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Физика_11_класс ЕМН_англ


Methodological recommendations for Summative Assessment on the subject of “Physics”

(natural science and -mathematics)

Grade 11

Nur-Sultan, 2020

 Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “Physics” for the Grade 11 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 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.

CONTENT

TERM 1

Unit – «Mechanical oscillations» and «electromagnetic oscillations»

Learning objectives

11.4.2.1– to describe the conditions for occurrence of free and forced oscillations;

11.4.2.3–to research charge-time and current-time characteristic curves using the computer generated simulation

Assessment Criteria

A learner

  • Investigates harmonic vibrations
  • Shows the conditions for the occurrence of free and forced oscillations
  • investigates the dependence of charge and current on time

Level of thinking skills

Knowledge and comprehension

Higher order thinking skills

Duration

20 minutes

Task 1 Using a graph of changes in the coordinates of the oscillating body from time to determine the amplitude, period and frequency of oscillations. Write the equation of dependence x (t) and find the coordinate of the body 0.1 and 0.2 s after the start of the time.

  • Harmonic oscillation is described by the equation x=2𝑠𝑖𝑛t+𝜋)

4

What are the cyclic oscillation frequency, the linear oscillation frequency, the initial phase of

oscillation?

………………………………………………………………………………………………………

………………………………………………………………………………………………..

  • What are free vibrations? Give some examples of such fluctuations.

………………………………………………………………………………………………………

………………………………………………………………………………………………..

  • The charge on the capacitor plate varies depending on the equation. Find the periodic and frequent oscillations in the circuit, the cyclic frequency, the amplitude of the voltage fluctuations and the amplitude of the current fluctuations. Write the equation i = i (t) expressing the dependence of the current strength on time.

………………………………………………………………………………………………………

………………………………………………………………………………………………..

Assessment criteria

task

Descriptor

A learner

Mark

Investigate harmonic vibrations

1

Determines the amplitude

Defines the period

Determines the frequency

Writes the equation

Defines x1

Defines x2

1

1

1

1

1

1

2

Determines the cyclic frequency

Determines the linear frequency

Defines the initial phase of oscillation

1

1

1

Shows the conditions for the occurrence of free and forced oscillations

3

Provides at least one example of free oscillation

1

investigate the dependence of charge and current on time

4

Finds a period

Finds the frequency of oscillations in

the circuit,

Finds the cyclic frequency

Find the amplitude of the charge oscillations and

Find the amplitude of the current fluctuations.

Writes the equation i = i (t) expressing

the dependence of the current strength on time.

1

1

1

1

1

1

Total

16

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Mechanical oscillations» and

 «Electromagnetic oscillations» Learner’s name

Assessment criteria

Level of learning achievements

Low

explainstheterm electromagnetic oscillations;

Answersforquestionandhas

difficulties in expressing the ideas clearly.Strugglestojustifythe

answer.

 Answers to the question and expresses the ideas clearly.

Correctlyexplains electromagnetic oscillations

the

term

describethe

betweenfree oscillations;

difference

andforced

Experiencesdifficultiesin

determiningfreeandforced oscillations. The answer is incorrect.

Experiences

determining oscillations.

some

free

difficultiesin

andforced

Correctlydescribesthedifference

between free and forced oscillations;

design a circuit that has a battery, a capacitor and a switch

Experiences difficulties in designing a circuit that has a battery, a capacitor and a switch

Experiences some difficulties in designing a circuit that has a battery, a capacitor and a switch

Correctly design a circuit that has a battery, a capacitor and a switch

determinecapacitance, inductance using the computer model;

Experiences determining inductance model.

difficultiesin

 capacitanceand usingthecomputer

Experiences some difficulties in determining capacitance and inductance using the computer model.

Correctly determine capacitance and inductance using the computer model.

determine period and frequency using the computer model;

Experiences difficulties in determining period and frequency using the computer model.

Experiences some difficulties in determining period and frequency using the computer model.

Correctlydetermineperiodand frequency using the computer model

draw a graph q(t) using the computer model

Experiences difficulties in collecting data for graph.

Draw graph with incorrect pattern

Correctly draw a graph q(t) using the computer model

Unit – «Alternating current»

Learning objectives

        • - to analyse the operating principle of a transformer based on a power equation;
        • - to explain the economic advantages of high voltage alternating current when transmitting electric energy

Assessment Criteria

A learner

  • Knows the meaning of ideal transformer;
  • Explains the meaning of root-mean-square value of an alternating current;
  • Knows equation for an ideal transformer;
  • Applies equation for an ideal transformer;
  • Explains the economic advantages of high voltage, alternating voltage, alternating current when transmitting electric energy;
  • Explains the economic advantages of current when transmitting electric energy

Level of thinking skills

Knowledge and understanding

Higher order thinking skills

Duration

20 minutes

Task 1. A simple transformer is illustrated in Fig. 2.1

Fig. 2.1

State what is meant by an ideal transformer.

……………………………………………………………………………………………………

 …………………………………………………………………………………………………… Task 2. The root-mean-square (r.m.s.) voltage and current in the primary coil are 𝑈𝑝 and 𝐼𝑝 respectively.

Ther.m.s.voltageandcurrentinthesecondarycoilare𝑈𝑠and𝐼𝑠respectively.

  • Explain, by reference to direct current, what is meant by the root-mean-square

value of an alternating current.

………………………………………………………………………………………………………

…………………………………………………………………………………………………

  • Show that, for an ideal transformer,

𝑈𝑠𝐼𝑝

=

𝑈𝑝𝐼𝑠

………………………………………………………………………………………………………

…………………………………………………………………………………………………

Task 3. Marat’s household electric service delivers alternating current at 120 V, but his homebuilt robot requires 30 VAC. The transformer in his power converter has 1,200 turns on the side that receives the 120 V current. How many turns are required on the 30 V side of the transformer? Use the following formula:

𝑈𝑠

𝑈𝑝

𝑁𝑠

=

𝑁𝑝

Task 4. In many distribution systems for electrical energy, the energy is transmitted using alternating current at high voltages.

Suggest and explain an advantage, one in each case, for the use of

  • alternating voltages,

………………………………………………………………………………………………

  • high voltages.

………………………………………………………………………………………………

Task 5. Electrical energy is usually transmitted using alternating current. Suggest why the transmission is achieved using alternating current.

