The content Pearson examines only at Higher tier, this tier's boundaries across three June series, and how our tutors build sessions around both.
Book a Free ConsultationLeading Tuition's Higher-tier Edexcel GCSE Physics tutors prepare students for Pearson papers 1PH0/1H and 1PH0/2H, each marked out of 100 and lasting 1 hour and 45 minutes, by drilling the content Pearson prints in bold as Higher-only and by working towards the grade 4 to 9 range that the Higher papers target.
Higher-tier physics tutoring, built paper by paper
Our expert GCSE physics tutors help students prepare for Pearson's Higher-tier papers, building each programme around the Higher-only content listed below and around the marks a student is actually dropping in mock papers. Book a Free ConsultationMessage us on WhatsApp
Pearson's specification for the GCSE (9–1) in Physics sets out Paper 1 (1PH0/1H at Higher tier) and Paper 2 (1PH0/2H). The specification gives each paper as “out of 100 marks” and each as 50% of the qualification, and it grades the qualification on the total subject mark: “Individual papers are not graded.” A mark dropped on Paper 1 therefore loses the student exactly the same amount as a mark dropped on Paper 2, and our sessions are planned on that basis. We do not keep a “strong paper” and a “weak paper” apart; we keep a list of the individual statements where marks were lost.
The specification also states that “Students must complete all assessments for this qualification in the same tier.” That sentence shapes the opening sessions of any Higher programme. The tier is one decision covering both papers, so our opening diagnostic is a full Higher paper from each of Paper 1 and Paper 2, sat under timed conditions, rather than a topic quiz. It tells us, at once, whether the student is working at the level the Higher papers target, and which of the Higher-only statements in the tables below are losing marks.
Pearson states that “27 marks of the paper will be overlap questions that appear in both the foundation and higher tier papers.” The same sentence appears under both papers in the specification. We use it to split the work. The overlap questions are revised the way any GCSE physics content is revised; the Higher-only statements are where tier-specific tutoring earns its place, because the specification marks them so that a teacher, a tutor or a student can find them. The sections below list them exactly as Pearson prints them. For the full Paper 1 and Paper 2 overview, including core practicals and the assessment objectives, read our Edexcel GCSE Physics (1PH0) overview; this page does not repeat it.
The specification explains its own notation in one line: “text in bold indicates content that is for higher tier only.” We read that bold directly from the type of the 2024 issue of the specification (Issue 4), statement by statement, rather than from a text copy, because a text copy loses the formatting. The tables below reproduce Pearson's wording. Words in bold are the Higher-only words; words in plain type are printed in plain type in the specification. Where a statement is only partly bold, only the bold words are Higher-only. A letter P after a statement number is Pearson's separate marker for content found only in the GCSE in Physics; it is not the tier marker.
On Paper 1 the Higher-only statements sit in Topics 2, 3, 4 and 5; the bold bullet in Topic 6 is covered in the mathematics section further down. The topic list the specification gives for Paper 1 begins Topic 1 – Key concepts of physics, then Topic 2 – Motion and forces.
