It is important that you spend an adequate time on this homework (an hour is advised). If you complete this thoroughly you ought to have a good grasp of what is required for the Assignment at National 5.
List the five 2023 experiments that have been given as examples for the N5 Physics Assignment, and the further 5 from the 2018 experiments.
In the marking instructions for the assignment how many marks are available for the underlying Physics?
What are the six sections in the data collection and handling (and I don’t want 4a, 4b, 4c and 4d! BTW it isn’t even section 4)
Section 3e and 3f refer to literature and sources. State how you achieve these marks.
What are the marks awarded for when plotting your graph?
To achieve the mark for the conclusion, to what must your conclusion relate?
For candidate 1, how many repeats of the experiment did they make?
What did candidate 1 do correctly for the graph and what was incorrect?
Mark Candidate 2’s evidence (2023, “How changing the resistance effects current in a series circuit”) thoroughly yourself using the marking scheme and compare your answer to the commentary. Record your results and the comparison. Comment on both of these.
CHOOSE a topic that would be suitable using the Physics Compendium https://mrsphysics.co.uk/n5/ Research some Underlying Physics and find a suitable graph that you can try to replicate.
The first thing that you must do before starting your Assignment is to know what you will be doing, what expectations there are and how you will be writing this up. All of this is contained in the candidate guide below.
In another post ASSIGNMENT PRACTICAL EXPERIMENTAL SHEETS have been uploaded.
I think the following experiments would be suitable-
check that:
the theory is in the compendium,
the topic is in the course,
there is a graph of your experiment online or in one of the text books in school. Does your graph contain data ie, are there proper points on the graph or is it a trendline- which do you think is better?
there is theory that you can write about that relates to your experiment.
Remember If you’ve used the results from your experiment to determine further values, you should show at least one sample calculation.
Here is the what you can take into the write-up phase. Collect a polypocket and keep it all in there.
NOTE: TO ALL TEACHERS, IT IS YOUR RESPONSIBILITY TO CHECK THE SHEETS YOU ARE GIVING TO STUDENTS DO NOT BREACH THE STRICT GUIDELINES GIVEN IN THE ASSESSMENT GUIDE AND THAT THESE EXPERIMENT SHEETS MEET THE SPECIFICATIONS. YOU ARE ALSO RESPONSIBLE FOR CHECKING YOUR OWN RISK ASSESSMENTS, ITEMS IN THESE SHEETS ARE A GUIDE.
I have updated the sheets for the 2023 session,
The ones with the mrsphysics logo have been updated.
3779phys2_tcm4-124418 Again this is a temporary file until I can get the experiment cards organised but the experiments you could choose can be found on pp 33, 34, 36, 37, 76, 77, 87, 125
“The experiments detailed in the course specification can be used. Centres are obviously free to choose other experiments if they wish, as long as they’re commensurate with the level. One of the advantages of using the experiments in the course is that you can be sure that the physics is accessible and at the correct level.
In the past, we saw some examples where centres had used rotational motion experiments with N5 candidates, and you could tell that the candidates had no clue what they were doing. It’s also been obvious at National 5 level that some centres are still using kits they had for Standard Grade investigations, which is fine, but you do need to make sure that the underlying physics is accessible. To give an example, solar cells was always a popular topic for Standard Grade and we see centres using them for National 5, but explaining how a solar cell produces a potential difference is something N5 candidates will probably struggle with.
Your colleagues may wish to have a look at the Physics pages on the Understanding Standards website:
where they will see several exemplars based on the experiments detailed in the course specification.
If you have things that have worked well in the past, then it’s worth remembering that nothing has changed in any of the coursework requirements, and therefore they should still work in the same way.”
SQA Good Guy
Here is a marking grid, obviously only if you are able to find time for a practice. It is not to be used to tentatively mark the student assignment being sent to the SQA.
Above gives an example of the new Assignment requirements. It is vital that you don’t copy or even attempt to copy this assignment. If you are likely to copy other people’s work it is best to choose another topic.
Initial Task- vital
Section
Expected response
Max mark
Title
The report has an informative title.
1
Aim
A description of the purpose of the investigation.
1
Underlying physics relevant to the aim
A description of the physics relevant to the aim which shows understanding.
3
Data collection and handling
A brief description of the experiment.
1
Sufficient raw data from the experiment.
1
Raw data presented in a table with headings and units.
1
Values correctly calculated from the raw data.
1
Data from an internet/literature source.
1
A reference for the internet/literature source.
1
Graphical presentation
The correct type of graph used to present the experimental data.
1
Suitable scales.
1
Suitable labels and units on axes.
1
All points plotted accurately, with line or curve of best fit if appropriate.
1
Analysis
Experimental data compared to data from internet/literature source.
1
Conclusion
A conclusion related to the aim and supported by data in the report.
1
Evaluation
A discussion of a factor affecting the reliability, accuracy or precision of the results.
2
Structure
A report which can be easily followed.
1
TOTAL MARKS
20
Before Starting on your assignment take time to go over the following, it is vital that you know what you are doing.
The document below is one that I started in the holidays but got distracted. I will get something together a.s.a.p but until then make do with this starter!
This is not a discussion about your friendships but how the data can be described.
The best terminology to use for graphs that have
a trend which is a straight line is ‘a linear relationship’.
That avoids issues around whether something is directly proportional or proportional.
Directly proportional only applies when the graph is a straight line through the origin (or close to the origin within the uncertainty in the y-intercept). It is best to avoid ‘proportional’ altogether.
A curve, such as that produced when plotting mass against acceleration for a constant force, can never be described as showing an ‘inversely proportional’ relationship, since it does not show the actual relationship (it could potentially be any number of different relationships).
Inverse proportionality can only be claimed when the correct graph of, for example, acceleration against 1/m is drawn, and it produces a straight line through the origin.
The type of graph produced for an internal resistance experiment is covered by the term ‘linear relationship’, as it follows the equation y=mx+c format.
We will be continuing to use the old system of marking for the unit assessments as there is a possibility that these tests might be abandoned in future years, there is no point re-writing them.
Part of the National 5 course requires you to produce an experimental write up. It is good scientific practice. A threshold was introduced in the session 2016-2017, you are now only required to pass 5 out of 6 assessment standards to pass the overall outcome 1.
Below is the mark sheet to ensure that you’ve covered all the requirements, in both pdf and word format.
There are also two documents to help with your write up.
Correct use of terminology and units at all times.
(No voltage in/ through) (No current across)
NO WAFFLE!
Title Short and relevant with date.
Aim What are you trying to find out/prove?
To find out how “something” affects “something else”.
Method Instructions on how to complete the experiment; make it reliable and make it a fair test:
Set up the following apparatus (draw a good labelled diagram).
The “something” was set at a “value” and increased by an “amount” using the “piece of equipment”. The “something else” was noted at each value using the “other piece of equipment”. Other variables were kept constant by…….
Results Display the findings.
A neat table with headings and units.
An appropriate graph of “something” on the x-axis and “something else” on the y-axis.
Conclusion What did you find out?
As the “something” is increased / decreased, the “something else” increased / decreased / stayed the same. Also include “directly/inversely proportional” if appropriate.
Evaluation Are there any improvements that could be made to your experiment to reduce uncertainties?
