AS LEVEL IMPORTANT NOTES & TIPS – PRACTICAL PAPER 3

AS Level Physics Practical Paper 3 Format

There are two questions in each paper. Each question should take one hour as both questions are of 20
marks.

Question 1: it requires candidate to collect data, plot a graph and draw simple conclusions.

Question 2: No graph will be required. It will require candidates to follow an inaccurate method, take several readings
and then evaluate the results. It requires candidates to identify the problems faced in experiment and suggest
improvements that can be made.

Now, before starting on the tips to ace the Physics Practical Paper 3, you should keep this thing in mind that
most of the marks are for working, presentation and conclusions. So even if your practical work is not very
accurate you should move to the tables, graph and working without wasting time in making it more accurate.
There are only 2 marks of quality on whole paper.

Question 1
In this question, first set up the apparatus in exactly the same manner as shown on the question paper. The first
part of this question usually involves measuring something like diameter of a wire, length of some part of
experiment apparatus, potential difference, current etc. While measuring you should ensure that you present the
data to the appropriate number of significant figures so that if reflects the least count of the device being
used for example:

Micrometer Screw Gauge*: 0.01 mm

Meter rule: 0.5 mm
Vernier Caliper**: 0.1 mm
Protractor: 0.5 degrees
Graduated cylinder: 1/2 of the least count
Time: 1 decimal place
represent your all data in the SI units..meter (m) for length, radius e.t.c

In some cases, you have to measure something and judging by the space provided you have to show the
evidence that you have taken repeated readings and averaged them out. Say you have to measure the
diameter of a sample of wire, so using the micrometer screw gauze take 3 readings in three different parts
along the length of the wire and show:

𝒅𝟏 + 𝒅𝟐 + 𝒅𝟑
𝒅=
𝟑
and show the value calculated. Also remember to add appropriate units along with the individual readings
you measure. Then it says to repeat the procedure and get six different sets of data in a table. Students
often have this thing out of their mind that the presentation is important and CIE in its examiner’s report
terms such students as ‘weak candidates’. So first thing first, know how many variable you have to measure
and/or calculate so you could draw appropriate columns.

Formatted by Kaushik Reddy Pamireddy

 AS LEVEL IMPORTANT NOTES & TIPS – PRACTICAL PAPER 3

Now before moving onto how to construct a ‘nice’ table, let’s first consider what actually is demanded
by the examiner in the table. A ‘nice’ table should have these features:

1. Range and distribution: Largest possible range is required. It means that for example if you have to measure
length (L) from 0-100 cm, so we must take highest range while keeping the difference constant and getting 6
set of readings. The difference you can take here is 15, so the readings of L you’ll take will be: 15 cm, 30 cm, 45
cm, 60 cm, 75 cm, 90 cm. These values of L you have cover almost the whole range of values possible from
minimum to maximum. Same applies if you have set of resistors and you are asked to make different
combinations of resistors to yield different values of resistances. These values of resistance must cover the
whole range possible, like from minimum to maximum value possible [ here keeping the difference between
individual values of resistance for different combinations common is not necessary! ]

2. Quality of data: In a nutshell this one mark is for how close your readings are to the readings of supervisor
and does your readings have the points which make them look actual readings instead of made-up readings
such as: (1) scatter of points about the graph, due to random error the points will never lie on a straight line (2)
the trend is correct like dependent variable increasing with increasing independent variable and so on.

You will get accuracy marks if you actually write the values which are there on the equipment instead of
making
your own and if you did the experiment as accurately as supervisor.

3. Table:
i. Layout: You will draw one single table with headings. Each heading will have the name or symbol of
quantity with it’s standard units in brackets of after slash such as “L /m” or “Temperature (K)”. using T
can cause confusion so better write temperature or time instead of T or t unless the question explicitly
says something like “ t=time period”. Writing “L m” or “temperature K” is not accepted.

ii. Raw data: The data must be up to to the same precision. All the raw readings of a particular quantity
should be recorded to the same number of decimal places which should in turn be consistent with the
precision of the measuring instrument.

iii. Calculated quantities: For example, you record the values for current (I) using the ammeter. Then the
question asks you to include the values of 1/I in your table. That 1/I is calculated from I. Lets say, I was
given to 3sf. Then the calculated form (1/I) must have same number of sf, i.e. 3sf or one more sf, i.e.
4sf. These number of significant figures for calculated quantity should be kept same throught out the
colum for that quantity. However, if you are to calculate resistance from p.d and current, and the p.d
was up to 2 significant figures while current was up to 3 significant figures. Then the number of sf in
the calculated quantity must be equal to the least number of sf used in the calculation or one better.
Therefore, the resistance calculated can only be given to either 2 sf (least sf used in calculation) or 3 sf
(1 better sf).

