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Edexcel GCSE 1PH0 Physics: spec coverage

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SpecStatementLesson
1.1Recall and use the SI unit for physical quantities, as listed in Appendix 3PH01-01 Units, prefixes and standard form in physics Watch
1.2Recall and use multiples and sub-multiples of units, including giga (G), mega (M), kilo (k), centi (c), milli (m), micro (μ) and nano (n)PH01-01 Units, prefixes and standard form in physics Watch
1.3Be able to convert between different units, including hours to secondsPH01-01 Units, prefixes and standard form in physics Watch
1.4Use significant figures and standard form where appropriatePH01-01 Units, prefixes and standard form in physics Watch
2.1Explain that a scalar quantity has magnitude (size) but no specific directionPH01-02 Scalars and vectors WatchPH01-03 Distance and displacement WatchPH01-05 Velocity Coming soon
2.2Explain that a vector quantity has both magnitude (size) and a specific directionPH01-02 Scalars and vectors WatchPH01-03 Distance and displacement WatchPH01-05 Velocity Coming soon
2.3Explain the difference between vector and scalar quantitiesPH01-02 Scalars and vectors WatchPH01-03 Distance and displacement WatchPH01-05 Velocity Coming soon
2.4Recall vector and scalar quantities, including: a displacement/distance b velocity/speed c acceleration d force e weight/mass f momentum g energyPH01-02 Scalars and vectors WatchPH01-03 Distance and displacement WatchPH01-05 Velocity Coming soon
2.5Recall that velocity is speed in a stated directionPH01-02 Scalars and vectors WatchPH01-03 Distance and displacement WatchPH01-05 Velocity Coming soon
2.6Recall and use the equations: a (average) speed (metre per second, m/s) = distance (metre, m) ÷ time (s) b distance travelled (metre, m) = average speed (metre per second, m/s) × time (s)PH01-04 Speed, typical speeds and s = vt Watch
2.7Analyse distance/time graphs including determination of speed from the gradientPH02-01 Distance-time graphs Coming soon
2.8Recall and use the equation: acceleration (metre per second squared, m/s2) = change in velocity (metre per second, m/s) ÷ time taken (second, s)PH02-03 Acceleration and velocity-time graphs Coming soon
2.9Use the equation: (final velocity)2 ((metre/second)2, (m/s)2) – (initial velocity)2 ((metre/second)2, (m/s)2) = 2 × acceleration (metre per second squared, m/s2) × distance (metre, m)PH02-05 The uniform acceleration equation: v^2 - u^2 = 2as Coming soon
2.10Analyse velocity/time graphs to: a compare acceleration from gradients qualitatively b calculate the acceleration from the gradient (for uniform acceleration only) c determine the distance travelled using the area between the graph line and the time axis (for uniform acceleration only)PH02-03 Acceleration and velocity-time graphs Coming soonPH02-04 Distance from the area under a velocity-time graph Coming soon
2.11Describe a range of laboratory methods for determining the speeds of objects such as the use of light gatesPH01-06 Measuring speed in the laboratory Coming soon
2.12Recall some typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systemsPH01-04 Speed, typical speeds and s = vt Watch
2.13Recall that the acceleration, g, in free fall is 10 m/s2 and be able to estimate the magnitudes of everyday accelerationsPH01-04 Speed, typical speeds and s = vt Watch
2.14Recall Newton’s first law and use it in the following situations: a where the resultant force on a body is zero, i.e. the body is moving at a constant velocity or is at rest b where the resultant force is not zero, i.e. the speed and/or direction of the body change(s)PH04-01 Newton's First Law Coming soon
2.15Recall and use Newton’s second law as: force (newton, N) = mass (kilogram, kg) × acceleration (metre per second squared, m/s2)PH04-02 Newton's Second Law: F = ma Coming soon
2.16Define weight, recall and use the equation: weight (newton, N) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg)PH03-02 Weight, mass and gravitational field strength Coming soon
2.17Describe how weight is measuredPH03-02 Weight, mass and gravitational field strength Coming soon
2.18Describe the relationship between the weight of a body and the gravitational field strengthPH03-02 Weight, mass and gravitational field strength Coming soon
2.19Core Practical: Investigate the relationship between force, mass and acceleration by varying the masses added to trolleysPH24-05 Practical: acceleration, force and mass Coming soon
2.20Explain that an object moving in a circular orbit at constant speed has a changing velocity (qualitative only)PH04-06 Circular motion: constant speed, changing velocity (Higher) Coming soon
2.21Explain that for motion in a circle there must be a resultant force known as a centripetal force that acts towards the centre of the circlePH04-06 Circular motion: constant speed, changing velocity (Higher) Coming soon
2.22Explain that inertial mass is a measure of how difficult it is to change the velocity of an object (including from rest) and know that it is defined as the ratio of force over accelerationPH04-03 Inertia and inertial mass (Higher) Coming soon
2.23Recall and apply Newton’s third law both to equilibrium situations and to collision interactions and relate it to the conservation of momentum in collisionsPH04-04 Newton's Third Law Coming soonPH07-06 Conservation of momentum (Higher) Coming soon
2.24Define momentum, recall and use the equation: momentum (kilogram metre per second, kg m/s) = mass (kilogram, kg) × velocity (metre per second, m/s)PH07-05 Momentum and p = mv (Higher) Coming soonPH07-06 Conservation of momentum (Higher) Coming soon
2.25Describe examples of momentum in collisionsPH07-05 Momentum and p = mv (Higher) Coming soonPH07-06 Conservation of momentum (Higher) Coming soon
2.26Use Newton’s second law as: force (newton, N) = change in momentum (kilogram metre per second, kg m/s) ÷ time (second, s)PH07-07 Force as the rate of change of momentum, and impact forces Coming soon
2.27Explain methods of measuring human reaction times and recall typical resultsPH07-01 Reaction time and thinking distance Coming soon
2.28Recall that the stopping distance of a vehicle is made up of the sum of the thinking distance and the braking distancePH07-02 Stopping distance Coming soon
2.29Explain that the stopping distance of a vehicle is affected by a range of factors including: a the mass of the vehicle b the speed of the vehicle c the driver’s reaction time d the state of the vehicle’s brakes e the state of the road f the amount of friction between the tyre and the road surfacePH07-02 Stopping distance Coming soon
2.30Describe the factors affecting a driver’s reaction time including drugs and distractionsPH07-01 Reaction time and thinking distance Coming soon
2.31Explain the dangers caused by large decelerations and estimate the forces involved in typical situations on a public roadPH07-03 Braking, energy and large decelerations Coming soonPH07-04 Estimating the forces in a road-vehicle deceleration (Higher) Coming soon
2.32PEstimate how the distance required for a road vehicle to stop in an emergency varies over a range of typical speedsPH07-08 Estimating how stopping distance grows with speed (triple) Coming soon
2.33PCarry out calculations on work done to show the dependence of braking distance for a vehicle on initial velocity squared (work done to bring a vehicle to rest equals its initial kinetic energy)PH07-08 Estimating how stopping distance grows with speed (triple) Coming soon
