Physics Examiners Response

Examiners’ Report
June 2017
IAL Physics WPH01 01

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June 2017
Publications Code WPH01_01_1706_ER
All the material in this publication is copyright

© Pearson Education Ltd 2017
2 IAL Physics WPH01 01

Introduction
The two areas of physics covered by Unit 1 are basic mechanics and properties of matter.
The unit is designed to examine the candidates on these subject areas in three distinct
and important ways, testing their knowledge as described in the specification, their
understanding of the physics involved, and their ability to apply that knowledge in numerical
and unfamiliar contexts.
To give a few instances from this particular paper, question 12 tests the candidates’
knowledge of energy transfers, and whether they know the correct equation to use to
calculate the extension, question 15(b) tests their understanding of terminal velocity and
free fall, and question 18 tests their ability to apply their knowledge of both mechanics and
properties of matter to the jump of a flea. Overall, the candidates’ responses showed that
they were proficient in applying the physics they had learnt to the contexts described in this
paper.
Candidates too often lost marks because they answered a slightly different question to
the one asked, and we must emphasise the importance of carefully reading the question
and understanding what is required in the response. For instance, question 12(a) asks
for energy transfers in a catapult during the launch of a ball, not for those that occur
while pulling the rubber strip of the catapult back, or those that occur as the ball travels
through the air. For question 16(a) the candidate is asked to use a scaled vector diagram
to determine a resultant force, so measurements from a vector diagram are needed,
not calculated values. It was our intention in that question to test the candidate’s skill in
constructing an accurate vector diagram, and not their knowledge of trigonometry.
The standard of written English seen by the examiners in this paper was good, and
caused little difficulty in the marking of the paper. Apart from the * questions, where the
candidate’s quality of written communication is being assessed along with the physics, lack
of skill in written English is not penalised, as long as the response is clear and unambiguous.
IAL Physics WPH01 01 3

Section A
Correct Most common

Question Subject % correct
response alternative
1 Vectors 94% C
2 Units 76% D A
3 F-e graph and elastic limit 58% C D
4 Forces 54% D B
5 Velocity-time graph 73% B A
6 Velocity-time graph 59% C D
7 Resolving a vector 66% A All chosen
8 Spring constant 77% D B
9 Projectile 68% C All chosen
10 F=ma 60% C A

As intended, the questions in the multiple-choice section scored quite highly, with an
average of about 70%, but not so highly that they failed to discriminate between the
candidates. A-grade candidates were typically scoring 90% while E grade candidates
typically scored 63% on this section. 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.
Question 2 was answered well, but it was surprising how many candidates gave upthrust
the units of pressure or stress rather than simply a force.
Question 3 was a simple force-extension graph for a wire, and the candidates were asked
for the position of the elastic limit. There was a lot of confusion between the elastic limit
and both the limit of proportionality and the yield point. The students are expected to know
the names and definitions of these points on the graph.
Questions 5 and 6 concerned a velocity time graph for a ball thrown in the air. Most
candidates were able to calculate the acceleration of the ball from the graph’s gradient,
although many ignored the negative sign. They found determining the distance from the
area under the graph far more demanding: many just calculated distance as velocity × time
even though the velocity was changing.
Question 10 required rather more thought, that a constant force results in a velocity
that increases uniformly with time. A large minority chose the response that showed the
distance moved increasing uniformly, i.e. the constant velocity.

Question 11 (a)
Since this question is at the start of Section B, it was intended to be quick and simple to
answer. The candidates are expected to know how the viscosity of a fluid affects the way it
flows through a pipe, often requiring much more detail than is needed here. This question
can score just a single mark for a rate of flow that reduces steadily in a reasonable way as
the viscosity of the liquid increases.
The first response shown here is what we consider to be the fully correct response, of a rate
of flow that is approximately inversely proportional to the viscosity. There are then two
further common responses.
Examiner Comments
The line has been drawn carefully, recognising
that it is a curve, and not meeting either axis.
Examiner Tip
"Sketch" in a question does not

mean a rough drawing. It still needs
to be drawn carefully, but without
any quantitative requirements.

Examiner Comments
A straight line with a negative gradient
was a very common response. Although
not fully correct, it was awarded the mark
as it showed clearly the trend for the rate
of flow against the viscosity.
Examiner Comments
This was another very common response. It clearly
shows an incorrect trend and so did not get the mark.

Question 11 (b)
A large number of candidates scored 2 marks for this 3-mark question. Candidates will
have been taught that the viscosity of a liquid increases as its temperature is decreased
and most were able to state that with reference to the blood flow, which gained mark 1.
We would have liked them then to say that the increased viscosity led to a greater friction
or resistance to flow, as many did, but we also accepted that this increased viscosity would
lead to the reduction in flow rate they have probably described in part (a), gaining mark 2.
The reduction in flow rate would in practice be fairly minimal because the heart would do
something about it, by applying a greater force to the blood. It is this final point, for mark
3, about the greater force being required that the candidates rarely achieved, most just
repeating the statement in the question that more work has to be done.
Note that the question is clearly asking what happens if the temperature is decreased.
Although this did not apply to many candidates, there would be no credit for a response
that describes the effect of an increasing temperature.
Also, a few candidates said that the viscosity would be high so the flow rate would be
high. This statement is not necessarily true, as the absolute viscosity might still be low: we
were looking for a comparative statement to gain the first mark.
The samples shown here are three typical responses from the candidates, just the first
sample being fully correct, for the three marks.

