· web viewwork program in senior physics. extended trial pilot senior physics syllabus course...

Heinemann Queensland Science ProjectWork programs in senior physics

Work Program in Senior Physics

Extended Trial Pilot Senior Physics Syllabus

Physics: A Contextual Approach 1Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)


Course Overview

CONTEXTS Time(h)

KEY CONCEPTS ASSESSMENT

F E M Time Description Task type Conditions

Visiting the reef 30 1, 2, 3, 4

1, 2, 3 1 Term 1 1. Public awareness campaign: diving safely and responsibly

ERT 3 weeks, work in pairs

Sem 1

2. End of unit examination WT 120 min, exam conditions

(55 h)

Dolphin physics 25 1, 2, 3, 4

1, 2, 3 1, 2 Term 2 3. Report: Shape and fluid flow SEI 90 min + 1 week

4. Field trip report: dolphins at Seaworld

ERT 2 weeks + 90 min, exam conditions

Cars—Speed and safety

20 1, 3, 4 2, 3, 4 1, 2 Term 3 5. Report: collisions SEI 90 min + 1 week

Sem 2

6. Investigation of variables associated with car motion and safety

EEI 4 weeks

(55 h)

Car audio 10 1, 2, 3, 4

1, 3 1, 4 Term 3 7. Stimulus response: Reply to Internet forum post requesting clarification

WT 120 min, exam conditions

Keeping time 25 1, 2 1, 3 1, 4 Term 4 8. Investigation and production of an accurate timepiece.

EEI 5 weeks, work in pairs

The search for understanding

30 2 1, 2, 3, 4

3, 4 Term 5 9. Prepared debate promoting light or matter as wave or particle

ERT 3 weeks, groups of three

Sem 3

10. Newspaper article reporting on one of the important discoveries

ERT 2 weeks

(55 h)

Producing electricity

25 1, 2, 3, 4

1, 2, 3, 4

1, 4 Term 6 11. Folio of ten SEI reports SEI student choice from term’s work

12. End of unit examination WT 120 min, exam conditions



Sem 4 (55

h)

Medical physics 30 1, 2, 3, 4

1, 2, 3, 4

1, 3, 4 Term 7 13. Seminar presentation promoting the safest means for diagnosing a particular disease

ERT 2 weeks, work in pairs

Discovering the Solar System

25 1, 2, 3, 4

1, 2 Term 8 14. Investigation relevant to context

EEI 4 weeks

F force; E energy; M motion. EEI extended experimental investigation; ERT extended response task; WT written task.


Heinemann Queensland Science ProjectAssessment

Visiting the Reef

Overview: A successful visit to the reef generally involves either snorkelling or scuba diving. This context investigates the physics principles that underlie these activities, particularly the effects of depth when diving. By providing an overview of life within an environment very near but very different to our own, it is expected that students will gain an appreciation of the variety of the principles of physics that surround them.

Key concepts: F1, F2, F3, F4, E1, E2, E3, M1

Focus Key ideas Possible learning experiencesUnderlying concepts Units

Measurements and calculations

Problem solving Graphs and tables Writing reports

Buoyancy:Downwards forceUpwards force

Mass and weight Density Buoyancy Equilibrium

o Investigation of objects regarding mass, volume, density, shape and buoyancy.

o Swimming pool activities relating volume and buoyancy.

Breathing underwater:How our lungs workUsing a snorkelScubaClearing masks and

snorkels

States of matter Pressure Ideal gas laws

o Teacher exposition and questioning.o Create a working model of the lungs.o Comparison of CPR techniques for babies,

children and adults.o Undertake recreational instruction in

snorkelling.o Complete a resort dive (or introductory

dive).Pressure underwater:Pressure changes and

buoyancyPressure and the human

bodyToxicity of gases

Pressure Ideal gas laws

o Teacher exposition and questioning.o Swimming pool activities involving

balloons and depth.o Create a model of a Cartesian diver.o Research how a hyperbaric (recompression)

chamber is used to treat decompression sickness (‘the bends’).

Staying warm: Temperature and depth Surface effects Insulating suits

Ideal gas laws Electromagnetic spectrum Heat and temperature Latent heat

o Teacher exposition and questioning.o Research into methods of Sun protection.o Comparison of winter and summer clothing

materials and styles.Looking around: Locating objects Colour vision

The human eye* Waves and refraction Electromagnetic spectrum

o Optometrist or similar as a guest speaker.o Investigation of light refracting through

different combinations of media.o Try underwater photography.

*This key idea is developed within this context.

Resources: Heinemann Queensland Science Project—Physics: A Contextual Approach



Dolphin Physics

Overview: Cetaceans (whales, dolphins and porpoises) are often spotted off the Queensland coast, particularly species like Tursiops truncates of the Delphinidae family; that is, the bottlenose dolphin. This context examines the features of the familiar bottlenose dolphin that allow it to thrive in the underwater world, as well as providing a less traditional approach to introductory mechanics. There is also an opening to discuss ethical issues regarding animals and science (and entertainment).

Key concepts: F1, F2, F3, F4, E1, E2, E3, M1, M2

Focus Key ideas Possible learning experiencesIntroduction to motion: Uniform motion Accelerated motion Two or more dimensions Interacting with other

marine creatures

Velocity Acceleration Equations of motion Direction Vectors Relative velocity*

Teacher exposition and questioning. Experimental work: velocity and

acceleration (ticker timers, linear air track).

Moving through the water: Apparent weightlessness Body shape Swimming

Mass and weight Density Buoyancy Friction Fluid flow Newton’s third law of motion Newton’s second law of

motion Bernoulli’s principle

Teacher exposition and questioning. Swimming pool activities involving

buoyancy. Experimental investigation: fluid flow

around objects with a variety of shapes and surfaces.

Swimming pool investigation: effectiveness of a variety of fin shapes and sizes.

Guest speaker: marine biologist. Class excursion: dolphin watch cruise.

Performing: Dancing on the water Jumping through hoops Playing with balls

Mass and weight Friction Newton’s third law of motion Newton’s second law of

motion Energy and work Power—mechanical Vertical and projectile motion Momentum and impulse Collisions

Teacher exposition and questioning. Observation of dolphins performing at

Sea World. Guest speaker: dolphin handler. Class activity: comparing ways of

hitting balls. Class debate: ‘It is important for us to

keep dolphins in captivity’.

Detecting surroundings: Sight Sound Echolocation

Waves and their speed Waves and refraction Electromagnetic spectrum Waves in one dimension Waves in two dimensions Waves and the Doppler effect

Teacher exposition and questioning. Swimming pool activities involving

sound. Background music: whale songs.

*This key idea to be developed within this context.




Cars—Speed and safety

Overview: Isaac Newton is often seen as the founder of physics as we know it. This unit allows students to explore many of the concepts developed from Newton’s laws of motion in the familiar context of the motion of motor vehicles. It also provides a variety of opportunities to develop basic skills in measurement, qualitative and quantitative data analysis, and research. As many year 11 students are of an age when they are learning to drive, this context should provide a motivating platform for the study of physics.

Key concepts: F1, F3, F4, E2, E3, E4, M1, M2

Focus Key ideas Possible learning experiencesVehicle performance Acceleration

Equations of motion Calculate acceleration of cars from

performance data. Library research into vehicle performance.

