describe matched black/shiny cans, equal water and initial temperatures, an infrared lamp, thermometers/probes, timed temperature readings, controlled distance/area/volume/exposure and comparison of temperature-rise rates. State observations and identify which surface emits or absorbs better; do not replace either procedure with a generic fair-test prompt.
In plain language
Use a detector to compare radiation emitted by equal-temperature surfaces; use matched cans, an infrared lamp and timed water-temperature readings to compare absorption. Black dull surfaces are better emitters and absorbers than shiny surfaces.
Self-check
Describe one actual infrared emission test and one absorption test, including observations that distinguish dull black from shiny metal.
Show the answer
For emission, fill a Leslie cube with hot water and compare each face with an infrared detector held at a fixed distance and angle; keep cube temperature and detector position fixed and record readings. Dull black gives the largest reading, shiny metal the smallest. For absorption, put equal volumes of water at the same initial temperature into identical black and shiny cans; place them equally far from an infrared lamp and record probe temperatures at fixed intervals. Keep area, volume, starting temperature and exposure constant. The black can has the greater temperature-rise rate.
- Course content
Scope: Course content · §3 2.3.4 Core 1(a); §3 2.3.4 Core 1(b)
Open revision guidance
What to know
- Explain basic conduction, convection and radiation applications/consequences: a metal pan conducts to food; a room warms by circulating air. Identify which process is significant rather than naming “heat” generically.
What to do in an assessment
- For a pan, link conductive material to transfer through the base; for a room, trace warm air rising and cooler air replacing it.
In plain language
Explain basic conduction, convection and radiation applications/consequences: a metal pan conducts to food; a room warms by circulating air. Identify which process is significant rather than naming “heat” generically.
Self-check
Why is a pan base made of a good conductor?
Show the answer
It transfers energy from the heater through the base to the contents efficiently.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 2.3.4 Supplement 2(a); §3 2.3.4 Supplement 2(b)
Open revision guidance
What to know
- Explain complex combinations where several processes matter: a wood/coal fire transfers by radiation and convection, with conduction through nearby material; a car radiator transfers energy from hot coolant to metal and then to moving air, using conduction and convection.
What to do in an assessment
- Name each relevant stage and material/fluid boundary; do not attribute the whole system to a single process if multiple mechanisms matter.
In plain language
Explain complex combinations where several processes matter: a wood/coal fire transfers by radiation and convection, with conduction through nearby material; a car radiator transfers energy from hot coolant to metal and then to moving air, using conduction and convection.
Self-check
How does a car radiator transfer energy from coolant to the surroundings?
Show the answer
Hot coolant transfers energy to the radiator by convection; metal conducts it to the outer surface, and moving air carries energy away by convection (with radiation also possible).
Topic group
3 Waves
- Course content
Scope: Course content · §3 3.1 Core 1; §3 3.1 Core 2; §3 3.1 Core 3; §3 3.1 Core 4; §3 3.1 Core 5; §3 3.1 Core 6; §3 3.1 Core 7(a); §3 3.1 Core 7(b); §3 3.1 Core 7(c); §3 3.1 Core 8(a); §3 3.1 Core 8(b); §3 3.1 Core 8(c); §3 3.1 Core 8(d)
Open revision guidance
What to know
- A wavefront is a line joining points on a wave that are in the same phase; wavefronts advance perpendicular to the direction of travel. Wavelength λ is the distance between adjacent points in phase, such as crest-to-crest or trough-to-trough. Frequency f is the number of complete oscillations passing a point each second, measured in hertz (Hz).
- A crest is the maximum positive displacement from equilibrium; a trough is the maximum negative displacement. Amplitude is the maximum displacement from the equilibrium/rest position. Waves transfer energy without net transfer of matter; use v=fλ with speed, wavelength and frequency in consistent units.
- Transverse vibration is perpendicular to propagation (electromagnetic, water and seismic S-waves); longitudinal vibration is parallel (sound and seismic P-waves). Waves reflect at a plane surface, refract when speed changes and diffract through a narrow gap. In a ripple tank vary depth for refraction and use barriers/gaps/edges to display patterns.
What to do in an assessment
- Define wavefront, wavelength, frequency, crest, trough and amplitude. Read the gallery by measuring λ between adjacent crests and amplitude from the mean level; its parallel wavefronts are in the same phase and propagation is perpendicular to them. Calculate v=fλ with consistent SI units; for ripple-tank methods identify source, barriers/depth change and observed spacing/direction.
In plain language
Wavefronts connect points in the same phase. Wavelength measures one repeated cycle, frequency counts cycles each second, and amplitude measures maximum displacement from equilibrium.
Self-check
Define wavefront, wavelength, frequency, crest, trough and amplitude. A wave has f=5 Hz and λ=0.12 m; find its speed.
Show the answer
A wavefront joins points in phase; wavelength is spacing between adjacent points in phase; frequency is cycles per second; crest and trough are maximum positive and negative displacements; amplitude is maximum displacement from equilibrium. v=fλ=5×0.12=0.60 m/s.
View diagrams
Wave profile, wavefronts and frequencyWave profile and same-phase wavefronts: crest, trough, amplitude, wavelength, frequency and propagation direction. - Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.1 Supplement 9; §3 3.1 Supplement 10
Open revision guidance
What to know
- Diffraction through a gap is greatest when wavelength is comparable with or greater than gap size. At an edge, longer wavelength produces greater spreading.
What to do in an assessment
- Compare λ with gap width and explain spreading; keep the comparison qualitative.
In plain language
Diffraction through a gap is greatest when wavelength is comparable with or greater than gap size. At an edge, longer wavelength produces greater spreading.
Self-check
A wave passes through a gap much wider than its wavelength. Is diffraction large?
Show the answer
No. Spreading is small when the gap is much larger than the wavelength.
- Course content
Scope: Course content · §3 3.2.1 Core 1; §3 3.2.1 Core 2; §3 3.2.1 Core 3
Open revision guidance
What to know
- The normal is perpendicular to the surface; angle of incidence is measured between incoming ray and normal, and angle of reflection between reflected ray and normal.
- A plane mirror forms a same-size, virtual image the same distance behind the mirror as the object is in front. Angle of incidence equals angle of reflection.
What to do in an assessment
- Draw the normal first, measure from it, and construct the reflected ray at the equal angle; distinguish image distance from mirror distance.
In plain language
The normal is perpendicular to the surface; angle of incidence is measured between incoming ray and normal, and angle of reflection between reflected ray and normal.
Self-check
An incident ray is 28° to the normal. What is its reflection angle?
Show the answer
28° to the normal.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.2.1 Supplement 4
Open revision guidance
What to know
- Use scale construction, measurement or calculation to locate a plane-mirror image or predict reflection; preserve equal angles and symmetric object/image positions.
What to do in an assessment
- Draw a ray diagram to scale, construct normals at reflection points and measure the requested length/angle with suitable instrument.
In plain language
Use scale construction, measurement or calculation to locate a plane-mirror image or predict reflection; preserve equal angles and symmetric object/image positions.
Self-check
A point is 6 cm in front of a plane mirror. How far behind the mirror is its image?
Show the answer
6 cm behind the mirror; the image is the same perpendicular distance from the mirror.
- Course content
Scope: Course content · §3 3.2.2 Core 1; §3 3.2.2 Core 2; §3 3.2.2 Core 3; §3 3.2.2 Core 4; §3 3.2.2 Core 5
Open revision guidance
What to know
- At an interface, measure incidence i and refraction r from the normal. In a transparent-block refraction investigation, trace the block and incident/emergent ray, draw normals, use a ray box or pins to locate the path, and measure i and r; changing speed changes direction.
- Total-internal-reflection demonstration: draw around a semicircular glass/acrylic block on paper. Aim a narrow ray-box beam through the curved surface toward the centre so it enters normally and does not bend there. It then reaches the flat face from inside the denser block. Vary i at that face, mark/trace the incident, reflected and refracted rays, and measure i from the normal. As i increases the refracted ray bends farther from the normal; at the critical angle it travels along the boundary; above the critical angle no ray emerges and the ray is reflected inside.
- An everyday application is an optical fibre (including endoscopes/telecommunications): light meets the glass–cladding boundary above the critical angle and undergoes repeated total internal reflection, guiding the signal along the fibre with little escape.
What to do in an assessment
- Describe both the ray-box/block experiment and an everyday application. In the experiment use the curved face so the beam is directed to the centre, vary incidence at the flat face, mark the normal and measure angles; report the critical-angle and above-critical-angle observations. For an optical fibre, explain how repeated total internal reflection confines light along the fibre.
In plain language
A ray-box test with a semicircular block shows refraction up to the critical angle and total internal reflection above it. Optical fibres use repeated internal reflection to guide light.
Self-check
Give the procedure and observations for a total-internal-reflection experiment, then name and explain one everyday use.
Show the answer
Send a narrow ray-box beam through the curved face of a semicircular transparent block toward its centre. Vary incidence at the flat face and observe the refracted ray travel along the boundary at the critical angle; above it, no ray exits and the ray reflects inside. Optical fibres/endoscopes guide light by repeated total internal reflection at the glass–cladding boundary.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.2.2 Supplement 6; §3 3.2.2 Supplement 7; §3 3.2.2 Supplement 8; §3 3.2.2 Supplement 9
Open revision guidance
What to know
- Refractive index n is the ratio of wave speeds in two regions; for light passing from air into a medium it is speed in air divided by speed in that medium. Use n=sin i/sin r and n=1/sin c with angles in degrees as defined. Optical fibres guide light by repeated total internal reflection and are used in telecommunications.
What to do in an assessment
- Check which medium is numerator/denominator in the specified n definition and choose the right equation; for fibres connect total internal reflection to low signal loss along a curved path.
In plain language
Refractive index n is the ratio of wave speeds in two regions; for light passing from air into a medium it is speed in air divided by speed in that medium. Use n=sin i/sin r and n=1/sin c with angles in degrees as defined. Optical fibres guide light by repeated total internal reflection and are used in telecommunications.
Self-check
For a critical angle c=30°, calculate n=1/sin c.
Show the answer
n=1/sin30°=2.0.
- Course content
Scope: Course content · §3 3.2.3 Core 1; §3 3.2.3 Core 2; §3 3.2.3 Core 3; §3 3.2.3 Core 4; §3 3.2.3 Core 5
Open revision guidance
What to know
- For a converging thin lens, principal rays construct the image: a ray parallel to the principal axis refracts through the far principal focus; a ray through the optical centre continues straight; a ray through the near focus emerges parallel to the axis. The intersection of refracted rays locates a real image. For an object inside f, emergent rays diverge; extend them backward to locate the upright virtual image on the object side.
- Use 1/f=1/u+1/v with signed v (real v positive beyond the lens; virtual v negative on the object side) and magnification m=−v/u. In the real-image gallery construction f=40 cm and u=120 cm=3f, so v=+60 cm=1.5f and m=−0.50: the image is real, inverted and half-height. In the virtual-image gallery construction f=40 cm and u=80/3 cm=2f/3, so v=−80 cm=−2f and m=+3: the image is virtual, upright and three times the object height. A real image can be projected on a screen; a virtual image cannot.
- A diverging lens sends an incoming parallel ray outward as if it came from the near principal focus; the optical-centre ray is undeviated. Backward extensions meet on the object side, forming an upright, diminished virtual image. For converging lenses u>f gives a real inverted image, while u<f gives an upright enlarged virtual image; record image side, orientation and relative size.
What to do in an assessment
- Construct the gallery geometries with the principal-axis/lens/focus marks: for the real case use u=3f; draw a parallel incident ray refracting through the far focus and an optical-centre ray straight, both solid to the image. For the virtual case use u=2f/3; draw the two solid outgoing rays diverging and dashed backward extensions meeting at the upright image. Calculate signed v and m and compare image side, orientation and size.
In plain language
Principal rays show where a lens image forms: converging rays meet at a real image, while diverging rays have a virtual image where their backward extensions meet. Signed lens calculations agree with the ray construction.
Self-check
For the two gallery geometries with a converging lens, calculate image distance and magnification: (a) f=40 cm,u=120 cm=3f; (b) f=40 cm,u=80/3 cm=2f/3. State orientation and size.
Show the answer
Use 1/f=1/u+1/v and m=−v/u. (a) 1/v=1/40−1/120=1/60, so v=+60 cm=1.5f and m=−0.50: real, inverted, half-height. Draw the parallel ray through the far focus and central ray straight; they meet beyond 2F. (b) 1/v=1/40−3/80=−1/80, so v=−80 cm=−2f and m=+3: virtual, upright, three times as tall. The outgoing rays diverge; dashed backward extensions meet on the object side.
