Examiners’ Report
Principal Examiner Feedback
October 2020
Pearson Edexcel Advanced Subsidiary GCE
In Physics (8PH0)
Paper 01: Core Physics I
,Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide
a wide range of qualifications including academic, vocational, occupational and specific programmes
for employers. For further information visit our qualifications websites at www.edexcel.com or
www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page
at www.edexcel.com/contactus.
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress
in their lives through education. We believe in every kind of learning, for all kinds of people, wherever
they are in the world. We’ve been involved in education for over 150 years, and by working across
70 countries, in 100 languages, we have built an international reputation for our commitment to high
standards and raising achievement through innovation in education. Find out more about how we
can help you and your students at: www.pearson.com/uk
October 2020
Publications Code 8PH0_01_2010_ER
All the material in this publication is copyright
© Pearson Education Ltd 2020
,Introduction
This is the fifth time that the Pearson Edexcel AS paper 8PH0 01, Core Physics I, has
been sat by students. Section A of the paper is worth 58 marks and consists of 8
multiple choice questions followed by 6 questions of increasing length comprising of
short open, open-response, calculation and extended writing style questions. Section A
examines material from the topics Working as a Physicist, Mechanics and Electric
Circuits. Section B is worth 22 marks on this paper and examines material from the
whole AS specification. It contains two questions worth 10 and 12 marks including a
data analysis question based on determining the wavelength of laser light passed
through a diffraction grating. This is a core practical and so it should be familiar to
students from their AS course. The second question in section B is a synoptic question
based on the motion of a shuttlecock and testing the candidates understanding of both
projectile motion and the effects of air resistance on flight. This paper enabled students
of all abilities to apply their knowledge to a variety of styles of examination questions.
Many students showed a good progression from GCSE to AS level, with prior knowledge
extended and new concepts taught and understood well. The calculation questions
were generally answered well by many students, although the need for ratios and
interpretation of unfamiliar units in question 13d challenged a great many candidates.
In the open response and the extended writing questions, students that had a sound
understanding of the physics involved did not always demonstrate this in their
responses due to a lack of precision when applying their knowledge to the context and
poor use of subject specific language. Question 14b involved a description of a graph
from an electrical investigation. Candidates found it hard to describe the shapes shown
on the graph, and to relate these to the circuit using correct terminology. Question 12
involved writing a method for an electrical practical. Although it was not a core practical,
it is a practical that would commonly be carried out by students in the course of their
studies both at GCSE and AS Level, yet many students seemed unaware of the need for
a water bath to control the temperature of the thermistor. However, learners
from across the ability range managed to score some marks within these questions.
, Question 9(a)
It was expected that candidates would answer this using an equation of motion.
However, as the mass was included to enable candidates to complete part (b), this
opened up another route through the calculation using energy considerations. Most
candidates that attempted this calculation completed it successfully.
This candidate has completed the calculation successfully using an equation of motion.
This candidate has chosen to use energy considerations to answer the question. It leads
to a correct answer, but the use of three different equations leaves the candidate with
more opportunities for error.
Principal Examiner Feedback
October 2020
Pearson Edexcel Advanced Subsidiary GCE
In Physics (8PH0)
Paper 01: Core Physics I
,Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide
a wide range of qualifications including academic, vocational, occupational and specific programmes
for employers. For further information visit our qualifications websites at www.edexcel.com or
www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page
at www.edexcel.com/contactus.
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress
in their lives through education. We believe in every kind of learning, for all kinds of people, wherever
they are in the world. We’ve been involved in education for over 150 years, and by working across
70 countries, in 100 languages, we have built an international reputation for our commitment to high
standards and raising achievement through innovation in education. Find out more about how we
can help you and your students at: www.pearson.com/uk
October 2020
Publications Code 8PH0_01_2010_ER
All the material in this publication is copyright
© Pearson Education Ltd 2020
,Introduction
This is the fifth time that the Pearson Edexcel AS paper 8PH0 01, Core Physics I, has
been sat by students. Section A of the paper is worth 58 marks and consists of 8
multiple choice questions followed by 6 questions of increasing length comprising of
short open, open-response, calculation and extended writing style questions. Section A
examines material from the topics Working as a Physicist, Mechanics and Electric
Circuits. Section B is worth 22 marks on this paper and examines material from the
whole AS specification. It contains two questions worth 10 and 12 marks including a
data analysis question based on determining the wavelength of laser light passed
through a diffraction grating. This is a core practical and so it should be familiar to
students from their AS course. The second question in section B is a synoptic question
based on the motion of a shuttlecock and testing the candidates understanding of both
projectile motion and the effects of air resistance on flight. This paper enabled students
of all abilities to apply their knowledge to a variety of styles of examination questions.
Many students showed a good progression from GCSE to AS level, with prior knowledge
extended and new concepts taught and understood well. The calculation questions
were generally answered well by many students, although the need for ratios and
interpretation of unfamiliar units in question 13d challenged a great many candidates.
In the open response and the extended writing questions, students that had a sound
understanding of the physics involved did not always demonstrate this in their
responses due to a lack of precision when applying their knowledge to the context and
poor use of subject specific language. Question 14b involved a description of a graph
from an electrical investigation. Candidates found it hard to describe the shapes shown
on the graph, and to relate these to the circuit using correct terminology. Question 12
involved writing a method for an electrical practical. Although it was not a core practical,
it is a practical that would commonly be carried out by students in the course of their
studies both at GCSE and AS Level, yet many students seemed unaware of the need for
a water bath to control the temperature of the thermistor. However, learners
from across the ability range managed to score some marks within these questions.
, Question 9(a)
It was expected that candidates would answer this using an equation of motion.
However, as the mass was included to enable candidates to complete part (b), this
opened up another route through the calculation using energy considerations. Most
candidates that attempted this calculation completed it successfully.
This candidate has completed the calculation successfully using an equation of motion.
This candidate has chosen to use energy considerations to answer the question. It leads
to a correct answer, but the use of three different equations leaves the candidate with
more opportunities for error.
