2006 HSC Notes from the Marking Centre – Physics

2006 HSC Notes from

the Marking Centre

Physics

 2006 HSC Notes from the Marking Centre – Physics

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 2006 HSC Notes from the Marking Centre – Physics

Contents

Introduction .................................................................................................................................... 4

Section I – Core.............................................................................................................................. 5

Section II – Options...................................................................................................................... 10

 2006 HSC Notes from the Marking Centre – Physics

2006 HSC NOTES FROM THE MARKING CENTRE

PHYSICS

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Physics. It
provides comments with regard to responses to some questions in the 2006 Higher School Certificate
Examination, indicating the quality of candidate responses and highlighting the relative strengths and
weaknesses of the candidature in each section.

This document should be read along with the relevant syllabus, the 2006 Higher School Certificate
examination, the marking guidelines and other support documents which have been developed by the
Board of Studies to assist in the teaching and learning of Physics.

General Comments

In 2006, 9116 candidates attempted the Physics examination. The most popular options were From
Quanta to Quarks (43.5%) and Medical Physics (27%).

Teachers and candidates should be aware that examiners may write questions that address the syllabus
outcomes in a manner that requires candidates to respond by integrating their knowledge,
understanding and skills developed through studying the course, including the Prescribed Focus
Areas. This reflects the fact that the knowledge, understanding and skills developed through the study
of discrete sections should accumulate to a more comprehensive understanding than may be described
in each section separately. It is important to understand that the Preliminary HSC course is assumed
knowledge for the HSC course.

In 2006, at least one question in Section I Part B and one part of the Section II option questions
focused on the mandatory skills content in Module 9.1. Candidates who had actively planned and
performed practical experiences clearly demonstrated a deeper knowledge and understanding of the
content described in this module.

Overall, the level of understanding of Physics concepts indicated by the responses was appropriate for
most HSC candidates. Candidates need to be reminded that the answer space provided and the marks
allocated are guides to the maximum length of response required. Similarly, the key word used in the
question gives an indication of the depth of the required response. Candidates should use examination
time to analyse the question and plan responses carefully, working within that framework to produce
clear and concise responses. Responses may include the use of dot points, diagrams and/or tables, and
should avoid internal contradictions. This is particularly so in holistic questions which need to be
logical and well-structured. There was evidence that some candidates had a very poor knowledge of
basic definitions specific to terminology associated with the course.

Better responses indicate that candidates had followed the instructions provided on the examination
paper. In these responses candidates:

set out all working for numerical questions

thought carefully about the units to be used and the quantities to be substituted into formulae

 2006 HSC Notes from the Marking Centre – Physics

did not repeat the question as part of the response

looked at the structure of the whole question and noted that in some questions the parts follow
from each other ie responses in part (a) lead to the required response in part (b) etc

used appropriate equipment, for example, pencils and a ruler to draw diagrams and graphs. (A
clear plastic ruler helps candidates to plot points that are further from the axes and rule straight
lines of best fit.)

In Section II the option question is divided into a number of parts. Candidates should clearly label
each part of the question when writing in their answer booklets. In part (c) of the 2006 option
questions the best responses presented ideas coherently and included the correct use of scientific
principles and ideas. Many candidates wrote a lot of information that was not relevant to the question.
Some responses showed evidence of rote learning of an anticipated answer based on a single source.
These responses did not address the syllabus content and/or outcomes being assessed and hence did
not score full marks. Candidates are required to attempt one question only in Section II, but some
candidates responded to more than one option question. Candidates are strongly advised to answer the
option they have studied in class.

Section I – Core

Part A – Multiple choice

Question Correct Question Correct

Response Response
1 C 9 B
2 B 10 A
3 D 11 A
4 B 12 C
5 D 13 D
6 A 14 C
7 D 15 A
8 A

Part B

Question 16

(a) Better responses displayed recognition of the vector nature of velocity and gave both
magnitude and direction in the answer.

(b) Better responses used Pythagoras’ theorem to calculate the initial velocity.

(c) Better responses used the relevant equation, correctly substituted data, and identified the
directions of the vector quantities involved.

 2006 HSC Notes from the Marking Centre – Physics

Question 17

Better responses focused on the forces on the spacecraft rather than on the astronauts and provided the
analysis of two parts – geostationary orbit and re-entry. These responses clearly indicated that the
centripetal force needed to maintain a stable orbit is provided by the gravitational force between the
earth and the spacecraft and that the two forces do not cancel each other out. Better responses also
described some of the forces involved in re-entry and explained their effects on the motion of the
spacecraft.

Sample response:
During stationary orbit, the spacecraft travels at a constant speed in orbit around the
Earth. The Earth’s gravity provides the centripetal force for the spacecraft’s orbit. In
order to return to Earth, the spacecraft must decelerate by firing its boosters in the
opposite direction of motion. This creates a force to slow the speed of the spacecraft and
hence reduce its energy. When the energy is reduced, its radius of orbit must also
decrease since the two are related so the spacecraft descends. The particles in the upper
atmosphere provide a friction force opposite to the direction of motion of the craft,
slowing it down further which lowers its orbit and increases the friction. Gravity pulls the
spacecraft back to Earth where the craft can land.

Question 18

Better responses recognised the inverse relationship between Ep and r in the formula, and used ratios
to logically determine the absolute value of Ep3 and subtract it from 1MJ.

Question 19

The better responses described the motor effect clearly, and then outlined the effect and/or
relationship of each component in the diagram on the galvanometer in a logical and concise way.

Question 20

The best responses plotted the data correctly, extracted data using the line of best fit, and
demonstrated a clear understanding of the forces involved as well as their relationship to the graphical
data.

Question 21

Most candidates were able to describe the impacts of identified applications on society and the
environment. In the better responses, candidates indicated that they understood the significance of the
word ‘potential’ and also made a clear judgement of the impacts. The more concise of these responses
took less space than that provided in the question paper. A common misconception was that the
Meisner effect is related to the use of superconductors in Maglev trains.

