resources and practical activities

VCE Physics:VCE Physics:

Practical Activities: Practical Activities: Summary Report and Summary Report and

the EPIthe EPI ResourcesResources

VCE Physics VCE Physics Contents of your folder:Contents of your folder:

Program and evaluation sheet on reverse sideProgram and evaluation sheet on reverse side Resource Package (32 pages) with front page Resource Package (32 pages) with front page

table of contentstable of contents EPI student booklet from Kew High SchoolEPI student booklet from Kew High School EPI criteriaEPI criteria EPI topics listEPI topics list ‘‘talkphysics.org’ extract of comments on talkphysics.org’ extract of comments on

adviceadvice Site map of vicphysics.orgSite map of vicphysics.org Teaching Ideas: Force diagrams and Teaching Ideas: Force diagrams and

electricityelectricity

Styles of Styles of Practical ActivitiesPractical ActivitiesFamiliarisationFamiliarisation exerciseexercise

ExplorationExploration

SimulationSimulation DemonstrationDemonstration

Self paced Self paced activityactivity

Class exerciseClass exercise

Formal Formal experimentexperiment

InvestigationInvestigation

ExcursionExcursion PracPrac TestTest

Practical Practical ActivitiesActivities

Styles

Summary Report of selected Practical Activities

Extended Practical Investigation

Styles of Styles of Practical ActivitiesPractical Activities

ExamplesExamplesFamiliarisationFamiliarisation exerciseexercise

Using a CROUsing a CROand other devicesand other devices

ExplorationExplorationIntroductory heating activitiesIntroductory heating activities

Dissection of a DC motorDissection of a DC motor


ExamplesExamplesSimulation (Spreadsheet Simulation (Spreadsheet investigation)investigation)

Radioactive DecayRadioactive DecayTelescopeTelescope

Planetary dataPlanetary dataDemonstration (POE)Demonstration (POE)

Properties of a, b and gProperties of a, b and gMagnet in Al tubeMagnet in Al tube


ExamplesExamplesSelf paced activitySelf paced activity

Booklet of Electricity experimentsBooklet of Electricity experiments

Class exerciseClass exerciseHalf life experimentHalf life experiment

Photoelectric Effect experimentPhotoelectric Effect experiment


ExamplesExamplesFormal experimentFormal experiment

Snell’s LawSnell’s LawNet F = maNet F = ma

Circular motionCircular motionMagnetic field of a solenoidMagnetic field of a solenoid

InvestigationInvestigationNumerousNumerous


ExamplesExamplesExcursionExcursion

VCE Physics Day at Luna ParkVCE Physics Day at Luna ParkAustralian SynchrotronAustralian Synchrotron

ScienceworksScienceworksVSSEC VSSEC

Prac TestPrac Test DC Circuit DC Circuit measurementsmeasurements

Location of virtual imageLocation of virtual image

Summary Report on Summary Report on selected Practical selected Practical

ActivitiesActivitiesDesigning the Assessment TaskDesigning the Assessment Task

The assessment task should allow the The assessment task should allow the student to:student to:

participate in a range of practical participate in a range of practical activitiesactivities

collect, record and organise datacollect, record and organise data analyse dataanalyse data draw conclusionsdraw conclusions have the opportunity to demonstrate have the opportunity to demonstrate

the highest level of performance.the highest level of performance.

Summary ReportSummary ReportTeacher’s decisions:Teacher’s decisions: Which Area of Study to choose Which Area of Study to choose

pracs from?pracs from? Which pracs?Which pracs? Log books: Form? Assessment?Log books: Form? Assessment? How much home time? How much home time? Format for writing report?Format for writing report?

Summary ReportSummary ReportSome practical activities for Unit 4 Some practical activities for Unit 4

Electric PowerElectric PowerExplorationExploration::

Mapping field around magnetsMapping field around magnetsMapping field of a Demo meterMapping field of a Demo meter

Dissection of a DC motorDissection of a DC motor


Electric PowerElectric PowerDemonstrations:Demonstrations:

Magnetic fields on OHPMagnetic fields on OHPOersted’s apparatusOersted’s apparatus

Cu swing in B fieldCu swing in B fieldLinear motor (Al rod on rails)Linear motor (Al rod on rails)Loudspeaker cone at low freqLoudspeaker cone at low freqCRO beam and a bar magnetCRO beam and a bar magnet


Electric PowerElectric PowerDemonstrations continuedDemonstrations continued::deflecting beams in Cathode Ray deflecting beams in Cathode Ray tubestubesinduced emf from magnet in induced emf from magnet in solenoid (CRO)solenoid (CRO) disc magnet falling through an Al disc magnet falling through an Al tubetubedemountable transformer (turns demountable transformer (turns ratio)ratio)

transmission linestransmission lines


Electric PowerElectric PowerFormal ExperimentsFormal Experiments::

Magnetic field of a solenoidMagnetic field of a solenoidElectromagnetic InductionElectromagnetic Induction

Summary ReportSummary ReportSome Questions for the Assessment Some Questions for the Assessment

TaskTaskSuggestions from VCAA Assessment Suggestions from VCAA Assessment

Handbook:Handbook:1.1. A few questions on the match A few questions on the match

between their exptl results and the between their exptl results and the expected results?expected results?

