Physics Coursework

Notes for Students

Practical skills can be examined by centre assessed course work, or by a centrally set practical examination. Many centres feel that the exam can put students at a disadvantage: The stress of an examination could make students under-perform; The examination questions are so contrived that even the teachers dont know what the experiment was about. So it is little wonder that students could make no sense of what they were being asked. The examination makes no contribution whatever to student learning. Some students had to be in isolation to ensure the security of the examination. Therefore many centres opt for coursework. Relevant exercises are set which will ensure that the coursework will aid student learning. However for coursework to work well, you as the student must: Ensure that you read and understand these notes; Act on them; Hand in your coursework by the deadline date. There are four skill areas: Skill A: Planning; Skill B: Implementing; Skill C: Analysing Evidence and Drawing Conclusions; Skill D: Evaluating Evidence and Procedures. Your teachers cannot award marks simply because they think you have tried really hard. (If they could, they would!) You have to satisfy certain criteria for which the marks are awarded. These notes are designed to help you understand exactly what you have to do to achieve each mark. In the notes I have written the statements that the exam board specifies, which are in their rather pompous language. Then I have a column which states what you need to include. Make sure that in your coursework you include all these points and, as long as they are good physics, you should have no problem in scoring the maximum mark. Your coursework is usually done in class. It is normally stored securely in an office. It will NOT be given as homework. A coursework proforma may be provided for you to do your work on. I recommend you to use this as it makes marking a lot easier. If you find the spacing on the lines too small, it can be given to you in electronic form and you can use a computer.

Skill A Planning
Marks 2 marks: The candidate can: Suggest an appropriate experimental plan with some relevant procedures Evidence Required a. An outline plane or testable hypothesis b. A sketch or partial diagram of the practical set up c. Consideration of safety aspects of the plan. d. A list of some appropriate apparatus. a. A detailed plan or testable hypothesis b. Identification of an appropriate variable c. A labelled diagram of the full practical set-up or a full circuit diagram. d. A comprehensive list of apparatus a. Identification of a variable to be kept constant b. Number and range of readings to be taken. c. Logical sequence of readings to be taken d. Full Instrument ranges and apparatus specification. a. At least one reason for the procedure based on knowledge and understanding b. Justify design based on supporting theory. What you must do Write a plan. Include what you think is going to happen. Include a proper diagram and you will more than satisfy this point. Mention how you are going to ensure that you are going to work safely. Include a full list of apparatus and you will more than satisfy this point. Put down everything you are going to do. State what quantity you are going to change. A detailed and high quality diagram will satisfy this point. Write a list of all the apparatus you use State what you are going to keep the same You must take at least 5 readings, preferably more, and state the lowest value and the highest value Do the readings in order. State the ranges, e.g. Voltmeter 0 10 V, ammeter 0 50 mA. Dimensions should be included where appropriate. State why you planned the experiment the way you did, using the Physics you know. State how your plan will give accurate results Explain the Physics behind your investigation. Do a calculation to show the kinds of results your experiment should show. Sketch a graph you would expect. Predict what you think the results will be, supporting it with a calculation. State how it affects your plan. Do a preliminary experiment to show how the experiment should work, and explain how this helped you in your planning.

4 marks: The candidate can: Design a plan for the investigation or problem to be solved and outline most (if not all) of the appropriate procedures

6 marks: The candidate can: Design a plan for the investigation to be solved, outlining appropriate experimental procedures in a sensible sequence

8 marks: The candidate can: Design a plan for the investigation or problem to be solved, outlining succinctly the appropriate experimental procedures and providing sound reasons for design choices

c. Aspects of the plan based on reasoned predictions (A2 only) d. Use of relevant information from secondary sources or preliminary work (A2 only)

Skill B Implementing
Marks 2 marks: The candidate can: make and record measurements with some units given correctly Evidence Required a. Demonstrate safe and correct use of some equipment. b. Some appropriate readings or observations made. c. Some appropriate readings and observations recorded d. Two or more correct units used. a. All equipment used safely and correctly. b. Majority of readings accurate and appropriately recorded. c. Sufficient readings taken, including repeat readings where appropriate. d. All units correct (except occasional omissions) a. Readings given to an appropriate number of significant figures. b. Readings taken with suitable precision c. Clear, organised, and accurate presentation of results and observations. d. Identification of significant sources of error. a. Description of action proposed to minimise errors. b. Implement the plan to reduce error where possible. (A2 only) c. Checks of readings or observations which appear to be inconsistent or suspect. (A2 only) d. Calculate mean values of repeat readings. What you must do Do as it says! Take some results. And write them down. Be a good chap and make sure you include headings with units in your tables. Goes without saying Results in a neat table with headings and units, please. Take at least 5 readings. Also consider what the readings at 0 will be. Alwaystake repeat readings. Write all your units as a matter of course, with no units left out! No more than 3 s.f. It may well be less.

