Physics 30 Dec 06 Diploma Exam

# Mm 10 20 30 40 50 70 fold and tear along perforation

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Unformatted text preview: 4966 D, then NR 6 is 9109 ii July 16, 1999 Holistic Scoring Guide Reporting Category: Physics COMMUNICATION When marking COMMUNICATION, the marker should consider how effectively the response describes in detail the method, procedure, or strategy used to provide a solution to the problem. Score Criteria 3 In the response, the student • provides a complete, well organized, and clear solution to the problem • provides, in detail, a strategy in a logical manner • demonstrates consistency of thought • uses physics vocabulary appropriately and precisely • provides an explicit relationship between the explanation and diagrams (if used) • states formula(s) explicitly • may have a mathematical error that does not hinder the understanding of either the strategy or the solution 2 In the response, the student • provides an organized response, however, errors sometimes affect the clarity • provides a strategy, but details are general and/or sometimes lacking • demonstrates consistency of thought most of the time, however, some gaps in logic leave the response somewhat open to interpretation • uses physics vocabulary, however, it may not be precise • provides an implicit relationship between explanation and diagrams (if used) • uses formula(s) that are likely inferred by analyzing the calculations • likely has mathematical errors that may hinder the understanding of either the strategy or the solution 1 In the response, the student • lacks organization, and errors affect the clarity • attempts to provides a strategy with little or no detail • demonstrates a lack of consistency of thought, and the response is difficult to interpret • uses physics vocabulary, however, it is often misused • provides a weak relationship between the explanation and diagrams (if used) • may not state formula(s), however, it is possible that the formula(s) can be deciphered by analyzing the calculations • has mathematical errors that hinder the understanding of the strategy and/or the solution 0 In the response, the student • writes very little and/or presents very little relevant information • provides a response that is not organized, and is confusing and/or frustrating to the reader • does not provide a strategy to solve the problem • uses little or no physics vocabulary, however, if present, it is misused • provides no relationship between the explanation, if present, and diagrams (if used) • may state a formula but it does not contribute toward the solution NR No response given. Physics 30 – June 1999 iii July 16, 1999 Holistic Scoring Guide Reporting Category: Physics CONTENT When marking CONTENT, the marker should consider how effectively the response uses physics concepts, knowledge, and skills to provide a solution to the problem. Score Criteria 4 In the response, the student • uses an appropriate method that reflects a thorough understanding of the major concepts and/or laws, and indicates where they apply to the solution • provides a complete description of the method used and shows how to solve the problem • correctly uses formula(s) and although minor errors in substitution and/or calculation may be present they do not hinder the understanding of the physics content • has drawn diagrams and/or sketches, if applicable, that are appropriate, correct, and complete • has no major omissions or inconsistencies 3 In the response, the student • uses an appropriate method that reflects a good understanding of the main concepts and/or laws, and indicates where they apply to the solution • provides a description of the method used and/or shows how to solve the problem • correctly uses formula(s) however, errors in substitution and/or calculation may hinder the understanding of the physics content • has drawn diagrams and/or sketches, if applicable, that are appropriate, although some aspect may be incorrect or incomplete • may have several minor inconsistencies or perhaps one major inconsistency, however, there is little doubt that the understanding of physics content is good 2 In the response, the student • uses a method that reflects a basic understanding of the major concepts and/or laws but experiences some difficulty indicating where they apply to the solution • provides either a description of the method used or shows how to solve the problem • uses formula(s), however, errors and inconsistencies in substitution and/or calculation hinder the understanding of the physics content presented • has drawn diagrams and/or sketches, if applicable, that may be appropriate, although some aspect is incorrect or incomplete • has inconsistencies or a major omission 1 In the response, the student • uses a method that reflects a poor understanding of the major concepts and/or laws, and experiences difficulty indicating where they apply to the solution • provides a description of the method used, or a solution, that is incomplete • may use formula(s) however, the application is incorrect or inappropriate • has drawn diagrams and/or sketches, if applicable, that are inappropriate, incorrect, and/or incomplete • has minor and major inconsistencies and/or omissions 0 In the response, the student • uses a method that reflects little or no understanding of the major concepts and/or laws • does not provide a description of the method used • may use formul...
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## This note was uploaded on 01/14/2014 for the course PHYSICS Physics 30 taught by Professor Quinlan during the Fall '09 term at Centennial High School.

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