………………………………………………………………………………………………………

………………………………………………………………………………………

Assessment criteria

task

Descriptor

A learner

Mark

Knows the meaning of ideal

transformer;

1

Explains no power loss in an ideal

transformer

1

Explains the meaning of root-

mean-squarevalueofan alternating current;

2 (i)

Shows the meaning by the root-mean-

square value of an alternating current Explains the root-mean-square value of an alternating current

1

1

Knows equation for an ideal

transformer;

2 (ii)

Derivesequation

transformer

for

an

ideal

1

Applies equation for an ideal

transformer;

3

Use the ideal transformer formula and

insert the given quantities, using 120 V and 1,200 turns for the primary quantities and 30 V for the secondary voltage.

1

Explains the economic

advantages of high voltage, alternating voltage, when transmitting electric energy.

4

Describes the economic advantages of

high voltage, alternating voltage in a transmitting electric energy

1

Explainsthe

advantagesof currentwhen electric energy

economic

 alternating transmitting

5

Describes the economic advantages of

alternating current in a transmitting electric energy

1

Total

7

 Rubrics for providing information to parents on the results of Summative Assessment for the unit «Alternating current» Learner’s name

Assessment criteria

Level of learning achievements

Low

Knows the meaning of ideal transformer;

Answers some of the questions and has difficulties in expressing the ideas clearly. Struggles to justify the answer.

 Answers to the question and expresses the ideas clearly.

Describes the operating principle of a transformer using the equation of power

Explains the meaning of root- mean-square value of an alternating current;

Experiences difficulties in determining root-mean-square value of an alternating current. The answer is incorrect.

Experiences some difficulties in determining root-mean-square value of an alternating current.

Correctly explains the meaning of root- mean-square value of an alternating current.

Knows equation for an ideal transformer;

Experiences difficulties in equation for an ideal transformer.

Experiences some difficulties in expressing equation for an ideal transformer.

Correctly states the equation for an ideal transformer.

Applies equation for an ideal transformer;

Experiences difficulties in application an equation for an ideal transformer.

Appliesequationforanideal transformer in with some mistakes

Correctly applies equation for an ideal transformer;

Explains the economic advantages of high voltage, alternating voltage, when transmitting electric energy.

Answers contain mistakes in explanations. Struggles to justify the answers.

Makes some mistakes in explanations the economic advantages of high voltage, alternating voltage, when transmitting electric energy

Answers for all the problems correctly.

Explains the economic advantages of alternating current when transmitting electric energy

Answers contain mistakes in explanations. Struggles to justify the answers.

Makes some mistakes in explanations.

Answers for all the problems correctly.

TERM 2

Unit – «Wave motion»

Learning objectives

        • to research the formation of standing sound waves in the air;
        • to explain a mechanism of formation of standing waves, to define nodes and crest using graphical method;
        • to research interference from two sources on the surface of water;
        • to explain the Huygens' principle and conditions for observing the diffraction patterns of mechanical waves

Assessment Criteria

A learner

  • Gives the formation of standing sound waves in the air;
  • Explains a mechanism of formation of standing waves;
  • Determines nodes and crest using graphical method;
  • Сan distinguish the difference between a ray and a wave front;
  • Determines the angle between the wavefronts and the interface;
  • Shows the position of wavefronts;
  • Explains the applications of Huygens' principle;
  • Explains the conditions for observing the diffraction

Level of thinking skills

Knowledge and understanding Application

Higher order thinking skills

Duration

20 minutes

Task 1. An experiment is carried out to measure the speed of sound in air, using the apparatus shown below.

A tube that is open at both ends is placed vertically in a tank of water, until the top of the tube is just at the surface of the water. A tuning fork of frequency 440 Hz is sounded above the tube. The tube is slowly raised out of the water until the loudness of the sound reaches a maximum for the first time, due to the formation of a standing wave.

  • Give a definition of standing (stationary) waves

……………………………………………………………………………………

……………………………………………………………………………………

  • Describe the nature of formation of standing sound waves in the air

……………………………………………………………………………………

……………………………………………………………………………………

  • State the position in the tube that is always a node.

……………………………………………………………………………………

………………………………………………………………………………

Task 2. With reference to a wave, distinguish between a ray and a wave front.

1.

……………………………………………………………………………………

……………………………………………………………………………… 2.

……………………………………………………………………………………

 ……………………………………………………………………………… Task 3. The wave moves from region A into a region B of shallower water. The waves move more slowly in region B. The diagram (not to scale) shows some of the wavefronts in region A.

    • The angle between the wavefronts and the interface in region A is 60°. The refractive index nAB is 1.4.

Determine the angle between the wavefronts and the interface in region B.

………………………………………………………………………………………………

……………………………………………………………………

    • On the diagram above, construct three lines to show the position of three wavefronts in region B and explain them.

……………………………………………………………………………………

………………………………………………………………………………

Task 4. State Huygens’s principle

……………………………………………………………………………………

………………………………………………………………………………

Task 5. Define diffraction. Under what conditions is the diffraction effect more significant?

……………………………………………………………………………………

………………………………………………………………………………

Assessment criteria

task

Descriptor

A learner

Mark

Knowsthedefinitionof

standing (stationary) waves.

1 (i)

Gives the definition of standing

(stationary) waves.

1

Explainsamechanismof

formation of standing waves;

1 (ii)

Explains a mechanism of formation

of standing waves

1

Determines nodes and crest

using graphical method;

1 (iii)

States the position in the tube that is

always a node

1

Distinguishes the difference

between a ray and a wave front;

2

Gives the definition for the concept

ray

1

Distinguishes the difference

between a ray and a wave front;

2

Gives the definition for the concept

wavefront

1

Determines the angle between

thewavefrontsandthe interface;

3 (i)

Applies Snell’s law for finding the

angle between the wavefronts and the interface in region B.

1

Determines the angle between

thewavefrontsandthe interface;

3 (i)

Finds the angle between the

wavefronts and the interface in region B correctly

1

Showsthepositionof

wavefronts;

3 (ii)

Explains the position of three

wavefronts in region B

1

Showsthepositionof

wavefronts;

3 (ii)

Draws the correct direction of

wavefronts.

