INTERNATIONAL GCSE

PHYSICS
SPECIFICATION

Edexcel
International GCSE Physics (9 – 1)
Code 4PH1
Course Structure

Paper
Paper Description Duration Weighting
Code

This paper will only assess the content NOT in 2 hours

1 4PH1/1P 61.1%
bold (110 marks)

This paper will assess ALL content, including 1 hr 15 min

2 4PH1/2P 38.9%
that in bold (70 marks)

Your examination statement from Edexcel will list the two paper codes above, as well as the
certification code 4PH1.

Equations provided in exams

Only the following equations are provided in the exam. You must learn the rest.

energy transferred = current x voltage x time E=VxIxt

frequency = 1 f=1
time period T

power = work done P=W

time taken t

power = energy transferred P=W

time taken t

orbital speed = 2 π x orbital radius v=2xπxr

time period T

(final speed)2 = (initial speed)2 + (2 x acceleration x distance) v2 = u2 + (2 x a x s)

pressure x volume = constant p1 x V1 = p2 x V2

pressure = constant p1 = p2
temperature T1 T2

force = change in momentum F = (mv – mu)

time t

change of wavelength = velocity of a galaxy λ – λo = Δλ = v

wavelength speed of light λo λo c

change in thermal energy = mass x specific heat capacity x temp change ΔQ = m x c x ΔT

Where necessary, assume the acceleration of free fall, g = 10 m/s2.

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Equations to learn

The relationships listed below will not be provided in the exam, so must be
learnt.

(1) the relationship between average speed, distance moved and time taken:
average speed = distance moved
time taken

(2) the relationship between force, mass and acceleration:

force = mass × acceleration

(3) the relationship between acceleration, change in velocity and time taken:
acceleration = change in velocity a=v–u
time taken t

(4) The relationship between momentum, mass and velocity:

momentum = mass x velocity
momentum = m x v

(5) the relationship between density, mass and volume:

density = mass
volume

(6) the relationship between work done, force and distance moved:
work done = force × distance moved

(7) the energy relationships:

energy transferred = work done
kinetic energy = ½ × mass × speed2
gravitational potential energy = mass × g × height

(8) the relationship between mass, weight and gravitational field strength:
weight = mass × gravitational field strength

(9) the relationship between an applied force, the area over which it acts and
the resulting pressure:
pressure = force
area

(10) the relationship between the moment of a force and its perpendicular
distance from the pivot:
moment = force × perpendicular distance from the pivot

(11) the relationships between charge, current, voltage, resistance and

electrical power:
charge = current × time
voltage = current × resistance
electrical power = voltage × current
energy transferred = charge × voltage
(12) the relationship between speed, frequency and wavelength of a wave:
wave speed = frequency × wavelength
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(13) the relationship between turns and voltage for a transformer:
input (primary) voltage = primary turns
output (secondary) voltage secondary turns

(14) input power = output power

Vp Ip = Vs Is for 100% efficiency

(15) the relationship between refractive index, angle of incidence and angle of
refraction:
n = sin i
sin r

(16) the relationship between refractive index and critical angle:

sin c = 1
n

(17) the relationship for efficiency:

efficiency = useful energy output x 100%
total energy input

(18) the relationship for pressure difference:

pressure difference = height × density × gravitational field strength
p=hρg

Command words
The following terms are used in examination questions:

Command Definition
word
Add/Label Requires the addition or labelling of a stimulus material given in the question, for
example labelling a diagram or adding units to a table
Calculate Obtain a numerical answer, showing relevant working
Comment on Requires the synthesis of a number of variables from data/information to form a
judgement
Complete Requires the completion of a table/diagram
Deduce Draw/reach conclusion(s) from the information provided
Describe To give an account of something. Statements in the response need to be developed,
as they are often linked but do not need to include a justification or reason
Determine The answer must have an element that is quantitative from the stimulus provided,
or must show how the answer can be reached quantitatively. To gain maximum
marks, there must be a quantitative element to the answer
Design Plan or invent a procedure from existing principles/ideas
Discuss • Identify the issue/situation/problem/argument that is being assessed within the
question
• Explore all aspects of an issue/situation/problem/argument
• Investigate the issue/situation etc. by reasoning or argument
Draw Produce a diagram either using a ruler or freehand
Estimate Find an approximate value, number or quantity from a diagram/given data or
through a calculation
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Evaluate Review information (e.g. data, methods) then bring it together to form a
conclusion, drawing on evidence including strengths, weaknesses, alternative
actions, relevant data or information. Come to a supported judgement of a subject’s
quality and relate it to its context
Explain An explanation requires a justification/exemplification of a point. The answer must
contain some element of reasoning/justification – this can include mathematical
explanations
Give/State/ All of these command words are really synonyms. They generally all require recall
Name of one or more pieces of information
Give a reason/ When a statement has been made and the requirement is only to give the reason(s)
reasons why
Identify Usually requires some key information to be selected from a given stimulus/
resource
Justify Give evidence to support (either the statement given in the question or an earlier
answer)
Plot Produce a graph by marking points accurately on a grid from data that is provided
and then draw a line of best fit through these points. A suitable scale and
appropriately labelled axes must be included if these are not provided in the
question
Predict Give an expected result
Show that Verify the statement given in the question
Sketch Produce a freehand drawing. For a graph, this would need a line and labelled axes
with important features indicated. The axes are not scaled
State what is When the meaning of a term is expected but there are different ways for how these
meant by can be described
Suggest Use your knowledge to propose a solution to a problem in a novel context
Verb proceeding a command word
Analyse the Examine the data/graph in detail to provide an explanation
data/ graph to
explain
Multiple choice questions
What, Why Direct command words used for multiple-choice questions

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Electrical circuit symbols:

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Topic 1: Forces and motion
a) Units
 use the following units: kilogram (kg), metre (m), metre/second (m/s), metre/second 2 (m/s2),
newton (N), second (s), newton per kilogram (N/kg), newton metre (Nm), kilogram
metre/second (kg m/s)

b) Movement and position

 plot and explain distance-time graphs
 know and use the relationship: average speed = distance moved / time taken
 practical: investigate the motion of everyday objects such as toy cars or tennis balls
 know and use the relationship: acceleration = change in velocity / time taken
a = (v −u) / t
 plot and explain velocity-time graphs
 determine acceleration from the gradient of a velocity-time graph
 determine the distance travelled from the area between a velocity-time graph and the time axis
 use the relationship: v2 = u2 + 2as
(final speed)2 = (initial speed)2 + (2 x acceleration x distance moved)

c) Forces, movement, shape and momentum

 describe the effects of forces between bodies such as changes in speed, shape or direction
 identify different types of force such as gravitational or electrostatic
 understand how vector quantities differ from scalar quantities
 understand that force is a vector quantity
 calculate the resultant force of forces that act along a line
 know that friction is a force that opposes motion
 know and use the relationship: force = mass × acceleration F = m × a
 know and use the relationship: weight = mass × gravitational field strength W = m × g
 know that the stopping distance of a vehicle is the sum of the thinking distance and braking
distance
 describe the factors affecting vehicle stopping distance including speed, mass, road condition,
reaction time
 describe the forces acting on falling objects and explain why falling objects reach a terminal
velocity
 practical: investigate how extension varies with applied force for helical springs, metal wires,
rubber bands
 know that the initial linear region of a force-extension graph is associated with Hooke’s law
 describe elastic behaviour as the ability of a material to recover its original shape after the forces
causing deformation have been removed
 know and use the relationship: momentum = mass × velocity p = m × v
 use the idea of momentum to explain safety features
 use the conservation of momentum to calculate the mass, velocity or momentum of objects
 use the relationship: force = change in momentum / time taken F = (mv – mu) / t
 demonstrate an understanding of Newton’s third law
 know and use the relationship: moment = force × perpendicular distance from the pivot
 know that the weight of a body acts through its centre of gravity
 use the principle of moments for a simple system of parallel forces acting in one plane
 understand how the upward forces on a light beam, supported at its ends, vary with the
position of a heavy object placed on the beam

