Support Materials

GCE Physics A H158/H558:

Version 1.1

AS/A Level Physics A

Practical Skills Handbook

AS/A Level GCE

Practical Skills Handbook
GCE Physics A
OCR Advanced Subsidiary GCE in Physics A H158
OCR Advanced GCE in Physics A H558
This Practical Skills Handbook is designed to accompany the OCR Advanced Subsidiary
GCE and Advanced GCE specifications in Physics A for teaching from September 2008.

OCR will update this document on a regular basis. Please check the OCR website
(www.ocr.org.uk) to ensure that you are using the latest version.

OCR 2008
GCE Physics

Contents
Contents

Introduction

The assessment model

Summary of the model

Downloading Practical Skills tasks
Administration and regulations
Marking advice for teachers

5
8
11
15

General requirements for AS and A2 practical work

16

Skill development

16

Practical work for AS Unit G483

18

Practical work for A2 Unit G486

20

Apparatus list for Units G483 and G486

21

Resources

22

General resources

22

Health & Safety

23

FAQs

24

10

Helpful Guide on Practical Skills

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GCE Physics

Introduction

New GCE A/AS specifications in Physics have been introduced for teaching from September 2008.
The new specifications are set out as units, subdivided into teaching modules. Each teaching unit
is assessed by its associated unit of assessment. Guidance notes are provided within
specifications to assist teachers in understanding the requirements of each unit.
This Handbook plays a secondary role to the Specification itself. The specification is the document
on which assessment is based and this Handbook is intended to elaborate on the content of the
specification to clarify how skills are assessed and what practical experience is necessary to
support an assessment. The Practical Skills Handbook should therefore be read in conjunction with
the Specification.
During their study of Physics, students are expected to acquire experience of planning, carryingout, interpreting, analysing and evaluating experiments and it is important to recognise that these
aspects of practical work require both teaching and continuing practice. Experience has shown that
evaluating experiments and suggesting improvements to the procedures employed is a difficult skill
for students to master.
Planning skills will not be directly examined as part of centre-based assessment but may be tested
within the theory papers at both AS and A2 levels. Candidates will need to describe experimental
procedures and observations. Other skills will be internally assessed by the centre using the
scheme shown on the next page.

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GCE Physics

The assessment model

Summary of the model

Practical and investigative skills developed within contexts encountered during Advanced
Subsidiary GCE Physics (for Unit G483) or Advanced GCE Physics (for Unit G486) are assessed
by means of three types of task (Qualitative, Quantitative and Evaluative) at each level.
Thus, candidates are required to carry out three tasks at AS and three tasks at A2:
1.

Qualitative task

[10 marks]

2.

Quantitative task

[20 marks]

3.

Evaluative task

[10 marks]

Tasks will be chosen from a selection provided by OCR via the secure Interchange website.
Initially, a choice of three Tasks will be offered for each type. All Tasks will be refreshed or replaced
each year and additional tasks may be made available. They will be available until 15th May in
each year. Tasks for the following year will be available from early June.
The Qualitative and Quantitative tasks will test skills of observation, recording and reaching valid
conclusions.
The Evaluative task will test the ability to analyse and evaluate the procedures followed and/or the
measurements made. Candidates may also be asked to suggest simple improvements that would
increase the reliability or accuracy of an experiment. The Evaluative task will be linked to the
Quantitative experiment but no further data collection will be required. Any additional data required
will be supplied within the Evaluative task.
Candidates carry out all of their assessed tasks under direct teacher supervision.
Each task is internally assessed using a mark scheme provided by OCR via the Interchange
website.
Candidates may attempt more than one task from each task type with the best mark from
each type being used to make up the overall mark. A candidate is only permitted one
attempt at each task.
For each candidate, centres will supply OCR with a single mark out of 40.
Each practical skills unit is teacher assessed and externally moderated by OCR.
Although practical tasks can be used throughout the year, entry for the AS and the A2 practical
skills units is available only in the June session of each year.

Qualitative /10
Quantitative /20

Total/40

OCR

Evaluative /10
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The mark schemes supplied by OCR will be based on the following criteria:
Assessable learning outcomes
1.

2.

3.

Qualitative Task
Candidates carry out a practical task using
instructions supplied by OCR.

Quantitative Task
Candidates carry out a practical task using
instructions supplied by OCR.

Evaluative Task

This task may extend a quantitative task.

Candidates will evaluate the quality of the
data and procedures.
Evaluative tasks will not require additional
data collection.

Candidates should be able to:

(a) demonstrate skilful and safe practical
techniques using suitable qualitative
methods;
(b) make, record and communicate valid
observations;
organise results suitably.
Candidates should be able to:
(a) demonstrate and describe safe and skilful
practical techniques for a quantitative
experiment;
(b) make, record and communicate reliable
measurements with appropriate precision and
accuracy;
(c) analyse the experimental results;
(d) Interpret and explain the experimental
results.
Candidates should be able to:
(a) evaluate the results ad their impact on the
experimental methodology;
(b) assess the reliability and accuracy of the
experiment by calculating percentage
differences and uncertainties;
(c) evaluate the methodology with a view to
improving experimental precision and
accuracy;
(d) identify weaknesses in experimental
methodology and measurements;
(e) understand and suggest improvements to the
experimental procedures and measurements.

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The assessment of practical skills will include the following qualities which will need to be
developed before candidates carry out the practical tasks.

Strand A

Strand B

Strand C

Quality A1
Demonstrate skilful and safe practical
techniques using suitable qualitative
methods.

Quality A2
Demonstrate skilful and safe practical
techniques using suitable quantitative
methods.

Quality B1
Make, record and communicate valid
observations;
organise results suitably.

Quality B2
Make and record accurate measurements
to an appropriate precision.

Quality C1
Recognise and interpret data,
identify anomalies and reach valid
conclusions.

Quality C2
Analyse, interpret and evaluate
experimentally derived results quantitatively
to reach valid conclusions.

Quality C3
Assess the reliability and accuracy of
an experimental task;
Identify significant weaknesses in
experimental procedures and
measurements.

Quality C4
Understand and select simple
improvements to the experimental
procedures and measurements.

The qualities assessed by each task type, Qualitative, Quantitative and Evaluative, are shown
below.
G483: AS Task Types
Task type
Qualitative
Quantitative
Evaluative
TOTAL

A1
3

A2

B1
3

Quality
B2
C1

C2

C3

C4

C3

C4

Assessment outcome
AO1
AO2
AO3
10
2
3
5
2
3
5

Total
10
20
10
40

G486: A2 Task Types

Task type
Qualitative
Quantitative
Evaluative
TOTAL

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GCE Physics

A1
3

A2
3

B1
3

Quality
B2
C1

C2

Assessment outcome
AO1
AO2
AO3
10
2
3
5
2
3
5

Total
10
20
10
40

Downloading Practical Skills tasks

Tasks, Mark Schemes, and Instructions for Teachers and Technicians are provided to centres (as
separate PDF files combined into one zip file) via OCRs secure website, Interchange
(https://interchange.ocr.org.uk).
Copies of the Practical Skills Handbook and coursework forms are also available via Interchange
and OCRs public website (www.ocr.org.uk ).
(PDF files require the use of adobe acrobat reader. Free copies of acrobat reader are
available from http://www.adobe.com/uk/products/acrobat; if you use Windows 95, 98, ME,
or NT, a zip program such as WinZip or PKZip can be used to extract the files. Windows XP
has a built-in zip extractor.)

