Edexcel GCSE 1PH0 Physics specification: every spec point and its video lesson
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Spec text is our short form of the board's statement. Always check the board's own specification.
| Spec | Statement | Lesson | YT search phrase |
|---|---|---|---|
| 1.1Edexcel 1PH0 | Recall and use the SI unit for physical quantities, as listed in Appendix 3 | Units, prefixes and standard form in physics | ScholaFly PH01-01 |
| 1.2Edexcel 1PH0 | Recall and use multiples and sub-multiples of units, including giga (G), mega (M), kilo (k), centi (c), milli (m), micro (μ) and nano (n) | Units, prefixes and standard form in physics | ScholaFly PH01-01 |
| 1.3Edexcel 1PH0 | Be able to convert between different units, including hours to seconds | Units, prefixes and standard form in physics | ScholaFly PH01-01 |
| 1.4Edexcel 1PH0 | Use significant figures and standard form where appropriate | Units, prefixes and standard form in physics | ScholaFly PH01-01 |
| 2.1Edexcel 1PH0 | Explain that a scalar quantity has magnitude (size) but no specific direction | Scalars and vectors | ScholaFly PH01-02 |
| Distance and displacement | ScholaFly PH01-03 | ||
| Velocity | ScholaFly PH01-05 | ||
| 2.2Edexcel 1PH0 | Explain that a vector quantity has both magnitude (size) and a specific direction | Scalars and vectors | ScholaFly PH01-02 |
| Distance and displacement | ScholaFly PH01-03 | ||
| Velocity | ScholaFly PH01-05 | ||
| 2.3Edexcel 1PH0 | Explain the difference between vector and scalar quantities | Scalars and vectors | ScholaFly PH01-02 |
| Distance and displacement | ScholaFly PH01-03 | ||
| Velocity | ScholaFly PH01-05 | ||
| 2.4Edexcel 1PH0 | Recall vector and scalar quantities, including: a displacement/distance b velocity/speed c acceleration d force e weight/mass f momentum g energy | Scalars and vectors | ScholaFly PH01-02 |
| Distance and displacement | ScholaFly PH01-03 | ||
| Velocity | ScholaFly PH01-05 | ||
| 2.5Edexcel 1PH0 | Recall that velocity is speed in a stated direction | Scalars and vectors | ScholaFly PH01-02 |
| Distance and displacement | ScholaFly PH01-03 | ||
| Velocity | ScholaFly PH01-05 | ||
| 2.6Edexcel 1PH0 | Recall and use the equations: a (average) speed (metre per second, m/s) = distance (metre, m) ÷ time (s) b distance travelled (metre, m) = average speed (metre per second, m/s) × time (s) | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| 2.7Edexcel 1PH0 | Analyse distance/time graphs including determination of speed from the gradient | Distance-time graphs | ScholaFly PH02-01 |
| 2.8Edexcel 1PH0 | Recall and use the equation: acceleration (metre per second squared, m/s2) = change in velocity (metre per second, m/s) ÷ time taken (second, s) | Acceleration and velocity-time graphs | ScholaFly PH02-03 |
| 2.9Edexcel 1PH0 | Use the equation: (final velocity)2 ((metre/second)2, (m/s)2) – (initial velocity)2 ((metre/second)2, (m/s)2) = 2 × acceleration (metre per second squared, m/s2) × distance (metre, m) | The uniform acceleration equation: v^2 - u^2 = 2as | ScholaFly PH02-05 |
| 2.10Edexcel 1PH0 | Analyse velocity/time graphs to: a compare acceleration from gradients qualitatively b calculate the acceleration from the gradient (for uniform acceleration only) c determine the distance travelled using the area between the graph line and the time axis (for uniform acceleration only) | Acceleration and velocity-time graphs | ScholaFly PH02-03 |
| Distance from the area under a velocity-time graph | ScholaFly PH02-04 | ||
| 2.11Edexcel 1PH0 | Describe a range of laboratory methods for determining the speeds of objects such as the use of light gates | Measuring speed in the laboratory | ScholaFly PH01-06 |
| 2.12Edexcel 1PH0 | Recall some typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| 2.13Edexcel 1PH0 | Recall that the acceleration, g, in free fall is 10 m/s2 and be able to estimate the magnitudes of everyday accelerations | Speed, typical speeds and s = vt | ScholaFly PH01-04 |
| 2.14Edexcel 1PH0 | Recall Newton’s first law and use it in the following situations: a where the resultant force on a body is zero, i.e. the body is moving at a constant velocity or is at rest b where the resultant force is not zero, i.e. the speed and/or direction of the body change(s) | Newton's First Law | ScholaFly PH04-01 |
| 2.15Edexcel 1PH0 | Recall and use Newton’s second law as: force (newton, N) = mass (kilogram, kg) × acceleration (metre per second squared, m/s2) | Newton's Second Law: F = ma | ScholaFly PH04-02 |
| 2.16Edexcel 1PH0 | Define weight, recall and use the equation: weight (newton, N) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) | Weight, mass and gravitational field strength | ScholaFly PH03-02 |
| 2.17Edexcel 1PH0 | Describe how weight is measured | Weight, mass and gravitational field strength | ScholaFly PH03-02 |
| 2.18Edexcel 1PH0 | Describe the relationship between the weight of a body and the gravitational field strength | Weight, mass and gravitational field strength | ScholaFly PH03-02 |
| 2.19Edexcel 1PH0 | Core Practical: Investigate the relationship between force, mass and acceleration by varying the masses added to trolleys | Practical: acceleration, force and mass | ScholaFly PH24-05 |
| 2.20Edexcel 1PH0 | Explain that an object moving in a circular orbit at constant speed has a changing velocity (qualitative only) | Circular motion: constant speed, changing velocity (Higher) | ScholaFly PH04-06 |
| 2.21Edexcel 1PH0 | Explain that for motion in a circle there must be a resultant force known as a centripetal force that acts towards the centre of the circle | Circular motion: constant speed, changing velocity (Higher) | ScholaFly PH04-06 |
| 2.22Edexcel 1PH0 | Explain that inertial mass is a measure of how difficult it is to change the velocity of an object (including from rest) and know that it is defined as the ratio of force over acceleration | Inertia and inertial mass (Higher) | ScholaFly PH04-03 |
| 2.23Edexcel 1PH0 | Recall and apply Newton’s third law both to equilibrium situations and to collision interactions and relate it to the conservation of momentum in collisions | Newton's Third Law | ScholaFly PH04-04 |
| Conservation of momentum (Higher) | ScholaFly PH07-06 | ||
| 2.24Edexcel 1PH0 | Define momentum, recall and use the equation: momentum (kilogram metre per second, kg m/s) = mass (kilogram, kg) × velocity (metre per second, m/s) | Momentum and p = mv (Higher) | ScholaFly PH07-05 |
| Conservation of momentum (Higher) | ScholaFly PH07-06 | ||
| 2.25Edexcel 1PH0 | Describe examples of momentum in collisions | Momentum and p = mv (Higher) | ScholaFly PH07-05 |
| Conservation of momentum (Higher) | ScholaFly PH07-06 | ||
| 2.26Edexcel 1PH0 | Use Newton’s second law as: force (newton, N) = change in momentum (kilogram metre per second, kg m/s) ÷ time (second, s) | Force as the rate of change of momentum, and impact forces | ScholaFly PH07-07 |
| 2.27Edexcel 1PH0 | Explain methods of measuring human reaction times and recall typical results | Reaction time and thinking distance | ScholaFly PH07-01 |
| 2.28Edexcel 1PH0 | Recall that the stopping distance of a vehicle is made up of the sum of the thinking distance and the braking distance | Stopping distance | ScholaFly PH07-02 |
| 2.29Edexcel 1PH0 | Explain that the stopping distance of a vehicle is affected by a range of factors including: a the mass of the vehicle b the speed of the vehicle c the driver’s reaction time d the state of the vehicle’s brakes e the state of the road f the amount of friction between the tyre and the road surface | Stopping distance | ScholaFly PH07-02 |
| 2.30Edexcel 1PH0 | Describe the factors affecting a driver’s reaction time including drugs and distractions | Reaction time and thinking distance | ScholaFly PH07-01 |
| 2.31Edexcel 1PH0 | Explain the dangers caused by large decelerations and estimate the forces involved in typical situations on a public road | Braking, energy and large decelerations | ScholaFly PH07-03 |
| Estimating the forces in a road-vehicle deceleration (Higher) | ScholaFly PH07-04 | ||
| 2.32PEdexcel 1PH0 | Estimate how the distance required for a road vehicle to stop in an emergency varies over a range of typical speeds | Estimating how stopping distance grows with speed (triple) | ScholaFly PH07-08 |
