THE MALAWI NATIONAL EXAMINATIONS BOARD

2022 MALAWI SCHOOL CERTIFICATE OF EDUCATION EXAMINATION

CHIEF EXAMINER’S REPORT

PHYSICS (M164)

PAPER I

A. GENERAL COMMENTS

The 2022 Physics Paper I was compared favourably with the previous
examination papers. The paper covered the syllabus adequately The language
used was for the level of examination. It examined a wide range of scientific
skills, among others manipulation of figures, reasoning ability and several
stimulus materials were used with relevant questions.

General performance of the candidates was average. Some candidates have

problems to express themselves using scientific vocabulary, manipulation
skills, spellings and application of concepts.

B. COMMENTS ON PERFORMANCE ON INDIVIDUAL QUESTIONS

Question 1 a (i)

The question demanded candidates to state the relationship between extension and
mass shown by the graph. The question was attempted with above average
performance However; some candidates gave wrong answer by stating that “when

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extension increases mass also increases” as if increase in mass is dependent on
increase in extension of the spring.

Question 1 a (ii)

Required candidates to find extension on the spring when a (400 g) given mass is
hung on the spring. Many candidates failed because they presented a round figure 8
cm or 8.2 cm instead of 8.1 cm. Thus they had not paid much attention to the scale in
the graph.

Question 1 a (iii)

The question requested candidates to derive the unit of the slope of the graph. Many
candidates attempted it but lost marks because they gave wrong answer such as
“g/cm” or “g/cm2” instead of “cm/g”. Others did not attempt at all because they did
not understand the term “derive” in this case.

Question 1 a (iv)

The question wanted candidates to give a reason for some points lying outside the
graph line. Many candidates failed this question They gave answers such as, “the
experimenter wanted to draw a line of best fit” or “because the spring had reached
its elasticity limit in Hooke’s law.” Actually it was “due to errors which might have
arisen during the experiment”.

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Question 1 b

The question asked candidates to give the reason for repeating an experiment and
taking an average of the results. Many candidates showed understanding of the
concept and got this question right i.e. “to minimise errors “.

Question 1 c

The question required candidates to give two factors that can affect the speed of
sound in air. Most candidates got this question correct. The few who failed confused
themselves with the characteristics of waves “frequency, wavelength, amplitude, and
some even gave a funny answer like “big mountains”.

Question 2

The question required candidates to give any two effects of the unusual expansion of
water. This was popularly attempted but only half of the candidates performed well.
Some candidates presented “the general applications of expansion of matter.” Thus
either they misunderstood the question or it was a misconception of the concept.

Question 2 b (i)

Candidates were asked to state the Archimedes principle. Most candidates attempted
it although the performance was below average. Some lost marks because they
presented the “law of floatation” instead. Others did not relate the up thrust to the
weight of displaced fluid. They just said “up thrust is equal to displaced fluid.”

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Question 2 b (ii)

The question demanded candidates to calculate the up thrust force on the stone with
a mass of (60 kg) and weight (40 N) in water. This was a popular question and
given. Most candidates showed a good application of the concept and mathematical
manipulation skills.

However, there were also a good number of candidates that just used the raw values
in the question while others used wrong or misplaced the quantities in the formula,
for example: Mass in air – Mass in water = 60 kg – 40 kg = 20 kg.

Question 3 a

The question required candidates to give two dangers of radioactive substances. The
question was attempted by many candidates and the performance was above
average. However, those who got it wrong had presented “applications of
radioactivity” or “laboratory rules associated with radioactive substances.

Question 3 b (i)

The question asked candidates to identify an ideal isotope which may be used as a
tracer in medicine. Some candidates performed well while others because they
presented “iodine” as the ideal isotope. They might have possibly not paid enough
attention to the detail hence they took “8” though in days as the shortest period
instead of sodium with “15 hours” half–life.

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Question 3 b (ii)

The question demanded the candidates to give a reason for the answer in 3 b (i).
This was a popular question with average performance. Many candidates that
presented iodine in 3 b (i) had indicated “because it is contained in salt”. Those
candidates who stated sodium in 3 b (i) had indicated “because sodium does not
cause blood clotting in the body.” Actually a radioisotope with short half–life is
ideal to be used as a tracer because “it takes a very short time to be detected and
decompose completely hence its effects do not last long in the body.”

