# IGCSE Physics (0625) core and supplement: Cambridge IGCSE Physics 0625 syllabus for 2022

### 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 candidates take:

Core candidates – Paper 1

• Time: 45 minutes (40 marks)
• 40 four-choice multiple-choice questions Questions will be based on the Core subject content
• No marks deducted from incorrect answers
• NO CALCULATOR ALLOWED
• Data booklet provided
• 30% weight
• Externally assessed

Core candidates – Paper 3

• Time: 75 minutes (80 marks)
• Short-answer and structured questions Questions will be based on the Core subject content
• No marks deducted from incorrect answers
• NO CALCULATOR ALLOWED
• 50% weight
• Externally assessed

### Extended candidates take:

Extended candidates – Paper 2

• Time: 45 minutes (40 marks)
• 40 four-choice multiple-choice questions Questions will be based on the Extended subject content (Core and Supplement)
• No marks deducted from incorrect answers
• NO CALCULATOR ALLOWED
• 30% weight
• Externally assessed

Extended candidates – Paper 4

• Time: 75 minutes (80 marks)
• Short-answer and structured questions Questions will be based on the Extended subject content (Core and Supplement)
• No marks deducted from incorrect answers
• NO CALCULATOR ALLOWED
• 50% weight
• Externally assessed

### Core

• Use and describe the use of rules and measuring cylinders to find a length or a volume.
• Use and describe the use of clocks and devices, both analogue and digital, for measuring an interval of time.
• Obtain an average value for a small distance and for a short interval of time by measuring multiples (including the period of a pendulum)

### Supplement

• Understand that a micrometer screw gauge is
used to measure very small distances

### Core

• Define speed and calculate average speed from total distance/total time.
• Plot and interpret a speed–time graph or a distance–time graph.
• Recognise from the shape of a speed–time graph when a body is

– at rest
– moving with constant speed
– moving with changing speed

•  Calculate the area under a speed–time graph to
work out the distance travelled for motion with
constant acceleration.
• Demonstrate understanding that acceleration
and deceleration are related to changing speed
including qualitative analysis of the gradient of a
speed–time graph.
• State that the acceleration of free fall for a body
near to the Earth is constant

### Supplement

• Distinguish between speed and velocity.
• Define and calculate acceleration using change of velocity/time taken.
• Calculate speed from the gradient of a distance–time graph.
• Calculate acceleration from the gradient of a speed–time graph.
• Recognize linear motion for which the acceleration is constant.
• Recognise motion for which the acceleration is not constant.
• Understand deceleration as a negative acceleration.
• Describe qualitatively the motion of bodies falling in a uniform gravitational field with and without air resistance (including reference to
terminal velocity)

### Core

• Show familiarity with the idea of the mass of a body.
• State that weight is a gravitational force .
• Distinguish between mass and weight .
• Recall and use the equation W = mg.
• Demonstrate understanding that weights (and hence masses) may be compared using a balance

### Supplement

• Demonstrate an understanding that mass is a property that ‘resists’ change in motion.
• Describe, and use the concept of, weight as the effect of a gravitational field on a mass

### Core

• Recall and use the equation ρ = m/V.
• Describe an experiment to determine the density of a liquid and of a regularly shaped solid and
make the necessary calculation .
• Describe the determination of the density of an irregularly shaped solid by the method of displacement.
• Predict whether an object will float based on density data

None

### Core

• Recognise that a force may produce a change in size and shape of a body.
• Plot and interpret extension–load graphs and describe the associated experimental procedure.
• Describe the ways in which a force may change the motion of a body.
• Find the resultant of two or more forces acting along the same line.
• Recognise that if there is no resultant force on a body it either remains at rest or continues at constant speed in a straight line.
• Understand friction as the force between two surfaces which impedes motion and results in heating.
• Recognise air resistance as a form of friction

### Supplement

• State Hooke’s Law and recall and use the expression F = kx, where k is the spring constant .
• Recognise the significance of the ‘limit of proportionality’ for an extension–load graph.
• Recall and use the relationship between force, mass and acceleration (including the direction), F = ma .
• Describe qualitatively motion in a circular path due to a perpendicular force (F = mv 2 /r is not required)

### Core

• Describe the moment of a force as a measure of its turning effect and give everyday examples.
• Understand that increasing force or distance from the pivot increases the moment of a force .
• Calculate moment using the product force × perpendicular distance from the pivot .
• Apply the principle of moments to the balancing of a beam about a pivot

