This document outlines the syllabus for the 2014 GCE Ordinary Level Physics exam in Singapore. It includes 3 sections:
1) An introduction describing the aims and focus of the 'O' level physics course in providing students with an understanding of classical physics theories.
2) The assessment objectives which are divided into knowledge and understanding, problem solving, and experimental skills.
3) The scheme of assessment including details of a multiple choice paper, structured questions paper, and school-based practical assessment.
This document outlines the syllabus for the GCE Normal (Technical) Level Science exam. It describes the core curriculum that makes up 85% of the exam, and three optional topics that make up the remaining 15%. The core focuses on basic physical science knowledge and its applications. The options cover topics in petrochemicals, electronics, and motor vehicles. The aims of the syllabus are to prepare students for further education and careers requiring scientific knowledge. The exam consists of a multiple choice section and a short answer section testing knowledge, skills, and practical or data-based questions. Questions assess understanding of concepts and the ability to apply and analyze information.
This document outlines the syllabus for the Singapore-Cambridge General Certificate of Education Ordinary Level examination in Science. It covers the aims, assessment objectives, scheme of assessment, and content for the Physics, Chemistry, and Biology components of the exam. The exam assesses students' knowledge and understanding of scientific concepts, their ability to solve problems and handle scientific information, and their experimental skills through both theory papers and a practical exam. It is designed to provide students with scientific knowledge and skills regardless of whether they continue studying science after completing this qualification.
This document provides a syllabus for an AP Physics 1 course taught at BrainworX Academy during the 2020/2021 school year. The class will meet in room 206 of the CTECH building from August 5, 2020 to May 21, 2021. The instructor is Tim Welsh, who can be contacted by cell phone or email. The course aims to develop students' skills in physics and prepare them for further education. Topics covered include kinematics, dynamics, energy, and electricity. Students are expected to complete readings, assignments, and participate in hands-on laboratory work making up 25% of class time. Grades are based on exams, labs, and other assignments. Required materials include an online textbook and resources from the College Board
The master's degree program in mathematics is designed to produce mathematicians with competence in analysis who have breadth and versatility in mathematics and its applications in related fields.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
This document summarizes a study that compares three methods for university selection among students from different exam streams: the Common Currency Index (CCI) method, Z-score method, and average method. The study had two aims: 1) to propose the CCI method, which accounts for potential differences between exam streams and other exam factors, and 2) to compare the performance of the CCI, Z-score, and average methods using simulated student exam data. The CCI method converts marks across streams to a common scale before selecting students. Simulation results found the CCI method selected students correctly within streams and better between streams compared to the other methods. The CCI method aims to select students fairly regardless of exam stream challenges.
Niels Sveinsson earned a Master of Science degree in Sustainable Energy and Business from the University of Iceland in December 2010. He completed a 60 ECTS credit research thesis titled "Profitability assessment for a Tidal Power Plant in Hvammsfiord area" and earned an overall grade of 8.36, First Class. The 18-month full-time program required 120 ECTS credits across courses in sustainable energy systems, energy economics, and an interdisciplinary project. The qualification provides access to doctoral studies and qualifications Sveinsson for work in the field of sustainable energy and business.
Effects of cornell, verbatim and outline note taking strategies on students’ ...Alexander Decker
This study investigated the effects of three note-taking strategies (Cornell, verbatim, outline) and note review on students' retrieval of lecture information in Nigeria. 160 students were randomly assigned to experimental groups that used each note-taking strategy or a control group. Students who took Cornell notes scored highest on retrieval tests. Cornell note-taking was found to be more effective than verbatim or outline notes. Students who reviewed their notes also scored higher than those who did not review, showing that note review enhances retrieval. The most effective approach for retrieval was found to be taking Cornell notes and reviewing them.
This document outlines the syllabus for the GCE Normal (Technical) Level Science exam. It describes the core curriculum that makes up 85% of the exam, and three optional topics that make up the remaining 15%. The core focuses on basic physical science knowledge and its applications. The options cover topics in petrochemicals, electronics, and motor vehicles. The aims of the syllabus are to prepare students for further education and careers requiring scientific knowledge. The exam consists of a multiple choice section and a short answer section testing knowledge, skills, and practical or data-based questions. Questions assess understanding of concepts and the ability to apply and analyze information.
This document outlines the syllabus for the Singapore-Cambridge General Certificate of Education Ordinary Level examination in Science. It covers the aims, assessment objectives, scheme of assessment, and content for the Physics, Chemistry, and Biology components of the exam. The exam assesses students' knowledge and understanding of scientific concepts, their ability to solve problems and handle scientific information, and their experimental skills through both theory papers and a practical exam. It is designed to provide students with scientific knowledge and skills regardless of whether they continue studying science after completing this qualification.
This document provides a syllabus for an AP Physics 1 course taught at BrainworX Academy during the 2020/2021 school year. The class will meet in room 206 of the CTECH building from August 5, 2020 to May 21, 2021. The instructor is Tim Welsh, who can be contacted by cell phone or email. The course aims to develop students' skills in physics and prepare them for further education. Topics covered include kinematics, dynamics, energy, and electricity. Students are expected to complete readings, assignments, and participate in hands-on laboratory work making up 25% of class time. Grades are based on exams, labs, and other assignments. Required materials include an online textbook and resources from the College Board
The master's degree program in mathematics is designed to produce mathematicians with competence in analysis who have breadth and versatility in mathematics and its applications in related fields.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
This document summarizes a study that compares three methods for university selection among students from different exam streams: the Common Currency Index (CCI) method, Z-score method, and average method. The study had two aims: 1) to propose the CCI method, which accounts for potential differences between exam streams and other exam factors, and 2) to compare the performance of the CCI, Z-score, and average methods using simulated student exam data. The CCI method converts marks across streams to a common scale before selecting students. Simulation results found the CCI method selected students correctly within streams and better between streams compared to the other methods. The CCI method aims to select students fairly regardless of exam stream challenges.
Niels Sveinsson earned a Master of Science degree in Sustainable Energy and Business from the University of Iceland in December 2010. He completed a 60 ECTS credit research thesis titled "Profitability assessment for a Tidal Power Plant in Hvammsfiord area" and earned an overall grade of 8.36, First Class. The 18-month full-time program required 120 ECTS credits across courses in sustainable energy systems, energy economics, and an interdisciplinary project. The qualification provides access to doctoral studies and qualifications Sveinsson for work in the field of sustainable energy and business.
Effects of cornell, verbatim and outline note taking strategies on students’ ...Alexander Decker
This study investigated the effects of three note-taking strategies (Cornell, verbatim, outline) and note review on students' retrieval of lecture information in Nigeria. 160 students were randomly assigned to experimental groups that used each note-taking strategy or a control group. Students who took Cornell notes scored highest on retrieval tests. Cornell note-taking was found to be more effective than verbatim or outline notes. Students who reviewed their notes also scored higher than those who did not review, showing that note review enhances retrieval. The most effective approach for retrieval was found to be taking Cornell notes and reviewing them.
This document provides an introduction and overview of the released test questions from the California Standards Tests for Life Science given between 2006-2008. It summarizes the reporting clusters covered in the test, including the standards assessed and number of questions for each cluster. The questions that follow are meant to represent the standards assessed while demonstrating a range of difficulty levels and assessment types.
Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
This study examined the effects of journal writing on the mathematics performance of 45 junior high school students in the Philippines. Students took a pre-test before the study began, which found most students had fairly unsatisfactory scores. The students then kept journals while learning mathematics over 9 weeks. A post-test found significant improvements, with most students now achieving proficient or outstanding scores. Statistical analysis confirmed the post-test results were significantly higher. Students reported journal writing helped communicate with teachers, improve problem-solving abilities, and better prepare them for higher-level mathematics. The study concluded journal writing is an effective strategy for enhancing mathematics performance.
Curriculum evaluation through learning assessmentRubioRichard1
This document discusses curriculum evaluation through learning assessment. It begins by defining curriculum evaluation as assessing the intended outcomes of the learning process. Standards and competencies are used to measure these outcomes. The document then outlines different levels of competencies in knowledge, skills, values, and application across various educational levels from grade 11 to doctorate degrees. It also discusses the ASEAN Qualifications Reference Framework and different levels of learning outcomes. The rest of the document discusses various methods of assessment, including objective tests like multiple choice, matching, and subjective tests like essays. It also discusses authentic or performance-based assessments.
This document provides the syllabus for the International General Certificate of Secondary Education (IGCSE) Combined Science exam. It outlines the aims, assessment objectives, assessment format, curriculum content, and other administrative details of the exam.
The curriculum content section divides the material into three parts: Biology, Chemistry, and Physics. It provides the core content that all students must study, as well as supplemental material for students aiming for higher grades. For each topic, it lists the core knowledge, supplemental knowledge, and suggested teaching approaches. The goal is to provide guidance on what will be assessed while allowing flexibility in how teachers structure their courses.
Students Effort to Improve Learning Results by Using Quantum Learning Method ...AI Publications
This research aims to determine student learning outcomes by applying Quantum Learning method of prism and pyramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018. This type of research is Class Action Research (CAR). The subjects in this study were eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018 were 28 student. The objective of this research is improving student learning outcomes. Instruments used were: description tests, observation sheets and interviews. Descriptive tests use to find out student learning outcomes, observation sheets use to find out ability of the teacher to apply learning and interviews to find out where the students are wrong. The average initial test score was 35.46 and the classical completeness was 0%. The average value of the first cycle was 59.78. Students who completed were 11 students (39.29%), 17 students (60.71%) were not finished, and the implementation of learning was in a less category (value 2.00). The increase in classical completeness was 39.29% and the average increase was 24.32 from the results of the initial tests. The average value of the second cycle was 76.04 and 25 students (89.29%) from 28 students had achieved mastery learning while the other 3 students (10.71%) had not yet completed, and the learning went well (average 3, 00). Cycle II has achieved classical completeness. Classical completeness has increased by 50% and the average has increased by 16.25 from cycle I. Thus the Quantum Learning method can improve student learning outcomes on the Prism and Piramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018.
This survey aims to measure preservice teachers' knowledge of teaching and technology. Specifically, it assesses their knowledge across the following domains: technology knowledge (TK), content knowledge for mathematics, social studies, science and literacy (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK). The survey has been tested for reliability, with Cronbach's alpha scores ranging from .78 to .93 for the different domains.
This document presents an undergraduate thesis that analyzes the association between mathematical foundations and board examination performance among graduates from selected programs at Caraga State University from 2005-2012. The study aims to determine if factors like the level of mathematics taken, GPA in mathematics, total units earned in mathematics, and college algebra taken and units obtained have a significant relationship with board examination results. Logistic regression analysis will be used to analyze the relationship between the independent variables of mathematical foundations and the dependent variable of board examination performance. The findings of the study intend to provide insights on the effects of mathematical foundations on board exam outcomes.