Question 3 c

The question required candidates to calculate the amount of current introduced in the
primary coil of a given percentage (100%) efficient transformer if it converts of a
given voltage (400 V) to 200V in order to operate a given amount of current of a
(5A) hair dresser. Many candidates attempted it with generally average performance.

Question 4 a

The question required candidates to give any one factor that can affect the frequency
of a cantilever. Most candidates got it right. Nevertheless, some candidates presented
wrong responses such as “length of string, length of mass, length of pendulum,
distance, etc.”

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Question 4 b (i)

Candidates were asked to name the type of wave. This question very clear and
relevant to the given stimulus material, figure 2. This was correctly attempted by
most candidates though some candidates presented wrong responses such as “sound
wave, mechanical wave, transverse wave, etc.” instead of naming it as
“Longitudinal type of wave.”

Question 4 b (ii)

The question demanded candidates to calculate the wave length. A good number of
candidates did not perform well. It proved to have been difficult to many.

While with reference to the diagram;

𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑐𝑜𝑣𝑒𝑟𝑒𝑑 9

Wavelength = ’, i.e = = 3 cm = 0.03 m.
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑤𝑎𝑣𝑒𝑠 3

𝑣
Many candidates presented the formula; wavelength (λ) = ; which was not
𝑓

appropriate.

Question 4 b (iii)

Candidates were required to calculate the wave speed given that the wave had a
frequency of 0.5Hz. Responses from most candidates were not correct. Many used
wrong formulae such as ; C = 3 × 108 which is for the speed of light instead of :
wave speed (v) = fλ. On the other hand, there were some candidates who used a
wrong response from 4 b(ii) in a correct formula in 4 b(iii) hence came up with a
wrong answer.

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Question 5 a

Candidates were asked to explain how the length of an inclined plane affects its
mechanical advantage. Although many candidates attempted it, the performance was
not good. Some candidates failed to correctly demonstrate that increase in length of
the inclined plane will increase the M.A and decrease in effort applied and vice
versa. Some candidates could wrongly state that increase in length of the inclined
plane decreases the M.A or vice versa. Other candidates were expressing it in terms
of amount of friction in the system.

Question 5 b

The question required candidates to calculate the resultant force if the block was
moving horizontally on a frictionless surface. Quite many candidates displayed good
manipulative skills though they were not precise with directions in resolving
component vectors.

Question 6 a

Candidates were required to list any three examples of levers. This was a popular
question with considerably below average performance. A lot of candidates failed to
give basic examples of “Pliers, wheelbarrow, Pincers, Garden shears, Bottle
opener, Nut–cracker, Seesaw, etc.” As such those candidates presented machines
such as “pulley, inclined plane, as examples. On the other hand, some candidates
stated rivers instead. For example, “Lilongwe river, Likangala river, etc.”

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Question 6 b (i)

The question demanded candidates to calculate the work done in the horizontal
direction. The question was not well performed by many candidates, for some they
used 4m as distance instead of the 5m horizontal distance in:

Work done = FCosθ × d

Question 6 b (ii)

The question asked candidates to explain how the energy would be used up in doing
the work be determined. The question was poorly performed by most candidates. In
fact the energy used up in the system is determined by working out the difference
between “work done by applied force and work done against gravity.”

Question 7 a

The question required candidates to state the principle of transmission of pressure in

fluids. This was popular question amongst and many candidates did not precisely
state the Archimedes’ principle.

Question 7 b (i)

Candidates were asked to determine pressure exerted on oil by a given number of

piston (1) at point (A) and with given force (200 N) applied on the handle. Most
candidates displayed knowledge and masterly of the concept of application of liquid
pressure in 7b. However, some candidates wrongly stated that:
𝐴𝑟𝑒𝑎 𝐹𝑜𝑟𝑐𝑒
Pressure = instead of = .
𝑓𝑜𝑟𝑐𝑒 𝐴𝑟𝑒𝑎

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Question 7 b (ii)

Candidates were required to find the force exerted on piston 2 by the oil. Few
candidates got it right while majority did not do well because of using wrong
formula.

Question 8 a

The question demanded candidates to state one property that is common for both
liquids and gases. Most candidates responded correctly to this question although
some candidates presented that “they have weak imf.” This though, is not precisely a
common property.

Question 8 b

The question required candidates to mention two ways in which electromagnetic

spectrum is emitted. The question was poorly performed by quite many candidates.

Some candidates responded in terms of:

- “electromagnetism” as they stated about “increasing number of coils”

- detection of radiation by stating the instruments used to detect radiation.

