Physics: Trial Higher School Certificate Examination

Name:
__________________
Class: __________________
TRIAL HIGHER SCHOOL

2020 CERTIFICATE EXAMINATION
Physics
Weighting: 30%

General • Reading time – 5 minutes
Instructions • Working time – 3 hours
• Write using black or blue pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• A data sheet, formulae sheet and Periodic Table are provided at the
back of this paper
• For questions in Section II, show all relevant working in questions
involving calculations
• Write your name at the top of pages 13 and 35

Total Marks: Section I – 20 marks (pages 2-12)
100 • Attempt Questions 1-20
• Allow about 35 minutes for this section
Section II – 80 marks (pages 13-30)
• Attempt Questions 21 - 35
• Allow about 2 hours and 25 minutes for this section

Section I
20 marks
Attempt all questions 1 – 20
Allow about 35 minutes for this section
Use the multiple-choice answer sheet for questions 1 – 20.
1 A student set up the apparatus shown to investigate a property of light.
Light Source
Single slit Screen
What property of light was the student investigating?
A. Diffraction
B. Polarisation
C. Reflection
D. Refraction
2 What did Chadwick discover?
A. The neutron
B. The atomic nucleus
C. The charge of an electron
D. The charge-to-mass ratio of an electron
3 Which of the following is an example of uniform circular motion?
A. A ball thrown horizontally off a cliff

B. A proton moving parallel to a magnetic field
C. A mass swinging horizontally on the end of a string
D. An electron moving perpendicularly to an electric field

-2-
4 The diagram shows a simple DC motor. The components of the motor are
labelled.
Magnets
N S
Coil
Split-ring commutator
DC power supply
Which component changes the direction of the current in the motor?
A. Coil
B. Magnets
C. DC power supply
D. Split-ring commutator
5 What type of nucleosynthesis reaction takes place in the Sun?
A. CNO cycle
B. Proton-proton chain
C. Triple alpha process
D. Positron-electron annihilation
6 Which row of the table correctly identifies the orbital properties of a satellite
that is in a geostationary orbit?
Orbital Period (hours) Orbit
A. 1.5 Equatorial
B. 1.5 Polar
C. 24 Equatorial
D. 24 Polar

-3-
7 Which of the following shows how the law of conservation of energy applies
to magnetic braking?
A. Electrical → Heat → Kinetic.

B. Electrical → Kinetic → Heat.
C. Kinetic → Electrical → Heat.
D. Kinetic → Heat → Electrical.

8 When compared to a laboratory source, a star’s spectrum was observed to

be redshifted.
What information does this observation provide about the star?
A. Its density
B. Its rotational velocity
C. Its surface temperature
D. Its translational velocity
9 A Ferris wheel has a diameter of 40 metres. It takes 40 s to make one

revolution.
What is the centripetal acceleration of a carriage on the Ferris wheel?
A. 0.5 ms-2
B. 1.0 ms-2
C. 3.1 ms-2
D. 6.3 ms-2

-4-
10 The graph shows how the mass of a radioactive sample of Iodine-131
changes over time.
Mass of Iodine-131 (g) 200

150
100
50
0
0 2 4 6 8 10 12 14 16 18 20
Time (days)

What will the mass of Iodine-131 be after 32 days?
A. 0 g
B. 13 g
C. 18 g
D. 35 g
11 A U-shaped conductor is in a magnetic field. A metal bar is used to make a

complete circuit.
Metal bar
Magnetic field
Axis of rotation
End of the
U-shaped U-shaped
conductor conductor
Which of the following will produce an anticlockwise current in the circuit?
A. Decreasing the strength of the magnetic field

B. Moving the metal bar to the end of the U-shaped conductor
C. Moving the U-shaped conductor and metal bar out of the magnetic field
D. Rotating the U-shaped conductor and metal bar around the axis of
rotation
-5-
12 Two polaroid filters were aligned so they transmitted the maximum amount
of light. The intensity of the transmitted light was measured to be 50 lux.
The second polaroid filter was then rotated 60°.
What was the intensity of the light after the polaroid filter was rotated?
A. 12.5 lux
B. 25 lux
C. 100 lux
D. 200 lux
13 A projectile is launched over flat ground at an angle of 45°.
Which variable will decrease if the launch angle of the projectile is

