Ial Physics

Examiners’ Report
June 2016
IAL Physics 1 WPH01 01

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June 2016
Publications Code WPH01_01_1606_ER
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© Pearson Education Ltd 2016
2 IAL Physics 1 WPH01 01

Introduction
This unit is designed to test how well candidates ’understand and apply their knowledge of
physics in the areas of mechanics and properties of matter. Their knowledge of physics is
basic to all the questions on the paper, but is specifically tested, for instance, in questions
asking for definitions of terms (such as the meaning of yield point in question 12), and those
asking for straightforward statements (such as the meaning of laminar flow in question 19).
Their understanding of the subject is tested in a large proportion of this AS paper, for
instance in questions requiring them to select the right equation to use in a calculation,
in questions requiring them to understand what a law of physics means (such as Newton’s
laws in question 18), and in many other questions where their knowledge needs to be
used rather than just stated. The candidates’ ability to apply their knowledge is tested in
about 50% of the marks on this paper, in questions requiring calculations, and in questions
requiring them to explain how physics is applied to situations that will probably not have
been taught directly (such as a car’s suspension system in question 14 and a rowing boat in
question 16).
The questions on this particular paper were mostly context based, with few that were
straightforward recall. The candidates responded well to this style of question, and were
able to demonstrate their ability in the subject through their answers to questions set in
approximately real situations (like the bouncing ball of question 17) rather than in the
abstract (e.g. “a body falls to the ground”). It was good to see that, on the whole, the
candidates were very well able to apply the physics they had learnt to these real situations
even though they had not studied them directly.
It should be noted that there will always be some questions where the quality of the
candidates’ written communication is being assessed. Examples in this paper are question
16b (the force of a hammock on the supports) and 18a (about Newton’s laws), and these
questions are marked with an asterisk (*) in the question paper. For these questions,
in addition to the correct physics requirement, the examiner looks for clear and logical
arguments written in reasonable English. While clarity of the argument is always important,
the candidates should pay particular attention to it here, avoiding, for instance, answers that
are almost totally mathematical in content.
In general, while the candidates need to express themselves clearly in their responses, poor
English will not be penalised unless such use of language makes the answer ambiguous.
However, particularly for the questions described in the paragraph above, a clear and
logical response is required, and the candidate needs to consider and understand his or
her response before launching into the answer. For instance, in question 16b, start by
asking just why the supporting poles are liable to fall inwards. Too often we see a number
of disconnected statements in the response, which, although they might well score some
marks, do not fully explain the question as it is set.
For this paper we were expecting all numerical answers to be quoted to at least two
significant figures, and the candidates were penalised if their answers were not accurate to
that level. Ideally, the candidates’ working should be done to a higher precision and then
rounded to the number of significant figures justified by the data in the question, although,
in this paper, we always accepted two figures.
IAL Physics 1 WPH01 01 3

Section A
Correct Most common

Question Subject % correct
response alternative
1 Units 70 B C or D
2 Power and energy 69 B A
3 F-e graph and elastic limit 94 C Not significant
4 F-e graph and energy 70 A C
5 Distance-time graph 82 D B
6 Vestor addition 37 D C
7 KE and GPE 75 B D
8 Vectors 69 A B
9 Equations of motion 51 D B
10 F-ma 58 D B
As intended, the multiple choice section scored quite highly, with an average of about
69%, but not so highly that they failed to discriminate between the candidates. A-grade
candidates were typically scoring 81% and above. Each question is worth just one mark, so
the students should be discouraged from spending too much time on any one question in
this section.
Q1 was a straightforward question asking for the base units of the joule. Although most
gave the correct answer, some gave the units of force or momentum. The candidates need
not be afraid to do a bit of rough working in the space beside the answers, which will be
ignored by the examiners in this section.
Q2 was an energy calculation. The most common mistake was to assume 60 seconds in an
hour. Another regular error was to give the answer in kJ.
Q4 concerned the area under a force-extension graph. The great majority of candidates
knew that the energy stored was the area under the graph, but a few ignored, or did not
notice, the 10−3 on the extension axis.
Q6 was the least well answered question in this section. The question concerned the vector
addition of two tensions, and there seemed to be confusion about whether the forces were
acting on the picture or the hook, and whether it was the determination of the resultant
force or three forces in equilibrium. The question clearly says it is about the forces on the

hook, the resultant of which must be downwards, and only one of the given answers had
a downward resultant.
Q8 concerned the vector nature of velocity, and was reasonably well answered. The main
difficulty was deciding whether a change from 20 to −40 was +60 or −60.
Q9 discriminated well, with 51% giving the correct response, and the C+ candidates being
the ones who responded correctly. The lower ability candidates either lost the factor of 2
(due to the ball rising and then falling) or put that factor in as ½ rather than 2.
Q10, about the acceleration of a ball on the Moon, was also answered less well. It was
generally recognised that the weight would be lower on the Moon than on the Earth, but
only the higher ability candidates could relate that to the acceleration of the ball upwards
when the spring was released.

Question 11
It is usual for the first question in Section B to be short and straightforward, as in this case.
However, the question will still be marked to a full A-level standard and so, in this case, an
understanding of the equation for stress is required and those who quote the radius as their
answer rather than the diameter that the question asks for will be quite heavily penalised, in
this case by 2 marks.
The first example below is a response that gained all three marks. We were looking for
an understanding of how the equation for stress should be used, with appropriate values
substituted into the equation. Then the equation for cross-sectional area had to be used,
together with a recognition that the diameter is twice the radius. It was surprising how
many candidates did not use the correct equation for cross-sectional area (area of a circle).
Most candidates did remember to convert MPa to Pa.
Examiner Comments
Here the equation for stress is clearly stated, as is the equation for the area in
terms of the diameter. Stress is substituted in Pa and the calculation correctly
worked through and clearly laid out.
The answer has been worked out to more significant figures than required and
then rounded for the final answer – always good practice to avoid rounding errors
during a calculation.
Examiner Tip
State the equations being used before using them.

