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Methodological recommendations for Summative Assessment

On the subject of “Physics

Grade 10

(natural-mathematical direction)

Nur-Sultan, 2019

 Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “Physics” for the Grade 10 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 10 is conducted in Terms 1, 2, 3 and 4.

 Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

 Methodological recommendations are designed for secondary school teachers, school administrations, educational departments’ seniors, regional and school coordinators in criteria-based assessment and others.

 Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio materials, etc. have been used in designing these Methodological recommendations.

TERM 1SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit «Kinematics»

Learning objectives

10.2.1.2 to apply kinematic equations when solving calculation and graphics problems

10.2.1.6 to define kinematic values when in motion of a body dropped at an angle to the horizon

Assessment criteria

A learner

  • Uses the graphs for determine acceleration and distance travelled by the object
  • Applies kinematic equations to calculate distance, acceleration and velocity in translational and circular motion
  • Defines kinematic values when in motion of a body dropped at an angle to the horizon

Level of thinking skills

Application

Duration

20 minutes

Task 1

 A car is taken for a short test-drive along a straight road. A velocity vs. time graph for the first 40 seconds of the drive is given below in the Figure 1.1.

Figure 1.1

  • Calculate the acceleration of the car during the first 20 seconds;
  • Calculate the car’s displacement after
  • 20 seconds
  • 40 seconds

Task 2

A car is initially stationary. It has a constant acceleration of 2.0 m s−2.

 a) Calculate the velocity of the car after 10 s.

 b) Calculate the distance travelled by the car at the end of 10 s.

 c) Calculate the time taken by the car to reach a velocity of 24 m s−1.

Task 3

 A boat travels at 2.0 m s−1 east towards a port, 2.2 km away. When the boat reaches the port, the passengers travel in a car due north for 15 minutes at 60 km h−1.Calculate:

  • The total distance travelled;
  • The total displacement
  • The total time taken

Task 4

 An aero plane is circling in the sky at a speed of 150 m s−1. The aero plane describes a circle of radius 20 km. For a passenger of mass 80 kg inside this aero plane, calculate:

a)her angular velocity

b)her centripetal acceleration

Task 5

 A ball is to be kicked so that at the highest point of its path it just clears a fence a few metres away. The ground is level and the fence is 2.2 m high. The ball is kicked from the ground level with an initial velocity of 8.0 ms-1 at an angle α to the horizontal/ Air resistance is to be neglected.

a) Show that, if the ball just clears the fence, the angle of projection α must be 550

b) Find the horizontal velocity of the ball as it passes over the fence

c) Calculate the total time for which the ball is in the air from the instant it is kicked until it reaches the ground.

Assume g = 9.8 ms-2.

Assessment criteria

Task №

Descriptor

A learner

Mark

Use the graphs for determine acceleration and distance travelled by the object

1

calculates the acceleration;

calculates the distance of the car in 20 s using by graph;

calculates the distance of the car in 40 s using by graph;

1

1

1

Apply kinematic equations to calculate distance, acceleration and velocity in translational and circular motion

2

calculates the velocity after given time;

apply kinematics equation to calculate the distance;

calculates the time from formula;

1

1

1

3

determines the total distance travelled;

calculates the total displacement;

calculates the time taken;

1

1

1

4

writes the correct equation for angular velocity;

calculates the angular velocity;

calculates the centripetal acceleration;

1

1

1

Define kinematic values when in motion of a body dropped at an angle to the horizon

5

determines the angle of projection;

finds the horizontal component of the velocity with found angle;

calculates the total time using by correct component of the motion.

1

1

1

Total marks

15

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Kinematics»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Use the graphs for determine acceleration and displacement travelled by the object

Experiences difficulties in use graph for determine different movement values.

Experiences some difficulties in use the graph for determine the acceleration/displacement.

Makes some mistakes in calculation the area of the graph.

Correctly determine the acceleration and distance travelled by the object from the graph.

Chooses correct area under the graph for determine the distance travelled.

Apply kinematic equations to calculate distance, acceleration and velocity in translational and circular motion

Answers some of the questions and has difficulties in use the correct kinematics equation.

Answers most of the questions and correctly converts the quantities from the equation. Experiences some difficulties in use the graph for determine the acceleration/ velocity/ time taken

Make some mistakes in determining the angular velocity/centripetal acceleration from the equation for circular motion.

Answers all the questions and derive the quantities correctly.

Calculation is also correct.

Define kinematic values when in motion of a body dropped at an angle to the horizon

Make mistakes in calculation the quantities in motion at angle for horizon.

Experiences some difficulties in use the graph for determine the angle of projection/horizontal velocity/total time/horizontal component of the velocity.

Correctly determine the quantities in the problem. Choose correct components for determine some quantities.

Summative assessment for the unit «Dynamics»

Learning objectives

10.2.2.1 to create possible algorithms of problem solving when bodies are in motion under the action of forces

10.2.2.2 to explain physical meaning of inertial and gravitational mass

10.2.2.4 to use the law of universal gravitation in problem solving

10.2.2.5 to use the Steiner's theorem to calculate the moment of inertia of material bodies

Assessment criteria

A learner

  • Analyzes the forces acting on the object and determine force acting on the object
  • Describes the gravitational field with different quantities such as mass, gravitational force, strength and potential
  • Calculates gravitational force between the object
  • Applies Steiner's theorem to calculate the moment of inertia of material bodies

Level of thinking skills

Application

Higher order thinking skills

Duration

20 minutes

Task 1

The ship shown in Figure 1.1 is travelling at a constant velocity.

