Edexcel GCSE Combined Science Revision

Explore Edexcel GCSE Combined Science revision topics. Check the official specification for complete requirements for your exam year and route.

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Course details

Edexcel · GCSE Combined Science1SC0Exam years · 2027

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.

Official Edexcel specification (opens in a new tab)

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Reviewed course guidance

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

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Qualification tier (all six papers)

Foundation tier
Higher tier

Qualification at a glance: six externally examined papers available at Foundation and Higher; students must complete all assessments in the same tier.

Eukaryotic and prokaryotic cell structuresCore
Scope: Core · Biology 1.1
Open revision guidance
What to know
Animal and plant cells are eukaryotic; their nucleus contains genetic material. Animal cells also have a membrane, mitochondria and ribosomes.
Plant cells also have cellulose walls, chloroplasts and a vacuole; chloroplasts support photosynthesis and the vacuole contains cell sap.
Bacteria are prokaryotic: they have chromosomal DNA, may have plasmid DNA, and have a membrane, ribosomes and flagella; they do not have a nucleus.
What to do in an assessment
Identify structures from the image before comparing function. Link a named organelle to its job rather than listing features without explanation.
In plain language
A bacterium is a cell, but its DNA is not enclosed in a nucleus. That is the key difference from an animal or plant cell. A plant cell adds structures that support photosynthesis and maintain the cell’s shape.
Self-check
Which two DNA forms can be present in a bacterium, and where is its main DNA?
Show the answer
It may have chromosomal DNA and plasmid DNA. The main chromosomal DNA is not enclosed in a nucleus.
Microscopy, magnification and scientific drawingsCore
Scope: Core · Biology 1.6
Open revision guidance
What to know
Core Practical 1.6 observes biological specimens with a microscope and uses magnification calculations and labelled scientific drawings.
Magnification = image size ÷ actual size. Convert to matching units before dividing; rearrange to actual size = image size ÷ magnification.
A scientific drawing records visible structures with clear single lines and labels; it should represent the specimen rather than artistic shading.
What to do in an assessment
Read the scale or image size carefully, convert millimetres and micrometres, show the ratio, then attach the multiplication sign to magnification. Describe focusing and slide handling if the question asks about method.
In plain language
A microscope enlarges the specimen. The calculation compares how large the image is with the real object, so both lengths must use the same unit or the answer will be wrong by a factor of a thousand.
Self-check
An image is 24 mm wide and the cell is 80 µm wide. What is the magnification?
Show the answer
24 mm = 24,000 µm; magnification = 24,000 ÷ 80 = ×300.
Enzyme active sites and specificityCore
Scope: Core · Biology 1.7
Open revision guidance
What to know
An enzyme is a biological catalyst. Its active site has a shape complementary to its substrate, allowing a specific enzyme–substrate complex to form.
Products leave the active site and the enzyme can catalyse another reaction. Different enzymes act on different substrates.
Temperature, substrate concentration and pH affect activity; conditions that alter the active-site shape can reduce activity or denature the enzyme.
What to do in an assessment
Explain activity using the active-site model. In a pH practical, change pH while controlling temperature, enzyme/substrate amounts and timing; use a measurable endpoint and repeat.
In plain language
The active site is not a universal socket. Its shape fits a particular substrate. If heat or an unsuitable pH changes that shape, fewer substrate molecules can bind in the right way.
Self-check
Why might an enzyme stop working after exposure to a very high temperature?
Show the answer
The active-site shape can change (the enzyme is denatured), so the substrate no longer fits and fewer enzyme–substrate complexes form.

Mitosis and the cell cycleCore
Scope: Core · Biology 2.1
Open revision guidance
What to know
In the cell cycle, DNA is copied before the nucleus divides; mitosis separates the copied chromosomes so each new nucleus gets an identical set.
Cell division produces two genetically identical diploid body cells. Mitosis supports growth, repair and asexual reproduction.
Cell division is followed by cytokinesis, which separates the cytoplasm and makes two cells.
What to do in an assessment
Sequence DNA replication before mitosis, then cytokinesis. When describing growth, connect repeated cell division to an increase in cell number rather than cell size alone.
In plain language
A cell copies its DNA before splitting so both daughter cells can receive the same genetic instructions. The two new body cells therefore have matching chromosome sets.
Self-check
A body cell with 46 chromosomes divides by mitosis. How many chromosomes are in each daughter cell?
Show the answer
Each daughter cell has 46 chromosomes: mitosis produces two genetically identical diploid cells.

Monohybrid inheritance and genetic diagramsCore
Scope: Core · Biology 3.14
Open revision guidance
What to know
Alleles are alternative versions of a gene. A dominant allele affects the phenotype when one copy is present; a recessive allele is expressed only when two copies are present.
Use letters consistently: uppercase for the dominant allele and lowercase for the recessive. A Punnett square lists possible gametes and offspring genotypes.
Genotype describes alleles; phenotype is the observable characteristic. Use the genotype ratio to calculate probability, not as a guarantee for a small family.
What to do in an assessment
Show parental genotypes, gametes and offspring combinations. Convert the number of matching outcomes into a fraction, ratio or percentage and state that it is probability.
In plain language
For two heterozygous parents Bb × Bb, each parent can pass B or b. The square gives BB, Bb, Bb and bb; three of four show the dominant phenotype, but chance does not force every family of four to match that ratio.
Self-check
For Bb × Bb, what is the probability of bb offspring?
Show the answer
One of the four equally likely combinations is bb, so the probability is 1/4 (25%).

Pathogens and communicable diseaseCore
Scope: Core · Biology 5.4
Open revision guidance
What to know
A pathogen is a microorganism that causes disease; pathogens include bacteria, viruses, fungi and protists.
Communicable diseases can pass between hosts by routes such as direct contact, air, water or vectors; the route depends on the pathogen.
Antibiotics act against bacteria, not viruses. Misuse can select for antibiotic-resistant bacteria, making infections harder to treat.
What to do in an assessment
In a disease scenario, name the pathogen and transmission route supported by the evidence. Do not recommend antibiotics for a viral infection.
In plain language
A pathogen must get from an infected host or reservoir to a new host. Blocking its actual route can reduce spread. Antibiotics target bacterial processes, so they cannot stop a virus reproducing inside human cells.
Self-check
A virus causes a cough and fever. Would an antibiotic kill the virus?
Show the answer
No. Antibiotics act against bacteria, not viruses; a clinician would consider a treatment appropriate to the infection.