View diagrams
Real image from an object beyond 2FVirtual image from an object inside FConverging-lens constructions at u=3f (real, inverted, 0.5×) and u=2f/3 (virtual, upright, 3×). Solid lines show rays; dashed lines are backward extensions. - Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.2.3 Supplement 6; §3 3.2.3 Supplement 7; §3 3.2.3 Supplement 8
Open revision guidance
What to know
- A converging lens with u<f forms an upright enlarged virtual image on the object side; this is a magnifying-glass arrangement. The virtual-construction figure uses u=2f/3 and gives v=−2f and magnification +3. When u>f it forms a real, inverted image on the opposite side; the real-construction figure uses u=3f and gives v=1.5f and magnification −0.5. Long-sightedness (hyperopia) focuses an image behind the retina; a converging spectacle lens adds convergence so the eye focuses on the retina. Short-sightedness (myopia) focuses before the retina; a diverging lens spreads incoming rays so the eye focuses on the retina. A diverging lens alone forms an upright, diminished virtual image.
- Long-sightedness (hyperopia) focuses an image behind the retina; a converging spectacle lens adds convergence so the eye focuses on the retina. Short-sightedness (myopia) focuses before the retina; a diverging lens spreads incoming rays so the eye focuses on the retina. A diverging lens alone forms an upright, diminished virtual image.
What to do in an assessment
- Use the virtual-image construction in the Core gallery: solid outgoing rays diverge and dashed backward extensions meet at the upright enlarged image. Match the shown u=2f/3 construction to v=−2f,m=+3. Explain each vision correction by tracing how the spectacle lens changes rays before they enter the eye.
In plain language
An object inside a converging lens focal length gives an upright enlarged virtual image; an object beyond the focus gives a real inverted image. Converging lenses correct long-sightedness and diverging lenses correct short-sightedness.
Self-check
A magnifying lens has f=40 cm and object distance u=80/3 cm=2f/3. Find v and m and describe the image; which lens corrects short-sightedness?
Show the answer
Using 1/f=1/u+1/v gives 1/v=1/40−3/80=−1/80, so v=−80 cm=−2f. Magnification m=−v/u=+3: upright, virtual and three times taller on the object side. A diverging lens corrects short-sightedness by spreading rays before they enter the eye.
View diagrams
Virtual image from an object inside FMagnifying-glass construction for an object at u=2f/3: solid rays diverge and dashed backward extensions meet at an upright image v=−2f, magnification +3. - Course content
Scope: Course content · §3 3.2.4 Core 1; §3 3.2.4 Core 2
Open revision guidance
What to know
- White light disperses in a glass prism because its component colours refract by different amounts. In increasing wavelength (decreasing frequency) the traditional visible sequence is red, orange, yellow, green, blue, indigo, violet; increasing frequency reverses that order.
What to do in an assessment
- Draw incident white light, prism and separated spectrum, then state the ordering and avoid treating a colour as a single wavelength band.
In plain language
White light disperses in a glass prism because its component colours refract by different amounts. In increasing wavelength (decreasing frequency) the traditional visible sequence is red, orange, yellow, green, blue, indigo, violet; increasing frequency reverses that order.
Self-check
Which traditional visible colour has the highest frequency?
Show the answer
Violet.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.2.4 Supplement 3
Open revision guidance
What to know
- Visible light of a single frequency is monochromatic.
What to do in an assessment
- Use “monochromatic” for single frequency, not merely a narrow beam or single direction.
In plain language
Visible light of a single frequency is monochromatic.
Self-check
What does monochromatic visible light contain?
Show the answer
One frequency (and therefore one wavelength in a fixed medium).
- Course content
Open revision guidance
What to know
- Order regions by frequency (radio, microwave, infrared, visible, ultraviolet, X-ray, gamma) and reverse the order for wavelength. All EM waves travel at the same very high speed in vacuum.
- Know uses: radio—broadcast/astronomy/RFID; microwave—satellite/mobile/oven; infrared—grill, remote, alarm, thermal imaging, fibre; visible—vision, photography, lighting; UV—security marking, fake-note detection, water sterilisation; X-ray—medical/security imaging; gamma—sterilisation and cancer detection/treatment.
- Excess exposure harms: microwave internal heating; infrared burns; UV surface-cell/eye damage including cancer/eye conditions; X-rays/gamma mutate or damage cells. Satellite communications mainly use microwaves: low-orbit satellites for some phones, geostationary for some phones/direct TV.
What to do in an assessment
- For each use connect wavelength/interaction to function and state the matching hazard; use “ionising” appropriately for X-rays/gamma and UV damage.
In plain language
Order regions by frequency (radio, microwave, infrared, visible, ultraviolet, X-ray, gamma) and reverse the order for wavelength. All EM waves travel at the same very high speed in vacuum.
Self-check
Why are microwaves used for some satellite links?
Show the answer
They can transmit through the atmosphere and are suitable for directed satellite communication; the syllabus also distinguishes low-orbit and geostationary applications.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.3 Supplement 6; §3 3.3 Supplement 7(a); §3 3.3 Supplement 7(b); §3 3.3 Supplement 7(c); §3 3.3 Supplement 8; §3 3.3 Supplement 9; §3 3.3 Supplement 10
Open revision guidance
What to know
- In vacuum EM speed c=3.0×10⁸ m/s and is approximately the same in air. Mobile phones/wireless internet use microwaves that penetrate some walls and need short aerials; Bluetooth uses radio waves that pass through walls but weaken; optical fibre uses visible/short-wave infrared because glass transmits them and short wavelengths carry high data rates.
- Digital signals encode discrete values; analogue signals vary continuously. Sound can be sent either way. Digital regeneration restores a clean signal and supports higher data transmission rates and longer range.
What to do in an assessment
- Compare analogue and digital traces, explain noise/regeneration, and connect communication medium to frequency/wavelength and its propagation through walls or fibre.
In plain language
In vacuum EM speed c=3.0×10⁸ m/s and is approximately the same in air. Mobile phones/wireless internet use microwaves that penetrate some walls and need short aerials; Bluetooth uses radio waves that pass through walls but weaken; optical fibre uses visible/short-wave infrared because glass transmits them and short wavelengths carry high data rates.
Self-check
Why can regenerated digital signals travel farther than a degraded analogue signal?
Show the answer
Repeaters can reconstruct the intended discrete values accurately, limiting accumulated noise; analogue amplification also amplifies noise.
- Course content
Scope: Course content · §3 3.4 Core 1; §3 3.4 Core 2; §3 3.4 Core 3; §3 3.4 Core 4; §3 3.4 Core 5; §3 3.4 Core 6; §3 3.4 Core 7; §3 3.4 Core 8; §3 3.4 Core 9
Open revision guidance
What to know
- Sound is produced by vibrating sources, travels as longitudinal waves and needs a medium. Human hearing is approximately 20 Hz–20 000 Hz; sound travels about 330–350 m/s in air.
- Measure sound speed by distance/time (for an echo return, total path includes outward and return journeys). Greater amplitude means louder sound; frequency determines pitch. An echo is reflected sound. Ultrasound has frequency above 20 kHz.
What to do in an assessment
- Describe a timed known-distance method (or reflected pulse using 2d=vt), reduce reaction-time error with longer/repeated timing, and separate pitch from loudness.
In plain language
Sound is produced by vibrating sources, travels as longitudinal waves and needs a medium. Human hearing is approximately 20 Hz–20 000 Hz; sound travels about 330–350 m/s in air.
Self-check
An echo returns after 0.40 s; sound speed is 340 m/s. Find the distance to the wall.
Show the answer
The pulse travels to the wall and back: d=vt/2=340×0.40/2=68 m.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 3.4 Supplement 10; §3 3.4 Supplement 11; §3 3.4 Supplement 12
Open revision guidance
What to know
- A compression is a region where particles are close together; a rarefaction is a region farther apart. Sound generally travels faster in solids than liquids and faster in liquids than gases. Ultrasound is used for non-destructive material testing, soft-tissue medical scanning and sonar; sonar distance/depth uses d=vt/2.
What to do in an assessment
- Choose the sound-speed value for the medium and divide by two for pulse-echo distance; explain why ultrasound produces resolvable reflections/diagnostic images.
In plain language
A compression is a region where particles are close together; a rarefaction is a region farther apart. Sound generally travels faster in solids than liquids and faster in liquids than gases. Ultrasound is used for non-destructive material testing, soft-tissue medical scanning and sonar; sonar distance/depth uses d=vt/2.
Self-check
Sonar returns in 0.10 s in water; sound speed is 1500 m/s. Find depth.
Show the answer
Depth=vt/2=1500×0.10/2=75 m.
Topic group
4 Electricity and magnetism
- Course content
Scope: Course content · §3 4.1 Core 1; §3 4.1 Core 2; §3 4.1 Core 3; §3 4.1 Core 4; §3 4.1 Core 5; §3 4.1 Core 6; §3 4.1 Core 7; §3 4.1 Core 8; §3 4.1 Core 9
Open revision guidance
What to know
- Like poles repel and unlike poles attract; magnets also attract magnetic materials. Use N pole, S pole, attraction, repulsion, magnetised/unmagnetised. Induced magnetism is temporary magnetisation caused by a nearby magnet.
- Soft iron is readily magnetised/demagnetised (temporary); steel retains magnetism (permanent). Magnetic materials respond to magnets; non-magnetic materials do not show the same attraction.
- A magnetic field is a region where a magnetic pole experiences force. Draw field lines and arrows around a bar magnet; direction is the force on a north pole. Plot with a compass or iron filings; closer lines mean stronger field (Supplement). Uses are source-specific: permanent magnets provide a field without a power supply, for example a compass needle for navigation, a magnetic door/fridge catch, and the permanent-magnet field in a loudspeaker; electromagnets are controllable because current produces their field, for example scrapyard cranes lifting/releasing steel, relays and electric bells.
What to do in an assessment
- Use a compass to mark local directions and join a smooth pattern; do not cross field lines. Choose soft iron when switching magnetism and steel when retaining it. For uses, distinguish permanent devices that need no current from electromagnets that can be switched or varied.
In plain language
Permanent magnets supply a lasting field in compasses, catches and loudspeakers; electromagnets provide controllable fields in scrap cranes, relays and bells.
Self-check
Give one actual use each for a permanent magnet and an electromagnet, and explain why that magnet type suits the use.
Show the answer
A compass uses a permanent magnet because its needle must retain a field without a power supply. A scrapyard crane uses an electromagnet because current switches the lifting field on and off to pick up and release steel.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.1 Supplement 10; §3 4.1 Supplement 11
Open revision guidance
What to know
- Magnetic forces arise from interactions between magnetic fields. Relative field strength is shown by spacing of field lines: closer lines indicate a stronger field.
What to do in an assessment
- Compare field diagrams only when the same scale convention is used; explain attraction/repulsion by field interaction.
In plain language
Magnetic forces arise from interactions between magnetic fields. Relative field strength is shown by spacing of field lines: closer lines indicate a stronger field.
Self-check
What does close spacing of magnetic field lines indicate?
Show the answer
A stronger magnetic field.
- Course content
Scope: Course content · §3 4.2.1 Core 1; §3 4.2.1 Core 2; §3 4.2.1 Core 3; §3 4.2.1 Core 4; §3 4.2.1 Core 5; §3 4.2.1 Core 6
Open revision guidance
What to know
- Positive and negative charges exist; like charges repel and unlike charges attract. Friction charges solids by transferring electrons only; protons do not move between solid objects in this model.
- Demonstrate electrostatic charging/detection by friction using suitable objects and an electroscope; test electrical conduction with a simple circuit.
- Conductors have electrons that can move through the material; insulators do not have mobile charge carriers throughout. Give typical conductor (copper) and insulator (plastic) examples.
What to do in an assessment
- Describe rubbing, separating and testing, include a control and safe handling; distinguish charge transfer from charge creation.
In plain language
Positive and negative charges exist; like charges repel and unlike charges attract. Friction charges solids by transferring electrons only; protons do not move between solid objects in this model.
Self-check
A neutral rod gains electrons by rubbing. What charge does it acquire?
Show the answer
Negative charge, because electrons carry negative charge.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.2.1 Supplement 7; §3 4.2.1 Supplement 8; §3 4.2.1 Supplement 9; §3 4.2.1 Supplement 10(a); §3 4.2.1 Supplement 10(b); §3 4.2.1 Supplement 10(c)
Open revision guidance
What to know
- Charge is measured in coulombs (C). An electric field is a region where charge experiences force; its direction is the force on a positive test charge. Draw radial fields for point charges, radial fields around charged conducting spheres and uniform parallel-plate fields; omit end effects.
What to do in an assessment
- Use arrows away from positive and toward negative; field lines never cross. Mark parallel-plate field uniform away from edges.
