National 5 all

National 5 all
National
Qualifications
2015
2015 Physics
National 5
Finalised Marking Instructions
 Scottish Qualifications Authority 2015
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These Marking Instructions have been prepared by Examination Teams for use by SQA Appointed
Markers when marking External Course Assessments. This publication must not be reproduced
for commercial or trade purposes.

General Marking Principles for National 5 Physics
This information is provided to help you understand the general principles you must apply
when marking candidate responses to questions in this Paper. These principles must be read
in conjunction with the detailed marking instructions, which identify the key features
required in candidate responses.
(a)
Marks for each candidate response must always be assigned in line with these General
Marking Principles and the Detailed Marking Instructions for this assessment.
(b)
Marking should always be positive. This means that, for each candidate response, marks
are accumulated for the demonstration of relevant skills, knowledge and understanding:
they are not deducted from a maximum on the basis of errors or omissions.
(c)
If a specific candidate response does not seem to be covered by either the principles or
Detailed Marking Instructions, and you are uncertain how to assess it, you must seek
guidance from your Team leader.
When marking National 5 Physics, there are some common issues which arise when
considering candidates answers.
There is often a range of acceptable answers which would sensibly answer a particular
question. However, it is often difficult to anticipate all correct or partially correct
responses to questions.
The Principal Assessor and Team Leaders study a large sample of candidates’ scripts and
use the responses to refine the Marking Instructions (MIs) to include guidance on how to
interpret different responses.
The answers given in the MIs represent ideal answers.
Additional acceptable answers are also given in the MIs to offer guidance to assist
interpreting candidates’ answers.
Also, advice on answers which are NOT acceptable or only attract partial marks may also
be given in the MIs for some questions.
Markers are reminded that marks for each candidate response must always be assigned
in accordance with general marking principles and the specific Marking Instructions for
the relevant question.
(d)
There are no half marks awarded.
(e)
Mark should be awarded for non-standard symbols where the symbols are defined and
the relationship is correct, or where the substitution shows that the relationship used is
correct. This must be clear and unambiguous.
(f)
Rounding to an expected number of significant figures, the mark can be awarded for
answers which have up to two figures more or one figure less than the number in the
data with the fewest significant figures.
Page two
Common issues with candidate responses:
Spelling
The incorrect spelling of technical terms should be ignored and candidates should be awarded
the relevant mark. If answers can be interpreted and understood without any doubt as to the
meaning, then the answer should be marked according to the MIs.
However, care should be taken to ensure that the incorrect spelling does not make the
response ambiguous, leading to possible ‘wrong physics’.
One notable exception is for questions requiring the response ‘reflection’, ‘refraction’ or
‘diffraction’. The spelling of these words is similar, but the words have totally different
meanings. If the spelling (or handwriting) in an answer makes it difficult for you to interpret a
candidate’s intention, then do not award the mark.
Units
For non-numerical answers which require a unit to be stated in an answer, the incorrect
spelling of the unit is not usually penalised (if the unit can be clearly identified) eg:
‘What is the correct unit for the activity of a radioactive source?’ Answer: ‘Becquerels’. The
answer: ‘beckerels’ would be acceptable.
Also for non-numerical answers, do not penalise upper/lower casing when the abbreviated
version is given eg DB, sV, hZ, bq.
However, for numerical answers, care must be taken to ensure the unit has the correct
prefix, eg for an answer t = 0·005 seconds, t = 5 ms is acceptable but NOT t = 5 Ms.
It should be noted that, in any part of a question, multiple unit errors or conversion errors/
omissions should only be penalised once.
Eg when calculating speed from distance and time, and answer required to be in m s-1.
If
d = 4 km
d
t
(1)
400
2
(1)
= 200
(0)
v
t = 2 minutes

Although the candidate has made three unit errors (not correctly converted distance or time
and has omitted the final unit) only the final mark would not be awarded.
Some common units often attract wrong abbreviations in answers to numerical questions.
