731 Physics

THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

NATIONAL EXAMINATIONS COUNCIL OF TANZANIA
CANDIDATES’ ITEM RESPONSE ANALYSIS REPORT

ON THE DIPLOMA IN SECONDARY EDUCATION
EXAMINATION (DSEE) 2022
PHYSICS
THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
NATIONAL EXAMINATIONS COUNCIL OF TANZANIA
CANDIDATES’ ITEM RESPONSE ANALYSIS

REPORT ON THE DIPLOMA IN SECONDARY
EDUCATION EXAMINATION (DSEE) 2022
731 PHYSICS
Published by:
The National Examinations Council of Tanzania
P.O. Box 2624
Dar es Salaam, Tanzania.
© The National Examinations Council of Tanzania, 2022
All rights reserved.
ii
TABLE OF CONTENTS
FOREWORD ........................................................................................................... iv
1.0 INTRODUCTION.......................................................................................... 1
2.0 ANALYSIS OF THE CANDIDATES’ PERFORMANCE IN EACH
QUESTION .................................................................................................... 3
731/1 Physics 1 (Theory) ...................................................................................... 3
2.1.1 Question 1: Measurements .................................................................... 3
2.1.2 Question 2: Properties of Matter ........................................................... 6
2.1.3 Question 3: Mechanics .......................................................................... 9
2.1.4 Question 4: Mechanics ........................................................................ 12
2.1.5 Question 5: Atomic Physics ................................................................ 14
2.1.6 Question 6: Waves .............................................................................. 16
2.1.7 Question 7: Electronics ....................................................................... 18
2.1.8 Question 8: Physics Laboratory Management .................................... 21
2.1.9 Question 9: Physics Laboratory Management .................................... 23
2.1.10 Question 10: Fundamentals of Teaching and Learning Physics ......... 25
2.1.11 Question 11: Heat ................................................................................ 28
2.1.12 Question 12: Current Electricity ......................................................... 35
2.1.13 Question 13: Assessment in Physics ................................................... 41
2.1.14 Question 14: Teaching ........................................................................ 45
731/2 Physics 2 (Actual Practical) ...................................................................... 50
2.1.15 Question 1: Mechanics ........................................................................ 50
2.1.15.1 731/2A Physics 2A........................................................................ 50
2.1.15.2 731/2B Physics 2B ........................................................................ 58
2.1.15.3 731/2C Physics 2C ........................................................................ 66
2.1.16 Question 2: Heat .................................................................................. 74
2.1.16.1 731/2A Physics 2A........................................................................ 74
2.1.16.2 731/2B Physics 2B ........................................................................ 81
2.1.16.3 731/2C Physics 2C ........................................................................ 86
2.1.17 Question 3: Current Electricity ........................................................... 95
2.1.17.1 731/2A Physics 2A........................................................................ 95
2.1.17.2 731/2B Physics 2B ...................................................................... 102
2.1.17.3 731/2C Physics 2C ...................................................................... 108
3.0 ANALYSIS OF CANDIDATES’ PERFORMANCE IN EACH TOPIC .. 113
3.1 Analysis of Candidates’ Performance in Each Topic for Physics 1 ...... 113
3.2 Analysis of Candidates’ Performance in Each Topic for Physics 2 ..... 113
4.0 CONCLUSION .......................................................................................... 113
5.0 RECOMMENDATIONS ........................................................................... 114
Appendix 1............................................................................................................ 115
Appendix 2............................................................................................................ 116
iii
FOREWORD
The National Examinations Council of Tanzania (NECTA) is pleased to
issue this report on the Items Response Analysis of the Performance of
Candidates for Diploma in Secondary Education Examination (DSEE)
2022 for Physics subject. The report aims at giving feedback to
stakeholders about the performance of candidates and the extent to which
the instructional objectives were met.
The Diploma in Secondary Education Examination is a summative

evaluation which among other things shows the effectiveness of the
education system in general and Diploma in Secondary Education in
particular. Essentially, responses to examination questions are strong
indicators of what the education system was able to offer to the students in
the Diploma in Education Course.
The report analyses the performance of the candidates and the reasons
behind their good or poor performance in each question. For those who
scored high marks, the factors include adequate knowledge on various
concepts of the subject, ability to identify the task of the questions, good
mathematical skills, English language proficiency and possession of good
drawing skills, and correct application of the principles and laws of
interpreting scientific observations. For those who demonstrated poor
performance, their responses exhibited a lack of those qualities.
The feedback provided in this analysis will enable educational

administrators, college managers, tutors, student-teachers and other
stakeholders to identify proper measures to improve candidates’
performance in future examinations administered by the Council.
The Council would like to express sincere appreciation to all who played a
role in the preparation of this report.
Athumani S. Amasi
EXECUTIVE SECRETARY
iv
1.0 INTRODUCTION
This report analyses the candidates’ responses in Physics subject for the
candidates who sat for DSEE in May 2022. It delivers feedback to
educational stakeholders on the strengths and weaknesses of the candidates’
performance.
The DSEE 2022 Physics examination paper covered the 2009 academic and
pedagogy syllabus which was set based on the 2021 Physics revised
Examination Format. The examination comprised of two papers; Physics 1
which is a theory paper and Physics 2 which is a practical paper.
The Physics 1 consisted of sections A and B with a total of fourteen (14)

questions. Section A consisted of ten (10) short-answer questions, out of
which seven (7) questions assessed the academic content and three (3)
questions assessed pedagogical content, each carrying 4 marks. Sections B
had four (4) structured questions, out of which two (2) questions assessed
academic and two (2) pedagogical contents. The questions were set from
different topics. Each question carried 15 marks. The candidates were
required to answer all questions from both sections A and B.
On the other hand, Physics 2 consisted of three actual practical equivalent

alternative papers A, B and C, with three (3) questions. Question 1 was set
from the topic of Mechanics and carried 20 marks while question 2 and 3
was set from the topics of Heat and Current Electricity respectively. Each
question carried 15 marks. The candidates were required to attempt all
questions.
The analysis highlights what candidates were required to do in each

question and evaluates the strengths and weaknesses of candidates’
responses. Furthermore, it provides a statistical analysis of candidates’
performance plus samples of candidates’ good and weak responses.
The candidates’ performance on each question has been classified into

three categories which are good, average and weak. Good performance
ranges from 70 to 100 per cent, average from 40 to 69 per cent and weak
from 0 to 39 per cent. Green, Yellow and Red colours are respectively used
in charts or graphs to represent these categories.
1
A total of 1,708 candidates sat for 731 Physics examination in 2022.
Among them, 1612 (96.18%) passed the examination while 96 (3.82%)
failed. The candidates’ performance in this year has increased by 1.23 per
cent compared to that of 2021 in which 94.95 per cent of the candidates
passed. The analysis of the candidates’ performance in 2022 as compared
to that of 2021 and 2020 is shown in Table 1.
Table 1: The Percentage of Performance of Candidates in Terms of

Grades from 2020 to 2022 in Physics Subject
Number of Candidates and Percentage
Year Sat Grades
Passed
A B C D F
2022 1,708 1,612 0 17 519 1,076 64
96.18% 0.0% 1.00% 30.39% 63.00% 3.75%
2021 382 357 0 1 110 246 25
94.95% 0.0% 0.27% 29.26% 65.42% 5.05%
2020 344 342 0 16 172 152 2
99.42% 0.0% 4.68% 50.29% 44.4% 0.58%
The table indicates that majority of the candidates scored grade C and D for
three consecutive years. Besides, in all three years no one scored A.
Nevertheless, the number of candidates sitting for Physics paper has been
increasing from 2020 to 2022. The table also reveals that the performance
of the candidates was inconsistent.
Lastly, this report makes a conclusion and recommendations on how to

improve the candidates’ performance in future examinations. It also
presents appendices which indicate the performance in each topic.
2
2.0 ANALYSIS OF THE CANDIDATES’ PERFORMANCE IN EACH
QUESTION
This part presents an analysis of each question. It provides an overview of

what the candidates were required to do, the general performance and the
possible reasons for the observed performance. Samples of extracts
showing the candidates’ responses have been used in appropriate sections
to support the information provided.
731/1 Physics 1 (Theory)

Physics paper 1 tested 12 topics which are Measurements, Properties of
Matter, Mechanics, Atomic Physics, Waves, Electronics, Physics
Laboratory Management, Fundamentals of Teaching and Learning
Physics, Heat, Current Electricity, Assessment in Physics and Teaching.
The Physics 1 examination paper had a total of 14 questions. Question 1 to
10 carried 4 marks each and question 11 to 14 carried 15 marks each. The
analysis of candidates’ performance in each question is as follows:
2.1.1 Question 1: Measurements

This question required the candidates to refer a simple pendulum
experiment in determining the acceleration due to gravity to: (a) obtain the
relationship of physical quantities involved in that experiment by using
dimensional knowledge and (b) give two reasons that made students to
commit systematic errors while conducting that experiment.
A total of 1,708 (100%) candidates attempted this question and their scores
were as follows: 87.4 per cent scored from 0.0 to 1.5 marks, 6.7 per cent
scored from 2.0 to 2.5 marks while 5.9 per cent scored from 3.0 to 4.0
marks. The general performance of the candidates in this question was
weak as 87.4 per cent scored from 0.0 to 1.5 marks out of 4.0 marks. Figure
1 summarises the performance of the candidates in this question.
3
Figure 1: The Candidates’ Performance in Question 1
The data analysis reveals that the candidates with low scores (0.0 - 1.5) had
limited knowledge about the concept of measurements, especially in
dimensional analysis. In part (a) of the question, the candidates failed to
establish the relationship between the period of oscillation, the length of the
pendulum and the acceleration due to gravity. Most of them failed to give
the factors that determine the period of oscillation in a simple pendulum
experiment, which could enable them to obtain their relationship.
Some of the candidates outlined irrelevant concepts contrary to the need of

the question. For example, one of the candidates wrote: “they should add
or subtract fundamental physical quantities which are the same; they
should know that each term on every side should be the same in order for
the equation to be dimensionally correct”. This candidate misinterpreted
the question by introducing the principle or laws of dimensional
homogeneity, instead of using the knowledge of dimensional analysis to
investigate the relationship of the parameters used in the simple pendulum
experiment. They were supposed to know that a Simple pendulum is a point
mass body suspended by a weightless thread or string from a rigid support
about which it is free to oscillate. They were also expected to recognize that
the main aim of this simple pendulum experiment is to investigate the
relationship between the time period of a simple pendulum (oscillation) and
the effective length (total length) of the simple pendulum. Similarly, these
4
candidates were expected to know that the period of oscillation T, depends
on the: length of the pendulum, L and the acceleration due to gravity, g.
In part (b), the candidates failed to give reasons that contributed to the
students to commit systematic errors while conducting the experiment
named in part (a). Since most of them failed to identify the parameters used
in part (a), they failed also to give the correct responses in part (b). For
example, one of the candidates wrote: “(i) because of the availability of the
constants within a physical relation” and (ii) “because of the availability of
the dimension”. All these statements were incorrect reasons. This candidate
was supposed to know that the systematic errors which might be committed
by the students during the simple pendulum experiment include: incorrect
design or calibration of instrument; limitations of the method used for
measurement; incorrect reading or interpretation of the instrument; and lack
of accuracy of the formula being used.
Extract 1.1 represents a sample of weak responses from one of the
candidates.
Extract 1.1: A sample of a candidate’s weak responses to question 1.
Extract 1.1 shows the responses of the candidate who provided the uses of
dimensions in part (a) instead of identifying the parameters used to obtain
the relationship between the period of oscillation, length of the pendulum
and acceleration due to gravity. The candidate also failed to give reasons
that could cause the students to commit systematic errors in simple
pendulum experiment.
On the contrary, the candidates who scored high marks (3.0 - 4.0) had
sufficient knowledge on the concept of dimensional analysis. These
candidates presented precisely the factors governing the period of
5
oscillation in simple pendulum experiment. They wrote correctly the
factors as length of the pendulum and the acceleration due to gravity. They
wrote accurately the dimensions of each term involved in the formulation
of the relationship of the identified physical quantities. They also gave
reasons that caused students to commit systematic errors while conducting
such experiment. Extract 1.2 is a sample of correct responses from one of
the candidates in question 1.
Extract 1.2: A sample of correct response to question 1.
In extract 1.2, the candidate applied correctly the concept of dimensional

analysis and wrote the correct dimensions of each term involved in the
formula. He/she stated properly the possible sources of systematic errors.
2.1.2 Question 2: Properties of Matter

