2023 AQA GCSE Physics Paper 1

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

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

2. Transformers, efficiency and electrical calculations

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

3. Specific heat capacity and practical understanding

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

4. Direct potential difference and electrical language

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

5. Particle model, melting and internal energy

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

6. Energy calculations and unit conversions

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

7. Energy resources and comparison questions

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

8. Atomic structure and isotopes

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

9. Half-life

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

10. Radiation risk, contamination and irradiation

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

11. Alpha radiation and background radiation

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

12. Current–potential difference required practical

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

13. Power and proportionality

High-demand questions need very precise wording.
Some students wrongly assumed power and potential difference were directly proportional.
Students need to use the data in the question.
A calculation alone may not explain a relationship.
Students should be careful when using the word “proportional”.
Directly proportional means one quantity increases by the same factor as the other.
If potential difference doubles and power does not double, they are not directly proportional.
Students should test proportionality using ratios.
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

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

15. Atomic models and Rutherford scattering

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

16. Gas pressure and the particle model

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

17. The biggest general lessons for GCSE Physics students

Read the question carefully.
Underline the command word.
Notice whether the question says describe, explain, compare, calculate or evaluate.
Do not answer the question you hoped would be there.
Use the data given in the question.
Use the graph if the question gives a graph.
Quote values from the graph when useful.
Make clear comparisons when asked to compare.
Mention both things being compared.
Use physics vocabulary, not vague everyday wording.
Learn definitions exactly.
Avoid writing more if you are not sure the extra detail is correct.
Incorrect extra detail can lose marks.
Show working in calculations.
Write down the equation first.
Substitute values clearly.
Rearrange carefully.
Convert units before calculating.
Check whether the answer needs standard form.
Check whether the answer needs a unit.
Check whether the answer is sensible.
Do not convert kilograms into grams unless the question requires it.
Do not forget to convert centimetres into metres.
Do not forget to convert minutes or hours into seconds.
Do not say potential difference flows.
Do not confuse current and potential difference.
Do not confuse radiation and radioactive material.
Do not confuse irradiation and contamination.
Do not confuse atomic number and mass number.
Do not confuse kinetic energy and potential energy.
Do not confuse direct proportionality with “both increase”.
Practise required practical methods.
Draw circuit diagrams carefully.
Put ammeters in series.
Put voltmeters in parallel.
Use correct symbols in circuit diagrams.
Explain how variables are changed in practical work.
Explain how results are measured.
Explain how results are made reliable.
In particle model questions, mention particles.
In gas pressure questions, mention collisions.
In heating questions, mention kinetic energy.
In change-of-state questions, mention potential energy.
In spring questions, mention elastic potential energy.
In nuclear questions, use precise definitions.
In atomic structure questions, keep proton, neutron and electron numbers clear.
In six-mark questions, write in a logical order.

18. The most important general points to remember

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

2023 AQA GCSE Physics Paper 2

Examiner reports are incredibly useful because they show the difference between knowing some physics and writing the kind of answer that actually gets marks. The 2023 AQA GCSE Physics Paper 2 Higher report shows that students often did well on calculations, but lost marks on explanations, graph work, practical detail and precise scientific wording.

1. Big lessons from the whole paper

The equations sheet helped students with straightforward calculations.
Students still needed to know which equation to use.
Students still needed to substitute values correctly.
Students still needed to rearrange equations correctly.
Students still needed to convert units correctly.
Students still needed to write answers clearly.
Handwriting was again a problem for many students.
Poor handwriting makes it harder for examiners to award marks.
Calculation questions were often answered better than explanation questions.
Students often knew a general idea but could not explain it clearly enough.
Many answers were too vague.
Some students used random physics words rather than answering the question.
Scientific terminology mattered throughout the paper.
The examiner report shows that knowing definitions is not enough.
Students must apply definitions to the exact situation in the question.
Students should not simply repeat the wording of the question.
Students should use the data given in graphs and tables.
Students should make comparisons when the question asks for comparisons.
Students should avoid writing irrelevant information.
Students should check whether the question is asking for a practical method, a conclusion, a calculation or an explanation.

2. Infrared radiation and required practical thinking

Many students did not explain why extra equipment was needed.
A practical method should explain what the equipment is for.
It is not enough just to list equipment.
Students needed to explain the need to calculate temperature change.
Students needed to compare readings from infrared detectors.
Many students misunderstood what infrared detectors measure.
Some students described a completely different practical.
Some students suggested using cold water, which did not fit the question.
Some students added unnecessary details such as taking readings every minute.
Repeating readings and producing graphs were not required by this question.
Students should not add practical steps just because they sound scientific.
The method should match the exact investigation.
Students need a sense of realistic quantities.
The report suggested some students had little idea of what 50 ml looks like.
Students should practise describing practicals in a focused way.
A good practical answer says what is measured.
A good practical answer says how it is measured.
A good practical answer says what is compared.
A good practical answer links the method to the hypothesis.
Stronger students wrote good summaries using the evidence and the hypothesis.