Braking and stopping Friction Gravity Newton’s first law of motion Newton’s second law of motion

Reaction time investigation. Investigate factors affecting stopping

distances. Calculate deceleration of cars from

various data.Safety Momentum and impulse

Pressure Video analysis of a crash test. Teacher exposition and questioning.

Cornering Circular motion Bernoulli’s principle Centre of mass Rotational motion: torque Newton’s third law of motion

Teacher exposition and questioning. Compare road corner radii to speed limits.

Collisions Momentum and impulse Collisions: one and two

dimensions

Data logging: elastic and inelastic collisions.

Investigate reduction of speed limits.




Car Audio

Overview: Some people want a killer sound system in their car these days, but most of us just want to know that we can turn up our favourite tunes and have them sound great. It is the sound principles of physics that enable us to do this. Car audio opens up a fascinating realm of physics in which electronics harmonises with electromagnetism, acoustics and even optics… and the result is sweet music to the ears.

Key concepts: F1, F2, F3, F4, E1, E3, M1, M4

Focus Key ideas Possible learning experiencesSound principles Waves in two dimensionsSound sources: Radio CD players

Electromagnetic spectrum Lasers Waves in two dimensions

Investigate the workings of an old radio, cassette player or CD player.

Research AM and FM properties. Use a spark induction coil to examine radio

waves. Investigate radio waves using an oscilloscope. Build a crystal radio. Research the effects of digital and analogue

recording systems.Sound amplification: Amplifier

principles Amplifier power Amplifier

operation

Electricity Power—electrical Semiconductors

Compare the power output of two amplifiers. Research the different ways in which amplifier

power is stated. Write an occupational health and safety report

on the dangers of hearing loss from long-term exposure to loud music.

Investigate different types of amplifiers. Design and build a single transistor amplifier.

Sound reproduction: speakers Speakers Speaker operation Types of speakers Speaker

configurations Crossovers

Magnetism and electromagnetic induction

Electricity Capacitors and inductors

Dissect an old speaker and locate the magnet, voice coil and diaphragm.

Use a sinusoidal signal generator, to investigate the effect of a crossover on a sound signal.

Investigate the spectral response of the interior of a vehicle or your bedroom.

Build a working speaker from scratch. Research the significance of mounting speakers

in boxes or enclosures. Discuss the differences in construction and

performance between first-order, second-order and higher-order crossovers.

Use appropriate computer software to design a program to calculate the correct capacitor and inductor values for a crossover system.



Focus Key ideas Possible learning experiencesSound transmission: cables Cables Power cables Speaker cables Mutual inductance Optical fibre Fuses

Power—electrical Electricity Magnetism and

electromagnetic induction Waves and refraction

Investigate the pros and cons of a 12 V electrical system in a car.

Plan the wiring system for a high-end car audio installation.

Investigate resistance in long lengths of copper wire of different gauges.

Design and construct the circuitry and wiring for a security system for a vehicle.




Keeping Time

Overview: Measuring time has become such a common part of our lives that we rarely consider how difficult it used to be. More than simply a convenience, an accurate knowledge of time has had many important uses, not the least of which was a vital role in navigating the oceans. Over the years, the attempts to record the passage of time have relied on a variety of the principles of physics, and have been based on resources ranging from the passage of the Sun across the sky to the steady emission of radioactive particles from within the structure of the atom.

Key concepts: F1, F2, E1, E3, M1, M4

Focus Key ideas Possible learning experiencesThe Sun:Daily transitThe seasons

Frames of reference* Velocity Circular motion Gravity Critical velocity

Product tests of student-designed sundials. Comparison of the seasons at different

latitudes. Graphical representation of the times for

sunrise and sunset over the course of a month.

The stars: Astrology and the

year The nature of stars Starlight

Atomic structure Mass–energy equivalence Nuclear radiation Nuclear fusion Waves and their speed Electromagnetic spectrum

Teacher exposition and questioning. Investigation: the validity of continuing to

use the dates and symbols traditionally assigned to astrology.

Comparison of our Sun with Betelgeuse and Rigel.

Class debate: ‘Staring at the night sky is like travelling back in time’.

Candles: Burn rates Heat and temperature

Latent heat Experimental comparison of the burn rates

of a variety of candles.Water and sand: Flow rates Mass and weight

Pressure Experimental investigation: relative

effectiveness of using sand and water when designing an hour glass.

Pendulum clocks: Swing rates Energy and work

Potential energy Kinetic energy Simple harmonic motion Pendulum

Teacher exposition and questioning. Experimental investigation: the variables

that alter the period of a pendulum.

Spring-wound clocks: The effect of winding Energy and work

Potential energy Kinetic energy Hooke’s law

Teacher exposition and questioning.

Battery-operated clocks:DC circuits Electric fields and potential

Electricity Kirchhoff’s rules Power—electrical

Teacher exposition and questioning. Experimental determination of Ohm’s law

and Kirchhoff’s rules.

*These key ideas to be developed within this context.



Focus Key ideas Possible learning experiencesElectric clocks:Mains power (AC) Electricity

Magnetism and electromagnetic induction

Semiconductors

Teacher exposition and questioning.

Digital watches:Electronic circuits Electricity

Semiconductors Capacitors and inductors Liquid crystal display*

Comparison of the functioning of a variety of electronic circuits.

Construction of electronic circuits.

Atomic clocks:Rate of decay Atomic structure

Nuclear radiation Radioactive decay

Teacher exposition and questioning. Practical activity 110: An analogue

experiment of radioactive decay. eTutorial: Radioactive decay and half-life.

*These key ideas to be developed within this context.




The Search for Understanding

Overview: The actual context for this topic is based upon affective objectives rather than a practical application. The history of the development of our understanding of light and matter is presented, together with questions to prompt thought and discussion, so that students will gain an appreciation of the fluid nature of scientific thought. The skills of critical thought and drawing conclusions based upon the information at hand are promoted, as is the important distinction between fact and theory.

Key concepts: F2, E1, E2, E3, E4, M3, M4

Focus Key ideas Possible learning experiencesThe earliest ideas—philosophy:Early sixth century

BC to 440 BC Matter: continuous or particle* Light: filaments, rays or

particles*

Class debate.

Success in the Middle East:1000 AD Classroom discussion.A brave new world:Early seventeenth

century AD to 1678 Kepler’s inverse square law* Light and the ether* Waves and their speed Waves in one dimension Waves and refraction Newton’s corpuscular theory of

light* Roemer’s determination of c*

Teacher exposition and questioning Investigate reflection and refraction

experimentally. Classroom discussion. Role play: Newton’s vs Hooke’s

supporters.

1777 to 1803 Waves in two dimensions Dalton’s atomic theory*

Teacher exposition and questioning. Classroom discussion.

1814 to 1887 Electromagnetic spectrum Cathode rays* Michelson’s determination of c* Michelson–Morley experiment*

Teacher exposition and questioning. Classroom discussion.

