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2022(2023) A/L Physics Marking Scheme | Sinhala Medium

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PHYSICS-ESSAY- Examcode.net INSTRUCTION:  Answer Eight (8) Questions in All. Five Questions From Part I and Three Questions From Part II. ===================================

PART I Answer Any Five Questions From This Part. ===========================

(1) Range /PQ/ = u²sin2θ/g u = 250ms-¹ θ =42° = [250² x sin(2×42°)]/10 = (62,500 x sin84°)/10 = 6250 x 0.9945 = 6215.63m ===========================

(2) (i) They are pure semiconductors with impurities less than 1 and have teravalent crystals (ii) Presence of mobile charge carriers is intrinsic property of material (iii) No doping or addition of impurities required. ===========================

(4) F = 50N k = 100Nm-¹ F = ke 50 = 100e e = 50/100 = 0.5m Work done = (1/2)ke² = 1/2 x 100 x 0.5² = 25/2 = 12.5joules ===========================

(5a) A geostationary satellite is an earth orbiting satellite placed at an altitude of approximately 35,800km directly over the equator that revolves in the same direction which the earth rotates.

(5b) (i) Gas lasers (ii) Solid-state lasers ===========================

(6a) The S.I unit is watt per steradian (W/sr)

(6b) (i) As the temperature of the black body increases, the peak wavelength decreases. (ii) The total energy being radiated is the area under the graph. ===========================

(7) (i) Magnetic materials are materials having a magnetic domain and are attracted to an external magnetic field WHILE Non-magnetic materials are materials that are not attracted to an external magnetic field. (ii) The magnetic domains of magnetic materials are aligned either parallel or antiparallel arrangements thus they can respond to a magnetic field when they are under the influence of an external magnetic field WHILE The magnetic domains of non-magnetic materials are arranged in a random manner in such a way that the magnetic moments of these domains are cancelled out. Thus, they do not respond to a magnetic field. (iii) Magnetic materials are used to make permanent magnets are the parts of operating systems where magnetic properties are required WHILE Non-magnetic materials are used to make parts of some operating systems where no magnetic effect are expected and other things such as cases of compasses. ===========================

PART II Answer Three Questions From This Part. ===========================

(8ai) The law of inertia states that a body will continue in its present state of rest or if it is in motion, will continue to move with uniform speed in a straight line unless it is acted upon by a force.

(8aii) When the brakes of the moving vehicle are suddenly applied, or the passengers jerks forward as thet tend to continue in a straight line. The seat belt helps to provide a backward force and reduces injuries.

(8bi) The moment of a force about a fixed point is the product of the force and the perpendicular distance at the point to the line of action of the force.

(II) clock wise moment = Anticlock wise moment T x 1.5 = 54 x 0.5 T = 54×0.5/1.5 T = 18N

(III) F + T = w F = w – T F = 54 – 8 F = 36N

(8c) [TABULATE]

=STATIC FRICTION= (i) Independent of surface area in contact (ii) Depends on normal reaction ( of one solid surface on the other) (iii) Occurs between solids surfaces in contact

=VISCOSITY= (i) Depends in surface area in contact (ii) Independent of normal reaction (iii) occurs between fluid layers/solid and fluid in contact/in fluids.

(8d) By increasing the number of pulleys.

===========================

(9ai) Coulomb’s law states that the electric force between two point charges, q₁ and q₂ separated by a distance r is directly proportional to the product of the charges and inversely proportional to the square of the distance between the charges.

(9aii) Given r = 5.28×10-¹¹m k = 9.0×10⁹mF-¹ q₂ = q₁ = 1.6×10⁻¹⁹C = q Electrostatic force F = kq²/r² F = [9.0×10⁹(1.6×10⁻¹⁹)²]/(5.2×10⁻¹¹)² F = 0.852×10⁻¹⁶N F = 8.52×10⁻¹⁷N

(9bi) (i) Current I = Vin/R₁+R₂ I = Ir₁ =Ir₂ Vout = Vr₂ = Ir₁ x R₂ Vout = [Vin/(R₁+R₂)] x R₂ Vout = Vin[R₂/(R₁+R₂)]

(ii) Given; Vin/Vout = (R₁+R₂)/R₂ = 2.5 Where R₂ = 30Ω (R₁+30)/30 = 2.5 R₁+30 = 75 R₁ = 75 – 30 R₁ = 45Ω

(9bii) The volt is the work done of one joule in taking one coulomb of positive charge from one point to another.