| Statement | Pearson's wording (Higher-only words in bold) | What our sessions do with it |
|---|---|---|
| 2.20 | Explain that an object moving in a circular orbit at constant speed has a changing velocity (qualitative only) | The student draws the velocity arrow at several points on a circle and states in one sentence why the arrow changes while the speed does not. The June 2025 Paper 1H examiners' report records the same idea in Q6(b)(i): velocity is a vector and the direction was changing. |
| 2.21 | Explain that for motion in a circle there must be a resultant force known as a centripetal force that acts towards the centre of the circle | We practise naming what provides the centripetal force in each context, instead of treating it as a separate force added to a diagram. |
| 2.22 | Explain that inertial mass is a measure of how difficult it is to change the velocity of an object (including from rest) and know that it is defined as the ratio of force over acceleration | The definition is learned in Pearson's own words first, then used to explain why the same force produces different accelerations on different masses. |
| 2.23 | Recall and apply Newton's third law both to equilibrium situations and to collision interactions and relate it to the conservation of momentum in collisions | The plain-type part is the third law applied to equilibrium; the bold words add collision interactions and the link to conservation of momentum. The June 2025 Paper 1H report calls the third-law question in Q8(a)(iii) a “deceptively difficult concept”, so we make the student name each force and the bodies involved. |
| 2.24 | Define momentum, recall and use the equation: momentum (kilogram metre per second, kg m/s) = mass (kilogram, kg) × velocity (metre per second, m/s) | Momentum is printed in bold in Pearson's recall list. It gets its own short retrieval routine at the start of sessions, covered in the equations section below. |
| 2.25 | Describe examples of momentum in collisions | Collision descriptions are written out in full sentences and checked against the mark scheme's linking points. |
| 2.26 | Use Newton's second law as: force (newton, N) = change in momentum (kilogram metre per second, kg m/s) ÷ time (second, s) | Rearrangement practice. The June 2025 Paper 1H report says Q8(a)(ii) involved an unfamiliar rearrangement, so we rearrange in every variable before calculating. |
| 2.31 | Explain the dangers caused by large decelerations and estimate the forces involved in typical situations on a public road | The plain-type part is the explanation of danger; the bold words add the estimate of the forces. We train the estimating step with stated assumptions, since that is the part Pearson marks as Higher-only. |
Mechanics and momentum, taught at Higher tier
Our expert Edexcel GCSE physics tutors teach Topic 2's Higher-only statements with timed Paper 1H questions, so a student practises the momentum and circular-motion explanations in the form the paper asks for them. Book a Free ConsultationMessage us on WhatsApp
| Statement | Pearson's wording (Higher-only words in bold) | What our sessions do with it |
|---|---|---|
| 3.12 | Explain how efficiency can be increased | Short explanation answers tied to a named device, with the reduction in wasted energy stated explicitly. |
| 4.8P | Calculate depth or distance from time and wave velocity | Echo and sonar calculations, including the step in which the wave's path is double the distance to the object. |
| 4.10 | Explain how waves will be refracted at a boundary in terms of the change of direction and speed | The plain-type part is direction; Higher adds speed. We write refraction explanations that use both ideas in the same sentence. |
| 4.11 | Recall that different substances may absorb, transmit, refract or reflect waves in ways that vary with wavelength | Retrieval of one worked example per behaviour. |
| 4.12P | Describe the processes which convert wave disturbances between sound waves and vibrations in solids, and a explain why such processes only work over a limited frequency range b use this to explain the way the human ear works | The ear is taught as a chain of conversions, with the limited frequency range stated at the end. |
| 4.13P | Recall that sound with frequencies greater than 20 000 hertz, Hz, is known as ultrasound | Retrieval, learned together with the infrasound threshold in the next row. |
| 4.14P | Recall that sound with frequencies less than 20 hertz, Hz, is known as infrasound | The thresholds are learned as a pair so they cannot be swapped. The June 2025 Paper 1H report, on Q1(c) about infrasound, gives 1 mark to a response that referred to frequency but was really talking about ultrasound. |
| 4.15P | Explain uses of ultrasound and infrasound, including a sonar b foetal scanning c exploration of the Earth's core | One explanation per use, each naming what is sent, what returns and what is inferred. |
| 5.13 | Recall that different substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary with wavelength | Same routine as 4.11, applied to the electromagnetic spectrum. |
| 5.14 | Explain the effects of differences in the velocities of electromagnetic waves in different substances | Linked to the refraction explanation in 4.10 so the student sees a single idea. |
| 5.16P | Explain that for a body to be at a constant temperature it needs to radiate the same average power that it absorbs | 5.16P, 5.17P and 5.18P are taught together so the logic of radiated power against absorbed power carries across. |
| 5.17P | Explain what happens to a body if the average power it radiates is less or more than the average power that it absorbs | Both directions are written out, because a half-answer loses the second mark. |
| 5.18P | Explain how the temperature of the Earth is affected by factors controlling the balance between incoming radiation and radiation emitted | Applied to a named factor each time, rather than a general statement about the atmosphere. |
| 5.23 | Recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits | Retrieval, with the word “induce” used deliberately, since the June 2025 Paper 2H report on transformers (13.5) is explicit about "induces". |
The specification's Paper 2 list begins Topic 1 – Key concepts of physics and continues from Topic 8 – Energy – Forces doing work. The Higher-only statements on this paper sit in the topics below. Topic 12 (the force on a conductor, 12.14P) and Topic 13 (induction, its reverse) depend on one another, so for a student heading for grades 7 to 9 we schedule them early.
