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What the 2023 AQA GCSE Physics Paper 1 Examiner Report Teaches Us

Examiner reports are one of the most useful revision tools for GCSE Physics. They show what students actually got wrong, where marks were lost, and what examiners were looking for. The June 2023 AQA Physics Paper 1 Higher report is especially useful because it highlights a clear message: many students know some physics, but lose marks because their wording is vague, their unit conversions are careless, or their explanations do not go far enough.

1. Big lessons from the whole paper

  1. The equations sheet helped students with straightforward calculations.
  2. However, students still needed to choose the correct equation.
  3. Having the equation does not mean the question becomes easy.
  4. Students still needed to substitute values correctly.
  5. Students still needed to rearrange equations correctly.
  6. Students still needed to convert units correctly.
  7. Students still needed to give answers in the correct form.
  8. Handwriting was a problem for many students.
  9. Poor handwriting can make it harder for examiners to read an answer.
  10. If the examiner cannot read the answer, the student may lose marks.
  11. Standard demand questions mainly target grades 4–5.
  12. Standard/high demand questions mainly target grades 6–7.
  13. High demand questions mainly target grades 8–9.
  14. A student’s final grade depends on the whole qualification, not one question or one paper.
  15. Calculation questions were often done well.
  16. Explanation questions were often weaker.
  17. Many students lost marks because their answers were too vague.
  18. Many students lost marks because they used everyday language instead of physics language.
  19. Many students knew the general idea but could not express it precisely.
  20. The best answers used clear scientific vocabulary.

2. Transformers, efficiency and electrical calculations

  1. Most students did well on the transformer question.
  2. Almost all students could identify the correct equation when it was available.
  3. Many students did well on straightforward substitution questions.
  4. A common mistake was forgetting to square the current in equations such as P = I²R.
  5. If the equation includes I², the current must be squared.
  6. Forgetting to square the current can lose several marks.
  7. Students should check whether the equation contains a square, a square root or a rearrangement.
  8. Students should not rush electrical power questions.
  9. Efficiency questions need the correct version of the efficiency equation.
  10. Students lost marks by using the wrong form of the efficiency equation.
  11. If a question gives energy values, use the energy version of efficiency.
  12. If a question gives power values, use the power version of efficiency.
  13. Students should not swap between energy and power unless the question allows it.
  14. Rounding must be done carefully.
  15. If significant figures are not being tested, an unrounded answer may still gain full marks.
  16. If an answer is rounded, the rounding must be correct.
  17. Students should show working even if they are confident.
  18. Clear working can rescue marks if the final answer is slightly wrong.

3. Specific heat capacity and practical understanding

  1. In the iron block question, students needed to focus on the temperature of the iron block.
  2. The thermometer needed time to reach the temperature of the iron block.
  3. Saying the iron block needed to reach room temperature was not enough.
  4. Students must read practical questions carefully.
  5. A small change in wording can change the meaning of the answer.
  6. In graph-based calculations, students must choose the correct temperature change.
  7. Some students used the total temperature change when they should not have done.
  8. If a value is taken from a graph, it should be clear where it came from.
  9. Students should draw lines on graphs carefully.
  10. Students should avoid guessing values from graphs without evidence.
  11. Insulation reduces energy transfer to the surroundings.
  12. Students should explain what insulation does, not just name it.
  13. A better answer is that insulation reduces unwanted energy transfer from the block to the surroundings.
  14. Practical questions often test understanding, not just memory of a method.

4. Direct potential difference and electrical language

  1. Direct potential difference was poorly understood.
  2. Many students confused potential difference with current.
  3. Current is the flow of charge.
  4. Potential difference is not a flow.
  5. Students should not say that potential difference “flows”.
  6. Students should not say that potential difference “travels”.
  7. A good answer is that direct potential difference is always in one direction.
  8. Another good answer is that direct potential difference does not become negative.
  9. Saying “it is not alternating” was not enough by itself.
  10. Students need to know the difference between alternating p.d. and direct p.d.
  11. Alternating potential difference changes direction repeatedly.
  12. Direct potential difference stays in one direction.
  13. The specification refers to alternating and direct potential difference, not alternating and direct current in this section.
  14. Using the exact wording of the specification can help students avoid mistakes.

