Mark Scheme for 2020 Prelim Practical Exam

Question 1 :
General Marker’s Comments for Q1:
In general, it was evident that students who had studied their practical guidebook and were familiar with the tabulations skills, graphical skills and
dp/s.f., knew how to present their data and working clearly did well. Conversely, it was evident that students who were not familiar did not do well.
A significant number of students did not know how to use the rheostat and ended up fusing the DMM. Do note that in A levels, if the equipment
provided is not faulty, extra time may not be given to the students even if they have to wait significantly for a new DMM to be replaced.
If students still do not know how to use the DMM or the rheostat, the use is described in the planning guidebooks. There are also instructional videos
in Moodle. Last but not least, do check with your tutors.
Mark Scheme and Examiner’s Comments:
Qn. Code Details Examiner’s Comments
[Marks]
1(b(i) M1[1] Value of I to correct number of d.p (i.e. ±0.01 A) based on setting ● Question has requested for the current to be
1(c) of DMM (Ammeter - DC - 10A setting) “approximately 0.4 A”
Range of I should be between 0.35 A to 0.45 A ● a small handful of students gave nonsensical values
D.p. of I also marked in the table in 1(c) of I or extremely large values.
1(b)(ii)(i M2[1] Value of 1, 2 to the nearest degree ● When reading instruments, students are expected to
ii) and (smallest division of protractor) read to the smallest division. In this case, the
1(c) d.p. of raw readings of angles are marked in 1(b)(iii) and 1(c) - protractor provided has a smallest division of 1
the table as well. degree.
1(b)(iv) A1[1] Correct calculation of the average value with clear working ● A small handful of students did not show detailed
(student must show the two values substituted.) working
m to nearest degree. Allow ± 0.5 degree ● In practical, it is mainly about good experimental
techniques and these include good data recording
skills. ALL relevant workings need to be shown so that
examiners know at a glance how and where the
values are derived from. Please do not let the
examiner go searching around in the papers for the
relevant data - they have the discretion not to do so in
A levels.
1(c) M3[2] ● Award 2 marks if student has successfully collected 6 or ● Most students were able to collect at least 6 sets of
(Table) more sets of data within range without assistance. data
● Award 1 mark if it is 5 sets of data ● A small number of student however left out the
● Award zero marks if 4 or fewer sets of data are collected following points:
○ 1st set of data did not tally with the values
collected in (b)
 ● Range of data should be maximised, i.e. from 0.4 A to at
least 1.2 A [1]
P1[1] ● Data collected to be tabulated in a single table in columnar
format
● All raw readings to be tabulated
● Each column heading must contain a quantity / unit. (1/o,
2/o, m/o, and tan (m/o) or tanm). (NOT tan m/o )
P2[1] ● m and tan m calculated correctly.
● Correct d.p and s.f. of calculated data (s.f. / d.p rules should
be consistently applied)
[Please refer to the practical guidebook on what is the appropriate
d.p. or s.f. to use for derived readings.
[Note that M1, M2 marks are further assessed here in the table.]
1(d) P3[1] ● Equation linearised correctly.
(graph) ● Plot a sensible graph that allows for straight line to be
drawn and P and Q to be determined from the intercept and
gradient. e.g. I vs. tan m OR tan m vs I.
● Sensible scales must be used. Awkward scales (e.g. 3:10)
are not allowed. Scales must be chosen so that plotted
points occupy at least half the graph grids in both x and y
directions.
○ did not read the instructions carefully,
subsequent set of data are supposed to be larger
current values
○ maximum value is of current is supposed to be
1.5 A and hence the largest value should as close
to 1.5 A as possible.
● Students should underline critical instructions as
they read through the question to avoid missing
them.
● There are still a few students who persist in taking
more than necessary number of data. Remember
that if not stated otherwise, and if you further know
you will be plotting a straight line graph, only six
points are necessary. Hence, if you plot more e.g.
8 - 9 points, you ended up spending more time
collecting data, have a greater chance in making
wrong plots and have less time to work on other
parts of the question.
● Some students recorded the unit of angles wrongly
as oC.
● significant number of students did not know how to
record the units for tan (m/o). Note that the degree
belongs to m not tan m. tan m is a dimensionless
quantity.
● Some students are still not familiar with the s.f./d.p.
rules to be used and should refer to the practical
guidebook which gives detailed description.
● Some students were also careless in rounding
values.
● It is recommended that student compute tan m
immediately using the value of m on the calculator
rather than the rounded value to avoid
compounding rounding off errors.
● Students are reminded that (0,0) need not always
be included in the graph - even when the y-intercept
is needed. The y-intercept can always be
calculated from a pair of coordinates.
● Numerical labels for the graph axes should not be
more than 2 large squares apart and is
recommended to be at every large square. It also
makes for less careless mistakes in plotting the
data.
 ● Axes must be labelled with the quantity which is being
plotted.
P4[1] ● Straight line of best fit- judge by scatter of points about the
candidate's line. No curved lines allowed
● There must be an even distribution of points on either side
of the line along the full length
● Allow maximum (correctly identified) one anomalous point if
clearly indicated on graph i.e. circled or labelled. There
must be at least five points left after the anomalous point is
disregarded.
● Lines must not be kinked or thick. No hairy lines. (no
curved lines allowed).
● If a student wrongly identifies an anomalous point or
has more than one anomalous point. This mark will not
be awarded.
P5[1] All observations in table must be plotted.
Work to an accuracy of plot ≤ 0.5 small square.
[ For this exam - Randomly check 3 points for correct plot.]
1(d) A2[1] ● Gradient calculated correctly with clear working.
(caln) ● the hypotenuse of the gradient triangle must be greater
than half the length of the drawn line.
● Read-offs must be accurate to half a small square.
A3[1] ● y-intercept must be read off to the nearest half small square
or determined from y = mx + c using a point on the line.
● Some students seem to have a misunderstanding
of what an anomalous point is. It needs to be
significantly deviated from the straight line trend.
Many did not circle and label the anomalous point.
● Many straight lines drawn by students were in fact
not best fit line. Many did not try to balance the
deviations on both sides of the line and in many
cases a simple rotation or shift would have led to
be better fit.
● It was also evident that some students do not own
a 30cm transparent rule. This is part of the
necessary stationery - please acquire one before
A-level examination.
● It is unlikely more than one anomalous point is
present. If so it is either a case of bad scatter or
bad experimental technique.
● There are some students who are still careless with
plots and did not plot to ½ square accuracy.
● Be assured, in A-levels, all the points will be
checked by the examiners.
● Some have data markers that are either too large
or too small. Plots should be marked with a fine
cross at the size of ~ ½ smallest square.
● There are some students who did not draw the
gradient triangle nor label the gradient coordinates
on the graph.
● Students should not make extra marking on the
graph to indicate the coordinates. A clear gradient
triangle drawn in dashed lines with vertices clearly
touching the gradient coordinates to be used would
be sufficient.
● There were still a few students who did not check
and gave a false intercept.
● Some students read off another point from the best
fit line when they could have used one of the
gradient coordinates.
● Some students wrongly used a data point from the
table where the data point was not even on the
BFL.
 A4[1] P and Q determined correctly from gradient and/or intercept with ● Students should always check and give the units of
units. the constants to be determined.