| Statement | Pearson's wording (Higher-only words in bold) | What our sessions do with it |
|---|---|---|
| 9.3 | Use vector diagrams to illustrate resolution of forces, a net force, and equilibrium situations (scale drawings only) | Scale drawings on squared paper with the scale written on the diagram. The June 2025 Paper 2H report describes valid methods for a resultant: a scale diagram, or Pythagoras' theorem where the forces form a right-angled triangle. |
| 9.4 | Draw and use free body force diagrams | The same report says force vectors must have a size as well as a direction, so every arrow is labelled with its size and the arrows are drawn through the centre of the object. |
| 9.5 | Explain examples of the forces acting on an isolated solid object or a system where several forces lead to a resultant force on an object and the special case of balanced forces when the resultant force is zero | Explanations that name each force, its direction and which one is larger. |
| 10.25 | Explain ways of reducing unwanted energy transfer through low resistance wires | Linked back to the power equations the student already recalls, so the explanation uses them. |
| 12.10 | Recall that a current carrying conductor placed near a magnet experiences a force and that an equal and opposite force acts on the magnet | Retrieval, paired with Newton's third law from 2.23 so the equal-and-opposite pair is one idea. |
| 12.11 | Explain that magnetic forces are due to interactions between magnetic fields | Explained with field-line sketches, not words alone. |
| 12.12 | Recall and use Fleming's left-hand rule to represent the relative directions of the force, the current and the magnetic field for cases where they are mutually perpendicular | Daily hand-rule drills on rotated diagrams, because exam diagrams are rarely drawn the way the textbook version is. |
| 12.13 | Use the equation: force on a conductor at right angles to a magnetic field carrying a current (newton, N) = magnetic flux density (tesla, T or newton per ampere metre, N/A m) × current (ampere, A) × length (metre, m) | On the formulae sheet; the skill is selecting it and rearranging it. See the equations section. |
| 12.14P | Explain how the force on a conductor in a magnetic field is used to cause rotation in electric motors | The June 2025 Paper 2H report says the purpose of a commutator in a d.c. electric motor was poorly explained: candidates showed switching every half revolution but did not say it keeps the motor turning. Our model answer states both parts. |
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| Statement | Pearson's wording (Higher-only words in bold) | What our sessions do with it |
|---|---|---|
| 13.1P | Explain how to produce an electric current by the relative movement of a magnet and a conductor a on a small scale in the laboratory b in the large-scale generation of electrical energy | Both scales are explained with the same ingredients: a magnet, a conductor and relative movement. |
| 13.2 | Recall the factors that affect the size and direction of an induced potential difference, and describe how the magnetic field produced opposes the original change | Factors are learned as a short list; the opposing field is added as a separate sentence. |
| 13.3P | Explain how electromagnetic induction is used in alternators to generate current which alternates in direction (a.c.) and in dynamos to generate direct current (d.c.) | A contrast table the student builds, since the June 2025 Paper 2H report says many candidates described a d.c. motor commutator as if it were in a dynamo or d.c. generator. |
| 13.4P | Explain the action of the microphone in converting the pressure variations in sound waves into variations in current in electrical circuits, and the reverse effect as used in loudspeakers and headphones | Written as a numbered sequence in each direction. |
| 13.5 | Explain how an alternating current in one circuit can induce a current in another circuit in a transformer | The June 2025 Paper 2H report says marks were usually lost by not stating that the magnetic field in the core was changing, and that examiners would not accept “produces” where “induces” is the correct word. We practise the chain of links: alternating current in the primary coil, changing field in the iron core, induced alternating potential difference in the secondary coil. |
| 13.6 | Recall that a transformer can change the size of an alternating voltage | Retrieval, with the step-up and step-down cases separated. |
| 13.7P | Use the turns ratio equation for transformers to calculate either the missing voltage or the missing number of turns | The same report says examiners saw many examples of confident substitution into and rearrangement of the transformer equation. We keep that fluency and add the explanation marks. |
| 13.11P | Explain the advantages of power transmission in high-voltage cables, using the equations in 10.29, 10.31, 13.7P and 13.10 | The explanation is built from the energy-transfer equations, not from a memorised sentence. |
| 14.20P | Explain why doing work on a gas can increase its temperature, including a bicycle pump | One explanation using work done, energy transferred and particle motion. |
| 15.13P | Explain why the pressure in liquids varies with density and depth | Paired with 15.14P so the explanation and the calculation come from the same idea. |
