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GCE GUIDE > RESOURCES > NOTES > PHYSICS (9702) > AS LEVEL PHYSICS PRACTICAL PAPER 3

AS Level Physics Practical Paper 3 SEARCH

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There are two questions in each paper. Each question should take one hour as both questions are of 20 marks.
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Question number 1:
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Outline: it requires candidate to collect data, plot a graph and draw simple conclusions.

Question number 2: CONTRIBUTE

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Outline: No graph will be required. It will require candidates to follow an inaccurate method, take several readings
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and then evaluate the results. It requires candidates to identify the problems faced in experiment and suggest
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Now, before starting on the tips to ace the Physics Practical Paper 3, you should keep this thing in mind that
most of the marks are for working, presentation and conclusions. So even if your practical work is not very
accurate you should move to the tables, graph and working without wasting time in making it more accurate.
There are only 2 marks of quality on whole paper. Why lose rest of the marks due to 2 marks only? Don’t get me
wrong though. I don’t mean that don’t do the practical accurately but I mean to say that don’t waste extra time in
making it more accurate and leaving no time to complete rest of the paper.

I will discuss each point given in the Mark Scheme below.

Question 1:
In this question, first set up the apparatus in exactly the same manner as shown on the question paper. The first
part of this question usually involves measuring something like diameter of a wire, length of some part of
experiment apparatus, potential di"erence, current etc. While measuring you should ensure that you present the
data to the appropriate number of significant figures so that if reflects the least count of the device being used
for example:

1. Micrometer Screw Gauge*: 0.01 mm

2. Meter rule: 0.5 mm
3. Vernier Caliper**: 0.1 mm
4. Protractor: 0.5 degrees
5. Graduated cylinder: 1/2 of the least count
6. Time: 1 decimal place

And, yes, represent your all data in the SI units..meter (m) for length, radius e.t.c

* Below is the animation, showing: How to use Micrometer Screw Guage?

Click here to see the animation..

** Below is the animation, showing: How to use Vernier Calipers?

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Click here to see the animation..
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In some cases, you have to measure something and judging by the space provided you have to show the friends like.

evidence that you have taken repeated readings and averaged them out. Say you have to measure the diameter
of a sample of wire, so using the micrometer screw gauze take 3 readings in three di"erent parts along the length
of the wire and show:

d = (d1+d2+d3)/3

and show the value calculated. Also remember to add appropriate units along with the individual readings you
measure.

Then it says to repeat the procedure and get six di"erent sets of data in a table. Students often have this thing
out of their mind that the presentation is important and CIE in its examiner’s report terms such students as ‘weak
candidates’. So first thing first, know how many variable you have to measure and/or calculate so you could draw
appropriate columns.

Now before moving onto how to construct a ‘nice’ table, let’s first consider what actually is demanded by the
examiner in the table. A ‘nice’ table should have these features:

1) Range and distribution

Largest possible range is required. It means that for example if you have to measure length (L) from 0-100 cm, so
we must take highest range while keeping the di"erence constant and getting 6 set of readings. The di"erence
you can take here is 15, so the readings of L you’ll take will be: 15 cm, 30 cm, 45 cm, 60 cm, 75 cm, 90 cm. These
values of L you have cover almost the whole range of values possible from minimum to maximum. Same applies
if you have set of resistors and you are asked to make di"erent combinations of resistors to yield di"erent values
of resistances. These values of resistance must cover the whole range possible, like from minimum to maximum
value possible (here keeping the di"erence between individual values of resistance for di"erent combinations
common is not necessary!)

2 ) Quality of data

In a nutshell this one mark is for how close your readings are to the readings of supervisor and does your
readings have the points which make them look actual readings instead of made-up readings such as: (1) scatter
of points about the graph, due to random error the points will never lie on a straight line (2) the trend is correct
like dependent variable increasing with increasing independent variable and so on.

You will get accuracy marks if you actually write the values which are there on the equipment instead of making
your own and if you did the experiment as accurately as supervisor.

3 ) Table

(i) Layout:

You will draw one single table with headings. Each heading will have the name or symbol of quantity with
it’s standard units in brackets of after slash such as “L /m” or “Temperature (K)”. using T can cause
confusion so better write temperature or time instead of T or t unless the question explicitly says
something like “ t=time period”. Writing “L m” or “temperature K” is not accepted.

(ii) Raw data

The data must be up to to the same precision. All the raw readings of a particular quantity should be
recorded to the same number of decimal places which should in turn be consistent with the precision of
the measuring instrument.

