Examiners’ Report

June 2022
International GCSE Physics 4PH1 2P
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June 2022

Publications Code 4PH1_2P_2206_ER

All the material in this publication is copyright

© Pearson Education Ltd 2022

International GCSE Physics 4PH1 2P 2

 Introduction

As in examinations for previous sessions, most candidates handled the calculations well.
Candidates who gave the best practical descriptions usually appeared to be writing from
first-hand experience. Responses to the longer questions showed that the less able
candidates tended to struggle when assembling a logical description or when asked to offer
more than one idea. There were a wide range of responses and it was good to see that many
candidates could give full and accurate answers.

3 International GCSE Physics 4PH1 2P

Question 1 (a)

This question requires recall of a specification point and a description of an idea, rather than
the recall of a formula.

This candidate has referred to the "amount of energy...in a given time"

which is ambiguous. There needs to be a clear sense of a rate of
energy transfer.

International GCSE Physics 4PH1 2P 4

 Question 1 (b)

Virtually all candidates completed a table with two columns or transposed into two rows. A
common misconception is to include the units in the main body of the table.

A well-constructed table, although the units have also been included in

the main body of the table. This is not standard scientific practice.

5 International GCSE Physics 4PH1 2P

This candidate has followed correct scientific protocol and has not
included the units in the main body of the table.

International GCSE Physics 4PH1 2P 6

 Question 1 (c)

Most candidates calculated a mean correctly, either with or without the anomalous data. A
significant minority did not round their value to the required number of significant figures.

This candidate has successfully identified the anomalous result and

not included that data point in the mean calculation.

The mean has been calculated correctly, however, it has not been
rounded to 3 significant figures.

7 International GCSE Physics 4PH1 2P

Question 2 (b)(i)

In any item, merely repeating the question will not score any marks. In this question,
therefore, "momentum is conserved" is not acceptable. Other candidates confused moments
or energy with momentum and so also did not gain credit. Many candidates did, however,
convey the idea of 'momentum before=momentum after' which was sufficient here.

This candidate has made it clear that they know that the total
momentum before and after a collision is the same.

International GCSE Physics 4PH1 2P 8

 Question 2 (b)(ii)

A reasonable fraction of candidates arrived at the correct answer. The physics part of this
question is setting up an equation using conservation of momentum. Candidates that got
this physics correct invariably calculated the velocity of P correctly.

This candidate has been careful to use words to describe what they are
doing at each stage of the calculation.

They have correctly deduced that the initial momentum of the system
is 0 (kg m/s) and that the momentum of Q after the split is
7.03 (kg m/s).

They have gone on to equate the total momentum before and after
which gives a formula from which the magnitude of the velocity of P
can be determined.

Using words to 'signpost' a complex calculation can assist with

checking your work and making it clearer to the examiner.

9 International GCSE Physics 4PH1 2P

Question 2 (c)

There was no credit for answers involving forces being absorbed, reduction of impact or
other comparisons between hard and soft materials. The ideas in this question are the same
as those for crumple zones and seatbelts in cars.

Candidates that made this link often scored very well by adapting their pre-rehearsed
answers to crumple zone-type questions.

This candidate concisely explains how the carpet reduces the force on
the egg by increasing the collision time. The candidate uses a formula
to further justify the argument and goes on to include which factor
stays the same: in this case this is the momentum change.

This type of question appears frequently. Refer to a formula, state

which variable remains constant and then describe the effect one
variable has on the other.

International GCSE Physics 4PH1 2P 10

 Question 3 (a)

The calculations in Q3(a)(i) and Q3(a)(ii) were completed well by many candidates, however, a
small number did not rearrange the formulae correctly.

Question 3 (b)(i)

This formula was given on the formula insert.

Question 3 (b)(ii)

Provided that the candidate used the correct current (the output current of 1.2 A) and not the
input current, candidates could determine the time taken for the battery to charge. The
conversion from seconds to minutes was unusual yet most candidates completed this step
correctly even if they used the wrong current previously.

11 International GCSE Physics 4PH1 2P

Question 3 (b)(iii)

Many candidates correctly determined that a larger output current would result in a shorter
charging time.

This question is similar to Q2(c) in that there is a constant variable

(charge in this case), an independent variable (current here) and a
dependent variable (time). This candidate has correctly linked the three
variables using the formula in Q3(b)(i) to arrive at a suitable
conclusion.