How to use OCR Interchange

OCR Interchange is a secure extranet enabling registered users to administer qualifications on-line.
Your Examinations Officer is probably using OCR Interchange to administer qualifications already.
If this is not the case, then your centre will need to register.
Your Examinations Officer will be able to:
download the relevant documents for you by adding the role of Science Coordinator to
their other roles or
make you a New User (Science Coordinator role) so that you can access the GCE Physics
A pages and download documents when you need them.
The website address for Interchange is:
https://interchange.ocr.org.uk
The teacher who has downloaded these materials is responsible for ensuring that they are stored
securely so that students do not have the opportunity to access them. A record should be kept of
the dates on which materials are downloaded.
Distribution of the Practical Tasks is limited to those students who are currently undertaking that
Task. Task sheets should be photocopied and issued to students at the start of the Task. They
must be counted out and in; numbering the documents may help to keep track of them.
All unused Tasks and candidates scripts must be collected after the assessment and stored
securely or destroyed. Candidates must not take Tasks out of the room where assessments are
taking place.
Under no circumstances can candidates be allowed to see the mark schemes.

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Science Materials pages are arranged according to qualification level and subject (see below).

Qualification
level

General GCE
information

Subject
(click to view)

The user simply clicks on the relevant link to access the relevant subject material. Any important
notices are shown at the top of the page along with useful supporting materials (e.g. the
specification, the Practical Skills Handbook, forms) and a Getting started file (which includes an
Abstract and title for each assessment task for the current assessment year). Tasks are arranged
according to level and type (Qualitative, Quantitative and Evaluative, see below). Hovering the
mouse pointer over a Task or document link generates a summary of the file.

Important notices
appear in a box here

Additional information

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GCE Physics

Supporting materials for

download, e.g. forms,
specification, Practical Skills
Handbook, Getting Started file

Zipped Tasks
for download

Simply clicking on the Task link allows you to download the zipped material to your desktop. The
zip file contains everything you need to complete the task (instructions, task and mark scheme). All
files have a unique name so there is no danger of overwriting material on your computer.

Document summary
(activated by
hovering the mouse
pointer over a link)

E-mail updates
To be notified by e-mail when changes are made to the GCE Physics A page on Interchange
please e-mail [email protected] including your centre number, a contact name and the
subject line GCE Physics A.

Registering for Interchange

If your Examinations Officer is not already a registered user of Interchange then he/she will need to
register before the Physics A Tasks can be downloaded.
This is a straightforward process:
Go to the website https://interchange.ocr.org.uk;
The first page has a New User section;
Click on Sign Up to access the OCR Interchange Agreement Form 1;
Download this document and fill in your details;
Return form by post to OCR Customer Contact Centre, Westwood Way, Coventry, CV4
8JQ or fax the form back to 024 76 851633;
OCR will then contact the Head of centre with the details needed for the Examinations
Officer to access OCR Interchange.

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Administration and regulations

Availability of Tasks
Mark schemes, Tasks and Instructions will be available until 15 May in each year. Tasks for the
following year will be available from early June.
It is intended that Tasks should form part of the normal teaching programme and so may be taken
by students at any time during the year. Where possible, a Task should be administered
immediately after the knowledge, understanding and skills required for the Task have been taught.
Level

Unit & Task

First Tasks on
Interchange by

Coursework
submission date

AS

G483
Qualitative x 3
Quantitative x 3
Evaluative x 3

June 2008

15 May each year from

2009

A2

G486
Qualitative x 3
Quantitative x 3
Evaluative x 3

June 2009

15 May each year from

2010

Security
It is the responsibility of the centre to ensure that downloaded Tasks, mark schemes,
instructions (including any copies made of these documents), and candidates scripts are
stored securely. Any breach in security should be reported to OCR as soon as possible by
submitting a written report (a blank report form is available on Interchange) from the Head
of centre to the Subject Officer detailing the circumstances, the students concerned and
any action taken.
The instructions for each assessed Task contain information to allow teachers to check the
availability of the necessary apparatus and the construction of any specific items of apparatus.
Tasks, mark schemes and instructions can be downloaded at any time as long as they are
kept secure. No information must be given either directly or indirectly to students relating
to the content of the Tasks or the marking.
Candidates scripts for all completed Tasks must be stored securely and they should be available
for moderation. It is suggested that they are destroyed after the last date for result enquiries
following the examination series in which entries for the units concerned are made.

How to use the Tasks

There are at least three Tasks available of each type: Quantitative, Qualitative and Evaluative.
These may be used in a variety of ways. For example, students may complete all three of the
Quantitative Tasks and the teacher can then submit the best mark. Alternatively, the teacher may
use the first Task for formative assessment, the second for submission of marks and keep the third
in reserve in case a particular student does not perform well on the second Task.

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A candidate is not permitted to have more than one attempt at a single Task, or to re-write or
change a Task once it has been submitted to the teacher for marking.

The experiments
The experiments used in the Tasks have been trialled. The Instructions provided should ensure
that the students are able to collect appropriate data in the time available. However, it is vital that
the teacher trials the Tasks before they are attempted by the students to ensure that:

appropriate materials and equipment are available;

the experiment works and generates the expected data.

On some occasions it may be necessary to provide a data set against which students results can
be compared. In such cases this requirement will be stated in the Instructions for Teachers and
Technicians.

Teachers may make appropriate changes to the materials and apparatus listed in the Instructions
where these make provision easier/cheaper and they have no impact on the outcome, or demand,
of the experiment. Other changes can be made to, for example, resistor values for particular meter
ranges in order to make the experiment work as intended and to ensure that students are able to
make appropriate observations/measurements. All such changes may be made without OCRs
approval, but details must be retained and made available to the Moderator when work is
submitted.
Details of changes made must be notified to OCR by e-mail to [email protected].
Remember to include the centre number on all e-mails.
We will acknowledge all e-mails but will only respond in detail where there are concerns over
suggested modifications. OCR may update the materials on the Interchange website where this is
appropriate. If there are any issues with any of the experiments that cannot be satisfactorily
resolved by the centre, details should be provided to OCR using the same e-mail address.

Centres with more than one teaching group

It is recognised that some centres are likely to have more than one group with lessons timetabled
at different times. In these circumstances, centres are asked to ensure that a particular Task is
carried out by all the groups in as short a period as possible.

Absence at the time of an assessment

If a candidate is absent from a centre when an assessment is carried out, the Task may be set at
an alternative time provided that the centre is satisfied that security has been maintained by
keeping all materials secure.