increased?
A. Final velocity
B. Horizontal range
C. Maximum height
D. Time of flight
14 An electron gun uses an electric field to accelerate electrons.
electrons
6 × 106 ms-1
5 cm
Cathode Anode
The electron gun accelerates an electron from rest to a velocity of 6 × 106 ms-1.
What is the electric field between the cathode and the anode?
A. 2 × 101 NC-1
B. 4 × 101 NC-1
C. 2 × 103 NC-1
D. 4 × 103 NC-1
-6-
15 A hydrogen atom emits a photon as an electron moves into a lower energy
level.
n = 1
n = 2
n = 3
What is the frequency of the photon emitted?
A. 1.03 × 10-7 Hz
B. 6.56 × 10-7 Hz
C. 4.57 × 1014 Hz
D. 2.93 × 1015 Hz
16 A proton enters a particle accelerator with a velocity of 0.31 c. The particle

accelerator accelerates the particle to a velocity of 0.92 c.
By how much does the momentum of the proton increase while it’s in the
particle accelerator?
A. 3.0 × 10-19 Ns
B. 4.6 × 10-19 Ns
C. 1.0 × 10-18 Ns
D. 1.2 × 10-18 Ns

-7-
17 Three parallel current-carrying wires are shown. All wires are the same
length.
3 A
Wire X NOT TO SCALE
d1 2 A
Wire Y
d2 I
Wire Z
There is no net force on Wire Z.
What is the ratio of d1 to d2?
A. 1:2
B. 5:4
C. 3:2
D. 9:4

-8-
18 Ultraviolet light with a frequency of 1.5 × 1015 Hz shines on a copper target
inside an evacuated glass tube, producing a photocurrent inside the tube.
z
15 H
× 10
5
1 .

0 A
1.1 V

The voltage across the glass tube was increased to 1.1 V, at which point the
photocurrent stopped flowing.
What is the work function of copper?
A. 1.1 eV
B. 5.1 eV
C. 6.2 eV
D. 7.3 eV

-9-
19 A satellite orbits the Earth.
Which graph shows how the total potential energy (U) and the kinetic
energy (K) of the satellite changes as the radius of its orbit is increased?
The graphs are to scale.
A. B.
U U
K K
Energy (J)
Energy (J)
r (m) r (m)
C. D.
U U
K K
Energy (J)
Energy (J)
r (m) r (m)
-10-
20 The diagrams show two particle accelerators that use magnetic fields to
keep charged particles moving in a circular path.
Oscillating Straight
Constant electric section
magnetic field
field
Target

Target Increasing
Circular
magnetic
path
field
Dees
Cyclotron Synchrotron
An oscillating electric field An oscillating electric field
accelerates charged particles as they accelerates charged particles as they
move between the dees. move through the straight section.
The charged particles move in a The charged particles move in a
circular path of varying radius inside circular path of fixed radius due to an
the dees due to a constant magnetic increasing magnetic field.
field.
What is an advantage of using a synchrotron instead of a cyclotron to

accelerate charged particles?
A. The charged particles in a synchrotron travel in a circular path of fixed

radius.
B. The charged particles in a cyclotron radiate energy as they travel in a
circular path.
C. The charged particles are inside a cyclotron’s dee for the same amount
of time as their velocity increases.
D. The charged particles’ relativistic mass increase can be compensated for
by the synchrotron’s increasing magnetic field.

-11-

BLANK PAGE
-12-
Physics Name: __________________
Section II
Answer Booklet Class: __________________
80 marks
Attempt all questions 21 – 35
Allow about 2 hours and 25 minutes for this section
Instructions • Write your name at the top of this page.

• Answer the questions in the spaces
provided. These spaces provide guidance
for the expected length of response.
• Show all relevant working in the questions
involving calculations.
Please turn over

-13-
Question 21 (2 marks)
The diagram shows a current-carrying conductor in a magnetic field.
l
θ
I
B
Outline TWO ways of increasing the force on the current-carrying conductor. 2
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Describe experimental evidence that supports the wave model of light. 3
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-14-
The diagram shows a cross-section of a 25 turn coil rotating in an anticlockwise

direction between the magnets of a DC motor. The magnetic field between the
magnets is 0.4 T
side X
N S
0.01 m
coil

The coil has an area of 1 × 10-3 m2. The torque on the coil in the position shown
is 0.03 Nm-1.
a) What is the current through side X of the coil? 3
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b) Side X is 0.01 m from the rotational axis of the coil.
What is the force on side X due to the magnetic field? 2
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-15-
A horizontal conveyor belt is used to load coal into trucks.

