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Methodological recommendations for Summative Assessment “Physics” (advanced level) Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “Physics” for the Grade 11 learners. Methodological recommendations are aligned with the Subject Program and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4.

Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners‟ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

Methodological recommendations are designed for Nazarbayev Intellectual schools teachers, school administrations, regional and school coordinators in criteria-based assessment and others.

Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio materials, etc. have been used in designing these Methodological recommendations.

Contents TERM 1 ..........................................................................................Error! Bookmark not defined.

SUMMATIVE ASSESSMENT TASKS ......................................Error! Bookmark not defined.

Summative assessment for the Unit 1A “Physical Quantities and Measurement”....................... 3 Summative assessment for Unit 1B ”Kinematics & Hydrostatics”.............................................. 9 TERM 2 ..................................................................................................................................... 14 SUMMATIVE ASSESSMENT TASKS ................................................................................. 14 Summative assessment for Unit 2A “Dynamics & Gravity” ..................................................... 14 Summative assessment for Unit 2B “Laws of conservation” ..................................................... 19 TERM 3 ..................................................................................................................................... 23 SUMMATIVE ASSESSMENT TASKS ................................................................................. 23 Summative assessment for Unit 3A “Oscillations and Waves” ................................................. 23 Summative assessment for Unit 3B “Molecular & Thermal Physics” ....................................... 28 TERM 4 ..................................................................................................................................... 33 SUMMATIVE ASSESSMENT TASKS ................................................................................. 33 Summative assessmentt for Unit 4A “Geometric Optics”

…………................................... 33

Summative assessment for Unit 4B “Wave Optics” .................................................................. 37

2

Summative assessment for the Unit 1A “Physical Quantities and Measurement” 11.1.1.3 - use SI base units to check the homogeneity of Learning objectives physical equations; 11.1.1.2 - add and subtract parallel and non-parallel vectors; 11.1.1.4 - represent a vector as two perpendicular components (vector projections); 11.1.2.3 - calculate uncertainties (including graphically); 11.1.2.6 - be able to identify the number of significant figures and number of digits after a point; 11.1.2.1 - show an understanding of the distinction between systematic errors (including zero errors) and random errors; Assessment criteria

Level of thinking skills

Duration



Clear solution with relevant steps, including mathematical derivations.  Use of appropriate terms.

Clear and concise arguments and explanations.

Understanding Applying Analyzing Evaluating 20 minutes

Task 1 a) The kilogram, meter and second are SI base units. State two other base units.

1. …………………………..

2. …………………………..

b) Use the definition of power to show that the SI base units of power are

.

c) Use an expression for electrical power to determine the SI base units of potential difference.

Answer: ………………………….

3

Task 2 a) Two vectors, A and B, characterize the force acting on an object.

B

A α i)

Draw the schematic view of the resultant force.

ii)

If the magnitudes of A and B are 10 and 6, respectively, and the angle is 53, determine the magnitude of the resultant vector. Cosine(53)=0.602 and Sine(53)=0.799.

|R| = ……………….

Task 3 a) Define pressure: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ……………………………………………………………………………………………

b) A cylinder is placed on a horizontal surface, as shown in Fig 2.1

Figure 2.1 4

The following measurements were made on the cylinder: mass = 5.09 ± 0.01 kg diameter = 9.7 ± 0.1 cm i)

Calculate the pressure produced by the cylinder on the surface.

ii)

Pressure = …………………………... Pa Calculate the actual uncertainty in the pressure. How much number of significant figures does your answer contain?

Actual uncertainty = …………………………

Number of significant figures: ………….Pa iii)

Represent the answer for pressure with its actual uncertainty, with appropriate number of significant figures.

Pressure = …………...……… ± ……………….…... Pa

Task 4 a) From the following list of experimental techniques, sort whether it reduces random error, systematic error or neither. The first row has been completed as an example.

Random error

Systematic error

Neither

Keeping your eye in line with the scale when measuring Averaging many readings Using an instrument with a wider range Correcting for a nonzero reading

b) The measurement of a particular time interval is repeated many times. The readings are found to vary. The results are shown in Fig. 4.1

5

Figure 4.1 If the true value of the time interval is 10.1 s, state whether Fig 4.1 indicates that the readings are subject to 1. a systematic error, ………………………………………………………………………………………… ……………… ………………………………………………………………………………………… ………………

2. a random error ………………………………………………………………………………………… ……………… ………………………………………………………………………………………… ………………

6

Assessment criteria Recall SI base units to use SI units in scientific calculations to check the homogeneity of physical equations of power.

Can draw and use components of a vector by vector projections onto an axis, or/ and vice versa. Add and/or subtract vectors to find resultant vector.

Can calculate uncertainties and identify/give the correct number of significant figures in calculations.

Show an understanding of the how random or systemic errors affect the results and data of experiments.

Task № 1.a

Descriptor A learner Any two of SI base units determined

Mark

1.b

A proper definition of power

2

1.c

A proper definition of potential difference with correctly used units for the conversion.

2

2.a.i

A schematic view drawn with proper size and clear direction of the resultant vector

1

2.a.ii

Vectors can be broken into components, which can be used to find a resultant vector.

The resultant vector obtained and calculation details must be written correctly

3

3.a

A definition of power.

1

3.b.i

Find the pressure value

2

3.b.ii

Find the correct value of corresponding error and uncertainty.

4

2

3.b.iii Find the pressure with correct number of significant figure.

2

4.a

Two of three correct values

1

4.b.1

Find the correct values and name/recall the pattern pointing at the how the type of error effects the data.