Candidates with Access requirements

Candidates who are eligible for access arrangements and need additional time for the Evaluative
task may be given up to 25% extra time and their name should be recorded on the Interchange
Access Arrangements site. Where other access arrangements are required, applications should be
made to OCR at the beginning of the course using the standard forms and procedures in the Joint
Council regulations and guidance document. However, it should be remembered that these Tasks
are intended to assess practical skills. Credit is given to those skills which the candidate has
performed independently. The Disability Discrimination Act lays no duty on awarding bodies to
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make reasonable adjustments with respect to the application of a competence standard or, in this
case, the assessment objective being tested.

Unexpected circumstances
If an unexpected problem (such as a fire alarm or other circumstance beyond the teachers control)
occurs while an assessed practical Task is taking place, the Task may be resumed subsequently
provided the teacher ensures that no student is likely to have been advantaged or disadvantaged
by doing so.

Support allowed for students

All practical Tasks will be accompanied by appropriate instructions. Teachers may provide
additional safety instructions (including written advice) if this is felt to be necessary.
Students will not be permitted to refer to their class notes or to books during the Task
except where specifically indicated on the Task cover sheet and Instructions.
If it becomes necessary for a teacher to provide a candidate with assistance during the course of a
practical Task, the work may still be marked alongside the work of other candidates but the Task
sheet must be annotated to indicate the assistance given. The teacher should use their
professional judgement to award marks appropriately.

Supervision
All Tasks must be carried out under the direct supervision of the teacher. However, they are not
practical examinations and there is no requirement for examination conditions to be imposed.
Students may need to interact as they collect materials or use particular pieces of apparatus, but
the teacher should set up the Tasks so that this interaction is kept to a minimum. The teacher must
ensure that students do not copy from, or assist, each other so that s/he can with confidence
authenticate the work of each student.

Authentication
It is the responsibility of the centre to ensure that the work submitted for assessment is that of the
candidate involved.

Group work
Students must work individually to collect their own data. However, where a Task requires the
collection of a large data set, instructions may include the pooling of data from a number of
students and each student will then work with the same large data set. It will always be expected
that each candidate contributes his/her data to the pool. In some cases students may need to
share equipment or apparatus and the centre must make arrangements for this to take place
without disadvantaging any students.

Time allowed for Tasks

Quantitative and Qualitative Tasks are not time restricted: most have been designed to be
conducted in a single practical session lasting about an hour. However, there may be a number of
circumstances in which it is not possible to complete the work in the time available; for example,
there may be difficulties with the experiment, a fire alarm or shortage of equipments. In such cases,
students work should be collected in and issued to them again at the start of the next lesson. They
must not take the work away with them or complete it without supervision.
Evaluative Tasks should be completed within 1 hour.

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Students with special requirements requiring additional time may be given the time without
reference to OCR.
Some Qualitative and Quantitative Tasks may require the use of two practical sessions. Where this
is the case, the Task may be divided to allow a convenient point at which the experiment can be
set aside for completion in the second session. In such cases the student Task sheets may be
provided in two sections.
In these circumstances, teachers must:

issue only the first section of the student Task sheet in the first session;

collect in all the students work once the first session is finished;

keep the candidates Tasks in a secure place prior to the next session;

return the Tasks to the candidates at the start of the second session and issue the second
section of the Task Sheets.

Submission date for work

Candidates marks must be despatched to the Moderator and to OCR to arrive by 15 May in the
year of the examination.
The following forms (available both from Interchange and www.ocr.org.uk ) must be included with
the submitted marks:

Centre authentication sheet (CCS160);

Details of any changes made to the experiments. (Changes can be marked up on a blank
copy of the Task or Instruction sheet);

Specimen sets of results for each qualitative and quantitative task used;

The Moderator will ask for a sample of work. If there are ten or fewer candidates at the
centre, all work submitted should be sent to the Moderator to arrive by 15 May.

Internal standardisation
A centre must set up an internal standardisation procedure to ensure that all teachers at the centre
are applying the mark schemes in the same way. This procedure could include double marking of a
sample of candidates, or the remarking of work by a senior member of staff.

Coursework consultancy
OCR offers a coursework consultancy service whereby centres can send up to four photocopies of
marked work to OCR for commentary by a senior Moderator. If a centre wishes to make use of this
service, work should be submitted to OCR no less than 8 weeks before the coursework submission
date (15 May). The coursework enquiry forms are available at www.ocr.org.uk and on Interchange.

Repeating Tasks
Candidates can only attempt a Task once. However, if they score poorly on a Task they may take
another Task from within that Task-type

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Marking advice for teachers

The marking schemes provided to centres have been made as explicit and as easy to apply as
possible. Teachers should note that the mark schemes are not hierarchical. A measure of
professional judgement may sometimes be necessary.
Once the work has been collected in, it must be marked by the teacher as it stands. Under no
circumstances can a candidate be allowed to change or elaborate on an answer.
Teachers are reminded that it is possible for a student to be assessed on another occasion using a
different Task and that the best mark achieved for each Task type should be submitted. It is
appropriate for the teacher to provide feedback to explain how the work could have been improved
although details of the mark scheme must not be directly communicated to the student.
Mark Tasks clearly, in red ink, and in accordance with the Task-specific mark scheme. Annotation
can help the Moderator and staff in the centre who are checking the marking as part of internal
standardisation.
Useful annotations consist of:

ticks and crosses against responses to show where marks have been earned or not earned;
specific words or phrases to confirm why a mark has been earned or indicate why a mark
has not been earned (e.g. indicate an omission).

Where a student has given an answer not covered by the mark scheme, the teacher should use
his/her professional judgement to decide whether the answer is worthy of credit. If it is, then the
script should be annotated accordingly and the mark(s) awarded.

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15

General requirements for AS and A2

practical work

Suggested practical activities have been included within the specification at the end of each
module. Whilst carrying out these practice experiments during the course is not a requirement, their
purpose is to ensure that the skills required for assessment will have been covered. Alternative
experiments may be chosen but centres should be careful to consider whether sufficient
experience will have been provided for students prior to the use of the assessed Tasks.

Skill development
There are generic skills which should be developed during the study of AS and A2 Physics. The
sophistication required of students should increase throughout the course, partly as their practical
experience grows but also through the extra demands expected by more complex experiments.
General
At both levels, the course aims to provide candidates with the opportunity to:

develop good laboratory technique;

make and record accurate measurements and observations;
interpret the results of experiments to form theories or conclusions;
establish whether data collected from experiments is valid and reliable;
evaluate experimental technique and scientific method in light of practical experience;
gain a knowledge of laboratory safety.

