Cambridge IGCSE Physics (9–1) (0972) helps students explain the physical world through models, laws, measurements and experiments. The 2026–2028 syllabus covers motion, forces, energy, thermal physics, waves, electricity, magnetism, nuclear physics and space physics. It develops the ability to use equations, interpret diagrams and graphs, solve numerical problems and evaluate practical investigations.
The important decision is to understand Core and Extended content, the paper combination needed for grades 5–1 or 9–1, and whether the candidate will take a hands-on Practical Test or Alternative to Practical paper. Physics is not a subject in which memorising equations alone guarantees success. A student may know \(v=s/t\) but use the wrong distance or time. Another may quote a law but fail to explain what it predicts in a particular situation. Strong preparation connects physical models, quantities, units, calculation, evidence and explanation.
Quick student reference – Qualification: Cambridge IGCSE Physics (9–1), code 0972, 2026–2028 syllabus. – Grading: 9–1; Cambridge states the syllabus is otherwise the same as Physics 0625. – Core route: Paper 1 Multiple Choice (Core), 45 minutes, 40 marks; Paper 3 Theory (Core), 1 hour 15 minutes, 80 marks; and either Paper 5 Practical or Paper 6 Alternative to Practical. – Extended route: Paper 2 Multiple Choice (Extended), 45 minutes, 40 marks; Paper 4 Theory (Extended), 1 hour 15 minutes, 80 marks; and either Paper 5 Practical or Paper 6 Alternative to Practical. – Practical choice: Paper 5 is hands-on; Paper 6 assesses practical skills through written tasks. Candidates take one, not both. – Tier outcome: Core candidates are eligible for grades 5–1; Extended candidates are eligible for grades 9–1. – Availability: limited; Cambridge lists administrative zone 3 and centres in Oman and the UAE. Confirm centre entry. – Core skills: knowledge, use of models, calculations, graphs, experimental design, measurement and evaluation.
Confirm the exact code and examination year
The qualification discussed here is Cambridge IGCSE Physics (9–1) 0972. Cambridge states that 0972 is graded from 9 to 1 but is otherwise the same as Cambridge IGCSE Physics 0625. The distinction is important for grading and availability.
The relevant 2026–2028 syllabus PDF provides the subject content and examination structure. The syllabus year refers to the year the student takes the examination.
Cambridge limits 0972 to administrative zone 3 and centres in Oman and the UAE. Schools should confirm the exact entry route before advising a student to register. A student outside the permitted arrangements should ask whether Physics 0625 is the appropriate alternative.
Physics 0972 and Physics 0625
The two Physics codes share the subject content and assessment structure described by Cambridge, but the grading scales differ.
0972 awards numbered grades from 9 to 1. 0625 uses the **A*–G** scale.
These grades should not be converted informally without reference to the receiving institution’s rules. Schools, colleges and universities decide which qualifications and grades they accept.
Students can use many 0625 explanations and practice resources to learn common Physics principles, but exact paper practice should match the code, examination year, administrative zone and Core or Extended entry.
What Physics asks students to understand
Physics studies matter, energy, forces and the interactions that explain natural and technological systems. Students learn to describe motion, explain changes in motion, understand energy transfers, study waves and circuits, and use physical models to make predictions.
The syllabus includes physical quantities and measurement, motion, mass and weight, density, forces, momentum where specified, energy, work and power, pressure, thermal physics, wave properties, light, sound, electricity, magnetism, electromagnetism, atomic structure, radioactivity and space physics.
These areas are connected. An electrical circuit involves energy transfer, current, potential difference and resistance. A moving object involves distance, time, speed, acceleration and force. A wave transports energy while the particles of the medium may oscillate around fixed positions.
Strong Physics learning asks: What system is being studied? Which quantities matter? Which model applies? What does the evidence show?
Core and Extended: two entry routes
Candidates who have studied the Core content, or who are expected to achieve grade 3 or below, take Paper 1, Paper 3 and either Paper 5 or Paper 6. They are eligible for grades 5 to 1.
Candidates who have studied the Extended content, which includes Core and Supplement, and who are expected to achieve grade 4 or above take Paper 2, Paper 4 and either Paper 5 or Paper 6. They are eligible for grades 9 to 1.
The Extended syllabus includes all Core material and additional Supplement content. It is not a completely separate course.
The entry decision should reflect the material taught and the student’s demonstrated ability to apply it. Do not choose an entry simply because a student wants the highest grade. The best route is the one for which the candidate has been properly prepared.
