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Mark scheme
Questio
Answer/Indicative content Marks Guidance
n
Examiner’s Comments
The correct response is D. This question

was correctly answered by the majority
1 D 1 of candidates, although almost all the
incorrect responses were C, presumably
as candidates are aware that it is the
e.m.f. that is induced but less familiar
with Faraday’s law in general.
Total 1
The correct response is A. This question

2 A 1
was correctly answered by the vast
majority of candidates, who were able to
select the correct terms applicable.
Total 1
The correct response is D. It was

encouraging to see that a large number
of candidates were able to select the
correct answer. Although a relatively
straightforward calculation, it does
3 D 1 involve two unit conversions (mA to A,
and hours to seconds), which if not done
would generate one of the distractors.
Many candidates showed their working
here as they would in a structured
question and this is always helpful when
the calculation involves more than one
stage.
Total 1
4 C 1 Examiner’s Comments
The correct response is C. Candidates

often find the electric field questions
challenging and this was again the case
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page.
as this question was correctly answered
by only one third of the candidates. Many
candidates drew arrows on the diagram
to assist them. Response D was the most
common distractor; linking this to
gravitational fields would produce a zero
field strength at P which is likely to be
the reason.
Total 1
The correct response is D. This question

also proved to be challenging as not
many candidates will have come across
this style of circuit before. Therefore in
most cases, it will have to have been
5 D 1 worked out from application of
conventional current flow. It would likely
be evident that LED Q is lit, probably
accounting for the very few candidates
selecting response B. Many candidates
incorrectly selected response A,
presumably as its polarity is the same as
Q.
Total 1
The correct response is C. Although this

question may not have followed the
traditional route for a capacitor decay, it
proved to be accessible to many
6 C 1 candidates. Several filled in the table
completely which appeared to be a
helpful strategy, or set up stages of the
calculation alongside the question. Those
that showed little or no working tended
to opt for response A using a constant
subtraction for each time interval.
Total 1
7 B 1 Examiner’s Comments
The correct response is B. This question

was correctly answered by around two
thirds of candidates. There appeared to
be various routes to the correct solution;
many opted to work out a current in
terms of R, but the more elegant working
was in terms of simple ratios which

page.
demonstrated a good understanding of
p.d. in a series circuit. Encouragingly,
very few candidates opted for response
A, which was a p.d. below that of the
thermistor alone. It should be noted that
a couple of candidates put a ‘7’ in the
answer box – as correct working had
been shown by them, and leading to the
correct numerical value this was credited
by examiners. However, this cannot be
guaranteed to occur in other cases and
candidates are to be encouraged to put
only the correct letter.
Total 1
The correct response is A. A good

number of candidates were able to
correctly identify the new fringe
separation. Most correctly identified the
8 A 1 appropriate equation from the booklet
and set out the solution either as ratios
or by direct calculation. Quite a large
fraction who achieved the correct
response showed no working, suggesting
that this is a relatively simple calculation
probably done directly into a calculator.
Total 1
The correct response is B. Around two

thirds of candidates were able to
correctly calculate the frequency; this
question relies on the candidate
appreciating that there is more than one
complete cycle in the tube and then
evaluating the correct wavelength. It is
9 B 1 then a straightforward calculation. As
expected, most of the incorrect
responses were A, where the wave
equation had simply been used with the
given numbers. Several candidates drew
on the diagram to help in their
calculation of the wavelength, although
some thought that the wavelength was
two thirds of the tube length, rather than
four fifths.
Total 1

page.
The correct response is B. This is another

question which was correctly answered
by around two thirds of the candidates.
The simple solution is through
1 determining the current through Z and
B 1
0 the p.d. across it thereby finding the
product. Working demonstrated some
tortuous routes, such as calculating all
the resistances, which does indicate a
lack of confidence about circuit
calculations. However, in many cases
this did lead to the correct answer.
Total 1
The correct response is C. Although not a

particularly challenging question, it was
1
C 1 encouraging to see around three quarters
1
of entrants getting the correct solution.
The most common incorrect response
was A, suggesting that the idea of time
period is not necessarily well understood.
Total 1
The correct response is D.

