secondary 5 553-504 theory examinationtheory examinationjimchatt.com/physics.2014.ans.pdf ·...

JUNE 201JUNE 20144

PHYSICSPHYSICS Secondary Secondary 55

555533--550404

Theory ExaminationTheory Examination

Administration and Marking Administration and Marking

GuideGuide

PPHYHY--500.A06500.A06

DDIFFUSIONIFFUSION 2014

DDESIGN ESIGN TTEAMEAM Paul Couture, New Frontiers School Board Mark Driedger, St. George’s School of Montreal May Lum, New Frontiers School Board Cathy Martin, Riverside School Board

CCOORDINATIONOORDINATION Barbara Choquette, BIM, GRICS Katherine Davey, Lester B. Pearson School Board Sandra Fréchette, Riverside School Board

VVALIDATIONALIDATION Laurette Barker, Central Quebec School Board Marc Andre Daigle, Central Quebec School Board Charles Sias, Central Quebec School Board

LL INGUISTIC INGUISTIC RREVISIONEVISION Kevin O’Donnell, GRICS

LLAYOUT AND AYOUT AND CCOMPUTERIZATIONOMPUTERIZATION Diane Nadeau, BIM, GRICS

II LLUSTRATIONSLLUSTRATIONS Hernan Forcada, BIM, GRICS Diane Nadeau, BIM, GRICS Jean-Philippe Richard, BIM, GRICS www.clipart.com

PHY-500.A06 § Administration and Marking Guide

BIM § GRICS

TTable of Contentsable of Contents General Information ........................................................................................................... Page 1

Presentation of the Examination ........................................................................................ Page 2

Procedure for Administering the Examination ................................................................... Page 5

Instructions for Marking the Examination .......................................................................... Page 6

Marking Guide ................................................................................................................... Page 7 Appendix Feedback Questionnaire [Site for the electronic format: http://bimonline.qc.ca.]


BIM § GRICS Page 1

GGeneral Informationeneral Information

DISCIPLINE Physics

SUBJECT-SPECIFIC COMPETENCIES § Makes the most of his/her knowledge of physics. § Communicates ideas relating to questions involving physics, using the languages

associated with science and technology.

TIME ALLOTTED 3 hours

An additional 5 minutes per hour (15 minutes) may be allotted if needed.

PROVIDED DOCUMENTS For the Teacher

§ Administration and Marking Guide

For the Student § Student Booklet § Answer Booklet

AUTHORIZED MATERIALS The following materials are permitted during the examination:

§ Calculators with or without graphic displays* § Writing instruments § Rulers

* Calculators with or without graphic displays designed mainly to perform mathematical calculations are authorized during official exams. Before the exam starts, data and programs stored in the calculator’s memory must be deleted. Calculators equipped with formal calculation software are not authorized for the exams. These models are allowed under the sole condition that the formal calculation functions are deactivated during the exam. Computers, tablet computers, electronic organizers and calculators with an alphanumeric keyboard (QWERTY or AZERTY) are not authorized. All calculator peripherals, such as instruction manuals and memory expansion devices, are forbidden. It is strictly forbidden to use memory expansion cards or chips, as well as data or program libraries. Communication between calculators is not allowed during the exam. Using a calculator containing stored data or programs will be considered as cheating. Students cannot share their calculators.

[Adapted from MELS Information Document, Science and Technology, Applied Science and Technology, June/August 2012/January 2013, and provided as a recommendation.]


BIM § GRICS Page 2

PPresentation of the Examinationresentation of the Examination

STRUCTURE This theory examination was developed and validated in collaboration with teams of teachers and pedagogical consultants from various school boards in Québec. The evaluation criteria to be considered are as follows:

� Mastery of subject-specific knowledge

� Relevant use of scientific and technological knowledge

� Appropriate formulation of explanations or solutions

The examination consists of 25 questions in two parts:

� Part A: Multiple-Choice Questions

� Part B: Constructed-Response Questions

Note: Significant figures will be evaluated in questions 15 and 24 only. TYPES OF QUESTIONS AND PERCENTAGE VALUES FOR GENERAL CONCEPTS EVALUATED

General concept Section of Exam

Kinematics

20%

Dynamics

32%

Transformation of Energy

16%

Geometric Optics

32%

Part A Multiple-Choice

Questions (40%)

4, 5 6, 7, 8 9, 10 1, 2,3

Part B Constructed-Response

Questions (60%)

16, 17,18 19, 20*, 21, 22, 23 24, 25 11, 12, 13, 14, 15

*Covers two general concepts.