(iii) Calculated quantities

For example, you record the values for current (I) using the ammeter. Then the question asks you to
include the values of 1/I in your table. That 1/I is calculated from I.
Lets say, I was given to 3sf. Then the calculated form (1/I) must have same number of sf, i.e. 3sf or one
more sf, i.e. 4sf. These number of significant figures for calculated quantity should be kept same throught
out the colum for that quantity.
However, if you are to calculate resistance from p.d and current, and the p.d was up to 2 significant
figures while current was up to 3 significant figures. Then the number of sf in the calculated quantity must
be equal to the least number of sf used in the calculation or one better. Therefore, the resistance
calculated can only be given to either 2 sf (least sf used in calculation) or 3 sf (1 better sf).

Now after this discussion of what are the features of a nice table, lets move on to : HOW to draw the table?

Use the full space provided. First draw a rectangle covering whole of the space and then draw a upper row
relatively wide. Then draw a narrow column headed, S.No. (serial number), then draw equal sized columns for
the variables, then draw equal sized 6 rows below the heading row the column heading carries one mark
‘quantity/unit’. Finally, record your raw data in to the table which is obtained from the experimental procedure.
Afterwards, use this data to calculate other quantities. A ‘nicely’ made table looks like this (Here, I have taken the
table from a question which involved measure of two quantities, x/m & I/A, and then involved a calculated
quantity, 1/I) :

S.No. X/m I/mA 1/I / 1/mA

1 0.100 1.1 0.9
2 0.250 1.0 1.0
3 0.400 0.9 1.1
4 0.550 0.8 1.3
5 0.700 0.7 1.4
6 0.850 0.6 1.7

However, if you have to measure time period of an oscillating pendulum, make sure that the amplitude is not
greater than 5 cm, then display 3 sets of data in 3 small columns for 10 oscillations 10t1 ,10t2, 10t3 and show in a
separate column the calculated value of ‘t’ stating the formula in the column heading. Again significant figure of
the raw data should represent the precision of the instrument used, and s.f of any calculated value from those
data should be in same or one more s.f – correct calculation carries one mark!

DO NOT panic if your data has some flaws; inform the supervisor and if he gives replacement of some instrument
carry on or if he doesn’t, hit him with the same instrument!! Just kidding. Any type of malfunctioning of instrument
will be reported to CIE and you are not penalized for it as your practical skills are being assessed here.

After this comes the graph. Now what is required for the graph? Read it below!

Graph

Layout:

The axes must be labeled with their appropriate units (same as the headings of table). The scale must
not be odd such as each 1 cm block = 3 N. Appropriate scales are 1,2 and 5 units = 1 block. Scale must be
chosen to give at least 50% of the graph in both of x- & y- directions. On the graph grid provided, there
are about 8 big boxes horizontally & 12 big boxes vertically (when the paper is viewed in portrait form).
Therefore, the graph you draw must cover ATLEAST 4 boxes horizontally and 6 boxes vertically –
appropriate scales must be chosen to ensure this. The line drawn must be extended beyond the points
to occupy full graph. False origin should be used if the values start far away from the origin. The
numerical labels must be regularly spaced. Scale markings should be no more than three large squares
apart so to be on the safe side label all the
marks.

Plotting:

All points must be plotted accurately so they are not more than 1mm away from where they must be
plotted(slight o"setting is pardoned). The point must be plotted sharply. If the points are not visible due
to sharp lead then cross them or encircle them. Personally, I recommend using small crosses instead of
dots (points), because blobs (points with diameter > 0.5 small square) are not accepted. Otherwise, if
you find it easy to work with dots, use them, but make sure they are not blobs.

Trend:

The graph is a straight line. But it is not possible that all points lie on the line. A best-fit line has to
be drawn. Most people don’t get the idea of best-fit line. By best-fit we mean ‘average of all points‘ line.
There must be even distribution of points above and below the line. The scattering of points around the
line is due to random errors.

Best fit line must have the balance of at least 5 points which means you can ignore any one point which
does not fit into a trend . There must be an even distribution of points either side of the line along the full
length, as we can call the best fit line ‘Insaaf Wali Line’ in Urdu, which means line doing fair treatment to
all the points. So the vector displacement of the points from the line should cancel out to zero . Lines
must not be kinked. Lines thicker than half a small square are not accepted so I recommend a sharp lead
pencil and a transparent ruler for this job. All points in the table (minimum 5) must be plotted for this
mark to be scored. All points must be within 2 cm (to scale) in x direction of a straight line.