3.1Recall and use the equation to calculate the change in gravitational PE when an object is raised above the ground: change in gravitational potential energy (joule, J) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) × change in vertical height (metre, m) GPE ∆PH05-06 Gravitational potential energy Coming soon
3.2Recall and use the equation to calculate the amounts of energy associated with a moving object: kinetic energy (joule, J) = × mass (kilogram, kg) × (speed)2 ((metre/second)2, (m/s)2)PH05-05 Kinetic energy Coming soon
3.3Draw and interpret diagrams to represent energy transfersPH05-02 Energy transfer diagrams and the common scale Coming soon
3.4Explain what is meant by conservation of energyPH06-01 Conservation of energy and dissipation Coming soon
3.5Analyse the changes involved in the way energy is stored when a system changes, including: a an object projected upwards or up a slope b a moving object hitting an obstacle c an object being accelerated by a constant force d a vehicle slowing down e bringing water to a boil in an electric kettlePH05-01 Energy stores and the three ways a system's energy changes Coming soon
3.6Explain that where there are energy transfers in a closed system there is no net change to the total energy in that systemPH06-01 Conservation of energy and dissipation Coming soon
3.7Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundingsPH06-01 Conservation of energy and dissipation Coming soon
3.8Explain, using examples, how in all system changes energy is dissipated so that it is stored in less useful waysPH06-01 Conservation of energy and dissipation Coming soon
3.9Explain ways of reducing unwanted energy transfer including through lubrication, thermal insulationPH06-02 Reducing unwanted energy transfers Coming soon
3.10Describe the effects of the thickness and thermal conductivity of the walls of a building on its rate of cooling qualitativelyPH06-02 Reducing unwanted energy transfers Coming soon
3.11Recall and use the equation: device the plied sup energy total device the transferre energy useful efficiency =PH06-03 Efficiency Coming soon
3.12Explain how efficiency can be increasedPH06-04 Increasing efficiency (Higher) Coming soon
3.13Describe the main energy sources available for use on Earth (including fossil fuels, nuclear fuel, bio-fuel, wind, hydro- electricity, the tides and the Sun), and compare the ways in which both renewable and non-renewable sources are usedPH06-05 Energy resources and how we use them Coming soonPH06-06 Reliability, environmental impact and the move away from fossil fuels Coming soon
3.14Explain patterns and trends in the use of energy resourcesPH06-05 Energy resources and how we use them Coming soonPH06-06 Reliability, environmental impact and the move away from fossil fuels Coming soon
4.1Recall that waves transfer energy and information without transferring matterPH15-01 What a wave does: energy without matter Coming soon
4.2Describe evidence that with water and sound waves it is the wave and not the water or air itself that travelsPH15-01 What a wave does: energy without matter Coming soon
4.3Define and use the terms frequency and wavelength as applied to wavesPH15-03 Amplitude, wavelength, frequency and period Coming soon
4.4Use the terms amplitude, period, wave velocity and wavefront as applied to wavesPH15-03 Amplitude, wavelength, frequency and period Coming soon
4.5Describe the difference between longitudinal and transverse waves by referring to sound, electromagnetic, seismic and water wavesPH15-02 Transverse and longitudinal waves Coming soon
4.6Recall and use both the equations below for all waves: wave speed (metre/second, m/s) = frequency (hertz, Hz) × wavelength (metre, m) wave speed (metre/second, m/s) = distance (metre, m) ÷ time (second, s)PH15-04 The wave equation Coming soon
4.7Describe how to measure the velocity of sound in air and ripples on water surfacesPH15-05 Measuring the speed of a wave Coming soon
4.8PCalculate depth or distance from time and wave velocityPH16-03 Ultrasound, infrasound and echo sounding (triple, Higher) Coming soonPH16-04 Seismic waves and the Earth's structure (triple, Higher) Coming soon
4.9PDescribe the effects of a reflection b refraction c transmission d absorption of waves at material interfacesPH18-03 Reflection, transmission and absorption at a boundary (triple) Coming soon
4.10Explain how waves will be refracted at a boundary in terms of the change of direction and speedPH18-01 Refraction at a boundary Coming soon
4.11Recall that different substances may absorb, transmit, refract or reflect waves in ways that vary with wavelengthPH18-02 How different substances treat different wavelengths (Higher) Coming soon
4.12PDescribe the processes which convert wave disturbances between sound waves and vibrations in solids, and a explain why such processes only work over a limited frequency range b use this to explain the way the human ear worksPH16-02 Sound, the ear and the limits of human hearing (triple, Higher) Coming soon
4.13PRecall that sound with frequencies greater than 20 000 hertz, Hz, is known as ultrasoundPH16-03 Ultrasound, infrasound and echo sounding (triple, Higher) Coming soonPH16-04 Seismic waves and the Earth's structure (triple, Higher) Coming soon
4.14PRecall that sound with frequencies less than 20 hertz, Hz, is known as infrasoundPH16-03 Ultrasound, infrasound and echo sounding (triple, Higher) Coming soonPH16-04 Seismic waves and the Earth's structure (triple, Higher) Coming soon
4.15PExplain uses of ultrasound and infrasound, including a sonar b foetal scanning c exploration of the Earth’s corePH16-03 Ultrasound, infrasound and echo sounding (triple, Higher) Coming soonPH16-04 Seismic waves and the Earth's structure (triple, Higher) Coming soon
4.16PDescribe how changes, if any, in velocity, frequency and wavelength, in the transmission of sound waves from one medium to another are inter-relatedPH16-01 Sound crossing from one medium to another (triple) Coming soon
4.17Core Practical: Investigate the suitability of equipment to measure the speed, frequency and wavelength of a wave in a solid and a fluidPH24-08 Practical: waves in a ripple tank and in a solid Coming soon
5.1PExplain, with the aid of ray diagrams, reflection, refraction and total internal reflection (TIR), including the law of reflection and critical anglePH18-04 Total internal reflection and the critical angle (triple) Coming soon
5.2PExplain the difference between specular and diffuse reflectionPH18-06 Colour, filters, and specular versus diffuse reflection (triple) Coming soon
5.3PExplain how colour of light is related to a differential absorption at surfaces b transmission of light through filtersPH18-06 Colour, filters, and specular versus diffuse reflection (triple) Coming soon
5.4PRelate the power of a lens to its focal length and shapePH18-05 Lenses and ray diagrams (triple) Coming soon
5.5PUse ray diagrams to show the similarities and differences in the refraction of light by converging and diverging lensesPH18-05 Lenses and ray diagrams (triple) Coming soon
5.6PExplain the effects of different types of lens in producing real and virtual imagesPH18-05 Lenses and ray diagrams (triple) Coming soon
5.7Recall that all electromagnetic waves are transverse, that they travel at the same speed in a vacuumPH17-01 The electromagnetic spectrum Coming soon