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Topic 2: Electricity
a) Units
 use these units: ampere (A), coulomb (C), joule (J), ohm (Ω), second (s), volt (V), watt (W)

b) Mains electricity
 understand how the uses of insulation, double insulation, earthing, fuses and circuit breakers
protect the device or user in a range of domestic appliances
 understand why a current in a resistor results in the electrical transfer of energy and an increase in
temperature, and how this can be used in a variety of domestic contexts
 know and use the relationship: power = current × voltage P = I × V and apply the relationship to
the selection of appropriate fuses
 use the relationship: energy transferred = current × voltage × time E = I × V × t
 know the difference between mains electricity being alternating current (a.c.) and direct current
(d.c.) being supplied by a cell or battery

c) Energy and voltage in circuits

 explain why a series or parallel circuit is more appropriate for particular applications, including
domestic lighting
 understand how the current in a series circuit depends on the applied voltage and the number and
nature of other components
 describe how current varies with voltage in wires, resistors, metal filament lamps and diodes, and
how to investigate this experimentally
 describe the qualitative effect of changing resistance on the current in a circuit
 describe the qualitative variation of resistance of light-dependent resistors (LDRs) with
illumination and of thermistors with temperature
 know that lamps and LEDs can be used to indicate the presence of a current in a circuit
 know and use the relationship: voltage = current × resistance V = I × R
 know that current is the rate of flow of charge
 know and use the relationship: charge = current × time Q = I × t
 know that electric current in solid metallic conductors is a flow of negatively charged electrons
 understand why current is conserved at a junction in a circuit
 know that voltage across two components connected in parallel is the same
 calculate the currents, voltages and resistances of two resistive components connected in a series
circuit
 know that voltage is the energy transferred per unit charge passed and the volt is a joule per
coulomb
 know and use the relationship: energy transferred = charge x voltage E = Q x V

d) Electric charge
 identify common materials which are electrical conductors or insulators, including metals
and plastics
 practical: investigate how insulating materials can be charged by friction
 explain how positive and negative electrostatic charges are produced on materials by the loss
and gain of electrons
 know that there are forces of attraction between unlike charges and forces of repulsion
between like charges
 explain electrostatic phenomena in terms of the movement of electrons
 explain the potential dangers of electrostatic charges, e.g. when fuelling aircraft and tankers
 explain some uses of electrostatic charges, e.g. in photocopiers and inkjet printers

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Topic 3: Waves
a) Units
 use the following units: degree (o), hertz (Hz), metre (m), metre/second (m/s), second (s).

b) Properties of waves
 explain the difference between longitudinal and transverse waves
 know the definitions of amplitude, wavefront, frequency, wavelength and period of a wave
 know that waves transfer energy and information without transferring matter
 know and use the relationship: wave speed = frequency × wavelength v = f × λ
 use the relationship between frequency and time period: frequency = 1/time period f = 1 / T
 use the above relationships in different contexts including sound waves & electromagnetic waves
 explain why there is a change in the observed frequency and wavelength of a wave when its
source is moving relative to an observer, and that this is known as the Doppler effect
 explain that all waves can be reflected and refracted

c) The electromagnetic spectrum

 know that light is part of a continuous electromagnetic spectrum that includes radio, microwave,
infrared, visible, ultraviolet, x-ray and gamma ray radiations and that all these waves travel at the
same speed in free space
 know the order of the electromagnetic spectrum in terms of decreasing wavelength and increasing
frequency, including the colours of the visible spectrum
 explain some of the uses of electromagnetic radiations, including:
o radio waves: broadcasting and communications;
o microwaves: cooking and satellite transmissions;
o infrared: heaters and night vision equipment;
o visible light: optical fibres and photography;
o ultraviolet: fluorescent lamps;
o x-rays: observing the internal structure of objects and materials, including for medical
applications;
o gamma rays: sterilising food and medical equipment
 explain the detrimental effects of excessive exposure of the human body to electromagnetic
waves, including:
o microwaves: internal heating of body tissue;
o infrared: skin burns;
o ultraviolet: damage to surface cells and blindness;
o gamma rays: cancer, mutation; and describe simple protective measures against the risks

