Ecr As-Al Physics 9702 p3 v1
Ecr As-Al Physics 9702 p3 v1
Ecr As-Al Physics 9702 p3 v1
Physics
9702
Paper 3 Advanced Practical Skills
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Contents
Contents .............................................................................................................................. 3
Introduction .......................................................................................................................... 4
Question 1 ........................................................................................................................ 8
Question 2 ...................................................................................................................... 22
Introduction
Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge International AS &
A Level Physics (9702), and to show how different levels of candidates performance (high, middle and low)
relate to the subjects curriculum and assessment objectives.
In this booklet candidate responses have been chosen to exemplify a range of answers. Each response is
accompanied by a brief commentary explaining the strengths and weaknesses of the answers.
For each question, each response is annotated with a clear explanation of where and why marks were
awarded or omitted. This, in turn, is followed by examiner comments on how the answer could have been
improved. In this way it is possible for you to understand what candidates have done to gain their marks and
what they will have to do to improve their answers. At the end there is a list of common mistakes candidates
made in their answers for each question.
This document provides illustrative examples of candidate work. These help teachers to assess the standard
required to achieve marks, beyond the guidance of the mark scheme. Some question types where the
answer is clear from the mark scheme, such as short answers and multiple choice, have therefore been
omitted.
The questions, mark schemes and pre-release material used here are available to download as a zip file
from Teacher Support as the Example Candidate Responses Files. These files are:
Past papers, Examiner Reports and other teacher support materials are available on Teacher Support at
https://teachers.cie.org.uk
Assessment at a glance
Candidates for Advanced Subsidiary (AS) certification take Papers 1, 2 and 3 in a single examination series.
Candidates who, having received AS certification, wish to continue their studies to the full Advanced Level
qualification may carry their AS marks forward and take Papers 4 and 5 in the examination series in which
they require certification.
Candidates taking the full Advanced Level qualification at the end of the course take all five papers in a
single examination series.
Candidates may only enter for the papers in the combinations indicated above.
Candidates may not enter for single papers either on the first occasion or for resit purposes.
Weighting
Component
AS Level A Level
This paper consists of 40 multiple choice questions, all with four options. All
questions will be based on the AS Level syllabus content. Candidates will 31% 15.5%
answer all questions.
This paper consists of a variable number of questions of variable mark value. All
questions will be based on the AS Level syllabus content. Candidates will 46% 23%
answer all questions.
This paper requires candidates to carry out practical work in timed conditions.
The paper will consist of two experiments drawn from different areas of physics.
The experiments may be based on physics not included in the syllabus content, 23% 11.5%
but candidates will be assessed on their practical skills rather than their
knowledge of theory. Candidates will answer both questions.
This paper consists of a variable number of questions of variable mark value. All
questions will be based on the A Level syllabus but may require knowledge of
38.5%
material first encountered in the AS Level syllabus. Candidates will answer all
questions.
Weighting
Component
AS Level A Level
This paper consists of two questions of equal mark value based on the practical
skills of planning, analysis and evaluation. The context of the questions may be
outside the syllabus content, but candidates will be assessed on their practical 11.5%
skills of planning, analysis and evaluation rather than their knowledge of theory.
Candidates will answer both questions.
Teachers are reminded that the latest syllabus is available on our public website at www.cie.org.uk and
Teacher Support at https://teachers.cie.org.uk
Question 1
4 Measurement of y is
made using a ruler with
mm markings so
0.01 cm cannot be
measured. Here 4.5,
5.7, 6.5, 7.2, etc.,
would have sufficed.
7
Total marks awarded =
16 out of 20
(d) In tabulating their observations, the candidate correctly used a large range to cover the masses provided,
as stated in the confidential instructions. They correctly stated a unit alongside each heading, separated by a
dividing line (brackets around the units would also have sufficed). The quantity m sin was correctly
calculated to three significant figures. To improve, the candidate should have given the value of y to the
nearest mm, as the ruler cannot measure to any greater degree of precision. So y should have been given
as 4.5 and not 4.50. Notice that this mistake was also made in (b) (ii) but the examiner only discredited this
in one place (in this case, in the table).
