Stage 2 Science Subjects Implementation
Workshop Booklet
2017
Ref: A604944, Updated May 2017 © SACE Board of South Australia
CONTENTS
Science Inquiry Skills (excerpt from subject outline) ...... 5 Stage 2 Earth and Environmental Science Science as a Human Endeavour (excerpt from subject outline) ...... 7 Program 1 ...... 89 Biology Overview ...... 8 Learning and Assessment Plan 1 ...... 92 Chemistry Overview ...... 8 Investigations Folio: Practical Design Investigation - Groundwater Hydrology - Formative ...... 94 Earth and Environmental Science Overview ...... 9 Investigations Folio: Practical Design Investigation Groundwater ...... 100 Physics Overview ...... 10 Investigations Folio: Science as a Human Endeavour – Climate Change - Formative ...... 103 Summary of Assessment: Stage 2 science subjects from 2018 ...... 11 Investigations Folio: Science as a Human Endeavour Investigation - Earth Systems ...... 105 Stage 2 Assessment Design Criteria and Specific Features ...... 12 Investigations Folio: Earth Systems Study ...... 107 Performance Standards for Stage 2 Biology ...... 13 Program 2 ...... 110 Performance Standards for Stage 2 Chemistry ...... 14 Learning and Assessment Plan 2 ...... 114 Performance Standards for Stage 2 Earth and Environmental Science ...... 15 Investigations Folio: Field Investigation ...... 115 Performance Standards for Stage 2 Physics ...... 16 Investigations Folio: Practical Design Investigation - ...... 117 School-developed Learning and Assessment Plan – Blank ...... 17 Investigations Folio: Science as a Human Endeavour Investigation – Earth’s Resources ...... 119 Skills and Applications Task ...... 123 Stage 2 Biology
Program 1 ...... 19 Pre-approved Learning and Assessment Plan 1 ...... 25 Stage 2 Physics Investigations Folio: Science as a Human Endeavour with article ...... 27 Program 1 ...... 129 Program 2 ...... 33 Learning and Assessment Plan 1 ...... 132 Pre-approved Learning and Assessment Plan 2 ...... 36 Investigations Folio: Practical Investigation Investigations Folio: Practical Investigation (design) ...... 39 (Deconstruction and Design Task - Snow Globe ...... 134 Investigations Folio: Practical Investigation (deconstruct and design) ...... 43 Science as a Human Endeavour (Great Inventions in Physics) ...... 140 Skills and Applications Task (based on scientific article) ...... 47 Program 2 ...... 143 Program 3 ...... 51 Learning and Assessment Plan 2 ...... 148 Pre-approved Learning and Assessment Plan 3 ...... 55 Investigations Folio: Practical Investigation (Design) ...... 150 Investigations Folio: Science as a Human Endeavour (open-ended) ...... 58 Investigations Folio: Science as a Human Endeavour ...... 153 Skills and Applications Task ...... 159 Stage 2 Chemistry Program 3 (computer games and technology) ...... 164 Program 1 ...... 62 Learning and Assessment Plan 3 ...... 169 Learning and Assessment Plan 1 ...... 69 Investigations Folio: Science as a Human Endeavour ...... 171 Investigations Folio: Design Investigation – Copper Electroplating ...... 72 Skills and Applications Task: Videos ...... 174 Investigations Folio: Science as a Human Endeavour: Industrial Wastewater ...... 75 Skills and Applications Task: Feasibility Study ...... 181 Skills and Applications Task ...... 77 Examinations ...... 184 Program 2 ...... 79 Notes ...... 184 Learning and Assessment Plan 2 ...... 83
Investigations Folio: Design Practical ...... 85 Investigations Folio: Science as a Human Endeavour - Global Warming ...... 87
Stage 2 Science Subjects — Implementation Workshop Booklet Stage 2 Science Subjects — Implementation Workshop Booklet Ref: A604944 Page 4 of 184 Ref: A604944 Page 3 of 184 Science Inquiry Skills Possible Contexts
Scientific information can be presented using different Develop inquiry skills by, for example: Science Inquiry Skills types of symbols and representations. writing chemical equations Science Inquiry Skills Possible Contexts Select, use, and interpret appropriate drawing and labelling diagrams representations, including: recording images Scientific methods enable systematic investigation to Develop inquiry skills by, for example: mathematical relationships, such as ratios obtain measureable evidence. constructing flow diagrams. designing investigations that require diagrams Deconstruct the parts of a problem to determine the investigable questions and imaginative equations most appropriate method for investigation. solutions (with or without implementation) to explain concepts, solve problems, and make Design investigations, including: critiquing proposed investigations predictions. a hypothesis or inquiry question using the conclusion of one investigation to propose subsequent experiments types of variables Analysis of the results of investigations allows them to Develop inquiry skills by, for example: changing an independent variable in a given dependent be interpreted in a meaningful way. analysing data sets to identify trends and procedure and adapting the method independent Analyse data, including: patterns researching, developing, and trialling a factors held constant (how and why they are identification and discussion of trends, patterns, determining relationships between method controlled) and relationships independent and dependent variables improving an existing procedure factors that may not be able to be controlled interpolation/extrapolation where appropriate using graphs from different sources, e.g. identifying options for measuring the (and why not) selection and use of evidence and scientific CSIRO or the Australian Bureau of Statistics dependent variable materials required understanding to make and justify conclusions. (ABS), to predict values other than plotted researching hazards related to the use and points the procedure to be followed disposal of chemicals and/or biological calculating mean values and rates of reaction, the type and amount of data to be collected materials where appropriate. identification of ethical and safety developing safety audits considerations. identifying relevant ethical and/or legal Critical evaluation of procedures and outcomes can Develop inquiry skills by, for example: considerations in different contexts. determine the meaningfulness of conclusions. evaluating procedures and data sets provided Identify sources of uncertainty, including: by the teacher to determine and hence Obtaining meaningful data depends on conducting Develop inquiry skills by, for example: comment on the limitations of possible investigations using appropriate procedures and safe, random and systematic errors identifying equipment, materials, or conclusions ethical working practices. instruments fit for purpose control of variables discussing how the repeating of an Conduct investigations, including: Evaluate the procedures and results, including: practising techniques and safe use of investigation with different selection and safe use of appropriate materials, apparatus sample size materials/equipment may detect a systematic apparatus, and equipment comparing resolution of different measuring detecting systematic error error collection of appropriate primary and/or tools accuracy using an example of an investigation report to secondary data (numerical, visual, descriptive) distinguishing between, and using, primary reliability develop report-writing skills. individual and collaborative work. and secondary data. precision Useful website: validity. www.biologyjunction.com/sample%20ap%20lab Results of investigations are represented in a well- Develop inquiry skills by, for example: %20reports.htm Discuss the impact that sources of uncertainty have organised way to allow them to be interpreted. practising constructing tables to tabulate data, on experimental results. Represent results of investigations in appropriate including column and row labels with units Recognise the limitations of conclusions. ways, including: identifying the appropriate representations to use of appropriate SI units, symbols graph different data sets Effective scientific communication is clear and Develop inquiry skills by, for example: construction of appropriately labelled tables selecting appropriate axes and scales to concise. reviewing scientific articles or presentations to drawing of graphs: linear, non-linear, lines of graph data Communicate to specific audiences and for specific recognise conventions best fit clarifying understanding of significant figures purposes using: developing skills in referencing and/or use of significant figures. using, for example: appropriate language footnoting www.astro.yale.edu/astro120/SigFig.pdf terminology distinguishing between reference lists and www.hccfl.edu/media/43516/sigfigs.pdf conventions. bibliographies www.physics.uoguelph.ca/tutorials/sig_fig/SI practicing scientific communication in written, G_dig.htm oral, and multimedia formats (e.g. presenting comparing data from different sources to a podcast or writing a blog). describe as quantitative or qualitative.
Stage 2 Science Subjects — Implementation Workshop Booklet Stage 2 Science Subjects — Implementation Workshop Booklet Ref: A604944 Page 5 of 184 Ref: A604944 Page 6 of 184
Earth and Environmental Science SACE Stage 1 SACE Stage 2 Physics Topic 1: Turbulent Earth SACE Stage 1 SACE Stage 2 Topic 1: Earth Systems - Earth hazards - processes within the geosphere - four Earth systems Topic 1: Linear Motion and Forces Topic 1 Motion and Relativity - impact of extra-terrestrial bodies on Earth systems - change and interaction between systems 1.1 Motion under constant acceleration 1.1 Projectile motion 1.2 Forces 1.2 Forces and Momentum Topic 2: Composition of the Geosphere Topic 2: Earth’s Resources 1.3 Circular Motion and Gravitation - minerals - uses of geological resources Topic 2 Electric Circuits 1.4 Einstein’s Relativity - rocks - non-renewable resources 2.1 Potential Difference and Electric Current - interactions between spheres - discovery techniques 2.2 Resistance Topic 2 Electricity and Magnetism - time scale - extraction of resources 2.3 Circuit Analysis 2.1 Electric fields 2.4 Electrical Power 2.2 Motion of Charged Particles in Electric Fields Topic 3: Processes in the Geosphere Topic 3: Earth’s Sustainable Future 2.3 Magnetic Fields - principle of uniformitarianism - renewable resources Topic 3 Heat 2.4 Motion of Charged Particles in Magnetic Fields - layered structure of the Earth - water 3.1 Heat and Temperature 2.5 Electromagnetic Induction - transfers and transformations of energy - energy 3.2 Specific Heat Capacity 3.3 Change State Topic 3 Light and Atoms Topic 4: The Earth’s Atmosphere Topic 4: Climate Change 3.1 Wave Behaviour of Light - derivation of the Earth’s atmosphere - natural processes in the atmosphere Topic 4 Energy and Momentum 3.2 Wave-Particle Duality - changes in composition - astronomical impact 4.1 Energy 3.3 Structure of the Atom - layers in the atmosphere - natural processes within the Earth 4.2 Momentum 3.4 Standard Model - solar energy through the atmosphere - oceans - greenhouse gases - anthropogenic activities Topic 5 Waves - transfer of thermal energy - effects on Earth’s systems 5.1 Wave model - models of change 5.2 Mechanical Waves Topic 5: Importance of the Hydrosphere 5.3 Light - origin of water on Earth - three phases of water Topic 6 Nuclear models and radioactivity - global oceans 6.1 The Nucleus 6.2 Radioactive Decay Topic 6: Biosphere 6.3 Radioactive Half-life - fossil evidence 6.4 Induced Nuclear Reactions - how life emerged - interactions between spheres - fossil evidence - ecosystems Science Inquiry Skills - cycles Science as a Human Endeavour Science Inquiry Skills Science as a Human Endeavour
Summary of Assessment: Stage 2 science subjects from 2018 Stage 2 Assessment Design Criteria and Specific Features
School Assessment: School Assessment: External Assessment: Subject Assessment Type 1 Assessment Type 2 Assessment Type 3 The assessment design criteria are based on the learning requirements and are used by teachers to:
Investigations Folio (30%) clarify for the student what he or she needs to learn Skills and Applications Tasks (40%) Stage 2 Biology At least two practical investigations Examination (30%) – 2 hours One science as a human endeavour At least three SATs design opportunities for the student to provide evidence of his or her learning at the highest level investigation of achievement.
Investigations Folio (30%) Skills and Applications Tasks (40%) Examination (30%) – 2 hours The assessment design criteria consist of specific features that: Stage 2 Chemistry At least two practical investigations One science as a human endeavour At least three SATs A data sheet will be provided students need to demonstrate in their evidence of learning investigation teachers look for as evidence that students have met the learning requirements. Investigations Folio (30%) Stage 2 Earth and At least two practical investigations Skills and Applications Tasks (40%) One Earth Systems Study The set of assessments, as a whole give students opportunities to demonstrate each of the specific Environmental Science One science as a human endeavour At least three SATs Maximum of 2000 words investigation features by the completion of study of the subject.
Investigations Folio (30%) Skills and Applications Tasks (40%) Biology Stage 2 Physics At least two practical investigations Examination (30%) – 2 hours A One science as a human endeavour At least three SATs data sheet will be provided Investigation, Analysis, and Evaluation Knowledge and Application investigation IAE1 Design of a biological investigation KA1 Demonstration of knowledge and understanding of biological Notes: concepts Number of Assessments: eight assessments including the external assessment component. IAE2 Obtaining, recording, and representation of data, KA2 Development and application of biological concepts in new AT1: Investigations Folio – practical report - maximum of 1500 words (Introduction, analysis, evaluation, conclusion) if written, or the equivalent in using appropriate conventions and formats and familiar contexts multimodal form IAE3 Analysis and interpretation of data and other KA3 Exploration and understanding of the interaction between AT1: Investigations Folio – Science as a human endeavour task - maximum of 1500 words if written, or the equivalent in multimodal form evidence to formulate and justify conclusions science and society AT1: Investigations Folio - at least one practical investigation gives each student the opportunity to design the method IAE4 Evaluation of procedures and their effect on KA4 Communication of knowledge and understanding of data. biological concepts and information, using appropriate terms, AT2: Skills and Applications Tasks – at least two under direct supervision conventions, and representations. AT2: Skills and Applications Tasks – each task under direct supervision to a maximum of 90 minutes. One investigation or skills and application task should involve collaborative work. Chemistry Investigation, Analysis, and Evaluation Knowledge and Application
IAE1 Design of a chemistry investigation KA1 Demonstration of knowledge and understanding of chemical concepts IAE2 Obtaining, recording, and representation of data, KA2 Development and application of chemical concepts in new using appropriate conventions and formats and familiar contexts IAE3 Analysis and interpretation of data and other KA3 Exploration and understanding of the interaction between evidence to formulate and justify conclusions science and society IAE4 Evaluation of procedures and their effect on KA4 Communication of knowledge and understanding of chemical data. concepts and information, using appropriate terms, conventions and representations.
Earth and Environmental Science Investigation, Analysis, and Evaluation Knowledge and Application IAE1 Design of an earth and environmental science KA1 Demonstration of knowledge and understanding of earth and investigation environmental science concepts. IAE2 Obtaining, recording, and representation of data, KA2 Development and application of earth and environmental using appropriate conventions and formats science concepts in new and familiar contexts IAE3 Analysis and interpretation of data and other KA3 Exploration and understanding of the interaction between evidence to formulate and justify conclusions science and society IAE4 Evaluation of procedures and their effect on KA4 Communication of knowledge and understanding of earth data. and environmental science concepts and information, using appropriate terms, conventions, and representations.
Physics Investigation, Analysis, and Evaluation Knowledge and Application IAE1 Design of a physics investigation. KA1 Demonstration of knowledge and understanding of physics concepts. IAE2 Obtaining, recording, and representation of data, KA2 Development and application of physics concepts in new and using appropriate conventions and formats. familiar contexts. IAE3 Analysis and interpretation of data and other KA3 Exploration and understanding of the interaction between evidence to formulate and justify conclusions. science and society IAE4 Evaluation of procedures and their effect on KA4 Communication of knowledge and understanding of physics data. concepts and information, using appropriate terms, conventions, and representations.
Stage 2 Science Subjects — Implementation Workshop Booklet Ref: A604944 Page 12 of 184 Performance Standards for Stage 2 Biology Performance Standards for Stage 2 Chemistry
Investigation, Analysis and Evaluation Knowledge and Application Investigation, Analysis and Evaluation Knowledge and Application A Designs a logical, coherent, and detailed biological Demonstrates deep and broad knowledge and A Designs a logical, coherent, and detailed chemistry Demonstrates deep and broad knowledge and investigation. understanding of a range of biological concepts. investigation. understanding of a range of chemical concepts. Obtains, records, and represents data, using Develops and applies biological concepts highly Obtains records, and represents data, using Develops and applies chemical concepts highly appropriate conventions and formats accurately effectively in new and familiar contexts. appropriate conventions and formats accurately and effectively in new and familiar contexts. and highly effectively. Critically explores and understands in depth the highly effectively. Critically explores and understands in depth the Systematically analyses and interprets data and interaction between science and society. Systematically analyses and interprets data and interaction between science and society. evidence to formulate logical conclusions with Communicates knowledge and understanding of evidence to formulate logical conclusions with Communicates knowledge and understanding of detailed justification. biology coherently, with highly effective use of detailed justification. chemistry coherently, with highly effective use of Critically and logically evaluates procedures and appropriate terms, conventions, and Critically and logically evaluates procedures and appropriate terms, conventions, and representations. their effect on data. representations. discusses their effect on data. B Designs a well-considered and clear biological Demonstrates some depth and breadth of B Designs a well-considered and clear chemistry Demonstrates some depth and breadth of investigation. knowledge and understanding of a range of investigation. knowledge and understanding of a range of Obtains, records, and represents data using biological concepts. Obtains, records, and represents data using chemical concepts. appropriate conventions and formats mostly Develops and applies biological concepts mostly appropriate conventions and formats mostly Develops and applies chemical concepts mostly accurately and effectively. effectively in new and familiar contexts. accurately and effectively. effectively in new and familiar contexts. Logically analyses and interprets data and Logically explores and understands in some depth Logically analyses and interprets data and evidence Logically explores and understands in some depth evidence to formulate suitable conclusions with the interaction between science and society. to formulate suitable conclusions with reasonable the interaction between science and society. reasonable justification. Communicates knowledge and understanding of justification. Communicates knowledge and understanding of Logically evaluates procedures and their effect on biology mostly coherently, with effective use of Logically evaluates procedures and their effect on chemistry mostly coherently, with effective use of data. appropriate terms, conventions, and data. appropriate terms, conventions, and representations. representations. C Designs a considered and generally clear chemistry Demonstrates knowledge and understanding of a C Designs a considered and generally clear Demonstrates knowledge and understanding of a investigation. general range of chemical concepts. biological investigation. general range of biological concepts. Obtains, records, and represents data using Develops and applies chemical concepts generally Obtains, records, and represents data using Develops and applies biological concepts generally generally appropriate conventions and formats with effectively in new or familiar contexts. generally appropriate conventions and formats with effectively in new or familiar contexts. some errors but generally accurately and effectively. Explores and understands aspects of the interaction some errors but generally accurately and Explores and understands aspects of the Undertakes some analysis and interpretation of data between science and society. effectively. interaction between science and society. and evidence to formulate generally appropriate Communicates knowledge and understanding of Undertakes some analysis and interpretation of Communicates knowledge and understanding of conclusions with some justification. chemistry generally effectively, using some data and evidence to formulate generally biology generally effectively, using some Evaluates procedures and some of their effect on appropriate terms, conventions, and representations. appropriate conclusions with some justification. appropriate terms, conventions, and data. Evaluates procedures and some of their effect on representations. data. D Prepares the outline of a chemistry investigation. Demonstrates some basic knowledge and partial Obtains, records, and represents data using understanding of chemical concepts. D Prepares the outline of a biological investigation. Demonstrates some basic knowledge and partial conventions and formats inconsistently, with Develops and applies some chemical concepts in Obtains, records, and represents data using understanding of biological concepts. occasional accuracy and effectiveness. familiar contexts. conventions and formats inconsistently, with Develops and applies some biological concepts in Describes data and undertakes some basic Partially explores and recognises aspects of the occasional accuracy and effectiveness. familiar contexts. interpretation to formulate a basic conclusion. interaction between science and society. Describes data and undertakes some basic Partially explores and recognises aspects of the Attempts to evaluate procedures or suggest an Communicates basic chemical information, using interpretation to formulate a basic conclusion. interaction between science and society. effect on data. some appropriate terms, conventions, and/or Attempts to evaluate procedures or suggest an Communicates basic biological information, using representations. effect on data. some appropriate terms, conventions, and/or representations. E Identifies a simple procedure for a chemistry Demonstrates limited recognition and awareness of investigation. chemical concepts. E Identifies a simple procedure for a biological Demonstrates limited recognition and awareness Attempts to record and represent some data with Attempts to develop and apply chemical concepts in investigation. of biological concepts. limited accuracy or effectiveness. familiar contexts. Attempts to record and represent some data with Attempts to develop and apply biological concepts Attempts to describe results and/or interpret data to Attempts to explore and identify an aspect of the limited accuracy or effectiveness. in familiar contexts. formulate a basic conclusion. interaction between science and society. Attempts to describe results and/or interpret data Attempts to explore and identify an aspect of the Acknowledges that procedures affect data. Attempts to communicate information about to formulate a basic conclusion. interaction between science and society. chemistry. Acknowledges that procedures affect data. Attempts to communicate information about biology.
Stage 2 Science Subjects — Implementation Workshop Booklet Stage 2 Science Subjects — Implementation Workshop Booklet Ref: A604944 Page 13 of 184 Ref: A604944 Page 14 of 184 Performance Standards for Stage 2 Earth and Environmental Science Performance Standards for Stage 2 Physics
Investigation, Analysis and Evaluation Knowledge and Application Investigation, Analysis and Evaluation Knowledge and Application A Designs a logical, coherent, and detailed earth and Demonstrates deep and broad knowledge and A Designs a logical, coherent, and detailed, Demonstrates deep and broad knowledge and environmental science investigation. understanding of a range of earth and environmental physics investigation. understanding of a range of physics concepts. Obtains, records, and represents data, using science concepts. Obtains, records, and represents data, using Develops and applies physics concepts highly appropriate conventions and formats accurately Develops and applies earth and environmental appropriate conventions and formats accurately effectively in new and familiar contexts. and highly effectively. science concepts highly effectively in new and familiar and highly effectively. Critically explores and understands in depth the Systematically analyses and interprets data and contexts. Systematically analyses and interprets data and interaction between science and society. evidence to formulate logical conclusions with Critically explores and understands in depth the evidence to formulate logical conclusions with Communicates knowledge and understanding of detailed justification. interaction between science and society. detailed justification. physics coherently with highly effective use of Critically and logically evaluates procedures and Communicates knowledge and understanding of earth Critically and logically evaluates procedures and appropriate terms, conventions, and their effect on data. and environmental science coherently with highly their effect on data. representations. effective use of appropriate terms, conventions, and representations. B Designs a well-considered and clear physics Demonstrates some depth and breadth of investigation. knowledge and understanding of a range of physics B Designs a well-considered and clear earth and Demonstrates some depth and breadth of knowledge Obtains, records, and represents data using concepts. environmental science investigation. and understanding of a range of earth and appropriate conventions and formats mostly Develops and applies physics concepts mostly Obtains, records, and represents data using environmental science concepts. accurately and effectively. effectively in new and familiar contexts. appropriate conventions and formats mostly Develops and applies earth and environmental Logically analyses and interprets data and Logically explores and understands in some depth accurately and effectively. science concepts mostly effectively in new and evidence to formulate suitable conclusions with the interaction between science and society. familiar contexts. Logically analyses and interprets data and reasonable justification. Communicates knowledge and understanding of evidence to formulate suitable conclusions with Logically explores and understands in some depth the Logically evaluates procedures and their effect physics mostly coherently with effective use of reasonable justification. interaction between science and society. on data. appropriate terms, conventions, and Logically evaluates procedures and their effect on Communicates knowledge and understanding of earth representations. data. and environmental science mostly coherently with effective use of appropriate terms, conventions, and C Designs a considered and generally clear Demonstrates knowledge and understanding of a representations. physics investigation. general range of physics concepts. Obtains, records, and represents data using Develops and applies physics concepts generally C Designs a considered and generally clear earth Demonstrates knowledge and understanding of a generally appropriate conventions and formats effectively in new or familiar contexts. and environmental science investigation. general range of earth and environmental science with some errors but generally accurately and Explores and understands aspects of the interaction concepts. Obtains, records, and represents data using effectively. between science and society. generally appropriate conventions and formats with Develops and applies earth and environmental Undertakes some analysis and interpretation of Communicates knowledge and understanding of some errors but generally accurately and science concepts generally effectively in new or data and evidence to formulate generally physics generally effectively, using some effectively. familiar contexts. appropriate conclusions with some justification. appropriate terms, conventions, and Undertakes some analysis and interpretation of Explores and understands aspects of the interaction Evaluates procedures and some of their effect on representations. data and evidence to formulate generally between science and society. data. appropriate conclusions with some justification. Communicates knowledge and understanding of earth Evaluates procedures and some of their effect on and environmental science generally effectively, using D Prepares the outline of a physics investigation. Demonstrates some basic knowledge and partial data. some appropriate terms, conventions, and Obtains, records, and represents data using understanding of physics concepts. representations. conventions and formats inconsistently, with Develops and applies some physics concepts in occasional accuracy and effectiveness. familiar contexts. D Prepares the outline of a earth and environmental Demonstrates some basic knowledge and partial Describes data and undertakes some basic Partially explores and recognises aspects of the science investigation. understanding of earth and environmental science interpretation to formulate a basic conclusion. interaction between science and society. Obtains, records, and represents data using concepts. Attempts to evaluate procedures or suggest an Communicates basic physics information, using conventions and formats inconsistently, with Develops and applies some earth and environmental effect on data. some appropriate terms, conventions, and/or occasional accuracy and effectiveness. science concepts in familiar contexts. representations. Describes data and undertakes some basic Partially explores and recognises aspects of the interpretation to formulate a basic conclusion. interaction between science and society E Identifies a simple procedure for a physics Demonstrates limited recognition and awareness of Attempts to evaluate procedures or suggest an Communicates basic earth and environmental science investigation. physics concepts. effect on data. information, using some appropriate terms, Attempts to record and represent some data with Attempts to develop and apply physics concepts in conventions, and/or representations. limited accuracy or effectiveness. familiar contexts. Attempts to describe results and/or interpret data Attempts to explore and identify an aspect of the E Identifies a simple procedure for a earth and Demonstrates limited recognition and awareness of to formulate a basic conclusion. interaction between science and society. environmental science investigation. earth and environmental science concepts. Acknowledges that procedures affect data. Attempts to communicate information about Attempts to record and represent some data with Attempts to develop and apply earth and physics. limited accuracy or effectiveness. environmental science concepts in familiar contexts. Attempts to describe results and/or interpret data Attempts to explore and identify an aspect of the to formulate a basic conclusion. interaction between science and society Acknowledges that procedures affect data. Attempts to communicate information about earth and environmental science.
Stage 2 Science Subjects — Implementation Workshop Booklet Stage 2 Science Subjects — Implementation Workshop Booklet Ref: A604944 Page 15 of 184 Ref: A604944 Page 16 of 184 Stage 2 Biology Assessment Overview Complete the table below to show details of the planned tasks. Use numbers to show where students will have the opportunity to provide evidence for each of the specific features for all assessment design criteria.
SCHOOL-DEVELOPED LEARNING AND ASSESSMENT PLAN FORM Assessment Assessment Design Assessment conditions Type and Details of assessment Criteria (e.g. task type, word length, time Stage 2 Biology Weighting IAE KA allocated, supervision)
Assessment Type 1: School Teacher(s) Investigations Folio Weighting Other schools using this plan 30%
Assessment Program SACE Enrolment Code Type 2: Skills Year No. of Credits Variant Code and School Code Stage Subject Code (10 or 20) (A–W) Applications Tasks 2 B G Y 20
Weighting 40% Endorsed by principal or delegate (signature) Date
Assessment All specific features of the assessment design criteria for this Office use only Type 3: subject may be assessed in the external examination. Examination Questions of different types cover all Stage 2 topics and 2-hour examination Approved Not approved science inquiry skills. Some questions may require students to Weighting integrate their knowledge from more than one topic and show 30% Accession Number an understanding of science as a human endeavour.
Signature of SACE Board Officer ______Eight assessments including the external examination or investigation. Please refer to the Stage 2 Biology subject outline.
SACE Board Officer Number Date
Addendum Please only use this section for any changes made after the learning and assessment plan has been approved.
Changes made to the learning and assessment plan Describe any changes made to the learning and assessment plan to support students to be successful in meeting the requirements of the subject. In your description, please explain: what changes have been made to the plan the rationale for making the changes whether these changes have been made for all students, or individuals within the student group.
Endorsement of changes The changes made to the learning and assessment plan support student achievement of the performance standards and retain alignment with the subject outline.
Signature of principal or delegate Date
Stage 2 Earth and Environmental Science — Implementation Workshop Booklet Ref: A604944 Page 17 of 184
Summative Timeline Strategies, Contexts, and Stage 2 Biology Teaching and Learning Plan 2018 Student Understanding Assessment Week Activities Tasks
This teaching and learning program articulates with learning and assessment plan 1 4 ENZYME SPECIFICITY Research Assignment: Summative Investigate the design and Practical Describe the enzyme-substrate Investigation Learning Year complex manufacture of proteins for Teacher: Science Subject: Biology 12 SACE: Stage 2 and Area: level: scientific/medicinal use, such as Explain how the induced-fit lowers biochips and targeted Deconstruct a Semester: 1 the activation energy needed for chemotherapy. (SHE – Influence, Problem Task: reactions to proceed. Application and Limitation) Conditions affecting Summative Describe how factors such as Timeline Strategies, Contexts, and temperature, and pH affect enzyme enzyme activity. Student Understanding Assessment Week Activities function. (Week 5) Tasks 5 PHENOTYPIC EXPRESSION Class Discussion: Discuss impact of DNA methylation. TOPIC: DNA and PROTEINS Describe the factors that control phenotypic expression Group Activity: Explore the Describe how differential gene work of Professor Stephen Term 1 DNA STRUCTURE AND FUNCTION Worksheet: Label diagrams of expression controls cell Baylin. (SHE - Development) prokaryotic and eukaryotic cells. Week 1 Review the differences between differentiation Research: Consider some prokaryotic and eukaryotic cells. Formative Research Explain the effect of DNA example of diseases caused by Assignment: Explore the work of Describe the structure and functions methylation epigenetics such as Fragile X of DNA Watson, Crick, Franklin, and syndrome and Rett syndrome. Wilkins in the discovery of the EPIGENETIC CHANGES Explain the process of DNA (SHE – Application and structure of DNA. (SHE – Explain how epigenetic replication Limitation) Communication and modifications can lead to cancer Collaboration, Development) 6 MUTATIONS Worksheet: Label a diagram of Class Activity: Construct and the cell cycle (including use models of DNA replication. Define mutations checkpoints). Experiment (SIS): Extraction of Describe the environmental factors Worksheet: Describe the effect DNA (e.g. from peas). that cause mutations of different mutations on the Deconstruct: Different sources of Compare the impact of germ-line genetic code and overall protein. DNA for different purposes- best cell mutations and somatic cell method to extract? mutations. Oral Presentation: Describe how a mutation can cause a 2 DNA STRUCTURE AND FUNCTION Class Activity: Students genetic disease. (Cont.) demonstrate a conceptual 7 Class Activity: Debate the social understanding of the process of BIOTECHNOLOGY Explain that base-pairing rules and and ethical advantages and transcription and translation by Explain how tools such as DNA replication are universal consequences of the becoming codons, anticodons restriction enzymes, radioactive Gene structure: Compare introns manipulation of DNA and gene and amino acids in a role-play of probes, electrophoresis and and exons therapy. (SHE – Application and protein synthesis. plasmids are utilised by geneticists, Describe the function of a gene Limitation) Activity: List some of the end Describe the processes of DNA Group Activity: Research and The process of transcription and products of genes including sequencing, PCR and DNA profiling translation- and the roles of the devise a table to highlight several functional proteins, tRNA, rRNA Describe how new technologies components involved and microRNA. transgenic organisms and their such as CRISPR can be used to uses, for example in food 3 PROTEIN STRUCTURE AND Group Activity: Draw labelled edit/transfer genes production and the production of FUNCTIONS diagrams of the different levels of Describe the different ways that human hormones. Describe the factors that determine protein structure. genes can be transferred between Worksheet: Draw a timeline the primary, secondary, tertiary and Class Discussion: Discuss species. showing the historical quaternary structure of proteins examples of structural and Benefits and limitations perspective of selective breeding and more recently transgenic Explain how the structure of a functional proteins (e.g. organisms and cloning. (SHE – protein is critical to its function. haemoglobin, antibodies). Development, Influence, Experiment (SIS): Testing for Define the function of various Application and Limitation) structural and functional proteins Nucleic Acids and Proteins. (e.g. hormones, receptor proteins) 8 Revision of topic concepts Summative Test: DNA and Proteins
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 19 of184 Ref: A604944 Page 20 of184 Summative Summative Timeline Strategies, Contexts, and Timeline Strategies, Contexts, and Student Understanding Assessment Student Understanding Assessment Week Activities Week Activities Tasks Tasks over and independent assortment in during meiosis. meiosis. TOPIC 2: CELLS AS THE BASIS OF LIFE Class Discussion: Discuss the Compare the products of meiotic genetic manipulation of somatic 9 CELL STRUCTURE AND FUNCTION Class Activity: Illustrate the and mitotic cell division. and germline cells. (SHE – structure of the cell membrane. Influence, Apllication and Define the cell theory Limitation) Describe the structure and function Practical: Observe cells using microscope. 5 CELL CYCLE AND CELL Social Analysis: Investigate the of the cell membrane CULTURING effect of carcinogens (e.g. 10 Compare prokaryotic and eukaryotic Describe the gene products and tobacco smoke, some dioxins, cells (review) Class Activity: Use animations checkpoints that regulate the cell and asbestos) on human health cycle and what can be done to reduce Describe the structure and function or video clips to highlight the differences between prokaryotic their use. (SHE – Influence, of organelles in eukaryotic cells Describe the impact of carcinogens and eukaryotic cells. Application and Limitation) Compare the structure of plant and on the cell cycle Ethical Debate: Discuss both animal cells Describe techniques of cell culturing sides of the argument for the use 11 ENERGY FLOW and discuss contemporary uses. of HeLa Cells (SHE – Influence, Compare energy flow of autotrophs Group SIS: Investigate factors Application and Limitation) affecting anerobic respiration with heterotrophs. 6 Revision of topic concepts Summative using yeast in solution or in a Test: Write equations for photosynthesis, ‘bread dough’ mix. Deconstruct a Cells as the aerobic respiration, lactic acid problem. Do different yeasts Basis of Life fermentation and alcohol really result in differernt results fermentation for each food application? Explain how the ATP/ADP TOPIC: HOMEOSTASIS conversion provides energy for use in cells. 7 MAINTAINING INTERNAL Group SIS (Over two weeks): ENVIRONMENT Investigate the effect of salinity, Term 2 MOVEMENT OF SUBSTANCES Define homeostasis Explain the different processes of Practical (SIS): Demonstrate the pH, temperature or other factors Week 1 movement through the cell affect that the size of agar cubes Give examples of tolerance limits on seedlings. Deconstruct a membrane (e.g. osmosis, diffusion). has on the rate of diffusion and discuss impacts outside these problem: Seeds and Farming. limits Video: Science Nation – Extreme Discuss the factors that affect the Microbes movement of substances 8 DETECTING AND RESPONDING 2 BIOCHEMICAL PROCESSES Worksheet: Illustrate different Describe how the structure of energy pathways and discuss the Describe the role Nervous and Mini-Experiments (SIS): mitochondria and chloroplasts is impact of faulty enzymes Endocrine systems Testing our Receptors
essential for cell metabolism. Group Assignment: Discuss the Describe the different sensory
Explain the reasons for energy effects of chemicals such as receptors pathways and how these pathways cyanide, antibiotics, herbicides, can be achieved and insecticides on cell 9 DETECTING AND RESPONDING Class Activity: Research the metabolism. (SHE – Influence, (Cont.) biological basis of Alzheimer’s or CHEMICALS AND CELLS Application and Limitation) Describe the structure and function Parkinson’s disease and how this Discuss possible benefits and/or of the nerve pathway relates to treatment (SHE – harmful effects of chemicals that Describe the role and pathway of Influence, Application and human beings use. reflex responses Limitation) 3 CELL DIVISION - ASEXUAL Class Activity: View animations Using examples, describe negative Mini Experiments (SIS): Testing Review DNA replication and use models to show the feedback our reflexes Describe the process of mitosis processes of binary fission and 10 ENDOCRINE SYSTEM mitosis. Worksheet: Use a flow diagram Summative Compare mitosis and binary fission Describe the stimulus-response to represent the components of Practical Practical (SIS): Examine the model the stimulus-response model Investigation: stages of mitosis in onion root tip Describe the role and action of Investigate the cells. Class Discussion: Consider the hormones (e.g. insulin and negative consequences of using effect of plant 4 CELL DIVISION - SEXUAL Class Activity: Use models to glucagon, thyroxine, ADH, TSH, hormones in medicinal situations. hormones on Describe the process of meiosis. represent the arrangement and adrenaline) plant growth. Explain the importance of crossing movement of chromosomes Diabetes
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 21 of184 Ref: A604944 Page 22 of184 Summative Summative Timeline Strategies, Contexts, and Timeline Strategies, Contexts, and Student Understanding Assessment Student Understanding Assessment Week Activities Week Activities Tasks Tasks Term 3 NERVOUS AND ENDOCRINE Practical (SIS): Kidney existing within local wetlands. Week 1 SYSTEM Dissection (SHE – Influence, Application Compare the nervous and and Limitation) - consider the ethical and safety endocrine systems issues of using animal organs Experiment (SIS): Natural Discuss how the two systems work Selection modelling- analysis of Poster: Illustrate the effect of together and independently data, limitations of models. o control body temperature ADH on the nephron o enable osmoregulation 7 EVOLUTIONARY CHANGE Assignment: Research Darwin o maintain blood sugar levels Describe how micro changes leads & Wallace and their contribution o monitor carbon dioxide to maintain to macro-evolutionary changes to the understanding of evolution. constant pH Define genetic drift and gene flow (SHE – Communication and Summative Collaboration, Development) 2 Revision of topic concepts Explain the process of speciation Test: Homeostasis 8 CONVERGENT AND DIVERGENT Worksheet: Consider examples EVOLUTION of populations with reduced Define convergent, divergent and genetic diversity including TOPIC: EVOLUTION adaptive radiation cheetahs and Tasmanian devils. Describe the process of succession (SHE – Application and Limitation) 3 LIFE ON EARTH Class Activity: Compare the 9 HUMAN IMPACT Discuss evidence of when life characteristics of all known life Summative Class Brainstorm: Investigate began on Earth (e.g. fossils) forms Science as a Give examples of human activities local, national or global human Human that have caused or may threaten activities that have had (or are Describe spontaneous forming Review: Structure and function Endeavour the extinction of species. having) a significant effect on membranes and ribozymes of mitochondria and chloroplasts Investigation: Ensure the students recognise that species Describe the Theory of Research: The work of Nobel Select a topic humans have an ethical obligation Essay: Research and describe Endosymbiosis Prize winners Altman, Cech and related to to prevent species extinction. the steps being taken to preserve Jack Szostak. (SHE – Human species.. (SHE – Application and Communication and Endeavour Limitation) Collaboration, Development) 10 Revision of topic concepts Summative 4 COMPARATIVE GENOMICS Test: Describe techniques of obtaining Class Activity: Develop a time- Evolution line for biological change (e.g. evolutionary relationships between Nuffield activity) species Draw and/or analysis simple Assignment: Research one phylogenetic trees. innovative technologies utilised in comparative genomics (SHE – Influence)
5 REPRODUCTIVE ISOLATION Class Activity: Discuss the Define a species limitations of the species definition Describe reproductive isolating mechanisms Practical (SIS): Separate pictures given into pre- and post-
zygotic mechanisms.