The following examples illustrate some of the different ways in which students structured their
responses.

 2006 HSC Notes from the Marking Centre – Physics

Sample response 1:

Applications Advantages Disadvantages

Society
frictionless form of transport
the costs of implementation are
allowing super fast speeds detrimental
Maglev Trains

maintenance is a problem
Environment
does not use fossil fuels to provide
the superconductors must be kept at
transport a critical temperature which is
difficult to maintain and uses a large
amount of energy
Society
allows for large scale distribution of
replacement of manual labour
energy without power loss as there causing unemployment
is no resistance in cables
lack of technology to maintain a
large distribution grid
Energy Supply

Environment
power lines are unaesthetic
large amounts of energy used to

keep cables at critical temperatures

costs and wastage of materials in
creating cables for large scale
supply

Despite the obvious benefit of using superconductors because of their magnetic and conducting properties,
potential applications are prohibited by the costs involved in implementation. Also, we lack the technology to
implement all potential applications, however it may be possible in the future. Overall the large scale use of
Maglev trains and superconducting power grids is advantageous to both society and the environment.

Sample response 2:

Application of Impact on Society Impact on environment Assessment

superconductor
Maglev trains
Provides faster, more
Less use of fossil fuels Beneficial to both society
energy-efficient to power train, and environment –
transport therefore less random however is costly

More expensive to build emissions
- i.e. higher fares
Less coal needs to be
mined for power
stations
Transporting
More efficient
Less fossil fuels emitted Beneficial to society as a
electricity transportation into atmosphere – cheaper, more efficient

Zero power losses therefore, less air transportation takes

Safer as DC is used pollution place, less harm to

No need to have
Reduced likelihood of society in the form of
expensive transformers acid rain pollution

Cheaper to transport

Smaller cables means
more aesthetic benefits
Superconducting
More efficient power
No fossil fuels used for Less environmental
generation of production power generation impacts, society gets
power
No need for AC and cheaper energy
transformers

Cheaper electricity

Cleaner energy

 2006 HSC Notes from the Marking Centre – Physics

Sample response 3:

Impacts on society and the environment

Positive Negative
Society Faster transit eg Maglev trains
Scientific research – more powerful
synchotrons
Environment Decreased fossil fuel dependence from for More cooling, and therefore more power
example Maglev trains. needed in many cases – for example many
Less voltage required for a good modern superconductors must be cooled
electromagnet so less power needs to be with liquid helium. Fossil fuels are burnt
generated, so less fossil fuels burnt. to manufacture this.

From the table, it is clear that overall, the potential applications of superconductors have a positive
impact on society and the environment.

Question 22

(a) In most responses an attempt was made to include a ‘cause and effect’ relationship between
the motion of the magnet and induced currents. In better responses there was a clear link
between the resultant force and the interaction of the magnetic fields.

(b) A number of responses incorrectly identified that -50oC was below the critical temperature of
copper and incorrectly responded in terms of superconductivity.

Question 23

(a) Better responses showed the conductor with overlapping bands, using either labels or shading
to show this, as well as indicating the appropriate energy gaps in semiconductors and
insulators.

(b) Some better responses used tables to answer this part of the question.

Sample response:

Insulators Semiconductors Conductors

High electrical resistance as Medium resistance as the Low resistance – in diagram it
large amounts of energy are energy gap is smaller and shows that the valence band is
required to move electrons into therefore less energy needed to the same as the conduction
conduction band, shown in move electrons across it. band.
large gap.

(c) Better responses gave concise explanations of the relationship between the change in R and the
dopant without referring to temperature change. Wordy responses often led to contradictions
within the response.

 2006 HSC Notes from the Marking Centre – Physics

Question 24

Better responses included more than one origin of unwanted heat production and linked a method of
overcoming the problem with each of the sources of the heat production.

Sample response:

In transformers the soft iron core can have eddy currents induced in it due to the
changing magnetic fields, producing heat. This is overcome through using laminations in
between layers of soft iron in the core, making eddy currents. The resistance within the
wires of the coils can also produce heat. This is overcome by using thicker wires
(although this can increase current) or a coolant such as oil or water.

Question 25

(a) Better responses clearly indicated the main features of the role of the deflecting plates and
electrodes in the electron gun separately and provided additional information to that available
from the stimulus material.

(c) The better responses manipulated the equation to provide a correct interpretation about the
frame of reference.

 2006 HSC Notes from the Marking Centre – Physics

Section II – Options

Question 28

(d) (ii) The majority of candidates who correctly applied the scale to determine distance and time
values were able to establish the correct sea floor spreading rate.

Question 29

(a) (i) In the better responses, the calculations included the order of magnitude for acoustic
impedance provided in the heading of the table.

(a) (ii) Better responses identified the significance of the similarity in acoustic impedance between gel
and skin, calculated Ir/Io values for both interfaces and used the results of the calculation to
describe the amount of ultrasound that penetrated into the body.

(b) (ii) Better responses identified the importance of increased water in cancerous tissue and described
how MRI detects the presence of hydrogen nuclei.

(c) Better responses had a value statement affirming the positive effects of our understanding of
the electromagnetic spectrum on the development of medical imaging technologies and related
techniques together with a statement connecting each particular technique with the part of the
electromagnetic spectrum upon which it relied.

(d) (ii) In some of the better responses information was represented in a table format demonstrating a
clear comparison and understanding of the two techniques.

(d) (iii)Better responses identified the differences in the three techniques and the resulting differences
in the data obtained. Representing the differences in a table format provided responses that
were clear and unambiguous.

Question 30

(a) (i) Better responses correctly identified Doppler shifts involving two stars as occurring
simultaneously and periodically.

(a) (ii) Better responses calculated the required distance by correctly identifying the period of the
binary from the graph and also by using correct time units.

(b) (ii) Better responses described the appearance of the absorption spectrum of a star, in terms of
dark spectral lines upon a continuum spectrum. The best responses explained their occurrence
in terms of atomic electrons absorbing specific photons from the continuum spectrum emitted
by the stellar core in order to ‘jump’ to higher-energy orbits.

(c) Most responses were able to give some technological advances and their benefits. Better
responses clearly explained how these benefits lead to a better understanding of the cosmos.

10

 2006 HSC Notes from the Marking Centre – Physics

Many responses demonstrated difficulty in relating the technological advances to an

understanding of the cosmos suggesting that candidates are concentrating too much on
individual ‘dot points’ and neglecting to synthesise the knowledge and understanding gained
from the study of the option as a whole.

Question 31

(a) (i) In the best responses, candidates demonstrated an understanding of the information given at
the beginning of the question regarding the energy of the photons to give a physical reason for
the table being blank.

(ii) Better responses showed working that followed a logical sequence of several calculations to
arrive at the correct answer.

(b) (ii) Better responses showed evidence of planning.

(c) The best responses were able to identify the source of nuclear energy in the mass defect from
the equation and related this to the technology of the nuclear fission reactor to control the
neutron numbers in the resulting chain reaction.

Most responses showed some understanding of the structure of the nuclear reactor in its role of
providing useable thermal energy.

(d) (i) Better responses indicated a familiarity with the operation of the cyclotron and correctly
identified that the alternating current caused the increase in speed of the charged particle and
the magnetic field caused centripetal force on the particle.

(d) (ii) Better responses gave clear reasons to show how the cyclotron has added to our understanding
of matter.

Question 32

(b) (i) Better responses provided evidence that candidates had carefully read the question and had
structured their responses accordingly.

(b) (ii) Better responses clearly identified the resulting changes after each gate in the truth table.

(d) (ii) Better responses demonstrated that data had been accurately read from the graph.

(iii)Better responses demonstrated an understanding of the structure and function of a feedback

amplifier using an operational amplifier as well as demonstrating the way this was to be linked
to other devices.

11

 Physics

2006 HSC Examination Mapping Grid

Question Marks Content Syllabus outcomes

Section I
Part A

1 1 [Link].1, [Link].3 H6, H7

2 1 [Link].8, 14.1 (a) H6, H14

3 1 [Link].3, [Link].1 H6

4 1 [Link].1, 14.1 (a) H6, H9, H14

5 1 [Link].5, [Link].10, 12.4 (b) H6, H12

6 1 [Link].5 H9

7 1 [Link], [Link].3, 12.4 (b) H7, H9, H12

8 1 [Link].3, 14.1 (a) H9, H14

9 1 [Link].1 H7

10 1 [Link].2, 14.3 (d) H7, H14

11 1 [Link].1 H8, H10

12 1 [Link].3 H9

13 1 [Link].3 H7, H10

14 1 [Link].7, [Link].3, 12.4 (b) H7, H12

15 1 [Link].1, 12.3 (c) H10, H12

Section I
Part B

16 (a) 1 [Link].1 H6, H9

16 (b) 1 [Link].2, 12.4 (b) H6, H9, H12

16 (c) 2 [Link].2, 12.4 (b) H6, H9, H12

16 (d) 2 [Link].2, 12.4 (b) H6, H9, H12

17 6 [Link].10, [Link].8, [Link].9 H7, H9

18 3 [Link].2, [Link].3, 12.4 (b) H6, H12

19 3 [Link].4, [Link].5 H7, H9

–1–
 2006 HSC Physics Mapping Grid

Question Marks Content Syllabus outcomes

20 (a) 2 [Link].2, 12.3 (c) H9, H12

20 (b) 2 [Link].2, 13.1 (f), (g) H9, H13

20 (c) 1 [Link].4, 12.3 (c) H9, H12

20 (d) 3 [Link].5, 12.4 (d) H9, H12

21 6 [Link].7, [Link].5, 9.4.3 H3, H4

22 (a) 3 [Link].5 H7, H9

22 (b) 2 [Link].7, [Link].5, 14.1 (d) H7, H9, H14

23 (a) 2 [Link].2, 13.1 (e) H9, H13

23 (b) 2 [Link].2 H9

23 (c) 2 [Link].6 H9

24 3 [Link].3, [Link].4 H6, H7, H9

25 (a) 2 [Link].9 H7, H9

25 (b) 2 [Link].5, 12.4 (b) H6, H12

25 (c) 2 [Link].5, 12.4 (b) H6, H12

26 4 [Link].3, [Link].4, 9.4.2 H2, H8, H9

27 (a) 2 [Link].2, 11.3 (b) H10

27 (b) 2 [Link].1, [Link].2, 11.3 (b) H10, H11

Section II
Question 28 — Geophysics

28 (a) (i) 1 [Link].6, [Link].7 H9

28 (a) (ii) 4 [Link].8, [Link].5, 12.3 (c), 13.1 (e) H12, H13

28 (b) (i) 2 9.5.3, 11.2 (d) H11

28 (b) (ii) 4 [Link].2, [Link].3, 14.1 (a) H8, H14

[Link].2, [Link].1, [Link].9, [Link].5,

28 (c) 7 H1, H2, H3, H14
[Link].7, [Link].2, 14.3 (b)
[Link].1, [Link].2, [Link].3, 12.3 (c),
28 (d) (i) 4 H9, H12, H14
14.1 (c)

28 (d) (ii) 3 [Link].2, 12.4 (b), 14.1 (a), (f) H12, H14

–2–
 2006 HSC Physics Mapping Grid

Question Marks Content Syllabus outcomes

Section II
Question 29 — Medical Physics

29 (a) (i) 2 [Link].5 H8

29 (a) (ii) 3 [Link].3, [Link].4, [Link].6, 12.4 (b) H3, H12

[Link].1, [Link].2, 11.1 (a), 11.2 (d),

29 (b) (i) 3 H11, H12
11.3 (c), 12.3 (a)