2

4.b.2

Explain the type of error and the reasons that lead to that conclusion.

3

25

7

Rubrics for providing information to parents on the results of Summative Assessment for the Unit 1 A “Physical Quantities and Measurement” Learner’s name_______________________________________________________ Assessment criteria

Level of learning achievements Low Middle

High

Recall SI base units to use SI units in scientific calculations to check the homogeneity of physical equations of power.

Experiences some difficulties in identifying terms of an equation and rearranging the SI units involved.

Experiences little difficulty in identifying terms of an equation and rearranging the SI units involved.

Experiences no difficulty in identifying terms of an equation and rearranging the SI units involved.

Can draw and use components of a vector by vector projections onto an axis, or/ and vice versa. Add and/or subtract vectors to find resultant vector.

Experiences some difficulties in identifying components of a vector and finding the resultant vector.

Experiences little difficulty in identifying components of a vector and finding the resultant vector.

Experiences no difficulty in identifying relevant components of vectors and use vector addition and subtraction operations.

Can calculate uncertainties and identify/give the correct number of significant figures in calculations.

Experiences some difficulties in identifying/giving the correct number of significant figures in calculations.

Experiences little difficulties in identifying/giving the correct number of significant figures in calculations.

Experiences no difficulties in identifying/giving the correct number of significant figures in calculations.

Show an understanding of the how random or systemic errors affect the results and data of experiments.

Experiences some difficulties in identifying/giving the correct type of error. .

Experiences few difficulties in identifying/giving the correct type of error.

Experiences no difficulties in identifying/giving the correct type of error.

8

Summative assessment for Unit 1B ”Kinematics & Hydrostatics” Learning objectives at 2

S  S0  0t 

2 involving 11.2.1.2 - Use the equation of motion distance, velocity, acceleration and time in calculations and interpreting distance-time relationship in linear motion; 11.2.1.13 - Describe an ideal liquid, know the conditions for its steady flow; 11.2.1.1 - Know definitions and formulae of the following kinematic values: coordinates, distance, displacement, velocity and acceleration in linear motion; 11.2.1.7 - Explain the occurrence of hydrostatic pressure and use the equation for pressure; 11.2.1.10 - Describe Pascal‟s law and apply it to connecting vessels and hydraulic presses; 11.2.1.16 - use the equation of continuity to solve problems S1v1= S2v2, or v2/v1 = S1/ S2, where v is velocity of flow; Assessment criteria

 

Clear solution with relevant steps, including mathematical derivations Clearly articulated arguments

Level of thinking skills

Remembering Understanding Applying Analysis

Duration

25 minutes

9

Task 1: A stone is kicked off horizontally as a projectile off a building roof with a speed of 30 m/s. The building roof is 80 m higher than the ground and air resistance is negligible. Answer the following question; a) How long will the stone be in the air before it hits the ground?

b) How far will the stone be removed from the base of the building it from which it was kicked off. c) Find the final velocity of the stone as it hits the ground.

Task 2: a) Describe an ideal liquid.

A horizontal piping system that delivers a constant flow of water is constructed from pipes with different diameters as shown in the figure below. b) At which of the labeled points is the water in the pipe under the greatest pressure? Explain you answer in detail. c) At which of the labeled points does the water in the pipe have the highest gravitational potential energy and faster speed at the same time? Explain you answer in detail.

Task 3: A place kicker kicks a football with a velocity of 20.0 m/s and at an angle 53 degrees. How long is the ball in the air?

10

Task 4: The diagram shows a sealed container filled with air and attached to a manometer. The liquid in the manometer has a density of 1200 kg m−3.

Atmospheric pressure is 1.02·105 Pa. Calculate the pressure of the air inside the sealed container.

Task 5: The pipe, shown below, has a cross-sectional area of 1.3  10-4 m2 at point A and supplies a fountain that is 0.50 meters above it at ground level as shown. The opening at point B has a crosssectional area of 0.50  10-4 m2 and the water flows from this point at 2.2 m/s. Use water = 1000 kg/m3 and g = 9.8 m/s2. a) Calculate the speed of the water in the pipe below the ground at point A. b) Calculate the absolute water pressure in the pipe at point A.

11

Assessment criteria Use the kinematic equations of motion for motion with uniform acceleration to find the distance travelled by an object.

Can solve problems for water, as an ideal liquid, flowing in pipes.

Task № 1

Mark

Can find the final position and displacement of the object in motion.

5

Find the final velocity of the projectile.

3

2.a

Can define an ideal liquid in hydrodynamics

1

2.b

Can identify point A, with the highest liquid pressure.

2

Find the maximum pressure.

2

Can explain which point has a faster speed in the pipe.

2

2.c

Can recall and describe definition of kinematic equations and their variables.

Descriptor for a learner

3

Use equations of motion Can find the component of a velocity vector

1

1

Calcuations to find the duration of motion 1 Solve hydrostatic problems involving pressure in a container connected to a manometer.

4

Use the continuous flow of fluids formulae to find the velocity in pipes and deduce the relative magnitude of pressures at different points in the pipe.

Total marks:

5.a

5.b

Use the pressure equation find the pressure in a container.

3

Find the velocity of fluid in the pipes.

2

Comprehend the relative size the pressures on the pipes at different point.

2

25

12

Learner’s name_______________________________________________________ Assessment criteria

Level of learning achievements Low Middle

High

Use the kinematic equations of motion for motion with uniform acceleration to find the distance travelled by an object.

Experiences some difficulties in solving problems for variables involved in motion with uniform acceleration.