6 GENETIC VARIATION Class activity: Students Describe the impact of mutations on describe the impact that many a species different abiotic and biotic Explain how meiosis also ensures selection pressures have on variation organisms. Deconstruct activity: How can you show that Explain the impact of natural antiseptics act as selecting selection agents? Field Trip (SIS): Analyse food webs and selection pressures
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 23 of184 Ref: A604944 Page 24 of184 Stage 2 Biology (20-credits) Assessment Assessment Assessment conditions Type and Details of assessment Design Criteria (e.g. task type, word length, time Assessment Overview Weighting IAE KA allocated, supervision) The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific DNA and Proteins Test: Students demonstrate knowledge and understanding of the DNA and Protein Test: features of all of the assessment design criteria. key biological concepts and learning in the DNA and Proteins theme, and apply this Individually completed knowledge to solve problems in new and familiar contexts. Students analyse 90-minute supervised test Assessment Assessment Assessment conditions biological problems and pose solutions using appropriate biological terms and 2 1,2,4 Type and Details of assessment Design Criteria (e.g. task type, word length, time conventions in multiple-choice and short-answer questions. Weighting IAE KA allocated, supervision) Conditions affecting Enzyme Activity: Students carry out an Investigation Practical Completion Investigation: Cells as the Basis of Life Test: Students demonstrate knowledge and Cells as the Basis of Life Test: analysing the effect that conditions such as temperature, pH, substrate concentration, Maximum 1500 words or multimodal understanding of the key biological concepts and learning in the topic Cells as the Individually completed product concentration have on enzyme activity. They record and analyse results, equivalent (excluding materials, methods, Basis of Life, and apply this knowledge to solve problems in new and familiar 90-minute supervised test evaluate procedures, and justify their conclusion. Students consider enzymes in 2,3, 4 4 safety, results) Assessment contexts. Students represent data using appropriate conventions and formats. 2 1,2,4 industry and deconstruct a problem relating to this. They suggest possible solutions. Type 2: Skills Investigation completed in 90 minutes. Students analyse biological problems and pose solutions using appropriate biological and terms and conventions in multiple-choice, short-answer questions and an extended Practical report completed in 3 days. Applications response. Tasks Effect of Hormones on Plant Growth: Students individually design and carry out an Practical Design Investigation: Homeostasis Test: Students demonstrate knowledge and understanding of the key Homeostasis Test: Assessment investigation that analyses the effect of hormones on plant growth. They undertake Type 1: Maximum 1500 words or multimodal biological concepts and learning in the Homeostasis topic, and apply this knowledge Individually completed the practical investigation collaboratively; however each student submits an individual equivalent (excluding materials, methods, Weighting to solve problems in new and familiar contexts. Students analyse data and evidence Investigation practical report. 90-minute supervised test s Folio 1,2,3,4 safety, results) 40% to formulate logical conclusions. Students analyse biological problems and pose 1, 3 1,2,4 Design 1 lesson. solutions using appropriate biological terms and conventions in multiple-choice, short- answer questions and an extended response. Some questions require the use of Investigation completed over three weeks. science inquiry skills. Weighting Practical report completed in 3 days. 30% Science as a Human Endeavour Investigation: Students investigate an aspect of Science as a Human Endeavour Evolution Test: Students demonstrate knowledge and understanding of the key Evolution Test: biology with a focus on Science as a Human Endeavour. The scientific Investigation: biological concepts and learning in the Evolution topic, and apply this knowledge to Individually completed solve problems in a test. Students analyse biological problems and pose solutions communication must emphasise one of the SHE understandings described in the Maximum 1500 words or a maximum of 10 2 1,3,4 90-minute supervised test using appropriate biological terms and conventions in multiple choice, short answer subject outline. They access information from different sources, select relevant minutes oral presentation or multimodal questions and an extended response. The extended response will relate to the information, analyse their findings, and develop and justify their own conclusions from 3 1,3,4 equivalent. science as a human endeavour component of the subject. the investigation. Draft submitted in 1 week. SHE Investigation to be completed in 3 All specific features of the assessment design criteria for this subject weeks. External may be assessed in the external examination. Examination 2-hour examination Questions of different types cover all Stage 2 topics and the science Weighting inquiry skills. Some questions may require students to integrate 30% their knowledge from more than one topic and show an understanding of science as a human endeavour. Eight assessments including the external examination. Please refer to the draft Stage 2 Biology subject outline.
Stage 2 Biology: Investigation Folio Part A: Article Stimulus Science as a Human Endeavour Task Read the article and makes notes (a table would work well here) on: the biology, the technology, historical perspectives of the innovation, future directions, issues or problems with the technology, Introduction and Purpose of task: implications for use.
In this task you will have the opportunity to investigate and demonstrate a comprehensive Use the internet and other sources of information to do more research on the information that you understanding of the how human ingenuity and application of biological knowledge and have made notes about. Consider the Biology you need to know, the scientists involved in this understanding can be used to improve human lives and to consider the impact of this work, cost or other factors associated with the use and distribution of this technology, the other development, for example: what the limitations may be. This investigation is related to Topic 3: disciplines involved in the technology, the impact of this technology, any limitations associated Homeostasis and specifically the nervous system. The focus of this task is to undertake research with the new possibilities, and any other information that may be relevant. on the Biology highlighted in the article provided (Bionic finger can feel textures, New Scientist, th 12 March 2016, pg. 12) and demonstrate an understanding of how this article and related Search for articles, data, or other information that you could use to support your discussion in Biology gives insight into how Humans interact with and use biological knowledge to develop new your report. Record the resources in a reference list, using Harvard Referencing, for future technologies and design solutions to issues and problems. reference. You will use and acknowledge a variety of relevant sources to find data and information to support your chosen topic. Show your teacher your initial findings, the annotations, and notes (or table) about the article
You may choose to present your research findings as a written report providing an expert’s point Due Date: ______of view including an analysis of the development of the technology, the interaction between scientists and other fields, and/or the economic, social, environmental or political implications.
Your research, findings and outcome should have a focus on at least one of the key concepts of Part B: Links to the SHE key concepts Science as a Human Endeavour listed below: Chose at least one of the SHE key concepts listed above and link the information you Communication and Collaboration have gathered in Part A to these key concepts. Consider how the key concept(s) is Science is a global enterprise that relies on clear communication, international demonstrated, what information is still needed, draw conclusions about how human conventions, and review and verification of results. ingenuity and application of knowledge has enabled this technology to become a reality. International collaboration is often required in scientific investigation. Development e.g. Advances in scientific understanding in one field can influence and be influenced by other areas of science, technology, engineering, and mathematics Development of complex scientific models and/or theories often requires a wide range of evidence from many sources and across disciplines. New technologies improve the efficiency of scientific procedures and data collection and analysis. This can reveal new evidence that may modify or replace models, theories, and The bionic finger would not be able to have been designed, if prosthetic limbs had not been already designed and developed, or if surgical advances had not enabled nerves to be processes. connected artificially etc. Influence Advances in scientific understanding in one field can influence and be influenced by other Show your teacher the links you have made to the SHE key concepts chosen. This may be in the areas of science, technology, engineering, and mathematics. form of a table, a concept map, or any other format that helps you to make your ideas clear. The acceptance and use of scientific knowledge can be influenced by social, economic, Date Due: ______cultural, and ethical considerations. Application and Limitation Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, make discoveries, design action for sustainability, evaluate economic, social, and environmental impacts, offer valid explanations, and make reliable predictions. The use of scientific knowledge may have beneficial or unexpected consequences; this requires monitoring, assessment, and evaluation of risk, and provides opportunities for innovation. Science informs public debate and is in turn influenced by public debate; at times, there may be complex, unanticipated variables or insufficient data that may limit possible conclusions.
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 27 of 184 Ref: A604944 Page 28 of 184 Part C: Report Planning - Investigation, Analysis, and Evaluation Knowledge and Application Search for any further information that will enable you to provide a comprehensive and detailed A Designs a logical, coherent, and detailed Demonstrates deep and broad knowledge and report, with highly relevant biology as determined by the planning in Part A and B. biological investigation. understanding of a range of biological concepts. Obtains, records, and represents data, using This will also assist you to justify your conclusions and show how they relate the SHE key appropriate conventions and formats Develops and applies biological concepts accurately and highly effectively. highly effectively in new and familiar contexts. concept(s) chosen. Systematically analyses and interprets data Critically explores and understands in depth and evidence to formulate logical conclusions the interaction between science and society. Record the resources in a reference list using Harvard Referencing. with detailed justification. Communicates knowledge and understanding Critically and logically evaluates procedures of biology coherently, with highly effective use Plan your report. This will be submitted to your teacher for feedback. and their effect on data. of appropriate terms, conventions, and representations. Date Due: ______B Designs a well-considered and clear biological Demonstrates some depth and breadth of investigation. knowledge and understanding of a range of biological concepts. Note: Part A and B and C are not included in the word count. Obtains, records, and represents data, using appropriate conventions and formats mostly Develops and applies biological concepts Part D: Scientific Communication: Report accurately and effectively. mostly effectively in new and familiar contexts. Logically analyses and interprets data and Logically explores and understands in some evidence to formulate suitable conclusions with depth the interaction between science and Use the information and data gathered to write a report providing an analysis of the interactions reasonable justification. society. between science and society that led to the development of the “Bionic Finger”. Logically evaluates procedures and their effect Communicates knowledge and understanding on data. of biology mostly coherently, with effective use Your report must include: of appropriate terms, conventions, and representations.
An introduction, which links the focus of your analysis to the SHE key concept(s) chosen C Designs a considered and generally clear Demonstrates knowledge and understanding biological investigation. of a general range of biological concepts. An explanation of how the focus of the investigation and key concept(s) illustrate the Obtains, records, and represents data, using Develops and applies biological concepts interaction between science and society generally appropriate conventions and formats generally effectively in new or familiar with some errors but generally accurately and contexts. Relevant biological concepts and background information (this should support your effectively. Explores and understands aspects of the report but not be the focus) Undertakes some analysis and interpretation interaction between science and society. A discussion of the potential impact or application of the focus to past and current users, of data and evidence to formulate generally appropriate conclusions with some justification. Communicates knowledge and understanding future developments or the ethical and social considerations of biology generally effectively, using some Evaluates procedures and some of their effect appropriate terms, conventions, and A conclusion and justification. You must include in your justification how the SHE key on data. representations. concept(s) has been addressed. D Prepares the outline of a biological Demonstrates some basic knowledge and In text referencing and Reference list using Harvard Referencing investigation. partial understanding of biological concepts. See also Appendix I for further suggestions on suggestions on how to link the SHE key concepts Obtains, records, and represents data, using Develops and applies some biological conventions and formats inconsistently, with concepts in familiar contexts. to biology/science and its interaction with society. occasional accuracy and effectiveness. Partially explores and recognises aspects of Describes data and undertakes some basic the interaction between science and society. interpretation to formulate a basic conclusion. Assessment Conditions: Communicates basic biological information, Attempts to evaluate procedures or suggest an using some appropriate terms, conventions, 4 weeks to complete. Class time provided for research and support. effect on data. and/or representations.
E Identifies a simple procedure for a biological Demonstrates limited recognition and Students may submit one draft of the final report for feedback. This does not include the investigation. awareness of biological concepts. checkpoints and plans. Attempts to record and represent some data, Attempts to develop and apply biological with limited accuracy or effectiveness. concepts in familiar contexts.
Attempts to describe results and/or interpret Attempts to explore and identify an aspect of Verification of student work will occur throughout the task. data to formulate a basic conclusion. the interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about Word Count: maximum of 1500 words for Part D or 10 minutes for an oral presentation. biology.
Assessment Design Criteria
Investigation, Analysis and Evaluation: IA 3
Knowledge and Application: KA 1, 3, 4
Due date for final report: ______
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 29 of 184 Ref: A604944 Page 30 of 184 Appendix I: Possible exploration of SHE key concepts
SHE key concept Possible exploration
Communication and This may include Collaboration a discussion of the contribution of individuals, teams or organisations that were involved in the discovery of prosthetics, the bionic finger how communication in the scientific community, in various forms may contribute to the development of new or improved technology
Development This may include an evaluation of the development of the technology from the earliest of prosthetics to current applications the development of sensors that enable touch to be distinguished, how this relies on the biology, knowledge and understanding of the nervous system
Influence This may include how one scientific discipline or engineering, technology or mathematics may impact the development of improved prosthetics with the sense of touch discuss the economic, social, environmental, ethical and cultural influences on the availability and use of these technologies Note that schools may have a subscription to New Scientist that enables students to log in and consider the ethical issues around the use of these technologies, read a similar article online: also consider accessibility Application and This may include https://www.newscientist.com/article/2079808-bionic-fingertip-gives-amputee-a-feel-for-different- Limitation textures/ how scientific knowledge can enable scientists to develop solutions for humans to have better lives consider the economic and social impact of this technology the application of this technology to other human sense deficiencies e.g. hearing or sight etc. the impact on the user of this technology
Note for teachers:
Part A, B and C are not included in the 1500 word count. Appendix 1 is provided as an additional support material for this task and should not be used as a checklist. Teachers should encourage students to widely explore the possible SHE key concepts involved.
While the biology and science involved will be a part of the report it should not be the focus. The assessment focus should be on the student’s ability to explore and connect the interaction between science and society.
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 31 of 184 Ref: A604944 Page 32 of 184 Assessment Stage 2 Biology - Program 2: 20-credits Week Science Understandings SIS SHE This teaching program articulates with learning and assessment plan 2. Tasks 11 Review Assessment Summative SAT 1: Week Science Understandings SIS SHE Introduce next topic: Cells Tasks Test 1 continued. Cell Theory Microscopes Energy and Cells (links to Prokaryotic and Eukaryotic Electron-micrographs of Term 1 Term 2 all the processes cells –comparison organelles discussed in Term 1) Summative: SHE Week 1 Eukaryotic cells- internal Autotrophs and Week 1 Investigation Due organisation/organelles Heterotrophs Compare plant / animal Compare these groups cells Inputs and Outputs 2 DNA: structure and Construct models of DNA Look at the how 2 Photosynthesis Investigation: Practical – Summative: function, location, Extract DNA information from a Aerobic Respiration use a data logger to Practical prokaryotic vs eukaryotic number of scientists Use DNA models to measure photosynthesis or Investigation: have contributed to Anaerobic Respiration DNA replication simulate DNA replication respiration (anaerobic) Factors that affect the current model of Watch animations photosynthesis or DNA respiration 3 Genes Model the folding of a 3-4 Transport in Cells Model of the cell Coding and Non-coding polypeptide Structure and Function of membrane DNA- introns and exons the Cell Membrane Investigation: factors that Proteins: Fluid Mosaic Model affect diffusion or osmosis What is a protein? Explain how the Polypeptide Folding = membrane facilitates functional protein different transport 3-D shape- importance processes and how it forms Factors that affect 4 Proteins: structure and Investigate the effect of a transport function (hormones, factor on enzyme activity 5 Cell Metabolism receptor proteins, antibodies) 6 Cell Division: Watch videos to visualise Enzymes Binary Fission: Prokaryotic the different processes of - Specific cells cell division - Catalysts 7-8 Mitosis: Eukaryotic cells Microscopes: prepared Discuss example of - Induced Fit model Cell Cycle slides or onion root tips contemporary uses - Factors that affect Cell Culture Use models to learn the of cell culture enzyme function Carcinogens/Cancer stages of mitosis 5 Protein Synthesis Model the processes of 9 Meiosis: production of Use models to learn the transcription and gamete cells: Eukaryotic stages of meiosis translation cells Model crossing over and 6-7 Phenotypic Gene Watch video Explore diseases independent assortment Expression associated with 10 Review SAT 2: Test 2 Cellular differentiation epigenetic changes Introduction to Investigation: tolerance Video: Extreme DNA methylation Homeostasis: tolerance limits of organisms – use Microbes Epigenetic modifications Term 3 limits seedlings to test salinity, can lead to cancer. Nervous and Endocrine pH, etc. DNA Mutations (include Experiment: PCR Week 1 8 Systems – compare Investigate: Reflex the science (simulation) or visit a lab functions, work together responses (use online understandings from Topic Begin: SHE Composition of the reflex tests) 4) Investigation Nervous System DNA sequencing Role of the neurons PCR Neuron Pathways Compare traditional 9 Biotechnology: genetic (synapse, selective breeding engineering neurotransmitters). with cloning 2 Stimulus Response Investigate the effect of Transferring DNA Consider the ethical 10 Model/Negative Feedback plant hormones on plant New technologies: such as consideration of new Reflex responses growth CRISPR to edit/transfer technologies and Composition of Endocrine genes gene technology system in Humans Benefits and Limitations
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 33 of 184 Ref: A604944 Page 34 of 184 Stage 2 Biology (20-credits) Assessment Overview Assessment Week Science Understandings SIS SHE The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific Tasks features of all of the assessment design criteria. Hormonal and Nervous 3-4 Assessment Assessment Assessment conditions system action in body Type and Details of assessment Design Criteria (e.g. task type, word length, time allocated, temperature, blood Weighting IAE KA supervision) glucose, metabolism, Students design and implement a practical investigation related to Topic 2: Cells Class time will be given for students to carbon dioxide and as the Basis of Life. Students use their knowledge to design a method to individually design the investigation osmoregulation investigate the effects of a factor on photosynthesis (respiration next year). question/hypothesis. Students individually design an investigation with an appropriate method, A double lesson to undertake the practical in 5 Role of hormonal hypothesis and variables. They record and present data using appropriate terms an allocated group of students. imbalances in diabetes and conventions. Students evaluate procedures and discuss their effects on the Each student submits a practical report data collected. Correct use of biological terminology is assessed. 6 Introduce: Evolution Article for Non- 1, 2,3,4 1, 4 according to the guidelines in the subject The beginning of life on Test SAT given outline. Earth to students Students may submit one draft for feedback Prokaryotic cells existed Assessment Word Count: maximum of 1500 words or 10 Type 1: minutes for an oral presentation for the before Eukaryotic cells Investigations introduction, analysis, evaluation and 7 Species: Definition and Compare sequences of Non Test: SAT 4 Folio conclusion sections of the report.
limitations of DNA and amino acids Article Task Students deconstruct a problem, design a method and implement a practical Class time will be given for students to Reproductive isolating Practical: Gel Weighting 30% investigation related to Topic 4: Evolution. They simulate the concept of Natural individually design the investigation mechanisms electrophoresis Selection. Students investigate predation and natural selection using a model. They question/hypothesis. will develop a method, by testing and considering a range of questions, that is A double lesson to undertake the practical in Comparative Genomics based on one that has been provided. They identify an appropriate hypothesis and an allocated group of students and associated techniques variables and complete the practical, recording and presenting data using Each student submits a practical report appropriate terms and conventions. Students evaluate procedures and discuss their 1, 2,3,4 1 according to the guidelines in the subject Phylogenetic Tree effects on the data collected. They justify their conclusions. Correct use of biological outline. Diagrams terminology is assessed. Students may submit one draft for feedback Word Count: maximum of 1500 words or 10 8 Gene Pools Simulation: Pepper Moths Discuss the work of minutes for an oral presentation for the Darwin and Wallace introduction, analysis, evaluation and Natural Selection Deconstruct and in the development conclusion sections of the report. Genetic Diversity Design Practical of the theory of Investigation: Natural Selection. Natural Selection Link to SHE (predation) development of models 9 Speciation Look at examples for each Allopatric Speciation of these types of Convergent Evolution speciation processes Adaptive Radiation Examples of succession- Succession video or photographs or schematic 10 The effects of Humans Discuss extinctions, role of humans in Maintain biodiversity SAT 3: Test 3 preservation of species/habitats
Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 35 of 184 Assessment Assessment Assessment conditions Assessment Assessment Assessment conditions Type and Details of assessment Design Criteria (e.g. task type, word length, time allocated, Type and Details of assessment Design Criteria (e.g. task type, word length, time allocated, Weighting IAE KA supervision) Weighting IAE KA supervision) problems, and interpret data or diagrams. Questions include those in which The Science as a Human Endeavour Investigation enables students to demonstrate 4 weeks to complete. Class time provided for students use science inquiry skills to provide an answer. A number of questions a comprehensive understanding of an aspect of, or context related to any of the research and to support students. address aspects of Science as a Human Endeavour. An extended response topics in Stage 2 Biology. The focus of this task is for a student to research an Students will submit a focus and plan for question will also be included. Correct use of biological terminology is assessed. aspect of Biology with a particular emphasis on how humans interact with and use review by the teacher. Verification of work will biological knowledge. Students will select at least one aspect of the Science as a occur as the student undertakes research Students demonstrate their deep and broad knowledge and understanding of a Students will be provided with the article a Human Endeavour key concept described on page 45 and 46 of the subject outline and planning. as a basis for their chosen aspect or issue. Students choose a focus, access range of biological concepts linked to Topic 1, 2 and 4 by answering a series of week before the classroom session. 2, 3 1,3,4 questions. Using a scientific article as the initial source of information, students will information from different sources, select and acknowledge appropriate sources to Students may submit one draft for feedback Students will then be given class time (90 apply their knowledge in a new context, undertake additional research to support their own conclusions. They will need to logically link their knowledge of minutes), to answer questions relating to the Word Count: maximum of 1500 words or 10 demonstrate a deeper understanding, and explore some of the key concepts of Biology to the aspect chosen. They do detailed and deep research to analysis and article, SHE and designing an investigation. minutes for an oral presentation. Science as a Human Endeavor revealed in the article provided. In addition, evaluate the aspect of Biology chosen for the task. Students may choose the format 1 1,2,3 of their report: either an article for a scientific journal, a written report providing an students will provide evidence of their science inquiry skills by designing a detailed This is a supervised task; however, students expert’s point of view, an analysis of a new development in a field or a concern investigation (which will not be performed). will have access to any resources required, including internet access. about a change which has economic, social, environmental or political implications. This will be an online task. Students demonstrate Biological knowledge and skills from Topic 1: DNA and Supervised written assessment.
Proteins and Topic 2: Cells as the Basis of Life. The content of the task covers Total Time: 90 minutes + 5 minutes reading key concepts from any aspect of the topic taught. Students apply their knowledge time. All specific features of the assessment design criteria for this subject and skills to a range of questions in both new and familiar contexts. They solve 1,2,3 1,2,4 may be assessed in the external examination. problems, and interpret data or diagrams. Questions include those in which External students use science inquiry skills to provide an answer. An extended response Questions of different types cover all Stage 2 topics and the science Assessment Examination 2-hour examination question is included. Correct use of biological terminology is assessed. inquiry skills. Some questions may require students to integrate Type 2: Skills Weighting 30% their knowledge from more than one topic and show an and understanding of science as a human endeavour. Applications Students demonstrate Biological knowledge and skills from Topic 2: Cells as the Supervised written assessment. Basis of Life. The content of the task covers key concepts from any aspect of the Tasks Total Time: 90 minutes + 5 minutes reading topic. Students apply their knowledge and skills to a range of questions in both new Eight assessments including the external examination. Please refer to the draft Stage 2 Biology subject outline. time. and familiar contexts. They apply their knowledge, solve problems, and interpret 3, 4 1, 2, 3 data or diagrams. An extended response question is included. Some questions Weighting require students to use science inquiry skills to provide an answer. A number of 40% questions address aspects of Science as a Human Endeavour. Correct use of biological terminology is assessed.
Students demonstrate Biological knowledge and skills from Topic 3: Homeostasis Supervised written assessment. and Topic 4: Evolution. The content of the task covers key concepts from any 2 1,2,3,4 Total Time: 90 minutes + 5 minutes reading aspect of the topics. Students apply their knowledge and skills to a range of time. questions in both new and familiar contexts. They apply their knowledge, solve
Stage 2 Biology: Investigation Folio Task 1 Part B: Complete the experiment Topic 2: Cells as the Basis of Life 1. Your teacher will allocate you into groups to undertake one experiment designed by one of your groups’ members or another appropriate method. This design will be chosen with Design Task: Effect of various factors on Photosynthesis your teacher, based on equipment availability and feasibility. Introduction and Purpose of Task: 2. You will complete the experiment and record the data in an appropriate results table.
Photosynthesis a vital process that converts light energy from the sun into chemical energy in the 3. You will write the report, with the discussion component focused on the data collected. form of glucose. Organisms that have chlorophyll or other related pigments are able to undertake this process and are said to be “photosynthetic”. The Investigation Report must include: (needs to be an individual report) Photosynthesis can be represented by the reactions: [Aspects in bold font are included in the word count of the report]
An appropriate introduction – introduces the theory behind the practical
Aim: what is the purpose of the experiment?
Part A: Design Component:
Hypothesis, Identification of all the variables Factors that affect photosynthesis could include: the concentration of carbon dioxide, availability Materials and Method with Safety Considerations of water, presence or absence of light, light frequency, and the concentration of chlorophyll. Reference List (Harvard Referencing System) In this task, students will design an investigation to determine how one factor could affect photosynthesis. Part B: Completion Component: Hypothesis suitable to experiment that was undertaken Part A: Research and Design your own experiment Results Table(s) and Graph(s) There are many different methods that can be used to investigate photosynthesis, both provided Discussion- includes analysis of the data and evaluation of the method and data, and by the teacher and those you find yourself. Use these to help you to design an experiment to test suggestions for improvements to the method the effect of your chosen factor on photosynthesis. Conclusion- relates to the data Keep a list of references used to design your method.
Please note: this task provides an opportunity to use data loggers to collect the data, if the Assessment Conditions for this task: equipment is available. Class time will be given for students to individually design the investigation question/hypothesis. 1. Design your experiment individually to test one factor that could affect photosynthesis. In your design include all details required to undertake a reliable and valid experiment. You A double lesson to undertake the practical in a group. Each student to submit a practical report. must also consider the safety aspects of this experiment. Reference your information appropriately. Students may submit one draft for feedback, due one week after the experiment is completed.
a. Variables, measurement of the dependent variable, one independent variable, constant variables Word Count: maximum of 1500 words or 10 minutes for an oral presentation for the introduction, analysis, evaluation and conclusion sections of the report. b. Hypothesis Final copy is due 2 weeks after the experiment is completed. c. Materials and Equipment required
d. Method suitable to test the hypothesis Assessment Design Criteria
This is handed up before the investigation is undertaken. Investigation, Analysis and Evaluation: IAE 1, 2, 3, 4 Knowledge and Application: KA1, 4
Due date: ______
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 39 of 184 Ref: A604944 Page 40 of 184 Guidelines for how to address the Performance Standards in the report: - Investigation, Analysis, and Evaluation Knowledge and Application
Section of the Requirements/Indicators Specific Designs a logical, coherent, and detailed Demonstrates deep and broad knowledge and A biological investigation. understanding of a range of biological concepts. Report Feature Obtains, records, and represents data, using Develops and applies biological concepts highly Introduction Relevant biological Information presented that relates KA1 appropriate conventions and formats effectively in new and familiar contexts. specifically to the practical being investigated. The accurately and highly effectively. information relates to the aim of the experiment. Critically explores and understands in depth the Systematically analyses and interprets data interaction between science and society. Has the correct format and evidence to formulate logical conclusions Aim KA1 with detailed justification. Communicates knowledge and understanding of Indicates the purpose of the experiment biology coherently, with highly effective use of Critically and logically evaluates procedures appropriate terms, conventions, and Independent and dependent variables are identifiable. and their effect on data. representations.
Hypothesis Has the correct format- is not in the form of a question IAE1 Designs a well-considered and clear biological Demonstrates some depth and breadth of Links the independent and dependent variable and is a B investigation. knowledge and understanding of a range of prediction. biological concepts. Obtains, records, and represents data, using appropriate conventions and formats mostly Develops and applies biological concepts mostly Method Describes how the independent variable is changed, is IAE1 accurately and effectively. effectively in new and familiar contexts. detailed and describes how the dependent variable is measured. Logically analyses and interprets data and Logically explores and understands in some depth evidence to formulate suitable conclusions with the interaction between science and society. All variables should be identified, how and why they are reasonable justification. controlled Communicates knowledge and understanding of Logically evaluates procedures and their effect biology mostly coherently, with effective use of on data. appropriate terms, conventions, and Results Table has the correct format IAE2 representations. Data is represented in an appropriate manner- all data is shown C Designs a considered and generally clear Demonstrates knowledge and understanding of a Significant figures are correct biological investigation. general range of biological concepts. Graphs are drawn appropriately- axis are labelled, Obtains, records, and represents data, using Develops and applies biological concepts generally generally appropriate conventions and formats effectively in new or familiar contexts. appropriate scale used, title, size, correct format with some errors but generally accurately and effectively. Explores and understands aspects of the Discussion Explains all the data obtained KA1, interaction between science and society. Undertakes some analysis and interpretation Provides reasoning based on the data for supporting or IAE3 of data and evidence to formulate generally Communicates knowledge and understanding of rejecting the hypothesis appropriate conclusions with some justification. biology generally effectively, using some IAE4 appropriate terms, conventions, and Identifies potential sources of random and systematic error Evaluates procedures and some of their effect representations. specifically on data. Discusses the data’s reliability, precision, accuracy and validity Prepares the outline of a biological Demonstrates some basic knowledge and partial D investigation. understanding of biological concepts. Evaluates the experimental method and suggests possible relevant improvements to the design of the experiment Obtains, records, and represents data, using Develops and applies some biological concepts in conventions and formats inconsistently, with familiar contexts. occasional accuracy and effectiveness. Conclusion Indicates whether the aim of the experiment has been met IAE3 Partially explores and recognises aspects of the and restates the overall trend of the experiment. Describes data and undertakes some basic interaction between science and society. interpretation to formulate a basic conclusion. Safety Audit Detailed analysis of the potential risks, hazards and how IAE1 Communicates basic biological information, using Attempts to evaluate procedures or suggest an some appropriate terms, conventions, and/or they are managed and the precautions taken in the effect on data. representations. classroom
Communication Use of appropriate biological terms and conventions KA4 Identifies a simple procedure for a biological Demonstrates limited recognition and awareness E investigation. of biological concepts. Harvard Referencing Used Reference List KA4 Attempts to record and represent some data, Attempts to develop and apply biological concepts Sources correctly cited. with limited accuracy or effectiveness. in familiar contexts. Bibliography provided Attempts to describe results and/or interpret Attempts to explore and identify an aspect of the data to formulate a basic conclusion. interaction between science and society.
Acknowledges that procedures affect data. Attempts to communicate information about biology.
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 41 of 184 Ref: A604944 Page 42 of 184 Stage 2 Biology: Investigation Folio Task 2 Materials and Method: Web cam* Topic 4: Evolution Wild bird food Deconstruct and Design Task: Predator-Prey Relationships and Natural Spaghetti Selection Simulation Investigation Food colouring
1. Acclimatise the local bird population by providing food in the same area as the experiment Introduction and Purpose of Task: to be undertaken. 2. Observe the birds, habits, identify if possible. Use of a web cam if available could assist with Predators consume other organisms that are considered their prey. These relationships in nature this and for data collection later in the experiment. are important. The predator will not survive if it does not have a food source, while the predator 3. Feed the birds for at least one week, to ensure they keep returning. controls prey numbers so that it too can survive within the ecosystem they share. Making the Spaghetti Worms (when ready to start the actual experiment) Predators and their corresponding prey evolve together, so that they each have specialised adaptations that enable the survival of both species. a. Cook spaghetti as per instructions b. Add dye to the cooking water. Food grade dyes are not dangerous to birds. Natural Selection enables individuals of a population to survive if they have the characteristics c. E.g. Green = 15ml of bright green dye, 5 ml of black and 10 ml of red = red/brown etc. that make them the most suitable to the prevailing environmental conditions. These organisms d. They can be kept in the fridge for 3 days or stored in the freezer and thawed before use. then reproduce and pass on these favourable characteristics to offspring. This alters the gene Method for Investigation (you will need to alter this, based on your independent variable): frequency of characteristics that are favoured. 1. Select and mark out the feeding area according to the acclimatisation trials. In this task, students will design an experiment to investigate: a factor that affects the ability of an 2. Present equal numbers of “different” spaghetti worms to the birds. organism to survive how predation may affect a population of prey, an experimental model and 3. Each day, count the number of worms remaining of each type. evaluate it and to observe natural selection in a simulated exercise. 4. Make a new population, the size of the original, but with fresh worms of each type in proportion to the numbers of each type you collected. Part A: Deconstructing the Problem to develop an appropriate method:
Preparation of the location and testing Calculation to determine population after each predation cycle: Total number of worms in starting population = N Teachers please note: This practical requires preparation and an appropriate location(s). It is a practical that requires several weeks to undertake. In addition to deconstructing a problem, it is Number of worms of type A collected = a also an opportunity for students to consider the ethical and safety consideration of a practical that Number of worms of type B collected = b [ do this for each different type] uses real organisms in a field setting. Total number of worms collected = (a + b + ….) = n Things for students to deconstruct and consider include: Number of worms of type A to be put out for next generation = a x N ÷ n [calculate for each type] Collection of data - as it is ideal to collect data daily. Part B: Design your own experiment Best time of the year to do this experiment? 1. Design your experiment individually to test one factor on the predation of the spaghetti Best Location? Types of Birds? worms. In your design include all details required to undertake a reliable and valid Safety considerations: the use of food dye in foods fed to organisms in the location – use food experiment. You must also consider the safety aspects of this experiment. grade dyes, these are safe for consumption a. Variables, measurement of the dependent variable, one independent variable, Live birds and other animals may be encountered, and certainly their waste will be. Use gloves. constant variables b. Hypothesis Working outside, consider sun safety and the environmental conditions. c. Materials and Equipment required Preliminary Investigation: To determine the best location d. Method suitable to test the hypothesis- consider the number of spaghetti worms, the 1. Look around the school grounds for a location that has birds naturally. distribution of the worms. 2. Consider the safety of this location. e. Results collection and presentation 3. Consider the natural predators or other organisms in the area- will these also be attracted 2. In defined groups, students in consultation with the teacher will select one method to by the food source? perform and to collect data. 4. If no location is suitable, set up a bird table in an appropriate location. 3. Individually write a practical report.
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 43 of 184 Ref: A604944 Page 44 of 184 Factors that could be investigated include: different colour prey, different length or size prey, Investigation, Analysis, and - Knowledge and Application different areas, different shaped prey. Evaluation Designs a logical, coherent, and detailed Demonstrates deep and broad knowledge and The Investigation Report must include: (needs to be an individual report) A biological investigation. understanding of a range of biological concepts. Obtains, records, and represents data, using An appropriate introduction – introduces the theory behind the practical appropriate conventions and formats Develops and applies biological concepts accurately and highly effectively. highly effectively in new and familiar contexts. Aim: what is the purpose of the experiment? Systematically analyses and interprets data Critically explores and understands in depth and evidence to formulate logical conclusions the interaction between science and society. Hypothesis, Identification of all the variables with detailed justification. Communicates knowledge and understanding Materials and Method with Safety and Ethical considerations: This will be detailed to include the Critically and logically evaluates procedures of biology coherently, with highly effective use and their effect on data. of appropriate terms, conventions, and deconstruction of the problem that led to the method designed by the student. representations.
Results Table(s) and Graph(s) Designs a well-considered and clear biological Demonstrates some depth and breadth of B investigation. knowledge and understanding of a range of Discussion- includes analysis of the data and evaluation of the method used (which may not be biological concepts. Obtains, records, and represents data, using the one designed by the student, depending on the feedback from the teacher). appropriate conventions and formats mostly Develops and applies biological concepts Consider the following (not limited to this): Why use a model? What do the worms represent? accurately and effectively. mostly effectively in new and familiar contexts. How does the use of the model differ from real predator-prey relationships? Sources of Logically analyses and interprets data and Logically explores and understands in some evidence to formulate suitable conclusions with depth the interaction between science and uncertainty? Reliable? Accurate? reasonable justification. society. Conclusion- relates to the data and must be justified. What limitations are associated with the Logically evaluates procedures and their effect Communicates knowledge and understanding on data. of biology mostly coherently, with effective use conclusion? of appropriate terms, conventions, and representations. Reference List (Harvard Referencing System) - not assessed in this task, but required. Designs a considered and generally clear Demonstrates knowledge and understanding Reflection: How has the model assisted in your understanding of Natural Selection? C biological investigation. of a general range of biological concepts. Obtains, records, and represents data, using Develops and applies biological concepts generally appropriate conventions and formats generally effectively in new or familiar Assessment Conditions for this task: with some errors but generally accurately and contexts. effectively. Explores and understands aspects of the Class time will be given for students to individually design the investigation question/hypothesis. Undertakes some analysis and interpretation interaction between science and society. of data and evidence to formulate generally appropriate conclusions with some justification. Communicates knowledge and understanding of biology generally effectively, using some Numerous lessons will be provided to set up and undertake the practical in a group. Ongoing- Evaluates procedures and some of their effect appropriate terms, conventions, and collection of data will be arranged. on data. representations. D Prepares the outline of a biological Demonstrates some basic knowledge and Each student will submit an individual practical report. Students may submit one draft for investigation. partial understanding of biological concepts. feedback, due one week after the collection of the data is completed. Obtains, records, and represents data, using Develops and applies some biological conventions and formats inconsistently, with concepts in familiar contexts. occasional accuracy and effectiveness. Partially explores and recognises aspects of Word Count: maximum of 1500 words or 10 minutes for an oral presentation for the introduction, Describes data and undertakes some basic the interaction between science and society. interpretation to formulate a basic conclusion. analysis, evaluation and conclusion sections of the report. Communicates basic biological information, Attempts to evaluate procedures or suggest an using some appropriate terms, conventions, effect on data. and/or representations. Final copy is due 2 weeks after the experiment is completed. E Identifies a simple procedure for a biological Demonstrates limited recognition and Assessment Design Criteria IAE 1, 2, 3, 4 KA1 investigation. awareness of biological concepts. Attempts to record and represent some data, Attempts to develop and apply biological Refer to your Guidelines for how to address the Performance Standards a practical report to help with limited accuracy or effectiveness. concepts in familiar contexts. Attempts to describe results and/or interpret Attempts to explore and identify an aspect of you write your report. data to formulate a basic conclusion. the interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about References: biology. “I’m a worm, get me out of here”, Wellcome Trusts, Darwin 2000 A model for Natural Selection- spaghetti worms, Nuffield Foundation.org.
