Learning Unit Template NAME: Alex McLennan - 18803088

Physics Content for Programming: You are required to programme content from the following units in the preliminary HSC physics module,
Electrical Energy in the Home (8.3):
• (1) Society has become increasingly dependent on electricity over the last 200 years.
• (2) One of the main advantages of electricity is that is can be moved with comparative ease from one place to another through electric circuits.
• (3) Series and parallel circuits serve different purposes in households.
• (4) The amount of power is related to the rate at which energy is transformed.
• (5) Electric currents also produce magnetic fields and these fields are used in different devices in the home
• (6) Safety devices are important in household circuits.

Selecting one unit: The only option to select just one unit is if you select unit #2, in which case you are required to programme content for all
dot points under ‘students learn to’ and ‘students’ columns in that unit.
Selecting two or more units: If you are selecting two or more units, you must select at least 8 dot points under the ‘students learn to’ columns
from the units listed above, and relevant dot points under ‘students’ columns.
Note on ‘Resources’ Column: Do not just list the resources, but also describe your use of the resources support the learning/teaching
activities. Provide specific web-link, APA citation, or explain the type of resource you would create.
• Which Unit(s)? - (2) One of the main advantages of electricity is that is can be moved with comparative ease from one place to another
through electric circuits.
Adjust the number and height of rows in the table as needed.
Unit Content Skills Learning/Teaching Activities Resources
Students learn 8.1 Physics Skills
to…/Students…
Electric Fields and Charges

describe the behavior of Class Practical and Demonstration. goo.gl/rDSa41 - Teachers Guide –
electrostatic charges and To begin this module, a demonstration of electrostatic charges is helpful. “Observing static electricity with a
the properties of the fields The teacher asks students what happens when they rub their shoes on the balloon and wool” – In Class
associated with them carpet and then touch something metal of someone else? The teacher demonstration. Teacher Developed
probes student knowledge by asking why is that, and what is Resource (TDR)
define the unit of electric happening?” This is a guide on how to conduct the
charge as the coulomb in class balloon demonstration that the
The students will participate in two short practical demonstrations to teacher can use and refer to. It provides
produce an electrostatic charge. a brief outline of the activity and a
suggested list of extension questions
Demonstration 1 – Balloon, wool and aluminium cans. for the class.
The teacher demonstrates the effect of electrostatic charge by moving the
aluminium can with the charged balloon. Allow the students to copy the
experiment for a first-hand experience.

Demonstration 2 – Balloon, wool and stream of water. The teacher

charges the balloon as in the first demonstration and uses it to bend the
stream of water. Allow the students to copy the experiment for a first-
hand experience.

Think, Pair, Share – Students are asked to go back to their table and
think about what is causing the can to roll and the water to bend. Using
think, pair, share, each student is given the possibility of expressing their
theory in a non-confrontational way. The teacher can call on some pairs
to share their theory with the class. The teacher should emphasise that
there are no wrong answers at this stage.

Teacher Led Class Discussion.

The teacher leads the class discussion with open-ended questions on the
use of electricity in the home and how it is transported from the power
station to the home. The teacher is probing for background knowledge to
assess the students’ current level of understanding. The teacher can use
“Think, Pair, Share” to stimulate class discussion. The aim of this
discussion is to link back to the contextual outline of this unit and the
focus on electricity being transported through circuits to power our
homes and other things.

