PHYSICS SYLLABUS 0625.pdf

Version 1
Syllabus
Cambridge IGCSE™
Physics 0625
Use this syllabus for exams in 2023, 2024 and 2025.
Exams are available in the June and November series.
Exams are also available in the March series in India only.

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Contents
1 Why choose this syllabus? .....................................................................................................2
2 Syllabus overview ....................................................................................................................5
Aims 5
Content overview 6
Assessment overview 7
Assessment objectives 8
3 Subject content .......................................................................................................................10
4 Details of the assessment ................................................................................................... 40
Core assessment 40
Extended assessment 40
Practical assessment 41
Language of measurement 43
Apparatus 44
Safety in the laboratory 46
Electrical symbols 47
Symbols and units for physical quantities 48
Mathematical requirements 50
Presentation of data 51
Conventions (e.g. signs, symbols, terminology and nomenclature) 52
Command words 53
5 What else you need to know .............................................................................................. 54
Before you start 54
Making entries 55
After the exam 56
How students and teachers can use the grades 56
Grade descriptions 56
Changes to this syllabus for 2023, 2024 and 2025 57
Important: Changes to this syllabus
For information about changes to this syllabus for 2023, 2024 and 2025, go to page 57.

Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025.
2 www.cambridgeinternational.org/igcse Back to contents page
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is
taught by over 4800 schools in over 150 countries.
Our programmes balance a thorough knowledge and understanding
of a subject and help to develop the skills learners need for their
next steps in education or employment.
Cambridge IGCSE Physics develops a set of transferable skills
including handling data, practical problem-solving and applying
the scientific method. Learners develop relevant attitudes, such as
concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the
essential scientific skills required for progression to further studies or employment.
Our approach in Cambridge IGCSE Physics encourages learners to be:
confident, interested in learning about science, questioning ideas and using scientific language to communicate
their views and opinions
responsible, working methodically and safely when working alone or collaboratively with others
reflective, learning from their experiences and interested in scientific issues that affect the individual, the
community and the environment
innovative, solving unfamiliar problems confidently and creatively
engaged, keen to develop scientific skills, curious about scientific principles and their application in the world.
‘The strength of Cambridge IGCSE qualifications is internationally recognised and has provided
an international pathway for our students to continue their studies around the world.’
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
Cambridge
learner

Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025. Why choose this syllabus?
3
www.cambridgeinternational.org/igcse
Back to contents page
International recognition and acceptance
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge IGCSE
Physics gives learners a solid foundation for further study. Candidates who achieve grades A* to C are well prepared
to follow a wide range of courses including Cambridge International AS & A Level Physics.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of
academic achievement. Many universities require a combination of Cambridge International AS & A Levels and
Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to
the standard of the reformed GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
‘Cambridge IGCSE is one of the most sought-after and recognised qualifications in the world. It
is very popular in Egypt because it provides the perfect preparation for success at advanced level
programmes.’
Managing Director of British School in Egypt BSE

Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025. Why choose this syllabus?
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5
2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative practical work.
The aims are to enable students to:

• acquire scientific knowledge and understanding of scientific theories and practice

• develop a range of experimental skills, including handling variables and working safely

• use scientific data and evidence to solve problems and discuss the limitations of scientific methods

• communicate effectively and clearly, using scientific terminology, notation and conventions

• understand that the application of scientific knowledge can benefit people and the environment

• enjoy science and develop an informed interest in scientific matters which support further study.
Cambridge Assessment International Education is an education organisation and politically neutral.
The contents of this syllabus, examination papers and associated materials do not endorse any political
view. We endeavour to treat all aspects of the exam process neutrally.

Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025. Syllabus overview
Content overview
Candidates study the following topics:
1 Motion, forces and energy
2 Thermal physics
3 Waves
4 Electricity and magnetism
5 Nuclear physics
6 Space physics

7
Assessment overview
All candidates take three papers.
Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D or below, should
be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades C to G.
Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected to
achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates
will be eligible for grades A* to G.
Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:
Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)
45 minutes
40 marks 30%
40 four-option multiple-choice questions
Externally assessed
1 hour 15 minutes
80 marks 50%
Short-answer and structured questions
Externally assessed
Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject
content:
Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)
45 minutes
40 marks 30%
40 four-option multiple-choice questions
Externally assessed
1 hour 15 minutes
80 marks 50%
Short-answer and structured questions
Externally assessed
Practical assessment
All candidates take one practical paper from a choice of two:
Paper 5: Practical Test Paper 6: Alternative to Practical
1 hour 15 minutes
40 marks 20%
Questions will be based on the experimental skills
in Section 4
Externally assessed
OR
1 hour
40 marks 20%
Questions will be based on the experimental skills
in Section 4
Externally assessed
Information on availability is in the Before you start section.

Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of:

• scientific phenomena, facts, laws, definitions, concepts and theories

• scientific vocabulary, terminology and conventions (including symbols, quantities and units)

• scientific instruments and apparatus, including techniques of operation and aspects of safety

• scientific and technological applications with their social, economic and environmental implications.
Subject content defines the factual material that candidates may be required to recall and explain.
Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and to
apply knowledge from one area of the syllabus to another.
AO2 Handling information and problem-solving
Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:

• locate, select, organise and present information from a variety of sources

• translate information from one form to another

• manipulate numerical and other data

• use information to identify patterns, report trends and form conclusions

• present reasoned explanations for phenomena, patterns and relationships

• make predictions based on relationships and patterns

• solve problems, including some of a quantitative nature.
Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to apply
the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
AO3 Experimental skills and investigations
Candidates should be able to:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)

• plan experiments and investigations

• make and record observations, measurements and estimates

• interpret and evaluate experimental observations and data

• evaluate methods and suggest possible improvements.

9
Weighting for assessment objectives
The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective Weighting in IGCSE %
AO1 Knowledge with understanding 50
AO2
Handling information and problem-solving 30
AO3
Experimental skills and investigations 20
Total 100
Assessment objectives as a percentage of each component
Assessment objective Weighting in components %
Papers 1 and 2 Papers 3 and 4 Papers 5 and 6
AO1 Knowledge with understanding 63 63 –
AO2
Handling information and problem-solving 37 37 –
AO3
Experimental skills and investigations – – 100
Total 100 100 100

3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’ study. These
should be appropriate for the learners’ age, cultural background and learning context as well as complying with
your school policies and local legal requirements.
All candidates should be taught the Core subject content. Candidates who are only taught the Core subject content
can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the Extended subject
content. The Extended subject content includes both the Core and the Supplement.
Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which allows
them to develop their experimental skills by doing practical work and investigations.
Practical work helps students to:

• use equipment and materials accurately and safely

• develop observational and problem-solving skills

• develop a deeper understanding of the syllabus topics and the scientific approach

• appreciate how scientific theories are developed and tested

• transfer the experimental skills acquired to unfamiliar contexts

• develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness

• develop an interest and enjoyment in science.
1 Motion, forces and energy
1.1 Physical quantities and measurement techniques
Core
1
Describe the use of rulers and measuring
cylinders to find a length or a volume
2
Describe how to measure a variety of time
intervals using clocks and digital timers
3
Determine an average value for a small distance
and for a short interval of time by measuring
multiples (including the period of oscillation of a
pendulum)
Supplement
4
Understand that a scalar quantity has magnitude
(size) only and that a vector quantity has
magnitude and direction
5
Know that the following quantities are scalars:
distance, speed, time, mass, energy and
temperature
6
Know that the following quantities are vectors:
force, weight, velocity, acceleration, momentum,
electric field strength and gravitational field
strength
7
Determine, by calculation or graphically, the
resultant of two vectors at right angles, limited
to forces or velocities only

Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025. Subject content
11
1.2 Motion
Core
1
Define speed as distance travelled per unit time;
recall and use the equation
v =
s
t
2
Define velocity as speed in a given direction
3
Recall and use the equation
average speed =
total distance travelled
total time taken
4
Sketch, plot and interpret distance–time and
speed–time graphs
5
Determine, qualitatively, from given data or the
shape of a distance–time graph or speed–time
graph when an object is:
(a) at rest
(b) moving with constant speed
(c) accelerating
(d) decelerating
6
Calculate speed from the gradient of a straight-
line section of a distance–time graph
7
Calculate the area under a speed–time graph to
determine the distance travelled for motion with
constant speed or constant acceleration
8
State that the acceleration of free fall g for
an object near to the surface of the Earth is
approximately constant and is approximately
9.8 m/s2
Supplement
9
Define acceleration as change in velocity per unit
time; recall and use the equation
a =
∆v
∆t
10
Determine from given data or the shape of a
speed–time graph when an object is moving with:
(a) constant acceleration
(b) changing acceleration
11
Calculate acceleration from the gradient of a
speed–time graph