3. Absorption of infrared radiation

Many students knew that matt black surfaces absorb infrared radiation well.
Many students knew that shiny white surfaces absorb infrared radiation less well.
However, very few students gave both conclusions clearly.
Students needed to describe relative absorbance.
Black surfaces are generally better absorbers than white surfaces.
Matt surfaces are generally better absorbers than shiny surfaces of the same colour.
The “same colour” part matters.
Matt black is the best absorber in this type of comparison.
Shiny white is the worst absorber in this type of comparison.
Some students answered in terms of emission instead of absorption.
Emission was not what the question was asking for.
Some students answered in terms of reflection instead of absorption.
Reflection was not creditworthy for this particular answer.
Students must focus on the command word and the exact physical process.
Absorption, emission and reflection are related but not interchangeable.

4. Pressure calculations

Almost all students identified the correct equation for pressure.
Pressure = force ÷ area.
Most students did well on the pressure calculation.
Some students calculated the total surface area instead of the correct area.
Some students calculated the volume.
Some students used the length of the cube instead of the area.
Students must identify the area actually in contact.
In pressure questions, the contact area is usually the important area.
Students should not assume every face of an object is involved.
Units matter in pressure calculations.
Force should be in newtons.
Area should be in square metres.
Pressure is measured in pascals.
Students should check whether the question gives cm² or m².
Students should avoid using length when area is needed.

5. Distance, displacement and aircraft motion

Many students confused distance and displacement.
Distance is the total length of the path travelled.
Displacement is the straight-line distance from start to finish in a stated direction.
Some students measured the route taken by the aircraft.
The question asked for displacement, not distance.
Displacement is a vector.
Distance is a scalar.
Students should look carefully at whether a question asks for distance or displacement.
If a path is curved, distance and displacement are not the same.
Students should practise drawing or identifying the straight-line displacement.
Most students correctly calculated the resultant force as zero.
However, many students did not know what zero resultant force meant.
Zero resultant force does not necessarily mean the object is stationary.
Zero resultant force means there is no acceleration.
If an object is already moving, it continues at constant velocity.
In this question, the plane was moving at constant speed.
Many students wrongly said the plane was stationary.
Many students wrongly said the plane was accelerating.
Balanced forces mean no change in velocity.
Balanced forces do not automatically mean no motion.

6. Contact forces and non-contact forces

Students did not understand contact forces well.
A contact force acts when objects physically touch.
Friction is a contact force.
Air resistance is a contact force.
Normal contact force is a contact force.
Tension is a contact force.
Gravity is not a contact force.
Gravity is a non-contact force.
Magnetic force is a non-contact force.
Electrostatic force is a non-contact force.
Students often quoted gravity as a contact force.
Students also gave forces that had already been mentioned in the question.
Students should avoid repeating examples already given unless the question asks them to.
Students should learn examples of contact and non-contact forces.
A good answer should fit the exact context of the question.

7. Graphs involving distance, velocity and density

Many students successfully linked distance and velocity on graphs.
Students generally did well when asked to draw correct graph shapes.
Some students struggled to extrapolate from a graph.
Extrapolation means extending a graph beyond the measured data.
A smooth curve may be needed when the pattern is curved.
Some students drew a straight line when a curve was more appropriate.
A straight line may still allow one mark if a reading is taken correctly.
Students should follow the trend of the plotted data.
Students should not force a graph into a straight line unless the data supports it.
Some students misread the scale on the graph.
Misreading a scale can lose marks even if the method is correct.
Students should check the value of each small square on a graph.
Students should take readings carefully from their line or curve.
Most students knew that air density decreases with height.
As an aeroplane gets higher, the average density of the air decreases.
Students should link altitude to air density when answering flight questions.

8. Moments and levers

Students found the lever question difficult.
Some students said to physically change the length of the lever.
Some students said to increase the distance from the pivot but did not mention force.
The important idea is increasing the perpendicular distance from the pivot to the force.
Moment = force × perpendicular distance from the pivot.
A larger distance from the pivot gives a larger moment for the same force.
A larger force gives a larger moment for the same distance.
Students should mention force when discussing moments.
Students should mention the pivot when discussing moments.
Students should use the word perpendicular where appropriate.
“Further from the pivot” is better when linked clearly to where the force is applied.
Students should avoid vague statements such as “make the lever longer” unless they explain the effect.

