ALDRIDGE SHS

PHYSICS

Assessment Task 1: Supervised Assessment (SA)

500 – 700 words

YEAR 11 SEMESTER 2

The Short Experimental Investigation: Determine the refractive index and critical angle for total internal reflection (TIR) of perspex.

Teacher: Mr Carson

Teacher: Mr Carson

DATE OF ISSUE:

PLANNING LESSON (groups of 2 or 3):

DATA COLLECTION (groups of 2 or 3):

WRITE UP AND ANALYSIS due (individual):

QUESTIONS UNDER EXAM CONDITIONS (OPEN BOOK):

Name of Student: ___________________________________________________________________________

Names of group members: ____________________________________________________________________

THE TASK:

The task you are being asked to complete is to design and undertake experimental research on a physics concept related to or extending on from the physics topics studied. You will use your knowledge and understanding of light and its propagation and the factors that affect the speed of light in various media to experimentally determine the refractive index of a semi-circle of perspex as used in conjunction with a ‘Hodson’ light box or a Helium/Neon laser in the physics laboratory.

Secondly, once you’ve determined the refractive index of the perspex you will be required to experimentally determine the critical angle(θC) for TIR and compare this result with an accepted value based on reading and research.

All necessary equipment will be provided such as, power packs and light kits. You will have to design the experiment, conduct the experiment, record results and write up a good copy of the practical over three in-class sessions. Refer the to time-line at the top of this page.

Your teacher will be present for the duration of the experimental procedure. However, he will only be permitted to give limited assistance, as the essence of this task is to test the rigour of your experimental ability in the areas of design, process and data analysis.

THE PROCESS:

YOUR REPORT - should be structured as shown below. This format is similar for all of the Sciences. It is to be written in passive voice, past tense.

Title page – subject, assessment task type, title, your name, date, teacher’s name.

AbstractA paragraph, that if read by itself, summarises the project in the least possible words (usually 50 – 200). It should include the aim, principles/techniques employed and a very brief statement of your results and conclusions. The purpose of the abstract is to give the reader an overview of the experiment….without having to read the whole report - What was the aim of the experiment, how did you do it and what did you find out…. The Abstract is the only part of the report that you can initially read when you search for a topic on a database – so it needs to give the reader a brief overview of the report.

AimThe Aim should be in the form of an explicit statement relating to your variables, eg: “To investigate the effect of (manipulated variable) on (dependent variable) when (controlled variables) are kept constant.

HypothesisAfter having thoroughly researched a topic, you should have some prediction about what you think will happen in your experiment. This educated guess concerning the outcome is called your hypothesis. The Hypothesis is your predicted outcome of the investigation. It should be in the form: “That as (manipulated variable) is increased, the (dependent variable) will …”. You will need to justify your hypothesis by referring to relevant scientific (biological, chemical, physics) principles from your library research.The hypothesis is worded so that it can be tested in your experiment. Do this by expressing the hypothesis using your independent variable (the variable you change during your experiment) and your dependent variable (the variable that changes in response and depends on changes in the independent variable). Not only must you incorporate all these variables in your hypothesis, but you also must express them in a way that you can readily measure.

For example: "It is hypothesiseds that doubling the opening created by the tap [independent variable] will double the flow of water [dependent variable]."

Not every question can be answered by the scientific method. The hypothesis is the key. If you can state your question as a testable hypothesis, then you can use the scientific method to obtain an answer.

MaterialsA list of all the equipment used to conduct the experiment. You may also include neat 2D drawings of the experimental set up which can be referred to in the next section.

MethodA description of what was done in the final practical tasks; this includes how raw data is to be treated ie. what formulae are applied. You should do this in the traditional form (a replicable, stepwise description in passive voice, past tense. This applies to all other parts of the report such as discussion and conclusion as well). ‘Replicable’ means that someone else could repeat the experiment by following your method.

ResultsThe collected results should be displayed in forms that are appropriate to your data; eg. tables, graphs, photos. Calculations such as averages, substitution into equations, gradients, intercepts - and so on - may be shown as necessary. You should show examples of calculations (eg. rate of change, solutions concentrations etc) but not all calculations need be shown. All tables, graphs pictures etc should be numbered and given a comprehensive title.