This question required the candidates to: (a) briefly explain how is the
pressure of a gas affected when its volume is reduced to half at constant
temperature as the pressure of the gas varies inversely proportional to
temperature and (b) briefly justify the statement based on the temperature
variation that “water exist in more than one form of matter”.
The question was attempted by 1,708 (100%) candidates out of whom 38.6
per cent scored from 0.0 to 1.5 marks, 29.5 per cent scored from 2.0 to 2.5
marks and 31.9 per cent scored from 3.0 to 4.0 marks. This means that the
candidates’ performance in this question was average as 61.4 per cent
6
scored from 2.0 to 4.0 marks. Figure 2 illustrates the performance of the
candidates in this question.
Figure 2: Candidates’ Performance in Question 2
The candidates who scored above 1.5 marks answered correctly this
question. They had adequate knowledge about the topic of Properties of
Matter, particularly the kinetic theory of the gases. These candidates were
familiar with the gas laws, specifically Boyles’ law. They recognized that
when pressure of a gas is inversely proportional to the volume at constant
temperature, Boyles’ law is applied. By reducing the volume by half at
constant temperature, the number of molecules per unit volume increases.
Therefore, more molecules collide with the wall per second and hence the
pressure of a gas will be doubled.
They also understood that the factor which determines the states of matter is
its temperature. When the temperature of ice (solid state at 0 ºC) is
moderately raised, it changes into water (liquid state). Continuous heating
changes the water into steam (gaseous state at 100 ºC). This means that ice
is the solid state of water, moderate temperature turns water into liquid state
and steam is the gaseous state of water. Extract 2.1 exhibits a sample of
good responses from a candidate.
7
Extract 2.1: A sample of a candidate’s good responses to question 2.
In Extract 2.1, the candidate explained correctly all parts of the question.
On the other hand, further analysis indicates that the candidates who scored
low marks lacked knowledge of the Boyles’ law and the states of matter.
For example, in part (b), on the assertion that water can exist in more than
one form depending on temperature variation. One of the candidates wrote
that: “Because of triple point”. This candidate had to some extent the
knowledge of states of matter but he/she did not show how the states of
water change with temperature change as per the demand of the question.
This candidate did not comprehend that the triple point occurs where the
solid, liquid, and gas transition curves meet. The triple point is the only
condition in which all three phases coexist, and is unique for every
material. Water reaches its triple point at just above the freezing (0.01° C)
and at a pressure of 0.006 atm.
Another observed difficult that faced the candidates was that they had poor
English language writing skills and little knowledge about the kinetic
theory of gases. For example, one of the candidates wrote: in part (a),
“When the volume reduce the pressure its increase and the volume increase
the pressure decrease”. In part (b), “Water can exist in the three states in
liquid when there is not temperature and in ice when there is not
temperature and it can exist in a gas”. This implies that some candidates
were hindered by some language barriers in responding to various
8
examination questions. Extract 2.2 is a sample of incorrect responses from
one of the candidates.
Extract 2.2: A sample of incorrect responses to question 2.
In extract 2.2, the candidate wrote a relation which does not exist in nature
in the concept of Gas laws in part (a) (i) of his/her response. In part (b), the
candidate lacked knowledge about the boiling and the freezing points of
water and, hence, she/he failed to justify the states of water with respect to
temperature variation.
2.1.3 Question 3: Mechanics

This question required the candidates to: (a) give the two necessary
conditions that enable a satellite to be stationary in space and (b) calculate
the orbital radius of the satellite if it takes a period of one day to go around
its orbit and it rotates at the same speed as that of the moon.
A total of 1,708 (100%) candidates attempted this question. The analysis of

candidates’ performance shows that the performance was weak as
summarized in Figure 3.
9
Figure 3: Candidates’ Performance in Question 3
The statistical data in Figure 3 shows that 90.8 per cent of the candidates
scored from 0.0 to 1.5 marks, 8.4 per cent scored from 2.0 to 2.5 marks and
0.8 per cent scored 3.0 to 4.0 marks.
Generally, the analysis reveals that 90.8 per cent of the candidates scored
low marks. This is an indicator that they either skipped or gave incorrect
answers to most of the parts of the question. These candidates had limited
knowledge on the topic of Mechanics, particularly the parking orbit as
applied in gravitation. Most of them gave incorrect conditions for a satellite
to be stationary in space in part (a). For example, one of the candidates
explained as, “Consider the centrifugal force and the centripetal force”.
Another candidate stated that “When acceleration due to gravity is zero”.
These candidates did not realize that centrifugal force is the outward push
that we experience in a circular motion, so it cannot keep the satellite in its
rotating orbit while centripetal force is the pull towards the center in a
circular motion, thus it can keep the satellite in its orbit. Similarly,
acceleration due to gravity is zero when the force F = 0 which occurs at the
centre of the earth. Some of the necessary conditions for a satellite to be
stationary in space are: the time period of a satellite should be the same as
that of earth about its own axis such as 24 hours. Another one could be: the
sense of rotation of the satellite should be the same as that of the earth
about its own axis such as anticlockwise direction from west to east.
In part (b) of the question, the majority of the candidates failed to deduce
the orbital radius of the satellite whose period was one day while rotating at
10
the same speed as that of the moon. Some of them utilized the concept of
finding the period of the satellite instead of applying Kepler’s third law of
planetary motion and hence they failed to get the correct value. Others used
the balancing forces of gravitational force and the centripetal force but
failed to obtain the relationship between the square of the period and cube
of the orbital radius of the satellite. Extract 3.1 is a sample of incorrect
responses of the candidate who scored low marks in this question.
Extract 3.1: A sample of a candidate’s incorrect responses to question 3.
In extract 3.1, the candidate failed to give the necessary conditions for a
satellite to be stationary in space. Instead he/she mentioned the type of the
orbit for it to be placed. He/she also used the formula for the period of the
satellite instead of applying Kepler’s third law of planetary motion.
Conversely, those who scored high marks responded correctly to most parts
of the question. They provided the necessary conditions for a satellite to be
stationary in space correctly. They also applied a correct formula for
Kepler’s third law of planetary motion to compute the orbital radius of the
satellite placed in a parking orbit. Extract 3.2 is a sample of a correct
response from one of the candidates who performed well.
11
Extract 3:2: A sample of a part of candidate’s good response to question 3
In extract 3.2, the candidate applied correctly Kepler’s third law of planetary
motion in part (b) to calculate the radius of the satellite in a parking orbit.

This question required the candidates to use a sketched diagram to analyze
the interchange between kinetic and potential energies of the particle that is
in Simple Harmonic motion.
A total of 1,708 (100%) candidates attempted this question. The overall

performance of the candidates was weak as 90.1 per cent of them scored
from 0.0 to 1.5 marks. A summary of the candidates’ performance in this
question is shown in Figure 4.
12
Figure 4 shows that 90.1 per cent of the candidates scored from 0.0 to 1.5
marks; 8.7 per cent scored from 2.0 to 2.5 marks and 1.2 per cent scored
from 3.0 to 4.0 marks.
Further analysis of the candidates’ performance indicates that weak

performance was caused by reasons such as: inadequate knowledge about
the interchange between kinetic and potential energies of a particle that is
simple harmonic motion, poor drawing and interpretation skills and failure
to understand the requirement of the question. Most of the candidates failed
to draw the diagram appropriately and explained their diagrams partially.
Extract 4.1 is a sample of incorrect responses from one of the candidates.
Extract 4.1: A sample of candidate’s weak response to question 4.
In Extract 4.1, the candidate drew a wrong diagram for the kinetic and
potential interchange of energies of a particle that is in simple harmonic
motion without any detailed explanations and thus missed any mark.
However, some of the candidates who scored high marks (3.0 – 4.0) had
adequate knowledge and drawing skills related to mechanics, simple
harmonic motion in particular. These candidates drew neat and well
labelled sketches. They also managed to interpret and provide proper
descriptions on the sketched diagrams. Extract 4.2 is a sample of correct
responses from one of the candidates.
13
Extract 4.2: A sample of a candidate’s correct response to question 4.
In extract 4.2, the candidate drew an appropriate diagram of the interchange

between kinetic and potential energies of a particle executing simple
harmonic motion. He/she also made correct labelling and stated brief
explanation about the diagram.
2.1.5 Question 5: Atomic Physics

This question required the candidates to describe the applications of
radioactivity in daily life to first year student teachers.
The question was attempted by 1,708 (100%) candidates. The overall

performance of candidates was average since 61.7 per cent scored from 2.0
to 4.0 marks. A summary of the candidates’ performance in this question is
shown in Figure 5.

14
Figure 5 shows that among the candidates who attempted the question, 654
(38.3%) scored low marks from 0.0 to 1.5, while 517 (30.3%) scored from
2.0 to 2.5 marks and 537 (31.4%) scored from 3.0 to 4.0 marks.
The data analysis reveals that the candidates with average scores provided
relevant and irrelevant responses to the question. Some of the candidates’
responses partially explained the applications of radioactivity in daily life.
On the other hand, the candidates who scored good marks (31.4%) were
conversant with the applications of radioactivity in daily life. Some of the
responses given by these candidates were as follows: Diseases such as
cancer are cured by radiotherapy, radioisotopes are used as fuel for atomic
energy reactors and they are also used to determine the age of the rock by
using a carbon 14. These candidates understood the applications of
radioactivity in daily life. Extract 5.1 is a sample of correct responses from
Extract 5.1: A sample of candidate’s good responses to question 5.
On the contrary, 654 (38.3%) candidates who scored low marks had
unsatisfactory knowledge about the applications of radioactivity in daily
life. Some of them provided inappropriate responses to this question. For
example, one of the candidates responded that; “radioactivity is used in
transmission of waves in radio”; “help to acquire networks in our homes”.
This candidate confused various topics. For instance, transmission of waves
is a concept from the topic of waves and not from atomic Physics. “Help
to acquire networks in our homes” is a concept of telecommunications and
is not related to Atomic Physics. Extract 5.2 shows a sample of incorrect
responses.
15
In Extract 5.2, the candidate failed to identify the requirement of the

question. He/she outlines the steps to follow in making a presentation
instead of describing the applications of radioactivity in daily life.
2.1.6 Question 6: Waves

The question required the candidates to use slinky coil spring to explain the
propagation behaviour of transverse and longitudinal waves.
It was attempted by 1,708 (100%) candidates. In general, the performance

was weak as shown in Figure 6.
Figure 6 shows that 1330 (77.9%) candidates scored from 0.0 to 1.5 marks;
310 (17.9%) scored from 2.0 to 2.5 marks; and 68 (4.2%) scored from 3.0
to 4.0.
16
In this question, the candidates’ responses showed that those who scored
marks below average failed in most or all parts of the question. These
candidates failed to explain the propagation behaviour of the transverse and
longitudinal waves by using a slinky coil spring. According to the
requirement of the question, the candidates were supposed to explain how
they can use the slinky coil spring to produce both transverse and
longitudinal waves. To the contrary, some of the candidates defined
transverse and longitudinal waves without showing how the slinky coil
spring can be used to produce such types of mechanical waves. Others
mentioned some of their characteristics. For example, one of the candidates
wrote: “Transverse waves are waves which oscillate perpendicular/at right
angle to the direction of propagation of the wave”. “Longitudinal waves
are waves which oscillate parallel to the direction of propagation of the
wave”. This candidate defined correctly the two types of mechanical waves
but failed to demonstrate or explain how the slinky coil spring can be used
to produce the waves. Extract 6.1 represents one of the candidate’s weak
responses in this question.
In Extract 6.1, the candidate wrote some of the properties of mechanical

waves instead of describing how a slinky coil spring can be used to produce
transverse and longitudinal waves.
Despite the weak performance of most of candidates in this question, some
of them scored high marks. The candidates who scored high marks (4.2%)
explained correctly the propagation behaviour of transverse and
longitudinal waves by showing how a slinky coil spring can be used.
Generally, their responses denote that they had sufficient content
knowledge about the mode of vibrations of mechanical waves and the way
17
they are produced. Extract 6.2 shows a sample of good responses from one
of the candidates.
Extract 6.2: A sample of a candidate’s correct responses to question 6.

In extract 6.2, the candidate used a slinky coil spring to explain correctly
the propagation behaviour of transverse and longitudinal mechanical
waves.
2.1.7 Question 7: Electronics

In this question, the candidates were required to draw a truth table for a
room of three doors and associated three switches A, B and C which turned
on light when one enters the room through any door and presses the
associated switch. On leaving the room through any door and pressing the
associated switch, the light goes off. Candidates had to assume that the
light is off when A = B = C = 0.
A total of 1,708 (100%) candidates attempted the question. The overall

performance of the candidates in this question was weak as summarized in
Figure 7.
18
Figure 7 indicates that 81.4 per cent of the candidates scored 0.0 to 1.5
marks, 17.1 per cent scored 2.0 to 2.5 marks and 1.5 per cent scored 3.0 to
4.0 marks.
The analysis of the candidates’ responses shows that, those who scored low
marks had inadequate knowledge of the topics of Electronics especially,
integrated circuit in the derivation of truth tables for various logic gates.
These candidates wrongly interpreted the scenario given in the question.
Because of insufficient knowledge of the concept of logic gates, the
majority of the candidates (81.4%) failed to identify the number of inputs
necessary to give the output and hence they failed to construct the truth
table. They were supposed to know that the inputs are the switches A, B
and C and they had to prepare a truth table using 0 (low) and 1 (high).
Extract 7.1 illustrates a sample of incorrect responses from one of the
candidates who attempted this question.
19
In Extract 7.1, the candidate drew an electric like circuit and prepared an
incorrect truth table, which means that he/she had insufficient knowledge of
the concept of logic gates.
On the other hand, the candidates who scored high marks showed that they
had sufficient knowledge about the concept of electronics, specifically
construction of truth tables in combinational logic gates. These candidates
managed to deduce the number of inputs needed for preparation of a truth
table. Extract 7.2 is a sample of weak response from one of the candidates.
Extract 7.2: A sample of a candidate’s incorrect response to Question 7.
In extract 7.2, the candidate prepared a correct the truth table by identifying
the appropriate number of inputs to use.
20
2.1.8 Question 8: Physics Laboratory Management
This question required the candidates to give four suggestions on how to
reduce the running costs of a Physics laboratory.
The question was attempted by 1,708 (100%) candidates. Their

performance was average as 53.7 per cent of them scored from 2.0 to 4.0.
Figure 8 shows the given information.
Figure 8 shows 46.3 per cent of the candidates who attempted the question;
scored from 0.0 to 1.5 marks, 12.8 per cent scored from 2.0 to 2.5 marks;
and 40.9 per cent scored from 3.0 to 4.0 marks.
The candidates who scored high marks (3.0 – 4.0) had good knowledge
about Physics Laboratory Management, particularly the concept of
reduction of running cost of a Physics laboratory. These candidates
suggested proper ways of reducing the running costs of a Physics
laboratory. Extract 8.1 is a sample of good responses from one of the
candidates.
21
Extract 8.1: A sample of a candidate’s good responses to question 8.
In Extract 8.1, the candidate suggested appropriate ways to reduce the

running cost of a Physics laboratory correctly.
Almost a half of the candidates (46.3%) scored low marks (0.0-1.5). Their
weak performance was due to their lack of knowledge about the
fundamental ways of reducing the running costs of a Physics laboratory.
For example, one of the candidates wrote that: “record all the activities
done in a laboratory, advice new teacher to be careful with the
apparatuses, avoid lifting heavy object on the table”. The responses
provided by this candidate exhibit his/her lack of knowledge about the topic
of Physics Laboratory management. This candidate and others were
supposed to know that in order to reduce the running cost of a Physics
laboratory, the following should be considered: keep track of your cost;
maintain your equipment; consider equipment upgrades; order the
apparatuses and equipment in bulk; train staff in efficiency and consider
sharing of available laboratories in your institution. In addition, the
equipment and apparatuses in the laboratory should be carefully handled
when conducting experiment to avoid breakage or the need for repairing.
Extract 8.2 represents incorrect responses from one of the candidates.
22
In Extract 8.2, the candidate explained about the apparatuses, uses, safety
rules and precautions to take when you are in a Physics laboratory instead
of suggesting ways of reducing running cost of Physics laboratory.
2.1.9 Question 9: Physics Laboratory Management

The candidates were required to give four reasons why the school Physics
laboratory technician preferred to use a mercury thermometer during the
preparation for heat experiments.
A total of 1,708 (100%) candidates attempted the question and their overall
performance was average as summarized in Figure 9.
Figure 9 indicates that 959 (56.1%) candidates scored from 0.0 to 1.5; 456
(26.7%) scored from 2.0 to 2.5; and 293 (17.2%) scored 3.0 to 4.0 marks.
The candidates who scored high marks (3.0-4.0) in this question had the
following qualities: they had enough knowledge about the mercury
thermometer and understood the requirement of the question. These
23
candidates wrote correct reasons which made the school laboratory
technician to prefer using a of mercury thermometer during the preparation
for heat experiments. Extract 9.1 is a sample of good responses from one of
the candidates.
In Extract 9.1, the candidate provided correct reasons why mercury

thermometer as preferred to other types of thermometers in the heat
experiments.
There were candidates who scored low marks (0.0-1.5), had unsatisfactory
knowledge concerning to the merits of mercury thermometer at the expense
of other types of thermometers. For, example, one of the candidates wrote:
“It measures the temperature of the 100 oC”, “the mercury thermometer is
easy to obtain” and “it measures temperature coefficient”. Another
candidate wrote: “it is more portable”. These responses prove that the
candidates lacked knowledge of the concept asked. These candidates were
supposed to realize that mercury is a good conductor of heat and hence, it
can measure even high temperatures; It gives results quickly – has a fast
response time; It expands linearly and less than alcohol and any other
liquid; and is more durable than alcohol thermometers and other types
because mercury does not evaporate easily. Extract 9.2 is a sample of
incorrect responses from one of the candidates in this question.
24
Extract 9.2: A sample of the candidate’s incorrect responses to question 9.
In extract 9.2, the candidate failed to give reasons to why mercury

thermometer is preferable as compared to other types of thermometers
during heat experiments.
2.1.10 Question 10: Fundamentals of Teaching and Learning Physics

The candidates were required to justify the following statement in two
points: “Students learn Physics concepts best by doing”.
The question was attempted by 1,708 (100%) candidates out of whom 9.3
per cent scored from 0.0 to 1.5 marks, 16.9 per cent scored from 2.0 to 2.5
marks and 73.8 percent scored from 3.0 to 4.0 marks. Generally, the
candidates’ performance in this question was good as 90.7 per cent of them
scored 2.0 marks and above. Figure 10 summarises the candidates’
performance in this question.
25
The candidates who scored high marks (2.0-4.0) were able to justify that
“Students learn Physics concepts best by doing”. These candidates were
aware that many theories and concepts in physics can be easily understood
and registered in mind by making use of laboratory experiments. Therefore,
teachers should involve students in preparing apparatuses, connecting the
apparatuses, collecting the data, analysis of data and writing reports. In this
case learner constructs one’s understanding and knowledge, concept or
laws.
An example of the candidate who provided one of the correct responses

wrote: “when the teacher is improvising the teaching and learning aids,
he/she should involve the students/learners in the process of designing the
materials, observing, drawing, measuring, recording and interpreting the
product using respective sensory organs”. This implies that the candidate
was competent on the concept of Fundamentals of Teaching and Learning
Physics. Extract 10.1 is a sample of correct responses from one of the
candidates.
26
Extract 10.1: A sample of the candidate’s good responses to question 10.
In extract 10.1, the candidate justified correctly the statement that

“Students learn Physics concepts best by doing”.
It was also noted that the candidates who scored low marks (0.0 - 1.5)
failed to justify that students learn Physics best by doing. Most of them
provided inappropriate responses which did not suit the demand of the
question about the fundamentals of teaching and learning Physics. For
example, one of the candidates gave wrong reasons to justify the statement
as he/she writes: “(i) because they create curiosity as they do the task
themselves” and (i) “because it develops mastering of the concepts and
facts about certain topics”. This candidate wrote the effect or result of
learning Physics by doing instead of the activities which make the students
to be directly involved in the teaching and learning process, such as
performing the experiments and role playing. Extract 10.2 as an incorrect
response from one of the candidates.
27
Extract 10.2: A sample of the candidate’s incorrect responses to question
10.
In Extract 10.2, the candidate provided responses correcting to the concept

of assessment as a tool of measurement and suitable environment instead of
the activities that get learners engaged in the teaching - learning process.
2.1.11 Question 11: Heat

