Assessment Task: Preliminary Physics Depth Study: Dynamics

Date of Notification: Week 3 Tuesday 12th May

Due Date: Week 9 Tuesday 23rd June

Course Component: Module 2: Dynamics Task Number: 2

Task Outline 1. Students are to develop an inquiry question based on a topic of choice relating to Dynamics. 2. Students are to use their inquiry question to develop a hypothesis and a potential investigation to test their

hypothesis. 3. Students are to write a report detailing the physical concepts and laws explored in their inquiry question

and their potential investigation and explain using scientific language and formats how these laws are applied. They will use secondary source research and calculations to create this report.

4. Students are then to produce a poster outlining the physical concepts of their chosen investigation and the main concepts researched, focusing on a scientific diagram

5. The poster must be able to be interpreted by a year 10 student. 6. Students must keep a record of their learning throughout the depth study and submit any notes, unused

information or classwork as part of a student logbook 7. Students must reference any secondary source information in Harvard Referencing style.

Instructions

● All work submitted must be original and completed individually. (NOTE: Any work deemed to be plagiarised will be treated as a non-serious attempt and dealt an appropriate consequence in accordance with the school and faculty policy)

● The assessment task must be submitted on the due date as a hard copy in printed form. Both the excursion booklet and final report must be submitted on this date before 2:50pm.

● Ensure your name is on all pieces of paper and that any loose pages are stapled together. The Task

Science plays an important part in our lives. Dynamics is the study of the motion of objects and the forces responsible for that motion. A dynamics analysis is what allows one to predict the motion of an object or objects, under the influence of different forces, such as gravity or a spring. Nothing that moves can be analysed without using dynamics concepts. Dynamics is important for understanding everyday things that are of interest to many of us, such as the physics of sports, amusement parks, natural disasters and cars.

You are to create your own inquiry question to investigate and develop a potential primary investigation from your chosen topic. You must complete all aspects of the Depth Study and submit your portfolio, report and

poster to your teacher.

Outcomes

PH11-1 PH11- 4 PH11-5 PH11-7 PH11-9

develops and evaluates questions and hypotheses for scientific investigation selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media analyses and evaluates primary and secondary data and information communicates scientific understanding using suitable language and terminology for a specific audience or purpose describes and explains events in terms of Newton’s Laws of Motion, the law of conservation of momentum and the law of conservation of energy

Overview of Depth Study In this depth study, you will be working independently to investigate a question that will come from the Module 2 topic dynamics. Your task is to apply the knowledge of dynamics to further investigate everyday situations which involve the laws of physics. You will use some of these laws to develop your Scientific Report. The laws include but are not limited to:

- Newton’s 1st Law - Newton’s 2nd Law - Newton’s 3rd Law - Law of Conservation of Momentum - Law of Conservation of Energy

You will be assessed on:

• the development of an inquiry question • the modification of the inquiry question into a suitable hypothesis • the location of suitable secondary resources, analysis and evaluation of them in the production of a

suitable scientific report • producing a suggested methodology to test the hypothesis (you will not be required to perform the

experiment) • demonstration of understanding of the Physics involved • communication of findings through a poster to be understood by year 10 students

Submission Checklist:

o Cover Page outlining your topic, inquiry question and name o Experimental Methodology (Part C) o Scientific Report (Part D) o Poster (Part E) o Reference List (Part F) o Student Logbook (Part B & G)

In class we will conduct the following lessons: Lesson 1 – How to develop a good inquiry question. Lesson 2 – What is a good hypothesis? Lesson 3 – Planning and Developing your Inquiry Question. Lesson 4 – How to create a first-hand experiment. Lesson 5 – Working on your depth study. Lesson 6 – Linking Dynamics to your depth study. Lesson 7 – What is a scientific report? Lesson 8 - Where to find good sources. Lesson 9 – How to Harvard Reference. Lesson 10 – Peer Review

Preliminary Physics Depth Study

You will be required to complete the rest of your

assessment task outside of lesson time.

