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Fundamental Physics

ppt
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Wajida Asad

on 4 January 2013

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Transcript of Fundamental Physics

Fundamental Physics What aspect of Physics is being tested in this question?
Would your students be likely to have done the same experiment in class?
What knowledge or skills do they need to demonstrate in order to answer this question successfully? How are Assessment Objectives tested? Assessment objectives The assessment objectives
Scheme of assessment
Command words
Curriculum content Session 1: Syllabus and assessment

Session 2: Resources and planning

Session 3: Teaching and learning Programme Aims of the workshop raise awareness of the resources available to help in planning and delivering the course
consider how to plan lessons in which students are actively involved and that help develop skills, and enhance knowledge Aims of the workshop met? raise awareness of the resources available to help in planning and delivering the course
consider how to plan lessons in which students are actively involved and that help develop skills, and enhance knowledge introduce the main features of the CIE syllabus 5054, O level Physics and its link to Fundamental Physics
appreciate the skills, understanding, and knowledge that students need to acquire to do well in the examination
consider how the syllabus can be covered in the length of teaching time available Aims of the workshop met? scarcity of ATP questions hampers the understanding and expertise of attempting these and develops an apprehension of ATP
ideally the ATP questions should be practically demonstrated; at times the students feel the ATP questions are easy and only while attempting the ATP Paper discover the real essence of the problem Problems faced by the students to make students understand that the ATP Paper is more about common sense
commonly students focus on the marking scheme, and are unable to answer the question specific to the problem
shortage of time makes the teachers leave it for the last, which gives a false impression of it being the most difficult part of the syllabus Problems faced by the students the light experiments use ray diagrams, and the students do not understand the diagrammatic representation of the actual problem
students do not have a lot of practice with graphical analysis; they confuse the Mathematics graph with the Physics graph and misunderstand the problem
students are comfortable with writing general errors, such as parallax error and are therefore not specific with their answers Problems faced by the teachers lack of time and equipment in order to familiarize students with requisite questions
difficulty in explaining concepts theoretically that are better explained demonstratively, for example, water rising between two glass slabs put together
students are not familiar with practical aspects of a given problem for example, measuring the diameter of solid metal spheres with a ruler Problems faced by the teachers Teaching and Learning Session 3: http://teachers.cie.org.uk/login/login_form

free for password users
ask your CIE Teacher Support Site Coordinator, or
check for advice given on:
http://www.cie.org.uk/contactus/faqs/teacher_support_access/ Teacher’s resource websites Generators ATP Application of Pressure Pressure an attractive book with colourful diagrams
up-to-date content compliant with the syllabus
questions within each unit
exam level questions at the end of each chapter
revision summary at the end of each chapter
syllabus grid that clearly indicates how the sections correspond with the syllabus
answers to questions in the student’s book
endorsed by CIE Important features of Fundamental Physics Fundamental Physics, Teaching Guide and Students’ book
Teachers resource website, CIE password protected and free to access for CIE registered centres
Multiple animations available on net for example phEt List of resources What resources are available for teachers and students?
How can you cover the curriculum content and develop the skills in the time available? Resources Resources and Planning Session 2: Paper 3
practical examination

Paper 4
an alternative examination, which uses a written paper to assess practical skills Assessment of Assessment Objective C Paper 1
multiple choice questions: Assessment Objectives A and B

Paper 2
structured questions: Assessment Objectives A and B

Papers 3 or 4
practical papers: Assessment Objective C Assessment methods Knowledge with understanding
65% of marks (approximately 25% recall) on Papers 1 and 2
Handling information and solving problems
35% of marks on Papers 1 and 2
Experimental skills and investigations
20% of marks of whole exam, assessed on Papers 3/4 Assessment methods Section 1: General Physics
Section 2: Newtonian Mechanics
Section 3: Energy and Thermal Physics
Section 4: Waves
Section 5: Electricity and Magnetism
Section 6: Atomic Physics O level Physics Syllabus Syllabus and Assessment Session 1: What is your preferred teaching style?
Do you like to use practical work in your teaching?
Do you try to use active learning in your lessons?
How do you plan a lesson? You as a teacher… it develops analytical and problem solving skills
it opens venues for further studies
it inculcates the method of systematic thinking
Physics students are accorded extra respect in future by employers even if they do not take Physics beyond O level Why opt for Physics? introduce the main features of the CIE syllabus 5054, O level Physics and its link to Fundamental Physics
appreciate the skills, understanding, and knowledge that students need to acquire to do well in the examination
consider how the syllabus can be covered in the length of teaching time available Aims of the workshop Temperature Energy Units 5 (a) more telephone signals (at one time)
OR great(er) bandwidth; more data (per sec); more signals
OR faster data/information transfer
OR less attenuation; less energy/power/signal loss;
OR long(er) distance (before regeneration)
OR (more) secure
OR less noise/interference OR high(er) quality/clear(er) B1
(b) (i) correct normal and angle marked B1
(ii) total internal reflection B1
angle of incidence is larger than critical angle B1
(c) (n =) sin i/sin r in any form numerical or algebraic C1
35(.2644)° unit ° needed A1 [6]

