Marking Scheme

This document was prepared for markers' reference. It should not be regarded as a set of
model answers. Candidates and teachers who were not involved in the marking process are
advised to interpret its contents with care.

General Marking Instruction

I. It is very important that all markers should adhere as closely as possible to the marking
scheme. In many cases, however, candidates may have obtained a correct answer by an
alternative method not specified in the marking scheme. In general, a correct answer merits
the answer mark allocated to that part, unless a particular method has been specified in the
question.

In the marking scheme, alternative answers and marking guidelines are in rectangles .

2. In the marking scheme, answer marks or 'A' marks are awarded for a correct numerical
answer with a unit. If the answer should be in km, then cm and m are considered to be
wrong units.

3. In a question consisting of several parts each depending on the previous parts, method marks
or 'M' marks are awarded to steps/methods or substitutions correctly deduced from previous
answers.

4. The following symbol is used:

I A single slash indicates an acceptable alternative within an answer.

5. In cases where a candidate answers more questions than required, the answers to all questions
should be marked. However, the excess answer(s) receiving the lowest score(s) will be
disregarded in the calculation of the final mark.

53

I
Paper 1 Section A

Question No. Key Question No. Key

1. B (54) 26. C (42)

2. B (49) 27. C (59)
3. C (53) 28. C (42)
4. D (48) 29. D (42)
5. A(44) 30. B (40)

6. D (56) 31. A(43)

7. A(25) 32. C (46)
8. D (41) 33. B (49)
9. D (64) 34. A(76)
10. D (61) 35. B (56)

11. B (48) 36. B (63)

12. A (52)
13. D (35)
14. A(82)
15. B (66)

16. B (71)
17. A (63)
18. D (52)
19. C (53)
20. C (64)

21. A(56)
22. C (40)
23. A(46)
24. D (53)
25. C (58)

Note: Figures in brackets indicate the percentages of candidates choosing the correct answers.

54
Paper 1 Section B

Marks

I. (a) (1.5 X 1000 kg) X 4200 J kg-I 0 C- 1 X (80- 60) °C X (1-15%) lM+lM
= 1.07 X 108 J IA J_

(b) 1.07 x 108 J + (4.5 kW)+ 3600 s IM

= 6.61 (hours) IA z
(c) Rate of heat transfer drops as the water temperature drops / the room temperature increases / IA 1
temperature difference drops.

2. (a) Stop heating and IA

stir the water well. IA z
(b) (i) L-64 65-20 IM
---
80-64 92-20
L-64=10
L=74 mm
IA z
(ii) Let x °C be the absolute zero.
20-x 64-0
= IM
92-20 80-64
20-x=288
X = -268 °C
IA z
3. (a) (i) P=Fv IM
= 8000 N x 2 m s- 1
= 16kW IA z
(ii) Pioss= 20 kW-16 kW= 4 kW IA 1
(b) (i) P = 4 kW+ (8000-7000 N) x 2 m s- 1 IM
=6000 W=6 kW IA z
(ii) Output power required from motor is smaller. IA
Or Force exerted by motor is smaller. 1
(iii) No, the lift system could not work/ the lift will fall IA
as slipping would occur / the cable cannot be fixed on the drum / the drum cannot exert a IA
force on the cable. z
4. (a) (i) F = qvB = (l.60xl0- 19 C)(l.2 x 107 m s- 1)(0.01 T) IM
= l.92x10- 14 N IA z
(ii)
I
1X XX X X
:x XX XX X
:x XX
~xxx
XX
xx~
X x:
. .
'x X<f x x x x ~ umform magnetic field
:x xxxxx : pointing into the paper
,x xxxxx 1
X. ~ .x..K.¼ .x.~ .x. IA
D C

55

I
 ~

Marks

4. (b) Fis perpendicular to the electron's displacement/ velocity, IA

Or electron only changes direction while speed remains unchanged,
no work is done, therefore k.e. remains unchanged. IA

