Students should: Maths skills

Topics for Paper 2

8.11 Explain that mechanical processes become wasteful when they
Topic 8 – Energy – forces doing work cause a rise in temperature so dissipating energy in heating
the surroundings

8.12 Define power as the rate at which energy is transferred and 1c

Students should: Maths skills use examples to explain this definition

8.1 Describe the changes involved in the way energy is stored 8.13 Recall and use the equation: 1a, 1c, 1d
when systems change power (watt, W) = work done (joule, J) ÷ time taken 2a
8.2 Draw and interpret diagrams to represent energy transfers 1c, 2c (second, s)
3a, 3b, 3c, 3d
8.3 Explain that where there are energy transfers in a closed E
P =
system there is no net change to the total energy in that t
system
8.14 Recall that one watt is equal to one joule per second, J/s 1c
8.4 Identify the different ways that the energy of a system can be
8.15 Recall and use the equation: 1a, 1c, 1d
changed
efficiency =
(useful energy transferred by the device) 2a
a through work done by forces (total energy sup plied to the device)
3a, 3b, 3c, 3d
b in electrical equipment

c in heating Use of mathematics

8.5 Describe how to measure the work done by a force and ● Make calculations of the energy changes associated with changes in a system, recalling or
understand that energy transferred (joule, J) is equal to work selecting the relevant equations for mechanical, electrical, and thermal processes; thereby
done (joule, J) express in quantitative form and on a common scale the overall redistribution of energy in
the system (1a, 1c, 3c).
8.6 Recall and use the equation: 1a, 1b, 1c, 1d
● Calculate relevant values of stored energy and energy transfers; convert between
work done (joule, J) = force (newton, N) × distance moved in 2a newton-metres and joules (1c, 3c).
the direction of the force (metre, m)
3a, 3b, 3c, 3d ● Make calculations using ratios and proportional reasoning to convert units and to compute
E = F ×d
rates (1c, 3c).
4f

8.7 Describe and calculate the changes in energy involved when a Suggested practicals
system is changed by work done by forces ● Investigate power by moving up the stairs, step-ups onto a low platform or lifting objects
8.8 Recall and use the equation to calculate the change in 1a, 1c, 1d of different weights.
gravitational PE when an object is raised above the ground:
2a
change in gravitational potential energy (joule, J) = mass
3a, 3b, 3c, 3d
(kilogram, kg) × gravitational field strength (newton per
kilogram, N/kg) × change in vertical height (metre, m)

∆GPE = m × g × ∆h
8.9 Recall and use the equation to calculate the amounts of 1a, 1c, 1d
energy associated with a moving object:
2a
1
kinetic energy (joule, J) = × mass (kilogram, kg) × 3a, 3b, 3c, 3d
2
(speed)2 ((metre/second)2, (m/s)2)
KE = 12 × m × v 2

8.10 Explain, using examples, how in all system changes energy is

dissipated so that it is stored in less useful ways

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Topic 9 – Forces and their effects Topic 10 – Electricity and circuits

Students should: Maths skills Students should: Maths skills

9.1 Describe, with examples, how objects can interact 10.1 Describe the structure of the atom, limited to the position, 5b
mass and charge of protons, neutrons and electrons
a at a distance without contact, linking these to the
gravitational, electrostatic and magnetic fields involved 10.2 Draw and use electric circuit diagrams representing them with 5b
the conventions of positive and negative terminals, and the
b by contact, including normal contact force and friction
symbols that represent cells, including batteries, switches,
c producing pairs of forces which can be represented as voltmeters, ammeters, resistors, variable resistors, lamps,
vectors motors, diodes, thermistors, LDRs and LEDs

9.2 Explain the difference between vector and scalar quantities 10.3 Describe the differences between series and parallel circuits
using examples
10.4 Recall that a voltmeter is connected in parallel with a
9.3 Use vector diagrams to illustrate resolution of forces, a 4a, 5a, 5b
component to measure the potential difference (voltage), in
net force, and equilibrium situations (scale drawings
volt, across it
only)
10.5 Explain that potential difference (voltage) is the energy 1a, 1c
9.4 Draw and use free body force diagrams 4a, 5a, 5b
transferred per unit charge passed and hence that the volt is a
3c
9.5 Explain examples of the forces acting on an isolated 5a joule per coulomb
solid object or a system where several forces lead to a
10.6 Recall and use the equation: 1a, 1b, 1c, 1d
resultant force on an object and the special case of
balanced forces when the resultant force is zero energy transferred (joule, J) = charge moved (coulomb, C) × 2a
potential difference (volt, V)
9.6P Describe situations where forces can cause rotation 3a, 3b, 3c, 3d
E = Q ×V
9.7P Recall and use the equation: 1a, 1c, 1d
10.7 Recall that an ammeter is connected in series with a
moment of a force (newton metre, N m) = force (newton, N) × 2a
component to measure the current, in amp, in the component
distance normal to the direction of the force (metre, m)
3a, 3b, 3c, 3d
10.8 Explain that an electric current as the rate of flow of charge
9.8P Recall and use the principle of moments in situations where 1a, 1c, 1d and the current in metals is a flow of electrons
rotational forces are in equilibrium:
2a 10.9 Recall and use the equation: 1a, 1b, 1c, 1d
the sum of clockwise moments = the sum of anti-clockwise
3a, 3b, 3c, 3d charge (coulomb, C) = current (ampere, A) × time (second, s) 2a
moments