Experiences little difficulty in in solving problems for variables involved in motion with uniform acceleration.

Experiences no difficulty in in solving problems for variables involved in motion with uniform acceleration.

Can solve problems for water, as an ideal liquid, flowing in pipes.

Can identify that incompressible fluids are mostly liquids.

Experiences little difficulty in explaining the properties of incompressible fluids.

Can relate in details the consequences of incompressible liquids properties and the continuity equation.

Can recall and describe definition of kinematic equations and their variables.

Experiences some difficulties in identifying terms of kinematic equations of motion.

Experiences little difficulty in identifying relevant variables and terms of a kinematic equation of motion.

Experiences no difficulty in identifying relevant variables like velocity and acceleration and use those terms to balance equations of motion.

Solve hydrostatic problems involving pressure in a container connected to a manometer.

Experiences some difficulties in identifying detailed or precise calculation of pressure.

Experiences little difficulties in calculating pressures in hydrostatic problems.

Experiences no problems in solving various types of hydrostatic problems like in tanks and different shaped vessels.

Use the continuous flow of fluids formulae to find the velocity in pipes and deduce the relative

Can identify that in a continuous flow of fluids the volume and hence the mass of the fluid moving through the pipe is at a constant rate. .

Can do simple calculations using continuity equation to compare the cross section to flow speed in pipes.

Can solve and apply the continuity equation to more complicated real life examples.

13

TERM 2 SUMMATIVE ASSESSMENT TASKS

Summative assessment for Unit 2A “Dynamics & Gravity” 11.2.2.9 - Recognise the analogy between certain qualitative and Learning objectives quantitative aspects of gravitational field and electric field; 11.2.2.7 - be able to apply the law of universal gravitation F  G

m1m2 r2

11.2.2.3 - calculate stress, strain and the Young modulus; 11.2.2.6 - define potential at a point as the work done in bringing unit mass from infinity to the point; 11.2.2.5 - distinguish between the elastic and plastic deformation of a material; Assessment criteria



Students can apply and use hydrostatic or hydrodynamic laws to solve problems.

Level of thinking skills

Application Higher order thinking skills

Duration

25 minutes

14

Task 1: Write two similarities and two differences between the terms in formula of gravitational forces and electric forces:

a) Similarities: _________________________________________________________________

b) Differences:_________________________________________________________________

Task 2: a) State Newton‟s law of gravitational force.

b) Draw the field lines and explain the properties of the field lines defining the force at that point in the field. Use box A below for your sketch.

Box A

c) Two planets are removed very far into deep space. Calculate the gravitational force from planet A on planet B and explain why the gravitational force isn‟t half of that value on each planet. mass of planet A = 6.0 x 1024 kg ; mass of planet B = 2.0 x 1030 kg ; distance between the planets A and B = 1.5 x 1011 m _____________________________________________________________________________ _____________________________________________________________________________ 15

Task 3: a) Define the term „stress‟ of springs b) Define the term „strain‟ of springs

c) The Young modulus of the metal of a wire is 0.17 TPa. The cross-sectional area of the wire is 0.18 mm2. The wire is extended by a force F. This causes the length of the wire to be increased by 0.095 %. Calculate: (i) the stress,

stress = ............................................ Pa (ii)

the force F

F = ............................................. N

Task 4: (a) Write down the gravitational potential energy of a body of mass 1 kg when it is at an infinite distance from another body. b) The radius of the Earth is 6.4 · 106 m and the mass of the Earth is about 6.0 · 10 24 kg.

Calculate the potential energy of the 1 kg mass at the Earth‟s surface. c) Write down the minimum energy required to remove the body totally from the Earth‟s gravitational field.

Task 5: a) Explain what is meant by plastic deformation. b) A copper wire of uniform cross-sectional area 1.54 × 10–6 m2 and length 1.75 m has a breaking stress of 2.20 × 108 Pa. The Young modulus of copper is 1.20 × 1011 Pa. b) i) Calculate the breaking force of the wire. breaking force = ............................................. N (ii) A stress of 9.0 × 107 Pa is applied to the wire. Calculate the extension. extension = ............................................ m 16

Assessment criteria

Can explain the differences and similarities between certain qualitative and quantitative aspects of gravitational field and electric field;

Describe the gravitational force and solve problems using Newton‟s law of gravity.

Task № 1.a

Descriptor A learner Can recount two similarities between gravitational field and electric field;

Mark

1.b

Can recount two differences between gravitational field and electric field;

2

2.a

Definition of Newton‟s gravitational force between masses in vacuum.

2

2.b

2.c

Solve problems involving calculations of stress, strain and the Young modulus;

Define and describe the gravitational potential at a point as the work done in bringing unit mass from infinity to the point;

Solve problems on elastic and inelastic collisions.

Can define, draw and describe properties of gravitational fields

Find the force of gravity. Explain the properties of the acting gravitational forces.

2

2

2

3.a

Can calculate the stress value.

1

3.b

Can make correct use of the strain equation.

1

3.c

Use the equation for Youngs Modulus and calculate the value.

4

4.a

The value is zero, no potential at infinity.

1

4.b

Use the equation for potential energy to explain the answer.

2

4.c

Find the minimum energy required to remove the body totally from the Earth.

1

5.a

Recognise and explain, what happens when the load is removed.

1

5.b

Use the correct formula to do the calculations.

4

Total marks:

25

17

Assessment criteria

Level of learning achievements Low Middle

Can explain the differences and similarities between certain qualitative and quantitative aspects of gravitational field and electric field;

Experiences some difficulties in identifying 1 similarity or 1 difference between gravitational and electric fields.