(c) mv 2
F=qvB= - }

~r = q;
IM
= constant
m
IA
v should be halved, i.e. 0.6 x 107 m s- 1

5. Stick the paper strip onto the horizontal part BC of the track. IA
Release the toy from a certain height h from the bench surface and measure the corresponding stopping
distance d. 1A
Stopping distance should be measured from the beginning of the horizontal part BC or on the paper strip.
Release the toy from different heights and measure the corresponding stopping distances. IA

Plot a graph of d against h, IA

a straight line passing through the origin should be obtained.
IA
since mgh = Fd
d
so - = constant / d oc h
h

6. (a) (i) Accelerates at g before the elastic cord stretches/ at the beginning. IA
Acceleration decreases as the cord stretches. IA
Decelerates until momentarily at rest IA
(after the tension in the cord is greater than mg). l
(ii) Gravitational potential energy changed to kinetic energy and IA
(then) elastic potential energy in elastic cord. IA 1
(b) Elastic cord lengthens the stopping time, IA
hence reduces the (net) force acting on the player. IA 1
(c) Contact area is larger, IA
hence pressure is smaller during the fall and the structure is less likely to break / detach. IA 1

56
 Marks

7. (a) C = j)., => 3 x 108 m s- 1 = f (0.02 m) IM

f= 1.5 x 1010 Hz or 15000 MHz IA 2
(b) (i) Path difference of the diffracted waves from slits A and B to probe varies along XY. IA
Constructive and destructive interference occur alternately to give maxima and minima. IA 2
(ii) BP-AP= I½). IM
BP - AP = 3 cm = 0.03 m
:. BP= 1.24 + 0.03 = 1.27 m IA 2
(iii) Path difference along XY < AB } IM
AB= 3 x 2 cm= 3).
:. path difference allowed= 0)., J).,,2)..
Maximum number of maxima = 3 IA 2

(c) Radio waves with lower frequencies (will have longer wavelengths and hence) have greater IA
diffraction effect.
Radio waves by-pass small obstacles / not to be reflected from small obstacles. IA 2

8. (a) (i) Virtual IA l

(ii) Convex. IA
Only convex lens can form magnified (virtual, erect) images. IA 2
(b) (i)

(ii) Correct light ray to locate F. IM

Focal length/= 17 cm (16.0 to 17.5 cm) IA 2
(c) Correct ray from A'or lens to E. IA
All correct. IA 2
(d) Magnifying glass / glasses for long-sighted eyes / simple microscope IA l

57

I
9. (a)
k= ln 2 =3.83xl0- 12 (s- 1) IA
5730x 3.16 X J0 7

Activity A = k N
N-.i- 0.2 IM
- k - 3.83 x 10- 12
= 5.22 X J0IO IA

(b) No. of 14C nuclei: No= I X 1023 X (1.3 X 10-12) = 1.3 X 1011 IA l
(c)
kt= In No
N

(3.83 x 10- 12) t = In 1.3x 1011 IM

5.2 X 1010

t=2.4 x 1011 sor7571 (years) (accept7500 to7600(years)) IA

I 0. (a) (i) IA l
Thermistor resistance
300

250

200

150

JOO I'
I
- - - - - - - .I,_ --- -

' I

50 I'

'
Part (c~' '
J'art (a)
(ii) V = 120 12
10 20 JO 40 50
IM
AB (80 + 120)
Temperature/ °C
=7.2 V IA

(b) As Rv and 120 0 resistor are in parallel, Reqacross AB is smaller than 120 0, IA
therefore voltage shared across AB is reduced / smaller than expected. IA

Use a voltmeter with resistance much larger than the resistance in that part of the circuit. IA
(e.g. IO MO in some digital voltmeter)

(c) (i) 120

VAB = ---x 12 = 6.0V
(R + 120)
R = 120 n IA

corresponds to temperature at l 6°C.

