TITLE: SBA MARKING SCHEME FOR CSEC PHYSICS

PERIOD:

SCHOOL: UPPER LEVEL EDUCATIONAL INSTITUTE

CODE:

TERRITORY: TRINIDAD AND TOBAGO

TEACHER: MR. KEVIN HOSEIN

No. of Samples:

Names:
YEAR 1
LAB SKILL CRITERIA

Acceleration Due to Gravity ORR A – 1 – Accurate recording of stopwatch (to 2 d.p.) on table
B – 1 – Appropriate units stated for each column.
Aim: To determine the C – 2 – The axes were labelled appropriately in terms of
acceleration due to gravity quantity and unit.
using a simple pendulum.
D – 3 – Points were plotted accurately. 1 mk subtracted for each
inaccurate plot point.
E – 1 – Graph occupied at least ½ of page.
F – 1 – Line drawn of best fit through plotted points.
G – 1 – Fine pencil used in graph, and overall general neatness.
MM A – Cork was fitted securely to retort stand. [1]
B – Length of string measured accurately with metre rule. [1]
C – Bob held at a small displacement. [1]
D – Countdown employed before starting stopwatch. [1]
E – Timer started at beginning of oscillation. [1]
F – Timer stopped at same point as start of oscillation. [1]
G – Student kept an appropriate distance from pendulum. [1]
H – Apparatus was placed on flat surfaces. [1]
I – Parallax error was minimized while reading ruler. [1]
J – The number of swings were accurately counted. [1]
Hooke’s Law AI A – 2 – Accurate calculation and unit of extension given.
B – 1 – At least one suitable source of error identified.
Aim: To determine the C – 1 – Suitable precaution given to ensure minimal error.
spring constant, k, of a D – 3 – Gradient: Points well-spaced, correct formula and value
spring.
E – 2 – Discussion: Correlation between Hooke’s Law and
results clearly made and linking the gradient to ‘k’. Must be
coherent.
F – 1 – The spring constant is in the correct unit.
Mpemba Effect PD A – 2 – Hypothesis written as a statement and is testable.
B – 1 – All appropriate materials and apparatus stated.
Aim: To test the veracity of C – 2 – Suitable and clear method given for set-up of apparatus
the Mpemba Effect. and recording (1mk). Instructional form (1mk).
D – 2 – Appropriate sample table for data collection shown.
Columns show Time and Temp. Units are included in table.
E – 1 – At least 1 controlled variable is stated.
F – 2 – At least 1 precaution is stated, and justification for
proving hypothesis true or false clearly stated.
 Rebound of a Ball AI A – 1 – Average rebound heights accurately calculated.
B – 3 – Gradient: Formula, points well-spaced, correct answer.
Aim: To determine the
minimum number of tissues C – 2 – Equation of a line (y = mx + c) was accurately used to
that would give a ball a calculate the minimum number of tissues that would give a
rebound height of zero. rebound height of zero.
D – 2 – The discussion linked background knowledge concepts
of absorbed force and/or energy conversion to the experiment
performed. Must have coherence of expression.
E – 1 – A limitation or source of error was identified.
F – 1 – A suitable conclusion was drawn from experiment.

Project Proposal PD See INVESTIGATIVE PROJECT at back of scheme.

YEAR 2

LAB SKILL CRITERIA

Cooling Curve of Candle ORR A – 2 – Table showing results of Time vs. Temperature, with
Wax (not for SBA) units for each included in the headings (s and oC). 1mk
subtracted if units were written in any row below headings.
Aim: To determine the B – 1 – Table included all readings observed.
melting point of candle wax.
C – 1 – Table was appropriately titled.
D – 2 – Axes labelled with quantities (1mk) and units (1mk).
E – 2 – Suitable scales were used for each axis. The plots were
clearly identifiable using x’s or circled dots.
F – 1 – Temperature on y-axis and Time on x-axis.
G – 1 – The plots were connected to show typical shape of
cooling curve.
Simulation of Radioactive MM
Decay (not for SBA) A – 2 – The burette was clamped vertically and secured.
B – 2 – The tap was closed when burette was being filled. A
Aim: To use a burette and funnel was used.
water flow to simulate C – 2 –The initial burette reading was done at eye level, at base
radioactive decay. of meniscus.
D – 1 – The tap was turned to allow water to drain at an
appropriate rate.
E – 1 – The stopwatch was started as soon as tap was turned.
F – 1 – Correct use of ‘Split’ function on stopwatch to record
time.
G – 1 – The student kept view at eye level as water drained.
Resistance of an Ohmic ORR A – 2 – Suitable scales chosen for each axis. The plots were
Conductor clearly identifiable using x’s or circled dots.
B – 2 – Axes labelled with quantities [1mk] and units [1 mk].
Aim: To determine the C – 3 – Points plotted accurately
resistance of an unknown
N.B. ≥ 5 points plotted accurately [3]
resistor.
4 points plotted accurately [2]
3 points plotted accurately [1]

D – 1 – Line of best fit drawn.

