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 don’t 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
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Marks |
Evidence Required |
What you must do |
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2 marks: The candidate can: Suggest an appropriate experimental plan with some relevant procedures |
a. An outline plane or testable hypothesis |
Write a plan. Include what you think is going to happen. |
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b. A sketch or partial diagram of the practical set up |
Include a proper diagram and you will more than satisfy this point. |
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c. Consideration of safety aspects of the plan. |
Mention how you are going to ensure that you are going to work safely. |
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d. A list of some appropriate apparatus. |
Include a full list of apparatus and you will more than satisfy this point. |
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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 |
a. A detailed plan or testable hypothesis |
Put down everything you are going to do. |
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b. Identification of an appropriate variable |
State what quantity you are going to change. |
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c. A labelled diagram of the full practical set-up or a full circuit diagram. |
A detailed and high quality diagram will satisfy this point. |
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d. A comprehensive list of apparatus |
Write a list of all the apparatus you use |
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6 marks: The candidate can: Design a plan for the investigation to be solved, outlining appropriate experimental procedures in a sensible sequence |
a. Identification of a variable to be kept constant |
State what you are going to keep the same |
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b. Number and range of readings to be taken. |
You must take at least 5 readings, preferably more, and state the lowest value and the highest value |
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c. Logical sequence of readings to be taken |
Do the readings in order. |
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d. Full Instrument ranges and apparatus specification. |
State the ranges, e.g. Voltmeter 0 – 10 V, ammeter 0 – 50 mA. Dimensions should be included where appropriate. |
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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 |
a. At least one reason for the procedure based on knowledge and understanding |
State why you planned the experiment the way you did, using the Physics you know. State how your plan will give accurate results |
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b. Justify design based on supporting theory. |
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. |
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c. Aspects of the plan based on reasoned predictions (A2 only) |
Predict what you think the results will be, supporting it with a calculation. State how it affects your plan. |
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d. Use of relevant information from secondary sources or preliminary work (A2 only) |
Do a preliminary experiment to show how the experiment should work, and explain how this helped you in your planning. |
Skill B – Implementing
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Marks |
Evidence Required |
What you must do |
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2 marks: The candidate can: make and record measurements with some units given correctly |
a. Demonstrate safe and correct use of some equipment. |
Do as it says! |
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b. Some appropriate readings or observations made. |
Take some results. |
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c. Some appropriate readings and observations recorded |
And write them down. |
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d. Two or more correct units used. |
Be a good chap and make sure you include headings with units in your tables. |
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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 |
a. All equipment used safely and correctly. |
Goes without saying |
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b. Majority of readings accurate and appropriately recorded. |
Results in a neat table with headings and units, please. |
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c. Sufficient readings taken, including repeat readings where appropriate. |
Take at least 5 readings. Also consider what the readings at 0 will be. Always take repeat readings. |
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d. All units correct (except occasional omissions) |
Write all your units as a matter of course, with no units left out! |
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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. |
a. Readings given to an appropriate number of significant figures. |
No more than 3 s.f. It may well be less. |
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b. Readings taken with suitable precision |
Try to be as accurate as you can, |
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c. Clear, organised, and accurate presentation of results and observations. |
Neat, orderly table, boxed in, with headings, units, numbers presented in a logical order. |
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d. Identification of significant sources of error. |
State what the uncertainties are and estimate by how much |
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8 marks: The candidate can: Meet the above criteria AND…
Discuss appropriate ways to minimise experimental error, and where possible implement these |
a. Description of action proposed to minimise errors. |
State what you think the errors will be, e.g. timing, and how you will reduce the errors. |
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b. Implement the plan to reduce error where possible. (A2 only) |
For example take repeat readings. State that you have done this. |
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c. Checks of readings or observations which appear to be inconsistent or suspect. (A2 only) |
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. |
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d. Calculate mean values of repeat readings. |
Take averages. |
Skill C – Analysing Evidence and Drawing Conclusions
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Marks |
Evidence Required |
What you must do |
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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 |
a. Record of the major aspects of the investigation including observations and raw data. |
