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Transcript
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