29 (b) (ii) 3 [Link].2, [Link].3 H8, H9

29 (c) 7 9.6.2, [Link].5, [Link].5, 14.3 (b) H3, H9, H14

29 (d) (i) 1 [Link].4, [Link].3, 12.3 (c) H3, H12

29 (d) (ii) 3 [Link].4 H3, H10

29 (d) (iii) 3 [Link].2, [Link].1, 14.1 (a) H3, H14

Section II
Question 30 — Astrophysics

30 (a) (i) 2 [Link].1 H8

30 (a) (ii) 3 [Link].2 H8, H9

30 (b) (i) 2 [Link].1, 11.2 (d) H11

30 (b) (ii) 4 [Link].5 H10

30 (c) 7 9.7.1, 9.7.3, 9.7.4, 14.3 (b) H3, H10, H14

30 (d) (i) 3 [Link].3, [Link].2 H9

30 (d) (ii) 2 [Link].2, 12.3 (c) H9, H12

30 (d) (iii) 2 [Link].2, 14.1 (a), 14.3 (c) H9, H14

Section II
Question 31 — From Quanta to Quarks

31 (a) (i) 1 [Link].2 H9, H10

31 (a) (ii) 4 [Link].3, 12.4 (d), (e) H9, H10, H12

31 (b) (i) 2 [Link].2, 11.1 (a), (c), 12.3 (a), 12.4 (b) H11, H12

31 (b) (ii) 4 [Link].2, [Link].6 H1, H2, H10

[Link].3, [Link].9, [Link].2,

31 (c) 7 H4, H7, H14
[Link].11, [Link].1, 14.3.(b)

31 (d) (i) 3 [Link].4, 12.3 (c), 14.1 (g) H6, H7, H9, H12, H14

31 (d) (ii) 2 [Link].4 H6, H9

–3–
 2006 HSC Physics Mapping Grid

Question Marks Content Syllabus outcomes

31 (d) (iii) 2 [Link].5, 12.3 (c) H10, H12

Section II
Question 32 — The Age of Silicon

32 (a) (i) 2 [Link].3 H7

32 (a) (ii) 3 [Link].3, [Link].3, 12.4 (b) H7, H12

[Link].2, 11.1 (a), 11.2 (d), 11.3 (c),

32 (b) (i) 3 H11, H12
12.3 (a)

32 (b) (ii) 4 [Link].2 H12

[Link].2, [Link].3, [Link].1, 9.7,

32 (c) 7 H5, H7, H14
14.3 (b)

32 (d) (i) 1 [Link].5, 12.3 (c) H7, H12

32 (d) (ii) 2 [Link].4, 12.3 H7, H12

32 (d) (iii) 4 [Link].3, [Link].4, [Link].3, 13.1 (e) H7, H13

–4–
2006 HSC Physics
Marking Guidelines

Section I, Part B

Question 16 (a)

Outcomes assessed: H6, H9

MARKING GUIDELINES
Criteria Marks
• Gives correct answer 1

Question 16 (b)

Outcomes assessed: H6, H9, H12

MARKING GUIDELINES
Criteria Marks
• Correctly determines magnitude of initial velocity 1

–1–
 2006 HSC Physics Marking Guidelines

Question 16 (c)

Outcomes assessed: H6, H9, H12

MARKING GUIDELINES
Criteria Marks
• Correctly calculates maximum height 2
• Identifies the equation(s) required but uses them incorrectly
OR
1
• Calculates time to reach maximum height, but does not correctly determine
the height

Question 16 (d)

Outcomes assessed: H6, H9, H12

MARKING GUIDELINES
Criteria Marks
• Correctly determines the range 2
• Correctly determines time of flight but not the range
OR 1
• Identifies the equation(s) required to produce the correct answer

Question 17

Outcomes assessed: H7, H9

MARKING GUIDELINES
Criteria Marks
• Describes forces both during stable orbit and upon re-entry, and relates
5–6
these to the result
• Describes forces either during stable orbit or upon re-entry, and relates to
3–4
the result
• Identifies forces both during stable orbit and upon re-entry but does not
2
relate them to the result
• Identifies one of the forces during stable orbit or upon re-entry 1

–2–
 2006 HSC Physics Marking Guidelines

Question 18

Outcomes assessed: H6, H12

MARKING GUIDELINES
Criteria Marks
• Demonstrates appropriate problem solving techniques to completion 3
• Calculates GPE at any of satellite positions
OR 2
• Calculates value of Gm1m2
• Identifies correct equation
OR 1
• Recognises W= GPE

Question 19

Outcomes assessed: H7, H9

MARKING GUIDELINES
Criteria Marks
• Describes how the components interact to enable the meter to operate
3
including reference to the motor effect
• Correctly describes purpose of some components and origin of motor effect,
2
but does not discuss radial field, constant torque, or linear scale
• Describes function of only ONE component of galvanometer 1

Question 20 (a)

Outcomes assessed: H9, H12

MARKING GUIDELINES
Criteria Marks
• Identifies current directions and justifies answer 2
• Identifies directions but does not justify
OR 1
• Explains observations but chooses the incorrect direction of current flow

–3–
 2006 HSC Physics Marking Guidelines

Question 20 (b)

Outcomes assessed: H9, H13

MARKING GUIDELINES
Criteria Marks
• Correctly plots data and draws an appropriate trend line/line of best fit 2
• Correctly plots data but does not draw a trend line/line of best fit
OR 1
• Incorrectly plots data but draws a plausible trend line/line of best fit

Question 20 (c)

Outcomes assessed: H9, H12

MARKING GUIDELINES
Criteria Marks
• Correctly finds mass 1

Question 20 (d)

Outcomes assessed: H9, H12

MARKING GUIDELINES
Criteria Marks
• Correctly determines slope of trend line or uses an appropriate data point,
identifies force relationship formula, substitutes constant values, and 3
determines value of separation
• Identifies force relationship formula and determines slope of trend line but
2
goes no further
• Identifies force relationship formula 1

