Cambridge International AS and A Level Physics

Cambridge International AS and A Level
Physics
9702
Paper 2 – AS Level Structured Questions
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Contents
Contents .............................................................................................................................. 3
Introduction .......................................................................................................................... 4
Assessment at a glance ....................................................................................................... 6
Paper 2 – AS Level Structured Questions ........................................................................... 8
Question 1 ........................................................................................................................ 8
Question 4 ...................................................................................................................... 17
Question 5 ...................................................................................................................... 25
Question 7 ...................................................................................................................... 29
Introduction
Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge International AS &
A Level Physics (9702), and to show how different levels of candidates’ performance (high, middle and low)
relate to the subject’s curriculum and assessment objectives.
In this booklet candidate responses have been chosen to exemplify a range of answers. Each response is
accompanied by a brief commentary explaining the strengths and weaknesses of the answers.
For each question, each response is annotated with a clear explanation of where and why marks were
awarded or omitted. This, in turn, is followed by examiner comments on how the answer could have been
improved. In this way it is possible for you to understand what candidates have done to gain their marks and
what they will have to do to improve their answers. At the end there is a list of common mistakes candidates
made in their answers for each question.
This document provides illustrative examples of candidate work. These help teachers to assess the standard
required to achieve marks, beyond the guidance of the mark scheme. Some question types where the
answer is clear from the mark scheme, such as short answers and multiple choice, have therefore been
omitted.
The questions, mark schemes and pre-release material used here are available to download as a zip file
from Teacher Support as the Example Candidate Responses Files. These files are:
Question Paper 22, June 2016

Question paper 9702_s16_qp_22.pdf
Mark scheme 9702_s16_ms_22.pdf
Past papers, Examiner Reports and other teacher support materials are available on Teacher Support at
https://teachers.cie.org.uk
4 Cambridge International AS and A Level Physics 9702

Introduction
How to use this booklet
Cambridge International AS and A Level Physics 9702 5

Assessment at a glance
Candidates for Advanced Subsidiary (AS) certification take Papers 1, 2 and 3 in a single examination series.
Candidates who, having received AS certification, wish to continue their studies to the full Advanced Level
qualification may carry their AS marks forward and take Papers 4 and 5 in the examination series in which
they require certification.
Candidates taking the full Advanced Level qualification at the end of the course take all five papers in a
single examination series.
Candidates may only enter for the papers in the combinations indicated above.
Candidates may not enter for single papers either on the first occasion or for resit purposes.
All components are externally assessed.
Weighting
Component
AS Level A Level
Paper 1 Multiple Choice 1 hour 15 minutes
This paper consists of 40 multiple choice questions, all with four options. All
questions will be based on the AS Level syllabus content. Candidates will 31% 15.5%
answer all questions.
Candidates will answer on an answer sheet. [40 marks]
Paper 2 AS Level Structured Questions 1 hour 15 minutes
This paper consists of a variable number of questions of variable mark value. All
questions will be based on the AS Level syllabus content. Candidates will 46% 23%
answer all questions.
Candidates will answer on the question paper. [60 marks]
Paper 3 Advanced Practical Skills 2 hours
This paper requires candidates to carry out practical work in timed conditions.
The paper will consist of two experiments drawn from different areas of physics.
The experiments may be based on physics not included in the syllabus content, 23% 11.5%
but candidates will be assessed on their practical skills rather than their
knowledge of theory. Candidates will answer both questions.
Paper 4 A Level Structured Questions 2 hours
This paper consists of a variable number of questions of variable mark value. All
questions will be based on the A Level syllabus but may require knowledge of
– 38.5%
material first encountered in the AS Level syllabus. Candidates will answer all
questions.

