Scheme of work · PDF file · 2017-11-14applications of science in their personal...

Scheme of work School Subject: Leaving Certificate Physics

Class name: Physics

Number of pupils in class:

Level of pupils: Higher level

Scheme of work Aoife McDonnell

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Topics:

Temperature versus Heat

Thermometric properties

Thermometers

Heat Capacity and Specific heat capacity

Latent Heat

Latent heat of Fusion and Latent Heat of vaporisation.

Heat Transfer.

Begin waves and wave motion.

Number of lessons: 9 Single class lessons,

9 Double class lessons.

Duration of lessons: Single lessons are 40 min,

Double lessons are 80 min

Time Monday Tuesday Wednesday Thursday Friday 9:10

9:50 5th years

10:30 5th years Morning Break

11:20 11:55

12:35 Lunch

1:50 5th years

2:30 3:05


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Presupposed knowledge:

Each pupil in the class received a grade of “__” and Higher in their

junior certificate examination. Pupils should thus have a fundamental

knowledge of the physical phenomena of temperature and heat

appropriate to their age, and an understanding of the relevance and

applications of science in their personal and social live from the

junior certificate course.

From the Junior Cycle/Certificate syllabus, the physical principals of

• Expansion of solids,

• Liquids and gases,

• Change of state

• Latent Heat (higher level)

• Heat Transfer: conduction, convection, radiation

• Insulation

• Heat energy and Temperature

…should have been investigated and studied so as a fundamental

understanding of their concepts are at this stage understood.

The pupils would not have covered Waves and Wave Motion in detail

in the junior certificate science curriculum, however parts of the

junior certificate syllabus that will aid in their understanding of

Waves are: Energy, sound, speed velocity and acceleration.


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Pupils from a very young age will have experienced touching

something extremely hot and something extremely cold. They will

ultimately understand differences in temperature and how one

object may give out more or less heat than another. For instance, a

black object will feel warmer than a shiny metallic object when left in

a sunny spot. If pupils were sick before, they will have seen the

thermometer and know how it is used to take a reading for

temperature. Pupils will also have heard the word temperature being

said on the weather forecast, in baking recipes, on thermostats and

as a consequence understand the importance of why people need to

know how hot/cold an object is.

Everyone has also perspired before, thus from experiencing the

impact of perspiring cooling the body down, they will grasp the

concept of latent heat and even how heat pump in fridges works.

Many houses and schools have storage heaters which work by the

physical principal of the bricks inside the heater having high specific

heat capacity.

Many pupils have also seen waves in the water before or even surfed

on a wave, even as children they may have played with slinkys so

ultimately pupils will have unrecognisably observed waves in motion

before. Pupils will have heard of ultrasound waves from their parents

or relations getting scans of unborn child, they will have even used

microwaves to heat up food or even by listening to the radio they

will have heard radio waves.

Pupils have everyday experience of examples of Heat, Temperature

and waves being used. Subsequently, linking or making connections

to relatable real life incidence and substances will aid their ability in

understanding the new scientific concepts they will encounter.


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All pupils within the class are undertaking in the higher level maths

curriculum. Prior to that, they have completed the junior certificate

higher level maths curriculum which means all pupils should have the

skill of numeracy and prior practice of manipulating formulas and

solving calculations. This prior practice of using mathematics to solve

problems should benefit pupils in finding the heat capacity, specific

heat capacity, latent heat, U-value, solar constant, finding the

velocity/frequency or wavelength of a wave and even with

calculating the observed frequency of a moving object. Most pupils

will also have had experience interpreting data including symbols,

charts and graphs which will aid their interpretations of the latent

heat graph and the graph of temperature against volume of column.

Pupils have also worked in groups before and thus know how to co-

operatively. They have also sat the junior certificate exam so they

also know how to work independently also.

It is ultimately also essential to allow time for pupils to share their

prior knowledge, so as to gain a foundation whereby one can build

on what they already know as well as challenging the misconceptions

they may be bringing forward to the topics.


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Aim of Scheme:

To give students an understanding of the fundamental

principles of Temperature, Heat and Waves along with

their applications to everyday life.