1895 to 1899 Magnetic forces Becquerel’s uranium radiation* Thomson and the electron* Nuclear radiation

Teacher exposition and questioning. Classroom discussion. Class debate: effects of discovery of

radiation. Practical activity 107: Detecting radiation

with a Geiger–Müller tube. Practical activity 108: The diffusion

cloud chamber.A new approach—quantum physics:1900 to 1905 Ultraviolet catastrophe*

Quantum theory Radioactive decay Photoelectric effect Relativity Mass–energy equivalence

Practical activity 110: An analogue experiment of radioactive decay.

eTutorial: radioactive decay and half-life. eTutorials: Photoelectric effect. Practical activity 22: Photoelectric effect. Role play: defending new ideas.



Focus Key ideas Possible learning experiences1911 to 1915 Atomic structure

Millikan’s oil drop experiment* Mass and weight Charge and Coulomb’s law Equilibrium Relativity

Teacher exposition and questioning. Classroom discussion. Practical activity 109: A model of alpha

scattering. Practical activity 124: Spectra of different

elements. Practical activity 67: Time dilation (use

of computer applet).The birth of quantum mechanics:1923 to 1939 Compton’s X-ray scattering*

Momentum and impulse Wave–particle duality Schrodinger’s equation (and

cat)* Heisenberg’s uncertainty

principle* Electron diffraction* Nuclear fission Nuclear fusion

Teacher exposition and questioning. Classroom discussion. Classroom viewing and discussion of The

Elegant Universe series

*These key ideas are developed within this context.




Producing Electricity

Overview: Electricity is an important part of our lives, and the environmental impact of producing this power continues to be discussed. The principles of physics as they relate to the common coal power station are covered, as well as those involved in some of the more popular alternatives. The way is therefore left open for student reflection on the sustainability of our current practices, both in terms of the methods of producing electricity and the quantities used. The practical nature of this context also provides an opportunity for a hands-on, experimental approach.

Key concepts: F1, F2, F3, F4, E1, E2, E3, E4, M1, M4

Focus Key ideas Possible learning experiencesDC power:Batteries and

electric current Atomic structure Charge and Coulomb’s law Electric fields and potential Electricity Kirchhoff’s rules Fuel cells*

Teacher exposition and questioning. Practical activity 77: Electrostatics with a

Van der Graaff generator. Practical activity 79: Using electrical

meters. Investigate DC circuits experimentally. Practical activity 86: Internal resistance of

dry cell. Practical activity 106: Energy efficiency of

a fuel cell. Solar panels Electromagnetic spectrum

Quantum theory Photoelectric effect Atomic structure Mass–energy equivalence Nuclear fusion

Teacher exposition and questioning. eTutorials: Photoelectric effect. Practical activity 22: The photoelectric

effect. Guest speaker: how solar hot water systems

work. Practical activity 117: The Sun in the day

sky. Practical activity 101: Sunlight intensity and

reflectivity of Earth’s surface. Practical activity 102 and 103: Generating

solar electricity. Practical activity 105: Solar constant.

AC power: Generators and

turbines Magnetic fields Magnetic forces Magnetism and

electromagnetic induction Rotational motion Simple machines

Teacher exposition and questioning. Practical activity 87: Direction of induced

current in a wire. Examination of a petrol generator, e.g. for

camping. Practical activity 82: Electrical power.

Wind power Practical activity 104: Wind power. Coal States of matter

Heat and its effects Latent heat

Teacher exposition and questioning. Practical activity 34: Power of a tea light. Practical activity 35: Latent heat of fusion

of water. Class excursion to a power plant. Class debate about our continuing reliance

on coal power stations.*This key idea to be developed within this context.

Focus Key ideas Possible learning experiences



AC power ctd: Hydroelectricity Mass and weight

Acceleration Potential energy Kinetic energy Vertical and projectile

motion

Teacher exposition and questioning. Practical activity 64: Acceleration due to

gravity. Practical activity 100: Hydroelectric power. Class research: Snowy River hydroelectric

scheme. Nuclear power Atomic structure

Mass–energy equivalence Nuclear radiation Radioactive decay Nuclear fission

Teacher exposition and questioning. Practical activity 110: An analogue

experiment of radioactive decay. eTutorial: Radioactive decay and half-life. Classroom discussion. Role play: nuclear proponents and anti-

nuclear activists.Converting AC to useful DC: Transformers Wave rectification

Power—electrical Semiconductors Capacitors and inductors

Practical activity 88: Strength of the magnetic field inside a coil.

Practical activity 89: Investigating electromagnetic induction.

Practical activity 90: Faraday’s law of electromagnetic induction.

Practical activity 92: Transformer operation. Guest speaker from Ergon. Practical activity 24: Characteristics of

diodes. Practical activity 28: Charge and time

constant of capacitors. Practical activity 30: Rectifier circuits.




Medical Physics

Overview: The body employs physics principles in many of its functions. This context investigates these principles and considers the medical techniques used in the diagnosis and therapy of disease. The context finishes with a look at how these medical techniques employ what has been learned from modern physics.

Key concepts: F1, F2, F3, F4, E1, E2, E3, E4, M1, M3, M4

Focus Key ideas Possible learning experiencesPhysics principles of the body:Moving Mass and weight

Rotational motion Simple machines

Research the effects of being in space on the body.

Practical activity 74: Forces in a cantilever. Practical activity 76: Seesaws.

Sending messages

Electric fields and potential Electrical nerve impulses*

Research the effect on the body of AC and DC electricity.

Viewing light Waves and refraction Lenses Eye defects and corrective lenses*

Practical activity 17: Convex lenses. Have an optometrist visit the class. Research the benefits of contact lenses.

The pump Pressure Fluid flow Bernoulli’s principle

Teacher exposition and questioning. Research defibrillation. Investigate methods employed to measure

pressure.Using physics in medicine:Diagnosis Waves and refraction

Electromagnetic spectrum Photoelectric effect Mass–energy equivalence Quantum theory Optical fibres and endoscopy* Heisenberg’s uncertainty

principle*

Visit an optics laboratory at a university. Teacher exposition and questioning. Library research into further diagnostic

techniques.

Therapy Wave–particle duality Nuclear radiation The Compton effect*

Compare and contrast radiation therapy techniques.

Teacher exposition and questioning.Producing what

is needed Atomic structure Nuclear fission Electric fields and potential Magnetic fields Magnetic forces Relativity Transducers* Particle accelerators*

Have a radiologist visit the class to discuss their profession.

Research into other diagnostic and therapeutic techniques used in medicine.

Investigate the shielding of radiation. Teacher exposition and questioning.

Research instruments

Electron and optical microscopes* Research the operation of a scanning tunnelling electron microscope.





Discovering the Solar System

Overview: This context covers the combined efforts of scientists from Copernicus to Newton in bringing about the heliocentric revolution in human consciousness. It draws on students’ understanding of optics, circular motion and Newton’s laws of motion.

This context allows for a wide examination of phenomena at both the macroscopic (that is, the Universe) and everyday scales. Topics include Kepler’s laws, Newton’s law of universal gravitation, and the motion of satellites and planets.

Key concepts: F1, F2, F3, F4, M1, M2

Focus Key ideas Possible learning experiencesDifferent models of the Universe

Geocentric model of the Universe*

Heliocentric model of the Universe*

Pendulum Kepler’s laws of planetary

motion*

Mock debate comparing different models of the Universe.

