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PENTT EXAMINATIONS REVIEW COMMITTEE

Report on CAPE Unit 1 Physics Paper 2 2024

Dear Sir/Madam,
Please find attached a copy of the 2024 Examination Review document for CAPE Unit 1
Physics Paper 2, from the Physics Educators Network of Trinidad and Tobago (PENTT):
The committee compared solutions and made general and specific comments, as shown in the
document.

Suggested Solutions/ Specific Comments

Question 1

1(a) CAPE 2017 Syllabus Unit 1 Module 1 Topic3-Motion

Specific Objective 3.1: Explain displacement, speed, velocity and acceleration.

1(a) Define (i) Displacement (ii) Acceleration

Answer:
1(a) (i) Displacement: Distance moved in a specified direction/Distance moved in a specified
direction from a fixed point.
1(a) (ii) Acceleration: Change of velocity divided by time/Change of velocity divided by change
of time/Change of velocity per unit time/Rate of Change of velocity/Rate of Change of velocity
per unit time.

1(b) CAPE 2017 Syllabus Unit 1 Module 1 Topic 3-Motion, Specific Objective 3.2: use graphs
to represent displacement, speed, velocity, and acceleration in a single dimension.
1(b) Plot a graph of v vs t. Draw the best smooth curve through the points.
Answer:
1(b) See graph on Page 2. Graph page is 21cm x 18 cm
Scale for v: 1 cm = 1 𝑚𝑠 , Scale for t: 1 cm = 0.5 s.

1(c) CAPE 2017 Syllabus Unit 1 Module 1 Topic 3-Motion, Specific Objective 3.3: use the
gradient of and area under motion graphs to solve problems.

1(c) Determine: (i) instantaneous acceleration of the balloon after 1.5 s (ii) total distance
travelled by the balloon.
1(c)(i): Comment:-
There is a typo error- ''instantaneous acceleration of balloon after 1.5 s'' instead of at 1.5 s.
Answer:
1(c)(i) Instantaneous Acceleration (a) at 1.5 s = Gradient of Tangent to v-t curve at 1.5 s = dv/dt
( )
a= = ( = 3.75 𝑚𝑠
. . )
Range of Numerical Answers for Instantaneous Acc of balloon at 1.5 s: a = 3.0-4.2 𝑚𝑠
NB: For students who found instantaneous acc of balloon just after 1.5 s e.g. at 2.0 s,
Range of Answers for acceleration: a = 2.2-2.5 𝑚𝑠

1(c)(ii) Area of 1 𝑐𝑚 block = (1 𝑚𝑠 )(0.5 s) = 0.5 m

Total Distance = Area under v-t Curve = number of 1 cm blocks x 0.5 m
Range of Answers for Total Distance = (140-160) 𝑐𝑚 blocks x 0.5 m = (70- 80) m.

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
 Graph of v vs t v: 1 cm = 1 ms t: 1 cm = 0.5 s

1(d) CAPE 2017 7 Syllabus Unit 1 Module 1 Topic 3-Motion,, Specific Objective 3.6: solve
problems involving bodies undergoing projectile motion.
motion

1(d) The striker kicks the football at an angle of 𝛉𝟎 = 25°° with a velocity (v) = 30 𝐦𝐬 𝟏 .
Calculate (i) the vertical component of the ball’sall’s velocity. (ii) the Horizontal ccomponent of
the ball’s
all’s velocity. (iii) the time (t) for the football to reach the Maximum Height (H). (iv)
the maximum Height reached by the football.

