Internal Assessment Guide 2012 Physics Reduced PDF

Internal Assessment Guide GCE Physics
Internal Assessment Guide

GCE Physics
Further copies of this publication are available from:
GCE Physics 6PH03 (1A & 1B)

Edexcel Publications
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Nottingham
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Publication code UA030932
GCE_PHY_FULL COVER.indd 1
12/12/2011 16:51
1 Introduction
1.1
Purpose of the guide
1.2
How to use the guide
2 All You Need to Know
2.1
Overview of Unit 3
2.2
Guidance notes for Unit 3
2.3
Marking Unit 3
2.4
Overview of Unit 6
10
2.5
Guidance notes for Unit 6
12
2.6
Marking Unit 6
13
3 AS Exemplars
18
3.1
Exemplar 1 The effect of temperature on the viscosity of honey (18/40)
18
3.2
Exemplar 2 How horizontal distance depends on velocity (26/40)
32
3.3
Exemplar 3 Finding reflective index of Perspex (18/40)
47
3.4
Exemplar 4 Measuring the internal resistance of a solar cell (32/40)
61
3.5
Exemplar 5 Investigating the Youngs modulus of a nylon wire (35/40)
73
3.6
Exemplar 6 Find the Youngs modulus for an aluminium wire (26/40)
87
4 A2 Exemplars
106
4.1
Exemplar 1 Damped pendulum (21/40)
106
4.2
Exemplar 2 Damped pendulum plan & Low energy light bulbs practical
(21/40)
116
4.3
Exemplar 3 Low energy light bulbs (24/20)
134
4.4
Exemplar 4 Measuring mass in space (24/40)
147
4.5
Exemplar 5 Measuring mass in space (35/40)
159
4.6
Exemplar 6 Damped pendulum (34/30)
173
5 Further Support
187
5.1
Consultancy Service
187
5.2
FAQs
188
5.3
Administration of internal assessment
189
5.4
Marking grids
190
5.5
Record sheets
194
1.1 Purpose of the guide

This document has been prepared to support you in understanding, organising, and
applying the assessment criteria for the two internally assessed GCE Physics units:
AS coursework Unit 3 (6PH03)
A2 coursework Unit 6 (6PH06)
These units seek to test practical skills acquired throughout the GCE Physics course and
are closely linked to the requirements of the How Science Works criteria.
AS
Unit 3: Exploring Physics
Internally or externally assessed
Availability: June
Unit code 6PH03

20% of
the total
AS marks
10% of
the total
A2 marks
Content summary:
This unit involves an experiment that is based on a physics-based visit or a case study of
an application of physics.
Assessment:
This unit is assessed by means of an experiment that is founded on either a physicsbased visit or a case study of an application of physics. Students write a report that is
either internally marked and externally moderated or externally marked by Edexcel.
A2
Unit 6: Experimental Physics
Internally or externally assessed
Availability: June
Unit code 6PH06

20% of
the total
AS marks
10% of
the total
A2 marks
Content summary:
This unit involves planning an experiment, carrying out an experiment and analysing
experimental results.
Assessment:
Students must plan an experiment and then carry out a plan of an experiment which
may be their own plan, a plan provided by Edexcel, or a plan devised by the centre.
Students write a report that is either marked by the teacher and externally moderated or
externally marked by Edexcel.
As well as comprehensive guidance on the implementation of the units, the document

features:
comments on the assessment criteria from the Principal Moderator
six examples of coursework from different topics for each unit
an accompanying mark sheet for each coursework example with explanation of the
award of each mark
FAQs and information on Edexcels Consultancy Service.
1.2 How to use the guide

There are three ways in which you should expect to use this guide:
Read through the guide before candidates begin the internally assessed units to fully
familiarise yourself with the assessment methodology.
Use the guide while marking candidates work to clarify requirements for assessment
criteria and to ensure consistency with standards.
Keep the guide as a go to resource for quick information on internal assessment.
This guide is intended to be used by teachers only and must not be provided to candidates.
2.1 Overview of Unit 3

This unit requires that students undertake either a case study involving an application of
physics and a related practical, or a physics-based visit and a related practical. The
teacher, not the student, identifies the visit or case study that students will be doing. All
candidates may do the same case study or the same visit; however it is vital that
candidates demonstrate that the assessed work that they produce is entirely their own
work. This unit may be completed at any time during the AS course but it would be more
appropriate to administer this assessment near the end of the AS year.
Case study
Edexcel will provide examples of case studies for different topics. Centres may devise their
own case study to match local needs and the interests of their candidates. Centre-devised
case studies will not require approval from Edexcel; however, it is the responsibility of the
centre to ensure that centre-devised case studies match the assessment criteria for this
unit and that students have the opportunity to gain all the marks in the mark scheme.
Centres may contact Edexcels Ask The Expert Service to get advice on a case from the
Principal Moderator. Candidates may all do the same case study or they may do different
case studies. If all candidates do the same case study then they must ensure that work
submitted for assessment is their own. There should be a connection between the case
study and the practical work that is undertaken for this unit. For example a case study
might be based on an application of Quantum Tunnelling Composite. This would offer the
opportunity for practical work relating compressive force to resistance in this type of
material. Ideally the case study should deal with a concept covered within the AS
specification but this is not a requirement of the unit.
Visit
The visit is intended to bring candidates into direct contact with a real-life example of
physics in use. There should be a connection between the visit and the practical work that
is undertaken for this unit. For example candidates might visit a church or concert hall. A
related practical could be to investigate the relationship between the length of an organ
pipe (using a glass tube to represent the organ pipe) and the frequency of its sound at
resonance. The teacher or the host may provide briefing materials for the visit.
Practical
The practical that relates to the case study or visit should give candidates the opportunity
to be assessed in four skill areas:
summarising details of a visit or case study
planning a practical
implementation and recording of measurements
analysis of results and drawing conclusions.
The planning, implementation and analysis aspects of the practical work must be carried
out individually and under supervision. The practical should lead to a graph relating two
measured variables. Ideally the candidate should then attempt to derive the equation
relating the two variables or a relevant quantity to the topic, for example the value of
resisitivity for a particular material.
Use of ICT
Candidates may use a word processor to produce their summary of the visit or the case
study, although they will not gain any extra marks for doing so.
In order to ensure that candidates demonstrate their understanding of the principles and
techniques involved in analysing data, the use of ICT, eg spreadsheets, may not be used
for analysing data for this unit.
Draft work
Candidates should do a variety of practical work during the course so that they develop the
necessary skills to succeed in this unit. They should not, therefore, submit draft work for
checking and re-marking. However, teachers should check candidates plans for health and
safety issues. Work submitted for this unit must not be returned to candidates for them to
improve it.
Summary of visit or case study
Students should produce a brief summary of the case study or physics-based visit, which
may be done as homework. It is recommended that students word process this part of the
assessment.
Plan
Students may be given the title of the experiment that they are to plan and carry out in
advance. The plan should be produced under supervised conditions in class in the students
own handwriting. Students should not take any documents into the classroom, other than
the briefing sheet and a blank copy of the criteria, as they should have gained sufficient
experience of planning practical work during normal practical lessons. Teachers should
collect in the plan at the end of the session to check for health and safety issues. The plan
will need to be returned to students so that they can carry out their plan. At this stage
teachers could either:
i) photocopy the plan, mark the original plan if it is to be internally assessed and provide
students with the unmarked photocopy in the laboratory so that they can carry out their
plan.
ii) collect in the plan, not mark it and return it to students in the laboratory under
supervised conditions so that they can carry out their plan.
Practical
The practical work should be carried out under supervised conditions in a separate session
from the planning session. Unmarked plans should be returned to students so that they
can carry out the experiment that they have planned. Students must work individually. If
necessary, teachers may allow students to analyse results under supervision in their next
lesson. In this situation, teachers must collect in the written work produced by their
students. Teachers should not mark the plan or practical work. In the next lesson, the
documents should be returned to students under supervised conditions for analysis.
Students should not have access to any other sources of information while they are
completing the analysis of their results, other than the briefing sheet and a blank copy of
the criteria.
2.2 Guidance notes for Unit 3

Assessing work
The assessment criteria are shown in the next section. Each criterion scores a maximum of
1 mark. The criteria are not hierarchical. The assessment of the summary of the visit or
the case study, together with the planning, the recording of measurements and the
analysis is based on documents produced by the students and the briefing sheet supplied
by the centre. Centres should also supply any necessary additional information such as the
identity of unnamed materials. They must include brief details of internal standardisation.
The marks for the report should be submitted to Edexcel on the Record sheet provided on
page 194. Each piece of work should be annotated by the teacher. This can be done by
writing the skill code, eg A10 near to the appropriate section of the report and ticking the
box A10 on a copy of the Marking grids included on pages 190-191.
Guidance to students
Teachers may provide guidance to students without penalty. Guidance is feedback that a
teacher might reasonably be expected to give to a student who asks questions about the
work that they are carrying out. In effect, the teacher is being used as a resource.
Students may require assistance whereby the teacher needs to tell the student what they
have to do. Assistance in this respect carries a penalty. The teacher should record details
of any assistance provided on the report.
Important reminders
Students should submit their work for assessment once only.
Internally assessed work should not be given back to students to be improved.
AS Exemplars
The AS exemplar coursework can be found in Section 3, which starts on page 18. The
coursework has been reproduced as it was submitted by candidates. The annotations on
the scripts are from the original markers and so do not always correspond to the mark
sheets and Principal Moderators commentary.
2.3 Marking Unit 3

