| Difficulty level | Mean % correct | Item‑total correlation (range) | |----------------|----------------|-------------------------------| | ⭐ | 88% | 0.32–0.48 | | ⭐⭐ | 71% | 0.51–0.67 | | ⭐⭐⭐ | 53% | 0.62–0.75 | | ⭐⭐⭐⭐ | 34% | 0.45–0.60 | | ⭐⭐⭐⭐⭐ | 18% | 0.28–0.44 |
Which of the following is a vector quantity? A) Speed B) Distance C) Displacement D) Mass Answer: C Difficulty: ⭐, Cognitive: Recall 4.2 Short Answer (SA) Q3 (ID: PHY_FM_003) A stone is dropped from a bridge and hits the water after 2.5 seconds. Ignoring air resistance, calculate the height of the bridge. (g = 9.8 m/s²) Answer: 30.6 m Sol: s = ½ g t² = 0.5 × 9.8 × (2.5)² = 30.625 m → 30.6 m Difficulty: ⭐⭐, Cognitive: Apply 4.3 Structured Question (ST) Q4 (ID: PHY_FM_004) A ball is thrown vertically upward with an initial speed of 15 m/s. (a) Find the maximum height reached. (2 marks) (b) Calculate the time taken to return to the starting point. (2 marks) (c) Sketch the velocity‑time graph for the whole motion. (2 marks) jing kung question bank
Abstract This paper outlines the systematic design, development, and validation of a Jing Kung-style question bank tailored to the Hong Kong Diploma of Secondary Education (DSE) Physics curriculum. The question bank emphasizes conceptual clarity, progressive difficulty (L1–L5), and alignment with public examination formats. We present a template for generating questions, a rubric for categorizing cognitive levels, and a sample set of 10 questions with solutions. The paper aims to serve as a blueprint for educators seeking to build structured, high-quality assessment resources. | Difficulty level | Mean % correct |
Answers: (a) 11.48 m, (b) 3.06 s, (c) linear decreasing to negative Difficulty: ⭐⭐⭐, Cognitive: Analyze Q5 (ID: PHY_FM_005) Design an experiment to measure the acceleration of a trolley moving down an inclined plane. List: (i) apparatus, (ii) procedure, (iii) variables to control, (iv) how to improve accuracy. Rubric: tick‑and‑flick marking scheme provided in bank Difficulty: ⭐⭐⭐⭐, Cognitive: Create (g = 9
(Continue to Q6–Q10 covering ticker‑timer, free‑fall, projectile motion, Newton’s 2nd law, and friction) A pilot test was conducted with 45 Form 5 students (mixed ability). Each student attempted a 20‑question random subset from the bank. Results: