Fis 2

SECTION 1:
PLANNING A PROGRAM
UNIT 1A AND 1B
UNIT 2A AND 2B
UNIT 3A AND 3B
158213_1.DOC
Physics Support Material: Planning a Program 1

UNDER REVIEW – For 2007 only
2 Physics Support Material: Planning a Program
SECTION 1: PLANNING A PROGRAM

Teaching, learning and assessment using
outcomes and standards
Outcomes are statements of what students know, understand and can do. The
open-ended nature of these statements allows achievement to be demonstrated at
all levels on the learning continuum.
The starting point is to determine where students are on the continuum of
achievement for each outcome, and then develop a teaching/learning program
appropriate to their needs.
Engagement with the specified content in the course of study units will assist
students to achieve the outcomes at progressively higher levels.
Students engaging with post-compulsory courses of study will achieve to varying
degrees depending on their individual backgrounds, skills and abilities.
A cyclical process of learning, teaching and assessment is used to improve student
achievement of the outcomes.
Judgements about student achievement of the outcomes are made against
standards that are described in the scales and indicators of levels of achievement.
The diagram from the Curriculum Framework Progress Maps for Science on
next page illustrates the process in four parts A, B, C and D.

Part D Part A
Evaluating student learning and the Identifying students’ needs and outcomes
processes • Outcomes in which students need to
• The effectiveness of the teaching, learning progress are identified by ongoing
and assessment strategies is reviewed. monitoring.
• Decisions are made about further learning • The outcomes are analysed to determine
experiences required. which aspects should be given particular
attention with students.
• On the basis of judgements made, student
achievement of outcomes/s is • A view is formed of what progress in
communicated and reported. student achievement of the outcomes will
look like.
Part C Part B
Teaching and monitoring student needs Planning learning experiences and

and outcomes identifying resources
• Students are engaged in tasks from the • Content that students need to know,
teaching, learning and assessment understand, value and do for progress to
strategies being implemented. be made is identified.
• These tasks are modified according to • Tasks and environments through which
ongoing monitoring of student progress. content can be taught to facilitate progress
are developed.
• On completion of the tasks, the teacher and
students use evidence gathered to reflect on • Teaching, learning and assessment
student performance. strategies to facilitate progress are
developed.
• Feedback and guidance about the extent to
which progress has been made in • Resources are gathered to support these
achievement of the outcome/s is provided. strategies.
Curriculum Framework Progress Maps Science page 8

Planning a program for a unit for Physics
The nine steps identified in the following diagram are used as a framework to
assist teachers in designing a learning, teaching and assessment program for unit
1A. The steps will be followed during professional development days to exemplify
the process.
These nine steps are representative of Part A and B ONLY of the previous diagram
that comes from the Curriculum Framework Progress Maps.
Teachers may find, over time that more or less steps will assist the planning
process.

NINE STEPS FOR PLANNING DELIVERY OF A UNIT
Step 1
Become familiar with the course of
study outcomes and focus on the
Step 9 learning needs of the students. Step 2
Prepare material to provide students Become familiar with the essential
with an overall outline of the program content in the unit chosen to meet
for the unit, details of the tools that Part D Part A the needs of the students, its degree
will be used to gather evidence, Evaluating student learning Identifying student of complexity and its relationship to
and the processes
timelines for formal assessment needs and outcomes the outcomes.
tasks and a copy of indicators of
levels of achievement. Part C
Teaching and monitoring
student needs and outcomes
Step 3
Step 8
Construct the learning/teaching The learning needs Select an engaging and relevant
of the students and context within the suggested area of
program to enable week by week
focus for the unit.
monitoring of student progress and to their engagement in
ensure all teaching content is aimed their learning
at improving student outcomes.
Step 4
Become familiar with the assessment types
and begin drafting a scheme of
Part B assessment, taking into account the most
Step 7
Finalise the scheme of assessment
Planning learning experiences and motivating context(s) and the learning
identifying resources needs of the students.
for this unit, checking that all
Curriculum Council requirements
have been met. Step 5
Check draft tasks against the indicators to see
Step 6 that students can demonstrate all aspects of the
Develop the student task briefs.
outcomes over the range of levels for the
students in the class. Draft an evidence plan,
identifying the assessment tools needed to
gather evidence.

The first three steps to follow are:
STEP 1: Become familiar with the course of study outcomes
STEP 2: Become familiar with the essential content and the level of complexity of the course
of study unit chosen to meet the needs of the students
STEP 3 Select a context
These 3 areas, outcomes, essential content and contexts must all be considered but the
process is iterative and not a linear following of the steps.
For example
1) you might choose to focus on the context that is most appropriate for you students first,
then keeping in mind which outcome(s) students will be demonstrating their achievement of,
select the most appropriate parts of the essential content to cover that relate to each outcome
OR
2) you might choose to focus on an outcome first, decide on the content that needs covering
and allow students to choose a context
OR
3) you might focus on the essential content you want covered, match it to an appropriate
context and map it clearly to an outcome.
Iterative planning process
Outcomes
Content Contexts

STEP 1: Become familiar with the course outcomes
Focus on where the students are now in relation to their achievement of the outcomes and how to
move them on by becoming familiar with the outcomes and the related aspects.
Outcomes
Investigating and
Communicating in Physics
Energy
Forces and Fields
Physics as a human activity
Content
Contexts
An outcomes approach means identifying what students should achieve and focussing on
ensuring that they do achieve.
The outcomes describe what students should know, understand and do as a result of their
curriculum experience. The achievement of outcomes can be demonstrated at all levels of the
learning continuum.
This course has four outcomes that are derived for the Physics learning Area outcomes. The first
outcome is further explained using four aspects. The remaining three outcomes are further
explained using three aspects. These aspects are also derived from the Science learning area
outcomes using aspects from the Curriculum Framework (previously known as sub-strands).
Assessment is integral to a teaching and learning process that focuses on outcomes. In Physics,
this means setting relatively open-ended tasks that give students the opportunities to demonstrate
what they know, understand and can do and being explicit to students about what is expected.
The teaching/learning program should focus on supporting students in making progress in their
During the delivery of teaching/learning activities designed to support the students to achieve the
outcomes, it is necessary for both the teacher and students to monitor progress with the
outcomes and adjust the teaching/learning activities where students need more support.

STEP 2: Become familiar with the essential content and
the level of complexity of the unit
The essential content needs to be the focus of learning programs in order for students to
maximise their level of achievement of outcomes, demonstrate their achievement in both
school-managed and external assessments and satisfy any requirements of post-school
destinations.
Outcomes
Content
Forces and Motion Contexts
Matter and Materials
Waves
Electricity and
Magnetism
Working in Physics
The units are syllabi for programming and are designed with starting points appropriate
for a range of student achievement. Schools will generally determine appropriate units
for their cohort, students will be counselled into units and teachers must know the
essential content for the units they are teaching.
The course of study units are organised to provide increasingly complex and challenging
spiralling curriculum. Teachers planning for unit 1A, for example, will find that the
essential content outlined in the unit will be the essential teaching points to enable
students to move beyond the suggested entry levels for each outcome for this unit. In
this way, the content outlined in each unit allows students to achieve all four of the course
outcomes at the targeted range of levels.
The essential content has been scoped and sequenced to increase by degrees of
complexity from one unit to the next. In this way Unit 1A will be much easier than Unit
3B. There is also some degree of overlap in the level of complexity of course of study
units between pairs of units as, for example, both units 1B and 2A are designed to
provide opportunities for students to achieve level 4.
The table on the following pages shows the sequencing of content over the units in the
course of study.
13
Physics Support Material: Planning a Program
Unit 1A Objects and Movement and Heat Physics course of study pages 20 - 21
Forces and Motion
Balanced Forces and Inertia Distance, displacement, speed, velocity, mass, inertia, force, weight, acceleration, energy, work and their units. Newton’s first law of motion, equilibrium,
and the necessary conditions for stable, unstable and neutral equilibrium. Uniform rectilinear motion; graphical representation of motion in one dimension
Unbalanced Forces and Change Uniformly accelerated motion; average speed; forces and their effects, including pushes and pulls; contact forces and non-contact forces; effects of forces
on objects in the presence or absence of friction; Newton’s laws of motion. Energy, the relationships between energy and work, kinetic energy and
gravitational potential energy; work; conservation of energy.
Interactions between particles Matter as a collection of atoms, structure of the atom. Historical perspectives on the nature of matter, Kinetic theory of matter and its application to
explain the properties of matter and changes of state.
Properties of Matter Heat and temperature, sources of heat, heat transfer (conduction, convection and radiation); conversion of different forms of energy into heat;
conservation of energy, energy degradation.
Unit 1B Waves around us and Electricity and Magnetism Physics course of study pages 22 – 23
Waves
Properties of Waves Classification of waves - longitudinal and transverse waves, electromagnetic and mechanical waves.
Transfer of energy through a medium by waves.
Characteristics of waves, including period; wavelength; frequency; amplitude; speed.
Effects and properties of waves, representation of waves.
Applications of Waves Absorption; transmission; reflection; refraction; dispersion; diffraction of waves.
Electricity and Magnetism