In teaching, teachers should focus on the key areas above whilst developing the candidates skills
through a coherent practical programme.
In carrying out practical Tasks, candidates should acquire the necessary experience to be able to
carry out the Qualitative, Quantitative and Evaluative Tasks that will be tested by the assessed
Tasks.
Qualitative Tasks
Candidates should be able to:

16

identify any safety considerations;

use appropriate techniques, and apparatus to complete suitable activities;
manipulate standard laboratory apparatus safely and with confidence to produce accurate
data;
record all suitable observations and data in an appropriate format and to an appropriate
degree of accuracy, taking into consideration the apparatus used;
use and record the correct units for all measurements taken;
provide simple conclusions based on the observations made.
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GCE Physics

Quantitative Tasks
Candidates should be able to:

carry out quantitative experiments with appropriate care and precision;

make and record measurements reliably and accurately;
perform calculations, based on their practical work;
use units accurately;
use appropriate numbers of significant figures consistent with their least accurate
measurement;
construct and interpret appropriate graphs from data collected or provided;
reach a valid conclusion based upon the data obtained from experiments.

Evaluative Tasks
Candidates should be able to:

recognise anomalous results on the basis of measurements taken or provided;

identify the limitations of accuracy in experimental procedures;
recognise that some uncertainties may be inherent in the apparatus used;
calculate percentage uncertainties involved in measurements taken;
evaluate both the procedural and measurement errors associated with a particular
experiment and comment on the most significant errors;
suggest sensible improvements to experimental procedures and the taking of
measurements based on their laboratory experience.

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GCE Physics

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Practical work for AS Unit G483

This section provides a summary of the practical experience and skills that will be acquired by the
use of the experiments suggested in the modules or by the use of equivalent Tasks devised by the
centre.

Unit G481

Mechanics

There are opportunities for candidates to investigate the motion of objects (gliders, trolleys, etc)
using ticker timers, light gates, data-loggers and video techniques. There are also opportunities for
candidates to develop skills in recording, analysing and evaluating primary data.

Study vector addition of two coplanar forces using force-meters and masses.
Determine the average speed of cars and people.
Use a motion sensor to analyse displacement-time graphs.
Use a trolley on a ramp and either light-gates or ticker tape to find acceleration or to show
displacement time2.
Determine the acceleration of free fall using trapdoor and electromagnet arrangement or
video technique.
Use a ball bearing and a ramp to study projectile motion.
Determine the initial speed of water from a water hose or jet using the physics of projectiles.
Use a falling mass to find the acceleration of a trolley or a glider using light-gates, motion
sensor or ticker tape.
Use a video camera or a data-logger to analyse the motion of a falling parachute or a glider
with a sail on a linear air track.
Investigate the motion of a ball bearing falling vertically in oil or water.
Determine the terminal velocity of parachutes of different size and mass.
Locate the centre of gravity of various objects.
Apply the principle of moments for a horizontally loaded bridge (metre rule).
Use two bathroom scales and a plank to determine the centre of gravity of a person.
Design an effective crumple zone for a trolley using paper and cardboard.
Use the principle of conservation of energy to find the speed of a toy car rolling down a
plastic track.
Determine the average power of a person climbing a flight of stairs.
Determine the power generated by arm muscles when repeatedly lifting known weights
through a certain vertical distance.
Find the relationship between force and extension for a single spring, springs in series and
springs in parallel.
Plot force against extension graphs for a rubber band, polythene strip, etc.
Determine the Young modulus of metal, eg copper or steel.
Determine the ultimate tensile strength (UTS) or the breaking stress of a metal such as
copper or aluminium.
Design a safe rollercoaster.

Unit G482

Electrons, Waves and Photons

Students are given practice at developing skills for the qualitative tasks, quantitative tasks and the
evaluative tasks.

18

verifying Kirchhoffs first law using ammeters.

observing the conduction of coloured salts.
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GCE Physics

Investigate the factors that determine resistance including the effect of temperature.
Determine the resistivity of a metal.
Use the resistivity equation to estimate the thickness of a pencil line.
Investigate the variation of resistance of a thermistor with temperature.
Investigate energy transferred by components using a joulemeter or data-logger.
Use a calibrated light-meter to plot the variation of resistance of an LDR against intensity.
Determine the internal resistance of a chemical cell.
Use a potential divider circuit to show the validity of the potential divider equation.
Design a light-sensing circuit based on a potential divider with a light-dependent resistor.
Design a temperature-sensor based on a potential divider with a thermistor.
Monitor the output potential difference from either light-sensors or temperature-sensors
using a data-logger.
Determine the wavelength of light from different LEDs using the equation.
Observe diffraction rings for light passing through a tiny hole.
Demonstrate the diffraction of electrons by graphite.
Observe emission line spectra from different discharge tubes.

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Practical work for A2 Unit G486

This section provides a summary of the practical experience and skills that will be acquired by the
use of the experiments suggested in the modules or by the use of equivalent Tasks devised by the
centre.
It should be noted that the practical experience acquired at AS may be tested at A2.

Unit G484

The Newtonian World

Students are given practice at developing skills for the qualitative tasks, quantitative tasks and the
evaluative tasks.
There are opportunities for candidates to investigate collisions between objects (gliders,
trolleys etc) using ticker timers, light gates and data-logging techniques.
There are also opportunities for the candidates to develop skills in recording, analysing and
evaluating primary data (HSW 5).
Use a motion sensor to demonstrate Newtons 2nd law.
Carry out an experiment to show total initial momentum = total final momentum using
trolleys or gliders.
Find the initial velocity of an air-gun pellet or a dart using a glider and light gates.
Demonstrate elastic and inelastic collisions using plastic super balls and squash balls.
Carry out experiments involving collisions of trolleys or gliders.
Carry out an experiment to show force speed2 for a whirling bung.
A ball on a rotating turntable and a projector can be used to illustrate simple harmonic
motion.
Bartons pendulums can be used to show resonance.
Investigate the forced oscillations of a spring-mass system.
Use an electrical method to find the specific heat capacity of a substance like aluminum, or
water.
Determine the specific heat capacity of water using method of mixtures.
Determine the specific heat capacity of a metal block by heating the block and immersing it
into water.
Investigate the relationship between pressure exerted by a gas and its volume (Boyles
law).

Unit G485

Fields, Particles and Frontiers of Physics

Students are given practice at developing skills for the qualitative tasks, quantitative tasks and the
evaluative tasks.

20

Investigate factors affecting the magnetic force on a current-carrying conductor placed in a

uniform magnetic field.
Use a current-balance to determine the magnetic flux density between the poles of a
magnet.
Investigate different ways of inducing an e.m.f. in a coil.
Make a transformer using insulated copper wire and an iron rod.
Use a dual-beam oscilloscope to verify the turns-ratio equation for a transformer.
Use a multimeter set on capacitance to verify the rules for capacitors is series and parallel
Use an e.h.t. supply, parallel plates and a coulombmeter to show Q = VC .
Plot discharge curves for different values of time constants.
Determine the capacitance of a capacitor from a discharge curve.
Investigate the factors that affect the time constant of a CR circuit.
OCR 2008
GCE Physics

There are opportunities for students to develop skills in recording, analysing and evaluating primary
data.
Study the absorption of -particles, -particles and -rays by appropriate materials.
Deflect beta-particles in magnetic field.
Deflect beta-particles in an electric field.
Carry out a simulation of radioactive decay of nuclei using small cubes or dice.
Determine the half-life of an isotope such as protactinium.
Use a spreadsheet to simulate exponential-decay.

