Syllabus

Cambridge IGCSE™
Physical Science 0652
Use this syllabus for exams in 2025 and 2026.
Exams are available in the November series.

Version 1
Please check the syllabus page at www.cambridgeinternational.org/0652
to see if this syllabus is available in your administrative zone.

For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
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Contents

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 5

2 Syllabus overview ........................................................................................................ 8

Aims 8
Content overview 9
Assessment overview 10
Assessment objectives 11

3 Subject content ..........................................................................................................13

Chemistry 13
Physics 26

4 Details of the assessment ........................................................................................ 42

Core assessment 42
Extended assessment 42
Practical assessment 43
Glossary of terms used in science papers 47

5 Appendix..................................................................................................................... 48
Electrical symbols 48
Symbols and units for physical quantities 49
Notes for use in qualitative analysis 50
The Periodic Table 52
Safety in the laboratory 53
Mathematical requirements 53
Presentation of data 54
ICT opportunities 55
Conventions (e.g. signs, symbols, terminology and nomenclature) 55
6 What else you need to know .................................................................................... 56
Before you start 56
Making entries 57
Accessibility and equality 58
After the exam 59
How students and teachers can use the grades 59
Grade descriptions 59
Changes to this syllabus for 2025 and 2026 60

Important: Changes to this syllabus

The latest syllabus is version 1, published September 2022. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2019 are still suitable for use with this
syllabus.
 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 4500 schools in over 140 countries.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Physical Science enables learners to:

• increase their understanding of the technological world
• take an informed interest in scientific matters
• recognise the usefulness (and limitations) of scientific
method, and how to apply this to other disciplines and in everyday life
• develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry,
initiative and inventiveness
• develop an interest in, and care for, the environment
• better understand the influence and limitations placed on scientific study by society, economy, technology,
ethics, the community and the environment
• develop an understanding of the scientific skills essential for both further study and everyday life.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Physical Science gives learners a solid foundation for further study. Candidates who achieve grades
A* to C are well prepared to follow a wide range of courses including Cambridge International AS & A Level
Science subjects.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International
AS & A Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.

UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Why choose this syllabus?

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development
so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which
resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Schemes of work • Endorsed resources responses Service
• Specimen papers • Online forums • Past papers and • Principal examiner
• Syllabuses • Support for mark schemes reports for teachers
• Teacher guides coursework and • Specimen paper • Results Analysis
speaking tests answers

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative experimental work.

The aims are to:

• provide an enjoyable and worthwhile educational experience for all learners, whether or not they go on to
study science beyond this level
• enable learners to acquire sufficient knowledge and understanding to:
– become confident citizens in a technological world and develop an informed interest in scientific
matters
– be suitably prepared for studies beyond Cambridge IGCSE
• allow learners to recognise that science is evidence-based and understand the usefulness, and the
limitations, of scientific method
• develop skills that:
– are relevant to the study and practice of science
– are useful in everyday life
– encourage a systematic approach to problem-solving
– encourage efficient and safe practice
– encourage effective communication through the language of science
• develop attitudes relevant to science such as:
– concern for accuracy and precision
– objectivity
– integrity
– enquiry
– initiative
– inventiveness
• enable learners to appreciate that:
– science is subject to social, economic, technological, ethical and cultural influences and limitations
– the applications of science may be both beneficial and detrimental to the individual, the community and
the environment.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Syllabus overview

Content overview
The subject content is divided into two sections: Chemistry (C1–C12) and Physics (P1–P5).
Candidates must study both sections.

Chemistry
C1 The particulate nature of matter
C2 Experimental techniques
C3 Atoms, elements and compounds
C4 Stoichiometry
C5 Electricity and chemistry
C6 Energy changes in chemical reactions
C7 Acids, bases and salts
C8 The Periodic Table
C9 Metals
C10 Air and water
C11 Carbonates
C12 Organic chemistry

Physics
P1 General physics
P2 Thermal physics
P3 Properties of waves, including light and sound
P4 Electricity and magnetism
P5 Atomic physics

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Syllabus overview

Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.

Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below,
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended subject content (Core and Supplement), and who are expected
to achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core candidates take: Extended candidates take:

Paper 1 45 minutes Paper 2 45 minutes

Multiple Choice (Core) 30% Multiple Choice (Extended) 30%
40 marks 40 marks
40 four-option multiple-choice questions 40 four-option multiple-choice questions
Questions will be based on the Core subject Questions will be based on the Extended subject
content. content (Core and Supplement).
Externally assessed Externally assessed

and Core candidates take: and Extended candidates take:

Paper 3 1 hour 15 minutes Paper 4 1 hour 15 minutes

Theory (Core) 50% Theory (Extended) 50%
80 marks 80 marks
Short-answer and structured questions Short-answer and structured questions
Questions will be based on the Core subject Questions will be based on the Extended subject
content. content (Core and Supplement).
Externally assessed Externally assessed

All candidates take

either: or

Paper 5 1 hour 15 minutes Paper 6 1 hour

Practical Test 20% Alternative to Practical 20%
40 marks 40 marks
Questions will be based on the experimental Questions will be based on the experimental
skills in section 4. skills in section 4.
Externally assessed Externally assessed

Information on availability is in the Before you start section.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific and technological applications with their social, economic and environmental implications.

Subject content defines the factual material that candidates may be required to recall and explain. Candidates
will also be asked questions which require them to apply this material to unfamiliar contexts and to apply
knowledge from one area of the syllabus to another.

Questions testing this assessment objective will often begin with one of the following words: define, state,
describe, explain (using your knowledge and understanding) or outline (see the Glossary of terms used in
science papers).

AO2 Handling information and problem-solving

Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and draw inferences
• present reasoned explanations for phenomena, patterns and relationships
• make predictions and hypotheses
• solve problems, including some of a quantitative nature.

Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to
apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way.

Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or
determine (see the Glossary of terms used in science papers).

AO3 Experimental skills and investigation

Candidates should be able to:
• demonstrate knowledge of how to safely use techniques, apparatus and materials (including following a
sequence of instructions where appropriate)
• plan experiments and investigations
• make and record observations, measurements and estimates
• interpret and evaluate experimental observations and data
• evaluate methods and suggest possible improvements.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge with understanding 50

AO2 Handling information and problem-solving 30

AO3 Expeirmental skills and investigations 20

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Papers Papers Papers

1 and 2 3 and 4 5 and 6

AO1 Knowledge with understanding 63 63 0

AO2 Handling information and problem-solving 37 37 0

AO3 Expeirmental skills and investigations 0 0 100

Total 100 100 100

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate, you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

The subject content that follows is divided into two sections: Chemistry (C1–C12) and Physics (P1–P5).
Candidates must study both sections.

All candidates should be taught the Core subject content. Candidates who are only taught the Core subject
content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the
Extended subject content. The Extended subject content includes both the Core and the Supplement.

Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which
allows them to develop their practical skills by carrying out practical work and investigations within all of the
topics listed.

