Planning and Conducting 9702 Cambridge International

A Level Physics Practical Exam

A Focus on Paper 3: Advanced Practical Skills

Dr Mostafa Ibrahim
Physics Teacher and International Principal
BFSU International Curriculum Centre Date April 22nd, 2023
Seating Plan: 5 Groups of 6 teachers

G4
G5 G3

G1 G2

Front Desk
Who Am I?
 Doctor of Philosophy Degree in Electronics (Ph.D.) Carleton University,
Ottawa, Canada
 Master of Science Degree in Physics (M. Sc.) Cairo University, Egypt
 PGCE University of Nottingham, UK
 Cambridge International A-Level Physics Local Trainer
 Cambridge International A-Level Physics Examiner
 IB and AP Physics Examiner
 30 years of experience teaching physics at universities and international
schools
 17 years of experience teaching IGCSE and A level physics
What is in Your Delegate Bag?

A B C D
Candidate

Number
Share Your Experience
Use the cards in front of you to answer the following question:
For how many years you have been teaching Cambridge
International A level physics (9702)?

More than
0-1 Years 2- 4 Years
5 Years
Paper 3 Practical Workshop Aims

The aims of this workshop are to:

Understand the required skills of Paper 3 (Advanced Practical Skills)
Explore different teaching practices for Paper 3 skills.
Understand the technical challenges of Paper 3 exam.
Session 1 – Planning and Preparing for Paper 3 Exam

The objective of this session is to understand the requirements of Paper 3

practical exam so that:

You can support your learners to develop the necessary skills to answer
Paper 3 exam.
You can prepare the list of items needed for Paper 3 exam
Questions

 Please write on the sticky notes any questions that you would like to be answered
by the end of the workshop.
Paper 3 Exam Preparation: Main Topics

Preparing for
Paper 3 Exam

I. Preparing II. Preparing III. On the

Students Equipment Exam Day
I. How to Prepare Your Students for
Paper 3 Exam?
 Activity 1: Paper 3- Basics Information

 Use the A,B,C,D cards to answer the following questions

 Q1. The time allowed for Paper 3 is:
 A: 1 hour 15 minutes
 B: 3 hours
 C: 2 hours
 D: I am not sure
 Q3. The marks allocated for Paper 3
 Q2. The weight of Paper 3 mark is: are:
 A: 23% of the AS Level 11.5% of the A Level  A: 30 marks
 B: 20% of the AS Level 10% of the A Level  B: 40 marks
 C: 33% of the AS Level 16.5% of the A Level  C: 20 marks
 D: I am not sure  D: I am not sure
Activity 2 – Identifying Paper 3 skills

You have 10 minutes for the following activities:

In Document-1 (Paper 3 Extract from 9702-syllabus), spend 5 minutes

to identify the skills of Paper 3 questions (page 36) you feel
challenging to teach, then identify the skills you feel you teach most
successfully and the reasons for your choices.
Spend 5 minutes taking turns with the person in front of you to share
your choices and your reasons. Please actively listen and ask
questions to develop your understanding of your teaching.
Introduction: Paper 3 Advanced Practical Skills

Set up the Set up the

apparatus apparatus

Collect/Calculate Collect/Calculate
Data Data
Question 1 Question 2
Plot a Graph Draw conclusions

Evaluate,
Draw conclusions limitations,
improvements
 Activity 3 – Teaching Paper 3 skills
You have 15 minutes for the following activities:
 Using Activity 3 worksheet, spend 5 minutes to think about how do you teach paper
3 skills. Points to consider:
 When do you start teaching paper 3 (In semester 1 or semester 2?)
 How many classes per week/month you assign for teaching paper 3?
 Identify the necessary resources you use.
 Where do you think most learners would have good skills and where they would
need most support.
 What teaching approach/s do you apply?
 Spend 5 minutes taking turns with the person in front of you to share your answers.
 Each pair, please share the outcomes of your discussion in your group. A
representative of each group will share the common outcomes.
General Preparation Tips: Start from Grade 10

Start teaching
experimental skills from
0625 IGCSE Physics
 Integrate experiments to be
part of your course
teaching.
 Teach paper 6 (Alternative
to Practical Test) based on
hands-on experiments.
General Preparation Tips: Teach Names of Items

