All 6 Markers Paper 2

Physics A (H156, H556)
All 6 markers Paper 2

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1 *Fig. 18.2 shows an arrangement used to investigate stationary sound waves in a tube closed at one end.
Fig. 18.2
A loudspeaker is placed at the open end of the tube. The loudspeaker emits sound of constant frequency.
A small microphone is placed inside the tube. The microphone is connected to an oscilloscope. The microphone
is slowly moved from the open end of the tube towards its closed end. The signal detected by the microphone
shows regions of maximum and minimum intensity of sound. The distance between adjacent positions of
maximum signal is 0.26 m.
Fig. 18.3 shows the signal displayed on the oscilloscope when the output signal from the microphone is
maximum. The time-base on the oscilloscope is set at 0.50 ms div−1.

Fig. 18.3
Explain the presence of the regions of maximum and minimum intensities of sound within the tube and
determine the speed of sound.
[6]

2 *Two groups of researchers, A and B, conduct photoelectric effect experiments on a new material. The maximum
kinetic energy KEmax of the photoelectrons emitted from the material is determined for different frequencies f of
the electromagnetic radiation incident on the material.
Fig. 19 shows incomplete graphs of KEmax against f from the groups A and B.
The value of the Planck constant h is determined from the completed KEmax against f graphs.
The result from each group is shown below.
group A: h = (6.3 ± 0.3) × 10−34 J s

group B: h = (6.6 ± 0.6) × 10−34 J s
Explain how a graph of KEmax against f can be used to determine h. Discuss the accuracy and precision of the
results from each group.

[6]

3 This question is about the brightest wavelength (590 nm) of light from a sodium lamp.
*A student is to measure this wavelength by the double-slit method. The lamp, a single slit, a double slit and a
clear glass screen are to be set up perpendicular to a common centre line as shown in Fig. 4.
A pattern of bright and dark fringes should then be observable through the screen. The screen has millimetre
rulings along it. The slit separation a is about 0.5 mm and can be measured using a travelling microscope,
having a vernier scale to 0.05 mm. The student is also given two 1 metre rulers and a magnifying glass.
The measurements required to calculate the wavelength in the experiment are a, D and y on Fig. 4.
Explain how the student measures D and y using the apparatus provided.
State the uncertainty expected in each measurement and how each could be minimised.
Estimate the uncertainty in the measured value of the wavelength.

[6]

4(a)
Fig. 18.1 shows a circuit.
Fig. 18.1
The cell has e.m.f. 1.5 V. The cell and the variable power supply both have negligible internal resistance.
(i) The e.m.f. of the power supply is set at 4.2 V.

Calculate the current I in the 33 Ω resistor.
I = _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ A [3]
(ii) The e.m.f. of the variable supply is now slowly decreased from 4.2 V to 0 V.
Describe the effect on the current I in the 33 Ω resistor.
[2]

(b)
A group of students are investigating the power dissipated in a variable resistor connected across the
terminals of a cell. The cell has e.m.f. 1.5 V.
The students determine the power P dissipated in the variable resistor of resistance R.
Fig. 18.2 shows the data points plotted by the students on a graph of P (y-axis) against
Fig. 18.2
The group of students know that maximum power is dissipated in the variable resistor when R is equal to the
internal resistance r of the cell.
Describe, with the help of a suitable circuit diagram, how the students may have determined P and R.
Use Fig. 18.2 to estimate the internal resistance r of the cell and discuss any limitations of the data plotted by the
group.

[6]

5
A student is investigating stationary waves in a hollow tube. The tube is open at one end and closed at
the other end. The student connects a signal generator to a loudspeaker which is placed just above the tube as
shown in Fig. 6.
Fig. 6
The length of the tube is 65.0 cm.
As the frequency of the signal generator is slowly increased from 0 Hz the student observes sound that varies in
loudness. The loudest sound occurs at frequencies 130 Hz, 390 Hz and 650 Hz.
The experiment is then repeated with a hollow tube of the same length but open at both ends. The loudest
sound now occurs at frequencies 260 Hz, 520 Hz and 780 Hz.
Using your knowledge and understanding of stationary waves explain these observations. Include in your
answer how you could determine an experimental value for the speed of sound in air.

[6]
You are given an unmarked sealed square box which has four identical terminals at each corner.
Fig 4.1 shows the circuit diagram for the contents of the box with the four terminals labeled A, B, C and D.
Fig. 4.1
One of the resistors in the box has resistance 220 Ω. The other resistor has resistance 470 Ω. Two of the
terminals are connected by a wire.
The four terminals on your unmarked sealed box are not labelled.

You are given a 6.0 V d.c. supply, a 100 Ω resistor (labelled R) and a digital ammeter.
Plan an experiment to determine the arrangement of the components and identify which terminal of your
unmarked sealed box is A, B, C and D.
A space has been left for you to draw circuit diagrams to illustrate your answer.

[6]

7
A loudspeaker mounted on a bench is emitting sound of frequency 1.7 kHz to a microphone. Fig. 5.1
shows an illustration of the bulk movement of the air at one instant of time.
Fig. 5.1
Students are given the equipment in Fig. 5.1 together with a metre rule. They are also given a second
loudspeaker connected to the same signal generator at 1.7 kHz. They are asked to design an experiment where
they would need to take just one measurement and be able to determine the value of the speed of sound.
They set up the experiment in two different ways as shown in Fig. 5.3(a) and (b).
Fig. 5.3(a)
Fig. 5.3(b)
In method (a) the microphone is fixed and one loudspeaker is moved to the left as shown in Fig. 5.3(a).
In method (b) the microphone is moved to the left or to the right with the loudspeakers fixed a certain distance
apart as shown in Fig. 5.3(b).

Describe and explain how both methods can be used to accurately determine the speed of sound. In your
description, discuss how the uncertainty in the value for the speed of sound can be minimised in one of the
methods, without using any other apparatus. [6]

8
A student wishes to determine experimentally the efficiency of a small low-voltage DC motor. The motor
is used to lift light loads.
Describe with the aid of a suitable diagram how an experiment to determine the efficiency of the electric motor
can be safely conducted, and how the data can be analysed.

[6]
9 This question is about a resistance wire made of nichrome.
It is suggested that the resistance R of a length of nichrome wire varies with temperature θ in °C
according to the equation
R = R0 (1 + kθ)
where R0 is the resistance of the wire at 0 °C and k is a constant for the wire.
Fig. 1.1 shows a diagram of the arrangement of apparatus in an experiment to test the relationship between R
and θ and to determine the value of k.

Fig. 1.1
The resistance wire is coiled and placed in a water bath.
Describe how you would carry out the experiment, analyse the data to verify the relationship between R and θ
and determine a value for k.
In your description, state any precautions that you would take to improve the accuracy and precision of the
measurements.

[6]
10
A metal circular plate is rotated at a constant frequency by an electric motor.
The plate has a small hole close to its rim.
Fig. 17.1 shows an arrangement used by a student to determine the frequency of the rotating plate.

