Mark Scheme (Results)

October 2016

Pearson Edexcel
International Advanced Level
in Physics (WPH03) Paper 01
Exploring Physics
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October 2016
Publications Code WPH03_01_1610_MS
All the material in this publication is copyright
© Pearson Education Ltd 2016
 General Marking Guidance

 All candidates must receive the same treatment. Examiners

must mark the first candidate in exactly the same way as they mark
the last.
 Mark schemes should be applied positively. Candidates must
be rewarded for what they have shown they can do rather than
penalised for omissions.
 Examiners should mark according to the mark scheme not
according to their perception of where the grade boundaries may lie.
 There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
 All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
 Where some judgement is required, mark schemes will provide
the principles by which marks will be awarded and exemplification may
be limited.
 When examiners are in doubt regarding the application of the
mark scheme to a candidate’s response, the team leader must be
consulted.
 Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.
Mark scheme notes

Underlying principle

The mark scheme will clearly indicate the concept that is being rewarded,
backed up by examples. It is not a set of model answers.

For example:

(iii) Horizontal force of hinge on table top

66.3 (N) or 66 (N) and correct indication of direction [no ue]  1

[Some examples of direction: acting from right (to left) / to the
left / West / opposite direction to horizontal. May show direction
by arrow. Do not accept a minus sign in front of number as
direction.]

This has a clear statement of the principle for awarding the mark, supported by
some examples illustrating acceptable boundaries.

1. Mark scheme format

1.1 You will not see ‘wtte’ (words to that effect). Alternative correct wording
should be credited in every answer unless the ms has specified specific
words that must be present. Such words will be indicated by underlining
e.g. ‘resonance’
1.2 Bold lower case will be used for emphasis.
1.3 Round brackets ( ) indicate words that are not essential e.g. “(hence)
distance is increased”.
1.4 Square brackets [ ] indicate advice to examiners or examples e.g. [Do
not accept gravity] [ecf].

2. Unit error penalties

2.1 A separate mark is not usually given for a unit but a missing or incorrect
unit will normally cause the final calculation mark to be lost.
2.2 Incorrect use of case e.g. ‘Watt’ or ‘w’ will not be penalised.
2.3 There will be no unit penalty applied in ‘show that’ questions or in any
other question where the units to be used have been given.
2.4 The same missing or incorrect unit will not be penalised more than once
within one question.
2.5 Occasionally, it may be decided not to penalise a missing or incorrect
unit e.g. the candidate may be calculating the gradient of a graph,
resulting in a unit that is not one that should be known and is complex.
2.6 The mark scheme will indicate if no unit error penalty is to be applied by
means of [no ue].
3. Significant figures
3.1 Use of an inappropriate number of significant figures in the theory
papers will normally only be penalised in ‘show that’ questions where
use of too few significant figures has resulted in the candidate not
demonstrating the validity of the given answer.

4. Calculations
4.1 Bald (i.e. no working shown) correct answers score full marks unless in
a ‘show that’ question.
4.2 If a ‘show that’ question is worth 2 marks then both marks will be
available for a reverse working; if it is worth 3 marks then only 2 will be
available.
4.3 use of the formula means that the candidate demonstrates substitution
of physically correct values, although there may be conversion errors
e.g. power of 10 error.
4.4 recall of the correct formula will be awarded when the formula is seen
or implied by substitution.
4.5 The mark scheme will show a correctly worked answer for illustration
only.
4.6 Example of mark scheme for a calculation:

‘Show that’ calculation of weight

Use of L × W × H 

Substitution into density equation with a volume and density 

Correct answer [49.4 (N)] to at least 3 sig fig. [No ue] 

[If 5040 g rounded to 5000 g or 5 kg, do not give 3rd mark; if
conversion to kg is omitted and then answer fudged, do not give
3rd mark] 3
[Bald answer scores 0, reverse calculation 2/3]

Example of answer:

80 cm × 50 cm × 1.8 cm = 7200 cm3

7200 cm3 × 0.70 g cm-3 = 5040 g

5040 × 10-3 kg × 9.81 N/kg

= 49.4 N

5. Quality of Written Communication

5.1 Indicated by QoWC in mark scheme. QWC – Work must be clear and
organised in a logical manner using technical wording where
appropriate.
5.2 Usually it is part of a max mark.
6. Graphs
6.1 A mark given for axes requires both axes to be labelled with quantities
and units, and drawn the correct way round.
6.2 Sometimes a separate mark will be given for units or for each axis if the
units are complex. This will be indicated on the mark scheme.
6.3 A mark given for choosing a scale requires that the chosen scale allows
all points to be plotted, spreads plotted points over more than half of
each axis and is not an awkward scale e.g. multiples of 3, 7 etc.
6.4 Points should be plotted to within 1 mm.
 Check the two points furthest from the best line. If both OK award
mark.
 If either is 2 mm out do not award mark.
 If both are 1 mm out do not award mark.
 If either is 1 mm out then check another two and award mark if
both of these OK, otherwise no mark.
For a line mark there must be a thin continuous line which is the best-fit
line for the candidate’s results.
Question Answer Mark
Number
1 A correct answer 1
B and D are not a base units
C is a quantity not a base unit
2 D correct answer 1
A has an incorrect power of ten and incorrect unit
B has an incorrect power of ten
C has an incorrect unit
3 B correct answer 1
A, C, and D all include an unmeasured quantity
4 D correct numerical answer with appropriate number of significant figures 1
A and B are incorrect as the anomalous result has not been excluded
C has too many significant figures
5 A correct answer as mass is not required so a balance is not needed 1
B is needed to measure height
C is needed to ensure the metre rule is upright
D is needed for timing

Question Answer This question to be marked holistically as Mark

Number answers to (a) might appear in (b) and vice versa
6(a) Max 4
Measure height of all 500 sheets (1)
Divide answer by 500 (1)
Use vernier callipers Or metre rule or ruler (1)
Precision/uncertainty/resolution for calliper 0.1 mm (1)
Precision/uncertainty/resolution for metre rule/ruler 1 mm (1)
Percentage calculation based on instrument (1) 4

Example (for vernier)

Percentage uncertainty calculation e.g. 0.1x 100/60 % = 0.17%

6(b) Max 2
Ensure pile is ‘straight’ Or ensure pile is not compressed (1)
Use set square to square off pile Or ensure ruler vertical (1)
Check for zero error (1)
Avoid parallax errors Or read at eye level (1)
Repeat and average (1) 2

Total for question 6 6

Question Answer This question has to be marked holistically, in the context of the Mark
Number experiment described and credit given for answers given where-ever they
appear
7 (a) draw and label a diagram of the apparatus to be used
Labelled diagram of workable horizontal set-up, with mass/weight, pulley and bench (1) 1

(b) list any additional measuring instruments required that are not shown in the
diagram
Rule, vernier callipers or micrometer (1) 1
NB may be on diagram or elsewhere in text

(c) list the quantities to be measured, (1) 1

Diameter, original length, extension or stretched length

(d) for two quantities explain your choice of measuring instrument,

States measuring instrument and quantity (2)
Justification of choice of measuring instrument with reference to scale
(uncertainty/range) (2) 4
Examples
States measuring length using metre rule to +/- 1 mm
States measuring diameter using micrometer (screw gauge) to +/- 0.01 mm

(e) for one quantity comment on whether repeat readings are appropriate
Justified appropriate comment (1) 1
Examples
Repeat measurement of diameter and average in case fishing line is not circular.
Carry out experiment only once in case the elastic limit is exceeded.

(f) state which is the independent variable and which is the dependent variable
Mass / weight / force and extension / length (1)
Identifies mass / weight / force as the independent variable and extension/length as
the dependent variable (1) 2

(g) explain how the data collected will be used to determine the Young modulus,
include a sketch of the expected graph,
Plot force / mass against extension / length Or stress against strain (1)
Sketch of graph (1)
Determine gradient of straight line section (1)
Explains how measurements relate to variables plotted. (1) 4

(h) comment on a main source of uncertainty and/or systematic error

Reference to measurement of extension or diameter (1)
with corresponding reason (1) 2

(i) comment on safety

Sensible identification of risk and precaution (1) 1
E.g. risk from falling weights so use foot protection
or risk from breaking line so use goggles

Total for question 7 17

Question Answer Mark
Number
8(a) Max 2
Inconsistent significant figures (1)
Poor range (1)
No repetition shown (1)
Only 5 sets (1) 2

8(b) Explicit or implicit comparison to y = mx+c (1)

states ε and r constant
(1) 2

8(c) Axes labelled (1)

With units (1)
Sensible scales (multiple of 1, 2, 5) [allow truncated scale] (1)
Correct plotting of data (1)
Best fit line (1)
5
(See the graph on the following page)

8(di) Reading of intercept to give ε in range 2.15 - 2.50 V and to 2 or 3 sf 1(1)

Calculation of gradient to give value of r in range 1.20 – 1.55 x 104 Ω to 2 or 3 sf (1) 2

8(dii) Divide values for both ε and r by 3 (either described or values given)
(1) 1
Total for question 8 13
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