gcse maths algebra problem solving questions

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Edexcel Algebra Questions by Topic

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On this page you can find past paper questions separated by topic and topic tests, for both Foundation and Higher tiers. The first two sets are from past papers and the third one is a set of topic tests. Set 4 comprises the most recent past paper questions spanning from 2017 to 2021. Set 4 is the only set that comes with video solutions .

For notes, worksheets and their solutions, visit the GCSE Algebra Revision page. Full past papers and model solutions can be found on the Paper 1 , Paper 2 and Paper 3 pages.

Notation Vocabulary and Manipulation

• Algebraic Proofs (FH)
• Deriving Expressions (F)
• Deriving Expressions (FH)
• Expanding Equations (F)
• Expanding Expressions (FH)
• Factorising Equations (F)
• Factorising Expressions (FH)
• Forming Equations (F)
• Forming Equations (FH)
• Input-Output (F)
• Manipulation of Formulae (F)
• Manipulation of Formulae (FH)
• Simplifying Expressions (F)
• Simplifying Expressions (FH)
• Solving Using Indices (FH)
• Substitution (F)
• Substitution Into Equations (FH)
• Sequence of Diagrams (FH)
• Sequence of Numbers (FH)
• Sequences of Diagrams (F)
• Sequences of Numbers (F)
• Conversion Graphs (F)
• Conversion Graphs (FH)
• Coordinates in 3D (FH)
• Distance-Time Graphs (F)
• Distance-Time Graphs (FH)
• Exponential Growth and Decay (FH)
• Gradients of Straight Lines (FH)
• Graphs of Circles (FH)
• Graphs of Linear Equations (FH)
• Graphs of Quadratic Equations (FH)
• Graphs of Trigonometrical Functions (FH)
• Line Graphs (F)
• Line Graphs of Real Situations (FH)
• Transformation of Graphs (FH)
• Using y=mx+c (FH)

Solving Equations and Inequalities

• Solving Inequalities (F)
• Solving Inequalities (FH)
• Solving Linear Equations (F)
• Solving Linear Equations (FH)
• Solving Quadratic Equations (F)
• Solving Quadratic Equations (FH)
• Solving by Trial and Improvement (FH)
• Algebraic Proofs (H)
• Expanding Equations (H)
• Factorising Expressions (H)
• Forming Equations (H)
• Manipulation of Formulae (H)
• Simplifying Expressions (H)
• Solving Algebraic Fraction Equations (H)
• Solving Algebraic Fractions (H)
• Solving Using Indices (H)
• Substitution (H)
• Exponential Growth and Decay (H)
• Gradients of Straight Lines (H)
• Graphs of Circles (H)
• Graphs of Linear Equations (H)
• Graphs of Quadratic Equations (H)
• Graphs of Trigonometrical Functions (H)
• Line Graphs of Real Situations (H)
• Transformation of Graphs (H)
• Using y=mx+c (H)
• Solving Inequalities (H)
• Solving Simultaneous Equations (H)
• Expanding Expressions (F)
• Simplfying Equations (FH) 2
• Simplifying Equations (F)
• Simplifying Equations (FH) 1
• Substituting Into Equations (F)
• Substituting Into Equations (FH)
• Sequences (F)
• Sequences (FH)
• Distance-Time and Travel Graphs (F)
• Distance-Time and Travel Graphs (FH)
• Graphs of Linear Equations (F)
• Solving Simultaneous Equations (FH)
• Trial and Improvement (FH)
• Deriving Expressions (H)
• Expanding Expressions (H)
• Functions (H)
• Simplfying Equations (H) 2
• Simplifying Equations (H) 1
• Substituting Into Equations (H)
• Sequences (H)
• Graphs of Cubic Equations (H)
• Graphs of Reciprocal Equations (H)
• Transformation of Functions (H)
• Solving Linear Equations (H)
• Complex Graphs and Simultaneous Equations (F)
• Equations and Inequalities (F)
• Manipulating Expressions (F)
• Quadratic Equations and Graphs (F)
• Real-Life and Algebraic Linear Graphs (F)
• Algebra (H)
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• Quadratic, Cubic and Other Graphs (H)
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• Quadratics, Inequalities and Simultaneous Equations (H)

