June Physics Secondary 5. Theory Examination ANYONE WHO RECEIVES A COPY OF THIS EXAMINATION HAS

Transcription

1 June 2014 Physics Secondary 5 Theory Examination ANYONE WHO RECEIVES A COPY OF THIS EXAMINATION HAS UNDERTAKEN TO USE IT ON THE MORNING OF THE FOLLOWING DATE: Wednesday JUNE 18, 2014 a.m. NOTE: This date was established by the Directors of English Education Network (DEEN) and the Mathematics and Science and Technology Committee (MaST).

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3 Physics Theory Examination June 2014 Physics Secondary 5 Administration and Marking Guide

4 P HY- 500.A06 DIFFUSION 2014 DESIGN TEAM Paul Couture, New Frontiers School Board Mark Driedger, St. George s School of Montreal May Lum, New Frontiers School Board Cathy Martin, Riverside School Board COORDINATION Barbara Choquette, BIM, GRICS Katherine Davey, Lester B. Pearson School Board Sandra Fréchette, Riverside School Board VALIDATION Laurette Barker, Central Quebec School Board Marc Andre Daigle, Central Quebec School Board Charles Sias, Central Quebec School Board LINGUISTIC REVISION Kevin O Donnell, GRICS LAYOUT AND COMPUTERIZATION Diane Nadeau, BIM, GRICS ILLUSTRATIONS Hernan Forcada, BIM, GRICS Diane Nadeau, BIM, GRICS Jean-Philippe Richard, BIM, GRICS

5 T able of Contents General Information... Page 1 Presentation of the Examination... Page 2 Procedure for Administering the Examination... Page 5 Instructions for Marking the Examination... Page 6 Marking Guide... Page 7 Appendix Feedback Questionnaire [Site for the electronic format: BIM GRICS

6 G eneral Information DISCIPLINE Physics SUBJECT-SPECIFIC COMPETENCIES Makes the most of his/her knowledge of physics. Communicates ideas relating to questions involving physics, using the languages associated with science and technology. TIME ALLOTTED 3 hours An additional 5 minutes per hour (15 minutes) may be allotted if needed. PROVIDED DOCUMENTS For the Teacher Administration and Marking Guide For the Student Student Booklet Answer Booklet AUTHORIZED MATERIALS The following materials are permitted during the examination: Calculators with or without graphic displays* Writing instruments Rulers * Calculators with or without graphic displays designed mainly to perform mathematical calculations are authorized during official exams. Before the exam starts, data and programs stored in the calculator s memory must be deleted. Calculators equipped with formal calculation software are not authorized for the exams. These models are allowed under the sole condition that the formal calculation functions are deactivated during the exam. Computers, tablet computers, electronic organizers and calculators with an alphanumeric keyboard (QWERTY or AZERTY) are not authorized. All calculator peripherals, such as instruction manuals and memory expansion devices, are forbidden. It is strictly forbidden to use memory expansion cards or chips, as well as data or program libraries. Communication between calculators is not allowed during the exam. Using a calculator containing stored data or programs will be considered as cheating. Students cannot share their calculators. [Adapted from MELS Information Document, Science and Technology, Applied Science and Technology, June/August 2012/January 2013, and provided as a recommendation.] BIM GRICS Page 1

7 P resentation of the Examination STRUCTURE This theory examination was developed and validated in collaboration with teams of teachers and pedagogical consultants from various school boards in Québec. The evaluation criteria to be considered are as follows: Mastery of subject-specific knowledge Relevant use of scientific and technological knowledge Appropriate formulation of explanations or solutions The examination consists of 25 questions in two parts: Part A: Multiple-Choice Questions Part B: Constructed-Response Questions Note: Significant figures will be evaluated in questions 15 and 24 only. TYPES OF QUESTIONS AND PERCENTAGE VALUES FOR GENERAL CONCEPTS EVALUATED General concept Kinematics Dynamics Transformation of Energy Geometric Optics Section of Exam 20% 32% 16% 32% Part A Multiple-Choice Questions (40%) 4, 5 6, 7, 8 9, 10 1, 2,3 Part B Constructed-Response Questions (60%) 16, 17,18 19, 20 *, 21, 22, 23 24, 25 11, 12, 13, 14, 15 *Covers two general concepts. BIM GRICS Page 2

