Field Sciences
Review of Physics Level 3 achievement and unit standards
Unit standards
|
Subfield |
Domain |
ID |
|
Science |
Physics |
6388-6392, 6394-6397 |
Achievement standards
|
Domain |
ID |
Subject reference |
|
Physics |
90520 |
3.3 |
|
90521 |
3.4 | |
|
90522 |
3.5 | |
|
90523 |
3.6 | |
|
90774 |
3.1 |
The Ministry of Education and NZQA National Qualifications Services have completed a review of the achievement and unit standards listed above.
New Registration date December 2012
Date new versions published December 2012
Planned review date December 2016
Summary of review and consultation process
In 2008 the Ministry of Education (MoE) and NZQA began to review achievement and unit standards in light of the revised New Zealand Curriculum (NZC). This Alignment of Standards (AoS) review also addressed duplication of outcomes, credit parity, fairness, consistency, and coherence. The AoS review was guided by the revised NZC itself and the Standards Review Guidelines. A copy of the NZC is available at: http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum.
Teacher subject associations were involved in the review, and draft achievement standards were the focus of wide consultation, especially with secondary schools and teachers. Extensive resources, including student exemplars, were also developed to support these standards, and are available on the MoE and/or the NZQA websites.
The review of unit standards included consultation with tertiary providers to assess continued relevance and likely future use of the standards. Unit standards that duplicate achievement standard outcomes and those without the likelihood of future tertiary use were recommended for expiry.
National consultation was undertaken in 2011, with the results analysed by Research New Zealand. The responses were generally positive.
The review of these Level 3 unit and achievement standards was completed in time for implementation in schools in 2013.
Main changes resulting from the review
· All NZC Level 8 (NZQF Level 3) outcomes derived from the NZC are now assessed using achievement standards, and there are no longer any unit standards linked to the NZC.
· Existing achievement standards were reviewed and new achievement standards were developed to align with the NZC. See table below.
· Grading criteria for achievement standards were reviewed in accordance with the Standards Review Guidelines.
· Unit standards that recognised similar outcomes as achievement standards were recommended for expiry. See table below.
For a detailed description of the review of, and the changes to, the Physics standards see the appendix at the end of this report.
Impact on existing organisations with consent to assess
|
Current consent for |
Consent extended to | ||||
|
Nature of consent |
Classification or ID |
Level |
Nature of consent |
Classification or ID |
Level |
|
Standard |
6389 |
3 |
Standard |
91526 |
3 |
|
Standard |
6390 |
3 |
Standard |
91526 |
3 |
|
Standard |
6391 |
3 |
Standard |
91523 |
3 |
|
Standard |
6392 |
3 |
Standard |
91522 |
3 |
|
Standard |
6394 |
3 |
Standard |
91522 |
3 |
|
Standard |
6395 |
3 |
Standard |
91521 |
3 |
|
Standard |
6397 |
3 |
Standard |
91524 |
3 |
Impact on Consent and Moderation Requirements (CMR)
All new achievement standards have been registered on CMR 0233.
Impact on registered qualifications
|
Key to type of impact | |
|
Affected |
The qualification lists a reviewed classification (domain or subfield) in an elective set The qualification lists a standard that has changes to level or credits The qualification lists a C or D category standard |
|
Not materially affected |
The qualification lists a standard that has a new title The qualification lists a standard that has a new classification |
The following table identifies a qualification developed by another SSB that is impacted by the outcome of this review. The SSB has been advised that the qualification requires revision. The classifications and/or standards that generated the status Affected are listed in bold.
|
Ref |
Qualification Title |
Classification or ID |
SSB Name |
|
0672 |
National Certificate in Engineering and Technology (for the Design and Construction Sector) (Level 4) |
6388, 6391, 6394, 6397 |
InfraTrain New Zealand |
Impact of changes on Exclusions List
For transition purposes, the following exclusions will apply for new achievement standards.
|
Achievement standard |
Excluded against each of these standards |
|
91521 |
6395, 90774 |
|
91522 |
6392, 6394 |
|
91523 |
6391, 90520 |
|
91524 |
6397, 90521 |
|
91525 |
6396, 90522 |
|
91526 |
6389, 6390, 90523 |
Review Categories and changes to classification, title, level, and credits
The following summary shows the changes made to the standards as a result of the review. All changes are in bold. Where a new or a new version of an externally assessed achievement standard is registered, the following designation appears after the title [Externally Assessed].