5.8Explain, with examples, that all electromagnetic waves transfer energy from source to observerPH17-01 The electromagnetic spectrum Coming soon
5.9Core Practical: Investigate refraction in rectangular glass blocks in terms of the interaction of electromagnetic waves with matterPH24-09 Practical: reflection and refraction of light Coming soon
5.10Recall the main groupings of the continuous electromagnetic spectrum including (in order) radio waves, microwaves, infrared, visible (including the colours of the visible spectrum), ultraviolet, x-rays and gamma raysPH17-01 The electromagnetic spectrum Coming soon
5.11Describe the electromagnetic spectrum as continuous from radio waves to gamma rays and that the radiations within it can be grouped in order of decreasing wavelength and increasing frequencyPH17-01 The electromagnetic spectrum Coming soon
5.12Recall that our eyes can only detect a limited range of frequencies of electromagnetic radiationPH17-01 The electromagnetic spectrum Coming soon
5.13Recall that different substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary with wavelengthPH18-02 How different substances treat different wavelengths (Higher) Coming soon
5.14Explain the effects of differences in the velocities of electromagnetic waves in different substancesPH18-02 How different substances treat different wavelengths (Higher) Coming soon
5.15PExplain that all bodies emit radiation, that the intensity and wavelength distribution of any emission depends on their temperaturePH17-05 Infrared emission and absorption, and black-body radiation (triple) Coming soon
5.16PExplain that for a body to be at a constant temperature it needs to radiate the same average power that it absorbsPH17-06 Radiation balance and the temperature of the Earth (triple, Higher) Coming soon
5.17PExplain what happens to a body if the average power it radiates is less or more than the average power that it absorbsPH17-06 Radiation balance and the temperature of the Earth (triple, Higher) Coming soon
5.18PExplain how the temperature of the Earth is affected by factors controlling the balance between incoming radiation and radiation emittedPH17-06 Radiation balance and the temperature of the Earth (triple, Higher) Coming soon
5.19PCore Practical: Investigate how the nature of a surface affects the amount of thermal energy radiated or absorbedPH24-10 Practical: infrared emission and absorption Coming soon
5.20Recall that the potential danger associated with an electromagnetic wave increases with increasing frequencyPH17-03 The hazards of electromagnetic radiation Coming soon
5.21Describe the harmful effects on people of excessive exposure to electromagnetic radiation, including: a microwaves: internal heating of body cells b infrared: skin burns c ultraviolet: damage to surface cells and eyes, leading to skin cancer and eye conditions d x-rays and gamma rays: mutation or damage to cells in the bodyPH17-03 The hazards of electromagnetic radiation Coming soon
5.22Describe some uses of electromagnetic radiation a radio waves: including broadcasting, communications and satellite transmissions b microwaves: including cooking, communications and satellite transmissions c infrared: including cooking, thermal imaging, short range communications, optical fibres, television remote controls and security systems d visible light: including vision, photography and illumination e ultraviolet: including security marking, fluorescent lamps, detecting forged bank notes and disinfecting water f x-rays: including observing the internal structure of objects, airport security scanners and medical x-rays g gamma rays: including sterilising food and medical equipment, and the detection of cancer and its treatmentPH17-02 Uses of each part of the electromagnetic spectrum Coming soon
5.23Recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuitsPH17-04 Radio waves and electrical oscillations (Higher) Coming soon
5.24Recall that changes in atoms and nuclei can a generate radiations over a wide frequency range b be caused by absorption of a range of radiationsPH19-05 Radiation from atoms and nuclei Coming soon
6.1Describe an atom as a positively charged nucleus, consisting of protons and neutrons, surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with almost all of the mass in the nucleusPH19-01 The structure and size of an atom Coming soon
6.2Recall the typical size (order of magnitude) of atoms and small moleculesPH19-01 The structure and size of an atom Coming soon
6.3Describe the structure of nuclei of isotopes using the terms atomic (proton) number and mass (nucleon) number and using symbols in the format using symbols in the formatPH19-03 Atomic number, mass number and isotopes Coming soon
6.4Recall that the nucleus of each element has a characteristic positive charge, but that isotopes of an element differ in mass by having different numbers of neutronsPH19-03 Atomic number, mass number and isotopes Coming soon
6.5Recall the relative masses and relative electric charges of protons, neutrons, electrons and positronsPH19-02 Protons, neutrons and electrons Coming soon
6.6Recall that in an atom the number of protons equals the number of electrons and is therefore neutralPH19-02 Protons, neutrons and electrons Coming soon
6.7Recall that in each atom its electrons orbit the nucleus at different set distances from the nucleusPH19-04 Electron energy levels and ions Coming soon
6.8Explain that electrons change orbit when there is absorption or emission of electromagnetic radiationPH19-04 Electron energy levels and ions Coming soon
6.9Explain how atoms may form positive ions by losing outer electronsPH19-04 Electron energy levels and ions Coming soon
6.10Recall that alpha, β– (beta minus), β+ (positron), gamma rays and neutron radiation are emitted from unstable nuclei in a random processPH20-02 Alpha, beta, gamma and neutron radiation compared Coming soon
6.11Recall that alpha, β– (beta minus), β+ (positron) and gamma rays are ionising radiationsPH20-02 Alpha, beta, gamma and neutron radiation compared Coming soon
6.12Explain what is meant by background radiationPH21-01 Background radiation Coming soon
6.13Describe the origins of background radiation from Earth and spacePH21-01 Background radiation Coming soon
6.14Describe methods for measuring and detecting radioactivity limited to photographic film and a Geiger–Müller tubePH20-03 Detecting radioactivity Coming soon
6.15Recall that an alpha particle is equivalent to a helium nucleus, a beta particle is an electron emitted from the nucleus and a gamma ray is electromagnetic radiationPH20-02 Alpha, beta, gamma and neutron radiation compared Coming soon
6.16Compare alpha, beta and gamma radiations in terms of their abilities to penetrate and ionisePH20-02 Alpha, beta, gamma and neutron radiation compared Coming soon
6.17Describe how and why the atomic model has changed over time including reference to the plum pudding model and Rutherford alpha particle scattering leading to the Bohr modelPH19-06 How the model of the atom changed Coming soon
6.18Describe the process of β– decay (a neutron becomes a proton plus an electron)PH20-04 Nuclear equations for alpha and beta decay Coming soon
6.19Describe the process of β+ decay (a proton becomes a neutron plus a positron)PH20-04 Nuclear equations for alpha and beta decay Coming soon