2.2. A broad question: Discuss three A broad question: Discuss three activities that involved a concept or a activities that involved a concept or a context.context.

3.3. Draw a Venn diagram for three Draw a Venn diagram for three activities and put in relevant activities and put in relevant concepts.concepts.

4.4. Draw an annotated concept map for Draw an annotated concept map for the activities and concepts.the activities and concepts.

Summary ReportSummary ReportOther Questions for the Assessment Other Questions for the Assessment

TaskTask Explain the observations of a Explain the observations of a

demonstrationdemonstration Test type questions that reflect the Test type questions that reflect the

explorations, demonstrations and explorations, demonstrations and experiments.experiments.

Unit 2: Practical Unit 2: Practical InvestigationInvestigation The investigation requires the student The investigation requires the student

to:to: develop a question, develop a question, plan a course of action that attempts plan a course of action that attempts

to answer the question, to answer the question, undertake an investigation to collect undertake an investigation to collect

the appropriate primary qualitative the appropriate primary qualitative and/or quantitative data, and/or quantitative data,

organise and interpretorganise and interpret the data, and the data, and reach a conclusion in response to the reach a conclusion in response to the

question.question.

Unit 2: Practical Unit 2: Practical InvestigationInvestigation

The student :The student : designs and undertakes an designs and undertakes an

investigation involving investigation involving twotwo independent variables independent variables oneone of of which should be a which should be a continuouscontinuous variable. variable.

A practical logbook A practical logbook must bemust be maintained by the student for maintained by the student for recording, authentication and recording, authentication and assessment purposes.assessment purposes.

Unit 2: Practical Unit 2: Practical InvestigationInvestigation

Class time: 7 – 10 hoursClass time: 7 – 10 hours

Assessment: i) PlanAssessment: i) Planii) Log bookii) Log bookiii) Digital poster using ppt iii) Digital poster using ppt

templatetemplate

Possible topics: See handout and Possible topics: See handout and vicphysics.orgvicphysics.org

Conclusion

Title of Physics Practical InvestigationStudent’s Name

References and acknowledgements

Introduction Results

MethodologySummary that outlines the methodology used in the investigation and is authenticated by logbook entries.

Rarely needed in student physics investigations.

DiscussionExplanation for undertaking the investigation, including a clear aim. (One sentence should be enough.)

Relevant background physics concepts. (Just definitions and equations should suffice.)

Presentation of collected data/evidence in appropriate format to illustrate trends, patterns and/or relationships.

• Description of independent and dependent variables, including which are continuous,

• Equipment and measuring instruments,

• Sketch of equipment layout as well as a photo,

• Identification and management of relevant risks …

• Selection of data showing number of repeated measurements and range of values,

• Sample calculation,

• Sample determination of uncertainty and error bars,

• Graphs with descriptions, at least 2, but less than 5,

• Analysis of graphs including lines of best fit, gradients and intercepts,

• Effect of uncertainties

Provide a precise and detailed response to your question. Need only be a short paragraph.

• Analysis and evaluation of primary data

• Identification of outliers and their subsequent treatment

• Identification of limitations in:• Data, both in the range of

values and number of repeated measurements, and

• Experimental method, and so

• Suggested improvements and

• Further aspects you would like to investigate,

• Linking of results to relevant physics concepts

Units 3 & 4 : EPIUnits 3 & 4 : EPIThe investigation requires the student The investigation requires the student

to to develop a question, develop a question, plan a course of action to answer the plan a course of action to answer the

question question undertake an experiment that undertake an experiment that

involves the collection of primary involves the collection of primary quantitative dataquantitative data, ,

analyse and evaluateanalyse and evaluate the data, the data, identify limitations of data and identify limitations of data and

methodsmethods, , link experimental results to link experimental results to

science ideasscience ideas, , reach a conclusion in response to reach a conclusion in response to

the questionthe question and and suggest further suggest further investigationsinvestigations that may be that may be undertaken undertaken

Units 3 & 4 EPIUnits 3 & 4 EPIThe student is expected to:The student is expected to: design and undertake an design and undertake an

investigationinvestigation involving involving two two continuous independentcontinuous independent variables. variables.

Results are communicated in a Results are communicated in a scientific poster formatscientific poster format according to the template according to the template provided.provided.

A practical logbook must be A practical logbook must be maintained by the student for maintained by the student for record, authentication and record, authentication and assessment purposesassessment purposes..

(Extended) Practical (Extended) Practical InvestigationInvestigationTeacher’s decisionsTeacher’s decisions::

How much class time?How much class time? When to schedule the task?When to schedule the task? How much topic choice to give the How much topic choice to give the

students?students? Group size?Group size? How much home time? Use of log How much home time? Use of log

books?books? Marking procedure?Marking procedure? Your role?Your role?

