3.2 Simple Circuits (F) PhysicsAndMathsTutor.

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Mark scheme – Simple Circuits (F)

Question Answer/Indicative content Marks Guidance

1
1 D✓
(AO2.2)

Total 1

1
2 B✓
(AO2.2)

Total 1

Examiner’s Comments

Candidates clearly recalled that the current-

voltage graph for a filament lamp was non-
linear and they then had to choose between
options B and D. Option D, the graph for a
3 B✓ 1(AO2.2)
thermistor, was chosen by many. Option C is
the correct answer as the increased current
heats the lamp filament, a hotter filament has
an increased resistance and therefore a
smaller current is observed than might be
expected.

Total 1

4 A✓ 1(AO2.2)

Total 1

1
5 B✓
(AO2.1)

Total 1

1
6 D
(AO2.2)

Total 1

1
7 C (AO2.2)

Total 1

1
8 D
(AO1.1)

Total 1

Examiner’s Comments

1
9 a i TV ✓ Most candidates multiplied the relevant
(AO3.2b)
variables (power and time used) in the data
table, and used the units Wh or kWh. This
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

was a good approach for questions of this

type.

Examiner’s Comments

Here the appliance with the lowest power

rating (light bulb) was the right answer

Misconception

1
ii Light bulb ✓
(AO3.2b) The most common misconception was just to
compare the power ratings of the appliances
and chose the toaster as the answer. Doing
some quick calculations of work done and
jotting vales next to the table helps
answering these types of question. If the
power and time for the TV and light bulb had
been slightly different it would have given a
different answer.

1 mark for each correct link

Examiner’s Comments

Most candidates were credited full marks on

2
this question. Virtually no candidates got
b (AO 2 ×
one mark, perhaps because this required
2.1)
two components to be used for the same
purpose. It was encouraging to see how
candidates across the ability range were
aware of the use of specific electrical
components around their homes.

Fourth mark is for correct rounding

If answer line has 10 120 000 (J) award 3
marks
FIRST CHECK THE ANSWER ON
ANSWER LINE
If answer = 10 000 000 (J) award 4 marks

m.p.2 can include m.p.1 if equation not

Rearrange to energy = charge × potential 4
written
difference ✓
44 000 × 230 ✓
10 120 000 ✓
c 10 000 000 (2 sf) (J) ✓ (AO2.1)

OR (AO2.1)
m.p.2 can include m.p.1 as above
Substitute correctly 44 000 (C) = energy ÷ (AO2.1)
230 (V)✓ (AO1.2)
Examiner’s Comments
Rearrange to energy = 44 000 (C) × 230 (V)
✓
There was an erratum with this question to
= 10 120 000 (J) ✓
correct the units to joules. The figures in this
= 10 000 000 (2 sf) (J) ✓
question were difficult, and many candidates
coped well with the large numbers and also
the rearrangement of the equation. Some
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

candidates rearranged the equation before

substitution and others after. Fewer
candidates were able to round 10 120 000 J
to two significant figures (e.g. 10 000 000 J).

OCR support

Mathematical Skills Handbook

http:/www.ocr.org.uk/Images/310651-
mathematical-skills-handbook.pdf

Total 8

ALLOW rheostat
IGNORE potentiometer

Examiner’s Comments
1
10 a i variable resistor ✓
(AO1.2) Q22 is an overlap question with J249/03.

Very few candidates recognised that this

was a variable resistor. Many thought it was
a thermistor.

DO NOT ALLOW merely ‘changes the

voltage or changes p.d.’

BUT ALLOW: changes the potential

difference or voltage across (component) X
Control / change / vary / increase /
1 ✓
ii decrease / AW the resistance / current in
(AO1.2)
the circuit ✓
Examiner’s Comments

Candidates who misidentified the variable

resistor in Q22(a)(i) were not able to answer
this question.

Examiner’s Comments
1
b i (filament) bulb / lamp ✓
(AO3.2a) More able candidates were able to recognise
the response of a filament lamp.

ALLOW ‘graph / line / slope levels off’ ✓

gradient / slope (of graph) changes (as 3

potential difference / voltage changes) ✓ (AO3.1a) Resistance increases with greater
temperature ✓✓
ii idea of increasing resistance (with more (AO1.2)
p.d.) / ORA ✓
Examiner’s Comments
idea of increasing temperature / AW ✓ (AO2.2)
This overlap question was challenging for
most candidates. Most stated ‘as p.d.
increases, current increases’ which does not
address the fact that the V/I ratio is
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

increasing, due to the graph curving

downwards, so R must be increasing also.