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 45 of 184 Ref: A604944 Page 46 of 184 Stage 2: Non-Test SAT Biology Task Part B (to be completed in supervised lesson time)
Answer all of the following questions in the space provided: Background of Task: 1. Explain, using examples from the article, why this article was titled “Back from the Brink”? Students have the opportunity to use their knowledge to demonstrate a deep and broad 2. Many new solutions to solve the problems of ecosystem destruction were outlined in the understanding of a range of biological concepts linked to Topic 1, 2 and 4 by answering a series article. What would be the benefit to organisms and humans of these solutions if they were of questions. Using a scientific article as the initial source of information, students will have the used in a damaged ecosystem? opportunity to apply their knowledge in a new context, do additional research to demonstrate a deeper understanding, to explore the Science as a Human Endeavor links within the article 3. Explain why organisms may not survive if they are put into new environments. provided. In addition, students will provide evidence of their science inquiry skills by designing a 4. Describe how bacteria could be engineered to produce a water-trapping polymer. detailed investigation (which will not be performed). 5. Consider the following key concepts of Science as a Human Endeavor and link your knowledge, your research, and the information from the article to write a response to Topics included: explore and understand the interaction of society and science. Topic 1: DNA and proteins, Topic 2: Cells as the Basis of Life, Topic 4: Evolution Application and Limitation: Scientific knowledge, understanding, and inquiry can enable scientists to develop Assessment Conditions: solutions, make discoveries, design action for sustainability, evaluate economic, social, cultural, and environmental impacts, offer valid explanation, and make reliable The article will be provided a week before the written aspect of the task. This will enable students predictions. to read the article and to consider the biology, do some initial additional research and ensure they understand the contexts included. The use of scientific knowledge may have beneficial or unexpected consequences; this Article: Sole, R, “Back from the Brink”, New Scientist, 1 October, 2016 pp 36-37. requires monitoring, assessment, and evaluation of risk, and provides opportunities for innovation. https://www.newscientist.com/article/mg17123071.800-back-from-the-brink/ 6. Investigation design. (Note that schools may have a subscription to New Scientist that enables students to log in and read the article online) Choose one of the following investigations and design a logical, coherent and detailed method to test a hypothesis. Students will then be given class time (90 minutes), to answer questions relating to the article, SHE and designing an investigation. Design and experiment to determine This is a supervised task; however, students will have access to any resources required, including a. the best way to improve/enhance moisture retention in soil internet access. or This will be an online task. b. if detergents labelled as “biodegradable” or “environmentally safe” are actually better for the environment? Assessment Design Criteria: or Investigation, Analysis and Evaluation: IAE1 Knowledge and Application: 1, 2, 3 c. whether soil productivity can be improved by adding bacteria?
Instructions for Students You will need to include: Part A (to be completed in the student’s own time and before the lesson that has been scheduled a hypothesis for Part B to be undertaken) dependent and independent variables Read the article provided/online. factors held constant (how and why they are controlled) Undertake research to ensure that you fully understand the ideas and concepts presented in the factors that may not be able to be controlled (and why not) article. Consider how these relate to the interaction between science and society. materials required the procedure to be followed
the type and amount of data to be collected identification of ethical and safety considerations.
Stage 2 Biology — Implementation Workshop Booklet Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 47 of 184 Ref: A604944 Page 48 of 184 ‐ Investigation, Analysis, and Evaluation Knowledge and Application
Designs a logical, coherent, and detailed Demonstrates deep and broad knowledge A biological investigation. and understanding of a range of biological Obtains, records, and represents data, concepts. using appropriate conventions and Develops and applies biological concepts formats accurately and highly effectively. highly effectively in new and familiar contexts. Systematically analyses and interprets data and evidence to formulate logical Critically explores and understands in conclusions with detailed justification. depth the interaction between science and Critically and logically evaluates society. procedures and their effect on data. Communicates knowledge and understanding of biology coherently, with highly effective use of appropriate terms, conventions, and representations. Designs a well-considered and clear Demonstrates some depth and breadth of B biological investigation. knowledge and understanding of a range Obtains, records, and represents data, of biological concepts. using appropriate conventions and Develops and applies biological concepts formats mostly accurately and effectively. mostly effectively in new and familiar contexts. Logically analyses and interprets data and evidence to formulate suitable Logically explores and understands in conclusions with reasonable justification. some depth the interaction between Logically evaluates procedures and their science and society. effect on data. Communicates knowledge and understanding of biology mostly coherently, with effective use of appropriate terms, conventions, and representations. Designs a considered and generally clear Demonstrates knowledge and C biological investigation. understanding of a general range of Obtains, records, and represents data, biological concepts. using generally appropriate conventions Develops and applies biological concepts and formats with some errors but generally effectively in new or familiar generally accurately and effectively. contexts. Undertakes some analysis and Explores and understands aspects of the interpretation of data and evidence to interaction between science and society. formulate generally appropriate conclusions with some justification. Communicates knowledge and understanding of biology generally Evaluates procedures and some of their effectively, using some appropriate terms, effect on data. conventions, and representations. Prepares the outline of a biological Demonstrates some basic knowledge and D investigation. partial understanding of biological Obtains, records, and represents data, concepts. using conventions and formats Develops and applies some biological inconsistently, with occasional accuracy concepts in familiar contexts. and effectiveness. Partially explores and recognises aspects Describes data and undertakes some of the interaction between science and basic interpretation to formulate a basic society. conclusion. Communicates basic biological Attempts to evaluate procedures or information, using some appropriate suggest an effect on data. terms, conventions, and/or representations. Identifies a simple procedure for a Demonstrates limited recognition and E biological investigation. awareness of biological concepts. Attempts to record and represent some Attempts to develop and apply biological data, with limited accuracy or concepts in familiar contexts. effectiveness. Attempts to explore and identify an aspect Attempts to describe results and/or of the interaction between science and interpret data to formulate a basic society. conclusion. Attempts to communicate information Acknowledges that procedures affect about biology. data.
Stage 2 Biology — Implementation Workshop Booklet Ref: A604944 Page 49 of 184 Summative Stage 2 Biology Year Program 3: Topics Integrated Articulates with LAP 3 Week Science Understanding Science Inquiry Skills Science as a Human Endeavour Assessment Tasks Summative Week Science Understanding Science Inquiry Skills Science as a Human Endeavour Assessment Tasks 10 Phylogenetic trees: draw and interpret Do practice exercises What is the interaction between Begin SHE Investigation drawing simple mathematics and phylogenetic trees?? Term 1 -more closely related species share more similarity in their DNA sequences phylogenetic trees (Influence) NIMBios video 1 Life on earth, how for how long? 11 Reproductive Isolation: pre and post zygotic Concept and definition of Evolution Existing cells are the product of evolution Term 2 2-4 Prokaryotes vs Eukaryotes- compare Microscopes Discuss developments of different 1-2 Sources of variation in sexually reproducing Watch videos to visualize species: the different processes of Cell Theory Electron micrographs of microscope technology and change in understanding. (Influence) Cell division:, mitosis, meiosis (including cell division Cell Structure: Cell Membrane- Fluid organelles crossing over and independent assortment) Microscope: Look at Mosaic Model Model of the cell membrane Fertilisation prepared slides of onion Organelles (structure and function, root tips arrangement of internal membranes) Use models to learn the Compare plant and animal cells stages of mitosis
5 Endosymbiotic theory to explain evolution 3 Asexual and Sexual reproduction Use models to learn the Discuss recent developments and of Eukaryotes Binary fission stages of meiosis understanding of uncontrolled cell Role of membrane, ribozymes in the first Compare mitosis/meiosis Model crossing over and division at its treatment (Development, simple cells Somatic vs Germ Line cells independent assortment Application and Limitation) Control of cell division- features of and role 6 DNA: Compare structure in prokaryotes and Construct models of DNA Discuss how information from a of hormones eukaryotes. Extract DNA number of scientists have contributed Uncontrolled cell division DNA molecule: structure and function to the current model of DNA 4 Cell culture: applications and Discuss examples of contemporary Summative: SHE Use DNA models to (Communication and Collaboration) DNA replication simulate DNA replication limitations/benefits and harmful effects of uses of cell culture (Application) Investigation Due chemicals. Watch animations 5 Introduce homeostasis- discuss tolerance Investigation: tolerance Video: Extreme microbes 7 DNA mutations- genetic variation, source of How does an understanding of the limits limits of organisms- use new genes, what can increase the mutation causes of mutation affect work health seedlings to test salinity, rate and safety? (Influence) Introduce the Nervous System: compare structure and function of neurons, role of pH etc. Genes: introns and exons receptors, receptor to effector, synapses Investigate: reflex 8 Protein synthesis Model the processes of and neurotransmitters. responses (use online transcription and translation reflex test)
9 Comparative Genomics: techniques Compare sequences of The Power of Comparative Genomics Summative SAT 1: Test 6 Compare the nervous and hormonal system and discuss their interdependence. Species definition(s) DNA (and amino acid) You tube. How can it be applied? (Application) How has the Stimulus Response Model: reflex arc and understanding changed since this was negative feedback. produced? (Limitations)
Summative Summative Week Science Understanding Science Inquiry Skills Science as a Human Endeavour Week Science Understanding Science Inquiry Skills Science as a Human Endeavour Assessment Tasks Assessment Tasks 7-8 Discuss in detail the following homeostatic http://www.news.com.au/lifestyle/healt 6 Energy: autotrophs vs heterotrophs, Investigation: Practical- use Summative Practical examples: h/health-problems/new-device-for- photosynthesis, cellular respiration a data logger to measure Investigation: Design Body Temperature (Thyroxine) diabetes-eliminates-the-need-for- (compare aerobic/anaerobic etc.) photosynthesis Factors that affect painful-finger-pricking/news- ATP cycle respiration. Osmoregulation (ADH) story/539d9044155f4866ce7e41b7708 Carbon Dioxide in Blood 44001 7 Obtaining substances for survival: transport Investigation: factors that Summative SAT 3: Test Fight or Flight response (adrenaline) Discuss article. (Collaboration, processes, revisit cell membrane, factors affect diffusion or osmosis (SHE and Science that affect transport Understanding) Blood sugar (insulin/glucagon) Development, Influence) Diabetes and hormonal imbalance 8 Chance of survival: concept of a gene pool Simulation: Pepper Moths Discuss the work of Darwin and Deconstruct and Design, Natural Selection: role of variation, low Wallace in the development of the outcome uncertain 9 Proteins: structure (primary, secondary, Model folding of a genetic diversity, consequences and theory of Natural Selection Investigation: Natural tertiary, quaternary), structure to function polypeptide examples. (Communication) Selection Simulation relationship. E.g. enzymes, some hormones (Predation) etc. 9 Speciation: genetic drift, geographical Look at examples for each Discuss extinctions and the roles of 10 Enzymes: induced fit, factors, role in cell Investigate the effect of a Discuss uses of enzymes in food, Summative SAT 2: Test isolation and allopatric speciation of these types of humans in preservation of metabolism factor on enzyme activity cleaning, treatments. (SIS and Science Compare allopatric and sympatric speciation. species/habitats. Revisit protein synthesis and consider (deconstruct and outcomes (Application) Understanding) speciation (Application and Limitation, Influence) uncertain as a focus) phenotypic expression and cellular Convergent evolution differentiation. Divergent (adaptive radiation) Term 3 Extinction and Human Activity, ethical considerations. 1 Gene Expression Watch video Explore disease associated with Epigenetic changes epigenetic changes (Application and 10 Succession Examples of succession- Summative SAT 4: Non- Limitation) visit a site or look at test SAT- Article and 2-3 Genetic engineering and associated Experiment: PCR Compare traditional selective breeding photographs or watch a response techniques: DNA sequencing, PCR, revisit simulation or visit a lab with cloning (Application and video. DNA profiling. Limitation) Term 4 Issues (ethical, economic and cultural) re genetic information collection 1-2 Revision – past exam questions Deconstructing problems Responding to SHE questions
4 Tools of genetic engineering: plasmids, Practical: Gel bacterial enzymes, gel electrophoresis, Electrophoresis bacterial transformation, PCR, probes/restriction enzymes.
5 New technologies: CRISPR, benefits and Consider the ethical considerations of limitations of CRISPR + CAS and other. new technologies and gene technology (Development)
Stage 2 Biology (20-credits) Articulates with Program 3 Assessment Assessment Design Assessment conditions Type and Details of assessment Criteria Assessment Overview (e.g. task type, word length, time Weighting IAE KA allocated, supervision) The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features Students explore the interaction between science and society related to a 4 weeks to complete. Class time of all of the assessment design criteria. contemporary aspect of Stage 2 Biology. Based on at least one key concept provided for research and to support of Science as a Human Endeavour described on page 45 and 46 of the students. Assessment Assessment Design Assessment conditions Criteria subject outline students choose a focus, access information from different Students will submit a focus and plan for Type and Details of assessment (e.g. task type, word length, time sources, select and acknowledge appropriate sources to support their own Weighting review by the teacher. Verification of IAE KA allocated, supervision) conclusions. They logically link their knowledge of Biology to the aspect 2, 3 1,3,4 work will occur as the student Class time will be given for students to chosen, undertake detailed and deep research to analysis, and evaluate the undertakes research and planning. Students design and implement a practical investigation related to Topic 2: individually design the investigation aspect of Biology chosen for the task. Students may choose the format of Students may submit one draft for Cells as the Basis of Life. Students use their knowledge to design a question/hypothesis. their report: either an article for a scientific journal, a written report providing feedback an expert’s point of view, an analysis of a new development in a field or a method, for which the outcome is uncertain to investigate the effects of a A double lesson to undertake the Word Count: maximum of 1500 words or concern about a change which has economic, social, environmental or factor on respiration. practical in an allocated group of 10 minutes for an oral presentation. students. political implications. Students individually design an investigation with an appropriate method, Students demonstrate Biological knowledge and skills from Topic 1: DNA Supervised written assessment. hypothesis and variables. They record and present data using appropriate Each student submits a practical report and Proteins, Topic 2: Cells as the Basis of Life and Topic 4: Evolution. terms and conventions. Students evaluate procedures and discuss their 1, 2,3,4 1, 4 according to the guidelines in the Total Time: 90 minutes + 5 minutes The content of the task covers key concepts from any aspect of the topic effects on the data collected. Correct use of biological terminology is subject outline. reading time. taught. Students apply their knowledge and skills to a range of questions in 1,2,4 assessed. Students may submit one draft for feedback both new and familiar contexts. They solve problems, and interpret data or diagrams. An extended response question is included. Correct use of Word Count: maximum of 1500 words or Assessment biological terminology is assessed. Type 1: 10 minutes for an oral presentation for Students demonstrate Biological knowledge and skills from 1: DNA and Supervised written assessment. Investigations the introduction, analysis, evaluation Proteins, Topic 2: Cells as the Basis of Life and Topic 3: Homeostasis. Folio and conclusion sections of the report. Assessment Total Time: 90 minutes + 5 minutes The content of the task covers key concepts from any aspect of the topic. Class time will be given for students to Type 2: Skills reading time. Students apply their knowledge and skills to a range of questions in both new individually design the investigation and 1,2,3, 4 1, 2 Students deconstruct a problem, design a method and implement a practical and familiar contexts. They apply their knowledge, solve problems, and question/hypothesis. Applications Weighting 30% investigation related to Topic 4: Evolution. They simulate the concept of interpret data or diagrams. There will be a focus on questions that require Tasks Natural Selection. Students investigate predation and natural selection using A double lesson to undertake the students to use science inquiry skills to provide an answer. Correct use of a model. They will develop a method, by testing and considering a range of practical in an allocated group of biological terminology is assessed. questions, that is based on one that has been provided. They identify an students Students demonstrate Biological knowledge and skills from Topic 1: DNA Supervised written assessment. appropriate hypothesis and variables and complete the practical, recording Each student submits a practical report Weighting and presenting data using appropriate terms and conventions. Students and Proteins and Topic 2: Cells as the Basis of Life The content of the Total Time: 90 minutes + 5 minutes 1, 2,3,4 1 according to the guidelines in the 40% evaluate procedures and discuss their effects on the data collected. They subject outline. task covers key concepts from any aspect of the topics. Students apply their reading time. knowledge and skills to a range of questions in both new and familiar justify their conclusions. Correct use of biological terminology is assessed. Students may submit one draft for 2 1,2,3,4 contexts. They apply their knowledge, solve problems, and interpret data or feedback diagrams. A number of questions address aspects of Science as a Human Word Count: maximum of 1500 words or Endeavour. An extended response question will also be included. Correct use 10 minutes for an oral presentation for of biological terminology is assessed. the introduction, analysis, evaluation Students demonstrate their deep and broad knowledge and understanding of Students will be provided with the article and conclusion sections of the report. a range of biological concepts linked to all topics but with some emphasis on 1 1,2,3 a week before the classroom session. Topic 4: Evolution by answering a series of questions. Using a scientific Students will then be given class time
Assessment Assessment Design Assessment conditions Type and Details of assessment Criteria (e.g. task type, word length, time Weighting IAE KA allocated, supervision) Stage 2 Biology: Investigation Folio article as the initial source of information, students will apply their knowledge (90 minutes), to answer questions in a new context, undertake additional research to demonstrate a deeper relating to the article, SHE and understanding, and explore some of the key concepts of Science as a Human designing an investigation. Endeavor incorporated in the article provided. In addition, students will This is a supervised task; however, provide evidence of their science inquiry skills by designing a detailed students will have access to any Science as a Human Endeavour Task investigation. resources required, including internet access. This will be an online task. Introduction and Purpose of task:
All specific features of the assessment design criteria for this subject may be assessed in the external examination. In this task you will investigate and demonstrate a comprehensive understanding of science as a human External Questions of different types cover all Stage 2 topics and the science endeavour in Biology related to any of the topics in Stage 2 Biology. The focus of this task is to explore Examination 2-hour examination inquiry skills. Some questions may require students to integrate Weighting 30% their knowledge from more than one topic and show an an aspect of contemporary Biology with a particular emphasis the interaction between society and, for understanding of science as a human endeavour. example, the application and use of biological knowledge, the influence and development of new
technologies, or the design of solutions to problems. Eight assessments including the external examination. Please refer to the draft Stage 2 Biology subject outline. You will use and acknowledge a variety of relevant sources to find data and information to support your chosen topic.
You may choose to present your research findings as either an article in a scientific journal, as a written report providing an expert’s point of view, an analysis of a new development in a field or a concern about a development that has economic, social, environmental or political implications on any aspect related to any topic in the Stage 2 Biology science understandings.
Your research, findings and outcome should have a focus on at least one of the key concepts of Science as a Human Endeavour listed below:
Communication and Collaboration Science is a global enterprise that relies on clear communication, international conventions, and review and verification of results. International collaboration is often required in scientific investigation. Development Development of complex scientific models and/or theories often requires a wide range of evidence from many sources and across disciplines. New technologies improve the efficiency of scientific procedures and data collection and analysis. This can reveal new evidence that may modify or replace models, theories, and processes. Influence Advances in scientific understanding in one field can influence and be influenced by other areas of science, technology, engineering, and mathematics. The acceptance and use of scientific knowledge can be influenced by social, economic, cultural, and ethical considerations. Application and Limitation Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, make discoveries, design action for sustainability, evaluate economic, social, and environmental impacts, offer valid explanations, and make reliable predictions. The use of scientific knowledge may have beneficial or unexpected consequences; this requires monitoring, assessment, and evaluation of risk, and provides opportunities for innovation. Science informs public debate and is in turn influenced by public debate; at times, there may be complex, unanticipated variables or insufficient data that may limit possible conclusions.
Stage 2 Biology — Implementation Workshop Booklet Page 58 of 184 Ref: A604944 Part A: Information Search and Planning
1. Use the internet and other sources of information to do an initial search related to a topic of Part C: Scientific Communication Biology that is of interest to you e.g. new DNA technologies, animal conservation or new medicines. Consider the technology, ethics, benefit to humans, costs, environmental concerns Use the information and data gathered to write an article in a scientific journal, a report providing an etc. of this topic of interest. expert’s point of view, an analysis of a new development in a field or a concern about an issue you have chosen. 2. In a table, make a list of possible topics and related questions or contexts for your scientific communication. Your report must include:
3. Search for articles, data or other information that you could use to support your discussion. an introduction, to identify the focus of the investigation and the key concept(s) of science as a human endeavour that it links to Record the resources in a reference list using Harvard Referencing, for future reference. This will assist you in your selection of your final focus. an explanation of how the focus of the investigation illustrates the interaction between science and society 4. Choose the focus of your work for the scientific communication. relevant biology concepts or background (this should support your report but not be the e.g. use of hormone replacement therapy to reduce the effect of menopause or an analysis of focus) how effective breeding programs are in the conservation of animals. a discussion of the potential impact or application of the focus of the investigation, e.g. further 5. Link your chosen focus to at least one of the key concepts of SHE. development, effect on quality of life, environmental implications, economic and/or social impact, influence on human activities, etc. e.g. The use of scientific knowledge may have beneficial or unexpected consequences; this requires monitoring, assessment, and evaluation of risk, and provides opportunities for innovation a conclusion, with justification could be considered when investigating breeding programs as a method of conserving animals. citations and referencing. 6. Check the focus you have chosen with your teacher before you proceed. Assessment Conditions: Date Due: ______4 weeks to complete. Class time provided for research and support. 7. Choose the format of your work: an article in a scientific journal, as a written report providing an expert’s point of view, an analysis of a new development in a field or a concern about an issue. Students may submit one draft of the final scientific communication for feedback. This does not include You might like to formulate a question or statement that relates to your chosen focus and SHE the checkpoints and plan. key concept as the heading for your work. Verification of student work will occur throughout the task. 8. Plan your article or report - this will be submitted to your teacher for feedback. Word Count: maximum of 1500 words for Part C or 10 minutes for an oral presentation. Date Due: ______
Part B: Refinement of Information for your chosen focus Assessment Design Criteria
9. Search for any further information that will enable you to provide a comprehensive and detailed Investigation, Analysis and Evaluation: IA2, 3 report, with highly relevant biology as determined by your plan from Part A. Knowledge and Application: KA1, 3, 4 This will also assist you in being able to justify your conclusions.
Record the resources in a reference list use Harvard Referencing. Note for teachers:
Part A and B are not included in the word count. This format of the SHE task provides the student with an opportunity to select a topic and explore the SHE key concepts connected to their chosen topic. Teachers will need to guide students to select topics to enable the focus to be on the aspects of SHE chosen.
While the biology and science involved will be a part of the report it should not be the focus. The assessment focus should be on the student’s ability to explore and connect the interaction between science and society.
Part A and B are not included in the 1500 word count.
Stage 2 Biology — Implementation Workshop Booklet Page 59 of 184 Stage 2 Biology — Implementation Workshop Booklet Page 60 of 184 Ref: A604944 Ref: A604944 Stage 2 Chemistry Program 1 20-credits Articulates with LAP 1
Performance Investigation, Analysis and Knowledge and Application Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Standards Evaluation 1 Lessons lost: Subtopic 1.3 Volumetric Analysis Exercises - return to school A Designs a logical, coherent, and detailed Demonstrates deep and broad knowledge - assemblies etc Revise: Revise volumetric glassware and titration - concentration units and conversions procedure. biological investigation. and understanding of a range of biological - stoichiometry problems concepts. Obtains records, and represents data, using appropriate conventions and formats Develops and applies biological concepts 2 Practical: Analyse results - calculations [Subtopic 4.1] (1) Prepare standard solution of Standardise KMnO4 solution. accurately and highly effectively. highly effectively in new and familiar contexts. Iron(II) ammonium sulfate Evaluate procedure: Photosynthesis. Systematically analyses data and evidence to Critically explores and understands in depth (2) Dilute commercial H2O2 solution. Use standardised solution to determine - systematic and random errors Respiration. concentration of H2O2 in commercial - accuracy and precision Carbon cycle formulate logical conclusions with detailed the interaction between science and society. product. Fossil fuels justification. Combustion of carbon-based fuels Communicates knowledge and understanding Critically and logically evaluates procedures of biology coherently, with highly effective use and their effects on data. of appropriate terms, conventions, and 3 Subtopic 1.1: Global Warming and View (sections of) An Inconvenient Truth Investigation (1) - Volumetric Climate Change representations. Discuss causes and consequences of Analysis Action of greenhouse gases in maintaining global warming. steady atmospheric temperatures. Determine which of three beverages is B Designs a well-considered and clear Demonstrates some depth and breadth of Discuss thawing of permafrost and impact. most acidic biological investigation. knowledge and understanding of a range of Anthropogenic sources of GH gases. biological concepts. Obtains, records, and represents data, using Exercise: Plot data for trends in global concentration of CO2. Discuss trend. appropriate conventions and formats mostly Develops and applies biological concepts accurately and effectively. mostly effectively in new and familiar contexts. 4 Role of oceans in maintaining steady Subtopic 1.2: Photochemical Smog Interpret graphs showing concentrations Logically analyses data and evidence to concentrations of CO2 in the atmosphere of NOx, ozone, hydrocarbons in air over a formulate suitable conclusions with Logically explores and understands in some (revise equilibrium). Formation of nitrogen oxides: city. - natural processes [Subtopic 4.3] reasonable justification. depth the interaction between science and Ocean acidification and effects on ocean - combustion in air Harmful effects of photochemical smog. society. calcifying organisms: coral reefs. Logically evaluates procedures and their Formation of ozone from NOx effects on data. Communicates knowledge and understanding Revise pH and calculations from Stage 1.
of biology mostly coherently, with effective use of appropriate terms, conventions, and representations.
Designs a considered and generally clear Demonstrates knowledge and understanding C biological investigation. of a general range of biological concepts. Obtains, records, and represents data, using Develops and applies biological concepts generally appropriate conventions and generally effectively in new or familiar formats with some errors but generally contexts. accurately and effectively. Explores and understands aspects of the Undertakes some analysis and interpretation interaction between science and society. of data and evidence to formulate generally Communicates knowledge and understanding appropriate conclusions with some of biology generally effectively, using some justification. appropriate terms, conventions, and Evaluates some procedures and some of representations. their effects on data.
D Prepares the outline of a biological Demonstrates some basic knowledge and investigation. partial understanding of biological concepts. Obtains, records, and represents data, using Develops and applies some biological conventions and formats inconsistently, with concepts in familiar contexts. occasional accuracy and effectiveness. Partially explores and recognises aspects of Describes data and undertakes some basic the interaction between science and society. interpretation to formulate a basic conclusion. Communicates basic biological information, Attempts to evaluate procedures or suggest using some appropriate terms, conventions, an effect on data. and/or representations.
E Identifies a simple procedure for a biological Demonstrates limited recognition and investigation. awareness of biological concepts. Attempts to record and represent some data, Attempts to develop and apply biological with limited accuracy or effectiveness. concepts in familiar contexts. Attempts to describe results and/or interpret Attempts to explore and identify an aspect of data to formulate a basic conclusion. the interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about biology.
Stage 2 Biology — Implementation Workshop Booklet Page 61 of 184 Ref: A604944
5 Use of catalytic converters to reduce NOx Review exercises Subtopic 3.1: Introduction Physical properties of organic compounds: 10 Practical: Subtopic 3.6: Amines Classification as primary, secondary, from motor vehicles. - revise secondary interactions from tertiary. Revise structural formulae, systematic Stage 1 Compare the enthalpies of combustion of Occurrence. [Subtopic 2.1] naming of hydrocarbons from Stage 1. - consider the polarities of various the first six alcohols. Amines as bases. - Energy profile diagrams functional groups Role of amines in the nervous system - Effect of catalyst on reaction rate Consider lignocaine and use in protonated Systematic nomenclature form.
6 SAT 1: Infographic Exercises: Predict/explain physical Subtopic 3.2: Alcohols Oxidation products of alcohols. due properties of compounds given their Practical: 11 Subtopic 3.3: Aldehydes and Ketones Oxidation products of aldehydes in acidic Practical: structural formulae. Occurrence and alkaline conditions. Systematic nomenclature Test a range of primary, secondary, Occurrence Prepare propanal and test product with Classification as primary, secondary, tertiary alcohols with acidified potassium Use of acidified dichromate solution and Tollens’reagent. tertiary. dichromate solution. Systematic nomenclature Tollens’ to distinguish between aldehydes and ketones. Formation from appropriate alcohols. 7 Alcohols as fuels: Subtopic 1.4 Chromatography TLC and Rf Practical: combustion products complete and incomplete combustion View Interactive Lab Primer Interpret chromatograms Identification of the analgesic component 12 Subtopic 3.4: Carbohydrates Solubility of mono and disaccharides in Equilibrium in solution between ring and [Subtopic 4.1] of an over-the-counter medication. water. chain forms of glucose. [Subtopic 4.1] Discuss concepts of chromatography Occurrence Practical: Condensation of monosaccharides to form Demonstration: Definition di and polysaccharides. Fermentation of a carbohydrate to Advantages/disadvantages of using Tollens’ test on a solution of glucose. produce ethanol. ethanol as a fuel in place of fossil fuels. Classification as mono, di, Hydrolysis of di and polysaccharides. polysaccharides. Discuss results in terms of equilibrium Renewable fuels. and Le Châtelier’s Principle. Functions of carbohydrates in nature.
8 GLC and HPLC [Subtopic 2.2: Equilibrium] Ion exchange chromatography Effect of acidic/saline conditions on soil fertility [Subtopics 4.3, 4.2] 13 Subtopic 3.5: Carboxylic Acids Practical: Practical: Consider drugs with carboxyl groups Interpret chromatograms Revise reversible reactions. Release of toxic cations into soil water by (Aspirin, penicillin). Desirability of using Introduce concept of equilibrium and Le Aluminosilicates and zeolites acidic conditions Occurrence Investigate odours of a range of carboxylic - Reaction of hydrochloric and ethanoic the drug in the form of the carboxylate Châtelier’s Principle (changes in Use of zeolites in water softeners acids. acids with magnesium, metal oxides salt. concentraion) Cation exchange in soils Systematic nomenclature and hydroxides, metal carbonates and Availability of nutrient cations to plants RCOOH as weak acids: hydrogencarbonates. Formation from appropriate alcohols. - ionisation in water - Explain differences in reactivities. - reaction with bases. 9 Subtopic 1.5: AAS Using AAS to identity elements in a Exercises: [Subtopic 4.1] sample. Revise enthalpy and calculations from View VEA Chemical Analysis I Using AAS to determine concentration of Analyse AAS data Stage 1. 14 Subtopic 2.1: Rates of Reaction Collision theory used to explain the effect Practical: Analyse results. element in a sample: on rate of reaction of changes in: Evaluate procedure. Discuss concepts - construct calibration graphs (revise Calculations. Calculate quantities of heat evolved per Measuring rate by change in - concentration of reactant Effect of changing temperature OR volumetric glassware, dilution mole, per gram, and per litre for complete concentration, change in mass of system, - pressure (gaseous systems) reactant concentration on the rate of Importance in assessment of metal ores in calculations) combustion of alcohols. volume of gas evolved etc. - temperature reaction of sodium thiosulfate and HCl. mining. - use calibration graphs (interpolation, - surface area concentration conversions, systematic Use of calorimetry to determine enthalpy - presence of catalyst. and random errors) of combustion.
Demonstration: Revise energy profile diagrams and 18 Practical: Practical: Alkaline hydrolysis of triglycerides. catalytic converters. Practical Design Follow the reaction of marble chips with Preparation of an ester Formation of amphiphilic particles. Use bromine solution to test various HCl solution over time. Discuss photocatalysis (UV light on Effect of changing a reaction condition on triglycerides for saturation. - Graph results. nanoparticles of TiO2 on surfaces) to the rate of fermentation of a Explain uses of amphiphilic particles: - Interpret graph. remove undesirable solvent vapours from carbohydrate. - to remove grease (soaps and the air. Conversion of liquid triglycerides into detergents – include effect of hard triglycerides with higher melting point. water) Discuss production of margarine. - to stabilise mayonnaise and ice cream 15 SAT 2: Test Practical Design Subtopic 2.2: Equilibrium and Yield Introduce Kc. Carry out investigation - in Nano sized micelles to deliver Revise concepts already introduced: Calculations involving Kc fo hydrophobic drugs. - reversible reactions homogeneous systems. - dynamic nature
Graphs representing changes in 19 Subtopic 3.8: Amides Hydrolysis of amides under acidic and Subtopic 3.10: Proteins Condensation to form protein chain. concentrations of reactants and products alkaline conditions. Formation by condensation of amine and as a system reaches equilibrium. Amino acids carboxylic acid. - general formula Protein chains and secondary interactions: Formation and properties of polyamides. 16 Revise Le Châtelier’s Principle introduced View film clips of effects of pressure and [Subtopic 4.2] Subtopic 2.3: Optimising Production - acidic and basic properties - within the chain earlier. concentration changes on equilibrium - self-ionised form between the chain and water. Use of chlorine, hypochlorous acid and Consider nylon. - systems. Interpret flow charts. Consider effect of changes in: hypochlorites in water treatment – effect of
- concentration pH on the equilibrium. Interpret graphs representing the effect of Desirable features: high rate, high yield, - pressure (gaseous systems) - temperature. changes in equilibrium system with Revise: safe processes, minimum impact on the Effect of changes in pH and temperature Subtopic 4.1 Biofuels: Advantages/disadvantages of using concentration, pressure, temperature environment, minimum costs. 20 on the spatial arrangement of the protein Revise material introduced earlier in the - production of ethanol (revise) and carbon-based fuels for energy. Practical: changes. [Subtopics 1.4, 4.2, 4.3] chain and hence of its function. biodiesel year: Cation exchange Discuss compromises to achieve Effect of changes in concentration on the Availability of nutrients in soil. - fuels - biofuels/fossil fuels and global Revise: maximum yield in minimum time. Role of enzymes in life processes. equilibrium concentration of Fe(SCN)2+ in Ion chromatography. warming carbon cycle and reactions - combustion (complete/incomplete) solution. Use of zeolites in water softeners. - calorimetry/enthalpy of combustion Advantages/disadvantages of using - fossil and renewable fuels. - [Subtopic 1.1] catalysts. - thermochemical calculations Role of oceans in removing CO2 from the atmosphere/ocean acidification
21 Practical: SAT 3: Test Writing thermochemical equations. 17 Examples: Subtopic 3.7: Esters Formation of polyesters Subtopic 3.9: Triglycerides Prepare a sample of biodiesel Compare fuels (including calculations of Choose from production of ammonia, Occurrence Formation from 1,2,3-propanetriol and Hydrolysis of esters under acidic and energies released per mole, per gram, sulfuric acid, nitric acid ...... fatty acid. Systematic nomenclature alkaline conditions. per litre). Saturated/unsaturated triglycerides: Formation from appropriate alcohol and - sources acid – Condensation physical state.
22 Revise galvanic cells from Stage 1. Fuel cells Subtopic 4.2 Revise: 26 Compare environmental impacts of Consider production of Zn to revise: Investigation (2): Practical - hard water producing aluminium from bauxite with - amphiphilic particles (froth flotation) Photovoltaic cells. structure zinc from zinc ore. Design - Different methods for treating water. - use of zeolites in water softeners - reactions of metallic oxides with acids - half-equations for various fuels Use of aluminium ions and polymers to - use of chlorine and some compounds Advantages/disadvantages of direct Discuss phytomining and bioleaching. displacement of a metal from solution for disinfection. - energy generation. advantages/disadvantages compared remove suspended clay particles from by a more reactive metal - with other galvanic cells. water. Reverse osmosis process. - electrolysis of aqueous solutions.
Desalination by reverse osmosis and thermal distillation. 27 Need for the recycling of materials. Difficulties in recycling: Revision Revision - thermosetting plastics (revise) Discuss issues associated with use of Class time for initial research and Subtopic 4.3: Soil Process and consequences of Discuss energy requirements for recycling 23 - composite materials Adelaide desalination plant. discussion with teacher eutrophication aluminium cans and for producing cans Why plants need nutrients in soluble form. from bauxite.
Introduce Investigation (3) SHE: Industrial wastewater. Revise:
- natural and anthropogenic nitrogen- 28 Revision Revision SAT 4: Test fixing processes
Why fertilisers may be needed to improve the productivity of some soils.
24 Silicon dioxide, silicates and Revise: Subtopic 4.4 View VEA Condensation Polymers aluminosilicates - cation exchange Revise work on addition polymers from Advantages/disadvantages of: impact of acidic and saline conditions Formula of anion from formula of silicate - Stage 1, and on condensation polymers - synthetic polymers of aluminosilicate. on the nutrient value of soils. from Topic 3.7, 3.8. - producing polymers from fossil source
View VEA Addition Polymers or from renewable materials.
25 Properties of organic polymers: Thermoplastic and thermoset polymers: Occurrence of metals – depends on metal Revise electrolysis from Stage 1. - structure reactivity. Compare reduction methods for the - revise secondary interactions from - effect of heat Stages in the production of metals form production of: Stage 1 their ores – energy requirements. - Group 1 and 2 metals, and aluminium - impact on ability to be recycled. - effect of cross-linking and secondary zinc interactions on rigidity, strength, Method of reduction is related to the - elasticity, behaviour on heating. Impact of disposal of plastics on the reactivity of the metal and availability of - iron or copper. environment. energy. Biodegradability Depending on metal reactivity may use: - electrolysis of molten salt - electrolysis of aqueous solution - heat and a reducing agent.