Work to more significant figures that required for the answer.

The following responses show two common but incorrect answers.
Examiner Comments
This is an example of a response that has achieved all the physics marks, but has incorrectly
rounded the value of radius part way through the calculation, leading to an incorrect answer.
Examiner Comments Examiner Tip
This response scored 1 mark out of 3 for Read the question carefully.
the very simple error of not calculating the
diameter, which is what the question asked for.
"Diameter" is stated both in the question and on
the answer line.
Other candidates calculated the area, but gave
that as their answer, also scoring 1 mark only.

Question 12
This question concerns the definition of the yield point, but the candidates were asked to
look at what a student might have said and criticise it. They did find this a difficult question
and although most were able to state what the yield point was, they generally could not say
why the student was wrong. In face, many took up the wrong statement and just developed
it when trying to describe the yield point, a procedure likely to fail as there was more than a
single error in the statement. We were expecting the candidate to identify what was wrong
with the student's statement for the first mark and also to give a correct description of the
yield point for the second mark.
The response below is an example of one which gained both marks. It illustrates perhaps
the best way to approach this type of question, which is to give the correct definition first
and then explain why the student's definition was wrong.
We allowed either of two possible definitions of yield point:
• the onset of plastic deformation
• the point at which a small or zero change of stress gives rise to a large change of
extension
When stating how the student was wrong, the candidate could say either:
• The stress at which there is a large extension could be anywhere in the plastic region.
• The student should have said "a change" of stress and extension.
This candidate has correctly given the meaning Definitions do need to be learnt.
of the yield point and given the critical difference
between that and the student's definition.

These are a few responses which scored fewer than full marks.
Examiner Comments
A good definition of yield point, but it is not clear what the student
said wrongly. "The student does not mention this" is too vague.

This response is very clear about what the
A good physics response does not necessarily
yield point is, but has not explained why the
get all the marks if some aspect of the
student's definition is incorrect, which is what
question is not answered.
the question asked.

Examiner Comments
This response did not score either mark. It was a popular

response to say that the student should be referring to strain
rather than extension, whereas either can in fact be used.

Question 13 (a)
Question 13 tested the candidates' knowledge of properties of materials, and used the
Olympic torch in the London arena as the context. The candidates had to apply their
knowledge of the material properties to the way two different metals were used in the
torch. It is important that candidates, as well as understanding what words like strong,
brittle, tough etc mean, should be able to explain why such properties are important in
particular situations.
13a asked why copper was a suitable material to make the petals, and a photograph of
a petal was included showing how it is manufactured. To get the two marks, the candidate
had to:
• State the property as "malleable".
• Explain that it is to enable the copper to be bent or beaten into shape.
The first response below shows the kind of response we were looking for.
The answer is concise and keeps to the Try to keep the answer concise.
point. This candidate knows what property is
required and goes straight to the point.

These responses indicate some of the ways candidates lost marks.
This candidate has the correct property, so gained 1 Beware of repeating a known form
mark, but goes back a stage to say how the sheet of of words.
copper may have been produced. It is not acceptable
for the 2nd mark because the question and the
photograph show how the petal is being formed from
the copper sheet, so we required them to say how the
petal shape was formed. "Hammered into sheets" may
well be a definition of malleable that the candidate had
seen, but was not relevant to this question.
This candidate has given two possible answers, Try not to give the examiner
"tough" and "malleable". Copper is both of these, but a choice of answers.
toughness is not relevant to this situation, and so the
response is considered as giving the examiner a choice
of answers, which is not acceptable. It therefore loses
the mark.
There are other properties which might be considered
as relevant, such as a high melting point. Although
this was not the required answer, the stating of such
properties did not prevent the correct "malleable"
scoring the mark.

Question 13 (b)
13b asks why steel is a suitable material for the stem. As the stems are under considerable
bending stress when they are used, the response the examiners looked for was that steel
is stiff, or has a high Young modulus. Any mention of steel being strong was ignored as it is
relevant but not the most important property. Many candidates presented the examiner with
a list of properties, such as "stiff and ductile", which as explained earlier, does not score the
mark. The marks were for:
• The property being stiff, or high Young modulus
• The reason that the stem must not bend or deform.
If neither mark was scored, then the candidate could get a single mark for saying clearly
that the steel is strong.
Examiner Comments
This clear response scores both marks, giving

a full explanation of the choice of "stiff".
Examiner Comments
We allowed the maximum of one mark here for steel

being strong. The statement that it needs to support
the petals is insufficient, but had the candidate added
"without bending" it would be correct.

Examiner Comments
It was a very common mistake to consider that the

stems were made in the same way as wires would be,
and so the steel had to be ductile.
Examiner Comments
If giving more that one property, be sure that they are

all relevant. In this case, we could not think why a hard
material was needed, so the mark was lost even though
the correct property was also given.
Examiner Tip
It is often helpful to give extra information, but

if doing so be sure that it is correct and does not
negate your answer.

Question 14 (a) (i)
This question concerned the function of the springs in a car's suspension system. In
practice, a suspension system is more complex than shown here, with the addition of
dampers, but the candidate here had to focus on the reason for having the spring and
its properties. The introduction to the question explains why a spring is needed, so that
when a car's wheel goes over a bump, the spring compresses and then expands again rather
than having the car body move up and down. It was important for the candidate to have
read and understood the introduction carefully to be able to fully respond to the questions
that followed.
14ai required the candidate to make two points, one about the spring and the second about
the effect on the car or its occupants.
• There will be less compression of the spring – many failed to gain this mark by making
a much less specific statement about the spring being harder to compress.
• The car will bump up and down more, or words giving that meaning. Most candidates
explained this well.
The first two samples here gained full marks. While the explanations are not perfect, the
candidates clearly understood the situation well and have applied their knowledge of
physics correctly.
Examiner Comments
"Less compression" gains the first mark, and either "feel the
bumps" or the implication that the car would move up and down
more gets the second mark.