When the abbreviation can be confused with a different unit then this would attract a unit
penalty eg sec or secs as an abbreviation for seconds is NOT acceptable.
Common units and abbreviations
Acceptable unit/Abbreviation
second, s
ampere, amp, amps, A
metres per second, m/s, m s-1
metres per second per second, m/s/s, m/s2,
m s-2
NOT acceptable version
sec, secs
mps, m/s-1
mpsps, m/s-2
Page three
Standard form:
Candidates may fail to express an answer in standard form correctly.
For an answer t = 400 000 s, then t = 4 x 105 s would be correct but t = 45 s would be treated
as an arithmetic error and the final mark would not be awarded.
Relationship (equation) selection:
V
I R
No marks should be awarded if a ‘magic triangle’ eg
candidates’ response.
V
The correct relationship must be stated eg V = IR or R = I
was the only statement in a
etc to gain (1) mark.
Where a wrong answer to a part of a question is carried forward

within that part of the question (eg (a)(i) and (a)(ii))

to the next part of the question (eg (a) and (b))
this should incur no further penalty, provided that it is used correctly.
Where a question requires a Data value and the candidate has selected the wrong value, then
either the candidate’s wrong value may be used OR the correct data value in the subsequent
answer and the response could gain full marks if correctly completed.
Example:
(a) What is the speed of microwaves?
Candidate’s answer:
340 m s-1
This answer would attract zero marks
(b) What distance would be travelled by these microwaves in 0·34 seconds?
Candidate may use either the value given in part (a) OR the correct value for the
speed of microwaves and could gain full marks if correctly completed.
The ‘Additional Guidance’ column of the MIs would indicate the comment ‘or consistent with
Q (previous answer)’ to indicate that a wrong answer may be carried forward.
Marking from Image Issues:
When marking candidates’ scripts on screen, it is important to start by checking the ‘full
response view’ in case answers are continued elsewhere outside the answer boxes or spaces
provided and to identify unreadable responses.
Also, for each candidate, the end of the script (up to the very last page) should be checked for
any answers completed at the end. Candidates may not indicate that an answer is continued
at the end of the script.
If an answer or part of an answer is unreadable, the marker should then click the “!” button to
raise an exception:
This process is illustrated by: SQA Academy, My Courses, e-marking – MFI 2015, Section 5.4 –
Exceptions or RM Assessor User Guide.
Candidates are advised in the ‘Your Exams’ booklet to cross out any rough work when they
have made a final copy. However, crossed-out work must be marked if the candidate has not
made a second attempt to answer the question. When a second attempt-has been made, or
started, the crossed-out working should be ignored.
Page four
The examples below set out how to apportion marks to answers requiring calculations. These
are the ‘standard three marker’ type of questions.
Unless a numerical question specifically requires evidence of working to be shown, full marks
should be given for a correct answer to a numerical question even if the steps are not shown
explicitly. The individual marks shown below are for use when making partially correct
answers.
Markers who are new to marking SQA Physics exams should study these issues closely, since
the guidance illustrates common faults in candidates’ answers to the ‘standard three marker’
type of question. Items 1-15 below illustrate how to apportion marks accordingly.
Experienced markers should also re-acquaint themselves with these examples before marking.
For some questions requiring numerical calculations, there may be alternative methods (e.g.
alternative relationships) which would lead to a correct answer.
These alternative methods of reaching the answer and how to apportion marks are also
included in the specific MIs for these questions.
Sometimes, a question requires a calculation which does not fit into the ‘standard three
marker’ type of response. Full guidance on how to apportion marks will be given in the MIs for
that specific question.
Question:
The current in a resistor is 1·5 A when the potential difference across it is 7·5 V.
Calculate the resistance of the resistor. (3 marks)
Candidate answer
Mark + Comment
V = IR
7·5 = 1·5 × R
R = 5·0 Ω
1 mark, formula
1 mark, substitution
1 mark, correct answer
2.