6.20Explain the effects on the atomic (proton) number and mass (nucleon) number of radioactive decays (α, β, γ and neutron emission)PH20-04 Nuclear equations for alpha and beta decay Coming soon
6.21Recall that nuclei that have undergone radioactive decay often undergo nuclear rearrangement with a loss of energy as gamma radiationPH20-04 Nuclear equations for alpha and beta decay Coming soon
6.22Use given data to balance nuclear equations in terms of mass and chargePH20-04 Nuclear equations for alpha and beta decay Coming soon
6.23Describe how the activity of a radioactive source decreases over a period of timePH20-01 Radioactive decay is random: activity and count-rate Coming soonPH20-05 Half-life Coming soonPH20-06 Net decline after a number of half-lives Coming soon
6.24Recall that the unit of activity of a radioactive isotope is the Becquerel, BqPH20-01 Radioactive decay is random: activity and count-rate Coming soonPH20-05 Half-life Coming soonPH20-06 Net decline after a number of half-lives Coming soon
6.25Explain that the half-life of a radioactive isotope is the time taken for half the undecayed nuclei to decay or the activity of a source to decay by halfPH20-01 Radioactive decay is random: activity and count-rate Coming soonPH20-05 Half-life Coming soonPH20-06 Net decline after a number of half-lives Coming soon
6.26Explain that it cannot be predicted when a particular nucleus will decay but half-life enables the activity of a very large number of nuclei to be predicted during the decay processPH20-01 Radioactive decay is random: activity and count-rate Coming soonPH20-05 Half-life Coming soonPH20-06 Net decline after a number of half-lives Coming soon
6.27Use the concept of half-life to carry out simple calculations on the decay of a radioactive isotope, including graphical representationsPH20-01 Radioactive decay is random: activity and count-rate Coming soonPH20-05 Half-life Coming soonPH20-06 Net decline after a number of half-lives Coming soon
6.28PDescribe uses of radioactivity, including: a household fire (smoke) alarms b irradiating food c sterilisation of equipment d tracing and gauging thicknesses e diagnosis and treatment of cancerPH21-05 Uses of radioactivity in medicine and industry (triple) Coming soon
6.29Describe the dangers of ionising radiation in terms of tissue damage and possible mutations and relate this to the precautions neededPH21-03 The dangers of ionising radiation and the precautions taken Coming soon
6.30PExplain how the dangers of ionising radiation depend on half- life and relate this to the precautions neededPH21-04 Why the hazard of a source depends on its half-life (triple) Coming soon
6.31Explain the precautions taken to ensure the safety of people exposed to radiation, including limiting the dose for patients and the risks to medical personnelPH21-03 The dangers of ionising radiation and the precautions taken Coming soon
6.32Describe the differences between contamination and irradiation effects and compare the hazards associated with these twoPH21-02 Contamination and irradiation Coming soon
6.33PCompare and contrast the treatment of tumours using radiation applied internally or externallyPH21-05 Uses of radioactivity in medicine and industry (triple) Coming soon
6.34PExplain some of the uses of radioactive substances in diagnosis of medical conditions, including PET scanners and tracersPH21-05 Uses of radioactivity in medicine and industry (triple) Coming soon
6.35PExplain why isotopes used in PET scanners have to be produced nearbyPH21-05 Uses of radioactivity in medicine and industry (triple) Coming soon
6.36PEvaluate the advantages and disadvantages of nuclear power for generating electricity, including the lack of carbon dioxide emissions, risks, public perception, waste disposal and safety issuesPH21-08 Nuclear power: the arguments for and against (triple) Coming soon
6.37PRecall that nuclear reactions, including fission, fusion and radioactive decay, can be a source of energyPH21-06 Nuclear fission and the chain reaction (triple) Coming soon
6.38PExplain how the fission of U-235 produces two daughter nuclei and the emission of two or more neutrons, accompanied by a release of energyPH21-06 Nuclear fission and the chain reaction (triple) Coming soon
6.39PExplain the principle of a controlled nuclear chain reactionPH21-06 Nuclear fission and the chain reaction (triple) Coming soon
6.40PExplain how the chain reaction is controlled in a nuclear reactor, including the action of moderators and control rodsPH21-06 Nuclear fission and the chain reaction (triple) Coming soon
6.41PDescribe how thermal (heat) energy from the chain reaction is used in the generation of electricity in a nuclear power stationPH21-06 Nuclear fission and the chain reaction (triple) Coming soon
6.42PRecall that the products of nuclear fission are radioactivePH21-06 Nuclear fission and the chain reaction (triple) Coming soon
6.43PDescribe nuclear fusion as the creation of larger nuclei resulting in a loss of mass from smaller nuclei, accompanied by a release of energy, and recognise fusion as the energy source for starsPH21-07 Nuclear fusion (triple) Coming soon
6.44PExplain the difference between nuclear fusion and nuclear fissionPH21-07 Nuclear fusion (triple) Coming soon
6.45PExplain why nuclear fusion does not happen at low temperatures and pressures, due to electrostatic repulsion of protonsPH21-07 Nuclear fusion (triple) Coming soon
6.46PRelate the conditions for fusion to the difficulty of making a practical and economic form of power stationPH21-07 Nuclear fusion (triple) Coming soon
7.1PExplain how and why both the weight of any body and the value of g differ between the surface of the Earth and the surface of other bodies in space, including the MoonPH22-03 Weight and gravitational field strength on other bodies (triple) Coming soon
7.2PRecall that our Solar System consists of the Sun (our star), eight planets and their natural satellites (such as our Moon); dwarf planets; asteroids and cometsPH22-01 The Solar System and the Milky Way (triple) Coming soon
7.3PRecall the names and order, in terms of distance from the Sun, of the eight planetsPH22-01 The Solar System and the Milky Way (triple) Coming soon
7.4PDescribe how ideas about the structure of the Solar System have changed over timePH22-02 How ideas about the Solar System changed (triple) Coming soon
7.5PDescribe the orbits of moons, planets, comets and artificial satellitesPH22-04 Orbits of moons, planets and satellites (triple) Coming soon
7.6PExplain for circular orbits how the force of gravity can lead to changing velocity of a planet but unchanged speedPH22-05 Circular orbits: gravity changes velocity, not speed (triple) Coming soon
7.7PExplain how, for a stable orbit, the radius must change if orbital speed changes (qualitative only)PH22-05 Circular orbits: gravity changes velocity, not speed (triple) Coming soon
7.8PCompare the Steady State and Big Bang theoriesPH23-04 The Big Bang, the Steady State theory and the cosmic microwave background (triple) Coming soon
7.9PDescribe evidence supporting the Big Bang theory, limited to red-shift and the cosmic microwave background (CMB) radiationPH23-04 The Big Bang, the Steady State theory and the cosmic microwave background (triple) Coming soon
7.10PRecall that as there is more evidence supporting the Big Bang theory than the Steady State theory, it is the currently accepted model for the origin of the UniversePH23-04 The Big Bang, the Steady State theory and the cosmic microwave background (triple) Coming soon