This depth study will enable you to explore more deeply the laws of physics that occur in the world around them. You will choose one of the following topics and derive an inquiry question from that topic. Inquiry questions will enable you to engage in the concepts of physics that you are interested in and to seek out answers and explore complex problems. Under each topic are examples of inquiry questions that could be investigated. You can choose an inquiry question that is listed or develop your own.

Option 1 – Theme Park Physics

Option 2 – Car Crash Analysis

Option 3 – The Physics of Sport

Option 4 – Physics of Natural

Disasters - Which rides produce

the most adrenaline hormone in teenagers?

-How do engineers design rollercoasters to have the greatest potential energy -How are rollercoasters designed to reduce the amount of movement the passengers experience in their seats.

- Are speed limits in school zones effective?

- Does mobile phone use reduce reaction time?

-How can the kinetic energy of car crashes be absorbed safely?

- How can performance in ball sports be improved - Do cheerleaders or football players suffer greater impact collisions? - Should children under the age of 16 ride motorbikes?

-What is the best method to drive a car through a cyclone -How are buildings designed to withstand a tornado -Can you outrun a tsunami?

Part A – Develop your Topic and Inquiry Question

1. Identify the topic that you have chosen to investigate, and the inquiry question you have developed. _______________________________________________________________________________________

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2. Identify 3 laws that are associated with your inquiry question.

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3. Describe how the above 3 laws are associated with your inquiry question.

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4. Draw two detailed scientific diagrams for a scenario demonstrating the components of your chosen laws. Provide a title for each diagram.

Part B – Planning and further developing your Inquiry Question

5. Describe how you would model the law you have chosen. Include all equipment you will use.

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6. Based on this model, create a hypothesis explaining what you think will happen when you conduct your experiment to prove your chosen law. _______________________________________________________________________________________

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You are to produce a suggested methodology to test a hypothesis you have developed from your inquiry question. Remember you will not be required to conduct the experiment. You will need to include the following in your methodology:

Title A descriptive name for the experiment or investigation

Aim A sentence that states what you are trying to achieve

Hypothesis A statement about what you think your results are going to prove

Risk Assessment

What are the risks and how can they be managed? Should be in the format – hazard/risk, Injury, Prevention

Method The purpose of this section is to precisely describe the method and materials used to conduct your investigation with enough detail so someone else could repeat the same procedure. The method section should be written in paragraph form with as little repetition as possible. This section will often be broken down into subsections such as participants, materials, procedure, analysis of results. You should include here how you anticipate to collect your results. Ensure that you are using a passive voice (neutral perspective) when writing this section – no first person.

Part C – Designing your Proposed Investigation

This report will explain the physics included in the inquiry question and proposed investigation.

Part Description

Cover Page • Descriptive title including the name of the Investigation • Include your name, subject and date of study • The title of your submission should be concise and informative. It should not

be vague and general. Abstract • The abstract is a precise summary of the whole report. Its function is to

preview the contents of the report so that the reader can judge whether it is worth their while to read the whole report.

• It includes a statement of the aim or object of the investigation, a short description of the methods used, the main results, and the conclusions/implications of results.

• The abstract should be no more than 250 words and should be titled with the word ‘abstract’

Introduction • In the introduction you need to let the readers and markers of your report know why the report is important and what it is exactly about. It is essential to establish these things because it places the reader/marker in a better position to understand the significance of the material presented in the rest of the report.

• The introduction starts generally, introducing the broad context within your investigation. You need to provide an understanding of the conceptual and theoretical background behind your investigation, as well as context and justification for the investigation you are undertaking.

• clearly state the problem to be discussed, and solutions sought out. • Highlight your viewpoint but do not go too deep. Be precise in your writing

and avoid giving too much information that is not needed in the introduction.

Body • The body should follow the path left by the introduction. • The body should be well arranged according to the structure you created to

guide you. • The outline should dictate how the points follow each other in your report.