This question had two parts: (a) and (b). Part (a) required the candidates to
draw lines of heat flow and sketched graphs which show variation of the
temperature of the rod along its length when the surface of the rod is (i)
unlagged (ii) lagged. In part (b), the candidates were required to deduce the
rate of heat flow through a plaster ceiling, measuring 5 m×3 m×15 mm, in
contact with 45 mm thick layer of insulating material. If the inside and
outside surfaces are at the surrounding air temperature of 15 ºC and 5 ºC
respectively, the thermal conductivity of plaster ceiling is 0.60 Wm-1K-1
and that of insulating material is 0.040 Wm-1K-1.
A total of 1,708 (100%) candidates attempted the question. The general

performance of the candidates was weak as 92.3 per cent scored from 0.0–
5.5 marks. The performance is summarised in Figure 11.
28
Figure 11 indicates that 92.3 per cent scored from 0.0 to 5.5 marks 7.4 per
cent scored from 6.0 to 10.0 marks and 0.3 per cent scored from10.5 to 15.0
marks.
The candidates who scored low marks (0.0 - 5.5) had insufficient
knowledge and drawing skills regarding to heat flow for both unlagged and
lagged material. They provided incorrect responses in most parts of this
question. For example, in part (a), some of them failed to draw the lines of
heat flow for the unlagged and lagged surface of the rod. Others drew
curves without using a rod, the area representing the hot end and that of the
cold one and the nature of the direction of heat flow. In part (a) (i), the
candidates were supposed to realize that, for the unlagged rod, the quantity
of heat passing in a given time through successive cross-sections decreases
because of heat loss from the sides of the rod. The lines of heat flow are
divergent (deviating) and temperature falls faster near the hotter end. The
following diagram illustrates what the candidates were supposed to draw
and sketch:
Cold End
Hot End
Line of heat
flow 29
A sketched graph showing the variation of temperature of unlagged rod
along its length could be as follows:
Temperature Ɵ
A
Distance x
In part (a) (ii), the lines of heat flow for lagged rod and its sketched graph
should be as follows:
In a lagged rod whose sides are well wrapped (lagged) with a good
insulator, heat loss from sides is negligible and the rate of heat flow is the
same all along the rod and the lines of heat flow are parallel.
Cold End
Hot End
Parallel Lines of heat flow Lagging
A sketched graph showing the variation of temperature of the lagged rod

along its length was supposed to be as follows.
Temperature Ɵ
Distance x
In part (b) of this question, some candidates employed irrelevant concepts
and formulae to determine the rate of heat flow through a plaster ceiling.
30
α
For example, one of the candidates wrote: “ Q = ” which has no physical
L
meaning in Physics subject. Another candidate wrote: “The rate of heat
H
flow through a ceiling plaster is  A  2  1  1   2  ” which does
t
not exist in Physics. This is an indicator that these candidates had limited
content knowledge of thermal conduction. The candidates were required to
understand that, the rate of heat flow depends on the temperature
differences of two surfaces; area of material; thickness of the material; and
nature of material. These candidates were supposed to use the following
formula in order to be able to calculate the rate of heat flow for both plaster
dQ  T -T 
ceiling and insulating material correctly: = -KA  2 1  ; where K is
dt  L 
the coefficient of thermal conductivity of a material. Extract 11.1 represents
a sample of incorrect responses from one of the candidates who attempted
the question.
31
32
In Extract 11.1, the candidate applied irrelevant formula in part (b) and
hence ended up with wrong answers.
Despite the poor performance of the candidates in this question, there was a
small number of candidates (0.3%) who scored good marks (10.5 – 15.0).
These showed that they had grasped correctly the concept of heat
principally, thermal conductivity of different materials. These candidates
were able to draw correctly the lines of heat flow and sketched graphs
which show a variation of the temperature of the rod along its length when
the surface of the rod is (i) unlagged and (ii) lagged. They also managed to
deduce the rate of heat flow through a plaster ceiling.
These candidates wrote correctly the formula for the rate of heat flow in a
plaster ceiling and an insulating material then compared the two equations.
They finally calculated the temperature at the interface (equilibrium
temperature) and use this value to compute the rate of heat flow through the
plaster ceiling. Extract 11.2 displays an example of good responses from
33
34
Extract 11.2: A sample of a candidate’s good responses to Question 11.
In extract 11.2, the candidate provided correct responses almost to all parts
of the question.
2.1.12 Question 12: Current Electricity

In part (a), the candidates were required to derive an expression related to
the experiment conducted by Rural Electrical Agency (REA) on the Ohmic
conductors and ended up with a conclusion that the resistance of a
conductor depends on the two factors. In part (b), they were given an
electrical circuit represented in Figure 1 for a staff room lighting and then
asked to determine (i) the potential difference (p.d) between A and C and
(ii) the amount of current pass through B.
35
C
12 V 10 V
B D
1.0 Ω 3.0 Ω
Figure 1
The question was attempted by 1,708 (100.0%) candidates. Through data

analysis it was noted that the question had weak performance as 1641
(96.1%) candidates scored 0.0 to 5.5 marks. A summary of the performance
is presented in Figure 12.
Figure 12 shows that 1641(96.1%) candidates scored from 0.0 to 5.5.0

marks, 61 (3.5%) scored from 6.0 to 10.0 marks and 6 (0.4%) scored from
10.5 to 13.0 marks.
Analysis of candidates’ responses shows that, candidates with low scores

(0.0-5.5) had inadequate knowledge of the topic of Current Electricity
particularly, the use of electric circuit to determine current, voltage and
resistance. In part (a) of the question some candidates failed to identify the
factors that affect the resistance of Ohmic conductors. For example, one of
36
the candidates wrote: “The resistance of a conductor depends on voltage V,
V
and Current I, that is R= ”. This candidate utilized the concept of Ohm’s
I
law instead of using the fact that, resistance of Ohmic conductors depends
L
on the length L of the conductor and cross-sectional area A, that is R = ρ .
A
In part (b) of this question, most of the candidates failed to determine the
potential difference between A and C and the amount of current passing
through point B. For example, one of the candidates wrote: “Ohmic
conductors are those conductors that depend on resistance and in series
arrangement R T = R1 +R 2 ”. This candidate did not understand the demand
of the question and lacked both knowledge of the concept of Ohmic
conductors and mathematical skills. The candidates were supposed to apply
Kirchhoff’s voltage law which states that “In any closed loop network, the
total voltage around the loop is equal to the sum of all the voltage drops
within the same loop which is also equal to zero”. They were also supposed
to traverse the circuit loops either clockwise or anticlockwise and then
formulate the equations. In so doing, they could be able to find the potential
difference between A and C and the amount of current passing through B.
Extract 12.1 is a sample of one of the candidates who provided incorrect
37
In Extract 12.1, the candidate did not understand the two factors governing
the resistance of Ohmic conductors in part (a). In part (b), he/she applied
the concept of Ohm’s law instead of using Gustav Kirchhoff’s law to
determine part (b) (i) and (ii).
In spite of weak performance demonstrated by most of the candidates, 6

(0.4%) candidates scored high marks in this question. These candidates
stated correctly the factors affecting the resistance of Ohmic conductors.
They also applied Gustav Kirchhoff’s voltage law correctly in part (b) to
determine the values of the potential difference between A and C and the
amount of current passing through point B. Extract 12.2 is a sample of correct
responses from one the candidates in this question.
38
39
40
Extract 12:2: A sample of a candidate’s correct responses to question 12.
In extract 12.2, the candidate wrote correctly the two factors affecting the
resistance of Ohmic conductors and properly interpreted the electric circuit.
Finally, he/she determined appropriately the potential difference between
point A and C though she/he failed to state the correct amount of current
passing through point B, which he/she had already calculated.
2.1.13 Question 13: Assessment in Physics

This question required the candidates to use a diagram of the moment of
force to prepare a comprehensive marking scheme from the following
monthly test question: “ A uniform metre rule is pivoted at its centre. If 20
g mass is placed at the 10 cm mark and a 50 g mass at the 40 cm mark from
one end of the ruler, at what distance must a second 50 g mass be placed
for the system to be in rotational balance?”
The question was attempted by 1,708 (100.0%) candidates. Data analysis

indicates that the question had weak performance as 1508 (88.3%)
candidates scored 0.0 to 5.5 marks. The data is summarized in Figure 13.
41
The data in Figure 13 portrays that 1,508 (88.3%) candidates scored from
0.0 to 5.5 marks, 187 (10.9%) scored from 6.0 to 10.0 marks and 13 (0.8%)
scored from 10.5 to 13.0 marks.
The candidates who scored low marks in this question had unsatisfactory
knowledge of the topic of Forces in Equilibrium, particularly moment of
force. These candidates had limited drawing skills pertaining to a system of
rotational balance. They also lacked the skills for preparing a marking
scheme for the given question. As well, they failed to distribute marks
according to the weight of each piece of work. Likewise, some of the
candidates prepared a marking scheme without allocating marks to each
respective answer. Others allocated all the marks at the end of the final
answer. These candidates were supposed to know that a marking scheme is
a plan for allocating marks to students' answers in an examination or model
answers for the questions. They were also supposed to understand the
question in order to provide correct responses. Extract 13.1 is a sample of
incorrect responses from one of the candidates who scored low marks in
this question.
42
Extract 13.1: A sample of a candidate’s incorrect responses to question
13.
43
In extract 13.1, the candidate provided incorrect responses to all parts of the
question.
On the other hand, the candidates who scored high marks (10.5-15.0) had
sufficient knowledge about the Forces in Equilibrium, specifically the
moment of force. These candidates drew a system of rotational balance by
showing the pivot, suspended masses and their corresponding distances
from the point of suspension on the metre rule. They recalled the principle
of moment for a system of rotational balance and successfully calculated
the point/distance at which a second 50 g mass is placed. However, most of
them did not allocate the marks to the respective answers and thus missed
some important marks. Extract 13.2 is a sample from a candidate who
wrote correct responses to most parts of the question.
44
In Extract 13.2, the candidate prepared a correct marking scheme for given
question. However, he/she did not allocate marks to any established
relation, manipulation and substitution of data or correct final answers to
show how the 10 marks in the question were distributed.
2.1.14 Question 14: Teaching

In this question, candidates were required to use six factors to support the
statement that “A good Physics teacher must consider the factors for
selecting teaching method that enable the students to understand well
certain concepts before teaching sessions”.
The question was attempted by 1,708 (100.0%) candidates. The general

performance was good as 1,516 (88.8%) candidates scored from 6.0 marks
and above. The performance is summarized in Figure 14.
45
The data in Figure 14 indicates that 192 (11.2%) candidates scored from
0.0 to 5.5 marks, 760 (44.5%) scored from 6.0 to 10.0 marks and 756
(44.3%) scored from 10.5 to 15 marks.
The candidates with good performance provided concise and clear details
on the factors to consider when selecting a teaching method that enables the
students to understand well a certain concept before the teaching session.
Some of them supported this assertion by giving concrete examples of the
factors suitable for selecting teaching methods or strategies that can make
the students understand the concept being taught easily. The factors iwritten
by these candidates were: The nature of the learners; The number of the
students available in the given class; Availability of teaching and learning
aids; Educational philosophy of the country; Teacher’s ability and
preference; Cultural aspect of the society; Time bound; The need and
interest of the learners and Examination set up. Extract 14.1 represents one
of the correct responses in this question.
46
47
Extract 14.1: A sample of good responses to question 14.
In extract 14.1, the candidate presented precise and proper explanation on

the factors to consider when selecting teaching methods that enable
students to understand certain topics.
There were a few candidates (1.2%) who scored low marks (0.0-5.5 in this
question. These candidates showed to have inadequate knowledge of the
factors necessary for selecting teaching method that enable the students to
understand the concepts well. For example, one of the candidates wrote
factors for selecting teaching methods that enable students to understand
well as: “Simple to complex; Known to unknown; inductive to deductive
approaches; from particular to general; from concrete to abstract and from
empirical to rational”. This candidate expressed the concept of different
maxims of teaching as applied to the fundamentals of teaching and
learning, instead of explaining the factors that favour good selection of
teaching methods which help the students to understand well certain
concepts easily. Extract 14.2 shows one of the incorrect responses to the
question.
48
49
In extract 14.2, the candidate presented the concepts of analysis of Physics
curriculum materials instead of giving the factors to consider when
selecting methods of teaching before teaching session.
731/2 Physics 2 (Actual Practical)