Fig. 17.1
A light-dependent resistor (LDR) and a fixed resistor of resistance 1.2 kΩ are connected in series to a battery.
The battery has e.m.f. 4.5 V and has negligible internal resistance. The potential difference V across the resistor
is monitored using a data-logger.
Fig. 17.2 shows the variation of V with time t.
Fig. 17.2
Use your knowledge and understanding of potential divider circuits to explain the shape of the graph shown in
Fig. 17.2. Include in your answer the maximum and minimum values of the resistance of the LDR.
Describe how the student can determine the frequency of the rotating plate.

[6]
11 A student wishes to determine the permittivity ε of paper using a capacitor made in the laboratory.
The capacitor consists of two large parallel aluminium plates separated by a very thin sheet of paper.

The capacitor is initially charged to a potential difference V0 using a battery. The capacitor is then discharged
through a fixed resistor of resistance 1.0 MΩ.
The potential difference V across the capacitor after a time t is recorded by a data-logger. The student uses the
data to draw the lnV against t graph shown in Fig. 22.
Fig. 22
Use Fig. 22 to determine the capacitance C of the capacitor. Describe how the student can then use this
value of C to determine a value for ε.
In your description, mention any additional measurements required on the capacitor.

[6]

12 This question is about the Sun and its radiation.
* A student attends a lecture about the Sun and makes the following notes.
1. The Sun loses more than 4 × 109 kg of its mass every second to maintain its luminosity.
2. Treating hydrogen nuclei (protons) as an ideal gas, a temperature of 1010 K provides a kinetic energy of
about 1 MeV, which is necessary for fusion.
3. However, the Sun’s core temperature is only 107 K, so the chance of protons fusing on collision is very
small. This explains why the Sun has such a long lifetime.
Explain the principles of physics which are involved in each of the three points.
You should include relevant formulae, but no numbers or calculations are required.

[6]

13 * A student carries out two investigations with these electromagnetic waves.
In investigation 1, the student rotates the receiver aerial about the horizontal axis joining the two aerials, as
shown in Fig. 5.1.
In investigation 2, the student places a metal sheet behind the receiver aerial. The student moves the sheet
backwards and forwards along the horizontal axis joining the two aerials, as shown in Fig. 5.2.
Fig. 5.2
For each of these two investigations:

• Explain why the ammeter sometimes gives a maximum reading and sometimes a zero (or near zero)
reading.
• State the orientations of the receiver aerial in investigation 1, and the positions of the metal sheet in
investigation 2, where these maximum and zero readings would occur.

[6]

14 The table shows some of the properties of a light dependent resistor (LDR).
Resistance of LDR/Ω
Very bright 2.0 × 102
Daylight 2.0 × 103
Very dark 2.0 × 105
Design a circuit, using a potential divider with the LDR, so that the output potential difference from the circuit is
greater than 5.0V when the LDR is in very bright light

less than 1.0V when the LDR does not receive any light.
In your answer, include
a circuit diagram with suggested component values

an explanation of the operation of the circuit
how the circuit could be adjusted to change the output potential difference for a different light intensity.
[6]

15 A student is doing an experiment to determine the e.m.f. E of a cell and its internal resistance r.
The circuit diagram of the arrangement is shown below.
The student changes the resistance of the variable resistor. The potential difference V across the variable
resistor and the current I in the circuit are measured.
The V against I graph plotted by the student is shown below.
V/V I/A R/Ω P/W

0.20 1.25
0.40 1.00
0.60 0.75
0.80 0.50
1.00 0.25
There is an incomplete table next to the graph.

R is the resistance of the variable resistor and P is the power dissipated by the variable resistor.
• Use the graph to determine E and r. Explain your reasoning.

• Calculate R and P to complete the table. Describe how P depends on R.

[6]

16 Some nuclear fission reactors use uranium-235 as fuel. In the future, there is possibility of using hydrogen-2 as
fuel in fusion reactors.
Here is some information and data on fission and fusion reactions.
Fission reactor Fusion reactor

Typical reaction
Approximate energy produced in 200 MeV 4 MeV

each reaction
Molar mass of fuel material uranium-235: 0.235 kg mol–1 hydrogen-2: 0.002 kg mol–1
• Describe the similarities and the differences between fission and fusion reactions.
• Explain with the help of calculations, which fuel produces more energy per kilogram.

[6]

17 *In an experiment to investigate microwaves, a microwave detector D is placed 100.0 cm from a microwave
transmitter T.
A thin metal sheet is placed parallel to the line joining T and D. Point R is at the bottom of the metal sheet. The
perpendicular distance between this line and point R is y.
The diagram shows the path of microwaves travelling directly from T to D and the path of microwaves from T
reflected from R to D. There is a 180° phase change when microwaves are reflected at R.
The metal sheet is moved away from the line joining T and D so that y increases. The metal sheet remains
parallel to the line from T and D. A series of maximum and minimum intensities are observed.
The table shows the values of y for successive maximum and minimum intensities.
Intensity y / cm
maximum 8.4
minimum 11.9
maximum 14.6
minimum 17.0
Explain the presence of the regions of maximum and minimum intensities and determine the wavelength of the
microwaves.

[6]

18 A light-emitting diode (LED) can be used to determine the Planck constant h. When the LED just starts to emit
light, the equation below is valid
where V is the potential difference (p.d.) across the LED, λ is the wavelength of the light emitted, c is the speed
of light in vacuum and e is the elementary charge.
*Describe how an experiment can be carried out in the laboratory to determine h from a graph. Your description
must include how V and λ are accurately determined. Assume that the values of e and c are known.

[6]
END OF QUESTION PAPER

Mark Scheme
Question Answer/Indicative content Marks Guidance
1 *Level 3 (5–6 marks) B1 × 6 Indicative scientific points may include:

Clear explanation and analysis
There is a well-developed line of reasoning Explanation

which is clear and logically structured. The
information presented is relevant and
substantiated. Sound reflected at closed end
Superposition / interference produces
Level 2 (3–4 marks) stationary wave within tube
Some explanation and some analysis. Maximum identified as anti-nodes
Minima identified as nodes
There is a line of reasoning presented with
some structure. The information presented Analysis
is in the most-part relevant and supported
by some evidence. λ/2 = 0.26 (m) or λ = 0.52 (m)
period = 1.5 (ms)
Level 1 (1–2 marks) frequency = 1/0.0015 or frequency =
Limited explanation or limited analysis 660 (Hz)
v = 0.52 × 660 = 340 m s–1
The information is basic and (Note: v = 350 m s–1 if there is no
communicated in an unstructured way. The rounding.)
information is supported by limited
evidence and the relationship to the
evidence may not be clear.
0 marks
No response or no response worthy of
credit.
Total 6