5. Particle model, melting and internal energy

  1. Students found the change-of-state explanation difficult.
  2. Strong answers compared both ice and liquid water.
  3. Ice has particles in a fixed arrangement.
  4. Ice particles vibrate about fixed positions.
  5. Liquid water has particles close together.
  6. Liquid water particles can move around each other.
  7. During melting, the temperature stays constant.
  8. During melting, energy is still being transferred to the substance.
  9. This energy increases the potential energy of the particles.
  10. During melting, the particles move further apart.
  11. When liquid water warms, the kinetic energy of the particles increases.
  12. A top-level answer needed both parts: melting and warming.
  13. Students needed to mention potential energy during the change of state.
  14. Students also needed to mention kinetic energy when the temperature increased.
  15. Many students gave partial answers.
  16. The best answers linked energy, temperature and particle behaviour.

6. Energy calculations and unit conversions

  1. Some students struggled with gravitational potential energy calculations.
  2. Students often lost marks through unit conversion errors.
  3. Mass should usually be kept in kilograms.
  4. Changing kilograms into grams can be a serious error.
  5. Energy should be in Joules.
  6. Power should be in watts.
  7. Time should usually be in seconds.
  8. Distance and extension should usually be in metres.
  9. Students should check every unit before substituting into an equation.
  10. Students should not convert units unless a conversion is needed.
  11. Unnecessary conversions can create mistakes.
  12. Standard form was a common problem.
  13. Students need to practise writing large and small answers in standard form.
  14. Students should know that 1 kW = 1000 W.
  15. Students should know that 1 cm = 0.01 m.
  16. Students should know that 1 mm = 0.001 m.
  17. Students should know that 1 minute = 60 seconds.
  18. Students should know that 1 hour = 3600 seconds.

7. Energy resources and comparison questions

  1. Students struggled with comparison questions about solar and hydroelectric power.
  2. Students needed to use information from the graph.
  3. A comparison should mention both things being compared.
  4. A weak answer only describes one energy resource.
  5. A stronger answer says how one resource is better, worse, higher, lower or more reliable than the other.
  6. Repeating the wording of the question does not usually gain marks.
  7. Saying “this makes the supply more reliable” is not enough if the question already says this.
  8. Students should explain why the supply is more reliable.
  9. Graph questions need evidence from the graph.
  10. Students should quote values or describe trends where possible.
  11. Students should practise writing comparison sentences.
  12. Useful comparison words include “whereas”, “however”, “greater than”, “less than” and “more reliable because”.

8. Atomic structure and isotopes

  1. Students were confused about mass number and atomic number.
  2. Atomic number is the number of protons.
  3. Mass number is the total number of protons and neutrons.
  4. Number of neutrons = mass number − atomic number.
  5. Isotopes have the same number of protons.
  6. Isotopes have different numbers of neutrons.
  7. Isotopes are atoms of the same element.
  8. Atoms of the same element must have the same number of protons.
  9. If students give numerical examples, the numbers must be correct.
  10. Incorrect examples can stop a student gaining marks.
  11. Students should avoid guessing numbers in isotope answers.
  12. A simple correct answer is better than a longer answer with incorrect detail.

9. Half-life

  1. Half-life definitions need to be precise.
  2. “Time for radioactivity to halve” was too vague.
  3. A better answer is: the time taken for the activity to halve.
  4. Another good answer is: the time taken for the number of unstable nuclei to halve.
  5. Another good answer is: the time taken for the count rate to halve.
  6. Students must say what is halving.
  7. If one quarter remains, two half-lives have passed.
  8. Students should recognise that 1/2 becomes 1/4 after two half-lives.
  9. Students should write “two half-lives” clearly.
  10. Just writing the number “2” may not be enough.
  11. Half-life calculations need clear working.
  12. Students should keep track of time units.
  13. Confusing days and hours can lose marks.

10. Radiation risk, contamination and irradiation

  1. Students found radiation risk questions difficult.
  2. Many students thought the longest half-life always meant the biggest risk.
  3. This is not always true.
  4. A shorter half-life can mean a source emits radiation more quickly.
  5. Risk depends on how much radiation is emitted in a given time.
  6. Saying “decays fastest” was not enough.
  7. Students needed to explain why faster decay could be more dangerous.
  8. Contamination and irradiation were often confused.
  9. Irradiation means being exposed to radiation from a source.
  10. Contamination means radioactive material is on or inside an object or person.
  11. Radioactive material emits radiation.
  12. Radiation and radioactive material are not the same thing.
  13. “Radiation around you versus in you” was too vague.
  14. Ionising radiation can damage cells.
  15. Ionising radiation can cause cancer.
  16. Ionising radiation can damage tissues and organs.
  17. “Death” was too vague as a specific harm.
  18. “Ionises cells” was not accepted.
  19. Ionisation happens at the atomic level.
  20. Students should learn the exact wording of key radiation definitions.