Other slides omitted from presentation.Other slides omitted from presentation.

Criteria for selecting Criteria for selecting Practical ActivitiesPractical Activities

Selecting both the activity and the Selecting both the activity and the type:type:

Learning benefit Learning benefit

EquipmentEquipment

TimeTime

Comfort levelComfort level

BehaviourBehaviour

ReportingReportingHow should the students present How should the students present

what they have learnt?what they have learnt? OralOral PosterPoster IT basedIT based WrittenWritten

** Answers to set questionsAnswers to set questions** Log book entryLog book entry** Formal write upFormal write up

Prac AssessmentPrac AssessmentAlternatives can range from:Alternatives can range from:

Completed? Y/NCompleted? Y/N Overall grade, A - EOverall grade, A - E Raw score out of 10Raw score out of 10 Satisfactory completionSatisfactory completion Criterion referencedCriterion referenced

Units 3 & 4 Units 3 & 4 AssessmentAssessment

Extended Practical Investigation Extended Practical Investigation (EPI)(EPI)

Marking ProcedureMarking Procedure

VCAAVCAA Assessment Booklet Assessment Booklet

Descriptors for EPIDescriptors for EPI

DescriptorsDescriptors in in table formattable format

http://www.vcaa.vic.edu.au/index.html

VCE PhysicsVCE Physics

Resources for TeachersResources for Teachers

ResourcesResources Formats:Formats:

TextText

CDROMCDROM

WebsitesWebsites

ForumsForums

Resources Resources Text:Text:

VCAA Resources List (21 pages)VCAA Resources List (21 pages) Teacher’s GuidesTeacher’s Guides Old Prac Guides: Gardiner & Old Prac Guides: Gardiner &

White; Brian McKittrickWhite; Brian McKittrick Old Problem books: G & McK; Old Problem books: G & McK;

Boydell (Checkpoints)Boydell (Checkpoints) Old Exam and Trial papers: Old Exam and Trial papers:

STAV, NEAP, CSE formerly STAV, NEAP, CSE formerly IARTV, QATs, Kilbaha, TSFX, IARTV, QATs, Kilbaha, TSFX, TSSMTSSM

ResourcesResources

CDROMs:CDROMs:Colin HopkinsColin HopkinsTeacher Support kitsTeacher Support kitsConference Proceedings: Conference Proceedings: Pre 2000Pre 2000

Resources: WebsitesResources: Websites VCAAVCAA

Study DesignStudy Design Resources ListResources ListAssessment Assessment HandbookHandbook

Exam papersExam papers

Exam reportsExam reports Use of Use of CalculatorsCalculators www.vicphysics.org

Pages for:Pages for:Beginning teachersBeginning teachers StudentsStudentsConferences Conferences EventsEventsEach Area of StudyEach Area of Study Issues & NewsIssues & News

Textbook sites

http://www.vicphysics.org/

Resources : WebsitesResources : Websites Institute of Physics (UK) Institute of Physics (UK)

http://www.iop.org/http://www.iop.org/Support for beginning teachers: Support for beginning teachers: * “I am new to teaching physics”* “I am new to teaching physics”* * www.talkphysics.orgwww.talkphysics.org* SPT: Supporting Physics Teachers Resources* SPT: Supporting Physics Teachers Resources

American Association of Physics American Association of Physics Teachers (AAPT), Teachers (AAPT), http://www.aapt.org/http://www.aapt.org/ under Resources:under Resources:* ComPADRE, * ComPADRE, http://www.compadre.org/http://www.compadre.org/* Physical Science Resources Center: PSRC* Physical Science Resources Center: PSRC

http://www.talkphysics.org/

http://www.aapt.org/

Resources : WebsitesResources : Websites PheT Interactive Simulations (50) at PheT Interactive Simulations (50) at

https://https://phet.colorado.eduphet.colorado.edu// National STEM Centre (UK)National STEM Centre (UK)

http://www.nationalstemcentre.org.uk/http://www.nationalstemcentre.org.uk/An e-library of resources across S, T, E An e-library of resources across S, T, E and Mand MPhysics: 1549 resources going back to Physics: 1549 resources going back to the 1960’s.the 1960’s.Select by age, year of publication, style Select by age, year of publication, style (22 choices), format and publisher.(22 choices), format and publisher.Includes over 500 activity sheets and Includes over 500 activity sheets and 200 text books.200 text books.

https://phet.colorado.edu/



http://www.nationalstemcentre.org.uk/

ForumsForums www.vicphysics.orgwww.vicphysics.orgA local forum, but not well supported.A local forum, but not well supported. www.talkphysics.orgwww.talkphysics.orgA forum for UK teachers, but well supported A forum for UK teachers, but well supported and full of useful ideas.and full of useful ideas.

http://www.vicphysics.org/

http://www.talkphysics.org/

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