VCE Physics Implementation of VCE Study Design Units 1 and 2: 2023

VCE Physics Implementation of VCE Study Design Units 1 and 2: 2023 – 2027 Units 3 and 4: 2024 – 2027 Introduction and overview of Units 1 to 4

Purpose Outline implementation support resources Explain the key requirements and major changes of the revised study design Consider VCE assessment principles in relation to assessment

VCE resources VCE and VCAL Administrative Handbook VCE Physics Study Design 2023-2027

New study design support materials: updated webpages https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/physics/Pages/Index.aspx VCE Physics Study Design 2023-2027 (staged implementation) VCE Physics support materials: planning advice; teaching and learning activities and plans; assessment advice VCE examination specifications 2024-2027 VCE sample examination (available end of 2023) Implementation videos: Introduction; Units 1&2; Units 3&4 Live Q&A sessions in 2022 for Units 1&2 Live Q&A sessions in 2023 for Units 3&4, with a special focus on assessment

Staged implementation Units 1 & 2: 2023 – 2027 Units 3 & 4: 2024 – 2027

VCE Physics 2023-2027 Structure Scope of study, Rationale, Aims Cross-study specifications 4 Units Characteristics of this study 11 Areas of Study Key Knowledge (and relevant Key Science Skills) Terms used in this study Assessment 1. Satisfactory completioncertification 2. Levels of achievement

Overview of changes – key science skills Eight scientific methodologies (p 13 of the study design) ‘Reliability’ replaced with ‘repeatability’ and ‘reproducibility’ Extrapolate to determine graph intercepts of significance Construct linearised graphs and identify intercepts of significance Error bars constructed from provided information e.g., 25 2 m sec-2 Identify outliers, and contradictory, provisional or incomplete data Distinguish between opinion and evidence, and scientific and non-scientific ideas Consideration of non-scientific factors related to analysis and evaluation of physics-related societal issues: social; economic; legal; and political

Overview of changes – new inclusions Cross study specifications: - New sections: critical and creative thinking; ethical understanding; individual and collaborative scientific endeavour; Aboriginal and Torres Strait Islander knowledge, culture and perspectives Characteristics of the study: - Use of verbs in key knowledge – cognitive triangle Treatment of data: tables and graphs Terms used in this study: - Terms for force New sections: measurement terms; measurement errors, uncertainty, significant figures and outliers

Overview of changes – Units 1 to 4 Streamlining of content: - Unit 1 reduced, including ‘origins of atoms’, ‘particle physics’ and some ‘thermodynamics/climate science’ reconfigured as options Significant ‘electromagnetic radiation’ from Unit 4 moved to Unit 1 Unit 2 options increased in number but decreased in scope Increased cohesion of relativity – placed in Unit 4 to link with ‘light and matter’ Units 1 and 2 assessment – 16 suggested tasks (others are possible) Units 3 and 4 assessment reduced to 5 mandated SAC tasks

Aims of VCE Physics (p 7 of study design) Two specific aims for the study: apply physics models, theories and concepts to describe, explain, analyse and make predictions about diverse physical phenomena understand and use the language and methodologies of physics to solve qualitative and quantitative problems in familiar and unfamiliar contexts

Key Science Skills (p 11&12) Contextualised for VCE Physics Progressively higher demonstration of skill across Units 1 to 4 May focus on a specific skill, or a progression of skills in the context of an investigation Deploy in different contexts Develop aim and questions, formulate hypotheses and make predictions Analyse, evaluate and communicate scientific ideas Plan and conduct investigations Key Science Skills Construct evidencebased arguments and draw conclusions Analyse and evaluate data and investigation methods Comply with safety and ethical guidelines Generate, collate and record data

Integration of key knowledge and key science skills Key science skills: are not an ‘add on’ to the key knowledge may be explicit in key knowledge may be implicit, allowing flexibility for teachers to choose when/how to include in teaching and learning programs Key science skill Key knowledge examples of the inclusion of key science skills Unit 1 Area of Study 1 Construct linearised graphs and identify the significance of the gradient (using relationships relevant to the ley knowledge outlined in the areas of study Calculate the wavelength, frequency, period and speed of waves using Unit 1 Area of Study 3 Investigate and apply theoretically and practically concepts of current, resistance, potential difference Unit 2 Area of Study 1 Analyse graphically, numerically and algebraically, straight-line motion under constant acceleration Unit 3 Area of Study 1 Investigate and apply theoretically and practically the concept of work done by a force

Key science skills planners A planner for mapping Units 1 and 2 key science skills Note: a separate planner is available for Units 3 and 4

Scientific Investigation (p 13 – 15): asking questions; testing ideas; using evidence Opportunities for teacher-facilitated, student-adapted and student-designed investigations across Units 1 – 4 Scientific investigation methodologies for 2023-2027 Study Design: Case study Classification and identification Experiment Fieldwork Literature review Modelling Product, process or system development Simulation

Examples of scientific methodologies Methodology Refer to the Support materials on the VCAA website. Learning materials have been tagged with relevant methodology Case study Classification and identification Experiment Fieldwork Literature review Modelling Product, process or system development Simulation Example The ‘monkey and the hunter’ problem Compare emission and absorption spectra for selected elements Investigate the nature of friction forces between two surfaces Use a spectrometer to observe star light Explain how a Geiger counter works Make a model of a fuse Develop a fluid lens system with an adjustable focus Investigate collisions between objects

Practical work Central component of learning and assessment Includes activities and investigations such as laboratory experiments, fieldwork, simulations, modelling and other direct experiences described in the scientific investigation methodologies Increased time allocated to practical work: A minimum of 15 hours for student practical work across Unit 1 and Unit 3 (approx. 5 hours for each area of study) A minimum of 10 hours for student practical work in Unit 2, Areas of Study 1 and 2 A minimum of 5 hours for student practical work across Unit 4, Area of Study 1 A minimum of 7 hours for the student investigation Unit 2, Area of Study 3 A minimum of 10 hours for the student-designed investigation in Unit 4, Area of Study 2.

Logbooks (p 14) Logbook of practical activities maintained for each of Units 1 to 4 for recording, authentication and assessment purposes. The presentation format of the logbook is a school decision and no specific format is prescribed. Its purposes may include: reporting on an investigation or activity responding to questions in a practical worksheet or problem-solving exercise writing up an investigation as a formal report or as the basis of a scientific poster providing a basis for further learning, for example, referenced in class discussions about demonstrations, activities or practical work

Formula sheet The current formula sheet for the external examination will be reviewed along with the examination specifications and will be published in December 2023, after the 2023 VCE Physics examination has been sat by students Students should be encouraged to become familiar with the formula sheet as part of their regular classes Development of students’ A3 pre-written notes for the external examination has been strongly supported by VCE Physics teachers

Units 1 and 2 Structure Unit titles Area of Study titles Unit 1: How is energy useful to society? Area of Study 1: How are light and heat explained? Area of Study 2: How is energy form the nucleus utilised? Area of Study 3: How can electricity be used to transfer energy? Unit 2: How does physics help us to understand the world? Area of Study 1: How is motion understood? Area of Study 2: How does physics inform contemporary issues and applications in society (18 options)? Area of Study 3: How do physicists investigate questions?

Integrating Unit 2 options into Units 1 and 2 ‘core’ Content in the Unit 2 Area of Study 1 options may be used to support learning in Units 1 and 2 and to provide students with ideas for further investigation, for example: Unit 2 Area of study 2 option Application 2.1 How does physics explain climate change? Unit 1 AoS1: Comparison of the total energy across the electromagnetic spectrum emitted by objects at different temperatures 2.10 How do instruments make music? Unit 1 AoS1: Sound as the transmission of energy via longitudinal pressure waves 2.6 How is radiation used to maintain human health? Unit 1 AoS2: Relationship between properties of α, β and γ radiation and their uses in medical applications 2.12 How can AC electricity charge a DC device? Unit 1 AoS3: Transformers, diodes, capacitors, heat and light sensors 2.4 How do forces act on the human body? Unit 2 AoS1: Suitability of different materials for use in structures 2.5 How do forces act on the human body? Unit 2 AoS1: Calculation of stress and strain for bone and muscle