Electromagnetism is another challenging
set of concepts, resulting in a relatively
low number of students obtaining the
correct answer. Working showed that
many of the candidates appreciated that
1 the field needed to be resolved and were
D 1
2 able to select the right trigonometrical
function. However, by far the most
common mistake was to ignore the turns
and to simply calculate the flux through
the coil. Whether this is a misconception
or simply looking at the ‘coil’ on the
diagram is unknown, however candidate
should be reminded of the difference
between turns and coils.
Total 1
1 B 1
3

page.
This was a challenging question;
candidates often drew a radial field
diagram as a starting point and many
candidates helpfully “ticked” the correct
responses to help them eliminate these
from their response. It is important that
candidates read the questions carefully,
as it was evident that some were looking
for a correct statement.
Total 1
This question was correctly answered by

a majority of candidates. Although many
1 candidates wrote out V = IR or some
A 1
4 other version of Ohm’s law, they seemed
unable to relate this to the statements.
There was evidently some uncertainty as
to what Ohm’s law exactly was, and the
writing of the resistivity formula
inevitably led several candidates to
responses C and D.
Total 1
Many candidates were able to correctly

1 calculate the wavelength of the two
D 1
5 particles and show that the correct
response was D. Some calculated the
wavelength of all of the particles from A
to D, but the most elegant solutions were
done through a variety of methods to
determine some ratio or constant factor.
Total 1
1
A 1 This question was correctly answered by
6
the majority of candidates. The distractor
B was the most common incorrect
response and several candidates wrote
out nsinθ = constant on their diagram.

page.
Total 1
Most candidates appear to know that the

force between the two wires would be
1 attractive, and circled C or D as their
C 1
7 options. A few used the diagram and the
right hand rule to draw arrows to help
with the direction. Both of these are good
practice in this style of question. A little
less than half of the candidates selected
the correct response with the vast
majority of incorrect responses being D.
Total 1
Most candidates who successfully

1
A 1 answered this question showed working
8
equating the magnetic force to the
centripetal force to show that mv = rBq.
Some had possibly learnt the formula r =
mv/Bq as this was also a common
starting point.
Total 1
This proved to be a challenging question

with only around a quarter of the
candidates able to obtain the correct
response. It was likely that written
working was helpful here and many
candidates set out some form of a
1
B 1 potential divider calculation. Some did
9
this in ratios and others made up a value
for the two resistances (e.g. 10 Ω ) which
they then decreased to 8.0 Ω for the
thermistor. The incorrect responses were
spread fairly evenly across the
distractors, which is maybe surprising as
it would be expected that candidates
should have appreciated that the p.d.
across the thermistor would now be less
than the initial 4.5 V.

page.
Total 1
2 The vast majority of candidates were

B 1
0 able to correctly recall the correct
charge carriers in the resistor and the
electrolyte. A proved to be the most
common distractor, possibly as the
others contained “protons”.
Total 1
IGNORE superposition alone

Interference given in A and D and/or B and
C Examiner’s Comments
Most candidates were able to appreciate

2 A and D diffraction B1 that the pattern in Fig. 16.1 was an
a
1 OR B1 interference pattern and that the ‘dark
A and D = destructive interference / and light’ were the result of interference.
destructive superposition The first mark could also be credited for
AND B and C = constructive interference / the use of the term ‘diffraction’ as at that
constructive superposition point the single slit diffraction pattern is
dominant.
Constant/same/fixed phase difference
IGNORE in phase, frequency, wavelength,

diffraction and other correct physics
REJECT incorrect references to

amplitude and other wave properties
The waves have a constant/same/fixed Examiner’s Comments

b B1
phase relationship
Coherence is a term that candidates will
likely have come across many times in
their study of waves. While many
candidates had an appreciation that it
was related to phase, there were many
responses that it was when two waves
were in phase. Around half of candidates
were able to correctly explain
coherence.
c Waves arrive in phase / path difference of C1 Phase difference = 0 or path difference =

whole number of wavelengths A1 nλ
Phase difference = 4π or 7200/ with a path Examiner’s Comments

difference of 2λ

page.
Around half of the candidates were able
to achieve at least 1 mark and had a
good idea that the waves must arrive in
phase. Some candidates confused path
difference and phase, giving statements
such as ‘the phase difference is one
wavelength’. Only a small number of
candidates appreciated that this was a
maximum two away from the central
maximum and so had a path difference of
2 × wavelengths (or equivalent in phase).
Many candidates who did not score gave

responses in terms of superposition but
gave little detail beyond the use of the
terms.
d λ = a x / D = 640x10-9 = 1.00x10-5 x x / 4 C1 Correct substitution