for rotational forces in equilibrium Q = I ×t 3a, 3b, 3c, 3d

9.9P Explain how levers and gears transmit the rotational effects of 5b 10.10 Describe that when a closed circuit includes a source of
forces potential difference there will be a current in the circuit

9.10 Explain ways of reducing unwanted energy transfer through 10.11 Recall that current is conserved at a junction in a circuit
lubrication
10.12 Explain how changing the resistance in a circuit changes the
Use of mathematics current and how this can be achieved using a variable resistor

● Make calculations using ratios and proportional reasoning to convert units and to compute 10.13 Recall and use the equation: 1a, 1d
rates (1c, 3c).
potential difference (volt, V) = current (ampere, A) × 2a
● Use vector diagrams to illustrate resolution of forces, a net force, and resistance (ohm, Ω)
3a, 3c, 3d
equilibrium situations (scale drawings only) (4a, 5a, 5b).
V = I×R
Suggested practicals 10.14 Explain why, if two resistors are in series, the net resistance is
● Investigate levers and gears. increased, whereas with two in parallel the net resistance is
decreased

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 Students should: Maths skills Students should: Maths skills

10.15 Calculate the currents, potential differences and resistances in 1a, 1d 10.27 Use the equation: 1a, 1b, 1c, 1d
series circuits
2a energy transferred (joule, J) = current (ampere, A) × potential 2a
difference (volt, V) × time (second, s)
3a, 3c, 3d 3a, 3b, 3c, 3d
E = I ×V × t
10.16 Explain the design and construction of series circuits for
testing and measuring 10.28 Describe power as the energy transferred per second and 1c
recall that it is measured in watt
10.17 Core Practical: Construct electrical circuits to: 1a, 1c, 1d
10.29 Recall and use the equation: 1a, 1b, 1c, 1d
a investigate the relationship between potential difference, 2a, 2b, 2f
current and resistance for a resistor and a filament lamp power (watt, W) = energy transferred (joule, J) ÷ time taken 2a
3a, 3b, 3c, 3d (second, s)
b test series and parallel circuits using resistors and filament 3a, 3b, 3c, 3d
4a, 4b, 4c, 4d, E
lamps P =
4e
t
10.18 Explain how current varies with potential difference for the 2g
10.30 Explain how the power transfer in any circuit device is related 1a, 1c, 1d
following devices and how this relates to resistance
4a, 4b, 4c, 4d, to the potential difference across it and the current in it
2a
a filament lamps 4e
3a, 3b, 3c, 3d
b diodes

c fixed resistors 10.31 Recall and use the equations: 1a, 1b, 1c, 1d

10.19 Describe how the resistance of a light-dependent resistor 4c, 4d electrical power (watt, W) = current (ampere, A) × potential 2a
(LDR) varies with light intensity difference (volt, V)
3a, 3b, 3c, 3d
P = I ×V
10.20 Describe how the resistance of a thermistor varies with change 4c, 4d
of temperature (negative temperature coefficient thermistors electrical power (watt, W) = current squared (ampere2, A2) ×
only) resistance (ohm, Ω)

10.21 Explain how the design and use of circuits can be used to 5b P = I2 ×R
explore the variation of resistance in the following devices
10.32 Describe how, in different domestic devices, energy is
a filament lamps transferred from batteries and the a.c. mains to the energy of
motors and heating devices
b diodes
10.33 Explain the difference between direct and alternating voltage 4c
c thermistors

d LDRs 10.34 Describe direct current (d.c.) as movement of charge in one

direction only and recall that cells and batteries supply direct
10.22 Recall that, when there is an electric current in a resistor,
current (d.c.)
there is an energy transfer which heats the resistor
10.35 Describe that in alternating current (a.c.) the movement of
10.23 Explain that electrical energy is dissipated as thermal energy
charge changes direction
in the surroundings when an electrical current does work
against electrical resistance 10.36 Recall that in the UK the domestic supply is a.c., at a
frequency of 50 Hz and a voltage of about 230 V
10.24 Explain the energy transfer (in 10.22 above) as the result of
collisions between electrons and the ions in the lattice 10.37 Explain the difference in function between the live and the
neutral mains input wires
10.25 Explain ways of reducing unwanted energy transfer
through low resistance wires 10.38 Explain the function of an earth wire and of fuses or circuit
breakers in ensuring safety
10.26 Describe the advantages and disadvantages of the heating
effect of an electric current 10.39 Explain why switches and fuses should be connected in the live
wire of a domestic circuit

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics 33 34 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics
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Topic 11 – Static electricity

Students should: Maths skills

10.40 Recall the potential differences between the live, neutral and
earth mains wires Students should: Maths skills
10.41 Explain the dangers of providing any connection between the 11.1P Explain how an insulator can be charged by friction, through
live wire and earth the transfer of electrons
10.42 Describe, with examples, the relationship between the power 1c 11.2P Explain how the material gaining electrons becomes negatively
ratings for domestic electrical appliances and the changes in charged and the material losing electrons is left with an equal
2c
stored energy when they are in use positive charge

Use of mathematics 11.3P Recall that like charges repel and unlike charges attract

● Make calculations using ratios and proportional reasoning to convert units and to compute 11.4P Explain common electrostatic phenomena in terms of
rates (1c, 3c). movement of electrons, including
● Apply the equations relating p.d., current, quantity of charge, resistance, power, energy, a shocks from everyday objects
and time, and solve problems for circuits which include resistors in series, using the
b lightning
concept of equivalent resistance (1c, 3b, 3c, 3d).
● Use graphs to explore whether circuit elements are linear or non-linear and relate the c attraction by induction such as a charged balloon attracted
curves produced to their function and properties (4c, 4d). to a wall and a charged comb picking up small pieces of
paper
● Make calculations of the energy changes associated with changes in a system, recalling or
selecting the relevant equations for mechanical, electrical, and thermal processes; thereby 11.5P Explain how earthing removes excess charge by movement of
express in quantitative form and on a common scale the overall redistribution of energy in electrons
the system (1a, 1c, 3c).
11.6P Explain some of the uses of electrostatic charges in everyday
situations, including insecticide sprayers
Suggested practicals
11.7P Describe some of the dangers of sparking in everyday
● Investigate the power consumption of low-voltage electrical items.
situations, including fuelling cars, and explain the use of
earthing to prevent dangerous build-up of charge

11.8P Define an electric field as the region where an electric charge

experiences a force

11.9P Describe the shape and direction of the electric field around a 5b
point charge and between parallel plates and relate the
strength of the field to the concentration of lines

11.10P Explain how the concept of an electric field helps to explain the
phenomena of static electricity

Suggested practicals

● Investigate the forces of attraction and repulsion between charged objects.

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Topic 12 – Magnetism and the motor effect
Students should: Maths skills

12.13 Use the equation: 1a, 1c, 1d

Students should: Maths skills
force on a conductor at right angles to a magnetic field 2a
12.1 Recall that unlike magnetic poles attract and like magnetic
carrying a current (newton, N) = magnetic flux density
poles repel 3a, 3b, 3c, 3d
(tesla, T or newton per ampere metre, N/A m) × current
12.2 Describe the uses of permanent and temporary magnetic (ampere, A) × length (metre, m)
materials including cobalt, steel, iron and nickel F = B× I ×l
12.3 Explain the difference between permanent and induced
12.14P Explain how the force on a conductor in a magnetic field 5b
magnets
is used to cause rotation in electric motors
12.4 Describe the shape and direction of the magnetic field around 5b
bar magnets and for a uniform field, and relate the strength of Use of mathematics
the field to the concentration of lines ● Make calculations using ratios and proportional reasoning to convert units and to compute

12.5 Describe the use of plotting compasses to show the shape and 5b rates (1c, 3c).
direction of the field of a magnet and the Earth’s magnetic
Suggested practicals
field
● Construct an electric motor.
12.6 Explain how the behaviour of a magnetic compass is related to 5b
evidence that the core of the Earth must be magnetic

12.7 Describe how to show that a current can create a magnetic 5b

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 current

12.8 Recall that the strength of the field depends on the size of the
current and the distance from the long straight conductor

12.9 Explain how inside a solenoid (an example of an 5b

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 solenoid

12.10 Recall that a current carrying conductor placed near a 5b

magnet experiences a force and that an equal and
opposite force acts on the magnet

