Aldridge State High School
Assessment Instrument Conditions
PHYSICS
Year 10
END SEMESTER: 1
ITEM No 1: SEI2
UNIT: 2
DURATION:
TOP1C: Wave Motion & Light.
2 weeks
SUMMATIVE/FORMATIVE
STUDENT NAME: ____________________________________ CLASS: _______________
TEACHER’S NAME:
Mr I Carson
ASSESSMENT TYPE:
Extended Response Task
Assignment
Non-written Presentation
Report
Response to Stimulus
ASSESSMENT CONDITIONS:
Supervised Examination
Class Time Used
Teacher Input (Some)
KCU
DRAFT DUE DATE:
DUE DATE:
Written task
Extended Experimental Investigation
Open Book (Notes Allowed)
Students’ Own Time
Library Resources
IP
E&C
Comments and Feedback: ___________________________________________________________
__________________________________________________________________________________
(Signed): ________________
ALDRIDGE SHS
PHYSICS
Assessment Task: Short Experimental Investigation 2
YEAR 10
SEMESTER 1
The Short Experimental Investigation: Determine the refractive index and critical angle for total internal reflection
(TIR) of perspex.
Teacher: Mr Carson
Teacher: Mr Carson
DATE OF ISSUE:
DUE DATE
Name of Student: __________________________________________________________________________
Names of group members: ___________________________________________________________________
THE TASK:
The task you are being asked to complete is to design and undertake experimental research on a physics concept
related to or extending on from the physics topics studied. You will use your knowledge and understanding of light and
its propagation and the factors that affect the speed of light in various media to experimentally determine the refractive
index of a semi-circle of perspex as used in conjunction with a ‘Hodson’ light box or a Helium/Neon laser in the
physics laboratory.
Secondly, once you’ve determined the refractive index of the perspex you will be required to experimentally determine
the critical angle(θC) for TIR and compare this result with an accepted value based on reading and research.
All necessary equipment will be provided such as, power packs and light kits. You will have to design the experiment,
conduct the experiment, record results and write up a good copy of the practical over three in-class sessions. Refer
the to time-line at the top of this page.
Your teacher will be present for the duration of the experimental procedure. However, he will only be permitted to give
limited assistance, as the essence of this task is to test the rigour of your experimental ability in the areas of design,
process and data analysis.
THE PROCESS:
YOUR REPORT - should be structured as shown below. This format is similar for all of the Sciences. It is to be written in
passive voice, past tense.
Title page – subject, assessment task type, title, your name, date, teacher’s name.
Abstract
A paragraph, that if read by itself, summarises the project in the least possible words (usually 50 – 200). It should
include the aim, principles/techniques employed and a very brief statement of your results and conclusions. The purpose
of the abstract is to give the reader an overview of the experiment….without having to read the whole report - What was
the aim of the experiment, how did you do it and what did you find out…. The Abstract is the only part of the report that
you can initially read when you search for a topic on a database – so it needs to give the reader a brief overview of the
report.
Aim
The Aim should be in the form of an explicit statement relating to your variables, eg: “To investigate the effect of
(manipulated variable) on (dependent variable) when (controlled variables) are kept constant.
Hypothesis
After having thoroughly researched a topic, you should have some prediction about what you think will happen in your
experiment. This educated guess concerning the outcome is called your hypothesis. The Hypothesis is your predicted
outcome of the investigation. It should be in the form: “That as (manipulated variable) is increased, the (dependent
variable) will …”. You will need to justify your hypothesis by referring to relevant scientific (biological, chemical, physics)
principles from your library research.
The hypothesis is worded so that it can be tested in your experiment. Do this by expressing the hypothesis using your
independent variable (the variable you change during your experiment) and your dependent variable (the variable that
changes in response and depends on changes in the independent variable). Not only must you incorporate all these
variables in your hypothesis, but you also must express them in a way that you can readily measure.
For example: "It is hypothesiseds that doubling the opening created by the tap [independent variable] will double the flow
of water [dependent variable]."
Not every question can be answered by the scientific method. The hypothesis is the key. If you can state your question
as a testable hypothesis, then you can use the scientific method to obtain an answer.
Materials
A list of all the equipment used to conduct the experiment. You may also include neat 2D drawings of the experimental
set up which can be referred to in the next section.
Method
A description of what was done in the final practical tasks; this includes how raw data is to be treated ie. what formulae
are applied. You should do this in the traditional form (a replicable, stepwise description in passive voice, past tense. This
applies to all other parts of the report such as discussion and conclusion as well). ‘Replicable’ means that someone else
could repeat the experiment by following your method.
Results
The collected results should be displayed in forms that are appropriate to your data; eg. tables, graphs, photos.
Calculations such as averages, substitution into equations, gradients, intercepts - and so on - may be shown as
necessary. You should show examples of calculations (eg. rate of change, solutions concentrations etc) but not all
calculations need be shown. All tables, graphs pictures etc should be numbered and given a comprehensive title.
Analysis, Discussion and Interpretation of Data
You will need to show evidence of critical thinking in interpreting your data in relation to your hypothesis and theory. This
is an opportunity to identify any trends or patterns in your data, examine any mathematical relationships in your data, to
critically discuss various aspects of the experiment, such as: what generalisations can be made to support or refute your
hypothesis, how the results relate to the theory, the limitations of the result, the method used and possible improvements,
which measured quantities limited the accuracy of the result, absolute and relative experimental errors and how they
could have been minimised and further related investigations that this experiment could lead to (and why). (NB.
Discussions must relate the experimental issues to physics theory.)
Conclusion
You should state very briefly the essential conclusion or conclusions you have drawn from the experiment. It should
satisfy the statement set out in the Aim at the beginning and must clearly address the stated hypothesis. Be sure to
include any conditions that apply to your result (eg ‘at constant temperature’). It is important not to overstate what you can
rightly claim as a result of the experiment. Statements like ‘the results supported…’ are more justifiable than ‘the results
proved…’.
You
should
not
introduce
any
new
material
in
this
section.
PHYSICS - TASK CRITERIA SHEET – SA1 - SHORT EXPERIMENTAL INVESTIGATION(OTHER)
Exit
Criteria
A
The student work has the
following characteristics:
B
C
The student work has the The student work has the
following characteristics: following characteristics:
D
E
The student work has
the following
characteristics:
The student work has
the characteristics:
Introduction
The abstract is a clear,
The abstract is a concise, The abstract is an
The abstract
An abstract is
concise, accurate
informative overview of
informative overview of
summarises the task
presented.
representation of the
the experiment linking
the experiment.
and results.
experiment, linking the
the main ideas together.
main ideas together well
without added
interpretation or criticism,
misunderstandings or
unnecessary details.
IP1
A significant and valid
A valid research question The student generates a
A hypothesis/aim is
A statement
research question is
is developed and an aim
researchable question. A postulated.
concerning the
developed which logically
and hypothesis are
hypothesis/aim is
research task is made.
underpins a postulated
postulated that can be
postulated.
and testable aim &
linked to the question.
hypothesis.
Breadth of Investigation-Background theory
KCU1-2 Reproduction and
Reproduction and
Reproduction of
Reproduction of simple Reproduction of
interpretation of complex interpretation of
concepts, theories and
ideas and concepts;
isolated facts; and
and challenging concepts, complex or challenging
principles; and
and description of
presentation of
theories and principles;
concepts, theories and
explanation of simple
simple processes and
isolated simple
and comparison and
principles, and
processes and
phenomena of the
physics phenomena.
explanation of complex
comparison and
phenomena of the
physics in the situation.
and challenging concepts, explanation of relevant
physics in the situation.
processes and phenomena concepts, processes and
to show understanding of phenomena to explain
the physics in the
the physics in the
situation.
situation.
EC3
EC3
KCU3
IP1
Relevant information
Relevant information
Relevant information
concerning the
concerning the
concerning the
experiment has been
experiment has been
experiment has been
collected and analysed to
collected and analysed to collected and analysed to
clarify meaning for the
clarify meaning; with
clarify meaning.
intended audience.
sources acknowledged.
The hypothesis justification The hypothesis
The hypothesis
is consistent with and
justification is based on,
justification shows
supported by accepted
and refers to, accepted
awareness of, and
scientific theory with links scientific theory
provides statements
made between underlying recognizing underlying
related to, accepted
concepts.
concepts.
scientific theory.
Experimental Design
Effective and efficient
Design and management Select and manage
design, refinement and
of investigations:
investigations:
management of
 identifies and controls
 identifies and controls
investigations:
the variables,
some of the variables,
 clearly identifies and
 addresses the
 has a relevance to the
controls the variables,
hypothesis,
hypothesis,
 clearly addresses the
 refines the exp through  uses preliminary testing,
hypothesis,
preliminary testing,
 identifies and applies
 appropriately refines the  identifies and responds
safety procedures
exp through preliminary
to risk management
testing,
issues.
 effectively and efficiently
identifies and responds to
risk management issues.
Information concerning
the experiment has
been collected and
collated.
Information
concerning the
experiment has been
sought.
The hypothesis is
justified by a statement
Implementation of given
investigations:
 Identifies variables,
 responds to the
hypothesis,
 follows safety
procedures
Guided use of given
procedures:
 lists variables,
 follows safety
instructions
IP2
IP3
KCU3
EC1
IP3
EC1
Data Collection and Manipulation of Data
Shows assessment of risk
Shows assessment of risk Shows assessment of risk Shows safe use of
and safe selection and
and safe selection of
and safe selection of
equipment.
adaptation of equipment
equipment that is
equipment to gather
that suits the intent of the relevant to the
data.
experiment.
experiment.
