IAL Physics Unit 3 Exemplars

INTERNATIONAL ADVANCED
EDEXCEL INTERNATIONAL LEVEL

GCSE
PHYSICS
ECONOMICS
SPECIFICATION
Exemplars with examiner
Edexcel International GCSE in Economics (9-1) (4ET0)
commentaries
First examination June
Unit 3 – WPH13
Contents
Introduction 1
1.1 About this booklet 1
1.2 How to use this booklet 1
1.3 Further support 1
Question 1 (d) 2
Exemplar response A 3
Exemplar response B 4
Question 1 (e) (f) 5
Question 2 (a) 8
Question 3 (a) 11
Question 3 (c) (ii) 14
Question 4 (a) 19
Question 4 (b) 22
Introduction
1.1 About this booklet
This booklet has been produced to support teachers delivering the Pearson Edexcel
International Advanced Level in Physics specification. The Unit 3 (WPH13) exemplar materials
will enable teachers to guide their students in the application of knowledge and skills
required to successfully complete this course. The booklet looks at questions 1(d), 1(e), 1(f), 2
(a), 3 (a), 3 (c) (ii), 4 (a) and 4 (b) from the June 2019 examination series, showing real
candidate responses to questions and how examiners have applied the mark schemes to
demonstrate how student responses should be marked.
1.2 How to use this booklet

Each example covered in this booklet contains:
• Question
• Mark scheme
• Example responses for the selected question
• Example of the marker grading decision based on the mark scheme, accompanied
by examiner commentary including the explanation for the decision and guidance on
how the answer can be improved to earn more marks.
The examples highlight the achievement of the assessment objectives at lower to higher
levels of candidate responses.
Centres should use this content to support their internal assessment of students and incorporate
examination skills into the delivery of the specification.
1.3 Further support

A range of materials are available from the Pearson qualifications website to support you in
planning and delivering this specification.
Centres may find it beneficial to review this document in conjunction with the Examiner’s Report
and other assessment and support materials available on the Pearson Qualifications website.
Pearson Edexcel International Advanced Level in Physics Unit 3 (WPH13) - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 2019 1
Question 1(d)(i) & 1(d)(ii)
Mark scheme
1(d)(i) • Calculation of mean diameter (using 4 or 5 diameters) (1)

• Anomaly (18.3 mm) not included giving mean diameter = 19.0 2
mm (1)
Example of Calculation
Mean diameter = (19.0 mm + 19.1 mm + 18.9 mm + 19.1 mm)
/ 4 = 19.0 mm
1(d)(ii) • Use of half range (0.1 mm) (1)
Or value furthest from mean
• Percentage uncertainty = 0.5 % (1) 2
Allow full ecf for use of range of values in 1(d)(i)

e.g. use of half range of 5 values
If the half range of all 5 is used, but was not used in
1(d)(i) – MP2 only If whole range (e.g. 0.2 or 0.8) is
used – award only MP2
Range = 19.1 mm – 18.9 mm = 0.2 mm
Percentage uncertainty = (0.1 mm / 19.0 mm) × 100 % = 0.53
%
Pearson Edexcel International Advanced Level in Physics Unit 3 (WPH13) - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 2019 2
Exemplar response A
Examiner’s comments:
This response 1(d)(i) was given 2 marks and 1d)(ii) was given 2 marks.
1(d)(i)
There is an attempt to calculate the mean diameter using 4 values, so the first marking point
was awarded.
A potentially anomalous result was not included in the calculation, the result of which
gives the correct answer. As the correct unit was also given, the second marking point
could also be awarded.
1(d)(ii)
This answer is clearly set out, with the first step on the left identifying the uncertainty as
half the range (0.1 mm), so the first marking point can be awarded.
This is then correctly used to calculate the percentage uncertainty, so the second
marking point was also awarded.
Pearson Edexcel International A Level in Physics Unit 3 (WPH13) - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 2019 3
Exemplar response B
This response 1(d)(i) was given 1 mark and 1(d)(ii) was given 1 mark.
1(d)(i)
There is an attempt to calculate the mean diameter using 4 values, so the marking point
mark was awarded.
The potentially anomalous result was not included, giving the correct value as shown in the
mark scheme for the second marking point. Unfortunately, the correct unit was not given,
so the second marking point could not be awarded.
1(d)(ii)
This response shows a common misunderstanding.
The specification for Unit 3 states that candidates should be able to “determine the
percentage uncertainty in measurements from multiple readings using the half range”,
which in this case would be 0.1 mm (as the 18.3 value was not included). In Appendix 10, the
alternative method “using the reading furthest from the mean” is described – which for
these values also gives an uncertainty of 0.1 mm.
Here the full range, (0.2 mm), was used, so only the second marking point could be
awarded.
Note – calculations of percentage uncertainty using the method for a single value (half the
resolution) were not awarded any marks as this is not the correct method stated in the
specification.
Question 1(e) & 1(f)
Mark scheme
4 (1)
1(e) • Use of 𝑉𝑉 = 𝜋𝜋𝜋𝜋3
3
𝑚𝑚
• Use of 𝜌𝜌 = (1)
𝑉𝑉
• Density = 7.89 × 103 kg m–3 (7.89 g cm–3) (1) 4