Properties and Applications of Charge and atomic structure, the production and detection of static electric charges. Current, Ohm’s law; using meters; assembling and analysing simple
Charge circuits and circuit diagrams; factors that affect electrical resistance in a circuit.
Sources of electrical energy in simple circuits; energy transformations in electrical appliances; physical principles underpinning electrical safety rules and
devices.
Properties and Applications of Ferromagnetism; domains; magnetic attraction and repulsion; magnetic fields, Earth's magnetic field and its effects.
Magnetism
Interrelationships between Evidence for the creation of magnetic fields by moving charges.
Electricity and Magnetism

Working in Physics
Students should be taught about .
Unit 1A Objects and Movement and Heat Unit 1B Waves around us and Electricity and Magnetism
Given a context, students plan and conduct experiments safely, Given a context, students plan and carry out investigations safely, collecting
Investigating physical
collect data and make conclusions. They may work individually on data, using an array of measuring skills appropriate to physics and make
some tasks and contribute within collaborative groups on other inferences based on that data.
systems
tasks. Examples of suitable investigations could include: collecting

and analysing data relating to the motion of a moving vehicle; or Examples of suitable investigations could include: examining the electrical
examining the thermal properties of a range of materials. conducting or insulating properties of a range of materials; or the change in
direction of waves as they enter a different medium or travel through narrow
openings.
Students make responsible personal decisions in physical Students understand that the nature of scientific knowledge changes
physical systems
decisions about
situations. Examples could include: the safe handling of hot through new discoveries, experimentation and with increases in
responsible
Making
materials; or applying informed decision making when arguing technology and information. For example, they appreciate how our
personal issues relating to physical systems, for instance when knowledge about electricity and magnetism has changed over time.
considering the relative merits of different types of insulation.
Problem solving in physics Evolution of physical
Students understand that the nature of scientific knowledge Students understand that the nature of scientific knowledge changes through
changes through new discoveries, experimentation and with new discoveries, experimentation and with increases in technology and
information. For example, they appreciate how our knowledge about
ideas
increases in technology and information. For example, they

recognise how our knowledge of the nature of matter or heat electricity.
has changed over time.
Students interpret and suggest answers to a variety of Students will read, interpret and provide answers to a variety of authentic,
authentic, real world physical problems. real world physical problems.

STEP 3: Select a context
Choose a context(s) within the broad focus of the unit that is engaging and motivating and
suits the students’ interests and needs. Consider how the context(s) relate to the content
and the achievement of outcomes. Also consider the availability of resources at the school.
Outcomes
Contexts
Wheels
Content
Temperature control
Heat and motor
vehicles
Food preparation and
preservation
Global warming
Each unit provides a list of suggested contexts within a broad focus. The broad focus is
provided as a guide to follow that is appropriate for both the essential content that needs to
be covered and the developmental level of students. It will also assist students who move
schools from working more than once within the same broad focus.
A list of suggested contexts is provided for each unit and is not prescriptive.
Students/teachers have flexibility in this area and may choose to work within several
contexts in the one unit in order to provided engaging, relevant learning contexts for their
students. The suggested contexts become increasingly sophisticated and complex in the
later units. They reflect the complexity of the content and will challenge students’ thinking to
support students’ achievement at higher levels.
The context provides a unifying, authentic situation for learning content and achieving
outcomes in an engaging and meaningful way.

Matching learning contexts to student cohorts
Teachers planning for course of study unit 1A: Physics
The three classes are given as examples of how different context(s) may be
used to engage and motivate students while meeting their learning needs.
Class 1
“The students who will be in my Physics 1A class will generally be at levels 3 and 4 when they enter.
Typically, they have a wide range of interests and a range of preferred learning styles. I have decided
to begin with the wheels under the unit’s broad focus of Forces and Motion and Matter and
Materials. I am thinking of focussing specifically on the movement of objects and the energy
relationships involved. In this way their learning can be contextualised to suit their interests and the
students. In order to further engage the students, I will plan their second task so they can choose
from a list of contexts. I’ll need to reassess this plan when I actually get to know the students.”
Class 2
“The students who will be in my Physics Unit 1A are doing an integrated

vocational course and so I will plan using wheels as an initial context. I
will use the specific focus of ‘Objects and movement and heat’ to allow
investigation and research into areas of relevance to the students such as
safety features in cars. This will then allow me to work closely with the
other teacher(s) who will be having these students, in order to allow students
to choose, relevant specific contexts for subsequent tasks. Contexts include
global warming and food preparation and preservation.
Class 3
The students who will be in my Physics Unit 1A are a physical, sporty group
as they are in the Physical Education specialist course. I have spoken with their current
teachers and have learnt that many of them are disengaged and don’t see Physics as
relevant. Most students are mid and high level 3’s. Under the unit’s broad focus of
Forces and Motion and Matter and Materials, I thought initially that I might focus on a
vocational context but they may be sick of “sport again”. I think they would find a real -
world context engaging. I have decided to focus specifically on wheels for the first task
and heat and motor vehicles and thrill rides for subsequent tasks. At the same time we
will be focussing intensely on developing the skills they need.”
Photos - Microsoft Corporation. (n.d.). [Screen dump of Microsoft Clip Gallery (Faces category)]. Accessed May, 2005.

STEP 4: Become familiar with the assessment types
and begin drafting the scheme of assessment
4.1: Understanding the assessment types

The Physics course of study assessment types form an assessment framework for
teachers to design school-managed tasks appropriate for their students. The
assessment types are designed to:
• provide teachers with the flexibility to design tasks to meet the learning needs of their
students,
• provide students with a range of ways to demonstrate their achievement of each
outcome,
• ensure there is comparability of assessment types across the system, and
• support student achievement of the Physics course of study outcomes.
There are three assessment types for the Physics course of study:
• Investigation
• Response (extended)
• Response (analysis)
Over the unit students should:

• complete each one of these assessment types,
• be given at least two opportunities to demonstrate achievement of each outcome
including all aspects, and
• be asked to demonstrate their achievement of each outcome using a range of at least
two assessment types.
Refer to the pages 37 – 40 of the Physics course of study to review the indicators of the aspects
and to think about how they change between levels. This will help to target activities at the
students’ entry levels and build in the opportunities to move them on
Consult the assessment types and consider how these could be used to suit the students. Refer to
pages 32-36 of the Physics course of study.
Refer to the Curriculum Frameworks principles of assessment on pages 37-39.

