Qualification

Accredited

AS and A LEVEL
Exemplar Candidate Work

PHYSICS A
PHYSICS B (ADVANCING PHYSICS)
H156/H556 and H157/H557
For first teaching in 2015

Exemplar learner
responses to level of
response questions
Version 2

www.ocr.org.uk/physics
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Contents
Introduction 3

Question 1 – H157/02 Question 4(d) - imaging 4

Question 2 – H157/02 Question 5(d) - materials 8

Question 3 – H157/02 Question 6(f) - internal resistance 12

Question 4 – H156/02 Question 7(a) - Planck constant 16

Question 5 – H556/01 Question 18(a) - materials 21

Question 6 – H556/01 Question 23 (c) - The Big Bang 25

Question 7 – H556/02 Question 17 (c) potential divider 30

Question 8 – H556/03 Question 5(a) - induced e.m.f 35

Question 9 – H557/01 Question 38(b) - radioactive decay 40

Question 10 – H557/02 Question 5(c) - oscillations 44

Question 11 – H557/03 Question 3(a) - induced e.m.f. 48

Question 12 - H557/03 Question 4(a)(iii) - capacitor discharge 52

2 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Introduction - General Commentary

Level of Response (LoR) questions have been used in OCR When assessing a learner’s response, the following
GCSE Physics examinations since 2011, and will be used process is used (taken from the Marking Instructions for
in the reformed OCR GCE Physics examinations from 2016 the H156/556 and H157/557 Sample Assessments):
onwards. This resource has been designed to aid teachers
and learners in preparing for this style of question in their For answers marked by levels of response:
examinations. • Read through the whole answer from start to finish.
LoR questions allow learners to be credited for both: • Decide the level that best fits the answer – match the
quality of the answer to the closest level descriptor.
• their scientific knowledge, understanding and ability
to apply these to familiar and unfamiliar situations, and To select a mark within the level, consider the following:
• their ability to communicate in a clear, coherent and • Higher mark: A good match to main point, including
logical manner. communication statement (in italics), award the
higher mark in the level
Mark schemes for LoR questions therefore detail both
the ‘science content’ and the ‘communication’ aspects of • Lower mark: Some aspects of level matches but
expected answers. key omissions in main point or communication
statement (in italics), award lower mark in the level.
LoR questions are indicated in question papers with an
asterisk (*) after the question number. These questions When answering LoR questions, learners might find these
can generally be answered in many possible and equally tips useful:
credit-worthy ways, and therefore give learners a flexible • Read the question carefully to make sure your answer
opportunity to demonstrate their skills. As such, the will address the question asked - underlining/circling
indicative scientific points that are included in mark keywords and phrases can be helpful.
schemes are neither exhaustive nor a list of all of the
scientific points that have to be included in an answer to • Does the question include any information/data to
gain a particular mark. Indeed, the mark schemes that are use in your answer?
used to assess candidates’ responses in live examinations • Think about the knowledge of Physics required and
are finalised only after examiners have looked at and the understanding that needs to be used to answer
discussed candidates’ responses. This is a key aspect the question – making brief notes can be helpful.
of ensuring that all candidates are awarded marks and
their final grades in a fair and credit-worthy manner. • Make your answer as logical and coherent as
The commentary included within this resource should possible, thinking about the order in which you
therefore be seen within this context. present your points. Diagrams and/or bullet points
can be used if they help to communicate your
Further senior examiner commentary and guidance answer(s) clearly.
on answering all styles of questions is made available
The number of dotted lines given in examination papers
in Examiner’s Reports (via www.ocr.org.uk) and in CPD
for the answers is indicative of the length of answer
materials (available securely to teachers via www.cpdhub.
expected for the question. Learners can use the extra
ocr.org.uk) published following each series of examinations.
space provided within a paper if necessary. They should,
For this resource, learner responses to twelve LoR questions however, be cautious about writing very long answers,
have been marked and commented on by experienced as this can increase the possibility of contradicting
teachers and examiners. They are taken from the sample themselves and can reduce the clarity and coherence of
assessment papers available on http://www.ocr.org. their answers.
uk/qualifications/as-a-level-gce-physics-a-h156-h556-
Please note that the level 1 descriptor in the mark
from-2015/ and http://www.ocr.org.uk/qualifications/
schemes will be amended from June 2017 onwards to
as-a-level-gce-physics-b-advancing-physics-h157-h557-
say “there is an attempt at a logical structure with a line of
from-2015/.
reasoning. The information is in the most part relevant.”
For each question, three responses have been selected,
exemplifying Level 3, Level 2, and Level 1. Commentary
is provided on why the Level was selected and the mark
awarded within the Level.

3 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question 1 – H157/02 Question 4(d)

AS Level Physics B Physics in depth
8

Whenthe
When interference
interferencepatterns
patternswere
were first observedininthe
first observed thenineteenth
nineteenthcentury
century they
they werewere interpreted
interpreted as evidence
as evidence for the
wave picture of light. Early in the twentieth century, Albert Einstein showed that light interacts
for the wave picture of light. Early in the twentieth century, Albert Einstein showed that light interacts as as small quanta of energy,
photons. This idea is supported by the images such as Fig. 4.6. This shows an image of a
small quanta of energy, photons. This idea is supported by images such as Fig. 4.6. This shows an imagegirl’s face gradually building
up
ofasa more
girl’slight
facefalls on the photographic
gradually building up asfilm. Image
more light(1)falls
is theonleast
the exposed and (6)film.
photographic is theImage
most. In(1)the
is early stages of
the least
building up an image the pattern is quite random.
exposed and (6) the most. In the early stages of building up an image the pattern is quite random.

1 2 3

Photonscan
Photons can
probability
by
bebe modelled
modelled
is found
using phasors
as small
as small
by using
to continue
4

quanta
quanta
the phasors
of energy
of energy
to and
amplitude combine
that have
phasethe
5

that have
EN
Fig. 4.6

a probability
a probability
amplitude
for all
6

ofatarrival
of arrival
and phase
possible paths to that
atThis
a point.
forpoint.
a point. This is found
probability
all possible paths to that
point.
IM
(d)* Describe how this phasor model can explain the gradual build-up of images such as Fig. 4.6 and also explain two-
(d)* slitDescribe
interference.
howInthis
yourphasor
description
modelyou
canshould alsothe
explain explain whybuild-up
gradual a wave model cannot
of images explain
such the effect
as Fig. 4.6 andshown in
Figalso
4.6 explain
and whytwo-slit
a simpleinterference.
particle modelIncannot explain interference
your description effects.
description you should also explain why a wave model
cannot explain the effect shown in Fig 4.6 and why a simple particle model cannot explain
interference effects.
EC

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………
SP

…………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………………………………… [6]

……………………………………………………………………………………………………[6]

4 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

4 (d)* Level 3 (5–6 marks) 6 Indicative scientific points may include:
Marshals argument in a clear manner linking the problems of Limitations of wave model:
wave model or simple particle model with two pieces of evidence
(interference pattern and developing picture). Recognises the crucial • Image will always be the same variation of intensity as the final
nature of the probalistic interpretation in explaining both pieces of image.
evidence with the phasor model. • The image will never show the random nature of the low exposures
shown in the figure.
There is a well-developed line of reasoning and the method is clear and
logically structured. The information presented is relevant and substantiated. Limitations of particle model:
• Interference pattern requires a superposition
Level 2 (3–4 marks) • (classical) particles cannot superpose
Considers at least two aspects of the argument. Includes some • No interference pattern would be observed if (classical) particles
understanding of the role of probability. passed through the slits.

There is a line of reasoning presented with some structure. The information Phasor model:
presented is in the most-part relevant and supported by some evidence. • Interference pattern can be explained by adding phasors from the
two slits
Level 1 (1–2 marks) • Recap of phasor explanation of interference pattern using ideas from
Makes at least two independent points that are relevant to the earlier in the question
argument. Structuring of the answer may be poor. • This gives a probability of arrival, not a (simple) wave amplitude
• Because the resultant amplitude gives a probability of arrival it
The information is basic and communicated in an unstructured way. The explains the random nature of the early exposures.
information is supported by limited evidence and the relationship to the
evidence may not be clear.

