Details of task 2
A data analysis task that will contribute a total of 10 marks out of 30 for Outcome 2.
Pre-task knowledge
· use of technical specifications related to voltage, current, resistance, power and illuminations for electronic components such as diodes, resistance, and opto-electronic converters including light dependent resistors (LDR), photodiodes and light emitting diodes to design circuits to operate for a particular purpose.
· analysis of simple electronic transducer circuits for transducer that respond to changes in illumination including an LDR, photodiode and phototransistors.
· knowledge of energy transfers and transformations in electrical–optical, optical–electrical conversion systems using opto-electronic converters.
Conditions of task
· Prior to the task students are given technical specifications and/or data sheets for some opto-electronic converters including an LDR, photodiode and phototransistor. Students could research possible uses of these devices in domestic and industrial contexts prior to the assessment task.
· Teachers need to consider if all students will be given common or individual data.
· Teachers will also need to develop rules regarding what material can be brought into the classroom and what levels of teacher assistance may be available to students during the task.
· Appropriate technology should be available to assist students during the task.
· Students will work independently in class (approximately 80–100 minutes) to complete the data analysis task.
· The task will be completed towards the end of Area of Study 2 when students have completed practical work and class work relating to electronic transducer circuits and therefore should be familiar with their use in domestic and industrial contexts.
A possible approach to the task
Students would be given data and/or technical specifications for the transducers listed and using this data:
· compare and contrast the properties of the transducers
· recommend the appropriate electronic transducer for a particular purpose
· design a circuit to operate for a particular purpose that includes the appropriate transducer.
Unit 4
Summary report of selected practical activities from the student’s log book to assess Outcome 1
Investigate and explain the operation of electric motors, generators and alternators, and the generation, transmission, distribution and use of electric power.
Details of task
A summary report of selected practical activities from the student’s log book, which will contribute a total of 40 marks to School-assessed Coursework for Unit 4.
Students are required to complete a variety of practical tasks and activities. These could include more formal practical tasks written up according to scientific conventions as well as student reflections, based on possible guiding questions provided by the teacher, on less formal tasks such as predict-observe-explain (POE) type demonstrations and conceptual understanding procedures (CUPs). The students record responses in their log books.
The students draw on these practical tasks and activities to respond to some questions as designed by the teacher. As this is a summary practical report there should be some element of evaluation through comparison and contrast between practical activities as the key focus of the task. Guiding themes may involve conceptual understanding of physics concepts, development of practical skills or reflection on learning. Four examples of teacher-designed questions are provided below.
Example 1
The teacher may require the students to respond to three questions by drawing upon the learning from all of their practical activities. The questions may be:
1. Did your practical results and observation support theory? Discuss.
2. How did the practical results and observations deviate from findings that were predicted by theory? Discuss based on uncertainties and errors where relevant.
3. Which practical activities most allowed you to consolidate your learning of the theory? How?
Example 2
A more open approach may involve only one focus.
Select three practical activities that most demonstrate your understanding of how electrical energy is provided to the consumer. Use these to describe how power is delivered to the consumer.
Example 3
The teacher may select the practical activities on which they would like the students to focus. They may guide the student to compare and contrast these using a Venn diagram such as that below.
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The students may be asked to comment on the overlap of conceptual ideas between experiments.
For example, if the common theme were magnetism and the experiments were:
Exp 1 Building an electric motor
Exp 2 Investigating transformers
Exp 3 Modelling the way that electricity is delivered from the power station to the home
The students may be asked to comment on how the concept of magnetism may be described in the regions a–g in the Venn diagram, where ‘g’ represents aspects of magnetism that is common to all of the experiments, ‘e’ to experiment 1 and 3 only and so on. Alternatively the teacher may select a few regions, such as ‘a’, ‘b’, ‘c’, ‘f’ and ‘e’.
Example 4
The students may be asked to create a concept map (or Venn diagram) that links concepts. Possible concepts include magnetism, magnetic force, current, AC, DC, transformers, electric motor.
Pre-task knowledge
· Understanding of experimental procedures using the principles and methods of physics.
· Understanding of sources of errors, and how to estimate uncertainties and calculate uncertainties in derived quantities.
· Knowledge of how technology can be used to analyse data and present understanding.
Points to consider
In planning the summary report teachers should consider the following questions:
· Which practical activities will the students complete?
· Will the task provide students with the opportunity to demonstrate the highest level of performance?
· Will students work in groups?
· Will the log books form part of the assessment?
· Will the log books be assessed at the conclusion of the task or after each activity?
· What technology is available to students to assist in the collection, analysis and presentation of data and in the final task?
· What timeframe will be provided for students?
· How will the student be guided to evaluate their learning of the physics ideas being investigated?
• What form will the log book take? Written? Digital?
Assessment
The task contributes a total of 40 marks out of 100 marks allocated to School-assessed Coursework for Unit 3. The performance descriptors for the summary report on pages 12–13 provide a guide to typical performance for a particular mark range. The performance descriptors for Unit 4 Outcome 2 should be used in conjunction. Students should be made aware of these descriptors before they commence the task.
Multimedia presentation to assess Outcome 2
Use wave and photon models to analyse, interpret and explain interactions of light and matter and the quantised energy levels of atoms.
Details of task
A multimedia presentation, which will contribute a total of 30 marks out of 100 marks, for School-assessed Coursework for Outcome 2.
Pre-task knowledge
· The multimedia presentation can be used as an ongoing assessment task throughout the area of study to aid in the overall development of students’ key knowledge and application of key skills. Both theory and practical work may be utilised by students in developing their presentations.
· Students must be familiar with the multimedia package which will be used in completion of the assessment task.
