Physics Syllabus for Year 12 2015 PDF

Physics: Accredited March 2008 (updated October 2013) For teaching and examination in Year 12 2015

PHYSICS


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IMPORTANT INFORMATION Syllabus review Once a course syllabus has been accredited by the School Curriculum and Standards Authority, the implementation of that syllabus will be monitored by the Course Advisory Committee. This committee can advise the Board of the Authority about any need for syllabus review. Syllabus change deemed to be minor requires schools to be notified of the change at least six months before implementation. Major syllabus change requires schools to be notified 18 months before implementation. Formal processes of syllabus review and requisite reaccreditation will apply. Other sources of information The Western Australian Certificate of Education (WACE) Manual contains essential information on assessment, moderation and examinations that need to be read in conjunction with this course. The School Curriculum and Standards Authority website www.scsa.wa.edu.au and extranet provides support materials including sample programs, course outlines, assessment outlines, assessment tasks with marking keys, past WACE examinations with marking keys, grade descriptions with annotated student work samples and standards guides. WACE providers Throughout this document the term ‘school’ is intended to include both schools and other WACE providers. Currency This document may be subject to minor updates. Users who download and print copies of this document are responsible for checking for updates. Advice about any changes made to the document is provided through the Authority communication processes.

Copyright © School Curriculum and Standards Authority, 2007. This document—apart from any third party copyright material contained in it—may be freely copied or communicated for non-commercial purposes by educational institutions, provided that it is not changed in any way and that the School Curriculum and Standards Authority is acknowledged as the copyright owner. Copying or communication for any other purpose can be done only within the terms of the Copyright Act or by permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material contained in this document can be done only within the terms of the Copyright Act or by permission of the copyright owners.

2008/16023[v18]


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Rationale Physics is an experimental discipline involving the study of the properties of, and interrelationships between energy and matter. Physics helps us to construct models and explain physical phenomena. These, in turn, allow us to develop a deeper understanding of the world around us. Like other sciences, physics is evolving. Learning Physics requires observation, investigation, data collection and data evaluation in order to construct and modify models of physical phenomena. This course mirrors scientific processes by encouraging students to refine and reconstruct the models of physical phenomena they already hold in ways that help them to build robust understandings of important concepts. This course also encourages the communication of those understandings to others. Students construct models about how objects and systems interact with one another and how interactions can produce changes. The contextual approach of this course helps students to appreciate the relevance of physics to their everyday experiences and to gain insight into experiences that are far from the everyday. They learn by building on the knowledge, skills, understandings and values developed in a range of content areas and contexts. This course caters for students of varying interests and backgrounds. Students pursuing post-secondary education at TAFE will find that their studies in physics provide them with foundation knowledge that will support their studies in many areas such as those requiring laboratory and technical skills, as well as those leading to electrical and other physics-related vocations. This course also provides prerequisite, preferred or highly desirable knowledge and skills for many science, engineering and science-related courses at tertiary institutions. This course is designed to stimulate and foster intellectual curiosity and promote logical, analytical and reflective thinking. It aims to prepare students to become informed citizens who are able to communicate their ideas effectively and participate in discussions of challenging issues. They are encouraged to take an informed and critical interest in science and make decisions on a range of scientific and technological issues that will influence the quality of their lives and the environment. Students should learn the unit content through contexts that are familiar to them. A variety of suitable contexts is listed for Stage 1 units.

Course outcomes The Physics course is designed to facilitate the achievement of three outcomes. Outcome 1: Investigating and communicating in physics Students investigate physical phenomena and systems, collect and evaluate data, and communicate their findings. In achieving this outcome, students: • develop questions and ideas about the

physical world to prepare an investigation plan;

• conduct experiments and investigations; • analyse data and draw conclusions based on

evidence; • evaluate the accuracy and precision of

experimental data and the effectiveness of their experimental design; and

• communicate and apply physics skills and understandings in a range of contexts.

Outcome 2: Energy Students apply understanding of energy to explain and predict physical phenomena. In achieving this outcome, students: • apply understanding of conceptual models

and laws relating to energy; and • apply understanding of mathematical models

and laws relating to energy. Outcome 3: Forces and fields Students apply understanding of forces and fields to explain and predict physical phenomena. In achieving this outcome, students: • apply understanding of conceptual models

and laws relating to forces and fields; • apply understanding of mathematical models

and laws relating to forces and fields; and • apply understanding of the vector nature of

some physical quantities.

Course content The course content is the focus of the learning program. The course content is divided into five content areas: • working in physics (all units) • motion and forces (units 1A, 2A, 3A and 3B) • waves (units 1A, 1B and 3B) • electricity and magnetism (units 1B, 2B, 3A and

3B) • particles (units 2A, 2B, 3B).


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Working in physics Fundamental to the practice of physics is the capacity to carry out physical investigations. Students working in physics develop fundamental skills and processes used in scientific investigations. They identify and research real world problems, initially with direction, but with the aim of developing independent research skills. Understanding how people develop and advance physics is fundamental to understanding the evolutionary nature of the scientific knowledge and processes physicists apply when solving problems and making decisions. Students encounter many examples of how physics affects their lives. As their skills and knowledge grow, they develop increasingly sophisticated models of how the laws and principles of physics apply in various situations and how to use them to find solutions to problems. Motion and forces Building on the concepts of displacement, velocity and acceleration, students learn about forces and their effects. They encounter the conservation laws pertaining to momentum and energy, and ultimately find out about relativity and its implications. Waves As they investigate waves, students examine wave characteristics and behaviour. They apply this knowledge to the transmission of waves through various media. They appreciate the importance of waves in transferring energy and in communicating information. Electricity and magnetism Students investigate a range of concepts such as direct and alternating current, resistance, electric potential, potential difference, and energy. They also learn about the relationships between moving charges and magnetic fields. They encounter a variety of electromagnetic phenomena and ways to describe and explain them, such as those advanced by Ampère and Lenz. They develop an understanding of the underlying theories of electricity and magnetism as they investigate a variety of applications. Particles Students learn about atoms and atomic theory and develop understandings of nuclear energy and changes, and in further study learn about the quantum physics of atoms and photons. An understanding of the concepts of temperature, heat and internal energy is the foundation for the study of the effects of heating and cooling.