(= 0.256 (m)) C1 0.256m assumes correct substitution
A1
B to C = 2x = 0.512 (m) (C1) Recognition that B-C is two fringe
(C1) separation, and evaluation
(A1)
θ = tan-1 (0.512 / 4) = 7.3 (o) Correct to at least 2 significant figures
ALLOW θ = sin-1 (0.512 / 4) = 7.4 (o)
Note: RAD mode in calculators (0.127)

Alternative method: Use of n λ = d sin θ MAX 2 marks
substitution of λ and d with any integer Note: No doubling of x with correct

value of n working leading 3.7° MAX 2 marks
recognition that n = 2
e.g. n x = 1.00x10-5 x sin θ where n is an
θ = sin-1 (2 x 640 x 10-9 / 1.00x10-5) = 7.4 (o) integer
Correct to at least 2 significant figures

Note: only allow use of incorrect value of
n = 1, leading to 3.7° MAX 2 marks
Note: RAD mode in calculators (0.128)

MAX 2 marks
There was a roughly equal spread

between 0, 1, 2 and 3 marks on this
question and it illustrated the variety of
ways in which the candidates attempted
it. This calculation could be attempted in
a number of ways; each of which would
produce the correct final value. Most

page.
candidates who made an attempt were
able to determine the fringe separation
distance on the screen, generally by
using the double slit formula. Only
around a quarter of candidates
appreciated that maximum B was the
two away from the central maximum
which was needed for the correct
answer. Use of the diffraction grating
formula gave a similar mark distribution.
It is to be noted that, in general,

incorrect answers with no working will
gain no marks and it is very important
that candidates who show no working
run the risk of not gaining marks. In this
case, an incorrect response of 3.7° could
gain 2 marks as it was very evident
where it came from.
Total 8
ALLOW marking points as labels on the

diagram or as the answer lines.
Any four from:
In an evacuated tube
(Electrons released by) thermionic

emission / (low voltage supply causes)
emission of electrons from cathode /
filament / electron gun
2 Electrons accelerated towards anode /
a 4xB1
2 electrons accelerated through (high) pd / A diagram is always helpful if suggested
electric field and candidates who drew a labelled
diagram were often able to score marks
Diffracted through a graphite (target) / that they would not have gained in the
graphite is thin text. Candidates who had seen this
experimental set-up were at an
Electrons detected on a (phosphor) advantage and often gave good
screen / electrons produce visible light on descriptions, although relatively few
impact with screen gained full marks. Several candidates
confused anode and cathode and others
assumed that the graphite was in some
way responsible for the production of the
electrons. Nearly one third of candidates
scored no marks on this question; those
who did often had little knowledge of the
experiment although it is specifically

page.
mentioned in the specification. Incorrect
responses included considering it as a
ripple tank.
Exemplar 1
This response shows a candidate using a

diagram to gain marks that would not
otherwise be covered in the text. The
word ‘vacuum’ will score the first mark
for the evacuated tube.
ALLOW out of phase by 180 / π

NOT just out of phase
(Provides evidence of) wave nature of Most candidates appreciated that this
electrons was evidence of the wave nature of
electrons, although a simple statement of
Light circles caused by constructive B1 ‘wave-particle duality’ does not really
b interference / waves arriving in phase B1 explain what the evidence provides.
B1 Although the circles could be described
Dark circles caused by destructive in terms of probability of electrons
interference / waves arriving in antiphase arriving, in the context of the question
the concept of interference of the
electron-waves was sufficient and was
clearly the explanation that many
candidates had been given and close to
one half of candidates were able to
achieve full marks.
ALLOW correct answer to 1 significant

figure
-19 3
Work done = 1.60 x 10 x 5 x 10 = 8.0 x
c i A1
10-16 (J) The vast majority of candidates were
able to carry out this simple calculation;
most errors came from an incorrect
conversion of kV rather than lack of
knowledge of the calculation.

page.
Substitution leading to velocity
Ecf from (c)(i)

figure
W = ½ mv2 = 8 x 10-16 = ½ x 9.11 x 10-31 x

v2
Ecf from (c)(i)
= 4.2 x 107 ms-1

figure
λ = h/mv = 6.63x10-34 / 9.11 x 10-31x 4.2 x
107
C1
-11
= 1.7 x10 (m) A1
ii Around one half of candidates were able
(C1)
to correctly calculate the de Broglie
OR (A1)
wavelength. This is potentially difficult
for the average candidate to carry out in
a single calculation, so it is very helpful
to show the working in a slightly
extended calculation. Most candidates
calculated the electron speed first from
the kinetic energy equation and then
6.63 x 10-34 / 3.82 x10-23 = 1.74 x10-11 (m)
correctly substituted it. Several
candidates used the proton rest mass in
place of the electron rest mass, but the
majority of incorrect responses came
from using the speed of light for the
speed. This is a physics error which can
score no marks.
Reason and value required.