8 ELEMENTS TARGETED 1 Question General Concepts Progression of Learning Geometric Optics Geometric Optics Geometric Optics 4 Kinematics 5 Kinematics 6 Dynamics 7 Dynamics 8 Dynamics Transformation of Energy Transformation of Energy Geometric Optics Geometric Optics Geometric Optics Geometric Optics Geometric Optics 1. Snell s Law (Reflection) b. Angle of incidence and reflection i. Measures the angles of incidence and angles of reflection in a diagram or an experiment. 3. Images b. Image characteristics i. Determines the characteristics of the image formed in a given situation (mirrors and lenses). 2. Snell s Law (Refraction) c. Index of refraction iv. Explains the phenomenon of total internal reflection (e.g. mirage, fibre optics). 3. Uniformly accelerated rectilinear motion c. Average velocity and instantaneous velocity ii. Determines the instantaneous velocity of an object. 1. Reference systems i. Chooses a reference system suited to the situation. 3. Newton s Laws d. Describes qualitatively the law of action-reaction (Newton s Third Law). 5. Centripetal force a. Explains qualitatively the effect of centripetal force on a body in motion. 7. Equilibrium and resultant of several forces b. Determines the magnitude and direction of the vector associated with the balancing force of a system of forces. 3. Relationship among power, work and time b. Applies the mathematical relationship between power, work and time (P = W/Δt). 1. Mechanical energy b. Applies the mathematical relationship between potential energy, mass, gravitational acceleration and the distance travelled. (Ep = mgh). Relationship between kinetic energy, mass and velocity (E k = ½ mv 2). 3. Images b. Image characteristics i. Determines the characteristics of the image formed in a given situation (mirrors and lenses). 1. Snell s Law (Reflection) b. Angle of incidence and reflection ii. Explains qualitatively and quantitatively a phenomenon using the Law of Reflection (e.g. minimum height a mirror must have in order for a person to see the full length of his/her body, extent of a field of vision). 3. Images b. Image characteristics ii. Applies the mathematical relationship that makes it possible to determine the position, orientation and height of an object or its image in the case of mirrors or lenses. 2. Snell s Law (Refraction) c. Index of Refraction i. Defines the index of refraction of a medium as the ratios of speed of light in a vacuum to the speed of light in that medium (n = c/v). 2. Snell s Law (Refraction) c. Index of refraction iii. Explains qualitatively and quantitatively a phenomenon using the Law of Refraction (n 1sinθ 1 = n 2sinθ 2) (e.g. a straw in a glass of water). 1. The statements are taken from the Progression of Learning (MELS 2010). BIM GRICS Page 3

9 ELEMENTS TARGETED (CONT D) Question General Concepts Progression of Learning 16 Kinematics 17 Kinematics 18 Kinematics 19 Dynamics 20 Dynamics Kinematics 21 Dynamics 22 Dynamics 23 Dynamics Transformation of Energy Transformation of Energy 2. Uniform rectilinear motion a. Relationship among position with respect to the point of origin, velocity and time ii. Applies mathematical relationship between position with respect to point of origin (displacement, velocity and time (Δd = vδt) in a given situation. 2. Uniform rectilinear motion a. Relationship among position with respect to the point of origin, velocity, and time i. Provides a qualitative explanation and uses a graph to illustrate the relationship between the position of an object with respect to its point of origin (displacement), its velocity, and time during which it is motion. 3. Uniformly accelerated rectilinear motion a. Relationship among acceleration, change in velocity and time i. Provides a qualitative explanation and uses a graph to illustrate the relationship between the acceleration of a body, the change in its velocity and the time during which this change occurs. 2. Uniform rectilinear motion a. Relationship among position with respect to the point of origin, velocity and time 4. Motion of projectiles b. Determines the position, displacement or instantaneous velocity of a projectile or the time elapsed. 6. Free-body diagram a. Uses vectors to represent the forces that act on a body. 2. Gravitational force a. Associates the free fall of a body with the effect of gravitational force. 3. Uniformly accelerated rectilinear motion b. Relationship between acceleration, distance, and time ii. Applies the mathematical relationship between acceleration, the distance travelled, and the time in a given situation (Δd = v 1Δt + ½ aδt 2 ). 7. Equilibrium and resultant of several forces a. Determines the magnitude and direction of the vector associated with the resultant force of a system of forces. b. Determines the magnitude and direction of the vector associated with the balancing force of a system of forces. 3. Newton s Laws c. Applies the mathematical relationship between the force acting on a body, mass and acceleration (F = ma). 4. Force of friction c. Determines the value of the force of friction in a given situation (force of friction = applied force net force). 2. Gravitational force c. Determines the component of gravitational force parallel to the displacement of a body (e.g. inclined plane). 3. Newton s Laws c. Applies the mathematical relationship between the force acting on a body, mass and acceleration (F = ma). 1. Mechanical energy a. Relationship between kinetic energy, mass and speed - Applies the mathematical relationship between the elastic potential energy, the force constant and the change in length in a given situation (E = ½ kx 2 ). 1. Mechanical energy b. Applies the mathematical relationships associated with kinetic energy, types of potential energy, work and heat. c. Analyzes quantitatively a transformation of mechanical energy in a given situation. BIM GRICS Page 4