BIM § GRICS Page 3

ELEMENTS TARGETED 1 Question General Concepts Progression of Learning

1 Geometric Optics

1. Snell’s Law (Reflection) b. Angle of incidence and reflection i. Measures the angles of incidence and angles of reflection in a diagram or an

experiment.

2 Geometric Optics

3. Images b. Image characteristics i. Determines the characteristics of the image formed in a given situation

(mirrors and lenses).

3 Geometric Optics

2. Snell’s Law (Refraction) c. Index of refraction iv. Explains the phenomenon of total internal reflection (e.g. mirage, fibre

optics).

4 Kinematics 3. Uniformly accelerated rectilinear motion c. Average velocity and instantaneous velocity ii. Determines the instantaneous velocity of an object.

5 Kinematics 1. Reference systems i. Chooses a reference system suited to the situation.

6 Dynamics 3. Newton’s Laws d. Describes qualitatively the law of action-reaction (Newton’s Third Law).

7 Dynamics 5. Centripetal force a. Explains qualitatively the effect of centripetal force on a body in motion.

8 Dynamics 7. Equilibrium and resultant of several forces b. Determines the magnitude and direction of the vector associated with the

balancing force of a system of forces.

9 Transformation of Energy

3. Relationship among power, work and time b. Applies the mathematical relationship between power, work and time

(P = W/Δt).


1. Mechanical energy b. Applies the mathematical relationship between potential energy, mass,

gravitational acceleration and the distance travelled. (Ep = mgh). Relationship between kinetic energy, mass and velocity (Ek = ½ mv2).

11 Geometric Optics

3. Images b. Image characteristics i. Determines the characteristics of the image formed in a given situation

(mirrors and lenses).

12 Geometric Optics

1. Snell’s Law (Reflection) b. Angle of incidence and reflection ii. Explains qualitatively and quantitatively a phenomenon using the Law of

Reflection (e.g. minimum height a mirror must have in order for a person to see the full length of his/her body, extent of a field of vision).

13 Geometric Optics

3. Images b. Image characteristics ii. Applies the mathematical relationship that makes it possible to determine the

position, orientation and height of an object or its image in the case of mirrors or lenses.

14 Geometric Optics

2. Snell’s Law (Refraction) c. Index of Refraction i. Defines the index of refraction of a medium as the ratios of speed of light in

a vacuum to the speed of light in that medium (n = c/v).

15 Geometric Optics

2. Snell’s Law (Refraction) c. Index of refraction iii. Explains qualitatively and quantitatively a phenomenon using the Law of

Refraction (n1sinθ1 = n2sinθ2) (e.g. a straw in a glass of water).

1. The statements are taken from the Progression of Learning (MELS 2010).


BIM § GRICS Page 4

ELEMENTS TARGETED (CONT’D) Question General Concepts Progression of Learning

16 Kinematics

2. Uniform rectilinear motion a. Relationship among position with respect to the point of origin, velocity and

time ii. Applies mathematical relationship between position with respect to point of

origin (displacement, velocity and time (Δd = vΔt) in a given situation.

17 Kinematics

2. Uniform rectilinear motion a. Relationship among position with respect to the point of origin, velocity, and

time i. Provides a qualitative explanation and uses a graph to illustrate the

relationship between the position of an object with respect to its point of origin (displacement), its velocity, and time during which it is motion.

3. Uniformly accelerated rectilinear motion a. Relationship among acceleration, change in velocity and time i. Provides a qualitative explanation and uses a graph to illustrate the

relationship between the acceleration of a body, the change in its velocity and the time during which this change occurs.

18 Kinematics

2. Uniform rectilinear motion a. Relationship among position with respect to the point of origin, velocity and

time 4. Motion of projectiles b. Determines the position, displacement or instantaneous velocity of a

projectile or the time elapsed.

19 Dynamics 6. Free-body diagram a. Uses vectors to represent the forces that act on a body.

20 Dynamics 2. Gravitational force a. Associates the free fall of a body with the effect of gravitational force.

Kinematics 3. Uniformly accelerated rectilinear motion b. Relationship between acceleration, distance, and time ii. Applies the mathematical relationship between acceleration, the distance

travelled, and the time in a given situation (Δd = v1Δt + ½ aΔt2).