(cognitive aim)

To develop the ability to observe, demonstrate and to

communicate effectively. (psychomotor aim)

To develop an appreciation of Temperature, Heat and

Waves while also developing respect and understanding

for other pupils in the classroom and their beliefs.

(affective aim)


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Learning Outcomes:

Cognitive:

Pupils will be able to analysis thermometric properties.

Pupils will be able to relate thermometric properties to practical applications. (e.g

clinical thermometers/ thermostats) and waves to everyday examples.

Pupils will be able to apply mathematical problems to physical principals in order to

calculate certain physical phenomena (e.g. calculating specific heat capacity/ Latent

Heat/ frequency of a wave)

Pupils will be able to define and explain the fundamental physical principals

associated to Temperature, Heat and Waves.

Pupils will be able to distinguish between Temperature and Heat and a transverse to a

longitudinal wave.

Pupils’ misconceptions about Temperature, Heat and waves will be challenged.

Psychomotor:

Pupils will be able to assemble laboratory equipment appropriate for experiments in

Temperature and Heat and demonstrate these experiments to the class through

presentations:

(Create a thermometer, measure specific heat capacity of substances, specific latent

heat of fusion of ice, and specific latent heat of vaporisation)

Pupils will be able to demonstrate some physical properties of heat and the motion of

a wave.

Pupils will be able to convert degrees Celsius to Kelvin (vice versa)

Affective:

Pupils will be able to listen attentively to alternative views and pre-conceptions from

other pupils about Temperature, Heat and waves and also be able to debate these

concepts respectively.

Pupils will be able to work in pairs to assist each other’s learning.

Pupils will also work in pairs to challenge each other’s misconceptions.


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Rationale for Selection of Subject Matter:

These topics of Temperature, Heat and Waves are very relatable to daily life;

pupils will thus have an appreciation of why each topic is important, and how it

is applicable to their daily lives. The importance of these topics can be further

emphasised by using media for example, the newspaper activity in which

pupils search through papers in order to highlight the topic’s importance in our

lives. Pupils will ultimately be more motivated in learning more about these

topics for the benefit of their selves, thus these pupils will more independent

learners and also more enthusiastic for example about making a thermometer

as they know its importance or learning about waves as they know ultrasonic

waves allow us to see an unborn baby.

Pupils cognitive skills will also be developed as they will be given the chance to

devise experiments, learn different methods of measuring temperature than

always using a thermometer, and they will also be given a chance to

demonstrate physical principals using models (slinky for motion of a wave/ lava

lamp for convection).

The structuring of the subject matter should also encourage pupils to develop

their cognitive thinking by beginning with discovering pupil’s prior knowledge

and conceptions about Temperature, Heat and Waves so as to help eliminate

any misconceptions they might have. Misconceptions for Heat may include the

rate of which heat is transferred through a medium, as they have already


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covered light. They have seen that light travels extremely fast but they also

know that on a very sunny day, Light from the sun feel warm. The distinction

between how fast light travels to that of the rate at which heat travels through

a medium may need to be referred to. Discovering pupil’s prior understandings

and conceptions/ misconceptions of a topic can take the form of a simple

brainstorming activity or even poster group work activity which may lead onto

a small class discussion.

After prior knowledge is established, the new knowledge should be introduced

by building on what they previously know or have experienced. Beginning with

Basic concepts and straightforward questions (which provide discussion i.e.

higher order open questions relatable to their own lives) allows pupils to feel

more comfortable with the subject matter. It also allows them to feel that the

topic is within their zone of proximal development. Pupils will thus for

instance, be more willing and confident to share their ideas in designing an

effective experiment to measure the heat capacity of water as they know that

they have background knowledge that they can use.

The lessons will include a variety of teaching mythologies so as to avoid lessons

from becoming monotonous and predictable. This means that the structuring

of the subject matter may be in a form that allows each lesson to be different

where group activities may be performed one day, PowerPoint presentations

and videos/demonstrations the next day and then perhaps even an experiment

the day after that.

