2008–2009 Diploma Examinations Program
105
Information Bulletin 2008–2009 Diploma Examinations Program Physics 9 6 30
Transcript of 2008–2009 Diploma Examinations Program
Information Bulletin
2008–2009 Diploma Examinations Program
Physics
GRADE 9
GRADE 630
This document was written primarily for:
Students !"
Teachers ! of Physics 30
Administrators !"
Parents
General Audience
Others Distribution: This document is posted on the Alberta Education website at www.education.alberta.ca Copyright 2008, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta Education, Learner Assessment, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J 5E6, and its licensors. All rights reserved. Special permission is granted to Alberta educators only to reproduce, for educational purposes and on a non-profit basis, parts of this document that do not contain excerpted material. Excerpted material in this document shall not be reproduced without the written permission of the original publisher (see credits, where applicable).
Contents
Teacher Involvement in the Diploma Examination Process .........................................................2 Program of Studies Implementation .............................................................................................3 Course Objectives .........................................................................................................................4 Performance Expectations ............................................................................................................4 Performance Standards .................................................................................................................4 Examination Specifications and Design .......................................................................................6 Examination Security....................................................................................................................9 Maintaining Consistent Standards Over Time on Diploma Examinations...................................9 Reminders and Explanations.........................................................................................................9
Issues of Content........................................................................................................................ 9 Issues of Communication......................................................................................................... 10 Issues of Procedure .................................................................................................................. 11
Physics Data Sheets of Constants and Equations........................................................................12 Periodic Table of the Elements ...................................................................................................15 Written-Response Questions.......................................................................................................16 Example Diploma Examination Written-Response Questions ...................................................18
Sample Two-Dimensional Vector Skill-Based Question ......................................................... 18 Sample Scoring Guides for Two-Dimensional Vector Skill-Based Questions......................... 19 Sample Solutions for Two-Dimensional Vector Skill-Based Question.................................... 21 Sample Graphing Skill-Based Question................................................................................... 25 Sample Scoring Guides for Graphing Skill-Based Questions .................................................. 27 Sample Solutions for Graphing Skill-Based Question ............................................................. 29 Sample Analytic Question........................................................................................................ 31 Sample Scoring Guide for Analytic Questions......................................................................... 32 Sample Solution for Analytic Question.................................................................................... 33 Second Sample Analytic Question........................................................................................... 34 Sample Solution for Second Analytic Question....................................................................... 35 Sample Holistic Question......................................................................................................... 36 Sample Scoring Guide for Holistic Questions ......................................................................... 37 Sample Solution for Holistic Question..................................................................................... 38
Example Diploma Examination Part B.......................................................................................39 Key—Part B................................................................................................................................66 Appendix—Student Reponses to Written-Response Questions .................................................67
Student Responses to Two-Dimensional Vector Skill-Based Question ................................... 67 Student Responses to Graphing Skill-Based Question............................................................. 74 Student Responses to Analytic Question.................................................................................. 83 Student Responses to Holistic Question................................................................................... 88
You can find diploma examination-related materials on the Alberta Education website at www.education.alberta.ca.
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Teacher Involvement in the Diploma Examination Process
High-quality diploma examinations are the product of close
collaboration between classroom teachers and Alberta Education. Classroom teachers from across Alberta are involved in many aspects of diploma examination development, including the development of raw items; the building, reviewing, administering, and marking of field tests; the reviewing of diploma examination drafts; and the marking of diploma examinations. Alberta Education values the involvement of the teachers and often asks school jurisdictions for the names of teachers who are interested in being involved. Teachers who are interested in developing raw items or building and/or reviewing field tests are encouraged to ask their principals to submit their names, through proper channels, to Learner Assessment. The list of teachers interested in these aspects of the development process remains open all year long, and teachers are welcome to have their names submitted at any time. Other opportunities to be involved, such as field testing and marking, have specific closing dates. General dates to be aware of include: September 2008 Registration for field tests to be administered in
December 2008 or January 2009 October 2008 Request for marker nominations for diploma
examinations to be administered in January 2009
February 2009 Registration for field tests to be administered in
May or June 2009 March 2009 Request for marker nominations for diploma
examinations to be administered in June and August 2009
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Program of Studies Implementation The Physics 20–30 Program of Studies (2007) will be implemented according to the following schedule:
September 2007 – Physics 20 September 2008 – Physics 30 The Program of Studies can be downloaded at
www.education.alberta.ca/media/654853/phy2030_07.pdf
If you cannot access the Program of Studies using this link, you can find curriculum-related materials on the Alberta Education website at www.education.alberta.ca. The Program of Studies can be downloaded at www.education.alberta.ca/media/654853/phy2030_07.pdf If you cannot access the Program of Studies using this link, you can find curriculum-related materials on the Alberta Education website at www .education.alberta.ca. From the home page, follow this path: Teachers > Programs of Studies (Core curriculum) > Science > Programs of Study > Physics 20-30 under the heading Senior H igh.
The Physics 30 diploma examination will assess this Program of Studies beginning with the January 2009 Diploma Examination. The blueprint of this examination is given on page 6. Example Diploma Examination written-response questions and generic scoring guides begin on page 18. Sample responses with scores and scoring rationales begin on page 67. An example Part B: Machine Scored examination begins on page 39. The key is given on page 66. The data sheets and periodic table of the elements that will accompany the examination begin on page 12.
G randfather ing of Students who complete their classroom study of Physics 30 by June Old Program of Studies 2008 will have until August 2010 to write the old program examination.
The course code for the old program of studies is 3260.
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Course Objectives Physics 30 is intended to further students’ understanding and application of fundamental physics concepts and skills. The focus of the course is on understanding the physics principles behind the natural events that students experience and the technology that they use in their daily lives. The course encourages enthusiasm for the scientific enterprise and develops positive attitudes about physics as an interesting human activity with personal meaning. It develops knowledge, skills, and attitudes to help students become capable of and committed to setting goals, making informed choices, and acting in ways that will improve their own lives as well as life in their communities. To develop the required knowledge, skills, and attitudes in Physics 30, students must have successfully completed Science 10 and Physics 20.
Performance Expectations
Curriculum Standards Provincial curriculum standards help to communicate how well students need to perform in order to be judged as having achieved the objectives specified in the Physics 20–30 Program of Studies, 2007. The specific statements of standards are written primarily to apprise Physics 30 teachers of the extent to which students must know the Physics 30 content and be able to demonstrate the required skills in order to pass the examination.
Performance Standards Acceptable Standard
Students who achieve the acceptable standard in Physics 30 will receive a final course mark of 50% or higher. Students achieving the acceptable standard have gained new skills and knowledge in physics but may encounter difficulties if they choose to enroll in post-secondary physics courses. These students are able to define basic physics terms: for example, scalar, vector, momentum, force, field, charging by conduction or by induction, refraction, diffraction, interference, the photoelectric effect, the Compton effect, matter-energy equivalence, nucleons, nucleus, decay, half-life, and stable energy states. These students are able to state and use formulas as they appear on the equation sheet: for example, momentum of a single object, linear momentum analysis, electric force, electric field, magnetic deflecting force, motor force, angle of refraction, index of refraction, focal length, magnification, photon energy, work function, mass (activity or percentage) remaining of a radioactive nuclide, photon energy, and energy change associated with photon emission or absorption. They can
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do this in situations where they need to sort through a limited amount of information. Their laboratory skills are limited to following explicit directions and to using laboratory data to verify known physics information. They are able to identify manipulated and responding variables but not relevant controlled variables. These students are able to relate graph shape to memorized relationships, but their analysis of graphs is limited to linear data. These students tend to use item-specific methods in their problem solving and rarely apply the major principles of physics in their solutions: for example, conservation laws, balanced or unbalanced forces, and type of motion. When explaining the connections between science, technology, and society, these students tend to use examples provided from textbooks. These students have difficulty connecting physics to real-life scenarios beyond the classroom.
Standard of Excellence Students who achieve the standard of excellence in Physics 30 receive a
final course mark of 80% or higher. They have demonstrated their ability and interest in both mathematics and physics, and feel confident about their scientific abilities. These students should encounter little difficulty in post-secondary physics programs and should be encouraged to pursue careers in which they will utilize their talents in physics. Students who achieve the standard of excellence show flexibility and creativity when solving problems, and minor changes in problem format do not cause them major difficulties. These students are capable of analyzing situations that involve two-dimensional vectors, charge motion initially perpendicular to an external electric field, charge motion perpendicular to an external magnetic field, and energy level values above or below given values based on photon characteristics, etc. They seek general methods to solve problems and are not afraid to use physics principles as a framework for their solutions. In the laboratory, students who achieve the standard of excellence can deal with data that are less than perfect or with instructions that are incomplete. These students are able to explicitly relate graph shape to mathematical model to physics equation. They transfer knowledge from one area of physics to another and can express their answers in clear and concise terms. These students are able to apply cause and effect logic in a variety of situations: algebraically, experimentally, etc. In addition, these students can connect their understanding of physics to real-world situations that include technological applications and implications beyond the classroom setting.
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Examination Specifications and Design Each Physics 30 Diploma Examination is constructed as closely as possible to the following specifications. Adjustments in the emphasis may be necessary because the examination includes written-response questions and/or machine-scored questions that cover more than one general outcome. Questions on the diploma examination will require students to demonstrate knowledge of physics concepts and to apply skills in a context that supports making Science, Technology, and Society (STS) connections. The design supports the integration of all Physics 30 general outcomes (GOs) as outlined in the Physics 20–30 Program of Studies, 2007. As a result, the examination is not necessarily arranged sequentially by units but is instead built around scenarios or contexts that support STS connections; a set of questions may assess students’ ability to integrate several GOs.
Part B Emphasis (Curricular Fit) General Outcomes GO A Momentum and Impulse: 10–20% Students will explain how momentum is conserved when objects interact in
an isolated system. GO B Forces and Fields: 25–35%
Students will explain the behaviour of electric charges using the laws that govern electrical interactions. They will describe electrical phenomena using the electric field theory. They will explain how the properties of electric and magnetic fields are applied in numerous devices.
GO C Electromagnetic Radiation: 25–35% Students will explain the nature and behaviour of electromagnetic radiation using the wave model. They will explain the photoelectric effect using the quantum model.
GO D Atomic Physics: 20–30% Students will describe the electrical nature of the atom. They will describe the quantization of energy in atoms and nuclei. They will describe nuclear fission and fusion as powerful energy sources in nature. They will describe the ongoing development of models of the structure of matter.
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Scientific Process and Communication Skills
Students will • formulate questions about
observed relationships and plan investigations into questions, ideas, problems, and issues
• use a broad range of tools and techniques to record data and information
• analyze data and apply mathematical and conceptual models to develop and assess possible solutions
• apply the skills and conventions of science in communicating information and ideas, and in assessing results
Science, Technology, and Society Connections (STS)
Students will • explain that technological problems often require
multiple solutions that involve different designs, materials, and processes, and that have both intended and unintended consequences
• explain that concepts, models, and theories are often used in interpreting and explaining observations, and in predicting future observations
• explain that scientific knowledge may lead to the development of new technologies and that new technologies may lead to or facilitate scientific discovery
• explain that the goal of technology is to provide solutions to practical problems
• explain that scientific knowledge is subject to change as new evidence becomes apparent, and as laws and theories are tested and subsequently revised, reinforced, or rejected
• explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation, and the ability to provide explanations
• explain that the goal of science is knowledge about the natural world
• explain that the products of technology are devices, systems, and processes that meet given needs, and that the appropriateness, risks, and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability
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The Physics 30 Diploma Examination consists of Part A: Written Response and Part B: Machine Scored.
The design of the 2008–2009 Physics 30 Diploma Examinations
is as follows:
Part
Question Format
Number of Questions
Percentage Emphasis
A Written Response 3 35
B Multiple Choice 40 52 Numerical Response 10 13
Written-Response Questions The written-response portion of the Physics 30 Diploma Examination contains three questions: a skill-based question, an analytic question, and an open-response question. Students write their answers to the written-response questions in the examination booklet itself.
Machine-Scored Questions The machine-scored portion of each examination contains both multiple-choice and numerical-response questions.
Multiple-choice questions are of two types: discrete and context-dependent. A discrete question stands on its own without any additional directions or information. It may take the form of a question or an incomplete statement. A context-dependent question provides information that is separate from the question stem. Many of the multiple-choice questions are context dependent. A particular context may be used for more than one multiple-choice question as well as for more than one numerical-response question. Numerical-response questions are of three types: calculation of numerical values; selection of numbered events, structures, or functions from a diagram/list; and determination of a sequence of events. Answers for multiple-choice questions are recorded in the first section of the machine-scored answer sheet. Answers for numerical-response questions are recorded in the second section on the same side of the same machine-scored answer sheet.
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Examination Security • The 2009 January Physics 30 Diploma Examination Part A and
Part B are secured at the time of writing. There will be a release of items in the autumn of 2009.
• The 2009 June Physics 30 Diploma Examination Part A and Part B are secured.
Maintaining Consistent Standards Over Time on Diploma Examinations Equating cannot be done across a program change as significant as
that which has occurred in Physics. A baseline examination will be established, and equating will be
reestablished as a result of the standard setting associated with the change in the Program of Study.
Reminders and Explanations Issues of Content Nuclear Equations NEW
The curriculum specifies that students should be able to write nuclear equations for alpha and beta decay. This now includes both beta positive and beta negative decay with the appropriate neutrino and antineutrino.