Notation, Vocabulary and Manipulation

• Inputs and Outputs (F)
• Substitution into Equations (F)
• Coordinates (F)
• Cubic and Reciprocal Graphs (F)
• Equations of Straight Lines (F)
• Graphs of Quadratic Equations (F)
• Interpreting Gradients (F)
• Simultaneous Equations (F)
• Solving Quadratic Equations(F)
• Algebraic Fractions (H)
• Algebraic Proof (H)
• Expanding Triple Brackets (H)
• Factorising Equations (H)
• Functions (Composite or Inverse) (H)
• Substitution into Equations (H)
• Geometric Progression (H)
• Circle Equations and Tangents (H)
• Coordinates (H)
• Cubic and Reciprocal Graphs (H)
• Distance-Time Graphs (H)
• Equations of Straight Lines (H)
• Exponential and Trigonometric Graphs (H)
• Interpreting Gradients (H)
• Parallel or Perpendicular Lines (H)
• Simultaneous Equations on Graphs (H)
• Translations and Reflections of Functions (H)
• Velocity-Time Graphs (H)
• Completing the Square (H)
• Inequalities (H)
• Inequalities on Graphs (H)
• Iteration (H)
• Quadratic Sequences (H)
• Simultaneous Equations (H)
• Solve by Factorising (H)
• Solving Quadratic Equations (H)

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The resources on this page will hopefully help you teach AO2 and AO3 of the new GCSE specification - problem solving and reasoning.

This brief lesson is designed to lead students into thinking about how to solve mathematical problems. It features ideas of strategies to use, clear steps to follow and plenty of opportunities for discussion.

The PixiMaths problem solving booklets are aimed at "crossover" marks (questions that will be on both higher and foundation) so will be accessed by most students. The booklets are collated Edexcel exam questions; you may well recognise them from elsewhere. Each booklet has 70 marks worth of questions and will probably last two lessons, including time to go through answers with your students. There is one for each area of the new GCSE specification and they are designed to complement the PixiMaths year 11 SOL.

These problem solving starter packs are great to support students with problem solving skills. I've used them this year for two out of four lessons each week, then used Numeracy Ninjas as starters for the other two lessons.  When I first introduced the booklets, I encouraged my students to use scaffolds like those mentioned here , then gradually weaned them off the scaffolds. I give students some time to work independently, then time to discuss with their peers, then we go through it as a class. The levels correspond very roughly to the new GCSE grades.

Some of my favourite websites have plenty of other excellent resources to support you and your students in these assessment objectives.

@TessMaths has written some great stuff for BBC Bitesize.

There are some intersting though-provoking problems at Open Middle.

I'm sure you've seen it before, but if not, check it out now! Nrich is where it's at if your want to provide enrichment and problem solving in your lessons.

MathsBot  by @StudyMaths has everything, and if you scroll to the bottom of the homepage you'll find puzzles and problem solving too.

I may be a little biased because I love Edexcel, but these question packs are really useful.

The UKMT has a mentoring scheme that provides fantastic problem solving resources , all complete with answers.

I have only recently been shown Maths Problem Solving and it is awesome - there are links to problem solving resources for all areas of maths, as well as plenty of general problem solving too. Definitely worth exploring!

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GCSE algebra practice and questions

Algebra forms a fundamental aspect of the GCSE mathematics curriculum, and mastering it is crucial for success in exams. Here, we'll take a look at various types of algebra problems commonly encountered in GCSE exams, providing practice questions and valuable tips to aid students in their preparation.

GCSE algebra questions evaluate students' comprehension and application of algebraic concepts and techniques. From solving equations to tackling simultaneous equations, these problems demand critical thinking and a solid understanding of algebraic principles.

GCSE algebra questions

GCSE algebra questions are mathematical problems that assess students' understanding and application of algebraic concepts and techniques.

Here are three examples of GCSE algebra questions:

Solve the equation 3x + 7 = 16 and express your answer as a whole number.

This question requires students to figure out the value of "x" using their algebra knowledge. In this example students would need to find out which number to multiply 3 by, so that when 7 is add it equals 16. Can your child figure out the answer?

