physics 2016 senior external examination: assessment report

Physics 2016 Senior External Examination: Assessment report

Statistics

Year Number of candidates

Level of achievement

VHA HA SA LA VLA

2016 17 2 4 6 5 0

2015 22 3 3 7 6 3

2014 14 0 5 4 4 1

2013 27 3 7 7 7 3

2012 26 3 7 11 4 1

General comments Paper One Part A assessed Knowledge of subject matter and consisted of 15 multiple-choice questions and 10 short-response questions covering all syllabus topics. Candidates were required to respond to all questions. Marks allocated were in proportion to syllabus topic weightings.

Paper One Part B assessed Scientific processes and consisted of seven questions assessed by criteria specific to each question. Candidates were required to respond to all seven questions.

Paper Two assessed Complex reasoning processes and consisted of six questions assessed by specific criteria. Candidates were required to respond to all six questions.

Paper One

Part A — Knowledge of subject matter Section 1 — Multiple-choice questions

1700

93

Question 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Correct response B C D D C B B A A B A C D B C

Section 2 — Short-response questions This part of the examination required candidates to demonstrate their knowledge and ability by simple application of the syllabus topics. Many responses indicated that candidates had knowledge of basic concepts and their typical use, but were not as practised in the application of these concepts as they could be. This was particularly evident when interpreting data in scientific diagrams.

Question 1 Most candidates clearly understood the notion of significant figures and could apply that knowledge in the given situation.

Question 2 Candidates generally converted percentage errors into absolute errors with few problems.

Question 3 This problem was generally understood by candidates, although a few did not convert from milliseconds to seconds accurately.

Question 4 This question required a reasonably straightforward application of theory and most candidates did not experience difficulty. Some candidates seemed to miss the connection between overcoming friction and total force applied.

Question 5 The diagram did not seem to confuse candidates, although some did not feel confident in expressing their response in terms of path difference either in mathematical form or in words. It would be useful for candidates to practice both in preparation for such questions.

Question 6 Most candidates were able to use the appropriate formula to respond to the question, although some paid little attention to the units used. This problem of unit conversion has been present in previous years, although it was less of an issue in 2016.

Question 7 The simple application of formula was generally done well, particularly as this question was a simplification of questions from previous years.

Question 8 Candidates generally successfully completed this problem. Using the term ‘internal resistance’ in the question rather than just ‘resistance’ did not seem to cause problems.

Question 9 Candidates who recognised the question type correctly used the formula.

Question 10 Candidates seemed to understand what the question was asking, although some setting out was not clear. Some did not give atomic numbers to intermediate elements or did not label their

Physics Queensland Curriculum & Assessment Authority 2016 Senior External Examination: Assessment report February 2017

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equations accurately. More detailed practice of setting out decay problems may be useful in preparation for such questions.

Part B — Scientific processes Question 1 The graph was challenging for some candidates. While the questions were straightforward, the level of complexity (not necessarily difficulty) of the graph seemed to confuse some candidates, particularly since the two diagrams needed to be interpreted together. More practice with complex scientific diagrams might be useful.

Question 2 Most candidates recognised this problem type and successfully responded to it. This showed that most candidates understood concepts of displacement as a vector and the energy changes of an oscillator. There was a clear distinction between candidates who understood the total energy concept and how to place this on the diagram and those who may have understood the system but could not draw the required curve.

Question 3 As usual for this type of problem, there was some variety in the success of candidates solving it. Most difficulty seemed to relate to trying to superimpose two triangular waves that were not mirror images of each other. Prospective candidates may find it useful to focus on key interaction points of the graph from which other key points can be interpolated.

Question 4 Candidates typically plotted the points on the graph well. As with last year, some did not understand the relationship between the graph shape and a cooling or heating body, so they did not accurately identify the potential boiling point. While thermodynamics is not part of the external examination syllabus, the pattern of temperature change towards boiling is Year 8 content knowledge. The question focused on the graphing skills and interpretation of curves.

Question 5 The experimental design required for this question was generally lacking in necessary detail. While the situation and problem were simply phrased, the identification and control of variables was not generally effective. Some candidates did not define ‘absorbent’ and hence could not justify their design or they seemed to be unclear about what the word meant.

Question 6 This was a challenging problem for candidates: some in interpreting the graph and some in communicating their thinking. While the correct response does not have to be long, it does need to be precise. More work in communicating the meaning of complex graphical representation could help with this shortfall.

Question 7 As for the previous question, candidates had some difficulty in communicating their thinking, particularly around the idea of ‘justifying a response’. The required response focused on a rephrasing of the knowledge given in the question and while some candidates did this, others did not make that connection.


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Paper Two

Complex reasoning processes Question 1 This was a straightforward complex reasoning question. Candidates who identified the key principle involved and were prepared to consider resistor placement did well.

Question 2 This was a difficult question to respond to without drawing a clear diagram. Most candidates understood what the question was asking and were able to represent it to some degree. Success may have been a function of familiarity with this question type.

Question 3 This was a multi-step, potentially difficult question, but many candidates handled it well.

Question 4 This was a complex problem requiring attention to detail and setting out. While no single step was difficult, keeping the focus of the question in mind seemed daunting to some candidates. Future candidates may benefit from practising complex problems requiring setting out of vectors.

Question 5 The nature of the diagram candidates drew was critical to success. Those candidates able to accurately represent the situation were most likely to succeed. Some candidates did not adequately attempt to represent the problem with a diagram.

Question 6 This question was not generally well done, and again seemed to be a function of being able to communicate ideas with clarity and precision. As expected, those candidates who could represent the decay using equations were better prepared to respond to the question.

Sample solutions The sample solutions on the following pages show possible ways of successfully responding to the questions. Other approaches and problem-solving strategies may be equally valid.


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Paper One

Part A — Knowledge of subject matter Section 2 — Short-response questions


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Part B – Scientific Processes


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Paper Two Complex reasoning processes


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physics 2016 senior external examination: assessment report

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