Examiner Comments
This candidate starts by making the simple point that as the
temperature falls, the viscosity of the blood will increase (mark 1). Then
the important point is made that the resistance to flow increases
(mark 2). Finally, that the heart therefore has to apply a greater force
to the blood (mark 3). The response then goes on to explain why this
greater force requires the heart to do more work. Although we were not
expecting that explanation on this occasion, it is an important point that
completes an excellent response.
Examiner Tip
A clear and concise response

is most likely to succeed.
This response scored 2 marks.
Examiner Comments
This response is a very typical one that
gained 2 marks only. Again, the response Examiner Tip
is clear and concise, but does not make
It might sometimes help an
the point about the greater force being
explanation to repeat a part of the
required to pump the blood and so does
question, but there can be no credit
not gain the third mark. The third point
for doing that.
being made here is just a repeat of the
statement in the question which the
candidate is being asked to explain.

This response scored 1 mark.
Examiner Comments
This response is an example of one that
includes a contradiction. It has viscosity both
increasing and decreasing with temperature,
so will not be given the mark. The candidate
probably meant to say "inversely proportional".
Examiner Tip
Be careful with the use of

mathematical terms.

Question 12 (a)
For this 4-mark question, the most common score for the candidates was 2.
Mark 1 would be awarded if the response stated that work was done by the rubber, or that
work was done on the ball. Most candidates ignored this part of the question, i.e. "in terms
of work done", and did not score this mark.
Marks 2 and 3 were for describing the initial elastic potential energy of the rubber, and the
transfer to kinetic energy of the ball. Many lost the latter mark because they said some of
the elastic energy would be transferred to gravitational potential energy. If that happened it
would be after the launch, not during the launch of the ball.
Mark 4 was for noting that some of the elastic energy would become thermal energy in the
rubber, a mark that few obtained. The transfer to thermal energy was often mentioned,
either in the ball, or in the surroundings through friction with the air: this did not get the
mark as it would happen after the launch.
The question was not answered as well as expected because the candidates did not
properly read the question, and often described what energy transfers took place either
while initially stretching the rubber, or after the launch while the ball was moving through
the air.
This response was awarded the full 4 marks.

Examiner Comments
This candidate has said that the rubber strip does
work, has described the transfer of elastic strain
energy stored in the rubber to kinetic energy of the
ball, and added that some energy is transferred to
thermal energy in the rubber strip. 4 marks awarded.
This response was awarded 2 marks.
Examiner Comments
This minimalist response gets 2 marks for the correct description of
elastic energy in the rubber being transferred to kinetic energy in the
ball. The statement that the ball is doing work is incorrect since the
rubber is doing work on the ball.
The fact that there are 4 marks available for this question is an
indication of the amount of detail required. This should have given the
candidate a clue that more was required.
Examiner Tip
Take account of the number of marks

available when deciding how much
detail to give in your answer.

This response scored 1 mark
Examiner Comments
The inclusion of gravitational energy in the transfer from
elastic energy was a very common misunderstanding
of the process involved. The candidate's thoughts are
probably based on a different question involving an object
being launched vertically, but even then the transfer to
GPE occurs after the object has been launched.

Question 12 (b)
The correct answer to this 2-mark calculation was 6.3 cm, using the equation Eel = ½ FΔx.
It was a straightforward calculation, involving substitution into the equation for elastic
strain energy and rearranging the equation. The most common, and most serious error
was to use the equation for work done (ΔW=FΔs), in this case tension × extension, which,
as an error of physics, would lose both marks. Note that the correct equation of Eel = ½ FΔx
was given in the list of data, formulae and relationships at the back of the exam paper. It
was quite often noted that the candidate incorrectly rearranged the equation during the
calculation. Provided that the candidate had already demonstrated a correct substitution
into the right equation, the subsequent incorrect rearrangement of the equation only lost
1 mark.
Examiner Comments
This is a fully correct response, with the answer quoted

to 2 significant figures (as the data given) and including
the unit. Since the mark for the use of the equation is
credited at the point of substitution, it could be safer to
substitute the values into the equation before rearranging.

This response scored zero marks.
Examiner Comments
As explained above, this was a very common
response using the incorrect equation.
The following three responses scored a single mark. These are common errors which occur
quite regularly throughout these exams, but are very easy to overcome with a bit of care, as
explained on each sample.
Examiner Comments
This would be an absolutely perfect
response, but the answer is given
without a unit.
Examiner Tip
Remember that a physics quantity

nearly always consists of a magnitude
and a unit. Both are required.