An empirical study on assessment of co attainment for a diploma courseIAEME Publication
This document discusses a study on assessing course outcome attainment for a diploma course in Applied Physics. It describes the background and methodology used to assess the attainment of course outcomes for the Applied Physics course. Assessment was conducted for 60 students in their first year of a diploma program. The methodology uses data from student marks in final exams, tests, assignments, and projects. A computerized system was developed to expedite the analysis process. The findings are then used for continuous quality improvement of the course and program.
The document outlines an approach to embedding threshold learning outcomes (TLOs) across an entire mathematics degree program through a whole-of-degree design. It discusses the national regulatory landscape in Australia that emphasizes TLOs and qualifications frameworks. It then describes how the Bachelor of Mathematics program at QUT was redesigned with a team approach to map learning outcomes and graduate attributes to TLOs for mathematics, ensuring coverage throughout the degree. Key aspects of the redesign included establishing a core curriculum and common units, as well as coordinating responsibilities across different specializations.
The effects of remedial mathematics in learning college algebraAlexander Decker
This study examined the effects of remedial mathematics instruction on 438 students' performance in College Algebra. The students were divided into two groups: those who took remedial math (214 students) and those who did not (224 students). Statistical tests found that students who did not take remedial math performed significantly better in College Algebra based on prelim, midterm, and final exam grades. Additionally, a greater proportion of non-remedial students passed College Algebra. The results suggest weaknesses in the university's remedial math program that need to be addressed to better prepare students.
The document summarizes a study evaluating the Junior College Utrecht (JCU) program, which provides a two-year pre-university science and math education to motivated secondary students. The study found that JCU was successful in providing an interesting and challenging curriculum. Students reported high ratings of the curriculum and said they would enroll in JCU again. The key characteristics contributing to JCU's success were the supportive atmosphere, enrichment opportunities, approach of teachers, and being with similarly motivated peers. The accelerated pace was found to contribute the least. The study recommends keeping characteristics that contributed most to success while improving some modules and balancing the pace of learning.
Use of Four Mode Application Technique Learning Cycle Model to Unlock Student...Premier Publishers
The study identified Alkanols in Ordinary level West African Senior School Certificate (WASSC) Chemistry syllabus and examined the use of Four Mode Application Technique (4MAT) Learning Cycle Model in teaching methanol. The study adopted a quasi- experimental design and examined the effectiveness of 4MAT learning cycle model as a constructivist teaching strategy which is learner centered and activity- based in teaching Alcohols in Secondary Schools in Ondo State. A pretest posttest control group design was adopted with 4MAT being the treatment and lecture method as the control group. A total of 68 Senior Secondary School (SSS3) chemistry students were randomly selected from 27 secondary schools in Akure South Local Government Area of Ondo State, Nigeria. The two intact classes chosen were classified into experimental (4MAT 32) and control group lecture method (LM 36). The two groups were taught separately in their respective schools. A 25-item instrument tagged “Organic Chemistry Achievement Test (OCAT) was validated by senior chemistry teachers. The study was guided by two hypotheses. Data collected were analyzed using t-test. The result showed that 4MAT was more effective (X 21.84) in teaching Alcohols than lecture method (X 14.33) after treatment, t 8.11, p<0.05. The study concluded that 4MAT is an effective method of teaching chemistry in general and alcohol in particular. Hence, the study recommended the use of 4MAT learning cycle model in teaching chemistry students to unlock their imaginative, and analytical mind for abstract experimentation and conceptualization.
The Department of Physics and Space Sciences at Florida Tech offers students a solid foundation in the physical sciences with the personalized attention of our 18 full-time faculty. Our department was the first in the country to offer a degree in Space Sciences, and we are still among only a handful that offers this degree today. Our graduates obtain employment at NASA, in the private-sector space industry, and academia.
The Investigation of Primary School Students’ Ability to Identify Quadrilater...theijes
In Vietnamese mathematics curricula, primary school students explicitly learn the concept of quadrilaterals such as parallelogram, rhombus, rectangle, square and trapezoid in the Grades 3, 4 and 5. They are presented individually, and there is no comparison between their characteristics. Therefore, the students will be difficult to recognize the relationships among kinds of quadrilaterals. The results of an investigation of 186 primary school students revealed that most of them found it easy to identify squares and rectangles but many of them asserted that “a square is not a rectangle”
Analysis on Mathematics Success of Students in Vocational School Evening Clas...inventionjournals
This study aims to analyze the mathematics success of students in Vocational Schools’ evening classes in terms of certain variables. For this purpose, personal information forms prepared by the researcher were used to collect the necessary information about the students. This information form contained such questions as the students’ gender, type of school they graduated from, name of program they are enrolled to and the type of their enrollment. The academic success points of the students were obtained from their relevant departments. The sample group of the study is 142 students attending the evening classes of Tatvan Vocational School of Bitlis Eren University. The research was applied in 2015-2016 academic year. The data collected were analyzed by ANOVA and t-Test methods. The findings revealed that the mathematics success of students admitted through the exam is higher than that of students enrolled through open admission (without exam) and that there is significant difference of students’ mathematics success depending on their gender, type of high school they graduated from and the program they are enrolled to.
9 2016 ncae results - national career assessment examinationjhaymz02
The document provides results from the 2015 National Career Assessment Examination (NCAE) in the Philippines. It shows the number of examinees that took the exam from public and private schools. It also outlines the mean performance scores in various domains like General Scholastic Aptitude, Technical-Vocational Aptitude, and Non-Verbal Ability. The results are broken down by aptitude level and region. The document also examines students' immediate plans after graduating junior high school and their performance in occupational interest inventories.
Virtual Laboratory are frequently measured effective learning tools, meanwhile their visual and concept power empower students to better known physical structures and phenomena. However, in previous research has not been much developed Virtual Physics Laboratory that is used to measure the character education of students. This research aims to Influences and apply Virtual Physics Laboratory (VPL) for assessment millennial character education with System Recording Students Character (SRSC). The study focused on the VPL Conceptual Change of Character Education test results. The sample consisted of 60 students’ whose age ranging from 20 to 21 years old with research design Randomized post-test only experiment group. Data to draw conclusions of research results, collected through the provision of concept tests. Conceptual Change data of Character Education that will be obtained from both groups are searched for the average Gain. Specific targets to be achieved in this research are innovations in the development of assessment tools that are valid and easy to use and can be done with Virtual Physics Laboratory for assessment millennial character education with System Recording Students Character can be done anytime and not limited by time. The result of the research showed that the N-gain mastery of the experimental group concept was 0,33 (32,6%) The conclusions of VPL with SRSC research can be used in the evaluation of physics learning because of the quality of the material according to expert judgment in the category of "excellent" and effective in facilitating assessment to character education of students.
Personalized learning is one of the main ideals that many educational institutions strive to provide for their students. Learning analytics with its promise to help understand and optimize learning and the environments in which learning happens has eagerly been received in this context. Existing research in learning analytics has dedicated much attention to studies that aimed at identifying factors predicting different learning outcomes based on learners’ interaction with technology. Existing research indicates that learning is a dynamic process that is driven by feedback loops. If those feedback loops are not accounted for comprehensively, opportunities for creating personalized learning experiences are limited. However, there is the dearth of research that focuses on understanding how learning unfolds over a certain period of time under different conditions. This talk will describe different factors that influence students’ feedback loops and decision making. The talk will also discuss insights gained in several case studies that looked at dynamic models of learning.
This study examined the effects of using concept mapping on advanced level biology students' lower- and higher-order cognitive skills. Teachers from 8 intact biology classes used concept mapping as an alternative assessment strategy. A total of 156 students participated in the study. Students in the concept mapping groups performed significantly better than the control group on both lower- and higher-order cognitive skills based on a pre-test/post-test. The study found that concept mapping can lead to greater learning gains compared to traditional teaching methods. However, teachers noted that limited time was a challenge to using concept mapping more consistently.
Fundamental Physical Constants and more... JohnJavierIII
The document contains information about the Greek alphabet, SI prefixes, base and derived SI units, and various physics constants. It lists the Greek letters and their capital and lowercase forms. It defines SI prefixes from yotta to yocto and their symbol and meaning. It identifies the seven base SI units for physical quantities and some common derived units such as newton, watt, volt, and tesla. It also provides tables for metric unit conversions for length, area, volume, weight and mass, speed, and temperature. Finally, it lists the values of various fundamental physics constants including the gravitational constant, speed of light, Boltzmann's constant, and more.
The document discusses the center of gravity, which is the point where a body's weight is concentrated and can be balanced without rotating. For regularly shaped bodies, the center of gravity is located at the geometric center. The center of gravity in the human body is affected by age, sex, and body build, and is generally located around the second sacral vertebra, 6 inches above the crotch and at 55% of a person's height. However, the location shifts with changes in position and load carrying.
This document provides an introduction and overview of the released test questions from the California Standards Tests for Life Science given between 2006-2008. It summarizes the reporting clusters covered in the test, including the standards assessed and number of questions for each cluster. The questions that follow are meant to represent the standards assessed while demonstrating a range of difficulty levels and assessment types.
Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
This study examined the effects of journal writing on the mathematics performance of 45 junior high school students in the Philippines. Students took a pre-test before the study began, which found most students had fairly unsatisfactory scores. The students then kept journals while learning mathematics over 9 weeks. A post-test found significant improvements, with most students now achieving proficient or outstanding scores. Statistical analysis confirmed the post-test results were significantly higher. Students reported journal writing helped communicate with teachers, improve problem-solving abilities, and better prepare them for higher-level mathematics. The study concluded journal writing is an effective strategy for enhancing mathematics performance.
Curriculum evaluation through learning assessmentRubioRichard1
This document discusses curriculum evaluation through learning assessment. It begins by defining curriculum evaluation as assessing the intended outcomes of the learning process. Standards and competencies are used to measure these outcomes. The document then outlines different levels of competencies in knowledge, skills, values, and application across various educational levels from grade 11 to doctorate degrees. It also discusses the ASEAN Qualifications Reference Framework and different levels of learning outcomes. The rest of the document discusses various methods of assessment, including objective tests like multiple choice, matching, and subjective tests like essays. It also discusses authentic or performance-based assessments.
This document provides the syllabus for the International General Certificate of Secondary Education (IGCSE) Combined Science exam. It outlines the aims, assessment objectives, assessment format, curriculum content, and other administrative details of the exam.
The curriculum content section divides the material into three parts: Biology, Chemistry, and Physics. It provides the core content that all students must study, as well as supplemental material for students aiming for higher grades. For each topic, it lists the core knowledge, supplemental knowledge, and suggested teaching approaches. The goal is to provide guidance on what will be assessed while allowing flexibility in how teachers structure their courses.