0 marks
No response or no response worthy of credit.

5 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, 6 marks

The phasor model considers each path taken by the photons and works out a probability of arrival at a specific point by
adding all the phasors and working out the ‘resultant’ an ‘amplitude’. If the amplitude is small (phasors curl up) there is a
small (nearer to zero) probability of arrival. If the phasors line up there is a greater probability of arrival.

The grainy picture gets smoother over time as more photons arrive, some paths will have a higher probability than
others, hence the grainy image at the start. If you tried to use the wave model to explain this you would expect the initial
image to be a fainter and smoother version of the end image as seen in 6. This is not what we see.

With the double slit experiment we observe a fringe pattern (bright and dark regions), with areas of high probability
of arrival (bright) and low probability of arrival (dark). For this to happen superposition needs to take place which is
explained with the wave model, but cannot be explained through the particle behaviour model.

Commentary What the candidate did well

This is a higher band answer, with clear arguments that link The candidate outlines the idea of phasors and their probabilistic
problems of both models with the observations. The phasor nature, and the problems associated with both the wave model
model is used well. and particle model in explaining the two-slit experiment and the
developing picture.

Candidate response 2. Level 2, 3 marks

The idea of phasors and quanta explains why the picture is grainy, as the photons arrive randomly based on their
probability of arrival.

The wave model would mean that over time the exposure would become clearer as the brightness would increase in a
uniform way, which is not what we see from the images in figure 4.6.

The particle model cannot explain interference as for interference to happen you have to have superposition and I don’t
think particles can superimpose.

Commentary What the candidate did well

The candidate omits the explanation of two slit interference, The candidate presents problems with each model in explaining
and discusses the idea of superposition incompletely, with no the observations.
reference to phasors. The ideas on photons are lifted directly
from the question, and shows limited understanding of the role How the answer could be improved
of probability in both observations. As a result this is a lower Level
The candidate could use the phasor model, as outlined in the
two answer.
question, to explain the observations for both the images seen
and interference.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 3. Level 1, 1 mark

Two-slit interference results in an interference pattern as light passes through two slits. The waves that pass through the
slits interfere giving destructive (0, dark area) and constructive interference (1, a bright area). Measurements from the
pattern can be used to find the wavelength of the light. Particles can’t interfere so you can’t explain the pattern seen this
way. Phasors can be used to explain this, and the pixely image

Commentary What the candidate did well

The candidate describes the wave model explanation of The candidate addresses the observations from the two-slit
interference, albeit incompletely, and suggests a limitation in the interference partially.
particle model. This is a lower band answer as the candidate fails
to make relevant points about the image and explain this using How the answer could be improved
the phasor model.
The candidate should ensure they address the question asked.
Using idea about phasors and both the wave and the particle
model in the different situations would also improve this answer
further.

7 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question 2 – H157/02 Question 5(d)

AS Level Physics B Physics in depth

(c)* Fig.5.2 shows a stress-strain graph of the same material, obtained from a tensile testing machine.

(i) Mark with an X the point on the graph in Fig. 5.2 where plastic deformation begins. [1]

(ii) State the feature of the graph that represents the stiffness of the material and describe how the stiffness varies
between a strain of 0.2% and 0.5%.

(d)* Steel is an alloy. Its main constituent is iron. Using ideas about dislocations and metallic structure explain why the
steel first shows the elastic behaviour (up to point X) and then shows plastic behaviour (beyond point X). Elaine
how the presence of atoms other than iron makes the resulting metal harder and less plastic than pure iron.

[6]

8 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

5 (d)* Level 3 (5–6 marks) 6 Indicative scientific points may include:
Marshals argument in a clear manner giving clear reasoning at all points. Each part
Elastic behaviour
of the question fully covered and the connection made between elastic behaviour,
• metal described as positive ions in a sea (AW) of free
plastic behaviour and allowing in microscopic terms.
electrons
• interatomic (interionic) spacing increasing as metal is put
There is a well-developed line of reasoning and the method is clear and logically
under tension
structured. The information presented is relevant and substantiated.
• this increase in spacing is uniform (parallel to tension)
• when tensile force removed atomic separation returns to
Level 2 (3–4 marks)
initial values
Considers at least two aspects of the argument. May not link the aspects together.
• no energy lost in stretching and relaxing elasticity.
Shows understanding of the basic model of a metal.
Plastic behaviour
There is a line of reasoning presented with some structure. The information presented is in
• planes of atoms slide (AW) over one another
the most-part relevant and supported by some evidence.
• dislocations allow plastic behaviour to occur at a lower
stress
Level 1 (1–2 marks)
• dislocation allow bonds to be broken one bond at a time.
Makes at least two independent points that are relevant to the argument.
Structuring of the answer may be poor.
Effect of Alloying
• foreign/guest atoms pin down dislocations
The information is basic and communicated in an unstructured way. The information is
• this makes slip less likely/ planes move over shorter
supported by limited evidence and the relationship to the evidence may not be clear.
distances.
0 marks
No response or no response worthy of credit.

Total 14

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, 5 marks

As a metal, iron has a rather crystalline structure made up of iron atoms held together by metallic bonds. As a result
iron alone, with the presence of dislocations, is malleable. Steel however, an alloy which main constituent is iron, will be
more stiff than iron as the dislocations have been pinned, so the layers of atoms are less likely to slip. Steel shows elastic
behaviour up until point X, meaning that the atom spacing is able to extend with a force and then go back to its original
length once the steel is removed. This is because, due to metallic bonding the positive ions are surrounded by a sea of
free electrons, and so once the force is removed they return to their original position. If you apply too much force to the
steel (beyond X), then the layers of atoms will move over each other and in a pure metal the dislocations let sections of
the layer of atoms (or individual atoms) to move, so with an alloy where the dislocations are pinned, the movement of
layers is less likely and so steel is less plastic than iron.

Commentary How the answer could be improved

The candidate addresses the difference between iron and steel The candidate repeats themselves, and with better planning
and mentions dislocations appropriately. Both elastic and plastic could have formed a more succinct answer, for example, the
behaviour in microscopic terms are addressed well. mentioning metallic bonding and then describing it later on
could have been brought together.
What the candidate did well
The candidate describes and explains how the bonding allows
for both elastic and plastic behaviour. Although the dislocation
terminology is inconsistent, the ideas are correct.

Candidate response 2. Level 2, 3 marks

In the steel there are layers of iron with atoms of carbon pinning the dislocations, stopping them from moving when a
force is applied. If the dislocations were not pinned in place, the layers could slide over one another more easily, this is
why steel is harder and less plastic. Up to point X, the atoms can only move so far, however past this point the atoms can
slide past each other.

Commentary What the candidate did well

Some key ideas communicated effectively, but the description Plastic behaviour in steel is explained effectively with reference to
of basic metallic structure is omitted, and does not allow the dislocations and their pinning.
candidate to access the higher levels. The points made are
relevant to the argument, but lack detail. The candidate appears How the answer could be improved
to have an understanding of the basic structure of a metal and
The candidate has answered the question with reference to
an alloy, even if they have not communicated this as well as they
dislocations only, without explaining what they are, and has
could have. For this reason, they are awarded three out of six, but
not considered the bonding. In their answer the idea of elastic
could not be higher..
behaviour of iron is inferred and mentioned briefly, but not
explicitly. Discussion on plastic behaviour is basic and could be
explained further, highlighting the difference between iron and
steel.

10 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 3. Level 1, 1 mark

As the metal is stretched, more and more dislocations within the metal are created, when it gets up to certain point, the
metal can’t be put back to its original shape. This is what we call plastic deformation. After this, it changes much slower.
When there is another atom within the metal it creates a block in the dislocation hole and makes the material harder as
atoms can’t move as far.

Commentary How the answer could be improved

The candidate does not describe the structure of metals and what The candidate does not describe the difference between iron
a dislocation is, or how it affects the properties of the material. The and its alloy steel, but appears to assume that this is understood.
idea of a limit is there, but is incorrectly explained. This is a very Elastic and plastic behaviour could be explained and then the
low level answer, and although two relevant points are made, key impact of pinning dislocations highlighted.
terminology is not used well.