4.2: Drafting a task
A scheme of assessment is a map of assessment tasks that clearly shows how teachers
intend to cover the three assessment types in the unit and to gather evidence enabling
two judgements of the level of achievement of each of the four outcomes, ensuring all
aspects are assessed.
4.2.1: Brainstorm some ideas
It is possible to start by:

• brainstorming tasks that link to the context, or
• brainstorming appropriate tasks that cover assessment types, or
• focussing on ideas for tasks that cover the outcomes.
The starting point doesn’t matter, as long as checks are made when drafting
that all the requirements of school-managed assessment are covered.
4.2.2: Check the draft for the requirements of school managed assessment
Place the ideas on a scheme of assessment and analyse the gaps

When analysing the gaps the teacher is bearing in mind three things:
• there needs to be a task for each assessment type,

• a task may provide achievement information about more than one outcome,
and
• students need to be able to demonstrate achievement of an outcome from
more than one task type.
4.2.3: Check the draft tasks to ensure that they enable students to demonstrate
the outcomes at the targeted range of levels
The following pages:
• demonstrate how three different teachers went about planning

tasks for unit 1A and
• provide three sample schemes of assessment that were

developed as a result of their planning.

Example 1: Teacher planning starting with Outcomes and indicators
Unit 1A: Objects and movement and heat

In the brainstorm below the teacher started with the four Physics outcomes and the indicators of
level of achievement. Her next step was to go to the essential content in the unit 1A to ensure that
the tasks would offer the opportunities for students to move up. A useful next step might be to refer
to the Physics COS for more detailed articulation of content. After that the teacher should place her
brainstormed tasks onto a scheme of assessment ensuring all the requirements of a school-
managed assessment are covered.
Task 1 Part A Response (extended)

Physics as a Human Activity (Outcome 4)
Understand physics as an evolving body

of knowledge
3 – 4: recognise physical concepts change
over time
4 – 5: describe how scientific research allows
What changes for growth in knowledge and understanding of
between levels 3 physics
Apply physics skills and understandings
and 4 and 5? 3 – 4: use scientific concepts to make sense
of surroundings
4 – 5: use physical concepts to solve
problems and understand every day
situations.
Make decisions
3 – 4: recognise where physics has impacted
on decisions
What tasks 4 – 5: describe societies’ impact on physics
Would enable
my students Context
to • wheels
move on ?
What
Ideas for Tasks:
• researching Internet and text books looking at
context
roller coasters. would suit
• produce a report of the research findings this task?
Context:
• wheels
Outcome 1 Outcome 2 Outcome 3 Outcome 4

Unit Physics 1A: Matter and Materials Investigating Energy Forces and Physics as
and Fields a Human
-various contexts Communicating Activity
in Physics
Investigation
(planning, conducting,
processing, interpreting,
evaluating and
communicating findings)
Response (extended) Task 1A: Research the physics involved
(analysing, evaluating, in the design of rollercoasters. 9? 9? 9
problem – solving and Produce written report on findings.
reporting)
Response (analysis)
(analysing, interpreting,
evaluating and problem
– solving)

Task 1 Part B Investigation Brainstorming Ideas for Tasks
Investigating and Communicating in for Outcome 1
Physics (Outcome 1) 1. Identify what needs to be done to
move students up in each aspect
Develop Questions of an outcome
3 – 4: plan for observations and recognises 2. Using the content for the unit,
some variables
4 – 5: formulates hypothesis and plans for
create a task that will provide
variables opportunity to move up in each
Conduct experiments aspect of the outcome
3 – 4: Use appropriate technology and What changes 3. Place the task into a scheme of
repeat data and continuous independent between levels assessment
variables… 3 and 4 and 5? 4. Identify any other possible
4 – 5: use technology safely and outcomes covered by the task
preliminary trials and ample measurements 5. Repeat the process for other
Analyse data, draws conclusions and outcomes
evaluates
3 – 4: calculate averages and present data
6. Continue to review and reshape
graphically and attempt to explain all tasks during the process
patterns in data…
4 – 5: make conclusions consistent with
data and use abstract physics to explain
data…
Communicate to different audiences
3 – 4: use scientific terminology to explain What tasks
processes and describe observations… would enable
4 – 5: use scientific terminology to explain my students
abstract concepts and models…
to move on?
Ideas for Tasks:
• experimental investigation into roller
coaster design
• group problem solving
Outcome 1 Outcome 2 Outcome Outcome

Unit Physics 1A: Forces and Motion 3 4
- wheels context Investigating Energy
and Forces Physics
communicating and as a
in Physics Fields Human
Activity
Investigation Task 1B: Brainstorm class ideas on
(planning, conducting, rollercoaster design.
processing, 9 9? 9?
interpreting, evaluating Groups plan and perform
and communicating
findings) investigation on how to maximise the
thrill of a rollercoaster ride
Produce experiment write-up in
appropriate format.
Response (extended) Task 1A: Research the physics
(analysing, evaluating, involved in the design of 9? 9? 9
problem – solving and rollercoasters.
reporting) Produce written report on findings.
Response (analysis)
– solving)

Task 2 Development of Response (extended) with investigation component
Energy (Outcome 2)
Energy
What changes 3 – 4: recognise properties and forms of
between levels 3 energy
4 – 5: use concepts and models to describe
and 4 and 5? properties of different forms of energy
Energy transfer and transformation
3 – 4: relate transfer and transformation to
uses of energy
What tasks energy transfer and transformation
would enable
Interactions between energy and matter
my students 3 – 4: recognise different effects between
to energy and matter interactions
move on? 4 – 5: describe and predict interactions in terms of
effects
Physics as a Human Activity (Outcome 4)
Ideas for Tasks: Understand physics as an evolving body

• researching internet and text books looking at of knowledge
heat transfer and transformation in a student – 3 – 4: recognise physical concepts change
selected context over time
• design and conduct a simple experiment in 4 – 5: describe how scientific research allows
chosen context eg heat and colour of cars. for growth in knowledge and understanding of
(scaffolding provided) physics
• produce a report of findings in a teacher Apply physics skills and understandings
approved format selected by student 3 – 4: use scientific concepts to make sense
of surroundings
ideas for contexts: 4 – 5: use physical concepts to solve
• temperature control (in the home) problems and understand every day
• heat and motor vehicles situations.
• food preparation and preservation Make decisions
• global warming 3 – 4: recognise where physics has impacted
on decisions
4 – 5: describe societies’ impact on physics

and Fields a Human
in Physics
processing, interpreting, Groups plan and perform investigation on 9 9? 9?
evaluating and how to maximise the thrill of a rollercoaster
communicating findings) ride.
Produce a report of findings on
recommended design.
9
Task 2B: Investigation component – design
and conduct a simple experiment in chosen
context eg heat and colour of cars
Response (extended) Task 1A: Research the physics involved in
(analysing, evaluating, the design of rollercoasters.
problem – solving and 9? 9? 9
Task 2A: Select context of interest to
research heat transfer and/or transformation
eg heat and colour of cars. 9 9
Produce findings in report, powerpoint
presentation, poster or model etc (selected
by student).
Response (analysis)
evaluating and problem –
solving)

Task 3 Response (analysis)
Energy (Outcome 2)
Energy
3 – 4: recognise properties and forms of
energy
What changes properties of different forms of energy
Energy transfer and transformation
between levels 3 3 – 4: relate transfer and transformation to
and 4 and 5? uses of energy
energy transfer and transformation
Interactions between energy and matter

3 – 4: recognise different effects between
energy and matter interactions
4 – 5: describe and predict interactions in
What tasks terms of effects
would enable
Forces and Fields (Outcome 3)
my students
to Understand force
move on? 3 – 4: identify effects of forces
4 – 5: predict effects of interactions between
forces and objects
Understand static and dynamic systems
3 – 4: describe static and dynamic systems
Ideas for Tasks: 4 – 5: explain why the system is static or
• test on energy transformations and motion of a dynamic in terms of forces involved
rollercoaster and qualitative analysis in an Understand fields and their relationships
unfamiliar context such as bike riding to forces
3 –4: understand that fields are areas around
a source
4 –5: predict the effects of fields on objects

and Fields a Human
in Physics
recommended design.
9
and conduct a simple experiment in chosen
context eg heat and colour of cars.
problem – solving and 9? 9? 9
eg heat and colour of cars. 9 9
presentation, poster or model etc ( selected
by student).
Response (analysis) Task 3: Test on energy transformations and
evaluating and problem –
motion of a rollercoaster and qualitative
analysis in an unfamiliar context such as bike
9 9
solving) riding.

