YEAR 13 Physics 2014 COURSE INFORMATION BOOKLET

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NAME:__________________________Teacher Code______
YEAR 13 Physics 2014
COURSE INFORMATION BOOKLET
YEAR 13 PHYSICS 2014
TERM ONE
TERM TWO
1 27 Jan
Course Confirmation
Day 1 Teacher Only Day
Year 9 Orientation
Year 9 Orientation
5 May
2 3 Feb Whole School
12 May
(total 380 half-days)
TERM THREE
TERM FOUR
21 July
13 Oct
28 July
20 Oct
AS3.3 WAVES
REVISION
Waitangi Day
17 May
3 10 Feb
19 May
4 Aug
27 Oct
Labour Day
AS3.6 CONTINUED
AS3.5 MODERN
PHYSICS
4 17 Feb
26 May
11 Aug
3 Nov
5 24 Feb
2 Jun Queens Birthday
18 Aug
10 Nov NCEA BEGINS
6 3 Mar
9 Jun
25 Aug
17 Nov
7 10 Mar
16 Jun
Mid Term Break
4
24 Nov
8 Sep
1 Dec
15 Sep School Exams
8 Dec
AS3.4 MECHANICS /
AS3.6 ELECTROMAGNETISM
AS3.1 NON-LINEAR
PRACTICAL
Mid Term Break
8 17 Mar Mid Term Break
23 Jun
Feast Day
9 24 Mar
30 Jun
End of Year
Last day of Term
10 31 Mar
22 Sep Last Day School Exams
Last day of Term
11 7 Apr
12
14 Apr
Last day Good
of Term
Friday
Holy Thursday
108 half-days
88 half-days
98 half-days
86 half-days
Assessment Calendar Summary
Achievement
Standard
Title
INT/E
XT
Details
Time
3.5
Modern Physics
INT
1 /2 period
assessment.
Term 1
Week 7
3.1
Carry out a practical investigation to
test a physics theory relating two
variables in a non-linear relationship
INT
4 period
assessment
Term 2
Mechanical systems
EXT
1 period
practice test
Term 2
3.4
Week 2
Week 1
School exams
3.3
Wave systems
EXT
1 period
practice test
Term 2
Week 5
School exams.
3.6
Electrical systems.
EXT
1 period
practice test
Term 3
Week 4
School exams
Level 3 Physics 2014
Internally Assessed Achievement Standards
This year the course includes 2 internally assessed Achievement Standards.
AS91521
Version 1
91525
Version 1
AS 3.1
AS 3.5
Carry out a practical investigation to test a physics
theory relating two variables in a non-linear
relationship
Demonstrate understanding of Modern Physics
4 credits
Term 2
Week 2
3 credits
Term 1
Week 7
These assessments are part of the formal assessment for your NCEA. This means that if you are absent you need to
apply for a formal special consideration from Mrs Pigou. You will require a Medical Certificate and will need to
provide evidence of your achievement by attending the catch up opportunity. If this is not possible you will NOT be
able to be given credit for the Achievement Standard. As for any national assessment you must attend the
assessment events to gain credit. There is no second opportunity for Achievement Standards.
Externally Assessed Achievement Standards
The following external Achievement standards will be offered in 2014.
AS91523
Version 1
AS91524
Version 1
AS91526
Version 1
AS 3.3
Demonstrate understanding of wave systems
4 credits
AS 3.4
Demonstrate understanding of mechanical systems
6credits
AS 3.6
Demonstrate understanding of electrical systems
6 credits
At the end of each unit there will be a knowledge test with NCEA style questions. These will provide practice
assessment and be a guide to your progress.
In September there will be a formal school exam, which will cover the externally assessed achievement standards in
a similar format to the External Exam. The results from these formal assessments will be used in if a derived grade is
required for the external NCEA exams in November. However if they have not been sat, the student will not be able
to gain a derived grade in Chemistry for NCEA.
Return of Assessments
As soon as it is practical, assessments will be returned to students and gone over in class. Students are encouraged
to ask for clarification and follow the school guidelines if there any problems. A written application for
reconsideration can be made within 1 week of the return of the assessment. Each student will have a file stored by
the teacher in which all assessments will be filed. Under no circumstances will these be allowed to go home. They
are available at school for students to use for revision.
Assessment material may be required for moderation by NZQA.
Homework
To achieve in Physics it is necessary to work steadily all year. Homework will be set. When formal work is not set you
are expected to complete the exercises from your text. With each unit some task will be assigned in class and some
will be completed at home. There will be a due date set when the tasks are to be finished and the tasks will be
checked to monitor your progress.
Regular homework is expected and it is your responsibility to develop good habits.
Achievement Standard 3.1
Physics 3.1
Subject Reference
Title
Carry out a practical investigation to test a physics theory relating two
variables in a non-linear relationship
Level
3
Subfield
Science
Domain
Physics
Credits
4
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves carrying out a practical investigation to test a physics theory relating two
variables in a non-linear relationship.
Achievement Criteria
Achievement
 Carry out a practical
investigation to test a
physics theory relating two
variables in a non-linear
relationship.
Achievement with Merit
Achievement with Excellence
 Carry out an in-depth practical
investigation to test a physics
theory relating two variables in
a non-linear relationship.
 Carry out a comprehensive
practical investigation to test a
physics theory relating two
variables in a non-linear
relationship.
Explanatory Notes
1
Carry out a practical investigation involves:
 collecting data relevant to the aim based on the manipulation of the independent variable over a
reasonable range and number of values
 determining appropriate uncertainties in raw data
 using graphical analysis, including a consideration of uncertainties, from which the equation of the
relationship/value of the physics quantity can be determined
 providing a conclusion that states the equation of the relationship/value of the physics quantity as
determined from the graph and includes a comparison with the physics theory.
Carry out an in-depth practical investigation involves:
 describing the control of other variable(s) that could significantly affect the results
