Physics - Jamie Kennedyjezzza.com/blog/wp-content/uploads/2010/12/Physics.pdf · Sometimes a question has required the students ... Remember your Physics HSC is a Science paper

HSC Seminars ,..- Dubbo Thursday 10th - Friday 11 th June 2010

Physics

Stephen Fogwill

HSC Physics Seminar 2010

HSC Physics Seminar

2010 Stephen Fogwill BSc, MEd

HT Science Tomaree High School

Know what you will do to enhance your performance (List three things you will do and when you will start).

Write the mark you believe you can achieve if you work well with diligence and perseverance between now and your HSC Physics exam.

Aim High D Ask questions when preparing for the HSC Physics exam. (Write questions you have in the space below)

Stephen Fogwill - HTScience 1


Look at the Examiners comments from the Board of Studies website

It is important to understand that the Preliminary Course is assumed knowledge for the HSC course. Teachers and candidates are reminded that mandatory skills content in Module 9.1 is examinable in both the core and option question (2008 Examiners Comments) http://WlVW.boardofstudies.nsw.edu.au/

How much should you write?

Attend to the verbs Keep it brief / Do not waIDe on Only include information that is relevant to the question There are no marks for additional information only loss of valuable time in writing it and the possibility of loss ofmarks due to contradictions

Getting the Answer Length Right

The space provided and the marks allocated are guides to the maximum length of response required. Produce clear and concise responses. Responses may include the use of dot points, diagrams andlor tables, and should avoid internal contradictions.

Learn definitions for terminology associated with the course

Physics words often have special meaning Acceleration is speeding up OR slowing down OR changing direction Impulse is a change in momentum NOT the urge to do something Silicon is an element use in very pure form to make electronic devices - it is NOT transparent rubber g-force, sling shot, torque, field, flux, induction, black body radiation, thermionic device, doping

Adapted from the BOS examiners comments 2007

Common Exam Problems

Inefficient use of reading time Lack of depth in answers poor use of time Poor writing and poor use of space Lack ofequipment needed to complete answers as instructed: pencils, blue or black pens, see through ruler, calculator with fresh batteries, eraser

From the above and from the BOS website examiners comments in full, list any issues that might apply to yourself and work out how you will address them.

-_....- ------

Stephen Fogwill- HT Science 2

http://WlVW.boardofstudies.nsw.edu.au


Know the Format of the HSC Physics paper

Looking at past papers is a great way to fmd out what to expect in the paper and how questions are presented. Past paper publications such as Success One, are a must to have because they also provide answers that would have scored full marks. (Caution: The written answers are often longer than required to help instruct you. Summarise the key points from them for inclusion in your summary). Understanding the level ofquestions can help with timing. For example, in the multiple choice section there will be 6 or 7 questions on each of the core units in the order ofthe syllabus. Some are lower level questions that require little time to read and interpret while others require considerable analysis including manipulating formulae and performing calculations. Sometimes a question has required the students to use information from two different core units (see Q15 2007, Q 10 2008) or Preliminary units (see Q 142006, Q. 152009).

Within the written section ofthe paper, parts ofquestions are usually graded from easiest to most difficult. This means that you should expect to, spend much less time on some parts ofquestions than others and do more, to score marks at the end of questions that have multiple parts.

Read carefully and know what all the instructions mean

It is important to read the instructions - knowing what they are prior to the exam will save you time but still read them. Only read your Oltll Option question.

Draw diagrams - The old cliche "A picture says a thousand words" applies to many answers in Physics. Each year sample good answers are selected and provided to the Board of Studies. There is usually an emphasis on brief answers that included diagrams and scored full marks. This is because many students in the past thOUght the best thing to do to get maximum marks, was to write as much as possible. This isn't always true. Many students who try this often make contradictory mistakes that cause loss of marks. An appropriate, labelled diagram will almost always enhance your prospects ofhigher level marks. Remember your Physics HSC is a Science paper - quality detail is much more important than volume. Use a pencil. This is so if you make a mistake you can correct it easily and avoids creating situations where you might mess up the only space you have to write the answer. Take two pencils, a sharpener and a good quality eraser into the exam.

Calculators - know that yours is OK by checking the list on the BOS website and replace the battery if it is has not been changed in the past 12 months.