Quantitative Analysis of the Compton Effect
NEW
The Compton effect is the change in wavelength of the scattered electromagnetic radiation in a photon-electron collision. It is
described by ).cos1( !" #$% mch
Wave-particle DualityNEW
Students will be expected to know and apply p = "h and c
pE $
to determine the particle-like characteristics of photons.
Students are expected to know the wave-like characteristics of
matter but not apply .mvh$"
Positron NEW
Students are expected to know and use the term positron to describe the antimatter particle corresponding to the electron.
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Issues of Communication Physics Principles The physics principles that a Physics 30 student should be NEW familiar with are
—uniform motion (balanced forces) —uniformly accelerated motion (unbalanced forces) —circular motion (unbalanced forces) —conservation of momentum —conservation of energy —conservation of mass-energy —conservation of charge —conservation of nucleons —wave-particle duality
Directing Words The directing words for Mathematics and Science have been combined. The complete list of directing words is available on the Alberta Education website at www.education.alberta.ca, then follow
the pathway: Teachers > (Additional Programs and Services) Diploma Exams > Information Bulletins > Mathematics and Science Directing Words
Energy Versus In their written work, many students use the same symbol for Electric Field energy as for electric field. Many of these students then substitute energy values into electric field formulas and vice versa.
In their written work, students should be encouraged to use notation that differentiates between energy (Ep, Ek, EM, Eelectric) and electric
field ( E!
or E!
). Numerical-Response Many students experience difficulty recording their answers to Questions numerical-response questions. These difficulties include failing to
completely fill in the circles on the answer sheet, failing to fill in the circles that correspond to the digits recorded in the boxes, and
incorrect rounding. Directions Direction Description & toward the top of the page ' toward the bottom of the page ( to the right of the page ) to the left of the page * into the page • out of the page
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Issues of Procedure Reading the Whole Question The written-response items are designed, generally, to have Versus Answering the Bullets a central idea given by the first one or two sentences following the question number. For students achieving at the standard of excellence, this is sufficient direction. These students are able to
show connections and apply appropriate knowledge. The bullets are provided to assist those students who are not at the
standard of excellence. These students require more specific direction. The bullets are not the question. Students who answer only and exactly the bullets as separate questions may be significantly limiting the maximum score they are likely to receive.
Use of Rulers or Students should be encouraged to use a ruler or straight-edge Straight-Edges when drawing the line of best fit. Default Angle Units and Students who use graphing calculators on Physics 30 Field Tests Graphing Calculators and Diploma Examinations often fail to realize that the units for
angle measure default to radians when the calculator memory is reset. As a result, these students will provide incorrect answers to questions that involve trigonometric functions.
Constants Students should use constants provided on the data sheet and
recorded to three significant digits rather than constants stored in calculators. This is important in order to obtain correct numerical-response answers.
Two-Dimensional Students often inappropriately apply linear analysis techniques Vector Analysis in two-dimensional situations. Vector addition diagrams containing
arrowheads, vector labels, and angle labels would likely assist students in recognizing that 2-D analysis is necessary. Students using components need to remember that the direction of the components and the final resultant vector are important.
We have completed the content of the Physics 30 Course:The last content covered was ____________________________________________.
Physics 30Learner Assessment
Data Sheets of
ConstantsEquations
Periodic Table of the Elements
PHY
SIC
S D
AT
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HE
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Con
stan
ts
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rmio
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amic
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__ ›
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t __
__
m
| __ ›
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Gm
1m2
____
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r2
| __ ›
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µ | __
› F
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| _ › g | =
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____
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_ ›
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= –
k _ › x _ › g
= __
› F
g __
_ m
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entu
m a
nd
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rgy
_ › p =
m _ › v
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= 1 __
2 mv2
_ ›
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t = m _ › v
Ep
= m
gh
W =
| _ ›
F | | _ ›
d | c
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Ep
= 1 __
2 kx2
W =
E
P =
W
__
t
Wav
es
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2 √ __
m
__
k
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_ l __
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____
__
n
f =
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____
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__
_ nl
Ele
ctri
city
and
Mag
neti
sm
| _ ›
F e | =
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2 __
____
r2
V =
E
___ q
| _ ›
E |
= kq
__
_ r2 I
= q __
t
_ ›
E
= __
› F
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_ q
| __ ›
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| = I
l | __
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|
| _ ›
E |
= V
__
_ d
| __
› F
m | =
qv
| __ ›
B |
Ato
mic
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sics
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hf 0
E =
hf
= hc
__
_
Ek m
ax=
q eV s
top
N =
N0 ( 1
__
2 ) n
Qua
ntum
Mec
hani
cs a
nd N
ucle
ar P
hysi
cs
E =
m
c2E
= p
c
p =
h __
=
h __
_ m
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– co
s)
Tri
gono
met
ry a
nd G
eom
etry
sin
=
oppo
site
____
____
__
hypo
tenu
se
cos
=
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cent
____
____
__
hypo
tenu
se
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posi
te
____
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cent
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2
a
____
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n A
=
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____
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a
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phin
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indo
w F
orm
at
x: [x
min
, xm
ax, x
scl]
y: [
y min
, ym
ax, y
scl]
16
Written-Response Questions
Each Physics 30 Diploma Examination has three written-response questions. The written-response component is worth 35% of the total examination. The machine-scored component is worth 65% of the total examination.
Skill-Based Question The first question is a skill-based question. There are two types of (10% of the examination) skill-based questions: graphing skills and two-dimensional vector
analysis. For a graphing skills question, the student’s response is scored on a six-point scale (0, 1, 2, 3, 4, 5) for the graphing skills and on a six-point scale (0, 1, 2, 3, 4, 5) for the mathematical treatment and physics content. For a two-dimensional vector analysis question, the student’s response is scored on a six-point scale (0, 1, 2, 3, 4, 5) for the vector diagrams and on a six-point scale (0, 1, 2, 3, 4, 5) for the mathematical treatment and physics content. Each response is read by one marker.
An example of a two-dimensional vector skill-based question is given on page 18. The corresponding scoring guides begin on page 19. Sample solutions begin on page 21. Samples of work with scoring rationale begin on page 67.
An example of a graphing skill-based question begins on page 25. The corresponding scoring guides begin on page 27. Sample solutions begin on page 29. Samples of work with scoring rationale begin on page 74.
Analytic Question The second written-response question is an analytic question. (10% of the examination) Each question of this type requires the student to address two physics
principles as listed on the data sheets. The student’s response is scored on the physics principle cited and used (0, 1, 2, 3, 4), on the formulas cited and used (0, 1, 2, 3), on the substitutions shown (0, 1), and on the answer given (0, 1, 2). Each response is read by one marker. An example of an analytic question is given on page 31. The scoring guide is given on page 32. A sample solution is given on page 33. Samples of work with scoring rationale begin on page 83. A second example of an analytic question is given on page 34. The sample solution is given on page 35. There are no samples of work with scoring rationale for this question.
Open-Response Question The third written-response question is an open-response question. (15% of the examination) Each student’s answer to the open-response question is scored
independently by two markers using the holistic scoring guide. The holistic scoring guide describes the characteristics of the student’s answer that correspond to one of six values (0, 1, 2, 3, 4, or 5). The descriptor for each level addresses the level of knowledge and understanding demonstrated by the student, the completeness of the response, and the level to which the student communicates his or her
17
understanding of the physics principles involved in solving the problem. Each scoring guide identifies the major concepts that a complete answer must address.
An example of an open-response question is given on page 36. The
scoring guide is given on page 37. A sample solution is given on page 38. Samples of work with scoring rationale begin on page 88.
Discrepant Scores On the open-response question, if the two scores vary by 2 or more,
the scores are classified as discrepant. Responses that have discrepant scores are read by a third marker. The third marker must assign a score that is equal to one of the scores of the first two markers or that is between these scores. The third marker’s score becomes the student’s assigned score. An example of the resolution of a discrepant paper follows: Marker 1 assigned a score of 1 out of 5 marks Marker 2 assigned a score of 3 out of 5 marks
Marker 3 must assign a score of 1, 2, or 3 The student will receive the mark assigned by marker 3.
18
Example Diploma Examination Written-Response Questions Sample Two-Dimensional Vector Skill-Based Question
Use the following information to answer this two-dimensional vector skill-based question.
In an observation of the Compton effect, a photon is incident on a free electron. The scattered photon is detected, as illustrated below. The scattered electron is not shown.
Before After
Written Response––10%
1. Determine the velocity of the scattered electron. As part of your response, draw an arrow
showing the path of the scattered electron, sketch a vector addition diagram consistent with the vector analysis method you are choosing, and state all necessary physics principles and formulas.
Marks will be awarded based on your vector diagrams, on the physics that you use, and on the mathematical treatment you provide.
19
Sam
ple
Scor
ing
Gui
des
for
Tw
o-D
imen
sion
al V
ecto
r Sk
ill-B
ased
Que
stio
n
Sc
orin
g G
uide
for
Tw
o-D
imen
sion
al V
ecto
r Q
uest
ions
– V
ecto
r D
iagr
ams
Scor
e D
escr
ipti
on
5
• T
he p
hysi
cs lo
gic
that
pro
vide
s th
e di
rect
ion
of th
e ve
ctor
s is
exp
licitl
y co
mm
unic
ated
* •
A s
ituat
iona
l dia
gram
is g
iven
, if n
eces
sary
(for
a q
uest
ion
deal
ing
with
fo
rces
, thi
s is
the
free
-bod
y di
agra
m)
• A
vec
tor a
dditi
on d
iagr
am is
giv
en
• A
ll ve
ctor
con
vent
ions
are
follo
wed
**
• T
he s
olut
ion
is p
rese
nted
in a
n or
gani
zed
man
ner
Not
e: O
ne m
inor
err
or m
ay b
e pr
esen
t***
4
• T
he v
ecto
r dia
gram
is p
rese
nt b
ut h
as tw
o or
thre
e m
inor
err
ors.
How
ever
, en
ough
of t
he v
ecto
r add
ition
dia
gram
is p
rese
nt a
nd c
orre
ct to
com
plet
e th
e an
alys
is
or
• T
he s
ituat
iona
l dia
gram
may
be
mis
sing
from
an
othe
rwis
e co
mpl
ete
resp
onse
or
•
A s
olut
ion
usin
g co
mpo
nent
s is
giv
en, b
ut th
e re
latio
nshi
p be
twee
n th
e co
mpo
nent
s an
d on
e of
the
vect
ors
is m
issi
n g
3 •
Vec
tor a
dditi
on d
iagr
am is
giv
en a
s a
tria
ngle
(i.e
., lin
es in
stea
d of
arr
ows)
, bu
t lab
els
are
pres
ent (
i.e.,
the
prob
lem
is s
olva
ble
from
the
diag
ram
giv
en)
2
• A
com
plet
e si
tuat
iona
l dia
gram
is p
rese
nt
or
• A
tria
ngle
is g
iven
with
som
e la
bels
pre
sent
or
•
Som
e ve
ctor
add
ition
is s
how
n bu
t not
eno
ugh
for t
he p
robl
em to
be
solv
ed
(e.g
., th
e ne
t vec
tor i
s ab
sent
or l
abel
s ar
e m
issi
ng)
1 •
The
re is
a v
alid
sta
rt p
rese
nt (e
.g.,
a la
belle
d si
tuat
iona
l dia
gram
dra
wn
as
lines
with
som
e la
bels
pre
sent
)
0 •
Not
hing
val
id to
vec
tor a
dditi
on is
pro
vide
d
*D
irec
tiona
l log
ic:
whe
re a
ppro
pria
te, t
he
follo
win
g (o
r eq
uiva
lent
) is
req
uire
d:
• A
com
pass
ros
ette
is d
raw
n •
Lik
e ch
arge
s re
pel o
r unl
ike
char
ges
at
trac
t •
The
dir
ectio
n of
an
elec
tric
fiel
d is
the
dire
ctio
n of
the
elec
tros
tatic
forc
e on
a
posi
tive
test
cha
rge
• T
he d
irec
tion
of a
mag
netic
fiel
d is
the
dire
ctio
n of
the
mag
netic
forc
e on
the
N
-pol
e of
a te
st m
agne
t
**V
ecto
r con
vent
ions
incl
ude
• V
ecto
rs a
re d
raw
n as
arr
ows
poin
ting
in th
e di
rect
ion
of th
e ve
ctor
•
Arr
ows
are
labe
lled
• A
ngle
labe
lled
at th
e ve
ctor
tail
• Sc
alin
g of
vec
tors
in th
e si
tuat
iona
l di
agra
m o
r in
the
vect
or a
dditi
on
diag
ram
is n
ot r
equi
red
***M
inor
err
ors
incl
ude
• M
issi
ng o
ne a
rrow
head
•
Mis
sing
one
labe
l
20
Scor
ing
Gui
de fo
r T
wo-
Dim
ensi
onal
Vec
tor
Skill
-Bas
ed Q
uest
ions
– M
athe
mat
ical
Tre
atm
ent
Scor
e D
escr
ipti
on
5
• T
he p
hysi
cs p
rinc
iple
rela
ted
to th
e so
lutio
n is
exp
licitl
y co
mm
unic
ated
(f
or e
xam
ple,
con
serv
atio
n of
mom
entu
m, w
ork
done
equ
als
chan
ge in
en
ergy
, equ
ilibr
ium
mea
ns F
net=
zer
o)
• A
ll fo
rmul
as a
re p
rese
nt
• A
ll su
bstit
utio
ns a
re s
how
n •
The
fina
l ans
wer
is c
onsi
sten
t with
the
vect
or a
dditi
onal
dia
gram
giv
en
and
is s
tate
d w
ith a
ppro
pria
te s
igni
fica
nt d
igits
and
app
ropr
iate
uni
ts.
U
nit a
naly
sis
is e
xplic
itly
prov
ided
, if r
equi
red
One
min
or e
rror
may
be
pres
ent*
4 •
A c
ompl
ete
solu
tion
is p
rese
nt, b
ut it
con
tain
s se
vera
l min
or e
rror
s or
one
m
ajor
err
or o
r om
issi
on**
3
• A
val
id m
etho
d is
beg
un a
nd c
onta
ins
no e
rror
s; h
owev
er, t
he s
ituat
ion
is
inco
mpl
ete
or
•
The
sol
utio
n is
com
plet
e, b
ut th
ere
are
sign
ific
ant e
rror
s or
om
issi
ons
2 •
A v
alid
met
hod
is b
egun
1 •
A v
alid
sta
rt is
pre
sent
. T
his
may
be
one
valid
cal
cula
tion
0 •
Not
hing
app
ropr
iate
to th
e m
athe
mat
ical
trea
tmen
t req
uire
d is
pre
sent
*M
inor
err
ors
incl
ude
• St
atin
g th
e fi
nal a
nsw
er w
ith in
corr
ect
(but
not
dis
resp
ectf
ul)
units
• St
atin
g th
e fi
nal a
nsw
er w
ith in
corr
ect
(but
not
dis
resp
ectf
ul)
sign
ific
ant d
igits
•
Mis
sing
one
of s
ever
al d
iffe
rent
form
ulas
**M
ajor
om
issi
ons
incl
ude
• M
issi
ng th
e ph
ysic
s pr
inci
ple
• M
issi
ng m
ore
than
one
form
ula
• M
issi
ng s
ever
al s
ubst
itutio
ns
• Su
bstit
utin
g a
calc
ulat
ed v
alue
from
one
fo
rmul
a in
to a
noth
er fo
rmul
a w
ithou
t ex
plai
ning
why
this
sub
stitu
tion
is v
alid
Lin
ear
Ana
lysi
s
A re
spon
se th
at c
onta
ins
a lin
ear m
athe
mat
ical
tr
eatm
ent o
f a tw
o-di
men
sion
al s
ituat
ion
coul
d re
ceiv
e a
max
imum
sco
re o
f 2 fo
r m
athe
mat
ical
trea
tmen
t if t
he p
hysi
cs p
rinc
iple
is
sta
ted,
all
form
ulas
are
sho
wn,
all
subs
titut
ions
are
sho
wn,
and
the
answ
er is
st
ated
with
app
ropr
iate
sig
nifi
cant
dig
its
and
units
.
21
Sample Solutions for Two-Dimensional Vector Skill-Based Question Situational diagram: the electron will be scattered up and right.
Path ofscattered photon
θ82.8°
Method 1: Components Situational diagram with vector components drawn in with x- and y-axes
Vector addition of components by conservation of momentum
xip+ ! = xfp+ !
photonincidentp! = electron photonx x+p p! !
pincident = h
"
= -34
-116.63 10 J s3.75 10 m
.**
= 1.768 * 10–23 N.s
22
pincident = , -electronx photon+ cosp p .! !
= electronxp! + (1.67 * 10–23 N.s) cos 82.8°
electronxp! = 1.55869 * 10–23 N.s
yip+ ! = yfp+ !
0 = electronyp! + photonyp!
electronyp = photonyp
= pphoton sin.
= (1.67 * 10–23 N.s)(sin 82.8 °) = 1.65683315 * 10–23 N.s
electronyp!
electronyp!
electronp!
!
2
electronp! = , - , -2 2x yp p/! !
= (1.55869 * 10–23 N.s)2 + (1.65683315 * 10–23 N.s)2 = 5.1746053 * 10–46 N2. s2 electronp! = 2.2747758 * 10–23 N.s
v = pm
!
= 23
312.2747758 10 N s
9.11 10 kg.#
#*
*
= 2.50 * 107 m/s
tan ! = y
x
p
p
!
!
! = 23
123
1.65683315 10 N stan1.55869 10 N s
..
( )
! = 46.7°
23
Method 2: Cosine Law Vector addition diagram: because momentum is conserved in isolated systems: , -i for p p$
! !
82.8°
photonincidentp!
electronp! photonscatteredp!
!
a2 = b2 + c2 – 2bc cos A
2
electronp! = 2 2
incident scattered incident scattered+ cos 82.8°p p p p#! ! ! !
pincident = h"
= 34
116.63 10 J s3.75 10 m
.#
#**
= 1.768 * 10–23 N.s
2
electronp! = (1.768 * 10– 23 N.s)2 + (1.67 * 10– 23 N.s)2 – 2(1.768 * 10– 23 N.s)(1.67 * 10– 23 N.s) cos 82.8°
2
electronp! = 5.16708 * 10–46 N2.s2
electronp! = 46 2 25.16708 10 N s.#*
= 2.27312 * 10–23 N.s
v = pm
!
= 23
312.27312 10 N s
9.11 10 kg.#
#**
= 2.49519 * 107 m/s = 2.50 * 107 m/s to get the angle:
sina
A = sinb
B
electronsin 82.8p!
" = scatteredsin
p!
!
24
sin ! = 23
23(1.67 10 N s)(sin 82.8 )
2.27312 10 N s.
.#
#*
*
"
! = 46.8° velocity = 2.50 * 107 m/s at 46.8° as labelled in diagram or 46.8° from positive x-axis (requires an x-axis to have been labelled)
or 46.8° north of east (requires compass rosette) Method 3 iE+ = fE+
Ephoton = Eelectron + Ephoton
hc" = 21
2 mv + pc
34 8
11
6.63 10 J s 3.00 10 m/s
3.75 10 m
.
= 31 2 23 81 9.11 10 kg 1.67 10 N s 3.00 10 m/s2
.v
v = 2.54 * 107 m/s Then, to get the direction, use conservation of momentum, and do y-components.
electronyp! = photonyp!
meve sin! = photonp! sin82.8°
sin! = 23
31 7(1.67 10 N s)(sin 82.8 )
(9.11 10 kg)(2.54 10 m/s).#
#*
* *
"
! = 45.7° Another method that could be used to get the direction is to use conservation of momentum and the cosine law with the vector addition diagram.
25
Sample Graphing Skill-Based Question
Use the following information to answer this graphing-skills question.
An experiment is performed to determine Coulomb’s constant, k. The experimental apparatus is illustrated below.
θ
d
Van de Graaffgenerator
Pith ballDome d
The charge on the dome of the Van de Graaff generator is –2.0 × 10−6 C, and the charge on the graphite-coated pith ball is –3.0 × 10−8 C. As the separation distance, d, between the dome and the pith ball is varied, the angle, θ, at which the pith ball is hanging is measured. Then the electrostatic force is calculated. The table below contains the data.
Observations Analysis
Separation Distance (m) Angle (°)
Reciprocal of the Square of the Distance (m–2)
Electrostatic Force (10–3 N)
0.29 19.0 6.5 0.38 11.0 3.7 0.50 6.0 2.0 0.66 4.0 1.2 0.80 2.0 0.9
Written Response—10 marks
1. Using graphical analysis, determine the experimental value of Coulomb’s constant, k. As part of your response, complete the data table, provide a graph of the electrostatic force as a function of the reciprocal of the square of the separation distance, determine the slope of your graph, and relate the slope algebraically to a physics equation. State all necessary physics principles and formulas.
Marks will be awarded based on your graph, the physics that you use, and the mathematical treatment you provide.
26
27
Sam
ple
Scor
ing
Gui
des
for
Gra
phin
g Sk
ill-B
ased
Que
stio
ns––
Gra
ph
Sc
ore
Des
crip
tion
5
All
conv
entio
ns fo
r titl
e, la
bels
, sca
les,
pl
ottin
g of
dat
a, a
nd li
ne o
f bes
t fit
are
follo
wed
* N
ote:
one
min
or e
rror
may
be
pres
ent*
*
4
Tw
o m
inor
err
ors
may
be
pres
ent
or
Four
gra
phin
g co
nven
tions
are
pre
sent
bu
t eno
ugh
of th
e gr
aph
is p
rese
nt a
nd
corr
ect t
hat t
he a
naly
sis
coul
d be
don
e
3
Thr
ee o
f the
con
vent
ions
are
pre
sent
or
A m
ajor
err
or is
pre
sent
***
2 T
wo
of th
e co
nven
tions
are
pre
sent
1 O
ne o
f the
con
vent
ions
is p
rese
nt
*G
raph
ing
Con
vent
ions
G
raph
ing
conv
entio
ns a
re a
s fo
llow
s. D
escr
iptio
ns w
ithin
[ ]
den
ote
calc
ulat
or a
ctiv
e re
spon
se e
quiv
alen
ts.
• T
he ti
tle is
in th
e fo
rm “
resp
ondi
ng v
aria
ble
as a
func
tion
of m
anip
ulat
ed v
aria
ble”
•
The
axe
s ar
e la
belle
d w
ith th
e va
riab
le, i
nclu
ding
pow
ers
of 1
0 if
req
uire
d, a
nd u
nits
[h
ow th
e da
ta a
re e
nter
ed in
to th
e ca
lcul
ator
is c
lear
ly c
omm
unic
ated
, inc
ludi
ng p
ower
s of
10
and
units
] •
The
sca
les
are
such
that
the
data
, whe
n pl
otte
d, c
over
a m
ajor
ity o
f the
gra
ph a
nd
inte
rpol
atio
n or
ext
rapo
latio
ns o
f poi
nts
base
d on
the
line
of b
est f
it is
con
veni
ent
[win
dow
set
tings
are
pro
vide
d]
• A
ll th
e da
ta p
oint
s ar
e pl
otte
d [t
he s
ketc
h of
the
calc
ulat
or w
indo
w s
how
s th
e lo
catio
ns
of th
e da
ta p
oint
s re
lativ
e to
the
line
of b
est f
it de
term
ined
by
the
appr
opri
ate
regr
essi
on]
• T
he li
ne o
f bes
t fit,
eith
er a
line
or a
cur
ve, p
rovi
des
the
best
app
roxi
mat
ion
of th
e tr
end
of th
e da
ta g
iven
the
cont
ext o
f the
dat
a (i
.e.,
stud
ents
sho
uld
be a
ble
to p
redi
ct th
e sh
ape
of a
gra
ph b
ased
on
phys
ics
know
ledg
e an
d m
athe
mat
ical
gra
phin
g) [
The
qua
lity
of th
e lin
e of
bes
t fit
is p
rovi
ded
by s
tatin
g th
e va
lidity
of t
he r
egre
ssio
n us
ed b
ased
on
the
phys
ics
and
logi
c of
the
situ
atio
n or
by
com
pari
ng r
-squ
ared
val
ues
for
seve
ral d
iffe
rent
re
gres
sion
mod
els]
**M
inor
Err
ors
• A
dat
a po
int t
hat h
as b
een
inco
rrec
tly p
lotte
d by
mor
e th
an o
ne-h
alf o
f a g
rid
box
•
Mis
sing
one
set
of u
nits
on
of th
e ax
is
• R
ever
sing
the
orde
r of
the
vari
able
s in
the
title
•
The
line
of b
est f
it is
an
appr
opri
ate
tren
d bu
t is
not t
he b
est l
ine
of
best
fit
***M
ajor
Err
ors
• R
ever
sed
axes
•
Dot
-to-
dot l
ine
of b
est f
it •
Mis
sing
line
of b
est f
it •
Plot
ting
inap
prop
riat
e da
ta
28
Sam
ple
Scor
ing
Gui
des
for
Gra
phin
g Sk
ill-B
ased
Que
stio
ns––
Mat
hem
atic
al T
reat
men
t
Scor
e D
escr
ipti
on
5
• A
ll fo
rmul
as a
re p
rese
nt
• A
ll su
bstit
utio
ns a
re g
iven
and
are
con
sist
ent w
ith th
e gr
aphe
d da
ta
• T
he re
latio
nshi
p be
twee
n th
e sl
ope,
are
a, o
r int
erce
pt a
nd
the
appr
opri
ate
phys
ics
is e
xplic
itly
com
mun
icat
ed
• T
he fi
nal a
nsw
er is
sta
ted
with
app
ropr
iate
sig
nifi
cant
di
gits
and
with
app
ropr
iate
uni
ts.
