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9.40 o13.3 k parker and e swinbank


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Physikos 5: K Parker and E Swinbank

Physikos 5: K Parker and E Swinbank

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  • 1. Teaching physics in a New Zealand context Elizabeth Swinbank and Kerry Parker University of York UK / Te Aho o Te Kura Pounamu NZIP 2011
  • 2. NZC 2007
  • 3. The NZC – context elaborations
  • 4. Possible context elaborations- CL6.1
    • Justify the best position for a mirror on a blind corner.
    • Investigate the maximum safe speed of a car for a given road condition.
    • Investigate the physics behind whakataukī/proverbs such as 'red sky in the morning, shepherd’s warning; red sky at night shepherd’s delight'.
    • Analyse a child’s picture storybook, such as Mr Archimedes Bath or Duck in the Truck in terms of the physics concepts involved.
    • Explains why New Zealand has a moderate climate compared with larger landmasses.
    • Describe the science ideas behind the precautions taken to avoid electrostatic effects when pumping petrol.
  • 5. Possible context elaborations -CL6.2
    • How do the parts of a torch work together? How can we optimise the torch design?
    • The design of race cars in relation to 'good' and 'bad' friction.
    • Optical illusions in relation to the behaviour of light.
    • The energy transfers that occur in playground rides.
    • The relationship between mechanical power and the 100m sprint.
    • Do MP3 players affect hearing over time?
    • Do heat pumps increase energy efficiency?
    • What physics concepts are to be found in a selection of children’s toys? How do the toys work?
  • 6. At Te Kura…
  • 7. Possible context elaborations -CL7.1
    • The acoustic design of an auditorium: identify and explain elements.
    • Explore ways of improving radio wave reception.
    • Safety features in cars: Examine the physics behind them.
    • Which is more dangerous: touching a faulty 240-volt toaster or touching a carpet that has been rubbed so that its charge is 5000 volts? Explain why.
    • Methods of generating electricity: compare and contrast.
    • Explain why some physics ideas (for example, 'an object will continue in constant motion unless a force acts') seem counter-intuitive.
    • Thermal pools in Rotorua: What causes them to be heated?
    • Why do stars twinkle and planets not?
    • A segment from a film or cartoon: What physics is involved and how realistic is the portrayal?
  • 8. Possible context elaborations -CL7.2
    • Earthquake detection equipment: How does it work?
    • Use of radiation to sterilise foods: How effective is it?
    • Electronic air cleaners: How do they work?
    • Nuclear reactors: How do they produce energy?
    • How do mag lev trains work ?
    • The role of force and momentum as used in sports equipment;
    • Riding a Segway: the physics of balance.
    • UV radiation: benefits and drawbacks.
    • How do combinations of muscles, bones, and ligaments in the human body produce mechanical advantage?
    • Explore the optical features of the eye and the potential sight problems.
  • 9. Salters Horners Advanced Physics (SHAP) Context-led physics for students aged 16-19 A two-year programme (4-5 hours/week) leading to university entrance qualification Supported by published materials
  • 10.
    • Salters Horners Advanced Physics
    • Key features
    • Context led
    • Practical and IT activities
    • Scientific, mathematical and key skills
    • Developed by teachers, academics and industrialists
    • Materials for teachers, students and technicians
    • Extension and revision materials
    • On-going support for users
  • 11. Developing the complete SHAP programme took two years and involved: teachers university academics physicists and engineers working in industry publishers examination organisations sponsors
  • 12. We researched a large number of contexts. We selected 11 for further development. Criteria for selecting contexts interest variety physics content at right level focus on 1-2 main areas of physics activities for students authentic data available
  • 13. Principles for developing complete programme Progression in physics Progression in maths Variety and choice Activities for students Reliability Wider context
  • 14. Progression in physics 1-3 main physics areas in each chapter Smooth progression Links between chapters Be selective. Do not try to cover all the physics relating to the context.