When finding gradient from the line draw the triangle with the hypotenuse at least 70% of the graph.
Label the points with their coordinates.

Analysis conclusion and evaluation

Finding gradient and y-intercept:

First you will need to revise the equation of linear lines if you don’t remember them. A linear line can be
written in equation as: y=mx+c

y is dependent variable, x independent variable, c is point where line touches y-axis(a constant), and m is
gradient of graph.

To find gradient. From your points which you found by drawing triangle on the line, you can find gradient
by this equation:

(Y2 – Y1) / (X2 – X1)

Both read-o"s must be accurate to half a small square and sensibly quoted on the graph and in the
calculations as well.

Finding the Intercept:

Either: Check correct read-o" from a point on the line, and substitution into y = mx + c. Read-o"
must be accurate to half a small square.

Or: Check read-o" of intercept directly from graph. then a calculation follows which requires you to
substitute the values obtained in previous calculation of gradient and intercept. A method mark and
a accuracy mark for the new calculated value.

Question 2:
This question is more accurately described as an ‘error-question’ – meaning that this question depends on how
accurately you work, and in case your accuracy is compromised, how can you improve the experiment to avoid it.
Throughout this question you should think: Why I am feeling that this is di#cult? What is the problem with this
experiment? How can I modify it to take better readings? This critical thinking is very important to do the last part
of this question, but the observations are made while doing experiment and setting up the apparatus.

This question usually has something ‘vulnerable’ to error to be measured so in this case a repeated reading is
required. Same as the method described in question 1 of this guide, take several readings (2-3 readings would be
enough) and take their average. Proof of repeated readings is mostly required in marking schemes. Keep in mind!
A consistent unit must be quoted with the appropriate number of significant figures.

The types of ‘vulnerable-to-error’ questions which may come include: finding maximum height after rebound,
measuring the angle at which a water-filled bottle falls, timing the falling body in a fluid (like oil) etc.

After measurements follow the calculations for finding out the uncertainty in the readings or calculating another
value using a given formula by putting in the measure values. Usually the absolute uncertainty is the least count
of the device, but in most cases it is greater – for example, the least count of a digital stop watch is 0.01s, but it will
not make sense if you quote the absolute uncertainty to be 0.01 s because human error is quite large here;
therefore, you must write a sensible value (a range of values is given in the marking scheme, in most of the cases
0.2s to 0.5s – but once again it totally depends on the experiment. As a certain answer you can just put it to be 0.2
s ).

For finding the percentage/absolute uncertainty, keep in mind the following rules:

in case of addition / subtraction:

we add the individual uncertainties of the quantities added or subtracted. Take the following example:
a = 5 ± 0.2 & b = 2 ± 0.3
We are given, c = a + b
Find the absolute uncertainty & percentage uncertainty in c.
c=5+2=7
absolute uncertainty in c = 0.2 + 0.3 = 0.5
percentage uncertainty in c = 0.5/7 * 100 = 7.14% (up to 3 sf.)Note: whatever the case (subtraction or
addition), the individual uncertainties are always ADDED never subtracted!
in case of multiplication / division:
we add the fraction uncertainties of the involved quantities. Take the following example:
a = 2 ± 0.2 & b = 3 ± 0.3
We are given, c = b/a
Find the absolute uncertainty & percentage uncertainty in c.c = 3/2 = 1.5
fractional uncertainty in a = Δa/a = 0.2/2 = 0.1
fractional uncertainty in b = Δb/b = 0.3/3 = 0.1
fractional uncertainty in c = (Δa/a + Δb/b) = 0.1 + 0.1 = 0.2
absolute uncertainty in c = (Δa/a + Δb/b) * c = (0.1 + 0.1) * 1.5 = 0.3
percentage uncertainty in c = (Δa/a + Δb/b) * 100 = 0.2 * 100 = 20%
in case powers are involved:
when powers are involved in the given expressions, we find the uncertainties in the same way as above,
with just a small change: we multiply the power with the fractional uncertainty of the value which is raised
to that power. For example:
P = I2R
when finding the percentage uncertainty of P, we’ll do it like this:
percentage uncertainty in P = (2 (ΔI/I) + ΔR/R) * 100
Just see how everything is done exactly the same, except that inclusion of power 2. I hope this clears the
concept of uncertainty calculations of quantities involving powers.