E – 1 – The table included all observed readings.
F – 1 – Headings with units included in table for voltage (V)
and current (A).
MM A – 1 – Clips and connections were secured
B – 1 – Ammeter was set to appropriate scale before reading.
C – 1 – Voltmeter was set to appropriate scale before reading.
D – 1 – Switch was turned off between readings
E – 2 – Voltmeter was connected in parallel; polarity accurate
F – 2 – Ammeter was connected in series; polarity accurate
G – 1 – Voltmeter scale was switched (from 5V to 15V) for
final trial.
H – 1 – Station was kept tidy; no unnecessary connecting wires
were used.
Types of Radiation PD A – 2 – Appropriate hypothesis (testable) and aim included.
B – 1 – List of apparatus included, must correlate to the
Aim: To determine the types procedure of experiment.
of radiation released from a C – 1 – Method given in appropriate detail.
sample of Americium.
D – 1 – Account for background radiation in either procedure,
discussion or limitation.
E – 1 – State at least two precautions or limitations.
F – 3 – Analysis or expected results given, including how one
would observe or deduce the emission of alpha radiation from
the experiment (1mk), and how it can be differentiated from
beta OR gamma radiation (1mk) and explained with clarity and
coherence (1mk).
G – 1 – Appropriate conclusion given, relating to hypothesis.
Project Implementation AI See INVESTIGATIVE PROJECT at back of scheme.
SKILL YEAR 1 YEAR 2 MARKS

MM Acceleration Due to Resistance of an Ohmic 30

Gravity Conductor

ORR Acceleration Due to Resistance of an Ohmic 30

Gravity Conductor

PD Types of Radiation Project Proposal 30

Mpemba Effect

AI Hooke’s Law Project Implementation 40

(20 marks)
Rebound of a Rubber
Ball

LIST OF LABS SUBMITTED FOR SBA

INVESTIGATIVE PROJECT

 PROPOSAL (PD) – 10 marks

A - Hypothesis clearly stated and testable. [2]

B - Suitable aim stated, which relates to hypothesis. [1]
C - All appropriate materials and apparatus stated. [1]
D - Suitable method given, with manipulated and responding variables accounted for. [2]
E - Controlled variables accounted for. [1]
F - Appropriate sample table for data collection shown, with expected results stated below [2]
G - At least one precaution or limitation stated. [1]

 IMPLEMENTATION (AI) – 20 marks

A – 1 – Suitable method given, linking to proposal and written in past tense. [1]

B – 4 – Appropriate data tables shown with corresponding column headings, with accurate data and
correct units stated in each column. Quantitative data obtained, unless qualitative applies. [2]
- Data should be represented graphically with plots marked correctly and axes labelled. 1 mark deducted if
axes are unlabelled or units absent. 1 mark deducted if graph is unsuitably scaled. [2]

C – 5 – Discussion given, with thorough explanation of results.

- Description and explanation of results, in terms of concepts or principles. [2]
- Analysis of any observable trends and relation to proposal aim and concepts described [2]
- Ensuring specific references to data are made during analysis. [1]

D – 3 – Sources of error and precautions stated. At least 2 precautions and 1 source of error. [3]

E – 5 – Reflection shows detail and is appropriately written.

- Relate experiment to showing relevance to either society or the environment. If not these, then a discussion
of student’s personal views and expectations of the experiment and its related concepts is acceptable. Must
be detailed and representative of a student who did appropriate research about topic before writing. [3]
- Proper grammar and spelling used. Appropriate scientific terms used. [1]
- Ideas, opinions, background research or thoughts are expressed with clarity and coherence. [1]

- F – 2 – Conclusion stated. Must be written clearly and concisely and relates to results, hypothesis and aim.
[2]