  • 15. Progression in maths Include notes on basic maths Develop more advanced maths where needed Variety and choice Offer a range of activities Encourage teachers and students to select
  • 16. Activities for students Use contexts are starting points Test activities to make sure they work Use authentic data Include simple activities
  • 17. How do archaeologists decide where to dig? How can specimens be examined and analysed? Digging up the Past An example of a context-led chapter using archaeology
  • 18. We researched several areas before deciding what to include Dating Thermoluminescence Carbon-14 Tree rings Artefact analysis X-rays Mass spectrometry Microscopy Spectroscopy Site surveying Geomagnetic survey Resistive survey Ground-based radar
  • 19. This is what we chose to include Context Physics Comments Resistive survey of an archaeological site DC electric circuits Resistivity Modelling electrical properties Potential divider Builds on the Space Technology chapter X-rays in archaeology Electromagnetic spectrum X-ray absorption and penetration X-ray diffraction Builds on the Space Technology and Music chapters Microscopes in archaeology Resolving power and wavelength Electron waves
  • 20. Site surveying dc circuits resistivity X-ray analysis of artefacts electromagnetic spectrum diffraction and superposition
  • 21. Microscopic analysis resolution electron diffraction Archaeologists at work detecting fakes and hoaxes digging sensitive sites
  • 22. Exploring the site A survey reveals areas of high and low resistivity that may indicate buried structures
  • 23. SHAP students review earlier work on dc circuits measure resistance and resistivity compare resistivity of various materials display data on a log scale use a simple theoretical model to explain resistivity make and use potential divider circuits discuss ethical issues about digging sensitive sites
  • 24. Analysing an artefact X-radiographs can reveal hidden features
  • 25. X-ray diffraction help can identify chemical composition
  • 26. SHAP students review earlier work on electromagnetic radiation learn about properties of X-rays review earlier work on waves use ripple tanks and lasers to explore diffraction and interference learn about X-ray power photography use X-ray data to deduce information about an artefact
  • 27. Taking a closer look Microscopes can provide useful information about very small artefacts such as clothing fibres For some objects, such as pollen grains, electron microscopes are needed
  • 28. SHAP students measure the resolving power of their own eyes learn how diffraction limits resolving power review earlier work on wave-particle duality (photons, waves) explore electron diffraction
  • 29. SHAP publications AS (1 st year) AS Student Book ISBN 978 1 4058 9602 3 AS Teacher and Technician Resource Pack ISBN 978 1 4058 9603 0 A2 (2 nd year) A2 Student Book ISBN 978 1 4082 0586 0 A2 Teacher and Technician Resource Pack ISBN 978 1 4082 0587 7 Go to and search by ISBN or call +44 800 579579
  • 30. Your teaching?
    • What do you want?
    • What do you need?
    Time? expertise? $$$$$$$$$?
    • The government …….?
  • 31. Inspired by Science
    A possible scenario of how science education could look different in the future: “ At  all  levels   Students are challenged to develop deep understanding through strategies that emphasise student questioning, exploration, and engaging with significant ideas and practices. There would be much greater interaction between schools and the science community and more emphasis placed on students’ active engagement in their own learning .” 
  • 32. Engaging young New Zealanders with science .
    • Linkages between schools and science communities
    • “ To be effective, science-science education connections linking schools with scientists and science organisations need to be designed to play an integral part in the school learning programme and add value that could not be achieved without such a partnership.”
  • 33. Engaging young New Zealanders with science .
    • “ Development of effective collaboration … between science and science education … that will enable contemporary contexts to be used in teaching, and ensure that teachers …keep abreast with relevant developments in science.”
  • 34. What now?
    • What do you want?
    • What do you need?
    NZIP???? Royal Society? McDiarmid/Liggins and other centres of research excellence? Thanks to Terry Devere, Steve Chrystall and Laurie Christian for their suggestions. Science Learning Hub NZQA???