After calculations involving a given formula to find a certain value, the candidate is usually asked to ‘justify the
number of significant figures‘ in the final answer to the value you were asked to calculate. Here you need to keep
in mind that when you are calculating a certain value, its significant figures must be equal to or 1 more than the
significant figures in the raw data. Let’s take an example here (using May/June 2018 Paper 3 Variant 3, Question
2 as an example):

In the example question, you are initially asked to measure angle A in part b(i). In part c(ii), you are asked to
calculate a value ‘d‘, using the formula:

d = sin A/sin 45°

In c(iii), you are asked to justify your number of significant figures for value of ‘d‘. The calculation for ‘d‘ involves
the raw data, ‘angle A’, that you measured. Let’s say the number of s.f. for ‘A‘ were 2. Then the number of s.f. for
‘d‘ that you give MUST be equal to 2 s.f or 1 more (i.e. 3 s.f.). This is the justification you are supposed to provide
for this type of questions.

The example question involved only ONE measured quantity; what if there are more than one? In that case, your
significant figures for the calculated quantity (in the example, value ‘d’), must be equal to the smallest number of
significant figures in the raw data or 1 more than that.

Following this type of question, you are usually asked to alter the apparatus in some way, and record set of
values, and do calculations for the new arrangement.

Finally, a relationship is usually suggested between the values you calculated in previous parts, and you are
required to find 2 di"erent values of a constant ‘k’ for the respective data sets using the given relationship. In the
part following it, you are asked ‘Explain whether your results support the suggested relationship’. Here you need
to set a certain criterion for yourself. Let’s say you set the criterion to be : “The suggested relationship will be valid,
if the percentage di"erence between the two values of ‘k’ is less than 10%“.

Suppose the values of ‘k’ you calculate come out to be :

k1 = 0.456 and k2=0.461

Percentage di"erence between these values of ‘k’ is:

% di"erence = (k2-k1)/k1 * 100 = (0.461-0.456)/0.456 * 100 = 1.09% (which is <10%)

Therefore, as 1.09% is less than 10%, according to given criterion, the suggested relationship is valid.

A thing to keep in mind is that there is no specified criterion to judge the validity of a relationship; it is entirely up
to the the candidate to set it. A candidate can set the criterion to be <20% or <5%; it is entirely up to the candidate!
However, setting a criterion like <50% di"erence for the relationship to be valid is totally stupid. So set a sensible
criterion. You may sometimes be asked to justify the number of s.f. used in values of ‘k’ calculated; again give the
same justification as described previously relating the s.f. in ‘k’ to the s.f. in raw data.

This last part is worth 6 marks which asks you to describe four sources of error and suggest the appropriate
remedies. At the start of this guide for question 2, we mentioned this :

“Throughout this question you should think: Why I am feeling that this is di#cult? What is the problem with this
experiment? How can I modify it to take better readings? This critical thinking is very important to do the last part
of this question, but the observations are made while doing experiment and setting up the apparatus.”

If you thought about these points while performing, you would have definitely no problem dealing with this part of
the question. There are no set “errors and improvements”, as the errors are specific to a particular experiment
you perform. However, some general errors and improvements are given below:

(Pro-Tip: The first error and improvement works for ALL experiments. So better memorize it as it is )

Error:
Two readings are not enough to draw a (valid) conclusion
Improvement:
Take many readings and plot a graph or take more values of ‘k’ and compare.

Di"erent Experiment Scenarios (and their potential errors and improvements):

A) Water related experiment:

Error:
(1) Hard to see water surface due to refraction e"ects/ meniscus e"ect
(2) Labels get wet/ink runs

Improvement:
(1) Use coloured liquid
(2) Use waterproof labels/ink

Rejected: Bottle not vertical

B) Ball related experiment

Error:
(1) Locating the centre of the ball when reading rule
(2) Inconsistent bounce

Improvement:
(1) Mark the centre of the ball with marker
(2) Use a flat surface/ Turn o" fan

C) Fast- moving object experiment

Error:
(1) Di#cult to judge when the ball is at its (maximum displacement, highest point etc)
(2) Hard to see when object strikes floor.
(3) Di#cult to judge end point
(4) Di#culty in deciding the toppling point

Improvement:
(1) Position sensor above or below with data logger/ Video camera to play back frame by frame.
(2) Use pressure sensor to stop timer.
(3) Mark distance with lines on ramp (to eliminate parallax)
(4) Move by increments

Rejected:
Reject reaction time ideas/di#cult to release from the same point each time.