Course units Each unit is defined with a particular focus through which the specific unit content can be taught and learnt. The cognitive difficulty of the content increases with each stage. The pitch of the content for each stage is notional and there will be overlap between stages. Stage 1 units provide bridging support and a practical and applied focus to help students develop skills required to be successful for Stage 2 units. This stage gives greater emphasis to Outcome 1 and less emphasis to Outcomes 2 and 3. Stage 2 units provide opportunities for applied learning but there is a focus more on academic learning. This stage gives approximately equal emphasis to Outcomes 1, 2 and 3. Stage 3 units provide opportunities to extend knowledge and understandings in challenging academic learning contexts. This stage gives less emphasis to Outcome 1 and greater emphasis to Outcomes 2 and 3. Unit 1APHY In this unit, students gain fundamental knowledge about the movement of objects; energy relationships involved in movement; and the conditions required for objects to retain their stability and avoid falling over. They examine the characteristics of waves, and how they are affected by the medium. With direction, they investigate real world problems. Unit 1BPHY In this unit, students explore some of the ways that we use light, especially the use of mirrors and lenses to form images. Electricity is introduced through the study of the relationship between electricity and atomic structure, electrical charge, and electrical circuits. They begin to develop their own investigations of real world problems. Unit 2APHY In this unit, students explore motion in one dimension to solve both qualitative and quantitative problems. Through the study of nuclear physics, they learn about atomic structure and subatomic particles to understand and appreciate phenomena such as those that lead to the emission of nuclear radiation, and nuclear energy. They are encouraged to develop their own investigations of real world problems, extending their investigative and communication skills. They learn that uncertainties are an integral part of the measurements made in their experiments, and engage with more abstract questions to select appropriate problem-solving strategies.


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Unit 2BPHY In this unit, students gain insight into temperature measurement, internal energy, conduction and convection and radiation to develop understandings about how energy is transferred by heat through different types of materials. They also examine the thermal properties of substances, including thermal expansion, specific heat capacity and latent heat. They learn to apply the concepts of charge and energy transfer to situations involving both electrostatics and current electricity. They construct and study characteristics of electric circuits and learn how to work safely with electricity. They research real world problems and plan to carry out an investigation, and deal with abstract concepts and principles when selecting problem-solving techniques. Unit 3APHY In this unit, students explore the motion of objects in gravitational fields, including the motion of projectiles, orbiting satellites, planets and moons, and ways in which forces may affect the stability of extended objects. They also learn about magnetic fields and how they interact with moving charges in situations involving current electricity, the motor effect and electromagnetic induction. They identify real world problems, develop research questions to plan, conduct and evaluate investigations. Their problem-solving techniques include combinations of concepts and principles. Unit 3BPHY The study of mechanical and electromagnetic waves allows students to appreciate both classical and modern interpretations of the nature and behaviour of waves. They learn how waves are used in a variety of technologies, such as in musical instruments, communication systems or sensing systems. They encounter the scale of the observable entities in our Universe, and relate physical principles about waves to the study of the Universe and its parts. Extending their knowledge of atomic physics, they analyse spectra and explain a range of physical phenomena such as fluorescence and X-ray emission. They also learn about some aspects of modern physics such as relativity and cosmology. Students develop their understanding of the behaviour of charged particles in devices such as particle accelerators and cathode ray oscilloscopes. They research their own question and develop problem-solving strategies that involve linking a number of concepts and principles.

Time and completion requirements The notional hours for each unit are 55 class contact hours. Units can be delivered typically in a semester or in a designated time period up to a year depending on the needs of the students. Pairs of units can also be delivered concurrently over a one year period. Schools are encouraged to be flexible in their timetabling in order to meet the needs of all of their students. Refer to the WACE Manual for more information about unit and course completion.

Resources Teacher support materials are available on the School Curriculum and Standards Authority website extranet and can be found at www.scsa.wa.edu.au

Vocational Education and Training information Vocational Education and Training (VET) is nationally recognised training that provides people with occupational knowledge and skills and credit towards, or attainment of, a vocational education and training qualification under the Australian Qualifications Framework (AQF). When considering VET delivery in WACE courses it is necessary to: • refer to the WACE Manual, Section 5:

Vocational Education and Training, and • contact education sector/systems

representatives for information on operational issues concerning VET delivery options in schools.

Australian Quality Training Framework (AQTF) AQTF is the quality system that underpins the national vocational education and training sector and outlines the regulatory arrangements in states and territories. It provides the basis for a nationally consistent, high-quality VET system. The AQTF Essential Conditions and Standards for Registered Training Organisations outline a set of auditable standards that must be met and maintained for registration as a training provider in Australia.


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VET integrated delivery VET integrated within a WACE course involves students undertaking one or more VET units of competency concurrently with a WACE course unit. No unit equivalence is given for units of competency attained in this way. VET integrated can be delivered by schools providing they meet AQTF requirements. Schools need to become a Registered Training Organisation (RTO) or work in a partnership arrangement with an RTO to deliver training within the scope for which they are registered. If a school operates in partnership with an RTO, it will be the responsibility of the RTO to assure the quality of the training delivery and assessment.


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Assessment The WACE Manual contains essential information on principles, policies and procedures for school-based assessment and WACE examinations that needs to be read in conjunction with this document. School-based assessment The table below provides details of the assessment types for this course and the weighting range for each assessment type. Teachers are required to use the assessment table to develop their own assessment outline for each unit (or pair of units) of the course. This outline includes a range of assessment tasks and indicates the weighting for each task and each assessment type. It also indicates the content and course outcomes each task covers. If a pair of units is assessed using a combined assessment outline, the assessment requirements must still be met for each unit.

In developing an assessment outline and teaching program the following guidelines should be taken into account. • All assessment tasks should take into account

the teaching, learning and assessment principles outlined in the WACE Manual.

• There is flexibility for teachers to design school-based assessment tasks to meet the learning needs of students.

• The assessment table outlines the forms of student response required for this course.

• Student work submitted to demonstrate achievement should only be accepted if the teacher can attest that, to the best of her/his knowledge, all uncited work is the student’s own.

• Evidence collected for each unit must include assessment tasks conducted under test conditions together with other forms of assessment tasks.

Assessment table Weightings for types

Type of assessment Stage 1 Stage 2 Stage 3

60–80% 35–65% 20–40%

Experiments and investigations Experiments include practical tasks and/or exercises designed to develop and/or assess a range of laboratory related skills and conceptual understanding of physical principles, and skills associated with processing data. Students collect, process and interpret data; evaluate their data and conclusions; and communicate their findings. Investigations in physics include: research work in which students plan an investigation; conduct an investigation; process and interpret data; evaluate their plan, procedures, data and findings; and communicate their conclusions. At least one investigation should be carried out in each pair of units, 2A and 2B, and 3A and 3B. Whilst an investigation component is not required in units 1A and 1B, teachers may choose to include this assessment type. Experiment and investigation plans, procedures, data and findings may be communicated in any appropriate form, including written, oral, graphical, and electronic or combinations of these. Types of evidence may include: validation exercises based on laboratory work, experimental design brief, formal investigation or laboratory report, report of literature search, exercises requiring qualitative and/or quantitative analysis of second hand data, evaluation of physical information, portfolio of laboratory work, reports of simulated laboratory activities, electronic, video or audio presentation of findings and recommendations, self- or peer evaluation tools and observation checklists. Best suited to the collection of evidence of student achievement of all course outcomes.