Investigate the period of a simple pendulum.

Investigate the acceleration of falling objects.

Observe the moons of Jupiter and the Earth’s Moon.

Construct/investigate ellipses. Calculations using Kepler’s third

law.Newton’s contribution

Universal gravitation* Gravitational fields* Relativity

Calculations using universal gravitation.

Telescopes Lenses Mirrors Telescope designs* Magnification* Resolution* Waves in two dimensions Electromagnetic spectrum

Measure the focal lengths of mirrors/lenses.

Construct a simple telescope. Review the film entitled, The Dish. Calculations of telescope

magnification and resolution.





ASSESSMENT

The assessment plan is intended as a guide only.

Students will complete two of each of the mandated assessment task categories (written task, extended response task and extended experimental investigation) during the first two semesters (i.e. year 11). With the inclusion of short experimental investigations, this allows for a variety of assessment tasks as well as an emphasis on the development of the skills required for investigation.

In general, the exact number and timing of assessment tasks may be varied subject to negotiation between the teacher and student as long as the minimum requirements are met. There will be congruence between the type of teaching and learning activities that take place in each unit of work and the assessment task used to assess that unit.

Visual student profiles will be constructed. In this way, the fullest and latest data that also represent the students’ typical achievement can be easily identified. Individual folios may differ, with the profile being used to identify tasks producing typical achievement. In general, assessment in year 11 is likely to be considered formative, with the assessment tasks provided in the verification folio of student work consisting mostly of tasks from year 12.

Ensuring student ownership of responses to assessment tasks

The nature of this work program, focusing as it does on investigation and on collaboration with others, requires that many assessment tasks will be undertaken in settings other than the supervised classroom. The resulting variety of tasks raises the issue of authorship and ownership of responses.

The school will continually develop and implement procedures that enable students to establish their authorship and ownership of the responses that they submit for assessment. These procedures will vary according to the nature of the task and the assessment conditions that apply, and may involve a combination of several strategies.

The strategies include: Students will produce and maintain appropriate documentation of the development of the

response, including drafts and journals/logbooks containing progressive ideas and notes. Teachers will monitor the development of the task by seeing plans, asking questions and

checking drafts of student work. Some assessment tasks will include a series of deadlines for the submission of drafts at various stages, with a record made of the progress at each stage.

Students will acknowledge all resources used via appropriate referencing, including text and source material as well as the type of human assistance received (according to the guidelines and proformas provided by the school).

Some assessment tasks will be completed, wholly or partially, under exam conditions.



Standards Associated with Exit Levels of Achievement Extract from the syllabusVHA HA SA LA VLA

Kno

wle

dge

and

conc

eptu

alun

ders

tand

ing

The student who demonstrates knowledge and understanding of the physics involved in societal and scientific situations:• acquires, constructs and presents knowledge and understanding of qualitative and quantitative concepts, ideas, theories and principles in complex and challenging situations• adapts and translates understandings of concepts, theories and principles• elucidates the physics in a range of situations and evaluates the validity of physics propositions• applies algorithms and integrates concepts, principles, theories and schema to find solutions and predict outcomes in complex and challenging situations• generates, critically evaluates and justifies feasible decisions, alternatives and explanations.

The student who demonstrates knowledge and understanding of the physics involved in societal and scientific situations:• acquires, constructs and presents knowledge and understanding of qualitative and quantitative concepts, ideas, theories and principles in a complex and challenging situation• adapts understandings of concepts, theories and principles• explains the physics in a range of situations and evaluates physics propositions• applies algorithms and link concepts, principles, theories and schema to solve problems and pursue solutions and predictions in complex and challenging situations• generates, evaluates and justifies feasible alternatives and explanations.

The student who demonstrates knowledge and understanding of the physics involved in societal and scientific situations:• acquires, constructs and presents knowledge and understanding of qualitative and quantitative concepts, ideas, theories and principles • interprets concepts, theories and principles• identifies the physics in situations and makes statements on physics propositions• applies algorithms, principles, theories and schema to problem solving and to predicting outcomes• generates feasible alternative and explanations.

The student who demonstrates knowledge and understanding of the physics involved in societal and scientific situations:• acquires and presents knowledge of concepts, ideas, theories and principles • describes concepts and information in processes and phenomena• identifies the physics in situations • applies algorithms, principles and schema • provides explanations.

The student who demonstrates knowledge of the physics involved in societal and scientific situations:• recalls knowledge of physics concepts and ideas• makes statements about information and data• applies given algorithms• attempts explanations.

Scie

ntifi

c te

chni

ques

The student who demonstrates scientific techniques:• designs and refines investigations, manages research tasks effectively and efficiently, and identifies and applies risk management procedures• selects and adapts equipment to suit the intent and applies technology to gather and record valid data and information with discrimination• uses clear and concise vocabulary and scientific terminology with discrimination to clarify ideas and communicate information.

The student who demonstrates scientific techniques:• designs investigations, manages research tasks and identifies and applies safety procedures• selects and adapts equipment and applies technology to gather and record valid data and information • uses clear and concise vocabulary and scientific terminology to communicate ideas and information.

The student who demonstrates scientific techniques:• manages a plan to conduct research tasks and applies safety procedures• selects equipment and uses technology to gather and record data and information • uses clear vocabulary and scientific terminology to communicate information.

The student who demonstrates scientific techniques:• follows a given plan to conduct aspects of a research task and follows safe practices• uses equipment and technology to gather and record data and information • communicates information using scientific terminology.

The student who demonstrates scientific techniques:• follows given procedures and safety instructions• uses equipment to gather data • communicates information.

Scie

ntifi

c in

vest

igat

ions

The student who engages in the research process:• generates valid researchable questions and formulates testable hypotheses• identifies relationships between trends, patterns, errors and anomalies in data and information• systematically analyses primary and secondary information showing links to underlying concepts• generates justified conclusions, reasoned solutions and supported decisions• critically evaluates the investigation and reflects on the adequacy of the data collected and proposes refinements.

The student who engages in the research process:• generates valid researchable questions and proposes hypotheses• identifies trends, patterns, errors and anomalies in data and information• analyses primary and secondary information recognising underlying concepts• generates conclusions, reasoned solutions and supported decisions• evaluates the investigation and reflects on the adequacy of the data collected.

The student who engages in the research process:• generates researchable questions• identifies obvious trends, patterns, errors and anomalies in data and information• analyses primary and secondary data and information• generates conclusions and solutions• discusses investigations.

The student who engages in the research process:• collects and collates information about the area of investigation• identifies obvious patterns and errors in data and information• makes statements about the investigation.

The student who engages in the research process:• seeks information about the area of investigation• records data and information• describes data and information.

VHA very high achievement; HA high achievement; SA sound achievement; LA limited achievement; VLA very limited achievement.