All Tasks
Energy
Investigating and Communicating in
Energy
Physics
3 – 4: recognise properties and forms of energy
4 – 5: use concepts and models to describe properties
Develop Questions
of different forms of energy
3 – 4: plans for observations and Personal:
Energy transfer Telling Stories
and transformationcontext
recognises some variables 3 – 4: relate transfer and transformation to uses of
4 – 5: formulates hypothesis and plans for energy
variables 4 – 5: use concepts and models to to describe energy
Conduct experiments transfer and transformation
3 – 4: Use appropriate technology, repeat
data and continuous independent What changes Interactions between energy and matter
variables… 3 – 4: recognise different effects between energy and
between levels 3 matter interactions
4 – 5: use technology safely, preliminary
trials and ample measurements and 4 and 5? 4 – 5: describe and predict interactions in terms of
Analyse data, draws conclusions and effects
evaluates What tasks Ideas for Tasks: T3
3 – 4: calculate averages, present data
graphically and attempt to explain patterns would enable • test on energy transformations and motion of a
rollercoaster and qualitative analysis in an
in data… my students to unfamiliar context such as bike riding.
4 – 5: make conclusions consistent with move on?
data and use abstract physics to explain Ideas for Tasks:T4
data… • researching internet and text books looking at
Communicate to different audiences heat transfer and transformation in a student –
3 – 4: use scientific terminology to explain selected context
processes and describe observations… • design and conduct a simple experiment in
4 – 5: use scientific terminology to explain chosen context eg heat and colour of cars
abstract concepts, models… (Scaffolding provided)
• produce a report of findings in a teacher
approved format selected by student
Ideas for Tasks: T1
• experimental investigation into roller coaster
design
• heat and colour of cars
Physics as a Human Activity
Understand physics as an evolving body of

knowledge
Forces and Fields 3 – 4: recognise physical concepts change over time
4 – 5: describe how scientific research allows for
Force growth in knowledge and understanding of physics
3 – 4: Identify magnitude and direction of force. Apply physics skills and understandings
4 – 5: describe and predict the effect of forces on 3 – 4: use scientific concepts to make sense of
objects surroundings
Static and dynamic systems 4 – 5: use physical concepts to solve problems and
3 – 4: identify effects of forces in static and dynamic understand every day situations.
systems Make decisions
4 – 5: use concepts and models to describe and 3 – 4: recognise where physics has impacted on
predict the effects of changes in systems decisions
Interactions between forces and fields 4 – 5: describe societies’ impact on physics
3 – 4: describe fields as an area in which forces can Ideas for Tasks: T1A and T2A
be detected • researching internet and text books looking at roller
4 – 5: describe and predict the effects of fields on coasters.
objects in relation to distance from source • produce a report of the research findings
Ideas for Tasks: T3
Ideas for Tasks: T4
• test on energy transformations and motion of a
rollercoaster and qualitative analysis in an unfamiliar • researching internet and text books looking at heat
context such as bike riding transfer and transformation in a student – selected
context
• design and conduct a simple experiment in chosen
context eg. heat and colour of cars. (scaffolding
provided)
Ideas for Tasks: T4
• produce a report of findings in a teacher approved
• comprehension activity on forces and motion in static format selected by student
and dynamic systems

Scheme of Assessment for Unit 1A

Unit 1A: objects and movement and heat Investigating Energy Forces and Physics a s
and Fields a Human
communicating Activity
in Physics
recommended design.

and conduct a simple experiment in chosen 9
context eg heat and colour of cars.

problem solving and 9? 9? 9
eg heat and colour of cars.
9 9
presentation, poster or model etc ( selected
by student).
Response (analysis) Task 3: Test on energy transformations and
motion of a rollercoaster and qualitative
analysis in an unfamiliar context such as bike
9 9
solving) riding.
Task 4: Test/comprehension activity on

forces and motion in static and dynamic 9
systems.

Example 2: Teacher planning starting with contextualised tasks linked to
outcomes
In the brainstorm below the teacher started with contextualised tasks that linked to outcomes. Knowing
the entry levels of his students, this teacher went to the essential content for unit 1A to ensure that the
tasks would offer the opportunities for students to move up. A useful next step might be to refer to the
Physics COS for more detailed articulation of content. After that the teacher should place his
brainstormed tasks onto a scheme of assessment ensuring all the requirements of a school managed
assessment are covered.
Context: Wheels (choice of context for second task)

Investigating and communicating in Physics Energy
Ideas for Tasks: Ideas for Tasks:

• research and investigation into safety features of cars • research project on global warming,
• report on importance of driving safely even with effectiveness of different esky construction or
improved safety features of cars cooking methods etc
• peer and teacher checklist (May involve practical investigation eg. test different
eskys)
Forces and Motion • test
Balanced forces and inertia: Distance, displacement, speed, Matter and materials
velocity, mass, acceleration, energy, Newton’s first law of
Interactions between particles: Matter as a
motion, Uniform rectilinear motion and graphical
collection of atoms, structure of the atom. Historical
representation of motion in one dimension
perspectives on the nature of matter, Kinetic theory
Unbalanced forces and change: Uniformly accelerated of matter and its application to explain the properties
motion; average speed; forces and their effects, including 1A of matter and changes of state
pushes and pulls; contact forces; effects of forces on objects
in the presence or absence of friction and Newton’s laws of
At least 3 tasks Properties of matter: Heat and temperature, sources
link to essential of heat, heat transfer (conduction, convection and
motion.
radiation); conversion of different forms of energy
content, into heat; conservation of energy, energy degradation
Working in Physics
outcomes and
Investigating physical systems: plan and conduct experiments context Working in Physics
safely, collect data and make conclusions, work individually
Investigating physical systems: collect data and make
and contribute within collaborative groups
conclusions
Making responsible decisions about physical systems:
make responsible personal decisions in physical situations Making responsible decisions about physical
systems: make responsible personal decisions in
Evolution of physical ideas: scientific knowledge changes physical situations
through new discoveries and experimentation
Evolution of physical ideas: scientific knowledge
Problem solving in physics: interpret and suggest answers
changes through new discoveries, experimentation
to real world problems
and with increases in technology and information
Problem solving in physics: interpret and suggest
Forces and Fields answers to, real world problems
Ideas for Tasks:

Physics as a Human Activity
• report on importance of driving safely even with improved
safety features of cars. Ideas for Tasks:
• summative and formative assessment • report on importance of driving safely even with improved safety
features on cars
Forces and Motion • research project on global warming, effectiveness of different esky
construction or cooking methods
Balanced forces and inertia: Distance, displacement, speed, • test
velocity, mass, inertia, force, weight, acceleration, energy, work
and their units. Newton’s first law of motion, Uniform rectilinear Matter and materials
motion and graphical representation of motion in one dimension.
Interactions between particles: Matter as a collection of atoms,
Unbalanced forces and change: Uniformly accelerated motion; structure of the atom. Historical perspectives on the nature of matter,
average speed; forces and their effects, including pushes and pulls; Kinetic theory of matter and its application to explain the properties of
contact forces; effects of forces on objects in the presence or matter and changes of state
absence of friction and Newton’s laws of motion.
Properties of matter: Heat and temperature, sources of heat, heat
Working in Physics transfer (conduction, convection and radiation); conversion of different
forms of energy into heat; conservation of energy and energy
Investigating physical systems: plan and conduct experiments safely, degradation
collect data and make conclusions, work individually and contribute
within collaborative groups Working in Physics
Making responsible decisions about physical systems: make
responsible personal decisions in physical situations. Investigating physical systems: plan and conduct experiments safely, collect
data and make conclusions, work individually and contribute within
Evolution of physical ideas: scientific knowledge changes collaborative groups
through new discoveries and experimentation. Making responsible decisions about physical systems: make
Problem solving in physics: interpret and suggest answers to real responsible personal decisions in physical situations
world problems.
Evolution of physical ideas: scientific knowledge changes through new
discoveries and experimentation
Problem solving in physics: interpret and suggest answers to real world
problemsa Program
Physics Support Material: Planning
28
Example 2: Scheme of Assessment for Unit 1A
Outcome 1 Outcome 2 Outcome Outcome