Examiner Comments
Examiner Tip
The actual answer calculates as 0.0629 m. This
response has been truncated to 0.062 m rather Do not truncate answers, but round
than rounding to 0.063 m. them carefully to avoid wasting
marks.
0.062 m is the wrong answer and loses the
second mark.
Examiner Comments
Examiner Tip
This answer has been given to a precision of
one significant figure, which is insufficient to Answers should not normally be
demonstrate that an accurate calculation has stated to a single significant figure.
been done.

Question 13
This 4-mark question was designed to test the candidates' understanding of Newton's 3rd
law, and its application to a situation where several forces are acting. Since the question
does not specifically ask for a reference to Newton's laws it was not necessary on this
occasion to refer to Newton's 3rd law, but the fact that the force of magnet A on magnet
B is equal to the force of magnet B on magnet A was required. Some responses justified
that the forces of attraction would be equal and opposite by Newton 3 but then went
on to contradict themselves by saying that because magnet B was stronger than magnet
A, it would exert a stronger force on A than A on B. In fact, it was very common to see
the comment that magnet B causes a greater magnetic force than magnet A, a complete
misunderstanding of the 3rd law.
For the first mark, candidates needed to clearly say that there was a downward force on A in
addition to the weight. Many candidates said here that the weight of magnet A increased,
which shows a misunderstanding of the way forces interact.
For the second mark, they should say that there was an upward or opposite force on B due
to A. Many did not tell us that the extra upward force on B was due to A.
For the third mark we looked for the statements, often quite separate in the response, that
the reading for A increases and that for B decreases.
The fourth mark was for a statement that the magnetic forces, or the changes in the
readings, are equal. There were many misconceptions, as described above.
There were many other misconceptions seen in answer to this question. Many thought that
the magnets would be made to accelerate by the magnetic forces. Many considered that
the resultant force on magnet A would increase, whereas, of course, the resultant force is
zero on both magnets, and the candidates need to be careful with the scientific terms they
use. Note that any statement about there being an attractive force between the magnets
has to be ignored as that is given in the question.
This good response gained all 4 marks.

Examiner Comments
This candidate has clearly understood that the magnets are
exerting forces on each other, in opposite directions and of
equal magnitudes. These forces are described as adding to the
weight for magnet A and subtracting from the weight for magnet
B. The candidate has clearly shown an understanding of the
physics involved in this situation, and deserves the 4 marks.
This response gained just 1 mark.
Examiner Comments
The mark is awarded for the first 2 lines where the correct
changes in the readings are described. The only comment on
the forces between the magnets is that "they will attract each
other", a statement drawn from the question itself. Otherwise,
the response is about movement rather than force (many
other similar responses discuss accelerations) which does not
demonstrate a correct understanding of the physics. The last
3 lines describe the very common misconception about there
being a greater magnetic force from the larger magnet.

Question 14 (a)
There were two marks for this item: one mark for stating that the speed was an average
because a total distance and time were used so that the speed was not an instantaneous
one; the second for pointing out that the speed could be varying over the 0.5 s of the
measurement.
Candidates were not very precise with their explanations, often commenting on an
average being the mean of several readings, or that it was an average because it was not
an instantaneous reading. Most candidates either gained a mark by commenting on the
measurement method (total distance), or by commenting on the changing speed, but rarely
gave both statements. Any description of the changing speed would be sufficient to gain
the second mark, and we often saw comments that the car was accelerating or decelerating,
both of which are good explanations for it being an average speed measured.
Examiner Comments
This good response gained both marks.
The candidate has clearly stated that total
distance has been used in the calculation,
and that the speed could be varying.

This response gained 1 mark.
Examiner Comments
There is no mention here that the speed could be
changing. The fact that there are 2 marks for the
question is a hint that two points are being sought
in the response.
Examiner Tip
Use the number of marks as a guide.

Question 14 (b)
There were 4 marks for this calculation of the speed of the car.
Mark 1 was for correctly reading the distance travelled from the diagrams.
Mark 2 was for correctly using v=s/t to calculate the speed.
Mark 3 was for a correct conversion between km/h and ms-1, either for the actual speed or
for the speed limit.
Mark 4 was for a correct final speed and a correct comparison with the speed limit showing
that the speed was below the limit.
This question was generally answered well, and the greatest error the examiners found was
the candidates' difficulty in correctly measuring and calculating the distance travelled. It
was disappointing that most candidates took the distance moved along the road as exactly
4 divisions. We were hoping they would have been able to subdivide the divisions, giving
the correct value of 4.2, but most just read the distance to the nearest whole division. THis
was allowed, but when the divisions are as large as the ones in this question, we had hoped
that they would have subdivided them. Many candidates took the number of divisions as
5, or took measurements from the start of the diagram, in which case they would lose both
the first and final marks. The units conversion was generally done correctly, but a number
of candidates lost the final mark by omitting to compare their answer for the speed with the
speed limit, which was the requirement given in the question.
These three examples of the responses seen are all good responses that gained the full
4 marks, but in different ways. They show how different approaches by the candidates are
both acceptable and welcome when answering questions like this one, where the context
is probably not one with which they have had any practice. The responses show the
candidates' ability to apply the physics they have learnt to a new situation.

