Plotting Graphs (Edexcel International A Level (IAL) Physics): Revision Note

Exam code: YPH11

Ashika

Written by: Ashika

Reviewed by: Caroline Carroll

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Plotting Graphs

  • When plotting graphs, it is important to consider the importance of the following factors:

    • Selecting appropriate scales

    • Labelling axes with quantities and units

    • Carefully plotting the points

Choice of Scale

  • When choosing a scale, it must be big enough to accommodate all the collected values using as much of the graph paper as possible

  • At least half of the graph grid should be occupied in both the x and y directions

  • Scales should be clearly indicated and have suitable, sensible ranges that are easy to work with

    • For example, scales with multiples of 3 should be avoided

  • The scales should increase outwards and upwards from the origin

  • Each axis should be labelled with the quantity that is being plotted, along with the correct unit

Labelling the Axes

  • Label each axis with the name of the quantity and its unit

    • For example, F / N means force measured in Newtons

  • The convention is that a forward slash ( / ) is used to separate the quantity and the unit

  • In general:

    • The independent variable goes on the x-axis

    • The dependent variable goes on the y-axis

    Example Graph sketch

Example of labelled axes with the name of the variable, its symbol and its unit

Plotting the Points

  • Points should be plotted so that they all fit on the graph grid and not outside it

  • All values should be plotted, and the points must be precise to within half a small square

  • Points must be clear, and not obscured by the line of best fit, and they need to be plotted with a sharp pencil so that they are thin

  • There should be at least six points plotted on the graph, with any major outliers identified

Line or Curve of Best Fit

  • There should be equal numbers of points above and below the line of best fit

    • Using a clear plastic ruler will help with this

  • Not all lines will pass through the origin and nor should they be forced to

  • The line (or curve) of best fit should not be too thick or joined dot-to-dot like a frequency polygon

  • Anomalous values that have not been identified during the implementation stage should be ignored if they are obviously incorrect

    • This is because they will have a large effect on the gradient of the line of best fit

Determining the y-intercept

  • The y-intercept is the y value obtained where the line crosses the y-axis at x = 0

  • Values should be read accurately from the graph, with the scale on the y-axis being interpreted correctly

Worked Example

A student investigates the effect of placing an electric fan in front of a wind turbine. The wind turbine is connected to a voltmeter. When the wind turbine turns, it generates voltage. The student obtains the following results:

Graph Worked Example Table, downloadable AS & A Level Physics revision notes

Plot the student’s results on the grid and draw a curve of best fit on the graph.

Graph Worked Example Grid, downloadable AS & A Level Physics revision notes

Answer:

Step 1: Identify the independent and dependent variables

  • Independent variable = blade angle / °

  • Dependent variable = voltage / V

Step 2: Choose an appropriate scale

  • The range of the blade angle is 0 – 90°

  • Ideally, every small square represents 10°

  • The range of the voltage is 0 – 2.2 V

  • Ideally, each small square represents 0.5 V

  • Both axes should occupy at least 50% of the grid

Step 3: Label the axes

  • The dependent variable (voltage / V) goes on the y-axis

  • The independent variable (blade angle / °) goes on the x-axis

  • Both axes should be labelled with a quantity and a unit

Step 4: Plot the points

  • Each point should be accurate within half a small square

Graph Worked Example Ans 1, downloadable AS & A Level Physics revision notes

Step 5: Draw a curve of best fit

  • The curve should be smooth with a roughly equal distribution of points on either side of the curve

  • It must start at (0,0) and peak at (20, 2.2)

Graph Worked Example Ans 2, downloadable AS & A Level Physics revision notes

Examiner Tips and Tricks

Remember that 'sketching' and 'plotting' a graph are two different command words

  • 'Sketch' means – Produce a freehand drawing. For a graph, this would require a line and labelled axis with important features indicated, the axes are not scaled.

  • 'Plot' means – Produce a graph by marking points accurately on a grid from data that is provided and then drawing a line of best fit through these points. A suitable scale and appropriately labelled axes must be included if these are not provided in the question

The difference between these two command words is the use of scales. A plotted graph has scaled axes, whilst a sketch doesn't have to be but both times the axes should be clearly labelled

Logarithmic Scales

  • Graphs can be logarithmic in nature

  • A logarithmic (log) scale is a non-linear scale often used for analysing a large range of quantities

    • The log of a number is always greater than 1, so all log values are only positive

    • Hence, when drawing a log-log graph, the graph will only have a positive quadrant

  • Often, in practicals, if the log of a value is required, then a separate column is needed in the data table to calculate this, for example:

Table of Results Using ln

Capacitor Worked Example Experiment Table (2)

A separate column is often needed to calculate ln(V)

  • In the above case, the potential difference V is determined from a voltmeter, but the ln(V) values are calculated using a calculator

  • The most common example of this in A level physics is in:

    • Radioactive decay

    • capacitor charge and discharge equations

Using Natural logs (ln)

  • Taking natural logs (ln) of an equation with an exponential function means the equation can become linear i.e. in the form ymxc

  • Straight-line graphs tend to be more useful than curves for interpreting data

    • Gradients and intercepts are useful values that can be seen from a straight-line graph 

  • Nuclei decay exponentially, therefore, to achieve a straight-line plot, logarithms can be used

  • Take the exponential decay equation for the number of nuclei

N = N0 e–λt

  • Taking the natural logs of both sides

ln N = ln (N0e–λt) = ln (N0) + ln(e–λt)

ln N = ln (N0) − λt

  • In this form, this equation can be compared to the equation of a straight line

y = mx + c

ln N = − λt + ln (N0

  • Where:

    • y = ln (N) is plotted on the y-axis

    • x = t is plotted on the x-axis

    • gradient, m = −λ

    • y-intercept = ln (N0) is a constant

  • The exponential decay version of the equation could produce a curve, whilst the ln(N) equation produces a straight line

Half Life Decay Curves 1, downloadable AS & A Level Physics revision notes
Half Life Decay Curves 2, downloadable AS & A Level Physics revision notes

Linear decay curve vs. a log graph

Examiner Tips and Tricks

Remember that log and ln are subtly different! There are two different functions on your calculator.

  • By default, log is to the base 10, log10 E.g., log 100 = log10 100 = 2

    • This is very rarely used, if at all, in A level physics

  • 'ln' is just log to the base e (the exponential function). Therefore, ln = loge E.g., ln(ex) = loge(ex) = x

    • Therefore, if you ever have an exponential function, e in the equation - use 'ln' and not 'log'

'ln' follows all the same laws of logarithms of addition, subtraction and power. You can find more in the 'Logarithmic Function' A level Maths notes here on Save My Exams

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Ashika

Author: Ashika

Expertise: Physics Content Creator

Ashika graduated with a first-class Physics degree from Manchester University and, having worked as a software engineer, focused on Physics education, creating engaging content to help students across all levels. Now an experienced GCSE and A Level Physics and Maths tutor, Ashika helps to grow and improve our Physics resources.

Caroline Carroll

Reviewer: Caroline Carroll

Expertise: Head of Content Delivery

Caroline graduated from the University of Nottingham with a degree in Chemistry and Molecular Physics. She spent several years working as an Industrial Chemist in the automotive industry before retraining to teach. Caroline has over 12 years of experience teaching GCSE and A-level chemistry and physics. She is passionate about delivering high-quality resources to help students achieve their full potential.