International GCSE Physics 4PH1 2P 12

 Question 3 (c)

The function of a transformer is a familiar requirement on the specification. The majority of

candidates scored at least one mark for remembering that a step-down transformer has a
larger input voltage than output voltage. After this point, if a candidate recalled the ideas of
generating a magnetic field with a current and inducing a voltage due to a changing magnetic
field, then they tended to score highly.

13 International GCSE Physics 4PH1 2P

This candidate drew an acceptable diagram which provided evidence
for marking point 1. After this, they scored marking point 3 by referring
to alternating current and marking point 2 for stating that the core
magnetises and de-magnetises. The candidate also scored marking
point 7 for an acceptable reference to induction in the secondary coil,
in this case induction of a current.

Plan out and rehearse answers to questions which require a longer

response.

International GCSE Physics 4PH1 2P 14

 Question 4 (a)

Many candidates remembered at least one of the two frequency limits in average human
hearing with a large proportion remembering both accurately. In this case 'range' will require
both a lower and an upper limit, as opposed to a single number.

Question 4 (b)(i)

The only acceptable answer for this question was 'microphone', which was well-remembered
by the majority of candidates.

15 International GCSE Physics 4PH1 2P

Question 4 (b)(ii)

This question tests one of the prescribed practicals listed on the specification. There is an
excellent online simulation of an oscilloscope that can be used in conjunction with a
computer microphone to record traces of the sounds nearby. The link is
https://academo.org/demos/virtual-oscilloscope/

Candidates can practice finding the period from this simulation and compare it to the given
frequency as a check.

This candidate has made it clear how to get a usable trace on the
oscilloscope and how to read the oscilloscope screen. The conversion
from number of squares to a time period is apparent.

International GCSE Physics 4PH1 2P 16

 Question 4 (c)

As stated in the discussion for Q4(b)(ii), reading an oscilloscope accurately to determine the
period and hence the frequency can be practised using a virtual oscilloscope if real ones are
not available. Many candidates could find the frequency given the period. Some candidates
measured the entire width of the screen rather than just one oscillation. Fewer confused
amplitude with period.

17 International GCSE Physics 4PH1 2P

International GCSE Physics 4PH1 2P 18
 This candidate has scored full marks. They have done so by making it
clear what it is they are reading from the trace and how that relates to
the period of the ultrasound waves.

From there they have successfully calculated the frequency by using

the given formula.

There was no requirement to use standard form, although given that

the relevant setting was given in standard form, it would make sense
for the period to be similarly represented.

19 International GCSE Physics 4PH1 2P

Question 5 (a)

Many candidates successfully navigated this question with good knowledge of function and
likely materials of parts of a fission reactor.

International GCSE Physics 4PH1 2P 20

 Question 5 (b)

Two ideas prevented some candidates from scoring both marks on this question. The first is
that shielding absorbs the radiation. The radiation does penetrate into the shielding yet
crucially does not penetrate all the way through and outside the shielding. The second is that
the radioactivity is specific ie neutrons, gamma radiation or fission products/daughter nuclei.
Most candidates scored at least one mark because they had the idea of preventing the
radiation from escaping, even if they could then not discuss the mechanism or the specific
radiation.

This candidate required very few words to score both marks. They
have identified a specific radiation that would cause a problem to
those outside the shielding (ie gamma radiation) and what the
shielding does to protect (ie absorbs the radiation).

21 International GCSE Physics 4PH1 2P

Question 5 (c)

In Q5(c)(i), while some candidates forgot to apply the 3 percent idea, many candidates
performed the calculation to the extent they got some credit. The number of nuclei cannot
be less than 1 so numbers in standard form with negative powers of ten cannot be correct.

In Q5(c)(ii), whatever number was calculated in the previous part should be used to calculate
the energy per event. This gave huge, unlikely, numbers however credit was still given,
applying 'error carried forward'.

International GCSE Physics 4PH1 2P 22

23 International GCSE Physics 4PH1 2P
This candidate has correctly applied the 3 percent idea to the mass of
the whole sample in part 5(c)(i). They have then used their answer
from part 5(c)(i) correctly to determine the energy released per fission
event.

Calculations involving many factors can be made much simpler to

understand with some accompanying words, to keep track of each
stage of the calculation.