FIRST CHECK THE ANSWER ON

ANSWER LINE
Examiner’s Comments
If answer = 4 (V) award 2 marks
c i
2 Most candidates were successfully
0.25 × 16 ✓
(AO2.1) completed the calculation.

4 (V) ✓
(AO2.1)

FIRST CHECK THE ANSWER ON

ANSWER LINE
If answer = 1 (W) award 3 marks

3
P = IV ✓ ALLOW e.c.f. from part ci
(AO1.2)
P = 0.25 × 4 ✓
(AO2.1)
ii P = 1 (W) ✓ Examiner’s Comments
(AO2.1)

OR A quarter of all candidates calculated the

correct answer here. Very few of the other
P = I2R ✓ candidates recognised that (c)(i) and (c)(ii)
(AO1.2)
P = 0.252 × 16 ✓ were a developing story and so did not
(AO2.1)
P = 1 (W) ✓ multiply the answer to the first part of the
(AO2.1)
question (4 V) by 0.25 A to calculate the
answer to the second part.

Total 11

ALLOW 2.78 kW or 2.783 kW ✓✓✓✓

ALLOW equation in any form

FIRST CHECK THE ANSWER ON 4

ANSWER LINE
If answer = 2.8 (kW) award 4 marks
ALLOW ecf candidates answer to 3rd
(P =) I2 ×R✓ (AO 1.2) marking point converted to kW
11 i
11 × 11 × 23 or 112 × 23 or 121 × 23 ✓ (AO 2.1) Examiner’s Comments
Q23 is an overlap question with J249/04 and
= 2783 ✓ (AO 2.1) candidates found it very challenging with
only a small number of the most able
Conversion to kW = 2.8 (kW) ✓ (AO 2.1) candidates being credited with any marks.
From the stem of the question candidates
knew that their answer needed to be
between 1.0 kW and 3.0 kW. There were
compensatory marks available where
candidates wrote down the equation they
were using and the different stages of their
calculations. The most common workings
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

shown were 11 × 23 or 23 ÷ 11, rather than

112 × 23 = 2.78kW. .

ALLOW it depends on the strength of the

wind / how windy it is / AW

IGNORE there might not be any wind / wind

changes direction / AW
ii Wind speed varies / AW ✓ 1 (AO 2.1)

Examiner’s Comments
Many candidates realised that the wind
speed would vary, but most responses were
vague statements about the ‘weather’.

ALLOW (it) may not generate enough power

/ energy / AW

Examiner’s Comments
Two thirds of the candidates reasoned that
there may not be enough wind of the
required speed or that a 3.0 kW wind turbine
would not be sufficient to power a
household.

(Idea of) not always enough wind / demand

iii 1 (AO 2.1)
may exceed supply / AW ✓
AfL

It is very important to show candidates how

to focus their answers on the question that
they are being asked. For example, this
question was about whether ‘just one wind
turbine’ could be a reliable source of power a
house. However, many candidates answered
a question about the impact of a domestic
electrical supply failure, which would apply to
any source of power to a house.

Total 6

ALLOW reverse arguments:

E.g. voltmeter should be in parallel ✓
E.g. ammeter should be in series ✓

ALLOW The cells/batteries are incorrectly

The voltmeter is in series ✓ connected / facing each other
3
(AO3.2b)
The ammeter is in parallel ✓ Examiner’s Comments
12 a i (AO3.2b)

One of the cells is connected the wrong Many candidates had problems with this
(AO3.2b)
way round / AW ✓ circuit that were not relevant to the question.
Some expected to see components (such as
a filament bulb) which did not feature and
others were unfamiliar with the symbol for a
battery (two or more cells in series/two cells
joined by a dotted line).
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

Exemplar 1 shows a candidate who

identified the problems with the battery and
the voltmeter and ammeter. Although the
candidate has stated two separate points
were on the same line for the third mistake,
as what the candidate wrote made it clear
exactly what they intended the second
identified mistake was allowed by the
examiner to gain full marks.

Exemplar 2 is typical of many candidate

responses seen by examiners and gained no
marks.

Misconception

Remember it is the apparatus and

techniques in Topic P9 (Practical skills) that
candidates are examined on not the specific
practical activity that they experienced in
their science classroom.

Exemplar 1

Exemplar 2

Any one from: 1 ALLOW swap the meters over or AW

ii
Put the voltmeter in parallel with the resistor (AO3.3b)
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

✓ Examiner’s Comments

Put the ammeter in series ✓ Many candidates who had gained some
marks in 17(a)(i) also answered this question
Turn around one of the cells/AW ✓ successfully. Typical responses that were
given the mark included ‘turn one of the two
batteries round’ or ‘swap the voltmeter and
ammeter over’.