### Supplement

• Apply the principle of moments to different situations

### Core

• Recognise that, when there is no resultant force and no resultant turning effect, a system is in equilibrium

### Supplement

• Perform and describe an experiment (involving vertical forces) to show that there is no net moment on a body in equilibrium

### Core

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

None

None

### Supplement

• Understand that vectors have a magnitude and direction .
• Demonstrate an understanding of the difference between scalars and vectors and give common examples.
• Determine graphically the resultant of two vectors

None

### Supplement

• Understand the concepts of momentum and impulse.
• Recall and use the equation momentum = mass × velocity, p = mv.
• Recall and use the equation for impulse Ft = mv – mu .
• Apply the principle of the conservation of momentum to solve simple problems in one dimension

### Core

• Identify changes in kinetic, gravitational potential, chemical, elastic (strain), nuclear and internal energy that have occurred as a result of an event or process.
• Recognise that energy is transferred during events and processes, including examples of transfer by forces (mechanical working), by electrical currents (electrical working), by heating and by waves .
• Apply the principle of conservation of energy to simple examples

### Supplement

• Recall and use the expressions kinetic energy = ½mv2 and change in gravitational potential energy = mg∆h.
• Apply the principle of conservation of energy to examples involving multiple stages .
• Explain that in any event or process the energy tends to become more spread out among the objects and surroundings (dissipated)

### Core

• Describe how electricity or other useful forms of energy may be obtained from: .
• chemical energy stored in fuel .
• water, including the energy stored in waves, in tides, and in water behind hydroelectric dams .
• geothermal resources .
• nuclear fission .
• heat and light from the Sun (solar cells and panels).
• wind
• Give advantages and disadvantages of each method in terms of renewability, cost, reliability, scale and environmental impact .
• Show a qualitative understanding of efficiency

### Supplement

• Understand that the Sun is the source of energy for all our energy resources except geothermal, nuclear and tidal .
• Show an understanding that energy is released by nuclear fusion in the Sun.
• Recall and use the equations: efficiency = (useful energy output/energy input) × 100%
efficiency =( useful power output /power input) × 100%

### Core

• Demonstrate understanding that work done = energy transferred .
• Relate (without calculation) work done to the magnitude of a force and the distance moved in the direction of the force

### Supplement

• Recall and use W = Fd = ∆E

### Core

• Relate (without calculation) power to work done and time taken, using appropriate examples

### Supplement

• Recall and use the equation P = ∆E/t in simple systems

### Core

• Recall and use the equation p = F/A .
• Relate pressure to force and area, using appropriate examples .
• Describe the simple mercury barometer and its use in measuring atmospheric pressure .
• Relate (without calculation) the pressure beneath a liquid surface to depth and to density, using appropriate examples .
• Use and describe the use of a manometer

### Supplement

• Recall and use the equation p = hρg

### Core

• State the distinguishing properties of solids, liquids and gases

None

### Core

• Describe qualitatively the molecular structure of solids, liquids and gases in terms of the arrangement, separation and motion of the molecules.
• Interpret the temperature of a gas in terms of the motion of its molecules .
• Describe qualitatively the pressure of a gas in terms of the motion of its molecules .
• Show an understanding of the random motion of particles in a suspension as evidence for the kinetic molecular model of matter .
• Describe this motion (sometimes known as Brownian motion) in terms of random molecular bombardment

### Supplement

• Relate the properties of solids, liquids and gases to the forces and distances between molecules and to the motion of the molecules.
• Explain pressure in terms of the change of momentum of the particles striking the walls creating a force.
• Show an appreciation that massive particles may be moved by light, fast-moving molecules

### Core

• Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid .
• Relate evaporation to the consequent cooling of the liquid

### Supplement

• Demonstrate an understanding of how temperature, surface area and draught over a surface influence evaporation .
• Explain the cooling of a body in contact with an evaporating liquid

### Core

• Describe qualitatively, in terms of molecules, the effect on the pressure of a gas of:
• a change of temperature at constant volume.
• a change of volume at constant temperature
• Relate evaporation to the consequent cooling of the liquid

### Supplement

• Recall and use the equation pV = constant for a fixed mass of gas at constant temperature

### Core

• Describe qualitatively the thermal expansion of solids, liquids, and gases at constant pressure .
• Identify and explain some of the everyday applications and consequences of thermal expansion

### Supplement

• Explain, in terms of the motion and arrangement of molecules, the relative order of the magnitude of the expansion of solids, liquids and gases

### Core

• Appreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties .
• Recognise the need for and identify fixed points .
• Describe and explain the structure and action of liquid-in-glass thermometers