Uni
t ana
lysi
s is
ex
plic
itly
prov
ided
, if r
equi
red
Not
e: o
ne m
inor
err
or m
ay b
e pr
esen
t*
4
• T
he re
spon
se c
onta
ins
impl
icit
trea
tmen
t**
or
• T
he re
spon
se c
onta
ins
expl
icit
trea
tmen
t with
up
to th
ree
min
or e
rror
s or
one
maj
or e
rror
***
3
• T
he re
spon
se is
inco
mpl
ete
but c
onta
ins
som
e va
lid
prog
ress
tow
ard
answ
erin
g th
e qu
estio
n; e
.g.,
coor
dina
tes
of re
leva
nt p
oint
s ar
e re
ad c
orre
ctly
, inc
ludi
ng p
ower
s of
10
and
units
, and
a v
alid
sub
stitu
tion
is s
how
n
2 •
The
coo
rdin
ates
of o
ne re
leva
nt p
oint
are
read
•
The
reas
on fo
r the
nee
d of
a p
oint
is a
ddre
ssed
or i
mpl
ied
1 •
A v
alid
sta
rt is
pre
sent
0 •
Not
hing
app
ropr
iate
to th
e m
athe
mat
ical
trea
tmen
t req
uire
d is
pre
sent
**
Impl
icit
trea
tmen
tmea
ns•
Subs
titut
ing
appr
opri
ate
valu
es in
to a
form
ula
from
the
data
she
ets
with
out s
tatin
g th
e fo
rmul
a •
Star
ting
with
mem
oriz
ed, d
eriv
ed fo
rmul
as n
ot g
iven
on
the
equa
tions
she
et
• Su
bstit
utin
g th
e va
lue
from
one
cal
cula
tion
into
a s
econ
d fo
rmul
a w
ithou
t com
mun
icat
ing
that
the
phys
ics
quan
tity
in th
e tw
o fo
rmul
as is
the
sam
e
*Min
or E
rror
s •
Mis
read
ing
a da
ta v
alue
whi
le in
terp
olat
ing
or e
xtra
pola
ting
up to
one
-hal
f gri
d of
f •
Stat
ing
the
fina
l ans
wer
with
inco
rrec
t (bu
t not
di
sres
pect
ful)
uni
ts
• St
atin
g th
e fi
nal a
nsw
er w
ith in
corr
ect (
but n
ot
disr
espe
ctfu
l) s
igni
fica
nt d
igits
•
Mis
sing
one
of s
ever
al d
iffe
rent
form
ulas
**
*Maj
or E
rror
s •
Usi
ng o
ff-l
ine
poin
ts (
mos
t oft
en, t
his
is c
alcu
latin
g th
e sl
ope
usin
g da
ta p
oint
s th
at a
re n
ot o
n a
linea
r lin
e of
bes
t fi
t)
• U
sing
a s
ingl
e da
ta p
oint
rat
io a
s th
e sl
ope
• M
issi
ng p
ower
s of
10
in in
terp
olat
ing
or e
xtra
pola
ting
29
Sample Solutions for Graphing Skill-Based Question
Observations Analysis
Separation Distance (m) Angle (°)
Reciprocal of the Square of the Distance (m–2)
Electrostatic Force (10–3 N)
0.29 19.0 12 6.5 0.38 11.0 6.9 3.7 0.50 6.0 4.0 2.0 0.66 4.0 2.3 1.2 0.80 2.0 1.6 0.9
Force as a Function of the Reciprocal of the Square of the Separation Distance
6.0
7.0
5.0
4.0
3.0
2.0
1.0
0 2.0 4.0 6.0 8.0 10.0 12.00
m–2( (1r2
Forc
e (1
0– 3 N
)
30
Method 1: Slope and formula
slope = riserun
=
21F
r
∆0 1∆ 2 34 5
= 3
2(5.2 2.6) 10 N
(9.6 4.8) m
−
−− ×
− = 5.42 × 10–4 N.m2
Fe = 1 22
kq qr
= ( )1 2 21kq qr
0 12 34 5
slope = kq1q2
k = 1 2
slopeq q
k = 4 2
6 85.42 10 N m
(2.0 10 C)(3.0 10 C)
.−
− −×
× ×
k = 29
2N m9.0 10
C.×
Method 2: Calculator active solution
Electrostatic Force vs. Inverse Square of the Separation Distance
21r
(m–2) entered in L1 and F(N) entered in L2
x: [0, 15, 1] y: [0, 0.007, 1] and the regression used : Lin Reg L1, L2, Y gives y = ax + b a = 5.54 × 10–4 b = –1.2 × 10–4
slope = 5.54 × 10–4 N.m2
Fe = 1 22
kq qr
= ( )1 2 21kq qr
0 12 34 5
slope = kq1q2
k = 1 2
slopeq q
= 4 2
6 85.54 10 N m
(2.0 10 C)(3.0 10 C)
.−
− −×
× × = 9.2 × 109
2
2N m
C.
31
Sample Analytic Question
Use the following information to answer this analytic question.
The sun produces energy through nuclear fusion. In one particular reaction, energy is released when a hydrogen-2 nucleus fuses with a hydrogen-3 nucleus. This produces a helium-5 nucleus that is unstable and that decays to a helium-4 nucleus and a neutron. The fusion reaction chain is
2 3 5 1 41 1 2 0 2H H He n He+ → → + .
The masses of two of these particles are given in the table below.
Particle Isotope Notation Mass (10–27 kg)
Helium-4 42 He 6.648 84
Neutron 10 n 1.674 93
The decay of helium-5 to helium-4 and a neutron forms an isolated system. In this system, the energy equivalence of the mass defect is observed as an increase in the system’s kinetic energy. A helium-5 nucleus, at rest, decays. Both the neutron and the helium-4 nucleus move away from the location of the decay. The helium-4 nucleus has a momentum of 1.903 06 × 10−20 N.s and a kinetic energy of 2.723 50 × 10−14 J.
Written Response––10%
1. Determine the mass of a helium-5 nucleus. Marks will be awarded based on the relationships among the two physics principles* that you state, the formulas that you state, the substitutions that you show, and your final answer. * The physics principles are given on the tear-out data pages included with this
examination.
32
Sam
ple
Scor
ing
Gui
de fo
r A
naly
tic Q
uest
ions
Phy
sics
Pri
ncip
les
Scor
e D
escr
ipti
on
4
Bot
h re
leva
nt p
hysi
cs p
rinc
iple
s ar
e st
ated
and
bot
h ar
e cl
earl
y re
late
d to
the
resp
onse
. Ph
ysic
s pr
inci
ples
for
ques
tions
invo
lvin
g lin
ear
vect
or a
dditi
on r
equi
re e
xplic
it co
mm
unic
atio
n of
the
vect
or n
atur
e; e
.g.,
a si
tuat
iona
l di
agra
m o
r a
free
-bod
y di
agra
m (
FBD
) fo
r fo
rces
and
a
vect
or a
dditi
on d
iagr
am
3 B
oth
rele
vant
phy
sics
pri
ncip
les
are
stat
ed, b
ut o
nly
one
is
clea
rly
rela
ted
to th
e re
spon
se
2 B
oth
rele
vant
phy
sics
pri
ncip
les
are
stat
ed b
ut n
eith
er is
cl
earl
y re
late
d to
the
resp
onse
or
O
ne re
leva
nt p
hysi
cs p
rinc
iple
is s
tate
d an
d is
cle
arly
re
late
d to
the
resp
onse
1 O
ne re
leva
nt p
hysi
cs p
rinc
iple
is s
tate
d
0 N
o re
leva
nt p
hysi
cs p
rinc
iple
is s
tate
d Su
bsti
tuti
ons
Scor
e D
escr
ipti
on
1
All
subs
titut
ions
are
sho
wn.
Sig
nifi
cant
dig
its a
re n
ot
requ
ired
in in
term
edia
te s
teps
A
res
pons
e w
ith a
t mos
t one
impl
icit
unit
conv
ersi
on m
ay
rece
ive
this
sco
re
An
inco
mpl
ete
or in
corr
ect r
espo
nse
may
rece
ive
this
sco
re
if a
ll th
e va
lues
sub
stitu
ted
are
appr
opri
ate;
for
exam
ple,
le
ngth
mea
sure
men
ts in
to le
ngth
var
iabl
es, e
nerg
y m
easu
rem
ents
into
ene
rgy
vari
able
s
0
Too
man
y su
bstit
utio
ns a
re m
issi
ng
or
The
res
pons
e co
ntai
ns o
ne in
valid
sub
stitu
tion;
for
exam
ple,
el
ectr
ic fi
eld
stre
ngth
for e
nerg
y or
spe
ed fo
r ele
ctri
c po
tent
ial d
iffe
renc
e
For
mul
as
Scor
e D
escr
ipti
on
3
All
rele
vant
form
ulas
req
uire
d fo
r th
e co
mpl
ete
solu
tion
are
pres
ent a
nd h
ave
been
wri
tten
as th
ey a
ppea
r on
the
equa
tions
she
et o
r in
the
info
rmat
ion
give
n w
ith th
e qu
estio
n
2 M
ost r
elev
ant f
orm
ulas
are
sta
ted
or
Der
ived
form
ulas
are
use
d as
sta
rtin
g po
ints
1 O
ne re
leva
nt fo
rmul
a fr
om th
e fo
rmul
a sh
eet i
s st
ated
0 N
o re
leva
nt fo
rmul
a is
sta
ted
Fin
al A
nsw
er
Scor
e D
escr
ipti
on
2
The
val
ue o
f the
ans
wer
to th
e co
mpl
ete
prob
lem
is s
tate
d an
d ca
lcul
ated
con
sist
ently
with
the
solu
tion
pres
ente
d. T
he
fina
l ans
wer
is s
tate
d w
ith th
e ap
prop
riat
e nu
mbe
r of
si
gnif
ican
t dig
its a
nd w
ith a
ppro
pria
te u
nits
A
res
pons
e in
whi
ch a
n in
appr
opri
ate
subs
titut
ion
has
been
m
ade
may
rece
ive
this
sco
re if
the
inco
rrec
t uni
ts a
re
cons
iste
ntly
car
ried
forw
ard
1
The
val
ue o
f the
fina
l ans
wer
is s
tate
d, c
alcu
late
d co
nsis
tent
ly w
ith th
e so
lutio
n pr
esen
ted.
Uni
ts o
r si
gnif
ican
t dig
its a
re in
corr
ect
or
The
res
pons
e is
inco
mpl
ete,
but
an
inte
rmed
iate
val
ue is
st
ated
and
cal
cula
ted
cons
iste
ntly
with
the
solu
tion
pres
ente
d w
ith a
ppro
pria
te u
nits
(si
gnif
ican
t dig
its n
ot
requ
ired
)
0 T
he a
nsw
er s
tate
d is
unr
elat
ed to
the
solu
tion
show
n or
N
o an
swer
is g
iven
33
Sample Solution for Analytic Question Momentum is conserved in the fusion/explosion.
52 He 4
2 He 10 n
0p =! 0p =! ip
! = fp!
0 = He n+p p! !
Hep!
= np!
np!
= n nm v = Hep!
vn = 20
271.903 06 10 N s1.674 93 10 kg
−
−××
#
= 1.136 202 707 × 107 m/s (6 s.d.) Mass–Energy is conserved.
finalkE+ = ∆E = ∆mc2
finalkE+ =
He nk kE E+ = He
2n n k
12
m v E+
= 12
(1.674 93 × 10−27 kg)(1.136 202 707 × 107 m/s)2 + 2.723 50 × 10−14 J
= 1.353 480 96 × 10−13 J
∆m = k2
E
c =
13
8 21.353 480 96 10 J
(3.00 10 m/s)
−××
= 1.503 867 74 × 10−30 kg (3 s.d.)
∆m = react prodm m−+ +
∆m = mhelium-5 – (mhelium-4 + mn)
mhelium-5 = 6.648 84 × 10–27 kg + 1.674 93 × 10–27 kg + 1.503 867 74 × 10–30 kg
= 8.325 27 × 10–27 kg (6 s.d.)
34
Second Sample Analytic Question
Use the following information to answer this analytic question.
An electron beam enters the region between two oppositely charged parallel plates near the negatively charged plate, as shown below. The plates are 0.150 m long and are 0.040 m apart. There is an electrical potential difference of 60.0 V across the two plates which creates an electric field in the region. The path of the electrons just touches the edge of one of the plates as the beam exits the region between the parallel plates.
Written Response––10%
2. Determine the minimum initial speed of an electron in the beam. Marks will be awarded based on the relationships among the two physics principles* that you state, the formulas that you state, the substitutions that you show, and your final answer. * The physics principles are given on the tear-out data pages included with this
examination.
35
Sample Solution for Second Analytic Question Note: Alternate responses may receive full marks. Student responses that are internally consistent but not identical to this response may receive full marks.
Because opposite charges attract, the electron’s path will curve downward.
Vertically – accelerated motion, 0net ≠= maF
)e(downwardnet FF = , gravity is negligible
plates
enet
mdVq
m
qE
mF
mF
a ====
!
)m040.0)(kg1011.9()C1060.1)(V0.60(
31
19
−
−
××=a
214 m/s1063.2 ×=a
2i 2
1attvd += , vi = 0
travelled2dt
a=
214 m/s1063.2)m040.0(2
×=t
t = 1.74 × 10–8 s
Horizontally – uniform motion, Fnet = 0
vtd =
td
v =
s1074.1m150.0
8−×=v
v = 8.6 × 106 m/s
36
Sample Holistic Question
Use the following information to answer this holistic question.
A student drops a neutral polystyrene sphere toward the top of the negatively charged dome of a Van de Graaff generator. The polystyrene sphere is coated with an electrically conductive surface. The student observes the neutral sphere fall toward the Van de Graaff generator, as shown below.
Van de Graaffgenerator
Neutralpolystyrenesphere
Negativelycharged
top
v
Written Response—15%
3. Using the concepts associated with electric fields, methods of charging, and linear force
addition analyze the observations given above. In your analysis • draw and label field lines that show the shape and direction of the electric field around
the negatively charged dome of the Van de Graaff generator • describe the rearrangement of charge that occurs on the neutral sphere as it falls toward
the top of the Van de Graaff generator, and explain why this occurs • predict the change in the magnitude of the acceleration of the neutral sphere as it falls
toward the top of the Van de Graaff generator, and justify your prediction
Marks will be awarded for the physics that you use to solve this problem and for the effective communication of your response.