10 P rocedure for Administering the Examination Distribute the Student Booklets and the Answer Booklets. Have students read the examination questions and reference materials presented in the Student Booklet. Students must answer all questions in the Answer Booklet provided. Ensure that students work alone. Collect all Student Booklets and Answer Booklets at the end of the examination period. BIM GRICS Page 5

11 I nstructions for Marking the Examination 2 In order to determine what is expected of the students and to ensure a uniform understanding of the evaluation tools, it is suggested that teachers in each school form a marking committee to analyze the work of a sample of students. Guidelines for correcting questions requiring an explanation, a justification, or a representation: Analyze the student s work and determine if it is appropriate. An explanation, a justification or a representation is appropriate if most of the elements of the answer are correct and if appropriate terminology or symbolism is used. An explanation, a justification or a representation is partially appropriate if: most of the elements of the answer are correctly indicated, but the terminology or symbolism used is not appropriate. some elements of the answer are indicated, and some of the terminology or symbolism used is appropriate. An explanation, a justification or a representation is inappropriate if most of the elements of the answer are incorrect or missing or if the terminology or symbolism used is inappropriate. Guidelines for correcting questions requiring the use of formal mathematical solutions: Step 1 Analyze the work to understand the procedure used by the student, and then decide if the procedure is appropriate or not. A procedure is appropriate if most of the steps are relevant and could lead to the correct answer. A procedure is partially appropriate if the steps presented do not lead to the correct answer, but include at least one step that is relevant and correct. A procedure is inappropriate if none of the steps presented are relevant or if the student has not shown any work. Step 2 If the procedure is deemed appropriate or partially appropriate, then evaluate the answer. If the answer is incorrect, identify the type of error(s) made. The error is considered minor if it is an error in calculation or transcription, or if the unit of measurement is incorrect or missing. The error is considered major if a law, rule, or formula has been applied incorrectly. No marks are allotted for a correct answer when the procedure used is inappropriate, or no work is shown. 2. Adapted from: MELS, , Science and Technology, Marking Guide, June 2012, and provided as a recommendation. BIM GRICS Page 6

12 M arking Guide Part A Multiple-Choice Questions Questions 1 to 10 Question 1 C 4 0 Question 2 D 4 0 Question 3 B 4 0 Question 4 D 4 0 Question 5 C 4 0 Question 6 B 4 0 Question 7 B 4 0 Question 8 B 4 0 Question 9 C 4 0 Question 10 A 4 0 BIM GRICS Page 7

13 Part B Constructed-Response Questions Questions 11 to 25 NOTE: The following examples of appropriate responses are guidelines and are not exhaustive. Teachers should use their professional judgement when correcting this exam. Significant figures will be evaluated in questions 15 and 24 only. Question 11 Example of an appropriate diagram Note: Only 2 of 3 rays are required for full marks. Marking Scale 3 4 marks Appropriate diagram and correct position and size of image 3 marks Appropriate diagram, but incorrect answer due to a minor error such as no direction indicated on rays 2 marks Appropriate diagram, but incorrect answer due to a major error (e.g. student draws 2 correctly reflected rays, but does not draw the image) 1 mark Partially appropriate diagram (e.g. student draws at least one ray properly) 0 marks Inappropriate diagram, or did not provide a diagram, regardless of the answer 3. All Marking Scales adapted from MELS, , Science and Technology, Marking Guide, June BIM GRICS Page 8