| 15.14P | Use the equation to calculate the magnitude of the pressure in liquids and calculate the differences in pressure at different depths in a liquid | Calculated for pairs of depths, since the statement asks for differences. |
| 15.15P | Explain why an object in a fluid is subject to an upwards force (upthrust) and relate this to examples including objects that are fully immersed in a fluid (liquid or gas) or partially immersed in a liquid | Both immersion cases, with the apparent loss of weight on a force meter explained as upthrust. |
| 15.16P | Recall that the upthrust is equal to the weight of fluid displaced | The June 2025 Paper 2H report says candidates often described upthrust but rarely linked it to the block displacing liquid, so this sentence is learned verbatim and used in every upthrust answer. |
| 15.17P | Explain how the factors (upthrust, weight, density of fluid) influence whether an object will float or sink | Floating and sinking are decided by comparing upthrust with weight; density is brought in last. |
Each topic in the specification ends with a “Use of mathematics” list of bullets, and a few of those bullets are printed in bold. They matter because they are the skills a student needs for the bold statements above, and because they can be examined as a calculation or a graph question without a topic name attached to them. Pearson's bold Use-of-mathematics bullets are these:
| Topic | Bold bullet in Pearson's “Use of mathematics” list | What our sessions do with it |
|---|---|---|
| Topic 2 | Interpret enclosed areas in velocity-time graphs (4a, 4b, 4c, 4d, 4f). | Areas under velocity-time graphs counted as rectangles and triangles, with the unit of the answer checked first. |
| Topic 6 | Calculate the net decline, expressed as a ratio, in a radioactive emission after a given number of half-lives (1c, 3d). | Half-life declines written in ratio form, as the bullet asks. |
| Topic 9 | Use vector diagrams to illustrate resolution of forces, a net force, and equilibrium situations (scale drawings only) (4a, 5a, 5b). | The scale-drawing practice described under 9.3. |
| Topic 13 | Apply the equations linking the p.d.s and numbers of turns in the two coils of a transformer, to the currents and the power transfer involved, and relate these to the advantages of power transmission at high voltages (1c, 3b, 3c). | One worked sequence running from turns ratio to current to power transfer, so 13.7P and 13.11P are practised together. |
| Topic 15 | Calculate the differences in pressure at different depths in a liquid (1c, 3c). | The differences calculation from 15.14P, repeated until the subtraction step is automatic. |
On the level of mathematics, the specification's Appendix 1 states: “The minimum level of mathematics in the higher tier examination papers will be equivalent to foundation tier GCSE in Mathematics.” For a student whose maths is still settling, we pair physics sessions with the maths the bold bullets need, such as rearranging, ratios and graph areas. Our Higher Edexcel GCSE Maths tutors cover the mathematics itself.
Targeted Higher-tier physics tuition
Our expert Edexcel GCSE physics tutors work through the Higher-only statements above with students sitting Pearson's Higher papers, starting with the ones where a student's mock answers lose marks. Book a Free ConsultationMessage us on WhatsApp
Pearson prints its physics equations in lists in Appendix 2 and states that “Equations required for higher tier only are shown in bold text.” We do not re-list either full list here; they are on our Edexcel GCSE Physics (1PH0) overview. What matters for a Higher student is which of the Higher-only equations sit in which list.
In the recall list (list a). Pearson's heading for this list is “Students should be able to recall and apply all the following equations”, and it adds that students “may be asked to recall, recall and apply, or only apply these equations”. Momentum (2.24) is printed in bold in this list:
momentum = mass × velocity (p = m × v)
Pearson's note for the list also says that if students are required only to apply an equation from this section, the equation will be given in the question. We still treat momentum as a recall item, because the heading says it may be asked.
On the formulae sheet (list b). Pearson's heading for the second list is “Students should be able to select and apply the following equations”, and the specification states that these equations “will be given in a formulae sheet at the end of the exam papers.” Printed in bold in this list:
What this changes in our teaching: for every list b equation we test selection as well as substitution. A question seldom names the equation, so the student first says which quantity is being asked for and which equation links the quantities given; only then do they substitute. For momentum we test recall cold at the start of a session. The June 2025 Paper 1H report supports both habits: Q8(a) required the equations for momentum and for force involving rate of change of momentum, and part (ii) involved an unfamiliar rearrangement. Its Paper Summary advises students to write down the equation they are using and show each step. The June 2025 Paper 2H report adds that students should be able to round results to an appropriate number of significant figures and handle powers of ten, so we mark those skills separately in our feedback.