SAMPLE STUDENT PROFILE

Student Name: _____________________________________

Year 11 Year 12

Term 1

Term 1

Term 2

Term 2

Term 3

Term 3

Term 3

Term 4

Term 5

Term 5

Term 6

Term 6

Term 7

Term 7

LOA

1. ERT: Public aw

areness campaign

2. WT: End of unit exam

ination

3. SEI: Shape and fluid flow

4. ERT: Seaw

orld field trip report

5. SEI: Mom

entum and collisions

6. EEI: Car m

otion and safety

7. WT: Stim

ulus response

8. EEI: Produce a timepiece

9. ERT: Prepared debate

10. ERT: N

ewspaper article

11. ERT: Folio of ten SEIs


ination

13. ERT: Sem

inar presentation

14. EEI: Solar System

LOA

EXITV

erification: R6

S3

Monitoring: R

3

LOA

AA AA AA

A+ A+ A+

A A A

A- A- A-

B+ B+ B+

B B B

B- B- B-

C+ C+ C+

C C C

C- C- C-

D+ D+ D+

D D D

D- D- D-

E+ E+ E+

E E E

E- E- E-



STUDENT PROFILE REPRESENTING THE USE OF TYPICAL RESULTS

Year 11 Year 12

Term 1

Term 1

Term 2

Term 2

Term 3

Term 3

Term 3

Term 4

Term 5

Term 5

Term 6

Term 6

Term 7

Term 8

LOA

1. ERT: Public aw

areness campaign


ination


4. ERT: Seaw


5. SEI: Mom


6. EEI: Car m

otion and safety

7. WT: Stim

ulus response



10. ERT: N

ewspaper article

11. ERT: Folio of ten SEIs


ination

13. ERT: Sem

inar presentation


LOA

EXITV

erification: R6

S3

Monitoring: R

3

LOA

AA AA AA

A+ A+ A+

A A A

A- A- A-

B+ B+ B+

B B B

B- B- B-

C+ C+ C+

C C C

C- C- C-

D+ D+ D+

D D D

D- D- D-

E+ E+ E+

E E E

E- E- E-



STUDENT PROFILE REPRESENTING TRENDING (the use of fullest and latest results)

Year 11 Year 12

Term 1

Term 1

Term 2

Term 2

Term 3

Term 3

Term 3

Term 4

Term 5

Term 5

Term 6

Term 6

Term 7

Term 7

LOA

1. ERT: Public aw

areness campaign



4. ERT: Seaw


5. SEI: Mom


6. EEI: Car m

otion and safety

7. WT: Stim

ulus response



10. ERT: N

ewspaper article

11. ERT: Folio of 10 SEIs


13. ERT: Sem

inar presentation


LOA

EXITV

erification: R6

S3

Monitoring: R

3

LOA

AA AA AA

A+ A+ A+

A A A

A- A- A-

B+ B+ B+

B B B

B- B- B-

C+ C+ C+

C C C

C- C- C-

D+ D+ D+

D D D

D- D- D-

E+ E+ E+

E E E

E- E- E-



EXTENDED RESPONSE TASK

Context: Visiting the Reef Due date: 18 March 2005

Name: __________________________________

Partner’s name: __________________________________

There are many potential dangers involved in scuba diving. Because of these risks, not all of which are obvious, it is important to undertake a course with a qualified instructor before taking to the water. Even those who have completed these courses can fall prey to dangers that they have either forgotten about or have a casual attitude toward.

TASK:Your task is to design and present a public awareness campaign educating and reminding people about the safety issues involved in scuba diving. The mode of presentation should be such that the general public notices the information.

CONDITIONS OF ASSESSMENT: This assignment is to be completed in pairs. The total time available is 3 weeks. Students’ own time is to be used, in lieu of the usual study and homework. Available class time (including library time) is outlined below. The resources available include library access, Internet access, and individual approaches to

relevant personnel (teachers, scuba divers, etc.), all of which must be acknowledged. Student ownership will be confirmed via regular monitoring by the teacher, including

questioning of each student and the checking of drafts.

Time-line of available lessons:Tuesday 1 March, 2005 Question issuedWednesday, 2 March 2005 Library lessonThursday, 3 March 2005 Library lessonThursday, 10 March 2005Friday, 11 March 2005Wednesday, 16 March 2005Campaign resources due: 1.30 pm, Friday, 18 March 2005.

Draft checked: Mar 4 ____ Mar 10 ____ Mar 14 ____



Assessed tasks:AA A

Very high ability demonstrated

BCompetent ability demonstrated

CFlawed but satisfactory ability

demonstrated

DUnsatisfactory ability

demonstrated

ELittle ability demonstrated

SI, ST

Locate, select, collect and record data and information in non-experimental situations.

Comprehensive information about the hazards has been located, with only details relevant to the task selected, collected and collated. A range of resource media has been utilised. Referencing is exemplary.

Information about the hazards has been located. Details relevant to the task have been selected, collected and collated. A variety of resources have been utilised. Referencing is appropriate.

The main points of the hazards have been located, selected, collected and collated. Relevant resources have been utilised. Referencing has been provided.

Information about the hazards has been located, collected and collated, with little evidence of the selection of only relevant details. Few resources have been utilised. Referencing has been attempted.

Information about the hazards has been sought. Little referencing has been provided.

KCU State, define and describe relevant concepts.

Comprehensive knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been indicated via the clear and concise presentation of the physics underlying scuba diving.

Appropriate knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been indicated via the clear presentation of the physics underlying scuba diving.

Some knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been indicated via the presentation of the physics underlying scuba diving.

Some knowledge of relevant concepts, ideas, theories and principles has been indicated via the presentation of the obvious physics underlying scuba diving.

Little knowledge of relevant concepts, ideas, theories and principles has been indicated via the minimal presentation of the physics underlying scuba diving.

KCU Explain the concepts underlying the dangers of diving.

Knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been explained in a clear, organised and succinct manner. The dangers have been clearly linked to these explanations.

Knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been explained in a clear and organised manner. The dangers have been linked to these explanations.

Knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been clearly explained. The dangers are related to these explanations.

An attempt has been made to explain relevant concepts, ideas, theories and principles. The link between the dangers and these explanations is unclear.

Little attempt has been made to explain relevant concepts, ideas, theories and principles. The dangers are not explained.

ST Present information using a relevant genre.

Information has been communicated via the presentation of appropriate and appealing genre. Vocabulary is clear and concise, and scientific terminology is used with discrimination to clarify ideas. Spelling and grammar are accurate.

Information has been communicated via the presentation of appropriate genre. Vocabulary is clear and concise, and scientific terminology is used to clarify ideas. Errors in spelling and grammar are rare.

Information has been communicated via the presentation of appropriate genre. Vocabulary is clear and scientific terminology is used to clarify ideas. Some errors in spelling and grammar.

Information has been communicated via the presentation of reasonable genre. An attempt has been made to use scientific terminology to clarify ideas. Spelling and grammar contain errors.

Information has been communicated via questionable genre. Frequent errors in spelling and grammar.

Overall grade: ______________

Comments: _________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________




Context: The Search for Understanding Due date: 24 March 2006

Name: __________________________________

Partners’ names: _______________________________________________________________

There has been much debate as to the nature of light and matter, with both continuous and particle theories being proposed for both. These theories began centuries ago and appear to have been decided with the proposal of wave–particle duality. Although this proposition has much support, it remains merely theory.

TASK:In groups of three, prepare a debate to argue one of the following: Matter has a continuous nature. Matter consists of discrete particles. Light has a wave nature. Light consists of discrete particles.