D) Releasing object from rest experiment

Error:
(1) Di#culty in releasing the object due to (applied force etc)
(2) (Object) falls at an angle due to wind.-Light object
(3) Rod falls sideways/not entering sand vertically. – Heavy object

Improvement:
(1) Use a remote-controlled clamp to release the object/ slot in tube + card/electromagnet
(2) Turn o" fans
(3) Practical method to keep rod vertical e.g. guide for rod.

E) Oscillation experiment

Error:
(1) T or time short/large uncertainty in T
(2) Object does not swing freely/ friction between pivot and object
(3) Not swinging in one plane only/idea of non-uniform oscillation (Light object only)
(4) Oscillations die out quickly/ heavy damping (Light object only)
(5) Di#cult to judge end/start/ centre of swing/di#cult to judge complete swing

Improvement:
(1) A marker to time as reaches maximum displacement with (motion sensor) at end with video with timer
(playback) in slow motion/ Increase the magnitude of the independent variable
(2) Make hole bigger/bush or bearing idea
(3) Turn o" fan(Light object only) * For heavy object, no improvement available.
(4) Use increased thickness of object
(5) Use of fiducial marker/pointer

Rejected: Do the experiment in a vacuum, switch the fans o", not just ‘use video’, light gates, Camera, High
speed camera, Too fast, Time too fast, Time more swings , Time large no. of swings,not ‘repeated readings’,
not just ‘use computer/data logger’, Di#cult to release from same point each time/human error/reaction
time/unqualified use of light gates/sensors

F) Electricity experiment

Error:
(1) Resistance / current fluctuating
(2) Voltmeter scale not sensitive enough
(3) Wires not straight

Improvement:
(1) Clean contacts
(2) Use digital voltmeter
(3) Method of keeping wire (during experiment) straight e.g. tape to ruler, hang weights o" end, clamp wire.

Rejected: Voltmeter not accurate enough. More accurate voltmeter/ Parallax error/zero error on
meters/heating e"ects of wire

G) Force experiment

Error:
(1) Maximum force reached without warning
(2) Weights move.

Improvement:
(1) Practical method of recording maximum value e.g force sensor with data logger
(2) Method of fixing cotton loop to rule e.g. tape, glue.

Rejected: Increase force slowly/reaction time error

H) Pulley experiment

Error:
(1) Masses hit each other
(2) Friction at pulley
(3) Uncertain starting position

Improvement:
(1) Use larger pulley
(2) Lubricate pulley
(3) Method of fixing rule e.g. clamp rule/electromagnetic with steel /magnetic material ball) release
mechanism

Rejected: Friction between pulley and string

I) Moment experiment

Error:
(1) Rule hits bench
(2) Ruler slips on support

Improvement:
(1) Method of preventing rule hitting bench, e.g. project end of cylinder over bench or elevate apparatus.
(2) Glue support to block

Rejected: Di#cult to start at the same amplitude each time

J) Magnetism experiment

Error:
Glass may a"ect magnetic force / e"ect of surrounding magnetic materials

Improvement: Use a variety of materials to separate magnets and test if material a"ects results

Rejected: Reference to Earth’s field/Move object further away

K) Bench/ Ramp (Surface) related experiment

Error:
(1) Some parts of board rougher than others/surface of board is uneven/board not flat
(2) Board tends to slip/board not stable/supporting block can topple

Improvement:
(1) Method to ensure same section of board used in each experiment (e.g. mark one section)
(2) Method described to secure board/block/support e.g. clamp the board, fix the supporting block to the
bench with tape/blu-tack

Rejected: Board is rough/there is friction between the block and the board/use a smoother
surface/references to oil/lubricants

L) Heat loss experiment

Error:
(1) Heat lost through sides and /or Bottom
(2) Low precision of thermometer
(3) Bulb of thermometer is not completely immersed
(4) Resistor continues to give out heat when switched o"/ temperature continues to rise after switching o"

Improvement:
(1) Method to reduce heat loss/lag/insulate/polystyrene container
(2) Thermometer with specified better precision, e.g. 0.1oC, 0.5oC
(3) Use larger volume of water/use of thermocouple/other small temperature sensor(e.g. probe)
(4) Wait until temperature reaches a maximum before reading

Rejected: Switch o" fans to reduce convection/Just “weigh water”/ di"erent starting temperatures of water;
uneven temperature distribution in beaker/ parallax errors in reading volume or temperature/use of lid/heat
loss in warming bowl/cup/draughts/heat loss to surroundings/use more accurate
thermometer/thermometer not precise enough/not just ‘digital thermometer’

M) Terminal velocity experiment

Error:
(Object) may not have reached terminal velocity.