In plain language
Charge is measured in coulombs (C). An electric field is a region where charge experiences force; its direction is the force on a positive test charge. Draw radial fields for point charges, radial fields around charged conducting spheres and uniform parallel-plate fields; omit end effects.
Self-check
Which way does an electric-field arrow show?
Show the answer
The force direction on a positive charge at that point.
- Course content
Scope: Course content · §3 4.2.2 Core 1; §3 4.2.2 Core 2; §3 4.2.2 Core 3; §3 4.2.2 Core 4
Open revision guidance
What to know
- Current is related to flow of charge; ammeters (analogue or digital) are connected in series and the correct range is selected. In metals, current is carried by moving free electrons.
- Direct current flows in one direction; alternating current repeatedly reverses direction.
What to do in an assessment
- Show the meter symbol and series connection; choose a range larger than expected then reduce for resolution.
In plain language
Current is related to flow of charge; ammeters (analogue or digital) are connected in series and the correct range is selected. In metals, current is carried by moving free electrons.
Self-check
How is a current meter connected?
Show the answer
In series with the part of the circuit whose current is measured.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.2.2 Supplement 5; §3 4.2.2 Supplement 6
Open revision guidance
What to know
- Current I=charge/time=Q/t; conventional current flows positive to negative while free electrons in a metal move negative to positive.
What to do in an assessment
- Use coulombs and seconds to obtain amperes; keep conventional-current direction distinct from electron motion.
In plain language
Current I=charge/time=Q/t; conventional current flows positive to negative while free electrons in a metal move negative to positive.
Self-check
A 12 C charge passes a point in 4 s. Find current.
Show the answer
I=Q/t=12/4=3 A.
- Course content
Scope: Course content · §3 4.2.3 Core 1; §3 4.2.3 Core 2; §3 4.2.3 Core 3; §3 4.2.3 Core 4; §3 4.2.3 Core 5
Open revision guidance
What to know
- Electromotive force (e.m.f.) is electrical work done by a source per unit charge around a complete circuit and is measured in volts. Potential difference (p.d.) is work done per unit charge passing through a component; the p.d. between points is in volts.
- A voltmeter (analogue or digital) is connected in parallel across the source/component; choose a suitable range.
What to do in an assessment
- Name which quantity/source/component is measured and use parallel meter placement; do not confuse e.m.f. with energy or current.
In plain language
Electromotive force (e.m.f.) is electrical work done by a source per unit charge around a complete circuit and is measured in volts. Potential difference (p.d.) is work done per unit charge passing through a component; the p.d. between points is in volts.
Self-check
A source does 6 J of work moving 2 C around the circuit. Find e.m.f.
Show the answer
E=W/Q=6/2=3 V.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.2.3 Supplement 6; §3 4.2.3 Supplement 7
Open revision guidance
What to know
- Use E=W/Q for e.m.f. and V=W/Q for p.d.; both are energy transferred per coulomb, but one refers to a source and the other to a component/two points.
What to do in an assessment
- Keep E for e.m.f. and V for p.d.; convert units consistently and show the energy-per-charge interpretation.
In plain language
Use E=W/Q for e.m.f. and V=W/Q for p.d.; both are energy transferred per coulomb, but one refers to a source and the other to a component/two points.
Self-check
A component transfers 18 J to 3 C of charge. Find p.d.
Show the answer
V=W/Q=18/3=6 V.
- Course content
Scope: Course content · §3 4.2.4 Core 1; §3 4.2.4 Core 2; §3 4.2.4 Core 3
Open revision guidance
What to know
- Resistance R=V/I. Determine it experimentally using an ammeter in series and voltmeter in parallel; take readings and calculate. For a metallic wire, resistance qualitatively rises with length and falls as cross-sectional area increases.
What to do in an assessment
- Change one wire dimension at a time, keep material/temperature controlled, measure V and I, calculate R, and compare repeated trials.
In plain language
Resistance R=V/I. Determine it experimentally using an ammeter in series and voltmeter in parallel; take readings and calculate. For a metallic wire, resistance qualitatively rises with length and falls as cross-sectional area increases.
Self-check
A wire has 4 V across it and 0.5 A through it. Find resistance.
Show the answer
R=V/I=4/0.5=8 Ω.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.2.4 Supplement 4; §3 4.2.4 Supplement 5(a); §3 4.2.4 Supplement 5(b)
Open revision guidance
What to know
- Sketch/explain I–V graphs: fixed-resistance resistor is a straight line through the origin; filament lamp curve flattens as heating raises resistance; diode conducts mainly in one direction after threshold. For a metal wire, R∝length and R∝1/cross-sectional area.
What to do in an assessment
- Label axes and polarity; explain each curve through changing resistance. For wire comparisons predict length/area changes only with other conditions controlled.
In plain language
Sketch/explain I–V graphs: fixed-resistance resistor is a straight line through the origin; filament lamp curve flattens as heating raises resistance; diode conducts mainly in one direction after threshold. For a metal wire, R∝length and R∝1/cross-sectional area.
Self-check
If a wire’s length doubles while area and material stay fixed, what happens to R?
Show the answer
Resistance doubles because R is directly proportional to length.
- Course content
Scope: Course content · §3 4.2.5 Core 1; §3 4.2.5 Core 2; §3 4.2.5 Core 3; §3 4.2.5 Core 4
Open revision guidance
What to know
- A circuit transfers energy from a cell/mains source into components and surroundings. Electrical power P=IV and energy E=IVt.
- A kilowatt-hour is energy delivered by 1 kW for 1 h; electricity cost = energy used in kW h × tariff per kW h.
What to do in an assessment
- Use volts, amperes and seconds for joules, or kW and h for kW h; convert watts to kW before energy-cost calculation.
In plain language
A circuit transfers energy from a cell/mains source into components and surroundings. Electrical power P=IV and energy E=IVt.
Self-check
A 2 kW heater runs for 3 h at 0.25 currency units per kW h. Find energy and cost.
Show the answer
E=2×3=6 kW h; cost=6×0.25=1.50 currency units.
- Course content
Scope: Course content · §3 4.3.1 Core 1
Open revision guidance
What to know
- The §4 plate has a cell and two alternative battery-of-cells glyphs (the second appears after “or”), plus a plain power-supply glyph distinct from the d.c. and a.c. supply glyphs. Cells/batteries supply e.m.f. from stored chemical energy; a plain supply denotes a source, d.c. supplies steady polarity and a.c. supplies alternating polarity; a generator converts mechanical energy into electrical energy. An open switch breaks the current path; a closed switch completes it. A fixed resistor opposes current; a variable resistor changes resistance/current. A potential divider splits the supply p.d. across series components; its output is taken from an intermediate point and can vary if adjustable.
- A heater transfers electrical energy to thermal energy; a lamp emits light; a motor converts electrical energy to mechanical motion; a bell converts it to sound. An NTC thermistor’s resistance falls as it warms; an LDR’s resistance falls as illumination increases.
- An ammeter measures current in series; a voltmeter measures p.d. in parallel across a component. Current through a magnetising coil creates a magnetic field. A transformer transfers energy between coils by electromagnetic induction and changes alternating p.d. A fuse melts and opens the circuit when current is excessive. A relay uses an energized coil to operate separate switch contacts.
- The earth/ground symbol shows a connection to the earth/ground reference. A junction dot shows that conductors meet electrically; crossing wires without a junction mark are not connected.
What to do in an assessment
- Use the complete labelled Core symbol gallery, including both battery alternatives and the plain power-supply glyph, to recognise and copy the source-plate symbols. Draw a series loop containing a cell, switch, lamp and ammeter with a voltmeter across the lamp; trace the current path and predict the effects of opening the switch, changing a variable resistor, warming an NTC thermistor or illuminating an LDR.
In plain language
Cells and alternative battery symbols denote chemical sources; the plate also distinguishes a plain supply glyph from d.c. and a.c. supplies. Component symbols have defined circuit roles.
Self-check
Using the complete Core gallery, draw a cell, battery alternative, plain supply, d.c. supply and a.c. supply; then draw a cell/switch/lamp/ammeter loop with a voltmeter across the lamp. What distinguishes these source symbols?
Show the answer
The gallery shows one-cell and two battery-of-cells alternatives, a plain two-terminal power supply, a d.c. supply with fixed polarity, and an a.c. supply with alternating polarity. In the circuit, put cell, switch, lamp and ammeter in series and the voltmeter in parallel across the lamp.
View diagrams
CellBattery of cellsBattery of cells (alternative symbol)Power supplyD.C. power supplyA.C. power supplyGeneratorPotential dividerSwitchFixed resistorVariable resistorHeaterThermistorLight-dependent resistorLampMotorElectric bellAmmeterVoltmeterMagnetising coilTransformerFuseRelay coilEarth or groundJunction of conductorsCore circuit-symbol gallery for the §4 plate: cell and alternative battery symbols, plain/d.c./a.c. supplies, components and connection marks. A junction dot marks an electrical connection. - Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.3.1 Supplement 2
Open revision guidance
What to know
- A diode conducts from its anode towards its cathode when forward-biased and blocks current when reverse-biased in the simple circuit model. An LED is a diode that emits light when forward current flows; it does not emit when reverse-biased. The gallery’s triangle points toward the bar in the permitted direction.
What to do in an assessment
- Use the diode and LED drawings in the SVG gallery to copy the symbols in both orientations. Trace the permitted current direction (triangle/anode toward the bar/cathode) and predict whether the circuit conducts and the LED emits.
In plain language
A diode controls current direction; an LED also emits light when forward current flows.
Self-check
Using the gallery, draw an LED symbol in a circuit with the triangle pointing toward the cathode bar. Is that the forward or reverse direction, and what happens if you reverse it?
Show the answer
The triangle/anode toward the bar/cathode is forward-biased, so current can flow and the LED emits light. Reversing it reverse-biases the LED; it blocks current in the simple model and stays off.
View diagrams
DiodeLight-emitting diode§4 Electrical symbols plate (PDF p. 49): diode symbols show permitted current direction; the LED adds outward arrows to indicate light emission. - Course content
Scope: Course content · §3 4.3.2 Core 1; §3 4.3.2 Core 2; §3 4.3.2 Core 3; §3 4.3.2 Core 4; §3 4.3.2 Core 5; §3 4.3.2 Core 6; §3 4.3.2 Core 7
Open revision guidance
What to know
- Current is the same at every point in a series circuit. Construct and use series/parallel circuits. E.m.f.s of series sources add; resistances in series add.
- For a parallel circuit, source current exceeds each branch current; two parallel resistors have a combined resistance smaller than either alone. Parallel lamps remain independently illuminated and each receives full supply p.d.
What to do in an assessment
- Label junction and loop currents/voltages; apply one rule at a time and check total current/voltage conservation.
In plain language
Current is the same at every point in a series circuit. Construct and use series/parallel circuits. E.m.f.s of series sources add; resistances in series add.
Self-check
Two resistors of 4 Ω and 6 Ω are in series. Find total resistance.
Show the answer
Rtotal=4+6=10 Ω.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.3.2 Supplement 8(a); §3 4.3.2 Supplement 8(b); §3 4.3.2 Supplement 8(c); §3 4.3.2 Supplement 9; §3 4.3.2 Supplement 10
Open revision guidance
What to know
- At a junction, total current in equals total current out. In series, total p.d. equals sum of component p.d.s. Parallel branches share the same p.d. across the parallel arrangement. Explain junction-current conservation; two parallel resistors combine by 1/Rtotal=1/R1+1/R2.
What to do in an assessment
- Use I=V/R in each branch; combine parallel conductance, not resistances by direct addition. Check equivalent resistance is below the smallest branch resistance.
In plain language
At a junction, total current in equals total current out. In series, total p.d. equals sum of component p.d.s. Parallel branches share the same p.d. across the parallel arrangement. Explain junction-current conservation; two parallel resistors combine by 1/Rtotal=1/R1+1/R2.
Self-check
Find equivalent resistance of 6 Ω and 3 Ω in parallel.
Show the answer
1/R=1/6+1/3=3/6=1/2, so R=2 Ω.
- Course content
Scope: Course content · §3 4.3.3 Core 1
Open revision guidance
What to know
- For a constant current, p.d. across an electrical conductor increases as its resistance increases (V=IR).
What to do in an assessment
- Use the given condition of constant current; do not infer that V and R are always independent.
In plain language
For a constant current, p.d. across an electrical conductor increases as its resistance increases (V=IR).
Self-check
At fixed current, a resistor’s resistance doubles. What happens to its p.d.?
Show the answer
Its p.d. doubles because V=IR at constant I.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.3.3 Supplement 2; §3 4.3.3 Supplement 3
Open revision guidance
What to know
- A variable potential divider provides an adjustable output p.d. across part of a series resistance. For two resistors, R1/R2=V1/V2.