5·0 Ω
3 marks: correct answer
3.
5·0
2 marks: unit missing
4.
4·0 Ω
0 marks: no evidence, wrong answer
5.
__ Ω
0 marks: no working or final answer
6.
7·5
R ·Ω
V
I
1·5
V
R ·
I
V __ Ω
R 
I
V
7·5 __ Ω
R 
I
1·5
7·5
V
R 4·0
1·5
I
V
1·5 5·0 Ω
R 
I
7·5
2 marks: arithmetic error
1.
7.
8.
9.
10.
11.
1 mark: formula only
1 mark: formula only
2 marks: formula & subs, no final answer
2 marks: formula & subs, wrong answer
1 mark: formula but wrong substitution
Page five
12.
13.
14.

15.
V
75
R 
5·0 Ω
I
1·5
7·5
I7
R 
5·0 Ω
1·5
V
V = IR
7·5 = 1·5 × R
R = 0·2 Ω
V = IR
I 7 1·5
R 
0·2 Ω
V
7·5
1 mark: formula but wrong substitution
0 marks: wrong formula
2 marks: formula & subs, arithmetic error
1 mark: formula only wrong rearrangement of symbols
Page six
Detailed Marking Instruction for each Question
Question
Answer
Mark
1.
A
1
2.
A
1
3.
C
1
4.
E
1
5.
B
1
6.
D
1
7.
D
1
8.
A
1
9.
C
1
10.
E
1
11.
E
1
12.
A
1
13.
E
1
14.
C
1
15.
B
1
16.
C
1
17.
A
1
18.
B
1
19.
E
1
20.
D
1
Page seven
Section 2
Question
1. (a)
Answer
Max Mark
2 marks for symbols:
3
 All correct
(2)
 At least two different symbols
correct
(1)
Additional Guidance
Must be three or more cells with
consistent polarity or a battery
symbol.
i.e.
Accept:
1 mark for correct representation
of external circuit wiring with no
gaps
must have at least
two dashes
minimum of 3 cells
minimum of 3 cells
or any of these reversed
Do not accept:
incorrect symbol
polarity not consistent
only two cells
line not dashed
Ignore any labelling.
Accept
Accept
for bulb.
for resistor.
Mark for circuit wiring dependent
on at least one of the two marks
for symbols.
(b)
V  IR
25  0 5 R
R5 
3
(1)
(1)
(1)
Page eight
Or by an appropriate alternative
method.
Question
(c)
Answer
Effect:
(It/lamp L is) brighter
(1)
Max Mark Additional Guidance
3
First mark can only be awarded if
a justification is attempted.
Justification:
M is in parallel (with resistor) (1)
Greater current in/through lamp
L (than that in M)
(1)
Effect correct + justification
correct (3)
Effect correct + justification
partially correct (2)
Effect correct + justification
incorrect (1)
OR
Effect correct + no justification
attempted (0)
Effect:
(It/lamp L is) brighter
(1)
Justification:
M is in parallel (with resistor) (1)
Greater voltage across lamp L
(than across M)
(1)
Incorrect or no effect stated
regardless of justification (0)
Accept an implication of current
greater in L because ‘it splits up
between M and the resistor’
Do not accept:
 ‘current going to lamp’
 ‘current across lamp’
 ‘voltage through lamp’
Accept correct effect on lamp M
eg’ Lamp M is dimmer’
Accept converse justifications eg
‘current in lamp M is less than
lamp L’
Page nine
Question
2. (a)
Answer
(Graph) X
(1)
An LED/diode/it only conducts in
one direction
(1)
Max Mark Additional Guidance
2
Not independent marks - mark
for explanation can only be
accessed if graph X is identified.