In the assessment criteria grids below, the Principal Moderator has provided additional
guidance notes to clarify the requirements for each criterion. These grids are intended to
be used by teachers only and must not be provided to candidates. Candidates should use
the assessment criteria grid found in the GCE 2008 Physics specification.
The Principal Moderator has also provided the following important notes:
The key words in the criteria are Discuss, Comment and Suggest. Candidates must
do more than state a fact for the award of these marks.
Planning criteria must only be awarded in the planning section.
Report criteria refer only to the report of the visit or case study.
A: Summary of case study or physics-based visit

Ref
Criterion
Notes
Mark
S1
Carries out a visit OR uses library,

consulting a minimum of three different
sources of information (eg books/
websites/journals/magazines/case study
provided by Edexcel/manufacturers data
sheets)
Statement that a visit carried out or

used three different types of sources.
One source could be the case study.
S2
States details of visit venue OR provides

full details of sources of information
Sufficiently detailed to find the source,

eg web address with date of access or
author/title. States further details of
visit venue, eg department of hospital
visited.
S3
Provides a brief description of the visit OR

case study
Statement of what they looked at/will

discuss.
S4
Makes correct statement on relevant

physics principles
One correct statement of physics

concepts. Relevant physics principles.
Does not need to be the same
principles as the experiment.
S5
Uses relevant specialist terminology

correctly
Any incorrect use of physics language

in this section does not gain the mark.
S6
Provides one piece of relevant information

(eg data, graph, diagram) that is not
mentioned in the briefing papers for the
visit or case study
Centres should provide briefing sheets

and notes so that this can be
identified.
S7
Briefly discusses context (eg

social/environmental/historical)
One example of social/environmental/

historical/medical/safety context.
S8
Comments on implication of physics (eg

benefits/risks)
Either/or benefits/risks linked to

physics content.
S9
Explains how the practical relates to the

visit or case study
This could be in the experiment.
Maximum marks for this section
B: Planning
Ref
Criterion
Notes
Mark
P1
Lists all material required
Can be on diagram or in the body of

the text. Should cover all essential
materials.
P2
States how to measure one relevant

quantity using the most appropriate
instrument
States most appropriate instrument

for one measurement.
P3
Explains the choice of the measuring

instrument with reference to the scale of
the instrument as appropriate and/or the
number of measurements to be taken
Needs justification i.e. should

comment on the uncertainty if a rule
used to measure a length or a
comment on the precision of
instrument. (Number refers to the use
of data logger.)
P4
States how to measure a second relevant

instrument
Any second quantity not necessarily

the dependent variable. (Allow the
same instrument for two different
measurements, if appropriate.)
P5
Explains the choice of the second

measuring instrument with reference to
the scale of the instrument as appropriate
and/or the number of measurements to
be taken
As P3.
P6
Demonstrates knowledge of correct

measuring techniques
eg zero error, stirring liquid, contact

resistance, set squares.
P7
States which is the independent and which

is the dependent variable
A statement present.
P8
Identifies and states how to control all

other relevant variables to make it a fair
test
Realistic but should say there are no

others, if applicable.
P9
Comments on whether repeat readings

are appropriate in this case
Comment on repeat readings of key

measurements.
P10
Comments on safety
Comment specific to the safety of the

experiment and should be explicit. If
there are no safety issues the
candidate should state this and justify
it.
P11
Discusses how the data collected will be

used
Complete statement of how

candidate will get the result required
from the measurements taken.
P12
Identifies the main sources of uncertainty

and/or systematic error
Main source of uncertainty in

measured quantities.
P13
Draws an appropriately labelled diagram

of the apparatus to be used
Should be a schematic diagram not a

picture of each piece of apparatus
separately.
P14
Plan is well organised and methodical,

using an appropriately sequenced step-bystep procedure
Logical not necessarily step-by-step.
14
C: Implementation and measurements

Ref
Criterion
Notes
Mark
M1
Records all measurements using the

correct number of significant figures,
tabulating measurements where
appropriate
All measurements and repeated

measurements where appropriate.
Significant figures in measurements
not processing.
M2
Uses correct units throughout
Results and conclusion
M3
Obtains an appropriate number of

measurements
Minimum of 5/6 measurements

depending on relationship
M4
Obtains measurements over an

appropriate range
Should at least double minimum

value.
D: Analysis
Ref
Criterion
Notes
Mark
A1
Produces a graph with appropriately

labelled axes and with correct units
Dont penalise units if penalised in M1.
A2
Produces a graph with sensible scales
Data occupying at least half a page in

either direction. Easy to understand scale.
A3
Plots points accurately
Check the first and last points on the

graph. Points should be within half a small
square.
A4
Draws line of best fit (either a straight

line or a smooth curve)
Should not force line through origin or

draw a straight line when a curve is more
appropriate.
A5
Comments on the trend/pattern

obtained
Comment on variables using technical

vocabulary such as directly proportional
not positive correlation.
A6
Derives relation between two variables

or determines constant
Relationship between two variables in the

experiment or determines a constant. If
curved graph, determination of constant
could be from data (not graph) if sound
physics.
A7
Discusses/uses related physics

principles
Might be in the planning
A8
Attempts to qualitatively consider

sources of error
Statement related to context of the

experiment
A9
Suggests realistic modifications to

reduce error/improve experiment
Realistic and justified
A10
Calculates uncertainties
Justified % uncertainty in one

measurement/best or worst straight line
from use of error bars with justification of
size for one. Not deviation from accepted
result.
A11
Provides a final conclusion
Correct conclusion that relates to the title.
11
E: Report
Ref
Criterion
Notes
Mark
R1
Summary contains few grammatical or

spelling errors
Should not interfere with the

understanding of the text.
R2
Summary is structured using

appropriate subheadings
Minimum of two subheadings in body of

report (section A only).
2.4 Overview of Unit 6

Introduction
This unit requires that students plan an experiment, carry out an experiment, record
measurements, analyse their own results and draw conclusions. The unit may be
completed at any time during the second year of the course but it would be more
appropriate to administer this assessment near the end of the A2 year.
The assessment will take about three hours to complete with the work spread over three
one-hour lessons. Teachers must collect candidates work between lessons. All candidates
within one class may produce a plan for the same experiment as each other and do the
same practical work; however it is vital that candidates demonstrate that the assessed
work that they produce is entirely their own work.
Planning component
Candidates work may either be based on briefing material provided by Edexcel or briefing
material that is devised by the centre. The brief for this assessment is to be set by the
teacher, not the student; however, briefs should reflect the interests of students where
possible. The planning component of this assessment may be done at a different time to
the other components and should be carried out with candidates working alone under
supervision.
Experiment and analysis of results
The experiment and analysis of results may be based on the plan produced by each
individual student in the first part of this assessment, a plan that is provided by Edexcel, or
a plan that is devised by the centre. If the centre produces the plan on which the
experiment is based, it is vital that the plan is not too detailed so that students have the
opportunity to achieve the full range of available marks. Centre devised plans should
contain some minor flaws so that students are able to modify the experiment while they
are doing it and suggest improvements. Centre-devised plans should ensure that a nonlinear relationship exists between the variables that are investigated. If a candidate is
given a plan to follow, the experiment may be different to the one that was planned by the
candidate.
Use of ICT
Candidates may use a word processor to produce their report, although they will not gain
any extra marks for doing so. In order to ensure that candidates demonstrate their
understanding of the principles and techniques involved in analysing data, the use of ICT,
eg spreadsheets, is not permitted for analysing data in this unit. Teachers must also
ensure that candidates do not have access to the internet or any archived material during
the assessment.
10
Draft work
Candidates should do a variety of practical work during the course so that they develop the
necessary skills to succeed in this unit. Therefore, they should therefore not submit draft
work for checking in this assessment. However, teachers should check candidates plans
for health and safety issues before they implement the plan. Neither the plan nor any
practical work submitted for this unit should be returned to candidates for them to improve
it.
Plan
Candidates must produce a written plan for an experiment. They must also produce a
laboratory report for an experiment that they have carried out. The experiment that they
carry out may be based on the plan that they have produced, a plan that is centre-devised
or a plan that is Edexcel-devised.
Students should not be given advanced details of the plan that they will carry out; they will
be expected to draw on their experience of practical work that they have completed during
the course for this assessment. Students should not take any materials into the classroom
other than those usually required for an examination. If more than one group of students
take this assessment at different times, then the groups must submit different plans for
assessment to prevent plagiarism.
Centre-devised plans and experiments will not require Edexcels approval; however,
centre-devised assessments must ensure that students have the opportunity to gain all the
marks in the mark scheme.
Teachers should not provide students with feedback on their plan until they have carried
out their experiment and analysed their results. At this stage teachers could either:
i) photocopy the plan, mark the original plan and provide students with the unmarked
photocopy in the laboratory so that they can carry out their plan
ii) collect in the plan, not mark it and return it to students in the laboratory under
supervised conditions so that they can carry out their plan
iii) mark the plan and ask students to do an experiment based on a different plan.
Practical work
Students will not need to take any documents into the laboratory for the practical aspect of
this assessment, although they should bring a scientific calculator and a ruler. Teachers
should issue students with the (unmarked) plan of the practical that they are to carry out.
If necessary, teachers may allow students to analyse results under supervision in the next
lesson. In this situation, teachers must collect in the work produced by their students.
Teachers should not mark the practical work. In the following lesson, the documents
should be returned to students under supervised conditions. Students should not have
access to any other sources of information while they are completing the analysis of their
results. Teachers who opt for internal assessment should mark the practical work after
students have completed the analysis of their results.
11
2.5 Guidance notes for Unit 6