(9c) A wooden core cannot provide path to the flux which is needed to link either the secondary or primary side

(9d) Used in medicine for visual functions. ===========================

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admin January 29, 2023 A/L Physics Sinhala Medium , A/L Sinhala Medium , Sinhala Medium Comments Off on 2022 (2023) A/L Physics Past Paper Sinhala Medium 23,464 Views

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2022(2023) A/L Physics MCQ Answers(Unofficial Marking schemes)

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Title: the death of the short-form physics essay in the coming ai revolution.

Abstract: The latest AI language modules can produce original, high quality full short-form ($300$-word) Physics essays within seconds. These technologies such as ChatGPT and davinci-003 are freely available to anyone with an internet connection. In this work, we present evidence of AI generated short-form essays achieving first-class grades on an essay writing assessment from an accredited, current university Physics module. The assessment requires students answer five open-ended questions with a short, $300$-word essay each. Fifty AI answers were generated to create ten submissions that were independently marked by five separate markers. The AI generated submissions achieved an average mark of $71 \pm 2 \%$, in strong agreement with the current module average of $71 \pm 5 %$. A typical AI submission would therefore most-likely be awarded a First Class, the highest classification available at UK universities. Plagiarism detection software returned a plagiarism score between $2 \pm 1$% (Grammarly) and $7 \pm 2$% (TurnitIn). We argue that these results indicate that current AI MLPs represent a significant threat to the fidelity of short-form essays as an assessment method in Physics courses.

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The death of the short-form physics essay in the coming AI revolution

Will Yeadon 2,1 , Oto-Obong Inyang 1 , Arin Mizouri 1 , Alex Peach 1 and Craig P Testrow 1

Published 5 April 2023 • © 2023 The Author(s). Published by IOP Publishing Ltd Physics Education , Volume 58 , Number 3 Citation Will Yeadon et al 2023 Phys. Educ. 58 035027 DOI 10.1088/1361-6552/acc5cf

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1 Department of Physics, Durham University, Lower Mountjoy, South Rd, Durham DH1 3LE, United Kingdom

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2 Author to whom any correspondence should be addressed.

Will Yeadon https://orcid.org/0000-0002-9444-108X

Oto-Obong Inyang https://orcid.org/0000-0002-9001-0418

Craig P Testrow https://orcid.org/0000-0001-5639-3753

• Received 21 December 2022
• Accepted 20 March 2023
• Published 5 April 2023

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Method : Double-anonymous Revisions: 1 Screened for originality? Yes

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1. Introduction

1.1. background.

AI text-completion technologies have undergone rapid development in recent years, outpacing commonplace perceptions of their quality. It is now possible to use these tools to reliably produce quality content that is accurate, clear and critical, on practically any topic of choice. These tools can produce content that is highly idiosyncratic, and which is nearly indistinguishable from human-produced content [ 1 , 2 ]. Furthermore, these technologies are becoming increasingly accessible, fast, cheap and incredibly easy to use, essentially only requiring users to specify a brief text prompt. The effort required to produce such a prompt could entail simply copying and pasting a question from an assignment. Clearly, such technologies could pose a threat to the fidelity of existing forms of assessment, as AI written work could be submitted by students and both pass undetected through plagiarism prevention software and score higher marks than the student could have had they written the work themselves. In this work, we provide evidence that this threat is very significant. We demonstrate how high quality short-form essays, written by AI software in only a few seconds, can score a First Class for an assignment from an accredited university Physics module. This, we argue, effectively renders the short-form essay obsolete as an assessment tool. Despite popular reservations, the AI revolution has begun, and it is vital that educators remain proactive and aware of the capabilities of these technologies and their potential ramifications for teaching and assessment, particularly at this very early stage in the development of AI text-completion technologies.

Modern systems such GPT-3 are already extremely proficient at producing accurate, insightful responses on almost any topic, with applications in diverse areas such as healthcare [ 3 ], legal advice chat bots [ 4 ] and providing feedback for student's work [ 5 ]. They are thus potentially capable of answering the short-form essay questions which form the basis of assessments in many university modules. Whilst there are some technologies capable of detecting AI generated text [ 6 ], universities currently only look for plagiarism rather than whether text was AI generated. Previous technological innovations such as the widespread use of virtual learning within universities have had muted impact on teaching practices [ 7 ] yet the current capabilities of relatively earlier stage technologies such as ChatGPT and davinci-003 is likely to change this for the case of AI.