Use the full space provided. First draw a rectangle covering whole of the space and then draw a upper row
relatively wide. Then draw a narrow column headed, S.No. (serial number), then draw equal sized columns for
the variables, then draw equal sized 6 rows below the heading row the column heading carries one mark
‘quantity/unit’. Finally, record your raw data in to the table which is obtained from the experimental procedure.
Afterwards, use this data to calculate other quantities. A ‘nicely’ made table looks like this (Here, I have taken
the table from a question which involved measure of two quantities, x/m & I/A, and then involved a calculated
quantity, 1/I) :

No. X / (m) I/ (mA) 1/I / (1/mA)

1 0.100 1.1 0.9
2 0.250 1.0 1.0
3 0.400 0.9 1.1
4 0.550 0.8 1.3
5 0.700 0.7 1.4
6 0.850 0.6 1.7

Formatted by Kaushik Reddy Pamireddy

 AS LEVEL IMPORTANT NOTES & TIPS – PRACTICAL PAPER 3

However, if you have to measure time period of an oscillating pendulum, make sure that the amplitude is not greater
than 5 cm, then display 3 sets of data in 3 small columns for 10 oscillations 10t1 ,10t2, 10t3 and show in a separate
column the calculated value of ‘t’ stating the formula in the column heading. Again significant figure of the raw data
should represent the precision of the instrument used, and s.f of any calculated value from those data should be in
same or one more s.f – correct calculation carries one mark!

DO NOT panic if your data has some flaws; inform the supervisor and if he gives replacement of some instrument
carry on or if he doesn’t, hit him with the same instrument!! Just kidding. Any type of malfunctioning of instrument
will be reported to CIE and you are not penalized for it as your practical skills are being assessed here.

4. Graphs:
i. Layout: The axes must be labeled with their appropriate units (same as the headings of table). The scale must
not be odd such as each 1 cm block = 3 N. Appropriate scales are 1,2 and 5 units = 1 block. Scale must be chosen
to give at least 50% of the graph in both of x- & y- directions. On the graph grid provided, there are about 8 big
boxes horizontally & 12 big boxes vertically (when the paper is viewed in portrait form). Therefore, the graph you
draw must cover ATLEAST 4 boxes horizontally and 6 boxes vertically – appropriate scales must be chosen to
ensure this. The line drawn must be extended beyond the points to occupy full graph. False origin should be
used if the values start far away from the origin. The numerical labels must be regularly spaced. Scale markings
should be no more than three large squares apart so to be on the safe side label all the marks.

ii. Plotting: All points must be plotted accurately so they are not more than 1mm away from where they must be
plotted(slight offsetting is pardoned). The point must be plotted sharply. If the points are not visible due to sharp
lead then cross them or encircle them. Personally, I recommend using small crosses instead of dots (points),
because blobs (points with diameter > 0.5 small square) are not accepted. Otherwise, if you find it easy to work
with dots, use them, but make sure they are not blobs.

iii. Trend: The graph is a straight line. But it is not possible that all points lie on the line. A best-fit line has to be
drawn. Most people don’t get the idea of best-fit line. By best-fit we mean ‘average of all points‘ line. There must
be even distribution of points above and below the line. The scattering of points around the line is due to random
errors.

Best fit line must have the balance of at least 5 points which means you can ignore any one point which does not
fit into a trend . There must be an even distribution of points either side of the line along the full length, as we can
call the best fit line ‘Insaaf Wali Line’ in Urdu, which means line doing fair treatment to all the points. So the vector
displacement of the points from the line should cancel out to zero . Lines must not be kinked. Lines thicker than
half a small square are not accepted so I recommend a sharp lead pencil and a transparent ruler for this job. All
points in the table (minimum 5) must be plotted for this mark to be scored. All points must be within 2 cm (to
scale) in x direction of a straight line.

iv. Gradient & Finishing up: When finding gradient from the line draw the triangle with the hypotenuse at least
70% of the graph. Label the points with their coordinates. Analysis conclusion and evaluation Finding gradient
and y-intercept:

First you will need to revise the equation of linear lines if you don’t remember them. A linear line can be written in
equation as: y=mx+c. y is dependent variable, x independent variable, c is point where line touches y-axis(a
constant), and m is gradient of graph.