Improvement:
Time constant over three markers

N) Light dependent experiment

Error:
External light a"ects (LDR)

Improvement:
Conduct experiment in dark room.

Errors and improvement of common apparatus

A) Metre rule

Error:
(1) Ruler not vertical
(2) Parallax error
(3) Di#cult to hold rule still
(4) Di#cult to take measurements because the ruler moves / is not vertical
(5) Reason for di#culty in measuring d e.g. viewed through ruler/parallax error in d
(6) String too wide for markings on rule
(7) Rules have di"erent thicknesses /di"erent lengths so not a fair test

Improvement:
(1) Sensible method to ensure ruler vertical
(2) Put coloured paper behind (object) /Description of method of reducing parallax error requiring additional
equipment, e.g. !shadow projection/ extend mark to wood or track / pointer on rule / travelling microscope*)
(3) Mount ruler in stand
(4) Clamp rule / ensure rule is vertical using a set square on the bench
(5) Method to improve measurement of d e.g. travelling microscope
(6) Use thinner string
(7) Use rulers of similar thicknesses/ readings/method to take thickness into account /use rulers of the same
length
* If the diameter is quite wide, meter rule is prefer over calipers! Accuracy of metre rule is increased by using
set square held against ruler.

Rejected: View at eye level.

B) Newton metre

Error:
(1) Di#cult to pull newton-meter parallel to ruler/bench
(2) Di#cult to judge reading on newton-meter when detaches with reason e.g. ruler moves suddenly/without
warning (so di#cult to read newton-meter at the instant the ruler starts to move)/force drops to zero
immediately after detachment
(3) Di#cult to zero newton-meter when used horizontally

Improvement:
(1) Method to ensure force is parallel to ruler e.g. use a long string/pulley and weights*
(2) Method to read force at detachment e.g. newton meter with a ‘max hold’ facility/video and playback or
freeze frame/ use system of pulley and weights or sand to measure F*/ use force sensor and data logger or
computer*
(3) Improved method to measure F: e.g. use system of pulley and weights or sand*/use force sensor with
datalogger or computer*

Rejected: Video to take reading/digital (electronic) newton meter/parallax related to newton meter/di#cult
to measure force/issue of viewing ruler and meter simultaneously/zero error in newton-meter/just a pulley

C) Slotted mass

Error:
Labelled values of mass may not be accurate.

Improvement:
Use balance/method of weighing mass.

Rejected: Weigh mass.

D) Objects with unfixed diameter (Circular objects)

Error:
(1) Di#cult to measure diameter because (object) is flexible/not circular.
(2) Di#cult to form a perfect sphere or disc/diameter of sphere or disc varied

Improvement:
(1) Measure diameter of (object) in two directions and average/ Use vernier calipers or micrometer screw
gauge to measure average diameter
(2) Method to make uniform spheres/discs e.g. moulds

E) Protractor

Error:
(1)Protractor “wobbles” when being held by hands/ Di#culty in measuring θ owing to container not perfectly
right angled (curved) at the bottom/di#cult to line up protractor/horizontal line of protractor not on table
(2) parallax error in θ measurement
(3) θ (or reading) is di#cult (or inaccurate, or imprecise) because pointer is thick

Improvement:
(1) use protractor with horizontal line flush to table top/freestanding or clamped protractor.
(2) use mirror scale

Rejected: View at right angles

General Tips For Errors and Improvements Experiments:

If the value of the quantity measured is very small, can write increase the magnitude of the quantity of the
independent variable.
Credit is not given for suggestions that should be carried out anyway, such as repeating measurements and
calculating average or avoiding parallax errors by looking at an instrument “square on”.
Ask yourself whether the improvement is practical or not.
Common answers that are rejected by mark scheme :
Repeat experiment
Human error
Use a computer to improve the experiment
Use assistant
If clay/plasticine/heavy object is used in the experiment, wind movement doesn’t a"ect it anymore.
(Think whether turning o" fan will make a di"erence or not).

This was all about the paper 3 of AS Level Physics. We really hope it proves useful. Have any questions? Discuss
below in the comments section.

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