Mark Scheme

Clear explanation and discussion
There is a well-developed line of reasoning Explanation

information presented is relevant and hf = Φ + KEmax (any subject)
substantiated. A graph of KEmax against f is a straight
line graph with gradient = h (and
Level 2 (3–4 marks) intercept = –Φ )
Some explanation and some discussion Draw a straight best-fit line through
points and determine the gradient
There is a line of reasoning presented with using a ‘large triangle’
some structure. The information presented
is in the most-part relevant and supported Discussion of accuracy and precision
by some evidence.
% uncertainties are 4.8% for A and
Level 1 (1–2 marks) 9.1% for B
Limited explanation or limited discussion Data points widely spread out for B.
(ORA)
The information is basic and For B the value of h is accurate
communicated in an unstructured way. The because its closer to the real / actual
information is supported by limited value (but the results are not precise)
evidence and the relationship to the For A the value of h is precise because
evidence may not be clear. of the smaller % uncertainty (but the
result is not accurate)
0 marks
credit.
Total 6

Mark Scheme
3 Level 3 (5–6 marks) B1 × 6 Indicative scientific points may include:

Clear methods of measurement, statement
of uncertainties and how to minimise them M measurement
D measured with metre rulers
There is a well-developed line of reasoning
which is clear and logically structured. The y measured using mm graticule on glass
information presented is relevant and screen observed with hand lens
substantiated.
U uncertainty
Level 2 (3–4 marks) D maximum ±2 mm in 1.5 to 2.0 m 0.1%
Adequate methods of measurement,
statement of uncertainties and how to y ±0.5 mm in the position of the centre of
minimise them each maximum, giving an uncertainty of ±1
mm
There is a line of reasoning presented with × = 600 × 10–9 × 2/5 × 10–4 = 2.4 mm so
some structure. The information presented we have y = 5x with ±1/(2.4 × 5 ) so of
is in the most-part relevant and supported order of 8 to 10% in value of x.
by some evidence.
a vernier to ±0.05 mm in 0.5 mm gives
Level 1 (1–2 marks) uncertainty of order of 10%
Limited methods of measurement,
statement of uncertainties or how to total uncertainty of about 20% or ± 100 nm
minimise them to 120 nm
The information is basic and A minimising uncertainties

communicated in an unstructured way. The D maximise distance available on bench
information is supported by limited
evidence and the relationship to the y measuring across the maximum number
evidence may not be clear. of x possible
0 marks a suggesting that a more sensitive method

No response or no response worthy of is needed, e.g. using slide projector to
credit. display enlarged image of slits on screen
compared to millimetre scale projected on
screen or similar
Total 6

Mark Scheme
4 a i Resistance of parallel combination C1 Allow (1/60 + 1/120)-1

= 40 (Ω)
C1
I = 0.037 (A)
A1 Allow 2 marks for
Examiner’s Comment
The success in this question hinged on
understanding the effect of two opposing
e.m.f.s in a circuit and determining the total
resistance of the circuit. About a third of
the candidates produced well-structured
and reasoned answer leading to the
correct current of 0.037 A. Most candidates
picked up a mark for determining the total
resistance of the two parallel resistors
(40 Ω). The total e.m.f. in the circuit is
2.7 V and the total resistance is 73 Ω.
Those using a total e.m.f. of 5.7 V ended
up with the incorrect current of 0.078 A;
two marks were awarded for this answer. A
small number of candidates tried to
calculate the current using either using 1.5
V or 4.2 V or 33 Ω.

Mark Scheme
ii Any two from:
The current decreases up to 1.5 V B1×2

The current is zero at 1.5 V Allow ‘current is zero when the e.m.f.s are
The current changes direction / is negative the same’
when < 1.5 V
The current increases below 1.5 V Examiner’s Comment
Most of the answers here showed poor
understanding of the circuit in Fig. 18.1.
Nothing could be awarded for vague
answers such as ‘current decreases
because I ∝ V or ‘e.m.f. decreases so
current decreases’. The current decreases
as the e.m.f. of the supply approaches
1.5 V, at 1.5 V the current is zero, the
direction of the current reverses and its
magnitude increases when the e.m.f. of the
supply gets below 1.5 V. About a quarter of
the candidates gave credible answers.
b Use level of response annotations in RM

Assessor, e.g. L2 for 4 marks, L2ˆ for 3
marks, etc.
Indicative scientific points may include:
Level 3 (5-6 marks) B1×6
Clear description including a reasonable Description and estimation
estimate of r and clear limitations
Correct circuit with (variable) resistor,
There is a well-developed line of reasoning ammeter and voltmeter
which is clear and logically structured. The Correct symbols used for all the
information presented is relevant and components
substantiated. R changed to get different values for P
R = V / I (using ammeter and voltmeter
Level 2 (3-4 marks) readings) or R measured directly using
Some description with an attempt to an ohmmeter with the variable resistor
estimate r and some limitations isolated from the circuit or R read
directly from a resistance box
There is a line of reasoning presented with Power calculated using P = V2/R or
some structure. The information presented P = VI or P =I2R
is in the most part relevant and supported The value of r is between 1.0 to 3.0 Ω
by some evidence. A smooth curve drawn on Fig. 18.2 (to
determine r)
Level 1 (1 -2 marks) A better approximation from sketched
Limited description graph or r is between 1.5 and 2.7 Ω
Any attempt at using E = V +Ir, with or
There is an attempt at a logical structure without the power equation(s) to
with a line of reasoning. The information is determine r - even if the value is
in the most part relevant. incorrect
0 marks Limitations

Mark Scheme
No response or no response worthy of ‘More data’ required

credit. Data point necessary at R = 2.0 Ω /
More data (points) needed between 1
to 3 Ω
No evidence of averaging / Error bars
necessary (for both P and R values)
Examiner’s Comment
This was a level of response (LoR)
question had three ingredients - drawing a
viable circuit diagram that would enable the
data shown in Fig.18.2 to be reproduced,
using the figure to estimate the internal
resistance of the cell and finally outlining
any limitations of the data displayed in the
figure. There is no one perfect model
answer for a level of response question. A
variety of good answers did score top
marks. Most circuit diagrams were correct
and well-drawn. There was the occasional
mistake with the circuit symbol for a
variable resistor; the thermistor symbol
was a regular substitute. Most candidates
drew a smooth curve on Fig. 18.2 and
used this to estimate the internal
resistance of the cell. Many also realised
that the data points showed no evidence of
averaging or error bars and that there were
missing data points between 1.0 Ω and
3.0 Ω. Some candidates wanted ‘more
data points spaced regularly at interval of
0.5 Ω’, which was a sensible suggestion.
Some weaker candidates attempted to
draw a straight line of best-fit through the
data points and then tried to determine the
internal resistance from the gradient. There
was a good spread of marks amongst the
three levels.
Total 11

Mark Scheme
5 Level 3 (5–6 marks) B1 x6 Indicative scientific points may include:

Clear explanation of observations and Explanation of Observations
correct method to determine the speed of
sound
Understanding of how the standing
There is a well-developed line of reasoning wave is formed from the interference
which is clear and logically structured. The between the incident and reflected
information presented is relevant and wave
substantiated. Idea of nodes and antinodes
Node at closed end and antinode at
Level 2 (3–4 marks) open end
Clear explanation of observations or Understanding of the direction of
correct method to determine the speed of oscillation of particles
sound or has limited explanation of Fundamental frequency/1st harmonic
observations and limited method for the indicated for closed tube.
determination of the speed of sound Fundamental frequency/1st harmonic
indicated for open tube
There is a line of reasoning presented with Harmonics indicated for closed tube
some structure. The information presented Harmonics indicated for open tube
is in the mostpart relevant and supported
by some evidence. Determination of speed of sound
Level 1 (1–2 marks)