If final unit is kΏ or V/mA, this unit

conversion is not needed so mp1 is
subsumed into mp2

FIRST CHECK THE ANSWER ON ECF incorrect or absent conversion of mA to

ANSWER LINE A e.g. a bald answer of 0.2 gains mp2 & mp3
If answer = 200 Ώ award 4 marks unless the unit is kΏ or V/mA, when all 4
Unit conversion 20(mA) marks are awarded.
4
= 0.02(A)/20x10-3 (A) ✓
(AO1.2)

Mark unit independently

b
R = 4.0 ÷ 0.02 ✓ ALLOW ohm(s) or V/A or V/mA if consistent
(AO2.1)
with working

Examiner’s Comments
R = 200 ✓
(AO2.1)
In this question the unit mark was free-
standing and so any valid unit combination
Ώ✓ was allowed. Both 0.20 kΩ and 0.2 mA/V are
(AO1.2)
examples of responses which gained 4/4.

Because of the application of error-carried-

forward, candidates losing the first mark by
not converting mA to A did not lose
subsequent marks, so for example 0.2 Ω
with suitable workings could gain three of the
four marks.

Total 8

FIRST CHECK THE ANSWER ON 4

ANSWER LINE
If answer = 0.28 (A) award 4 marks

Rearrange equation current = power ÷ (A1.2)

13 a
potential difference/ I = P ÷ V ✓

I = 65 ÷ 230 ✓ (A2.1)

I = 0.2826086 ✓ (A2.1)
NOTE If answer not to 2 sig figs max 3
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

marks
I = 0.28 (A) ✓ (A1.2) ALLOW one mark for any calculated answer
to 2sf

Examiner’s Comments

In their response to this question candidates

earned a marks for the correct
rearrangement of the given equation, a mark
for substitution of the appropriate values, a
mark for evaluation, and a mark for
expressing the evaluated result to 2
significant figures.

Error-carried-forward applied here, as shown

in Exemplar 9. The first mark was earned by
the power/p.d. quotient; it would have been
cleared if they had included a subject to
make it into a clear equation). There was no
obvious logic to their other workings, but the
final expression written is 65/4.5 = 14.4444
which (expressed to 2 s.f.) is 14, so earned
second mark was given.

Examiners are expected to mark positively

and although the candidate has not set their
workings out sensibly the examiner has
assumed 65/4.5 and 14 to be the candidate’s
final decision.

Exemplar 9

FIRST CHECK THE ANSWER ON 4 ALLOW ECF from (a)

ANSWER LINE
b If answer = 117000 (or 116000) (J) award
4 marks
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

E=Pxt✓ (A1.2) E = Q x V or I x t x V

Unit conversion 30 minutes = 1800 seconds

✓ (A1.2)

E = 65 x 1800 ✓ (A2.1) E = 0.28 x 1800 x 230

ALLOW ECF for incorrect time
conversion
E = 117000 (J) ✓ (A2.1) ALLOW three marks for 1950 (J)

E = 116000 (J) ✓

Examiner’s Comments

This calculation, the last on the paper,

required recall of the energy/power/time
relationship and conversion of minutes to
seconds, resulting in a large value answer.
One candidate did calculate 117000 J
correctly and then wrote ‘Wrong!’ next to it:
However, the examiner ignored this
comment and the candidate was credited
with full marks for the question.

Total 8

ALLOW numerical values from graph, e.g. at

15 (m/s), td = 10m but at 30 (m/s) td =
20(m).

ALLOW numerical values from graph, e.g. at

15 (m/s), td = 10 (m) but at 30 (m/s) td =
2×10 = 20 (m) for 2 marks

Examiner’s Comments

Most candidates stated that the thinking

As speed increases, (thinking) distance distance increased with increasing speed.
increases / ORA ✓
Few candidates stated that the thinking
2 (AO distance was directly proportional to the
BUT
14 3.1a) (AO speed.
(thinking) distance is (directly) proportional
3.2b)
to speed / as speed doubles, (thinking) The question does indicate that candidates
distance doubles / linear relationship should use data from the graph. In this case,
through the origin ✓
candidates could easily see that the thinking
distance line is a straight line through the
origin. Alternatively, they could have read the
thinking distance at a speed of 15 m / s and
30 m / s to see that the thinking distances
are 10 m and 20 m. This means that as the
speed doubles the thinking distance doubles.