Stephen Fogwil/ - HT Science 3


Know what Formulae, Data and Information are provided for your use.

Scoring well in the exam will require you to complete calculations, using formulae and data. Therefore you need to know which formulas are provided and how and when to use them. You may also need to manipulate formulae ( see Q. 19, 2009) or use variations that are not specifically provided (see Q. 21, 2009)

Make sure you know what is on the data sheet and how to use it. Understand, why there is a periodic table provided.

3 4 5

The Periodic table 5 B

10.81 Boron

6 C

12.01 Camon

7 N

14.01 Nitrogen

13 14 15 Al Si P

26.98 28.09 30.97 Aluminium Silicon Phosphorus

31 32 33 Ga Ge As

69.72 72.61 74.92 Gallium Germanium Arsenic

49 50 51 In Sn Sb

114.8 118.7 121.8 Indium Tin Antimony

81 82 83 Tl Pb Bi

204.4 207.2 209.0 Thallium Lead Bbmuth

113

-------------

114 Uuq

-

Ununquadium

115

----._...._-_. I -

IH-++~I-H

Do p 1 • N g

List some information that would be given to you on the data sheet and identify in which core unites) each piece of information would be useful.

Core Topic

Stephen Fogwill - HT Science 4


Know your formulas; if you don't, you do not know your physics.

Developing your own formula Cards can help you to remember the formulae and their significance and be able to use them.

Ideas to Implementation

Formula Sheet If there is a net force acting on an object, it will accelerate.

F = mg So they sit with their back flat to reduce the

If the mass is possibility reduced and As the fuel in a of the force sta;/s rocket is used, the the same then mass of the rocket the decreases and the

blackouttL1 acceleration 'g-force' on the ---.. will increase astronauts increases

Photo Photoelectric I Photo current Stopping

eJectric aperiment galvanometer voltage effect Hertz

Black I Plank's constant I Einstcill supports

body ~ Plank

radiation Plank "I .. E=hf

• +work

'" function of the

Quantisation , Plellll

of light-photons Ex=hf· ~ Kinetic

Intensity andenergy Df photo electrons rrequency of

Solar cells Q17,

I light

1009

Write a formula in the centre of each box below and write some relevant information around each one. Use what you have done to begin your own set of formula cards.

Knowing the Physics related to each formula will help you to understand the Physics and help you recognise which formulae and concepts are relate to particular questions. This should of course help you score more marks in your exams and improve your HSC result.

Stephen Fogwill- HTScience 5


Be aware that questions are often not straightforward.

Stimulus material such as this \01 diagram (2009 Q4) is often used

to ask a question related to S( .\l [.

gravity or the direction of the velocity at certain points? Examiners usually assess students' knowledge about the vertical and horizontal components of projectile motion.

Many students get acceleration and velocity mixed up. You need to understand about both horizontal and vertical components ofvelocity and what formulas relate to them. Remember too, that velocity and acceleration are vectors and therefore have both a magnitude and a direction. (See also 2004 Q6 and 2007 Q16 (a), Q. 19,2009)

7. Determine the magnitude of the magnetic The real question here is do you force on the conductor (Given B = 0.5 T) know what the angle e is in the

formula F = BIL sin e?1=3 A

I x x x x x This sort ofquestion tricks lots of

x x x students.B x x x

Work it out in the space below.

1 x x x x

x x x x x x 45°

(See also Q 11 2008)

OAm

x x x

Q26, 2004 (7); Q25, 2005 (6); Q20, 2006 (8); Q16, 2007 (5); Q27, 2007 (2); Q27, 2008 (6); Q24, 2009 (4). Plot data on a grid, Draw a line/curve of best fit, Determine the gradient Convert to S1 units or use derived units Identify the gradient as part of a formula and use it to determine a value from the formula Interpret graph representing multiple data

Practice Questions with Graphs

2004 Force between conductors 2005 Photoelectric effect 2006 Force between conductors 2007 Projectile motion and the

photo-electric effect. 2008 Ohms Law 2009 Extension rubber bands Practise by doing all ofthem.


HSC Physics Seminar 20lO

Check your Answers

Make a cl ar judgemental statement - eg From thl evidence it is possible to say that the de elopment and use of transistors has had a major impact in shaping almost every aspect ofour Modern Society.