Has limited explanation of observations or λ correctly linked to length
limited evidence of method to determine v = fλ
the speed of sound v calculated for different harmonics /
tube or appropriate graphical method
The information is basic and 338 ms–1
communicated in an unstructured way.
The information is supported by limited Examiner’s Comments
evidence and the relationship to the The second level of response question
evidence may not be clear. required candidates to explain the results
of an experiment investigating stationary
0 marks waves in a closed and open hollow tubes.
No response or no response worthy of Good candidates demonstrated their
credit. knowledge and understanding by
explaining how the standing wave was
formed, where nodes and antinodes were
positioned and how the wavelength of the
stationary wave could be determined.
Many candidates drew additional diagrams
showing the harmonics in both open and
closed tubes. To gain the highest marks, it
was expected that candidates would
determine the speed of sound correctly for
more than one tube.
Total 6

Mark Scheme
6 Level 3 (5 – 6 marks) B1 × 6 Use level of response annotations in RM

Clear planning and correct identification of Assessor, e.g. L2 for 4 marks,
terminals and position of components L2^ for 3 marks, etc.

which is clear and logically structured. The Planning
information presented is clear relevant and
substantiated.
suitable circuit arrangements /
diagrams drawn between two points
Level 2 (3 – 4 marks) which could be connected to the box
Clear planning and correct identification of terminals
some components / terminals use of R to limit current, e.g. to find CD
terminals
There is a line of reasoning presented with logical plan of connection across
some structure. The information presented terminals e.g. connect circuit to each
is in the most part relevant and supported pair of terminals in turn
by some evidence. identify terminals C and D as the circuit
with the largest current / smallest
Level 1 (1 – 2 marks) resistance
Some planning and / or an attempt at A and B identified because CD known
identifying component / terminals or the circuit including terminals AC / D
has the smallest current / largest
There is an attempt at a logical structure resistance
with a line of reasoning. The information is
in the most part relevant. Identifying
0 marks
No response or no response worthy of V = IR quoted or used in calculations
credit. RT = ΣR used to determine the 220Ω or
the 470Ω resistors
For 220 Ω resistor (between AB or
BC / D) current is 27 (mA) A or
19 (mA) with R
For 470 Ω resistor (between AB or
BC / D) current is 13 (mA) or
11 (mA) with R
For both resistors (between AC / D)
current is 8.7 (mA) or 7.6 (mA) with R
For wire (between CD) current is
0.060 A
Examiner’s Comments
This level of response (LoR) question had
two strands – planning how to determine
the positioning of two resistors inside an
unlabelled four terminal box and then
verifying the values of their resistances.

Mark Scheme
Some candidates concentrated on

determining the labelling of the terminals;
others assumed the positions and
explained how the resistances could be
determined. Many candidates made the
task more difficult than necessary. For
example it was intended that once
terminals C and D had been identified, C
could only be lower left and not lower right,
and hence the positions of A and B were
also identified. A very common circuit used
to determine the resistances placed the
supply between A and C with the given
resistor R between B and D, leading to
calculations requiring combinations of
resistors in series and parallel. Many
ignored the limiting resistor R and probed
the box without it, a few stating that the
current between C and D would be zero
with the supply across CD. Some answers
lacked any circuit diagram and some 15%
failed to attempt the question. Weaker
candidates were confused as to when the
resistors were connected in series or in
parallel. Generally, the responses were
clearer in terms of planning than
identifying. Comments such as and then
you can work out the arrangement of the
resistors were common without showing
how this could be done. A small number of
candidates introduced a voltmeter and
others wanted to position the ammeter
‘inside’ the box.
Total 6

Mark Scheme
7 Level 3 (5 – 6 marks) B1 × 6 Use level of response annotations in RM

Clear description and explanation for both Assessor, e.g. L2 for 4 marks, L2^ for 3
experiments and some discussion of marks, etc.
uncertainty
which is clear and logically structured. The Description and explanation
information presented is clear relevant and Experiment (a)
substantiated.
Level 2 (3 – 4 marks) Coherent signals / (sound) waves

Some description and explanation for both Interference / superposition
experiments or clear description and Maximum signal / minimum signal
explanation for one experiment and some Idea of how wavelength is determined
discussion of uncertainty (e.g. distance between adjacent max
positions = λ)
v=f×λ
There is a line of reasoning presented with Experiment (b)

is in the most part relevant and supported
by some evidence. Stationary / standing wave produced
Superposition of waves travelling in
Level 1 (1 – 2 marks) opposite directions
Limited description and explanation for one Nodes / antinodes
experiment Idea of how wavelength is determined
(e.g. distance between adjacent nodes
= λ/2)
v=f×λ
There is an attempt at a logical structure Uncertainty

in the most part relevant.
Measure multiples of λ
0 marks to reduce % uncertainty (by factor n)
No response or no response worthy of move from minimum signal to minimum
credit. signal
so can increase sensitivity of scope to
get better fix on each minimum position
/ increase loudness from speaker
Lower frequency from signal generator
so increases A with (%) uncertainty
reduced
Do experiment outside
to reduce background reflections from
room (so that sharper minima should
be observed)

Mark Scheme
Answers were generally well structured
into two sections, one for each experiment.
A few candidates thought they could
measure the wavelength on the
oscilloscope screen. In experiment (a)
most understood that the phase difference
between the two oscillations at the
microphone changed as one speaker was
moved away. Explanations often muddled
path and phase difference or referred to
nodes and antinodes detected by the
microphone. Some candidates
misinterpreted the experiment moving the
microphone to detect interference fringes,
allowing the double slits formula to be used
to find the wavelength. Others thought that
Doppler shift was applicable.
For experiment (b) many candidates used
maxima and minima in place of antinodes
and nodes although most recognised this
to be a standing wave situation. Quite a
few candidates ignored the instruction
about reducing the uncertainty. The best
candidates suggested reducing the
frequency to reduce the percentage
uncertainty in the wavelength
measurement.
Total 6

Mark Scheme
Clear diagrams and procedure and 6 Diagram and procedure

measurements and analysis
labelled diagram
There is a well-developed line of reasoning correct circuit diagram
which is clear and logically structured. The description of procedure
information presented is relevant and use of cushion in case load falls
substantiated. repeats experiment.
Measurements
use of balance to measure load
A diagram, some procedure, some use of ruler to measure height
measurements and some analysis. use stopwatch to measure time
use of ammeter to measure current
There is a line of reasoning presented with use of voltmeter to measure p.d.
is in the most-part relevant and supported Analysis
by some evidence.
equation to determine input
Level 1 (1–2 marks) power/energy (IV/IVt)
equation to determine output
Limited procedure and limited power/energy (mgh/t or mgh)
measurements or limited analysis equation to determine efficiency
use of gradient of appropriate graph
There is an attempt at a logical structure
with a line of reasoning. The information is Examiner’s Comments
This question is assessing candidates’
0 marks abilities to plan an investigation. The
No response or no response worthy of question is set to help candidates e.g. “lift
credit. light loads” should have given the hint of
gravitational potential energy.
The stem of the question indicates that a

suitable diagram should be drawn. Many
candidates did not label their diagrams, or
the diagrams were not workable. It was
expected that there would be a workable
circuit diagram with appropriate measuring
instruments to determine the input power
or energy; correct circuit symbols should
be used. There also needed to be a
diagram indicting how the useful power or
energy could be determined. See
Exemplar 1.