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Pearson publishes examiners' reports on its papers. The June 2025 reports for 1PH0/1H and 1PH0/2H are the ones we use, and everything in this section is attributed to them. We use them as a source of drill topics, not as a forecast.
Paper 1H. The report's introduction says that one of the six-mark questions tested radioactive decay, with the focus on alpha decay and gamma decay, and that in the other six-mark question candidates had to discuss the evidence supporting the Big Bang theory. It says candidates did particularly well on questions asking for calculations using equations. The momentum question (Q8) is where the Higher-only content shows clearly: part (b) was a three-mark question that would link the equation for momentum with the conservation of momentum and the observation that more mass is moving after the collision. We build that chain of links into our collision answers, starting from 2.23 and 2.25 in the table above. Its Paper Summary also advises students to recognise SI prefixes.
Paper 2H. The report calls it the eighth year of examining the specification and says the paper gave ample opportunity at grades 4 to 9, particularly in electricity, electromagnetism and forces. Its summary also records less confidence in the application of Archimedes' principle and in the difference between the moment of a force and the work done by a force, both of which can be calculated from force × distance. It says Q09(a), which required several calculation steps, was targeted at the higher grades. Our response is concrete:
These are the places where a Higher candidate who understands the physics can still lose marks, which is why our feedback sheets separate “did not know it” from “knew it but did not write it the way the mark scheme rewards”.
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Pearson publishes grade boundaries for each series, and defines one in its own documents as “the minimum mark at which a numbered grade (between 9 and 1) can be achieved.” The boundaries are for the overall qualification, in raw marks, out of 200 (Paper 1 and Paper 2 together). The table gives the Higher-tier row of the board's own documents for the three June series in our table. Grades 9 to 3 are the columns because those are the grades printed for this tier. The sources are Pearson's grade-boundary documents: the June 2024 boundary document, the June 2025 boundary document and the boundary document for the final row of the table. The specification words the exam window as “May/June in any single year”, and the three June series here are the board's May/June series.
| Series (1PH0 Higher) | Max | Grade 9 | Grade 8 | Grade 7 | Grade 6 | Grade 5 | Grade 4 | Grade 3 |
|---|---|---|---|---|---|---|---|---|
| June 2024 | 200 | 161 | 146 | 131 | 109 | 87 | 66 | 55 |
| June 2025 | 200 | 161 | 145 | 130 | 110 | 90 | 71 | 61 |
| June 2026 | 200 | 163 | 148 | 134 | 113 | 92 | 71 | 60 |
As a share of the 200 marks, the grade 4 boundary is 33.0% in the June 2024 row (66 ÷ 200) and 35.5% in the June 2025 row and the final row (71 ÷ 200). The grade 9 boundary is 80.5% in the June 2024 and June 2025 rows (161 ÷ 200) and 81.5% in the final row (163 ÷ 200). The grade 3 boundary is 27.5%, 30.5% and 30.0% (55, 61 and 60 ÷ 200).
What the table shows. Across the series in the table the grade 4 boundary spans 5 marks (66 to 71, a difference of 71 − 66), the grade 5 boundary also spans 5 marks (87 to 92), the grade 6 and grade 7 boundaries each span 4 marks (109 to 113, and 130 to 134), the grade 8 boundary spans 3 marks (145 to 148), and the grade 9 boundary spans 2 marks (161 to 163). The grade 3 boundary spans 6 marks (55 to 61), the widest spread in the table. The distance from the grade 4 boundary up to the grade 9 boundary is 95 marks for June 2024 (161 − 66), 90 for June 2025 (161 − 71) and 92 in the final row (163 − 71).
What this changes in our programme. We never give a student a single target mark. Because the grade 4 boundary has moved by 5 marks between series, we set targets as a band: a grade 4 target is read as 66 to 71 of 200, and a grade 9 target as 161 to 163. A mock paper score is converted to a position inside or outside the band, and where the mock sits inside the band is what we plan against. The table is a record of what the board has published, not a forecast of any later series. If a student sits at the bottom of the band on a full Higher mock, the sessions go to the Higher-only statements first, because those are the marks the board has marked as specific to this tier.