| 2.33PEdexcel 1PH0 | Carry out calculations on work done to show the dependence of braking distance for a vehicle on initial velocity squared (work done to bring a vehicle to rest equals its initial kinetic energy) | Estimating how stopping distance grows with speed (triple) | ScholaFly PH07-08 |
| 3.1Edexcel 1PH0 | Recall and use the equation to calculate the change in gravitational PE when an object is raised above the ground: change in gravitational potential energy (joule, J) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) × change in vertical height (metre, m) GPE ∆ | Gravitational potential energy | ScholaFly PH05-06 |
| 3.2Edexcel 1PH0 | Recall and use the equation to calculate the amounts of energy associated with a moving object: kinetic energy (joule, J) = × mass (kilogram, kg) × (speed)2 ((metre/second)2, (m/s)2) | Kinetic energy | ScholaFly PH05-05 |
| 3.3Edexcel 1PH0 | Draw and interpret diagrams to represent energy transfers | Energy transfer diagrams and the common scale | ScholaFly PH05-02 |
| 3.4Edexcel 1PH0 | Explain what is meant by conservation of energy | Conservation of energy and dissipation | ScholaFly PH06-01 |
| 3.5Edexcel 1PH0 | Analyse the changes involved in the way energy is stored when a system changes, including: a an object projected upwards or up a slope b a moving object hitting an obstacle c an object being accelerated by a constant force d a vehicle slowing down e bringing water to a boil in an electric kettle | Energy stores and the three ways a system's energy changes | ScholaFly PH05-01 |
| 3.6Edexcel 1PH0 | Explain that where there are energy transfers in a closed system there is no net change to the total energy in that system | Conservation of energy and dissipation | ScholaFly PH06-01 |
| 3.7Edexcel 1PH0 | Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings | Conservation of energy and dissipation | ScholaFly PH06-01 |
| 3.8Edexcel 1PH0 | Explain, using examples, how in all system changes energy is dissipated so that it is stored in less useful ways | Conservation of energy and dissipation | ScholaFly PH06-01 |
| 3.9Edexcel 1PH0 | Explain ways of reducing unwanted energy transfer including through lubrication, thermal insulation | Reducing unwanted energy transfers | ScholaFly PH06-02 |
| 3.10Edexcel 1PH0 | Describe the effects of the thickness and thermal conductivity of the walls of a building on its rate of cooling qualitatively | Reducing unwanted energy transfers | ScholaFly PH06-02 |
| 3.11Edexcel 1PH0 | Recall and use the equation: device the plied sup energy total device the transferre energy useful efficiency = | Efficiency | ScholaFly PH06-03 |
| 3.12Edexcel 1PH0 | Explain how efficiency can be increased | Increasing efficiency (Higher) | ScholaFly PH06-04 |
| 3.13Edexcel 1PH0 | Describe the main energy sources available for use on Earth (including fossil fuels, nuclear fuel, bio-fuel, wind, hydro- electricity, the tides and the Sun), and compare the ways in which both renewable and non-renewable sources are used | Energy resources and how we use them | ScholaFly PH06-05 |
| Reliability, environmental impact and the move away from fossil fuels | ScholaFly PH06-06 | ||
| 3.14Edexcel 1PH0 | Explain patterns and trends in the use of energy resources | Energy resources and how we use them | ScholaFly PH06-05 |
| Reliability, environmental impact and the move away from fossil fuels | ScholaFly PH06-06 | ||
| 4.1Edexcel 1PH0 | Recall that waves transfer energy and information without transferring matter | What a wave does: energy without matter | ScholaFly PH15-01 |
| 4.2Edexcel 1PH0 | Describe evidence that with water and sound waves it is the wave and not the water or air itself that travels | What a wave does: energy without matter | ScholaFly PH15-01 |
| 4.3Edexcel 1PH0 | Define and use the terms frequency and wavelength as applied to waves | Amplitude, wavelength, frequency and period | ScholaFly PH15-03 |
| 4.4Edexcel 1PH0 | Use the terms amplitude, period, wave velocity and wavefront as applied to waves | Amplitude, wavelength, frequency and period | ScholaFly PH15-03 |
| 4.5Edexcel 1PH0 | Describe the difference between longitudinal and transverse waves by referring to sound, electromagnetic, seismic and water waves | Transverse and longitudinal waves | ScholaFly PH15-02 |
| 4.6Edexcel 1PH0 | Recall and use both the equations below for all waves: wave speed (metre/second, m/s) = frequency (hertz, Hz) × wavelength (metre, m) wave speed (metre/second, m/s) = distance (metre, m) ÷ time (second, s) | The wave equation | ScholaFly PH15-04 |
| 4.7Edexcel 1PH0 | Describe how to measure the velocity of sound in air and ripples on water surfaces | Measuring the speed of a wave | ScholaFly PH15-05 |
| 4.8PEdexcel 1PH0 | Calculate depth or distance from time and wave velocity | Ultrasound, infrasound and echo sounding (triple, Higher) | ScholaFly PH16-03 |
| Seismic waves and the Earth's structure (triple, Higher) | ScholaFly PH16-04 | ||
| 4.9PEdexcel 1PH0 | Describe the effects of a reflection b refraction c transmission d absorption of waves at material interfaces | Reflection, transmission and absorption at a boundary (triple) | ScholaFly PH18-03 |
| 4.10Edexcel 1PH0 | Explain how waves will be refracted at a boundary in terms of the change of direction and speed | Refraction at a boundary | ScholaFly PH18-01 |
| 4.11Edexcel 1PH0 | Recall that different substances may absorb, transmit, refract or reflect waves in ways that vary with wavelength | How different substances treat different wavelengths (Higher) | ScholaFly PH18-02 |
| 4.12PEdexcel 1PH0 | Describe the processes which convert wave disturbances between sound waves and vibrations in solids, and a explain why such processes only work over a limited frequency range b use this to explain the way the human ear works | Sound, the ear and the limits of human hearing (triple, Higher) | ScholaFly PH16-02 |
| 4.13PEdexcel 1PH0 | Recall that sound with frequencies greater than 20 000 hertz, Hz, is known as ultrasound | Ultrasound, infrasound and echo sounding (triple, Higher) | ScholaFly PH16-03 |
| Seismic waves and the Earth's structure (triple, Higher) | ScholaFly PH16-04 | ||
| 4.14PEdexcel 1PH0 | Recall that sound with frequencies less than 20 hertz, Hz, is known as infrasound | Ultrasound, infrasound and echo sounding (triple, Higher) | ScholaFly PH16-03 |
| Seismic waves and the Earth's structure (triple, Higher) | ScholaFly PH16-04 | ||
| 4.15PEdexcel 1PH0 | Explain uses of ultrasound and infrasound, including a sonar b foetal scanning c exploration of the Earth’s core | Ultrasound, infrasound and echo sounding (triple, Higher) | ScholaFly PH16-03 |
| Seismic waves and the Earth's structure (triple, Higher) | ScholaFly PH16-04 | ||
| 4.16PEdexcel 1PH0 | Describe how changes, if any, in velocity, frequency and wavelength, in the transmission of sound waves from one medium to another are inter-related | Sound crossing from one medium to another (triple) | ScholaFly PH16-01 |
| 4.17Edexcel 1PH0 | Core Practical: Investigate the suitability of equipment to measure the speed, frequency and wavelength of a wave in a solid and a fluid | Practical: waves in a ripple tank and in a solid | ScholaFly PH24-08 |
| 5.1PEdexcel 1PH0 | Explain, with the aid of ray diagrams, reflection, refraction and total internal reflection (TIR), including the law of reflection and critical angle | Total internal reflection and the critical angle (triple) | ScholaFly PH18-04 |
| 5.2PEdexcel 1PH0 | Explain the difference between specular and diffuse reflection | Colour, filters, and specular versus diffuse reflection (triple) | ScholaFly PH18-06 |
| 5.3PEdexcel 1PH0 | Explain how colour of light is related to a differential absorption at surfaces b transmission of light through filters | Colour, filters, and specular versus diffuse reflection (triple) | ScholaFly PH18-06 |
| 5.4PEdexcel 1PH0 | Relate the power of a lens to its focal length and shape | Lenses and ray diagrams (triple) | ScholaFly PH18-05 |
| 5.5PEdexcel 1PH0 | Use ray diagrams to show the similarities and differences in the refraction of light by converging and diverging lenses | Lenses and ray diagrams (triple) | ScholaFly PH18-05 |
| 5.6PEdexcel 1PH0 | Explain the effects of different types of lens in producing real and virtual images | Lenses and ray diagrams (triple) | ScholaFly PH18-05 |