Assessing work
The assessment criteria are shown in the next section. Each criterion scores a maximum of
1 mark. The criteria are not hierarchical. The assessment of planning, recording and
analysis is based on written evidence in the form of a report. Marks may be awarded for a
plan for one experiment and the implementation and analysis of a different experiment. All
briefings and plans used should be included with each candidates work. Centres should
also supply any necessary additional information, such as the identity of unnamed
materials. They must also include brief details of internal standardisation.
The written evidence should be annotated. This can be done by writing the skill code, eg
A15 near to the appropriate section of the report and ticking the box A15 on the Marking
grids included on pages 192-193. The marks given for the report should be submitted to
Edexcel on the Record sheet provided on page 195.
Supervision
Students must work on their own for each part of this assessment. All aspects of this
assessment must be done under supervised conditions.
Assistance for students
In some cases, it may be necessary for the teacher to assist a student by explaining what
needs to be done to obtain data. Assistance in this respect may carry a penalty. The
teacher should record details of any assistance provided on the students work.
A2 Exemplars
The A2 exemplar coursework can be found in Section 4, which starts on page 106. The
coursework has been reproduced as it was submitted by candidates. The annotations on
the scripts are from the original markers and so do not always correspond to the mark
sheets and Principal Moderators commentary.
Important reminders
Students should submit their work for assessment once only.
Neither the plan nor the experiment should be given back to students to be improved.
12
2.6 Marking Unit 6

In the assessment criteria grids below, the Principal Moderator has provided additional
guidance notes to clarify the requirements for each criterion. These grids are intended to
be used by teachers only and must not be provided to candidates. Candidates should use
the assessment criteria grid found in the GCE 2008 Physics specification.
The Principal Moderator has also provided the following important notes:
The key words in the criteria are Discuss, Comment and Suggest. Candidates must
do more than state a fact for the award of these marks.
Planning criteria must only be awarded in the planning section.
A: Planning
Ref
Criterion
Notes
Mark
P1
Identifies the most

appropriate apparatus
required for the practical
in advance
A list of the basic equipment is sufficient.
P2
Provides clear details of

apparatus required
including approximate
dimensions and/or
component values (for
example, dimensions of
items such as card or
string, value of resistor)
Meter ranges, number and size of masses, dimensions of

card and mass of bob are expected. Candidates should
select the range of variables. List should enable correct
apparatus to be supplied without further explanation.
The apparatus list and diagram can provide some
evidence as this is a development of P1 & P3. All the
evidence for P1P3 should be in the same area.
P3
Draws an appropriately
labelled diagram of the
apparatus to be used
Must be informative. Diagrams should be dimensioned

where appropriate and labelled and, for example, rulers
should be drawn close to the measured length. Given P1,
P2 & P3 could another candidate do the experiment as
planned?
P4
States how to measure

one quantity using the
most appropriate
instrument
Any quantity but candidate must clearly state ..use this

to measure that..., the examiner will not make
assumptions as to what the candidate means.
P5
Explains the choice of

the measuring
instrument with
reference to the scale of
the instrument as
appropriate and/or the
number of
measurements to be
taken
Must explain why choice is appropriate in the context of

the measurement to be made and not simply state the
precision. It is not enough to quote either the range or
the precision, or both, without reference to the
experiment, eg A stopclock has a precision of 0.01 s
which is less than the uncertainty of the manual operator
which is likely to be 0.1 s. Or, the uncertainty of 0.005 V
in a meter gives a % uncertainty of 0.7% in a typical
measurement of 0.7 V as in the forward bias voltage of
the diode in this experiment.
13
P6
States how to measure a

second quantity using
the most appropriate
instrument
Same as P4, any quantity. It does not have to be one of

the variables eg resistance of the resistor used in
Crossing the Tracks.
P7
Explains the choice of

the second measuring
instrument with
reference to the scale of
the instrument as
appropriate and/or the
number of
measurements to be
taken
Same as P5
P8
Demonstrates knowledge
of correct measuring
techniques
Anything that improves the measurement, ie outcome of

the experiment. Good candidates draw on their own
previous experiences when planning the readings. A
timing marker at the centre of an oscillation is one
technique and another is using the laptimer to record the
time when the potential difference reaches a certain
value. The technique should improve the measurement
and be explained.
P9
Identifies and states how

to control all other
relevant quantities to
make it a fair test
Expect a correct context. Look for A0 in pendulum and

initial voltage in tracks. Relevant quantities are the key
here. If there are none to control the candidate should
explain why. Those not controllable, like room
temperature, can be measured before and after the
work, if a change in them is likely to affect the outcome.
P10
Comments on whether
repeat readings are
appropriate for this
experiment
A development of P8 and the key word is comments

candidates distinguish between method and reading. If
repeat readings are not appropriate this must be stated.
Repeating the whole method might then be suitable.
Comments should relate to the reliability and accuracy of

the data in the context of the work and to the use of
mean values. It is not enough simply to say that repeats
will be taken.
P11
P12
Comments on all
relevant safety aspects
of the experiment
Credit sensible comments only when justified.
Discusses how the data

collected will be used
Do not allow plot a graph alone. Deriving formula for

graph is done here. In effect a comparison with the
equation of a straight line is expected. They must show
how they will find the answer the briefing asks for.
If there are no safety concerns then that should be

explained 12 V electricity is safe because it will not
give the careless user a shock. The power supply unit
might need more thought however.
Deriving the experimental equation will help with A10

too.
14
P13
Identifies the main

sources of uncertainty
Referring to method as well as measurement. This looks

forward to what will be done in the experiment and A12
looks back at what was done.
P14
Plan contains few

grammatical or spelling
errors
Consider the scientific terms and explanations of

techniques and method.
P15
Plan is structured using

Expect three. Many good candidates follow the marking

grid which is fine but some headings are still needed.
P16
Plan is clear on first

reading
Is the written communication clear? Clarity in describing

the actual method is what is looked for. Must effectively
state somewhere ...vary this and measure that... A
surprisingly high number of candidates do not provide a
method.
16
B: Implementation and measurements

Ref
Criterion
Notes
Mark
M1
Records all
measurements with
appropriate precision,
using a table where
appropriate
The numbers should show the precision of the measuring

instrument referred to in P5 & P7. Time should be to at
least 0.1 second ie NOT 10, 20, should be 10.0, 20.0 etc.
The candidate should write down the reading on the

instrument without processing.
M2
Readings show
appreciation of
uncertainty
Should show at top or bottom of table. Candidates are

expected to appreciate the uncertainty in what they are
actually reading.
M3
Uses correct units

throughout measurement
This is for using correct units throughout measurement
M4
Refers to initial plan

while working and
modifies if appropriate
If no modifications are done candidates must justify this.

Candidates might consider the ranges suggested for P2.
Ignore trivial changes or obvious flaws in plan.
M5
Obtains an appropriate
number of
measurements
Usually 6 to plot a linear graph expect repeats where

method suggests these
M6
Obtains measurements
over an appropriate
range
For the variables used, candidate should review results

critically. One variable should double/halve.
15
C: Analysis
Ref
Criterion
Notes
Mark
A1
Produces a graph with

appropriate axes
(including units)
Must include units. The quantity plotted determines the

units of the gradient, so logarithmic quantities must be
dimensionless, eg ln (x/m).
A2
Produces a graph using

appropriate scales
Data must occupy half of page on both axes. Scales

must be simple so that gradient calculations and
interpolation are easy not 3s or 7s.
A3
Look at points not on the BFL (Best Fit Line) at least 2

points should be checked. Must be accurate to 1 mm.
Plots checked should be underscored if correct or ringed
if incorrect.
A4
Draws line of best fit

(either a straight line or
a smooth curve)
Expect a good line at this level. BFLs will usually have

plots on both sides and will not be forced through the
origin.
A5
Derives relation between

two variables or
determines constant
This is for the gradient calculation and linking this to the

constant.
A6
Processes and displays

data appropriately to
obtain a straight line
where possible, for
example, using a log/log
graph
Evidence is the appropriate graph showing data that has

been processed and usually follows from P12.
A7
Determines gradient
using large triangle
Must not use tabulated values unless plots are exactly

on BFL.
Triangle must occupy at least half of the drawn line.

Measurement must be correct to one small square - with
negative sign as appropriate.
If the data is a curve a straight line may be drawn on
part of the data as an approximation described by the
candidate to enable them to gain this and the next mark.
A8
Uses gradient with

correct units
Must see the gradient used with appropriate units, as

well as the unit for any constant.
There might be no unit, as in a log-log graph.

A9
16
Uses appropriate
number of significant
figures throughout
calculations
These might derive from P5 & P7. Candidates should use

3 (or very occasionally 2) significant figures in recording
data, plotting graphs, gradient calculations and final
answers.
A10
Uses relevant physics

principles correctly
This mark is for good physics seen anywhere such as

mention of SHM, radiation flux or whatever is
appropriate to the context. Can be awarded for extra
maths as directed by briefing, such as the log expansion
of the equation, if sufficiently detailed.
A11
Uses the terms precision

and either accuracy or
sensitivity appropriately
Seen anywhere, including in the plan. Do not award if a

contradiction is seen.
A12
Discusses more than

one source of error
qualitatively
This is a review of P13 and should refer to method and

readings. Must be based on evidence from
experiment(method)/ results/graph. This is a review of
the uncertainty in the light of the experience of doing
the experiment, not merely a restatement of P13.
A13
Calculates errors
quantitatively
Expect %U in appropriate measurements but at least the

dependent variable.
A14
Compounds errors
correctly
Can be adding %U as appropriate or use of error bars,

and must refer to the result or graph. Error bars to
generate 2 lines resulting in % difference of gradients is
a good way to combine uncertainties when logarithms
are used.
A15
Discusses realistic
modifications to reduce
error/improve
experiment
Must be practical in a well resourced school laboratory.

