Physicstpilot

Physics Extended Trial-Pilot Senior Syllabus (html version)
Not for public citation, or copying other than by Queensland Teachers
To be used in approved schools with Year 11 students only in 2005
Updated: 2007-07-02
Please send comments to: J.Elfick@uq.edu.au
[This html version has been edited to be consistent with other items in this website. Queensland teachers in approved schools should refer to the official PDF version from the internet or use the official printed version.]
Please send comments to: J.Elfick@uq.edu.au

Contents

1.0 A view of science and science education
2.0 Rationale
3.0 Global aims
4.0 General objectives
4.1 Attitudes and values (AV)
4.2 Knowledge and conceptual understanding (KCU)
4.3 Scientific techniques (ST)
4.4 Scientific Investigation (SI)
5.0 Organization 5.1 Introduction
5.2 Organizing principles
5.3 Course structure
Table 5.1 Themes and key concepts
Theme 1: Forces
Theme 2: Energy
Theme 3: Motion
5.4 Time allocation
5.5 Planning a course of study
Figure 5.1 Organization of a course of study
5.5.01 Planning a context-based unit of work
5.5.02 Selecting contexts
5.5.03 Context examples
5.5.04 Composite classes
6.0 Learning experiences
6.1 Planning learning experiences
6.2 Learning experiences and the key competencies 6.4 Quantitative concepts and skills
6.4a Practical work and Workplace Health and Safety
6.5 Work program requirements
6.6 Language education

7.0 Assessment task categories
7.1 Underlying principles of exit assessment
7.2 Planning an assessment program
7.2.1 Special consideration
7.3 The assessment program.
7.4 Assessment task categories
7.4.01 Extended experimental investigation
7.4.02 Extended response task
7.5 Implementing assessment
7.5.1 Conditions of assessment
7.5.2a Task descriptions
7.5.2 Task specific criteria and standards
7.5.3 Ensuring student authorship of responses to assessment tasks
7.6 Holistic judgements on responses to assessment tasks
7.7 Holistic judgement of student achievement for a folio
7.8 Requirements for verification
7.9 Exit criteria
7.10 Determining exit levels of achievement
Table 7.1: Standards associated with exit levels of achievement
8.0 Educational equity
9.0 Resources
9.1 Professional associations
10.0 Copyright notice
11.0 Appendix
Appendix 1: Course overview and assessment plan and contexts
Context A: Amusement parks
Context B: Nature of light
Appendix II: Course overview and assessment plan
Context 3: Into space
Context 8: Nuclear radiation and health

2.0 Rationale
It is a part of the human condition to wonder about the world. Throughout history people's innate curiosity has prompted them to reflect on their experiences and to develop explanations to make sense of those experiences. As people make meaning from their experience, their understanding develops and they are able to use that understanding in future experiences. Where people have collaboratively developed explanations for phenomena, socially shared understandings have resulted.
The development of understanding of physical phenomena occurs in physics by means of methods of inquiry that have been refined over the last three hundred years. A culture of physics has emerged that values methods of precise measurement, reproducible experimentation and powerful mathematical relationships. Today, these methods continue to contribute to the development and provision of new information, ideas and theories to explain observations and experiences.
As a result, physics has become one of the most deeply conceptualized of the sciences, founded on physical concepts that have been developed into predictive theories expressed in mathematics.
The knowledge and concepts of physics are a set of explanations shared by the physics community that viably accounts for an extensive range of phenomena. At times these
explanations conflict with everyday understandings but they are distinguished by their utility in explaining physical phenomena and, most importantly, they predict new phenomena as yet unobserved. The explanations remain tentative and open to modification in the light of new evidence. Thus, two clear reasons emerge for the study of physics in senior secondary schools. First, it is the study of the universe and how it works and second, its applications have produced and continue to produce benefits to our society. Most students who complete a course in senior Physics will not become physicists and not all will work in physics related fields. However, students can gain from a deeper understanding of the changing world and from the critical thinking and problem solving skills developed. Physics also provides opportunities for the development of the key competencies in contexts that arise naturally from the subject matter and from the investigative approach that underpins the subject.
This syllabus presents a framework to guide teachers as they plan to develop students' understanding and appreciation of physics in real world contexts. It is directed towards encouraging students to think creatively and rationally about physics related issues in real world contexts, to understand and act responsibly on physics related issues and to communicate effectively in a range of genres. This approach is consistent with that of the Years 1-10 syllabus in Science.
Holistic judgement of student work, referenced to criteria and standards, is the underpinning principle of assessment in this syllabus. This recognizes that student achievement is based on a combination of performances across all general objectives and that these general objectives are interconnected. This process entails making an overall judgement of student work rather than aggregating the results on individual criteria. These judgements apply to individual tasks and to the folio of student work (see section 7.6 | see section 7.7) [Section numbers corrected J E].
Through intellectual engagement, diligence and rigour, students have the opportunity for intellectual reward and to develop the competence and confidence to respond to challenges which will arise in further education, in physics related careers, or as citizens engaged in relevant social debate. They should enjoy physics as an exciting and challenging part of education that helps them interpret their world and improves the quality of their lives.