–4–
 2006 HSC Physics Marking Guidelines

Question 21

Outcomes assessed: H3, H4

MARKING GUIDELINES
Criteria Marks
• Identifies at least two applications. For at least two describes at least one
impact on society and/or the environment 5–6
• Makes a value statement with respect to at least two impacts identified
• Identifies at least two applications. For at least two describes an impact on
3–4
society and/or the environment
• Identifies at least two applications
OR 2
• Identifies one application and an impact
• Identifies an application
OR 1
• Identifies an impact

Question 22 (a)

Outcomes assessed: H7, H9

MARKING GUIDELINES
Criteria Marks
• Explains the creation of eddy currents and their effects 3
• Identifies the presence of eddy currents and their effect on the motion of the
2
magnet
• Identifies eddy currents
OR
• Identifies Lenz’s law 1
OR
• Attributes the motion solely to gravity

–5–
 2006 HSC Physics Marking Guidelines

Question 22 (b)

Outcomes assessed: H7, H9, H14

MARKING GUIDELINES
Criteria Marks
• Identifies that the magnet slows down more than in a) due to a reduction in
temperature causing a decrease in resistance of the copper, thus producing
larger currents in eddy loops; the larger currents have a stronger magnetic 2
field associated with them, causing the magnet to slow down more than at
room temperature
• Identifies that the magnet slows down more than in part (a) 1

Question 23 (a)

Outcomes assessed: H9, H13

MARKING GUIDELINES
Criteria Marks
• Diagrams have conduction and valence bands, and a suitable gap between 2
• Diagrams illustrate the gap without mentioning bands
OR 1
• Indicates bands with incorrect gaps

Question 23 (b)

Outcomes assessed: H9
MARKING GUIDELINES
Criteria Marks
• Refers to diagrams and correctly links to resistance for all three 2
• Refers to diagrams and correctly links to resistance for one or two of the
cases
OR
• Describes generally the difference in R between conductors, semiconductors
1
and insulators without reference to the diagram
OR
• Refers differences in diagrams without reference to conductors,
semiconductors or insulators

–6–
 2006 HSC Physics Marking Guidelines

Question 23 (c)

Outcomes assessed: H9
MARKING GUIDELINES
Criteria Marks
• Identifies that changes occur when semiconductors are doped this way, and
refers to difference in number of valence electrons between impurity and 2
host material, relating this to a decrease in resistance
• Identifies that doping changes the number of electrons or holes, but does not
1
explain how this relates to resistance

Question 24

Outcomes assessed: H6, H7, H9

MARKING GUIDELINES
Criteria Marks
• Two valid strategies discussed 3
• Clearly links AC current and/or change in flux, eddy currents and heat
OR
• Links heat production to resistance to current flowing in the primary and
secondary coils
2
OR
• Links eddy currents to heat and identifies two strategies
OR
• Links eddy currents to heat and describes a valid strategy
• States eddy current production
OR
• States heating in windings due to current flow 1
OR
• Outlines a strategy for heat reduction

Question 25 (a)

Outcomes assessed: H7, H9

MARKING GUIDELINES
Criteria Marks
• Correctly outlines roles of the deflection plates and the electrodes in the
2
electron gun
• Correctly outlines role of either the deflection plates or the electrodes in the
1
electron gun

–7–
 2006 HSC Physics Marking Guidelines

Question 25 (b)

Outcomes assessed: H6, H12

MARKING GUIDELINES
Criteria Marks
• Correctly identifies and substitutes data into equation 2
• Identifies correct equation 1

Question 25 (c)

Outcomes assessed: H6, H12

MARKING GUIDELINES
Criteria Marks
• Correctly identifies and substitutes data into equation 2
• Identifies correct equation 1

Question 26

Outcomes assessed: H2, H8, H9

MARKING GUIDELINES
Criteria Marks
• Explains the components of scientists’ methods in relation to testing and
validating a model and uses specific information relating to investigations 4
into black body radiation and photoelectric effect
• Explains the components of scientists’ methods in relation to testing and/or
validating a model refers briefly to information relating to black body 3
radiation or photoelectric effect
• Describes scientists’ methods with no reference to black body radiation or
photoelectric effect
2
OR
• Describes black body radiation and photoelectric effect
• Outlines methods used by scientists
OR 1
• Describes either black body radiation or photoelectric effect

Question 27 (a)

Outcomes assessed: H10

MARKING GUIDELINES
Criteria Marks
• Describes valid observation 2
• States procedure without describing effect 1

–8–
 2006 HSC Physics Marking Guidelines

Question 27 (b)

Outcomes assessed: H10, H11

MARKING GUIDELINES
Criteria Marks
• Identifies one valid hazard and offers relevant safe work practice 2
• Identifies one valid hazard 1

–9–
 2006 HSC Physics Marking Guidelines

Section II

Question 28 (a) (i)

Outcomes assessed: H9
MARKING GUIDELINES
Criteria Marks
• States the role of the correction factor 1

Question 28 (a) (ii)

Outcomes assessed: H12, H13

MARKING GUIDELINES
Criteria Marks
• Makes a suitable inference about the geology of the survey data
• Produces a table that correctly applies the three corrections to correctly 4
reduce the gravity data for Stations B and C to produce the required gravity
anomalies
• Makes a suitable inference about the geology of the survey data, and
• Produces a data table that correctly applies two of the corrections to the
gravity data but does not correctly apply the other
3
OR
• Produces a data table that correctly reduces data for either Station B or
Station C
• Produces a data table that correctly applies the three corrections to correctly
reduce the gravity data for Stations B and C to produce the required gravity
anomalies
OR
• Makes a suitable inference about the geology of the survey data, and
2
• Produces a data table that correctly applies at least one correction to both
Stations B and C
OR
• Produces a data table that correctly applies at least two corrections to either
Station B or C
• Produces a data table that correctly applies at least one correction to both
Stations B and C
OR
• Produces a data table that correctly applies at least two corrections to either 1
Stations B and C
OR
• Makes a suitable inference about the geology of the survey data

