Post on 19-Jan-2020
Heinemann Queensland Science ProjectWork program 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)
Heinemann Queensland Science ProjectWork program in senior physics
Course Overview
CONTEXTS Time(h)
KEY CONCEPTS ASSESSMENT
F E M Time Description Task type Conditions
Medical physics I—Sight
20 3, 4 Term 1 1. Design an optical instrument (e.g. microscope, binoculars, camera, magnifying glass, telescope)
EEI Developed from a series of simple investigations
Sem 1
Cars—Speed and safety
35 1, 3, 4 2, 3, 4 1, 2 Mid term 2
2. Research assignment: Comparing cars
ERT 4 weeks
(55 h)
Term 2 3. End of unit examination WT 90 min, exam conditions
Sport 25 1, 2, 3, 4
1, 2, 3, 4
1, 2 Term 3 4. Using physics to advantage in sport
EEI 5 weeks
Sem 2
Discovering the Solar System
30 1, 2, 3, 4
1, 2 Term 4 5. Research assignment: Galileo to Newton
ERT 3 weeks
(55 h)
End term 4
6. End of unit examination WT 120 min, exam conditions
Physics in the home 25 1, 2, 3, 4
1, 2, 3, 4
1, 4 Term 5 7. Efficiency of household electrical appliances
EEI Developed from a series of simple experiments
Sem 3
The sounds of music
15 1, 2 1, 2, 3 1, 2 Mid term 6
8. End of unit examination WT 120 min, exam conditions
(55 h)
The search for understanding
15 2 1, 2, 3, 4
3, 4 Term 6 9. Research assignment: Scientific plausibility in science fiction
ERT 4 weeks
35 1, 2 1, 2, 3, 4
3, 4 Term 7 10. Nuclear radiation and risks to human health
ERT 4 weeks
Physics: A Contextual Approach 2Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectWork program in senior physics
Medical physics II—Radiation: Uses and safety
Sem 4
End term 7
11. End of unit examination WT 90 min, exam conditions
(55 h)
Electronic devices 20 4 4 Term 8 12. Design, construct and test a useful electronic device
EEI Full term class time
F force; E energy; M motion. EEI extended experimental investigation; ERT extended response task; WT written task.
Physics: A Contextual Approach 3Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectContext summaries
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. Practical activity 111: Ultrasound
interactions: Attenuation of sound. Practical activity113: Diagnostic X-rays.
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*
Kinetic energy Wave–particle duality
Research the operation of a scanning tunnelling electron microscope.
*These key ideas are developed within this context.
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Heinemann Queensland Science ProjectContext summaries
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 experiencesMathematical tool kit Measurements and calculations
Graphs and tables Mathematical skills Units Writing scientific reports
Teacher exposition and questioning. Graphing exercises. Simple measurement exercises.
Acceleration Acceleration Equations of motion
Calculate acceleration of cars from performance data.
Library research into vehicle performance.
Stopping Equations of motion Units Velocity
Reaction time investigation. Investigate factors affecting stopping
distances.Braking and friction Friction
Newton’s first law of motion Newton’s second law of motion
Calculate deceleration of cars from various data.
Safety Momentum and impulse Pressure
Video analysis of a crash test. Teacher exposition and questioning.
Safe 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.
Resources: Heinemann Queensland Science Project—Physics: A Contextual Approach
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Heinemann Queensland Science ProjectContext summaries
SportOverview: Physical laws underpin the dynamics of many games, sports and toys. In particular, concepts such as conservation of momentum, friction, energy transfer, projectile motion and elasticity can be used to give participants a greater understanding of the games/sports they play. In some cases, this understanding can be converted into an advantage through improved equipment design, technique or strategy. Some toys, such as paper aeroplanes, lend themselves to the study of particular physics concepts. Others, like radio-controlled cars, incorporate a large number of physical phenomena.
Key Concepts: F1, F2, F3, F4, E1, E2, E3, E4, M1, M2
Focus Key ideas Possible learning experiencesOn your mark Measurement and calculations
Average speed* Units
Reaction time investigation. Set up an electronic timing system.
The fastest person on Earth
Acceleration Graphs and tables
Average speed calculations.