Finding the gradient: From your points which you found by drawing triangle on the line, you can find gradient
by this equation:

𝒀𝟐 − 𝒀𝟏
𝑮𝒓𝒂𝒅𝒊𝒆𝒏𝒕 =
𝑿𝟐 − 𝒙𝟏

Both read-offs must be accurate to half a small square and sensibly quoted on the graph and in the calculations
as well.

Finding the Intercept: Check correct read-off from a point on the line, and substitution into y = mx + c. Read-
off must be accurate to half a small square or check read-off of intercept directly from graph. then a calculation
follows which requires you to substitute the values obtained in previous calculation of gradient and intercept. A
method mark and a accuracy mark for the new calculated value.

Formatted by Kaushik Reddy Pamireddy

 AS LEVEL IMPORTANT NOTES & TIPS – PRACTICAL PAPER 3

Question 2
This question is more accurately described as an ‘error-question’ – meaning that this question depends on how
accurately you work, and in case your accuracy is compromised, how can you improve the experiment to avoid it.
Throughout this question you should think: Why I am feeling that this is difficult? What is the problem with this
experiment? How can I modify it to take better readings? This critical thinking is very important to do the last part of
this question, but the observations are made while doing experiment and setting up the apparatus.

This question usually has something ‘vulnerable’ to error to be measured so in this case a repeated reading is
required. Same as the method described in question 1 of this guide, take several readings (2-3 readings would be
enough) and take their average. Proof of repeated readings is mostly required in marking schemes. Keep in mind! A
consistent unit must be quoted with the appropriate number of significant figures.

The types of ‘vulnerable-to-error’ questions which may come include: finding maximum height after rebound,
measuring the angle at which a water-filled bottle falls, timing the falling body in a fluid (like oil) etc.

After measurements follow the calculations for finding out the uncertainty in the readings or calculating another
value using a given formula by putting in the measure values. Usually the absolute uncertainty is the least count of
the device, but in most cases it is greater – for example, the least count of a digital stop watch is 0.01s, but it will not
make sense if you quote the absolute uncertainty to be 0.01 s because human error is quite large here; therefore,
you must write a sensible value (a range of values is given in the marking scheme, in most of the cases 0.2s to 0.5s –
but once again it totally depends on the experiment. As a certain answer you can just put it to be 0.2 s ).

1. Percentage/Absolute uncertainty:
I. in case of addition / subtraction: we add the individual uncertainties of the quantities added or subtracted. Take the
following example: a = 5 ± 0.2 & b = 2 ± 0.3, We are given, c = a + b. Find the absolute uncertainty & percentage uncertainty
in c.

c=5+2=7
absolute uncertainty in c = 0.2 + 0.3 = 0.5
percentage uncertainty in c = 0.5/7 * 100 = 7.14% (up to 3 sf.)

Note: whatever the case (subtraction or addition), the individual uncertainties are always ADDED never subtracted!

II. in case of multiplication / division: we add the fraction uncertainties of the involved quantities. Take the following
example: a = 2 ± 0.2 & b = 3 ± 0.3, We are given, c = b/a. Find the absolute uncertainty & percentage uncertainty in c.

c = 3/2 = 1.5
fractional uncertainty in a = Δa/a = 0.2/2 = 0.1
fractional uncertainty in b = Δb/b = 0.3/3 = 0.1
fractional uncertainty in c = (Δa/a + Δb/b) = 0.1 + 0.1 = 0.2
absolute uncertainty in c = (Δa/a + Δb/b) * c = (0.1 + 0.1) * 1.5 = 0.3
percentage uncertainty in c = (Δa/a + Δb/b) * 100 = 0.2 * 100 = 20%

in case powers are involved: when powers are involved in the given expressions, we find the uncertainties in the
same way as above, with just a small change: we multiply the power with the fractional uncertainty of the value
which is raised to that power. For example:

P = I2R

when finding the percentage uncertainty of P, we’ll do it like this:

percentage uncertainty in P = (2 (ΔI/I) + ΔR/R) * 100

Just see how everything is done exactly the same, except that inclusion of power 2. I hope this clears the concept of
uncertainty calculations of quantities involving powers.