AV Presentation on Voltage. goo.gl/SZ4rkg – YouTube clip –

Using the short YouTube clips, the teacher provides an explanation of “What is Voltage” (SparkFun
what is happening to the balloon when we rub the wool on it, and why Electronics, 2016c) This clip enhances
that makes the aluminium can chase the balloon. The teacher should be understanding of electrostatic charge
asking questions to ensure student engagement in the video clip. by providing visual representations of
what is happening at the atomic level,
The second clip shows why the water bends. Using these demonstrations how the charge causes a movement of
will give a more concrete setting to the concept of electrical charge that the electrons and repeating the
is otherwise unable to be seen. Again, the teacher should be asking aluminium can demonstration with a
questions to ensure student engagement and understanding of the detailed explanation of what is
material. happening. The clip is fun and
engaging for students.
Using the PowerPoint presentation, following on from the class
discussion, the teacher reiterates the concept of the coulomb as the unit goo.gl/xTDxr4 – YouTube clip –
of charge as first introduced in the video clip. “Static electricity and water”
(Jefferson Lab, 2009). This engaging
Students are directed to write down the charge of an electron and of a audiovisual presentation repeats the
proton as demonstration of bending water with
Electron = -1.6 x 10-19 C the balloon and provides an atomic
Proton = 1.6 x 10-19 C representation of what is the cause of
the water bending. This clip, along
with the previous clip, provide the
answer to the think, pair, share exercise
following the in-class demonstration.

goo.gl/Tg1ysM – Methods of
Student-Led Research-Based Think, Pair, Share. Charging (TDR) This worksheet
Students are to use their textbooks to investigate the methods of provides scaffolding for the students to
charging. Friction has already been explained in the video and prior class follow as they investigate charging by
discussion. Charging by contact and induction will be new concepts. The friction, charging by contact and
teacher provides a worksheet for scaffolding of the student research and charging by induction. The focus is put
then encourages students to share back with the class what they have on describing the differences between
 discovered. During this activity, the teacher is facilitating discussion as the three types of methods.
they walk around the room. During the sharing phase of the activity, the
teacher can provide further clarification by explaining the movement of Physics in Focus: preliminary course
electrons through the materials. Emphasis is given to the difference (Wu & Farr, 2009) In order to fill out
between the three methods. Focus on difference has been shown to the worksheet the students will need to
enhance learning of similar complex concepts (Nilsson, 2014) access their textbook for the
information needed. This is the
Once the worksheet is completed, the teacher goes through the sheet to textbook for year 11 physics. Students
ensure all answers are correct. The teacher can provide formative can also choose to access other sources
feedback to the students based off of the answer they provide in the of information.
sharing part of the activity.

goo.gl/lExSh5 “Electric Field Line

Flipped Lesson – Student Independent Investigation, Simulation Simulator (Academo, 2017) This
Based. simulation provides an interactive ICT
The teacher instructs the students to watch the video and use the simulation to allow students to
present diagrammatic 12.3 (a) simulation to answer the worksheet. Students are able to interact with the visualise electric field lines to enhance
information to describe the 13.1 (e) simulation on electric fields and should be able to deduce the answers to learning. This simulation provides the
electric field strength and the worksheet with little prompting. The worksheets provide scaffolding demonstration and answers for the
direction: – between for the students to ensure their learning is on track. Simulations are accompanying worksheet.
charged parallel plates – effective ways of representing phenomena in science that are either
about and between a complex to understand or impossible to see from the student’s goo.gl/Qe48pX– Worksheet (TDR).
positive and negative point perspective. A flipped lesson like this improves ICT capabilities by This worksheet accompanies the
charge interaction with the simulation, whilst also allowing for a differentiated simulation and provides scaffolding
pace of learning as students can watch and repeat the video as needed. questions for students to follow along
with. The questions will help guide
When the students return to class, the teacher asks individual students to students in being able to construct
become the ‘expert” and draw on the board their own answers from the diagrams of electric field lines in
at home flipped lesson. This allows the teacher to provide formative relation to single point charges and
assessment and feedback to the students and correct any misconceptions charged parallel plates.
from the activity. This process helps to make the learning visible for the
teacher.