### Supplement

• Demonstrate understanding of sensitivity, range and linearity .
• Describe the structure of a thermocouple and show understanding of its use as a thermometer for measuring high temperatures and those that vary rapidly .
• Describe and explain how the structure of a liquid-in-glass thermometer relates to its sensitivity, range and linearity

### Core

• Relate a rise in the temperature of a body to an increase in its internal energy .
• Show an understanding of what is meant by the thermal capacity of a body

### Supplement

• Give a simple molecular account of an increase in internal energy .
• Recall and use the equation thermal capacity = mc .
• Define specific heat capacity .
• Describe an experiment to measure the specific heat capacity of a substance .
• Recall and use the equation change in energy = mc∆T

### Core

• Describe melting and boiling in terms of energy input without a change in temperature .
• State the meaning of melting point and boiling point .
• Describe condensation and solidification in terms
of molecules

### Supplement

• Distinguish between boiling and evaporation .
• Use the terms latent heat of vaporisation and latent heat of fusion and give a molecular interpretation of latent heat .
• Define specific latent heat .
• Describe an experiment to measure specific latent heats for steam and for ice .
• Recall and use the equation energy = ml

### Core

• Describe experiments to demonstrate the properties of good and bad thermal conductors

### Supplement

• Give a simple molecular account of conduction in solids including lattice vibration and transfer by electrons

### Core

• Recognise convection as an important method of thermal transfer in fluids .
• Relate convection in fluids to density changes and describe experiments to illustrate convection

None

### Core

• Identify infrared radiation as part of the electromagnetic spectrum .
• Recognise that thermal energy transfer by radiation does not require a medium .
• Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of radiation

### Supplement

• Describe experiments to show the properties of good and bad emitters and good and bad absorbers of infrared radiation .
• Show understanding that the amount of radiation emitted also depends on the surface temperature and surface area of a body

### Core

• Identify and explain some of the everyday applications and consequences of conduction, convection and radiation

None

### Core

• Demonstrate understanding that waves transfer energy without transferring matter .
• Describe what is meant by wave motion as illustrated by vibration in ropes and springs and by experiments using water waves .
• Use the term wavefront .
• Give the meaning of speed, frequency, wavelength and amplitude .
• Distinguish between transverse and longitudinal waves and give suitable examples .
• Describe how waves can undergo:
• reflection at a plane surface
• refraction due to a change of speed
• diffraction through a narrow gap
• Describe the use of water waves to demonstrate
reflection, refraction and diffraction

### Supplement

• Recall and use the equation v = f λ.
• Describe how wavelength and gap size affects diffraction through a gap .
• Describe how wavelength affects diffraction at an edge

### Core

• Describe the formation of an optical image by a plane mirror, and give its characteristics
• Recall and use the law angle of incidence = angle of reflection

### Supplement

• Recall that the image in a plane mirror is virtual
• Perform simple constructions, measurements and calculations for reflection by plane mirrors

### Core

• Describe an experimental demonstration of the refraction of light .
• Use the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material .
• Give the meaning of critical angle .
• Describe internal and total internal reflection

### Supplement

• Recall and use the definition of refractive index n in terms of speed .
• Recall and use the equation sin i /sin r = n .
• Recall and use n = 1/sin c .
• Describe and explain the action of optical fibres particularly in medicine and communications technology

### Core

• Describe the action of a thin converging lens on a beam of light
• Use the terms principal focus and focal length .
• Draw ray diagrams for the formation of a real image by a single lens .
• Describe the nature of an image using the terms enlarged/same size/diminished and upright/ inverted

### Supplement

• Draw and use ray diagrams for the formation of a virtual image by a single lens .
• Use and describe the use of a single lens as a magnifying glass .
• Show understanding of the terms real image and virtual image

### Core

• • Give a qualitative account of the dispersion of light as shown by the action on light of a glass prism including the seven colours of the spectrum in their correct order

### Supplement

• Recall that light of a single frequency is described as monochromatic

### Core

• Describe the main features of the electromagnetic spectrum in order of wavelength .
• State that all electromagnetic waves travel with the same high speed in a vacuum .
• Describe typical properties and uses of radiations in all the different regions of the electromagnetic spectrum including:
• satellite television and telephones (microwaves)
• electrical appliances, remote controllers for televisions and intruder alarms (infrared)
• medicine and security (X-rays)
• Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays

### Supplement

• State that the speed of electromagnetic waves in a vacuum is 3.0 × 108m/s and is approximately the same in air