(e) (i) The candidate set out and labelled their axes clearly and plotted their points accurately. They placed
their line of best fit so that no rotation or shift was needed to get a better line. The quality of the results was
also very good as all the points lay within a certain distance of the line. If the plots are a long way from the
line, candidates should check over their observations and results and redo them.
(e) (iii) The candidate correctly identified the gradient and y-intercept calculation. Of the six different read-
offs used in these calculations one was misread (7.2 should have been read as 9.4). To improve, the
candidate needed to take greater care and recheck any read-offs taken.
(f) The candidate used the method correctly and the expected value of Q was of the right order of magnitude
with the correct units. Although the units were correct for P, the order of magnitude was too small for that
2 1
expected (2 10 cm g ). This resulted from the incorrect read-off used in the calculation; otherwise the
2 1
candidate would have reached an answer of 1.9 10 cm g .
6
6 The axes are not
labelled and the scale
on the x-axis is
irregular
(e) (i) The candidate could have improved by labelling and setting out regular numerical scales on both axes,
as multiples of 18.7 on the x-axis were too awkward and cumbersome to plot and read off points. The
drawing of points is expected to be done with a sharp pencil so that the points plotted occupy no more than
half a square in either the x or y-direction.
(e) (ii) The drawing of the line of best fit is expected to be done with the use of a sharp pencil and placed so
that the line does not need rotating or shifting to give a better fit.
(f) While the read-offs for the gradient and y-intercept in (e) (iii) were correct, when transferring these
quantities to determine the values of P and Q, the units also needed to be considered.
3 y stated to 0.1 cm is
correct as the length
can be measured to
the nearest millimetre.
3
Mark for (d) = 5/5 + 2/5
= 7/10
4 4 A correct calculation
gains credit here. Too
many significant
figures are used in the
calculated quantity.
(Two or three only are
expected, since the
5 angle is given to two
significant figures.)
5 There is a misreading
from the graph here.
However, since one set
of read-offs is correct
in the gradient
calculation, an error
carried forward mark is
allowed.
7 A substitution method
is used to find P and Q
when the gradient and
y-intercept were
required. Also, the
candidate does not use
the correct
corresponding units.
(e) (i) The candidate could have improved by taking greater care in accurately plotting their points (y = 4.8
should have been plotted at y = 4.9) and subsequently checking them.
(e) (ii) The line of best fit should have been rotated clockwise to give a better fit, especially since the third
point was circled (hence identified as anomalous) and discounted in judging where to place the line.
(e) (iii) When determining the gradient, the candidate read one of the read-offs incorrectly, so they should
have taken greater care and checked that any read-offs were within half a square.
(f) When determining the values of P and Q, consideration of the method and units was needed. The
candidate needed to use the y-intercept value for determining Q, as stated in the question, and not use a
substitution method.
(e) (i) Not setting out the graph scales in a logical, regular order, which led to incorrect plotting and read-offs.
(e) (ii) Drawing the line so that a better fit could be achieved by further rotation or shifting.
(e) (iii) Incorrectly reading the points to be plotted or read off for the gradient calculation.
(f) & (d) Not considering the unit of the final quantity or calculated quantities.
Question 2
1 The diameter is
measured correctly to
the nearest 0.01 mm,
which is as expected
from reading a manual
micrometer screw
gauge. Similarly, length
L in (b) (iii) is
measured correctly to
1 mm, which is
expected from using a
ruler with millimetre
markings. The area is
calculated correctly, as
is C in (c) (i).
1
Mark for (a) (ii) = 1/1
Mark for (a) (iii) = 1/1
2 Consideration of the
inherent difficulties of
the experiment in
taking the
measurement L is not
2 factored into working
out the uncertainty in L.
3 Significant figures in C
need to relate to all raw
readings (d and L).
3 Mark for (c) (i) = 1/1
Mark for (c) (ii) = 0/1
4 Repeated values of
several oscillations, a
unit and the final
working out of the
period ensure the mark
4 here.