Atomic models and evidenceCore
Scope: Core · Chemistry 1.1
Open revision guidance
What to know
Atomic models changed when experiments supplied evidence that the older model could not explain. The discovery of electrons showed atoms contain smaller charged particles.
Rutherford’s alpha-scattering evidence supported a tiny, dense, positively charged nucleus and mostly empty space; the nuclear model replaced the spread-out positive charge of the plum-pudding model.
A scientific model is revised when observations conflict with its predictions; describe the evidence and the change it supports.
What to do in an assessment
Structure an answer as observation → inference → model change. Avoid saying the experiment directly photographed the nucleus.
In plain language
Most alpha particles passed through thin foil, but a small number were deflected strongly. That pattern makes sense if most of the atom is empty space and positive charge is concentrated in a tiny nucleus.
Self-check
What did the rare large deflections in the alpha-scattering experiment suggest?
Show the answer
They suggested that positive charge and most of the atom’s mass are concentrated in a small, dense nucleus.

Making pure hydrated copper sulfate crystalsCore
Scope: Core · Chemistry 3.17
Open revision guidance
What to know
Core Practical 3.17 makes hydrated copper sulfate from copper oxide and sulfuric acid, then isolates crystals. Copper oxide is added to warm acid until no more reacts, leaving excess insoluble oxide.
Filter off the excess solid, gently evaporate some water from the filtrate, then cool it to crystallise the salt. Dry the crystals without strongly heating them.
Adding excess insoluble oxide helps ensure the acid is used up; filtration removes the excess solid while soluble copper sulfate remains in the filtrate.
What to do in an assessment
Describe a safe sequence: warm acid gently, add solid in portions, filter, evaporate partially, cool, then collect and dry crystals. Explain the purpose of excess reactant and filtration.
In plain language
The solid copper oxide reacts with acid to make soluble copper sulfate. Once extra oxide no longer disappears, filter it out; the blue solution left behind can form crystals as it cools and loses some water.
Self-check
Why is copper oxide added in excess before filtering?
Show the answer
Excess oxide helps ensure all the sulfuric acid reacts. The unreacted insoluble oxide can then be removed by filtration.

Rate-of-reaction practicalsCore
Scope: Core · Chemistry 7.1
Open revision guidance
What to know
Core Practical 7.1 compares rates by measuring gas produced from hydrochloric acid and marble chips or timing the cloudiness endpoint with sodium thiosulfate and hydrochloric acid.
Change one condition, such as concentration, while controlling other variables. Record time or gas volume at regular intervals and repeat for reliability.
A shorter time to the same endpoint or a greater gas volume in the same time indicates a faster reaction; keep units and starting quantities consistent.
What to do in an assessment
State the independent, dependent and control variables. Explain how to make the endpoint repeatable, and calculate a rate using the measure and time.
In plain language
A reaction rate is how quickly reactants become products. If it takes less time to make the same amount, the reaction is faster; if measuring gas, compare volume produced over the same time interval.
Self-check
In the disappearing-cross method, one test takes 40 s and another 20 s to reach the same endpoint. Which is faster and by what factor using 1/time?
Show the answer
The 20 s reaction is faster. Using 1/time, its rate proxy is 1/20 compared with 1/40, so it is twice as fast.

Acceleration from change in velocityCore
Scope: Core · Physics 2.8
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What to know
Acceleration is change in velocity divided by time taken: a = (v − u)/t. Its SI unit is m s⁻².
Velocity includes direction, so choose a positive direction and use a negative velocity when motion is opposite. A negative acceleration can mean slowing down, depending on the chosen sign convention.
A velocity–time graph’s gradient gives acceleration; a steeper gradient means a larger change in velocity per second.
What to do in an assessment
Write initial and final velocities with signs, substitute elapsed time in seconds, and retain the acceleration unit. Check whether the object speeds up or slows down from the signs.
In plain language
Acceleration measures how quickly velocity changes, not simply how quickly an object is moving. If a car reverses direction, its velocity changes sign even if its speed is similar.
Self-check
A cart changes velocity from 2 m s⁻¹ to 10 m s⁻¹ in 4 s. Find its acceleration.
Show the answer
a = (10 − 2)/4 = 2 m s⁻².

Wave speed, frequency and wavelengthCore
Scope: Core · Physics 4.6
Open revision guidance
What to know
Wave speed is frequency multiplied by wavelength: v = fλ. Speed is in m s⁻¹, frequency in hertz and wavelength in metres.
Rearrange the equation for the unknown; the relationship applies to the wave described, so identify whether the question gives a frequency or a period.
Frequency and period are inverses: f = 1/T. A shorter period means more cycles each second.
What to do in an assessment
Convert wavelength to metres, write the equation, substitute values with units and check the resulting unit. If period is given, calculate frequency first.
In plain language
Frequency counts waves each second; wavelength is the spacing between matching points. Multiplying those tells how far the repeating pattern moves in one second.
Self-check
A wave has frequency 50 Hz and wavelength 0.12 m. What is its speed?
Show the answer
v = fλ = 50 × 0.12 = 6.0 m s⁻¹.

Testing circuit relationships and series/parallel circuitsCore
Scope: Core · Physics 10.17
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What to know
Core Practical 10.17 tests the relationship between potential difference, current and resistance for a resistor and filament lamp, and tests series and parallel circuits.
An ammeter is placed in series; a voltmeter is placed in parallel across the component. Change the supply or variable resistor to collect multiple paired readings.
For an ohmic resistor at constant temperature V/I is constant. A filament lamp warms as current rises, so its resistance changes; circuit arrangement also changes current and voltage distribution.
What to do in an assessment
Draw the standard circuit symbols and correct meter connections. Record repeated V and I pairs, plot I against V with units, and compare graph shape or V/I for each component.
In plain language
A meter must be connected so the current or voltage is measured without changing the circuit being investigated. The ammeter goes in the path of the current; the voltmeter bridges the component.
Self-check
Where do the ammeter and voltmeter go when measuring a lamp’s current and potential difference?
Show the answer
Put the ammeter in series with the lamp and the voltmeter in parallel across it.