### Core

• Describe the production of sound by vibrating sources .
• Describe the longitudinal nature of sound waves .
• State that the approximate range of audible frequencies for a healthy human ear is 20Hz to 20000Hz .
• Show an understanding of the term ultrasound .
• Show an understanding that a medium is needed to transmit sound waves .
• Describe an experiment to determine the speed of sound in air .
• Relate the loudness and pitch of sound waves to amplitude and frequency .
• Describe how the reflection of sound may produce an echo

### Supplement

• Describe compression and rarefaction .
• State typical values of the speed of sound in gases, liquids and solids

### Core

• Describe the forces between magnets, and between magnets and magnetic materials .
• Give an account of induced magnetism .
• Distinguish between magnetic and non-magnetic materials .
• Describe methods of magnetisation, to include stroking with a magnet, use of direct current (d.c.) in a coil and hammering in a magnetic field .
• Draw the pattern of magnetic field lines around a bar magnet .
• Describe an experiment to identify the pattern of magnetic field lines, including the direction .
• Distinguish between the magnetic properties of soft iron and steel .
• Distinguish between the design and use of permanent magnets and electromagnets

### Supplement

• Explain that magnetic forces are due to interactions between magnetic fields .
• Describe methods of demagnetisation, to include hammering, heating and use of alternating current (a.c.) in a coil

### Core

• State that there are positive and negative charges .
• State that unlike charges attract and that like charges repel .
• Describe simple experiments to show the production and detection of electrostatic charges .
• State that charging a body involves the addition or removal of electrons .
• Distinguish between electrical conductors and insulators and give typical examples

### Supplement

• State that charge is measured in coulombs .
• State that the direction of an electric field at a point is the direction of the force on a positive charge at that point .
• Describe an electric field as a region in which an electric charge experiences a force .
• Describe simple field patterns, including the field around a point charge, the field around a charged conducting sphere and the field between two parallel plates (not including end effects) .
• Give an account of charging by induction .
• Recall and use a simple electron model to distinguish between conductors and insulators

### Core

•  State that current is related to the flow of charge .
• Use and describe the use of an ammeter, both analogue and digital .
• State that current in metals is due to a flow of electrons

### Supplement

• Show understanding that a current is a rate of flow of charge and recall and use the equation I = Q/t .
• Distinguish between the direction of flow of electrons and conventional current

### Core

• State that the electromotive force (e.m.f.) of an electrical source of energy is measured in volts

### Supplement

• Show understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit

### Core

• State that the potential difference (p.d.) across a circuit component is measured in volts .
• Use and describe the use of a voltmeter, both analogue and digital

### Supplement

• Recall that 1V is equivalent to 1J/C

### Core

• State that resistance = p.d./ current and understand qualitatively how changes in p.d. or resistance affect current .
• Recall and use the equation R = V/ I .
• Describe an experiment to determine resistance using a voltmeter and an ammeter .
• Relate (without calculation) the resistance of a wire to its length and to its diameter

### Supplement

• Sketch and explain the current–voltage characteristic of an ohmic resistor and a filament lamp .
• Recall and use quantitatively the proportionality between resistance and length, and the inverse proportionality between resistance and crosssectional area of a wire

### Core

• Understand that electric circuits transfer energy from the battery or power source to the circuit components then into the surroundings

### Supplement

• Recall and use the equations P = IV and E = IVt

### Core

• Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), heaters, thermistors, light-dependent resistors, lamps, ammeters, voltmeters, galvanometers, magnetising coils, transformers, bells, fuses and relays

### Supplement

• Draw and interpret circuit diagrams containing diodes

### Core

• Understand that the current at every point in a series circuit is the same .
• Give the combined resistance of two or more resistors in series .
• State that, for a parallel circuit, the current from the source is larger than the current in each branch .
• State that the combined resistance of two resistors in parallel is less than that of either resistor by itself .
• State the advantages of connecting lamps in parallel in a lighting circuit

### Supplement

• Calculate the combined e.m.f. of several sources in series .
• Recall and use the fact that the sum of the p.d.s across the components in a series circuit is equal to the total p.d. across the supply .
• Recall and use the fact that the current from the source is the sum of the currents in the separate branches of a parallel circuit .
• Calculate the effective resistance of two resistors in parallel

### Core

• Describe the action of a variable potential divider (potentiometer) .
• Describe the action of thermistors and light dependent resistors and show understanding of their use as input transducers .
• Describe the action of a relay and show understanding of its use in switching circuits