12
Know that a deceleration is a negative
acceleration and use this in calculations
13
Describe the motion of objects falling in a
uniform gravitational field with and without air/
liquid resistance (including reference to terminal
velocity)
1.3 Mass and weight
Core
1
State that mass is a measure of the quantity
of matter in an object at rest relative to the
observer
2
State that weight is a gravitational force on an
object that has mass
3
Define gravitational field strength as force per
unit mass; recall and use the equation
g =
W
m

and know that this is equivalent to the
acceleration of free fall
4
Know that weights (and masses) may be
compared using a balance
Supplement
5
Describe, and use the concept of, weight as the
effect of a gravitational field on a mass

1.4 Density
Core
1
Define density as mass per unit volume; recall
and use the equation
ρ =
m
V
2
Describe how to determine the density of a
liquid, of a regularly shaped solid and of an
irregularly shaped solid which sinks in a liquid
(volume by displacement), including appropriate
calculations
3
Determine whether an object floats based on
density data
Supplement
4
Determine whether one liquid will float on
another liquid based on density data given that
the liquids do not mix
1.5 Forces
1.5.1 Effects of forces
Core
1
Know that forces may produce changes in the
size and shape of an object
2
Sketch, plot and interpret load–extension graphs
for an elastic solid and describe the associated
experimental procedures
3
Determine the resultant of two or more forces
acting along the same straight line
4
Know that an object either remains at rest or
continues in a straight line at constant speed
unless acted on by a resultant force
5
State that a resultant force may change the
velocity of an object by changing its direction of
motion or its speed
Supplement
9
Define the spring constant as force per unit
extension; recall and use the equation
k =
F
x
10
Define and use the term ‘limit of proportionality’
for a load–extension graph and identify this point
on the graph (an understanding of the elastic
limit is not required)
11
Recall and use the equation F = ma and know
that the force and the acceleration are in the
same direction
12
Describe, qualitatively, motion in a circular path
due to a force perpendicular to the motion as:
(a)
speed increases if force increases, with mass
and radius constant
(b)
radius decreases if force increases, with mass
and speed constant
(c)
an increased mass requires an increased force
to keep speed and radius constant
(F =
mv 2
r
is not required)
continued

13
1.5 Forces continued
1.5.1 Effects of forces continued
Core
6
Describe solid friction as the force between two
surfaces that may impede motion and produce
heating
7
Know that friction (drag) acts on an object
moving through a liquid
8
Know that friction (drag) acts on an object
moving through a gas (e.g. air resistance)
Supplement
1.5.2 Turning effect of forces
Core
1
Describe the moment of a force as a measure of
its turning effect and give everyday examples
2
Define the moment of a force as
moment = force × perpendicular distance from
the pivot; recall and use this equation
3
Apply the principle of moments to situations
with one force each side of the pivot, including
balancing of a beam
4
State that, when there is no resultant force and
no resultant moment, an object is in equilibrium
Supplement
5
Apply the principle of moments to other
situations, including those with more than one
force each side of the pivot
6
Describe an experiment to demonstrate that
there is no resultant moment on an object in
equilibrium
1.5.3 Centre of gravity
Core
1
State what is meant by centre of gravity
2
Describe an experiment to determine the
position of the centre of gravity of an irregularly
shaped plane lamina
3
Describe, qualitatively, the effect of the position
of the centre of gravity on the stability of simple
objects
Supplement

1.6 Momentum
Core Supplement
1
Define momentum as mass × velocity; recall and
use the equation
p = mv
2
Define impulse as force × time for which force
acts; recall and use the equation
impulse = F∆t = ∆(mv)
3
Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
4
Define resultant force as the change in
momentum per unit time; recall and use the
equation
F =
∆p
∆t
1.7 Energy, work and power
1.7.1 Energy
Core
1
State that energy may be stored as kinetic,
gravitational potential, chemical, elastic (strain),
nuclear, electrostatic and internal (thermal)
2
Describe how energy is transferred between
stores during events and processes, including
examples of transfer by forces (mechanical work
done), electrical currents (electrical work done),
heating, and by electromagnetic, sound and
other waves
3
Know the principle of the conservation of energy
and apply this principle to simple examples
including the interpretation of simple flow
diagrams
Supplement
4
Recall and use the equation for kinetic energy
Ek = 1/2mv2
5
Recall and use the equation for the change in
gravitational potential energy
∆Ep
= mg∆h
6
Know the principle of the conservation of
energy and apply this principle to complex
examples involving multiple stages, including the
interpretation of Sankey diagrams

15
1.7 Energy, work and power continued
1.7.2 Work
Core
1
Understand that mechanical or electrical work
done is equal to the energy transferred
2
Recall and use the equation for mechanical
working
W = Fd = ∆E
Supplement
1.7.3 Energy resources
Core
1
Describe how useful energy may be obtained, or
electrical power generated, from:
(a) chemical energy stored in fossil fuels
(b) chemical energy stored in biofuels
(c)
water, including the energy stored in waves,
in tides, and in water behind hydroelectric
dams
(d) geothermal resources
(e) nuclear fuel
(f)
light from the Sun to generate electrical
power (solar cells)
(g)
infrared and other electromagnetic waves
from the Sun to heat water (solar panels) and
be the source of wind energy

including references to a boiler, turbine and
generator where they are used
2
Describe advantages and disadvantages of each
method in terms of renewability, availability,
reliability, scale and environmental impact

3
Understand, qualitatively, the concept of
efficiency of energy transfer
Supplement
4
Know that radiation from the Sun is the main
source of energy for all our energy resources
except geothermal, nuclear and tidal
5
Know that energy is released by nuclear fusion in
the Sun
6
Know that research is being carried out to
investigate how energy released by nuclear fusion
can be used to produce electrical energy on a
large scale
7
Define efficiency as:
(a)
(%) efficiency =
(useful energy output)
(total energy input)
(× 100%)
(b)
(%) efficiency =
(useful power output)
(total power input)
(× 100%)
recall and use these equations

1.7 Energy, work and power continued
1.7.4 Power
Core
1
Define power as work done per unit time and also
as energy transferred per unit time; recall and use
the equations
(a) P =
W
t
(b) P =
∆E
t
Supplement
1.8 Pressure
Core
1
Define pressure as force per unit area; recall and
use the equation
p =
F
A
2
Describe how pressure varies with force and area
in the context of everyday examples
3
Describe, qualitatively, how the pressure beneath
the surface of a liquid changes with depth and
density of the liquid
Supplement
4
Recall and use the equation for the change in
pressure beneath the surface of a liquid
∆p = ρg∆h
2 Thermal physics
2.1 Kinetic particle model of matter
2.1.1 States of matter
Core
1
Know the distinguishing properties of solids,
liquids and gases
2
Know the terms for the changes in state between
solids, liquids and gases (gas to solid and solid to
gas transfers are not required)
Supplement

17
2.1 Kinetic particle model of matter continued
2.1.2 Particle model
Core
1
Describe the particle structure of solids,
liquids and gases in terms of the arrangement,
separation and motion of the particles, and
represent these states using simple particle
diagrams
2
Describe the relationship between the motion of
particles and temperature, including the idea that
there is a lowest possible temperature (−273 °C),
known as absolute zero, where the particles have
least kinetic energy
3
Describe the pressure and the changes in pressure
of a gas in terms of the motion of its particles
and their collisions with a surface
4
Know that the random motion of microscopic
particles in a suspension is evidence for the
kinetic particle model of matter
5
Describe and explain this motion (sometimes
known as Brownian motion) in terms of random
collisions between the microscopic particles in a
suspension and the particles of the gas or liquid
Supplement
6
Know that the forces and distances between
particles (atoms, molecules, ions and electrons)
and the motion of the particles affects the
properties of solids, liquids and gases

7
Describe the pressure and the changes in pressure
of a gas in terms of the forces exerted by
particles colliding with surfaces, creating a force
per unit area
8
Know that microscopic particles may be moved
by collisions with light fast-moving molecules
and correctly use the terms atoms or molecules
as distinct from microscopic particles
2.1.3 Gases and the absolute scale of temperature
Core
1
Describe qualitatively, in terms of particles, the
effect on the pressure of a fixed mass of gas of:
(a) a change of temperature at constant volume
(b) a change of volume at constant temperature
2
Convert temperatures between kelvin and
degrees Celsius; recall and use the equation
T (in K) = θ (in °C) + 273
Supplement
3 Recall and use the equation
pV = constant

for a fixed mass of gas at constant temperature,
including a graphical representation of this
relationship

