Physics exam papers - archive
Physics 2016 HSC exam pack (archive)
2016 Physics HSC paper (archived)
Marking guidelines
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Marking feedback
Select from the sections below to view feedback from HSC markers about students responses in this year’s examination.
Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on written examination
Section I
Part B
Candidates showed strength in these areas:
- linking atmospheric drag to low-Earth orbit satellites (Q21a)
- calculating the force due to gravity and using the correct units for force (Q21b)
- understanding that motion was required to create induction (Q22a)
- understanding that the magnet was falling under gravity (Q22b)
- understanding that a voltage or an electric field has an effect on the direction of an electric charge within the deflection plates (Q23a)
- equating the force of a charge in an electric field to the force of a charge in a magnetic field and determining the magnetic field strength (Q23b)
- identifying the increased lattice vibrations with increasing temperature (Q24)
- recognising that force decreases as distance increases (Q25a)
- realising that the broader range produced a more comprehensive view of the curve (Q25b)
- understanding the purpose of a transformer (Q26)
- stating Hertz’s basic experiment involving the discovery of radio waves as well as using labelled diagrams to supplement responses (Q27a)
- demonstrating some understanding of the photoelectric effect (Q27b)
- identifying light as a photon (Q27b)
- recalling the results of investigations regarding the photoelectric effect (Q27b)
- describing the acceleration of the rocket and how the acceleration was affected by fuel and rocket thrust (Q28)
- demonstrating a sound knowledge of Physics discoveries, especially superconductors and semiconductors. (Q29)
- articulating the multiple steps required to achieve the correct calculation (Q30a)
- understanding the role of the conservation of energy in explaining the energy available to the falling mass (Q30b).
Candidates need to improve in these areas:
- explaining the effect of atmospheric drag (Q21a)
- converting units of distance (Q21b)
- identifying the in and out motion of the magnet in the coil and its relationship to alternating current (Q22a)
- interpreting velocity-time graphs, especially when the gradient is acceleration (Q22b)
- explaining that a change of input voltage can create a change of electric field between the deflection plates (Q23a)
- relating input voltage to an electric field (Q23a)
- determining the direction of the magnetic field (Q23b)
- understanding that lattice vibrations do not stop completely below critical temperature (Q24)
- answering the question rather than discussing BCS theory in detail (Q24)
- comparing the actual curves presented rather than theoretical ones (Q25a)
- using correct Mathematical terms to compare the graphs (Q25a)
- understanding that a sufficient number of measurements over a sufficient range of distances is required to deduce a valid relationship (Q25b)
- understanding the terms ‘accurate’, ‘valid’ and ‘reliable’ (Q25b)
- understanding the implications of using transformers (Q26)
- including equipment that was essential for Hertz’s observations (Q27a)
- providing observations made by Hertz that were consistent with the photoelectric effect (Q27a)
- stating the understanding before and after the change (Q27b)
- linking the results of the investigation to the change in understanding (Q27b)
- understanding momentum and acceleration of the rocket (Q28)
- understanding induced current for generators (Q29)
- not confusing the interactions of a generator with those of a motor (Q30b).
Section II
Question 31 – Geophysics
Candidates showed strength in these areas:
- understanding that seismic methods were used in monitoring the nuclear test ban (part a i)
- identifying one geophysical method or an economic benefit (part a ii)
- describing a model of Earth’s magnetic field (part b i)
- describing one feature of a magnetic field other than the variation of its inclination with latitude (part b ii)
- naming two corrections that must be made when gravimetric data is being analysed (part c)
- interpreting the diagram (part d)
- interpreting the diagram, identifying P and S waves from the sample seismograms and describing features of both types of waves (part e).
Candidates need to improve in these areas:
- understanding the concept of using earthquakes to locate the position of a nuclear test (part a i)
- linking the geophysical method with its economic benefit (part a ii)
- relating the inclination of Earth’s magnetic field and latitude (part b i)
- reading the question carefully and describing features rather than just one feature (part b ii)
- explaining gravimetric corrections (part c)
- providing valid inferences rather than just one inference, and justifying the answer (part d)
- relating features on the seismograms to the behaviour of different types of earthquake waves and Earth’s internal structure (part e).