Stage 2 Chemistry LAP1 articulates with Program 1 Assessment Assessment Assessment conditions Type and Details of assessment Design Criteria (e.g. task type, word length, time Assessment Overview Weighting IAE KA allocated, supervision) The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features of all of the assessment design criteria. Investigation 3 (SHE): Industrial Wastewater Students work individually. Assessment Assessment conditions Students choose a context in which water is used and discarded during an industrial Assessment process (e.g. agriculture, the wine industry, mining, the desalination process). Design Criteria 1-2 lessons of class time will be available for Type and Details of assessment (e.g. task type, word length, time They investigate the reasons for use of the water, effect on the composition of the water preliminary research and discussion. Weighting IAE KA allocated, supervision) as a result of the use, methods for analysing the concentrations of any contaminants, the possible environmental effects of discarded water, methods of remediation (if any) They will prepare the report and submit it of the water. 3 2,3,4 within four weeks. Investigation 1: Volumetric analysis This titration is conducted over two lessons. In this investigation, students demonstrate their ability to: Students use a range of materials and glassware to perform a volumetric analysis to - locate, select and acknowledge relevant material determine which of three beverages is most acidic. Students demonstrate their ability The communication should be a maximum of Students work individually and must submit - apply chemical concepts in new contexts to: their report in the next lesson following the 1500 words if written or a maximum of 10 - connect chemical concepts to social, ethical, and environmental impacts minutes for an oral presentation, or the - select glassware appropriate to the task titration. communicate information using appropriate terms, conventions, and 3,4 2,4 - equivalent in multimodal form. - use volumetric glassware correctly representations.
- accurately dilute a solution The report is a maximum of 1000 words, Students may choose the format in which to communicate their findings. - perform a titration excluding the results section. - calculate [H+] for each beverage and use these to form a conclusion - discuss accuracy and precision of their results - evaluate the procedure and the impact of sources of systematic and random error. SAT 1: Infographic Time: 50 minutes This task assesses subtopics 1.1 and 4.1. Direct supervision of the teacher. Students create an infographic that demonstrates knowledge of the chemistry and 1, 3, 4 Assessment Investigation 2: Design Investigation Part A (1 lesson) and Part B (2 lessons) are associated issues involved with increasing carbon emissions. Students are provided with the periodic table Type 1: A. Students design a procedure to investigate the effect of changing one variable on the carried out in class time. and formula sheet. Investigations mass of copper formed during the electrolysis of a copper sulfate solution. They Folio deconstruct the problem to select a variable and an appropriate method for Students may work in pairs for Part A but work Assessment Weighting investigation. They may do preliminary work/trials in this lesson, or in their own time individually in Parts B and C. Type 2: Skills SAT 2: Test Time: 50 minutes 30% leading up to the day of the practical. and This test covers parts of Topics 1, 3 and 4. Direct supervision of the teacher. B. Students construct their own individual design based on their preliminary Individual reports are submitted two school Applications investigations and carry out this investigation. days after completion of the investigation. Tasks C. Students write a practical report that demonstrates their ability to: Short answer questions will include: Students are provided with the periodic table Weighting formulate a hypothesis 1,2,3,4 4 use of systematic nomenclature of organic compounds and formula sheet. - The report must be a maximum of 1500 words, 40% - - identify variables and identify and explain factors that must be held constant excluding the materials/apparatus, - interpretation and use of structural formulae 3 1,2,4 - identify factors that they are unable to hold constant method/procedure outlining trials, identification - design and conduct an investigation to test the hypothesis and management of safety risks, and results. - analysis and interpretation of quantitative data - identify safety considerations - record and represent data using appropriate formats - application of knowledge in familiar and unfamiliar contexts - analyse data to formulate a conclusion - use of mathematical formulae to solve quantitative problems over a range of - evaluate their procedure and the impact, if any, of sources of error on their results complexity. - suggest reasonable improvements - communicate material using appropriate language, terminology and conventions.
Assessment Assessment Assessment conditions Type and Details of assessment Design Criteria (e.g. task type, word length, time Weighting IAE KA allocated, supervision)
SAT 3: Test Time: 50 minutes AT1 Task 2 Stage 2 Chemistry: Design Investigation – This test covers parts of Topics 2, 3 and 4. Direct supervision of the teacher. Copper Electroplating
Short answer questions will include: Students are provided with the periodic table - relevant calculations 1,2,3 and formula sheet. - use of systematic nomenclature of organic compounds Starter Problem: - interpretation and use of structural formulae - application of knowledge in familiar and unfamiliar contexts - application of chemical concepts in contemporary, social and/or environmental During the electroplating process, metal is deposited on the surface of the cathode. contexts. What factors might affect the mass of metal deposited?
SAT 4: Test Time: 90 minutes + 10 minutes reading time. Short answer questions cover Topic 4 and related revision topics (see program) and will Direct supervision of the teacher. In this practical investigation you are required to: include application of chemical concepts in familiar and new contexts and in 3 1, 2, 4 deconstruct the parts of a problem to determine the most appropriate method for contemporary, social and/or environmental contexts. Students are provided with the periodic table, It will include one extended response question based upon a short article. an activity series of metals, and formula sheet. investigation formulate a investigable question or hypothesis select and use appropriate equipment, apparatus, and techniques Assessment Type 3: Questions of different types cover all Stage 2 topics and the science identify variables inquiry skills. Some questions may require students to integrate Examination 2.5 hour examination their knowledge from more than one topic and show an collect, represent, analyse, and interpret data Weighting understanding of science as a human endeavour. evaluate procedures and consider their impact on the results 30% draw conclusions communicate knowledge and understanding of concepts. Eight assessments, including the external examination. Please refer to the draft Stage 2 Chemistry subject outline. It is known that passing a constant electric current through an aqueous copper sulfate solution results in copper atoms from the anode being dissolved into the solution while copper cations from the solution are reduced at the cathode.
At the anode (+) At the cathode (-) Cu Cu2+ + 2e- Cu2+ + 2e- Cu
Faraday’s First Law of electrolysis states that: “The mass of any element deposited during electrolysis is directly proportional to the number of coulombs of electricity passed”
Faraday’s Second Law of electrolysis states that: “The mass of an element deposited by one Faraday of electricity is equal to the atomic mass in grams of the element divided by the number of electrons required to reduce one ion of the element to its metal.”
The copper at the anode releases copper ions and electrons, which move in the solution towards the cathode, where the copper ions and electrons combine to deposit copper onto the cathode.
The expected mass of copper can be calculated by using a series of simple equations:
Charge (C) = Current (A) x Time (s) Moles of Electrons or Faradays = Charge (C) / 96500 Moles of Copper = Moles of electrons or Faradays / ratio = 2 Mass (g) = moles x relative atomic mass
For example: If the Current is 0.2A and the time taken is 5 minutes Charge = 0.2 x (5x60) From these equations a “theoretical” table of Faradays = 60/96500 values can be produced and these can be Moles of Copper = plotted against the actual results obtained. 0.0006217/2 Mass = 0.0003108 x 64 Mass = 0.0199 g
Stage 2 Chemistry — Implementation Workshop Booklet Ref: A604944 Page 72 of 184
Performance Standards for Stage 2 Chemistry
A B C D E
Part A: (in pairs) IAE1 Designs a logical, coherent, Designs a well-considered Designs a considered and Prepares the outline of a Identifies a simple 1 and detailed chemistry and clear chemistry generally clear chemistry chemistry investigation. procedure for a chemistry Deconstruct the parts of a problem to determine the most appropriate method for investigation. investigation. investigation. investigation. Obtains records, and Obtains, records, and Obtains, records, and Obtains, records, and investigation 2 represents data using represents data using represents data using represents data using Attempts to record and appropriate conventions appropriate conventions generally appropriate conventions and formats represent some data with inconsistently, with limited accuracy or In this investigation, the mass of copper (Cu) metal deposited will be recorded during the and formats accurately and and formats mostly conventions and formats highly effectively. accurately and effectively. with some errors but occasional accuracy and effectiveness. effectiveness. electrolysis of copper sulfate solution (CuSO ), as one variable is changed. Investigation, generally accurately and 4 3 Systematically analyses Logically analyses and Analysis and effectively. Describes data and Attempts to describe results Evaluation and interprets data and interprets data and evidence to formulate evidence to formulate Undertakes some analysis undertakes some basic and/or interpret data to Brainstorm factors that could affect the deposition of copper metal on the cathode. logical conclusions with suitable conclusions with and interpretation of data interpretation to formulate a formulate a basic detailed justification. reasonable justification. and evidence to formulate basic conclusion. conclusion. 4 generally appropriate Critically and logically Logically evaluates Attempts to evaluate Acknowledges that conclusions with some procedures affect data. ______evaluates procedures and procedures and their justification. procedures or suggest an their effects on data. effects on data. effect on data. ______Evaluates procedures and ______some of their effects on data.
______Demonstrates deep and Demonstrates some depth Demonstrates knowledge Demonstrates some basic Demonstrates some limited 1 broad knowledge and and breadth of knowledge and understanding of a knowledge and partial recognition and awareness understanding of a range of and understanding of a general range of chemical understanding of chemical of chemical concepts. chemical concepts. range of chemical concepts. concepts. Use the laboratory time to conduct a series of trials to test a particular variable and concepts. 2 Applies chemical concepts Applies some chemical Attempts to apply chemical highly effectively in new and Applies chemical concepts Applies chemical concepts concepts in familiar concepts in familiar procedure. Record your observations and consider the strengths and weaknesses of the generally effectively in new contexts. familiar contexts. mostly effectively in new contexts. procedure. and familiar contexts. or familiar contexts. Critically explores and Partially explores and Attempts to explore and Knowledge Explores and understands identify an aspect of the 3 understands in depth the Logically explores and recognises aspects of the and aspects of the interaction interaction between science interaction between science understands in some depth interaction between science Investigation Design (individually) Application and society. the interaction between between science and and society. and society. science and society. society. Select one variable to investigate and write an appropriate hypothesis. Communicates knowledge Communicates basic Attempts to communicate 4 and understanding of Communicates knowledge Communicates knowledge chemical information, using information about List the independent and dependent variables, factors to be held constant and chemistry coherently with and understanding of and understanding of some appropriate terms, chemistry. highly effective use of chemistry mostly chemistry generally conventions, and/or factors that may not be able to be controlled. appropriate terms, coherently with effective effectively using some representations. conventions and use of appropriate terms, appropriate terms, representations. conventions, and conventions, and List the materials required and a detailed procedure. representations. representations. Use the results of your trials to justify the details of your procedure. Identify ethical and safety considerations.*
Submit your design for teacher feedback.
Part B: Conduct the investigation (individually) IAE2 Use the laboratory time to conduct your investigation and record your results.
Part C: Report (individually) (due 2 days after the investigation) IAE2, IAE3, IAE4, KA4 The practical report should include: introduction with relevant chemistry concepts, hypothesis and variables materials/apparatus* method/procedure that outlines the trials and steps to be taken* identification and management of safety and/or ethical risks* results* analysis of results, identifying trends, and linking results to concepts evaluation of procedures and data, and identifying sources of uncertainty conclusion, with justification. The report should be a maximum of 1500 words if written, or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form. *The four asterisked sections (materials/apparatus, method/procedure, risks, and results) are excluded from the word count.
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Performance Standards for Stage 2 Chemistry
A B C D E AT1 Task 3 Designs a logical, coherent, Designs a well-considered Designs a considered and Prepares the outline of a Identifies a simple 1 and detailed chemistry and clear chemistry generally clear chemistry chemistry investigation. procedure for a chemistry Science as a Human Endeavour Investigation – investigation. investigation. investigation. investigation. Obtains records, and Obtains, records, and Obtains, records, and Obtains, records, and Industrial Wastewater 2 represents data using represents data using represents data using represents data using Attempts to record and appropriate conventions appropriate conventions generally appropriate conventions and formats represent some data with inconsistently, with limited accuracy or and formats accurately and and formats mostly conventions and formats This task has a focus on science as a human endeavour; how science interacts with highly effectively. accurately and effectively. with some errors but occasional accuracy and effectiveness. Investigation, generally accurately and effectiveness. 3 Systematically analyses Logically analyses and society. Analysis and effectively. Describes data and Attempts to describe results Evaluation and interprets data and interprets data and evidence to formulate evidence to formulate Undertakes some analysis undertakes some basic and/or interpret data to logical conclusions with suitable conclusions with and interpretation of data interpretation to formulate a formulate a basic Select and explore a recent discovery, innovation, issue, or advancement linked to an detailed justification. reasonable justification. and evidence to formulate basic conclusion. conclusion. 4 generally appropriate industrial process in which water is used and then discarded. Examples could come from Critically and logically Logically evaluates Attempts to evaluate Acknowledges that conclusions with some procedures affect data. evaluates procedures and procedures and their justification. procedures or suggest an agriculture, the wine industry, mining, desalination or other industries. their effects on data. effects on data. effect on data. Evaluates procedures and Use one or more of the key concepts of science as a human endeavour to develop a some of their effects on data. focus question for your investigation. Make your question quite specific to enable you to Demonstrates deep and Demonstrates some depth Demonstrates knowledge Demonstrates some basic Demonstrates some limited 1 broad knowledge and and breadth of knowledge and understanding of a knowledge and partial recognition and awareness analyse information in depth. For example: understanding of a range of and understanding of a general range of chemical understanding of chemical of chemical concepts. chemical concepts. range of chemical concepts. concepts. concepts. How will the wastewater from South Australia’s desalination plant affect stenohaline and 2 Applies chemical concepts Applies some chemical Attempts to apply chemical highly effectively in new and Applies chemical concepts Applies chemical concepts concepts in familiar concepts in familiar euryhaline organisms in Spencer Gulf? generally effectively in new contexts. familiar contexts. mostly effectively in new contexts. and familiar contexts. or familiar contexts. Critically explores and Partially explores and Attempts to explore and Has the development of (a new type of monitoring equipment) helped winery X to Knowledge Explores and understands identify an aspect of the 3 understands in depth the Logically explores and recognises aspects of the and aspects of the interaction interaction between science improve the quality of the surrounding environment that receives its wastewater after interaction between science understands in some depth interaction between science Application and society. the interaction between between science and and society. and society. caustic cleaning of equipment? science and society. society. Communicates knowledge Communicates basic Attempts to communicate and understanding of Communicates knowledge Communicates knowledge chemical information, using information about Is the (new recycling process) for wastewater in the (agricultural industry) safe for 4 chemistry coherently with and understanding of some appropriate terms, and understanding of chemistry. (animals or crop irrigation)? highly effective use of chemistry mostly chemistry generally conventions, and/or appropriate terms, coherently with effective effectively using some representations. conventions and use of appropriate terms, appropriate terms, representations. conventions, and conventions, and representations. representations. Select, analyse and synthesise information from different sources to:
explain the science relevant to the focus of your investigation show its connections to science as a human endeavour develop and justify your own conclusions.
Prepare a scientific report, which must include the use of scientific terminology and: an introduction to identify the focus of the investigation and the key concept(s) of science as a human endeavour that it links to an explanation of how the focus of the investigation illustrates the interaction between science and society relevant chemistry concepts or background a discussion of the potential impact or application of the focus of the investigation, e.g. further development, effect on quality of life, environmental implications, economic impact, intrinsic interest a conclusion with justification citations and referencing. The report, which can be in a format of your choice, should be a maximum of 1500 words if written, or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form.
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Stage 2 Chemistry SAT task Knowledge and Application
Your task is to create an infographic that will demonstrate your knowledge of the chemistry and associated issues involved with increased carbon emissions. Demonstrates deep and broad knowledge and understanding of a range of chemical concepts. The science understanding that must be evident in your work comes from subtopics 1.1 and 4.1. A Critically explores and understands in depth the interaction between science and Your finished work should link the following concepts to carbon emissions: society. greenhouse effect Communicates knowledge and understanding of chemistry coherently, with highly effective use of appropriate terms, conventions, and representations. climate change ocean acidification Demonstrates some depth and breadth of knowledge and understanding of a range of photosynthesis chemical concepts.
combustion of fuels Logically explores and understands in some depth the interaction between science B and society. renewable and non-renewable energy sources There should also be: Communicates knowledge and understanding of chemistry mostly coherently, with effective use of appropriate terms, conventions, and representations. an explanation of how fossil fuels contribute more than biofuels to global warming an explanation of an example of how a new technology has improved the efficiency Demonstrates knowledge and understanding of a general range of chemical concepts. of a process that emits or captures CO2 and how this benefits the environment. Explores and understands aspects of the interaction between science and society. C You can use the infographic at http://www.compoundchem.com/wp- Communicates knowledge and understanding of chemistry generally effectively, using content/uploads/2017/01/Carbon-Dioxide-and-Ocean-Acidification.png some appropriate terms, conventions, and representations. as an example of how to layout your work. Make sure that you present information at a Stage 2 Chemistry level by addressing the required specific features. You will need to Demonstrates some basic knowledge and partial understanding of chemical concepts. acknowledge your sources of information appropriately. Partially explores and recognises aspects of the interaction between science and society. Assessment Conditions D You will have 1 – 2 weeks of your own time to complete this task. A draft of the material Communicates basic chemical information, using some appropriate terms, you will present is due after 1 week. conventions, and/or representations.
Draft due date: ______Demonstrates limited recognition and awareness of chemical concepts. Present your infographic as an A3 size poster. Attempts to explore and identify an aspect of the interaction between science and Due date: ______E society.
Attempts to communicate information about chemistry. The specific features assessed are:
KA1 Demonstration of knowledge and understanding of chemical concepts. KA3 Exploration and understanding of the interaction between science and society. KA4 Communication of knowledge and understanding of chemical concepts and information, using appropriate terms, conventions, and representations.
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Stage 2 Chemistry: Program 2: 20 credits Equilibrium Practical: effects of Impact of This teaching program articulates with learning and assessment plan 2. change in Fertilisers Science Summative LeChatelier’s Week SIS SHE Weeks concentration on the (Haber Process) Understandings Assessment 9-11 principle equilibrium Industrial concentration of 2+ Fe(SCN) Introduction to Stage 2 Practical: Watch sections Processes Topic 1: Monitoring the Carbonates and of An Environment Acids Inconvenient Topic 3: Organic and Practise naming and Effect of Test: Topic 2: Truth Term 1 Greenhouse Gases Biological Chemistry drawing organic advertising that Managing uses scientific Chemical Week 1 Discuss the Molecular formula molecules climate change Term 2 information, e.g. Processes impact of the of organic Week 1 Hylamide, on Oceans and CO thawing of compounds 2 purchase of Permafrost (extended, Equations-acids beauty products condensed or and carbonates Kyoto skeletal formula)
Calculations for pH Importance of Review secondary ozone for Simple experiments Nitrogen Oxides absorbing UV interactions to observe the and equation Week 2 Week 2 radiation. Physical properties physical properties in organic Ozone of organic compounds compounds Nitrogen Oxides and cars Alcohols Practical: Test a
Week 3 range of alcohols Units for Practical: Titrations with acidified concentration, K2Cr2O7 Week 3-4 interconvert
Stoichiometric Aldehydes and Practical: prepare an calculations Week 4 Ketones aldehyde
Practical: Investigate Chromatography Practical caffeine in energy Carbohydrates Calculations Investigation: drinks using TLC 5 Week 5-6 Compare Disaccharides and Intro to Ion Separate chlorophyll effectiveness of Polysaccharides exchange from spinach leaves- 2 antacids chromatography column chromatography Carboxylic Acids Practical: Titration Organic 6 (review from Topic 1) compounds in Equations drugs Atomic Video Applications of Solubility Spectroscopy AAS Week 7 Use in quantitative Amines analysis 7 Structure (primary, secondary, tertiary) Topic 2: Managing Practical: Investigate Test: Topic 1: Chemical Processes the rate of reactions Monitoring the Esters Practical: prepare Rates of reactions Environment and ester (could also (include enzymes) Condensation hydrolyse) reactions Week 8 Collision Theory 8 Reflux Energy profile diagrams Hydrolysis
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Amides Practical: Bromine Energy Output of Photovoltaic solution and Fuels cells- clean Edible fats and oils energy 9. saturated/unsaturate Photovoltaic and Triglycerides- 6 d triglycerides Fuel Cells vs saturated and Steam Turbines unsaturated Flow cells
Proteins Test: Topic 3: Organic and 7 Water Treatment Amino acids Biological Peptide links Chemistry 10 Structure of Soil Chemistry proteins-secondary Plant nutrients and interactions soil nutrient levels 8 Biological functions Nitrogen, phosphorus, Topic 4: Managing potassium Resources Fertilisers Carbon based fuels Term 3 Photosynthesis Materials-polymers Practical: Week 1 electrolysis- using Synthetic polymers Respiration 9 copper electrodes to Combustion Organic polymers extract metals from solution Fossil Fuels Metal extraction
Renewable Energy Microbes and SHE TASK: Recycling Discuss the Test: Topic 4: energy cost to Managing bio-fuels- Topic selection. 10 Review Fossil Fuels innovative recycle Resources 2 aluminium cans Bio Fuels technologies Effect on environment
Bio-fuel production Practical: Advantages and SHE TASK: disadvantages Class time and 3 Renewable energy Fermentation or produce bio-diesel of adding verification sources and global ethanol to petrol warming
Carbon based fuels SHE and energy Investigation 4 Due Feedstock Equations
Incomplete Calorimetry Design combustion Practical Energy released in Investigation: 5 combustion can be Charcoal fuels experimentally measured
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Stage 2 Chemistry Assessment Overview Assessment Assessment Assessment conditions Design Criteria The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features of all Type and Details of assessment (e.g. task type, word length, time of the assessment design criteria. Weighting IAE KA allocated, supervision)
Assessment Assessment Assessment conditions Topic 1: Monitoring the Environment. The content of the task covers key Supervised written assessment. Type and Details of assessment Design Criteria (e.g. task type, word length, time concepts from any aspect of the topic taught. Students apply their knowledge Total Time: 55 minutes + 5 minutes reading and skills to a range of questions in both new and familiar contexts. They solve Weighting IAE KA allocated, supervision) time. problems, and interpret data or diagrams. Questions include those in which 2, 4 1, 3, 4 Investigation 1: Effectiveness of antacid preparations Each student submits a practical report students use science inquiry skills to provide an answer. An extended Students are provided with a sheet containing according to the guidelines in the subject response question is included. A number of questions address aspects of Students undertake a practical investigation to compare the effectiveness of a Periodic Table and standard SI prefixes. outline. Science as a Human Endeavor. Correct use of chemical terminology, formulae two antacid preparations. A known amount of antacid is dissolved in an excess and equations is assessed. of HCl, and then the excess acid is back-titrated with standardised NaOH Word Count: maximum of 1500 words or 10 minutes for an oral presentation for the solution. Topic 2: Managing Chemical Processes. The content of the task covers key Supervised written assessment. 2, 3 2 introduction, analysis, evaluation and Students the experiment in groups but individually record and present data concepts from any aspect of the topic taught. Students apply their knowledge conclusion sections of the report. Total Time: 90 minutes + 5 minutes reading using appropriate terms and conventions in a report. Students evaluate and skills to a range of questions in both new and familiar contexts. They solve time. Assessment 1, 3 1,2,4 procedures and discuss their effects on the data collected. They use their problems, and interpret data or diagrams. Questions include those in which findings to discuss the advantages and disadvantages of using these fuels in Type 2: Skills students use science inquiry skills to provide an answer. Correct use of Students are provided with a sheet containing different applications. and chemical terminology, formulae and equations is assessed. Applications a Periodic Table and standard SI prefixes. Investigation 2: Design Investigation Class time is given for students to design and Tasks Topic 3: Organic and Biological Chemistry. The content of the task covers Supervised written assessment. Students deconstruct the problem “What’s the best charcoal fuel to use in a trial the investigation. Students may submit key concepts from any aspect of the topic taught. Students apply their Total Time: 90 minutes + 5 minutes reading Assessment home barbeque?” and investigate how one factor affects the heat generated by one draft for feedback Weighting knowledge and skills to a range of questions in both new and familiar contexts. time. Type 1: various charcoal fuels. They work in pairs to trial a procedure to compare the Students undertake the practical in pairs. 2 1, 2, 4 40% They solve problems, and interpret data or diagrams. Questions include those Investigations heat generated by different charcoal fuels and then individually design an 1 ,2 ,3, 4 4 Word Count: maximum of 1500 words or 10 in which students use science inquiry skills to provide an answer. An extended Students are provided with a sheet containing Folio investigation with an appropriate hypothesis, variables and method. minutes for an oral presentation for the response question is included. Correct use of chemical terminology, formulae a Periodic Table and standard SI prefixes. Each student submits a practical report according to the guidelines in the introduction, analysis, evaluation and and equations is assessed. Weighting subject outline. conclusion sections of the report. 30% Topic 4: Managing Resources. The content of the task covers key concepts Supervised written assessment. from any aspect of the topic taught. Students apply their knowledge and skills Total Time: 90 minutes + 5 minutes reading Investigation 3 (SHE): Global Warming 2 weeks to complete. Class time provided for to a range of questions in both new and familiar contexts. They solve time. The Science as a Human Endeavour Investigation enables students to research and to support students. problems, and interpret data or diagrams. Questions include those in which 3 1, 3, 4 Students are provided with a sheet containing demonstrate a comprehensive understanding of an aspect of, or context Students submit a focus and plan for review by students use science inquiry skills to provide an answer. An extended a Periodic Table, standard SI prefixes, and related to global warming. Students will select at least one aspect of the the teacher. Verification of work occurs as the response question is included. A number of questions address aspects of table showing relative activities of a number of Science as a Human Endeavour understandings as a basis for their student undertakes research and planning. Science as a Human Endeavor. Correct use of chemical terminology, formulae metals. investigation. Students use relevant chemical concepts and information from and equations is assessed. 3 2, 3, 4 Students may submit one draft for feedback different sources to explain the significance of the focus of the investigation. Word Count: maximum of 1500 words or 10 Assessment Students choose the format for their investigation: either an article for a minutes for an oral presentation. Type 3: Questions of different types cover all Stage 2 topics and the science scientific journal, a written report providing an expert’s point of view, or an Examination inquiry skills. Some questions may require students to integrate their analysis of a new development that has economic, social, environmental or 2.5 hour examination. knowledge from more than one topic and show an understanding of political implications and acknowledge appropriate sources. Weighting science as a human endeavour. 30% Eight assessments. Please refer to the Stage 2 Chemistry subject outline.
Performance Standards for Stage 2 Chemistry A B C D E
Designs a logical, coherent, Designs a well-considered Designs a considered and Prepares the outline of a Identifies a simple procedure Stage 2 Chemistry: Design Practical Investigation 1 and detailed chemistry and clear chemistry generally clear chemistry chemistry investigation. for a chemistry investigation. investigation. investigation. investigation. Obtains records, and Obtains, records, and Obtains, records, and Obtains, records, and Attempts to record and In this task you will investigate how one factor affects the heat generated by various represents data using represents data using represents data using generally represents data using represent some data with 2 appropriate conventions and appropriate conventions and appropriate conventions and conventions and formats limited accuracy or inconsistently, with occasional effectiveness. charcoal fuels to help answer the following question: Investigation, formats accurately and highly formats mostly accurately and formats with some errors but effectively. effectively. generally accurately and accuracy and effectiveness. Analysis and effectively. Systematically analyses and Logically analyses and Describes data and undertakes Attempts to describe results Evaluation some basic interpretation to Charcoal for barbeques is sold mainly as either lump charcoal or as moulded 3 interprets data and evidence to interprets data and evidence Undertakes some analysis and and/or interpret data to formulate logical conclusions to formulate suitable interpretation of data and formulate a basic conclusion. formulate a basic conclusion. briquettes. There are many different brands available to the consumer. with detailed justification. conclusions with reasonable evidence to formulate generally justification. appropriate conclusions with Attempts to evaluate Acknowledges that procedures What’s the best charcoal fuel to use in a home barbeque? Critically and logically some justification. procedures or suggest an affect data. evaluates procedures and their Logically evaluates effect on data. 4 effects on data. procedures and their effects Evaluates procedures and some on data. of their effects on data. Step 1 (in pairs) IAE1 Demonstrates deep and broad Demonstrates some depth Demonstrates knowledge and Demonstrates some basic Demonstrates some limited 1 knowledge and understanding and breadth of knowledge and understanding of a general knowledge and partial recognition and awareness of Research the types of charcoal available by visiting the supermarket or using information of a range of chemical understanding of a range of range of chemical concepts. understanding of chemical chemical concepts. concepts. chemical concepts. concepts.
from the Internet. List the various factors that differ between these types that might Applies chemical concepts Attempts to apply chemical 2 Applies chemical concepts Applies chemical concepts Applies some chemical influence the amount of heat generated in a barbeque. highly effectively in new and mostly effectively in new and generally effectively in new or concepts in familiar contexts. concepts in familiar contexts. familiar contexts. familiar contexts. familiar contexts. Partially explores and Attempts to explore and Critically explores and Logically explores and Explores and understands recognises aspects of the identify an aspect of the understands in depth the understands in some depth aspects of the interaction interaction between science interaction between science Step 2 (in pairs) IAE1 Knowledge between science and society. and society. 3 interaction between science the interaction between and society. and and society. science and society. Select one factor to investigate and design a laboratory procedure to compare the heat Application Communicates knowledge and Communicates basic chemical Attempts to communicate Communicates knowledge and Communicates knowledge understanding of chemistry information, using some information about chemistry. generated by fuels in which this factor varies. understanding of chemistry and understanding of generally effectively using some appropriate terms, coherently with highly effective chemistry mostly coherently appropriate terms, conventions, conventions, and/or Identify: 4 use of appropriate terms, with effective use of and representations. representations. conventions and appropriate terms, the independent and dependent variables representations. conventions, and representations. the hypothesis a procedure to trial
Carry out a trial. Record your observations and notes about the procedure and modifications you might make for your actual investigation.
Step 3 (individually) IAE1 Design your own investigation. List the independent and dependent variables, factors to be held constant and factors that may not be able to be controlled. List the materials required and a detailed procedure. Use the results of your trial to justify the details of your procedure. Identify ethical and safety considerations.*
Submit your design for teacher feedback.
Step 4 (in pairs) IAE2 Select, and carry out, one investigation and record your observations.
Step 5 (individually) IAE3, IAE4, KA4 Write your report, which should include: introduction with relevant chemistry concepts, hypothesis and variables materials/apparatus* method/procedure that outlines the trials and steps to be taken* identification and management of safety and/or ethical risks* results* analysis of results, identifying trends, and linking results to concepts evaluation of procedures and data, and identifying sources of uncertainty conclusion, with justification. The report should be a maximum of 1500 words if written, or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form. *The four asterisked sections (materials/apparatus, method/procedure, risks, and results) are excluded from the word count.
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Performance Standards for Stage 2 Chemistry A B C D E
Designs a logical, coherent, Designs a well-considered Designs a considered and Prepares the outline of a Identifies a simple procedure Science as a Human Endeavour Investigation – 1 and detailed chemistry and clear chemistry generally clear chemistry chemistry investigation. for a chemistry investigation. investigation. investigation. investigation. Obtains records, and Obtains, records, and Obtains, records, and Obtains, records, and Attempts to record and Global Warming represents data using represents data using represents data using generally represents data using represent some data with 2 appropriate conventions and appropriate conventions and appropriate conventions and conventions and formats limited accuracy or inconsistently, with occasional effectiveness. Investigation, formats accurately and highly formats mostly accurately and formats with some errors but effectively. effectively. generally accurately and accuracy and effectiveness. This task has a focus on science as a human endeavour; how science interacts with Analysis and effectively. Systematically analyses and Logically analyses and Describes data and undertakes Attempts to describe results Evaluation some basic interpretation to society. 3 interprets data and evidence to interprets data and evidence Undertakes some analysis and and/or interpret data to formulate logical conclusions to formulate suitable interpretation of data and formulate a basic conclusion. formulate a basic conclusion. with detailed justification. conclusions with reasonable evidence to formulate generally justification. appropriate conclusions with Attempts to evaluate Acknowledges that procedures Select and explore a recent discovery, innovation, issue, or advancement linked to the Critically and logically affect data. some justification. procedures or suggest an evaluates procedures and their Logically evaluates effect on data. effects of or the reduction of CO2 emissions to the atmosphere. Examples include clean 4 effects on data. procedures and their effects Evaluates procedures and some coal technology, carbon capture and storage, photovoltaic cell research, changes in on data. of their effects on data.
marine mollusc shell properties, and the destruction of the Great Barrier Reef. Demonstrates deep and broad Demonstrates some depth Demonstrates knowledge and Demonstrates some basic Demonstrates some limited 1 knowledge and understanding and breadth of knowledge and understanding of a general knowledge and partial recognition and awareness of of a range of chemical understanding of a range of range of chemical concepts. understanding of chemical chemical concepts. concepts. chemical concepts. concepts. Use one or more of the key concepts of science as a human endeavour to develop a Applies chemical concepts Applies chemical concepts Applies chemical concepts Applies some chemical Attempts to apply chemical focus for your investigation. Make your topic quite specific to enable you to analyse 2 highly effectively in new and mostly effectively in new and generally effectively in new or concepts in familiar contexts. concepts in familiar contexts. familiar contexts. familiar contexts. familiar contexts. information in depth. For example: Partially explores and Attempts to explore and Knowledge Critically explores and Logically explores and Explores and understands recognises aspects of the identify an aspect of the understands in depth the understands in some depth aspects of the interaction interaction between science interaction between science and between science and society. and society. How new carbon capture and storage technologies provide sustainable solutions for 3 interaction between science the interaction between and society. Application and society. science and society. reducing global warming Communicates knowledge and Communicates basic chemical Attempts to communicate Communicates knowledge and Communicates knowledge understanding of chemistry information, using some information about chemistry. understanding of chemistry and understanding of generally effectively using some appropriate terms, The impact of increasing the proportion of wind energy sources for South Australia’s coherently with highly effective chemistry mostly coherently appropriate terms, conventions, conventions, and/or 4 use of appropriate terms, with effective use of and representations. representations. electricity supply conventions and appropriate terms, representations. conventions, and representations. The role of sceptics in hindering the reduction of CO2 emissions to the atmosphere
Select, analyse and synthesise information from different sources to: explain the science relevant to the focus of your investigation
show its connections to science as a human endeavour develop and justify your own conclusions.
Prepare a scientific report, which must include the use of scientific terminology and: an introduction to identify the focus of the investigation and the key concept(s) of science as a human endeavour that it links to an explanation of how the focus of the investigation illustrates the interaction between science and society relevant chemistry concepts or background a discussion of the potential impact or application of the focus of the investigation, e.g. further development, effect on quality of life, environmental implications, economic impact, intrinsic interest a conclusion with justification citations and referencing. The report, which can be in a format of your choice, should be a maximum of 1500 words if written, or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form.
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Stage 2 Earth and Environmental Science: Program 1: 20 credits Week Science Understandings SIS SHE Assessment Tasks
This teaching program articulates with learning and assessment plan 1. Term 2 Topic 3 Earth’s Sustainable Practical Tour of the Adelaide Topic test – Future Investigation – Showgrounds solar Earth Resources Week Science Understandings SIS SHE Assessment Tasks Renewable sources of generating solar and project Week 1 wind power Term 1 Introduction to Stage 2 Practical SHE Investigation: energy resources Investigation: Case study – Topic 1: Introduction to Week 2 Soil formation and Practical Field Earth Systems interaction of Earth Cleaning up an oil Week Systems in the local spill structure investigation – soil Investigation due 1-2 Components and area Sustainability of soil and composition and process of the systems: water structure Hydrosphere, atmosphere, biosphere Week Availability and quality of Field Investigation – SHE Investigation: and geosphere 3- 5 fresh water wetlands (Urrbrae, causes and Interactions between the Recycling of stormwater Salisbury) remediation of algal systems – carbon, and effluent water blooms, sewerage, nitrogen, phosphorus and industrial waster hydrological cycles Week Pollution of groundwater Field Investigation – Design Practical Week 3 Identifying and Introduction to field 6- 7 and waterways local catchment area Investigation: measuring change in in skills – sampling and creek study Exploring Groundwater systems techniques, testing Use a sand tank to systems with equipment, investigate Patterns and changes sand tank model over a variety of time recording devices groundwater scales systems Predicting future changes Week 8 Effective use of energy Investigation – SHE investigation – resources estimate individual identify ways to Week 4 Inquiry into Earth Field Investigation: carbon footprint reduce our carbon systems local area Earth footprint Systems Inquiry Week 9 Advantages and SHE investigation – Week Topic 2: Earth’s Resources SAT: Earth SHE investigation: disadvantages of using impacts of 5-6 Systems poster Use of geological Issues associated renewable and non- introducing resources with the extraction of renewable energy renewable energy to unconventional gas Renewable and non- resources local ecosystems renewable resources Week Topic 4 Climate Change Practical Formation of, exploration 10 Evolution of the Earth’s Investigation: for and sustainability of atmosphere modelling the energy resources evolution of the Greenhouse effect and Earth’s atmosphere Week Formation of metallic Practical SHE Investigation: greenhouse gases 7- 8 resources investigation: Recycle, reuse, identification of reduce Term 3 Astronomical cycles and Investigation: the Topic test: Exploration for metallic sunspot activity ‘Little Ice age’ resources metallic minerals Earth’s and host rocks Week 1 Influence of plate Sustainable Extraction and refining of tectonics Future metallic resources Practical Investigation: Week 2 Sustainability of metallic Exploration Oceans absorb large resources techniques - What’s amounts of solar inside the Black radiation Box? Ocean circulation Practical Shallow and deep water Investigation: ocean currents Magnetic surveying Thermohaline circulation Week Field Environmental impacts of SHE Investigation: Week 3 Anthropogenic activities Investigation: No 9- 11 Investigation: the extraction and use of Case study of affect climate Zone of Ozone mineral and energy impacts of mining on Effects of sulfide resources ecosystems mining on an Enhanced greenhouse ecosystem - effect Brukunga
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Stage 2 Earth and Environmental Science – Assessment Overview Week Science Understandings SIS SHE Assessment Tasks The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features of all of the assessment design criteria.
