Download Assessment Task: Operation of a Device for Fields Area

VCE Physics: A SAC task for Unit 3 Outcome 1: Explanation of the operation of a device.
Students work individually to research a device. The teacher can supply a list of devices, students may
suggest others. As much as possible, each student should have a unique device to research.
Some possibilities include:
Electric fields
electrostatic motor
Van de Graff generator
photocopier
dust precipitator
defibrillator
paint spraying
surface disinfection
capacitor
loudspeaker
Electrophorus
Magnetic fields
Wien filter
mass spectrometer
electron microscope
particle accelerators
series wound DC Motor
shunt wound DC motor
fusion reactor
magnetometers
quadrapole magnet
homopolar motor
microphone
three phase motor
relays
MRI
Gravitational fields
space elevator
3 stage rockets
ECG
ion drive
electric field sensor
electroreceptors
linac
linear motor
telephony
analog meter
industrial
magnets
satellites at Lagrangian points
eccentric orbits of GPS satellites
electric eels
credit card protection
Kelvin water dropper
Wimshurst machine
AC synchronous motor
magnetohydrodynamic drive
Maglev trains
rare earth magnets
ammeter
voltmeter
gravitational slingshot
The task is to answer two questions about the device: what does it do? and how does it work?
Stage 1. In the first session in class, the students are advised of their device. It may be possible for
students to work in pairs on the research component, but report separately, but there are enough topics
listed above for each student to have their own topic.
Each student uses a log book to document their research, identifying precisely each source accessed and
including the information gathered from that source and rating the value of the information as well as
other comments by the student. The relevant dot points from the Outcome statement, see example over
the page, can be supplied as a guide to the concepts they should limit themselves to, so they don't need to
go beyond the course.
This task can be assisted by a table template for the student to record information from their research.
Column headings might include: Title of source, access link, author, authority of author, key words and
concepts, the extract itself, rating, etc
This stage should be a minimum of one session, but no more than three sessions.
At the end of this stage, the log book is handed in to the teacher, or in the case of an electronic log book, a
print out is submitted.
Stage 2.
In another session the log books and print outs are handed back to the students. The students have 50
minutes to answer in writing the two questions above plus additional questions the teacher might like to
include. The teacher may wish to give the students access to their text book. The log books can also be
collected and contribute to the assessment. A word limit or a set number of lines on the page will
discourage students from being excessive or going beyond the course.
Prepared by Vicphysics Teachers' Network, vicphysics.org
Alternatively, if the class is small, the students could be assessed by an oral presentation to the class with
or without powerpoint slides.
Assessment Rubric: Explaining the operation of a device

What does it do?
Physics Terms

Accuracy

How does it work?
Physics

Coherence

Completeness
1
Demonstrates little
knowledge of physics
Limited relevance
2
Demonstrates some
knowledge of physics
Some aspects inaccurate
3
Demonstrates a sound
knowledge of physics
Precise description
1
Demonstrates little
understanding of
physics
Demonstrates some
ability to communicate
understanding of
physics concepts
Few aspects mentioned
2
Demonstrates some
understanding of
physics
Demonstrates
understanding in a
reasonably clear and
logical manner
Adequate description
3
Demonstrates a deep
understanding of
physics
Demonstrates
understanding in clear
and logical manner
Thorough description
Aspects of the Outcome statement that could be assessed by a topic under Electric Fields:
 describe electricity using a field model
 investigate ... theoretically ... electric fields, including directions and shapes of fields, attractive and
repulsive fields, and the existence of dipoles and monopoles
 investigate ... theoretically ... electrical fields about a point charge (positive or negative) with
reference to: the direction of the field, the shape of the field, the use of the inverse square law to
determine the magnitude of the field, potential energy changes (qualitative) associated with a point
mass or charge moving in the field
 identify fields as static or changing, and as uniform or non-uniform.
 analyse the use of an electric field to accelerate a charge, including: electric field and electric force
concepts, potential energy changes in a uniform electric field, the magnitude of the force on a charged
particle due to a uniform electric field
 describe the interaction of two fields, allowing that electric charges ... can either attract or repel ...
Aspects of the Outcome statement that could be assessed by a topic under Magnetic Fields:
 describe magnetism using a field model
 investigate .. theoretically .. magnetic fields, including directions and shapes of fields, attractive and
repulsive fields, and the existence of dipoles and monopoles
 investigate ... theoretically ... a vector field model to magnetic phenomena, including shapes and
directions of fields produced by bar magnets, and by current-carrying wires, loops and solenoids
 identify fields as static or changing, and as uniform or non-uniform.
 analyse the use of a magnetic field to change the path of a charged particle, including: the magnitude
and direction of the force applied to an electron beam by a magnetic field
 describe the interaction of two fields, allowing that magnetic poles and current carrying conductors
can either attract or repel,
 investigate ... theoretically ... the force on a current carrying conductor due to an external magnetic
field,
 investigate ... theoretically ... the operation of simple DC
 model the acceleration of particles in a particle accelerator
Other aspects of the Outcome can be assessed by another assessment task such as a Test.
Prepared by Vicphysics Teachers' Network, vicphysics.org