Wrong trend of data - this mark will not be awarded.

A5[1] Correct d.p/s.f. for P and Q.
Wrong trend of data - this mark will not be awarded.
1(e) M4[1]. Comments on whether there are any anomalous data - with the
anomalous data clearly identified.
Justifies whether there is any anomalous data based on
deviation of the points from the linear trend.
This mark will not be awarded:
● if the justification contradicts the graph plotted in terms of
scatter, or
● if student identifies anomalous point wrongly
1(f) A6[2] For students who plotted I vs. tan m :
- Z has a steeper slope with same y-intercept
For students who plotted tan m vs. I :
- Z has a gentler slope with same y-intercept
● Please refer to the practical guidebook on how to
determine the correct s.f. or d.p. of the values to be
stated.
● It was surprising some students were not familiar
with the requirements of the question and gave
justification based on experimental errors instead.
How to answer such question is well covered in
the practical guidebook, please refer to it.
● There were a significant number of students who
also claimed that “there was no anomalous point as
the points were evenly scattered” but based on the
BFL they drew, they did not ensure an “even
scatter” in terms of distances.
The magnet aligns itself with the resultant magnetic flux
density of the current and the Earth’s magnetic field.
The magnetic flux density due to the current I is
proportional to I.

where k is a constant.

Hence, when the earth’s magnetic field is stronger, the

gradient of the I vs tan m graph increases. The theoretical
value of the y-intercept is 0 - is unaffected by the magnetic
field of the Earth.

