1.

Explain why timing 10 oscillations gives a more accurate result for the period T than timing 1
oscillation.
To reduce the percentage uncertainty
2. Describe one technique that you use to improve accuracy when measuring the distance d.
Use of set square or meter rule
3. Describe one technique that you use to improve accuracy when measuring the time t for 10
oscillations.
counting from when pendulum passes the vertical / start counting from zero.
4. A student states that the average rate of cooling of the water decreases as the temperature
of the water approaches room temperature. State whether your graph line supports this
suggestion. Explain your answer by reference to the shape of the graph line.
Change the initial temperature of the water in the experiment.
5. Explain why it is good practice to read the thermometer scale at right angles to the reading.
To Avoid parallax error
6. Describe two techniques that you use to obtain a clearly focused image.
Move screen slowly / back and forth 1 Darkened room / bright object
7. The object is brighter than the image. Complete the sentences to describe two other ways in
which the image seen on the screen is different from the object.
Upside down / inverted 1 Magnified / larger
8. State and explain whether your results for the focal length f are equal within the limits of
experimental accuracy.
Statement matches results (expect YES) 1 Justification matches statement with reference to values
being within 10% of each other.
9. CIRCUIT: Ammeter and variable resistor both shown in series with test wire and with correct
symbols.
1: Adjust current / variable resistor until wire melts / current stops. Take current reading.
THE CHOSEN VARIABLE: metal used or diameter 1 MP4 METHOD MARK 2: Repeat with other
metal(s) or other diameter(s) 1 MP5 VARIABLE TO KEEP CONSTANT: Diameter of wire or metal
used, provided it is not the variable chosen for MP3 1 MP6 TABLE with clear columns for current
with unit A and for their chosen variable, with correct unit if appropriate. 1 MP7 CONCLUSION:
Plot graph of current against diameter OR bar chart of current against metal OR compare the
readings to see if the chosen variable affects the current at which the fuse wire melts
10. Suggest one reason why the estimated values of N are different.
slides not all the same mass / weight / slides not all the same thickness / the tape adds to the mass /
weight / height of the stack
11. Explain one advantage of using a variable resistor for this purpose rather than the procedure
carried out in (a) and (b).
avoids connecting / disconnecting the circuit / can obtain a continuous set of values / easier (to
change the current/resistance) / quicker / can obtain more values of resistance / current
12. State one technique you use when doing the experiment to ensure that the image on the
screen is as clearly focussed as possible.
move screen slowly / to and fro (owtte) / carry out experiment in a darkened part of the laboratory /
use a brighter object
13. additional apparatus stopwatch and thermometer and ruler / measuring tape / callipers 1
MP2 method MP3 time hot water (in beaker) cooling repeat using beakers of different
diameter / size 1 MP4 control variables one from: volume / mass of water initial temperature
of the water / beaker time of cooling or the same temperature decrease 1 MP5 results table
columns for diameter / d and time / t or diameter / d and temperature /  with correct units
1 MP6 conclusion plot a graph of diameter vs time / plot a graph of diameter vs temperature
(decrease) / plot a graph of diameter vs rate of cooling / plot graphs of temperature against
time (for each beaker) / compare the results to see if / how the diameter affects the rate of
cooling / compare the temperature decreases – largest decrease gives the greatest rate /
compare the times – least time gives the greatest rate / calculate the rate of temperature
decrease for each beaker and compare 1 MP7 additional point (one from): another control
variable stated at least five sets of data taken repeat each measurement and take an average
14. Describe one technique to use so that the temperature reading is as accurate as possible in
this experiment.
view temperature scale perpendicularly
15. Suggest one possible source of inaccuracy in the procedure, even if it is carried out carefully.
source of inaccuracy e.g: 75 cm3 difficult to estimate with large graduations on beakers
16. Write a conclusion describing the effect of changing the size of the beaker on the rate of
cooling of the hot water. Justify your answer by reference to values from the results.