Chemistry
C1 The particulate nature of matter

C1.1 The particulate nature of matter

Core Supplement
1 State the distinguishing properties of solids,
liquids and gases
2 Describe the structure of solids, liquids
and gases in terms of particle separation,
arrangement and types of motion
3 Explain changes of state in terms of the
kinetic particle theory and the energy changes
4 Describe and explain diffusion in terms of the involved
movement of particles (atoms, molecules or
ions)
5 Describe and explain dependence of rate of
diffusion on molecular mass

C2 Experimental techniques

C2.1 Measurement
Core
1 Name and suggest appropriate apparatus for
the measurement of time, temperature, mass
and volume, including burettes, pipettes and
measuring cylinders

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry

C2.2 Criteria of purity

Core Supplement
1 Interpret simple chromatograms 2 Interpret simple chromatograms, including the
use of Rf values
3 Recognise that mixtures melt and boil over a 4 Outline how chromatography techniques
range of temperatures can be applied to colourless substances by
exposing chromatograms to substances called
locating agents (Knowledge of specific locating
agents is not required.)
5 Identify substances and assess their purity from
melting point and boiling point information

C2.3 Methods of purification

Core
1 Describe and explain methods of separation
and purification by the use of a suitable solvent,
filtration, crystallisation, distillation, fractional
distillation and paper chromatography
2 Suggest suitable separation and purification
techniques, given information about the
substances involved

C3 Atoms, elements and compounds

C3.1 Physical and chemical changes

Core
1 Identify physical and chemical changes, and
understand the differences between them

C3.2 Elements, compounds and mixtures

Core
1 Describe the differences between elements,
mixtures and compounds, and between metals
and non-metals
2 Define the terms solvent, solute, solution and
concentration

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry

C3.3 Atomic structure and the Periodic Table

Core Supplement
1 Describe the structure of an atom in terms
of a central nucleus, containing protons and
neutrons, and ‘shells’ of electrons
2 Describe the build-up of electrons in ‘shells’
and understand the significance of the noble
gas electronic structures and of the outer-shell
electrons
(The ideas of the distribution of electrons in
s and p orbitals and in d-block elements are
not required.)
3 State the relative charge and approximate
relative mass of a proton, a neutron and an
electron
4 Define and use proton number (atomic number)
as the number of protons in the nucleus of an
atom
5 Define and use nucleon number (mass number)
as the total number of protons and neutrons in
the nucleus of an atom
6 Use proton number and the simple structure of
atoms to explain the basis of the Periodic Table,
with special reference to the elements of proton
numbers 1 to 20
7 Define isotopes as atoms of the same element 8 Understand that isotopes have the same
which have the same proton number but a properties because they have the same number
different nucleon number of electrons in their outer shell

Note: a copy of the Periodic Table as shown in the

Appendix will be provided in Papers 1, 2, 3 and 4.

C3.4 Ions and ionic bonds

Core Supplement
1 Describe the formation of ions by electron loss
or gain
2 Use dot-and-cross diagrams to describe the 3 Describe the formation of ionic bonds between
formation of ionic bonds between Group I and metallic and non-metallic elements to include
Group VII the strong attraction between ions because of
their opposite electrical charges
4 Describe the lattice structure of ionic
compounds as a regular arrangement
of alternating positive and negative ions,
exemplified by the sodium chloride structure

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry

C3.5 Molecules and covalent bonds

Core Supplement
1 State that non-metallic elements form simple
molecules with covalent bonds between atoms
2 Describe the formation of single covalent 3 Use and draw dot-and-cross diagrams to
bonds in H2, Cl 2, H2O, CH4, NH3 and HCl as represent the bonding in the more complex
the sharing of pairs of electrons leading to the covalent molecules such as N2, C2H4, CH3OH
noble gas configuration including the use of and CO2
dot-and-cross diagrams
4 Describe the differences in volatility, solubility 5 Explain the differences in melting point and
and electrical conductivity between ionic and boiling point of ionic and covalent compounds
covalent compounds in terms of attractive forces

C3.6 Macromolecules
Core Supplement
1 State that there are several different forms of
carbon, including diamond and graphite
2 Describe the giant covalent structures of 3 Relate the structures of diamond and graphite
diamond and graphite to their uses, e.g. graphite as a lubricant and a
conductor and diamond in cutting tools

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry
C4 Stoichiometry

C4.1 Stoichiometry
Core Supplement
1 Use the symbols of the elements and write the 2 Determine the formula of an ionic compound
formulae of simple compounds from the charges on the ions present
3 Deduce the formula of a simple compound
from the relative numbers of atoms present
4 Deduce the formula of a simple compound
from a model or a diagrammatic representation
5 Construct and use word equations
6 Interpret and balance simple symbol equations 7 Construct and use symbol equations with state
symbols, including ionic equations
8 Deduce the balanced equation of a chemical
reaction, given relevant information
9 Define relative atomic mass Ar as the average
mass of naturally occurring atoms of an
element on a scale where the 12C atom has a
mass of exactly 12 units
10 Define relative molecular mass Mr and calculate
it as the sum of the relative atomic masses (the
term relative formula mass or Mr will be used for
ionic compounds)
11 Calculate stoichiometric reacting masses,
volumes of gases and solutions and solution
concentrations expressed in g / dm3 and mol / dm3
(Calculations based on limiting reactants may
be set. Questions on the gas laws and the
conversion of gaseous volumes to different
temperatures and pressures will not be set.)

C5 Electricity and chemistry

C5.1 Electricity and chemistry

Core Supplement
1 Define electrolysis as the breakdown of an ionic
compound when molten or in aqueous solution
by the passage of electricity
2 Use the terms inert electrode, electrolyte, 3 Describe electrolysis in terms of the ions
anode and cathode present and the reactions at the electrodes, in
4 Describe the electrode products and the terms of gain of electrons by cations and loss of
observations made, using inert electrodes electrons by anions to form atoms
(platinum or carbon), in the electrolysis of:
– molten lead(II) bromide
– concentrated aqueous sodium chloride
– dilute sulfuric acid
5 Predict the products of the electrolysis of a
specified molten binary compound

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry
C6 Energy changes in chemical reactions

C6.1 Energetics of a reaction

Core Supplement
1 Describe the meaning of exothermic and 2 Describe bond breaking as an endothermic
endothermic reactions process and bond forming as an exothermic
process
3 Draw and label energy level diagrams for
exothermic and endothermic reactions using
data provided
4 Interpret energy level diagrams showing
exothermic and endothermic reactions and the
activation energy of a reaction

C6.2 Energy transfer

Core
1 Describe the release of thermal energy by
burning fuels
2 State the use of hydrogen as a fuel

C6.3 Rate (speed) of reaction

Core Supplement
1 Describe practical methods for investigating the
rate of a reaction which produces a gas
2 Interpret data obtained from experiments
concerned with rate of reaction
3 Describe the effect of concentration, particle 4 Describe and explain the effect of concentration
size, catalysts (including enzymes) and in terms of frequency of collisions between
temperature on the rate of reactions reacting particles
5 Describe and explain the effect of changing
temperature in terms of the frequency of
collisions between reacting particles and more
colliding particles possessing the minimum
energy (activation energy) to react
6 Describe how concentration, temperature
and surface area create a danger of explosive
combustion with fine powders (e.g. flour mills)
and gases (e.g. methane in mines)

Note: Candidates should be encouraged to use the

term rate rather than speed.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry

C6.4 Redox
Core Supplement
1 Describe oxidation and reduction in chemical 2 Define and identify an oxidising agent as a
reactions in terms of oxygen loss / gain substance which oxidises another substance
(Oxidation state limited to its use to name ions, during a redox reaction and a reducing
e.g. iron(II), iron(III), copper(II).) agent as a substance which reduces another
substance during a redox reaction

C7 Acids, bases and salts

C7.1 The characteristic properties of acids and bases

Core Supplement
1 Describe the characteristic properties of acids
(exemplified by dilute hydrochloric acid and
dilute sulfuric acid) including their effect on
litmus paper and their reactions with metals,
bases and carbonates
2 Describe the characteristic properties of bases 3 Define acids and bases in terms of proton
including their effect on litmus paper and their transfer, limited to aqueous solutions
reactions with acids and ammonium salts
4 Describe neutrality and relative acidity and
alkalinity in terms of pH (whole numbers only)
measured using universal indicator
5 Describe and explain the importance of
controlling acidity in soil

C7.2 Types of oxides

Core Supplement
1 Classify oxides as either acidic or basic, related 2 Further classify other oxides as neutral or
to the metallic and non-metallic character amphoteric

C7.3 Preparation of salts

Core Supplement
1 Describe the preparation, separation and 2 Suggest a method of making a given salt from
purification of salts using techniques specified suitable starting material given appropriate
in Section C2 and the reactions specified in information, including precipitation
Section C7.1