Teacher Led Direct Lecture with PowerPoint. goo.gl/SYckXC PowerPoint

Using the PowerPoint presentation, the teacher builds on prior Presentation – “Measuring the
knowledge to introduce students to the idea of the electric field as a force electric field” (TDR)
 that can be measured. A definition of the electric field is given as the This PowerPoint will provide a visual
define the electric field as region or area that an electric charge will feel a force. The following representation to assist understanding
a field of force with a field concepts are defined to help derive the equation for electric fields. of the teacher’s lecture. PowerPoints
strength equal to the force can help with engagement and
per unit charge at that - F = Force experienced by the electric charge from the electric differentiation for students if used
point: field correctly.
#
- E = Strength of the electric field
𝐸= - q = size of charge
$
- F = Eq rearranged to
solve problems and - 𝐸=
#
analyse information using: $
𝐹 - SI unit is N/C or NC-1
𝐸=
𝑞 - It is a vector so it has magnitude and direction.

Teacher-Led Demonstration. Independent Student application of the 𝑭

formula. The aim of this activity is to allow students in class time to Worksheet - 𝑬 = in action. (TDR)
𝒒
apply the formula for electric fields. The teacher will initially complete This worksheet involves a series of 15
four or five demonstrations (depending on how quickly students are questions that require students to
grasping the idea) to show the application of the formula in solving comprehend a question and apply the
problems with electric fields. The students will work from a worksheet formula to find an answer to the
that will have examples of questions from past exam papers. Whilst question. The questions on the sheet
students are completing the worksheet, the teacher is walking around the are based on past exam questions to
room to help with understanding. This allows the teacher time to work help build confidence and familiarity
one on one with lower ability students and provide differentiation and with the standard of knowledge
scaffolding where needed. After students have completed the worksheet, required.
the teacher will then go through the rest of the worksheet and call on
students to answer the questions on the white board. This will allow the
teacher to provide a formative assessment of the students understanding
and application and provide feedback to the student.
 Electric Current
define electric current as
the rate at which charge Teacher-Led class discussion and AV display. goo.gl/RgFG34 YouTube clip –
flows (coulombs/ second The teacher draws on prior knowledge of the electric field and builds on “What is electric current?”
or amperes) under the this knowledge to define electric current. The teacher relates this back to (SparkFun Electronics, 2016b) This
influence of an electric the contextual outline on the usefulness of electricity in powering our short clip provides an easy to process
field modern world. The teacher also relates this concept to the transport of visual representation of DC current.
power to the home and in the home. The students watch a short video This will help student learning by
identify that current can be clip to visualise the path of electric charges along a pathway to cause a putting a visual representation to the
either direct with the net current. After watching the clip, the teacher is able to provide clarity and theory of current.
flow of charge carriers formative assessment of the students understanding of the information
moving in one direction or presented in the clip. Students are encouraged to take notes as needed.
alternating with the charge
carriers moving backwards
and forwards periodically The Formula for current is given and described – Teacher directed ‘Electric Current’ Worksheet.
Lecture. (TDR). The teacher writes and explains
𝑞 the equation for current. The students
𝐼 =
𝑡 use that equation and apply it to the
questions on this worksheet. This will
Where I = current, q = charge and t = time. The SI unit is CS-1 or an provide practice in applying this
Ampere (Amp). The students then complete a short worksheet to apply equation.
this formula in a real world sense and develop their understanding of
current. This activity will help make some of the abstract elements of
current concrete for some students.

Teacher-Led Lecture and animation. goo.gl/cO7d0m YouTube Clip –

The teacher provides a visual animation of the difference between direct “Direct Current versus Alternating
and alternating current. Key focus points are that direct current has the Current (Animations for Physics and
flow of charges in one direction, whilst alternating current may flow Astronomy, 2008) This is a very short
backwards periodically. Direct current is likened to the power you would clip that provides a nice animation of
get from a battery, whereas alternating current is likened to the power the difference between direct and
you get to your home from the outside power supply. The teacher makes alternate current. The strength of this
note of the things that can cause an electric charge, being electrons, and visualisation is that it mimics the
positive and negative ions. Relating DC and AC current in this way movement of electrons around a circuit
provides the students with a connection to their world as a way to in a way that is more engaging, and
understand the concept more deeply. better for learning, than straight from a
book or lecture alone.
 Potential Difference

