
Физика_11_класс ЕМН_англ
Methodological recommendations for Summative Assessment on the subject of “Physics”
(natural science and mathematics)
Grade 11
NurSultan, 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 criteriabased 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 chargetime and currenttime characteristic curves using the computer generated simulation 
Assessment Criteria  A learner

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.
4 What are the cyclic oscillation frequency, the linear oscillation frequency, the initial phase of oscillation? ……………………………………………………………………………………………………… ………………………………………………………………………………………………..
……………………………………………………………………………………………………… ………………………………………………………………………………………………..
……………………………………………………………………………………………………… ……………………………………………………………………………………………….. 
Assessment criteria  № task 
 Mark  
Investigate harmonic vibrations  1 

 
2 

 
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 

 
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 
 
explainstheterm electromagnetic oscillations; 




 
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 

Assessment Criteria  A learner

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 rootmeansquare (r.m.s.) voltage and current in the primary coil are 𝑈_{𝑝} and 𝐼_{𝑝} respectively. Ther.m.s.voltageandcurrentinthesecondarycoilare𝑈_{𝑠}and𝐼_{𝑠}respectively.
value of an alternating current. ……………………………………………………………………………………………………… …………………………………………………………………………………………………
𝑈_{𝑠}𝐼_{𝑝} = 𝑈_{𝑝}𝐼_{𝑠} ……………………………………………………………………………………………………… ………………………………………………………………………………………………… 
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:
𝑈_{𝑠}
𝑈_{𝑝}
𝑁_{𝑠}
=
𝑁_{𝑝}
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 
 Mark  
Knows the meaning of ideal transformer;  1  Explains no power loss in an ideal transformer  1  
Explains the meaning of root meansquarevalueofan alternating current;  2 (i)  Shows the meaning by the rootmean square value of an alternating current Explains the rootmeansquare 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 
 
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 meansquare value of an alternating current;  Experiences difficulties in determining rootmeansquare value of an alternating current. The answer is incorrect.  Experiences some difficulties in determining rootmeansquare value of an alternating current.  Correctly explains the meaning of root meansquare 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 

Assessment Criteria  A learner

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.
…………………………………………………………………………………… ……………………………………………………………………………………
…………………………………………………………………………………… ……………………………………………………………………………………
…………………………………………………………………………………… ……………………………………………………………………………… 
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 
 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  5  Explains the conditions for observing  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 
 
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. 
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 
11.5.2.6 – to systematise communication means and to suggest possible ways of their improvement 
Assessment Criteria  A learner

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
(b) State two advantages of optic fibres as compared with coaxical cables for longrange communication. Task 5. Suggest two ways to improve channel of communicaton such as satellite 
Assessment criteria  № task 
 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) 

 
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 
 
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

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 3^{rd} maximum is observed at an angle of 9^{0}. (sin 9^{0}=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).
Task 3. White light is incident on a diffraction grating, as shown in Fig. 1.1. Fig. 1.1.
Determine the number of lines per metre of the diffraction grating. number of lines =m^{}^{1}
wavelength =nm 
Assessment criteria  № task 
 Mark  
explains the dispersion of light by glass prisms  1 

 
defines conditions for observation 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; 


 
Total 

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Wave optics» Learner’s name
Assessment criteria 
 
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 
11.9.1.1 to make comparison between the Einstein's relativity principle and the Galileo's relativity principle 
Assessment Criteria  A learner

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:
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:

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 
 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; 


 
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 


 
Constructs rays in a lens system 


 
Uses the formula of thin lens 


 
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 
 
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 
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;

Assessment Criteria  A learner

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.
……………………………………………………………………………………………………… …………………………………………………………………………………………...
……………………………………………………………………………………………………… …………………………………………………………………………………………... (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 
 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; 


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


 
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 

 
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 
 
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 
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

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.

(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^{141}Ba ^{92} Kr x ^{1}n .
9256360
 Use the graph to show that the fission of one nucleus of uranium235 will release about 200 MeV of energy.
 The mass defect in this reaction is 3.1 × 10–28 kg. Calculate the number of uranium235 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 
 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 
 
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 
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;

Assessment Criteria  A learner

Level of thinking skills  Knowledge and understanding Application Higher order thinking skills 
Duration  20 minutes 
Task 1. Describe what is meant by
………………………………………………………………………………………………… ………………………………………………………………………………………
………………………………………………………………………………………………… ……………………………………………………………………………………… 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 
 Mark  
Distinguishes the concepts such as apparent stellar magnitude and absolute stellar magnitude; 


 
Uses the formulae for defining apparent and absolutestellar magnitudes; 


 
Uses the Hertzsprung– Russell diagram to explain stellar evolution; 


 
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 


 
Shows the estimate of the age of the Universe 


 
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 
 
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

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 
 Mark  
designstheprocedure laboratory experiment;  for  a  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 
 
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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