Weighting
Component
AS Level A Level
Paper 5 Planning, Analysis and Evaluation 1 hour 15 minutes
This paper consists of two questions of equal mark value based on the practical
skills of planning, analysis and evaluation. The context of the questions may be
outside the syllabus content, but candidates will be assessed on their practical – 11.5%
skills of planning, analysis and evaluation rather than their knowledge of theory.
Candidates will answer both questions.
Teachers are reminded that the latest syllabus is available on our public website at www.cie.org.uk and
Teacher Support at https://teachers.cie.org.uk

Question 1
Example candidate response – high Examiner comments
1 The answer is concise

1 and in an acceptable
form.
Mark for (a) = 1/1
2 A complete answer
showing the equation
to be used (in
symbols), the
substitution and a final
correct answer.
Mark for (b) (i) = 2/2

2
3 A complete answer
showing the equation
to be used (in
symbols), the
substitution and final
correct answer to three
significant figures, and
the correct reduction to
3 the answer required by
the question.
Mark for (b) (ii) = 1/1

Example candidate response – high, continued Examiner comments
4 This is not really the

change in kinetic
energy but the final
4 kinetic energy. The
answer would have
been more convincing
if the initial kinetic
energy had been
shown (as zero).
Mark for (b) (iii) 1. = 2/2
5 The value used for the

height is the distance
moved down the slope.
5 This is incorrect
physics and is not
awarded any marks.
6 The energy changes

determined in (b) (iii)
are shown here; an
6 error which is carried
forward is allowed.
7 The working is shown

with the energy
difference from the
7 candidate’s answers
for (b) (iii) so full marks
are awarded here. A
final answer of this
value with no working
would not have been
awarded any marks.
Mark for (b) (iv) = 2/2
8 The frictional force

used from (b) (iv) is not
valid. The component
8
of the weight of the
man and toboggan has
been ignored and the
frictional force for this
section is what is
asked for.
Total marks awarded =

8 out of 12

How the candidate could have improved their answer

(b) (iii) 1. The change in the kinetic energy was asked for here. In this case the initial kinetic energy was zero
and hence did not contribute to the final answer. It would have been a complete answer if the candidate had
commented on this.
(b) (iii) 2. This answer was determined using incorrect physics. The h in the formula for gravitational potential
energy is the height dropped by the toboggan. The candidate used the distance moved down the slope,
clearly identified as such a distance in (b) (ii). The candidate might have been able to see this if they had
marked the various distances involved on the diagram.
(b) (iv) The working clearly showed the use of the energy changes from (b) (iii). The correct substitution was
made and the correct answer was obtained for the answers the candidate gave for (b) (iii). This answer
would not have been awarded any marks if the working had not been shown.
(b) (v) The candidate did not relate the forces acting during this stage of the motion to the acceleration given
in the question. A sketch diagram of the forces acting drawn by the candidate might have helped with their
analysis of this part. The use of the frictional force from (b) (iv) showed a misconception for this part.
Mark awarded = (a) 1/1

Mark awarded = (b) (i) 2/2, (ii) 1/1, (iii)1 2/2, (iii)2 0/2, (iv) 2/2, (v) 0 /2
Total marks awarded = 8 out of 12

Example candidate response – middle Examiner comments
1 A correct equation
given in words is
1 accepted as a
definition.
Mark for (a) = 1/1
2 The substitution shows

the correct equation is
used for acceleration.
The three significant
figures answer is
acceptable as it would
reduce to the answer
required if reduced to
two significant figures.

2
3 The initial velocity is
not stated as zero. The
second line suggests
that the candidate has
taken this value as
zero, but, as this is a
3 ‘show that’ question, it
would have been better
if this had been clearly
stated by the
candidate.

Example candidate response – middle, continued Examiner comments
4 The calculation of the

average velocity shows
a misconception by the
4 candidate.
5 5 The candidate also

makes an arithmetic
error by not squaring
the velocity. However,
this is of no
consequence as the
incorrect physics in
calculating the average
velocity means that no
marks are awarded.
6
6 The correct height has

been calculated and
used in the correct
7
equation for potential
energy. The answer is
given to more than two
significant figures, but
this is allowed as the
answer is correct if
reduced to two
significant figures.
8 7 The energy change is

equated to a force.
This is incorrect
physics and the
calculation of the
difference in energy
changes is not
awarded any marks.
8 This is a calculation of
the resultant force and
therefore does not
answer the question.
The expression F = ma
needs to be used as
the resultant force F
causes the
acceleration a.
Mark for (b) (v) = 0/2