Students Effort to Improve Learning Results by Using Quantum Learning Method ...AI Publications
This research aims to determine student learning outcomes by applying Quantum Learning method of prism and pyramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018. This type of research is Class Action Research (CAR). The subjects in this study were eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018 were 28 student. The objective of this research is improving student learning outcomes. Instruments used were: description tests, observation sheets and interviews. Descriptive tests use to find out student learning outcomes, observation sheets use to find out ability of the teacher to apply learning and interviews to find out where the students are wrong. The average initial test score was 35.46 and the classical completeness was 0%. The average value of the first cycle was 59.78. Students who completed were 11 students (39.29%), 17 students (60.71%) were not finished, and the implementation of learning was in a less category (value 2.00). The increase in classical completeness was 39.29% and the average increase was 24.32 from the results of the initial tests. The average value of the second cycle was 76.04 and 25 students (89.29%) from 28 students had achieved mastery learning while the other 3 students (10.71%) had not yet completed, and the learning went well (average 3, 00). Cycle II has achieved classical completeness. Classical completeness has increased by 50% and the average has increased by 16.25 from cycle I. Thus the Quantum Learning method can improve student learning outcomes on the Prism and Piramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018.
This survey aims to measure preservice teachers' knowledge of teaching and technology. Specifically, it assesses their knowledge across the following domains: technology knowledge (TK), content knowledge for mathematics, social studies, science and literacy (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK). The survey has been tested for reliability, with Cronbach's alpha scores ranging from .78 to .93 for the different domains.
This document presents an undergraduate thesis that analyzes the association between mathematical foundations and board examination performance among graduates from selected programs at Caraga State University from 2005-2012. The study aims to determine if factors like the level of mathematics taken, GPA in mathematics, total units earned in mathematics, and college algebra taken and units obtained have a significant relationship with board examination results. Logistic regression analysis will be used to analyze the relationship between the independent variables of mathematical foundations and the dependent variable of board examination performance. The findings of the study intend to provide insights on the effects of mathematical foundations on board exam outcomes.
An empirical study on assessment of co attainment for a diploma courseIAEME Publication
This document discusses a study on assessing course outcome attainment for a diploma course in Applied Physics. It describes the background and methodology used to assess the attainment of course outcomes for the Applied Physics course. Assessment was conducted for 60 students in their first year of a diploma program. The methodology uses data from student marks in final exams, tests, assignments, and projects. A computerized system was developed to expedite the analysis process. The findings are then used for continuous quality improvement of the course and program.
The document outlines an approach to embedding threshold learning outcomes (TLOs) across an entire mathematics degree program through a whole-of-degree design. It discusses the national regulatory landscape in Australia that emphasizes TLOs and qualifications frameworks. It then describes how the Bachelor of Mathematics program at QUT was redesigned with a team approach to map learning outcomes and graduate attributes to TLOs for mathematics, ensuring coverage throughout the degree. Key aspects of the redesign included establishing a core curriculum and common units, as well as coordinating responsibilities across different specializations.
The effects of remedial mathematics in learning college algebraAlexander Decker
This study examined the effects of remedial mathematics instruction on 438 students' performance in College Algebra. The students were divided into two groups: those who took remedial math (214 students) and those who did not (224 students). Statistical tests found that students who did not take remedial math performed significantly better in College Algebra based on prelim, midterm, and final exam grades. Additionally, a greater proportion of non-remedial students passed College Algebra. The results suggest weaknesses in the university's remedial math program that need to be addressed to better prepare students.
The document summarizes a study evaluating the Junior College Utrecht (JCU) program, which provides a two-year pre-university science and math education to motivated secondary students. The study found that JCU was successful in providing an interesting and challenging curriculum. Students reported high ratings of the curriculum and said they would enroll in JCU again. The key characteristics contributing to JCU's success were the supportive atmosphere, enrichment opportunities, approach of teachers, and being with similarly motivated peers. The accelerated pace was found to contribute the least. The study recommends keeping characteristics that contributed most to success while improving some modules and balancing the pace of learning.
Use of Four Mode Application Technique Learning Cycle Model to Unlock Student...Premier Publishers
The study identified Alkanols in Ordinary level West African Senior School Certificate (WASSC) Chemistry syllabus and examined the use of Four Mode Application Technique (4MAT) Learning Cycle Model in teaching methanol. The study adopted a quasi- experimental design and examined the effectiveness of 4MAT learning cycle model as a constructivist teaching strategy which is learner centered and activity- based in teaching Alcohols in Secondary Schools in Ondo State. A pretest posttest control group design was adopted with 4MAT being the treatment and lecture method as the control group. A total of 68 Senior Secondary School (SSS3) chemistry students were randomly selected from 27 secondary schools in Akure South Local Government Area of Ondo State, Nigeria. The two intact classes chosen were classified into experimental (4MAT 32) and control group lecture method (LM 36). The two groups were taught separately in their respective schools. A 25-item instrument tagged “Organic Chemistry Achievement Test (OCAT) was validated by senior chemistry teachers. The study was guided by two hypotheses. Data collected were analyzed using t-test. The result showed that 4MAT was more effective (X 21.84) in teaching Alcohols than lecture method (X 14.33) after treatment, t 8.11, p<0.05. The study concluded that 4MAT is an effective method of teaching chemistry in general and alcohol in particular. Hence, the study recommended the use of 4MAT learning cycle model in teaching chemistry students to unlock their imaginative, and analytical mind for abstract experimentation and conceptualization.
The Department of Physics and Space Sciences at Florida Tech offers students a solid foundation in the physical sciences with the personalized attention of our 18 full-time faculty. Our department was the first in the country to offer a degree in Space Sciences, and we are still among only a handful that offers this degree today. Our graduates obtain employment at NASA, in the private-sector space industry, and academia.
The Investigation of Primary School Students’ Ability to Identify Quadrilater...theijes
In Vietnamese mathematics curricula, primary school students explicitly learn the concept of quadrilaterals such as parallelogram, rhombus, rectangle, square and trapezoid in the Grades 3, 4 and 5. They are presented individually, and there is no comparison between their characteristics. Therefore, the students will be difficult to recognize the relationships among kinds of quadrilaterals. The results of an investigation of 186 primary school students revealed that most of them found it easy to identify squares and rectangles but many of them asserted that “a square is not a rectangle”
Analysis on Mathematics Success of Students in Vocational School Evening Clas...inventionjournals
This study aims to analyze the mathematics success of students in Vocational Schools’ evening classes in terms of certain variables. For this purpose, personal information forms prepared by the researcher were used to collect the necessary information about the students. This information form contained such questions as the students’ gender, type of school they graduated from, name of program they are enrolled to and the type of their enrollment. The academic success points of the students were obtained from their relevant departments. The sample group of the study is 142 students attending the evening classes of Tatvan Vocational School of Bitlis Eren University. The research was applied in 2015-2016 academic year. The data collected were analyzed by ANOVA and t-Test methods. The findings revealed that the mathematics success of students admitted through the exam is higher than that of students enrolled through open admission (without exam) and that there is significant difference of students’ mathematics success depending on their gender, type of high school they graduated from and the program they are enrolled to.
9 2016 ncae results - national career assessment examinationjhaymz02
The document provides results from the 2015 National Career Assessment Examination (NCAE) in the Philippines. It shows the number of examinees that took the exam from public and private schools. It also outlines the mean performance scores in various domains like General Scholastic Aptitude, Technical-Vocational Aptitude, and Non-Verbal Ability. The results are broken down by aptitude level and region. The document also examines students' immediate plans after graduating junior high school and their performance in occupational interest inventories.
Virtual Laboratory are frequently measured effective learning tools, meanwhile their visual and concept power empower students to better known physical structures and phenomena. However, in previous research has not been much developed Virtual Physics Laboratory that is used to measure the character education of students. This research aims to Influences and apply Virtual Physics Laboratory (VPL) for assessment millennial character education with System Recording Students Character (SRSC). The study focused on the VPL Conceptual Change of Character Education test results. The sample consisted of 60 students’ whose age ranging from 20 to 21 years old with research design Randomized post-test only experiment group. Data to draw conclusions of research results, collected through the provision of concept tests. Conceptual Change data of Character Education that will be obtained from both groups are searched for the average Gain. Specific targets to be achieved in this research are innovations in the development of assessment tools that are valid and easy to use and can be done with Virtual Physics Laboratory for assessment millennial character education with System Recording Students Character can be done anytime and not limited by time. The result of the research showed that the N-gain mastery of the experimental group concept was 0,33 (32,6%) The conclusions of VPL with SRSC research can be used in the evaluation of physics learning because of the quality of the material according to expert judgment in the category of "excellent" and effective in facilitating assessment to character education of students.
Personalized learning is one of the main ideals that many educational institutions strive to provide for their students. Learning analytics with its promise to help understand and optimize learning and the environments in which learning happens has eagerly been received in this context. Existing research in learning analytics has dedicated much attention to studies that aimed at identifying factors predicting different learning outcomes based on learners’ interaction with technology. Existing research indicates that learning is a dynamic process that is driven by feedback loops. If those feedback loops are not accounted for comprehensively, opportunities for creating personalized learning experiences are limited. However, there is the dearth of research that focuses on understanding how learning unfolds over a certain period of time under different conditions. This talk will describe different factors that influence students’ feedback loops and decision making. The talk will also discuss insights gained in several case studies that looked at dynamic models of learning.
This study examined the effects of using concept mapping on advanced level biology students' lower- and higher-order cognitive skills. Teachers from 8 intact biology classes used concept mapping as an alternative assessment strategy. A total of 156 students participated in the study. Students in the concept mapping groups performed significantly better than the control group on both lower- and higher-order cognitive skills based on a pre-test/post-test. The study found that concept mapping can lead to greater learning gains compared to traditional teaching methods. However, teachers noted that limited time was a challenge to using concept mapping more consistently.
Fundamental Physical Constants and more... JohnJavierIII
The document contains information about the Greek alphabet, SI prefixes, base and derived SI units, and various physics constants. It lists the Greek letters and their capital and lowercase forms. It defines SI prefixes from yotta to yocto and their symbol and meaning. It identifies the seven base SI units for physical quantities and some common derived units such as newton, watt, volt, and tesla. It also provides tables for metric unit conversions for length, area, volume, weight and mass, speed, and temperature. Finally, it lists the values of various fundamental physics constants including the gravitational constant, speed of light, Boltzmann's constant, and more.
The document discusses the center of gravity, which is the point where a body's weight is concentrated and can be balanced without rotating. For regularly shaped bodies, the center of gravity is located at the geometric center. The center of gravity in the human body is affected by age, sex, and body build, and is generally located around the second sacral vertebra, 6 inches above the crotch and at 55% of a person's height. However, the location shifts with changes in position and load carrying.
This document provides notes on various physics concepts including:
- Units of measurement for length, time, speed, velocity, and acceleration.
- Concepts of mass vs weight, density, forces, Hooke's law, circular motion, moments, and center of mass.
- Forms of energy, work, power, and conservation of energy.
- Renewable and non-renewable energy resources.