4.0 General objectives
The general objectives are a summary statement of what students should be able to achieve as a result of completing the course. They emerge from the view of science and science education, the rationale and the global aims.
Physics involves students as rational and creative thinkers, engaged in the acquisition of knowledge and the development of understanding of physical aspects of their world through processes of scientific investigation in real world contexts.
The general objectives of the syllabus are categorized as follows:
* attitudes and values
* knowledge and conceptual understanding
* scientific techniques.
* scientific investigation
The process of learning through each of the general objectives is developed through participation in learning experiences and activities that range from simple to complex in their level of challenge for students. Participation in these learning experiences should involve students in presenting and communicating ideas and information. This requires them to select and use a range of particular genres, terminology and conventions (linguistic, mathematical, graphic and symbolic) appropriate to Physics. At all times, students are to be aware of safety issues and use safe scientific practice. The objective, attitudes and values, relates to the affective elements that the course aims to encourage. Attitudes and values are not directly assessed for the awarding of exit levels of achievement.

4.1 Attitudes and values (AV)
Students should develop a level of sensitivity to the implications of physics for individuals and society and understand that physics is a human endeavour with consequent limitations. Students should retain openness to new ideas, and develop intellectual honesty, integrity, collegiality, cooperation and respect for evidence. They should develop a thirst for knowledge, become flexible and persistent learners and appreciate the need for lifelong learning.

4.2 Knowledge and conceptual understanding (KCU)
Students should acquire knowledge and understanding of facts, concepts, ideas, theories and principles of physics. They should be able to apply this knowledge and understanding to societal and scientific issues.

4.3 Scientific techniques (ST)
Students should develop the skills and techniques needed to perform physics tasks in experimental and non-experimental situations and be able to present physics information and ideas in a variety of modes.

4.4 Scientific investigation (SI)
Students should apply their knowledge and understanding of physics together with appropriate scientific skills and techniques to make choices, reach decisions and solve problems. They should
perform experimental and non-experimental investigations involving research, data acquisition, interpretation and evaluation to provide judgements and predictions.

5.0 Organization
5.1 Introduction
A course of study developed from this syllabus will:
* take into account the range of achievement by students in their study of science prior to undertaking non-compulsory schooling, and underscore science as a way of knowing;
* be designed using a contextualized approach;
* be flexible enough to accommodate the various backgrounds, abilities, interests and maturity levels of students, as well as to consider the aspirations of students within and beyond school.

5.2 Organizing principles
The syllabus provides the conceptual basis on which courses of study in Physics should be constructed. The organizing principles are: contextualization, range of complexity and accommodation of individual and group differences of students. These principles should inform the planning of courses of study and influence the selection and design of context-based units of work.
* Contextualization
In Physics, contexts are defined as groups of related situations, phenomena, technological applications and social issues that are likely to be encountered by students. A context provides a meaningful application of concepts (expanded in Table 5.1) and ideas in real world situations.
Groups of learning experiences are drawn from the context that encourage students to transfer their understanding of key concepts to situations that mirror real life. In the choice of contexts and the development of learning experiences schools should consider their student population, school resources, local environments and social and technological implications.
* Range of complexity
It is the intention of this syllabus that in a balanced course of study, a range of complexity be shown in the scope and depth of treatment of concepts.
Scope refers to the development of these concepts across a broad range of contexts.
Depth of treatment refers to the development of understanding from simple through to complex concepts in physics.
It is expected that increasing scope and depth of complexity will be developed over the course of study in physics. While the scope and depth of treatment of particular concepts is the decision of the school, increasing complexity will be reflected in the teaching and learning experiences and the assessment program developed by the school.
Accommodation of individual and group differences
The development of courses should take into consideration the needs of individuals and class groups as well as the prior experience of students. This principle is applied in terms of the school context, selection of resources, learning experiences, assessment task design and educational equity. The resources available within the school, including the teacher's special areas of expertise and interest, will be especially significant in this. Teachers are encouraged to explore the local community for resources related to physics that would enrich the contexts chosen for the course.

5.3 Course structure
A course of study in Physics is built on a number of real world contexts selected by the teacher through which the key concepts and key ideas of the syllabus can be developed. These key concepts are organized around the three themes of Forces, Energy and Motion. A course of study should normally comprise between six and twelve contexts.
Key concepts
A number of key concepts form the basis of the syllabus and hence the course of study. A list of the 12 key concepts is provided in table 5.1. Elements of each concept are to be developed in at least two different contexts. Any one context may integrate several key concepts from one or more of the themes.
Themes
Three major themes that together permeate physics and distinguish it from other sciences are:
* Forces
* Energy and
* Motion.
These three themes can be used to describe the subject and organize the key concepts of the subject. Table 5.1 shows the organization of the key concepts into the three themes.

Key ideas
Associated with the key concepts are terms that physicists have devised to help express the components of their physical models. These terms often describe newly conceptualized physical qualities and they become essential for the expression of interrelated mathematical relationships. In this syllabus they are referred to as key ideas. To develop the key concepts in sufficient depth, a number of key ideas considered to be essential to the understanding of the key concepts are suggested here. Schools may select some or all of these key ideas to develop their course of study. Schools may also select key ideas additional to these to cater for the particular needs of their students.

Suggestions of key ideas
Key ideas that could be used to develop the key concepts include: acceleration, biological effect of radiation, centripetal force, collisions, conservation of momentum and energy, displacement, efficiency, electric and magnetic fields, electric charge, electric circuit, electric current, electrical energy and power, frequency, friction, half life, impulse, isotopes, magnetic and electric force on current and charges, mechanical energy, momentum, Newton's laws of motion, nuclear radiation (origin, nature and properties), Ohm's Law, position, power, projectile motion, radioactivity, radiation dose, reflection, refraction, semiconductor devices, speed, velocity, voltage, wavelength, waves, weight, work.