Overall, the subject matters being covered are very relatable to many aspects

of everyday life too. By linking these topics with real life situations should also

instil interest and an appreciation for the topics in pupils.


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Subject Matter:

Colour coded:

Red= Assessment

Blue= Learning Activity

Green=Content Delivery

Topic: Temperature and Thermometers

Week 1 Lesson 1 (Double):

Content: Teaching Methodologies:

Introducing self,

Building respect and developing

classroom rules.

Introduce yourself activity, worksheet to tick how they learn best or prefer

learning with.

A2 Notepad activity to set group rules, expectations and respect.

Temperature versus Heat Pupils brainstorm individually the meaning of heat. Collect and keep until

end of class. Discuss. Aid discussion;Which object contains the most heat, a

burning match stick or a gigantic iceberg?(they will prob say match stick,

explain correct in terms of temperature) Demonstration to show how temp

higher in match stick.. (molecules) Get two labelled see through cups –one

hot water (can also boil it), one cold water, add yellow and green dye to

both. Notice the faster the molecules move= hotter temp, slower

molecules=colder temp. Ask; Is the heat energy coming from the match

stick feel hot or cold? Does the heat energy coming from iceberg feel hot or

cold? Which would you feel the heat energy off more if you were standing

beside the burning match stick or the gigantic iceberg? (Explain that we will

be able to really understand this question at the end of the topic)

Get pupils to feel the difference in temperature, by placing hands into

trough of cold water, then trough of safe hot water for few seconds and then

place both hands into tub room temp water, can they feel effect of heat

energy?.

PowerPoint slides on difference between temp and heat. Give pupils

thermometers and get them to measure the temperature of the hot water,

cold water and lukewarm water. Pupils draw what they see on thermometer


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onto thermometer template worksheet.

PowerPoint slide showing Boiling Point of water and Freezing Point. Pupils

also draw these into thermometer template. Give pupils a cut out template

of an ungraduated thermometer template ask them to guess the approximate

temperature of the ungraduated thermometer template from looking at their

other templates they made. Show how they could have also found the temp

in graph format.

Give pupils 5minutes to design on experiment to plot the calibration curve

of a thermometer by using a mercury thermometer and giving them the

apparatus they need to do it. Discuss. PowerPoint presentation showing how

to do experiment. Pupils perform experiment. Draw results on graph with

them and explain how works. Homework, Questions relating to experiment

and Finish write-up.

Week 1 Lesson 2. (single):

Thermometric properties

Ask what the unit of temperature is by getting them to circle the

correct work on a sheet of paper which has a lot of words on it

relating to temperature and heat.

Show them a scale of degrees Celsius against Kelvin and how to

convert from one to the other. Draw four lines on the board and get

pupils to do different calculations, get last pupil to check answers. (x

3 and see who wins by doing fastest but has to be correct)

Give pupils interesting articles on each thermometric property.

Pupils read article and then explain their thermometric property to

the class. Homework Question 2 in book. (graph using resistance

against temp) and why a standard thermometer is a standard

Question (explain they will need to reed book amd compare graphs

to answer the standard question).

Week 2 Lesson 3. (double):

Heat Capacity and Specific Heat Pupils label diagram by referring to prior knowledge and


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Capacity

experience: changing of state.

Demonstrate changing the heat of an object by one

kelvin.

Demonstrate calculation problem on board involving heat

capacity. Pupils solve problems individually, compare

answers, swap and decide whose calculation is correct.

Demonstration specific heat capacity by heating 1kg of

substance by one kelvin. Pupils find the amount of

energy needed to raise their own temperature by 20 ℃.

(pupils measure their temperature, weigh themselves,

convert 20℃ to Kelvin)

Pupils distinguish 3 differences between heat capacity

and specific heat capacity.

Pair pupils into lab group and get pupils to device

experiment for tomorrow’s class by looking at the book. .

Homework, calculations. Write up method for

experiment.

Week 2 Lesson 4. (single):

Week 3 Lesson 5. (Double): Heat Transfer Calculation Test on calculations to date.

Specific Heat capacity experiment

Go through calculation relating to experiment.

