Eei1 duration: 8 weeks summative/formative student name



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Aldridge State High School


Assessment Instrument Conditions
Year 11 PHYSICS

END SEMESTER: 1 UNIT: 3 TOP1C: . Kinematics & Dynamics

ITEM No: 4: EEI1 DURATION: 8 weeks SUMMATIVE/FORMATIVE


STUDENT NAME: ____________________________________ CLASS: _______________
TEACHER’S NAME: Mr I Carson DRAFT DUE DATE:

DUE DATE:


ASSESSMENT TYPE:

Extended Response Task  Written task  Assignment 

Non-written Presentation  Extended Experimental Investigation

Report 

Response to Stimulus 



ASSESSMENT CONDITIONS:

Supervised Examination  Open Book (Notes Allowed)  Class Time Used  Students’ Own Time  Teacher Input (Some)  Library Resources 





KCU

IP

E&C











Comments and Feedback: ___________________________________________________________
__________________________________________________________________________________

(Signed): _____________






ASSESSMENT INSTRUMENT NO 3 – EEI1
1. THIS EXTENDED EXPERIMENTAL INVESTIGATION WILL ASSESS YOU IN THE FOLLOWING GENERAL OBJECTIVES:





  1. TOPICS TESTED:

Machines

KEY CONCEPTS F1, F2, F3, E1, E2, M1, M2


  1. CONDITIONS:




  • EXPERIMENTAL INVESTIGATION

  • Group design and construction

Individual analysis and report

  • Calculators permitted

  • TIME ALLOWED: 5 weeks

- class time

- own time required

  • Report must be typed.

  • Full working must be shown

  • Journal showing development and progress must be regularly recorded and inspected.


STUDENT’S NAME:

TEACHER:


DATE HANDED OUT :
DRAFT DUE DATE :
DUE DATE :








ALDRIDGE

SHS
YEAR 11

PHYSICS

SEMESTER 1,



STUDENT RESULT:


KCU:
IP:

EC:





Criterion

A

B

C

D

E

Knowledge and conceptual understanding

The student work has the following characteristics:

reproduction and interpretation of complex and challenging concepts, theories and principles



The student work has the following characteristics:

reproduction and interpretation of complex or challenging concepts, theories and principles



The student work has the following characteristics:

reproduction of concepts, theories and principles



The student work has the following characteristics:

reproduction of simple ideas and concepts



The student work has the following characteristics:

reproduction of isolated facts



comparison and explanation of complex concepts, processes and phenomena

comparison and explanation of concepts, processes and phenomena

explanation of simple processes and phenomena

description of simple processes and phenomena

recognition of isolated simple phenomena

linking and application of algorithms, concepts, principles, theories and schema to find solutions in complex and challenging situations.

linking and application of algorithms, concepts, principles, theories and schema to find solutions in complex or challenging situations.

application of algorithms, principles, theories and schema to find solutions in simple situations.

application of algorithms, principles, theories and schema.

application of simple given algorithms.

Investigative processes

The student work has the following characteristics:

  • formulation of justified significant questions/hypotheses which inform effective and efficient design, refinement and management of investigations

The student work has the following characteristics:

  • formulation of justified questions/hypotheses which inform design and management of investigations

The student work has the following characteristics:

formulation of questions and hypotheses to select and manage investigations



The student work has the following characteristics:

implementation of given investigations



The student work has the following characteristics:

guided use of given procedures



assessment of risk, safe selection and adaptation of equipment, and appropriate application of technology to gather, record and process valid data

assessment of risk, safe selection of equipment, and appropriate application of technology to gather, record and process data

assessment of risk, safe selection of equipment, and appropriate application of technology to gather and record data

safe use of equipment and technology to gather and record data

safe directed use of equipment to gather data

systematic analysis of primary and secondary data to identify relationships between patterns, trends, errors and anomalies.

analysis of primary and secondary data to identify patterns, trends, errors and anomalies.

analysis of primary and secondary data to identify obvious patterns, trends, errors and anomalies.

identification of obvious patterns and errors.

recording of data.