Table 5.1 Themes and key concepts
Themes and key concepts
Theme 1: Forces
Our understanding of ideas of forces are powerful tools that can be used to describe and predict the phenomena of motion. The revolutionary insights of Sir Isaac Newton into the connection between movement and force have laid the foundations for our present understanding of motion. In all interactions in the universe one or more of the four fundamental forces gravity, electromagnetism, strong and weak nuclear forces act and determine the state of the interacting matter, which we describe through key ideas like position, velocity and temperature.
In our everyday context, most interactions and many common phenomena can be explained by considering gravity and electromagnetism. By considering the manifestations of these four fundamental forces, students can reflect on such topics as motion, simple collisions and structures and materials and extend their experience by considering topics such as satellite motion, nuclear energy powering the sun and radioactive decay.
Key concepts
F1. The forces that act on objects influence their motion, shape, internal energy and state of equilibrium
F2. The four fundamental forces are gravity, electromagnetism, the strong and weak nuclear forces
F3. When forces act they may be balanced or unbalanced
F4. Unbalanced forces change the motion of objects.

Theme 2: Energy
The world is made up of objects that interact with each other and in doing so energy is usually transferred. This theme develops the concepts of energy and momentum that culminate in the laws of conservation of these two quantities. These two conservation laws, particularly when used in combination, facilitate powerful and elegant solutions to a wide range of problems. This theme also has social significance in that it reinforces the student's appreciation that production of a particular form of energy is at the expense of other forms of energy.
Key concepts
E1. There are several types of energy, some of which originate from forces between, or relative motion of particles or objects. Quantization effects (including energy) are important at a subatomic level
E2. The forms of energy can be transferred from one body to another and this can appear as a mass energy equivalence
E3. Transfers of energy may involve collisions, interactions with electric, magnetic and gravitational fields or the radiation of waves and particles and when this happens, measurements of energy and related quantities such as work, power and momentum verify that energy is conserved
E4. Energy transfer processes provide us with different ways of using and dealing with energy and radiation and these have different social consequences and applications.

Theme 3: Motion
Motion is common to most of our everyday experiences. This is formalized mathematically in kinematics, which is the study of how objects move. Students should be reminded that the types of motion are highly idealized and may seem to have little to do with the real world as we observe it. However it is essential that students first investigate these simple and idealized motions and their descriptions to obtain a firm understanding of the basis of kinematics. Once this goal has been achieved, they are in a position to apply their knowledge to the more complex real world situations.
Key concepts
M1. The description of motion can be either qualitative or quantitative, scalar or vector. Quantitative descriptions require use of key ideas such as displacement, velocity and acceleration
M2. There are mathematical relationships between displacement, velocity and acceleration which can be used to analyse motion in one, two or three dimensions
M3. Certain types of motion need to be described in terms of wave particle duality and relativistic effects
M4. The motion of charge causes electromagnetic effects

5.4 Time allocation
The syllabus has been designed to cater for a course of study of not less than 55 hours per semester of timetabled school time, including time for assessment.

5.5 Planning a course of study
A school's course of study is to be arranged as a series of context-based units, each developing some of the key concepts by incorporating associated key ideas and other ideas. A representation of the structure of a course of study in Physics is shown in figure 5.1.
* Elements of each key concept should be developed in at least two contexts
* The two themes, STRUCTURE and REACTIONS, link the contexts together
* 6-12 units suggested for a course of study
Figure 5.1 Organization of a course of study

Context 1
Context:
Nuclear medicine
Key concepts:
F3, E4, M1
Key ideas:
nuclear radiation, electromagnetic radiation, work, energy, half life, isotopes
Other ideas:
MRI, mass defect
Learning experiences:
Investigate the penetrating effects of radiation, measure decay of an isotope, problem solving, observe demonstration of isotope emissions

Context 2
Context:
Auto sport
Key concepts:
F3, F4, E1, M
Key ideas:
Friction, mass, power, acceleration
Other ideas:
Energy efficiency, momentum, work:

Context 3
Context:
Forensics
Key concepts:
F1, E3, E4, M2
Key ideas:
Conservation of energy, and momentum, force and work, projectile motion
Other ideas:
Measure rates of cooling, compare the effects of different currents on the body

It is envisaged that a course of study would comprise substantial units of work that enable the integration and linking of a number of key concepts.

5.5.01 Planning a context-based unit of work
A unit of work provides a framework for the selection of learning experiences suitable for the achievement of specified general objectives. It is a detailed teaching plan that identifies which of the general objectives are being developed and provides opportunities for students to apply and reinforce the processes of scientific investigation, scientific techniques and their knowledge and conceptual understandings
through the selected learning experiences. It relates the learning experiences selected to earlier and later learning experiences, builds on students' prior learning and conceptualization and provides the basis for further development.
In this subject, the basis for a unit of work would be a context, a combination of contexts or a combination of elements derived from suitable contexts.
Contexts within units of work allow students to experience new information, ideas and resources, to develop understandings, processes and skills through their interactions with ideas, resources, teachers and other students, and to link their understandings with the wider community, their own lives and with other subjects and activities. It provides opportunities for the incorporation of the investigation process in physics to develop understandings. It allows teachers to provide explicit teaching, modelling cognitive processes and skills and to offer helpful feedback and advice to students.
In planning and developing a unit of work, teachers should include the following in their consideration of the unit:
* the general objectives being developed
* the selection of suitable context(s)
* the key concepts to be developed
* the time available
* the sequencing of the contexts
* the development of concepts in contexts
* the selection of learning experiences best suited to the development of concepts within the unit
* the learning environment e.g. individual, small group and whole class activities, workshops, tutorial sessions, guest speakers, real life situations, access to available resource centres
* the specific resources to be used
* suitable assessment tasks.