6 out of 12


(a) (i) A correctly stated equation in words was acceptable here.
(b) (i) The initial equation in symbols was not given but the subsequent substitution showed that the correct
equation was used. The answer to three significant figures was allowed as this would give the correct
answer if reduced to two significant figures.
(b) (ii) The initial value of the velocity was not shown as being zero; the equation given by the candidate just
took the value to be zero. An explanatory comment or the statement u = 0 would have been helpful here.
The answer for the distance was given to more than two significant figures, which helped the examiner to
know that the calculation had been completed.
(b) (iii) 1. The candidate did not determine the change in the kinetic energy. Using the change = final - initial
would have helped the candidate arrive at the correct answer. The ‘average’ kinetic energy calculated by the
candidate was not what was asked for and might have been due to not reading the question carefully.
(b) (iii) 2. The correct height was calculated and substituted into the correct equation, as required.
(b) (iv) The candidate equated the energy changes with a force and this showed a lack of understanding of
the problem. This kind of question needs practice with situations that involve work done being equated with
energy change rather than using equations of uniform acceleration.
(b) (v) The equation used was for the resultant force and did not answer the specific question, where more
than one force acts. A sketch diagram of the forces acting might have helped the candidate see into the
complexity of this question.

Mark awarded = (b) (i) 2/2, (ii) 1/1, (iii)1 0/2, (iii)2 2/2, (iv) 0/2, (v) 0 /2

Example candidate response – low Examiner comments
1 1 The use of speed in

the definition is not
acceptable.
Mark for (a) = 0/1
2 The candidate would

have done better to
write out the
information given for
each term and then the
2
equation that fitted the
information for the
answer required. A
brief statement such as
this can lead to errors.

3
3 The full equation is
given here, along with
the correct substitution
and calculation.

Example candidate response – low, continued Examiner comments
4 The equation for kinetic

energy is given but not
the expression for the
4 change in kinetic
energy. This might
5 have led to errors if the
initial velocity had not
been zero.
5 The error of not
squaring the velocity is
treated as an
arithmetic error, as the
correct equation is
given for the kinetic
6 energy. If the correct
formula had not been
given, this would have
been treated as
incorrect physics. (K E
would then have been
given as 1/2 m v.)
7
6 Equating the kinetic
energy to the potential
energy is a
misconception of the
physics of the situation.
The value obtained for
the height should have
made the candidate
think that an error had
been made as it is an
unrealistic value.
8 7 There is no evidence of
the answers to (b) (iii)
being used by the
candidate here. The
link between the
difference in energies
and work done has not
been established.
8 There is evidence of a
good start here but the
component of the
weight is required. This
leads to incorrect
physics at this point.
Mark for (b) (v) = 0/2
4 out of 12


(a) (i) This candidate gave an unacceptable answer and should have learned the correct definition.
(b) (i) The full equation should have been the starting point here. The candidate should have written out the
values of the data given and related them to the correct symbols, for example u = 0, t = 19 s. The correct
answer was obtained but full working was not clearly shown.
(b) (ii) The full details were given here and full marks were awarded.
(b) (iii) 1. The equation for kinetic energy was stated but the arithmetic error suggested that the candidate
did not fully check their answer.
(b) (iii) 2. The height used was not sensible for the situation involved. A sketch diagram of the motion down
the slope and the height fallen would have helped the candidate see how to calculate the height.
(b) (iv) The question was not followed and the answers to (b) (iii) were not used. Practice with questions
equating work done to change in energy would have helped for these more complex questions.
(b) (v) The component of the weight down the slope was not included in the candidate’s answer. A sketch of
the force diagram for the situation in the last section might have helped the candidate see the relationship
between the forces acting and the acceleration of the man on the toboggan. This was a complex situation
and a diagram often helps with finding a solution.