37
Sample Scoring Guide for Holistic Questions
Holistic Scoring Guide Major Concepts: Electric field shape and direction; charging by induction; linear vector addition
Score Description
5
The nature of a response that will receive a score of 5 has the following characteristics: • The response addresses, with appropriate knowledge, all the major concepts in the question• The student applies major physics principles in the response • The relationships between ideas contained in the response are explicit • The reader has no difficulty in following the strategy or solution presented by the student • Statements made in the response are supported explicitly Note: the response may contain minor errors or have minor omissions
4
The nature of a response that will receive a score of 4 has the following characteristics: • The response addresses, with appropriate knowledge, all the major concepts in the question• The student applies major physics principles in the response • The relationships between the ideas contained in the response are implied • The reader has some difficulty following the strategy or solution presented by the student • Statements made in the response are supported implicitly Note: the response may contain errors or have omissions The response is mostly complete and mostly correct, and contains some application of physics principles
3
The nature of a response that will receive a score of 3 has the following characteristics: • The response addresses, with some appropriate knowledge, all the major concepts in the
question • The student does not apply major physics principles in the response • There are no relationships between the ideas contained in the response • The reader may have difficulty following the strategy or solution presented by the
student
2 The nature of a response that will receive a score of 2 has the following characteristic: • The response addresses, with some appropriate knowledge, two of the major concepts in
the question
1 The nature of a response that will receive a score of 1 has the following characteristic: • The response addresses, with some appropriate knowledge, one of the major concepts in
the question
0 The student provides a solution that is invalid for the question
38
The knowledge outcomes expected for this question are the following: • The electric field is radially inward for a negatively charged source. • The bottom of the sphere becomes positively charged and the top becomes negatively charged. • The acceleration will increase. The application outcomes for this question are the following: • Showing the relationship between these facts to support the bottom of the sphere becoming
relatively positively charged: the net charge present on the falling sphere remains constant; only negative charges are able to move in solids; like charges repel, and unlike charges attract.
• There are two downward forces acting on the sphere: gravity and electrostatic attraction. Thus the net downward force is greater than the force of gravity alone. In addition, as the sphere gets closer to the dome, the electrostatic force will get larger because the electrostatic force varies as l-over-r2 so the acceleration will be increasing.
Sample Solution for Holistic Question The electric field is radially inward.
The neutral polystyrene sphere in the electric field will have a charge separation induced on it. The negative charges on the top of the generator will repel the like charges on the sphere, causing the negative charges to move to the side of the sphere away from the generator. This leaves the side of the sphere that is close to the generator positively charged. Unlike charges attract. There are now two downward forces acting on the sphere: gravity and an electrostatic force. Consequently, the sphere will accelerate faster than it would have done because of gravity only. Also, as the sphere gets closer to the generator, the electrostatic force gets much larger (varies as 1-over-r-squared) so that the sphere’s acceleration will increase. (There is actually a third force, an upward electrostatic repulsion but because the Coulomb force is l/r2, the upward force is smaller than the downward force. Students did not need to address this force.)
39
Example Diploma Examination Part B 1. The risk of a motorist becoming fatally injured in a vehicle collision is reduced when
an airbag or a seatbelt is used because the airbag or seatbelt i change in momentum by ii the stopping force the motorist experiences.
The statement above is completed by the information in row
Row i ii
A. achieves the same decreasing
B. achieves the same increasing
C. decreases the decreasing
D. increases the increasing
40
Use the following information to answer the next two questions.
The initial speed of a remote-controlled toy car on a horizontal surface is 3.0 m/s. The car then experiences a force in the direction of its motion. A graph of this force as a function of time is given below. The mass of the car is 5.0 kg.
Force on Toy Car as a Function of Time
0.50.0 1.0 1.5 2.0
10.0
8.0
6.0
4.0
2.0
0.0
Forc
e (N
)
Time (s) Two students analyze the motion of the car. One student looks at the first 1.0 s time interval. The other student looks at the complete 1.5 s time interval.
41
2. The speed of the toy car at the end of the 1.0 s time interval is A. 1.4 m/s
B. 1.6 m/s
C. 4.6 m/s
D. 8.0 m/s 3. The magnitude of the impulse of the toy car during the 1.5 s time interval is A. 10 kg.m/s
B. 12 kg.m/s
C. 24 kg.m/s
D. 40 kg.m/s
42
Use the following information to answer the next seven questions.
There are many different types of propulsion engines for satellites. One type of ion propulsion thrust chamber and the satellite to which it is attached are described below. The cylindrical thrust chamber of the engine has a central spike. Electromagnets are used to produce a non-uniform magnetic field directed radially toward the spike. A virtual cathode consisting of trapped electrons is located at the rear of the thrust chamber. An electric field exists between the anode and the virtual cathode. Positive xenon ions enter the thrust chamber at the anode and accelerate toward the virtual cathode, which results in thrust on the satellite. As the xenon ions pass through the virtual cathode, they pick up electrons and neutral xenon atoms fly out of the chamber.
Diagram I: Thrust Chamber in Engine
Diagram II: Cross Section of Thrust Chamber
Thrust Chamber Specifications Magnetic field intensity at the location where the xenon ions enter 0.0200 T Electric field intensity at the location where the xenon ions enter 1.00 × 104 V/m Mass of one xenon ion, Xe+ 2.19 × 10–25 kg Exit speed of neutral xenon atom with respect to the thrust chamber 1.5 × 104 m/s
43
4. In diagram II on the previous page, the direction of the electric field in region Y is A. to the right
B. to the left
C. into the page
D. out of the page 5. As the xenon ions, Xe+, move through region Y, as labelled in diagram II on the previous
page, they experience both electric and magnetic forces. The direction of the magnetic force that they experience is
A. into the page
B. out of the page
C. toward the top of the page
D. toward the bottom of the page 6. The xenon ions, Xe+, enter the thrust chamber at a negligible speed. The minimum
distance between the anode and the virtual cathode that is required to produce the exit speed is
A. 1.2 × 10–16 m
B. 1.0 × 10–6 m
C. 1.5 × 10–2 m
D. 1.4 × 1012 m Numerical Response
1. While in the thrust chamber, a xenon ion experiences an impulse, expressed in scientific
notation, of a.b × 10–cd kg.m/s. The values of a, b, c, and d are _____, _____, _____, and _____.
(Record all four digits of your answer in the numerical-response section on the answer sheet.)
44
Use the following additional information to answer the next question. Xenon ions, mion, reach the virtual cathode with a speed of v1. When a xenon ion collides with a stationary electron, me, in the virtual cathode, the xenon atom, matom, formed has a speed of v2.
7. The relationship between v2 and v1 can be expressed as
A. ion e2 1
atom
m mv v
m0 1+= 2 34 5
B. atom2 1
ion e
mv v
m m0 1
= 2 3+4 5
C. ion2 1
atom
mv v
m0 1
= 2 34 5
D. atom2 1
ion
mv v
m0 1
= 2 34 5
45
Use the following additional information to answer the next two questions.
Ion Propulsion Engine and Satellite Specifications
Average thrust applied by the engine to the satellite 0.200 N Mass of satellite and propulsion system 2.5 × 103 kg Speed of xenon atom exiting the thrust chamber 1.5 × 104 m/s Mass of xenon atom 2.19 × 10–25 kg
8. The length of time, in hours, that this type of ion propulsion engine must be in operation in
order to increase the speed of the satellite and propulsion system by 12.0 m/s is A. 0.0240 h
B. 41.7 h
C. 250 h
D. 1.50 × 105 h 9. The number of xenon atoms that would have to be discharged as exhaust in order
to increase the speed of the satellite and propulsion system described above by 1.00 m/s is
A. 5.1 × 1019 atoms
B. 7.8 × 1021 atoms
C. 1.6 × 1022 atoms
D. 7.6 × 1023 atoms
46
Use the following information to answer the next four questions.
A negatively charged, graphite-coated sphere is suspended from the ceiling on an insulating string in the region between oppositely charged parallel plates, as illustrated below. The plates are 20.0 cm apart and are maintained at an electrical potential difference of 3.1 × 102 V. The charged sphere experiences an electrical force of 8.4 × 10–7 N.
Negativelycharged
plate
Positivelychargedplate
Ceiling
Insulating string
Graphite coated sphere
10. One way to give the graphite-coated sphere a negative charge is to touch it with a i charged rod. This process is called charging by ii .
The statements above are completed by the information in row
Row i ii
A. positively induction
B. positively conduction
C. negatively induction
D. negatively conduction Numerical Response
2. The charge on the graphite-coated sphere, expressed in scientific notation, is
a.b × 10–cd C. The values of a, b, c, and d are _____, _____, _____, and _____. (Record all four digits of your answer in the numerical-response section on the answer sheet.)
47
11. Which of the following scale diagrams is the free-body diagram for the negatively charged sphere?
Use the following additional information to answer the next question.
The charged plates are now removed. The positively charged plate is replaced by the north pole of a strong magnet and the negatively charged plate is replaced by the south pole of a strong magnet. The system is allowed to reach equilibrium.
12. As a result of the magnetic field, the negatively charged, graphite-coated
sphere will A. swing back and forth between the magnetic poles
B. be deflected toward the magnetic north pole
C. be deflected toward the magnetic south pole
D. hang midway between the magnetic poles
48
Use the following information to answer the next question.
Two small metal spheres are fixed to insulated stands and given static charges of –4.00 × 10–6 C and +2.00 × 10–6 C, respectively. The spheres are then placed 0.500 m apart. Point P is halfway between the charged spheres.
13. At point P, the magnitude of the electric field caused by the two charged spheres is A. 8.63 × 105 N/C
B. 2.88 × 105 N/C
C. 2.16 × 105 N/C
D. 7.19 × 104 N/C
Use the following information to answer the next question.
In all electronic camera flashes, there is a capacitor, which is a device that allows large quantities of charge to be stored. The charge accumulates and is then released very quickly.
The electrical energy stored in a capacitor is given by 221 CVE = ,
where V = potential difference across the capacitor and C = the capacitance of the capacitor in farads
14. Which of the following combinations of coulombs, joules, and/or volts is equivalent
to a farad?
A. CJ2
B. VC
C. JC2
D. CV
2
49
Use the following information to answer the next question.
An electron is initially at rest at the negatively charged plate. At the instant illustrated below, the electron has 50.0 eV of kinetic energy.
Numerical Response
3. At any point along the path followed by the electron, the sum of the kinetic energy of
the electron and its electrical potential energy, in units of electronvolts, is __________ eV. (Record your three-digit answer in the numerical-response section on the answer sheet.)
Use the following information to answer the next question.
An electron is fired into an electric field between oppositely charged plates, as shown below.
e–
+ + + + + + + + + + + + + +
– – – – – – – – – – – – – –
15. The path taken by the electron while inside the electric field resembles the path taken by A. a rock thrown horizontally from a high cliff
B. an alpha particle entering a magnetic field perpendicularly
C. a hammer tied to a string and whirled above a person’s head
D. a charged oil drop released in the region between oppositely charged plates
50
Use the following information to answer the next four questions.
One of the methods used to link a person to a crime scene is DNA fingerprinting. DNA fingerprints are as unique as the patterns on fingertips. The laboratory procedure used to produce a DNA fingerprint is called gel electrophoresis. The apparatus used in gel electrophoresis consists of two parallel plates that have an electrical potential difference between them. A layer of thick gel is placed in the region between the parallel plates such that the electric field direction is parallel to and inside the layer. In one step in creating a DNA fingerprint, molecules from a sample are given an electrical charge turning them into ions. These ions are placed at one end of the gel layer next to the negatively charged plate. As a result of the electrostatic repulsion, the electrical force does work moving the ions through the thick gel. Ions with a smaller size or a larger charge move farther through the gel layer.
2.00 × 102 V
Negatively charged plate
Gel
Positively charged plate0.
100
m
Ions frombiologicalsample
Direction of motion of ions
16. When the molecules in the biological sample are turned into ions, A. protons are added
B. electrons are added
C. protons are removed
D. electrons are removed
51
17. As an ion moves toward the positively charged plate, the magnitude of the electrical force experienced by the ion
A. increases as the distance decreases
B. is constant as the distance decreases
C. increases as the square of the distance decreases
D. decreases as the square of the distance decreases Numerical Response
4. The magnitude of the electric field between the plates, expressed in
scientific notation, is a.bc × 10d N/C. The values of a, b, c, and d are _____, _____, _____, and _____.
(Record all four digits of your answer in the numerical-response section on the answer sheet.) 18. In forming a DNA fingerprint, a particular ion has been moved 3.00 cm through the gel.
The magnitude of the charge of the ion is 2e. The work done by the electrostatic force to move the ion this distance is
A. 1.20 × 102 eV
B. 1.20 × 102 J
C. 4.00 × 102 eV
D. 4.00 × 102 J
52
Use the following information to answer the next question.
Electrons can produce gravitational, electric, and magnetic fields as a result of the following properties. 1 Charge 2 Mass 3 Speed
Numerical Response
5. Match electron properties as listed above with the field that they produce as given below.
You may use a number more than once. There is more than one correct answer. Property: __________ __________ __________ and _________ Field: Gravitational Constant Magnetic Field Electric Field Field (Record all four digits of your answer in the numerical-response section on the answer sheet.)
19. An electromagnetic wave is created by A. a constant electromagnet
B. a changing field of any kind
C. a magnet in an electric field
D. an accelerating electric charge
53
Use the following information to answer the next question.
Several Methods Used to Estimate the Speed of Light
1 Observe the time delay for an eclipse of a moon of Jupiter. 2 Observe the time delay between uncovering a light on one mountain
and having an observer on another mountain react to the sign and uncover a second light.
3 Observe the interference pattern produced by a single source that emits light that travels slightly different but precisely measured distances.