Experiences a few difficulties in identifying at least 1 similarity and 1 difference between gravitational and electric fields.

Experiences no difficulties in identifying 2 similarities and 2 differences between gravitational and electric fields.

Describe the gravitational force and solve problems using Newton‟s law of gravity.

Experiences some difficulties in identifying main terms of the gravity equation.

Experiences little difficulty in identifying relevant variables, like the radius squared and two masses involved.

Experiences no difficulty in identifying and explaining each term and their meaning in the equation of gravitational force.

Solve problems involving calculations of stress, strain and the Young modulus;

Experiences some difficulties in identifying stress and strain in material.

Experiences a little difficulty in identifying the terms and their meaning in Young‟s equation.

Experiences no difficulty in applying the equation to find the Young‟s modulus of various materials.

Define and describe the gravitational potential at a point as the work done in bringing unit mass from infinity to the point;

Experiences some difficulties in identifying work needs to be done to remove an object from a gravitational field to infinity.

Experiences a little difficulty using the gravitational equation to find the work required to remove an abject from a gravitational field.

Experiences no difficulties in applying the principle to find the work done in removing an object to infinity.

18

High

Solve problems on elastic and inelastic collisions.

Experiences some difficulties in identifying elastic and plastic deformation of a material and how to define deformation.

Experiences a little difficulty using the deformation graphs to identify the proportionality limit and the elastic limit.

Experiences no difficulty using the deformation graphs and explaining the behaviour of plastic and elastic material.

Summative assessment for Unit 2B “Laws of conservation” Learning objectives 11.2.3.1 - recall from previous grades the definition of linear momentum as the product of mass and velocity; 11.2.3.4 - recall and be able to use ideas to apply the principle of conservation of momentum to solve simple problems including elastic and inelastic interactions between two bodies in one dimension 11.2.3.3 - recall from previous grades the statement of the principle of conservation of momentum;

11.2.3.2 - recall from previous grades the definition of resultant force as rate of change of linear momentum;

11.2.3.4 - recall and be able to use ideas to apply the principle of conservation of momentum to solve simple problems

Assessment criteria

Students can analyze a collision and explain which type of collision is taking place, elastic or inelastic.

Level of thinking skills

Remembering Understanding Applying Analysis

Duration

25 minutes

Task 1: a) State the formula for momentum with the relevant variables and all units. b) Explain what is meant by the „conservation of momentum‟ between two colliding objects. You can use any macroscopic objects, like two balls or cars, in your example for the explanation.

19

Task 2: What is meant by an: a) Elastic collision: ______________________________________________________________ b) Inelastic collision:_____________________________________________________________

Task 3: a) Calculate the momentum of a ball of mass 3kg standing against a wall. Make a general statement on objects momentum when they stand against a wall. b) A snooker ball of mass 0.35kg hits the side of a snooker table at the right angles and bounces off also at right angles. Its speed before collision is 2.8 m/s and its speed after is 2.5 m/s. Calculate the change in the momentum of the ball. c) Explain whether or not momentum is conserved in the situation described in part (b).

Task 4: A car of mass 1100 kg is travelling at 24 m/s. The driver applies the brakes and the car decelerates uniformly and comes to rest in 20 seconds. a) Calculate the change in momentum of the car and its impulse. b) Calculate the braking force on the car.

c) Determine the braking distance of the car.

Task 5: A marble of mass 100 grams is moving at a speed of 0.4 m/s in the x-direction. The marble strikes a second, identical marble. Each marble moves off at an angle of 45 degrees to the x-direction. a) Calculate the momentum of the first marble before the collision.

b) Use the principle of conservation of momentum to determine the speed of each marble after the collision.

20

c) Show that kinetic energy is conserved in this collision.

Assessment criteria

Recall the definition of linear momentum in mathematical form.

Can write the definition of elastic and inelastic collisions.

Describe and explain the principle of conservation of momentum for the example of a ball hitting the wall.

Use the definition of resultant force as rate of change of linear momentum. to solve problems;

Solve problems using resultant force as rate of change of linear momentum;

Task №

1

Descriptor for learner:

Mark

Write the momentum equation

2

Explain the conservation of momentum as a principle in physics and give the equation for momentum

3

a) Define an elastic collision.

1

b) Define an inelastic collision.

1

a) Use the momentum formulae and equations to do the calculations.

2

b) Use the momentum equation to solve the problem.

2

c) Use the conservation of momentum on different objects.

2

2

3

a) Find the change in momentum.

2

b) Relate force to change in momentum.

2

c) Find the speed and distance.

2 1

4

a) Find the momentum.

5

b) Find the marble momentum in terms of it‟s components.

3

Find the velocity vector for the same process. c) Find the marbles kinetic energy and explain which type of collision that represents.

2 25

Total: 21

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Exercise and Sport» Learner’s name_______________________________________________________ Assessment criteria

Level of learning achievements Low Middle

High

Recall the definition of linear momentum in mathematical form.

Experiences some difficulties in expressing the correct variables in the momentum equation.

Experiences a few difficulties in identifying all terms and writing the momentum equation.

Experiences no difficulties in writing and defining the terms in the momentum equation.

Can write the definition of elastic and inelastic collisions.

Experiences some difficulties in classifying collisions into different types.

Experiences little difficulty in identifying which type of collision conserves kinetic energy.

Experiences no difficulty in identifying and explaining each term and their meaning in the conservation of momentum equation.