What the candidate did well

The idea of pinning a dislocation is implied, even if it is not
explained.

11 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question 3 – H157/02 Question 6(f)

AS Level Physics B Physics in depth

SECTION C

Answer all the questions

6 This question is about an experiment performed in AS physics to determine the internal resistance of a battery (two
cells combined in series). The experiment can be set up as shown in Fig. 6.1.

EN
IM
Measurements of p.d. V and current l for a range of values of resistors R are taken in order to determine a value for
the combined internal resistance of the cells.

(f)* A student suggests three possible variations to extend the experiment.

1) Adding a switch into the circuit so that the circuit can be disconnected between readings.
EC

2) Adding another cell.

3) Reversing one of the cells.

Discuss the effect that each of these three suggested changes would have on the accuracy of the experiment, the
uncertainty of measurement and the data collected.
SP

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

6 (f)* Level 3 (5–6 marks) 6 Indicative scientific points may include:
Constructs argument in a clear manner giving clear reasoning at all points. Each part
Adding switch
of the question fully covered and the connection made with data on the graph.
• Idea of reducing heating effect
• No energy lost/draining of the battery/cells.
There is a well-developed line of reasoning which is clear and logically structured. The
• Improved reliability
information presented is relevant and substantiated.
Adding another cell
Level 2 (3–4 marks)
• Increase in pd -> increase in current
Covers at least two aspects of the argument. May not link the aspects together.
• Change to the overall resistance
Shows understanding of the effect on uncertainties.
• % uncertainty in current reading reduces
• Graph would have a steeper gradient and higher
There is a line of reasoning presented with some structure. The information presented is in
intercept
the most-part relevant and supported by some evidence.
Reversing the cell
Level 1 (1–2 marks)
• Reduces the pd -> reduces the current flow
Makes at least two independent points that are relevant to the argument.
• % uncertainty would increase.
Structuring of the answer may be poor.
• Overall internal resistance would be the same
• Would produce a lower intercept but same gradient.
The information is basic and communicated in an unstructured way. The information is
supported by limited evidence and the relationship to the evidence may not be clear.

0 marks
No response or no response worthy of credit.

13 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, 5 marks

By putting a switch in, there is less risk of getting electrocuted, which is good. It will also mean that the battery will take
longer to run out, so you may be able to get some good repeat results. Adding another cell means the circuit will have
a lot more voltage running through it which should mean that you can get a larger spread of data. A higher potential
difference will also mean that there is a higher current, which should reduce the % uncertainty in the current readings,
and on the graph would give a bigger y-intercept, but also a larger value for r (gradient) Reversing one of the cells
will result in no potential difference so no current will flow, unless the original set up held, and the added cell (variant
2) is added in reverse, in which case it will have the opposite effect to the addition of the cell discussed above; the %
uncertainty in current measurements will increase as less potential difference and hence a lower current flows.

Commentary What the candidate did well

The candidate discusses each of the variations and supports The candidate recognises and discusses the variations
with reference to the data represented on the graph. Most of the methodically, suggesting how these changes impact the %
information given is well reasoned and relevant. This is a good uncertainty and relates these to the graphical plots clearly.
response, but the final mark was not awarded as the candidate
failed to consider the accuracy of the data collected fully. How the answer could be improved
Some irrelevant details included. Candidate does not discuss the
idea of accuracy fully. Overall this was a higher band response,
which addressed the main concepts well in an organised manner.

Candidate response 2. Level 2, 3 marks

These 3 changes will impact the data collected.
1. Adding a switch will mean you can turn off the current, which will reduce the heat, allowing it to cool down
between readings, and so increase the accuracy, and will mean that the cells will not drain too quickly, so the data
should be more reliable as you could take repeats. The switch would also have its own resistance which may cause
problems.
2. Adding another cell would reduce the uncertainty and increase the accuracy, because of the increase the voltage.
On the graph it would scale up.
3. Switching the cell around means that the two cells are in opposite polarity so no current will flow, meaning no
results will be able to be taken.

Commentary What the candidate did well

The candidate considers the three variations to the experiment, The candidate considers the changes and the impact of these on
and the points made are generally relevant, and well structured, the quality of the data collected. An incomplete attempt is made
with a few distracting features. Two aspects of the argument are to discuss the effect on data in the graph.
covered with correct statements with reference to quality of data.
Some of the statements are vague and lack clarity and hence the How the answer could be improved
three rather than the four marks awarded.
The candidate could have referred to the changes to the
experimental data in more detail and how the graph changes as a
result. Explanations for the changes to uncertainty are unclear.

14 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 3. Level 1, 1 mark

1. The battery would get less flat
2. This would add more voltage, meaning that you have less relative uncertainty
3. This would stop it working – why would you do this?
In conclusion, 2 is a pretty good idea, but I wouldn’t recommend the others.

Commentary What the candidate did well

The candidates answer is brief, in statement form, and considers The candidate recognises the advantages of two of the variations,
the variations with the experiment, with a view to improving and suggests which may improve the experiment.
the data. There is no further discussion on the impact, better or
worse, on the accuracy, uncertainty or data collected. No attempt How the answer could be improved
is made to connect the variations with the graphical data. One
The candidate could have referred to the experimental data given
mark was given for making two independent relevant points, but
earlier in the question and discussed how this data could be
benefit of the doubt is given for the second variant as the student
effected by the variations suggested.
has failed to state which variable has ‘less relative uncertainty’,
this, and the lack of relationship with the graph, meant that the
second mark could not be awarded. Overall this was a weaker
lower band response, which failed to discuss the ideas presented
fully.

15 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question 4 – H156/02 Question 7(a)

AS Level Physics A Depth in Physics

7 (a)* The Planck constant h can be measured in an experiment using light-emitting diodes (LEDs).

Each LED used in the experiments emits monochromactic light. The wavelength λ of the emitted photons is
determined during the manufacturing process and is provided by the manufacturer.

When the p.d. across the LED reaches a specific minimum value Vmin the LED suddenly switches on emitting
photons of light of wavelength λ.

Vmin and λ are related by the energy equation eVmin = hc/λ.

Discuss how you could use the circuit of Fig. 7.1 to determine accurate values for Vmin and how data from the
table can be used graphically to determine a value for the Planck constant.

[6]

16 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

7 (a)* Level 3 (5–6 marks) B1 Experiment (E)
at least E3, 4 and 2 or 5 x6 1. Adjust the potential divider to low or zero voltage.
at least P1, 2 and 5 2. connect flying lead to one LED
3. increase voltage until LED just lights or strikes
This is a well-developed line of reasoning which is clear and logically structured. The 4. repeat several times and average to find Vmn
information presented is relevant and substantiated. 5. repeat for each LED
6. shield LED inside opaque tube to judge strike more
Level 2 (3–4 marks) accurately.
expect 3 points from £ and 2 points from P
or 2 points from E and 3 points from P Processing (P)
1. a graph of Vmn against 1/λ will be a straight line
There is a line of reasoning presented with some structure. The information presented is in 2. through the origin
the most-part relevant and supported by some evidence. 3. so need to calculate the values of 1/λ
4. then draw the line of best fit through origin
Level 1 (1–2 marks) 5. gradience G = Vmn λ = hc/e
at least 2 points from E and 1 point from P or vice versa. 6. hence h = eG/c

The information is basic and communicated in an unstructured way. The information is

supported by limited evidence and the relationship to the evidence may not be clear.

0 marks
No response or no response worthy of credit.

17 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, 6 marks

Commentary
This response shows a clear and logical line of reasoning. student should talk about adjusting the potential divider to zero
The answer is structured in terms of experimental design –> voltage and then increasing the voltage.
measurements –> processing of results, and it is clear how to
determine a value for the Planck constant using a graphical In the ‘Processing’ section (P), the student has gained P1 and P2
method. The response is clearly in level 3. (via the graph), P5 and P6. This is a high level 3 response.