Allow datalogger if the improvement is described fully.
A16
States a valid conclusion

clearly
Refer to the aim given in briefing, so can be

mathematical. Evidence must be quoted somewhere
A17
Discusses final
conclusion in relation to
original aim of
experiment
Candidates should consider the validity and/or reliability

of their conclusion. Best is comparing %D with %U but
they could discuss the goodness of fit of BFL.
A18
Suggests relevant
further work
Must be non-trivial and develop idea behind practical

work. Further work should be both relevant and realistic.
It should aim to be the non-trivial follow-up experiment
that could be performed by the same student in the
same laboratory. Comments must be scientific not
holistic.
18
17
3.1 AS Exemplar 1 To investigate the effect of temperature on the

viscosity of honey (18/40)
Ref
Criterion
Comment
Mark
S1

consulting a minimum of three
different sources of information (eg
books/websites/journals/magazines/
case study provided by Edexcel/
manufacturers data sheets)
All resources for case study are internet

based.
S2
States details of visit venue OR

provides full details of sources of
information
Details of the precise locations of the data

on the websites are not given
S3
Provides a brief description of the visit

OR case study
It was not clear what the case study was

about, e.g. which aspects of thixotropy
were being studied.
S4

physics principles
S4 for the shear rate is the rate of change

of velocity at which one layer of fluid
passes over an adjacent layer.
S5

correctly
S5 not given because other terms are not

defined, e.g. shear stress, viscosity, etc.
S6
Provides one piece of relevant

information (eg data, graph, diagram)
that is not mentioned in the briefing
papers for the visit or case study
S7

No social implications
S8
Comments on implication of physics

(eg benefits/risks)
No benefits or risks
S9
Explains how the practical relates to

the visit or case study
No discussion of practical work
Total marks for this section
No additional data
B: Planning
Ref
Criterion
Comment
Mark
P1
List of apparatus given
P2

instrument
Stopwatch used and details of start time

and stop time given
P3

instrument with reference to the scale
of the instrument as appropriate
and/or the number of measurements
to be taken
No explanation of the choice of the

stopwatch with reference to the scale or
the number of measurements taken
18
P4
States how to measure a second

relevant quantity using the most
appropriate instrument
No other measuring instrument discussed
P5

measuring instrument with reference
to the scale of the instrument as
appropriate and/or the number of
measurements to be taken
No other measuring instrument discussed
P6

No discussion of correct measuring

techniques, e.g. eye level with marker
when stopwatch started, etc.
P7
States which is the independent and

which is the dependent variable
Identifies dependent and independent

variable
P8

other relevant variables to make it a
fair test
Using steel spheres of constant diameter
P9
Comments on whether repeat

readings are appropriate in this case
Reducing uncertainty by repeating readings

stated
P10
Comments on safety
Relatively high temperature of water bath

stated
P11
Discusses how the data collected will

be used
No discussion of what is to be plotted etc.
P12
Identifies the main sources of

uncertainty and/or systematic error
Temperature changes of the honey when it

is removed from the water or ice baths
identified
P13
Draws an appropriately labelled

diagram of the apparatus to be used
Labelled diagrams of apparatus drawn
P14

using an appropriately sequenced
step-by-step procedure
Good sequenced step by step procedure

given

Ref
Criterion
Comment
Mark
M1

appropriate
Good table of results
M2
Units correct in table, but incorrect units

for viscosity in the analysis section
M3

measurements
4 sets of readings in the table is not

sufficient
M4

appropriate range
Even though there were insufficient

readings, the range of readings was good
19
D: Analysis
Ref
Criterion
Comment
Mark
A1

Axes labelled and units
A2
Sensible scale, data occupies more than

half the page in each direction
A3
Two points plotted at 60 degrees C, even

though there is only one value in the table
A4

Curve is not smooth enough.
A5

obtained
Incorrect statement. As the temperature

increases, the time taken to fall through the
honey decreases not increases.
A6
Derives relation between two

variables or determines constant
The analysis is incorrect. The candidate

finds (average) velocities but then assumes
that the sphere is accelerating.
A7

principles
Mark given for the discussion of change in

viscosity with temperature due to the
change in the change in kinetic energy of
the molecules
A8

sources of error
Sources of error discussed e.g. dropping

spheres immediately after honey taken out
of water bath or dropping spheres into
centre of cylinder
Greater distance for fall of sphere is a good

improvement
A9

A10
No calculation of percentage uncertainty
A11
There is no evidence for the conclusion that

the viscosity is inversely proportional to the
temperature
E: Report
Ref
Criterion
Comment
Mark
R1

spelling errors
Summary has correct grammar and

spelling.

No subheadings in the summary.
Total marks for this unit
18
R2
Additional comment
The title of this investigation, 'To investigate the effect of temperature on the viscosity of
honey' will make it difficult for the candidate to obtain full marks. In particular marks P11,
A6 and A11 are going to be difficult to achieve. Although at least 6 sizes of ball bearing
would be needed, it would have been better to have a title such as 'Determine the viscosity
of honey at a given temperature'.
20
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25
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29
30
31
3.2 AS Exemplar 2 Investigating how the horizontal distance travelled by

a projectile depends on its horizontal velocity (26/40)
Ref
Criterion
Comment
Mark
S1

Three types of sources used, books,

magazine, internet.

S2

information
Details of sources given, but not date for web

access given
S3
Provides a brief description of the

visit OR case study
It is clear how projectile motion is related to

sport
S4

physics principles
Appropriate equations of motion used
S5

correctly
Confusion of horizontal and vertical in some

places and not clear that the force of gravity
is always acting
S6

information (eg data, graph,
diagram) that is not mentioned in
the briefing papers for the visit or
case study
Several good illustrations of projectile motion
S7

Study of projectiles related to sports

activities (social)
S8

(eg benefits/risks)
Benefits or risks not discussed
S9

Clear that horizontal and vertical motion are

going to be studied in the practical
B: Planning
Ref
Criterion
Comment
Mark
P1
P2

instrument
Metre rule to measure horizontal distance
P3
Explains the choice of the

measuring instrument with
reference to the scale of the
instrument as appropriate and/or
the number of measurements to be
taken
1 mm precision of metre rule sufficient for

this experiment.
32
P4

No other instrument discussed. Mark could

have been scored if the candidate had talked
about measuring the vertical height on the
ramp with the metre rule
P5

measuring instrument with
reference to the scale of the
instrument as appropriate and/or
taken
No other instrument discussed
P6

No special experimental techniques

employed
P7

Dependent and independent variables are

identified
P8
Identifies and states how to control

all other relevant variables to make
it a fair test
Keeping the angle of the ramp and the mass

of the ball constant are reasonable
suggestions, even though in theory they
should not make any difference
P9

Average horizontal distance found to

eliminate errors and anomalous results
P10
Comments on safety
Safety should be related to avoiding the

possibility of the ball rolling around the floor.
P11
Discusses how the data collected

will be used
Excellent section on the use of data
P12

Friction and air resistance discussed
P13

Reasonable diagram of the apparatus
P14
Plan is well organised and

methodical, using an appropriately
sequenced step-by-step procedure
Procedure not clear.

Ref
Criterion
Comment
Mark
M1

correct number of significant
figures, tabulating measurements
where appropriate
Vertical height measured to the nearest cm

not to the nearest mm
M2
Correct units throughout
M3

measurements
8 different values of release height is more

than sufficient. Minimum of 6 values is
required.
M4

appropriate range
The greatest horizontal displacement was

0.44 m. This could have been larger,
particularly as a metre rule was used for the
measurement.
33
D: Analysis
Ref
Criterion
Comment
Mark
A1

A2
Produces a graph with sensible

scales
On the main graph, the data for the

horizontal displacement only occupies 9 cm.
This scale could have been doubled as there
are 21 cm below the top graph.
A3
The point corresponding to 0.63 m/s has

been misplotted
A4
Draws line of best fit (either a

straight line or a smooth curve)
Best fit and worst fit straight lines drawn
A5

obtained
The comment on the graph is confusing

because the candidate refers to the horizontal
displacement and the acceleration
A6

The calculation of the gradient of the graph is

correct and is shown on the graph paper
A7

principles
Good discussion of the physics in the plan
A8

sources of error
Air resistance and friction discussed.

To improve the experiment, greater distances

need to be measured. Hence sphere needs to
be released from higher points on the ramp.
Repeat results were in the plan
A9
A10
Percentage uncertainty determined from the

gradients of the out-lying lines.
A11
Correct conclusion regarding the direct

proportionality between the horizontal
velocity and horizontal displacement. Also
gradient of graph = time of 0.36 s.
E: Report
Ref
Criterion
Comment
Mark
R1
Summary contains few grammatical

or spelling errors
Summary has correct grammar and spelling
R2

Subheadings are given in the summary.
26
Additional comment
This is a difficult experiment with several stages which might disadvantage weaker
candidates.
34
35
36
37
38
39
40
41
42
43
44
45
46
3.3 AS Exemplar 3 Finding reflective index of Perspex (18/40)

Ref
Criterion
Comment
Mark
S1

Visit stated
S2

information
Place of visit stated
S3

OR case study
What was studied during the visit stated
S4

physics principles
Snell's law stated
S5

correctly
Good Physics throughout and details of

correction of long sight and short sight
given
S6

Table of refractive indices given
S7

Social implications from the correction of

long sight and short sight
S8

benefits/risks)
Benefit from clear vision produced by

correction of defects
S9

visit or case study
No discussion of practical work
B: Planning
Ref
Criterion
Comment
Mark
P1
P2

instrument
No discussion of measuring instruments
P3

of the instrument as appropriate and/or
taken
P4

47
P5

the scale of the instrument as
P6

Close to P6 for using trigonometry rather

than a protractor but not really discussed
reduction of uncertainty
P7

Identifies dependent and independent

variable
P8

fair test
Same light box, etc. not enough for P8.