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When answering planning questions,

candidates should identify the
measurements that need to be taken and
indicate appropriate measuring
instruments.
Candidates also needed to explain how the

data would be analysed. This required
them to give the appropriate equations
using their measurements to determine the
input power/energy, the output
power/energy and the efficiency. Good
candidates suggested the plotting of an
appropriate graph and explained how the
efficiency could be determined from the
gradient.
Exemplar 1
This candidate has drawn two diagrams –

one diagram indicating clearly how the
motor is connected to a cell with an
ammeter and voltmeter which could be
used to determine the input power. The left-
hand diagram is an arrangement of the
apparatus which indicates the basic set up
and included a foam box for the mass to
fall into if the experiment does not work
properly.
This candidate has also underlined key

words from the question.
Total 6

Mark Scheme

Clear description and analysis
Description
There is a well-developed line of reasoning Determine R0 using ice water mixture
which is clear and logically structured. The or*
information presented is relevant and Record V and I for various
substantiated. temperatures
If wire is not insulated some conduction
Level 2 (3–4 marks) through water/use insulated wire
Some description and some analysis Use small current to minimise heating
effect or connect to supply for short
There is a line of reasoning presented with time for readings
some structure. The information presented Stir the water
is in the most-part relevant and supported Wait for temperature to stabilise/bath to
by some evidence. come to equilibrium
Avoid parallax errors when reading
Level 1 (1–2 marks) Limited description or instruments
analysis Comment about large scale increments
on instruments/digital meters for
There is an attempt at a logical structure precision of measurements/AW
in the most part relevant. Analysis
• Determine resistance from R = V/I
0 marks • Graph of R against θ is a straight line /
No response or no response worthy of Graph of R/R0 against θ is a straight
credit. line
• Correct interpretation of gradient m to
find k;
i.e. k = m/R0 or k = m
• *R0 by extrapolation from
linear graph
*descriptors D1 and A4 are alternatives
This question proved to be a suitable

starter as almost all wrote a full page
answer or even completed it on one of the
spare pages at the back of the examination
booklet.
The majority of candidates described the

basic procedure to perform the experiment.
There was a small group who did not
appreciate that R0 referred to 0°C but took
it to be their initial room temperature. Some
of these contradicted themselves once
they reached the analysis of data section

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of their answer. Some started with ice

water whilst others just found R0 by
extrapolation from the graph. A few good
candidates compared both methods as a
check on the reliability of their experiment.
The example (exemplar 1) of an L3 answer
shown here implies this check without
stating it clearly.
Exemplar 1
About half of the candidates remembered

to stir the heating water. Only a minority
allowed time for thermal equilibrium to be
reached with the heating removed before
taking measurements. Many did not state
how they heated the water which was
important because a group described using
the given nichrome wire and supply for this
purpose. Many wanted to take the
unnecessary precaution of lagging the
beaker or using a lid to avoid heat loss.
One sensible improvement suggested was
to use a digital thermometer in place of the
one in the diagram. The advantages of this
change were not always explained.

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The candidates were able to explain how

to process the data to obtain a value for k.
Only a very few did not draw a graph. As in
question 5b many are not clear about the
difference between a linear and a
proportional relationship. A good exposition
describing a suitable graph with a y
-intercept of R0 could be ruined by the
statement that the graph showed that R
was proportional to θ.
Total 6

Mark Scheme
10 Level 3 (5–6 marks) Indicative scientific points may include:

Clear explanation, some description and B1 × 6
both resistance values correct Explanation of trace
There is a well-developed line of reasoning The ‘trace’ is because of light reaching

which is clear and logically structured. The and not reaching LDR
information presented is relevant and Resistance of LDR varies with
substantiated. (intensity) of light
In light
Level 2 (3–4 marks) resistance of LDR is low
Some explanation, limited or no description p.d. across LDR is low
and both resistance values correct p.d across resistor (or V) is high
OR current in circuit is large
Clear explanation, limited or no description In darkness
and calculations mostly correct / one resistance of LDR is high
correct calculation p.d. across LDR is high
OR p.d across resistor (or V) is low
Clear explanation, some description and current in circuit is small
no calculations Vmax = 4.0 V; Vmin = 2.0 V
Potential divider equation quoted
There is a line of reasoning presented with Substitution into potential divider
some structure. The information presented equation
is in the most-part relevant and supported
by some evidence. Description of determining frequency

Some explanation Time between pulses is constant
OR because of constant speed
Some description
OR Time between pulses = 0.4 (s)
Some calculation f = 1/T
frequency = 2.5 (Hz)
with a line of reasoning. The information is Calculations
0 marks Resistance of LDR is 150 (Ω) in light

No response or no response worthy of Resistance of LDR is 1500 (Ω) in
credit darkness
This was one of the two LoR questions. It

required understanding of potential
dividers, light-dependent resistor and
rotation frequency of a spinning plate.
Examiners expect varied responses, and

two very dissimilar answers can score

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comparable marks as long as the criteria

set out in the answers’ section of the
marking scheme are met. Level 3 answers
had the correct maximum and minimum
resistance values of the LDR, a decent
description and explanation of the trace
shown in Fig. 17.2, and an outline of how
the frequency of the spinning plate was
determined. As mentioned earlier, eclectic
answers are inevitable – verbose and
concise answers can be at Level 3.
In Level 2 answers there were generally

missed opportunities. Half-done calculation
and descriptions either with some errors or
lacking in depth. Level 1 answers had
some elements of calculations or
descriptions.
The two exemplars below, illustrate a Level

3 response and a Level 1 response.
Exemplar 7
This is a Level 3 response from a top-end

candidate who scored 6 marks.
The description of the variation of the

resistance of the LDR, the circuit current
and the potential difference across the
fixed resistor is perfect. The calculations of

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the LDR resistances are nicely embedded

into the general explanation. The
calculation of the frequency is all correct.
This is a model answer for 6 marks.
Compare and contrast this with the Level 1

response below.
Exemplar 8
This is a Level 1 response from an E-grade

candidate.
The description of the variation of the

resistance of the LDR is correct. However,
there are no calculations of the resistance
of the LDR, as required in the question.
Hence, a significant part of the question
has been omitted. According to the
marking criteria, this could only score Level
1. The examiner credited 2 marks for this
response.
Total 6

Mark Scheme
11 Level 3 (5–6 marks) Indicative scientific points may include:

Clear description and correct value of C
Description
There is a well-developed line of reasoning B1 × 6
information presented is relevant and C = εA/d
substantiated. A = area (of overlap) and d =
separation.
Level 2 (3–4 marks) Use ruler to measure the side / radius /
Clear description and some correct diameter (andhence the area A)
working Ensure total overlap of plates.
OR Measure the thickness / d of paper
Some description and correct value for C using micrometer /(vernier) caliper.
Take several readings of thickness and
There is a line of reasoning presented with determine anaverage value for d
is in the most-part relevant and supported Calculation of capacitance
by some evidence.
gradient ≈ 85
Level 1 (1–2 marks) C ≈ 1.2 × 10–8 (F)
Some description
OR Examiner’s Comments
Some working
This was the second of the two LoR
There is an attempt at a logical structure questions in this paper. It required
with a line of reasoning. The information is application of practical skills from module
in the most part relevant. 1.1 (Development of practical skills),
knowledge of parallel plate capacitor and
0 marks permittivity.
credit As with the other LoR question 17,
examiners expect varied responses for the
criteria for the three levels to be met.
Unlike some of the analytical questions,
there is no one perfect model answer for a
specific question. For Level 3, correct
value of the capacitance C was required
together with a clear description of how to
do the additional measurements that led to
the determination of the permittivity of the
paper. For Level 2, it was either clear
description with some correct working or
some description with the correct value for
C. Level 1 required some description or
some working.
As expected, there were diverse answers

which demonstrated adequate
experimental and practical skills. The

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thickness of the paper was invariably

measured using a micrometer, but some
candidates decided to measure the total
thickness of a large number of sheets
using a ruler and then calculating the
thickness of each sheet. This technique
was as good as using a micrometer or
using Vernier calipers. Diverse answers
are the characteristic of LoR questions.
The most common errors made were:
Confusing permittivity with either

relative permittivity or the permittivity of
free space ε0.
Using C = 4πεR instead of C = εA/d.
Issues with powers of ten when
determining the gradient – mainly
because of the milli prefix on the time
axis.
Exemplar 10

Mark Scheme
This exemplar illustrates a Level 2

performance from this top-end candidate.
The analysis is perfect, but the description

is basic and there are no details of the
instruments needed to make the
measurement. It would have taken a
couple more lines to elevate this answer to
Level 3.
Compare and contrast this with the

exemplar below for a Level 3 response.
Exemplar 11
This above is a typical Level 3 answer.

Correct calculation and a description that
has all the right ingredients. Notice how the
appropriate measuring instruments are
being used and how the uncertainty in the
measurements is reduced.
Total 6

Mark Scheme
12 Level 3 (5 – 6 marks) B1 x 6 Use level of response annotations in RM

Clear expansion of three statements Assessor,
e.g. L2 for 4 marks, L2ˆ for 3 marks, etc.
There is a well-developed line of reasoning Indicative scientific points may include:
information presented is clear, relevant and statement 1
substantiated.
fusion reactions are occurring
Level 2 (3 – 4 marks) which change H into He
Clear expansion of two statements and mass is lost which releases energy
or energy released = c2Δm
Limited attempt at all three Δm per second = luminosity / c2
There is a line of reasoning presented with statement 2

is in the most part relevant and supported
by some evidence.
average k.e. of each proton is
high T means protons are travelling at
Level 1 (1 – 2 marks)
high speed
Limited attempt at one or two statements
so fast enough to overcome repulsive
forces
and get close enough to fuse
p.e. = e2/4πε0r so T must be high
0 marks enough for

No response or no response worthy of r is approximately 3fm
credit.
statement 3
k.e. ∝ T so average energy at 107 K is

only one thousandth of the average
energy at 1010 K when protons might
fuse
but M-B distribution applies so at the
high energy end there will be a few p
with enough energy
quantum tunnelling across potential
barrier is possible
small probability of many favourable
collisions to boost energy of p
4 p must fuse to produce He; it is
complicated process making probability
of fusion much less
number of p in Sun is so huge that,
even with such a small probability, 4 x
109 kg of p still interact s–1
a larger probability means lifetime of
the Sun would be shorter

Mark Scheme
This was one of the two LoR questions. It

required understanding of fusion, mass-
energy equivalence, the Maxwell-
Boltzmann distribution, and the relationship
between mean kinetic energy and
temperature for particles in an ideal gas.
Responses to the following questions were

being sought:
1. Why is the Sun losing mass?

2. Why is an extremely high temperature
needed for fusion in stars?
3. Why does fusion occur in the Sun even
though its temperature is 1,000 times
less than that required by theory?
Two dissimilar responses could score

comparable marks if the criteria set out in
the answer section of the marking scheme
were met. Level 3 responses gave a clear
answer to all three of the questions,
whereas Level 2 responses generally had
clear answers to only two. In Level 1,
limited answers to only one or two of the
above questions were given.
Total 6

Mark Scheme
13 Level 3 (5 – 6 marks) B1 x 6 Use level of response annotations in RM

Response shows clear distinction between Assessor,
investigations; clear and correct reasoning e.g. L2 for 4 marks, L2ˆ for 3 marks, etc.
is given for the situations which give
maximum / minimum readings in both Indicative scientific points may include:
cases, including correct numerical values
explanation 1
which is clear and logically structured. The receiver aerial vertical – electrons are
information presented is relevant and driven (maximum distance) up and
substantiated. down along the length of the aerial
because the oscillations (of the electric
Level 2 (3 – 4 marks) field) are vertical, causing maximum
Response refers to both investigations; (a.c.) current
some reasoning is given for the situations receiver aerial horizontal – electrons
which give maximum / minimum readings are driven (minimum distance) across
in both investigations, including some the aerial because the oscillations (of
numerical values the electric field) are only in the vertical
plane (no oscillation along the aerial to
There is a line of reasoning presented with cause current), so zero / minimum
some structure. The information presented current
is in the most part relevant and supported rotation of receiver aerial by ± 90° (or
by some evidence. 90° and 270°) from vertical leads to
zero current
Level 1 (1 – 2 marks)
Limited reasons are given for the situations explanation 2
which give maximum / minimum readings
in either investigation reflected wave superposes with
incident wave at receiver aerial
There is an attempt at a logical structure coherent waves as from same source
with a line of reasoning. The information is constructive interference / waves in
in the most part relevant. phase gives max current
reflected wave has travelled nλ further,
0 marks n = 0,1, etc
No response or no response worthy of so max current when plate is at λ/2,
credit. 2λ/2, etc from receiver aerial, i.e. 30,
60 cm
destructive interference / waves 180°
(π rad) out of phase gives zero current
reflected wave has travelled (2n +1)λ/2
further, n = 0,1, etc
so zero current when plate is at λ/4,
3λ/4, etc from receiver aerial, i.e. 15,
45 cm
reflected signal will be weaker the
further it has to travel so no longer
complete cancellation (ammeter reads
close to zero)

