Identify Recognise, name or select. Illustrate Make clear or intelligible; exemplify. Interpret Give meaning to information presented in various words, symbols, pictures, graphs, etc. — Investigative process The process of examining or inquiring into something with organisation, care and precision; the questions chosen should be of interest to students, should encourage additional questioning, and should challenge students to explore a range of solutions. Justify Provide sound reasons based on logic or theory to support response; prove or show statements are just or reasonable; convince. Key competencies Defined skills essential for effective participation in adult life, including further education and employment. Key concepts Accepted broad scientific (physical) understandings. Key ideas Statements that illustrate the depth and scope of the key concepts. Moderation Name to the quality assurance process for senior secondary studies used by the QSA to ensure that: Authority subjects taught in schools are of the highest possible standard student results in the same subject match the requirements of the syllabus and are comparable across the state the process used is transparent and publicly accountable. Phenomenon (plural: “phenomena”) An observable or detectable event. Primary data Information that does not already exist, collected under research guidelines. Processes Events where there are (chemical) changes determined by the atomic and molecular composition and structure of the substances involved. Qualitative Concerned with quality; based on verbal analysis. Quantitative Concerned with measurement; based on mathematical analysis. Reliability Ability to be trusted to be accurate or correct or to provide a correct result. Scaffolding The scaffolding analogy comes from the building industry, and refers to the process of supporting a student’s learning to solve a problem or perform a task that could not be accomplished by that student alone. The aim is to support the student as much as necessary while they build their understanding and ability to use the new learning, and then gradually reduce the support until the student can use the new learning independently.
Identify Recognise, name or select. Illustrate Make clear or intelligible; exemplify. Interpret Give meaning to information presented in various — words, symbols, pictures, graphs, etc. Investigative process The process of examining or inquiring into something with organisation, care and precision; the questions chosen should be of interest to students, should encourage additional questioning, and should challenge students to explore a range of solutions. Justify Provide sound reasons based on logic or theory to support response; prove or show statements are just or reasonable; convince. Key competencies Defined skills essential for effective participation in adult life, including further education and employment. Key concepts Accepted broad scientific (physical) understandings. Key ideas Statements that illustrate the depth and scope of the key concepts. Moderation Name to the quality assurance process for senior secondary studies used by the QSA to ensure that: Authority subjects taught in schools are of the highest possible standard student results in the same subject match the requirements of the syllabus and are comparable across the state the process used is transparent and publicly accountable. Phenomenon (plural: “phenomena”) An observable or detectable event. Primary data Information that does not already exist, collected under research guidelines. Processes Events where there are (chemical) changes determined by the atomic and molecular composition and structure of the substances involved. Qualitative Concerned with quality; based on verbal analysis. Quantitative Concerned with measurement; based on mathematical analysis. Reliability Ability to be trusted to be accurate or correct or to provide a correct result. Scaffolding The scaffolding analogy comes from the building industry, and refers to the process of supporting a student’s learning to solve a problem or perform a task that could not be accomplished by that student alone. The aim is to support the student as much as necessary while they build their understanding and ability to use the new learning, and then gradually reduce the support until the student can use the new learning independently.
snr_physics_07_syll.docx