7.11PDescribe that if a wave source is moving relative to an observer there will be a change in the observed frequency and wavelengthPH23-03 Red-shift and the expanding Universe (triple) Coming soon
7.12PDescribe the red-shift in light received from galaxies at different distances away from the EarthPH23-03 Red-shift and the expanding Universe (triple) Coming soon
7.13PExplain why the red-shift of galaxies provides evidence for the Universe expandingPH23-03 Red-shift and the expanding Universe (triple) Coming soon
7.14PExplain how both the Big Bang and Steady State theories of the origin of the Universe both account for red-shift of galaxiesPH23-03 Red-shift and the expanding Universe (triple) Coming soon
7.15PExplain how the discovery of the CMB radiation led to the Big Bang theory becoming the currently accepted modelPH23-03 Red-shift and the expanding Universe (triple) Coming soon
7.16PDescribe the evolution of stars of similar mass to the Sun through the following stages: a nebula b star (main sequence) c red giant d white dwarfPH23-01 How a star forms and why it is stable (triple) Coming soonPH23-02 The life cycle of a star (triple) Coming soon
7.17PExplain how the balance between thermal expansion and gravity affects the life cycle of starsPH23-01 How a star forms and why it is stable (triple) Coming soonPH23-02 The life cycle of a star (triple) Coming soon
7.18PDescribe the evolution of stars with a mass larger than the SunPH23-01 How a star forms and why it is stable (triple) Coming soonPH23-02 The life cycle of a star (triple) Coming soon
7.19PDescribe how methods of observing the Universe have changed over time including why some telescopes are located outside the Earth’s atmospherePH23-05 Observing the Universe (triple) Coming soon
8.1Describe the changes involved in the way energy is stored when systems changePH05-01 Energy stores and the three ways a system's energy changes Coming soon
8.2Draw and interpret diagrams to represent energy transfersPH05-02 Energy transfer diagrams and the common scale Coming soon
8.3Explain that where there are energy transfers in a closed system there is no net change to the total energy in that systemPH06-01 Conservation of energy and dissipation Coming soon
8.4Identify the different ways that the energy of a system can be changed a through work done by forces b in electrical equipment c in heatingPH05-01 Energy stores and the three ways a system's energy changes Coming soon
8.5Describe how to measure the work done by a force and understand that energy transferred (joule, J) is equal to work done (joule, J)PH05-03 Work done and energy transfer Coming soon
8.6Recall and use the equation: work done (joule, J) = force (newton, N) × distance moved in the direction of the force (metre, m)PH05-03 Work done and energy transfer Coming soon
8.7Describe and calculate the changes in energy involved when a system is changed by work done by forcesPH05-03 Work done and energy transfer Coming soon
8.8Recall and use the equation to calculate the change in gravitational PE when an object is raised above the ground: change in gravitational potential energy (joule, J) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) × change in vertical height (metre, m) GPE ∆PH05-06 Gravitational potential energy Coming soon
8.9Recall and use the equation to calculate the amounts of energy associated with a moving object: kinetic energy (joule, J) = × mass (kilogram, kg) × (speed)2 ((metre/second)2, (m/s)2)PH05-05 Kinetic energy Coming soon
8.10Explain, using examples, how in all system changes energy is dissipated so that it is stored in less useful waysPH06-01 Conservation of energy and dissipation Coming soon
8.11Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundingsPH06-01 Conservation of energy and dissipation Coming soon
8.12Define power as the rate at which energy is transferred and use examples to explain this definitionPH05-04 Power as the rate of energy transfer Coming soon
8.13Recall and use the equation: power (watt, W) = work done (joule, J) ÷ time taken (second, s)PH05-04 Power as the rate of energy transfer Coming soon
8.14Recall that one watt is equal to one joule per second, J/sPH05-04 Power as the rate of energy transfer Coming soon
8.15Recall and use the equation: device the plied sup energy total device the transferre energy useful efficiency =PH06-03 Efficiency Coming soon
9.1Describe, with examples, how objects can interact a at a distance without contact, linking these to the gravitational, electrostatic and magnetic fields involved b by contact, including normal contact force and friction c producing pairs of forces which can be represented as vectorsPH03-01 Contact and non-contact forces Coming soon
9.2Explain the difference between vector and scalar quantities using examplesPH01-02 Scalars and vectors WatchPH01-03 Distance and displacement WatchPH01-05 Velocity Coming soon
9.3Use vector diagrams to illustrate resolution of forces, a net force, and equilibrium situations (scale drawings only)PH03-05 Resolving forces with a scale vector diagram (Higher) Coming soon
9.4Draw and use free body force diagramsPH03-03 Resultant forces Coming soonPH03-04 Free body diagrams (Higher) Coming soon
9.5Explain examples of the forces acting on an isolated solid object or a system where several forces lead to a resultant force on an object and the special case of balanced forces when the resultant force is zeroPH03-03 Resultant forces Coming soonPH03-04 Free body diagrams (Higher) Coming soon
9.6PDescribe situations where forces can cause rotationPH03-08 Moments and the principle of moments (triple) Coming soonPH03-09 Levers and gears (triple) Coming soon
9.7PRecall and use the equation: moment of a force (newton metre, N m) = force (newton, N) × distance normal to the direction of the force (metre, m)PH03-08 Moments and the principle of moments (triple) Coming soonPH03-09 Levers and gears (triple) Coming soon
9.8PRecall and use the principle of moments in situations where rotational forces are in equilibrium: the sum of clockwise moments = the sum of anti-clockwise moments for rotational forces in equilibriumPH03-08 Moments and the principle of moments (triple) Coming soonPH03-09 Levers and gears (triple) Coming soon
9.9PExplain how levers and gears transmit the rotational effects of forcesPH03-08 Moments and the principle of moments (triple) Coming soonPH03-09 Levers and gears (triple) Coming soon
9.10Explain ways of reducing unwanted energy transfer through lubricationPH06-02 Reducing unwanted energy transfers Coming soon
10.1Describe the structure of the atom, limited to the position, mass and charge of protons, neutrons and electronsPH19-02 Protons, neutrons and electrons Coming soon
10.2Draw and use electric circuit diagrams representing them with the conventions of positive and negative terminals, and the symbols that represent cells, including batteries, switches, voltmeters, ammeters, resistors, variable resistors, lamps, motors, diodes, thermistors, LDRs and LEDsPH10-01 Circuit diagrams and standard symbols Coming soon
10.3Describe the differences between series and parallel circuitsPH10-08 Series circuits Coming soonPH10-09 Parallel circuits Coming soon
10.4Recall that a voltmeter is connected in parallel with a component to measure the potential difference (voltage), in volt, across itPH10-04 Voltmeters and ammeters in a circuit Coming soon