Paper 1 and Paper 2: multiple choice
Both papers contain 40 compulsory multiple-choice questions and last 45 minutes.
Paper 1 assesses Core material. Paper 2 assesses Core and Supplement material. Questions can involve definitions, diagrams, calculations, experimental scenarios and applications.
Read the units and quantities carefully. A familiar formula can lead to a wrong option if the student confuses mass with weight, speed with velocity or energy with power.
Use elimination only after identifying what the question asks. A plausible statement about the topic may still be wrong under the particular conditions given.
After practice, explain why the correct option fits the physical model and why the distractors do not.
Paper 3 and Paper 4: theory
Paper 3 is the Core Theory paper. Paper 4 is the Extended Theory paper. Both last 1 hour 15 minutes and contain compulsory short-answer and structured questions.
Candidates may need to describe a phenomenon, explain a physical relationship, calculate a quantity, interpret a graph or apply a model to an unfamiliar situation.
Command words are important. “State” usually requests a concise fact. “Describe” asks for what happens or what is observed. “Explain” requires a reason or physical mechanism. “Calculate” requires the correct equation, substitution, arithmetic and unit.
A candidate should show working, not just write a final number. A correct method may earn credit even if there is an arithmetic slip, and clearly shown steps make errors easier to locate and repair.
Use equations with meaning
An equation should represent a physical relationship, not just a string to memorise.
For each equation, learn: – what every symbol represents; – the units of each quantity; – when the equation applies; – what assumptions or conditions are relevant; – how the result should be interpreted.
For example, speed is distance divided by time. If the question asks for average speed over a complete journey, use the total distance and total time rather than taking an arbitrary instantaneous value.
Check that the units match the quantity requested. A speed in metres per second is not the same numerical unit as kilometres per hour.
Physical quantities and measurement
Students need to understand common physical quantities, SI units and measurement methods. These include length, time, mass, temperature, current and derived quantities such as speed, density and force.
A measurement should include an appropriate unit and precision. Using a ruler with millimetre divisions does not justify claiming unlimited decimal places.
Understand the difference between accuracy, precision, resolution and repeatability. A set of repeated readings may be close together but still systematically wrong if the instrument is miscalibrated.
Practise reading scales, recording results and identifying sources of uncertainty in simple experiments.
Topic: motion
Motion is described using distance, displacement, speed, velocity and acceleration, according to the syllabus requirements.
A distance-time graph shows how distance changes with time. Its gradient represents speed when the graph and conditions are appropriate. A speed-time graph shows how speed changes; its gradient represents acceleration, and the area under the graph can represent distance travelled in the relevant context.
Do not confuse a steep graph with a high value on every graph. The meaning of the gradient depends on the axes.
A candidate should read the axis labels, units and scale before interpreting any line. Practise describing sections of a graph separately, identifying rest, uniform motion and changes in speed.
Acceleration and force
Acceleration describes the rate of change of velocity. A change in speed, direction or both can mean an acceleration.
Newton’s laws explain the relationship between resultant force, mass and acceleration. Students should understand that forces are vectors and that the resultant force determines the change in motion.
A common mistake is to state that an object must have a force acting on it to keep moving at constant velocity. In the absence of a resultant force, an object can continue in uniform motion.
When answering force questions, draw a force diagram where useful, identify the resultant and explain how it affects motion.
Mass, weight and density
Mass is a measure of the amount of matter or inertia of an object; weight is the gravitational force acting on it. They are not interchangeable.
Density is mass per unit volume. Students should understand the equation, units and methods of measuring regular and irregular objects where relevant.
A frequent error is to use mass in a formula that requires weight, or to forget that volume may need unit conversion.
For an irregular solid, displacement can be used to determine volume where appropriate. Record the initial and final liquid readings carefully and consider the instrument’s resolution.
Momentum and collisions
Momentum depends on mass and velocity. Students should understand the relevant relationship and how momentum changes when forces act over time, within the required syllabus content.
A collision problem often involves before-and-after motion. Identify each object’s direction and sign convention, then apply the conservation principle where the system and conditions justify it.
Do not add speed values without regard to direction. Momentum is a vector quantity, so signs matter.
A clear diagram showing direction before and after a collision can prevent errors and make the calculation easier to check.