Formatted by Kaushik Reddy Pamireddy

 AS LEVEL IMPORTANT NOTES & TIPS – PRACTICAL PAPER 3

After calculations involving a given formula to find a certain value, the candidate is usually asked to ‘justify the number o f
significant figures‘ in the final answer to the value you were asked to calculate. Here you need to keep in mind that when you
are calculating a certain value, its significant figures must be equal to or 1 more than the significant figures in the raw data.
Let’s take an example here (using May/June 2018 Paper 3 Variant 3, Question 2 as an example)

2. In the example question, you are initially asked to measure angle A in part b(i). In part c(ii), you are asked to calculate a
value ‘d‘, using the formula: d = sin A/sin 45°

In c(iii), you are asked to justify your number of significant figures for value of ‘d‘. The calculation for ‘d‘ involves the raw data,
‘angle A’, that you measured. Let’s say the number of s.f. for ‘A‘ were 2. Then the number of s.f. for ‘d‘ that you give MUST be
equal to 2 s.f or 1 more (i.e. 3 s.f.). This is the justification you are supposed to provide for this type of questions.

The example question involved only ONE measured quantity; what if there are more than one? In that case, your significant
figures for the calculated quantity (in the example, value ‘d’), must be equal to the smallest number of significant figures in the
raw data or 1 more than that.

Following this type of question, you are usually asked to alter the apparatus in some way, and record set of values, and do
calculations for the new arrangement.

Finally, a relationship is usually suggested between the values you calculated in previous parts, and you are required to find 2
different values of a constant ‘k’ for the respective data sets using the given relationship. In the part following it, you a re asked
‘Explain whether your results support the suggested relationship’. Here you need to set a certain criterion for yourself. Let’s say
you set the criterion to be : “The suggested relationship will be valid, if the percentage difference between the two values of ‘k’ is
within 20%“.

Suppose the values of ‘k’ you calculate come out to be : k1 = 0.456 and k2=0.461
Percentage difference between these values of ‘k’ is:

𝐾2 − 𝐾1
k = X 100 %
𝐾1

% difference of k = (k2-k1)/k1 * 100 = (0.461-0.456)/0.456 * 100 = 1.09% (which is <20%), Therefore, as 1.09% is less than 10%,
according to given criterion, the suggested relationship is valid.

A thing to keep in mind is that there is no specified criterion to judge the validity of a relationship; it is entirely up to the the
candidate to set it. A candidate can set the criterion to be <20% or <5%; it is entirely up to the candidate! However, settin g a
criterion like <50% difference for the relationship to be valid is totally stupid. So set a sensible criterion. You may sometimes be
asked to justify the number of s.f. used in values of ‘k’ calculated; again give the same justification as described previous ly
relating the s.f. in ‘k’ to the s.f. in raw data.

3. Errors & Improvements

This last part is worth 6 marks which asks you to describe four sources of error and suggest the appropriate remedies. At the
start of this guide for question 2, we mentioned this :

“Throughout this question you should think: Why I am feeling that this is difficult? What is the problem with this experiment ?
How can I modify it to take better readings? This critical thinking is very important to do the last part of this question, but the
observations are made while doing experiment and setting up the apparatus.”

Pro-Tip: The first error and improvement works for ALL experiments. So better memorize it as it is )

If you thought about these points while performing, you would have definitely no problem dealing with this part of the question.
There are no set “errors and improvements”, as the errors are specific to a particular experiment you perform. However, some
general errors and improvements are given below:

Format Answer (Works for all Experiment):

Error: Two readings are not enough to draw a valid conclusion
Improvement: Take many readings and plot a graph.