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 2006 HSC Physics Marking Guidelines

Question 28 (b) (i)

Outcomes assessed: H11

MARKING GUIDELINES
Criteria Marks
• Provides features of the procedure that increases reliability
OR
2
• Provides one feature of the procedure that increases reliability and provides
a good description of the process
• Provides one feature of the procedure that increases reliability 1

– 11 –
 2006 HSC Physics Marking Guidelines

Question 28 (b) (ii)

Outcomes assessed: H8, H14

MARKING GUIDELINES
Criteria Marks
• States that all waves follow a curved path because the density of the medium
changes
• Explains that S-type waves do not propagate through liquids because they
4
are transverse waves
• Explains that P-type waves do propagate through liquids because they are
compression waves
• States that all waves follow a curved path because the density of the medium
changes, and
EITHER
• Explains that S-type waves do not propagate through liquids because they
are transverse waves 3
OR
• Explains that P-type waves do propagate through liquids because they are
compression waves
• Explains that S-type waves do not propagate through liquids because they
are transverse waves, and
• Explains that P-type waves do not propagate through liquids because they
are compression waves
OR 2
• States that the wave path is curved because the density of the medium
changes, and
• States P-type waves do propagate through liquids or states that S-type
waves do not propagate through liquids
• States that the wave path is curved because the density of the medium
changes
OR
• States that S-type waves do not propagate through liquids
1
OR
• States that P-type waves do propagate through liquids
OR
• States that outer core is liquid

– 12 –
 2006 HSC Physics Marking Guidelines

Question 28 (c)

Outcomes assessed: H1, H2, H3, H14

MARKING GUIDELINES
Criteria Marks
• Makes a value judgement regarding our changing understanding of Earth’s
geology and supports this with a detailed description of the impact of
technical developments on at least two geophysical methods 7
• Provides a response that demonstrates coherence and logical progression
and includes correct use of scientific principles and ideas
• Makes a judgement regarding our changing understanding of Earth’s
geology and supports this with a detailed description of the impact of 5–6
technical developments on at least two geophysical methods
• Describes the geophysical methods , and
• Shows the development of one method
OR 3–4
• Shows the impact of one method regarding our changing understanding of
the Earth’s geology
• Describes a geophysical method
OR 1–2
• Recalls the names of two geophysical methods

– 13 –
 2006 HSC Physics Marking Guidelines

Question 28 (d) (i)

Outcomes assessed: H9, H12, H14

MARKING GUIDELINES
Criteria Marks
• Describes how an ancient imposed magnetic alignment and the Earth’s
current magnetic field can interact to produce either a positive (OR negative)
anomaly, and indicates that the Earth’s magnetic field reverses over time, 4
and indicates that a spreading seabed will produce a pattern of magnetic
anomalies
• Describes how an ancient imposed magnetic alignment and the Earth’s
current magnetic field can interact to produce either a positive (OR negative)
anomaly 3
• Indicates that the Earth’s magnetic field reverses over time OR indicates
how the seabed spreads to produce a pattern of magnetic anomalies
• Describes how an ancient imposed magnetic alignment and the Earth’s
current magnetic field can interact to produce either a positive or negative
anomaly
2
OR
• Describes how a magnetic alignment can form in a cooling volcanic rock
and indicates that the Earth’s magnetic field reverses over time
• Identifies a magnetic anomaly as an area of different magnetic field strength
OR
• Identifies that igneous extruded rocks have ferromagnetic minerals 1
OR
• Identifies that the Earth’s magnetic field reverses over time

– 14 –
 2006 HSC Physics Marking Guidelines

Question 28 (d) (ii)

Outcomes assessed: H12, H14

MARKING GUIDELINES
Criteria Marks
• Correctly calculates the rate of sea-floor spreading using the specified units 3
• Identifies the position of a magnetic polarity reversal from the magnetic
anomaly profile
2
• Identifies the age of the identified magnetic polarity reversal from the
magnetic polarity time scale
• Identifies the position of a magnetic polarity reversal from the magnetic
anomaly profile
OR 1
• Identifies the age of the identified magnetic polarity reversal from the
magnetic polarity time scale

Question 29 (a) (i)

Outcomes assessed: H8
MARKING GUIDELINES
Criteria Marks
• Correctly identifies and substitutes data into appropriate equation 2
• Identifies correct equation 1

– 15 –
 2006 HSC Physics Marking Guidelines

Question 29 (a) (ii)

Outcomes assessed: H3, H12

MARKING GUIDELINES
Criteria Marks
• Explains reasons including supporting calculations 3
• Explains reasons with reference to only two values
OR 2
• Performs appropriate calculations without any explanation
• Identifies two values as giving indication of reflection
OR 1
• Explains without calculations/values

Question 29 (b) (i)

Outcomes assessed: H11, H12

MARKING GUIDELINES
Criteria Marks
• Provides characteristics and features of at least two appropriate criteria 3
• Lists at least two appropriate criteria and provides a basic description of
2
both
• Lists at least two appropriate criteria
OR 1
• Describes one appropriate criterion

– 16 –
 2006 HSC Physics Marking Guidelines

Question 29 (b) (ii)

Outcomes assessed: H8, H9

MARKING GUIDELINES
Criteria Marks
• Describes how cancerous tissue is detected, with reference to MRI process
3
and water content of tumour
• Describes MRI process
OR 2
• Outlines MRI process with reference to water content of tumour
• Outlines MRI process
OR 1
• States tumour has higher water content

Question 29 (c)