IA J

58
 r
Marks

10. (c) (ii) Correct circuit (i.e. interchange thermistor R and

IA
120 n resistor).
As the temperature drops, the thermistor resistance
12 V
increases. IA
When the resistance increases to a value such that
To
VAs = 6.0 V or above, the electronic switch is on electronic
and it turns on the heating device. R switch
IA l

B
11. (a) 0
Tcos-= F = mg IM
2 y

. 0 Q2
Tsm-= F =
2 x 4n c 0 d 2 IM
0 Q2 I
tan-= (-)
2 4n c 0 d 2 mg

=9xl09 x (3.]xI0-9)2 x I
0.12 (l.0xl0- 5 )(9.81) Fx

f}_=5.0° i.e. 0 = 10.1°

IA l
2 Fy
(b) (i)
@----------0
, d=!0cm'
\ I
II \ I
I
I

10 cm \
I
I
10 cm
\ I

IA l

F
Q Q 2Q
(ii) Potential at P = + IM
4n c 0 d 4n cod 4n cod

=( 9 x]0 9) 2x3.lxl0- 9
0.1

= 558 V IA i
(iii) Separation d decreases. IA l

I,

59

I
Paper 2

Section A : Astronomy and Space Science

1. 8(78%) 2. D(43%) 3. A(44%) 4. D(33%)

5. A(43%) 6. 8(56%) 7. C(61%) 8. C(46%)

I. (a) Satellites will be directly above a certain location on the equator of the Earth,
with period= 24 hrs same as that of the Earth, lA
thus enables easy transmitting/ receiving signals from the Earth/ no altering of aerial for
IA
tracking the satellite is required.

(b) mv 2 GMm
lM
r r2

4.0 X 1014
(6.4 X 106 + 0.3 X 106 )
lA
= 7727 m s- 1

(c) I 2 -GMm
(i) Total energy = - mv + (---) IM
2 r
= GMm + CGMm)= -GMm ( mv 2 = GMm i.e. mv 2 = GMm )
2r r 2r r r2 2 2r IM

(ii)
1 -)x IM
M = -GMm (J_ - _I)= _!_(4.0x 1014)(2000)(- 1- -- 10- 3
2 r8 rA 2 6700 42400
IA
= 5.03 X 1010 J

4 2 3
(iii) Kepler's third law for elliptical orbit T 2 = n: a
GM

a= [rA + ra]+2
6.7 X 106 + 42.4 X 106 IM
m
2
= 2.455 X 107 m
. T 1 ~ 2n: r;T (2.455 107 ) 3
Time from A to B = 2 =2 V~ = 2 VGM=n:
X

4.0x 1014
=19107 s = 318.5 min/ 5.3 hrs IA

~
{Or:
;; ~2 [(6700 + 42400) 7 2]3 }
24 42400
T= 10.6 hrs ⇒ t = 5.3 hrs}

60
Section B : Atomic World

1. 0(50%) I 2. C(42%) J 3. C(49%) 4. 0(44%)

5. A(64%) J s. 8(73%) I 7. 8(22%) 8. A(44%)

2. (a) (i) E = hf= work function+ KEmax IA l

= 2.30 eV + 0.81 eV = 3.11 (eV)

(ii) Only those conduction I free electrons at the surface can have the maximum kinetic energy. IA
Or The work function of a metal is only the minimum energy required to eject an electron.
Or The conduction I free electrons in metal have different energies.
Or Less energetic electrons are tightly bound to the nuclei and require more energy to break
free of its attraction to the nuclei.
Or Some electrons are not at the surface of metal so don't have maximum kinetic energy. l

(b) (i) Energy absorbed by an atom= work function

(0.0} W m- 2) X [0.0} X 00- 9)2m 2] X ( S = 2.30 X (1.60 X 10- 19) J IM
t = 3680 s = 61.3 min. IA

(ii) If a single photon has sufficient energy to knock out an electron, the electron gains enough IA
energy in just one collision.
Or It is a one-to-one process/ an electron can be ejected instantaneously if it accepts a photon of l
energy larger than the work function of the metal.