Could have used monochromatic source.
Etc.
P9

No comment about whether repeat

readings are appropriate
P10
Comments on safety
Hot light box is an appropriate safety

problem
P11

used
No discussion of what is to be plotted etc.
P12

No discussion of uncertainty
P13
Draws an appropriately labelled diagram

of the apparatus to be used
Incorrect angle of refraction on the

diagram
P14

using an appropriately sequenced stepby-step procedure
Procedure not clear

Ref
Criterion
Comment
Mark
M1

appropriate
Presentation of data could have been

much improved, e.g. combined into one
table.
M2
Units correct throughout
M3

measurements
10 different angles is more than

sufficient. Minimum of 6 values is
required.
M4

appropriate range
The range of angles was allowed. It is

over half of the available range (0
degrees to 90 degrees).
48
D: Analysis
Ref
Criterion
Comment
Mark
A1

A2
Sensible scale, data occupies more than

half the page in each direction
A3
Cannot check accuracy of plots because

there is no visible grid.
A4

Line of best fit is fine, even though the

data should have produced a curve
A5

obtained
No discussion of results, but discussion

would have been difficult because the
graph does not enable the candidate to
discuss Snell's law.
A6

The gradient of the graph plotted is

meaningless
A7

principles
No physics principles discussed
A8

sources of error
No sources of error discussed
No improvements discussed
A9

A10
A11
There is no evidence for the conclusion

that the refractive index is 1.57
E: Report
Ref
Criterion
Comment
Mark
R1

spelling errors

spelling even though the plan,
implementation and analysis do not have
R2

No subheadings in the summary.
18
49
50
51
52
53
54
55
56
57
58
59
60
3.4 AS Exemplar 4 Measuring the internal resistance of a solar cell (32/40)

Ref
Criterion
Comment
Mark
S1

Assuming that the Introduction to Green

Chemistry is a journal, then 3 different
sources are present
S2

information
Details of the sources are given
S3

OR case study
The study of solar cells is clear
S4

physics principles
Reasonable explanation of how a solar cell

works
S5

correctly
Correct use of scientific terminology
S6

Allowing for the fact that this is

photocopied, the diagram of the solar cell
is good. Also table of efficiencies is good
S7

Environmental factors discussed
S8

(eg benefits/risks)
Benefits and costs of solar cells are

discussed
S9

Measurement of the internal resistance of a

solar cell in relation to the energy loss in
the cell is discussed
B: Planning
Ref
Criterion
Comment
Mark
P1
P2

instrument
Ammeter used to measure current
P3

to be taken
Scale to be used on ammeter discussed
P4

Voltmeter used to measure voltage

(potential difference)
61
P5

Range to be used on voltmeter discussed
P6

Changing range is an appropriate

measuring technique
P7

Identifies power as the dependent variable

and resistance of the rheostat as the
independent variable
P8

fair test
Identifies temperature of the cell as an

important factor but should also comment
on light intensity
P9

Could have repeated the experiment to

obtain a second value for the internal
resistance. However I and V values cannot
be averaged because of different rheostat
settings.
P10
Comments on safety
Hot lamp considered
P11

be used
Graph of power against resistance and

finding resistance at the point of maximum
power transfer
P12

Connection resistance allowed, but light

intensity changes would be a major
problem
P13

Circuit diagram is correct, although it would

have been preferable to have included
some sort of protective resistor or lamp.
P14

Sequenced step by step procedure given
12

Ref
Criterion
Comment
Mark
M1

appropriate
Significant figures used in the table are

appropriate
M2
Units correct throughout
M3

measurements
7 different values of potential difference is

sufficient
M4

appropriate range
The range of currents and potential

differences used seems very small. Could a
different resistance rheostat have been
used?
62
D: Analysis
Ref
Criterion
Comment
Mark
A1

A2
Data occupies more than half the page in

each direction
A3
The plotted points checked are correct
A4

The line of best fit consists of parallel lines

in some places.
A5

obtained
Power increases with resistance, reaches a

maximum point and then decreases with
resistance discussed
A6

Determines maximum power and

resistance at maximum power
A7

principles
No discussion of why the internal resistance

is equal to the external resistance when the
power is a maximum
A8

sources of error
Changes of light intensity caused by the

lamps of other students are discussed
Far away from other lights is not enough.

Would like to have seen comment on
control of incident light
A9

A10
Lowest value of resistance at a possible

maximum point is 10.0 on the graph, but
the candidate uses 9.5 . Hence calculation
is not correct
A11
Internal resistance of the solar cell has

been found.
E: Report
Ref
Criterion
Comment
Mark
R1
Summary contains few grammatical

or spelling errors
Summary is difficult to understand in some

places and there are spelling mistakes
R2

32
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65
66
67
68
69
70
71
72
3.5 AS Exemplar 5 Investigating the Youngs modulus of nylon fishing wire

(35/40)
Ref
Criterion
Comment
Mark
S1

Visit carried out
S2

information
Visited Cummins Turbo Technologies in

Huddersfield
S3

OR case study
Tour of the factory including seeing the

test procedures
S4

physics principles
Stress and Strain defined at the end of

the report
S5

correctly
Technical language has been used

correctly throughout the report
S6

Tension test from Turbo Technologies

included
S7

Reduction in the environmental impact of

exhaust gases and emissions
S8

benefits/risks)
Turbo charger allows more power to be

produced from the engine
S9

visit or case study
The Young modulus of nylon fishing line

to be tested
B: Planning
Ref
Criterion
Comment
Mark
P1
P2

instrument
Metre rule to measure extension
P3

of the instrument as appropriate and/or
taken
Precision of metre rule stated as 1 mm
P4

Micrometer to measure diameter
73
P5

the scale of the instrument as
Precision of micrometer stated as 0.01

mm
P6

Plenty of good measuring techniques,

diameter recorded at different positions
and orientations, zero error check
P7

Mass is identified as the independent

variable and extension as the dependent
variable
P8

fair test
The types of masses used is not really a

variable to be controlled
P9

The reliability of results is improved by

taking several measurements of the
diameter
P10
Comments on safety
Safety goggles to protect eyes used
P11

used
If strain against stress plotted then the

gradient will be 1 / (Young Modulus)
P12

Several sources of uncertainty are

discussed.
P13

Good diagram of the apparatus
P14

using an appropriately sequenced stepby-step procedure
Good sequenced step-by-step procedure.
12

Ref
Criterion
Comment
Mark
M1

appropriate
Significant figures not appropriate original

length value and the force seems to have
been calculated using g = 10 N/kg but is
given to 2sf
M2
Correct units used throughout
M3

measurements
20 different values of force is more than

sufficient. Minimum of 6 values is
required.
M4

appropriate range
Range of mass is appropriate, with a

maximum mass of 1.0 kg
74
D: Analysis
Ref
Criterion
Comment
Mark
A1

A2
Data occupies more than half the page

in each direction
A3
Plotted points checked are correct within

1 mm
A4

The line of best fit is appropriate for

these results
A5
Comments on the trend/pattern obtained
Stated the shape of the graph but no

real comments about the shape
A6

Perfect calculation of the gradient of the

graph
A7
Discusses/uses related physics principles
The error in P11 has not really been

corrected here, so no mark.
A8

sources of error
The suggestions made for the sources of

error are reasonable
Keeping a check on the diameter to get

a more accurate stress value is a
reasonable improvement
A9
Suggests realistic modifications to reduce

error/improve experiment
A10
Correct calculations for percentage

uncertainty for both the diameter and
the extension
A11
The young Modulus of Nylon has been

found
E: Report
Ref
Criterion
Comment
Mark
R1

spelling errors

spelling
R2
Summary is structured using appropriate

subheadings

Both marks scored even though the
document has not been word processed.
35
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82
83
84
85
86
3.6 AS Exemplar 6 To determine the Youngs modulus for an aluminium

wire (26/40)
Ref
Criterion
Comment
Mark
S1

Three types of sources used
S2

information
No details of book or magazine references,

e.g. pages or chapter of book, titles of
articles in magazine
S3

OR case study
Title alone, virtually gives this mark
S4

physics principles
Physics mark given for stress, strain and

Young's Modulus at end of case study
S5

correctly
Some errors, density = weight volume and

stress and strain confused at the bottom of
third page
S6

Table of values for Aluminium
S7

Alloys used in environmentally friendly

forms of transport
S8

(eg benefits/risks)
Corrosion resistance and light weight are

benefits of Aluminium
S9

Measurement of the internal resistance of a

cell is the practical work
B: Planning
Ref
Criterion
Comment
Mark
P1
P2

instrument
Micrometer used to measure diameter of

wire
P3

to be taken
No discussion of the fact that a micrometer

can measure to 0.01 mm
87
P4

Metre rule or mm scale required to

measure extension. The candidate talks
about the shift of the marker, which is
assumed to be the extension
P5

No discussion of the scale of the metre rule
P6

Parallax error avoided by standing directly

over the metre rule when the reading is
taken
P7

Dependent and independent variables are

identified
P8

fair test
No comment about controlling other

variables
P9

Two sets of readings to be taken but no

comment about whether repeat readings
are appropriate
P10
Comments on safety
Safety goggles used
P11

be used
No indication as to the graph that is to be

plotted
P12

No discussion of uncertainty
P13

Reasonable diagram of the apparatus
P14

Procedure not clear

Ref
Criterion
Comment
Mark
M1

appropriate
Split table, difficult to relate the stress and

strain values to each other and the mass
and extension readings
M2
No units for the measured extensions
M3

measurements
8 different values of mass is more than

sufficient. Minimum of 6 values is required.
M4

appropriate range
Range of mass is appropriate, with a

maximum mass of 1.78 kg
88
D: Analysis
Ref
Criterion
Comment
Mark
A1

A2
Data occupies more than half the page in

each direction
A3
Plotted points are correct within 1 mm
A4

The line of best fit ignores the ringed

results, which are assumed anomalous
A5

obtained
The graph correctly shows direct

proportion between stress and strain but
this is not stated by the candidate
A6

The calculation of the gradient of the

graph is not correct
A7

principles
Discussion of the gradient of a stressstrain graph being equal to the Young

Modulus of the material
A8

sources of error
Shifting of the pulley discussed
Allowed for not using kinked wire next

time, but better to use a longer length of
wire so that a greater extension is
produced
A9

A10
A11
Young Modulus obtained
E: Report
Ref
Criterion
Comment
Mark
R1

spelling errors

spelling
R2

26
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93
94
95
96
97
98
99
100
101
102
103
104
105
4.1 A2 Exemplar 1 Damped pendulum (21/40)

A: Planning
Ref
Criterion
Comment
Mark
P1
Identifies the most appropriate apparatus

required for the practical in advance
All equipment listed and also shown

on diagram
P2
Provides clear details of apparatus required

including approximate dimensions and/or
component values (for example, dimensions
of items such as card or string, value of
resistor)
No detail of mass of bob indicated.