Given technologies such as davinci-003 and ChatGPT are only months old, there is limited prior work on AI written essays. An older language model, GPT-2, has been used by students to write essays in a co-piloting role [ 8 ]. Here, students were tasked with blending an essay they have written themselves with output from GPT-2. However, new models such as ChatGPT and davinci-003 can write entire essays using a single, user-defined sentence prompt. In fact, through stringing together several prompts GPT-3 has already demonstrated the potential to create an entire academic paper [ 9 ]. If one only cherry-picks the most exemplary outputs as examples of AI capabilities, this invariably implicates survivorship bias. However, a hypothetical student who wished to use an AI tool to answer their essay would most-likely choose the best output they could from a set of multiple, rapidly-generated options. Clearly it is prudent to appraise the capabilities of these technologies within the context of how they will most likely be used by students.

1.2. GPT-3: davinci-003 and ChatGPT

OpenAI's GPT-3 model is an autoregressive language model [ 10 ] that processes and generates text. Trained on a large dataset of human-generated text, GPT-3 can analyze a prompt (the input text) and use statistical techniques to predict the most likely next word or words that form a coherent and meaningful statement. Within the GPT-3 group of natural language processing (NLP) models, davinci-003 was released in late November 2022. This was followed by ChatGPT in December 2022. OpenAI's website features a free 'playground' web application which open allows a user to enter a short prompt from which davinci-003 will generate additional text. The 'playground' web application features various parameters a user can adjust such as the maximum length of the output or how random it is. Conversely, ChatGPT is a chatbot that seeks to converse with the user via text. Both technologies can produce text output but davinci-003 was principally used in this study.

As an example of the sophistication of the davinci-003 output, example 1 shows the output for a question demanding literary analysis of William Shakespeare. Note here how, whilst simple, this prompt still demands recognizing Shakespeare as a name of a person whilst Summer and Winter are recognized as names of seasons. Here, Summer is associated more closely to happiness and Winter is associated closer to darkness. Darkness is not an antonym of happiness.

Example 1.  davinci-003 output showing relatively straightforward literary analysis.

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Whilst these kind of NLP models have been around for some time, davinci-003 provides output which demonstrates the critical understanding and reason required to create excellent answers to essay questions. In example 2 , davinci-003 appears to be considering the moral implications of using AI technologies to generate essays. This is despite how the text is generated based on learned patterns and structures.

Example 2.  davinci-003 output that appears to take a moral position.

2.1. Outline of the module and exam

Physics in Society is a module offered by the Department of Physics at Durham University. The module content consists of the history and philosophy of Physics, the development of modern science and the ethical issues surrounding the use of technology in society. The major assessed component of the module is the exam which consists of a set of five short-form essay questions, each of no more than 300 words, on a selection of topics from the module. Figure 1 shows the five questions used for the AI submission generation. These questions serve to test a variety of aspects such as the history, philosophy, communication and ethics of Physics. This is reflected in the module assessment proforma, shown in figure 2 , that outlines the five key criteria against which essays are marked.

Figure 1.  The five questions used to generate submissions. Note a variety of historical, philosophical and factual themes are covered over the five questions.

Figure 2.  The Physics in Society assessment proforma used to grade submissions.

2.2. Generating the AI scipts

To obtain a consistent, minimal and fair benchmark of the quality of the davinci-003 essays, the output was not edited in any way. Only if the output was excessively similar to a prior generated one would it be rejected entirely, and a new one generated. It is reasonable to assume that a student who wished to use davinci-003 to write their answers would apply some minor edits, yet even without this the AI answers were of excellent quality. An example of davinci-003 output is presented in example 3 .

Example 3.  Unedited 328-word output from davinci-003 using a temperature (randomness) of 0.95 and a maximum output length of 700 tokens where one token is roughly four characters of English text.

3. Analysis and results

3.1. overview.

A significant trait of the AI generated answers were their consistent quality, as seen in the tight distribution of AI scores compared with student scores for the module. Figure 3 reveals that the very top performing students are able to outscore the AI essays, but the majority of the cohort performs either comparably or worse. Our results imply that students in the bottom third of their cohort would have a significant incentive to submit AI generated work for their assignments instead of their own original work.