International GCSE Physics 4PH1 2P 24

 Question 6 (a)

Many candidates scored full marks here. A small number made incorrect references to global
warming affecting the temperature of the whole universe.

25 International GCSE Physics 4PH1 2P

Question 6 (b)

Many candidates recognised and could recall the two pieces of evidence required from the
specification. It was not always clear that candidates knew that although light comes from
stars it is the red shift of galaxies that forms the real evidence for the Big Bang. Some
candidates incorrectly focused on the explanation of the Doppler effect, rather than
concentrating on the change of redshift brought about by the different recessional speeds
from galaxies at different distances.

With the Cosmic Microwave Background Radiation (CMBR), many candidates did not make
the link between the CMBR being (broadly) the same in all directions and being everywhere
to the universe all being at the same point a long time ago. Other candidates confused
microwave background radiation with the ionizing background radiation around us on Earth.

International GCSE Physics 4PH1 2P 26

 This response is excellent – it goes through all of the relevant points in
a coherent and logical way, whilst getting the technical language
correct. There is no attempt to go beyond the specification and as a
result, is clearer. Maximum 6 marks awarded, although it would have
scored all ten marking points.

27 International GCSE Physics 4PH1 2P

Question 7 (a)

While many candidates could recall the idea of raising (or lowering) the temperature of a
substance by 1 degree Celsius, significantly fewer related the 'specific' to the idea energy per
unit mass.

Question 7 (b)

Many candidates referred to repeating and finding an average value, which strictly speaking
does not improve accuracy except in rare cases but was given some credit. The most
common answers to gain credit here were the ideas of placing a lid on the container or using
some insulating material around the container. Some candidates did make reference to the
other marking points, yet they were very much in the minority.

Question 7 (c)(i)

Most candidates deduced that the final temperature of the water and the final temperature
of the aluminium block would be the same. Some tried, unsuccessfully, to convert the answer
into kelvin which was not necessary.

Question 7 (c)(ii-iii)

Virtually all candidates correctly calculated the change in temperature in part 7(c)(ii).

The majority of candidates substituted in the correct values to the formula then got the
correct answer, although some needlessly converted the mass into grams or divided their
answer by 1000 to get the answer into J/g oC without changing the unit on the answer line.

The most common misconception was to muddle the energy change and the specific heat
capacity in the substitution.

Question 7 (d)

There was a lot of information to digest in this question. Firstly that the water was freezing at
some point, so there needed to be a horizontal portion of the graph at 0 oC. Then there was
the initial and final temperatures of 38 oC and – 20 oC.

The extra factor to add in was that the specific heat capacities of liquid water and ice are
different, so the gradients of the non-horizontal lines would necessarily have to be different.

With all this in mind, many candidates scored at least two marks and no further because
their non-horizontal lines were the same gradient.

International GCSE Physics 4PH1 2P 28

 Paper Summary

Based on their performance on this paper, candidates should:

take care when drawing diagrams to add labels and draw accurately.
either build or simulate circuits in which the number of components changes and noting
the effect on the currents and voltages in or across those components.
ensure that they have either seen or performed the practicals named in the specification
where possible.
take note of the number of marks given for each question and use this as a guide as to the
amount of detail expected in the answer.
take note of the command word used in each question to determine how the examiner
expects the question to be answered, for instance whether to give a description or an
explanation.
be familiar with the equations listed in the specification and be able to use them
confidently.
structure multi-step calculations as simply as possible to facilitate checking at each stage.
recall the units given in the specification and use them appropriately, for instance
frequency.
be familiar with the names of standard apparatus used in different branches of physics.
practise structuring and sequencing longer extended writing questions.
show all working so that some credit can still be given for answers that are only partly
correct.
signpost working with words, this may help with structuring calculations clearly.
be ready to comment on data and suggest improvements to experimental methods.
take care to follow the instructions in the question, for instance when requested to use
particular ideas in the answer.
take advantage of opportunities to draw labelled diagrams as well as, or instead of, written
answers.
allow time at the end of the examination to check answers carefully and correct basic slips
in wording or calculation.

29 International GCSE Physics 4PH1 2P

Grade boundaries

Grade boundaries for this, and all other papers, can be found on the website on this link:

https://qualifications.pearson.com/en/support/support-topics/results-certification/grade-
boundaries.html

International GCSE Physics 4PH1 2P 30

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