Work, energy and power
Work is done when a force causes displacement in the direction of the force. Energy is transferred or transformed, and power is the rate of energy transfer or work done.
Students should distinguish energy from power. A device with greater power transfers energy more quickly; it does not necessarily use more energy over every possible period.
Learn the relevant energy stores and pathways, and understand the principle of conservation of energy. In real systems, some energy is dissipated to the surroundings, often by heating or sound.
When calculating, identify whether the question concerns work, energy, power or efficiency. These are related but distinct quantities.
Pressure and moments
Pressure relates force to area. The same force acting over a smaller area produces greater pressure under the relevant conditions.
Students should also understand pressure in liquids and gases, including how pressure changes with depth where specified.
Moments describe the turning effect of a force about a pivot. A longer perpendicular distance can produce a greater moment for the same force.
For equilibrium questions, identify the pivot, perpendicular distances and clockwise and anticlockwise effects. Do not use a slanted length where the equation requires perpendicular distance.
Thermal physics
Thermal physics includes temperature, internal energy, thermal expansion, transfer of thermal energy and changes of state.
Students should distinguish temperature from thermal energy. Temperature relates to the average kinetic energy of particles in the relevant model; internal energy includes the energy associated with particles in a substance.
Heating can increase temperature or cause a change of state. During a change of state, energy may be transferred while temperature remains constant because the energy changes the arrangement or separation of particles.
Conduction, convection and radiation should be distinguished and applied to real situations.
Conduction, convection and radiation
Conduction transfers thermal energy through a material without bulk movement of the material. Convection involves movement within a fluid due to density differences. Radiation transfers energy by electromagnetic waves and does not require a medium.
A strong answer describes the mechanism, not just the name. In convection, for example, a region of fluid may expand when heated, become less dense and rise, while cooler fluid moves to replace it.
Students should apply the mechanisms to insulation, building design and everyday devices where relevant.
Waves: transfer of energy
A wave transfers energy from one place to another. Students should understand the key properties: amplitude, wavelength, frequency, period and wave speed.
The relationship between wave speed, frequency and wavelength is a common calculation. Identify the given quantities and convert units consistently before substituting.
Transverse and longitudinal waves differ in the direction of oscillation relative to the direction of energy transfer. Drawings should represent this relationship clearly.
Do not confuse the movement of the wave with the movement of particles in the medium.
Sound and light
Sound is a longitudinal wave that requires a medium. Light is an electromagnetic wave and can travel through a vacuum.
Students should understand reflection and refraction, the behaviour of light at boundaries and the formation of images where specified.
A ray diagram should use clear lines and correct angles. The angle of incidence and angle of reflection are measured from the normal, not from the surface.
For sound questions, distinguish frequency from loudness and identify the role of the medium and the source’s vibration.
Electricity: charge, current and potential difference
Students study electric charge, current, potential difference and resistance, and how these quantities relate in circuits.
Current is the rate of flow of charge. Potential difference represents energy transferred per unit charge. Resistance relates potential difference to current under the conditions of the relevant component.
Students should know how to connect ammeters and voltmeters correctly. An ammeter is placed in series; a voltmeter is connected in parallel across a component.
A common mistake is to assume that current is used up as it passes through a component. Instead, energy is transferred while charge continues around the circuit.
Series and parallel circuits
In a series circuit, components share a single path, and current is the same through each component in the ideal circuit. The supply potential difference is shared across components.
In a parallel circuit, branches provide separate paths. The potential difference across each branch is the same as the supply, while current divides between branches and recombines.
Students should practise drawing circuit symbols and predicting how a change in one branch affects the circuit under the stated conditions.
Do not apply a series rule to a parallel circuit or vice versa. Identify the topology before calculating.
Magnetism and electromagnetism
Students study magnetic fields, permanent magnets, electromagnets and the relationship between current and magnetic effects.
A magnetic field can be represented by field lines, with direction conventionally shown from north to south outside a magnet. Field-line diagrams should indicate relative strength through spacing and direction.
Electromagnetism connects electricity and magnetism. Students should understand how current can produce a magnetic field and how changing magnetic conditions can induce an electromotive force under the syllabus conditions.
Use the right-hand or left-hand rules only as taught for the particular situation. Identify which physical direction is being determined before applying the rule.
Electromagnetic induction and transformers
Electromagnetic induction occurs when the magnetic field linking a conductor or coil changes, inducing an electromotive force.
