Please check the examination details below before entering your candidate information
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 3 GCE
Mark Scheme (Results)
Monday 8 June 2026
Morning (Time: 2 hours 30 minutes) Paper
reference 9PH0/03
Physics
Summer 2026
Advanced
PAPER 3: General and Practical Principles in Physics
You must have: Total Marks
Scientific calculator and ruler
Data, Formulae and Relationships Booklet (enclosed)
Pearson Edexcel Advanced Physics
Instructions 9PH0/03
•• Use black ink or ball‑point pen.
If pencil is used for diagrams/sketches/graphs it must be dark (HB or B).
• Fill in the boxes at the top of this page with your name,
centre number and candidate number.
•• Answer all questions.
Answer the questions in the spaces provided
– there may be more space than you need.
Information
•• The total mark for this paper is 120.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• structure
In questions marked with an asterisk (*), marks will be awarded for your ability to
your answer logically, showing how the points that you make are related or
follow on from each other where appropriate.
Advice
•• Read each question carefully before you start to answer it.
Try to answer every question.
•• Check your answers if you have time at the end.
You are advised to show your working in calculations including units
where appropriate.
Turn over
P79070APearson Education Ltd.
P:1/1/1/
*P79070A0132*
, Edexcel and BTEC Qualifications
Answer ALL questions in the spaces provided.
1 Two trolleys, A and B, are in contact and at rest on a frictionless surface, as shown. Edexcel and BTEC qualifications are awarded by Pearson, the UK’s
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
largest awarding body. We provide a wide range of qualifications
A B
including academic, vocational, occupational and specific
programmes for employers. For further information visit our
qualifications websites at or .
A spring‑loaded piston in trolley B is released, pushing the trolleys apart, as Alternatively, you can get in touch with us using the details on our
shown below.
contact us page at
v 1.70 m s–1
A B
The speed of trolley B immediately after the spring-loaded piston is released is 1.70 m s–1. Pearson: helping people progress, everywhere
(a) Calculate the energy stored in the spring‑loaded piston before it is released. Pearson aspires to be the world’s leading learning company. Our aim is to help
mass of trolley A = 0.625 kg everyone progress in their lives through education. We believe in every kind of
mass of trolley B = 1.150 kg learning, for all kinds of people, wherever they are in the world. We’ve been
(5) involved in education for over 150 years, and by working across 70 countries, in 100
languages, we have built an international reputation for our commitment to high
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
standards and raising achievement through innovation in education. Find out more
about how we can help you and your students at:
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Energy stored in spring-loaded piston = . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summer 2026
Question Paper Log Number P79070A
Publication Code 9PH0_03_2606_MS
All the material in this publication is
Pearson
2
*P79070A0232*
, General Marking Guidance
(b) State one assumption that must be made in calculating the energy stored in the • All candidates must receive the same treatment. Examiners must mark the first
spring‑loaded piston.
(1) candidate in exactly the same way as they mark the last.
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
• Mark schemes should be applied positively. Candidates must be rewarded for
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
what they have shown they can do rather than penalised for omissions.
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • Examiners should mark according to the mark scheme not according to their
(Total for Question 1 = 6 marks) perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be
used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the mark
scheme. Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles by
which marks will be awarded and exemplification may be limited.
• When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it with
an alternative response.
3
*P79070A0332* Turn over
, Mark scheme notes
2 A student used a sonometer to determine the mass per unit length µ of a guitar string. Underlying principle
The mark scheme will clearly indicate the concept that is being rewarded, backed up by
A sonometer consists of a guitar string fixed at one end of a hollow box and passed over examples. It is not a set of model answers.
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
a pulley at the other end. The length L of the guitar string that can vibrate is determined
by the positions of two movable bridges, as shown. 1. Mark scheme format
L 1.1 You will not see ‘wtte’ (words to that effect). Alternative correct wording should
be credited in every answer unless the MS has specified specific words that
must be present. Such words will be indicated by underlining e.g. ‘resonance’
1.2 Bold lower case will be used for emphasis e.g. ‘and’ when two pieces of
movable bridges
information are needed for 1 mark.
hollow box
1.3 Round brackets ( ) indicate words that are not essential e.g. “(hence) distance is
mass holder increased”.
