EDUC 6531B - Physics Curriculum & Methodology B

North Terrace Campus - Semester 2 - 2014

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.

  • General Course Information
    Course Details
    Course Code EDUC 6531B
    Course Physics Curriculum & Methodology B
    Coordinating Unit School of Education
    Term Semester 2
    Level Postgraduate Coursework
    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
    Prerequisites Pass in 6 courses of Physics
    Restrictions Available to GradDipEd 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 Staff

    Course Coordinator: Mrs Zahra Pirvali

    Zahra Pirvali LECTURER
    Located at level 1 Jordan Laboratories - University Senior College (University of Adelaide)
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    2.1.1 Knowledge and Understanding
    This course aims to present information on a range of physical science/physics teaching methodologies, issues, and local and global trends in physics education. It also includes discussions on a variety of skills that will better equip pre-service teaching students to be better prepared for the start of their teaching career in middle school science and senior school physics. This course aims to develop an increased awareness of the current local and global trends in physics education particularly on the findings of research studies on students’ uptake of physics. This course also generally touches on the issues faced by schools, particularly the physics educators. Furthermore, it introduces to students the application of research for reflection and improvement of practices in physics education. Common high school physics contents will be covered. This course will introduce to students detailed information of the Australian National Curriculum for Science and the SACE Physics Stage 1 and 2 curricula. This includes subject outlines and assessment plans. This course, in addition, introduces to pre-service students the Australian Institute for Teaching and School Leadership (AITSL) national professional standards for teachers. How teachers meet these professional standards in practice will also be covered. This course will encourage students to translate theory into practice in one or more issues that they can utilise in their own teaching. A number of emerging innovations, namely cognitive neuroscience, reflective practice, inquiry and problem-based learning, will be examined. This course will contribute to participants’ capacity to examine education-related studies and draw conclusions for everyday practice. In addition, the course will enable participants to integrate research findings from a number of disciplines such as psychology, sociology, measurement, history, and studies of curriculum in various subject areas. Participants in the course will contribute to developing the capacity to write essays on education-related topics, which are both clear and demonstrate a high level of understanding. The course will also contribute to the development of the participants’ capacity to begin the planning of a research study on physics education-related topic, and the ability to apply education research in an international context. The course will contribute to students’ capacity to share and collaborate with fellow students, and an awareness and expertise in the collaborative practices of teachers with each other and with the broader educational community
    2.1.2 Communication Skills
    The continuing development of good inter-personal and communication skills is widely recognised as important for all graduates - also important in small group discovery activities. This course specifically seeks to develop students’ abilities to discuss issues in a workshop environment. This allows for group, collaborative and individual responses
    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.,,,
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.,,,
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.,,,
    Skills of a high order in interpersonal understanding, teamwork and communication., 2.1.2,
    A proficiency in the appropriate use of contemporary technologies.
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.,,,
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.,,
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.,,, 2.1.2
  • Learning Resources
    Required Resources
    SACE Stage 1 and 2 Physics Course Outline, Chief Assessor’s Reports and Exam Papers available from SACE website: 

    The AITSL National Professional Standards for Teachers document can be accessed through: 
    The Australian National Curriculum for Science documents can be accessed through:
    Recommended Resources
    Not 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 Learning
    Some of the material will be available on MyUni
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Seminars/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 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.
    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
    Tutorial Proposed Topics & AITSL Standards
    Week 1 Conceptual Physics Methods at stage 1 and 2
    Sample teaching and reflections
    Concept maps
    1.1, 1.2, 1.5
    Week 2 Subject Outline
    Physics topics
    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
    Lab safety
    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 Requirements
    There are no additional course-specific requirements
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Item Weighting Due Date
    Attendance, contribution and active participation in workshops and class exercises, Perform of a full Experiment, Collaboration with colleagues 10% 27 Oct
    Develop a Concept map for a year 12 Physics topic- power point presentation. 20% 18 Aug
     Practical Skills Question in final Exam 20% 22 Oct
    Consistent Grading of a year 12 Physics class 50% 3 Nov
    Assessment Related Requirements
    Student 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; 1-8, and AITSL 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 Detail
    Further details of individual assessment tasks will be provided and modelled during the
    sessions in advance of task submission.


    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.