2.2 Thermal properties and temperature
2.2.1 Thermal expansion of solids, liquids and gases
Core
1
Describe, qualitatively, the thermal expansion of
solids, liquids and gases at constant pressure
2
Describe some of the everyday applications and
consequences of thermal expansion
Supplement
3
Explain, in terms of the motion and arrangement
of particles, the relative order of magnitudes of
the expansion of solids, liquids and gases as their
temperatures rise
2.2.2 Specific heat capacity
Core
1
Know that a rise in the temperature of an object
increases its internal energy
Supplement
2
Describe an increase in temperature of an object
in terms of an increase in the average kinetic
energies of all of the particles in the object
3
Define specific heat capacity as the energy
required per unit mass per unit temperature
increase; recall and use the equation
c =
∆E
m∆θ
4
Describe experiments to measure the specific
heat capacity of a solid and a liquid
2.2.3 Melting, boiling and evaporation
Core
1
Describe melting and boiling in terms of energy
input without a change in temperature
2
Know the melting and boiling temperatures for
water at standard atmospheric pressure
3
Describe condensation and solidification in terms
of particles
4
Describe evaporation in terms of the escape of
more energetic particles from the surface of a
liquid
5 Know that evaporation causes cooling of a liquid
Supplement
6
Describe the differences between boiling and
evaporation

7
Describe how temperature, surface area and air
movement over a surface affect evaporation
8
Explain the cooling of an object in contact with
an evaporating liquid

19
2.3 Transfer of thermal energy
2.3.1 Conduction
Core
1
Describe experiments to demonstrate the
properties of good thermal conductors and bad
thermal conductors (thermal insulators)
Supplement
2
Describe thermal conduction in all solids in terms
of atomic or molecular lattice vibrations and also
in terms of the movement of free (delocalised)
electrons in metallic conductors
3
Describe, in terms of particles, why thermal
conduction is bad in gases and most liquids
4
Know that there are many solids that conduct
thermal energy better than thermal insulators
but do so less well than good thermal conductors
2.3.2 Convection
Core
1
Know that convection is an important method of
thermal energy transfer in liquids and gases
2
Explain convection in liquids and gases in terms
of density changes and describe experiments to
illustrate convection
Supplement
2.3.3 Radiation
Core
1
Know that thermal radiation is infrared radiation
and that all objects emit this radiation
2
Know that thermal energy transfer by thermal
radiation does not require a medium
3
Describe the effect of surface colour (black
or white) and texture (dull or shiny) on the
emission, absorption and reflection of infrared
radiation
Supplement
4
Know that for an object to be at a constant
temperature it needs to transfer energy away
from the object at the same rate that it receives
energy
5
Know what happens to an object if the rate at
which it receives energy is less or more than the
rate at which it transfers energy away from the
object
6
Know how the temperature of the Earth is
affected by factors controlling the balance
between incoming radiation and radiation
emitted from the Earth’s surface
continued

2.3 Transfer of thermal energy continued
2.3.3 Radiation continued
Core Supplement
7
Describe experiments to distinguish between
good and bad emitters of infrared radiation
8
Describe experiments to distinguish between
good and bad absorbers of infrared radiation
9
Describe how the rate of emission of radiation
depends on the surface temperature and surface
area of an object
2.3.4 Consequences of thermal energy transfer
Core
1
Explain some of the basic everyday applications
and consequences of conduction, convection and
radiation, including:
(a) heating objects such as kitchen pans
(b) heating a room by convection
Supplement
2
Explain some of the complex applications and
consequences of conduction, convection and
radiation where more than one type of thermal
energy transfer is significant, including:
(a) a fire burning wood or coal
(b) a radiator in a car
3 Waves
3.1 General properties of waves
Core
1
Know that waves transfer energy without
transferring matter
2
Describe what is meant by wave motion as
illustrated by vibrations in ropes and springs, and
by experiments using water waves
3
Describe the features of a wave in terms of
wavefront, wavelength, frequency, crest (peak),
trough, amplitude and wave speed
4
Recall and use the equation for wave speed
v = f λ
5
Know that for a transverse wave, the
direction of vibration is at right angles to the
direction of propagation and understand that
electromagnetic radiation, water waves and
seismic S-waves (secondary) can be modelled as
transverse
continued
Supplement

21
3.1 General properties of waves continued
Core
6
Know that for a longitudinal wave, the direction
of vibration is parallel to the direction of
propagation and understand that sound waves
and seismic P-waves (primary) can be modelled
as longitudinal
7 Describe how waves can undergo:
(a) reflection at a plane surface
(b) refraction due to a change of speed
(c) diffraction through a narrow gap
8 Describe the use of a ripple tank to show:
(a) reflection at a plane surface
(b)
refraction due to a change in speed caused by
a change in depth
(c) diffraction due to a gap
(d) diffraction due to an edge
Supplement
9
Describe how wavelength and gap size affects
diffraction through a gap
10
Describe how wavelength affects diffraction at an
edge
3.2 Light
3.2.1 Reflection of light
Core
1
Define and use the terms normal, angle of
incidence and angle of reflection
2
Describe the formation of an optical image by a
plane mirror, and give its characteristics, i.e. same
size, same distance from mirror, virtual
3
State that for reflection, the angle of incidence
is equal to the angle of reflection; recall and use
this relationship
Supplement
4
Use simple constructions, measurements and
calculations for reflection by plane mirrors

3.2 Light continued
3.2.2 Refraction of light
Core
1
Define and use the terms normal, angle of
incidence and angle of refraction
2
Describe an experiment to show refraction of
light by transparent blocks of different shapes
3
Describe the passage of light through a
transparent material (limited to the boundaries
between two media only)
4
State the meaning of critical angle
5
Describe internal reflection and total internal
reflection using both experimental and everyday
examples
Supplement
6
Define refractive index, n, as the ratio of the
speeds of a wave in two different regions
n =
sin i
sin r
n =
1
sin c
9
Describe the use of optical fibres, particularly in
telecommunications
3.2.3 Thin lenses
Core
1
Describe the action of thin converging and thin
diverging lenses on a parallel beam of light
2
Define and use the terms focal length, principal
axis and principal focus (focal point)
3
Draw and use ray diagrams for the formation of a
real image by a converging lens
4
Describe the characteristics of an image using the
terms enlarged/same size/diminished,
upright/inverted and real/virtual
5
Know that a virtual image is formed when
diverging rays are extrapolated backwards and
does not form a visible projection on a screen
Supplement
6
Draw and use ray diagrams for the formation of a
virtual image by a converging lens
7
Describe the use of a single lens as a magnifying
glass

8
Describe the use of converging and diverging
lenses to correct long-sightedness and short-
sightedness
3.2.4 Dispersion of light
Core
1
Describe the dispersion of light as illustrated by
the refraction of white light by a glass prism
2
Know the traditional seven colours of the visible
spectrum in order of frequency and in order of
wavelength
Supplement
3
Recall that visible light of a single frequency is
described as monochromatic

23
3.3 Electromagnetic spectrum
Core
1
Know the main regions of the electromagnetic
spectrum in order of frequency and in order of
wavelength
2
Know that all electromagnetic waves travel at
the same high speed in a vacuum
3
Describe typical uses of the different regions of
the electromagnetic spectrum including:
(a)
radio waves; radio and television
transmissions, astronomy, radio frequency
identification (RFID)
(b)
microwaves; satellite television, mobile
phones (cell phones), microwave ovens
(c)
infrared; electric grills, short range
communications such as remote controllers
for televisions, intruder alarms, thermal
imaging, optical fibres
(d)
visible light; vision, photography, illumination
(e)
ultraviolet; security marking, detecting fake
bank notes, sterilising water
(f)
X-rays; medical scanning, security scanners
(g)
gamma rays; sterilising food and medical
equipment, detection of cancer and its
treatment
4
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
continued
Supplement
6
Know that the speed of electromagnetic waves in
a vacuum is 3.0 × 108
m / s and is approximately
the same in air