Length L of string not shown clearly
P3
Draws an appropriately labelled diagram of

the apparatus to be used
Labelled diagrams drawn, cone

drawn close to rule
P4
States how to measure one quantity using

the most appropriate instrument
Metre rule described to measure

lengths
P5

instrument with reference to the scale of the
instrument as appropriate and/or the number
of measurements to be taken
Not explained
P6
States how to measure a second quantity

using the most appropriate instrument
Stopwatch described to measure

times
P7
Explains the choice of the second measuring

instrument as appropriate and/or the number
of measurements to be taken
Not explained
P8

Poorly described, why time 10

swings?
P9
Identifies and states how to control all other

relevant quantities to make it a fair test
Poorly described
P10
Comments on whether repeat readings are

appropriate for this experiment
Reason for repeat readings

described as ensuring reliability and
takes a mean value
P11
Comments on all relevant safety aspects of

the experiment
Sensible safety precautions

described
P12
Discusses how the data collected will be used
No indication of what is to be plotted

or how the graph is to be used
P13

Not described
P14
Plan contains few grammatical or spelling

errors
Some minor spelling errors
P15
Plan is structured using appropriate

subheadings
Clear structure with subheadings
P16
Plan is clear on first reading
Fails to describe damped experiment
106

Ref
Criterion
Comment
Mark
M1
Records all measurements with appropriate

precision, using a table where appropriate
Amplitude recorded with appropriate

precision
M2
Readings show appreciation of uncertainty
No indication of uncertainty in
amplitude or in number of swings
shown
M3
Uses correct units throughout measurement
Correct units shown for all

measurements
M4
Refers to initial plan while working and

Not stated
M5

measurements
7 readings is appropriate in this

experiment
M6
Obtains measurements over an appropriate

range
Adequate range of 0 to 35 swings

which almost halves amplitude
C: Analysis
Ref
Criterion
Comment
Mark
A1
Produces a graph with appropriate axes

(including units)
Axes labelled incorrectly. Logs have

no units
A2
Produces a graph using appropriate scales
Points fill at least half a page in both

directions
A3
Plots checked were accurately

plotted
A4
Draws line of best fit (either a straight line or

a smooth curve)
Reasonable line drawn with points

on either side
A5
Derives relation between two variables or

determines constant
Damping constant determined
A6
Processes and displays data appropriately to

obtain a straight line where possible, for
example, using a log/log graph
Appropriate graph plotted
A7
Determines gradient using large triangle
Large triangle shown but negative

sign missing in gradient calculation
A8
Uses gradient with correct units
Correct units (none) given
A9
Uses appropriate number of significant

figures throughout calculations
2 sig figs is appropriate for number

of swings and 3SF for gradient
A10
Uses relevant physics principles correctly
Physics of damped oscillations not

described
A11
Uses the terms precision and either accuracy

or sensitivity appropriately
Terms not used correctly
A12
Discusses more than one source of error

qualitatively
None discussed
A13
Calculates errors quantitatively
Percentage error calculation for

amplitude attempted
A14
Compounds errors correctly
Not done
107
A15
Discusses realistic modifications to reduce

Suggested use of light gates poorly

described and without justification
A16
States a valid conclusion clearly
Value of k and half life of pendulum

described
A17
Discusses final conclusion in relation to

original aim of experiment
No discussion of reliability of
conclusion in terms of aim
A18
Suggests relevant further work
Suggestion is unrealistic and not

very relevant
21
Additional comment
Although the candidate performed this experiment reasonably well, they did not write
enough detail to warrant a higher mark. In particular, more details of the apparatus used
and the way the readings are processed by drawing a graph were needed. In an
experiment whose readings are very tricky there was no mention of uncertainty apart from
one vague calculation. The final comments did not gain credit as they were either not
relevant or too vague.
108
109
110
111
112
113
114
115
4.2 A2 Exemplar 2 Damped pendulum plan & Low energy light bulbs
practical (21/40)
A: Planning
Ref
Criterion
Comment
Mark
P1


on diagram
P2

resistor)
Mass of pendulum bob not indicated.

Length l of string not shown clearly
P3

Labelled diagram drawn, this is the

minimum standard required
P4


length of pendulum
P5

Not explained
P6


amplitude
P7

measuring instrument with reference to the
scale of the instrument as appropriate
and/or the number of measurements to be
taken
Not explained
P8

Reading of ruler described as same

eye level is not enough without a
diagram
P9

No mention of a constant initial

amplitude
P10

Not sufficient to just indicate that a

repeat is made here, the reason for
doing this is insufficient, will a mean
value be used?
P11

the experiment
Sensible safety precautions described
P12

used
What is to be plotted and how graph

will be used is well described
P13

Reasonably well described
P14

errors
Minor grammar errors only
P15

subheadings
P16
Easy to follow
10
116

Ref
Criterion
Comment
Mark
M1

Distance is recorded to nearest 5 cm,

this is not precise enough
M2
No indication of uncertainty for

distance
M3

measurements
M4

Not stated
M5

measurements
6 readings are just enough for the

experiment but more could have been
taken
M6

range
Range of 10 to 35 cm ensures that

resistance trebles
C: Analysis
Ref
Criterion
Comment
Mark
A1

(including units)
Axes labelled correctly
A2
Points do not fill at least half a page

in both directions
A3
All points accurately plotted
A4
Draws line of best fit (either a straight line

or a smooth curve)
Reasonable line drawn with points on

either side
A5

determines constant
Values of constants determined
A6
Processes and displays data appropriately

to obtain a straight line where possible, for
A7
Adequate triangles drawn and

gradients correctly calculated since
A2 has been lost
A8
Correct units (none) given
A9

4/5 significant figures is not

appropriate for gradient result
A10
Physics of energy efficiency of low

energy light bulbs poorly described
A11
Uses the terms precision and either

accuracy or sensitivity appropriately
Poorly described
A12

qualitatively
None discussed
A13
Percentage error calculations not

done
A14
Error bars attempted but not used
117
A15

None described
A16
Values for bulbs obtained from graph

are compared
A17

Poorly attempted
A18
None suggested
21
Additional comment
This is an example where different investigations were used for the planning and
implementation sections of the assessment. This is allowed and may be suitable for some
centres. A sufficiently detailed plan should be presented to the candidate, but it should not
be too prescriptive and give the candidate opportunities to modify and improve the
procedure. This candidate did not gain many marks for their final discussions and did not
seem to grasp the physics of low energy bulbs at all. The treatment of uncertainties
showed a lot of effort but no evident outcome. The plan for the light bulb experiment has
been included so that anyone looking at the script can tell what plan the candidate
followed.
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
4.3 A2 Exemplar 3 Low energy light bulbs (24/40)

A: Planning
Ref
Criterion
Comment
Mark
P1


on diagram
P2

resistor)
No details of bulbs given
P3

Clear and well labelled diagrams

drawn
P4


distance
P5

instrument as appropriate and/or the
Reason too vague as range of

distance not given and measurement
not compared to metre rule scale
P6

Just sufficient as multimeter

described and shown connected to
LDR on diagram
P7
Explains the choice of the second measuring

instrument as appropriate and/or the
Not discussed
P8

Considers length measured to centre

of bulb
P9

Relevant points made about

background light and height
P10

Repeats to check first reading and

takes averages
P11

the experiment
P12

used

will be used is described
P13

Systematic error from background

light described but does not consider
length
P14

errors
Some minor spelling errors only
P15

subheadings
P16

on diagram
12
134
Ref
Criterion
Comment
Mark
M1

Too few significant figures recorded

for distance. 3 sig figs would be
appropriate
M2
Uncertainty in distance not shown
M3

measurements
M4

No comment made
M5

measurements
10 readings is appropriate
M6

range
Good range of 10 to 100 cm which

changes resistance reading by a
factor of about 4
C: Analysis
Ref
Criterion
Comment
Mark
A1

(including units)
Axes labelled incorrectly. Logs have

no units
A2
Points do not fill at least half a page

in both directions, too much title
A3
Plots checked were accurately

plotted
A4
Draws line of best fit (either a straight line or

a smooth curve)
Reasonable lines drawn with points

on either side
A5

determines constant
Constant incorrectly calculated
A6
Processes and displays data appropriately to

obtain a straight line where possible, for
Appropriate graphs plotted
A7
Gradient from triangle just about big

enough given that A2 was not
awarded
A8
Incorrect units given
A9

4 sig figs is not appropriate for

gradient
A10
Physics correctly described especially

in plan
A11
Uses the terms precision and either accuracy

or sensitivity appropriately
Terms not used correctly especially

in plan
A12

qualitatively
Only one relevant source of error

discussed and discussion not based
on readings which vary more at the
further distances
A13
Percentage errors calculated
A14
Not done correctly
135
A15

