Edexcel GCSE Physics Revision
Explore Edexcel GCSE Physics revision topics. Check the official specification for complete requirements for your exam year and route.
Course details
Assessment The assessment includes Paper 1 and Paper 2; see the official specification for the full structure.
Tick a point after revising it. Progress is saved on this device and does not measure mastery.
Reviewed course guidance
Revision points, with the explanation beside them
Open a point to read what to know, how to use it in an assessment, a plain-language explanation and a self-check. Answers stay hidden until you choose to reveal them.
Options and source
GCSE Physics tier
- Foundation tier
- Higher tier
Specification assessment: Foundation and Higher written papers apply to the separate 1PH0 award.
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Topic group
Topic 1: Key concepts of physics
- Core
Scope: Core · Topic 1, statements 1.1–1.4
Open revision guidance
What to know
- Record every measured quantity with its unit, and use the specification’s symbols consistently.
- Convert prefixes before calculations: for example, 1 kJ = 1000 J and 1 ms = 0.001 s.
- A derived unit follows from the defining equation, such as N = kg m/s².
What to do in an assessment
- Convert to coherent units before substitution; show the conversion and final unit.
- Check whether a quantity is scalar or vector when direction matters.
In plain language
Equations only work when their quantities use compatible units. A speed in metres per second cannot be compared directly with a distance in kilometres until units are converted.
Self-check
Convert 2.5 kW to W.
Show the answer
2.5 kW = 2.5 × 1000 W = 2500 W.
Topic group
Topic 2: Motion and forces
- Core
Scope: Core · Topic 2, statements 2.1–2.8
Open revision guidance
What to know
- Speed is distance per time; acceleration is change in velocity per time.
- The gradient of a distance–time graph gives speed; the gradient of a velocity–time graph gives acceleration and its signed area gives displacement.
- Forces are vectors, so a resultant must include direction.
What to do in an assessment
- Read graph axes and units before calculating a gradient or area.
- For a velocity-time area below the time axis, retain the negative sign when finding displacement.
In plain language
A graph is not just a picture: its gradient or area represents a physical quantity. The axis labels tell you which quantity the shape can calculate.
Self-check
A velocity-time graph is a horizontal line at 5 m/s for 8 s. What distance is travelled?
Show the answer
The area is 5 m/s × 8 s = 40 m.
- Core
Scope: Core · 2.19 Core Practical
Open revision guidance
What to know
- The 1PH0 core practical varies trolley mass and pulling force to investigate F = ma.
- Measure acceleration consistently, keep the track and release method controlled, and record the total moving mass.
- A force–acceleration graph at constant mass has a gradient equal to mass; an acceleration–force graph has gradient 1/m.
What to do in an assessment
- Repeat runs and average results; state which variable changes and which is controlled.
- Discuss friction, timing and release as possible sources of systematic or random uncertainty.
In plain language
A trolley accelerates more when the pull is stronger, and less when more mass must be accelerated. Changing one factor at a time lets the data test this relationship.
Self-check
At constant mass, what does the gradient of a graph of resultant force against acceleration represent?
Show the answer
From F = ma, the gradient is the trolley’s total mass in kilograms.
Topic group
Topic 3: Conservation of energy
- Core
Scope: Core · Topic 3, statements 3.1–3.14
Open revision guidance
What to know
- Energy is transferred between stores and conserved in a closed system.
- Work done by a force transfers energy: W = F s when force and displacement are in the same direction.
- Efficiency is useful output divided by total input; wasted transfers usually spread energy to surroundings.
What to do in an assessment
- Name the store or pathway and the useful output before calculating efficiency.
- Use the distance parallel to force in work calculations and joules for work.
In plain language
A device can transfer energy without destroying it. In a lamp, some input becomes visible light but much becomes heating; that heating is still energy, just not the intended output.
Self-check
A 30 N force moves a box 4 m in its direction. How much work is done?
Show the answer
W = Fs = 30 × 4 = 120 J.
Topic group
Topic 4: Waves
- Core
Scope: Core · Topic 4, statements 4.1–4.7
Open revision guidance
What to know
- For waves, v = fλ; use metres, hertz and metres per second.
- In reflection or refraction, waves can change direction; when they enter a different medium their speed and wavelength may change while frequency remains fixed by the source.
- Transverse and longitudinal describe the direction of oscillation relative to wave travel.
What to do in an assessment
- State the medium when explaining refraction and use a normal to describe angles.
- Check that a calculated wavelength is in metres before comparing it with the visible spectrum.
In plain language
A wave’s frequency tells how often a crest passes; wavelength is the gap between crests. Multiplying them gives the speed of the wave pattern.
Self-check
A sound wave travels at 340 m/s with frequency 170 Hz. Find its wavelength.
Show the answer
λ = v/f = 340/170 = 2.0 m.
- Core
Scope: Core · 4.17 Core Practical
Open revision guidance
What to know
- This practical asks learners to investigate whether apparatus is suitable for measurements of refraction in glass.
- Measure angles from the normal at the boundary, not from the surface.
- A good measurement plan uses repeated readings and a clear ray path through the glass block.
What to do in an assessment
- Draw the incident and emergent ray, mark the normal and use a protractor for each angle.
- Explain a limitation such as thick pencil lines and propose a realistic improvement.
In plain language
The normal is an imaginary line at 90° to the surface. Measuring both angles from the same reference line makes the refraction relationship comparable.
Self-check
A ray makes 30° to the surface. What angle does it make to the normal?
Show the answer
The normal is perpendicular to the surface, so the ray is 60° to the normal.
Topic group
Topic 6: Radioactivity
- Core
Scope: Core · Topic 6, statements 6.1–6.11
Open revision guidance
What to know
- Mass number counts nucleons and atomic number counts protons.
- In a nuclear equation, both the total mass number and total atomic number must balance.
- Alpha, beta and gamma differ in charge, mass, ionisation and penetration; radioactive decay is random.
What to do in an assessment
- Balance the top and bottom numbers separately when completing a nuclear equation.
- State shielding and relative ionising power as separate comparisons.
In plain language
A nuclear equation keeps track of the particles in the nucleus. If a decay emits a particle, the nucleus changes its proton or nucleon count in a way that conserves the totals across the equation.
Self-check
An alpha particle is emitted. By how much do the parent nucleus’s mass number and atomic number fall?
Show the answer
Mass number falls by 4 and atomic number falls by 2.
Topic group
Topic 5: Light and the electromagnetic spectrum
- Core
Scope: Core · 5.9 Core Practical
Open revision guidance
What to know
- The refraction practical traces a ray through a rectangular glass block and measures its angle of incidence and refraction.
- When light enters glass from air it slows and bends towards the normal; on leaving glass it speeds up and bends away.
- The emergent ray is parallel to the incident ray for a parallel-sided block, but is laterally displaced.
What to do in an assessment
- Pinpoint ray lines carefully, draw the block outline, normal and rays, and measure both angles from the normal.
- Compare repeated angles or use sin(i)/sin(r) consistently; state how uncertainty in line thickness affects the result.
In plain language
Light changes speed at the air-glass boundary, which changes its direction. It changes speed again at the far face, so the ray leaves parallel to its original direction but shifted sideways.
Self-check
What happens to a light ray’s direction when it travels from air into glass?
Show the answer
It bends towards the normal because it slows down in the glass.
- Core
Scope: Core · 5.19P Core Practical
Open revision guidance
What to know
- The practical compares the amount of thermal energy absorbed or emitted by surfaces of different nature.
- Keep the starting temperature, surface area, distance from source and exposure time comparable.
- A fair conclusion links the observed temperature change to surface finish rather than uncontrolled differences.
What to do in an assessment
- Take initial and final temperature readings, repeat for each surface and compare temperature change over equal time.
- Use a control surface and explain why a matte black surface and a shiny surface may behave differently.
In plain language
Surface finish changes how effectively infrared is absorbed or emitted. If every other condition is held steady, temperature changes can reveal that effect.
Self-check
Why should the different test surfaces have equal area and start at the same temperature?
Show the answer
Those controls make surface nature the main changing factor, so temperature differences can be attributed to absorption or emission rather than size or starting conditions.
- Core
Scope: Core · Topic 5, statements 5.7–5.14
Open revision guidance
What to know
- All electromagnetic waves are transverse, transfer energy and travel at the same speed in a vacuum.
- The spectrum runs radio, microwave, infrared, visible, ultraviolet, X-ray, gamma; wavelength decreases as frequency increases.
- A change of medium changes wave speed and may change direction; the frequency is unchanged at the boundary.
What to do in an assessment
- Name spectrum bands in order and connect a higher frequency with shorter wavelength.
- For refraction, use the normal and relate bending to the speed change.