The document covers essential high school physics concepts in a concise yet comprehensive manner.
The document describes the segmental method for calculating the body's center of gravity. It involves dividing the body into segments, estimating the mass and center of gravity of each segment based on data from cadaver studies, then using calculations to determine the overall center of gravity location. The method takes several steps and uses tables to record segment data. It provides an estimate of the body's center of gravity but has weaknesses like being time-consuming and relying on older cadaver data.
This document discusses the concept of stability and center of gravity (CoG). It begins by defining stability as an object's ability to return to its original position after being tilted, while instability means an object continues moving past its original position. An object is in equilibrium when stationary. The CoG is the point where all the object's weight seems to be concentrated and where gravitational force acts. For regular shapes, the CoG is at the geometric center. Irregular shapes require finding the CoG experimentally by balancing on different points. Stability depends on CoG position and base size - a lower CoG and wider base increase stability. The document provides various examples and explanations of these concepts.
This document discusses various topics related to magnetism including:
1. The properties of bar magnets such as having two poles and aligning along the north-south axis.
2. Current loops and solenoids can also act as magnets with a magnetic dipole moment.
3. The magnetic field due to a dipole follows an inverse cube law and the torque on a dipole in a uniform field is proportional to the magnetic moment.
4. Earth has its own magnetic field with a magnetic axis inclined to the geographic axis, and this field exhibits properties like declination and dip.
5. Materials are classified as diamagnetic, paramagnetic or ferromagnetic based on their relative permeability and
The document discusses the concept of center of gravity and how it relates to an object's stability. It defines center of gravity as the point where an object's entire weight seems to act and explains that an object's stability depends on the position of its center of gravity relative to its base. Specifically, an object will be stable if tilting moves the center of gravity higher within the base, unstable if tilting lowers it outside the base, and neutrally stable if tilting does not change the height. Real-life examples like buses and lamps are designed with low, broad bases to lower the center of gravity and increase stability.
The document discusses center of gravity and stability. It defines key terms like center of mass, center of gravity, and equilibrium. It explains that an object's center of gravity depends on the distribution of its mass, and that an object will topple if its center of gravity extends beyond its base of support. The document also distinguishes between stable, unstable, and neutral equilibrium based on how the center of gravity changes with displacement.
This document provides information about the Malaysia Higher School Certificate Examination (STPM) Physics syllabus. It outlines the aims, objectives, content, and assessment of the STPM Physics course. The syllabus is divided into three terms covering different physics topics. Students will sit for an examination at the end of each term. The objectives are for students to develop physics knowledge and skills. Practical work is a compulsory school-based assessment involving 13 experiments and one group project. The objectives of the practical work and project are to improve students' experimental and soft skills.
This document outlines the aims, scheme of assessment, and conclusion for a secondary school biology syllabus in India. It aims to develop students' understanding of biological concepts and appreciation for life. The examination will consist of 4 papers testing knowledge, skills, and practical work. Paper I involves structured questions, Paper II involves essays and data analysis, Paper III evaluates practical skills, and Paper IV involves an experiment. Students must submit practical reports that will be graded out of 10 marks. The summary concludes by describing the interconnected nature of biology and how the syllabus aims to increase biological understanding.
This document outlines the tasks and assignments for a unit on scientific investigation. The unit focuses on developing investigative skills such as formulating hypotheses, planning experiments, collecting and analyzing data, and presenting results. Learners will conduct a practical investigation on a topic of their choice, such as how various factors affect the resistance of a wire. The investigation involves researching the topic, designing and carrying out an experiment, and analyzing and reporting findings. A conference is held for learners to review their progress and receive feedback, and the unit culminates in a final report on the investigation.
This document provides a syllabus for an AP Biology course taught at BrainworX Academy during the 2020-2021 school year. The course will meet daily from August 3, 2020 to May 21, 2021 in room 206 of the CTECH building. The instructor is Tim Welsh, who can be contacted by cell phone or email. The course aims to develop students' skills in collaboration, preparation for work and higher education, and innovation in biology. Key topics covered include evolution, biological systems, heredity, and interactions with the environment. Students will learn through inquiry-based labs and applying scientific practices to enduring understandings and big ideas. Formative and summative assessments will evaluate students' mastery of concepts and application of skills
This document outlines the International General Certificate of Secondary Education (IGCSE) syllabus for Biology. It includes the aims of the Biology IGCSE, which are to provide students with an educational experience in experimental and practical science, develop relevant scientific abilities and attitudes, and promote an awareness of how science influences society. The assessment objectives cover knowledge and understanding, handling information and solving problems, and experimental skills. The curriculum content and practical requirements are also described.
Quantum and statistical physics workbook dec2020NishchalJoshi6
This document discusses physical measurements and error analysis in experiments. It makes three key points:
1) Carefully designed experiments and analyzed results are needed to establish scientific facts. Insufficient experiments or analysis can lead to conflicting conclusions in literature.
2) Physical measurements in experiments necessarily involve errors and cannot be exact, limited by the instruments used and skills of the observer.
3) Errors in measurements come from personal, systematic and random sources. They must be identified, quantified and minimized as much as possible for accurate analysis and interpretation of experimental results.
This document outlines the curriculum for the Integrated Science course for 2010 secondary education. It covers the topic of the scientific method and matter for the first quarter. The general standard is for learners to demonstrate understanding of fundamental concepts and processes in science to analyze problems, think creatively, and make informed decisions to protect the environment. For the scientific method topic, learners will perform a teacher-guided community investigation using scientific methods. They will go through the steps of the scientific process, including formulating problems and hypotheses, experimentation, analyzing data, and drawing conclusions. The goal is for learners to understand the value and application of scientific inquiry.
This document provides an overview of an experimental design in psychology course. The course aims to teach students the principles and methods of experimental research, including formulating hypotheses, experimental designs, validity, generalization, and ethics. It covers 14 units over 45 hours of instruction, including both classroom and independent work. Students will learn about research design options, developing research projects, and applying scientific methodology rigorously. Assessment includes papers, projects, exams, and presentations. The course prepares students for competencies in research design, conducting projects, communicating results, and maintaining ethical standards.
This document outlines a module on building materials for a Bachelor of Science in Architecture program. It includes information on instructors, module synopsis, teaching objectives, learning outcomes, assessment components, schedule, and general rules. The key points are:
1. The module aims to inform students about the properties and typical uses of various building materials and their appropriate application and environmental impact.
2. Students will be assessed through projects, tests, and a final exam to evaluate their understanding of different material types, properties, and their effects on construction.
3. The module will be delivered over 12 weeks through lectures, tutorials, and self-study to help students recognize materials, describe their uses, and explain their properties and
1 Grade One Science Standards of Learning for Virginia PAbbyWhyte974
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
An Empirical Study on Attainment of Course Outcome for an Engineering course ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
This document outlines a module descriptor for a biostatistics course offered at GASHA private technical institute. The 4-credit hour course is taught over a 15-week semester. It aims to provide students with foundational statistical concepts and their application to biological experiments and data analysis. Key topics covered include measures of central tendency, variation, probability, hypothesis testing, t-tests, chi-square tests, correlation, and regression. Assessments include exams, quizzes, assignments, presentations, and potential lab work. The weekly course schedule provides details on theoretical and practical content to be covered each week.
This document provides course specifications for an unspecified course. It includes sections for course identification details, objectives and learning outcomes, content, teaching and assessment, student support, learning resources, quality evaluation, and approval data. The objectives section describes the overall goals and main objective of the course. Learning outcomes are aligned with knowledge, skills, and values domains and describe what students will know and be able to do upon completing the course. The content section lists course topics and their contact hours. Teaching strategies and assessment methods are aligned with learning outcomes. Assessment includes assignments, exams, and other tasks. Student support and learning resources are also outlined. The quality evaluation section describes assessing teaching effectiveness, learning outcomes achievement, and resource quality.
The document discusses learning outcomes and learning domains. It defines learning outcomes as statements describing what students should know, understand, and be able to do upon completing their studies. Learning outcomes fall under three categories - levels of qualification, fields of study, and specific programs. There are nine learning domains: knowledge, practical skills, thinking/scientific skills, communication, social/teamwork, values/ethics, information management, management/entrepreneurial, and leadership skills. Learning outcomes are important as they define expected learning, provide benchmarks for assessment, communicate expectations, and guide teaching and learning.
This document provides an overview of a course on risk assessment, management, and communication. The course covers the process of risk assessment, including hazard identification, exposure assessment, toxicological evaluation, and risk characterization. It uses the EPA's Superfund program as an example to illustrate the risk assessment process. The course also examines risk assessment paradigms in the US and other countries. Students will learn how to perform quantitative risk assessments and communicate risks. They will complete homework assignments, group presentations, an exam, and a final group project presenting a risk assessment scenario.
PHYSICS: Learning outcomes and CompetencesSEENET-MTP
The SEENET-MTP Seminar: Trends in Modern Physics
19–21 August 2011, Niš, Serbia
Talk by Radu Constantinescu (Faculty of Physics, University of Craiova)
1) The document discusses course specifications, which outline the objectives, content, assessment methods, and other details of a course. They serve as a contract between the university and students.
2) Important components of course specifications include general course information, objectives, content, intended learning outcomes, teaching methods, assessment methods, and references. Learning outcomes should be student-centered and describe what students will learn.
3) Course specifications benefit both teachers and students by improving the validity of assessments and ensuring alignment between teaching and testing. They communicate clear expectations to students.
The document discusses curriculum elements for a science education program, including essential understandings, content standards, and performance standards. It provides examples of essential understandings and unpacks how they relate to the content and performance standards. The document also describes how teachers analyzed and reviewed the curriculum elements to understand their purpose and relationships.
This document provides guidance on creating high-quality graphs with proper scaling, labeling, plotting of points, and calculating gradients. Key steps include using a scale where each small unit on the graph represents 1-5 units of the variable, labeling the axes with the variables and units, plotting points according to the values in the table, drawing a best-fit smooth line passing through most points, and using a triangle that covers half the line to calculate the gradient without using actual plotted points. Following these techniques will result in clear, accurate graphs.
This document discusses waves and how they can be produced and observed using a ripple tank. It defines key terms used to describe waves, such as circular and plane water waves, and wavefront. It explains how waves are produced in a ripple tank using a dipper to disturb the water, and how their amplitude and frequency can be controlled. It describes how waves refract when passing between deep and shallow water, changing their speed and wavelength. It also explains how waves reflect off barriers, reflecting at equal angles to the normal.
A teacher gave students an exam problem to determine the height of a tall building using a barometer. One student answered by lowering the barometer from the roof with a rope to measure the length. The teacher was unsure whether to give credit since the answer did not show physics knowledge. When given another chance, the student provided multiple solutions, including dropping the barometer to time its fall using kinematics, comparing the barometer and building shadows, or marking the barometer's length up stairs. The student noted there were non-physics answers as well, such as trading the barometer to the superintendent for the building's height.