AfL
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

Understand how to test from a graph

whether two quantities are directly
proportional.

1. Take a quantity on the x-axis and double it

and read off the y-axis values and see
whether they double as well

2. See whether there is a straight line

through the origin.

Total 2

Correct symbol for a voltmeter ✓ 2

15 a i (AO1.1)
Voltmeter is in parallel with the lamp ✓ (AO2.2) ALLOW voltmeter in parallel with lamp and
ammeter

Mistake: Units for current are missing ✓

4
Correction: Add A/amps/amperes/mA (for
(AO3.2a)
the unit) ✓
(AO3.2b)
ii
Mistake: Current is not recorded to correct
(AO3.2a) ALLOW Current at 1.0 V is recorded to 4
number of decimal places / 1d.p.
significant figures
Correction: Current should be recorded to 1
(AO3.2b) ALLOW current should be recorded to 2 sig
d.p./1.0A ✓
figs

ALLOW 1.3 (Ω) ✓✓✓

FIRST CHECK THE ANSWER ON 3
ANSWER LINE
If answer = 1.25 (Ω) award 3 marks (ALLOW R) = V ÷ I
Rearrange to give resistance = potential (AO1.2)
iii
difference ÷ current ✓ Choice of V, I for wrong data point loses this
4(.0) ÷ 3.2 ✓ (AO2.1) mark but can get mp1 for equation and mp3
for evaluation ecf.
= 1.25 (Ω) ✓ (AO2.1) Mp3 may depend on units chosen for current
in (ii).

Point 1,1 correctly plotted within ½ small

2
square ✓
b i (AO2.2 x Should be within 1 small square of each
2) point.
Suitable curved line of best-fit drawn ✓
May not be extrapolated to (0,0,)

IGNORE it is a straight line

Current increases as potential difference
2
increases/AW ✓
(AO3.1a)
ii ALLOW (they are) not proportional / not
Rate of increase reduces/current increases linear
(AO3.1a)
more slowly with potential difference/AW ✓ ALLOW resistance increases as current
goes up/filament gets hotter
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

Change lamp for a (fixed) resistor ✓

2
iii (AO1.2 x
Measure current for different potential
2)
differences/AW ✓ ALLOW repeat the experiment

Straight line (through the origin)/ current is

(directly) proportional to voltage ✓ 2
iv (AO1.2 x
Resistance is constant./not changing/ 2)
fixed✓ ALLOW obeys Ohm’s Law

Total 17

Please refer to the marking instructions on

page 4 of this mark scheme for guidance on
how to mark this question.

Level 3 (5–6 marks)

Circuit A identified as a parallel circuit and
having the brightest lamps AO1.2 Demonstrate knowledge and
AND understanding of series and parallel
Detailed explanation of why A has the circuits
brightest lamps For example:
AND
Identification of control variables • circuit A is parallel
There is a well-developed line of reasoning • circuit B is series
which is clear and logically structured. The • both circuits have one cell
information presented is relevant and
substantiated. AO2.2 Apply knowledge and
understanding of series and parallel
Level 2 (3–4 marks) circuits
6
Circuit A identified as a parallel circuit and For example:
(AO1.2 x
having the brightest lamps
2)
AND • resistance is lower in circuit A /
(AO2.2 x
An explanation of why A has the brightest ORA
16 2)
lamps • more current flows in circuit A /
(AO3.2b x
OR ORA
1)
Identification of control variables
(AO3.3a x
There is a line of reasoning presented with AO3.2b Analyse information and ideas to
1)
some structure. The information presented draw conclusions
is relevant and supported by some For example:
evidence.
• lamps in circuit A are brighter / ORA
Level 1 (1–2 marks)
Circuit A identified as having the brightest AO3.3a Analyse information to develop
lamps. experimental procedure by identifying
OR control variables
Identification that circuit A is in parallel.
OR • same (number of) lamps
Identification of control variables • same (number of) cells
There is an attempt at a logical structure
with a line of reasoning. The information is
in the most part relevant.

0 marks
No response or no response worthy of
credit.
3.2 Simple Circuits (F) PhysicsAndMathsTutor.com

•
Total 6

FIRST CHECK THE ANSWER ON 3

ANSWER LINE
If answer = 5(.00) (C) award 3 marks

(Rearrange equation) Charge = energy (AO1.2)

17
transferred / potential difference ✓

(charge =) 200 / 40 ✓ (AO2.1)

= 5 (C) ✓ (AO2.1)

Total 3