Describe the basic design and operation of The Australian Synchrotron and the production, characteristics and interactions with targets of synchrotron radiation.
Task/s
Description
If the student-designed extended practical investigation or a summary report of selected activities is not undertaken for this outcome, at least one task is to be selected from the following:
· a multimedia presentation
· a data analysis
· a report (written, oral, annotated visual)
· a test (short answer and extended response)
· a response to a media article.
Designing the assessment task/s
Teachers should develop an assessment task or tasks that allow students to:
· describe the basic design and operation of The Australian Synchrotron
· describe qualitatively the characteristics of synchrotron radiation
· interpret and analyse synchrotron-generated data to identify and describe types of x-ray scattering
· use mathematical modelling to organise and analyse data
· use appropriate physics terminology
· use computers and/or graphics calculator programs where appropriate
· have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes. Students should be advised of the timeline and conditions under which the task is to be conducted.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated within each range on this task.
Outcome 3.4 Synchrotron and its applications Describe the basic design and operation of The Australian Synchrotron and the production, characteristics and interactions with targets of synchrotron radiation. | |
MARK RANGE | DESCRIPTOR: typical performance in each range |
25–30 marks | Describes comprehensively the design and operation of The Australian Synchrotron. Applies several abstract concepts to analyse and interpret synchrotron-generated data systematically in text, tables, graphs and diagrams. Explains complex qualitative and quantitative relationships using correct physics terminology accurately including mathematical models where appropriate. Integrates several relevant concepts and algorithms to reach suitable solutions consistent with data. Makes cause–effect judgments and offers explanations to link information. |
19–24 marks | Describes in detail the design and operation of The Australian Synchrotron. Applies several abstract concepts to analyse and interpret synchrotron-generated data in text, tables, graphs and diagrams. Explains qualitative and quantitative relationships using correct physics terminology including mathematical models where appropriate. Integrates several relevant concepts and algorithms to reach suitable solutions, with largely accurate use of algorithms. Recognises cause–effect relationships and identifies links between most data when making explanations. |
13–18 marks | Describes the general design and operation of The Australian Synchrotron. Applies an abstract concept to interpret synchrotron-generated data in text, tables, graphs and diagrams. Explains some qualitative and quantitative relationships using physics terminology including mathematical models where appropriate. Identifies the relevant concepts and algorithms to reach suitable solutions, with some accuracy in the use of algorithms. Identifies and examines some links between data when making explanations. |
7–12 marks | Provides simple descriptions of the design and operation of The Australian Synchrotron. Applies simple concepts to interpret synchrotron-generated data in text, tables, graphs and diagrams. Describes some qualitative and quantitative concepts using some physics terminology. Identifies some relevant concepts or algorithms, with limited accuracy in the use of algorithms. Identifies and examines some relationships between data. |
1–6 marks | Provides limited descriptions of the design and operation of The Australian Synchrotron. Interprets, with assistance, some synchrotron-generated data in text, tables, graphs and diagrams. Describes few qualitative and quantitative concepts using limited physics terminology. Identifies few relevant concepts or algorithms, with very limited accuracy in the use of algorithms. Identifies very few relationships between data. |
Outcome 3.5 Photonics
Apply the photon and wave models of light to describe and explain the operation of different light sources and fibre optic wave-guides, and analyse their domestic, scientific and industrial uses.
Task/s
Description
If the student-designed extended practical investigation or a summary report of selected activities is not undertaken for this outcome, at least one task is to be selected from the following:
· a multimedia presentation
· a data analysis
· a report (written, oral, annotated visual)
· a test (short answer and extended response)
· a response to a media article.
Designing the assessment task/s
Teachers should develop an assessment task or tasks that allow students to:
· apply the photon and wave model of light to describe and explain the operation of different light sources and fibre optic wave–guides and their domestic, scientific and industrial uses
· compare the use of optical fibres for short and long distance telecommunications
· use mathematical modelling to organise and analyse data
· use appropriate physics terminology
· show an awareness of safe and responsible practices when working with photonics equipment
· use computers and/or graphics calculator programs where appropriate
· have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes. Students should be advised of the timeline and conditions under which the task is to be conducted.
Performance descriptors for all tasks other than the practical investigation or summary report
The following descriptors provide a guide to the levels of performance typically demonstrated within each range on this task. These descriptors do not relate to any specific outcome. Teachers should refer to the performance descriptors for a specific outcome to incorporate the content of the outcome.