Examiner Comments
This candidate has accurately measured
the distance as 4.2 divisions and converted Examiner Tip
that to a distance. The speed has then been
calculated, and converted to km/h, with a final Take readings accurately from a
statement that this puts the speed below the diagram, drawing lines on the diagram,
speed limit. We would have liked to see the if necessary, as this candidate has done.
statement that 45.9km/h<50km/h, but did not
penalise that in the marking of this question.

Examiner Comments
This candidate has converted the speed limit to
13.9km/h, which is perfectly acceptable. We allowed
the use of just 4 divisions, and as the comparison of
the correctly calculated speed in ms−1 with the speed
limit in ms−1 is clear, all 4 marks are awarded.

Examiner Comments
This type of response was quite common, and is perfectly
acceptable, although it might take a little longer to
complete. The candidate has drawn onto the diagrams,
measured the distance travelled with a ruler, and divided
that by the actual length of each division to give the
number of divisions and hence the true distance travelled.
Examiner Tip
Do not assume there is a single correct method.

Go with the way you best understand.

Question 14 (c)
This item was worth a single mark for stating that there could be a parallax error in
measuring the distance the car travels in the 0.5s. We were just looking for the word
parallax, and we were expecting that word as it is a clear technical term. Many who seemed
to understand the principle involved lost the mark for failing to say parallax.
There were many incorrect responses given, such as a zero error, human error, difficulty in
reading the distance accurately, and reaction time.
This was a good response that gained the mark.
Examiner Comments
In this case we were just looking for
"parallax", but the extra description is useful
and another time might gain further credit.
The next two responses did not gain the mark.
Examiner Comments
Examiner Tip
This was quite a common response,
but there is no reason for not mentally
subdividing the large divisions, and is There is no reason not to read a scale
something the candidates at this level to a fraction of a division.
should be able to do.

Examiner Comments
This was another common, incorrect
response. The camera does not
have a significant reaction time.

Question 15 (a)
There were 5 marks for this question:
Mark 1 was for a tall container of oil, usually on a diagram, with the top of the oil shown.
Mark 2 was for two markers between which the fall of sphere was timed, often two rubber
bands around the cylinder. The markers had to be away from the top and bottom of the oil,
to allow the sphere to reach terminal velocity, and enable accurate determination of that
velocity.
Mark 3 was for measuring the distance fallen with a metre rule or ruler. The word
"calculate" was not allowed for "measure" as no calculation was involved at this point.
Mark 4 was for measuring the time for the sphere to fall between the markers, using a
stopwatch or timer. For these marks, the stopwatch or metre rule need not be specifically
referred to if listed in an apparatus list or labelled on a diagram. A few responses referred
to the time of fall from when the sphere was dropped, which was clearly incorrect as it was
not all at the terminal velocity.
Mark 5 was for a reference to repeating the measurements, particularly the time, and this
mark was not often awarded.
For a very straightforward experiment, it was disappointing to see the difficulty the
candidates had in describing it. This question was not about determining the viscosity of
the oil, but many candidates went into great detail about how the mass and diameter of the
sphere would be determined, and gave the equation into which they would be substituted.
The question is clearly just about determining the terminal velocity of the sphere, and
anything further will gain no credit but could take a lot of time.
In addition, the question only asks for the apparatus and the measurements. It does not ask
how the measurements would be used, so it was not required to describe the calculation of
the terminal velocity, as many did, often using a graph.
Good candidates were able to give a clear, labelled diagram, without unnecessary
apparatus, and wrote concise and clear statements about the measurements to be made.
This first sample gets all 5 marks.

Examiner Comments
This diagram is drawn carefully, with a ruler,
and is fully labelled, including an indication
Examiner Tip
of the top surface of the oil - important when
deciding where the top marker should be. If you draw a carefully labelled
The numbered steps in the written response diagram, it often not only gains you
make the method absolutely clear. The marks but also focuses your mind on
only problem is the inclusion of step 1, the the method to be used.
measurement of the diameter, which is
unnecessary.

This response gained one mark only for measuring the distance.
Examiner Comments
The diagram is somewhat carelessly drawn, and not labelled.
There are no markers shown - the graduations are not
sufficient. The time measured is the time to reach terminal
velocity, so is incorrect. This candidate seems to have a
reasonable understanding of the method, but an unclear
drawing and lack of detail in the method have lost the marks.
Examiner Tip
Label diagrams.

This response gained a single mark for the diagram.
Examiner Comments
This response occurred rather too often. Rather than the
simple calculation of terminal velocity, this method requires the
density of the oil and its viscosity to be known, along with the
complex equation for terminal velocity. This equation would
normally be used when determining the viscosity of a liquid,
or when calculating the terminal velocity without doing an
experiment, so the method was not allowed for this question.

