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PhysicsAssessment ObjectivesDemonstrate knowledge and understanding of:facts, concepts and terminologymethodologies and techniquescommunicating scientific information.Apply:facts, concepts and terminologymethodologies and techniquesmethods of communicating scientific information.Formulate, analyse and evaluate:hypotheses, research questions and predictionsmethodologies and techniquesprimary and secondary datascientific explanations.Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.Assessment OutlineSL Assessment componentWeightingPaper 120%Paper 240%Paper 320%Internal Assessment20%HLAssessment componentWeightingPaper 120%Paper 236%Paper 324%Internal Assessment20%Assessment detailsSLPaper 1Duration: ? hour 30 multiple-choice questions on core, about 15 of which are common with HL.The questions on paper 1 test assessment objectives 1, 2 and 3.The use of calculators is not permitted.No marks are deducted for incorrect answers.A physics data booklet is provided.Example exam question.Physics Standard Level Paper 1. The graph shows the variation with volume V of the pressure p of a fixed mass of an ideal gas as the temperature of the gas is raised.What is the work done by the gas during the process?A. 0.5 kJB. 1.0 kJC. 1.5 kJD. 2.0 kJWhat is thermal conduction mainly due to in a gas?A. The motion of free electronsB. Fast molecules transferring energy to slower moleculesC. Slow molecules transferring energy to faster moleculesD. Lattice vibrations causing collisions with neighbouring moleculesPaper 2Duration: 1? hours Short-answer and extended-response questions on core material.The questions on paper 2 test assessment objectives 1, 2 and 3.The use of calculators is permitted. (See calculator section on the OCC.)A physics data booklet is to be provided by the school.Example exam question.Physics Standard Level Paper 2. In the drop tower shown, containers with experiments inside of them are fired upwards inside a vertical tower.The container moves under the influence of gravity and eventually falls back to the bottom of the tower. Most of the air is removed from the tower so that air resistance is negligible. While in flight, the container and its contents are in free-fall.The container is fired vertically upwards with initial speed 48 m s–1. Determine the time that the container is in flight. (2)At the end of the flight, the container of total mass 480 kg falls into a tank of expanded Styrofoam (polystyrene) spheres to slow it. The container stops after moving a distance of 8.0 m in the Styrofoam. Calculate the average force that acts on the container due to the spheres. (3) Outline why the experiments inside the container could be considered to be in “weightless” conditions. (2)The tower is 120 m high with an internal diameter of 3.5 m. When most of the air has been removed, the pressure in the tower is 0.96 Pa.Determine the number of molecules of air in the tower when the temperature of the air is 300 K. (3) Outline whether the behaviour of the remaining air in the tower approximates to that of an ideal gas. (2) The container can also be released from rest at the top of the tower. The graph shows how the container velocity varies with time from release with the tower in a partial vacuum.State the quantity that is represented by the shaded area ABC. (1)Air is introduced into the tower. The container is released from the top of the tower when the air in the tower is at atmospheric pressure. Using the axes in (e), sketch a graph to show how the container velocity varies with time from release when the air is at atmospheric pressure.Paper 3Duration: 1 hourThis paper will have questions on core and SL option material.Section A: one data-based question and several short-answer questions on experimental work.Section B: short-answer and extended-response questions from one option.The questions on paper 3 test assessment objectives 1, 2 and 3.The use of calculators is permitted. (See calculator section on the OCC.)A physics data booklet is to be provided by the school.Example exam question.Physics Standard Level Paper 3In an experiment to measure the specific heat capacity of a metal, a piece of metal is placed inside a container of boiling water at 110000 °C. The metal is then transferred into a calorimeter containing water at a temperature of1 1000 °C. The final equilibrium temperature of the water was measured. One source of error in this experiment is that a small mass of boiling water will be transferred to the calorimeter along with the metal.Suggest the effect of the error on the measured value of the specific heat capacity of the metal.(2) State one other source of error for this experiment.(1) Option B — Engineering physicsA bucket of mass m is held above a water well by a rope of negligible mass, as shown. The rope is wound around a cylinder of mass M and radius R. The moment of inertia of the cylinder about its axis is Show that the acceleration a of the bucket is given by the following equation. (4)(b) The following data are available.Bucket mass m = 24 kgCylinder mass M = 36 kgRadius R = 0.20 mCalculate the speed of the bucket when it has fallen a distance of 16 m from rest. (2)Calculate the rate of change of the angular momentum of the cylinder.(3)(c) The bucket in (b) is filled with water so its total mass is now 45 kg. The bucket israised at a constant speed of 2.0 m s–1 using an electric motor attached to the cylinder.Calculate the power output of the motor. (1)HL Assessment overviewPaper 1Duration: 1 hour40 multiple-choice questions on core and AHL, about 15 of which are common with SL.The questions on paper 1 test assessment objectives 1, 2 and 3.The use of calculators is not permitted.No marks are deducted for incorrect answers.A physics data booklet is provided.Example exam question.Physics Higher Level Paper 1. 