GCE A Level Physics 1976-2003 Topic 33 medical physics
CIE AS ALevel Paper3 物理2020年真题 实验题
Cambridge International AS & A LevelDC (JC/CT) 182587/3© UCLES 2020[Turn overThis document has 12 pages. Blank pages are indicated.*5745011940*PHYSICS 9702/33Paper 3 Advanced Practical Skills 1 February/March 20202 hoursYou must answer on the question paper.You will need: The materials and apparatus listed in the confidential instructionsINSTRUCTIONS●Answer all questions.●Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.●Write your name, centre number and candidate number in the boxes at the top of the page. ●Write your answer to each question in the space provided. ●Do not use an erasable pen or correction fluid. ●Do not write on any bar codes.●You will be allowed to work with the apparatus for a maximum of 1 hour for each question.●You should record all your observations in the spaces provided in the question paper as soon as theseobservations are made. ●You may use a calculator.●You should show all your working and use appropriate units.INFORMATION●The total mark for this paper is 40.●The number of marks for each question or part question is shown in brackets [ ].For Examiner’s Use 12TotalBLANK PAGE © UCLES 20209702/33/F/M/209702/33/F/M/20© UCLES 2020[Turn overYou may not need to use all of the materials provided.1In this experiment you will investigate the oscillations of a rod.(a)• Assemble the apparatus as shown in Fig. 1.1. •A djust the apparatus until the two springs are approximately 15 cm apart. Each springshould be vertical and the same distance from the middle of the rod. The rod should beparallel to the bench.Fig. 1.1•T he distance between the two springs where they support the rod is x , as shown in Fig. 1.1. Measure and record x .x = ....................................................cm [1](b)•L ift one end of the rod a short distance and push the other end of the rod down a shortdistance. Release the rod so that it oscillates with a rocking motion, as shown in Fig. 1.2.FRONT VIEWFig. 1.2•T ake measurements to determine the period T of the oscillation.T = .......................................................s [2](c) •C hange x by moving the stands. Adjust the apparatus until the springs are vertical andthe rod is parallel to the bench. Measure x and T.•Repeat until you have six sets of values of x and T.•Record your results in a table. Include values of 1x in your table.[9](d) (i) Plot a graph of T on the y-axis against 1x on the x-axis. [3](ii) Draw the straight line of best fit. [1] (iii) Determine the gradient and y-intercept of this line.gradient = ...............................................................y-intercept = ...............................................................[2]9702/33/F/M/20© UCLES 2020© UCLES 2020[Turn over9702/33/F/M/20(e) It is suggested that the quantities T and x are related by the equationT = ax + bwhere a and b are constants.Use your answers in (d)(iii) to determine the values of a and b.Give appropriate units.a = ...............................................................b = ...............................................................[2][Total: 20]9702/33/F/M/20© UCLES 2020You may not need to use all of the materials provided.2 In this experiment you will investigate the magnetic field produced by an electrical current.(a) You are provided with a length of wire wrapped around a plastic channel to form a coil, asshown in Fig. 2.1.other groove)Fig. 2.1Count and record the number N of turns of wire in the coil.N = (1)© UCLES 2020[Turn over9702/33/F/M/20•S lide the compass into the plastic channel so that it is in the middle of the coil.(b)•C onnect the circuit as shown in Fig. 2.2.•R otate the channel on the bench until the arrow of the compass is perpendicular to the channel, as shown.clipFig. 2.2•T he distance between the first and last turns of wire is L, as shown in Fig. 2.2. Measure and record L.L = (1)(c) •C lose the switch. The compass arrow will rotate through an angle θ.•M easure and record θ.θ = .............................................................°•R ecord the ammeter reading I.I = ...............................................................•O pen the switch.[2]© UCLES 20209702/33/F/M/20(d)Estimate the percentage uncertainty in your value of θ.percentage uncertainty = (1)(e) Calculate the value of B usingB = μ0(N−1) ILwhere μ0 = 1.26 × 10–6 N A–2.B = .........................................N A–1 m–1 [1]9702/33/F/M/20© UCLES 2020[Turn over(f) •D isconnect the crocodile clips and remove the compass.•R emove the tape and the wire. Re-wind the wire in adjacent grooves (instead of every other groove), as shown in Fig. 2.3.•Re-fix the tape.Fig. 2.3•R epeat (a), (b), (c) and (e).N = ...............................................................L = ...............................................................θ = .............................................................°I = ...............................................................B = ...............................................N A–1 m–1[3]© UCLES 20209702/33/F/M/209702/33/F/M/20© UCLES 2020[Turn over(g) It is suggested that the relationship between θ and B istan θ = B kwhere k is a constant.(i) Using your data, calculate two values of k .first value of k = ............................................................... second value of k = ............................................................... [1] (ii)Justify the number of significant figures you have given for your values of k . ........................................................................................................................................... ........................................................................................................................................... ..................................................................................................................................... [1] (iii)Explain whether your results in (g)(i) support the suggested relationship. ........................................................................................................................................... ........................................................................................................................................... . (1)9702/33/F/M/20© UCLES 2020Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at after the live examination series.Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.(h) (i) Describe four sources of uncertainty or limitations of the procedure for this experiment.1 ...................................................................................................................................................................................................................................................................................2 ...................................................................................................................................................................................................................................................................................3 ...................................................................................................................................................................................................................................................................................4 ........................................................................................................................................ (4)(ii) Describe four improvements that could be made to this experiment. You may suggest the use of other apparatus or different procedures.1 ...................................................................................................................................................................................................................................................................................2 ...................................................................................................................................................................................................................................................................................3 ...................................................................................................................................................................................................................................................................................4 ........................................................................................................................................ (4)[Total: 20]。
Active Physics CoreSelect
®HERFF JONES EDUCATION DIVISIONWhat Inquiry Should Be2Active — a small word that is powerful, dynamic, and is the basis of alearning system that can increase science and math literacy. The ActiveLearning System incorporatesdecades of research on howstudents best learn and howeducators can best facilitateincreased student achievement.Three concepts guide our work.First, in order to build increasedmath and science literacy, educatorscreate an environment in whichstudents are thoroughly engagedand actively involved in their ownlearning. Second, the creation of the Active Learning environment must not only involve curricula that are built around this concept, but also — equipment, teacher resources, professional development and technology that support the curricula. Third, these curricula and customized resources need to be flexible to meet your students’ needs as well as your state frameworks. At It’s About Time,we partner with you to facilitate increased student literacy in math and science.Introducing the Active Learning System™Student-Centered CurriculaThe Active Learning curricula are designed to allow each student to succeed in math and science.Chapter Challenges:Active Learning curricula begin by capturing students’ imaginations and providinga context for their learning—Real-world Chapter Challenges. For example, in Chapter 3 of Active PhysicsSports, students create a sport to play on the moon. In Chapter 2 of EarthComm — Earth SystemEvolution,students write a series of newspaper articles that explore global climate change, and inActive Chemistry, students create a special effect for a movie.Investigations:Once the challenge has been established and students are invested in their learning, Active Learning provides a series of hands-on labs which allow students to gain direct experience with the concepts. These labs have been developed by leading content experts working with classroom educators.Students master the key concepts in the investigations in order to complete their challenge. They really learn the content by applying it to a new situation and presenting their ideas to others.Opening Questions:Each Investigation begins with an open-ended question designed to elicit astudent’s prior knowledge of the topic. This gives them an opportunity to explore and then confront their prior understandings.Reading and Mathematics Support: Once students have gained firsthand experience with a concept through investigation, they “dig deeper” (with supplemental reading and math skill resources) to further understand the concepts that they have just explored. This process reinforces the science while building their reading ability and math skills.3Customized Hands-On MaterialsThe Active Learning System involves the same methods scientists use.Research shows that when students do science and solve problems , they are better able to remember and understand what they have learned. That is why hands-on inquiry investigations are such an integral part of our curricula and the Active Learning System . To support classroom inquiry, we developed a Kit Division to build and design customized equipment kits for each curricula. We continually gather feedback from educators across the nation to ensure that each kit item supports the scientific principles being learned and the Active Learning process.Customized Teacher Resources and Implementation PlansAs a way to support the Active Learning process, we offer both Teacher Resources and Professional Development. Our Teacher Editions provide comprehensive support on every aspect of the curricula, from content background, to philosophy and pedagogy, to correlations to standards — to answers for the problem sets. Our Professional Development Department provides a wide range of services to help support and ensure student success in the classroom. These services include school and district assessment, development of customized implementation plans, instructional workshops,mentoring and leadership development. All of our workshops and Leadership Academies are conducted by consultants who have taught in anActive Learning environment. As a result, you receive firsthand strategies that model the look and feel of a student-centered classroom.Customized TechnologyTo enhance student learning, technology must be designed with the same philosophy and pedagogy as the curricula, reinforcing the inquiry-based approach to learning. As a result, we offer a collection of research-based inquiry technology, from interactive software, to probes, to Internetresources, all in an effort to support you with the specific tools that you and your students need.Range of Assessment Strategies:In order to truly evaluate each student’s progress and learning, the Active Learning curricula include a wide range of assessment options. When students complete the Completing the Chapter Challenge,their work reveals the depth and breadth of their understanding. Rubrics that accompany each Challenge set forth the criteria that guide students toward deeper understanding and abilities, and help you to assess student work. In addition, lab books, journals, application questions, quizzes, and exams, allow you to check for understanding throughout the course.Customized ContentFinally, a course must fit your state frameworks. To help you create the perfect course, the flexibility ofIt’s About Time curricula and their associated material kits, professional development, technology and Internet resources, allow you to select the components that are just right to match your state frameworks and ensure your students’ success.Please study theActive PhysicsCoreSelectCourse Overview,and if you haveany questionsplease feel freeto call888-698-TIME (8463).4TABLE OF CONTENTSOverview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Active Physics Addresses Key NSES Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . .17Standards Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Chapter1Physics in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Chapter2Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Chapter3The Track and Field Championship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Chapter4Roller Coaster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Chapter5Let Us Entertain You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Chapter6Designing the Universal Dwelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Chapter7Electricity for Everyone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Chapter8Toys for Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Chapter9Atoms on Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Chapter10Patterns and Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38Chapter11Sports on the Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Chapter12Is Anyone Out There? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .425Y ou can do physics.Here are the reasons why.The following features make it that much easier to understand the physics principles you will be ing all these features together will help you actually learnabout this subject and see how it works for you every day,everywhere.Look for allthese features in each chapter of Active Physics.6ActiveACTIVE PHYSICS7ScenarioEach unit begins with a realistic event or situation you might actually have experienced,or can imagine yourself participating in at home,in school,or in your community .18Active Physics CoreSelect547You will probably want to assign some strict guidelines and also leave room for some extra points.Learning how to judge the quality of your own work is a skill that all businesses expect to see in their professionals.ChallengeThis feature presents the problem you will soon be expected to solve,or the tasks you are expected to complete using the knowledge you gain in the chapter.CriteriaBefore the chapter begins you will learn exactly how you will be graded.Working with your classmates,you will even help determine the criteria by which your work will be evaluated.239your small group and with your class.For Y 1.What Do Y ou Think?What do you already know? This unique feature encourages you to explore and discuss the ideas you have on a topic before you begin studying it.For Y ou T o DoIn Active Physics you learn by doing.Activities encourage you to work through problems by yourself,in small groups,or with the whole class.4510Physics T alkWhen you come across a physics term or equation in the chapter that you may notbe familiar with,turn to this feature for a useful,easy-to-understand explanation.6For Y ou T o Read7In this feature you will find additional insight,or perhaps an interesting newperspective into the topic of the activity.Reflecting on the Activity and the ChallengeEach activity helps prepare you to be successful in the chapter challenge.This feature helps you relate this activity to the larger challenge.It's another piece of the chapter jigsaw puzzle.Physics T o GoHere are exercises,problems,and questions that help you further develop yourunderstanding of the activity and relate it to the chapter challenge.88Stretching ExercisesIf you're looking for more challenging orin-depth problems,questions,and exercises,you'll find them right here.671in terms of their location(s) compared to the locations of the radios.c) How would this experiment be different if light from flashlights were used instead of sound from radios?10Chapter AssessmentHow do you measure up? Here is your opportunity to share what you have actually ing the activities as a guide,you can now complete the challenge you were presented at the beginning of the chapter.Physics Y ou LearnedThis lists the physics terms,principles,and skills you have just learned in the chapter.1213T WORKHis approach has been to tellthrough with its mathematical and scientific“you mustIt has to be both educational andPhysics at Work14Using real people in real jobs,this feature demonstrates how the principles you are learning are being applied everyday,everywhere.It shows that people who use physics can make a difference.C h a l l e n g eA roller coaster,called the Terminator Express,has been designed for an amusement park.Your challenge is to take the roller coaster design and modify it for a select group of riders.For instance,you may decide that you will modify the roller coaster so that young children can experience the thrill of a roller coaster in a safe and non-threatening way.You may prefer to design the roller coaster for adults that are a bit squeamish about the big hills and sharp turns.They want to experience the thrill of a roller coaster ride,but are ready to pass on the death-defying action. On the other hand,you may choose to design a roller coaster for daredevils that are ready to handle any thrill you can provide.You may also wish to design a roller coaster for people who are physically challenged or visually impaired.However, in each situation,you must ensure that the roller coaster is safe and nobody will be in danger.C r i t e r i aYou will make the design based on whatever group you choose.Your designwill have to meet certain criteria.All designs must have certain components including:•at least two hills•one horizontal curveIn addition,you will have to provide evidence that the ride is safe.Safetydata will include the height,speed,and acceleration of the roller coaster at five designated locations.Finally,you will have to calculate the work required to get the roller coaster rolling.You will present your design as both a model and a written poster or report.Make a list of criteria for each of the required elements of the roller coaster. What should a roller coaster design that deserves an “A”look like? Are thereother elements that you think should be included in a roller coaster grade? How much should each element be worth? Discuss these questions with your small group and the class.Active Physics CoreSelect207Scenario-DrivenIn each thematic unit there are three chapters, each requiring approximately three to four weeks of class time (Light Up My Life has one chapter). Each chapter begins with an engaging scenario or project assignment that challenges the students and sets the stage for the learning activities and chapter assessments to follow. Chapter contents and activities are selectively aimed at providing the students with the knowledge and skills needed to address the introductory challenge, thus providing a natural content filter in the “less is more” curriculum.Flexibly FormattedUnits are designed to stand alone, so teachers have the flexibility of changing the sequence of presentation of the units, omitting the entire unit, or not finishing all of the chapters within a unit. Although intended to serve as afull-year physics course, the units of Active Physics could be adapted to spread across a four-year period in an integrated high school curriculum.Multiple Exposure CurriculumThe thematic nature of the course requires students to continually revisit fundamental physics principles throughout the year, extending and deepening their understanding of these principles as they apply them in new contexts. This repeated exposure fosters the retention and transferability of learning, and promotes the development of critical thinking skills.Constructivist ApproachStudents are continually asked to explore how theythink about certain situations. As they investigate new situations, they are challenged to either explain observed phenomena using an existing paradigm or to develop a more consistent one. This approach can be helpful in including situations to abandon previously held notions in favor of the more powerful ideas and explanations offered by scientists.Authentic AssessmentFor the culmination of each chapter, students are required to demonstrate the usefulness of their newly acquired knowledge by adequately meeting the challenge posed in the chapter introduction. Students are then evaluatedon the degree to which they accomplish this performance task. The curriculum also includes other methods and instruments for authentic assessments as well as non-traditional procedures for evaluating and rewarding desirable behaviors and skills.Cooperative Grouping StrategiesUse of cooperative groups is integral to the course as students work together in small groups to acquire the knowledge and information needed to address the series of challenges presented through the chapter scenarios. Ample teacher guidance is provided to assure that effective strategies are used in group formation, function, and evaluation.Math Skills Development/Graphing Calculators and Computer SpreadsheetsThe presentation and use of math in Active Physics varies substantially from traditional high school physics courses. Math, primarily algebraic expressions, equations, and graphs is approached as a way of representing ideas symbolically. Students begin to recognize the usefulness of math as an aid in exploring and understanding the world about them. Finally, since many of the students in the target audience are insecure about their math backgrounds, the course engages and provides instruction for the use of graphing calculators and computer spreadsheets to provide math assistance. Minimal Reading RequiredBecause it is assumed that the target audience readsonly what is absolutely necessary, the entire course is activity-driven. Reading passages are written at the ninth grade level.Use of Educational TechnologiesVideos which capture students’ attention explore a variety of the Active Physics topics. Opportunities are also provided for students to produce their own videos in order to record and analyze events. Computer software programs make use of various interfacing devices.Problem SolvingFor the curriculum to be both meaningful and relevantto the target population, problem solving related to technological applications and related issues is an essential component of the course. Problem solving ranges from simple numerical solutions to more involved decision-making situations.Challenging Learning ExtensionsThroughout the text, a variety of Stretching Exercises are provided for more motivated students. These extensions range from more challenging design tasks to intriguing and unusual problems. Many of the extensions take advantage of the frequent opportunities the curriculum provides for oral and written expression of student ideas.Active Physics Addresses Key NSES Recommendations Active Physics addresses the following science curriculum recommendations:Active Physics was designed and developed to provide teachers with instructional strategies that model the following from The Standards:Teaching Standards:B.Guide and Facilitate Learning• Focus and support inquiries while interacting with students.