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry

C7.4 Identification of ions and gases

Core
1 Describe and use the following tests to identify:
aqueous cations:
ammonium, calcium, copper(II), iron(II), iron(III)
and zinc, using aqueous sodium hydroxide and
aqueous ammonia as appropriate (formulae of
complex ions are not required)

cations:
flame tests to identify lithium, sodium,
potassium and copper(II)

anions:
carbonate (by reaction with dilute acid and then
limewater), chloride and bromide (by reaction
under acidic conditions with aqueous silver
nitrate), nitrate (by reduction with aluminium)
and sulfate (by reaction under acidic conditions
with aqueous barium ions)

gases:
ammonia (using damp red litmus paper),
carbon dioxide (using limewater), chlorine (using
damp litmus paper), hydrogen (using a lighted
splint), oxygen (using a glowing splint)

C8 The Periodic Table

C8.1 The Periodic Table

Core
1 Describe the Periodic Table as a method of
classifying elements and its use to predict
properties of elements

C8.2 Periodic Trends

Core Supplement
1 Describe the change from metallic to non- 2 Describe and explain the relationship between
metallic character across a period group number, number of outer-shell electrons
and metallic/non-metallic character

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry

C8.3 Group properties

Core Supplement
1 Describe lithium, sodium and potassium in 2 Predict the properties of other elements in
Group I (the alkali metals) as a collection of Group I given data, where appropriate
relatively soft metals showing a trend in melting
point, density and reaction with water
3 Describe the halogens, chlorine, bromine and 4 State the reaction of chlorine, bromine and
iodine in Group VII, as a collection of diatomic iodine with other halide ions
non-metals showing a trend in colour and 5 Predict the properties of other elements in
physical state Group VII, given data where appropriate
6 Identify trends in other groups, given data
about the elements concerned

C8.4 Transition elements

Core
1 Describe the transition elements as a collection
of metals having high densities, high melting
points and forming coloured compounds, and
which, as elements and compounds, often act
as catalysts

C8.5 Noble gases

Core
1 Describe the noble gases, in Group VIII or 0,
as being unreactive, monoatomic gases and
explain this in terms of electronic structure
2 State the uses of the noble gases in providing
an inert atmosphere, i.e. argon in lamps, helium
for filling balloons

C9 Metals

C9.1 Properties of metals

Core Supplement
1 Describe the general physical properties of 2 Describe metallic bonding as a lattice of
metals as solids with high melting and boiling positive ions in a ‘sea of electrons’ and use
points, malleable and good conductors of heat this to explain the electrical conductivity and
and electricity malleability of metals
3 Describe alloys, such as brass, as mixtures of a
metal with other elements
4 Explain in terms of their properties why alloys 5 Describe how the properties of iron are
are used instead of pure metals changed by the controlled use of additives
to form steel alloys, such as mild steel and
stainless steel

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry

C9.2 Reactivity series

Core Supplement
1 Place in order of reactivity: potassium, sodium, 2 Describe the reactivity series in terms of
calcium, magnesium, aluminium, (carbon), zinc, the tendency of a metal to form its positive
iron, (hydrogen) and copper, by reference to the ion, illustrated by its reaction, if any, with the
reactions, if any, of the elements with: aqueous ions of other listed metals
– water or steam
– dilute hydrochloric acid
– reduction of their oxides with carbon
3 Deduce an order of reactivity from a given set
of experimental results

C9.3 Extraction of metals

Core Supplement
1 Describe the use of carbon in the extraction of
some metals from their ores
2 Know that aluminium is extracted from the ore 3 Describe and explain the essential reactions in
bauxite by electrolysis the extraction of iron from hematite in the blast
furnace
C + O2 → CO2
C + CO2 → 2CO
Fe2O3 + 3CO → 2Fe + 3CO2

C9.4 Uses of metals

Core Supplement
1 Describe the uses of aluminium: 2 Describe and explain the apparent unreactivity
– in aircraft parts because of its strength and of aluminium in terms of the oxide layer which
low density adheres to the metal
– in food containers because of its resistance
to corrosion
3 State the uses of mild steel (car bodies and 4 Explain the uses of zinc for galvanising steel
machinery) and stainless steel (chemical plant and for making brass
and cutlery)

C10 Air and water

C10.1 Water
Core Supplement
1 Describe a chemical test for water using 2 Describe how hydration can be reversed
copper(II) sulfate and cobalt(II) chloride (e.g. by heating hydrated copper(II) sulfate or
3 Describe, in outline, and explain the purification hydrated cobalt(II) chloride)
treatment of the water supply in terms of
filtration and chlorination

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry

C10.2 Air
Core Supplement
1 State the composition of clean air as being a
mixture of 78% nitrogen, 21% oxygen and small
quantities of noble gases, water vapour and
carbon dioxide
2 Name the common pollutants in air as being
carbon monoxide, sulfur dioxide and oxides of
nitrogen
3 State the source of each of these pollutants: 4 Describe some approaches to reducing
– carbon monoxide from the incomplete emissions of sulfur dioxide, including the use of
combustion of carbon-containing low sulfur petrol and flue gas desulfurisation by
substances calcium oxide
– sulfur dioxide from the combustion of fossil 5 Describe, in outline, how a catalytic converter
fuels which contain sulfur compounds removes nitrogen monoxide and carbon
(leading to acid rain) monoxide from exhaust emissions by reaction
over a hot catalyst
– oxides of nitrogen from car engines
2CO + O2 → 2CO2
2NO + 2CO → N2 + 2CO2
2NO → N2 + O2
6 State the adverse effect of these common air
pollutants on buildings and on health
7 State the conditions required for the rusting of
iron (presence of oxygen and water)
8 Describe and explain barrier methods of rust 9 Describe and explain sacrificial protection in
prevention, including paint and other coatings terms of the reactivity series of metals and
galvanising as a method of rust prevention

C10.3 Carbon dioxide and methane

Core
1 State the formation of carbon dioxide:
– as a product of complete combustion of
carbon-containing substances
– as a product of respiration
– as a product of the reaction between an
acid and a carbonate
– as a product of thermal decomposition of
calcium carbonate
2 State that carbon dioxide and methane are
greenhouse gases

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry
C11 Carbonates

C11.1 Carbonates
Core
1 Describe the manufacture of lime (calcium
oxide) from limestone (calcium carbonate) in
terms of the chemical reactions involved, and
the use of limestone in treating acidic soil and
neutralising acidic industrial waste products
2 Describe the thermal decomposition of calcium
carbonate (limestone)

C12 Organic chemistry

C12.1 Names of compounds

Core
1 Name and draw the structures of methane,
ethane, ethene and ethanol
2 State the type of compound present, given a
chemical name ending in -ane, -ene and -ol or
a molecular structure

C12.2 Fuels
Core Supplement
1 State that coal, natural gas and petroleum are
fossil fuels that produce carbon dioxide on
combustion
2 Name methane as the main constituent of
natural gas
3 Describe petroleum as a mixture of 4 Describe the properties of molecules within a
hydrocarbons and its separation into useful fraction
fractions by fractional distillation
5 Name the uses of the fractions as:
– refinery gas for bottled gas for heating and
cooking
– gasoline fraction for fuel (petrol) in cars
– naphtha fraction as a feedstock for making
chemicals
– diesel oil / gas oil for fuel in diesel engines
– bitumen for road surfaces

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Chemistry

C12.3 Homologous series

Supplement
1 Describe the homologous series of alkanes
and alkenes as families of compounds with
the same general formula and similar chemical
properties

C12.4 Alkanes
Core
1 Describe alkanes as saturated hydrocarbons
whose molecules contain only single covalent
bonds
2 Describe the properties of alkanes (exemplified
by methane) as being generally unreactive,
except in terms of burning
3 Describe the complete combustion of
hydrocarbons to give carbon dioxide and water

C12.5 Alkenes
Core Supplement
1 Describe alkenes as unsaturated hydrocarbons
whose molecules contain one double covalent
bond
2 State that cracking is a reaction that produces 3 Describe the formation of smaller alkanes,
alkenes alkenes and hydrogen by the cracking of larger
alkane molecules and state the conditions
required for cracking
4 Recognise saturated and unsaturated 5 Describe the properties of alkenes in terms of
hydrocarbons: addition reactions, with bromine, hydrogen and
– from molecular structures steam, exemplified by ethene
– by their reaction with aqueous bromine
6 Describe the formation of poly(ethene) as an
example of addition polymerisation of monomer
units