Describe and explain the principle of conservation of momentum for the example of a ball hitting the wall.

Experiences some difficulties in identifying the change in momentum of objects involved in the collision.

Experiences a little difficulty in identifying the change in momentum of objects involved in the collision.

Experiences no difficulty in applying the equation for identifying the change in momentum of objects involved in the collision.

Use the definition of resultant force as rate of change of linear momentum. to solve problems;

Experiences some difficulties in identifying a force as the rate of change of momentum of an object.

Experiences a little difficulty using the rate of change of momentum to find the force.

Experiences no difficulties in applying the principle to find the impulse and momentum change.

22

Solve problems using resultant force as rate of change of linear momentum;

Experiences some difficulties in solving linear momentum problems.

Experiences a little difficulty in solving linear momentum problems.

Experiences no difficulty using the rate of change of momentum in solving linear momentum problems.

TERM 3 SUMMATIVE ASSESSMENT TASKS

Learning objectives

Summative assessment for Unit 3A “Oscillations and Waves” 11.2.4.3 - understand and use the following physical quantities: amplitude, period, frequency, angular frequency and phase difference and express the period in terms of both frequency and angular frequency; 11.2.4.4 - recognise and use the equations x=xmaxsinωt and a=-ω2x; apply the equations x=xmaxsinωt; v=vmaxcosωt 11.2.4.11 - show an understanding that there are some circumstances in which resonance is useful and other circumstances in which resonance should be avoided; 11.2.4.10 - describe energy conversion during oscillations; 11.2.4.9 - describe graphically how the amplitude of a forced oscillation changes with frequency near to the natural frequency of the system, and understand qualitatively the factors that determine the frequency response and sharpness of the resonance;

Assessment criteria

Students apply their knowledge of oscillatory SHM systems to predict and calculate the displacement of the object.

Level of thinking skills

Remembering Understanding Applying Analysis 25 minutes

Duration

23

Task 1: A weight hanging from a flat horizontal surface in a spring-mass system exhibits simple harmonic motion behavior. The mass is 2 kg and there is no friction or loss of energy in the system, whilst the height of the horizontal surface from the ground is 10m. The system is in equilibrium, 5m from the ground, when the weight is motionless. If the weight is pulled down or pushed up and released, it would tend to oscillate freely.

A force is applied and the motion of the mass can be described by: (

)

a) Was the weight pulled down or pushed up before it was released?

b) How far was the weight from the ceiling when it was released?

c) How close will the weight come to the ceiling during the oscillations?

d) When does the weight first pass its equilibrium point in seconds?

e) What is the greatest distance that the weight will be from the equilibrium position? Which scientific term do we use for the greatest distance from the equilibrium position?

e) Find the period of the motion. g) Write the general‟s equation for the velocity and acceleration of any system exhibiting simple harmonic motion (SHM), if the motion starts with: [2]

x  A sin wt 

h) What is the frequency of the motion?

i) How far from the ceiling is the weight after 2.5 seconds?

The same system with the same mass and spring is placed horizontally on a flat table which has negligible friction and resistance to motion. The mass is displaced by the same length as before and released allowing it to move in SHM. j) Write the general equation for the total mechanical energy of the system in terms of potential and kinetic energies.

k) Find the spring constant for the above system.

24

l) Calculate the total mechanical energy for the above system.

Task 2: The Tacoma Bridge in USA was built in late 1930‟s. The new bridge collapsed in 1940. This was due to the faulty design of the bridge not taking into account the wind speeds around the bridge applying a force which lead to simple harmonic oscillatory motion. Explain the scientific term used for increasing amplitude of oscillations in a closed system where no energy is lost as shown in that event.

Task 3: A pendulum is pulled to the side and released. Its subsequent motion appears as follows:

a) At which of the above times is the kinetic energy a maximum? ________________________________________________________________________

b) At which of the above times is the potential energy a maximum?________________________________________________________________

c) At which of the above times is kinetic energy being transformed to potential energy? _________________________________________________________________________

d) At which of the above times is potential energy being transformed to kinetic energy? _________________________________________________________________________

25

Task 4: The Sears Tower, in London City, was designed to dampen the energy from the wind. It was designed such that the period of the top is in minutes, rather than seconds and its amplitude is small. Explain why that‟s the case?

Assessment criteria

Describe and define the oscillations of a mass suspended from a spring.

Task №

1

Descriptor A learner a) Describe the equilibrium position.

Mark 1

b) Find the displacement.

1

c) Find the displacement.

1

d) Find the time.

1

e) Find the amplitude.

1

f) Find the period.

1

g) Describe the sinusoidal motion using the

1

equations for displacement and velocity. h) Recall the kinetic and potential energy terms

1

for sinusoidal motion. i) recognize and identify the equilibrium

1

position/ j) Formulae and equations for Total mechanical energy k) Find the spring constant. l) Find the total mechanical energy.

Can recall and describe resonance in real life situations.

Can use energy conservation and energy conversion from kinetic to mechanical forms.

2

4 1

Describe Resonance and when it happens.

1 1

Describe the effects of resonance in real life

2

processes.

3

a) Describe the oscillations behaviour at different points.

1

b) Describe the oscillations behaviour at different points.

1

c) Describe the oscillations behaviour at different points.

1

26

d) Describe the oscillations behaviour at different points.

Explain the meaning of resonance and how damping affects the frequency of vibration compared to the natural frequency of a structure.

Recall the definition and description of resonance and how/why the building vibrates.

2

4

Total marks

Assessment criteria

1

24

Level of learning achievements Low Middle

High

Experiences some difficulties in identifying oscillations of a spring.