ALLOW suggested value spacing as (c)(ii)
same power of ten
(For diffraction to occur) the gap needs to

The justification for the spacing is in the
ii be approximately the same size as the
B1 context of the question and so must
i wavelength so spacing should be 1.74 x
relate to their previously calculated
10-11 m
value. Around half of the candidates
correctly gave a value and supporting
reason, which needed to relate their
wavelength to the process of diffraction.
Common incorrect answers included
values of around 1fm (irrespective of
their calculation) presumably from their
knowledge of the nuclear radius.
Total 11

page.
No labels required.
ALLOW any suitable symbol for d.c.
supply
ALLOW this mark if resistor and

capacitor in parallel if switch will allow
the discharge
Examples of correct circuit for both

marks
e.g.
Circuit showing (6V) supply in series with

a capacitor and resistor, with a voltmeter
2 in parallel with the capacitor. B1
a Examiner’s Comments
3 B1
Switch/switches allowing discharging of
the capacitor through the resistor.
Many candidates were able to correctly
draw the supply, capacitor, and resistor
in series with a voltmeter in parallel for a
single mark. The position of a
switch/switches to allow a discharge was
less simple and many candidates had a
single switch in series with their
components. There are several ways to
correctly draw this, and examiners
allowed the use of double throw type
switches as long as the idea was clear.
Placing the capacitor and resistor in
parallel with the supply may have
allowed access to the second marking
point as it would allow the discharge but
not the charging. As always, clarity of the
diagram makes it easier for examiners to
understand. Several candidates appeared
not to know the symbol for the capacitor
and used a capital C in a circle. Less than
one fifth of candidates were able to
correctly draw the required diagram.
b Charge = 1.0 x 10-6 x 6.0 = 6.0 x 10-6 (C) A1 ALLOW correct answer to 1 significant
figure

page.
The vast majority of candidates were
able to calculate this correctly and the
main reason for not awarding the mark
tended to be from a power of ten error.
c (CR =) 1 x 10-6 x 10 x 103 C1 ALLOW POT error for capacitance if same

A1 as in (b)
CR / Time constant / = 0.010 (s) B1
B1 ALLOW 1sf
Time constant / is time taken to fall to (C1) ALLOW t for
1/e (37%) of initial value (A1)
(B1) NOT fallen by 37%
The time it takes to record the variation (B1)
of pd / the capacitor to discharge is far (C1) Substitution into exponential decay
less than (human) reaction time (A1) equation to fall to a value of V less than
(B1) 0.9V0 (<5.4V).
OR (B1) ALLOW calculation in log form e.g ln 0.6 =
ln 6.0 - t/0.01
Justification/explanation for using a

t = 0.023 (s) given voltage
0.6 is the voltage when it has fallen to

10% of the initial voltage Substitution into exponential decay
equation with a time less than 0.1s (t <
The time it takes to record the variation 0.1s).
of pd / for the capacitor to discharge is far ALLOW calculation in log form InV = ln
less than human reaction time 6.0 - 0.02/0.01
OR
Justification/explanation for using a

given time
V = 0.81 V
Candidates were credited with

0.02 s is a very short amount of time
calculations that produced a time or
voltage that showed the time for decay
The time it takes to record the variation
was rapid. There were many possible
of pd / for the capacitor to discharge is far
routes to an answer and candidates were
less than human reaction time
credited with any method that would
produce a correct solution. As the
question also included an explanation, it
was often necessary to justify
candidates’ values for further credit
rather than simply determine a numerical
answer. The calculations were, in
general, completed well and a good
number of candidates were able to score
2 or more marks. Explanations in terms of

page.
reaction time were quite rare and often a
vague answer such as ‘the time is short’
or ‘human error’ was given. Many
candidates also related it to the precision
of the stopwatch rather than the
limitations of their use due to human
reaction time.
Exemplar 2
In this response the candidate has