C12.6 Alcohols
Core Supplement
1 State that ethanol may be formed by 2 Describe the formation of ethanol by
fermentation and by reaction between ethene fermentation and the catalytic addition of steam
and steam to ethene
3 Describe the complete combustion of ethanol
to give carbon dioxide and water
4 State the uses of ethanol as a solvent and as a
fuel

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

Physics
P1 General physics

P1.1 Length and time

Core Supplement
1 Use and describe the use of rules and 2 Understand that a micrometer screw gauge is
measuring cylinders to find a length or a volume used to measure very small distances
3 Use and describe the use of clocks and
devices, both analogue and digital, for
measuring an interval of time
4 Obtain an average value for a small distance
and for a short interval of time by measuring
multiples (including the period of a pendulum)

P1.2 Motion
Core Supplement
1 Define speed and calculate average speed from 2 Distinguish between speed and velocity
total distance 3 Define and calculate acceleration using
total time change in velocity
time taken

4 Plot and interpret a speed–time graph and a 5 Calculate acceleration from the gradient of a
distance–time graph speed–time graph
6 Recognise from the shape of a speed–time 7 Recognise linear motion for which the
graph when a body is: acceleration is not constant
– at rest
– moving with constant speed
– moving with changing speed
8 Calculate the area under a speed–time graph to
work out the distance travelled for motion with
constant acceleration
9 Demonstrate understanding that acceleration
and deceleration are related to changing speed
including qualitative analysis of the gradient of a
speed–time graph
10 State that the acceleration of free fall g for a 11 Describe qualitatively the motion of bodies
body near to the Earth is constant falling in a uniform gravitational field with and
without air resistance including reference to
terminal velocity

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P1.3 Mass and weight

Core Supplement
1 Show familiarity with the idea of the mass of a 2 Demonstrate an understanding that mass is a
body property which ‘resists’ change in motion

3 State that weight is a gravitational force

4 Distinguish between mass and weight
5 Demonstrate understanding that weights (and 6 Describe and use the concept of weight as the
hence masses) may be compared using a effect of a gravitational field on a mass
balance

7 Recognise that g is the gravitational force on

unit mass and is measured in N / kg
8 Recall and use the equation W = mg

P1.4 Density
Core Supplement
1 Recall and use the equation r = m
V
2 Describe an experiment to determine the 3 Describe the determination of the density of
density of a liquid and of a regularly-shaped an irregularly-shaped solid by the method
solid and make the necessary calculation of displacement and make the necessary
calculation

P1.5 Forces
P1.5.1 Effects of forces
Core Supplement
1 Recognise that a force may produce a change 2 Plot and interpret extension–load graphs
in the size, shape and motion of a body and describe the associated experimental
procedure
3 State Hooke’s law and recall and use the
equation F = kx where k is the spring constant
4 Recognise the significance of the term ‘limit of
proportionality’ for an extension–load graph
5 Recall and use the relationship between
resultant force, mass and acceleration, F = ma
6 Understand friction as the force between two
surfaces which impedes motion and results in
heating
7 Recognise air resistance as a form of friction
8 Find the resultant of two or more forces acting
along the same line
9 Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P1.5 Forces continued

P1.5.2 Turning effect
Core Supplement
1 Describe the moment of a force as a measure
of its turning effect and give everyday examples
2 Calculate moment using the product 3 Apply the principle of moments to the balancing
force × perpendicular distance from the pivot of a weightless beam about a pivot
4 Recognise that when there is no resultant force
and no resultant turning effect, a system is in
equilibrium

P1.5.3 Centre of mass

Core
1 Perform and describe an experiment to
determine the position of the centre of mass of
a plane lamina
2 Describe qualitatively the effect of the position
of the centre of mass on the stability of simple
objects

P1.5.4 Pressure
Core Supplement
1 Relate qualitatively pressure to force and area, 2 Recall and use the equation p = F / A
using appropriate examples

P1.6 Work, energy and power

P1.6.1 Work
Core Supplement
1 Relate (without calculation) work done to the 2 Recall and use W = Fd = ΔE
magnitude of a force and distance moved in the
direction of the force continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P1.6 Work, energy and power continued

P1.6.2 Energy
Core Supplement
1 Demonstrate an understanding that work done
= energy transferred
2 Demonstrate understanding that an object may
have energy due to its motion (kinetic energy,
KE) or its position (potential energy, PE) and
that energy may be transferred and stored
3 Give and identify examples of changes in 4 Recall and use the expressions KE = ½mv2 and
kinetic, gravitational potential, chemical gravitational potential energy (GPE) = mgh or
potential, elastic (strain), nuclear and thermal change in GPE = mgΔh
energy that have occurred as a result of an
event or process
5 Recognise that energy is transferred during
events and processes, including examples of
transfer by forces (mechanical working), by
electric currents (electrical working), by heating
and by waves
6 Apply the principle of conservation of energy to
simple examples

P1.6.3 Power
Core Supplement
1 Relate (without calculation) power to work done 2 Recall and use the equation P = ΔE / t in simple
and time taken, using appropriate examples systems
continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P1.6 Work, energy and power continued

P1.6.4 Energy resources
Core Supplement
1 Distinguish between renewable and non-
renewable sources of energy
2 Describe how electricity or other useful forms of
energy may be obtained from:
– chemical energy stored in fuel
– energy from water, including the energy
stored in waves, in tides, and in water
behind hydroelectric dams
– geothermal resources
– nuclear fission
– heat and light from the Sun (solar cells and
panels)
– wind energy
3 Give advantages and disadvantages of each
method in terms of renewability, cost, reliability,
scale and environmental impact
4 Show a qualitative understanding of efficiency 5 Understand that the Sun is the source of
energy for all our energy resources except
geothermal, nuclear and tidal
6 Understand that the source of tidal energy is
mainly the moon
7 Show an understanding that energy is released
by nuclear fusion in the Sun
8 Recall and use the equations:
useful energy output
efficiency = × 100%
energy input

useful power output

efficiency = × 100%
power input

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics
P2 Thermal physics

P2.1 Thermal properties and temperature

P2.1.1 Thermal expansion of solids, liquids and gases
Core
1 State the distinguishing properties of solids,
liquids and gases
2 Describe qualitatively the molecular structure
of solids, liquids and gases in terms of the
arrangement, separation, and motion of the
molecules
3 Describe qualitatively the pressure of a gas and
the temperature of a gas, liquid or solid in terms
of the motion of its particles
4 Describe qualitatively the thermal expansion of
solids, liquids and gases at constant pressure
5 Identify and explain some of the everyday
applications and consequences of thermal
expansion
6 Know the relative order of the magnitude of the
expansion of solids, liquids and gases

P2.1.2 Measurement of temperature

Core Supplement
1 Describe how a physical property which 2 Demonstrate understanding of sensitivity, range
varies with temperature may be used for and linearity
the measurement of temperature and state
examples of such properties
3 Recognise the need for and identify fixed points
4 Describe and explain the structure and action 5 Use and describe the use of thermometers to
of liquid-in-glass thermometers measure temperature on the Celsius scale
6 Describe the structure of a thermocouple
and show understanding of its use as a
thermometer for measuring high temperatures
and those which vary rapidly
continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P2.1 Thermal properties and temperature continued

P2.1.3 Melting and boiling
Core Supplement
1 Describe melting and boiling in terms of energy
input without a change in temperature
2 State the meaning of melting point and boiling 3 Distinguish between boiling and evaporation
point, and recall the melting and boiling points
for water

P2.2 Thermal processes

P2.2.1 Conduction
Core Supplement
1 Recognise and name typical good and bad
thermal conductors
2 Describe experiments to demonstrate the 3 Explain conduction in solids in terms of
properties of good and bad thermal conductors molecular vibrations and transfer by electrons

P2.2.2 Convection
Core Supplement
1 Recognise convection as the main method of 2 Relate convection in fluids to density changes
energy transfer in fluids
3 Interpret and describe experiments designed to
illustrate convection in liquids and gases (fluids)