statement matching readings in table 1 justification with comparison of temperature changes over
180 s, matching statement
17. State one variable that they need to control in order to obtain readings as close as possible
to the readings in Table 1.1.
one suitable variable not referencing apparatus e.g.: volume of water, initial temperature, room /
air / surrounding / environmental temperature
18. Another student thinks that more thermal energy is lost from the surface of the water in
beaker B than from the sides of beaker B. Suggest an additional experiment that she can do
with beaker B to test her idea.
appropriate additional experiment: e.g. repeat for beaker B with lid / cover on top or with insulation
on sides
19. Suggest how the cooling rate of the water in beaker B in this additional experiment compares
with the value of x in (e) if her idea is correct.
cooling rate  x 1 with lid – cooling rate  x/2 OR with sides insulated – cooling rate  x/2 (but < x)
20. Suggest one practical reason why other students might not obtain the same result as this
student, even if they do the experiment carefully.
valid practical source of inaccuracy, e.g: uncertain connection point on crocodile clip / resistance wire
irregular / curved / not uniform / differing thickness along wire
21. The resistance wire can become very hot during this type of experiment. Suggest one change
to the apparatus that prevents this.
suitable improvement e.g: reduce e.m.f. of power supply / thinner resistance wire / use of additional
series / protective resistor to reduce current
22. Describe how the student uses the two blocks and the marble to determine a new accurate
value for the diameter of a marble.
Draw a diagram to show the arrangement.
Describe clearly how the student ensures that the value for the diameter of a marble is as
accurate as possible.
use marble between two blocks and measure gap 1
suitable means of ensuring accuracy e.g.:
measure gap in at least two places and check equal to ensure blocks are parallel /
rotate marble to different axis and take average of measurements
23. cylinder inaccuracy- source and improvement
graduations on measuring cylinder too large /
use smaller measuring cylinder or greater number of marbles /
24. State two variables which must be controlled so that the comparison of x1 and x2 is valid.
(temperature change over time)
same volume of water,
same material / thickness / surface area shape of beaker,
same room temp / named appropriate environmental condition
25. Suggest one practical reason why students carrying out this experiment may not obtain the
same readings as in Table 3.1. Assume that the procedure has been done carefully.
(resistance calculation by length of wire)
difficult to position crocodile clip accurately /
inconsistent connection with crocodile clip /
resistance wire not uniform
26. Describe the main difficulty that a student has when doing this experiment as accurately as
possible. (balancing of a meter ruler on a pivot)
Using apparatus from Fig. 1.1, explain briefly how you would determine the position of the
centre of mass of the ruler.
difficulty in obtaining exact balance
OR judging position of (centre of) load
OR masses sliding on ruler
balance ruler (on pivot with no loads).
pivot point is read / balance point shows centre of mass
7Q
A student states that the average rate of cooling of the water decreases as the temperature
comes nearer to room temperature.
(i) Suggest one change to the experiment that you could make to test the statement.
(ii) Suggest how to display the results to make it easier to see the trend in the rate of cooling.
(e) Explain briefly why it is good practice to read the thermometer scale at right angles
A
2(d)(i) continue taking temperatures / continue for a longer time (until close to room
temperature)
OR use lower / higher starting temperature (of water)
2(d)(ii) plot a graph
of temperature against time OR cooling rate against time / temperature
2(e) to avoid parallax error
8Q
State one precaution that you would take in order to produce an accurate ray trace.
Suggest one reason why different students, all doing this experiment carefully, may not obtain
identical results.