‘X’ alone (1)
(b)
(b)
(i)
(ii)
𝑃 = 𝐼𝑉
𝑃 = 0·5×4
𝑃 = 2 (W)
(1)
𝐸 = 𝑃𝑡
𝐸 = 2 × 60
𝐸 = 120 J
(1)
(1)
(1)
𝑄 =𝐼×𝑡
𝑄 = 0 · 5 × 60
𝑄 = 30 𝐶
(1)
(1)
(1)
Page ten
4
(1) for each formula
(1) for correct substitutions of I,
V and t
(1) final answer and unit
Alternative method:
𝐸 = 𝐼𝑡𝑉
𝐸 = 0 · 5 × 4 × 60
𝐸 = 120 J
3
(1)+(1)
(1)
(1)
Question
3. (a) (i)
Answer
15 µs
Max Mark Additional Guidance
1
Must have correct unit
‘µs’ not ‘us’
Accept numerical equivalent
(eg 15×10-6 s)
(ii)
Method 1:
4
d vt
Or consistent with (a)(i)
(1)
Accept 0·04 m
 5200  15  10 6
(1)
 0  078 m
(1)
Each method requires to divide
by 2. This can appear at any
stage in the candidate response,
but if this does not appear then
MAX (3)
(If this line is the candidate’s
final answer, unit required)
0  078
2
 0  039 m
thickness 
(1)
Method 2:
15  10 6
2
 7  5  10 6 (s)
d vt
(1)
(1)
 5200  7  5  10 6
 0  039 m
(1)
(1)
time 
(b)
2
pulse
amplitude of
reflected pulse (µV)
40
25
0
0
5
15
time (µs)
The reflected pulse for position Z
should be shown as:
 a peak at a time greater than
5 µs and less than 15 µs.
 an amplitude greater than 25
µV and less than 40 µV.
(1) for each of the above
features - independent marks
Ignore any horizontal lines
Page eleven
Question
(c) (i)
Answer
Max Mark Additional Guidance
** SHOW THAT **
2
Final answer of 2·5 × 105 Hz or its
Must start with the correct
numerical equivalent, including
formula or (0)
unit, must be shown, otherwise a
maximum of (1) can be awarded.
1
f =
(1)
Alternative method:
T
1
1

(1)
T=
(1)
6
4  0  10
f
1

(1)
 2  5  105 Hz
2  5  105
 4  0  10 6 s
This is the same as the period (of
the ultrasound pulse)
For the alternative method, the
final statement must be
included; otherwise a maximum
of (1) can be awarded.
(ii)
v= f 
(1)
5200  2  5  10  
  0  021 m
5
(1)
(1)
3
Accept:
0·02 m
0·021 m
0·0208 m
Must use frequency value of
2·5 × 105 Hz.
Page twelve
Question
(d)
Answer
Max Mark Additional Guidance
(Speed of ultrasound in brass is)
2
First mark can only be awarded if
less (than in steel). (1)
a justification is attempted.
Takes greater time to travel
(same) distance/thickness. (1)
Effect correct + justification
correct (2)
Effect correct + justification
incorrect (1)
Effect correct + no justification
attempted (0)
Incorrect or no effect stated
regardless of justification (0)
Must link increased time and
same distance/ thickness for
justification mark. Could be
done by reference to a formula.
Accept:
‘slower’
Do not accept up/down arrows in
place of words.
Page thirteen
Question
4.
Answer
Max Mark
Demonstrates no understanding
3
0 marks
Demonstrates limited
understanding
1 mark
Demonstrates reasonable
understanding
2 marks
Demonstrates good understanding
3 marks
This is an open-ended question.
1 mark: The student has
demonstrated a limited
understanding of the physics
involved. The student has made
some statement(s) which is/are
relevant to the situation, showing
that at least a little of the physics
within the problem is understood.
2 marks: The student has
demonstrated a reasonable
understanding of the physics
involved. The student makes
some statement(s) which is/are
relevant to the situation, showing
that the problem is understood.
3 marks: The maximum available
mark would be awarded to a
student who has demonstrated a
good understanding of the physics
involved. The student shows a
good comprehension of the
physics of the situation and has
provided a logically correct
answer to the question posed.