The Physics actual practical paper had three equivalent alternative papers
2A, 2B and 2C each with three questions. The questions tested were set
from three topics of Mechanics, Heat and Current Electricity. Question 1
tested the topic of Mechanics and carried 20 marks, while question 2 and 3
tested the topics of Heat and Current Electricity respectively, each carrying
15 marks. The total of marks for each alternative paper was 50. Candidates
were required to answer all questions. The analysis of candidates’
performance in each question is as follows:

2.1.15.1 731/2A Physics 2A
The question required the candidates to find the weight of the pendulum
bob by using the following apparatuses: retort stand, clamps, metre rule,
cotton thread, wood pads and stopwatch. They were required to conduct an
experiment through the given procedures and then answer the questions
that follow.
Procedures:
(a) Set the experiment in such a way that the pendulum bob is at a
height, (H) = 100 cm from the ground to the centre of the bob and a
length, l of the thread be 60 cm from the point of suspension to the
centre of the pendulum bob.
(b) Slightly displace the pendulum bob at a small angle and release to
allow it swing and measure the time t required to complete 20
oscillations and calculate its periodic time T.
(c) Repeat the procedure in 1(b) by increasing the length of thread, l =

70 cm, 80 cm, 90 cm, 100 cm and 120 cm each time recording the
values of H and t and hence its corresponding periodic time T.
(d) Finally, measure the mass m in kg of the pendulum bob, by using a

beam balance.
50
Questions
(i) Draw a labeled diagram of the experimental set up.
(ii) Tabulate your results, including the values of t, l, H, T and T 2 .
(iii) Plot the graph of H (cm) against T 2 ( sec 2 ).
(iv) Determine the slope, S of your graph.
(v) Determine the weight W of the metal ball in newton, given

1
  0.0254 
that W    .
 mS 
4π 2 K
(vi) Show that T 2 intercept  .
g
(vii) What is the physical meaning of K?
A total of 1,708 (100%) candidates attempted this question. The general

performance of candidates was average as shown in Figure 15.
The data in Figure 15 shows that 871 (51.0%) candidates scored from 0.0 to
7.5 marks, 705 (41.3%) scored from 8.0 to 13.5 marks and 132 (7.7%)
scored from 14.0 to 20.0 marks.
51
The analysis of candidates’ performance shows that the candidates with
average scores provided incorrect responses in some parts of the question.
Some of these candidates collected the data; tabulated the results; and
plotted the graph correctly but failed to draw the best line of a graph
because of incorrect transfer of data points from the table of values. Others
chose incorrect scale which was tough to observe accurate points plotted on
a graph. In addition, some of the candidates calculated correctly the slope
‘S’ but wrote incorrect units. Some of these candidates determined
correctly the weight W of the metal ball in newton but failed to show that
4π 2 K
T2-intercept  .
g
Furthermore, the candidates who scored high marks (14.0 – 20.0) were able
to set the apparatus, prepare a table of results and recorded the data
correctly. They also plotted correctly the graph of H (cm) against T2 (sec2).
In the graph, they properly indicated the following important features: Title
of the graph, axis and scales with their respective units, transfer of data
points, drawing of the best line and slope indication. Likewise, from the
graph, they accurately determined the slope S, and used it to determine the
weight W, of the metal ball whose mass m was initially measured with the
help of a beam balance. Some of them stated correctly the physical
meaning of K. The candidates’ responses were definitely indicated that they
had good knowledge of performing simple pendulum experiments. Extract
15.1 represents a sample of good responses in this question.
52
53
54
55
Extract 15.1: A sample of correct responses to question 1 of Physics 2A.
In Extract 15.1, the candidate did correctly in almost all parts of the
question.
However, the candidates who scored low marks (0.0 – 7.5) lacked skills for
conducting Simple Pendulum experiments to determine the weight of the
simple pendulum. These candidates failed to set up the experiment
appropriately and, hence, failed to collect and record the required data in
the table of results. Because of having poor knowledge on how to set up the
experiment, some candidates failed to draw an experimental diagram and
therefore, collected undesirable data values. Others were absolutely unable
to construct the table of results and thus, failed to do properly the remaining
parts of the question. Some of them had lack of mathematical ability since
56
4π 2 K
failed to establish the relation for T2-intercept  . Extract 15.2 is an
g
example of incorrect responses given by one of the candidates in this
question.
57
Extract 15.2: A sample of incorrect responses to question 1 of Physics 2A.
In Extract 15.2, the candidate exhibited a lack of knowledge of how to

conduct experiments concerning simple pendulum as he/she failed to set up
the experiment as per the instructions. He/she roughly set up an irrelevant
experiment which made him/her fail to attain time t required to complete 20
oscillations. The candidate then failed to do the next parts of the question.
2.1.15.2 731/2B Physics 2B

In this question, the candidates required to carry out an experiment through
the given procedures to find the total mass of the spring.
58
0
0 cm cm
Metre rule
Spiral Retort stand

spring
Pan
Pointer
Table
Figure 1
Procedures:
(a) Record the pointer’s reading when the pan is empty as X o (cm).
(b) Put 100 g mass on a pan and record a new pointer’s reading as
X (cm). Hence find the extension, S  X - X o .
(c) Pull a spring to a small distance and release it so that it oscillates in
a vertical motion. Record time t in seconds for 20 complete
oscillations.
(d) Repeat the procedure in 1 (c) for masses, 200 g, 250 g, 300 g, 350 g
and 400 g.
Questions
(i) Tabulate your results, including the values of m (g), t (sec), T (sec)
and T 2 (sec2).
(ii) Plot a graph of m (g) against T 2 (sec2).
59
4π 2
(iii) Using the equation T 2  (m  m es ), calculate the effective
K
0.98N
mass ( m es ) of the spring where K  .
S(cm)
(iv) What is the physical meaning of constant K?
(v) Use y-intercept of the graph to determine the value of the effective
mass of the spring m es .
(vi) Using effective mass obtained in 1 (v), write down the relationship
between mass of the spring (mS) and m es , and hence use the relation
to solve for mS.
(vii) What will be the total mass of the spring loaded over the digital
balance?
The candidates who scored high marks (14.0 – 20.0) were able to set the
apparatuses, prepare a table of results and record the data correctly. They
also plotted correctly the graph of m (g) against T 2 (sec2). In the graph,
they appropriately indicated the important features: Title of the graph, axis
and scales with their corresponding SI units, transfer of data points,
drawing of the best line and selection of the points to find the slope.
Similarly, from the graph, they precisely calculated the effective mass
(mes). Some of them stated correctly the physical meaning of K.
consequently; they determined appropriately the value of the effective mass
of the spring mes. The candidates’ responses implied that they had good
knowledge of carrying out simple pendulum experiments. Extract 16.1
represents a sample of good responses in this question.
60
61
62
63
Extract 16.1: A sample of good responses to question 1 of Physics 2B.
In Extract 16.1, the candidate constructed a of results, plotted a graph of m

(g) against T 2 (sec2) and hence calculated the effective mass of the spring
correctly. He/she wrote the correct physical meaning of constant K.
However, this candidate failed to write down the relationship between mass
of the spring (mS) and mes, calculation of mS and the total mass of the
spring loaded on the digital balance.
The candidates who scored low marks in this question lacked knowledge of
the concept of mechanics, especially the subtopic of motion under gravity
(simple pendulum). In this context, the candidates prepared incorrect tables
64
of values which earned them low scores. Another drawback that was
experienced by the candidates was lack of drawing skills.
Some of the candidates failed to plot a graph of m (g) against T 2 (sec2)
correctly. Some drew graphs without indicating the axis, title of the graph,
the scale used, the best line and slope indication. Consequently, they
transferred incorrect data points from wrongly constructed table of results
to the graph and hence they plotted wrong graphs.
The majority of the candidates failed to relate the slotted masses placed in
the scale pan, the effective mass of the spring and the spring constant and
hence, they failed to show their connection with T2. These candidates were
supposed to realize that the total mass pulling down on the spring is
actually comprised of two masses, the added mass m, plus a fraction of the
mass of the spring, which we call the mass equivalent of the spring
(effective mass), me. From this perspective, candidates were supposed to
T2
employ the mathematical relation m  k 2  me with the linear equation
4
y  mx  c to get the spring constant, k and the effective mass me. Extract
16.2 is a sample of the candidate’s weak responses from question 1 in
Physics 2B.
Extract 16.2: A sample of part of a candidate’s incorrect responses to

question 1 of Physics 2B.
65
In Extract 16.2, the candidate prepared an incorrect table of values which
obviously affected these responses in the remaining parts of the question.
2.1.15.3 731/2C Physics 2C

In this question, the candidates were required to carry out an experiment to
determine the impact of acceleration due to gravity, when provided with the
following apparatuses: spiral spring, retort stand, stopwatch, scale pan, six
masses (150 g, 200 g, 250 g, 300 g, 350 g and 400 g) and two wooden pads.
They were supposed to conduct an experiment as per procedures given and
then answer the questions that followed.
Procedures:
(a) Set up the experiment as shown in Figure 1.
Retort stand
Spring
H
Pan
h
Bench
Figure 1
(b) Measure and record the height H from the point of suspension of the
spring to the ground. This should be kept constant throughout the
experiment.
66
(c) Place 150 g mass in the scale pan attached at the lower end of the
fixed spring and measure the height h from the lower end of the scale
pan to the ground.
(d) Slightly displace the spring and record the time for 20 complete
oscillations.
(e) Repeat procedures in 1(c) and (d) for masses of 200 g, 250 g, 300 g,
350 g and 400 g.
Questions
(i) Tabulate your results to include corresponding values of h, time,

periodic time T and the square of the periodic time, T 2 for each mass.
(ii) Plot a graph of h against T 2 .
(iii) Find the slope and intercept of the graph.
(iv) From the graph, deduce the relationship between h and T 2 .
(v) Find the ratio of H and intercept of the graph.
(vi) Mention two possible sources of error in doing this experiment.
The candidates who scored high marks (14.0 – 20.0) were able to set the
apparatuses, tabulate and record correctly the values of h, time t, periodic
time T and the square of the periodic time, T 2 for each mass. They also
plotted correctly the graph of h (cm) against T 2 (sec2). In the graph, they
appropriately indicated the important features such as: Title of the graph,
axis and scales with their corresponding SI units, transfer of data points,
drawing of the best line and selection of the points to find the slope.
Similarly, from the graph, they accurately calculated the slope and intercept
of the graph and finally deduced the relationship between h and T 2 . Some
of them established correctly the relationship between H and the intercept
of the graph. Consequently, they mentioned two correct possible sources of
errors in that experiment. The candidates’ responses portrayed that they had
good knowledge of carrying out simple pendulum experiments specifically,
mass-spring experiment. Extract 17.1 represents a sample of good
67
68
69
70
Extract 17.1: A sample of a candidate’s good responses to question 1 of
Physics 2C.
In Extract 17.1, the candidate responded correctly to most parts of the