Question 15 (b)
There were 6 marks for this question, 2 for the graph for a vacuum and 4 for the graph for
oil.
Mark 1 was for stating that the vacuum graph showed a constant acceleration. That was
often done by saying that the acceleration was g, or 9.8ms−1, but it was not sufficient just to
describe the graph by saying the line was straight. This mark was commonly gained.
Mark 2 was for the reason that the acceleration was constant, and it was clear that the
physics of free fall was not well understood. Few were able to say that in free fall, weight
is the only force acting. It was not sufficient to say that there was no drag or no uprhrust;
we were looking for the positive statement about the weight. It was surprising how many
candidates seemed to think that the viscosity of a vacuum was significant, just rather less
than of the oil.
Mark 3 was for the implication that in the oil there was both upthrust and drag. This did not
have to be an explicit statement, and often was picked up when mark 5 was being checked.
Mark 4 was for a statement that the viscous drag increases as the speed increases. It was
not sufficient to say, as many did, that the viscous drag increases with time, although it
clearly does. Such a statement does not explain what is happening, and the question asks
the candidate to "explain". A few said that the viscosity increased with velocity, clearly
incorrect.
Mark 5 was for saying that the resultant force becomes zero (at the terminal velocity). This was
often expressed in a form such as upthrust + drag = weight, which would also gain mark 3.
Mark 6 was for describing the terminal velocity. We were hoping that they would say
that when terminal velocity is reached the velocity becomes constant or the acceleration
becomes zero, but many neglected to mention terminal velocity.
This excellent response scored all 6 marks.

Examiner Comments
This candidate clearly does understand the physics
of free fall, and explains the vacuum graph well.
The existence of upthrust and drag when falling
through the oil is well described, as is the reason for
reaching terminal velocity.

Question 16 (a)
There was a total of 4 marks for this item.
Mark 1 was for drawing the two force vectors to scale. Although the examiners were quite
lenient when it came to judging the drawing of the 16N and 19N vectors, we would have
liked to see the scale used indicated, arrows on the vectors and labels beside them. Most
candidates were able to correctly draw the two vectors and to score this mark. Some
candidates rotated the diagram by 7° so that the 19N vector was horizontal on the paper,
which was fine, and probably a good decision to make. However, such candidates then
sometimes forgot to rotate the 16N force, or to add on the 7° when measuring the final
answer.
Mark 2 was for constructing and drawing the resultant force, either by the parallelogram
method or the triangle method. The candidates found this construction harder than we had
anticipated, and perhaps a bit more practice at such constructions would be helpful.
Marks 3 and 4 were for measurement of the magnitude and angle of the resultant
force. A good number did this last part by calculation rather than by measurement from
the drawing, and those who did so would not obtain the marks. The question asks the
candidates to use the constructed vector diagram to determine the resultant, and so we
were testing their drawing skills and knowledge of vector diagrams in this question, not their
use of trigonometry.
Overall, a good number of the candidates answered this question well. In general, more
practice at accurately constructing vector diagrams would be useful, as many lost marks
through inaccurate drawing or measurement. Sometimes the candidates forgot to use the
scale factor when converting the length of the resultant back into a force. Another common
mistake was to miss the unit off the answer, especially the degree sign.
This good response gained all 4 marks, as did many of the responses we saw.

Examiner Comments
The vectors are carefully drawn and labelled, and
the construction of the parallelogram is clear. It
would have been helpful to state the scale used. The
diagram is a good size, filling most of the graph paper.
Examiner Tip
Do not rush the drawing of an

accurate diagram.

This gained 3 marks.
Examiner Comments
We would have liked arrows on the vectors here, but the
drawing is good. It has been rotated by 7° to make the 19N
vector horizontal, and the 16N vector is likewise rotated. The
parallelogram construction is shown, with an accurately
drawn diagonal. However, the final angle is not measured
accurately and the 7° for the rotation has not been added on.

This response was awarded the first mark only.
Examiner Comments
There is no way of seeing how the resultant
was constructed, and the answers were
clearly determined by calculation.
Examiner Tip
Please answer the question as it is written, even if,

as here, more accurate methods are available.

Question 16 (b)(i)
There were 2 marks for this item, one for an arrow starting on the dot and directed to the
left, labelled friction, and a second mark for an arrow vertically down, starting on the dot,
and labelled weight, mg or W but certainly not gravity. Any additional forces led to the
deduction of marks. This straightforward question was generally well answered.
This correct response scored both marks. Those below were less than perfect.
Examiner Comments
Arrows are accurately drawn, with a ruler, starting
on the dot and in the correct directions. We were
not concerned about the length of the arrows here.

Examiner Comments
This response was rather carelessly
drawn, and the friction arrow is clearly not
horizontal, but did score 2 marks.
Examiner Tip
Use a ruler for straight lines on a diagram.
Examiner Comments
This is another fairly typical response, but again
the drawing is rather careless, and in this case,
the label "drag force" was not accepted. This is
sliding friction between the box and the ground. It
scored 1 mark.

Question 16 (b)(ii)
This 4 mark calculation was answered well by many candidates, but there was some
confusion in combining the vertical component of the 45N with the weight to give the
normal contact force with the ground.
Mark 1 was for showing how the vertical component of the 45N would be calculated, usually
45sin30°.
Mark 2 was for showing how the weight would be calculated, using W=mg.
Mark 3 was for showing that the normal contact force was equal to the weight minus
the vertical component calculated above. It should be the weight minus 45sin30°.
However, many candidates added these forces rather than subtracting them, which would
lose this mark and the next answer mark.
Mark 4 was for the answer, which was 17 N.
Examiner Comments
This well written and fully correct
response gained the 4 marks.