| 5.7Edexcel 1PH0 | Recall that all electromagnetic waves are transverse, that they travel at the same speed in a vacuum | The electromagnetic spectrum | ScholaFly PH17-01 |
| 5.8Edexcel 1PH0 | Explain, with examples, that all electromagnetic waves transfer energy from source to observer | The electromagnetic spectrum | ScholaFly PH17-01 |
| 5.9Edexcel 1PH0 | Core Practical: Investigate refraction in rectangular glass blocks in terms of the interaction of electromagnetic waves with matter | Practical: reflection and refraction of light | ScholaFly PH24-09 |
| 5.10Edexcel 1PH0 | Recall the main groupings of the continuous electromagnetic spectrum including (in order) radio waves, microwaves, infrared, visible (including the colours of the visible spectrum), ultraviolet, x-rays and gamma rays | The electromagnetic spectrum | ScholaFly PH17-01 |
| 5.11Edexcel 1PH0 | Describe the electromagnetic spectrum as continuous from radio waves to gamma rays and that the radiations within it can be grouped in order of decreasing wavelength and increasing frequency | The electromagnetic spectrum | ScholaFly PH17-01 |
| 5.12Edexcel 1PH0 | Recall that our eyes can only detect a limited range of frequencies of electromagnetic radiation | The electromagnetic spectrum | ScholaFly PH17-01 |
| 5.13Edexcel 1PH0 | Recall that different substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary with wavelength | How different substances treat different wavelengths (Higher) | ScholaFly PH18-02 |
| 5.14Edexcel 1PH0 | Explain the effects of differences in the velocities of electromagnetic waves in different substances | How different substances treat different wavelengths (Higher) | ScholaFly PH18-02 |
| 5.15PEdexcel 1PH0 | Explain that all bodies emit radiation, that the intensity and wavelength distribution of any emission depends on their temperature | Infrared emission and absorption, and black-body radiation (triple) | ScholaFly PH17-05 |
| 5.16PEdexcel 1PH0 | Explain that for a body to be at a constant temperature it needs to radiate the same average power that it absorbs | Radiation balance and the temperature of the Earth (triple, Higher) | ScholaFly PH17-06 |
| 5.17PEdexcel 1PH0 | Explain what happens to a body if the average power it radiates is less or more than the average power that it absorbs | Radiation balance and the temperature of the Earth (triple, Higher) | ScholaFly PH17-06 |
| 5.18PEdexcel 1PH0 | Explain how the temperature of the Earth is affected by factors controlling the balance between incoming radiation and radiation emitted | Radiation balance and the temperature of the Earth (triple, Higher) | ScholaFly PH17-06 |
| 5.19PEdexcel 1PH0 | Core Practical: Investigate how the nature of a surface affects the amount of thermal energy radiated or absorbed | Practical: infrared emission and absorption | ScholaFly PH24-10 |
| 5.20Edexcel 1PH0 | Recall that the potential danger associated with an electromagnetic wave increases with increasing frequency | The hazards of electromagnetic radiation | ScholaFly PH17-03 |
| 5.21Edexcel 1PH0 | Describe the harmful effects on people of excessive exposure to electromagnetic radiation, including: a microwaves: internal heating of body cells b infrared: skin burns c ultraviolet: damage to surface cells and eyes, leading to skin cancer and eye conditions d x-rays and gamma rays: mutation or damage to cells in the body | The hazards of electromagnetic radiation | ScholaFly PH17-03 |
| 5.22Edexcel 1PH0 | Describe some uses of electromagnetic radiation a radio waves: including broadcasting, communications and satellite transmissions b microwaves: including cooking, communications and satellite transmissions c infrared: including cooking, thermal imaging, short range communications, optical fibres, television remote controls and security systems d visible light: including vision, photography and illumination e ultraviolet: including security marking, fluorescent lamps, detecting forged bank notes and disinfecting water f x-rays: including observing the internal structure of objects, airport security scanners and medical x-rays g gamma rays: including sterilising food and medical equipment, and the detection of cancer and its treatment | Uses of each part of the electromagnetic spectrum | ScholaFly PH17-02 |
| 5.23Edexcel 1PH0 | Recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits | Radio waves and electrical oscillations (Higher) | ScholaFly PH17-04 |
| 5.24Edexcel 1PH0 | Recall that changes in atoms and nuclei can a generate radiations over a wide frequency range b be caused by absorption of a range of radiations | Radiation from atoms and nuclei | ScholaFly PH19-05 |
| 6.1Edexcel 1PH0 | Describe an atom as a positively charged nucleus, consisting of protons and neutrons, surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with almost all of the mass in the nucleus | The structure and size of an atom | ScholaFly PH19-01 |
| 6.2Edexcel 1PH0 | Recall the typical size (order of magnitude) of atoms and small molecules | The structure and size of an atom | ScholaFly PH19-01 |
| 6.3Edexcel 1PH0 | Describe the structure of nuclei of isotopes using the terms atomic (proton) number and mass (nucleon) number and using symbols in the format using symbols in the format | Atomic number, mass number and isotopes | ScholaFly PH19-03 |
| 6.4Edexcel 1PH0 | Recall that the nucleus of each element has a characteristic positive charge, but that isotopes of an element differ in mass by having different numbers of neutrons | Atomic number, mass number and isotopes | ScholaFly PH19-03 |
| 6.5Edexcel 1PH0 | Recall the relative masses and relative electric charges of protons, neutrons, electrons and positrons | Protons, neutrons and electrons | ScholaFly PH19-02 |
| 6.6Edexcel 1PH0 | Recall that in an atom the number of protons equals the number of electrons and is therefore neutral | Protons, neutrons and electrons | ScholaFly PH19-02 |
| 6.7Edexcel 1PH0 | Recall that in each atom its electrons orbit the nucleus at different set distances from the nucleus | Electron energy levels and ions | ScholaFly PH19-04 |
| 6.8Edexcel 1PH0 | Explain that electrons change orbit when there is absorption or emission of electromagnetic radiation | Electron energy levels and ions | ScholaFly PH19-04 |
| 6.9Edexcel 1PH0 | Explain how atoms may form positive ions by losing outer electrons | Electron energy levels and ions | ScholaFly PH19-04 |
| 6.10Edexcel 1PH0 | Recall that alpha, β– (beta minus), β+ (positron), gamma rays and neutron radiation are emitted from unstable nuclei in a random process | Alpha, beta, gamma and neutron radiation compared | ScholaFly PH20-02 |
| 6.11Edexcel 1PH0 | Recall that alpha, β– (beta minus), β+ (positron) and gamma rays are ionising radiations | Alpha, beta, gamma and neutron radiation compared | ScholaFly PH20-02 |
| 6.12Edexcel 1PH0 | Explain what is meant by background radiation | Background radiation | ScholaFly PH21-01 |
| 6.13Edexcel 1PH0 | Describe the origins of background radiation from Earth and space | Background radiation | ScholaFly PH21-01 |
| 6.14Edexcel 1PH0 | Describe methods for measuring and detecting radioactivity limited to photographic film and a Geiger–Müller tube | Detecting radioactivity | ScholaFly PH20-03 |
| 6.15Edexcel 1PH0 | Recall that an alpha particle is equivalent to a helium nucleus, a beta particle is an electron emitted from the nucleus and a gamma ray is electromagnetic radiation | Alpha, beta, gamma and neutron radiation compared | ScholaFly PH20-02 |
| 6.16Edexcel 1PH0 | Compare alpha, beta and gamma radiations in terms of their abilities to penetrate and ionise | Alpha, beta, gamma and neutron radiation compared | ScholaFly PH20-02 |
| 6.17Edexcel 1PH0 | Describe how and why the atomic model has changed over time including reference to the plum pudding model and Rutherford alpha particle scattering leading to the Bohr model | How the model of the atom changed | ScholaFly PH19-06 |
| 6.18Edexcel 1PH0 | Describe the process of β– decay (a neutron becomes a proton plus an electron) | Nuclear equations for alpha and beta decay | ScholaFly PH20-04 |
| 6.19Edexcel 1PH0 | Describe the process of β+ decay (a proton becomes a neutron plus a positron) | Nuclear equations for alpha and beta decay | ScholaFly PH20-04 |