Outcomes assessed: H3, H9, H14

MARKING GUIDELINES
Criteria Marks
• Assesses impact of advances including clear value statement and
comprehensive supporting discussion referring to CAT scan, PET scan,
endoscopy and MRI 7
• Provides a response that demonstrates coherence and logical progression
and includes correct use of scientific principles and ideas
• Comprehensive discussion of uses of EMR in medical imaging 5–6
• Assesses impact with value statement and minimal discussion (referring to
1/4 of CAT scan, PET scan, endoscopy and MRI)
OR
4
• Discussion of only a limited number of uses of EMR in medical imaging
(referring to 3/4 of CAT scan, PET scan, endoscopy and MRI) without
value statement
• Discusses impact in detail and no reference to EMR
OR
3
• Discussion of uses of EMR in medical imaging (referring to 2/4 of CAT
scan, PET scan, endoscopy and MRI) without value statement
• Describes impact without reference to EMR
OR 2
• Describes one use or EMR in medical imaging
• Single value statement
OR 1
• Any correct relevant fact

– 17 –
 2006 HSC Physics Marking Guidelines

Question 29 (d) (i)

Outcomes assessed: H3, H12

MARKING GUIDELINES
Criteria Marks
• Correctly identifies all three images 1

Question 29 (d) (ii)

Outcomes assessed: H3, H10

MARKING GUIDELINES
Criteria Marks
• Compares in detail advantages/disadvantages 3
• Identifies one advantage and one disadvantage of CAT scans over X-rays
OR
• Identifies two advantages
OR 2
• Identifies two disadvantages
OR
• Compares in detail one disadvantage/advantage
• Identifies one advantage or one disadvantage of CAT scans over X-rays 1

Question 29 (d) (iii)

Outcomes assessed: H3, H14

MARKING GUIDELINES
Criteria Marks
• Contrasts bone scan to X-rays/CAT scans in more than one area (eg,
resolution, nature of information) by describing differences or in table 3
format
• Compares bone scan to X-ray/CAT scan in one area by describing
2
differences or in table format
• States one difference between bone scan and X-ray/CAT scan 1

– 18 –
 2006 HSC Physics Marking Guidelines

Question 30 (a) (i)

Outcomes assessed: H8
MARKING GUIDELINES
Criteria Marks
• Describes observations specifically 2
• Provides a general statement referring to Doppler shift effect
OR 1
• Identifies red and blue shift

Question 30 (a) (ii)

Outcomes assessed: H8, H9

MARKING GUIDELINES
Criteria Marks
• Correctly calculates distance 3
• Identifies correct formula and substitutes appropriate values which may be
2
in incorrect units
• Identifies correct formula
OR 1
• Determines period

Question 30 (b) (i)

Outcomes assessed: H11

MARKING GUIDELINES
Criteria Marks
• Provides features of the procedure that increases reliability 2
• Provides one feature of the procedure that increases reliability 1

– 19 –
 2006 HSC Physics Marking Guidelines

Question 30 (b) (ii)

Outcomes assessed: H10

MARKING GUIDELINES
Criteria Marks
• Describes an absorption spectrum and explains its production in stars
involving e– transitions
4
• Uses the description of the spectrum to explain how the composition may be
determined
• Describes an absorption spectrum and how it is produced, and
• Identifies how a feature is used to determine composition
OR 3
• Describes an absorption spectrum, and
• Gives a full description of how it is used to determine a star’s composition
• Describes an absorption spectrum
OR
• Identifies how a feature is used to determine a star’s composition 2
OR
• Explains how one feature is produced
• Identifies a feature of an absorption spectrum
OR 1
• Identifies a part of the requirements to create an absorption spectrum

– 20 –
 2006 HSC Physics Marking Guidelines

Question 30 (c)

Outcomes assessed: H3, H10, H14

MARKING GUIDELINES
Criteria Marks
• Identifies several technological advances (including one or more other than
adaptive/active optics or optical telescopes)
• Clearly describes two or more impacts on our understanding of the cosmos
arising from these advances
6–7
• Makes a statement of the value of at least one technology or new
understanding
• Provides a response that demonstrates coherence and logical progression
and includes correct use of scientific principles and ideas
• Identifies several technological advances
• Clearly describes one impact on our understanding of the cosmos arising
from these advances 4–5
• Provides a response that demonstrates limited coherence and logical
progression and includes correct use of scientific principles and ideas
• Identifies technological advances and describes the technical benefits of the
identified advances
OR 2–3
• Identifies one or two technological advance(s) and describes the impact of
one upon our understanding of the cosmos
• Identifies one or more advances 1

Question 30 (d) (i)

Outcomes assessed: H9
MARKING GUIDELINES
Criteria Marks
• Correctly describes possible reactions occurring at each point 3
• Correctly describes one or two of possible reactions
OR 2
• Identifies reactions at each point
• Identifies one or two reactions
OR 1
• Identifies reactions as fusion reactions

– 21 –
 2006 HSC Physics Marking Guidelines

Question 30 (d) (ii)

Outcomes assessed: H9, H12

MARKING GUIDELINES
Criteria Marks
• Identifies that the star is on the main sequence and of approximately one
2
solar mass, and provides suitable reason
• Correctly identifies type and mass of star
• OR 1
• Correctly identifies one and provides a suitable reason

Question 30 (d) (iii)

Outcomes assessed: H9, H14

MARKING GUIDELINES
Criteria Marks
• Identifies that a star of ten solar masses expands to a supernova and
2
concludes as a black hole or neutron star
• Relates this observation to the path depicted in the diagram 1

Question 31 (a) (i)

Outcomes assessed: H9, H10

MARKING GUIDELINES
Criteria Marks
• Identifies the initial state must be higher, more energetic, further out than the
1
final state

– 22 –
 2006 HSC Physics Marking Guidelines

Question 31 (a) (ii)

Outcomes assessed: H9, H10, H12

MARKING GUIDELINES
Criteria Marks
• Substitutes table entries into formula, correctly calculates and identifies
4
correct means of obtaining photon energy from wavelength
• Substitutes table entries into formula and correctly calculates
OR
3
• Further identifies correct means of obtaining photon energy from
wavelength
• Identifies correct formula(e)
AND 2
• Selects correct table entries
• Identifies correct formula
OR 1
• Selects table entries appropriate for identified transition