question.
The candidates who scored low marks in this question lacked knowledge of
the concept of mechanics, especially the subtopic of motion under gravity
(simple pendulum experiment). These candidates prepared incorrect tables
of values, which made them miss some crucial marks. Another shortcoming
that was exhibited by the candidates was lack of drawing skills.
71
Some of the candidates failed to plot the graph of h (cm) against T 2 (sec2)
correctly. Some drew graphs without indicating the axis, title of the graph,
the scale used, best line and slope indication. Consequently, they
transferred incorrect data points from wrongly constructed table of results
to the graph and hence obtained inappropriate graph. Others prepared a
table of results with a column of time taken t having empty data but they
recorded the periodic time T and the square of the periodic time T2. This is
obvious that these candidates had cooked data since it is impossible to get
the periodic time T without values of time t. The following table of values
is a sample of responses from a candidate who recorded the values of
periodic time T with no values of time t.
Further analysis reveals that many candidates gathered unsuitable data and
thus calculated incorrect values of the slope of the graph since the drawn
graph was also irrelevant. Some of them failed to deduce the relationship
between h and T2. They also gave out sources of errors that were not
expected due to the nature of the experiment itself. Extract 17.2 is a sample
of the candidate’s weak responses in question 1 from Physics 2C.
72
Extract 17.2: A sample of the candidate’s weak responses to question 1
of Physics 2C.
In Extract 17.2, the candidate recorded incorrect values in a table of results

and hence missed all the marks. He/she plotted an irrelevant graph and
therefore, failed to calculate the slope and intercept of the graph. The
candidate also, deduced a wrong relationship between h and T2 by writing
4 2 H  g 
h T2  instead of h    2  T 2  H .
g  4 
73
2.1.16 Question 2: Heat
2.1.16.1 731/2A Physics 2A

The question required the candidates to determine the specific heat capacity
of block A and B. They were given the following apparatuses: a copper
calorimeter with its jacket, a thermometer, a stirrer, a tripod stand, a wire
gauze, a beam balance, 25 ml beaker, 50 g of metal block A, 50 g of metal
block B, a thread, a source of heat and water. They were asked to use the
given information to perform the experiment and then answer the questions
that follow.
Procedures:
2
(a) Fill the beaker with water to aboutof its volume.
3
(b) Measure and record the mass m A and m B of metal blocks A and B
respectively.
(c) Tie a thread to block A, gently lower it into water in the beaker.
(d) Heat the water until it boils.
(e) Measure the mass of the calorimeter and its stirrer as m1 . Insert the
calorimeter into its jacket.
1
(f) Fill the calorimeter about with water and measure its mass as
2
m2 .
(g) Read and record the temperature of the water in the calorimeter as
θ1 . Quickly transfers block A into the calorimeter and cover with a
lid.
(h) Observe the temperature while stirring the water in the calorimeter
until it reaches a maximum value.
(i) Record the highest temperature of the water in the calorimeter as
θ2 .
(j) Repeat the procedures in 2 (c) to (i) using the metal block B.
74
Questions
(i) Draw a well labeled diagram showing the two processes of heating
water in the beaker and cooling the blocks with water into a
calorimeter.
(ii) Write the two sets of equations for conservation of heat for blocks
A and B.
(iii) Calculate the specific heat capacity of block A and B using the
equations obtained in 2 (ii).
(iv) Giving a reason, identify a block that is most suitable for molding
the cooking utensils.
(v) What is the aim of doing this experiment?
A total of 1,708 (100%) candidates attempted this question. The

performance of the candidates was weak since 80.1 per cent of them scored
below 6.0 marks as summarized in Figure 16.
Figure 16: The Candidates’ Performance in Question 2 of Physics 2A
Figure 16 indicates that 1,368 (80.1%) candidates scored from 0.0 to 5.5
marks, 311 (18.2%) scored from 6.0 to 10.0 marks and 29 (1.7%) scored
from 10.5 to 15.0 marks.
The analysis of candidates’ performance shows that most of the candidates

who scored low marks (0.0 to 5.5) faced a number of difficulties in
performing this experiment. Some of them failed to estimate the amount of
2 1
water to about and while measuring their masses in a calorimeter. In
3 2
addition, other candidates who used mechanical balance failed to read the
75
accurate masses of metal blocks A and B when compared to those who took
measurements by using digital beam balances. The responses provided by
some of the candidates denote that they had a problem of using
thermometer to measure temperatures in some cases. Another challenge
observed was lack of drawing skills. In this area, most of the candidates
deemed to draw diagrams which do not show the processes of heating
water in the beaker and cooling the blocks with water into a calorimeter.
Further analysis shows that, some candidates failed to write the two sets of
equations of conservation of heat for blocks A and B. For example, one of
the candidates wrote the equations of conservation of heat for both block A
and B as: “ m1ci  m2c2 ”. This indicates that the candidate had insufficient
knowledge in the concept of heat especially, the principle of mixture. The
candidate had to consider that if no loss of heat to the surroundings, by the
principle of mixture heat lost by solid = Heat gained by water + Heat
gained by calorimeter. The equations were to be written as:
Block A
Heat lost by block A  Heat gained by water and calorimeter
mACA (100  2 )  mwCw (2  1 )  mcCc (2  1 )
Block B
Heat lost by block B  Heat gained by water and calorimeter
mBCB (100  2 )  mwCw (2  1 )  mcCc (2  1 )
The candidates who failed to make this kind of relationship ended up
calculating wrong specific heat capacity of block A and B. Due to this
failure; they were unable to identify a block that is most suitable for
molding the cooking utensils. Extract 18.1 represents one of the incorrect
76
77
Extract 18.1: A sample of the candidate’s weak responses to question 2
of Physics 2A.
In Extract 18.1, the candidate drew inappropriate diagrams of the processes

of heating water in the beaker and cooling the blocks with water in a
calorimeter. The candidate also calculated incorrectly the specific heat
capacity of block A. He/she failed to identify a block that is most suitable
for molding the cooking utensils.
A total of 29 (1.7%) candidates scored good marks (10.5-15.0). These

exhibited knowledge of the concepts of specific heat capacity of solids.
These candidates knew how to collect and record data using a thermometer
and a beam balance. They followed the procedures accordingly and
obtained the expected results. They drew proper diagrams for the two
processes of heating water in a beaker and cooling the blocks with water in
a calorimeter. They also wrote two sets of equations for conservation of
78
heat for blocks A and B. However, they failed to give accurate values of
specific heat capacities of blocks A and B, hence, they were unable to
identify a block that is most suitable for molding the cooking utensils. They
also wrote correctly the aim of doing the experiment. Extract 18.2
represents one of good responses to this question.
79
80
Extract 18.2: A sample of good responses to question 2 of Physics 2A.
In Extract 18.2, the candidate recorded the masses and the temperatures of
the calorimeters and their contents correctly. He/she wrote correct sets of
equations for conservation of heat for blocks A and B and stated well the
aim of the experiment. However, the candidate provided incorrect values of
the specific heat capacities of blocks A and B.
2.1.16.2 731/2B Physics 2B

The candidates were required to perform an experiment to investigate the
capacity of the liquids to absorb the amount of heat from the running metal
parts per kilogram per degree rise in temperature. They were required to
use the procedures provided and then answer the questions that follow.
Procedures:
(a) Weigh an empty calorimeter with its stirrer and lid as mC.
3
(b) Fill of the calorimeter with hot liquid, A which is about 70 °C.
4
81
(c) Put the calorimeter with its contents into the jacket and cover it with
lid.
(d) While stirring gently, record the temperature of the liquid at an
interval of 2 minutes until the liquid cool to the temperature of about
45 °C.
(e) Remove the calorimeter with its contents from the jacket, measure
and record its mass with stirrer and lid as m CA .
(f) Repeat the procedures in 2 (a) to (d) with liquid B, measure and
record the mass of the calorimeter with its contents, stirrer and lid as
m CB .
Questions
(i) Tabulate your results.
(ii) Plot the cooling curve for liquid A and B on the same axis.
(iii) Obtain the gradient at 60 °C for each liquid from the graph plotted in
2 (ii).
(iv) Deduce the equation governing this experiment.
(v) Determine the specific heat capacity of liquid B given that the
specific heat capacity of liquid, A, CA = 4200 J/kg K and the specific
heat capacity of calorimeter, C = 400 J/kg K.
(vi) Compare the specific heat capacities of the two liquids and explain
why one of the liquids is more suitable to be used as a cooling agent
in a car radiator than the other.
(vii) What is the aim of doing this experiment?
The candidates who scored low marks (0.0-5.5) collected and tabulated
incorrect data, which means that they had unsatisfactory knowledge about
the topic of heat specifically, specific heat capacity. They plotted incorrect
cooling curves for liquids A and B. In the graph, some important key points
were not well presented. For instance, some of the candidates wrote
incorrect patterns styles of writing scales. For example, the following
wrong styles of writing scales were used by a number of candidates:
“Horizontal scales: 1 cm = 2 minutes; and vertical scales: 1 cm
 15 OC ”. In order to write correct scales, candidates were supposed to use
either statement scale (1 centimeter represents 10 oC) or fractional scale
(1:5 min). Other candidates did not realize that the gradient at any
temperature is obtained by drawing a tangent line at that particular point;
thus, they had to choose two points along it in order to calculate the
gradient.
82
Further analysis reveals that many candidates failed to deduce the equation
governing the experiment. These candidates seemed to be unaware of the
fact that when two objects at different temperatures are placed in contact
with each other, heat always flows from the hotter to the cooler object. Heat
will flow until the two reach thermal equilibrium, (i.e when they are at the
same temperature). The amount of heat that is lost by a sample of metal as
it cools is equal to the amount of heat gained by the water in the
calorimeter. This assumes that no heat is lost from the calorimeter to its
surroundings (the room), and that the amount of heat absorbed by the
calorimeter itself is negligible. They were supposed to use the concept of
rate of heat flow as follows:
 Heat gained by calorimeter   Heat gained by calorimeter 
  
 and stirrer from   and stirrer from 
 liquid B per unit time at 60o C   liquid A per unit time at 60o C 
   
d d
 mBCB  mC CC      mACA  mC CC   
 dt  B  dt  A
Extract 19.1 represents the incorrect responses from one of the candidates
who scored low marks in this question.
Extract 19.1: A sample incorrect responses to question 2 of Physics 2B.
83
In Extract 19.1, the candidate did not construct the table of values and
hence he/she failed to plot the cooling curves for liquid A and B on the
same axis. Consequently, the candidate deduced the equation governing the
experiment by employing the concept of the amount of heat flow instead of
the rate of heat flow.
The candidates who scored high marks (10.5-15.0) managed to prepare a

correct table of results for both liquids A and B. They were also able to plot
the cooling curves for liquids A and B on the same axis. Hence, these
candidates drew correct tangent lines at the given temperature (60oC) and
then obtained their respective gradients.
Some of them deduced the equation that governed the experiment correctly
and used it to determine the specific heat capacity of liquid B, when the
specific heat capacity of liquid A is 4200J/Kg K and that of a calorimeter is
400 J/Kg K. A small number of candidates were able to compare the
specific heat capacities of the two liquids, and explained correctly why one
of them was suitable to be used as a cooling agent in a car radiator. Finally,
they correctly stated the aim of the experiment.
84
85
Extract 19.2: A sample of part of a candidate’s correct responses to
question 2 of Physics 2B.
2.1.16.3 731/2C Physics 2C