5.5.02 Selecting contexts
Some questions to be considered in selecting contexts follow:
* What classroom resources are available (texts, equipment, computer facilities etc.)?
* What community resources are available (factories, industries, government utilities such as power stations, museums, hospitals, government departments, CSIRO, universities, training providers, expert speakers, etc.)?
* What local natural resources are available (rivers, lakes, mines, dams, etc.)?
* What is the teacher's level of expertise, familiarity or confidence with topic?
* Have cultural, social and gender differences been catered for?
* Is the context inclusive of all students?
* Will the context cater for the future needs of students? Will a majority go on to TAFE, university or employment?
* Will the context complement other contexts being selected and not be just a variation of a context?

5.5.03 Context examples
The key concept dealing with balanced forces could be developed in the context of Transport or the context of Medical Physics. Teachers may choose to develop single contexts; they may develop broad contexts to maintain maximum flexibility in their teaching (e.g. People and Movement), or they may choose to develop two or more contexts concurrently, for example Wheels and Optical Instruments depending perhaps on the interests of different students within a class.

5.5.04 Composite classes
In situations where composite classes are necessary, schools may reorganize units of work and contexts to meet the needs of their students.

6.0. Learning experiences
6.2 Learning experiences and the key competencies
In selecting learning experiences, teachers have many opportunities to deal with the key competencies, which occur naturally in the learning context and are essential to the study of Physics, namely:
* collecting, analysing and organizing information
* communicating ideas and information
* planning and organizing activities
* working with others and in teams
* using mathematical ideas and techniques
* solving problems
* using technology

6.4 Quantitative concepts and skills
Physics is the most deeply conceptualized of the sciences, founded on physical concepts which have been developed into predictive theories expressed in mathematics. Hence, a study of physics will contribute to the development of many quantitative concepts and skills.
It is envisaged that such abilities will be transferable to situations in life and work which depend on the use of a range of abilities, such as being able to:
* comprehend basic concepts and terms underpinning the areas of number, space, probability and statistics, measurement and algebra
* extract, convert or translate information given in numerical or algebraic forms, diagrams, maps, graphs or tables
* calculate, apply algebraic procedures, use algorithms
* use calculators and computers
* use skills or apply concepts from one problem or one subject domain to another.
Because of the mathematical underpinnings of this subject it will require the development and use of a wide range of mathematical concepts. For example:
Algebra: At the very heart of physics practice is algebra the manipulation of symbols representing physical quantities in order to analyse data and predict outcomes
Quantitative relationships: The laws of physics are mostly expressed by way of an equation relating quantities by simple and not-so-simple expressions
Graphical analysis: The relationship between quantities is often best explored by plotting observed data which can make linear, trigonometric, logarithmic, hyperbolic or parabolic relationships apparent
Measurement: Precise and accurate measurement of physical quantities is essential in uncovering relationships between quantities or predicting one from the other. But for the accuracy of measurements in nuclear physics, the modern view of atomic structure may not yet have been invented
Geometry: Physics models of concepts such as electric and magnetic fields, geometrical optics and manipulation of vectors requires the use of geometric skills. Combined with scale drawing, this confers on geometry the special relationship with physics
Number: The manipulation of numbers is one of the most fundamental skills of physics. Physics explores the universe from the extremely small to the extremely large: the shortest time known (10^-43 seconds) to the mass of the universe (10⁵³ kg). The extent of this range relies on the use of exponential or logarithmic approaches in considering and comparing these events.

6.4a Practical work and workplace health and safety
Physics is a practical science. A central tenet of this syllabus is that laboratory investigations provide meaningful learning experiences to develop the general objectives of physics. Teachers should plan learning experiences to include a significant emphasis on practical activities conducted in the laboratory.
Practical activities can involve safety risks for students and teachers. Hazards may arise from the use of equipment such as electrical appliances and devices, nuclear sources, meters or lasers. Such hazards may result in mild electrical shocks or damage to expensive equipment. Students should gain knowledge about the dangers associated with a variety of equipment and materials. Development of safe and correct handling of equipment and materials must be a priority. Some common hazards in the Physics laboratory include:
* electric shock from power supplies, motors and other mains voltage equipment
* eye damage from lasers or bright lights
* crush injury from heavy weights
* ionizing radiation from radioactive sources or cathode ray tubes
* burns from hot plates and flames
* cuts from broken glassware
* hazardous chemicals such as radioactive salts, mercury and alcohol.
It is important that equipment in use is safe and, in the case of 240 V AC equipment, that it is tested and tagged and operated on circuits protected by a residual current device (RCD).
Besides a teacher's 'duty of care' that derives from the Education (General Provisions) Act 1989, there are other legislative and regulatory requirements such as the Workplace Health and Safety Act 1995 that will influence the nature and extent of any laboratory work. Schools should be aware of such legislation including the Regulations and numerous advisory standards (www.detir.qld.gov.au). These documents cover requirements relating to hazardous substances, maintenance of plant and equipment, first aid, personal protective equipment, fire extinguishers and manual tasks.
The science safety requirements relating to teachers of science are clearly explained in Aspects of Science Management: A Reference Manual for Schools, 1999, Education Queensland and in the Workplace Health and Safety Guidelines - Curriculum - Core Module, 1999, Education Queensland (http//education.qld.edu.au) and relevant activity modules.