• Value given to 3 s.f. (1)
4
𝑉𝑉 = 𝜋𝜋(10.25 × 10−3 m)3 = 4.51 × 10–6 m3
3 −310
35.6× kg
𝜌𝜌 = = 7.89 × 103 kg m–3
4.51 × 10−6 m3
1(f) • Uses percentage uncertainty to calculate the range of density
values (1)
• Comparative statement consistent with their value for density 2
from (e) (1)
7.75 × 103 kg m–3 × 1.02 = 7.91 × 103 kg m–3
7.75 × 103 kg m–3 × 0.98 = 7.60 × 103 kg m–3
Exemplar response A
This response 1(e) was given 4 marks and 1(f) was given 2 marks.
1(e)
The correct diameter given to candidates in part 1(b) was used in the correct equation for
the volume of a sphere, so the first marking point was awarded. This volume was used with
the mass given in the density equation for the second marking point.
The correct final value was calculated, gaining the third marking point, which was then
rounded to the same number of significant figures as the measurements used in the
calculation.
Note - this final mark is independent, so an incorrect value rounded to 3 significant

figures would have been awarded the fourth marking point.
1(f)
The full range of uncertainty in the second metal sphere’s density was calculated, earning
the first marking point. There is a clear comparison between this range of values and the
value calculated in part 1(e), which achieves the second marking point.
Exemplar response B
This response 1(e) was given 3 marks and 1(f) was given 0 marks.
1(e)
The correct diameter given to candidates in 1(b) was used in the equation for the volume of a
sphere, with diameter shown as being divided by 2, so the first marking point was awarded.
This volume was used with the mass given in the density equation for the second marking
point. A correct final value was calculated having rounded the volume value before the density
calculation, gaining the third marking point. However, the final density value was rounded to 2
significant figures. Mass and diameter were both given to 3 significant figures.
1(f)
A common error was made here. The question includes the command word “determine”,
which is defined in the specification to mean “the answer must have an element which is
quantitative from the stimulus provided or must show how the answer can be reached
quantitatively.” No attempt was made to perform a calculation, so the first marking point
was not achieved. The comparison made “there is a slight difference” has no quantitative
element so the second marking point was not awarded.
Question 2(a)
Mark scheme
2(a) • Reference to Force = mg

Or reference to use of a Newtonmeter to measure weight (1)
• Measure initial length of spring and length with load, and

subtract to give extension
Or align zero on ruler to bottom end of spring and read opposite
bottom when loaded to measure extension
Or read scale opposite bottom of spring initially and again with load,
and subtract to get extension (1)
• Use of a set square to ensure the ruler is vertical

Or use of a set square to reduce parallax error when measuring
length/extension
Or use of a pointer attached to the lower end of spring to reduce
parallax error when measuring length/extension
Or ensure ruler and spring are at eye-level to reduce parallax (1) 4
• Uses a range of masses/forces to obtain multiple pairs of values (1)
Exemplar response A
This response was given 4 marks.
The first marking point is clear in the first 3 lines of this response.
There is a clear reference to the calculation of extension by subtracting the initial length
from the final length in the 7th and 8th lines, so achieving the second marking point.
Although the response does not refer to parallax, it does make a credit worthy attempt at
the third marking point, using the set square and ensuring the ruler is parallel to the
spring.
Note – this mark was awarded rarely, as many candidates did not include ideas of
accuracy when giving an account of what should be done to obtain the data.
The final marking point is awarded for responses that explain how the multiple pairs of
force/mass and extension needed to plot a graph are achieved. Here, “hang loads of
varying masses” is enough for the final marking point.
Exemplar response B
This is a more typical response. The description of how to ensure accurate lengths are
measured is missing, so the third marking point was not awarded.
The first marking point cannot be awarded, as there is no description of how the candidate
obtained force data for the graph.
However, there is a good description of how extension data can be obtained, so marking
point 2 can be awarded, and there is an implication that a wide range of masses are used,
so the final marking point is also achieved.
Question 3(a)
Mark scheme
3(a) • Use of Vernier calipers