A similar analysis can be deduced for those who plotted

tan m vs. I graph
1(g)(i) A7 [1] Correct error identified. ● Students who did not get credit were often unclear on
and (ii) the source of error that created the uncertainty in
A8 [1] Correct improvement that addresses the error explained. readings.
 For credit, students must state the physical qty affected. ● Improvement strategies need to be more specific so
If error is created by the experimenter, then the improvement that others can carry out the improvement clearly.
is not accepted. Often a diagram would have helped tremendously.
● The key skill to be assessed here is the ability for
In general, if the error is not accepted, there will be no credit
students to identify specific problems for this
to the improvement as well. particular experiment and then come up with practical
solutions (not change the experiment itself). Clarity of
See below for the common list of errors and improvements thought, experience and ability to express their ideas
accepted. are needed here to produce a better experiment, not
a different one.
● Furthermore, errors identified should be able to
reveal student’s understanding of the nature of the
experiment and should not be generic errors or
improvements that applies across all

Common List of Errors and Improvements that were credited:

Errors and Limitation (A7) - 1 mark Improvements (A8)

I The axis of rotation of the magnet may not coincide with the centre of Shine light directly from above. Based on the shadow projected for
circle of protractor-paper. This will result in error in recording the angle the wire on the magnet, draw the shadows when there is no current
of deflection. and when there is current running. The angle subtended by the two
shadows will give the angle of deflection.
Do not accept:

Difficult to pinpoint the exact angle of deflection/centre of the circle of

protractor paper.

II Parallax error when trying to read off the angular displacement of the Use of a mirror placed underneath the protractor paper. Align the wire
pointer wire. with the image of the wire in the mirror to minimize parallax error.

Do not accept: (Conduct in dark room), shine light from above. And measure the
angle made by the shadow on the protractor.
Human error when viewing angle of deflection/ Difficult to read of
angle of deflection / Disturbances or blockages due to the thread, Instead of using a magnet, use a compass propped above the ruler
magnet or cradle (we just need to read the ends of the pointer if set
instead. The compass needle is damped and settles quickly into the
correctly.)
direction. Angle of deflection can be easily read off from bearings on
compass.
 Do not accept:
- Any use of video camera clamped directly above and use the
images
- View the angle from above

III Pointer wire keeps oscillating and makes it difficult to take a reading Strategy to increase the mass of the system - e.g. massive magnet,
of the angle of deflection. add blu-tac to increase damping so that oscillations stop.

Accept: Fluctuate/not stationary/ the magnet is moving back and Use the string of a smaller torsional constant/ use a fishing line
forth instead of a thin string that will limit the oscillation. (do no allow for
stiffer/firmer string)
Do not accept following:
Allow a longer time for the magnet to settle and stop oscillating before
Oscillations are not stabilized / wait for oscillations to stabilized
taking reading of the angle. / Use hands to stop the magnet from
(We are not looking for stable oscillations here - we do not want any
oscillations at all.) oscillating.

Note the maximum and minimum value of the angle of deflection from
the oscillation and take average

Suspend the magnet in a viscous liquid to damp the oscillation

Do not accept following:

Suspend small masses on both ends of the wire.

Off the fans - student could request to be turned off.

Conduct the experiment in a vacuum chamber

Use a protractor with finer divisions

Reducing the length of the thread suspending the magnet.

IV The range of deflection angle produced in the experiment is limited Provide a larger power source and current source (with a rheostat of
resulting in a large percentage uncertainty in deflection angle larger power rating) so that larger magnetic field by current can be
generated to increase the range of deflection angle so that
percentage uncertainty of the angular deflection can be reduced.
Common List of Errors that were not credited (as errors were not accepted, improvements will not be credited)

Errors and Limitation Reason for Rejecting

I Presence of background magnetic field that can affect readings of “Background B” needs to be there to provide the appropriate
current and hence θm variation to the angle of deflection. – shows that student does not
understand nature of the experiment. “Background B-field is not
Effect of Earth’s magnetic field is not negligible. radiation”

Associated Improvements suggested: Helmholtz coil - it changes the nature of experiment entirely.
Student is proposing another experiment
Addition of Hall Probe to remove background radiation / Using
Helmholtz coil to produce the external magnetic field Hall Probe - does not remove background radiation.

II Wire clips are not secure and this unstable connections leads to Students need to know how to connect the setup securely.
fluctuations in the current reading which causes inaccuracies in the
values of I.

III Rheostat heats up after some time causing unstable current and Effect is trivial and if the student kept to the current range, it would
hence unstable B, affecting the magnitude of magnetic field not have been a problem.
generated.

Wire W resistance increases / resistivity will increase with heating

IV Pointer wire provided is kinky /flexible/difficult to straighten, resulting Irrelevant whether the wire is straight. As it is the ends that are
in inaccurate measurements of angles of deflection. important. As long as students consistently use the end, the
readings will be accurate.

