[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-167130-en":3,"doc-seo-167130-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},167130,962084925290,"Caleb Sterling","https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",1,11,"Presentations","Physics Subject Outline - Stage 1","Physics Subject Outline Stage 1 provides guidance for delivering and assessing Stage 1 Physics within the SACE framework. The document explains the nature of physics study through qualitative and quantitative models, laws, and theories, and how evidence from observation, measurement, and experimentation supports understanding and prediction. It outlines subject descriptions, learning scope and requirements, assessment scope and requirements, evidence of learning, performance standards, and integrity expectations, while also detailing key capabilities and practical learning directions for students.","Physics\nSubject Outline | Stage 1\nsubject outline changes\nBelow are the current changes to the subject outline. Teachers are encouraged to explore the changes in detail and make relevant adjustments to their teaching, learning, and assessment programs.\nOFFICIAL\nPublished by the SACE Board of South Australia,\u000b11 Waymouth Street, Adelaide, South Australia 5000\nCopyright © SACE Board of South Australia 2016\nFirst published 2016\nPublished online October 2016\nReissued for 2018, 2019, 2020, 2021, 2022, 2023, 2024, 2025\nISBN 978 1 74102 816 4 (online Microsoft Word version)\nref: A1441152\nThis subject outline is accredited for teaching at Stage 1 from 2017\ncontents\n\u0013 TOC \\t \"SO Final Head 1 TOP,1,SO Final Head 1,1,SO Final Head 2 After Head 1,2,SO Final Head 2,2,SO Final Head 2 TOP,2,So Final Section Head,1\" \u0014Introduction\t\u0013 PAGEREF _Toc498693662 \\h \u00141\u0015\nSubject description\t\u0013 PAGEREF _Toc498693663 \\h \u00141\u0015\nCapabilities\t\u0013 PAGEREF _Toc498693664 \\h \u00142\u0015\nAboriginal and Torres Strait Islander knowledge, cultures, and perspectives\t\u0013 PAGEREF _Toc498693665 \\h \u00144\u0015\nHealth and safety\t\u0013 PAGEREF _Toc498693666 \\h \u00144\u0015\nLearning scope and requirements\t\u0013 PAGEREF _Toc498693667 \\h \u00145\u0015\nLearning requirements\t\u0013 PAGEREF _Toc498693668 \\h \u00145\u0015\nContent\t\u0013 PAGEREF _Toc498693669 \\h \u00145\u0015\nAssessment scope and requirements\t\u0013 PAGEREF _Toc498693670 \\h \u001453\u0015\nEvidence of learning\t\u0013 PAGEREF _Toc498693671 \\h \u001453\u0015\nAssessment design criteria\t\u0013 PAGEREF _Toc498693672 \\h \u001453\u0015\nSchool assessment\t\u0013 PAGEREF _Toc498693673 \\h \u001454\u0015\nPerformance standards\t\u0013 PAGEREF _Toc498693674 \\h \u001458\u0015\nAssessment integrity\t\u0013 PAGEREF _Toc498693675 \\h \u001461\u0015\nSupport materials\t\u0013 PAGEREF _Toc498693676 \\h \u001462\u0015\nSubject-specific advice\t\u0013 PAGEREF _Toc498693677 \\h \u001462\u0015\nAdvice on ethical study and research\t\u0013 PAGEREF _Toc498693678 \\h \u001462\u0015\n\u0015\nIntroduction\nSubject description\nPhysics is a 10-credit subject or a 20-credit subject at Stage 1 and a 20-credit subject at Stage 2.\nThe study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years.\nBy studying physics, students understand how new evidence can lead to the refinement of existing models and theories and to the development of different, more complex ideas, technologies, and innovations.\nThrough further developing skills in gathering, analysing, and interpreting primary and secondary data to investigate a range of phenomena and technologies, students increase their understanding of physics concepts and the impact that physics has on many aspects of contemporary life.\nBy exploring science as a human endeavour, students develop and apply their understanding of the complex ways in which science interacts with society and investigate the dynamic nature of physics. They explore how physicists develop new understanding and insights and produce innovative solutions to everyday and complex problems and challenges in local, national, and global contexts.\nIn Physics, students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges. Students also pursue scientific pathways, for example, in engineering, renewable energy generation, communications, materials innovation, transport and vehicle safety, medical science, scientific research, and the exploration of the universe.\n\u000f\nCapabilities\nThe capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways.\nThe SACE identifies seven capabilities. They are:\nliteracy\nnumeracy\ninforma","cbCaibBNbajFRYOv","https://ap.wps.com/l/cbCaibBNbajFRYOv","docx",1641179,66,"English","en",105,"# Introduction\n## Subject description\n## Capabilities\n## Aboriginal and Torres Strait Islander knowledge, cultures, and perspectives\n## Health and safety\n## Learning scope and requirements\n## Learning requirements\n## Content\n## Assessment scope and requirements\n## Evidence of learning\n## Assessment design criteria\n## School assessment\n## Performance standards\n## Assessment integrity\n## Support materials\n## Subject-specific advice\n## Advice on ethical study and research","[{\"question\":\"What does Stage 1 Physics focus on in its subject description?\",\"answer\":\"It focuses on using qualitative and quantitative models, laws, and theories to understand matter, forces, energy, and interactions, and to explain and predict natural phenomena using evidence from observations, measurements, and experimentation.\"},{\"question\":\"Which capabilities are highlighted in the Stage 1 Physics outline?\",\"answer\":\"The outline highlights seven SACE capabilities: literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding, and intercultural understanding.\"},{\"question\":\"How does the document describe assessment structure for Stage 1 Physics?\",\"answer\":\"It outlines assessment scope and requirements, evidence of learning, assessment design criteria, school assessment, performance standards, and assessment integrity expectations.\"}]","Physics Subject Outline - 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