Figure 3.  Histogram of AI scores (green) against a Gaussian distribution reflecting the average scores of students in Physics in Society [ 11 ].

Table 1.  Table showing plagiarism percentage identified through both Grammarly and TurnitIn for each of the ten submissions.

In this study, the markers were aware that they were assessing AI generated scripts. However, prior research indicates that humans struggle to identify AI generated text consistently [ 12 ] thus specialized detection software is needed to identify AI generated text. There are some nascent technologies which claim to be able to detect AI generated work such as OpenAI's own AI text detection software [ 13 ] and GPTZero [ 14 ]. One of the key metrics that these technologies look for is the perplexity of the text. Intuitively, this is a measurement of uncertainty associated with the next words in a text passage given the prior words. The deterministic nature of much NLP software leads it to be more predictable than human-written text.

For the essays generated in this study, OpenAI's software characterized eight of the ten essays to be 'Very unlikely to be written by AI' and the other two to be 'Likely to be written by AI' . Whereas GPTZero found that nine of the ten essays 'May include parts written by AI' whereas one was 'Likely to be entirely written by AI' . Given that all the essays were in fact AI generated, this suggest that detecting AI written text is possible although GPTZero appears superior to OpenAI's software at the time of writing. Interestingly GPTZero and OpenAI's software disagreed on which essays were likely to be written by AI suggesting different approaches were taken. Nevertheless these results do suggest that in principle it is possible for software to identify AI generated text.

3.2. Written quality

4. discussion & conclusion, 4.1. impact on higher education.

The results of this short study suggest modern AI systems such as davinci-003 and ChatGPT are capable of writing high quality Physics essays, capable of achieving a first-class score, for free and within a few seconds. These tools essentially represent a wide spread democratization of paid essay writing services whereby anyone can have davinci-003 or ChatGPT write an essay for them. We could argue that, in contrast to merely sounding a death-knell for certain kinds of assessments, this technology will once again force us to re-think assessment, and will confer far greater benefits in the end than the comparatively small drawback of having to redesign existing assessments. Obviating the abuse of these technologies to undermine assessments could be as simple as requiring the students to produce the work within an invigilated setting. In such cases, the moral of the story is that while the threat to authentic assessment is profound, simple and practical solutions likely already exist that will not necessarily require a total upheaval of current assessments themselves, but may force a change of context at least.

Besides assessment, this technology allows users to generate innumerable, original examples, which can be shown by teachers within writing workshops. Similarly, as technologies such as ChatGPT mature we could see their use as one-on-one tutors. Although, the availability of knowledge is effectively already widely democratized. The full course contents for most degrees at Stanford and The Massachusetts Institute of Technology have been available on their respective Massive Online Open Courses (MOOC) platforms for a decade. Yet enrolling as a student at both institutions is still very competitive and a typical online MOOC can expect a completion rate of 10% [ 15 ] which is far below that of a typical university degree. Thus it is not often clear in advance how new technology will impact higher education.

4.2. Ease of sample generation

Getting davinci-003 or ChatGPT to respond in the desired manner often involves a process of trial-and-error, retrying or rewording prompts. Yet a transformational aspect of these technologies is how few times this needs to be done and how quickly the samples are generated. As covered in section 2.2 it is relatively straightforward to get a good quality answer to an essay question simply by preceding the question with 'Write a 300 word essay on' . However, whilst 50 AI answers were created, it is unclear whether additional unique responses could realistically be created without some familiarity with the subject. Take for example the question 'What was the most important advance in natural philosophy between 1100 and 1400?' , as covered in section 2.2 it was possible to create multiple unique answers through rephrasing the question with a sensible suggestion. Rephrasing the question as 'Explain why X was the most important advance in natural philosophy between 1100 and 1400.' where X is Bacon's work on optics / Buridan's work on impetus / Wallingford's astronomical clock or similiar allows for many unique answers to be created. However, this is contingent on knowing who Bacon / Buridan / Wallingford are in the first place. Yet simply knowing Roger Bacon worked on optics is not equivalent to being able to write a high quality essay on his work. Even if the phase-space of AI answers for questions could be checked by assessors beforehand, through partially answering the question and incorporating AI as a co-pilot students could still have AI write their answers but with a reduced risk of being caught. Secondly, as with paid essay writing services, without clear conclusive proof it is unreasonable to accuse a submission of not have being written by its stated author.