Week 4 Effects of climate change Investigation: SHE Investigation: Assessment Assessment Design Assessment conditions on Earth Systems Modelling the Managing the health Type and Details of assessment Criteria (e.g. task type, word length, time allocated, Earth’s Energy effects of climate Weighting IAE KA supervision) balance change (Lancet) Team Field Investigation: Effects of sulfide mining on an ecosystem – Brukunga Planning and preparation including risk assessment and researching secondary data – 2 Students will work in teams of 4 to identify a problem that sulfide mining has caused in the lessons. Field sampling and testing – day field local ecosystem of the Dawsley Creek catchment area. They collect primary data using a trip – 4 – 5 hours Week 5 Evidence for climate Practical Formative SHE task: 2,3,4 2,4 range of field sampling techniques, chemical and physical tests, and field notes. Students Total of 1500 words (excluding plan, materials, change investigation: Climate Change individually analyse their data and identify how the mining operation has impacted on risk assessment, results) climatic analysis interactions within and between Earth systems. Students will submit an individual field report Climate proxies and their field note book. using foraminifera Assessment Design Practical Investigation: Exploring Groundwater systems with sand tank model 1,2,3,4 1,4 Design – individual; Implementation - collaborative, supervised task. Practical Type 1: Students use a groundwater mode to individually design an investigation around the impact Investigation of groundwater use on groundwater quality and/or quantity. When the design has been Planning and preparation including risk investigation: s Folio assessed, students in pairs, nominate the design to implement. Students make and record assessment – 1 lesson Modelling and data collection: 120 minutes in the observations, analyse their observations, and formulate conclusions. Students prepare and oxygen isotopes – a Flinders University School of Earth Sciences Weighting submit an individual report. proxy for sea laboratory. 30% surface Total of1500 words (excluding materials, method, results) temperatures SHE Investigation: Students investigate an aspect of Earth Systems with an emphasis on 3 2,3,4 Students have 2 weeks to gather information to Science as a Human Endeavour. This investigation focuses on at least one key concept of use to write the report. Week 6 Models for predicting Prepare for Earth SHE Investigation: Hypothesis for Science as a Human Endeavour and may draw on a context suggested in the topics being The report is an individual task. climate change Systems Study Paris and the IPCC Earth Systems studied or explore a new context. Up to a maximum of 1500 words or a maximum of 10 minutes in total for an oral presentation, or study due the equivalent in multimedia form. Local, national and international responses Earth Systems Poster: Students work in teams to identify and analyze a problem where Collaborative oral presentation to support the Assessment human activity has impacted on the interactions within and between Earth Systems. They poster presentation. to climate change Type 2: Skills prepare a presentation using data selected from a range of sources examining the Earth Students will have 1 lesson of planning time and and System interactions, the history of the development of the problem, and the implementation 1 week to gather information and construct their Applications of actions to minimise the impacts of the human activity. Students will individually construct a poster. Week 7 Design Earth Design and risk Tasks 250 word reflection summarising the feedback from their poster presentation and identify 2,3 1,3,4 Students will present their poster to the class, areas for improvement. teacher, and a panel of experts in a gallery walk Systems Study assessment for and will have the opportunity to respond to Earth Systems Weighting questions from the teacher, students, and study due 40% experts. Individual 250 word reflection. Week 8 Conduct Earth Systems Study*
Week 9 Analyse data and External Earth complete report Systems Study report due
Week Preparation for SHE SHE Investigation 10 investigation topic selection Term 4 SHE Investigation due Week 1 Week 2 Topic test: Climate Change
*Earth Systems Study may include a class Field camp
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Assessment Assessment Design Assessment conditions Type and Details of assessment Criteria (e.g. task type, word length, time allocated, Weighting IAE KA supervision)
Topic Test: Earth Resources 2, 3 1,2,3,4 90 minute timed test under supervision. Students demonstrate knowledge and understanding of Topic 2: Earth Resources. They Stage 2 Earth and Environmental Science: apply their knowledge, analyse hand specimens and data, and form conclusions using appropriate terms and conventions. They do this in a range of question types: multiple Investigation Folio Task #2 choice, short answer, and extended response. Topic Test: Earth’s Sustainable Future 90 minute timed test under supervision. Formative activity Students demonstrate knowledge and understanding of Topic 3: Earth’s Sustainable Future. 3 1,2,3,4 They apply this knowledge, analyse data, and form conclusions using appropriate terms and Groundwater Hydrology: conventions. They do this in a range of question types: multiple choice, short answer, and extended response. Exploring a groundwater system through a sand-tank model Topic Test: Climate Change 90 minute timed test under supervision.
Students demonstrate knowledge and understanding of Topic 4: Climate Change. They apply this knowledge, analyse data, and form conclusions using appropriate terms and 3 1,2,3,4 conventions. They do this in a range of question types: multiple choice, short answer, and In this activity, you will use a groundwater model, like the one shown in figure 1 (p. 2), to study the extended response. movement of water through an aquifer. The model represents a cross-section of a groundwater system. Assessment Students undertake one fieldwork investigation into a particular local environmental The proposal and report address the Type 3: Earth issue, concern, initiative, or successful undertaking that can be linked to topics requirements in the subject outline and should Systems studied in Stage 2 Earth and Environmental Science. Students develop a research be a maximum of 2000 words, if written, or the equivalent in multimodal form. Study question, then design, plan, undertake, and report on a field-based extended 1, 2, 3, 4 1, 4 investigation to answer the question. Students analyse the information gathered in Features of the Model Weighting terms of the interactions of two or more Earth system. 30% 1 Use the signs on the model to label the photograph of figure 1, indicating the groundwater system features. Eight assessments. Please refer to the Stage 2 Earth and Environmental Science subject outline.
2 Describe the difference between the situations of the shallow, unconfined, aquifer and the artesian aquifer. ______
______
3 Compare the grain sizes of the sediments that make up the shallow, unconfined, aquifer with those of the coarse wedge and the artesian aquifer. ______
______
4 In what way does the confining layer differ from the two aquifers? ______
______
5 From where is water fed into the system? ______
6 Describe the feature of the model that represents the intake area for the groundwater system. ______
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7. Describe the two locations from which water leaves the system.
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The Water Table
Turn on the tap so that water flows through the model. Make sure that the water level remains constant, so that the system does not overflow.
N.B. Take great care when handling the long needle. Do not force the tip through the fine mesh at the base of the wells.
1. To locate the water table of the groundwater model:
a. Dip the tip of the long needle into food colouring and then carefully insert it down one of the shallow observation wells, just below the water level. The level of the water surface in this well is the water table.
b. Repeat step 1 a. using the other shallow observation well.
c. Use a felt pen on the glass front of the model to join the water tables indicated by the two wells. Include the level of the water in the lake, if the lake contains water.
d. Indicate on figure 2 the approximate position of the water table in the model.
2. Place the small grey nozzle of the pump firmly but gently into the top of one of the shallow observation wells. Squeeze the trigger a few times to begin pumping water from the well.
a. Describe what happens to the water levels in the adjacent wells and in the lake if it contains water.
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b. Indicate these changes on figure 2.
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The Groundwater Flow Path 1. Attach the long needle to the large syringe and carefully inject a small amount of colouring into the injection wells. Observe the movement of coloured water as is travels through the shallow aquifer and the deep aquifer.
a. Compare the water velocities and flow patterns in the shallow aquifer with those in the deep aquifer.
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b. On figure 2, draw and label the paths of the coloured water through the two aquifers.
2. Describe and explain any changes you can see in the lake.
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3. a. Explain why the water spreads out to form a plume of colour as it moves across the shallow aquifer.
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b. Make sure you show this spreading effect on Figure 2.
Effects of Pumping Water from the Wells Use the pump to extract more water from one of the shallow observation wells.
1. a. Describe what happens to the level of water around the well you are pumping from.
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b. Sketch this effect in figure 2.
2. Describe what happens to the plumes of colour you have been observing.
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3. Discuss the impact of pumping on the groundwater system as a whole, including the artesian aquifer.
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Contamination of a Groundwater System Groundwater Design Practical Investigation
Attach one of the small grey tips to the smaller syringe, extract some more colour and add a few Purpose drops to the point source to represent a contaminated site. This assessment allows you to develop and demonstrate your practical investigation skills Now squirt some water from the wash bottle provided to represent rain falling on the area. using a groundwater model, like the one shown in figure 1. The model represents a cross- section of a groundwater system.
1.. Describe the effect of rain on the spread of contamination.
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2 Pump water from different observation wells and observe changes in the entire groundwater system. Describe these changes.
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Figure 1 – Illustration of a sand- tank groundwater system model
You will need to complete the formative activity ‘Exploring a ground water system through a sand tank model’ to understand the connections between the various elements in the sand- tank model. This will help you to think about the relationships between ground water and surface water systems. You will then identify a problem involving the movement of water through an aquifer and use the model to collect data.
Part A: Design Proposal (design pre- investigation with modifications during investigation). IAE1 Individually, research the principles of movement of groundwater You will then be placed in groups of three to formulate possible questions that you can investigate using the sand-tank groundwater model. For example, you could consider the impact of withdrawal rate from the artesian aquifer on water level in the lake.
Proposal Development Purpose: Deconstructing the parts of a problem to determine the most appropriate method for investigation State the specific purpose of your investigation.
Hypothesis: Formulating investigable questions and hypotheses State the hypothesis for the investigation
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Performance Standards for Stage 2 Earth and Environmental Science
Variables and Constants - Investigation, Analysis, and Evaluation Knowledge and Application Identifying variables State the independent variable. A Designs a logical, coherent, and detailed earth Demonstrates deep and broad knowledge and and environmental science investigation. understanding of a range of earth and Describe how the independent variable is to be varied. Obtains, records, and represents data, using environmental science concepts. State the dependent variable. appropriate conventions and formats accurately Develops and applies earth and environmental and highly effectively. science concepts highly effectively in new and Describe how the dependent variable will be measured. Systematically analyses and interprets data and familiar contexts. Identify factors that should be kept constant and describe how, or whether, they will evidence to formulate logical conclusions with Critically explores and understands in depth the be kept constant. detailed justification. interaction between science and society. Critically and logically evaluates procedures and Communicates knowledge and understanding of their effect on data. earth and environmental science coherently, with Materials and Equipment: highly effective use of appropriate terms, Selecting and using appropriate equipment, apparatus, and techniques conventions, and representations.
List all chemicals and equipment, including the quantities, required B Designs a well-considered and clear earth and Demonstrates some depth and breadth of environmental science investigation. knowledge and understanding of a range of earth and environmental science concepts. Method: Obtains, records, and represents data, using appropriate conventions and formats mostly Develops and applies earth and environmental Selecting and using appropriate equipment, apparatus, and techniques accurately and effectively. science concepts mostly effectively in new and Describe your procedure, using clear and detailed steps that others can follow. Logically analyses and interprets data and familiar contexts. Consider the number of samples to test and the need for repetition. evidence to formulate suitable conclusions with Logically explores and understands in some reasonable justification. depth the interaction between science and Complete a risk assessment and determine equipment requirements. Logically evaluates procedures and their effect on society. Describe potential safety issues and how you will minimise them. data. Communicates knowledge and understanding of earth and environmental science mostly Describe any ethical issues and how you will minimise them. coherently, with effective use of appropriate terms, conventions, and representations. Due date for design proposal: C Designs a considered and generally clear earth Demonstrates knowledge and understanding of a and environmental science investigation. general range of earth and environmental science Obtains, records, and represents data, using concepts. Part B: Conducting the investigation (collaborative) IAE1 generally appropriate conventions and formats Develops and applies earth and environmental with some errors, but generally accurately and science concepts generally effectively in new or Trial the method you have proposed and modify to suit the conditions. effectively. familiar contexts. Conduct your investigation recording raw data in a suitable format for analysis. Observations Undertakes some analysis and interpretation of Explores and understands aspects of the could include quantitative measures, sketches or photographs. data and evidence to formulate generally interaction between science and society. appropriate conclusions with some justification. Communicates knowledge and understanding of Part C: Report (individual) IAE2, 3, 4; KA1, 4 Evaluates procedures and some of their effect on earth and environmental science generally The practical report should include: data. effectively, using some appropriate terms, conventions, and representations. introduction with relevant earth and environmental concepts and either a hypothesis and variables or an investigable question (IAE1, KA1) D Prepares the outline of an earth and Demonstrates some basic knowledge and partial environmental science investigation. understanding of earth and environmental materials/apparatus*(IAE1) Obtains, records, and represents data, using science concepts. method/procedure outlining the steps to be taken*(IAE1) conventions and formats inconsistently, with Develops and applies some earth and occasional accuracy and effectiveness. environmental science concepts in familiar identification and management of safety and/or ethical risks*(IAE1) Describes data and undertakes some basic contexts. results*(IAE2) interpretation to formulate a basic conclusion. Partially explores and recognises aspects of the interaction between science and society. analysis of results, identifying trends, and linking results to concepts (IAE3, KA1) Attempts to evaluate procedures or suggest an effect on data. Communicates basic earth and environmental evaluation of procedures and data, and identifying sources of uncertainty including science information, using some appropriate reasoning behind modifications to the original design proposal (IAE4) terms, conventions, and/or representations. conclusion, with justification (IAE3) E Identifies a simple procedure for an earth and Demonstrates limited recognition and awareness environmental science investigation. of earth and environmental science concepts.
Attempts to record and represent some data, with Attempts to develop and apply earth and The report should be a maximum of 1500 words or the equivalent in multimodal form. limited accuracy or effectiveness. environmental science concepts in familiar *The four asterisked sections (materials/apparatus, method/procedure, ethical risks, and Attempts to describe results and/or interpret data contexts. results) are excluded from the word count. to formulate a basic conclusion. Attempts to explore and identify an aspect of the Acknowledges that procedures affect data. interaction between science and society. Due date for the report: Attempts to communicate information about earth and environmental science.
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Formative Science as a Human Endeavour Investigation Development of capabilities – Climate Change Critical and Creative Thinking devising imaginative solutions and making reasonable predictions This task has a focus on science as a human endeavour; how science interacts with society. envisaging consequences and speculating on possible outcomes Select and explore a recent discovery, innovation, issue, or advancement linked to our recognising the significance of creative thinking on the development of earth and environmental science knowledge and applications. understanding and management of contemporary variations in Earth’s climate. Examples include climate modelling, non-carbon energy technologies, carbon capture and storage, Personal and Social global policies. sharing and discussing ideas about earth and environmental science issues and Use one or more of the key concepts of science as a human endeavour to develop a focus developments, while respecting the perspectives of others for your investigation. Make your topic quite specific to enable you to analyse information in recognising the role of their own beliefs and attitudes in gauging the impact of earth and depth. For example: environmental science in society Can global policies be effective in reducing the levels of greenhouse gases? Ethical Understanding (Communication and collaboration) using data and reporting the outcomes of investigations accurately and fairly How has evidence from proxy data (such as isotopic ratios, ice-core data, palaeobotany, acknowledging the need to plan for the future and to protect and sustain the biosphere and the fossil record) contributed to the development of models of climate change? recognising the importance of their responsible participation in social, political, economic, (Influence) and legal decision-making.
How could geosequestration provide sustainable solutions for reducing atmospheric Performance Standards for Stage 2 Earth and Environmental Science levels of carbon dioxide? (Development) Investigation, Analysis, and - Knowledge and Application How can the efficient use of (a renewable energy resource) reduce levels of greenhouse Evaluation gases? (Application and limitation) Systematically analyses and interprets data Develops and applies earth and environmental science concepts How effective is the international collaboration of scientists through the and evidence to formulate logical conclusions highly effectively in new and familiar contexts. with detailed justification. Intergovernmental Panel on Climate Change (IPCC) in determining achievable targets Critically explores and understands in depth the interaction for the reduction of global warming? (Communication and collaboration) A between science and society. Communicates knowledge and understanding of earth and How effective are general circulation models (GCMs) in predicting future climate environmental science coherently, with highly effective use of change? (Development and Communication and Collaboration) appropriate terms, conventions, and representations. Can we accurately predict the effects of combustion of fossil fuels on global warming? Logically analyses and interprets data and Develops and applies earth and environmental science concepts evidence to formulate suitable conclusions mostly effectively in new and familiar contexts. (Development and Communication and Collaboration) with reasonable justification. Logically explores and understands in some depth the interaction Select, analyse and synthesise information from different sources to: B between science and society. explain the science relevant to the focus of your investigation Communicates knowledge and understanding of earth and environmental science mostly coherently, with effective use of show its connections to science as a human endeavour appropriate terms, conventions, and representations. develop and justify your own conclusions. Undertakes some analysis and interpretation Develops and applies earth and environmental science concepts of data and evidence to formulate generally generally effectively in new or familiar contexts. Prepare a scientific report, which must include the use of scientific terminology and: appropriate conclusions with some Explores and understands aspects of the interaction between justification. an introduction to identify the focus of the investigation and the key concept(s) of science and society. C science as a human endeavour that it links to (KA3) Communicates knowledge and understanding of earth and an explanation of how the focus of the investigation illustrates the interaction environmental science generally effectively, using some between science and society (KA3) appropriate terms, conventions, and representations. relevant earth and environmental science concepts or background (KA2) Describes data and undertakes some basic Develops and applies some earth and environmental science interpretation to formulate a basic conclusion. concepts in familiar contexts. a discussion of the potential impact or application of the focus of the investigation, e.g. further development, effect on quality of life, environmental implications, Partially explores and recognises aspects of the interaction D between science and society. economic impact, intrinsic interest (KA3, IAE3) Communicates basic earth and environmental science a conclusion with justification (IAE3) information, using some appropriate terms, conventions, and/or representations. citations and referencing (KU4) Attempts to describe results and/or interpret Attempts to develop and apply earth and environmental science KA 4 will be assessed throughout the report. data to formulate a basic conclusion. concepts in familiar contexts. The report, which can be in a format of your choice, should be a maximum of 1500 words if Attempts to explore and identify an aspect of the interaction E between science and society. written, or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form. Attempts to communicate information about earth and environmental science.
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Science as a Human Endeavour Investigation – Earth Systems Performance Standards for Stage 2 Earth and Environmental Science
This task has a focus on science as a human endeavour; how science interacts with society. - Investigation, Analysis, and Evaluation Knowledge and Application Select and explore a recent discovery, innovation, issue, or advancement linked to our understanding and management of Earth Systems. This may draw on a context suggested Designs a logical, coherent, and detailed earth and Demonstrates deep and broad knowledge and environmental science investigation. understanding of a range of earth and environmental in one of the topics or relate to a new context connecting topics. Examples include science concepts. Obtains, records, and represents data, using improving efficiencies of existing energy production and managing urban and industrial appropriate conventions and formats accurately and Develops and applies earth and environmental science waste. highly effectively. concepts highly effectively in new and familiar contexts. A Systematically analyses and interprets data and Critically explores and understands in depth the Use one or more of the key concepts of science as a human endeavour to develop a focus evidence to formulate logical conclusions with detailed interaction between science and society. justification. for your investigation. Make your topic quite specific to enable you to analyse information in Communicates knowledge and understanding of earth depth. Critically and logically evaluates procedures and their and environmental science coherently, with highly effect on data. effective use of appropriate terms, conventions, and representations. For example: Designs a well-considered and clear earth and Demonstrates some depth and breadth of knowledge and environmental science investigation. understanding of a range of earth and environmental Expansion of the Snowy Mountains Hydroelectricity Scheme science concepts. Obtains, records, and represents data, using Geosequestration to provide sustainable solutions for reducing atmospheric levels of appropriate conventions and formats mostly Develops and applies earth and environmental science carbon dioxide accurately and effectively. concepts mostly effectively in new and familiar contexts. B Logically analyses and interprets data and evidence to Logically explores and understands in some depth the Pumped Hydro Energy Storage (PHES) facility at Port Augusta to help stabilise South formulate suitable conclusions with reasonable interaction between science and society. justification. Australia’s energy supply Communicates knowledge and understanding of earth Logically evaluates procedures and their effect on and environmental science mostly coherently, with Development of a renewable energy resource to reduce levels of greenhouse gases data. effective use of appropriate terms, conventions, and representations. The debate about a high level nuclear waste facility to be built in South Australia Designs a considered and generally clear earth and Demonstrates knowledge and understanding of a general Models that predict the effects of combustion of fossil fuels on global warming environmental science investigation. range of earth and environmental science concepts. Obtains, records, and represents data, using generally Develops and applies earth and environmental science appropriate conventions and formats with some concepts generally effectively in new or familiar contexts. Select, analyse and synthesise information from different sources to: errors, but generally accurately and effectively. C Explores and understands aspects of the interaction explain the science relevant to the focus of your investigation Undertakes some analysis and interpretation of data between science and society. and evidence to formulate generally appropriate Communicates knowledge and understanding of earth conclusions with some justification. show its connections to science as a human endeavor and environmental science generally effectively, using Evaluates procedures and some of their effect on some appropriate terms, conventions, and develop and justify your own conclusions. data. representations.
Prepares the outline of an earth and environmental Demonstrates some basic knowledge and partial Prepare a scientific report, which must include the use of scientific terminology and: science investigation. understanding of earth and environmental science concepts. Obtains, records, and represents data, using an introduction to identify the focus of the investigation and the key concept(s) of conventions and formats inconsistently, with Develops and applies some earth and environmental science as a human endeavour that it links to (KA3) occasional accuracy and effectiveness. science concepts in familiar contexts. D Describes data and undertakes some basic Partially explores and recognises aspects of the an explanation of how the focus of the investigation illustrates the interaction interpretation to formulate a basic conclusion. interaction between science and society. between science and society (KA3) Attempts to evaluate procedures or suggest an effect Communicates basic earth and environmental science on data. information, using some appropriate terms, conventions, relevant earth and environmental science concepts or background (KA2) and/or representations.
a discussion of the potential impact or application of the focus of the investigation, Identifies a simple procedure for an earth and Demonstrates limited recognition and awareness of earth e.g. further development, effect on quality of life, environmental implications, environmental science investigation. and environmental science concepts. economic impact, intrinsic interest (KA3, IAE3) Attempts to record and represent some data, with Attempts to develop and apply earth and environmental limited accuracy or effectiveness. science concepts in familiar contexts. a conclusion with justification (IA 3) E Attempts to describe results and/or interpret data to Attempts to explore and identify an aspect of the citations and referencing (KA4) formulate a basic conclusion. interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about earth and KA 4 will be assessed throughout the report. environmental science. The report, which can be in a format of your choice, should be a maximum of 1500 words if written, or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form.
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Earth Systems Study The proposal should include: Purpose a statement of an investigable question or hypothesis
This assessment allows you to develop and demonstrate your field observation skills and a rationale for and an outline of the proposed research approach and method communicate your knowledge through an Earth Systems Study report. You will undertake a list of equipment required an investigation into a particular local environmental issue, concern, initiative, or successful undertaking that can be linked to topics studied in Stage 2 Earth and Environmental the procedure to be followed Science. the type of data that will be collected
You will develop a research question, then design, plan, undertake, and report on a field- a risk assessment that addresses safety, ethical, and legal considerations. based extended investigation to answer the question. The investigation must include collection and analysis of both primary and secondary data. You will need to be able to Report – Individually analyse the information gathered in terms of the interactions of two or more Earth systems. The report should use scientific terminology and include:
Possible research questions include: an introduction to identify the purpose, and relevant background or previous research into the topic (KA1, 4) How have mining operations at Olympic Dam influenced the ecosystem of the Coward Springs? appropriate representation of data, e.g. tables, graphs, maps, charts, photographs, or other illustrations (IAE2) How has the remediation of the Brukunga Mine improved water quality in the Dawesley Creek? analysis of the information gathered in terms of the interactions of two or more Earth systems (IAE3) Has the increased urban development in the township of Willunga caused a flooding hazard? evaluation of procedures and results to identify limitations of, and improvements to, the investigation (IAE4) How has the flow of coastal springs been influenced by increased urban development? a conclusion, which includes predictions or advice based on findings (IAE3) How do rainfall events influence the quality of runoff from a (particular) region? citations and referencing (KA4) What is the water harvesting potential of the (region)? What is the solar energy generating potential of (specific region or community)? Assessment conditions The combined word count for the proposal and the report should be a maximum of 2000 How did climate change during the late Proterozoic - early Palaeozoic influence words, if written, or the equivalent in multimodal form. species diversity in the Flinders Ranges region?
How did changes in Earth's atmosphere influence the evolution life in the Flinders Ranges region? How does evidence from the Hallett Cove region support significant climate change over the past 270 million years?
Description of assessment Proposal (IAE1) – Individually You will design an investigation proposal then trial your methods to assist the design of your procedure. You may wish to collect your data independently or during one of the fieldwork excursions.
One draft of the proposal should be submitted for teacher feedback and approval. You may modify your proposal in response to teacher feedback before you undertake your investigation.
Your modified proposal is to be submitted with your report for assessment.
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Performance Standards for Stage 2 Earth and Environmental Science Stage 2 Earth and Environmental Science: Program 2: 20 credits This teaching program articulates with learning and assessment plan 2. - Investigation, Analysis, and Evaluation Knowledge and Application Science Assessment Week SIS SHE Resources Designs a logical, coherent, and detailed earth and Demonstrates deep and broad knowledge and Understandings Tasks environmental science investigation. understanding of a range of earth and environmental science concepts. Obtains, records, and represents data, using Term 1 Introduction to Stage Practical Outline of key Refer to the Formative appropriate conventions and formats accurately and Develops and applies earth and environmental science 2 Investigation: concepts of attached Investigation highly effectively. concepts highly effectively in new and familiar contexts. Topic 1: interaction of Science as a document for a design including: Systematically analyses and interprets data and Critically explores and understands in depth the Week A Introduction to Earth Systems in Human list of web- a hypothesis or evidence to formulate logical conclusions with detailed interaction between science and society. 1 -2 the local area. endeavour. based justification. Earth Systems inquiry question Communicates knowledge and understanding of earth resources by SHE Critically and logically evaluates procedures and their and environmental science coherently, with highly Components and topic. types of effect on data. effective use of appropriate terms, conventions, and process of the Investigation: variables representations. systems: Case study – Interactions of dependent Designs a well-considered and clear earth and Demonstrates some depth and breadth of knowledge and Hydrosphere, environmental science investigation. understanding of a range of earth and environmental atmosphere, earth systems independent and local science concepts. biosphere and factors held Obtains, records, and represents data, using watercourse appropriate conventions and formats mostly Develops and applies earth and environmental science geosphere & constant accurately and effectively. concepts mostly effectively in new and familiar contexts. scientific concepts. management. (how and B Logically analyses and interprets data and evidence to Logically explores and understands in some depth the Interactions Designing an why they are formulate suitable conclusions with reasonable interaction between science and society. investigation controlled) justification. between the Communicates knowledge and understanding of earth systems – carbon, factors that Logically evaluates procedures and their effect on and environmental science mostly coherently, with data. effective use of appropriate terms, conventions, and nitrogen, may not be representations. phosphorus and able to be hydrological cycles. controlled Designs a considered and generally clear earth and Demonstrates knowledge and understanding of a general Interdependence of (and why environmental science investigation. range of earth and environmental science concepts. earth Systems. not) Obtains, records, and represents data, using generally Develops and applies earth and environmental science appropriate conventions and formats with some concepts generally effectively in new or familiar contexts. materials errors, but generally accurately and effectively. required Explores and understands aspects of the interaction C Undertakes some analysis and interpretation of data between science and society. the procedure and evidence to formulate generally appropriate Communicates knowledge and understanding of earth to be followed conclusions with some justification. and environmental science generally effectively, using the type and Evaluates procedures and some of their effect on some appropriate terms, conventions, and data. representations. amount of data to be collected Prepares the outline of an earth and environmental Demonstrates some basic knowledge and partial science investigation. understanding of earth and environmental science identification of concepts. ethical and Obtains, records, and represents data, using safety conventions and formats inconsistently, with Develops and applies some earth and environmental occasional accuracy and effectiveness. science concepts in familiar contexts. considerations. D Describes data and undertakes some basic Partially explores and recognises aspects of the Week Identifying and Introduction to Introduction to Web Resources interpretation to formulate a basic conclusion. interaction between science and society. 3 measuring change field skills – citizenship Attempts to evaluate procedures or suggest an effect Communicates basic earth and environmental science in in systems sampling science for data on data. information, using some appropriate terms, conventions, and/or representations. Patterns and techniques, collection, changes over a testing recording & use. Identifies a simple procedure for an earth and Demonstrates limited recognition and awareness of earth equipment, environmental science investigation. and environmental science concepts. variety of time The scales recording Precautionary Attempts to record and represent some data, with Attempts to develop and apply earth and environmental devices, data Principal limited accuracy or effectiveness. science concepts in familiar contexts. Predicting future entry. E Attempts to describe results and/or interpret data to Attempts to explore and identify an aspect of the changes formulate a basic conclusion. interaction between science and society. Week Inquiry into Earth Field Field excursion, Acknowledges that procedures affect data. Attempts to communicate information about earth and environmental science. 4 systems Investigation: KESAB water local area Earth testing kits, lab Systems Inquiry. resources published water Scientific quality data. methods & measurable evidence.
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Science Assessment Science Assessment Week SIS SHE Resources Week SIS SHE Resources Understandings Tasks Understandings Tasks
Week Consideration of Society and Developments AT 1 Practical Week Soil formation and Practical Development of 5 local area findings science. in water Design 2 structure investigation – sustainable soil supplies and Investigation and wider Inquiry into an Sustainability of soil soil structure, management in waste water implications. example of how Riparian and water texture & organic Agriculture. management. science vegetation along carbon. a waterway influences and is Week Availability and Field SHE Department of AT 1 Field influenced by 3 - 5 quality of global Investigation Investigation: Environment, Investigation on social, economic fresh water wetlands and catchment Water & Natural wetlands. & political Resources Recycling of water quality. management viewpoints and and water. practices. stormwater and effluent water Week Topic 2: Earth’s SHE 6 Resources investigation: Week Pollution of Field KESAB Water AT 1: SHE 6 - 7 groundwater and Investigation – Quality Investigation Renewable and Issues waterways local catchment non-renewable associated with Local, State & area and creek resource use the extraction of commonwealth one or more study Government Costs and benefits fossil fuels. materials of resource extraction & use, Week Effective use of Collaborative SHE Web ecological long & short term. 8 energy resources investigation – investigation – Footprint estimate identify ways to calculators. Week Formation of Practical SHE individual & class reduce our 7 - 8 mineral resources. Investigation: Investigation: ecological ecological Geological time Resource Cradle to the footprint. footprint scales. exploration & grave Understanding of Exploration for extraction measurement of techniques. resource impact. the complex resources (e.g. iron ways in which ore) science interacts Extraction and with society. refining of resources Issues associated Week Renewable and SHE AT 2 Topics Test with mineral 9 non-renewable investigation – Earth’s extraction and mine energy resource impacts of Sustainable rehabilitation. use and introducing Future sustainability. renewable Sustainability of energy to local resource extraction ecosystems and use. Week Topic 4 Climate Practical Scientific Web Week Environmental Collection and SHE Adelaide AT 2 Skills and 10 Change Investigation: discovery and downloadable 9 - 11 impacts of the recording of Investigation: Brighton Application Task: modelling the Greenhouse. diagrams. extraction and use data. Safety Case study of Cement web Topics 1and2 The Carbon cycle evolution of the Society & DVD Crude-The of mineral considerations impacts of mining site Geological time Earth’s Greenhouse. incredible Story resources for scientific and production on downloadable changes the Earth’s atmosphere of Oil inquiry. ecosystems. documents & atmosphere Stratospheric wetland. ozone as an Understanding Adelaide Brighton Natural example of the Science Web Cement. Greenhouse effect interaction of site Term 2 Topic 3 Earth’s Practical Pumped hydro Web based and greenhouse science and gases Week Sustainable Future Investigation – for energy research society. 1 Renewable sources generating, storage Aquifer water of energy and storing and using Society & energy resource use. & Term 3 NASA Web mineral resources energy resource recharge. Astronomical cycles Investigation: and sunspot activity Glacial & resources demands, DEW&NR web Week debates and site 1 Tectonic influences Interglacial change. on Climate periods
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Stage 2 Earth and Environmental Science – Assessment Overview Science Assessment The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features of all of the assessment design criteria. Week SIS SHE Resources Assessment Understandings Tasks Assessment Assessment conditions Type and Details of assessment Design Criteria (e.g. task type, word length, time allocated, Weighting IAE KA supervision) Week Oceans absorb Web Resources AT 2 Skills and Field data collection 2 lessons. Lab lesson 1 2 large amounts of Applications Field Investigation: Students will work in small groups to collect data that will help answer a question about the effect of a variable, such as salinity, water flow rate, flooding, introduced species) lesson. 1500 word written report (excluding solar radiation Task: on an ecological characteristic of a wetland, (such as the distribution of a particular species in the 2,3,4 1,4 method/procedure, ethical risks & results), 10 area, acid-sulfate levels in the soil or native fish populations). Students individually analyse the minutes for an oral presentation or the Ocean circulation equivalent in multimodal form. Oceans shared data and write a report. Shallow and deep Assessment Type 1: Practical Design Investigation: Students design an investigation to investigate how changes in the 1,2,3,4 2,4 The report should be of a maximum length of water ocean Investigations riparian vegetation along a waterway are linked to changes in one particular factor. Students 1500 words excluding materials/apparatus, currents Folio deconstruct the problem in pairs to select a testable factor and consider a method to test their methods/procedure, ethical risks, and results. hypothesis. They individually design an investigation and then carry out one in pairs. Students Thermohaline Weighting produce an individual report. circulation 30% SHE Investigation: Students investigate a recent discovery, innovation, issue, or advancement 3 1,3,4 2 weeks to gather information and write an linked to Earth’s Resources, that focuses on Science as a Human Endeavour. This investigation individual report. Up to a maximum of 1500 Week Human activities Investigation: Web Resources could focus on a context suggested in the core topics or relate to a new context. Presentation is in a words or a maximum of 10 minutes in total for an 3 and climate format of the student’s choice. oral presentation, or the equivalent in multimedia form.
Enhanced Short answer responses on topics 1 and 2: Earth’s Systems and Earth Resources. Students 90 minute timed test under supervision greenhouse effect apply their knowledge, understanding to different scenarios and data, in order to form and justify 3,4 2,3 excluding reading time. Assessment conclusions using appropriate terms and conventions. Week Type 2: Skills Effects of climate Investigation: SHE Topic Test Topic 3: Earth’s Sustainable Future. Students apply knowledge, analyse data, and form 3 1,2,3,4 90 minute timed test (excluding reading time) and under supervision. 4 change on Earth Modelling the Investigation: Applications conclusions using appropriate terms and conventions. They do this in a range of question types including short answer and extended response. Systems Earth’s Energy Managing the Tasks balance health effects of Oceans Assignment Three activities are undertaken to demonstrate the effect of oceans on 2,3 3 90 minutes of class time over 2 lessons. All work weather systems. submitted electronically. climate change Weighting 40% Oral presentation: Students demonstrate knowledge and understanding of Topic 4: Climate Maximum of 10 minutes. The text of their Week Earth Systems study Design Earth AT 3 Earth Change. They apply this knowledge, analyse data, and form conclusions using appropriate terms 3 1,4 presentation is submitted electronically. 5 Systems Study Systems Study: and conventions. Individual research Assessment Students undertake one fieldwork investigation into a particular local environmental issue, concern, The report should be a maximum of 2000 words, Type 3: Earth initiative, or successful undertaking that can be linked to topics studied in Stage 2 Earth and if written, or the equivalent in multimodal form. question and plan Systems Study Environmental Science. Students develop a research question, then design, plan, undertake, and 1,2,3,4 1,2,3,4 report on a field-based extended investigation to answer the question. Students analyse their Weighting 30% Week Earth Systems study Conduct Earth Earth Systems information in terms of the interactions of two or more Earth systems. 6 Systems Study* study: Design and Eight assessments. Please refer to the Stage 2 Earth and Environmental Science subject outline. risk assessment
Week Earth Systems study Analyse data 7 and complete report
Week Evidence for Practical Web Resources 8 climate change investigation: Climate proxies climatic analysis using foraminifera Practical investigation: oxygen isotopes – a proxy for sea surface temperatures
Week Models for Prepare for Earth SHE UN Framework External Earth 9 predicting climate Systems Study Investigation: on climate Systems Study change Paris and the Change Due. Local, national and IPCC Website international responses to climate change Week Prep for oral 10 presentation on climate change Term 4 Week 1
Week AT 2 SAT: 2 Climate change Presentation
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Performance Standards for Stage 2 Earth and Environmental Science Assessment Type 1: Investigations Folio ‐ Investigation, Analysis, and Evaluation Knowledge and Application
Designs a logical, coherent, and detailed earth Demonstrates deep and broad knowledge and and environmental science investigation. understanding of a range of earth and Field Investigation environmental science concepts. Obtains, records, and represents data, using appropriate conventions and formats Develops and applies earth and environmental The aim of this investigation is to collect data that will help answer a question about the effect accurately and highly effectively. science concepts highly effectively in new and familiar contexts. of a variable, such as salinity, water flow rate, flooding, introduced species) on an ecological Systematically analyses and interprets data A and evidence to formulate logical conclusions Critically explores and understands in depth the characteristic of a wetland, (such as the distribution of a particular species in the area, acid- with detailed justification. interaction between science and society. sulfate levels in the soil or native fish populations) Critically and logically evaluates procedures Communicates knowledge and understanding of and their effect on data. earth and environmental science coherently, Students work in groups to make observations and collect data in an allocated section of a with highly effective use of appropriate terms, wetland. The sampling techniques chosen will depend on the question under investigation. conventions, and representations. Designs a well‐considered and clear earth and Demonstrates some depth and breadth of environmental science investigation. knowledge and understanding of a range of Each student individually analyses the data and presents a report, drawing on data collected earth and environmental science concepts. Obtains, records, and represents data, using from fieldwork and other sources. appropriate conventions and formats mostly Develops and applies earth and environmental accurately and effectively. science concepts mostly effectively in new and The practical/field report should include: familiar contexts. Logically analyses and interprets data and introduction with relevant earth and environmental concepts and either a hypothesis B evidence to formulate suitable conclusions Logically explores and understands in some with reasonable justification. depth the interaction between science and and variables or an investigable question society. Logically evaluates procedures and their effect materials/apparatus* on data. Communicates knowledge and understanding of earth and environmental science mostly method/procedure outlining the steps to be taken* coherently, with effective use of appropriate terms, conventions, and representations. identification and management of safety and/or ethical risks* Designs a considered and generally clear earth Demonstrates knowledge and understanding of and environmental science investigation. a general range of earth and environmental results* science concepts. Obtains, records, and represents data, using analysis of results, identifying trends, and linking results to concepts generally appropriate conventions and formats Develops and applies earth and environmental with some errors, but generally accurately and science concepts generally effectively in new or evaluation of procedures and data, and identifying sources of uncertainty effectively. familiar contexts. C Undertakes some analysis and interpretation Explores and understands aspects of the conclusion, with justification. of data and evidence to formulate generally interaction between science and society. appropriate conclusions with some justification. Communicates knowledge and understanding of The report should be a maximum of 1500 words if written, 10 minutes for an oral presentation earth and environmental science generally or the equivalent in multimodal form. Evaluates procedures and some of their effect effectively, using some appropriate terms, *The four asterisked sections (materials/apparatus, method/procedure, ethical risks, and on data. conventions, and representations. results) are excluded from the word count. Prepares the outline of an earth and Demonstrates some basic knowledge and partial environmental science investigation. understanding of earth and environmental science concepts. This field report is to be attached to this task sheet and submitted electronically. Obtains, records, and represents data, using conventions and formats inconsistently, with Develops and applies some earth and occasional accuracy and effectiveness. environmental science concepts in familiar contexts. D Describes data and undertakes some basic interpretation to formulate a basic conclusion. Partially explores and recognises aspects of the interaction between science and society. Attempts to evaluate procedures or suggest an effect on data. Communicates basic earth and environmental science information, using some appropriate terms, conventions, and/or representations. Identifies a simple procedure for an earth and Demonstrates limited recognition and environmental science investigation. awareness of earth and environmental science concepts. Attempts to record and represent some data, with limited accuracy or effectiveness. Attempts to develop and apply earth and environmental science concepts in familiar Attempts to describe results and/or interpret contexts. E data to formulate a basic conclusion. Attempts to explore and identify an aspect of Acknowledges that procedures affect data. the interaction between science and society. Attempts to communicate information about earth and environmental science.