When you have written your answer, re-read the question and mentally backward map your answer to the question to make sure you have addresses all the components, and the verb(s). (Don't actually draw arrows)

For numerical answers - check units and calculation Check for contradictions in, and if necessary the legibility ofyour writing.

Check the verbs! What do you need to do with questions that ask you to:

Describe:

Outline:

Explain:

Discuss:

Justify:

Describe why/how:

Stephen Fogwill- HTScience 7


Use the syllabus proactively Make sure that you read and study the context statements for each unit. This provides a general overview and is a guide to what the examiners can use when designing more general questions.

Example. 9.3 Motors and Generators

Contextual Outline (available online from the BOS)

Modern industrialised society is geared to using electricity. Electricity has characteristics that have made it Wliquely appropriate for powering a highly technological society. There are many energy sources that can be readily converted into electricity. In Australia, most power plants burn a fuel, such as coal, or use the energy of falling water to generate electricity on a large scale. Electricity is also relatively easy to distribute. Electricity authorities use high-voltage transmission lines and transfonners to distribute electricity to homes and industries around each state. Voltages can be as high as 5 x 105 volts from power stations but by the time this reaches homes, the electricity has been transformed to 240 volts. While it is relatively economical to generate electric power at a steady rate, there are both financial and environmental issues that should be considered when assessing the long-term impact of supplying commercial and household power. The design of a motor for an electrical appliance requires consideration of whether it will run at a set speed, how much power it must supply, whether it will be powered by AC or DC and what reliability is required. "The essentials of an electric motor are the supply ofelectrical energy to a coil in a magnetic field causing it to rotate. The generation ofelectrical power requires relative motion between a magnetic field and a conductor. In a generator, mechanical energy is converted into electrical energy while the opposite occurs in an electric motor. The electricity produced by most generators is in the form ofalternating current. In general AC generators, motors and other electrical equipment are simpler, cheaper and more reliable than their DC cOWlterparts. AC electricity can be easily transformed into higher or lower voltages making it more versatile than DC electricity. This module increases students' understanding of the applications and uses ofphysics and the implications ofphysics for society and the environment.

Most HSC questions can be related to more than one ofdot points however questions such as the following can come directly from them. • Explain how induction is used in cook tops in electric ranges. • Explain why voltage transformations are related to conservation of energy. • Discuss the energy losses that occur as energy is fed through transmission lines from the

generator to the consumer • Assess the effects of the development of AC generators on society and the environment

Review the dot points and make sure that you can address each ofthem. Use past paper questions to test your knowledge and understanding and your skills in displaying that knowledge and understanding within the time frame ofthe question. (On average, this is 1.5 minutes per mark).

Context questions are also possible - these are likely to have heavy mark weighting,jor example: • Discuss the advantages for society and the environment ofAC generators and motors

over their DC counterparts. (7 marks) • Electricity has characteristics that have made it uniquely appropriate for powering a

highly technological society. Discuss this statement based on your understanding of the physics involved in the production and delivery of electricity to a large population. (7 marks)



Use diagrams from past papers to hone your skills in quickly recognise the physics in a question.

What physics could be associated with each ofthese diagrams?

Check out the diagrams in past papers High voltage Stl'p-d()-\Io n

transmis ....jon lilK lflt1sfonner

Cathode Anode

Cathode rays

T

lOcm

i I

1000 ::'000 G-



Have efficient strategies that help you remember all of your work

Making brief summaries will allow you to go over your work in less time - this means that you will have more time to use your summaries to practise questions. It also means that you can go over your work more often. The more often you go over your work the easier it is to remember. Imagine how good it would be if you could go over the content of the whole course in just one hour! This would allow you to more easily remember the detail needed when writing answers and hence improve your ability to score marks.

Draw tiny, labelled diagrams for the following:

Michelson-Morley interferometer Band structure for conductors etc.