Examiner Comments
"Less compression" gets the first mark, and "the car won't stay at the same
level" gets the second. Young modulus does not apply to a spring, but that
statement by the candidate was considered not important by the examiner.
The responses below gained one or zero marks, but were common ways in which candidates
failed to get the full credit.
Examiner Comments
This candidate says that more force is required to compress the spring,
which is true but is only part of the reason for the bumpy ride. The
candidate should have gone on to say that because more force is required
to compress the spring, it will have less compression as the wheel goes
over the bump. The "less compression" is the key here.
The second mark was scored for the "bumpy ride".

It was quite common to answer in terms of Not every problem can be explained in
energy, but it does not help for this question. terms of energy.
Neither mark was scored in this response.
Examiner Comments
We saw this response a few times. If the spring were stiffer, and
had the same original length, then the height of the car above
the road would be greater, as stated here. However, that is not
relevant to driving on the bumpy road.

Question 14 (a) (ii)
The force extension graph for the spring with height k was well answered for a single mark.
A correct response would be a straight line of greater gradient passing through the origin.

This is the response we expected. A freehand
Use a ruler to draw straight lines.
straight line was allowed, but unless a ruler was
used it was sometimes difficult to tell that the
candidate meant the line to be straight.

Question 14 (b)
This was a straightforward calculation using the equation F = k Δx. The candidates were
expected to
• Substitute suitable values into the above equation
• Calculate the extension
• Calculate the k value with the appropriate unit.
Most candidates performed well on this item, but mistakes were to substitute the length
rather than the extension, and to use a force of 4.07 N leading to a power of ten error.
Examiner Comments
This is a well presented response. The candidate has calculated the compression, substituted
into the equation, calculated the answer correctly, rounded to a suitable number of significant
figures, and given the unit. In this item, 3 significant figures would have been better than two
as all the data in the question was to 3 s.f.
Examiner Tip
A well laid out answer such as this one is more likely to

get most of the credit should an arithmetic error cause
the answer to be incorrect.

Here are two incorrect responses that were sometimes seen.
Examiner Comments
This response looks correct initially, but the final rounding of the answer is
incorrect. 3.667 has been truncated to 3.6 rather than rounded to 3.7.
We are happy to accept the negative change in length, but the Always check that a numerical
candidate should know that the value of k is always positive. answer is sensible.

Question 15
This is a question on forces and acceleration, set in a context that the candidate is unlikely
to have studied directly. It therefore gives the candidate the opportunity to demonstrate
their ability to apply the physics they know in a new situation. The question was not
straightforward, as there were three forces acting on the spider and two on the fly, and
the two force systems were inter-related. However, in part (a), the candidates were only
required to deal with a single system at a time which should be uncomplicated. The great
majority achieved most of the marks for part (a). For part (b) the whole spider-fly system is
involved, which the candidates did find a lot more challenging and few achieved the full
3 marks.

15 (a) (i)
We would like to see a single arrow vertically upwards labelled T1 and two arrows vertically
downwards labelled T2 and msg. We were happy to accept mfg or weight of fly for T2. We
also accepted a single line down with two arrowheads, labelled as already stated, or a single
arrow down labelled T2 + msg. We did not accept a diagram with more than 3 forces on,
possibly the weight of the fly as well as T2.
Examiner Comments
This is the ideal response, showing and labelling

the three forces.

Examiner Comments
This diagram is less good, as it only includes a single

arrow, but it was quite common and was allowed for all
3 marks.
This response gained 2 marks. We accepted the two

A free body force diagram needs
down arrows on a single line, but there are two weights
labelling carefully.
involved in the question and so the label was insufficient.
Weight of spider, or Ws, would have been accepted.

15 (a) (ii)
The candidate is asked to write down two force equations, for the spider and for the fly.
The question has said that for this section the spider is stationary, so the equations will be
balanced. Unlike part (i) the candidate is expected to use the symbols given at the start of
the question. The candidate will write down two equations and should make it clear which
equation applies to the spider and which to the fly.
Examiner Comments
This is an ideal response, including all the

elements noted above.

15 (b)
A much smaller proportion of candidates obtained the full 3 marks for this part of the
question. The spider and fly are now accelerating together under a resultant force equal to
their combined weight minus the upward tension. The accelerating mass is the sum of the
two. It was very common for candidates to ignore either the weight or the tension. Some
attempted to use the equations they had given in part (a) (ii), but they were for a stationary
system, which is now accelerating. The examples below show a correct response, and two
common mistakes.
Examiner Comments
This fully correct response is also very clearly laid out. Starting with
the equation to be used (ΣF=ma), the total force is equated to the
total mass multiplied by the acceleration. The calculation is worked
through and the answer given with the right unit.

Examiner Comments
This common error ignores the effect of the upper tension T1

on the acceleration. As the weight is then the only force acting,
it is not unexpected that they fall with acceleration of g. The
response scored 1 mark for using F=ma.
Examiner Tip
Since the spider and fly are not free falling, it

should be clear that this answer is incorrect.

Examiner Comments
This was another common mistake, where the only force acting
was assumed to be the tension. Again, it scored 1 mark.