chosen to determine the time taken to
fall to 1 V. The calculation has been done
correctly for the first 2 marks (although
there is no unit, it is clear what t is). The
third marking point has not been satisfied
– a comment would be needed (however
brief) on why 1 V was chosen. The final
marking point is given for the idea that
this is time is less than human reaction
time.
ALLOW connect a voltmeter to a

datalogger
While changing the value of the resistor

or capacitor would increase the charging
Use an oscilloscope / data logger with a time, that would alter ‘this experiment’
d B1
voltmeter probe and as such was not credited. In the
context of this question, it is how the
variation can be determined using the
given values. Few candidates
appreciated this, however there were
significant numbers who knew that an
oscilloscope could be used in place of
the voltmeter.
e i C1 ALLOW in terms of logs eg ln 4.12 = ln 6.0

A1

IGNORE minus sign in final answer
= 3.76 x 10-3 (s)

page.
Most candidates were able to calculate

the correct time for the discharge, by
taking substituting values into the
logarithmic equation. Common errors
included incorrect taking of logs by
division rather than subtraction
(depending on their original set-up) and
power of ten errors or transcription errors
in the values of C or R. As with many
calculations, those who spent a little
time setting out the working carefully
were more likely to get the correct
answer.
ALLOW POT error from (e)(i)
Ecf from (e)(i)
C1
ii = (½ x 1x10-6 x 62) – (½ x 1x10-6 x 4.122) = C1 Only around one third of candidates were
9.5 x10-6 (J) A1 able to correctly calculate this answer.
rate = 9.5 x10-6 / 3.76 x 10-3 By far the most common error was to
= 2.53 x 10-3 (Js-1) calculate the change in energy using the
difference in voltages (using 1.88 V)
rather than calculating the separate
energies and then subtracting. Several
candidates left their answer at this point,
rather than going on to divide by their
value for the time.
Total 13
2 a Level 3 (5–6 marks) B1× 6 Use level of response annotations in RM

4 Clear description and at least two from Assessor
control of variables Indicative scientific points may include:
There is a well-developed line of Description

reasoning which is clear and logically
structured. The information presented is  E = V/d
relevant and substantiated.  Voltmeter used to measure p.d.
 Ruler used to measure separation
Level 2 (3–4 marks) d plates
Some description and at least one from  Plastic rod held in a stand
control of variables  Safety: Do not touch the terminals
of high-voltage supply / (positive)
There is a line of reasoning presented plate
with some structure. The information  Vary d or V to change E

page.
presented is in the most part relevant and  θ determined for each value of E
supported by some evidence.  Experiment repeated for several
values of E
Level 1 (1–2 marks)  Sensible techniques used to
Any description but no control of variables determine θ, e.g. use a protractor
or  Plot tanθ against E or tanθ against
Limited mention of control of variable(s) 1/d graph
 Straight line through origin
There is an attempt at a logical structure (expected)
with a line of reasoning. The information
is in the most part relevant.
0 marks Control of variables

No response or no response worthy of
credit.  Charge q kept constant (ignore
method)
 Method for keeping q constant
(e.g. same V for the (positive)
plate, use separate constant
voltage supply, etc)
 Use the same foil / keep W the
same
 Keep d or V constant
 Foil in between plates (where the
field is uniform)
 Draught-free room
 Do the experiment quickly to
avoid leakage of charge
This was the second level of response
(LoR) question in this paper. This too was
designed to assess practical skills of
planning, implementation, analysis and
evaluation. The context of the question
was force experienced by a charged gold
foil in the uniform electric field provided
by two parallel plates. Candidates were
not expected to have seen such an
experiment, but they were expected to
use their knowledge of electric field
strength and practical skills to present
plausible approaches. On occasions, the
experimental methods showed poor
appreciation of some basic ideas. Some
candidates were charging the foil using
large current that allegedly would cause
heating issues for the foil, while others
decided to use Q = It, ammeter and a
stopwatch to determine the charge on
the foil – failing to appreciate that the
time constant will be too small for such a

page.
technique. However, on this occasion,
such over ambitious techniques were
generally overlooked by examiners.
As with 16d, a holistic approach to

marking was used, with marks given
according answers matching the
descriptors for the various levels. There
is no one perfect answer for this
question, examiners were expecting an
eclectic approach. The key things
examiners were looking for were:
- Methods for determining electric field

strength E.
- Using the right instruments for the

measurements.
- Plotting the correct graph to show the

relationship given in the question was
valid.
- Correctly identifying the variables that