describe electric potential Teacher-Led AV Presentation with a Class discussion. goo.gl/odNIZH (start at 1:56) “What
difference (voltage) Using part two of an earlier YouTube clip, the teacher is able to is Voltage?” (SparkFun Electronics,
between two points as the introduce the idea of electric potential difference. The teacher is able to 2016c) This short clip provides a clear
change in potential energy pause the clip and assess student understanding of the information being visual representation of electric
per unit charge moving presented. Emphasis is made that electric potential difference is the potential difference. The
from one point to the other energy required to move a charge against an electric field. Using this clip demonstrations shown using ping pong
(joules/coulomb or volts) provides students with a form of differentiated learning that they can balls provides relevance to students as
refer to as part of their review and revision. The clip is well paced and it represents what is happening in
provides a demonstration that helps to make the learning concrete for the electric potential difference with
students in the class. The clip introduces the formula for voltage as the objects the students are familiar with.
measure of electric potential between two points.

𝑤
𝑣=
𝑞

Where
V = electric potential difference (Volts)
w = potential energy (Joules)
q = charge (Coulombs)

So V = JC-1

Teacher-Led Analogy.
The teacher provides an analogy based around water to describe the
relationship between current and electric potential difference. That is the
relationship between amps and volts in an electric circuit. The first
analogy involves relating the concepts of voltage, current and charge to
the volume of water in a water tank with a hose attached at the end. The
water represents the charge that is flowing through the circuit. The water
pressure represents the voltage or the amount of potential energy in the
system. The flow out of the hose represents the current, or how much
charge (water) passes through a point in a set time. Using analogies
makes material relevant and engaging by relating it to something that the
student already has some experience with and prior knowledge of.

Student directed worksheet. To formalise the new learning in the Electric Potential Difference
students understanding it is important to allow time to practice applying Worksheet (TDR). This simple
 the new formula. A worksheet is provided that has 10 different questions worksheet has 10 questions that require
in various formats so students gain experience in breaking down a interpretation and application of the
/
question and substituting the information from the question into the formula, 𝑣 = , to successfully
$
formula they are practising. The teacher is moving about the class and
complete. Questions will involve
helping students to apply the formula if they are having trouble doing so.
interpreting data from the question to
The teacher will review the answers and spend time correcting any
get the correct answer.
misconceptions about the answer, the formula or how to apply it.