Figure 1.1

a) Is the ship in equilibrium (in other words, is the resultant force on the ship equal to zero)? How do you know?

b) What is the upthrust U of the water?

c) What is the drag D of the water?

Task 2

a) What is the difference between the gravitational and inertial mass?

b) The mass of the object is 20 kg. Give the ratio of weights this object on the Moon and the Earth.

Task 3

Calculate the gravitational force of attraction between:

a) two objects separated by a distance of 1.0 cm and each having a mass of 100 g

b) two asteroids separated by a distance of 4.0109 m and each having a mass of 5.01010 kg

c) a satellite of mass 1.4104 kg orbiting the Earth at a distance of 6800 km from the Earth’s center (The mass of the Earth is approximately 6.0 1024 kg).

Task 4

Find the moment of inertia of the ball with R radius relative to the OO’ axis that is at l distance from the surface of the ball.

Assessment criteria

Task №

Descriptor

A learner

Mark

Analyze the forces acting on the object and determine force acting on the object

1

explains the reason of equilibrium of ship;

defines the Upthrust force;

defines the Drag force;

1

1

1

Describe the gravitational field with different quantities such as mass, gravitational force, strength and potential;

Calculate gravitational force between the object

2

calculates the gravitational forces between the objects;

3

3

gives at least one difference between the types of masses;

calculates the weights of the object;

finds the ratio of the weights;

1

1

1

Apply Steiner's theorem to calculate the moment of inertia of material bodies

4

writes the correct Steiner's theorem;

determines the distance between the axis;

derives the moment of inertia.

1

1

1

Total marks

12

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Dynamics »

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Analyze the forces acting on the object and determine force acting on the object

Experiences difficulties in analyzing forces.

Explain the ship equilibrium position with given forces.

Experiences some difficulties in calculations for determine the drag/up thrust.

Correctly identifies the forces acting in the object.

Describe the gravitational field with different quantities such as mass, gravitational force, strength and potential;

Calculate gravitational force between the object

Answers some of the questions and has difficulties in calculating the some quantities.

Answers most of the problems but has difficulties with determining the ratio of object to Moon/Earth.

Answers all the problems and compare the types of masses.

Apply Steiner's theorem to calculate the moment of inertia of material bodies

Can not determine the moment of inertia of the given object.

Apply the Steiner’s theorem in task but makes mistake in deriving the distance.

Correctly derive the distance and Apply the Steiner’s theorem for calculates the moment of inertia.

Summative assessment for the unit «Statics. Laws of conservation. Mechanics of liquids and gases»

Learning objectives

10.2.3.1 to find center of mass of a perfectly rigid body and system of material bodies

10.2.3.2 to infer cause-and-effect relationships when explaining different types of equilibrium

10.2.4.1 to apply conservation laws when solving calculation and experimental problems

10.2.5.2 to apply continuity equation and Bernoulli's relation when solving experiment, calculation and qualitative problems

Assessment criteria

A learner

  • Describes the equilibrium of the bodies and it’s types
  • Determines the center of mass
  • States the conversation law of energy and momentum
  • Applies the conversation law of energy and momentum
  • Applies continuity equation in problems solution
  • Applies Bernoulli's equation in problems solution

Level of thinking skills

Application

Higher order thinking skills

Duration

20 minutes

Task 1

 A uniform rectangular piece of card ABCD has AB=3a and BC=a. Once corner of the rectangle is folded over to form a trapezium ABED as shown in the Figure 1.1:

Figure 1.1

Find the distance of the center of mass of the trapezium from:

  • AD
  • AB

Task 2

Identify the types of equilibrium a, b and c which given in the Figure 2.1

Figure 2.1

Task 3

(a) State the law of conservation of linear momentum making clear the condition under which it can be applied.

(b) A space craft of mass 20000 kg is travelling at 1500ms-1 in outer space. Calculate the momentum of the space craft.

(c) Its rockets eject hot gases at a speed of 1200ms-1 opposite to the direction of travel of the space craft and this causes the speed of the spacecraft to increase by 3.0ms-1. Determine the mass.

Task 4

 The largest apple ever grown had a mass of about 1.47 kg. Suppose you hold such an apple in your hand. You accidentally drop the apple, then manage to catch it just before it hits the ground. If the speed of the apple at that moment is 5.42 m/s, what is the kinetic energy of the apple? From what height did you drop it?

Task 5

 Water moves through a constricted pipe in steady, ideal flow. At the lower point shown in Figure 5.1, the pressure is 1.75 x 105 Pa and the pipe radius is 3.00 cm. At the higher point located at y = 2.50 m, the pressure is 1.20 x 105 Pa and the pipe radius is 1.50 cm. Find the speed of flow (a) in the lower section and (b) in the upper section.