 using techniques to improve the accuracy of measurements
 determining uncertainties in one of the variables expressed in the graphical analysis
 graphical analysis which expresses the uncertainty in the relationship consistent with the uncertainty in
the data
 providing a conclusion that makes a quantitative comparison between the physics theory and the
relationship/quantity obtained from the experimental data which includes consideration of uncertainties.
2
Carry out a comprehensive practical investigation involves a discussion which addresses issues critical to the
practical investigation, such as:
 the other variable(s) that could have changed and significantly affected the results, and how they could
have changed the results
 the limitations to the theory’s applicability both in the practical situation and/or at extreme values of the
independent variable
 any unexpected outcomes of the processing of the results and a suggestion of how they could have been
caused and the effect they had on the validity of the conclusion.
A practical investigation is an activity that includes gathering, processing and interpreting data.
3
The variables under investigation should have a non-linear relationship according to a physics theory
provided in the task.
Subject Reference
Achievement Standard 3.5
Physics 3.5
Title
Demonstrate understanding of Modern Physics
Level
3
Subfield
Science
Domain
Physics
Credits
3
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves demonstrating understanding of Modern Physics.
Achievement Criteria
Achievement
 Demonstrate understanding
of Modern Physics.
Achievement with Merit
Achievement with Excellence
 Demonstrate in-depth
understanding of Modern
Physics.
 Demonstrate comprehensive
understanding of Modern Physics.
Explanatory Notes
1
Demonstrate understanding involves showing an awareness of how simple facets of phenomena, concepts, or
principles relate to a given situation.
Demonstrate in-depth understanding involves giving explanations for phenomena, concepts, or principles that
relate to a given situation.
Demonstrate comprehensive understanding involves demonstrating understanding of connections between
concepts or principles that relate to a given situation.
2
Examples of phenomena, concepts, or principles of Modern Physics include:
 the Bohr model of the hydrogen atom: the photon; the quantisation of energy; discrete atomic energy
levels; electron transition between energy levels; ionisation; atomic line spectra, the electron volt
 the photoelectric effect
 wave-particle duality
 qualitative description of the effects of the strong interaction and Coulombic repulsion, binding energy
and mass deficit; conservation of mass-energy for nuclear reactions qualitative treatment of special and
general relativity
 qualitative treatment of quarks and leptons.
Subject Reference
Achievement Standard 3.3
Physics 3.3
Title
Demonstrate understanding of wave systems
Level
3
Subfield
Science
Domain
Physics
Credits
4
Assessment
External
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves demonstrating understanding of wave systems.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate understanding
of wave systems.
 Demonstrate in-depth
understanding of wave
systems.
 Demonstrate comprehensive
understanding of wave systems.
Explanatory Notes
1 Demonstrate understanding involves showing an awareness of how simple facets of phenomena, concepts,
or principles relate to a given situation.
Demonstrate in-depth understanding involves giving explanations for phenomena, concepts, or principles that
relate to a given situation.
Demonstrate comprehensive understanding involves connecting concepts or principles that relate to a given
situation.
2 Wave systems include mathematical solutions and/or written descriptions. Written descriptions may include
graphs or diagrams.
3
Assessment is limited to a selection from the following:
Interference (quantitative) of electromagnetic and sound waves, including multi-slit interference and
diffraction gratings; standing waves in strings and pipes; harmonics; resonance; beats; Doppler Effect
(stationary observer for mechanical waves).
Relationships:
nλ 
d sinθ  nλ
ff
dx
L
vw
vw  vs
Subject Reference
Achievement Standard 3.4
Physics 3.4
Title
Demonstrate understanding of mechanical systems
Level
3
Subfield
Science
Domain
Physics
Credits
6
Assessment
External
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves demonstrating understanding of mechanical systems.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate understanding
of mechanical systems.
 Demonstrate in-depth
understanding of mechanical
systems.
 Demonstrate comprehensive
understanding of mechanical systems.
Explanatory Notes
1 Demonstrate understanding involves showing an awareness of how simple facets of phenomena, concepts, or
principles relate to a given situation.
Demonstrate in-depth understanding involves giving explanations for phenomena, concepts, or principles that
relate to a given situation.
Demonstrate comprehensive understanding involves connecting concepts or principles that relate to a given
situation.
2
Mechanical systems include mathematical solutions and/or written descriptions. Written descriptions may
include graphs or diagrams.
3
Assessment is limited to a selection from the following:
Translational Motion
Centre of mass (1 and 2 dimensions); conservation of momentum and impulse (2 dimensions only).
Circular Motion and Gravity
Velocity and acceleration of, and resultant force on, objects moving in a circle under the influence of 2 or
more forces, Newton’s Law of gravitation, satellite motion.
Rotating Systems
Rotational motion with constant angular acceleration; torque; rotational inertia; conservation of angular
momentum; conservation of energy.
Oscillating Systems
The conditions for Simple Harmonic Motion, angular frequency, variation of displacement, velocity and
acceleration with time, phasor diagrams, reference circles, damped and driven systems, resonance,
conservation of energy.
Relationships
d  r