(c) (0.01 W m- 2) x (4.00x 10-4 m 2 ) -c- [3.11 x (1.60 x 10- 19) J]

= 8.04 x IO12 (photons per second) IA

(8.04 X 10 12 ) X 0.1 X ( 1.60 X 10- 19 ) A IM

= 1.29 x 10-7 A= 0.13 µA IA J.

(d) I (arbitrary unit)

2A

-2.00 0 2.00 4.00 VIV

61
Section C : Energy and Use of Energy

1. A(55%) 2. 8(75%) 3. C(78%) I 4. D(56%)

5. 8(59%) 6. D(30%) 7. A(71%) I 8. C(55%)

3. (a) 2000 [ 1 cos3ctan-1(.!.2))] IM

4n:(3.4) 2 3 .4
= I 1.5 (Im m- 2) IA

(b) Rough surface should be used such that IA

reflection becomes diffuse to reduce glare. IA 2

(c) (i) 14.5 kW+ 15 x 0.1 kW+ 6 x 0.08 kW IM

= 16.48 (kW) (accept 16.48 kW or 16.5 kW) IA 2

(ii) (6 x 0.1 kW+ 16.48 kW x 50%) IM

X 8 X 20 X 1.0
IM
= $ 1414.4 (accept$ 1414.4 or $1416) IA J

(iii) Windows with low-e coating. IA

Or Thicker walls.
Or Replace light bulb by fluorescent lamp.
Or Replace air-conditioner with higher cooling capacity/ COP. l

62
Section D : Medical Physics

1. A(47%) 2. C(59%) 3. C(38%) 4. A(41 %)

5. D(37%) 6. 8(36%) 7. 8(53%) 8. D(77%)

4. (a) (i) 2.25 cm IA l

(ii) x½ = µIn 2 IM

0.0225 = In 2
µ
µ = 30.8 m- 1 (accept 30.8 m- 1 and 31.0 m- 1) IA

(iii) Medium Q: lower density IA l

(b) (i) Intensity of X-rays is attenuated/ absorbed when they pass through a medium. IA
The attenuation / absorption in Ibone is greater than that in soft tissue. Therefore the film
appears lighter under bone / darker under soft tissue. IA

(ii) The X-ray tube and detectors rotate round the patient to take multiple X-ray projections/ IA
images.
The projections are used to reconstruct /compute I make back projection /combine to form IA
tomographs which contain more information of the body.

(iii) - radiation exposure or dosage is much higher for CT scan (8.0 mSv Vs 0.01 mSv for X-ray IA
imaging)
- not as mobile or easily accessible as X-ray imaging IA

63
 Candidates' Performance

Paper I

Paper I consists of two sections, multiple-choice questions in Section A and conventional questions in Section B.
All questions in both sections are compulsory.

Section A (multiple-choice questions)

Section A consisted of 36 multiple-choice questions and the mean score was 19. Candidates' performance in the
following items revealed some of their weaknesses:

7.

constant speed
◄

A block on a rough horizontal surface is moving to the left with constant speed under two horizontal
forces 2 N and 12 N indicated as shown. If the force of 12 N is suddenly removed, what is the net force
acting on the block at that instant ?

* A. 12 N (25%)
B. ION (15%)
C. 8N (26%)
D. 2N (34%)

Only one quarter of the candidates identified the correct answer as Option A, which suggests that a majority of
candidates did not realise that friction applies as long as the block is still moving.

8.

•I X
I
I

'I y
I
I
I
I
• z
~
~

A particle is released from rest atX as shown. It takes time t 1 to fall from Xto Yand time t 2 to fall from
Y to Z. If XY: YZ = 9 : 16, find t 1 : t2 . Neglect air resistance.

A. 2:3 (10%)
B. 3:4 (37%)
C. 4:3 (12%)
* D. 3:2 (41%)

It seems that candidates were not competent in using the formulas = ~ gt 2 to tackle this problem.
2

64
 13.

A particle is projected into the air at time t = 0 and it performs a parabolic motion before landing on the
ground as shown. Which graph represents the variation of the kinetic energy (KE) of the particle with
time before landing ? Neglect air resistance.