Answer:
1(d) Components of Initial Velocity (V)

1(d)(i) V = Vsin θ = (30.0) sin 25 = 12.7 𝑚𝑠

1(d)(ii) V = Vcos θ = (30.0) cos 25 = 27.2 𝑚𝑠

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
1(d)(iii) v = u + a t =V + 𝑎 t
⸫ 𝑉
At a max height (H) final vertical velocity V = 0, going up 𝑎 = -g.
0 = 12.7 – (9.81) t t = 1.29 s
1(d)(iv) Either: x = ut + 𝑎t ⸫ H = VVI (t) + 𝑎 t H = (1.27)(1.29) – ( )(9.81) (1.29)
H = 8.22 m or: v = u + 2 a x,
𝑉 =𝑉 + 2𝑎 𝑥 0 = (12.7) – (2)(9.81)(H), H = 8.22 m

1(e) CAPE 2017 Syllabus Unit 1 Module 1 Topic 3-Motion, Specific Objective 3.7 show that
projectile motion is parabolic.

1(e) Find the equation of the trajectory, y as a function of x, to show that the motion of the
football is parabolic
1(e) Answer: Horizontal Distance: 𝑥 = 𝑢 t
⸫x=V t = (Vcos θ ) t t=
Vertical Distance: 𝑥 = 𝑢 t + 𝑎 t
⸫ y = (Vsin θ ) t – g t Subs t =

y = (Vsin θ ) ( ) – g( ) y = (tan θ ) x – ( )𝑥
Equation is of form y = (a) x + (b) 𝑥 ⸫ Motion is parabolic

Question 2

2(a)-(c) CAPE 2017 Syllabus Unit 1 Module 2 Topic 3-Physics of the Eye & Ear, Specific
Objective 3.7: explain the terms ‘depth of focus’, ‘accommodation’, ‘long sight’, ‘short sight’,
‘astigmatism’, ‘cataracts’.

2(a) Define each of the following terms. (i) Depth of focus (ii) Accommodation (iii)
Astigmatism.
Answer:
2(a)(i) Depth of focus: The (Range/Variation) of Image Distances that can be (accepted by/seen
by/still seen clearly by/ focused on) the Retina, for a given (focal length/accommodation) of the
Eye Lens.

2(a)(ii) Accommodation: (Ability/Process of the Eye Lens/Altering the Shape of the Eye
Lens/Making the eye Lens Thicker or Thinner/Adjusting the lens)
to (change/fine tune) its (Focal Length/Power)
to (focus on an Object/focus onto the Retina an Image of an Object)
which is [(Near/Close) or (Far/Distant)]/[at (variable/different) distances].

2(a)(iii) Astigmatism: (Difficulty Focusing/Blurry Vision/Distorted Image/Different Focal

Lengths in Different Directions or planes)
(Caused by/Due to)
(Surface of Cornea) which is (Uneven/Not Symmetrical/Not Spherical)

2(b) CAPE 2017 Syllabus Unit 1 Module 2 Topic 3-Physics of the Eye & Ear, Specific Objective
3.7: explain the terms …..‘short sight’…, Specific Objective 3.8: discuss how defects of the eye
can be corrected.

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
2(b) Use annotated optical sketches to explain how short-sightedness occurs AND how the
defect can be corrected.

2(b) Answer: Short Sightedness:

Answer: Correction of Short Sightedness

2(c) CAPE 2017 Syllabus Unit 1 Module 2 Topic 3-Physics of the Eye & Ear, Specific Objective
3.5: solve problems using lens formulae; 1/ 𝑢 + 1/ 𝑣 = 1/𝑓. Power in dioptres = 1/ 𝑓 with f in
metres. Determine the focal length of a lens.

2(c) Graph of uv against (u + v) (i) Show that the gradient of the graph in the Figure is
equal to the focal length, f, of the converging lens. (ii) From the graph in the Figure
determine a value for the focal length of the converging lens the student used in the
experiment. (iii) Determine the power of the converging lens used in the experiment.

( )
2(c) (i) Answer: = + ⸫ =
( )
uv = f (u+v) This is of the form: y = m (x)
For the graph of uv vs (u+v), the gradient (m) = f

( )
2(c) (ii) Answer: f = m = = = 20 cm or 0.2 m
( )

1
2(c) (iii) Answer: Power (P) = f = =5D
.

2(d)-(e) CAPE 2017 Syllabus Unit 1 Module 2 Topic 2-Properties of waves.

