Conditions of assessment
Nov 2012
The number of everyday life
situations the students are
required to address will depend on
the relative complexity of the
situation(s) involved. A maximum
of 3 is recommended.
Students could either be given the
everyday life situation they are
required to address or they could
select it for themselves. If the
latter applies the situation selected
should be approved by the
teacher. In either case the writing
of the report(s) is to be completed
individually.
Std 90941 v3 (S 1.2) Investigate implications of electricity and magnetism for everyday life
This achievement standard involves investigating implications of electricity and magnetism for everyday life.
Investigate, comprehensively,
implications of electricity and magnetism
for everyday life.
2.
Implications of electricity and magnetism for everyday life may relate to issues involving individuals, groups of people,
society in general, the environment, or natural phenomena.
3.
Investigate involves showing awareness of how science is involved in an issue that students encounter in their
everyday lives. This requires at least one of the following:

the collection of primary evidence from an investigation & relating it to the relevant scientific theory

the collection of secondary evidence & the identification of the relevant scientific theory. The issue must involve
two different views, positions, perspectives, arguments, explanations, or opinions.
4
5
6
The assessor can determine the
time taken by the assessment as
this is dependent on the situation
involved.
Authenticity will need to be
assured by appropriate measures.
Achievement with Excellence
Investigate, in- depth, implications of
electricity and magnetism for everyday
life.
This achievement standard is derived from the NZC, Learning Media, MoE, 2007, L6. It is aligned with the Nature of
Science and the Physical World strands and is related to the material in the Teaching and Learning Guide for Biology,
Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa achievement
objectives to which this standard relates, see the Papa Whakaako.
Awareness of the science of an
implication may involve aspects of
other science topics. For
example, the implication of
electricity and magnetism could
involve the theory of heat.
One reassessment opportunity
would be appropriate.
Achievement with Merit
Investigate implications of
electricity and magnetism for
everyday life.
1.
Evidence could be collected by,
but is not limited to, the following
methods: written report; oral
presentation; multimedia
presentation; poster.
Awareness of the science of an
implication could involve statements about what happens in the
situation, what makes it happen,
what would happen if it were
removed, how to ensure it does
not arise, the arguments involved
in a controversial/societal issue.
Achievement
7
Investigate in depth involves providing reasons for the way science is involved in this issue. This requires at least one
of the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue
in order to give an explanation of the issue being investigated
 the collection of sufficient relevant secondary evidence and the application of the identified scientific theory
relevant to the issue to explain the different views, positions, perspectives, arguments, explanations, or opinions
of the issue under investigation.
Investigate comprehensively involves providing reasons and linking them in a way that clearly explains the science that
is involved in this issue. This requires at least one of the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue in
order to give a comprehensive and critical explanation of the issue being investigated
 the collection of sufficient relevant secondary evidence and the application of the identified scientific theory relevant
to the issue to critically evaluate the different views, positions, perspectives, arguments, explanations, or opinions of
the issue under investigation.
Aspects of electricity and magnetism may be chosen by the student, and include but are not limited to:
Static Electricity: positive and negative charge, conductors and insulators, uniform and non-uniform charge
distributions, earthing, electrical discharge in air, separation of charge by friction, charging by contact.
Direct Current Electricity: voltage, current, resistance, power, series circuits and simple parallel circuits, circuit
diagrams, the relationships that are relevant to the investigation.
Magnetism: magnetic field directions (bar magnets, the earth’s magnetic field, magnetic fields due to currents in
straight wires & solenoids); the right-hand grip rule; electromagnets; relationships relevant to the investigation.
The procedures outlined in Safety and Science: A Guidance Manual for NZ Schools, Learning Media, MoE, 2000, must
be followed during any practical component of the investigation.
Clarification Document
June 2014
The outcome of this
standard has two key
parts:
 Investigate information.
The aim here is to
locate & select primary
&/or secondary
information for the
report by using an
investigation or
research approach.
 Report on the
implications of
electricity and
magnetism on
everyday life.
The assessment activity
and the judgement of the
associated evidence need
to cover both aspects of
this standard.
An implication involves an
application of the science
that links to a use by
society.
For example: the science
that lies behind circuit
electricity and why specific
circuits are used in
household wiring.
This data can be collected
individually or as part of a
group. Students must
provide evidence that is at
the national standard for
both of the criteria bullet
pointed above.
Reporting on implications
of electricity and
magnetism on everyday life
is the critical component of
this standard.