20–40% 35–65% 60–80%

Tests and examinations Students apply knowledge and skills in physics to analyse and interpret data, solve problems and answer questions in supervised classroom settings. These tasks require students to demonstrate use of terminology, understanding and application of concepts, quantitative skills and knowledge of factual information. It is expected that assessment tasks include items that allow students to respond at their highest level of understanding. Types of evidence may include written or oral responses to: diagnostic, formative and summative tests and examinations, comprehension and interpretation exercises, exercises requiring analysis and evaluation of both qualitative and quantitative physical information and discussions and/or presentations, validation exercises based on assigned work. Best suited to the collection of evidence of student achievement of all course outcomes.


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Grades Schools report student achievement in a completed unit at Stage 1, 2 or 3 in terms of grades. The following grades are used: Grade Interpretation A Excellent achievement B High achievement C Satisfactory achievement D Limited achievement E Inadequate achievement Each grade is based on the student’s overall performance for the unit as judged by reference to a set of pre-determined standards. These standards are defined by grade descriptions and annotated work samples. The grade descriptions for this course are provided in Appendix 1. They can also be accessed, together with annotated work samples, through the Guide to Grades link on the course page of the Authority website at www.scsa.wa.edu.au Refer to the WACE Manual for further information regarding grades. WACE Examinations In 2013, students in their final year who are studying at least one Stage 2 pair of units (e.g. 2A/2B) or at least one Stage 3 pair of units (e.g. 3A/3B) are required to sit an examination in this course, unless they are exempt. For 2014 and 2015, examinations for all Stage 2 pairs of units (e.g. 2A/2B) are optional. WACE examinations are not held for Stage 1 units and/or Preliminary Stage units. Any student may enrol to sit a Stage 2 or Stage 3 examination as a private candidate. Each examination assesses the specific content described in the syllabus for the pair of units studied. Details of the WACE examinations in this course are prescribed in the WACE examination design briefs (pages 21–23). Refer to the WACE Manual for further information regarding WACE examinations.

Standards Guides Standards for this course are exemplified in Standards Guides. They include examination questions, annotated candidate responses at the ‘excellent’ and ‘satisfactory’ achievement bands, statistics for each question and comments from examiners. The guides are published on the Authority’s web site at www.scsa.wa.edu.au and are accessed under Examination materials. An extranet log-in is required to view the guides.


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UNIT 1APHY

Unit description The unit description provides the focus for teaching the specific unit content. In this unit, students gain fundamental knowledge about the movement of objects; energy relationships involved in movement; and the conditions required for objects to retain their stability and avoid falling over. They examine the characteristics of waves, and how they are affected by the medium. With direction, they investigate real world problems.

Suggested learning contexts Within the unit content organisers of moving around and wave motion, teachers are expected to choose one or more of the suggested contexts or another of their choosing. Student unit learning contexts for moving around may include: • wheels • personal transport • trains, boats and planes. Student unit learning contexts for wave motion may include: • light • soundwaves • water waves • earthquakes.

Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below. Unit content listed in italics is intended to be treated quantitatively as well as qualitatively. Working in physics In the laboratory, students investigate problems set in a suitable context, with appropriate direction from the teacher. They consider the sources of uncertainty and error in experimental measurements. Motion and forces • understand and use the terms distance,

displacement, speed, velocity, mass, inertia, force, weight, acceleration, energy, work and their units

• state and explain Newton’s First Law of Motion, the concept of equilibrium and the necessary conditions for stable, unstable and neutral equilibrium

• explain the behaviour of objects undergoing uniform rectilinear motion

• understand that uniform motion in one dimension can be represented graphically

• describe and explain the behaviour of objects in terms of their average speed—this could apply to objects undergoing uniformly accelerated motion

• describe and explain forces and their effects, including pushes and pulls; contact forces and non-contact forces; and the effects of forces on objects in the presence or absence of friction

• state and explain Newton’s Second and Third Laws of Motion

• describe and explain the concepts of energy and work, including the relationships between energy and work, kinetic energy and gravitational potential energy, and the conservation of energy.

Wave motion • explain and apply that a wave is a means of

energy transfer • explain and apply the concepts of wavefronts

and rays, wave speed, wavelength, frequency, period, amplitude, phase

• explain that the speed of a wave varies with the medium, and use this to explain the cause of refraction in terms of a change in the speed of wave as it crosses an interface

• explain and apply the concepts of absolute refractive index of a given medium, Snell’s law, total internal reflection, critical angle and dispersion.


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Assessment The two types of assessment in the table below are consistent with the teaching and learning strategies considered to be the most supportive of student achievement of the outcomes in the Physics course. The table provides details of the assessment type, examples of different ways that these assessment types can be applied and the weighting range for each assessment type. Weighting Stage 1 Type of assessment

60–80%

Experiments and investigations Experiments include practical tasks and/or exercises designed to develop and/or assess a range of laboratory related skills and conceptual understanding of physical principles, and skills associated with processing data. Students collect, process and interpret data; evaluate their data and conclusions; and communicate their findings. Investigations in physics include: research work in which students plan an investigation; conduct an investigation; process and interpret data; evaluate their plan, procedures, data and findings; and communicate their conclusions. Whilst an investigation component is not required in units 1A and 1B, teachers may choose to include this assessment type. Experiment and investigation plans, procedures, data and findings may be communicated in any appropriate form, including written, oral, graphical, and electronic or combinations of these. Types of evidence may include: validation exercises based on laboratory work, experimental design brief, formal investigation or laboratory report, report of literature search, exercises requiring qualitative and/or quantitative analysis of second hand data, evaluation of physical information, portfolio of laboratory work, reports of simulated laboratory activities, electronic, video or audio presentation of findings and recommendations, self- or peer evaluation tools and observation checklists. Best suited to the collection of evidence of student achievement of all course outcomes. Students collect, process and interpret data; evaluate their data and conclusions; and communicate their findings. Investigation of a research question in physics. Research work in which students plan an investigation; conduct an investigation; process and interpret data; evaluate their plan, procedures, data and findings; and communicate their conclusions. Whilst an investigation component is not required in units 1A and 1B, teachers may choose to include this assessment type. Experiment and investigation plans, procedures, data and findings may be communicated in any appropriate form, including written, oral, graphical, and electronic or combinations of these. Types of evidence may include: validation exercises based on laboratory work, experimental design brief, formal investigation or laboratory report, report of literature search, exercises requiring qualitative and/or quantitative analysis of second hand data, evaluation of physical information, portfolio of laboratory work, reports of simulated laboratory activities, electronic, video or audio presentation of findings and recommendations, self- or peer evaluation tools and observation checklists. Best suited to the collection of evidence of student achievement of all course outcomes.