Mark awarded = (b) (i) 2/2, (ii) 1/1, (iii) 1 1/2, (iii) 2 0/2, (iv) 0/2, (v) 0/2
Common mistakes candidates made in this question

(a) (i) Some candidates gave change in speed instead of change in velocity. Some gave acceleration as
velocity / time or acceleration = change in velocity over time and acceleration = rate of change in velocity per
unit time (stating two rates here is incorrect). None of these versions was accepted.
(b) (i) & (ii) The answers here were generally correct, particularly where the equations and terms were
written out in full before the calculation was completed.
2 2 2
(b) (iii) 1. Some candidates used the calculation 1/2 m (v) instead of 1/2 m ( v – u ) for the change in
kinetic energy.
(b) (iii) 2. The distance down the slope was used instead of the height. A simple triangle sketch would have
helped candidates see that there was a trig function required.
(b) (iv) The difference in energy was equated with a force (the frictional force).
(b) (v) The equation F = ma was used. The F (the resultant force) was equated to the frictional force. The
component of the weight of the man and the toboggan was ignored by some candidates.

Question 4
1 There is no description
of the direction of
vibration or oscillation
of the particles that
1 allow the propagation
of the energy.
2 The description in
2
terms of wave motion /
travel is incorrect
physics. The direction
of the particle’s
vibrations with
reference to the
direction of energy
propagation defines
the type of wave
motion.
Mark for (a) = 0/2
3 The base units of

3 power and area for
intensity are clearly
shown.
4 4 The base units of the

terms on the right-hand
side of the equation
are clear.
Mark for (b) = 3/3

5 A clear reference to the

frequency being
5 observed rather than
changed at source due
to relative motion here.
6 Benefit of the doubt is

given here as the link
between the motion of
the star and the
6 observed frequency is
not clearly stated.
Mark for (c) = 2/2
7 The use of 330 is

7 incorrect since the
value for the speed of
sound is given in the
question as 340.
Mark for (d) = 2/3

7 out of 10

(a) The candidate referred to the wave’s direction of travel, but the term ‘wave’ is not appropriate here. The
description in terms of wave motion / travel is incorrect physics. The definition of wave motion should have
been more specific and required the description of the direction of vibration or oscillation of the particles that
allow the propagation of the energy. The direction of the particle’s vibrations with reference to the direction of
energy propagation defines the type of wave motion.
(c) (ii) The description of the effect on intensity was ignored. This is considered to be due to the distance
changing and not the motion of the star.
(d) The candidate did not gain full marks as not all the data given in the question were used. The candidate
should not use remembered data when a value is clearly included in the question.

Mark awarded = (b) 3/3
Mark awarded = (c) (i) 1/1, (ii) 1/1
Mark awarded = (d) 2/3

1 There is a clear link

between the particle
movement and the
direction of the energy
propagation here.
1
2 The required link is
missing here, and the
description of the
2 motion of particles and
the direction of motion
of something undefined
makes no sense.
Mark for (a) = 1/2
3 The base units of

power and area have
not been used to
3
determine the base
units of intensity. The
units have been made
to agree with those
obtained for the right-
hand side.
Mark for (b) = 2/3

4 4 This makes a correct

link between the
observed frequency
and relative motion,
although it is not
completely clear in
terms of the source
and the observer.
Mark for (c) (i) = 1/1
5 5 Insufficient detail given.

The direction of the
change is required
here.
Mark for (c) (ii) = 0/1
6 There is an error in the

6 substitution of the
values for the source
and observed
frequencies.
7 7 The answer should be

negative from this
working but this has
been ignored or an
arithmetic error made.
Either way, the
candidate is not
awarded any marks for
this answer as they
have not provided any
comment regarding
how their answer is
positive.
Mark for (d) = 1/3