Experiences a few difficulties in identifying oscillations of a spring.

Experiences no difficulties in identifying oscillations of a spring.

Can recall and describe resonance in real life situations.

Experiences some difficulties in describing resonance in real life situations.

Experiences a little difficulty in describing resonance in real life situations.

Experiences no difficulties in describing resonance in real life situations.

Can use energy conservation and energy conversion from kinetic to mechanical forms.

Experiences some difficulties in identifying energy conversion from kinetic to mechanical forms.

Experiences a little difficulty in identifying energy conversion from kinetic to mechanical forms.

Experiences no difficulty in identifying energy conversion from kinetic to mechanical forms.

Describe and define the oscillations of a mass suspended from a spring.

27

Explain the meaning of resonance and how damping affects the frequency of vibration compared to the natural frequency of a structure.

Experiences some difficulties in describing how damping affects the frequency of vibration compared to the natural frequency of a structure.

Experiences a little difficulty in describing how damping affects the frequency of vibration compared to the natural frequency of a structure.

Experiences no difficulties in describing how damping affects the frequency of vibration compared to the natural frequency of a structure.

Summative assessment for Unit 3B “Molecular & Thermal Physics” Learning objectives 11.3.1.6 - recall and solve problems using the equation of state for an ideal gas expressed as рV = νRТ; 11.3.1.8 - describe changes in volume due to pressure with constant temperature (Law of Boyle-Mariotte); 11.3.1.9 - describe changes in volume due to temperature with constant pressure (Pressure Law or Law of Gay-Lussac in Kazakh books); 11.3.1.10 - plot and analyze graphs of isoprocesses; 11.3.1.2 - recall and understand laws of ideal gas and Dalton‟s law; 11.3.1.3 - describe kinetic model and model of ideal gas; 1 Nm0 2 3 11.3.1.7 - Compare and pV  NkT , and hence deduce that the average translational kinetic energy of a molecule is proportional to the absolute temperature T; pV 

Assessment criteria

Students remember and apply their understanding of molecular kinetic theory to solve problems. Students can use ideal gas law to analyze behaviour of gases in containers.

Level of thinking skills

Remembering Understanding Applying Analysis 25 minutes

Duration

28

Task 1: Find the number of moles of air added to a system of an ideal gas, which initially had a volume of 8.2 · 10-4 m3 and a pressure of 9.6 ·105 Pa at a temperature of 296 K. The ideal gas was contained in a rigid metal container, which can‟t expand and the ideal gas reached a final pressure of 12.4 ·105 Pa at the same temperature. Assume the value of the gas constant to be R = 8.31 J/(mol·K).

Task 2: The graph below is provided without the necessary labels and explanations for each section. a)    

Complete the labels for the four lines on the graph. sections: Line 1: Line 2: Line 3: Line 4:

b) Explain and compare the changes in volume, temperature and pressure in each of the steps above. c) Explain and compare the changes defined by lines 3 and 4 in terms of Iso-processes and the inflow or out flow of heat and work done on and by the system. d) Which one of the processes on the graph relates to the Boyle-Mariota law? e) Which one of the processes on the graph relates to the Gay-Lussac law?

Task 3: a) State and explain Dalton‟s law for ideal gases. Descibe the terms in the formula of Dalton‟s law. b) Calculate the mean translational kinetic energy of gas atoms at 0 °C. c) Estimate the mean speed of carbon dioxide molecules at 0 °C. (The molar mass of carbon dioxide is 44 g.)

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Assessment criteria

Task №

Can use the equation of state for an ideal gas;

1

Can describe Isoprocesses like changes in volume due to pressure with constant temperature (Law of Boyle-Mariotte), and the pressure Law or Law of Gay-Lussac;

2

Descriptor A learner Find the number of moles.

Mark 1

Use the ideal gas law in a certain situation.

1

Find the initial number of moles.

1

Compare the ideal gas law in different situations.

1

Use the ideal gas laws.

1

Find the final number of moles.

1

Find the difference in number of moles.

1

a) Recognize the iso-processes graph.

2

b) Step 1: Describe Isochoric process at constant volume and the heat flow in the process.

1

Step 2: Describe Isobaric process at constant pressure and the work done.

1

Step 3: Describe Isothermal process where the temperature is constant. Work and heat flow conditions.

1

Step 4: Describe the „Adiabatic process‟ where the system does work and some of the internal energy is used to do that work.

1

c) Define the Isothermal and adiabatic processes.

2

d) Describe the Isothermal process where the volume and pressure changes.

1

e) Isobaric process where the volume and temperature changes.

1

30

1

Describe and Dalton‟s law;

State Dalton's law (also called Dalton's law of partial pressures).

Find the mean kinetic energy and number of moles.

a) Calculate the mean kinetic energy.

1

b) Calculate the mean kinetic energy.

1

Find the average translational kinetic energy of a molecule is proportional to the absolute temperature T;

c) Estimate and find the number of molecules.

Find the mass of the molecules.

1

1

3 Find the kinetic energy.

Speed of molecules on average.

Total marks

1

1

24

31

Assessment criteria

Can use the equation of state for an ideal gas;

Can describe Isoprocesses like changes in volume due to pressure with constant temperature (Law of Boyle-Mariotte), and the pressure Law or Law of Gay-Lussac;

Describe and Dalton‟s law; Find the mean kinetic energy and number of moles.

Level of learning achievements Low Middle

High

Experiences some difficulties in identifying the variables to use in the ideal gas law equation.