In plain language
The electromagnetic bands differ by wavelength and frequency, but they share the same wave nature. In a new medium, speed changes, which changes wavelength and may bend the ray.
Self-check
Which has higher frequency: microwave or ultraviolet?
Show the answer
Ultraviolet has the higher frequency and shorter wavelength.
- Core
Scope: Core · Topic 5, statements 5.20–5.24
Open revision guidance
What to know
- At higher frequencies, electromagnetic radiation carries more energy per photon and can cause greater damage to cells.
- X-rays and gamma are ionising; ultraviolet can damage skin and eyes; exposure should be limited appropriately.
- Radio waves, microwaves, infrared, visible, ultraviolet, X-rays and gamma each have characteristic uses.
What to do in an assessment
- Link a named use to how that band interacts with matter.
- Explain a hazard in terms of exposure and tissue effects, then give a proportionate control.
In plain language
X-rays can make an image because they pass through soft tissue more readily than bone, but repeated unnecessary exposure can damage cells. Use must balance information gained with dose.
Self-check
Why are X-rays used in medical imaging but exposure is limited?
Show the answer
They pass through soft tissue differently from bone and create an image, but as ionising radiation they can damage cells, so dose is kept as low as practical.
Topic group
Topic 10: Electricity and circuits
- Core
Scope: Core · 10.17 Core Practical
Open revision guidance
What to know
- The core practical uses circuit diagrams to build and test circuits containing components and meters.
- An ammeter is in series; a voltmeter is in parallel across the component being measured.
- A circuit should be switched off while it is changed, with meter range and polarity checked before readings.
What to do in an assessment
- Label the supply, switch, resistor and meters; take paired current and potential-difference measurements.
- Use V/I to calculate resistance only from readings taken for the same operating condition.
In plain language
An ammeter measures charge flow through a component, so it must sit in the same path. A voltmeter compares electrical energy per charge across two points, so it bridges those points.
Self-check
Where should a voltmeter be connected to measure a resistor’s potential difference?
Show the answer
In parallel across the resistor, with its two leads at the two ends of that resistor.
Topic group
Topic 14: Particle model
- Core
Scope: Core · 14.3 Core Practical
Open revision guidance
What to know
- The core practical determines density of solids and liquids using mass and volume measurements.
- For a regular solid, calculate volume from dimensions; for an irregular solid, use liquid displacement.
- Read measuring-cylinder menisci at eye level and use compatible units in ρ = m/V.
What to do in an assessment
- Record balance resolution and cylinder readings, repeat where possible and show unit conversion.
- Explain why displacement is the final minus initial volume, not the final reading alone.
In plain language
A regular block’s dimensions tell its volume directly. An irregular object displaces a volume of liquid equal to its own, allowing density to be calculated even when its shape is awkward.
Self-check
A stone displaces 18 cm³ of water and has mass 45 g. What is its density?
Show the answer
ρ = 45/18 = 2.5 g/cm³.
- Core
Scope: Core · 14.11 Core Practical
Open revision guidance
What to know
- The core practical includes heating water to determine its specific heat capacity and obtaining a temperature–time graph as ice melts.
- Use ΔE = mcΔθ to relate electrical energy supplied to water’s temperature rise; P t or V I t can estimate input energy.
- A melting plateau indicates energy is being transferred during a change of state while temperature remains nearly constant.
What to do in an assessment
- Measure water mass, initial/final temperature and heating time; insulate the beaker and stir to improve temperature uniformity.
- On the ice graph, identify the flat region and explain that energy changes state rather than increasing temperature.
In plain language
When ice melts, supplied energy separates particles into a liquid arrangement. The temperature can stay nearly constant during that change, even though energy continues to enter.
Self-check
Why can the temperature stay level while ice is melting?
Show the answer
The transferred energy is used for the state change instead of raising the particles’ average kinetic energy, so temperature stays nearly constant.
- Core
Scope: Core · Topic 14, statements 14.1–14.10
Open revision guidance
What to know
- Solids, liquids and gases differ in particle arrangement, spacing and movement.
- Density is mass per volume; state changes rearrange particles without changing their identity or conserving mass only if matter remains in the system.
- Heating increases internal energy and can raise temperature or cause a state change.
What to do in an assessment
- Connect observed state and density to particle spacing and arrangement.
- Use a closed-system boundary when explaining mass conservation.
In plain language
In a solid particles vibrate around fixed positions; in a liquid they move past each other; in a gas they are far apart and move freely.