Or use of dividers/calipers to transfer the measurement to a
ruler
Or use of paper (tape) and marking points to be measured
with a ruler 4
Or use a flexible measuring tape (1)
• Measure diameter of (first) ring and divide by 2 (1)
• Measure in multiple orientations and calculate the mean (1)
• Measure to the middle/brightest part of the ring
Or refers to surface of the screen being curved (so diameter
cannot be
measured directly) (1)
Exemplar response A
The first line gives a clear reference to a measuring instrument, or method, that would allow
for measurements of diameter/radius on a curved screen. However, as the response does
not reference the curve of the screen, only marking point 1 can be awarded.
The response does include the commonly seen marking point 2 and marking point 3,
measuring the diameter at different position, calculating the mean diameter and
dividing this by 2 to give the radius.
Note - unlike 1(e), where the idea of the mean was given in the question instruction, here it
is a required part of marking point 3. In some examples the candidates measured the
diameter in different orientations and divided by 2 to give the radius before calculating the
mean radius. This was an acceptable alternative.
As in this case, most candidates’ descriptions were missing the additional detail which
marking point 4 rewards.
• Despite the diagram of the apparatus showing a clearly curved surface, very few
candidates referred to this issue when describing their measurements. Most
referred to using a ruler, apparatus suitable to measure on a flat surface.
• The photograph shows the rings have a significant thickness, but few identified
where on a ring to make measurements to.
Exemplar response B
This more typical example only attempts to describe the basic measurement
technique, so marking point 2 and marking point 3 can be awarded.
The choice of measuring instrument, a ruler, is unsuitable unless used with some other
form of equipment that allows for the measurement to be taken from the curved
surface. For example, some candidates described drawing the ring on tracing paper
before taking measurements with a ruler.
Note – some candidates described taking a photograph of the screen and then measuring
the diameter with a ruler. This was only rewarded with the first marking point if there was
a clear description of how this measurement from the photograph could be scaled back to
the actual measurement.
Pearson Edexcel International A Level in Physics Paper 3 (WPH13) - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 2019 13
Question 3(c)(ii)
Mark scheme
Pearson Edexcel International A Level in Physics Paper 3 (WPH13) - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 2019 14
Exemplar response A
Examiner’s comments
This response was awarded 6 marks.
The first marking point can be awarded for the correctly rounded values in the table.
As sin θ is given to 3 significant figures, so should sin θ.
The graph has correctly labelled axis, achieving marking point 2.
The scales are suitable, in that the plotted area covers over half of each axis. The scales
also increase in suitable increments, 0.02 on the x-axis and 0.2 on the y-axis.
Note – generally increments are expected with powers of 10 of 1, 2 or 5 on the 2 cm axis

lines. In this example, both axes increase in increments that are powers of 10 of 2 (0.2 and
0.02) every 2 cm.
The plots are small with a clear ×. The plots are to within 1 mm of the values in the table,
so both marks for marking point 4 can be awarded.
The line of best fit is balanced. There is some variation in pressure, suggesting the line
was not drawn in one movement, but the final line is clear and straight so the final
marking point can be awarded.
Note – it is not expected that a line of best fit will pass through the origin.
Practical results often include systematic errors, so graphs of results expected to be

proportional may give lines that miss the origin. In this case, the data given leads to a line
with a y-axis intercept that has small negative value.
So, lines forced through the origin would not achieve the final marking point in many
cases.
Exemplar response B
In this response the values were calculated correctly, but rounded incorrectly to 2
significant figures, so the first marking point cannot be awarded.
The y-axis label would have been given the benefit of doubt for the reversal had that been
the only error; however, the x-axis label is incorrect as the sine function does not give
values that have a unit. This means marking point 2 is not achieved.
Note – the correct axis label incorporating the unit of angle would be sin(θ /˚).
This is similar for other functions that are unitless, such as the Ln function seen in later units.
The axes have scales that increase in suitable increments (0.2 and 0.05 every 2 cm);
however, the plotted area covers less than half of the x-axis, so the third marking point is
not awarded.
The plots have crosses that are 4 mm in size; however, as they are drawn with narrow
lines with a clear crossing point their accuracy can be checked. In this example all points
appear within 1 mm of the plots expected for the data in the table, so both plotting
marking points can be awarded.
Note – use of a blunt pencil or thick ink pen can result in plots where the mark itself covers
more than 1 mm (half a square). These cannot be checked for accuracy. If an unsuitable
scale was chosen, particularly those with increments of 3 or 7 (as stated in the mark
scheme), it is unlikely the accuracy of plots can be checked.
The line is balanced and follows the trend for these plots, so the final marking point is given.
Question 4(a)
Mark scheme
Exemplar response A
The diagram for this question clearly indicates the wavelength and the length, with
wavelength covering 2 antinode loops, but the length covering 3 antinode loops. This
response has identified this relationship, so achieving the second marking point.
The response correctly included this wavelength in the calculation, so marking point 1 can be
awarded.
The calculated value is correct and includes the correct unit for mass per unit length, so
the final marking point is given.
Exemplar response B
This response was given 1 mark.
This response demonstrates a common misconception. The table is clearly labelled “length
of string”, but the value of length has been substituted as the wavelength.
As this is a dimensionally correct (e.g. is in metres) value, it can be accepted for the first
marking point only as an example of the “use of” the equation.
Note – an incorrect conversion between length and wavelength will also give a dimensionally
correct value, so can score the first marking point if substituted correctly.
Question 4(b)
Mark scheme
4(b)(i) Mark 4(b)(i) and (b)(ii) holistically
Max 2 from
Frequency
• Uncertainty in identifying when nodes form (1)
• Uncertainty in identifying maximum amplitude (1)
Length
• Parallax error when measuring length (1)
• Uncertainty in measuring length to top of pulley
Or uncertainty in measuring length as string is not straight (1) 2
Mass
• Zero error on mass balance (1)
4(b)(ii) Max 4 (from only 2 pairs)
For each source from (b)(i)

