Year 12 Physics (Stage 6)

Assessment Task 1: Depth Study (Take Home)

High
Prestons Module 5: Advanced Mechanics
School Weighting: 25%
Due Date: Friday 29th June 2018
Date Distributed: Thursday 10th May 2018

Name: ________________________________________

Teacher: ______________________________________

Assessment Policy:
This is a formal assessment task. It is required that each student demonstrates
their understanding of the course studied by devoting sufficient time and
effort to meeting the requirements stated below. A requirement of this task is
that it is submitted on time. Computer difficulties, printer problems or lack of
organisations will not be recognised as valid excuses for late submission of the
task. In the event of late submission, 10% of the final grade will be deducted
per day late. Any difficulties with the task must be brought to the teacher’s
attention several days before the date the task is due.

Declaration of Originality:
In accordance with the school’s assessment policy, I declare that the task
submitted is my own work and to the best of my knowledge, it contains no
material previously published/written by someone else except where
acknowledgements have been made.

Signature: _________________________________________

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 Task Description:
In this depth study you are required to design and conduct an investigation
of projectile motion. In this investigation you will be required to analyse
quantitative and qualitative data that can explain the motion of a projectile.
This will be presented in a report format and will include, background
information, purpose of the investigation, methodology, results presented
with graphical analysis and a discussion of results with comparison to
relevant secondary data.

Stage 6 Physics Outcomes Assessed:

PH12-12 Describes and analyses quantitatively and qualitatively
circular motion and motion in a gravitational field, in
particular, the projectile motion of particles.
PH11/12-1 Develops and evaluates questions and hypotheses for
scientific investigation.
PH11/12-2 Designs and evaluates investigations in order to obtain
primary and secondary data and information.
PH11/12-3 Conducts investigations to collect valid and reliable primary
and secondary data and information.
PH11/12-5 Analyses and evaluates primary and secondary data and
information.
PH11/12-7 Communicates scientific understanding using suitable
language and terminology for a specific audience or purpose.

Submission Details
This task is to be submitted Friday the 29th of June in the classes allocated
period. You are to submit a signed copy of the notification sheet with the
attached marking rubric. Additionally, the report will be submitted via USB
that has your name on it.

Summary of Marks:
Total /50 Percent (%) Rank /
Students
Mark

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 Detailed Task Description

Open Ended Investigation of Projectile Motion

Conduct and submit a report based on your investigation of projectile motion.
In your investigation you are to set up your own experiment that will measure
how varying one factor will impact the range (Δx) of a projectile.
Factors that can be changes:
- The initial speed of the projectile.
- The launch angle of the projectile.
- The launch height of the projectile.
You will plan and conduct this experiment individually (time allocated in class)
and must submit the results of this investigation in the form of a report. You
may build your own projectile/launcher or use any equipment that you may
have at home or some resources the school has at its disposal (School
resources must be pre-booked with the teacher’s approval).
* Report will be presented via PowerPoint or Video (no longer than 5
minutes).
Important Safety Information
- You must not use/construct anything that can be considered as a
weapon.
- The appropriate (Personal Protective Equipment) PPE must be worm
when conducting you experiment (especially for small projectiles).

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 Report Scaffold

Aim:
- The purpose of this investigation.
Background Theory:
- A detailed summary of relevant background theory using scientific
language.
- Include relevant formulas to be used in analysis and explain the purpose
of them.
- Cite the work of scientists (such as Newton) and relevant theories that
have impacted this area.
Hypothesis:
- A statement that outlines the predicted outcome of the investigation.
- Should be based off the background theory presented previously.
Equipment:
- A brief list of the equipment required to conduct the experiment.
- Should include equipment used for measurement.
- Identify how many pieces of equipment are required if more than one.
Safety:
- Identify the hazards evident with experiment.
- Identify safety precautions taken to minimise risks.
Variables:
- Outline the independent, dependent and controlled variables.
Methodology:
- Explain step by step process required to conduct the experiment.
- Should be easy to replicate.
- Outline how data will be collected.
- Outline how the variables will be controlled or varied.