Examiner Comments
This common response was awarded the
first 2 marks only, as the forces have been
added. We might have expected that obtaining
a contact force larger than the weight might
have caused a rethink of the answer.
Examiner Tip
You should check that your answer is reasonable.

Question 17 (a)
There were 2 marks for this item, for stating and describing the property:
Mark 1 was for identifying the property as malleable.
Mark 2 was for describing that property as undergoing plastic deformation under
compression.
The candidates found it difficult to choose between malleable and ductile, with malleable
just about being the more common choice. The alloy is being pushed through the template,
not pulled, so malleable is correct. Most candidates could then say that there was a large
plastic deformation, but a very large number then failed to describe it as being under
compression. Some gave a choice of properties and so lost the marks.
The response below gained 2 marks.

Examiner Comments
Both the property and the description are correct.
The statement about being beaten into shape is a
development of the idea of plastic deformation under
compression, and so can be ignored by the examiners.
Examiner Tip
Learn clear, succinct definitions of terms, as in this response.
This response gains 1 mark.
Examiner Comments
The candidate gains mark 1 for "malleable",
but, although describing the large plastic
deformation, there is no indication that it is
under compression, so loses mark 2.
Examiner Tip
Note the incomplete definition.

This response scored zero marks.
Examiner Comments
The candidate says the significant property
is malleable, but also says it is strong. As
the examiner has been given a choice of
properties, mark 1 could not be awarded.
Examiner Tip
Be careful about giving the examiner a choice of

answers when you are unsure of the correct response.

Question 17 (b)(i)
There were 3 marks for this item, one for yield point, one for the meaning of strength, and
one for the meaning of tensile.
The majority of candidates had not properly understood the meaning of these terms,
which is a pity as the marks for those who had learnt the definitions were easy to achieve.
This is one of those situations where knowledge of physics is being tested, rather than its
understanding or application.
In practice, "yield" can have many meanings, but as far as this examination specification is
concerned, yield point is not the same as the elastic limit. At the yield point, a small increase
in stress gives rise to a large increase in strain. We did insist on the word "increase", or
similar, and not just "change", and the common response that a small stress produces a
large strain is clearly incorrect as the stress is probably already large.
Strength as being the stress required to fracture was slightly better understood, although
many described the word "strong" instead, and the candidates need to understand the
difference, that even weak materials have a strength that can be measured. Very few told
us what "tensile" meant, usually just requoting the word tensile in the response.
This good response gained all three marks.
Examiner Comments
The response gives the correct definition of all three
words. "Under tension" is all we required for "tensile", but
"when being stretched" or similar would be equally good.
Examiner Tip
The 3 marks give a clue to the 3 statements required.

This response would gain one mark for the description of "strength".
Examiner Comments
The yield point is described in terms of a change
of stress/strain rather than an increase, so does
not get the first mark. A small reduction of stress
would not result in a large reduction in strain.
There is no attempt to describe "tensile".

This response would get a single mark for describing "tensile".
Examiner Comments
Yield point is confused with elastic
limit, so does not get the first mark.
"Withstand" alone is not sufficient,
we need before breaking or fracture.
Withstand could mean before the
plastic deformation begins. The
same applies to the word "failure".
Examiner Tip
Learn definitions.

Question 17 (b)(ii)
This simple calculation was well answered. The candidates had to understand the meaning
of strain, and how it is calculated, and the difference between extension and length.
Mark 1 was for correctly using strain = Δx/x. The candidates had to use the strain from the
table in the question, which most did, but some attempted to use the other data in the table
also, so losing this mark, and mark 3.
Mark 2 was for adding the original length to Δx. A surprising number of candidates failed to
add the 80cm and quoted their value of Δx as the length of the tube, which lost them both
this and the final marks.
Mark 3 was for the answer of 90cm (usually 89.6cm).
This response is all that is required to gain all three marks.
Examiner Comments
A good and clear response
with all the working shown.

This response was awarded marking point 2 only.
Examiner Comments
The candidate has somehow calculated a value for Δx
using other data from the table, but not using the strain
on fracture. However, the original length has been added,
and gains the second method mark even though there is
a power of ten error in the value of the original length.