6 (a) Any 2 of
• an oscillation/vibration/movement up and down
• carries energy
• no (net) movement of the medium/transfer of matter) B2
(b) arrow downwards or upwards or both B1
(c) (i) (v =) fλ in any form numerical or algebraic C1
5(.0) cm/s or 0.05(0) m / s A1
(ii) line or indication labelled D of length 2 wavelengths B1 [6]

7 (a) three lines from one sphere to the other and some lines should spread out as
they leave one sphere and come together nearing the other B1
correct direction on at least one line and none wrong B1
(b) (I =) Q/t in any form numerical or algebraic C1
2.4 × 10–3
A A1 [4] 3 (a) large(r) temperature difference (between bedroom and outside)
OR outside is hot(ter than main room) B1
(b) (i) 3 300 000 J(/hour) B1
(ii) (E =) P × t in any form; 300 × 60 × 60 C1
1.08 × 106 J; 1.1 × 106 J
OR 0.3 kWh A1
(c) cold air sinks B1
(cold air has a) high(er) density or contracts B1
hot air rises
OR hot air has a low(er) density
OR (hot) air comes in to replace cold air B1 [7]

4 (a) 80 °C B1
(b) (Q =) mcT in any form numerical or algebraic C1
1530 J A1
(c) (i) Any 2 lines from
• latent heat/energy mentioned
• latent heat/energy given out/lost
• bonds being made/strengthened
• molecules lose PE
• molecules KE constant B2
(ii) ANY 2 lines but max 1 if no change/comparison implied
molecules change from OR in liquid
• random arrangement
• move throughout in some form (e.g. move freely)
• move or occur in clusters
change to OR in solid
• regular arrangement/shape or fixed position/shape
• vibrate
• separation (probably) close(r) B2 [7] Marking scheme
1 (a) (i) (amount of) matter/material/substance it contains B1
(ii) use of scale and subtraction/difference/increase in lengths/readings
OR read distance between two marks on the scale with different masses B1
(b) (i) two force values with FA > FB for the same extension
OR two extension values with eB > eA for the same force/at maximum B1
(ii) idea that A is a straight line and B is not
OR gradient constant in A but not in B
OR same increase in F every cm for A but not B B1
(iii) 15 N B1 [5] Section A Marking scheme Physics is the study of energy and matter and the interaction between the two. What is Physics? Time Measurement Forces and Motion Pressure Waves http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sce304


https://phet.colorado.edu/en/simulations/category/new


https://phet.colorado.edu/en/simulation/forces-and-motion-basics Web resources Fundamental Physics introduce the main features of the CIE syllabus 5054, O level Physics and its link to Fundamental Physics
appreciate the skills, understanding, and knowledge that students need to acquire to do well in the examination
consider how the syllabus can be covered in the length of teaching time available Aims of the workshop Aims of the workshop raise awareness of the resources available to help in planning and delivering the course
consider how to plan lessons in which students are actively involved and that help develop skills, and enhance knowledge Physics is the study of energy and matter and the interaction between the two. What is Physics? it develops analytical and problem solving skills
it opens venues for further studies
it inculcates the method of systematic thinking
Physics students are accorded extra respect in
future by employers even if they do not take
Physics beyond O level Why opt for Physics? What is your preferred teaching style?

Do you like to use practical work in your teaching?

Do you try to use active learning in your lessons?