5 out of 10


(a) The candidate needed to read through both their answers and check them against the question asked.
The first definition gave the required detail. The second definition was disjointed and not consistent with the
first answer.
(b) The candidate needed to read the question more carefully. The information needed for intensity was
given in the question but not used by the candidate. This was compounded by an arithmetic error in the
cancelling for the left-hand side of the equation. The working for the right-hand side should have been done
independently and not made to agree with the left-hand side. The subsequent errors meant that both sides
were incorrect. Checking of working is essential in such questions.
(c) (i) The Doppler effect was described correctly.
(c) (ii) The question gave a specific direction of motion for the star. This required a specific answer, and just
suggesting the frequency would change was not sufficient. The candidate should have given either an
increase or a decrease.
(d) The candidate should have written out the given formula from the formula page. The terms in the
question could then have been attributed to the symbols in that equation more carefully. The candidate
confused the two given frequencies and obtained an incorrect answer. The negative sign obtained should
have signalled to the candidate that something was wrong, but the negative sign was ignored.


1 These definitions
make no sense and
do not describe the
waves in the detail
1 required.
Mark for (a) = 0/2
2 The correct equation

2 for power here, but
mathematical error
made in analysis.
3 3 There is an apparent
change in the
frequency base units
to make units on each
side of the equation
equal. This means
that no marks can be
awarded.
Mark for (b) = 0/3

4 4 A clear description is
given here.
5 A correct statement is
made here.
5
Mark for (c) = 2/2
6 Good presentation of
equation and correct
substitution of values.
A mathematical error
is made in the third
line, leading to an
6 incorrect final answer
and one mark not
awarded.
Mark for (d) = 2/3

4 out of 10

(a) The definitions of the two wave motions required specific detail. The descriptions given were far from the
correct versions.
(b) The candidate needs to practise this kind of analysis of base units. Errors were made in the
determination of the base units of power, and these were not linked to the base units of intensity. The right-
hand side should have been completed independently and not influenced by the answer on the left-hand
side. If there was no agreement, then both sides should have been checked for errors, instead of one side
being ‘made’ to agree with the other. The working and result here were therefore not awarded any marks.
(d) The use of the given formula and correct substitution was well presented. The candidate needs to
practise rearranging equations of this type.



(a) Many answers did not follow the specific requirements of the question. The question was often not read
carefully and the key reference to the direction of the propagation of energy was missed. Use of the terms
‘wave motion’ or ‘wave travel’ was not accepted as these terms did not answer the question and are used to
describe the phenomena of waves in general.
(b) The candidates did not always use the information for intensity given in the question. There were
mathematical errors when cancelling power terms. The two sides of the equation were often made to agree
with each other in terms of base units and this introduced more mistakes.
(c) (i) The frequency heard or measured was not described as being different from the source’s frequency
but a change in the frequency emitted from the source was implied. The need to have relative motion
between the source and the observer was also omitted. A change of distance between the source and
observer was also incorrectly suggested as a reason for the change in observed frequency.
(c) (ii) Many candidates merely mentioned the intensity change that would be observed. The effect of the
motion of the star was required. Some answers were not specific with the direction of the change in the
wavelength or frequency.
(d) Some answers did not use the formula given on the formula page. Many candidates did not fully
understand the meaning of the symbols and did not link the symbols to the data given in the question
correctly. There were mathematical errors in rearranging the equation and these often led to a negative
value for the speed. Some candidates then gave a positive answer without any comment.

Question 5
1 There is no direct
association with
diffraction at a grating
element but there is
1 sufficient detail for
marks to be awarded.
2 There is no explanation
of how the second
order maximum is
2
formed by the
interference of waves
overlapping from each
diffraction element.
Mark for (a) = 2/3
3 The value of d is
correct. The conversion
–1 –1
from m to mm is
incorrect and gives a
rather inappropriate
answer.
3
Mark for (b) = 2/3

4 out of 6

(a) The question was an application of diffraction and interference with a diffraction grating. The candidate
needed to apply their knowledge to the application and not give just the basic theory. The basic theory of
interference needed to be applied to the production of the first order maximum. Practice with questions on
applications as well as learning basic theory is required.
(b) The diffraction grating equation was used and the given data interpreted correctly. There was a
mathematical error in the calculation and the final answer was not realistic. The candidate needed to be
more familiar with likely values for applications of basic theory.