Balls Kinetic energy Potential energy Hooke’s law Coefficient of restitution* Centre of mass Rotational motion Friction Units Density Terminal velocity Bernoulli’s principle
Energy transfer calculations. Measure the coefficient of restitution of a
variety of balls. Create a swinging tennis ball. Research the use of spin in various
sports. Rotational motion calculations.
Batter up Momentum and impulse Centre of mass Rotational motion Mirrors Collisions
Locate the sweet spot of a bat or racquet.
Balls in two dimensions
Vectors Vertical and projectile motion Equations of motion Gravity Mathematical skills Terminal velocity
Investigate the range of a golf ball. Projectile motion calculations.
*These key ideas are developed within this context.
Resources: Heinemann Queensland Science Project—Physics: A Contextual Approach
Physics: A Contextual Approach 7Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectContext summaries
Discovering the Solar System
Overview: This context allows students to synthesise many of the physics concepts explored in Amusement park physics, Car audio and Cars—Speed and safety. Historically, it 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 experiences
Different models of the Universe
Geocentric model of the Universe*
Heliocentric model of the Universe*
Pendulum Vectors Kepler’s laws of planetary
motion* Graphs and tables
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
Gravity Universal gravitation* Circular motion* Gravitational fields Relativity
Calculations using universal gravitation.
Telescopes Lenses Mirrors 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.*These key ideas are developed within this context.
Resources: Heinemann Queensland Science Project—Physics: A Contextual Approach
Physics: A Contextual Approach 8Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectContext summaries
Physics in the Home
Overview: Everything that happens in the home in terms of making our lives comfortable and enjoyable is reliant directly or indirectly on physics. This context looks at how electricity and water are brought to our homes. It then goes on to consider how the issue of heat is dealt with in the home. The context ends with a look at how light is created and how electromagnetic radiation generally is employed within the home.
Key concepts: F1, F2, F3, F4, E1, E2, E3, E4, M1, M4
Focus Key ideas Possible learning experiencesFrom the power station:Generators Power—electrical
Magnetism and electromagnetic induction
The operation of generators*
Teacher exposition and questioning. Compare and contrast DC and AC
generators.
Transmission lines Electricity Resistivity and power loss*
Experimentally determine the resistivity of materials.
Transformers Magnetic fields Magnetism and
electromagnetic induction
Create a transformer that can act as a step-up or step-down transformer.
Practical activity 92: Transformer operation.
Distribution Electricity Household electricity*
Investigate the meaning of ‘three-phase’ in terms of energy supply.
Research other means of generating electricity.
From the dam:Moving water Pressure
Energy and work Bernoulli’s principle
Teacher exposition and questioning. Describe the operation of a siphon.
Water distribution Pascal’s principle Investigate Pascal’s principle.The thermal house:Heat transfer in the
home Heat and its effects Heat and temperature Thermal conductivity* Radiation and Stefan–
Boltzmann’s law*
Investigate the cooking time of potatoes with and without the use of skewers.
Investigate the efficiency of heat transfer from a bar heater to the air in a room and compare with that of other heating devices.
Heat appliances Heat and its effects The refrigeration process*
Teacher exposition and questioning. Research the physics of wood stoves.
Electromagnetic radiation:Creating visible
light Electromagnetic spectrum Atomic structure The incandescent bulb* The fluorescent tube*
Teacher exposition and questioning.
Transmitting electromagnetic radiation
Capacitors and inductors Waves in one dimension Carrier waves and resonant
RC circuits*
Set up and investigate LCR circuits. Practical activity 29: RC circuits. Research the advantages and
disadvantages of FM over AM transmission of electromagnetic waves.
*These key ideas are developed within this context.
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Heinemann Queensland Science ProjectContext summaries
Focus Key ideas Possible learning experiencesThe microwave
oven Magnetic forces Waves in one dimension The generation of
electromagnetic waves*
Investigate the claim that microwaves cannot melt ice.
*These key ideas are developed within this context.
Resources: Heinemann Queensland Science Project—Physics: A Contextual Approach
Physics: A Contextual Approach 10Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectContext summaries
The Sounds of Music
Overview: This context is about music and sound generally. It looks at how instruments create their sound and how the properties of sound are considered in the design of concert halls. The context goes on to look at how the properties of sound are put to use in such things as ultrasound. For those into the reproduction of sound, the context concludes with a look at the physics that dictates the design of loudspeakers.