9. Velocity-time graphs and distance travelled

Many students read velocity values from graphs correctly.
Mathematical errors still caused lost marks.
Incorrect rearranging was a common problem.
Students should practise rearranging equations.
Students should show their substitution clearly.
Distance travelled can be found from the area under a velocity-time graph.
Many students did not realise the area under the graph represented distance.
Some students used distance = speed × time when speed was not constant.
Distance = speed × time only works directly when speed is constant.
If speed changes, the area under the velocity-time graph is needed.
For a triangular section, area = ½ × base × height.
For a rectangular section, area = base × height.
For a trapezium, split it into simpler shapes if needed.
Students should label each section of the graph.
Students should add the areas together carefully.
Students should include the correct unit for distance.
If velocity is in m/s and time is in seconds, distance is in metres.

10. Reaction time, thinking distance and stopping distance

Students often confused distance and time.
Reaction time is a time.
Thinking distance is a distance.
Stopping distance is a distance.
Stopping distance = thinking distance + braking distance.
A longer reaction time increases thinking distance.
A longer thinking distance increases stopping distance.
Students often said “reaction times are slower”.
This wording is not ideal because time itself does not slow down.
Better wording is “reaction time increases”.
Better wording is “the driver takes longer to react”.
Better wording is “the response time is greater”.
Only a small proportion of students linked thinking distance to stopping distance clearly.
Students should use the correct chain of reasoning.
For example: tiredness increases reaction time.
Increased reaction time increases thinking distance.
Increased thinking distance increases stopping distance.
This style of linked explanation gains more marks.

11. Braking, work done and energy transfer

Students often mentioned friction but did not mention work done.
Friction alone was not enough.
Braking involves work being done against friction.
The vehicle’s kinetic energy decreases.
Kinetic energy is transferred to thermal energy.
The brakes and surroundings become warmer.
“Energy is released” was too vague.
“Heat energy” was accepted, but “thermal energy” is better.
Students should write about energy transfer, not energy disappearing.
Energy is conserved.
During braking, energy is dissipated to the surroundings.
The stronger answer links force, distance, work done and energy transfer.

12. Magnetism and induced magnets

Some students answered magnetism questions with random physics terms.
Random physics vocabulary does not gain marks.
Most students recognised the direction of a magnetic field.
Students should know that magnetic field lines go from north to south outside a magnet.
Students should know what an induced magnet is.
An induced magnet is a material that becomes a magnet when placed in a magnetic field.
An induced magnet may stop being magnetic when removed from the field.
Students sometimes confused magnets with magnetic materials.
A magnetic material is attracted to a magnet.
A permanent magnet produces its own magnetic field.
An induced magnet becomes magnetic because of another magnetic field.
Students should learn the difference between permanent magnets, magnetic materials and induced magnets.
Most students knew that the motor effect causes a coil to move.
The motor effect happens when a current-carrying wire is placed in a magnetic field.
The wire experiences a force.
In a motor, this force can make a coil rotate.

13. Calculations with milliamps

Students often lost marks because of incorrect mA conversions.
mA means milliamps.
1 mA = 0.001 A.
To convert from mA to A, divide by 1000.
For example, 500 mA = 0.5 A.
For example, 50 mA = 0.05 A.
For example, 5 mA = 0.005 A.
Students should write the converted value before using it in an equation.
Incorrect unit conversion can lose the final mark in a calculation.
Students should practise common prefixes.
milli means one thousandth.
kilo means one thousand.
mega means one million.
micro means one millionth.

14. Hearing, age and environment

Many students made generic statements about age and hearing.
Generic statements were not enough for the best marks.
Students needed to use the data in the graph.
Only some students supported their answers with graph evidence.
Some students described people A, B and C separately without comparing them.
The question required comparisons.
Students should compare patterns in the data.
Students should support conclusions with values where possible.
There was confusion about sensitivity.
A higher minimum sound level means worse hearing sensitivity.
If a person needs a louder sound to hear it, their hearing is less sensitive.
Some students wrongly thought a higher minimum sound level showed better hearing.
Some students wrongly said people used to loud sounds could hear loud sounds better.
Some students wrongly said quiet environments mean people can only hear quiet sounds.
Students should avoid invented explanations not supported by the graph.
Data questions require evidence, not guesswork.