What to do in an assessment
- Identify the measured section and its resistance before using the ratio; use same-current series conditions.
In plain language
A variable potential divider provides an adjustable output p.d. across part of a series resistance. For two resistors, R1/R2=V1/V2.
Self-check
Two series resistors are 2 Ω and 6 Ω. If the 2 Ω resistor has 3 V, what is p.d. across 6 Ω?
Show the answer
V2/V1=R2/R1=6/2=3; V2=9 V.
- Course content
Scope: Course content · §3 4.4 Core 1(a); §3 4.4 Core 1(b); §3 4.4 Core 1(c); §3 4.4 Core 1(d); §3 4.4 Core 2; §3 4.4 Core 3; §3 4.4 Core 4; §3 4.4 Core 5
Open revision guidance
What to know
- Mains hazards include damaged insulation (shock), overheating cables, damp conditions (shock) and excess current/overloading plugs, leads or sockets (heating/fire). Mains has live/line, neutral and earth wires; a switch belongs in the live wire so switching off disconnects the dangerous supply from the appliance.
- Fuses melt on excessive current; trip switches open the circuit. Choose a fuse/trip rating just above normal operating current but below the unsafe current. An appliance case must be non-conducting/double-insulated or earthed. Without an earth wire a fuse still protects the circuit and cabling in a double-insulated appliance.
What to do in an assessment
- Explain the fault → current → fuse/trip interruption chain and connect each listed hazard to a specific control.
In plain language
Mains hazards include damaged insulation (shock), overheating cables, damp conditions (shock) and excess current/overloading plugs, leads or sockets (heating/fire). Mains has live/line, neutral and earth wires; a switch belongs in the live wire so switching off disconnects the dangerous supply from the appliance.
Self-check
Why is a switch placed in the live wire?
Show the answer
When opened it disconnects the appliance from the live supply, making the appliance safer to handle.
- Course content
Scope: Course content · §3 4.5.1 Core 1; §3 4.5.1 Core 2; §3 4.5.1 Core 3
Open revision guidance
What to know
- An e.m.f. is induced when a conductor moves across a magnetic field or when a changing magnetic field links with a conductor. Describe an induction experiment and identify the changing flux/motion that produces a meter deflection.
- Induced e.m.f. magnitude increases with faster change, stronger magnetic field and more turns of linked conductor (where coil turns are used).
What to do in an assessment
- Describe magnet/coil direction and galvanometer response; repeat while changing one factor, then compare deflection.
In plain language
An e.m.f. is induced when a conductor moves across a magnetic field or when a changing magnetic field links with a conductor. Describe an induction experiment and identify the changing flux/motion that produces a meter deflection.
Self-check
How can induced e.m.f. be increased in a coil-and-magnet demonstration?
Show the answer
Move the magnet faster, use a stronger magnet or increase coil turns, changing linked magnetic flux more rapidly.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.1 Supplement 4; §3 4.5.1 Supplement 5
Open revision guidance
What to know
- An induced e.m.f. appears when magnetic flux linkage changes; induced current flows only in a closed circuit. Lenz’s law says its magnetic effect opposes the change producing it. For the straight-conductor generator rule, use Fleming’s right hand: thumb = conductor motion, first finger = magnetic field N→S, middle finger = induced conventional current.
- Use the diagram’s fixed coordinates: page right/east is +x, page up/north is +y, out of the page toward the viewer (dot) is +z, and into the page away from the viewer (cross) is −z. Worked example: conductor motion +x through field +y gives conventional current +z (out of page, dot); reverse motion to −x with field still +y and the current is −z (into page, cross). Reversing the field alone also reverses current; reversing both motion and field restores the original current direction. Apply Lenz’s law separately: the induced magnetic effect opposes the change producing it.
What to do in an assessment
- State the coordinate basis and sketch motion +x/east and field +y/north before using Fleming’s right-hand generator rule: thumb = motion, first finger = field, middle finger = conventional induced current. Read +z as out-of-page dot/toward the viewer and −z as into-page cross/away. Check the shown +x×+y = +z case, then reverse only motion or only field to obtain −z; reversing both restores +z. Use Lenz’s law as a separate check on opposition to the flux change.
In plain language
Use the right hand for a generator: thumb motion, first finger field, middle finger conventional current. In the fixed page coordinates, east motion crossed with north field gives current out of the page (+z, dot); reverse one direction and current goes into the page (−z, cross).
Self-check
Using the diagram’s axes, a conductor moves east (+x) through a northward (+y) magnetic field. Which way is conventional induced current? What if only the motion is reversed?
Show the answer
Fleming’s right-hand rule gives +z: out of the page toward the viewer (dot). If motion reverses to −x while B stays +y, current reverses to −z: into the page away from the viewer (cross).
View diagrams
Generator effect: motion, field and induced current directionsGenerator directions in a fixed page basis: east/right +x, north/up +y, out/toward viewer +z (dot), into/away −z (cross). Fleming right hand: thumb motion, first finger field, middle finger conventional current. - Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.2 Supplement 1; §3 4.5.2 Supplement 2
Open revision guidance
What to know
- An a.c. generator uses a rotating coil or rotating magnet to change magnetic flux. Slip rings and brushes maintain connection to a rotating coil where needed.
- Sketch/interpret e.m.f.–time graphs and relate coil orientation to peaks, troughs and zero crossings.
What to do in an assessment
- Mark a full rotation, identify maximum flux-change rate for e.m.f. peaks and zero rate at extrema of flux; keep sign reversal across half-turn.
In plain language
An a.c. generator uses a rotating coil or rotating magnet to change magnetic flux. Slip rings and brushes maintain connection to a rotating coil where needed.
Self-check
What does an e.m.f.–time graph show when the generator output reverses?
Show the answer
The alternating e.m.f. crosses zero and changes sign.
- Course content
Scope: Course content · §3 4.5.3 Core 1; §3 4.5.3 Core 2; §3 4.5.3 Core 3
Open revision guidance
What to know
- Current in a straight wire produces circular field lines; a solenoid produces a bar-magnet-like field. Describe field pattern and direction and an experiment using compasses/iron filings.
- A current’s magnetic field is used in relays and loudspeakers; name an application and connect it to magnetic force/motion.
What to do in an assessment
- Reverse current and track field-direction reversal; use a compass at several positions and identify the pattern.
In plain language
Current in a straight wire produces circular field lines; a solenoid produces a bar-magnet-like field. Describe field pattern and direction and an experiment using compasses/iron filings.
Self-check
What field pattern surrounds a long straight current-carrying wire?
Show the answer
Concentric circles centred on the wire.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.3 Supplement 4; §3 4.5.3 Supplement 5
Open revision guidance
What to know
- Around a straight current-carrying wire the magnetic field forms concentric circles. It is stronger close to the wire and weaker farther away; reversing the current reverses field direction.
- A solenoid has a strong, nearly uniform field through its central interior, like the central region of a bar magnet; the field is weaker outside and near the ends. With coil geometry held fixed, a larger current strengthens the field. More turns per unit length make the field stronger; changing coil size, length or turn spacing changes its geometry and field strength.
What to do in an assessment
- Compare field-line density and direction rather than inventing a numerical field law: for a wire compare positions at different distances; for a solenoid compare the central interior with its ends and exterior. State which current and coil geometry are held fixed, and distinguish a current reversal (direction change) from an increase in field strength.
In plain language
A wire has a circular field that weakens with distance; a solenoid is strongest and nearly uniform inside its middle, and current and winding geometry change its strength.
Self-check
A compass is moved farther from a straight current-carrying wire. Compare the solenoid field at its centre with the field outside, then predict what increasing the current and turns per unit length does.
Show the answer
The wire field is weaker farther away. A solenoid field is strong and nearly uniform in its central interior but weaker outside and near its ends. Increasing current or turns per unit length strengthens it; reversing the current reverses direction.
- Course content
Scope: Course content · §3 4.5.4 Core 1(a); §3 4.5.4 Core 1(b)
Open revision guidance
What to know
- A current-carrying conductor in a magnetic field experiences a force; demonstrate it and reverse current or field separately to show force direction changes.
What to do in an assessment
- Use a conductor, magnet and current supply; keep one variable fixed, reverse the other and observe force reversal.
In plain language
A current-carrying conductor in a magnetic field experiences a force; demonstrate it and reverse current or field separately to show force direction changes.
Self-check
What happens to the force direction if current is reversed but the field is unchanged?
Show the answer
The force direction reverses.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.4 Supplement 2; §3 4.5.4 Supplement 3
Open revision guidance
What to know
- For a current-carrying wire, Fleming’s left-hand motor rule gives relative directions: first finger = magnetic field, second/middle finger = conventional current, thumb = force/motion. Reversing either current or field reverses force; reversing both leaves force unchanged. In the diagram, conventional current +y/north crossed with magnetic field +x/east gives force −z into the page (cross, away from the viewer).
- For a moving charged particle with velocity perpendicular to B, magnetic force direction is F=q(v×B): use the right-hand rule for positive charge (or conventional current), and reverse it for negative charge. In the diagram, positive charge moving +x/east in field +y/north has force +z out of the page (dot, toward the viewer); an electron with the same v and B has force −z into the page (cross, away). A particle moving parallel to the field has zero magnetic force. Coordinate key: east/right +x, north/up +y, toward-viewer/out +z, away/into −z.
What to do in an assessment
- For a wire, orient the left hand with first finger along B, middle finger along conventional current and thumb giving force. For a particle, use the right-hand rule for v×B as the force on positive charge, then reverse force for negative charge. Use the diagram’s page basis and dot/cross convention; do not call +z or −z simply up or down. Verify +y current × +x field = −z force, and +x velocity × +y field = +z for positive charge, −z for an electron.
In plain language
Use the left hand for motor force: first finger field, middle finger conventional current, thumb force. For a particle, use the right-hand v×B direction for positive charge and reverse it for a negative charge. Here page right/east is +x, page up/north +y, out/toward viewer +z, and into/away −z.
Self-check
Using the diagram’s page axes, a wire carries conventional current north (+y) in an eastward (+x) magnetic field. Give the force using the left-hand rule. Then give the force on (a) a positive particle and (b) an electron moving east (+x) in a northward (+y) field.
Show the answer
For the wire, first finger east (+x), middle finger north (+y), so the left-hand thumb gives force into the page, −z (cross, away from the viewer). For the particle, +x×+y gives +z (dot, out toward the viewer) for positive charge; the electron’s force reverses to −z (cross, into the page away from the viewer).
View diagrams
Motor effect: current, field and force directionsMagnetic force on positive and negative charged particlesMotor and particle-force examples in the fixed page basis: east/right +x, north/up +y, out/toward viewer +z (dot), into/away −z (cross). Left-hand motor rule assigns field, conventional current and force; right-hand v×B gives positive-particle force, reversed for an electron. - Course content
Scope: Course content · §3 4.5.5 Core 1(a); §3 4.5.5 Core 1(b); §3 4.5.5 Core 1(c)
Open revision guidance
What to know
- A current-carrying coil in a magnetic field experiences a turning effect. It increases with more turns, greater current or stronger field.
What to do in an assessment
- Identify the two opposite forces on the coil sides and explain their turning couple.
In plain language
A current-carrying coil in a magnetic field experiences a turning effect. It increases with more turns, greater current or stronger field.
Self-check
Name three changes that increase a coil’s motor turning effect.
Show the answer
Increase number of turns, current or magnetic-field strength.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.5 Supplement 2
Open revision guidance
What to know
- Describe a d.c. motor including split-ring commutator and brushes; commutator reverses coil current each half-turn so torque remains in the same rotational direction.
What to do in an assessment
- Trace current to each coil side and state how commutator switching maintains rotation.
In plain language
Describe a d.c. motor including split-ring commutator and brushes; commutator reverses coil current each half-turn so torque remains in the same rotational direction.
Self-check
Why does the split-ring commutator reverse current every half-turn?
Show the answer
To reverse the coil forces at the correct time so its rotation continues in the same direction.
- Course content
Scope: Course content · §3 4.5.6 Core 1; §3 4.5.6 Core 2; §3 4.5.6 Core 3; §3 4.5.6 Core 4; §3 4.5.6 Core 5
Open revision guidance
What to know
- A transformer has primary and secondary coils on a soft-iron core and changes a.c. voltage; name primary/secondary and step-up/step-down. For an ideal relation Vp/Vs=Np/Ns.
- Transformers enable high-voltage electricity transmission. High voltage permits lower current for a given power, reducing line losses; state the advantages.
What to do in an assessment
- Label coils and turns, identify step-up when Vs>Vp, then use the given ratio with consistent primary/secondary subscripts.