Key concepts: F1, F2, E1, E2, E3, M1, M2
Focus Key ideas Possible learning experiencesThe elements of music:Volume Waves and their speed
Intensity and decibels*o Practical activity 40: Pitch, loudness
and quality.oQualitatively investigate the sound
generated when air is blown over the mouth of bottles with varying amounts of water in them.
Pitch Sonic spectra* oResearch the effects of low level but prolonged sound from things such as computers and air conditioners.
oResearch the purpose of a graphic equaliser.
Generating sound:String instruments Waves in one dimension
Mersenne’s law of strings*o Investigate qualitatively the size and
sound produced by a variety of instruments.
oQuantitatively determine Mersenne’s law of strings.
Brass and the didgeridoo
Waves and their speed Waves in one dimension
o Teacher exposition and questioning.
Woodwinds Edge and reed instruments*Harmonic spectra Fourier analysis* oUse a CRO to investigate the
harmonic spectra produced by a variety of instruments.
The voiceAcoustics:Reflections Waves in two dimensions
Reverberation*o Teacher exposition and questioning.oResearch how bats use the Doppler
effect in echolocation.Interference Nodal and anti-nodal points* o Practical activity 44: Interference of
sound.o Investigate the interference of sound
from two speakers, in a hall and outside.
Absorption Absorption and reverberation time*
oApproximate the calculation of the reverberation time for sound produced in a hall and compare the result with a measurement of it.
*These key ideas are developed within this context.
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Heinemann Queensland Science ProjectContext summaries
Focus Key ideas Possible learning experiencesEffects and uses of sound:Impedance Collisions
Momentum and impulse Acoustic impedance*
o Teacher exposition and questioningoResearch how an understanding of
acoustic impedance is employed in a variety of situations.
Tuning Beats*Loudspeakers:Why so many drivers? Capacitors and inductors
Acoustic energy*o Teacher exposition and questioning.
The woofer Magnetic forces Pendulum
o Teacher exposition and questioning.
The enclosure Waves in two dimensions Enclosure design*
o Practical activity 43: Frequency response of a loudspeaker.
oBuild an enclosure for a given speaker.
Specifications Speaker specifications* oCompare specifications for a variety of speakers.
*These key ideas are developed within this context.
Resources: Heinemann Queensland Science Project—Physics: A Contextual Approach
Physics: A Contextual Approach 12Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectContext summaries
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.
Physics: A Contextual Approach 13Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectContext summaries
Focus Key ideas Possible learning experiences 1911 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.
*These key ideas are developed within this context.
Resources: Heinemann Queensland Science Project—Physics: A Contextual Approach
Physics: A Contextual Approach 14Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectContext summaries
Electronic Devices
Overview: This context works through simple electronic circuitry starting with an analysis of how some common electronic devices work, and then looks at basic circuits to achieve various tasks. Each basic circuit can be built and tested, and the effect of changing the values of some of the components can be determined experimentally.
Key concepts: E4, M4
Focus Key ideas Possible learning experiencesConsumer electronics Electricity Inspection of the insides of some
common electronic devices.Power rectification Magnetism and
electromagnetic induction Electricity Semiconductors: diodes Voltage regulation* Power supplies* Capacitors and inductors
Practical activity 92: Transformer operation.
Practical activity 24:Characteristics of diodes.
Practical activity 31: Using a zener diode.
Practical activity 32: Voltage regulators. Using a cathode ray oscilloscope.
Switching on and off Electricity Semiconductors: transistors
Survey the types of switches that are in use at your home.
Flip or flop? Bistable multivibrator* Experiment with given circuit.
Flashing, blinking and squealing
Capacitors and inductors Astable multivibrator*
Experiment with given circuit.
Changing states temporarily
Monostable multivibrator* Experiment with given circuit.
To one or not to one Logic gates* Truth tables*
Experiment with given circuit. Binary maths.
Timing Oscillators* Experiment with given circuit.Reading devices Inspection of the insides of some
common electronic devices.Devices for presenting information
Speakers* Cathode ray oscilloscope*
Inspection of the insides of some common electronic devices.
Observe TV screen using powerful magnifying glass.
Observe a speaker vibrating at approximately 1 Hz.
Putting it together Analyse some common electronic devices.
*These key ideas are developed within this context.
Note: this context does not cover inductor (tuning) circuits, but other contexts do.