The School-based Science Practical Assessment (SPA) evaluates students' practical skills over time in three main skill areas: performing experiments, analyzing results for sources of error and drawing conclusions, and planning investigations. Students are taught good practices for precise measurement and recording, including interpolating between scale divisions, using correct units, and calculating significant figures. Proper techniques are also covered for drawing graphs, including labeling axes, choosing scales, plotting points, determining gradients, and reading values. The precision of various equipment is outlined, along with examples of recording measurements to the correct degree of uncertainty.
This document discusses renewable and non-renewable energy sources and their impact on climate change. It classifies various energy sources as renewable or non-renewable and notes that while non-renewable sources like coal and oil are limited and increase pollution, renewable sources can be replenished from natural sources but devices to collect and store this energy can impact the environment and be costly. It questions whether renewable energy can meet global energy demands and compares energy reserves of non-renewable sources to usage.
Work in physics refers to the transfer of energy when a force causes an object to move. The amount of work done depends on both the magnitude of the applied force and the distance moved in the direction of the force, according to the formula: Work = Force x Distance. One joule of work is done when a one newton force moves an object one meter in the direction of the force. Work is a scalar quantity rather than a vector. No work is done if the net force on an object is zero, such as when pushing against a wall with no resulting motion.
The document discusses the concepts of potential energy, kinetic energy, and the principle of conservation of energy. It explains that:
1) When gravitational potential energy is fully converted to kinetic energy or vice versa, the principle of conservation of energy states that the amounts must be equal.
2) In a non-ideal pendulum or other system, some energy is always lost to heat and friction during conversions between potential and kinetic energy, so the full amount is not regained.
3) Efficiency refers to the ratio of useful energy output to the total energy input in a system, expressed as a percentage. It accounts for energy lost to other forms like heat.
The document discusses moments and turning forces. It defines a moment as the turning effect of a force, which is calculated by multiplying the force by the distance from the pivot point. Longer distances from the pivot result in greater moments and easier turning. Balancing moments is key, such as with a see-saw where the anticlockwise moment must equal the clockwise moment.
The document discusses the difference between mass and weight. It states that mass remains constant regardless of location, while weight varies depending on the gravitational acceleration. Mass is measured in kilograms using a balance, while weight is measured in Newtons using a spring scale. The gravitational acceleration on the moon is about one-sixth that of Earth.
This document discusses representation in physics, specifically focusing on free-body diagrams. It defines what a free-body diagram is and provides examples of drawing them to represent different forces like weight, tension, and contact forces. Key examples include a person standing, a hanging picture, and boats being towed. The document also discusses the effects of friction, like how it allows cars and feet to move forward, and the factors that influence the amount of friction between surfaces.
The document discusses different tools used to measure length and time. It describes how a metre rule, vernier caliper, and micrometer screw gauge can be used to measure length to precisions of 0.1 cm, 0.01 cm, and 0.01 mm respectively. It also explains that a stopwatch and ticker-tape timer can be used to measure short time intervals to precisions of 0.01 seconds and 0.02 seconds. The period of a pendulum is defined as the time for one complete oscillation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
5059 Physics Syllabus
1. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
PHYSICS
GCE ORDINARY LEVEL
(Syllabus 5059)
CONTENTS
Page
INTRODUCTION
2
AIMS
2
ASSESSMENT OBJECTIVES
3
SCHEME OF ASSESSMENT
5
CONTENT STRUCTURE
7
SUBJECT CONTENT
8
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS
23
PRACTICAL GUIDELINES
24
MATHEMATICAL REQUIREMENTS
25
GLOSSARY OF TERMS
26
SPECIAL NOTE
27
Singapore Examinations and Assessment Board
MOE & UCLES 2012
1
2. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
INTRODUCTION
The ‘O’ level physics syllabus provides students with a coherent understanding of energy, matter, and
their interrelationships. It focuses on investigating natural phenomena and then applying patterns, models
(including mathematical ones), principles, theories and laws to explain the physical behaviour of the
universe. The theories and concepts presented in this syllabus belong to a branch of physics commonly
referred to as classical physics. Modern physics, developed to explain the quantum properties at the
atomic and sub-atomic level, is built on knowledge of these classical theories and concepts.
Students should think of physics in terms of scales. Whereas the classical theories such as Newton’s
laws of motion apply to common physical systems that are larger than the size of atoms, a more
comprehensive theory, quantum theory, is needed to describe systems at the atomic and sub-atomic
scales. It is at these scales that physicists are currently making new discoveries and inventing new
applications.
It is envisaged that teaching and learning programmes based on this syllabus would feature a wide
variety of learning experiences designed to promote acquisition of scientific expertise and understanding,
and to develop values and attitudes relevant to science. Teachers are encouraged to use a combination
of appropriate strategies to effectively engage and challenge their students. It is expected that students
will apply investigative and problem-solving skills, effectively communicate the theoretical concepts
covered in this course and appreciate the contribution physics makes to our understanding of the
physical world.
AIMS
These are not listed in order of priority.
The aims are to:
1.
provide, through well-designed studies of experimental and practical Physics, a worthwhile
educational experience for all students, whether or not they go on to study science beyond this
level and, in particular, to enable them to acquire sufficient understanding and knowledge to
1.1 become confident citizens in a technological world, able to take or develop an informed
interest in matters of scientific importance;
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
1.3 be suitably prepared for studies beyond Ordinary level in Physics, in applied sciences or in
science-related courses.
2.
develop abilities and skills that
2.1 are relevant to the study and practice of science;
2.2 are useful in everyday life;
2.3 encourage efficient and safe practice;
2.4 encourage effective communication.
3.
develop attitudes relevant to science such as
3.1
concern for accuracy and precision;
3.2
objectivity;
3.3
integrity;
Singapore Examinations and Assessment Board
MOE & UCLES 2012
2
3. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
3.4
inquiry;
3.5
initiative;
3.6
inventiveness.
4.
stimulate interest in and care for the local and global environment.
5.
promote an awareness that
5.1 the study and practice of science are co-operative and cumulative activities, and are subject
to social, economic, technological, ethical and cultural influences and limitations;
5.2 the applications of science may be both beneficial and detrimental to the individual, the
community and the environment;
5.3 science transcends national boundaries and that the language of science, correctly and
rigorously applied, is universal;
5.4 the use of information technology is important for communications, as an aid to experiments
and as a tool for the interpretation of experimental and theoretical results.
ASSESSMENT OBJECTIVES
A
Knowledge with Understanding
Students should be able to demonstrate knowledge and understanding in relation to:
1.
scientific phenomena, facts, laws, definitions, concepts, theories;
2.
scientific vocabulary, terminology, conventions (including symbols, quantities and units contained
in ‘Signs, Symbols and Systematics 16-19’, Association for Science Education, 2000);
3.
scientific instruments and apparatus, including techniques of operation and aspects of safety;
4.
scientific quantities and their determination;
5.
scientific and technological applications with their social, economic and environmental implications.
The subject content defines the factual knowledge that candidates may be required to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state, describe,
explain or outline. (See the Glossary of Terms.)
B
Handling Information and Solving Problems
Students should be able – in words or by using symbolic, graphical and numerical forms of presentation –
to:
1.
locate, select, organise and present information from a variety of sources;
2.
translate information from one form to another;
3.
manipulate numerical and other data;
4.
use information to identify patterns, report trends and draw inferences;
5.
present reasoned explanations for phenomena, patterns and relationships;
6.
make predictions and propose hypotheses;
7.
solve problems.
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These assessment objectives cannot be precisely specified in the subject content because questions
testing such skills may be based on information which is unfamiliar to the candidate. In answering such
questions, candidates are required to use principles and concepts that are within the syllabus and apply
them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives
will often begin with one of the following words: predict, suggest, calculate or determine. (See the
Glossary of Terms.)
C
Experimental Skills and Investigations
Students should be able to:
1.
follow a sequence of instructions;
2.
use techniques, apparatus and materials;
3.
make and record observations, measurements and estimates;
4.
interpret and evaluate observations and experimental results;
5.
plan investigations, select techniques, apparatus and materials;
6.
evaluate methods and suggest possible improvements.
Weighting of Assessment Objectives
Theory Papers (Papers 1 and 2)
A
Knowledge with Understanding, approximately 45% of the marks with approximately 15% allocated
to recall.
B
Handling Information and Solving Problems, approximately 55% of the marks.
School-Based Science Practical Assessment (SPA) (Paper 3)
C
Experimental Skills and Investigations, 100% of the marks.
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SCHEME OF ASSESSMENT
Candidates are required to enter for Papers 1, 2 and 3.
Paper
Type of Paper
Duration
Marks
Weighting
1
Multiple Choice
1h
40
30 %
2
Structured and Free Response
1 h 45 min
80
50 %
3
School-based Science Practical
Assessment (SPA)
96
20 %
--
Theory papers
Paper 1 (1 h, 40 marks),
consisting of 40 compulsory multiple choice items of the direct
choice type.
Paper 2 (1 h 45 min, 80 marks),
consisting of two sections.
Section A will carry 50 marks and will consist of a variable number
of compulsory structured questions.
Section B will carry 30 marks and will consist of three questions.
The first two questions are compulsory questions, one of which will
be a data-based question requiring candidates to interpret,
evaluate or solve problems using a stem of information. This
question will carry 8 – 12 marks. The last question will be
presented in an either/or form and will carry 10 marks.
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School-based Science Practical Assessment (SPA)
Paper 3 (96 marks)
The School-based Science Practical Assessment (SPA) will be conducted to assess appropriate aspects
of objectives C1 to C6. SPA will take place over an appropriate period that the candidates are offering the
subject. The assessment of science practical skills is grouped into 3 skill sets:
Skill set 1 – Performing and Observing
Skill set 2 – Analysing
Skill set 3 – Planning
Each candidate is to be assessed only twice for each of skill sets 1 and 2 and only once for skill set 3.
Weighting and Marks Computation of the 3 Skill Sets
The overall level of performance of each skill set (skill sets 1, 2 and 3) is the sum total of the level of
performance of each strand within the skill set.
The weighting and marks computation of the skill sets are as follows:
Skill
Set
No. of
Assessments
(a)
Max Marks per
Assessment (b)
Weight
(c)
Sub-total
(a × b × c)
Weighting
1
2
6
4
2 × 6 × 4 = 48
50%
2
2
4
3
2 × 4 × 3 = 24
25%
3
1
4
6
1 × 4 × 6 = 24
25%
Total Marks for SPA
96
Please refer to the SPA Information Booklet for more detailed information on the conduct of SPA.