Expand and simplify the expression (2x + 3)(x - 5).

In this question, students need to apply the distributive property to expand the given expression and then simplify it by combining like terms.

Solve the simultaneous equations: 2x + 3y = 10 4x - y = 7

This question involves solving a system of equations, where students need to find the values of x and y that satisfy both equations simultaneously. Various techniques such as substitution or elimination may be used to solve the system.

These examples are just a representation of the types of algebra questions that could appear in GCSE exams. The actual questions can vary in complexity and format, and we recommend regular practice with GCSE algebra to ensure students are ready for their GCSE maths exams .

How to Learn GCSE algebra

GCSE algebra can be a lot for students to get their head around, but keeping these tips in mind while they learn can really help:

Get the basics down: Start by understanding the building blocks of GCSE algebra, like variables, equations, and expressions. Don't forget the order of operations when figuring out algebra equations (ask your child to talk to their teacher about PEMDAS and BODMAS) and how to solve basic linear equations.

Practice, practice, practice: familiarise yourself with GCSE algebra by practicing regularly. Tackle different types of algebra problems to reinforce your skills and become a real problem solver. Use textbooks, online resources, or algebra practice books.

Ask for help: If you're stuck or confused, don't be shy! Reach out to your teacher, join study groups, or let someone in the family know you're struggling. Just getting a little reassurance or chatting to someone that can change your perspective on GCSE algebra can make a huge difference.

Break it down: When faced with a big algebra problem, break it into smaller steps. Take it one piece at a time. Figure out what's given in the equation, what's unknown, and what you need to do to figure out the unknown. Small steps make big problems more manageable.

Get visual: Use your imagination and draw diagrams, graphs, or charts to visualize GCSE algebra concepts. It can help you see connections between variables and equations. Let your creative side shine!

Learn from examples: Check out solved examples and solutions to see how different GCSE algebra problems are tackled. Pay attention to the steps and strategies used. It'll help you build your own problem-solving toolkit.

Flex your mental math: Sharpen those mental math skills! Practice doing calculations in your head, simplify expressions mentally, and show off your speedy math skills. Quick but well-practiced calculations save time in exams.

Tackle word problems: Algebra gets real when it's applied to everyday situations in word problems. Practice turning word problems into algebraic expressions or equations. Break it down, set up the math, and solve for the answer.

Online resources rock: Take advantage of online resources, like video tutorials, interactive quizzes, and educational websites. They've got awesome lessons and practice exercises to boost your algebra game.

Review and reflect: Look back at what you've learned regularly to reinforce your knowledge. Take a moment to think about your mistakes and learn from them. You've got this!

Remember, learning algebra is a journey. Be patient, keep practicing, ask for help when you need it and try to stay positive. With time, effort, and a bit of algebraic magic, you'll conquer GCSE algebra.

GCSE algebra worksheet

This worksheet provides students with the opportunity to hone their grasp of algebra, particularly focusing on simultaneous equations, solving inequalities and word problems. Key learning objectives in Key Stage 3, which is further developed in Key Stage 4.

Elevate your GCSE algebra practice with Explore Learning

 At Explore Learning, our dedicated team of expert tutors is committed to understanding each child's individual learning style. With personalised support and tailored guidance, we focus on homing in on problem areas like algebra to ensure students excel academically.

Our smart learning tool complements our tutors' expertise by pinpointing specific areas where students need to focus. Together they create a dynamic learning environment that empowers students to reach their full potential.

Take the first step towards academic success by booking a free trial with Explore Learning today. Discover how our personalised approach and innovative tools can make a difference in your child's learning journey, especially in mastering subjects like algebra.

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Beyond GCSE Revision

Gcse-grade revision from beyond, powered by twinkl, gcse maths problem solving questions with algebra.

Problem solving is a major part of the new GCSE format. The most important point is that, if you see a question that is unlike anything you have seen before, don’t panic or assume that you don’t know how to answer it! You may well know all of the maths content needed to solve the problem but the challenge is working out what you have to use. Join Beyond’s Maths Team as we explore GCSE Maths problem solving questions using Algebra…

First thing’s first: don’t panic!