20–40%



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UNIT 1BPHY

Unit description The unit description provides the focus for teaching the specific unit content. In this unit, students explore some of the ways that we use light, especially the use of mirrors and lenses to form images. Electricity is introduced through the study of the relationship between electricity and atomic structure, electrical charge, and electrical circuits. They begin to develop their own investigations of real world problems.

Suggested learning contexts Within the unit content organisers of seeing things and electricity, teachers are expected to choose one or more of the suggested contexts or another of their choosing. Student unit learning contexts for seeing things may include: • vision • photography. Student unit learning contexts for electricity may include: • using electricity at home • safety with electricity • car electrical systems.

Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below. Unit content listed in italics is intended to be treated quantitatively as well as qualitatively. Working in physics In the laboratory, students investigate problems set in a suitable context, with appropriate direction from the teacher. They are also encouraged to begin developing their own investigations of real world problems. They consider the sources of uncertainty in experimental measurements. Seeing things • distinguish between real and virtual images • explain the action of mirrors (plane, converging

and diverging) in terms of reflection • explain the action of lenses (converging and

diverging) in terms of refraction • describe the formation of images by converging

and diverging lenses

• explain the appearance of coloured objects in terms of their absorption and reflection or transmission of light.

Electricity • construct simple electrical circuits and measure

current and potential difference at various points around the circuit

• draw and interpret simple circuits and circuit diagrams including the use of standard symbols for resistor (fixed and variable), light bulb, switch, ammeter, voltmeter, dry cell and power supply

• describe electrical current through series and parallel circuits

• evidence for the creation of magnetic fields by moving charges.


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60–80%

Experiments and investigations Experiments include practical tasks and/or exercises designed to develop and/or assess a range of laboratory related skills and conceptual understanding of physical principles, and skills associated with processing data. Students collect, process and interpret data; evaluate their data and conclusions; and communicate their findings. Investigations in physics include: research work in which students plan an investigation; conduct an investigation; process and interpret data; evaluate their plan, procedures, data and findings; and communicate their conclusions. Whilst an investigation component is not required in units 1A and 1B, teachers may choose to include this assessment type. Experiment and investigation plans, procedures, data and findings may be communicated in any appropriate form, including written, oral, graphical, and electronic or combinations of these. Types of evidence may include: validation exercises based on laboratory work, experimental design brief, formal investigation or laboratory report, report of literature search, exercises requiring qualitative and/or quantitative analysis of second hand data, evaluation of physical information, portfolio of laboratory work, reports of simulated laboratory activities, electronic, video or audio presentation of findings and recommendations, self- or peer evaluation tools and observation checklists. Best suited to the collection of evidence of student achievement of all course outcomes.

20–40%



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UNIT 2APHY

Unit description The unit description provides the focus for teaching the specific unit content. In this unit, students explore motion in one dimension to solve both qualitative and quantitative problems. Through the study of nuclear physics, they learn about atomic structure and subatomic particles to understand and appreciate phenomena such as those that lead to the emission of nuclear radiation, and nuclear energy. They are encouraged to develop their own investigations of real world problems, extending their investigative and communication skills. They learn that uncertainties are an integral part of the measurements made in their experiments, and engage with more abstract questions to select appropriate problem-solving strategies.

Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course. Unit content listed in italics is intended to be treated quantitatively as well as qualitatively. Working in physics Students are encouraged to develop their own investigations of real world problems, extending their investigative and communication skills and quantifying the uncertainties in their experimental measurements. They select appropriate problem-solving strategies involving abstract concepts and principles. They consider the level of absolute uncertainty in experimental measurements and the appropriate use of significant figures. Motion and forces • distinguish between scalar and vector quantities,

and add and subtract vectors in one dimension • describe and apply the concepts of distance and

displacement, speed and velocity, and acceleration for uniform and uniformly accelerated rectilinear motion, including vertical motion under gravity—this will include applying the relationships:

, av avs v+u v - uv = , v = , a = t 2 t

2 2 212 v = u + at, s = ut + at , v = u + 2as

• state, explain and apply Newton's First, Second and Third Laws of Motion—this will include applying the relationship: resultant F = ma

• describe, explain and use gravitational fields to explain weight as the force on a mass in a gravitational field. This will include applying the relationship:

weightF mg=

• draw free body diagrams, showing the forces acting on objects, from descriptions of real life situations involving forces acting in one or two dimensions

• describe and apply the law of conservation of momentum in one dimension—this will include applying the relationships:

, , before afterp mv p p Ft = mv - mu= =∑ ∑ • explain and apply the concepts of energy and

work, including kinetic energy and gravitational potential energy

• state, explain and apply the principle of conservation of energy in situations involving transfer of energy, and work—this will include applying the relationships:

212 , , , k pE mv E mgh W Fs W E= = = = ∆

explain and apply that power is the rate of doing work or transferring energy—this will include applying such relationships as:

av

W EP Fv

t t

∆= = =

Nuclear physics • describe and explain models of the structure of

the atom • investigate historical perspectives on the nature

of matter • explain and apply the concepts of atomic

number, mass number, isotope, atomic mass unit and nuclide

• explain that many nuclides are unstable and that these nuclides decay

• explain and apply the differences and similarities in the nature and properties of α, β and γ radiation

• write and interpret equations relating to alpha, beta and gamma decay

• explain that ionising radiation causes atoms to lose electrons, and thus become charged

• explain and apply the concepts of half-life, activity, dose and dose equivalent, and describe the effects of ionising radiation on humans—this will include applying the relationships:

( )120, , absorbed dose = nN EA A A

t m∆

= = ,

and dose equivalent = absorbed dose x quality factor

• explain and apply the concepts of mass defect and binding energy of nuclides—this will include applying the relationships:

2E mc= and that 1 u of mass is equivalent to 931 MeV of energy

• explain the concepts of neutron-induced fission, chain reactions and critical mass


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• apply the concept of variation in binding energy per nucleon of nuclides to explain the release of energy by both fission and fusion processes—this will include applying the relationships:


• explain that energy released during nuclear fission can be used to generate electrical energy in the same way as the energy released by burning fossil fuels

• explain that energy produced by nuclear fusion is the ultimate source of solar energy—this will include applying the relationships:


• describe and explain both advantages and disadvantages of nuclear power stations and other applications of nuclear technology.