• Orchestrate discourse among students about scientific ideas.• Challenge students to accept and share responsibility for their own learning.• Recognize and respond to student diversity; encourage all to participate fully in science learning.• Encourage and model the skills of scientific inquiry as well as the curiosity openness to new ideas and data and skepticism that characterize science.C.Engage in ongoing assessment of their teachingand student learning• Use multiple methods and systematically gather data about student understanding and ability.• Analyze assessment data to guide teaching.• Guide students in self-assessment.D.Design and manage learning environments thatprovide students with time, space, and resourcesneeded for learning science• Structure the time available so students are able toengage in extended investigations.• Create a setting for student work that is flexible andsupportive of science inquiry.• Make available tools, materials, media, and technologicalresources accessible to students.• Identify and use resources outside of school.E. Develop communities of science learners thatreflect the intellectual rigor of scientific attitudesand social values conducive to science learning• Display and demand respect for diverse ideas, skills,and experiences of students.• Enable students to have significant voice in decisionsabout content and context of work and require studentsto take responsibility for the learning of all members ofthe community.• Nurture collaboration among students.•Structure and facilitate ongoing formal and informaldiscussion based on shared understanding of rules.•Model and emphasize the skills, attitudes and valuesof scientific inquiry.Assessment Standards• Features claimed to be measured are actually measured.• Students have adequate opportunity to demonstrate their achievement and understanding.• Assessment tasks are authentic – developmentallyappropriate, set in familiar context, and engaging tostudents with different interests and experiences.• Assesses student understanding as well as knowledge.• Improve classroom practice and plan curricula.• Develop self-directed learners.Covered in depth — Primary concept that is the focus of the activityor problem. Students gain a thorough understanding of the concept.Covered — Secondary concept of the activity or problem.Students gain a basic understanding or introduction of the concept.Chapter 1 - Physics in ActionNational ScienceEducation StandardsChapter ChallengeStudents become sports broadcasters for PBS. They must compose a voice-over dub for a sports video of their choice. Their video must convey the excitement of the sport and the physics principles observed.Chapter SummaryTo gain knowledge and understanding of physics principles necessary to meet this challenge,students work collaboratively on activities in which they apply concepts of Newton’s laws, forces,friction, and momentum to sporting events. These experiences engage students in the following content identified in the National Science Education Standards .Content StandardsUnifying Concepts• Systems, order and organization • Evidence, models and explanations • Constancy , change and measurementScience as Inquiry• Identify questions and concepts that guide scientific investigations • Use technology and mathematics to improve investigations• Formulate and revise scientific explanations and models using logic and evidence • Understanding about scientific inquiryHistory and Nature of Science• Science and human endeavor • Nature of specific knowledge • Historical perspectivePhysical Science• Motions and forces• Conservation of energy and increase in disorderP H Y S I C S I N A C T I O NChapter 1Activity 1: A Running StartStudents measure the motion of a ball rolling down and up the sides of a bowl and find the ratio of the “running start” to the vertical distance.From this they are introduced to the concept of inertia.Activity 2: Push or PullStudents construct, calibrate, and use a simple force meter to explore thevariables involved in throwing a shot put. They then connect their observations and data to a study of the laws of motion.Activity 3: Center of MassBy finding the balancing points on objects with a variety of shapes,students are introduced to the effects of motion the athlete’s center of mass has on the balance and performance.Activity 5: Run and JumpThinking about the direction in which they apply force to move in a desired way introduces students to the concept that a force has an equal and opposite force. They test this concept, then apply it to a variety of motions observed in sports.Activity 6: The Mu of the ShoeStudents measure the amount of force necessary to slide athletic shoes ona variety of surfaces. From this and the weight of the shoe, they learn to calculate friction coefficients. They then consider the effects of friction on the athlete’s performance.Activity 7: Concentrating on CollisionsStudents investigate the effects of a ball’s velocity on its motion after a collision. They then apply these observations and what they now know about opposing forces in motion to describe collisions of balls and athletes in sporting events.Activity 8: Conservation of MomentumAdditional collisions between objects allow students to investigate whathappens when the objects stay together or “stick” after the collision.Activity 9: Circular MotionStudents use an accelerometer to test the direction of acceleration whenspinning in a chair. From this, they investigate the forces involved in the movement of turning objects and athletes.• Acceleration • Gravity• Galileo’s Principle of Inertia • Newton’s First Law of Motion• Newton’s Second Law of Motion • Relationship of Mass and Force to Acceleration • Gravity• Center of Mass • Gravity• Force Vectors• Weight and Gravity of Forces • Newton’s Third Law of Motion• Gravity• Frictional Force • Normal Force• Coefficient of Sliding Friction• Newton’s Third Law of Motion • Mass • Velocity • Momentum• Newton’s Third Law of Motion • Momentum = Mass x Velocity • Law of Conservation of Momentum• Inertia• Centripetal Acceleration • Centripetal ForceKey Physics Concepts and SkillsChapter 1 – Physics in ActionChapter 2 - SafetyNational ScienceEducation StandardsChapter ChallengeDangers inherent in travel provide the context for this chapter. Students are challenged to design or build a safety device, or system, for protecting automobile, airplane, bicycle, motorcycle, or train passengers. New laws, increased awareness, and improved safety systems are explored as students work on this challenge. They are also encouraged to design improvements to existing systems and to find ways to minimize harm caused by accidents.Chapter SummaryTo meet this challenge, students engage in collaborative activities that explore motions and forces and the principles of design technology. These experiences engage students in the following content from the National Science Education Standards.Content StandardsUnifying Concepts• Systems, order and organization• Evidence, models and explanations• Constancy, change, and measurementScience as Inquiry• Identify questions and concepts that guide scientific investigations• Use technology and mathematics to improve investigations• Formulate and revise scientific explanations and models using logic and evidence• Communicate and defend a scientific argumentHistory and Nature of Science• Nature of scientific knowledgePhysical Science• Motions and forcesScience in Personal and Social Perspectives• Personal and community health• Natural and human-induced hazardsScience and T echnology• Understandings about science and technology • Ability to apply technologySAFETY Chapter 2Activity 1: Response TimeUsing a response timer, students explore the time required for a driver to respond to a hazard. This activity introduces students to the process of beginning with their own ideas and predictions, then implementing an investigation that results in both qualitative and quantitative data.Activity 2: Speed and Following DistanceStrobe, or multiple exposure photos of a moving vehicle are used to discuss speed and acceleration. Students then use a sonic ranger to measure how fast they walk and obtain a computer generated graph of their speed. Information about speed is then connected to response time with a discussion of tailgating.Activity 3: AccidentsFollowing an investigation crashing cars against barriers, students use advertisements and consumer reports to learn about safety devices on automobiles. Each is analyzed to determine the type of collision-related injuries it prevents, and to identify if the device could in fact increase injuries in a unique setting.Activity 4: Life (and Death) before Seat BeltsUsing a lump of clay on a motion cart to represent a person in a car, students explore “objects in motion stay in motion.” They then relate this to actual automobile collisions.Activity 5: Life (and Fewer Deaths) after Seat BeltsStudents focus on the design and materials used in seat belt construction as they study force and pressure. They investigate how increasing surface area decreases the pressure exerted. They relate this to the challenge by finding ways to increase the area of impact in a collision.Activity 6: Why Air Bags?A model of an air bag is used in an investigation of what happens on impact when objects of different mass are dropped from different heights. They observe the amount of damage in each case and relate this to the concept of “impulse” and how spreading out the time of the impulse reduces damage.Activity 7: Automatic Triggering DevicesIn this inquiry investigation, students design a device that will trigger an air bag to inflate. These simulations allow them to apply concepts of inertia and impulse as they test ideas that help them address the chapter challenge.Activity 8: The Rear End CollisionStudents investigate the effect of rear end collisions on passengers by using a model of the neck muscles and bones of the vertebral column. They then read to learn more about Newton’s Second Law of Motion and consider how they can apply this information in designing a safety device that prevents movement of the head in a collision.Activity 9: Cushioning Collisions (Computer Analysis)Using a force probe, students investigate the effectiveness of different types of systems designed to minimize the impact of collisions. The systems include sand canisters around bridge supports and padded car interiors. This investigation provides an opportunity to develop deeper understanding of the concepts of acceleration, velocity, and momentum.• Series Circuits• Switches• Response Time•Average Speed•Using Data as Basis forPredictions•Speed, Distance, and Time Relationships• Physical Properties of Matter • Effect of Forces on Motion• Acceleration• Inertia• Inertia• Newton’s Laws of Motion• Force and Pressure• Newton as a Unit of Measure• Inertia• Force and Pressure• Impulse• Inertia• Force and Pressure• Impulse• Collisions• Newton’s Second Law of Motion • Momentum• Inertia• Impulse• Momentum• Change in Momentum• Conservation of MomentumKey Physics Concepts and Skills Chapter 2 – Safety。
A-level经济学历年试卷June 2016 QP - Paper 1 Edexcel (A) Economics AS-level
Turn over*P49594A0124*P49594A©2016 Pearson Education Ltd.1/1/1/1/1/1/1/1Instructions• Use black ink or ball-point pen.•Fill in the boxes at the top of this page with your name,centre number and candidate number.• A nswer all questions in Section A.•In Section B, answer all of questions 6(a) to 6(e) and one question from 6(f) or 6(g).•A nswer the questions in the spaces provided– there may be more space than you need.Information•The total mark for this paper is 80.•T he marks for each question are shown in brackets– use this as a guide as to how much time to spend on each question.•C alculators may be used.Advice•Read each question carefully before you start to answer it.•Check your answers if you have time at the end.*P49594A0224*2*P49594A0324*Turn over3*P49594A0424*4*P49594A0524*Turn over5*P49594A0624*6*P49594A0724*Turn over7BLANK PAGEQUESTION 6 BEGINS ON THE NEXT PAGE.*P49594A0824*8*P49594A0924*Turn over9Extract AProblems facing UK first time buyersOver a third of aspiring first time buyers in the UK have given up hope of ever being able to save for a deposit to buy a property, new research has found. A deposit is the minimum amount that must be paid upfront when buying a property, which is a proportion of the price of the property.The UK Government has a Help to Buy scheme designed to help people buy a home. The government subsidises the mortgage (loan) needed to buy a property, so buyers require a smaller amount saved as a deposit. Under this scheme, first time buyers need as little as a 5% deposit to qualify for a mortgage. This is due to end in the first few months of 2017. The research from mortgage insurer Genworth says this will mean a return to 20% deposits, which would see the average time needed to save for a deposit rise from three years to over 10 years.“Trying to buy your first home in the current climate is like chasing a runaway train. Even with good salaries that could comfortably support a mortgage, thousands of aspiring first time buyers can only save modest sums, especially those who are already paying rent. This deposit trap is why many feel they are left with the all or nothing choice of borrowing from family or waving goodbye to ever owning a home,” said Simon Crone, a vice president at Genworth.“Help to Buy has significantly improved access to mortgages with deposits that areactually realistic to save. The numbers using the scheme may be modest, but it has made significant inroads in the short-term to boost access at the lower end of the property market,” he pointed out.(Source: adapted from /news/europe/uk-first-time-buyers-201409309641.html September 2014)Extract BHousing and flood defencesA radical new approach to housing and a £2.3 billion of investment in flood defences were announced as part of the UK Government’s new National Infrastructure Plan 2014.One key proposal is for the government to plan, build and sell homes. An initial programme on a government-owned former airfield near Cambridge will see the development of 10 000 homes. This approach will fast track the development by providing certainty and making new homes available more quickly.The government will make the initial investment but expects that later costs will be met through the sale of land and homes. It will also evaluate the feasibility and economiceffects of rolling out this model on a wider scale, to support and accelerate housing supply.The plan also commits to £2.3 billion of capital investment to over 1400 flood defence projects in a 6-year programme of investment. As a result, over 300 000 homes will be better protected and over £30 billion of economic damages prevented. Majorprojects that will benefit include £42 million for the Oxford Flood Alleviation Scheme, £80 million for the Humber Estuary and over £17 million for Tonbridge, Yalding and the surrounding communities.(Source: adapted from https:///government/news/ambitious-plans-for-housing-flood-defence-and-roads-set-out-in-national-infrastructure-plan-2014)510152051510*P49594A01024*106 (a) With reference to Figure 1, explain one possible reason for the differences in priceelasticity of supply of new housing between countries.(5)(b) With reference to Extract A, assess the likely impact of the Help to Buy scheme onthe market for rented properties in the UK.(10)(c) Explain the likely impact on producer surplus of an increase in the demand forhousing. Use a diagram to illustrate your answer.(6)(d) With reference to Figure 2, calculate the percentage change in house pricesbetween the first quarter of 2009 and the first quarter of 2015. You are advised to show your working.(4)(e) With reference to Figures 1 and 2 and your own knowledge, discuss the functionsof the price mechanism in allocating housing.(15)Answer EITHER(f) Evaluate the likely microeconomic effects of government intervention in the UKhousing market.(20)OR(g) Evaluate the case for government provision of goods and services such as flooddefence schemes or housing.(20)(5) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... 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........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(b) With reference to Extract A, assess the likely impact of the Help to Buy scheme onthe market for rented properties in the UK.(10) .................................................................................................................................................................................................................................................................................... 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.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(c) Explain the likely impact on producer surplus of an increase in the demand forhousing. 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.................................................................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(d) With reference to Figure 2, calculate the percentage change in house pricesbetween the first quarter of 2009 and the first quarter of 2015. 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.................................................................................................................................................................................................................................................................................... .........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(e) With reference to Figures 1 and 2 and your own knowledge, discuss the functionsof the price mechanism in allocating housing.(15) 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【AP物理C】【真题】解答题 C1976