• Think about what the question has presented to you and if this links in with any of the topics you’ve covered. You may wish to underline the important information in the question, so that you can focus on that and not the irrelevant things.
• Sometimes, a question will give you lots of information in a very roundabout way. Can you think of a better way to present the information, to make it easier to process? Perhaps you could use a two-way table or a Venn diagram.

Sample GCSE Maths problem solving questions

At a party, guests are offered chicken, lasagne or quiche to eat. 7 of the adults choose quiche. There are 100 guests altogether. 16 of the 48 people who choose chicken are children. 28 people eat lasagne and a quarter of these are children. How many children are at the party?

A two-way table really helps with this:

• Using algebra is often a good way to solve problems. If the information in the question suggests a sum, where you have the answer, but not the numbers that go into the sum, using algebra would be a sensible approach.

For example, ‘Aeron is 3 years older than Lily. Heather is 3 times as old as Aeron. The sum of their ages is 67. How old is Lily?’

The calculation that this suggests is: Aeron’s age + Lily’s age + Heather’s age = 67 We don’t know any of the ages but we do know the result of adding them together. Let’s say that Aeron is a years old. In that case, Lily is a – 3 years old and Heather is 3 a years old.

Therefore, the sum of their ages is a + ( a – 3) + 3 a = 67.

Now we can find a by solving the equation and find the ages of the people.

• Coming up with an algebraic expression can be tricky. Say you buy c cartons of juice at x pence each and a hat for £ y ; how much change would you get from £ m ? If you can’t see the answer, make the letters be numbers for a moment and then come up with the sum. Let’s make c be 5, x be 30, y be 2 and m be 20. The cost of the juices would be 5 x 30 pence; with the hat that would be a total cost of (200 + 5 x 30) pence. The change, in pence, from £20 would be 2000 – (200 + 5 x 30). Putting letters back in gives 100 m – (100 y + cx ).
• When a question asks you to ‘show’ something, don’t focus on the final answer; focus on the information that has been given to you, up to that point. Try to build an equation from that information, then try to simplify to give the result.

The perimeter of the shape is 24cm, y = 3 x and z = 2 x , show that x = 2

Perimeter = horizontal sides + vertical sides

( x + y + x + y )+ ( z + z ) = 24

Substituting in y and z in terms of x gives:

x + 3 x + x + 3 x +   2 x + 2 x = 24

• Be comfortable about using methods in reverse. For example, you can use a Venn diagram and prime factors to find the HCF and LCM of two numbers. If you know the HCF and LCM, starting with the Venn Diagram, you can work backwards to find the numbers.

Beyond resources for Maths problem solving questions

GCSE Probability and Statistics Problem Solving Worksheets

GCSE Algebra Problem Solving Worksheets

Long Multiplication Word Problems Differentiated Worksheets

Edexcel Foundation Specimen Papers

You can find our other Maths blogs here – you might find our Maths Mastery Blogs particularly useful! While we’ve got you, don’t forget to  subscribe to Beyond  for access to thousands of secondary teaching resources. You can  sign up for a free account here  and take a look around  at our free resources  before you subscribe too. Happy revising from the Beyond Maths Team.

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Welcome to the Problem Solving Papers Page

One major difference that I have noticed when comparing the new specification to the old one, is that the amount of problem solving questions has increased dramatically.

It is because of this, that I have decided to create BennettMaths Problem Solving Papers.

The aim is to get students confident enough to attempt these problems through either systematic approaches or even for the lower ability, use a trial and improvement method.

BennettMaths Problem Solving Paper 1          Written Solutions BennettMaths Problem Solving Paper 2          Written Solutions

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15 Algebra Questions And Practice Problems Worksheet

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Are ‘Forever Chemicals’ a Forever Problem?

The environmental protection agency says “forever chemicals” must be removed from tap water. but they lurk in much more of what we eat, drink and use..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

From “The New York Times,” I’m Sabrina Tavernise. And this is “The Daily.”

[THEME MUSIC]

This month for the first time, the Environmental Protection Agency began to regulate a class of synthetic chemicals, known as forever chemicals, in America’s drinking water. But the chemicals, which have been linked to liver disease and other serious health problems, are in far more than just our water supply. Today, my colleague Kim Tingley explains.