35–65%

Experiments and investigations Experiments include practical tasks and/or exercises designed to develop and/or assess a range of laboratory related skills and conceptual understanding of physical principles, and skills associated with processing data. Students collect, process and interpret data; evaluate their data and conclusions; and communicate their findings. Investigations in physics include: research work in which students plan an investigation; conduct an investigation; process and interpret data; evaluate their plan, procedures, data and findings; and communicate their conclusions. At least one investigation should be carried out in the pair of units, 2A and 2B. Experiment and investigation plans, procedures, data and findings may be communicated in any appropriate form, including written, oral, graphical, and electronic or combinations of these. Types of evidence may include: validation exercises based on laboratory work, experimental design brief, formal investigation or laboratory report, report of literature search, exercises requiring qualitative and/or quantitative analysis of second hand data, evaluation of physical information, portfolio of laboratory work, reports of simulated laboratory activities, electronic, video or audio presentation of findings and recommendations, self- or peer evaluation tools and observation checklists. Best suited to the collection of evidence of student achievement of all course outcomes.

35–65%



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UNIT 2BPHY

Unit description The unit description provides the focus for teaching the specific unit content. In this unit, students gain insight into temperature measurement, internal energy, conduction and convection and radiation to develop understandings about how energy is transferred by heat through different types of materials. They also examine the thermal properties of substances, including thermal expansion, specific heat capacity and latent heat. They learn to apply the concepts of charge and energy transfer to situations involving both electrostatics and current electricity. They construct and study characteristics of electric circuits and learn how to work safely with electricity. They research real world problems and plan to carry out an investigation, and deal with abstract concepts and principles when selecting problem-solving techniques.

Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course. Unit content listed in italics is intended to be treated quantitatively as well as qualitatively. Working in physics Students develop their own investigations by researching a real world problem and planning a related experiment. They reflect on their experimental design, the uncertainties in their measurements, and the implications of their findings. They select appropriate problem-solving strategies involving abstract concepts and principles. They consider the level of absolute uncertainty in experimental measurements and conclusions and the appropriate use of significant figures. Heating and cooling • describe matter as a collection of moving atoms • describe the kinetic theory of matter and apply it

to explain properties of matter and changes of state

• distinguish between temperature, internal energy and heat

• describe and explain effects of heat: thermal expansion and contraction

• describe and explain effects of heat: change of temperature and specific heat capacity—this will include applying the relationship: Q mc T= ∆

• describe and explain effects of heat: change of state and latent heat—this will include applying the relationship: Q mL=

• describe and explain sources of heat and modes of heat transfer—conduction, convection and radiation and their applications

• describe and explain the conversion of different forms of energy into heat—energy degradation, and its relationship to conservation of energy.

Electrical fundamentals • explain that atoms can gain or lose electrons so

gaining a net charge, and state that like charges repel and unlike charges attract

• explain and apply the concept of electric current as the rate of flow of electric charge in an electric field—this will include applying the relationship:

qIt

=

• state that the direction of conventional current is that in which the flow of positive charge takes place, while the electron flow is in the opposite direction

• explain the connection between electrical work, power, charge and potential difference—this will include applying the relationships of electrical work and power

Work = =Vq VI t and 2

2 V P =VI = I R =R

• draw and interpret simple circuit diagrams including the use of standard symbols for resistor (fixed and variable), light bulb, switch, ammeter, voltmeter, dry cell and power supply

• understand and apply the concepts of electrical current, potential difference and resistance in series and parallel circuits

• explain and apply Ohm’s law and the concepts of ohmic and non-ohmic conduction—this will include applying the relationship: V = IR

• determine the total resistance of a number of resistors in series using:

1 2 ...TR R R= + + • determine the total resistance of a number of

resistors in parallel using: 1 2

1 1 1 ...TR R R

= + +

• connect components in simple circuits and measure, or predict and verify values of current and potential difference using ammeters and voltmeters

• identify energy transfers in electrical circuits and devices

• describe the cause of electric shock and identify hazardous situations and safety precautions in everyday uses of electrical energy

• explain the electrical principles behind the operation of various safety devices.


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35–65%


35–65%



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UNIT 3APHY

Unit description The unit description provides the focus for teaching the specific unit content. In this unit, students explore the motion of objects in gravitational fields, including the motion of projectiles, orbiting satellites, planets and moons, and ways in which forces may affect the stability of extended objects. They also learn about magnetic fields and how they interact with moving charges in situations involving current electricity, the motor effect and electromagnetic induction. They identify real world problems, develop research questions to plan, conduct and evaluate investigations. Their problem-solving techniques include combinations of concepts and principles.

Unit content This unit builds on the content provided by the previous units. It is recommended that students studying Stage 3 have completed Stage 2 units. This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course. Unit content listed in italics is intended to be treated quantitatively as well as qualitatively. Working in physics Students are given opportunities to develop their skills related to investigating and communicating scientifically. They plan and conduct investigations to obtain valid and reliable results and are prepared to justify their findings. Their problem-solving techniques include combinations of concepts and principles. They consider the level of absolute and percentage uncertainty in experimental measurements and the appropriate use of significant figures. This includes the use of error bars when displaying data graphically. Motion and forces in a gravitational field • describe and apply the principle of conservation

of energy • resolve, add and subtract vectors in one plane • draw free body diagrams, showing the forces

acting on objects, from descriptions of real life situations involving forces acting in one plane

• explain and apply the concept of centre of mass • describe and apply the concepts of distance and

displacement, speed and velocity, acceleration and energy in the context of motion in a plane, including the trajectories of projectiles in the

absence of air resistance—this will include applying the relationships:

av avs v+u v - uv = , v = , a = , t 2 t

v = u + at , 2 2 212 s = ut + at , v = u + 2as

212 , , , k pE mv E mgh W Fs W E= = = = ∆

• describe qualitatively the effects of air resistance on projectile motion

• explain and apply the concepts of centripetal acceleration and centripetal force, as applied to uniform horizontal circular motion and vertical circular motion—this will include applying the relationships:

resultant 2 2

cv mva = , F = ma =r r

• describe and interpret the radial gravitational field distribution around a single (point) mass

• explain and apply Newton's Law of Universal Gravitation and the concept of gravitational acceleration, g, as gravitational field strength—this will include applying the relationships:

1 22 2G , Gg

m m MF gr r

= =

• explain the conditions for a satellite to remain in a stable circular orbit in a gravitational field, and calculate the parameters of satellites in stable circular orbits—this will include applying the relationships:

resultant2 2

av cs v mvv = , a = , F = ma = , t r r

1 22 2G , Gg

m m MF gr r

= =

• describe and explain the impact of satellites and associated technologies on everyday life

• explain and apply the concept of torque or moment of a force about a point, and the principle of moments, and their application to situations including where the applied force is not perpendicular to the lever arm—this will include applying the relationships:

sin and 0rF= θ Σ =τ τ • explain and apply the concept of a rigid body in

equilibrium—this will include applying the relationships:

0, sin and 0F rFΣ = = θ Σ =τ τ . Electricity and magnetism • explain the attraction and repulsion effects for

magnets, the behaviour of freely suspended magnets and magnetic compasses, and describe the nature of the Earth's magnetic field

• describe, using diagrams, the magnetic field in various magnetic configurations

• explain that magnetic fields are associated with moving charges, and draw the field due to a current flowing through a long straight wire, a short coil and a solenoid


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• distinguish between direct and alternating currents and potentials, and apply Ohm’s law—this will include applying the relationship: V = IR

• describe and apply the concept of force on a current carrying conductor in a magnetic field, and describe the factors which affect the force on a current-carrying conductor in a magnetic field—this will include applying the relationship: F = I lB for perpendicular cases

• explain the torque produced by the force on a rectangular coil carrying a current in a magnetic field—this will include applying the relationships:

and τF = I lB = rF for perpendicular cases • describe the production of an induced emf by the

relative motion of a straight conductor in a magnetic field—this will include applying the relationship:

induced emf for perpendicular cases= lvB • describe and apply the concepts of magnetic flux

and magnetic induction—this will include applying the relationships:

, induced emf -= BA Nt

∆ΦΦ =

• interpret and explain situations involving induced emf, such as the AC generator and Lenz’s law applications

• explain using electric fields the connection between electrical work, charge and potential difference—this will include applying the relationship: Work Vq=

• explain and apply the principle of the transformer—this will include applying the relationship:

s s

p p

V N=V N

• explain why electrical energy is transmitted as AC at very high voltages, and describe and explain the impact on everyday life of electrical power generation and transmission—this will include applying the relationships:

22s s

p p

V N V= , P =VI = I R = V N R

.


20–40%


60–80%



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UNIT 3BPHY

Unit description The unit description provides the focus for teaching the specific unit content. The study of mechanical and electromagnetic waves allows students to appreciate both classical and modern interpretations of the nature and behaviour of waves. They learn how waves are used in a variety of technologies, such as in musical instruments, communication systems or sensing systems. They encounter the scale of the observable entities in our Universe, and relate physical principles about waves to the study of the Universe and its parts. Extending their knowledge of atomic physics, they analyse spectra and explain a range of physical phenomena such as fluorescence and X-ray emission. They also learn about some aspects of modern physics such as relativity and cosmology. Students develop their understanding of the behaviour of charged particles in devices such as particle accelerators and cathode ray oscilloscopes. They research their own question and develop problem-solving strategies that involve linking a number of concepts and principles.

Unit content This unit builds on the content provided by the previous units. It is recommended that students studying Stage 3 have completed Stage 2 units. This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course. Unit content listed in italics is intended to be treated quantitatively as well as qualitatively. Working in physics Students research and report on a question relating to a real world problem. They develop problem-solving strategies that involve linking a number of concepts and principles. They consider the level of absolute and percentage uncertainty in experimental measurements and conclusions and the appropriate use of significant figures. This includes the use of error bars when displaying data and conclusions graphically.

Particles, waves and quanta • explain and apply the concepts of amplitude,

frequency, wavelength, displacement and speed of longitudinal and transverse mechanical waves—this will include applying the relationships:

1 , fT = v = f λ

• explain and apply the concepts of reflection, refraction and diffraction of wave fronts

• explain and apply the concepts of free oscillations, forced oscillations, interference, resonance and standing waves—this will include identifying nodes and antinodes, and using the expression internodal distance = ½ λ

• sketch diagrams to illustrate the behaviour of waves in a variety of situations including strings, open and closed pipes

• describe and explain the nature and properties of electromagnetic waves, including the concept of light as a wave of changing electric and magnetic fields, and its wave and particle properties

• describe and apply electromagnetic radiation and the emr spectrum

• classify emr spectra as emission spectra and absorption spectra and as line, broadband and continuous spectra

• describe and explain how astronomical observations exploit differences in properties of the various parts of the emr spectrum in order to gather more information about celestial bodies

• explain and interpret line emission spectra, line absorption spectra and ionisation using the Bohr model of the atom and the concepts of ground and excited states, photons, quanta and energy level transitions—this includes applying the relationships:

2 1c = f E = hf, E - E = hfλ • explain fluorescence and the generation of

X-rays—this includes applying the relationships: 2 1c = f , E = hf, E - E = hfλ

• extend the concept of the subatomic particle to include neutrinos and quarks

• describe the qualitative aspects of the special theory of relativity such as reference frames and the mass-energy equivalence principle

• apply the speed of light in vacuum to astronomical distances to predict and explain transit times of light and particles travelling between planets, stars and galaxies—this will

include applying the relationship: avsv =t

• describe and explain the expansion of the Universe and Hubble’s law

• describe and explain fundamental cosmological concepts such as red shift, the Big Bang Theory and the history and future of the Universe

• describe and explain the importance of particles, waves and quanta in everyday life.


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Motion and forces in electric and magnetic fields • explain that point charges create radial electric

fields • describe, using diagrams, electric field

distributions around simple combinations of charged points, spheres and plates

• describe, explain and use electric fields between parallel plates and within uniform conductors, to explain the forces on charged particles—this will include applying the relationships:

F VE = =q d

• apply the concept of force on a charged particle moving through a magnetic field—this will include applying the relationships:

2mvF = qvB, F =r

• describe the factors which affect the magnitude and direction of the force on a charged particle moving through a magnetic field

• explain and apply the concepts of electric and magnetic field in sequence or in combination—this will include applying the relationships:

2F V mvE = = , F = qvB, F = q d r

.


20–40%


60–80%



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Examination details Stage 2 and Stage 3


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Physics Examination design brief

Stage 2

Time allowed Reading time before commencing work: ten minutes Working time for paper: three hours Permissible items Standard items: pens (blue/black preferred), pencils (including coloured), sharpener, correction fluid/tape,

eraser, ruler, highlighters Special items: non-programmable calculators approved for use in the WACE examinations, drawing

templates, drawing compass and a protractor Additional information Instructions to candidates state: When calculating numerical answers, show your working or reasoning clearly. Give final answers to three significant figures and include appropriate units where applicable. When estimating numerical answers, show your working or reasoning clearly. Give final answers to a maximum of two significant figures and include appropriate units where applicable. A formulae and data booklet is provided.