4.3. Limitations and future work

In the present work, we have adopted a fairly rudimentary proxy, consisting of the average scores for the module, in order to contextualise the AI scores. More properly, we should compare the AI scores to those of the students for this exam. We aim to address this in a forthcoming paper in which we compare the performance of AI to student submissions, during which we also address the question of the extent to which markers can reliably distinguish between AI submissions and human submissions. Nevertheless, our key result, that AI can generate content that attains highly, in absolute terms, for short-form essays, is very significant in and of itself, despite the aforementioned limitations.

The focus of the present work are assignments consisting of short-form essay questions, which represent a minority of assessments within Science, Technology, Engineering, and Maths (STEM) teaching. However, future work will consider the capabilities of NLP AI with regard to scientific report writing and answering analytical questions which require the use of calculations, coding, symbolic manipulation and algebraic typesetting, which are staples of STEM assignments and examinations. Although, this is beyond the scope of the present work.

Example 4.  ChatGPT generated (incorrect) answer for a Physics question requiring both mathematical and graphical elements. The text has been lightly edited to replace the literal characters ω and π with \omega and \pi for illustration purposes.

Whilst at the time of writing, ChatGPT and davinci-003 still struggle with more complex Physics questions suggesting it may be poor at answering Masters or PhD level questions. It is our view that due to the rapid progress and increasing interest in this area it is only a matter of time before these technologies develop to the point where they can not only pass, but excel in all of these aspects of STEM assignments too. The implication of this is that it is important educators simply do not resort to 'moving the goalposts' when adapting to their prevalence as such a strategy may only work for a short time before the next step change in AI capabilities.

4.4. AI generated feedback for AI essay

Given the ability of AI to create high quality essays the next logical step is to get an AI to mark the AI essays. ChatGPT is better suited to this task than davinci-003 and the output of a ChatGPT conversation is shown in example 5 . Whilst when scoring itself the AI is a little generous—awarding 85/100—it does provide specific feedback comments that directly relate to both the input essay and the rubric.

Example 5.  ChatGPT generated feedback for the AI essay in example 3 .

This concept of AI marking is a non-trivial point. Automatic essay scoring (AES) is a mature technology in regular use for US High School essays [ 16 , 17 ]. These AES technologies are trained on many examples of student essays and assign a grade based on various factors such as grammar, spelling, word choice, organization, and content. This is in contrast to a university module like Physics in Society that features questions relatively unique to the content taught and where a cohort typically ranges from 50 to 70 students so there are limited examples for comparison. Despite this, the score and feedback given in example 5 is clearly cogent and would likely pass undetected if given to the student as human-written feedback.

4.5. Concluding thoughts

We may be at the beginning of an AI revolution. In order to facilitate authentic assessment it is vital that we are aware of the capabilities of this technology and its ramifications on the way that credited work is assessed. In the present case, it is hard to avoid the conclusion that non-invigilated assessments based on short-form essay questions are already no longer fit for purpose; they are simply too vulnerable to current AI text-completion technologies, which can produce creditable content cheaply and quickly. We should note that this scenario, where an emerging technology threatens to undermine assessments, is not without some comparable historical counterparts. It was initially imagined that the advent of the internet posed an existential threat to certain kinds of assessments. However, what has emerged since then is a total revolution in the way that we teach, stemming from careful, evidence-based consideration of how we can use this platform to enhance the quality of our teaching and to improve the student experience. It would be hard to imagine delivering a modern course without using the internet in some way. On the basis of startling and exciting recent advances in the capabilities of AI technologies, notwithstanding the results of the present work, we would argue that AI is well-placed to instigate dramatic and profound changes to the way that we teach and assess students, forming an indispensable component of a new ethos within which we design and deliver teaching.

Within the coming months, this area of research will likely undergo an explosion. Indeed, at the time of writing, we are on the cusp of the release of GPT-4. It is the view of the authors that within the next twelve months, the more pioneering students or 'Mavens' [ 18 ] will realise the potential of these tools, and this news will steadily spread around student cohorts. Within two years, most higher education practitioners will be aware of how powerful these tools are and may have unwittingly marked work created in part by AI in a co-pilot manner. The potential for this technology to produce extremely accurate, high-quality content to almost any brief imaginable will surely lead to a new stage in the development of education. In the meantime, we must prepare for the AI revolution that is already underway, to ensure the fidelity of current forms of assessment.