It’s Wednesday, April 17.

So Kim, any time the EPA announces a regulation, I think we all sort of take notice because implicit in it is this idea that we have been exposed to something — something bad, potentially, lead or asbestos. And recently, the EPA is regulating a type of chemical known as PFAS So for those who don’t know, what are PFAS chemicals

Yeah, so PFAS stands for per and polyfluoroalkyl substances. They’re often called forever chemicals just because they persist so long in the environment and they don’t easily break down. And for that reason, we also use them in a ton of consumer products. They’re in makeup. They’re in carpet. They’re in nonstick cookware. They’re in food packaging, all sorts of things.

Yeah, I feel like I’ve been hearing about these chemicals actually for a very long time. I mean, nonstick pans, Teflon — that’s the thing that’s in my mind when I think PFAS.

Absolutely. Yeah, this class of chemicals has been around for decades. And what’s really important about this is that the EPA has decided, for the first time, to regulate them in drinking water. And that’s a ruling that stands to affect tens of millions of people.

So, help me understand where these things came from and how it’s taken so long to get to the point where we’re actually regulating them.

So, they really actually came about a long time ago. In 1938, DuPont, the people who eventually got us to Teflon, they were actually looking for a more stable kind of refrigerant. And they came upon this kind of chemical, PFAS. The thing that all PFAS chemicals have is a really strong bond between carbon atoms and fluorine atoms. This particular pairing is super strong and super durable.

They have water repellent properties. They’re stain resistant. They’re grease resistant. And they found a lot of uses for them initially in World War II. They were using them as part of their uranium enrichment process to do all these kinds of things. And then —

Well, good thing it’s Teflon.

In the 1950s is when they really started to come out as commercial products.

Even burned food won’t stick to Teflon. So it’s always easy to clean.

So, DuPont started using it in Teflon pans.

Cookware never needs scouring if it has DuPont Teflon.

And then another company, 3M also started using a kind of PFAS —

Scotchgard fabric protector. It keeps ordinary spills from becoming extraordinary stains.

— in one of their big products, Scotchgard. So you probably remember spraying that on your shoes if you want to make your shoes waterproof.

Use Scotchgard fabric protector and let your cup runneth over.

Right — miracle product, Scotchgard, Teflon. But of course, we’re talking about these chemicals because they’ve been found to pose health threats. When does that risk start to surface?

Yeah, so it’s pretty early on that DuPont and 3M start finding effects in animals in studies that they’re running in house.

Around the mid ‘60s, they start seeing that PFAS has an effect on rats. It’s increasing the liver and kidney weights of the rats. And so that seems problematic. And they keep running tests over the next decade and a half. And they try different things with different animals.

In one study, they gave monkeys really, really high levels of PFAS. And those monkeys died. And so they have a pretty strong sense that these chemicals could be dangerous. And then in 1979, they start to see that the workers that are in the plants manufacturing, working with these chemicals, that they’re starting to have higher rates of abnormal liver function. And in a Teflon plant, they had some pregnant workers that were working with these chemicals. And one of those workers in 1981 gave birth to a child who had some pretty severe birth defects.

And then by the mid 1980s, DuPont figures out that it’s not just their workers who are being exposed to these chemicals, but communities that are living in areas surrounding their Teflon plant, particularly the one in Parkersburg, West Virginia, that those communities have PFAS in their tap water.

Wow, so based on its own studies, DuPont knows its chemicals are making animals sick. They seem to be making workers sick. And now they found out that the chemicals have made their way into the water supply. What do they do with that information?

As far as we know, they didn’t do much. They certainly didn’t tell the residents of Parkersburg who were drinking that water that there was anything that they needed to be worried about.

How is that possible? I mean, setting aside the fact that DuPont is the one actually studying the health effects of its own chemicals, presumably to make sure they’re safe, we’ve seen these big, regulating agencies like the EPA and the FDA that exist in order to watch out for something exactly like this, a company that is producing something that may be harming Americans. Why weren’t they keeping a closer watch?