12.11 Explain that magnetic forces are due to interactions

between magnetic fields

12.12 Recall and use Fleming’s left-hand rule to represent the 5b

relative directions of the force, the current and the
magnetic field for cases where they are mutually
perpendicular

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics 37 38 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics
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Topic 13 – Electromagnetic induction

Students should: Maths skills

13.10 Use the power equation (for transformers with100% 1a, 1c, 1d
Students should: Maths skills
efficiency):
2a
13.1P Explain how to produce an electric current by the
potential difference across primary coil (volt, V) × current in
relative movement of a magnet and a conductor 3a, 3b, 3c, 3d
primary coil (ampere, A) = potential difference across
a on a small scale in the laboratory secondary coil (volt, V) × current in secondary coil (ampere,
A)
b in the large-scale generation of electrical energy

13.2 Recall the factors that affect the size and direction of an 5b
V P × I P = VS × I S
induced potential difference, and describe how the 13.11P Explain the advantages of power transmission in high- 1a, 1c, 1d
magnetic field produced opposes the original change voltage cables, using the equations in 10.29, 10.31,
2a
13.3P Explain how electromagnetic induction is used in 5b 13.7P and 13.10
alternators to generate current which alternates in 3a, 3b, 3c, 3d
direction (a.c.) and in dynamos to generate direct 5b
current (d.c.)
Use of mathematics
13.4P Explain the action of the microphone in converting the 5b
pressure variations in sound waves into variations in ● Make calculations using ratios and proportional reasoning to convert units and to compute
current in electrical circuits, and the reverse effect as rates (1c, 3c).
used in loudspeakers and headphones ● Apply the equations linking the p.d.s and numbers of turns in the two coils of a
13.5 Explain how an alternating current in one circuit can transformer, to the currents and the power transfer involved, and relate these to
induce a current in another circuit in a transformer the advantages of power transmission at high voltages (1c, 3b, 3c).
● Make calculations of the energy changes associated with changes in a system, recalling or
13.6 Recall that a transformer can change the size of an
selecting the relevant equations for mechanical, electrical, and thermal processes; thereby
alternating voltage
express in quantitative form and on a common scale the overall redistribution of energy in
13.7P Use the turns ratio equation for transformers to 1a, 1c, 1d the system (1a, 1c, 3c).
calculate either the missing voltage or the missing
2a
number of turns: Suggested practicals
3a, 3b, 3c, 3d
● Investigate factors affecting the generation of electric current by induction.
potential difference across primary coil number of turns in primary coil 5b
=
potential difference across sec ondary coil number of turns in sec ondary coil

Vp Np
=
Vs Ns
13.8 Explain 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 lines

13.9 Explain where and why step-up and step-down transformers

are used in the transmission of electricity in the national grid

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Topic 14 – Particle model
Students should: Maths skills

14.11 Core Practical: Investigate the properties of water by 1a, 1b, 1c, 1d
Students should: Maths skills
determining the specific heat capacity of water and obtaining a
2a, 2b, 2f
14.1 Use a simple kinetic theory model to explain the different temperature-time graph for melting ice
states of matter (solids, liquids and gases) in terms of the 3a, 3b, 3c, 3d
movement and arrangement of particles 4a, 4c, 4e
14.2 Recall and use the equation: 1a, 1b, 1c, 1d 14.12 Explain the pressure of a gas in terms of the motion of its 5b
density (kilogram per cubic metre, kg/m3) = mass (kilogram, 2a particles
kg) ÷ volume (cubic metre, m3) 14.13 Explain the effect of changing the temperature of a gas on the
3a, 3b, 3c, 3d 5b
m velocity of its particles and hence on the pressure produced by
ρ= 5c
V a fixed mass of gas at constant volume (qualitative only)

14.3 Core Practical: Investigate the densities of solid and liquids 1a, 1b, 1c, 1d 14.14 Describe the term absolute zero, −273 °C, in terms of the lack
of movement of particles
2a, 2c, 2f
14.15 Convert between the kelvin and Celsius scales 1a
3a, 3b, 3c, 3d

4a, 4c 2a

5c 14.16P Explain that gases can be compressed or expanded by

pressure changes
14.4 Explain the differences in density between the different states 5b
of matter in terms of the arrangements of the atoms or 14.17P Explain that the pressure of a gas produces a net force at right
molecules angles to any surface

