Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard 

The purpose of the Standard is for ākonga to be able to demonstrate understanding of a physical phenomenon through investigation. Ākonga will use analytical and critical thinking, and skills in problem-solving and communication.

Physics concepts and relationships form the basis for a way we understand how the world and universe behave. Physics concepts refer to ideas and knowledge related to physics, including ways to represent physical relationships. Relationships in physics are connections between physical quantities that can be observed in the universe. These relationships can be represented mathematically with formulae. By using formulae, other unknown physical quantities can be calculated and predicted with certainty.

This Achievement Standard aligns with the following items of Significant Learning:

• interpret representations, critique evidence, and communicate knowledge within physics, Earth and space science contexts 
• apply inquiry approaches to develop understanding of physics, Earth and space science concepts, including how mātauranga Māori can inform inquiry practice 
• understand that a range of physics concepts can be used to explain an interaction  
• explore the nature of energy and force in the physical world 
• apply appropriate representations of physical phenomena within physics, Earth and space science contexts.

Making reliable judgements

Through an investigation, ākonga will demonstrate understanding of a physical phenomenon by describing physics concepts and relationships involved. They must use evidence gathered through investigation, including numerical data, to support their description of relationships.

A description of relevant physics concepts involves describing ideas and knowledge related to physics that explain the physical phenomenon, including models that represent physical relationships.

A description of concepts and relationships involved in a physical phenomenon involves describing connections between physical quantities. They might do this by showing what relevant formulae mean from a scientific lens. Ākonga will use evidence to support their description.

At higher levels of achievement, ākonga will explain how the physics concepts relate to the physical phenomenon, and how relationships are involved in the physical phenomenon. For example, ākonga could apply relevant physics formulae to processed evidence to explain the physical phenomenon. They will use evidence with greater skill by processing it and using it to support their explanation.

In an analysis of a physical phenomenon ākonga will integrate processed evidence into a discussion of how physics concepts and relationships are involved. For example, ākonga might discuss how a physical phenomenon can be understood in terms of relationships involved, and may apply physics concepts, with details about how they relate.

Collecting evidence 

Assessment will follow a Teaching and Learning Programme that provides ākonga the opportunity to explore the Significant Learning and gain the understanding they need for this Achievement Standard.

For this Achievement Standard, ākonga will conduct an investigation either individually or in groups. They will submit an individual report or presentation for assessment. The investigation itself will not be assessed.

Possible contexts 

The context for assessment should provide an opportunity for ākonga to explore multiple relationships that are appropriate for Level 6 of The New Zealand Curriculum. Contexts are not restricted to any one field of physics; however, possible contexts include:

• power
• refraction
• acceleration.

Standard Exclusions

This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.

Find out more about the NCEA Level 1 Exclusions List.

Literacy and Numeracy Requirements