2(d)(i) Specific Objective 2.24: use Snell’s Law; [𝑛 sin(𝜃 ) = 𝑛 sin(𝜃 )].
2(d)(ii) Specific Objective 2.25: explain total internal reflection; Use two media with indices
𝑛 and 𝑛
2(e) Specific Objective 2.26: determine the value of critical angle.
4

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
2(d)(i) State, in words, Snell’s Law.

2(d)(i): Comment:- S..O. 2.24 asked to Use Snell's Law, not to State Snell's Law.

2(d) (i) Answer: Snell's Law: For a Ray [travelling/moving]

[travelling moving] from one medium to another, the
sine of the [angle of incidence/angle
incidence angle in 1st medium] to the [angle of refraction
refraction/angle in 2nd
medium] is a constant.
[optional: This constant is the (refractive index/relative
index relative refractive index of the 2 media]

2(d)(ii) Explain how total internal reflection occurs.

2(d) (ii) Answer: For a Ray [travelling/moving]
[travelling moving] from a [low velocity
velocity/high refractive index/more
more
optically dense] medium to a [high velocity/low refractive index
index/less optically dense] medium,
if the [angle of incidence/angle
incidence angle in 1st medium] is greater than the critical angle then the ray is
(Totally Internally Reflected/Not
Reflected Refracted)

2(e) The refractive index of glass = 1.50. A ray of light strikes the vertical face of the cube
at an angle of incidence i = 𝟒𝟖°.. The ray of light undergoes refraction at the vertical
air/glass boundary such that it strikes the horizontal glass/liquid interface at the critical
angle.

2(e)(i) Calculate the critical angle of the glass/liquid interface.

2(e)(i) Comment:-
To find critical angle, only the CSEC type formula (for a ray from air to glass: n = sin i/sin
r) was required to find r.
Then only basic geometry was required to calculate c from
from r.
To use the CAPE type formula as in SO 2.24 [𝐧𝟏 sin(𝛉𝟏 ) = 𝐧𝟐 sin(𝛉𝟐 )], the question could
have asked the students to calculate the refractive index of the liquid.

2(e)(i) Answer:

For a ray striking the vertical air-glass

air boundary [i.e. going from air ((a) to glass (g)]:

°
𝑛 = = ⸫ sin r = =
.
= 0.495
r = 29.7° c = 90 - 29.7 = 60.3°
5

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
2(e)(ii) Calculate the angle of emergence of the ray from the cube.

2(e)(ii) Comment:- The Question did not make it clear which ray was required.
Either: (I) The Ray which is reflected at the Critical Angle and which
strikes the Vertical glass/air boundary
Or: (II) The Ray which refracts at 90° on the horizontal glass/liquid boundary

2(e)(ii) Answer: (I) For a ray striking the Vertical glass/air boundary (ie going from glass (g) to
air (a).

Either: 𝑛 = = ⸫ sin r = 𝑛 sin i

where angle of incidence on the Vertical glass/air boundary i = 90-c = 90-60.3 = 29.7°
sin r = 𝑛 sin i = 1.50 sin 29.7° = 0.743 r = 48.0°, e = r = 48.0°
Or: Vertical sides parallel so e = r = 48°
(II) For the Ray which refracts at 90° so that it skims the horizontal glass/liquid boundary and
strikes the Vertical glass/air boundary at i = 0° (i.e. along the Normal),
e = r = 0° (i.e. along the Normal).

2(f) CAPE 2017 Syllabus Unit 1 Module 2 Topic 3-Physics of the Ear and Eye.
Specific Objective 3.1. discuss the response of the ear to incoming sound waves.
2(f) A teenager uses only the right earphone of his headset to listen to music from his
mobile device.
Describe a simple experiment he can perform to determine if the frequency response of his
right ear is different from that of his left ear.