Description of experimental technique (1)
Additional detail (1)
Examples
Frequency
• Repeat and calculate the mean frequency (1)
• Vary frequency from above and below resonance to find two
values for the frequency when the standing wave forms (1)
Length
• Use a set square to reduce parallax error in length
Or hold ruler in contact with the wire to reduce parallax error in
length
Or ensure ruler and string are at eye-level (1)
• Switch off vibrator
Or ensure string is straight (1) 4
Mass
• Zero balance before each measurement (1)
• To remove systematic error
Or idea that this error is not reduced by repeating (1)
Exemplar response A
This response (b)(i) was given 2 marks and (b)(ii) was given 4 marks.
4(b)(i)
This question asked students to identify sources of uncertainty in the candidate’s
measurements. These were given in part (a) so answers were only acceptable if they were
linked to the three measurements stated; the length of string, frequency and the mass
hanging on the string. References to mass of string, wavelength, etc. are not acceptable
alternatives.
Note - the question also asks for two sources. Additional incorrect or contradictory
examples could negate marks. In this response, there are two clear sources of uncertainty,
each linked to one of the three measurements listed – so 2 marking points can be awarded.
4(b)(ii)
Here the marks are awarded in pairs, 2 marking points for each example from (b)(i) where a
basic technique is awarded marking point 1, but additional detail achieves a second marking
point. Repeating and calculating the mean frequency scored 1 marking point, but the
additional detail of altering frequency “around” the expected value suggests the idea of
measuring from above and below, so the second marking point for frequency can be
awarded. For the length measurement, the idea of taking readings at eye level earned the
basic technique marking point. The additional detail of ensuring the string is straight gains
the second marking point for length.
Note – it is possible for marking points for part (b)(i) to be awarded for text written in part
(b)(ii) so both parts should be read before marking points are awarded.
Exemplar response B
This response (b) (i) was given 2 marks and (b) (ii) was given 1 mark.
4(b)(i)
In this response, there are two clear sources of uncertainty, each linked to one of the
three measurements listed. In this case, parallax when measuring length and zero error
on the mass balance – so 2 marking points can be awarded.
Note – zero error in length measurements is not acceptable as it is unlikely a metre rule did
not start at 0.
4(b) (ii)
There is a basic technique to reduce uncertainty in the length measurement – so 1 marking
point can be awarded here.
However, the use of a digital balance would not eliminate zero error. This would still
need to be set to zero before use.
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INTERNATIONAL ADVANCED

EDEXCEL INTERNATIONAL LEVEL

1.2 How to use this booklet

1.3 Further support

1(d)(i) • Calculation of mean diameter (using 4 or 5 diameters) (1)

Allow full ecf for use of range of values in 1(d)(i)

• Density = 7.89 × 103 kg m–3 (7.89 g cm–3) (1) 4

Note - this final mark is independent, so an incorrect value rounded to 3 significant

2(a) • Reference to Force = mg

• Measure initial length of spring and length with load, and

• Use of a set square to ensure the ruler is vertical

• Uses a range of masses/forces to obtain multiple pairs of values (1)

This response was given 4 marks.

This response was given 2 marks.

3(a) • Use of Vernier calipers

This response was given 3 marks.

This response was given 2 marks.

The graph has correctly labelled axis, achieving marking point 2.

Note – generally increments are expected with powers of 10 of 1, 2 or 5 on the 2 cm axis

Practical results often include systematic errors, so graphs of results expected to be

This response was given 3 marks.

This response was given 3 marks.

This response was given 1 mark.

4(b)(i) Mark 4(b)(i) and (b)(ii) holistically

4(b)(ii) Max 4 (from only 2 pairs)

For each source from (b)(i)

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