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Fundamental Physics

O Level Physics
by

Rahila Ashraf

on 4 January 2013

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Transcript of Fundamental Physics

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 Teaching and Learning Session 3: Generators Application of 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 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 Assessment objectives The assessment objectives
Scheme of assessment
Command words
Curriculum content 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? 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 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 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? 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 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 Energy ATP Pressure 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 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 Session 1: Syllabus and assessment

Session 2: Resources and planning

Session 3: Teaching and learning Programme Physics is the study of energy and matter and the interaction between the two. What is Physics? Temperature Time Measurement Units 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
Full transcript