In plain language
A transformer has primary and secondary coils on a soft-iron core and changes a.c. voltage; name primary/secondary and step-up/step-down. For an ideal relation Vp/Vs=Np/Ns.
Self-check
A transformer has 200 primary turns and 1000 secondary turns, with 12 V input. Find ideal output voltage.
Show the answer
Vs=Vp×Ns/Np=12×1000/200=60 V; it is step-up.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 4.5.6 Supplement 6; §3 4.5.6 Supplement 7; §3 4.5.6 Supplement 8
Open revision guidance
What to know
- Explain operation by changing primary current/field inducing e.m.f. in the secondary through the core. At 100% efficiency IpVp=IsVs. Cable power loss P=I²R explains why high-voltage transmission is beneficial: for fixed transmitted power, raising voltage lowers current and losses.
What to do in an assessment
- Use the ideal power equation only under the stated 100% assumption; use P=I²R with line resistance fixed when comparing transmission loss.
In plain language
Explain operation by changing primary current/field inducing e.m.f. in the secondary through the core. At 100% efficiency IpVp=IsVs. Cable power loss P=I²R explains why high-voltage transmission is beneficial: for fixed transmitted power, raising voltage lowers current and losses.
Self-check
At fixed transmitted power, voltage is doubled. What happens to current and I²R loss if line resistance is unchanged?
Show the answer
Current halves; loss becomes (1/2)²=1/4 as large.
Topic group
5 Nuclear physics
- Course content
Scope: Course content · §3 5.1.1 Core 1; §3 5.1.1 Core 2
Open revision guidance
What to know
- An atom has a positively charged nucleus and negatively charged electrons in orbit around it.
- An atom forms a positive ion by losing electrons and a negative ion by gaining electrons; total proton number is unchanged in ordinary ionisation.
What to do in an assessment
- Use charge balance to infer electron gain/loss and distinguish atom from ion.
In plain language
An atom has a positively charged nucleus and negatively charged electrons in orbit around it.
Self-check
A neutral atom loses two electrons. What ion charge results?
Show the answer
It becomes a 2+ ion.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.1.1 Supplement 3(a); §3 5.1.1 Supplement 3(b); §3 5.1.1 Supplement 3(c)
Open revision guidance
What to know
- Alpha scattering supports a tiny nucleus surrounded by mostly empty space; most atomic mass is concentrated in the nucleus, which is positive. Most alpha particles pass through; rare close approaches deflect strongly.
What to do in an assessment
- Link each observation to the model inference rather than merely naming Rutherford: straight paths imply empty space, large deflections imply a concentrated massive positive region.
In plain language
Alpha scattering supports a tiny nucleus surrounded by mostly empty space; most atomic mass is concentrated in the nucleus, which is positive. Most alpha particles pass through; rare close approaches deflect strongly.
Self-check
What observation shows that most atom volume is empty?
Show the answer
Most alpha particles pass straight through the thin metal foil with little/no deflection.
- Course content
Scope: Course content · §3 5.1.2 Core 1; §3 5.1.2 Core 2; §3 5.1.2 Core 3; §3 5.1.2 Core 4; §3 5.1.2 Core 5
Open revision guidance
What to know
- The nucleus contains protons and neutrons; relative charges are +1, 0, −1 for proton, neutron and electron. Proton number Z counts protons; nucleon number A counts protons+neutrons, so neutron number=A−Z.
- Use nuclide notation ᴬ_ZX and explain isotopes as atoms of the same element (same Z) with different neutron number; an element can have several isotopes.
What to do in an assessment
- Balance A and Z separately in nuclide symbols and identify isotope pairs by equal Z.
In plain language
The nucleus contains protons and neutrons; relative charges are +1, 0, −1 for proton, neutron and electron. Proton number Z counts protons; nucleon number A counts protons+neutrons, so neutron number=A−Z.
Self-check
How many neutrons are in ²³₁₁Na?
Show the answer
N=A−Z=23−11=12.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.1.2 Supplement 6; §3 5.1.2 Supplement 7; §3 5.1.2 Supplement 8
Open revision guidance
What to know
- Fission splits a nucleus and fusion joins nuclei; describe nuclide equations and qualitative mass/energy changes without numerical values. Proton number equals relative nuclear charge; nucleon number corresponds to relative nuclear mass.
What to do in an assessment
- Conserve total nucleon number and charge in nuclear equations, then identify energy release from mass decrease qualitatively.
In plain language
Fission splits a nucleus and fusion joins nuclei; describe nuclide equations and qualitative mass/energy changes without numerical values. Proton number equals relative nuclear charge; nucleon number corresponds to relative nuclear mass.
Self-check
In fission, what happens to a heavy nucleus?
Show the answer
It splits into smaller nuclei, usually with energy release; total nucleon number and charge balance across the equation.
- Course content
Scope: Course content · §3 5.2.1 Core 1; §3 5.2.1 Core 2; §3 5.2.1 Core 3; §3 5.2.1 Core 4
Open revision guidance
What to know
- Background radiation is ionising radiation present without the source under investigation. Major sources include radon in air, rocks/buildings, food/drink and cosmic rays.
- Detect ionising nuclear radiation with a detector connected to a counter; report count rate in counts/s or counts/min.
What to do in an assessment
- Measure background over a fixed interval, then source-plus-background over same time and compare rates.
In plain language
Background radiation is ionising radiation present without the source under investigation. Major sources include radon in air, rocks/buildings, food/drink and cosmic rays.
Self-check
A detector records 120 counts in 2 min. Find count rate in counts/min.
Show the answer
120/2=60 counts/min.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.1 Supplement 5
Open revision guidance
What to know
- Use background readings to find corrected count rate: source+background rate minus background rate; use compatible time units and repeated readings where appropriate.
What to do in an assessment
- Subtract rates, not raw counts from different intervals; if intervals differ, first divide counts by time.
In plain language
Use background readings to find corrected count rate: source+background rate minus background rate; use compatible time units and repeated readings where appropriate.
Self-check
With a source, count rate is 45 counts/min; background is 8 counts/min. Find corrected rate.
Show the answer
45−8=37 counts/min.
- Course content
Scope: Course content · §3 5.2.2 Core 1; §3 5.2.2 Core 2(a); §3 5.2.2 Core 2(b); §3 5.2.2 Core 2(c)
Open revision guidance
What to know
- Radioactive emission is spontaneous and random in direction. Identify alpha (helium nucleus), beta (electron β− only here) and gamma (electromagnetic radiation) and compare their ionising effects and penetrating abilities: alpha most ionising/least penetrating; beta intermediate; gamma least ionising/most penetrating.
What to do in an assessment
- Use correct emission symbols and compare relative penetration through paper/aluminium/lead and ionisation; β+ is not included.
In plain language
Radioactive emission is spontaneous and random in direction. Identify alpha (helium nucleus), beta (electron β− only here) and gamma (electromagnetic radiation) and compare their ionising effects and penetrating abilities: alpha most ionising/least penetrating; beta intermediate; gamma least ionising/most penetrating.
Self-check
Which emission is most penetrating?
Show the answer
Gamma radiation.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.2 Supplement 3; §3 5.2.2 Supplement 4(a); §3 5.2.2 Supplement 4(b)
Open revision guidance
What to know
- In electric or magnetic fields, alpha and beta deflect in opposite directions because their charges have opposite signs; gamma is uncharged and undeflected. Ionisation requires transfer of kinetic energy sufficient to remove an electron. Charged alpha/beta particles ionise atoms directly by electrostatic interaction; alpha’s +2 charge and kinetic energy produce dense ionisation and rapid energy transfer per path, while beta’s single negative charge produces less-dense direct ionisation. Gamma carries kinetic energy but no charge, so it ionises indirectly when it transfers energy to charged secondary particles (such as electrons). Explain ionising effect using both kinetic-energy transfer and charge, not charge alone.
What to do in an assessment
- For each radiation type, state its charge and explain how its kinetic energy is transferred to atoms: direct ionisation by charged alpha/beta, versus indirect ionisation by secondary charged particles for gamma. Relate energy transferred per path to ionisation density, and keep deflection direction tied to charge sign.
In plain language
Radiation ionises by transferring kinetic energy to electrons in atoms. Particle charge determines direct interaction; uncharged gamma ionises through charged secondary particles.
Self-check
Why does alpha radiation produce dense direct ionisation, while gamma radiation ionises indirectly?
Show the answer
An alpha particle has kinetic energy and a +2 charge, so it interacts strongly with atomic electrons and transfers energy rapidly along its path, removing many electrons. Gamma has kinetic energy but no charge, so it does not ionise directly; it can transfer energy to charged secondary electrons, which then ionise atoms.
- Course content
Scope: Course content · §3 5.2.3 Core 1; §3 5.2.3 Core 2
Open revision guidance
What to know
- Radioactive decay is a spontaneous, random change in an unstable nucleus that may emit alpha, beta and/or gamma radiation. Alpha or beta decay changes the element.
What to do in an assessment
- Do not predict when one nucleus decays; describe probability/statistical behaviour for many nuclei.
In plain language
Radioactive decay is a spontaneous, random change in an unstable nucleus that may emit alpha, beta and/or gamma radiation. Alpha or beta decay changes the element.
Self-check
Is the decay time of an individual unstable nucleus predictable?
Show the answer
No. Decay is spontaneous and random: the exact decay time of an individual nucleus cannot be predicted. Only the probability of decay in an interval, or the statistical behaviour of a large population, can be described.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.3 Supplement 3; §3 5.2.3 Supplement 4; §3 5.2.3 Supplement 5
Open revision guidance
What to know
- Isotopes may be radioactive because of excess neutrons and/or a nucleus that is too heavy. Alpha, beta and gamma emissions change a nucleus and can increase stability/reduce excess neutrons; in β− emission neutron→proton+electron. Use nuclide notation to balance α, β− and γ decay equations.
What to do in an assessment
- For alpha, reduce A by 4 and Z by 2; for β−, A stays and Z increases by 1; for gamma, A and Z stay unchanged. Balance both sides.
In plain language
Isotopes may be radioactive because of excess neutrons and/or a nucleus that is too heavy. Alpha, beta and gamma emissions change a nucleus and can increase stability/reduce excess neutrons; in β− emission neutron→proton+electron. Use nuclide notation to balance α, β− and γ decay equations.
Self-check
Complete ²³⁸₉₂U → ⁴₂He + ?
Show the answer
The daughter is ²³⁴₉₀Th; nucleon and proton totals balance.
- Course content
Scope: Course content · §3 5.2.4 Core 1
Open revision guidance
What to know
- Half-life is time for half the nuclei of an isotope in any sample to decay. Calculate using tables or decay curves; Core calculations exclude background subtraction.
What to do in an assessment
- Count successive halvings or find the time corresponding to a factor-of-two change; distinguish remaining nuclei/activity from number decayed.
In plain language
Half-life is time for half the nuclei of an isotope in any sample to decay. Calculate using tables or decay curves; Core calculations exclude background subtraction.
Self-check
A source falls from 800 to 100 counts in 12 h. Find half-life.
Show the answer
800→400→200→100 is three half-lives; T½=12/3=4 h.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.4 Supplement 2; §3 5.2.4 Supplement 3(a); §3 5.2.4 Supplement 3(b); §3 5.2.4 Supplement 3(c); §3 5.2.4 Supplement 3(d); §3 5.2.4 Supplement 3(e)
Open revision guidance
What to know
- Supplement calculations may use curves/data without background subtraction. Select isotope uses by both radiation type and half-life: smoke alarms use ionising alpha with long enough life; food irradiation uses penetrating gamma to kill bacteria; equipment sterilisation uses gamma; thickness gauges choose penetration/absorption (beta suits moderate thickness); cancer diagnosis/treatment uses gamma with suitable half-life.
What to do in an assessment
- Match penetration to target thickness and whether radiation must emerge; choose half-life long enough for use but not unnecessarily persistent, and explain source containment.
In plain language
Supplement calculations may use curves/data without background subtraction. Select isotope uses by both radiation type and half-life: smoke alarms use ionising alpha with long enough life; food irradiation uses penetrating gamma to kill bacteria; equipment sterilisation uses gamma; thickness gauges choose penetration/absorption (beta suits moderate thickness); cancer diagnosis/treatment uses gamma with suitable half-life.
Self-check
Why is beta often useful for monitoring thickness of paper?
Show the answer
Some beta passes through thin paper, and detected intensity decreases with thickness; alpha is stopped too easily and gamma passes through too much.
- Course content
Scope: Course content · §3 5.2.5 Core 1; §3 5.2.5 Core 2
Open revision guidance
What to know
- Ionising radiation can damage living tissue, causing cell death, mutations or cancer; treat every radioactive source as hazardous.