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CONTENT STRUCTURE
Section
Topics
I. Measurement
1. Physical Quantities, Units and Measurement
II. Newtonian Mechanics
2. Kinematics
3. Dynamics
4. Mass, Weight and Density
5. Turning Effect of Forces
6. Pressure
7. Energy, Work and Power
III. Thermal Physics
8. Kinetic Model of Matter
9. Transfer of Thermal Energy
10. Temperature
11. Thermal Properties of Matter
IV. Waves
12. General Wave Properties
13. Light
14. Electromagnetic Spectrum
15. Sound
V. Electricity and Magnetism
16. Static Electricity
17. Current of Electricity
18. D.C. Circuits
19. Practical Electricity
20. Magnetism
21. Electromagnetism
22. Electromagnetic Induction
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SUBJECT CONTENT
SECTION I:
MEASUREMENT
Overview
In order to gain a better understanding of the physical world, scientists use a process of investigation that
follows a general cycle of observation, hypothesis, deduction, test and revision, sometimes referred to as
the scientific method. Galileo Galilei, one of the earliest architects of this method, believed that the study
of science had a strong logical basis that involved precise definitions of terms and physical quantities,
and a mathematical structure to express relationships between these physical quantities.
In this section, we study a set of base physical quantities and units that can be used to derive all other
physical quantities. These precisely defined quantities and units, with accompanying order-of-ten prefixes
(e.g. milli, centi and kilo) can then be used to describe the interactions between objects in systems that
range from celestial objects in space to sub-atomic particles.
1.
Physical Quantities, Units and Measurement
Content
Physical quantities
SI units
Prefixes
Scalars and vectors
Measurement of length and time
Learning Outcomes
Candidates should be able to:
(a)
show understanding that all physical quantities consist of a numerical magnitude and a unit
(b)
recall the following base quantities and their units: mass (kg), length (m), time (s), current (A),
temperature (K), amount of substance (mol)
(c)
use the following prefixes and their symbols to indicate decimal sub-multiples and multiples of the
SI units: nano (n), micro (µ), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G)
(d)
show an understanding of the orders of magnitude of the sizes of common objects ranging from a
typical atom to the Earth
(e)
state what is meant by scalar and vector quantities and give common examples of each
(f)
add two vectors to determine a resultant by a graphical method
(g)
describe how to measure a variety of lengths with appropriate accuracy by means of tapes, rules,
micrometers and calipers, using a vernier scale as necessary
(h)
describe how to measure a short interval of time including the period of a simple pendulum with
appropriate accuracy using stopwatches or appropriate instruments
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SECTION II:
NEWTONIAN MECHANICS
Overview
Mechanics is the branch of physics that deals with the study of motion and its causes. Through a careful
process of observation and experimentation, Galileo Galilei used experiments to overturn Aristotle’s ideas
of the motion of objects, for example the flawed idea that heavy objects fall faster than lighter ones, which
dominated physics for about 2,000 years.
The greatest contribution to the development of mechanics is by one of the greatest physicists of all time,
Isaac Newton. By extending Galileo’s methods and understanding of motion and gravitation, Newton
developed the three laws of motion and his law of universal gravitation, and successfully applied them to
both terrestrial and celestial systems to predict and explain phenomena. He showed that nature is
governed by a few special rules or laws that can be expressed in mathematical formulae. Newton’s
combination of logical experimentation and mathematical analysis shaped the way science has been
done ever since.
In this section, we begin by examining kinematics, which is a study of motion without regard for the
cause. After which, we study the conditions required for an object to be accelerated and introduce the
concept of forces through Newton’s Laws. Subsequently, concepts of moments and pressure are
introduced as consequences of a force. Finally, this section rounds up by leading the discussion from
force to work and energy, and the use of the principle of conservation of energy to explain interactions
between bodies.
2.
Kinematics
Content
Speed, velocity and acceleration
Graphical analysis of motion
Free-fall
Effect of air resistance
Learning Outcomes
Candidates should be able to:
(a)
state what is meant by speed and velocity
(b)
calculate average speed using distance travelled / time taken
(c)
state what is meant by uniform acceleration and calculate the value of an acceleration using
change in velocity / time taken
(d)
interpret given examples of non-uniform acceleration
(e)
plot and interpret a displacement-time graph and a velocity-time graph
(f)
deduce from the shape of a displacement-time graph when a body is:
(i)
at rest
(ii)
moving with uniform velocity
(iii)
moving with non-uniform velocity
(g)
deduce from the shape of a velocity-time graph when a body is:
(i)
at rest
(ii)
moving with uniform velocity
(iii)
moving with uniform acceleration
(iv)
moving with non-uniform acceleration
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(h)
calculate the area under a velocity-time graph to determine the displacement travelled for motion
with uniform velocity or uniform acceleration
(i)
state that the acceleration of free fall for a body near to the Earth is constant and is approximately
10 m / s2
(j)
describe the motion of bodies with constant weight falling with or without air resistance, including
reference to terminal velocity
3.
Dynamics
Content
Balanced and unbalanced forces
Free-body diagram
Friction
Learning Outcomes
Candidates should be able to:
(a)
apply Newton's Laws to:
(i)
describe the effect of balanced and unbalanced forces on a body
(ii)
describe the ways in which a force may change the motion of a body
(iii)
identify action-reaction pairs acting on two interacting bodies
(stating of Newton's Laws is not required)
(b)
identify forces acting on an object and draw free body diagram(s) representing the forces acting on
the object (for cases involving forces acting in at most 2 dimensions)
(c)
solve problems for a static point mass under the action of 3 forces for 2-dimensional cases (a
graphical method would suffice)
(d)
recall and apply the relationship resultant force = mass × acceleration to new situations or to solve
related problems
(e)
explain the effects of friction on the motion of a body
4.
Mass, Weight and Density
Content
Mass and weight
Gravitational field and field strength
Density
Learning Outcomes
Candidates should be able to:
(a)
state that mass is a measure of the amount of substance in a body
(b)
state that mass of a body resists a change in the state of rest or motion of the body (inertia)
(c)
state that a gravitational field is a region in which a mass experiences a force due to gravitational
attraction
(d)
define gravitational field strength, g, as gravitational force per unit mass
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(e)
recall and apply the relationship weight = mass × gravitational field strength to new situations or to
solve related problems
(f)
distinguish between mass and weight
(g)
recall and apply the relationship density = mass / volume to new situations or to solve related
problems
5.
Turning Effect of Forces
Content
Moments
Centre of gravity
Stability
Learning Outcomes
Candidates should be able to:
(a)
describe the moment of a force in terms of its turning effect and relate this to everyday examples
(b)
recall and apply the relationship moment of a force (or torque) = force × perpendicular distance
from the pivot to new situations or to solve related problems
(c)
state the principle of moments for a body in equilibrium
(d)
apply the principle of moments to new situations or to solve related problems
(e)
show understanding that the weight of a body may be taken as acting at a single point known as its
centre of gravity
(f)
describe qualitatively the effect of the position of the centre of gravity on the stability of objects
6.
Pressure
Content
Pressure
Pressure differences
Pressure measurement
Learning Outcomes
Candidates should be able to:
(a)
define the term pressure in terms of force and area
(b)
recall and apply the relationship pressure = force / area to new situations or to solve related
problems
(c)
describe and explain the transmission of pressure in hydraulic systems with particular reference to
the hydraulic press
(d)
recall and apply the relationship pressure due to a liquid column = height of column × density of the
liquid × gravitational field strength to new situations or to solve related problems
(e)
describe how the height of a liquid column may be used to measure the atmospheric pressure
(f)
describe the use of a manometer in the measurement of pressure difference
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7.
Energy, Work and Power
Content
Energy conversion and conservation
Work
Power
Learning Outcomes
Candidates should be able to:
(a)
show understanding that kinetic energy, potential energy (chemical, gravitational, elastic), light
energy, thermal energy, electrical energy and nuclear energy are examples of different forms of
energy
(b)
state the principle of the conservation of energy and apply the principle to new situations or to
solve related problems
(c)
calculate the efficiency of an energy conversion using the formula efficiency = energy converted to
useful output / total energy input
(d)
state that kinetic energy Ek = ½ mv2 and gravitational potential energy Ep = mgh (for potential
energy changes near the Earth’s surface)
(e)
apply the relationships for kinetic energy and potential energy to new situations or to solve related
problems
(f)
recall and apply the relationship work done = force × distance moved in the direction of the force
to new situations or to solve related problems
(g)
recall and apply the relationship power = work done / time taken to new situations or to solve
related problems
SECTION III:
THERMAL PHYSICS
Overview
Amongst the early scientists, heat was thought as some kind of invisible, massless fluid called ‘caloric’.
Certain objects that released heat upon combustion were thought to be able to ‘store’ the fluid. However,
this explanation failed to explain why friction was able to produce heat. In the 1840s, James Prescott
Joule used a falling weight to drive an electrical generator that heated a wire immersed in water. This
experiment demonstrated that work done by a falling object could be converted to heat.
In the previous section, we studied about energy and its conversion. Many energy conversion processes
which involve friction will have heat as a product. This section begins with the introduction of the kinetic
model of matter. This model is then used to explain and predict the physical properties and changes of
matter at the molecular level in relation to heat or thermal energy transfer.
8.
Kinetic Model of Matter
Content
States of matter
Brownian motion
Kinetic model
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Learning Outcomes
Candidates should be able to:
(a)
compare the properties of solids, liquids and gases
(b)
describe qualitatively the molecular structure of solids, liquids and gases, relating their properties
to the forces and distances between molecules and to the motion of the molecules
(c)
infer from Brownian motion experiment the evidence for the movement of molecules
(d)
describe the relationship between the motion of molecules and temperature
(e)
explain the pressure of a gas in terms of the motion of its molecules
(f)
recall and explain the following relationships using the kinetic model (stating of the corresponding
gas laws is not required):
(i) a change in pressure of a fixed mass of gas at constant volume is caused by a change in
temperature of the gas
(ii) a change in volume occupied by a fixed mass of gas at constant pressure is caused by a
change in temperature of the gas
(iii) a change in pressure of a fixed mass of gas at constant temperature is caused by a change in
volume of the gas
(g)
use the relationships in (f) in related situations and to solve problems (a qualitative treatment would
suffice)
9.
Transfer of Thermal Energy
Content
Conduction
Convection
Radiation
Learning Outcomes
Candidates should be able to:
(a)
show understanding that thermal energy is transferred from a region of higher temperature to a
region of lower temperature
(b)
describe, in molecular terms, how energy transfer occurs in solids
(c)
describe, in terms of density changes, convection in fluids
(d)
explain that energy transfer of a body by radiation does not require a material medium and the rate
of energy transfer is affected by:
(i)
colour and texture of the surface
(ii)
surface temperature
(iii)
surface area
(e)
apply the concept of thermal energy transfer to everyday applications
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10.
Temperature
Content
Principles of thermometry
Learning Outcomes
Candidates should be able to:
(a)
explain how a physical property which varies with temperature, such as volume of liquid column,
resistance of metal wire and electromotive force (e.m.f.) produced by junctions formed with wires
of two different metals, may be used to define temperature scales
(b)
describe the process of calibration of a liquid-in-glass thermometer, including the need for fixed
points such as the ice point and steam point
11.