Analysis, Discussion and Interpretation of DataYou will need to show evidence of critical thinking in interpreting your data in relation to your hypothesis and theory. This is an opportunity to identify any trends or patterns in your data, examine any mathematical relationships in your data, to critically discuss various aspects of the experiment, such as: what generalisations can be made to support or refute your hypothesis, how the results relate to the theory, the limitations of the result, the method used and possible improvements, which measured quantities limited the accuracy of the result, absolute and relative experimental errors and how they could have been minimised and further related investigations that this experiment could lead to (and why). (NB. Discussions must relate the experimental issues to physics theory.)

ConclusionYou should state very briefly the essential conclusion or conclusions you have drawn from the experiment. It should satisfy the statement set out in the Aim at the beginning and must clearly address the stated hypothesis. Be sure to include any conditions that apply to your result (eg ‘at constant temperature’). It is important not to overstate what you can rightly claim as a result of the experiment. Statements like ‘the results supported…’ are more justifiable than ‘the results proved…’. You should not introduce any new material in this section.

PHYSICS - TASK CRITERIA SHEET – SA1 - SHORT EXPERIMENTAL INVESTIGATION(OTHER)

Exit Criteria

A B C D E

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following

characteristics:

The student work has the characteristics:

IntroductionEC3 The abstract is a clear,

concise, accurate representation of the experiment, linking the main ideas together well without added interpretation or criticism, misunderstandings or unnecessary details.

The abstract is a concise, informative overview of the experiment linking the main ideas together.

The abstract is an informative overview of the experiment.

The abstract summarises the task and results.

An abstract is presented.

IP1 A significant and valid research question is developed which logically underpins a postulated and testable aim & hypothesis.

A valid research question is developed and an aim and hypothesis are postulated that can be linked to the question.

The student generates a researchable question. A hypothesis/aim is postulated.

A hypothesis/aim is postulated.

A statement concerning the research task is made.

Breadth of Investigation-Background theoryKCU1-2 Reproduction and

interpretation of complex and challenging concepts, theories and principles; and comparison and explanation of complex and challenging concepts, processes and phenomena to show understanding of the physics in the situation.

Reproduction and interpretation of complex or challenging concepts, theories and principles, and comparison and explanation of relevant concepts, processes and phenomena to explain the physics in the situation.

Reproduction of concepts, theories and principles; and explanation of simple processes and phenomena of the physics in the situation.

Reproduction of simple ideas and concepts; and description of simple processes and phenomena of the physics in the situation.

Reproduction of isolated facts; and presentation of isolated simple physics phenomena.

EC3 Relevant information concerning the experiment has been collected and analysed to clarify meaning for the intended audience.

Relevant information concerning the experiment has been collected and analysed to clarify meaning; with sources acknowledged.

Relevant information concerning the experiment has been collected and analysed to clarify meaning.

Information concerning the experiment has been collected and collated.

Information concerning the experiment has been sought.

KCU3 The hypothesis justification is consistent with and supported by accepted scientific theory with links made between underlying concepts.

The hypothesis justification is based on, and refers to, accepted scientific theory recognizing underlying concepts.

The hypothesis justification shows awareness of, and provides statements related to, accepted scientific theory.

The hypothesis is justified by a statement

Experimental DesignIP1 Effective and efficient

design, refinement and management of investigations: clearly identifies and controls the variables, clearly addresses the hypothesis

Design and management of investigations: identifies and controls the variables, addresses the hypothesis

Select and manage investigations: identifies and controls some of the variables, has a relevance to the hypothesis

Implementation of given investigations: Identifies variables, responds to the hypothesis

Guided use of given procedures: lists variables

Data Collection and Manipulation of DataIP2

Tables/graphs/diagrams are chosen appropriately, correctly constructed and clearly display meaningful patterns in the data.

Observations and measurements show discrimination to provide valid data that is detailed, precise and accurate.

Tables/graphs/diagrams are well chosen, generally correct and display patterns in the data.

Observations and measurements provide valid data that is precise and/or accurate.

Tables/graphs/diagrams present the data accurately.

Observations and measurements provide data that shows a degree of accuracy.