Question 16 (a)
Question 16 as a whole was about resolving forces in the vertical and horizontal directions.
The context was that of a person in a hammock and the relevant force was the tension in
the supporting ropes, the hammock being hung between two vertical poles. Although the
context was one that the candidates would be unlikely to have met during their physics
course, it was straightforward, easily understood and the diagram given in the question
showed clearly how the hammock was suspended, with the relevant tension and angle.
Part (a) was well answered, as expected, with many candidates gaining the full 3 marks.
It required them to calculate the tension in the supporting ropes, given the mass and the
angle of those ropes. They were required to:
• Calculate the weight from the mass.
• Divide that by sin40°.
• Calculate the answer.
The most likely mistakes were to ignore the mass of the ropes, so taking the mass to be
80 kg, or to be confused about the trigonometry required.

The following example gained full marks and was how we would like to see the response
laid out.
Examiner Comments
The candidate has:

• stated the equation to be used
• shown how the weight is calculated (this is often done as a separate calculation).
• used the correct trigonometry – it is probably easier to state it this way as TsinΘ rather
than as W/sinΘ.
• quoted the answer to a sensible number of significant figures.

The following are two examples of candidates who did not gain the full 3 marks.
This candidate has forgotten to include the A simple error might not cause the
mass of the rope and so gets the wrong answer. loss of many marks if the calculation
However, as the response clearly shows the is clearly laid out.
weight being calculated from the mass and the
correct trigonometry being used, it was awarded
2 of the marks.
This response is an example of confusion in the If uncertain about the trigonometry,

trigonometry required. There was a surprising amount sketch a separate triangle with force
of confusion whether to use cosine or sine, and whether and angle marked.
to divide or multiply. The correct calculation is to divide
by sin θ , but this candidate has multiplied by cos θ.
Deciding on the right trigonometry can be difficult, and
a good way of doing that is to sketch a separate triangle
or add to the diagram to ensure the correct choice.
As this was considered to be an error of physics, it only
gained 1 mark.

Question 16 (b)
The candidates found this part of the question much harder, with very few achieving the full
5 marks. However, the actual marking points lost varied considerably, with all the marking
points individually being regularly scored. The question expected a written explanation,
rather than a calculation, which is emphasised by the fact that it is a QWC question. Those
few who just used sample calculations could not achieve more than 3 marks. The question
is about why the poles have a tendency to fall inwards and why the force causing this is
reduced if the value of θ is increased. The candidate is told to consider the vertical and
horizontal components of the tension, which should be taken as a strong hint that this is the
way to approach the question. It was marked as follows:
• The response must make it clear it is the horizontal component of the tension that is
causing the poles to fall inwards. This might not be explicitly stated, but has to be clear.
Many candidates thought it was the vertical component, as that drove the poles further
into the ground.
• State that the tension is Tv/sinθ.
• Understand that the vertical component does not change, or that it is equal to 1/2 the
weight.
• State that the horizontal component of the tension is Tcosθ.
• The final mark is for either saying T decreases or that Th decreases as θ increases.
Many candidates only got half way with this, either saying that since the vertical component
was constant the tension would decrease, or assuming that the tension was constant and so
the horizontal component would decrease.
There are two examples below of good responses that gained most of the marks.
Examiner Comments
This response, which was given 4 marks, has expressions for the horizontal and vertical
components of the tension. The last two lines make it clear that the vertical component is equal
to ½ weight, and so is constant, and the third line states that the tension reduces. The response
does not say that it is the horizontal component that is important, nor does it show that this
component reduces.

Examiner Comments
This response also gained 4 marks. The relationships of horizontal and vertical components to
the tension are stated, and it is explained why the horizontal component will decrease as the
angle increases. It also explains clearly, in the latter part, that it is the horizontal component
that causes the poles to move inwards. However, the fact that the vertical component does not
change is not mentioned, as in fact it seems to be implied that the weight is increasing.

This response gained 1 mark for saying that If the question has an asterisk (*) against
the tension would decrease. It was a common it means we are also testing the "quality of
response to attempt to put in a value for θ other written communication", and so a purely
Question
than 40°16b_183074_01.png
and try to compare the force with mathematical response will not get full credit.
that obtained previously. This approach rarely
worked well, and a calculation of this kind would
not get the full credit as we required a written
Just the response
response.

This response gained 2 of the 5 marks, but Think carefully about the physical basis of
illustrates clearly a common misunderstanding assumptions made.
about the forces. The candidate clearly suggests
that it is the horizontal component that is the
important one, and states that this component
becomes less as the angle is increased. Those
are the 2 marks. However, the assumption is
that the tension in the ropes does not change
as the angle changes. This is a straightforward
assumption, with no physical basis, and
therefore leads to errors such as that the
vertical component increases. As the equations
used have not been given, this candidate is
fortunate to gain the 2 marks.

Question 17 (a)
The question involved taking readings from a multiflash photograph, and using them to
calculate (i) the height of the first bounce, and (ii) the horizontal velocity. The great majority
of the candidates understood the photograph and the timings involved, and were able to
take some appropriate readings from it. However, they found it much harder to complete the
calculations involved using the readings taken.
Part (i) was very well answered. In order to find the distance fallen, they had to use the
equation s=½gt2. The reading required from the photograph was the number of time
intervals between the balls marked X and Y, which should be 6, but many candidates
included the balls at the two ends and so counted 7, which would lose 2 marks.
Part (ii) gained far fewer marks. In this case the candidate had to:
• Take a horizontal and vertical measurement from the photograph.
• Know the actual vertical distance from the calculation in (i) and determine a scale to
enable the horizontal distance to be calculated.
• Calculate the speed = distance/time.
• State the answer, with its unit. This has a large acceptable range to allow for the many
possible distances that could be taken from the photograph.
Many candidates lost marks through careless measuring of the distances on the photograph
(we were expecting the measurement to ±1mm), or through not realising that a scale was
needed and just using the distance on the photograph.