- Only handle or move a source in an authorised, directly teacher-supervised activity—never conduct an unsupervised student experiment. Minimise time and handling, keep the source away from the body and other people, and use suitable forceps or long tongs to increase distance.
- Use shielding appropriate to the source and activity. After the task, promptly return the source to its secure, labelled, shielded storage; do not leave it out or store it unsecured.
What to do in an assessment
- Before handling, follow the teacher-approved procedure and check the source identification; during use, minimise exposure time and handling, use suitable forceps/tongs, maximise distance and apply the prescribed shielding. After use, return the source promptly to its secure labelled shielded container. Never repeat or conduct the activity without direct teacher supervision.
In plain language
Use radioactive sources only in an authorised, directly supervised school activity: keep handling and time low, maximise distance with suitable forceps, use appropriate shielding, and return the source to secure labelled shielded storage.
Self-check
A student is preparing to measure a source in a school laboratory. State the safe procedure before, during and after the measurement, and say whether the student may repeat it alone later.
Show the answer
The work must be authorised and directly teacher-supervised; the student must not repeat it alone. Minimise exposure time and handling, keep the source away from people with suitable forceps/tongs, use the prescribed shielding, then promptly return it to secure, labelled, shielded storage.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 5.2.5 Supplement 3
Open revision guidance
What to know
- Reduce exposure time, increase distance between source and living tissue and use suitable shielding to absorb radiation; handle all ionising sources according to their type and activity.
What to do in an assessment
- Give all three controls, linking each to lower dose: minimise time, maximise distance, add appropriate shielding.
In plain language
Reduce exposure time, increase distance between source and living tissue and use suitable shielding to absorb radiation; handle all ionising sources according to their type and activity.
Self-check
How can a laboratory worker reduce gamma exposure?
Show the answer
Minimise exposure time, increase distance using tongs and add suitable shielding.
Topic group
6 Space physics
- Course content
Scope: Course content · §3 6.1.1 Core 1; §3 6.1.1 Core 2; §3 6.1.1 Core 3
Open revision guidance
What to know
- Earth rotates about its tilted axis approximately every 24 h; this produces apparent daily motion of the Sun and the day/night cycle.
- Earth orbits the Sun in about 365 days while its axis stays tilted in nearly the same direction in space. As each hemisphere alternately tilts toward or away from the Sun, the Sun’s rays arrive at a higher or lower angle and daylight lasts longer or shorter. A hemisphere tilted toward the Sun receives more concentrated energy and longer daylight and has summer; the hemisphere tilted away receives less concentrated energy and shorter daylight and has winter. The two hemispheres therefore have opposite seasons. Seasons are caused by axial tilt changing solar angle/daylength during the orbit, not by Earth being nearer or farther from the Sun.
- The Moon orbits Earth in about one month; changing relative positions explain the recurring phase cycle.
What to do in an assessment
- On a labelled orbit diagram keep Earth’s axis parallel to itself, identify which hemisphere tilts toward the Sun, and connect the more direct rays and longer days with that hemisphere’s summer; the opposite hemisphere has winter. Separate this yearly mechanism from daily rotation and monthly Moon phases.
In plain language
Earth’s tilted axis keeps pointing nearly the same way as Earth orbits the Sun. A hemisphere tilted toward the Sun gets more direct sunlight and longer days (summer); the other gets less direct sunlight and shorter days (winter).
Self-check
Why are it summer in the Northern Hemisphere and winter in the Southern Hemisphere at the same time?
Show the answer
Earth’s axis is tilted. At that part of the orbit the Northern Hemisphere tilts toward the Sun, receiving higher-angle sunlight and longer days, while the Southern Hemisphere tilts away, receiving lower-angle sunlight and shorter days.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.1.1 Supplement 4
Open revision guidance
What to know
- Average orbital speed v=2πr/T, with r average orbital radius and T orbital period.
What to do in an assessment
- Convert the period to seconds and radius to metres before finding speed.
In plain language
Average orbital speed v=2πr/T, with r average orbital radius and T orbital period.
Self-check
An orbit radius is 1.5×10¹¹ m and period 3.0×10⁷ s. Estimate orbital speed.
Show the answer
v=2πr/T≈2π×1.5×10¹¹/3.0×10⁷≈3.1×10⁴ m/s.
- Course content
Open revision guidance
What to know
- Solar System contains the Sun, eight named planets in order Mercury–Venus–Earth–Mars–Jupiter–Saturn–Uranus–Neptune, minor planets (including Pluto/dwarf planets and asteroid-belt asteroids), planetary moons and smaller bodies such as comets/natural satellites.
- Inner four planets are small/rocky; outer four are large/gaseous. Accretion model: gravity acts on elements in gas/dust interstellar clouds; rotation forms an accretion disc and material clumps into bodies.
- Planet-surface gravitational-field strength depends on planet mass; field strength around a planet decreases with distance. Calculate light travel time across a Solar-System distance using distance/speed of light. Sun holds most Solar-System mass, explaining planetary orbits; gravity keeps planets in orbit.
What to do in an assessment
- Organise supplied planet data by distance/orbital time; distinguish minor planets, moons and stars. For light travel, use t=d/c and convert distance consistently.
In plain language
Solar System contains the Sun, eight named planets in order Mercury–Venus–Earth–Mars–Jupiter–Saturn–Uranus–Neptune, minor planets (including Pluto/dwarf planets and asteroid-belt asteroids), planetary moons and smaller bodies such as comets/natural satellites.
Self-check
Light travels 3.0×10⁸ m/s. How long to travel 1.5×10¹¹ m?
Show the answer
t=d/c=1.5×10¹¹/(3.0×10⁸)=500 s (about 8.3 min).
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.1.2 Supplement 7; §3 6.1.2 Supplement 8; §3 6.1.2 Supplement 9; §3 6.1.2 Supplement 10
Open revision guidance
What to know
- Planets, minor planets and comets have elliptical orbits; the Sun is not at an ellipse’s centre except approximately circular orbits. Interpret planetary orbital distance, duration, density, surface temperature and uniform surface field-strength data. Solar gravitational field strength and orbital speeds decrease with distance. An object in an elliptical orbit travels faster when nearer the Sun, consistent with energy conservation.
What to do in an assessment
- Compare data using the named variables and units; connect nearer orbit to stronger gravity/higher speed; explain faster-near-Sun through conversion between gravitational potential and kinetic energy.
In plain language
Planets, minor planets and comets have elliptical orbits; the Sun is not at an ellipse’s centre except approximately circular orbits. Interpret planetary orbital distance, duration, density, surface temperature and uniform surface field-strength data. Solar gravitational field strength and orbital speeds decrease with distance. An object in an elliptical orbit travels faster when nearer the Sun, consistent with energy conservation.
Self-check
Why is an object in an elliptical solar orbit faster near the Sun?
Show the answer
As it falls closer, gravitational potential energy decreases and kinetic energy/speed increases; total mechanical energy is conserved.
- Course content
Scope: Course content · §3 6.2.1 Core 1
Open revision guidance
What to know
- The Sun is a medium-sized star, mostly hydrogen and helium, radiating most energy in infrared, visible and ultraviolet regions.
What to do in an assessment
- Use “star” correctly and identify the main elements and emitted spectral regions.
In plain language
The Sun is a medium-sized star, mostly hydrogen and helium, radiating most energy in infrared, visible and ultraviolet regions.
Self-check
Name the main constituents of the Sun.
Show the answer
Hydrogen and helium.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.2.1 Supplement 2
Open revision guidance
What to know
- Stars are powered by nuclear reactions releasing energy; stable stars fuse hydrogen into helium.
What to do in an assessment
- Distinguish nuclear fusion in stellar cores from chemical burning.
In plain language
Stars are powered by nuclear reactions releasing energy; stable stars fuse hydrogen into helium.
Self-check
What nuclear process powers a stable star?
Show the answer
Fusion of hydrogen into helium releases energy.
- Course content
Scope: Course content · §3 6.2.2 Core 1(a); §3 6.2.2 Core 1(b); §3 6.2.2 Core 1(c); §3 6.2.2 Core 1(d)
Open revision guidance
What to know
- A galaxy contains many billions of stars; the Sun lies in the Milky Way and other Milky Way stars are far farther away than the Sun. A light-year is distance travelled by light in vacuum in one year.
What to do in an assessment
- Use light-year as a distance unit, not a time; compare astronomical distances by scale.
In plain language
A galaxy contains many billions of stars; the Sun lies in the Milky Way and other Milky Way stars are far farther away than the Sun. A light-year is distance travelled by light in vacuum in one year.
Self-check
What does a light-year measure?
Show the answer
Distance: how far light travels in one year.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.2.2 Supplement 2; §3 6.2.2 Supplement 3(a); §3 6.2.2 Supplement 3(b); §3 6.2.2 Supplement 3(c); §3 6.2.2 Supplement 3(d); §3 6.2.2 Supplement 3(e); §3 6.2.2 Supplement 3(f); §3 6.2.2 Supplement 3(g); §3 6.2.2 Supplement 3(h)
Open revision guidance
What to know
- 1 light-year≈9.5×10¹⁵ m. A hydrogen-rich interstellar gas/dust cloud collapses under gravity into a warming protostar; stable when inward gravity balances outward pressure from the hot centre. When most hydrogen in the central region has fused into helium, the core contracts and the outer layers expand and cool: a red giant forms, or a red supergiant for a more massive star. A less-massive star forms a planetary nebula and white dwarf; a massive red supergiant can explode as a supernova, leaving a neutron star or black hole. The expanding supernova nebula contains hydrogen from the outer layers as well as newly formed heavier elements; it can later contribute material to new stars and planets.
What to do in an assessment
- Order stages for the stated mass branch; distinguish planetary nebula from planet and red giant from red supergiant.
In plain language
1 light-year≈9.5×10¹⁵ m. A hydrogen-rich interstellar gas/dust cloud collapses under gravity into a warming protostar; stable when inward gravity balances outward pressure from the hot centre. When most hydrogen in the central region has fused into helium, the core contracts and the outer layers expand and cool: a red giant forms, or a red supergiant for a more massive star. A less-massive star forms a planetary nebula and white dwarf; a massive red supergiant can explode as a supernova, leaving a neutron star or black hole. The expanding supernova nebula contains hydrogen from the outer layers as well as newly formed heavier elements; it can later contribute material to new stars and planets.
Self-check
What triggers the red-giant/red-supergiant expansion, and what can the ejected supernova nebula contain?
Show the answer
When most of the hydrogen in the central region has fused into helium, the core contracts and outer layers expand and cool. A supernova nebula contains hydrogen from the star’s outer layers together with newly formed heavier elements.
- Course content
Scope: Course content · §3 6.2.3 Core 1; §3 6.2.3 Core 2; §3 6.2.3 Core 3; §3 6.2.3 Core 4
Open revision guidance
What to know
- The Milky Way is one of billions of galaxies and is about 100 000 light-years in diameter. Redshift is increased observed wavelength from receding stars/galaxies; distant-galaxy light appears redshifted relative to Earth sources. This is evidence the Universe expands and supports the Big Bang.
What to do in an assessment
- Describe the measured wavelength change and infer recession/expansion; state evidence rather than claiming a direct image of an explosion.
In plain language
The Milky Way is one of billions of galaxies and is about 100 000 light-years in diameter. Redshift is increased observed wavelength from receding stars/galaxies; distant-galaxy light appears redshifted relative to Earth sources. This is evidence the Universe expands and supports the Big Bang.
Self-check
What does redshift in distant galaxies indicate?
Show the answer
Their light wavelength is stretched; this is evidence that galaxies recede as the Universe expands.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §3 6.2.3 Supplement 5; §3 6.2.3 Supplement 6; §3 6.2.3 Supplement 7; §3 6.2.3 Supplement 8; §3 6.2.3 Supplement 9; §3 6.2.3 Supplement 10; §3 6.2.3 Supplement 11
Open revision guidance
What to know
- Cosmic microwave background radiation (CMBR) of a specific frequency is observed throughout space; it originated shortly after the Universe formed and was stretched into microwave wavelengths as space expanded. Find galaxy recessional speed from redshift wavelength change; use supernova brightness to determine far-galaxy distance. Hubble constant H₀=v/d; estimate H₀=2.2×10⁻¹⁸ s⁻¹. The relation d/v=1/H₀ estimates Universe age and supports matter once being together at a single point.
What to do in an assessment
- Keep H₀ units s⁻¹ by using v and d in compatible units; calculate d/v as a time and convert seconds to years if asked.
In plain language
Cosmic microwave background radiation (CMBR) of a specific frequency is observed throughout space; it originated shortly after the Universe formed and was stretched into microwave wavelengths as space expanded. Find galaxy recessional speed from redshift wavelength change; use supernova brightness to determine far-galaxy distance. Hubble constant H₀=v/d; estimate H₀=2.2×10⁻¹⁸ s⁻¹. The relation d/v=1/H₀ estimates Universe age and supports matter once being together at a single point.
