EDUC 4531B - Physics Curriculum & Methodology B (UG)
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code EDUC 4531B Course Physics Curriculum & Methodology B (UG) Coordinating Unit School of Education Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting Available for Study Abroad and Exchange N Prerequisites Pass in 6 courses of Physics Restrictions Available to B Teaching students only Course Description The course aims to present information on a range of methodologies and develop a variety of pedagogical skills that will prepare students for the start of their teaching career in senior school Physics.
Course Coordinator: Mrs Zahra PirvaliZahra Pirvali LECTURER Zahra.Pirvali@adelaide.edu.au
Located at level 1 Jordan Laboratories - University Senior College (University of Adelaide)
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn Successful completion of this course student will be able:
Course Learning Outcomes
GA Arts GA Uni Both Semesters 1
Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2 2
Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2 3
Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6 4
Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5 5
Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3 Semester One 6
Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2 7
Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2 8
Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6 Semester 2 9
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6 10
Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5 11
Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5 12
Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5 Note:
Australian Professional Standards for Teachers (APST):
Graduate Attributes: Faculty of Arts Graduate Attributes:
Graduate Attributes: University of Adelaide Graduate Attributes:
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 6, 7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 5, 6, 7, 10, 11, 12 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4, 5, 9, 10, 11, 12 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8, 9 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4, 10, 11, 12 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
3, 8, 9
Required ResourcesSACE Stage 1 and 2 Physics Course Outline, Chief Assessor’s Reports and Exam Papers available from SACE website: https://www.sace.sa.edu.au/web/physics
The Australian Professional Standards for Teachers document can be accessed through: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
The Australian National Curriculum for Science documents can be accessed through: http://www.australiancurriculum.edu.au/Science/Curriculum/F-10
Recommended ResourcesNot required to buy these but may be referred to during the course. Some of these can be borrowed from me.
o Giancoli D. PHYSICS Principles with Applications Text book (Sixth edition) Pearson
o Olesnicky A and Lawrence N. Physics Key Ideas Stage 1 and Stage 2 (Third Edition)
o Olesnicky and Lawrence. Physics SACE 2 Essentials Workbook
o Pirvali Z and Russo J. Physics Study Guide (2014 edition)
o SASTA (South Australian Science Teachers Association) Revision Guide
o Hewitt P. Conceptual Physics (Eleventh Edition)
o Gardiner E and McKittrick B. Problems in Physics McGraw Hill
Online LearningSome of the material will be available on MyUni
Learning & Teaching Activities
Learning & Teaching ModesSeminars/workshops lectures will be held weekly commencing the week beginning Monday, the 28th of July 2014. The course will be delivered as 8×2 hour seminars/workshops.
As the major learning tools, these lectures will provide extensive opportunities to observe and discuss teaching methodology and assessment and reporting as related to SACE Physics.
The communication skills developed in seminars by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. A subject worth 2 points, therefore, should take 8 hours (includes 2 hours of formal classes) during the teaching weeks of the course. Students in this course are expected to attend all lectures/seminars throughout the semester. There are no tutorial sessions for this course Please refer to Access Adelaide for your timetable and enrolment details. http://www.adelaide.edu.au/access/ Students are required to spend at least 2 hours observing me teaching during Semester 2. This can be during year 12 Physics lectures, tutorials or classes with year 11 Physics.
Learning Activities Summary
Schedule Tutorial Proposed Topics & APST Standards Week 1 Conceptual Physics Methods at stage 1 and 2
Sample teaching and reflections
1.1, 1.2, 1.5
Week 2 Subject Outline
Assessment Scope and Requirements.
Assessment task 1
2.1, 2.2, 2.3, 2.5
Week 3 Performance Standards and Specific Features for use in Skills and Application Tasks Categorise a 100 marks Test in class
1.2, 2.1, 5.1, 5.2, 5.3, 5.4
Week 4 Experimental/Practical Skills in Physics
Perform a practical – Simple Pendulum Period investigation
Categorise the prac parts using specific features
1.2, 2.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4
Week 5 Subject Outline in regards to Practical Skills
Data based questions Chief Assessment Reports
Assessment task 2
1.2, 2.1, 2.2, 2.3, 2.5, 2.6
Week 6 Learning Assessment Plan for Stage 1 and Stage 2 Physics
Assessment Tasks Issues Investigation and Oral Presentation
Assessment task 3
1.1, 1.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 6.1, 6.2
Week 7 Assessment and Grading with SACE Guidelines
Feedback and Reporting
3.7, 5.1, 5.2, 5.3, 5.4, 5.5, 7.3
Week 8 (Review and Sum up) All standards
Stage 2 student work for moderation.
2.3, 3.2, 3.3
Specific Course RequirementsThere are no additional course specific requirements
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Item Weighting Due Date Learning Outcomes Attendance, contribution and active participation in workshops and class exercises, Perform of a full Experiment, Collaboration with colleagues 10% TBA 1 Develop a Concept map for a year 12 Physics topic- power point presentation. 20% TBA 1, 4, 9, 10, 11, 12 Practical Skills Question in final Exam 20% TBA 1, 3, 4, 9, 12 Consistent Grading of a year 12 Physics class 50% TBA 1, 3, 9 , 10, 11, 12
Assessment Related RequirementsStudent must attend 80% of all Workshops. It is the student’s responsibility to make sure that they have signed off in workshops.
Addressing University Graduate Attributes; 1-6, and APST Standards: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 7.3
Assessment DetailFurther details of individual assessment tasks will be provided and modelled during the sessions in advance of task submission.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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