Stand

Rod of Clamp

Metal Base

Nails

Clamps
General Preparation Tips: Teach Names of Items

Cork Boss

The boss joins

two metal
rods at right
angle

Split Cork
General Preparation Tips: Teach Names of Items

Crocodile clips

Connecting
leads with
crocodile clips
General Preparation: Cambridge International Resources
Source 1: 9702 Course Syllabus
 Please read very carefully pages 35
to 41.
 learners should spend at least 20%
of their time doing practical work (2
consecutive periods every two
weeks).
 How paper 3 is marked.
 Detailed explanation of the
expectations for each mark
category.
General Preparation: Cambridge International Resources
Source 2: 9702 Learner Guide
 Download it from School Support
Hub.
 Please read very carefully pages
20 to 22.
 Provide a copy of this guide to
your students and make sure that
they have read it.
General Preparation: Cambridge International Resources
Source 3: Released Past Papers,
Confidential Instructions and Marking
Schemes
 Download the released past papers, marking
schemes and confidential instructions from the
examination resources in the School Support Hub.
 Focus on question 1 only and choose experiments
that you can find all its items available in your lab.
 Conduct the experiment and take the
measurements by yourself and answer all the
questions. Then review the marking scheme.
 Once you feel confident about this experiment,
prepare it for your students.
 Follow the same procedure with question 2.
General Preparation: Cambridge International Resources

Source 4: Principal Examiner

Report
 Covers all the concerns for all
papers.
 Carefully read “Key messages” to
gain more understanding about
general mistakes that students do
when answering paper 3 questions.
 Carefully read the comments for
each question.
General Preparation: Tips
Start practicals by grouping Check for understanding of the
learners into small groups (two or instructions by asking one or two
three): of the groups to explain the
 To learn to work co-operatively. instructions to the rest of the
 To develop their understanding by class.
discussion. Learners should be encouraged
 Use less equipment. to set up their own apparatus and
Learners should practice to clear things away afterwards to
individually before exams. gain more practical skills.
 Activity 4: Preparing Students for Paper 3 Questions

You have 10 minutes for the

following activities:
In the handout of “Activity 4”,
spend 5 minutes to answer the
two questions about data table
and graph.
Spend 5 minutes taking turns
with the person next to you to
share your answers.
Tips for Question 1: Table of Data
Tips for Question 1: Table of Data
Draw a table for your results in advance of taking any readings.
The degree of precision of raw data in a column should be consistent
according to the measuring instrument used.
The number of significant figures may not be consistent in raw data
(measuring lengths from 2.3 cm (2 S.F) to 24.5 cm (3 S.F).
If a raw value is out of trend to that expected, candidates should check
the readings again.
Marks will be awarded for measured data in which the values obtained
are reasonable (scatter around best-fit line)
Tips for Question 1: Plotting the Graph-Scale
Tips for Question 1: Plotting Data Points
Tips for Question 1: Plotting the Graph-Best-Fit Line
Tips for Question 1: Determining the Gradient (m) and y-
intercept (c) of the Graph
 Question 2: Measurement of a Quantity (2 Marks)

 Measurement should be repeated 2 or 3 times.

 Calculate and record the average of the readings.
 Show your work.
 Question 2: Percentage Difference

 Two values of k were calculated k1 and k2.

 Calculate the percentage difference of k using the equation:

 If the percentage difference of k is > 5% (or the given criteria 10% or 20%
based on the question), then the results don’t support the relationship and
vice versa.
 Note: Past papers from 2021 and older did not specify percentage difference
criteria. You can choose 10% for your students.
 Question 2: Justify the number of significant figures of k

 When justifying a number of significant figures in a calculated quantity, candidates

should relate the number of significant figures in the quantity to the raw readings
used in the calculation (H,A and Θ).
 Candidates should not use the phrases ‘raw readings’ ‘previous measurements’,
‘values used in calculation’, without explaining what those readings are.
 Candidates should not use intermediate calculated quantities to justify the number of
significant figures (like H/A or cos2 Θ)
 Number of S.F. in k must be equal to the smallest number of S.F.
in the raw data or 1 more.
Question 2: Estimate the percentage uncertainty

 The percentage uncertainty in x is

 The method of taking the measurements in question 2 is difficult.