3.3 Electromagnetic spectrum continued
Core
5
Know that communication with artificial
satellites is mainly by microwaves:
(a)
some satellite phones use low orbit artificial
satellites
(b)
some satellite phones and direct broadcast
satellite television use geostationary
satellites
Supplement
7
Know that many important systems of
communications rely on electromagnetic
radiation including:
(a)
mobile phones (cell phones) and wireless
internet use microwaves because microwaves
can penetrate some walls and only require a
short aerial for transmission and reception
(b)
Bluetooth uses radio waves because radio
waves pass through walls but the signal is
weakened on doing so
(c)
optical fibres (visible light or infrared) are
used for cable television and high-speed
broadband because glass is transparent to
visible light and some infrared; visible light
and short wavelength infrared can carry high
rates of data
8
Know the difference between a digital and
analogue signal
9
Know that a sound can be transmitted as a digital
or analogue signal
10
Explain the benefits of digital signaling
including increased rate of transmission of data
and increased range due to accurate signal
regeneration
3.4 Sound
Core
1
Describe the production of sound by vibrating
sources
2
Describe the longitudinal nature of sound waves
3
State the approximate range of frequencies
audible to humans as 20 Hz to 20 000 Hz
4
Know that a medium is needed to transmit sound
waves
5
Know that the speed of sound in air is
approximately 330–350 m / s
Supplement
10 Describe compression and rarefaction
11
Know that, in general, sound travels faster in
solids than in liquids and faster in liquids than in
gases
continued

25
3.4 Sound continued
Core
6
Describe a method involving a measurement of
distance and time for determining the speed of
sound in air
7
Describe how changes in amplitude and
frequency affect the loudness and pitch of sound
waves
8
Describe an echo as the reflection of sound
waves
9
Define ultrasound as sound with a frequency
higher than 20 kHz
Supplement
12
Describe the uses of ultrasound in non-
destructive testing of materials, medical scanning
of soft tissue and sonar including calculation of
depth or distance from time and wave speed
4 Electricity and magnetism
4.1 Simple phenomena of magnetism
Core
1
Describe the forces between magnetic poles
and between magnets and magnetic materials,
including the use of the terms north pole
(N pole), south pole (S pole), attraction and
repulsion, magnetised and unmagnetised
2 Describe induced magnetism
3
State the differences between the properties of
temporary magnets (made of soft iron) and the
properties of permanent magnets (made of steel)
4
State the difference between magnetic and non-
magnetic materials
5
Describe a magnetic field as a region in which a
magnetic pole experiences a force
6
Draw the pattern and direction of magnetic field
lines around a bar magnet
7
State that the direction of a magnetic field at a
point is the direction of the force on the N pole
of a magnet at that point
8
Describe the plotting of magnetic field lines
with a compass or iron filings and the use of
a compass to determine the direction of the
magnetic field
9
Describe the uses of permanent magnets and
electromagnets
Supplement
10
Explain that magnetic forces are due to
interactions between magnetic fields
11
Know that the relative strength of a magnetic
field is represented by the spacing of the
magnetic field lines

4.2 Electrical quantities
4.2.1 Electric charge
Core
1 State that there are positive and negative charges
2
State that positive charges repel other positive
charges, negative charges repel other negative
charges, but positive charges attract negative
charges
3
Describe simple experiments to show the
production of electrostatic charges by friction
and to show the detection of electrostatic
charges
4
Explain that charging of solids by friction involves
only a transfer of negative charge (electrons)
5
Describe an experiment to distinguish between
electrical conductors and insulators
6
Recall and use a simple electron model to explain
the difference between electrical conductors and
insulators and give typical examples
Supplement
7 State that charge is measured in coulombs
8
Describe an electric field as a region in which an
electric charge experiences a force
9
State that the direction of an electric field at a
point is the direction of the force on a positive
charge at that point
10
Describe simple electric field patterns, including
the direction of the field:
(a) around a point charge
(b) around a charged conducting sphere
(c)
between two oppositely charged parallel
conducting plates (end effects will not be
examined)
4.2.2 Electric current
Core
1
Know that electric current is related to the flow
of charge
2
Describe the use of ammeters (analogue and
digital) with different ranges
3
Describe electrical conduction in metals in terms
of the movement of free electrons
4
Know the difference between direct current (d.c.)
and alternating current (a.c.)
Supplement
5
Define electric current as the charge passing a
point per unit time; recall and use the equation
I =
Q
t
6
State that conventional current is from positive
to negative and that the flow of free electrons is
from negative to positive

27
4.2 Electrical quantities continued
4.2.3 Electromotive force and potential difference
Core
1
Define electromotive force (e.m.f.) as the
electrical work done by a source in moving a unit
charge around a complete circuit
2
Know that e.m.f. is measured in volts (V)
3
Define potential difference (p.d.) as the work
done by a unit charge passing through a
component
4
Know that the p.d. between two points is
measured in volts (V)
5
Describe the use of voltmeters (analogue and
digital) with different ranges
Supplement
6 Recall and use the equation for e.m.f.
E =
W
Q
7 Recall and use the equation for p.d.
V =
W
Q
4.2.4 Resistance
Core
1 Recall and use the equation for resistance
R =
V
I
2
Describe an experiment to determine resistance
using a voltmeter and an ammeter and do the
appropriate calculations
3
State, qualitatively, the relationship of the
resistance of a metallic wire to its length and to
its cross-sectional area
Supplement
4
Sketch and explain the current–voltage graphs
for a resistor of constant resistance, a filament
lamp and a diode
5
Recall and use the following relationship for a
metallic electrical conductor:
(a) resistance is directly proportional to length
(b)
resistance is inversely proportional to
cross-sectional area
4.2.5 Electrical energy and electrical power
Core
1
Understand that electric circuits transfer energy
from a source of electrical energy, such as an
electrical cell or mains supply, to the circuit
components and then into the surroundings
2 Recall and use the equation for electrical power
P = IV
3 Recall and use the equation for electrical energy
E = IVt
4
Define the kilowatt-hour (kW h) and calculate
the cost of using electrical appliances where the
energy unit is the kW h
Supplement

4.3 Electric circuits
4.3.1 Circuit diagrams and circuit components
Core
1
Draw and interpret circuit diagrams containing
cells, batteries, power supplies, generators,
potential dividers, switches, resistors (fixed
and variable), heaters, thermistors (NTC only),
light-dependent resistors (LDRs), lamps, motors,
ammeters, voltmeters, magnetising coils,
transformers, fuses and relays, and know how
these components behave in the circuit
Supplement
2
Draw and interpret circuit diagrams containing
diodes and light-emitting diodes (LEDs), and
know how these components behave in the
circuit
4.3.2 Series and parallel circuits
Core
1
Know that the current at every point in a series
circuit is the same
2
Know how to construct and use series and
parallel circuits
3
Calculate the combined e.m.f. of several sources
in series
4
Calculate the combined resistance of two or
more resistors in series
5
State that, for a parallel circuit, the current from
the source is larger than the current in each
branch
6
State that the combined resistance of two
resistors in parallel is less than that of either
resistor by itself
7
State the advantages of connecting lamps in
parallel in a lighting circuit
Supplement
8 Recall and use in calculations, the fact that:
(a)
the sum of the currents entering a junction
in a parallel circuit is equal to the sum of the
currents that leave the junction
(b)
the total p.d. across the components in
a series circuit is equal to the sum of the
individual p.d.s across each component
(c)
the p.d. across an arrangement of parallel
resistances is the same as the p.d. across one
branch in the arrangement of the parallel
resistances

9
Explain that the sum of the currents into a
junction is the same as the sum of the currents
out of the junction
10
Calculate the combined resistance of two
resistors in parallel

29
4.3 Electric circuits continued
4.3.3 Action and use of circuit components
Core
1
Know that the p.d. across an electrical conductor
increases as its resistance increases for a constant
current
Supplement
2 Describe the action of a variable potential divider
3
Recall and use the equation for two resistors used
as a potential divider

R1
R2
=
V1
V2
4.4 Electrical safety
Core
1 State the hazards of:
(a) damaged insulation
(b) overheating cables
(c) damp conditions
(d)
excess current from overloading of plugs,
extension leads, single and multiple sockets
when using a mains supply
2
Know that a mains circuit consists of a live wire
(line wire), a neutral wire and an earth wire and
explain why a switch must be connected to the
live wire for the circuit to be switched off safely
3
Explain the use and operation of trip switches
and fuses and choose appropriate fuse ratings
and trip switch settings
4
Explain why the outer casing of an electrical
appliance must be either non-conducting
(double-insulated) or earthed
5
State that a fuse without an earth wire protects
the circuit and the cabling for a double-insulated
appliance
Supplement