The size and direction of the induced effect depend on how the magnetic flux linkage changes. Students should understand the factors that increase the induced effect, such as faster relative movement or more turns in a coil, where relevant.
Transformers use electromagnetic induction to change alternating potential difference. Candidates should understand the relationship between primary and secondary turns and voltages for an ideal transformer.
A common mistake is to assume a transformer works with steady direct current in the same way as alternating current. The changing magnetic field is essential.
Atomic physics and radioactivity
Students learn about atomic structure, isotopes, unstable nuclei and radioactive emissions.
Alpha, beta and gamma radiation have different properties, including ionising ability and penetration. Learn the relevant characteristics and how shielding can reduce exposure.
A strong answer distinguishes the radiation emitted from the changes in the nucleus and the resulting daughter nucleus where required.
Do not describe radioactivity as caused by an atom becoming hot or chemically reacting. It is a nuclear process.
Half-life and safety
Half-life is the time taken for the activity or number of undecayed nuclei in a sample to fall to half its value, under the definition and context being used.
Students should understand exponential decrease and interpret decay graphs or tables. A common mistake is to subtract the same fixed number each half-life rather than halve the remaining quantity.
Radiation safety involves reducing exposure time, increasing distance and using suitable shielding. Use the correct method for the type of radiation and source.
Space physics
The 2026–2028 Physics syllabus includes space physics. Students should use the current syllabus rather than rely on an older topic list that may omit this content.
The topic connects gravitational ideas and the large-scale structure and development of the Universe. Candidates should learn the specific content and explanatory models in the syllabus and distinguish observations from interpretations.
A useful study habit is to connect the observation, the model used to explain it and the conclusion that can reasonably be drawn. Avoid claims that go beyond the evidence described in the course.
Practical work and experimental skills
Practical skills are part of Physics, not a separate optional hobby. Students should learn how to use apparatus, take measurements, record results, draw graphs and evaluate methods.
Experiments may investigate relationships between force and extension, current and potential difference, temperature and time, or other syllabus-based phenomena.
Follow the method and safety instructions. Use a suitable range of readings, repeat measurements where appropriate and avoid recording invented values to make a graph appear neat.
Paper 5: hands-on Practical Test
Paper 5 requires the candidate to carry out practical tasks. The student may need to set up apparatus, measure quantities, follow a procedure and record observations or readings.
Accuracy and method matter. Read measuring instruments at the correct scale, record units and use a consistent number of decimal places in a table.
In an experiment involving timing, reduce reaction-time error where possible through repeated measurements or suitable method design. In electrical work, check connections before switching on a circuit.
Always follow the invigilator’s instructions. Do not attempt unsupervised electrical, heating or other potentially hazardous experiments at home.
Paper 6: Alternative to Practical
Paper 6 tests practical skills through written questions. Candidates may have to identify apparatus, complete a results table, plot a graph, interpret a pattern, evaluate an experiment or suggest a method improvement.
The candidate should understand the purpose of the experiment and how the apparatus supports measurement.
A vague evaluation such as “use better equipment” is not a complete improvement. State what equipment or method should change and explain how it improves resolution, reduces error or makes the comparison fairer.
Practise from unfamiliar experimental descriptions so students learn to reason from the method rather than memorise one experiment.
Graph skills and gradients
Physics graphs often represent relationships between measurable quantities. Students should label axes with units, choose sensible scales, plot points accurately and draw a suitable line or curve.
The gradient may represent a physical quantity such as speed, acceleration or resistance, depending on the axes.
Before calculating the gradient, state what the vertical and horizontal axes represent. Select two well-separated points on the best-fit line rather than using two noisy data points without thought.
A correct gradient must include an appropriate unit and interpretation. A numerical value alone does not explain what the graph reveals.
Common Physics mistakes and repairs
- Wrong equation: choosing a formula from a memorised list without identifying the quantities. Repair by defining symbols first.
- Unit error: mixing centimetres and metres, or minutes and seconds. Repair through explicit conversion.
- Scalar/vector confusion: ignoring direction for velocity, force or momentum. Repair with arrows and signs.
- Graph misreading: confusing gradient with height. Repair by reading axes and the relationship represented.
- Circuit misconception: assuming current is used up. Repair by tracing the complete circuit and energy transfer.
- Thermal confusion: mixing temperature with internal energy. Repair through particle explanations.
- Radiation confusion: mixing nuclear and chemical changes. Repair with nuclear notation and radiation properties.