10.5Explain that potential difference (voltage) is the energy transferred per unit charge passed and hence that the volt is a joule per coulombPH10-03 Potential difference and E = QV Coming soon
10.6Recall and use the equation: energy transferred (joule, J) = charge moved (coulomb, C) × potential difference (volt, V)PH10-03 Potential difference and E = QV Coming soon
10.7Recall that an ammeter is connected in series with a component to measure the current, in amp, in the componentPH10-04 Voltmeters and ammeters in a circuit Coming soon
10.8Explain that an electric current as the rate of flow of charge and the current in metals is a flow of electronsPH10-02 Charge, current and Q = It Coming soon
10.9Recall and use the equation: charge (coulomb, C) = current (ampere, A) × time (second, s)PH10-02 Charge, current and Q = It Coming soon
10.10Describe that when a closed circuit includes a source of potential difference there will be a current in the circuitPH10-02 Charge, current and Q = It Coming soon
10.11Recall that current is conserved at a junction in a circuitPH10-08 Series circuits Coming soonPH10-09 Parallel circuits Coming soon
10.12Explain how changing the resistance in a circuit changes the current and how this can be achieved using a variable resistorPH10-05 Resistance and V = IR Coming soon
10.13Recall and use the equation: potential difference (volt, V) = current (ampere, A) × resistance (ohm, Ω)PH10-05 Resistance and V = IR Coming soon
10.14Explain why, if two resistors are in series, the net resistance is increased, whereas with two in parallel the net resistance is decreasedPH10-08 Series circuits Coming soonPH10-09 Parallel circuits Coming soon
10.15Calculate the currents, potential differences and resistances in series circuitsPH10-08 Series circuits Coming soonPH10-09 Parallel circuits Coming soon
10.16Explain the design and construction of series circuits for testing and measuringPH10-08 Series circuits Coming soonPH10-09 Parallel circuits Coming soon
10.17Core Practical: Construct electrical circuits to: a investigate the relationship between potential difference, current and resistance for a resistor and a filament lamp b test series and parallel circuits using resistors and filament lampsPH24-06 Practical: resistance of a wire and of components Coming soonPH24-07 Practical: I-V characteristics Coming soon
10.18Explain how current varies with potential difference for the following devices and how this relates to resistance a filament lamps b diodes c fixed resistorsPH10-06 I-V characteristics: ohmic conductor, filament lamp and diode Coming soonPH10-07 Thermistors and light-dependent resistors Coming soon
10.19Describe how the resistance of a light-dependent resistor (LDR) varies with light intensityPH10-06 I-V characteristics: ohmic conductor, filament lamp and diode Coming soonPH10-07 Thermistors and light-dependent resistors Coming soon
10.20Describe how the resistance of a thermistor varies with change of temperature (negative temperature coefficient thermistors only)PH10-06 I-V characteristics: ohmic conductor, filament lamp and diode Coming soonPH10-07 Thermistors and light-dependent resistors Coming soon
10.21Explain how the design and use of circuits can be used to explore the variation of resistance in the following devices a filament lamps b diodes c thermistors d LDRsPH10-06 I-V characteristics: ohmic conductor, filament lamp and diode Coming soonPH10-07 Thermistors and light-dependent resistors Coming soon
10.22Recall that, when there is an electric current in a resistor, there is an energy transfer which heats the resistorPH11-04 The heating effect of a current Coming soon
10.23Explain that electrical energy is dissipated as thermal energy in the surroundings when an electrical current does work against electrical resistancePH11-04 The heating effect of a current Coming soon
10.24Explain the energy transfer (in 10.22 above) as the result of collisions between electrons and the ions in the latticePH11-04 The heating effect of a current Coming soon
10.25Explain ways of reducing unwanted energy transfer through low resistance wiresPH11-05 Reducing unwanted transfer with low-resistance wires (Higher) Coming soon
10.26Describe the advantages and disadvantages of the heating effect of an electric currentPH11-04 The heating effect of a current Coming soon
10.27Use the equation: energy transferred (joule, J) = current (ampere, A) × potential difference (volt, V) × time (second, s)PH11-02 Energy transferred by an appliance: E = Pt and E = IVt Coming soon
10.28Describe power as the energy transferred per second and recall that it is measured in wattPH05-04 Power as the rate of energy transfer Coming soon
10.29Recall and use the equation: power (watt, W) = energy transferred (joule, J) ÷ time taken (second, s)PH05-04 Power as the rate of energy transfer Coming soon
10.30Explain how the power transfer in any circuit device is related to the potential difference across it and the current in itPH11-01 Electrical power: P = VI and P = I^2 R Coming soon
10.31Recall and use the equations: electrical power (watt, W) = current (ampere, A) × potential difference (volt, V) electrical power (watt, W) = current squared (ampere2, A2) × resistance (ohm, Ω)PH11-01 Electrical power: P = VI and P = I^2 R Coming soon
10.32Describe how, in different domestic devices, energy is transferred from batteries and the a.c. mains to the energy of motors and heating devicesPH11-03 Domestic appliances and power ratings Coming soon
10.33Explain the difference between direct and alternating voltagePH11-06 Direct and alternating potential difference and the mains supply Coming soon
10.34Describe direct current (d.c.) as movement of charge in one direction only and recall that cells and batteries supply direct current (d.c.)PH11-06 Direct and alternating potential difference and the mains supply Coming soon
10.35Describe that in alternating current (a.c.) the movement of charge changes directionPH11-06 Direct and alternating potential difference and the mains supply Coming soon
10.36Recall that in the UK the domestic supply is a.c., at a frequency of 50 Hz and a voltage of about 230 VPH11-06 Direct and alternating potential difference and the mains supply Coming soon
10.37Explain the difference in function between the live and the neutral mains input wiresPH11-07 Mains wiring: live, neutral and earth Coming soonPH11-08 Electrical safety: fuses, circuit breakers and earthing Coming soon
10.38Explain the function of an earth wire and of fuses or circuit breakers in ensuring safetyPH11-07 Mains wiring: live, neutral and earth Coming soonPH11-08 Electrical safety: fuses, circuit breakers and earthing Coming soon
10.39Explain why switches and fuses should be connected in the live wire of a domestic circuitPH11-07 Mains wiring: live, neutral and earth Coming soonPH11-08 Electrical safety: fuses, circuit breakers and earthing Coming soon
10.40Recall the potential differences between the live, neutral and earth mains wiresPH11-07 Mains wiring: live, neutral and earth Coming soonPH11-08 Electrical safety: fuses, circuit breakers and earthing Coming soon
10.41Explain the dangers of providing any connection between the live wire and earthPH11-07 Mains wiring: live, neutral and earth Coming soonPH11-08 Electrical safety: fuses, circuit breakers and earthing Coming soon