Apparatus list for Units G483 and G486

The specification provides a good indication of typical apparatus requirements for practical work.
Some special items may be needed for individual practical tasks.

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GCE Physics

21

Resources

General resources
There are many resources available to help teachers provide support to students. These include
both books and websites.
The OCR website www.ocr.org.uk contains marked exemplar material from trials held in a
number of centres.
Other useful websites are:

the Institute of Physics at www.physics.org

the ASE at www.schoolscience.co.uk

INSET
OCR runs INSET courses every year, primarily in the Autumn term, and these include sessions
either wholly or partly to support internally assessed Tasks. More details about INSET provision are
available at www.ocr.org.uk
Coursework consultancy
OCR offers a coursework consultancy service whereby centres can send up to four photocopies of
marked work to OCR for commentary by a senior Moderator. If a centre wishes to make use of this
service, work should be submitted to OCR no less than 8 weeks before the coursework submission
date (15 May). The coursework enquiry forms are available at www.ocr.org.uk and on Interchange.

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Health & Safety

Useful information can be found at www.cleapss.org.uk

In UK law, health and safety is the responsibility of the employer. For most establishments entering
candidates for AS and Advanced GCE this is likely to be the education authority or the governing
body. Employees, i.e. teachers and lecturers, have a duty to cooperate with their employer on
health and safety matters. Various regulations, but especially the COSHH Regulations 1996 and
the Management of Health and Safety at Work Regulations 1992, require that before any activity
involving a hazardous procedure or harmful micro-organisms is carried out, or hazardous
chemicals are used or made, the employer must provide a risk assessment. A useful summary of
the requirements for risk assessment in school or college science can be found in Chapter 4 of
Safety in Science Education (see below). For members, the CLEAPSS guide, Managing Risk
Assessment in Science offers detailed advice. Most education employers have adopted a range of
nationally available publications as the basis for their Model Risk Assessments. Those commonly
used include:

Safety in Science Education, DfEE, 1996, HMSO, ISBN 0 11 270915 X;

Safeguards in the School Laboratory, 10th edition, 1996, ASE ISBN 0 86357 250 2;

Hazcards, 1995, CLEAPSS School Science Service*;

Laboratory Handbook, 1988-97, CLEAPSS School Science Service*;

Topics in Safety, 2nd edition, 1988, ASE ISBN 0 86357 104 2;

Safety Reprints, 1996 edition, ASE ISBN 0 86357 246 4.

Hazardous Chemicals, A Manual for Science Education, 1997, SSERC Limited

ISBN 0 9531776 0 2

Where an employer has adopted these or other publications as the basis of their model risk
assessments, an individual school or college then has to review them, to see if there is a need to
modify or adapt them in some way to suit the particular conditions of the establishment.
Such adaptations might include a reduced scale of working, deciding that the fume cupboard
provision was inadequate or the skills of the candidates were insufficient to attempt particular
activities safely. The significant findings of such risk assessment should then be recorded, for
example on schemes of work, published teachers guides, work sheets, etc. There is no specific
legal requirement that detailed risk assessment forms should be completed, although a few
employers require this.
Where project work or individual investigations, sometimes linked to work-related activities, are
included in specifications this may well lead to the use of novel procedures, chemicals or microorganisms, which are not covered by the employers model risk assessments. The employer should
have given guidance on how to proceed in such cases. Often, for members, it will involve
contacting CLEAPSS (or, in Scotland, SSERC).

OCR 2008
GCE Physics

23

FAQs

When are Tasks available?

At AS, for the June 2009 session: Tasks, Instructions and Mark Schemes will be available from
early June until 15 May. For future sessions (June 2010 onwards) Tasks and Instructions will be
available from early June until 15 May; Mark Schemes will be available by 1 September until 15
May.
At A2, for the June 2010 session: Tasks, Instructions and Mark Schemes will be available from
early June until 15 May. For future sessions (June 2011 onwards) Tasks and Instructions will be
available from early June until 15 May; Mark Schemes will be available by 1 September until 15
May.
Can I do the course in a linear way?
Yes. But the practical tasks must be taken by candidates in the period for which they are valid. For
instance a school could undertake an AS Qualitative and Quantitative task in the period 1 June
2008 to 14 May 2009 and an AS Evaluative Task in the period 1 June 2009 to 14 May 2010 and
submit for AS aggregation in the June 2010 session.
How many Tasks does a student have to complete?
Just one from each of the Qualitative, Quantitative and Evaluative Task types at AS and the same
for A2. If they do more than one of a Task type, the best mark should be submitted to OCR.
Can I modify the Task due to equipment shortages at my school?
Yes (for Qualitative and Quantitative Tasks). Provided that the nature of the experiment and the
results obtained by students are not affected. Details of such changes must be provided to the
Moderator. Details of changes made must be notified to OCR by e-mail to
[email protected]
OCR will acknowledge all e-mails but will only respond in detail (within 4 weeks of
acknowledgement of receipt from OCR)where there are concerns over suggested modifications.
Remember to include the centre number on all e-mails. OCR may update the materials on the
Interchange website where this is appropriate. If there are any issues with any of the experiments
that cannot be satisfactorily resolved by the centre, details should be provided to OCR using
the same e-mail address ([email protected]).
Centres should retain copies of any correspondence with OCR and forward copies to the
Moderator with the sample of candidate work.
No (for Evaluative Tasks). Tasks must be given to students exactly as supplied from OCR.
Can I devise my own Tasks?
Only the Tasks available on Interchange can be used for assessment purposes in that year. If you
have a suggestion for a new Task please contact the Subject Officer.
Is there a time limit for students completing a Task?
Quantitative and Qualitative Tasks are not time restricted: most have been designed to be
conducted in a single practical session lasting about an hour. However, there may be a number of
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circumstances in which it is not possible to complete the work in the time available; for example,
there may be difficulties with the experiment, a fire alarm or shortage of equipments. In such cases,
students work should be collected in and issued to them again at the start of the next lesson. They
must not take the work away with them or complete it without supervision.
Evaluative Tasks should be completed within 1 hour.
However, students who are eligible for access arrangements and need additional time may be
given up to 25% extra time and their name should be recorded on the Interchange Access
Arrangements site. Where other access arrangements are required applications should be made to
OCR at the beginning of the course.
Can students take Tasks home to complete?
No. The Tasks have to be completed in lesson time under controlled conditions, under the direct
supervision of the teacher.
What can students bring into class to help them do a Task?
In most cases no additional materials will be permitted. If they are, then the front page of the Task
will always indicate this.
Can students word process their work and use ICT to draw graphs?
No. Students must write their answers and plot any graphs in the spaces provided on the Task
sheet.
Can additional answer sheets be supplied to students?
Yes. Any additional answer sheets used by students should be stapled securely to the completed
Task sheet.
Can students do research in lesson time and if so can they be given suitable stimulus
material by the teacher?
No. All the assessment material required for the Task is available from Interchange.
What should I do if there is evidence of students producing identical work?
The teacher is required to authenticate the work and the marks awarded for each student. Where
the teacher is not prepared to authenticate the work, marks should not be submitted.
Are students able to copy sections straight from a book or a website?
This will very rarely be appropriate and only where Tasks require the use of reference books or
websites. The front page of the Task will always specify whether or not extra material, such as
reference books, is required by students.
What happens if the experiment does not work?
All Tasks should be trialled by the teacher before they are given to students to use towards their
assessment. If the trialling shows a possible problem with the Task you should contact the Subject
Officer via e-mail at [email protected] as soon as possible. A response will be
provided within two weeks of confirmation of receipt.