Question 17 (c)
This question demanded some reasonably good communication skills from the candidate.
Most responses had some sensible physics points, but the way they were expressed and
developed did not lead to the award of many marks. There were three marks in total for the
item.
Mark 1 was for stating that the mass of the aluminium bicycle would be less than the mass
of the steel bicycle. Most candidates were awarded this mark, but many did not mention
the mass, just saying that the bicycle would be lighter, or would weigh less, neither of which
would gain the mark.
Mark 2 was for saying that the rider would be providing the same force to the bicycle. That
seems likely since in a race you would expect the rider to apply as much force as possible.
Mark 3 was for saying that, in such a case, the lower mass bicycle would have a greater
acceleration.
An alternative approach for marks 2 and 3 is to say that if the rider is providing the same KE
to the bicycle, the lower mass would result in a greater speed.
Mark 2 is the one that was most rarely seen, most candidates jumping to the higher speed
or higher acceleration without further explanation.
Many candidates missed the point of the question by writing about quite different
properties, such as the stiffness of the frame or its strength. These properties had not been
given for steel anywhere in the question, and also had nothing to do with density.
This response gained all 3 marks.
Examiner Comments
The candidate tells us the mass is lower, and gives a
reason. The fact that the force would be the same is
stated, leading to a greater acceleration due to F=ma.

This response gained 2 marks, and uses the alternative reasoning concerning the kinetic
energy of the bicycle.
Examiner Comments
The first mark is gained for the lower mass,
and the third mark for the greater speed.
Unfortunately, the candidate does not
mention that the KE would be the same.
This is an unfortunate response that does not quite get any of the marks, although each
part of the response was very commonly seen.
Examiner Comments
The response does not mention the mass, just that
the bicycle would be lighter - probably referring to
weight rather than mass.
Examiner Tip
While mentioning acceleration, the response does
not say the acceleration would be greater, and Be careful with the scientific terms used,
nor is there a statement about the force being such as mass, acceleration, velocity etc.
constant.
It is a pity that the response is too vague to get
any of the marks, although the candidate has an
awareness of the physics involved.

Question 18 (a)
There were two parts to this question.
Part (i) was a calculation of the velocity of the flea immediately after take-off, for 4 marks.
Mark 1 was for converting the power per kg to an actual power, buy multiplying the 660 W
kg−1 by the mass of the flea (0.70 mg). There were many examples of this step being ignored,
and the 660 being used directly as the power of the flea. There were also many errors in the
powers of ten, in the 0.70 mg and later in the 0.85 ms.
Mark 2 was for calculating the energy transferred as the calculated power of the flea is
applied for 0.85 ms.
Mark 3 is for using the kinetic energy equation to calculate the velocity of the flea with the
energy calculated previously.
Mark 4 was for the answer of 1.1 ms−1.
It was clear that some candidates need a great deal more practice in using powers of ten
correctly. There were many poor attempts in this question, and students need to be taught
carefully what the abbreviations and sub-multiples actually mean in powers of ten. The
units used in this question were no more that GCSE level, but the ability to use all the SI
prefixes is required.
Part (ii) went on to calculate the acceleration of the flea at take-off.
Mark 1 was for the use of the equation for acceleration.
Mark 2 was for the calculated acceleration as 1250 m s−2.
This part of the question was usually well answered, with any error in the velocity being
carried forward from part (i). Full credit is given if the "show that" value of 1 m s−1 from part
(i) is used in the part (ii) calculation.
This good response gained all six marks.

Examiner Comments
Part (i) - This response shows clearly how the power of
the flea is calculated, and then the value of the energy
transferred. That is substituted into the kinetic energy
equation and the velocity of the flea is correctly calculated.
Part (ii) - the acceleration is now correctly calculated.
Examiner Tip
If the working is made clear, as in this

response, it is easier to give credit should
the final answer calculated be incorrect.

Part (i) gained 2 marks. Part (ii) gained 1 mark.

Examiner Comments
In part (i) the response gets the first 2 marks only. The power is
calculated correctly, but there is a power of ten error in calculating
the energy, and also the units of the energy are incorrect (W/s).
However, these errors did not deny the candidate the second
mark. The wrong equation is then used to calculate the speed.
Part (ii) has a power of ten error in the calculation, so gains the
first mark only.

Question 18 (b)
Many candidates answered this projectile question well, perhaps rather better than in
previous years. The independence of the vertical and horizontal motion was generally well
understood, and most candidates realised the need to calculate the horizontal and vertical
components of the take-off velocity. Calculating the time for the jump using the vertical
component of the take-off velocity was the most challenging part of the calculation, and
many candidates only found the time to the top of the path, forgetting that this time needed
to be doubled.
There were four marks here:
Mark 1 was for showing how the vertical component of the take-off velocity should be
calculated.
Mark 2 was for showing how equations of motion should be used to calculate the time of
flight. This can be done either by using v=u+at with a=−g and v=0, which would give half
the time of flight, or by using s=ut+½at2 with s=0 and a=−g which would give the full time of
flight. Many of those who chose the former equation did not double the time.
Mark 3 was for multiplying the horizontal component of the take-off velocity by time.
Mark 4 was for the correct final answer of 0.14 m.
In multi-step calculations such as this one, candidates should be wary of rounding values
mid-way through the calculation, as that can lead to a slightly incorrect final answer. They
should always work to a larger number of significant figures than they will quote in the final
answer.
A number of candidates used the range equation to calculate the distance. Although such
a response does not demonstrate an understanding of the physics involved, a correct
answer determined by that method was allowed for full marks. However, any slight error in
remembering the equation would be heavily penalised, as there would be no demonstration
of any understanding of the physical processes involved.
Both the responses below gained all four marks.