Experiences a few difficulties in applying the ideal gas law equation.

Experiences no difficulties in identifying and solving problems using the ideal gas law equation.

Experiences some difficulties in identifying changes due to volume, pressure or temperature changes and relating these patterns to graphs.

Experiences a few difficulties in identifying changes due to volume, pressure or temperature changes and describing those changes.

Experiences no difficulties in identifying and solving problems due to volume, pressure or temperature changes and describing those changes.

Experiences some difficulties in identifying the variables and description of the kinetic model of ideal gases.

Experiences a few difficulties in solving the problems involving average translational kinetic energy and laws of kinetic model of gases.

Experiences no difficulties in identifying and solving problems involving average translational kinetic energy and laws of kinetic model of gases

Find the average translational kinetic energy of a molecule is proportional to the absolute temperature T;

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TERM 4 SUMMATIVE ASSESSMENT TASKS Unit assessment for Unit 4A “Geometric Optics” - Total Marks 25 11.4.1.1 - solve problems using a spherical mirror‟s formula and explain through Learning objectives the ray diagram; 11.4.1.4 - able to solve problems involving the refraction of light in a planeparallel plate and a triangular prism; 11.4.1.3 - draw ray diagrams in a plane-parallel plate and a triangular prism; Assessment criteria

Use graphical and mathematical skills to solve and calculate the formulae of Snell‟s Law and Lens Makers equation.

Level of thinking skills

Remembering Understanding Applying Analysis 25 minutes

Duration

Task 1: Explain how: a) plane mirror, b) concave mirror, c) convex mirror, Can be used to produce a real image that has the same size as the object? Use the spherical mirror‟s formula and a simple diagram or sketch for your explanation.

d) An object is placed 40 cm in front of a concave mirror whose radius of curvature is 20 cm. Draw a sketch with labels of a ray diagram with center of curvature and focal point to show the location and the formation of the image produced (if any). Use 3 rays for the image formation.

33

Task 2: A ray of light falls a flat block of glass (n =1.50) of thickness 2.00 cm at an angle of 30.0° with the normal. And it is shifted laterally by the distance d. Find the value of d.

Task 3: A beam of light of wavelength λ is incident from air upon a glass prism (n = 1.532) at an angle of 50.0o.

a) Sketch and draw a path close to the path the rays travel through the prism .

60o 50o

60o

Find the angle of b) Refraction as the light enters the prism.

34

60o

c) The angle of incidence at the other side of the prism.

d) The angle of refraction as the ray emerges to air.

e) Sketch the path of the ray until it emerges from the prism.

Assessment criteria

Answers Unit assessment for „Unit 4A Geometric Optics‟ - Total Marks 20

Mark

Draw diagrams for path of the ray and explain where the image will form in different types of mirrors.

a) Draw a sketch showing the position, inversion and relative size of image compared to the object for a plane mirror.

2

b) Draw a sketch showing the position, inversion and relative size of image compared to the object for a concave mirror.

2

c) Draw a sketch showing the position, inversion and relative size of image compared to the object for a convex mirror.

2

d) Draw a diagram with 3 rays forming an image.

3

Can solve problems for a glass block with parallel plane sides.

Use Snell‟s law to find the displacement caused by refraction effect as the rays move through the glass medium.

6

Can draw path of light rays through prisms and find the angles of incidence and refraction.

Draw the correct paths for light rays propagating through the boundaries into and out of the prisms.

10 Two marks each step.

25

Total

35

Assessment criteria

Level of learning achievements Low Middle

High

Draw diagrams for path of the ray and explain where the image will form in different types of mirrors.

Experiences some difficulties in drawing ray diagrams and finding image positions for various types of mirrors.

Experiences a few difficulties in drawing ray diagrams and finding image positions for various types of mirrors.

Experiences no difficulties in drawing ray diagrams and finding image positions for various types of mirrors.

Can solve problems for a glass block with parallel plane sides.

Experiences some difficulties in solving finding angles of refraction at each surface as rays enter or leave the glass block.

Experiences a little difficulty in solving finding angles of refraction at each surface as rays enter or leave the glass block.

Experiences no difficulties in describing and calculating the angles of incidence and refraction of light moving through the glass block.

Can draw path of light rays through prisms and find the angles of incidence and refraction.

Experiences some difficulties in drawing the path of light rays through prisms and finding the angles of incidence and refraction.

Experiences a little difficulty in drawing the path of light rays through prisms and finding the angles of incidence and refraction.

Experiences no difficulty in drawing the path of light rays through prisms and finding the angles of incidence and refraction.

36

Learning objectives

Summative assessment for Unit 4B “Wave Optics” 11.4.2.6 - solve problems using the equation for double-slit interference; 11.4.2.7 - solve problems using the formula d sinθ = nλ and describe the use of a diffraction grating to determine the wavelength; 11.4.2.1 - show an understanding of experiments that demonstrate stationary (standing) waves using microwaves, stretched strings and air columns; 11.4.2.3 - show an understanding of the terms interference and coherence; 11.4.2.5 - show an understanding of the conditions required if two-source interference fringes are to be observed;

Assessment criteria

Students can solve the problems by applying their knowledge of the underlying scientific principles in wave optics.