In order to investigate further a possible relationship between values of (α + β), more values
are required. Suggest values of the angle of incidence α that the student could use. (pins are
placed on this line)
A
 view bases of pins
 place pins (as) far apart (as possible) / > 5 cm apart
 ensure pins are vertical
 sharp pencil / thin lines / thin pins
difficult to align pins / place pins accurately / pins (too) thick. (getting pins vertical, lining up the
pins exactly, drawing accurate thin lines), thickness of lines and mirror
at least 1 value < 30(°) and 1 value > 45(°) 1
all recorded values less than 90°
9Q
A student states that the water cools slowly. Suggest two changes to the experiment that the
student makes to increase the rate of cooling of the hot water without changing the starting
temperature of the hot water. Room temperature remains constant.
A
 remove lid
 thinner lid
 paint the beaker black
 stir the water
 change beaker to container that is a better conductor / named metal- can
 increase surface (area of water / beaker)
 use a wider beaker
 blow air over water surface / use a fan
 use a smaller volume of water
10Q
State one precaution that you would take to obtain accurate temperature readings. Explain
briefly the reason for this precaution.
A
statement: view thermometer / scale / reading at right angles / eye level
explanation: to avoid parallax error
statement: stir (before taking reading)
explanation: to distribute water evenly / to ensure that all the water is at the same temperature
statement: ensure thermometer does not touch the side / base of beaker
explanation: temperature different to that of the bulk of the liquid
statement: wait until the thermometer (reading) stops rising at the start
explanation: so that the maximum temperature of the liquid is recorded
11Q
The student uses a measuring cylinder to measure 200cm3 of water. He takes the reading from
the bottom of the meniscus. Explain the reason for taking the reading at the bottom of the
meniscus rather than at the top of the meniscus.
A
negligible / very small volume / amount of water between the bottom and the top of the
meniscus
12Q
A student suggests that angle β should be equal to the angle of incidence i = 20°.
State whether your result supports the suggestion and justify your answer. (yes)
A
YES
explanation of idea of beyond limits of experimental accuracy
e.g. values close (enough) / not too far apart / < 10% difference
if values are equal, it is sufficient to say just that the values are equal
13Q
Describe a technique for ensuring that the ruler is as near as possible to being balanced
A
idea of allow to (just) tip one way then the other way
14Q
Briefly explain one advantage of using a variable resistor to determine the resistance of resistor U
rather than the procedure carried out in (b) and (c).
A student suggests that potential difference and current for resistor U are proportional. State
how a graph of potential difference against current for resistor U can confirm this
suggestion.
A
can obtain continuous set of values /
more straightforward to change current /can obtain more values easily
straight line and through origin
15Q
It is sometimes difficult to position the load W on the scale of the metre rule at the correct
distance d from the pivot. Suggest one change to the apparatus to overcome this difficulty.
Suggest one possible source of inaccuracy other than the difficulty described in (d)(i). Assume
that the experiment is carried out carefully.
A
suspend load from loop of thread / any other suitable method to avoid standing load over marks
on rule
valid source of uncertainty e.g. test load not exactly 1.0
N / spring extension not linear / metre rule not uniform
16Q
The student records the volume V to the nearest 1cm3.
Suggest why this is appropriate.
A
measuring cylinder can only be read to nearest 1 or 2 cm3.
to nearest cm3 means you are measuring the volume to 3 significant figures (which is sufficient)
17Q
A student thinks the three resistors RA, RB and RC have the same resistance within the limits of
experimental accuracy.
(i) Suggest how the student could use the apparatus provided to test his idea.
A
use of a voltmeter and/or an ammeter
measure V and I for each resistor and calculate R
OR connect each resistor to the same voltage supply and measure the current
OR connect resistors in series and measure the voltage across each of them
OR connect resistors in parallel and measure the current through them
18 Q
State two precautions that you would take to obtain accurate readings in this experiment. (A
student determines the focal length f of a lens- triangle).
A
use darkened room / bright(er) object
move lens slowly (to find sharpest image)
move lens back and forth (to find sharpest image)
ensure that object, lens and screen are vertical
object and (centre of) lens same height (above bench)
perpendicular reading / viewing of the ruler scale
mark the centre of the lens on its holder
19Q
(i) Suggest a suitable number of sets of readings that the student should take. and why
(ii) Explain briefly how this graphical method can give a more accurate value for the focal length.