Examiner Comments
This candidate has clearly shown the calculation of
the horizontal and vertical components of the take-off
velocity, has used the vertical motion to determine
the time of flight, and then shown how the horizontal
distance is calculated. As is usual in these theory
papers, we did not penalise the excessive number of
significant figures quoted in the final answer.
Examiner Tip
Note the clear layout of the working.

Examiner Comments
This is an example of the range equation being used to calculate
the horizontal distance. However this equation is not in the data
provided, nor is it in the specification, and many candidates who
attempted to answer the question this way lost a lot of marks.
For instance, some used a component of the velocity for v. If the
equation is misremembered, then all 4 marks would be lost.
Examiner Tip
It is best to use the equations given

in the exam specification.

Question 18 (c)(i)
In general, the candidates were able to use the Young modulus and the area to calculate
the force applied. However, they then very often calculated the energy stored as
force × compression, forgetting the factor of ½. It was uncommon to see full marks for this
question, as many other, somewhat careless, mistakes were made. Power of ten errors in
calculating the area were common, with the μm not being well understood by all, and some
even used volume where area was required.
There were five marks here:
Mark 1 was for demonstrating the use of the Young modulus equation.
Mark 2 for using the given value of strain to determine the stress.
Mark 3 was for multiplying the stress by the area to calculate the force.
Mark 4 was for using the candidate's calculated value for energy stored and the total energy
of 0.80μJ to calculate the required percentage.
Mark 5 was for the correct percentage, which was 48.6%
This good response scored all five marks.

Examiner Comments
It is clear that the Young modulus has been
multiplied by a strain of 1.0, and the force then
correctly calculated. The stored energy is correct,
and the percentage is calculated for a single pad.
Examiner Comments
This response shows the most common mistake
made. The force is correctly calculated, but the factor
of ½ is omitted when determining the energy stored.

Question 18 (c)(ii)
There were two marks for this item for the two properties required.
Mark 1 was for saying the resilin needs to be elastic, or have a high elastic limit.
Mark 2 was for a low stiffness or low Young modulus.
Very few responses scored both of these marks. The mark for elastic was the most
common, but many gave other incorrect properties such as malleable or strong. Incorrect
properties were not penalised unless more than the required two properties were stated.
Examiner Comments
This correct response scored both marks. The question did not ask for an
explanation of the properties chosen, but this response does explain them well.
Examiner Comments
This somewhat minimalist response is all
that was needed to score both marks.

Examiner Comments
This response scored no marks. It shows a
misunderstanding of the processes involved,
and probably of the meaning of malleable.

Paper summary
Overall, the mean mark on this paper was 37/80, with a standard deviation of 15. The variety
of questions, in terms of physics content and style, gave the candidates ample opportunity
to demonstrate their proficiency in the subject.
• Based on their performance on this paper, candidates are offered the following advice:
• Make sure you 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.
• Use a ruler when drawing a vector diagram, and take care when taking measurements
from pictures.
• Show all working in calculations, and only round the final 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 WPH01 01

Giving you insight to inform next steps

Pearson: helping people progress, everywhere

All the material in this publication is copyright

2 IAL Physics WPH01 01

IAL Physics WPH01 01 3

Correct Most common

3 F-e graph and elastic limit 58% C D

5 Velocity-time graph 73% B A

6 Velocity-time graph 59% C D

7 Resolving a vector 66% A All chosen

8 Spring constant 77% D B

9 Projectile 68% C All chosen

4 IAL Physics WPH01 01

"Sketch" in a question does not

IAL Physics WPH01 01 5

6 IAL Physics WPH01 01

IAL Physics WPH01 01 7

A clear and concise response

This response scored 2 marks.

8 IAL Physics WPH01 01

Be careful with the use of

IAL Physics WPH01 01 9

This response was awarded the full 4 marks.

10 IAL Physics WPH01 01

This response was awarded 2 marks.

Take account of the number of marks

IAL Physics WPH01 01 11

12 IAL Physics WPH01 01

This response scored 2 marks.

This is a fully correct response, with the answer quoted

IAL Physics WPH01 01 13

Remember that a physics quantity

14 IAL Physics WPH01 01

IAL Physics WPH01 01 15

16 IAL Physics WPH01 01

This response gained just 1 mark.

18 IAL Physics WPH01 01

IAL Physics WPH01 01 19

Use the number of marks as a guide.

20 IAL Physics WPH01 01

IAL Physics WPH01 01 21

22 IAL Physics WPH01 01

IAL Physics WPH01 01 23

Do not assume there is a single correct method.

24 IAL Physics WPH01 01

This was a good response that gained the mark.

The next two responses did not gain the mark.

IAL Physics WPH01 01 25

26 IAL Physics WPH01 01

This first sample gets all 5 marks.

IAL Physics WPH01 01 27

28 IAL Physics WPH01 01

IAL Physics WPH01 01 29

30 IAL Physics WPH01 01

This excellent response scored all 6 marks.

IAL Physics WPH01 01 31

32 IAL Physics WPH01 01

IAL Physics WPH01 01 33