The candidates were required to perform an experiment to investigate the
hotness of the porridge in cup A as compared to that in cup B. They were
asked to use the procedures provided and then answer the questions that
followed.
Procedures:
(a) Fill the metal cup A with hot water whose temperature should initially
be about 80 oC, put it on the wooden base.
(b) Constantly stir the hot water in the cup A and record the temperature
of the water for every 1 minute.
(c) Continue reading the temperature θ C for 15 minutes.
(d) Empty cup A and put it into a measuring cylinder. Record its volume
as V.
86
(e) Repeat procedures in 2 (a) – (c) for metal cup B. Measure the same
volume V as obtained in (c).
Questions
(i) Tabulate your results.
(ii) Using the same axis, plot a cooling curve for cup A together with its
content and another cooling curve for the cup B together with its
content.
(iii) If RA represent the rate at which the cup A and its content loose heat,
and RB represent the rate at which the cup B and its content loose
R
heat, determine the ratio A at the temperatures 75C and 65C .
RB
(iv) Which calorimeter is represented by cup A? Explain by giving a
reason.
(v) Why does the student drink the porridge comfortably without
complaining about its hotness in one cup rather than in the other cup?
(vi) State the two sources of errors in this experiment.
The analysis of candidates’ performance shows that most of the candidates

who scored low marks (0.0 to 5.5) encountered challenges when carrying
out the experiment.
In this alternative paper, the majority of the candidates prepared
inappropriate tables of results and hence they failed to plot the cooling
curves for cup A and cup B together with their contents in the same axis.
R
They also failed to determine the ratio of A at the temperatures 75C
RB
and 65C . In reality, they had little knowledge of the effect of wrapping the
calorimeter with an aluminium foil and a calorimeter whose outer surface is
painted black in relation to heat loss. Many candidates skipped most parts
of the question. Because of this, they even failed to identify the calorimeter
represented by cup A. These candidates were supposed to understand that
the calorimeter represented by cup A is the calorimeter with the aluminium
foil. Since the aluminium foil prevents heat to be lost by radiation, its rate
of cooling is lower than that of the blackened body. Thus, according to
Kirchhoff’s law of radiation, a black body is a good emitter of heat; hence a
container whose outer surface is painted black will cool down faster (has
high rate of cooling).
87
Others failed to explain why a student drinks the porridge comfortably
without complaining about its hotness in one cup rather than in the other. In
this part, candidates were supposed to know that a student drinks the
porridge comfortably in cup B because it loses heat at a higher rate
(blackened one) and hence cools faster than the other which loses heat
slowly (the one covered by aluminium foil) as explained earlier. A few
candidates stated correctly the two sources of errors committed while
conducting the experiment. Extract 20.1 represents a sample of weak
responses from one of the candidates in this question.
88
89
90
Extract 20.1: A sample of a candidate’s incorrect responses to question 2
of Physics 2C.
In Extract 20.1, the candidate provided incorrect responses almost to all

parts of the question.
On the other hand, 3 (0.18%) candidates scored 14 out of 15 marks. This is

an indicator that the question was not well performed by majority of the
candidates. The candidates who scored high marks in the range of 10.5 to
15.0 marks were competent in terms of knowledge and skills, particularly
in terms of data gathering and recording, mathematic application and
drawing and interpretation of graphs. To a large extent, these candidates
tabulated the results correctly, plotted correct curves, determined the ratio
91
RA
at the temperatures 75C and 65C , identified a calorimeter
RB
represented by cup A and supported their answers with a reason. They also
stated correctly the two sources of errors in the experiment. However, many
failed to explain why the student drinks the porridge comfortably without
complaining about its hotness in one cup rather than in the other. Extract
20.2 represents correct responses from one of the candidates who did well
this question.
92
93
Physics 2C.
In Extract 20.2, the candidate constructed a table of results correctly,

plotted the graphs in the same axis slightly correct as he/she expressed time
t in seconds instead of minutes and logically identified the calorimeter
represented by cup A. However, the candidate was unable to determine the
R
ratio A at the temperatures 75C and 65C .
RB
94
2.1.17 Question 3: Current Electricity
2.1.17.1 731/2A Physics 2A

In this question, the candidates were required to conduct an experiment to
verify whether wire Q has high conductivity or the same as that of copper.
They were required to follow the procedures provided and then answer the
questions that follow.
Procedures:
(a) Connect a dry cell, an ammeter, a voltmeter, a key K and rheostat in
series.
(b) Join a voltmeter across the battery terminal.
(c) With the Key K open, record the voltmeter reading.
(d) With the Key K closed, adjust the rheostat so that the ammeter
pointer is at exactly 0.2 A and record its corresponding voltmeter
reading in volts.
(e) Repeat procedure 3 (d) with ammeter readings of 0.4, 0.6, 0.8 and
1.0 A.
Questions
(i) Tabulate your results, including the values of I and V.
(ii) Draw a well labeled diagram for the experimental set-up.
(iii) Plot a graph of V and I.
(iv) Use your graph to determine the internal resistance and e.m.f of that
dry cell and comment on your answer comparing to the value given
by the factory.
(v) If the dry cell used in 3 (iv) is replaced by another dry cell an
internal resistance that is twice that of the first one, what will be the
magnitude of the current flowing in the circuit?
The question was attempted by 1,708 (100%) candidates. The data analysis
shows that the overall performance was weak as illustrated in Figure 17.
95
Figure 17 shows that 1210 (70.8%) candidates scored from 0.0 to 5.5
marks; 398 (23.3%) scored from 6.0 to 10.0 marks; and 100 (5.9%) scored
10.5 to 15.0 marks.
The candidates who scored low marks (0.0-5.5) in this question had
insufficient knowledge about the concepts of Current electricity, especially
the metre bridge. The majority of the candidates (70.8%) scored less than
6.0 marks implying that they did not manage to perform well most parts of
the question. The candidates’ weak performance might be due to: failure to
set-up the slide metre wire as per instructions given; failure to read and
record the correct balance point; construction of incomplete table of data
values; incorrectly sketched diagram of the experimental set up;
incompetent in the use of micrometer screw jack for measuring the
diameter of the wire; and lack of mathematical (computational) skills in
solving the resistivity of the wire.
Further analysis reveals that 291 (17.0%) candidates scored zero. These
candidates either provided incorrect and irrelevant responses or re-wrote
the procedures given in the question instead of answering the question
items. Others presented their responses in experimental report writing form
contrary to the requirement of the question.
96
Extract 21.1 displays an example of weak responses from one of the
candidates.
Extract 21.1: A sample of weak responses to question 3 of Physics 2A.
In extract 21.1, the candidate prepared incorrect table of results and also
failed to measure the diameter of the wire Q. He/she failed to plot the graph
and a sketch of diagram for the experimental set up.
In contrast, the candidates who scored high marks (10.5 – 15.0) in this
question had sufficient knowledge of the concepts of Current electricity,
especially the metre bridge. These candidates (5.9%) managed to perform
well most parts of the question. The candidates’ good performance was due
to: proper set-up of the slide metre wire as per the instructions given;
accurate reading and recording of the balance point; construction of correct
tables of data values; correctly sketched diagrams of the experimental set
up; competent use of micrometer screw jack for measuring the diameter of
the wire; and good mathematical competence (computational) in solving
problems of the resistivity of the wire. Extract 21.2 represents correct
responses from one of the candidates.
97
98
99
100
Extract 21.2: A sample of correct responses to question 3 of Physics 2A.
In Extract 21.2, the candidate responded correctly to most parts of the

question. However, he/she failed to justify whether wire Q can replace the
copper wire in the market or not.
101
2.1.17.2 731/2B Physics 2B
In this question, the candidates were required to conduct an experiment to
determine the resistance of the resistor Q from the following procedures:
Procedures:
(a) Connect resistor Q, resistance box, two dry cells and a switch in series
to complete a circuit. Then connect a 0 – 5 V voltmeter across the
resistance box.
(b) Read the voltmeter and record the value of V when a resistor of 2 Ω is
set on the resistance box.
(c) Repeat the procedure in 3 (b) by setting a resistance box in such a
way that R = 4 Ω, 6 Ω, 8 Ω and 10 Ω to obtain a total of four other
readings.
Questions
(i) Draw the circuit diagram you connected as per instructions given.
1 1
(ii) Tabulate your results including the columns for and .
V R
1 1
(iii) Plot a graph of against .
V R
 R 
(iv) Using a graph and the equation V    E , determine the values
QR
of resistor Q and e.m.f of the dry cells.
(v) If an electrical engineer used another method to determine the value
of resistor Q and got 5 Ω, would the value be recommended to
replace the damaged resistor? Justify your answer.
The candidates who scored low marks in this question had limited
knowledge of the concept of current electricity; notably, they did not know
how to determine the unknown resistance of the wire. The major obstacle
that made most of the candidates to perform poorly was a lack of
knowledge on how to connect the voltmeter with the resistance box. These
candidates connected the voltmeter in series with the resistance box, while
in practice and according to instruction, the voltmeter is always connected
in parallel to the conductor or any electric component. Another
shortcoming observed was lack of drawing skills as most of the candidates
failed to design a circuit diagram as per the given instruction. Because of
these factors the data obtained by these candidates were incorrect and hence
102
1 1
plotted the graph of against by using wrong data. Another problem
V R
that made them score low marks was their inability to formulate
mathematical relations (lack of mathematical skills). Due to this reason,
they failed to establish the relation which could help to determine the
values of resistor Q and e.m.f of the dry cells from the graph and the
 R 
equation V    E . Extract 22.1 shows incorrect responses provided
QR
by one of the candidates who scored low marks in this question.
103
Physics 2B.
In this extract, the candidate connected a voltmeter in series with a

resistance box R, contrary to the principles of connecting a voltmeter in an
electric circuit and against the instruction. This cause the candidate to plot
an incorrect table of results.
104
On the other hand, some of the candidates scored high marks (10.5-15.0) in
this question. These candidates were capable of connecting all the given
electric components as per the instruction. They also managed to draw the
circuit diagram correctly and hence they obtained an appropriate table of
results. These candidates showed good ability of transferring the data from
1 1
the table of values to a graph of against . They also formulated
V R
 R 
correct mathematical relation using a graph and equation V    E.
QR 
Extract 22.2 depicts the responses of one of the candidates who scored at
least 12.5 out of 15.0 marks allocated to this question.
105
106
Physics 2B.
107
2.1.17.3 731/2C Physics 2C
In this question, candidates were required to conduct an experiment to
determine the approximate value of the internal resistance of the dry cell.
Procedures:
(a) Connect a dry cell, an ammeter, a voltmeter, a key K and rheostat in
series.
(b) Join a voltmeter across the battery terminal.
(c) With the Key K open, record the voltmeter reading.
(d) With the Key K closed, adjust the rheostat so that the ammeter
pointer is at exactly 0.2 A, and record its corresponding voltmeter
reading in volts.
(e) Repeat procedure 3 (d) with ammeter readings of 0.4, 0.6, 0.8 and
1.0 A.
Questions
(i) Tabulate your results including the values of I and V.
(ii) Draw a well labeled diagram for the experimental set-up.
(iii) Plot a graph of V and I.
(iv) Use your graph to determine the internal resistance and e.m.f of that
dry cell and comment on your answer comparing to the value given
by the factory.
(v) If the dry cell used in 3 (iv) is replaced by another dry cell with
twice internal resistance of the first one, what will be the magnitude
of the current flowing in the circuit?
The candidates who scored low marks (0.0-5.5) in this alternative practical
paper showed the following weaknesses: they had no knowledge on how
the ammeter and voltmeter should be connected in electrical circuits. Some
of the candidates connected the ammeter in parallel (instead of connecting
it in series) and connected the voltmeter in series (instead of connecting it
in parallel). These candidates were supposed to understand that an ammeter
will always be connected in series as it has low resistance and the voltmeter
will always be connected in parallel because it has high resistance. On
interchanging their position, by connecting an ammeter in parallel its
resistance will be too low and most of the current will be flowing through it
causing a short circuit and damage to the circuit. Now, if the voltmeter is
connected in series it will be having a high resistance such that no current
108
will flow through it and the voltage indicated will be zero; therefore, no
voltage would be recorded in the voltmeter.
Another weakness observed was lack of drawing skills among the