Pearson also publishes a grade 3 boundary for this tier, which brings us to the safety net.
Plan against the boundary band
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The specification says of the Higher papers: “The higher tier paper will target grades 4–9.” Its awarding section gives the rule for a candidate who falls short: “for higher tier, grades 4–9 are available, however if the mark achieved is a smaller number of marks below the 4/3 grade boundary, then a grade 3 may be awarded.” In the boundary table the grade 3 boundary sits 11, 10 and 11 marks below the grade 4 boundary in each row (66 − 55, 71 − 61 and 71 − 60).
Points from the specification itself change how we advise families:
Families who are still deciding between tiers can read the other tier's page, Foundation Edexcel GCSE Physics tutors, which sets out that tier's own content and boundaries. We keep these pages separate on purpose: the Foundation and Higher papers are different papers, and their boundaries are not read against one another.
For students who continue, the same specification family carries on into sixth form with our Edexcel A-level Physics tutoring, and the same Higher-only approach is used on the other sciences in our Higher Edexcel GCSE Chemistry tutors and Higher Edexcel GCSE Biology tutors pages. Our general GCSE physics tutors page describes how the sessions run, whichever tier the school enters. The wider GCSE and A-level subject tutoring hub lists every board and tier we cover. The official sources for everything quoted on this page are Pearson's GCSE (9–1) Physics specification and the examiners' reports for Paper 1H and Paper 2H.
Pearson prints Higher-only statements in bold in Topics 2, 3, 4 and 5, which are examined on Paper 1, and in Topics 9, 10, 12, 13, 14 and 15, which are examined on Paper 2. It also prints bold bullets in the Use of mathematics lists for Topics 2, 6, 9, 13 and 15. Examples are 2.24 on momentum, 12.12 on Fleming's left-hand rule, 13.7P on the transformer turns ratio and 15.16P on upthrust. A P after a statement number marks content found only in the GCSE in Physics; it is not the tier marker.
Momentum = mass × velocity (specification reference 2.24) is printed in bold in Pearson's recall list, whose heading says students may be asked to recall, recall and apply, or only apply these equations. Newton's second law as rate of change of momentum (2.26), force on a conductor F = B × I × l (12.13), the transformer turns ratio (13.7P) and pressure in a liquid column P = h × ρ × g (15.14P) are in the select-and-apply list, which the specification says is given in a formulae sheet at the end of the exam papers.
Pearson's specification says grades 4–9 are available at Higher tier, but if the mark achieved is a smaller number of marks below the 4/3 grade boundary, a grade 3 may be awarded. Pearson's own Higher-tier grade 3 boundary was 55 marks out of 200 in June 2024, 61 in June 2025 and 60 in June 2026, which is 27.5%, 30.5% and 30.0% of the total. The grade 4 boundary sat 11, 10 and 11 marks above it in those series.
Out of 200 marks across Paper 1 and Paper 2, Pearson's Higher-tier grade 4 boundary was 66 in June 2024, 71 in June 2025 and 71 in June 2026, which is 33.0% and then 35.5% of the total. The grade 9 boundary was 161, 161 and 163 over the same series, which is 80.5% and then 81.5%. Pearson publishes boundaries after each series, so these figures are a record of what the board published, not a forecast of the next series.
No. Pearson's specification states that students must complete all assessments for this qualification in the same tier. The Higher papers are 1PH0/1H and 1PH0/2H, each out of 100 marks and each 50% of the qualification, so the tier is a single decision covering both. The specification also says the qualification is graded on the total subject mark, with individual papers not graded.
Pearson's specification states that 27 marks of each paper are overlap questions that appear in both the foundation and higher tier papers. Each paper is out of 100 marks and lasts 1 hour and 45 minutes. The same statement appears under both Paper 1 and Paper 2 in the specification, so a Higher student's revision of shared content is still examined, and the bold Higher-only statements are the additional ones to learn.
On Paper 1H the report says candidates did particularly well on calculation questions, and Q8 on momentum asked for the momentum equation, the rate-of-change-of-momentum equation and conservation of momentum. On Paper 2H it says the paper gave ample opportunity at grades 4 to 9, that the purpose of a d.c. motor commutator was poorly explained, and that marks on the transformer question were lost by not stating that the field in the core was changing.
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