21 Dynamics

7. Equilibrium and resultant of several forces a. Determines the magnitude and direction of the vector associated with the

resultant force of a system of forces. b. Determines the magnitude and direction of the vector associated with the

balancing force of a system of forces.

22 Dynamics

3. Newton’s Laws c. Applies the mathematical relationship between the force acting on a body,

mass and acceleration (F = ma). 4. Force of friction c. Determines the value of the force of friction in a given situation

(force of friction = applied force − net force).

23 Dynamics

2. Gravitational force c. Determines the component of gravitational force parallel to the displacement

of a body (e.g. inclined plane). 3. Newton’s Laws c. Applies the mathematical relationship between the force acting on a body,

mass and acceleration (F = ma).


1. Mechanical energy a. Relationship between kinetic energy, mass and speed - Applies the mathematical relationship between the elastic potential energy,

the force constant and the change in length in a given situation (E = ½ kx2).


1. Mechanical energy b. Applies the mathematical relationships associated with kinetic energy, types

of potential energy, work and heat. c. Analyzes quantitatively a transformation of mechanical energy in a given

situation.


BIM § GRICS Page 5

PProcedure for Administering the Examinationrocedure for Administering the Examination

n Distribute the Student Booklets and the Answer Booklets.

n Have students read the examination questions and reference materials presented in the Student Booklet. Students must answer all questions in the Answer Booklet provided.

n Ensure that students work alone.

n Collect all Student Booklets and Answer Booklets at the end of the examination period.


BIM § GRICS Page 6

II nstructions for Marking the Examinationnstructions for Marking the Examination22

In order to determine what is expected of the students and to ensure a uniform understanding of the evaluation tools, it is suggested that teachers in each school form a marking committee to analyze the work of a sample of students.

Guidelines for correcting questions requiring an explanation, a justification, or a representation:

Analyze the student’s work and determine if it is appropriate.

• An explanation, a justification or a representation is appropriate if most of the elements of the answer are correct and if appropriate terminology or symbolism is used.

• An explanation, a justification or a representation is partially appropriate if:

Ø most of the elements of the answer are correctly indicated, but the terminology or symbolism used is not appropriate.

Ø some elements of the answer are indicated, and some of the terminology or symbolism used is appropriate.

• An explanation, a justification or a representation is inappropriate if most of the elements of the answer are incorrect or missing or if the terminology or symbolism used is inappropriate.

Guidelines for correcting questions requiring the use of formal mathematical solutions:

Step 1

Analyze the work to understand the procedure used by the student, and then decide if the procedure is appropriate or not.

A procedure is appropriate if most of the steps are relevant and could lead to the correct answer.

A procedure is partially appropriate if the steps presented do not lead to the correct answer, but include at least one step that is relevant and correct.

A procedure is inappropriate if none of the steps presented are relevant or if the student has not shown any work.

Step 2

If the procedure is deemed appropriate or partially appropriate, then evaluate the answer. If the answer is incorrect, identify the type of error(s) made.

The error is considered minor if it is an error in calculation or transcription, or if the unit of measurement is incorrect or missing.

The error is considered major if a law, rule, or formula has been applied incorrectly.

No marks are allotted for a correct answer when the procedure used is inappropriate, or no work is shown.

2. Adapted from: MELS, 555-410, Science and Technology, Marking Guide, June 2012, and provided as a recommendation.


BIM § GRICS Page 7

MMarking Guidearking Guide

Part A Multiple-Choice Questions Questions 1 to 10

Question 1 C 4 0 Question 2 D 4 0 Question 3 B 4 0 Question 4 D 4 0 Question 5 C 4 0 Question 6 B 4 0 Question 7 B 4 0 Question 8 B 4 0 Question 9 C 4 0 Question 10 A 4 0


BIM § GRICS Page 8

Part B Constructed-Response Questions Questions 11 to 25

NOTE: • The following examples of appropriate responses are guidelines and are not exhaustive. Teachers should use their professional judgement when correcting this exam.

• Significant figures will be evaluated in questions 15 and 24 only.