AP® Physics C1976 Free Response QuestionsThe materials included in these files are intended for use by AP teachers for course and exam preparation in the classroom; permission for any other use must be sought from the Advanced Placement Program®. Teachers may reproduce them, in whole or in part, in limited quantities, for face-to-face teaching purposes but may not mass distribute the materials, electronically or otherwise. These materials and any copies made of them may not be resold, and the copyright notices must be retained as they appear here. This permission does not apply to any third-party copyrights contained herein.These materials were produced by Educational Testing Service® (ETS®), which develops and administers the examinations of the Advanced Placement Program for the College Board. The College Board and Educational Testing Service (ETS) are dedicated to the principle of equal opportunity, and their programs, services, and employment policies are guided by that principle.The College Board is a national nonprofit membership association dedicated to preparing, inspiring, and connecting students to college and opportunity. Founded in 1900, the association is composed of more than 4,200 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 22,000 high schools, and 3,500 colleges, through major programs and services in college admission, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, thePSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of equity andexcellence, and that commitment is embodied in all of its programs, services, activities, and concerns.APIEL is a trademark owned by the College Entrance Examination Board. PSAT/NMSQT is a registered trademark jointly owned by the College Entrance Examination Board and the National Merit Scholarship Corporation. Educational Testing Service and ETS are registered trademarks of Educational Testing Service.1976M1. A small block of mass m slides on a horizontal frictionless surface as it travels around the inside of a hoop of radius R. The coefficient of friction between the block and the wall is μ; therefore, the speed v of the block decreases. In terms of m, R. μ, and v, find expressions for each of the following.a. The frictional force on the blockb. The block's tangential acceleration dv/dtc. The time required to reduce the speed of the block from an initial value v0 to v o/31976M2. A cloth tape is wound around the outside of a uniform solid cylinder (mass M, radius R) and fastened to the ceiling as shown in the diagram above. The cylinder is held with the tape vertical and then released from rest. As the cylinder descends, it unwinds from the tape without slipping. The moment of inertia of a uniform solid cylinder about its center is ½MR2.a. On the circle below draw vectors showing all the forces acting on the cylinder after it is released. Labeleach force clearly.b. In terms of g, find the downward acceleration of the center of the cylinder as it unrolls from the tape.c. While descending, does the center of the cylinder move toward the left, toward the right, or straightdown? Explain.1976M3. A bullet of mass m and velocity v o is fired toward a block of thickness L o and mass M. The block is initially at rest on a frictionless surface. The bullet emerges from the block with velocity v o/3.a. Determine the final speed of block M.b. If, instead, the block is held fixed and not allowed to slide, the bullet emerges from the block with aspeed v o/2. Determine the loss of kinetic energy of the bulletc. Assume that the retarding force that the block material exerts on the bullet is constant. In terms ofL o, what minimum thickness L should a fixed block of similar material have in order to stop the bullet?d. When the block is held fixed, the bullet emerges from the block with a greater speed than when theblock is free to move. Explain.1976E1. A solid metal sphere of radius R has charge +2Q. A hollow spherical shell of radius 3R placed concentric with the first sphere has net charge -Q.a. On the diagram below, make a sketch of the electric field lines inside and outside the spheres.b. Use Gauss's law to find an expression for the magnitude of the electric field between the spheres at adistance r from the center of the inner sphere (R < r < 3R).c. Calculate the potential difference between the two spheres.d. What would be the final distribution of the charge if the spheres were joined by a conducting wire?1976E2. A conducting bar of mass M slides without friction down two vertical conducting rails which are separated by a distance L and are joined at the top through an unknown resistance R. The bar maintains electrical contact with the rails at all times. There is a uniform magnetic field B, directed into the page as shown above. The bar is observed to fall with a constant terminal speed v0.a. On the diagram below, draw and label all the forces acting on the bar.b. Determine the magnitude of the induced current I in the bar as it falls with constant speed v0 interms of B, L, g, v0, and M.c. Determine the voltage induced in the bar in terms of B, L, g, v0, and M.d. Determine the resistance R in terms of B, L, g, v0, and M.1976E3. An ion of mass m and charge of known magnitude q is observed to move in a straight line through a region of space in which a uniform magnetic field B points out of the paper and a uniform electric field E points toward the top edge of the paper, as shown in region I above. The particle travels into region II in which the same magnetic field is present, but the electric field is zero. In region II the ion moves in a circular path of radius R as shown.a. Indicate on the diagram below the direction of the force on the ion at point P2, in region II.b. Is the ion positively or negatively charged? Explain clearly the reasoning on which you base yourconclusion.c. Indicate and label on the diagram below the forces which act on the ion at point P1 in region I.P1d. Find an expression for the ion’s speed v at point P1 in terms of E and B.e. Starting with Newton’s law, derive an expression for the mass m of the ion in terms of B, E, q, and R.。
9702_s05_er
9702 Physics June 2005 CONTENTS FOREWORD (1)PHYSICS (2)GCE Advanced Level and GCE Advanced Subsidiary Level (2)Paper 9702/01 Multiple Choice (2)Paper 9702/02 Structured Questions (3)Paper 9702/03 Practical 1 (6)Paper 9702/04 Core (7)Paper 9702/05 Practical 2 (10)Paper 9702/06 Options (12)FOREWORDThis booklet contains reports written by Examiners on the work of candidates in certain papers. Its contents are primarily for the information of the subject teachers concerned.PHYSICSGCE Advanced Level and GCE Advanced Subsidiary LevelPaper 9702/01Multiple ChoiceQuestion Number KeyQuestionNumberKey1 C 21 D2 C 22 D3 B 23 A4 C 24 B5 A 25 B6 D 26 B7 B 27 C8 D 28 B9 A 29 B10 A 30 D11 A 31 C12 C 32 C13 A 33 D14 D 34 D15 B 35 B16 C 36 D17 B 37 B18 A 38 C19 C 39 B20 A 40 CGeneral commentsThe paper provided good syllabus coverage and proved to have good discrimination and a relatively high overall facility. The mean mark of 24.7 with a standard deviation of 6.6 showed that while some candidates found many of the questions difficult there were enough straightforward questions for the majority to find plenty to do. This year there were some very able candidates, with around 5% able to score 90% or more. This is an outstanding achievement, especially bearing in mind the pressure of time in answering forty questions in only one hour. At the bottom end of the ability range only 8.4% scored less than 40%. This again shows that the vast majority of candidates were well prepared for the examination and had reasonable knowledge of the topics which were being tested. There is a tendency with a multiple choice examination for candidates to work on numerical questions just with their calculator. They do need to see that this is a dangerous habit as many of the distractors are obtained simply by manipulating the data given in a plausible way. Candidates do need to work carefully and use units as a check if they are to avoid pitfalls. It is difficult to ascertain how the timing of the paper seemed to the candidates, but there was no direct evidence of candidates being unable to complete the paper in the allotted time.Comments on specific questionsThe questions which generally did not cause candidates any problems were Questions1, 2, 6*, 12, 17, 19*, 23, 30, 31, 35*, 38* and 40* where the marks were correspondingly high. The starred questions have correct answers from more than 90% of candidates. This is particularly good for questions such as 38 and 40 as it indicates that candidates are familiar with standard terminology. It does however, mean that the discrimination is low for these questions.The following questions were answered poorly.Question 4, where candidates showed that they were often unable to work with percentage uncertainties. A 2% uncertainty in the time and a ¼% uncertainty in the distance gives a total uncertainty of 2¼% in the speed which is therefore 16.0 ± 0. 4.Question 7, where candidates do not seem to appreciate that a body under conditions of free fall has a constant acceleration of g, and even when stationary at the top of its path its acceleration is still g because its velocity is still changing at the same rate.Question 13, where particular care is required to get the moment of the 20 N force and to subtract the moments provides by the 5 N and 10 N forces. Many candidates ignored the 10 N force altogether.Question 33, where C was the most popular answer. This implies that many candidates ignored the fact that if the length is doubled and the volume remains the same then the area of cross-section must be reduced to half its former value, giving a new resistance of 4R.Question 39 was one of a very few questions where one of the distractors (A) had as many selecting it as the correct answer, but this may be because by this stage candidates were in a hurry and resorted to guessing.Paper 9702/02Structured QuestionsGeneral commentsThere were sections of questions that were accessible to all candidates. On the other hand, some parts provided a challenge to the more-able candidates. There were some excellent scripts and several Centres where large numbers of candidates achieved a uniformly high standard.Question 7 highlighted once again two areas of general weakness. First, the drawing of unjustified inferences from quoted formulae by considering two variables in isolation. Second, a lack of appreciation of significant figures both as regards premature ‘rounding’ at intermediate stages in calculations and also the number of significant figures that can reasonably be quoted in a final answer. Both aspects have been mentioned previously in reports.There was no evidence that candidates were short of time. In scripts where the last two questions had not been completed, then almost invariably there were gaps in answers to earlier questions.Comments on specific questionsQuestion 1The speed of sound produced the most reasonable estimates and the density of air the least. For all four quantities there was a very wide range of inadequate estimates, many of which showed that the candidates had little or no appreciation for the physical magnitudes of the various quantities.(a) Estimates ranged from 1.5 m s–1 to 3 × 1022 m s–1.(b) Estimates ranged from 1.7 × 10–31 kg m–3 to 8 × 1023 kg m–3.(c) Estimates ranged from 0.5 mg to 800 kg.(d) Estimates ranged from 10–6 cm3 to 1012 cm3.(a) It seemed that few candidates had actually observed the Brownian motion of smoke particles.Although most candidates did make a reference to ‘random’ or ‘haphazard’ motion, they frequently then went on to state that this motion was due to collisions between smoke particles or between smoke particles and the walls of the container. Only rarely did a candidate mention that specks of light are observed, not the smoke particles themselves.(b) Most answers did include a statement that the motion would still be random, but slower. Often, noexplanation was given. Where explanation was provided, this was usually confined to a statement that greater mass would lead to smaller velocity changes. Very few candidates made any reference to greater surface area and that, because of the random distribution of velocities of air molecules, the effects of collisions of the smoke particle with air molecules would tend to average out. This greater rate of collision would lead to a smaller, rather than a larger, randomness of collision and hence motion of the smoke particle.Question 3(a)(i) Most candidates were able to calculate the change in energy. E rrors were mostly due toinappropriate units for mass and/or vertical displacement.(ii) In most answers, the change in gravitational potential energy was associated correctly with thekinetic energy of the block and bullet. A few candidates obtained the correct answer by unjustified use of equations representing uniform motion in a straight line.(b) Candidates were instructed to use the principle of conservation of momentum and consequently,most answers were correct.(c)(i) Very few candidates failed to calculate a value for the kinetic energy, based on their answers to (b).(ii) The majority of answers included a correct deduction that there would be a loss of kinetic energyand thus the collision is inelastic. However, some asserted that the evidence for a loss of kinetic energy was that some had been converted into potential energy of the block and bullet.Answers : (a)(i) 0.51 J; (b) 390 ms –1; (c)(i) 152 J.Question 4 (a) With few exceptions, the glass was said to be brittle.(b)(i) This calculation presented very few problems for candidates. The most common error wasarithmetical.(ii) E xpressions quoted for the Young modulus were usually correct. Again, most errors werearithmetical, particularly amongst those candidates who did not make a separate calculation of the strain.(iii) The majority did calculate an appropriate area of the graph provided or did use an equivalentcorrect formula. However, a significant minority either used the expression21 × stress × strain ,without realising that this is energy per unit volume, or merely calculated the maximum strain. (c) In general, this was poorly answered. Despite the explicit information given in the question, many answers were based on an assumption that either the mass, the density or the kinetic energy would be different. Frequently, wording was imprecise. The hard ball was said to ‘have more force’ or the soft ball ‘to use up its force in squashing’. Nevertheless, there were some good answers, based on either the times of collision affecting the rate of change of momentum and thus the force on the glass or the conversion of kinetic energy to strain energy in the balls affecting the strain energy within the glass.Answers : (b)(i) 7.6 x 107 Pa, (ii) 6.1 x 1010 Pa, (iii) 9.0 x 10–3 J.(a) Candidates should be encouraged to be as precise as possible with definitions and explanations.Most answers included a statement, with varying degrees of clarity, that diffraction is the bending or spreading of waves through a narrow gap or at an edge. However, wording was frequently ambiguous so that the explanation could apply to refraction. Statements such as ‘change of direction when meeting an obstacle’ are not acceptable.(b)(i) This simple calculation caused many problems. Not only were there many errors involvingpowers-of-ten in otherwise correct calculations but also, many candidates thought that they must use the grating formula given in the question.(ii)In most scripts where d had been calculated correctly, then the maximum value of n was also correct. However, candidates who had made errors in d by as much as factors of up to 1012 usually also calculated equally ridiculous answers for n, without comment.(iii) Very few candidates recognised that the correct use of the formula relies on the fact that light incident on the grating has no path difference. Most candidates repeated the question by stating that the light is not normal to the grating.(c) Many candidates gave at least one relevant difference, based on either angles of diffraction orintensity. A surprisingly large number of answers ignored the fact that the question specified the two wavelengths involved. Consequently, answers referred to different wavelengths, frequencies or colour. In others, there were vague mentions of angles, without a clear indication as to which angle reference was being made.Answers: (b)(i) 1.33 x 10–6 m, (ii) 2.Question 6(a)(i) Candidates should be encouraged to use a ruler when drawing straight lines. In this case, it wasexpected that, by eye, the lines would be straight and equally spaced. A significant number of diagrams were unacceptable free-hand sketches.(ii) Almost all candidates were able to derive the given result.(b)(i) A surprisingly large proportion of candidates drew arrows that were either normal to the electricfield or normal to the axis of the particle.(ii)Although the majority of calculations were correct, there were significant numbers of answers with incorrect physics. Calculations of the Coulombic forces between two charged particles were not uncommon. Others introduced either a sine or a cosine term into the calculation.(iii) Most candidates did multiply the force calculated in (ii) by a distance. However, very frequently this was not the perpendicular distance between the forces. In most of these scripts, this was not a matter of confusion between use of sine or cosine terms.(iv) In the vast majority of scripts, it was realised that the forces would cause rotation. However, most answers gave the impression that the rotation would be continuous, with relatively few stating that the particle would align itself along the direction of the field.Answers: (b)(ii) 2.4 x 10–12 N, (iii) 3.4(4) x 10–15 Nm.Question 7(a) Many candidates gave unsatisfactory answers in terms of ‘the hindrance’ or ‘the opposition to thecurrent’. Of those who did attempt a definition in terms of a ratio, many were imprecise, either defining the unit rather than the property or, frequently, using the unqualified term ‘voltage’ when what was intended is the potential difference across the resistor.(b)(i) The vast majority of answers were correct for the data point.(ii)With few exceptions, the calculation was completed successfully.(iii) This part of the calculation was more challenging and there were many well-expressed correct solutions. However, there were significant numbers of answers where work was laid out poorly. In such cases, many candidates failed to appreciate whether they were dealing with the e.m.f. of the battery, the p.d. across the resistor or the p.d. across the internal resistor. A small but significant number of candidates treated the external and internal resistors as if they were in parallel.(c)This part was poorly answered with very few showing clarity of thought. Many candidates made nomention of internal resistance, simply quoting a formula for power dissipation, and concluding that the lower value of the p.d. across R would give a smaller power, ignoring the fact that both the value of the current and the resistance would change. Others stated that the larger p.d. across R would give greater power dissipation in R thus the power dissipation in the inernal resistor must be smaller. A minority of candidates argued, quite correctly, that a larger p.d. across R would give a smaller p.d. across the internal resistance and since internal resistance is constant and P = V2/r, then the power dissipation in the internal resistor would be lower.Answers: (b)(i) 1.13 W, 1.50 V, (ii) 1.99 Ω, (iii) 1.99 Ω.Question 8(a) Few candidates failed to plot correctly the position for the isotope of protactinium.(b) The values of A and Z were given and consequently, almost all candidates who attempted this taskdid plot the position correctly. It was realised that the daughter product of plutonium would have the same value for A. However, opinion was divided as to whether Z should be 93 or 95.Paper 9702/03Practical 1General commentsThe overall standard of the work produced by the candidates was generally good, although as in previous years the performance variation was mainly by Centre (i.e. some Centres continue to prepare their candidates very well for this examination). It was pleasing to see fewer low scores (< 12) than in previous years and there were quite a lot of strong candidates scoring 21+. Most Centres had no difficulty with the apparatus requirements, although there were some cases where Centres had used spring balances calibrated in grams instead of Newtons. There were very few reports of Supervisors giving assistance to candidates. There was no evidence that candidates were short of time and no problems with the rubric. Comments on specific questionsQuestion 1In this question candidates were required to investigate how the force required to maintain the equilibrium of a suspended mass depends on the angle between the line of action of the force and the horizontal.In (a)(ii) many candidates stated the uncertainty in θ to be 0.5°,which was considered to be unrealistic as it was difficult to place the protractor in the correct position when measuring the angle.In (b) the difficulties mentioned by candidates included thick string/difficulty of alignment of the Newton meter/holding the protractor steady whilst measuring θ/keeping AB horizontal, all of which were credited. Some answers were vague (e.g. ‘it was difficult to read the scale on the newton meter’ or ‘parallax error’ with no clarification). Oscillation of the string or the mass was not accepted.Most candidates were able to set up the apparatus correctly and use it to obtain six sets of readings for F and θ. A number of candidates misread the scale on the protractor and obtained values of θ which were acute instead of obtuse. A few candidates calculated 1/sin θ using θ in radians instead of degrees.Virtually all candidates presented the results in tabular form. Raw values of θ were sometimes given to an unreasonable degree of precision (i.e. to one or two decimal places). A number of candidates had impossibly large values for F , presumably because they had used spring balances instead of newton meters. These candidates were not penalised.Candidates were required to plot a graph of F against 1/sin θ. Common errors made by the weaker candidates included poor choice of scales (i.e. where the plotted points occupied less than half the graph grid in both the x and y directions) or where the scales were awkward (e.g. one large square on the grid corresponding to three units). Points were usually plotted correctly, although it was sometimes difficult to see where the points had been plotted. It is expected that small crosses will be used. When plotting errors occurred it was usually because awkward scales had been chosen. It is expected that candidates will plot six points since six observations have been made. Candidates who did not plot all their observations were penalised. Most of the better candidates were able to determine a value for the gradient of the line correctly. When the mark was not awarded it was usually because the triangle that had been used was too small or an error had been made in the read-offs (particularly when awkward scales had been used). The y -intercept was often read incorrectly from the graph because a ‘false origin’ had been used (i.e. the value was read from a line were x ≠ 0). The more able candidates substituted values from a point on the line, together with the gradient value, into y = mx + c .Two marks were available for the ‘quality of results’. This was judged on the scatter of points about the line of best fit. Candidates who had done the experiment carefully were able to score here if the scatter of points about a line of best fit was small. Candidates lost marks if they used a narrow range of angles (a spread of < 10° was common).The analysis section continues to differentiate well between candidates. The weaker candidates often did not attempt this section. The better candidates were able to equate mg with the gradient of the graph and kwith the y -intercept. A significant number of candidates equated θsin mgto the gradient. Candidates wereinstructed to use their answers from (e) to determine values for m and k . Many of the weaker candidates did not do this and attempted to substitute two sets of values into the given equation and solve the resulting equations simultaneously. Work of this kind was not credited.It was expected that m and k would be given to a sensible number of significant figures (i.e. two or three significant figures) and that units would also be given. A large number of candidates failed to recognise that the unit of k is the Newton, and gave the value of k to one significant figure only.It was pleasing to see many of the more able candidates scoring full marks in the analysis section.Paper 9702/04CoreGeneral commentsAll questions were accessible to better candidates. Weaker candidates tended to score the majority of their marks on the first four questions.It was pleasing to note that the number of scripts where work is laid out well and adequate explanation is given is increasing. There were some outstanding scripts from a number of Centres.Candidates appeared to have sufficient time to complete their answers. However, there were some instances where it appeared as if the candidate did not realise that a question was printed on the back page of the script, possibly because the penultimate question ended half-way down page 15 or because the subject material of the questions was not in syllabus order. Candidates should be encouraged to read carefully the question paper. On the cover page it stated that there are 16 printed pages in the question paper and on page 15, the instruction ‘[Turn over ’ was given.Comments on specific questionsQuestion 1(a)(i) Most candidates successfully calculated the magnitude of the angular velocity. A minority didconfuse ‘speed’ with ‘angular velocity’.