11. Alpha radiation and background radiation

  1. Some students failed to mention alpha radiation when it was required.
  2. If a question is about alpha radiation, the answer must refer to alpha particles or alpha radiation.
  3. Students should know how background radiation affects readings.
  4. Background radiation should be measured and subtracted.
  5. Standing close to a detector does not remove background radiation.
  6. Students need to know why control measurements matter.
  7. Radiation practical questions often test method and interpretation.

12. Current–potential difference required practical

  1. Students who had practised the I–V characteristics required practical had an advantage.
  2. A circuit diagram can help students explain the method.
  3. A circuit diagram was not always necessary for full marks.
  4. The ammeter should be in series.
  5. The voltmeter should be in parallel.
  6. A voltmeter in series is a serious circuit error.
  7. Students needed to explain how current and potential difference were varied.
  8. This could be done using a variable resistor.
  9. This could be done by changing the supply potential difference.
  10. Students needed to explain how negative readings could be obtained.
  11. Reversing the component connections can produce negative readings.
  12. Reversing only the ammeter or voltmeter was not enough.
  13. Students needed to use the correct range of readings.
  14. Students needed to use the correct interval between readings.
  15. A vague method was not enough for the highest marks.
  16. Six-mark practical answers need a clear sequence.
  17. A good practical answer includes equipment, method, measurements and how results are collected.

13. Power and proportionality

  1. High-demand questions need very precise wording.
  2. Some students wrongly assumed power and potential difference were directly proportional.
  3. Students need to use the data in the question.
  4. A calculation alone may not explain a relationship.
  5. Students should be careful when using the word “proportional”.
  6. Directly proportional means one quantity increases by the same factor as the other.
  7. If potential difference doubles and power does not double, they are not directly proportional.
  8. Students should test proportionality using ratios.
  9. Students should not just say “it should be 2 W not 4 W” without explaining the relationship.

14. Springs, elastic potential energy and energy stores

  1. “Over extend” was not precise enough.
  2. “Exceed the elastic limit” was accepted.
  3. The elastic limit is the point beyond which an object will not return to its original shape.
  4. Students needed to describe energy transfers carefully.
  5. Gravitational potential energy decreases as an object moves down.
  6. Kinetic energy increases as the object speeds up.
  7. Elastic potential energy increases as the spring stretches.
  8. At the lowest point, the object may be stationary.
  9. If the object is stationary, it has no kinetic energy at that instant.
  10. At the lowest point, the energy is mainly elastic potential energy in the spring.
  11. Some energy may be dissipated to the surroundings.
  12. KE, GPE and EPE were acceptable abbreviations.
  13. If writing the names fully, students should include the word “potential”.
  14. “Gravitational energy” is not as precise as “gravitational potential energy”.
  15. “Elastic energy” is not as precise as “elastic potential energy”.
  16. In spring calculations, extension must be in metres.
  17. Many students forgot to convert centimetres into metres.

15. Atomic models and Rutherford scattering

  1. Students needed to know the history of atomic structure.
  2. Students should know the order of key discoveries.
  3. Students should know that the electron was discovered before the nucleus.
  4. Students should know that Rutherford’s alpha scattering experiment led to the nuclear model.
  5. Alpha particles are positively charged.
  6. The nucleus is positively charged.
  7. Alpha particles are repelled by the nucleus.
  8. Alpha particles are not mainly deflected by electrons.
  9. Alpha particles do not collide with the nucleus in the standard explanation.
  10. Most alpha particles pass straight through the gold foil.
  11. This shows that the atom is mostly empty space.
  12. A few alpha particles are deflected through large angles.
  13. This shows that the nucleus is small and positively charged.
  14. The closer an alpha particle passes to the nucleus, the greater the repulsive force.
  15. Students should mention force or field in the explanation.
  16. “Deflected” describes the motion, but students also needed to explain the force.
  17. Magnetic force is not the correct force here.
  18. Reflection and refraction are not the correct terms here.
  19. The Bohr model still has a nucleus.
  20. Some students wrongly thought the Bohr model had no nucleus.
  21. The Bohr model added the idea of electrons in fixed energy levels or shells.
  22. Electrons can absorb electromagnetic radiation.
  23. When electrons absorb energy, they can move to a higher energy level.
  24. Electrons can emit electromagnetic radiation.
  25. When electrons emit energy, they move to a lower energy level.
  26. “Photons” was accepted as electromagnetic radiation.
  27. Students needed to know this small but important specification point.