candidates. The majority of the candidates failed to draw a well labelled
diagram for the experimental set-up because of what has been explained
above. Consequently, they collected and tabulated wrong data and, hence,
plotted an inappropriate graph of V against I. In the graph, some of them
failed to indicate the title of graph, axis, scales, slope indication and their
corresponding SI units. They also obtained wrong best line because of
transferring incorrect data values. Likewise, they failed to use a graph to
determine the internal resistance and the e.m.f of the dry cell. They also
failed to give a reasonable comment about the calculated internal resistance
with respect to the value given by the factory. Some of them skipped some
parts of the question. Extract 23.1 is an incorrect response from one of the
candidates who had weak performance in this question.
109
Extract 23.1: A sample of a candidate’s weak responses to question 3 of Physics
2C.
In Extract 23.1, the candidate connected a voltmeter in series with the

battery terminal, contrary to procedure (b) in the question and against the
principles of connecting voltmeters in electrical circuits. He/she excluded
the ammeter in the electric circuit diagram. Yet she/he recorded the current
I in the table of values.
Despite the weak performance shown by majority of the candidates, some
of them (5.9%) scored high marks (10.5-15.0). These candidates drew
correct and well labelled diagram for the experimental set-up. They also
collected and recorded appropriate values of current and voltage in table of
results. Some of them plotted good and neat graph of V against I and used
it to determine correct values of internal resistance and e.m.f of the dry cell.
110
Extract 23.2 is a sample of correct responses from one of the candidates
who attempted this question.
111
Extract 23.2: A sample of part of the candidate’s good responses to
question 3 of Physics 2C.
In Extract 23.2, the candidate constructed a correct table of results and

drew a well labelled diagram for the experiment. He/she calculated the
internal resistance r indicated by the slope of the graph.
112
3.0 ANALYSIS OF CANDIDATES’ PERFORMANCE IN EACH TOPIC
3.1 Analysis of Candidates’ Performance in Each Topic for Physics 1
A total of 12 out of 15 topics were examined in Physics examination paper
1. These topics were: Measurement, Properties of Matter, Mechanics,
Atomic Physics, Waves, Electronics, Physics Laboratory Management,
Fundamental of Teaching and Learning Physics, Heat, Current Electricity,
Assessment in Physics and Teaching.
The analysis of the candidates’ responses in each topic in Physics 1 showed

good performance in the topics of Fundamentals of Teaching and Learning
Physics (90.8%) and Teaching (88.8%). Average performance was
observed in the topics of Atomic Physics (61.7%), Properties of Matter
(61.4%) and Physics Laboratory Management (48.8%). Furthermore, the
topics of Waves (22.1%), Electronics (18.6%), Measurement (12.6%),
Assessment in Physics (11.7%), Mechanics (9.6%), Heat (7.7%) and
Current Electricity (3.9%) had weak performance (See Appendix I).
3.2 Analysis of Candidates’ Performance in Each Topic for Physics 2

The analysis of Physics 2 (Actual Practical Paper) revealed that the topic of
Mechanics had average performance (49.0%) while the topics of Current
Electricity and Heat had weak performance of 29.2 per cent and 19.9 per
cent respectively (See Appendix II).
4.0 CONCLUSION
The general performance of Physics paper was good (96.18%). The
candidates’ performance increased by 1.23 per cent compared to 2021 in
which 94.95 per cent of the candidate passed. The analysis of the
candidates’ performance revealed that candidates encountered substantial
challenges while doing the questions. It was observed that inadequate
content knowledge was one of the most important reasons for the weak
performance of some candidates. Some of them provided responses that
were irrelevant to the demand of the questions. Others skipped some of the
items i.e they left them unanswered.
Further analysis has shown that lack of mathematical skills was also a great
challenge that caused the performance of most of the candidates who failed
to comply to the requirement of using formulas and calculations which go
through a number of steps before obtaining the final answer. However,
because of unsatisfactory knowledge on the electric circuits and
113
computational skills they failed to apply the correct principles and formulae
and hence they ended up with incorrect answer.
Another reason was poor English language proficiency, where some

candidates provided responses with inappropriate verb tenses (grammatical
errors). The candidates with language problems failed to give clear
explanations of concepts.
5.0 RECOMMENDATIONS
In order to improve the performance of the forthcoming candidates in
Physics subject, tutors are advised to:
(a) use group discussion, demonstration and experiments in teaching
the concept of production and propagation of mechanical waves by
using teaching resources such as slinky coil springs, helical springs,
ripple tank and coupled pendulums. This will help the learners to
understand propagation of mechanical waves and their behaviours.
(b) explain the concept, structure and application of logic gates in order
to draw truth tables by using teaching aids like batteries, switches,
thermistor heaters, marker pens and flip charts. This will help the
students teachers to acquire ability to analyze and simplify digital
gates using Boolean algebra.
(c) apply questions and answers, group discussion, demonstrations and

deductive inquiry in teaching dimensional analysis of physical
quantities and errors in the topic of errors and dimensions. These
methods will help learners to develop competencies and skills in
reducing systematic errors in everyday life experience.
(d) use a reciprocal teaching method to explain the concept of parking

orbit when launching the satellite from the surface of the earth to
other heavenly bodies above the earth.
(e) perform an experiment on verification of temperature distribution

along lagged and unlagged metal conductors by using resources like
unlagged metal conductors, insulated metal conductors and sources
of heat, metal rods, cotton wool, thermometers, stopwatches and
graph papers.
114
Appendix 1
Summary of the Candidates’ Performance in each Topic in 731/1 Physics 1
Average
Question Performance in each performance
Na. Topic Remarks
Number topic (%) per topic
(%)
1. Fundamental Good
s of Teaching
10 90.8 90.8
and Learning
Physics
2. Teaching 14 88.8 88.8 Good
3. Atomic
5 61.7 61.7 Average
Physics
4. Properties of
2 61.4 61.4 Average
Matter
5. Physics
8 53.7
Laboratory 48.8 Average
Management 9 43.9
6. Waves 6 22.1 22.1 Weak
7. Electronics 7 18.6 18.6 Weak
8. Measurement 1 12.6 12.6 Weak
9. Assessment Weak
13 11.7 11.7
in Physics
10. Mechanics 4 9.9 Weak
9.6
3 9.2
11. Heat 11 7.7 7.7 Weak
12. Current Weak
12 3.9 3.9
Electricity
115
Appendix 2
Summary of the Candidates’ Performance in each Topic in 731/2 Physics 2
(Actual Practical)
Average
Question Performance in each
S/N Topic performance per Remarks
Number question (%)
topic (%)
1. Mechanics 1 49.0 49.0 Average
2. Current
3 29.2 29.2 Weak
Electricity
3. Heat 2 19.9 19.9 Weak
116

731 Physics

Uploaded by

Copyright:

Available Formats

731 Physics

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

731 Physics

Uploaded by

Copyright:

Available Formats

THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

CANDIDATES’ ITEM RESPONSE ANALYSIS REPORT

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

NATIONAL EXAMINATIONS COUNCIL OF TANZANIA

CANDIDATES’ ITEM RESPONSE ANALYSIS

© The National Examinations Council of Tanzania, 2022

All rights reserved.

The Diploma in Secondary Education Examination is a summative

The feedback provided in this analysis will enable educational

The Physics 1 consisted of sections A and B with a total of fourteen (14)

On the other hand, Physics 2 consisted of three actual practical equivalent

The analysis highlights what candidates were required to do in each

The candidates’ performance on each question has been classified into

Table 1: The Percentage of Performance of Candidates in Terms of

Lastly, this report makes a conclusion and recommendations on how to

This part presents an analysis of each question. It provides an overview of

731/1 Physics 1 (Theory)

2.1.1 Question 1: Measurements

Some of the candidates outlined irrelevant concepts contrary to the need of

Extract 1.1: A sample of a candidate’s weak responses to question 1.

Extract 1.2: A sample of correct response to question 1.

In extract 1.2, the candidate applied correctly the concept of dimensional

2.1.2 Question 2: Properties of Matter

Figure 2: Candidates’ Performance in Question 2

Extract 2.2: A sample of incorrect responses to question 2.

2.1.3 Question 3: Mechanics

A total of 1,708 (100%) candidates attempted this question. The analysis of

Extract 3.1: A sample of a candidate’s incorrect responses to question 3.

2.1.4 Question 4: Mechanics

A total of 1,708 (100%) candidates attempted this question. The overall

Figure 4: The Candidates’ Performance in Question 4

Further analysis of the candidates’ performance indicates that weak

Extract 4.1: A sample of candidate’s weak response to question 4.

In extract 4.2, the candidate drew an appropriate diagram of the interchange

2.1.5 Question 5: Atomic Physics

The question was attempted by 1,708 (100%) candidates. The overall

Figure 5: The Candidates’ Performance in Question 5

Extract 5.1: A sample of candidate’s good responses to question 5.

In Extract 5.2, the candidate failed to identify the requirement of the

2.1.6 Question 6: Waves

It was attempted by 1,708 (100%) candidates. In general, the performance

Figure 6: The Candidates’ Performance in Question 6

Extract 6.1: A sample of incorrect responses to question 6.

In Extract 6.1, the candidate wrote some of the properties of mechanical

Extract 6.2: A sample of a candidate’s correct responses to question 6.

2.1.7 Question 7: Electronics

A total of 1,708 (100%) candidates attempted the question. The overall

Extract 7.2: A sample of a candidate’s incorrect response to Question 7.

The question was attempted by 1,708 (100%) candidates. Their

Figure 8: The Candidates’ Performance in Question 8

In Extract 8.1, the candidate suggested appropriate ways to reduce the

2.1.9 Question 9: Physics Laboratory Management

Figure 9: The Candidates’ Performance in Question 9

Extract 9.1: A sample of a candidate’s correct responses to question 9.

In Extract 9.1, the candidate provided correct reasons why mercury

In extract 9.2, the candidate failed to give reasons to why mercury

2.1.10 Question 10: Fundamentals of Teaching and Learning Physics

An example of the candidate who provided one of the correct responses