Name and ID: Samah Obeid, 18523108

Course Name: Master of education, 1714

Unit Name and code: Secondary Curriculum 2C, 102092
UNIT COORDINATOR: DR KAY CARROL
 Majida High School
HSC Physics

Assessment Date Due Date: Weighting: knowledge Total

task number: Issued: week 10 and understanding: 10 % marks:
1/4 week 4 Skills in Working 70
Scientifically: 15%

Submissions Instructions
Each student will need to design the model on Monday Week 10

Demonstrations of the design will take place on Friday Week 10 (Double Period)

Students will be required to submit a soft copy of their report to teacher during school
hours from 8:30 am to 3:30 pm on Friday week 10

Assignments submitted through emails must be sent to the following email account:
sobeid@det.nsw.edu.au

Absence/ Late submission

Late submission:
The penalty for the task not handed will be 20 % up to three days. More than three days
the student will receive a mark of zero and still require to hand the task

Absence:
The circumstances of students being absent on the day of assessment due. They will
required to submit their task on google docs. Students will need to provide a doctor
certificate for their day of absence. In the case of not submitting the assignment, students
will be penalised a rate of 20% up to three days. More than three days the student will
receive a mark of zero and still require to hand the task
 Student declaration
I declare:
□ The work that has been provided is my own work.
□ the sources used in my work have been referenced
□ No part of the assignment has been plagiarised from the work of others

Student Signature: _______________________________________

I have kept a copy of my assignment Yes/No

Assessment Task Receipt

Students should complete the below details before submitting the assignment. Teachers sign as a
receipt.

Student Name:

Student ID: ___________________________

Subject: ___________________________

Task Number: ___________________________

Date Due: ___________________________

Date Submitted: __________________

Student Signature: _______________

Teacher Signature: ______________

 Module assessed: Module 6: Electromagnetism

Outcomes assessed
- designs and evaluates investigations in order to obtain primary and secondary data and
information PH11/12-2
- analyses and evaluates primary and secondary data and information PH11/12-5
- communicates scientific understanding using suitable language and terminology for a
specific audience or purpose PH11/12-7
- explains and analyses the electric and magnetic interactions due to charged particles and
currents and evaluates their effect both qualitatively and quantitatively PH12-13

Nature of task
Students will design a DC model to demonstrate motor effect. Students will analyse the
physics theories studied in the term (Faraday’s law and Lenz’s law) to construct their
model. Students will demonstrate the law of conservation of energy in their DC models.
Students will complete all the worksheets given. This assessment will help students
better understand the concept of motor effect, give them opportunities to create and to
appreciate the physical theories on technological advances.

Details of the task:

Description: Year 12 Physics students of Majida High School will participate in a ‘’Shark
tank’’ competition to show their design. As a Year 12 Physics student, you should research,
design, and build a DC model to demonstrate the motor effect. You should relate Faraday’s
law and Lenz’s law to the DC motor constructed. You should demonstrate the law of
conservation of energy in your DC model.

Important dates:
 order your materials on Friday of week 9
 construct your model on Monday of week 10
 demonstrate your model and submit your report with the worksheets on
Friday of week 10
Students should include in their scientific reports the following lists:

 Title: give a title to the experiment

 Introduction: evaluate how your DC model is related to the motor effect. You
should explain how Faraday’s law, Lenz’s law and the law of conservation of energy
can help in design your model. The worksheet 1 can help you to write this section.

 Aim: write maximum three sentences, should be relevant to Faraday’s law and
Lenz’s law, and conservation of energy

 Equipment: list the materials used and the safety relating to the use of these
equipment. The worksheets 2 and 3 can help you to write this section.

 Methods: write the steps of creating your model in order, avoid using long
sentences, use present tense (do, design, create, calculate…)

 Results: present photographs on the process of your work and write a descriptive
text on each photograph used to demonstrate attempts on improving the design of
your model.