 The absolute uncertainty Δx should be equal to three to five times the smallest
division of scale of the instrument used in measurement.
 For example, Δx = 3 to 5 mm when measuring length using a ruler and Δt
=0.3s to 0.5 s when measuring time using a stopwatch.
Question 2 Tips: Sources of uncertainty or limitations and
improvements
Limitations and suggestions for Candidates need to identify
improvement must be focused on problems associated with setting
the experiment in hand. up and obtaining readings.
General points such as A list of limitations and
‘measurements were difficult’ or improvements is available at this
‘use more precise measuring website
instruments’ will not gain credit
https://gceguide.com/RESOURCES/NOTE
without further details.
S/PHYSICS-9702/LEVEL-PHYSICS-
Improvements should be PRACTICAL-PAPER-3/
suggested for each of the
limitations described.
II. Preparing Equipment for Paper 3 Exam
 Activity 5: Preparing the List of items for Paper 3 Exam
 You have 10 minutes for the following activities:

 Carefully check the list of items in “Document 2” on pages 17,18

 Use the highlighter to mark the items that are frequently repeated in Paper 3 exam
papers.
 Use your pen to add any extra items you use to prepare your students for Paper 3
exam
 Use “?” to Identify the items you find difficult to buy or you don’t have in your school
physics lab.
 Check the items on pages 4 and 6 of the Confidential Instructions (Document 3).
Highlight the items you can’t find in the list of items in “Document 2”.
 Share and discuss your list of items with your neighbors in the group
Preparing Equipment: General List of Equipment

Source 1: Guide to planning practical

science
 Detailed lists of the apparatus expected to be
available for examination purposes (pages 17
& 18).
 Source 2: 9702 Course Syllabus
 Page 41 contains a list of items that is used
regularly in paper 3 exams.
Source 3: Released Past Papers and
Confidential Instructions (CI)
(Examination Resources in School
Support Hub)
Important: Security of Confidential Instructions

Confidential instructions must be If you have any queries regarding

keep secure at all times. the confidential instructions,
Never discuss the instructions contact Cambridge International.
with another centre or allow any email
information to reach candidates. info@cambridgeinternational.org
If you have any queries regarding phone +44 1223 553554
the confidential instructions,
contact Cambridge International.
Tip: Most Common Electricity Exam Items
Tip: Most Common Mechanics Exam Items
Tip: Ordering Items
Send specific information for each item the supplier. It is recommended to
find the item on any platform and share its photos and QR code with the
supplier to avoid receiving an item with wrong specs.
Tip: Stable Metal Base
Tip: Recommended Brand of Nichrome Wires
 Tip: Component Holder

Can’t be found easily inside China

Tip: In-House Component Holder
Tip: Resistors

Order 0.5 W resistors rather than

0.25 W to avoid resistor damage if
a student passes a larger current
or applied a larger p.d. by mistake
during the exam.
Some common resistance values
from past exam papers: 10 Ω,
12,15, 18, 20, 22,27,30, 1k, 2.7k,
3.3k.
Tip: Repeated Equipment in the Confidential Instructions

Use repeated items in both

questions.
Instruct students to start with
the question where apparatus
were set up in advance.
Tip: Where to Buy Practical Exam Items?

Ali Baba PinDuoDuo

Tao Bao JD
Break

Please be back in 20 minutes.

Refreshments are available.
Session 2 – Hands-On Practical Assessment

The objective of this session is to understand the requirements of Paper 3

so that:
You can support your learners to develop the necessary practical skills
and prepare them for Paper 3 exam.
You have a good understanding of the role of the teacher (supervisor)
before, during, and after Paper 3 exam.
Debate
Use the cards in front of you to answer the following question:
Who is responsible for making sure that apparatus are ready before
the exam?