Unit 1A: Objects and movement and heat Investigating Energy 3 4
and Forces Physics
Communicating and as a
Activity
Investigation Task 1: Investigate and communicate an
(planning, conducting, understanding of the thermal properties of a
9 9? 9?
processing, interpreting, range of different materials.
evaluating and
communicating findings)
Task 2: Investigate safety features of cars 9 9? 9?
eg seat belts, crumple zones in cars and the
effects on occupants.
Present findings in scientific report format.
Response (extended) Task 3: Research evolution of safety
(analysing, evaluating, devices in cars. Use evidence gathered in
problem solving and Task 2 and research from Task 3 to present
reporting) a poster, comic strip or written report on the 9 9
importance of driving safely despite
improved safety features in cars for an
audience of young drivers.
Task 4: Research project on global

warming, effectiveness of different esky
construction or cooking methods. Project 9 9
can be presented in a format selected by the
student eg. report, powerpoint, poster, or
model.
Response (analysis) Task 5: Test.
evaluating and problem 9 9
solving)

Example 3: Teacher planning starting with matching appropriate tasks
with types.
In the brainstorm below the teacher started with appropriate tasks and then matched the tasks to the
assessment types. The next step would be to go to the essential content and outcomes – indicators of
level of achievement - to plan the teaching and learning appropriate to the targeted levels. A useful next
step might be to refer to the Physics COS for more detailed articulation of content. After that the teacher
should place her brainstormed tasks onto a scheme of assessment ensuring all the requirements of a
school-managed assessment are covered.
Wheels, heat and motor vehicles and thrill rides context
Outcomes IA Suitable assessment types
Investigating and Communicating in

Physics
• Task 1: Investigate factors that affect the Investigation
braking distance of cars such as speed,
road surface conditions, mass of vehicle etc.
Presents findings in scientific report format
• Task 5: Investigate the motion of a
pendulum Investigation
Energy
• Task 2: Understand energy and patterns of

energy use to explain the pendulum motion Response(extended)/Response
of ‘Bounty’s revenge’ at Adventure World (analysis)
Forces and Fields
• Task 1: Understand forces and fields to

Response(extended)
explain the factors that affect the braking
distance of cars such as speed, road
surface conditions, mass of vehicle etc.
Presents findings in scientific report format
• Task 2: Understand energy and patterns of

Response(extended)/Response
energy use to explain the pendulum motion
(analysis)
of ‘Bounty’s Revenge’ at Adventure World
Physics as a human activity:
• Task 3: Apply an understanding of physics

to explaining to motion of a car under
(analysis)
different conditions
• Task 4: Research project on heat and

colours of cars
(analysis)

Example 3: Scheme of Assessment for Unit 1A
Outcome 1 Outcome Outcome Outcome

Unit Physics 1A: objects and movement and heat Investigating 2 3 4
and Energy Forces Physics
Communicating and as a
Activity
Investigation • Task 1: Investigate factors that affect
(planning, conducting,
processing, interpreting,
the braking distance of cars such as
speed, road surface conditions and 9 9? 9
evaluating and mass of vehicle etc. Presents findings in
communicating findings) scientific report format
• Task 5: Investigate the motion of a 9 9

pendulum
Response (extended) • Task 1: Investigate factors that affect the

(analysing, evaluating,
problem solving and
braking distance of cars such as speed,
road surface conditions, mass of vehicle
9
reporting)
etc. Presents findings in scientific report
format
• Task 3: Apply an understanding of

physics to explain the motion of a car 9? 9
under different conditions
Response (analysis) • Task 2: Understand energy and pattern

of energy used to explain the pendulum 9 9 9?
motion of ‘Bounty’s Revenge’ at
solving)
Adventure World

STEP 5: Check the draft scheme of assessment tasks
against the indicators and draft an evidence plan
This is an important checkpoint in the planning process. Teachers should go back to the
indicators of level of achievement for each outcome to ensure that the tasks are covering
the outcome. As an integral part of the checking process, it is recommended that an
evidence plan be used.
Evidence Plan
An evidence plan is a checking and planning tool for the teacher. It assists the teacher to:
• confirm that all aspects of the outcome can be covered in the task before going
any further in the planning process and
• think and plan how the evidence of student achievement will be gathered.
An evidence plan may also assist the Curriculum Council moderator to support the teacher
to meet the course of study assessment/moderation requirements.
When drafting the evidence plan, teachers may find that a task enables students to cover
some but not all of the aspects of the outcome. As each outcome (all aspects) have to be
covered twice over the unit, teachers will need to ensure that either they adjust the task to
enable students to cover all of the aspects or build into the unit another opportunity for the
students to demonstrate the aspect.
This step is an important and practical way of becoming familiar with the outcomes and
their aspects.
The drafting process will be an iterative process and as teachers move through steps 5, 6
and 7 it will be necessary to return to the evidence plan and make adjustments to the tasks
and assessment tools.
The evidence plan provided is an example only. Teachers may choose to complete
an evidence check in a completely different format. An alternative format for an
evidence plan has been provided.
For more information on assessment and moderation refer to relevant sections of these support
materials.
It is necessary to refer to pages 37 – 40 of the Physics course of study in order to confirm that:
a) the drafted tasks cover all aspects of an outcome, and
b) the tasks cover the range of levels students in the class are aspiring to achieve.
32 UNDER REVIEW – For 2007 only

EVIDENCE PLAN
Unit 1A: Objects and Movement and Heat
This sample evidence plan has been developed from a scheme of assessment with reference to the aspects of the outcomes.
Assessment types OUTCOME 1 OUTCOME 2 OUTCOME 3 OUTCOME 4
Investigating and Communicating in Energy Forces and Fields Physics as a Human Activity
Physics
INVESTIGATION A1 Aim (written) - develop
question/hypothesis for investigation, *may be used as evidence *may be used as evidence
TASK 1B discussion and questions
Plan and conduct an L3 - 5
investigation into the A2 Conduct experiment (demonstrate)
physics of a – teacher checklist, appropriate
rollercoaster selection and use of equipment, safety
Outcome 1 and reliability of data
L3 - 5
A3 Results and conclusion (written) –
use of models, analysis and appropriate *may be used as evidence
TASK 2B: presentation of data
L3–5
Plan and conduct an A4 Evaluation (written) – use scientific
investigation into terminology, communicate ideas and
materials used to keep explain process
food cold or hot L3-5
Outcome 1
RESPONSE(extended) A1 Report (written) – discusses
*may be used as evidence *may be used as evidence how designs have improved
TASK 1A L3 - 5
Research the physics A2 Report (written) – uses
involved in the design of information from experiment and
a rollercoaster classwork to explain movement
L3 - 5
Produce written report
A3 Report (written) – Discusses
on findings
energy efficiency
Outcome 4 L3 – 5

TASK 2A Students have a choice of format Students have a choice of format
Research physics A1 - identify different forms of energy A1 – discusses/shows how
involved in energy and their properties materials used for insulation have
saving techniques used L3 - 5 improved in efficiency L3 - 5
in the home A2 – relates energy transformations to A2 – uses information from
Produce findings in uses of energy in the system experiment and classwork to
report, powerpoint L3 - 5 explain how the materials used
presentation, poster or A3 – shows effects of interaction of reduce energy losses L3 - 5
model etc. (selected by energy with matter A3 – discusses/shows reason for
student) L3 – 5 using energy efficient materials in
the home L3 – 5
Outcomes 2 and 4
Assessment types OUTCOME 1 OUTCOME 2 OUTCOME 3 OUTCOME 4

