Physics 2017 HSC exam pack (archive)

Students should:

• be aware that that some questions require the integration of concepts from different areas of the syllabus
• identify quantitative data to be used in calculations with appropriate symbols and units (for example, r = 3.39 x 10⁶ m) before commencing calculations
• explicitly show conversion of values to standard units during or prior to substitution
• show appropriate substitutions into equations before attempting complex rearrangement
• use appropriate units for quantitative responses
• answer the question asked rather than referring to generalised information on the topic
• use the number of lines as an indication of the expected length of the response
• write a plan to the longer responses to assist in structuring the response in a logical sequence
• use appropriate terminology from the question to clearly identify the intention of their written response (for example, ‘examples include …’)
• only answer questions on ONE option – the one studied at school
• engage with the stimulus material and be able to use the material to strengthen responses
• clearly link concepts in questions that involve explanations, analysis or relationships
• address the key words – for ‘example’, ‘explain’, ‘describe’, ‘analyse’.

Students should expect:

• questions to be of varying difficulty
• to support questions requiring an opinion with facts, data and/or evidence
• to draw scientific diagrams and graphs, interpret data and assess information for accuracy, reliability and/or validity.

Students can prepare for this examination by:

• using past HSC papers and their marking guidelines to practise responses
• writing plans for answers from past HSC papers   
• reviewing common diagrams, graphs and images to determine the type of data that can be extracted from these stimuli.

In better responses, students were able to:

• directly answer the question, provide relevant data/information and apply context  
• use a variety of ways to answer questions, name examples and use relevant annotations
• apply a contextual example when responding to questions that asked for a named example
• refer to diagrams, data and/or stimulus material in their responses.

General feedback

In better responses, students were able to:

• use data, information and examples to support their response
• clearly integrate stimulus material and answer all parts of the question.

Question 22

In better responses, students were able to:

• identify two distinct methods of increasing torque (Q22 (a))
• use clear and unambigious language to describe motion of side BC, that is, ‘into the page’ (Q22 (b)).

Question 26

In better responses, students were able to:

• clearly link two or more consequences with steep re-entry (Q26 (a))
• demonstrate an understanding of energy conservation and transformation with relation to kinetic and/or potential energy; they also interpret the meaning of the graph (Q26 (b)).

Question 29

In better responses, students were able to:

• clearly show an understanding of gradient and equate two distinct formulae (Q29 (a))
• clearly set out their separate calculations using a logical and sequential process (Q29 (b)).

General feedback

In better responses, students were able to:

• give clear examples using straightforward language and sentence structure
• make direct reference to relevant aspects of visual stimuli in responses
• arrange longer responses using clear sequential statements.

Question 33

In better responses, students were able to:

• make clear links between the atmosphere and clarity of image
• provide several features of stellar spectra based on data from the diagram
• clearly distinguish between the regions in their own diagram using appropriate labels
• provide a clear sequential explanation for the longer response by identifying each potential star death, linking them to specified mass of star or stellar core and the associated gravitational effect.

Question 34

In better responses, students were able to:

• use the data evident in the Periodic Table to provide a correct interpretation of the nucleus
• respond with two distinct sentences using concise and relevant terminology to describe nuclear processes
• use appropriate terminology, including ‘energy levels’, ‘electron’, ‘photon’ and ‘emission’ to account for spectral line and support their argument with a clearly laid out quantitative argument beginning with correct substitution, rearrangement and finally calculation
• present clear statements pertinent to Davisson and Germer, Bohr, classical physics, and de Broglie before making the appropriate linkage or distinction between the statements
• present distinct paragraphs relating to protons and neutrons to avoid confusion and conclude with a comparison and contrast of their uses in terms of their properties.