Your planned debate must: be in the correct format for a successful debate to be presented (examples consistent with the

approach taken in English classes will be provided) describe the theory to be promoted explain the evidence for the theory include possible counter-arguments for points raised by the opposing team have evidence of the work of each group member attached to the back (e.g. research notes,

interim ideas and plans).

Note: Students are not being trained in public speaking and debating, so a performance of the debate is not included in the marking criteria. A performed debate will occur on the due date, but as a classroom activity only.

CONDITIONS OF ASSESSMENT: This assignment is to be completed in groups of three. The total time available is 3 weeks. Students’ own time is to be used, in lieu of the usual study and homework. Available class time (including library time) is outlined below. The resources available include the textbook, library access, Internet access, all of which must

be acknowledged. Student ownership will be verified via the inclusion of notes from each group member, informal

monitoring of student progress by the teacher, and the checking of drafts.



Time-line of available lessons:Monday, 6 March 2006 Assignment issuedTuesday, 7 March 2006Wednesday, 8 March 2006 Library lessonFriday, 10 March 2006 Library lessonWednesday, 15 March 2006Friday, 17 March 2006Wednesday, 22 March 2006Debate due (and performed): 9.45 am, Friday, 24 March 2006.

Draft/progress checked: Mar 13 ____Mar 19 ____



Assessed tasks:AA A

Very high ability demonstratedB

Competent ability demonstratedC

Flawed but satisfactory ability demonstrated


demonstrated

E Little ability demonstrated

SI, ST


Comprehensive information about the topic has been located, with only details relevant to the task selected, collected and collated. A range of resource media has been utilised. Referencing is exemplary.

Information about the topic has been located. Details relevant to the task have been selected, collected and collated. A variety of resources have been utilised. Referencing is appropriate.

The main points of the topic have been located, selected, collected and collated. Relevant resources have been utilised. Referencing has been provided.

Information about the topic has been located, collected and collated, with little evidence of the selection of only relevant details. Few resources have been utilised. Referencing has been attempted.

Information about the topic has been sought. Little referencing has been provided.

KCU State, define and describe concepts, ideas and information relevant to the proposed theory.

Comprehensive knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been indicated via the clear and concise presentation of the theory.

Appropriate knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been indicated via the clear presentation of the theory.

Some knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been indicated via the presentation of the theory.

Some knowledge of relevant concepts, ideas, theories and principles has been indicated via the presentation of only the obvious aspects of the theory.

Little knowledge of relevant concepts, ideas, theories and principles has been indicated via the minimal presentation of the theory.

KCU Explain the concepts, theories and information underlying the proposed theory.

Knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been explained in a clear, organised and succinct manner. The validity of the theory has been clearly linked to these explanations.

Knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been explained in a clear and organised manner. The validity of the theory has been linked to these explanations.

Knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been clearly explained. The validity of the theory is related to these explanations.

An attempt has been made to explain relevant concepts, ideas, theories and principles. The link between the validity of the theory and these explanations is unclear.

Little attempt has been made to explain relevant concepts, ideas, theories and principles. The validity of the theory has not been explained.

KCU Justify the proposed theory.

Supporting evidence has been critically evaluated. Alternative explanations have been provided for evidence that doesn’t support the proposed theory. The decision to promote the theory as valid has been clearly and concisely justified.

Supporting evidence has been evaluated. Alternative explanations have been provided for evidence that doesn’t support the proposed theory. The decision to promote the theory as valid has been clearly justified.

Alternative explanations have been provided for evidence that doesn’t support the proposed theory. The decision to promote the theory as valid has been justified.

Alternative explanations have been provided for evidence that doesn’t support the proposed theory.

An attempt has been made to provide alternative explanations for evidence that doesn’t support the proposed theory.

ST Present information using the required genre.

Information has been communicated via an exemplary use of the debate genre. Vocabulary is clear and concise, and scientific terminology is used with discrimination to clarify ideas. Spelling and grammar are accurate.

Information has been communicated via an appropriate use of the debate genre. Vocabulary is clear and concise, and scientific terminology is used to clarify ideas. Errors in spelling and grammar are rare.

Information has been communicated via an adequate use of the debate genre. Vocabulary is clear and scientific terminology is used to clarify ideas. Some errors in spelling and grammar.

Information has been communicated via a reasonable use of the debate genre. An attempt has been made to use scientific terminology to clarify ideas. Spelling and grammar contain errors.

Information has been communicated via questionable use of the debate genre. Frequent errors exist in spelling and grammar.

Overall grade: ______________ Comment: _____________________________________________________________________________________




Context: The Search for Understanding Due date: 13 April 2006

Name: __________________________________

The history of our concepts of light and matter includes many important discoveries. Although now considered to be revolutionary, the effects, uses and explanations for these discoveries were not generally apparent until a much later time.

TASK:You are a reporter present at the time of one of the exciting (and factual) scientific discoveries in the development of the theories of light and matter. Write a 500-1000 word newspaper article, from the perspective of the date of the discovery, to inform the public and to explain the importance of this work.

Your newspaper article must: be in the correct format to be published (examples will be presented) describe the discovery that has been made explain the significance of the discovery, (ie. the reasons why the discovery is a milestone in the

development of the theory of light or matter) predict the long-term effects of the discovery on the relevant theories, and suggest possible

future applications be appropriately referenced.

CONDITIONS OF ASSESSMENT: This is an individual assignment. The total time available is 2 weeks. Students’ own time is to be used, in lieu of the usual study and homework. Available class time (including library time) is outlined below. The resources available include the textbook, library access, Internet access, all of which must

be acknowledged with the notes taken in the journal. The checking of drafts, together with informal monitoring of student progress by the teacher,

will be used to verify student ownership.

Time-line of available lessons:Friday, 31 March 2006 Assignment issuedTuesday, 4 April 2006 Library lessonWednesday, 5 April 2006 Library lessonThursday, 6 April 2006Friday, 7 April 2006Investigation due: . 2.30 pm, Thursday, 13 April 2006.



Draft / progress checked:Apr 6 ____ Apr 10

____



Assessed tasks:AA A





demonstrated


SI, ST


Comprehensive information about the discovery has been located, with only details relevant to the task selected, collected and collated. A range of resource media has been utilised. Referencing is exemplary.

Information about the discovery has been located. Details relevant to the task have been selected, collected and collated. A variety of resources have been utilised. Referencing is appropriate.

The main points of the discovery have been located, selected, collected and collated. Relevant resources have been utilised. Referencing has been provided.

Information about the discovery has been located, collected and collated, with little evidence of the selection of only relevant details. Few resources have been utilised. Referencing has been attempted.

Information about the discovery has been sought. Little referencing has been provided.

KCU State, define and describe concepts, ideas and information relevant to the discovery

Comprehensive knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been indicated via the clear and concise presentation of the discovery.

Appropriate knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been indicated via the clear presentation of the discovery.

Some knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been indicated via the presentation of the discovery.

Some knowledge of relevant concepts, ideas, theories and principles has been indicated via the presentation of only the obvious aspects of the discovery.

Little knowledge of relevant concepts, ideas, theories and principles has been indicated via the minimal presentation of the discovery.

KCU Explain the concepts, theories and information underlying the discovery

Knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been explained in a clear, organised and succinct manner. The significance of the discovery has been clearly linked to these explanations.

Knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been explained in a clear and organised manner. The significance of the discovery has been linked to these explanations.

Knowledge and understanding of relevant qualitative and quantitative concepts, ideas, theories and principles have been clearly explained. The significance of the discovery is related to these explanations.

An attempt has been made to explain relevant concepts, ideas, theories and principles. The link between the significance of the discovery and these explanations is unclear.

Little attempt has been made to explain relevant concepts, ideas, theories and principles. The significance of the discovery has not been explained.

KCU Develop future scenarios about the applications and effects of physics

Concepts, principles, theories and schema related to the discovery and that point of the time-line have been integrated to predict outcomes. Applications and the effect on developing theories have been clearly explained.

Concepts, principles, theories and schema related to the discovery and that point of the time-line have been linked to predict outcomes. Applications and the effect on developing theories have been clearly presented.

An attempt has been made to link concepts, principles, theories and schema related to the discovery and that point of the time-line to predict outcomes. Applications and the effect on developing theories have been presented.

Applications and the effect on developing theories have been presented. The links between the concepts, principles, theories and schema related to the discovery and that point of the time-line are unclear.

The presented applications and effects on developing theories are not linked to the concepts, principles, theories and schema related to the discovery and that point of the time-line.

ST Present information using the required genre

Information has been communicated via an exemplary use of the genre. Vocabulary is clear and concise, and scientific terminology is used with discrimination to clarify ideas. Spelling and grammar are accurate.

Information has been communicated via an appropriate use of the genre. Vocabulary is clear and concise, and scientific terminology is used to clarify ideas. Errors in spelling and grammar are rare.

Information has been communicated via an adequate use of the genre. Vocabulary is clear and scientific terminology is used to clarify ideas. Some errors in spelling and grammar.

Information has been communicated via a reasonable use of the genre. An attempt has been made to use scientific terminology to clarify ideas. Spelling and grammar contain errors.

Information has been communicated via questionable use of the genre. Frequent errors in spelling and grammar.

Overall grade: ______________

Comment: _______________________________________________________________________________________________________________



EXTENDED EXPERIMENTAL INVESTIGATION

Context: Discovering the Solar System Due date: 1 November 2005

Name: __________________________________

There are many factors involved in successfully exploring the Solar System. Some of these involve travelling beyond our Earth while others utilise forms of remote sensing, but all benefit from investigation in order to establish their general properties.

TASK:Your task is to investigate one of the relationships relevant to the context of ‘Discovering the Solar System’, and present a scientific report of your findings. You may develop one of the topics from the following list, or have your own idea checked by your teacher.

LIST OF TOPICS:1. Is there a practical relationship between the weight and acceleration of an object in free fall?2. Does the intensity of the stars at night depend on the daily humidity?3. Are there patterns or cycles in the intensity of the sunlight that reaches us?4. How does the useful diameter of a lens depend on its focal length?5. What effect does the number of mirrors used to magnify have on the quality of the resulting

image?6. Is the clarity of spectral lines affected by the use of lenses or mirrors?7. How great is the effect of an object’s shape on its motion through the air?8. Determine the relationship between the power produced by a rocket’s fuel supply and the height

reached, or horizontal distance covered before landing.

To successfully complete this task, you will need to choose one variable to test, thereby finding the relationship between your independent variable and dependent variable. Your chosen topic will need to be clearly defined as a researchable question with a testable hypothesis. By designing and performing an experiment, you will therefore determine how your independent variable affects your chosen topic, and make recommendations for consideration by those involved in astronomy.

Prior research will be necessary to determine an appropriate approach to the problem, and a journal of your progress will need to be kept and submitted. As well as your thoughts and considered processes, the journal is to include a record of your research in a style similar to that of an annotated bibliography (i.e. bibliographical details followed by the notes from that resource).



CONDITIONS OF ASSESSMENT: This is an individual assignment. The total time available is 4 weeks. Students’ own time is to be used, in lieu of the usual study and homework. Available class time (including library time) is outlined below. The resources available include library access, Internet access, and individual approaches to

relevant personnel (teachers, etc.), all of which must be acknowledged with the notes taken in the journal.

The submission of the journal is a check of student ownership, as is regular informal monitoring of student progress by the teacher and the checking of a draft.

Plan of attack:Phase 1: Brainstorming — identify investigable aspects of the problem, thus demonstrating an

understanding of the relevant topics.

Development of a strategy — suggest a broad strategy to adopt, taking into account the constraints of the laboratory and the limited time-line.

Research — acquire information relevant to the investigation.

Phase 2: Planning — state the aim of the investigation, articulate a working hypothesis and develop a procedure for the investigation.

Implementation — perform the investigation, repeat measurements as appropriate, and record all relevant data and observations.

Phase 3: Writing the report — present a more detailed version of a laboratory report (as follows), stapled with the criteria sheet attached to the back.

Time-line of available lessons:Phase 1: Tuesday, 4 October 2005 Question issued

Thursday, 6 October 2005 Library lessonFriday, 7 October 2005 Library lesson

Phase 2: Tuesday, 11 October 2005Wednesday, 12 October 2005Thursday, 13 October 2005Friday, 14 October 2005Tuesday, 18 October 2005

Phase 3: Thursday, 20 October 2005Friday, 21 October 2005Draft to be checked: Tuesday, 25 October 2005.

Report and journal due: 10.00 am, Tuesday, 1 November 2005.



Presentation of report:Title: Choose a succinct and relevant title for the newly defined topic.Aim(s): Present the topic as a researchable question.Variables: List all the variables that relate to your investigation:

- State the independent and dependent variables.- List the controlled variables, stating how they will be controlled.

Hypothesis: Make a generalised testable statement, followed by supporting theory.Risk assessment: Detail possible hazards, and the relevant precautions taken.

(NB: your attempt will be marked prior to commencing the investigation, and will be adjusted by your teacher if necessary.)

Materials/Apparatus: List the materials and apparatus used in the investigation.Procedure: Provide a detailed and clear description of the steps taken using past tense.Results: Include tables of data/observations, with suitable headings and units.

Include graphs or charts as appropriate.Analysis: Determine any mathematical relationships between the variables,

identify any trends in the data, and note any inconsistencies.Discussion: Use generalisations and observations to draw valid conclusions from the

results.Use the results to modify, refute or confirm the hypothesis, or torecognise that the results are incomplete or inconclusive.

Conclusion: Draw an overall conclusion regarding the aim of your experiment.Recommendations: Include comments for the target user. These comments should include practical

applications of your findings to the real situation, as well as suggestions for further testing and/or proposed improvements to the experimental design.



Assessed tasks:AA A





demonstrated


SI Identify the research question: title and aim.

A succinct, valid and researchable question has been generated.

A valid researchable question has been generated.

A researchable question has been generated.

A relevant question has been generated.

A vague or irrelevant question has been generated.

ST Plan the investigation by identifying variables.

Variables are appropriate and clear. Description of how variables are to be controlled is comprehensive.

Variables are appropriate and clear. Includes a description of how variables are to be controlled.

Variables are appropriate. Includes a list of how variables are to be controlled.

Appropriate but incomplete list of variables. An attempt has been made to show how variables are to be controlled.