Self-check
Why is a gas usually less dense than the same substance as a solid?
Show the answer
Its particles are much farther apart, so the same mass occupies a larger volume.
- Core
Scope: Core · Topic 14, statements 14.7–14.15
Open revision guidance
What to know
- Temperature rise energy is ΔE = mcΔθ; state-change energy is ΔE = mL.
- Gas pressure comes from particle collisions; at fixed volume, heating increases particle speed and pressure.
- Kelvin temperature is Celsius temperature plus 273 (to the stated GCSE precision); absolute zero is about −273 °C.
What to do in an assessment
- Choose mcΔθ or mL according to whether temperature changes or state changes.
- For a gas pressure question, state fixed volume where required and link particle speed to collision force/frequency.
In plain language
A gas’s pressure comes from particles hitting its container. Heating a sealed rigid container makes them move faster, so the pressure rises.
Self-check
Convert 27 °C to kelvin using the GCSE relation.
Show the answer
27 + 273 = 300 K.
Topic group
Topic 15: Forces and matter
- Core
Scope: Core · 15.6 Core Practical
Open revision guidance
What to know
- The core practical measures extension as force is applied to a spring.
- For the elastic region, extension is proportional to force and F = kx; the gradient of force against extension is the spring constant k.
- Elastic energy is the area under a force–extension graph; for a straight-line Hooke-law region, E = ½Fx.
What to do in an assessment
- Measure the unloaded length, add known masses one at a time, wait for oscillations to stop and record extension.
- Do not assume the straight-line relationship continues past the limit of proportionality; explain the graph shape.
In plain language
Each added weight pulls the spring longer. In the proportional region, doubling the force doubles the extension. Beyond that region the spring may stop returning to its original length.
Self-check
A spring extends 0.04 m under a 2 N force in its linear region. Find k.
Show the answer
k = F/x = 2/0.04 = 50 N/m.
- Core
Scope: Core · Topic 15, statements 15.1–15.5
Open revision guidance
What to know
- Stretching, bending or compressing an object requires forces; elastic distortion is reversible, while inelastic distortion is permanent.
- For a linear elastic spring F = kx; the gradient of force against extension is spring constant.
- The area under a force-extension graph represents work done on the spring.
What to do in an assessment
- Measure extension from original length and identify the straight-line region before using F = kx.
- Use the area under the graph when finding elastic energy for a non-linear extension curve.
In plain language
A spring stores energy when stretched. If it returns to its original shape, the change was elastic; a permanently lengthened spring has undergone inelastic deformation.
Self-check
What physical quantity is represented by the gradient of a force–extension graph?
Show the answer
The spring constant, k, in N/m, in the linear elastic region.
Topic group
Topic 7: Astronomy
- Core
Scope: Core · Topic 7, statements 7.1–7.6
Open revision guidance
What to know
- A planet remains in orbit because gravity provides a resultant force toward the star.
- An object in a circular orbit at constant speed still changes velocity because its direction changes.
- The Solar System formed from a rotating cloud of dust and gas; gravity gathered matter into the Sun and planets.
What to do in an assessment
- Draw the gravitational force toward the centre of the orbit and explain why it is not a tangential force.
- Distinguish a star, planet, moon, asteroid and comet by their role.
In plain language
Gravity continually pulls a planet toward the Sun while its sideways motion carries it forward. The combination bends its path into an orbit.
Self-check
Why is a planet accelerating even when its orbital speed is constant?
Show the answer
Its velocity direction is continually changing, so it accelerates; gravity supplies the inward resultant force.
- Core
Scope: Core · Topic 7, statements 7.7–7.10
Open revision guidance
What to know
- A star’s life cycle depends on its initial mass; stars form from gas and dust and produce energy by nuclear fusion.
- A Sun-like star becomes a red giant and then a white dwarf; a massive star can become a red supergiant, supernova and neutron star or black hole.
- Red-shift in distant galaxies supports the conclusion that the Universe is expanding.
What to do in an assessment
- Put life-cycle stages in sequence and select the branch by initial mass.
- Explain red-shift as an increase in observed wavelength from a receding source.
In plain language
A star changes as it uses its nuclear fuel. A massive star can end violently in a supernova, while a Sun-like star loses its outer layers and leaves a white dwarf.
Self-check
What does red-shift in light from distant galaxies provide evidence for?