In the ‘Experiment’ section (E), the student has made an attempt Overall, this response would just score the full 6 marks.
at E1 and E3 but does not fully explain the potential divider
arrangement. They have gained E2, E4, E5 and E6 so this is
definitely a level 3 response. However, to ensure full marks, the

18 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 2. Level 2, 4 marks

Commentary
There is some structure to the response and it has a line of In the ‘Experiment’ section (E), the student has included E2, E5 and
reasoning, but the links are not always clearly made. For example, an attempt at E3 (‘Vary the voltage until the light starts to show’).
‘This is the minimum voltage, threshold frequency’ is too vague a In the ‘Processing’ section (P), they have included P1, P2, P5 and
statement, and ‘The wavelength value is provided, so no need to P6.
calculate it’ misses the point that 1/λ does need to be calculated
Three points from E and at least 2 from P puts this answer in level
in order to be able to plot the graph. In order to reach the top
2. It is high in the level 2 band (4 marks), but does not quite reach
level, the student would need to add more experimental detail
level 3 because the student has not included E4. To improve the
and structure the first part of the answer more carefully.
answer, therefore, the student should mention repeating several
times and finding an average value for Vmin each time.

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AS and A Level Physics B (Advancing Physics)

Candidate 3. Level 1, 2 marks

Commentary
There is a clear line of reasoning in this response, since the answer This response does not quite reach level 2 as there is only one
is structured in terms of experimental design –> processing clear point from each of E and P. The student would have to
of results. However, there are some gaps in the reasoning (for develop E1, E3 and P1 further in order to gain the ‘3 points from
example, the diagram shows the flying lead connected to LED 4, E and 2 points from P’ needed for level 2.
whereas the answer says that LED 1 would begin to light).
Overall, this response is at the high end of level 1 and would
In the ‘Experiment’ section (E), the student has made an attempt gain 2 marks. To improve the answer, the student should add
at E1 and E3 but does not fully understand the potential divider more experimental and processing details, and describe how h
arrangement. They have fully gained E5. can be calculated from the gradient measurement.

In the ‘Processing’ section (P), they have made an attempt at P1

(‘the gradient of this graph’ implies a straight line graph) and
they have gained P5.

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AS and A Level Physics B (Advancing Physics)

Question 5 – H556/01 Question 18(a)

A Level Physics A Modelling Physics

18 (a)* A group of scientists have designed an alloy which is less dense than copper but may have similar mechanical
properties. A researcher is given the task to determine the Young modulus of this alloy in the form of a wire.

Write a plan of how the researcher could do this in a laboratory to obtain accurate results. Include the
equipment used and any safety precautions necessary.

Question Answer Marks Guidance

18 (a)* Level 3 (5–6 marks) B1 The complete plan consists of four parts:
All points E1, 2, 3 and 4 for equipment x6
Equipment used safely (E)
All points M1, 2, 3 and 4 for measurements
1. Wire fixed at one end with load added to wire
For calculations expect C1, C2, C3 and C4.
2. Suitable scale with suitable marker on wire
3. Micrometer screw-gauge or digital/vernier
This is a well-developed line of reasoning which is clear
callipers for measuring diameter of wire
and logically structured. The information presented is
4. Referencing to safety concerning wire
relevant and substantiated.
snapping
Level 2 (3–4 marks) Measurements (M)
Expect E1 and E2; E3 or E4 for equipment 1. Original length from fixed end to marker on
Expect M2 and two from M1, M3 M4 for wire
measurements 2. Diameter of wire
For calculations expect at least C3 and C4 3. Measure of load
Expect at least one point from reliability 4. New length of wire when load increased
Calculation of Young modulus (C)
There is a line of reasoning presented with some
1. Find extension (for each load) or strain (for
structure. The information presented is in the most-part
each load)
relevant and supported by some evidence.
2. Determine cross-sectional areas or stress
3. Plot graph of load-extension or graph of
Level 1 (1–2 marks)
stress-strain
Expect at least E1 and E2 for equipment
4. Young modulus = gradient x original length/
Expect at least two from measurements
area or Young modulus = gradient
Expect C5 for the calculation
5. Calculate Young modulus from single set of
No real ideas for obtaining reliable results
measurements of load, extension, area and
length.
The information is basic and communicated in an
unstructured way. The information is supported by Reliability of results (R)
limited evidence and the relationship to the evidence 1. Measure diameter in 3 or more places and
may not be clear. take average
2. Put on initial load to tension wire and take
0 marks up ‘slack’ before measuring original length
No response or no response worthy of credit. 3. Take measurements of extension while
unloading to check elastic limit has not
been exceeded.
4. Use log wire (to give measurable extension)
Scale or ruler parallel to wire

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AS and A Level Physics B (Advancing Physics)

Candidate 3. Level 3, 5 marks

Commentary
There is good structure to this response with the use of In the ‘Measurements’ section (M), they have made an attempt at
sub-headings (‘Equipment needed’, ‘Safety’, ‘Method’ and M1 (‘Measure the length of the wire using a ruler’) and they have
‘Calculations’). The reasoning is clear and well-developed and the included M2, M3 and M4. This is a low level 3 response.
student explains how to calculate the extension and the cross-
In the ‘Calculations’ section (C), they have included C1 – 4, which is
sectional area of the wire. The student uses a graphical method
a high level 3 response.
to determine the Young modulus and clearly explains how to
calculate this from the gradient. This response is clearly in level 3. In the ‘’Reliability of results’ section (R), they have included R1 and
R4, which is a low level 3 response. To improve their answer, more
In the ‘Equipment used safely’ section (E), the student has
points about reliability should be made.
included E1, E3 and E4 in their answer, which is only a level 2
response. To improve their answer, they must also include E2. Overall, although this response is in level 3, the student has not
performed well enough in the E and M sections to gain full marks.

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AS and A Level Physics B (Advancing Physics)

Candidate 2. Level 2, 3 marks

Commentary The student has performed well in the ‘Measurements’ section (M)
and has included all measurements M1 – 4, which is a high level 3
The student presents a clear line of reasoning with a good response.
structure. Everything the candidate says is relevant and they
give us some information (such as how to calculate the cross In the ‘Calculations’ section (C), the student’s calculation is limited
sectional area of the wire). However their answer is fairly short but does include C2 and C5, reaching a high level 1. In order
and basic and lacks the detail which characterises a level 3 to reach level 2, they should be using a graphical method to
response. For example, they have not used a graphical method determine the Young modulus.
to calculate the Young modulus. So this response would be
somewhere in level 2. In the ‘Reliability of results’ section (R), the student has made no
mention of how to obtain reliable results, which indicates a level 1
In the ‘Equipment used safely’ section (E), the student has response. They have mentioned measuring the ‘extension average’,
included E1, E3 and E4 but has not included E2. This would but this is not sufficient for R3.
qualify as a low level 2 response in terms of equipment. To gain
E2 and so improve their answer to the top level, they should Overall, since the student’s C and R sections are both only at level
include a ruler parallel to the wire in their list of equipment, and 1 and they have not used a graphical method to calculate E, their
add a suitable marker on the wire. answer is at the low end of level 2 and would gain 3 marks overall.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate 3. Level 1, 2 marks

Commentary
This answer has some structure but the information that it M4 (‘measure how far the point has extended from its original
provides is basic. The student informs us that we ‘can use the mass position’). This is again a low level 1 response.
to work out the force’ and that we ‘could work out the cross-
sectional area’, but they do not actually tell us how to do so. This In the ‘Calculations’ section (C), they have included C2 and C5,
answer is clearly in level 1. which is a high level 1 response. To improve his answer, they
should use a graphical method to calculate the Young modulus.
In the ‘Equipment used safely’ section (E), the student has
included E1 and E3 in his answer, which is a low level 1 response. In the ‘’Reliability of results’ section (R), they have included R4
To improve the answer, they must also include E2. (‘clamp a long piece of wire’), which is a low level 2 response.
However, since E, M and C are all in level 1, this answer can only
In the ‘Measurements’ section (M), they have included M1 and made gain 2 marks.
an attempt at M3 (‘you can work out the force applied’) and at

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AS and A Level Physics B (Advancing Physics)

Question 6 – H556/01 Question 23 (c)

23c * The Big Bang theory is an explanation for the start of the Universe.

Explain how the cosmic microwave background radiation supports the Big Bang theory for the start of the
Universe.Comment on the relevance of the data in Fig. 23.1 concerning the Big Bang theory.