Measuring density of solids and liquidsCore
Scope: Core · Physics 14.3
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What to know
Density is mass divided by volume: ρ = m/V. Use consistent units, such as kg and m³ or g and cm³.
For a regular solid, measure dimensions and calculate volume; for an irregular solid, use displacement. For a liquid, measure its mass and volume separately or weigh a known-volume sample.
Repeat measurements and avoid parallax when reading a measuring cylinder; uncertainty in volume affects the calculated density.
What to do in an assessment
Choose a volume method suited to the shape, subtract container mass if needed, and show unit conversion before calculating density.
In plain language
Density compares how much mass is packed into each unit of volume. A small object can still have a large density if much mass is packed into a small space.
Self-check
A metal block has mass 54 g and volume 20 cm³. Calculate its density.
Show the answer
ρ = 54/20 = 2.7 g cm⁻³.

Biology Paper 1: cells, control, genetics and healthPartial supportCore
Scope: Core · Paper 1 Biology 1 (topics 1–5; §§2.1–2.5)
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Key concepts include cell structures, microscopy, enzymes, cell division and transport; calculations may use magnification, rates and percentage change.
Genetics connects chromosomes, DNA, genes, alleles and inheritance. Variation and natural selection explain changes in populations; genetic modification applies biological knowledge.
Health, disease and medicine content distinguishes pathogens, non-communicable disease and treatment development; practical evidence and risk must be interpreted in context.
What to do in an assessment
Answer a data question by identifying the variable and trend before explaining it biologically. For genetic probabilities show alleles and possible gametes; distinguish a risk factor from a guaranteed outcome.
In plain language
Biology Paper 1 connects processes within cells to inherited differences and health. The same experimental reasoning applies throughout: measure carefully, compare a controlled change and support the explanation with evidence.
Self-check
What is the difference between a gene and an allele?
Show the answer
A gene is a section of DNA associated with a characteristic; alleles are alternative versions of a gene.

Biology Paper 2: plants, coordination, exchange and ecosystemsPartial supportCore
Scope: Core · Paper 2 Biology 2 (topics 1, 6–9; §§2.1, 2.6–2.9)
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Plant structures support photosynthesis, transport and reproduction. Environmental conditions can limit photosynthetic rate, and plant tissues have different transport roles.
Animal coordination and homeostasis maintain internal conditions; exchange and circulatory systems deliver materials to cells and remove waste.
Ecosystems link organisms to abiotic conditions, food webs and material cycles; human impacts can affect biodiversity and conservation choices.
What to do in an assessment
Trace a substance from exchange surface to cell or excretory route. For photosynthesis, distinguish light-dependent energy input from the rate-limiting factor shown by data.
In plain language
An organism depends on linked systems rather than isolated organs. A leaf makes sugar, transport moves materials, and control systems help keep the body functioning when conditions change.
Self-check
What is one way an ecosystem differs from a community?
Show the answer
A community is the populations of organisms in an area; an ecosystem includes those organisms and their physical environment.

Chemistry Paper 3: atoms, mixtures and chemical changesPartial supportCore
Scope: Core · Paper 3 Chemistry 1 (topics 1–4; §§2.1–2.4)
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Key concepts cover the atomic model, chemical formulae and quantitative reasoning. States of matter and mixtures include separation by filtration, crystallisation, distillation and chromatography.
Chemical changes involve atom rearrangement, conservation of mass and balanced equations. Acids, metals and electrolysis link observable evidence to particle and ion changes.
Extracting metals and equilibria connect reactivity, reduction and reversible change; use the source context to distinguish what can be inferred from a reaction.
What to do in an assessment
Write the formulae before balancing, and keep units through a calculation. Describe a separation sequence by property—particle size, solubility or boiling point—rather than naming methods without purpose.
In plain language
Mixture separation does not change the substances’ identities; a chemical reaction does. That distinction helps decide whether a physical method or a chemical equation belongs in an answer.
Self-check
Which method separates an insoluble solid from a liquid: filtration or distillation?
Show the answer
Filtration separates an insoluble solid from a liquid.

Chemistry Paper 4: rates, energy and chemistry in contextPartial supportCore
Scope: Core · Paper 4 Chemistry 2 (topics 1, 6–8; §§2.1, 2.6–2.8)
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
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What to know
Paper 4 combines key chemical concepts with its specified later topics: reaction rates and energy, named chemical groups and resources/environmental chemistry. Exact requirements are determined by the detailed source rows.
Rate evidence can be collected from gas volume, mass change or a timed endpoint. Temperature, concentration and surface area change collision conditions; catalysts alter the pathway.
Fuel, Earth-resource and environmental applications require weighing chemical usefulness against finite resources, emissions and waste.
What to do in an assessment
Identify which variable changed and what was measured; compare rate from the same endpoint or time interval. Use balanced equations and state any assumptions in a calculation.
In plain language
A reaction can be fast or slow because particles do not make product at every collision. More frequent successful collisions generally increase rate; evidence is strongest when other conditions were held constant.
Self-check
Why repeat a rate experiment after controlling temperature and concentration?
Show the answer
Repeats show whether the result is consistent and help identify anomalous measurements.

Physics Paper 5: motion, energy, waves and radiationPartial supportCore
Scope: Core · Paper 5 Physics 1 (topics 1–6; §§2.1–2.6)
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Key concepts include quantities, units and measurements; motion and forces use speed, velocity, acceleration and graph interpretation. Conservation of energy tracks stores and transfers.
Waves transfer energy and information. Frequency, wavelength, amplitude and period describe waves; electromagnetic waves have shared properties but differ in frequency and interactions.
Radioactivity concerns unstable nuclei and ionising emissions; evidence supports comparison of penetration, range and half-life.
What to do in an assessment
Write the correct equation before substitution, convert units and use graph gradient/area only where appropriate. In radiation questions distinguish exposure from radioactive contamination.
In plain language
A physics quantity must be paired with the right unit and equation. Speed and frequency are rates of different kinds, while wave speed combines frequency with wavelength.
Self-check
What does half-life measure?
Show the answer
The time for the activity or number of undecayed nuclei in a sample to decrease to half its value.

Physics Paper 6: electricity, fields, particles and forcesPartial supportCore
Scope: Core · Paper 6 Physics 2 (topics 1, 8–10, 12–15; §§2.1, 2.8–2.10, 2.12–2.15)
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Energy transfers and forces doing work connect applied force with displacement and energy-store change; forces affect motion and can deform materials.
Electric circuits use charge, current, potential difference, resistance and power. Magnetism and electromagnetic induction explain motors, generators and transformers.
The particle model describes matter and changes of state; practical measurements of density, thermal properties and forces use controlled methods and suitable apparatus.
What to do in an assessment
Draw a circuit with correct component symbols and meters; show a force diagram and units. For a practical, state independent/dependent/control variables and account for measurement uncertainty.
In plain language
Physics 2 combines field effects with observable circuit and material behaviour. To explain an outcome, identify the interaction, the measured quantity and how energy or charge is transferred.
Self-check
How is an ammeter connected to measure current through a component?
Show the answer
In series with the component.