Mark Scheme
Note: Give full credit to candidates who

take the 180° (π rad) phase change on
reflection into account, which gives max
current at 15, 45 cm etc and zero current at
30, 60 cm etc.
This was the second of the two LoR

questions in this paper. It required
knowledge of polarisation, superposition
and interference. There is no one perfect
model response but generally, for Level 3,
candidates were required to give clear
reasoning for the situations which gave
both maximum and minimum readings in
both investigations. Such candidates
included correct numerical values in their
responses (although ‘half a wavelength’
was acceptable in place of 30cm). Level 2
responses were sometimes incomplete
(e.g. giving the maximum position but not
the minimum position) or confused (e.g.
the maximum and minimum positions were
given but were the wrong way around).
Level 1 responses came from candidates
who misunderstood the physics of one of
the situations, or who confused phase
difference and path difference, or whose
descriptions were generally too vague to
gain much credit.
It may be helpful to point out that

investigation 2 was not about the formation
of a stationary wave; rather, it was about
two overlapping coherent waves forming
regions of constructive and destructive
interference. A common misconception
was that the maximum and minima signals
were related to antinodes and nodes.
Misconception
A minimum or zero reading does not occur

when two waves are merely out of phase.
They must be completely out of phase. The
best way to describe this is to say that they
are in antiphase.

Mark Scheme
Total 6

Correct circuit diagram and explanation
including detailed calculations and Circuit Diagram
explanation of circuit for different light
intensities. Potential divider circuit
Correct symbols
There is a well-developed line of reasoning Battery / power supply of at least 6.0 V
which is clear and logically structured. The Voltmeter
information presented is relevant and Voltmeter correctly positioned across
substantiated. fixed resistor.
Level 2 (3–4 marks) Explanation and calculations

A diagram, some calculations /
explanation. Potential divider equation
Appropriate value of fixed / variable
There is a line of reasoning presented with resistor
some structure. The information presented Vout calculated when LDR is in very
is in the most-part relevant and supported bright light / resistance value calculated
by some evidence. Vout calculated when LDR does not
receive light / or resistance value
Level 1 (1–2 marks) calculated.
Limited diagram with incorrect position of
voltmeter and limited calculations / Explanation for different light intensities
explanation OR correct diagram with
correct symbols. Use of variable resistor
Effect of increasing / decreasing the
There is an attempt at a logical structure resistance of the fixed resistor.
0 marks
credit.
Total 6

Mark Scheme
15 Level 3 (5–6 marks) B1×6 Indicative scientific points may include:

E and r calculated correctly and table
completed correctly and clear description
of P and R Calculating E and r
There is a well-developed line of reasoning E = Ir + V

which is clear and logically structured. The gradient = (-) r
information presented is relevant and y-intercept = E
substantiated. Line extrapolated to y-axis
E = 1.2 (V)
Level 2 (3–4 marks) r = 0.8(0 Ω)
Table completed correctly and some
description of P and R / some attempt at E Table and description
and r
OR Table completed (ignore SF) – see
E and r calculated correctly below
OR R increases as V increases (or I
Some attempt at calculating E and r and decreases)
some description of P and R P increases and decreases
Maximum power is when internal
There is a line of reasoning presented with resistance is equal to R (0.8 Ω)
is in the most-part relevant and supported V/V I/A R/Ω P/W
by some evidence. 0.20 1.25 0.16 0.25
0.40 1.00 0.40 0.40
Level 1 (1–2 marks) 0.60 0.75 0.80 0.45
Limited calculation of E and r 0.80 0.50 1.60 0.40
OR 1.00 0.25 4.00 0.25
Table completed correctly Examiner’s Comments
OR
Limited description of relationship between This is the first LoR question on the paper.
P and R This question is based on a standard
physics practical, so the experimental set
There is an attempt at a logical structure up should have been familiar to many
with a line of reasoning. The information is candidates. While a holistic approach is
in the most part relevant. taken to the marking, there are key points
which should be present for the award of
0 marks given levels. The question is structured in
No response or no response worthy of two main parts: the determination of E and
credit r, and then the calculation of R and P for
the table. However, each of these parts
contain additional instructions which were
often ignored by the candidates. For the
emf and internal resistance, an explanation
of the method used was required, the most
usual way would be based around a
rearrangement of E = V + Ir. For the
resistance and power, a qualitative
description of how they are related is

Mark Scheme
needed, along with an appreciation that

when the internal resistance equals the
load resistance the power is at its
maximum. For the most part, candidates
carried out the calculations well,
completing the table and identifying E and r
correctly, but did not give suitable and
detailed descriptions leading to them being
limited to lower levels. Very few discussed
the resistance and power relationship at
all, despite it being a reasonably simple
pattern. It is very important that candidates
make note of all that is required in a LoR
question if they are to access the higher
levels. The vast majority of candidates did
sufficient work to place them in Level 2.
Misconception
Many candidates missed opportunities to

achieve a higher level by not explaining
their reasoning and not describing the
pattern of R with P.
Total 6

Mark Scheme
16 Level 3 (5–6 marks) B1×6 Indicative scientific points may include:

Clear description and clear calculations of
energy per kg
Description
which is clear and logically structured. The Energy is produced in both reactions
information presented is relevant and More energy produced (per reaction) in
substantiated. fission
The (total) binding energy of ‘products’
Level 2 (3–4 marks) is greater
Clear description OR In fusion, nuclei repel (each other)
Clear calculations of energy per kg Fusion requires high temperatures /
OR high KE
Some description and some calculations Fission reactions are triggered by
(slow-)neutrons
There is a line of reasoning presented with Chain reaction possible in fission
is in the most-part relevant and supported Calculations
by some evidence.
1 kg of uranium has 4.26 mols / 2.56 ×
Level 1 (1–2 marks) 1024 nuclei
Limited description 1 kg of deuterium has 500 mol / 3.01 ×
OR 1026 nuclei / 1.50 × 1026 ‘reactions’
Limited calculations 200 MeV = 3.2 × 10-11 J
4 MeV = 6.4 × 10-13 J
There is an attempt at a logical structure Uranium: ~ 1014 (J kg-1) (actual value
with a line of reasoning. The information is 8.2 × 1013)
in the most part relevant. Deuterium: ~ 1014 (J kg-1) (actual value
9.6 × 1013)
0 marks The energy per kg is roughly the same
credit Examiner’s Comments
This is the second LoR question. This is

designed to assess knowledge of the two
nuclear energy reactions and to calculate
energy release using some given data. The
differences between the fission and fusion
reactions were generally well answered
although many candidates explained
differences in design, operation and waste
more than the reactions. The similarities
were often not as clear however several
candidates gave excellent responses in
terms of binding energies and mass
differences. Candidates were also
expected to complete a calculation to show
which produces more energy output per
kilogram. This is challenging calculation to

Mark Scheme
follow through fully, but most candidates

were able to make some attempt, even if it
was only converting MeV to J. Only better
candidates realised 2 nuclei of deuterium
were used for one fusion reaction. While a
small number of candidates did correctly
calculate the energy per kilogram, they
tended to state that fusion produced more
energy rather than a feeling that they are
basically equivalent. As usual with LoR
questions, a holistic approach is taken to
the marking and candidates can access
higher levels without necessarily reaching
all the marking points. Even so, relatively
few candidates were able to access Level
3, generally due to poor calculations and/or
descriptions.
Total 6