Stage 2 Earth and Environmental Science — Implementation Workshop Booklet Stage 2 Earth and Environmental Science — Implementation Workshop Booklet Ref: A604944 Page 115 of 184 Ref: A604944 Page 116 of 184
Assessment Type 1: Investigations Folio Performance Standards for Stage 2 Earth and Environmental Science Practical Design Investigation - Investigation, Analysis, and Evaluation Knowledge and Application
Designs a logical, coherent, and detailed earth Demonstrates deep and broad knowledge and Purpose: To investigate how changes in the riparian vegetation along a waterway are A and environmental science investigation. understanding of a range of earth and environmental science concepts. influenced by changes in one particular biotic or abiotic factor. Obtains, records, and represents data, using appropriate conventions and formats accurately Develops and applies earth and environmental In pairs and highly effectively. science concepts highly effectively in new and familiar contexts. Systematically analyses and interprets data and Select a testable factor. Examples include fish populations, algal growth, water temperature, evidence to formulate logical conclusions with Critically explores and understands in depth the water flow, and turbidity. Research the role of this factor in the interaction of Earth systems in detailed justification. interaction between science and society. the area under investigation. Critically and logically evaluates procedures and Communicates knowledge and understanding of their effect on data. earth and environmental science coherently, with highly effective use of appropriate terms, Then deconstruct the parts of this problem to formulate a hypothesis to test and determine the conventions, and representations. most appropriate method for investigation. Designs a well-considered and clear earth and Demonstrates some depth and breadth of B environmental science investigation. knowledge and understanding of a range of earth In a preliminary visit to the waterway, trial your procedure. Record your observations and and environmental science concepts. Obtains, records, and represents data, using make notes about possible modifications to the procedure that could improve the efficiency of appropriate conventions and formats mostly Develops and applies earth and environmental collection of your data. accurately and effectively. science concepts mostly effectively in new and familiar contexts. Logically analyses and interprets data and Individually evidence to formulate suitable conclusions with Logically explores and understands in some reasonable justification. depth the interaction between science and society. Design your own investigation. Your design should include: Logically evaluates procedures and their effect on data. Communicates knowledge and understanding of the independent and dependent variables, factors to be held constant and factors that earth and environmental science mostly coherently, with effective use of appropriate may not be able to be controlled terms, conventions, and representations. the materials required and a detailed procedure Designs a considered and generally clear earth Demonstrates knowledge and understanding of a C and environmental science investigation. general range of earth and environmental science concepts. a justification of the details of your procedure, using the results of your trial Obtains, records, and represents data, using generally appropriate conventions and formats Develops and applies earth and environmental identification of ethical and safety considerations.* with some errors, but generally accurately and science concepts generally effectively in new or effectively. familiar contexts. Submit your design for teacher feedback. Undertakes some analysis and interpretation of Explores and understands aspects of the data and evidence to formulate generally interaction between science and society. appropriate conclusions with some justification. In pairs Communicates knowledge and understanding of Evaluates procedures and some of their effect on earth and environmental science generally Select, and carry out, one investigation and record your observations. data. effectively, using some appropriate terms, conventions, and representations. Individually Prepares the outline of an earth and Demonstrates some basic knowledge and partial D environmental science investigation. understanding of earth and environmental science concepts. Your practical report should include: Obtains, records, and represents data, using conventions and formats inconsistently, with Develops and applies some earth and introduction that includes the hypothesis and variables and a description of the occasional accuracy and effectiveness. environmental science concepts in familiar contexts. interactions between the Earth systems in the area under investigation Describes data and undertakes some basic interpretation to formulate a basic conclusion. Partially explores and recognises aspects of the interaction between science and society. materials/apparatus* Attempts to evaluate procedures or suggest an effect on data. Communicates basic earth and environmental method/procedure outlining the steps to be taken* science information, using some appropriate terms, conventions, and/or representations. identification and management of safety and/or ethical risks* Identifies a simple procedure for an earth and Demonstrates limited recognition and awareness E environmental science investigation. of earth and environmental science concepts. results* Attempts to record and represent some data, with Attempts to develop and apply earth and limited accuracy or effectiveness. environmental science concepts in familiar analysis of results, identifying trends, and linking results to the interactions between contexts. the relevant Earth systems Attempts to describe results and/or interpret data to formulate a basic conclusion. Attempts to explore and identify an aspect of the interaction between science and society. evaluation of procedures and data, and identifying sources of uncertainty Acknowledges that procedures affect data. Attempts to communicate information about earth conclusion, with justification. and environmental science.
The report should be a maximum of 1500 words or the equivalent in multimodal form. *The four asterisked sections (materials/apparatus, method/procedure, ethical risks, and results) are excluded from the word count.
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Science as a Human Endeavour Investigation Performance Standards for Stage 2 Earth and Environmental Science Earth’s Resources - Investigation, Analysis, and Evaluation Knowledge and Application
Designs a logical, coherent, and detailed earth Demonstrates deep and broad knowledge and In this task you have the opportunity to investigate a contemporary example of how science and environmental science investigation. understanding of a range of earth and environmental science concepts. interacts with society. Obtains, records, and represents data, using appropriate conventions and formats accurately Develops and applies earth and environmental Select and explore a recent discovery, innovation, issue, or advancement linked to Earth’s and highly effectively. science concepts highly effectively in new and Resources. familiar contexts. Systematically analyses and interprets data and A evidence to formulate logical conclusions with Critically explores and understands in depth the For example; detailed justification. interaction between science and society. Critically and logically evaluates procedures and Communicates knowledge and understanding of - Use the article by Stephen Long, 28 Feb 2017, Methane emissions from coal seam gas their effect on data. earth and environmental science coherently, with highly effective use of appropriate terms, development raise climate change concerns, at http://www.abc.net.au/news/2017-02- conventions, and representations. 28/methane-emissions-from-coal-seam-gas-climate-change/8310932 as the basis for Designs a well-considered and clear earth and Demonstrates some depth and breadth of your discussion of the key concept: environmental science investigation. knowledge and understanding of a range of earth and environmental science concepts. Obtains, records, and represents data, using New technologies improve the efficiency of scientific procedures and data collection appropriate conventions and formats mostly Develops and applies earth and environmental accurately and effectively. science concepts mostly effectively in new and and analysis. This can reveal new evidence that may modify or replace models, familiar contexts. theories, and processes Logically analyses and interprets data and B evidence to formulate suitable conclusions with Logically explores and understands in some depth reasonable justification. the interaction between science and society. Logically evaluates procedures and their effect Communicates knowledge and understanding of - Use the development of hydroelectricity in Brazil as a basis for discussion of the key on data. earth and environmental science mostly coherently, with effective use of appropriate terms, concept: conventions, and representations. The use of scientific knowledge may have beneficial or unexpected consequences; Designs a considered and generally clear earth Demonstrates knowledge and understanding of a and environmental science investigation. general range of earth and environmental science this requires monitoring, assessment, and evaluation of risk, and provides concepts. Obtains, records, and represents data, using opportunities for innovation. generally appropriate conventions and formats Develops and applies earth and environmental with some errors, but generally accurately and science concepts generally effectively in new or effectively. familiar contexts. C Use a variety of sources of information that enable an in depth discussion of your topic. Undertakes some analysis and interpretation of Explores and understands aspects of the data and evidence to formulate generally interaction between science and society. appropriate conclusions with some justification. Communicates knowledge and understanding of Evaluates procedures and some of their effect earth and environmental science generally Prepare a scientific report, which must include the use of scientific terminology and: on data. effectively, using some appropriate terms, conventions, and representations. an introduction to identify the focus of the investigation and the key concept of Prepares the outline of an earth and Demonstrates some basic knowledge and partial science as a human endeavour that links to the investigation. environmental science investigation. understanding of earth and environmental science concepts. Obtains, records, and represents data, using an explanation of how the focus of the investigation illustrates the interaction between conventions and formats inconsistently, with Develops and applies some earth and science and society occasional accuracy and effectiveness. environmental science concepts in familiar contexts. D Describes data and undertakes some basic relevant earth and environmental science concepts or background interpretation to formulate a basic conclusion. Partially explores and recognises aspects of the interaction between science and society. a discussion of the potential impact or significance of the focus of the investigation, Attempts to evaluate procedures or suggest an effect on data. Communicates basic earth and environmental e.g. potential of new development, effect on quality of life, environmental implications, science information, using some appropriate economic impact, intrinsic interest terms, conventions, and/or representations. Identifies a simple procedure for an earth and Demonstrates limited recognition and awareness a conclusion with justification environmental science investigation. of earth and environmental science concepts. Attempts to record and represent some data, Attempts to develop and apply earth and citations and referencing. with limited accuracy or effectiveness. environmental science concepts in familiar contexts. E Attempts to describe results and/or interpret data to formulate a basic conclusion. Attempts to explore and identify an aspect of the interaction between science and society. You can choose the format for your report. For example; Acknowledges that procedures affect data. Attempts to communicate information about earth an article for a scientific publication, a letter to the editor, a multimedia presentation to and environmental science. an energy company.
The report should be a maximum of 1500 words if written or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form.
Stage 2 Earth and Environmental Science — Implementation Workshop Booklet Stage 2 Earth and Environmental Science — Implementation Workshop Booklet Ref: A604944 Page 119 of 184 Ref: A604944 Page 120 of 184
Methane emissions from coal seam gas development raise climate change concerns For m
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Stage 2 Earth and Environmental Science — Implementation Workshop Booklet Stage 2 Earth and Environmental Science — Implementation Workshop Booklet Ref: A604944 Page 121 of 184 Ref: A604944 Page 122 of 184
Assessment Type 2: Skills and Applications Task 2. Data analysis activity Use the following information to test the following hypothesis: This task provides the opportunity to demonstrate your understanding of how oceans can affect weather systems. The warming and cooling rates of land are greater than those of the ocean at similar latitudes in Australia. All of your work for this task is to be submitted electronically using MS Word and MS Excel. All activities are completed under teacher supervision in class. Activity 2 can be started while Three regions in Australia with latitude of 35°S are Adelaide, Murray Bridge and Albany. Their Activity 1 is underway. locations are shown as on the map below:
1. Practical Activity In groups, construct models of the ocean and the land to test the following hypothesis:
“The warming and cooling rates of land are greater than those of the ocean.”
Materials (per group) 2 buckets or deep foil trays water sand 2 temperature sensors 2 retort stands
Procedure (work in groups) Fill one bucket with sand and one bucket with water. Make sure the buckets are filled to the same level. Use retort stands to position the temperature sensors 2 – 3 cm under the surface in each bucket. Leave both buckets in the shade until they reach the same temperature. Once the temperature in both buckets is the same, put them in direct sunlight. Record the temperature every two minutes until a clear trend in the data is seen. Print out one copy of the graph of temperature versus time for each group member. Move the buckets back into the shade. Record the temperature every two minutes until a clear trend is seen. Print the graph for each group member.
Analysis (work individually) Attach the printouts of the two graphs.
1. Compare the rate of change in temperature for the two buckets as they warmed and as they cooled.
http://www.nationsonline.org/oneworld/map/australia-map.htm 2. Use your results to explain whether the hypothesis is confirmed, refuted or uncertain.
3. Discuss the limitations of your model in representing land and ocean. The 7-day weather forecast, for a week in March, is given for each region on the next page. Use this information to answer the questions that follow.
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1. The following data table has been constructed to display the temperatures for Adelaide and Murray Bridge for this week.
Adelaide Murray Bridge max range max min range (°C) min (°C) (°C) (°C) (°C) (°C) Wed 31 18 13 35 15 20 Thu 31 19 12 35 16 19 Fri 30 18 12 32 15 17 Sat 26 17 9 26 15 11 Sun 24 16 8 23 15 8 Mon 26 16 10 25 13 12 Tue 28 17 11 30 14 16 AVERAGE 28.0 17.3 10.7 29.4 14.7 14.7
2. (a) Use MS Excel to draw a well-labelled graph to show the range of temperatures in Adelaide and Murray Bridge over the seven days.
(b) Use your graph to explain whether the hypothesis is confirmed, refuted or uncertain.
3. Complete a similar data table in MS Excel to display the temperatures for Adelaide and Albany for this week. Use the functions in MS Excel to calculate the ranges and average values.
4. (a) Use MS Excel to draw a well-labelled graph to show the range of temperatures in Adelaide and Albury over the seven days.
(b) Use your graph to describe the similarity and difference in temperatures between these two regions.
(c) Discuss one factor that could contribute to the difference in temperatures between these two regions.
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3. Ocean research Performance Standards for Stage 2 Earth and Environmental Science This activity focuses on science as a human endeavour. - Investigation, Analysis, and Evaluation Knowledge and Application The Global Ocean Observing System http://www.goosocean.org/ Designs a logical, coherent, and detailed earth Demonstrates deep and broad knowledge and and environmental science investigation. understanding of a range of earth and environmental science concepts. (a) Use information from this website to discuss the reasons for setting up this global Obtains, records, and represents data, using appropriate conventions and formats accurately Develops and applies earth and environmental observation system. and highly effectively. science concepts highly effectively in new and familiar contexts. Systematically analyses and interprets data and (b) Describe examples of how the work of the people at GOOS illustrates science as a A evidence to formulate logical conclusions with Critically explores and understands in depth the human endeavour. detailed justification. interaction between science and society. Critically and logically evaluates procedures and Communicates knowledge and understanding of their effect on data. earth and environmental science coherently, with highly effective use of appropriate terms, Integrated Marine Observing Systems conventions, and representations. http://imos.org.au/argo.html Designs a well-considered and clear earth and Demonstrates some depth and breadth of environmental science investigation. knowledge and understanding of a range of earth and environmental science concepts. Obtains, records, and represents data, using Argo Floats appropriate conventions and formats mostly Develops and applies earth and environmental accurately and effectively. science concepts mostly effectively in new and familiar contexts. Argo is an international collaboration that collects high-quality temperature and salinity profiles Logically analyses and interprets data and from the upper 2000m of the ice-free global ocean and currents from intermediate depths. The B evidence to formulate suitable conclusions with Logically explores and understands in some reasonable justification. depth the interaction between science and data come from battery-powered autonomous floats that spend most of their life drifting at society. depth where they are stabilised by being neutrally buoyant at the "parking depth" pressure by Logically evaluates procedures and their effect on data. Communicates knowledge and understanding of having a density equal to the ambient pressure and a compressibility that is less than that of earth and environmental science mostly sea water. At present there are several models of profiling float used in Argo. All work in a coherently, with effective use of appropriate terms, conventions, and representations. similar fashion but differ somewhat in their design characteristics. At typically 10-day intervals, the floats pump fluid into an external bladder and rise to the surface over about 6 hours while Designs a considered and generally clear earth Demonstrates knowledge and understanding of a and environmental science investigation. general range of earth and environmental science measuring temperature and salinity. Satellites or GPS determine the position of the floats concepts. Obtains, records, and represents data, using when they surface, and the floats transmit their data to the satellites. The bladder then generally appropriate conventions and formats Develops and applies earth and environmental deflates and the float returns to its original density and sinks to drift until the cycle is repeated. with some errors, but generally accurately and science concepts generally effectively in new or Floats are designed to make about 150 such cycles. effectively. familiar contexts. C Undertakes some analysis and interpretation of Explores and understands aspects of the data and evidence to formulate generally interaction between science and society. http://www.argos-system.org/argos/why-choose-argos/ appropriate conclusions with some justification. Communicates knowledge and understanding of Evaluates procedures and some of their effect earth and environmental science generally Use information from the sites above and other websites to answer the following questions on data. effectively, using some appropriate terms, about Argo. conventions, and representations. Prepares the outline of an earth and Demonstrates some basic knowledge and partial (c) Describe the purpose of Argo(s) and how it helps the scientific community. environmental science investigation. understanding of earth and environmental science concepts. Obtains, records, and represents data, using conventions and formats inconsistently, with Develops and applies some earth and (e) Describe how an Argo float collects information and how this information is used. occasional accuracy and effectiveness. environmental science concepts in familiar contexts. D Describes data and undertakes some basic interpretation to formulate a basic conclusion. Partially explores and recognises aspects of the interaction between science and society. Attempts to evaluate procedures or suggest an effect on data. Communicates basic earth and environmental science information, using some appropriate terms, conventions, and/or representations. Identifies a simple procedure for an earth and Demonstrates limited recognition and awareness environmental science investigation. of earth and environmental science concepts. Attempts to record and represent some data, Attempts to develop and apply earth and with limited accuracy or effectiveness. environmental science concepts in familiar contexts. E Attempts to describe results and/or interpret data to formulate a basic conclusion. Attempts to explore and identify an aspect of the interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about earth and environmental science.
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Stage 2 Physics Program 1 Formative Summative This planner articulates with learning and assessment plan 1 Week Content tasks tasks Term 1 Formative Summative 1 Applications of electric fields and electrostatic shielding, Practical Week Section Topic tasks tasks including electrostatic loudspeakers, corona discharge, shark Design-Snow shields, Faraday cages, photocopiers. (SHE) Globes 1 Projectile motion: Use of equations of motion in horizontal and vertical components to solve problems involving time of 2 Motion of charged particles in electric fields: Concept of flight, range, and resultant velocity. Vector problems. work done by an electric field, potential difference and energy changes of charged particles moving in a vacuum, and the 2 Factors affecting the drag force and the effect that drag has on electronvolt unit. Application of the motion of ions in ion the motion of projectiles in sports, and the study of thrusters, and particle accelerators, such as the cyclotron. aerodynamics. (SHE) 3 Forces and momentum: Use of force and acceleration 3 Use of formulae to determine force, acceleration, and Select SHE vectors and both Fma and the momentum form of Newton’s resulting motion of charged particles in an electric field. SHE: focus & use Second Law of Motion, including vector subtraction. Cathode ray tubes, discovery of fundamental particles. Internet 4 Conservation of momentum questions, including multi-image 4 Magnetic fields: Moving charges produce magnetic fields. problems. Momentum conservation in rocket propulsion and Magnitude and direction of the magnetic field/force around a space craft, including solar sails and ion drives. (SHE) Links current-carrying conductor. Research: focus and planning. made between momentum and the Standard Model-neutrinos. 5 Motion of charged particles in magnetic fields: Solve First drafts of 5 Circular motion and gravitation. Formative problems about force, current, angle, magnetic field strength SHE and direction for a current-carrying conductor in a magnetic Investigation Test: 2: Topic Use of vectors and formulae to solve problems involving (continued) field. SHE: Loudspeakers and maglev trains. centripetal acceleration and the force causing it. SHE: Banked Projectile curves, amusement park rides, high-speed trains. Review motion, 6 Force on a moving charged particle in a uniform magnetic practical skills. forces, and field. Solve problems involving the circular path of charged Electricity and Magnetism Magnetism and Electricity momentum. particles in magnetic fields. Applications of charges moving in a magnetic field, such as mass spectrometer and electron 6 Gravitational force formula and the concept of a gravitational SIS microscopes. Use of formulae to explore properties of a field. Formative cyclotron. Practical: 7 Electromagnetic induction: Concepts of magnetic flux and Topic 1: 1: Topic Centripetal force electromotive force (emf). Explaining and using Faraday’s Law and Lenz’s Law to solve 7 Relativity and Motion Explore detection of existence of stars, predicting dark matter. SIS problems. Properties of satellite orbits and uses of satellites. (SHE) Formative Practical: 8 Applications of electromagnetic induction, including SHE generators, transformers and induction stoves. Structure of Investigation Projectiles transformers and generators. Use formula to solve problems Report due 8 Kepler’s Laws of motion, comets and planets. Use of formulae SIS on transformers. (SHE) to calculate periods, radii, altitudes and speeds of satellites. Formative 9 Wave behaviour of light: Production of electromagnetic Test 2: Calculating the mass of the sun or Saturn. Practical: waves from oscillating charges. The wave model of light and Electricity Speed of the link between the frequency of electromagnetic waves and and sound oscillating charges. Applications of electromagnetic waves Magnetism (resonance) and polarised waves. 9 Einstein’s relativity: Frames of reference, constancy of the Formative 10 Revision Mid-Year speed of light. Special theory of relativity and the behaviour of Practical Trial Exams objects at high speeds. submitted to Term 3 give feedback 1 Concepts of monochromatic, coherent and incandescent SIS 10 Simultaneous events, Einstein’s formulae, time dilation, length SIS Test 1: light. Phase relationships, constructive and destructive Formative contraction, effects on mass. Evidence/applications involving Motion and Formative interference. Practical: relativity, such as muons and GPS. (SHE) Practical: relativity Description and explanation of two source patterns, including Spectra Teltron tube the role of diffraction. Term 2 2 Use of formulae to solve problems for two source SIS
Topic 3: 3: Topic interference patterns. 11 Topic 2: Electric fields: Coulomb’s Law and the electric field concept. Formative Applications of interference, including data storage. Practical: Electric field problems and electric field diagrams. Atoms and Light Superposition of electric forces and fields. Determination of wavelength of light using interference. Wavelength of LASER
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Stage 2 Physics (20-credits) Formative Summative Assessment Overview Week Content tasks tasks The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features of all of the assessment design criteria.
3 Description and explanation of transmission diffraction SIS Assessment Assessment Assessment conditions Design Criteria gratings. Use of formulae to solve problems for diffraction Formative Type and Details of assessment (e.g. task type, word length, time allocated, gratings. Determination of wavelength of light using Practical: Weighting IAE KA supervision) Practical Design Investigation (Drag): Part A/B-Students work in small groups to Students deconstruct a problem in small groups and then interference/spectroscopy. Photoelectric deconstruct a problem regarding the snow used in snow globes. Each student then prepare their own design, initially under supervision designs an experiment to test the relationship between a variable they choose to during a double lesson, but submitted within one week to effect investigate associated with a property of the snow and its drag when released in a column a maximum word count of 250 words. Each group of water. They state a hypothesis and identify variables and develop their own procedure discusses their individual designs and comes to a 4 Wave-Particle duality: Properties of photons. Investigate SIS to test their hypothesis. consensus to select the investigation to carry out. They then undertake the investigation under supervision the and explain the photoelectric effect and its features. Solve Part C/D-Students work in groups to carry out one of the procedures designed by a 1, 2, 3, 4 2,4 Formative member of the group, to manipulate apparatus using safe and ethical work practices- following double lesson. problems about the photoelectric effect, using formulae. Practical: students have the option of using a prepared method from the teacher. They collaborate Each student electronically submits an individual written to obtain, record, and represent data, then individually interpret and analyse the data or multimedia report of their group investigation based on Explore applications of the photoelectric effect, such as the requirements specified in the subject outline and to a Spectrometer using appropriate technology. Students use graphical analysis of the data to assist in their photomultiplier tubes, smoke detectors, charged coupled interpretation. They evaluate the procedure and their effects on the results, and formulate maximum word count of 1250 words, or equivalent, and justify a conclusion, taking into account the limitations of the investigation. excluding the apparatus, method, safety, and results. devices, and solar cells. (SHE) Assessment They have one more week to complete this. Type 1: Practical Design Investigation (Magnetic Flux Density): Students design an Students plan their investigation before the practical 5 Describe and explain the production of X-rays and their SIS Investigations experiment to test the effect of a variable on the magnetic flux density around a single, lesson. They have one 90-minute double lesson to carry Folio current-carrying conductor or that at the pole of a solenoid. They consider varying factors out their investigation, collect their data, and begin their properties. Explore examples of the application of X-rays and Formative such as the current, distance from the conductor/pole, or number of turns on the solenoid. multimedia or written report. Students have one week to They state a hypothesis and identify variables and safety aspects, then develop and use complete and electronically submit an individual, written their uses. Explore attenuation, penetrating power, and 1, 2, 3, 4 4 Practical: their own procedure, to manipulate apparatus using safe and ethical work practices. They report based on the requirements specified in the subject Weighting minimum exposure time for X-ray machines. Explain features Light collaborate to obtain, record, and represent data, then individually interpret and analyse it outline and to a maximum word count of 1500 words, or 30% using appropriate technology. Students use graphical analysis of the data to assist in their equivalent excluding the apparatus, method, safety, and of the X-ray spectrum and use formula to solve problems. intensity and interpretation. They evaluate the procedure and the results, and formulate and justify a results. Features of a simple X-ray tube. distance conclusion, taking into account the limitations of the investigation. Science as a Human Endeavour Investigation: Each student selects an invention from Students have 2 lessons under supervision and 5 weeks a supplied list and then formulates a focus to explore related to an aspect of physics and of their own time to complete the report. 6 Discuss the wave behaviour of particles and solve problems Practical connected to one of the key concepts of Science as a Human Endeavour described in the During a supervised double internet lesson, students using appropriate formulae. Explore the evidence for the Design- subject outline. individually form a focus to explore, begin locating information and test the suitability of the focus. Students They gather information from different sources, identify and discuss the significance of the 3 1, 3, 4 wave behaviour of particles. Magnetic focus, analyse their findings, and develop and justify their conclusions. Students use the have two weeks to gather their research information, Field literacy skills of physics to explain links between data, concepts, and issues. They make notes, and show one draft about the focus to SHE: Electron microscopes. electronically communicate their overall findings in a final report, including an explanation discuss their progress with the teacher. They will of the impact or significance of the focus of their exploration. electronically submit a final report to a maximum of 1500 7 The structure of the atom. words 3 weeks later. Investigate and compare continuous emission spectra, line emission spectra, and line absorption spectra. Energy level diagrams of hydrogen, energy transitions, and the regions of the electromagnetic spectrum of the photons produced/absorbed. 8 Excited states, ionisation and fluorescence. Test 3: Stimulated emission, metastable states and population Science inversions. Explore the properties and applications of lasers Inquiry Skills and fluorescence. Test 9 Standard Model: Fundamental particles- gauge bosons, leptons and quarks. Gauge bosons mediate four fundamental forces. Study the 6 types of quarks and how particles such as baryons are made of quarks and leptons. 10 Definition of Lepton & Baryon numbers, conservation laws in Test 4: Light reactions. Antimatter & antiquarks. Explore the Large Hadron and Atoms Collider research & changes in understanding of the standard model. Explore PET scanners and impacts of SAHMRI cyclotron. Annihilation. Holiday revision day at school
Revise Motion and relativity Term 4
1 Revision: Electricity and Magnetism
2 Revision: Light and Atoms
3 Revision Trial Exam Trial Exam
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Assessment Assessment Assessment conditions Type and Details of assessment Design Criteria (e.g. task type, word length, time allocated, Weighting IAE KA supervision) Motion and Relativity Test: Students demonstrate knowledge and understanding of Written, under test conditions Stage 2 Physics Investigation Folio Task: the concepts in projectile motion, forces and momentum, circular motion and 80 minutes gravitation, and relativity. They apply this knowledge to solve problems, using correct 1, 2, 3, Formula sheet provided terminology, formulae, and equations. Students analyse problems related to these 4 Deconstruction and Design Task-Snow Globe subtopics and present solutions using appropriate physics terms and conventions. Questions vary from routine to complex and include new and familiar contexts. Questions related to science as a human endeavour are also included. Electricity and Magnetism Test: Students demonstrate knowledge and Written, under test conditions Introduction and Purpose of Task: understanding of the concepts covered in electric fields, magnetic fields, motion of 80 minutes Assessment charged particles in electric and magnetic fields, and electromagnetic induction. They Formula sheet provided Type 2: Skills apply this knowledge to solve problems using correct terminology, formulae, and 2, 3 1, 2, 4 Manufacturers believe that one of the important qualities of snow-globes is that the ‘snow’ falls and equations. Students analyse problems related to these subtopics and present Applications solutions using appropriate physics terms and conventions. Questions vary from slowly back to the base after it has been shaken up. Tasks routine to complex and include new and familiar contexts. A science inquiry skills question is also included. Read the information below and consider the problem: Light and Atoms test: Students demonstrate knowledge and understanding of the Written, under test conditions Weighting key ideas and intended student learning covered in wave behaviour of light, wave- 80 minutes 40% particle duality, the structure of the atom, and the Standard Model. They apply this Formula sheet provided knowledge to solve problems in a test using correct terminology, formulae and “What is the best ‘snow’ to use in a liquid-filled snow- 1, 2, 4 equations. Students analyse problems related to the wave behaviour of light, wave- particle duality, the structure of the atom, and induced nuclear reactions and present globe? solutions using appropriate physics terms and conventions. Questions vary from routine to complex and include new and familiar contexts. Science Inquiry Skills Test: Students respond to question(s), including a Written, under test conditions procedure, labelled diagram, and example data. They demonstrate their skills in 2, 3, 4 4 40 minutes The purpose of this task is to representing and interpreting the data, forming a conclusion, and critically evaluating a procedure. deconstruct the problem by considering some of the External Questions of different types cover all Stage 2 topics and science inquiry issues that need to be addressed Examination 2-hour examination skills. Some questions may require students to integrate their knowledge Weighting from more than one topic and show an understanding of science as a 30% human endeavour. design a detailed method to the test a hypothesis you have constructed based on the problem Eight assessments including the external examination. Please refer to the Stage 2 Physics subject outline. complete a practical to analyse data and evaluate the method used, and make justified conclusions considering the limitations of the experiment.
Part A: Deconstruct the problem. Discuss with your group the factors that the manufacturers would need to take into account when planning what ‘snow’ and liquid to use.
You may wish to consider, for example: What factors could affect the time it takes for the ‘snow’ to reach the base? Is there a maximum or minimum size that should be used and, if so, why is this important? Is any shape acceptable to use as snow?
Summarise these for inclusion in the introduction of your design.
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Part B: Design Assessment conditions for this task:
In your group, discuss how you could test some of these factors in the laboratory. Part A and B: Supervised small group discussions to deconstruct the problem and do some Individually, select one of the factors to test. planning during a double lesson. One week will be provided to complete the written design. Internet and other sources of information may be used. Word count for Part B, excluding the Prepare the design for an appropriate investigation and include the following: method, safety and or ethical considerations and references is approximately 250 words. Introduction Due Date for design: ______
aim and hypothesis Part C: Collaborative completion of the investigation to collect data, then an individual report with variables, factors that must be controlled, cannot be controlled the results, discussion and conclusion. The maximum word count for Part D is approximately safety and other risks, 1250 words, depending on the length of Part B. ethical considerations if applicable The combined maximum word count for Parts B and D is 1500 words.
list of materials Due Date for Part D: ______ detailed procedure
suggest what the results would be if the hypothesis was supported any limitations of the experiment or the conclusions that could be drawn, with justification Assessment Design Criteria Use your physics knowledge to explain some of the issues or results Part A: references for any research undertaken Investigation, Analysis and Evaluation: IAE1 Submit your design for assessment and feedback. Part B:
Part C: Conduct an experiment Investigation, Analysis and Evaluation: IAE 2, IAE3, IAE4
Collaboratively, you will work in small groups to select one of the methods designed by yourself or Knowledge and Application: KA2, KA4 a group member and undertake the investigation using. Alternatively, you may use the falling plasticene practical task provided by your teacher.
You will work together safely and collaboratively to collect data.
Part D: Write your report
Individually, you will write a report with the following:
results (table and graph) discussion (analysis and evaluation) conclusion (justified and any limitations) Part B, the design, must be attached to the report of your results.
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Performance Standards for Physics
Investigation, Analysis and Evaluation Knowledge and Application Note for teachers: Designs a logical, coherent, and detailed physics Demonstrates deep and broad knowledge and investigation. understanding of a range of physics concepts. Obtains, records, and represents data, using Develops and applies physics concepts highly appropriate conventions and formats accurately and effectively in new and familiar contexts. Teachers may choose to provide students with a method to complete the plasticene A highly effectively. Critically explores and understands in depth the investigation (see below) and assess IAE1 using Part A and B only. Systematically analyses and interprets data and interaction between science and society. evidence to formulate logical conclusions with detailed Communicates knowledge and understanding of justification. In this instance, students would only submit a final report but on the whole plasticene physics coherently, with highly effective use of Critically and logically evaluates procedures and their appropriate terms, conventions, and representations. investigation with a report that includes: effect on data. Designs a well-considered and clear physics Demonstrates some depth and breadth of knowledge introduction with relevant physics concepts and either a hypothesis and variables investigation. and understanding of a range of physics concepts. or an investigable question Obtains, records, and displays data, using appropriate Develops and applies physics concepts mostly materials/apparatus* conventions and formats mostly accurately and effectively in new and familiar contexts. B effectively. Logically explores and understands in some depth the method/procedure that outlines the steps to be taken* Logically analyses and interprets data and evidence to interaction between science and society. formulate suitable conclusions with reasonable Communicates knowledge and understanding of identification and management of safety and/or ethical risks* justification. physics mostly coherently, with effective use of results* Logically evaluates procedures and their effect on appropriate terms, conventions, and representations. data. analysis of results, identifying trends, and linking results to concepts Designs a considered and generally clear physics Demonstrates knowledge and understanding of a investigation. general range of physics concepts. evaluation of procedures and data, and identifying sources of uncertainty Obtains, records, and data, using generally Develops and applies physics concepts generally conclusion, with justification. appropriate conventions and formats with some errors effectively in new or familiar contexts. C but generally accurately and effectively. Explores and understands aspects of the interaction The report should be a maximum of 1500 words, if written, or a maximum of 10 minutes for an Undertakes some analysis and interpretation of data between science and society. oral presentation, or the equivalent in multimodal form. and evidence to formulate generally appropriate Communicates knowledge and understanding of conclusions with some justification. physics generally effectively, using some *The four asterisked sections (materials/apparatus, method/procedure, ethical risks, and Evaluates procedures and some of their effect on data. appropriate terms, conventions, and representations. results) are excluded from the word count. Prepares the outline of a physics investigation. Demonstrates some basic knowledge and partial Obtains, records, and displays data, using conventions understanding of physics concepts. and formats inconsistently, with occasional accuracy Develops and applies some physics concepts in and effectiveness. familiar contexts. Students additionally include Part B which is not included in the word count. D Describes data and undertakes some basic Partially explores and recognises aspects of the interpretation to formulate a basic conclusion. interaction between science and society. Attempts to evaluate procedures or suggest an effect Communicates basic physics information, using some on data. appropriate terms, conventions, and/or representations. Identifies a simple procedure for a physics Demonstrates limited recognition and awareness of investigation. physics concepts. Attempts to record and represent some data, with Attempts to develop and apply physics concepts in E limited accuracy or effectiveness. familiar contexts. Attempts to describe results and/or interpret data to Attempts to explore and identify an aspect of the formulate a basic conclusion. interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about physics.
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Task provided by Teacher: Stage 2 Physics Investigations Folio Task- Science as a Human Endeavour: Part C: Time taken for a shape to fall through a liquid Great Inventions in Physics
Purpose of the investigation The development of many inventions and techniques have been based on our understanding of To investigate the relationship between the time taken for a plasticine shape to fall through physics concepts or resulted in the development of new scientific theories. There has always liquid and a property of the shape, such as its area of cross-section, shape or mass. been a link between these inventions and techniques and society. You need to investigate one of the contemporary examples from the list below and prepare a report or presentation on the Description of assessment topic. Your report or presentation should explain the physics concepts involved, showing how it relates to at least one key concept of science as a human endeavour. A list of these is on Apparatus: Each group will have access to plasticene, a tall cylinder, water, 3 stopwatches, the next page. metre rulers, retort stands, measuring tape, an electronic balance, a knife and a white tile. Electromagnetic devices:
Your task: Electrical transformers: cars, phone chargers, SA’s power supply, arc-welders, Induction stoves, induction coils in traffic sensors, electric cars, photocopiers, maglev trains, Design rollercoasters, railguns, radio, television, microwave ovens, mobile phones, defibrillators, generators. In your group, discuss how you could test some of these properties in the laboratory. One double lesson will be available for supervised small group discussion and to do some planning. Medical Diagnostic Devices/Techniques: MRIs, X-Rays, Ultrasound, CAT Scans, PET scans, cyclotrons, Radiotherapy, Endoscopy, Individually, select one of the factors to test. fluoroscopy. Prepare the design for an appropriate investigation and include the following: - Introduction Devices and Techniques using LASERS: - aim and hypothesis Industry (e.g. welding, engraving), medicine, eye surgery, tattoo removal, Blu-ray players, - variables, factors that must be controlled, cannot be controlled telecommunication. - safety and other risks, - ethical considerations if applicable Uses of Radionuclides: - list of materials Burglar alarms, medicine, industry, food production, nuclear power, nuclear waste, nuclear subs, - detailed procedure nuclear weapons. - suggest what the results would be if the hypothesis was supported
- any limitations of the experiment or the conclusions that could be drawn, with In this task you will: justification - Use your physics knowledge to explain some of the issues or results Access information from different sources and prepare a reference list - references for any research undertaken Select relevant information about your investigation (invention/technique) to show that One week will be provided to complete the written design. Internet and other sources of you understand both the relevant physics in the invention and its link to science as a information may be used. Word count for this section, excluding the method, safety and or ethical human endeavour considerations and references is approximately 250 words. Analyse your findings to determine the lasting impacts of the invention on society. Due Date for design and feedback: ______Assessment Conditions: With your group, you will work together safely and collaboratively to undertake the investigation, This is an individual Investigation and you should submit one draft of your introduction by collect data, and record your results. the end of the second week. (Due date: ______)
Individually, you will use your results to write a report with the following: Your completed report should be submitted electronically within 4 weeks in any format (e.g. results (table and graph) a screencast, a video, an animation, a Web Page, a magazine article or report using MS Word, etc ). discussion (analysis and evaluation) conclusion (justified and any limitations) The maximum word count for the report is 1500 words.