Figure 5.1

Assessment criteria

Task №

Descriptor

A learner

Mark

Describe the equilibrium of the bodies and it’s types Determine the center of mass

1

2

calculates the distance to AD;

calculates the distance to AB;

defines the types of equilibrium;

1

1

3

(1 for each)

State the conversation law of energy and momentum;

Apply the conversation law of energy and momentum

3

states the law of conservation of the linear momentum;

calculates the linear momentum of aircraft;

determines the mass of gas;

1

1

1

4

writes down the kinetic and potential energy formula;

define the conservation of the energy;

calculates the height of the apple;

1

1

1

Apply continuity equation in problems solution;

Apply Bernoulli's equation in problems solution

5

Determines correctly the given data;

Apply the Bernoulli’s equation for determine velocity;

Uses the continuity equation for determine velocity.

1

1

1

1

Total

15

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Statics. Laws of conservation. Mechanics of liquids and gases»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Describe the equilibrium of the bodies and it’s types Determine the center of mass

Can not define the types of equilibrium and can not calculate the center of mass.

Experiences some difficulties in defining the types of the equilibrium. Can use the center of mass for determine the different distance.

Correctly identifies the types of the equilibrium and calculate the distances to the center of mass rectangular object.

State the conversation law of energy and momentum;

Apply the conversation law of energy and momentum

Do not state the liner momentum and can’t determine the values from the conservation laws.

Calculate the linear momentum, kinetic and potential energy. Make mistakes in using conservation law of the linear momentum/ energy.

Calculates the correct value for the different quantities using by the conservation law of the linear momentum and energy.

Apply continuity equation in problems solution;

Apply Bernoulli's equation in problems solution

Experience difficulties in use fluid kinematics equations.

Make some mistakes in calculating the velocity of the fluid/ Bernoulli’s equation.

Answer all the questions about the Bernoulli’s and continuity equation.

TERM 2SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit «Fundamental principles of molecular-kinetic theory»

Learning objectives

10.3.1.1 to describe the relation between temperature and average kinetic energy of translation motion of molecules

10.3.1.3 to apply basic equation of the molecular-kinetic theory in problem solving

Assessment criteria

A learner

  • Explains the relationship between temperature and average kinetic energy of translation motion of molecules
  • Calculates the average kinetic energy
  • Applies basic equation of MKT in problem solving

Level of thinking skills

Application

Higher order thinking skills

Duration

20 minutes

Task 1

Does the temperature of a body depend on its size?

Task 2

(a) What is the average kinetic energy of a gas molecule at 20.0ºC (room temperature)?

(b) Find the r.m.s .speed of a nitrogen molecule (N2) at this temperature.

Task 3

 The speed of seven molecules in a gas are numerically equal to 2, 4, 6, 8, 10, 12 and 14 units. Find the numerical values of

  • The mean speed <c>
  • The mean speed squared <c>2
  • The mean-square speed <c2>
  • The root mean square speed (r.m.s.) speed

Task 4

  • Calculate the mean translational kinetic energy of gas atoms at 0 °C
  • Estimate the mean speed of carbon dioxide molecules at 0 °C

The molar mass of carbon dioxide is 44 g

Task 5

 A fixed mass of gas expands to twice its original volume at a constant temperature. How do the following change?

a the pressure of the gas

b the mean translational kinetic energy of its molecules.

Assessment criteria

Task №

Descriptor

A learner

Mark

Define the relationship between temperature and average kinetic energy of translation motion of molecules

1

states the relationship between size of body and temperature;

1

2

calculates the kinetic energy;

finds the root-mean square speed of the molecules at given temperature;

1

1

Calculate the average kinetic energy

Apply basic equation of MKT in problem solving

3

calculates the mean speed <c>;

calculates the mean speed squared <c>2;

calculates the mean-square speed <c2>;

calculates the root mean square speed (r.m.s.);

1

1

1

1

5

explains change of the pressure of the gas;

explains change mean translational kinetic energy;

1

1

4

use kinetic energy formula and find its value;

find the mass of one molecule;

estimates the mean speed.

1

1

1

Total marks

12

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Fundamental principles of molecular-kinetic theory»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Explain the relationship between temperature and average kinetic energy of translation motion of molecules

Experiences difficulties in explanation of meaning temperature.

Experiences some difficulties in explanation of meaning temperature.

Correctly explains the term temperature.

Calculate the average kinetic energy

Answers some of the questions and has difficulties in use the correct MKT equation.

Makes some mistakes in calculation the average kinetic energy/ r.m.s. speed/ mean speed/ pressure of the gas.

Answers all the questions and derive the quantities correctly.

Calculation is also correct.

Apply basic equation of MKT in problem solving

Make mistakes in calculation the quantities in basic equation of MKT.

Experiences some difficulties in use correct equation.

Correctly determines the quantities in the problem. Chooses correct components for determine some quantities.

