Andrew R. Hansen Assistant Chief Assessor

Chief Assessor: –Bruce Walsh (Xavier). Assistant Chief Assessors: –Andrew Hansen (Ringwood SC). –Nicholas Howes (Caulfield Grammar). –Dan O’Keeffe (AIP). Senior markers: –Around for resolution marking. –Drawn from general markers. General markers: –Around 100 practicing or retired Physics teachers.

Prior to the exam the assessors are appointed and informed of training day and deadlines. On the day of the exam the paper is ed to assessors. At ~4:00pm on exam day the CAG meets with reps from setting panel. –The draft marking scheme is discussed.

The setting panel decide the marks per question. The CAG decides (initially) how the marks are to be allocated.

In General: 1 mark questions: –Mark for correct answer. 2 mark questions: –1 mark for correct answer. –1 mark for correct formula & substitution. 3 mark questions: –1 mark for correct answer. –1 mark for final formula and substitution. –1 mark for initial derivation or conversion of info.

The CAG meets for a day prior to Assessors meeting. An initial 250 scripts is reviewed. Two training papers and 4 trial papers are produced. Six validity items per question are selected and annotated.

Occurs the Saturday following the exam. The marking scheme is discussed and the training papers are completed. The marking scheme is amended. The four trial papers are completed. The marking scheme is finalised and printed.

Each question is marked (initially) by two markers. Discrepancy results in a third marker. –Two most concordant results are used provided they are not still discrepant. –This marking is done by CAG and senior markers. Marks that are still discrepant go to adjudication. –Done by CAG. Most concordant two marks are used and added for final mark.

Each set of scores is summed and totals that are discrepant go to 3 rd round of marking. –Done by CAG. Final grades that are more than 1 (or 1.5) grades from teacher’s indicative grades are declared anomalous. –Anomalous grade marking. –Done by CAG

Papers that have images problems or where students wrote where they should not have go to pulled paper marking. –Done by CAG.

~7300 students and 59 markable items = 430,700 items to mark. Two initial markings = 861,400 markings. ~25% of item go to resolution = 969,000 marking. ~ 5000 items go to adjudication = 974,000 markings ~ 150 papers referred to AGM = 983,000 items marked.

Over 900,000 items marked. ~100 markers Over 9000 questions marked per person. In 14 days!!!

u v t Now, the area under a vt graph yields disp. So: Finally, from (1): Sub into (3): THIS IS NOT MATHS

Always show working. –Allow markers to exercise “reward good physics” clause. Avoid algebraic rearrangement. –Make it easier for markers to award the “formula & substitution” mark(s). Answers in decimals with appropriate sig figs. –No surds and no excessive decimal places.

Changing units. –Students can usually cross out the units provided and respond in units of choice. Layout & legibility. –Markers are not obliged to mark illegible responses. Calculators. –Use the exponent key. –Check mode (degrees, not radians).

Keep them short!!! –Stay within the space provided. Use dot points. Clause, because. vs. Clause. Supporting equations. Avoid verbal diarrhea. –Marks can be deducted for contradictions.

June 2008

June 2009 Fc

June 2010

Correct solution FcFc N mg θ Incorrect solution FcFc N mg θ

Nov 2013

June 2009

Lower temp means higher R th. Ratio R v :R th must stay constant. Therefore Rv must increase. INCREASE

June 2011

Nov 2010 Lines must travel from R to L inside solenoid. Lines must not touch or cross.

Nov 2010

Nov 2011 As the magnet moves away the loop experiences a decrease in flux to the left. Lenz’s law states that the induced current will give rise to a change in flux that opposes the change in flux that induced it. Therefore the induced current will cause an increase in flux to the left, Using the right hand grip rule an anticlockwise current will cause a flux to the left.

Nov 2011 Young’s experiment demonstrated an interference pattern. Interference is a wave phenomenon.

Einstein concluded that light is made up of photons with energy proportional to their frequency. The existence of a cutoff frequency showed that photons with low frequencies did not have enough energy to produce photoelectrons.

Know what the wave predictions of the PE effect are: –All light is energy therefore all frequencies should be able to produce photoelectrons. –Increasing the intensity of the incident light increases the delivered energy and should increase the energy of the photoelectrons. –Decreasing the intensity of the incident light decreases the rate at which the energy is delivered and should result in a time delay.

Elastic collisions. Apparent weightlessness. Projectiles. Diodes. Amplifiers. Modulation / demodulation. Forces on current carrying wires. Faraday’s law. Transformers. Diffraction and the ratio λ:a. Constructive / destructive interference and path difference. Planck’s constant as grad of E k vs f graph.

Read the Chief Examiner’s Report’s. Know where the opposition is weak. Do lots of practice papers. Keep an eye on the time. Have a strategy for catching silly mistakes.

Andrew R. Hansen Assistant Chief Assessor