17 (a) (i)
The first two responses below gained all 3 marks.
Examiner Comments
The candidate has counted the 6 images at 1/20th second each giving 0.3 s. The correct
equation of motion is used giving a correct distance of 0.44 s. The working is clearly laid
out, so if any mistake were to be made, credit could be given for the correct parts.

Examiner Comments
This response also gained 3 marks, and shows that

there are other ways in which the equations of
motion can be correctly used.
Examiner Comments
This response gained 1 mark. This mistake was noted fairly

regularly. The candidate has thought that if 20 images were
taken per second, then there will only be 19 time periods. This
is probably from previous experience with ticker timers where
there is confusion about counting dots or spaces, but it is clearly
an error of physics and so has a 2 mark penalty.

17 (a) (ii)
The response below gained all 4 marks.
Examiner Comments
This candidate has measured the vertical distance accurately, and then used that,
together with the actual vertical distance calculated in part (i), to determine the
scale factor. Horizontally, any pair of ball positions can be used, but this candidate
has used the best two, which are either end of the first bounce. This gives two ball
positions on the same level, so the measurement is much simpler. The first to the
third bounce would be an equally good choice. The commonly chosen X to Y is less
good, as it is shorter, and the levels are very different.

The following responses illustrate some common errors that reduced the marks.
Examiner Comments
This response gained 2 marks.

There are two problems:
• No scale has been used, so the distance and hence the velocity, are too small.
• The horizontal distance from X to Y has been measured. That makes the time the
same as in part (i), which simplifies the calculation, but as the two ball positions
are on such different levels, errors of measurement are likely. In fact, in this case,
the 2 cm is correct.
Examiner Tip
Any picture or photograph is unlikely to be actual size.

Examiner Comments
This response again scored 2 marks, because there is no scale used.

The candidate here has measured the maximum distance from the first to the
last ball. It should be 9.1 cm and we accepted 9.0 cm so this gained that mark.
It is not always the case that the largest distance is the most accurate, and many
tried this measurement but lost the mark because it was difficult to measure the
horizontal distance accurately when the ball positions were on different levels.
An error of ± 1mm was allowed.
Examiner Tip
When taking measurement from a picture,

accuracy is important.

Examiner Comments
Finally, this example of an a(ii) response shows an alternative way of solving the
problem, which was rarely seen and was not in the mark scheme, but shows that
we are ready to give full credit for correct physics.
This candidate has measured the angle to the vertical of the path of the ball at the
bounce. Then using the vertical velocity of the ball, vy = gt = 2.94 m s−1 (calculated
in part ai) found the actual velocity and hence the horizontal velocity which is the
answer required. There is now no need for a scale. Unfortunately, this candidate
measured 15°, whereas the angle should be 11° and so the answer is incorrect.

Question 17 (b)
This question is about what happens at the bounce, because it asks about the positions of
the ball "a short time" before and after the bounce. Many candidates mistakenly thought
it referred to the height of the bounce decreasing, and so discussed the transfer of
gravitational potential energy. The candidates were expected to say:
• During the bounce, energy is transferred to thermal energy.
• Therefore the velocity after the bounce is less than before.
However, while many made the first point, few made the second. It was common to see
energy being transferred to sound, which, while true, is very minor compared to the thermal
energy. Many discussed friction, which was not given credit as this question is not about
what happens as the ball is falling. Many were content with the simple statement that
"energy is lost", gaining no credit – we want to know where the energy is transferred. "Lost
to the surroundings" was also considered too vague.
The response below gained the full 2 marks.
Examiner Comments
The candidate has said that at the bounce, energy dissipates as heat. "Dissipates" is
fine here for transfers, and for this question we allowed "heat" for thermal energy.
"Energy lost" is also explained.
The candidate then says the speed is less and explains why that affects the height.
This candidate clearly understands the physics involved in the bounce.
Examiner Tip
Be careful in choosing the correct words to use.

Examiner Comments
This response scored zero marks. The response is vague. It does

not tell us the form of the energy transferred to the ground, nor
does it attempt to explain why that affects the height.
Examiner Comments
This very common form of response is probably drawing on

previous questions about falling objects, or objects moving
through the air. Because the question is about the height just
before and just after the bounce, the effect of air resistance is
very small.
Examiner Tip
"Air resistance" is often a correct answer to

a question, but not always.

Question 17 (c)
For (c) (i) we expected the four positions of the ball to be in a single vertical line, and at the
same height as the balls in the picture. They could be drawn to one side of the four balls on
the question paper. On the whole, candidates obtained the 2 marks available for this part,
the main problem being careless drawing.
For part (c) (ii) the two points below had to be explained.
• There is no horizontal displacement, or the fall is vertical, because there is no horizontal
velocity.
• The vertical positions are the same because they have the same vertical acceleration.
The first point was much more commonly made than the second, as the candidates rarely
linked the vertical positions to having the same acceleration.
This response gained all the marks in both parts of the question.

The candidate has drawn the ball positions clearly in a vertical Construction lines can help.
line, and at the same height as those on the question paper.
It is perfectly in order to draw in construction lines where that
would help, as here in the vertical direction.
The two marking points required for part (ii) are clearly made.
Examiner Comments
The drawing here for part (i) is careless, with the ball positions only just being acceptable as
vertically above each other, and clearly not drawn at the same height.
For part (ii) the response might just gain the first marking point, but the wording is very unclear.
What does the candidate mean by "there is no horizontal direction"? The probable meaning is no
horizontal displacement, but that is not clear.

Examiner Comments
This was a good response for part (i) but the candidate is very
confused in part (ii). A simple re-reading of the response would
probably spot the error.
Examiner Tip
Read through the response you have given.