Numerical Response
6. When the methods given above are ordered from the one that produced the least
accurate estimate to the one that produced the most accurate estimate, the order is ____________, ____________, ____________.
least most accurate accurate (Record all three digits of your answer in the numerical-response section on the answer sheet.)
54
Use the following information to answer the next question.
One accurate method to measure the speed of light is illustrated below. When the 8-sided mirror is stationary, light from the source reflects from surface I, travels to the stationary mirror, reflects from surface IV, travels back to the 8-sided mirror, reflects from surface III, and is incident on the detector.
I
II IV
III
Lightsource
8-sidedrotating mirror
Lightdetector
35.0 km
Stationarymirror
As the 8-sided mirror begins to rotate, the light does not follow the path illustrated. Eventually, as the frequency of rotation of the mirror increases, a series of light pulses follow the path illustrated.
20. The minimum frequency at which the 8-sided mirror must rotate so that a pulse
of light follows the path illustrated is A. 5.36 × 102 Hz
B. 1.07 × 103 Hz
C. 4.29 × 103 Hz
D. 3.43 × 104 Hz
55
Use the following information to answer the next question.
When white light from the sun strikes a flint-glass bead, the white light is separated into its component colours, two of which are illustrated in the diagram below.
21. Which of the following statements contains a valid prediction of the relative indices of
refraction for red and violet light and a justification of that predication? A. The index of refraction of red light in flint glass is greater than that of violet light
because red light refracts more inside the flint-glass bead.
B. The index of refraction of red light in flint glass is less than that of violet light because red light refracts less inside the flint-glass bead.
C. The index of refraction of violet light in flint glass is greater than that of red light because violet light reflects more inside the flint-glass bead.
D. The index of refraction of violet light in flint glass is less than that of red light because red light reflects less inside the flint-glass bead.
Numerical Response
7. On a particular day, the index of refraction of a 5 MHz radio signal in Earth’s atmosphere
is 1.81. The critical angle for this radio signal is __________°. (Record your three-digit answer in the numerical-response section on the answer sheet.)
56
Use the following information to answer the next question.
A concave mirror, its central axis, and an object are shown in the diagram below.
The distance from the object to the focal point is 2.40 cm and the focal length of the mirror is 4.30 cm.
22. The distance from the image to the mirror is A. 0.0833 cm
B. 0.184 cm
C. 5.43 cm
D. 12.0 cm
57
Use the following information to answer the next four questions.
A student follows three procedures to study the properties of laser light. She uses a laser that emits monochromatic light that has a wavelength of 634 nm.
Procedure Observation
I The student first shines the laser light through a crystal that has an index of refraction of 1.53.
The path of the refracted ray is recorded.
II The student shines the laser light through a diffraction grating that has 5.00 × 105 lines/m.
An interference pattern is projected onto a screen.
III The student shines the laser light upon a photovoltaic cell that is connected to an ammeter.
No electrical current is measured.
23. The energy of one photon emitted by the laser is A. 4.20 × 10–40 J
B. 4.20 × 10–31 J
C. 3.14 × 10–28 J
D. 3.14 × 10–19 J 24. In procedure I, the wavelength of the laser light in the crystal is i .
The speed of the laser light in the crystal is ii than its speed in air. The statements above are completed by the information in row
Row i ii
A. 4.14 × 10–7 m less
B. 4.14 × 10–7 m greater
C. 9.70 × 10–7 m less
D. 9.70 × 10–7 m greater
58
Numerical Response
8. In procedure II, the angle between the central maximum and the first bright spot
of the interference pattern is __________°. (Record your three-digit answer in the numerical-response section on the answer sheet.) 25. In order to produce an electrical current in procedure III, the student must use
electromagnetic radiation that has a i wavelength or a photovoltaic plate that has a ii work function than those she actually used in procedure III.
The statement above is completed by the information in row
Row i ii
A. shorter larger
B. longer larger
C. shorter smaller
D. longer smaller
26. Which of the following lists has selected regions of the electromagnetic spectrum arranged
in order of increasing photon energy? A. Radio, microwaves, X-rays, visible
B. Infrared, ultraviolet, X-rays, gamma
C. Gamma, visible, infrared, microwaves
D. Microwaves, ultraviolet, visible, infrared 27. A photocathode that has a threshold frequency of 5.6 × 1014 Hz is illuminated with light
that has a frequency of 8.2 × 1014 Hz. The maximum kinetic energy of the ejected photoelectrons is
A. 1.7 × 10–19 J
B. 3.7 × 10–19 J
C. 5.4 × 10–19 J
D. 9.1 × 10–19 J
59
28. The explanation of the Compton effect requires the A. wave nature of light
B. particle nature of light
C. probabilistic nature of quantum physics
D. ejection of electrons from a metal surface
29. One immediate result of the discovery of cathode ray particles was that the theory of the
atom was revised to a theory that hypothesized that A. an atom is an indivisible sphere
B. electrons exist in probability clouds
C. an atom is mostly made up of empty space
D. an atom contains negatively charged particles 30. The analysis of the observations from the Rutherford alpha particle scattering experiment
lead to a model of the atom in which the i is on the order of 10–10 m in diameter, the ii is on the order of 10–15 m in diameter, and the majority of the iii of the atom is in the nucleus.
The statement above is completed by the information in row
Row i ii iii
A. atom nucleus charge
B. nucleus atom charge
C. atom nucleus mass
D. nucleus atom mass
60
Use the following information to answer the next question.
Energy Levels for Mercury Atoms (eV)
0 eV
–1.6 eV
–3.7 eV
–5.5 eV
–10.4 eV
31. If an electron is in the –1.6 eV energy level, the minimum frequency of
a photon that would ionize the atom is A. 3.9 × 1014 Hz
B. 2.1 × 1015 Hz
C. 2.4 × 1033 Hz
D. 1.3 × 1034 Hz
61
32. For which of the following explanations did the diffraction of high-speed electrons provide experimental support?
A. Bohr’s explanation of line spectra
B. Compton’s explanation of the Compton effect
C. Einstein’s explanation of the photoelectric effect
D. De Broglie’s explanation of wave nature of matter
Use the following information to answer the next two questions.
Cobalt-60 is a common radiation source used in cancer treatment. The half-life of cobalt-60 is 5.2 years. A cobalt-60 nucleus decays by emitting a beta negative particle and a gamma photon.
33. Which of the following equations describes the decay of cobalt-60? A. 60 60 0
27 28 1Co Ni + + + β−→ γ ν
B. 60 60 027 28 1Co Ni + + + β−→ γ ν
C. 60 60 027 26 1Co Fe + + + β+→ γ ν
D. 60 60 027 26 1Co Fe + + + β+→ γ ν
Numerical Response
9. The percentage of cobalt-60 remaining after 15.6 years is _____________ %. (Record your three-digit answer in the numerical-response section on the answer sheet.)
62
Use the following information to answer the next six questions.
One Solar Nuclear Fusion Reaction Equation
2 3 4 11 1 2 0H H He n+ → + + Energy
Representation of Nuclei Involved in This Fusion Reaction
+ +
++
+
+
TritiumDeuterium
NeutronAlphaparticle
Intermediateproduct
+
Legend
Neutron
Proton
One way to harness this energy on Earth is to use a nuclear fusion reactor. One of the problems in terrestrial fusion reactors is the very high energy required to overcome the electrostatic repulsive force between the deuterium ions and the tritium ions. A particular reactor design uses magnetic fields in a process called magnetic confinement to keep the ions inside the reactor. However, neutrons escape magnetic confinement. These neutrons are captured by a shield called a lithium blanket.
34. Energy is released in this nuclear fusion reaction because the A. free neutron has a high energy
B. number of protons remains the same
C. number of nucleons remains the same
D. mass of the alpha particle and neutron is less than the mass of the intermediate product
63
Numerical Response
10. At a particular instant, the electrostatic force that the deuterium ion exerts
on the tritium ion is 23.3 N. The distance between the centres of the two ions, expressed in scientific notation, is __________ × 10–w m.
(Record your three-digit answer in the numerical-response section on the answer sheet.)
Use the following additional information to answer the next question.
A positively charged deuterium ion enters a magnetic field directed out of the page, as shown below.
35. The direction of the magnetic deflecting force that acts on the positively charged
deuterium ion as it just enters the magnetic field is A. into the page
B. out of the page
C. toward the top of the page
D. toward the bottom of the page
64
36. The neutron produced in the fusion reaction escapes the magnetic confinement because A. neutral particles are not deflected by magnetic fields
B. the neutron is moving so fast that it escapes the magnetic field
C. the energy produced in the nuclear reaction is enough to cause the neutron to escape
D. conservation of momentum requires that the neutron has to be pushed in the opposite direction to that of the helium produced
37. As a particular neutron travelling at 5.21 × 106 m/s hits the lithium blanket and stops,
it experiences an impulse of i , and the neutron–lithium collision is classified as ii .
The statement above is completed by the information in row
Row i ii
A. – 8.70 × 10–21 N.s elastic
B. – 8.70 × 10–21 N.s inelastic
C. – 2.27 × 10–14 J elastic
D. – 2.27 × 10–14 J inelastic 38. Which of the following equations most likely describes a neutron–lithium collision? A. 1 7 8
0 3 3n Li Li+ →
B. 1 4 50 3 3n Li Li+ →
C. 0 7 71 3 4n Li Be+ →
D. 1 4 51 3 4n Li Be+ →
65
39. To study sub-nuclear structure, high-energy particle accelerators are required because A. plasma exists at high energy
B. antimatter exists at high energy
C. of the strength of the electrostatic force
D. of the strength of the strong nuclear force 40. Which of the following decay equations describes beta positive decay? A. udd uud e−→ + + ν
B. udd uud e+→ + + ν
C. uud udd e−→ + + ν
D. uud udd e+→ + + ν
66
Key – Part B
Multiple Choice – Part B Machine-Scored Key
1 A 21 B 2 C 22 C 3 A 23 D 4 A 24 A 5 B 25 C 6 C 26 B 7 C 27 A 8 B 28 B 9 D 29 D 10 D 30 C 11 A 31 A 12 D 32 D 13 A 33 B 14 A 34 D 15 A 35 D 16 B 36 A 17 B 37 B 18 A 38 A 19 D 39 D 20 A 40 D
Numerical Response
1 3321 6 213 2 5410 7 33.5 3 215 8 18.5 4 2003 9 12.5 5 2113 or 2131 10 3.14
67
Appendix: Student Responses to Written-Response Questions Student Responses to Two-Dimensional Vector Skill-Based Question Student Response 1
Score−9
Rationale
This response received a score of 9 out of 10 as follows:
Vector Diagrams: 4 The components of the
scattered photon are shown. The vector addition of labelled components of the scattered electron is sufficient for a vector addition diagram. The response is missing the scattered electron arrow, and a compass rosette is not present.
Mathematical Treatment: 5 The physics principle of
conservation of momentum is stated. All required formulas, except the Pythagorean theorem, are stated. Substitutions are shown, and the final answers of speed and direction are given.
68
Student Response 2
Score−8
Rationale
This response received a score of 8 out of 10 as follows:
Vector Diagrams: 4 The scattered electron arrow
is given. Labelled vector addition diagrams are given. A Cartesian coordinate grid is missing.
Mathematical Treatment: 4 The student did not state the
law of conservation of momentum. Required formulas are present. Substitutions are shown. The error in final answer of the angle is due to a transcription error in y momentum.
69
Student Response 3
Score−7
Rationale
This response received a score of 7 out of 10 as follows:
Vector Diagrams: 4 The scattered electron arrow
is present. The vector addition diagram is given for the addition of the components for the scattered electron. Labels and justification for directions are missing.
Mathematical Treatment: 3 The solution is incomplete
because the direction of the velocity is not addressed. Although the principle of conservation of momentum is not stated, it is used, and there are no errors in the component analysis presented.
70
Student Response 4
Score−6
Rationale
This response received a score of 6 out of 10 as follows:
Vector Diagrams: 2 Only labelled triangles are
present.
Mathematical Treatment: 4 In this response, the student
uses the principle of conservation of energy to get the speed but does not state that principle. The student then uses conservation of momentum to get the angle but does not state that principle either. Otherwise, all necessary formulas are present, substitutions are shown, and answers are given to correct significant digits with units.
71
Student Response 5
Score−5
Rationale
This response received a score of 5 out of 10 as follows:
Vector Diagrams: 2 The component triangle for
the scattered photon needs to show the scattered momentum as a vector. The vector diagrams show equilibrium.
Mathematical Treatment: 3 The response is incomplete
(missing direction), but no errors are present. The response includes an explicit statement of the conservation of momentum.
72
Student Response 6
Score−3
Rationale
This response received a score of 3 out of 10 as follows:
Vector Diagrams: 1 The scattered electron
arrow is present but is labelled as energies rather than momentums. Since the student’s complete response is in terms of energy and not momentum, this diagram is inappropriate.
Mathematical Treatment: 2 This is a valid method
to find the speed of the scattered electron. However, no direction is attempted, dropping the maximum possible to 3. The response contains an algebraic error in the moving of the denominator of the kinetic energy term, thus resulting in a score of 2.
73
Student Response 7
Score−2
Rationale
This response received a score of 2 out of 10 as follows:
Vector Diagrams: 2 The scattered electron arrow
is present. There is no vector addition diagram.
Mathematical Treatment: 0 The treatment of energy as a
vector is invalid.
74
Student Responses to Graphing Skill-Based Question Student Response 1
Score−9
Rationale
This response received a score of 9 out of 10 as follows:
Graphing:
5 All graphing conventions are present. The horizontal axis label is not correct, but this is a minor error because of the statement provided underneath the line.