Formatted by Kaushik Reddy Pamireddy

 AS LEVEL IMPORTANT NOTES & TIPS – PRACTICAL PAPER 3

Different Experiment Scenarios (and their potential errors and improvements):

A. Water related experiment:

Error: Hard to see water surface due to refraction effects/ meniscus effect or Labels get wet/ink runs
Improvement: Use coloured liquid or Use waterproof labels/ink
Rejected: Bottle not vertical

B. Ball related experiment:

Error: Locating the centre of the ball when reading rule or Inconsistent bounce
Improvement: Mark the centre of the ball with marker or Use a flat surface/ Turn off fan

C. Fast- moving object experiment:

Error: Difficult to judge when the ball is at its (maximum displacement, highest point etc) or Hard to see
when object strikes floor or Difficult to judge end point or Difficulty in deciding the toppling point
Improvement: Position sensor above or below with data logger/ Video camera to play back frame by
frame or Use pressure sensor to stop timer or Mark distance with lines on ramp (to eliminate parallax) or
Move by increments
Rejected: Reject reaction time ideas/difficult to release from the same point each time.

D. Releasing object from rest experiment:

Error: Difficulty in releasing the object due to (applied force etc) or (Object) falls at an angle due to wind.-
Light object or Rod falls sideways/not entering sand vertically. – Heavy object
Improvement: Use a remote-controlled clamp to release the object/ slot in tube + card/electromagnet or
Turn off fans or Practical method to keep rod vertical e.g. guide for rod.

E. Oscillation experiment:
Error: T or time short/large uncertainty in T or Object does not swing freely/ friction between pivot and
object or Not swinging in one plane only/idea of non-uniform oscillation (Light object only) or Oscillations
die out quickly/ heavy damping (Light object only) or Difficult to judge end/start/ centre of swing/difficult
to judge complete swing
Improvement: A marker to time as reaches maximum displacement with (motion sensor) at end with video
with timer (playback) in slow motion/ Increase the magnitude of the independent variable or Make hole
bigger/bush or bearing idea or Turn off fan(Light object only) * For heavy object, no improvement available
or Use increased thickness of object or Use of fiducial marker/pointer

F. Electricity experiment:
Error: Resistance / current fluctuating or Voltmeter scale not sensitive enough or Wires not straight
Improvement: Clean contacts or Use a digital voltmeter or Method of keeping wire (during experiment)
straight e.g. tape to ruler, hang weights off end, clamp wire.
Rejected: Voltmeter not accurate enough. More accurate voltmeter/ Parallax error/zero error on
meters/heating effects of wire

G. Force experiment:
Error: Maximum force reached without warning or Weights move.
Improvement: Practical method of recording maximum value e.g force sensor with data logger or Method
of fixing cotton loop to rule e.g. tape, glue.
Rejected: Increase force slowly/reaction time error

H. Pulley experiment:
Error: Masses hit each other or Friction at pulley or Uncertain starting position
Improvement: Use a larger pulley or Lubricate pulley or Method of fixing rule e.g. clamp
rule/electromagnetic with steel /magnetic material ball) release mechanism
Rejected: Friction between pulley and string

I. Moment experiment:
Error: Rule hits bench or Ruler slips on support
Improvement: Method of preventing rule hitting bench, e.g. project end of cylinder over the bench or
elevate apparatus or Glue support to block
Rejected: Difficult to start at the same amplitude each time

Formatted by Kaushik Reddy Pamireddy

 AS LEVEL IMPORTANT NOTES & TIPS – PRACTICAL PAPER 3
J. Magnetism experiment:
Error: Glass may affect magnetic force / effect of surrounding magnetic materials
Improvement: Use a variety of materials to separate magnets and test if the material affects results
Rejected: Reference to Earth’s field/Move object further away

K. Bench/Ramp (Surface) related experiment:

Error: Some parts of the board rougher than others/surface of the board is uneven/board not flat or Board
tends to slip/board not stable/supporting block can topple
Improvement: Method to ensure the same section of the board used in each experiment (e.g. mark one
section) or Method described to secure board/block/support e.g. clamp the board, fix the supporting block
to the bench with tape/blu-tack
Rejected: Board is rough/there is friction between the block and the board/use a smoother
surface/references to oil/lubricants

L. Heat loss experiment:

Error: Heat lost through sides and /or Bottom or Low precision of thermometer or Bulb of thermometer is
not completely immersed or Resistor continues to give out heat when switched off/ temperature continues
to rise after switching off
Improvement: Method to reduce heat loss/lag/insulate/polystyrene container or Thermometer with
specified better precision, e.g. 0.1oC, 0.5oC or Use a larger volume of water/use of thermocouple/other
small temperature sensor(e.g. probe) or Wait until temperature reaches a maximum before reading
Rejected: Switch off fans to reduce convection/Just “weigh water”/ different starting temperatures of
water; uneven temperature distribution in the beaker/parallax errors in reading volume or temperature/use
of lid/heat loss in warming bowl/cup/draughts/heat loss to surroundings/use more accurate
thermometer/thermometer not precise enough/not just ‘digital thermometer’