| 6.20Edexcel 1PH0 | Explain the effects on the atomic (proton) number and mass (nucleon) number of radioactive decays (α, β, γ and neutron emission) | Nuclear equations for alpha and beta decay | ScholaFly PH20-04 |
| 6.21Edexcel 1PH0 | Recall that nuclei that have undergone radioactive decay often undergo nuclear rearrangement with a loss of energy as gamma radiation | Nuclear equations for alpha and beta decay | ScholaFly PH20-04 |
| 6.22Edexcel 1PH0 | Use given data to balance nuclear equations in terms of mass and charge | Nuclear equations for alpha and beta decay | ScholaFly PH20-04 |
| 6.23Edexcel 1PH0 | Describe how the activity of a radioactive source decreases over a period of time | Radioactive decay is random: activity and count-rate | ScholaFly PH20-01 |
| Half-life | ScholaFly PH20-05 | ||
| Net decline after a number of half-lives | ScholaFly PH20-06 | ||
| 6.24Edexcel 1PH0 | Recall that the unit of activity of a radioactive isotope is the Becquerel, Bq | Radioactive decay is random: activity and count-rate | ScholaFly PH20-01 |
| Half-life | ScholaFly PH20-05 | ||
| Net decline after a number of half-lives | ScholaFly PH20-06 | ||
| 6.25Edexcel 1PH0 | Explain that the half-life of a radioactive isotope is the time taken for half the undecayed nuclei to decay or the activity of a source to decay by half | Radioactive decay is random: activity and count-rate | ScholaFly PH20-01 |
| Half-life | ScholaFly PH20-05 | ||
| Net decline after a number of half-lives | ScholaFly PH20-06 | ||
| 6.26Edexcel 1PH0 | Explain that it cannot be predicted when a particular nucleus will decay but half-life enables the activity of a very large number of nuclei to be predicted during the decay process | Radioactive decay is random: activity and count-rate | ScholaFly PH20-01 |
| Half-life | ScholaFly PH20-05 | ||
| Net decline after a number of half-lives | ScholaFly PH20-06 | ||
| 6.27Edexcel 1PH0 | Use the concept of half-life to carry out simple calculations on the decay of a radioactive isotope, including graphical representations | Radioactive decay is random: activity and count-rate | ScholaFly PH20-01 |
| Half-life | ScholaFly PH20-05 | ||
| Net decline after a number of half-lives | ScholaFly PH20-06 | ||
| 6.28PEdexcel 1PH0 | Describe uses of radioactivity, including: a household fire (smoke) alarms b irradiating food c sterilisation of equipment d tracing and gauging thicknesses e diagnosis and treatment of cancer | Uses of radioactivity in medicine and industry (triple) | ScholaFly PH21-05 |
| 6.29Edexcel 1PH0 | Describe the dangers of ionising radiation in terms of tissue damage and possible mutations and relate this to the precautions needed | The dangers of ionising radiation and the precautions taken | ScholaFly PH21-03 |
| 6.30PEdexcel 1PH0 | Explain how the dangers of ionising radiation depend on half- life and relate this to the precautions needed | Why the hazard of a source depends on its half-life (triple) | ScholaFly PH21-04 |
| 6.31Edexcel 1PH0 | Explain the precautions taken to ensure the safety of people exposed to radiation, including limiting the dose for patients and the risks to medical personnel | The dangers of ionising radiation and the precautions taken | ScholaFly PH21-03 |
| 6.32Edexcel 1PH0 | Describe the differences between contamination and irradiation effects and compare the hazards associated with these two | Contamination and irradiation | ScholaFly PH21-02 |
| 6.33PEdexcel 1PH0 | Compare and contrast the treatment of tumours using radiation applied internally or externally | Uses of radioactivity in medicine and industry (triple) | ScholaFly PH21-05 |
| 6.34PEdexcel 1PH0 | Explain some of the uses of radioactive substances in diagnosis of medical conditions, including PET scanners and tracers | Uses of radioactivity in medicine and industry (triple) | ScholaFly PH21-05 |
| 6.35PEdexcel 1PH0 | Explain why isotopes used in PET scanners have to be produced nearby | Uses of radioactivity in medicine and industry (triple) | ScholaFly PH21-05 |
| 6.36PEdexcel 1PH0 | Evaluate the advantages and disadvantages of nuclear power for generating electricity, including the lack of carbon dioxide emissions, risks, public perception, waste disposal and safety issues | Nuclear power: the arguments for and against (triple) | ScholaFly PH21-08 |
| 6.37PEdexcel 1PH0 | Recall that nuclear reactions, including fission, fusion and radioactive decay, can be a source of energy | Nuclear fission and the chain reaction (triple) | ScholaFly PH21-06 |
| 6.38PEdexcel 1PH0 | Explain how the fission of U-235 produces two daughter nuclei and the emission of two or more neutrons, accompanied by a release of energy | Nuclear fission and the chain reaction (triple) | ScholaFly PH21-06 |
| 6.39PEdexcel 1PH0 | Explain the principle of a controlled nuclear chain reaction | Nuclear fission and the chain reaction (triple) | ScholaFly PH21-06 |
| 6.40PEdexcel 1PH0 | Explain how the chain reaction is controlled in a nuclear reactor, including the action of moderators and control rods | Nuclear fission and the chain reaction (triple) | ScholaFly PH21-06 |
| 6.41PEdexcel 1PH0 | Describe how thermal (heat) energy from the chain reaction is used in the generation of electricity in a nuclear power station | Nuclear fission and the chain reaction (triple) | ScholaFly PH21-06 |
| 6.42PEdexcel 1PH0 | Recall that the products of nuclear fission are radioactive | Nuclear fission and the chain reaction (triple) | ScholaFly PH21-06 |
| 6.43PEdexcel 1PH0 | Describe nuclear fusion as the creation of larger nuclei resulting in a loss of mass from smaller nuclei, accompanied by a release of energy, and recognise fusion as the energy source for stars | Nuclear fusion (triple) | ScholaFly PH21-07 |
| 6.44PEdexcel 1PH0 | Explain the difference between nuclear fusion and nuclear fission | Nuclear fusion (triple) | ScholaFly PH21-07 |
| 6.45PEdexcel 1PH0 | Explain why nuclear fusion does not happen at low temperatures and pressures, due to electrostatic repulsion of protons | Nuclear fusion (triple) | ScholaFly PH21-07 |
| 6.46PEdexcel 1PH0 | Relate the conditions for fusion to the difficulty of making a practical and economic form of power station | Nuclear fusion (triple) | ScholaFly PH21-07 |
| 7.1PEdexcel 1PH0 | Explain how and why both the weight of any body and the value of g differ between the surface of the Earth and the surface of other bodies in space, including the Moon | Weight and gravitational field strength on other bodies (triple) | ScholaFly PH22-03 |
| 7.2PEdexcel 1PH0 | Recall that our Solar System consists of the Sun (our star), eight planets and their natural satellites (such as our Moon); dwarf planets; asteroids and comets | The Solar System and the Milky Way (triple) | ScholaFly PH22-01 |
| 7.3PEdexcel 1PH0 | Recall the names and order, in terms of distance from the Sun, of the eight planets | The Solar System and the Milky Way (triple) | ScholaFly PH22-01 |
| 7.4PEdexcel 1PH0 | Describe how ideas about the structure of the Solar System have changed over time | How ideas about the Solar System changed (triple) | ScholaFly PH22-02 |
| 7.5PEdexcel 1PH0 | Describe the orbits of moons, planets, comets and artificial satellites | Orbits of moons, planets and satellites (triple) | ScholaFly PH22-04 |
| 7.6PEdexcel 1PH0 | Explain for circular orbits how the force of gravity can lead to changing velocity of a planet but unchanged speed | Circular orbits: gravity changes velocity, not speed (triple) | ScholaFly PH22-05 |
| 7.7PEdexcel 1PH0 | Explain how, for a stable orbit, the radius must change if orbital speed changes (qualitative only) | Circular orbits: gravity changes velocity, not speed (triple) | ScholaFly PH22-05 |
| 7.8PEdexcel 1PH0 | Compare the Steady State and Big Bang theories | The Big Bang, the Steady State theory and the cosmic microwave background (triple) | ScholaFly PH23-04 |
| 7.9PEdexcel 1PH0 | Describe evidence supporting the Big Bang theory, limited to red-shift and the cosmic microwave background (CMB) radiation | The Big Bang, the Steady State theory and the cosmic microwave background (triple) | ScholaFly PH23-04 |