Write up your experiment |
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b. Demonstration of the use of equations and/or calculations. |
Include calculations in your report. |
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c. Tabulated processed data and/or organised observations. |
Neat table of results. |
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d. Some awareness if how to analyse data or observations |
Include a graph and you will more than satisfy this point. |
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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 |
a. Data and/or observations processed and organised in a logical sequence |
Arrange your data from lowest to highest |
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b. Data presented in tables with correct headings and units |
Neat table of results, with headings and units. |
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c. Appropriate graph drawn with correct headings and labelled axes. |
Label your axes with quantities and units. Use sensible scales. Put an appropriate title on your graph. |
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d. Accurate plotting of points on a graph. |
Plot your points accurately with crosses. |
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6 marks: The candidate can:
Interpret processed data by finding the gradient or intercept and reach a valid conclusion consistent with the data obtained. |
a. Line of best fit or best curve drawn |
Do a line of best fit, or smooth curve. |
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b. Large Dx and Dy shown |
Show a rise/run of at least 10 cm. |
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c. Correct values read and recorded from the graph. |
Show that you have done this. |
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d. Dy/Dx calculated or intercept read or formula manipulation |
Show your gradient calculation and give the units where appropriate. Show how the gradient links to a formula. |
Criteria for 8 marks are shown here
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8 marks: The candidate can:
Analyse or interpret the results and explain how these support or contradict the original prediction or expectation (where one has been made) and/or explain clearly and succinctly the results in the light of established knowledge and theory, drawing a reasoned conclusion about the whole investigation.
[Only an exam board can come up with a sentence like this.] |
a. Statement of established theory or knowledge relating to the investigation |
State the relevant Physics you know and how it links in with what you have done. |
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b. Reasoned conclusion about the outcome of the investigation. |
State what you have learned and link it in with the Physics theory. |
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c. The final numerical value, relationship with correct significant figures and units |
State your final answer to no more than 3 significant figures and include the units. |
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d. Explanation of how the results support or contradict the original prediction or expected outcome and established theory or knowledge. (A2 only) |
Explain how your results fit in with the theory or your prediction |
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Marks |
Evidence Required |
What you must do |
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2 marks: The candidate can: Identify some possible sources of error and anomalies in the experimental evidence and data |
a. Possible sources of error |
Write down what you think the sources of uncertainty are. |
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b. Observations about discrepancies or anomalies in the experimental data |
There will always be at least one result that does not fit the pattern. Draw attention to that. |
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c. Variation in repeat readings or observations indicating an uncertainty. |
Describe how your repeat readings varied from each other. |
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d. Comment on discrepancies between expected results or outcomes and the experimental evidence. |
Compare your result with the expected result (e.g. g = 9.35 m/s2 compared to accepted value of 9.81 m/s2) |
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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. |
a. Identification of the most significant measurements. |
State which of the measurements you are making has the most uncertainty. (Remember that errors double if you square the quantity.) |
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b. Estimate of the error and uncertainty in all measurements based on experimental data or evidence. |
Quantify the uncertainty in each measurements. The errors add up. State the total error as a percentage. |
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c. Comment on the suitability of the techniques used. |
Discuss whether you used the best method to obtain your measurements |
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d. Comment on the reliability of the conclusions drawn. |
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 won’t be. |
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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.
[Don’t you just love it!] |
a. Identification of possible sources of systematic error in addition to identified random error. |
Systematic uncertainty is that in the equipment itself, e.g. a voltmeter might be reading 0.1 volt out. |
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b. Critical analysis of techniques used and suggestions for improvement in the experimental plan or techniques to minimise errors (A2 only) |
Discuss in detail how you would improve your experiment. Explain how your improvements would yield more reliable data. |
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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) |
Show your final answer or conclusion as being with in a range of values, for example r = 47 × 10-8 Wm ± 15 × 10-8 Wm. Discuss how reliable your techniques were in reaching this answer. |
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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 |
Discuss what more work you could do to make your conclusion more reliable. Must be more that “I’ll take more readings.” |
What You Must NOT Do
The Board takes a dim view of unfair practice, and expects centres to report such practice at once. It will disqualify any candidates found at fault from at least that subject, if not all subjects. It can bar a student from sitting any examination for any of the GCE examining boards.
So don’t.
Click HERE for a Proforma which you may find helpful. It is in Word form, and you can save it as a Word document.