 Discussion: analyse the results relating to Faraday’s law and Lenz’s law. You
should present the relevant equations (the formula and the unit). Demonstrate the
occurrence of law of conservation of energy in your model. You need to reference
this part. Also include the challenges facing during the design of the model, and the
improvements that should be done on your model in the future

 Bibliography: reference at least three articles. the articles using APA reference

 Demonstration: introduce yourself and your design to the ‘’shark tank’’ panel.
Provide them your scientific report quality. Convince the panel why they should
invest in your model by showing the efficacy and the quality of operating your
model, such as how long your model can run and if the model is constructed
properly. Provide them your scientific report as an evidence of the process of your
work.
  How to do reference:

Books: Author/s, (year of publication).Title (Edition). Publishing Company, Location

Example: Andreasen, N. C. (2001). Brave new brain: Conquering mental illness in the era of the genome
(3rd ed.). Oxford, England: Oxford University Press.

Articles: Authors (year of the publication). Title. Name of the journal, volume, no of issue, pages.
Example: Woolley, T., & Raasch, B. (2005). Predictors of sunburn in north Queensland
recreational boat users. Health Promotion Journal of Australia, 16(1), 26
31.

Website: Author of site or organisation. Date. Title of the document. Full address of actual page.
Example: The Turning Page Bookshop. (2000). Business profile. Retrieved from
http://www.theturningpagebookshop.com.au/

You should complete all the worksheets given to be submitted with the report.

Worksheet 1:

Think how Faraday’s law and Lenz’s law can help you to design your model. Explain your
choices

Think how the of equations 𝜀 = −𝑁𝛥𝛷 𝛥𝑡 you will use that can help you to design your model.
Explain your choices

Think how the law of conservation of energy can help in design your model? Explain your
choices?
Worksheet 2: Risk assessment worksheet
Name of the equipment used What are the risk can be What are the steps that can be
happened during using this used to avoid injury during the
equipment use of the equipment

Worksheet 3
Name of the material Create an image Create a symbol How this material will
help you to design
your model

Feedback provided
To promote future learning your feedback will include:
 an annotated marking criteria sheet
 student reflection and teacher feedback sheet
 Marking guidelines:
Student ID: --------------------------

- analyses and evaluates primary and secondary data and information PH11/12-5
- explains and analyses the electric and magnetic interactions due to charged particles and currents and
evaluates their effect both qualitatively and quantitatively PH12-13

Poor Developing Elementary Substantial High Marks

Title The title is not The title is The title is

appropriate to appropriate to precisely
the purpose of the purpose of related to the
the task the task. purpose of the
task.
/5
Introduction The reasons of Basic evaluation Sound Thorough Extensive
choosing the on how the evaluation on evaluation on evaluation on
model are model relate to how the how the how the model
poorly the motor effect. model relate model relate relates to the
evaluated. Basic to the motor to the motor motor effect.
Limited explanation on effect. Sound effect. Extensive
explanation on Faraday’ law, explanation on Thorough explanation on
Faraday’ law, Lenz’s and law of Faraday’ law, explanation Faraday’ law,
Lenz’s and law conservation of Lenz’s and law on Faraday’ Lenz’s and law
of energy in helping of law, Lenz’s of
conservation design the model conservation and law of conservation
of energy in of energy in conservation of energy in
helping design helping design of energy in helping design
the model the model helping design the model
the model /5
Aim Provides Provides simple Provides clear Provides clear Provides highly
unclear or description of aim without aim with clear and
irrelevant aim the aim referencing referencing concise aim,
to the appropriate appropriate with
investigation physical physical referencing in
theories theories in three
two sentences sentences /5
Equipment The list of The list of The list of The list of The list of
equipment equipment and equipment equipment equipment and
and the safety the safety and the safety and the safety the safety
regarding the regarding the use regarding the regarding the regarding the
use of the of the equipment use of the use of the use of the
equipment are are basically equipment are equipment equipment are
poorly determined. sound are well highly –
determined. determined. determined determined
 and relevant and well
to the relevant to the
investigation. task. /5
Methods Methods Methods Methods Methods are Methods are
presented are presented are presented are presented in presented in a
not relevant to relevant to the well relevant clear order highly order
the task. task but to the task but and relevance and relevant to
significant steps there is a lack to the task. the task. There
are not of many There is lack is no lack of
presenting. details. of one or two details.
details. /10
Results Photographs Photographs are Photographs Photographs Photographs
are presented presented but do show the show the show the
without not show process process of the process of the process of the
description of the work and work without work and work and
attempts to showing some many attempts
improve the attempts to attempts to to improve the
quality of the improve the improve the quality of the
model. Not all quality of the quality of the model. All
photographs are model. All model. All photographs
explained photographs photographs are clearly
are explained are clearly explained
but not clear explained /10