Question 11 Example of an appropriate diagram

C F O I (Image)

Note: Only 2 of 3 rays are required for full marks. Marking Scale3 4 marks Appropriate diagram and correct position and size of image 3 marks Appropriate diagram, but incorrect answer due to a minor error such as no direction indicated

on rays 2 marks Appropriate diagram, but incorrect answer due to a major error (e.g. student draws 2 correctly

reflected rays, but does not draw the image) 1 mark Partially appropriate diagram (e.g. student draws at least one ray properly) 0 marks Inappropriate diagram, or did not provide a diagram, regardless of the answer

3. All Marking Scales adapted from MELS, 555-410, Science and Technology, Marking Guide, June 2012.


BIM § GRICS Page 9

Question 12 Examples of an appropriate response

Zoe Alex Etienne

Emily Vainö

Mikaela

Whiteboard Plane Mirror

Centre of Curvature for Curved Mirror

Mr. Alvarez

Curved Mirror

Answer The following students are visible in the mirrors: Zoe, Alex and Etienne. Marking Scale 4 marks Appropriate diagram and correct answers. Note: angles may be off by a small amount 3 marks Appropriate diagram, but incorrect answer due to a minor error such as student does not

show proper direction on the rays, or angles/normals are inaccurate i.e. student may or may not have correct final answer

2 marks Appropriate diagram, but incorrect answer due to a major error such as not identifying the field of vision (e.g. identifies Vainö and Mikaela as visible because they are between the two normals, or the student draws a completely correct diagram but states that all students are visible except for Emily

1 mark Partially appropriate procedure (e.g. only draws rays for one mirror) 0 marks No diagram is drawn, or a diagram with many mistakes is drawn


BIM § GRICS Page 10

Question 13 Example of an appropriate procedure Given variables:

??

cm153

o

i

=

=

+=

=

ddfM

1. Find distance of object:

cm10cm303

32

cm151

33

31

cm151

311

cm1513

3

o

o

o

oo

oo

io

o

i

=

=

=

+−=

−+=

=−

−=

dd

d

dd

dd

dddd

Answer The distance between the object and the lens is 10 cm. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or

transcription error, or missing unit of measure 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect

application of a law, formula or rule (e.g. the student correctly substitutes but fails to solve for do)

1 mark Partially appropriate procedure (e.g. the student completes the magnification equation and focal distance equation with the knowns and unknowns, but fails to solve)

0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer




m/s1000.3?

seconds10153.1

33.1

8

8water

×=

=Δ

×=Δ

=−

c

dt

n

1. Find speed of light in water:

m/s1025563.233.1

m/s1000.3 88

waterwater

waterwater

×=×

==

=

ncv

vcn

2. Find the distance travelled in water:

( ) ( )m6.2d

s10153.1m/s1025563.2tvdtdv

88

=Δ

××=Δ=ΔΔΔ

=

−

Note: Significant figures are not taken into consideration in this question. Answer The fish is 2.6 m below the surface of the water. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or


application of a law, formula or rule (e.g. using speed of light in a vacuum instead of speed of light in water)

1 mark Partially appropriate procedure (e.g. calculating only the speed of light in water) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer



Question 15 Example of an appropriate procedure

( )

52.151893.1

0.54sin2.67sin333.1θsinθsin

2

2

2

2211

=

=

°=°

=

nn

nnn

Note: Significant figures are taken into consideration in this question. Answer The index of refraction of the glass is 1.52 (significant figures). Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or

transcription error, or missing unit of measure or student did not take significant figures into account

2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. used incorrect angles)

1 mark Partially appropriate procedure 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer



Question 16 Examples of an appropriate procedure Given variables:

2

1

m/s8.9

m75.0m/s8

−=

−=Δ

=

a

dv

1. Solve for the final velocity:

( ) ( ) ( )m/s87.8v

m75.0m/s8.92m/s8v

da2vv

2

222

21

22

±=

−−+=

Δ+=

Note: Significant figures are not taken into consideration in this question. Answer The velocity of the rocket the instant it hits the ground is − 8.9 m/s or 8.9 m/s downward. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or


application of a law, formula or rule (e.g. did not indicate that the velocity is negative or downward or uses a positive displacement

1 mark Partially appropriate procedure 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer



Question 17 Example of an appropriate procedure To calculate the time spent coming to a complete stop (second part of graph showing deceleration).

s15m/s3m45

m/s3m452

0m/s6m45

221

=Δ

=Δ

Δ=

Δ⎥⎦

⎤⎢⎣

⎡ +=

Δ⎥⎦

⎤⎢⎣

⎡ +=Δ

t

t

t

t

tvvd

Note: Significant figures are not taken into consideration in this question.