Fig. 23.1 gives some data on the wavelength of a hydrogen spectral line for light received from the Andromeda
galaxy and the Virgo cluster of galaxies.

wavelength of hydrogen wavelength of hydrogen line

line from galaxy / nm on Earth / nm
Andromeda galaxy 485.6 486.1
Virgo cluster 489.8 486.1
Fig. 23.1

[6]

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

23 (c)* Level 3 (5–6 marks) B1 Big Bang Theory (T)
Expect T1 and T2 for the Big Bang Theory x6 1. Predicts that all galaxies will be receding.
Expect full discussion of red shift points R1, 2, 3 and 4 2. Galaxy velocity proportional to distance from Earth.
Expect at least B1 and B2 for the Blue Shift
Expect C1 and any three from C2, C3, C4, C5 for CMBR Red Shift (R)
1. Radiation from Virgo shows increase in wavelength or red
There is a well-developed line of reasoning which is clear and logically structured. The shift
information presented is relevant and substantiated. 2. Change in wavelength caused by motion of galaxy or
reference to Doppler Effect
Level 2 (3–4 marks) 3. Evidence that Virgo is receding from Earth.
Expect T1 and T2 for the Big Bang Theory 4. Support for Big Bang theory.
Expect R1 and R2; red shift identified but no explanation why it implies an
expanding Universe Blue Shift (B)
Expect B1 and B2; blue shift identified with no explanation of cause 1. Andromeda shows blue shift
Expect any three from C1, 2, 3, 4 and 5; CMBR evidence recalled but linked to the Big 2. Andromeda approaching Earth
Bang 3. Caused by gravitational attraction.

There is a line of reasoning presented with some structure. The information presented is in CMBR (C)
the most-part relevant and supported by some evidence. 1. Formed as gamma radiation at Big Bang
2. Galactic red shift to microwave wavelength
Level 1 (1–2 marks) 3. Intensity is uniform in all directions
Expect T1 or T2 for the Big Bang Theory 4. Corresponds to a temperature of 2.7K
Expect R1, R2 or B1, B2; red shift or blue shift identified but without explanation or 5. (Very small) ripples in intensity corresponding to
link to Big Bang Theory formation of first stars or galaxies.
Expect at least one from C1, 2, 3, 4 and 5; CMBR evidence recalled but not linked to
the Big Bang

The information is basic and communicated in an unstructured way. The

information is supported by limited evidence and the relationship to the evidence
may not be clear.

0 marks
No response or no response worthy of credit.

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AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, *marks

Commentary
This answer is easy to follow and it is logically structured (e.g. the
light from our neighbouring galaxy has been blue shifted (B1) as
it is moving towards us (B2), due to gravitational attraction (B3)).
It contains plenty of detail too. However, since the question asks
for comments on how the CMBR and the data support the Big
Bang theory, it would be an excellent idea to start the answer
with a description of what the Big Bang theory actually states
and predicts.

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AS and A Level Physics B (Advancing Physics)

Candidate response 2. Level 2, 3 marks

Commentary
This answer has some structure but the logic is faulty in places.
For example, it claims that the data shows good evidence for
the Big Bang, due to the fact that the velocity of a galaxy is
proportional to its distance from Earth. In fact, the data shows
no such thing. However, the description of the source of the
CMBR is relevant, and the candidate has appreciated that the
Andromeda Galaxy shows a blue shift whereas the Virgo cluster
shows a red shift.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 3. Level 1, *marks

Commentary
This answer is confused and lacks detail. For example, in the
CMBR section in the mark scheme, points C1, C3, C4 and C5
are all missing. The candidate claims that the data will prove
that the universe is expanding in all directions, and has not
noticed that the Andromeda Galaxy actually shows a blue shift.
However, the answer deserves to be placed in level 1 since the
candidate has some understanding of the conditions at the
time of the Big Bang and the effect of the expansion of space.

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AS and A Level Physics B (Advancing Physics)

Question 7 – H556/02 Question 17 (c )

Fig. 17.3 shows how the resistance of a thermistor varies with temperature.

Fig. 17.4 shows a potential divider circuit which uses this thermistor. The circuit is designed to monitor the changes in
the temperature of an oven in the range 200oC to 300oC.

The voltmeter has very high resistance and has a full scale deflection (f.s.d.) of 6.0 V.

Explain how the circuit works and use calculations to discuss a significant limitation of this design.

[6]

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AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

17 (c)* Level 3 (5–6 marks) B1 Explanation (E)
Explanation is complete with E1, 2 and 3 x6 1. Total resistance decreases as temperature increases
For calculation expect C3 (allow reverse argument)
At least two limitations mentioned. 2. Current in circuit increases as temperature increases or
p.d. is in the ratio of the resistance values
There is a well-developed line of reasoning which is clear and logically structured. The 3. Therefore, the p.d. across resistor increases or p.d. across
information presented is relevant and substantiated. thermistor decreases.

Level 2 (3–4 marks) Calculations (C)

Expect two points from E1, 2 and 3 1. I = V/R used to show current increases as temperature
Expect either C1 or C2 for the calculations increases
Expect at least one limitation 2. Potential divider equation (or I = V/R and R = R1 + R2)
Limitation identified but calculations are inappropriate. used to calculate the voltmeter reading at either 200oC
or 300oC
There is a line of reasoning presented with some structure. The information presented is in • V300 = 6.0 × 25/(25+500) = 0.29 V
the most-part relevant and supported by some evidence. • V200 = 6.0 × 60/(60+500) = 0.64 V)
3. Potential divider equation used to calculate the
Level 1 (1–2 marks) voltmeter reading at both 200oC and 300oC
Expect at least one point from explanation
Expect C1 and an attempt at C2 Limitation (L)
Limitations given are inappropriate. 1. The change in resistance is small when resistance of
thermistor changes from 200oC to 300oC
The information is basic and communicated in an unstructured way. The information is 2. Change in voltmeter reading is too small over this range
supported by limited evidence and the relationship to the evidence may not be clear. 3. Non-linear change of resistance with temperature.

0 marks
No response or no response worthy of credit.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, 5 marks

Commentary
This answer is very clearly set out and logically structured (e.g.
as the temperature increases … the total resistance in the
circuit falls (E1) … this increases the current through the series
circuit (E2) … so the PD across the 500Ω resistor increases
(E3)). The potential divider equation is used accurately at both
temperatures and a valid limitation is identified. However,
further discussion of limitations would improve this answer.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 2. Level 2, 3 marks

Commentary
This answer has a sketchy explanation section (‘the resistance of
the thermistor decreases, so the voltage across the thermistor
decreases’ does not follow as it stands without additional logical
steps). However, the answer does have some structure. The
voltmeter reading at both temperatures has been attempted
(C3), but the calculation at 2000C is inaccurate.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 3. Level 1, 1 marks

Commentary
This answer is very basic. The two points made are that ‘the
oven heats up … allowing more current to flow’ (E2) and ‘the
resistance barely changes at low temperatures, leading to a
very small change in voltage’ (L1 and L2). There is an error in
physics (‘when it’s cold, current will flow to the voltmeter’).
This answer would score 1 mark. To improve the answer, the
candidate should ‘use calculations’, as this is clearly specified in
the question.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question 8 – H556/03 Question 5(a)

A Level Physics A Unified Physics

5 (a)* Fig. 5.1 shows a simple a.c. generator being tested by electrical engineers.

It consists of a magnet, on the shaft of a variable speed motor, being rotated inside a cavity in a soft iron
core. The output from the coil, wound on the iron core, is connected to an oscilloscope. The grid of Fig. 5.2
shows a typical output voltage which would be displayed on the oscilloscope screen.

According to Faraday’s law the e.m.f. included is directly proportional to the rate of change of flux linkage. In
the context of this experiment, the maximum e.m.f. induced is directly proportional to the frequency of
rotation of the magnet.

Use the apparatus above to plan an experiment to validate Faraday’s law of electromagnetic induction. In
your description include how th edata is collected an analysed.