were being controlled (kept constant).
Access to higher level marks dependent

on fully answering the question – and this
included the last statement about control
of variables. A significant number of
candidates focused on the description
and analysis of the data, without ever
addressing the last sentence of the
question. This question did discriminate
well, with L1, L2 and L3 marks roughly
distributed in the ratio 1:3:4.
Ignore sign
This question was designed to support

candidates with the next question. The
b i 1.8 × 10-14 (N) B1
majority scored 1 mark for quoting the
weight of the oil drop. A significant
number of candidates, about 1 in 5,
focused incorrectly on the term
stationary in the question, and wrote 0 N
on the answer line.
ii (FE =) 3 × 1.8 × 10-14 (N) or (FE =) 5.4 × 10-14 C1 Note this mark is for either electric force
(N) on the oil drop or the calculating the
mass of the oil drop

page.
Allow for ECF from (b)(i)
Allow g = 9.8, but not g = 10

Note answer to 3SF is 19.6
Allow 2 marks for a = 2g
Note a bald answer of 20 will score 3
marks, if however, we see evidence for g
= 10, then maximum score will be 2 mark
This was a perfect question for the higher

and middle ability candidates. Securing
full marks was very much dependent on
candidates’ understanding of resultant
force. The majority of the candidates
or (mass =) scored 1 mark for calculating the weight
of the oil drop in kg. Subsequent steps
C1 required the electric force on the oil drop
(resultant force = 3.6 × 10-14 N) to be 3 times the weight, or the resultant
force being twice the weight. The key to
getting the correct answer of 2g, or 19.6
m s-2, was deducing that the resultant
(a =)
force was 3.6 × 10-14 N. The most
A1 common incorrect answer was 29.4 ms-2
because the resultant force was taken as
a = 20 (ms-2) 5.6 × 10-14 N. The exemplar 9 below
shows the most common incorrect
solution.
Exemplar 9
This exemplar from a middle-grade

candidate shows how lack of knowledge
of resultant force on the oil drop led to
just 1 mark. The only mark given was for
the mass of the oil drop. Using as 5.6 ×
10-14 N as the resultant force led to the
incorrect response of 3g or 29.43 m s-2.

page.
Allow straight-line graph of Q against 1/d
passes through the origin
Allow as d increases by a given factor
(e.g. doubles) then Q decreases by the
same factor (e.g. halves)
Allow numbers that show when d doubles

then Q halves
Ignore prefixes and POT errors
Qd = constant Examiner’s Comments

C1
The question was not carefully examined

by most candidates, because the
c i
reference to use Fig. 22.2 was totally
ignored. A significant number of
At least two pairs of values substituted to candidates focused either on superfluous
A1
show that Qd = constant practical details or the proof of the
relationship between Q and d – which
was required in the next question. About
a third of the candidates used at least
two points on the graph to show that Qd
= constant. The powers of ten were
overlooked by examiners. A small number
of candidates, mainly at the lower-end,
calculated the gradient of the curve at
arbitrary points to provide support for
their incorrect reasoning.
Allow ε
Note Q, or Q/V must be the subject here
Allow Q ∞ C and C ∞
Q = VC and C = C1
ii
A1 Most candidates successfully, and
Hence elegantly, provided the proof for the
relationship. Correct answers ranged
from the whole space filled with algebra
to a couple of succinct lines. A small
number of candidates finished off their
working by
writin instea
the ‘equal’
g d
and the ‘proportionality’ symbols are not
equivalent.
Total 14

page.
Allow t but not T
Ignore any correct unit given with the
correct label
Not a wrong unit with the correct label,
e.g t / m (CON)
Not just a unit of time, e.g. second
2
a time B1 Examiner’s Comments
5
Almost all candidates did well here by

correctly labelling the horizontal axis.
Most answers also included the unit, e.g.
time / s. A very small number of
candidates had distance, time period,
frequency and velocity for the label.
Allow ‘(distance travelled is) λ in one

period / T
Not t for T
Allow ‘…in 1 s’ instead of ‘per unit time’
Allow λ / ‘waves’; not cycles / oscillations

instead of wavelengths
(v = distance/time)
M1
For maximum marks, it was important for
candidates to clearly show all the steps
and v = fλ leading to the wave equation. Supportive
A1
text always helps with the clarity of
b answers. The vast majority of the
or candidates produced flawless answers in
terms of λ, f and T. A significant number
M1
There are f wavelengths per unit time of candidates used t or d, which made
their working ambiguous. Some tried
A1
v = distance travelled per unit time and v their luck with 4.0 s from Fig. 16.1, which
= f×λ led to no marks.
The exemplar 3 below shows a model

