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The document discusses different approaches to evaluating a report. The old system used a checklist approach and found some small mistakes but overall good performance, though it wanted to award a higher score. The new "holistic" system notes good data but lacking interpretation in some cases, and in others good data with processing mistakes and some uncertainty consideration but still no interpretation.The investigation
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This document outlines 10 aims and 5 objectives for a science curriculum. The aims are to provide opportunities for scientific study and creativity globally, provide a body of scientific knowledge and techniques, enable students to apply science, develop skills in analysis and synthesis of scientific information, foster collaboration and communication, develop investigative skills, apply information technology skills to science, raise awareness of implications of science and technology, develop appreciation of possibilities and limitations of science, and encourage understanding of relationships between scientific disciplines. The objectives are to demonstrate understanding of physics, apply physical principles, construct research questions, demonstrate cooperation and responsibility, and safely manipulate apparatus and perform experiments.More Related Content
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IA assessment criteria
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This document outlines the assessment criteria for an IA (Internal Assessment) in 5 categories: Personal engagement, Exploration, Analysis, Evaluation, and Communication. Each category contains multiple descriptors that are scored from 0 to various higher numbers, depending on the demonstration of skills, understanding, and completion of tasks involved in a scientific investigation/research project. The descriptors provide details on how to score elements such as defining a clear research question, collecting and processing data, drawing valid conclusions, and structured communication of the project's focus, methods and outcomes.Logistics
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This document provides guidance on logistics and scheduling for an internal assessment component of a course. It recommends allocating class time for teachers to explain the requirements, for students to work on the assessment and ask questions, and for teacher-student consultations. It suggests 10 hours of class time is sufficient to complete an investigation and allows for checking authenticity without interfering with other deadlines. A suggested schedule includes stages for introducing ideas, practical work, alternative methods, discussion, analysis, drafting, receiving teacher comments, and final submission.Investigation ideas
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This document lists various ideas for investigations in early childhood education, including apparatus based activities using materials like play dough, elastic bands, coils and magnets, balloons, rulers, beams, solar cars, slinkies, and jelly. It also mentions simulations that can be done using software like Algodoo, Interactive Physics, Paul Falstad, Excel, and Geogebra. Finally, it provides a link to an online database for additional investigation ideas.Best fit approach
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The document discusses different approaches to evaluating a report. The old system used a checklist approach and found some small mistakes but overall good performance, though it wanted to award a higher score. The new "holistic" system notes good data but lacking interpretation in some cases, and in others good data with processing mistakes and some uncertainty consideration but still no interpretation.The investigation
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The document provides guidance for scientific investigations for a course requiring a 10 hour investigation and 6-12 page write up. It recommends investigations include a purposeful research question, scientific rationale, and adhere to standards of previous assessments. Suggested tasks involve hands-on labs, spreadsheet analysis, extracting and graphing data from databases, or combining experiments with simulations. Traditional hands-on experiments could also be paired with simulations or use old apparatus and particular sensors. System-based designs, sports analyses, and simulations using programs like Algodoo or Interactive Physics are additionally proposed.The investigation
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The document provides guidance for scientific investigations for a course requiring a 10 hour investigation and 6-12 page write up. It recommends investigations include a purposeful research question, scientific rationale, and adhere to standards of previous assessments. Suggested tasks involve hands-on labs, spreadsheet analysis, extracting and graphing data from databases, or combining experiments with simulations. Traditional hands-on experiments could also be paired with simulations or use old apparatus and particular sensors. System-based designs, sports analyses, and simulations using programs like Algodoo or Interactive Physics are additionally proposed.Uncertainties
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This document discusses different methods for calculating uncertainties in measurements. The old method takes the maximum and minimum values and divides by 2 to get the uncertainty. Two new methods use standard deviation or the range divided by the number of measurements N. The new methods provide more precise uncertainties to 2 significant figures compared to 1 significant figure for the old method. The document also notes some changes to how uncertainties are handled in practical work.Required practicals
Required practicalsChris Hamper
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The document outlines the new practical programme for physics A-levels, including:
- 10 required practicals that may be examined but are not directly assessed
- Additional practicals to develop skills and reinforce concepts
- One assessed investigation worth 10 hours
It then lists several of the required practicals covering topics like motion, thermal concepts, gases, waves, electricity, and radioactivity, along with the key skills developed through each method. Sample exam questions are also included covering areas like graphing experimental data, calculating uncertainties, and identifying sources of error.Extended essay criteria
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This document provides guidance on developing a strong research question and conducting effective research for a project. It emphasizes that a good research question is important and discusses challenges students may face such as ensuring their topic is focused and within their abilities. The document also provides tips for students and supervisors on how to plan effectively, find relevant sources, keep the research question in scope, and present the results of the research.Berlinnov2012
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