2(f) Answer:
(1) Connect Right earphone to [audio frequency generator/signal generator] set at lowest
intensity.
(2) Place in Right Ear.
(3) Set frequency (f) of [audio frequency generator/signal generator] to 20 Hz and increase
intensity (I) until [he just hears the sound/his threshold of hearing]. Record f and I.
(4) Repeat (3) for increasing frequencies up to 20 kHz.
(5) Repeat (1) to (4) for Left Ear.
(6) Plot graph of I vs f for each Ear.

Question 3
3 (a) CAPE 2017 Syllabus Unit 1 Module 3 Topic1- The kinetic Theory of Gases, Specific
Objective 4.3: Use the equation of state for an ideal gas expressed as pV = nRT and pV = NkT.

3 (a) Write an equation of state for an ideal gas, stating the meaning of EACH symbol.

3(a) Answer:
pV = nRT or pV = NkT
p = pressure of gas
V = Volume of gas
T = Temperature of gas in Kelvin/Absolute Temperature
either: n = number of moles, R = Molar Gas Constant
or: N = number of molecules, k = Boltzmann's Constant

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
3 (b) A glass tube of cross-sectional area 6 𝐦𝐦𝟐 is used to explore the relationship between
the volume and temperature of a fixed mass of an ideal gas at constant pressure.

3(b) Comment:
Gas Laws are not on the Cape 2017 Syllabus, but are on the CSEC 13 Syllabus.

3 (b)(i) Complete Column 3 of Table 2.

3 (b)(ii) On the grid provided plot a graph of Volume (V) versus temperature (t). Use
scales which range between -325 °C to +100 °C on the temperature axis AND between 0
𝐦𝐦𝟐 and 1000 𝐦𝐦𝟐 on the volume axis.

3 (b)(iii) From Graph, determine temperature at which Volume is 0 𝐦𝐦𝟐 .

3 (b)(iv) State whether it is possible to achieve a state of zero volume for the gas if it is
cooled sufficiently. Justify your response.

3 (b)(v) State the gas law which explain the observations in this experiment.

3(b)(i) Answer:
TABLE 2
Temperature (t/ °C) Length of Gas Column V = AL = (6 L)
(L/mm)
Volume of Gas (V/𝐦𝐦𝟑 )
-35 85 510
-3 95 570
27 105 630
57 115 690
87 125 750

3(b)(ii) Comment:-
If a Graph page of 22 cm x 18 cm was given, the scale for the X-Axis could have been more
precise at t: 1 cm = 25 °C

3(b)(ii) Answer: See page 8 for graph of Volume (V) vs Temperature (t)

Graph page is 22cm x 16 cm

For Y-Axis to go from 0 to 1000 mm Scale for V: 1 cm = 50 mm
For X-Axis to go from -325 to +100 °C Scale for t: 1 cm = 50 °C

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
3(b)(iii) Answer: When V = 0 mm t = x-intercept
intercept
Range of Numerical Answers for t = x-intercept= -275 °C to -300 °C.

3(b)(iv)
iv) State whether it is possible to achieve a state of zero volume for the gas, if it is
cooled sufficiently. Justify your answer.
3(b)(iv) Answer: No
Justification: Either- It is not an Ideal Gas.
Or- Real gases always (have Volume/occupy space).
Or- Real gases (liquefy/solidify) (before reaching 0 Volume)

3(b)(v): ''State the Gas Law which explains the Observations in this Experiment''
3(b)(v) Answer:
Either: Charles Law: Volume of a fixed mass of gas at constant pressure is directly
proportional to its [Temperature in Kelvin/Absolute Temperature]
Or: Charles Law: Volume (V) of a fixed mass of gas at constant pressure is directly
proportional to its [Temperature (T) in Kelvin/Absolute Temperature],
Temperature],
where T/K = t/°CC + numerical
numer value for Absolute Zero in°C
C
Or: Charles Law: Volume (V) of a fixed mass of gas at constant pressure has a linear
relationship
onship with Temperature (t) in °C. i.e. y = (m) x + c
8

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
3(c) CAPE 2017 Syllabus Unit 1 Module 3 Topic 5- First Law of Thermodynamics.
Specific Objective 5.5: Express the first Law of Thermodynamics.