Section Supporting information Section One Short answers 40% of the total examination 15–20 questions Suggested working time: 70 minutes

Questions are generally single-step. Responses could include diagrams, tables, calculations, estimations, explanations, and predictions.

Section Two Problem-solving 50% of the total examination 5–7 questions Suggested working time: 90 minutes

Questions are scaffolded or have sequential parts, and require the candidate to respond to stimulus material. Responses could include diagrams, tables, calculations, estimations, explanations, and predictions. Stimulus material could include scenarios, current events information, extracts from scientific journals or any other data.

Section Three Comprehension 10% of the total examination 1 question Suggested working time: 20 minutes

The question has sequential parts, and relates to a written or graphical stimulus of approximately one page. Stimulus material could include scenarios, current events information, extracts from scientific journals or any other data.


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Physics Examination design brief

Stage 3

Time allowed Reading time before commencing work: ten minutes Working time for paper: three hours Permissible items Standard items: pens (blue/black preferred), pencils (including coloured), sharpener, correction fluid/tape,

eraser, ruler, highlighters Special items: non-programmable calculators approved for use in the WACE examinations, drawing

templates, drawing compass and a protractor Additional information Instructions to candidates state: When calculating numerical answers, show your working or reasoning clearly. Give final answers to three significant figures and include appropriate units where applicable. When estimating numerical answers, show your working or reasoning clearly. Give final answers to a maximum of two significant figures and include appropriate units where applicable. A formulae and data booklet is provided.

Section Supporting information Section One Short response 30% of the total examination 10–15 questions Suggested working time: 50 minutes

Questions are generally single-step. Responses could include diagrams, tables, calculations, estimations, explanations, and predictions.

Section Two Problem-solving 50% of the total examination 6–8 questions Suggested working time: 90 minutes

Questions are scaffolded or have sequential parts, and require the candidate to respond to stimulus material. Responses could include diagrams, tables, calculations, estimations, explanations, and predictions. Stimulus material could include scenarios, current events information, extracts from scientific journals or any other data.

Section Three Comprehension 20% of the total examination 2 questions Suggested working time: 40 minutes

Questions in this section introduce the candidate to unfamiliar contexts, including investigations, requiring them to apply learnt concepts, principles and strategies to solve problems. Calculations may be required. The questions have sequential parts, and each relates to a written or graphical stimulus of approximately two pages. Stimulus material could include scenarios, current events information, extracts from scientific journals or any other data.


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Physics: Accredited March 2008 (updated October 2013)—Appendix 1 For teaching and examination in Year 12 2015

Appendix 1: Grade descriptions

Grade descriptions Physics Stage 1


A Conceptual understanding Uses appropriate physics concepts to thoroughly explain phenomena and situations. Interprets information accurately from simple tables, graphs and diagrams. Uses correct terminology. Mathematical reasoning Describes relationships between quantities correctly. Uses the appropriate units for quantities. Uses correct physics conventions. Investigations Formulates an appropriate hypothesis. Identifies the dependent and independent variables and several controlled variables. Plans an investigation within given parameters, and conducts the investigation to yield accurate, reliable results. Recognises that measuring instruments have different levels of accuracy and selects appropriate equipment. Presents data in an appropriate format. Identifies trends in the data and draws conclusions that are supported by the data. Identifies and offers an explanation for anomalous data. Suggests effective modifications to improve the reliability and accuracy of the investigation.

B Conceptual understanding Uses appropriate physics concepts to explain phenomena, but with a few details omitted. Accurately interprets information from simple tables, graphs and diagrams. Uses correct terminology. Mathematical reasoning Uses appropriate units for quantities. Uses correct physics conventions. Investigations Formulates an hypothesis from background information. Identifies the dependent and independent variables and several controlled variables. Plans an investigation within given parameters and conducts the investigation to control relevant variables. Recognises that measuring instruments have different levels of accuracy and selects appropriate equipment. Presents data in an appropriate form. Identifies trends in the data and occasionally explains them. Draws conclusions that are supported by the data. Suggests at least one effective modification to improve the reliability and accuracy of the investigation.

C Conceptual understanding Uses physics concepts when describing phenomena. Interprets information from simple tables, graphs and diagrams. Uses a limited range of physics terminology. Mathematical reasoning Sporadically uses appropriate units for quantities. Investigations Selects a limited range of variables when formulating an hypothesis from background information. Plans an investigation within given parameters, and conducts the investigation to control some variables. Selects equipment that sometimes yields inaccurate results. Identifies basic trends, but offers limited explanations for them. Presents some data without the appropriate mathematical processing. Draws conclusions that are not always supported by the data. Suggests modifications to the investigation which will have a limited effect on reliability and accuracy.



D Conceptual understanding Uses physics concepts to explain phenomena. Extracts information from simple tables, graphs and diagrams. Uses simple language to describe phenomena. Mathematical reasoning Describes the relationships between quantities in a limited manner. Rarely uses appropriate units for quantities. Investigations Uses a limited range of given variables to develop an hypothesis. Plans an investigation within given parameters, but planning lacks appropriate detail. Selects and uses equipment that often yields inaccurate results. Incorrectly identifies trends in the data, or overlooks trends. Presents data that is unclear, insufficient and lack appropriate mathematical processing. Includes anomalous results in the data, but does not identify them as anomalous. Offers simple conclusions that do not relate the data to the hypothesis. Suggests ineffective modifications to improve the investigation, or does not suggest modifications.

E Does not meet the requirements of a D grade.



A Conceptual understanding Links multiple concepts clearly to explain real-life situations in detail. Extracts and manipulates relevant data from a variety of sources. Uses appropriate terminology to describe phenomena. Mathematical reasoning Uses physics concepts consistently to correctly identify formulae and mathematical method. Performs multiple-step calculations accurately, using correct units and significant figures. Correctly and consistently describes, predicts and explains relationships between variables. Presents working out in a clear logical manner, using all the appropriate conventions. Investigations Uses background information to formulate an appropriate hypothesis. Identifies dependent and independent variables and several controlled variables, and describes how they will be controlled. Plans and conducts experiments to yield accurate, relevant results. Estimates the absolute uncertainty in experimental measurements. Manipulates data and presents it in an appropriate format. Explains trends in the data and draws conclusions that are supported by the data. Identifies and offers reasoned explanations for anomalous data. Suggests effective modifications to improve the reliability and accuracy of the investigation.