It takes 0.5 s for the coal to fall from the conveyor belt into the truck.
v
Coal NOT TO
Conveyor belt SCALE
2.0 m
Truck
a) How far below the conveyor belt is the truck? 2
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b) There is a 2.0 m horizontal gap between the conveyor belt and the truck.
What is the minimum velocity of the conveyor belt if the coal falls into
the truck? 2
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-16-
A beam of electrons was passed through an electric field and a magnetic field.
The electric field was varied and the magnetic field required for the beam to
move through the field undeflected was recorded.
The following results were obtained.
Electric Field (× 105 NC-1) 4.8 5.5 7.2 7.9 9.1

Magnetic Field (mT) 16 18 24 26 30
Plot the results on the axes below and hence determine the velocity of the
electrons. 4

30
25
Magnetic Field (mT)
20
15
10
0
0 2 4 6 8 10
Electric Field (× 10 NC )
5 -1

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-17-
Explain why a metal object begins to glow red when it is heated. 4
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-18-
a) A linear accelerator is 86 m long.
A proton is travelling at 0.6 c in the linear accelerator’s inertial frame of

reference.
What is the length of the linear accelerator in the proton’s inertial frame
of reference? 3
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b) The current definition of the metre is:
the length of the path travelled by light in a vacuum during a

time interval with duration of 1/299 792 458 of a second
Why is the measurement of distance related to the speed of light in a

vacuum? 4
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-19-
Assess the use of models in physics. In your answer refer to the ideal
transformer model and ONE other model. 6
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-20-
Two Main Sequence stars are marked as Star X and Star Y on the Hertzsprung-
Russell diagram.
Absolute Magnitude
Star Y
Star X
Spectral Class

Compare Star X and Star Y. In your answer refer to physical characteristics and
nucleosynthesis reactions. 5
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-21-
A student was given a motorised turntable, a 1 kg wooden block and ruler. The
motor attached to the turntable contains a display that shows the turntable’s
angular velocity (ω).
Horizontal
turntable
ω
1 kg r
wooden
block
a) The student wants to use this equipment to investigate how the radius of
the wooden block’s circular path (r) affects the angular velocity of the
turntable when the block slides off.
Describe a procedure that is suitable for carrying out this investigation.

In your answer, include how the student should manage an identified
risk. 4
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Question 30 continues on page 23
-22-
Question 30 (continued)
b) A force of 5 N is required for the wooden block to start sliding across the
turntable.
What is the maximum distance that the block can be placed from the
centre of the turntable if it is to slide off the turntable when the
turntable is rotating at 2π rad s-1? 3
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End of Question 30
-23-
The graph below shows the relationship between the square of the period (T2)
and the cube of the radius (r3) for three moons of Saturn. The dotted line is the
line of best fit for the data.
6
4
T2 (× 1010 s2)
0
0 1 2 3 4 5 6
r3 (× 1025 m3)

a) Enceladus is a moon of Saturn with an orbital radius of 2.38 × 108 m.
What is the period of Enceladus’ orbit?
Support your answer with relevant calculations. 3
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-24-
b) Titan is a moon of Saturn with an orbital radius of 1.22 × 109 m.

Therefore, r3 = 1.82 × 1027 m3.
A student used the graph to determine the period of Titan’s orbit.
Discuss the validity of the student’s method. 4
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End of Question 31
-25-
Mass spectrometry is a technique used to determine the percentage of different

isotopes in a sample of an element.
An electron is removed from each atom, giving the atoms a positive charge. The
charged particles move through an electric field and a magnetic field in the
velocity selector, then into a magnetic field in the mass spectrometer. Sensors
count the number of particles that hit each point on the detector.
Velocity Mass
_ selector
_ _ spectrometer
+ + +
Detector
Explain how mass spectrometry can be used to determine the percentage of

carbon-14 in a sample of carbon. 9
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End of Question 32
-27-
An equation for a nuclear reaction is shown below.

! !"# !"! !"
!n + !"U → !"Ba + !"Kr + 3 !!n
The table below shows the mass of the nuclei involved in the reaction.
Isotope Mass (u)

!"# 235.044
!"U
!"!
!"Ba 140.914
!" 91.9263
!"Kr
Calculate the energy released in this reaction. 4
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-28-
A photon contains 9.2 × 10-19 J of energy.
a) What is the wavelength of the photon? 3
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b) The photon is absorbed by an atom and a photoelectron with kinetic

energy of 2.0 × 10-19 J is ejected.
Explain why the photoelectron contains less energy than the photon that
is absorbed. 3
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-29-
“Electrons are particles; electrons are waves”

Justify this statement.
In your answer refer to the results of experiments. 7
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END OF EXAM
-30-
2020 TRIAL HIGHER SCHOOL CERTIFICATE EXAMINATION
Physics

-31-

FORMULAE SHEET
-32-
FORMULAE SHEET (Continued)
-33-

-34-
Name: __________________

Class: __________________

Select the alternative A, B, C or D that best answers the question. Fill in the
response circle completely.