1 Bending is
inappropriate for
diffraction and there is
no application to the
1 diffraction grating.
2 Interference in general
is described but there
is no answer to the
2 formation of the
second order
maximum as asked for
in the question.
Mark for (a) = 1/3
3 There is complete
substitution of the
correct values in the
diffraction grating
equation. The use of
D rather than d is
allowed. The final
conversion of d to N is
not shown.
3 Mark for = 2/3

3 out of 6

(a) The candidate needed to learn the basic theory of diffraction and be able to apply this theory to specific
examples. The candidate's knowledge of interference needed to be used in the application in the question.
(b) The candidate needed to be aware of the relation between the number of lines per mm and the size of
the grating element in order to complete the question.

1 There is no proper
explanation of
diffraction in general or
1 to this application of
the diffraction grating.
‘Bending on an edge’ is
incorrect.
2 The description of
interference is
2 acceptable. There is no
description of this
application into the
production of the first
order maximum as
asked for in the
question.
Mark for (a) = 1/3
3 The formula is stated

correctly.
4 The angle used is

incorrect and so is
inappropriate/incorrect
physics.
3
4 5 The power of ten for
5 the wavelength is
incorrect.
Mark for (b) = 1/3

2 out of 6

(a) The candidate needed to learn the basic theory of diffraction as well as being able to apply the theory to
specific examples. Knowledge of the basic theory of interference was given. Practice with applying this
knowledge to specific examples is required.
(b) The candidate needed to practise the basic diffraction grating formula with many different examples.


(a) Diffraction was described as the bending of light. Bending is associated with refraction. The effect of
diffraction is a wave property and hence diffraction at a grating should be associated with waves after they
have passed through the diffraction element. The effect of interference to produce the first order maximum
was not described for this specific example.
(b) The angle given on the diagram was used as the angle  in the diffraction grating equation. The distance
d was quoted as the number of lines per mm N. There were power of ten errors converting d in metres to N
−1
in mm .

Question 7
1 Basic theory
1 requirement of current
electricity not given
correctly.
Mark for (a) = 0/1
2 All the correct

requirements given for
2
a ‘show that’ question.
3 The working and

answer are fully correct
3 showing good
knowledge and
understanding.

4 There is a basic error

in the conversion of
units. The remainder of
the substitution and the
4 calculation are correct
following this error.
5 The error here is to

assume the current is
constant (a
requirement for the
5 statement made by the
candidate).
6 The dependence of the

resistance on area is
6 correct and is awarded
one of the marks
available.

7 out of 10

(a) Basic knowledge of this term needed to be learned.
(c) (i) More practice with the conversion of units might have helped the candidate to achieve full credit here.
(c) (ii) More practice with the applications of circuit theory might have helped here.

Mark awarded = (b) (i) 3/3, (ii) 2/2

1 The meaning of this

1 term applied to current
electricity is clearly not
known.
Mark for (a) = 0/1
2 The equation and full

substitution are shown,
with the correct final
answer. The calculated
value for 9 / 3.25
2 (= 2.77) would have
confirmed that this
calculation had been
completed.
3 This is the p.d. across

3 the internal resistance
and therefore is a
misconception and an
incorrect answer.

4 The conversion to m2
is incorrect. The
answer is correct
4 following this error so
one mark is awarded.
5 The effect on the area

of reducing the
diameter is correct.
6 The assumption that

5 the change in area will
only affect the drift
speed and not the
current as well is a
6 misconception.

5 out of 10

(a) Basic knowledge of this term needed to be learned.
(b) (i) The calculation of 9 / 3.25 should have been stated before giving the answer to two significant figures,
as this answer is given in the question.
(b) (ii) The candidate misunderstood this calculation. The potential difference across the battery is not the
potential difference across the internal resistance, which is the lost volts.
2
(c) (i) In order to obtain full marks, the candidate needed more practice converting units, in this case mm to
2
m.
(c) (ii) The effect of the change in diameter on the resistance was described by the candidate. The effect of
the change in the resistance on the current was missed. This type of question can only be completed
successfully after having had greater practice with the applications of circuitry.