Each paragraph should start with a certain aspect of the topic it will address. It is advisable to have only one argument or to focus on only one point in each paragraph.

• The paragraphs should be well linked to each other to provide the desired flow in your report.

• Simple language will go a long way in making your case and providing the reader with a better understanding of your work.

Conclusion • The conclusion should review and summarise all the main points of your essay.

• You should also highlight the practical potential of your discoveries and how they can impact society.

• It is always a good idea to restate the inquiry question in the conclusion as a subtle reminder of what the report was about but does not repeat it in the same words as in the introduction.

• You can give your final opinions wrap up your thoughts so that the readers know where you stand on the matter

Part D – Scientific Report

1. Scientific diagram of chosen concept, highlighting the physical concepts occurring 2. Physical concepts explained in a style easily understood by Year 10 students

The Harvard referencing style is also known as the "author date" system because you must cite both the author and publication date. The prominence of the author and date of publication in a reference list provides a clear indication of the credibility and currency of the resources used in your research. There is no definitive version of Harvard available.

The basics of a Reference List entry for a Web page or Web document:

• Author or authors. The surname is followed by first initials. • Year. • Title (in italics). • Publisher. Where there is a corporate author, the publisher and author may be the same. • Date viewed. • Web address <in angled brackets>.

Example: Cancer Council 2017, Causes of cancer, Cancer Council, viewed 21 May 2018, <https://www.cancer.org.au/about-cancer/causes-of-cancer/>.

This website generates references for you: https://www.citethisforme.com/harvard/source-type

You will also keep a logbook (either paper or electronic) to record your progress throughout the depth study. This will be attached as an appendix to your final report. The logbook should include:

• Selection and evaluation of the inquiry question. • Progress with your report. • Part B – Planning and developing your inquiry Question

It could also be used for other activities completed in class and/or notes on independent research.

Part E – Poster of Investigation

Part F – References - Harvard style referencing

Part G – Student Logbook

Not Evident Basic Developing Sound High Outstanding Section Outcomes

0 marks 1 mark 2 marks 3 marks 4 marks 5 marks Marks

Part A: Developing the Inquiry Question develops and evaluates questions and hypotheses for scientific investigation PHY11-1

Que

stio

n an

d Hy

poth

esis

No inquiry question evident

requires teacher assistance to develop a question for depth study and develop the inquiry question into a basic hypothesis

develops a simple question for depth study and is able to develop the inquiry question into a hypothesis that is lacking variables plans secondary research

develops a clear question for depth study plans, develops a hypothesis from the inquiry question that includes variables and carries out secondary research

develops a clear and focussed inquiry question for depth study plans, develops a hypothesis from the inquiry question that includes variables and cause and effect scenario and carries out significant secondary research

develops a clear and focussed inquiry question for depth study plans, develops a hypothesis from the inquiry question that includes variables and cause and effect scenario and carries out significant secondary research.

Part C: Designing the Proposed Investigation selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media PHY11-4 communicates scientific understanding using suitable language and terminology for a specific audience or purpose PHY11-7

Risk

Ass

essm

ent

Does not provide a risk assessment and requires teacher direction throughout the Depth Study Does not attempt to explain factors that influence observations throughout the Depth Study.

Minimal identification of risks with some appropriate preventions Seeks teacher assistance to identify factors that influence observations throughout the Depth Study.

Identifies risks, causes and some preventions to ensure a safe investigation Attempts to explain factors that influence observations throughout the Depth Study

Assesses risks, causes and preventions to select ensure a safe investigation Identifies and explains factors that influence observations throughout the Depth Study

Thoroughly assesses risks, cause and prevention to ensure a safe investigation Identifies and thoroughly explains factors that influence observations throughout the Depth Study.

Extensively assesses risks, cause and prevention to ensure a safe investigation Identifies and extensively explains factors that influence observations throughout the Depth Study.