Sample solution from a student: https://drive.google.com/file/d/10Egl8jzp57UqX_NfmQzvSz1VMj9Cr79j/view?usp=sharing

Qn. Suggested Solution Mark allocation
2a)i) 9.95V M1[1]
Value of V0 to correct number of d.p. (correct setting of DMM)
5.97V A1[1]
Correct calculation of V1

2a)ii) 2.35 to 2.4 kΩ M2[1]

Value of Reff within the stated range. (Correct use of DMM to obtain the
effective resistance)
Markers’ comments:
The units provided in the answer blank is ohms, not kilo-ohms. Candidates should not give the answer in other units apart
from what is specified, eg 2350 Ω should be presented instead of 2.35 kΩ
2a)iii) 0.01 A2[1]
× 100% = 0.4% Correct estimation of uncertainty for Reff
2.40
A3[1]
Correct calculation of percentage uncertainty
Markers’ comments:
Percentage uncertainty should be presented in one or two significant figures.
2b)iii) 𝑡1 = 5.43𝑠 𝑡2 = 5.76𝑠 𝑡 = 5.60𝑠 P1[1]
Value of t recorded to 1 or 2 dp
M3[1]
Evidence of repeated readings of t

2b)v) Percentage uncertainty of t A4[1]

1 Use of (max-min)/2 to obtain the uncertainty of t, may also accept use of 0.01s
(5.76 − 5.43)
= 2 × 100 = 3% based on precision of stopwatch.
5.60 A5[1]
Conversion to percentage uncertainty based on any of the two values of t that
Can accept if Δt = max – min. is measured.
Can accept if base is not average but max or min
value.
Markers’ comments:
One should expect multiple sources of error in measuring t. The uncertainty of t to be reported should be the sum of
uncertainties due to all known sources of error, which includes the precision of the instrument as well as human reaction
time.
2c)iii) ~ 1.76 s M4[1]
Value of t close to actual value. (Correct setup of parallel resistor)

2d)i) First value of C = 0.0025 P2[1]

Second value of C = 0.0030 Correct calculation of C values
P3[1]
Correct to 2 s.f. based on the least s.f. of t and R.
2dii) Total percentage uncertainty = 3.4% A6[1]
Determination of the total percentage uncertainty of t and R by taking the
%difference of C = (0.0030-0.0025)/(0.0025)x100% sum.
= 20% > 3.4% A7[1]
Do not support the relationship. Calculation of the percentage difference of C and appropriate conclusion.

Markers’ comments:
The percentage difference in the two values of C should be compared to the sum of uncertainties in t and R. If it is larger,
there is significant evidence to reject the hypothesis as the deviation in the two values exceed the permissible range allowed
by known sources of errors. However, if it is smaller, we can only say that there is no evidence to reject the hypothesis, it
does not suffice to prove that the hypothesis is right as it could be due to coincidence that the two values of C are similar.

Qn. Suggested Solution Mark allocation

3a) 𝜃 = 25.0 °C M1[1]
Value of 𝜃 in the range of 25.0 to 35.0 oC (1 d.p) with unit

3cii) P1[1]
t/s θ1 / °C 3 sets of data collected for t = 0 s, 120 s and 240 s with unit
0 80.0 M2[1]
120 76.0 𝜃1 decreasing trend with unit
240 72.0

Markers’ comments:
The initial starting conditions (when t = 0) should be presented in the table as well.
3d)

Considering k values for both intervals:

P2[1]
Correct calculation of k at 120 s

P3[1]
Correct calculation of k at 240 s
 A2[1]
Average value of k calculated correctly with unit

k = 6.42 ×10-4 s-1

Markers’ comments:
There are some candidates who formed two equations by substituting the two sets of measurements into the given
relationship and solved the two equations simultaneously to determine k. This approach is erroneous as it basically assumes
that both sets of measurements fall on the same straight line which gives the true value of k. Instead, one should find k for
each set of measurement and take the average, in this way, with more sets of measurement, the average value of k should
approach the true value of k.
3e) 1) Repeat the experiment with n layers of Design
newspaper wrapped around the beaker and A1[1]
calculate the cooling constant kn each time. Vary the layers of insulation for each trial and (Identify at least one of the
2) Calculate the difference in cooling constants quantities to be kept constant).
∆𝑘 = 𝑘 − 𝑘for each data set in step (2). B1[1]
3) Plot a graph of Δk against n. If a straight line is Calculate the difference in cooling constant ∆𝑘 = 𝑘 − 𝑘
obtained, the relationship between Δk and n is Analysis
linear. C1[1]
4) Same volume of water, starting water temperature Plot a graph of ∆k against n. If a straight line graph is obtained, with y-
is used. intercept close to origin, the relationship between ∆k and n is linear.
Markers’ comments:
Some students did not read the question carefully and did not realise that the proposed relationship is between (kn-k) and
n. Instead, they investigated the relationship between k and n.
Candidates who did well also realised that when n = 0, kn = k, hence a straight line which passes through the origin should
be expected.
Qn. 4