Thermal Properties of Matter
Content
Internal energy
Specific heat capacity
Melting, boiling and evaporation
Specific latent heat
Learning Outcomes
Candidates should be able to:
(a)
describe a rise in temperature of a body in terms of an increase in its internal energy (random
thermal energy)
(b)
define the terms heat capacity and specific heat capacity
(c)
recall and apply the relationship thermal energy = mass × specific heat capacity × change in
temperature to new situations or to solve related problems
(d)
describe melting/solidification and boiling/condensation as processes of energy transfer without a
change in temperature
(e)
explain the difference between boiling and evaporation
(f)
define the terms latent heat and specific latent heat
(g)
recall and apply the relationship thermal energy = mass × specific latent heat to new situations or
to solve related problems
(h)
explain latent heat in terms of molecular behaviour
(i)
sketch and interpret a cooling curve
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15. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
SECTION IV:
WAVES
Overview
Waves are inherent in our everyday lives. Much of our understanding of wave phenomena has been
accumulated over the centuries through the study of light (optics) and sound (acoustics). The nature of
oscillations in light was only understood when James Clerk Maxwell, in his unification of electricity,
magnetism and electromagnetic waves, stated that all electromagnetic fields spread in the form of waves.
Using a mathematical model (Maxwell’s equations), he calculated the speed of electromagnetic waves
and found it to be close to the speed of light, leading him to make a bold but correct inference that light
consists of propagating electromagnetic disturbances. This gave the very nature of electromagnetic
waves, and hence its name.
In this section, we examine the nature of waves in terms of the coordinated movement of particles. The
discussion moves on to wave propagation and its uses by studying the properties of light,
electromagnetic waves and sound, as well as their applications in wireless communication, home
appliances, medicine and industry.
12.
General Wave Properties
Content
Describing wave motion
Wave terms
Longitudinal and transverse waves
Learning Outcomes
Candidates should be able to:
(a)
describe what is meant by wave motion as illustrated by vibrations in ropes and springs and by
waves in a ripple tank
(b)
show understanding that waves transfer energy without transferring matter
(c)
define speed, frequency, wavelength, period and amplitude
(d)
state what is meant by the term wavefront
(e)
recall and apply the relationship velocity = frequency × wavelength to new situations or to solve
related problems
(f)
compare transverse and longitudinal waves and give suitable examples of each
13.
Light
Content
Reflection of light
Refraction of light
Thin lenses
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16. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
Learning Outcomes
Candidates should be able to:
(a)
recall and use the terms for reflection, including normal, angle of incidence and angle of reflection
(b)
state that, for reflection, the angle of incidence is equal to the angle of reflection and use this
principle in constructions, measurements and calculations
(c)
recall and use the terms for refraction, including normal, angle of incidence and angle of refraction
(d)
recall and apply the relationship sin i / sin r = constant to new situations or to solve related
problems
(e)
define refractive index of a medium in terms of the ratio of speed of light in vacuum and in the
medium
(f)
explain the terms critical angle and total internal reflection
(g)
identify the main ideas in total internal reflection and apply them to the use of optical fibres in
telecommunication and state the advantages of their use
(h)
describe the action of a thin lens (both converging and diverging) on a beam of light
(i)
define the term focal length for a converging lens
(j)
draw ray diagrams to illustrate the formation of real and virtual images of an object by a thin
converging lens
14.
Electromagnetic Spectrum
Content
Properties of electromagnetic waves
Applications of electromagnetic waves
Effects of electromagnetic waves on cells and tissue
Learning Outcomes
Candidates should be able to:
(a)
state that all electromagnetic waves are transverse waves that travel with the same speed in
vacuum and state the magnitude of this speed
(b)
describe the main components of the electromagnetic spectrum
(c)
state examples of the use of the following components:
(i)
radiowaves (e.g. radio and television communication)
(ii)
microwaves (e.g. microwave oven and satellite television)
(iii)
infra-red (e.g. infra-red remote controllers and intruder alarms)
(iv)
light (e.g. optical fibres for medical uses and telecommunications)
(v)
ultra-violet (e.g. sunbeds and sterilisation)
(vi)
X-rays (e.g. radiological and engineering applications)
(vii)
gamma rays (e.g. medical treatment)
(d)
describe the effects of absorbing electromagnetic waves, e.g. heating, ionisation and damage to
living cells and tissue
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17. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
15.
Sound
Content
Sound waves
Speed of sound
Echo
Ultrasound
Learning Outcomes
Candidates should be able to:
(a)
describe the production of sound by vibrating sources
(b)
describe the longitudinal nature of sound waves in terms of the processes of compression and
rarefaction
(c)
explain that a medium is required in order to transmit sound waves and the speed of sound differs
in air, liquids and solids
(d)
describe a direct method for the determination of the speed of sound in air and make the
necessary calculation
(e)
relate loudness of a sound wave to its amplitude and pitch to its frequency
(f)
describe how the reflection of sound may produce an echo, and how this may be used for
measuring distances
(g)
define ultrasound and describe one use of ultrasound, e.g. quality control and pre-natal scanning
SECTION V:
ELECTRICITY AND MAGNETISM
Overview
For a long time, electricity and magnetism were seen as independent phenomena. Hans Christian
Oersted, in 1802, discovered that a current carrying conductor deflected a compass needle. This
discovery was overlooked by the scientific community until 18 years later. It may be a chance discovery,
but it takes an observant scientist to notice. The exact relationship between an electric current and the
magnetic field it produced was deduced mainly through the work of Andre Marie Ampere. However, the
major discoveries in electromagnetism were made by two of the greatest names in physics, Michael
Faraday and James Clerk Maxwell.
The section begins with a discussion of electric charges that are static, i.e. not moving. Next, we study
the phenomena associated with moving charges and the concepts of current, voltage and resistance. We
also study how these concepts are applied to simple circuits and household electricity. Thereafter, we
study the interaction of magnetic fields to pave the way for the study of the interrelationship between
electricity and magnetism. The phenomenon in which a current interacts with a magnetic field is studied
in electromagnetism, while the phenomenon in which a current or electromotive force is induced in a
moving conductor within a magnetic field is studied in electromagnetic induction.
16.
Static Electricity
Content
Laws of electrostatics
Principles of electrostatics
Electric field
Applications of electrostatics
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18. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
Learning Outcomes
Candidates should be able to:
(a)
state that there are positive and negative charges and that charge is measured in coulombs
(b)
state that unlike charges attract and like charges repel
(c)
describe an electric field as a region in which an electric charge experiences a force
(d)
draw the electric field of an isolated point charge and recall that the direction of the field lines gives
the direction of the force acting on a positive test charge
(e)
draw the electric field pattern between two isolated point charges
(f)
show understanding that electrostatic charging by rubbing involves a transfer of electrons
(g)
describe experiments to show electrostatic charging by induction
(h)
describe examples where electrostatic charging may be a potential hazard
(i)
describe the use of electrostatic charging in a photocopier, and apply the use of electrostatic
charging to new situations
17.
Current of Electricity
Content
Conventional current and electron flow
Electromotive force
Potential difference
Resistance
Learning Outcomes
Candidates should be able to:
(a)
state that current is a rate of flow of charge and that it is measured in amperes
(b)
distinguish between conventional current and electron flow
(c)
recall and apply the relationship charge = current × time to new situations or to solve related
problems
(d)
define electromotive force (e.m.f.) as the work done by a source in driving unit charge around a
complete circuit
(e)
calculate the total e.m.f. where several sources are arranged in series
(f)
state that the e.m.f. of a source and the potential difference (p.d.) across a circuit component is
measured in volts
(g)
define the p.d. across a component in a circuit as the work done to drive unit charge through the
component
(h)
state the definition that resistance = p.d. / current
(i)
apply the relationship R = V/I to new situations or to solve related problems
(j)
describe an experiment to determine the resistance of a metallic conductor using a voltmeter and
an ammeter, and make the necessary calculations
(k)
recall and apply the formulae for the effective resistance of a number of resistors in series and in
parallel to new situations or to solve related problems
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19. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
(l)
recall and apply the relationship of the proportionality between resistance and the length and
cross-sectional area of a wire to new situations or to solve related problems
(m)
state Ohm’s Law
(n)
describe the effect of temperature increase on the resistance of a metallic conductor
(o)
sketch and interpret the I/V characteristic graphs for a metallic conductor at constant temperature,
for a filament lamp and for a semiconductor diode
18.
D.C. Circuits
Content
Current and potential difference in circuits
Series and parallel circuits
Potential divider circuit
Thermistor and light-dependent resistor
Learning Outcomes
Candidates should be able to:
(a)
draw circuit diagrams with power sources (cell, battery, d.c. supply or a.c. supply), switches,
lamps, resistors (fixed and variable), variable potential divider (potentiometer), fuses, ammeters
and voltmeters, bells, light-dependent resistors, thermistors and light-emitting diodes
(b)
state that the current at every point in a series circuit is the same and apply the principle to new
situations or to solve related problems
(c)
state that the sum of the potential differences in a series circuit is equal to the potential difference
across the whole circuit and apply the principle to new situations or to solve related problems
(d)
state that the current from the source is the sum of the currents in the separate branches of a
parallel circuit and apply the principle to new situations or to solve related problems
(e)
state that the potential difference across the separate branches of a parallel circuit is the same and
apply the principle to new situations or to solve related problems
(f)
recall and apply the relevant relationships, including R = V/I and those for current, potential
differences and resistors in series and in parallel circuits, in calculations involving a whole circuit
(g)
describe the action of a variable potential divider (potentiometer)
(h)
describe the action of thermistors and light-dependent resistors and explain their use as input
transducers in potential dividers
(i)
solve simple circuit problems involving thermistors and light-dependent resistors
19.
Practical Electricity
Content
Electric power and energy
Dangers of electricity
Safe use of electricity in the home
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20. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
Learning Outcomes
Candidates should be able to:
(a)
describe the use of the heating effect of electricity in appliances such as electric kettles, ovens and
heaters
(b)
recall and apply the relationships P = V I and E = V I t to new situations or to solve related
problems
(c)
calculate the cost of using electrical appliances where the energy unit is the kW h
(d)
compare the use of non-renewable and renewable energy sources such as fossil fuels, nuclear
energy, solar energy, wind energy and hydroelectric generation to generate electricity in terms of
energy conversion efficiency, cost per kW h produced and environmental impact
(e)
state the hazards of using electricity in the following situations:
(i)
damaged insulation
(ii)
overheating of cables
(iii)
damp conditions
(f)
explain the use of fuses and circuit breakers in electrical circuits and of fuse ratings
(g)
explain the need for earthing metal cases and for double insulation
(h)
state the meaning of the terms live, neutral and earth
(i)
describe the wiring in a mains plug
(j)
explain why switches, fuses, and circuit breakers are wired into the live conductor
20.