Resources: Heinemann Queensland Science Project—Physics: A Contextual Approach
Physics: A Contextual Approach 15Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectAssessment
ASSESSMENT
This assessment plan is meant as a guide only. Students will do each of the three mandated types of assessment (i.e. written task, extended response task and extended experimental investigation) at least once in each of the first two semesters. At least four pieces of assessment (including one of each of the mandates types) will be done before the end of the third term of year 12. The type of assessment used in the final term will be negotiated between each student and their teacher.
In general, the exact number and timing of assessment tasks can be varied—subject to teacher and student negotiation—as long as these minimum requirements are met. There must be congruence between the type of teaching and learning activities that take place in a unit of work and the assessment task used to assess that unit.
In general, assessment in year 11 will be considered formative. Student profiles will be constructed primarily from year 12 assessment tasks except where there is clear evidence that these tasks are not representative of the student’s ability.
Authentication of Student Responses
Ensuring student authorship of responses to assessment tasks is required by the syllabus. This work program focuses on investigation and collaboration with others; it requires that many assessment tasks will be undertaken in settings other than the classroom. This, in turn, raises the issue of authorship and ownership of responses. The school needs to develop and implement procedures which will enable students to establish their authorship and ownership of the responses that they submit for assessment.
Examples of strategies that can be used are: The student produces and maintains appropriate documentation of the development of the
response. This will be facilitated by students keeping all their experimental/research notes together in a logbook.
The student acknowledges all resources used, including text , source material and the type of human assistance received.
The teacher monitors the development of the task by regularly monitoring student progress. For each major piece of assessment, specific dates will be set for students to submit copies of plans, notes and a draft. Achievement or otherwise of these deadlines will be noted on the task-specific cover sheet.
Appropriate guidelines and proformas for students are used in documenting and acknowledging both print and electronic source materials and resources, and other types of assistance (including human) that have been accessed.
Some sections of student responses for some items may be done under examination conditions.
Physics: A Contextual Approach 16Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectAssessment
Standards Associated with Exit Levels of Achievement Extract from the syllabusVHA HA SA LA VLA
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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.
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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.
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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.
Physics: A Contextual Approach 17Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectAssessment
SAMPLE STUDENT PROFILE
Name: ………………………………………………………
Assessment type
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Physics: A Contextual Approach 18Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectAssessment
EXTENDED EXPERIMENTAL INVESTIGATIONSemester 2
SET: August 5 DUE: September 9
NAME:
TASK:Perform a series of experiments that display how the laws of physics apply to a particular game or sport. There will be two phases of experimentation. First, perform a simple or familiar experiment that is related to the particular game or sport. Second, either develop this experiment further or perform another more complex experiment related to the game or sport.
TIME LINE:This time line is presented as a guide. It is also intended to prevent students from placing unreasonable expectations on staff for assistance with apparatus. If you fail to reach any of the nominated checkpoints you immediately renegotiate the time line with your teacher. Failure to do so will prevent authentication of your work and will prevent you from achieving a good grade.
August 12: Experiment proposal and risk assessmentAugust 19: First phase of experimentationAugust 26: Second phase of experimentationSeptember 2: Submit draftSeptember 9: Submit report
As you achieve each of the checkpoints on the time line, your teacher will sign and date the following authentication table. This will be used as evidence that the work presented is your own. It is recommended that you also keep all of your notes and raw data in a logbook as further evidence of ownership of your work.
AUTHENTICATION
Proposal/risk assessment
First phase experiment
Second phase experiment
Draft Final report
Physics: A Contextual Approach 19Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectAssessment
FORMAT:The formal report should be word-processed on A4 paper including the following sections: Title page Contents Abstract (a combination of the aim and the conclusion) Introduction (outlining the background theory used) Aim Procedure (including a list of apparatus) Results Summary of findings Evaluation (discussion of errors and uncertainty) Conclusion Acknowledgments (if necessary) References (if necessary) Appendix (if necessary)While you may work in groups to collect data, it is important that the report is clearly your own. Discussion with the teacher about your project will occur. Any other assistance must be acknowledged.
CRITERIA SHEET: EXTENDED EXPERIMENTAL INVESTIGATIONVHA HA SA LA VLA
Management of research taskThere is clear documentation of
the planning, research and drafting phases of the
investigation. The final draft is submitted complete and on
time.
