Task 6

Investigations Folio
Refer to programs 3 & 4

Name:
Analysing Conductors
SACE Stage 1 Physics
Materials differ in their ability to conduct electricity. Some are ohmic conductors and some of them are
non-ohmic conductors.
Resistors are used to control current and voltage levels in electrical circuits.
Electromagnetic coils are used in many devices such as speakers, solenoids, electromagnets, electric
motors and transformers.
Low voltage incandescent, halogen and LED lights are used for many lighting applications, particularly in
motor vehicles.
You need to select one device from a selection provided by the teacher and investigate the current-voltage
characteristics of the device to work out a way to determine whether it is an ohmic (constant resistance) or
non-ohmic (varying resistance) conductor.
Devices may include:
 resistors –e.g. from electronics kit or extracted from un-needed electronic devices
 coils – e.g. old speakers from car, stereo or headphones; electric motors from toys or lego kits etc.,
electromagnetic coils from lab kits or Helmholtz coils from teltron tube
 lights – car or torch bulbs (incandescent, halogen or LED)

You will have available connecting leads, a 12 V power pack, ammeters, voltmeters and multimeters.
Safety note for teachers: Students should use 12 V maximum voltage source and be advised to use a
voltage range that equipment designed for. This can be estimated from type and arrangement (usually
series) of batteries used in original source.
Part A – Introduction and Design
Before commencing the practical component of this task you need to submit a draft of the following and
gain the approval of your teacher.
1. Introduction
 A brief description of the purpose of the device you are testing
 A brief description of how the device works
 A description of Ohm’s Law
 A description of the difference between an ohmic and non-ohmic conductor
2. Hypothesis
 A prediction that can be tested with an experiment - It should take the form ‘If [the independent
variable] is [changed how] then the [dependent variable] will [predict how you think it will change]’
3. Independent variable
 The variable you will change and a description of how you will change it.
4. Dependent variable
 The variable you will measure and a description of how you will measure it.

Ref: A584072 1 of 3
Last Updated: 13/07/2018 4:10 AM Task 6 – Assessment Type 1: Investigations Folio
 Task 6
Investigations Folio
Refer to programs 3 & 4

5. Constants
 A list of factors that must be kept constant to ensure a fair test. You should also briefly describe
how they will be kept constant and any impacts there may be on the results if they are not kept
constant.
6. Materials
 A list of materials and equipment needed to complete your experiment.
7. Hazards
 Identify any likely hazards and describe precautions that should be followed to minimise the risk
during the practical.
8. Procedure
 A set of numbered instructions to carry out the experiment. Each statement should start with a
verb. You should also include a circuit diagram and refer to it in your Procedure.
Part B – Results, Analysis and Evaluation

One you have permission from your teacher you may complete the practical investigation and the following
components of your report.
1. Results
 A table of results.
 An appropriate graph of your results.
 A description in words of any trends in your results
2. Evaluation
 A description of possible random errors
 A description of possible systematic errors
 An assessment of the precision of the results
 An assessment of the accuracy of the results
 Suggestions for improvements with an assessment of how they would improve the results
3. Conclusion
 A sentence or two describing whether the results support or do not support your original
hypothesis and a justification for your conclusion.
A draft of Part B should be submitted for feedback.

Final Report
A final report including Parts A and B (and any amendments made during the practical and feedback)
should then submitted for assessment.
The word count for the introduction with relevant physics concepts, a hypothesis and variables, analysis of
results, identifying trends, and linking results to concepts, evaluation of procedures and data, and
identifying sources of uncertainty and the conclusion sections of your final report should be a maximum of
1000 words.

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Last Updated: 13/07/2018 4:10 AM Task 6 – Assessment Type 1: Investigations Folio
 Task 6
Investigations Folio
Refer to programs 3 & 4

Practical Investigation Task – Circuit Analysis Marking Rubric

Student: ________________

IAE1 IAE2 IAE3 IAE4 KA1 KA4

 Hypothesis  Correct wiring  Description of  Evaluation  Introduction  Spelling and

 Variables  Use of measuring trends grammar

 Procedure equipment  Conclusion  Sentence and

 Working safely paragraph
 Hazards structure
 Results table
 Logical structure
 Results graph
 Use subheadings
 Use of Physics
terminology
A Designs a logical, Obtains, records, Systematically Critically and Demonstrates deep Communicates
coherent, and and represents data, analyses and logically evaluates and broad knowledge and
detailed, physics using appropriate interprets data and procedures and their knowledge and understanding of
investigation. conventions and evidence to effects on data. understanding of a physics coherently
formats accurately formulate logical range of physics with highly effective
and highly conclusions with concepts. use of appropriate
effectively. detailed terms, conventions,
justification. and representations.
B Designs a well- Obtains, records, Logically analyses Logically evaluates Demonstrates some Communicates
considered and clear and represents data, and interprets data procedures and their depth and breadth knowledge and
physics using appropriate and evidence to effects on data. of knowledge and understanding of
investigation. conventions and formulate suitable understanding of a physics mostly
formats mostly conclusions with range of physics coherently with
accurately and reasonable concepts. effective use of
effectively. justification. appropriate terms,
conventions, and
representations.
C Designs a considered Obtains, records, Undertakes some Evaluates Demonstrates Communicates
and generally clear and represents data, analysis and procedures and knowledge and knowledge and
physics using generally interpretation of some of their effects understanding of a understanding of
investigation. appropriate data and evidence to on data. general range of physics generally
conventions and formulate generally physics concepts. effectively, using
formats with some appropriate some appropriate
errors but generally conclusions with terms, conventions,
accurately and some justification and representations.
effectively.
D Prepares the outline Obtains, records, Describes data and Attempts to Demonstrates some Communicates basic
of a physics and represents data, undertakes some evaluate procedures basic knowledge and physics information,
investigation. using conventions basic interpretation or suggest an effect partial using some
and formats to formulate a basic on data. understanding of appropriate terms,
inconsistently, with conclusion. physics concepts. conventions, and/or
occasional accuracy representations.
and effectiveness.
E Identifies a simple Attempts to record Attempts to describe Acknowledges that Demonstrates Attempts to
procedure for a and represent some results and/or procedures affect limited recognition communicate
physics data, with limited interpret data to data. and awareness of information about
investigation. accuracy or formulate a basic physics concepts. physics.
effectiveness. conclusion.

Ref: A584072 3 of 3
Last Updated: 13/07/2018 4:10 AM Task 6 – Assessment Type 1: Investigations Folio