Met

hod

Does not develop a method Does not explain how results would be taken and the various types of data gathered

Designs a basic methodology Attempts to explain how results would be taken

Designs a methodology that is valid and/or reliable Mostly correct explanation of how results would be taken

Designs a thorough methodology that is valid Explains how results would be taken, including the types of data gathered (qualitative and quantitative)

Designs a thorough methodology that is valid and reliable Thorough explanation of how results would be taken, including the types of data gathered (qualitative and quantitative)

Designs an extensive methodology that is valid and reliable Extensive explanation of how results would be taken, including the types of data gathered (qualitative and quantitative)

Marking Criteria

Part D: Scientific Report develops and evaluates questions and hypotheses for scientific investigation PHY11-1 analyses and evaluates primary and secondary data and information PHY11-5 communicates scientific understanding using suitable language and terminology for a specific audience or purpose PHY11-7 describes and explains events in terms of Newton’s Laws of Motion, the law of conservation of momentum and the law of conservation of energy PHY11-9

Gen

eral

No scientific terms used in the report. No reference to Physics Laws in the report. No diagrams used to support the explanations for any of the features explained.

Uses limited scientific terms in the report. Rarely refers to Physics Laws in the report. Uses diagrams to support the explanations but is unclear as to which of the features it is explaining.

Uses some of the correct scientific terms in the report with a basic reporting style. Rarely refers to Physics Laws and other physics principles in the report. Uses diagrams to support the explanations for one of the features explained.

Uses most of the correct scientific terms in the report with sound reporting style. Refers several times to Physics Laws and other physics principles in the report. Uses diagrams to support the explanations for one feature explained.

Uses the correct scientific terms appropriately throughout all of the report with good reporting style. Refers numerously to Physics Laws and other physics principles in the report. Uses diagrams to support the explanations for two features explained.

Uses the correct scientific terms appropriately throughout all of the report with outstanding reporting style. Refers frequently to Physics Laws and other physics principles in the report. Uses diagrams extensively to support the explanations for multiple features explained.

Abst

ract

&In

trod

uctio

n

No Abstract or Introduction apparent

Summary does not reflect the depth study Develops an inquiry question, but has limited understanding of some concepts Demonstrates limited knowledge and understanding of dynamics.

Summary reflects aspects of the depth study Develops an appropriate introduction that is relevant to dynamics with teacher assistance Demonstrates a basic knowledge and understanding of dynamics and how they relate to a chosen investigation

Summary that reflects most aspects of the depth study Develops an appropriate introduction that is relevant to dynamics Demonstrates sound knowledge and understanding of dynamics and how it relates to the chosen investigation Demonstrates a sound knowledge of the concepts explored

Summary of the depth study with reference to the chosen concept and conclusion Develops an appropriate introduction that is relevant to dynamics and explains the physics laws Demonstrates knowledge and understanding of dynamics and how it relates to the chosen investigation. Demonstrates a thorough knowledge and understanding of the concepts explored and relates this to their proposed investigation

Clear and succinct summary of the depth study with reference to the chosen concept and conclusion Develops an appropriate introduction that is relevant to dynamics and explains the physics laws Demonstrates an extensive knowledge and understanding of dynamics and how it relates to the investigation Demonstrates an extensive knowledge and understanding of the concepts explored and relates this to their proposed investigation

Body

& C

oncl

usio

n

No body or conclusion of scientific report

Body does not reflect scientific understanding of chosen concept, lacks structure and is vague Conclusion does not reflect the investigation

The body attempts to reflect scientific understanding of chosen concept, with minimal scientific evidence used.. Conclusion reflects aspects of the investigation

The body satisfactory reflects scientific understanding of chosen concept, with some scientific evidence used. Constructs a conclusion that is based on some evidence

The body thoroughly reflects scientific understanding of chosen concept with scientific evidence used Constructs an evidence-based conclusion by analysing scientific relationships

The body extensively reflects scientific understanding of chosen concept with a lot of scientific evidence used Constructs evidence-based conclusions by analysing and evaluating complex scientific interrelationships

