Hello physics candidates!! I am a A level physics teacher with huge experience and achievements (in fact students' achievements). Almost every day I receive requests from tuition agencies to take classes for students in their contact, but at a low charge equivalent to exploitation.

I think now that students should contact teachers directly, whether it is me or anybody else. If you want to pay, you pay the source of knowledge and hard work, why the middlemen. So, if you like help, assistance, class in Physics of A level, I might be of help, or I can send them to appropriate person depending on your location and distance. Be aware, there is difference in learning from a teacher (whose career is teaching and is judged by his teaching) and a passout tutor (whose career is going to be something else and whose most time is spent in criticizing his/her own A level teacher during college days and who is judged by which country or university he/she is going to.)

I am in my first year studying computer science at imperial college, after getting 4 A*s in my A-Levels and a high 1 in STEP 3. My biggest piece of advice is to work on your problem solving skills in the context of each subject, so you can target the hardest questions on each paper and in your interviews.

Message me if you want to THAT student who seems to get everything, who everything just seems to click for (it could be you).

I will tailor a personal tutoring program to your own needs to ensure a development of your ability to answer the hardest question on any Physics, Math or Further Maths paper you come across.

So the answer is A but I don’t understand why. I thought it would be B because the voltage splits at P and then meets again at T. Since the electrons are encountering the same number if resistors, there should be a voltage reading of 0 since voltage is potential difference so the difference would be 0 if they’re the same?

When we're doing the experiments should we take the readingss atleast 2 times and more if we the time or...

Not all wrong answers are created equal
In my last post, I said that calling something a "silly mistake" is itself a mistake. Students do not stumble randomly. When they get a problem wrong, there is a reason, and it is almost always the same reason, dressed in different clothes.
After years of teaching physics and completing a PhD in education, I mapped out five distinct types of errors students make in problem-solving. Once you can name the error, you can actually fix it. Until then, you are just studying harder and hoping for the best.
Let us start with the first two.
When you cannot even begin
The first type is what I call an initiative error. The student reads the question and freezes. They do not know how to start. Not because they are not trying hard enough, but because they genuinely cannot connect the problem to a principle or a theory part they studied.
Here is a simple example. A physics question describes a rotating fan. The student reads it and draws a blank. Why? Because they have not yet internalised that a rotating fan belongs to the realm of rotational motion. The link between the event and the theory has not been made.
The fix here is not practice. It is learning. Going back to the relevant chapter, understanding the underlying principle, and building that mental map: "This type of event = this theory."
Initiative errors are a signal that the learning phase is incomplete. The student has not yet built the conceptual scaffolding they need.
When you start right, but take a wrong turn
The second type is an astray error. You know, stray dogs, walking aimlessly. This type of error is also like that. Now the student recognises the principle. They know this is a rotational motion problem. But they reach for the wrong equation and go down the wrong road confidently, without realising it.
The theory is there, loosely. The application is not.
Astray errors are trickier than initiative errors because the student feels like they are on track. They are doing something. But they are headed in the wrong direction. And without knowing why they went wrong, they will take the same wrong turn again.
The solution, again, is not more practice. It is returning to the theory, specifically to understanding the applications of the principle, not just the principle itself. There is a difference between knowing Newton's second law and knowing when and how to apply it.
The pattern in both
Initiative and astray errors share a common root. They both come from an incomplete learning-and-understanding phase. And throwing more practice problems at a student who has not resolved that gap is like giving them a map in a language they cannot read.
As I mentioned in my earlier posts; learn first, understand next, then memorise the process. It is a sequence, not a shortcut.
And the sequence matters more than the speed.
In the next post, let’s cover the errors that happen even after a student has understood the theory, and why those require something else entirely.
 

are the keals real???

now THAT was a good paper.

Sign this petition if you don't agree with the assesed marks criteria for 9702 21!!

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Whether you're catching up or aiming for top marks — I’ll help you build confidence, master problem-solving, and succeed! dm for more details!

Not all wrong answers are created equal
In my last post, I said that calling something a "silly mistake" is itself a mistake. Students do not stumble randomly. When they get a problem wrong, there is a reason, and it is almost always the same reason, dressed in different clothes.

After years of teaching physics and completing a PhD in education, I mapped out five distinct types of errors students make in problem-solving. Once you can name the error, you can actually fix it. Until then, you are just studying harder and hoping for the best.
Let us start with the first two.

When you cannot even begin
The first type is what I call an initiative error. The student reads the question and freezes. They do not know how to start. Not because they are not trying hard enough, but because they genuinely cannot connect the problem to a principle or a theory part they studied.

Here is a simple example. A physics question describes a rotating fan. The student reads it and draws a blank. Why? Because they have not yet internalised that a rotating fan belongs to the realm of rotational motion. The link between the event and the theory has not been made.

The fix here is not practice. It is learning. Going back to the relevant chapter, understanding the underlying principle, and building that mental map: "This type of event = this theory."

Initiative errors are a signal that the learning phase is incomplete. The student has not yet built the conceptual scaffolding they need.

When you start right, but take a wrong turn
The second type is an astray error. You know, stray dogs, walking aimlessly. This type of error is also like that. Now the student recognises the principle. They know this is a rotational motion problem. But they reach for the wrong equation and go down the wrong road confidently, without realising it.

The theory is there, loosely. The application is not.
Astray errors are trickier than initiative errors because the student feels like they are on track. They are doing something. But they are headed in the wrong direction. And without knowing why they went wrong, they will take the same wrong turn again.

The solution, again, is not more practice. It is returning to the theory, specifically to understanding the applications of the principle, not just the principle itself. There is a difference between knowing Newton's second law and knowing when and how to apply it.

The pattern in both
Initiative and astray errors share a common root. They both come from an incomplete learning-and-understanding phase. And throwing more practice problems at a student who has not resolved that gap is like giving them a map in a language they cannot read.

As I mentioned in my earlier posts; learn first, understand next, then memorise the process. It is a sequence, not a shortcut.

And the sequence matters more than the speed.
In the next post, let’s cover the errors that happen even after a student has understood the theory, and why those require something else entirely.

So recently i messed up in p3 so bad i doubt i can even get an E in this paper.and since p2 got cancelled because it got leaked.is p1 my last hope to get an A or atleast high B?

Does anyone have the 2025 may june 9716 French papers?. If you have them, please DM me.

https://chat.whatsapp.com/Embzx2ic3wS2Q6RDwfbvlx

Anyone who has done the paper got it, have pictures of it or remember any questions? Need desperately thanks.

im starting my AS from SCRATCH and my theory is on the 20th. My practical went OKAY, like i expect 24-25/40 at the very least. i have 6 days. Can i still score a 25-30 out of 60 in my theory and then get a 25-28 in p1 which is in june, and get an overall C?

I will literally pay someone £100 if they can send the practical write ups for 5 6 and 7 please I really just cba to do it. DM me. For edexcel physics btw.