Outcome 3.5 Photonics Apply the photon and wave models of light to describe and explain the operation of different light sources and fibre optic wave-guides and analyse their domestic, scientific and industrial uses. | |
MARK RANGE | DESCRIPTOR: typical performance in each range |
25–30 marks | Consistently provides insightful explanations and applications of the photon and wave models of prehensively describes, explains and makes links between qualitative and quantitative concepts using correct physics terminology. Applies relevant ideas and concepts related to light and optics correctly to explanations of typical and previously unfamiliar domestic, scientific and industrial contexts. Applies several abstract concepts to analyse and interpret data systematically in text, tables, graphs and diagrams to explain complex relationships, accurately using mathematical models where appropriate. Integrates several relevant concepts and algorithms to reach suitable solutions consistent with data. Makes cause–effect judgments and offers explanations to link information. Applies safe work practices independently and responsibly when working with equipment. |
19–24 marks | Consistently provides detailed explanations and applications of the photon and wave models of light. Thoroughly describes and explains qualitative and quantitative concepts using correct physics terminology. Applies ideas and concepts related to light and optics to explanations of typical and some previously unfamiliar domestic, scientific and industrial contexts. Applies several abstract concepts to analyse and interpret information in text, tables, graphs and diagrams to explain relationships, often using mathematical models. Integrates several relevant concepts and algorithms to reach suitable solutions, with largely accurate use of algorithms. Recognises cause–effect relationships and identifies links between most data when making explanations. Applies safe work practices responsibly when working with equipment. |
13–18 marks | Provides sound explanations, including some applications, of the photon and wave models of light. Describes qualitative and quantitative concepts using correct physics terminology. Applies ideas and concepts related to light and optics to descriptions of typical and some previously unfamiliar domestic, scientific and industrial contexts, with some accuracy. Applies an abstract concept to interpret information in text, tables, graphs and diagrams to explain some relationships. Identifies the relevant concepts and algorithms to reach suitable solutions, with some accuracy in the use of algorithms. Identifies and examines some links between data when making explanations. Generally applies safe work practices responsibly when working with equipment. |
7–12 marks | Provides basic descriptions, including some applications, of the photon and wave models of light. Describes some qualitative and quantitative concepts using some physics terminology. Applies simple concepts related to light and optics correctly to descriptions of typical domestic, scientific and industrial contexts. Applies simple concepts to interpret data in text, tables, graphs and diagrams. Identifies some relevant concepts or algorithms, with limited accuracy in the use of algorithms. Identifies and examines some relationships between data. Applies given safe work practices responsibly when working with equipment. |
1–6 marks | Provides limited descriptions of the photon and wave models of light. Describes some qualitative concepts using limited physics terminology. Applies a few simple concepts related to light and optics, with limited understanding, to descriptions of some examples of domestic, scientific and industrial contexts. Interprets, with assistance, some data in text, tables, graphs and diagrams. Identifies few relevant concepts or algorithms, with very limited accuracy in the use of algorithms. Identifies very few relationships between data. Applies, under direction, given safe work practices when working with equipment. |
Outcome 3.6 Sound
Apply a wave model of sound and a field model of electromagnetism to describe, analyse and evaluate the recording and reproduction of sound.
Task/s
Description
If the student-designed extended practical investigation or a summary report of selected activities is not undertaken for this outcome, at least one task is to be selected from the following:
· a multimedia presentation
· a data analysis
· a report (written, oral, annotated visual)
· a test (short answer and extended response)
· a response to a media article.
Designing the assessment task/s
Teachers should develop an assessment task or tasks that allow students to:
· apply the wave model of sound and field model of electromagnetism to describe, analyse and evaluate the recording and productions of sound in the contexts of music, and speaking and hearing
· interpret frequency response curves and evaluate the fidelity of microphones and loudspeakers
· use mathematical modelling to organise and analyse data
· use appropriate physics terminology
· show an awareness of safe and responsible practices when working with sound sources and sound equipment
· use computers and/or graphics calculator programs where appropriate
· have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes. Students should be advised of the timeline and conditions under which the task is to be conducted.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated within each range on this task.