| 7.10PEdexcel 1PH0 | Recall that as there is more evidence supporting the Big Bang theory than the Steady State theory, it is the currently accepted model for the origin of the Universe | The Big Bang, the Steady State theory and the cosmic microwave background (triple) | ScholaFly PH23-04 |
| 7.11PEdexcel 1PH0 | Describe that if a wave source is moving relative to an observer there will be a change in the observed frequency and wavelength | Red-shift and the expanding Universe (triple) | ScholaFly PH23-03 |
| 7.12PEdexcel 1PH0 | Describe the red-shift in light received from galaxies at different distances away from the Earth | Red-shift and the expanding Universe (triple) | ScholaFly PH23-03 |
| 7.13PEdexcel 1PH0 | Explain why the red-shift of galaxies provides evidence for the Universe expanding | Red-shift and the expanding Universe (triple) | ScholaFly PH23-03 |
| 7.14PEdexcel 1PH0 | Explain how both the Big Bang and Steady State theories of the origin of the Universe both account for red-shift of galaxies | Red-shift and the expanding Universe (triple) | ScholaFly PH23-03 |
| 7.15PEdexcel 1PH0 | Explain how the discovery of the CMB radiation led to the Big Bang theory becoming the currently accepted model | Red-shift and the expanding Universe (triple) | ScholaFly PH23-03 |
| 7.16PEdexcel 1PH0 | Describe the evolution of stars of similar mass to the Sun through the following stages: a nebula b star (main sequence) c red giant d white dwarf | How a star forms and why it is stable (triple) | ScholaFly PH23-01 |
| The life cycle of a star (triple) | ScholaFly PH23-02 | ||
| 7.17PEdexcel 1PH0 | Explain how the balance between thermal expansion and gravity affects the life cycle of stars | How a star forms and why it is stable (triple) | ScholaFly PH23-01 |
| The life cycle of a star (triple) | ScholaFly PH23-02 | ||
| 7.18PEdexcel 1PH0 | Describe the evolution of stars with a mass larger than the Sun | How a star forms and why it is stable (triple) | ScholaFly PH23-01 |
| The life cycle of a star (triple) | ScholaFly PH23-02 | ||
| 7.19PEdexcel 1PH0 | Describe how methods of observing the Universe have changed over time including why some telescopes are located outside the Earth’s atmosphere | Observing the Universe (triple) | ScholaFly PH23-05 |
| 8.1Edexcel 1PH0 | Describe the changes involved in the way energy is stored when systems change | Energy stores and the three ways a system's energy changes | ScholaFly PH05-01 |
| 8.2Edexcel 1PH0 | Draw and interpret diagrams to represent energy transfers | Energy transfer diagrams and the common scale | ScholaFly PH05-02 |
| 8.3Edexcel 1PH0 | Explain that where there are energy transfers in a closed system there is no net change to the total energy in that system | Conservation of energy and dissipation | ScholaFly PH06-01 |
| 8.4Edexcel 1PH0 | Identify the different ways that the energy of a system can be changed a through work done by forces b in electrical equipment c in heating | Energy stores and the three ways a system's energy changes | ScholaFly PH05-01 |
| 8.5Edexcel 1PH0 | Describe how to measure the work done by a force and understand that energy transferred (joule, J) is equal to work done (joule, J) | Work done and energy transfer | ScholaFly PH05-03 |
| 8.6Edexcel 1PH0 | Recall and use the equation: work done (joule, J) = force (newton, N) × distance moved in the direction of the force (metre, m) | Work done and energy transfer | ScholaFly PH05-03 |
| 8.7Edexcel 1PH0 | Describe and calculate the changes in energy involved when a system is changed by work done by forces | Work done and energy transfer | ScholaFly PH05-03 |
| 8.8Edexcel 1PH0 | Recall and use the equation to calculate the change in gravitational PE when an object is raised above the ground: change in gravitational potential energy (joule, J) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) × change in vertical height (metre, m) GPE ∆ | Gravitational potential energy | ScholaFly PH05-06 |
| 8.9Edexcel 1PH0 | Recall and use the equation to calculate the amounts of energy associated with a moving object: kinetic energy (joule, J) = × mass (kilogram, kg) × (speed)2 ((metre/second)2, (m/s)2) | Kinetic energy | ScholaFly PH05-05 |
| 8.10Edexcel 1PH0 | Explain, using examples, how in all system changes energy is dissipated so that it is stored in less useful ways | Conservation of energy and dissipation | ScholaFly PH06-01 |
| 8.11Edexcel 1PH0 | Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings | Conservation of energy and dissipation | ScholaFly PH06-01 |
| 8.12Edexcel 1PH0 | Define power as the rate at which energy is transferred and use examples to explain this definition | Power as the rate of energy transfer | ScholaFly PH05-04 |
| 8.13Edexcel 1PH0 | Recall and use the equation: power (watt, W) = work done (joule, J) ÷ time taken (second, s) | Power as the rate of energy transfer | ScholaFly PH05-04 |
| 8.14Edexcel 1PH0 | Recall that one watt is equal to one joule per second, J/s | Power as the rate of energy transfer | ScholaFly PH05-04 |
| 8.15Edexcel 1PH0 | Recall and use the equation: device the plied sup energy total device the transferre energy useful efficiency = | Efficiency | ScholaFly PH06-03 |
| 9.1Edexcel 1PH0 | Describe, with examples, how objects can interact a at a distance without contact, linking these to the gravitational, electrostatic and magnetic fields involved b by contact, including normal contact force and friction c producing pairs of forces which can be represented as vectors | Contact and non-contact forces | ScholaFly PH03-01 |
| 9.2Edexcel 1PH0 | Explain the difference between vector and scalar quantities using examples | Scalars and vectors | ScholaFly PH01-02 |
| Distance and displacement | ScholaFly PH01-03 | ||
| Velocity | ScholaFly PH01-05 | ||
| 9.3Edexcel 1PH0 | Use vector diagrams to illustrate resolution of forces, a net force, and equilibrium situations (scale drawings only) | Resolving forces with a scale vector diagram (Higher) | ScholaFly PH03-05 |
| 9.4Edexcel 1PH0 | Draw and use free body force diagrams | Resultant forces | ScholaFly PH03-03 |
| Free body diagrams (Higher) | ScholaFly PH03-04 | ||
| 9.5Edexcel 1PH0 | Explain examples of the forces acting on an isolated solid object or a system where several forces lead to a resultant force on an object and the special case of balanced forces when the resultant force is zero | Resultant forces | ScholaFly PH03-03 |
| Free body diagrams (Higher) | ScholaFly PH03-04 | ||
| 9.6PEdexcel 1PH0 | Describe situations where forces can cause rotation | Moments and the principle of moments (triple) | ScholaFly PH03-08 |
| Levers and gears (triple) | ScholaFly PH03-09 | ||
| 9.7PEdexcel 1PH0 | Recall and use the equation: moment of a force (newton metre, N m) = force (newton, N) × distance normal to the direction of the force (metre, m) | Moments and the principle of moments (triple) | ScholaFly PH03-08 |
| Levers and gears (triple) | ScholaFly PH03-09 | ||
| 9.8PEdexcel 1PH0 | Recall and use the principle of moments in situations where rotational forces are in equilibrium: the sum of clockwise moments = the sum of anti-clockwise moments for rotational forces in equilibrium | Moments and the principle of moments (triple) | ScholaFly PH03-08 |
| Levers and gears (triple) | ScholaFly PH03-09 | ||
| 9.9PEdexcel 1PH0 | Explain how levers and gears transmit the rotational effects of forces | Moments and the principle of moments (triple) | ScholaFly PH03-08 |
| Levers and gears (triple) | ScholaFly PH03-09 | ||
| 9.10Edexcel 1PH0 | Explain ways of reducing unwanted energy transfer through lubrication | Reducing unwanted energy transfers | ScholaFly PH06-02 |
| 10.1Edexcel 1PH0 | Describe the structure of the atom, limited to the position, mass and charge of protons, neutrons and electrons | Protons, neutrons and electrons | ScholaFly PH19-02 |
| 10.2Edexcel 1PH0 | Draw and use electric circuit diagrams representing them with the conventions of positive and negative terminals, and the symbols that represent cells, including batteries, switches, voltmeters, ammeters, resistors, variable resistors, lamps, motors, diodes, thermistors, LDRs and LEDs | Circuit diagrams and standard symbols | ScholaFly PH10-01 |
| 10.3Edexcel 1PH0 | Describe the differences between series and parallel circuits | Series circuits | ScholaFly PH10-08 |
| Parallel circuits | ScholaFly PH10-09 | ||