Velocity versus Time

2

4

6

8

10

5

Time (s)

Velo

city

(m/s

)

0 15 10 25 20 35 30 45 40 55 50 65 60 70



Question 17 (Cont’d) Marking Scale 4 marks Appropriate procedure and graph 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or

transcription error, or inaccurate graph/calculation where there are missing labels or missing units

2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. student shows all the calculations correctly but fails to represent it correctly on the graph)

1 mark Partially appropriate procedure (e.g. student only shows the first part of the motion correctly) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer



Question 18

Examples of an appropriate procedure

1. Find the time it takes for the ball to reach a height of 2 m (on the way down). Vertical component of motion:

( )

( )

( ) ( )

s18.1t

tm/s8.921tm/s309.6m6.0

ta21tvd

m/s309.6v35sinm/s11v

m/s8.9am6.0d

22

2i

iy

iy

2

=Δ

Δ−+Δ=

Δ+Δ=Δ

=

°=

−=

=Δ

2. Find the horizontal distance the ball will travel in 1.18 s.

( ) ( )m669.10d

s18.135cosm/s11dtdv

=Δ

°=ΔΔΔ

=

3. Calculate how far Isabelle will travel in 1.18 s.

( )m9.5d

s18.1m/s5dtdv

=Δ

=ΔΔΔ

=

4. Distance between the two players: 10.669 m + 5.90 m = 16.569 m

Note: Significant figures are not taken into consideration in this question.

Answer

The distance between the two players when the ball is thrown is 16.6 m.

Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or

transcription error, or missing unit of measure (e.g. student only solves for the ball’s horizontal displacement)

2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. student only solves for time)

1 mark Partially appropriate procedure (e.g. student solves for the horizontal and vertical components of the initial velocity)




Question 19 Example of an appropriate response

Free-Body Diagram

FNormal

FResistance (air and snow)

Fgravity

15°

Also, accept a rotated view where the FNormal is straight up (vertical) and FResistance is horizontal. Note: Students should not be penalized for the relative lengths of the vectors. Students may

indicate FResistance using 2 vectors (air and snow). Students should include the 15° angle or the 75° (90° − 15°) angle.

Marking Scale 4 marks Appropriate diagram with all four components properly identified and labelled, i.e. 3 force

vectors and the angle 3 marks Appropriate diagram with three out of four components properly identified and labelled 2 marks Appropriate diagram with two components properly identified and labelled 1 mark Partially appropriate diagram with at least one component identified and labelled 0 marks Inappropriate diagram, or did not provide a diagram, regardless of the answer




kg1.0m?a

m75.1ds97.0t

m/s0v1

=

=

−=Δ

=Δ

=

1. Find acceleration due to gravity on Mars:

( )( )2

2

1

m/s72.3

s97.0m75.122

½

½

−=

−=

Δ

Δ=

Δ=Δ

Δ+Δ=Δ

a

tda

tad

tatvd

2

2

2

2. Find the weight of the tool on Mars:

If a = −3.72 m/s2, then g = 3.72 N/kg

( )N37.0F

N/kg72.3kg1.0FmgF

g

g

g

=

=

=

Note: Significant figures are not taken into consideration in this question. Answer The weight of the tool on Mars is 0.37 N. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or


application of a law, formula or rule (e.g. student only solves for the acceleration due to gravity on Mars)

1 mark Partially appropriate procedure (e.g. student finds the weight of the tool on Earth) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer



Question 21 Example of an appropriate procedure

Free-Body Diagram

45.0° 30.0°

TensionRafi TensionAziz

Fg = WeightSeema

1. Find the vertical components of the force vectors.

Fr(y) = TRafi sin 45° + TAziz sin 30° − Fg = 0 since the situation is in static equilibrium.

N491F0FN180N311F

0F30sinN36045sinN440F

g

gr(y)

gr(y)

=

=−+=

=−+=

2. Find Seema’s mass:

( )

kg1.50N/kg8.9N491N/kg8.9N491

g

=

=

=

=

m

m

m

mgF

Answer Seema’s mass is 50.1 kg or 50 kg. Note: Significant figures are not taken into consideration in this question. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or


application of a law, formula or rule (e.g. found Seema’s weight but not her mass) 1 mark Partially appropriate procedure 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer



Question 22 Example of an appropriate procedure 1. Find x component of applied force

N9728cosN110

applied

applied

=

°=

F

F

2. Find Fnet for block of ice

( ) ( )