(ii) A correct formula was usually given. There were very few arithmetical errors. Some did substitute w for v in the expression F = mv2/r.(b)(i)It was expected that candidates would mention gravitational force. Some did merely state ‘the Sun’but others gave more than required by stating that the gravitational force between the Sun and the Earth provides the centripetal force.(ii)Most candidates did quote a correct expression for the gravitational force and, generally, the arithmetic was correct. A minority of candidates used the expression GM = r3ω2. This alternative approach could be awarded full credit.Answers: (a)(i) 1.96 x 10–7 rads–1, (ii) 3.46 x 1022 N; (b)(ii) 1.95 x 1030 kg.Question 2(a) Most candidates mentioned either the universal gas equation or individual gas laws. However, itwas disappointing to note that very few stated that, for an ideal gas, the law(s) must be obeyed at all values of pressure, volume and temperature.(b)(i) A significant number stated that <c2> represented the root-mean-square speed. Very few referredto the square of the mean speed.(ii)There were some very pleasing derivations, with clear explanation at all stages. On the other hand, the work of some candidates lacked all meaning. It was common to find that density was defined as M/V, with M being used in the expression for the mean kinetic energy of an atom. The term N was then either ignored, cancelled or stated to be unity.(c)(i)Generally, this calculation was completed successfully. The most common error was a failure tosquare the value for the speed.(ii)It was pleasing to note that more-able candidates made reference to a distribution of speeds. A significant number of candidates thought that atoms with a lower speed would escape. There wasa number of ingenious explanations, including the possibility of isotopes.Answer: (c)(i) 1.9 x 104 K.Question 3(a) Definitions tended to lack precision. It was common to find that any reference to unit mass wasomitted. Furthermore, weaker candidates tended to fail to state what is meant by fusion or thought that energy is required to convert liquid to solid.(b)(i)Although the majority of answers were correct, a significant minority considered only the energyrequired to warm the ice or to melt it.(ii)Most candidates did attempt the calculation, using their answer in (i). However, very few took into account the energy required to heat the melted ice from 0°C to the final temperature.Answers: (b)(i) 8700 J, (ii) 16°C.Question 4(a) In general, definitions were adequate. The most common failing was either to omit to give the relative directions of the displacement and the acceleration or to express them poorly.(b)There were some very clearly expressed derivations. Weaker candidates tended to give some relevant expressions but were unable to link them. Candidates should always be encouraged to give as much relevant information as they can, since credit is often given for such expressions.(c)(i)The majority of answers did include an acceptable value for either the period or the frequency of the oscillations. However, there were many answers where it appeared that the expression for the area was unknown. Besides confusing diameter and radius, it was not uncommon to find the expression A = 4πr 2. Candidates should be advised to use data given in the question paper. The use of g = 10 ms –2 is not acceptable where data for a calculation is given to two or more significant figures.(ii)It was pleasing to note that very few candidates referred to displacement, rather than amplitude or peak height.Answer : (c)(i) 0.0384 kg. Question 5(a)Answers were disappointing. Very few made reference to potential gradient or x V ∆∆/. Most who attempted this part of the question stated E = V/x . This is, of course, incorrect since V is defined as potential and x as the distance from the centre of the sphere.(b)Surprisingly few candidates knew that the electric field within the conductor must be zero. Most candidates drew a sketch similar to that in Fig. 5.2 or merely a curve starting at x = O.Question 6(a)(i)Generally satisfactory but it was evident that a minority of candidates had no real appreciation of concepts involving electromagnetic induction.(ii)Most answers were based, quite correctly, on the equation P = VI . However, many failed to state that the output power would need to be constant.(b)(i) Generally correct.(ii)Most sketches did show an appropriate sinusoidal wave with the correct frequency. However, veryfew indicated the correct phase. Most indicated no phase difference with a few showing a π rad change between Fig. 6.3 and Fig. 6.4.(iii) It was common to find that this section was not attempted. Of those who did give an answer, themajority failed to state a unit for the angle.Answer : (b)(iii) π21or 90°.Question 7(a) Surprisingly, many graphs were drawn without a scale on the y -axis. Consequently, only the general shape of the line could be given.(b)(i)The initial number was calculated correctly in the majority of scripts. However, a significant number of candidates appeared to have little idea as to how to proceed with this basic calculation.(ii)A significant number of candidates thought that they had to use an equation involving exponential decay. Of those who did use the correct equation, it was pleasing to note that most did determine the decay constant in s –1.(c)Many candidates did not appear to know how to proceed with this problem. Of those who did, the majority took the ratio N/N o to be 1/9, rather than 1/10.Answers : (b)(i) 1.5 x 1016, (ii) 1.11 x 1012 Bq; (c) 8.63 hours.Question 8 (a) Definitions were disappointingly poor. Many failed to make it clear that a ratio is involved.Consequently, in such statements it appeared that capacitance is an electric charge.(b)(i) Most answers included, in some way, that there would be charge separation. However, very rarelywas any explanation given as to how this charge separation leads to the storage of electrical energy.(ii) Correct answers were in a minority. Many quoted 221CV as the energy stored in a chargedcapacitor but then assumed ()2122V V − is equal to ()212V V −. Others used the expression QV 21but assumed that Q would remain constant when V changed.Answer : (b)(ii) 1.4 J.Paper 9702/05 Practical 2General commentsThe general standard of the work done by the candidates was similar to last year, with quite a wide spread of marks. Question 1 was relatively straightforward, although some of the weaker candidates found the analysis section challenging and gave very brief answers to Question 2. As in previous years, there was a significant range in performance. It would be helpful to candidates generally if attention could be drawn to the published mark schemes.There were no reported difficulties from Centres in obtaining the necessary equipment for Question 1. Very little help was given to candidates from Supervisors in setting up the apparatus in Question 1. Supervisors are reminded that under no circumstances should help be given with the recording of results, graphical work or analysis.A small number of weaker candidates appeared to be short of time. Answers to Question 2 from these candidates was often very brief, or finished in mid-sentence.There were no common misinterpretations of the rubric.Comments on specific questionsQuestion 1In this question candidates were required to investigate how the period of oscillation of a loaded steel blade varies with the length of the blade. (a) Virtually all candidates were able to set up the equipment without help from the Supervisor. (b) In this part many candidates did not repeat the readings of raw times. (c) Virtually all candidates were able to record six measurements of d and t . A few candidates did notdivide the raw times by the number of oscillations and calculated log t instead of log T . Some of the raw times were too small (i.e. less than 10 seconds) because candidates did not allow the blade to perform a sufficient number of oscillations. Values of d were usually given to the nearest millimetre, although weaker candidates recorded their values of d to the nearest centimetre. It is expected that d will be recorded to the nearest millimetre as a millimetre scale had been used to make the measurement.。
GCE A Level Physics 1976-2003 Topic 12 oscillations
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3 When the length of a simple pendulum is doubled, the ratio
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8 A particle performs simple harmonic motion of amplitude
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Edexcel GCE Physics Advanced Subsidiary Unit 1 物理
Turn over P43321A©2013 Pearson Education Ltd.1/1/1/1/C2*P43321A0132*Instructions•Use black ink or ball-point pen.•Fill in the boxes at the top of this page with your name,centre number and candidate number.•Answer all questions.•Answer the questions in the spaces provided– there may be more space than you need.Information•The total mark for this paper is 80.•The marks for each question are shown in brackets– use this as a guide as to how much time to spend on each question.•Questions labelled with an asterisk (*) are ones where the quality of yourwritten communication will be assessed– you should take particular care with your spelling, punctuation and grammar, aswell as the clarity of expression, on these questions.•The list of data, formulae and relationships is printed at the end of this booklet.•Candidates may use a scientific calculator.Advice•Read each question carefully before you start to answer it.•Keep an eye on the time.•Try to answer every question.•Check your answers if you have time at the end.2*P43321A0232*BLANK PAGE3*P43321A0332*Turn over4*P43321A0432*5*P43321A0532*Turn over6*P43321A0632*7*P43321A0732*Turn over8*P43321A0832*9*P43321A0932*Turn over10*P43321A01032*Explain the meaning of the terms hard, stiff and high tensile strength.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................*(b) It is important that a piano wire has a high elastic limit.Explain why this is important.(3) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................(total for Question 12 = 6 marks)The strip of paper is shown below. The start and the end of the journey are indicated.Using measurements from the tape show that the final velocity of the trolley is.................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................(ii) Hence calculate the average acceleration of the trolley.(2) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................Average acceleration = ..................................................................(b) Using a ticker tape timer is one method of measuring the speed of a moving object ina laboratory. Another method is to use a light gate with a data logger and computer.Suggest an advantage of using the light gate method rather than using a ticker tapetimer.(1) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................(total for Question 13 = 5 marks)14 The picture shows a track for racing toy electric cars. A guide pin fits in a groove in thetrack to keep the car on the track. A small electric motor in the car is controlled, with ahand-controller, via contacts in the track.A child places a car of mass 95 g on the track. She adjusts the controller to a power of4.2 W so the car accelerates from rest for 0.40 s.(a) (i) Show that the energy transferred by the motor in 0.40 s is about 2 J.(2) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................(ii) Calculate the speed of the car at 0.40 s.(2) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................Speed = ........................................................(iii) Suggest why the actual speed of the car is less than the calculated speed.(1) .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................(b) At high speed the guide pin may become disengaged from the groove.Use Newton’s first law to explain why the car would then leave the track at a corner.(2) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................(total for Question 14 = 7 marks)(b) (i) Use Stoke’s law to show that the SI unit of viscosity is Pa s.(2) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................(ii) A small sphere is dropped into a large volume of ethanol at 24 °C.Show that, if the drag were due to viscous forces alone, the terminal velocitywould be about 4 ms–1.Assume that upthrust is negligible.radius of sphere = 5.0 × 10−4 mroom temperature = 24 °Cmass of sphere = 4.0 × 10−6 kg(3) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................*(c) Diesel is used as the fuel in some vehicles. Diesel is not renewable, so alternatives are being researched. Biodiesel is a fuel made from vegetable oil; biodiesel on its own is not suitable for use in vehicles.The table gives some information about diesel, biodiesel and ethanol.Viscosity / mPa sat 0 °c Viscosity / mPa sat 40 °cEnergy /MJ kg–1Freezingpoint / °cDiesel 4.9 2.643 –30Biodiesel17.3 4.639 –12Ethanol 1.80.927–114Blends of biodiesel with ethanol are being researched as a renewable alternative todiesel fuels for use in vehicles all year round.Using the information in the table, suggest why these blends are being researched.(3) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................(total for Question 15 = 10 marks)BLANK PAGE16 The photograph shows an athlete performing a long jump.At take-off his horizontal speed is 8.0 m s–1 and his vertical speed is 2.8 m s–1.(a) Show that the total time the athlete spends in the air is about 0.6 s.Assume that his centre of gravity is at the same height at take-off and landing.(3) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................(b) Calculate the horizontal distance jumped by the athlete.(2) .................................................................................................................................................................................................................................................. .................................................................................................................................................................................................................................................. ..................................................................................................................................................................................................................................................Horizontal distance = ..................................................................21*P43321A02132*Turn over(c) In reality, when the athlete lands his centre of gravity is 50 cm lower than its position at take-off. Calculate the extra horizontal distance this enables the athlete to jump.(4)....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Extra horizontal distance = ..................................................................(total for Question 16 = 9 marks)22*P43321A02232*17 Pile drivers have been used for centuries to push piles into the ground for use as foundations of buildings and other structures. A large mass (the driver) is raised and then dropped onto an object (the pile) which is pushed into the ground.The picture shows the pile driver that was used to build a London bridge in the 17th century.(a) (i) The driver on the pile driver above had a mass of 810 kg and could be dropped a maximum distance of 6.0 m onto the pile.Show that the energy transferred from the driver is about 50 kJ.(2)............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ (ii) In one instance, 40% of this energy is used usefully to drive in the pile. The pile moves 0.20 m into the ground.Determine the average resistive force acting on the pile as it moves through the ground.(3)....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Average resistive force = .................................................................driverpile23*P43321A02332*Turn over24*P43321A02432*25*P43321A02532*Turn over *(iii) T he graph shows how the compression of the wooden cushion varies with force, as the force is applied and removed during an impact.Use the graph to explain the following: 1. the wooden cushion has to be replaced after a few hundred impacts,(2)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................2. with each impact the temperature of the wooden cushion rises slightly.(1).................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... (total for Question 17 = 13 marks)ForceCompressionForce appliedForce removed。
CIE AS ALevel Paper1 物理2020年三月真题选择题
IB20 03_9702_12/3RP © UCLES 2020
This document has 20 pages. Blank pages are indicated.
[Turn over
Data speed of light in free space permeability of free space permittivity of free space
Doppler effect
electric potential capacitors in series capacitors in parallel energy of charged capacitor electric current resistors in series resistors in parallel Hall voltage alternating current/voltage radioactive decay decay constant
direction
A
downwards
B
downwards
C
upwards
D
upwards
motion constant speed slowing down constant speed slowing down
9 The diagram shows graphs of various quantities plotted against time for an object dropped from a stationary balloon high in the atmosphere.
measurable quantity
order of magnitude
英国GCE化学A级考试的简介与评析
英国GCE化学A级考试的简介与评析作者:邓峰张宝辉钱扬义来源:《化学教学》2007年第01期摘要:通过简介GCE化学A级考试的考试说明(包括考试目的、评价目标、教育内容与考试方案等),结合我国以往化学高考的特点,从八个方面对GCE化学A级考试作一些评析,以期给我国化学新课程高考改革提供一点参考。
关键词: GCE;化学高考文章编号:1005-6629(2007)01-0052-03 中图分类号:G633.8 文献标识码:B1 前言英国GCE(General Certificate of Education)A水平(Advanced Level)考试类似于我国的普通高等学校招生全国统一考试,考生的考试成绩被视为升入大学最重要的指标。
A水平的考试说明也是编写高中教材与实施高中教学的重要依据之一。
按学科性质分,GCE考试包括语言(Language)、数学(Mathematics)、科学(Science)、商业(Business)、人文科学(Humanities)、神学(Divinity)和艺术与设计(Art & Design)等各类A水平考试等。
GCE化学(物理学、生物学)A水平考试属于GCE科学A水平考试的一部分。
它主要分为高级辅助(Advanced Subsidiary, 也称AS,下同)考试与第二(A Second Examination 即A2)考试两部分,两部分考试统称为高级(A水平)水平(Advanced Level)。
若考生的AS 考试合格,又希望获得A水平考试成绩,则可选考A2;若不继续选考A2,则只获得AS成绩[1]。
不同大学或就业单位对考生的GCE考试科目有不同的具体要求,考生可结合实际选择考试。
2 GCE化学A水平考试简介GCE化学A水平考试的目的、评价目标与内容、考试方案等主要由英国不同级别的政府授权的考试机构颁布。
鉴于国内对GCE化学A水平考试的报导与介绍较少,以下主要结合英国最大的授权考试机构AQA(The Assessment and Qualifications Alliance)2005-2006年颁布的化学A水平考试说明对其作一些介绍。
CIE A-LEVEL物理考试大纲
(AS) qualification in an earlier examination session. Subject to satisfactory performance such candidates are then only required to take the final part of the assessment (referred to in this syllabus as A2) leading to the full A Level; • to take the Advanced Subsidiary (AS) qualification only.
1. locate, select, organise and present information from a variety of sources; 2. translate information from one form to another; 3. manipulate numerical and other data; 4. use information to identify patterns, report trends, draw inferences and report conclusions; 5. present reasoned explanations for phenomena, patterns and relationships; 6. make predictions and put forward hypotheses; 7. apply knowledge, including principles, to novel situations; 8. evaluate information and hypotheses; 9. demonstrate an awareness of the limitations of physical theories and models.
英国GCE物理A水平考试述评
考试 单元
考试 考试时间 形式 ,食映
单元1 笔试
60
试题类型 短结构化试题
知识内容 模块1
目标/%
1
评价目标
目标/% 目标/%
2
3
目标/%
4
总的 比重 ,%
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5
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单元2 笔试
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短结构化试题
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9
6
15
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短结构化试题
模块3
8
4.5
单元3
20
课程作业或者实验考试①.
