Download Explanation of a Phenomenon for Fields Area of Study

VCE Physics: A SAC task for Unit 3 Outcome 1: Explanation of a physics phenomenon.
Students work individually to research a phenomenon. The teacher can supply a list of phenomena,
students may suggest others. As much as possible, each student should have a unique phenomenon to
research.
Some possibilities include:
Electric fields
Electroluminescence
Photoconductivity
Lightning
Sprites
Ball lightning
St Elmo's fire
Triboelectric series
Triboluminescence
Piezoelectric effect
Plasma
Seebeck Effect
Peltier Effect
Thermocouple
Electrohydrodynamics
Electric shock
Whistlers
Catatumbo lightning
Dirty thunderstorms
electroreception
electric eels
Magnetic fields
Auroras
Diamagnetism
Paramagnetism
Ferromagnetism
Antiferromagnetism
Ferrimagnetism
Magnetoreception
Rare Earth magnets
Curie point
Hysteresis
Gravitational fields
planetary motion
gravitational slingshot
The task is to answer two parts i) describe the phenomenon and ii) explain the phenomenon
Stage 1.
In the first session in class, the students are advised of their phenomenon. 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, either hard copy of electronic, 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 parts above plus any 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.
Alternatively, if the class is small, the students could be assessed by an oral presentation to the class with
or without powerpoint slides.
Prepared by Vicphysics Teachers' Network, vicphysics.org
Assessment Rubric

Describing the
Phenomenon
Physics Terms

1
2
3
Accuracy
Demonstrates little
knowledge of physics
Limited relevance
Demonstrates some
knowledge of physics
Some aspects inaccurate
Demonstrates a sound
knowledge of physics
Precise description

Completeness
Few aspects mentioned
Adequate description
Thorough description

Explaining the
Phenomenon
Physics

Coherence
1
Demonstrates little
understanding of
physics
Demonstrates some
ability to communicate
understanding of
physics concepts
2
Demonstrates some
understanding of
physics
Demonstrates
understanding in a
reasonably clear and
logical manner
3
Demonstrates a deep
understanding of
physics
Demonstrates
understanding in clear
and logical manner
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,
Other aspects of the Outcome can be assessed by another assessment task such as a Test.
Prepared by Vicphysics Teachers' Network, vicphysics.org