GCE 2008 PHYSICS UNIT 6PH06/ 1A & 1B Notes on Assessment Criteria This document contains the Principal Moderators

comments on the assessment criteria and is intended to be used by teaching staff only. This document must not be provided to candidates. Candidates should be using the assessment criteria grid which can be found in GCE 2008 Physics specification.

November 2011

GCE Physics 6PH06 MARKING GRID A: Planning

Ref P1 P2 Criterion Identifies the most appropriate apparatus required for the practical in advance Provides clear details of apparatus required including approximate dimensions and/or component values (for example, dimensions of items such as card or string, value of resistor) Draws an appropriately labelled diagram of the apparatus to be used Notes on awarding the mark A list of the basic equipment is sufficient Meter ranges, number and size of masses, dimensions of card and mass of bob are expected. Candidates should select the range of variables. List should enable correct apparatus to be supplied without further explanation. The apparatus list and diagram can provide some evidence as this is a development of P1 & P3. All the evidence for P1 3 should be in the same area. Must be informative. Diagrams should be dimensioned where appropriate and labelled and, for example, rulers should be drawn close to the measured length. Given P1, 2 & 3 could another candidate do the experiment as planned? Any quantity but candidate must clearly state ..use this to measure that..., the examiner will not make assumptions as to what the candidate means Must explain why choice is appropriate in the context of the measurement to be made and not simply state the precision. It is not enough to quote either the range or the precision, or both, without reference to the experiment. E.g. A stopclock has a precision of 0.01 s which is less than the uncertainty of the manual operator which is likely to be 0.1 s. Or, the uncertainty of 0.005 V in a meter gives a % uncertainty of 0.7% in a typical measurement of 0.7 V as in the forward bias voltage of the diode in this experiment.

P3

P4

States how to measure one quantity using the most appropriate instrument Explains the choice of the measuring instrument with reference to the scale of the instrument as appropriate and/or the number of measurements to be taken

P5

P6 P7

States how to measure a second quantity using the most appropriate instrument Explains the choice of the second measuring instrument with reference to the scale of the instrument as appropriate and/or the number of measurements to be taken Demonstrates knowledge of correct measuring techniques

Same as P4, any quantity. It does NOT have to be one of the variables eg resistance of the resistor used in Crossing the Tracks. Same as P5

P8

Anything that improves the measurement ie outcome of the experiment see Tutor Support Materials. Good candidates draw on their own previous experiences when planning the readings. A timing marker at the centre of an oscillation is one technique and another is using the laptimer to record the time when the potential difference reaches a certain value. The technique should improve the measurement and be explained. Expect a correct context. Look for A0 in pendulum and initial voltage in tracks. Relevant quantities is the key here. If there are none to control the candidate should explain why. Those not controllable, like room temperature, can be measured before and after the work, if a change in them is likely to affect the outcome. A development of P8 and the key word is comments candidates distinguish between method and reading. If repeat readings are not appropriate this must be stated. Repeating the whole method might then be suitable. Comments should relate to the reliability and accuracy of the data in the context of the work and to the use of mean values. It is not enough simply to say that repeats will be taken. Credit sensible comments only when justified. If there are no safety concerns then that should be explained 12 V electricity is safe because it will not give the careless user a shock. The power supply unit might need more thought however.

P9

Identifies and states how to control all other relevant quantities to make it a fair test

P10

Comments on whether repeat readings are appropriate for this experiment

P11

Comments on all relevant safety aspects of the experiment

P12

Discusses how the data collected will be used

Do not allow plot a graph alone. Deriving formula for graph is done here. In effect a comparison with the equation of a straight line is expected. They must show how they will find the answer the briefing asks for. Deriving the experimental equation will help with A10 too. Referring to method as well as measurement. This looks forward to what will be done in the experiment and A12 looks back at what was done. Consider the scientific terms and explanations of techniques and method. Expect three. Many good candidates follow the marking grid which is fine but some headings are still needed. Is the written communication clear? Clarity in describing the actual method is what is looked for. Must effectively state somewhere ...vary this and measure that... A surprisingly high number of candidates do not provide a method. 16

P13 P14 P15 P16

Identifies the main sources of uncertainty and/or systematic error Plan contains few grammatical or spelling errors Plan is structured using appropriate subheadings Plan is clear on first reading