Outcome 3.6 Sound Apply a wave model of sound and a field model of electromagnetism to describe, analyse and evaluate the recording and reproduction of sound. | |
MARK RANGE | DESCRIPTOR: typical performance in each range |
25–30 marks | Analyses and evaluates the recording and reproduction of sound, linking theory to observed practice. Describes and explains qualitative and quantitative concepts accurately and comprehensively, using correct physics terminology. Applies relevant ideas and concepts correctly to explanations of typical and previously unfamiliar contexts related to music, and speaking and hearing. Applies several abstract concepts to analyse and evaluate data systematically in text, tables, graphs and diagrams to explain complex relationships, accurately using mathematical models where appropriate. Integrates several relevant concepts and algorithms to reach suitable solutions consistent with data. Makes cause–effect judgments and offers explanations to link information. Applies safe work practices independently and responsibly when working with equipment. |
19–24 marks | Evaluates the recording and reproduction of sound, linking theory to some aspects of observed practice. Describes and explains qualitative and quantitative concepts using correct physics terminology. Applies ideas and concepts to explanations of typical and some previously unfamiliar contexts related to music, and speaking and hearing. Applies several abstract concepts to analyse and interpret information in text, tables, graphs and diagrams to explain relationships, often using mathematical models. Integrates several relevant concepts and algorithms to reach suitable solutions, with largely accurate use of algorithms. Recognises cause–effect relationships and identifies links between most data when making explanations. Applies safe work practices responsibly when working with equipment. |
13–18 marks | Evaluates the recording and reproduction of sound, referring to observed practice. Describes qualitative and quantitative concepts using correct physics terminology. Applies ideas and concepts to descriptions of typical and some previously unfamiliar contexts related to music, and speaking and hearing, with some accuracy. Applies an abstract concept to interpret information in text, tables, graphs and diagrams to explain some relationships. Identifies the relevant concepts and algorithms to reach suitable solutions, with some accuracy in the use of algorithms. Identifies and examines some links between data when making explanations. Generally applies safe work practices responsibly when working with equipment. |
7–12 marks | Describes the recording and reproduction of sound, referring to some aspects of observed practice. Describes some qualitative and quantitative concepts using limited physics terminology. Applies some simple concepts to descriptions of typical contexts related to music, and speaking and hearing. Applies simple concepts to interpret data in text, tables, graphs and diagrams. Identifies some relevant concepts or algorithms, with some accuracy in the use of algorithms. Identifies and examines some relationships between data. Applies given safe work practices responsibly when working with equipment. |
1–6 marks | Describes some aspects of the recording and reproduction of sound. Describes a few qualitative and quantitative concepts using very limited physics terminology. Applies a very few simple concepts, with limited accuracy, to descriptions of some typical contexts related to music, and speaking and hearing. Interprets, with assistance, some data in text, tables, graphs and diagrams. Identifies few concepts or algorithms, with very limited accuracy in the use of algorithms. Identifies very few relationships between data. Applies, under direction, given safe work practices when working with equipment. |
Sample approaches to School-assessed Coursework
The set of Physics assessment tasks are designed to allow flexibility for both course design and the assessment program. Courses should be designed to allow for conceptual development of content, the development of learning and skills through practical tasks and activities, and diagnostic, formative and summative assessment of learning. Assessment tasks for School-assessed Coursework may be chosen by the teacher to cater to the needs, interests and skills of students, keeping in mind available resources.
Across the assessment tasks selected in Units 3 and 4, at least one of the assessment tasks must be a student-designed extended practical investigation and at least one of the assessment tasks must be a summary report of practical activities from the student’s log book. The detailed study may be undertaken as either part of Unit 3 or as part of Unit 4, but is reported as part of School-assessed coursework in Unit 4 as well as being assessed in the end-of-year examination. Assessment tasks do not need to be lengthy to make a judgment about the student’s level of performance on the outcome.
The following tables provide two samples of assessment task programs for each of Units 3 and 4 in Physics.
Sample assessment task program 1
Assessment tasks | Marks allocated | ||
Unit 3 | |||
Outcome 1 | · student-designed extended practical investigation | 40 | |
Outcome 2 | · summary report of selected practical activities from the student’s log book · test | 20 10 | |
Unit 4 | |||
Outcome 1 | · summary report of selected practical activities from the student’s log book | 40 | |
Outcome 2 | · multimedia presentation | 30 | |
Outcome 3 | · response to a media article (student choice of Detailed study 3.2 or 3.4 or 3.6) | 30 |
Sample assessment task program 2
Assessment tasks | Marks allocated | ||
Unit 3 | |||
Outcome 1 | · summary report of selected practical activities from the student’s log book · Multimedia presentation | 30 10 | |
Outcome 2 | · test · annotated visual report | 20 10 | |
Unit 4 | |||
Outcome 1 | · oral report · summary report of selected practical activities from the student’s log book | 10 30 | |
Outcome 2 | · written report · data analysis · test | 10 10 10 | |
Outcome 3 | · student-designed extended practical investigation (undertaken during Unit 3) | 30 |
Task types
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