Physics paper 3

General principles when taking measurements

o Write down the number of DP that is given by your measuring
devices. For example, do not write “11 cm”, write “11.0” cm when
using a ruler.
o Write all subsequent measurements with the same number of DP
o The exception to this is when using a stopwatch – 1 dp at best due
to human reaction time
o If you are using a digital meter with a varying value – be sensible.
o If the meter changes between two values (e.g. 5.39 V and
5.40 V), use the higher.
o If it changes between three values, choose the middle.
o Remember, though, that the examiners will not be able to
check!

Q1. This is an experiment that should run fairly simply. Begin by

setting up the apparatus and taking and recording a measurement.

a) Taking a measurement of a dependent variable – you will usually be told that it

should be set to roughly a specific value.
Marks will not be awarded if your measurement is not very close to this!!
If it tells you “roughly 25.0 cm” – then I guess 25.2 cm is ok. But just do 25.0 cm or as
close as you can.

b) Taking a measurement of an independent variable

o Use an appropriate number of SF/DP – this step will often be a distance, so
use the DP available on your measuring device. For time, 1 DP is appropriate
o Evidence of repeats – take repeat values and find an average. Show your
calculations as evidence or not credit will be given
o If you are finding a time period of an oscillation, you can take multiple (n)
oscillations, and divide your total time by n.

c) Table: general marks criteria

o 4 marks for taking ≥ six readings with a correct trend
o 1 mark for using a wide enough range (often this range will be given in the
question). Usually at least 60% of the total range that you could measure
o 1 mark for correct column headings with correct units for all1
o 1 mark for being consistent with your DP of your independent variable – for
each column use the same number of DP
 o 1 mark for using same number of SF in calculated values as the least available
in your raw values2
o 1 mark for correct calculation of processed values
1. Write your units in the form m s−1 not m/s
2. For example,
if you are calculating 1/d for a value of 3.1 cm, then your calculator will give
0.32258… so you write 0.32
with cm-1 in the column heading

If you are calculating speed using values d=0.124 m and t=1.4 s then your calculator
will give you 0.088571… so you write 0.088
with ms-1 in the column heading

d) i) Graph:
o Choose scales that mean your points take up ≥ 1/2 of the chart space
o Choose sensible scales (e.g. it would be easier if each large square was a
quantity that uses 1 or 2 decimal places)
o Include labels on the axes (units are not specified, but add them anyway)
▪ All these three points are for one mark
o Plot all the points from your data – even anomalous results
o Plot points as accurately as possible
▪ These two are for one mark
o Trend of the points must be correct – this shows if the experiment was done
correctly
▪ This for one mark
▪ If you have several anomalies, you should hopefully notice during the
experiment, if not you may want to get new data

ii) Line of best fit – 1 mark

o Line must be straight – use a clear ruler
o Line must not be thicker than half a square – use a sharp pencil
o Indicate any anomalous point and do not include it in drawing the LOBF

iii) Gradient – 1 mark

o The points used must make a distance greater than half of the length of the
line
o Draw lines to show the read-offs
o DO NOT use the points from your measured data
o Draw lines to show where your points meet the axes
o Correct method of calculation shown
o Sign must be included (positive or negative gradient)
 y-intercept – 1 mark
o You may be able to read this off your graph
o Much more likely is to solve for the y-intercept once you have the gradient
using y=mx+c

e) i) Formula that defines the relationship – 2 marks

o Recognise that this is the formula of the graph
o Identify which term you are looking for
o This is almost always the gradient you have calculated and/or the y-intercept
o This part almost always asks for the units

ii) Determine some value – 1 or 2 marks

o Usually simply substituting some of your values, re-arrange and solve.
o Often asks for the units

Question 2 – the crappy experiment

Important: this is supposed to be awkward – do not become

stressed! That awkwardness helps you, because that is what part (f)
is all about.

(a) (i) Take a measurement – look at the general principles – this will be awkward to
take, so do your best.

(ii) Estimate the uncertainty.

o Decide what the minimum uncertainty is, and then add that on for every
other sensible reason you can think that interferes with your measurement.
o Usually at least 3 sources, as a guideline
absolute uncertainty
o %ageuncertainty= ∗100
measured value

(b) (i) and (ii) More measurements – look at the general principles

(iii) Justification of the number of significant figures linked to the number of

significant figures in F and (L1 – L0).
Use the same number of SF as the least in your raw data
 o So, if you calculate using a measurement of distance, for example 3.2 cm and
a force, e.g. 0.981 – one has 2 sf, the other 3.
o We can’t create new data, so for the answer, we use 2 because that is the
minimum we had in our raw data

Step (c) follows general principles of taking measurements

(c) Df
(d) (i) Calculation of two different values: make sure you use the correct values for each
one.
o Depending on the experiment, these will be very similar or very different –
just go with it

(ii) “Explain whether your results support the suggested relationship”

o The space for calculation is here for a reason!
o FIRST THING YOU SHOULD DO: calculate the percentage difference between
the values
o We use percentage difference because this helps us to see the difference
relative to the size of the measurements
o If a normal person loses $1000, that might be 10% of their wealth
o If a billionaire loses $1000, they wouldn’t notice
o Remember (a) (ii)? This was the uncertainty in your dependent variable.
o If the percentage difference between your two calculated values is similar or
less than this, that means that the uncertainty may account for any
difference in these two values.
o Which means the relationship is probably true.
o But if it is much more, then they probably do not.

(e) Calculation – usually a simple substitute, rearrange and solve

(f) Evaluation
Here are my top tips: this question is worth 1/5 of the total for the paper and is
undoubtedly the most challenging
(i) Describe four sources of uncertainty or limitations of the
procedure for this experiment
o ALWAYS: Two results is not enough to establish a valid
conclusion for the experiment
o For the rest, generally think: “difficult to (do thing)
because (reason) .
 o If any of the things you measure are small values measured
using a ruler, then the error is more significant than if taking
larger measurements
o Think about the measuring device – if you have to hold a
ruler in the air – that’s really inaccurate and imprecise
because of movements.
o Also a ruler is generally unsuitable for measuring diameters
and small distances. Callipers can be used up to 15 cm,
micrometers up to around 3 cm
(ii) Describe four improvements that could be made to this
experiment. You may suggest the use of other apparatus or
different procedures.
o ALWAYS: Take more readings and plot a graph (or compare
the values in some way)
o For the rest, you must be specific. “take more accurate
measurements” is not good enough
o For example if you are taking a small measurement, you
could use a micrometer or vernier calipers instead of a ruler
o Remember micrometer is not suitable for distances
of more than a few cm
o If something keeps moving when you are measuring it “make
sure it is stable” is not specific enough – explain how you
would do this.
o If some change is happening quickly – for example if you
need to measure a period of oscillation – taking a video and
counting oscillations in slow motion can be more accurate

(f) Sample student answer:

(i) Describe four sources of uncertainty or limitations of the procedure for this experiment

1. The spring was moving around too much so it was difficult to be accurate
2. It was difficult to measure d accurately because it was difficult to see where it met
the vertical part of the mass hanger

3. The mass hanger wasn’t always vertical

4. Weight of slotted mass may be different from the value given in the paper – may
have been damaged or dirty

(iii) Describe four improvements that could be made to this experiment. You may suggest
the use of other apparatus or different procedures.

1. Don’t let the spring move around

2. Use a micrometer on a clamp stand to measure the length of the spring. This means
that the measuring device will not move, reducing this source of error

3. Make sure the mass hanger is vertical

4. Take three or more measurements of C and plot on a graph in order to see if the
pattern is valid.