Self-check
For a galaxy moving at 2.2×10⁵ m/s at distance 1.0×10²² m, find H₀.
Show the answer
H₀=v/d=2.2×10⁵/1.0×10²²=2.2×10⁻¹⁷ s⁻¹.
Topic group
Assessment and examination methods
- Course content
Open revision guidance
What to know
- Each candidate takes three papers: one theory multiple-choice paper, one theory structured-question paper, and one practical-assessment paper. Core means Papers 1 and 3, questions from Core only; Extended means Papers 2 and 4, questions from Core plus Supplement. Do not substitute UK Foundation/Higher labels.
- Papers 1 and 2: 45 min, 40 compulsory four-option multiple-choice items, 40 marks and 30%; Papers 3 and 4: 1 h 15 min, 80 marks and 50%. Paper 5 is a 1 h 15 min, 40-mark practical test requiring experiments; Paper 6 is a 1 h, 40-mark Alternative to Practical with no laboratory experiment. Each practical choice is 20%. All are externally assessed; P5/P6 assess AO3 and have compulsory items.
- For this 0972 award, Core candidates (typically expected grade 3 or below) are eligible for grades 5–1; Extended candidates (typically expected grade 4 or above) are eligible for grades 9–1. These are route eligibility bands, not predicted grades.
- Both practical alternatives assess the same Section 4 experimental contexts and skills across the full grade range; the difference is whether candidates actually perform experiments (P5) or analyse written/practical representations (P6).
What to do in an assessment
- For 0972, choose Core or Extended and then exactly one of Paper 5 or 6. Exams are available in June/November only; 0972 is not offered in every administrative zone, so check local availability.
- Before an exam, turn the stated code/tier/paper choice into a checklist: Core or Extended theory pair, then exactly one of P5/P6.
In plain language
For 0972, Core uses Papers 1 and 3 with grades 5–1 eligibility; Extended uses Papers 2 and 4 with grades 9–1 eligibility. Candidates also choose Paper 5 or Paper 6. Exams are June/November only and may not be available in every administrative zone.
Self-check
A 0972 candidate selects Core and Paper 6. Which papers are taken, what is the eligible grade scale, and which exam series are available?
Show the answer
Papers 1, 3 and 6; the Core route is eligible for grades 5–1. The exam series are June and November only, subject to local-zone availability.
- Course content
Scope: Course content · §2 Syllabus overview (PDF pp. 7–11): Assessment objectives AO1, AO2 and AO3; §2 Syllabus overview (PDF pp. 7–11): qualification and component weightings
Open revision guidance
What to know
- AO1 knowledge with understanding: facts, definitions, concepts, terminology, units, apparatus/safety and applications. AO2 handling information/problem-solving: interpret, transform, calculate, find patterns, conclude, predict and explain, including unfamiliar contexts. AO3 experimental skills: select safe methods, plan, measure, analyse and evaluate.
- Approximate qualification weightings are AO1 50%, AO2 30%, AO3 20%. Within Papers 1–4, AO1 is 63% and AO2 37%; Papers 5/6 assess AO3 only (100%).
What to do in an assessment
- Identify whether a question asks for recall (AO1), data/problem reasoning (AO2), or an experimental method/evaluation (AO3); real questions can combine the first two.
In plain language
Exams test both what you know and how you use evidence; practical assessment scores how well you reason about investigations, not just whether a number is correct.
Self-check
Which assessment objective is tested by explaining a controlled-variable plan?
Show the answer
AO3, experimental skills and investigations.
- Course content
Scope: Course content · §4 Conventions: signs, symbols, terminology, decimals and units; §4 Command words table
Open revision guidance
What to know
- Use internationally accepted science nomenclature, a single decimal point and dm³ rather than the litre symbol. Leave four-digit values 1000–9999 without an internal space; for values ≥10 000 separate groups of three digits with spaces (e.g. 4 256 789). In supplied-data problems retain the provided consistent units unless conversion is required.
- Command words: calculate=work out; comment=give informed opinion; compare=similarities/differences; deduce=conclude from evidence; define=precise meaning; describe=characteristics/main points; determine=establish from information; explain=reasons/relationships/how and why with evidence; give=produce/recall; identify=name/select; justify=support a choice with reasons; predict=expected outcome; sketch=draw the main features with correct relative positions and proportions, without every detail; state=brief fact; suggest=apply knowledge to a new context.
What to do in an assessment
- For a sketch, show the key shape/features in their correct relative positions and proportions; label essential parts. Match answer length to the command: state one fact, compare both cases, explain a causal chain, and calculate by showing equation, substitution, result and unit.
In plain language
Command words set the form of an answer. A sketch is a proportionate outline of the key features, and only numbers of five or more digits are grouped with spaces.
Self-check
How should 7635 and 12000 be written under the grouping convention, and what does a sketch require?
Show the answer
Write 7635 without a space and 12 000 with a space after the first three digits. A sketch shows key features in correct relative positions/proportions and labels important parts, but omits unnecessary detail.
Topic group
Practical and experimental skills
- Course content
Scope: Course content · §4 Practical assessment: shared experimental contexts
Open revision guidance
What to know
- Both practical routes draw on the same contexts: measure length/volume/force; measure small distances or short times; determine derived quantities (spring extension per unit load, known resistance, acceleration); test relationships (for example p.d. against wire length); compare angles of reflection or densities; heat/cool and measure temperature; use springs and balances; time motion or oscillations; connect/reconnect circuits and measure current/p.d.; optics with pins, mirrors, prisms, lenses and rectangular/semicircular glass or Perspex blocks; compare transparent, translucent and opaque materials; and follow procedures using simple, possibly unfamiliar apparatus.
- A Paper 5 candidate handles equipment safely and performs tasks; a Paper 6 candidate interprets apparatus diagrams/readings and plans/evaluates those same kinds of procedures. The paper choice does not remove the need to learn the underlying skills.
What to do in an assessment
- Translate a task into the quantity measured, suitable apparatus and range, an independent variable, a dependent measurement, controls, repeats, and a safe sequence.
In plain language
The paper may show an unfamiliar setup, but the experimental thinking remains the same: identify what changes, what is measured, and what must stay fair.
Self-check
To test how wire length affects resistance, name the independent variable, dependent variable and one control.
Show the answer
Independent: wire length. Dependent: resistance (from V/I). Control: wire material/cross-sectional area and temperature.
- Course content
Scope: Course content · §4 Practical assessment: apparatus selection and safe use; §4 Practical assessment: experiment planning; §4 Practical assessment: observations, readings and recording
Open revision guidance
What to know
- Identify apparatus from descriptions/diagrams; draw, complete and label setups; choose the most appropriate instrument/method and justify range, resolution and suitability. Follow ordered instructions, identify hazards and controls, and explain how precautions protect people and equipment.
- Plan investigations: state independent/dependent variables; keep other relevant factors constant and explain why; choose a sensible range and number of values; select apparatus/technique; describe repeatable steps, risk controls, recording and processing; make reasoned predictions.
- Take analogue/digital readings (including readings from diagrams), read to the nearest half of the smallest division when appropriate, correct zero error, make estimates/qualitative observations, take enough readings for reliability, and repeat where suitable. Record systematically in a table with consistent precision and units.
What to do in an assessment
- For each measurement, write the apparatus and resolution, zero-check it, take repeats, calculate a mean where appropriate and retain raw readings. Change only the independent variable; list controls explicitly.
- Safety example: eye protection is the syllabus minimum; follow centre/local risk assessment, use low-voltage circuit sources, secure stands and handle hot liquids/glass with suitable precautions. Centres remain responsible for regulatory compliance.
In plain language
A good experiment is a fair comparison with enough reliable measurements, safe apparatus and a record detailed enough that another learner could repeat it.
Self-check
A ruler has millimetre divisions and a pointer lies halfway between 12 mm and 13 mm. What reading is appropriate?
Show the answer
12.5 mm, the nearest half-division.
- Course content
Scope: Course content · §4 Practical assessment: data interpretation and evaluation; §4 Practical assessment: method evaluation and improvement
Open revision guidance
What to know
- Process readings for calculations/graphs with suitable calculator use; draw best-fit graphs, read/interpolate/extrapolate, find gradients/intercepts, analyse trends and form evidence-based conclusions or test predictions. Identify anomalies, decide an appropriate response and comment whether values agree within the stated ±10% accuracy assumption.
- Evaluate fair-test design and controlled variables. Distinguish measurement error (difference from true value), accuracy (closeness to true value), precision (spread), repeatability (same method/conditions), reproducibility (changed conditions/method/lab), validity (tests the intended relationship fairly), range (minimum–maximum) and anomaly (outlier from pattern). Random error causes scatter; systematic error shifts results, e.g. a persistent zero error. Uncertainty may affect a value or conclusion.
- Suggest improvements that address the actual error—repeat/average random variation, correct a zero, improve scale resolution, secure alignment, reduce heat loss or widen the safe variable range—not generic “be more careful”.
What to do in an assessment
- Cite data in a conclusion (values, trend and units), identify a specific anomalous result and say whether to repeat/exclude only with justification. State how an improvement reduces the named error and retain controlled variables.
In plain language
Evaluation is an evidence-based diagnosis: show what the measurements say, what may have distorted them and how a specific change would help.
Self-check
Measured density is 9% below an accepted value. Do the results count as equal within the syllabus accuracy assumption?
Show the answer
Yes. The assumed limit is ±10%, and 9% lies within it (subject to the question’s wording and relevant uncertainty).
- Course content
Scope: Course content · §4 Apparatus: General list; §4 Apparatus: Mechanics list
Open revision guidance
What to know
- General apparatus: adhesive putty, adhesive tape, card, 2.5 cm³ dropping pipette or small syringe, 30 cm millimetre ruler, S-hook, scissors, set square, string, thread, electronic top-pan balance (up to 500 g, at least 0.1 g precision), tracing paper and rigid wooden board (150 cm × 20 cm × 1.5 cm).
- Mechanics apparatus: expendable steel springs (about 0.25 N/cm), 1–3 N force meter, G-clamp, glass ball/marble, ~10 mm ball bearing and table-tennis ball, half-metre and metre millimetre rulers, 10×10 g and 10×100 g masses with holders, modelling clay, pendulum bob, pivots (e.g. nail/triangular block), retort stand/boss/clamp and stopwatch reading 0.1 s or better.
What to do in an assessment
- Match apparatus to task: balance for mass, force meter for force, ruler for length, repeated oscillations plus stopwatch for period; check range before loading or measuring.
In plain language
The apparatus list is a working vocabulary: you should be able to recognise each item, choose it and say what quantity it helps measure.
Self-check
Which apparatus measures force directly, and what must be checked before use?
Show the answer
A force meter; check its range/scale (and zero) before measuring.
- Course content
Scope: Course content · §4 Apparatus: Thermal physics list; §4 Apparatus: Optics list
Open revision guidance
What to know
- Thermal apparatus: borosilicate beakers (100, 250, 400 cm³), ~150 mm × 25 mm boiling tube, constant-diameter measuring cylinders (50, 100, 250 cm³), ~200 cm³ plastic/polystyrene cup and thermometer −10 °C to +110 °C with 1 °C graduations.
- Optics: converging spherical lenses +10 D (f=10 cm) and +6.7 D (f=15 cm), diverging lens −6.7 D (f=−15 cm), lens holders, glass/Perspex 60° prism, rectangular and semicircular blocks, optics pins at least 75 mm, plane mirror ~75 mm×25 mm, pin board and protractor.
What to do in an assessment
- Use the thermometer in the liquid without touching a hot vessel; for ray tracing secure the mirror/block, use pins aligned vertically and measure ray angles from the normal.
In plain language
A measuring cylinder and thermometer reveal thermal quantities; pins, lenses, prisms and blocks let you reconstruct light paths.
Self-check
What is the correct reference line for measuring an angle of incidence?
Show the answer
The normal, perpendicular to the surface at the point of incidence.
- Course content
Scope: Course content · §4 Apparatus: Electricity list and connector notes; §4 Safety in the laboratory
Open revision guidance
What to know
- Electrical apparatus: 1–1.5 A ammeter (precision at least 0.05 A); 5 V voltmeter (at least 0.1 V precision); 1.5 V cells/holders, 3.5 or 4 mm leads/connectors, crocodile clips, variable d.c. supply to 12 V, diodes, low-voltage (~2.5 V) lamps/holders and 12 V 24 W lamp/holder, LDRs for 1–5 V circuits, push switch, 5–50 Ω resistors rated 1–2 W, NTC thermistors, 0.38 mm (28 swg) and 0.32 mm (30 swg) constantan/eureka and nichrome wires.