Part E: Poster communicates scientific understanding using suitable language and terminology for a specific audience or purpose PHY11-7 describes and explains events in terms of Newton’s Laws of Motion, the law of conservation of momentum and the law of conservation of energy PHY11-9

Post

er

No poster submitted Presents chosen concept with limited processing, analysis and evaluation OR no attempt Provides a diagram with little understanding of physical concepts OR no diagram included Presentation of poster is unsatisfactory

Attempts to analyses and evaluate chose concept Attempts to provide a diagram of the and attempts to include the physical concepts occurring Attempts to outline the physical concepts occurring in the chosen concept and uses some language that can be easily interpreted by a year 10 aged student Presentation of poster is satisfactory

Some analysis and evaluation of the chosen concept. Provides a diagram of the chosen concept and identifies some of the physical concepts occurring Outlines some of the physical concepts of the chosen concept and uses some language that can be easily interpreted by a primary aged student Presentation of poster is of sound quality

Analyses and evaluates chosen concept Provides a labelled model of the chosen concept and includes the physical concepts occurring Outlines the physical concepts of the chosen concept and uses language that can be easily interpreted by a year 10 aged student Presentation of poster is excellent and easily read.

Thoroughly analyses and evaluates chosen concept Provides a clear and well labelled model of the chosen concept and includes the physical concepts occurring Thoroughly outlines the physical concepts of the chosen concept and uses language that can be easily interpreted by a primary school aged student Presentation of poster is outstanding and easily read.

Student Logbook selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media PHY11-4

No evidence of evidence of progress of report.

Provides a logbook that shows limited evidence of progress of report.

Provides a logbook that shows basic evidence of progress of report.

Provides a logbook that shows some evidence of progress of report.

Provides a logbook that shows evidence of progress of report.

Provides a logbook that shows extensive evidence of progress of report.

Communicating and Referencing (across the whole task) communicates scientific understanding using suitable language and terminology for a specific audience or purpose PHY11-7 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media PHY11-4

Com

mun

icat

ing

Unsatisfactory completion of report

Report is very brief with sections missing and with incorrect information. Presents limited information Most of the report is grammatically incorrect.

Report is brief AND/OR difficult to read. Sections missing key information or contain incorrect information. communicates basic information Spelling, grammar, and formatting have many errors.

Uses appropriate language on the whole for a specific audience and displays good written communication but it does contain areas that are unclear or hard to understand. Presents well-organised information selects and applies some scientific notations, nomenclature and scientific language to communicate Spelling, grammar, and formatting of report is to good standard but contains some errors.

Uses appropriate language proficiently for a specific audience and displays very high-quality written communication which is clear and concise. Presents sustained, logical, evidence-based and cohesive information selects and applies appropriate scientific notations, nomenclature and scientific language to communicate complex information. Spelling, grammar, and formatting of report is to a high standard and adds to clarity of writing. There are very minor or no errors.

Uses extensive scientific language well for a specific audience and displays exceptionally written communication which is clear and concise. Presents sustained, logical, evidence-based and cohesive information selects and applies appropriate scientific notations, nomenclature and scientific language to communicate complex information. Spelling, grammar, and formatting of report is to an outstanding standard and adds to clarity of writing. There are very minor or no errors.

Refe

renc

es

No reference list The reference list is incomplete and contains many mistakes.

There is a reference list that contains some sources used in text. The sources are referenced with a mistakes and inconsistencies.

There is a reference list that contains all sources used in text. The sources are referenced with a few mistakes and inconsistencies.

There is a reference list that contains all sources used in text. The sources are consistently and correctly referenced with no mistakes. Some sources are referenced in text, to a satisfactory standard

There is a reference list that contains all sources used in text. The sources are consistently and correctly referenced with no mistakes. In alphabetical order and used Harvard referencing style. All sources are referenced in text, to a satisfactory standard

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