7.5
单元4 笔试
考生根据实验所获得的数据或现象处理相关的实验
1,'
问题.该题在整个实验考试中的分值比例为篡,完成
该题的建议时间为75分钟. 4.2试题的题型分析
在GCE物理A水平考试的十个考试单元中,闭 卷笔试试题的类型共有两种,一种为选择题(multi. ple choice questions),是我们常用的题型,另一种为 结构化试题(structured questions),是我们不常用的, 这类试题的特点是围绕某一问题多层设问,例如,典 型考题引5:如图1所示,一个声纳装置悬吊在直升 机下方,用以探测水下潜艇的位置.
评价学生以下4个方面的能力.
价,评价机构对任课教师的评价进行监督和指导,并
(1)编制计划的能力;
有权对其评价结果进行调整和平衡.评价形式如表
(2)实施计划的能力;
3所示.
表3课程作业评价
评价技能 编制计划的能力 实施计划的能力 分析论据得出结论的能力 评价论据和过程的能力
满分值/分
8 8 。“8 6
细具体的打分标准,并且对每一条标准都给出了可 操作性的描述.例如,在编制计划的能力方面,得分 标准为:
英国教育体系
英国教育体系英国教育体系一般分为五个阶段:第一阶段是3岁到5岁的幼儿园教育;第二阶段是5-11岁的小学教育;第三阶段是11岁-16岁的中学教育。
5岁-16岁为法律规定的强制教育阶段。
适龄儿童必须入学,由国家负责必须的学费、书籍和必要的供应。
16岁-18岁是中学高级班(或大学预备班),为中学至大学的过渡期;第四阶段为大学教育。
一般从18岁开始,读本科需要3年-4年(医科为5年),可取得学士学位。
硕士通常为1年-2年,博士为3年-5年;第五阶段为16岁以后的继续教育。
包括青年和成人的职业教育(正规大学不算在内),方式有全日、半日和业余时间。
学制的长短在各地、各部门、各专业均不相同。
英国是一个有悠久教育传统的国家。
它的教育体系经过几百年的沿革,相当的完善和复杂,且具有非常大的灵活性。
总体来说分为三个阶段:义务教育(Compulso ry Education),延续教育(Further Education)和高等教育(Higher Education)。
中英教育制度的差别使得两国的学生在年龄和学业程度上无法一一对应,因此中国的学生在考虑赴英留学的时候,必须要充分了解两种教育制度的区别,准确判定自己目前的受教育水平处于英国教育体系的哪一个位置。
才能根据自己的特点选择适当的课程和安排合理的学习计划。
一、义务教育(Compulsory Education)英国的学生从四岁开始接受义务教育,享受全免费的国家福利,学校甚至还提供免费的午餐,所有的家长必须把自己的孩子送到学校读书。
小学教育一般持续到11岁,然后进入中学。
英国的中学不分初中高中,从中一(Form1)到中五(Form 5)共五年的时间。
普通中学证书(GCSE-GeneralCertificate of Secondary Education)是指完成中学教育最后两年(中四、中五)后取得的文凭。
学习GCSE课程的中国留学生较少,只适合十六岁以下的少年学生选读。
A-Level物理 课程简介
A-Level物理| 课程简介A-Level物理是大部分学习理工科学生的必选科目,也是部分商科学生的备选科目。
此外物理基本上也会是这部分学生进入大学之后的公共课或者必修课,A-Level阶段的学习可以帮助学生及早掌握大量的专业单词,从而降低进入大学后学习的难度,可以为大学阶段的学习打下良好语言和专业知识基础。
A-Level物理的评分标准物理考试如其它考试一样,也采取全球标准化评分,总分600分。
所有考试分为六个单元,其中1、2、3、4、5单元的卷面分值均为80分,标准化之后的满分为120分;第3、6两个实验单元卷面分值为40分,标准化之后的满分为60分。
总成绩达到标准化分数80%以上的即A等(480分以上),B、C、D、E、U分别对应总成绩的70-80%、60-70%、50-60%、40-50%及40%以下。
物理中的A*要求学生总分要够480分,此外A2部分(4-6单元)的总成绩要达到270分以上。
A-Level物理单元内容Unit 1 包括两个topics,分别为Mechanic (力学1)以及Materials(材料学)。
力学部分的内容主要包括运动学、力学以及能量功率三部分内容。
运动学在这里就是匀速直线运动、匀加速运动以及简单的抛体运动。
力学主要涉及了牛顿三定律的学习以及在生活中的应用。
能量部分则主要讨论了能量守恒以及能量转换问题。
材料这部分内容主要包括流体以及固体:流体的学习主要涉及到了流体力学中的简单知识,比如层流、涡流的定义、性质以及粘滞阻力的相关内容;固体部分主要在胡克定律的基础上讨论了固体的形变,不同固体所具有的特点,并重点学习了杨氏模量。
Topic 2是国内高中物理中涉及很少的内容,即使有也是选修内容,而且此部分的专业单词较多,因此是中国学生在物理学习中会遇到的第一个困难。
Unit 2包括三个topics,分别是Waves(波)、DC circuit (直流电路)、以及Nature of light (光的本质)。
新加坡日常缩写介绍
新加坡日常缩写介绍中学(Junior High School)----类似国内初中:(ACS Barker Road)Anglo-Chinese School (Barker Road)英华中学(芭克路)(其中有小学)(ACS International)Anglo-Chinese School (International) ——英华国际学校(ACS Independent)Anglo-Chinese School (Independent)——英华中学(自主)(AHS)Anglican High School——圣公会中学(ASS)Anderson Secondary School——安德逊中学(BPGHS) Bukit Panjang Government High School——武吉班让政府中学(Cedar)Cedar Girls' Secondary School——四德女中(CGS)Cresent Grils' School——克信女中(CHS)Catholic High School ——公教中学( DMN)Duman Secondary School——德明中学(FHSS)Fuhua Secondary School ——辅华中学(MGS)Methodist Girl's School (Secondary)——美以美女中(MSHS)Maris Stella High School——海星中学(NCHS)Nan Chiau High School ——南侨中学(NHHS)Nan Hua High School——南华中学(NYGH)Nanyang Girls’ High School——南洋女校(RGS)Raffles Girls' School——莱佛士女校(SCGS)Singapore Chinese Girls' School ——新加坡女子中学(SCSS)Swiss Cottage Secondary School ——瑞士村中学(SJI)St. Joseph's Institution ——圣尤瑟夫学院(SNGS)CHIJ St. Nicholas Girls' School——圣尼各拉女中(TKGS) Tanjong Katong Girls' School——丹戎加东女中(TKSS)Tanjong Katong Secondary School ——丹戎加东中学(TMS)Temasek Secondary School ——淡马锡中学(VS)Victoria School——维多利亚中学(XMS)Xinmin Secondary School ——新民中学(ZHSS)Zhonghua Secondary School——中华中学图表1-2013年初院录取成绩提供IP课程的中学或学院(IP High School / IP Institution):(DHS)Dunman High School——德明政府中学(HCI)Hwa Chong Institution ——华侨中学(NUS High) NUS High School of Mathematics and Science——新加坡国立大学附属数理中学 (RI)Raffles Institution——来福(佛)士书院(RVHS)River Valley High School——立化中学部分初级学院(初院)(Junior College):(类似高中)(AJC)Anderson Junior College——安德逊初级学院(ACJC)Anglo-Chinese Junior College——英华初级学院(IJC)Innova Junior College——星烁初级学院(MJC)Meridian Junior College——美廉初级学院(NJC)National Junior College——国家初级学院(RJS)Raffles Junior College——莱佛士初级学院( RI的一部分) (SAJC)St. Andrew's Junior College——圣安德烈初级学院(TJC)Temasek Junior College——淡马锡初级学院(提供IP课程)(VJC)Victoria Junior College——维多利亚初级学院(提供IP课程)大学和学院(NUS) the National University of Singapore新加坡国立大学(NTU) Nanyang Technological University南洋理工大学(NIE) National Institute of Education国立教育学院(NP) Nee Ann Polytechnics义安理工学院(NYP) Nanyang Polytechnics南洋理工学院(SP) Singapore Polytechnics新加坡理工学院(TP) Temasek Polytechnics淡马锡理工学院综合(AMC) American Mathematics Competition——美国数学邀请赛(AMP)Accelerated Master Program加速硕士课程(AP)Advanced Placement美国大学先修课程AP考试是高中生在申请美国大学前自愿选择参加的一门考试,考试的内容是与大学所要修的课程内容有关,相当于学生提前念大学。
GCE A Level Physics 1976-2003 Topic 15 stationary waves
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(GCT)英语真题2003年 含答案解析
2003年外语运用能力测试Part One Vocabulary and StructureDirections:There are ten incomplete sentences in this part. For each sentence there are four choices marked A, B, C and D. Choose the one that best completes the sentence. Mark your answer on the ANSWER SHEET with a single line through the center.1. The new currency will get into ______ soon.A. circuitB. circulationC. circularD. circle2. Shortage of capital is the main factor that ______ economic development.A. holds outB. holds on toC. holds backD. holds on3. The captain of the ship ______ the passengers that there was no danger.A. assuredB. ensuredC. securedD. insured4. Many old people in the cities find themselves unable to get used to the rapid ______ of city life.A. rateB. speedC. stepD. pace5. The first Olympiad is said to have consisted ______ of a 200-yard foot race near the small city of Olympia.A. nearlyB. completelyC. merelyD. identically6. The issue ______ at the conference is very important and it will create a sensation nationwide.A. discussedB. being discussedC. is being discussedD. has been discussed7. The extensive survey suggested that their assumptions ______ totally wrong.A. wereB. beC. wasD. would be8. Undoubtedly, ______ wins the election is going to have a tough job getting the economy back on its feet.A. anyoneB. whoC. whoeverD. everyone9. If they had sent a check to the telephone company last week, their telephone ______ out of service at this moment.A. will not beB. will not have beenC. would not beD. would not have been10. Millions of Americans flock to their drugstore to buy vitamins and minerals, ______ that these pills can help to prevent serious illnesses.A. convincingB. convincedC. to convinceD. to be convincedPart Two Reading ComprehensionDirections:There are three passages and two advertisements in this part. Each passage and the ads are followed by five questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the best one and mark your answer on the ANSWER SHEET with a single line through the center.Elephants who paint aren't new. Paintings by Ruby, an Asian elephant who lived at the Phoenix Zoo in Arizona, sold for up to $5,000 in the late 1980s, said Dick George, a consultant with the zoo."Ruby was about seven months old when she first came to the zoo," said George. "She lived with a goat and some chickens, but she didn't have an elephant companion for a number of years. She spent a lot of time drawing in the dirt with a stick to make her days more stimulating. Her keeper bought her some art supplies." George said, ', Ruby was excited about painting right from the beginning."The elephants at the art academies in the Southeast Asia are taught to hold a paintbrush with the tip of their trunks. Initially, the keeper guides the elephant's trunk over the canvas (画布) and offers rewards for good performance."It only takes a few hours to a day to teach them," said Mia Fineman, an art historian whose book When Elephants Paint is an illustrated history of the Asian Elephant Art and Conservation Project.11. Ruby was an Asian elephant ______.A. who was sold for a price as high as $ 5,000B. who was famous for being the first painting elephantC. whose paintings sold for as high as $ 5,000D. who started painting in the late 1980s12. Why did Ruby start painting according to Dick George?A. Because she was seven years old.B. Because she was the first to come to the zoo.C. Because she learned a lot from the goat and the chickens.D. Because she had no elephant partners to play with.13. How did Ruby paint at the very beginning?A. She used a stick to draw in the dirt.B. She spent much time in the dirt.C. She stimulated herself every day.D. She painted with her keeper's art supplies.14. To encourage the elephants to paint well, the keeperA. bought them a lot of art suppliesB. made them excited at the beginningC. taught them to hold a paintbrush with their trunksD. reinforced the desired behaviors with rewards15. When Elephants Paint is a book ______.A. on the history of artsB. about the painting elephants in AsiaC. explaining how to teach elephants to paintD. chiefly theorizing about elephant artWhile it is true that Americans believe climbing the educational ladder leads to success, they are less certain that intellectual achievement is the only important factor leading to success. A competitive personality is seen as important to success, especially in men. The development of social and political skills is also considered to be very important.To help Americans develop these other important skills, schools have added a large number of extracurricular (课程外) activities to daily life at school. This is especially tree of high schools and colleges and extends down into elementary schools as well.Athletics, frequently called "competitive sports," are perhaps the most important of these activities. Football, basketball, and baseball teams are seen as very important in teaching students, particularly boys, the "winning spirit." At times, athletic teams seem to become more important to some students and their parents than the academic programs offered by the schools.16. Americans believe that education is ______.A. the only way to successB. the main purpose of the schoolsC. just like climbing laddersD. important to success17. Which of the following is NOT mentioned as important to success?A. intellectual achievementB. competitive personalityC. social backgroundsD. social and political skills18. A variety of extracurricular activities are added in American schools ______.A. to help students climb the education ladderB. to enrich students' dull life at schoolC. to help students become more successful in later lifeD. to extend college education down into elementary schools19. Athletic activities are designed ______.A. to make boys strongerB. to teach students winning spiritC. to develop students' social and political skillsD. to improve the academic programs20. Which of the following can be the best title for this passage?A. Education and SuccessB. Extracurricular Activities at SchoolC. Athletic SportsD. Intellectual AchievementPeople once widely believed that intelligent life existed on Mars. The 19th-century discovery of what appeared to be geometric designs cut across the surface was taken as evidence. The lines were thought to have been a system of canals that had been built to irrigate the surface. It is now clear that "canals"--perhaps the most spectacular geologic features of Mars--are natural valleys where ancient rivers once flowed.Another fragmented idea concerns the planet's seasonal changes in color. Once attributed to the rapid spread of some life-form, these shifts are now known to develop from the movement of fine dust in the atmosphere.By the close of the 20th century none of the many experiments conducted by spacecraft had ever found persuasive evidence of life. Nevertheless, speculation continued over the existence of some form of life, in either the present or the past. In 1996 scientists discovered organic compounds and minerals in a meteorite (陨石), consisting of Martian rock, that collided with Earth around 11,000 B. C. These compounds suggest that Mars may have been inhabited by organisms more than three billion years ago.21. Why did people in the 19th century believe the existence of intelligent life on Mars?A. Because the surface of Mars seemed to be geometric.B. Because the lines were drawn across the surface of the planet.C. Because a system of canals was thought to be there.D. Because it was the Martians that built the canals.22. The "canals" on Mars have proved to be ______ according to the passage.A. the minor geologic characteristic of MarsB. natural valleys on the surface of MarsC. rivers that have kept flowing since ancient timesD. a system that irrigates the whole surface23. What were the Mars' seasonal changes in color believed to be?A. The natural changes on the planet.B. The seasonal cycles.C. The movement of some life form.D. The storm of dust in its atmosphere.24. How is the 1996 discovery related to the possible existence of organisms on Mars?A. The meteorite containing organic compounds is part of Mars.B. A Martian rock struck Earth about 11,000 years ago.C. The organisms came back to life after the collision with Earth.D. The inhabiting organisms appeared more than three billion years ago.25. How many arguments in this passage lead to the belief of the existence of life on Mars?A. Two.B. Three.C. Four.D. Five.Weather ForecastThe following forecast shows for the listed cities the projected weather conditions and the expected range of temperatures from the afternoon high to the evening low.Atlanta:Mostly fair. 88—70°F Minneapolis:Mostly cloudy. 68—50°FBoston:Partly cloudy. 78—61°F New Orleans:Mostly fair. 92—73°FChicago:Thunderstorm likely. 82—67°F Philadelphia:Hazy and warm. 90—68°FCleveland:Mostly cloudy. 84—68°F Phoenix:Sunny and warm. 99—66°FDallas:Thunderstorms likely. 91—75°F Pittsburgh:Partly cloudy. 81—64°FDenver:Rain likely. 63—43°F St. Louis:Thunderstorms likely. 86—70°FHouston:Partly cloudy. 90—78°F San Francisco:Mostly fair. 73—60°FKansas City:Thunderstorms likely. 73—63°F Seattle:Mostly fair. 74—50°FLas Vegas:Sunny and warm. 93—56°F Toronto:Rain likely. 83—68°FLos Angeles:Mostly sunny. 88—60°F Washington, D. C.:Partly cloudy. 88—72°FMiami:Partly cloudy. 88—79°F26. According to the forecast, ______.A. Kansas City will be warmer than TorontoB. temperatures will be the lowest in Seattle and MinneapolisC. the weather will be fine in most of the listed citiesD. more than half of the listed cities ore cloudy or rain likely27. Among the following four cities, the difference between the afternoon high and the evening low is smallest in ______.A. Kansas CityB. MiamiC. AtlantaD. Seattle28. Which of the following cities is closest m Miami in weather conditions?A. BostonB. AtlantaC. WashingtonD. Houston29. The difference between the afternoon high and the evening low is greatest in ______.A. SeattleB. Los AngelesC. Las VegasD. Phoenix30. The differences between the afternoon high and the evening low are the same in ______.A. Chicago, Dallas, Kansas City, and St. LouisB. Atlanta, San Francisco, New Orleans, and SeattleC. Cleveland, Dallas, St. Louis, and Washington,D.C.D. Pittsburg, Miami, Houston, and BostonPart Three ClozeDirections:There are ten blanks in the following passage. For each numbered blank, there are four choices marked A, B, C and D. Choose the best one and mark your answer on the ANSWER SHEET with a single line through the center.In November of 1902, President Theodore Roosevelt was on a hunting trip in Mississippi. His hunt was going (31) that day, and he couldn't seem to find anything worth of (32) his rifle. Then, his staff captured a black baby bear for the President to shoot, but he could not. The thought of shooting a bear that was tied to a tree did not seem sporting, so he (33) the life of the baby bear and set it free.Based on this story, a famous political cartoonist for the Washington Star drew a cartoon, which showed Teddy Roosevelt, rifle (34) , with his back turned on a cute (可爱的) baby bear. Morris Michtom, owner of a Brooklyn toy store, was (35) by the cartoon to make a stuffed baby bear. Intending it only as a display, he placed the stuffed bear in his toy store (36) , and next to it placed a copy of the cartoon from the newspaper. To Michtom's surprise, his store was flooded by customers (37) to buy. He asked for and received President Roosevelt's (38) to use his name for the hand-sewn bears that he and his wife made, and the "Teddy Bear" was born! Michtom was soon manufacturing Teddy bear (39) the thousands. The money from the sale enabled him, in 1903, to (40) the Ideal Toy Company.31. A. hastily B. poorly C. punctually D. steadily32. A. supporting B. opening C. shouldering D. firing33. A. spared B. protected C. saved D. checked34. A. in his hand B. in the hand C. in hands D. in hand35. A. encouraged B. inspired C. urged D. pictured36. A. window B. door C. table D. counter37. A. eager B. reluctant C. interested D. straight38. A. order B. permission C. argument D. file39. A. at B. of C. by D. for40. A. sell B. change C. form D. investPart Four Dialogue CompletionDirections:In this part, there are ten short incomplete dialogues between two speakers, each followed by four choices marked A, B, C, and D. Choose the one that most appropriately suits the conversational context and best completes the dialogue. Mark your answer on the ANSWER SHEET with a single line through the center.41. Karen: Hello. Could I speak to Justin, please?Justin: ______.A. Yes, you could.B. Speaking.C. Who are you?D. Speak, please.42. Speaker A: Well, it's getting late. Maybe we could get together sometime.Speaker B: ______.A. Sounds good. I'll give you a callB. Take it easyC. Nice to see you backD. Yes, I've enjoyed it43. Jack: Hey, how are you, Susie? Gee, we haven't seen each other in ... It must be close to three years!Susie: ______Jack: OK.A. How do you do?B. Nice to meet you.C. Fancy meeting you here.D. Well, how have you been?44. Waiter: ______?Customer: Yes, I'll have a cheeseburger, medium rare, with French fries.A. What do you want to eatB. Have you decided what to have yetC. Excuse me, are you ready to order nowD. Excuse me, but who'd like to order45. Speaker A: I've got a fever and a really bad headache.Speaker B: ______A. Why are you so careless about yourself?B. This kind of thing happens to everyone.C. You should take good care of yourself.D. Oh, that's too bad. Why don't you take some aspirin?46. Man: That's a beautiful dress you have on!Woman: ______A. Actually, I don't like it very muchB. Oh, thank you. I just got it yesterdayC. Yes, I think soD. No, it's not that beautiful. Yours is better47. Speaker A: Mind if I call you Albert?Speaker B: ______A. Yes, just call me A1B. Yes, you may do thatC. Of course not. But just a plain "Al" will doD. OK. Everyone does48. Student A: May I use your computer this afternoon?Student B: I'm sorry, but I have to finish typing this term paper today.Student A: ______A. Do as you pleaseB. It doesn't matterC. Thank you just the sameD. Never mind49. Nancy: Have you heard about Dana? She is going to get married with Graham!Scott: ______A. You're kidding!B. Congratulations!C. Is it a real thing?D. Good luck!50. Grandpa: Robbie, we'll go fishing soon, and we'll take your dad with us.Grandson: I'm ready, Grandpa. ______A. You name the dayB. Enjoy yourselvesC. You can't miss itD. Take your time答案及解析1.答案:B[注释] 此题属于固定搭配词组考点。