Summative assessment for the unit «Gas laws. Fundamentals of thermodynamics»

Learning objectives

10.3.2.1 to apply ideal gas equation in problem solving

10.3.2.5 to apply gas laws when solving calculation and graphics problems

10.3.2.2 to apply the first law of thermodynamics to isoprocesses and adiabatic process

Assessment criteria

A learner

  • Applies gas laws to determine macro and micro parameters of the ideal gas
  • Applies gas laws when graphics problems
  • States the first law of thermodynamics and applies it for problem solving

Level of thinking skills

Application

Duration

20 minutes

Task 1

 A gas cylinder contains 4.00 × 104 cm3 of hydrogen at a pressure of 2.50 × 107Pa and a temperature of 290 K. The cylinder is to be used to fill balloons. Each balloon, when filled, contains 7.24 × 103 cm3 of hydrogen at a pressure of 1.85 × 105Pa and a temperature of 290 K. Calculate, assuming that the hydrogen obeys the equation in (a),

(a) the total amount of hydrogen in the cylinder,

(b) the number of balloons that can be filled from the cylinder.

Task 2

 A fixed mass of an ideal gas undergoes the changes represented by XYZX as shown in the figure 2.1. Describe the XY, YZ and ZX processes.

Fig.2.1

Task 3

  • What is internal energy of the system?

(b) Determine the internal energy of argon mass m = 10 g at a temperature t = 27 ° C.

Task 4

 Consider a system that is taken along the paths shown in the Figure 4.1. The internal energy of the system at A and at C is 30 kJ and 95 kJ respectively.

Figure 4.1

a) Calculate the internal energy of the system at point B, if 21kJ of heat is absorbed by the system in going from A to B.

b) Find the amount of heat that enters the system along the path from В to C.

Assessment criteria

Task №

Descriptor

A learner

Mark

Apply gas laws for determine macro and micro parameters of the ideal gas

1

finds the moles of the gas;

finds the volume for the filling all balloons;

determine the number of balloons;

1

1

1

Apply gas laws when graphics problems

2

states XY process;

states YZ process;

states ZX process;

1

1

1

State the first law of thermodynamics and apply it for problem solving

3

define the internal energy;

calculates the internal energy value;

1

1

4

correctly use graph to determine the process between A and B;

calculates the internal energy if the system;

correctly use graph to determine the process between B and C;

calculates the heat enters the system.

1

1

1

1

Total marks

12

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Fundamental principles of molecular-kinetic theory»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Apply gas laws for determine macro and micro parameters of the ideal gas

Experiences difficulties in use the ideal gas equation, formula of internal energy and gas laws.

Makes some mistakes in calculation of the internal energy/ total amount/ number of balloons/ and when using the ideal gas equation.

Correctly use the gas laws, internal energy and ideal gas equation during problem solving.

Apply gas laws when graphics problems

Experiences difficulties in use the ideal gas graphs to identify physical quantities.

Experiences some difficulties in use the graph for the gas laws and determine the processes.

Correctly describe the processes given at the graph.

State the first law of thermodynamics and apply it for problem solving

Cannot state the first law of thermodynamics and doesn’t apply it in problem solving.

Answers most of the problems correctly. Make mistake in determining the correct formula for processes.

Answers all the questions and derive the quantities correctly.

Summative assessment for the unit «Liquid and solid bodies»

Learning objectives

10.3.4.1 to define relative humidity using hygrometer and psychrometer

10.3.4.2 to define the surface tension coefficient of liquids using different techniques

10.3.4.4 to define the Young's modulus under elastic deformation

Assessment criteria

A learner

  • Explains the way how to measure humidity
  • Determines the surface tension coefficient of liquids
  • Describes the properties of solid bodies

Level of thinking skills

Knowledge and comprehension

Higher order thinking skills

Duration

20 minutes

Task 1

 Explain how to measure relative humidity using hygrometer and psychrometer.

Task 2

If the force F needed to move the wire in Fig. 2.1 is 5.1*10-3 N.

  • Calculate the surface tension γ of the enclosed fluid. Assume L = 0.070 m.
  • Calculate the force needed to move the wire, if it is immersed in a soapy solution and the wire is 18.2 cm long. of soap = 0.025 N/m

Fig. 2.1

Task 3

 Steel wire of diameter 1.0 mm and length 2.5 m is suspended from a fixed point and a mass of weight 45N is suspended from its free end. The Young modulus of the material of the wire is 2.1·1011 Pa. Assuming the proportionality limit of the wore is not exceeded, calculate

  • The applied stress
  • The strain
  • The extension of the wire

Task 4

 For each of the materials whose stress-strain graphs are shown in Figure 4.1, deduce the values of the Young modulus.

Figure 4.1

Assessment criteria

Task №

Descriptor

A learner

Mark

Explain the way how to measure humidity

1

determine the relative humidity;

explain briefly how to use hygrometer and psychrometer;

1

1

Determine the surface tension coefficient of liquids

2

calculates the surface tension;

calculates the force;

1

1

Describe the properties of solid bodies

3

4

calculates the applied stress;

calculates the strain;

calculates the extension of the wire;

correctly determine the young modulus for a,b and c material.

1

1

1

2 point if answer is correct

Total marks

9

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Liquid and solid bodies»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Explain the way how to measure humidity

Experiences difficulties in explanation of measuring humidity.

Make some mistakes in explanation of measuring humidity and using hygrometer and psychrometer.