Mathematical Treatment:
4 All formulas are shown. The online points are read with powers of 10. The physics significance of the slope is explicitly related to Coulomb’s law. The substitution of the values for the calculation of k is missing, and the final answer is missing units.
75
Student Response 2
Score−9
Rationale
This response received a score of 9 out of 10 as follows:
Graphing:
4 All graphing conventions are present except the title.
Mathematical Treatment:
5 All formulas are present. Substitutions are shown, and final answers are stated with units. However, there is a weakness: the use of adjacent online data points.
76
Student Response 3
Score−6
Rationale
This response received a score of 6 out of 10 as follows:
Graphing:
5 All graphing conventions are present. There is a minor error in the plotting of one data point.
Mathematical Treatment:
1 The coordinates of two online points are provided, but they are missing powers of 10. The slope is stated as a ratio, and the explanation of the physics significance of the slope is invalid. This represents a valid start to the treatment.
77
Student Response 4
Score−5
Rationale
This response received a score of 5 out of 10 as follows:
Graphing:
1 The only graphing convention that is present and correct is the title. The graph’s data is inappropriate, the vertical axis is missing the power of 10, and the line of best fit for the data is a curve.
Mathematical Treatment:
4 The student presents a complete and explicit analysis of the graph, but the final answer is incorrect because the slope calculation is inconsistent with the graph provided.
78
Student Response 5
Score−4
Rationale
This response received a score of 4 out of 10 as follows:
Graphing:
2 The graphing conventions that are present are data points and indicate an appropriate trend in the line of best fit.
Mathematical Treatment:
2 All the required formulas are given; however, the calculation of the slope uses a single online point, and the final answer for k is missing units.
79
Student Response 6
Score−3
Rationale
This response received a score of 3 out of 10 as follows:
Graphing:
1 This graph contains inappropriate data. The vertical axis is labelled and scaled correctly, the data is plotted consistently, but the title is inappropriate.
Mathematical Treatment:
2 A sample calculation of k is shown and the other four values are given. These values are averaged, but the units are not included. The student provides a second solution in the text. This second solution is not better than the first because the physics significance of the slope is not correct. The examination manager is not yet sure how Learner Assessment will handle the scoring of conflicting solutions.
80
Student Response 7
Score−2
Rationale
This response received a score of 2 out of 10 as follows:
Graphing:
1 The only valid graphing convention present is the title. The axes are backward, a point is plotted incorrectly, and the line is dot to dot.
Mathematical Treatment:
1 The required formulas are not stated but are implied by substitution. The slope is calculated using two data points, but they are not on-line values and they are missing the appropriate power of 10.
81
Student Response 8
Score−1
Rationale
This response received a score of 1 out of 10 as follows:
Graphing:
0 No graph is provided.
Mathematical Treatment:
1 The use of Coulomb’s law shows a valid start. Averaging distance and average force is an invalid method.
82
Student Response 9
Score−1
Rationale
This response received a score of 1 out of 10 as follows:
Graphing:
1 This graph receives a generous mark because the vertical axis is labelled and scaled correctly.
Mathematical Treatment:
0 Stating Coulomb’s law combined with making a calculation using a known value for k is not a valid start.
83
Student Responses to Analytic Question Student Response 1
Score−8
Rationale
This response received a score of 8 out of 10 as follows: Physics Principles:
2 The physics principle of conservation of momentum is stated and used appropriately. The principle of conservation of energy is used but not stated.
Formulas: 3 All the required formulas are
present. Substitution: 1 The substitutions are valid. Answer: 2 The final answer is stated in
scientific notation, with appropriate significant digits and correct units.
84
Student Response 2
Score−6
Rationale
This response received a score of 6 out of 10 as follows:
Physics Principles:
0 The response shows explicit use of the two required physics principles, but the principles themselves are never stated. The statement of total energy is not a statement of conservation of energy.
Formulas:
3 All the required formulas are present.
Substitution:
1 The substitutions are valid.
Answer:
2 The final answer is stated in scientific notation, with appropriate significant digits and correct units.
85
Student Response 3
Score−5
Rationale
This response received a score of 5 out of 10 as follows:
Physics Principles:
0 No physics principles are stated. The statement that the momentum of the helium nucleus equals the momentum of the neutron is a derivation of the principle for this question and explicitly shows the use of the principle. This is the same for the principle of conservation of energy.
Formulas:
3 All the required formulas are present.
Substitution:
1 The substitutions of the values are appropriate.
Answer:
1 The final answer is not stated in scientific notation nor is it expressed to appropriate significant digits. However, it does follow from the substitutions given and so receives a “1.”
86
Student Response 4
Score−4
Rationale
This response received a score of 4 out of 10 as follows:
Physics Principles:
1 The physics principle of conservation of momentum is stated. Its application is invalid.
Formulas:
2 Most of the required formulas are present.
Substitution:
0 The substitutions are invalid.
Answer:
1 The response is incomplete. The answers shown follow from the substitution. The notation of “E-11” is not proper scientific notation.
87
Student Response 5
Score−2
Rationale
This response received a score of 2 out of 10 as follows:
Physics Principles:
0 No physics principles are stated.
Formulas:
1 One of the required formulas is present.
Substitution:
0 The substitutions are invalid.
Answer:
1 The final answer is incorrect but follows from the substitution.
88
Student Responses to Holistic Question
Student Response 1
Score−5
Rationale In this response, the student addresses the knowledge requirements by drawing a radially inward electric field in which the missing label is scored as a minor omission; by providing the charge separation on the sphere; and finally, by predicting that the acceleration will increase as the sphere approaches the dome. The student provides application of physics knowledge in the description of what causes the charge redistribution in terms of like and unlike charges, and in terms of only the negative charges being able to move within the sphere. The other area of application in this response is more difficult to assess. The student clearly identifies that there are two forces, that they are acting in the same direction and that the net force is larger so that the acceleration is greater. The student implies the 1/r2 nature of the Coulomb force with words like “will increase as it falls” and “increasingly.” This response illustrates the bottom of the “5” range in the application of the holistic scoring guide.
89
Student Response 2
Score−3
Rationale The student provides a radially inward electric field with a label. The student misses the idea that the sphere remains neutral by identifying that it becomes increasingly positive. It is possible to read this as an ambiguous statement, but the student repeats the concept when he/she defines “charged by induction.” Then, there is a second significant error in which the amount of charge on any two objects is equal. In this situation, this is untrue. The student is showing a memorized approach to answering this question. For the final knowledge requirement, the student states that once the sphere experiences a force from the Van de Graaff, it will fall even faster than 9.81 m/s2, which is a valid prediction. The student provides only one application in the discussion of the two forces acting in the support for the increased acceleration. This response illustrates the bottom of the “3” range in the application of the holistic scoring guide.
90
Student Response 3
Score−2
Rationale The knowledge requirements that the student provided in this response are the charge polarization on the sphere and the prediction that “its acceleration should increase.” This response does not contain an electric field diagram. The application given to explain the charge polarization contains an explicit error and implicit support: the explicit error is that positive charge is able to move within the solid; the implicit support is contained in “because unlike charges attract” in that, because the sphere is initially neutral, there are not like charges isolated on the sphere to experience attraction. The application given to support the increase in the acceleration shows significant understanding of the 2
1r
nature of the Coulomb
force but completely misses the force of gravity. It is difficult to assign a score to this response: there is some correct knowledge and some incorrect knowledge; there is some application but it contains significant gaps. Overall, the weaknesses overwhelm the application.
91
Student Response 4
Score−2
Rationale
This response does not contain an electric field diagram. The charge separation on the sphere is shown and a prediction that the acceleration will speed up is given. This wording is ambiguous and the student does not ever make clear whether the sphere is accelerating (speeding up) or if the acceleration is increasing. The student makes some application in addressing the charge polarization by having like charges repel and unlike charges attract. In this section of the response, it is unclear whether only the electrons are able to move. However, in the last paragraph, the student explicitly states “the protons begin to collect,” which removes the ambiguity. In the second area of application, the student does not provide anything of value: there are no forces at all, so the momentum formula is inappropriate to this situation. This response illustrates the bottom of the “2” range in the application of the holistic scoring guide.
USING CALCULATORS & COMPUTERS August 2008
Diploma Examinations Program Calculator Policy POLICY
Pure Mathematics 30 and Applied Mathematics 30 require the use of an approved graphing calculator for diploma examinations. All science diploma examinations require the use of a scientific calculator or an approved graphing calculator. School authorities are required to ensure that students taking Pure Mathematics 30 or Applied Mathematics 30 have access to an approved graphing calculator for diploma examinations. DEFINITION
The calculator must be a hand-held device designed primarily for mathematical computations, including logarithmic and trigonometric functions, as well as for graphing functions. Included in this definition are those scientific calculators having graphing and programmable features. RATIONALE
Any scientific calculator will be adequate for any science diploma examination. Many students will use an approved graphing calculator, which is also sufficient for science diploma examinations.
The student learning outcomes of the Information and Communication Technology (K-12) Program of Studies (2000–2003) are being infused into all subject areas. The Mathematics Applied and Pure Programs of Study state:
Improvements in technology and its increased availability in schools have changed the focus of mathematics education. The time saved by using calculators or computers to perform complex calculations can be used to help students better understand mathematical concepts. Students can then understand the relationships among concepts and use these relationships to solve problems. Calculators and computers can be used as tools to: • explore and demonstrate mathematical relationships and patterns • organize and display data • assist with solving problems • decrease the time spent on tedious computations • simulate situations
To ensure compatibility with the provincial Programs of Study and equity and fairness to all students, Alberta Education expects students to use calculators, as defined, when writing diploma examinations in mathematics and the sciences. Students must not use non-approved graphing calculators for diploma examinations because to do so may confer an undue advantage or undue disadvantage on the student. For example, the use of an older, previously but not currently approved graphing calculator for a mathematics diploma examination will disadvantage the student through the calculator’s inability to perform functions required by the Mathematics Applied and Pure Programs of Study.
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Professional mathematics organizations such as the National Council of Teachers of Mathematics (NCTM) have strongly endorsed the use of graphing calculators in mathematical instruction. They also emphasize that if calculator and computer technologies are now accepted as part of the environment in which students learn and do mathematics, such tools should also be available to students in most assessment situations.
The Programs of Study for the Pure Mathematics 30 and Applied Mathematics 30 mandate the use of graphing calculators. Although many questions on the mathematics diploma examinations will not require the use of a graphing calculator, there will be some questions for which the use of an approved graphing calculator will be required.
Calculators that do not meet the minimum properties, such as the TI-81, the TI-82, the TI-85, and scientific calculators, will disadvantage students who may wish to use them on a Pure Mathematics 30 or Applied Mathematics 30 diploma examination and are therefore not approved for diploma examination use.
Note: This policy applies to Alberta Education diploma examinations and field tests only. School calculator policies may differ depending on grade level or topic studied.
EXPECTATIONS
1. At the beginning of any mathematics or science diploma examination course, teachers must advise students of the types of calculators approved by Alberta Education for use when writing diploma examinations in these courses.
2. Students must clear all programmable calculators, both graphing and scientific, that are brought into diploma examinations of all information that is stored in the programmable or parametric memory. Programmable calculators should be cleared both before and after the administration of a diploma examination.
3. Students must not bring external devices (peripherals) to support calculators into any examination. Such devices include manuals, printed or electronic cards, printers, memory expansion chips or cards, external keyboards, CD-ROMs, libraries, or any annotations that outline operational procedures.
4. In preparation for calculator failure, students may bring extra batteries and/or approved calculators into the examination room.
5. During examinations, supervising teachers must ensure that: • calculators operate in silent mode • students do not share calculators or information contained within them • calculator cases are not available to students • programmable calculator memories, including parametric memories, have been cleared • only graphing calculators on the current list approved by Alberta Education are used
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CALCULATOR CRITERIA
The following criteria will be used to select acceptable calculators. Minimum calculator properties required 1. Function graphing capabilities with display
—includes displaying more than one function on the screen at a time, tracing a function 2. Standard scientific calculator operations
—e.g., sine, cosine, tangent, inverse functions, logarithms, power (xn) 3. Statistical functions in 1 and 2 variables
—mean, median, mode, standard deviation, bivariate data 4. Regression models
—linear, quadratic, exponential, sinusoidal 5. List capabilities 6. Matrix capabilities
—scalar multiplication, addition, and subtraction Unacceptable calculator properties during examinations 1. Built-in notes (definitions or explanations in alpha notation), e.g., libraries 2. Upgrades/downloads that include built-in notes or formulas 3. Remote communication capability The following list of approved calculators is provided to assist students and teachers in the selection of graphing calculators that conform to the requirements stated in the definition and to the stated criteria. The list will be updated annually. Note: All the calculators listed below meet the “required properties.” They do not have any
“unacceptable properties” and so can be used on the mathematics and science diploma examinations. However, students and teachers should recognize that the different models of calculators listed have a range of capabilities, and the choice of which model to use or purchase will require personal or teacher analysis of the machines’ capabilities and one’s individual or school circumstances.
The List of Approved Graphing Calculators for 2008–2009
Brands
Casio Sharp Texas Instruments
Models
fx 9750 G Plus EL-9600C
EL-9900 TI-83 Plus TI-83 Plus Silver TI-84 Plus TI-84 Plus Silver TI-86 TI-89 TI-89 Titanium TI-92 Plus TI Voyage 200 TI-Nspire with TI-84 keypad ONLY (see Notes below)
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The following calculators meet the graphing calculator criteria and are approved, but are no longer commercially manufactured.