Core practical: effect of pH on enzyme activityCore
Scope: Core · Biology 1.10
Open revision guidance
What to know
Mix enzyme and substrate at a selected pH with buffer, control temperature and measure product formation or substrate disappearance over a fixed interval. Repeat across pH values and use a measurable endpoint.
Keep enzyme/substrate concentration, volume, timing and temperature consistent; repeats help separate the pH pattern from random variation.
What to do in an assessment
Apply the practical task from the source.
Record the independent pH and dependent rate measure. Use appropriate units, compare repeats and explain any optimum or decrease through changes to the active site.
In plain language
pH can alter charges and bonding that maintain an enzyme’s active-site shape. The practical tests how the rate changes while other conditions are controlled.
Self-check
Why must temperature remain constant while pH changes?
Show the answer
Temperature also affects enzyme activity; holding it constant isolates pH as the factor under investigation.

Core practical: osmosis in potatoesCore
Scope: Core · Biology 1.16
Open revision guidance
What to know
Cut potato samples to similar size, record their initial mass, place in measured solutions for a fixed time, blot and record final mass. Calculate percentage gain or loss.
Osmosis causes water movement across partially permeable cell membranes; solution concentration can make tissue gain or lose mass. Repeat and keep size, time and temperature consistent.
What to do in an assessment
Apply the practical task from the source.
Plot concentration against percentage mass change and identify the concentration with near-zero change. State how blotting, sample dimensions and balance precision affect results.
In plain language
Potato cells gain water in a more dilute surrounding solution and lose water in a more concentrated one; the mass change is evidence of net water movement.
Self-check
What does zero percentage mass change suggest about the solution?
Show the answer
There was no net osmosis over the test period; the solution is approximately isotonic to the potato tissue.

Core practical: light intensity and photosynthesisCore
Scope: Core · Biology 6.5
Open revision guidance
What to know
Change light intensity around an aquatic plant and measure oxygen production as a rate, using a consistent time interval or gas collection method.
Control temperature, plant size/species, carbon dioxide availability and measurement timing. Repeats at each intensity improve confidence.
What to do in an assessment
Vary lamp/light intensity and measure oxygen production;
Record how intensity is changed and measure it consistently; keep a water heat shield or monitor temperature so lamp heating does not confound light intensity.
In plain language
Light provides energy for photosynthesis, but warming the sample can change the rate as well. Controlling temperature helps isolate the effect of light.
Self-check
Name one important variable to control when moving a lamp closer to pondweed.
Show the answer
Water temperature, because the lamp may heat the water as it is moved closer.

Core practical: rate of respiration in living organismsCore
Scope: Core · Biology 8.11
Open revision guidance
What to know
Measure respiration rate in living organisms using a suitable respirometry method, recording oxygen uptake or a related change over time. Include a control or comparison where appropriate.
Use a known organism mass/number, fixed timing and stable temperature. If the method absorbs carbon dioxide, interpret volume movement as net oxygen uptake rather than total gas change.
What to do in an assessment
Use a suitable respirometer method with living organisms;
Keep the apparatus sealed, allow it to equilibrate, measure movement over known time intervals and calculate rate. Handle living material ethically and return it safely.
In plain language
Respiration consumes oxygen and releases carbon dioxide. A respirometer can estimate oxygen uptake when carbon dioxide is accounted for; temperature and organism activity affect the rate.
Self-check
Why does a respirometer method need to account for carbon dioxide produced?
Show the answer
If carbon dioxide remains as gas, its volume can hide the decrease caused by oxygen uptake; the measured change would not represent oxygen use alone.

Core practical: ecology fieldwork and transectsCore
Scope: Core · Biology 9.5
Open revision guidance
What to know
Use quadrats and belt transects to investigate how organisms relate to environmental conditions. Sample abundance or percentage cover at measured locations along a gradient.
Choose a suitable sampling interval and repeat; record the environmental factor alongside species observations. Do not disturb organisms or their habitat unnecessarily.
What to do in an assessment
Use quadrats and belt transects to investigate habitat relationships;
Graph species distribution against distance or the measured factor, identify the pattern and discuss sample size, patchiness and identification uncertainty.
In plain language
A transect records how a community changes across an environmental gradient. Repeated quadrat samples make the conclusion more reliable than one observation.
Self-check
Why record the environmental condition at each quadrat location?
Show the answer
It allows distribution data to be compared with the factor that might influence the species pattern.

Core practical: separate ink with distillation and chromatographyCore
Scope: Core · Chemistry 2.11
Open revision guidance
What to know
Paper chromatography separates coloured components as solvent moves through paper; distillation separates a liquid from a mixture according to different boiling behaviour.
For chromatography, place ink on a pencil baseline above solvent, cover the chamber and mark the solvent front. A pure dye under the tested conditions tends to produce one spot.
What to do in an assessment
Separate coloured ink components with chromatography and solvent by simple distillation;
Draw the apparatus when asked, keep sample and solvent positions correct, measure spot/solvent distances and calculate Rf if required. Distill safely with appropriate cooling apparatus.
In plain language
The two methods exploit different properties: chromatography compares attraction to solvent and paper, while distillation uses volatility/boiling point to separate components.
Self-check
Why must the ink spot begin above the solvent level in chromatography?
Show the answer
Otherwise the ink dissolves directly into the solvent reservoir instead of separating as the solvent front travels up the paper.

Core practical: neutralisation and pH changeCore
Scope: Core · Chemistry 3.6
Open revision guidance
What to know
Add measured portions of powdered calcium hydroxide or calcium oxide to a fixed volume of dilute hydrochloric acid and record pH after each addition.
Keep acid volume/concentration and measurement method consistent; mix, allow pH to stabilise and repeat if possible. A graph shows how pH changes as solid is added.
What to do in an assessment
Add measured calcium hydroxide/oxide portions to fixed acid and record pH;
Use eye protection and avoid inhaling powder. Record the solid mass added, pH and any temperature change; explain neutralisation using acid and base particles.
In plain language
The basic calcium compound removes hydrogen ions from acidic solution. As more base reacts, acidity falls and measured pH rises; the trend depends on how much has reacted.
Self-check
Why should hydrochloric-acid volume remain fixed across comparisons?
Show the answer
So changes in pH can be related to the added calcium compound rather than a different starting amount of acid.

Core practical: copper sulfate electrolysisCore
Scope: Core · Chemistry 3.31
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What to know
Electrolyse copper sulfate solution using inert electrodes and copper electrodes, record visible changes and compare electrode mass/appearance when required.
At the cathode, copper ions gain electrons and form copper metal. With copper electrodes, copper can dissolve at the anode; with inert electrodes, a different anode product forms.
What to do in an assessment
Compare inert and copper electrodes during electrolysis of copper sulfate;
Use a low-voltage supply, identify electrode polarity and keep solution volume, voltage and time comparable. Do not touch electrodes while powered; describe observations before inferring reactions.
In plain language
The solution contains mobile copper ions. A negative cathode attracts them; electron gain turns them into copper atoms that coat the electrode.
Self-check
What happens to copper ions at the negative cathode?
Show the answer
They gain electrons and are deposited as copper metal.

Core practical: force, mass and accelerationCore
Scope: Core · Physics 2.19
Open revision guidance
What to know
Investigate force–mass–acceleration using trolleys: vary added mass to change acceleration for a known force, and vary force while controlling total moving mass where the method requires.
Use light gates or a suitable timer to determine acceleration. Keep the track condition and release method consistent, repeat readings and calculate resultant force.
What to do in an assessment
Vary force/mass using trolleys and determine acceleration;
Record total moving mass, force and acceleration with units. Plot acceleration against force or reciprocal mass to test the relation F = ma; identify friction as a source of error.
In plain language
At fixed mass, a larger resultant force produces a larger acceleration. At fixed force, adding mass makes acceleration smaller.
Self-check
For the same force, what happens to acceleration if trolley mass doubles?
Show the answer
It halves, because acceleration is inversely proportional to mass when force is fixed.

Core practical: choosing apparatus for wave measurementsCore
Scope: Core · Physics 4.17
Open revision guidance
What to know
Investigate suitable equipment to measure wave speed, frequency and wavelength in a fluid and a solid. Measure repeated cycles or distances rather than relying on a single timing.
Use v = fλ and select a detector, timer, ruler or signal source appropriate to the wave and scale. Compare precision, response time and how the wave is observed.
What to do in an assessment
Select equipment to measure wave speed, frequency and wavelength in a solid and fluid;
State how each quantity is measured and calculate speed with units. Explain why timing several cycles or measuring several wavelengths reduces percentage uncertainty.
In plain language
No single apparatus measures every wave feature. A ruler can measure wavelength, a timer or frequency sensor can count cycles, and a speed estimate combines the measurements.
Self-check
Why is measuring ten wave periods often better than measuring one?
Show the answer
The total time is longer, so stopwatch reaction-time error is a smaller fraction; divide by ten for a more reliable period.

Core practical: refraction in glass blocksCore
Scope: Core · Physics 5.9
Open revision guidance
What to know
Direct a narrow ray into a rectangular glass block, mark the incident and emergent paths, draw a normal at the boundary and measure the angles.
Repeat for several angles and use the ray path to observe bending on entry and exit. Keep the block position and ray alignment steady; avoid parallax when measuring.
What to do in an assessment
Trace rays through a rectangular glass block and measure refraction angles;
Label angle of incidence and refraction from the normal, not from the surface. Record a clear diagram and compare angle measurements to identify refraction.
In plain language
Light changes speed when it enters glass, so its path bends at the boundary. It bends back toward the original direction when it leaves the parallel-sided block.
Self-check
From which line is the angle of incidence measured?
Show the answer
From the normal to the surface at the point where the ray meets it.

Core practical: heating water and melting iceCore
Scope: Core · Physics 14.11
Open revision guidance
What to know
Measure water temperature while supplying energy to determine specific heat capacity, then obtain a temperature–time graph as ice melts.
Use a measured mass and known energy input where required; insulate, stir gently and place the thermometer consistently. A flat region during melting indicates energy transfer during a change of state.
What to do in an assessment
Measure water heating and record a temperature-time graph during ice melting;
Plot temperature against time with units, distinguish the warming slope from a melting plateau and identify energy lost to the surroundings as a limitation.
In plain language
During melting, energy separates particles from their fixed arrangement rather than immediately increasing their average kinetic energy, so temperature can stay nearly constant.
Self-check
Why can ice melt while the measured temperature remains nearly constant?
Show the answer
Energy is being used for the change of state rather than raising temperature during that interval.

Core practical: spring extension and work doneCore
Scope: Core · Physics 15.6
Open revision guidance
What to know
Add measured force to a spring and measure its extension; record the original length and calculate extension as final length minus original length.
Plot force against extension. In the proportional region, work done is the area under the force–extension graph; repeated readings improve the curve.
What to do in an assessment
Measure spring extension under force and relate graph area to work done;
Secure the spring, add loads gradually and avoid overstretching. Read a fixed pointer at eye level and identify the limit of proportionality.
In plain language
A stretched spring stores elastic energy. The area under the force–extension graph represents work done because the force changes as the spring extends.
Self-check
A spring length increases from 12 cm to 17 cm. What is its extension?
Show the answer
5 cm.

Mathematical skills for Combined SciencePartial supportCore
Scope: Core · Appendix 1 Mathematical skills
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Use numeric forms and unit conversions, ratios, percentages, rates and standard form. Substitute into and rearrange equations using consistent SI units.
Process data with means, graphs and proportional reasoning; use gradients or areas where the relevant content requires them. Select an appropriate number of significant figures.
Check that a result is a meaningful quantity with plausible magnitude and stated units; show enough working to make the method visible.
What to do in an assessment
Write the relationship, convert units first, substitute values and explain the calculation in the context. For a graph, give axis labels and choose scales that use the space clearly.
In plain language
A correct calculation starts with identifying what the symbols mean. If centimetres and metres are mixed, the arithmetic can look neat but the answer is wrong.
Self-check
Convert 250 cm to metres.
Show the answer
250 cm = 2.50 m.
Command words, apparatus and practical sciencePartial supportCore
Scope: Core · Appendices 2, 6 and 7
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
A command word sets the response: describe a pattern, explain it using science, calculate with working, or evaluate evidence with strengths and limitations.
Practical questions reward a method that controls variables, uses apparatus safely and records data with units. Reliability comes from repeated measurements; validity depends on measuring the quantity asked.
Pearson identifies 18 mandatory core practicals. They remain written-exam knowledge even though the Practical Science Statement concerns course practical completion.
What to do in an assessment
Match detail to the command word. Draw a labelled setup if it clarifies meters/apparatus, and evaluate one limitation with a specific remedy.
In plain language
Practical questions often assess what a learner knows about a method in a written paper. A clear variable plan and evidence-based evaluation are more useful than a generic “be careful.”
Self-check
What is the difference between reliability and validity?
Show the answer
Reliability is consistency across repeated measurements; validity is whether the method measures the intended quantity fairly.