Show the answer
It supports the idea that distant galaxies are receding and the Universe is expanding.
Topic group
Topic 8: Energy—forces doing work
- Core
Scope: Core · Topic 8, statements 8.5–8.15
Open revision guidance
What to know
- Work done by a force transfers energy: W = Fs for displacement in the force direction.
- Kinetic energy is Ek = ½mv² and gravitational potential energy change is ΔEp = mgΔh.
- Power is work done or energy transferred per second: P = W/t = E/t.
What to do in an assessment
- Use mass in kilograms, speed in m/s and height in metres; check units before substituting.
- Compare initial and final stores to account for work done and dissipated energy.
In plain language
When a force moves an object, it transfers energy. Lifting increases gravitational energy; accelerating increases kinetic energy; friction can spread part of the input as heat.
Self-check
What kinetic energy does a 2 kg object have at 3 m/s?
Show the answer
Ek = ½ × 2 × 3² = 9 J.
Topic group
Topic 9: Forces and their effects
- Core
Scope: Core · Topic 9, statements 9.1–9.5
Open revision guidance
What to know
- Forces are vectors; scalars such as mass, time and speed have magnitude only.
- A free-body diagram shows forces acting on one chosen object; the resultant force determines acceleration.
- Perpendicular vector components combine using a scale diagram or Pythagoras where required.
What to do in an assessment
- Draw arrows from the object and label each force with direction.
- Resolve or combine components before applying F = ma.
In plain language
A free-body diagram separates the pushes and pulls on one object. Their vector sum tells whether the object accelerates and in which direction.
Self-check
If 3 N east and 4 N north act at right angles, what is the resultant magnitude?
Show the answer
The resultant is √(3² + 4²) = 5 N.
- Core
Scope: Core · Topic 9, statements 9.6–9.15
Open revision guidance
What to know
- Stopping distance is the sum of thinking distance and braking distance.
- Reaction time affects thinking distance; speed, road conditions and braking force affect braking distance.
- Momentum p = mv and a collision’s force depends on how quickly momentum changes.
What to do in an assessment
- Separate reaction factors from braking factors when explaining a change in stopping distance.
- Use signed velocity for momentum; connect longer stopping time to lower average force.
In plain language
A seatbelt stretches slightly and a crumple zone deforms, increasing the time over which a passenger slows down and reducing the average force.
Self-check
Why does increasing collision time reduce average force for the same momentum change?
Show the answer
F = change in momentum ÷ time, so a larger time produces a smaller average force.
Topic group
Topic 10: Electricity
- Core
Scope: Core · Topic 10, statements 10.2–10.16
Open revision guidance
What to know
- Current is rate of charge flow; potential difference is energy transferred per coulomb.
- In series, current is the same through components and potential differences add; in parallel, potential difference is shared equally across each branch and currents add at a junction.
- V = IR links potential difference, current and resistance for a component.
What to do in an assessment
- Place an ammeter in series and a voltmeter in parallel.
- Use junction and loop rules to solve for unknown current or potential difference.
In plain language
A series circuit has one path, so the same charge flow passes each component. A parallel circuit has branches, so current divides while each branch is connected across the same supply.
Self-check
A 12 V supply is across two parallel branches. What is the potential difference across each branch?
Show the answer
Each branch has the full supply potential difference, 12 V.
- Core
Scope: Core · Topic 10, statements 10.17–10.26
Open revision guidance
What to know
- An ohmic resistor at constant temperature has current proportional to potential difference.
- A filament lamp’s resistance rises as it heats; a diode conducts in one direction; LDR and NTC thermistor resistance vary with light and temperature.
- Electrical energy heats a resistor because charge carriers transfer energy to the material; low-resistance wires reduce unwanted heating.
What to do in an assessment
- Use an I–V graph’s shape to identify the component and how resistance changes.
- Explain the mechanism behind a heating effect and state a design implication.
In plain language
In a lamp, greater current heats the filament. Its atoms vibrate more strongly, increasing resistance and making the I–V graph curve.
Self-check
What does a straight I–V graph through the origin indicate for a resistor kept at constant temperature?
Show the answer
Current is proportional to potential difference, so resistance is constant.
- Core
Scope: Core · Topic 10, statements 10.27–10.42
Open revision guidance
What to know
- Electrical power P = VI; energy transferred E = Pt.
- UK mains is about 230 V alternating at 50 Hz; live and neutral wires supply the potential difference.