List of variables has little relevance.

KCU Research, define and state relevant theory in the journal.

Comprehensive knowledge and understanding of relevant concepts, theories and principles has been indicated via the presentation of clear, concise and relevant research notes.

Knowledge and understanding of relevant concepts, theories and principles has been indicated via the presentation of relevant research notes.

Some knowledge and understanding of relevant concepts, theories and principles has been indicated via the presentation of appropriate research notes.

Little knowledge and understanding of relevant concepts, theories and principles has been indicated via the presentation of incomplete or irrelevant research notes.

Very little knowledge and understanding of relevant concepts, theories and principles has been indicated via the presentation of few appropriate research notes.

KCU

SI

Formulate and articulate a hypothesis supported by theory.

The integration of concepts, principles and theories has successfully provided a clear link between the hypothesis and prior research. The hypothesis is clear and concise, presented as a generalised statement, and easily testable.

Some integration of concepts, principles and theories has successfully provided an identifiable link between the hypothesis and prior research. The hypothesis is clear, presented as a generalised statement, and testable.

Little integration of concepts, principles and theories has resulted in a hypothesis that is related to prior research. The hypothesis is presented as a clear statement, but lacks the focus to be testable.

Minimal integration of concepts, principles and theories has resulted in a hypothesis that has tenuous links with prior research. The hypothesis is presented as a statement, but requires further explanation.

The lack of integration of concepts, principles and theories has resulted in a hypothesis that is unrelated to prior research. The hypothesis is unclear.

KCU Describe and explain theory in support of the hypothesis.

The presentation of the knowledge and understanding of relevant concepts, theories and principles in support of the hypothesis has been constructed in a clear, organised and succinct manner.

The presentation of the knowledge and understanding of relevant concepts, theories and principles in support of the hypothesis has been constructed in an organised manner.

A knowledge and understanding of relevant concepts, theories and principles has been presented in support of the hypothesis.

The presentation of the knowledge and understanding of relevant concepts, theories and principles in support of the hypothesis is unclear or incomplete.

Little attempt has been made to present knowledge and understanding of relative concepts, theories and principles in support of the hypothesis.

ST Present a risk assessment.

The risk assessment is comprehensive and clear, with sufficient and clearly explained risk management procedures.

The risk assessment is comprehensive, with appropriate and clear risk management procedures.

The risk assessment includes all major hazards, with appropriate safety procedures identified.

The risk assessment is incomplete, with minimal safety procedures identified.

The risk assessment is irrelevant or absent.

ST Design and refine an appropriate procedure.

As new information has been encountered, an initially broad approach has been refined into a clear and concise procedure, consisting of a clearly identified and succinctly worded progression of steps.

As new information has been encountered, the initial design has been refined into a clear procedure, consisting of a clearly identified progression of steps.

The initial design has been identified as adequate and maintained. The procedure consists of a complete progression of steps.

The initial design has been maintained. The procedure consists of an incomplete progression of steps.

The initial design has been maintained despite not being appropriate. The procedure consists of few or irrelevant steps.

ST Select relevant materials and apparatus.

Appropriate equipment and materials have been selected and adapted. The list is comprehensive.

Appropriate equipment and materials have been selected and adapted. The list is adequate.

Appropriate equipment and materials have been selected. The list is incomplete.

The selected equipment and materials are mostly appropriate. The list is incomplete.

The list contains inappropriate or irrelevant equipment and materials.



ST Collect data and record in the journal.

Appropriate technology has been applied to gather and record valid data and information with discrimination. Details regarding possible errors have been recorded.

Appropriate technology has been applied to gather and record valid data and information. Some details regarding possible errors have been recorded.

Appropriate technology has been applied to gather and record data and information.

Technology has been applied to gather and record data and information, including irrelevant data.

Technology has not been applied appropriately when gathering and recording data and information.

ST Present data as results relevant to the investigation.

Appropriate scientific terminology and principles have been used with discrimination to clearly communicate information via tables and graphs.

Appropriate scientific terminology and principles have been used to communicate information via tables and graphs.

The tables and graphs generally follow scientific terminology and principles.

The tables and graphs do not consistently follow scientific terminology and principles.

The tables and graphs are incomplete or inappropriate.

SI Provide an analysis of the results.

Relationships between trends, patterns, errors and anomalies in data and information have been identified and clearly explained.

Trends, patterns, errors and anomalies in data and information have been identified and explained.

Obvious trends, patterns, errors and anomalies in data and information have been identified.

Obvious patterns and errors in data and information have been identified.

Identified patterns and errors in data and information are inaccurate.

SI Discuss the results with regard to theory.

The results are analysed with reference to theory. Underlying concepts are clearly explained.

The results are analysed with reference to theory. Underlying concepts are discussed.

The results are discussed with reference to theory.

The results are discussed. The results are merely presented.

SI Articulate an appropriate conclusion based upon a discussion of the results.

Justified and clearly stated conclusions have been generated, and are clearly supported by the discussion of results and theory.

Clearly stated conclusions have been generated, and are supported by the discussion of results and theory.

Conclusions have been generated, and are supported by the results.

Conclusions are unclear but based upon results.

Conclusions are irrelevant or absent.

KCU Develop future scenarios for recommended applications of the results.

Feasible decisions have been generated, critically evaluated and justified.

Feasible decisions have been generated and justified.

Feasible decisions have been generated.

Decisions are not feasible without further explanation.

Decisions are not feasible.

SI Make recommendations for further testing and/or improvements to the experimental design.

The investigation has been critically evaluated, and the adequacy of the data collected has been discussed. Clear refinements and/or suggestions have been proposed and explained

The investigation has been evaluated, and the adequacy of the data collected has been discussed. Refinements and/or suggestions have been proposed.

An attempt has been made to evaluate the investigation and discuss the adequacy of the data collected. Refinements and/or suggestions have been proposed.

Relevant refinements and/or suggestions have been proposed.

Refinements and/or suggestions are incomplete or irrelevant.

ST Manage time effectively and progress steadily.

The journal provides evidence of an organised and consistent approach, where tasks are completed effectively and efficiently.

The journal provides evidence of a consistent approach, where tasks are completed effectively.

The journal provides evidence of an inconsistent approach, where many tasks are completed effectively.

The journal provides evidence of an inconsistent approach, where only some tasks are completed effectively.

The journal provides evidence of a haphazard approach, where few tasks are completed effectively.

ST Present a complete scientific report

The report exemplifies the use of clear and concise vocabulary and scientific terminology in this genre. Third person and past tense are used throughout, with correct spelling and grammar.

The report displays clear and concise vocabulary and scientific terminology appropriate to this genre. Third person and past tense are used throughout. Errors in spelling and grammar are rare.

The report generally displays clear vocabulary and scientific terminology appropriate to this genre. Third person and past tense are used throughout, with some errors in spelling and grammar.

The report generally displays vocabulary and scientific terminology appropriate to this genre. Third person and past tense are used inconsistently, with errors in spelling and grammar.

The report rarely displays vocabulary and scientific terminology appropriate to this genre. Third person and past tense are used sparingly, with frequent errors in spelling and grammar.


· web viewwork program in senior physics. extended trial pilot senior physics syllabus course...

Documents