Biology Topic 1: Key concepts in biologyPartial supportCore
Scope: Core · Biology Topic 1 – Key concepts in biology
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Cells and the organisation of living organisms underpin life processes. Explain how specialised structures enable functions at different levels.
What to do in an assessment
Content scope: Pearson Biology Topic 1 – Key concepts in biology.
Link biological structures to their functions and distinguish cell, tissue, organ and system.
In plain language
Living things are organised from cells to systems; each level depends on the structures below it.
Self-check
What is a tissue?
Show the answer
A group of similar cells working together.

Biology Topic 2: Cells and controlPartial supportCore
Scope: Core · Biology Topic 2 – Cells and control
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Cells divide for growth and repair; nerve cells and hormones coordinate responses to changes in the body. Relate cell structures to cell function.
What to do in an assessment
Content scope: Pearson Biology Topic 2 – Cells and control.
Describe the pathway from stimulus/receptor to coordinated response and include the roles of cell division and differentiation.
In plain language
Cells grow, specialise and work together to keep an organism alive.
Self-check
What carries a rapid electrical signal from a receptor to the central nervous system?
Show the answer
A sensory neurone.

Biology Topic 3: GeneticsPartial supportCore
Scope: Core · Biology Topic 3 – Genetics
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
DNA carries genetic information in genes; alleles can differ and influence inherited characteristics. Cell division passes genetic material into new cells or gametes.
What to do in an assessment
Content scope: Pearson Biology Topic 3 – Genetics.
Use allele notation in crosses, distinguish genotype from phenotype and explain how genetic information is inherited.
In plain language
Genes provide instructions that influence traits; environment can also affect how some traits develop.
Self-check
What is the difference between a gene and an allele?
Show the answer
A gene is a section of DNA; an allele is a version of that gene.

Biology Topic 4: Natural selection and genetic modificationPartial supportCore
Scope: Core · Biology Topic 4 – Natural selection and genetic modification
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Natural selection acts on inherited variation and changes populations over generations. Genetic modification changes genetic material to introduce a desired characteristic.
What to do in an assessment
Content scope: Pearson Biology Topic 4 – Natural selection and genetic modification.
Explain selection through variation and differential reproduction; weigh benefits, risks and evidence in genetic modification contexts.
In plain language
A population changes when inherited traits influence which organisms leave more offspring.
Self-check
Does an individual evolve by natural selection during its life?
Show the answer
No; inherited characteristics of populations change over generations.

Biology Topic 5: Health, disease and the development of medicinesPartial supportCore
Scope: Core · Biology Topic 5 – Health, disease and the development of medicines
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Communicable diseases are caused by pathogens and can spread; non-communicable diseases are not transmitted by pathogens. Medicines are developed through evidence-based testing.
What to do in an assessment
Content scope: Pearson Biology Topic 5 – Health, disease and the development of medicines.
Distinguish prevention, treatment and pathogen transmission; discuss risks and controls in clinical trials.
In plain language
A disease’s cause determines how it can be prevented or treated.
Self-check
Can antibiotics treat a viral disease?
Show the answer
No, antibiotics act against bacteria, not viruses.

Biology Topic 6: Plant structures and their functionsPartial supportCore
Scope: Core · Biology Topic 6 – Plant structures and their functions
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Leaves are adapted for photosynthesis and gas exchange. Roots absorb water/mineral ions; xylem and phloem transport materials through a plant.
What to do in an assessment
Content scope: Pearson Biology Topic 6 – Plant structures and their functions.
Link leaf features to light/gas exchange and distinguish water movement from sugar transport.
In plain language
Plants make sugars in leaves and move water and products to the parts where they are needed.
Self-check
Which tissue transports water from roots toward leaves?
Show the answer
Xylem.

Biology Topic 7: Animal coordination, control and homeostasisPartial supportCore
Scope: Core · Biology Topic 7 – Animal coordination, control and homeostasis
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Nervous and hormonal systems coordinate responses; homeostasis keeps internal conditions within limits. Hormones travel in blood to target tissues.
What to do in an assessment
Content scope: Pearson Biology Topic 7 – Animal coordination, control and homeostasis.
Trace a stimulus–response pathway and explain negative feedback as a response that counteracts a change.
In plain language
The body detects change and coordinates an action that restores a stable internal condition.
Self-check
What does homeostasis maintain?
Show the answer
A stable internal environment within suitable limits.

Biology Topic 8: Exchange and transport in animalsPartial supportCore
Scope: Core · Biology Topic 8 – Exchange and transport in animals
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Gas exchange in lungs and circulation supply oxygen to cells and remove carbon dioxide; the digestive system supplies soluble nutrients.
What to do in an assessment
Content scope: Pearson Biology Topic 8 – Exchange and transport in animals.
Link surface area, thin barriers and blood flow to exchange rates; separate breathing from cell respiration.
In plain language
The circulatory system links exchange surfaces to the body’s cells.
Self-check
What is the main role of red blood cells?
Show the answer
Transport oxygen.

Biology Topic 9: Ecosystems and material cyclesPartial supportCore
Scope: Core · Biology Topic 9 – Ecosystems and material cycles
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Organisms interact in food webs; populations depend on resources and environmental conditions. Materials cycle, while energy flows through ecosystems.
What to do in an assessment
Content scope: Pearson Biology Topic 9 – Ecosystems and material cycles.
Interpret a food web, evaluate sampling data and explain how human activity changes biodiversity or material cycles.
In plain language
Matter can be recycled between organisms and the environment, but energy is transferred and dissipated.
Self-check
Why are decomposers important in an ecosystem?
Show the answer
They break down dead material and return nutrients to the environment.