- Choose meters correctly: ammeter in series, voltmeter in parallel, start on a suitable range; verify polarity, connection and supply before switching on. Avoid excessive current/heating and follow centre safety rules. Appropriate eye protection is the minimum named lab equipment; centres carry responsibility for safety regulations. Apparatus lists are suggested, not exhaustive.
What to do in an assessment
- Before closing a circuit, check the wiring, range and current path; disconnect before changing the circuit. For hot/glass apparatus follow local risk assessment and use suitable eye protection.
In plain language
Electrical apparatus has different roles: the ammeter joins the current path, the voltmeter bridges a component, and safe setup avoids shorts and overheating.
Self-check
How do you connect an ammeter and voltmeter to measure current through and p.d. across a resistor?
Show the answer
Put the ammeter in series with the resistor and the voltmeter in parallel across it.
- Course content
Scope: Course content · §4 Language of measurement: definitions used in teaching
Open revision guidance
What to know
- Use true value (ideal result); measurement error (difference from true value); accuracy (closeness to true value); precision (closeness of repeat readings); repeatability (similar result, same conditions/method/experiment); reproducibility (similar result under different conditions/method/experiment); validity (tests the intended relationship as a fair test); range (minimum to maximum variable value); anomaly (a point outside the trend); independent variable (changed) and dependent variable (measured).
- These terms guide teaching; the syllabus says candidates need not recall their specific wording as formal definitions in examinations.
What to do in an assessment
- Describe an experiment as valid only if it tests the intended question with controls; do not use “accurate” to mean “repeatable”.
In plain language
A measurement can be precise without being accurate: repeated readings may agree closely but all share a zero offset.
Self-check
Repeated values cluster closely but are all above the accepted value. What is high and what is low?
Show the answer
Precision is high; accuracy is low (a systematic error may be present).
- Course content
Scope: Course content · §4 Presentation of data: reading and recording measurements; §4 Presentation of data: drawing and analysing graphs; §4 Presentation of data: graph convention details
Open revision guidance
What to know
- Read an instrument to half a smallest division; interpolate between marks to the nearest half division. Match decimals to instrument resolution; put units on each measurement/calculated quantity. Table columns use quantity/symbol and unit separated by slash (e.g. time/s); do not repeat units in the body. Repeat when appropriate, use significant figures suited to raw instrument and no more than the least raw-data significant figures in derived results; show ratios as x:y.
- Transfer table headings to graph axes; draw with sharp pencil, label quantity/unit, choose a sensible scale that uses >half the grid and steps of 1,2,5 (or 10,20,50 etc. per 2 cm). Mark points clearly with small crosses/plus signs/circled dots accurate to half a smallest square. Draw one thin smooth best-fit straight/curved line by inspection; points should scatter roughly evenly either side; ignore a clearly anomalous point only when identified.
- Read/interpolate/extrapolate data and intercepts to half-square precision. For straight-line gradient draw a large triangle spanning at least half the best-fit line, mark it, retain axis units and give 2–3 significant figures.
What to do in an assessment
- Use a graph work routine: label axes first, choose scale, plot points, identify and justify anomalies, draw best fit, mark a large gradient triangle and calculate rise/run with units.
In plain language
A readable graph makes the experiment checkable: labels, scale, data points, a justified trend line and a gradient triangle each carry information.
Self-check
A graph has y in metres and x in seconds. What are gradient units, and how should the gradient triangle be chosen?
Show the answer
m/s. Use a triangle whose hypotenuse covers at least half the best-fit straight line, then calculate Δy/Δx.
- Course content
Scope: Course content · Practical assessment component: Paper 5 Practical Test · §4 Practical assessment: Paper 5 Practical Test route
Open revision guidance
What to know
- Paper 5 is a 1 h 15 min, 40-mark externally assessed practical test. Candidates perform experiments in a laboratory; all items are compulsory and AO3 is assessed.
- Practise safe real measurement, apparatus setup, consistent repeats, contemporaneous raw-data tables, graphing, calculations, conclusions and evaluation. Paper 5 uses the same syllabus experimental contexts and skill standards as Paper 6.
What to do in an assessment
- Set up and zero/check apparatus before measurement; record raw readings with units/precision, keep controlled variables fixed, repeat, graph and report a data-linked conclusion.
In plain language
Paper 5 makes the practical physical: you use the apparatus as well as explain the evidence.
Self-check
Does a Paper 5 candidate perform experiments?
Show the answer
Yes. Paper 5 is the laboratory Practical Test.
- Course content
Scope: Course content · Practical assessment component: Paper 6 Alternative to Practical · §4 Practical assessment: Paper 6 Alternative to Practical route
Open revision guidance
What to know
- Paper 6 is a 1-hour, 40-mark externally assessed alternative to practical. It does not require laboratory experiments; all items are compulsory and it assesses AO3 through experimental contexts and representations.
- Practise interpreting apparatus diagrams/readings, making estimates, selecting apparatus/methods, planning variables/controls, completing data tables, graphing and analysing data, identifying risks/anomalies and improving methods. It tests the same experimental contexts and learned skills as Paper 5.
What to do in an assessment
- Read scale diagrams to appropriate precision, label a proposed arrangement, describe a safe fair test, show processed values and justify conclusions/improvements from given data.
In plain language
Paper 6 tests practical reasoning without requiring you to carry out the lab experiment during the exam.
Self-check
Does choosing Paper 6 remove the need to understand experimental equipment and methods?
Show the answer
No. It uses the same experimental contexts and skill requirements, assessed without requiring experiments during the paper.
Topic group
Mathematics, quantities and units
- Course content
Scope: Course content · §4 Symbols and units: Core quantities and common multipliers
Open revision guidance
What to know
- Core quantity, symbol and unit reference: length/distance l, s, x, h, d (mm, cm, m, km); area A (cm², m²); volume V (cm³, dm³, m³); mass m or M (g, kg); weight W and force F (N); time t (s, min, h); speed u or v (cm/s, m/s, km/h); acceleration a and free-fall g (m/s²); gravitational field strength g (N/kg); density ρ (g/cm³, kg/m³); moment (N m); work W (J, kJ, MJ); energy E (J, kJ, MJ, kW h); power P (W, kW, MW); pressure p (N/m², N/cm²); temperature θ or T (°C, K).
- The Core table also includes frequency f (Hz, kHz), wavelength λ (m, cm), focal length f (m, cm), angle θ (degrees, °), potential difference V (V, mV, kV), current I (A, mA), e.m.f. E (V), resistance R (Ω), count rate (counts/s or counts/min) and half-life t½ (s, min, h, days, weeks or years). Context distinguishes repeated symbols, especially f for frequency or focal length, V for volume or potential difference, W for weight or work, and m for mass or metre; state the quantity and unit.
- Core prefixes include mega M, kilo k, centi c and milli m. Use dm³ rather than the litre symbol. Convert before substitution: 1 km=1000 m; 1 cm=0.01 m; 1 dm³=10⁻³ m³; 1 kW h=3.6×10⁶ J.
What to do in an assessment
- Identify the quantity from context, select its symbol and unit from the Core list, convert prefixes consistently, and carry units through calculations. Check dimensions (for example, potential difference/current gives Ω).
In plain language
The official Core symbol/unit table spans mechanics, waves, electricity and radioactivity. A repeated symbol is interpreted from context, so attach a unit to every measured or calculated quantity.
Self-check
Give the Core symbol and unit for frequency, wavelength, focal length, angle, potential difference, current, e.m.f., resistance, count rate and half-life.
Show the answer
Frequency f: Hz; wavelength λ: m; focal length f: m (distinguish by context); angle θ: degrees; potential difference V: volts; current I: amperes; e.m.f. E: volts; resistance R: ohms; count rate: counts/s or counts/min; half-life t½: units of time such as s, min, h, days, weeks or years.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §4 Symbols and units: Supplement quantities and Extended multipliers
Open revision guidance
What to know
- Additional Supplement quantity/unit entries only: mass mg; time ms and μs; spring constant k (N/m or N/cm); momentum p (kg m/s); impulse (N s); pressure p (Pa); specific heat capacity c [J/(g °C) or J/(kg °C)]; wavelength may additionally be expressed in nm; refractive index n (unitless); charge Q (C); Hubble constant H₀ (s⁻¹).
- The Core symbol/unit table remains in force for Extended candidates. Supplement adds giga G, micro μ and nano n prefixes where specified; do not treat Core frequency, wavelength, potential difference, current, e.m.f., resistance, count-rate or half-life as Supplement-only quantities.
What to do in an assessment
- Use the Core table plus only the listed Supplement additions; carry the unit through each calculation and use the required prefix consistently.
In plain language
Extended work retains every Core symbol and unit and adds only the extra quantities, units and prefixes listed here.
Self-check
Which symbol/unit list is used in Extended work for current, resistance and half-life?
Show the answer
The same Core entries still apply: current I in A (or mA), resistance R in Ω and half-life t½ in time units; they are not Supplement-only.
- Course content
Scope: Course content · §4 Mathematical requirements: number; §4 Mathematical requirements: algebra; §4 Mathematical requirements: geometry and trigonometry (Core); §4 Mathematical requirements: graphs, charts and statistics (Core)
Open revision guidance
What to know
- Number: add/subtract/multiply/divide; decimals, fractions, percentages, ratios and reciprocals; convert between decimals/fractions/percentages; use =,<,>, sum/difference/product and standard form; round only the final calculation answer; appropriate decimal places/significant figures; approximation and reasonableness.
- Algebra: positive whole-number indices; substitute into equations with consistent units; rearrange simple equations; recognise direct/inverse proportion; turn simple word statements into mathematical models; Δ means change in a variable.
- Geometry: recall and use circumference C=2πr; rectangle area A=lw; triangle area A=½bh; circle area A=πr²; cuboid volume V=lwh; cylinder volume V=πr²h. Example uses: a 0.40 m by 0.25 m rectangle has A=0.40×0.25=0.10 m²; a triangle with b=0.30 m,h=0.20 m has A=½×0.30×0.20=0.030 m²; a circle with r=0.10 m has A=π(0.10)²=0.0314 m²; a 0.40×0.25×0.10 m cuboid has V=0.010 m³; a cylinder with r=0.050 m,h=0.20 m has V=π(0.050)²×0.20=1.57×10⁻³ m³. Use radius, not diameter, in circular formulae; convert lengths to the same unit first. Also use scale diagrams, Pythagoras, angle facts, measuring instruments and metric conversion.
- Graphs/statistics: draw/read graphs and charts, interpolate/extrapolate, find straight-line gradient/intercept, choose scales/axes, interpret y=mx+c and direct proportionality, and calculate a mean. Calculators are permitted in all examination components; write numerical answers as decimals or percentages where appropriate.
What to do in an assessment
- Choose the shape formula, convert all lengths to one unit, substitute measured dimensions and report area in square units or volume in cubic units. For a circle/cylinder use radius; round only the final answer and check its scale/unit.
In plain language
Recall A=lw, ½bh and πr² for rectangle, triangle and circle, and V=lwh or πr²h for cuboid or cylinder; substitute consistent lengths to obtain squared or cubed units.
Self-check
A cylinder has radius 0.050 m and length 0.20 m. Find its volume. Which dimensions must be consistent?
Show the answer
V=πr²h=π(0.050)²(0.20)=1.57×10⁻³ m³. Use radius rather than diameter and express radius and length in the same unit before substitution.
- Course content
Scope: Course content · Cambridge IGCSE (9–1) Physics theory route: Extended route (Papers 2 and 4; Core plus Supplement) · §4 Mathematical requirements: trigonometric functions (Extended only); §4 Mathematical requirements: tangent to curved graph (Extended only)
Open revision guidance
What to know
- Extended candidates use sine, cosine, tangent and inverse functions. Set the calculator to degrees when syllabus angles are in degrees; use SOHCAHTOA on right triangles and ensure the desired side is opposite/adjacent/hypotenuse as stated.
- Determine a tangent to a curved graph at the required point, draw a long tangent, choose two distant points on that tangent, and calculate its gradient with axis units. This estimates instantaneous gradient; it is Extended-only.
What to do in an assessment
- For a 3-4-5 right triangle, sin θ=opposite/hypotenuse; for a curve, do not use two points on the curve unless asked for a secant/average gradient—use the tangent at the specified point.
In plain language
Trigonometry resolves angled components; a tangent estimates the local slope of a changing graph.
Self-check
For a right triangle, opposite side=3 and hypotenuse=5. Find θ.
Show the answer
sin θ=3/5=0.6, so θ=sin⁻¹(0.6)≈36.9°.
Earlier topic checklist
These earlier topic ticks are separate from the reviewed points above and do not count towards that progress.
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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