Question 32 – Medical Physics
Candidates showed strength in these areas:
- identifying the difference between the two types of X-rays, especially in terms of properties such as wavelength, energy and image resolution (part a i)
- providing reasons for the widespread use of X-rays (part a ii)
- describing the application of the piezoelectric effect (part b i)
- calculating the Ir/Io ratio (part b ii)
- outlining key aspects of Doppler or CAT imaging, and providing examples for their use (part c)
- describing the annihilation process (part d)
- describing principles, especially nuclear spin and resonance (part e).
Candidates need to improve in these areas:
- not confusing soft X-rays and soft tissue imaging (part a i)
- reading the question carefully and referring to limbs (part a ii)
- describing the piezoelectric effect (part b i)
- using the calculated value to describe what happens at the boundary (part b ii)
- contrasting the use of the two techniques rather than the two techniques (part c)
- not confusing PET scans and bone scans (part d)
- relating the answer to diagnosis (part d)
- explaining how the principles are applied and linking larmor frequency to resonance (part e).
Question 33 – Astrophysics
Candidates showed strength in these areas:
- identifying the meaning of the terms (part a i)
- identifying several ways of improving resolution (part a ii)
- demonstrating an understanding of how trigonometric parallax works (part b i)
- substituting into the distance modulus equation (part b ii)
- relating absorption spectra of stars to the corresponding spectra of elements (part c)
- recalling that the peak wavelength of the spectra gives temperature using Wien’s law (part c)
- identifying that eclipsing binaries can be used to determine the mass of stars (part d)
- understanding that Cepheid variables can be used to determine distances (part d)
- identifying key regions of the HR diagram and describing nuclear processes that occur throughout the lifecycle of a star (part e).
Candidates need to improve in these areas:
- outlining the ways of improving resolution rather than just identifying them (part a ii)
- not confusing adaptive and active optics (part a ii)
- explaining how trigonometric parallax is used (part b i)
- using distance equation (d=1/p) before substituting the parallax angle into the distance modulus (part b ii)
- providing specific reference to deriving temperature and composition (part c)
- clearly explaining how variables such as light curves, graphs or equations are used (part d)
- discussing why stars are not evenly distributed on the HR diagram (part e).
Question 34 – From Quanta to Quarks
Candidates showed strength in these areas:
- identifying the two types of nucleon and a difference between them (part a i)
- identifying relevant forces (part a ii)
- identifying the Zeeman effect, relative intensity or hyperfine lines (part b i)
- identifying the Rydberg Equation (part b ii)
- manipulating equations to identify the initial shell (part b ii)
- describing Pauli’s exclusion principle or Heisenberg's uncertainty principle (part c)
- understanding the role of particle accelerators in detecting particles (part d)
- recalling the major features of the standard model of matter (part d)
- recognising that Fermi’s work is associated with nuclear fission (part e)
- identifying applications of Fermi’s work (part e).
Candidates need to improve in these areas:
- explaining how the forces operated in the nucleus (part a ii)
- outlining the features, rather than just identifying them (part b i)
- converting energy to a wavelength (part b ii)
- linking Heisenberg and Pauli’s work to changes in Bohr’s model of the atom (part c)
- linking the new particles with the development of the standard model of matter in a way that showed how the discoveries supported the theory (part d)
- knowing how the accelerators identified the various particles. (part d)
- not confusing neutron diffraction with particle accelerators (part d)
- linking Fermi’s work in controlled nuclear fission to the nuclear reactor and its applications (part e)
- identifying effects that are related to society (part e).
Question 35 – The Age of Silicon
Candidates showed strength in these areas:
- recognising analogue and digital signals (part a i)
- identifying the advantages of electrical and electronic circuits (part a ii)
- stating two features of an operational amplifier (part b i)
- identifying that resistors are important to the function of an operational amplifier (part b ii)
- demonstrating some understanding of constructing a truth table (part c)
- identifying features of an integrated circuits (part d)
- recognising that resistors had an effect on the output (part e)
- recognising the function of the thermistor (part e).
Candidates need to improve in these areas:
- describing the advantages of electrical and electronic circuits (part a ii)
- comparing all the listed features of an operational amplifier with those of an ideal amplifier (part b i)
- drawing a correct circuit diagram (part b ii)
- interpreting graphs to determine how to calculate the gain of an operational amplifier (part b ii)
- applying a relevant equation to determine the value of the feedback resistor (part b ii)
- completing a truth table and determining the possible input voltages (part c)
- explaining the advantage of an integrated circuit over individual transistors (part d)
- obtaining the reference voltage and voltage value using the voltage dividing equation (part e)
- recognising the function of the comparator and the function of the transistor (part e).
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