Question 18 (a)
The whole question concerns a rower in a racing boat. The situation will have been familiar
to the candidates, and so the context should be readily understood. However, it is unlikely
that they will have studied the physics of rowing a boat, which is actually quite complex, and
so they are being tested here on their ability to apply the physics they know to this context.
Part (a) concerns the application of Newton's laws of motion. The candidates need to know
the statements of the three laws, although actual statements are not required here and no
credit is given for the statement alone. The laws must be applied to the forces acting as the
boat begins to move. This was a question where candidates demonstrated that they could
define Newton's laws but could not apply them to the situation described in the question.
The marks were for:
• The fact that the oar exerts a force on the water. Many said incorrectly that the rower
exerted the force on the water. Although the rower might be where the force originates,
the driving force is between the oar and the water.
• By Newton 3, the water exerts a force in the opposite direction. Many candidates went
into detail about body A and body B etc, but did not relate that to the boat. Although the
force is also equal, we did not look for that in this case. For the first mark, we were clear
the force had to be between the oar and the water, but for this mark we accepted other
objects, such as the force of the water on the boat.
• This produced a resultant force. Many here stated an external force, which lost the
mark. There is some confusion between "resultant" and "external" as they both appear
in different laws, but their meaning is quite different.
• By Newton 1 or 2, there is an acceleration. Many candidates forgot to relate the
acceleration to Newton's laws.

The first two examples here show good responses that earned all 4 marks.
Examiner Comments
The first three lines of this response are unnecessary, as the question did not
ask why the boat remained stationary initially. However, the four marking points
described above are clearly there, with extra detail included which mighthave
been required on another marking scheme.
Examiner Tip
Try to avoid unnecessary statements, but give

as much detail as you can.

Examiner Comments
This good response gives the same four points but in

a very succinct fashion. The response is clear and to the
point. "Net force" is accepted for "resultant force".
The following responses were awarded less than the full 4 marks.

In this response, the first half consists of statements If the question asks for Newton's
of Newton's laws, which gain no credit as they are not laws to be stated, then do so, but
applied to the context in question. There are two general understand that using the laws is
statements about "objects". When the candidate gets to the not the same thing.
actual context, the laws stated are not actually applied, so
this response gains very little credit.
Examiner Comments
This response gained 3 marks. The candidate makes the

very common mistake of saying that the rower applies the
force to the water.
Examiner Comments
This response is an example of the use of the idea of an

"external force". There are lots of external forces acting
on the boat, but the motion depends on whether they add
up to zero, or give a resultant.

Question 18 (b)
This question gave a graph of the force on the boat plotted against time for a single stroke
of the oars. It then asked the candidate to calculate first the work done on the boat, and
then the average power developed.
18 (b) (i)
Part (i) involved calculating the work done during a single stroke of the oars. The marks
were for:
• Understanding that the work done is the area under the graph.
• Calculating the work done with a wide tolerance.
• Accurately calculating the work done.
The vast majority of candidates realised that the area under the graph had to be calculated,
and they demonstrated a number of ways of doing that, from drawing on one large triangle,
to counting all the small squares. The latter would be more likely to score the third mark
for accuracy.

Examiner Comments
This candidate has divided the area into three sections and correctly calculated
the area of each one. The answer is very close to the correct answer of 520
J. This type of method is much quicker than counting all the squares, and is
probably less likely to lead to errors in the counting.
Examiner Comments
This candidate has counted the number of squares and

multiplied by the work represented by each square.
Again, the answer is very close to the true value.

18 (b) (ii)
The candidates now had to calculate the average power, either using the work done as
calculated in part (i) or using the "show that" value (500 J) given in part (i). They had to:
• Indicate that power is work / time
• Calculate the time for one stroke
• Calculate the power.
The majority of the mistakes were in dealing with the 24 strokes per minute. They could
either divide the work done by the time per stroke, or multiply by the frequency, but often
they mixed these incorrectly.
Examiner Comments
This is a fully correct response, using the value of work done calculated in part (i). The candidate
has multiplied the work done by the number of strokes to give the work done per minute, and
then divided by 60 to give the power.
Examiner Comments
This response is an example of the confusion between the stroke time and the stroke rate. This
candidate has calculated the stroke rate (0.4 per second), but then divided the work done by that
value assuming it was the time.

Question 18 (c)
The candidates were asked to explain why the work done by the rower was greater than the
gain in kinetic energy by the rower and boat together. The question was relatively poorly
answered. Discussion of the variation of the force, and the exhausted state of the rower
were common. Again, many were content to just mention energy loss, which was insufficient
for a mark. Many did mention friction with the water, but few described the kinetic energy
given to the water. For the two marks they were expected to mention:
• The friction with the water
• The turbulence or kinetic energy of the water.
It is, of course, the drag with the water that causes the turbulence, but we did not mind
whether they discussed the turbulence caused by the movement of the boat, or that caused
by the movement of the oars.
Examiner Comments
This good response gained both marks. The candidate notes

the friction with the water, and also that some of the energy is
transferred to kinetic energy of the water.

Examiner Comments
This response gains the mark for work done against

friction. However, it is a very common response in all
questions of this kind, to respond with a statement such Examiner Tip
as "some energy is lost to the surroundings", sometimes
including "as thermal energy" as here. It is only rarely that Beware of the trivial response
such a response gets credit because at this level we need "energy is lost to the surroundings".
the candidate to demonstrate a greater understanding of
how that happens.
Examiner Comments
This response is an example of careless wording making it

difficult to award marks. Energy should not be said to be
lost, as it is always transferred somewhere. However, we Examiner Tip
might allow the word to be used if the meaning is clear and
it is not the most important point we are looking for. In this Take care with the wording of the
response, the energy cannot be "lost" as friction, rather it response.
is the friction that causes the transfer of the energy.
The kinetic energy in the waves formed by the boat is
a good point, and would score the mark.