Marks Marking Points Examiners’ comments

Diagram 1 A1 Clear, workable and labelled diagram. ● Some students with unworkable set-up for D1
(Pitot tube must be correctly used, one end in stagnant liquid may be penalised for their V6 because of
and the other in the flowing liquid, valve shown clearly) unmeaningful measurement of d.
Variables 6 V1 Use of vernier callipers* to measure inner diameter, D, of ● Majority of the students lose 2 marks for V1 and
rubber pipe V2 with the incorrect method to determine the
V2 Method to determine the speed v (check formula) speed of flow of water in the pipe.
V3 Use of electronic mass balance* to measure mass of liquid ● Many students did not provide clear instructions
V4 Use of measuring cylinder* to measure volume of liquid on how to measure the mass of the liquid for V3.
V5 Method to determine the density of liquid ρ (check formula) Simply placing a beaker of liquid on the
V6 Use of ruler to measure height difference, d, of liquid levels
electronic mass balance will give you mass of
in Pitot tube
the liquid and empty beaker instead.
* may accept use of other appropriate measuring instruments.
Analysis 3 A1 linearisation statement with one graph plotted correctly (lg 𝑑 ● Most students scored the full 3 marks for analysis.
vs lg 𝑣, lg 𝑑′ vs lg 𝜌) or both graphs plotted.
A2 Method to determine two constants both a and b from
gradients.
A3 Two runs: at least six sets of data each, one run keeping v
constant, the other keeping 𝜌 constant.
Reliability Max 2 R1 Allow time for flow rate to return to steady state after ● Students are expected to elaborate on their
adjusting the flow control valve reliability measures by answering the WHAT,
R2 Appropriate method to change the density of fluid X (if it is HOW and WHY in their description for credit.
simply mentioned to use fluids of different densities, only award ● The marking point for R5 was marked leniently to
if examples are given). award students for recognising the purpose of
R3 Demarcation of scale on the liquid levels in the Pitot tube to silicon sealant in this experiment.
facilitate measurement of d
R4 Repeating measurements (diameter D, time, position of pitot
tube) to manage random errors.
R5 Other appropriate reliability measures
- use of silicon sealant to seal gaps between pitot tube and
pipe
Safety Max 1 S1 Use of pails to store liquid X that is discharged out of the ● Students are expected to elaborate on their safety
rubber tube to prevent spillage of liquid onto the floor and measure by answering the WHAT, HOW and
causing slips and falls. WHY in their description for credit.
S2 Wear safety goggles in case liquid X splashes into the eyes.
Suggested Solution

Connected Water collected

Liquid X D
to Tap in pail
Flow control
Silicone sealant
valve
d

Pitot Tube

1. Setup the apparatus as shown in the diagram. Cut holes in the rubber pipe and insert the Pitot tube. Use silicone sealant to seal the gaps
after inserting the Pitot tube. Leave one end of the rubber pipe in a pail and connect the other end to the flow control valve that is fitted to the
tap of the empty tank.
2. Use vernier calipers to measure the inner diameter of the hose D.
3. Ensure the tap is closed and fill the tank with water.
4. Open the tap and allow water to run for a minute to achieve steady flow.
5. Place the end of the rubber tube into a measuring cylinder and record the time t needed to fill 1 litre of water.
.
6. Calculate the speed v of flow of water using the formula 𝑣 = ( / )
7. Use a ruler to measure the difference in water levels in the Pitot tube, record as d. Close the tap after taking the reading.
8. Repeat steps 4 to 7 to collect another five sets of data by adjusting the flow control valve for a different flow rate.
9. Plot a graph of lg 𝑑 against lg 𝑣. The gradient of the graph will be equal to b.

10. Keep the flow control valve at a fixed setting for the rest of this experiment.
11. Use an electronic mass balance to measure the mass of an empty measuring cylinder, record as m.
12. Fill the measuring cylinder with a volume V of the liquid in the tank and measure the mass as m’.
13. Calculate the density ρ of the liquid using 𝜌 =
14. Open the tap, wait a minute for the flow to be steady and record the difference in water levels in the Pitot tube as d’.
15. Close the tap and change the density of the water in the tank by adding salt and stirring the water in the tank to dissolve the salt.
16. Repeat step 11-15 for another 5 different densities of water by adding more salt each time.
17. Plot a graph of lg 𝑑′ against lg 𝜌. The gradient of the graph will be equal to a.