1 The answer shows a

1 lack of knowledge of
this term.
Mark for (a) = 0/1
2 This is a complete
answer which is also
2
very well presented.
3 This is the calculation

3 of the p.d. across the
internal resistance and
shows a lack of
understanding.

4 The conversion of the

2
area to m is incorrect.
The remaining
substitution of values
and final answer get
4 one mark as the error
has been carried
forward.
5 This is stated with no

supporting evidence.
This is incorrect and so
5 no marks are awarded.

4 out of 10

(a) Basic terms needed to be learned here.
(b) (ii) The calculation showed a lack of understanding of lost volts and battery potential difference. Practice
with calculating potential differences in many different situations would have helped with this.
(c) (i) Practice with converting units would have helped the candidate with this question.
(c) (ii) Greater knowledge was required about the effect of changes in diameter / area on the resistance.


(a) This basic term of current electricity was not known in sufficient detail.
(b) (i) Some calculations omitted one of the resistances in the circuit, generally the internal resistance of the
battery.
(b) (ii) The potential difference across the internal resistance was given as the potential difference across the
battery.
(c) (i) The equation given on the formula page was not used, or the symbols in the equation were not
associated correctly with the data provided in the question.
(c) (ii) The effect of the change of resistance on the current in the circuit was not realised and the drift speed
was assumed to be inversely proportional to the cross-sectional area.

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Cambridge International AS and A Level

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Assessment at a glance ....................................................................................................... 6

Paper 2 – AS Level Structured Questions ........................................................................... 8

Question Paper 22, June 2016

4 Cambridge International AS and A Level Physics 9702

How to use this booklet

Cambridge International AS and A Level Physics 9702 5

All components are externally assessed.

Paper 1 Multiple Choice 1 hour 15 minutes

Candidates will answer on an answer sheet. [40 marks]

Paper 2 AS Level Structured Questions 1 hour 15 minutes

Candidates will answer on the question paper. [60 marks]

Paper 3 Advanced Practical Skills 2 hours

Candidates will answer on the question paper. [40 marks]

Paper 4 A Level Structured Questions 2 hours

Candidates will answer on the question paper. [100 marks]

6 Cambridge International AS and A Level Physics 9702

Paper 5 Planning, Analysis and Evaluation 1 hour 15 minutes

Candidates will answer on the question paper. [30 marks]

Cambridge International AS and A Level Physics 9702 7

Paper 2 – AS Level Structured Questions

Example candidate response – high Examiner comments

1 The answer is concise

Mark for (a) = 1/1

Mark for (b) (i) = 2/2

Mark for (b) (ii) = 1/1

8 Cambridge International AS and A Level Physics 9702

Example candidate response – high, continued Examiner comments

4 This is not really the

Mark for (b) (iii) 1. = 2/2

5 The value used for the

Mark for (b) (iii) 2. = 0/2

6 The energy changes

7 The working is shown

Mark for (b) (iv) = 2/2

8 The frictional force

Mark for (b) (iv) = 0/2

Total marks awarded =

Cambridge International AS and A Level Physics 9702 9

How the candidate could have improved their answer

Mark awarded = (a) 1/1

Total marks awarded = 8 out of 12

10 Cambridge International AS and A Level Physics 9702

Example candidate response – middle Examiner comments

Mark for (a) = 1/1

2 The substitution shows

Mark for (b) (i) = 2/2

Mark for (b) (ii) = 1/1

Cambridge International AS and A Level Physics 9702 11

Example candidate response – middle, continued Examiner comments

4 The calculation of the

5 5 The candidate also

6 The correct height has

Mark for (b) (iii) 2. = 2/2

8 7 The energy change is

Mark for (b) (iv) = 0/2

Mark for (b) (v) = 0/2

Total marks awarded =