Discussion Discussion are Basic analysis of Sound analysis Thorough Extensive

not relevant to results and of the results analysis of the analysis of the
Faraday’s law related to and related to results and results and
and Lenz’s law Faraday’s law, Faraday’s law, related to related to
or the Lenz’s law. Basic Lenz’s law. Faraday’s law, Faraday’s law,
conservation demonstration Sound Lenz’s law. Lenz’s law.
of energy. The on the law of demonstration Through Extensive
discussion conservation of on the law of demonstratio demonstration
does not energy to DC conservation n on the law on the law of
include model. There is of energy to of conservation
relevant no use of DC model. conservation of energy to
equations, or relevant There is use of of energy to DC model.
improvements equations. The many DC model. Many
or challenges challenges and referenced Many challenges and
improvements relevant challenges improvements
are basically equations. and are clearly and
explained. Many improvements precisely
challenges and are clearly explained. The
improvement explained. equations are
are sound The equations relevant,
explained are relevant, referenced and
referenced presented with
and presented units and
with units and formula
formula /10
Marks: / 50
- designs and evaluates investigations in order to obtain primary and secondary data and
 information PH11/12-2
- communicates scientific understanding using suitable language and terminology for a specific
audience or purpose PH11/12-7

Poor Developing Elementary Substantial HIGH Marks

Demonstrati The The construction The The The
on of the construction of the model is construction construction construction of
Model in the of the model basic. of the model is of the model the model is
class is limited and clear with little is clear with extensively
Construction creativity basic clear with high
unclear.
creativity creativity
/10
Operation Model is not Model is Model runs Model runs
operated well operated with with presence effectively with
presence of of many no problems
major problems
problems /5
Writing style, Difficulty in Simple use of Use of some Use of many Use of highly
Bibliography, understanding technical words efficient efficient efficient
and the report. No and not easy to technical technical technical
completing references are follow the report. words. There words. There words with
of used. No Limited number is some logic is logic developing
worksheets worksheets of references present in the presenting in high logic in
are completed used. There is no report. Three the report. the report.
in-text or more Three or more Three or more
references. references are references are references are
One worksheet is used. The in- used. The in- used. The in-
completed text text text references
references and references and the
the reference and/or the reference list
list are written reference list are written in
in are written in an appropriate
inappropriate inappropriate format.
format. format All worksheets /5
Two All are clearly
worksheets worksheets completed
are completed are completed
Marks: /20
Total marks: /70
Feedback: Student
The task helped me to understand more the content how:

The most interesting things that I have learnt during completing the research task

The challenges that I faced it during the research task are:

My future plans that I can apply to solve these challenges:

Feedback: Teacher
The strengths of your work were developed on these areas of the task:

The areas that you need to improve it:

The strategies that you can use to improve your work:

Discussion
Schools in Australia have dramatically improved by implementing new goals for curriculum
and promoting the quality of teachers (Treagust et al., 2015). In 2014, the Minister for
Australian Education indicated the methods to improve the quality of teaching by improving
the practical skills of teachers required for classrooms (Treagust et al., 2015). The practical
skills are not only described by developing effective lesson plans and having technical skills
of teachers (Lingard & McGregor, 2014), it is also defined by preparing effective
assessments (Lingard & McGregor, 2014). An assessment should be designed in a way that
achieves the new goals of the curriculum by incorporating scientific concepts with
technological advancements and the requirements of society (Ogan‐Bekiroglu, 2009). This
discussion will focus on the importance of assessment generally and the role of open -
ended investigations in developing the critical thinking of students, applying their prior
knowledge. Also, the discussion will focus on the importance of effective feedback in
identifying educational gaps and developing the learning progress of students.
An assessment is designed to allow students to take ownership of their learning and become
independent learners who can critically think and establish their learning needs with limited
assistance (Pintrich, 2002). Their awareness of their development motivates them to learn
better (Pintrich, 2002). An assessment should provide students with opportunities to
showcase their understanding of the content covered through a stress free and unpressured
environment (Pintrich, 2002). Checking, planning and generating are the requirements of a
task to demonstrate cognitive and self-regulatory methods (Pintrich, 2002). Students should
demonstrate and practice their strategic knowledge. Strategic knowledge involves the
development of three elements: learning, thinking and problem solving. Students should
use their prior knowledge, higher order thinking and problem solving skills. Traditional
assessment neglect the prior knowledge of students and their ability to solve problems.
Students in traditional assessment are described as passive recipients of knowledge
(Goubeaud, 2010) and memorise the principles and apply it to a task (Ogan‐Bekiroglu,
2009).). However, the student-centred assessment requires students to create their
answers that encourage reasoning and thinking with the necessary knowledge (Ogan‐
Bekiroglu, 2009). The question that can be asked is how can an assessment such as open-
ended investigation in physics classrooms promote the learning progress of students
through developing their skills and knowledge?