t
f  i  t
  
T  2
4
l
g

v  r
a  r
  2f
E K ( ROT )  12 2

i  f  t
2
L  mvr
T  2

t
f  i  2
  i t  12 t 2
L  
Fg 
a   2 y
2
2
GMm
r2
m
k
y  A sint
v  A cos t
a   A2 sint
y  A cos t
v   A sint
a   A2 cos t
Assessment Specifications for this achievement standard can be accessed through the Physics Resources
page found at http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/.
Subject Reference
Achievement Standard 3.6
Physics 3.6
Title
Demonstrate understanding of electrical systems
Level
3
Subfield
Science
Domain
Physics
Credits
6
Assessment
External
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves demonstrating understanding of electrical systems.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate understanding
of electrical systems.
 Demonstrate in-depth
understanding of electrical
systems.
 Demonstrate comprehensive
understanding of electrical
systems.
Explanatory Notes
1
Demonstrate understanding involves showing an awareness of how simple facets of phenomena, concepts, or
principles relate to a given situation.
Demonstrate in-depth understanding involves giving explanations for phenomena, concepts, or principles that
relate to a given situation.
Demonstrate comprehensive understanding involves connecting concepts or principles that relate to a given
situation.
2
Electrical systems include mathematical solutions and/or written descriptions. Written descriptions may
include graphs or diagrams.
3
Assessment is limited to a selection from the following:
Resistors in DC Circuits
Internal resistance; simple application of Kirchhoff’s Laws.
Capacitors in DC Circuits
Parallel plate capacitor; capacitance; dielectrics; series and parallel capacitors; charge/time, voltage/time and
current/time graphs for a capacitor; time constant; energy stored in a capacitor.
Inductors in DC Circuits
Magnetic flux; magnetic flux density; Faraday’s Law; Lenz’s Law; the inductor; voltage/time and current/time
graphs for an inductor; time constant; self inductance; energy stored in an inductor; the transformer.
AC Circuits
The comparison of the energy dissipation in a resistor carrying direct current and alternating current; peak and
rms voltage and current; voltage and current and their phase relationship in LR and CR series circuits; phasor
diagrams; reactance and impedance and their frequency dependence in a series circuit; resonance in LCR
circuits.
Relationships:
E  12 QV
1
1
1



CT C1 C2
Np
Ns

Vp
Vs
Q  CV
C
o r A
d
  BA
E
1 2
L
2
   MAX sin t
V  VMAX sint
VMAX  2 Vrms
XC 
X L  L
V  Z
CT  C1  C2  
  L


t
L
R
 MAX  2  rms
1
C
 = 2f
  RC


t
STUDY TECHNIQUES THAT WORK
1. Self –Testing -Quizzing Yourself Gets High marks
Practice tests are done by students on their own outside of class. Methods might include using
flash cards (physical or digital) to test recall or answering questions, for example assignments
or end of chapter questions. Cornell system:- During in-class note taking make a column on
one edge of your notes and write down key terms and questions which can be answer later.
2. Distributing Practice – For best results, spread your study over time.
Distribute learning over time is more effective than cramming. Complete questions not in
groups but interspersed. Plan ahead and overcome the common student tendency to
procrastinate. Longer intervals are generally more effective. To remember something for one
week, learning episodes should be 12 to 24 hours apart; to remember something for five years
they should be spaced 6 to 12 months apart.
3. Elaborative Interrogation – Channel Your Inner Four Year Old.
Learners produce explanations for facts by promoting students to answer “Why” questions.
4. Self-Explanation –How Do I know.
Students generate explanations of what they learn, reviewing their mental processing with
questions eg “What new information does the sentence provide you?” Similar to elaborative
interrogation, self-explanation may help integrate new information with prior knowledge.
5. Interleaved Practice –Mixing Apples and Oranges
Instead of finishing one topic or one type of questions before moving on, to the next,
alternate the variety of types of information or problems.
RECORD OF ACHIEVEMENT
To helps you to keep track of your credits and encourage you to aim for the HIGHEST grade.
Standard
3.5
3.4
3.5
3.1
3.6
Result
Obtained
Result I
wish
to aim for
What I need to work on to achieve the grade I want.
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