Suggested use of dark room to

reduce error from background light
A16
Final values for bulbs described
A17

Conclusion discussed with reference

to bulb manufacturers claim but no
comparison of bulbs made and
confusion about intensity
A18
Relevant experiments suggested but

much is left unspecified
24
Additional comment
This experiment requires careful planning and implementation to give good results, but can
give candidates scope to gain marks for graphical analysis and the discussion of physics
and experimental errors. Students need to be aware of uncertainties in LDR readings due
to background illumination and unwanted reflections. A suitable alternative to a darkroom
would be the use of black cloth or paper to shield the equipment from unwanted light. The
distance readings here should be to 1 mm since a metre rule is used and 5 mm at the
foot of the table would indicate difficulty in measuring to centre of bulb and LDR.
136
137
138
139
140
141
142
143
144
145
146
4.4 A2 Exemplar 4 Measuring mass in space (24/40)

A: Planning
Ref
Criterion
Comment
Mark
P1


on diagram
P2

resistor)
No details of springs used, masses

unclear
P3

Adequate diagram drawn
P4


length
P5

P6

P7

taken
P8

Measures 10T which is good but fails

to use timing marker
P9

Relevant points made including initial

amplitude each time
P10

Not sufficient to just indicate that

repeats are made - reason for doing
this must be explained
P11

the experiment
Sensible safety precaution described
P12

used

will be used is described. Is this
before the Carrying Out? Benefit of
Doubt
P13

None described
P14

errors
No errors
P15

subheadings
P16
Easy to follow
10
Not justified
Top pan balance described to measure

mass
Not justified
1
0
147

Ref
Criterion
Comment
Mark
M1

Masses should be recorded to 3 sig

figs
M2
Uncertainty in mass measurements

not shown
M3

measurements
M4

Change to timing period described,

change is to a much worse method
M5

measurements

experiment
M6

range
Good range of 50 to 350 grams which

more than halves the timing recorded
C: Analysis
Ref
Criterion
Comment
Mark
A1

(including units)
A2
Points just fill at least half a page in

both directions
A3
Plots checked were accurately plotted
A4

or a smooth curve)

either side but candidate joins top &
bottom point, BFL is steeper. See
candidates comment
A5

determines constant
Value of k determined
A6

A7
Large triangle shown and gradient

correctly determined
A8
Units are incorrect
A9

4 sig figs is not appropriate in this

experiment
A10
Poorly described
A11

Not demonstrated
A12

qualitatively
Only one source of experimental error

discussed
A13
Percentage errors calculated roughly
A14
Not done correctly
148
A15

Use of video camera described and

reason given assuming a clock is on
screen
A16
Relationship of variables and value of

n described
A17

Comparison of mass measurement

made with known value it would be
better if % difference was compared
with % uncertainty
A18
Relevant extension experiment

described but without sufficient detail
10
24
Additional comment
This is a testing experiment that will only yield good results if done carefully. The
candidate stated that they measured the masses on a top pan balance, but the results of
this are not shown. There was little evidence that they understood the main errors in the
experiment. It was not clear why a fixed time was used to count oscillation when a very
much better approach would have been to record the time of an exact number of
oscillations. The order of events is not clear; some comments in the plan were made
during the practical work. The plan should not be amended once written.
149
150
151
152
153
154
155
156
157
158
4.5 A2 Exemplar 5 Measuring mass in space (35/40)

A: Planning
Ref
Criterion
Comment
Mark
P1


on diagram
P2

resistor)
Dimensions of springs and number

and sizes of masses indicated
P3

Clear and well labelled diagrams

drawn
P4

Stop watch described to measure time
P5

Estimate of percentage error made to

justify precision
P6


extension
P7

taken
Estimate of percentage error made to

justify precision
P8

Good understanding of use of timing

marker shown and plans to measure
20T
P9

Relevant points made
P10

Not sufficient to just indicate that

repeats are made must say find the
mean and explain benefit
P11

the experiment
P12

used
What is to be plotted but gradient is

incorrectly described
P13

Poorly described
P14

errors
Some minor spelling errors only
P15

subheadings
P16
Easy to follow
13
159

Ref
Criterion
Comment
Mark
M1

3 sig figs would be appropriate but it

is good practice to write down the
reading here from a top pan balance
to 0.01 g
M2
Uncertainties shown in column

headings and by repeat readings of
timing
M3

measurements
M4

Reference made to use of timing

marker and change of mass
M5

measurements
7 or 8 different readings is appropriate

in this experiment
M6

range
Good range of 100 to 400 grams

which doubles the timing recorded
C: Analysis
Ref
Criterion
Comment
Mark
A1

(including units)
A2

directions
A3
A4

or a smooth curve)

either side
A5

determines constant
Spring constant determined
A6

A7
Large triangle shown
A8
Correct units given
A9

3 sig figs is appropriate
A10
Physics of oscillating mass described
A11

Terms used correctly
A12

qualitatively
Sources of error not discussed
A13
A14
Percentage errors correctly added

together
160
A15

Suggested use of motion sensor and

data logger to measure oscillation
time more accurately and eliminate
reaction time
A16
Relationship of variables and values

of k and unknown mass described
A17

Reliability of conclusion discussed in

terms of aim by mentioning %U &
%D
A18
None described
16
35
Additional comment
This candidate carried out the investigation very well but was probably a little too free with
their use of significant figures. It should be remembered that a piece of graph paper can
only be used to 3 significant figures at best. This is a very good candidate and much of the
detail is appropriate at this level.
161
162
163
164
165
166
167
168
169
170
171
172
4.6 A2 Exemplar 6 Damped pendulum (34/40)

A: Planning
Ref
Criterion
Comment
Mark
P1


on diagram
P2

resistor)
Length of string and mass of bob

indicated
P3

Clear and well labelled diagram

drawn, ignore approximate dimension
for l as this is not an important
measurement
P4


amplitude
P5

Reference made to amplitude to be

measured
P6

Stopwatch described to measure

times
P7

taken
Suitability of stopwatch precision not

described
P8

Good understanding of use of timing

marker shown, a diagram would
improve the description of no-parallax
P9

Relevant points made, notably initial

amplitude
P10

Reason for repeat readings described

as reduction of random error but must
plan to find mean
P11

the experiment
P12

used

will be used is well described
P13

No description of uncertainty in
determining amplitude which is likely
to be more than 1 mm stated
P14

errors
Very few errors
P15

subheadings
173
P16
Easy to follow even though choice to

measure time is going to prove
difficult
13

Ref
Criterion
Comment
Mark
M1

3 sig figs is appropriate
M2
Uncertainties shown in column

headings and by repeat readings of
amplitude
M3

measurements
M4

Reference made to changing method

of recording time and plan followed
M5

measurements

experiment
M6

range
Reasonable range of 0 to 12 s which

almost halves amplitude
C: Analysis
Ref
Criterion
Comment
Mark
A1

(including units)
A2

directions
A3
A4

or a smooth curve)

either side
A5

determines constant
Damping constant determined
A6

A7
Large triangle shown and negative

gradient correctly calculated
A8
Correct units given
A9

2 sig figs is not appropriate
A10
Physics of damped oscillations

described
A11

Terms used throughout
A12

qualitatively
Sources of error mentioned and

would be improved with a diagram
174
A13
A14
Percentage errors correctly added

together
A15

Suggested use of motion sensor and

data logger poorly described and
without justification
A16
Relationship of variables and value of

k described
A17

No discussion of reliability of
conclusion in terms of aim
A18
Investigation of different amounts of

damping described
15
34
Additional comment
This experiment was planned and carried out well, but it would be helpful if all candidates
had a better idea of the difference between instrument precision and measurement error.
This is often poorly understood. Modifications are not always well described and in
particular it should not always be assumed that the use of data logging equipment can
improve the accuracy of measurements. This would need to be justified by, for instance
reference to the difficulty of recording rapidly changing data. Note that the candidate
carries out the centre-devised plan since the original is dubious but A17 might not be
awarded due to comment (paragraph 7) in plan on comparison of results.
175
176
177
178
179
180
181
182
183
184
185
186
5.1 Consultancy Service

Following feedback from centres, the new consultancy service has been designed to help
teachers with the application of the assessment criteria. By working through exemplars
teachers will be able to have a clear understanding of the application of the assessment
criteria.
What is the service about?
It is an online system where you can view and mark exemplar student work.
Why should I use it?
It is absolutely free.
It provides an opportunity to mark pieces of coursework to gain an understanding of
how to apply the assessment criteria.
It ensures your interpretation of the assessment criteria is accurate in advance of
marking your students work.
You receive commentaries from a senior moderator on the exemplar work when you
complete the exemplar materials exercise.
It is a source of additional support materials for centres in the interpretation and
application of the assessment criteria.
When will it be available?
The consultancy service will be available from 14th November 2011 until 25th March
2012.
Centres must register on OSCA to access the exemplar work.
Once registered the Lead Assessor (or a group of colleagues) can go online and mark
the exemplar work.
Where do I access the work?
The OSCA system is accessed via www.edexcelonline.co.uk
How to use it 3 easy steps
STEP 1: Nominate your centres Lead Assessor for the unit.
The Lead Assessor is defined as the individual with overall responsibility for the
delivery of coursework assessment on a paper. This could be the Head of the
department.
STEP 2: Ensure the Lead Assessor is registered with Edexcel Online. If you are already a
registered centre, contact the Edexcel Online administrator at your centre to set
you up with an account. If your centre is not yet registered, please nominate an
Edexcel Online administrator and ask them to contact us:
by phone: 0844 576 0025
by email: gce.sciences@edexcel.com
ask Edexcel: www.edexcel.com/ask
STEP 3: Register for the consultancy service by selecting OSCA from the Edexcel Online
menu.
Will I gain accreditation by marking the exemplar work?
No. The consultancy service available through OSCA for GCE Biology and Physics is to
provide centres with reference materials, to practise marking and develop an
understanding of standards and assessment.
187
5.2 FAQs
Q. Do I have to use the supplied Record sheets?
A. All centres should use the supplied Record sheets and should not design their own.
Q. Is there any additional training available?
A. Yes, there are Training from Edexcel (TfE) courses available to help teachers assess
these units. Some of these courses are face-to-face meetings with members of our
senior examining team. As many teachers find coming out of school to TfE meetings
difficult, there are also some web-based TfE sessions. Details of TfE courses appear on
the Edexcel website.
Q. Can I submit the work electronically?
A. If you are sending work to Edexcel to be moderated, the work can be submitted
electronically or as hard copy.
Q. Where do I send the coursework?
A. You should receive address labels along with the attendance registers/OPTEMS forms
for each unit. If there is any doubt, the name and address of your moderator/marker
can be found using Edexcel Online.
Q. Im not happy with the marks my students got. Can I get a remark?
A. If you submitted work for moderation, then you cannot query individual students
results you must ask for remoderation of the whole centre (like any other piece of
coursework).
Q. Do I get any feedback on the marking of the reports?
A. If your work was moderated, your centre will receive an E9 moderators report. These
are submitted by the moderator online and can be accessed using Edexcel Online. The
Principal Examiner for this unit will write a report covering aspects of the work noted
across all centres: this will be published on the day results come out. There will also be
feedback TfE events.
188
5.3 Administration of internal assessment