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GCE Physics

25

My students have attempted a Task but they didnt do very well. What can I do?
Students will not do well unless they are taught the skills needed. Give the students some feedback
and then give them another Task to do. Make sure they understand what is required for the Task
type.
Can students draft and redraft Tasks?
No. Students must submit their original piece of work. If this is unsatisfactory, for any reason, the
student should attempt another Task.
Can students repeat a Task?
No. Tasks must be attempted by students only once. If a student wishes to improve their
performance they may take another Task within that Task type, e.g. Qualitative Tasks. The teacher
may give formative feedback on the completed Task.
Can I resubmit a Task on a subsequent occasion?
Yes. However, the marks confirmed by the Moderator when the Task was first submitted cannot be
carried forward. Teachers will be able to remark the Task in light of any comments made by the
original Moderator and it will be re-moderated when it is re-submitted (for example a student may
have performed well in their Qualitative and Quantitative Tasks in June 2009 and re-submit them
for Moderation with a new Evaluative Task in June 2010 chosen from the Evaluative Tasks
available for assessment in the June 2010 session).
Can I use a Task for skill development/formative assessment?
Yes. However, teachers should remember that there are limited numbers of Tasks available for
assessment but the same security procedures must be followed as if it was an assessed Task. If
the task is used for formative assessment it cannot then be used as an assessed task. The
Practical Skills Handbook identifies the skills needed so you could amend current in-house
practicals to train your students in the skills they need. The Specimen Assessment Materials are
also available and provide a useful teaching tool to prepare students for Practical Skills
assessment.
Can I tell students their mark for the Task?
Yes. But the marked Task must not be given back to or shown to the student. The students must
also be told that this is a provisional mark, subject to moderation.
What feedback can I give to a student?
Formative feedback is important. Feedback specific to the completed Task must not be given.
General feedback on how the student could improve at that particular Task type can be given.
Students must not be given the opportunity to add to or improve the work.
Can I award half marks?
No. Only whole marks should be awarded for responses that match the specific mark scheme for
the Task. If in your professional judgement you are unsure that a response is credit worthy you
should not award the mark.
Can I get guidance on my marking?
Yes. OCR offers a coursework consultancy service and also runs regular INSET events where
internal assessment will feature strongly.

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Will the marking of the Task be moderated?

Yes. A Moderator, appointed by OCR, will moderate a sample of your candidates work.

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GCE Physics

27

10 Helpful Guide on Practical Skills

This guide is designed to provide helpful tips on the qualitative, quantitative and evaluative tasks
for the AS and A2 Practical Skills. It is envisaged that the guide will promote a better understanding
of what examiners expect from the candidates. There is particular focus on measurements,
presentation of results, graphical work and analysis of results.

Measurements
1. Measurement and observation
The minimum number of observations to be made is usually six for most tasks. This will prevent
candidates from spending too much time taking readings and not allowing enough time for the
graphical work and the analysis. Six (or more) readings are usually required for a linear trend or
nine for a curved trend. Candidates will not be penalised for taking more than the six observations.
However, taking fewer than six observations may lead to a penalty. It is expected that all
observations will be plotted on the graph grid.
The range over which the readings are to be taken may be specified in the task. It is expected that
candidates will use sensible intervals between each reading in this range. For example, if a
quantity d was to be measured, the task may instruct candidates in the following way '... for values
of d in the range 15 cm < d < 75 cm measure the time for ... until you have six sets of readings for d
and t ...', in which case a sensible interval would be 10 cm.
d / cm
t/s
20.0
30.0
40.0
50.0
60.0
70.0
Acceptable - the intervals are fine
d / cm
20.0
22.0
26.0
44.0
68.0
70.0

t/s

Not acceptable - the first three readings

and last two readings are too close
together

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GCE Physics

2. Repeated Readings
It is expected that candidates will repeat readings and determine an average. All raw readings
should be recorded. Many weaker candidates only record a final average value and not the raw
values from which it was derived. In consideration of the time limits for the assessments, it is only
necessary to repeat readings so that two sets of values are obtained. Again, the reason for this is
to avoid too much time being spent taking readings from the apparatus.

3. Quality of results
Some marks may be reserved for the candidates who have done the experiment carefully. This is
usually judged by the scatter of points about a line of best fit.

4. Significant figures
Many candidates use an appropriate number of significant figures in a calculated quantity, but often
do not understand why. In their explanation it is expected that the number of significant figures in
the final calculated quantity will be related to the number of significant figures in the raw data which
has been used in the calculation.
Common errors made by weaker candidates include:

Vague statements such as 'it increases the accuracy of the experiment'.

'I am going to plot a graph, so I will give my answers to 2 sig. figs.'

Confusion between significant figures and decimal places (e.g. 'I have given x to two
decimal places so x3 should be given to two decimal places').

Many candidates confuse significant figures (sf) and decimal places (dp). It may be helpful to these
candidates if increased guidance could be given. Often it is helpful to consider pairs of values such
as those shown in the table below:

x3

6.52

277.17

6.53

278.45

6.54

279.73

Too many sf in the values of x3 (5 sf

values from 3 sf data)
Clearly both sets of values for x and x3 are given to two decimal places. However, values of x3 are
given to five significant figures, which is not justified from the precision of the values of x. Changing
the third significant figure in the value for x (2, 3 or 4) changes the third significant figure in the
value of x3 (7, 8 and 9). Hence the values for x3 should only be quoted to three significant figures
(to be consistent with the values of x from which they were derived).

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29

x3

6.52

277

6.53

278

6.54

280

sf in values of x3 are correct (3 sf

values from 3 sf data)
Similar difficulties apply when large numbers are involved. Consider the case of a voltmeter having
a resistance of 50 000 . It is unclear as to whether this value is correct to one, two, three, four or
five significant figures. In this case candidates would find it helpful to be encouraged to use
scientific notation or multiplying prefixes to indicate how many significant figures are intended to be
shown.
For example:
.