4 marks: The candidate can: Make and record an adequate number of appropriate measurements with most units given correctly , including the repeat of measurements where appropriate 6 marks: The candidate can: Meet the above criteria AND Make measurements to an appropriate degree of precision within limits set by the apparatus, identifying significant sources of error. 8 marks: The candidate can: Meet the above criteria AND Discuss appropriate ways to minimise experimental error, and where possible implement these

Try to be as accurate as you can, Neat, orderly table, boxed in, with headings, units, numbers presented in a logical order. State what the uncertainties are and estimate by how much State what you think the errors will be, e.g. timing, and how you will reduce the errors. For example take repeat readings. State that you have done this. Doing repeats will show up inconsistent results. Do another repeat to check it out and show that you have done this. State clearly that you have done this. Take averages.

Skill C Analysing Evidence and Drawing Conclusions

Marks 2 marks: The candidate can: Produce a report of the major aspects of the investigation in a logical sequence, tabulate results as appropriate, and process data for analysis by graphical or other means of interpretation Evidence Required a. Record of the major aspects of the investigation including observations and raw data. b. Demonstration of the use of equations and/or calculations. c. Tabulated processed data and/or organised observations. d. Some awareness if how to analyse data or observations a. Data and/or observations processed and organised in a logical sequence b. Data presented in tables with correct headings and units c. Appropriate graph drawn with correct headings and labelled axes. d. Accurate plotting of points on a graph. a. Line of best fit or best curve drawn b. Large x and yshown c. Correct values read and recorded from the graph. d. y/x calculated or intercept read or formula manipulation What you must do Write up your experiment

Include calculations in your report. Neat table of results. Include a graph and you will more than satisfy this point. Arrange your data from lowest to highest

4 marks: The candidate can: Meet the criteria above AND Correctly use scientific conventions, including table headings, graph headings and axes, labels and significant figures and produce appropriate graphs 6 marks: The candidate can: Interpret processed data by finding the gradient or intercept and reach a valid conclusion consistent with the data obtained.

Neat table of results, with headings and units. Label your axes with quantities and units. Use sensible scales. Put an appropriate title on your graph. Plot your points accurately with crosses. Do a line of best fit, or smooth curve. Show a rise/run of at least 10 cm. Show that you have done this. Show your gradient calculation and give the units where appropriate. Show how the gradient links to a formula.

Skill D Evaluating Evidence and Procedures

Marks 2 marks: The candidate can: Identify some possible sources of error and anomalies in the experimental evidence and data Evidence Required a. Possible sources of error b. Observations about discrepancies or anomalies in the experimental data c. Variation in repeat readings or observations indicating an uncertainty. d. Comment on discrepancies between expected results or outcomes and the experimental evidence. a. Identification of the most significant measurements. b. Estimate of the error and uncertainty in all measurements based on experimental data or evidence. c. Comment on the suitability of the techniques used. d. Comment on the reliability of the conclusions drawn. 6 marks: The candidate can: Identify possible sources of systematic errors and assess the implications of these for the reliability of the outcome of the investigation; discuss clearly and succinctly appropriate ways to minimise experimental error and, where possible, how to implement these and hence improve reliability of the final answer or conclusions. a. Identification of possible sources of systematic error in addition to identified random error. b. Critical analysis of techniques used and suggestions for improvement in the experimental plan or techniques to minimise errors (A2 only) c. Critical assessment of reliability of conclusions and/or final quantitative answer in light of error estimates and critical analysis of experimental techniques. (A2 only) d. Proposals for improvements, or further work, to provide additional or more reliable evidence for the conclusion, or to extend the investigation in a different or potentially more successful direction What you must do Write down what you think the sources of uncertainty are. There will always be at least one result that does not fit the pattern. Draw attention to that. Describe how your repeat readings varied from each other. Compare your result with the expected result (e.g. g = 9.35 m/s2 compared to accepted value of 9.81 m/s2) State which of the measurements you are making has the most uncertainty. (Remember that errors double if you square the quantity.) Quantify the uncertainty in each measurements. The errors add up. State the total error as a percentage.

4 marks: The candidate can: Identify the most significant (or error-sensitive) measurements, make reasonable estimates of the errors; use these to assess the reliability of the techniques used and the reliability of the conclusions drawn.

Discuss whether you used the best method to obtain your measurements Link this in with your total percentage error. If your error is less than 10 %, your conclusion should be quite reliable. If the error is 50 %, it wont be. Systematic uncertainty is that in the equipment itself, e.g. a voltmeter might be reading 0.1 volt out.

Discuss in detail how you would improve your experiment. Explain how your improvements would yield more reliable data.

Show your final answer or conclusion as being with in a range of values, for example = 47 108 m 15 10-8 m. Discuss how reliable your techniques were in reaching this answer.

Discuss what more work you could do to make your conclusion more reliable. Must be more that Ill take more readings.

What You Must NOT Do You must not use unfair means to do your coursework. If you have had help beyond the normal help that I as a teacher can offer, you must declare it. You are allowed help from me as much as I can offer to the whole group. Help over and above that must be declared.

You must not copy off another student. You will do your coursework in pairs, so that you will have the same results as your partner. You may discuss the coursework with your partner and other students, but your work must be yours and yours alone. You must not allow any students to copy off you. If you use textbooks or other sources of information, you must state these on your work and on the Candidate Declaration Sheet. You must not copy material straight from books or any other source. The coursework must not leave the classroom while it is being done. This does not prevent you from looking up resources about the exercise, as long as you declare them.