Question 18 (d)
The candidate was asked to suggest why the rower and the boat would gain different kinetic
energies. The answer was very straightforward, but it was surprising how few candidates
gave the answer that the masses of the rower and boat were different. There were
suggestions that the forces on the rower and the boat were different, that there was more
energy loss from one than the other, even that the rower became exhausted. Few seemed to
grasp the fact that the rower and the boat must be travelling at the same speed.
This response gives the basic fact we were There is only 1 mark available, so the
looking for. answer is going to be very simple.
Examiner Comments
This response also gets the mark, but gives a more detailed explanation,
showing the physics behind the statement in the previous example.

Examiner Comments
Examiner Tip
This response shows the common fall-back
response from a weaker candidate who has Note that this response does not
not really understood the physics. explain the question anyway.
Examiner Comments
Another rather confused, but typical response.

Question 19 (a)
For part (i), the candidates had to state the meaning of laminar flow. Part (ii) asked for the
conditions required for laminar flow. Although most obtained the single mark for part (i), the
majority also attempted to describe laminar flow when answering part (ii), instead of giving
the conditions required (see some examples below). The conditions expected for part (ii)
were any two from:
• A small object
• A smooth surface
• A low velocity.
Examiner Comments
This is an example of a good response that gains the mark for

part (i) and gives two correct conditions for part (ii).

Examiner Comments
For part (i) this candidate has given four correct descriptions
of laminar flow, any one of which would gain the mark. The
response in part (ii) however, gains no marks.
Examiner Tip
It is fine to give the four possible responses in part (i)

as long as they are all correct. However, if one were
incorrect, then it would be considered to be giving the
examiner a choice, and so would not gain the mark.

Examiner Comments
Part (i) gains the mark, but part (ii) is more about what
laminar flow is than the conditions required, so no marks.

Examiner Comments
Another typical response. It gains the mark for part (i) but part
(ii) again describes what laminar flow is, so no mark.
Examiner Tip
Most candidates did not answer the question set in part

(ii). Think just what the question is asking.

Question 19 (b) (i)
The two other quantities that need to be measured are:
• The distance between the markers on the measuring cylinder.
• The diameter of the ball bearing.
The candidate needs to think in terms of the experiment given, read the description carefully
and actually imagine carrying it out. Instead of the distance between the markers, many
candidates wrote the height of the measuring cylinder. Instead of the diameter of the ball
bearing, many wrote the radius, thinking that the radius could be measured directly. Many
suggested that the time of fall could be measured, even though that had been stated in the
question as already noted. Sometimes all the quantities in the equation were listed. Note
that a statement of the two quantities is all that is required.
Examiner Comments
These two statements are all that are needed to gain the two marks.
The response is absolutely clear and straight to the point.

Examiner Comments
This response also gives the two correct answers but also goes
on to explain how they are used. To do this is fine as long as the
candidate has the time.
Examiner Comments
This candidate gives three possible answers, all

of which are incorrect.
The time taken is a quantity already given in the
question, so is not an "other quantity". Examiner Tip
The distance through which the ball falls is Be precise in your answers.
imprecise – it must be between the markers.
The radius cannot be measured directly, and
the question asks for quantities that have to be
measured.

Question 19 (b) (ii)
The question asks what is represented by the first term on the left hand side of the
equation. The candidate can either understand that there are the three forces acting on the
ball bearing, the weight, upthrust and drag, and note which is which in the full equation,
or just work through the term given, as volume × density × g. Although most candidates
answered this part correctly, there were still a number of errors, giving answers such as
volume of the ball or mass of the ball.
Examiner Comments
This response is the straightforward answer we expected.
Examiner Comments
This candidate has confused the density of the ball bearing

with the density of the glycerol, an occurrence that was more
common in part (iii).
Examiner Comments
This occasional response did not gain the mark

because there are too many possible weights. Examiner Tip
It could be the weight of the glycerol or the
weight of the liquid displaced, as well as the Ensure your answer is complete
weight of the ball. The examiner cannot tell and unambiguous.
whether the candidate knows which weight it is.

Question 19 (b) (iii)
The candidate is asked what the second term in the equation represents. There are two
possible answers:
• The upthrust on the ball bearing.
• The weight of the glycerol displaced.
Either of these was allowed for the mark.
Examiner Comments
This very good response gives both the possible answers,

although the mark would be gained for either of them.
Examiner Comments
This is an example of an incomplete response because the

candidate could mean it is the weight of all the glycerol. If the
candidate responds with the weight of glycerol, it must be clear
that it is the displaced glycerol.
Examiner Tip
Again, ensure your answer is full and unambiguous.

Question 19 (b) (iv)
The candidates were asked to describe how to use the results obtained in the experiment
to determine the viscosity of glycerol, by means of a graphical method. It must be noted
that the "results obtained", as given in the question, are the time taken to fall between
the markers and the different sizes of the ball bearings. A very wide range of marks was
obtained, many scoring zero and others the full 4 marks, with all the values in between.
Most candidates understood the need to obtain a straight line graph, and were able to do
so, although in many cases, the plotted variables were complex. A lot of marks were lost
because key instructions were missing, such as "measure the gradient". The 4 marks were
awarded as follows:
• Calculate the velocity of the ball bearing. Many missed this point, assuming that it had
already been done.
• Plot the velocity against (radius)2. Many suggested far more complex axes – see some
examples below. Complex axes did not score this mark.
• Determine the gradient. This had to be stated and not just implied, as it is an essential
part of the procedure.
• State how to calculate the viscosity from the gradient.
A wide range of approaches was seen, but unfortunately some failed to realise that plotting
v against r would result in a curved graph. Any graph that would be a curve could not
score any of the 3 graph marks. Many students were aware of the need to calculate the
terminal velocity, but went into great depth about it, some suggesting that a distance-time
graph could be plotted to do so. It was very common for highly complex axes to be plotted,
such as weight of ball minus the upthrust against 6πr, giving a gradient of viscosity. Such
responses were denied the plot mark but could score the other three.