Actually electromagnetic spectrum is emitted through waves and radiation in form

of, among others, visible light, U.V light, X–rays, Gamma rays, Radio waves,
Infrared, Microwaves, etc.

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Question 8 c

Candidates were asked to calculate the frequency of the waves produced by a spiral
spring vibrating at the rate of 20cycle for every 5 seconds. This was well performed
by most candidates.

Question 9 a

The question demanded candidates to give two factors which affect the electrical
resistance of a conductor.

Question 9 b

The question required candidates to calculate the resistance of the resistor that has
been given in a standard notation

Question 9 c (i)

The question asked candidates to calculate the value of the resistance of a resistor
marked 8K2J .

Question 9 c (ii)

The question asked candidates to write down the standard notation of a resistor of
value 3,3000 ± 20% (c). Many candidates attempted the question and got it correct
with reference to the table.

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Question 10 a

The question required the candidates to calculate the resistance of each length of
wire and record under resistance in a table. It was observed that some candidates
calculated resistance by dividing current by voltage instead of
𝑉
R= .
𝐼

Question 10 b (i)

Candidates were required to plot a graph of resistance against length. Many

candidates displayed masterly of content ultimately with average performance on the
question. Some candidates failed as they displayed inconsistent scale and labelled
the axes wrongly as they stated length of wire on the vertical and resistance on the
horizontal axes respectively.

Question 10 b (ii)

Candidates were required to state the relationship between length of nichrome wire
and resistance.

Question 11 a

The question required candidates to explain in terms of kinetic theory of matter why
a piece of sweet melts when it is put in a mouth of a person. A lot of candidates did
not perform very well in this question. The question was about Kinetic theory yet
some candidates explained in terms of digestion in the mouth that saliva and some

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other digestive elements. On the other hand, some candidates stated that the piece of
sweet dissolves in the presence of saliva.

Question 11 b

The question demanded candidates to how destructive interference occurs with the
aid of a diagram. This question was attempted by many and fairly done by most
candidates; with relevant diagrams drawn as much as some explained in terms of
“general interference” in everyday life and not necessarily destructive interference of
waves. Somehow some candidates explained about how some items would be
destroyed. For example; “when cars collide” then destruction would occur.

Question 12 a

The question required candidates to explain how sinking and floating of submarines
are made possible. This was well attempted by many candidates. However, some
candidates failed to relate sinking and floating of a submarine by comparing the
density of the ship and water. As such, they expressed it in terms of pressure and
mass. Other candidates also explained about the sinking and floating of an egg and
not a submarine.

Question 12 b

Candidates were asked to briefly explain how a concave type of lens assists a short
sighted- person. Many candidates failed to logically explain how the concave lens is
used to correct short sightedness which makes a person see near objects clearly but
not distant objects.

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 i.e

Light rays from a distant object pass through the concave lens where
they are diverged before they enter the eye. The convex lens in the eye
then refracts/converges the rays onto the retina to form a clear image.

Candidates spent a lot of time and space defining a concave lens and explaining the
condition of short sightedness which rendered their explanation of the point.

Question 13 a

The question demanded candidates to describe how a thermocouple thermometer

works. This question was attempted by many candidates but poorly performed. So
many candidates displayed lack of knowledge on the function of a thermocouple
thermometer let alone the diagram. As such most of them explained about a clinical
or ordinary liquid–in–glass thermometer.

A thermocouple thermometer uses the principle that when a junction is

made between two different metals, a small emf/voltage is set up between
them. Hence if two junctions are used and they are at different temperatures
then a measurable emf/voltage is set up which depends on the temperature
difference between the two junctions. Otherwise a thermocouple
thermometer works as follows:

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 When “hot” junction is placed in thermal contact with the object whose
temperature is being measured, the other “cold” junction is kept at a known
constant temperature. The thermocouple hence produces a voltage/emf that
depends on the difference in temperature between the two junctions. The
corresponding temperature is hence read on the meter.

Question 13 b

The question asked candidates to explain how a decrease in temperature affects

molecular motion. This question was also popularly attempted by candidates.
However, many candidates only managed to state that “decrease in temperature
leads to decrease in molecular motion.” A more detailed explanation was supposed
to be like

“When temperature decreases the molecules lose kinetic energy while

the intermolecular forces become much stronger or increase. Thus the
molecules vibrate more slowly come much closer to each other hence
the molecular motion decreases.”