15. Conservation, Newton’s third law and collisions

Students gave some good answers about conservation of momentum.
Conservation of energy was also used well by some students.
Answers about no external forces were credited where appropriate.
Some answers were too vague.
Some students answered outside the physics context of the question.
Newton’s third law was often not applied properly.
Students often stated Newton’s third law without explaining the specific example.
Newton’s third law says that interacting objects exert equal and opposite forces on each other.
The forces are the same size.
The forces act in opposite directions.
The forces act on different objects.
Students must apply this to the objects in the question.
Simply writing the law is not always enough.
Most students did well on a straightforward force calculation.
Collision explanations were much harder.
Many students knew that reducing force was important.
Many students knew that increasing collision time was important.
Increasing the collision time reduces the force for the same change in momentum.
This links to impulse.
Force × time = change in momentum.
Crumple zones, padding and helmets work by increasing the time of collision.
A longer collision time means a smaller average force.
A smaller force reduces the risk of injury.
The best answers link time, momentum and force.

16. Equations of motion

Students found equations of motion difficult.
The biggest problem was not showing substitution.
Students should write the equation first.
Students should substitute the data clearly.
Students should rearrange carefully.
Students should not divide expressions when they need to subtract them.
Students needed to square root the final value to obtain velocity.
The equation v² − u² = 2as is often challenging.
Students should practise using this equation in different contexts.
Students should be careful when the unknown is squared.
If the answer is v², the final step is to square root.
Showing working is especially important in harder calculations.

17. Satellites, orbital motion and red-shift

Most students identified a satellite or moon correctly.
Students generally did quite well on a wavelength calculation.
Some students forgot to convert wavelength into metres.
Wavelength should usually be in metres for wave speed calculations.
Most students could give answers in standard form.
Orbital motion explanations were weaker.
Students rarely mentioned acceleration towards Earth.
In circular motion, the object’s direction is constantly changing.
A change in direction means a change in velocity.
A change in velocity means acceleration.
Gravity provides the force towards the centre of the orbit.
In orbit, speed can stay constant while velocity changes.
Students should not confuse speed and velocity.
Speed is a scalar.
Velocity is a vector.
Red-shift explanations were difficult.
Very few students gained full marks on the red-shift explanation.
Some students wrongly thought distant galaxies emit longer wavelength radiation than the Sun.
The key idea is that light is emitted with the same pattern but observed at a longer wavelength.
Red-shift means the observed wavelength has increased.
Red-shift suggests galaxies are moving away.
Greater red-shift means greater recessional speed.
This supports the idea that the universe is expanding.
Students should link red-shift to observed wavelength, not a different source of radiation.

18. Reflection and refraction

Many students did not identify specular reflection.
Specular reflection happens from a smooth surface.
Specular reflection produces a clear reflected ray or image.
Diffuse reflection happens from a rough surface.
In reflection, the angle of incidence equals the angle of reflection.
Many students gave the correct conclusion for angle of incidence and angle of reflection.
Some students only noticed that both angles increased.
The better conclusion is that the two angles are equal.
Students should consider the actual values, not just the trend.
Error questions were poorly answered.
“Human error” is not an acceptable answer.
Students must identify a specific error.
Students must classify errors correctly.
The cause of the error must match the error described.
“Misreading the protractor” was often too vague.
Students need to explain what was misread or why it would affect the result.
In refraction questions, some students gave irrelevant factors.
Density, transparency and thickness were often irrelevant.
“Not hitting at an angle” was a popular but unclear answer.
Students need to express refraction ideas with precision.
Some students confused reflection and refraction results.
Students should check whether the question is asking about reflected rays or refracted rays.
Students should know that refraction happens when light changes speed at a boundary.
Light travels more slowly in glass than in air.
Wavefront explanations were very difficult.
Few students explained that different parts of the wavefront reach the boundary at different times.
Different parts of the wavefront change speed at different times.
This causes the wavefront to change direction.
Many students wrote about light rays instead of wavefronts.
If the question asks about wavefronts, the answer should use wavefronts.

19. Transformers

Most students knew that iron is used for the core of a transformer.
Many students explained this correctly.
Some students wrongly said iron is used because it is a good conductor of electricity.
That shows a misunderstanding of transformers.
The iron core is used because it is easily magnetised.
The iron core helps transfer the changing magnetic field from the primary coil to the secondary coil.
The core is not there to conduct electricity between the coils.
The primary and secondary coils are not electrically connected.
Transformers work using electromagnetic induction.
Many students did well on the transformer calculation.
Students used both transformer equations and power equations successfully.
Strong students were confident combining equations.
Students should practise step-up and step-down transformer calculations.
Students should know when to use Vp, Vs, Np and Ns.
Students should know that power input is approximately equal to power output in an efficient transformer.