P2.2.3 Radiation
Core Supplement
1 Recognise radiation as the method of energy
transfer that does not require a medium to
travel through
2 Identify infrared radiation as the part of the
electromagnetic spectrum often involved in
energy transfer by radiation
3 Describe the effect of surface colour (black
or white) and texture (dull or shiny) on the
emission, absorption and reflection of radiation
4 Interpret and describe experiments to
investigate the properties of good and bad
emitters and good and bad absorbers of
infrared radiation
continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P2.2 Thermal processes continued

P2.2.4 Consequences of energy transfer
Core
1 Identify and explain some of the everyday
applications and consequences of conduction,
convection and radiation

P3 Properties of waves, including light and sound

P3.1 General wave properties

Core Supplement
1 Demonstrate understanding that waves transfer
energy without transferring matter
2 Describe what is meant by wave motion as
illustrated by vibration in ropes, springs and by
experiments using water waves
3 Use the term wavefront
4 State the meaning of speed, frequency, 5 Distinguish between transverse and longitudinal
wavelength and amplitude waves and give suitable examples
6 Describe how waves can undergo:
– reflection at a plane surface
– refraction due to a change of speed
7 Describe the use of water waves to 8 Recall and use the equation v = f  λ
demonstrate reflection and refraction 9 Understand that refraction is caused by a
change in speed as a wave moves from one
medium to another
10 Describe how waves can undergo diffraction
through a narrow gap
11 Describe the use of water waves to
demonstrate diffraction

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P3.2 Light
P3.2.1 Reflection of light
Core Supplement
1 Describe the formation of an optical image by a
plane mirror and give its characteristics
2 Recall and use the law
angle of incidence i = angle of reflection r
recognising these angles are measured to the
normal
3 Give the meaning of critical angle
4 Describe internal and total internal reflection
5 Perform simple constructions, measurements 6 Recall that the image in a plane mirror is virtual
and calculations for reflection by plane mirrors 7 Describe and explain the action of optical fibres
particularly in medicine and communications
technology

P3.2.2 Refraction of light

Core Supplement
1 Interpret and describe an experimental 2 Recall and use the definition of refractive index
demonstration of the refraction of light n in terms of speed
3 Use the terminology for the angle of incidence 4 Recall and use the equation for refractive index
i and angle of refraction r and describe sin i
the passage of light through parallel-sided n=
sin r
transparent material

P3.2.3 Thin converging lens

Core Supplement
1 Describe the action of a thin converging lens on
a beam of light
2 Use the terms principal focus and focal length
3 Draw ray diagrams for the formation of a real 4 Show understanding of the terms real image
image by a single lens and virtual image
5 Draw and use ray diagrams for the formation of
a virtual image by a single converging lens
6 Describe the nature of an image using the 7 Use and describe the use of a single lens as a
terms enlarged / same size / diminished and magnifying glass
upright /inverted continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P3.2 Light continued

P3.2.4 Electromagnetic spectrum
Core Supplement
1 Describe the main features of the
electromagnetic spectrum in order of
frequency, from radio waves to gamma
radiation (γ)
2 State that all electromagnetic waves travel with 3 State that the speed of electromagnetic
the same high speed in a vacuum waves in a vacuum is 3.0 × 108 m / s and is
approximately the same in air
4 Describe typical properties and uses of
radiations in all the different regions of the
electromagnetic spectrum including:
– radio and television communications (radio
waves)
– satellite television and telephones
(microwaves)
– electrical appliances, remote controllers for
televisions and intruder alarms (infrared)
– medicine and security (X-rays)

P3.3 Sound
Core Supplement
1 Describe how vibrating objects produce sound 2 Describe the longitudinal nature of sound
waves, and how sound waves can cause waves
objects to vibrate, including the eardrum 3 Describe the transmission of sound waves in air
4 State that the approximate range of audible in terms of compressions and rarefactions
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
5 Show an understanding that a medium is
needed to transmit sound waves

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics
P4 Electricity and magnetism

P4.1 Simple phenomena of magnetism

Core Supplement
1 Describe the forces between magnets, and 2 Give an account of induced magnetism
between magnets and magnetic materials
3 Distinguish between magnetic and non-
magnetic materials
4 Draw and describe the pattern and direction of
magnetic field lines around a bar magnet
5 Distinguish between the magnetic properties of
soft iron and steel
6 Recognise that an electric current has an
associated magnetic field
7 Distinguish between the design and use of
permanent magnets and electromagnets
8 Describe methods of magnetisation to include 9 Describe methods of demagnetisation to
stroking with a magnet, use of d.c. in a coil and include hammering, heating and use of
hammering in a magnetic field alternating current (a.c.) in a coil

P4.2 Electrical quantities

P4.2.1 Electric charge
Core Supplement
1 State that there are positive and negative
charges
2 State that unlike charges attract and that like
charges repel
3 Describe and interpret simple experiments
to show the production and detection of
electrostatic charges by friction
4 State that charging a body involves the addition 5 Describe an electric field as a region in which
or removal of electrons an electric charge experiences a force
6 Distinguish between electrical conductors and
insulators and give typical examples

P4.2.2 Current
Core Supplement
1 State that current is related to the flow of 2 Show understanding that a current is a rate of
charge flow of charge and recall and use the equation
I = Q/t
3 Distinguish between the direction of flow of
electrons and conventional current
4 Use and describe the use of an ammeter, both
analogue and digital
5 State that current in metals is due to a flow of
electrons continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P4.2 Electrical quantities continued

P4.2.3 Electromotive force (e.m.f.) and potential difference (p.d.)
Core Supplement
1 State that the potential difference (p.d.) across a 2 Show understanding that e.m.f. is defined in
circuit component is measured in volts terms of energy supplied by a source in driving
3 Use and describe the use of a voltmeter, both charge around a complete circuit
analogue and digital
4 State that the electromotive force (e.m.f.) of an 5 Recall that 1 V is equivalent to 1 J / C
electrical source of energy is measured in volts

P4.2.4 Resistance
Core Supplement
1 State that resistance = p.d. / current and
understand qualitatively how changes in p.d. or
resistance affect current
2 Recall and use the equation R = V / I
3 Describe an experiment to determine resistance
using a voltmeter and an ammeter
4 Relate (without calculation) the resistance of a
wire to its length and to its diameter
5 Demonstrate understanding of current, 6 Recall and use quantitatively the proportionality
potential difference, e.m.f. and resistance between resistance and length, and the inverse
proportionality between resistance and cross-
sectional area of a wire

P4.3 Electric circuits

P4.3.1 Circuit diagrams
Core
1 Draw and interpret circuit diagrams containing
sources, switches, resistors (fixed and variable),
lamps, ammeters, voltmeters and fuses
(Symbols for other common circuit components
will be provided in questions.) continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P4.3 Electric circuits continued

P4.3.2 Series and parallel circuits
Core Supplement
1 Understand that the current at every point in a
series circuit is the same
2 Calculate the combined resistance of two or 3 Recall and use the fact that the sum of the
more resistors in series p.d.s across the components in a series circuit
is equal to the total p.d. across the supply
4 State that, for a parallel circuit, the current from 5 Recall and use the fact that the current from
the source is larger than the current in each the source is the sum of the currents in the
branch separate branches of a parallel circuit
6 State that the combined resistance of two 7 Calculate the combined resistance of two
resistors in parallel is less than that of either resistors in parallel
resistor by itself
8 State the advantages of connecting 9 Draw and interpret circuit diagrams containing
components in parallel in a circuit NTC thermistors and light-dependent resistors
(LDRs)
10 Describe the action of NTC thermistors and
LDRs and show understanding of their use as
input transducers

P4.4 Electrical energy

Supplement
1 Recall and use the equations P = IV and
E = IVt

P4.5 Dangers of electricity

Core
1 State the hazards of:
– damaged insulation
– overheating of cables
– damp conditions
2 State that a fuse protects a circuit
3 Explain the use of fuses and circuit breakers
and choose appropriate fuse ratings and
circuit-breaker ratings
4 Explain the benefits of earthing metal cases