1 A mass hangs freely from the end of a spring. A student raises the mass vertically until the tension in the spring becomes zero. The gain in gravitational potential energy of the mass is equal to the work doneA. by the student against the force of gravity acting on the mass.B. on the mass by the student plus the elastic potential energy lost by the spring.C. on the mass by the student minus the elastic potential energy lost by the spring.D. on the mass by the student minus the work done on the mass by the tension in the spring.2 Two separate sealed containers hold air at the same temperature. They are connected by a thin tube containing a valve. Initially one container holds 0.2 m3 of air at a pressure of 50 kPa and the other container holds 0.3 m3 of air at a pressure of 20 kPa.The valve is slowly opened and the temperature stays constant. What is the final pressure in the containers?A. 32 kPaB. 35 kPaC. 38 kPaD. 70 kPaPaper 2Duration: 2? hours Short-answer and extended-response questions on the core and AHL material.The questions on paper 2 test assessment objectives 1, 2 and 3.The use of calculators is permitted. (See calculator section on the OCC.)A physics data booklet is to be provided by the school.Example exam question.Physics Higher Level Paper 2. A circuit is designed to supply regular pulses of charge to a 3.3 kΩ resistor using an electronic switch S.Initially the capacitor is uncharged. The battery has a negligible internal resistance.The capacitance of the capacitor is 4.7 μF.At time t = 0 the switch is moved to position 1. Using the axes, draw a graph to show how the potential difference V across the capacitor varies with time t as it charges. A time scale is not required. (2)A single pulse of charge is produced by moving the switch S to position 2 for 6.3 ms.Show that the potential difference across the capacitor falls by about 2 V during the duration of the pulse. (3)Calculate the charge that flows through the circuit during the pulse. The battery has a charge capacity of 0.55 Ah and the circuit produces one pulse each second. Calculate the time, in years, for which the battery can operate the circuit.Two batteries in series, each of emf 6.0 V and having negligible internal resistance, replace the single battery. All other components in the circuit remain the same. Compare the energy transferred from the two batteries with the energy transferred from the single battery during one charge–discharge cycle.Paper 3Duration: 1? hours This paper will have questions on core, AHL and option material.Section A: one data-based question and several short-answer questions on experimental work.Section B: short-answer and extended-response questions from one option.The questions on paper 3 test assessment objectives 1, 2 and 3.The use of calculators is permitted. (See calculator section on the OCC.)A physics data booklet is provided.Example exam question.Physics Higher Level Paper 3. A rocket of proper length 900 m is moving at speed 0.80c relative to the Earth. E is a reference frame in which the Earth is at rest. R is a reference frame in which the rocket is at rest. The diagram is from the point of view of E.(a) A light signal is emitted from the back of the rocket and is received at the front ofthe rocket.Determine the(i) time interval between the emission and reception of the light signal according toan observer in R. (1)(ii) time interval between the emission and reception of the light signal according toan observer in E. (3)(iii) distance separating the emission and reception of the light signal according toan observer in E. (1)(b) One photon is emitted from the back B of the rocket and another photon is emitted from the front F of the rocket, as shown.The emissions are simultaneous according to observers in R. The photons are receivedby an observer at rest in the middle of the rocket.The spacetime diagram represents the reference frame of the Earth E and the rocketframe R. The coordinates in frame E are x and ct and in frame R they are x′and ct′.The position of the back B and of the front F of the rocket at t= 0 are labelled.The origin of the axes corresponds to the middle of the rocket.(i) On the spacetime diagram, draw lines to show the worldlines of the photons fromwhen they were emitted to when they were received. (3)(ii) Using the spacetime diagram, determine which photon was emitted first accordingto observers in E. (2)(iii) Determine the time separating the emissions of the two photons according toobservers in E. (2) A missile is launched from the rocket. The velocity of the missile is – 0.62c relative to the rocket. Calculate the velocity of the rocket relative to the Earth. (3)Command terms with definitionsCommand terms for Assessment Objective 1: Demonstrate Knowledge and mand TermDefinitionDefineGive the precise meaning of a word, phrase, concept or physical quantity.DrawRepresent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.LabelAdd labels to a diagram.ListGive a sequence of brief answers with no explanation.MeasureObtain a value for a quantity.StateGive a specific name, value or other brief answer without explanation or calculation.Write downObtain the answer(s), usually by extracting information. Little or no calculation is required. Working does not need to be mand terms for Assessment Objective 2: ApplyCommand TermDefinitionAnnotateAdd brief notes to a diagram or graph.ApplyUse an idea, equation, principle, theory or law in relation to a given problem or issue.CalculateObtain a numerical answer showing the relevant stages in the working (unless instructed not to do so).DescribeGive a detailed account.DistinguishMake clear the differences between two or more concepts or items.EstimateObtain an approximate value.FormulateExpress precisely and systematically the relevant concept(s) or argument(s).IdentifyProvide an answer from a number of possibilities.OutlineGive a brief account or summary.PlotMark the position of points on a mand terms for Assessment Objective 3: Formulate, analyse and evaluate:Command TermDefinitionAnalyseBreak down in order to bring out the essential elements or mentGive a judgment based on a given statement or result of a pareGive an account of the similarities between two (or more) items or situations, referring to both (all) of them pare and contrastGive an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.ConstructDisplay information in a diagrammatic or logical form.DeduceReach a conclusion from the information given.DemonstrateMake clear by reasoning or evidence, illustrating with examples or practical application.DeriveManipulate a mathematical relationship to give a new equation or relationship.DesignProduce a plan, simulation or model.DetermineObtain the only possible answer.DiscussOffer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.EvaluateMake an appraisal by weighing up the strengths and limitations.ExplainGive a detailed account including reasons or causes.HenceUse the preceding work to obtain the required result.Hence or otherwiseIt is suggested that the preceding work is used, but other methods could also receive credit.JustifyGive valid reasons or evidence to support an answer or conclusion.PredictGive an expected result.ShowGive the steps in a calculation or derivation.Show thatObtain the required result (possibly using information given) without the formality of proof. “Show that” questions do not generally require the use of a calculator.SketchRepresent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.SolveObtain the answer(s) using algebraic and/or numerical and/or graphical methods.SuggestPropose a solution, hypothesis or other possible answer. ................
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