[6]

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AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

5 (a)* Level 3 (5–6 marks) B1 plan P
At least P1 and P2 x6 1. vary speed of rotation of magnet using motor control
M1, M2, M4 and M5 2. expect to see amplitude of signal increase and period of
At least A2 and A3 waveform decrease
At least C1 and C2 3. measure (maximum) e.m.f. V and period T for each setting from
oscilloscope screen.
This is a well-developed line of reasoning which is clear and logically structured. The
information presented is relevant and substantiated. measurements M
1. maximum e.m.f.
Level 2 (3–4 marks) 2. measured from peak to peak distance on graticule
At least P1 3. and using V/cm scale setting
M1, M4 and M2 or M5 4. period rotation
At least A3 5. measured along t-axis of graticule
At least C1 6. and using s/cm time based setting.

There is a line of reasoning presented with some structure. The information presented is in analysis A
the most-part relevant and supported by some evidence. 1. record table of V.T.
2. and (calculate and record) f = 1/T
Level 1 (1–2 marks) 3. plot graph of V against f
At least P1
At least M1 and M4 conclusions C
At least A3 1. a straight line graph
At least C1 2. 2 through origin
3. is required to validate Faraday’s law.
The information is basic and communicated in an unstructured way. The information is
supported by limited evidence and the relationship to the evidence may not be clear.

0 marks
No response or no response worthy of credit.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate1. Level 3, 5 marks

Commentary
This student has clearly achieved P1 and P3 in the ‘Plan’ section The student does very well in the ‘Analysis’ (A) and ‘Conclusions’ (C)
(P), but they have not gained P2, and so they have not met the sections, gaining full marks.
criteria necessary for level 3. To improve their answer, they should
describe how they would expect their measurements to vary as Overall, the answer is long and detailed, and has clear structure.
the speed of revolution increases. The information is supported with relevant diagrams. The
response is clearly in level 3 overall, but would probably gain only
In the ‘Measurements’ section (M) , the candidate gains the level 3 5 marks since not all the level 3 criteria have been met.
criteria M1, M2, M4 and M5. However, although they mention ‘the
horizontal scale’ and ‘the vertical scale’ on the oscilloscope, this is
not sufficient to gain M3 or M6.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate 2. Level 2, 4 marks

Commentary The student gains A3 only in the ‘Analysis’ section (A), although
the candidate seems to be making an attempt at A2 with their
This student has made an attempt at P1 in the ‘Plan’ section (P),
demonstration that T = 1/50s leads to f = 50Hz. This is a high level 2
although they have not said how the speed of revolution could
response, but they would have to clarify how f is calculated in order
be varied, and they have achieved P3 since their graph indicates
to reach level 3.
the measurements they will take ‘for each speed’. However,
they have not gained P2, and so they have not met the criteria The candidate does well in the ‘Conclusions’ section (C) (it is
necessary for level 3. To improve their answer, they should clear what they mean by ‘a straight through origin graph’) and
describe how they would expect their measurements to vary as here they reach level 3.
the speed of revolution increases.
Overall, the answer is quite basic, but the information is
In the ‘Measurements’ section (M), they gain M1, M4 and M5 supported by some evidence (in the form of a graph). There is
(again from the graph), which characterises a level 2 response. a line of reasoning presented with the structure ‘What to do –
To improve their answer to level 3, they should measure the what to measure – what to plot – what to expect’. This answer is
maximum emf using the peak-to-peak distance. in level 2 overall and would score 4 marks.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate 3. Level 1, 1 mark

Commentary
The information in this response is poorly supported. For The candidate gains A3 only in the ‘Analysis’ section (A), which
example, the student has told us to ‘Record the value of the max is a level 1 response, and C1 in the ‘Conclusions’ section (C)
emf’ but has not told us how to do so. Similarly, they have told together with an attempt at C3, which is a low level 2 response.
us to ‘Increase the speed of the rotation’ but has not said how
this could be achieved. This means that they have attempted However, given that level 1 has not been achieved in the M
P1 and P3 in the ‘Plan’ section (P) but not fully achieved them, section and that the response is extremely short and basic, this
which puts their response in level 1. answer can only score 1 or 2 marks.

In the ‘Measurements’ section (M), the candidate has gained

M1 only, which means that they have not even met the criteria
necessary for level 1. To improve their answer, they should
describe how to measure the period of rotation T using the
scales on the oscilloscope.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question 9 - H557/01 Question 38 (b)

Here are two correct statements:

• Radioactive decay is a random process

• The decay curve of a radioisotope can be predicted mathematically.

Use your understanding of the decay constant to explain how both statements can be true for sources containing large
numbers of atoms. Explain how you expect the scatter of the results shown in Fig. 38.1 to change as the count rate falls.

Fig. 38.1

[6]

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AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

38 b Level 3 (5–6 marks) 6 Indicative scientific points may include:
Marshals argument in a clear manner and includes clear explanation of three Randomness
strands: • cannot know when an individual nucleus will decay
• explanation of the meaning of the decay constant (e.g. probability
• randomness of decay of individual nucleus in unit time)
• the exponential curve as a model • λ as the probability related to dN/dt
• the effect of the number of nuclei present • discussion of an analogue (e.g. coins or dice)

There is a well-developed line of reasoning which is clear and logically structured. The The exponential curve as a model
information presented is relevant and substantiated. • reference in correct context to N = N0e-λt
or
Level 2 (3–4 marks) • linking to dN/dt = -λt
Shows clear understanding of at least two of the three strands above to the
argument The effect of the number of nuclei present
or • for fixed λ the number of nuclei decaying in a given time can be
covers all three at a superficial manner and does not include enough indicative predicted given sufficiently large sample
points for level 3. • as count rate falls, the number of nuclei that may decay also falls
• as the number of nuclei falls the variation from the predicted
There is a line of reasoning presented with some structure. The information presented is in outcome will increase
the most-part relevant and supported by some evidence. • with increase variation comes increasing scatter

Level 1 (1–2 marks)

Makes at least two independent points that are relevant to the argument but does
not link them together and shows only superficial engagement with the argument.

The information is basic and communicated in an unstructured way. The information is

supported by limited evidence and the relationship to the evidence may not be clear.

0 marks
No response or no response worthy of credit.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, 5 marks

Whether a nucleus decays or not is a random process, not affected by heat or chemical change. This
means that it is not possible to predict when a decay will occur, but given sufficient time and a large
enough sample you can predict what proportion of a sample may have decayed. In a given unit
of time, a nucleus has a probability that it will decay, this is the decay constant, λ. Another way of
putting this is that in a given time a sample of a large size will decay and the proportion that decays
will be the probability of a nucleus decay. This creates an exponential decay meaning over the same
given time period, the sample will decay by the same fraction. The equation N = N0e–λt can be used
to show this. If this sample is too small then the the number of nuclei decaying is also going to be
small and will also be more variable and may not show a strong pattern.

Commentary
This candidate explains the random nature of decay well and How the answer could be improved
discusses the impact of the number of nuclei present. The brief Explaining the stated equation fully would be beneficial.
explanation with the equation stated means that this falls into
the Level 3.

What the candidate did well

Explanation of the random nature of decay is done well and
the definition of λ, along with the modelling idea is explained
effectively.

Candidate response 2. Level 2, 3 marks

The decay of a nucleus of an atom is random, like throwing a dice, you can’t predict the outcome.
The probability of decay can be modelled using an exponential model, and as the number of nuclei
decreases, the number of nuclei available to decay is lower. The model is less effective at a smaller
sample size.

Commentary
They three strands are discussed in a superficial manner and
does not include sufficient detail in explanation for enter the
level 3 band.

How the answer could be improved

The discussion on randomness is vague and should make
reference to the individual nuclei. Reference to the exponential
relationship with explanation would improve this answer.

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AS and A Level Physics B (Advancing Physics)

Candidate response 3. Level 1, 1 mark

Even though decay is a random process, the average decay of a radioactive substance gives the
decay constant of a materials which can be used to mathematically model the decay of an isotope.
As the count rate falls, the correlation shown on the scatter graph will become weaker and the
placement of the plotted points on the graph will become more random. This is because for a cage
sample the decay constant relating to the average holds true but for a small sample there are less
isotopes with the average decay rate and so the random natur is more apparent.

Commentary
The candidate discusses the idea of decay and how the decay
constant is used, by repeating the correct statements given in
the question. No credit can be given for this. Discussion into
the effect of the number of nuclei present is attempted, albeit
not completely. Credit can be given for noting of the variation
in results as the count rate falls as shown in the graph.