2016年新加坡 O level 纯物理考试大纲
PHYSICSGCE Ordinary Level (2016)(Syllabus 5064)CONTENTSPage INTRODUCTION 2 AIMS 2 ASSESSMENT OBJECTIVES 3 SCHEME OF ASSESSMENT 5 CONTENT STRUCTURE 6 SUBJECT CONTENT 7 SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS 23 PRACTICAL ASSESSMENT 24 MATHEMATICAL REQUIREMENTS 26 GLOSSARY OF TERMS 28 SPECIAL NOTE 29Singapore Examinations and Assessment BoardINTRODUCTIONThe ‘O’ level physics syllabus provides students with a coherent understanding of energy, matter, and their interrelationships. It focuses on investigating natural phenomena and then applying patterns, models (including mathematical ones), principles, theories and laws to explain the physical behaviour of the universe. The theories and concepts presented in this syllabus belong to a branch of physics commonly referred to as classical physics. Modern physics, developed to explain the quantum properties at the atomic and sub-atomic level, is built on knowledge of these classical theories and concepts.Students should think of physics in terms of scales. Whereas the classical theories such as Newton’s laws of motion apply to common physical systems that are larger than the size of atoms, a more comprehensive theory, quantum theory, is needed to describe systems at the atomic and sub-atomic scales. It is at these scales that physicists are currently making new discoveries and inventing new applications.It is envisaged that teaching and learning programmes based on this syllabus would feature a wide variety of learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop values and attitudes relevant to science. Teachers are encouraged to use a combination of appropriate strategies to effectively engage and challenge their students. It is expected that students will apply investigative and problem-solving skills, effectively communicate the theoretical concepts covered in this course and appreciate the contribution physics makes to our understanding of the physical world. AIMSThese are not listed in order of priority.The aims are to:1. provide, through well-designed studies of experimental and practical Physics, a worthwhile educationalexperience for all students, whether or not they go on to study science beyond this level and, inparticular, to enable them to acquire sufficient understanding and knowledge to1.1 become confident citizens in a technological world, able to take or develop an informed interest inmatters of scientific importance1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability inother disciplines and in everyday life1.3 be suitably prepared for studies beyond Ordinary level in Physics, in applied sciences or inscience-related courses.2. develop abilities and skills that2.1 are relevant to the study and practice of science2.2 are useful in everyday life2.3 encourage efficient and safe practice2.4 encourage effective communication.3. develop attitudes relevant to science such as3.1 concern for accuracy and precision3.2 objectivity3.3 integrity3.4 inquiry3.5 initiative3.6 inventiveness.4. stimulate interest in and care for the local and global environment.5. promote an awareness that5.1 the study and practice of science are co-operative and cumulative activities, and are subject tosocial, economic, technological, ethical and cultural influences and limitations5.2 the applications of science may be both beneficial and detrimental to the individual, the communityand the environment5.3 science transcends national boundaries and that the language of science, correctly and rigorouslyapplied, is universal5.4 the use of information technology is important for communications, as an aid to experiments and asa tool for the interpretation of experimental and theoretical results.ASSESSMENT OBJECTIVESA Knowledge with UnderstandingStudents should be able to demonstrate knowledge and understanding in relation to:1. scientific phenomena, facts, laws, definitions, concepts, theories2. scientific vocabulary, terminology, conventions (including symbols, quantities and units contained in‘Signs, Symbols and Systematics 16–19’, Association for Science Education, 2000)3. scientific instruments and apparatus, including techniques of operation and aspects of safety4. scientific quantities and their determination5. scientific and technological applications with their social, economic and environmental implications.The subject content defines the factual knowledge that candidates may be required to recall and explain. Questions testing these objectives will often begin with one of the following words: define, state, describe, explain or outline. (See the Glossary of Terms.)B Handling Information and Solving ProblemsStudents should be able – in words or by using symbolic, graphical and numerical forms of presentation – to:1. locate, select, organise and present information from a variety of sources2. translate information from one form to another3. manipulate numerical and other data4. use information to identify patterns, report trends and draw inferences5. present reasoned explanations for phenomena, patterns and relationships6. make predictions and propose hypotheses7. solveproblems.These assessment objectives cannot be precisely specified in the subject content because questions testing such skills may be based on information which is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, calculate or determine. (See the Glossary of Terms.)C Experimental Skills and InvestigationsStudents should be able to:1. follow a sequence of instructions2. use techniques, apparatus and materials3. make and record observations, measurements and estimates4. interpret and evaluate observations and experimental results5. plan investigations, select techniques, apparatus and materials6. evaluate methods and suggest possible improvements.Weighting of Assessment ObjectivesTheory Papers (Papers 1 and 2)A Knowledge with Understanding, approximately 45% of the marks with approximately 15% allocated torecall.B Handling Information and Solving Problems, approximately 55%of the marks.Practical Assessment (Paper 3)Paper 3 is designed to test appropriate skills in C, Experimental Skills and Investigations.In one or both of the questions in Paper 3, candidates will be expected to suggest a modification or an extension which does not need to be executed. Depending on the context in which the modification/extension element is set, the number of marks associated with this element will be in the range of 10% to 20% of the total marks available for the practical test.SCHEME OF ASSESSMENTCandidates are required to enter for Papers 1, 2 and 3.Paper Type of Paper Duration Marks WeightingChoice 1 h4030 % M ultiple12 Structured and Free Response 1 h 45 min8050 %Test 1 h 30 min 30 20 %3 PracticalTheory papersPaper 1(1 h, 40marks), consisting of 40compulsory multiple choice items of the direct choicetype.Paper 2(1 h 45 min, 80 marks), consisting of two sections.Section A will carry 50 marks and will consist of a variable number ofcompulsory structured questions.Section B will carry 30 marks and will consist of three questions. Thefirst two questions are compulsory questions, one of which will be adata-based question requiring candidates to interpret, evaluate orsolve problems using a stem of information. This question will carry8–12 marks. The last question will be presented in an either/or formand will carry 10 marks.Practical assessmentPaper 3 (1 h 30 min, 30 marks), c on s i s ting of two compulsory 45 min practical experiment questions(15 marks each).In one or both of the questions, candidates will be expected tosuggest a modification or an extension which does not need to beexecuted.CONTENT STRUCTURESection TopicsI. Measurement 1. Physical Quantities, Units and Measurement II. Newtonian Mechanics 2. Kinematics3. Dynamics4. Mass, Weight and Density5. Turning Effect of Forces6. Pressure7. Energy, Work and PowerIII. Thermal Physics 8. Kinetic Model of Matter9. Transfer of Thermal Energy10. Temperature11. Thermal Properties of MatterIV. Waves 12. General Wave Properties13. Light14. Electromagnetic Spectrum15. SoundV. Electricity and Magnetism 16. Static Electricity17. Current of Electricity18. D.C. Circuits19. Practical Electricity20. M agnetism21. Electromagnetism22. Electromagnetic InductionSUBJECT CONTENTSECTION I:MEASUREMENTOverviewIn order to gain a better understanding of the physical world, scientists use a process of investigation that follows a general cycle of observation, hypothesis, deduction, test and revision, sometimes referred to as the scientific method. Galileo Galilei, one of the earliest architects of this method, believed that the study of science had a strong logical basis that involved precise definitions of terms and physical quantities, and a mathematical structure to express relationships between these physical quantities.In this section, we study a set of base physical quantities and units that can be used to derive all other physical quantities. These precisely defined quantities and units, with accompanying order-of-ten prefixes (e.g. milli, centi and kilo) can then be used to describe the interactions between objects in systems that range from celestial objects in space to sub-atomic particles.1. Physical Quantities, Units and MeasurementContent•Physical quantities•SI units•Prefixes•Scalars and vectors•Measurement of length and timeLearning OutcomesCandidates should be able to:(a) show understanding that all physical quantities consist of a numerical magnitude and a unit(b) recall the following base quantities and their units: mass (kg), length (m), time (s), current (A),temperature (K), amount of substance (mol)(c) use the following prefixes and their symbols to indicate decimal sub-multiples and multiples of the SIunits: nano (n), micro (µ), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G)(d) show an understanding of the orders of magnitude of the sizes of common objects ranging from atypical atom to the Earth(e) state what is meant by scalar and vector quantities and give common examples of each(f) add two vectors to determine a resultant by a graphical method(g) describe how to measure a variety of lengths with appropriate accuracy by means of tapes, rules,micrometers and calipers, using a vernier scale as necessary(h) describe how to measure a short interval of time including the period of a simple pendulum withappropriate accuracy using stopwatches or appropriate instrumentsSECT ION II: NEWT ONIAN MECHANICSOverviewMechanics is the branch of physics that deals with the study of motion and its causes. Through a careful process of observation and experimentation, Galileo Galilei used experiments to overturn Aristotle’s ideas of the motion of objects, for example the flawed idea that heavy objects fall faster than lighter ones, which dominated physics for about 2000 years.The greatest contribution to the development of mechanics is by one of the greatest physicists of all time, Isaac Newton. By extending Galileo’s methods and understanding of motion and gravitation, Newton developed the three laws of motion and his law of universal gravitation, and successfully applied them to both terrestrial and celestial systems to predict and explain phenomena. He showed that nature is governed by a few special rules or laws that can be expressed in mathematical formulae. Newton’s combination of logical experimentation and mathematical analysis shaped the way science has been done ever since.In this section, we begin by examining kinematics, which is a study of motion without regard for the cause. After which, we study the conditions required for an object to be accelerated and introduce the concept of forces through Newton’s Laws. Subsequently, concepts of moments and pressure are introduced as consequences of a force. Finally, this section rounds up by leading the discussion from force to work and energy, and the use of the principle of conservation of energy to explain interactions between bodies.2. KinematicsContent•Speed, velocity and acceleration•Graphical analysis of motion•Free-fall•Effect of air resistanceLearning OutcomesCandidates should be able to:(a) state what is meant by speed and velocity(b) calculate average speed using distance travelled / time taken(c) state what is meant by uniform acceleration and calculate the value of an acceleration using change invelocity / time taken(d) interpret given examples of non-uniform acceleration(e) plot and interpret a displacement-time graph and a velocity-time graph(f) deduce from the shape of a displacement-time graph when a body is:rest(i) at(ii) moving with uniform velocity(iii) moving with non-uniform velocity(g) deduce from the shape of a velocity-time graph when a body is:rest(i) at(ii) moving with uniform velocity(iii) moving with uniform acceleration(iv) moving with non-uniform acceleration(h) calculate the area under a velocity-time graph to determine the displacement travelled for motion withuniform velocity or uniform acceleration(i) state that the acceleration of free fall for a body near to the Earth is constant and is approximately 10 m/s2 (j) describe the motion of bodies with constant weight falling with or without air resistance, including reference to terminal velocity3. DynamicsContent•Balanced and unbalanced forces•Free-body diagram•FrictionLearning OutcomesCandidates should be able to:(a) apply Newton's Laws to:(i) describe the effect of balanced and unbalanced forces on a body(ii) describe the ways in which a force may change the motion of a body(iii) identify action-reaction pairs acting on two interacting bodies(stating of Newton's Laws is not required)(b) identify forces acting on an object and draw free body diagram(s) representing the forces acting on theobject (for cases involving forces acting in at most 2 dimensions)(c) solve problems for a static point mass under the action of 3 forces for 2-dimensional cases (a graphicalmethod would suffice)(d) recall and apply the relationship resultant force = mass × acceleration to new situations or to solverelated problems(e) explain the effects of friction on the motion of a body4. Mass, Weight and DensityContent•Mass and weight•Gravitational field and field strength•DensityLearning OutcomesCandidates should be able to:(a) state that mass is a measure of the amount of substance in a body(b) state that mass of a body resists a change in the state of rest or motion of the body (inertia)(c) state that a gravitational field is a region in which a mass experiences a force due to gravitationalattraction(d) define gravitational field strength, g, as gravitational force per unit mass(e) recall and apply the relationship weight = mass × gravitational field strength to new situations or to solverelated problems(f) distinguish between mass and weight(g) recall and apply the relationship density = mass / volume to new situations or to solve related problems5. Turning Effect of ForcesContent•Moments•Centre of gravity•StabilityLearning OutcomesCandidates should be able to:(a) describe the moment of a force in terms of its turning effect and relate this to everyday examples(b) recall and apply the relationship moment of a force (or torque) = force × perpendicular distance fromthe pivot to new situations or to solve related problems(c) state the principle of moments for a body in equilibrium(d) apply the principle of moments to new situations or to solve related problems(e) show understanding that the weight of a body may be taken as acting at a single point known as itscentre of gravity(f) describe qualitatively the effect of the position of the centre of gravity on the stability of objects6. PressureContent•Pressure•Pressure differences•Pressure measurementLearning OutcomesCandidates should be able to:(a) define the term pressure in terms of force and area(b) recall and apply the relationship pressure = force / area to new situations or to solve related problems(c) describe and explain the transmission of pressure in hydraulic systems with particular reference to thehydraulic press(d) recall and apply the relationship pressure due to a liquid column = height of column × density of theliquid × gravitational field strength to new situations or to solve related problems(e) describe how the height of a liquid column may be used to measure the atmospheric pressure(f) describe the use of a manometer in the measurement of pressure difference7. Energy, Work and PowerContent•Energy conversion and conservation•Work•PowerLearning OutcomesCandidates should be able to:(a) show understanding that kinetic energy, potential energy (chemical, gravitational, elastic), light energy,thermal energy, electrical energy and nuclear energy are examples of different forms of energy(b) state the principle of the conservation of energy and apply the principle to new situations or to solverelated problems(c) calculate the efficiency of an energy conversion using the formula efficiency = energy converted touseful output / total energy input(d) state that kinetic energy E k = ½ mv2 and gravitational potential energy E p = mgh (for potential energychanges near the Earth’s surface)(e) apply the relationships for kinetic energy and potential energy to new situations or to solve relatedproblems(f) recall and apply the relationship work done = force × distance moved in the direction of the force to newsituations or to solve related problems(g) recall and apply the relationship power = work done / time taken to new situations or to solve relatedproblemsSECT ION III: T HERMAL PHYSICSOverviewAmongst the early scientists, heat was thought as some kind of invisible, massless fluid called ‘caloric’. Certain objects that released heat upon combustion were thought to be able to ‘store’ the fluid. However, this explanation failed to explain why friction was able to produce heat. In the 1840s, James Prescott Joule used a falling