Both
Physics
Physics Lab
Teacher
Teacher Technician
and Lab
Technician
 Activity 6: Checking Equipment Before the Exam
 You have 15 minutes for the following activities
(Use the worksheet to record your measurements)
 Measure the resistance of the connecting leads at
the multimeters terminals.
 Measure the emf of the cell using both
multimeters.(If emf is less than 1.5 V ask for a new
cell)
 Measure the resistance of resistor Y.
 Measure the resistance of wire A.
 Check that the connecting leads and the switch are
conducting.
 Compare your measurements with your
neighbors in the group. Discuss any reasons for
any unexpected measurements with your peers.
Tip: Overcoming Connection Problems: Connecting Leads
Tip: Overcoming Connection Problems: Connecting Leads
Tip: Overcoming Connection Problems: Connecting Cells
Tip: Overcoming Connection Problems: Connecting Cells
Tip: Overcoming Connection Problems: Connecting Switches
Tip: Overcoming Connection Problems: Connecting Switches
 Tip: What is the best length of a lead cable?

 50 cm is better than 100 cm

 Long cables may confuse students
when connecting many cables.
 It takes less working area.
 It is half price.
Tips: Checking / Preparing Equipment Before the Exam
Change the batteries of all the
multimeters.
Calibrate the multimeters: Check
that multimeters measure potential
difference and current correctly.
Check the resistance of all
connecting cables. It must be small
(less than 1 Ohm).
Prepare the equipment and
material for each question the day
before the exam day. Students
must not see the exam equipment.
III. What to Do on the Exam Day?
Activity 7 – Laboratory Exercise

 You have the opportunity to perform an experiment, taken from a past paper 3.
 60 minutes is allowed for this activity to conduct the experiment and record the
measurements.
 After the 60 minutes we will come back to this training room to complete answering
questions and compare your answers to “Example Candidate Response” then to
write the supervisor’s report.
 During this process we will establish the required standard for the skills being
tested.
Paper 3 Exam Preparation: On the Exam Day

On the
Exam Day

Teacher’s
Role

Before the During the After the

Exam Exam Exam
On the Exam Day: Before the Exam
Before the exam (the day before
or on the exam day morning), all
sets of apparatus are to be
prepared in one lab out of
learners’ site.
Sets of apparatus are to be
distributed on different exam
venues out of site of learners
under teacher’s supervision.
Exam supervisor must ensure
that equipment for each question
is returned back to its original
state before switching learners.
Tip: Use Classrooms as Physics Labs During the Exam

Fix a wooden
sheet on two
adjacent class
desks to have
a working area
of around 0.6
m2 for each
candidate.
 On the Exam Day: During the Exam

At the start of the exam,  Any assistance must be reported

candidates must be informed that to the Examiners by recording
they can request spare materials details of the help given on the
and apparatus for the tasks set. supervisor’s report.
If a candidate is unable to set up supervisor who set up the room
the apparatus, he/she may ask for must be there at the start of the
assistance from the supervisor. exam and be available
Marks may be deducted. throughout the exam to deal with
Assistance should never go any technical problems or safety
beyond the minimum necessary to matters, and to help with
enable candidates to take some invigilation .
readings.
On the Exam Day: During the Exam

If any materials or apparatus need If there are any problems during
to be replaced, for example, in the the practical that disadvantage
event of breakage or loss, this the candidates, for example, the
must be recorded in the equipment is faulty, the
supervisor’s report. supervisor should record it in
In cases of faulty apparatus that their report. They should then
prevent the required talk to the exams officer about
measurements from being taken, applying for special
the supervisor should allow extra consideration.
time to give the candidate a fair
opportunity to perform the
experiment as if the fault had not
been present.
 On the Exam Day: During the Exam

During the exam, the supervisor must

perform the experiments (out of sight of the
students) using the same apparatus and
materials as students and record the results
by following the steps in the question paper.
The results should be clearly labelled
‘supervisor’s results’.
 On the Exam Day: After the Exam

After the exam, exam

supervisor must complete a
report for each practical
session held and for each
laboratory used.
 The empty report is at the
end of the confidential
instructions.
Activity 8: Minute Paper

Please use a blank paper to identify

the most significant (useful,
meaningful) thing you have learnt
during this workshop.
What important questions remained
unanswered?
Education

Education is not the learning of facts

but the training of the mind to think.