How the answer could be improved

The candidate should explain what the random process means
in this context, defining what λ is, and how it relates to the
exponential curve model. This last point could be done simply
with careful use of the data and formulae booklet. Further
explanation into the reason for the increased scatted should be
given.

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AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question 10 - H557/02 Question 5 (c)

(c)* Measuring the period of oscillation of a floating rod is one way of determining the acceleration of gravity but it is
not as popular as using a simple pendulum.

Suggest and explain reasons why the pendulum method is likely to be chosen if a value of g with a small
uncertainty is wanted.

In your answer you may wish to consider a pendulum of length 1m and a rod of mass 1 kg and cross sectional area
0.005 m2 floating in water of density 1000 kg m–3.

[6]

44 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

5 (c)* Level 3 (5–6 marks) 6 Indicative scientific points may include:
Both methods compared and advantages of SP and disadvantages of FR identified.
Qualitative comparison of uncertainties of the different methods made, even if not floating rod method
completely successful, linking to value for g.
• Method is indirect
There is a well-developed line of reasoning which is clear and logically structured. The • Rod may oscillate in different directions
information presented is relevant and substantiated. • Damping will stop oscillations
• Difficult to time a large number of oscillations to reduce ΔT
Level 2 (3–4 marks) • Water surface will move making it hard to judge position of rod
Compares both methods and identifies some advantages of SP method. Partial
attempt to quantify differences. • Use of the formula in the form

There is a line of reasoning presented with some structure. Theinformation presented is in • Percentage uncertainty in m and A are small compared with T
the most-part relevant and supported by some evidence. • T will be of the order of 1 s
• ΔT/T significantly larger than for pendulum
Level 1 (1–2 marks) • logical argument linking uncertainties in measurement through
Makes direct comparison between at least one shortcoming of FR method and an to value of g
advantage of SP method. No attempt to quantify uncertainty.
simple pendulum method
The information is basic and communicated in an unstructured way. The information is
supported by limited evidence and the relationship to the evidence may not be clear. • Method is indirect
• Can time a large number of oscillations to reduce ΔT
0 marks • May be systematic error in measuring L
No response or no response worthy of credit. • Use of dense bob and light, flexible thread minimises frictional
losses
• Easy to judge position of bob e.g. passing though centre

• Use of the formula in the form

• • T will be of the order of 2s

• • ΔT/T significantly smaller than for floating rod
• • logical argument linking uncertainties in measurement through
to value of g

45 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, 6 marks

With the pendulum bob method you are dealing with less measurements, , so if

the length is set at 1m then you’re taking measurements of time only, which should work out at
around T = 2 s. You can take a measurement for multiple swings (which is fairly easy to do, using the
bottom of the swing as a marker) and find an average time period, reducing the uncertainty in the
time measurement significantly. To help reduce the uncertainty in this method you can increase the
L measurement to reduce %uncertainty and try to use a material that is really smooth so friction is
less of an issue.

In comparison the floating rod method will require you to take more measurements

so you need to know/find out/measure m, ρ and A as well as T. The more measurements you have
to take, the more uncertainties you need to deal with. The measurement of T for the rod would be
around T= 0.9 s, and would be difficult to measure as the rod may not oscillate in a uniform way (it
will probably topple over, and the water will move too), and timing for multiple oscillations would be
difficult as the water would damp the oscillation greatly, meaning that you cannot reduce the error
by taking multiples and finding an average. The T measurement will have the greatest uncertainty as
a result (much bigger than m, ρ and A), and will certainly be greater than for the simple pendulum
method.

Commentary
The candidate compares both methods, outlining advantages How the answer could be improved
and disadvantages with reference to uncertainty. The data is The candidate could compare the values for T calculated. Overall
used, although not fully utilised. this was a higher band response, which addressed the main
concepts in an organised manner.
What the candidate did well
The candidate identifies the formulae and the measurements
needed, and presents the problems in the collection for this
data for each method in a qualitative and quantitative manner.

46 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 2. Level 2, 3 marks

Using the data:

Which is a really small time period for a single oscillation of the

rod, especially as I can only measure to about 0.5 s (on a good day), and the rod is going to bob
about ‘imperfectly’, so you can’t even take multiple bobs and then find an average, in the way you
would easily do for a simple pendulum. Also you’re taking lots more measurements for the floating
rod method which will increase your uncertainty.

Commentary
The candidate presents an argument that is not fully explained How the answer could be improved
but meets a number of the key scientific points. It is pleasing to The candidate could present their reasoning in a clearer and
see the candidate use the data to support their arguments, but more logical manner. They should ensure that they explain
they failed to compare the two methods fully and as a result the advantages of the simple pendulum method, as they have
they have not accessed the highest band. simply implied this.
What the candidate did well
The candidate uses the data to qualify their argument on data
collection and identifies the key disadvantages for one method.

Candidate response 3. Level 1, 2 marks

The rod could bob left to right so your T value would be hard to take, and give you poor repeats. The
pendulum swing is easy to measure T and you can take multiple swings simply. So the pendulum
method would be better.

Commentary
The candidate compares one shortcoming of the floating bob How the answer could be improved
method and the advantage of the simple pendulum on this The candidate could use the data given in the question and
variable. The lack of explanation means this is a lower band consider other factors that impact the uncertainty with the
answer different methods.
What the candidate did well
The candidate identifies the key shortcoming of the floating
bob method and the advantage of the simple pendulum on this
variable, particularly with repeats.

47 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question 11 – H557/03 Question 3 (a)

Fig. 3.1 shows a short bar magnet being dropped vertically through a small horizontal coil.
short bar magnet

Fig. 3.2 shows the graph of how the e.m.f. induced in the coil varies with time, as the magnet passes through the coil.

induced e.m.f. / mV

(a)* Identify and explain the main featires of the peaks of induced emf shown on Fig. 3.2, in terms of Faraday’s law of
electromagnetic induction.

[6]

48 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

3 (a)* Level 3 (5–6 marks) 6 Indicative scientific points may include:
All 3 features fully explained: sense and amplitude explained in terms of changes of
flux linking coil. Explanations involve reference to Faraday’s Law or ε =(-) N ΔΦ /Δt . Features of induced peaks to be explained
• Sense of each peak opposite
Sense: increase in N ΔΦ is + ve and decrease – ve. • Amplitude of 2nd peak larger because greater speed or greater (-)
N ΔΦ /Δt
Amplitude: peak occurs when rate of change of flux linkage is greatest, may be • area under peaks is equal because Σ ε Δt = (-) N ΔΦ
mathematically expressed.
Vocabulary guidelines
Area: equated to total change of flux linkage with coil = Σ ε Δt = (-) N ΔΦ or sum of • Level 3 in terms of changing flux linkage N Φ with coil
strips and same flux links coil on way in as unlinks from coil on way out. • Level 2 in terms of changes of flux Φ through coil
• Level 1 in terms of field lines B being cut by coil
There is a well-developed line of reasoning which is clear and logically structured. The
information presented is relevant and substantiated. Marking guidelines
• accept arguments using mathematical symbolism
Level 2 (3–4 marks)
2 or 3 features quite well explained: sense and amplitude explained in terms of
changes of flux through coil. Explanation may involve reference to Faraday’s Law or
ε = (-) N ΔΦ /Δt . Area simply equated to change of flux and idea that increase =
decrease in flux or both end points have zero flux through coil.

There is a line of reasoning presented with some structure. The information presented is in
the most-part relevant and supported by some evidence.

Level 1 (1–2 marks)

1 or 2 features explained at a low level in terms of cutting lines of magnetic field e.g.
cut in opposite direction, cut at a different rate, total field cut on way in equals field
cut on way out. Some attempt at ΔB /Δt.

The information is basic and communicated in an unstructured way. The information is

supported by limited evidence and the relationship to the evidence may not be clear.

0 marks
No response or no response worthy of credit.