Demonstrate experiment to group. Pupils perform

experiment individually using water (but discuss and help

each other out) Pupils consider other substances that can

be measured this way. Calculations done for homework

and finish write up. Discuss errors with experiment.


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Finish up specific heat capacity by video on

storage heaters

www.youtube.com/watch?v=bXrbk-cPWG0.

Test pupils prior knowledge on Heat Transfer:

Set ups at back classroom:

Convection: raisins in 7up experiment/ lava

lamp. http://www.youtube.com/watch?v=LPvn9qhVFbM

Conduction: nails falling off at different times.

Radiation: experiment on heat using shiny

metallic can and a black can.

Pupils giving cards and individually have to

match the demonstrations to the method of

transfer on their cards (cards placed white side

up at demonstrations so each pupil have to

guess/ think back). Teacher checks. PowerPoint

definitions on board after and pupils giving

chance to change cards if they now know.

Pupils are giving ball and have to pass ball

between each other demonstrating the different

methods of heat transfer.

Video Discussion about convection of heat in a

house.

Animation explaining difference between

conductor and insulator.

PowerPoint on Houses U-value and Solar

Constant and solar heating.

Pupils read article about each and identify which

concept is being discussed in article and explain

to class why they think it is that concept. Pupils

giving time to solve U-value calculation

problem and Solar constant problem with hints

giving. Discuss and Teacher shows correct

solution on board. Pupils correct their work.

Week 3 Lesson 6 (Single): Latent Heat

Rapid fire questions of last class definitions.

Poster of how temperature changes when heat

energy added put on board. Pupils asked to

identify where the ice changes to liquid water, and

where liquid water changes to steam.

Using graph and pictures, explain latent heat,

latent heat of vaporisation and latent heat of

fusion. PowerPoint on the specific Latent Heat of

fusion and vaporisation.

Explain perspiring with video: http://www.youtube.com/watch?v=lqwPS6wJN-c&feature=related

http://www.youtube.com/watch?v=bXrbk-cPWG0

http://www.youtube.com/watch?v=LPvn9qhVFbM

http://www.youtube.com/watch?v=lqwPS6wJN-c&feature=related

http://www.youtube.com/watch?v=lqwPS6wJN-c&feature=related


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Demonstrate calculation on board. Game on guess what I am: person has card with word, can’t show rest of class and class have to ask questions to guess what definition she/he is.


Latent Heat of fusion

Oral Test recap on yesterdays work.

PowerPoint explaining experiment and

importance of latent heat of fusion.

Pupil’s device experiment to measure latent heat

of fusion. Teacher Demonstration of experiment

aided by Questions.

Pupils perform experiment. Pupils present

results to class and how they got results and

method they performed and explain why they

did certain parts.

Week 4 Lesson 8 (single):

Latent Heat of Fusion Scenario of Latent Heat of Fusion. Show pupils

how to solve the calculation with their help.

Exam Question from paper on Latent Heat of

Fusion. Pupils do exam Question, can use

internet to research, books to research and

discuss with peers. Another Exam Question for

midterm.

After Midterm


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Latent Heat of

vaporisation

Collect exam Questions.

Video on importance of knowing about latent

heat of vaporisation in terms of fire and fire

fighters. PowerPoint recap on latent heat of

vaporisation.

Pupils giving time to devise experiment on

latent heat of vaporisation.

Pupils work in two groups and perform

experiment.

Pupils calculate the latent heat of vaporisation

individually, then compare to their own group

members. Each group demonstrates their

calculations on board.

Discuss errors and improvements.

Questions on experiment giving for homework

and finish write-up.

Week 5 Lesson 10. (Single):

Latent Heat of vaporisation.

Exam Question from paper on Latent Heat of

Fusion. Pupils do exam Question, can use

internet to research, books to research and

discuss with peers.

Class Quiz on topic of temperature and Heat.

Week 6 Lesson 11. (Double):

The Heat Pump

Brainstorm what pupils know about heat

pumps.

Poster activity of heat pump. Pupils fix up the

jigsaw puzzle of the heat pump, they then

logically guess where the label should go

without looking up book.

Video clip on Heat Pump.