A meaningful attempt has been made to use tables/graphs/diagrams to present the data.

Observations and measurements are recorded.

Uses provided equipment.

Tables/graphs/ diagrams are used.

Evidence of data collection is provided.

Analysis and Discussion of DataIP3 Appropriate

algorithms/techniques are applied, and used correctly to systematically analyse the primary and secondary data showing: links to the underlying concepts a clear and accurate understanding of theoretical models relationships between trends/patterns and between trends and theory.

Appropriate algorithms/techniques are applied, and used correctly to analyse the primary and secondary data showing: recognition of underlying concepts an accurate understanding of theoretical models trends/patterns linked to theory.

Appropriate algorithms/techniques are applied to analyse the primary and secondary data to: show a relationship to theory identify trends/patterns.

Algorithms/techniques are used to re-present primary data to: attempt a link to theory.

A statement concerning the data is made.

KCU3 Linking and application of algorithms, concepts, principles, theories and schema to find solutions in complex and challenging situations.

Linking and application of algorithms, concepts, principles, theories and schema to find solutions in complex or challenging situations.

Application of algorithms, principles, theories and schema to find solutions in simple situations.

Application of algorithms, principles, theories and schema.

Application of simple given algorithms.

EC1 Analysis and evaluation of complex scientific interrelationships to confirm or refute hypothesis, or answer research question.

Analysis of complex scientific interrelationships to confirm or refute hypothesis, or answer research question.

Description of scientific interrelationships to support or reject hypothesis, or answer research question.

Identification of simple scientific interrelationships of data. Comments on the hypothesis, or research question.

Identification of obvious scientific interrelationships Explanation/s attempted.

Identification and Evaluation of ErrorsIP3 Errors and anomalies in the

data are correctly identified and related to their effect on trend development.

Errors and anomalies in the data are correctly identified and discussed.

Obvious errors and anomalies in the data are identified.

Obvious errors in the data are identified.

The data is re-stated.

EC1 The investigation is critically evaluated, showing reflection on the adequacy of data collected with suitable refinements proposed.

The investigation is evaluated, showing reflection on the adequacy of the data collected refinements proposed.

The investigation and its adequacy is discussed.

A statement about the nature of the investigation is made.

ConclusionEC2 The aim and hypothesis are

clearly and correctly addressed through justified conclusions, reasoned solutions and supported decisions and recommendations.

Expected and observed results are appropriately compared.

Formulates logical future research possibilities related to the investigation.

The aim and hypothesis are clearly addressed through reasoned conclusions and solutions and supported decisions and recommendations.

Expected and observed results are compared.

Mentions future research possibilities related to the investigation.

The aim or hypothesis is addressed through a statement of a conclusion, recommendation or solution.

The observed result is clearly presented.

States further experiments related to the investigation.

A conclusion is attempted.

There is reference to the results.

Mentions experiments not substantially different to present investigation.

A concluding statement is made.

Suggests other experiments.

Report format , Use of Language and Evidence of the Research ProcessEC3 Clear and concise

vocabulary and scientific terminology, with discrimination, are used to clarify ideas and present information, as demonstrated through:

Mastery of the report genre,

3rd person/past tense/passive voice used throughout the report,

Grammar and spelling are free of error,

Technical terms have been used appropriately.

Clear and concise vocabulary and scientific terminology are used to communicate ideas and generally present information as per the requirements of the report genre, as demonstrated through:

Confident use of the report genre,

3rd person/past tense/passive voice used consistently,

Grammar and spelling are consistently correct,

Technical terms have been used appropriately.

Clear and concise vocabulary and scientific terminology are used to communicate information:

Competent use of the report genre,

Recognition of 3rdperson/past tense is evident,

Knowledge of correct spelling and rules of grammar are evident,

Technical terms have been used.

Information has been communicated using scientific terminology as demonstrated through an awareness of the conventions of the report genre.

Information has been communicated.

Exit Criteria

A B C D E

A+ A A- B+ B B- C+ C C- D+ D D- E+ E E-KCU1

KCU2

KCU3

KCU

IP1

IP2

IP3

I P

EC1

EC2

EC3

EC

TASK SUMMARY GRADE:

General Objective KCU IP ECGrade