Physics - annotated exemplar Level 3 AS91522

Demonstrate understanding of the application of physics to a selected context (3.2)

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TKI Physics Assessment Resources

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This annotated exemplar is intended for teacher use only. The student work shown does not always represent a complete sample of what is required. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.

Low Excellence

Commentary
Student response

Student 1 (PDF, 2.1MB)

For Excellence, a student needs to demonstrate comprehensive understanding of the application of physics to a selected context.

This involves linking key physics ideas together to provide a coherent picture of the physics relevant to the selected context.

This evidence is from a student’s response to the TKI task Physics in the real world.

This student has applied physics ideas to the context of a person riding on a rollercoaster.

This student has analysed how the physics concepts are relevant to the application by linking the key physics ideas of energy conservation for the whole journey (1), centripetal force in a clothoid loop (2), the minimum speed required associated with the feeling of weightlessness (3), and the forces on passengers at different positions in the loop (4).

For a more secure Excellence, the student could link the explanation of the key physics ideas of centripetal force and centripetal acceleration to the movement of the real rollercoaster through the loop.

High Merit

Commentary
Student response

Student 2 (PDF, 1.6MB)

For Merit, a student needs to demonstrate in-depth understanding of the application of physics to a selected context.

This involves explaining how or why the key physics ideas relate to the selected context.

This evidence is from a student’s response to the TKI task Physics in the real world.

This student has applied physics ideas to the context of the LASER.

This student has explained why the key idea of the Bohr model of the atom explains the stimulated emission of spectra from a LASER (1), and how atoms can be excited and the emitted photons used to amplify the effect (2).

To reach Excellence, this student could provide a more coherent picture of the key physics ideas relevant to a working LASER.

Low Merit

Commentary
Student response

Student 3 (PDF, 1.2MB)

For Merit, a student needs to demonstrate in-depth understanding of the application of physics to a selected context.

This involves explaining how or why the key physics ideas relate to the selected context.

This evidence is from a student’s response to the TKI task Physics in the real world.

This student has applied physics ideas to the context of the saxophone.

This student has explained why the key idea of standing waves explains the musical notes produced by a saxophone (1), and different harmonics are available and the concept of timbre (2).

For a more secure Merit, this student could provide a consideration of the key physics ideas such as use of the wave equation to predict the effective length of tube required for a particular series of harmonics.

High Achieved

Commentary
Student response

Student 4 (PDF, 789KB)

For Achieved, a student needs to demonstrate understanding of the application of physics to a selected context.

This involves relating the key physics ideas to the selected context.

This evidence is from a student’s response to the TKI task Physics in the real world.

This student has applied physics ideas to the context of rollercoasters.

This student has described the link between the key physics idea of the conservation of energy and the starting height of the rollercoaster (1).

This student has described the link between the key physics idea of gravitational force, centripetal force and the feeling of “weightlessness” in the context of rollercoasters (2).

To reach Merit, this student could provide a complete explanation of how the key physics idea of the conservation of energy is linked to the starting height of the rollercoaster, or give a complete explanation of the links between gravitational force, centripetal force and the feeling of “weightlessness”.

Low Achieved

Commentary
Student response

Student 5 (PDF, 1.1MB)

For Achieved, a student needs to demonstrate understanding of the application of physics to a selected context.

This involves relating the key physics ideas to the selected context.

This evidence is from a student’s response to the TKI task Physics in the real world.

This student has applied physics ideas to the context of speed cameras.

This student has described the link between the key physics idea of the Doppler effect and the use of speed cameras by police and professional sport (1).

This student has attempted to describe the link between the key physics idea of Doppler effect and the calculation of the speed of moving objects (2). This student has attempted to describe the link between the key physics idea of Doppler effect and the effect of moving objects on reflected waves (3).

For a more secure Achieved, this student could:

  • relate the key physics idea of how the frequency change associated with the Doppler effect could be used to calculate the speed of an object
  • clearly describe the key physics idea of the Doppler effect and the effect of moving objects on reflected waves.

High Not Achieved

Commentary
Student response

Student 6 (PDF, 1.5MB)

For Achieved, a student needs to demonstrate understanding of the application of physics to a selected context.

This involves relating the key physics ideas to the selected context.

This evidence is from a student’s response to the TKI task Physics in the real world.

This student has applied physics ideas to the context of tsunamis.

This student has attempted to link the key physics ideas of different wave parameters changing as a tsunami wave approaches the shore (1). This student has described the link between the key physics ideas of reflection and the creation of standing waves with an attempt to link this to the context (2).

To reach Achieved, this student could:

  • describe clearly how the changing amplitude of the tsunami as the wave approaches the shoreline is due to conservation of energy
  • describe clearly how wave interference is created by reflection, refraction, diffraction and resonance.
 
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