1.4 Square brackets [ ] indicate advice to examiners or examples e.g. [Do not
accept gravity] [ecf].
The table shows values of µ for three different guitar strings, X, Y and Z.
2. Unit error penalties
2.1 A separate mark is not usually given for a unit but a missing or incorrect unit
Guitar string X Y Z will normally mean that the final calculation mark will not be awarded.
2.2 This does not apply in ‘show that’ questions or in any other question where the
µ / kg m–1 4.44 × 10–5 1.78 × 10–4 4.36 × 10–4 units to be used have been given, for example in a spreadsheet.
2.3 The mark will not be awarded for the same missing or incorrect unit only once
within one clip in epen.
The student used a total mass of 2.35 kg to place the guitar string under tension. 2.4 Occasionally, it may be decided not to insist on a unit e.g the candidate may be
She set the guitar string into vibration using a tuning fork of frequency 512 Hz. calculating the gradient of a graph, resulting in a unit that is not one that
should be known and is complex.
She moved a bridge until a standing wave was set up on the guitar string, as shown. 2.5 The mark scheme will indicate if no unit error is to be applied by placing
brackets around the unit.
3. Significant figures
3.1 Use of too many significant figures in the theory questions will not prevent a
Deduce which guitar string the student used.
mark being awarded if the answer given rounds to the answer in the MS.
L = 22.5 cm 3.2 Too few significant figures will mean that the final mark cannot be awarded in
‘show that’ questions where one more significant figure than the value in the
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . question is needed for the candidate to demonstrate the validity of the given
answer.
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question e.g. reading a value off a graph. If this is the case, there will be a clear
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indication in the MS.
3.4 The use of g = 10 m s−2 or 10 N kg−1 instead of 9.81 m s−2 or 9.81 N kg−1 will be
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penalised by one mark (but not more than once per clip). Accept 9.8 m s−2 or
9.8 N kg−1
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3.5 In questions assessing practical skills, a specific number of significant figures
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will be required e.g. determining a constant from the gradient of a graph or in
uncertainty calculations. The MS will clearly identify the number of significant
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
figures required.
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(Total for Question 2 = 5 marks)
4
*P79070A0432*
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 3 GCE
Mark Scheme (Results)
Monday 8 June 2026
Morning (Time: 2 hours 30 minutes) Paper
reference 9PH0/03
Physics
Summer 2026
Advanced
PAPER 3: General and Practical Principles in Physics
You must have: Total Marks
Scientific calculator and ruler
Data, Formulae and Relationships Booklet (enclosed)
Pearson Edexcel Advanced Physics
Instructions 9PH0/03
•• Use black ink or ball‑point pen.
If pencil is used for diagrams/sketches/graphs it must be dark (HB or B).
• Fill in the boxes at the top of this page with your name,
centre number and candidate number.
•• Answer all questions.
Answer the questions in the spaces provided
– there may be more space than you need.
Information
•• The total mark for this paper is 120.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• structure
In questions marked with an asterisk (*), marks will be awarded for your ability to
your answer logically, showing how the points that you make are related or
follow on from each other where appropriate.
Advice
•• Read each question carefully before you start to answer it.
Try to answer every question.
•• Check your answers if you have time at the end.
You are advised to show your working in calculations including units
where appropriate.
Turn over
P79070APearson Education Ltd.
P:1/1/1/
*P79070A0132*
, Edexcel and BTEC Qualifications
Answer ALL questions in the spaces provided.
1 Two trolleys, A and B, are in contact and at rest on a frictionless surface, as shown. Edexcel and BTEC qualifications are awarded by Pearson, the UK’s
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
largest awarding body. We provide a wide range of qualifications
A B
including academic, vocational, occupational and specific
programmes for employers. For further information visit our
qualifications websites at or .