response supported by equations and
text and exemplar 4 shows that even top
end candidates make mistakes.
Exemplar 3

page.
This is a model response for a show-type
question. The text provides continuity
and supports the derivation of the wave
equation. A perfect solution.
Exemplar 4
This was a high scoring candidate overall

who misunderstood the question here.
The focus is on S.I. units of the various
quantities and not on a derivation of v =
fλ from first principles.
c i C1 Allow other correct methods

or 2.5 × 108
(speed in material =)
(ms-1) C1 Note omitting or incorrect use of 1.2 is
XP
or 5.0 × 10-15 (s) C1
Allow 1 SF answer 5 × 10-15
-15
or 6.0 × 10 (s)
A0 Allow 1 SF answer 6 × 10-15
Note this also scores the first C1 mark
t = [6.0 – 5.0] × 10-15 = 1.0 × 10-15 (s) Note omitting or incorrect use of 1.2 is
XP
Generally, candidates answered this

question extremely well and most scoring
full marks
In (c)(i), the solutions ranged from being

well-structured to an assortment of
equations and substitutions filling the
entire answer space. Equations for
refractive index and speed were easily
used to show the answer to be 1.0 × 10-15
s.
In (c)(ii), candidates either calculated the

page.
frequency of 5.0 × 1014 Hz and then used
T = f-1 or calculated T directly using
= 2.0 × 10−15 s.
(c)(iii) provided some discrimination with

middle and top candidates getting the
correct answer of 180°. As always, error
carried forward (ECF) rules apply in
calculations. This helped those
candidates who got an incorrect answer
of 2.4 × 10-15 s in (c)(ii) to score a mark
for 150°.
Misconception
There were some missed opportunities,

with some candidates making the
following mistakes.
 In (c)(i) calculating the difference

in the time for the two rays by
halving the period of 2.0 × 10-15 s.
 In (c)(ii) using the wavelength in
vacuum of 6.0 × 10-7 m but the
incorrect speed of 2.5 × 108 ms-1
to calculate the period. This gave
an answer of 2.4 × 10-15 s;
examiners allowed 1 mark for this
method.
 In (c)(iii), a small number of
candidates, mainly at the low-end,
confused the symbol φ for phase
difference to be work function.
This produced some bizarre
answers.
or 5.0 × 1014 (Hz) C1


or
ii
Allow 1 SF of 2 × 10-15
A1
Allow 1 mark for 2.4 × 10-15 (s); 2.5 × 108
T = 2.0 × 10-15 (s)
ms-1 used
Possible ECF from (i) and (ii)

ii Note answer must be φ = (c)(i) × 360°/(c)
φ = 180° B1
i (ii)
Not an answer in rad, e.g. π rad

page.
Total 9
Allow total / ∑ instead of ‘sum’

Allow voltage instead of p.d.
Not ….sum of IR ….., unless I and R are
defined
Expect ‘sum’ at least once in the
statement
Not ∑E = ∑V, unless V and E are defined
Sum of e.m.f(s) is equal to the sum of p.d. B1
(s) (in a loop of a circuit)
2 Many candidates jumbled up the first and
a
6 second laws, but most candidates gave
perfect answers. It was quite common to
Energy is conserved B1
see hybrid statements such as ‘sum of
e.m.f.s at a point = sum of p.d.s coming
out of the same point’. Most did know
that energy was conserved, but other
incorrect suggestions were charge,
current and voltage. The question
discriminated well and rewarded those
candidates that had learnt their
definitions.
or kg m3/s3 A2
The majority of the candidates

effortlessly showed the base units for
resistivity to be kg m3 s-3 A-2. The
structure from most was immaculate. It
was good to see shortcuts being used
too. Some candidates went straight to
L → [m] and A → [m2] or L/A → [m-1] C1
the units for resistivity (Ω m), and then
b
multiplied the units given for resistance
kg m3 s-3 A-2 A1
multiplied by m.
Misconception
The most common misconception, mainly

at the lower end, was that the A in the
resistance equation was the unit for
current, the ampere A. This led to the
incorrect answer kg ms-3 A-1
c i Line of best fit drawn B1 Expect the extrapolated line to have a y-

page.
intercept in the range 0.60 to 0.85 and at
least one data point on each side of the
line
Allow gradient of line in the range 2.60 to

3.00
gradient = 2.8 B1 In (c)(i), the lines of best fit were

generally very good, as were the gradient
calculations with most candidates
getting values in the range 2.60 to 3.00.
Only a small number of candidates
calculated the inverse of the gradient.
Allow E = V + IR and R =ρL/A
E = I (r + R) and R =ρL/A Most candidates struggled with (c)(ii).

