[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-207889-en":3,"doc-seo-207889-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},207889,962085571259,"Putri","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",4,"Exam","GCSE Physics 8463/1H - Report on the Examination - June 2023","AQA GCSE Physics 8463/1H June 2023 examination report analyses student performance across different levels of demand, highlighting both strengths and persistent issues. It notes improved results on straightforward calculations after an Equations Sheet was provided, while handwriting remains a significant barrier for examiners. The report describes question-by-question attainment, including common equation, substitution, unit conversion, and interpretation errors, and explains the marking focus for key particle and electrical concepts.","GCSE  \nPHYSICS  \n8463/1H Paper 1  \nReport on the Examination  \n8463/1H June 2023  \nVersion: 1.0  \nFurther copies of [this Report are available from aqa.org.uk](this Report are available from aqa.org.uk)  \n[Copyright](Copyright) © 2023 AQA and its licensors. All rights reserved.  \nAQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.  \nREPORT ON THE EXAMINATION – GCSE PHYSCIS – 8463/1H – JUNE 2023  \nGeneral  \nGrade 4-5 calculation questions ask for students to recall an equation first before using it in a subsequent calculation, however in the 2023 series, students were given an Equations Sheet which had all the equations printed on it. Subsequently, the performance on straightforward calculations has improved on previous years.  \nHandwriting continues to be a problem for a large number of students, making it very difficult for examiners to read what has been written.  \nLevels of demand  \nQuestions are set at three levels of demand for this paper:  \n• Standard demand questions are designed to broadly target grades 4‒5.  \n• Standard/high demand questions are designed to broadly target grades 6‒7.  \n• High demand questions are designed to broadly target grades 8‒9.  \nA student’s final grade, however, is based on their attainment across the qualification as a whole, not just on questions that may have been targeted at the level at which they are working.  \nQuestion 1 (Standard Demand)  \n01.1 71% of students scored 2 marks on this question about transformers.  \n01.2 98% of students identified the correct equation. In this exam series, students were provided with all the equations on an Equations Sheet.  \n01.3 86% of students scored 3 marks. Many students failed to square the current so scored zero for the substitution and subsequent rearrangement.  \n01.4 84% of students answered correctly. In this exam series, students were provided with all the equations on an Equations Sheet. Students who quoted the version of the efficiency equation with power input and power output scored zero.  \n01.5 95% of students scored 3 marks. An answer of 33.9264 scored 3 marks as significant figures was not being tested in this question part. An answer given to 2 s.f. could score 3 marks with working. If the answer was rounded, the rounding needed to be correct.  \nQuestion 2 (Standard Demand)  \n02.1 The answer needed to refer to the iron block’s temperature rather than the room temperature. ‘To allow the thermometer time to reach the iron block’s temperature’would be creditworthy. ‘To allow the iron block to reach room temperature’was insufficient. 36% of students scored a mark for this question.  \n02.2 70% of students scored all 4 marks. 17% of students scored 3 marks for using a temperature change other than the correct one. An answer of 216.7 was commonly seen  \nREPORT ON THE EXAMINATION – GCSE PHYSCIS – 8463/1H – JUNE 2023  \nusing the total temperature change, which scored 3 marks. If an incorrect temperature change was used it needed to be clear from the graph and subsequent calculation why an incorrect value had been used.  \n02.3 72% of students scored 2 marks, while 27 % of students scored 1 mark for identifying the effect of adding insulation.  \nQuestion 3 (Standard Demand)  \n03.1 Very few correct answers, only 11 % of students scored a mark. Many students gave answers in terms of charge flow and current which were insufficient. The specification does not mention alternating or direct current, only alternating or direct p.d. Answers like ‘ the potential difference flows in one direction’ were insufficient to score.  \n. Saying the potential difference only travels/goes in one direction was insufficient, as this suggested charge flow. Saying ","cbCaiuxlXtrUzIay","https://ap.wps.com/l/cbCaiuxlXtrUzIay","pdf",152267,1,9,"English","en",105,"# General\n## Levels of demand\n# Question 1 (Standard Demand)\n# Question 2 (Standard Demand)\n# Question 3 (Standard Demand)\n# Question 4 (Standard/high Demand)","[{\"question\":\"What impact did providing an Equations Sheet have on the 2023 series?\",\"answer\":\"It improved performance on straightforward calculations, because students were not required to recall equations before applying them.\"},{\"question\":\"What was identified as a continuing problem affecting exam outcomes?\",\"answer\":\"Handwriting was still difficult to read for a large number of students, making it hard for examiners to interpret written work.\"},{\"question\":\"How were questions structured across levels of demand in this paper?\",\"answer\":\"Questions were set for standard demand (targeting grades 4–5), standard/high demand (targeting grades 6–7), and high demand (targeting grades 8–9), though final grades reflect overall attainment across the qualification.\"}]","GCSE Physics 8463/1H - 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