Yeah, so it goes kind of back to the way that we regulate chemicals in the US. It goes through an act called the Toxic Substances Control Act that’s administered by the EPA. And basically, it gives companies a lot of room to regulate themselves, in a sense. Under this act they have a responsibility to report to the EPA if they find these kinds of potential issues with a chemical. They have a responsibility to do their due diligence when they’re putting a chemical out into the environment.

But there’s really not a ton of oversight. The enforcement mechanism is that the EPA can find them. But this kind of thing can happen pretty easily where DuPont keeps going with something that they think might really be a problem and then the fine, by the time it plays out, is just a tiny fraction of what DuPont has earned from producing these chemicals. And so really, the incentive is for them to take the punishment at the end, rather than pull it out early.

So it seems like it’s just self-reporting, which is basically self-regulation in a way.

Yeah, I think that is the way a lot of advocacy groups and experts have characterized it to me, is that chemical companies are essentially regulating themselves.

So how did this danger eventually come to light? I mean, if this is in some kind of DuPont vault, what happened?

Well, there’s a couple different things that started to happen in the late ‘90s.

The community around Parkersburg, West Virginia, people had reported seeing really strange symptoms in their animals. Cows were losing their hair. They had lesions. They were behaving strangely. Some of their calves were dying. And a lot of people in the community felt like they were having health problems that just didn’t really have a good answer, mysterious sicknesses, and some cases of cancers.

And so they initiate a class action lawsuit against DuPont. As part of that class action lawsuit, DuPont, at a certain point, is forced to turn over all of their internal documentation. And so what was in the files was all of that research that we mentioned all of the studies about — animals, and workers, the birth defects. It was really the first time that the public saw what DuPont and 3M had already seen, which is the potential health harms of these chemicals.

So that seems pretty damning. I mean, what happened to the company?

So, DuPont and 3M are still able to say these were just a few workers. And they were working with high levels of the chemicals, more than a person would get drinking it in the water. And so there’s still an opportunity for this to be kind of correlation, but not causation. There’s not really a way to use that data to prove for sure that it was PFAS that caused these health problems.

In other words, the company is arguing, look, yes, these two things exist at the same time. But it doesn’t mean that one caused the other.

Exactly. And so one of the things that this class action lawsuit demands in the settlement that they eventually reach with DuPont is they want DuPont to fund a formal independent health study of the communities that are affected by this PFAS in their drinking water. And so they want DuPont to pay to figure out for sure, using the best available science, how many of these health problems are potentially related to their chemicals.

And so they ask them to pay for it. And they get together an independent group of researchers to undertake this study. And it ends up being the first — and it still might be the biggest — epidemiological study of PFAS in a community. They’ve got about 69,000 participants in this study.

Wow, that’s big.

It’s big, yeah. And what they ended up deciding was that they could confidently say that there was what they ended up calling a probable link. And so they were really confident that the chemical exposure that the study participants had experienced was linked to high cholesterol, ulcerative colitis, thyroid disease, testicular cancer, kidney cancer, and pregnancy induced hypertension.

And so those were the conditions that they were able to say, with a good degree of certainty, were related to their chemical exposure. There were others that they just didn’t have the evidence to reach a strong conclusion.

So overall, pretty substantial health effects, and kind of vindicates the communities in West Virginia that were claiming that these chemicals were really affecting their health.

Absolutely. And as the years have gone on, that was sort of just the beginning of researchers starting to understand all the different kinds of health problems that these chemicals could potentially be causing. And so since the big DuPont class action study, there’s really just been like this building and building and building of different researchers coming out with these different pieces of evidence that have accumulated to a pretty alarming picture of what some of the potential health outcomes could be.

OK, so that really kind of brings us to the present moment, when, at last, it seems the EPA is saying enough is enough. We need to regulate these things.

Yeah, it seems like the EPA has been watching this preponderance of evidence accumulate. And they’re sort of deciding that it’s a real health problem, potentially, that they need to regulate.

So the EPA has identified six of these PFAS chemicals that it’s going to regulate. But the concern that I think a lot of experts have is that this particular regulation is not going to keep PFAS out of our bodies.

We’ll be right back.

So, Kim, you just said that these regulations probably won’t keep PFAS chemicals out of our bodies. What did you mean?