Level of thinking skills

Remembering Understanding Applying Analysis 25 minutes

Duration

Task 1: A viewing screen is separated from a double-slit source by 1.20 m. The distance between the two slits is 0.030 mm. A coherent light source is used to form a diffraction pattern on the screen. The secondorder bright fringe is 4.50 cm from the center line. Find the wavelength of the light source. [2] Task 2: Monochromatic light is incident normally at a diffraction grating with 60 lines per mm. The tenthorder maximum is observed at an angle of 19°. Determine: a) the spacing (in metres) between the centres of the adjacent lines on the diffraction grating. [1]

b) the wavelength of incident light. [2] Task 3: The diagram represents a standing wave of wavelength λ set up on a string of length L.

37

The string is fixed at both ends. For this standing wave: a) (i) State the relationship between λ and L. [1]

(ii) Label, on the diagram, two antinodes where the string is vibrating in phase. Label the antinodes with the letter A. [2]

(b) The fundamental (first harmonic) frequency is 20 Hz and L=8 m. What is the frequency of given harmonic? What is the speed of wave? [3]

Task 4:

a) Figure 1.0 shows the interference pattern of water by two coherent sources of water waves. (i) (ii) (iii)

At point A, two crest meet resulting in ……………………….. interference.

At point B, two through meet resulting in ……………………..interference.

At point C, a crest meet a trough resulting in …………………interference.

38

[1] [1] [1

b)

The diagram shows a full-scale interference pattern of a ripple tank experiment 2 seconds after vibration started. The crests of the water ripples are represented by the dark lines. i)

What is represented at P at this instant? [1]

ii)

What is the frequency of the vibrator? [2]

c) Two dot vibrators whoch has a separation of 5.0 cm are placed on a water surface in a ripple tank. The distance between two adjacent antinodes on a screen is 3.0 cm. If the perpendicular distance between the dot vibrators and the screen is 10.0 cm, what is the wavelength of the water waves? [2]

39

Task 5: In the double-slit interference experiment shown in the figure, suppose a=0.100 mm and D=1.20 m, and the incident light is monochromatic with a wavelength λ=700 nm.

(a) What is the phase difference between the two waves arriving at a point P on the screen when θ=0.40? (Sin 0.40=0.007 and r2-r1= ) [3]

(b) What we have at point P, maximum or minimum? [1]

(c) What is the distance x? [1]

(d) Calculate the value of x. [1]

40

Assessment criteria Solve problems for a double slit diffraction effect on a distant screen.

Descriptor A learner a) Find the wavelength using diffraction formula.

Mark 2

a) Find the distance by considering the arrangement of apparatus.

Use diffraction grating as a method to find the wavelength of monochromatic light.

1 b) Find the wavelength using diffraction grating formula for many slits.

2

Use the standing wave on a rope to describe and define the different parts of a standing wave and calculate the fundamental frequency, wavelength and speed of the wave.

Use a ripple tank to explain and define the effects of interference and coherence between two wavefronts.

(a) (i) Consider and find the full wavelength compared to the length of the vibrating medium.

1

(ii) Labeled two antinodes and parts of the wave correctly.

2

(b) Find the wavelength, fundamental frequency and speed of the wave. a) Label and name the interactions when different parts of the wavefront interact.

3

3

b) 3 Define the characteristics of the wave front at specific points and how the wave fronts propagate and interact.

c) Find the corresponding wavelengths and do the calculation.

(a) Find the path difference and relate it to the phase Do calculations on the difference. positions and distance on the screen of maxima and (b) Explain the quality of interference at certain point on the minima of double slit screen. diffraction pattern. (c) Definition on the distance of fringes on the interference pattern on the screen.

2

3 1

1

(d) Find the displacement of the fringes on the screen from the central maxima.

1

Total

25

41

Level of learning achievements Low Middle

High

Solve problems for a double slit diffraction effect on a distant screen.

Experiences some difficulties in using the diffraction formula and using the small angle approximation.

Experiences a few difficulties in using the diffraction formula and using the small angle approximation.

Experiences no difficulties in using the diffraction formula and using the small angle approximation.

Use diffraction grating as a method to find the wavelength of monochromatic light.

Experiences some difficulties in using diffraction grating formula to find the wavelength of monochromatic light.

Experiences a few difficulties in using diffraction grating formula to find the wavelength of monochromatic light.

Experiences no difficulties in using diffraction grating formula to find the wavelength of monochromatic light.

Use the standing wave on a rope to describe and define the different parts of a standing wave and calculate the fundamental frequency, wavelength and speed of the wave.

Experiences some difficulties in using the standing wave on a rope to describe and define the different parts of a standing wave and calculate the fundamental frequency, wavelength and speed of the wave.

Experiences a few difficulties in using the standing wave on a rope to describe and define the different parts of a standing wave and calculate the fundamental frequency, wavelength and speed of the wave.

Experiences no difficulties in using the standing wave on a rope to describe and define the different parts of a standing wave and calculate the fundamental frequency, wavelength and speed of the wave.

Use a ripple tank to explain and define the effects of interference and coherence between two wavefronts.

Experiences some difficulties in explaining and defining the effects of interference and coherence between two wavefronts.

Experiences a few difficulties in explaining and defining the effects of interference and coherence between two wavefronts.

Experiences no difficulties in explaining and defining the effects of interference and coherence between two wavefronts whilst doing calculations.

Do calculations on the positions and distance on the screen of maxima and minima of double slit diffraction pattern.

Experiences some difficulties in doing calculations on the positions and distance on the screen of maxima and minima of double slit diffraction pattern.

Experiences a little difficulty in doing calculations on the positions and distance on the screen of maxima and minima of double slit diffraction pattern.

Experiences no difficulty in doing calculations on the positions and distance on the screen of maxima and minima of double slit diffraction pattern.

Assessment criteria

42

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