This type of response might
include a statement of the
principles involved, a relationship
or an equation, and the
application of these to respond to
the problem. This does not mean
the answer has to be what might
be termed an “excellent” answer
or a “complete” one.
Page fourteen
Additional Guidance
Open-ended question: a variety
of physics arguments can be used
to answer this question.
Marks are awarded on the basis
of whether the answer overall
demonstrates “no”, “limited”,
“reasonable” or “good”
understanding.
Question
5.
Answer
(a)
Correctly labelled the angle of
incidence and angle of refraction
(b)
Decreases
Max
Mark1
1
Additional Guidance
No need for arcs.
Can use words or symbols, I, θi
etc.
Accept:
‘slows down’
‘changes to 1·2 × 108 m s-1’
Do not accept:
‘changes’ alone
(c)
B
1
Or clearly identified, eg circled
in table
(d)
F
P
A
61000

1  1 10 5
 5  5  10 9 Pa
3
Accept N m-2
(1)
(1)
(1)
Page fifteen
Accept 1-4 sig fig:
6 × 109 Pa
5·5 × 109 Pa
5·55 × 109 Pa
5·545 × 109 Pa
Question
6. (a)
(b)
Answer
Increases
(i)
Max Mark Additional Guidance
1
Choice:
(source) X
3
First mark can only be awarded if
an explanation is attempted.
(1)
Choice correct + explanation
correct (3)
Explanation:
beta (source required)
long half-life
Choice correct + explanation
partially correct (2)
(1)
Choice correct + explanation
incorrect (1)
(1)
Choice correct + no explanation
attempted (0)
Incorrect or no choice made
regardless of explanation (0)
Having chosen source X, can
explain why each of the other
three sources should not be used.
Having chosen source X, can
explain that a beta source should
be used but that source Y is not
suitable because it has too short
a half-life.
(ii)
Time for activity to (decrease by)
half
OR
Time for half the nuclei to decay
Page sixteen
1
Do not accept:
Time for radiation/radioactivity/
count rate to half
Question
Answer
Max Mark Additional Guidance
(iii) (high frequency) electromagnetic
1
Accept:
wave
‘EM wave’
‘(high energy) photon’
‘electromagnetic radiation’
Do not accept:
‘electromagnetic ray’
‘part of the electromagnetic
spectrum’
‘transverse wave’
Ignore additional information
(c)
2 hours
1
Unit required
Accept 1·9 to 2·1 h
Page seventeen
Question
7. (a) (i)
Answer
Using Pythagoras:
Max Mark
2
Resultant2 = (6·0 × 103)2
+ (8·0 × 103)2
(1)
Resultant = 10 × 103 N
(1)
Additional Guidance
Regardless of method, if a
candidate shows a vector
diagram (or a representation of
a vector diagram eg a triangle
with no arrows) and the vectors
have been represented
incorrectly, eg head-to-head
then MAX (1)
Ignore any direction stated in
the final answer in this part.