10.42Describe, with examples, the relationship between the power ratings for domestic electrical appliances and the changes in stored energy when they are in usePH11-03 Domestic appliances and power ratings Coming soon
11.1PExplain how an insulator can be charged by friction, through the transfer of electronsPH12-01 Static charge: charging by friction, attraction and repulsion Coming soon
11.2PExplain how the material gaining electrons becomes negatively charged and the material losing electrons is left with an equal positive chargePH12-01 Static charge: charging by friction, attraction and repulsion Coming soon
11.3PRecall that like charges repel and unlike charges attractPH12-01 Static charge: charging by friction, attraction and repulsion Coming soon
11.4PExplain common electrostatic phenomena in terms of movement of electrons, including a shocks from everyday objects b lightning c attraction by induction such as a charged balloon attracted to a wall and a charged comb picking up small pieces of paperPH12-02 Sparking, earthing, and the uses and dangers of static Coming soon
11.5PExplain how earthing removes excess charge by movement of electronsPH12-02 Sparking, earthing, and the uses and dangers of static Coming soon
11.6PExplain some of the uses of electrostatic charges in everyday situations, including insecticide sprayersPH12-02 Sparking, earthing, and the uses and dangers of static Coming soon
11.7PDescribe some of the dangers of sparking in everyday situations, including fuelling cars, and explain the use of earthing to prevent dangerous build-up of chargePH12-02 Sparking, earthing, and the uses and dangers of static Coming soon
11.8PDefine an electric field as the region where an electric charge experiences a forcePH12-03 Electric fields (triple) Coming soon
11.9PDescribe the shape and direction of the electric field around a point charge and between parallel plates and relate the strength of the field to the concentration of linesPH12-03 Electric fields (triple) Coming soon
11.10PExplain how the concept of an electric field helps to explain the phenomena of static electricityPH12-03 Electric fields (triple) Coming soon
12.1Recall that unlike magnetic poles attract and like magnetic poles repelPH13-01 Magnetic poles, permanent and induced magnets Coming soon
12.2Describe the uses of permanent and temporary magnetic materials including cobalt, steel, iron and nickelPH13-01 Magnetic poles, permanent and induced magnets Coming soon
12.3Explain the difference between permanent and induced magnetsPH13-01 Magnetic poles, permanent and induced magnets Coming soon
12.4Describe the shape and direction of the magnetic field around bar magnets and for a uniform field, and relate the strength of the field to the concentration of linesPH13-02 Magnetic fields, plotting compasses and the Earth's field Coming soon
12.5Describe the use of plotting compasses to show the shape and direction of the field of a magnet and the Earth’s magnetic fieldPH13-02 Magnetic fields, plotting compasses and the Earth's field Coming soon
12.6Explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magneticPH13-02 Magnetic fields, plotting compasses and the Earth's field Coming soon
12.7Describe how to show that a current can create a magnetic effect around a long straight conductor, describing the shape of the magnetic field produced and relating the direction of the magnetic field to the direction of the currentPH13-03 The magnetic effect of a current, solenoids and electromagnets Coming soon
12.8Recall that the strength of the field depends on the size of the current and the distance from the long straight conductorPH13-03 The magnetic effect of a current, solenoids and electromagnets Coming soon
12.9Explain how inside a solenoid (an example of an electromagnet) the fields from individual coils a add together to form a very strong almost uniform field along the centre of the solenoid b cancel to give a weaker field outside the solenoidPH13-03 The magnetic effect of a current, solenoids and electromagnets Coming soon
12.10Recall that a current carrying conductor placed near a magnet experiences a force and that an equal and opposite force acts on the magnetPH13-04 The motor effect and Fleming's left-hand rule (Higher) Coming soon
12.11Explain that magnetic forces are due to interactions between magnetic fieldsPH13-04 The motor effect and Fleming's left-hand rule (Higher) Coming soon
12.12Recall and use Fleming’s left-hand rule to represent the relative directions of the force, the current and the magnetic field for cases where they are mutually perpendicularPH13-04 The motor effect and Fleming's left-hand rule (Higher) Coming soon
12.13Use the equation: force on a conductor at right angles to a magnetic field carrying a current (newton, N) = magnetic flux density (tesla, T or newton per ampere metre, N/A m) × current (ampere, A) × length (metre, m)PH13-05 F = BIl (Higher) Coming soon
12.14PExplain how the force on a conductor in a magnetic field is used to cause rotation in electric motorsPH13-06 Electric motors (Higher) Coming soon
13.1PExplain how to produce an electric current by the relative movement of a magnet and a conductor a on a small scale in the laboratory b in the large-scale generation of electrical energyPH14-01 Electromagnetic induction and the generator effect (Higher) Coming soon
13.2Recall the factors that affect the size and direction of an induced potential difference, and describe how the magnetic field produced opposes the original changePH14-01 Electromagnetic induction and the generator effect (Higher) Coming soon
13.3PExplain how electromagnetic induction is used in alternators to generate current which alternates in direction (a.c.) and in dynamos to generate direct current (d.c.)PH14-04 Alternators and dynamos (triple, Higher) Coming soon
13.4PExplain the action of the microphone in converting the pressure variations in sound waves into variations in current in electrical circuits, and the reverse effect as used in loudspeakers and headphonesPH14-05 Microphones and loudspeakers (triple, Higher) Coming soon
13.5Explain how an alternating current in one circuit can induce a current in another circuit in a transformerPH14-02 Transformers and the turns-ratio equation (Higher) Coming soon
13.6Recall that a transformer can change the size of an alternating voltagePH14-02 Transformers and the turns-ratio equation (Higher) Coming soon
13.7PUse the turns ratio equation for transformers to calculate either the missing voltage or the missing number of turns: coil ondary sec turns number coil primary turns number coil ondary sec across difference potential coil primary across difference potentialPH14-02 Transformers and the turns-ratio equation (Higher) Coming soon
13.8Explain why, in the national grid, electrical energy is transferred at high voltages from power stations, and then transferred at lower voltages in each locality for domestic uses as it improves the efficiency by reducing heat loss in transmission linesPH11-09 The National Grid Coming soon
13.9Explain where and why step-up and step-down transformers are used in the transmission of electricity in the national gridPH11-09 The National Grid Coming soon
13.10Use the power equation (for transformers with100% efficiency): potential difference across primary coil (volt, V) × current in primary coil (ampere, A) = potential difference across secondary coil (volt, V) × current in secondary coil (ampere,PH14-03 The transformer power equation and high-voltage transmission Coming soon