| 10.4Edexcel 1PH0 | Recall that a voltmeter is connected in parallel with a component to measure the potential difference (voltage), in volt, across it | Voltmeters and ammeters in a circuit | ScholaFly PH10-04 |
| 10.5Edexcel 1PH0 | Explain that potential difference (voltage) is the energy transferred per unit charge passed and hence that the volt is a joule per coulomb | Potential difference and E = QV | ScholaFly PH10-03 |
| 10.6Edexcel 1PH0 | Recall and use the equation: energy transferred (joule, J) = charge moved (coulomb, C) × potential difference (volt, V) | Potential difference and E = QV | ScholaFly PH10-03 |
| 10.7Edexcel 1PH0 | Recall that an ammeter is connected in series with a component to measure the current, in amp, in the component | Voltmeters and ammeters in a circuit | ScholaFly PH10-04 |
| 10.8Edexcel 1PH0 | Explain that an electric current as the rate of flow of charge and the current in metals is a flow of electrons | Charge, current and Q = It | ScholaFly PH10-02 |
| 10.9Edexcel 1PH0 | Recall and use the equation: charge (coulomb, C) = current (ampere, A) × time (second, s) | Charge, current and Q = It | ScholaFly PH10-02 |
| 10.10Edexcel 1PH0 | Describe that when a closed circuit includes a source of potential difference there will be a current in the circuit | Charge, current and Q = It | ScholaFly PH10-02 |
| 10.11Edexcel 1PH0 | Recall that current is conserved at a junction in a circuit | Series circuits | ScholaFly PH10-08 |
| Parallel circuits | ScholaFly PH10-09 | ||
| 10.12Edexcel 1PH0 | Explain how changing the resistance in a circuit changes the current and how this can be achieved using a variable resistor | Resistance and V = IR | ScholaFly PH10-05 |
| 10.13Edexcel 1PH0 | Recall and use the equation: potential difference (volt, V) = current (ampere, A) × resistance (ohm, Ω) | Resistance and V = IR | ScholaFly PH10-05 |
| 10.14Edexcel 1PH0 | Explain why, if two resistors are in series, the net resistance is increased, whereas with two in parallel the net resistance is decreased | Series circuits | ScholaFly PH10-08 |
| Parallel circuits | ScholaFly PH10-09 | ||
| 10.15Edexcel 1PH0 | Calculate the currents, potential differences and resistances in series circuits | Series circuits | ScholaFly PH10-08 |
| Parallel circuits | ScholaFly PH10-09 | ||
| 10.16Edexcel 1PH0 | Explain the design and construction of series circuits for testing and measuring | Series circuits | ScholaFly PH10-08 |
| Parallel circuits | ScholaFly PH10-09 | ||
| 10.17Edexcel 1PH0 | Core Practical: Construct electrical circuits to: a investigate the relationship between potential difference, current and resistance for a resistor and a filament lamp b test series and parallel circuits using resistors and filament lamps | Practical: resistance of a wire and of components | ScholaFly PH24-06 |
| Practical: I-V characteristics | ScholaFly PH24-07 | ||
| 10.18Edexcel 1PH0 | Explain how current varies with potential difference for the following devices and how this relates to resistance a filament lamps b diodes c fixed resistors | I-V characteristics: ohmic conductor, filament lamp and diode | ScholaFly PH10-06 |
| Thermistors and light-dependent resistors | ScholaFly PH10-07 | ||
| 10.19Edexcel 1PH0 | Describe how the resistance of a light-dependent resistor (LDR) varies with light intensity | I-V characteristics: ohmic conductor, filament lamp and diode | ScholaFly PH10-06 |
| Thermistors and light-dependent resistors | ScholaFly PH10-07 | ||
| 10.20Edexcel 1PH0 | Describe how the resistance of a thermistor varies with change of temperature (negative temperature coefficient thermistors only) | I-V characteristics: ohmic conductor, filament lamp and diode | ScholaFly PH10-06 |
| Thermistors and light-dependent resistors | ScholaFly PH10-07 | ||
| 10.21Edexcel 1PH0 | Explain how the design and use of circuits can be used to explore the variation of resistance in the following devices a filament lamps b diodes c thermistors d LDRs | I-V characteristics: ohmic conductor, filament lamp and diode | ScholaFly PH10-06 |
| Thermistors and light-dependent resistors | ScholaFly PH10-07 | ||
| 10.22Edexcel 1PH0 | Recall that, when there is an electric current in a resistor, there is an energy transfer which heats the resistor | The heating effect of a current | ScholaFly PH11-04 |
| 10.23Edexcel 1PH0 | Explain that electrical energy is dissipated as thermal energy in the surroundings when an electrical current does work against electrical resistance | The heating effect of a current | ScholaFly PH11-04 |
| 10.24Edexcel 1PH0 | Explain the energy transfer (in 10.22 above) as the result of collisions between electrons and the ions in the lattice | The heating effect of a current | ScholaFly PH11-04 |
| 10.25Edexcel 1PH0 | Explain ways of reducing unwanted energy transfer through low resistance wires | Reducing unwanted transfer with low-resistance wires (Higher) | ScholaFly PH11-05 |
| 10.26Edexcel 1PH0 | Describe the advantages and disadvantages of the heating effect of an electric current | The heating effect of a current | ScholaFly PH11-04 |
| 10.27Edexcel 1PH0 | Use the equation: energy transferred (joule, J) = current (ampere, A) × potential difference (volt, V) × time (second, s) | Energy transferred by an appliance: E = Pt and E = IVt | ScholaFly PH11-02 |
| 10.28Edexcel 1PH0 | Describe power as the energy transferred per second and recall that it is measured in watt | Power as the rate of energy transfer | ScholaFly PH05-04 |
| 10.29Edexcel 1PH0 | Recall and use the equation: power (watt, W) = energy transferred (joule, J) ÷ time taken (second, s) | Power as the rate of energy transfer | ScholaFly PH05-04 |
| 10.30Edexcel 1PH0 | Explain how the power transfer in any circuit device is related to the potential difference across it and the current in it | Electrical power: P = VI and P = I^2 R | ScholaFly PH11-01 |
| 10.31Edexcel 1PH0 | Recall and use the equations: electrical power (watt, W) = current (ampere, A) × potential difference (volt, V) electrical power (watt, W) = current squared (ampere2, A2) × resistance (ohm, Ω) | Electrical power: P = VI and P = I^2 R | ScholaFly PH11-01 |
| 10.32Edexcel 1PH0 | Describe how, in different domestic devices, energy is transferred from batteries and the a.c. mains to the energy of motors and heating devices | Domestic appliances and power ratings | ScholaFly PH11-03 |
| 10.33Edexcel 1PH0 | Explain the difference between direct and alternating voltage | Direct and alternating potential difference and the mains supply | ScholaFly PH11-06 |
| 10.34Edexcel 1PH0 | Describe direct current (d.c.) as movement of charge in one direction only and recall that cells and batteries supply direct current (d.c.) | Direct and alternating potential difference and the mains supply | ScholaFly PH11-06 |
| 10.35Edexcel 1PH0 | Describe that in alternating current (a.c.) the movement of charge changes direction | Direct and alternating potential difference and the mains supply | ScholaFly PH11-06 |
| 10.36Edexcel 1PH0 | Recall that in the UK the domestic supply is a.c., at a frequency of 50 Hz and a voltage of about 230 V | Direct and alternating potential difference and the mains supply | ScholaFly PH11-06 |
| 10.37Edexcel 1PH0 | Explain the difference in function between the live and the neutral mains input wires | Mains wiring: live, neutral and earth | ScholaFly PH11-07 |
| Electrical safety: fuses, circuit breakers and earthing | ScholaFly PH11-08 | ||
| 10.38Edexcel 1PH0 | Explain the function of an earth wire and of fuses or circuit breakers in ensuring safety | Mains wiring: live, neutral and earth | ScholaFly PH11-07 |
| Electrical safety: fuses, circuit breakers and earthing | ScholaFly PH11-08 | ||
| 10.39Edexcel 1PH0 | Explain why switches and fuses should be connected in the live wire of a domestic circuit | Mains wiring: live, neutral and earth | ScholaFly PH11-07 |
| Electrical safety: fuses, circuit breakers and earthing | ScholaFly PH11-08 | ||
| 10.40Edexcel 1PH0 | Recall the potential differences between the live, neutral and earth mains wires | Mains wiring: live, neutral and earth | ScholaFly PH11-07 |
| Electrical safety: fuses, circuit breakers and earthing | ScholaFly PH11-08 | ||
| 10.41Edexcel 1PH0 | Explain the dangers of providing any connection between the live wire and earth | Mains wiring: live, neutral and earth | ScholaFly PH11-07 |