Question 31 (b) (i)

Outcomes assessed: H11, H12

MARKING GUIDELINES
Criteria Marks
• Identifies at least two sources of information
2
• Outlines how reliability of information was achieved
• Outlines how reliability of information was achieved 1

– 23 –
 2006 HSC Physics Marking Guidelines

Question 31 (b) (ii)

Outcomes assessed: H1, H2, H10

MARKING GUIDELINES
Criteria Marks
• Correct statements regarding problems to be addressed by both Heisenberg
and Pauli 4
• Provides a full description of both Heisenberg’s and Pauli’s contribution
• Provides a correct statement regarding one problem to be addressed by both
Heisenberg and Pauli 3
• Provides a correct description of both Heisenberg’s and Pauli’s contribution
• Provides a correct statement regarding one problem to be addressed by
either Heisenberg or Pauli, and
• Provides a description of either Heisenberg’s or Pauli’s contribution 2
OR
• Provides a correct description of both Heisenberg’s and Pauli’s contribution
• Provides a correct statement regarding one problem to be addressed by
either Heisenberg or Pauli
1
OR
• Provides an identification of either Heisenberg’s or Pauli’s contribution

Question 31 (c)

Outcomes assessed: H4, H7, H14

MARKING GUIDELINES
Criteria Marks
• Describes in detail the fission process, including the role of the three
neutrons and controlling nature of the reactor moderator
• Relates production of energy to mass defect and described how this energy
6–7
may be used in the production of electricity
• Provides a response that demonstrates coherence and logical progression
and includes correct use of scientific principles and ideas
• Describes the fission process in reactor technology and recognizes that the
process in the transmutation equation results in energy production 3–5
• States that thermal energy may be used in the production of electricity
• Describes the fission process
OR
• Identifies mass defect 1–2
AND
• States that thermal energy may be used in the production of electricity

– 24 –
 2006 HSC Physics Marking Guidelines

Question 31 (d) (i)

Outcomes assessed: H6, H7, H9, H12, H14

MARKING GUIDELINES
Criteria Marks
• Provides a detailed analysis of the physical principles in the operation of the
cyclotron, including the effect of a magnetic field and high frequency 3
voltage
• Describes two physical principles in the operation of the cyclotron, stating
2
the effect of each of these
• States two physical principles involved in the cyclotron
OR 1
• Describes one physical principle involved

Question 31 (d) (ii)

Outcomes assessed: H6, H9

MARKING GUIDELINES
Criteria Marks
• Provides a detailed account of the use of particle accelerators in increasing
2
our understanding of matter
• Provides a basic account of the use of particle accelerators in increasing our
1
understanding of matter

– 25 –
 2006 HSC Physics Marking Guidelines

Question 31 (d) (iii)

Outcomes assessed: H10, H12

MARKING GUIDELINES
Criteria Marks
• Identifies the composition of both the proton and neutron 2
• Identifies the composition of either the proton or the neutron 1

Question 32 (a) (i)

Outcomes assessed: H7
MARKING GUIDELINES
Criteria Marks
• Describes structure and operation 2
• Describes structure or operation 1

Question 32 (a) (ii)

Outcomes assessed: H7, H12

MARKING GUIDELINES
Criteria Marks
• Gives at least three valid reasons 3
• Gives two valid reasons 2
• Gives one valid reason 1

Question 32 (b) (i)

Outcomes assessed: H11, H12

MARKING GUIDELINES
Criteria Marks
• Provides features and characteristics of at least two appropriate criteria 3
• Lists at least two appropriate criteria and provides a basic description of
2
both
• Lists at least two appropriate criteria
OR 1
• States one criterion and gives a brief description

– 26 –
 2006 HSC Physics Marking Guidelines

Question 32 (b) (ii)

Outcomes assessed: H12

MARKING GUIDELINES
Criteria Marks
• Gives correct answer with supporting truth table 3
• Uses correct method but makes an error in one of the columns 2
• Uses correct method but makes an error in two of the columns
OR
• Gives correct answer without justification 1
OR
• Identifies all gates correctly

Question 32 (c)

Outcomes assessed: H5, H7, H14

MARKING GUIDELINES
Criteria Marks
• Makes valid assessment
• Lists three to four developments (eg, valves, transistors, ICs, storage,
display technology, manufacturing techniques, packing density of
components, etc)
5–7
• Discusses potential future developments and the physics on which they may
depend
• Provides a response that demonstrates coherence and logical progression
and includes correct use of scientific principles and ideas
• Describes three technological advances and relates them to computer
performance 3–4
• Makes poor reference to second part of statement
• Gives one to two advances with little or no reference to second part of
statement
2
OR
• Discusses second part but not first part of the statement
• Mentions one development
• Does not make assessment and does not refer to second part of the 1
statement

– 27 –
 2006 HSC Physics Marking Guidelines

Question 32 (d) (i)

Outcomes assessed: H7, H12

MARKING GUIDELINES
Criteria Marks
• Gives correct answer with justification 1

Question 32 (d) (ii)

Outcomes assessed: H7, H12

MARKING GUIDELINES
Criteria Marks
• Correctly determines sensitivity 2
• Sets up a valid ratio
OR
1
• Identifies from the graph the voltage range corresponding to the temperature
range

Question 32 (d) (iii)

Outcomes assessed: H7, H13

MARKING GUIDELINES
Criteria Marks
• Gives correct answer, including circuit diagram 4
• Gives correct circuit diagram
• Calculates required gain 3
• Selects Ri (or Rf) but does not calculate Rf (or Ri)
• Calculates gain and appropriate resistors for an incorrect circuit 2
• Identifies gain formula
OR 1
• Identifies feedback circuit element

– 28 –