Mark Scheme

Clear explanation of the maxima and Explanation of maxima and minima
minima and uses the results to determine
the path difference leading to a value for Two (or more) waves meet at D
wavelength. Superposition
Displacements added
There is a well-developed line of reasoning Minima not zero since path is longer
which is clear and logically structured. The via the reflector
information presented is relevant and Coherence: constant phase difference
substantiated. due to same source
Changing y changes the path
Level 2 (3–4 marks) difference
Clear explanation of maxima and minima Discussion of path difference for
and some attempt to use the results to maximum and minimum
determine the path difference leading to a Discussion of phase difference of
value for wavelength. maxima and minima
OR When path difference changes by λ/2
some explanation of maxima and minima then maxima changes to minima or
and uses the results to determine the path minima changes to maxima
difference leading to a value for
wavelength. Determination of path difference and
wavelength
There is a line of reasoning presented with
some structure. The information presented Use of Pythagoras to determine path
is in the most-part relevant and supported length
by some evidence. Attempt to find a path difference
Path difference repeated
Level 1 (1–2 marks) Path differences 1.4, 2.8, 4.2, 5.6 (cm)
Limited explanation of maxima and minima Wavelength = 2.8 cm
OR
some attempt to use the results to Examiner’s Comments
determine the path difference leading to a
value for wavelength. To answer this question well, candidates
needed to explain why there were maxima
The information is basic and and minima. Many correctly explained the
communicated in an unstructured way. The different paths but some were confused
information is supported by limited between phase difference and path
evidence and the relationship to the difference. A significant number of
evidence may not be clear. candidates incorrectly discussed standing
waves or two source interference.
0 mark
No response or no response worthy of Most successful candidates clearly used
credit. the data correctly using Pythagoras to work
out path differences and they realised that
the difference between the two maxima or
the two minima was the wavelength,
however other candidates often just stated
14.6 – 8.4 was the wavelength or 11.9 –
8.4 × 2 was the wavelength.

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Exemplar 2
This candidate scored full marks – the

scientific content of the response meets
the Level 3 descriptor, and the
communication statement is also met so
six marks.
The candidate structures the response by

initially describing the experimental
arrangement. There is appropriate
scientific detail explaining how waves
arrive at D. Importantly the candidate
states that the resultant displacement is
equal to the sum of the displacements of
the individual waves. Although the phase
change has not been discussed, there is a
sensible discussion of path difference
using the data given.
Towards the end of the response the

candidate clearly demonstrates how the
wavelength of the microwaves may be
calculated using Pythagoras calculations of
the path difference and relating the path
difference to the wavelength.
Total 6

Mark Scheme
Clear description of method and analysis of Description

data
Circuit with LED connected to a
There is a well-developed line of reasoning variable supply (and series /current
which is clear and logically structured. The limiting resistor) / or use of variable
information presented is relevant and resistor
substantiated. p.d. across LED increased until LED
emits light
Level 2 (3–4 marks) Voltmeter (across LED) used to
Some description of method and analysis measure V
of data Use a range of LEDs
or Clear description or Clear analysis λ determined using diffraction grating /
spectrometer / double-slit / use nλ = d
There is a line of reasoning presented with sinθ / λ = ax/D OR λ determined from
some structure. The information presented manufacturer’s data / known
is in the most part relevant and supported wavelength
by some evidence. Darkroom used / tube placed over LED
used to establish switching of LED /
Level 1 (1–2 marks) switch-on identified from finite ammeter
Limited description reading
or
Limited analysis Analysis of data
There is an attempt at a logical structure Plot of V against λ–1 / eV against λ–1 /

with a line of reasoning. The information is eV against c/λ
in the most part relevant. Line of best-fit drawn through the
points
0 marks Straight line (through origin)
Correct gradient for described graph
No response or no response worthy of hc/e or hc or h
credit. Correct arrangement for determination
of h
h = (gradient × e ) / c or h = gradient / c
(allow numerical values for e and/or c)
This level of response (LoR) question was

designed to assess practical skills of
planning, implementation, analysis and
evaluation from module 4 of the
specification, specifically 4.5.1(e). A holistic
approach to marking is used, with marks
given according to answers matching the
descriptors for the various levels. No one

Mark Scheme
answer is perfect for this question,

examiners were expecting a varied
approach which would lead to a correct
determination of h. The nature of the
question is such that it can be conveniently
separated into a description of the
experiment and an analysis of it.
The key points in the description that

examiners were looking for were:–a
suitable circuit diagram allowing the
potential difference across the LED to be
both varied and measured – a description
of the method used, specifically measuring
the potential difference across the LED at
the point at which it just lights – a
statement or description of how the
wavelength of the emitted light is
determined or measured – use of a range
of different wavelengths (or colours) of
LEDs.
The key points in the analysis that

examiners were looking for were:–a
suitable graph with appropriate variables
on the correct axes – a description of how
the graph will appear and what the gradient
corresponds to – how the value of h can be
determined from the gradient.
It was clear that many candidates had

carried out this experiment and were able
to give good descriptions and analysis. The
very best was detailed and well-structured
and made every attempt to fully answer
each section of the question. It was
anticipated that the determination of the
wavelength would come from an
experimental method, but it was evident
that many candidates who had carried this
experiment out had used the
manufacturer’s data which is a perfectly
acceptable response. It was important that
candidates described how the potential
difference across the LED was to be
measured as this was specifically asked in
the question and several candidates drew
circuit diagrams which would not have
worked in the required way, often with the
variable resistor across the LED. Many

Mark Scheme
candidates gave extra experimental

details, such as using a darkroom, to help
build up a detailed response.
For the most part, the analysis was done

better than the description and candidates
were generally able to describe the correct
graph and how to determine h. Several
candidates plotted an incorrect graph, such
as V against λ, which meant that they
would not be able to determine h. Some of
the responses were brief and used
symbols with little explanation about how
the analysis was to be carried out.
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Physics A (H156, H556)

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INFORMATION FOR CANDIDATES

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group A: h = (6.3 ± 0.3) × 10−34 J s

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(i) The e.m.f. of the power supply is set at 4.2 V.

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The length of the tube is 65.0 cm.

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9 This question is about a resistance wire made of nichrome.

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The resistance wire is coiled and placed in a water bath.

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Fig. 17.2 shows the variation of V with time t.

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For each of these two investigations:

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greater than 5.0V when the LDR is in very bright light

In your answer, include

a circuit diagram with suggested component values

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The V against I graph plotted by the student is shown below.

V/V I/A R/Ω P/W

There is an incomplete table next to the graph.

• Use the graph to determine E and r. Explain your reasoning.

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Here is some information and data on fission and fusion reactions.

Fission reactor Fusion reactor

Approximate energy produced in 200 MeV 4 MeV

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END OF QUESTION PAPER

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