6.5 Work program requirements
A work program is the school's plan of how the course will be delivered and assessed based on the school's interpretation of the syllabus. It allows for the special characteristics of the individual school and its students.
The school's work program must meet all syllabus requirements and must demonstrate that there will be sufficient scope and depth of student learning to meet the general objectives and allow demonstration of the exit standards.
The requirements for work program approval can be accessed on the Queensland Studies Authority's website (www.qsa.qld.edu.au). This information should be consulted prior to writing a work program. Updates of the requirements for work program approval may occur periodically.

7.3 The assessment program
Assessment provides feedback to students, parents and teachers over the course of study about how well students are achieving in the general objectives of the syllabus. This enables students, teachers and parents to identify students' strengths, to identify misunderstandings, to provide assistance and to reinforce successes in order to improve their achievement.
The assessment program must incorporate the underlying principles stated in section 7.1 and is to consist of a balance of assessment tasks demonstrating the general objectives of knowledge and conceptual understanding, scientific techniques and scientific investigation. Assessment tasks must be appropriate to the learning experiences and allow students to demonstrate achievement. Tasks are to be designed so that teachers are able to make valid judgements on students' achievements in the general objectives and so gather information on which to base judgements about students' exit achievement. These judgements must be consistent with the standards described in the exit criteria.
A student may be required to undertake assessment tasks individually or as a member of a group. Schools are to develop procedures and strategies that will allow assessment task responses generated from group activities to demonstrate individual authorship and ownership.
Each task is to assess achievement in all the assessable general objectives. The emphasis on each objective will vary from task to task.

7.5.2a Task descriptions
Task descriptions are to:
* State all task requirements, including the length of the task and the conditions under which the task is completed;
* Be congruent with the general objectives of the syllabus, the standards associated with exit and the school work program. This congruence ensures the essential relationship between learning, teaching and assessment practices.

7.8 Requirements for verification
For the purposes of verification, schools must submit:
* the set of assessment tasks upon which the judgements about interim levels of achievement have been based, together with statements of conditions and criteria sheets for the tasks included, and any expected student responses
* details of the strategies used to ensure student authorship and ownership of all tasks
* a copy of the approved school work program
* sample folios of student work
Each sample folio contains:
* a minimum of three and a maximum of five assessment task responses that, collectively, provide information about achievement of the general objectives and that clearly substantiate the judgement made about the proposed interim level of achievement.
Although additional types of tasks may be included, the student responses in the folio must include one, and no more than two, of each of the mandatory assessment task categories detailed in section 7.4, namely:
- an extended experimental investigation
- an extended response task
- a written task.
· a student profile that clearly indicates achievement on all the assessment tasks used to substantiate the proposed interim level of achievement.
Typically, work selected would be student responses to instruments that are common to all submitted sample folios.
In addition to the contents of the verification folio, there must be subsequent summative assessment in the exit folio.

7.9 Exit criteria
The three criteria, knowledge and conceptual understanding, scientific techniques and scientific investigation, are to be applied holistically to the body of work in the student folio in determining the exit level achievement. The exit criteria are derived from the general objectives of the syllabus as defined in s. 4.
Knowledge and conceptual understanding
This criterion requires students to acquire, construct and present scientific knowledge and understanding of the concepts, ideas, theories and principles of physics in order to:
(a) recall, list, define, state and describe qualitative and quantitative concepts, ideas and information of physics;
(b) recognize, compare, classify and explain physics concepts, theories and information in processes and phenomena;
(c) adapt, translate and reconstruct understandings of concepts, theories and principles;
(d) apply algorithms and link concepts, principles, theories and schema to solve problems and predict outcomes;
(e) evaluate the physics involved in topical, contemporary and current societal and scientific issues;
(f) justify proposals and decisions and develop future scenarios about the applications of physics.

Scientific Techniques
This criterion requires students to demonstrate skills in using scientific procedures in physics in order to:
(a) design, plan, manage and conduct investigations;
(b) select, adapt, operate and apply scientific technology to collect and present physics data;
(d) communicate and present physics information and ideas using a variety of genres;
(e) apply experimental skills and procedures safely in practical situations.

Scientific Investigation
This criterion requires students to engage in the research process to:
(a) identify questions and problems and articulate hypotheses;
(b) observe, locate, select, collect, record, process and present qualitative and quantitative data and information in experimental and non-experimental situations;
(c) identify relationships and patterns, characteristics and anomalies in data and information;
(d) analyse data, extrapolate and make predictions, propose solutions and support decisions;
(e) evaluate investigations in relation to the assumptions, methods, conclusions, derived solutions, authority for explanations and claims, errors and limitations.