Magnetism
Content
Laws of magnetism
Magnetic properties of matter
Magnetic field
Learning Outcomes
Candidates should be able to:
(a)
state the properties of magnets
(b)
describe induced magnetism
(c)
describe electrical methods of magnetisation and demagnetisation
(d)
draw the magnetic field pattern around a bar magnet and between the poles of two bar magnets
(e)
describe the plotting of magnetic field lines with a compass
(f)
distinguish between the properties and uses of temporary magnets (e.g. iron) and permanent
magnets (e.g. steel)
21.
Electromagnetism
Content
Magnetic effect of a current
Applications of the magnetic effect of a current
Force on a current-carrying conductor
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21. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
The d.c. motor
Learning Outcomes
Candidates should be able to:
(a)
draw the pattern of the magnetic field due to currents in straight wires and in solenoids and state
the effect on the magnetic field of changing the magnitude and/or direction of the current
(b)
describe the application of the magnetic effect of a current in a circuit breaker
(c)
describe experiments to show the force on a current-carrying conductor, and on a beam of
charged particles, in a magnetic field, including the effect of reversing
(i)
the current
(ii)
the direction of the field
(d)
deduce the relative directions of force, field and current when any two of these quantities are at
right angles to each other using Fleming’s left-hand rule
(e)
describe the field patterns between currents in parallel conductors and relate these to the forces
which exist between the conductors (excluding the Earth’s field)
(f)
explain how a current-carrying coil in a magnetic field experiences a turning effect and that the
effect is increased by increasing
(i)
the number of turns on the coil
(ii)
the current
(g)
discuss how this turning effect is used in the action of an electric motor
(h)
describe the action of a split-ring commutator in a two-pole, single-coil motor and the effect of
winding the coil on to a soft-iron cylinder
22.
Electromagnetic Induction
Content
Principles of electromagnetic induction
The a.c. generator
Use of cathode-ray oscilloscope
The transformer
Learning Outcomes
Candidates should be able to:
(a)
deduce from Faraday’s experiments on electromagnetic induction or other appropriate
experiments:
(i)
that a changing magnetic field can induce an e.m.f. in a circuit
(ii)
that the direction of the induced e.m.f. opposes the change producing it
(iii)
the factors affecting the magnitude of the induced e.m.f.
(b)
describe a simple form of a.c. generator (rotating coil or rotating magnet) and the use of slip rings
(where needed)
(c)
sketch a graph of voltage output against time for a simple a.c. generator
(d)
describe the use of a cathode-ray oscilloscope (c.r.o.) to display waveforms and to measure
potential differences and short intervals of time (detailed circuits, structure and operation of the
c.r.o. are not required)
(e)
interpret c.r.o. displays of waveforms, potential differences and time intervals to solve related
problems
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22. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
(f)
describe the structure and principle of operation of a simple iron-cored transformer as used for
voltage transformations
(g)
recall and apply the equations VP / VS = NP / NS and VPIP = VSIS to new situations or to solve
related problems (for an ideal transformer)
(h)
describe the energy loss in cables and deduce the advantages of high voltage transmission
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23. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS
Students should be able to state the symbols for the following physical quantities and, where indicated,
state the units in which they are measured. Students should be able to define those items indicated by an
asterisk (*).
Quantity
Symbol
Unit
length
l, h . . .
km, m, cm, mm
area
A
m2, cm2
volume
V
m3, cm3
weight*
W
N*
mass
m, M
kg, g, mg
time
t
h, min, s, ms
period*
T
s
density*
ρ
g / cm3, kg / m3
speed*
u, v
km / h, m / s, cm / s
acceleration*
a
m / s2
acceleration of free fall
g
m / s2, N / kg
force*
F, f
N
moment of force*
Nm
work done*
W, E
J*
energy
E
J, kW h*
power*
P
W*
pressure*
p, P
Pa*, N / m2, mm Hg
temperature
θ,T
°C, K
heat capacity
C
J / °C, J / K
specific heat capacity*
c
J / (g °C), J / (g K)
latent heat
L
J
specific latent heat*
l
J / kg, J / g
frequency*
f
Hz
wavelength*
λ
m, cm
focal length
f
m, cm
angle of incidence
i
degree (°)
angles of reflection, refraction
r
degree (°)
critical angle
c
degree (°)
potential difference*/voltage
V
V*, mV
current*
I
A, mA
charge
q, Q
C, A s
e.m.f.*
E
V
resistance
R
Ω
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24. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
PRACTICAL GUIDELINES
Scientific subjects are, by their nature, experimental. It is therefore important that the candidates carry out
appropriate practical work to support and facilitate the learning of this subject. A list of suggested
practical work is provided below.
Measurements of length, time interval, temperature, volume, mass and weight using the
appropriate instruments
Determination of the density of solids and liquids
Determination of the value of the acceleration of free fall
Investigation of the effects of balanced and unbalanced forces
Verification and application of the principle of moments
Investigation of the factors affecting thermal energy transfer
Determination of heat capacities of materials and latent heat of substances
Verification and application of the laws of reflection
Determination of the characteristics of optical images formed by plane mirrors
Verification and application of the refraction of light through glass blocks
Verification and application of the principle of total internal reflection
Investigation of the properties of images obtained through a thin converging lens
Determination of the speed, wavelength and frequency of sound waves
Measurements of current and voltage by using appropriate ammeters and voltmeters
Determination of the resistance of a circuit element using appropriate instruments
Investigation of the magnetic effect of current in a conductor
Investigation of the effects of electromagnetic induction
This is not intended to be an exhaustive list. Reference may be made to the techniques used in these
experiments in the theory papers but no detailed description of the experimental procedures will be
required.
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25. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
MATHEMATICAL REQUIREMENTS
Arithmetic
Candidates should be able to:
(a)
recognise and use expressions in decimal and standard form (scientific) notation
(b)
use appropriate calculating aids (electronic calculator or tables) for addition, subtraction,
multiplication and division. Find arithmetic means, powers (including reciprocals and square
roots), sines, cosines and tangents (and the inverse functions)
(c)
take account of accuracy in numerical work and handle calculations so that significant figures are
neither lost unnecessarily nor carried beyond what is justified, rounding answers correctly when
necessary
(d)
make approximations and estimates to obtain reasonable answers
Algebra
Candidates should be able to:
(a)
change the subject of an equation
(b)
solve simple algebraic equations, including linear simultaneous equations
(c)
use direct and inverse proportion
(d)
substitute physical quantities into physical equations using consistent units
(e)
formulate simple algebraic equations as mathematical models of physical situations and to
represent information given in words
Geometry and trigonometry
Candidates should be able to:
(a)
understand the meaning of angle, curve, circle, radius, diameter, square, parallelogram,
rectangle and diagonal
(b)
calculate areas of right-angled triangles and circles, areas and volumes of rectangular blocks,
volumes of cylinders
(c)
use the angle sum of a right angle and adjacent angles on a straight line
(d)
use sines, cosines and tangents
(e)
use usual mathematical instruments (rules, compasses, protractor, set square)
(f)
recognise and use points of the compass (N, S, E, W)
Graphs
Candidates should be able to:
(a)
translate information between graphical, numerical, algebraic and verbal forms
(b)
select appropriate variables and scales for graph plotting
(c)
for linear graphs, determine the slope and state the intercept and intersection
(d)
choose, by inspection, a straight line which will serve as the best straight line through a set of
data points presented graphically
(e)
recall standard linear form y = mx + c and rearrange relationships into linear form where
appropriate
(f)
understand, draw and use the slope of a tangent to a curve as a means to obtain the gradient
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26. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
GLOSSARY OF TERMS
It is hoped that the glossary will prove helpful to candidates as a guide, although it is not exhaustive. The
glossary has been deliberately kept brief not only with respect to the number of terms included but also to
the descriptions of their meanings. Candidates should appreciate that the meaning of a term must
depend in part on its context. They should also note that the number of marks allocated for any part of a
question is a guide to the depth of treatment required for the answer.
1.
Define (the term(s) ...) is intended literally. Only a formal statement or equivalent paraphrase, such
as the defining equation with symbols identified, being required.
2.
Explain/What is meant by ... normally implies that a definition should be given, together with some
relevant comment on the significance or context of the term(s) concerned, especially where two or
more terms are included in the question. The amount of supplementary comment intended should
be interpreted in the light of the indicated mark value.
3.
State implies a concise answer with little or no supporting argument, e.g. a numerical answer that
can be obtained 'by inspection'.
4.
List requires a number of points with no elaboration. Where a given number of points is specified,
this should not be exceeded.
5.
Describe requires candidates to state in words (using diagrams where appropriate) the main points
of the topic. It is often used with reference either to particular phenomena or to particular
experiments. In the former instance, the term usually implies that the answer should include
reference to (visual) observations associated with the phenomena. The amount of description
intended should be interpreted in the light of the indicated mark value.
6.
Discuss requires candidates to give a critical account of the points involved in the topic.
7.
Predict or deduce implies that candidates are not expected to produce the required answer by recall
but by making a logical connection between other pieces of information. Such information may be
wholly given in the question or may depend on answers extracted in an earlier part of the question.
8.
Suggest is used in two main contexts. It may either imply that there is no unique answer or that
candidates are expected to apply their general knowledge to a 'novel' situation, one that formally
may not be 'in the syllabus'.
9.
Calculate is used when a numerical answer is required. In general, working should be shown.
10. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument, e.g. length, using a rule, or angle, using a protractor.
11. Determine often implies that the quantity concerned cannot be measured directly but is obtained by
calculation, substituting measured or known values of other quantities into a standard formula.
12. Show is used when an algebraic deduction has to be made to prove a given equation. It is important
that the terms being used by candidates are stated explicitly.
13. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned.
Candidates should make such simplifying assumptions as may be necessary about points of
principle and about the values of quantities not otherwise included in the question.
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27. 5059 PHYSICS GCE ORDINARY LEVEL (2014)
14. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct. However, candidates should be aware that, depending on the context, some
quantitative aspects may be looked for, e.g. passing through the origin, having an intercept,
asymptote or discontinuity at a particular value. On a sketch graph it is essential that candidates
clearly indicate what is being plotted on each axis.
Sketch, when applied to diagrams, implies that a simple, freehand drawing is acceptable:
nevertheless, care should be taken over proportions and the clear exposition of important details.
SPECIAL NOTE
Nomenclature
The proposals in ‘Signs, Symbols and Systematics (The Association for Science Education Companion to
16-19 Science, 2000)’ will generally be adopted.
Units, significant figures
Candidates should be aware that misuse of units and/or significant figures, i.e. failure to quote units
where necessary, the inclusion of units in quantities defined as ratios or quoting answers to an
inappropriate number of significant figures, is liable to be penalised.
Calculators
An approved calculator may be used in all papers.
Geometrical Instruments
Candidates should have geometrical instruments with them for Paper 1 and Paper 2.
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