Units 3 and 4 Structure Unit titles Area of Study titles Unit 3: How do fields explain motion and electricity? Area of Study 1: How do physicists explain motion in two dimensions? Area of Study 2: How do things move without contact? Area of Study 3: How are fields used in electricity generation? Unit 4: How have creative ideas and investigation revolutionised thinking? Area of Study 1: How has understanding about the physical world changed? Area of Study 2: How is scientific inquiry used to investigate fields, motion or light?

Curriculum and assessment programs Each school is different: - different contexts in which students operate - different circumstances in which schools are situated Students will have different: - strengths and talents - available resources Schools have flexibility in: - designing curriculum programs that meet the needs of their cohort and the context in which they are learning - developing assessment programs that are aligned to the VCE Physics Study Design and comply with VCE assessment principles.

Planning template Whilst designed specifically for schools seeking to deliver a VCE study for the first time, the VCE Curriculum and Assessment Plans are a useful tool for all teachers in planning assessment.

Units 1-4 School-based Assessment Two forms of assessment for each outcome: Satisfactory completion of an outcome (S or N) - Units 1-4 Levels of achievement - school-based in Units 1 and 2 - School-assessed Coursework (SAC) moderated against external examination in Units 3 and 4

Integrity and Authentication The integrity of VCE Assessments is of a paramount concern to maintain the integrity of the VCE qualification: - teachers and schools need to develop and implement robust authentication strategies to ensure that the student’s submitted work is clearly their own - For VCE Physics most assessments are conducted under test conditions Effective schools will build a culture of integrity and trust underpinned by teaching and learning practices of ongoing formative assessment to gather knowledge and evidence of student abilities and achievement.

VCE assessment principles The VCE Assessment Principles state that assessment should be: valid and reasonable equitable balanced efficient

VCE Assessment principles Valid Equitable fair and reasonable designated task type conducted under fair conditions for all students clear instructions included accessible to all students doesn’t privilege or disadvantage certain groups of students alternative tasks (if set) are comparable in scope and demand

VCE Assessment principles Balanced Efficient variety of task types used variety of conditions used allow students to demonstrate different levels of achievement suitable criteria, descriptors, rubrics or marking schemes used representative parts of outcomes, key knowledge and key skills are assessed minimum number of assessments precision vs efficiency minimise undue workload/stress on students part of the regular teaching and learning program avoid under or over assessment of the outcome completed mainly in class and within a limited timeframe

Units 1 and 2 Assessment Underpinned by VCE Assessment Principles All assessments at Units 1 and 2 are school-based, including procedures for assessment of levels of achievement List of 16 selected tasks for Unit 1 Outcomes 1, 2 and 3 (p 28) List of 16 selected tasks for Unit 2 Outcomes 1 and 2 (p 49) If multiple tasks are selected for Unit 1 Outcomes 1, 2 and/or 3, or Unit 2 Outcomes 1 and/or 2, they must be different Same task cannot be selected more than once across Outcomes 1 and 2 Unit 2 Outcome 3: A report of a practical investigation (student-designed or student-adapted) using an appropriate format, for example, a scientific poster, practical report, oral communication or digital presentation.

Examples of Units 1 and 2 assessment tasks The Support materials on the VCE Physics study page include 10 examples of assessment tasks and their management: Assessment task type Unit and AoS Contexts Comparison of two scientific models Unit 1 AoS1 Models of refraction: Newton & Huygens Unit 1 AoS3 Models of electric current in a circuit Design, build, test and evaluate a device Unit 1 AoS1 Design a ‘thermos’ Media analysis Unit 1 AoS1 Light pollution; magma power Unit 1 AoS2 Nuclear power Real-world physics applications Unit 1 AoS1 Analysis of provided data from a climate model Reflective annotations of practical activities Unit 1 AoS1 Stations: Thermal physics & waves and light Report of a laboratory activity Unit 2 AoS1 Newton’s second law of motion