Evaluating and concluding

The student work has the following characteristics:

  • analysis and evaluation of complex scientific interrelationships

The student work has the following characteristics:

  • analysis of complex scientific interrelationships

The student work has the following characteristics:

  • description of scientific interrelationships

The student work has the following characteristics:

  • identification of simple scientific interrelationships

The student work has the following characteristics:

  • identification of obvious scientific interrelationships

  • exploration of scenarios and possible outcomes with justification of conclusions/ recommendations

  • explanation of scenarios and possible outcomes with discussion of conclusions/ recommendations

  • description of scenarios and possible outcomes with statements of conclusion/ recommendation

  • identification of scenarios or possible outcomes

  • statements about outcomes

  • discriminating selection, use and presentation of scientific data and ideas to make meaning accessible to intended audiences through innovative use of range of formats.

  • selection, use and presentation of scientific data and ideas to make meaning accessible to intended audiences in range of formats.

  • selection, use and presentation of scientific data and ideas to make meaning accessible in range of formats.

  • presentation of scientific data or ideas in range of formats.

  • presentation of scientific data or ideas.

In Medieval times, cities, villages and families fortified themselves against invasion and attack by building stone walls and fortresses. The attacking forces developed machines to lay siege to these defenses. These machines incorporated many of the physics principles and simple machines that we have been examining in class.

Your task is to design, build, test, analyse and report on one of these siege machines - a counterpoise trebuchet. You are to investigate the effect of changing at least two variables of your machine and determining the optimum condition of that variable.

These variables include:



    • Mass of counterweight

    • Ratio of counterweight arm to throwing arm

    • Length of sling

    • Angle of release pin



Safety:

The machine you are building can be dangerous if used carelessly.

Your construction skills are likely to make the trebuchet unpredictable.

For these reasons:

  • Do NOT use the trebuchet indoors.

  • Only use the trebuchet out in the open away from other people and breakable objects (eg. windows).

  • Ensure all people present are at a safe distance (at least 2m) and are paying attention to the proceedings.

  • The operator must wear eye protection.

Begin by starting a Log Book. This should contain a continuous record of your development of the investigation. Entries should show the date, progress, ideas, group discussions, results, changes/refinements to method or construction.

This will be checked periodically to assess progress and ownership.



Task 1 - Design:

  1. Do some research on how trebuchets work and examine designs and photographs of large and small-scale models. Keep a record of this research and the sites from which you have gained useful information.

  2. Decide which of the variables you are going to test and propose hypotheses about the effect of these variables.

  3. Draw plans of what you are going to build. Before doing this, read the questions you are to answer in the Results and Discussion section. These plans should be clear and detailed (including materials, sizes, methods of joining etc). This design MUST be submitted to your teacher before you start building)

  4. Develop a method of minimizing risk during the building and using of the trebuchet.

Task 2 - Build:

  1. As a group you are to build your trebuchet. The majority of this will occur at home. A small selection of hand tools will be available at school but this will need to be shared between groups, principally for repairs and adjustments during testing.

  2. Your trebuchet should be portable enough to bring it to school for the majority of lessons to check on progress and for testing.

  3. During the construction phase it would be ideal to take digital photographs to show the work in progress.

For safety and cost factors, limitations will be placed on your design.

Limitations:



  • Your trebuchet lever arm should have a maximum length of 60 cm.

  • Your projectile should be no larger or heavier than a golf ball.

Task 3 - Test:

  1. Begin testing early with small projectiles and small counterweights. This will test the rigidity and consistency of your machine.

Task 4 – Data Collection:

1. After your machine is working consistently, perform and record a number of trials. Your testing should include measurements of time of flight and range. You are to collect repeated measurements (at least 3) and use an average of these in your calculations.



  1. Remember you are to investigate the effect of changing at least two variables of your machine and determining the optimum condition of that variable.

These variables include:

    • Mass of counterweight

    • Ratio of CW arm to Throwing arm

    • Length of sling

    • Angle of release pin

Task 5 – Analysis & Report:

Your report should include :



  • Title page

  • Aim: A paragraph, that if read by itself, summarizes the project in the least possible words.

  • Background theory: A brief history of trebuchets (including diagrams, photos) and detailed identification of the physics principles, formulae and simple machines involved in this assignment (including your calculations).