49 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, 6 marks

As the magnet falls through the coil it induces an emf in the coil of wire. Faraday’s law states that the
emf = rate of change of flux linkage, where the flux linkage = number of turns on the coil x magnetic
flux. In this case the number of turns on the coil remains constant.
Features on the graph: An increase in the emf induced (negative direction), followed by an increase
in the emf in the positive direction. The positive emf is greater than the negative emf.
The increase in the induced emf in the negative direction is due to the increase in the rate of
change of flux linkage as the magnet enters the coil, this increases and is a maximum at the peak,
then reduces until the magnet is within the coil, as it leaves the coil the magnet it is moving away
from the coil (rather than towards) and so the emf is induces in the opposite direction, and the
amount of flux linkage increases again as the poles have more flux. As it is falling the magnet will
be accelerating, and so the rate of change of flux will increase as it leaves the coil hence the higher
induced emf. As the number of turns stays constant and the amount of flux stays the same, then the
emf x time is a constant according to Faraday’s law, so the area under both the positive and negative
peaks should be equal.

Commentary
This is a higher band answer, with clear arguments that link
Faraday’s law to the features identified on the graph correctly
and effectively. All essential vocabulary is used correctly.

What the candidate did well

The candidate outlines the key features of the graph and
explains them using Faraday’s law confidently. The answer is
well structured and the information is relevant.

50 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 2. Level 2, 3 marks

Around the magnet is a magnetic field represented by lines of flux. When there is movement
between a magnetic field and a wire, it can induce a current. As the magnet falls through the coil
of wire an emf is induced across the coil. As the magnet enters the coil the amount of flux linkage
increases and hence due to Faraday’s law (emf = the rate of change of flux linkage) an emf is
induced. It increases until the magnet is fully inside the coil and then as it leaves it induces an emf in
the opposite direction. This is probably due to it being pulled back out of the coil. I’d say it is pulled
out at a faster rate as the peak is larger than the trough.

Commentary
The candidate uses the key terms; flux and flux linkage correctly. What the candidate did well
Faraday’s law is mentioned and then ideas from this are used The candidate states Faraday’s law and uses key terms well.
to justify a feature of the graph at the end, but this is not linked
explicitly. Other features of the graph are noted; direction of How this answer could be improved
the induced emf, but the understanding of the situation is To improve this response the candidate needs to utilise
not complete. The lack of direct explanation with reference Faraday’s law to explain all the features fully. They should ensure
to Faraday’s law and its variables mean it cannot be a Level 3 that they explain when the flux linkage is increasing, decreasing
response, but the candidate does explain features of the graph and when it is at is maximum and how this is shown in the
with reference to flux linkage and rate, meaning that it is a level graph. Comments on the area under the peaks would be
2 response. expected for a higher level response.

Candidate response 3. Level 1, 2 marks

As the magnet falls the magnetic field cuts through the lines of flux. This induces an emf in the coil
of wire that it is falling through. One of the peaks is positive and the other is negative, due to the
different ends of the magnet field cutting the coil.

Commentary
The candidate has identified a feature from the graph, that
the peaks are in opposite directions on the graph, with limited
explanation. The explanation as to what is happening is basic
and lacks the detail required for a higher level answer. The
omission of reference to Faraday’s law places this securely in the
level 1 band, despite the use of the term flux.

How the answer could be improved

The candidate should explain what is happening with reference
to Faraday’s law of electromagnetic induction, given in the
formulae booklet. Discussion relating the rate of change of flux
linkage to what is seen in the graph would push this into the
higher band.

51 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question 12 – H557/03 Question 4 (a) (iii)

(iii) The student calculated the total amount of charge to flow from the capacitor in the first
30 seconds. She used two methods:

Method 1 – using the relationship ΔQ = C ΔV

Method 2 – using I = and the area under the I (t) graph where R is 5.0 kΩ

Show how the total charge flow may be calculated in both cases and comment on how the two methods compare.

[6]

52 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Question Answer Marks Guidance

4 (a)* (iii) Level 3 (5–6 marks) 6 expected comparison of two methods
Performs both calculations correctly and appreciates the strengths and limitations • method 1 does not depend on the time variation of V(t), only on
of both. Principally: for Method 1 relies on Q α V which is valid; for Method 2 the the accuracy of start and end p.d.s. and the R and C values. It is a
y-axis needs to be re-interpreted and the area being measured (integration by calculation based on theory.
counting squares) gives an approximate estimated answer. • method 2 depends on counting squares and fractions of squares
under the exponential decay curve which is an approximation
There is a well-developed line of reasoning which is clear and logically structured. The to the area under the graph leading to an estimate of the charge
information presented is relevant and substantiated. flow.

Level 2 (3–4 marks) points worthy of credit :

Performs both calculations successfully but method may not be completely clear or • method 1 calculation: ΔQ = CΔV with ΔV = (6 – 1.8) V
does not compare them sufficiently well. • gives 19.7 mC
• method 2 estimation: re-scaling of y-axis to represent current
There is a line of reasoning presented with some structure. The information presented is in • area under I (t) represents ΔQ = I Δt = VΔt/R
the most-part relevant and supported by some evidence. • each 1 cm square 1 x 10/5000 = 2 mC
• between 0 and 30 s there are about 10 squares
Level 1 (1–2 marks) • so total charge flow = 10 x 2.0 x 10-3 = 20 mC accept answers in
Attempts one or both calculations but does not successfully compare the two range 18 to 22 mC
methods.

The information is basic and communicated in an unstructured way. The information is

supported by limited evidence and the relationship to the evidence may not be clear.

0 marks
No response or no response worthy of credit.

53 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 1. Level 3, 5 marks

The potential difference decreases by 4.2V (from 6V to 1.8V) over 30 seconds.

Using method 1: ∆Q = C∆V, where C = 4700μF
∆Q = (4700 x 10-6 ) x (6 x 1.8)
∆Q = 0.0197C = 19.7mC
This is a direct calculation and does not take into account the fact that there is variation in the
measurements over time. It requires two sets of measurements taken to be accurate, and the
assumption that the given values are good.

Method 2: The area under the curve = Vt. Q=It and I=V/R, Δ Q = (Vt)/R, where R = 5.0 kΩ
Q = Area under the curve / 5000

Area = triangle + rectangle

= 0.5(30 x 4.2) + (30 x 1.8)
= 63 + 54 = 117 Vs
Q = 117/5000 = 0.0234 C = 23mC.
This method is going to give an overestimation as the triangle I have used is over the line of the
graph, so it’s probably a bit less that the value I have got. I could have counted each square and
partial square to get a better approximation.

Commentary
The candidate has performed both methods of calculation What the candidate did well
and has commented on the methods individually. Despite The candidate has outlined their reasoning well and performed
the candidate not achieving an acceptable answer within the the calculations confidently with justification.
range given in the mark scheme, they have recognised that
their answer is an over estimate. This demonstrates a good How this answer could be improved
understanding of the method which has been carried out Performing method 2 to a greater degree of accuracy as noted
correctly overall. by the candidate, to achieve a value within the accepted
tolerance.

54 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 2. Level 3, 4 marks

Commentary
The candidate performs both calculations correctly and clearly How the response could be improved
in a logical format. The comparison of the methods made is The calculations could be clearer and the comparison of the two
limited and could be improved. This puts the response in the methods could be more specific.
level 2 band.

What the candidate did well

The candidate has performed the calculations correctly, and has
made an attempt to comment on the methods.

55 © OCR 2017
AS and A Level Physics A Exemplar Candidate Work
AS and A Level Physics B (Advancing Physics)

Candidate response 3. Level 1, 1 mark

Method 1
From the graph the V decreases from 6 to 1.8V over 30 seconds.
Q = CV and C = 4700μF
Q = (4700 x 10-6 ) x (6 x 1.8)
Q = 0.01974 C

Method 2
Area under the curve
(30s x 1.8) + (30 x 4.2) = 54 + 100 = 154 Vs I = V/R. R=5kΩ = 5000Ω

Commentary
The candidate has completed the calculation using method 1
and has made an incomplete and inaccurate attempt to use
method 2. No comparison of the method was made and so this
is a level 1 response.

How this answer could be improved

The candidate has not calculated the area under the curve
correctly and has also failed to see the relevance of finding
the area under the graph given as they have not utilised this
information with the other data and formula given. The second
half of the question has not been attempted.

56 © OCR 2017
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