A. KE (14%) B. (8%)

C. (43%) * D. KE
(35%)

More than half of the candidates did not realise that the particle still has kinetic energy when it flies horizontally at
the highest point.

22.

principal axis

20 cm

A point light source at X on the principal axis of a thin convex lens emits a ray of light. The ray passes
through the lens and reaches the principal axis at point Yas shown. 0 is the optical centre of the lens such
that OX= 20 cm and Of> OX. Which of the following statements is/are correct?

(I) The focal length of the lens is shorter than 20 cm.

(2) If the point light source is shifted away from the lens, separation Of would increase.
(3) An object placed at Y would give a diminished image at X.

A. (I) only (23%)

B. (2) only (19%)
* C. (I) and (3) only (40%)
D. (2) and (3) only (18%)

II About 40% of the candidates did not demonstrate a full understanding of the concept of reversibility of light.

65
26.

A straight wire carrying current I pointing into the paper is placed in a magnetic field between pole
pieces X and Y. The figure shows the resultant field line pattern. What is the polarity of pole piece X and
in what direction is the magnetic force acting on the wire? Ignore the effect of the Earth's magnetic field.

polarity of X direction of magnetic force

A. N to right (14%)
B. N to left (29%)
* C. s to right (42%)
D. s to left (15%)

More than half of the candidates identified the correct polarity although some of them made mistakes in the direction
of magnetic force.

66
 28. magnetic
field

A copper rod XY is placed on a pair of smooth inclined conducting rails which are located in a magnetic field
applied vertically downward. The rails make an angle 0to the horizontal and a battery is connected to the
rails as shown above. Which diagram shown below represents the magnetic force F 8 acting on the rod when
viewed from end Y?

A. (23%) B. (13%)

* C. (42%) D. (22%)

More than 30% of the candidates did not realise that the magnetic force F 8 must be perpendicular to the magnetic
field.

29.
X X X X X X X X X

~x1~
X X X X
X X X X
X X X X0 X X X
X X X X X X X X X
X X X X X X X X X
X X X X X X X X X
A metal rod OP is rotated about O in a clockwise direction in the plane of the paper with a uniform
magnetic field pointing into the paper. Which statement is correct ?

A. An induced current flows in the rod from Oto P. (18%)

B. An induced current flows in the rod from P to 0. (14%)
C. E.m.f. is induced in the rod with end Oat a higher electric potential. (26%)
* D. E.m.f. is induced in the rod with end Pat a higher electric potential. (42%)

More than 30% of the candidates wrongly thought that an induced current could flow in an incomplete circuit.
67
31.

In each of the above circuits, the cell has constant e.m.f. and negligible internal resistance. When the
sliding contact S of each rheostat shifts from the mid-position to the right, how would the brightness of
each bulb change ?

bulb L 1 bulb L 2
*A. becomes dimmer remains unchanged (43%)
B. becomes dimmer becomes brighter (29%)
C. remains unchanged becomes dimmer (17%)
D. becomes brighter remains unchanged (11%)

More than 40% of the candidates failed to realise that the brightness of L2 would not be affected by the change in
resistance of S in the parallel branch.

32.

y
___ _, V ,______

In the above circuit, the cell has negligible internal resistance. When switch Sis closed, both bulbs are not
lit. The voltmeter has a reading but the ammeter reads zero. If only one fault has been developed in the
circuit, which of the following is possible?

A. Bulb X has been shorted accidentally. (15%)

B. Bulb Y has been shorted accidentally. (15%)
* C. Bulb Xis burnt out and becomes open circuit. (46%)
D. Bulb Y is burnt out and becomes open circuit. (24%)

It seems that more than half of the candidates did not fully understand the meaning of short circuit and open circuit.