Pupils given chance to change their jigsaw

puzzle.

Teacher sticks poster to board and solves the

jigsaw puzzle, explaining why certain parts

go in their position and what is happening at

each part.

Pupils change their jigsaw puzzle to match,


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and can question. Allow pupils time to look at

poster.

Give pupils an empty page each and they

have to draw the heat pump from memory.

Give back their jigsaw puzzle to allow them

to compare and see how well they draw it in

comparison.

Brainstorming summary session on

Temperature and Heat.

Mini written Test.

Waves and Wave Motion

Week 6 Lesson 12 (Single):

Introduction to waves Pupils walk around benches looking at the

pictures of various waves and watch a video

clip of huge water waves, earthquake, etc.

Pupils then categorise the photos into two

groups using two benches into mechanical

and electromagnet waves. Discussion about

their grouping.

Set up a rope and slinky on another bench.

Get one pupil to hold one end tightly, class

group around table. Demonstrate a wave

pulse moving up and down on each. Then

show a wave travelling on slinky by

compression. (note cannot be down on rope)

Explain where the rarefaction is and the

compression. From looking at the wave in

motion, pupils should be able to come up with

their own definition of a wave.

Get pupil to write definition of travelling

wave on the board.

Demonstrate using the slinky a periodic

travelling wave. Get pupil to write definition

of travelling wave on the board.

Get pupils to sit back don and brainstorm

three differences between a mechanical wave

and an electromagnetic wave. Pupils can

revisit the grouped bench for help.

Get pupils to share ideas, write onto board.

Get pupils to demonstrate what a Transverse

wave is and then a longitudinal wave.


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Week 7 Lesson 13 (Double)

Transverse Periodic Travelling wave terms, Longitudinal periodic travelling waves terms.

Set up two labelled benches: Longitudinal wave and transverse wave. Get pupils to put the correct pictures on the correct table. Demonstrate with the longitudinal wave, the terms associated with it. When explaining, get pupils to label where the terms would fit. (oscillation/cycle, wavelength and frequency) Mix and Match activity individually. Then get pupils to place Transverse wave’s pictures on the Transverse bench. Divide class into two groups; Give the pupils in each group roles: “reporter” and the other the “artist”. The reporter is given a sheet that has picture of transverse wave on it and the terms associated with it, they will have to explain to their “artist” the wave they are to draw and the terms they must label by explaining them without saying the words themselves. The “artist” must fully understand the “reporter” in order to draw the right wave and to be able to label the right terms. Pupil’s pictures compared to reporters and their understanding of the term is said. Demonstrate on the Transverse Bench, the terms (amplitude, crest, trough, wavelength and frequency and velocity.) Activity Sheet with picture of both waves, pupils fill in the terms of each and identify both waves. Discuss the similarities and differences between

these two waves. http://phet.colorado.edu/en/contributions/view/3447

Week 7 Lesson 14 (single)

http://phet.colorado.edu/en/contributions/view/3447


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Relationship: c=f𝞴 Stationary wave

Give pupils a simple problem to work out a basic maths problem and then relate that to waves. “Question; a person`s stride is 0.5 meters long, they walk 50 strides a minutes, what distance do they cover in a minute? Students should be able to work out easily that they walk 25 meters.” Relate problem back to waves, the amount of strides taken per minute is the frequency, and the length of each stride is the wavelength, relates to the wave equation 𝑐 = 𝑓𝜆 Give another example applying to waves and solve on board. Introduce the stationary wave, (node, antinode,) and how they occur PowerPoint with animation and demonstration. Give pupils a problem to solve for stationary waves. Help pupils to solve individually. Pupil write their solution on board and others compare.

Week 8 Lesson 15 (double)

Wave Phenomena: Reflection, Refraction, Diffraction.