1

Explainsthemeaningof

Huygens' principle;

4

Explains the meaning of Huygens'

principle;

1

Explainstheconditions for

observing the diffraction;

5

Explains the conditions for observing

the diffraction

1

Total

11

 Rubrics for providing information to parents on the results of Summative Assessment for the unit «Wave motion» Learner’s name

Assessment criteria

Level of learning achievements

Low

Explains the formation of standing sound waves in the air;

Answers some of the questions and has difficulties in expressing the ideas clearly. Struggles to justify the answer.

 Answers most of the questions and expresses the ideas clearly.

Describes the nature of standing waves clearly.

Explains a mechanism of formation of standing waves;

Experiences difficulties in identifying mechanism of formation of standing waves. The answer is incorrect.

Experiences some difficulties in explaining a mechanism of formation of standing waves.

Correctlyexplainsamechanismof formation of standing waves.

Determines nodes and crest using graphical method;

Experiences difficulties in determining nodes and crest.

Experiencessomedifficultiesin determining the position.

Correctly states the position in the tube.

Distinguishes the difference between a ray and a wave front;

Experiences difficulties in distinguishing the difference between a ray and a wave front.

Gives the definition for one concept.

Expresses the difference between a ray and a wave front clearly.

Determines the angle between the wavefronts and the interface;

Answers some of the problems and has difficulties in expressing the angle between the wavefronts and the interface clearly. Struggles to justify the answers.

Makes some mistakes in finding the angle between the wavefronts and the interface in region B.

Solves all the problems correctly.

Showsthepositionof wavefronts;

Draws the position incorrect.

Makes some mistakes in drawing.

Draws the correct direction of wavefronts.

Explainsthemeaningof Huygens' principle

Experiences difficulties in identifying the meaning of Huygens' principle. The answer is incorrect.

Experiences some difficulties in explaining the meaning of Huygens' principle.

Correctlyexplainsthemeaningof Huygens' principle.

Explains the conditions for observing the diffraction

Answers the question and has difficulties in expressing the conditions for observing the diffraction clearly. Struggles to justify the answers.

Answers the question and experiences some difficulties in giving the examlpes.

Correctly explains the conditions for observing the diffraction. Justifies all the answers.

Unit – «Electromagnetic waves»

Learning objectives

        • – to differentiate amplitude (AM) and frequency (FM) modulation;
        • – to explain the operating principle of the crystal radio;

11.5.2.6 – to systematise communication means and to suggest possible ways of their improvement

Assessment Criteria

A learner

  • Knows the difference between a signal wave and carrier wave;
  • Knows the difference between amplitude modulation and frequency modulation;
  • Describes operating principle of detector receive;
  • Knows the channels of communications;
  • States the improvements for channel of communication

Level of thinking skills

Knowledge and understanding Application

Higher order thinking skills

Duration

20 minutes

Task 1.

Distinguish between a signal wave and carrier wave.

……………………………………………………………………………………

………………………………………………………………………………

Task 2.

With reference to a carrier wave, distinguish between amplitude modulation and frequency modulation.

……………………………………………………………………………………

………………………………………………………………………………

Task 3.

Explain step by step the operating principle of detector receive.

……………………………………………………………………………………

………………………………………………………………………………

……………………………………………………………………………………

………………………………………………………………………………

Task 4.

(a) Information may be carried by means of various channels of communication. Name examples, one in each case, of devices where information is carried to the device using

  • a wire pair
  • a coaxial cable
  • microwaves

(b) State two advantages of optic fibres as compared with coaxical cables for long-range communication.

Task 5.

Suggest two ways to improve channel of communicaton such as satellite

Assessment criteria

task

Descriptor

A learner

Mark

Know the difference between a signal wave and carrier

wave;

1

Explain the difference between a signal wave and carrier wave;

1

Know the difference between amplitudemodulationand

frequency modulation;

2

Explain the difference between amplitude modulation and frequency

modulation;

1

Describe operating principle

of detector receive;

3

Step by step describes operating

principle of detector receive;

1

Knowthechannelsof communications;

4(a)

Knows example of devices where information is carried to the device using:

(i) Wire pair

(ii) Coaxial cable

(iii) microwaves

1

1

1

4(b)

Knows two advantages of optic

fibres as compared with coaxical cables

2

States the improvements for channel of communication

5

Write the ways of improvements for channel of communication

2

Total

10

 Rubrics for providing information to parents on the results of Summative Assessment for the unit «Electromagnetic waves» Learner’s name

Assessment criteria

Level of learning achievements

Low

Know the difference between a signal wave and carrier wave;

Answers some of the questions and has difficulties in expressing the ideas clearly. Struggles to justify the answer.

 Answers most of the questions and expresses the ideas clearly.

Describes the difference between a signal wave and carrier wave

Know the difference between amplitude modulation and frequency modulation;

Experiences difficulties in identifying the difference between amplitude modulation and frequency modulation

Experiences some difficulties in explaining the difference between amplitude modulation and frequency modulation.

Correctly explains the difference between amplitude modulation and frequency modulation.

Describe operating principle of detector receive;

Experiences difficulties in describing operating principle of detector receive.

Experiences some difficulties in explanations the operating principle of detector receive.

Correctly states the operating principle of detector receive.

Knowthechannelsof communications;

Experiences difficulties in naming the channels of communications

Naming the channels of communications

Naming the channels of communications clearly.

States the improvements for channel of communication

Answers some of the problems and has difficulties in stating the improvements for channel of communication.

Makes some mistakes in stating the improvements for channel of communication.

States the improvements for channel of communication correctly.

Unit – «Wave optics»

Learning objectives

11.6.1.2 to explain white colour decomposition when it passes through a glass prism;

11.6.1.4 to define conditions for observation of interference maximums and minimums in thin films in a transmitted and reflected light;

11.6.1.6 to define a length of a light wave by experiment using the diffraction grating

Assessment Criteria

A learner

  • Explains the dispersion of light by glass prisms;
  • Defines conditions for obserbation of interference maximums and minimums in thin films in a transmitted and reflected light;
  • Defines a length of a light wave by experiment using the diffraction grating

Level of thinking skills

Knowledge and understanding Application

Higher order thinking skills

Duration

20 minutes

Task 1. Explain the dispersion of light by glass prisms A diffraction grating has 800 slits in 1 cm.

Find the wavelenght of the light if the 3rd maximum is observed at an angle of 90. (sin 90=0.156)

Task 2.

Consider a light wave (traveling in air, air = 550 nm) incident on a thin layer of soap (nsoap=1.33, both sides of the soap film are in contact with air).