### Supplement

• Describe the action of a diode and show understanding of its use as a rectifier .
• Recognise and show understanding of circuits operating as light-sensitive switches and temperature-operated alarms (to include the use of a relay)

None

### Supplement

• Explain and use the terms analogue and digital in terms of continuous variation and high/low states .
• Describe the action of NOT, AND, OR, NAND and NOR gates .
• Recall and use the symbols for logic gates .
• Design and understand simple digital circuits combining several logic gates .
• Use truth tables to describe the action of individual gates and simple combinations of gates

### Core

• State the hazards of:
• damaged insulation
• overheating of cables
• damp conditions .
•  State that a fuse protects a circuit
• Explain the use of fuses and circuit breakers and choose appropriate fuse ratings and circuit breaker settings
•  Explain the benefits of earthing metal cases

### Core

• Show understanding 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 .
•  Describe an experiment to demonstrate electromagnetic induction .
• State the factors affecting the magnitude of an induced e.m.f.

### Supplement

• Show understanding that the direction of an induced e.m.f. opposes the change causing it .
• State and use the relative directions of force, field and induced current

### Core

• Distinguish between d.c. and a.c.

### Supplement

• Describe and explain a rotating-coil generator and the use of slip rings .
• Sketch a graph of voltage output against time for a simple a.c. generator .
• Relate the position of the generator coil to the peaks and zeros of the voltage output

### Core

• Describe the construction of a basic transformer with a soft-iron core, as used for voltage transformations .
• Recall and use the equation (Vp /Vs) = (Np /Ns ) .
• Understand the terms step-up and step-down .
• Describe the use of the transformer in high voltage transmission of electricity .
• Give the advantages of high-voltage transmission

### Supplement

• Describe the principle of operation of a transformer .
• Recall and use the equation IpVp = IsVs (for 100% efficiency) .
• Explain why power losses in cables are lower when the voltage is high

### Core

• Describe the pattern of the magnetic field (including direction) due to currents in straight wires and in solenoids .
• Describe applications of the magnetic effect of current, including the action of a relay

### Supplement

• State the qualitative variation of the strength of the magnetic field over salient parts of the pattern .
• State that the direction of a magnetic field line at a point is the direction of the force on the N pole of a magnet at that point .
• Describe the effect on the magnetic field of changing the magnitude and direction of the current

### Core

• Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including the effect of reversing: .
• the current .
• the direction of the field

### Supplement

• State the qualitative variation of the strength of the magnetic field over salient parts of the pattern .
• State that the direction of a magnetic field line at a point is the direction of the force on the N pole of a magnet at that point .
• Describe the effect on the magnetic field of changing the magnitude and direction of the current

### Core

• State that a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by:
• increasing the number of turns on the coil
• increasing the current
• increasing the strength of the magnetic field
•

### Supplement

• Relate this turning effect to the action of an electric motor including the action of a split-ring commutator

### Core

• Describe the structure of an atom in terms of a positive nucleus and negative electrons
•

### Supplement

• Describe how the scattering of α-particles by thin metal foils provides evidence for the nuclear atom

### Core

• Describe the composition of the nucleus in terms of protons and neutrons .
• State the charges of protons and neutrons .
• Use the term proton number Z .
• Use the term nucleon number A .
• Use the term nuclide and use the nuclide notation AXZ.
• Use and explain the term isotope
•

### Supplement

• State the meaning of nuclear fission and nuclear fusion
• Balance equations involving nuclide notation

### Core

• Demonstrate understanding of background radiation
• Describe the detection of α-particles, β-particles and γ-rays (β+ are not included: β-particles will be taken to refer to β )
•

• None

### Core

• Discuss the random nature of radioactive emission
• Identify α-, β- and γ-emissions by recalling
• their nature
• their relative ionising effects
• their relative penetrating abilities (β+ are not included, β-particles will be taken to refer to β)
•

### Supplement

• Describe their deflection in electric fields and in magnetic fields
• Interpret their relative ionising effects
• Give and explain examples of practical applications of α-, β- and γ-emissions

### Core

• State the meaning of radioactive decay .
• State that during α- or β-decay the nucleus changes to that of a different element
•

### Supplement

• Use equations involving nuclide notation to represent changes in the composition of the nucleus when particles are emitted

### Core

• Use the term half-life in simple calculations, which might involve information in tables or decay curves
•

### Supplement

• Use equations involving nuclide notation to represent changes in the composition of the nucleus when particles are emitted

### Core

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

• None