Sample 2 + 4 = (A) 2 (B) 6 (C) 8 (D) 9

A B C D

If you think you have made a mistake, put a cross through the incorrect answer
and fill in the new answer.

A B C D

If you change your mind and have crossed out what you consider to be the
correct answer, then indicate this by writing the word correct and drawing an
arrow as follows:

A B C D

Correct

1 (A) (B) (C) (D)
2 (A) (B) (C) (D)
3 (A) (B) (C) (D)
4 (A) (B) (C) (D)
5 (A) (B) (C) (D)
6 (A) (B) (C) (D)
7 (A) (B) (C) (D)
8 (A) (B) (C) (D)
9 (A) (B) (C) (D)
10 (A) (B) (C) (D)
11 (A) (B) (C) (D)
12 (A) (B) (C) (D)
13 (A) (B) (C) (D)
14 (A) (B) (C) (D)
15 (A) (B) (C) (D)
16 (A) (B) (C) (D)
17 (A) (B) (C) (D)
18 (A) (B) (C) (D)
19 (A) (B) (C) (D)
20 (A) (B) (C) (D)
-35-

-36-
Acknowledgements
Quote in question 35
Gribbin, John. In Search of Schrödinger's Cat: Quantum Physics and Reality.

Transworld Publishers Ltd, 1991.
Marking Guidelines
Section I

Multiple Choice Answer Key

Question Answer
1 A
2 A
3 C
4 D
5 B
6 C
7 C
8 D
9 A
10 B
11 B
12 A
13 B
14 C
15 C
16 C
17 A
18 B
19 B
20 D

Section II

Question 21
Criteria Marks
• Outlines changes that can be made to TWO quantities that would
2
increase the force on the wire
• Identifies a quantity that can be changed 1
Sample answer:
Increase current, increase magnetic field
Answers could include:
Increase length, increase angle
-37-
Notes:
Most students answered this question well. Some students identified an
incorrect relationship between force and angle between the current and field.
Question 22
Criteria Marks
• Provides experimental evidence for the wave nature of light 3
• Provides a feature of a relevant experiment 2
• Provides some relevant information 1
Sample answer:
Young shone light on an opaque barrier that contained two parallel slits. The
light from these slits produced an interference pattern when shone on a screen.
Foucault’s measurement of the speed of light in water
Notes:
Some students referred to an experiment that could be explained with a particle
model.
Question 23 (a)
Criteria Marks
• Correctly calculates the magnitude and determines the direction of
3
the current
• Correctly calculates the magnitude of the current
OR 2
• Determines the direction of the current
Sample answer:
! !.!"
𝜏 = 𝑛𝐼𝐴! 𝐵 ∴ 𝐼 = !"#
= !" × ! × !"!! × !.!
= 3 A
The current is into the page.
Notes:
Few students identified the direction of the current.
Question 23 (b)
Criteria Marks
• Correctly calculates the force 2

-38-
Sample answer:
𝜏 0.03
𝜏 = 2 × 𝑟! 𝐹 ∴ 𝐹 = = = 1.5 N
2𝑟 2 × 0.01
Notes:
Many students confused the distance between the force and the fulcrum with the
length of the coil perpendicular to the magnetic field. Few students
distinguished between the torque on side X and the torque on the coil.
Question 24 (a)
Criteria Marks
• Correctly calculates the height 2
Sample answer:
! !
𝑠 = 𝑢𝑡 + !𝑎𝑡 ! = 0 × 0.5 + !
× 9.8 × 0.5! = 1.2 m
Notes:
Better students recognised that the vertical component of the initial velocity is
zero.
Question 24 (b)
Criteria Marks
• Correctly calculates the velocity 2
Sample answer:
𝑠 2.0
𝑢= = = 4.0 ms !!
𝑡 0.5
Notes:
Some students applied constant acceleration to the horizontal component of
motion.
Question 25
Criteria Marks
• Determines velocity using the line of best fit 4
• Shows the correct process to determine the velocity 3
• Plots the values on the graph
2
• Draws a line of best fit
• Correctly plots some points
OR 1
• Correctly draws a line of best fit