14 Question 12 Examples of an appropriate response Answer The following students are visible in the mirrors: Zoe, Alex and Etienne. Marking Scale 4 marks Appropriate diagram and correct answers. Note: angles may be off by a small amount 3 marks Appropriate diagram, but incorrect answer due to a minor error such as student does not show proper direction on the rays, or angles/normals are inaccurate i.e. student may or may not have correct final answer 2 marks Appropriate diagram, but incorrect answer due to a major error such as not identifying the field of vision (e.g. identifies Vainö and Mikaela as visible because they are between the two normals, or the student draws a completely correct diagram but states that all students are visible except for Emily 1 mark Partially appropriate procedure (e.g. only draws rays for one mirror) 0 marks No diagram is drawn, or a diagram with many mistakes is drawn BIM GRICS Page 9

15 Question 13 Example of an appropriate procedure Given variables: 1. Find distance of object: Answer The distance between the object and the lens is 10 cm. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. the student correctly substitutes but fails to solve for d o ) 1 mark Partially appropriate procedure (e.g. the student completes the magnification equation and focal distance equation with the knowns and unknowns, but fails to solve) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 10

16 Question 14 Example of an appropriate procedure Given variables: 1. Find speed of light in water: 2. Find the distance travelled in water: Note: Significant figures are not taken into consideration in this question. Answer The fish is 2.6 m below the surface of the water. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. using speed of light in a vacuum instead of speed of light in water) 1 mark Partially appropriate procedure (e.g. calculating only the speed of light in water) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 11

17 Question 15 Example of an appropriate procedure Note: Significant figures are taken into consideration in this question. Answer The index of refraction of the glass is 1.52 (significant figures). Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure or student did not take significant figures into account 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. used incorrect angles) 1 mark Partially appropriate procedure 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 12

18 Question 16 Examples of an appropriate procedure Given variables: 1. Solve for the final velocity: Note: Significant figures are not taken into consideration in this question. Answer The velocity of the rocket the instant it hits the ground is 8.9 m/s or 8.9 m/s downward. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. did not indicate that the velocity is negative or downward or uses a positive displacement 1 mark Partially appropriate procedure 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 13

19 Question 17 Example of an appropriate procedure To calculate the time spent coming to a complete stop (second part of graph showing deceleration). Note: Significant figures are not taken into consideration in this question. Velocity versus Time BIM GRICS Page 14

20 Question 17 (Cont d) Marking Scale 4 marks Appropriate procedure and graph 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or inaccurate graph/calculation where there are missing labels or missing units 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. student shows all the calculations correctly but fails to represent it correctly on the graph) 1 mark Partially appropriate procedure (e.g. student only shows the first part of the motion correctly) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 15

21 Question 18 Examples of an appropriate procedure 1. Find the time it takes for the ball to reach a height of 2 m (on the way down). Vertical component of motion: 2. Find the horizontal distance the ball will travel in 1.18 s. 3. Calculate how far Isabelle will travel in 1.18 s. 4. Distance between the two players: m m = m Note: Significant figures are not taken into consideration in this question. Answer The distance between the two players when the ball is thrown is 16.6 m. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure (e.g. student only solves for the ball s horizontal displacement) 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. student only solves for time) 1 mark Partially appropriate procedure (e.g. student solves for the horizontal and vertical components of the initial velocity) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 16

22 Question 19 Example of an appropriate response Free-Body Diagram Also, accept a rotated view where the F Normal is straight up (vertical) and F Resistance is horizontal. Note: Students should not be penalized for the relative lengths of the vectors. Students may indicate F Resistance using 2 vectors (air and snow). Students should include the 15 angle or the 75 (90 15 ) angle. Marking Scale 4 marks Appropriate diagram with all four components properly identified and labelled, i.e. 3 force vectors and the angle 3 marks Appropriate diagram with three out of four components properly identified and labelled 2 marks Appropriate diagram with two components properly identified and labelled 1 mark Partially appropriate diagram with at least one component identified and labelled 0 marks Inappropriate diagram, or did not provide a diagram, regardless of the answer BIM GRICS Page 17