Demonstrate reflection of light from a mirror. (transverse wave can be reflected) Ask pupils how they would demonstrate the reflection of sound? Video clip of echo. PowerPoint presentation. Animation of sound wave changing speed when going through medium. (refraction) Show the magic trick with the coin to show that light can also be refracted. Get the pupils to discuss what they think is happening? Set up the ripple tank to demonstrate the phenomena of Diffraction. Give out Posters; give pupils a topic each which was just covered. They can use internet, books, and newspapers to gain more information. Pupils present poster to class and explain the phenomenon in their own words using the poster. http://www.youtube.com/watch?v=BH0NfVUTWG4


Polarisation Give pupils 3D glasses and ask them to put them on. Use another 3D glass, place it


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vertical to the horizontal 3D glass on pupils head, Ask pupils to write down what they noticed. (couldn’t see in that eye) Draw on board what is happening in diagram form to explain what is happening in physical terms. Pupils notice that this is another method to distinguish transverse waves from longitudinal waves. Activity sheet on Polarisation. Go through the exam question on waves with them. Give for homework.

Week 9 Lesson 17 (double)

Frequency limits of audibility, Natural frequency and

Resonance.

Stand at the top of the class blowing a dog whistle. Ask pupils why they can`t it? Play a buzzing which teenagers can hear get each pupils to listen to it. Explain how in Germany, this was used to keep noisy teenagers away from restaurants as older people couldn’t hear it. Ask why older people can’t hear it yet young people can. (Relate to frequency limits of audibility.) Introduce the idea of every object having a natural frequency. Get students to make a model of buildings in

an earth quake. Knowing what they know about frequency they must come up with a

theory of why some buildings stand and others fall. http://media.up.edu/Physics

/TOLE/

EarthquakeTsunamiHazards

/LessonPlans/BOSS

_ModelOfResonance

_TOTLE.pdf

Ask Why did two buildings fall at the same time-same height and frequency. Show them Barton`s pendulum As another example of resonance, videos of Tacoma bridge, helicopter resonating

http://media.up.edu/Physics


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http://www.youtube.com/watch?v=RihcJR0zvfM etc. Activity Sheet.


Tap out a Tune experiment .Demonstration, 8 bottles full different amounts with water (add colour dye), take pupil to tap out tune with tuning forks. Get pupils to write down what causes the sound to be different in each. Explain using animation and PowerPoint. Quiz to review the topic of sound.

http://www.youtube.com/watch?v=RihcJR0zvfM


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Resources:

Physics World Book by Dan O’Regan

Whiteboard and markers

Lab coat, glasses, gloves.

I like to learn by activity sheet, A2 Notepad

PowerPoint

See through cups, hot water, cold water, lukewarm water,

troughs.

http://www.youtube.com/watch?v=NVXLDPHGYhg&feature=

Thermometers, thermometer template worksheet.

Ungraduated laminated thermometer template

Beaker, retort stand, clamp, Bunsen burner, tripod, gauze, ice.

Articles on thermometric properties.

Changing of state poster

Weighing scale to measure 1kg

Copper calorimeter, stirrer, insulating lid, insulating material,

beaker to hold calorimeter, heating coil, d.c power supply,

connecting leads, joulemeter, balance.

Video for heat transfer: www.youtube.com/watch?v=bXrbk-cPWG0.


Raisins, 7up, nails, Vaseline, shiny metallic can, black can.

Activity cards with heat transfer methods on them. Ball

Animations for insulator and conductor in PowerPoint slide

Article about U-value, solar constant and solar heating.

Graph poster and labels for latent heat.

Perspiring video: ttp://www.youtube.com/watch?v=lqwPS6wJN-

c&feature=related

Guess who I am laminated cards.

Ice cubes, heavy object to crush ice, calorimeter, beaker,

thermometer, Bunsen burner, tripod, gauze.

Exam Questions on Latent heat of Fusion and Latent heat of

Vaporisation.

Quiz Questions, video clip on heat pump, jigsaw puzzle of heat

pump.

http://www.youtube.com/watch?v=bXrbk-cPWG0



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Bunsen burner, tripod, gauze, round bottomed flask, stopper,

glass tubing, 2 retort stands, steam trap, copper calorimeter, lid,

insulating material, thermometer, beaker.

Video clips of waves.

Laminated Pictures of different waves. Slinkies and rope.

