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# PHYSICS EXAMINATIONS – 2006 - PowerPoint PPT Presentation

PHYSICS EXAMINATIONS – 2006. Bruce Walsh. REMINDERS. Calculators Study design and textbooks Examiners report VASS system SSMS. JUNE EXAMINATION. STATISTICS. 6712 students Mean = 90 = 50% Std dev = 38.7 = 21.5% Number achieving 100% = 0. GENERAL COMMENTS.

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### PHYSICS EXAMINATIONS – 2006

Bruce Walsh

• Calculators

• Study design and textbooks

• Examiners report

• VASS system

• SSMS

### JUNE EXAMINATION

• 6712 students

• Mean = 90 = 50%

• Std dev = 38.7 = 21.5%

• Number achieving 100% = 0

• Reasonably challenging paper

• Detailed studies

• Attempt ONE detailed study only

• Explanations address specific question. – Diagrams

• Show working

• Converting units

• Calculations – powers of 10

- raising to power eg. R3

• Care reading scale on axes

• Multiple choice questions

• Illegible writing

PROBLEM AREASMOTION

• Q3. Two stage – get acc from F=ma then use const acc formula. Many assumed a=9.8. Few used W=ΔEK

• Q6. Net force. Many neglected gravity. Others added it instead of subtracting

• Q7. Multiple steps. Net force const. Use F=ma for acc then const acc for dist. OR I=Δp for speed then const acc for dist. Many assumed acc was g

ELECTRONICS & PHOTONICS Spring PE. Many used F=-kx assuming f=mg at bottom

• Q1. DC biasing. Parts 2 and 3 poorly done

• Q3. Signal voltage - clipping

• Q4. Decoupling capacitor. Most knew what it did but not why

• Q8. Modulation

RELATIVITY Spring PE. Many used F=-kx assuming f=mg at bottom

• Q7-9. Confusion over frames of reference.

MATERIALS & STRUCTURES Spring PE. Many used F=-kx assuming f=mg at bottom

• Q3. Reading axis ε=2% not 2

• Q4. Calculated wrong material or misread strain axis

• Q6. Work = Area of graph x Volume Many forgot volume or had calculation difficulties

FURTHER ELECTRONICS Spring PE. Many used F=-kx assuming f=mg at bottom

• Q7. Operation of regulator

### NOVEMBER EXAMINATION Spring PE. Many used F=-kx assuming f=mg at bottom

STATISTICS Spring PE. Many used F=-kx assuming f=mg at bottom

• 6589 students

• Mean = 111 = 62%

• Std dev = 41 = 23%

• Number achieving 100% = 20

GENERAL COMMENTS Spring PE. Many used F=-kx assuming f=mg at bottom

• Accessible paper

• Detailed studies

• Illegible writing

• Explanations must address specific question

• Explanations – one mark per point Spring PE. Many used F=-kx assuming f=mg at bottom

• Show working

• Unit conversions, eg. cm2 to m2

• Read questions carefully. Answer what is asked not what you expect to be asked.

PROBLEM AREAS Spring PE. Many used F=-kx assuming f=mg at bottomELECTRIC POWER

Q1. Sketching magnetic fields.

Q8. E.M. induction. Trouble calculating area (units) and getting correct time

Q14-15. Operation of transformer

Q16. Overall distribution system

LIGHT and MATTER Spring PE. Many used F=-kx assuming f=mg at bottom

• Q1. Incoherent light from wide spectrum sources. Confused with discrete emission spectrum.

• Q2. Wave and particle predictions for PE effect.

• Q6. Meaning of standing waves for electrons in stable states in atoms.

SYNCHROTRON radiation. Wrong Planck’s constant. Assumption that because momentum was the same, energy was also. Electron speed taken as 3x10

• Q2. Explain two advantages.

• Q5. Relate greater wavelength to reduced energy.

PHOTONICS radiation. Wrong Planck’s constant. Assumption that because momentum was the same, energy was also. Electron speed taken as 3x10

• Q5. Operation of graded index multimodal fibres

• Q6-7. Snell’s law

• Q10. Rayleigh scattering increases as wavelength decreases.

SOUND radiation. Wrong Planck’s constant. Assumption that because momentum was the same, energy was also. Electron speed taken as 3x10

• Q6. Sound from front and rear out of phase, box prevents interference.

• Q9. Unable to explain resonance in terms of behaviour of sound waves.