13.11PExplain the advantages of power transmission in high- voltage cables, using the equations in 10.29, 10.31,PH14-03 The transformer power equation and high-voltage transmission Coming soon
14.1Use a simple kinetic theory model to explain the different states of matter (solids, liquids and gases) in terms of the movement and arrangement of particlesPH08-01 The particle model and the states of matter Coming soon
14.2Recall and use the equation: density (kilogram per cubic metre, kg/m3) = mass (kilogram, kg) ÷ volume (cubic metre, m3)PH08-02 Density Coming soon
14.3Core Practical: Investigate the densities of solid and liquidsPH24-02 Practical: density of solids and liquids Coming soon
14.4Explain the differences in density between the different states of matter in terms of the arrangements of the atoms or moleculesPH08-01 The particle model and the states of matter Coming soon
14.5Describe that when substances melt, freeze, evaporate, boil, condense or sublimate mass is conserved and that these physical changes differ from some chemical changes because the material recovers its original properties if the change is reversedPH08-03 Changes of state and conservation of mass Coming soon
14.6Explain how heating a system will change the energy stored within the system and raise its temperature or produce changes of statePH08-04 Internal energy and what heating does to a system Coming soonPH08-05 Specific heat capacity Coming soonPH08-06 Specific latent heat of fusion and of vaporisation Coming soon
14.7Define the terms specific heat capacity and specific latent heat and explain the differences between themPH08-04 Internal energy and what heating does to a system Coming soonPH08-05 Specific heat capacity Coming soonPH08-06 Specific latent heat of fusion and of vaporisation Coming soon
14.8Use the equation: change in thermal energy (joule, J) = mass (kilogram, kg) × specific heat capacity (joule per kilogram degree Celsius, J/kg °C) × change in temperature (degree Celsius, °C)PH08-05 Specific heat capacity Coming soon
14.9Use the equation: thermal energy for a change of state (joule , J) = mass (kilogram, kg) × specific latent heat (joule per kilogram, J/kg)PH08-06 Specific latent heat of fusion and of vaporisation Coming soon
14.10Explain ways of reducing unwanted energy transfer through thermal insulationPH06-02 Reducing unwanted energy transfers Coming soon
14.11Core Practical: Investigate the properties of water by determining the specific heat capacity of water and obtaining a temperature-time graph for melting icePH24-01 Practical: specific heat capacity Coming soon
14.12Explain the pressure of a gas in terms of the motion of its particlesPH08-07 Gas particles, temperature and pressure Coming soon
14.13Explain the effect of changing the temperature of a gas on the velocity of its particles and hence on the pressure produced by a fixed mass of gas at constant volume (qualitative only)PH08-07 Gas particles, temperature and pressure Coming soon
14.14Describe the term absolute zero, −273 °C, in terms of the lack of movement of particlesPH08-08 Absolute zero and the kelvin scale Coming soon
14.15Convert between the kelvin and Celsius scalesPH08-08 Absolute zero and the kelvin scale Coming soon
14.16PExplain that gases can be compressed or expanded by pressure changesPH08-09 Gases under pressure: pV = constant (triple) Coming soon
14.17PExplain that the pressure of a gas produces a net force at right angles to any surfacePH08-09 Gases under pressure: pV = constant (triple) Coming soon
14.18PExplain the effect of changing the volume of a gas on the rate at which its particles collide with the walls of its container and hence on the pressure produced by a fixed mass of gas at constant temperaturePH08-09 Gases under pressure: pV = constant (triple) Coming soon
14.19PUse the equation: to calculate pressure or volume for gases of fixed mass at constant temperaturePH08-09 Gases under pressure: pV = constant (triple) Coming soon
14.20PExplain why doing work on a gas can increase its temperature, including a bicycle pumpPH08-10 Doing work on a gas raises its temperature (triple, Higher) Coming soon
15.1Explain, using springs and other elastic objects, that stretching, bending or compressing an object requires more than one forcePH03-06 Elastic and inelastic deformation Coming soon
15.2Describe the difference between elastic and inelastic distortionPH03-06 Elastic and inelastic deformation Coming soon
15.3Recall and use the equation for linear elastic distortion including calculating the spring constant: force exerted on a spring (newton, N) = spring constant (newton per metre, N/m) × extension (metre, m)PH03-07 Hooke's law and the spring constant Coming soon
15.4Use the equation to calculate the work done in stretching a spring: energy transferred in stretching (joules, J) = 0.5 × spring constant (newton per metre, N/m) × (extension (metre, m))2PH05-07 Elastic potential energy Coming soon
15.5Describe the difference between linear and non-linear relationships between force and extensionPH03-07 Hooke's law and the spring constant Coming soon
15.6Core Practical: Investigate the extension and work done when applying forces to a springPH24-04 Practical: force and extension of a spring Coming soon
15.7PExplain why atmospheric pressure varies with height above the Earth’s surface with reference to a simple model of the Earth’s atmospherePH09-02 Atmospheric pressure (triple) Coming soon
15.8PDescribe the pressure in a fluid as being due to the fluid and atmospheric pressurePH09-01 Pressure in a fluid: p = F/A (triple) Coming soon
15.9PRecall that the pressure in fluids causes a force normal to any surfacePH09-01 Pressure in a fluid: p = F/A (triple) Coming soon
15.10PExplain how pressure is related to force and area, using appropriate examplesPH09-01 Pressure in a fluid: p = F/A (triple) Coming soon
15.11PRecall and use the equation: pressure (pascal, Pa) = force normal to surface (newton, N) ÷ area of surface (square metre, m2)PH09-01 Pressure in a fluid: p = F/A (triple) Coming soon
15.12PDescribe how pressure in fluids increases with depth and densityPH09-03 Pressure, depth and density: p = h rho g (triple) Coming soon
15.13PExplain why the pressure in liquids varies with density and depthPH09-03 Pressure, depth and density: p = h rho g (triple) Coming soon
15.14PUse the equation to calculate the magnitude of the pressure in liquids and calculate the differences in pressure at different depths in a liquid: pressure due to a column of liquid (pascal, Pa) = height of column (metre, m) × density of liquid (kilogram per cubic metre, kg/m3) × gravitational field strength (newton per kilogram, N/kg)PH09-03 Pressure, depth and density: p = h rho g (triple) Coming soon
15.15PExplain why an object in a fluid is subject to an upwards force (upthrust) and relate this to examples including objects that are fully immersed in a fluid (liquid or gas) or partially immersed in a liquidPH09-04 Upthrust, floating and sinking (triple, Higher) Coming soon
15.16PRecall that the upthrust is equal to the weight of fluid displacedPH09-04 Upthrust, floating and sinking (triple, Higher) Coming soon
15.17PExplain how the factors (upthrust, weight, density of fluid) influence whether an object will float or sinkPH09-04 Upthrust, floating and sinking (triple, Higher) Coming soon