Using scale diagram:
vectors to scale
(1)
Resultant = 10 × 103 N
(1)
3
(allow ±0·5× 10 N tolerance)
Page eighteen
can obtain first mark for scale
diagram method from suitable
diagram in part (a) (ii) if not
drawn in this part
Question
(ii)
Answer
Using trigonometry:
tan θ = 6/8
θ = 37˚
Max Mark Additional Guidance
2
Or use of resultant value
consistent with (a)(i)
(1)
(1)
Regardless of method, if a
candidate (re)draws a vector
diagram (or a representation of
a vector diagram eg a triangle
with no arrows) in this part and
the vectors have been
represented incorrectly, eg
head-to-head then MAX (1)
Can also do with other trig
functions:
sin θ = 6/10
cos θ = 8/10
allow 1-4 sig fig:
40˚
37˚
36·9˚
36·87˚
Using scale diagram:
angles correct
θ = 37˚
(allow ±2˚tolerance)
(1)
(1)
Must be an attempt to calculate
the angle relative to the
8·0 × 103 N force. ie Can use trig
method to calculate the
complementary angle, but must
subtract this from 90˚ otherwise
(0)
If a candidate calculates or
determines the 37˚ then goes on
to express this as a three figure
bearing MAX (1)
Any reference to compass points
in final answer is incorrect – MAX
(1)
can obtain first mark for scale
diagram method from suitable
diagram in part (a) (i) if not
drawn in this part
Page nineteen
Question
Answer
(iii)
F  ma
(1)
10  10  5  0  10  a
3
6
a  2  0  10
(b)
3
Max Mark Additional Guidance
3
or consistent with (a) (i)
(1)
-2
ms
(1)
buoyancy force/upthrust/force of
water on ship/flotation force
(1)
weight/force of gravity
(1)
3
Independent marks
Must describe forces on ship (i.e.
not ‘ship pushes down on
water’)
Allow a clear description without
a diagram but must indicate
direction of force(s)
eg
weight/force of gravity acts
down on ship (1)
buoyancy force/upthrust/force
of water on ship acts up (1)
Do not accept:
‘gravity’ alone
‘buoyancy’ alone
‘upward force’ alone
Ignore horizontal forces
(These) forces are balanced (1)
Page twenty
Accept:
An explicit statement that
‘forces are equal and opposite’
Question
8. (a) (i)
Answer
 length/width of card (1)

time taken for card to pass
(through) the light gate (1)

time taken (for trolley to
travel from starting position)
to light gate (1)
Max Mark Additional Guidance
3
Independent marks
Accept:
 ‘length of trolley’ – the card
and trolley have the same
length
 ‘time for trolley to pass
(through) light gate’
Do not accept:
 ‘time from electronic timer’
alone
 ‘time from stop-clock’ alone
 ‘time from light gate’
 ‘time for trolley to go down
ramp’
 ‘time for trolley to cut beam’
– it is the card that cuts the
beam
Ignore additional information
(ii)
reaction time (can cause error
with the stop clock reading)
1
OR
card may not have passed straight
through light gate
Do not accept:
 ‘trolley might have been
pushed’
 ‘human error’ alone
 ‘experiment not repeated’
OR
If more than one reason stated
apply the +/- rule (see page
three)
Length/width of card not
measured properly (eg ruler not
straight along card)
OR
other suitable reason
(b)
vu
t
1 6  0

25
 0  64 ms-2
a
(1)
3
(1)
(1)
Accept:
v
a
t
Do not accept:
v
a
t
Accept 0·6 m s-2
Page twenty-one
Question
9. (a) (i)
(b)
(i)
Answer
suitable curved path
vu
t
v0
98 
0  80
v  7  8 ms-1
a
(1)
(1)
Max Mark Additional Guidance
1
Do not accept an indication of
stone rising
3
(1)
Accept:
v
a
t
v  u  at
(1)
Do not accept a response starting
with:
v
a
t
OR
v  at
Accept:
8 m s-1
7·8 m s-1
7·84 m s-1
Page twenty-two
Question
Answer
(ii)
v  39 m s
1
d vt
 3  9  0  80
 3 1 m
1
1
1
1
Max Mark Additional Guidance
4
Accept d=vt without a bar over
the v.
Accept d=st only if it is made
clear, by a suitable substitution,
that s is a speed.
Where no formula is stated, an
incorrect substitution cannot
imply a correct formula.
Alternative method 1:
Ek  E p
1
1
2
2
mv 2  mgh
 m  7  82  m  9  8  h
h  3 1 m
1
1
1
1
Allow mass to be cancelled or a
value substituted
Alternative method 2:
height = area under (velocitytime) graph
(1)
velocity-time graph showing
acceleration drawn
(1)
substitutions correct
(1)
final answer correct
(1)
For this method the formula
and/or graph can be implied by a
correct substitution.