  • What is the minimum thickness of the film that will result in destructive interference?
  • What is the minimum thickness of the film that will result in constructive interference?

Task 3.

White light is incident on a diffraction grating, as shown in Fig. 1.1.

Fig. 1.1.

  • Light of wavelength 625 nm produces a second-order maximum at an angle of 61.00 to the incident direction.

Determine the number of lines per metre of the diffraction grating.

number of lines =m-1

  • Calculate the wavelength of another part of the visible spectrum that gives a maximum for a different order at the same angle as in (a).

wavelength =nm

Assessment criteria

task

Descriptor

A learner

Mark

explains the dispersion of light by glass prisms

1

explains the dispersion of light by glass prisms

determine the wavelength of the light in the 3rd maxima

1

1

defines conditions for observation of interference maximums and minimums in thin films in a transmitted and reflected light;

2

2

gives correct answer in determination of minimum thickness as a result of

destructive interference

gives correct answer in determination of minimum thickness as a result of constructive interference

1

1

defines a length of a light wave by experiment using the diffraction grating;

3 (a)

3 (b)

usetheformulafor determination the number of

lines per metre of the diffraction grating

givescorrectanswerin determination the number of

lines per metre

usethe formulafor determinationwavelengthof

light

givescorrectanswerin

determinationwavelengthof light

1

1

1

1

Total

8

 Rubrics for providing information to parents on the results of Summative Assessment for the unit «Wave optics» Learner’s name

Assessment criteria

Level of learning achievements

Low

Explains the dispersion of light by glass prisms Explains the dispersion of

light by glass prisms and draws how white light dispersed by a prism into the visible spectrum

Has difficulties in explaing the dispersion of light clearly. Struggles to justify the answer.

 Answers the question and explains the dispersion of light by glass prisms clearly. Makes mistakes in drawing how white light dispersed by a prism.

Answers the question and expresses the ideas clearly. Justifies all the answers.

Defines a length of a light wave by experiment using the diffraction grating;

Experiences difficulties in determining the wavelength. Majority of the answers are incorrect.

Answers the questions and applies the condition for maxima clearly.

Makes some mistakes in calculating.

Correctly identifies detailed information in a talk. Chooses most of the answers correctly. Completes the gaps with appropriate words according to the talk.

Defines conditions for observation of interference maximums and minimums in thin films in a transmitted and reflected light;

Answers some of the questions and has difficulties in expressing conditions for observation of interference maximums and minimums. Struggles to justify the answers.

Experiences some difficulties in stating the phase change. Expresses the condition for the smallest thickness of the coating clearly.

Answers all the questions clearly. Justifies all the answers.

TERM 3

Unit – «Geometrical optics; Elements of relativity theory»

Learning objectives

        • to construct the rays in spherical mirrors and to apply the spherical mirror formula in problem solving;
        • to explain the law of light refraction with the use of the Huygens' principle;
        • to explain the advantages of optical fiber technology when transmitting the light signals;
        • to construct rays in a lens system;
        • to use the formula of thin lens formed by two spherical surfaces of different radius in problem solving;
        • to construct and to explain the rays in a magnifier, telescope and microscope;

11.9.1.1 to make comparison between the Einstein's relativity principle and the Galileo's relativity principle

Assessment Criteria

A learner

  • Explains the law of light refraction with the use of the Huygens' principle;
  • Explains the advantages of optical fiber technology when transmitting the light signals;
  • Constructs the rays in spherical mirrors
  • Applies the spherical mirror formula in problem solving;
  • Constructs rays in a lens system;
  • Uses the formula of thin lens formed by two spherical surfaces of different radius in problem solving;
  • Uses the formula of thin lens;
  • Explains the image formed in microscope;
  • Makes comparison between the Einstein's relativity principle and the Galileo's relativity principle.

Level of thinking skills

Knowledge and understanding Application

Higher order thinking skills

Duration

20 minutes

Task 1. Explain the law of light refraction with the use of the Huygens' principle

Task 2. Explain the advantages of optical fiber technology when transmitting the light signals.

Task 3. An object 5 cm in height is located vertically 10 cm in front of a concave mirror of focal length – 15 cm. Calculate:

  • the image mirror distance
  • the height of the image
  • Draw the image of the object

Task 4. A converging lens and a diverging lens having focal lengths of 10 cm and -10 cm, respectively, are 50 cm apart, as shown in the figure. If an object is placed 20 cm from the converging lens, find:

    • the location of the final image
    • the image of the object by drawing ray diagrams.

Task 5. The diagram (not to scale) is of a compound microscope.

The focal length of the objective lens is 20 mm and that of the eyepiece lens is 60 mm. A small object is placed at a distance of 24 mm from the objective lens. The microscope produces a final virtual image of the object at a distance of 240 mm from the eyepiece lens.

  • Determine, by calculation, the distance from the objective lens of the image formed by the objective lens.
  • Explain why the image in (a) is real.

Task 6. Compare between the Einstein's relativity principle and the Galileo's relativity principle

Assessment criteria

task

Descriptor

A learner

Mark

Explains the law of light refraction with the use of the Huygens' principle;

1

Explains the law of light refraction with the use of

the Huygens' principle

1

Explains the advantages of optical fiber technology when transmitting the light signals;

2

Explains the advantages of optical fiber technology when transmitting the light

signals

1

Applies the spherical mirror formula in problem solving;

3 (a)

3 (a)

3 (a)

3 (b)

3 (b)

Appliestheconcave mirror equation in solving

the problem

Makescalculations correctly

Gives the correct answer

Applies the ratio of height

Gives the correct answer of the height of the image

1

1

1

1

1

Constructs the rays in spherical mirrors

3 (c)

Draws the image of the

objectbyusingrays correctly

1

Uses the formula of thin lens formed by two spherical surfaces of different radius in problem solving

4 (a)

4 (a)

4 (a)

Appliestheconverging

lens equation in solving the problem

Makescalculations

correctly

Gives the correct answer of location of the final

image

1

1

1

Constructs rays in a lens system

4 (b)

4 (b)

Constructs the ray

diagrams correctly

Draws the image of the

object correctly

1

1

Uses the formula of thin lens

5 (a)

5 (a)

Determines the distance from the objective lens of the image formed by the

objective lens

Gives the correct answer

of the distance

1

1

Explains the image formed in microscope

5 (b)

Explains why the image is

real

1

Makes comparison between the Einstein's relativity principle and the Galileo's relativity principle.