Data availability statement

All data that support the findings of this study are included within the article (and any supplementary files).

Supplementary data (<0.1 MB XLSX)

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Physics 2022 WAEC Past Questions

The area under a force-time graph represents--------

• A. change in kinetic energy
• B. change in momentum
• C. change in work done
• D. change in internal energy

From the principle of flotation, a body sinks in a fluid until it displace a quantity equal to its own?

The length of a simple pendulum is increased by a factor of four. By what factor is its period increase?

• A. 0.5\(\pi\)
• C. 2\(\pi\)

The linear expansivity, \(\alpha\), and cubic expansivity, \(\gamma\), of a material are related by the equation?

• A. \(\gamma\)=a
• B. \(\gamma\)=3\(\alpha\)
• C. \(\gamma\)=2a
• D. \(\gamma\)=\(\frac{1}{3} \alpha \)

Suppose three identical steel balls Q, R, and S, are placed on an undulating ground as illustrated in the diagram above. Which of the balls is/are in neutral equilibrium?

• D. Q and S only
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Home » WAEC Physics Answers 2024 (Essay-Objectives) is Out

WAEC Physics 2024 Answers for Essay-Obj Questions Released.

The Waec physics answers for 2024 questions can now be seen here. The West African Examination Council (WAEC) Physics paper will be taken on Tuesday, 23rd May 2023.

WAEC Physics questions and answers for essay objectives are now available. The Waec Physics 2 (Essay) paper will start by 9:30 am and will last for 1hr 30 mins while the Waec Physics 1 (Objective) exam will commence at 11:00 am and will last for 1hr 15 mins.

Following recent reviews, it has been found out that the weaknesses of candidates in WAEC Physics questions included a lack of understanding of the fundamentals of the course, inability to take precise measurements to the required accuracy, inability to plot graphs correctly and disregard of instruction, which makes them loose precious marks.

In this post, we will be sampling wa ec physics questions for candidates that will participate in the SSCE examination from past questions.

WAEC Physics Answers 2024 Questions.

PAPER 2 [Essay] Read Instructions. Write your answers in the answer booklet provided.

1. Explain why mercury does not wet glass while water does.

ANS: Mercury does not wet glass because (force of) cohesion/attraction of mercury molecules is greater than (force of) adhesion/attraction between glass and mercury molecules.

Water wets glass because (force of) adhesion/attraction between glass and water molecules is greater than (force of) cohesion/attraction of water molecules

2. (a) State Faraday’s second law of electrolysis. (b) An electric charge of 9.6 x 104 C liberates 1 mole of substance containing 6.0 x 1023 atoms.  Determine the value of the electronic charge. ANS: (a) If the same quantity of electricity is passed through different voltameters/electrolytes connected in series the masses of the substances liberated/deposited during electrolysis is (directly) proportional to their chemical equivalents. (b) Let e represent the electronic charge. e  =   Faraday’s constant Avogadro’s number =          9.6 x 104 6. 0. x 1023 =  1.60 x 10-19C

3. State: the difference between plane polarized light and ordinary light; two uses of polaroids

ANS: In plane-polarized light, the vibrations of the particles are confined to a single plane perpendicular to the direction of propagation of light while in ordinary light, the vibrations of the particles are in all planes. Uses of Polaroid – sunglasses (to reduce the intensity of sunlight) – to eliminate reflected light/glare – saccharimeter/measurement of the concentration of sugar solution. –  stress analysis/photoelasticity.

4. (a) State Faraday’s second law of electrolysis. (b) An electric charge of 9.6 x 104 C liberates 1 mole of substance containing 6.0 x 1023 atoms. Determine the value of the electronic charge. ANS:  (a) The mass of an element deposited /liberated during electrolysis is (directly) proportional to the chemical equivalent of the element. (b) Let e represent the electronic charge. e  =   Faraday’s constant Avogadro’s number =  9.6 x104    6. 0. x 1023 =  1.60 x 10-19C

5. Explain the following terms: (a) tensile stress; (b) Young’s modulus.

6. (a) Define diffusion. (b) State two applications of electrical conduction through gases. ANS:  (a) Diffusion is the process by which substances mix with one another due to the random motion of their molecules. (b) Applications of electrical conduction through gases include: – In the advertising industry/ Neon signs – In lighting/ fluorescent tubes – Identification of gases – Cathode ray oscilloscope/ T.V. tubes.