A
any integer between 5 and 15 (inclusive)
greater accuracy / easier to line up pins
(a straight line) is a way of taking an average
anomalous results can be seen (and repeated or ignored)
20Q
Another student does this experiment with the same starting temperature but in a room with a
much higher room temperature than θR from (a)(i). State how this affects his value of x in d(i).
Explain your answer by reference to the results in Table 2.1 for the beaker with 50cm3 of hot
water.
(e) Some thermal energy is lost from the sides of the beaker.
The student wishes to find out how much this loss of thermal energy affects the cooling rate of
50cm3 of water. Briefly describe an additional experiment that the student can carry out to
investigate this. Explain how the results can be used to determine how much this loss affects the
cooling rate.
A
value of x will be less/lower
temperature difference between beaker and room is less and values from table referred to
repeat experiment with a lid
(calculate cooling rate) subtract from x to find cooling rate without transfer from sides OR a
comparison of cooling rates
21Q
Describe one difficulty when measuring the height of the image in this type of experiment.
Suggest an improvement to overcome this difficulty. (triangle)
A
hand/ ruler gets in way of light
mark on screen and measure later OR
use screen with scale OR
use translucent screen and measure at rear
screen can move when measuring- clamp screen in place
22Q
Suggest a suitable distance apart for pins P1 and P2 for this type of ray-trace experiment.
A
P1 P2 distance at least 5(.0) cm and no larger than 15(.0) cm
greater accuracy / easier to line up pins
23Q
In order to investigate further a possible relationship between values of (α + β), more values are
required.
Suggest values of the angle of incidence α that the student could use.
A
at least 1 value < 30(°) and 1 value > 45(°)
all recorded values less than 90°
24Q
A student wishes to determine the resistance of the lamp RL when the potential difference
across the lamp VL = 0.0V.
Describe how the experiment can be extended to do this with the help of a suitable graph.
A
obtain more values
and plot a graph of RL vs VL extend line to RL axis and read intercept
25Q
Suggest why it was important for the student to add a small volume of water at the start of the
experiment.
(g) Another student uses this experiment, with the same apparatus, to measure D for a small
test-tube of diameter approximately 1.2cm. He adds water in volumes of 1.0cm3 at a time.
State and explain one reason why this is not an accurate method to use for this test-tube.
A
inside diameter near base not uniform
1(g) valid critical comment e.g.:
water volumes small – large uncertainty in measuring cylinder
test-tube diameter small – large uncertainty in answer /
height changes small so unreliable
26Q
Explain briefly how to use the string and the metre rule to determine the circumference c as
accurately as possible. You may draw a diagram.
A
wind string round beaker (several times)
measure the length of the string (and divide by the number of turns)
27Q
Describe two precautions that the student should take when measuring the length of the spring,
to ensure an accurate reading. You may draw a diagram.
A
rule close
rule parallel to spring
eye perpendicular to reading
use set square
clamp rule
28Q
(e) Suggest a possible source of inaccuracy in the determination of ρ in this experiment. (Load U
is fully immersed in a beaker of water- length of spring measured)
A
part of load U is metal
hanger immersed too
clay wet when weight measured
air holes in clay
air bubbles on immersed clay
29Q
Another student wants to obtain a more accurate value for V1. He uses the method of floating
the block of wood in water as described in (b). Suggest how the student could obtain a more
accurate value by taking a measurement.
A
(float wood and) mark water level / remove and mark the water level
measure submerged depth and multiply by the cross-sectional area
measure height of block that is not submerged
multiply by the cross-sectional area then subtract from total volume of block.
use of a measuring cylinder / displacement can
measure the volume of water displaced (by the floating block)
30Q
Suggest one practical difficulty with this experiment. Explain briefly how you would try to
overcome this difficulty in order to obtain accurate results. (investigating image produced by
lens).