A spring‑loaded piston in trolley B is released, pushing the trolleys apart, as Alternatively, you can get in touch with us using the details on our
shown below.
contact us page at
v 1.70 m s–1
A B
The speed of trolley B immediately after the spring-loaded piston is released is 1.70 m s–1. Pearson: helping people progress, everywhere
(a) Calculate the energy stored in the spring‑loaded piston before it is released. Pearson aspires to be the world’s leading learning company. Our aim is to help
mass of trolley A = 0.625 kg everyone progress in their lives through education. We believe in every kind of
mass of trolley B = 1.150 kg learning, for all kinds of people, wherever they are in the world. We’ve been
(5) involved in education for over 150 years, and by working across 70 countries, in 100
languages, we have built an international reputation for our commitment to high
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
standards and raising achievement through innovation in education. Find out more
about how we can help you and your students at:
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Energy stored in spring-loaded piston = . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summer 2026
Question Paper Log Number P79070A
Publication Code 9PH0_03_2606_MS
All the material in this publication is
Pearson
2
*P79070A0232*
, General Marking Guidance
(b) State one assumption that must be made in calculating the energy stored in the • All candidates must receive the same treatment. Examiners must mark the first
spring‑loaded piston.
(1) candidate in exactly the same way as they mark the last.
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
• Mark schemes should be applied positively. Candidates must be rewarded for
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
what they have shown they can do rather than penalised for omissions.
............................ ............................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • Examiners should mark according to the mark scheme not according to their
(Total for Question 1 = 6 marks) perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be
used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the mark
scheme. Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles by
which marks will be awarded and exemplification may be limited.
• When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it with
an alternative response.
3
*P79070A0332* Turn over
, Mark scheme notes
2 A student used a sonometer to determine the mass per unit length µ of a guitar string. Underlying principle
The mark scheme will clearly indicate the concept that is being rewarded, backed up by
A sonometer consists of a guitar string fixed at one end of a hollow box and passed over examples. It is not a set of model answers.
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
a pulley at the other end. The length L of the guitar string that can vibrate is determined
by the positions of two movable bridges, as shown. 1. Mark scheme format
L 1.1 You will not see ‘wtte’ (words to that effect). Alternative correct wording should
be credited in every answer unless the MS has specified specific words that
must be present. Such words will be indicated by underlining e.g. ‘resonance’
1.2 Bold lower case will be used for emphasis e.g. ‘and’ when two pieces of
movable bridges
information are needed for 1 mark.
hollow box
1.3 Round brackets ( ) indicate words that are not essential e.g. “(hence) distance is
mass holder increased”.
1.4 Square brackets [ ] indicate advice to examiners or examples e.g. [Do not
accept gravity] [ecf].
The table shows values of µ for three different guitar strings, X, Y and Z.
2. Unit error penalties
2.1 A separate mark is not usually given for a unit but a missing or incorrect unit
Guitar string X Y Z will normally mean that the final calculation mark will not be awarded.
2.2 This does not apply in ‘show that’ questions or in any other question where the
µ / kg m–1 4.44 × 10–5 1.78 × 10–4 4.36 × 10–4 units to be used have been given, for example in a spreadsheet.
2.3 The mark will not be awarded for the same missing or incorrect unit only once
within one clip in epen.
The student used a total mass of 2.35 kg to place the guitar string under tension. 2.4 Occasionally, it may be decided not to insist on a unit e.g the candidate may be
She set the guitar string into vibration using a tuning fork of frequency 512 Hz. calculating the gradient of a graph, resulting in a unit that is not one that
should be known and is complex.
She moved a bridge until a standing wave was set up on the guitar string, as shown. 2.5 The mark scheme will indicate if no unit error is to be applied by placing
brackets around the unit.
3. Significant figures
3.1 Use of too many significant figures in the theory questions will not prevent a
Deduce which guitar string the student used.
mark being awarded if the answer given rounds to the answer in the MS.
L = 22.5 cm 3.2 Too few significant figures will mean that the final mark cannot be awarded in
‘show that’ questions where one more significant figure than the value in the
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answer.
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question e.g. reading a value off a graph. If this is the case, there will be a clear
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indication in the MS.
3.4 The use of g = 10 m s−2 or 10 N kg−1 instead of 9.81 m s−2 or 9.81 N kg−1 will be
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penalised by one mark (but not more than once per clip). Accept 9.8 m s−2 or
9.8 N kg−1
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3.5 In questions assessing practical skills, a specific number of significant figures
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will be required e.g. determining a constant from the gradient of a graph or in
uncertainty calculations. The MS will clearly identify the number of significant
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figures required.
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(Total for Question 2 = 5 marks)
4
*P79070A0432*