d) Light and sound

 know that light waves are transverse waves which can be reflected and refracted
 use the law of reflection (the angle of incidence equals the angle of reflection)
 draw ray diagrams to illustrate reflection and refraction
 practical: investigate the refraction of light, using rectangular and semi-circular blocks and
triangular prisms
 know and use the relationship: n = sin i / sin r
 practical: investigate the refractive index of glass, using a glass block
 describe the role of total internal reflection in transmitting information along optical fibres and in
prisms
 explain the meaning of critical angle c
 know and use the relationship between critical angle and refractive index: sin c = 1 / n
 know that sound waves are longitudinal waves which can be reflected and refracted
 know that the frequency range for human hearing is 20 Hz – 20 000 Hz
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 practical: investigate the speed of sound in air
 understand how an oscilloscope and microphone can be used to display a sound wave
 practical: investigate the frequency of a sound wave using an oscilloscope
 understand how the pitch of a sound relates to the frequency of vibration of the source
 understand how the loudness of a sound relates to the amplitude of vibration of the source

Topic 4: Energy resources and energy transfers

a) Units
 use the following units: kilogram (kg), joule (J), metre (m), metre/second (m/s), metre/second 2
(m/s2), newton (N), second (s), watt (W).

b) Energy transfers
 describe energy transfers involving the following forms of energy: thermal (heat), light, electrical,
sound, kinetic, chemical, nuclear and potential (elastic and gravitational)
 use the principle of conservation of energy
 know and use the relationship: efficiency = useful energy output / total energy input x 100%
 describe a variety of everyday and scientific devices and situations, explaining the transfer of the
input energy in terms of the above relationship, including their representation by Sankey diagrams
 describe how thermal energy transfer may take place by conduction, convection and radiation
 explain the role of convection in everyday phenomena
 explain how emission and absorption of radiation are related to surface and temperature
 practical: investigate thermal energy transfer by conduction, convection and radiation
 explain ways of reducing unwanted energy transfer, such as insulation

c) Work and power

 know and use the relationship: work done = force × distance moved in direction of force W = F×d
 know that work done is equal to energy transferred
 know and use the relationship: GPE = m × g × h
gravitational potential energy = mass × gravitational field strength × height
 know and use the relationship: kinetic energy = ½ × mass × speed2 KE = ½ × m × v2
 understand how conservation of energy produces a link between gravitational potential energy,
kinetic energy and work
 describe power as the rate of transfer of energy or the rate of doing work
 use the relationship: power = work done / time taken P = W / t

d) Energy resources and electricity generation

 describe the energy transfers involved in generating electricity using wind, water,
geothermal resources, solar heating systems, solar cells, fossil fuels and nuclear power
 describe the advantages and disadvantages of methods of large-scale electricity production
from various renewable and non-renewable resources

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Topic 5: Solids, liquids and gases
a) Units
 use the following units: degrees Celsius (oC), kelvin (K), joule (J), kilogram (kg), kilogram/metre3
(kg/m3), metre (m), metre2 (m2), metre3 (m3), metre/second (m/s), metre/second2 (m/s2), newton
(N), pascal (Pa)

b) Density and pressure

 know and use the relationship: density = mass / volume ρ = m / V
 practical: investigate density using direct measurements of mass and volume
 know and use the relationship: pressure = force / area p = F / A
 understand how the pressure at a point in a gas or liquid at rest acts equally in all directions
 know and use the relationship: p = h × ρ × g
pressure difference = height × density × gravitational field strength

c) Change of state
 explain why heating a system will change the energy stored within the system and raise its
temperature or produce changes of state
 describe the changes that occur when a solid melts to form a liquid, and when a liquid
evaporates or boils to form a gas
 describe the arrangement and motion of particles in solids, liquids and gases
 practical: obtain a temperature-time graph to show the constant temperature during a
change of state
 know that specific heat capacity is the energy required to change the temperature of an
object by one degree Celsius per kilogram of mass (J/Kg oC)
 use the equation: ΔQ = m x c x ΔT
change in thermal energy = mass x specific heat capacity x change in temperature
 practical: investigate the specific heat capacity of materials including water and some solids

d) Ideal gas molecules

 explain how molecules in a gas have a random motion and that they exert a force and hence a
pressure on the walls of the container
 understand why there is an absolute zero of temperature which is – 273oC
 describe the Kelvin scale of temperature and be able to convert between the Kelvin and Celsius
scales
 understand why an increase in temperature results in an increase in the average speed of gas
molecules
 know that the Kelvin temperature of a gas is proportional to the average kinetic energy of its
molecules
 explain, for a fixed mass of gas, the qualitative relationship between: pressure and volume at
constant temperature; pressure and Kelvin temperature at constant volume
 use the relationship: p1 / T1 = p2 / T2
 use the relationship: p1 V1 = p2 V2