weight to drive an electrical generator that heated a wire immersed in water. This experiment demonstrated that work done by a falling object could be converted to heat.In the previous section, we studied about energy and its conversion. Many energy conversion processes which involve friction will have heat as a product. This section begins with the introduction of the kinetic model of matter. This model is then used to explain and predict the physical properties and changes of matter at the molecular level in relation to heat or thermal energy transfer.8. Kinetic Model of MatterContent•States of matter•Brownian motion•Kinetic modelLearning OutcomesCandidates should be able to:(a) compare the properties of solids, liquids and gases(b) describe qualitatively the molecular structure of solids, liquids and gases, relating their properties to theforces and distances between molecules and to the motion of the molecules(c) infer from a Brownian motion experiment the evidence for the movement of molecules(d) describe the relationship between the motion of molecules and temperature(e) explain the pressure of a gas in terms of the motion of its molecules(f) recall and explain the following relationships using the kinetic model (stating of the corresponding gaslaws is not required):(i) a change in pressure of a fixed mass of gas at constant volume is caused by a change intemperature of the gas(ii) a change in volume occupied by a fixed mass of gas at constant pressure is caused by a change in temperature of the gas(iii) a change in pressure of a fixed mass of gas at constant temperature is caused by a change in volume of the gas(g) use the relationships in (f) in related situations and to solve problems (a qualitative treatment wouldsuffice)9. Transfer of Thermal EnergyContent•Conduction•Convection•RadiationLearning OutcomesCandidates should be able to:(a) show understanding that thermal energy is transferred from a region of higher temperature to a region oflower temperature(b) describe, in molecular terms, how energy transfer occurs in solids(c) describe, in terms of density changes, convection in fluids(d) explain that energy transfer of a body by radiation does not require a material medium and that the rateof energy transfer is affected by:(i) colour and texture of the surface(ii) surface temperature(iii) surface area(e) apply the concept of thermal energy transfer to everyday applications10. T emperatureContent•Principles of thermometryLearning OutcomesCandidates should be able to:(a) explain how a physical property which varies with temperature, such as volume of liquid column,resistance of metal wire and electromotive force (e.m.f.) produced by junctions formed with wires of two different metals, may be used to define temperature scales(b) describe the process of calibration of a liquid-in-glass thermometer, including the need for fixed pointssuch as the ice point and steam point11. Thermal Properties of MatterContent•Internal energy•Specific heat capacity•Melting, boiling and evaporation•Specific latent heatLearning OutcomesCandidates should be able to:(a) describe a rise in temperature of a body in terms of an increase in its internal energy (random thermalenergy)(b) define the terms heat capacity and specific heat capacity(c) recall and apply the relationship thermal energy = mass × specific heat capacity × change intemperature to new situations or to solve related problems(d) describe melting/solidification and boiling/condensation as processes of energy transfer without achange in temperature(e) explain the difference between boiling and evaporation(f) define the terms latent heat and specific latent heat(g) recall and apply the relationship thermal energy = mass × specific latent heat to new situations or tosolve related problems(h) explain latent heat in terms of molecular behaviour(i) sketch and interpret a cooling curveSECT ION IV: WAVESOverviewWaves are inherent in our everyday lives. Much of our understanding of wave phenomena has been accumulated over the centuries through the study of light (optics) and sound (acoustics). The nature of oscillations in light was only understood when James Clerk Maxwell, in his unification of electricity, magnetism and electromagnetic waves, stated that all electromagnetic fields spread in the form of waves. Using a mathematical model (Maxwell’s equations), he calculated the speed of electromagnetic waves and found it to be close to the speed of light, leading him to make a bold but correct inference that light consists of propagating electromagnetic disturbances. This gave the very nature of electromagnetic waves, and hence its name.In this section, we examine the nature of waves in terms of the coordinated movement of particles. The discussion moves on to wave propagation and its uses by studying the properties of light, electromagnetic waves and sound, as well as their applications in wireless communication, home appliances, medicine and industry.12. General Wave PropertiesContent•Describing wave motion•Wave terms•Longitudinal and transverse wavesLearning OutcomesCandidates should be able to:(a) describe what is meant by wave motion as illustrated by vibrations in ropes and springs and by waves ina ripple tank(b) show understanding that waves transfer energy without transferring matter(c) define speed, frequency, wavelength, period and amplitude(d) state what is meant by the term wavefront(e) recall and apply the relationship velocity = frequency × wavelength to new situations or to solve relatedproblems(f) compare transverse and longitudinal waves and give suitable examples of each13. LightContent•Reflection of light•Refraction of light•Thin lensesLearning OutcomesCandidates should be able to:(a) recall and use the terms for reflection, including normal, angle of incidence and angle of reflection(b) state that, for reflection, the angle of incidence is equal to the angle of reflection and use this principle inconstructions, measurements and calculations(c) recall and use the terms for refraction, including normal, angle of incidence and angle of refraction(d) recall and apply the relationship sin i / sin r = constant to new situations or to solve related problems(e) define refractive index of a medium in terms of the ratio of speed of light in vacuum and in the medium(f) explain the terms critical angle and total internal reflection(g) identify the main ideas in total internal reflection and apply them to the use of optical fibres intelecommunication and state the advantages of their use(h) describe the action of a thin lens (both converging and diverging) on a beam of light(i) define the term focal length for a converging lens(j) draw ray diagrams to illustrate the formation of real and virtual images of an object by a thin converging lens14. Electromagnetic SpectrumContent•Properties of electromagnetic waves•Applications of electromagnetic waves•Effects of electromagnetic waves on cells and tissueLearning OutcomesCandidates should be able to:(a) state that all electromagnetic waves are transverse waves that travel with the same speed in vacuumand state the magnitude of this speed(b) describe the main components of the electromagnetic spectrum(c) state examples of the use of the following components:(i) radio waves (e.g. radio and television communication)(ii) microwaves (e.g. microwave oven and satellite television)(iii) infra-red (e.g. infra-red remote controllers and intruder alarms)(iv) light (e.g. optical fibres for medical uses and telecommunications)(v) ultra-violet (e.g. sunbeds and sterilisation)(vi) X-rays (e.g. radiological and engineering applications)(vii) gamma rays (e.g. medical treatment)(d) describe the effects of absorbing electromagnetic waves, e.g. heating, ionisation and damage to livingcells and tissue15. SoundContent•Sound waves•Speed of sound•Echo•UltrasoundLearning OutcomesCandidates should be able to:(a) describe the production of sound by vibrating sources(b) describe the longitudinal nature of sound waves in terms of the processes of compression andrarefaction(c) explain that a medium is required in order to transmit sound waves and that the speed of sound differsin air, liquids and solids(d) describe a direct method for the determination of the speed of sound in air and make the necessarycalculation(e) relate loudness of a sound wave to its amplitude and pitch to its frequency(f) describe how the reflection of sound may produce an echo, and how this may be used for measuringdistances(g) define ultrasound and describe one use of ultrasound, e.g. quality control and pre-natal scanning。
高一物理与技术英语阅读理解25题
高一物理与技术英语阅读理解25题1<背景文章>Physics plays an extremely crucial role in modern technology. In the field of communication technology, for example, the principles of physics are fundamental. Electromagnetic waves, which are a key concept in physics, are the basis for wireless communication. Radio, television, and mobile phones all rely on the transmission and reception of electromagnetic waves. The frequency, wavelength, and amplitude of these waves are carefully manipulated to ensure clear signals.In aerospace technology, physics is indispensable. Newton's laws of motion govern the launch, flight, and landing of spacecraft. The law of universal gravitation helps scientists calculate the orbits of satellites and the trajectories of space probes. Without a deep understanding of these physical laws, it would be impossible to send astronauts into space or explore other planets.Medical technology also benefits greatly from physics. X - ray machines, for instance, use the properties of X - rays, which are a form of electromagnetic radiation. They can penetrate soft tissues but are absorbed by denser materials like bones, allowing doctors to see the internal structure of the human body. Magnetic resonance imaging (MRI) is anotherexample. It utilizes the magnetic properties of atoms in the body to create detailed images of internal organs.Physics is truly the cornerstone of modern technology, enabling countless advancements and innovations that have changed our lives in countless ways.1. What is the basis for wireless communication in communication technology?A. Sound waves.B. Electromagnetic waves.C. Water waves.D. Seismic waves.答案:B。
长春市2003年高中毕业班第二次调研测试(精)
长春市2003 年高中毕业班第二次调研测试英语本试卷分第I卷(选择题)和第H卷(非选择题)两部分,共150分.考试时间120分钟.第I卷(三部分,共115分)第一部分:听力(共两节,满分30 分)第一节(共5小题,每小题 1.5分,满分7.5分)听下面5 段对话,每段对话后有一个小题,从题中所给的A、B、C 三个选项中选出最佳选项,并标在试卷的相应位置,听完每段对话后,你都有10 秒钟的时间来回答有关小题和阅读下一小题,每段对话仅读一遍.1. Where did the woman go?A. The office.B. The doctor' s.C. The railway station.2. What does the man mean?A. He doesn't know the woman.B. He doesn't know this building.C. He has no idea where the office is.3. Where did the woman go last night?A. She went to a party.B. She went to a hospital.C. She went nowhere.4. How long did the man stay in England?A. Two days.B. There days.C. Five days.5. What do we learn from the conversation?A. Dennis was a piano player.B. The woman didn't know the pianist, but she knew Dennis.C. The woman didn' t know who Dennis was.第二节(共15小题,每小题 1.5分,满分22.5分)听下面5 段对话或独白,每段对话或独白后有几个小题,从题中所给的A、B、C 三个选项中选出最佳选项,并标在试卷的相应位置,听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟,听完后,各小题将给出 5 秒钟的作答时间,每段对话或独白读两遍.听第6 段材料,回答第6—8 题.6. Why doesn' t the man go to the cinema with the woman?A. Because he doesn't like to see films.B. Because he has a lot of work to do.C. Because his wife is waiting for him at home.7. How often does the woman see a film?A. Once a week.B. Once a month.C. Once a year.8. Where does the woman often read the papers?A. At home.B. At office.C. At school.听第7 段材料,回答9—11 题.9. Why did the woman stay at home?A. Because she should take care of her younger brother.B. Because she should take care of her baby.C. Because she has a lot of homework to do.10. How long did she watch television last night?A. Half an hour.B. An hour.C. Two hours.11. What was on TV last night?A. A sport game.B. A concert.C. A film.听第8 段材料,回答12—14 题.12. How was the party last night?A. It was good.B. It failed completely.C. It wasdull.13. Why couldn't the woman go to the party last night?A. Because she wasn ' t feeling well.B. Because she forgot the date.C. Because she disliked it.14. What did she drink at night recently?A. Beer.B. Coffee.C. Tea.听第9 段材料,回答15—17 题.15. Where does the dialogue take place?A. In the school.B. In the restaurant.C. At home.16. Why does the man throw paper on the floor?A. Because the always throws paper on the floor.B. Because the floor has already been very dirty.C. Because the waste- paper basket is full.17. Who has put a lot of paper in the waste - paper basket?A. Peter only.B. Tony only.C. Both Peter and Tony.18. When did Clam enter the college?A. At the age of 16.B. At the age of 17.C. At the age of 18.19. Where did Clam decide to start to work?A. Near her parents' house.B. Near her college.C. Near her own house.20. Why did Clam decide to start to work three months later?A. Because she thought the pay was higher at the time.B. Because she wanted to travel before she began to work.C. Because she would have finished her study at that time.第二部分:英语知识运用(共两节,满分45 分)第一节:单项填空(共15 小题,每小题1分,满分15 分)21. —Whose advice do you think I should take?A. You speakB. That's itC. It's up to youD. You got it22. ——Who Moved My Cheeese II ,which is a ______ book, is written by Spencer Johnson.A. best - seelB. best - soldC. best - sellerD. best - selling23. —Excuse me, I want to have my watch fixed, but I can't find a repair shop.—I know _____ nearby. Come on, I'll show you.A. oneB. itC. someD. that24. The two sides have finally ______ , though some small differences still exist.A. made a decisionB. reached an agreementD. broken upC. settled down25. Jack is one of those men who I am sure always do ______ best even in the most difficult situations.A. hisB. yourC. theirD. one' s26. Peter won't drive us to the station. He has _______ t o take us all.A. a very small carB. too small a carC. a too small carD. such a small car27. Helen is much more kind to her youngest child than to the others, ______ of course, makes the othersunhappy.A. whoB. whichC. sheD. that28. You ______ this morning if you really wanted to see it yourself.A. ought to comeB. may have comeC. ought to have comeD. could come29. Flight BA 123 to Vienna is now boarding at ______ .A. Gate 21B. 21st GateC. the Gate 21D. 21 Gate30. —Our holiday cost a lot of money.—Did it? Well, that doesn't matter _______ you enjoyed yourselves.A. unlessB. in caseC. as far asD. as long as31. We liked the oil painting better we looked at it.A. asB. whileC. the momentD. the more32. To everybody's surprise, the fashionable young lady to be a thief.A. found outB. proved outC. put outD. turned out33. ________ lessons were not difficult.A. Our few first short EnglishB. Our first few short EnglishC. Our few first English shortD. Few our first English short34. This photo of mine was taken _______stood the famous high tower.A. whichB. in whichC. whereD. there35. —He isn't particular about his food.—Yes, he eats _______ a nything.A. nearlyB. mostlyC. almostD. possibly第二节:完型填空(共20小题,每小题1.5分,满分30分)Word came that the government must control the spread of this disease.——Our job II , said th6 offcer, ——is to sp喷药()the wall of every house in every town and village in themalaria(疟疾)parts of Mexico. You may be 37 to learn that there are about ninety - nine thousand 38villages and towns. Some are big places like the Capital City, 39 are single, houses deep in the forest or uponthe mountain - tops. The men working with our programme say that most of these people_ 40= within districtswhich are 41 enough for the malaria - carrying mosquitoes (蚊子)to live in and spread the disease. That_42 __ that we must plan to spray the bricks of 43 three million houses once or twice a year for five years. II—We have 44 everything very carefully, II the officer —Our advance guards have drawn46of some forty thousand parts of the country for 47 by the spray teams. Each house in the malaria districts hasbeen given a special 48 so that we can work in order. The United Nations has given us cars and trucks to carrythe spray teams and their 49 . ||—The malaria prograr m e has been 50 with the people in this country. Everyone wants to 51 . TheDefence Department is helping us plan the 52 of men and supplies. The Education Department has printed sheets in Spanish to explain 53 malaria is spread. Resistance(抗药性)is a problem. It was in the neighbouring country United States that such resistance to spray was first 54 . Take the 55 of thehousefly and D, D, T. At first D, D, T, killed them off. Now it won't hurt a fly. II —What worries people is thdanger that the mosquitoes may become resistant, II said the officer at last.36. A. education B. wealth C. health D. medicine37. A. surprised B. excited C. doubtful D. happy38. A. united B. developing C. similar D. separate39. A. many B. some C. the others D. the few40. A. sleep B. lie C. stand D. sit41. A. cold B. hot C. bright D. warm42. A. says B. expresses C. means D. is43. A. nearly B. mostly C. finally D. only44. A. nearly B. mostly C. finally D. only45. A. mentioned B. remembered C. started D. continued46. A. pictures B. places C. maps D. bus -lines47. A. store B. use C. share D. show48. A. name B. sign C. numberD. attention49. A. tools B. clothes C. families D. guns50. A. familiar B. friendly C. strict D. popular51. A. work B. run C. stop D. help52. A. movement B. programme C. action D. equipment53. A. why B. how C. what D. that54. A. proved B. killed C. thought D. discussed55. A. event B. matter C. fact D. case第三部分:阅读理解(共20 小题,每小题 2 分,满分40 分)阅读下列短文,从每题所给的四个选项(A、B、C、D)中选出最佳选项.ARadar is very important in aviation (the aircraft industry)today. It was first introduced in the Second World War. The British used it in the great air battles over England in 1940. The British fighter planes had to be in exactly the right place at exactly the right time to meet the enemy bomber(轰炸机). In order to get there, the fighter stations had to be warned long before the bombers actually appeared. They also had to know the course the bombers were following. This would have been impossible without radar.The Germans also used radar later in the war when the great air raids(袭击)against their cities began. On both sides the system was almost the same in a number of ways. The heart of the radar warning system was the—operations centre I . This was a huge system of rooms, usually below the ground. Radar showed