M. Terminal velocity experiment:

Error: (Object) may not have reached terminal velocity.
Improvement: Time constant over three markers

N. Light-dependent experiment:
Error: External light affects (LDR)
Improvement: Conduct the experiment in a dark room.

Errors and improvement of common apparatus:

A. Metre rule:
Errors: Ruler not vertical or Parallax error or Difficult to hold rule still or Difficult to take measurements because
the ruler moves / is not vertical or Reason for difficulty in measuring d e.g. viewed through ruler/parallax error in d
or String too wide for markings on rule or Rules have different thicknesses /different lengths so not a fair test.
Improvement: Sensible method to ensure ruler vertical or Put coloured paper behind (object) /Description of
method of reducing parallax error requiring additional equipment, e.g. !shadow projection/ extend mark to wood
or track / pointer on rule / travelling microscope*) or Mount ruler in stand or Clamp rule / ensure rule is vertical
using a set square on the bench orMethod to improve measurement of d e.g. travelling microscope orUse thinner
string or Use rulers of similar thicknesses/ readings/method to take thickness into account /use rulers of the same
length
Rejected: View at eye level.
B. Newton metre:
Errors: Difficult to pull newton-meter parallel to ruler/bench or Difficult to judge reading on newton-meter when
detaches with reason e.g. ruler moves suddenly/without warning (so difficult to read newton-meter at the instant
the ruler starts to move)/force drops to zero immediately after detachment or Difficult to zero newton-meter
when used horizontally
Improvement: Method to ensure force is parallel to ruler e.g. use a long string/pulley and weights* or Method to
read force at detachment e.g. newton meter with a ‘max hold’ facility/video and playback or freeze frame/ use
system of pulley and weights or sand to measure F/ use force sensor and data logger or computer or Improved
method to measure F: e.g. use system of pulley and weights or sand/use force sensor with datalogger or
computer
Rejected: Video to take reading/digital (electronic) newton meter/parallax related to newton meter/difficult to
measure force/issue of viewing ruler and meter simultaneously/zero error in newton-meter/just a pulley

Formatted by Kaushik Reddy Pamireddy

AS LEVEL IMPORTANT NOTES & TIPS – PRACTICAL PAPER 3

C. Slotted mass:
Errors: Labelled values of mass may not be accurate.
Improvement: Use balance/method of weighing mass.
Rejected: Weigh mass.

D. Objects with unfixed diameter (Circular objects):

Errors: Difficult to measure diameter because (object) is flexible/not circular. or Difficult to form a perfect
sphere or disc/diameter of sphere or disc varied
Improvement: Measure diameter of (object) in two directions and average/ Use vernier calipers or
micrometer screw gauge to measure average diameter or Method to make uniform spheres/discs e.g.
moulds

E. Protractor:
Errors: Protractor “wobbles” when being held by hands/ Difficulty in measuring θ owing to container not
perfectly right-angled (curved) at the bottom/difficult to line up protractor/horizontal line of protractor
not on table or parallax error in θ measurement or θ (or reading) is difficult (or inaccurate, or imprecise)
because pointer is thick
Improvement: use protractor with horizontal line flush to table top/freestanding or clamped protractor. or
use mirror scale
Rejected: View at right angles

GENERAL TIPS FOR ERRORS & IMPROVEMENTS

If the value of the quantity measured is very small, can write increase the magnitude of the quantity of the independent
variable.

Credit is not given for suggestions that should be carried out anyway, such as repeating measurements and calculating
average or avoiding parallax errors by looking at an instrument “square on”. Ask yourself whether the improvement is
practical or not.

Common answers that are rejected by mark scheme : Repeat experiment, Human error, Use a computer to
improve the experiment, Use assistant, If clay/plasticine/heavy object is used in the experiment, wind
movement doesn’t affect it anymore.(Think whether turning off fan will make a difference or not).

Formatted by Kaushik Reddy Pamireddy