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P4.6 Electromagnetic effects

P4.6.1 Electromagnetic induction
Supplement
1 Show understanding that a conductor moving
across a magnetic field or a changing magnetic
field linking with a conductor can induce an
electromotive force (e.m.f.) in the conductor
2 Describe an experiment to demonstrate
electromagnetic induction
3 State the factors affecting the magnitude of an
induced e.m.f.
4 Show understanding that the direction of an
induced e.m.f. opposes the change causing it

P4.6.2 a.c. generator

Supplement
1 Distinguish between direct current (d.c) and
alternating current (a.c)
2 Describe and explain the operation of a
rotating-coil generator and the use of slip rings
3 Sketch a graph of voltage output against time
for a simple a.c. generator

P4.6.3 Transformers
. Supplement
1 Describe the construction of a basic
transformer with a soft-iron core, as used for
voltage transformations
2 Describe the principle of operation of a
transformer
3 Use the terms step-up and step-down
4 Recall and use the equation (Vp / Vs) = (Np / Ns)
(for 100% efficiency)
5 Recall and use the equation Ip Vp = Is Vs (for
100% efficiency)
6 Describe the use of the transformer in high-
voltage transmission of electricity
7 Explain why power losses in cables are lower
when the voltage is high
continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P4.6 Electromagnetic effects continued

P4.6.4 Force on a current-carrying conductor
Core
1 Describe an experiment to show that a force
acts on a current-carrying conductor in a
magnetic field, including the effect of reversing:
– the current
– the direction of the field

P4.6.5 d.c.motor
Core Supplement
1 State that a current-carrying coil in a magnetic 2 Relate this turning effect to the action of an
field experiences a turning effect and that the electric motor including the action of a split-ring
effect is increased by: commutator
– increasing the number of turns on the coil
– increasing the current
– increasing the strength of the magnetic field

P5 Atomic physics

P5.1 The nuclear atom

Core
1 Describe the composition of the nucleus in
terms of protons and neutrons
2 Use the terms proton number Z and nucleon
number A
3 Use and interpret the term nuclide and use the
nuclide notation ZA X
4 Use and explain the term isotope

P5.2 Radioactivity
P5.2.1 Detection of radioactivity
Core
1 Demonstrate understanding of background
radiation
2 Describe the detection of α-particles,
β-particles and γ-rays (β+ are not included,
β-particles will be taken to refer to β–) continued

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Subject content

0652 Physics

P5.2 Radioactivity continued

P5.2.2 Characteristics of the three kinds of emission
Core Supplement
1 Describe the random nature of radioactive
emission
2 Identify alpha-, beta- and gamma- (α-, β- and 3 Describe deflection of α-, β- and γ-emissions in
γ-emissions) by recalling: electric fields and in magnetic fields
– their nature 4 Give and explain examples of practical
– their relative ionising effects applications of α-, β- and γ-emissions
– their relative penetrating abilities

P5.2.3 Radioactive decay

Core Supplement
1 State the meaning of radioactive decay
2 Use word equations to represent changes in 3 Use nuclide notation in equations to show the
the composition of the nucleus when particles effect on the nucleus of α- and β-decay
are emitted

P5.2.4 Half-life
Core Supplement
1 Show an understanding of the term half-life
and use the term in context
2 Use the term half-life in simple calculations 3 Calculate half-life from data or decay curves,
which may involve information in tables or including curves from which background
decay curves radiation has not been subtracted

P5.2.5 Safety precautions

Core
1 Recall the effects of ionising radiations on living
things
2 Describe how radioactive materials are
handled, used and stored in a safe way

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026.

4 Details of the assessment

All candidates take three papers.

Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below,
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended subject content (Core and Supplement), and who are expected
to achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core assessment
Core candidates take the following papers that have questions based on the Core subject content only:

Paper 1 Multiple Choice (Core)

45 minutes, 40 marks

Forty compulsory multiple-choice items of the four-option type. This paper tests assessment objectives AO1
and AO2.

Paper 3 Theory (Core)

1 hour 15 minutes, 80 marks

Short-answer and structured questions testing assessment objectives AO1 and AO2.

Extended assessment
Extended candidates take the following papers that have questions based on the Core and Supplement
subject content:

Paper 2 Multiple Choice (Extended)

45 minutes, 40 marks

Forty compulsory multiple-choice items of the four-option type. This paper tests assessment objectives AO1
and AO2.

Paper 4 Theory (Extended)

1 hour 15 minutes, 80 marks

Short-answer and structured questions testing assessment objectives AO1 and AO2.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Details of the assessment

Practical assessment
All candidates take one practical component from a choice of two:

Paper 5 Practical Test

1 hour 15 minutes, 40 marks

This paper tests assessment objective AO3 in a practical context.

OR

Paper 6 Aleternative to Practical

1 hour, 40 marks

This paper tests assessment objective AO3 in a written paper.

Whichever practical paper you choose, please be aware that:

• they test the same assessment objective, AO3
• they require the same experimental skills to be learned and developed
• the same sequence of practical activities is appropriate.

Candidates must not use textbooks or any of their course notes in the practical component.

These papers are based on testing experimental skills. One question on each paper assesses the skill of
planning. This question will be based on any one of the sciences, which could be: Chemistry or Physics.

Questions in the practical papers are structured to assess performance across the full grade range. The
information candidates need to answer the questions is in the question paper itself or the experimental context
and skills listed below. The questions do not assess specific subject content.

Experimental skills tested in Paper 5 Practical Test and Paper 6 Alternative to Practical
Candidates may be required to do the following:
• carefully follow a sequence of instructions
• describe, explain or comment on experimental arrangements and techniques
• select the most appropriate apparatus or method for a task and justify the choice made
• draw, complete or label diagrams of apparatus
• perform simple arithmetical calculations
• take readings from an appropriate measuring device or from an image of the device (e.g. thermometer, rule,
protractor, measuring cylinder, ammeter, stop-watch), including:
– reading analogue and digital scales with accuracy and appropriate precision
– interpolating between scale divisions when appropriate
– correcting for zero errors when appropriate
• plan to take a sufficient number and range of measurements, repeating where appropriate to obtain an
average value
• describe or explain precautions taken in carrying out a procedure to ensure safety or the accuracy of
observations and data, including the control of variables and repetition of measurements

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Details of the assessment

• identify key variables and describe how, or explain why, certain variables should be controlled
• record observations systematically, for example in a table, using appropriate units and to a consistent and
appropriate degree of precision
• process data, using a calculator where necessary
• present and analyse data graphically, including the use of best-fit lines where appropriate, interpolation and
extrapolation, and the determination of a gradient, intercept or intersection
• interpret and evaluate observations and experimental data
• draw an appropriate conclusion, justifying it by reference to the data and using an appropriate explanation
• comment critically on a procedure or point of practical detail, and suggest an appropriate improvement
• evaluate the quality of data, identifying and dealing appropriately with any anomalous results
• identify possible causes of uncertainty, in data or in a conclusion
• make estimates or describe outcomes which demonstrate their familiarity with an experiment, procedure or
technique
• plan an experiment or investigation, including making reasoned predictions of expected results and
suggesting suitable apparatus and techniques.

Chemistry
Candidates may be asked questions on the following experimental contexts:
• simple quantitative experiments involving the measurement of volumes and/or masses
• rates (speeds) of reaction
• measurement of temperature based on a thermometer with 1 °C graduations and energetics
• problems of an investigatory nature, possibly including suitable organic compounds
• filtration
• electrolysis
• identification of ions and gases
• metals and the reactivity series
• acids, bases, oxides and preparation of salts
• redox reactions and rusting.