R = 50 000 (could be 1, 2, 3, 4 or 5 sf)

R = 5 104 (1 sf)
R = 5.0 104
(2 sf, 1 dp)
R = 5.00 104
(3 sf, 2 dp)
R = 50 k
(2 sf)
R = 50.0 k
(3 sf, 1 dp)

Candidates would benefit from using any of the forms above except the first one in order to make it
clear how many significant figures they intend to give.
Significant figures in logarithmic quantities are also not well understood by candidates. Often it is
not appreciated that the characteristic is a place value and is not 'significant' in relation to the
precision of the data. The following set of values could be used to illustrate this. All the values of x
have been given to 3 significant figures.

lg x

2.53

0.403

25.3

1.403

253

2.403

2.53 106

6.403

2.52 106

6.401

2.54 106

6.405

Clearly the characteristic must be given, but it can be seen that changing the last figure in the value
of x will change the third decimal place in the value of lg x. Therefore it would be sensible in this
case to quote lg x to three decimal places if the values of x are correct to three significant figures.

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Presentation of results
Presentation of results is dealt within three main areas; column headings, consistency of raw
readings and significant figures in calculated quantities. Procedures for dealing with these are as
follows:

1. Column headings
It is expected that all column headings will consist of a quantity and a unit.
The quantity may be represented by a symbol or written in words. There must be some kind of
distinguishing notation between the quantity and the unit. Candidates should be encouraged to use
solidus notation, but a variety of other notations are accepted. For example, a length L measured
in centimetres may be represented as follows:
L /cm, L(cm), Lin cm, and

L
cm

are all acceptable as column headings.

If the distinguishing notation between a quantity and its unit are not clear then credit will not be
given. Examples of this are show below:
L cm, Lcm,

L
or just 'cm'
cm

are not acceptable.

Units relating to quantities where the logarithm has been found should appear in brackets after the
'log'. The logarithm of a quantity has no unit. It is recommended that the logarithm of a length L
measured in centimetres using a base of ten should be written as lg (L/cm).

2. Consistency of presentation of raw data

All the raw readings of a particular quantity should be recorded to the same number of decimal
places. These should be consistent with the apparatus used to make the measurement. In the
example shown below a rule with a millimetre scale has been used to make a measurement of
length. We may expect all the readings of length L therefore to be given to the nearest millimetre,
even if a value is a whole number of centimetres.
L / cm

t/s

2
3.7
4.9
5.9
6.3
Not acceptable - the first reading is to
the nearest cm and all the others are
to the nearest mm.

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31

L / cm

t/s

2.0
3.7
4.9
5.9
6.3
Acceptable - all the raw readings
have been given to the same degree
of precision
Candidates are sometimes tempted to 'increase the accuracy of the experiment' by adding extra
zeros to the readings. This makes the readings inconsistent with the apparatus used in measuring
that particular quantity. In the case of a thermometer which can measure to a precision of about a
degree ( 1 0C) it is unreasonable to give temperatures which indicate that a precision of one
hundredth of a degree have been achieved.

/ OC

t/s

22.00
35.50
47.00
58.50
77.00
89.50
Not acceptable - too many dp in the
values of - not achievable with a
mercury-in-glass thermometer
Candidates sometimes go the other way and do not record enough decimal places (e.g. length
values which are recorded to the nearest centimetre when a rule with a scale in millimetres is used
to make the measurement).

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3. Significant figures in calculated quantities

Calculated quantities should be given to the same number of significant figures as the measured
quantity of least precision. Consider the table of readings below:
V/V

I/A

R/

3.0

1.43

2.1

4.0

1.57

2.5

5.0

1.99

2.5

6.0

2.45

2.4

7.0

3.02

2.3

If values of V and I are measured to two and three significant figures respectively, we would expect
R to be given to two significant figures. This is because a value of
V = 3.1 V in the first row of figures would give R = 2.2 (i.e. changing the second significant figure
in the value of V will change the second significant figure in the value of R).
Three significant figures would be acceptable for R, but not one significant figure (e.g: 2 ) or four
significant figure (2.098 ).
The exception to this rule is when candidates use stopwatches reading to 0.01 s. Candidates
cannot measure to this accuracy although many will record readings directly from the stopwatch.
Therefore in this case it would be acceptable for candidates to round down to the nearest tenth of a
second and give values of a calculated quantity (e.g. period T) to three significant figures.
20T / s

T/s

10.49

0.525

14.31

0.716

17.69

0.885

24.88

1.24

29.61

1.48

33.02

1.65

Acceptable. Note that some values of T are to three dp and others are to
two dp, but all the values of T are to 3 sf

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33

Graphical work
Credit for graphical work usually may often fall into five categories:
Choice of scale
Plotting of points
Line of best fit
Calculation of gradient
Determination of the y-intercept

1. Choice of scales
a.
Scales should be chosen so that the plotted points occupy at least half the graph grid in
both the x and y directions.

5
x

x
x

3
2
1
0

Not acceptable - scale in the y-direction is compressed

4.2
x

4.0
x

3.8

3.6

x
x

3.4
x

3.2

Acceptable - points fill more than half the graph grid in both the x and y directions

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b.

It is expected that each axis will be labelled with the quantity which is being

c.

The scale direction must be conventional (i.e. increasing from left to right).

plotted.

10
8
6
4
2

Not acceptable - unconventional scale direction

10
8
6
4
2
0

Acceptable - conventional scale direction

This problem often occurs when scales are used with negative numbers.

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35

d.

Candidates should be encouraged to choose scales that are easy to work with.

10
8
6
4
2
0

10

15

20

25

12

15

Acceptable scale divisions.

10
8
6
4
2
0

Not acceptable - awkward scale on the x-axis.

Candidates who choose awkward scales often lose marks for plotting points (as they cannot read
the scales correctly) and calculation of gradient (x and y often misread - again because of poor
choice of scale).

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e.
Scales should be labelled reasonably frequently (i.e. there should not be more
large squares between each scale label on either axis).

than three

10
8
6
4
2
0

20

Not acceptable - too many large squares with no label

10
8
6
4
2
0

10

15

20

25

Acceptable - scales have regular labels

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GCE Physics

37

f.

There should be no 'holes' in the scale.

10
8
6
4
2
0

10

15

20

25

Acceptable - scale labelling is regular

10
8
6
4
2
0

10

15

25

30

Not acceptable - non-linear scale on the x-axis

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2. Plotting of points
a.
Plots in the margin area are not allowed. Candidates would find it helpful to be told that
any plots in the margin area will be ignored. Sometimes weaker candidates (realising that they
have made a poor choice of scale) will attempt to draw a series of lines in the margin area so that
they can plot the 'extra' point in
the margin area. This is considered to be bad practice and will
not be credited.
x

4.2
4.0
x

3.8

3.6

x
x

3.4
x

3.2

Not acceptable - the last point has been plotted in the margin area

4.2
x

4.0
x

3.8

3.6

x
x

3.4
x

3.2

Acceptable - all plotted points are on the graph grid

b.
It is expected that all observations will be plotted (e.g. if six observations have
made then it is expected that there will be six plots).
c.

been

Plotted points must be accurate to half a small square.

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39

d.

Plots must be clear (and not obscured by the line of best fit or other working).

e.
Thick plots are not acceptable. If it cannot be judged whether a plot is accurate to half a
small square (because the plot is too thick) then the plotting mark will
not be awarded.