3(c) The first law of Thermodynamics is given by the equation ∆U = Q + W. Explain the
meaning of EACH of the symbols used in the equation above when the law is applied to the
heating of a fixed mass of gas.

3(c) Answer:
ΔU = (increase/change) in Internal energy of Gas
Q = Heat (supplied to/gained by) Gas
W = Work done on Gas

3(d) CAPE 2017 Syllabus Unit 1 Module 3

Topic 5- First Law of Thermodynamics.
Specific Objective 5.4: deduce work done from a p-V graph,
Specific Objective 5.6: solve problems involving the first law of thermodynamics.
Specific Objective 5.2: Discuss why the molar heat capacity of a gas at constant volume is
different from that of a gas at constant pressure; CP = Cv + R. Discuss why Cp > Cv.
Topic 4- Kinetic Theory of Gases. Specific Objective 4.8: deduce total kinetic energy of a
monatomic gas. Total kinetic energy: 𝐸𝑘 = 3/2 𝑛𝑅T
or Topic 5- Specific Objective 5.1: use the term ‘molar heat capacity’; 𝐸 = 𝑛 𝐶 ∆𝜃 𝑜𝑟
𝐸 = 𝑛 𝐶 ∆𝜃

3(d) One mole of an ideal monatomic gas, 𝐂𝐕 = 3/2 R, is taken through the cycle represented
by States 1 to 4 as shown in Figure 6. At State 1, 𝐓𝟏 = 273 K and at State 3, 𝐓𝟑 = 1092 K.
On the graph, the vertical scale is set by p = 1.01 x 𝟏𝟎𝟓 𝐍𝐦 𝟐 and the horizontal scale by V
= 0.0225 𝐦𝟑 .
3(d)(i): Calculate the Work Done during the Cycle

3(d)(i) Answer: Either:

Net Work (W) = Area of Graph = (P)(V) = (1.01 x 10 )(0.0225) = 2273 J W = 2273 J
(Optional: since net work is done by gas in expanding W = - 2273 J).
Or: W from 1 to 2 = -p.∆V= 0 J (V const, so ∆V =0)

W from 2 to 3 = -p.∆V = - (2P)(2V-V) = -2 (1.01 x 10 )(0.0225) = - 4545 J

(- since gas does work in expanding).
W from 3 to 4 = -p.∆V = 0 J

W from 4 to 1= -p.∆V= - (P)(V-2V)= - (1.01 x105)( -0.0225) = + 2272.5 J

(+ since work done to compress gas).
Net Work (W) = 0 - 4545 + 0 + 2272.5 = - 2272.5 J = - 2273 J
(- since net work is done by gas in expanding).

3(d)(ii) Calculate the temperature, T2, at State 2.

3(d)(ii) Answer: Either:
( )( )
= ⸫T = = = (2)(273) = 546 K T = 546 K
( )
( . )( . )
Or: PV = nRT ⸫ T = = = 547 K T = 547 K
( )( . )

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
3(d)(iii) Calculate the energy added as heat during the process from State 1 to State 2.

3(d)(iii) Answer:
Derivation of 𝐐𝐕 = 3/2 n R ∆T
Either: Q = n C ∆T (defn of C ) But C = 3/2 R ⸫ Q = 3/2 n R ∆T
Or: ∆U = Q + W (1st Law) But W = 0, ⸫ Q = ∆U = ∆E = 3/2 n R ∆T Q = 3/2 n R∆T

Calculations: From 1 to 2, V constant: Q = 3/2 n R∆T and ∆T = T - T Q = 3/2 n R(T - T )

Either: When T = 546 J, Q = (3/2)(1)(8.31)(546-273) = 3403 J
Or: When T = 547 J, Q = (3/2)(1)(8.31)(547-273) = 3415 J

Q3(d)(iv) Derive an expression for 𝐂𝐏 in terms of R

Q3(d)(iv) Comment:- It was unclear if students were expected to derive 𝐂𝐏 = 𝐂𝐕 + R before

they substituted for Cv, or if they could start with Cp = Cv + R

3(d)(iv) Answer:
Derivation of Cp = Cv + R
(Ia) For n = 1, ∆T = 1K at constant Volume:
Q = n C ∆T (definition of C ) Q = (1)(C )(1) Q = C
(Ib) V constant, so ∆V = 0, W = -p.∆V = 0
∆U = Q + W (1st Law) ∆U = C + 0 ∆U = C
(IIa) For n = 1, ∆T = 1K at constant Pressure:
Q = n C ∆T (definition of C ) Q = (1)(C )(1) Q = C
(IIb) ∆U = Q + W (1st Law) W = - P ∆V = - n R ∆T = -(1)(R)(1) Wp = - R
∆U = C – R
(III) Same ∆T at constant Volume and constant Pressure, so same ∆U
C =C –R C =C +R
Substitution of 𝐂𝐕 = 3/2 R C = C + R = 3/2 R + R CP = 5/2 R
3(d)(v) State 2 Reasons why the Cycle in Figure 6 is NOT 100% Efficient

3(d)(v) Comment:- This is not on the Syllabus, so any sensible answer should be accepted.

( )
3(d)(v) Answer: Either: Efficiency = ( ) x 100.
( )

Net Work Done was less than Total Heat Supplied, therefore it was not 100% Efficient.

Or: Energy is lost as Heat/Energy is lost as Heat to the Surroundings/Energy is lost as Heat due
to Friction/Energy is lost as Heat by Conduction/Energy is lost as Heat by Convection/Energy is
lost as Heat by Radiation/Energy is lost due to Heat Transfer.
Or: Energy is lost as Sound.
Or: Not an Ideal Gas.
Or: Cycle for a Real gas is not (completely) reversible.

10

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
General Comments on U1 Physics P2 2024

(1) On the whole, it was a good paper which adhered to the Syllabus Topics and Specific Objectives.
(2) There were no Mistakes in the Diagrams, Typographical Errors or Missing Data.
(3) Generally the Questions were clearly delineated by the Syllabus and unambiguous.
(4) It was also heartening to see that the Tables for both Q1 and Q3 were headed: (Quantity/Unit) and the
Labels for the Graphs in Q1 Fig1 and Q2(c) Fig 3 were also headed : (Quantity/Unit).
(5) We would like to suggest the following:
(i) Drawing many Graphs is very time consuming.
(ii) The ORR skills for plotting Graphs: (Labels, Axes, Scales, Thin lines & fine points, Best Fit, Plotting)
can be tested using ONE graph.
(iii) If one Question has a Graph to be plotted, the other two questions can have already plotted Graphs,
or already plotted points with a Best Fit to be drawn.
(iv) With the Graph to be plotted, or the already plotted Graph, or the already plotted points, the AI skills
for Graphs: (Read off, Intercept, Gradient, Calculations using Gradient, Area under Graph, Interpretation
of the Graph) can be tested.
(v) With point (iii) in mind, we were pleased to see that Q2 had an already plotted Graph, to calculate
Gradient.
(vi) One question could also have a Graph to sketch.

2024 U1 Review Contributors:

 Aarti Dowlath: Teacher at St Augustine Girls’ High School.

[PENTT District Committee Coordinator for St George East].

 Allison Rambally-Maharaj: Teacher at Holy Faith Convent, Couva.

 Anthony Ramdath: Teacher at St George’s College.

 Daryll Williams: Teacher at St Benedict’s College.

 Nirmala Ramnarine: Teacher at Shiva Boys’ Hindu College.

[PENTT District Committee Coordinator for St Patrick].

 Samlal Mannie: Retired Teacher [formerly at Carapichaima East Secondary].

 Vishalli Tancoo: Teacher at Naparima Girls’ High School.

[PENTT District Committee Coordinator for Victoria].

 Zahida Hosein: Teacher at Holy Faith Convent, Couva.

 Nadira Nandlal Teacher & Head of Department at San-Fernando Central Secondary.