B Conceptual understanding Applies relevant concepts to explain real-life situations, but explanations lacks detail. Extracts data from a variety of sources and applies it correctly. Describes relationships between data and concepts, using appropriate terminology. Mathematical reasoning Uses physics concepts to correctly identify formulae and mathematical method. Presents multiple-step calculations clearly and logically, using correct units and significant figures. Correctly describes and predicts relationships between quantities. Presents working out in a logical manner, using appropriate conventions. Investigations Uses background information to formulate an appropriate hypothesis. Identifies dependent and independent variables and several controlled variables. Plans and conducts experiment to yield accurate, relevant results. Recognises that measuring instruments have different levels of accuracy and selects appropriate equipment. Presents data in an appropriate form. Identifies trends in the data and occasionally explains them. Draws conclusions that are supported by the data. Identifies and offers a plausible explanation for anomalous data. Suggests an effective modification to improve the reliability and accuracy of the investigation.

C Conceptual understanding Links concepts and situations, but does not fully apply principles to explain situations. Correctly extracts straightforward data from graphs, tables and diagrams. Uses a limited range of physics terminology. Mathematical reasoning Correctly selects formulae and substitutes data for simple calculations, with a few errors in units and significant figures. Presents working out which is limited or unclear, and makes little use of appropriate conventions. Investigations Formulates an hypothesis from background information. Identifies the dependent and independent variables and a controlled variable. Plans and conducts experiment to yield relevant results. Presents some data without the appropriate mathematical processing. Recognises that measuring instruments have different levels of accuracy. Draws general conclusions that are not always supported by the data. Identifies anomalous data, but does not offer a plausible explanation. Suggests modifications to the investigation which will have a limited effect on reliability and accuracy.



D Conceptual understanding Recalls principles occasionally, but does not apply them to real-life situations. Uses a small amount of simple physics terminology, relying mainly on everyday language. Mathematical reasoning Performs single formula calculations with errors and omissions. Working out lacks the use of appropriate conventions. Investigations Uses a limited range of variables to formulate an hypothesis. Does not distinguish between dependent, independent and controlled variables. Plans for investigations lack appropriate detail. Selects and uses equipment that, at times, yields inaccurate results. Presents data that is unclear, insufficient and lacks appropriate mathematical processing. Includes anomalous results in the data without identifying them as anomalous. Identifies trends in the data incorrectly, or overlooks trends. Offers simple conclusions that are not supported by the data or are not related to the hypothesis. Suggests ineffective modifications to improve the investigation or does not suggest modifications.




A Conceptual understanding Clearly identifies and applies appropriate physics principles to explain complex situations. Focuses on the main aspects of the question, with very little irrelevant information. Links ideas in a logical chronological order which leads to the correct conclusion. Synthesises two concepts to arrive at a relevant conclusion. Illustrates responses with appropriate diagrams or graphs. Uses precise physics terminology to explain situations in detail. Mathematical reasoning Selects and correctly applies the appropriate equation and mathematical method. Accurately determines the gradient of a graph, and applies it to solve for an unknown. Manipulates given data to produce a linear graph as required. Describes, predicts and explains relationships between variables correctly in complex situations. Derives and applies formulae clearly and in a logical sequence. Presents working out in a clear and logical manner, using all the appropriate conventions. Investigations Analyses background information and formulates an appropriate hypothesis. Identifies dependent and independent variables and several controlled variables, and describes in detail how they will be controlled and measured. Plans and conducts experiments independently, using appropriate equipment to yield accurate and relevant results. Performs appropriate operations on data and presents it in an appropriate format. Correctly calculates uncertainty in experimental results. Uses scientific concepts to explain trends in the data. Draws conclusions that are supported by the data. Identifies anomalous data, and offers reasoned explanations. Suggests several effective modifications to the method to improve the reliability and accuracy of the investigation.

B Conceptual understanding Selects and applies appropriate physics principles to explain complex situations, but omits some links. Uses labelled diagrams to clarify the response. Uses simple language and some correct terminology to precisely describe the observation. Mathematical reasoning Selects and correctly applies the appropriate equation and mathematical method. Presents information graphically to illustrate explanations. Performs single equation calculations proficiently, but multiple step calculations contain occasional errors. Presents working out clearly, using appropriate conventions. Investigations Formulates an hypothesis from background information. Identifies dependent and independent variables and several controlled variables, and describes how they will be controlled and measured. Plans and conducts experiments to yield accurate, relevant results. Presents data in an appropriate form. Estimates uncertainty in experimental results. Identifies trends in the data and sometimes explains them. Draws conclusions that are supported by the data. Identifies and offers a plausible explanation for anomalous data. Suggests an effective modification to improve the reliability and accuracy of the investigation.



C Conceptual understanding States the appropriate scientific law and applies it to explain a phenomenon, but some detail is lacking. Links ideas simplistically. Omits relevant information from a response, such as an appropriate diagram or equation. Uses a limited range of physics terminology. Mathematical reasoning Identifies the appropriate equation and mathematical method when given a straightforward scenario. Completes simple calculations with minor errors in units and substitution. Draws axes for graphs correctly, but lacks accuracy in plotting points and line of best fit. Makes limited use of appropriate conventions. Investigations Selects a limited range of variables when developing an hypothesis from background information. Identifies dependent and independent variables and controlled variables, but planning for investigations lacks detail about how variables will be measured. Recognises that measuring instruments have different levels of accuracy. Estimates uncertainty in experimental results. Plans and conducts experiments to yield relevant results. Presents some data but without appropriate mathematical processing. Draws general conclusions that are not always supported by the data. Identifies anomalous data, but does not offer a plausible explanation. Suggests modifications to the investigation which will have a limited effect on reliability and accuracy.

D Conceptual understanding Recalls simple physics principles, but is unable to apply them in context. Does not address the key aspects of the question. Restates the question rather than answering it. Omits complex calculations and questions requiring explanations. Creates diagrams that contain errors and omissions. Uses everyday language to describe phenomena. Mathematical reasoning Performs single step calculations that often contain errors and omissions. Does not accurately describe relationships between variables. Investigations Uses a limited range of variables to formulate an hypothesis. Does not distinguish between the dependent, independent and controlled variables. Plans for investigations lack appropriate detail. Selects and uses equipment which yields inaccurate results at times. Presents data which is unclear, insufficient and lacks appropriate mathematical processing. Incorrectly identifies or overlooks trends in the data. Does not identify anomalous results in the data. Offers simple conclusions that are not supported by the data or are not related to the hypothesis. Suggests ineffective modifications to improve the investigation, or does not suggest modifications.


Physics Syllabus for Year 12 2015 PDF

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