A loud speaker and a moving coil gal vanometer

Lennard's photoelectric experiment



Know the key terms - make lists and check them often. The HSC course builds upon the Preliminary course. The Preliminary Course content is a prerequisite for the HSC course (Syllabus p.l0)

Preliminary Communication Sophisticated Transfer Code Messenger Carrier wave Electromagnetic spectrum T elecommunicat ion Technology Instantaneous Wave and wavelength wavefront Frequency Amplitude Period Medium / media Propagation Transverse Longitudinal Wave model Transmission Speed Velocity Refraction Reflection absorption Scattering Displacement Vibration Oscillation Compression Rarefaction Crest Trough Pitch Volume Echo Superposition Intensity Cathode Ray Oscilloscope Gamma Rays UV X-rays

Stephen Fogwill- HTScience

Microwaves Radio waves Visible light Inverse square law Modulation Wavebands Television Plane surface Concave surface Convex surface Ionosphere Snell's law Refractive index Total internal reflection Digital GPS Disruption Isolation Voltage Current Essential Alternative Appliance Domestic Impacts Coulomb Ampere Charge Electric field Alternating current Direct current Joules Potential difference Resistance Conductor Insulator Qualitative Quantitative Cross sectional area Field strength Parallel plates Point charge Relationship Household

Series circuit Subsequent Bar magnet Collapse Electromagnet Dominant Solenoid Emitted Magnetic field Surface Magnetic pole temperature Current-carrying Characteristic Right hand grip Main sequence rule Red giant Mains supply White dwarf Circuit breaker H-R diagram Fuse Alpha Earthing Beta Instantaneous Gamma Scalar Ionising Vector Penetrating Average Particulate Kinematics and Solar wind dynamics Power grid Energy Satellite Force Universe acceleration Hazard Momentum Efficient impulse Modifications Retarding force Adjustments Moderate Investigations Collision Appropriate Air bag Accuracy Mass and weight Reliability Newtons Laws Validity Kinetic energy Secondary Work source Irreversible Scientific Inertia Journal Built -up area Trial procedures Practising Independent Scientist variable Aristotle Dependant Einstein variable Hubble Line/curve of Friedmann best fit Big Bang Uncertainty Galaxy Analysis Expanding Procedure Universe Sequence Gravity Risk assessment Luminosity nm nanometres Equivalence e V electron volt Energy

11


A Glossary of Key Words (from the BOS website)

This glossary contains key words that appear frequently in Board of Studies syllabuses, performance descriptions and examinations.

The purpose behind the glossary is to help students prepare better for the HSC by showing them that certain key words are used similarly in examination questions across the different subjects they are studying.

It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgement ofvalue, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analyse/evaluate)Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to ( analyse/ evaluate)

Deduce Draw conclusions

Derme State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Stephen Fogwill - HTScience 12


Distinguish Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point ofview, idea, argument, suggestion) for consideration or action

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

Add any others you find useful:

---------------- .. --.....~ ------------



Summary Common Problems

• Inefficient use of reading time • Lack of depth in answers poor use of time

Poor understanding of key words and/or definitions and formulae Not converting to SI units not understanding units (e.g. nm, eV) Poor writing and poor use of space Students forgetting their assumed preliminary course content Misreading questions or not reading the whole question Skills not sharp flack of appropriate equipment (flat batteries) Doing more than one option!! (not common)

Exam Hints and Tips

• Be mindful of the structure and timing of the paper Make sure you have all needed equipment Read and follow all instructions Read the questions carefully (check the verbs)

• Keep answers brief but include detail formulae and labelled diagrams can help Show working for calculations - Check units Do all the questions you can do first leave the rest to try afterwards Do only your own option - don't even look at the others Check your answers carefully double check units

Suggestions for studying

Learn the formulae - make equation cards Make vocabulary lists

• Make summaries, read them often, use them and build on them when practising past papers. Study your practical work - think about R., V & S.

Do a self check against the Syllabus skills table 9.1 as well as the dot points and context statements Use other available resources when you are studying ego www.boardofstudies.nsw.edu.au Practise Practise Practise!! past questions

Study Resources » Exam Study Books

• With Answers » BOS Standards Packages

• These are in most School libraries » The BOS website

www.boardofstudies.nsw.edu.au Syllabus Exams Comments about marking HSC Online link

GOOD LUCK!

Stephen Fogwil/ - HT Science 14

www.boardofstudies.nsw.edu.au

www.boardofstudies.nsw.edu.au

Documents

Physics - Jamie Kennedyjezzza.com/blog/wp-content/uploads/2010/12/Physics.pdf · Sometimes a question has required the students ... Remember your Physics HSC is a Science paper