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Topic 6: Magnetism and electromagnetism

a) Units
 use the following units: ampere (A), volt (V), watt (W)

b) Magnetism
 know that magnets repel and attract other magnets and attract magnetic substances
 describe the properties of magnetically hard and soft materials
 understand the term magnetic field line
 know that magnetism is induced in some materials when they are placed in a magnetic field
 practical: investigate the magnetic field pattern for a permanent bar magnet and between two bar
magnets
 describe how to use two permanent magnets to produce a uniform magnetic field pattern

c) Electromagnetism
 know that an electric current in a conductor produces a magnetic field round it
 describe the construction of electromagnets
 draw magnetic field patterns for a straight wire, a flat circular coil and a solenoid when each
is carrying a current
 know that there is a force on a charged particle when it moves in a magnetic field as long as
its motion is not parallel to the field
 understand why a force is exerted on a current-carrying wire in a magnetic field, and how this
effect is applied in simple d.c. electric motors and loudspeakers
 use the left-hand rule to predict the direction of the resulting force when a wire carries a current
perpendicular to a magnetic field
 describe how the force on a current-carrying conductor in a magnetic field changes with the
magnitude and direction of the field and current

d) Electromagnetic induction
 know that a voltage is induced in a conductor or a coil when it moves through a magnetic field or
when a magnetic field changes through it, and describe the factors that affect the size of the
induced voltage
 describe the generation of electricity by the rotation of a magnet within a coil of wire and of a coil
of wire within a magnetic field, and describe the factors that affect the size of the induced voltage
 describe the structure of a transformer, and understand that a transformer changes the size
of an alternating voltage by having different numbers of turns on the input and output sides
 explain the use of step-up and step-down transformers in the large-scale generation and
transmission of electrical energy
 know and use the relationship:
primary voltage / secondary voltage = primary turns / secondary turns
 know and use the relationship for 100% efficiency: input power = output power Vp Ip = Vs Is

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Topic 7: Radioactivity and particles
a) Units
 use the following units: becquerel (Bq), centimetre (cm), hour (h), minute (min), second (s)

b) Radioactivity
 describe the structure of an atom in terms of protons, neutrons and electrons and use symbols such
as 146C to describe particular nuclei
 know the terms atomic (proton) number, mass (nucleon) number and isotope
 know that alpha (α) particles, beta (β-) particles and gamma (γ) rays are ionising radiations emitted
from unstable nuclei in a random process
 describe the nature of alpha (α) particles, beta (β-) particles and gamma (γ) rays, and recall that
they may be distinguished in terms of penetrating power and ability to ionise
 practical: investigate the penetration powers of different types of radiation using either radioactive
sources or simulations
 describe the effects on the atomic and mass numbers of a nucleus of the emission of each of the
four main types of radiation (alpha, beta, gamma and neutron radiation)
 understand how to balance nuclear equations in terms of mass and charge
 know that photographic film or a Geiger-Muller detector can detect ionising radiations
 explain the sources of background (ionising) radiation from earth and space
 know that the activity of a radioactive source decreases over a period of time and is measured in
becquerels
 know the definition of the term half-life and understand that it is different for different radioactive
isotopes
 use the concept of half-life to carry out simple calculations on activity, including graphical
methods
 describe uses of radioactivity in industry and medicine
 describe the difference between contamination and irradiation
 describe the dangers of ionising radiations, including:
o radiation can cause mutations in living organisms;
o radiation can damage cells and tissue;
o the problems arising from the disposal of radioactive waste; and describe how the associated
risks can be reduced

c) Fission and fusion

 know that nuclear reactions, including fission, fusion and radioactive decay, can be a source of
energy
 understand how a nucleus of U-235 can be split (the process of fission) by collision with a
neutron, and that this process releases energy as kinetic energy of the fission products
 know that the fission of U-235 produces two daughter nuclei and a small number of neutrons
 describe how a chain reaction can be set up if the neutrons produced by one fission strike other U-
235 nuclei
 describe the role played by the control rods and moderator in the fission process
 understand the role of shielding around a nuclear reactor
 explain the difference between nuclear fusion and nuclear fission
 describe nuclear fusion as the creation of larger nuclei resulting in a loss of mass from smaller
nuclei, accompanied by a release of energy
 know that fusion is the energy source for stars
 explain why nuclear fusion does not happen at low temperatures and pressures, due to electrostatic
repulsion of protons