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Diagram:
- Provide an annotated diagram/photo of the experiment set up.
- If drawn the diagram is to be completed using a pencil and ruler.
Results/Analysis:
- Present data clearly in a table format.
- Provide the correct SI units.
- Provide a mathematical interpretation of results.
- Should utilise relevant formulas stated in background theory.
- Graph the results and analysed data with correct headings and
appropriate number range.
Discussion:
- Discuss how your results and the analysed data relate to the background
theory.
o Did the results agree or disagree with your hypothesis?
o Does it agree or disagree with the theoretical concepts?
o Compare results to other data (primary or secondary).
- Discuss the validity and reliability of the experiment with reference to
other similar experiments.
- Sources of error?
- Limitations and areas that can be improved.
Conclusion:
- Briefly summarise the outcome of the experiment.
- Did it test what it aimed to test?
- Outline what was learned from conducting this experiment.
References:
- References should be in correct APA referencing format.
- In-text citation is required for background theory and the discussion.
- A minimum of 6 references are required.

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 Marking Rubric
Criteria 0 - 10 11 – 20 21 – 30 31 – 40 41 - 50
Create an Creates an experiment Creates an experiment Creates a valid Creates a valid Creates a
experiment that that demonstrates that demonstrates a experiment that experiment that comprehensively valid
investigates little to no basic understanding of demonstrates sound demonstrates experiment that
projectile motion understanding of projectile motion understanding of thorough extensively describes
projectile motion concepts. projectile motion understanding of and analyses projectile
quantitatively and
concepts. No reference made to concepts. projectile motion motion concepts.
qualitatively
No reference made to current or relevant Some reference is concepts. Integrates current and
/10 current or relevant theory to support made to current or Includes current and relevant theory to
theory to support investigation. relevant theory to relevant theory to support investigation.
investigation. support investigation. support investigation.
Collection of primary Method for data Demonstrates a limited Demonstrates a sound Demonstrates an Demonstrates an
and secondary data collection is inaccurate. method of collecting method for collecting appropriate method appropriate method of
for use in projectile Data contains some primary data. primary data. for collecting primary collecting both primary
motion investigation. relevant information. Data collection is Data collection has and secondary data. and secondary data.
relevant. some relevant and Data collection is Data collection is
/10
reliable information. mostly relevant and relevant and reliable
reliable.
Analyses and Limited to no analysis Basic analysis of Sound analysis and Thorough analysis and Extensive analysis and
evaluate primary and and evaluation of primary and secondary evaluation of primary evaluation of primary evaluation of primary
secondary data and primary and secondary data collected. and secondary data and secondary data and secondary data
information. data collected. Mathematical analysis collected. collected. collected.
contains many errors. Some mathematical Minimal mathematical No mathematical
/10
Identifies the errors. errors. errors.
importance of data Explains the Discusses the Comprehensively
collection. importance of the data importance of the data discusses the
collection. collection importance of the data
collection.

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 Presents Limited use of ICT to Basic use of media Presents a sound used Presents a thoroughly Presents an extensively
investigation in present the which is appropriate to of ICT which is clear and creative use clear, creative and
report format using investigation. present the appropriate to present of ICT which is concise use of ICT
ICT. Most aspects of investigation. the investigation. appropriate to present which is appropriate to
investigation report Some aspects of the Most aspects of the investigation. present investigation.
/10
missing. investigation report investigation report All aspects of All aspects of
included. included. investigation report investigation report
included and are included and are
appropriately comprehensively
addressed. addressed.
Communicates Minimal Basic communication Sound communication Thoroughly Extensively
scientific communication of of scientific of scientific knowledge communicates communicates
understanding using scientific understanding with by demonstrating scientific scientific
suitable language understanding with limited language and some suitable language understanding by understanding by
little to no language terminology. and terminology. integrating suitable integrating suitable
and terminology.
and terminology. language and language and
/5
terminology. terminology.
References (APA No APA referencing APA referencing is APA referencing Correct use of APA Correct use of APA
referencing) evident. attempted. included. referencing. referencing.
/5 Less than 6 references. Less than 6 references Six or more references Six or more references
Referencing contain included. included. included.
many errors. Referencing is Minimal errors in No errors in
No in-text citations consistent with errors. referencing. referencing.
used. In-text citation is In-text citation is In-text citation used
appropriate. mostly correct. correctly.
Total /50
Teacher Feedback
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

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Discussion

In every aspect of life, feedback is used as a way to evaluate, adjust and evolve. In schools,

students have access to a variety of feedback avenues such as teachers, peer’s and self. In

order to see student growth, feedback should be used to empower students as self-

regulated learners (Nicol & Macfarlane-Dick, 2007). Generally, most feedback will come

from formative or summative assessment which can provide objective and subjective

feedback. The use of assessment in schools has become an important tool in providing

feedback and improving the learning outcomes for each student. In this paper the

importance of assessment will be evaluate by deconstructing the types of assessment, the

reasons for assessment, limitations of assessment and the impact of assessment feedback.