-39-
Sample answer:
30
25
Magnetic Field (mT) 20
15
10
0
0 2 4 6 8 10
Electric Field (× 10 NC )
5 -1

𝐸 1 1
𝑞𝐸 = 𝑞𝑣𝐵 ∴ 𝑣 = = = = 3.0 × 10! ms !!
𝐵 gradient 3.3 × 10!!
Notes:
Some students omitted multipliers in calculation of the gradient. Some students
drew a line graph instead of a line of best fit.
Question 26
Criteria Marks
• Relates change in radiation emitted to change in temperature of the
4
metal object
• Relates radiation emitted to temperature of the metal object 3
• Shows some understanding of blackbody radiation 2
Sample answer:
The metal object behaves like a blackbody, radiating energy across a spectrum of
wavelengths. Before it is heated, this radiation is in the infrared range.
According to Wien’s Law, as the temperature of a blackbody increases, the peak
wavelength becomes shorter. This means that there will be more radiation
emitted at shorter wavelengths, including some in the visible light range.

-40-
Graphs showing how the metal object’s blackbody curve changes.
Notes:
Some students confused the blackbody spectrum with an emission spectrum.
Question 27a
Criteria Marks
• Correctly calculates the length 3
• Provides some relevant steps 2
Sample answer:
𝑣! (0.6𝑐)!
𝑙 = 𝑙! 1− = 86 × 1 − = 86 × 0.8 = 69 m
𝑐! 𝑐!
Notes:
Many students answered this well. Some students confused l and l0.
Question 27b
Criteria Marks
• Explains why the speed of light in a vacuum is used to define the
4
metre
• Explains why the speed of light is used to define the metre 3
• Shows some understanding of length contraction 2
Sample answer:
Measurements of length depend on the motion in different inertial frames of
motion of the observer relative to the object being measured. Two observers can
disagree on the length of a physical object. For this reason, the length of a metre
is defined in terms of a quantity they will both agree on – the speed of light in a
vacuum.
Notes:
Better students identified the role of length contraction. Many students did not
refer to inertial frames of reference.

-41-
Question 28
Criteria Marks
• Relates the ideal transformer model and another model to the use of
models in physics. 5-6
• Makes an informed judgement about the use of models in physics.
• Relates the ideal transformer model and another model to the use of
4
models in physics
• Describes the ideal transformer model and another model
OR 3
• Relates a named model to the use of models in physics
• Shows some understanding of the ideal transformer model or
2
another model
Sample answer:
Physics seeks to provide an accurate understanding of how the Universe works.
Models help us to do this by allowing us to predict the outcome of specific
situations. For example, the ideal transformer model allows us to predict the
voltage supplied to the secondary circuit given the primary voltage and the
number of turns in the coils. Similarly, Newton’s equations of motion allow us to
predict the maximum height, time of flight, range and final velocity of a
projectile.
However, models will often sacrifice accuracy for simplicity. The secondary
voltage in a transformer is less than what the ideal transformer model predicts
because no allowance is made for resistive heat production. Also, when
Newton’s equations of motion are used to predict a projectile’s trajectory, it is
assumed that air resistance is zero, which it is usually not.
Therefore, models are very useful in helping us to understand the real world as
long as we understand the limitations of the models we are using.
Wave model of light, quantum model of light, nuclear model of the atom
Notes:
Some students did not identify a model other than the ideal transformer model.