20. Dynamos, generators and commutators

Motors, dynamos, generators and transformers remain challenging topics.
Very few students gained full marks on the dynamo explanation.
Some students showed excellent understanding.
Many students knew that a coil cuts magnetic field lines.
When a coil cuts field lines, a potential difference is induced.
If the circuit is complete, a current flows.
The current can light a lamp.
Students struggled to explain the commutator and brushes.
The commutator and brushes swap the connections every half-turn.
This makes the current to the lamp flow in one direction.
Some students confused a dynamo with a motor.
Some students mixed motor explanations with dynamo explanations.
A motor uses current to produce movement.
A dynamo uses movement to produce current.
Students should learn the difference between the motor effect and generator effect.
The generator effect is when movement in a magnetic field induces a potential difference.
The motor effect is when a current in a magnetic field experiences a force.
Many students drew the wrong output for a dynamo.
Students needed four half-cycles for two complete turns.
Many students drew a sine wave.
Many students drew the wrong number of half-cycles.
Students should practise drawing generator and dynamo outputs.
Students should connect the shape of the output to the number of turns.
Students found the final generator question very difficult.
Without current in the coil, there is no magnetic field produced by the coil.
Without that magnetic field, there is no opposing force.
Some students thought there would still be a current in the coil.
Some students thought the current would increase.
Some students incorrectly focused on friction at the brushes.
Some students incorrectly focused on the resistance of the lamp.
The best answers linked induced current, magnetic field and opposing force.

21. The biggest general lessons from Paper 2

Read the exact wording of the question.
Do not answer a different practical from the one asked.
Do not add unnecessary practical steps.
Explain why equipment is used.
Explain what is measured.
Explain what is compared.
Use data from graphs.
Quote values where helpful.
Make comparisons when asked.
Do not just describe one person, object or situation.
Use correct scientific terms.
Avoid vague words like “it”, “thing” and “stuff”.
Avoid saying “human error”.
Name the specific error.
Do not confuse distance and displacement.
Do not confuse speed and velocity.
Do not confuse reaction time and thinking distance.
Do not confuse reflection and refraction.
Do not confuse motors and generators.
Do not confuse the motor effect and generator effect.
Do not confuse magnetic materials with magnets.
Do not confuse current with potential difference.
Do not assume zero resultant force means stationary.
Remember that zero resultant force means no acceleration.
Remember that a moving object can continue at constant speed with zero resultant force.
Check whether a force is contact or non-contact.
Gravity is not a contact force.
Air resistance is a contact force.
Friction is a contact force.
In stopping distance questions, link reaction time to thinking distance.
Link thinking distance to stopping distance.
In braking questions, mention work done.
In braking questions, mention kinetic energy transferred to thermal energy.
In velocity-time graph questions, use area under the graph.
Do not use distance = speed × time if speed is changing unless you are using average speed correctly.
In moments questions, mention force and distance from the pivot.
In pressure questions, use the correct contact area.
In wave questions, convert wavelength into metres.
In electrical questions, convert mA into A.
In motion equations, show substitution.
In equations involving v², remember to square root at the end.
In orbit questions, link changing direction to changing velocity.
In orbit questions, link changing velocity to acceleration.
In red-shift questions, discuss observed wavelength increasing.
In transformer questions, remember the iron core is for magnetism, not electrical conduction.
In generator questions, explain the coil cutting magnetic field lines.
In dynamo questions, explain the role of the commutator and brushes.
In refraction questions, explain the change in speed at the boundary.
In wavefront questions, mention different parts of the wavefront reaching the boundary at different times.
The examiner can only mark what is clearly written.
A simple precise answer is better than a long vague answer.
Extra incorrect physics can damage an answer.
The best answers are focused, accurate and linked to the question.

22. The most important general points to remember

Use the graph when a graph is given.
Use the data when data is given.
Compare when the question says compare.
Explain why, not just what.
Show working in calculations.
Convert units before substituting.
Check whether the answer should be in standard form.
Use proper physics vocabulary.
Avoid vague explanations.
Avoid irrelevant practical details.
Learn required practicals properly.
Learn key definitions exactly.
Apply laws to the situation in the question.
Do not just state Newton’s laws; use them.
Do not just name an effect; explain how it works.
Do not write “human error”.
Do not ignore the command word.
Do not ignore units.
Do not ignore vectors.
Do not ignore the difference between speed and velocity.
Do not ignore the difference between distance and displacement.
Do not ignore the difference between reflection and refraction.
Do not ignore the difference between a motor and a generator.
Most lost marks came from imprecise wording, weak links and careless interpretation.
Paper 2 rewards students who can explain physics clearly in context.

The Physics Question Bank

Examiners Reports Summarised