6

Gives some differences between the Einstein's relativity principle and the Galileo'srelativity principle.

1

Total

17

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Geometrical optics; Elements of relativity theory»

Learner’s name

Assessment criteria

Level of learning achievements

Low

Explains the law of light refraction with the use of the Huygens' principle;

Answers the questions and has difficulties in expressing the ideas clearly. Struggles to justify the answer.

Answersj the question and expresses the ideas clearly.

Answers all the questions and explains the ideas the law of light refraction with the use of the Huygens' principle clearly.

Explains the advantages of optical fiber technology when transmitting the light signals;

Experiences difficulties in identifying detailed information. The answer is incorrect.

Experiences some difficulties in explaining the advantages of optical fiber technology.

Correctly explains the advantages of optical fiber technology when transmitting the light signals.

Appliesthe spherical mirror formula in problem solving;

Experiences difficulties in applying the concave mirror equation in solving the problem.

Answers most of the questions. Experiences some difficulties in making calculations.

Answers all the questions and gives the answer correctly. Justifies all the answers.

Constructs the rays in spherical mirrors

Has a difficulty in constructing the rays clearly. Struggles to justify the answers.

Experiences some difficulties in drawing the image.

Correctlyconstructstheraysin spherical mirror.

Uses the formula of thin lens formed by two spherical surfaces of different radius in problem solving

Experiences difficulties in applying the converging lens equation in solving the problem. Majority of the answers are incorrect.

Experiences some difficulties in making calculations correctly.

Answers all the questions and gives the answer correctly. Justifies all the answers.

Constructs rays in a lens system

Experiences difficulties in constructing the rays correctly. Majority of the answers are incorrect.

Answers most of the questions. Experiences some difficulties in drawing the image of the object correctly.

Answers all the questions and draws the image correctly. Justifies all the answers.

Uses the formula of thin lens

Experiences difficulties in defining the distance from the objective lens of the image. Majority of the answers are incorrect.

Answers most of the questions. Experiences some difficulties in making the calculations correctly.

Answers all the questions and gives the answer correctly. Justifies all the answers.

Explains the image formed in microscope

Experiences difficulties in explaining why the image in is real. Majority of the answers are incorrect.

Experiences some difficulties in making calculations correctly.

Answers all the questions and gives the answer correctly. Justifies all the answers.

Makes comparison between the Einstein's relativity principle and the Galileo's relativity principle.

Answers the question and has difficulties in expressing the differences clearly. Struggles to justify the answer.

Experiences some difficulties in making comparison correctly.

Correctly compares the Einstein's relativity principle and the Galileo's relativity principle.

Unit «Atomic and quantum physics»

Learning objectives

        • to explain the nature of photoelectric effect and to give examples of its application;
        • to use the laws of photoelectric effect and the Einstein's equation in problem solving;

11.10.1.12 to explain the atomic planetary model based on the Rutherford's experience on scattering of alpha particles;

11.10.1.15 to explain the structure and operating principle of a laser;

        • to use the de Broglie wavelength formula in problem solving;
        • to explain the de Broglie hypothesis;

Assessment Criteria

A learner

  • Explains the atomic planetary model based on the Rutherford's experience on scattering of alpha particles;
  • Explains the nature of photoelectric effect and to give examples of its application;
  • Uses the laws of photoelectric effect and the Einstein's equation in problem solving;
  • Explains the de Broglie hypothesis;
  • Uses the de Broglie wavelength formula in problem solving;
  • Explains the structure and operating principle of a laser

Level of thinking skills

Knowledge and understanding Application

Higher order thinking skills

Duration

20 minutes

Task 1. In the Rutherford scattering experiment, why are very few alpha particles deflected backward?

………………………………………………………………………………………………………

…………………………………………………………………………………………...

Task 2. (a)In the photoelectric effect, electrons are not emitted from the surface of a metal if the frequency of the incident light is below a certain value called the threshold frequency.

  • Explain, with reference to the Einstein model of the photoelectric effect, the existence of the threshold frequency.

………………………………………………………………………………………………………

…………………………………………………………………………………………...

  • State, with reference to your answer in (a)(i), the reason why the threshold frequency is different for different metals.

………………………………………………………………………………………………………

…………………………………………………………………………………………...

(b)Light of frequency 1.0 × 1015 Hz is incident on the surface of a metal. The work function of the metal is 3.2 × 10–19 J.

Show that the maximum kinetic energy of the emitted electrons is 3.4 × 10– 19 J.

………………………………………………………………………………………………………

…………………………………………………………………………………………...

Task 3. (a)State the de Broglie hypothesis.

………………………………………………………………………………………………………

…………………………………………………………………………………………...

(b)Determine the de Broglie wavelength of a proton that has been accelerated from rest through a potential difference of 1.2 kV.

………………………………………………………………………………………………………

…………………………………………………………………………………………...

Task 4. Explain how the operation of the laser in a laser pointer is related to quantum theory and the atom.

………………………………………………………………………………………………………

…………………………………………………………………………………………...

Assessment criteria

task

Descriptor

A learner

Mark

Explains the atomic planetary model based on the Rutherford's experience on

scattering of alpha particles;

1

Explains the atomic planetary model based on the Rutherford's experience on scattering of alpha particles

1

Explains the nature of photoelectric effect and to give examples of its application;

2a (i)

2a (ii)

Gives explanation of the existence of a threshold frequency with reference

to the concept of the Einstein model

Explains the reason why the threshold frequency is different for different

metals

1

1

Uses the laws of photoelectric effect and the Einstein's equation in problem solving;

2b

2b

 Writes the formula of the maximum kinetic energy correctly;

Makes calculations correctly

1

1

ExplainsthedeBroglie

3a

Explains the de Broglie hypothesis;

1

hypothesis;

3b

Gives the de Broglie wavelength

1

Uses the de Broglie wavelength formula in problem solving;

formula

3b

Writes the formula of wavelength;

Gives correct answer

1

1

Explainsthestructureand operating principle of a laser

4

Explains the structure and operating principle of a laser

1

Total

10

 Rubrics for providing information to parents on the results of Summative Assessment for the unit «Atomic and quantum physics» Learner’s name

Assessment criteria

Level of learning achievements

Low

Explains the atomic planetary model based on the Rutherford's experience on scattering of alpha particles;

Experiences difficulties in explaining detailed information. Majority of the answer is incorrect.