-42-
Question 29
Criteria Marks
• Shows how the two stars are physically different
5
• Compares the reaction processes in the two stars
• Shows how the two stars are similar or different with respect to TWO
4
features
• Shows how the two stars are similar or different 3
• Identifies a feature of Star X or Star Y 2
Sample answer:
Star Y has a greater luminosity than star X.
Star X and Star Y both release energy by combining four hydrogen atoms to
produce a helium atom. However, Star X does this by the proton-proton chain
reaction whereas Star Y does it by the CNO cycle.
A comparison of the surface temperature or colour of the two stars.
Notes:
Better students showed how features of the stars are similar or different. Some
students did not demonstrate an understanding of the absolute magnitude scale
or spectral class.
Question 30 (a)
Criteria Marks
• Provides a suitable procedure that manages an identified risk 4
• Provides a suitable procedure
OR
3
• Outlines some relevant steps AND
• Outlines how an identified risk will be managed
• Outlines some relevant steps OR
2
• Outlines how an identified risk will be managed
Sample answer:
The students should control the motor from behind a safety screen to avoid
being hit by the wooden block as it slides off.
Place the wooden block on the edge of the turntable. Use the ruler to measure
the distance between the centre of the block and the centre of the turntable.
Turn the motor on slowly and gradually increase the angular velocity until the
wooden block slides off.
Place the same surface of the wooden block on the turntable 2 cm from the edge
and repeat the above procedure. Keep repeating until the wooden block is at the
centre of the turntable.
-43-
Notes:
Most students managed an identified risk. Few students controlled a variable.
Question 30 (b)
Criteria Marks
• Correctly calculates the radius 3
Sample answer:
2𝜋𝑟 2𝜋𝑟
𝑣= = = 2𝜋𝑟
𝑇 1
!" ! ! × !!" ! !!! ! !
𝑓!"#$%#&' = 𝐹! = ! = !
= !
= 4𝜋 ! 𝑟
𝐹! 5
𝑟= = = 0.13 m
4𝜋 ! 4𝜋 !
Notes:
Better students used the orbital velocity to calculate radius.
Question 31 (a)
Criteria Marks
• Shows correct method to determine the period of Enceladus 3
• Applies Kepler’s Law of Periods
2
• Provides a relevant calculation
• Applies a relevant approach to calculate r3 or T or to determine T2 1
Sample answer:
r3 = (2.38 × 108)3 = 1.35 × 1025 m3.
According to the graph, this corresponds with T2 of 1.8 × 1010 s2.
Therefore, T = 1.8 × 10!" = 1.3 × 10! s.
Notes:
Many students ignored multipliers in their calculation of gradient.
Question 31 (b)
Criteria Marks
• Describes strength(s) and/or weakness(es) of the student’s method 4
• Outlines a strength or weakness of the student’s method 3
• Show’s some understanding of validity or Kepler’s Law of Periods 2

-44-
Sample answer:
According to Kepler’s Third Law, T2 is proportional to r3 with the proportionality
constant depending on the mass that the satellite is orbiting. Therefore, the
gradient determined by the orbits of the three moons of Saturn should give a
good indication of the orbits of the outer moons.
However, as the line of best fit is extrapolated, any uncertainty in the gradient
will be magnified, meaning that any the uncertainty of the period of planets with
a greater radius will be greater than for the three moons of Saturn that have
been graphed.
Notes:
Some students confused validity with accuracy.