The design used must be attached to the report of your results.
The maximum word count for this section is approximately 1250 words, depending on the length of the first section. The combined maximum word count for both sections is 1500 words.
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Your completed report should include the following: an introduction to identify the focus of the investigation and the key concept(s) of science as a human endeavour that it links to
an explanation of how the focus of the investigation illustrates the interaction between A B C D E science and society Systematically Logically analyses Undertakes some Describes data Attempts to relevant physics concepts or background analyses and and interprets analysis and and undertakes describe results interprets data data and interpretation of some basic and/or interpret some appropriate diagrams to improve the effectiveness of your communication. and evidence to evidence to data and interpretation to data to formulate logical formulate suitable evidence to formulate a formulate a a discussion of the potential impact or application of the invention/technique, e.g. further 3 development, effect on quality of life, environmental implications, economic impact, conclusions with conclusions with formulate basic basic intrinsic interest detailed reasonable generally conclusion. conclusion. justification. justification. appropriate a conclusion with justification conclusions with some justification. citations and referencing. Investigation, and Analysis, Evaluation Demonstrates a Demonstrates Demonstrates Demonstrates Demonstrates deep and broad some depth and knowledge and some basic limited knowledge and breadth of understanding of knowledge and recognition and Science as a Human Endeavour in the study of physics encompasses: 1 understanding knowledge and a general range of partial awareness of of a range of understanding of physics concepts. understanding physics physics a range of physics of physics concepts. Communication and Collaboration concepts. concepts. concepts. Science is a global enterprise that relies on clear communication, international conventions, and review and verification of results. Critically Logically explores Explores and Partially Attempts to explores and and understands understands explores and explore and International collaboration is often required in scientific investigation. understands in in some depth the aspects of the recognises identify an depth the interaction interaction aspects of the aspect of the 3 Development interaction between science between science interaction interaction Development of complex scientific models and/or theories often requires a wide range of between and society. and society. between between science and science and science and
evidence from many sources and across disciplines. and Application society. society. society. New technologies improve the efficiency of scientific procedures and data collection and analysis; this can reveal new evidence that may modify or replace models, theories, and Communicates Communicates Communicates Communicates Attempts to processes. knowledge and knowledge and knowledge and basic physics communicate understanding understanding of understanding of information, information
Influence Knowledge of physics physics mostly physics generally using some about physics. coherently, with coherently, with effectively, using appropriate Advances in scientific understanding in one field can influence and be influenced by other highly effective effective use of some appropriate terms, 4 areas of science, technology, engineering, and mathematics. use of appropriate terms, terms, conventions, The acceptance and use of scientific knowledge can be influenced by social, economic, appropriate conventions, and conventions, and and/or cultural, and ethical considerations. terms, representations. representations. representations. conventions, Application and Limitation and representations. Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, make discoveries, design action for sustainability, evaluate economic, social, and environmental impacts, offer valid explanations, and make reliable predictions. The use of scientific knowledge may have beneficial or unexpected consequences; this requires monitoring, assessment, and evaluation of risk, and provides opportunities for innovation. Science informs public debate and is in turn influenced by public debate; at times, there may be complex, unanticipated variables or insufficient data that may limit possible conclusions.
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SACE Physics Program 2 Science as a This program articulates with learning and assessment plan 2 Science Understanding Science Inquiry Skills Human Assessment Endeavour Science as a Science Understanding Science Inquiry Skills Human Assessment 1-8 1.4 Einstein’s relativity Evidence supporting Evidence for Endeavour time dilation Einstein’s Frames of reference postulates 1-1 1.1 Projectile Motion Projectile Launcher Lorentz factor Evidence against Review of motion concepts Angle of projection and Time dilation Einstein’s range relationship Vectors, scalars, significant postulates figures Twin paradox Terminology 1-9 Length contraction Relativity and GPS Difficulties Conditions for projectile Relativistic momentum obtaining
motion evidence for Equations of motion length contraction
1-2 Air resistance and drag Dropping a ball bearing Swimming in Investigations 1-10 Formative Test on force through a viscous liquid syrup discussion folio task 1: Subtopic 1.4 Terminal velocity Factors affecting Design Experiment Error analysis in aerodynamics Term experiments 2
1-3 1.2 Forces and Momentum Simple collisions Using momentum 2-1 2.1 Electric Fields Use of Use and (formative experiment) to predict application/detector to application of Review of force concepts Review of concepts neutrinos measure electric field electric fields Momentum and Newton’s Coulomb’s Law strength and test
Second Law Vector addition and relationship Conservation of momentum Coulomb’s Law (formative experiment) and Newton’s third law 1 Qq F 2 Momentum using vectors 40 r Representations of electric fields 1-4 Momentum using multi- Rocket demonstration Analysis of Use of EFq and image diagrams scenes from Air tracks 1 q Applications of momentum movies E 4 2 Rockets, solar sails 0 r Principle of superposition 1-5 1.3 Circular motion and Centripetal force with Black holes, dark (electric fields) gravitation glass tube and stopper matter, other (formative experiment) celestial bodies 2-2 Circular motion concepts Hollow conductors Corona discharges Strong electric fields Applications (including Fields near sharp points van de Graaf generator banked curves) Particle Corona discharge Different units of energy accelerators Gravitational field strength
Law of Universal Gravitation 2.2 Motion of charged particles
Satellites in electric fields
1-6 Kepler’s Laws of planetary Predicting appearance Hubble Space Work done and electric Motion of comets Telescope fields Satellites and their Predicting the mass of Using WqV and applications stars and planets, using EVd their natural satellites Satellite tracking 2-3 Acceleration of charged Teltron tube (formative Cathode ray 1-7 Review / Catch up time SAT1: particles in electric fields experiment) tubes (Subtopics1.1, 1.2, Use of equations of motion Comparison between 1.3) Subtopic 1.1 and sub-
topic 2.2
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Science as a Science as a Science Understanding Science Inquiry Skills Human Assessment Science Understanding Science Inquiry Skills Human Assessment Endeavour Endeavour
2-4 2.3 Magnetic fields Use mobile Investigations 2-10 Trial examinations Formative trial application/detector to Folio: Charge to exam Representations of measure magnetic field mass ratio of an magnetic fields strength to verify electron Term Magnetic fields in current relationship (formative 3 carrying wires experiment) 3-1 3.1 Wave behaviour of light Polarisation paradox Radio, WiFi, Investigations Realistic values of Folio: SHE task 0 I Generation of antenna Use of B magnetic field strength Speckle effect 2 r electromagnetic radiation Data storage from oscillating charges 2.4 Motion of charged particles Solenoids, in magnetic fields electromagnets Use of antennas/polarisation Concept of magnetic force Current balance (formative experiment) Coherent, monochromatic, Magnetic force acting on and incandescent light moving, charged particles sources Use of FIlB sin and Constructive and destructive interference 2-5 FqvB sin Building a motor Loudspeakers Principle of superposition Centripetal acceleration of Teltron tube Motors 3-2 Young’s double slit Lasers and double slit charged particles at right Charge to mass ratio of Generators experiment angles to magnetic field Microwaves and double an electron (formative Calculations, graphs, slit (formative experiment) Magnetic fields in Use of rmvqB electron problem-solving experiment) microscopes Use of dmsin and Function and operation of a cyclotron Maglev trains yLd . Use of 3-3 Transmission diffraction Use of white light on Transmission 22 grating transmission diffraction diffraction qBr TmqBE2 and K grating (formative gratings and 2m experiment) disks
Vapour lamps and 2-6 Review / Catch up time SAT2: (sub-topics 2.1, 2.2, 2.3, 2.4) spectra Element identification 2-7 2.5 Electromagnetic Induction Simulations Use and application of 3-4 3.2 Wave-particle duality Formative: photoelectric ‘ultraviolet Concept of magnetic flux practical catastrophe’ electromagnetic Photon model of light Electromagnetic induction induction Solar sails Use and Use of Ehf and p h application of the Faraday’s Law and Lenz’s Use of LEDs to Photoelectric effect photoelectric law measure Planck’s constant (formative effect Solving problems using experiment) Faraday’s law and Lenz’s law 3-5 X-rays Electron microscopes Use and Generating –X-rays X-rays in medicine application of 2-8 Generators Output of generators Transformers in Formative Test on X-rays Use of fmax eVh everyday life sub-topic 2.5 Significance of Transformers Wave behaviour of particles Davisson-Germer AC, DC, Edison Davisson-Germer experiment Solving problems with and Tesla Vn experiment p p Vns s 3-6 3.3 The structure of the atom Flame tests Line emission spectra Spectroscopes 2-9 SAT3: SIS and Energy level diagrams extended Line emission spectrum of Simulations response hydrogen
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Stage 2 Physics Assessment Overview Science as a The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features of all of the assessment design criteria. Science Understanding Science Inquiry Skills Human Assessment Endeavour Assessment Assessment Design Assessment conditions Type and Details of assessment Criteria (e.g. task type, word length, time 3-7 Line absorption spectrum Analysis of solar Identification of Weighting allocated, supervision) IAE KA spectra elements in stars Fraunhofer lines Design Experiment: Students individually determine the area of physics they intend to The total time allocated for supervision in Analysis of different Applications of investigate, then design an investigation, including the hypothesis, experimental class will be 70 minutes (30 minutes Fluorescence method, data collection, identification and management of safety risks, and type of planning, 40 minutes collecting data). absorption spectra lasers analysis appropriate to the method (as per Science Inquiry Skills). Students are Students use homework time to complete the 1,2,3,4 4 Incandescence assessed on their design of an investigation. Once the design has been assessed, written report/multimodal product. The Laser safety Relationship students work in groups, select one of the designs to implement and undertake the maximum report length is 1500 words, investigation. Students record, represent, and analyse the data individually, evaluate (excluding apparatus, method, results) or Population inversion, between spectra procedures and consider their impact on results, formulate and justify a conclusion. equivalent in multimodal form. metastable states, and temperature Charge to mass ratio experiment: Students use a Teltron tube to determine the Students are allocated 80 minutes of stimulated emission lasers Assessment charge to mass ratio of an electron. Students take measurements (from photographs) supervised class time to collect data and Type 1: using the scale on the Teltron tube to determine the radius of curvature of a beam of begin the report. Students have homework Investigations electrons deviated using Helmholtz Coils. These values are used to calculate the 2,3,4 1,2,4 time to complete the written report. The Folio charge to mass ratio. Students analyse data (including error analysis) and evaluate maximum report length is 1500 words, 3-8 Review Use of LHC and SAT4: (Subtopics procedures and consider their impact on results, formulate and justify a conclusion, excluding apparatus, method, results. quarks/antiquarks to contemporary 3.1, 3.2, 3.3) Weighting 3.4 Standard Model 30% taking into account the limitations of the investigation. form many different particle physics Science as a Human Endeavour Task: Students select at least one of the key Students are allocated 80 minutes of Leptons, quarks, gauge kinds of particles concepts of science as a human endeavour to explore in the context of a contemporary supervised class time to decide on a SHE Cyclotron at example related to one of the topics in Stage 2 physics. The context is to be key concept (s), determine context and focus bosons SAHMRI / PET negotiated with the teacher as well as the medium of the presentation. Students for the exploration, and begin research. complete a research planning document. They submit a report (article, website, video, 1, 3 1,3,4 Homework time is available. The maximum Types and charge of quarks scans oral presentation, etc.) with the structure identified in the subject outline. word length for scientific communication is 1500 words for written work, 10 minutes for Baryon, baryon numbers, an oral presentation, or the equivalent for a lepton numbers multimodal product. Antimatter and use of E mc 2
3-9 Conservation laws Use of conservation Development of laws to predict reactions the Standard Fundamental forces between particles Model
3-10 Revision
Term 4
1 Revision
2 Revision
3 Revision
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Assessment Assessment Design Assessment conditions Type and Details of assessment Criteria (e.g. task type, word length, time Weighting allocated, supervision) IAE KA Stage 2 Physics SAT1 – Motion Written test, taken during supervised class Students are assessed on Subtopics 1.1, 1.2, and 1.3. They demonstrate their time during an 80-minute double lesson. knowledge of these topics through routine and analytical questions within the scope of 2,3 1,2,4 Students are provided with a formula sheet. Investigations Folio – Design Experiment the subject and in new and familiar contexts. Students’ interpretive skills are assessed through a science inquiry skills question. Assessment SAT2 – Electricity and Magnetism Written test, taken during supervised class For this task you are required to design and undertake a physics experiment. This will be completed Type 2: Skills time during an 80-minute double lesson. and Students demonstrate their knowledge through routine and analytical questions 3,4 1,2,4 in three stages: Applications covering content from subtopics 2.1, 2.2, 2.3, and 2.4. There are questions in new Students are provided with a formula sheet. Tasks experimental contexts and the test includes an extended response question. Planning: A physics context will be deconstructed and an experiment will be designed. SAT3 – Short-answer, extended response, and experimental skills test Written test, taken during supervised class time during a 60-minute double lesson. Students are assessed on their answers to short and extended questions and complete 2,3,4 1,2,4 Weighting experimental skills questions from any topic within the scope of the subject outline to Students are provided with a formula sheet. Experiment: The experiment that was designed will be undertaken. 40% this time. SAT4 – Light and Atoms. Written test, taken during supervised class Practical Report: The data will be recorded and analysed, and any conclusions will be Students are assessed using routine and analytical questions based on subtopics 3.1, time during an 80-minute double lesson. 3.2, and 3.3. Some questions are related to science as human endeavour, and the test 1,2,3 1,2,3 Students are provided with a formula sheet. discussed. includes an experimental skills question, using a context within the subtopics.
Assessment You may work in groups up to a maximum of three people, however each member needs to be Type 3: submit their own plan and experiment report. Examination Questions of different types cover all Stage 2 topics and science inquiry skills. Some questions may require students to integrate 2-hour examination their knowledge from more than one topic and show an You can design an experiment in any area of physics provided that appropriate equipment is Weighting understanding of science as a human endeavour. 30% available.
You may wish to investigate one of the following: Eight assessments. Please refer to the draft Stage 2 Physics subject outline. Factors that affect resistance to motion Damped motion of oscillating springs Factors that affect projectile motion Crater formation Measuring the thickness of hair or other small/thin objects Investigating different types of pendulum Investigate the properties of lasers
Your will be assessed according to the performance standards on the final page of this document based on following submissions: Planning document: This document contains a planning section that needs to be completed. Each part has a series of guiding questions that you need to consider in preparing your experiment. Each member needs to submit their own document. Due date: ______Practical Report: Each member prepares and submits an individual practical report. Your practical report should include:
Introduction with relevant physics concepts, a hypothesis and variables, or investigable question Materials/apparatus, method/procedure outlining any trials and steps to be taken* Identification and management of safety and/or ethical risks* Results* Analysis of results, identifying trends, and linking results to concepts Evaluation of procedures and data, and identifying sources of uncertainty Conclusion The report should be a maximum of 1500 words, if written, or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form. *The four asterisked sections (materials/apparatus, method/procedure, ethical risks, and results) are excluded from the word count. Due date: ______
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Planning You must complete the following two sections and be given approval before undertaking your - Investigation, Analysis and Evaluation Knowledge and Application experiment. Context: Designs a logical, coherent, and detailed physics Demonstrates deep and broad knowledge and A investigation. understanding of a range of physics concepts. What area of physics will you investigate? Obtains, records, and represents data, using appropriate Develops and applies physics concepts highly effectively conventions and formats accurately and highly in new and familiar contexts. effectively. What physics understanding is required? Critically explores and understands in depth the Systematically analyses and interprets data and evidence interaction between science and society. What variables are involved? to formulate logical conclusions with detailed justification. Communicates knowledge and understanding of physics Critically and logically evaluates procedures and their coherently, with highly effective use of appropriate terms, Which of these variables can be manipulated? effect on data. conventions, and representations.
Lines inserted here for Planning Designs a well-considered and clear physics Demonstrates some depth and breadth of knowledge and B investigation. understanding of a range of physics concepts. Obtains, records, and represents data, using appropriate Develops and applies physics concepts mostly effectively conventions and formats mostly accurately and in new and familiar contexts. effectively. Deconstruction and Design: Logically explores and understands in some depth the Logically analyses and interprets data and evidence to interaction between science and society. What outcomes are expected from manipulating different variables? formulate suitable conclusions with reasonable justification. Communicates knowledge and understanding of physics Can you predict outcomes using your physics understanding? mostly coherently, with effective use of appropriate Logically evaluates procedures and their effect on data. terms, conventions, and representations. What hypothesis can you form using this context? What kind of experiment will test your hypothesis? C Designs a considered and generally clear physics Demonstrates knowledge and understanding of a general What data will be collected? investigation. range of physics concepts. Obtains, records, and represents data, using generally Develops and applies physics concepts generally How will the data be analysed? appropriate conventions and formats with some errors effectively in new or familiar contexts. but generally accurately and effectively. Explores and understands aspects of the interaction How will the data be used to test your hypothesis? Undertakes some analysis and interpretation of data and between science and society. evidence to formulate generally appropriate conclusions How will other variables be controlled? with some justification. Communicates knowledge and understanding of physics generally effectively, using some appropriate terms, Evaluates procedures and some of their effect on data. conventions, and representations.
Lines inserted here for Deconstruction and Design Prepares the outline of a physics investigation. Demonstrates some basic knowledge and partial D understanding of physics concepts. Obtains, records, and represents data, using conventions and formats inconsistently, with occasional accuracy and Develops and applies some physics concepts in familiar effectiveness. contexts. Describes data and undertakes some basic interpretation Partially explores and recognises aspects of the to formulate a basic conclusion. interaction between science and society. Attempts to evaluate procedures or suggest an effect on Communicates basic physics information, using some data. appropriate terms, conventions, and/or representations.
Identifies a simple procedure for a physics investigation. Demonstrates limited recognition and awareness of E physics concepts. Attempts to record and represent some data, with limited accuracy or effectiveness. Attempts to develop and apply physics concepts in familiar contexts. Attempts to describe results and/or interpret data to formulate a basic conclusion. Attempts to explore and identify an aspect of the interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about physics.
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Stage 2 Physics Explore examples of new technologies enabled by an understanding of electromagnetic waves Science as a Human Endeavour Investigation Explore emerging technologies which use optical data storage Explore innovations that use the photoelectric effect You are to investigate an aspect of physics with an emphasis on science as a human endeavour Explore how the wave nature of electrons has led to a diverse range of contemporary (SHE). applications. Your topic must be related to at least one aspect of the Stage 2 Curriculum. Explore that ways that lasers have been utilised to measure quantities, solve problems and store and transmit data. Explore how data from the Large Hadron Collider is collected and analysed
You are to access information from different sources, select relevant information, analyse your findings, and develop and explain your own conclusions from the investigation. Possible starting points for investigation could include: an article from a scientific journal (e.g. Cosmos) critiquing a blog or TED talk based on a physics concept an advertisement or a film clip in which a physics concept is misconstrued scientifically analysing a game an expert’s point of view a new development in the field of physics endeavour the impact of a technique and its historical development concern about issue which has environmental, social, economic, or political implications emerging physics-related careers changes in government funding for physics-related purposes, e.g. for scientific research into decommissioned satellites and spent rocket stages, various forms of Some aspects of Science as a Human Endeavour from the curriculum statement given below, medical imaging, quantum computers and extremely high data transfer, ring laser however, you are encouraged to formulate your own questions or areas of exploration. guidance systems and their application for accurate aircraft navigation, use of nuclear isotopes for industrial or medical applications, monitoring changes in global Explore examples of the way that scientists have been able to develop solutions affecting temperature. aerodynamics (such as shape, texture, and spin).
Explore perspectives in the public debate about the economics of space exploration The report on your science as a human endeavour investigation should be a maximum of 1500 Research spacecraft propulsion systems, considering technical challenges and words if written or a maximum of 10 minutes for an oral presentation, or the equivalent in speculative technology multimodal form. You be assessed on according to the performance standards given below. Explore how scientists use the gravitational force to indirectly detect the existence of stars, The scientific report must include the use of scientific terminology and: planets. Moons, black holes, and other celestial bodies, and to predict the existence of an introduction to identify the focus of the investigation and the key concept(s) of science dark matter as a human endeavour that it links to Explore how new evidence led scientists to modify models to account for high speed an explanation of how the focus of the investigation illustrates the interaction between particles that exhibited properties that were inconsistent with Newtonian physics science and society Assess the benefits and limitations of applications of electrostatic shielding relevant physics concepts or background Evaluate the economic, social, or environmental impacts of some applications of charges a discussion of the potential impact or application of the focus of the investigation, e.g. moving within magnetic fields further development, effect on quality of life, environmental implications, economic impact, intrinsic interest Explore the need for cyclotrons and nuclear reactors in the production of radioisotopes, including the role of public debate a conclusion with justification citations and referencing. Stage 2 Physics — Implementation Workshop Booklet Stage 2 Physics — Implementation Workshop Booklet Ref: A604944 Page 153 of 184 Ref: A604944 Page 154 of 184
The key concepts of Science as a Human Endeavour are: Performance Standards for Stage 2 Physics
Communication and Collaboration - Investigation, Analysis and Evaluation Knowledge and Application Science is a global enterprise that relies on clear communication, international Designs a logical, coherent, and detailed physics Demonstrates deep and broad knowledge and conventions, and review and verification of results. A investigation. understanding of a range of physics concepts. International collaboration is often required in scientific investigation. Obtains, records, and represents data, using appropriate Develops and applies physics concepts highly effectively conventions and formats accurately and highly in new and familiar contexts. effectively. Development Critically explores and understands in depth the Systematically analyses and interprets data and evidence interaction between science and society. to formulate logical conclusions with detailed justification. Development of complex scientific models and/or theories often requires a wide range of Communicates knowledge and understanding of physics evidence from many sources and across disciplines. Critically and logically evaluates procedures and their coherently, with highly effective use of appropriate terms, effect on data. conventions, and representations. New technologies improve the efficiency of scientific procedures and data collection and analysis; this can reveal new evidence that may modify or replace models, theories, and Designs a well-considered and clear physics Demonstrates some depth and breadth of knowledge and processes. B investigation. understanding of a range of physics concepts. Obtains, records, and represents data, using appropriate Develops and applies physics concepts mostly effectively Influence conventions and formats mostly accurately and in new and familiar contexts. effectively. Advances in scientific understanding in one field can influence and be influenced by Logically explores and understands in some depth the Logically analyses and interprets data and evidence to interaction between science and society. other areas of science, technology, engineering, and mathematics. formulate suitable conclusions with reasonable justification. Communicates knowledge and understanding of physics The acceptance and use of scientific knowledge can be influenced by social, economic, mostly coherently, with effective use of appropriate Logically evaluates procedures and their effect on data. terms, conventions, and representations. cultural, and ethical considerations.
Application and Limitation C Designs a considered and generally clear physics Demonstrates knowledge and understanding of a general Scientific knowledge, understanding, and inquiry can enable scientists to develop investigation. range of physics concepts. solutions, make discoveries, design action for sustainability, evaluate economic, social, Obtains, records, and represents data, using generally Develops and applies physics concepts generally appropriate conventions and formats with some errors effectively in new or familiar contexts. and environmental impacts, offer valid explanations, and make reliable predictions. but generally accurately and effectively. Explores and understands aspects of the interaction The use of scientific knowledge may have beneficial or unexpected consequences; this Undertakes some analysis and interpretation of data and between science and society. requires monitoring, assessment, and evaluation of risk, and provides opportunities for evidence to formulate generally appropriate conclusions with some justification. Communicates knowledge and understanding of physics innovation. generally effectively, using some appropriate terms, Evaluates procedures and some of their effect on data. conventions, and representations. Science informs public debate and is in turn influenced by public debate; at times, there may be complex, unanticipated variables or insufficient data that may limit possible conclusions. Prepares the outline of a physics investigation. Demonstrates some basic knowledge and partial D understanding of physics concepts. Obtains, records, and represents data, using conventions and formats inconsistently, with occasional accuracy and Develops and applies some physics concepts in familiar effectiveness. contexts. Describes data and undertakes some basic interpretation Partially explores and recognises aspects of the to formulate a basic conclusion. interaction between science and society. Attempts to evaluate procedures or suggest an effect on Communicates basic physics information, using some data. appropriate terms, conventions, and/or representations.
Identifies a simple procedure for a physics investigation. Demonstrates limited recognition and awareness of E physics concepts. Attempts to record and represent some data, with limited accuracy or effectiveness. Attempts to develop and apply physics concepts in familiar contexts. Attempts to describe results and/or interpret data to formulate a basic conclusion. Attempts to explore and identify an aspect of the interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about physics.
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Science Enquiry Skills and Extended Response
- Investigation, Analysis and Evaluation Knowledge and Application
Designs a logical, coherent, and detailed physics Demonstrates deep and broad knowledge and A investigation. understanding of a range of physics concepts. PHYSICS Obtains, records, and represents data, using appropriate Develops and applies physics concepts highly effectively conventions and formats accurately and highly in new and familiar contexts. effectively. Critically explores and understands in depth the ### insert date ### Systematically analyses and interprets data and evidence interaction between science and society. to formulate logical conclusions with detailed justification. Communicates knowledge and understanding of physics Critically and logically evaluates procedures and their coherently, with highly effective use of appropriate terms, effect on data. conventions, and representations. Summative Test Material: One question booklet with formula sheet Approved dictionaries and calculators may be used Instructions to students Designs a well-considered and clear physics Demonstrates some depth and breadth of knowledge and B investigation. understanding of a range of physics concepts. 1. You will have 5 minutes to read the paper. You must not write in your question booklets or use a calculator during this reading time but you may make notes on the scribbling paper provided. Obtains, records, and represents data, using appropriate Develops and applies physics concepts mostly effectively conventions and formats mostly accurately and in new and familiar contexts. 2. The allocation of marks are given below each question, however, your final grade is effectively. determined by the performance standards given. The total number of marks and time allowed is Logically explores and understands in some depth the Logically analyses and interprets data and evidence to interaction between science and society. given as: formulate suitable conclusions with reasonable Total 38 marks - 40 minutes justification. Communicates knowledge and understanding of physics mostly coherently, with effective use of appropriate 4. The equation sheet is provided for use during the test. Logically evaluates procedures and their effect on data. terms, conventions, and representations. 5. Marks may be deducted if you do not clearly show all steps in the solution of problems or if you do not define additional symbols. You should use diagrams where appropriate in your answers. 6. Use only black or blue pens for all work other than graphs and diagrams, for which you may use a sharp dark pencil. Designs a considered and generally clear physics Demonstrates knowledge and understanding of a general C investigation. range of physics concepts.
Obtains, records, and represents data, using generally Develops and applies physics concepts generally appropriate conventions and formats with some errors effectively in new or familiar contexts. but generally accurately and effectively. Explores and understands aspects of the interaction Undertakes some analysis and interpretation of data and between science and society. evidence to formulate generally appropriate conclusions with some justification. Communicates knowledge and understanding of physics generally effectively, using some appropriate terms, Evaluates procedures and some of their effect on data. conventions, and representations.
Prepares the outline of a physics investigation. Demonstrates some basic knowledge and partial D understanding of physics concepts. Obtains, records, and represents data, using conventions and formats inconsistently, with occasional accuracy and Develops and applies some physics concepts in familiar effectiveness. contexts. Describes data and undertakes some basic interpretation Partially explores and recognises aspects of the to formulate a basic conclusion. interaction between science and society. Attempts to evaluate procedures or suggest an effect on Communicates basic physics information, using some data. appropriate terms, conventions, and/or representations.
Identifies a simple procedure for a physics investigation. Demonstrates limited recognition and awareness of E physics concepts. Attempts to record and represent some data, with limited accuracy or effectiveness. Attempts to develop and apply physics concepts in familiar contexts. Attempts to describe results and/or interpret data to formulate a basic conclusion. Attempts to explore and identify an aspect of the interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about physics.
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1. A student undertook an experiment to determine the drag coefficient of a paper coffee filter. 2 The student then graphed vt against m. The filter was dropped from a fixed height, and its terminal speed, vt, was determined using a stopwatch. The mass was then altered by adding small pieces of plasticine, and the terminal speed recorded again. The experiment was repeated three times. Terminal speeds 4 3.5 ) 2 ‐ s
2 3 (m
2 2.5 2 speed
1.5 1 terminal 0.5 0 0 0.001 0.002 0.003 0.004 0.005 mass (kg)
(c) Sketch a line of best fit on the graph above. Calculate its gradient. ______(3 marks)
(d) Explain if there is any evidence of systematic errors on the graph above. ______(a) Explain which is the dependent variable in this experiment. ______(2 marks)
______(2 marks) The terminal speed of an object is given by: Their results are shown in the table below: 2mg v 2 ‐1 ‐1 ‐1 ‐1 C A Mass (g) Trial 1 vt (ms ) Trial 2 vt (ms ) Trial 3 vt (ms ) Average vt (ms ) d 0.95 0.85 0.89 0.86 0.87 Where m is the mass, g is the acceleration due to gravity, C is the drag coefficient and ρ is the density of 1.90 1.25 1.30 1.28 1.28 d the medium. 2.83 1.50 1.56 1.54 1.53 3.79 1.78 1.80 1.73 1.77 In this experiment, the acceleration due to gravity is 9.81 ms‐2, the cross sectional area was 0.0175m2 and 4.74 1.90 1.95 1.85 1.90 the density of air is 1.225 kgm‐3.
(e) Determine the drag coefficient of the coffee filter. (b) Explain why repeating an experiment increases accuracy. ______
______(2 marks) ______(2 marks)
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2. Two students are attempting to determine the magnetic field strength around a solenoid using a BIl (c) Show that the current balance is level when the mass is given by m , where B is the current balance apparatus. As a current flows through the balance, a force due to the magnetic g field, FB, pushes the balance inside the solenoid downwards. magnetic field strength of the solenoid, I is the current through the current balance, g is the At the open end of the solenoid, the balance is pushed upwards. This is balanced by the force due acceleration due to gravity and Δl is the width of the current balance.
to gravity, FG, as mass is added to the balance at the open end.
When the balance is level, FG FB . The students manipulate the current through the balance ______and record the mass required to balance. ______(3 marks)
Timothy’s results are displayed in the graph below:
Timothy 18 16 14 12 (kg) 5 ‐ 10 x10 8
mass 6 4 (a) State and explain whether the current through the solenoid is flowing clockwise or anticlockwise. 2 ______0 0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 0.16 ______current (A) ______(2 marks) (d) Calculate the gradient of the line of best fit.
Two students, Marayam and Timothy obtain the following results ______Marayam Timothy ______Current (A) Mass (g) Current (A) Mass (g) ______0.02 0.011 0.015 0.0168 0.04 0.023 0.042 0.0471 ______(3 marks) 0.06 0.032 0.055 0.0617 0.08 0.041 0.083 0.0932 (e) Use your answer to (d) to calculate the magnetic field strength of the solenoid. The width of the ‐2 0.10 0.053 0.14 0.157 current balance is 0.025 m and the acceleration due to gravity is 9.81 ms .