There is evidence of the planning, research and drafting phases of the investigation. The
final draft is submitted complete and on a negotiated
date.
There is some indication of planning, research and/or
drafting of the investigation. The final draft is complete
when submitted.
There is little indication of planning, research or
drafting of the investigation. The final
draft is submitted.
There is no indication of planning, research or
drafting of the investigation. The final
draft is not submitted or is largely incomplete.
Experimental designThe experiment is well designed
and shows significant originality and independent development by the student.
The experiment is valid shows some originality and
development by the student.
The experiment is meaningful but shows little originality or development
by the student.
The experiment has some meaning but shows no
originality or development by the
student.
The experiment is meaningless and shows no originality or development
by the student.
Risk managementRisks to safety have been identified and managed.
Safety procedures have been identified and applied.
Safety procedures have been applied.
Safe practices have been followed.
Basic safety instructions have been followed.
Report presentationMastery of the report genre is demonstrated. Third person,
past tense is used consistently. Grammar and spelling are free
of error.
Confident use of the report genre is demonstrated. Third
person, past tense is used fairly consistently. Grammar and spelling contain only minor
errors.
Competent use of the report genre is demonstrated. Third
person, past tense is used. Presentation is hampered by grammar or spelling errors.
An awareness of the conventions of report genre is demonstrated.
Presentation is hampered by significant
grammar/spelling errors.
Little awareness of the conventions of report genre
is demonstrated. Presentation is hampered
by frequent grammar/spelling errors.
Use of language Communication is clear and
concise. Scientific language has been carefully chosen to clarify
ideas.
Communication is clear and concise. Scientific language has generally been used accurately
to communicate ideas and information.
Communication is clear. Scientific language has been used to present information.
Communication is poor. Scientific language has
only been used occasionally.
Communication is extremely poor. Scientific
language has not been used.
Tables/graphs/diagramsTables/graphs/diagrams are
chosen appropriately and clearly display meaningful patterns,
trends and/or anomalies in the data.
Tables/graphs/diagrams are well chosen, generally correct
and display patterns, trends and/or anomalies in the data.
Tables/graphs/diagrams present the data accurately
and display obvious patterns in the data.
Tables/graphs/diagrams are used to present data.
Tables/graphs/diagrams do not present the data
meaningfully.
Use of equipment and technologyEquipment and technology have been selected and adapted with
discrimination to gather and present valid data.
Equipment and technology have been selected and adapted to gather and present valid data.
Equipment and technology have been selected and used to gather and present data.
Equipment and technology have been
used to gather and record data.
Equipment has been used to gather data.
Data analysisMathematical algorithms have Mathematical algorithms have Appropriate mathematical Some appropriate data Only basic mathematical
Physics: A Contextual Approach 20Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)
Heinemann Queensland Science ProjectAssessment
been correctly applied to analyse complex, detailed or
unfamiliar data.
been correctly applied to analyse simple data. Complex
data analysis has been attempted.
algorithms have been applied to analyse data.
analysis has been attempted.
algorithms have been used to attempt to analyse data.
Interpretation of dataInterpretation of data
demonstrates a clear and accurate understanding of
physics concepts and theories.
Interpretation of data demonstrates an accurate understanding of physics
concepts and theories.
Interpretation of data demonstrates a knowledge of
physics concepts and theories.
Interpretation of data demonstrates an
awareness of relevant physics concepts and
theories.
Interpretation of data demonstrates an awareness
of physics concepts.
EvaluationError and uncertainty have been
appropriately handled. Significant anomalies in the
data are identified and explained. Improvements to the
investigation are suggested.
Sources of error and uncertainty have been discussed.
Anomalies in the data are identified.
Some sources of error and uncertainty have been
identified.
An attempt has been made to identify the sources of error or uncertainty in the
experiment.
Little attempt has been made to identify the sources of error or uncertainty in the
experiment.
ConclusionThe conclusion is justified and
clearly answers the aim. Expected and observed results
are critically compared.
The conclusion is reasonable and answers the aim. Expected
and observed results are compared.
The conclusion responds to the aim. The observed result
is clearly presented.
A statement has been made about the investigation.
A statement about data or information from the investigation has been
made.
VHA very high achievement; HA high achievement; SA sound achievement; LA limited achievement; VLA very limited achievement.
Physics: A Contextual Approach 21Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)