-45-
Question 32
Criteria Marks
• Explains why a charged particle will pass through the velocity
selector and hit the detector at a certain point.
• Explains why carbon-14 atoms will strike the detector at a different
9
point to another isotope of carbon.
• Shows how percentage composition can be calculated from data from
the detector.
selector and hit the detector at a certain point AND
OR 7-8
• Explains the path of a charged particle through the velocity selector
or mass spectrometer AND
• Shows how percentage composition can be calculated from data from
the detector.
selector and hit the detector at a certain point and relates the mass of
an isotope to its composition
5-6
OR
• Describes the path of a charged particle in the voltage selector or
mass spectrometer and describes the composition of a named
isotope of carbon
4
OR
• Describes the force on a charged particle due to a field and relates
the mass of an isotope to its composition .
• Describes the force on a charged particle due to a field
OR 3
• Describes the composition of a named isotope of carbon.
• Provides relevant information about TWO of the following areas:
2
electric fields, magnetic fields, and isotopes
• Provides one piece of relevant information 1
Sample answer:
In the velocity selector, the forces that the electric field and magnetic field exert
on the charged particles are in the opposite direction. This means that all of the
charged particles that move through the velocity selector undeflected will have
!
the same velocity (𝑣 = !).
When the charged particles move into the mass spectrometer, they will move in
a circular path due to the magnetic field. As all the charged particles are
travelling at the same velocity, the radius of the circular path is proportional to
-46-
!"
the mass of the charged particles, as 𝑟 = !"
. Therefore, charged particles of
different mass will arrive at different points on the detector.
Isotopes of carbon all have six protons but each has a unique number of
neutrons. Therefore, each isotope has a unique mass. Because all the carbon-14
atoms have the same mass, they will all hit the detector at the same point. The
percentage of carbon-14 can be determined by counting the number of particles
that hit the detector at this point and the number that hit the detector at all
points.
Notes:
Better students used the magnitude and direction of the forces on the charged
particle to determine its path through the detector.
Question 33
Criteria Marks
• Correctly calculates the energy released 4
• Correctly calculates mass defect
OR 3
• Shows correct process to calculate energy released
• Correctly calculates mass of reactants or products
OR 2
• Correct conversion of units
• Provides some relevant data or a relevant calculation 1
Sample answer:
1.675 × 10!!"
m! = = 1.008 𝑢
1.661 × 10!!"
∆𝑚 = 1.008 + 235.044 − 140.914 + 91.9263 + 3 × 1.008 = 0.1877 𝑢
𝐸 = 0.1877 × 931.5 = 174.8 MeV
Calculation of mass defect in kg, calculation of binding energy in J
Notes:
Many students did not use consistent units.
Question 34a
Criteria Marks
• Correctly calculates the wavelength 3
Sample answer:
ℎ𝑐 ℎ𝑐 6.626 × 10!!" × 3.00 × 10!
𝐸= ∴ 𝜆= = = 2.2 × 10!! m
𝜆 𝐸 9.2 × 10!!"
-47-
Notes:
Better students substituted data into relevant equations. Some students did not
refer to the particle nature of light.
Question 34b
Criteria Marks
• Relates photoelectric effect to law of conservation of energy
3
• Accounts for all of the photon’s energy after it was absorbed
• Shows some understanding of the photoelectric effect or the law of
2
conservation of energy
Sample answer:
Because of the law of conservation of energy, all of the energy that the photon
contained is transformed when the atom absorbed it. 7.2 × 10-19 J of the photon’s
energy is used to eject the photoelectron from the atom. The rest of the energy is
given to the photoelectron as kinetic energy.
Notes:
Better students recognised that energy is required to release a photoelectron.
Question 35
Criteria Marks
• Shows how experimental evidence supports the dual nature of
electrons 7
• Refers to the results of TWO experiments
• Shows how experimental evidence supports the wave or particle
nature of electrons 5-6
• Refers to the results of TWO experiments
• Shows how experimental evidence supports the wave or particle
4
nature of electrons
• Relates an experiment to the nature of electrons 3
• Outlines a relevant experiment OR
2
• Shows some understanding of quantum physics
Sample answer:
J J Thomson showed that electrons have a particle nature in his experiments on
cathode rays. In determining their charge-to-mass ratio he showed that
electrons have mass, which is a particle property.
De Broglie showed that electrons have a wave nature. The specific amounts of
energy emitted by atomic spectra indicate that electrons are only found in
certain energy levels in atoms. De Broglie explained the existence of these
energy levels as circular standing waves.
-48-
As experiment results show that electrons behave like a particle in some
circumstances and a wave in others, electrons therefore have a dual nature.
Millikan’s oil drop experiment, diffraction of electrons
Notes:
Some students confused the dual nature of electrons with the dual nature of
light.

Judging
Band Range
1 0-18
2 19-31
3 32-48
4 49-74
5 75-90
6 91-100

-49-
Mapping Grid
Section I
Question Marks Content Syllabus
Outcomes
1 1 M7 Light: Wave Model 12-4, 12-14
2 1 M8 Structure of the atom 12-4, 12-15
3 1 M5 Circular Motion 12-5, 12-12
4 1 M6 Applications of the Motor Effect 12-4, 12-13
5 1 M8 Origins of the Elements 12-4, 12-15
6 1 M5 Motion in Gravitational Fields 12-6, 12-12
7 1 M6 Applications of the Motor Effect 12-6, 12-13
8 1 M7 Electromagnetic Radiation 12-5, 12-14
9 1 M5 Circular Motion 12-6, 12-12
10 1 M8 Properties of the Nucleus 12-6, 12-15
11 1 M6 Electromagnetic Induction 12-6, 12-13
13 1 M5 Projectile Motion 12-6, 12-12
1 M6 Charged Particles, Conductors, 12-6, 12-13
14
Electric an Magnetic Fields
1 M8 Quantum Mechanical Nature of the 12-6, 12-15
15
Atom
16 1 M7 Light and Special Relativity 12-6, 12-14
17 1 M6 The Motor Effect 12-6, 12-13
18 1 M7 Light: Quantum Model 12-6, 12-14
19 1 M5 Motion in Gravitational Fields 12-4, 12-6, 12-12
20 1 M8 Deep Inside the Atom 12-6, 12-15

