### Present Remotely

Send the link below via email or IM

CopyPresent to your audience

Start remote presentation- Invited audience members
**will follow you**as you navigate and present - People invited to a presentation
**do not need a Prezi account** - This link expires
**10 minutes**after you close the presentation - A maximum of
**30 users**can follow your presentation - Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

### Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.

You can change this under Settings & Account at any time.

# Fundamental Physics

ppt

by

Tweet## Wajida Asad

on 4 January 2013#### 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 transcriptWould 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?