The aim of the assessment designed here is to apply a constructivist theory approach which
states that students construct their knowledge actively (Shepard, 2000). Teachers can
implement this into practice by designing open-ended assessments. The open-ended
investigations have been increasingly implemented in physics classrooms to determine the
argumentation of students (Goubeaud, 2010). Types of assessment such as short-answers,
multiple choice and answering questions cannot help in evaluating the scientific evidence
developed by students (Goubeaud, 2010). They cannot give a reliable picture on the
weaknesses and strengths of students in certain content areas (Goubeaud, 2010). Open-
ended assessments help to analyse the scientific learning performance of students
(Goubeaud, 2010). Students can show their competence in writing skills where they apply
the language of physics (Goubeaud, 2010). Students’ answers in their reports can provide
teachers with an indication of the opinions of students, the level of scientific literacy and
their capability in relating their evidence using physics theories (Goubeaud, 2010).
Students will show their ability in applying scientific theories into the model, and their
ability to justify their choices with evidence. Students will not follow instructions for doing
the model. Students will set their own plans, describe their model, design their model by
choosing the materials and constructing the model, control the efficacy of the model by
using physics theories. Students in open-ended assessment develop their skills and
knowledge and demonstrate how content learned can be applied into their task that results
in a deeper understanding of the content (Pintrich, 2002). This assessment does not only
aim to assess the efficacy of their final product (Shepard, 2000), it is designed to assess the
whole process from designing to concluding. The marking criteria includes not only efficacy
of the model but an assessment of other skills such as writing and model demonstration
Shepard, 2000). An effective assessment should be followed by effective feedback to
achieve high-quality teaching.
Feedback and assessment are both indicators of the process of three terms: what, when and
how students learned (Orsmond et al., 2013). Feedback is considered effective when
appropriate suggestions are provided to students in order to promote their process of
learning and to understand the content (Orsmond et al., 2013). Researchers indicate that
feedback is more related to the development of academic performance more than any
teaching attitude (Orsmond et al., 2013). Historically, feedback was considered less
important than assessment (Orsmond et al., 2013). This view has been changed in the last
fifteen years when research into the pedagogy of feedback was developed. It is important to
highlight that students may not understand the purpose of feedback given to them
(Orsmond et al., 2013). There are opposite views between teachers and students (Orsmond
et al., 2013). Teachers consider that they provide effective and accurate feedback more than
students believe it to be (Orsmond et al., 2013). For that reason, teachers should consider
the importance of giving clear, precise, effective and consistent feedback (Orsmond et al.,
2013). Students will receive feedback on their weaknesses, strengths and the areas that
they should focus on to develop their learning (Orsmond et al., 2013). This point was
explained by Orsmond et al., 2013 who explained feedback as a process aimed to promote
the self-regulation of students which considers the main principle for effective teaching and
future success. Teachers should promote the academic performance of students by letting
them know for example that a task involves more than creating a model to demonstrate the
motor effect. Their task is a vehicle to demonstrate the outcomes assessed in the task and
the standards present in the marking criteria (Orsmond et al., 2013). The achievement of
outcome and assessment are the methods to get feedback. Feedback should be linked to
the aim or schemes of learning and to the role of the task (Orsmond et al., 2013). Feedback
should explain to students how their final production is linked to the standards, criteria and
learning outcomes (Orsmond et al., 2013).
Assessments can be a challenge for students to promote their high order-thinking skills
(Shepard, 2000). Teachers should determine the big picture of the task to start the framing
of the regulation process of students and construction of knowledge (Orsmond et al., 2013,
Ogan‐Bekiroglu, 2009). To promote a deeper learning approach, students should recognise
the value or the efficacy of the task (Fraser et al., 2014). For that reason, the purpose of
the task, the key concepts, marking criteria, and the skills required to accomplish the task
are all factors that should be clearly identified and related to the outcomes assessed (Ogan‐
Bekiroglu, 2009, Orsmond et al., 2013). The teacher will maintain direction and simplify the
language used in the goals of the task to reduce frustration (Orsmond et al., 2013, Shepard,
2000). The assessment should be related to the prior knowledge of students (Shepard,
2000). Prior-knowledge is significant to learn new concepts and to induce the self-
regulation of learning (Shepard, 2000, Pintrich, 2002). It is essential to achieve equity by
giving all students from diverse abilities the same opportunities to participate in the task,
and to illustrate what they know about certain content (Shepard, 2000). Also, students will
use their prior to knowledge to fit in the task (Pintrich, 2002). Students will relate the ideas
or theories such as Faraday’s law and Lenz’s law to the DC motor. The reliability of
scaffolding is essential in helping students and promoting their performance (Shepard,
2000). Effective assessment not only starts by inducing prior knowledge of students, but it
also promotes a set of practice where students are able to analyse and improve their
learning (Shepard, 2000).
Limitations should be considered by each teacher during the design of the assessment
(Gipps, 2008). The assessment is a social task and educators should consider the cultural,
economic, social and political aspects related to the assessment (Gibbs, 2008). During the
design of assessment, teachers cannot only rely on their effective pedagogy and assessment
strategies to track the intelligence or the abilities shown by students in their assessment.
Bourdieu explains that the absence of resources, poverty and other factors present in low-
socioeconomic homes or schools can also play a major part on the performance and
academic outcomes of students (Ferfolja, Jones Diaz & Ullman, 2015). Another limitation
that has been identified is there is no universal software that captures data on a national
platform, which shows the progress and improvement of students learning through external
tests (Smith, 2005). The presence of a national program can provide teachers with a greater
understanding on the progress of students learning and that can lead to a targeted feedback
aligned with the syllabus and learning outcomes (Smith, 2005). It is not possible to construct
a high quality national assessment address to all students (Gipps, 2008).