Examiner Comments
This is an ideal response, scoring all 4 marks. The candidate

calculates the velocity, states the correct axes, states that
the gradient is calculated, and gives the equation to find the
viscosity from the gradient. This candidate has thought through
the method before writing it down, so that the response is clear
and direct.
Examiner Tip
When writing out an experimental method,

make sure each step is clearly noted.

Examiner Comments
This response scores 3 marks, another good answer. The

candidate this time shows clearly how the equation has been
rearranged to give the variables to be plotted. However, there is
no statement that the velocity has to be calculated first, so only
scores 3 marks.

Examiner Comments
This response scored 2 marks, for calculating the velocity, and for stating
how to determine the viscosity from the gradient. The axes chosen will
give a straight line graph, but are complex and require a lot of calculation
for each point. The plot mark was therefore not given. Unfortunately, the
candidate did not tell us to measure the gradient.
Examiner Tip
Make sure each step of the method

is clearly given.

Examiner Comments
This response scores a single mark only for calculating the velocity. At first sight, the
axes chosen look satisfactory, if complex, but when it comes to the gradient it is clear
that the value includes the variable r and so these axes would not give a straight line.
It is therefore not possible to determine a gradient and none of the 3 graph marks
can be scored. Had the X-axis been rv then more credit could have been given.
Examiner Tip
Beware of gradients including a variable when

looking for a straight line.

Question 19 (c)
The candidates were asked to explain how a low temperature would affect the supply of
glycerol to a waste system. The 2 marks were awarded for:
• The viscosity is high at low temperature.
• The flow rate is reduces.
Note that this is about the flow of glycerol, not of the waste water or of the nitrogen,
both of which are mentioned in the question. A few thought that the viscosity dropped as
temperature fell, but the great majority scored the first point. Many did not score the second
point because they discussed the effect on the waste water or the nitrogen removal.
Examiner Comments
This response scored both of the 2 marks. It is a clear and

succinct answer.

This response scored 1 mark, for the viscosity
The question is about the supply of
being greater. However, the candidate then goes
glycerol. Make sure that is the question
on to discuss the waste water and the nitrogen,
you respond to.
as was done by many others also.

Examiner Comments
This response scored 1 mark, for the slower flow of glycerol.

"Thicker" is not a good scientific description of the viscosity, and
it does not indicate whether the viscosity is higher or lower.

Paper Summary
Based on their performance on this paper, candidates are offered the following advice:
• A number of times on this paper, some candidates tended not to answer the question
as it was set. Read the question carefully, so that you are as clear as possible about
what is required.
• When responding to a question, try not to give the examiner a choice of answers.
If any are wrong, you will not gain the credit.
• Be accurate when taking measurements from pictures.
• Show all working in calculations, and beware of incorrect rounding of the answer.

Grade Boundaries
Grade boundaries for this, and all other papers, can be found on the website on this link:
http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx

Pearson Education Limited. Registered company number 872828
with its registered office at 80 Strand, London WC2R 0RL.

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Examiners’ Report

IAL Physics 1 WPH01 01

Giving you insight to inform next steps

• See students’ scores for every exam question.

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Publications Code WPH01_01_1606_ER

All the material in this publication is copyright

2 IAL Physics 1 WPH01 01

IAL Physics 1 WPH01 01 3

Correct Most common

2 Power and energy 69 B A

3 F-e graph and elastic limit 94 C Not significant

4 F-e graph and energy 70 A C

4 IAL Physics 1 WPH01 01

IAL Physics 1 WPH01 01 5

State the equations being used before using them.

6 IAL Physics 1 WPH01 01

Examiner Comments Examiner Tip

IAL Physics 1 WPH01 01 7

Examiner Comments Examiner Tip

8 IAL Physics 1 WPH01 01

Examiner Comments Examiner Tip

IAL Physics 1 WPH01 01 9

This response did not score either mark. It was a popular

10 IAL Physics 1 WPH01 01

Examiner Comments Examiner Tip

IAL Physics 1 WPH01 01 11

Examiner Comments Examiner Tip

Examiner Comments Examiner Tip

12 IAL Physics 1 WPH01 01

This clear response scores both marks, giving

We allowed the maximum of one mark here for steel

IAL Physics 1 WPH01 01 13

It was a very common mistake to consider that the

If giving more that one property, be sure that they are

It is often helpful to give extra information, but

14 IAL Physics 1 WPH01 01

IAL Physics 1 WPH01 01 15

16 IAL Physics 1 WPH01 01

IAL Physics 1 WPH01 01 17

Examiner Comments Examiner Tip

18 IAL Physics 1 WPH01 01

A well laid out answer such as this one is more likely to

IAL Physics 1 WPH01 01 19

Examiner Comments Examiner Tip

20 IAL Physics 1 WPH01 01

IAL Physics 1 WPH01 01 21

This is the ideal response, showing and labelling

22 IAL Physics 1 WPH01 01

This diagram is less good, as it only includes a single

Examiner Comments Examiner Tip

This response gained 2 marks. We accepted the two

IAL Physics 1 WPH01 01 23

This is an ideal response, including all the

24 IAL Physics 1 WPH01 01

IAL Physics 1 WPH01 01 25

This common error ignores the effect of the upper tension T1

Since the spider and fly are not free falling, it