|
Key to review category | |
A |
Dates changed, but no other changes are made - the new version of the standard carries the same ID and a new version number |
|
B |
Changes made, but the overall outcome remains the same - the new version of the standard carries the same ID and a new version number |
|
C |
Major changes that necessitate the registration of a replacement achievement standard with a new ID |
|
D |
Achievement standard will expire and not be replaced |
|
Externally assessed achievement standards categorised as category C expire at the end of |
December 2012 |
|
Internally assessed achievement standards and unit standards categorised as category C or D expire at the end of |
December 2013 |
Sciences > Science > Physics
|
ID |
Ref |
Title |
Level |
Credit |
Review Category |
|
6388 |
|
Apply formulae, graphical, vectorial and phasor methods to find unknowns for a physical system |
3 |
3 |
D |
|
6389 |
|
Describe and determine unknowns for direct current electrical systems |
3 |
2 |
C |
|
6390 |
|
Describe and determine unknowns for alternating current electrical systems |
3 |
4 |
C |
|
90523 |
3.6 |
Demonstrate understanding of electrical systems |
3 |
6 |
C |
|
91526 |
3.6 |
Demonstrate understanding of electrical systems [Externally Assessed] |
3 |
6 |
|
|
6391 |
|
Demonstrate knowledge of, and determine unknowns for, wave systems |
3 |
4 |
C |
|
90520 |
3.3 |
Demonstrate understanding of wave systems |
3 |
4 |
C |
|
91523 |
3.3 |
Demonstrate understanding of wave systems [Externally Assessed] |
3 |
4 |
|
|
6392 |
|
Analyse the development of a selected area of physics and a physics-based application |
3 |
2 |
C |
|
6394 |
|
Carry out a practical investigation of a physics-based application with guidance |
3 |
3 |
C |
|
91522 |
3.2 |
Demonstrate understanding of the application of physics to a selected context |
3 |
3 |
|
|
6395 |
|
Use graphical analysis to determine non-linear physical relationships |
3 |
4 |
C |
|
90774 |
3.1 |
Carry out a practical physics investigation with guidance, that leads to a mathematical relationship |
3 |
5 |
C |
|
91521 |
3.1 |
Carry out a practical investigation to test a physics theory relating two variables in a non-linear relationship |
3 |
4 |
|
|
6396 |
|
Describe and discuss models of atomic systems |
3 |
3 |
C |
|
90522 |
3.5 |
Demonstrate understanding of atoms, photons and nuclei |
3 |
3 |
C |
|
91525 |
3.5 |
Demonstrate understanding of Modern Physics |
3 |
3 |
|
|
6397 |
|
Demonstrate knowledge of circular, rotational, and simple harmonic motion |
3 |
6 |
C |
|
90521 |
3.4 |
Demonstrate understanding of mechanical systems |
3 |
6 |
C |
|
91524 |
3.4 |
Demonstrate understanding of mechanical systems [Externally Assessed] |
3 |
6 |
|
|
91527 |
3.7 |
Use physics knowledge to develop an informed response to a socio-scientific issue |
3 |
3 |
New |
Appendix
Development of Level 3 Physics Standards
Process of Aligning Standards with the New Zealand Curriculum
The Level 3 Physics achievement standards have been developed to align the outcomes with the Physical World strand and, where appropriate, the Nature of Science (NoS) strand of the Science learning area at Level 8 of the NZC.
Supporting documents have been developed to assist in the interpretation of achievement standards and to assist in the development of teaching and learning programmes.
· Conditions of Assessment provide guidelines on the assessment of the internal standards.
· Assessment Specifications provide guidelines on the assessment of external standards (accessible via relevant subject on NZQA website).
Addressing Duplication
The achievement standards and unit standards were compared in detail to identify duplication issues. Where duplication of outcomes was identified the unit standard was recommended for expiry.
Addressing Credit Parity
The credits allocated to each of the draft standards reflect the time required for the teaching and learning involved.
External and Internal Assessment
The method of assessment for each standard best reflects the teaching and learning involved in the content of the standard.
What Has Changed?
The matrix shows the reviewed titles and assessment modes. There are now three externally assessed standards and four internally assessed standards.
The Ministry was asked to develop a standard that assessed the learning gained in an extended open-ended investigation, deriving from the NoS Investigating in science achievement objective (AO). This would involve a broader investigation than is involved in Standard 3.1, which assesses the learning related to Physical inquiry and physics concepts AO, Analyse and evaluate data to deduce complex trends and relationships in physical phenomena. The Ministry will give further consideration to this matter in 2012.
Specific Changes
NB The replacement relationships below relate only to achievement standards - for a full outline of the replacement relationships, see the table above.
3.1 Carry out a practical investigation to test a physics theory relating two variables in a non-linear relationship
This standard has been developed from AS90774. The new title emphasises the manner in which this standard requires students to investigate scientific theories and models, in keeping with the NZC. The requirement to produce an empirical equation has been removed and replaced by a requirement for students to test and critically evaluate a theoretical model. There is less focus on the handling of uncertainties with more scope for students to demonstrate holistic understanding of the physics ideas in their investigation.
The requirement for a linear graph has been removed to allow students to use other graphical analysis techniques in widely available computer applications and calculators.
3.2 Demonstrate understanding of the application of physics to a selected context
This new achievement standard has been introduced to allow students and teachers scope for studying a context of their own choice.
3.3 Demonstrate understanding of wave systems
This standard has been developed from AS90520. The Doppler effect is now restricted to mechanical waves because of the complexity required to accurately apply it to electromagnetic waves.
3.4 Demonstrate understanding of mechanical systems
The content of this standard remains largely unchanged from that in AS90521. The wording has been rationalised to reflect the emphasis on mechanical systems.
3.5 Demonstrate understanding of Modern Physics
This standard has been developed from AS90522. The new title provides a more holistic description of the physics content in this standard.
Other changes to the content have been made to emphasise key concepts in this standard where previously students may have become focussed on the application of a limited range of equations without developing understanding.
This standard is now internally assessed and is designed to allow choice of topics. Some guidance has been provided.
3.6 Demonstrate understanding of electrical systems
This standard has been developed from AS90523. Mutual inductance and its defining equation have been removed because the equation was only applicable in an unrealistic, contrived situation. The concepts around mutual inductance and its use in a transformer remain, these being appropriate at NZC Level 8.
3.7 Use physics knowledge to develop an informed response to a socio-scientific issue
A gap in the Physics matrix at Level 3 was identified and this was confirmed by feedback from consultation. Previously there was no standard that assessed the application of physics knowledge to a socio-scientific issue. There was significant feedback from consultation that the NoS strand was not clearly visible in the proposed draft standards. This has been addressed through the development of this new standard.