Answer is correct and understandable.

Determine the surface tension coefficient of liquids

Experiences difficulties in problem solution using by Surface tension formula and make mistakes in deriving unknown quantities.

Make some mistakes in in problem solution using by surface tension formula and experience difficulties deriving unknown quantities. Make mistakes in force/surface tension.

Give correct answer in problem solution using by Surface tension formula and correctly derived unknown quantities.

Describe the properties of solid bodies

Experiences difficulties in problem solution using by Young modulus formula and make mistakes in deriving unknown quantities from stress and strain formulas.

Make some mistakes in problem solution using by Young modulus formula. Correctly deriving unknown quantities from stress/strain/ extension.

Give correct value of the quantities in problem solution using by Young modulus formula. Correctly deriving unknown quantities from stress and strain formulas.

TERM 3SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit «Electrostatics»

Learning objectives

10.4.1.1 to apply the charge conservation law and the Coulomb's law in problem solving

10.4.1.2 to apply the principle of superposition for defining the electric field intensity

10.4.1.9 to use the formula of series and parallel connection of condensers in problem solving

Assessment criteria

A learner

  • Solve problem using the charge conservation law
  • Use Coulomb's law in problem solving
  • Determine the electric field intensity
  • Apply the formula of series and parallel connection of capacitors in problem solving

Level of thinking skills

Application

Higher order thinking skills

Duration

20 minutes

Task 1

 Two identical metal spheres are charged. Sphere A has a net charge of +7Q. Sphere B has a net charge of -3Q. The spheres are brought together, allowed to touch, and then separated. What is the net charge on each sphere now?

  • Each sphere has a net charge of +4Q
  • Each sphere has a net charge of +2Q
  • Sphere A has +4Q, Sphere B has no net charge
  • Sphere A has +7Q, Sphere B has -3Q

Task 2

 Which are the two main electrical classifications of materials based on how easily charges can move through them?

  • conductor and insulator
  • semiconductor and insulator
  • conductor and superconductor
  • conductor and semiconductor

Task 3

 Two balloons with charges of +3.37 µC and -8.21 µC attract each other with a force of 0.0626 N. Determine the distance between the two balloons.

Task 4

 Two charges of Q1=+3nC and Q2=−4nC are separated by a distance of 50 cm. What is the electric field intensity at a point that is 20 cm from Q1 and 30 cm from Q2? The point lies between Q1 and Q2

Task 5

Calculate total capacitance

Assessment criteria

Task №

Descriptor

A learner

Mark

Solve problem using the charge conservation law;

Use Coulomb's law in problem solving

1

2

circles “b” as a correct answer for question 1;

circles “b” as a correct answer for question 2;

1

1

3

write the Coulomb's law;

determine formula of the separation distance between the two balloons;

calculate the distance between two balloons;

1

1

1

Determine the electric field intensity

4

write the formula of the electric field intensity;

apply the principle of superposition for defining the electric field intensity;

calculate the total electric field intensity;

1

1

1

Apply the formula of series and parallel connection of capacitors in problem solving

5

calculate the total capacity for series connection of condensers;

calculate the total capacity for parallel connection of condensers.

1

1

Total marks

10

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Electrostatic»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Solve problem using the charge conservation law;

Use Coulomb's law in problem solving

Majority of the answers are incorrect.

Makes some mistakes in solving problem with net charge/ electrical classifications of materials/ separation distance.

Chooses most of the answers correctly.

Determine the electric field intensity

Does not know how to apply the principle of superposition and makes gross mistakes.

Able to apply the principle of superposition, but makes minor errors in the calculations with intensity.

Successfully applies the principle of superposition.

Apply the formula of series and parallel connection of capacitors in problem solving

Makes gross mistakes when calculating the total capacity.

Able to apply the formula only for parallel or serial connection of capacitors in order to find total capacity.

Is able to apply the formula for both types of connections.

Summative assessment for the unit «Direct current»

Learning objectives

10.4.2.1 to use the Ohm's law for a circuit unit with mixed connection of conductors

10.4.2.4 to apply the Ohm's law in complete circuits

10.4.2.2 to research mixed connection of conductors

Assessment criteria

A learner

  • Applies Ohm’s law for problem solving
  • Applies Ohm’s law for a circuit
  • Determines the equivalent resistance and the voltage, current in each resistor in mixed connection of conductors

Level of thinking skills

Application

Higher order thinking skills

Duration

20 minutes

Task 1

 The diagram shows a circuit in which a 24 V d.c. supply is connected five resistors in series 4 Ohm of each. What is the current flowing the circuit?

Task 2

 A battery is connected in series with a 4 Оhm resistor and a switch as shown in the Figure 2.1. A voltmeter connected across the battery reads 24 V when the switch is open but 8 V when it is closed.

Figure 2.1

What is the internal resistance of the battery?

Task 3

 The resistance of each resistor in the circuit is R shown in Figure 3.1. What is the effective resistance across XY?

Figure 3.1

Task 4

 The Figure 4.1 shows a circuit in which a 24 V d.c. supply is connected to 5 resistors. What is the current flowing through the 4Ω resistor?