68
Section B (conventional questions)

Question
Performance in General
Number
This question was in general well answered. In (a), most candidates were able to calculate the
energy released by the water using the equation E = me 6. T, but less able candidates failed to
include the 15% energy lost during the transfer of water. In (b ), most candidates were able to
work out the time needed for the water temperature to drop to 60°C although some did not
give their answers in hours as required. In (c), only the more able candidates gave a
satisfactory explanation on why the rate of heat released by the system gradually dropped.
2 In (a), not many candidates were able to state the correct procedures to be done before taking
a reading. They mentioned stirring the water but not stopping the heat. In (b )(i), many
candidates managed to work out the correct numerical answer but some of them used
incorrect units. In (b )(ii), the concept of absolute zero by experiment ( € = 0) was not well
interpreted by some candidates. Many of them just stated -273 °C as absolute zero without
deducing the value from the data given.
3 This question tested candidates' knowledge and understanding on work, energy and power
using the example of a lift. Candidates' performance was satisfactory. Part (a) was well
answered. In (b )(i), only the more able candidates worked out correctly the total mechanical
power output of the motor when the counterweight was installed. Most knew that in (b)(ii)
the output power required from the motor was smaller with the addition of the counterweight.
Few candidates were able to explain clearly why the claim in (b)(iii) was not true. Some
wrongly thought that the lift could still be raised even when the drum's surface was
frictionless.
4 Part (a)(i) was well answered. In (a)(ii), some candidates failed to indicate the direction of
the electron's acceleration at point P. In (b), many candidates were able to point out that the
force was perpendicular to the electron's displacement/velocity but very few mentioned that
there was no work done or that the kinetic energy remained unchanged. In (c ), some

candidates were able to arrive at r = mv but they failed to deduce that v should be halved
qB
either by calculation or explanation.
5 This question required candidates to use the apparatus provided to describe an experiment to
study how the stopping distance of a toy skier depends on its height of release. The general
performance was poor. Only the more able candidates showed clearly in their answers the
procedures taken, the physical quantities to be measured and the expected result based on the
work-energy principle. Many candidates stated that the stopping distance would increase
with the height of release, but without any graphical or mathematical elaboration. Quite a
number of them did not make proper use of the long rough paper strip and the metre rule
provided to perform the experiment.
6 This question tested candidates' knowledge and understanding in Mechanics in the context of
bungee jumping. The overall performance was only fair. In (a)(i), most candidates knew that
the jumper was in free fall at the start. However, only the most able ones described correctly
the change in acceleration after the cord began to stretch. Many candidates wrongly thought
that the jumper began to decelerate once the cord stretched. In (a)(ii), most demonstrated an
understanding that gravitational potential energy changed to kinetic energy during the fall.
However, not many mentioned that all the gravitational potential energy changed to elastic
potential energy in the cord at the lowest point. In (b ), only the more able candidates
explained clearly that the elastic cord lengthened the stopping time, hence reducing the net
force acting on the jumper. In (c), candidates knew that contact area was larger for a 'full
body harness' but few were able to apply the concept of pressure in their explanations.