· Prior to commencing the task students should be given a schedule of the learning program and a list of the practical activities to be undertaken. Activities may include more traditional practical work or activities involving computer programs, applets, demonstration or predict-observe-explain type activities
· Teachers may encourage students to prepare for theoretical and practical activities by reading and/or researching relevant phenomena or concepts.
Conditions for the task
· The multimedia presentation would require students to complete a series of practical activities undertaken in class time in addition to undertaking exercises related to an understanding of the theoretical models that explain interactions of light and matter.
· The questions or guides selected for the undertaking of the multimedia presentation should provide the opportunity for students to demonstrate the highest possible level of performance as described in the performance descriptors pages 22–23 (Unit 4 Outcome 2) of this handbook.
Possible approaches to the task
· Approach 1: Students undertake the assessment task on completion of the set of learning activities, both theoretical and practical, associated with the outcome. Students may have access to previously completed work and notes to complete a multimedia presentation in response to a set of teacher-determined questions or guides. The task should be completed wholly in class in a given period of time. Teachers should change the focus of the questions from year to year.
OR
Approach 2: Students undertake elements of the assessment task as different theories or ideas, both theoretical and practical, associated with the outcome are considered. Different elements of the outcome are therefore assessed over an extended period of time in covering the outcome. Students may have access to previously completed work and notes related to a specific element of the outcome to complete a section of their multimedia presentation in response to a single/multiple teacher-determined question/s or guide/s. The task should be completed wholly in class in a given period of time. Teachers should change the focus of the questions from year to year.
· The following guides could be used to assist students in developing elements of their multimedia presentations:
(i) identify the activities that support the wave model of light. Describe why you chose each activity. Explain how your practical results compare with theoretical models that explain interactions of light and matter
(ii) identify the activities that support the particle model of light. Describe why you chose each activity. Explain how your practical results compare with theoretical models that explain interactions of light and matter
(iii) explain the production of light and dark bands when light passes through: (a) a single slit; and (b) a double pare your practical results with theoretical models that explain interactions of light and matter
(iv) describe 3 ways that the diffraction pattern produced by a double slit may be modified so that the maxima are further apart
(v) describe how the photoelectric effect cannot be explained using the wave model of light.
In addition, students could be asked to select activities or parts of activities that allow them to reflect on content, skills or their learning to include as part of their multimedia presentations. For example, they may be asked to select from the following:
(i) An activity that provides the best sample of consideration of errors and uncertainties. Provide a reason for your choice.
(ii) An activity that helped you to best understand the particle model of light. Provide a reason for you choice.
(iii) A paragraph where you best explained the physics using correct terminology
(iv) Identify your best presentation of data. Provide a reason for your choice.
(v) Identify an experiment where your findings best supported theory. Discuss.
(vi) Select one activity and summarise the significance of the results you obtained.
(vii) On the same graph that you recorded your results, sketch the graph that would be expected by ment on reasons why you drew the graph this way. Account for any discrepancies between the graphs.
Assessment
The multimedia presentation could be assessed as a whole or in parts against the performance descriptors provided on pages 22–23 of this handbook.
Further Resources
Examination
End-of-year written examination – Units 3 and 4
Description
The examination will be set by a panel appointed by the Victorian Curriculum and Assessment Authority. All outcomes in Unit 3, and Outcomes 1 and 2 in Unit 4 are examinable. The student’s selected Detailed Study in Outcome 3 Unit 4 will also be examined. All key knowledge that underpins the outcomes in Units 3 and 4 and the
set of key skills are examinable.
Conditions
· Duration: two and a half hours.
· Date: end-of-year, on a date to be published annually by the VCAA.
· VCAA examination rules will apply. Details of these rules are published annually in the VCE and VCAL Administrative Handbook.
· The examination will be marked by assessors appointed by the VCAA.
Contribution to the final assessment
The examination will contribute 60 per cent to the study score.
Further advice
The VCAA publishes specifications for all VCE examinations on the VCAA website. Examination specifications include details about the sections of the examination, their weighting, the question format/s and any other essential information. The specifications are published in the first year of implementation for the revised Units 3 and 4 sequence together with any sample materials.
www. vcaa. vic. edu. au/Pages/vce/studies/physics/exams. aspx#H2N1000B
VCE Examination Papers
Examination papers for all studies are published on the VCAA website.
www. vcaa. vic. edu. au/Pages/vce/studies/physics/exams. aspx#H2N1000B
Assessment Reports
The assessment reports are published on the VCAA website and provide teachers with feedback on the examination for Units 3 and 4.
Publications
Regular updates and study advice are published in the VCAA Bulletin VCE, VCAL and VET and on the VCAA website. Teachers should also refer to the following publications for assessment of VCE Physics:
VCE Physics Study Design 2013–2016
www. vcaa. vic. edu. au/Documents/vce/physics/PhysicsSD-2013.pdf
The course developed and delivered to students must be in accordance with the VCE Physics Study Design, accredited 2013–2016.
The ‘Advice for teachers’ section contains sample learning activities for Units 1 to 4 and suggested tasks.
VCE Physics 2013–2016 Resources
Teachers are advised to use the resources list in conjunction with the ‘Advice for teachers’ section of the VCE Physics Study Design. The resources list is published online and will be updated annually.
VCAA website
Teachers are advised to keep up-to-date with developments in VCE Physics by accessing the Physics study page on the VCAA website.
www. vcaa. vic. edu. au/Pages/vce/studies/physics/physicsindex. aspx
Administrative Procedures for Assessment in VCE Studies
This online publication provides summary information about assessment procedures for VCE studies <www. vcaa. vic. edu. au/Pages/vce/generaladvice/index. aspx>. The information is extracted from the current VCE and VCAL Administrative Handbook.
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