| Electrical safety: fuses, circuit breakers and earthing | ScholaFly PH11-08 | ||
| 10.42Edexcel 1PH0 | Describe, with examples, the relationship between the power ratings for domestic electrical appliances and the changes in stored energy when they are in use | Domestic appliances and power ratings | ScholaFly PH11-03 |
| 11.1PEdexcel 1PH0 | Explain how an insulator can be charged by friction, through the transfer of electrons | Static charge: charging by friction, attraction and repulsion | ScholaFly PH12-01 |
| 11.2PEdexcel 1PH0 | Explain how the material gaining electrons becomes negatively charged and the material losing electrons is left with an equal positive charge | Static charge: charging by friction, attraction and repulsion | ScholaFly PH12-01 |
| 11.3PEdexcel 1PH0 | Recall that like charges repel and unlike charges attract | Static charge: charging by friction, attraction and repulsion | ScholaFly PH12-01 |
| 11.4PEdexcel 1PH0 | Explain common electrostatic phenomena in terms of movement of electrons, including a shocks from everyday objects b lightning c attraction by induction such as a charged balloon attracted to a wall and a charged comb picking up small pieces of paper | Sparking, earthing, and the uses and dangers of static | ScholaFly PH12-02 |
| 11.5PEdexcel 1PH0 | Explain how earthing removes excess charge by movement of electrons | Sparking, earthing, and the uses and dangers of static | ScholaFly PH12-02 |
| 11.6PEdexcel 1PH0 | Explain some of the uses of electrostatic charges in everyday situations, including insecticide sprayers | Sparking, earthing, and the uses and dangers of static | ScholaFly PH12-02 |
| 11.7PEdexcel 1PH0 | Describe some of the dangers of sparking in everyday situations, including fuelling cars, and explain the use of earthing to prevent dangerous build-up of charge | Sparking, earthing, and the uses and dangers of static | ScholaFly PH12-02 |
| 11.8PEdexcel 1PH0 | Define an electric field as the region where an electric charge experiences a force | Electric fields (triple) | ScholaFly PH12-03 |
| 11.9PEdexcel 1PH0 | Describe the shape and direction of the electric field around a point charge and between parallel plates and relate the strength of the field to the concentration of lines | Electric fields (triple) | ScholaFly PH12-03 |
| 11.10PEdexcel 1PH0 | Explain how the concept of an electric field helps to explain the phenomena of static electricity | Electric fields (triple) | ScholaFly PH12-03 |
| 12.1Edexcel 1PH0 | Recall that unlike magnetic poles attract and like magnetic poles repel | Magnetic poles, permanent and induced magnets | ScholaFly PH13-01 |
| 12.2Edexcel 1PH0 | Describe the uses of permanent and temporary magnetic materials including cobalt, steel, iron and nickel | Magnetic poles, permanent and induced magnets | ScholaFly PH13-01 |
| 12.3Edexcel 1PH0 | Explain the difference between permanent and induced magnets | Magnetic poles, permanent and induced magnets | ScholaFly PH13-01 |
| 12.4Edexcel 1PH0 | Describe the shape and direction of the magnetic field around bar magnets and for a uniform field, and relate the strength of the field to the concentration of lines | Magnetic fields, plotting compasses and the Earth's field | ScholaFly PH13-02 |
| 12.5Edexcel 1PH0 | Describe the use of plotting compasses to show the shape and direction of the field of a magnet and the Earth’s magnetic field | Magnetic fields, plotting compasses and the Earth's field | ScholaFly PH13-02 |
| 12.6Edexcel 1PH0 | Explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic | Magnetic fields, plotting compasses and the Earth's field | ScholaFly PH13-02 |
| 12.7Edexcel 1PH0 | Describe how to show that a current can create a magnetic effect around a long straight conductor, describing the shape of the magnetic field produced and relating the direction of the magnetic field to the direction of the current | The magnetic effect of a current, solenoids and electromagnets | ScholaFly PH13-03 |
| 12.8Edexcel 1PH0 | Recall that the strength of the field depends on the size of the current and the distance from the long straight conductor | The magnetic effect of a current, solenoids and electromagnets | ScholaFly PH13-03 |
| 12.9Edexcel 1PH0 | Explain how inside a solenoid (an example of an electromagnet) the fields from individual coils a add together to form a very strong almost uniform field along the centre of the solenoid b cancel to give a weaker field outside the solenoid | The magnetic effect of a current, solenoids and electromagnets | ScholaFly PH13-03 |
| 12.10Edexcel 1PH0 | Recall that a current carrying conductor placed near a magnet experiences a force and that an equal and opposite force acts on the magnet | The motor effect and Fleming's left-hand rule (Higher) | ScholaFly PH13-04 |
| 12.11Edexcel 1PH0 | Explain that magnetic forces are due to interactions between magnetic fields | The motor effect and Fleming's left-hand rule (Higher) | ScholaFly PH13-04 |
| 12.12Edexcel 1PH0 | Recall and use Fleming’s left-hand rule to represent the relative directions of the force, the current and the magnetic field for cases where they are mutually perpendicular | The motor effect and Fleming's left-hand rule (Higher) | ScholaFly PH13-04 |
| 12.13Edexcel 1PH0 | Use the equation: force on a conductor at right angles to a magnetic field carrying a current (newton, N) = magnetic flux density (tesla, T or newton per ampere metre, N/A m) × current (ampere, A) × length (metre, m) | F = BIl (Higher) | ScholaFly PH13-05 |
| 12.14PEdexcel 1PH0 | Explain how the force on a conductor in a magnetic field is used to cause rotation in electric motors | Electric motors (Higher) | ScholaFly PH13-06 |
| 13.1PEdexcel 1PH0 | Explain how to produce an electric current by the relative movement of a magnet and a conductor a on a small scale in the laboratory b in the large-scale generation of electrical energy | Electromagnetic induction and the generator effect (Higher) | ScholaFly PH14-01 |
| 13.2Edexcel 1PH0 | Recall the factors that affect the size and direction of an induced potential difference, and describe how the magnetic field produced opposes the original change | Electromagnetic induction and the generator effect (Higher) | ScholaFly PH14-01 |
| 13.3PEdexcel 1PH0 | Explain how electromagnetic induction is used in alternators to generate current which alternates in direction (a.c.) and in dynamos to generate direct current (d.c.) | Alternators and dynamos (triple, Higher) | ScholaFly PH14-04 |
| 13.4PEdexcel 1PH0 | Explain the action of the microphone in converting the pressure variations in sound waves into variations in current in electrical circuits, and the reverse effect as used in loudspeakers and headphones | Microphones and loudspeakers (triple, Higher) | ScholaFly PH14-05 |
| 13.5Edexcel 1PH0 | Explain how an alternating current in one circuit can induce a current in another circuit in a transformer | Transformers and the turns-ratio equation (Higher) | ScholaFly PH14-02 |
| 13.6Edexcel 1PH0 | Recall that a transformer can change the size of an alternating voltage | Transformers and the turns-ratio equation (Higher) | ScholaFly PH14-02 |
| 13.7PEdexcel 1PH0 | Use the turns ratio equation for transformers to calculate either the missing voltage or the missing number of turns: coil ondary sec turns number coil primary turns number coil ondary sec across difference potential coil primary across difference potential | Transformers and the turns-ratio equation (Higher) | ScholaFly PH14-02 |
| 13.8Edexcel 1PH0 | Explain why, in the national grid, electrical energy is transferred at high voltages from power stations, and then transferred at lower voltages in each locality for domestic uses as it improves the efficiency by reducing heat loss in transmission lines | The National Grid | ScholaFly PH11-09 |
| 13.9Edexcel 1PH0 | Explain where and why step-up and step-down transformers are used in the transmission of electricity in the national grid | The National Grid | ScholaFly PH11-09 |
| 13.10Edexcel 1PH0 | Use the power equation (for transformers with100% efficiency): potential difference across primary coil (volt, V) × current in primary coil (ampere, A) = potential difference across secondary coil (volt, V) × current in secondary coil (ampere, | The transformer power equation and high-voltage transmission | ScholaFly PH14-03 |