69
 Question
Performance in General
Number
7 Most candidates answered part (a) correctly although a few of them forgot to convert the unit
of wavelength to metres. Some candidates were not able to demonstrate an understanding
that microwaves travel at the speed of light and a few even mistook it as the speed of sound
(340 m s- 1). In (b)(i), candidates showed an understanding that the alternate maxima and
minima were due to constructive and destructive interference respectively, but very few
stated the reason for this was due to variation of path difference along XY. In (b )(ii), some
candidates failed to realize that the path difference concerned was I ½,1,or mistook it as AP -
BP. Candidates' performance in (b)(iii) was poor. Many did not count the zeroth order
maximum or incorrectly stated that the order corresponding to 0 = 90° could still be
observed. The equation dsin0 = n'Awas also incorrectly applied as the slit separation was not
negligible in such a situation. In (c), most candidates knew that the diffraction effect ofradio
waves was more significant compared to microwaves but very few mentioned how the
reflection of waves from small obstacles would be affected as a result.
8 Part (a) was well answered. In (b), most candidates were able to find the position of the lens
and locate the focus correctly although mistakes in drawing light rays, like incorrect use of
dotted/solid lines or wrong direction ofrays, were common. Some candidates made mistakes
in finding the focal length from the ray diagram. In (c), many seemed to be drawing light rays
randomly or did not even attempt this part.
9 In (a), candidates knew how to find the decay constant and the number of C-14 nuclei by
different methods. In (c), some candidates confused N and N 0 or A and A 0 , thus wrongly
substituted the number of C-14 nuclei into the formula and failing to find the correct age of
the wood sample.
10 Part (a) was in general well answered. Many candidates attempted to tackle part (b) in terms
of current passing through the voltmeter rather than the voltage across AB. As a result, many
failed to explain precisely how the reading was affected. In (c)(i), for those who were able to
find the resistance of R by considering the potential difference across the resistors, most
managed to work out the correct answer. Some candidates did not attempt part (c)(ii) which
involved unfamiliar situation. For those who did attempt the question, not many were able to
explain the action of the circuit.
11 In (a), although many candidates were able to quote the formula for calculating the
electrostatic force, common mistakes included halving the electrostatic force, wrongly taking
4ns 0 = 9 x 109 N m 2 c-2 or r = 5 cm in substitution, drawing incorrect free-body diagrams,
etc. In (b )(i), quite a number of candidates omitted this part. Some sketched the whole
electric field pattern while a few wrongly identified the resultant field was pointing upwards
to the positive charges. In (b )(ii), many mistook the electric potential as a vector quantity. In
(b )(iii), less than half of the candidates answered this item correctly. This suggests that many
candidates failed to understand the induction of charges on a conductor, and the effect of
nearby charges or an electric field.

The mean percentage correct achieved by the candidates was slightly lower than 50%. Most markers agreed that
there was an appropriate balance between questions testing basic knowledge and those testing higher-order skills.

70
Paper 2

Paper 2 consisted of four sections. Each section contained eight multiple-choice questions and one structured
question which carried 10 marks. Section A contained questions on 'Astronomy and Space Science', Section B on
the 'Atomic World', Section Con 'Energy and Use of Energy' and Section Don 'Medical Physics'. Candidates
were required to attempt all questions in two of the four sections.

Popularity
Question Performance in General
(%)

26 In (a), some candidates were not familiar with the geostationary orbit and the
applications of the satellites in it. Part (b) was well answered although mistakes like
substituting incorrect radii, missing square roots or using wrong units were common.
In (c )(i), the less able candidates did not demonstrate they understood that total
mechanical energy is the sum of kinetic energy and potential energy. They failed to
use the result in (c)(i) to attempt (c)(ii) or wrongly stated that

M = - GMm (- 1-] . A few candidates omitted the factor _!_or gave a negative
2 r -r 2
2 I

M. In ( c)(iii), quite a number of candidates failed to find the semi-major axis while
they forgot that only half of the period was required for the transfer orbit (2).

2 64 Part (a) was well answered. In (b)(i), many candidates had difficulty in converting
the area from nm2 to m2 . In (b)(ii), a lot of them failed to provide an explanation in
terms of the particle nature of photons. In (c), some candidates wrongly used
0.81 e V or 2.30 e V to calculate the number of photons emitted. Part (d) was well
answered although the less able candidates were unable to show that the new current
was half of the original one. Some candidates swapped the solid and dotted lines
without giving any labels.

3 81 In (a), most candidates employed wrong formula/angle/distance or got sine and

cosine mixed up. In (b), candidates were in general weak in their understanding of
the concept of 'glare'. In (c)(i), many calculated the heat produced inside the room
only. In (c)(ii), quite a number of the candidates wrongly stated 16.48 kW x 2 rather
than 16.48 kW x 50%. Part (c)(iii) was well answered.