7. (a) List two properties of cathode rays. (b) Explain how the intensity and energy of cathode rays may be increased. ANS: (a) Properties of cathode rays: – They are negatively charged. – travel in a straight line in a field-free space. – are deflected by an electric/magnetic field. – possess (kinetic) energy. – possess momentum. (b) The intensity of cathode rays may be increased by raising the temperature of the cathode /increasing the current through the heater. They may be increased by raising the potential difference between the anode and the cathode/anode potential.

8. Give three observations in support of de Broglie’s assumption that moving particles behave like waves.

9. (a) Differentiate between plane polarization and interference as applied to waves. (b) List two uses of polaroids. ANS: (b) They are used in: – production of 3-dimensional films – determination of the concentration of sugar solution – polaroid cameras – sunglasses.

10. (a) State two factors that affect the mass of elements deposited during electrolysis. (b) List two non-electrolytes. ANS: (a) time, current /quantity of charge, nature/ e.c.e of the element. (b) water, kerosene, petrol, benzene, ethanol.

12. (a) i. State two advantages of alcohol over mercury as a thermometric liquid. ii. When the bulb of a thermometer is placed in a beaker of hot water, the level of mercury first falls and then rises gradually. Explain this observation. (b) List two factors, other than temperature, that affect the rate of evaporation of a liquid. (c) A block of lead of mass 100kg in a crucible and at a temperature of 40oC was placed in an electric furnace rated 10kW. If the melting point of lead is 320oC, calculate the: (i) quantity of heat required to heat the lead to its melting point; (ii) additional heat energy required to melt the lead; (iii) time taken to supply this additional energy. (Specific heat capacity of lead = 120JKg-1 K-1 (Specific latent heat of fusion of lead = 2.5 x 104 JK-1) (d) State two precautions necessary in an experiment to determine the specific latent heat of vaporization of water.

ANS: (a) i. Advantages of alcohol over mercury as a thermometric liquid –  lower freezing point –  cheaper – easily expansively. ii. the glass of the bulb of the thermometer first expands; hence the mercury level fails. The expansion of the mercury increases more than that of the glass and the liquid rises. (b) Factors other than temperature affecting the rate of evaporation of a liquid – wind – humidity/ dryness of the air –  nature of liquid/ viscosity /density – the area of liquid exposed –  pressure.

13. (a) State two factors that affect the angle of deviation of a ray of light through a triangular glass prism. (b) Seven virtual images of an object are formed when two plane mirrors are inclined at an angle 0 to each other. Calculate the value of 0. (c) By means of a ripple tank, a student was able to generate a series of transverse waves by varying the frequency ofthe dipper, and all the generated waves covered a distance of 0.80 m in 0.2 s. (i) Determine the speed, v, of the waves (ii) Copy and complete the table given above in your answer booklet. (iii) Plot a graph with f on the vertical axis and h -1 on the horizontal axis. (iv) What does the slope of the graph represent?

14. The Fig. 5.1 below shows a ray of light entering and passing along an optical fibre.

(a) Calculate the refractive index of the glass in the optical fibre. (b) Explain why the ray of light is totally internally reflected at A. (c) Both optical fibre and copper wire are used to transmit data. Optical fibre is cheaper and can carry more data per second than copper wire. State one other advantage of using an optical fibre rather than copper wire to transmit data.

15. (a) State two differences between a sound wave and a radio wave (b) Explain why a vibrating tuning fork sounds louder when its stem is pressed against a tabletop than when held in air. (c) State two conditions necessary for the: i. production of stationary wave in a medium; ii. formation of interference wave patterns; iii. occurrence of total internal reflection of a wave. (d) i. A ray of light is incident on one face of an equilateral glass prism. Draw a ray diagram to show the path of the ray through the prism. ii. Calculate the refractive index of the glass if the angle of minimum deviation is 41o.

WAEC Physics Objective Questions 2024.

Paper 1 [Objective] Answer ALL questions in this section. Shade your answers on the answer booklet provided.