Figure 4.1

Assessment criteria

Task №

Descriptor

A learner

Mark

Apply Ohm’s law for problem solving

1

calculates the total resistance in series connection;

determines the value of the current;

1

1

Apply Ohm’s law for a circuit

2

writes the formula of the Ohm’s law for completed circuit;

calculates the internal resistance;

1

1

Determine the equivalent resistance and the voltage, current in each resistor in mixed connection of conductors

3

determines the resistance value of connection in series;

determines the resistance value of connection in parallel;

calculates the resistance value between the X and Y points;

1

1

1

4

calculates the total resistance in the circuit;

calculates the voltage between two points;

calculates the current in given resistor.

1

1

1

Total marks

10

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Electrostatic»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Apply Ohm’s law for problem solving

Majority of the answers are incorrect. Experience difficulties with using Ohm’s law for different type of circuits.

Makes some mistakes in Ohm’s law equation.

Chooses most of the answers correctly. Correctly use Ohm’s law for different type of circuits.

Apply Ohm’s law for a circuit

Does not know how to find the total resistance in the mixed conductors.

Experiences difficulties in determining the current/ internal resistance.

Successfully finds the total resistance of the circuit and find the current in resistor.

Determine the equivalent resistance and the voltage, current in each resistor in mixed connection of conductors

Makes gross mistakes when calculating the resistance/ voltage/ current.

Able to apply the formula of Ohm’s law to determine its value, but make mistakes in determining resistance/ voltage/ current.

Find the resistance/ voltage/ current of the cell and lamps in the circuit.

Summative assessment for the unit «Current electricity in different environments»

Learning objectives

10.4.3.1 to describe an electric current in metals and analyse resistance-temperature relationship

10.4.3.3 to describe an electric current in semiconductors and to explain the application of semiconductor devices

10.4.3.4 to research volt-ampere characteristics of a filament lamp, resistor and semiconductor diode

10.4.3.5 to describe an electric current in electrolytes and use the laws of electrolysis in problem solving

Assessment criteria

A learner

  • Understands the term electric current
  • Describes electric current in metals, semiconductors and analyses resistance-temperature relationship
  • Explains the volt-ampere characteristics of a filament lamp, resistor and semiconductor diode
  • Describes the production of current using by electrolysis

Level of thinking skills

Knowledge and comprehension

Application

Duration

20 minutes

Task 1

 A coil of copper wire is heated slowly in an oil bath. A constant potential difference of 2.0 V is maintained across the coil. Readings of current and temperature are taken and the graph plotted as shown in the Figure 1.1.

Figure 1.1

  • Explain in terms of the motion of free electrons, why the current decreases as the temperature increases
  • Find the resistance of the coil at 00C and at 1000C
  • Calculate the temperature coefficient of resistance of copper

Task 2

Answer for the following guestions:

a) The resistivity of semiconductor depends of…

b) Describe how does the thermistor work

c) Give examples of uses thermistor and light dependent resistor

Task 3

 The variation with potential difference V of current I for a semiconductor diode is shown in the Figure 3.1.

Figure 3.1

  • Describe the main features of Figure 3.1 that show the characteristics of the diode in terms of current, voltage and resistance
  • Use Figure to determine the resistance of the diode at 0.80V.

Task 4

 In the process of electrolysis under the action of a current of density 300 A/m2, a layer of copper 0.03 mm thick was separated on the electrode. How long did this electrolysis take? (kCu=328*10-6kg/C, ρCu=8900 kg/m3)

Task 5

 Knowing the electrochemical equivalent of silver, determine the electrochemical equivalent of gold.(kAg=1.12*10-6 kg/C, nAu=nAg=1, MAu=197*103 kg/mole, MAg=108*103 kg/mole)

Assessment criteria

Task №

Descriptor

A learner

Mark

Understand the term electric current;

Describe electric current in metals, semiconductors and analyse resistance-temperature relationship

1

explains the current decreasing factors;

uses graph to show the resistance at given temperatures;

calculates the temperature coefficient of resistance;

1

1

1

2

explains the resistance of the semiconductor;

describes thermistor’s work procedure in terms of particles;

gives at least one example for each semiconductor;

1

1

1

Explain the volt-ampere characteristics of a filament lamp, resistor and semiconductor diode

3

describes the diode characteristics in terms of current, voltage and resistance;

3

Describe the production of current using by electrolysis

4

determines the time of the electrolysis;

writes the first Faraday’s law;

calculates the ratio of electrochemical equivalent;

1

1

1

5

write the correct ratio of the electrochemical equivalent;

determine the electrochemical equivalent of gold.

1

1

Total marks

14

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Current electricity in different environments»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Understand the term electric current;

Describe electric current in metals, semiconductors and analyse resistance-temperature relationship

Experiences difficulties in describes electric current flow in metals and semiconductors. Make mistakes in graph analyzing.

Experiences some difficulties in in describes electric current flow in metals and semiconductors. Can analyze the given graph, but make mistakes in determine the temperature coefficient of resistance.

Correctly describes electric current flow in metals and semiconductors. Can analyze the given graph for determine the temperature coefficient of resistance in terms of current, voltage and resistance.