7.10 Determining exit levels of achievement
At exit, each student must be awarded one of the following levels of achievement:
* Very High Achievement
* High Achievement
* Sound Achievement
* Limited Achievement
* Very Limited Achievement.
The process of arriving at a judgement of a student folio entails matching achievement as represented by the assessment information gathered in a student folio against the exit standards as described in table 7.1 . This allows teachers to determine the exit level of achievement that best describes the folio as a whole. The exit standards are in a format that emphasizes the holistic nature of judgements. The exit criteria are implicit in the standards.
Table 7.1: Standards associated with exit levels of achievement

-	VHA	HA	SA	LA	VLA
Knowledge and Conceptual Understanding	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 alternatives 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 and 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
Scientific Techniques	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
Scientific Investigation	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 recognizing 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

11.0 Appendix
Appendix 1 Course overview and assessment plan and contexts

-	CONTEXTS	Weeks (hours)	KEY CONCEPTS	KEY CONCEPTS	KEY CONCEPTS	ASSESSMENT	ASSESSMENT	ASSESSMENT	ASSESSMENT
YEAR 11 SEM 1 (55 Hrs)	-	-	F	E	M	Task	Task	Description	Conditions
YEAR 11 SEM 1 (55 Hrs)	1. Physics of Sport	8 (26)	1 - 4	-	1, 2	1	WT	Short and extended answer objective questions; response to stimulus	80 min Exam Conditions
YEAR 11 SEM 1 (55 Hrs)	2. Seeing and Hearing	5 (16)	-	1 - 3	-	-	-	-	-
YEAR 11 SEM 1 (55 Hrs)	3. Amusement Parks	4 (13)	1 - 4	1 - 3	1, 2	2	ERT	Excursion Report	3 weeks class time, Draft submitted
SEM 2 (55 Hrs)	4. Charge and Household Electricity	8 (26)	1 - 4	1 - 4	4	3	WT	Short and extended answer objective questions; response to stimulus	120 min Exam Conditions
SEM 2 (55 Hrs)	5. Alternate Energy	5 (16)	-	1 - 4	-	4	ERT	Assignment	600 - 800 Words, Draft submitted
SEM 2 (55 Hrs)	Project (any Year 11 context)	4 (13)	Various (student choice)	Various (student choice)	Various (student choice)	5	EEI	Project Report	Teacher monitored. Written report and logbook submitted.
YEAR 12 SEM 3 (55 Hrs)	7. Medical Physics	6 (19)	2, 3	1, 3,4	3, 4	6	ERT	Assignment or response to stimulus	600 - 800 Words, Draft submitted
YEAR 12 SEM 3 (55 Hrs)	8. Nature Of Light	5 (16)	-	1 - 3	3, 4	-	-	Short and extended answer objective questions	120 min Exam Conditions
YEAR 12 SEM 3 (55 Hrs)	9. Electronics Power and Control	6 (20)	2	1 - 4	4	1 2	WT	-	-
SEM 4 (55 Hrs)	10. Project (any context)	6 (20)	Various (student choice)	Various (student choice)	Various (student choice)	1 3	EEI	Project Report	Teacher monitored. Written report and logbook submitted.
SEM 4 (55 Hrs)	11. Rocks to Rockets	11 (35)	1 - 4	1 - 3	1 - 3	1 4	WT	Short and extended answer objective questions; response to stimulus	90 min Exam Conditions

Context a: Amusement Parks (Time: 13 hours)
Overview: The variety of energy transfers, applied forces and motion at an amusement park is enormous and provides a great source of experiences from which to develop numerous concepts. Not only are there examples of horizontal motion such as the dodge-ems but vertical (roller coaster) and circular (Gravitron, Ferris Wheel) as well. The transfer of gravitational potential energy to kinetic energy can be examined in terms of the conservation laws, particularly with reference to transfers to 'non-useful' forms of energy such as heat and sound as a result of friction. Excursions can provide students with first-hand experience of such phenomena and allow them to carry out their planned investigations.

Focus	Key Ideas	Key Concepts	Learning Experiences	Assessment Opportunities
Velocity, acceleration and force measurements on rides	Measurement and calculation of average velocity, instantaneous velocity, acceleration and resultant forces. Newton's laws, gravity, equations of motion. Inclined planes. Free fall, G forces.	F1, F2, F3, F4, M1, M2	Experiments measure acceleration down an inclined plane; investigate momentum and energy conservation in collisions between LAT gliders. Teacher exposition. Solve numerical problems.	Short experimental investigations Written test
Energy transfer in rides	Transfer of energy from GPE to KE and back. Energy conservation. Work done = energy gained, Power. Friction loss.	E1, E2, E3	Teacher exposition. Solve numerical problems. Experiments conservation of energy; power measurements	Short non-experimental investigation: Energy transfers, theme park rides, G forces
Circular motion rides	Horizontal and vertical centripetal acceleration and force. Banking of tracks.	F1, F2, F3, F4, M1, M2	Teacher exposition. Experiment investigate forces in uniform circular motion.	Non-experimental investigation:
Dreamworld excursion	Investigation of physics principles of various rides at Dreamworld. Error analysis.	F1, F2, F3, F4, E1, E2, E3 M1, M2	Examine advertising material about theme parks for inconsistencies. Excursion to theme park. Prepare a report on the analysis of the rides at Dreamworld.	Report on Dreamworld excursion requiring an analysis of a number of rides.

Resources: Teacher prepared notes; Text: 'New Century Senior Physics' by Walding, Rapkins, and Rossiter; PASCO 'Amusement Park Physics' Kits

Context b: Nature of Light (Time: 16 hours)
Overview: The nature of light was a puzzle to philosophers and scientists for many years. The work in the 19th century of scientists such as Thomas Young, Augustin Fresnel, François Arago, Joseph von Fraunhofer, Armand-Hippolyte-Louis Fizeau and Léon Foucault appeared to prove conclusively that light was a wave phenomenon, but the investigation of the "ultra-violet catastrophe" by Max Planck and the explanation of the photoelectric effect by Albert Einstein required a total rethink of the nature of light. Students will know of Einstein's name, but in most cases be unaware of his pivotal role in our more complete understanding of the nature of light.