Investigating and Communicating in Energy Forces and Fields Physics as a Human Activity
Physics
RESPONSE (analysis) A1 Test (written) – identifies the effect
of forces on objects
Task 3 L3 - 5
Test on forces and A2 Test (written) – identifies forces
motion in static and required to produce static and dynamic
dynamic systems. May systems
involve comprehension L3 – 5 for all aspects
type questions A3 Test (written) – explains the effect of
Outcome 3 fields on objects
L3 - 5
for all aspects
RESPONSE (analysis) A1 Test (written) – identify different A1 Test (written) – identifies the effect
forms of energy and their properties of forces on objects
TASK 4 L3 - 5 L3 - 5
Test on energy A2 Test (written) – relates energy A2 Test (written) – identifies forces
transformations and transformations to uses of energy in the required to produce static and dynamic
motion of a rollercoaster system systems
and qualitative analysis L3 - 5 L3 - 5
in an unfamiliar context A3 Test (written) – shows effects of A3 Test (written) – explains the effect of
such as bike riding interaction of energy with matter fields on objects
Outcomes 2 and 3 L3 – 5 L3 – 5 for all aspects
for all aspects

STEP 6: Develop the student briefs
Once teachers are satisfied that the tasks enable students to demonstrate all aspects of
each outcome and are sufficiently open-ended, the next step is to develop assessment
tasks into student briefs.
Steps 5, 6 and 7 are iterative and while developing student briefs teachers may need to
return to the evidence plan and scheme of assessment draft and refine tasks or alter
assessment tools.
Developing student briefs from schemes of assessment

The schemes of assessment shown in steps 4 and 5 exemplify the process and
represent a sample of many of the possibilities for course of study unit 1A. These
schemes of assessment could be developed in many ways depending on the interests,
needs and entry levels of the students in each unit and on schools’ resources.
Sample student tasks

The following sample tasks are designed as student overviews to provide students with a
detailed picture of what they will be doing over the unit. Teachers should first have a clear
idea of the teaching/learning program (and may want to develop their own teaching notes)
that will need to take place in order for students to engage with the assessment task. The
monitoring of student progress should include both formative and summative assessment
and students entering 1A at levels 3 and 4 will need teachers to provide scaffolding along
the way, to structure the tasks into smaller achievable steps.
When planning for each assessment task teachers should consider

• appropriate opportunities both during the teaching and learning process (formative evaluation)
and at the conclusion of a task (summative evaluation) to collect evidence of the students’ levels
of achievement of outcomes.
• the Curriculum Framework principles of learning and teaching and assessment, which have
been, tailored for the Physics course of study on page 32 of the course of study.

Sample Assessment Tasks Unit 1A
The sample assessment tasks outlined over the next pages are developed from the
scheme of assessment on pages 35 and 36 of the Physics COS. These tasks
represent one teacher’s version of how Unit 1A might look. This teacher has taken into
account the interests, needs and entry levels of the students in her class and designed
assessment tasks to match these and to provide opportunities for students to move on
in their learning.
Teachers may wish to adapt tasks to suit their students’ needs and to make the best
use of their own repertoire of teaching strategies and experiences or to make the best
use of the resources available at their school.
Some ways teachers may adapt these sample assessment tasks are:
a) integrate the tasks with another course of study, for example, Applied Information
Technology,
b) adapt the activities to suit a vocational context. If the school fulfils the necessary
requirements, teachers could adapt these tasks to enable students to achieve
appropriate units of competency, or
c) link students to community groups or a primary school and have a community
service focus.

1APHY Physics
Task 1 Part A: Rollercoasters TYPE – Response (extended)
OUTCOMES TO BE ASSESSED:
Outcome 2: Energy
*may be used as evidence
Overview: This task is in two parts - Part A and B.
Outcome 3 Forces and Fields
In Part A: you will be using the Internet and texts to research the *may be used as evidence
physics involved in roller coasters. You will discuss the kinetic and Outcome 4: Physics as a Human
potential energy changes involved as well as the velocity and Activity
acceleration. The results of your research will be presented in a ESSENTIAL CONTENT - UNIT 1A
written report. Forces and Motion
Part B: involves an investigation, which will provide useful Matter and Materials
information in Part A.
LEARNING CONTEXT: Wheels
How long will you need?

You will have one lesson each week for 6 weeks in the computing laboratory or library.
What you need to do:
Firstly, improve your research skills through the use of key words. To achieve this:
• participate in activities to become familiar with appropriate terms
• decide where you will go to find appropriate source material.

Secondly, individually carry out your investigation and:
• locate several appropriate websites, texts or articles for use
• make notes on relevant information
• organise your findings.
Outcomes 2 and 3
Thirdly, write up your report quoting your references used. You should:
• answer all the questions clearly
• communicate appropriately.
Outcome 4
What needs to be in your folio for assessment? Due dates:
□ Your rough copy of research results

____________
□ Final written report ____________
This task may be used to give additional evidence of achievement of the

outcomes assessed.

1APHY Physics TYPE – Investigation
Task 1 Part B: Rollercoasters OUTCOMES TO BE ASSESSED:
Outcome 1: Investigating and
Communicating in Physics
Outcome 2: Energy
*may be used as evidence
Overview: We are about to start our investigation into Outcome 3: Forces and Fields
designing a rollercoaster. Initially you will research some *may be used as evidence
designs using the Internet and texts. After a class ESSENTIAL CONTENT - UNIT 1A
discussion on key questions you will discuss your findings Forces and Motion
and start the planning, in groups. Your final report and Matter and Materials
answers to questions must be individual work. Working in Physics
LEARNING CONTEXT: Wheels

One week for initial research, discussion and planning of the activity and two lessons to perform
the activity and obtain the results. Two lessons will be given to write your report on the activity.

Firstly, you need to become familiar with energy changes and forces involved in the
movement of a rollercoaster. To achieve this you will need to:
• participate in classroom activities on kinetic and potential energy changes in systems
• participate in classroom activities on velocity and acceleration of vehicles.
Outcomes 2 and 3
Secondly, after an initial classroom discussion of target questions, you will meet in your groups
to discuss the design of your investigation. To achieve this you will need to:
• brainstorm some key questions for the investigation
• select the question your group is going to investigate
• plan the activity including the equipment that will be needed
• use group discussion to share ideas and participate positively.
Outcome 1
Thirdly, perform the investigation with other members of the group. To achieve this you will
need to
• work cooperatively with the group members
• record the results obtained in the investigation
• analyse the data
• evaluate the activity
• answer given questions on activity.
Outcome 1
Fourthly, write the report and make suggestions for improvement.

Outcome 1

□ Final report on activity ____________
□ Teacher observations on conducting the activity ____________
□ Peer observations on conducting the activity ____________
□ Answers to the questions based on the activity ____________
This task may be used to give additional evidence of achievement of the outcomes
assessed.

1APHY Physics
Task 2 Part A: Heating and cooling in the home
TYPE –Response (extended)
Overview: In this task you will research the
development and use of insulation materials in the Outcome 2: Energy
home. The information you gather will be presented in a Outcome 4: Physics as a Human
format of your choice from the following – written report, Activity
powerpoint presentation, model or poster. Your report
ESSENTIAL CONTENT - UNIT 1A
will also include information and results of an Matter and Materials
investigation. (Part B)
LEARNING CONTEXT –
Temperature Control
You will have one lesson a week for 8 weeks to conduct your research and prepare your report
for Part A.
Firstly, you will use your research skills to find suitable information from the Internet and
library. To achieve this you will:
• use key words to find appropriate source material
• select the format to present the information.
Outcomes 2 and 4
Secondly, you will need to assemble the information appropriate for your presentation To
achieve this you will:
• plan, draft and improve your content and layout.
• make decisions about the most appropriate way to display your information
• include your references
• finally submit/deliver your presentation.
Outcomes 2 and 4
□ Notes and drafts showing research undertaken
□ Final presentation

1APHY Physics
Task 2 Part B: Eskys and Coolers
TYPE – Investigation
Overview: In this task you will apply the OUTCOMES TO BE ASSESSED:
information you have gathered during your Outcome 1: Investigating and
research to an investigation on efficiency of Communicating in Physics
Eskys, coolers and insulated bags etc. You will ESSENTIAL CONTENT - UNIT 1A
design, conduct and evaluate the experiment Matter and Materials
and make a decision as to which would be the LEARNING CONTEXT –
most suitable material to use. Temperature Control

You will have four lessons to plan and conduct your investigation and write your report.
Firstly, you will use the information gathered from Part A to plan the focus of your
investigation about which material makes the most efficient device for keeping food cool and
hot. To achieve this you will
• brainstorm some key questions for the investigation
• select the question your group will investigate.
Outcome 1 Aspect 1
Secondly, you will need to plan the investigation. To achieve this you will:
• plan the activity including the required equipment
• use group discussion to share ideas and participate positively.
Outcome 1 Aspect 1
Thirdly, perform the investigation with other members of the group. To achieve this you will
need to:
• work co-operatively with the group members
• record the results obtained in the investigation
• analyse the data
• evaluate the activity
• answer given questions on activity.
Outcome 1 Aspects 2 and 3
Fourthly, write the report and make suggestions for improvement.

