What top A Level Physics students do differently

Some students seem to make A Level Physics look effortless, but it isn’t luck — it’s habits. The students who consistently do well tend to approach the subject in a particular way, and these are habits that anyone can learn over time.

A key difference is that strong students build a solid foundation of core knowledge. They learn key terms, laws and relationships accurately, and revisit them often enough that they become second nature. This makes problem-solving much smoother. When you don’t have to stop to recall the definition of momentum or the wording of a law, you can devote your attention to the reasoning itself.

They also practise actively rather than passively. Instead of re-reading notes, they test themselves: short quizzes, flashcards, past-paper snippets, or writing a summary sheet from memory and checking it afterwards. Research in cognitive science is clear — active recall strengthens understanding far more effectively than passive review. Successful students tend to make this discovery early and make good use of it.

Another difference is how they approach problems. High-performing students don’t wait until they “feel ready” before attempting challenging questions. They start early, accept mistakes as part of the learning process, and focus on understanding why an answer works. They pay attention to diagrams, units, assumptions, and command words. Over time, they begin to see links between topics — such as how ideas in energy, forces, and circular motion reappear in gravitational fields or simple harmonic motion.

They also manage their time sensibly. Rather than long, exhausting revision marathons, they work in shorter, focused bursts and revisit topics regularly. Many keep track of what they understand well and what still needs attention. That simple habit of checking their own progress — noticing what’s solid and what isn’t — gives them a real advantage.

Perhaps the most important habit, though, is curiosity. Strong students ask questions, explore “what if” scenarios, and look for the underlying ideas that connect one topic to another. Physics becomes less about memorising facts and more about making sense of the world — and that shift in mindset makes a remarkable difference.

The encouraging part is that none of these habits are inborn. They’re learned, they’re practical, and any student can develop them step by step. With the right approach, A Level Physics becomes not only manageable but genuinely rewarding!

How to study and revise effectively for A Level Physics

There’s a common belief that physics is all about understanding, not memorising. It sounds appealing – after all, no one wants to feel like they’re just learning lists of equations. But in reality, the best A Level Physics students know that memory and understanding go hand in hand. You can’t apply what you can’t recall.

Physics is a subject built on precision. Laws, definitions, constants and principles all matter, and being able to recall them accurately gives students a huge advantage. When you’ve memorised the essentials – for example, the exact statement of Newton’s laws, or the definition of potential difference – you can focus on reasoning and problem-solving rather than trying to remember what the terms mean. In exams, that speed and confidence make a real difference.

So what’s worth memorising? Start with the key formulae and definitions from the specification. Know your prefixes and units. Learn the required practicals and the key ideas they demonstrate. Don’t just read them – test yourself on them. Active recall and spaced repetition are far more effective than passive reading. Flashcards work well, but so does teaching the idea aloud to someone else, or writing it from memory and checking against your notes.

Understanding, of course, remains the goal. Memorisation gives you the scaffolding; understanding is how you build on it. Once you’ve learned the essential facts, apply them. Try past paper questions, or ask yourself “what if” variations: what happens if the mass doubles, or the charge changes sign? This is where the two sides of learning meet: solid recall feeding creative reasoning.

In the end, studying A Level Physics isn’t about choosing between memorising and understanding. It’s about recognising how each supports the other. Memorising key terms and laws isn’t a distraction from thinking like a physicist – it’s a vital part of it. Get the foundations clear and automatic, and you’ll find that the deeper ideas fall into place far more naturally.

Should students use AI tools like ChatGPT when studying A Level Physics?

Artificial intelligence is now part of everyday life and many A Level Physics students are starting to use tools such as ChatGPT to help with revision. Typed questions can produce instant, confident-sounding answers on everything from projectile motion to nuclear decay. Used thoughtfully, this technology can make studying more interactive and even enjoyable.

The advantages are easy to see. AI can explain topics in different ways, give summaries of complex material, or produce short quizzes for self-testing. Students can also use it to help plan revision timetables or to draft concise notes. In moderation, these are helpful ways to reinforce learning. That’s especially helpful for students who like to explore ideas independently.

But there are pitfalls. ChatGPT doesn’t truly understand physics; it predicts words based on patterns in text. That means its explanations can sound fluent while quietly containing errors or missing key reasoning steps. It may also fail to reflect the exact expectations of an exam board or misjudge the level of detail required in a written answer. Students who copy its responses without checking them risk feeling confident about material they haven’t actually mastered.

The most productive way to use AI is as a learning partner, not a substitute for thought. For instance, a student might ask ChatGPT to explain a topic, then try to restate that explanation in their own words or challenge it – for example: “Explain this using energy ideas rather than forces.” That process of questioning and rephrasing helps build real understanding. AI can also be asked to generate problems for practice, but students should always verify the solutions themselves.

But there’s another dimension to consider: while AI tools can help individual learners, they cannot replace experienced teachers or tutors who understand how students think. A good teacher spots misconceptions, explains ideas in context, and guides students towards independent reasoning. That human element — knowing when to pause, when to simplify, and when to challenge — is what turns curiosity into confidence.

Used wisely, AI can be a valuable support in learning A Level Physics. It can make revision more dynamic and help students engage actively with their studies. But understanding still has to come from the student. Technology may offer shortcuts, yet the real satisfaction lies in working things out, and that’s something that even the smartest AI can’t do for you!

What went wrong with this year’s A Level Physics exams – and why it matters for families

This month’s Physics World magazine (October 2025) reports on a worrying situation: mistakes and confusing wording in this summer’s A Level Physics exams in the UK.

The Institute of Physics (IOP) has warned that some students may not have achieved the grades they truly deserved. One OCR paper contained an error that was only discovered after the exam, which caused some students to get stuck. At AQA, questions weren’t technically wrong, but the phrasing was so convoluted that students struggled to work out what was really being asked. Teachers reported many instances where students left the exams upset and disheartened. For young people already having to deal with exam pressure, issues like these are an unwelcome source of additional stress.

In an unusual step, the IOP called on universities to take these “exceptional circumstances” into account when considering offers this year.

Alas, this is not the first time that errors or badly phrased questions have been identified in A Level Physics papers. Hari Rentala, associate director of education at the IOP, remarked: “Once again AQA set some questions that were overly challenging.” Physics already has to fight against its image of being a difficult subject, so there are real concerns that poorly written papers could put students off the subject altogether.

It’s frustrating, because exams should be a fair test of knowledge, not a puzzle in deciphering the question. Students work hard all year and they deserve the chance to show what they really know.

There is, however, some positive news. Nearly 45,000 students sat A Level Physics in the UK this year – the highest figure for 25 years, and more girls than ever are choosing the subject. That growth is encouraging.

Yet there’s a challenge beneath the surface: a shortage of specialist teachers. A recent IOP report found that a quarter of state schools in England have no qualified physics teacher at all. More than half a million GCSE students are starting the year without one, and thousands could miss out on taking A Level Physics as a result. For families, this underlines just how important it is when young people do have access to experienced teaching and guidance.

Let’s hope that the exam boards learn lessons from this year’s mistakes, because students deserve exams that inspire confidence, not anxiety.

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This post is based on an article by Michael Banks in the October 2025 issue of Physics World, published by the Institute of Physics.