23 Question 20 Example of an appropriate procedure Given variables: 1. Find acceleration due to gravity on Mars: 2. Find the weight of the tool on Mars: If a = 3.72 m/s 2, then g = 3.72 N/kg Note: Significant figures are not taken into consideration in this question. Answer The weight of the tool on Mars is 0.37 N. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. student only solves for the acceleration due to gravity on Mars) 1 mark Partially appropriate procedure (e.g. student finds the weight of the tool on Earth) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 18

24 Question 21 Example of an appropriate procedure Free-Body Diagram 1. Find the vertical components of the force vectors. F r(y) = T Rafi sin 45 + T Aziz sin 30 F g = 0 since the situation is in static equilibrium. 2. Find Seema s mass: Answer Seema s mass is 50.1 kg or 50 kg. Note: Significant figures are not taken into consideration in this question. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. found Seema s weight but not her mass) 1 mark Partially appropriate procedure 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 19

25 Question 22 Example of an appropriate procedure 1. Find x component of applied force 2. Find F net for block of ice 3. Find F f Note: Significant figures are not taken into consideration in this question. Answer The magnitude of the frictional force is 84 N. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. not taking the angle into account) 1 mark Partially appropriate procedure (e.g. only solving for net force) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 20

26 Question 23 Example of an appropriate procedure Given variables: 1. Find Fg parallel to incline: 2. Find acceleration: Note: Significant figures are not taken into consideration in this question. Answer The acceleration of the train down the ramp is 3.9 m/s 2. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. student forgot to take friction into account or used the wrong trigonometric ratio i.e. cos 35 ) 1 mark Partially appropriate procedure (e.g. student did not take the angle into account) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 21

27 Question 24 Example of an appropriate procedure 1. Energy of Spring 1 (2 significant figures): 2. Energy of Spring 2 (2 significant figures): Note: Significant figures are taken into consideration in this question. Answer Team 1 s spring has a stored elastic potential energy of 1.7 J (significant figures). Team 2 s spring has a stored elastic potential energy of 1.2 J (significant figures). Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure or student did not take significant figures into account 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g.one spring calculated correctly) 1 mark Partially appropriate procedure (e.g. student calculated the force applied on the spring (kx) rather than the energy stored (½ kx 2 ) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 22

28 Question 25 Example of an appropriate procedure 1. Mechanical energy at the bottom of the ramp: 2. Mechanical energy at the top of the ramp: 3. Speed of marble at the top of ramp: Note: Significant figures are not taken into consideration in this question. Answer The speed of the marble once it has been hit by the lever is 15.7 m/s. Note: If the student neglects the potential energy of the marble at the bottom of the ramp, the student may still arrive at the correct answer. In this case, the student should only be given 2 marks. Marking Scale 4 marks Appropriate procedure and correct answer 3 marks Appropriate procedure, but incorrect answer due to a minor error, such as a calculation or transcription error, or missing unit of measure 2 marks Appropriate procedure, but incorrect answer due to a major error such as the incorrect application of a law, formula or rule (e.g. neglecting the potential energy of the marble at the bottom of the ramp OR neglecting to add 2.0 J of energy in determining the initial mechanical energy of the system) 1 mark Partially appropriate procedure (e.g. student solves for one type of energy) 0 marks Inappropriate procedure, or did not provide a procedure, regardless of the answer BIM GRICS Page 23

29 Appendix F eedback Q uestionnaire (also available on PHY-500.A06 Physics Secondary 5 4 = Very satisfied 3 = Satisfied 2 = Not very satisfied 1 = Dissatisfied Teacher s Guide Visual presentation (layout) Time allotted for the examination Procedure / Instructions Information regarding materials (provided, required, authorized) Quality and use of the evaluation tools provided (rubrics, observable elements, etc.) In accordance with the QEP, Progression of Learning, Evaluation Framework Student Booklet Level of difficulty Instructions Reading level Language accuracy Other supporting reference materials (video, magazine, etc.) If you have indicated Not very satisfied or Dissatisfied with any of the above, please comment and provide recommendations: Overall assessment of the examination: Comments or recommendations: School Board: Name: Telephone / Please return to: BIM, GRICS, 5100, Sherbrooke Street East, Suite 300, 3 rd floor, Montréal (Québec) H1V 3R9 Fax: , bim@grics.ca BIM GRICS Appendix