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Topic 8: Astrophysics
a) Units
 use the following units: kilogram (kg), metre (m), metre/second (m/s), metre/second 2 (m/s2),
newton (N), second (s), newton per kilogram (N/kg)

b) Motion in the Universe

 know that: the universe is a large collection of billions of galaxies; a galaxy is a large collection of
billions of stars; our solar system is in the Milky Way galaxy
 understand why gravitational field strength, g, varies and know that it is different on other planets
and the moon from that on the Earth
 explain that gravitational force: causes moons to orbit planets; causes the planets to orbit the Sun;
causes artificial satellites to orbit the Earth; causes comets to orbit the Sun
 describe the differences in the orbits of comets, moons and planets
 use the relationship: orbital speed = 2× π ×orbital radius / time period v = 2× π × r / T

c) Stellar evolution
 understand how stars can be classified according to their colour
 know that a star’s colour is related to its surface temperature
 describe the evolution of stars of similar mass to the Sun through the following stages: nebula, star
(main sequence), red giant, white dwarf
 describe the evolution of stars with a mass larger than the Sun
 understand how the brightness of a star at a standard distance can be represented using
absolute magnitude
 draw the main components of the Hertzsprung-Russell diagram (HR diagram)

d) Cosmology
 describe the past evolution of the Universe and the main arguments in favour of the Big
Bang
 describe evidence that supports the Big Bang theory (red-shift and cosmic microwave
background (CMB) radiation)
 describe that if a wave source is moving relative to an observer there will be a change in the
observed frequency and wavelength
 use the equation:
change in wavelength / reference wavelength = velocity of a galaxy/speed of light
(λ – λo) / λo = Δλ / λo = v / c
 describe the red-shift in light received from galaxies at different distances away from the
Earth
 explain why the red-shift of galaxies provides evidence for the expansion of the Universe

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The weightings of assessment objectives in the exam
AO1 Knowledge and understanding of physics (40%)
In the examination, students will be tested on their ability to:
 recognise, recall and show understanding of specific physical facts,
terminology, principles, concepts and practical techniques including aspects
of safety
 draw on existing knowledge to show understanding of the ethical, social,
environmental, economic and technological applications and implications of
physics
 select, organise and present relevant information clearly and logically, using
appropriate vocabulary

AO2 Application of knowledge and understanding, analysis and evaluation of physics (40%)
In the examination, students will be tested on their ability to:
 describe, explain and interpret phenomena, effects and ideas in terms of
physical principles and concepts, presenting arguments and ideas clearly and
logically
 interpret and translate data presented as continuous prose or in tables,
diagrams, drawings and graphs, from one form to another
 carry out relevant calculations
 apply physical principles and concepts in solving problems in unfamiliar
situations, including those related to the ethical, social, economic and
technological applications and implications of physics
 assess the validity of physical information, experiments, inferences and
statements and make informed judgements from them

AO3 Experimental skills, analysis and evaluation of data and methods in physics (20%)
In the assessment of these practical skills, students will be tested on their ability
to:
 solve problems set in a practical context
 apply scientific knowledge and understanding in questions with a practical
context
 devise and plan investigations, using scientific knowledge and understanding
when selecting appropriate techniques
 demonstrate or describe appropriate experimental and investigative methods,
including safe and skilful practical techniques
 make observations and measurements with appropriate precision, record
these methodically and present them in appropriate ways
 identify independent, dependent and control variables
 use scientific knowledge and understanding to analyse and interpret data to
draw conclusions from experimental activities that are consistent with the
evidence
 communicate the findings from experimental activities, using appropriate
technical language, relevant calculations and graphs
 assess the reliability of an experimental activity
 evaluate data and methods taking into account factors that affect accuracy
and validity

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