4.5 Electromagnetic effects
4.5.1 Electromagnetic induction
Core
1
Know that a conductor moving across a magnetic
field or a changing magnetic field linking with a
conductor can induce an e.m.f. in the conductor
2
Describe an experiment to demonstrate
electromagnetic induction
3
State the factors affecting the magnitude of an
induced e.m.f.
Supplement
4
Know that the direction of an induced e.m.f.
opposes the change causing it
5
State and use the relative directions of force,
field and induced current
4.5.2 The a.c. generator
Core Supplement
1
Describe a simple form of a.c. generator (rotating
coil or rotating magnet) and the use of slip rings
and brushes where needed
2
Sketch and interpret graphs of e.m.f. against time
for simple a.c. generators and relate the position
of the generator coil to the peaks, troughs and
zeros of the e.m.f.
4.5.3 Magnetic effect of a current
Core
1
Describe the pattern and direction of the
magnetic field due to currents in straight wires
and in solenoids
2
Describe an experiment to identify the pattern
of the magnetic field (including direction) due to
currents in straight wires and in solenoids
3
Describe how the magnetic effect of a current
is used in relays and loudspeakers and give
examples of their application
Supplement
4
State the qualitative variation of the strength
of the magnetic field around straight wires and
solenoids
5
Describe the effect on the magnetic field around
straight wires and solenoids of changing the
magnitude and direction of the current

31
4.5 Electromagnetic effects continued
4.5.4 Force on a current-carrying conductor
Core
1
Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic
field, including the effect of reversing:
(a) the current
(b) the direction of the field
Supplement
2
Recall and use the relative directions of force,
magnetic field and current
3
Determine the direction of the force on beams of
charged particles in a magnetic field
4.5.5 The d.c. motor
Core
1
Know that a current-carrying coil in a magnetic
field may experience a turning effect and that the
turning effect is increased by increasing:
(a) the number of turns on the coil
(b) the current
(c) the strength of the magnetic field
Supplement
2
Describe the operation of an electric motor,
including the action of a split-ring commutator
and brushes
4.5.6 The transformer
Core
1
Describe the construction of a simple transformer
with a soft iron core, as used for voltage
transformations
2
Use the terms primary, secondary, step-up and
step-down

Vp
Vs
=
Np
Ns
where p and s refer to primary and secondary
4
Describe the use of transformers in high-voltage
transmission of electricity
5
State the advantages of high-voltage
transmission
Supplement
6
Explain the principle of operation of a simple
iron-cored transformer
7
Recall and use the equation for 100% efficiency
in a transformer
IpVp = IsVs
where p and s refer to primary and secondary
P = I2
R

to explain why power losses in cables are smaller
when the voltage is greater

5 Nuclear physics
5.1 The nuclear model of the atom
5.1.1 The atom
Core
1
Describe the structure of an atom in terms of
a positively charged nucleus and negatively
charged electrons in orbit around the nucleus
2
Know how atoms may form positive ions by
losing electrons or form negative ions by gaining
electrons
Supplement
3
Describe how the scattering of alpha (α) particles
by a sheet of thin metal supports the nuclear
model of the atom, by providing evidence for:
(a)
a very small nucleus surrounded by mostly
empty space
(b)
a nucleus containing most of the mass of the
atom
(c) a nucleus that is positively charged
5.1.2 The nucleus
Core
1
Describe the composition of the nucleus in terms
of protons and neutrons
2
State the relative charges of protons, neutrons
and electrons as +1, 0 and –1 respectively
3
Define the terms proton number (atomic
number) Z and nucleon number (mass number) A
and be able to calculate the number of neutrons
in a nucleus
4
Use the nuclide notation
A
ZX
5
Explain what is meant by an isotope and state
that an element may have more than one isotope
Supplement
6
Describe the processes of nuclear fission and
nuclear fusion as the splitting or joining of nuclei,
to include the nuclide equation and qualitative
description of mass and energy changes without
values
7
Know the relationship between the proton
number and the relative charge on a nucleus
8
Know the relationship between the nucleon
number and the relative mass of a nucleus

33
5.2 Radioactivity
5.2.1 Detection of radioactivity
Core
1 Know what is meant by background radiation
2
Know the sources that make a significant
contribution to background radiation including:
(a) radon gas (in the air)
(b) rocks and buildings
(c) food and drink
(d) cosmic rays
3
Know that ionising nuclear radiation can be
measured using a detector connected to a
counter
4
Use count rate measured in counts / s or
counts / minute
Supplement
5
Use measurements of background radiation to
determine a corrected count rate
5.2.2 The three types of nuclear emission
Core
1
Describe the emission of radiation from a nucleus
as spontaneous and random in direction
2
Identify alpha (α), beta (β) and gamma (γ)
emissions from the nucleus by recalling:
(a) their nature
(b) their relative ionising effects
(c)
their relative penetrating abilities (β+
are
not included, β-particles will be taken to
refer to β–
)
Supplement
3
Describe the deflection of α-particles, β-particles
and γ-radiation in electric fields and magnetic
fields
4
Explain their relative ionising effects with
reference to:
(a) kinetic energy
(b) electric charge

5.2 Radioactivity continued
5.2.3 Radioactive decay
Core
1
Know that radioactive decay is a change in an
unstable nucleus that can result in the emission
of α-particles or β-particles and/or γ-radiation
and know that these changes are spontaneous
and random
2
State that during α-decay or β-decay, the nucleus
changes to that of a different element
Supplement
3
Know that isotopes of an element may be
radioactive due to an excess of neutrons in the
nucleus and/or the nucleus being too heavy
4
Describe the effect of α-decay, β-decay and
γ-emissions on the nucleus, including an increase
in stability and a reduction in the number of
excess neutrons; the following change in the
nucleus occurs during β-emission
neutron → proton + electron
5
Use decay equations, using nuclide notation, to
show the emission of α-particles, β-particles and
γ-radiation
5.2.4 Half-life
Core
1
Define the half-life of a particular isotope
as the time taken for half the nuclei of that
isotope in any sample to decay; recall and use
this definition in simple calculations, which
might involve information in tables or decay
curves (calculations will not include background
radiation)
Supplement
2
Calculate half-life from data or decay curves
from which background radiation has not been
subtracted
3
Explain how the type of radiation emitted and
the half-life of an isotope determine which
isotope is used for applications including:
(a) household fire (smoke) alarms
(b) irradiating food to kill bacteria
(c) sterilisation of equipment using gamma rays
(d)
measuring and controlling thicknesses of
materials with the choice of radiations used
linked to penetration and absorption
(e)
diagnosis and treatment of cancer using
gamma rays

35
5.2 Radioactivity continued
5.2.5 Safety precautions
Core
1
State the effects of ionising nuclear radiations on
living things, including cell death, mutations and
cancer
2
Describe how radioactive materials are moved,
used and stored in a safe way
Supplement
3
Explain safety precautions for all ionising
radiation in terms of reducing exposure time,
increasing distance between source and living
tissue and using shielding to absorb radiation
6 Space physics
6.1 Earth and the Solar System
6.1.1 The Earth
Core
1
Know that the Earth is a planet that rotates on
its axis, which is tilted, once in approximately
24 hours, and use this to explain observations
of the apparent daily motion of the Sun and the
periodic cycle of day and night
2
Know that the Earth orbits the Sun once in
approximately 365 days and use this to explain
the periodic nature of the seasons
3
Know that it takes approximately one month
for the Moon to orbit the Earth and use this to
explain the periodic nature of the Moon’s cycle of
phases
Supplement
4 Define average orbital speed from the equation
v =
2π r
T
where r is the average radius of the orbit and T is
the orbital period; recall and use this equation

6.1 Earth and the Solar System continued
6.1.2 The Solar System
Core
1 Describe the Solar System as containing:
(a) one star, the Sun
(b)
the eight named planets and know their
order from the Sun
(c)
minor planets that orbit the Sun, including
dwarf planets such as Pluto and asteroids in
the asteroid belt
(d) moons, that orbit the planets
(e)
smaller Solar System bodies, including
comets and natural satellites
2
Know that, in comparison to each other, the
four planets nearest the Sun are rocky and small
and the four planets furthest from the Sun are
gaseous and large, and explain this difference by
referring to an accretion model for Solar System
formation, to include:
(a) the model’s dependence on gravity
(b)
the presence of many elements in interstellar
clouds of gas and dust
(c)
the rotation of material in the cloud and the
formation of an accretion disc
continued
Supplement
7
Know that planets, minor planets and comets
have elliptical orbits, and recall that the Sun is
not at the centre of the elliptical orbit, except
when the orbit is approximately circular
8
Analyse and interpret planetary data about
orbital distance, orbital duration, density, surface
temperature and uniform gravitational field
strength at the planet’s surface