- Practical evaluation: suggesting vague improvements. Repair by identifying a specific source of error and a feasible change.
- Core/Extended mismatch: practising content beyond the taught route without understanding entry implications. Repair by confirming the tier.
Repair, stabilise and extend
Repair starts with measurement, units, core definitions, simple equations and the ability to interpret one graph at a time.
Stabilisation supports students who can solve familiar examples but struggle when a problem combines several topics or changes its context. Mix calculations, diagrams and explanation questions.
Extension develops Supplement content, multi-step calculations, precise use of models and independent practical evaluation.
A student may be confident in electricity but weak in mechanics, or accurate in calculations but unsure how to design an experiment. Diagnose those gaps independently.
A four-session weekly routine
Session 1 – Concepts and diagrams: explain one physical model and draw a clear representation from memory.
Session 2 – Calculations: practise formula selection, substitution, units and numerical checking.
Session 3 – Practical and graphs: interpret experimental data, plot a graph and evaluate one feature of the method.
Session 4 – Mixed questions: complete structured questions from different topics and explain the reasoning behind each answer.
Full examination papers should be used periodically, but targeted correction should continue between mocks.
A twelve-week preparation plan
Weeks 1–2: confirm code 0972, zone availability, exam year and Core or Extended route. Diagnose mathematics, units, graphs and practical skills.
Weeks 3–5: consolidate motion, forces, energy, pressure and thermal physics. Practise equations and graph interpretation.
Weeks 6–8: develop waves, electricity, magnetism, nuclear physics and space physics, integrating data and practical questions.
Weeks 9–10: practise the correct multiple-choice, theory and practical assessment option under timed conditions.
Weeks 11–12: repair recurrent calculation and explanation errors, practise mixed questions and confirm examination equipment and centre instructions.
This is an illustrative revision sequence, not an official Cambridge teaching timetable or a guarantee of a particular grade.
Frequently asked questions
Is Physics 0972 the same content as Physics 0625?
Cambridge states that 0972 is graded 9–1 but is otherwise the same as Physics 0625. The grading code and availability differ.
How many papers does a candidate take?
Three: one multiple-choice paper, one theory paper and either Paper 5 Practical or Paper 6 Alternative to Practical.
What is the difference between Core and Extended?
Core candidates take Papers 1 and 3 and are eligible for grades 5–1. Extended candidates take Papers 2 and 4, covering Core plus Supplement content, and are eligible for grades 9–1.
Can a student take both practical options?
No. Candidates take either Paper 5 or Paper 6.
Is a calculator useful?
Candidates should follow the calculator rules in the relevant Cambridge examination instructions. Practise calculations with the permitted calculator and show the necessary working.
Is space physics included?
Yes. The current 2026–2028 syllabus includes space physics. Always use the correct syllabus edition.
Where is Physics 0972 available?
Cambridge lists limited availability, including administrative zone 3 and centres in Oman and the UAE. Check with the examination centre.
Official sources and related learning
Use the Cambridge IGCSE Physics (9–1) 0972 page and the 2026–2028 syllabus PDF. The official page includes the current syllabus and availability information.
For comparison, read How IGCSE Physics Works and the companion How IGCSE Biology (9–1) 0970 Works and How IGCSE Chemistry (9–1) 0971 Works. The A*–G and 9–1 routes share subject content but have different codes and grading routes.
Final student checklist
- I know the code is 0972 and the examination year is 2026–2028.
- I have confirmed that the centre can enter the 9–1 qualification.
- I know whether I am following Core or Extended content.
- I know the correct multiple-choice and theory papers for my route.
- I know whether I am entered for Paper 5 or Paper 6.
- I can choose equations, convert units and show working.
- I can explain motion, forces, energy, thermal physics and waves.
- I understand basic circuits, magnetism, nuclear physics and space physics.
- I can read graphs and explain experimental patterns.
- I can plan and evaluate an investigation using clear variables and measurements.
IGCSE Physics (9–1) works when students connect physical models, equations, measurements, practical evidence and explanation. A successful candidate can identify the system, choose an appropriate relationship, work accurately and explain what the result means.
Official source: Cambridge IGCSE Physics (9–1) (0972). This eduKateSG guide is independent educational commentary, not an official Cambridge publication.
More IGCSE (9–1) Student Guides in This Batch
Explore the companion eduKateSG guides below. Check each subject code, examination year, availability and assessment route before preparing for an entry.