· Web viewFluid flow Bernoulli’s principle Teacher exposition and questioning. Research...

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)


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


(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



Medical physics II—Radiation: Uses and safety

Sem 4

End term 7


(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.


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.



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



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.





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.




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.




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.





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.




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.





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*


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

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

radiation. Practical activity 107: Detecting

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

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

Quantum theory Radioactive decay Photoelectric effect Relativity Mass–energy equivalence

Practical activity 110: An analogue experiment of radioactive decay.

eTutorial: radioactive decay and half-life.

eTutorials: Photoelectric effect. Practical activity 22: Photoelectric

effect. Role play: defending new ideas.



Focus Key ideas Possible learning 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






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.


Note: this context does not cover inductor (tuning) circuits, but other contexts do.



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.



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.



SAMPLE STUDENT PROFILE

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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



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



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.


· Web viewFluid flow Bernoulli’s principle Teacher exposition and questioning. Research...

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Transcript of · Web viewFluid flow Bernoulli’s principle Teacher exposition and questioning. Research...