Internal standardisation
Teachers must show clearly how the marks have been awarded in relation to the
assessment criteria. If more than one teacher in a centre is marking students work, there
must be a process of internal standardisation to ensure that there is consistent application
of the assessment criteria.
Authentication
All candidates must sign an authentication statement. Statements relating to work not
sampled should be held securely in your centre.
Those which relate to sampled candidates must be attached to the work and sent to the
moderator. In accordance with a revision to the current Code of Practice, any candidate
unable to provide an authentication statement will receive zero credit for the component.
Where credit has been awarded by a centre-assessor to sampled work without an
accompanying authentication statement, the moderator will inform Edexcel and the mark
will be adjusted to zero.
Further information
For more information on annotation, authentication, mark submission and moderation
procedures, please refer to the Edexcel AS and GCE in Physics: Instructions and
administrative documentation for internally assessed units document, which is available on
the Edexcel website.
For up-to-date advice on teacher involvement, please refer to the Joint Council for
Qualifications (JCQ) Instructions for conducting coursework/portfolio document on the
JCQ website: www.jcq.org.uk.
For up-to-date advice on malpractice and plagiarism, please refer to the Joint Council for
Qualifications Suspected Malpractice in Examinations: Policies and Procedures and the
Joint Council for Qualifications (JCQ) Instructions for conducting coursework/portfolio
documents on the JCQ website: www.jcq.org.uk.
189
GCE Physics 2008 marking grids AS
Ref

Criterion Mark
Criterion
S1
Carries out a visit OR uses library, consulting a minimum of three different sources of information (eg
books/websites/journals/magazines/case study provided by Edexcel/manufacturers data sheets)
S2
S3
S4
S5
S6
States details of visit venue OR provides full details of sources of information

Provides a brief description of the visit OR case study
Makes correct statement on relevant physics principles
Uses relevant specialist terminology correctly
Provides one piece of relevant information (eg data, graph, diagram) that is not mentioned in the
briefing papers for the visit or case study
Briefly discusses context (eg social/environmental/historical)
Comments on implication of physics (eg benefits/risks)
Explains how the practical relates to the visit or case study
S7
S8
S9
Mark
Total marks for this section (9)

B: Planning
Ref
Criterion
P1
P2
P3
Lists all materials required

States how to measure one relevant quantity using the most appropriate instrument
Explains the choice of the measuring instrument with reference to the scale of the instrument as
appropriate and/or the number of measurements to be taken
States how to measure a second relevant quantity using the most appropriate instrument
Explains the choice of the second measuring instrument with reference to the scale of the instrument as
Demonstrates knowledge of correct measuring techniques
States which is the independent and which is the dependent variable
Identifies and states how to control all other relevant variables to make it a fair test
Comments on whether repeat readings are appropriate in this case
Comments on safety
Identifies the main sources of uncertainty and/or systematic error
Draws an appropriately labelled diagram of the apparatus to be used
Plan is well organised and methodical, using an appropriately sequenced step-by-step procedure
P4
P5
P6
P7
P8
P9
P10
P11
P12
P13
P14
Mark

C: Implementation and Measurements
Ref
Criterion
M1
Records all measurements using the correct number of significant figures, tabulating measurements
where appropriate
Obtains an appropriate number of measurements
Obtains measurements over an appropriate range
M2
M3
M4
Mark
D: Analysis
Ref
Criterion
A1
Produces a graph with appropriately labelled axes and with correct units
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11

Draws line of best fit (either a straight line or a smooth curve)
Comments on the trend/pattern obtained
Derives relation between two variables or determines constant
Discusses/uses related physics principles
Attempts to qualitatively consider sources of error
Suggests realistic modifications to reduce error/improve experiment
Mark

E: Report
Ref
Criterion
R1
R2
Summary contains few grammatical or spelling errors

Summary is structured using appropriate subheadings
Total marks for this unit (40)
Mark
GCE Physics 2008 marking grids A2

A: Planning
Ref
P1
P2
P3
P4
P5
P6
P7
P8
P9
P10
P11
P12
P13
P14
P15
P16
Criterion
Mark
Identifies the most appropriate apparatus required for the practical in advance
Provides clear details of apparatus required including approximate dimensions and/or component
values (for example, dimensions of items such as card or string, value of resistor)
Draws an appropriately labelled diagram of the apparatus to be used
States how to measure one quantity using the most appropriate instrument
Explains the choice of the measuring instrument with reference to the scale of the instrument as
States how to measure a second quantity using the most appropriate instrument
Explains the choice of the second measuring instrument with reference to the scale of the
instrument as appropriate and/or the number of measurements to be taken
Demonstrates knowledge of correct measuring techniques
Identifies and states how to control all other relevant quantities to make it a fair test
Comments on whether repeat readings are appropriate for this experiment
Comments on all relevant safety aspects of the experiment
Identifies the main sources of uncertainty and/or systematic error
Plan contains few grammatical or spelling errors
Plan is structured using appropriate subheadings

Ref
M1
M2
M3
M4
M5
M6
Criterion
Records all measurements with appropriate precision, using a table where appropriate
Refers to initial plan while working and modifies if appropriate
Obtains an appropriate number of measurements
Obtains measurements over an appropriate range
Mark
C: Analysis
Ref
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
A12
A13
A14
A15
A16
A17
A18
Criterion
Produces a graph with appropriate axes (including units)
Draws line of best fit (either a straight line or a smooth curve)
Derives relation between two variables or determines constant
Processes and displays data appropriately to obtain a straight line where possible, for example,
using a log/log graph
Uses appropriate number of significant figures throughout
Uses the terms precision and either accuracy or sensitivity appropriately
Discusses more than one source of error qualitatively
Discusses realistic modifications to reduce error/improve experiment
Discusses final conclusion in relation to original aim of experiment
Total marks for this unit (40)
Mark
Internal Assessment Guide GCE Physics
Internal Assessment Guide

GCE Physics
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Internal Assessment Guide GCE Physics

Internal Assessment Guide

GCE Physics 6PH03 (1A & 1B)

For more information on Edexcel and BTEC qualifications

Publication code UA030932

Purpose of the guide

How to use the guide

2 All You Need to Know

Guidance notes for Unit 3

Guidance notes for Unit 6

Exemplar 1 The effect of temperature on the viscosity of honey (18/40)

Exemplar 2 How horizontal distance depends on velocity (26/40)

Exemplar 3 Finding reflective index of Perspex (18/40)

Exemplar 4 Measuring the internal resistance of a solar cell (32/40)

Exemplar 5 Investigating the Youngs modulus of a nylon wire (35/40)

Exemplar 6 Find the Youngs modulus for an aluminium wire (26/40)

Exemplar 1 Damped pendulum (21/40)

Exemplar 3 Low energy light bulbs (24/20)

Exemplar 4 Measuring mass in space (24/40)

Exemplar 5 Measuring mass in space (35/40)

Exemplar 6 Damped pendulum (34/30)

Administration of internal assessment

1.1 Purpose of the guide

AS coursework Unit 3 (6PH03)

A2 coursework Unit 6 (6PH06)

Unit 3: Exploring Physics

Internally or externally assessed

Unit code 6PH03

Unit 6: Experimental Physics

Internally or externally assessed

Unit code 6PH06

As well as comprehensive guidance on the implementation of the units, the document

comments on the assessment criteria from the Principal Moderator

six examples of coursework from different topics for each unit

FAQs and information on Edexcels Consultancy Service.

1.2 How to use the guide

Keep the guide as a go to resource for quick information on internal assessment.

2.1 Overview of Unit 3

summarising details of a visit or case study

implementation and recording of measurements

analysis of results and drawing conclusions.

2.2 Guidance notes for Unit 3

2.3 Marking Unit 3

Planning criteria must only be awarded in the planning section.

A: Summary of case study or physics-based visit

Carries out a visit OR uses library,

Statement that a visit carried out or

States details of visit venue OR provides

Sufficiently detailed to find the source,

Provides a brief description of the visit OR

Statement of what they looked at/will

Makes correct statement on relevant

One correct statement of physics

Uses relevant specialist terminology

Any incorrect use of physics language

Provides one piece of relevant information

Centres should provide briefing sheets

Briefly discusses context (eg

One example of social/environmental/

Comments on implication of physics (eg

Either/or benefits/risks linked to

Explains how the practical relates to the

This could be in the experiment.