Physics
Candidates may be asked questions on the following experimental contexts:
• measurement of physical quantities such as length or volume or force or density
• cooling and heating
• springs and balances
• timing motion or oscillations
• electrical circuits, circuit diagrams and electrical symbols
• optics equipment such as mirrors, prisms and lenses
• procedures using simple apparatus, in situations where the method may not be familiar to the candidate
• use or describe the use of common techniques, apparatus and materials, e.g. ray-tracing equipment or the
connection of electric circuits
• explain the manipulation of the apparatus to obtain observations or measurements, e.g.:
– when determining a derived quantity, such as the extension per unit load for a spring
– when testing/identifying the relationship between two variables, such as between the p.d. across a wire
and its length
– when comparing physical quantities, such as two masses, using a balancing method.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Details of the assessment

Teaching experimental skills

We expect you to look for suitable opportunities to embed practical techniques and investigative work
throughout the course.

The best way to prepare candidates for these papers is to integrate practical work fully into the course so that it
becomes a normal part of your teaching. Practical work helps candidates to:
• develop a deeper understanding of the syllabus topics
• learn to appreciate the way in which scientific theories are developed and tested
• develop experimental skills and positive scientific attitudes such as objectivity, integrity, cooperation,
enquiry and inventiveness.

Note on taking readings

When approximate volumes are used, e.g. about 2 cm3, it is expected that candidates will estimate this and not
use measuring devices.

A measuring instrument should be used to its full precision. Thermometers may be marked in 1 °C intervals but
it is often appropriate to interpolate between scale divisions and record a temperature to the nearest 0.0 °C or
0.5 °C. Measurements using a rule require suitable accuracy of recording, such as 15.0 cm rather than 15 cm;
the use of millimetres when appropriate should be encouraged. Similarly, when measuring current, it is often
more appropriate to use milliamperes rather than amperes.

Apparatus list
This list contains the items you are likely to need for teaching the experimental skills needed for both practical
papers, as well as the Paper 5 exam. It is not exhaustive and does not include equipment commonly regarded
as standard in a science laboratory. The Confidential Instructions we send you before the Paper 5 exam will
give the detailed requirements for that exam.
• rulers capable of measuring to 1 mm
• metre rule
• means of writing on glassware
• beakers, 100 cm3, 250 cm3
• polystyrene or other plastic beakers of approximate capacity 150 cm3
• test-tubes (Pyrex or hard glass), approximately 125 mm × 16 mm
• boiling tubes, approximately 150 mm × 25 mm
• delivery tubes
• conical flasks, within the range 150 cm3 to 250 cm3
• measuring cylinders, 100 cm3, 50 cm3, 25 cm3, 10 cm3
• dropping pipettes
• white tiles
• large containers (e.g. plastic bowl) to hold cold water
• thermometers, –10 °C to +110 °C with 1 °C graduations
• stop-clocks (or wall-clock or wrist-watch), to measure to an accuracy of 1 s
• glass rods
• spatulas
• wooden splints
• indicators (e.g. litmus paper, universal indicator paper, full range universal indicator)

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Details of the assessment

• common reagents for tests (e.g. limewater test)

• burettes, 50 cm3
• pipettes, 25 cm3
• pipette fillers
• filter funnels and filter paper
• wash bottle
• ammeter FSD 1 A, 1.5 A
• voltmeter FSD 1 V, 5 V
• electrical cells (batteries) and holders to enable several cells to be joined
• connecting leads and crocodile clips
• d.c. power supply, variable to 12 V
• low-voltage filament lamps in holders
• various resistors and resistance wire
• switches
• good supply of masses and holders
• 2 cm expendable springs
• clamps and stands
• pendulum bobs
• newton meters
• Plasticine or modelling clay
• wooden boards
• converging lens with f = 15 cm
• glass or Perspex block, rectangular and semi-circular
• glass or Perspex prism, triangular
• optics pins
• plane mirrors
• ray box

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Details of the assessment

Glossary of terms used in science papers

This glossary (which is relevant only to science subjects) will prove helpful to candidates as a guide, but it is
neither exhaustive nor definitive. The glossary has been deliberately kept brief, not only with respect to the
number of terms included, but also to the descriptions of their meanings. Candidates should appreciate that
the meaning of a term must depend, in part, on its context.

1 Define (the term(s) … ) is intended literally, only a formal statement or equivalent paraphrase being required.
2 
What do you understand by/What is meant by (the term(s) … ) normally implies that a definition should
be given, together with some relevant comment on the significance or context of the term(s) concerned,
especially where two or more terms are included in the question. The amount of supplementary comment
intended should be interpreted in the light of the indicated mark value.
3  tate implies a concise answer with little or no supporting argument (e.g. a numerical answer that can
S
readily be obtained ‘by inspection’).
4  ist requires a number of points, generally each of one word, with no elaboration. Where a given number of
L
points is specified this should not be exceeded.
5 (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another way
of asking candidates to give reasons. The candidate needs to leave the examiner in no doubt why
something happens.
(b) G
 ive a reason / Give reasons is another way of asking candidates to explain why something happens.
6 Describe requires the candidate to state in words (using diagrams where appropriate) the main points.
Describe and explain may be coupled, as may state and explain.
7 Discuss requires the candidate to give a critical account of the points involved.
8 Outline implies brevity (i.e. restricting the answer to giving essentials).
9  redict implies that the candidate is expected to make a prediction not by recall but by making a logical
P
connection between other pieces of information.
10 Deduce implies that the candidate is not expected to produce the required answer by recall but by making
a logical connection between other pieces of information.
11 Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in chemistry,
two or more substances may satisfy the given conditions describing an ‘unknown’), or to imply that
candidates are expected to apply their general knowledge of the subject to a ‘novel’ situation, one that may
be formally ‘not in the syllabus’ – many data response and problem-solving questions are of this type.
12 Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13 Calculate is used when a numerical answer is required. In general, working should be shown, especially
where two or more steps are involved.
14 Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument
(e.g. length using a rule, or mass using a balance).
15 Determine often implies that the quantity concerned cannot be measured directly but is obtained from a
graph or by calculation.
16 E
 stimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making
such simplifying assumptions as may be necessary about points of principle and about the values of
quantities not otherwise included in the question.
17 S
 ketch, when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but candidates should be aware that, depending on the context, some quantitative
aspects may be looked for (e.g. passing through the origin, having an intercept).
In diagrams, sketch implies that simple, free-hand drawing is acceptable; nevertheless, care should be
taken over proportions and the clear exposition of important details.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026.

5 Appendix

Electrical symbols

cell switch

battery of cells

or earth or ground

power supply electric bell

a.c. power supply motor M

junction of
generator G
conductors

lamp ammeter A

fixed resistor voltmeter V

variable resistor oscilloscope

thermistor fuse

light dependent
transformer
resistor

heater

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Appendix

Symbols and units for physical quantities

Candidates should be able to give the symbols for the following physical quantities and, where indicated, state
the units in which they are measured. The list for the Extended syllabus content includes both the Core and the
Supplement.

Candidates should be familiar with the following multipliers: M mega, k kilo, c centi, m milli.

Core Supplement

Quantity Usual Usual unit Quantity Usual Usual

symbol symbol unit
length l, h … km, m, cm, mm
area A m2, cm2
volume V m3, cm3
weight W N
mass m, M kg, g mass m, M mg
time t h, min, s time t ms
3 3
density ρ g / cm , kg / m
speed u, v km / h, m / s, cm / s
acceleration a acceleration a m / s2
acceleration of g acceleration of free g m / s2
free fall fall
force F N
gravitational field g N / kg
strength
moment of a Nm
force
work done W, E J, kJ, MJ
energy E J, kJ, MJ
power P W, kW, MW
pressure p N / m2 pressure p Pa
temperature θ, T °C
frequency f Hz, kHz
wavelength λ m, cm
focal length f cm
angle of i degree (°)
incidence
angle of r degree (°)
reflection,
refraction
critical angle c degree (°)
refractive index n

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Appendix

Core Supplement

Quantity Usual Usual unit Quantity Usual Usual

symbol symbol unit
potential V V, mV
difference/voltage
current I A, mA
e.m.f. E V
resistance R Ω
charge Q C