A
deciding the screen position for most clearly focused image
move screen slowly / backwards and forwards
OR
the image is difficult to see
carry out in a darkened room / away from bright lights
OR
(metre) rule moving
clamp rule / tape rule to bench
OR
the image is (small and) difficult to focus
use a bigger object
OR
difficult to find the centre of the lens
use a marked lens holder
OR
object, (centre of) lens (and screen) are not at the same height above the bench
use a ruler / set-square to check
difficulties- (Finding exact position that gives clearest image. Measuring to centre of lens. Room
too bright/lamp too dim/image too faint)
31Q
Describe one difficulty that can be experienced when measuring the height of the image.
A
ruler in way of light /
difficult to see top and bottom of image / edges of image blurred /
difficult not to move screen when placing ruler to measure image
matching solution e.g.:
use graph paper on screen / mark top and bottom of image and measure later / use translucent
screen and measure at back / use larger object / clamp screen (after obtaining focus)
32Q
State one variable, other than the initial temperature, which the student should control
A
SUGGESTION: smaller cooling rates (at equivalent times)
EXPLANATION: reference to cooling rate being smaller at lower temperatures and values stated
OR
SUGGESTION: smaller difference(s) in cooling rates (between equivalent times)
EXPLANATION: clear reference to (x2 –x3) being smaller than (x1 –x2)
33Q
The ammeter in this circuit has a small resistance which affects the current. The effect of this
resistance on the measured current I will be different for each measured length l of the
resistance wire.
State and explain which length l will be most affected by the resistance of the ammeter
A
smallest length.
ammeter forming greater proportion of total resistance. (resistance of wire decreases so more
resistance in ammeter)
34Q
Suggest a possible source of inaccuracy in this experiment, even if it is carried out carefully.
(reflection of light by a plane mirror)
(f) A student wishes to check if his values for a are reliable.
Suggest how he could improve the experiment, using the same apparatus, to check the reliability
of his results.
A
ray has finite thickness – (difficult to mark position of ray precisely),
reflecting surface of mirror at rear,
inaccuracies have more effect for smaller angles,
small variations in mirror angle have significant effect on ‘a’
1(f) reflect ray below NL at same angles
and take averages
35Q
One student places the meter rule on the pivot at the 50.0cm mark and then places block U with
its centre at the 5.0cm mark. Suggest why it might be difficult to place block U accurately at the
5.0cm mark. Explain how the student could overcome this difficulty. You may draw a diagram.
A
(difficult to see centre of block) and valid method, e.g.
* (measure width of block and) add ½ width to 5.0 cm to find position for edge of block
* mean value of marks at both edges of mass
* mark centre line of mass and align with mark on rule
36Q
It is difficult to read both thermometers every 30s. Describe briefly a technique that would
ensure the temperature readings are as accurate as possible in the experiment.
A
place stop-clock and thermometers so seen easily
keep eyes at level to thermometer scales
use an audible 30 s alarm
read temperatures alternately every 15 s
use of data logger
37Q
Suggest two changes that could be made to the apparatus or the procedure to ensure that the
temperature θC of the cold water in the boiling tube rises more quickly
A
thinner walls on tube
metal tube
bung/lid on tube
insulate sides of beaker/lid on beaker
higher initial hot water temperature
lower initial cold water temperature
increase volume of hot water
decrease volume of cold water
stirring
38Q
Suggest two ways in which the student could reduce the rate of loss of thermal energy from the
beaker in this type of experiment.
A
Insulate
Lid
Lower starting temperature
Higher room temperature
Smaller volume of water
Smaller surface area
39Q
A student notices that the resistance wire becomes very hot when the crocodile clip is connected
to short lengths of the wire. Suggest an improvement that would help to reduce this effect.
use a longer length of wire