Experiencessomedifficultiesin explaining some detailed information.

Correctly identifies detailed information in a talk and explains the atomic planetary model based on the Rutherford's experience on scattering of alpha particles.

Explains the conditions for a stable existence of atom with the use of the Bohr's postulates;

Answers some of the questions and has difficulties in explaining the conditions clearly. Struggles to justify the answers.

 Answers most of the questions and expresses the conditions clearly. Justifies some of the conditions for a stable existence of atom with the use of the Bohr's postulates.

Explains all of the conditions and expresses the conditions for a stable existence of atom with the use of the Bohr's postulates clearly.

Explains the nature of photoelectric effect and to give examples of its application;

Answers some of the questions and experiences difficulties in explaining. Majority of the answers are incorrect.

Experiences some difficulties in explaining of the existence of a threshold frequency with reference to the concept of the Einstein model.

.

Correctly identifies detailed information in a talk and gives four explanation of the existence of a threshold frequency with reference to the concept of the Einstein model.

Uses the laws of photoelectric effect and the Einstein's equation in problem solving;

Answers some of the questions and experiences difficulties in calculating. Majority of the answers are incorrect.

Makes some mistakes in writing the correct formula of the maximum kinetic energy..

Writesthecorrect maximumkinetic calculations correctly.

formula energy.

ofthe Makes

Explains hypothesis;

the

de

Broglie

Majority of the answers are incorrect.

 Experiencessomedifficultiesin explaining some detailed information.

States the de Broglie hypothesis clearly.

UsesthedeBroglie

wavelengthformulain problem solving;

nswers some of the questions and has

difficulties in calculating. Struggles

Experiences some difficulties in using

the formula in problem solving.

Correctly uses the formula in problem

solving. Gives correct answer

to justify the answers.

Explains the structure and operating principle of a laser

Experiences difficulties in explaining detailed information. Majority of the answer is incorrect.

Experiences some difficulties in explaining some detailed information.

Correctly identifies detailed information in a talk and explains structure and operating principle of a laser clearly.

Unit – «Physics of atomic nucleus; Nanotechnology and nanomaterials»

Learning objectives

        • to calculate nucleus bonding energy and to explain the characteristic curve of the bond energy density and mass number of the nucleus.
        • to use the law of conservation of mass and charge numbers when writing nuclear reactions;
        • to understand the nature of nuclear fusion and natural radioactive decay;

11.8.2.7 to explain the nature, properties and biological effect of α, β and γ rays;

11.12.1.2 to discuss the scopes of applying nanotechnologies.

Assessment Criteria

A learner

  • Understands the definitions of binding energy
  • Calculates nucleus bonding energy
  • Explains the characteristic curve of the bond energy density and mass number of the nucleus.
  • Compares the nature of nuclear fusion and fission;
  • Understands the nature of nuclear fusion and natural radioactive decay;
  • Uses the law of conservation of mass and charge numbers when writing nuclear reactions;
  • Explains the biological effect of radiation.
  • Discusses the scopes of applying nanotechnologies

Level of thinking skills

Knowledge and understanding Application

Higher order thinking skills

Duration

20 minutes

Task 1. Define binding energy of a nucleus.

Task 2. (a) The mass of a nucleus of plutonium ( 239 Pu ) is 238.990396 u. Deduce that the

94

binding energy per nucleon for plutonium is 7.6 MeV.

  • The graph shows the variation with nucleon number A of the binding energy per nucleon.
    • Calculate the number x of neutrons produced.

(ii)Use the graph to estimate the energy released in this reaction.

Task 3. The graph shows the variation of binding energy per nucleon for nuclides with a nucleon number greater than 40.

  • In a nuclear reactor, a nucleus of uranium (U)-235 fissions into barium (Ba)-141 and krypton (Kr)-92. The equation for this fission is

235 U141Ba 92 Kr x 1n .

9256360

    • Use the graph to show that the fission of one nucleus of uranium-235 will release about 200 MeV of energy.
    • The mass defect in this reaction is 3.1 × 10–28 kg. Calculate the number of uranium-235 nuclei that must fission in order to release 1.0 kJ of energy.
    • Outline how this fission reaction can lead to a chain reaction.
  • Intensive scientific effort is devoted to developing nuclear fusion as a future energy source. Discuss what could be the social and environmental benefits of using nuclear fusion as compared with nuclear fission as an energy source.

Task 4. What is the difference between fission and fusion?

Task 5. Explain the biological effects of radiation.

Task 6. How Could Nanotubes be used?

Assessment criteria

task

Descriptor

A learner

Mark

Understandsthe definitions of binding

energy

1

Providesthe binding energy

definitions

of

1

Calculates nucleus bonding

2 (a)

Calculates the mass defect

1

energy

Calculates the binding energy

1

Calculates the binding energy

1

per nucleon

2 (b) (i)

Calculates the number x of neutrons

1

produced

Explains the characteristic curve of the bond energy density and mass number of

the nucleus

2 (b) (ii)

Calculates the binding energy of plutonium

Calculates the binding energy of products and energy released

1

1

Calculates nucleus bonding

3 (a) (i)

Calculates uranium binding energy

1

energy

per nucleon

Calculates the total uranium binding

1

energy

Calculates the total Kr + Ba binding

1

energy

Calculates energy released

1

Uses the law of conservation of mass and charge numbers when writing nuclear reactions

3(a) (ii)

Calculates the energy by using the nuclear energy

Calculates the number of uranium-

235 nuclei that must fission in order to release 1.0 kJ of energy

1

1

Understands the nature of

3 (a) (iii)

Gives accurate drawing of the fission

1

nuclear fusion and natural

process

or

explains

by

written

radioactive decay

descriptions

3 (c)

Discussesthesocialand

1

environmentalbenefitsofusing

nuclear fusion as compared with

nuclear fission as an energy source.

Comparesthenatureof

nuclear fusion and fission;

4

Explains and compares concepts of

the fusion and fission

1

Explainsthebiological

effect of radiation

5

Explains the biological effect of

radiation

1

Discussesthescopesof applying nanotechnologies

6

Discusses how nanotubes could be used

1

Total

18

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Physics of atomic nucleu; Nanotechnology and nanomaterials»

Learner’s name

Assessment criteria

Level of learning achievements

Low

Understandsthe definitions of binding energy

Experiences difficulties in understanding detailed the definitions of binding energy. Majority of the answer is incorrect.