Outcome 1 Aspects 3 and 4
□ Teacher observations on conducting the activity

____________
□ Peer observations on conducting the activity

____________
□ Final report on activity ____________

1APHY Physics
Task 3: Test
TYPE – Response (analysis)
Overview: In this task you are required to respond to Outcome 3: Forces and Fields
questions under test conditions. Some of the questions will
involve your interpretation of short passages involving the ESSENTIAL CONTENT - UNIT 1A
forces and motion area. Forces and Motion
How long will you need? LEARNING CONTEXT: Wheels

1 lesson.
Ensure you have revised your work done in the research assignments and investigations on
forces and motion. Ensure you understand:
• distance, displacement, speed and velocity

• mass, inertia, force and weight
• acceleration and acceleration due to gravity
• force, energy, work and Newton’s laws of motion
• equilibrium
• uniform rectilinear motion
• graphical representation of motion
• conservation of energy.
Outcome 3
□ Test

1APHY Physics
Task 4: Test
TYPE – Response (analysis)
Overview: In this task you are required to respond Outcome 2: Energy
to questions under test conditions. The test will be Outcome 3: Forces and Fields
based on energy transfer and transformation and
ESSENTIAL CONTENT - UNIT 1A
forces and motion Forces and Motion
50 minutes. LEARNING CONTEXT – Various

Ensure you have revised your work done in the research assignment and investigations.
Ensure you understand
• kinetic and potential energy
• velocity
• acceleration
• force
• conduction, convection and radiation.
Outcomes 2 and 3
□ Test
43
Template Support Material November 2005 Section 1.
STEP 7: Finalise your Scheme of Assessment
A scheme of assessment will need to be developed for each class group enrolled in each of
the units. After working through steps 4, 5 and 6, you should be ready to finalise your scheme
of assessment.
Remember this scheme of assessment should be:

a) provided to all students, and
b) available for the moderator/Curriculum Council on request.

UNIT 1APHY Investigating
and
Energy Forces and
Fields
Physics a s
a Human
Communicating Activity
in Physics
processing, interpreting, Groups plan and perform investigation on 9 * *

recommended design.

and conduct a simple experiment in chosen 9
context eg. heat and colour of cars.

problem solving and
* *
9
Task 2A: Select context of interest to 9
research heat transfer and/or
transformation eg heat and colour of cars.
presentation, poster or model etc (selected
by student).
9
Response (analysis) Task 3: Comprehension activity on forces
and motion in static and dynamic systems.
9
solving)
Task 4: Test on energy transformations
and motion of a rollercoaster and
qualitative analysis in an unfamiliar context
such as bike riding. 9 9
* May provide additional information on outcomes if needed for further evidence

STEP 8: Write a program of the major teaching, learning
and monitoring steps that enable
contextualized learning of the content for
Each teacher will have a different way of detailing for themselves the teaching/learning and
assessment program.
As it is now, there will continue to be a requirement that students are provided with an outline
of the unit, timelines and assessments.
The three teacher programs below are given as examples only of the many and varied ways
teachers will write a program to map the teaching/learning and assessment process for their
own use.
The teacher program can be used to develop the general overviews that need to be provided
to students.
Example 1: Teacher program

This program is extremely detailed and particular to the way one teacher chooses to
write a program for their personal use.
Time Teaching/Learning/Assessment program

(Week)
Unit 1A Objects and movement and heat
Overview of course of study unit and assessment requirements
1 Portfolio organisation
Individual and class goal setting: aspirations and levels
2 Task 1A: Introduction to response (extended) questions on rollercoasters. Research is to be carried out for
1 lesson a week over the next 6 weeks. Introduction to goal setting, planning and organising of material using
note making tables. Information is to be gathered during library/computing lessons and class lessons on
distance, displacement, speed, velocity and acceleration.
Stage 1 – Become familiar with key terms associated with rollercoaster eg. time taken for ride and height etc.
Research existing rollercoasters at Dreamworld, Adveture World, Disneyland etc. for statistics on rollercoasters.
Use group work and class discussions to focus on:
• questions that will help you get the information you need to find out as much as you can about the
Physics in a rollercoaster
• the scientific concepts used to explain the motion of the ride
Other class work:
Force, forces and their effects
Pushes and pulls
Contact forces and non-contact forces
Effects of forces on objects in presence or absence of friction

Task 1A: Response (extended) continued
3 Stage 2 – Start to organise information under the headings of Introduction, Motion, Forces, Energy, Safety,
Conclusion and Bibliography. Focus should be on
• including definitions of key terms eg motion
• an explanation of the motion that a rider would experience through the various parts of the ride
• a diagram of your rollercoaster. A side profile may be the easiest to draw.
Distance, displacement, speed, velocity

Task 1B: Investigation
4 Stage 1 – As a class, participate in discussions about the motion of toy cars down a slope. How is this similar to
a rollercoaster? In groups, discuss some key questions for the group investigation into using the tracks and toy
cars to explore the motion of a rollercoaster.
Acceleration, average speed
Task 1B: Investigation continued

5 Stage 2 - Plan and conduct investigation.
Stage 3 - Record group results. Evaluate investigation and repeat any section if needed
Stage 4 - Write report on investigation
Uniform rectilinear motion

Task 1B due in
6 Graphical representation of motion in one dimension
Mass and Weight
Inertia
Task 2A: Response (extended)

7 Introduction to extended response questions on heat transfer. Research is to be carried out for 1 lesson a
week over the next 8 weeks. Information is to be gathered during library/computing lessons and class lessons
on conduction, convection and radiation and heat transfer etc.
Energy
• types and origins
• transformations
• kinetic and potential
Conservation of Energy
Task 1A due in
Work and relationship between energy and work
Newton’s 1st Law of Motion
8
nd rd
Newton’s 2 and 3 Laws of Motion
Equilibrium
9
Conditions for stable, unstable and neutral equilibrium
Task 3: Test Outcome 3

10
Matter as a collection of atoms
Task 2B: Investigation
11 Stage 1 - In groups plan the focus question suitable for investigating which material makes the most efficient
device to keep food cool or hot?
Stage 2 - Plan and conduct the investigation
Stage 3 - Record group results. Evaluate investigation and repeat any section if needed
Stage 4 - Write report on investigation
Task 2B due in
12 Structure of the atom
Historical perspective on the nature of matter
Kinetic theory

Use of kinetic theory to explain properties of matter and changes of state
Heat and temperature
13 Sources of heat
Heat transfer
14 • conduction
• convection
• radiation
Conversion of energy into heat
15 Conservation of energy and degradation
Task 2 Part A due in
Task 4: Test Outcomes 2 and 3

16

This program is far less detailed than the previous program and demonstrates how another teacher chooses to write a program for a
unit.
Date Unit 1A Outcomes