- Earth wire, fuse and circuit breaker protect against faults; switch and fuse belong in the live wire.
What to do in an assessment
- Calculate appliance current with I = P/V and choose a suitable fuse rating above normal operating current.
- Explain that the earth wire carries fault current so a fuse/breaker disconnects the live supply.
In plain language
A fuse is put in the live wire so that melting breaks the connection to the dangerous supply. If it were only in neutral, the appliance could remain live even when the circuit seemed off.
Self-check
A 1150 W appliance runs from 230 V. What is its current?
Show the answer
I = P/V = 1150/230 = 5 A.
Topic group
Topic 11: Static electricity
- Core
Scope: Core · Topic 11, statements 11.1–11.8
Open revision guidance
What to know
- Rubbing can transfer electrons between insulating materials, leaving equal and opposite charges.
- Like charges repel and unlike charges attract; an electric field is the region where a charge experiences a force.
- Field direction is the force direction on a positive test charge.
What to do in an assessment
- Identify electron movement and charge signs; show electric field arrows from positive to negative.
- Link electrostatic attraction to induced charge separation when a charged object approaches a neutral one.
In plain language
When electrons move from one object to another, one becomes negative and the other positive. The electric field describes how another charge would be pushed or pulled.
Self-check
If electrons move from a plastic rod to a cloth, what charges result?
Show the answer
The rod loses electrons and becomes positive; the cloth gains electrons and becomes negative.
Topic group
Topic 12: Magnetism and the motor effect
- Core
Scope: Core · Topic 12, statements 12.1–12.9
Open revision guidance
What to know
- Like poles repel, unlike poles attract; permanent and induced magnets behave differently.
- Magnetic field lines show direction and relative strength; a current in a wire creates a magnetic field.
- A solenoid concentrates its field and can be strengthened by increasing current or turns, or adding an iron core.
What to do in an assessment
- Draw field lines from north to south outside a magnet and use a compass to map direction.
- Describe how a magnetic field changes when current or coil design changes.
In plain language
Each loop of a current-carrying solenoid contributes a magnetic field. The fields reinforce through the centre, making the coil act like a bar magnet.
Self-check
How can a solenoid’s magnetic field be made stronger?
Show the answer
Increase current, increase the number of turns, or insert a suitable iron core.
- Core
Scope: Core · Topic 12, statements 12.10–12.13
Open revision guidance
What to know
- A current-carrying conductor near a magnet experiences a force because its field interacts with the external field.
- Fleming’s left-hand rule relates conventional current, field and force directions.
- A coil in a magnetic field can rotate as opposite forces act on its sides.
What to do in an assessment
- Keep current, magnetic field and force at right angles when using Fleming’s rule.
- State how reversing current or field affects force direction.
In plain language
The motor effect turns electrical energy into movement. Forces on opposite sides of the coil form a turning effect.
Self-check
What happens to the force if both current and magnetic field directions reverse?
Show the answer
The force direction stays the same because reversing both restores the original interaction direction.
Topic group
Topic 13: Electromagnetic induction
- Core
Scope: Core · Topic 13, statements 13.1–13.10
Open revision guidance
What to know
- A changing magnetic field through a conductor induces a potential difference; faster relative motion or a stronger field can increase it.
- A transformer uses alternating current in a primary coil to change magnetic flux in a core and induce voltage in the secondary.
- For an ideal transformer Vs/Vp = Ns/Np; the National Grid uses high voltage to reduce transmission current and resistive heating.
What to do in an assessment
- Identify changing flux and coil turns before calculating a transformer voltage.
- Explain grid efficiency by linking higher transmission voltage with lower current for the same power.
In plain language
Transformers work because alternating current continually changes the magnetic field. A step-up transformer raises voltage for transmission, reducing current and energy wasted as heat in wires.
Self-check
Why is electricity transmitted at high voltage?
Show the answer
For the same power, higher voltage means lower current; lower current reduces resistive heating losses in transmission wires.
Earlier topic checklist
These earlier topic ticks are separate from the reviewed points above and do not count towards that progress.
Physics topic list
This is a topic overview, not a complete specification checklist. Check the official course for all assessed content, options and your exam year.
The exact course specification for this overview has not been confirmed. Check the qualification code and any A/B pathway with your school before using this list.
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These ticks keep your earlier topic checklist. They do not count towards the new reviewed requirements above. Its numbering may be internal; use the linked references above for the exact reviewed source requirements.
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