Well, the EPA is talking about regulating these six kinds of PFAS. But there are actually more than 10,000 different kinds of PFAS that are already being produced and out there in the environment.

And why those six, exactly? I mean, is it because those are the ones responsible for most of the harm?

Those are the ones that the EPA has seen enough evidence about that they are confident that they are probably causing harm. But it doesn’t mean that the other ones are not also doing something similar. It’s just sort of impossible for researchers to be able to test each individual chemical compound and try to link it to a health outcome.

I talked to a lot of researchers who were involved in this area and they said that they haven’t really seen a PFAS that doesn’t have a harm, but they just don’t have information on the vast majority of these compounds.

So in other words, we just haven’t studied the rest of them enough yet to even know how harmful they actually are, which is kind of alarming.

Yeah, that’s right. And there’s just new ones coming out all the time.

Right. OK, so of the six that the EPA is actually intending to regulate, though, are those new regulations strict enough to keep these chemicals out of our bodies?

So the regulations for those six chemicals really only cover getting them out of the drinking water. And drinking water only really accounts for about 20 percent of a person’s overall PFAS exposure.

So only a fifth of the total exposure.

Yeah. There are lots of other ways that you can come into contact with PFAS. We eat PFAS, we inhale PFAS. We rub it on our skin. It’s in so many different products. And sometimes those products are not ones that you would necessarily think of. They’re in carpets. They’re in furniture. They’re in dental floss, raincoats, vinyl flooring, artificial turf. All kinds of products that you want to be either waterproof or stain resistant or both have these chemicals in them.

So, the cities and towns are going to have to figure out how to test for and monitor for these six kinds of PFAS. And then they’re also going to have to figure out how to filter them out of the water supply. I think a lot of people are concerned that this is going to be just a really expensive endeavor, and it’s also not really going to take care of the entire problem.

Right. And if you step back and really look at the bigger problem, the companies are still making these things, right? I mean, we’re running around trying to regulate this stuff at the end stage. But these things are still being dumped into the environment.

Yeah. I think it’s a huge criticism of our regulatory policy. There’s a lot of onus put on the EPA to prove that a harm has happened once the chemicals are already out there and then to regulate the chemicals. And I think that there’s a criticism that we should do things the other way around, so tougher regulations on the front end before it goes out into the environment.

And that’s what the European Union has been doing. The European Chemicals Agency puts more of the burden on companies to prove that their products and their chemicals are safe. And the European Chemicals Agency is also, right now, considering just a ban on all PFAS products.

So is that a kind of model, perhaps, of what a tough regulation could look like in the US?

There’s two sides to that question. And the first side is that a lot of people feel like it would be better if these chemical companies had to meet a higher standard of proof in terms of demonstrating that their products or their chemicals are going to be safe once they’ve been put out in the environment.

The other side is that doing that kind of upfront research can be really expensive and could potentially limit companies who are trying to innovate in that space. In terms of PFAS, specifically, this is a really important chemical for us. And a lot of the things that we use it in, there’s not necessarily a great placement at the ready that we can just swap in. And so it’s used in all sorts of really important medical devices or renewable energy industries or firefighting foam.

And in some cases, there are alternatives that might be safer that companies can use. But in other cases, they just don’t have that yet. And so PFAS is still really important to our daily lives.

Right. And that kind of leaves us in a pickle because we know these things might be harming us. Yet, we’re kind of stuck with them, at least for now. So, let me just ask you this question, Kim, which I’ve been wanting to ask you since the beginning of this episode, which is, if you’re a person who is concerned about your exposure to PFAS, what do you do?

Yeah. So this is really tricky and I asked everybody this question who I talked to. And everybody has a little bit of a different answer based on their circumstance. For me what I ended up doing was getting rid of the things that I could sort of spot and get rid of. And so I got rid of some carpeting and I checked, when I was buying my son a raincoat, that it was made by a company that didn’t use PFAS.

It’s also expensive. And so if you can afford to get a raincoat from a place that doesn’t manufacture PFAS, it’s going to cost more than if you buy the budget raincoat. And so it’s kind of unfair to put the onus on consumers in that way. And it’s also just not necessarily clear where exactly your exposure is coming from.