Less than 1 in 10 candidates
successfully used
C1
(and comparison with y = the equations E = V + Ir and to
ii
mx
A1
derive the
, and
+ c leads to gradient ) expression
then identified the gradient

by
as
comparison with the equation for a
straight-line y = mx + c.
Possible ECF from (i)
Note not using A = πr2 is wrong physics

(XP)
Allow 1 mark for 1.9 × 10-6, diameter used
instead of radius
(ρ = gradient × AE)
ii Examiner’s Comments
ρ = 2.8 × π × (0.19 × 10-3)2 × 1.5
i C1
Most candidates in (c)(iii) did
ρ = 4.8 × 10-7 (Ω m)
A1 exceptionally well to calculate the
resistivity using the equation for the
gradient. Calculations were generally
well-structured, and the final answer
showed good use of powers of ten and
significant figures.
i The graph / points just shift horizontally B1 Allow shifted to the right or left /
v (AW) ‘systematic error’ / zero error / change in
length stays the same / ‘no change in

page.
vertical values’
Finally, (c)(iv) provided good

discrimination with many of the top end
candidates realising the gradient of the
line was unaffected, the line was just
shifted horizontally. ‘Systematic error’
and ‘zero error’ were allowed as
alternative answers for the horizontal
translation of the line.
Misconception
There were some missed opportunities,

with some candidates making the
The gradient is unchanged (and ρ will be following mistakes.
B1
the same)
 In (c)(ii), ignoring the internal
resistance r of the cell shown in
the circuit of Fig. 18.1 to get the
wrong expression
 In (c)(iii), a small number of
candidates either used 0.38 mm
as the radius of the wire to get a
resistivity of 1.9 × 10-6 Ω m or
forgot to convert the millimetres
into metres to get a value of 0.48
Ω m.
 In (c)(iv), a significant number of
low-end candidates, mentioned
that resistivity of the wire did not
depend on its physical
dimensions, and therefore the
resistivity value calculated will be
the same. There was no reasoning
in terms of gradient =

Total 12

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The correct response is D. This question

The correct response is A. This question

The correct response is D. It was

The correct response is C. Candidates

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The correct response is D. This question

The correct response is C. Although this

The correct response is B. This question

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The correct response is A. A good

The correct response is B. Around two

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The correct response is B. This is another

The correct response is C. Although not a

The correct response is D.

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This question was correctly answered by

Many candidates were able to correctly

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Most candidates appear to know that the

Most candidates who successfully

This proved to be a challenging question

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2 The vast majority of candidates were

IGNORE superposition alone

Most candidates were able to appreciate

Constant/same/fixed phase difference

IGNORE in phase, frequency, wavelength,

REJECT incorrect references to

The waves have a constant/same/fixed Examiner’s Comments

c Waves arrive in phase / path difference of C1 Phase difference = 0 or path difference =

Phase difference = 4π or 7200/ with a path Examiner’s Comments

© OCR 2024. You may photocopy this

Many candidates who did not score gave

d λ = a x / D = 640x10-9 = 1.00x10-5 x x / 4 C1 Correct substitution

Note: RAD mode in calculators (0.127)

substitution of λ and d with any integer Note: No doubling of x with correct

Correct to at least 2 significant figures

Note: RAD mode in calculators (0.128)

There was a roughly equal spread

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It is to be noted that, in general,

ALLOW marking points as labels on the

Any four from:

(Electrons released by) thermionic

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This response shows a candidate using a

ALLOW out of phase by 180 / π

ALLOW correct answer to 1 significant

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ALLOW correct answer to 1 significant

W = ½ mv2 = 8 x 10-16 = ½ x 9.11 x 10-31 x

= 4.2 x 107 ms-1

Reason and value required.

(For diffraction to occur) the gap needs to

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ALLOW this mark if resistor and

Examples of correct circuit for both

Circuit showing (6V) supply in series with

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c (CR =) 1 x 10-6 x 10 x 103 C1 ALLOW POT error for capacitance if same

Justification/explanation for using a