Maximum marks for this section

B: Implementation and measurements

Ref M1 Criterion Records all measurements with appropriate precision, using a table where appropriate Notes on awarding the mark The numbers should show the precision of the measuring instrument referred to in P5 & P7. Time should be to at least 0.1 second ie NOT 10, 20, should be 10.0, 20.0 etc. The candidate should write down the reading on the instrument without processing. Should show at top or bottom of table. Candidates are expected to appreciate the uncertainty in what they are actually reading. This is for using correct units throughout measurement If no modifications are done candidates must justify this. Candidates might consider the ranges suggested for P2. Ignore trivial changes or obvious flaws in plan. Usually 6 to plot a linear graph - expect repeats where method suggests these For the variables used, candidate should review results critically. One variable should double/halve. 6

M2 M3 M4 M5 M6

Readings show appreciation of uncertainty Uses correct units throughout measurement Refers to initial plan while working and modifies if appropriate Obtains an appropriate number of measurements Obtains measurements over an appropriate range Maximum marks for this section

C: Analysis
Ref A1 Criterion Produces a graph with appropriate axes (including units) Produces a graph using appropriate scales Notes on awarding the mark Must include units. The quantity plotted determines the units of the gradient, so logarithmic quantities must be dimensionless. E.g. ln (x/m). Data must occupy half of page on both axes. Scales must be simple so that gradient calculations and interpolation are easy not 3s or 7s. Look at points not on the BFL (Best Fit Line) at least 2 points should be checked. Must be accurate to 1 mm. Plots checked should be underscored if correct or ringed if incorrect Expect a good line at this level. BFLs will usually have plots on both sides and will not be forced through the origin. This is for the gradient calculation and linking this to the constant. Evidence is the appropriate graph showing data that has been processed and usually follows from P12. Must not use tabulated values unless plots are exactly on BFL. Triangle must occupy at least half of the drawn line. Measurement must be correct to one small square - with negative sign as appropriate. If the data is a curve a straight line may be drawn on part of the data as an approximation described by the candidate to enable them to gain this and the next mark. Must see a gradient unit somewhere and the unit for any constant. There might be no unit, as in a log-log graph.

A2

A3

Plots points accurately

A4 A5 A6

Draws line of best fit (either a straight line or a smooth curve) Derives relation between two variables or determines constant Processes and displays data appropriately to obtain a straight line where possible, for example, using a log/log graph Determines gradient using large triangle

A7

A8

Uses gradient with correct units

A9

Uses appropriate number of significant figures throughout calculations Uses relevant physics principles correctly

These might derive from P5 & P7. Candidates should use 3 (or very occasionally 2) SF in recording data, plotting graphs, gradient calculations and final answers This mark is for good physics seen anywhere such as mention of SHM, radiation flux or whatever is appropriate to the context. Can be awarded for extra maths as directed by briefing, such as the log expansion of the equation, if sufficiently detailed. Seen anywhere, including in the plan. Do not award if a contradiction is seen. This is a review of P13 and should refer to method and readings. Must be based on evidence from experiment(method)/results/graph. This is a review of the uncertainty in the light of the experience of doing the experiment, not merely a restatement of P13. Expect %U in appropriate measurements but at least the dependent variable. Can be adding %U as appropriate or use of error bars, and must refer to the result or graph. Error bars to generate 2 lines resulting in % difference of gradients is a good way to combine uncertainties when logarithms are used. Must be practical in a well resourced school laboratory. Allow datalogger if the improvement is described fully. Refer to the aim given in briefing, so can be mathematical. Evidence must be quoted somewhere Candidates should consider the validity and/or reliability of their conclusion. Best is comparing %D with %U but they could discuss the goodness of fit of BFL.

A10

A11 A12

Uses the terms precision and either accuracy or sensitivity appropriately Discusses more than one source of error qualitatively

A13 A14

Calculates errors quantitatively Compounds errors correctly

A15 A16 A17

Discusses realistic modifications to reduce error/improve experiment States a valid conclusion clearly Discusses final conclusion in relation to original aim of experiment

A18

Suggests relevant further work

Must be non-trivial and develop idea behind practical work. Further work should be both relevant and realistic. It should aim to be the non-trivial follow-up experiment that could be performed by the same student in the same laboratory. Comments must be scientific not holistic. 18

Maximum marks for this section

Total marks for this unit

40

The key words in the criteria are Discuss, Comment and Suggest. Candidates must do more than state a fact for the award of these marks.