A Powerpoint presentation by one of the Assistant Chief Assessors, Andrew Hansen from Ringwood Secondary College, on i) the exam and how it is marked, ii) advice for teachers to assist students when doing the exam and iii) common errors that students make. This presentation was given at the Beginning Physics Teachers' In-Service in 2014. There have been course changes and changes to the marking procedures since then, but much is still relevant. Also check the presentation made at the 2016 In-Service
A Powerpoint by Andrew Hansen, the Chief Assessor, on the the exam marking process and also advice to teachers on preparing their students for the exam. This was presented at the 2016 Beginning Physics Teachers In-Service.
A table of displaying how the types and descriptions of practical activities in Physics have changed over the last three decades.
A PowerPoint presentation on i) the different styles of practical activities with examples, as well as discussion of the factors to be considered in planning summary report on practical activities and the practical investigations and ii) the types of physics resources that are available to physics teachers in a range of formats from text to websites.
A full page list of topics for Unit 3 Motion, Magnetic fields and Electrical energy.
A worksheet to categorise and evaluate the types of practical activities that your students experience.
The criteria for the Practical Investigation from VCAA Physics Assessment Booklet have been arranged in a table format for ease of use. Each row contains related comments on a particular aspect e.g. 'Understanding' from each of the score ranges, e.g. 'Demonstrates an advanced understanding of the investigation' through to 'Demonstrates a limited understanding of ...'. The full text has been broken up, covering the categories of 'understanding', 'hypothesis', 'procedures', 'safety', 'improvements', 'data', 'records', 'presentation', 'estimates', 'analysis', 'communication', 'explanations', each with a separate row.
The table has been updated with a column indicating whether each category can be assessed by the student's plan, their logbook or the poster.
The PowerPoint presentation has examples of exam questions that students have found difficult with suggestions of strategies to overcome these as well as worked solutions using the strategies. Advice is also provided on revising during the semester and before the exam as well as specific exam strategies.
The program for the in-service included a discussion on question such as 'What was your biggest surprise in first teaching physics?' 'What have you enjoyed most in your teaching?', etc. These same questions were used in the 1987 Beginning Physics Teachers In-Service. These are their responses.
A booklet for students on doing an extended practical investigation for the Motion Area of Study. An extensive list of topics is included, The booklet was prepared by Shane MacLean and Paul Cuthbert while at Kew High School. Note: This was written for the course that finished in 2016.
A sample course for Units 1 and 2 has been prepared. It includes a possible time allocation for Areas of Study and indeed, for individual dot points, as well as possible activities. The sample course takes the approach of selecting Detailed Studies that relate to the context “Solutions for Climate Change” and finding links to the core Areas of Study.
A week by week teaching program for Year 12 with dates for 2014 and with the content to be covered in each week as well as practical activities. There are different versions depending on which Detailed Study is chosen and in which topic the EPI is done.
'TalkPhysics' is a UK website for physics teachers wishing to discuss teaching approaches, share a newly found resources or just seeking assistance. The responses are numerous and prompt, thought provoking and very helpful. This document is a typical example of such discussions. Teachers are encouraged to join, even if you are not based in the UK. See the link below for details.
'TalkPhysics' is a UK website for physics teachers wishing to discuss teaching approaches, share a newly found resources or just seeking assistance. The responses are numerous and prompt, thought provoking and very helpful. One such question was on advice for beginning teachers. Teachers are encouraged to join, even if you are not based in the UK. See the link below for details.
The document outlines one person's idea of how to introduce the concepts of electricity in Year 11 physics.
This document describes the extensive range of information on students’ misconceptions in science available on the VELS website. A summary of one example is included that of ‘Forces on passengers’.
Conceptual Understanding Procedures (CUPs) for Physics are an initiative of Monash University. They are a set of teaching procedures designed to aid the development of understanding of concepts that students find difficult. Check their website below.