37
6.1 Earth and the Solar System continued
6.1.2 The Solar System continued
Core
3
Know that the strength of the gravitational field
(a)
at the surface of a planet depends on the
mass of the planet
(b)
around a planet decreases as the distance
from the planet increases
4
Calculate the time it takes light to travel a
significant distance such as between objects in
the Solar System
5
Know that the Sun contains most of the mass
of the Solar System and this explains why the
planets orbit the Sun
6
Know that the force that keeps an object in orbit
around the Sun is the gravitational attraction of
the Sun
Supplement
9
Know that the strength of the Sun’s gravitational
field decreases and that the orbital speeds of the
planets decrease as the distance from the Sun
increases
10
Know that an object in an elliptical orbit travels
faster when closer to the Sun and explain this
using the conservation of energy
6.2 Stars and the Universe
6.2.1 The Sun as a star
Core
1
Know that the Sun is a star of medium size,
consisting mostly of hydrogen and helium,
and that it radiates most of its energy in the
infrared, visible and ultraviolet regions of the
electromagnetic spectrum
Supplement
2
Know that stars are powered by nuclear reactions
that release energy and that in stable stars the
nuclear reactions involve the fusion of hydrogen
into helium

6.2 Stars and the Universe continued
6.2.2 Stars
Core
1 State that:
(a)
galaxies are each made up of many billions of
stars
(b)
the Sun is a star in the galaxy known as the
Milky Way
(c)
other stars that make up the Milky Way are
much further away from the Earth than the
Sun is from the Earth
(d)
astronomical distances can be measured
in light-years, where one light-year is the
distance travelled in (the vacuum of) space
by light in one year
Supplement
2 Know that one light-year is equal to 9.5 × 1015
m
3 Describe the life cycle of a star:
(a)
a star is formed from interstellar clouds of
gas and dust that contain hydrogen
(b)
a protostar is an interstellar cloud collapsing
and increasing in temperature as a result of
its internal gravitational attraction
(c)
a protostar becomes a stable star when the
inward force of gravitational attraction is
balanced by an outward force due to the high
temperature in the centre of the star
(d)
all stars eventually run out of hydrogen as
fuel for the nuclear reaction
(e)
most stars expand to form red giants and
more massive stars expand to form red
supergiants when most of the hydrogen in
the centre of the star has been converted to
helium
(f)
a red giant from a less massive star forms a
planetary nebula with a white dwarf star at
its centre
(g)
a red supergiant explodes as a supernova,
forming a nebula containing hydrogen and
new heavier elements, leaving behind a
neutron star or a black hole at its centre
(h)
the nebula from a supernova may form new
stars with orbiting planets

39
6.2 Stars and the Universe continued
6.2.3 The Universe
Core
1
Know that the Milky Way is one of many billions
of galaxies making up the Universe and that the
diameter of the Milky Way is approximately
100 000 light-years
2
Describe redshift as an increase in the observed
wavelength of electromagnetic radiation
emitted from receding stars and galaxies
3
Know that the light emitted from distant
galaxies appears redshifted in comparison with
light emitted on the Earth
4
Know that redshift in the light from distant
galaxies is evidence that the Universe is
expanding and supports the Big Bang Theory
Supplement
5
Know that microwave radiation of a specific
frequency is observed at all points in space
around us and is known as cosmic microwave
background radiation (CMBR)
6
Explain that the CMBR was produced shortly
after the Universe was formed and that this
radiation has been expanded into the microwave
region of the electromagnetic spectrum as the
Universe expanded
7
Know that the speed v at which a galaxy is
moving away from the Earth can be found from
the change in wavelength of the galaxy’s starlight
due to redshift
8
Know that the distance of a far galaxy d can be
determined using the brightness of a supernova
in that galaxy
9
Define the Hubble constant H0 as the ratio of the
speed at which the galaxy is moving away from
the Earth to its distance from the Earth; recall
and use the equation
H0 =
v
d
10
Know that the current estimate for H0 is
2.2 × 10–18
per second
11 Know that the equation

d
v
=
1
H0

represents an estimate for the age of the
Universe and that this is evidence for the idea
that all the matter in the Universe was present at
a single point

4 Details of the assessment
All candidates take three papers.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below should
be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades C to G.
Candidates who have studied the Extended subject content (Core and Supplement), and who are expected to
achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates
will be eligible for grades A* to G.
Core assessment
Core candidates take the following papers. The questions are based on the Core subject content only.
Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)
45 minutes
40 marks
40 compulsory multiple-choice items of the four-
choice type.
This paper tests assessment objectives AO1 and
AO2
This paper assesses grades C to G
Externally assessed
AND
1 hour 15 minutes
80 marks
Compulsory short-answer and structured
questions
AO2
This paper assesses grades C to G
Externally assessed
Extended assessment
Extended candidates take the following papers. The questions are based on the Core and Supplement subject
content.
Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)
45 minutes
40 marks
40 compulsory multiple-choice items of the four-
choice type
AO2
This paper assesses grades A* to G
Externally assessed
AND
1 hour 15 minutes
80 marks
Compulsory short-answer and structured
questions
AO2
This paper assesses grades A* to G
Externally assessed

Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025. Details of the assessment
41
Practical assessment
All candidates take one practical paper from a choice of two.
Paper 5: Practical Test Paper 6: Alternative to Practical
1 hour 15 minutes
40 marks
All items are compulsory
This paper tests assessment objective AO3
Candidates will be required to do experiments in a
laboratory as part of this test
Externally assessed
OR
1 hour
40 marks
All items are compulsory
This paper tests assessment objective AO3
Candidates will not be required to do experiments
as part of this test
Externally assessed
Questions in the practical papers are structured to assess performance across the full grade range.
The Practical Test and Alternative to Practical:

• require the same experimental skills to be developed and learned

• require an understanding of the same experimental contexts

• test the same assessment objective, AO3.
Candidates are expected to be familiar with and may be asked questions using the following experimental contexts:

• measurement of physical quantities such as length, volume or force

• measurement of small distances or short intervals of time

• determining a derived quantity such as the extension per unit load for a spring, the value of a known resistance
or the acceleration of an object

• testing and identifying the relationship between two variables such as between the potential difference across
a wire and its length

• comparing measured quantities such as angles of reflection

• comparing derived quantities such as density

• cooling and heating, including measurement of temperature

• experiments using springs and balances

• timing motion or oscillations

• electric circuits, including the connection and reconnection of these circuits, and the measurement of current
and potential difference

• optics experiments using equipment such as optics pins, mirrors, prisms, lenses, glass or Perspex blocks
(both rectangular and semi-circular), including the use of transparent, translucent and opaque substances to
investigate the transmission of light

• procedures using simple apparatus, in situations where the method may not be familiar to the candidate.

Candidates may be required to do the following:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate):
– identify apparatus from diagrams or descriptions
– draw, complete or label diagrams of apparatus
– use, or explain the use of, common techniques, apparatus and materials
– select the most appropriate apparatus or method for the task and justify the choice made
– describe and explain hazards and identify safety precautions
– describe and explain techniques used to ensure the accuracy of observations and data

• plan experiments and investigations:
– identify the independent variable and dependent variable
– describe how and explain why variables should be controlled
– suggest an appropriate number and range of values for the independent variable
– suggest the most appropriate apparatus or technique and justify the choice made
– describe experimental procedures
– identify risks and suggest appropriate safety precautions
– describe how to record the results of an experiment
– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction
– make reasoned predictions of expected results

• make and record observations, measurements and estimates:
– take readings from apparatus (analogue and digital) or from diagrams of apparatus
– take readings with appropriate precision, reading to the nearest half-scale division where required
– correct for zero errors where required
– make observations, measurements or estimates that are in agreement with expected results or values
– take sufficient observations or measurements to be reliable
– repeat observations or measurements where appropriate
– record qualitative observations from tests
– record observations and measurements systematically, for example in a suitable table, to an appropriate
degree of precision and using appropriate units

• interpret and evaluate experimental observations and data:
– process data, including for use in further calculations or for graph plotting, using a calculator as appropriate
– present data graphically, including the use of best-fit lines where appropriate
– analyse and interpret observations and data, including data presented graphically
– use interpolation and extrapolation graphically to determine a gradient or intercept
– form conclusions justified by reference to observations and data and with appropriate explanation
– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action
– comment on and explain whether results are equal within the limits of experimental accuracy (assumed to
be ± 10% at this level of study)