How do you plan a lesson? You as a teacher… Session 1: Syllabus and assessment

Session 2: Resources and planning

Session 3: Teaching and learning Programme Syllabus and Assessment Session 1: Section 1: General Physics
Section 2: Newtonian Mechanics
Section 3: Energy and Thermal Physics
Section 4: Waves
Section 5: Electricity and Magnetism
Section 6: Atomic Physics O level Physics Syllabus Assessment objectives The assessment objectives
Scheme of assessment
Command words
Curriculum content Knowledge with understanding
65% of marks (approximately 25% recall) on Papers 1 and 2
Handling information and solving problems
35% of marks on Papers 1 and 2
Experimental skills and investigations
20% of marks of whole exam, assessed on Papers 3/4 Assessment methods Paper 1
multiple choice questions: Assessment Objectives A and B

Paper 2
structured questions: Assessment Objectives A and B

Papers 3 or 4
practical papers: Assessment Objective C Assessment methods What aspect of Physics is being tested in this question?
Would your students be likely to have done the same experiment in class?
What knowledge or skills do they need to demonstrate in order to answer this question successfully? How are Assessment Objectives tested? Paper 3
practical examination

Paper 4
an alternative examination, which uses a written paper to assess practical skills Assessment of Assessment Objective C
1 (a) (i) (amount of) matter/material/substance it contains B1
(ii) use of scale and subtraction/difference/increase in lengths/readings
OR read distance between two marks on the scale with different masses B1
(b) (i) two force values with FA > FB for the same extension
OR two extension values with eB > eA for the same force/at maximum B1
(ii) idea that A is a straight line and B is not
OR gradient constant in A but not in B
OR same increase in F every cm for A but not B B1
(iii) 15 N B1 [5] Section A Marking scheme Resources and Planning Session 2: What resources are available for teachers and students?
How can you cover the curriculum content and develop the skills in the time available? Resources Fundamental Physics, Teaching Guide and Students’ book
Teachers resource website, CIE password protected and free to access for CIE registered centres
Multiple animations available on net for example phEt List of resources an attractive book with colourful diagrams
up-to-date content compliant with the syllabus
questions within each unit
exam level questions at the end of each chapter
revision summary at the end of each chapter
syllabus grid that clearly indicates how the sections correspond with the syllabus
answers to questions in the student’s book
endorsed by CIE Important features of Fundamental Physics Units Time Measurement Pressure Application of Pressure ATP Energy Temperature Generators http://teachers.cie.org.uk/login/login_form

free for password users
ask your CIE Teacher Support Site Coordinator, or
check for advice given on:
http://www.cie.org.uk/contactus/faqs/teacher_support_access/ Teacher’s resource websites Teaching and Learning Session 3: lack of time and equipment in order to familiarize students with requisite questions
difficulty in explaining concepts theoretically that are better explained demonstratively, for example, water rising between two glass slabs put together
students are not familiar with practical aspects of a given problem for example, measuring the diameter of solid metal spheres with a ruler Problems faced by the teachers the light experiments use ray diagrams, and the students do not understand the diagrammatic representation of the actual problem
students do not have a lot of practice with graphical analysis; they confuse the Mathematics graph with the Physics graph and misunderstand the problem
students are comfortable with writing general errors, such as parallax error and are therefore not specific with their answers Problems faced by the teachers to make students understand that the ATP Paper is more about common sense
commonly students focus on the marking scheme, and are unable to answer the question specific to the problem
shortage of time makes the teachers leave it for the last, which gives a false impression of it being the most difficult part of the syllabus Problems faced by the students scarcity of ATP questions hampers the understanding and expertise of attempting these and develops an apprehension of ATP
ideally the ATP questions should be practically demonstrated; at times the students feel the ATP questions are easy and only while attempting the ATP Paper discover the real essence of the problem Problems faced by the students introduce the main features of the CIE syllabus 5054, O level Physics and its link to Fundamental Physics
appreciate the skills, understanding, and knowledge that students need to acquire to do well in the examination
consider how the syllabus can be covered in the length of teaching time available Aims of the workshop met? Aims of the workshop met? raise awareness of the resources available to help in planning and delivering the course
consider how to plan lessons in which students are actively involved and that help develop skills, and enhance knowledge Forces and Motion Pressure Waves http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sce304


https://phet.colorado.edu/en/simulations/category/new


https://phet.colorado.edu/en/simulation/forces-and-motion-basics Web resources introduce the main features of the CIE syllabus 5054, O level Physics and its link to Fundamental Physics
appreciate the skills, understanding, and knowledge that students need to acquire to do well in the examination
consider how the syllabus can be covered in the length of teaching time available Aims of the workshop met? introduce the main features of the CIE syllabus 5054, O level Physics and its link to Fundamental Physics
appreciate the skills, understanding, and knowledge that students need to acquire to do well in the examination
consider how the syllabus can be covered in the length of teaching time available Aims of the workshop met?
Full transcript