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2022 ATAR Course Examination Report PHY

The document summarizes the 2022 Physics ATAR course examination report. It provides statistics on the number of candidates who sat for the exam from 2022 to 2019. The mean exam score was 58.22% with a maximum of 97.05% and minimum of 0%. Section means ranged from 47.29% to 62.71%. The report analyzes candidate performance, providing advice to candidates and teachers. It found that some candidates struggled with mathematical and problem-solving skills. Specific questions that proved challenging are also identified.

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0% found this document useful (0 votes)

25 views

2022 ATAR Course Examination Report PHY

Uploaded by

tomtomroro123

We take content rights seriously. If you suspect this is your content, claim it here.

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Download as PDF, TXT or read online on Scribd

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Summary report of the 2022 ATAR course examination report:

Physics

Year Number who sat Number of absentees

2022 2545 51
2021 2680 43
2020 2861 40
2019 2770 58

The number of candidates sitting and the number attempting each section of the examination
can differ as a result of non-attempts across sections of the examination.

Examination score distribution–Written

Summary

The examination was well-received by teachers and candidates alike and most candidates
seemed to find it accessible. The examination covered the syllabus and there was
appropriate differentiation and scaffolding of questions. The different styles of questions
challenged candidates to display a variety of Physics skills. The examination appeared to be
an appropriate length, as the majority of candidates were able to attempt most questions.

Attempted by 2539 candidates Mean 58.22% Max 97.05% Min 0.00%

Section means were:

Section One: Short response Mean 62.71%
Attempted by 2538 candidates Mean 18.81(/30) Max 29.48 Min 0.00
Section Two: Problem-solving Mean 59.91%
Attempted by 2525 candidates Mean 29.95(/50) Max 49.45 Min 0.00
Section Three: Comprehension Mean 47.29%
Attempted by 2506 candidates Mean 9.46(/20) Max 20.00 Min 0.00

General comments
Some candidates performed very well overall. These candidates displayed a sound grasp of
the concepts covered and a high level of mathematical proficiency. There were concerns
regarding the lack of mathematical and problem-solving skills demonstrated in some
mv v
candidates’ responses. Rearranging equations, such as r = to m = , were done
qB qBr
poorly. There were also many candidates who mistakenly produced errors when using

2023/18083 2022 ATAR course examination report: Physics 1

a c a−c
fractions, with − = being a common error. Trigonometric functions also appeared
b d b−d
to be problematic for some candidates. Questions that required the addition of vectors, or
taking components of vectors, exposed a lack of understanding for many candidates, as they
added two dimensional vectors as if the vectors were co-linear. An example of this was in
circular motion Fc= T − mg . When asked to calculate 15% of a number, many candidates
divided that number by 0.15 instead of multiplying. Substitution, simultaneous equations,
simplification and derivation were also areas in which a number of candidates lacked skills.
Questions that required explanations were poorly done by a large number of candidates.

Advice for candidates

• Ensure you look at the number of marks awarded to a question and allocate your time
appropriately.
• Pay attention to setting out your answer. Marks can be awarded for process despite an
incorrect answer. If your process is unclear, no marks can be awarded.
• Cross out any incorrect working.
• Tell the marker what you are doing. For example, Fc = Fg tells the marker that you have
identified what is providing the centripetal force in this situation. This shows a level of
understanding and could be worth a mark in itself.
• Close the argument. If a question asks you to show or prove something, your last
statement should be exactly that. Do not simply perform a calculation and then leave that
number dangling. If the task was to show a is less than b, do not simply calculate b and
leave it. State or show that it is more than a.

Advice for teachers

• Give your students ample opportunity to practise manipulation of equations, taking
components of vectors and manipulating trigonometric functions.
• Emphasise significant figures. If a question asks candidates to estimate a value, only two
significant figures must be given.
• Provide students opportunities to practise more multi-step calculations where more than
one formula is involved.
• Demonstrate how vectors work by drawing more free body and vector diagrams with
emphasis on components and specific trigonometric functions relating two components.
• Emphasise standard explanations of common situations.
• Emphasise to students that they need to read the questions carefully in order to extract
exactly what is being described and what is required in the answer. Many students see a
diagram and explain something which, albeit correct, is not the answer required. An
example of this is explaining the role of a split ring commutator in a question about an
AC generator.

Comments on specific sections and questions

Section One: Short response (58 Marks)

Section One had many familiar contexts and was attempted by almost all candidates.
Candidates struggled with questions that required an explanation of a situation. Questions 3
and 7 proved to be challenging for many candidates. Question 11 part (c) was a complex
concept to explain and most candidates struggled to achieve full marks.

Section Two: Problem-solving (91 Marks)

Many candidates struggled with the concepts of efficiency, equilibrium and significant
figures. Candidates appeared to find difficulty in decoding questions in unfamiliar contexts.
Questions 16 and 17 achieved the lowest means in Section Two.