Examiners’ Report

Principal Examiner Feedback

Summer 2019

Pearson Edexcel Advanced Level

In Physics (WPH03) Paper 01 Exploring Physics
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Summer 2019
Publication Code WPH03_01_1906_ER
All the material in this publication is copyright
© Pearson Education Ltd 2019
General comment

This paper is designed to test students’ knowledge and understanding of

practical skills. This was the last occasion in which students could take this
paper as many were resitting. It is important in the context of practical work
that appropriate numbers of significant figures are used in answers. Some
answers lost marks because scientific terms were not used correctly or
because examiners had difficulty in understanding imprecise and confused
explanations. As ever, it is important that students read the beginning of the
questions carefully in order to identify the context.

The mean mark on the paper was 22.5. This was 2.5 marks lower than the
mean on the corresponding WPH03 paper last year and the standard
deviation was higher.

Standard
Mean A E
Deviation
1806 23.0 7.1 30 18
WPH03
1906 21.4 6.5 29 18

This report should be read together with the published paper and mark
scheme available on the Edexcel website.

Section A – Multiple Choice

Questions 1-5

An explanation of the distractors is included in the mark scheme.

Although all questions had high percentages of correct responses, over a
quarter did not read the scale on the analogue microammeter correctly.

Percentage of
students
Subject
who answered
correctly
1 SI system 91
2 Reading measuring instrument 73
3 Understanding of method to measure the Young
90
Modulus
4 Understanding of method to calculate the Young
88
Modulus
5 Unit 80

Section B

Q06 Determination of the centre of gravity of an irregular solid

Q6a

Most students could describe the basics of a suitable experiment, but many
struggled with the essential details - such as ensuring that the marked lines
were vertical for the suspension method. Some students made labelled
additions to the illustration that usefully enhanced their description.

Q6b

Very few students could explain properly how their method allowed the
centre of gravity to be determined. Most explanations went little further
than a basic statement of the principle of moments.

Q7 Investigation of the resistance of a negative temperature

coefficient thermistor

Q7a

There were some excellent responses, but many students omitted to

mention how they would cool the thermistor below room temperature.
Some students mistook the thrust of this question and described how the
resistance of the NTC would vary with temperature rather than how they
would vary the temperature.

Q7b

Most students were able to gain marks here. Many chose to calculate
resistance from p.d. and current measurements. Some who did this forgot
that temperature measurements would also be necessary.

Q7c

Most students identified the independent and dependent variables correctly.

Q7d

Very few students identified the difficulty with obtaining identical

temperatures for repeat readings.

Q7e

Many students labelled the axes of their sketch graph properly, but fewer
were able to draw the correct curve.

Q7f

Very few students identified the main source of uncertainty as a difference

in temperature between the thermometer and the thermistor. However,
many mentioned stirring the water as part of their method, without properly
explaining why this was necessary.

Q7g

Many students identified the high temperature as a hazard, but fewer were
specific as to which part of the apparatus would be hot. Most could suggest
an appropriate precaution, especially when hot or boiling water was seen as
the hazard.
Q8 Determination of the Planck constant

Q8a

Most students answered this question very well. Some described imagined
inconsistencies in the presentation of the results. A few students did not
criticise the results, but instead used them to describe the relationship
between the two variables.

Q8b

Most students realised that it was necessary to divide throughout by e in

order to obtain the correct equation for the graph before making their
comparison. The weaker responses seen compared the equation for a
straight-line eV = hf – b. Many students omitted the additional statement
that the graph V = (h/e)f – b/e is a straight line because its gradient (h/e)
is constant.

Q8c

Many students found the graph challenging. Whilst most labelled their axes
properly, many made a poor choice of scale, particularly for the frequency
axis. When the axes included the origin, the points were cramped together
on a small area of the grid. With only four data pairs, students generally
plotted well, but many found it difficult to draw a well-balanced line.

Q8di

Most students used a suitably large triangle to find the gradient and went
on to calculate it properly. However, some values were given with the
wrong power of ten or an inappropriate number of significant figures.

Q8dii

Most students gave an appropriate calculation, but some forgot to include

the correct unit.

Q8e

Most students answered this question well. Some gave a straightforward

response based on repeating readings for a sensible reason. Many students
gave well thought, thorough responses based on the range or source of the
data given in the question or on practical issues related to this experiment.
Summary

This paper has provided students with a wide range of contexts from which
their knowledge and understanding of the physics contained within this
specification could be tested.

The following are useful ideas for students in similar papers in the future:

• all diagrams should be drawn with a ruler and labelled clearly;

• familiarity with the SI system and the plotting and use of graphs
using scales which are multiple or sub multiples of 1, 2 and 5 should
be reinforced;

• students should make sure they understand the term ‘experimental

techniques’;

• answers may be written using bullet points;

• assertions should always be supported with reasons;

• in any planning questions it is useful to consider whether a reader

could carry out the experiment completely from the instructions given
in the answer.
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