In conclusion, Ogan‐Bekiroglu (2000) indicated that assessments which promote the active
construction of knowledge are more productive than other types of assessment. Student-
centred assessments promote the interests and creativity of students in the engagement of
the task, and provide them spaces in the evaluation of their own achievement. If the
assessment focuses on memorisation of equations and theories to achieve success in
physics classrooms, students will not able to balance the achievement of high grades and
deep learning simultaneously (Fraser et al. 2014). Assessment is constructive when
students can control their learning goals, setting of the assessment and understanding
the criteria of the task, regulating their own performance, and getting productive
feedback (NSW Education Standards Authority, 2017). The development of questioning,
evaluation and assessment skills are the principle direction for future learning whilst
considering the impact of various social and cultural factors on assessment development
(Gipps, 2008).

References

Ferfolja, T., Jones Diaz, C., & Ullman, J. (2015). Understanding Sociological Theory for
Educational Practices. Australia: Cambridge University Press
Fraser, J.M., Timan, A.L., Miller, K., Dowd, J.E., Tucker, L., & Mazur, E. (2014). Teaching
and physics education research: Bridging the gap. Reports on Progress in
Physics, 77(3), 17.
http://iopscience.iop.org.ezproxy.uws.edu.au/article/10.1088/0034-
4885/77/3/032401/pdf
Gipps, C. (2008). Socio-cultural aspects of assessment. In H. Wynne (Ed.) Student
assessment and testing: Vol. 1 (Chapter 8, pp. 252-291). Thousand Oaks, CA: Sage.
Goubeaud, K. (2010). How is Science Learning Assessed at the Postsecondary Level?
Assessment and Grading Practices in College Biology, Chemistry and Physics.
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Ogan‐Bekiroglu, F. (2009). Assessing Assessment: Examination of pre‐service physics
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10.1080/09500690701630448.
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forward: theory to practice. Assessment & Evaluation in Higher Education, 38(2),
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Shepard, L.A. (2000). The Role of Classroom Assessment in Teaching and Learning (CSE
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