| 13.11PEdexcel 1PH0 | Explain the advantages of power transmission in high- voltage cables, using the equations in 10.29, 10.31, | The transformer power equation and high-voltage transmission | ScholaFly PH14-03 |
| 14.1Edexcel 1PH0 | Use a simple kinetic theory model to explain the different states of matter (solids, liquids and gases) in terms of the movement and arrangement of particles | The particle model and the states of matter | ScholaFly PH08-01 |
| 14.2Edexcel 1PH0 | Recall and use the equation: density (kilogram per cubic metre, kg/m3) = mass (kilogram, kg) ÷ volume (cubic metre, m3) | Density | ScholaFly PH08-02 |
| 14.3Edexcel 1PH0 | Core Practical: Investigate the densities of solid and liquids | Practical: density of solids and liquids | ScholaFly PH24-02 |
| 14.4Edexcel 1PH0 | Explain the differences in density between the different states of matter in terms of the arrangements of the atoms or molecules | The particle model and the states of matter | ScholaFly PH08-01 |
| 14.5Edexcel 1PH0 | Describe that when substances melt, freeze, evaporate, boil, condense or sublimate mass is conserved and that these physical changes differ from some chemical changes because the material recovers its original properties if the change is reversed | Changes of state and conservation of mass | ScholaFly PH08-03 |
| 14.6Edexcel 1PH0 | Explain how heating a system will change the energy stored within the system and raise its temperature or produce changes of state | Internal energy and what heating does to a system | ScholaFly PH08-04 |
| Specific heat capacity | ScholaFly PH08-05 | ||
| Specific latent heat of fusion and of vaporisation | ScholaFly PH08-06 | ||
| 14.7Edexcel 1PH0 | Define the terms specific heat capacity and specific latent heat and explain the differences between them | Internal energy and what heating does to a system | ScholaFly PH08-04 |
| Specific heat capacity | ScholaFly PH08-05 | ||
| Specific latent heat of fusion and of vaporisation | ScholaFly PH08-06 | ||
| 14.8Edexcel 1PH0 | Use the equation: change in thermal energy (joule, J) = mass (kilogram, kg) × specific heat capacity (joule per kilogram degree Celsius, J/kg °C) × change in temperature (degree Celsius, °C) | Specific heat capacity | ScholaFly PH08-05 |
| 14.9Edexcel 1PH0 | Use the equation: thermal energy for a change of state (joule , J) = mass (kilogram, kg) × specific latent heat (joule per kilogram, J/kg) | Specific latent heat of fusion and of vaporisation | ScholaFly PH08-06 |
| 14.10Edexcel 1PH0 | Explain ways of reducing unwanted energy transfer through thermal insulation | Reducing unwanted energy transfers | ScholaFly PH06-02 |
| 14.11Edexcel 1PH0 | Core Practical: Investigate the properties of water by determining the specific heat capacity of water and obtaining a temperature-time graph for melting ice | Practical: specific heat capacity | ScholaFly PH24-01 |
| 14.12Edexcel 1PH0 | Explain the pressure of a gas in terms of the motion of its particles | Gas particles, temperature and pressure | ScholaFly PH08-07 |
| 14.13Edexcel 1PH0 | Explain the effect of changing the temperature of a gas on the velocity of its particles and hence on the pressure produced by a fixed mass of gas at constant volume (qualitative only) | Gas particles, temperature and pressure | ScholaFly PH08-07 |
| 14.14Edexcel 1PH0 | Describe the term absolute zero, −273 °C, in terms of the lack of movement of particles | Absolute zero and the kelvin scale | ScholaFly PH08-08 |
| 14.15Edexcel 1PH0 | Convert between the kelvin and Celsius scales | Absolute zero and the kelvin scale | ScholaFly PH08-08 |
| 14.16PEdexcel 1PH0 | Explain that gases can be compressed or expanded by pressure changes | Gases under pressure: pV = constant (triple) | ScholaFly PH08-09 |
| 14.17PEdexcel 1PH0 | Explain that the pressure of a gas produces a net force at right angles to any surface | Gases under pressure: pV = constant (triple) | ScholaFly PH08-09 |
| 14.18PEdexcel 1PH0 | Explain the effect of changing the volume of a gas on the rate at which its particles collide with the walls of its container and hence on the pressure produced by a fixed mass of gas at constant temperature | Gases under pressure: pV = constant (triple) | ScholaFly PH08-09 |
| 14.19PEdexcel 1PH0 | Use the equation: to calculate pressure or volume for gases of fixed mass at constant temperature | Gases under pressure: pV = constant (triple) | ScholaFly PH08-09 |
| 14.20PEdexcel 1PH0 | Explain why doing work on a gas can increase its temperature, including a bicycle pump | Doing work on a gas raises its temperature (triple, Higher) | ScholaFly PH08-10 |
| 15.1Edexcel 1PH0 | Explain, using springs and other elastic objects, that stretching, bending or compressing an object requires more than one force | Elastic and inelastic deformation | ScholaFly PH03-06 |
| 15.2Edexcel 1PH0 | Describe the difference between elastic and inelastic distortion | Elastic and inelastic deformation | ScholaFly PH03-06 |
| 15.3Edexcel 1PH0 | Recall and use the equation for linear elastic distortion including calculating the spring constant: force exerted on a spring (newton, N) = spring constant (newton per metre, N/m) × extension (metre, m) | Hooke's law and the spring constant | ScholaFly PH03-07 |
| 15.4Edexcel 1PH0 | Use the equation to calculate the work done in stretching a spring: energy transferred in stretching (joules, J) = 0.5 × spring constant (newton per metre, N/m) × (extension (metre, m))2 | Elastic potential energy | ScholaFly PH05-07 |
| 15.5Edexcel 1PH0 | Describe the difference between linear and non-linear relationships between force and extension | Hooke's law and the spring constant | ScholaFly PH03-07 |
| 15.6Edexcel 1PH0 | Core Practical: Investigate the extension and work done when applying forces to a spring | Practical: force and extension of a spring | ScholaFly PH24-04 |
| 15.7PEdexcel 1PH0 | Explain why atmospheric pressure varies with height above the Earth’s surface with reference to a simple model of the Earth’s atmosphere | Atmospheric pressure (triple) | ScholaFly PH09-02 |
| 15.8PEdexcel 1PH0 | Describe the pressure in a fluid as being due to the fluid and atmospheric pressure | Pressure in a fluid: p = F/A (triple) | ScholaFly PH09-01 |
| 15.9PEdexcel 1PH0 | Recall that the pressure in fluids causes a force normal to any surface | Pressure in a fluid: p = F/A (triple) | ScholaFly PH09-01 |
| 15.10PEdexcel 1PH0 | Explain how pressure is related to force and area, using appropriate examples | Pressure in a fluid: p = F/A (triple) | ScholaFly PH09-01 |
| 15.11PEdexcel 1PH0 | Recall and use the equation: pressure (pascal, Pa) = force normal to surface (newton, N) ÷ area of surface (square metre, m2) | Pressure in a fluid: p = F/A (triple) | ScholaFly PH09-01 |
| 15.12PEdexcel 1PH0 | Describe how pressure in fluids increases with depth and density | Pressure, depth and density: p = h rho g (triple) | ScholaFly PH09-03 |
| 15.13PEdexcel 1PH0 | Explain why the pressure in liquids varies with density and depth | Pressure, depth and density: p = h rho g (triple) | ScholaFly PH09-03 |
| 15.14PEdexcel 1PH0 | Use the equation to calculate the magnitude of the pressure in liquids and calculate the differences in pressure at different depths in a liquid: pressure due to a column of liquid (pascal, Pa) = height of column (metre, m) × density of liquid (kilogram per cubic metre, kg/m3) × gravitational field strength (newton per kilogram, N/kg) | Pressure, depth and density: p = h rho g (triple) | ScholaFly PH09-03 |
| 15.15PEdexcel 1PH0 | Explain why an object in a fluid is subject to an upwards force (upthrust) and relate this to examples including objects that are fully immersed in a fluid (liquid or gas) or partially immersed in a liquid | Upthrust, floating and sinking (triple, Higher) | ScholaFly PH09-04 |
| 15.16PEdexcel 1PH0 | Recall that the upthrust is equal to the weight of fluid displaced | Upthrust, floating and sinking (triple, Higher) | ScholaFly PH09-04 |
| 15.17PEdexcel 1PH0 | Explain how the factors (upthrust, weight, density of fluid) influence whether an object will float or sink | Upthrust, floating and sinking (triple, Higher) | ScholaFly PH09-04 |