Brands
Sharp Texas Instruments
Models
EL-9600
TI-83 TI-92
Notes:
• Instructions for clearing calculator memories are outlined on the next few pages of this document.
• Resetting calculators may result in altering the calculator mode settings. Please remind students to check the mode settings before proceeding with the diploma examination.
• Programs downloaded from the web are not allowed on the calculators used during diploma examinations. These programs must be erased before the student is allowed to write the examination.
• The memory values given on the next pages refer to memory expected to be available as a factory setting. The values available in student calculators should match these values when the calculator has been reset. If the memory values in the student calculators do not match these values, then the calculators should be turned off and reset a second time. If this fails to change the values, then the calculator should not be used on the examination.
• To aid with the preparing of Texas Instruments calculators for diploma examinations, the APPS program TestGuard TM 2.0 or the Press-to-Test feature in operating system 2.40 or higher may be used. For more information, refer to the Texas Instruments web site.
• The TI-Nspire is not approved for use with the TI-Nspire keypad. For Further Information If you have any questions or comments about this policy, please contact the Director, Mathematics/Science Diploma Examination Unit, Learner Assessment (see Contacts).
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Keystrokes Required For Clearing Approved Calculators Texas Instruments Memory remaining
TI-83 2nd + (MEM) 5 (Reset) 1 (All memory) 2 (Reset) Note: If, on clearing, the screen is blank, the
contrast needs to be reset. To do this, use both 2nd and 6 repeatedly.
2nd + RAM 27118 1
TI-83 Plus or TI-83 Plus Silver Edition or TI-84 Plus or TI-84 Plus Silver Edition 2nd + (MEM) 7 (Reset) ! ! (All)* Enter 2 (Reset) The application “Finance” is the only one that remains after following the clearing instructions. Note: If, on clearing, the screen is blank, the
contrast needs to be reset. To do this, use both 2nd and 6 repeatedly.
* The third step is very important; if not followed, the memory may not be cleared properly.
TI-83 Plus or TI-84 2nd + RAM 24317 2 ARC 163840 TI-84 Plus 2nd + RAM 24317 2 ARC 491520 TI-83 Plus Silver or TI-84 Plus Silver Editions 2nd + RAM 24317 2 ARC 1540K
TI-86 2nd 3 (MEM menu) F3 (Reset) F1 (All) F4 (Yes) Note: If, on clearing, the screen is blank, the
contrast needs to be reset. To do this, use both 2nd and 6 repeatedly.
2nd 3 MEM FREE 98226 F1
TI-89 2nd 6 (MEM) F1 (All) 1 (Reset) Enter
2nd 6 RAM 199154 ARC 393204
TI-92 or TI-92 Plus 2nd 6 (MEM) F1 (Reset) 1 (All) Enter Note: If, on clearing, the screen is blank, the
contrast needs to be reset. To do this, use 7 (green) and + or – repeatedly.
2nd 6 System 61064 Memory Free 70008
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Texas Instruments-continued Memory remaining
TI Voyage 200, TI-89 Titanium 2nd 6 (MEM)
F1 (RESET) 3 (All Memory) Enter (YES) Note: If, on clearing, the screen is blank, the
contrast needs to be reset. To do this, use 7 (green) and + or - repeatedly.
(Titanium) 2nd 6 System 70516 (68098) RAM free 191628 (194046) Flash ROM free 2818018 (2686896)
Casio Memory remaining
fx-9750G Plus Go to Menu Cursor to MEM EXE Reset EXE F1 yes - reset
Go to Menu Cursor to MEM EXE Memory Usage (28628 Bytes Free)
Sharp Memory remaining
Sharp EL-9600, and 9600 C 2nd X!TN (Option) Log (Reset) 2 (All Memory) CL (Clear all data) Note: There is also a reset switch on the back. (Use
round tip of pen, press, then CL)
2nd X!TN 18562 8
Sharp EL-9900 2nd 9*
#/ (Option) ln (Reset) 2 (All Memory) CL (Clear all data)
2nd 9*#/ (Option)
Cos (MEMCHK) (47447)
If you find that there are problems with any of the clearing techniques, please contact the Director, Mathematics/Science Diploma Examination Unit, Learner Assessment (see Contacts).
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*NEW Writing Part(ie) A Diploma Examinations Using Computers
BACKGROUND
Producing written work on computer is common in contemporary working and learning environments. Students who have been taught to compose on a computer, and who normally produce their written work in this way, may be disadvantaged if they are compelled to hand-write extended assignments. The principles and procedures presented below address the diploma examination writing needs of such students.
GUIDING PRINCIPLES
Computers and word processing applications may be used when administering the Part(ie) A portions of the Biology 30, Science 30, and humanities diploma examinations (English Language Arts 30–1, English Language Arts 30–2, Français 30, French Language Arts 30, Social Studies 30, and Social Studies 33). The use of computers for this purpose must not compromise the security of the examinations or fairness of their administration.
A school principal may allow a student who normally produces extended written work on a computer, and who is proficient at using that school’s or writing centre’s computers and word processing application, to use them when writing any of the aforementioned diploma examinations.
Students who choose to use computers and word processing applications when writing a diploma examination are responsible for ensuring that they understand and follow all of the directives, rules, and procedures established for writing diploma examinations in this manner.
DIRECTIVES
Principal
1. The principal of a school or designated writing centre shall decide whether to provide the opportunity for students to write Biology 30, Science 30, and/or humanities Part(ie) A diploma examinations using the school’s computers. This decision shall be based on the principal’s certainty that the school or designated writing centre can comply with all diploma examination writing and administration rules, and with the directives, rules, and procedures that follow.
2. The principal of a summer school or designated writing centre shall notify Learner Assessment that he or she will be able to provide this opportunity to students writing diploma examinations.
3. The principal shall communicate to students and teachers the availability of and requirements related to the use of computers and word processing applications when writing the Part(ie) A portion of Biology 30, Science 30, and humanities diploma examinations.
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4. The principal shall ensure that only those students who understand and are able to follow all of the directives, rules, and procedures established for writing Part(ie) A diploma examinations using a computer are permitted to do.
5. If the school or designated writing centre has more students who request this option than it has computers, the principal shall submit a specific written proposal for meeting students’ examination writing needs to the Director of Examination Administration, Learner Assessment, for approval.
6. The principal shall ensure that only school-owned computers, that have no internet or external network access, are used for examination writing purposes.
7. The principal shall ensure that all computer equipment, applications, and printers used for diploma examination administration purposes are appropriately configured to safeguard test security and fairness and to minimize distraction to students.
8. The principal shall ensure that all facilities and computer equipment that have been set up for examination writing purposes are secured and remain secured until after the examination writing session and follow-up administrative procedures are completed.
9. Before implementing the use of computers for writing diploma examinations, the principal shall establish technical and exam administration contingency plans and emergency procedures to address unexpected issues and problems that may arise.
10. The principal shall ensure that teachers who are designated to supervise the administration of diploma examinations that are being written using computers are appropriately prepared for that role, including being aware of and able to implement contingency plans and emergency procedures, should the need arise.
Technical Personnel
1. Technical personnel shall configure all computers, word processing applications, and printers so as to ensure the security and fairness of the examination administration (see Rules and Procedures below).
2. Technical personnel shall develop and implement a system testing plan prior to each examination administration session to ensure that all equipment and processes function as required (see Rules and Procedures below).
3. In cooperation with the principal and examination supervisors, technical personnel shall develop a technical contingency plan that can be implemented, as required, to address unexpected network, computer, or printer problems.
4. Technical personnel shall ensure that the facility and all designated and configured computers are secured until the time the scheduled examination is written and, following the examination writing, until all printed work is correctly stapled into the appropriate examination booklets and all computers are cleared of all student work.
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Examination Supervisors
1. Teachers who are designated to supervise the administration of diploma examinations that are being written using computers shall be familiar with and able to implement the guiding principles, directives, rules, and procedures related to the administration of diploma examinations using computers.
2. Examination supervisors shall develop and implement procedures for the pick-up and distribution of printing during and after the official scheduled examination administration period. These procedures shall safeguard test security and fairness and minimize distraction to students.
3. In cooperation with the principal and technical personnel, examination supervisors shall develop an exam administration contingency plan that can be implemented, as required, to address unexpected issues or problems that arise while examinations are being written using computers.
4. Examination supervisors shall ensure that students are aware of and understand the rules and procedures for writing a diploma examination using a computer, and their responsibilities for implementing them, prior to the commencement of the official scheduled examination administration.
5. Examination supervisors shall ensure that no student accesses the internet or other prohibited online or electronic resources while writing a diploma examination using a computer.
6. Examination supervisors shall ensure that no student responses, including rough work, remain anywhere in the school’s computer system or in the school once students have stapled their printed copies into their examination booklets.
Students
1. If a principal allows computers to be used when writing Part(ie) A diploma examinations, the decision to participate shall be the individual student’s.
2. Students who choose to write diploma examinations using a school’s or writing centre’s computers shall be proficient at using those computers and word processing applications as a normal means of producing written work.
3. Students who choose to write diploma examinations using a school’s or writing centre’s computers shall be familiar with and are responsible for implementing all of required rules and procedures for writing a diploma examination using a computer (see Rules and Procedures below).
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RULES AND PROCEDURES Technical and Administrative Set-up
1. Prior to the commencement of the official scheduled examination administration, all computers to be used for examination writing purposes must be networked and configured to:
: Enable secure and ready access to designated printers only, during and after the official scheduled examination administration
: Enable the saving of each student’s written work in a manner and/or to a network location that ensures its security during, and permits school personnel to readily access and remove those documents following, the official scheduled examination administration
: Disable access to the internet and other online or electronic resources that are not permitted
2. Prior to the commencement of the official scheduled examination administration, all word processing applications to be used for examination writing purposes should be configured to enable
: Automatic insertion of footers that include the student’s index number on each page of written work Note: The index number (test booklet number) is the six digit number that appears in
the bottom right corner of the student’s label. Unregistered students will not have an index number, so they must create a six digit number and place that number on the back of their test booklet.
: Automatic and frequent saving of word documents to a designated location only : Access to routine tools, such as a spell checker, that are integrated into the software
Note: The “auto correct” feature of these tools must be disabled.
3. Prior to the commencement of the official scheduled examination administration, all computers, printers, and word processing applications must be online and ready for use.
Examination Administration
1. Students writing diploma examinations on computer must be given a paper form of the examination prior to the commencement of the official scheduled examination administration and must staple a hard copy of their word processed written work to that booklet at the end of the examination session.
2. Students writing diploma examinations on computer may access all of the examination materials that are available to students who write paper forms of the exam (e.g., print references such as an English dictionary or authorized writing handbook).
3. Students may revert to writing with pen or pencil at any time during the examination administration.
4. Students may do rough work or planning in whatever manner they choose (i.e., either in the examination booklet or on the computer).
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5. Students may print interim hard copies of their written work at any time during the examination administration.
6. Students may compose and edit their written work until the end of the official scheduled administration time.
7. Student may not access the internet or other prohibited online or electronic resources while writing a diploma examination using a computer. To do so is a breach of security.
Preparation and Submission of Written Work
1. It is the students’ responsibility to print and staple their final written response(s) to their examination booklets. This includes verifying that the final printed hard copy of their writing is accurately and completely printed and attached to their booklet in proper page order. This step may occur after the officially scheduled time limit; however, this verification step does not allow any revision to finished work.
*NEW Note: A mark of zero will be assigned to any examination question or assignment that has no written response, or the wrong written response, attached to it, for whatever reason, at the time of marking.
2. Students writing Part(ie) A diploma examinations on computer must clearly label each page of their finished work according to its assignment title or question number and must staple the work into the appropriate place(s) in the examination booklet.
3. Each student must include his or her six-digit index number on every page of the finished work stapled into the examination booklet.
4. Students writing Part(ie) A diploma examinations on computer must indicate in the space provided on the back cover of the examination that they have attached word-processed pages to the exam booklet.
5. Students writing humanities Part(ie) A diploma examinations must submit their final written work double-spaced and in an easy-to-read 12-point font (See the instruction page in the specific examination for details.)
6. Each student writing a humanities Part(ie) A diploma examination must clearly label all word-processed rough work or early drafts as “rough” and must staple these documents into the examination booklets on pages designated “Planning.” (Rough work is not returned for Biology 30 or Science 30 examinations but must be disposed of by the examination supervisor.)
7. Final printing and stapling of written responses may occur after the officially scheduled time for examination writing, but no editing may be done after the scheduled time.
8. Students writing Biology 30 or Science 30 Part(ie) A diploma examinations must hand-write all diagrams and calculations directly onto print copies of their word-processed written work. This hand-written work must be completed during the officially scheduled examination writing time. Consequently, final printing of these word processed documents must occur
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during the official scheduled administration time if students intend to add hand written information to them.
GUIDELINES 1. Principals of schools or designated writing centres should consider allowing students to write
Part(ie) A diploma examination on computer only if: • the participating students normally compose extended written work on computer • each participating student knows how to use the school’s or designated writing centre’s
computer • technical expertise is available before, during, and after examination writing to ensure
smooth and secure system functioning • security, fairness, and confidentiality will in no way be compromised
2. Students should be given sufficient time to log on to the computer system and review the rules and procedures for writing Part(ie) A diploma examination on computer in advance of the time scheduled to begin the examination. (It is recommended that students be instructed to arrive at least 20 minutes early.)
3. In the event of an emergency or disruption, contact the Director, Examination Administration, immediately by telephone at (780) 427-0010, for a toll-free connection, dial 310-0000.
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