the position of the enemy bombers while the bombers were still far away. In the centre of the main operations room there was usuallya huge map on a large table. The position of the bombers was also shown on this table. Anybody who looked at it could see immediately where the bombers were at that moment. The people in the radar centre also had to decide where the bombers were going, or what the likely targets(目标)were. When this had been calculated the people in those places were warned. As they hurried to air mid shelters below the ground, fighter planes were taking to the air. The fighters were never out of radio contact(联络)with the radar centre.At night, radar was a pair of eyes that guided the fighters to bombers that they could not see. A radar controller on the ground told the pilot exactly where to go. Usually the pilot himself did not see the bomber untilhe was a few seconds away from it. Then he would open fire. None of these things could have happened withoutradar.56. Radar was used by the British in 1940 to ______ .A. guide bombers to their targets in the daylightB. get fighters away from other British fighters they could not seeC. guide fighters to the right place in order to meet the German bombersD. guide bombers to their targets at night57. The Germans began to use radar ______ .A. earlier than the BritishB. later than the BritishC. after the Second World WarD. almost at the same time as the British58. An air raid shelter is a place where people ______ .A. shoot at bombersB. hide from bombersC. keep bombsD. keep radar59. Radar helped night fighter pilots to ______ .A. see bombers long before they could do without itB. get close to the bombers before they could see themC. open fire on bombers that they could not even seeD. get back to the fighter station after the battleBAn Unusual Airplane Powered by Microwaves(微波动力飞机)Canadian scientists have successfully tested an unusual airplane. The airplane is not powered by fuels. It is powered by microwaves. Microwaves can be produced by equipment on earth. When the microwaves hit the bottom of the plane's wings, instruments change them into a more usable form of energy- electricity powers the plane's engine.The plane was developed by the Canadian government and the University of Toronto. The plane is called the sharp fire. The sharp fire is much too small to carry people or equipment. It was built only to see if the technology would work. Sharp fire is made of light weight wood. Its wings are about three and one half meters across. In its first public, a future microwave plane will be much larger than the sharpfire. The main reason for using microwave energy to power an airplane is to end the plane's need to carry fuel, An American researcher says this technology will be very common in the next century.60. The Canadian government and University of Toronto developed ______ .A. the old planeB. the unusual trainC. the microwaveD. the unusual microwave plane61. The plan sharpfire was designed ______ .A. to carry peopleB. to carry equipmentC. to see if the technology would workD. to carry people and equipment62. Which of the following is true according to the passage?A. The plan was developed by American government.B. The unusual plane is called Campfire.C. The airplane is made of a kind of wood.D. A future microwave plane will be of the same size as sharp fire.63. What is the main reason for using microwave energy to power an airplane?A. It is to save fuel.B. It is to enable the plane to carry more fuel.C. It is to use electricity to power the plane's engine.D. It is to end the plane' s need to carry fule and to enable the plane to carry more.CIt is five o'clock. What was the time 7 hours ago? The situation corresponds to(符合)the subtraction(减去) problem 5 -7=?In clock 12.One way to answer the problem is to count the hours on an ordinary clock, but this time,count counterclockwise(逆时针). If the time is five o'clock now, then seven hours ago it was10 o'clock. Thus, 5- 7 = 10 in clock 12. How can you check result?In ordinary subtraction, you can check your answer by setting up the related addition(加法)problem. Forexample, to check 20- 13 = 7, ask —Is seven the number that must be added to 13 to produce 20 II20 - 13=7 can be changed into 20 = 7 + 13.To check 5- 20= - 15, ask —Is 5=- 2105 true? I This method may be used to check a subtraction problem in clock 12. If 5 - 7 =10 is true.Then 5= 7 + 10 has to be true. Indeed, 5 is equal to 7 + I0 in clock 12. Thus, 5 - 7 =10 in clock. So we canknow.In clock arithmetic, as well as in ordinary arithmetic.a-b= c means a= b+ c64. If it is 8 o'clock, now, what was the time 9 hours ago?A. 1 o ' clcok.B.3 o'clock.C.11 o'clock.D.17 o'clock.65. Which is correct in clock 12 ______ .A.3-6+4=1B.1-10+5=6C.7-8+2=9D.9-11 + 10=166. Tom started at 6 o' dock. Ten hours later he reached London and immediately met Jack Jack said he had arrived 4 hoursbefore, that is, at ___________________ o'clock.A.6B.8C.10D. 1267. The unit in clock arithmetic is _______ t hat in ordinary arithmetic.A. two less thanB. two more thanC. three more thanD. ten more thanDNot only farmers but scientists have studied weather fore casting(预扌报).People, for many centuries and in allcountries, have studied the weather and tried to make weather forecasts. Sometimes distant objects such as hillsand tall trees seem to be very clear and near, This is a sign of much water- vapour in the air, and therefore a rainwill probably come.When distant sounds(such as the noise from a train, birds singing, or people shouting)are very clearly heard,then wet and stormy weather is on the way.Rings round the sun are a sigh of coming rain.Many people feel the coming of wet weather in their bones. Their joints hurt. Some birds fly high if fine weather is coming, but they fly very near the ground if rainy weather of a storm is on the way. This is probablybecause the insects, which they are hunting, fly low at that time. If you see a rainbow during rainy weather, this isa sign that the weather will clear up and become fine. Such rainbows come in the evening. If the stars twinkleclearly at night, fine weather will continue, If a mist appears in the early morning, just about sunrise, the day willbe warm.If the sunset is mostly red in color, the following day will be fine. When big cumulous clouds(积云)appear at sunset, the bad weather will follow the next day.If cirrus clouds remain quite still, fine weather will come. If a rainbow appears in the morning, then rainy weather will probably come. Most of the above sayings have been made up by people who have used their eyes and their brains to forecast the weather.68. Some birds fly high if fine weather is coming, because _______ .A. they fly high to catch insectsB. they can fly high when fine weather is comingC. they like fine weatherD. they feel very happy69. When big cumulous clouds appear at sunset then the weather will ______ the next day.A. be fineB. be badC. be windyD. be cloudy70. Weather will be fine if _____ .A. you see rings round the sunB. you see the distant objects very clear and nearC. you feel pain in your bonesD. the stars twinkle clearly at night71. If you see a rainbow during rainy weather, it shows that the weather will clear up and be come fine. Thisis because ________________________________________ .A. there is much water- vapour in the airB. there is not much water- vapour in the airC. there is not any water- vapour in the airD. there are all kinds of water- vapour in the airEWhen a consumer(消费者)finds that something he or she bought is faulty or in some other way does not live up to what the producer says for it, the first step is to present the warranty(保单),or any other records that might help, at the store of buying. In most cases, this action will produce results. However, if it does not, there arevarious means the consumer may use to gain satisfaction.A simple and common method used by ninny consumers is to complain(投诉)directly to the store manager.In general, the —higher up II the takesihiB or her complaint, the faster he or she can expect it to be settled.In such a case, it is usually settled in the consumer' s favour, taking it as tree that he or she has a just right.Consmners should complain in person whenever possible, but if they cannot get to the place of buying, it isacceptable to phone or write the complaint in the letter.Complaining is usually most effective when it is done politely but firmly, and especially when the consumer can show clearly what is wrong with what was bought in question. If this cannot be done, the consumer will succeed best by presenting specific information as to what is wrong, rather than by making general statements. For example, "The left speaker does not work at all and the sound coming out of the right one is unclear' is better than—This stereo立体音响)does not work. IIThe store manager may advise the consumer to write to the producer. If so, the cousumer should do this, stating the complaint as politely and as firmly as possible. But if a polite complaint does not achieve the expectedresult, the consumer can go a step further. He or she canthreaten(恐吓)to take the seller to court or report the seller to a public organization responsible for protectingconsumers' rights.72. When a consumer finds what he bought has a fault in it, he should first _______ .A. complain personally to the managerB. show something provable in written form to the storeC. threaten to take the matter to courtD, write a firm letter of complaint to the store73. If a consumer wants a quick settlement of his problem, it's better to complain to ______ .A. a shop assistantB. the producerC. a public organizationD. a store manager74. The most effective complaint about what was bought can be made by _______ .A. explaining exactly what is wrong with itB. saying firmly it is of poor qualityC. asking politely to change itD. showing the fault of it to the producer75. The passage tells us ______ .A. how to make the complaint have a good effectB. how to settle a consume ' s complaintC. how to avoid buying something wrongD. how to deal with complaints from consumers第H 卷(共35分)第四部分:写作(共两节,满分10分)第一节:短文改错(每小题1分,满分35分)此题要求改正所给短文中的错误,对标有题号的每一行作岀判断:如无错误,在该行右边横线上划一个勾(V );如果有错误(每行只有一个错误),则按下列情况改正:该行多一个词:把多余的词用(/)划掉,在该行右边横线上写岀该词,并也用横线划掉该行缺一个词:在缺词处加一个漏字符号 (人),在该行右边横线上写出该加的词该行错一个词:在错的词下划一横线,在该行右边横线上写岀改正后的词注意:原行没有错的不要改.The main purpose of newspapers are to providenews. If you examine newspapers closely, you find that there are all sort of news,accidents, floods, fires, wars, sports, books, etc. The news cover everything that happens to people and their surroundings. Sometimes there are news items which are very interested.A news report is usually very short, except for when itwas very important, but it has a lot of information. Itis also writing in short paragraphs. The first paragraphis in the fact a summary of the news items. It gives allthe necessary information, what, when, where, how, and why.The other paragraphs give full details of the subject. 第二节:书面表达(满分25分)假如你是李华,下面四幅图画反映你家乡自然环境的变化情况 .请你向报社写一封信反映此情况并提出加强环保的建议.词数100左右,开头已写出(不计入总词数).参考词语: wasteland 荒地 sandstorm 沙尘暴原理面貌毁林、造地Dear editor,76. _______ 77. _______ 78. _______79. _______80. _______ 81. _______ 82. _______ 83. _______ 84. _______ 85. _______沙尘暴In the past, my hometown听力录音材料Text 1 M: You look tired. Where have you been?W:I planned to see the doctor, but I needed to meet my parents at the railway station.Text 2 W: Excuse me, could you tell me the way to the manager ' s office?M: Sorr y, I can 't help you. I 'm not familiar with this building.Text 3 M: I thought that you were going to a party last night.W: I was planning to, but I was not feeling well, so I stayed home.Text 4 W: Where did you go on your vacation?M: I spent two days in Scotland, three days in England and five days in France.Text 5 M: What did you think of Dennis?W: Which one was Dennis? Was he the one who played the piano?Text 6 M: Hello, Alice. Where are you going?W: To the cinema. What about coming with me?M: No, thanks. I 'm going home. My wife is expecting me.W: What a pity. I believe it 's a very good film.M: Do you go to the cinema a lot?W: Once a week. Most nights I sit at home and watch television.M: Do you know what 's on tonight?W: No, I 'm sorry I don ' t. I never read the papers till I get home.Text 7 M: Why did your parents make you stay at home?W: They wanted to go out, and so they made me look after my baby brother.M: Didn 't you mind doing it?W: No, I didn 't. My brother was very good and I did quite a lot of homework.M: Didn 't you even want to go to the cinema?W: Not really. I watch television for an hour.M: What was on television last night?W: A football match. It was excellent.M: Oh. I enjoy watching football matches on television, too. What a pity I missed it Lost night!Text8 W: What was the party like last night, Jack?M: Not bad at all, thanks. Why didn 't you come?W: Well, I couldn 't get away from workrleya. And when I got home I had a headache, so I had to gostraight to bed, but I was overtired because I wasn 't able to get to sleep for hours.M: Why didn 't you take some medicine?W: I don ' t like to. I used to take medicine when I had to work overtime, you know.M: Do you still drink coffee at night?W: No. But now, I like to drink tea.M: That 's bad. You must stop it.Text 9 W: Don ' t throw paper on the floor in the classroom, Bill.M: Where shall I put it, miss?s full.W: Put it in the waste-paper basket, please.M: But Peter and Tony put all their paper in the basket a few moments ago. Now, it W: Then take the basket outside and emptyit.M: Can I empty it in the playground, miss?W: No, you should know where to put it.Text 10 Clara left school when she was eighteen years old and went to a college for a year to learn to type.She passed her examinations quite well and then went to look for work. She was still living with herparents.A lot of people were looking for typing at that time, so it was not difficult to find interesting work. Clarawent to several offices, and then chose one of them. It was near her parents ' house. She thought, —I ' II waevery morning. I won ' t need to go by bus. IIShe went to the office again and said to the manager —I want to work here. But what wiII you pay me?—We' II pay you $ 500 now, I the manager answered, —and $ 800 after three months. I CIara thought for a few seconds before she answered. Then she said, —AII right, then I ' II start in three months ' time. I参考答案1 —5 CCCBC 6—10 CAAAB 11—15 AAACA 16—20 CCCA A21 —25 CDABC26—3BBCAD31 —35 DDBCC 36—40 CADBB41 —45 DCADD46—5CBCAD51 —55 DABAD56—6CBBBD61 —65 CCDCA 66—70 DBABD 71—75 BBDAA76. are i is 77. A find ^will 78.sort^sorts 79.cover^covers 80.V81.interested T interesting 82.去掉for 83.was^is 84.writing T written85.去掉第一个theA possible version:Dear editor,In the past, My hometown used to be a beautiful place. It was surrounded by plenty of trees and covered by green grass everywhere. Later, people destroyed many trees to turn forests into farmland, and a lot of water and soil was carried away down the hills. Thus, much farmland has become wasteland. What ' s worse, this wasteland is increasing and our villagers are suffering from sandstorms.I think it is time for us to realize the importance of protecting the environment and to do something about it, such asplanting trees, growing grass and so on. I ' m sure thatwoiullrbheocmometeowbneautifulagain in afew years ' time if we do so.Yours sincerely,Li Hua。
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A beam of parallel light, shown as solid lines, is approaching the cornea at the front of an eye as shown in Fig. 3. Draw a sketch of the diagram and show the refraction which takes place at the cornea and at each surface of the lens to form an image on the retina. [3]
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TOPIC 33
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(a)
Option M - Medical Physics
(b)
Give an explanation of how the eye forms focused images of objects situated at different distances. Suggest why a swimmer cannot see clearly underwater unless goggles are worn. [5] A person is given a pair of spectacles fitted with bifocal lenses to correct the far point to infinity and the near point to 25 cm from the eye. One of the lenses has sections with powers of -0.25 dioptres and +2.0 dioptres.
An eye can roCLIs clearly on objects between 120 min and 250 mm away.
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(i) (ii) Copy out Fig. I and label each section of the lens [3] with the value of its focal length. Calculate the positions of the far point and the near point of the unaided eye. [5]
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The person then looks at a distant object. By what [3] angle does the angle of divergence change?
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Sketch a graph to show how loudness of a sound, as heard by a person with normal hearing, depends on frequency when the intensity of lhe sound is constant. Point out any special features of the graph.
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33 Option I
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Also show on your sketch the path the light would take if, whilst still being parallel, it was approaching the eye at a small angle to the light in (a), as indicated by the broken lines in Fig. 3. [2] Draw another sketch to show the path of light to a focused image on the retina from a point object close to the eye. How does this sketch illustrate the property of accommodation? [21 Explain what is meant by the terms short sight and astigmatism. How may each of them be corrected by using [4] spectacle lenses? A man finds that he can focus clearly only on objects between 25 cm from the eye and infinity if he wears spectacles with lenses of power -2.5 dioptres. (i) (ii) What type of lens is this? What is the focal length of one of the lenses?
State an advantage of producing X-rays from a slllall area of the target electrode when an X-ray photograph is required. [I] What problem can arise as a result of using X-rays for taking photographs? How is thc problem minimised both for the radiographer and the patient? [3] To examine internal structures within the body, ultrasound in the MHz frequency range can be used in order to overcome problems such as the one referred to in (c). (i) Cii) Why is very high frequency ultrasound needed? Explain the principles of one method of [4] producing ultrasound.