REPORT ON National PHYSICS FORM 3 EXAMS 2014

1 (b), (c) were generally well answered.

1 (a), (d), (e) were wrongly answered by most students.
2 (a) Many students fairly recalled most of the electrical symbols. The symbol for ammeter
was poorly identified by most students.
(b) (i) (iv)Many students realized the lamps are connected in parallel but failed to calculate
the effective resistance due to poor arithmetic skills. Most students seemed not to understand
what question 2(b) (ii)& (iii) ask them to do.
3(a)Most students correctly identified thermometer P but could not express their reasoning
clearly in simple English language.
(b) (i) Many students had difficulty to read off the scale of spring balance and hence to state
the zero error. (b) (ii) few mentioned correctly about zero or parallax error. (b) (iii) & (iv)
were very challenging for most students.
4 (a) Most students simply stated heat. They did not pay attention to energy conversion.
(b) (i)Many students correctly stated the formula for work done and were hence able to
answer part (b) (ii).
(b) (iii) proved to be very difficult to all students. They failed to recall formula to calculate
power and muddled in wrong calculations.
5 (a) (i), (ii) Many students correctly drew the acceleration section but lost marks in drawing
the constant speed section up to15 s instead of 20 s.5(a) (iii) was generally well answered.
In 5 (b) (i) distance travelled was correctly calculated by almost all students but in part5 (b)
(ii) almost all students failed to apply Pythagoras theorem to calculate displacement. Finding
square root of 225 was mathematically too demanding for most students.
6(a) most students correctly identified the angle and gave a valid reason
6 (b) (i) Many students lost marks because they did not put arrows on rays.
6 (b) (ii) proved to be very difficult. Most students failed to use a protractor to measure angle
of incidence. The diagram is too small and lines need to be extended in order to use a
protractor.
6 (c) (i) Many students were able explain the meaning of refraction but failed to put it in the
context.
(c) (ii) Some students correctly drew the refracted rays but many of those who put arrows on
rays failed put them in the correct direction. Many diagrams did not have the normal.

Statistical Analysis of performance of students in Form 3 National Physics Exam 2014

Clas
s
3R
3B
3Y
3G
Total
%

No of
student
s
24
22
15
25
86

90-100

70-89

60-69

55-59

50-54

45-49

40-44

0-39

0
0
0
0
0
0%

0
0
0
0
0
0%

2
1
0
0
3
3.5%

3
0
0
0
3
3.5%

7
4
0
0
11
12.8
%

1
3
2
1
7
8.1%

9
5
2
3
19
22.1
%
80%

2
9
11
21
43
50%

20%
50%

50%

REMEDIAL PLAN for 2015

PHYSICS DEPARTMENT
ALL CLASSES ( F I to L6)
Difficulties in physics:
1. To express reasoning in simple English
2. To understand long qualitative questions
3. To manipulate mathematical equations, do simple arithmetic exercises, draw and
interpret graphs
4. To apply logical and reasoning skills in answering questions
5. To apply simple concepts in physics to unfamiliar situations
6. To record raw data consistently in observation tables (Lower 6 students)
Remedial plan:
1.
2.
3.
4.
5.
6.

Set more questions involving numerical answers

Break down long questions in different parts
Clarify and simplify questions set out in textbook by using simpler English language
Give students simple and concise notes with comprehensive diagrams
Set revision exercises regularly to encourage students to revise.
Carry out remedial classes during free or activity periods

7. Set miscellaneous exercises on topics covered in previous terms to consolidate what

students had already studied.
8. Give students more comprehensive worked examples on difficult topics
9. Support teaching with regular practical demonstrations to make them grasp basic
concepts in physics.
10. Encourage students to do practical question papers during activity periods in addition
to their weekly 3 periods practical classes (for lower 6students).