Term 1 1 2 3 4
Inv E F P
Task 1A –Response (extended) - Research and present findings: 3
• into the energy transformations involved in dynamic systems
• into the forms of energy present in systems
Weeks 1-3 • effect of friction in a system
• velocity and acceleration in the system
• rollercoaster design
Task 1B - Investigation: 3
• into the factors that effect the motion of a rollercoaster such as height at start and placement of ‘loop’ in
Weeks 4-6 system
• present report in correct format
(Task 1 is practical component of Task 2)
Task 2A – Response (extended): 3 3
Weeks 7-9 • into energy conservation in the home through the use of insulation materials etc
(Task 4 Part B is practical component of task)
Term 2
Task 3 –Response (analysis): Test:
• into energy and energy changes in systems
Weeks 1-2 • into force in static and dynamic systems and effect of gravity 3 3
• into methods of heat transfer (conduction, convection and radiation)
Task 2B-Investigation:
Weeks 3-4 • into the most efficient material to use for an esky 3
Task 4 –Response (analysis); Test: 3

Weeks 5-6
• into forces, static and dynamic systems and fields eg. gravity

This program demonstrates how another teacher chooses to write a program for a particular task in unit 1A.
EXTENDED RESPONSE OUTCOMES LEVELS INSTRUCTIONAL PATHWAYS ASSESSMENTS RESOURCES

TASK: INVESTIGATING
AND RESEARCHING
ENERGY IN THE HOME
TASK DESCRIPTION
You will research ways of Investigating BEFORE FORMATIVE CREATE:
minimising energy losses and Brainstorm and discusses key words and
in the home. The Communicating sources of information for research. Framework for assessing
information will be in Physics, Brainstorm and discuss key questions Discussion of notes made students during
presented in a form of Energy and suitable for practical investigation in class. during research and in conducting experiment
your choice from the Physics as a Discuss different ways of presenting class activities stage.
following list – powerpoint Human Activity information to demonstrate your
presentation, web page, • Investigating and aspects from understanding of the physics involved in SUMMATIVE COLLECT:
model, written report or Communicating in CoS booklet energy efficiency in the home. Read and Presentation Presentation of research
poster. You must include Physics Level 4 analyse materials for use in your Report on experiment on energy efficiency in the
the information you • Energy Level 5 presentation. Test questions home
collected during the • Physics as a Human Level 6 Develop focus questions for analysis using Experiment write-up
research work together Activity See attached Bloom’s Taxonomy.
with any references used. Marking key Develop note-making frameworks.
As part of this task an
investigation into the most DURING
efficient esky will be Conduct individual research using a variety
undertaken in class. You of sources of material. Participate in
will write up the report on discussion on topic of experimental
your investigation in the investigation. Conduct investigation in
appropriate format. groups. Write report of investigation
individually using information gathered in
research.
AFTER
Reflect on information recorded in
presentation and experimental report.
Plan, draft and edit presentation and report.

Step 9: Prepare materials for students
Materials for students

Teachers now need to prepare the material to distribute to the students at the
commencement of the unit.
• Unit outline
• Scheme of assessment
• Task briefs and assessment rubrics
It is clearly important to know what the starting point is for each of the students. If this
information is not available from their Year 10 achievement, teachers may want to
consider setting an initial task that can give an indication of the student’s starting level of
achievement and their interests. This will assist teachers in being able to cater for their
students’ learning needs and interests in their achievement of the outcomes and their
aspects.
Materials for moderation

Materials that are required for the moderation process are clearly outlined in the
Moderation Principles, Policy and Procedures in the WACE Manual. A copy of Section 9
Moderation of School Assessment is provided in the Moderation section of this file.
These include (see Policy 4 procedures):
• A scheme of assessment
• Evidence plan
• Course outline
• Detailed task briefs

Gathering Evidence for the Moderation Process (From Section 9 of the
WACE Manual)
The course (unit) outline demonstrates
Course (Unit) outline implementation of the accredited course; essential
content and appropriate scope and sequence of
content. It should be used to inform students
about the program.
The scheme of assessment provides an overview of the

plan for gathering evidence of achievement of the course
Scheme of assessment outcomes – showing relationships between task type and
outcomes. The evidence plan outlines the parts of each
and evidence plan
task that will provide evidence for each outcome (and all of
its aspects).
Task briefs are typically one-page overviews of each task,

providing information for students on the learning content,
Task briefs context, process, outcomes and evidence to be gathered in
their course folios. (The task brief may be supported by more
and assessment rubrics detailed scaffolding along the way.) Assessment rubrics are
the target levels identified from the scale of achievement and
indicators for each of the outcomes included in a task.
Annotation of the rubric for each outcome may be developed
with the students (an important part of the learning process).
Assessment records demonstrate implementation of

Assessment records the planned course (unit) outline, scheme of
assessment and evidence plan. These records reflect
the Curriculum Council School Assessment Policy.
The Council provides optional software (Assessor II) to
facilitate record-keeping.
The students are responsible for ensuring that their course folios
contain each of the above plus the evidence of their achievement.
Types of evidence include:
Learning journal – useful for recording the steps taken in the learning
journey and reflections, particularly for process outcome and
authentication.
Products/presentations – combinations of diagrammatic, oral (tapes),
performance (video, photo), product (video, photo), written evidence
Assessment standards
representing the result of learning process.
(student course folio)
Tests/examinations – information on knowledge/skills development,
authentication. May be key evidence for response assessment type.
Self/peer observations – may be noted on assessment rubric for
each outcome.
Teacher observations– may be noted on the teacher’s copy of the
assessment rubric for each outcome.


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SECTION 1:

Physics Support Material: Planning a Program 1

Physics Support Material: Planning a Program 3

Physics Support Material: Planning a Program 5

Teaching and monitoring student needs Planning learning experiences and

Curriculum Framework Progress Maps Science page 8

6 Physics Support Material: Planning a Program

Physics Support Material: Planning a Program 7

8 Physics Support Material: Planning a Program

STEP 1: Become familiar with the course of study outcomes

STEP 3 Select a context

Iterative planning process

Physics Support Material: Planning a Program 9

Physics Support Material: Planning a Program 11

Applications of Waves Absorption; transmission; reflection; refraction; dispersion; diffraction of waves.

Electricity and Magnetism

14 Physics Support Material: Planning a Program

tasks. Examples of suitable investigations could include: collecting

increases in technology and information. For example, they

Physics Support Material: Planning a Program 15

Physics Support Material: Planning a Program 17

“The students who will be in my Physics Unit 1A are doing an integrated

18 Physics Support Material: Planning a Program

4.1: Understanding the assessment types

Over the unit students should:

Refer to the Curriculum Frameworks principles of assessment on pages 37-39.

Physics Support Material: Planning a Program 19

4.2.1: Brainstorm some ideas

It is possible to start by:

Place the ideas on a scheme of assessment and analyse the gaps

• there needs to be a task for each assessment type,

The following pages:

• demonstrate how three different teachers went about planning

• provide three sample schemes of assessment that were

20 Physics Support Material: Planning a Program

Unit 1A: Objects and movement and heat

Task 1 Part A Response (extended)

Understand physics as an evolving body

Outcome 1 Outcome 2 Outcome 3 Outcome 4

Physics Support Material: Planning a Program 21

Outcome 1 Outcome 2 Outcome Outcome

22 Physics Support Material: Planning a Program

Physics as a Human Activity (Outcome 4)

Ideas for Tasks: Understand physics as an evolving body

Outcome 1 Outcome 2 Outcome 3 Outcome 4

Physics Support Material: Planning a Program 23

Interactions between energy and matter

Outcome 1 Outcome 2 Outcome 3 Outcome 4

Physics Support Material: Planning a Program 25

Physics as a Human Activity

Understand physics as an evolving body of

26 Physics Support Material: Planning a Program

Outcome 1 Outcome 2 Outcome 3 Outcome 4

Task 2B: Investigation component – design

Response (extended) Task 1A: Research the physics involved in

Task 4: Test/comprehension activity on

Physics Support Material: Planning a Program 27

Context: Wheels (choice of context for second task)

Ideas for Tasks: Ideas for Tasks:

Ideas for Tasks:

Outcome 1 Outcome 2 Outcome Outcome

Task 4: Research project on global

Physics Support Material: Planning a Program 29