Chemistry Topic 1: Key concepts in chemistryPartial supportCore
Scope: Core · Chemistry Topic 1 – Key concepts in chemistry
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Atoms, elements, compounds and mixtures are distinct; chemical formulae and balanced equations represent composition and reactions. The periodic table organises elements.
What to do in an assessment
Content scope: Pearson Chemistry Topic 1 – Key concepts in chemistry.
Use formulae to count atoms, balance equations and infer properties from periodic position.
In plain language
Chemical equations track atoms as reactions rearrange them into new substances.
Self-check
What is conserved when a chemical equation is balanced?
Show the answer
The number of atoms of each element.

Chemistry Topic 2: States of matter and mixturesPartial supportCore
Scope: Core · Chemistry Topic 2 – States of matter and mixtures
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
The particle model explains solids, liquids and gases; mixtures can be separated using differences such as boiling point, solubility or movement through a stationary phase.
What to do in an assessment
Content scope: Pearson Chemistry Topic 2 – States of matter and mixtures.
Choose filtration, crystallisation, distillation or chromatography to suit the mixture and explain what property enables separation.
In plain language
Physical separation methods do not change the substances’ chemical identities.
Self-check
Which method separates insoluble solid from a liquid?
Show the answer
Filtration.

Chemistry Topic 3: Chemical changePartial supportCore
Scope: Core · Chemistry Topic 3 – Chemical change
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Chemical reactions include acid reactions, electrolysis and changes involving electron transfer. Reactivity helps predict products and displacement.
What to do in an assessment
Content scope: Pearson Chemistry Topic 3 – Chemical change.
Predict products from reactants, balance equations and connect observations (gas, colour, deposit) to evidence for reaction.
In plain language
Chemical change makes new substances by rearranging atoms and transferring electrons or ions in some reactions.
Self-check
What is the gas formed when acids react with metals?
Show the answer
Hydrogen.

Chemistry Topic 4: Extracting metals and equilibriaPartial supportCore
Scope: Core · Chemistry Topic 4 – Extracting metals and equilibria
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Metal extraction depends on reactivity and the method used; reversible reactions can reach dynamic equilibrium in a closed system.
What to do in an assessment
Content scope: Pearson Chemistry Topic 4 – Extracting metals and equilibria.
Use relative reactivity to choose extraction method and explain how concentration/temperature changes affect equilibrium position when that content is specified.
In plain language
A metal’s reactivity determines how difficult it is to separate from its ore.
Self-check
Why is carbon reduction unsuitable for metals more reactive than carbon?
Show the answer
Carbon cannot remove oxygen from their compounds effectively.

Chemistry Topic 6: Groups in the periodic tablePartial supportCore
Scope: Core · Chemistry Topic 6 – Groups in the periodic table
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Elements in a group share patterns in properties due to outer-electron structure. Group 1 metals and Group 7 halogens show predictable trends in reactivity.
What to do in an assessment
Content scope: Pearson Chemistry Topic 6 – Groups in the periodic table.
Compare observations down a group and use electron arrangement to explain trends.
In plain language
A group is a vertical column whose elements have related chemical behaviour.
Self-check
How does Group 1 reactivity change down the group?
Show the answer
It increases.

Chemistry Topic 7: Rates of reaction and energy changesPartial supportCore
Scope: Core · Chemistry Topic 7 – Rates of reaction and energy changes
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Reaction rate depends on collision frequency and activation energy; temperature, concentration, pressure, surface area and catalysts affect rate. Reactions can transfer energy to or from surroundings.
What to do in an assessment
Content scope: Pearson Chemistry Topic 7 – Rates of reaction and energy changes.
Explain rate with collision theory, interpret rate data and distinguish exothermic from endothermic temperature changes.
In plain language
The rate describes how quickly a reaction proceeds; energy change describes transfer during that reaction.
Self-check
What does a catalyst do to a reaction pathway?
Show the answer
Provides an alternative pathway with lower activation energy.

Chemistry Topic 8: Fuels and Earth sciencePartial supportCore
Scope: Core · Chemistry Topic 8 – Fuels and Earth science
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Crude oil is a finite mixture; fractional distillation separates hydrocarbon fractions and cracking makes smaller molecules. Earth’s atmosphere and resources change through natural and human processes.
What to do in an assessment
Content scope: Pearson Chemistry Topic 8 – Fuels and Earth science.
Balance combustion equations, compare fuel impacts and use evidence to distinguish atmospheric processes.
In plain language
Hydrocarbons provide useful fuels and feedstock but burning them affects the atmosphere.
Self-check
What does fractional distillation separate crude oil into?
Show the answer
Fractions with different boiling ranges.

Physics Topic 1: Key concepts of physicsPartial supportCore
Scope: Core · Physics Topic 1 – Key concepts of physics
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Measurements, equations and models describe physical quantities. Energy is conserved; forces, waves and electrical effects explain interactions.
What to do in an assessment
Content scope: Pearson Physics Topic 1 – Key concepts of physics.
Use equations with units, translate between measurements and model predictions, and check whether a result is plausible.
In plain language
Physics uses measurable quantities and models to describe how systems change.
Self-check
What should accompany a numerical answer in a physical calculation?
Show the answer
An appropriate unit.

Physics Topic 2: Motion and forcesPartial supportCore
Scope: Core · Physics Topic 2 – Motion and forces
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Speed, velocity and acceleration describe motion; resultant force changes velocity. Newton’s laws connect force, mass and acceleration.
What to do in an assessment
Content scope: Pearson Physics Topic 2 – Motion and forces.
Use motion graphs and F = ma, preserving direction when velocity is a vector.
In plain language
Forces change motion when the resultant force is not zero.
Self-check
What is acceleration?
Show the answer
Change in velocity per unit time.

Physics Topic 3: Conservation of energyPartial supportCore
Scope: Core · Physics Topic 3 – Conservation of energy
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Energy transfers between stores by heating, radiation, electrical or mechanical work; total energy is conserved while some is dissipated.
What to do in an assessment
Content scope: Pearson Physics Topic 3 – Conservation of energy.
Draw transfer pathways, calculate efficiency and distinguish energy transferred from energy stored.
In plain language
Energy does not vanish; it spreads into stores that may be less useful.
Self-check
What does low efficiency mean?
Show the answer
A smaller proportion of input energy is transferred usefully.

