ANSWERS
What is crossed out is not marked in Physics.
The space provided is an indication of what you should answer.
If you are writing a lot more, than you are either writing a lot of irrelevant information or have very large writing.
The only exception to this with some calculations, where it is expected for you to split the answer into columns. Where you do this, make sure you rule the columns up so your equations don't roll into each other.
If the Biology paper is an indication, then they are trying to limit your answering space by putting restrictions on you answering style. If the answer asks you to complete a table and you put information outside the table or do not rule up an enclosed table, you may lose marks.
Success one is comprehensive answers rather than exemplar answers or answers required to obtain full marks.
The paper is marked by science teachers not English teachers
The teachers will be looking for you to answer to the verbs but do not expect essay style answers.
Use tables, diagrams, dot points, equations to answer the questions.
What you might consider incidental information, might give you a mark. Eg an arrow on a diagram, showing centripetal acceleration and centripetal force going towards the centre.
In an assess question, make sure you have a clear opinion, don't just imply this. It doesn't matter where you put it.
The Biology paper has indicated you might have to account for things like reliability and validity. If it says account, it wants you to state reasons for. So you need to say why you repeat experiments, control experiments.
In compare/contrast it is fine to use table but ensure you somewhere say if there are the same or different features. It is not good enough just to list the features.
Drawings
If you are asked to draw something, make sure it is a drawing not a sketch. Use a ruler and ensure there are no gaps where there shouldn't be, the labels have lines that touch the thing you are talking about. If you have vector arrows, ensure they are the correct length, if you are talking about two things with the same magnitude or one is larger than the other.
A second wrong line will be included in your answer unless you clearly indicate its not. That is why it states to use pencil in diagrams, so you can remove any wrong lines.
Laws versus Theories
Remember laws are used to describe what happens and by themselves cannot explain what happens.
Eg q19 2002.
Lenz's law can describe which end is going to be negative but you needed to go into why there was an induced potential difference to explain it.
Underline Important Bits of Answers
Underline and label important bits of information like opinions, judgements, criteria and mathematical support.
Mathematical Answers
Always include all your working steps, including your equation and all substitution.
Write down your conversion of units.
Always include units in your answer. Even if you can't remember the correct SI unit, work out a derived SI unit based on the equation you used.
Unless the question specifically says magnitude, ensure you include a direction for any vectors.
If an assess or evaluate question, says to have mathematical support, then a mathematical formula may be enough, so even if you can't work out how to do a questions, an appropriate formula and opinion may be enough to give you 50%.
Skills
Remember to look at Section 9.1 of the syllabus. This is examined to the same level as the other syllabus sections.
Graphs
It will be very strange if you have to join the dots in a Physics exam. So unless you have a clear reason don't. Draw a line of best fit or curve of best fit.
Make sure your data points can be clearly seen along with your line of best fit. Do not do this by making large blobs. Either mark your data points with crosses, centred on the point or do a point and then draw a concentric circle around it, making sure this is clear what you have done.
A line of best fit is a single line, it is not a series of lines or short connected lines. Use a ruler.
If you are told to use a graph, never just use data points from the table. Clearly show, where on the graph you have used from your line of best fit. If you can use the gradient, instead of a single data point, then do as that is what is expected. When you do this, use as much of the graph as possible, not two points right next to each other.
Markers are Human
They are not interested in esoteric points, but if these points are wrong, then you won't end up with full marks. So stay inside the syllabus and don't use extensions that may or may not be correct.
They do not have access to the internet, when marking, so if one of the other markers do not think there is value in an alternative answer, it is not likely to be checked. This is also why it is unlikely to be asked to name an Australian scientist but it is possible they will ask you about how you went about this.
Read the hints from the herald 2004
http://www.smh.com.au/articles/2004/06/02/1086058902690.html
I will try to write a bit more up later, or if you have any questions.
What is crossed out is not marked in Physics.
The space provided is an indication of what you should answer.
If you are writing a lot more, than you are either writing a lot of irrelevant information or have very large writing.
The only exception to this with some calculations, where it is expected for you to split the answer into columns. Where you do this, make sure you rule the columns up so your equations don't roll into each other.
If the Biology paper is an indication, then they are trying to limit your answering space by putting restrictions on you answering style. If the answer asks you to complete a table and you put information outside the table or do not rule up an enclosed table, you may lose marks.
Success one is comprehensive answers rather than exemplar answers or answers required to obtain full marks.
The paper is marked by science teachers not English teachers
The teachers will be looking for you to answer to the verbs but do not expect essay style answers.
Use tables, diagrams, dot points, equations to answer the questions.
What you might consider incidental information, might give you a mark. Eg an arrow on a diagram, showing centripetal acceleration and centripetal force going towards the centre.
In an assess question, make sure you have a clear opinion, don't just imply this. It doesn't matter where you put it.
The Biology paper has indicated you might have to account for things like reliability and validity. If it says account, it wants you to state reasons for. So you need to say why you repeat experiments, control experiments.
In compare/contrast it is fine to use table but ensure you somewhere say if there are the same or different features. It is not good enough just to list the features.
Drawings
If you are asked to draw something, make sure it is a drawing not a sketch. Use a ruler and ensure there are no gaps where there shouldn't be, the labels have lines that touch the thing you are talking about. If you have vector arrows, ensure they are the correct length, if you are talking about two things with the same magnitude or one is larger than the other.
A second wrong line will be included in your answer unless you clearly indicate its not. That is why it states to use pencil in diagrams, so you can remove any wrong lines.
Laws versus Theories
Remember laws are used to describe what happens and by themselves cannot explain what happens.
Eg q19 2002.
Lenz's law can describe which end is going to be negative but you needed to go into why there was an induced potential difference to explain it.
Underline Important Bits of Answers
Underline and label important bits of information like opinions, judgements, criteria and mathematical support.
Mathematical Answers
Always include all your working steps, including your equation and all substitution.
Write down your conversion of units.
Always include units in your answer. Even if you can't remember the correct SI unit, work out a derived SI unit based on the equation you used.
Unless the question specifically says magnitude, ensure you include a direction for any vectors.
If an assess or evaluate question, says to have mathematical support, then a mathematical formula may be enough, so even if you can't work out how to do a questions, an appropriate formula and opinion may be enough to give you 50%.
Skills
Remember to look at Section 9.1 of the syllabus. This is examined to the same level as the other syllabus sections.
Graphs
It will be very strange if you have to join the dots in a Physics exam. So unless you have a clear reason don't. Draw a line of best fit or curve of best fit.
Make sure your data points can be clearly seen along with your line of best fit. Do not do this by making large blobs. Either mark your data points with crosses, centred on the point or do a point and then draw a concentric circle around it, making sure this is clear what you have done.
A line of best fit is a single line, it is not a series of lines or short connected lines. Use a ruler.
If you are told to use a graph, never just use data points from the table. Clearly show, where on the graph you have used from your line of best fit. If you can use the gradient, instead of a single data point, then do as that is what is expected. When you do this, use as much of the graph as possible, not two points right next to each other.
Markers are Human
They are not interested in esoteric points, but if these points are wrong, then you won't end up with full marks. So stay inside the syllabus and don't use extensions that may or may not be correct.
They do not have access to the internet, when marking, so if one of the other markers do not think there is value in an alternative answer, it is not likely to be checked. This is also why it is unlikely to be asked to name an Australian scientist but it is possible they will ask you about how you went about this.
Read the hints from the herald 2004
http://www.smh.com.au/articles/2004/06/02/1086058902690.html
I will try to write a bit more up later, or if you have any questions.
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