Explain the volt-ampere characteristics of a filament lamp, resistor and semiconductor diode

Experiences difficulties in analyzing volt-ampere graph and can’t describe the semiconductor diode characteristics.

Experiences some difficulties in analyzing volt-ampere graph and make mistakes in describing the semiconductor diode characteristics.

Can analyze the volt-ampere graph and describe the semiconductor diode characteristics in terms of current, voltage and resistance.

Describe the production of current using by electrolysis

Experiences difficulties in use electrolysis law and make mistakes in problem solving.

Experiences some difficulties in use electrolysis law and make mistakes in problem solving.

Correctly use electrolysis law for determine different values and use in problem solving.

TERM 4SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit «Magnetic field»

Learning objectives

10.4.4.1 to explain the physical meaning of magnetic induction vector based on problem solving and modern technological advances (magnetic levitation trains, etc.);

10.4.4.2 to explain the operating principle of electronic measuring instruments, electric engines

10.4.4.4 to research the effect of magnetic field on moving charged particles

Assessment criteria

A learner

  • Understands the physical meaning of magnetic induction
  • Applies the equations of magnetic induction in problem solving
  • Explains the work of electronic and another equipment in terms of magnetic field and current
  • Describes the motion of charged particles in magnetic field

Level of thinking skills

Application

High order thinking skills

Duration

20 minutes

Task 1

 The horizontal component of the Earth’s magnetic flux density is 1.810-5 T. The current in a horizontal cable is 150 A. Calculate for this cable:

(a) The maximum force per unit length

(b) The minimum force per unit length

Task 2

 A straight conductor carrying a current of 6.5 A is situated in a uniform magnetic field of flux density 4.3 mT. Calculate the electromagnetic force per unit length of the conductor when the angle between the conductor and the field is:

(a) 900

(b)450

Task 3

 In the Figure 3.1 shows a simple current balance consisting of a wire frame ABCD pivoted on two knife edges X and Y, positioned mid-way between AB and CD, respectively. BD is positioned at right angles to a uniform horizontal magnetic field of 3.0 103 T. When a current flows through BC, a rider of mass 2.0 10-4 kg has to be placed along AD to restore equilibrium. The length of sides AB and BC are 40 cm and 20 cm, respectively.

Figure 3.1

 

 (a) Determine the value of the current in BC.

(b) In setting up the apparatus as shown in Fig.3.1, a student found that a magnet is not available. State two ways in which the student can produce a magnetic field without the use of a magnet

Task 4

 A charged particle of mass m and charge -q is travelling through a vacuum at constant speed v. It enters a uniform magnetic field of flux density B. The initial angle between the direction of motion of the particle and the direction of the magnetic field is 90°. The initial speed v of the particle is 2.0107 m s-1. The magnetic flux density B is 2.5 10-3 T. The radius r of the arc in the magnetic field is 4.5 cm.

(a) Explain why the path of the particle in the magnetic field is the arc of a circle.

(b) Use these data to calculate the ratio q/m

(c) The path of the negatively-charged particle before it enters into the magnetic field is shown in Figure 4.1. The direction of the magnetic field is into the plane of the paper. On Figure 4.1, sketch the path of the particle in the magnetic field and as it emerges from the field.

Figure 4.1

Task 5

 An electron is travelling at right angles to a uniform magnetic field of flux density 1.2 mT. The speed of the electron is 8.0 106 m s−1. Calculate the radius of circle described by this electron. (For an electron, charge e = 1.6010−19 C and mass me = 9.1110−31 kg)

Assessment criteria

Task №

Descriptor

A learner

Mark

Understand the physical meaning of magnetic induction;

Apply the equations of magnetic induction in problem solving

1

calculates the maximum force per unit length;

calculates the minimum force per unit length;

1

1

2

calculates the force per unit length at 900 angle;

calculates the force per unit length at 450 angle;

1

1

Explain the work of electronic and another equipment in terms of magnetic field and current

3

determine the value of the current in BC;

explains two ways of producing a magnetic field without the use of a magnet;

1

1

Describe the motion of charged particles in magnetic field

4

5

explains why the path of the particle in the magnetic field is the arc of a circle;

calculates the ratio q/m;

correctly sketches the path of the particle in magnetic field;

calculates the radius of the circle described by the electron.

1

1

1

1

Total marks

10

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Magnetic field»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Understand the physical meaning of magnetic induction;

Apply the equations of magnetic induction in problem solving

Experiences difficulties in calculation the force affected on the wire and force per unit length.

Make some mistakes in calculation the maximum force / maximum force per unit length /electromagnetic force.

Correctly describes the magnetic field induction and use the force on current carrying conductor formula for determine the force per unit length in different angles.

Explain the work of electronic and another equipment in terms of magnetic field and current

Experiences difficulties in explaining the current flow in equipment. Make mistakes in determining the value of the current.

Experiences some difficulties in explaining the ways of producing a magnetic field without the use of a magnet. Make some mistakes in determining the value of the current.

Can explain the ways of producing a magnetic field without the use of a magnet and determining the value of the current.

Describe the motion of charged particles in magnetic field

can’t explain the path of the particles in magnetic field in terms of force, charge etc. Make mistakes in problem solving.