Physics Topic 4: WavesPartial supportCore
Scope: Core · Physics Topic 4 – Waves
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Waves transfer energy and have frequency, wavelength and amplitude. Wave speed is related by v = fλ; different waves interact with matter in characteristic ways.
What to do in an assessment
Content scope: Pearson Physics Topic 4 – Waves.
Read wave diagrams, use the equation with SI units and distinguish transverse from longitudinal motion.
In plain language
The wave travels and transfers energy even though particles of a medium do not travel with it overall.
Self-check
Which equation links speed, frequency and wavelength?
Show the answer
v = fλ.

Physics Topic 5: Light and the electromagnetic spectrumPartial supportCore
Scope: Core · Physics Topic 5 – Light and the electromagnetic spectrum
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Electromagnetic waves form a spectrum and all travel at the same speed in a vacuum; different wavelengths have different interactions and uses.
What to do in an assessment
Content scope: Pearson Physics Topic 5 – Light and the electromagnetic spectrum.
Order regions by wavelength/frequency and explain reflection, refraction or absorption in context.
In plain language
Radio waves, visible light and X-rays are all electromagnetic waves but interact with matter differently.
Self-check
Which has the shorter wavelength, ultraviolet or infrared?
Show the answer
Ultraviolet.

Physics Topic 6: RadioactivityPartial supportCore
Scope: Core · Physics Topic 6 – Radioactivity
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Unstable nuclei emit ionising radiation; alpha, beta and gamma differ in charge, ionisation and penetration. Half-life describes statistical decay.
What to do in an assessment
Content scope: Pearson Physics Topic 6 – Radioactivity.
Compare sources and hazards, use half-life calculations and distinguish contamination from irradiation.
In plain language
Radioactive decay is random for an individual nucleus but predictable for large samples.
Self-check
Which is the most ionising of alpha, beta and gamma?
Show the answer
Alpha.

Physics Topic 8: Energy – forces doing workPartial supportCore
Scope: Core · Physics Topic 8 – Energy – forces doing work
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Work is energy transferred when a force moves an object through a distance. Kinetic and gravitational stores change as objects move.
What to do in an assessment
Content scope: Pearson Physics Topic 8 – Energy – forces doing work.
Use work = force × distance in the direction of force, and relate the transfer to energy stores.
In plain language
A force can transfer energy when it causes displacement.
Self-check
What happens to an object’s kinetic energy if its speed increases?
Show the answer
It increases.

Physics Topic 9: Forces and their effectsPartial supportCore
Scope: Core · Physics Topic 9 – Forces and their effects
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Forces can change speed, direction or shape; Hooke’s law applies only within the proportional region of a spring. Pressure and moments describe effects of forces in particular contexts.
What to do in an assessment
Content scope: Pearson Physics Topic 9 – Forces and their effects.
Draw force diagrams, calculate resultant force and distinguish extension from total length.
In plain language
The effect of a force depends on its size, direction and where/how it acts.
Self-check
What is extension?
Show the answer
Stretched length minus original length.

Physics Topic 10: Electricity and circuitsPartial supportCore
Scope: Core · Physics Topic 10 – Electricity and circuits
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Current, potential difference and resistance are related; circuit arrangement controls how charge and voltage are shared. Electrical power and safety are important in domestic systems.
What to do in an assessment
Content scope: Pearson Physics Topic 10 – Electricity and circuits.
Build and interpret circuit diagrams, apply V = IR and identify meter connections.
In plain language
An electrical circuit provides a closed path for charge; components change the energy transferred.
Self-check
How is an ammeter connected?
Show the answer
In series.

Physics Topic 12: Magnetism and the motor effectPartial supportCore
Scope: Core · Physics Topic 12 – Magnetism and the motor effect
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Magnets produce fields; a current-carrying wire in a magnetic field can experience a force. The motor effect transfers electrical energy into motion.
What to do in an assessment
Content scope: Pearson Physics Topic 12 – Magnetism and the motor effect.
Use field diagrams and current direction to predict force direction where required; distinguish field strength from force.
In plain language
A motor effect occurs where current and magnetic fields interact.
Self-check
What must be present for a current-carrying wire to experience the motor effect?
Show the answer
A magnetic field.

Physics Topic 13: Electromagnetic inductionPartial supportCore
Scope: Core · Physics Topic 13 – Electromagnetic induction
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Changing magnetic field through a conductor can induce a potential difference; a closed circuit permits induced current. Generators use electromagnetic induction.
What to do in an assessment
Content scope: Pearson Physics Topic 13 – Electromagnetic induction.
Explain how relative motion/field change affects induction and trace energy transfers in a generator.
In plain language
Induced voltage appears when the magnetic situation changes, not simply because a conductor is near a magnet.
Self-check
What change is needed to induce a potential difference?
Show the answer
A change in magnetic field through the conductor/coil.

Physics Topic 14: Particle modelPartial supportCore
Scope: Core · Physics Topic 14 – Particle model
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
The particle model explains density, internal energy, gas pressure and changes of state. Temperature relates to average particle kinetic energy.
What to do in an assessment
Content scope: Pearson Physics Topic 14 – Particle model.
Calculate density and use particle motion/arrangement to explain pressure and state changes.
In plain language
Heating can change particle motion or overcome forces between particles, depending on the process.
Self-check
What is density calculated from?
Show the answer
Mass divided by volume.

Physics Topic 15: Forces and matterPartial supportCore
Scope: Core · Physics Topic 15 – Forces and matter
This explanation covers part of the source requirement only. Its tick is separate and does not count as a fully revised requirement.
Open revision guidance
What to know
Materials deform under forces; spring extension and work can be measured. Specific heat capacity and temperature-time data describe thermal energy changes.
What to do in an assessment
Content scope: Pearson Physics Topic 15 – Forces and matter.
Use force–extension graphs and energy equations with correct units; account for uncertainty in practical measurements.
In plain language
A material’s response to force or heating can be measured and compared quantitatively.
Self-check
What does the area under a force–extension graph represent?
Show the answer
Work done on the spring.

Earlier topic checklist

These earlier topic ticks are separate from the reviewed points above and do not count towards that progress.

Combined Science topic list

This is a topic overview, not a complete specification checklist. Check the official course for all assessed content, options and your exam year.

The exact course specification for this overview has not been confirmed. Check the qualification code and any A/B pathway with your school before using this list.

Tick each item off as you revise. Ticks are saved on this device only.

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.

Foundation tier topics

Higher tier topics

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Revision points, with the explanation beside them

Qualification tier (all six papers)

What to know

What to do in an assessment

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