4 29 Part (a)(i) was well answered although a few candidates made mistakes in the units of
half-value thickness. More than half of the candidates correctly found the linear
attenuation coefficient in (a)(ii). Part (b )(i) was in general well answered. Some
weaker ones mentioned that the soft tissue or bone would 'change' the colour to
black or white without referring to the X-ray film. A few wrongly thought that the
weakening of X-rays was due to reflection rather than attenuation. In (b )(ii), most
candidates just simply pointed out that the CT scan provided 3D images while X-rays
radiographic image was 2D only. Only the more able ones made reference to how the
CT images were formed using appropriate terms like 'back projection' or
'reconstruction'. Candidates' performance in (b )(iii) was satisfactory except for
misconceptions like CT scan let patients receive more 'radioactive substances'.

71
 School-based Assessment

All school candidates sitting for HKDSE Physics have to participate in School-based Assessment (SBA). For the
2013 examination, 14087 Physics students from 440 schools submitted their SBA marks this year. The schools
were divided into twenty four groups and the implementation of SBA by the teachers in each group was monitored
by a District Coordinator (DC). The DCs were also responsible for reviewing the submitted samples of students'
work.

It must be stressed that students should complete the assessment tasks honestly and responsibly in accordance with
the stipulated requirements. They will be subject to severe penalties for proven malpractice, such as plagiarizing
others' work. The HKDSE Examination Regulations stipulate that a candidate may be liable to disqualification
from part or the whole of the examination, or suffer a mark penalty for breaching the regulations. Students can
refer to the information leaflet HKDSE Examination - Information on School-based Assessment
(http://www.hkeaa.edu.hk/DocLibrary/Media/Leaflets/SBA _pamphlet_ E_ web.pdt) for guidance on how to
properly acknowledge sources of information quoted in their work.

A statistical moderation method was adopted to moderate the SBA scores submitted by schools. Outlier schools
after statistical moderation were identified for further follow-up by the SBA Supervisor.

57.5% of schools fall into the 'within the expected range' category, with 25.4% of schools having marks slightly
higher than expected, and 17.1% of schools having marks slightly lower than expected. This is encouraging as the
data shows that the majority of the teachers do have a good understanding about the SBA implementation, and
hence the marking standards are generally appropriate.

Some schools were visited by the DCs to gather first-hand information on the implementation of SBA in schools.
From the feedback of teachers and the DC's reports, the assessment process was smooth and effective in general.
SBA marks were submitted on time and all requirements of SBA were met. The major observations and
suggestions for this year's SBA are:

I. The experiments selected for assessment were of an appropriate level of difficulty for students and relevant
to the curriculum. The majority of teachers used 3 experiments each year for assessment, which was more
than the minimum requirement. It was encouraging to observe that some teachers provided extended
questions to stretch higher-tier students for deeper understanding of physics concepts.

2. Most reports were satisfactorily marked. Besides indicating marks awarded to different parts of the reports,
teachers are advised to provide assessment criteria and written feedback in the reports wherever appropriate
in order to enhance assessment for learning.

3. Based on the student work submitted, teachers had selected a diverse range of experiments as the practical
tasks. The popular list includes 'projectile motion', 'refractive index and critical angle of a glass block',
'focal length of a lens', 'wavelength of visible light', 'measurement of resistance of a wire' and 'magnetic
flux of a current-carrying solenoid'. Also experiments involving the verification of Boyle's law, Ohm's law,
centripetal force and interference of waves were common. It is worth to note that some teachers designed
experiments such as 'measurement of illuminance, luminous flux and efficacy of electric light sources' to
support the learning and teaching of the elective part of the curriculum.

4. Apart from assessment tasks selected from the Sample SBA Tasks or practical workbooks available, there
were tasks or worksheets designed by some enthusiastic teachers. In general, most of these tasks are suitable
for SBA as well as for students' learning. However, there were a few cases in which the experiments chosen
were too trivial for assessment (e.g. measurement of current using an ammeter) as these simple tasks only
require limited science process skills. The assessment aims and skills required were reiterated in the 2013
SBA Conference and follow-up waves by respective DCs was done. Teachers are expected to exercise
professional judgment in selecting and devising tasks/worksheets that allow students to demonstrate their
ability in the subject.

72