Examination Review Typist & Collator.
[PENTT Vice president & District Committee Coordinator for Victoria].

 Kamla Matthews: Retired Teacher [formerly at Holy Faith Convent, Couva]

Examination Review Template Typist, Collator & Editor.
[PENTT President, Exam. Review Editor]

11

With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)
 PENTT Examination Review Committee 2024- Feedback & comments:
 Aarti Dowlath: Teacher at St Augustine Girls’ High School
[PENTT District Committee Coordinator for St George East]
 Allison Rambally-Maharaj: Teacher at Holy Faith Convent, Couva
 Anthony Ramdath: Teacher at St George’s College
 Bernadette Hassranah: Teacher at Couva Government Secondary
[PENTT District Committee Coordinator for Caroni]
 Charlene Ramkissoon-Vidale : Teacher at El Dorado West Secondary
[PENTT Vice president & District Committee Coordinator for St George East]
 Cherisse Crichlow: Teacher at St. Joseph Convent – St. Joseph
 Cheryl- Ann Ramadhar : Vice Principal at Chaguanas North Secondary
[formerly Teacher at St. Mary’s College]
 Cheryl Ramlogan: Teacher at St. Joseph’s Convent, San Fernando
 Daryll Williams: Teacher at St Benedict’s College
 Davatee Maharaj: Teacher at Vishnu Boys’ Hindu College
 Dianne Dilchan-Dass: Teacher at Tabaquite Secondary
[PENTT District Committee Coordinator for SEED]
 Hana Subratti: Teacher at Tableland Secondary
[PENTT District Committee Coordinator for SEED]
 Hollis Sankar: Retired Curriculum Coordinator MOETT
[PENTT Public Relations Officer & Social Media Manager]
 Kamla Matthews: Retired Teacher [formerly at Holy Faith Convent, Couva]
[PENTT President & Examination Review Editor]
 Karen Dilraj: Teacher at Couva Government Secondary
 Kubair Rampersad: Teacher at San Fernando West Secondary
[PENTT Resource Manager]
 Larissa Mohammed: Teacher at Hillview College
[PENTT District Committee Coordinator for St George East]
 Nadira Nandlal: Teacher & Head of Department at San-Fernando Central Secondary
[PENTT Vice president & District Committee Coordinator for Victoria]
 Natalie Cummings-Medina: Teacher at St. Joseph Convent – St. Joseph
 Natasha Lewis- Dos Santos: Teacher at Queen’s Royal College
[PENTT District Committee Coordinator for POS]
 Neil Garibsingh: Teacher at San Fernando Central Secondary
 Nigel Superville: Teacher at Roxborough Secondary, Tobago
[PENTT District Committee Coordinator for Tobago]
 Nirmala Ramnarine: Teacher at Shiva Boys’ Hindu College
[PENTT District Committee Coordinator for St Patrick]
 Nirmala Singh: Teacher at Northeastern College
[PENTT District Committee Coordinator for NEED]
 Nisha Ramlal: Teacher at St. Joseph’s Convent, San Fernando
 Rhona Edwards-Cato: Teacher at Queen’s Royal College
[PENTT District Committee Coordinator for POS]
 Samlal Mannie: Retired Teacher [formerly at Carapichaima East Secondary]
 Sarah Shah Dookran: Teacher at Waterloo High
[PENTT District Committee Coordinator for Caroni]
 Suraj Gopaul: Teacher at Shiva Boys’ Hindu College
[PENTT District Committee Coordinator for St Patrick]
 Vishalli Tancoo: Teacher at Naparima Girls’ High School
[PENTT District Committee Coordinator for Victoria]
 Zahida Hosein: Teacher at Holy Faith Convent, Couva

PENTT Exam Review 2024 sent to:

 Allister Ramrattan: MOETT Curriculum Coordinator Science
 Anna Singh: MOETT Director, Curriculum Planning and Development Division

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With the compliments of the Physics Educators Network of Trinidad and Tobago (PENTT)