Units 3 and 4 Assessment Unit 3 School-assessed Coursework: 30 per cent of study score Unit 4 School-assessed Coursework: 20 per cent of study score End-of-year examination: 50 per cent of study score For Unit 3 Outcomes 1, 2 and 3 and Unit 4 Outcome 1: Four designated School-assessed Coursework tasks. Each task can only be selected once across Units 3 and 4. For each task the time allocated should be approximately 50 minutes for a written and 5 minutes for a multimodal or oral presentation For Unit 4 Outcome 2: communication of the design, analysis and findings of a student-designed and student-conducted scientific investigation through a structured scientific poster and logbook entries

Revised Units 3 and 4 VCE Physics Assessment School-based Assessment tasks: Unit 3 Outcomes 1, 2 and 3 & Unit 4 Outcome 1 Outcome Assessment tasks Unit 3 Outcome 1 2-D motion application of physics concepts to explain a model, theory, device, design or innovation analysis and evaluation of primary and/or secondary data, including data plotting, identified assumptions or data limitations, and conclusions problem-solving, applying physics concepts and skills to real-world contexts comparison and evaluation of two solutions to a problem, two explanations of a physics phenomenon or concept, or two methods and/or findings from practical activities Unit 3 Outcome 2 Field models Unit 3 Outcome 3 Electricity generation Unit 4 Outcome 1 Changed ideas

Examples of SAC task allocations across Units 3 and 4 Assessment task Teacher 1 Teacher 2 Unit 3 Area of Study 2: Application of physics concepts to the operation of devices and innovations including: geostationary satellites; motors; microphones; loudspeakers; and particle accelerators. Analysis and evaluation of primary and/or Unit 4 Area of Study 1: Analysis and evaluation of data obtained from experiments that investigate the secondary data, including data plotting, identified assumptions or data limitations, nature of light and matter, specifically: the and conclusions photoelectric effect, interference patterns; and absorption and emission spectra. Problem-solving, applying physics Unit 3 Area of Study 3: Application of physics concepts and skills to real-world contexts concepts to the real-world context of electricity generation and distribution in Victoria. Unit 4 Area of Study 1: Evaluate the evolution of physics understanding of light and matter through the application of wave and particle models to historic experimental results Comparison and evaluation of two solutions to a problem, two explanations of a physics phenomenon or concept, or two methods and/or findings from practical activities Unit 3 Area of Study 2: Compare the nature of Earth’s gravitational and magnetic fields in terms of nature (static or changing, and as uniform or non-uniform) shape, direction and strength. Application of physics concepts to explain a model, theory, device, design or innovation Unit 3 Area of Study 1: Analysis of the motion of projectiles using both constant acceleration equations and conservation of energy, including consideration of the effects of air resistance. Unit 3 Area of Study 3: Analysis a data base for the effect of length and resistance of power lines on power delivery with and without the use of transformers. Unit 3 Area of Study 1: Analyse and evaluate a case study of a video of a current sport event involving projectile motion to determine a value of acceleration due to gravity.

New Unit 4 Outcome 2 Scientific poster format Maximum: 600 words 20 – 25% of space allocated to communicating main finding Title as an investigation question Student name Introduction Methodology and methods Results Discussion Communication statement reporting the key finding of the investigation in response to the investigation question as a one-sentence summary References and acknowledgments Conclusion

VCE Physics scientific poster example Unit 1 Area of study 1 How does road surface colour affect heat absorption? Stu Dent Introduction Methodology and methods Results References and acknowledgments Discussion Black surfaces absorb more heat than brown or white surfaces, having implications for choice of colour for road surfaces in response to climate Conclusion change

VCE resources Support materials on the VCAA study pages for VCE Physics Administrative information for School-based Assessment VCAA Bulletin and Notices to schools Subscribe to VCAA Statistical moderation reports notifications: School-based assessment audit reports School-based assessment coursework reports Examination reports School calendar and assessment policy The school teaching and learning program

Contact Maria James Curriculum Manager, Science 03 9059 5148 [email protected]