According to the New South Wales Education Standards Authority (NESA), assessment is a

broad name for the collection and evaluation of evidence of a student’s learning (NESA,

2018). Assessment provides useful information to both the student and the teacher. It can

be used as a tool to show a student’s understanding of the content learnt in the classroom

but also allows students to build a base for future learning (Godhino, 2013 and NESA, 2018).

As stated by Smith (2005, p.42) “NSW schools are taking more responsibility for their own

performance, are subject to closer public scrutiny and are finding new ways of improving

student outcomes in a world of ever-more demanding standards”. This statement is a

reason for the growing need for assessment in schools. The growing scrutiny has been

addressed in the Australian Professional Standards for Teachers (APST) by ensure teachers

are meeting a standard to ensure student growth. ‘Assess, provide feedback and report on

student learning’ is a standard set by the APST that hold teachers accountable for the

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learning of students. In this, assessment is used to evaluate teachers and students against

outcomes found in the syllabus. In NSW the goal is to successfully complete the HSC. For

teachers it is their duty to prepare student for this part of schooling. Assessment is used

through out the schooling process to constantly track the progress of the student to ensure

the method of teaching is working and the students are demonstrating a level of

understanding. Finally, assessment is also used to differentiate student ability in the

demonstration of understanding. For example, the variety of bands used in the HSC and

NAPLAN examinations.

There are a variety of types of assessment that is present in schools. The three main types of

assessment are ‘Assessment for learning’, ‘Assessment as learning’ and ‘Assessment of

learning’ (NESA, 2018). These three types of assessment can be broken down further into

smaller pieces, however these cover the broad base of assessment in schools. The first type

is ‘assessment for learning’, this can also be referred to as ‘formative assessment’.

Formative assessment take place inside the classroom and can be conducted in a variety of

ways; teacher-student, student-student and self-evaluation. This form of assessment allows

for ongoing feedback to be delivered to the student and for the teacher to continuously re-

evaluate the appropriate method of delivering content. The advantage of using formative

assessment is that it is easy to administer and minimal stress on the student. Additionally,

research suggest that formative assessment can facilitate positive learning due to its

informal nature (Bennett, 2011). Alternatively, formative assessment may not provide a

highly accurate view of the students understanding of the content. An example of this is exit

cards. This requires students to demonstrate aspects of what they have learnt in the lesson

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however, it is limited as it does not give a complete overview of understanding, only

snippets.

Assessment as learning refers to the active involvement of the students in their own

assessment.This means that the students become their own assessors. This type of

assessment appeals to the students internal motivation and ultimately provides them with

internal feedback to assess their learning. This type of assessment is important as it

encourages students to take responsibility for their own learning (NESA, 2018). Assessment

of learning encourages personal growth in the student and becomes essential when

students want to evaluate formal and informal feedback. By doing this, students can self-

evaluate and decide the necessary steps to further develop their understanding (Hume &

Coll, 2009). At the same time this can have a negative impact on the student growth and

development. If students are not correctly taught to self-evaluate, they may not be able to

look into the positives of the feedback delivered and not see ways to improve. Furthermore,

if students are given the appropriate tools to self-assess, assessment as learning is a great

way of utilising feedback however, will be more effective in older student due to their

increase learning capabilities.

The final type is assessment of learning which refers to summative assessment (formal). This

is used to assess a student’s understanding against syllabus outcomes and standards (NESA,

2018). Summative assessment is based of standards and outcomes and are most commonly

seen in standards-based testing such as NAPLAN or the HSC exam. The main advantage of

this type of assessment is that it is easy to measure achievement due to its direct link to

syllabus outcomes (Peterson & Siadat, 2009). On the other side of this, summative

assessment especially in the HSC or NAPLAN is limited in differentiation due to it being a

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test everyone must sit. For student’s that need differentiation strategies summative

assessment that isn’t standards based must still assess the syllabus outcomes. It should be

noted that feedback from summative assessment is externally based (i.e. exam marks).

Students can gain an understanding of key areas of the syllabus they are strong in and areas

that need improvement. Moreover, a combination of assessments for, as and of learning

provide students and teachers with valuable feedback to increase understanding and

develop teaching practice.

When evaluating the importance of assessment, the types of feedback delivered ensure the

assessment can be justified. Feedback can come in different forms; oral and written.