(c)
(it will take the) same (time)
1
Allow:
‘unchanged’
‘equal’
Ignore additional information.
Page twenty-three
Question
10.
Answer
Max Mark
Demonstrates no understanding
3
0 marks
Demonstrates limited
understanding
1 mark
Demonstrates reasonable
understanding
2 marks
Demonstrates good understanding
3 marks
This is an open-ended question.
1 mark: The student has
demonstrated a limited
understanding of the physics
involved. The student has made
some statement(s) which is/are
relevant to the situation, showing
that at least a little of the physics
within the problem is understood.
2 marks: The student has
demonstrated a reasonable
understanding of the physics
involved. The student makes
some statement(s) which is/are
relevant to the situation, showing
that the problem is understood.
3 marks: The maximum available
mark would be awarded to a
student who has demonstrated a
good understanding of the physics
involved. The student shows a
good comprehension of the
physics of the situation and has
provided a logically correct
answer to the question posed.
This type of response might
include a statement of the
principles involved, a relationship
or an equation, and the
application of these to respond to
the problem. This does not mean
the answer has to be what might
be termed an “excellent” answer
or a “complete” one.
Page twenty-four
Additional Guidance
Open-ended question: a variety
of physics arguments can be used
to answer this question.
Marks are awarded on the basis
of whether the answer overall
demonstrates “no”, “limited”,
“reasonable” or “good”
understanding.
Question
11. (a) (i)
EP  mgh
Max Mark Additional Guidance
3
Accept:
0·2 J
0·20 J
0·196 J
(1)
EP  0·040  9·8  0·50 (1)
EP  0·20 J
(ii)
(1)
kinetic (energy) to heat (and
sound)
1
Accept:
Ek to Eh
OR
Do not accept:
‘kinetic to sound’ alone
kinetic (energy) of the marble to
kinetic (energy) of the sand.
(b)
(i)
suitable scales, labels and units
(1)
3
all points plotted accurately to
± half a division
(1)
best fit curve
(1)
A non-linear scale on either axis
prevents access to any marks. (0)
For a suitable scale:
The diameter scale between
0·03 m and 0·08 m must take up
at least five major divisions of
the graph paper
The height scale between 0·05 m
and 0·45 m must take up at least
five major divisions of the graph
paper.
A bar chart can obtain a MAX of
(1) - for scales, labels and units
Allow broken axes from origin
(with or without symbol), but
scale must be linear across data
range.
Axes can be swapped
Ignore any extrapolation
Independent marks
Page twenty-five
Question
(ii)
Answer
Consistent with best fit curve
from (b)(i).
Max Mark Additional Guidance
1
Or consistent with best fit line or
dot-to-dot line.
Unit required
± half a division tolerance
If candidate has not shown a
curve or line in (b) (i) this mark
cannot be accessed.
(iii) Any two from:
 Repeat (and average)
 Take (more) readings in the
0·15 (m) to 0·35 (m) drop
height range
 Increase the height range
 level sand between drops
 or other suitable improvement
2
If more than two improvements
stated apply the +/- rule
(see page three)
Accept ‘take more readings’ as
an implication of repetition.
(1) each
(c)
(i)
(ii)
suitable variable
eg
 mass/weight of marble
 angle of impact
 type of sand
 diameter of marble
 radius of marble
 density of marble
 volume of marble
 speed of marble
 time of drop
1
How independent variable can be
measured/changed
(1)
2
Do not accept:
‘size of marble’ alone
‘time’ alone
‘amount of…’
These are insufficient rather than
incorrect responses.
If more than one variable stated
apply the +/- rule
(see page three)
Consistent with (c) (i)
Independent marks
State at least one other variable
to be controlled
(1)
Accept:
‘drop from same heights as
before’ as an implication of
control of height
[END OF MARKING INSTRUCTIONS]
Page twenty-six
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