Posters, Mix and Match activities, Reporter and artist activities,

Ripple tank, mirror, tuning fork, 8 bottles, water, 3d glasses. Dog

whistle, buzzing ringtune.

http://media.up.edu/Physics/TOLE/

EarthquakeTsunamiHazards

/LessonPlans/BOSS

_ModelOfResonance

_TOTLE.pdf

http://www.acs.psu.edu/drussell/demos/waves/wavemotion.html

http://www.youtube.com/watch?v=BH0NfVUTWG4

Organisation of Learning Experiences:

http://www.acs.psu.edu/drussell/demos/waves/wavemotion.html


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(Teaching Methodologies :)

Every pupil has obtained a grade “___” and higher in the Higher Level

paper. As a result, these pupils have a fundamental knowledge of

Science. They are also participating in higher level maths which will need

with their problem solving activities.

This class group is small in size, so I will be able to monitor their progress

more easily. Individual activities may highlight which pupils are having

difficulty very quickly and will be taken into consideration when

monitoring individual activities. Individual activities may aid a struggling

pupil as teacher can assist them in tackling their problem. Too much

individual activities may however quickly cause a struggling pupil to feel

embarrassed and isolated in the feeling that they are the only person

unable to complete the activity. To eliminate this feeling of isolation, I

will use a variety of approaches in assessing their understanding…for

instance, experiment as a group, discussing prior knowledge from all

pupils, games, quizzes and posters.

Seeing as the group is also very small, I don’t want the pupils to become

over reliant on obtaining information from me without first trying to

solve the problem themselves or researching the book if they have

forgotten. To promote pupils in taken ownership of their learning

process, I will use self-Discovery activities for instance project work/D.I.Y

experiments for homework or allow time for pupils to design their own

experiment to solve a problem. Self-discovery activities are a great

addition to the lessons as it enhances pupil’s own particular interests.

Everyone has different interests, so what the teacher may presume as

being a motivating video or activity may not be interpreted the same in

the minds of the pupil. If the pupil is the searcher for the motivational

source, they will be able to motivate themselves to become far more

active independent learners who are more intrigued in the subject

matter.

To allow pupils to visually interpret their progress, I will get pupils to

brainstorm what they know before doing the topic. This pre-


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brainstorming activity will be kept in the classroom until after the topic

is covered. When the topic is covered, another brainstorm activity will

be giving to the pupils in which they will record what they now know

about the topic. Pupils will then compare the before brainstorm to the

after brainstorming sheet to highlight their progress.

According to Gardner’s multiple intelligences, pupils can have different

learning styles varying from visual, kinaesthetic, musical, linguistic,

interpersonal, intrapersonal and logical. Some pupils learn best by

reading, while others by doing kinetically, others by writing and others

by listening. To cater for everyone’s learning styles within the class, a

variety of teaching methodologies should be implied into the lesson

plans. For instance, PowerPoint presentations, accompanied by board

work, short video clips, role play, and teacher led discussions or group

work are some examples which can contribute to a variety of teaching

methodologies.


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Design of assessment procedure:

Assessment of pupil learning will be taking place both diagnositically,

formatively and summatively.

Diagnositic assessment will be in the form of brainstorming activities,

newspaper gathering, posters, and catorgorising. This form of assessment

allows for identification in misconceptions prior to learning. Students prior

knowledge can also be gathered which will lay out the foundation for which

new information can be build upon.

Formative assessment will occur throughout the learning process. These

assessments will take the form of rapid fire question and answer sessions (both

higher and lower order questions), their ability to communicate ideas and work

as a class group, observing their enthusaim and participation in activities,

circulating the room while doing worksheets, homework activities,

manipulating formula’s on the board, class discussion on temperature, heat

and waves. I will also use hidden assessment such as games, and quizes to

create more of an ease around the idea of assessment for pupils so their

understanding of the material covered can be seen rather than rote learned.

The level of neatness and accuracy to which pupils complete their activities will

also give a good indication on how well pupils are developing their social skills

by co-operating together. I will also walk around throughout groupwork

activities to establish how well their communication skills are progressing and

to see which areas of science strike the most conversation.