______(b) Explain which of the two students has the more precise data. ______(3 marks) ______(2 marks)
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Stage 2 Physics – Video games and Technology Program – Full Year
This is a 20-credit program for students intending to study Stage 2 Physics. The number of lessons is equivalent to approximately 120 hours over 2 semesters, including 16 – 20 hours of practical activities. Marayam found that her results gave the magnetic field strength of the solenoid as 0.20 T. The program covers: Topic 1: Motion and Relativity Topic 2: Electricity and Magnetism Topic 3: Light and Atoms A electronic device used to measure the magnetic field strength directly gave a value of 0.28T. The Physics of video games and computer simulations (Topic 1: Motion and Relativity) Computer game developers program physics equations in to their game engines, which are used in the development of video games. This provides players with a realistic and unique gaming experience, and a potentially reduced cost to develop. They are one of the key selling points of modern games. Weeks 1 – 3: The Physics equations used to move projectiles in computer games (Subtopic 1.1: Projectile Motion) (f) Explain which student had the more accurate data. Science Understanding Activities/teaching strategies Tasks Constant Acceleration equations Use http://www.opensourcephysics.org/items/detail.cfm?ID=12169 to illustrate the constant horizontal velocity Formative SIS: Use a camera to video ______ Projectile motion (horizontal and vertical component and the constant vertical acceleration component the motion of an object, with a large component analysis) Use http://www.opensourcephysics.org/items/detail.cfm?ID=9998 to practice resolving vectors into components drag coefficient, thrown at an angle. ______ Projectile motion calculations (time of Use the “Tracker” physics program to analysis projectile motion in games such as “Angry Birds” for realism. Use Tracker to analysis the motion of flight, range, trigonometry with velocity) http://www.opensourcephysics.org/items/detail.cfm?ID=11562 (SIS) the object and obtain a set of Projectile motion explanations Use Scorched 3D (open source video game) to illustrate the effect of changing the lunch angle and initial velocity equations that would be used to ______(Maximum range, launch height, launch on the range. http://www.scorched3d.co.uk/ simulate the same motion in a speed and launch angle relationships) Use https://phet.colorado.edu/en/simulation/projectile-motion to investigate effects of Air resistance. (SIS) computer game. (2 pages or less) Air resistance and terminal velocity Research how computer wind tunnel simulations have influenced areas of society. (SHE, I*) ______(2 marks) Projectile Motion Worksheet. Week 4: The Physics equations governing collisions in computer games (Subtopic 1.2: Forces and Momentum) Momentum definition and conservation Use linear air track to revise 1-Dimensional momentum from Stage 1 Physics. (SIS) from stage 1 Use https://phet.colorado.edu/en/simulation/collision-lab for 2-Dimensional momentum, conservation of Momentum in 2-Dimensions momentum. 3. Cyclotrons are used to produce radioisotopes that are used for medical applications. The South Newton’s Second Law in terms of force Introduce the concept of how a spacecraft moves in space by demonstrating the space simulator Orbiter 2016 Australian Health and Medical Research Institute (SAHMRI) has a cyclotron which produces Newton’s Third Law and conservation of http://orbit.medphys.ucl.ac.uk/ (Simulation scenarios: “Solar Sail” and “Atlantis in orbit”) momentum Research how computer simulations and being used in the preparation for space exploration. (SHE, A&L*) radioisotopes for use in identifying and treating cancer. Momentum and Space Momentum and forces Worksheet. Weeks 5 – 7: The Physics equations used in space simulators (Subtopic 1.3: Circular Motion and Gravitation) Uniform Circular Motion (acceleration + Use a rubber stopper on the end of a sting and a mass carrier to investigate the centripetal motion Summative SAT 1: Analyse a number direction, period, speed, Force) http://physics.bu.edu/~duffy/sc525_notes08/centripetal.pdf (SIS) of videos that display the motion of Describe the nature and direction the magnetic field needed to deflect ions into a circular path UCM and Banked Curves Use http://www.mhhe.com/physsci/physical/giambattista/banked_curve/banked_curve.html to demonstrate the objects in different contexts, from Newton’s Law of Universal Gravitation physics of Banked Curves. More information http://www.lajpe.org/jan10/06_Vasudeva_Rao.pdf subtopics 1.1 to 1.3. into the dees of a cyclotron Gravitational Field strength (g) Explain how banking roads increase safety (SHE, I*) Discuss the importance of being able to generate radioisotopes in Adelaide instead of having Satellites and circular orbits Use https://phet.colorado.edu/en/simulation/gravity-force-lab to teach Newton’s Law of Universal Gravitation Kepler’s Laws of Planetary Motion Define gravitational field strength and calculate for the surface of Earth. Use Tracker to analyse the motion of an radioisotopes transported from interstate. Types of Orbits object dropped from a height, to connect the concept with everyday experience. (SIS) Use Newton’s Mountain Model http://www.compadre.org/osp/items/detail.cfm?ID=9391 to discuss Newton’s Formative SHE: Research how (12 marks)
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explanation of an orbiting body being essentially projectile motion at high speed. countries have collaborated in order to and work done on charges game (https://phet.colorado.edu/en/simulation/legacy/electric-hockey) to explain the concept of charges moving in Use https://phet.colorado.edu/en/simulation/legacy/my-solar-system to demonstrate elliptical orbits and Kepler’s make the International Space Station Electron volt unit electric fields. laws (ISS) possible and functioning, Electric field between two parallel plates. Use cathode ray tube or Teltron Tube to demonstrate the deflection of electrons between parallel plates. (SIS) Use https://phet.colorado.edu/en/simulation/legacy/gravity-and-orbits to demonstrate motion of objects in circular particularly in terms of computer Motions of charges parallel or anti- Use http://www.wiley.com/college/halliday/0470469080/simulations/sim16/sim16.html to explain the motion of orbit software. Also investigate one parallel to uniform electric fields charges at an angle to a uniform field. Students undertake a simulation scenario on the space simulator Orbiter 2016 (http://orbit.medphys.ucl.ac.uk/) of experiment that has been performed Motion of charges in cyclotrons Motion of charges in Electric fields worksheet (including SIS) their choice, to give them understanding of motion in space. on the ISS and its impact on current Motion of charges at angle to a uniform Circular motion and gravitation worksheet scientific understanding. (SHE, C&C, electric field (Projectile motion similarity) D, A&L) (500 words or less) Week 14 - 15: The solenoid, magnetic storage devices and the moving coil loud speaker (Subtopic 2.3 Magnetic Fields) Weeks 8 – 9: What does relativity, GPS satellites and Pokémon Go have in common? (Subtopic 1.4: Einstein’s Relativity) Magnetic Fields defined Use Magnetic field apparatus and iron filings to demonstrate the magnetic field for straight wire, loop, and Formative SIS: Use a solenoid and Science Understanding Activities/teaching strategies Tasks Sketch the magnetic fields of a current in solenoid. Students sketch the fields. (SIS) current balance to investigate the Inertial reference frames Watch the 1960s educational video about frames of reference a straight wire, loop, and solenoid Explain how a moving coil loud speaker works, how a magnetic hard disk stores information, how solenoids work relationship between magnetic field Postulates of Special Relativity https://www.youtube.com/watch?v=aRDOqiqBUQY Biot-Savart Law for a current in a straight and used in computers. (SHE, A&L*) strength and current with a wire. (2 Time dilation and subatomic particles Use Tracker to analysis a video of a ball thrown up vertically while the camera is moving with a constant speed wire. Explain the Biot-Savart Law for a current in a straight wire. pages or less) Length contraction horizontally and show the similarities with projectile motion. (alternatively watch Magnetic fields questions (including SIS) Relativistic Mass and momentum http://www.flippingphysics.com/skateboarding.html ) (SIS) Week 16 – 17: How a magnetic field is used in computers (Subtopic 2.4 Motion of Charged Particles in Magnetic Fields) Use Real Time Relativity Simulation (http://people.physics.anu.edu.au/~cms130/vrproject/teachingpackage.html) Science Understanding Activities/teaching strategies Tasks with lab manual Magnetic force on charges and current Use cathode ray tube or Teltron Tube with Helmholtz coils to demonstrate the deflection of electrons in magnetic Summative SAT 2: A range of (http://people.physics.anu.edu.au/~cms130/vrproject/resources/Labman_s2_2008_RTR_web.doc ) to teach carrying wires (Direction + magnitude) fields. (SIS) questions assessing Scientific Inquiry special relativity. (SIS) Motion of charges at right angles to a Use http://www.wiley.com/college/halliday/0470469080/simulations/sim16/sim16.html to explain the concept to Skills, from subtopics 1.4 to 2.4. Explain how the acceptance of special relativity relied on evidence from many experiments (SHE, C&C, D*) uniform magnetic field (UCM similarity) charges moving in magnetic fields. Investigate why GPS satellites need to use special relativity to work accurately. (SHE, C&C*) Radioisotope formation in cyclotrons Use the cyclotron applet at http://www.kcvs.ca/site/projects/physics.html to explain the motion of different charges Special Relativity worksheet (including SHE) Magnetic Fields in cyclotrons in a cyclotron. Investigate the uses of medical radioisotopes and their limitations (SHE, I, A&L*) The technology that drives video games and simulations (Topic 2: Electricity and Magnetism) Discuss the road map to having different medical imaging techniques available in Adelaide and the importance of A combination of simple electronic components is connected together to form complex computer hardware. A critical number of computer hardware are connected together to form platforms the cyclotron at the SAMHRI facility. (SHE, I, A&L) that video games can be played on. Motion of charges in Magnetic fields activity sheet (including SIS) Week 18 – 20: How power is supplied to video game platforms (Subtopic 2.5 Electromagnetic Induction) Week 10 – 11: Capacitors; solid state fans, electrostatic loudspeakers and laser printers: Electric fields in action (Subtopic 2.1 Electric Fields) Science Understanding Activities/teaching strategies Tasks Magnetic Flux definition Define the magnetic flux Summative SAT 3: Prepare a Science Understanding Activities/teaching strategies Tasks Electromagnetic induction and Use the “Faraday’s Law” applet from https://phet.colorado.edu/en/simulations/category/physics to help explain feasibility statement on a complex Electric Force Between two charges: Use http://www.physicsclassroom.com/Physics-Interactives/Static-Electricity/Coulomb-s-Law/Coulomb-s-Law- Summative Practical Investigation 1 electromotive force Faraday’s Law problem, from subtopics 2.5. Coulombs Law Interactive to test Coulomb’s Law. (SIS): Explore Coulomb’s Law Faraday’s Law and Lenz’s Law Use “Faraday’s Electromagnetic Lab” To explain and explore How Generators and Transformers work. Superposition of Electric Forces Use electric field apparatus, oil and seeds to demonstrate the electric field for point charges, two point charges, between two Styrofoam balls covered How Generators work and their uses (https://phet.colorado.edu/en/simulations/category/physics) (SIS) Electric Field Definitions and finite parallel plates. Students sketch the fields. (SIS) in aluminium foil, as the charge on How Transformers work and their uses Explore the uses and positive and negative impact of eddy currents. (SHE, A&L*) Sketching Electric fields for point Use https://phet.colorado.edu/en/simulation/charges-and-fields to demonstrate electric field strengths of a single them increases. Explain how transformers are used in computer power supplies (SHE, A&L*) charges, two point charges, finite charge and two point charges. Explain how data is read from a magnetic computer hard drive. (SHE, A&L*) parallel plates, hollow spherical Use Van de Graaff Generator to explain the action of a corona discharge is. (SIS) Research the economic, social and environmental impacts of different forms of power generation. (SHE, A&L*) conductors, pear-shaped conductors. Explain how capacitors, solid state fans, electrostatic loudspeakers and laser printers work. (SHE, A&L*) EM Induction questions Corona Discharge Electric fields worksheet Week 12 – 13: Why electrons flow (Subtopic 2.2 Motion of Charged Particles in Electric Fields) Electric potential energy (and difference) Use http://www.wiley.com/college/halliday/0470469080/simulations/sim16/sim16.html and Electric Field Hockey More of the technology that drives video games and possible future improvements (Topic 3: Light and Atoms)
Substantial future gains in computer processing power could be possible from the integration of current and future understanding of the behaviour of light and atoms. spectra Use the “Bohr” model in “predictions” https://phet.colorado.edu/en/simulation/legacy/hydrogen-atom to help hardware or equipment that has the Line emission spectrum of atomic explain the atomic energy levels of hydrogen. Use the “experiment” to show the build-up of the line emission potential to change how we use Week 21- 22: Wireless transmission of Information and CD/DVDs/Blue-rays (Sub-topic 3.1: Wave Behaviour of Light) hydrogen spectrum for hydrogen. electronic devices and impact society Ionisation Use https://www.edumedia-sciences.com/en/media/536-energy-level-diagram to explain energy level and present a scientific report showing Science Understanding Activities/teaching strategies Tasks Line absorption spectrum diagrams, ionisation, and fluorescence. the interaction between science and society. Production of EM Waves Use https://phet.colorado.edu/en.simulation/legacy/radio-waves to explain how EM Waves are produced by Formative SHE: Research some of the Fluorescence Use the application “SpectraSnapp” on an iOS device (or a spectrum analyser for android or windows devices) What are EM Waves and received antennas limitations of wireless communications Stimulated emission, meta stable states, and a diffraction grating to explore atomic spectra of chemical compounds. (flame test of old) (SIS) Use of EM Waves in the transmission of Define monochromatic light and also coherent wave sources over wired and explain the some of the population inversion Use https://www.edumedia-sciences.com/en/media/661-emission-and-absorption-spectra to explain Line information Use https://phet.colorado.edu/en/simulation/legacy/wave-interference to explain wave interference reasoning for the choice of the NBN in How a laser works absorption spectrum Definitions of Monochromatic light and Research some of the wireless communication technologies and specifically international collaboration of Australia (SHE, I, A&L) (500 words or Explore how line absorption spectra can be used to make discoveries and reliable predictions about the coherent wave sources standards (SHE, C&C*) less) composition and motion of stars. (SHE, I, A&L*) Interference of waves from two Explain Young’s double slit experiment and its impact on the development of what light is. (SHE, C&C, D*) Explain Stimulated emission, meta stable states, population inversion and Use https://phet.colorado.edu/en/simulation/legacy/lasers to explain how lasers work. (SHE, A&L*) monochromatic, coherent sources Use a laser, different diffraction gratings and ruler to in investigate the interference pattern of a transmission Young’s double slit experiment diffraction grating. Use the results to measure the wavelength of the laser. (SIS) Structure of an Atom activity sheet (SIS) Interference pattern from a transmission Explain how information is read from a CD/DVDs/Blue Rays using the interference of light. (SHE, A&L*) Week 29 – 30: How computers are used to investigate sub-atomic structures. (Subtopic 3.4: Standard Model) diffraction grating. Wave Behaviour of Light activities (including SIS) Science Understanding Activities/teaching strategies Tasks The three fundamental particles: Explain how everything is made out of the three fundamental particles. Summative SAT 4: complete a range of Week 23 – 25: Photodiodes, Semiconductor Transistors, Quantum computers (Sub-topic 3.2: Wave-Particle Duality) Leptons, Quarks, and Gauge bosons Explain the four fundamental forces in terms of particle exchanges questions from subtopics 2.1 to 3.4. Science Understanding Activities/teaching strategies Tasks Gauge bosons and the four fundamental Use Lego to explain quarks, and the formation of hadrons, and the weak force, and Feynman diagrams forces (http://ph.qmul.ac.uk/engagement/physics-kits) Light as particles Use https://phet.colorado.edu/en/simulation/legacy/quantum-wave-interference to help explain interference of Summative Practical Investigation 2 Types of Quarks Students explore the Virtual Atom Smasher at http://test4theory.cern.ch/about/ (SIS) Photoelectric experiment light at very low intensities hence light behaving as a particle. (SIS): Explore an aspect of the Conservation laws in particle reactions Explain antimatter annihilation and the development of, and the increase access to PET scanners. (SHE, D, I, X-Ray production Use https://phet.colorado.edu/en/simulation/legacy/photoelectric to explain the photoelectric effect. effectiveness of a photodiode. Feynman diagrams (Extension activity A&L*) X-Ray’s interaction with matter Research the historical development of the model of light and how Einstein used the photoelectric effect to only) Research the development of particle accelerators and how they have contributed to our understanding of the Wave behaviour of particles (de Broglie contribute to it. (SHE, C&C, D*) Antimatter and annihilation events. subatomic world. (SHE, C&C, D, I*) wavelength Use a photoelectric unit to conduct an experiment into the changing of the frequency of incident light and the Use experimental data from particle accelerators or a cloud chamber to interpret data from particle accelerators Davisson-Germer experiment maximum kinetic energy of electrons. (SIS) and how that relates to discoveries in physics. (SIS) Explain the applications of the photoelectric effect in relation to electrostatic levitation and night vision devices. Also, how the photoelectric effect can help explain Moon dust streams away from the lunar surface. Explain how particle reactions obey conservation laws Students use tutorials on X-rays at http://www.radiologymasterclass.co.uk/tutorials/physics/x- Draw Feynman diagrams of the electromagnetic force between two electrons, the weak nuclear force during ray_physics_introduction. beta decay, the strong nuclear force between a proton and a neutron. (Extension activity only) Use https://phet.colorado.edu/en/simulation/legacy/quantum-wave-interference to help explain then electrons Standard Model questions (SIS) and other particles behaving as waves. Week 31 - 33: Trial Exam and Exam Revision Use https://phet.colorado.edu/en/simulation/legacy/davisson-germer to help explain the Davisson-Germer experiment *The following abbreviations are used to indicate which of the key concepts of science as a human endeavour will be the focus of development: Explain the physics behind Quantum computers (wave-particle duality) in broad terms focusing also on its C&C = Communication and Collaboration D = Development I = Influence A&L = Application and Limitation development and international collaboration. (SHE, C&C, D*) Wave-Particle Duality worksheet (including SIS) Week 26 – 28: Atomic structures through computer software and application of Lasers. (Sub-topic 3.3: Structure of the Atom) Science Understanding Activities/teaching strategies Tasks Blackbody radiation Use https://phet.colorado.edu/en/simulation/legacy/blackbody-spectrum to explain blackbody radiation. Summative SHE: Explore a recent or Atomic energy levels and line emission As revision, use https://phet.colorado.edu/en/simulation/build-an-atom to build an atom. near future development in computer
Stage 2 Physics Assessment Assessment Assessment conditions Design Criteria Assessment Overview Type and Details of assessment (e.g. task type, word length, time allocated, Weighting IAE KA supervision) The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features of all Type 2: Skills Understanding statements, form the subject outline, covered in the subtopics 1.1 to 1.3. They minutes of the assessment design criteria. and apply this knowledge by using a computer program to analyse a range of motion videos and Students will have access to a formula sheet. Applications answering questions, using correct terminology, formulae and equations. Students analyse Assessment Assessment Tasks problems and pose solutions using appropriate physics terms and conventions. Questions vary Assessment conditions from routine to complex and include new and familiar contexts. Type and Details of assessment Design Criteria (e.g. task type, word length, time allocated, Weighting SAT 2 (Science Inquiry Skills): Students demonstrate knowledge and understanding of the Partly electronically word processed partly hand IAE KA supervision) Science Understanding statements, from the subject outline, covered in the subtopics 1.4 to 2.4 written – supervised – 90 minutes and the science inquiry skills. They apply this knowledge by answering questions, using correct 1, 2, 3, Weighting 1, 2, 4 Students will have access to a formula sheet. Practical Investigation 1 (Coulombs Law): Students investigate the electrostatic force between Students are supervised and have 45 minutes to read terminology, formulae and equations. Students design investigation, analyse problems, and pose 4 two polystyrene balls wrapped in aluminium foil as the charge on them is changed. They state a through practical and submit the hypothesis, 40% solutions using appropriate physics terms and conventions. Questions vary from routine to hypothesis and identify variables and safety aspects in a provided procedure and use the discussion of variables, hazards and safety and their complex and include new and familiar contexts. procedure to manipulate apparatus using safe and ethical work practices. They collaborate to results table design. Can be electronically word collect and represent the data, then individually interpret and analyse it using appropriate processed. SAT 3 (Feasibility Statement): Students demonstrate knowledge and understanding of the (Either electronically word processed or hand written) technology, linking results to concepts. Students use graphical analysis of the data to assist in 2, 3, 4 1, 4 Science Understanding statements, form the subject outline, covered in the subtopics 1.5 and and presented orally – supervised – 55 minutes Students are supervised and have a further 90 Science as a Human Endeavour. They apply this knowledge by analysing a complex situation and 1, 2, 3, their interpretation. They evaluate the procedure through considering errors, identifying sources of Students will have access to a formula sheet. uncertainty, and suggesting improvements to the procedure and present and justify a conclusion minutes to perform the practical. writing a feasibility statement on it, using correct terminology, formulae and equations. Students 4 relevant to the hypothesis. They submit an individual practical report. Students then have homework time to complete the use appropriate physics terms and conventions in writing the statement. They then present their written report, which is a maximum length of 1500 feasibility statements orally and/or with an electronic slide show. words (excluding apparatus, method and results). SAT 4: Students demonstrate knowledge and understanding of the Science Understanding Hand written– supervised – 90 minutes Students will statements, from the subject outline, covered in the subtopics 2.1 to 3.4. They apply this have access to a formula sheet. Practical Investigation 2 (Design Investigation): Students explore one aspect of the Students have one week to submit the design of the knowledge by answering questions, using correct terminology, formulae and equations. Students 1, 2, 4 Assessment effectiveness of a photo-diode/photo-transistor in the context of an application of their choice. They investigation, electronically word processed. analyse problems and pose solutions using appropriate physics terms and conventions. Type 1: design and conduct their own practical investigation. They state a hypothesis, identify variables Questions vary from routine to complex and include new and familiar contexts. Investigation and safety aspects and management, and provide the procedure. They carry out the procedure, Students are supervised and have 90 minutes to perform their practical. s Folio manipulating apparatus using safe and ethical work practices. Students collect, represent, 1, 2, 3, 1, 4 Assessment All specific features of the assessment design criteria for this interpret, and analyse data using appropriate technology, linking results to concepts. They use 4 Students then have homework time to complete the Type 3: subject may be assessed in the external examination. Weighting graphical analysis of the data to assist in their interpretation. They evaluate the procedure through written report, which is a maximum length of 1500 Examination considering errors, identifying sources of uncertainty, and suggesting improvements to the 2-hour examination Questions of different types cover all Stage 2 topics and science inquiry 30% words (excluding apparatus, method and results). procedure and present and justify a conclusion relevant to the hypothesis. They submit an Weighting skills. Some questions may require students to integrate their individual practical report. 30% knowledge from more than one topic and show an understanding of science as a human endeavour. SHE (Future Computer Technology): Students explore and present a scientific report about Students have 90 minutes of supervised class time to a recent or near future development in computer hardware or equipment that has the potential to decide on a topic and a SHE aspect and start Eight assessments. Please refer to the Stage 2 Physics subject outline. change how we use electronic devices. They select the technology based on it being an researching. They have 3 weeks of unsupervised time application from the science understanding statements in the subject outline. Students explain how to complete the scientific communication. The the hardware (or the development of it) illustrates the interaction between science and society, 1, 2, 3, maximum word count is 1500 words for written work, 3 referring to at least one of the key concepts of science as a human endeavour described in the 4 10 minutes for an oral presentation, or the equivalent subject outline. They analyse, and interpret information related to the topic to formulate and justify for a multimodal product. conclusions. Students cite and list references correctly. They summarise and explain the physics relevant to the topic, and identify its impact on society. Students communicate their findings in either an ICT presentation or a written report.
Assessment SAT 1 (Motion Videos): Students demonstrate knowledge and understanding of the Science 2, 3 1, 2, 4 Electronically word processed – supervised – 90
Stage 2 Physics ASSESSMENT TYPE 1: Investigations Assessment conditions Folio This is an individual task that is to be completed within 2 weeks. It is to be submitted electronically Science as a Human Endeavour Investigation through….
The following is the due dates for this investigation: (Note that the teacher will provide written feedback of Summary of Task the information that you provide in your outline)
Your task is to explore a recent or near future development in computer hardware or equipment that has Topic and SHE component/s Written outline of task Final report the potential to change how we use electronic devices. (e.g. wireless changing, quantum computers, explored biometric sensors, projection keyboards etc. ) and present a scientific report about it. Two days after commencing task 1 week after commencing 2 weeks after commencing The hardware that is the focus needs to be a direct application of physics concepts from Stage 2 Physics. You will show how it demonstrates the interaction between science and society based on at least one of the Key concepts of Science as a Human Endeavour key concepts of science as a human endeavour. You will also consider what you think will be its impact on society with an appropriate justification. Appropriate referencing is expected. Communication and Collaboration Description of assessment Science is a global enterprise that relies on clear communication, international conventions, and review and verification of results. Your scientific communication can be in any of the following formats: International collaboration is often required in scientific investigation. Written report Informative video An article for a scientific publication Oral presentation Pod cast Any other form that meets the approval of your teacher. Development Development of complex scientific models and/or theories often requires a wide range of The length of the task is a maximum of 1500 words if written, or a maximum of 10 minutes for an oral evidence from many sources and across disciplines. presentation, or the equivalent in multimodal form. New technologies improve the efficiency of scientific procedures and data collection and It needs to include: analysis. This can reveal new evidence that may modify or replace models, theories, and processes. 1) Introduction that briefly outlines the piece of hardware that is the focus, the physics underpinning it Influence the Science as a Human Endeavour key concept(s) being explored Advances in scientific understanding in one field can influence and be influenced by other areas of science, technology, engineering, and mathematics. 2) Link between science and society Explanation of how this hardware (or the development of it) illustrates the interaction between The acceptance and use of scientific knowledge can be influenced by social, economic, science and society. Your explanation needs to address one or more of the ‘key concepts of cultural, and ethical considerations. science as a human endeavour’ dot points, found on the next page. 3) Physics involved Application and Limitation Detailed explanation of the Physics underpinning the hardware. Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, 4) Impact on Society make discoveries, design action for sustainability, evaluate economic, social, and Discussion of the potential impact of the computer hardware or equipment. environmental impacts, offer valid explanations, and make reliable predictions. Your discussion may consider: The use of scientific knowledge may have beneficial or unexpected consequences; this - What will be the cost to society? requires monitoring, assessment, and evaluation of risk, and provides opportunities for - On what scale will the impact be? innovation. - Will it be positive or negative for society? Science informs public debate and is in turn influenced by public debate; at times, there may - Would it have an environmental impact? be complex, unanticipated variables or insufficient data that may limit possible conclusions. - Have an impact on our health and wellbeing? - An economic impact?
5) Conclusion with justification Briefly outline what you think will be the impact and justify it. 6) An appropriate Reference list
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Stage 2 Physics Performance Standards for Stage 2 Physics Skills and Applications Task 1
Investigation, Analysis, and Evaluation Knowledge and Application A Designs a logical, coherent, and detailed physics Demonstrates a deep and broad knowledge and Name:______investigation. understanding of a range of physics concepts. Obtains, records, and represents data, using appropriate Develops and applies physics concepts highly effectively in Purpose conventions and formats accurately and highly effectively. new and familiar contexts. This assessment provides you with the opportunity to demonstrate your ability to represent, Systematically analyses and interprets data and evidence to Critically explores and understands in depth the interaction analyse, and interpret investigations in physics through the use of technology and numeracy skills, formulate logical conclusions with detailed justification. between science and society. communicate knowledge and understanding of the concepts and information of physics using the appropriate literacy skills of physics and demonstrate and apply knowledge and understanding of Critically and logically evaluates procedures and discusses Communicates knowledge and understanding of physics their effects on data. coherently, with highly effective use of appropriate terms, physics to a range of applications and problems relating to motion. conventions, and representations. Description of assessment B Designs a well-considered and clear physics investigation. Demonstrates some depth and breadth of knowledge and understanding of a range of physics concepts. You will use a computer program to analysis a range of videos of motion and answer a series of Obtains, records, and represents data, using appropriate questions from subtopics 1.1 to 1.3. You will complete the assignment in a word processing program conventions and formats mostly accurately and effectively. Develops and applies physics concepts mostly effectively in new and familiar contexts. and submit your answers electronically at the end of the lesson. You should have the program Logically analyses and interprets data and evidence to “Tracker” installed on the computer which you will use to do this Skills and Application Task. You formulate suitable conclusions with reasonable justification. Logically explores and understands in some depth the should be familiar with analysing motion of objects in a video with this program prior to beginning this interaction between science and society. Logically evaluates procedures and their effects on data. task. Communicates knowledge and understanding of physics mostly coherently, with effective use of appropriate terms, You need to: conventions, and representations. Communicate your knowledge and understanding clearly and concisely C Designs a considered and generally clear physics Demonstrates knowledge and understanding of a general investigation. range of physics concepts. Use physics terms correctly
Obtains, records, and represents data, using generally Develops and applies physics concepts generally Present information in an organised and logical sequence appropriate conventions and formats with some errors but effectively in new or familiar contexts. Include only information that is relevant to the question generally accurately and effectively. Explores and understands aspects of the interaction Use clearly labelled diagrams that are related to your answer Undertakes some analysis and interpretation of data and between science and society. evidence to formulate generally appropriate conclusions with Show all steps and reasoning in your answer some justification. Communicates knowledge and understanding of physics generally effectively, using some appropriate terms, Give answers with appropriate units, directions and significant figures Evaluates procedures and some of their effects on data. conventions, and representations.
You may use the formula sheet provided to select appropriate formulae. In this assessment, D Prepares the outline of a physics investigation. Demonstrates some basic knowledge and partial understanding of physics concepts. vectors are shown with bold type. Obtains, records, and represents data, using conventions and formats inconsistently, with occasional accuracy and Develops and applies some physics concepts in familiar Assessment conditions effectiveness. contexts. You will have 90 minutes to complete this Skills and Application Task under the supervision of a Describes data and undertakes some basic interpretation to Partially explores and recognises aspects of the interaction teacher. You will only access the Tracker program and word processing software. You will have 5 formulate a basic conclusion. between science and society. minutes before the start of the task to read through the task sheet and load the required videos. Attempts to evaluate procedures or suggest an effect on Communicates basic physics information, using some These video are found on the school’s server at …… data. appropriate terms, conventions, and/or representations. A calculator may be used.
E Identifies a simple procedure for a physics investigation. Demonstrates limited recognition and awareness of physics concepts. Attempts to record and represent some data, with limited accuracy or effectiveness. Attempts to develop and apply physics concepts in familiar contexts. Attempts to describe results and/or interpret data to formulate a basic conclusion. Attempts to explore and identify an aspect of the interaction between science and society. Acknowledges that procedures affect data. Attempts to communicate information about physics.
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Video One Assessment Design Criteria and Specific Features Open the video “basketball” within the Tracker program. Track the motion of the basketball from frame 7 to A B C D E frame 43. Put the coordinate axis at the location of the ball in frame 7. Use the 2.0-metre-long blue stick (pictured below) shown in the video where the floor meets the wall to calibrate the distance. The video has Obtains, records, Obtains, records, 30 frames every second. Obtains, records, Obtains, records, and and represents and represents Attempts to and represents data, represents data, data, using data, using record and using appropriate using appropriate generally conventions and represent some conventions and conventions and appropriate formats data, with IAE2 Question 1 formats accurately formats mostly conventions and inconsistently, with limited and highly accurately and formats with some occasional accuracy or a) Take a screenshot capture of the track of the basketball. Show that the horizontal component of the effectively. effectively. errors but generally accuracy and effectiveness. velocity of the basketball is constant (after it has left the basketball player’s hands). Include the effectiveness. accurately and screenshot in your answer below. effectively.
Systematically Logically analyses Undertakes some Attempts to Describes data analyses and and interprets data analysis and describe and undertakes interprets data and and evidence to interpretation of results and/or some basic evidence to formulate suitable data and evidence interpret data interpretation to IAE3 formulate logical conclusions with to formulate to formulate a formulate a basic (3 marks) conclusions with reasonable generally basic conclusion. detailed justification. justification. appropriate conclusion. Investigation, Analysis and Evaluation Evaluation and Analysis Investigation, conclusions with b) Explain, using your knowledge of projectile motion, why the basketball has constant horizontal velocity. some justification.
Demonstrates a Demonstrates some Demonstrates Demonstrates (2 marks) Demonstrates deep and broad depth and breadth of some basic limited knowledge and knowledge and knowledge and knowledge and recognition and c) State the time of flight of the projectile during these frames KA1 understanding of a understanding of a understanding of a partial awareness of general range of range of physics range of physics understanding of physics physics concepts. concepts. concepts. physics concepts. concepts. (2 marks)
Develops and d) State the average horizontal velocity of the basketball using the “vx” data in Tracker. Develops and Attempts to Develops and applies applies physics Develops and applies physics develop and physics concepts concepts generally applies some concepts highly apply physics KA2 mostly effectively in effectively in new physics concepts (1 marks) effectively in new concepts in new and familiar or familiar in familiar and familiar familiar contexts. contexts. contexts. e) Calculate the range of the basketball between frames 7 and 43 using parts c) and d) only. contexts. contexts.
(2 marks) Communicates Communicates Communicates Communicates knowledge and knowledge and knowledge and basic physics understanding of understanding of Question 2 Knowledge and Application Application and Knowledge understanding of information, using Attempts to physics mostly physics generally physics coherently, some appropriate communicate Predict, giving a logical explanation, the effect on the maximum range and time of flight if the basketball KA4 coherently, with effectively, using with highly effective terms, information player was to release the ball while jumping higher in the video. effective use of some appropriate use of appropriate conventions, about physics. appropriate terms, terms, terms, conventions, and/or conventions, and conventions, and and representations. representations. (4 marks) representations. representations. Question 3 a) By rotating the coordinate axis in Tracker, find, and state below, the approximate launch angle of the basketball.
(1 marks)
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b) Using parts, a) iv) and vi) only, calculate the initial speed of the basketball. Video Three Open the video “2ballcoll1” within the Tracker program. Track the motion of both billiard balls from frame 6 (1 marks) to 23, taking 2 frames at a time. Use two tracks for each ball, one before the collision and one after (4 tracks in total). Assume both balls are of equal mass. c) Calculate the initial vertical component of the velocity by using appropriate equations learnt in class and the answers you have found so far. Question 6 a) Derive a formula expressing the conservation of momentum for two billiard balls in a collision.
(2 marks) (3 marks)
d) Calculate the maximum height of the basketball. (use 9.8 ) b) Show that the momentum is approximately conserved in the collision between the two billiard balls. Include a screenshot capture of the billiard balls and vectors drawn in this program.
(2 marks) (5 marks)
Question 4 The basketball is replaced by a tennis ball, and is launched at the same angle and speed. Choose one feature of the tennis ball and explain how it will affect the maximum height obtained. Video Four Open the video “rotating_wheel_mov” within the Tracker program. Track the motion of the blue circle from (4 marks) frame 286 to 296, taking two frames at a time.
Question 7 Video Two a) State the mean radius of the Blue circle. Open the video “video_student_riding_rocket” within the Tracker program. Track the motion of the student from frame 15 to 75, taking 5 frames at a time. Place the coordinate axis at an appropriate mark. Use the (1 marks) distance indicated in the video to calibrate the distance. The video has 30 frames every second. Assume constant acceleration throughout part two. Mass of student and cart is 105 kg. b) By playing the video so that the blue circle makes one full rotation, find its Period.
Question 5 a) Using the “v ” column in Tracker, state the final velocity of the student and cart. (1 marks) x c) Calculate the linear velocity of the blue circle, using an appropriate formula. (1 marks) b) Calculate, using an appropriate formula, the change momentum of the student and cart. (2 marks)
d) By using a screenshot capture of the track (from frame 286 to 296), show that the change in velocity, (2 marks) hence acceleration, is towards the centre of the axis of rotation.
c) State the total change in momentum of all the CO emitted. 2 (4 marks)
(1 marks) d) Using the law of conservation of momentum, explain how a spacecraft maybe accelerated by the emission of a gas such as CO2.
(3 marks)
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Video Five
Open the video “a16v.1213311” within the Tracker program. From Notes to teacher: approximately frames 5684 to 5740, you can see the astronaut on the moon Before commencing this SAT, students should be familiar with, and have had practice in, throwing an object, which reflects light at different points on its path. The height analysing videos using the “Tracker” Video Analysis program. The program can be of the rectangular part of his back pack is 70 cm as picture aside. downloaded at http://physlets.org/tracker/. A good place for students to start is the following tutorial at https://www.youtube.com/watch?v=Dn0Zz7rtkZw.
Students computer will also need Java 1.6 or higher installed. Question 8 Students will need to be competent with writing equations into a word processing program of a) By using the change in the height of the object and an appropriate projectile motion formula, choice. (alternatively, students can submit part of this SAT electronically and part in hand approximate the acceleration due to gravity on the moon. written form)
It is advisable to encourage students to load all videos into the Tracker program during the (5 marks) reading time.
b) Using , calculate the acceleration due to gravity at the moon’s surface. The mass of the moon If possible, limit access to only the Tracker and word processing programs. Alternatively, if is 7.35 10 kg. this is not possible at your school, constant observation of what students are accessing is essential, just as it is for a hand written SAT.
(1 marks) Marks are less than would normally be allocated in 90 minutes, this extra time is for the extra time required to manipulating the software. c) State and explain one reason for the difference between the two values for the acceleration of gravity at The access to the following videos is needed: (It is suggested to share them on the local the moon’s surface. server or through the Learning Management System at your school)
(3 marks)
Video Six
Open the video “issatv19mar08m-b” within the Tracker program. This is a video of the European Space Agency's Jules Verne cargo carrier in front of the International Space Station (ISS) on March the 19th, 2008, seen from a city in Germany. The bright object that moves from the top right to bottom left from frame 302 Part Name Website is the ISS. The camera is taking 270 frames per second and the standard length of the measuring stick, 1 Basketball shot http://physics.highpoint.edu/~atitus/videos/ that pops up when you insert one, needs to be changed to 139.4 m. Track the ISS from frames 313 to 321 taking 4 frames at a time. The radius of the Earth is 6.37 10 m and has mass of 5.97 10 kg. 2 video_student_riding_rocket http://serc.carleton.edu/dmvideos/videos/student_riding.html 3 2ballcoll1 http://physics.doane.edu/physicsvideolibrary/movies/2ballcoll1.mov Question 9 4 rotating_wheel_mov http://serc.carleton.edu/dmvideos/videos/rotating_disk.html a) Use the three steps created to calculate the velocity of the ISS. 5 Video Clip: 121:33:11 http://www.hq.nasa.gov/alsj/a16/a16v.1213311.mpg 6 issatv19mar08m-b.mpeg http://www.spaceweather.com/swpod2008/20mar08/issatv19mar08m- (2 marks) b.mpg?PHPSESSID=sotr4go74qbsjiqojf6eda00e3&PHPSESSID=0dlctfcdhq4 (Needs to be converted to 7ii6fsa1enu5a62 .mov file) b) ISS is in a Near-Earth-circular orbit. Estimate the altitude (in kilometres) of ISS, using an appropriate formula. Original video from: http://www.theskyinmotion.com/issatv19mar08v.html (4 marks) c) Use Kepler’s 3rd law to estimate how long ISS takes to complete one full orbit of the Earth
(3 marks) d) State and Explain one advantage of ISS in a Near-Earth orbit.
(3 marks)
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Stage 2 Physics Skills and Applications Task 3 Assessment conditions You will have 50 minutes to complete this Skills and Application Task under the supervision of a teacher Name:______and 5 minutes to present the information. A calculator may be used. Purpose This assessment provides you with the opportunity to demonstrate your ability to communicate your Assessment Design Criteria and Specific Features knowledge and understanding of physics concepts in electromagnetic induction. You will investigate how A B C D E science informs public debate and demonstrate how scientific conclusions can be limited by the complex Demonstrates Demonstrates a Demonstrates nature of the problem, unanticipated variables or insufficient data. some depth and Demonstrates Demonstrates deep and broad some basic breadth of knowledge and limited knowledge and knowledge and KA1 knowledge and understanding of a recognition and Description of assessment understanding of a partial understanding of a general range of awareness of range of physics understanding of You will use physics knowledge and understanding to prepare a feasibility statement for a complex range of physics physics concepts. physics concepts. concepts. physics concepts. situation involving concepts from subtopics 2.5. You will complete the assignment in a word processing concepts. program or electronic slide show and submit your answers electronically at the end of 50 minutes. Develops and Develops and Develops and Attempts to applies physics applies physics Develops and applies physics develop and concepts highly concepts mostly applies some KA2 concepts generally apply physics You need to: effectively in new effectively in new physics concepts in effectively in new or concepts in and familiar and familiar familiar contexts. Communicate you knowledge and Use clearly labelled diagrams that are related familiar contexts. familiar contexts. contexts. contexts. understanding clearly and concisely to your answer Critically explores Logically explores Explores and Partially explores Attempts to Use physics terms correctly Show all steps and reasoning in your answer and understands in and understands in understands and recognises explore and depth the some depth the aspects of the aspects of the identify an aspect KA3 Present information in an organised and Give answers with appropriate units, directions interaction between interaction between interaction between interaction between of the interaction logical sequence and significant figures science and science and science and science and between science society. society. society. society. and society. Include only information that is relevant to the Application and Knowledge question Communicates Communicates Communicates knowledge and knowledge and knowledge and Communicates understanding of understanding of understanding of basic physics Attempts to physics coherently, physics mostly physics generally information, using You may use the formula sheet provided to select appropriate formulae. In this assessment, vectors communicate KA4 with highly effective coherently, with effectively, using some appropriate information about are shown with bold type. use of appropriate effective use of some appropriate terms, conventions, physics. terms, conventions, appropriate terms, terms, conventions, and/or and conventions, and and representations. representations. representations. representations.
About the Task There is an urban tale, myth or not, about a farmer who had high voltage powerlines on his property (like the powerlines that provide South Australia with backup power from Victoria). He had a shed underneath these powerlines and noticed that a fluoro light tube, leaning up against a cupboard and not connected to any circuit, would light up. On investigation he discovered that he could get a coil of wire, placed in the shed and close to the powerlines but not connected or touching them, to deliver electrical power to lights and other electrical appliances. The power company found out and he was taken to court for stealing electricity. He claimed that he had never touched the power company’s property. That it was his equipment on his land and they couldn’t prove that the electrical power was coming from their powerlines. Your task, as an expert witness with extensive knowledge of electromagnetic induction theory, is to prepare a statement into the feasibility of this account above and present it as an oral to the classroom court. You will have 50 minutes to prepare your feasibility statement at which time all expert witness statements will be handed in to the court administrator for secure assessment. Stage 2 Physics — Implementation Workshop Booklet Ref: A604944 Page 181 of 184 Stage 2 Physics — Implementation Workshop Booklet Ref: A604944 Page 182 of 184
You will support your statement following this, or in the next court session. During this time, you will Stage 2 Sample Examinations (from 2018) make it clear how science informs public debate and demonstrate how scientific conclusions can be limited by the complex nature of the problem, unanticipated variables, or insufficient data. The purpose of these sample examinations is to provide an opportunity for teachers to familiarise themselves with the structure of the examination and the style and depth of questions to be expected. Credit will be given for the communication of the physics presented and also the demonstration of your knowledge and understanding of that physics. The 2-hour examination will consist of two parts, each worth approximately 50% of the marks. There is a gradation in the difficulty of the questions with questions in Book 2 focusing more on analysis, You can use an electronic slide show to present the information or a word processer application, but you evaluation, and application. will not have access to the internet. Your presentation can be no longer than 5 minutes. Please note: Some key points: The questions in these sample papers have a bias towards content in the new subject outlines that is different from the 2017 subject outline to give teachers an understanding of depth of The high voltage power lines have an alternating current. The peak potential difference is 275 kV treatment that may be appropriate for the new concepts. In future examinations, it would be with a peak alternating current of 700 A at a frequency of 50Hz expected that there would be a balance of questions from across the subject outline. The conducting lines are 25 m from the ground The total number of marks for the examination may vary slightly from year to year.
A Farm Implement Shed can be as high as 5 m (A shed that stores farming equipment like The positioning of and the marks allocated to extended responses may vary from year to year. tractors and harvesters) and be as wide and high as desired. Copper wire is $2.60 per metre and the cost of 1kiloWatt hour of energy is approximately $0.35 Notes Household appliances run on a potential difference of 240 Volts ______ You will need to make reasonable approximation of other quantities needed for your statement. Make sure to justify all assumptions. ______ You will need to address how the conclusion of your statement may be limited. ______ One hint is you can use an average magnetic field to approximate a uniform field.
You can use any formulas from the SACE Stage 2 formula sheet given. Below are some formulas ______you may find useful from Stage 1 Physics:
______ o o ______o o ______ Where is Power (Watts), is energy (Joules), is time (seconds), R is Resistance (Ω Ohms , is charge. ______
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