A meaningful attempt
Tables/graphs/diagrams
Tables/graphs/diagrams
Tables/graphs/diagrams
has been made to use
are chosen appropriately, are well chosen, generally present the data
tables/graphs/diagrams
correctly constructed and correct and display
accurately.
to present the data.
clearly display meaningful patterns in the data.
patterns in the data.
Observations and
measurements are
Observations and
Observations and
Observations and
recorded.
measurements show
measurements provide
measurements provide
discrimination to provide
valid data that is precise
data that shows a degree
valid data that is detailed, and/or accurate.
of accuracy.
precise and accurate.
Analysis and Discussion of Data
Appropriate
Appropriate
Appropriate
Algorithms/techniques
algorithms/techniques are algorithms/techniques
algorithms/techniques
are used to re-present
applied, and used
are applied, and used
are applied to analyse
primary data to:
correctly to systematically correctly to analyse the
the primary and
 attempt a link to
analyse the primary and
primary and secondary
secondary data to:
theory.
secondary data showing:
data showing:
 show a relationship to
 links to the underlying
 recognition of
theory
concepts
underlying concepts
 identify
 a clear and accurate
 an accurate
trends/patterns.
understanding of
understanding of
theoretical models
theoretical models
 relationships between
 trends/patterns linked
trends/patterns and
to theory.
between trends and
theory.
Linking and application of
Linking and application of Application of algorithms, Application of
algorithms, concepts,
algorithms, concepts,
principles, theories and
algorithms, principles,
principles, theories and
principles, theories and
schema to find solutions theories and schema.
schema to find solutions in schema to find solutions in simple situations.
complex and challenging
in complex or challenging
situations.
situations.
Analysis and evaluation of Analysis of complex
Description of scientific
Identification of simple
complex scientific
scientific
interrelationships to
scientific
interrelationships to
interrelationships to
support or reject
interrelationships of
confirm or refute
confirm or refute
hypothesis, or answer
data. Comments on
hypothesis, or answer
hypothesis, or answer
research question.
the hypothesis, or
research question.
research question.
research question.
Identification and Evaluation of Errors
Errors and anomalies in the Errors and anomalies in
Obvious errors and
Obvious errors in the
data are correctly
the data are correctly
anomalies in the data are data are identified.
identified and related to
identified and discussed. identified.
their effect on trend
development.
The investigation is
The investigation is
The investigation and its A statement about the
critically evaluated,
evaluated, showing
adequacy is discussed.
nature of the
showing reflection on the
reflection on the
investigation is made.
adequacy of data collected adequacy of the data
with suitable refinements collected refinements
proposed.
proposed.
Uses provided
equipment.
Tables/graphs/
diagrams are used.
Evidence of data
collection is provided.
A statement
concerning the data is
made.
Application of simple
given algorithms.
Identification of
obvious scientific
interrelationships
Explanation/s
attempted.
The data is re-stated.
EC2
EC3
The aim and hypothesis are The aim and hypothesis
clearly and correctly
are clearly addressed
addressed through
through reasoned
justified conclusions,
conclusions and
reasoned solutions and
solutions and supported
supported decisions and
decisions and
recommendations.
recommendations.
Conclusion
The aim or hypothesis is
addressed through a
statement of a
conclusion,
recommendation or
solution.
Expected and observed
results are appropriately
compared.
Expected and observed
results are compared.
Formulates logical future
research possibilities
related to the
investigation.
Mentions future research States further
possibilities related to
experiments related to
the investigation.
the investigation.
A conclusion is
attempted.
A concluding
statement is made.
There is reference to
the results.
The observed result is
clearly presented.
Mentions experiments
not substantially
different to present
investigation.
Report format , Use of Language and Evidence of the Research Process
Clear and concise
Clear and concise
Clear and concise
Information has been
vocabulary and scientific
vocabulary and scientific vocabulary and scientific communicated using
terminology, with
terminology are used to
terminology are used to
scientific terminology
discrimination, are used to communicate ideas and
communicate
as demonstrated
clarify ideas and present
generally present
information:
through an awareness
information, as
information as per the
Competent use of the
of the conventions of
demonstrated through:
requirements of the
report genre,
the report genre.
Mastery of the report
report genre, as
Recognition of
genre,
demonstrated through:
3rdperson/past tense is
3rd person/past
Confident use of the
evident,
tense/passive voice used
report genre,
Knowledge of correct
throughout the report,
3rd person/past
spelling and rules of
Grammar and spelling are tense/passive voice used grammar are evident,
free of error,
consistently,
Technical terms have
Technical terms have been Grammar and spelling
been used.
used appropriately.
are consistently correct,
Technical terms have
been used appropriately.
Exit
Criteria
A
A+
A
B
A-
B+
B
C
B-
C+
C
D
C-
D+
D
D-
E+
E
KCU2
KCU3
KCU
IP1
IP2
IP3
IP
EC1
EC2
EC3
EC
TASK SUMMARY GRADE:
KCU
IP
Information has been
communicated.
E
KCU1
General Objective
Grade
Suggests other
experiments.
EC
E-