A summative assessment will occur at the end of each topic unit in the form of

written assessment, projects, or experiment demonstration.


25 | P a g e

Elements in a classroom:

Question needed:

To help students build confidence and

rely on their understanding

List three importance’s of knowing the how hot or

cold an object is?

When you heat ice, what happens to the ice? Which

state of matter does it change into; solid, liquid or

gas?

Give two reasons, why travelling waves are called

travelling waves?

To help students learn to reason

How can a person walk across fire without getting

burnt? (low heat capacity of coal)

How is it, that when you get up in the middle of the

night, the tiles are really cold yet the carpet is warm?

(conductivity of heat)

Why is it needed to have a standard thermometer

where we take its value as the true value?

How many cycles are in 10 Hz?

To check pupils progress

Distinguish between temperature and Heat.

Identify the differences between a travelling wave

and a stationary wave.

Name two types of interferences.

Define Heat capacity.

Can you explain what you have done so far? What is

next?

If you were to do this again what method would you

use?

To promote problem solving

What do you think the result will be?

What information do you have? What will you need to

find out?

Design an experiment to make a thermometer from an

graduated thermometer

How much heat energy is needed to raise the temperature

of 5.00g of iron by 30.0℃?


26 | P a g e

To help students that are having

difficulty with a problem

From the graph, what is happening when the ice is

melting at 0 degrees?

In what direction is the wave disturbance moving from the

picture?

From knowing that the relationship between degrees and

Kelvin is : degrees=kelvin-273.15, what would 50 degrees

be in kelvin?

To make connections among ideas and

applications

Illustrate using a diagram how a heat pump operates and

label where the heat is given off.

List five applications that use waves?

Which physical principal is behind the operation of

storage heaters?

To encourage conjecturing

Why is it that when we are running we perspire?

Explain why we do not perspire when we are cold?

From study of interference, how can someone eliminate a

noise without turning off the music or blocking their ears?

To encourage Reflection

How would the accuracy of the experiment be affected if

if the calorimeter was not well insulated?

Draw a diagram to show how a transverse wave can be

polarised.

What is the physical principal governing how lava lamps

work?


27 | P a g e

Structure of self-appraisal:

Stephen Brookfield suggests that the path to discovering the worth of

your teaching is through a process of critical reflection. My own teaching

performance will be reflected personally upon through as many vantage

points as possible, especially including Brookfield’s four lenses of;

1) Autobiography

2) the student’s eyes

3) our colleague’s experiences

4) theoretical literature

Within the autobiography lens, my previous experience of being a

learner along with my experience of being a teacher will be recorded.

Both the positive and negative aspects will be described. My own

judgement as to why they did or did not work will be taken into account

and recorded so as I can build on/ improve from my downfalls and learn

from my mistakes but also gain from what I found worked successfully. I

will ask myself at the end of each lesson;

How well were my learning outcomes achieved?

Was the structure of the subject matter appropriate for the

students?

Were the teaching strategies selected successful?

What went well in my lesson and why?

What went less well in my lesson and why?

How could I do better next time?

The student’s experience of being in my class will also be of utmost

importance in reflecting. I will observe the interests shown by pupils

during a variety of tasks and activities, reflect upon the student’s


28 | P a g e

assessment answers and results, along with their participation in

experiments and group activities. I will also discuss with pupils at the

end of some lessons as to how they feel the lesson went, along with

taking their responses into consideration.

I will invite other teachers to observe one of my lessons so as I can

obtain peer feedback and advice. Informal conversations will also aid my

reflections. I will also ask to observe another teachers lesson and then

offer to team-teach so that I take note of alternative teaching

methodologies and classroom management skills.

I will also research how I can improve myself as a teacher by using

theoretical literature.

I will thus critically reflect my own performance, and the feedback I

obtain through documentation. I will take advice into action along with

researching theoretical literature, the changes I make in my teaching will

also be documented and reflected upon so as I can become the best

teacher that I can be.

Scheme of work · PDF file · 2017-11-14applications of science in their personal...

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Transcript of Scheme of work · PDF file · 2017-11-14applications of science in their personal...