N13N224.13

m/s58.0kg8.22

net

net

2net

net

=

=

=

=

FFF

maF

3. Find Ff

N84N97N13

f

f

netappliedf

fappliednet

−=

−=

−=

+=

FF

FFF

FFF

Note: Significant figures are not taken into consideration in this question. Answer The magnitude of the frictional force is 84 N. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or


application of a law, formula or rule (e.g. not taking the angle into account) 1 mark Partially appropriate procedure (e.g. only solving for net force) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer




N6.2

kg5.1

f −=

=

F

m

1. Find Fg parallel to incline:

( ) ( )

( )N43.8

35sinN7.14

θsin

N7.14

kg/N8.9kg5.1

parallel

parallel

parallel

g

g

gg

g

g

g

=

°=

=

=

=

=

F

F

FF

F

F

mgF

2. Find acceleration:

( ) ( )

2

net

net

net

fgnet

m/s89.3

kg5.1N83.5

N83.5

N6.2N43.8

parallel

=

=

=

=

−+=

+=

a

a

mFa

F

F

FFF

Note: Significant figures are not taken into consideration in this question. Answer The acceleration of the train down the ramp is 3.9 m/s2.



application of a law, formula or rule (e.g. student forgot to take friction into account or used the wrong trigonometric ratio i.e. cos 35°)

1 mark Partially appropriate procedure (e.g. student did not take the angle into account) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer



Question 24 Example of an appropriate procedure 1. Energy of Spring 1 (2 significant figures):

( )( )J7.1

m092.0N/m104.00½

½2

=

×=

=

EE

kxE2

2

2. Energy of Spring 2 (2 significant figures):

( ) ( )J2.1E

m20.06N/m106.000½Ekx½E

22

2

=

×=

=

Note: Significant figures are taken into consideration in this question. Answer Team 1’s spring has a stored elastic potential energy of 1.7 J (significant figures). Team 2’s spring has a stored elastic potential energy of 1.2 J (significant figures). Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or

transcription error, or missing unit of measure or student did not take significant figures into account

2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g.one spring calculated correctly)

1 mark Partially appropriate procedure (e.g. student calculated the force applied on the spring (kx) rather than the energy stored (½ kx2)




Question 25 Example of an appropriate procedure 1. Mechanical energy at the bottom of the ramp:

( ) ( ) ( ) ( ) ( )

J5.24EJ23.4J 02.0E

m/s13kg05.0½m04.0N/kg8.9kg05.0Emv½mghE

bottom

bottom

2bottom

2bottom

=

+=

+=

+=

2. Mechanical energy at the top of the ramp:

J25.6J2J25.4EEE toplossbottom

=+

=+

3. Speed of marble at the top of ramp:

( ) ( ) ( ) ( )

m/s7.1568.246

025.0167.6025.0083.025.6

kg05.0½m17.0N/kg8.9kg05.0J25.6

½

2

2

2

2

2top

=

=

=

+=

+=

+=

vv

v

v

v

mvmghE

Note: Significant figures are not taken into consideration in this question. Answer The initial speed of the marble is 15.7 m/s.

Note: If the student neglects the potential energy of the marble at the bottom of the ramp,

the student may still arrive at the correct answer. In this case, the student should only be given 2 marks.



application of a law, formula or rule (e.g. neglecting the potential energy of the marble at the bottom of the ramp OR neglecting to add 2.0 J of energy in determining the initial mechanical energy of the system)

1 mark Partially appropriate procedure (e.g. student solves for one type of energy) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer


BIM § GRICS Appendix

Appendix

FFeedback eedback QQuestionnaireuestionnaire (also available on (also available on http://bimonline.qc.cahttp://bimonline.qc.ca ))

PHY-500.A06

Physics – Secondary 5 4 = Very satisfied 3 = Satisfied 2 = Not very satisfied 1 = Dissatisfied Teacher’s Guide 4 3 2 1 Visual presentation (layout) Time allotted for the examination Procedure / Instructions Information regarding materials (provided, required, authorized) Quality and use of the evaluation tools provided (rubrics, observable elements, etc.) In accordance with the QEP, Progression of Learning, Evaluation Framework Student Booklet 4 3 2 1 Level of difficulty Instructions Reading level Language accuracy Other supporting reference materials (video, magazine, etc.) If you have indicated Not very satisfied or Dissatisfied with any of the above, please comment and provide recommendations:

Overall assessment of the examination:

Comments or recommendations:

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