16. Gas pressure and the particle model

  1. Most students knew that gas particles move randomly.
  2. Gas particles move in random directions.
  3. Gas pressure is caused by particles colliding with the walls of a container.
  4. More collisions per second can increase pressure.
  5. The phrase “per second” is important.
  6. “More collisions” is better when linked to “more frequently” or “at a greater rate”.
  7. Students needed a microscopic explanation.
  8. A microscopic explanation refers to particles and collisions.
  9. A macroscopic explanation refers to pressure, force and area.
  10. When gas is heated, particles gain kinetic energy.
  11. The particles move faster.
  12. Faster particles collide with the container walls more frequently.
  13. Faster particles can exert a greater force in each collision.
  14. If the volume stays the same, the pressure increases.
  15. Pressure increases because force per unit area increases.
  16. Students should not say gas particles “vibrate faster”.
  17. Gas particles move around randomly; they do not vibrate about fixed positions like particles in a solid.
  18. “Greater force and pressure = force ÷ area, so greater pressure” was just enough for one of the explanations.
  19. The best answers linked particle motion to collisions, force and pressure.

17. The biggest general lessons for GCSE Physics students

  1. Read the question carefully.
  2. Underline the command word.
  3. Notice whether the question says describe, explain, compare, calculate or evaluate.
  4. Do not answer the question you hoped would be there.
  5. Use the data given in the question.
  6. Use the graph if the question gives a graph.
  7. Quote values from the graph when useful.
  8. Make clear comparisons when asked to compare.
  9. Mention both things being compared.
  10. Use physics vocabulary, not vague everyday wording.
  11. Learn definitions exactly.
  12. Avoid writing more if you are not sure the extra detail is correct.
  13. Incorrect extra detail can lose marks.
  14. Show working in calculations.
  15. Write down the equation first.
  16. Substitute values clearly.
  17. Rearrange carefully.
  18. Convert units before calculating.
  19. Check whether the answer needs standard form.
  20. Check whether the answer needs a unit.
  21. Check whether the answer is sensible.
  22. Do not convert kilograms into grams unless the question requires it.
  23. Do not forget to convert centimetres into metres.
  24. Do not forget to convert minutes or hours into seconds.
  25. Do not say potential difference flows.
  26. Do not confuse current and potential difference.
  27. Do not confuse radiation and radioactive material.
  28. Do not confuse irradiation and contamination.
  29. Do not confuse atomic number and mass number.
  30. Do not confuse kinetic energy and potential energy.
  31. Do not confuse direct proportionality with “both increase”.
  32. Practise required practical methods.
  33. Draw circuit diagrams carefully.
  34. Put ammeters in series.
  35. Put voltmeters in parallel.
  36. Use correct symbols in circuit diagrams.
  37. Explain how variables are changed in practical work.
  38. Explain how results are measured.
  39. Explain how results are made reliable.
  40. In particle model questions, mention particles.
  41. In gas pressure questions, mention collisions.
  42. In heating questions, mention kinetic energy.
  43. In change-of-state questions, mention potential energy.
  44. In spring questions, mention elastic potential energy.
  45. In nuclear questions, use precise definitions.
  46. In atomic structure questions, keep proton, neutron and electron numbers clear.
  47. In six-mark questions, write in a logical order.

18. The most important general points to remember

  1. Precise wording matters.
  2. Units matter.
  3. Definitions matter.
  4. Graph evidence matters.
  5. Practical detail matters.
  6. Comparisons need both sides.
  7. Explanations need causes, not just statements.
  8. Calculations need clear working.
  9. Extra incorrect detail can damage an answer.
  10. Physics words should be used accurately.
  11. If a question asks about particles, write about particles.
  12. If a question asks about energy stores, name the energy stores correctly.
  13. If a question asks about risk, explain why it is risky.
  14. If a question asks about reliability, explain what makes it reliable.
  15. If a question asks about proportionality, check the ratios.
  16. If a question asks about a practical, describe what is actually done.
  17. If a question gives a graph, use it.
  18. If a question gives units, check them.
  19. If an answer seems too easy, check whether there is a conversion.
  20. The examiner can only mark what is written clearly on the page.

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