Section II
Question Marks Content Syllabus Outcomes
21 2 M6 The Motor Effect 12-6, 12-13
23a 3 M6 Applications of the Motor Effect 12-6, 12-13
23b 2 M5 Circular Motion 12-6, 12-12
24a 2 M5 Projectile Motion 12-6, 12-12
24b 2 M5 Projectile Motion 12-6, 12-12
25 4 M8 Structure of the Atom 12-4, 12-5, 12-6, 12-
15
26 4 M7 Light: Quantum Model 12-6, 12-14
27a 3 M7 Light and Special Relativity 12-6, 12-14
27b 4 M7 Electromagnetic Spectrum 12-6, 12-14
28 6 M6 Electromagnetic Induction 12-6, 12-13
29 5 M8 Origins of the Elements 12-4, 12-15
30a 4 M5 Circular Motion 12-2, 12-3
30b 3 M5 Circular Motion 12-6, 12-12
31a 3 M5 Motion in Gravitational Fields 12-6, 12-12
-50-
31b 4 M5 Motion in Gravitational Fields 12-5, 12-6, 12-12
32 9 M6 Charged Particles, Conductors, 12-6, 12-13, 12-15
Electric an Magnetic Fields
33 4 M8 Properties of the Nucleus 12-4, 12-6, 12-15
34a 3 M7 Light: Quantum Model 12-6, 12-14
34b 3 M7 Light: Quantum Model 12-6, 12-14
35 7 M8 Quantum Mechanical Nature of 12-5, 12-6, 12-15
the Atom

-51-

Physics: Trial Higher School Certificate Examination

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TRIAL HIGHER SCHOOL

Use the multiple-choice answer sheet for questions 1 – 20.

1 A student set up the apparatus shown to investigate a property of light.

Single slit Screen

What property of light was the student investigating?

2 What did Chadwick discover?

3 Which of the following is an example of uniform circular motion?

A. A ball thrown horizontally off a cliff

Which component changes the direction of the current in the motor?

5 What type of nucleosynthesis reaction takes place in the Sun?

Orbital Period (hours) Orbit

A. Electrical → Heat → Kinetic.

8 When compared to a laboratory source, a star’s spectrum was observed to

What information does this observation provide about the star?

9 A Ferris wheel has a diameter of 40 metres. It takes 40 s to make one

What is the centripetal acceleration of a carriage on the Ferris wheel?

Mass of Iodine-131 (g) 200

11 A U-shaped conductor is in a magnetic field. A metal bar is used to make a

Which of the following will produce an anticlockwise current in the circuit?

A. Decreasing the strength of the magnetic field

The second polaroid filter was then rotated 60°.

13 A projectile is launched over flat ground at an angle of 45°.

Which variable will decrease if the launch angle of the projectile is

14 An electron gun uses an electric field to accelerate electrons.

What is the frequency of the photon emitted?

16 A proton enters a particle accelerator with a velocity of 0.31 c. The particle

There is no net force on Wire Z.

What is the ratio of d1 to d2?

What is the work function of copper?

The graphs are to scale.

What is an advantage of using a synchrotron instead of a cyclotron to

A. The charged particles in a synchrotron travel in a circular path of fixed

Instructions • Write your name at the top of this page.

Please turn over

The diagram shows a current-carrying conductor in a magnetic field.

Outline TWO ways of increasing the force on the current-carrying conductor. 2

Describe experimental evidence that supports the wave model of light. 3

The diagram shows a cross-section of a 25 turn coil rotating in an anticlockwise

a) What is the current through side X of the coil? 3

b) Side X is 0.01 m from the rotational axis of the coil.

What is the force on side X due to the magnetic field? 2

A horizontal conveyor belt is used to load coal into trucks.

a) How far below the conveyor belt is the truck? 2

The following results were obtained.

Electric Field (× 105 NC-1) 4.8 5.5 7.2 7.9 9.1

Explain why a metal object begins to glow red when it is heated. 4

a) A linear accelerator is 86 m long.

A proton is travelling at 0.6 c in the linear accelerator’s inertial frame of

b) The current definition of the metre is:

the length of the path travelled by light in a vacuum during a

Why is the measurement of distance related to the speed of light in a

Describe a procedure that is suitable for carrying out this investigation.

What is the period of Enceladus’ orbit?

Support your answer with relevant calculations. 3

b) Titan is a moon of Saturn with an orbital radius of 1.22 × 109 m.

A student used the graph to determine the period of Titan’s orbit.

Discuss the validity of the student’s method. 4

Mass spectrometry is a technique used to determine the percentage of different