43

• evaluate methods and suggest possible improvements:
– evaluate experimental arrangements, methods and techniques, including the control of variables
– identify sources of error, including measurement error, random error and systematic error
– identify possible causes of uncertainty in data or in a conclusion
– suggest possible improvements to the apparatus, experimental arrangements, methods or techniques
Language of measurement
The following definitions have been taken or adapted from The Language of Measurement (2010), a guide from the
Association for Science Education (ASE).
www.ase.org.uk
The definitions in the table below should be used by teachers during the course to encourage students to use the
terminology correctly and consistently.
Candidates will not be required to recall the specific definition of these terms in the examinations.
true value the value that would be obtained in an ideal measurement
measurement error the difference between a measured value and the true value of a quantity
accuracy a measurement result is described as accurate if it is close to the true value
precision how close the measured values of a quantity are to each other
repeatability a measurement is repeatable if the same or similar result is obtained when
the measurement is repeated under the same conditions, using the same
method, within the same experiment
reproducibility a measurement is reproducible if the same or similar result is obtained when
the measurement is made under either different conditions or by a different
method or in a different experiment
validity of experimental design an experiment is valid if the experiment tests what it says it will test. The
experiment must be a fair test where only the independent variable and
dependent variable may change, and controlled variables are kept constant
range the maximum and minimum value of the independent or dependent
variables
anomaly an anomaly is a value in a set of results that appears to be outside the
general pattern of the results, i.e. an extreme value that is either very high or
very low in comparison to others
independent variable independent variables are the variables that are changed in a scientific
experiment by the scientist. Changing an independent variable may cause a
change in the dependent variable
dependent variable dependent variables are the variables that are observed or measured in a
scientific experiment. Dependent variables may change based on changes
made to the independent variables

Apparatus
These lists give items that candidates should be familiar with using, whether they are taking the Practical Test or
the Alternative to Practical.
These items should be available for use in the Practical Test. These lists are not exhaustive and we may also require
other items to be sourced for specific examinations. The Confidential Instructions we send before the Practical Test
will give the detailed requirements for the examination.
Every effort is made to minimise the cost to and resources required by centres. Experiments will be designed around
basic apparatus and materials which should be available in most school laboratories or are easily obtainable.
Appropriate safety equipment must be provided to students and should at least include eye protection.
The following suggested equipment has been categorised, but equipment can be used in any topic.
General

• adhesive putty (e.g. Patafix, Blu Tack®)

• adhesive tape (e.g. Sellotape®)

• card

• dropping pipette (2.5 cm3
) or small plastic syringe (e.g. 5 cm3
)

• ruler, 30 cm, graduated in mm

• S-hook

• scissors

• set square

• string

• thread

• top pan (electronic) balance to measure up to 500 g, with precision of at least 0.1 g

• tracing paper

• wooden board, rigid, 150 cm × 20 cm × 1.5 cm
Mechanics

• expendable steel springs, with spring constant of approx. 0.25 N / cm

• force meter, with maximum reading or full scale deflection of between 1.0 N and 3.0 N

• G-clamp

• glass ball (marble), ball bearing (approx. 10 mm in diameter) and table tennis ball

• half-metre ruler, graduated in mm

• masses, 10 × 10 g, 10 × 100 g, including holders

• metre ruler, graduated in mm

• modelling clay (e.g. Plasticine®)

• pendulum bob

• pivots (e.g. 15 cm nails, triangular wooden blocks)

• retort stand, boss and clamp

• stopwatch, reading to 0.1 s or better

45
Thermal physics

• beakers, glass (borosilicate), 100 cm3
, 250 cm3
, 400 cm3

• boiling tube, approx. 150 mm × 25 mm

• measuring cylinders, constant diameter, 50 cm3
, 100 cm3
, 250 cm3

• plastic or polystyrene cup, approx. 200 cm3

• thermometer, –10 °C to +110 °C, with 1 °C graduations
Optics

• converging lens, spherical, +10D ( f = 10 cm)

• converging lens, spherical, +6.7D ( f = 15 cm)

• diverging lens, spherical, -6.7D ( f = –15 cm)

• glass or Perspex 60° prism

• glass or Perspex blocks, rectangular and semi-circular

• optics pins, minimum length 75 mm

• plane mirror, approx. 75 mm × 25 mm

• pin board

• protractor
Electricity
Candidates or centres may need to join components, meters and cells together to make circuits. Connectors used will be
3.5 mm or 4 mm in diameter.

• ammeter, with full scale deflection 1 A or 1.5 A and precision of at least 0.05 A (analogue, dedicated digital or
multimeter)

• voltmeter, with full scale deflection 5 V and precision of at least 0.1 V (analogue, dedicated digital or
multimeter)

• cells, 1.5 V and holders to enable several cells to be joined

• connecting leads, 3.5 mm or 4 mm connectors

• crocodile clips

• d.c. power supply, variable to 12 V

• diodes

• filament lamps, low voltage (e.g. 2.5 V) and holders

• filament lamp, 12 V, 24 W and holder

• LDRs (suitable for use in 1–5 V circuits)

• push switch

• selection of resistors, values within range 5–50 Ω , power rating of 1–2 W

• thermistors (NTC only)

• wire, constantan (eureka), 0.38 mm diameter (28 swg), 0.32 mm diameter (30 swg)

• wire, nichrome, 0.38 mm diameter (28 swg), 0.32 mm diameter (30 swg)

Safety in the laboratory
Teachers should make sure that they do not contravene any school, education authority or government regulations.
Responsibility for safety matters rests with centres.
Further information can be found from the following UK associations, publications and regulations.
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2019 update of 2016 edition (available to CLEAPSS members only)
UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made
A brief guide may be found at www.hse.gov.uk/pubns/indg136.pdf

47
Electrical symbols
cell switch
battery of cells
or earth or ground
power supply junction of conductors
d.c. power supply + – lamp
a.c. power supply motor M
fixed resistor generator G
variable resistor ammeter A
thermistor voltmeter V
light-dependent
resistor
diode
heater light-emitting diode
potential divider fuse
transformer relay coil
magnetising coil

Symbols and units for physical quantities
Candidates should be able to give the symbols for the following physical quantities and, where indicated, state
the units in which they are measured. The list for the Extended syllabus content includes both the Core and the
Supplement.
All candidates should be able to use the following multipliers: M mega, k kilo, c centi, m milli
Extended candidates should also be able to use the following multipliers: G giga, μ micro, n nano
Core Supplement
Quantity Usual
symbol
Usual unit Quantity Usual
symbol
Usual unit
length l, h, d, s, x km, m, cm, mm
area A m2
, cm2
volume V m3
, cm3
, dm3
weight W N
mass m, M kg, g mass m, M mg
time t h, min, s time t ms, μs
density ρ g / cm3
, kg / m3
speed u, v km / h, m / s, cm / s
acceleration a m / s2
acceleration of
free fall
g m / s2
force F N
gravitational field
strength
g N / kg
spring constant k N / m, N / cm
momentum p kg m / s
impulse N s
moment of a force N m
work done W J, kJ, MJ
energy E J, kJ, MJ, kW h
power P W, kW, MW
pressure p N / m2
, N / cm2
pressure p Pa
temperature θ, T °C, K

49
Core Supplement
Quantity Usual
symbol
Usual unit Quantity Usual
symbol
Usual unit
specific heat
capacity
c J / (g °C), J / (kg °C)
frequency f Hz, kHz
wavelength λ m, cm wavelength λ nm
focal length f m, cm
angle of incidence i degree (°)
angle of reflection r degree (°)
angle of refraction r degree (°)
critical angle c degree (°)
refractive index n
potential difference/
voltage
V V, mV, kV
current I A, mA
e.m.f. E V
resistance R Ω
charge Q C
count rate
counts / s,
counts / minute
half-life
s, minutes, h, days,
weeks, years
Hubble constant H0
s–1

Mathematical requirements
It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study.
Calculators may be used in all parts of the examination.
Numerical answers should be written as decimals (or percentages if appropriate).
Number

• add, subtract, multiply and divide

• use decimals, fractions, percentages, ratios and reciprocals

• convert between decimals, fractions and percentages

• understand and use the symbols: =, ,

• understand the meaning of sum, difference and product

• use standard form (scientific notation)

• understand that only the final answer in a calculation should be rounded

• use decimal places and significant figures appropriately

• make approximations and estimates to obtain reasonable answers
Algebra

• use positive, whole number indices in algebraic expressions

• substitute values of quantities into equations, using consistent units

• solve simple algebraic equations for any one term when the other terms are known

• recognise and use direct and inverse proportion

• set up simple algebraic equations as mathematical models of physical situations and to represent information
given in words