Experiences some difficulties in explaining the path of the particles in magnetic field in terms of force, charge etc. Make some mistakes in problem solving.

Correctly explain the path of the particles in magnetic field in terms of force, charge etc. The value that calculated is correct in problem solving.

Summative assessment for the unit «Electromagnetic induction»

Learning objectives

10.4.5.1 to analyze the operating principle of electromagnetic devices (electromagnetic relay, generator and transformer);

10.4.5.2 to use the law of electromagnetic induction in problem solving;

10.4.5.4 to research the acting model of an electric engine and to explain the received results in a well-argued manner using the Faraday's law of induction and the Lentz's law;

Assessment criteria

A learner

  • Understands the operating principle of electromagnetic devices
  • Explains the operating principle of electromagnetic devices and solve the problems using by electromagnetic induction
  • Applies the Faraday’s law in explaining the principle of work for different equipment
  • Applies the Lentz’s law in explaining the principle of work for different equipment
  • Applies the Faraday’s law and Lentz’s law in solving problems

Level of thinking skills

Application

High order thinking skills

Duration

20 minutes

Task 1

 In the type of generator (Figure 1.1) found in a power station a large electromagnet is made to rotate inside a fixed coil. An e.m.f. of 25 kV is generated; this is an alternating voltage of frequency 50 Hz. What factors do you think would affect the magnitude of the e.m.f.?

Figure 1.1

Task 2

 Solenoid has diameter 5.0 cm and length 25 cm. There are 200 turns of wire. A current of 2.0 A creates a magnetic field of flux density 2.0×10−5 T through the core of this solenoid. Calculate the magnetic flux linkage for this solenoid.

Task 3

 A straight wire of length 0.20 m moves at a steady speed of 3.0 m s−1 at right angles to a magnetic field of flux density 0.10 T. Use Faraday’s law to determine the e.m.f. induced across the ends of the wire.

Task 4

 Figure 4.1 shows a search coil, having 2000 turns and of area 1.2 cm2, placed between the poles of a strong magnet. The ends of the coil are connected to a voltmeter. The coil is then pulled out of the magnetic field, and the voltmeter records an average e.m.f. of 0.40 V over a time interval of 0.20 s. Calculate the magnetic flux density between the poles of the magnet.

Figure 4.1

Task 5

 A bar magnet is dropped vertically downwards through a long solenoid, which is connected to an oscilloscope (Figure 5.1). The oscilloscope trace shows how the e.m.f. induced in the coil varies as the magnet accelerates downwards.

Figure 5.1

(a) Explain why an e.m.f. is induced in the coil as the magnet enters it (section AB of the trace).

(b) Explain why no e.m.f. is induced while the magnet is entirely inside the coil (section BC).

(c) Explain why section CD shows a negative trace, why the peak e.m.f. is greater over this section, and why CD represents a shorter time interval than AB.

Assessment criteria

Task №

Descriptor

A learner

Mark

Understand the operating principle of electromagnetic devices;

Explain the operating principle of electromagnetic devices and solve the problems using by electromagnetic induction

1

shows that e.m.f. is affected by magnet strength;

shows that e.m.f. is affected by number of turns in coil;

shows that e.m.f. is affected by size of coil;

1

1

1

2

writes the formula of magnetic flux linkage;

determines the area of the solenoid;

calculates the value of the magnetic flux linkage;

1

1

1

Apply the Faraday’s law in explaining the principle of work for different equipment;

Apply the Lentz’s law in explaining the principle of work for different equipment;

Apply the Faraday’s law and Lentz’s law in solving problems

3

finds the rate of change if magnetic flus;

uses Faraday’s law to determine the e.m.f.;

1

1

4

writes the Faraday’s law;

rearranges Faraday’s law to calculate the B;

1

1

5

explains why an e.m.f. is induced in the coil as the magnet enters it;

explains why no e.m.f. is induced while the magnet is entirely inside the coil;

explain the e.m.f. versus time graph showed in the oscilloscope.

1

1

1

Total marks

13

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Electromagnetic induction»

Learner’s name_______________________________________________________

Assessment criteria

Level of learning achievements

Low

Understand the operating principle of electromagnetic devices;

Explain the operating principle of electromagnetic devices and solve the problems using by electromagnetic induction

Experiences difficulties in describing electromagnetic devices and can’t solve the problems using by electromagnetic induction.

Make some mistakes in describing the electromagnetic devices in terms of number of coils, magnet’s properties. Make mistakes in arranging quantities.

Correctly give the examples in describing electromagnetic devices and determine the value when solve the problems using by electromagnetic induction.

Apply the Faraday’s law in explaining the principle of work for different equipment;

Apply the Lentz’s law in explaining the principle of work for different equipment;

Apply the Faraday’s law and Lentz’s law in solving problems

Experiences difficulties in problem solution using by Faraday’s law and explaining e.m.f. production in coils with moving magnet.

Make mistakes in problem solution using by Faraday’s law and explaining e.m.f. production in coils with moving magnet.

Take the correct answers in problem solving and can explain the producing of e.m.f. in electromagnetic devices using by Lentz’s law.


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