Teacher feedback about student learning is essential for students and integral to teaching,

learning and assessment (NESA, 2018). For student’s, effective feedback from assessments

allows them to reinforce their strengths but also positively impact their weaker areas. When

delivering feedback, the aim is to promote a positive dialogue between the teacher and

student. Oral feedback can encourage this dialogue between teacher and student. Using a

face to face interaction the student is able to ask questions to clarify feedback and instantly

evaluate the information delivered. Written feedback is based off criteria that assess the

students learning. This process can be used in formal and informal scenarios however, in

summative assessment written feedback is the most widely accepted form as it is criteria

based. The more difficult the assessment will require greater levels of feedback which and

be both oral and written (Alquraan, Bsharah & Al-Bustanji, 2010). Feedback not only impacts

the student but also the teachers. For teachers, feedback provides information regarding

the progress of the student and if the current teaching method is working or need

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adjustment. This is a crucial element of self-evaluation as it enables teachers to improve

their pedagogical approach (Godhino, 2013). Furthermore, the use of feedback is a valuable

tool that is derived from both formative and summative assessment as it will assist both

teachers and students in evaluating learning.

As discussed above, assessment has multiple important purposes in the education of

student and the teaching practices for teachers however, assessment does have its

limitations. Standardised testing demonstrates both the strengths and limitations of

assessment. This form of assessment will be limited in determining what a student knows or

has learned (Nagal, 2013). This is because the tests are not differentiated to assist student

with integrated learning plans (reading, writing, other learning impairments). This will then

decrease the reliability and fairness of the assessment thus, reducing diluting the feedback

being provided. Additionally, feedback is limited in this type of assessment as generally it

does take a considerable amount of time to be given out. Since the assessment was

conducted a few months before the student has already moved forward in their learning

and the feedback only becomes most useful to the school for statistical purposes. Another

limitation to all summative learning is that under certain conditions, student can be placed

under considerable amounts of stress/anxiety which can impair performance. This does not

provide an accurate understanding of the student’s knowledge.

After deconstructing the importance of assessment, it is clear that the greatest asset it

produces is feedback. Assessments provide feedback to both students and teachers which

allows for evaluation and positive modifications to learning strategies. Despite the

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limitations of standardised and summative assessment, the feedback provided can provide

clear indication of criterion based learning and informal learning. By variating the types of

assessment student and able to holistically demonstrate their understanding and

knowledge.

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References

- Alquraan, M. F., PhD., Bsharah, M. S., PhD., & Al-Bustanji, M. (2010). Oral and

written feedback and their relationship with using different assessment methods in

higher education. International Journal of Applied Educational Studies, 7(1), 43-58.

Retrieved from https://search.proquest.com/docview/324755981?accountid=36155

- Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in

Education, 18(1), 5. Retrieved from

https://search.proquest.com/docview/854030877?accountid=36155

- Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning.

Educational Psychology Review, 24(2), 205-

249.doi:http://dx.doi.org/10.1007/s10648-011-9191-6

- Godinho, S. (2013). Planning for practice: connecting pedagogy, assessment and

curriculum. In R. Churchill, P. Ferguson, S. Godhino, N. F. Johnson, A. Keddie, W.

Letts, J. Mackay, M. McGill, J. Moss, M. C. Nagel, P. Nicholson, M. Vick (eds.),

Teaching Making A Difference. (pp. 210-249). Milton, QLD: John Wiley & Sons

Australia Ltd.

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 - Hume, A., & Coll, R. K. (2009). Assessment of learning, for learning, and as learning:

New Zealand case studies. Assessment in Education, 16(3), 269-290. Retrieved from

https://search.proquest.com/docview/916321512?accountid=36155

- NESA. (2018). NSW Syllabus :: Assessment for, as and of Learning. [online]

Syllabus.nesa.nsw.edu.au. Available at: https://syllabus.nesa.nsw.edu.au/support-

materials/assessment-for-as-and-of-learning/

- Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated

learning: A model and seven principles of good feedback practice. Studies in higher

education, 31(2), 199-218. Retrieved from:

https://srhe.tandfonline.com/doi/abs/10.1080/03075070600572090#.WvJUlUxuK3B

- Peterson, E., & Siadat, M. V. (2009). Combination of formative and summative

assessment instruments in elementary algebra classes: A prescription for success.

Journal of Applied Research in the Community College, 16(2), 92-102. Retrieved from

https://search.proquest.com/docview/214824385?accountid=36155

- Smith, M. (2005). Data for schools in NSW: What is provided and can it help?. 2005-

Using data to support learning, 11.

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