EDUC 4531B - Physics Curriculum & Methodology B (UG)

Course Details

Course Code	EDUC 4531B
Course	Physics Curriculum & Methodology B (UG)
Coordinating Unit	School of Education
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting
Available for Study Abroad and Exchange	N
Prerequisites	Pass in 6 courses of Physics
Restrictions	Available to B Teaching students only
Assessment	Essay, unit of work, online tasks, designing pracs & investigations

Course Staff

Course Coordinator: Mrs Zahra Pirvali

Zahra Pirvali LECTURER Zahra.Pirvali@adelaide.edu.au
Located at level 1 Jordan Laboratories - 最新糖心Vlog Senior College (最新糖心Vlog of Adelaide)

Course Timetable

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

Course Learning Outcomes

#	On Successful completion of this course student will be able:	APST Standard	AQF7/8	GA
Semester Two
1	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.6 & 3.4	Application	2, 4, 5, 8
2	Develope a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.3 & 3.2	Skills	2,3,5
3	Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.	3.6 & 5.4	Knowledge	1, 2, 6
4	Identify and interpret student learning needs and design learning strategies so as to respond to student diversity.	5.1 & 5.2	Skill & Application	1, 2, 3, 4, 8
5	Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB.	5.1,5.2,5.5 & 7.2	Knowledge, Skill & Application	1, 4, 5
6	Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning.	5.3, 5.4 & 5.5	Knowledge	1,2
7	Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers	6.2, 6.3, 7.1, 7.2, 7.3, 7.4	Knowledge, Skills & Application	3,4,8
8	Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students	3.5, 4.2, 5.5	Knowledge, Skills & Application	2,4
Note: 最新糖心Vlogn Professional Standards for Teachers (APST): 最新糖心Vlogn Qualifications Framework (AQF): Graduate Attributes: 最新糖心Vlog of Adelaide Graduate Attributes:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	3,4,5,6
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1,2,3,4,6,7
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	2,4,7
Skills of a high order in interpersonal understanding, teamwork and communication.	1,4,5,7,8
A proficiency in the appropriate use of contemporary technologies.	1,2,5
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	3
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	1,4,7

Required Resources

SACE Stage 1 and 2 Physics Course Outline, Chief Assessor’s Reports and Exam Papers available from SACE website:

The AITSL National Professional Standards for Teachers document can be accessed through:
The 最新糖心Vlogn National Curriculum for Science documents can be accessed through:

Recommended Resources

Not required to buy these but may be referred to during the course. Some of these can be borrowed from me.
o Giancoli D. PHYSICS Principles with Applications Text book (Sixth edition) Pearson
o Olesnicky A and Lawrence N. Physics Key Ideas Stage 1 and Stage 2 (Third Edition)
o Olesnicky and Lawrence. Physics SACE 2 Essentials Workbook
o Pirvali Z and Russo J. Physics Study Guide (2014 edition)
o SASTA (South 最新糖心Vlogn Science Teachers Association) Revision Guide
o Hewitt P. Conceptual Physics (Eleventh Edition)
o Gardiner E and McKittrick B. Problems in Physics McGraw Hill

Online Learning

Some of the material will be available on MyUni

Learning & Teaching Modes

Seminars/workshops lectures will be held weekly commencing the week beginning Monday, the 28th of July 2014. The course will be delivered as 8×2 hour seminars/workshops.
As the major learning tools, these lectures will provide extensive opportunities to observe and discuss teaching methodology and assessment and reporting as related to SACE Physics.
The communication skills developed in seminars by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Seminars/workshops lectures will be held weekly commencing the week beginning Monday, the 28th of July 2014. The course will be delivered as 8×2 hour seminars/workshops.
As the major learning tools, these lectures will provide extensive opportunities to observe and discuss teaching methodology and assessment and reporting as related to SACE Physics.
The communication skills developed in seminars by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.

Learning Activities Summary

Schedule
Tutorial	Proposed Topics & AITSL Standards
Week 1		Conceptual Physics Methods at stage 1 and 2 Sample teaching and reflections Concept maps 1.1, 1.2, 1.5
Week 2		Subject Outline Physics topics Assessment Scope and Requirements. Assessment task 1 2.1, 2.2, 2.3, 2.5
Week 3		Performance Standards and Specific Features for use in Skills and Application Tasks Categorise a 100 marks Test in class 1.2, 2.1, 5.1, 5.2, 5.3, 5.4
Week 4		Experimental/Practical Skills in Physics Perform a practical – Simple Pendulum Period investigation Lab safety Categorise the prac parts using specific features 1.2, 2.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4
Week 5		Subject Outline in regards to Practical Skills Data based questions Chief Assessment Reports Assessment task 2 1.2, 2.1, 2.2, 2.3, 2.5, 2.6
Week 6		Learning Assessment Plan for Stage 1 and Stage 2 Physics Assessment Tasks Issues Investigation and Oral Presentation Assessment task 3 1.1, 1.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 6.1, 6.2
Week 7		Assessment and Grading with SACE Guidelines Feedback and Reporting 3.7, 5.1, 5.2, 5.3, 5.4, 5.5, 7.3
Week 8		(Review and Sum up) All standards Stage 2 student work for moderation. 2.3, 3.2, 3.3

Specific Course Requirements

There are no additional course specific requirements

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

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

Assessment Summary

Assessment Item	Weighting	Due Date
Attendance, contribution and active participation in workshops and class exercises, Perform of a full Experiment, Collaboration with colleagues	10%	27 Oct
Develop a Concept map for a year 12 Physics topic- power point presentation.	20%	18 Aug
Practical Skills Question in final Exam	20%	22 Oct
Consistent Grading of a year 12 Physics class	50%	3 Nov

Assessment Detail

Further details of individual assessment tasks will be provided and modelled during the
sessions in advance of task submission.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

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

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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