Hsc Notes

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2012 HSC Notes from the Marking Centre – Physics
Contents
Introduction ................................................................................................................................ 1
Section I...................................................................................................................................... 2
Section II .................................................................................................................................... 3

Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in
Physics. It contains comments on candidate responses to the 2012 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with the relevant syllabus, the 2012 Higher School
Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Physics.
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course and including the prescribed focus areas. It is important to understand that the Preliminary course is assumed knowledge for the HSC course.
Candidates need to be aware that the marks allocated to the question and the answer space
(where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary.
Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.
Teachers and candidates are reminded that the mandatory skills content in Module 9.1 is examinable in both the core and option questions and that all objectives and outcomes, including the Prescribed Focus Areas, are integral to the Stage 6 Physics Course.
Candidates are required to attempt only one question in Section II, and are strongly advised to answer the option they have studied in class.

1

Section I
Part B
Question 21
a.

In better responses, candidates gave a clear outline of a procedure that produced data to enable ‘g’ to be determined, the specific data collected and the analysis of that data. In weaker responses, candidates relied on technology to provide data without a clear understanding of the procedure.

b.

In better responses, candidates indicated that a comparison to a reading from a reliable secondary source was required.

c.

In most responses, candidates correctly identified repetition as the best way of increasing reliability.

d.

In better responses, candidates indicated that a measure of spread of the data already collected was required, followed by a judgement as to whether that spread was acceptable. Question 22
a.

In better responses, candidates linked a change in flux to both the development of an
EMF and a current in the closed circuit.

b.

In better responses, candidates referred to forces resulting in specific changes in the balance readings. They also noted the use of the plural term (changes) in the question.

Question 23
In better responses, candidates considered the motion of both masses and related them to the different positions of the towers from which they were released.
Question 24
a.

In better
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