The definitions of binding energy provided were not accurate.

Correctly provides the definitions of binding energy.

Calculates nucleus bonding energy

Answers some of the questions and has difficulties in expressing the calculations clearly. Struggles to justify the answers.

 Answers most of the questions to the calculation of the binding energy correctly but also many blank responses.

Correctly makes calculations. Justifies all the answers.

Explains the characteristic curve of the bond energy density and mass number of the nucleus.

Experiences difficulties in understanding detailed the characteristic curve of the bond energy density and mass number of the nucleus. Majority of the answer is incorrect.

Part (i) was well done but part (ii) was poorly done.

Correctly makes calculations. Justifies all the answers.

Calculates nucleus bonding energy

Answers some of the questions and has difficulties in expressing the ideas clearly. Struggles to justify the answers.

 Answers most of the questions to the calculation of the binding energy correctly but also many blank responses.

Correctly makes calculations. Justifies all the answers.

Uses the law of conservation of mass and charge numbers when writing nuclear reactions;

Answers some of the questions and has difficulties in expressing the calculations clearly. Struggles to justify the answers.

Experiences some difficulties in identifying the maximum of the curve. Discusses only the binding energy and failed.

Correctly makes calculations. Justifies all the answers.

Understands the nature of nuclear fusion and natural radioactive decay;

Answers some of the questions and has difficulties in discussing the social and environmental benefits of using nuclear fusion as compared with nuclear fission as an energy source clearly.

Experiences some difficulties in understanding the nature of nuclear fusion and natural radioactive decay.

.

Gives accurate drawing of the fission process or explains by written descriptions. Justifies all the answers.

Compares the nature of nuclear fusion and fission;

Experiences difficulties in identifying detailed information. Majority of the answers are incorrect.

Experiences some difficulties in identifying some detailed information. Written descriptions were muddled and failed to focus on the particular reaction quoted in the question.

Answers the question and expresses the concepts clearly. Justifies all the answers.

Explains the biological effect of radiation

Experiences difficulties in explaining the biological effect of radiation. Majority of the answers are incorrect.

Experiences some difficulties in identifying some detailed information. Makes some mistakes in explaining the biological effect of radiation.

Correctly identifies detailed information in a talk. Justifies all the answers.

Discusses the scopes of applying nanotechnologies.

Experiences difficulties in discussing scopes of applying nanotubes. Majority of the answer is incorrect.

Experiences some difficulties in identifying some detailed information

Correctly discusses the scopes of applying nanotubes. Justifies all the answers.

TERM 4

Unit – «Cosmology»

Learning objectives

        • to distinguish the concepts such as apparent stellar magnitude and absolute stellar magnitude;
        • to use the formulae for defining apparent and absolute stellar magnitudes;

11.10.1.5 to use the Hertzsprung–Russell diagram to explain stellar evolution;

11.10.1.7 to describe the use of candlepower for determination of distances;

        • to be able to estimate the age of the Universe using the Hubble law;
        • to explain the Big Bang theory using data on microwave background radiation

Assessment Criteria

A learner

  • Distinguishes the concepts such as apparent stellar magnitude and absolute stellar magnitude;
  • Uses the formulae for defining apparent and absolute stellar magnitudes;
  • Uses the Hertzsprung–Russell diagram to explain stellar evolution;
  • Describes the use of candlepower for determination of distances;
  • States Hubble’s law;
  • Shows the estimate of the age of the Universe;
  • Explains the meaning of Big Bang model;
  • Explains the Big Bang theory using data on microwave background radiation.

Level of thinking skills

Knowledge and understanding Application

Higher order thinking skills

Duration

20 minutes

Task 1. Describe what is meant by

  • the apparent magnitude scale.

…………………………………………………………………………………………………

………………………………………………………………………………………

  • absolute magnitude.

…………………………………………………………………………………………………

………………………………………………………………………………………

Task 2. (a) Becrux is a main sequence star and is one of the stars that make up the Southern Cross.

The following data are available for Becrux.

Apparent magnitude= 1.25 Absolute magnitude= –3.92

Apparent brightness= 7.00 × 10–12 bSun

bSun is the apparent brightness of the Sun. Use the data to deduce that the distance of Becrux from Earth is 108 pc.

…………………………………………………………………………………………………

………………………………………………………………………………………

(b)Becrux is a spectral class B star. On the axes of the Hertzsprung–Russell diagram label with the letter B the approximate position of Becrux.

  • On the axes of the Hertzsprung–Russell diagram above, draw the approximate region in which Cepheid variable stars are located.

…………………………………………………………………………………………………

……………………………………………………………………………………

  •  State the two quantities that need to be measured in order to use a Cepheid variable as a “standard candle” to determine the distance to the galaxy in which the Cepheid is located.

1.

………………………………………………………………………………

…………………………………………………………………

2.

………………………………………………………………………………

……………………………………………………………………

Task 3. State Hubble’s law.

…………………………………………………………………………………………………

………………………………………………………………………………………

Task 4. (a) State why Hubble’s law cannot be used to determine the distance from Earth to nearby galaxies, such as Andromeda.

…………………………………………………………………………………………………

………………………………………………………………………………………

1

(b)(i)Show that H 0

is an estimate of the age of the Universe, where H0 is the

Hubble constant.

…………………………………………………………………………………………………

………………………………………………………………………………………

(ii)Assuming H0 = 80 km s–1 M pc–1, estimate the age of the Universe in seconds.

…………………………………………………………………………………………………

………………………………………………………………………………………

Task 5. (a)Describe what is meant by the Big Bang model.

…………………………………………………………………………………………………

………………………………………………………………………………………

(b)In the 1960s, Penzias and Wilson discovered a uniform cosmic background radiation in the microwave region of the electromagnetic spectrum. Explain how the cosmic background radiation is consistent with the Big Bang model.

…………………………………………………………………………………………………

………………………………………………………………………………………

Assessment criteria

task

Descriptor

A learner

Mark

Distinguishes the concepts such as apparent stellar magnitude and absolute stellar magnitude;

1(i)

1 (ii)

Explains the meaning of apparent magnitude scale

Explains the concept of absolute magnitude.