1. An electron moves with a speed of 2.00 x 107 ms-1 in an orbit in a uniform magnetic field of 1.20 x 10-3T. Calculate the radius of the orbit. [Mass of an electron = 9.11 x 10-31kg; charge on an electron = 1.61 x 10-19C]

2. A tennis ball projected at an angle attains a range R = 78 m. If the velocity imparted to the ball by the racket is 30ms-1, calculate. [g=10ms-2]

3. A metallic bar 50 cm long has a uniform cross-sectional area of 4.0 cm2.  If a tensile force of 35kN produces an extension of 0.25 mm, calculate the value of Young’s modulus.

4. A stone projected horizontally from the top of a tower with a speed of 4 ms-1 lands on the level ground at a horizontal distance of 25 m from the foot of the tower. Calculate the height of the tower. [g = 10 ms-2]

5. A spiral spring with a metal extends by 10.5cm in air. When the metal is fully in water, the spring extends by 6.8 cm. Calculate the relative density of the metal (Assume Hooke s law Is obeyed)

6. A ray of light is incident on an air-glass boundary at an angle t? If the angle between the partially reflected ray and the refracted ray is 90°, calculate θ given that the refractive index of glass is 1.50.

7. A ball is projected horizontally from a height with a velocity of 40 ms-1. Calculate the drop in height after traveling a horizontal distance of 30m. [Neglect air resistance; g = 10 ms-1]

NOTE: There is nothing like the Waec physics expo online. Do not be deceived by fraudsters posing with fake Waec physics answers on the internet. The resources above on WAEC Physics Answers have been made available to assist candidates understand the required standards expected in Physics final Examination.

Keep following, more questions and answers will be added soon.

What is the difference between a solar eclipse and a lunar eclipse?

It almost time! Millions of Americans across the country Monday are preparing to witness the once-in-a-lifetime total solar eclipse as it passes over portions of Mexico, the United States and Canada.

It's a sight to behold and people have now long been eagerly awaiting what will be their only chance until 2044 to witness totality, whereby the moon will completely block the sun's disc, ushering in uncharacteristic darkness.

That being said, many are curious on what makes the solar eclipse special and how is it different from a lunar eclipse.

The total solar eclipse is today: Get the latest forecast and everything you need to know

What is an eclipse?

An eclipse occurs when any celestial object like a moon or a planet passes between two other bodies, obscuring the view of objects like the sun, according to NASA .

What is a solar eclipse?

A total solar eclipse occurs when the moon comes in between the Earth and the sun, blocking its light from reaching our planet, leading to a period of darkness lasting several minutes. The resulting "totality," whereby observers can see the outermost layer of the sun's atmosphere, known as the corona, presents a spectacular sight for viewers and confuses animals – causing nocturnal creatures to stir and bird and insects to fall silent.

Partial eclipses, when some part of the sun remains visible, are the most common, making total eclipses a rare sight.

What is a lunar eclipse?

A total lunar eclipse occurs when the moon and the sun are on exact opposite sides of Earth. When this happens, Earth blocks the sunlight that normally reaches the moon. Instead of that sunlight hitting the moon’s surface, Earth's shadow falls on it.

Lunar eclipses are often also referred to the "blood moon" because when the Earth's shadow covers the moon, it often produces a red color. The coloration happens because a bit of reddish sunlight still reaches the moon's surface, even though it's in Earth's shadow.

Difference between lunar eclipse and solar eclipse

The major difference between the two eclipses is in the positioning of the sun, the moon and the Earth and the longevity of the phenomenon, according to NASA.

A lunar eclipse can last for a few hours, while a solar eclipse lasts only a few minutes. Solar eclipses also rarely occur, while lunar eclipses are comparatively more frequent. While at least two partial lunar eclipses happen every year, total lunar eclipses are still rare, says NASA.

Another major difference between the two is that for lunar eclipses, no special glasses or gizmos are needed to view the spectacle and one can directly stare at the moon. However, for solar eclipses, it is pertinent to wear proper viewing glasses and take the necessary safety precautions because the powerful rays of the sun can burn and damage your retinas.

Contributing: Eric Lagatta, Doyle Rice, USA TODAY

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NECO 2022 Physics Questions & Answers | Essay & OBJ

Get free live 2022 neco june/july verified physics (phy) obj & essay questions and answers free of charge | neco june/july free physics (objectives and theory) questions and answers expo room (28th july, 2022).neco june/july 2022 free physics obj & essay (phy) question and answer room  thursday 28th july 2022physics (objective & essay)10:00am – 1:00pm.

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