4.2

x
4.0

x
x

3.8
3.6

x
x

3.4
3.2

x
0

Thick plots not acceptable

3. Line (or curve) of best fit

There must be a reasonable balance of points about the line. It is often felt that
candidates would do better if they were able to use a clear plastic rule so that
be seen which are on both sides of the line as it is being drawn.
a.

points can

4.2
x

4.0

3.8

3.6

x
x

3.4
x

3.2

Not acceptable - too many points above the line

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4.2
x

4.0

3.8

3.6

3.4
x

3.2

Acceptable balance of points about the line

4.2
x

4.0
x

3.8

3.6

3.4
x

3.2

Not acceptable - forced line through the origin

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GCE Physics

41

b.

The line must be thin and clear. Thick/hairy/point-to-point/kinked lines are not

credited.

4.2
x

4.0

3.8

3.6

x
x

3.4
x

3.2

Not acceptable - thick line

10
8
x

x
x

2
0

Not acceptable - hairy curve

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4.2
x

4.0

3.8

3.6

x
x

3.4
x

3.2

Not acceptable joining point-to-point

3. Determining gradients
a.

All the working must be shown. A 'bald' value for the gradient may not be credited. It is
helpful to both candidates and examiners if the triangle used to find the gradient were to be
drawn on the graph grid and the co-ordinates of the vertices clearly labelled.

b.
The length of the hypotenuse of the triangle should be greater than half the
the line which has been drawn.

length of

4.2
x

4.0
x

3.8

3.6

x
x

3.4
x

3.2

Not acceptable - the triangle used is too small

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43

4.2
x

4.0
x

3.8

3.6

x
x

3.4
x

3.2

Acceptable a large triangle used

c.

The value of x and y must be given to an accuracy of at least one small square (i.e. the
'read-off' values must be accurate to half a small square).

d.

If plots are used which have been taken from the table of results then they must lie on the
line of best fit (to within half a small square).

4.2
x
x

4.0
3.8

3.6
x
x

3.4
x

3.2

Acceptable - plots on line

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4.2
x
x

4.0
3.8

3.6
x
x

3.4
x

3.2

Not acceptable - the data points used which do not lie on the line of best fit
e.

A gradient value has no unit since it is a ratio of two numbers from the graph

5. Intercept
a.

The y-intercept must be read from an axis where x = 0. It is often the case that candidates
will choose scales so that the plotted points fill the graph grid (as they should do) but then
go on to read the y-intercept from a line other than x = 0.

10
8
6
4
2
0

Acceptable the value taken from the line x = 0

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GCE Physics

45

10
8
6
4
2
0

10

Not acceptable the y-intercept is found from the line x = 5

It is expected that candidates will be able to use the equation of a straight line
( y = mx + c ) to determine the y-intercept if the choice of scale is such that it is
not
possible to take a direct reading from the y-axis when x = 0. In this case it is
expected that a
pair of x and y values from the line of best fit (together with a
gradient value) will be
substituted into the equation y = mx + c to give a value
for the y-intercept.
b.

Uncertainties
1. Percentage uncertainty
In the evaluative tasks candidates may be asked to calculate a simple percentage uncertainty or
state the uncertainty in a measurement. When repeated readings have been done then it is
expected that the uncertainty in the measured quantity will be half the range. The expression
percentage uncertainty =

uncertainty
100%
average value

should be used.
If single readings have been taken then the uncertainty should be the smallest interval or division
on the measuring instrument. Consider the example below.
Example: A metre rule is used to measure the length of a book.
uncertainty in the measuring instrument (the ruler) = 1mm
length = (295 1) mm
The percentage uncertainty in the length is
% uncertainty =

46

1
100 = 0.34%
295

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GCE Physics

Determining the uncertainty in time measurements using a stopwatch raises a few issues. Almost
all stopwatches will give times to one hundredth of a second, but candidates clearly cannot operate
the watch to this accuracy. Human reaction time will give errors of (typically) 0.1 s to 0.6 s, which
are reasonable estimates of the uncertainty.
Similar ideas apply to measurement of length, where parallax errors may make it difficult for
candidates to measure a length to the accuracy of the rule used.

2. The rules for determining percentage uncertainties

A key assessment objective of the evaluative tasks is going to be determining the final uncertainty
in a quantity. Here are some useful rules:

If y = ab
Rule: % uncertainty in y = % uncertainty in a + % uncertainty in b

y=

a
(For example when determining the gradient of a line)
b

Rule: % uncertainty in y = % uncertainty in a + % uncertainty in b

y = a2
Rule: % uncertainty in y = 2 % uncertainty in a

3. Determining the uncertainty in the gradient using maximum and

minimum gradients
Candidates may determine the uncertainty in the gradient by drawing lines of maximum and
minimum gradients through their scattered data points. What happens when there is little scatter of
the data points? This is when candidates may draw error bars.
The uncertainty in the gradient can be determined as follows:
a.

Error bars may be added to each plotted point if the data points are not too scattered.

b.

Draw a best fit line through the scattered points (or through the error bars). The worst
acceptable line is then drawn. This will either be the steepest or shallowest line.

Determine the gradient of the best fit line and the gradient of the worst acceptable line.

Uncertainty = |gradient of best fit line gradient of worst acceptable line|.

The percentage uncertainty in the gradient can be determined as follows:

percentage uncertainty =

OCR 2008
GCE Physics

uncertainty
100%
gradient of best fit line

47

4. Determining the uncertainty in the y-intercept using maximum

and minimum gradients
Candidates may determine the uncertainty in the y-intercept by using lines of maximum and/or
minimum gradients through their scattered data points. What happens when there is little scatter of
the data points? This is again when candidates may draw error bars.
a.

Error bars may be added to each plotted point if the data points are not too scattered.

b.

Draw a best fit line through the scattered points (or through the error bars). The worst
acceptable line is then drawn. This will either be the steepest or shallowest line.

Determine the y-intercept of the worst acceptable line and the y-intercept of the best fit line.

Uncertainty = |y-intercept of best fit line y-intercept of worst acceptable line|.

The percentage uncertainty in the y-intercept can be determined as follows:

percentage uncertainty =

uncertainty
100% .
y - intercept

5. Understanding the terms accuracy and precision

Candidates generally have a poor comprehension of the terms accuracy and precision. These
are often used to mean the same thing. Candidates are strongly advised to use these two
important terms with great care when evaluating their experimental procedures.
An experiment is accurate when the measured quantity has a value very close to the accepted
value. For example an experimental value for the acceleration of free fall of 9.78 m s-2 is much
more accurate than an experimental value of 9.05 m s-2.
The term precision is linked to the spread of the data or the percentage uncertainty in a
measurement. A precise experiment has a smaller the spread in the data or the smaller the
uncertainty. Hence, an experiment with an acceleration of free fall of
(9.05 0.05) m s-2 is much more precise than an experiment with (9.78 1.20) m s-2; but the latter
is much more accurate.

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OCR 2008
GCE Physics