• use ∆ (delta) in algebraic expressions and equations to represent changes in a variable
Geometry and trigonometry

• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, parallelogram,
rectangle and diagonal

• recall and use the equation for the circumference of a circle

• recall and use the equations for the area of a rectangle, area of a triangle and area of a circle

• recall and use the equations for the volume of a rectangular block and volume of a cylinder

• use scale diagrams

• apply Pythagoras’ theorem to the calculation of a side of a right-angled triangle

• understand that a right angle is 90° and that the sum of the angles on a straight line is 180°

• use trigonometric functions (sine, cosine, tangent and their inverses)*

• use mathematical instruments (ruler, compasses, protractor, set square)

• recognise and use the points of the compass (N, S, E, W) and clockwise and anticlockwise directions

• convert between metric units, e.g. cm3
and m3
; mg, g and kg
* Extended candidates only

51
Graphs, charts and statistics

• draw graphs and charts from data

• interpret graphs and charts, including interpolation and extrapolation of data

• determine the gradient (slope) of a line on a graph, including* by drawing a tangent to a curved line

• determine the intercept of the line on a graph, extending the line graphically (extrapolating) where appropriate

• select suitable scales and axes for graphs

• understand that y = mx + c represents a linear relationship

• recognise direct proportionality from a graph

• calculate and use the average (mean) for a set of data
* Extended candidates only
Presentation of data
Taking readings

• Data values should be read from an instrument to an accuracy of one half of one of the smallest divisions on
the scale.

• Interpolation between scale divisions should be to an accuracy of one half of a division. That is, where a reading
lies between two scale marks, it should be interpolated to the nearest half division.
Recording readings

• Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest difference
that can reliably be detected on the measuring instrument scale should be reflected by the number of decimal
places and unit given in the measurement.

• A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.

• Each column of a table should be headed with the name or symbol of the measured or calculated quantity and
the appropriate unit, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in tables,
graphs and charts.

• Units should not be included with data in the body of a table.

• Each reading should be repeated, where appropriate, and recorded.

• The number of significant figures given for measured quantities should be appropriate to the measuring
instrument used.

• The number of significant figures given for calculated quantities should be the same as the least number of
significant figures in the raw data used in that specific calculation.

• A ratio should be expressed as x : y.
Drawing and analysing graphs

• The column headings of a table can be directly transferred to the axes of a constructed graph.

• A graph should be drawn with a sharp pencil.

• The axes should be labelled with the name or symbol of the measured or calculated quantity and the
appropriate unit, e.g. time / s.


• Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be used in
both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the
variable (or 10, 20 or 50, etc.)

• Points on the graph should be clearly marked as plus signs (+), crosses (×) or encircled dots () of appropriate
size.

• Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.

• A best-fit line (trend line) should be a single, thin, smooth straight-line or curve, drawn by inspection. The line
does not need to coincide exactly with any of the points; where there is scatter evident in the data, examiners
would expect a roughly even distribution of points either side of the line over its entire length. Points that are
clearly anomalous and identified by the candidate should be ignored when drawing the best-fit line.

• Candidates should be able to take readings from the graph by extrapolation or interpolation.

• Data values should be read from a line on a graph to an accuracy of one half of one of the smallest squares on
the grid. The same accuracy should be used in reading off an intercept.

• The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half the
length of the candidate’s best-fit line, and this triangle should be marked on the graph.

• Calculation of the gradient should be to two or three significant figures.

• When the gradient or intercept of a graph is used in subsequent calculations, it will be assumed to have units
consistent with the graph axes.
Conventions (e.g. signs, symbols, terminology and nomenclature)
Candidates are expected to be familiar with the nomenclature used in the syllabus. The syllabus and question
papers conform with accepted international practice. In particular, the following document, produced by the
Association for Science Education (ASE), should be used as a guideline.
Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the line.
Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to 10 000
will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.
Units
To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3
) will be
used in place of l or litre.
In practical work, candidates will be expected to use SI units or, where appropriate, units approved by the BIPM
for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found in the SI
brochure at www.bipm.org. The use of imperial/customary units such as the inch and degree Fahrenheit are not
acceptable and should be discouraged.
In all examinations, where data is supplied for use in questions, candidates will be expected to use units that are
consistent with the units supplied and should not attempt conversion to other systems of units unless this is a
requirement of the question.

53
Command words
Command words and their meanings help candidates know what is expected from them in the exams. The table
below includes command words used in the assessment for this syllabus. The use of the command word will relate
to the subject context.
Command word What it means
Calculate work out from given facts, figures or information
Comment give an informed opinion
Compare identify/comment on similarities and/or differences
Deduce conclude from available information
Define give precise meaning
Describe state the points of a topic / give characteristics and main features
Determine establish an answer using the information available
Explain set out purposes or reasons / make the relationships between things evident / provide why
and/or how and support with relevant evidence
Give produce an answer from a given source or recall/memory
Identify name/select/recognise
Justify support a case with evidence/argument
Predict suggest what may happen based on available information
Sketch make a simple freehand drawing showing the key features, taking care over proportions
State express in clear terms
Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
Previous study
We recommend that learners starting this course should have studied a science curriculum such as the Cambridge
Lower Secondary programme or equivalent national educational framework.
Guided learning hours
We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each subject
during the course but this is for guidance only. The number of hours a learner needs to achieve the qualification
may vary according to local practice and their previous experience of the subject.
Availability and timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter your
candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to Making
Entries.
Combining with other syllabuses
Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:

• Cambridge O Level Physics (5054)

• Cambridge IGCSE (9–1) Physics (0972)

• Cambridge IGCSE Physical Science (0652)

• Cambridge IGCSE Combined Science (0653)

• Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)

• Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)

• Cambridge O Level Combined Science (5129)

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

Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025. What else you need to know
55
Group awards: Cambridge ICE
Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools to
offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a range of
different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Support for exams officers
We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/entries
Equality and inclusion
We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In our effort to comply with the UK Equality Act (2010) we have taken all reasonable steps to avoid any
direct and indirect discrimination.
The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate
is eligible, we may be able to make arrangements to enable that candidate to access assessments and receive
recognition of their attainment. We do not agree access arrangements if they give candidates an unfair advantage
over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.

After the exam
Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:

• Q (PENDING)

• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
How students and teachers can use the grades
Assessment at Cambridge IGCSE has two purposes:

• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.

• to show likely future success
The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE Physics will be published after the first assessment of the syllabus in 2023.
Find more information at www.cambridgeinternational.org/0625

57
Changes to this syllabus for 2023, 2024 and 2025
The syllabus has been reviewed and revised for first examination in 2023.
You must read the whole syllabus before planning your teaching programme.
Changes to syllabus content
• The learner attributes have been updated.

• The structure of the subject content has changed to ensure a coherent
topic structure.

• The wording in the learning objectives has been updated to provide
clarity on the depth to which each topic should be taught. Although
the wording will look different in many places, the content to teach
remains largely the same.

• Main topics and sub-topics removed:
– digital electronics
– gas laws
– measurement of temperature
– pressure (removal of learning objectives concerning barometers
and manometers)
– thermal capacity.

• Main topics and sub-topics added:
– absolute scale of temperature
– electromagnetic spectrum (addition of learning objectives
concerning communications)
– use of the kilowatt-hour
– space physics.

• Other sections have had learning objectives added and removed.
However, the overall teaching time still falls within the recommended
guided learning hours.

• The learning objectives have been numbered, rather than listed by
bullet points.

• The Details of assessment section has been updated and further
explanation has been provided. This includes revisions to the
apparatus list, mathematical requirements, electrical symbols,
symbols and units for physical quantities and the presentation of data.

• A list of command words used in the assessments has been provided
and replaces the previous glossary of terms used in science papers.
Changes to assessment
(including changes to specimen
papers)

• The syllabus aims have been updated to improve the clarity of wording
and the consistency between Cambridge IGCSE Biology, Chemistry
and Physics.

• The wording of the assessment objectives (AOs) has been updated to
ensure consistency across Cambridge IGCSE Biology, Chemistry and
Physics. The assessment objectives still test the same knowledge and
skills as previously.

In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The specimen
papers will help your students become familiar with exam requirements and command words in questions. The
specimen mark schemes explain how students should answer questions to meet the assessment objectives.
Any textbooks endorsed to support the syllabus for examination from 2023 are suitable for use with
this syllabus.

Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cambridgeinternational.org www.cambridgeinternational.org
Copyright © UCLES September 2020
‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

PHYSICS SYLLABUS 0625.pdf

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