Focus	Key Ideas	Key Concepts	Learning Experiences	Assessment Opportunities
Wave Nature of Light	Huygen's principle, Reflection, refraction, total internal reflection.	E1, E3	Teacher exposition, Demonstration properties of water waves	Short experimental reports (2), Water waves, Young's experiment
Interference	Standing waves, Young's double slit experiment, geometric and optical path difference, bandwidth, thin films and air wedges.	E1, E3	Teacher exposition, Experiments Young's double slit experiment, thin film interference	Thin film interference
Diffraction	Fresnel and Fraunhofer diffraction, diffraction gratings, polarization.	E1, E3	Teacher exposition, Library research on Fresnel and Fraunhofer diffraction and/or polarization	Diffraction effects
Particle Nature of Light	Newton's model, black body radiation (Planck), photoelectric effect (Einstein), Compton effect, wave particle duality.	E1, E2, E3, M3, M4	Teacher exposition	Planck's constant, Photoelectric Effect Written test including stimulus task Non-experimental research report on diffraction or polarization

Resources: Teacher prepared notes; Text: 'New Century Senior Physics' by Walding, Rapkins, and Rossiter; Text 'Physics Contexts' by Heffernan, Parker, Pinniger and Harding

Appendix II Course Overview and Assessment Plan

SEM	CONTEXTS	Weeks (hours)	KEY CONCEPTS	KEY CONCEPTS	KEY CONCEPTS	ASSESSMENT	ASSESSMENT	ASSESSMENT
-	-	-	F	E	M	Description	Task Type	Conditions
SEM 1 (55 Hrs)	1. Seeing Better	5 (16)	-	3	-	Short and extended answer objective questions; response to stimulus	WT	90 minutes; individual written response; teacher supervised, exam conditions, closed book.
SEM 1 (55 Hrs)	2. On the Road (Cars, Sport, Amusement Parks)	12 (39)	1 - 4	1 - 3	1,2	Short and extended answer objective questions; response to stimulus	WT	90 minutes; individual written response; teacher supervised, exam conditions, closed book.
SEM 2 (55 Hrs)	3. Into Space	5 (17)	1 - 4	1 - 4	1,2,4	Response to stimulus articles - Dimensions of Space	ERT	2 weeks class time, prepared and completed at school and at home; individual written response; teacher monitored
SEM 2 (55 Hrs)	4. Amusement Parks	2 (6)	1 - 4	2,4	1,2	Written responses to stimulus questions on Dreamworld excursion.	ERT	Work in pairs; teacher monitored; individual response, submit at end of day.
SEM 2 (55 Hrs)	5. Electricity in the Home	6 (19)	2	3,4	4	Investigation into heat and electricity (to given project topic)	EEI	4 weeks class time; teacher monitored; work in pairs; individual written response
SEM 2 (55 Hrs)	6. Staying Cool	4 (13)	1	2,3	-	Investigation into heat and electricity (to given project topic)		4 weeks class time; teacher monitored; work in pairs; individual written response
SEM 3 (55 Hrs)	7. Making Music	11 (35)	1 - 3	1 - 4	1 - 4	Short and extended answer objective questions; response to stimulus	WT	90 minutes; individual written response; teacher supervised, exam conditions, closed book.
SEM 3 (55 Hrs)	Project (topic choice by negotiation with teacher)	6 (20)	Various	Various	Various	Open-ended Project	EEI	6 weeks class time; prepared and completed at school and home, teacher monitored; work in pairs; individual written response
SEM 4 (55 Hrs)	8. Nuclear Radiation and Health	9 (29)	1,2	1 - 4	3,4	Non-experimental investigation and justified decision making about a nuclear safety issue	ERT	3 weeks class time; prepared and completed at school and at home; individual written response; teacher monitored.
SEM 4 (55 Hrs)	9. Quantum weirdness and Space travel (Relativity)	8 (26)	2, 4	1 - 3	1 - 4	Short and extended answer objective questions; response to stimulus	WT	90 minutes; individual written response; teacher supervised, exam conditions, closed book.

Context 3: Into space
Time: 17 hours
Overview: Physics began in earnest when astronomers began plotting the movement of stars and planets and looking for answers to what makes it all work. This context is also important for students who may like to think about the big issues of time and space.
Students are often interested in and intrigued by how the Universe came into existence. There are several theories relating to this including, most notably, The Big Bang. This context will explore the structure of matter, the forces of nature, classification of particles, particle structure, the Big Bang, the very early Universe, creation of the universe, scenarios about the death of the Universe and chaos theory in general. This context allows for a wide examination of phenomena at both the macroscopic (Universe) and microscopic (particle) scales, and links atomic and nuclear physics with gravitational physics, relativity, frames of reference and motion. Only in the last three centuries though has the study been systematic enough to unravel the motion and forces in action. The results have had a profound effect on society leading to developments in space travel, satellites and weapons.