1

1

Uses the formulae for defining apparent and absolutestellar magnitudes;

2 (a)

2 (a)

2 (a)

Applies the converting between apparent and absolute magnitude for defining the distance to the star

Makes the calculations correctly

Gives the correct answer

1

1

1

Uses the Hertzsprung– Russell diagram to explain stellar evolution;

2 (b)

2 (c)

Gives the approximate position of

Becrux

Draws the approximate region in which Cepheid variable stars are located on the axes of the Hertzsprung–Russell diagram.

1

1

Describes the use of candlepower for determination of distances;

2 (d)

States the two quantities that need to be measured in order to use a Cepheid variable as a “standard candle”.

1

1

States Hubble’s law

3

4 (a)

States Hubble’s law

States why Hubble’s law cannot be used to determine the distance from Earth to nearby galaxies

1

1

Shows the estimate of the age of the Universe

4b (i)

4b (i)

4 (b) (ii)

Applies the Hubble’s law and constant for solving the problem

Gives the correct answer of the age of the Universe

Estimates the age of the Universe in seconds

1

1

1

Explains the meaning of Big Bang model;

5 (a)

Explains what is meant by the Big Bang Model

1

Explains the Big Bang theory using data on microwave background radiation.

5 (b)

Explains how the cosmic microwave background radiation is consistent with the Big Bang model.

1

Total

16

 Rubrics for providing information to parents on the results of Summative Assessment for the unit «Cosmology» Learner’s name

Assessment criteria

Level of learning achievements

Low

Distinguishes the concepts such as apparent stellar magnitude and absolute stellar magnitude;

Answers some of the questions and has difficulties in appreciating the apparent magnitude scale clearly. Struggles to justify the answers.

 Answers most of the questions and expresses the concepts clearly. Experiences some difficulties in explaining the concept of absolute magnitude.

Answers all the questions and distinguishes the concepts clearly. Justifies all the answers.

Uses the formulae for defining apparent and absolute stellar magnitudes;

Experiences difficulties in applying the converting between apparent and absolute magnitude. Majority of the answers are incorrect.

Answers most of the questions. Experiences some difficulties in making the calculations.

Correctly makes calculations. Justifies all the answers.

Uses the Hertzsprung– Russell diagram to explain stellar evolution;

Answers some of the questions and has difficulties in giving the approximate position of Becrux clearly. Struggles to justify the answers.

 Answers most of the questions and gives the approximate position of Becrux clearly. Experiences some difficulties in drawing the approximate region in which Cepheid variable stars are located.

Answers all the questions and draws the approximate region in which Cepheid variable stars are located correctly. Justifies all the answers.

Describes the use of candlepower for determination of distances;

Experiences difficulties in describing the use of candlepower for determination of distances. The answer is incorrect.

Experiences some difficulties in giving two quantities that need to be measured in order to use a Cepheid variable as a “standard candle”.

Correctly states the two quantities that need to be measured in order to use a Cepheid variable as a “standard candle”.

States Hubble’s law States Hubble’s law States why Hubble’s law

cannot be used to determine the distance from Earth to nearby galaxies

Experiences difficulties in explaining Hubble’s law. Majority of the answers are incorrect.

Answers most of the questions. Experiences some difficulties in stating why Hubble’s law cannot be used to determine the distance from Earth to nearby galaxies.

Answers all the questions and States Hubble’s law clearly. Justifies all the answers

Shows the estimate of the age of the Universe

Answers some of the questions and has difficulties in making the calculations clearly. Struggles to justify the answers.

Answers most of the questions. Experiences some difficulties in estimating the age of the Universe in seconds.

Answersallthequestionsclearly. Justifies all the answers

Explains the meaning of Big Bang model;

Explains what is meant by the Big Bang Model

Experiences difficulties in explaining the concept of Big Bang model. The answer is incorrect.

Experiences some difficulties in explaining what is meant by the Big Bang Model.

Answers the question clearly.

Explains the Big Bang theory using data on microwave background radiation.

Gives some explanations and has difficulties in expressing the ideas clearly. Struggles to justify the answer.

 Experiences some difficulties in explaining how the cosmic microwave background radiation is consistent with the Big Bang model.

Explains the Big Bang theory using data on microwave background radiation clearly.

Unit – «Practical physics»

Learning objectives

11.4.3.13 - to define the number of coils in transformer

windings

Assessment Criteria

A learner

  • designs the procedure for a laboratory experiment;
  • measures all values in the experiment;
  • identifies the control of variables;
  • analysis the data;
  • determines the number of coils in transformer windings

Level of thinking skills

Higher order thinking skills

Duration

20 minutes

Design a laboratory experiment to define the number of coils in transformer windings. You should draw a diagram showing the arrangement of your equipment. In your account, you should pay particular attention to

Task 1. The procedure to be followed. Task 2. The measurements to be taken. Task 3. The control of variables.

Task 4. How to analyse the data.

Task 5. How to determine the number of coils in transformer windings.

Assessment criteria

task

Descriptor

A learner

Mark

designstheprocedure laboratory experiment;

for

a

1

describes step by step the procedure

of experiment

Arranges equipment

Draws diagram

1

1

1

measuresallvalues

experiment;

in

the

2

takes all data in the experiment

1

identifies the control of variables;

3

finds the control of variables

1

analysis the data

4

uses all data for analysis

1

determine the number of coils in transformer windings

5

build a circuit that has a battery, a capacitor and a switch. Record the

values for capacitance, inductance, period and frequency

1

Total

7

 Rubrics for providing information to parents on the results of Summative Assessment for the unit « Practical physics» Learner’s name

Assessment criteria

Level of learning achievements

Low

designs the procedure for a laboratory experiment;

Answers for task and has difficulties in expressing the ideas clearly. Struggles to justify the answer.

 Answers to the question and expresses the ideas clearly

Correctly experiment

design

the

laboratory

measures all values in the experiment;

Experiences difficulties in measuring all values in the experiment

Answers most of the questions. Experiences some difficulties in making the reading.

Correctly makes measurements. Justifies all the answers.

identifies variables;

the

control

of

Answers some of the questions and has difficulties in identifying the control of variables.

Experiencessomedifficultiesin identifying the control of variables.

Answers all the questions and identify the control of variables

analysis the data;

Experiences analysis

difficulties

in

data

Experiences some difficulties in data analysis

Correctly analysis the data

determine the number of coils in transformer windings

Experiences difficulties in determining the number of coils in transformer windings

Experiences some difficulties in determining the number of coils in transformer windings

Correctly describes the number of coils in transformer windings


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