5 A percentage
difference, a criterion
and an opinion based
on a comparison
5 ensure that full marks
are awarded here.
6 An excellent synopsis
of possible problems
and corresponding
improvements. Point
two (improvements) is
not awarded credit as
adhesive tape is not
considered to be
effective here.
(c) (ii) In justifying the number of significant figures used in C, the candidate could have improved by
referring to the number of significant figures used in the raw values of both d and L used ultimately to
calculate C.
(g) (i) & (ii) Although the candidate scored very highly in the descriptive evaluation section at the end, they
could have improved by stating that the wire that slips from the clip could be glued to the clip. Their
suggestion (use of adhesive tape) would still allow the wire to slip in this particular case.
1 The diameter is
correctly stated to the
nearest 0.01 mm, in
keeping with the
precision of the
micrometer screw
gauge. Correct
calculation of the area.
2 Correct consideration
is given to the smallest
reading of 1 mm and
the inherent difficulty in
placing the ruler close
is also factored in to
2 give an uncertainty in
the length of 2 mm.
3 The number of
significant figures used
in C needs to relate to
the raw readings used
(d and L here).
4
4 This has been
rearranged incorrectly
(k = T/C).
(f) (i) In calculating k the candidate could have improved by rearranging the equation correctly (k = C/T).
(f) (ii) When explaining whether the results support the relationship, the candidate calculated a percentage
difference, stated a criterion and gave an opinion. However, the stated criterion was judged to be too high for
this experiment; the candidate needed to state where the idea of 30% came from.
(g) (ii) The candidate scored highly on describing the limitations. To improve, the candidate could have
explained the improvements in greater depth, for example, using a video camera with a timer (in shot) to
record the period. Although credit was awarded to the fact that there is more than one plane of motion going
on, turning off the fans was not considered to be a major factor, as the mass and the wire are compact,
compared to using a table tennis ball for example. The thinness of the wire and therefore the likelihood of it
breaking when constantly loaded into the clip were not considered creditworthy, nor was the idea of using a
cork and a small ball of clay, as there was no detailed explanation of how these could be used to secure the
wire.
1 There is a diameter
1 misreading from the
micrometer screw
gauge here.
2 There is consideration
of uncertainty equal to
the smallest division of
the length
measurement here, but
no factoring in of the
difficulty of actually
taking the
measurement. It is
difficult to bring the
ruler up close because
2 the clip is in the way.
3
3 Correct calculation of C
(and A in (a) (iii))
despite missing out the
units in this case.
4 The number of
significant figures used
4 needs to relate to the
raw data used (d and L).
6 Second values of
length and period
provided, with an
expected trend given
that the longer length is
used here.
7 No consideration of the
percentage difference
or a criterion to
compare the
7 percentage difference
with.
(b) (iv) To improve in estimating the percentage uncertainty in L, the candidate should have thought about
the difficulties in measuring L and factored these into the uncertainty in L so that they did not just consider
the smallest possible reading from the ruler in this particular case.
(c) (ii) To improve in justifying the number of significant figures used in their value of C, reference should
also have been made to the number of significant figures used in d.
(f) (ii) To improve the explanation of whether the results supported the relationship, the candidate should
have worked out the percentage difference and compared this to a criterion, then formulated an opinion.
(g) (i) & (ii) The candidate could have described real problems and solutions in greater detail and linked the
problems to specific quantities. For example, the candidate stated error in seeing the oscillation. Here the
examiner would expect the candidate to relate this either to the oscillation being in more than one plane or to
the fact that the end of an oscillation is difficult to judge, thereby affecting the period.
(b) (iv) Estimating the uncertainty as equal to the smallest division of the ruler (1 mm). Candidates needed to
factor in the inherent difficulties of the experiment (getting the ruler close to the wire owing to the clip being in
the way), leading to a larger uncertainty in the length reading.
(c) (ii) When justifying the significant figures used in C, candidates often referred to the significant figures
used in area A, which were not a raw value but an intermediate calculated value.
(g) (i) & (ii) Descriptions of problems and solutions were often too vague and not specific to a particular
measurement.