14.5 Describe that when substances melt, freeze, evaporate, boil, 14.18P Explain the effect of changing the volume of a gas on the rate 5b
condense or sublimate mass is conserved and that these at which its particles collide with the walls of its container and
physical changes differ from some chemical changes because hence on the pressure produced by a fixed mass of gas at
the material recovers its original properties if the change is constant temperature
reversed
14.19P Use the equation: 1a, 1b, 1c, 1d
14.6 Explain how heating a system will change the energy stored
within the system and raise its temperature or produce
P1 × V1 = P2 × V2 2a

changes of state 3a, 3b, 3c, 3d

to calculate pressure or volume for gases of fixed mass at
14.7 Define the terms specific heat capacity and specific latent heat constant temperature
and explain the differences between them 14.20P Explain why doing work on a gas can increase its
14.8 Use the equation: 1a, 1b, 1c, 1d temperature, including a bicycle pump

change in thermal energy (joule, J) = mass (kilogram, kg) × 2a

specific heat capacity (joule per kilogram degree Celsius,
3a, 3b, 3c, 3d
J/kg °C) × change in temperature (degree Celsius, °C)

∆Q = m × c × ∆θ
14.9 Use the equation: 1a, 1b, 1c, 1d

thermal energy for a change of state (joule , J) = mass 2a

(kilogram, kg) × specific latent heat (joule per kilogram, J/kg)
3a, 3b, 3c, 3d
Q = m× L
14.10 Explain ways of reducing unwanted energy transfer through
thermal insulation

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics 41 42 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics
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Topic 15 – Forces and matter

Students should: Maths skills

15.13P Explain why the pressure in liquids varies with density 1c

Students should: Maths skills
and depth
15.1 Explain, using springs and other elastic objects, that 1a, 1b, 1c, 1d
15.14P Use the equation to calculate the magnitude of the
stretching, bending or compressing an object requires more
pressure in liquids and calculate the differences in
than one force 2a
pressure at different depths in a liquid:
15.2 Describe the difference between elastic and inelastic distortion 3a, 3b, 3c, 3d
pressure due to a column of liquid (pascal, Pa) = height
of column (metre, m) × density of liquid (kilogram per
15.3 Recall and use the equation for linear elastic distortion 1a, 1c, 1d
cubic metre, kg/m3) × gravitational field strength
including calculating the spring constant:
2a (newton per kilogram, N/kg)
force exerted on a spring (newton, N) = spring constant
(newton per metre, N/m) × extension (metre, m)
3a, 3b, 3c, 3d P = h×ρ× g

F =k×x 15.15P Explain why an object in a fluid is subject to an upwards 5b

force (upthrust) and relate this to examples including
15.4 Use the equation to calculate the work done in stretching a 1a, 1c, 1d objects that are fully immersed in a fluid (liquid or gas)
spring: or partially immersed in a liquid
2a
energy transferred in stretching (joules, J) = 0.5 × spring 15.16P Recall that the upthrust is equal to the weight of fluid
3a, 3b, 3c, 3d
constant (newton per metre, N/m) × (extension (metre, m))2 displaced
4c, 4e, 4f
E = 12 × k × x 2 15.17P Explain how the factors (upthrust, weight, density of 5b
fluid) influence whether an object will float or sink
15.5 Describe the difference between linear and non-linear 4c, 4e
relationships between force and extension Use of mathematics
15.6 Core Practical: Investigate the extension and work done when 1a, 1c, 1d ● Make calculations using ratios and proportional reasoning to convert units and to compute
applying forces to a spring rates (1c, 3c).
2a, 2b, 2c, 2f
● Calculate the differences in pressure at different depths in a liquid (1c, 3c).
3a, 3b, 3c, 3d
● Calculate relevant values of stored energy and energy transfers; convert between newton-
4a, 4b, 4c, 4d
metres and joules (1c, 3c).
15.7P Explain why atmospheric pressure varies with height above ● Make calculations of the energy changes associated with changes in a system, recalling or
the Earth’s surface with reference to a simple model of the selecting the relevant equations for mechanical, electrical, and thermal processes; thereby
Earth’s atmosphere express in quantitative form and on a common scale the overall redistribution of energy in
15.8P Describe the pressure in a fluid as being due to the fluid and the system (1a, 1c, 3c).
atmospheric pressure
Suggested practicals
15.9P Recall that the pressure in fluids causes a force normal to any
● Investigate the upthrust on objects in different liquids.
surface
● Investigate the stretching of rubber bands.
15.10P Explain how pressure is related to force and area, using 1c
appropriate examples

15.11P Recall and use the equation: 1a, 1b, 1c, 1d

pressure (pascal, Pa) = force normal to surface (newton, N) ÷ 2a

area of surface (square metre, m2)
3a, 3c, 3d
F
P= 5b, 5c
A
15.12P Describe how pressure in fluids increases with depth and 1c
density

44 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physics 45
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