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PAPER II

A. GENERAL COMMENTS
The 2022 MSCE Physics Paper II examination was relatively fair in terms of
level of difficulty of items. Although some candidates scored very well, the
majority of candidates recorded an overall score of average and below. The
paper compared well with Physics Paper II past papers in terms of its quality.
Both the language used and the test items included in the paper were
appropriate for MSCE candidates. The paper had both face and content
validity with no grammatical errors and some few typographic errors.

B. COMMENTS ON PERFORMANCE ON INDIVIDUAL QUESTIONS

Question 1
This question required candidates to describe the effect of change of amount of
electric current to the strength of an electromagnet. This was a popular question
attempted by many but most poorly scored in the paper. Candidates who aided their
descriptions with a relevant diagram scored better than those that did not. Majority
of those that attempted the question struggled in coming up with the analysis and the
conclusion. The correct way on the analysis was to compare various dependent
variables with their corresponding independent variables, and the correct conclusion
was supposed to be written as, for example those that used the concept of number of
attracted pins as the observable unit, could write as “if the number of pins getting
attracted increases when current is increased, then increasing the current results
into an increase in the strength of an electromagnet”. Candidates that missed the
question completely wrongly interpreted electromagnet as either a bar magnet,
electroplating or electrostatics, among others.
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Some funny responses included diagrams showing objects placed in water which
was not placed in any container at all.

Question 2
This question required candidates to describe how length of a cantilever affects its
frequency. This was a popular question as most students attempted it and scored
fairly. Just as in question one, a majority of those that attempted the question
struggled in coming up with the required analysis and the conclusion of the
investigation. The correct way on the analysis was to compare various dependent
variables (frequencies) with their corresponding independent variables (lengths), and
the correct concluding statement was supposed to be written as “Determine the
relationship between length of cantilever and its frequency. Those that scored the
question poorly, demonstrated lack of skills in the correct diagram used for
cantilevers and also showed that they were not so familiar with the cantilever
oscillating system. Those that completely missed this question wrongly interpreted a
cantilever as either a pendulum or a lever (leverage), and these were common in a
good number of candidates. Some funny responses such as “repeat the same
experiment with river water after using lake water” as well as use of vernacular
language responses were evident.

Question 3
The question required candidates to investigate the effect of surface area of contact
to pressure exerted by body. This was the most popular question with most
candidates scoring highly. However, those that failed the question demonstrated lack
of mathematical techniques in the relationship between related units of
measurements. They also failed to distinguish length from base length of a wooden

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block; consequently, coming up with wrong dimensions. They again demonstrated
lack of skills in conversion of units in the calculation for pressure.

Question 4
The question required candidates to investigate the effect of force on the extension
of a spiral spring. This was a popular question and most candidates performed
highly. However, majority of candidates wrongly calculated the force constant of the
spring by calculating the gradient of a graph of extension against force.
The correct method was to calculate the gradient of the graph of extension against
force, then invert it. Majority of those that failed the question demonstrated lack of
skills in proper labelling and correct scaling of graphs.

C. RECOMMENDATIONS TO:

(i) Schools
 Ensure syllabus coverage in general and scientific investigation
skills in particular.
 Ensure use of variety of prescribed and recommended reference
materials
 Teachers must allow students have regular hands-on experiences
on experiments to enable them attain desired competencies in
Physics.
 Head teachers to ensure that Science teachers have access to
Chief Examiners’ Reports.
 Science teachers should enhance their capacity through school–
based CPDs/Insets, “Team teaching” and “Communities of
practice.”
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  Teachers should clearly use and explain scientific terms in their
teaching of the subject.
 Students should be encouraged to practice good, legible
handwriting and drawing of good diagrams.
 Schools should procure and provide more relevant resources for
the teaching and learning of the subject.

(ii) Ministry of Education, Science and Technology

 Recruit more qualified science teachers as per the

establishments in schools to alleviate the understaffing in
schools which lead to underqualified teachers teaching the
science subjects.

 Establish a Science Material Special Fund in schools as is the

case with Textbook Revolving Fund to ensure adequate supply of
science materials in the schools

(iii) Malawi Institute of Education

 Initiate the revision of prescribed text books. There are some
with various errors that if not well checked by teachers and
students can mislead them.
 Physics content is bulky. There is need to consider increasing the
teaching periods allocated to 5 periods per week or otherwise
filter the content.

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