Notes for use in qualitative analysis

Tests for anions
anion test test result
2–
carbonate (CO3 ) add dilute acid effervescence, carbon dioxide produced
–
chloride (Cl ) acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous silver nitrate
bromide (Br–) acidify with dilute nitric acid, then add cream ppt.
[in solution] aqueous silver nitrate
nitrate (NO3 –) add aqueous sodium hydroxide, then ammonia produced
[in solution] aluminium foil; warm carefully
sulfate (SO42–) acidify, then add aqueous barium nitrate white ppt.
[in solution]

Tests for aqueous cations

cation effect of aqueous sodium hydroxide effect of aqueous ammonia
ammonium (NH4+) ammonia produced on warming –
2+
calcium (Ca ) white ppt., insoluble in excess no ppt. or very slight white ppt.
2+
copper(II) (Cu ) light blue ppt., insoluble in excess light blue ppt., soluble in excess, giving
a dark blue solution
iron(II) (Fe2+) green ppt., insoluble in excess green ppt., insoluble in excess
3+
iron(III) (Fe ) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess
2+
zinc (Zn ) white ppt., soluble in excess, giving a white ppt., soluble in excess, giving a
colourless solution colourless solution

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Appendix

Tests for gases

gas test and test result
ammonia (NH3) turns damp red litmus paper blue
carbon dioxide (CO2) turns limewater milky
chlorine (Cl 2) bleaches damp litmus paper
hydrogen (H2) ‘pops’ with a lighted splint
oxygen (O2) relights a glowing splint

Flame tests for metal ions

metal ion flame colour
+
lithium (Li ) red
+
sodium (Na ) yellow
potassium (K+) lilac
2+
copper(II) (Cu ) blue-green

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 The Periodic Table
Group
I II III IV V VI VII VIII

Back to contents page

1 2
H He
hydrogen helium
Key 1 4
3 4 atomic number 5 6 7 8 9 10
Li Be atomic symbol B C N O F Ne
lithium beryllium name boron carbon nitrogen oxygen fluorine neon
7 9 relative atomic mass 11 12 14 16 19 20
11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23 24 27 28 31 32 35.5 40
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
85 88 89 91 93 96 – 101 103 106 108 112 115 119 122 128 127 131
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
Cs Ba Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
caesium barium hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon
133 137 178 181 184 186 190 192 195 197 201 204 207 209 – – –
87 88 89–103 104 105 106 107 108 109 110 111 112 114 116
actinoids
Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Fl Lv
francium radium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium copernicium flerovium livermorium
– – – – – – – – – – – – –

57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
lanthanoids La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
lanthanum cerium praseodymium neodymium promethium samarium europium gadolinium terbium dysprosium holmium erbium thulium ytterbium lutetium
139 140 141 144 – 150 152 157 159 163 165 167 169 173 175
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
actinoids Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
actinium thorium protactinium uranium neptunium plutonium americium curium berkelium californium einsteinium fermium mendelevium nobelium lawrencium
– 232 231 238 – – – – – – – – – – –

The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.)

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Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Appendix
 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Appendix

Safety in the laboratory

Responsibility for safety matters rests with centres. Further information can be found from the following UK
associations, publications and regulations.

Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk

Publications
CLEAPSS Laboratory Handbook, updated 2009 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2007 update of 1995 edition (available to CLEAPSS members only)

UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made

A brief guide may be found at

www.hse.gov.uk/pubns/indg136.pdf

Mathematical requirements
Calculators may be used in all parts of the examination.

Candidates should be able to:

• add, subtract, multiply and divide
• use averages, decimals, fractions, percentages, ratios and reciprocals
• use standard notation, including both positive and negative indices
• understand significant figures and use them appropriately
• recognise and use direct and inverse proportion
• use positive, whole number indices in algebraic expressions
• draw charts and graphs from given data
• interpret charts and graphs
• determine the gradient and intercept of a graph
• select suitable scales and axes for graphs
• make approximate evaluations of numerical expressions
• recall and use equations for the areas of a rectangle, triangle and circle and the volumes of a rectangular
block and a cylinder
• use mathematical instruments (ruler, compassess, protracter and set square)
• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, parallelogram,
rectangle and diagonal
• solve equations of the form x = y + z and x = yz for any one term when the other two are known
• recognise and use clockwise and anticlockwise directions
• recognise and use points of the compass (N, S, E, W)
• use sines and inverse signs (Extended candidates only).

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Appendix

Presentation of data
The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts, e.g. time / s for
time in seconds.

(a) Tables
• Each column of a table should be headed with the physical quantity and the appropriate unit,
e.g. time / s.
• The column headings of the table can then be directly transferred to the axes of a constructed graph.
(b) Graphs
• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis)
and the dependent variable plotted on the y-axis (vertical axis).
• Each axis should be labelled with the physical quantity and the appropriate unit, e.g. time / s.
• The scales for the axes should allow more than half of the graph grid to be used in both directions, and
be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the variable.
• The graph is the whole diagrammatic presentation, including the best-fit line when appropriate. It may
have one or more sets of data plotted on it.
• Points on the graph should be clearly marked as crosses (×) or encircled dots ().
• Large ‘dots’ are penalised. Each data point should be plotted to an accuracy of better than one half of
each of the smallest squares on the grid.
• A best-fit line (trend line) should be a single, thin, smooth straight-line or curve. The line does not need
to coincide exactly with any of the points; where there is scatter evident in the data, examiners would
expect a roughly even distribution of points either side of the line over its entire length. Points that are
clearly anomalous should be ignored when drawing the best-fit line.
• The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least
half of the length of the best-fit line, and this triangle should be marked on the graph.
(c) Numerical results
• Data should be recorded so as to reflect the precision of the measuring instrument.
• The number of significant figures given for calculated quantities should be appropriate to the least
number of significant figures in the raw data used.
(d) Pie charts
• These should be drawn with the sectors in rank order, largest first, beginning at ‘noon’ and proceeding
clockwise. Pie charts should preferably contain no more than six sectors.
(e) Bar charts
• These should be drawn when one of the variables is not numerical. They should be made up of narrow
blocks of equal width that do not touch.
(f) Histograms
• These are drawn when plotting frequency graphs with continuous data. The blocks should be drawn in
order of increasing or decreasing magnitude and they should touch.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. Appendix

ICT opportunities
In order to play a full part in modern society, candidates need to be confident and effective users of ICT. This
syllabus provides candidates with a wide range of opportunities to use ICT in their study of chemistry and
physics.

Opportunities for ICT include:

• gathering information from the internet, DVDs and CD-ROMs
• gathering data using sensors linked to data-loggers or directly to computers
• using spreadsheets and other software to process data
• using animations and simulations to visualise scientific ideas
• using software to present ideas and information on paper and on screen.

Conventions (e.g. signs, symbols, terminology and nomenclature)

Syllabuses and question papers conform with generally accepted international practice. In particular, the
following document, produced by the Association for Science Education (ASE), should be used as a guideline.

• Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000)

Litre/dm3
To avoid any confusion concerning the symbol for litre, dm3 will be used in place of l or litre.

Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.

Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three whole numbers, e.g.
4 256 789.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026.

6 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a science curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.

This syllabus is not available in all administrative zones. To find out about availability check the syllabus page at
www.cambridgeinternational.org/0652

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the November exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. What else you need to know

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE Chemistry (0620)
• Cambridge IGCSE (9–1) Chemistry (0971)
• Cambridge IGCSE Physics (0625)
• Cambridge IGCSE (9–1) Physics (0972)
• Cambridge IGCSE Combined Science (0653)
• Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
• Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
• Cambridge O Level Physics (5054)
• Cambridge O Level Chemistry (5070)
• Cambridge O Level Combined Science (5129)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. What else you need to know

Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. What else you need to know

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.

Grade descriptions for Cambridge IGCSE Physical Science will be published after the first assessment of the
syllabus in 20[XX].

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 Cambridge IGCSE Physical Science 0652 syllabus for 2025 and 2026. What else you need to know

Changes to this syllabus for 2025 and 2026

The syllabus has been updated. This is version 1, published September 2022.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Any textbooks endorsed to support the syllabus for examination from 2019 are still suitable for
use with this syllabus.

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School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
[email protected] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

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© Cambridge University Press & Assessment September 2022