Albert Einstein
 References
1. Cambridge Handbook 2023
https://www.cambridgeinternational.org/Images/668938-cambridge-handbook-
2023.pdf
2. How to manage your science practical exams
https://www.cambridgeinternational.org/Images/511651-managing-science-
practicals.pdf
3. Guide to planning practical science
https://www.cambridgeinternational.org/Images/573787-guide-to-planning-practical-
science.pdf
4. Teaching AS Physics Practical Skills
https://gceguide.com/papers/A%20Levels/Physics%20(9702)/Other%20Resources/9
702_nos_ps_to2015.pdf
5. Syllabus Cambridge International AS & A Level Physics 9702
https://www.cambridgeinternational.org/Images/554625-2022-2024-syllabus.pdf
Q&A
Tip: Constantan Vs Nichrome Wires
Constantan is a copper–nickel alloy consisting usually of 55% copper and
45% nickel. It has almost constant resistivity over temperature.
Nichrome wire is made of nickel, chromium, and iron. Nichrome is
characterized by its high resistivity and good oxidation resistance.
Both wires can be used during electricity practical experiments.
Nichrome wires are almost of half the price of constantan wires and very
easy to find online.
26, 28, 30, 32, 34, 36, 38 s.w.g. are 0.46, 0.38, 0.32, 0.27, 0.23, 0.19,
0.15 mm respectively.
Standard wire gauge (SWG) to mm conversion calculator can be found
at: https://www.rapidtables.com/calc/wire/swg-to-mm.html
 General Preparation: Significant Figures (S.F)

 The concept of significant figures

may be used to indicate the degree of
accuracy or precision in a
measurement.
 Significant figures (s.f.) are those digits
that are known with certainty followed
by the first digit which is uncertain.  The more precise a measurement is,
the greater the number of significant
 In the figure, the measurement is figures used to represent it.
larger than 4.6 cm and smaller than 4.7
cm, it can be estimated to be 4.65  For example, I = 4.20 A (as distinct
(3 s.f.) but it can’t be 4.652 (4 s.f.). from 4.19 A or 4.21A) suggests a much
greater precision than I = 4.2 A (as
distinct from 4.1 A or 4.3 A).
General Preparation: Significant Figures Rules

 All non-zero digits are significant (22.2  Zeros after non-zero digits within a
has 3 s.f) number without decimals are not
 Zeros between non-zero digits are significant
significant  57,000 (2 s.f)
 4107 (4 s.f)  640 (2 s.f)
 29.009 (5 s.f)  Zeros after non-zero digits within a
 Zeros that come before all non-zero number with decimals are significant
digits are not significant  689.0023 (7 s.f)
 0.00079 (2 s.f)  A zero to the right of a decimal and
 0.48 (2 s.f) following anon-zero digit is significant.
(0.0500 has 3 s.f)
 General Preparation: Significant Figures in Calculated
Quantities
 General rule: Any calculated quantity  In multiplication and division the
should not be more precise (more number of significant figures in the
accurate) than the raw data. answer should be equal to the least
 In addition and subtraction the number of significant figures in any
number of decimal digits in the of the data of the series.
answer must be equal to the least
number of decimal places in the
numbers added or subtracted.
 General Preparation: Absolute, Fractional and Percentage
Uncertainties
 The fractional uncertainty in x is
 If a measurement is repeated N times.
and the results of the measurements
are x1, x2, …, xN, the average of these
values (𝑥𝑜 ) is

 The percentage uncertainty in x is

 The absolute uncertainty in x is

Example 1

 If the measured values of x in cm are  The Fractional uncertainty is

47.5, 48.2, 48.5 (N=3). Then:

 The percentage uncertainty is

 The absolute uncertainty is

 Then x = 48.1 ± 0.5 cm

General Preparation: Absolute, Fractional and Percentage
Uncertainties in Calculated Quantities
 For Powers and roots
 In addition and subtraction we add
the absolute uncertainties
 Example: if Q = a + b − c then
ΔQ = Δa+ Δb+ Δc
 In multiplication and division we add
the fractional (or percentage)
uncertainties
 Example:
Example 2

 The sides of a rectangle are measured  The fractional (percentage) uncertainty

to be a = 2.5 cm ± 0.1 cm and b = 5.0 in A is:
cm ± 0.1 cm. Find the area A of the
rectangle.
 The fractional (percentage) uncertainty
in a is:

 The fractional (percentage) uncertainty

in b is:
Learn more!
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