  • Hypothesis: For each of the variables being tested, propose a hypothesis regarding the optimum condition.

  • Equipment: All the materials, tools, scientific equipment etc used in the construction and testing of the trebuchet.

  • Method: (1) A detailed description of how you constructed your trebuchet including materials, sizes, methods of joining etc. Diagrams may be useful here. Include a scale drawing of your final design which shows clearly how your variables were able to be changed. (2) A detailed description of the procedures used to collect the results including which variables you have controlled.

  • Risk Assessment : Outline any safety concerns during construction and testing and what precautions were taken to overcome these

  • Results: (1) Communicate the results you have collected clearly in a table. (2) Show clearly the calculation of maximum height, release angle, velocity and any other relevant calculations. If Excel is used to do the calculations, be sure to submit the Formula printout. These calculations will require some assumptions. State these assumptions and the effect these assumptions have on your results. (3) Communicate the important results from (2) in tables and draw appropriate graphs of these results (only draw graphs of averaged results).

  • Discussion : (1)(a) Analyse the data collected (make clearer) and determine the optimum conditions for the variables tested and justify your answer clearly. (b) Analyse and evaluate your trebuchet design to suggest why these parameters resulted in the optimum conditions? (2) Determine the ideal mechanical advantage, actual mechanical advantage and efficiency of the optimum trebuchet. Fully justify how you arrived at these answers. (3)(a) Suggest some reasons for the difference between the ideal and actual mechanical advantages (b) Name the major sources of inaccuracy present when collecting your data? (4)(a) How could you improve the design of your trebuchet to increase its efficiency? (b) Suggest modifications to your data collection methods to improve the accuracy of your results.

  • Conclusion : A final conclusion – summarizing your experiments and findings.

  • Bibliography : A bibliography of resources – correctly referenced as per your record book.

  • Journal : This should be a comprehensive record of your ideas, the steps taken, failures and successes.

CHECKLIST FOR JOURNALS/LOGS

Year 11 Physics – Extended Experimental Investigation

ANCIENT WEAPONS AND GADGETS

Name:



Component of task

Teachers Comments and Initials


























Submit:

  • Report

  • Draft report

  • Trebuchet

  • Journal

Note: Checkpoint dates are approximate. Final submission date is mandatory to be “on time”.

Physics Experimental Investigation


Draft Report – Feedback Checklist

Name:

Your specific request for feedback:

Note: This feedback checklist should be submitted with your final report.

Aspect

Areas that might need improvement (marked by a )




1. Task

Awareness of the purpose of the task.




2. Subject matter

You need to provide more detail in the following areas or they contain errors / omissions:




Title




Aim




Abstract : history of trebuchet




Abstract : physics principles and formulae




Equipment




Method : construction of trebuchet




Method : data collection procedure




Results : tables




Results : calculations




Results : assumptions




Results : graphs




Discussion: Q1 critical analysis of investigation needs improvement –

including interpretations/synthesis and evaluation and beyond merely restating the findings






Discussion : Q2




Discussion : Q3




Conclusion




Bibliography -is not included




-insufficient number of sources




-referencing style not consistent or contains errors




Only include the most important and relevant information from your research.




You will need to include illustrations/tables




3. Structure and cohesion

Generic structure needs improvement. Check the report format guidelines.




The arrangement of material could be difficult for your audience to follow.




Body needs clearly defined paragraphs based on topics studied, and each clearly introduced to show an understanding of them.




Layout and neatness need improvement.




4. Language

Vocabulary needs improvement – a greater level of sophistication.




The words highlighted need to be replaced with more precise or scientific terms.




5. Sentences

Break up some of the longer sentences.




Sentences show a lack of variety in form and length.




Be consistent using active/active voice and tense.




Some sentences should be separated; using a full stop or semicolon, not always a comma.




6. Tech. features

Apostrophes, capitals, commas, grammar.




7. Spelling

Spelling errors need correction –a few are circled.




8. Length

Too long/too short




9. Journal

Journal has omissions




Journal is not in enough detail





Teacher’s comments:


Teachers signature: Date:



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