Focus	Key Ideas	Key Concepts	Learning Experiences
Cosmic forces and celestial bodies	Gravity, gravitational field, Kepler's Laws, Black Holes	F2, F3 E2, E3, E4 M4	Classroom discussion. Video: Satellites, Orbits and Gravity
Rockets and space vehicles	Centripetal forces Projectile motion	F3, F4 M1, M2	Centripetal forces experiment
Theories about beginnings of the Universe	Kinematics, Big Bang, Big Whimper, subatomic particles	E1 F1 F3	Teacher exposition. Independent research on theories about beginnings of the Universe.
Future of the Universe	Gravitational forces, radiation	E1 F1 F3	Independent research about how the Universe will end
Warp in Space-time	Gravity waves, speed of gravity, gravitational lensing	F2, F4, E1, E1-E4	Independent research about LIGO and gravitational lensing

Resources:
Text: New Century Senior Physics - Concepts in Context (OUP) Chapter 6
Articles: Fomalont, E. and Kopeikin, S.; 2003. How fast is gravity?; New Scientist, 11.01.2003, pp.32-35.
Topic The nature of space: Petit, C.; 2002. Tuning into Einstein; U.S. News and World Report 14.01.2002, pp. 56
Topic Gravity waves: Murdin, P., 2004. Water: A Cosmic History, The Physicist, 41, 2, March/April 2004, pp. 57-63.
Topic: The big bang and the formation of the elements
Assessment:
Response to stimulus articles- Dimensions of Space, ERT, 2 weeks class time, prepared and completed at school and at home; individual written response; teacher monitored.
Students are to complete a written report on a selected science article using the following headings:
(a) Abstract: Write an abstract (summary) of the article in no more than 200 words. The abstract should capture the important aspects of the article.
(b) Explanation of the physics involved: Identify and explain the physics that is involved in the article in no more than 300 words.
(c) Focus Questions: Write 4 questions you would ask a reader of the chosen article that would focus their attention on what you believe are the main point/s of the article. (Assume the reader is a fellow Year 11 physics student). You must also provide model answers to these questions. The questions should not be straight comprehension but should ask the reader to interpret information contained in the article. For each question you should indicate what you consider its level of difficulty to be. Use the terms Low (*), Medium (**) or High (***).

Context 8: Nuclear radiation and health
Time: 17 hours
Overview: One of the most divisive issues facing society is the use of nuclear energy for making electricity. Often, the opponents and proponents are uninformed on the scientific issues and little useful discussion ensues. In this context, the scientific and social issues are examined. Topics could include: nuclear reactors conventional vs breeders, mass defect, safety record of the nuclear industry, potential problems and precautions, case study of nuclear accident, fusion vs fission, economics of nuclear power and potential to solve shortages of other fuels and reduce greenhouse gas emissions. Nuclear radiation is also involved in medical procedures such as gamma radiation imaging, radio pharmaceuticals, radiation therapy, imaging techniques X-rays and tomography (CT, MRI), single photon emission computed tomography, positron emission tomography.

Focus	Key Ideas	Key Concepts	Learning Experiences
Radioactivity	Ionizing particles: a, b, g; decay; transmutation, strong/weak force; binding energy, electron, proton, neutron, positron, neutrino; antiparticles; exponential decay, decay rate, activity, half life, becquerel, decay series, disintegration constant; dating.	F1, F2, E1-E4 M3	Teacher exposition. Measure activity and half life of short-lived isotope. Plot lnA data to determine half life.
Nuclear power plants	Fission, fusion, mass defect, fast breeder, enriched fuel, moderator, control rods; waste.	E1-E4 M3	Contrast the greenhouse gas emissions from a coal fired and a nuclear power plant. Video: Nuclear Power Teacher exposition / questioning.
Biological effects	Absorbed dose, dose equivalent, Gray, quality factor, Sievert	E4	Assess annual dose of ionizing radiation. Video: Biological effects of radiation
Medical uses	Scintigraphy, radio pharmaceutical, radiation therapy, PET	E3, E4 M4	Research into selected ailment required radiation therapy: e.g. cancers of prostate, bladder, breast, testicles, uterus, ovary; Hodgkin's Disease; Ewing's sarcoma.

Resources:
Geiger counter, radioactive isotopes (school samples), ANSTO "A Nuclear Source" booklet. Text: New Century Senior Physics - Concepts in Context Walding, Rapkins and Rossiter (OUP) Chapters 27, 28.
Assessment:
Non-experimental investigation and justified decision-making about a nuclear waste, ERT, 3 weeks class time; prepared and completed at school and at home; individual written response; teacher monitored.
The task is to discuss and evaluate the arguments for and against various proposals to dispose of Australia's nuclear waste. Students should contrast the benefits to society of having nuclear isotopes for use in research, manufacture of nuclear products, industry, hospitals and mines against the hazards to the community from such things as leakage of radioactive waste and maybe even the risk of terrorism. In their discussion they will need to refer to the physics of nuclear waste its source (what processes are involved in its production and their nuclear reactions), radioactive decay equations of the waste, various hazard levels of waste, penetrating ability of the radiation, half life, immobilization of the waste, biological hazards in the event of leakage and how it can appeal to terrorists. They are to assume that the production of nuclear waste is a given and will continued to be generated into the foreseeable future. Their audience will be a Year 12 Physics student.

Key competencies
KC1: collecting, analysing and organizing information; KC2: communicating ideas and information; KC3: planning and organizing activities; KC4: working with others and in teams; KC5: using mathematical ideas and techniques; KC6: solving problems; KC7: using technology