So I talk to people who said, well, it’s in dust, so I vacuum a lot. Or it’s in my cleaning products, so I use natural cleaning products. And so I think it’s really sort of a scattershot approach that consumers can take. But I don’t think that there is a magic approach that gets you a PFAS-free life.

So Kim, this is pretty dark, I have to say. And I think what’s frustrating is that it feels like we have these government agencies that are supposed to be protecting our health. But when you drill down here, the guidance is really more like you’re on your own. I mean, it’s hard not to just throw up your hands and say, I give up.

Yeah. I think it’s really tricky to try to know what you do with all of this information as an individual. As much as you can, you can try to limit your individual exposure. But it seems to me as though it’s at a regulatory level that meaningful change would happen, and not so much throwing out your pots and pans and getting new ones.

One thing about PFAS is just that we’re in this stage still of trying to understand exactly what it’s doing inside of us. And so there’s a certain amount of research that has to happen in order to both convince people that there’s a real problem that needs to be solved, and clean up what we’ve put out there. And so I think that we’re sort of in the middle of that arc. And I think that that’s the point at which people start looking for solutions.

Kim, thank you.

Here’s what else you should know today. On Tuesday, in day two of jury selection for the historic hush money case against Donald Trump, lawyers succeeded in selecting 7 jurors out of the 12 that are required for the criminal trial after failing to pick a single juror on Monday.

Lawyers for Trump repeatedly sought to remove potential jurors whom they argued were biased against the president. Among the reasons they cited were social media posts expressing negative views of the former President and, in one case, a video posted by a potential juror of New Yorkers celebrating Trump’s loss in the 2020 election. Once a full jury is seated, which could come as early as Friday, the criminal trial is expected to last about six weeks.

Today’s episode was produced by Clare Toeniskoetter, Shannon Lin, Summer Thomad, Stella Tan, and Jessica Cheung, with help from Sydney Harper. It was edited by Devon Taylor, fact checked by Susan Lee, contains original music by Dan Powell, Elisheba Ittoop, and Marion Lozano, and was engineered by Chris Wood.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for The Daily. I’m Sabrina Tavernise. See you tomorrow.

• April 18, 2024   •   30:07 The Opening Days of Trump’s First Criminal Trial
• April 17, 2024   •   24:52 Are ‘Forever Chemicals’ a Forever Problem?
• April 16, 2024   •   29:29 A.I.’s Original Sin
• April 15, 2024   •   24:07 Iran’s Unprecedented Attack on Israel
• April 14, 2024   •   46:17 The Sunday Read: ‘What I Saw Working at The National Enquirer During Donald Trump’s Rise’
• April 12, 2024   •   34:23 How One Family Lost $900,000 in a Timeshare Scam
• April 11, 2024   •   28:39 The Staggering Success of Trump’s Trial Delay Tactics
• April 10, 2024   •   22:49 Trump’s Abortion Dilemma
• April 9, 2024   •   30:48 How Tesla Planted the Seeds for Its Own Potential Downfall
• April 8, 2024   •   30:28 The Eclipse Chaser
• April 7, 2024 The Sunday Read: ‘What Deathbed Visions Teach Us About Living’
• April 5, 2024   •   29:11 An Engineering Experiment to Cool the Earth

Hosted by Sabrina Tavernise

Featuring Kim Tingley

Produced by Clare Toeniskoetter ,  Shannon M. Lin ,  Summer Thomad ,  Stella Tan and Jessica Cheung

With Sydney Harper

Edited by Devon Taylor

Original music by Dan Powell ,  Elisheba Ittoop and Marion Lozano

Engineered by Chris Wood

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music

The Environmental Protection Agency has begun for the first time to regulate a class of synthetic chemicals known as “forever chemicals” in America’s drinking water.

Kim Tingley, a contributing writer for The New York Times Magazine, explains how these chemicals, which have been linked to liver disease and other serious health problems, came to be in the water supply — and in many more places.

On today’s episode

Kim Tingley , a contributing writer for The New York Times Magazine.

Background reading

“Forever chemicals” are everywhere. What are they doing to us?

The E.P.A. issued its rule about “forever chemicals” last week.

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

Fact-checking by Susan Lee .

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

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