International GCSE Physics (9203) - Paper 1 and Paper 2 - Example responses with commentary

Sep 5, 2026

Guide providing example student responses with examiner commentary for selected questions from the International GCSE Physics (9203) Paper 1 and Paper 2 exams, specifically referencing the 2018 9203/1 and 9203/2 papers. Includes reproduced question parts, the final mark scheme, student answers, and lead examiner feedback explaining credit allocation. Commentary covers key physics concepts such as microwaves versus X-rays, correct unit conversion, wave-equation usage, equation selection, rounding expectations, and determining what assumptions can or cannot be credited.

LanguageEnglish

CategoryExam

FormatPDF

Pages46

Reading Time1 h 56 min

AccessFree to download

Paper 1 Question 05.3 and 05.4

Mark scheme and student answers

Question 04.3

Mark scheme and examiner commentary

INTERNATIONAL GCSE PHYSICS (9203) Paper 1 and Paper 2 Example responses with commentary For teaching from September 2016 onwards For GCSE exams in May/June 2018 onwards This guide includes some examples of student responses to a selection of questions from the summer 2018 9203/1 and 9203/2 exams. The question parts are reproduced, along with the final mark scheme, student responses and a commentary from the Lead Examiner on each of the students’ answers. PAPER 1 QUESTION 05.3 AND 05.4 MARK SCHEME STUDENT A EXAMINER COMMENTARY The student has correctly stated that microwaves are non-ionising. They have then gone on to state that this means that microwaves are much safer, therefore the student has clearly explained that the risk to health is lower than using X-rays. 2 marks out of a possible 2 awarded. EXAMINER COMMENTARY The student has failed to recognise that the wavelength has been given in mm, and therefore should be converted into metres, so the student does not score the first mark. Despite this, the student has substituted the values into the wave equation, and correctly rearranged. Their subsequent answer is consistent with the substitution and rounded to two significant figures. The student has made a single error at the start by not converting the unit for the wavelength, but can still be awarded all the remaining marks. 4 marks out of a possible 5 awarded. STUDENT B EXAMINER COMMENTARY The student has correctly identified that X-rays are harmful and can cause cancer whereas microwaves do not, so scores the second mark for identifying the risk to health. There is no reference to ionisation though, so the student cannot be awarded the first mark. 1 mark out of a possible 2 awarded. EXAMINER COMMENTARY The student has not converted the 16 mm into 0.016 metres so does not score the first marking point. Although students should be encouraged to write down any equations they use for calculation questions, there are no marks for doing so. The student has rearranged, substituted and correctly calculated the frequency, using an unconverted value for wavelength. They have failed to round their answer to two significant figures, so are not awarded the final mark. 3 marks out of a possible 5 awarded. STUDENT C EXAMINER COMMENTARY This student has made no attempt at an explanation. It is also not clear whether they are referring to microwaves or X-rays in their answer. Although they state ‘it is harmful to the passenger’s body’ no credit can be given as the question asks about microwave scanner, so it cannot be assumed the student is referring to X-rays. 0 marks out of a possible 2 awarded. EXAMINER COMMENTARY Although the student has selected the correct equation from the Physics Equations Sheet, they have substituted incorrectly. They have attempted to work out the velocity and not the frequency as instructed in the question. The only credit the student can be given is for the correct conversion of 16mm to 0.016 m. 1 mark out of a possible 5 awarded. QUESTION 04.3 MARK SCHEME STUDENT A EXAMINER COMMENTARY The method is clearly described and would lead to a valid outcome. The student would obtain results that would enable cooling curve to be plotted. There is sufficient detail in the answer for it to be a level 3 response. The student has included the temperature to which the stearicacid should be heated, and the time interval at which readings of temperature should be taken. The equipment that the student would need to use is also included. Whilst the answer is not perfect, it is sufficient to be at the top of level 3. 6 marks out of a possible 6 awarded.

FAQs

What topics are covered in the Paper 1 question examples (05.3 and 05.4)?

The examples address comparing microwaves and X-rays in terms of health risk and ionisation, and applying the wave equation with correct unit conversion and rounding requirements.

Why do some students lose marks even when they use the right equation or rearrange correctly?

Marks may be lost for not converting units correctly (e.g., wavelength in mm to metres), substituting with unconverted values, incorrect calculation targets (frequency vs velocity), or not rounding to the required significant figures.

How does the lead examiner assess written explanations and assumptions in the responses?

Credit depends on clarity and whether the answer matches the exact question context. If the student gives no explanation or it is unclear whether they refer to microwaves or X-rays, limited or no marks can be awarded.

Sep 5, 2026

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