Teachers practical guide. (TDR) the

Teacher-Led Demonstration of DC Circuit Construction.
teacher has a guide that provides all the
The teacher introduces the students to the design process for constructing
information for the setup and execution
discuss how potential a schematic DC circuit. A brief key is given to show how to draw a
of the experiment, along with expected
difference changes simple circuit that involves a power source, switch, wires, voltmeter,
outcomes from the students designing
between different points ammeter, and light bulb. The teacher draws up the key on the white
and planning their own experiment.
around a DC circuit board and then shows the real life version of each item. This is to make
Acts as a supporting resource for the
connections between the theoretical drawing and the physical item. The
teacher only.
teacher explains that in a perfect system with wires that have no
plan, choose equipment for 11.1 (d) resistance, we would expect to see certain points in the circuit have the
Textbook – Physics in Focus:
and perform a first-hand 11.3 (a) same potential difference or voltage. The teacher further explains how
Preliminary Course (Wu & Farr,
investigation to gather data 11.3 (c) that potential difference can change before and after a lightbulb is
2009, pp. 99-104) The textbook can
and use the available introduced to the circuit. The Teacher probes the students thinking to see
provide scaffolding for students who
evidence to show the how well they understand. The teacher encourages students to come up
may be lost in some of the new
variations in potential with theories of why there is a difference and where does the energy go?
concepts. The textbook can also
difference between
provide further information to be
different points around a The teacher then creates the DC circuit that they designed on the
investigated.
DC circuit whiteboard. A demonstration experiment shows how to measure the
potential difference around the circuit. The setup and execution of the
plan, choose equipment for 11.1 (d) experiment will expose students to the type of equipment that is
and perform a first-hand 11.3 (a) available to conduct an investigation on a DC circuit. The students can
investigation to gather data 11.3 (c) then build on this demonstration to design their own experiment to
and use the available investigate variations in potential difference between different points,
evidence to show the voltage across and current in a DC circuit.
relationship between
voltage across and current Student-Led Collaborative First Hand Investigation.
in a DC circuit
After the teacher has demonstrated how to build a DC circuit and show
DC Circuit Worksheet (TDR) This
the changes to potential difference between different points, the students
worksheet provides scaffolding for the
are put into small groups of 3-4 students to begin planning their own
students as they design and conduct
experiment. The students will need to design the schematic circuit they
want to test and bring the design to the teacher for approval. The teacher their experiment looking into voltage
can provide formative feedback to ensure students are on the right path, and current across and within a circuit.
and also provide differentiated learning for those students who are not on It will have a key to the symbols used
the right path. when designing a schematic for a DC
circuit and some guiding questions to
Once the teacher approves of the schematic design the group works be answered as part of the practical
together to build it out and begin to test for changes to potential experience.
difference at different points around the circuit. The students are to
record their findings and to start to think about why they are seeing a
difference at various points along the circuit. They should notice a
voltage drop across resistors, but minimal drop across the wires. Students
should also make the connection that voltage across the power supply
was equal to the sum of the voltage across the resistors. Further, the
students should be able to recognise the difference in potential between
the resistors as the potential drop.

The students are then instructed to draw another DC circuit, this time one
that allows for a measurement of current and voltage together. The
teacher can help with the setup, but students are prompted to investigate
the potential difference (voltage) across a resistor, and the current
(Amps) in the DC circuit. The students are allowed to look at their
textbook for guidance if needed. Students are instructed to record their
results in a table form where they are measuring current relative to
voltage. Measurements are taken at 2V increments between 0 and 10V.
Students are then instructed to plot their results on a graph. The teacher
acts as a facilitator during this practical which allows the teacher to work
more closely with lower ability groups and provide the support and
encouragement they may need.

The teacher concludes the first-hand investigation by calling on groups

of students to share their answers with the rest of the class. By asking the
students to make their findings and their learning visible, the teacher is
able to conduct informal formative assessment and help correct any
misconceptions that may have arisen out of the practical.
define resistance as the Ohm’s Law
ratio of voltage to current
for a particular conductor Flipped Lesson – Ohm’s Law. goo.gl/ghEqh1Ohm’s Law (SparkFun
Students are assigned a YouTube video to watch at home in preparation Electronics, 2016a) This short
𝑉 for this class. The video is from the same series as those shown for YouTube clip provides a structured
𝑅=
𝐼 “voltage” and “current” and provides a good simulation for Ohm’s law. introduction to Ohm’s Law. The clip
The students are instructed to derive an equation to determine V, I and R itself shows a simulation of Ohm’s law
that they can use in the next lesson. in action using a water pump and some
solve problems and 13.1 (d) homemade resistors that should help to
analyse information 12.4 (b) form concrete images for students who
applying: watch. There is a short activity to do at
the end of the video, which is to take
𝑉 the given formula, V=IR and from that
𝑅=
𝐼 solve for I and R to be used in the in-
class Kahoot quiz.

In Class Kahoot Quiz – Ohm’s law goo.gl/dwIJWy Kahoot Quiz. (TDR)

The purpose of this kahoots quiz is to provide an informal formative some questions adapted from
assessment of student understanding of Ohm’s law. The questions will goo.gl/z3DaU6. Kahoot quiz questions
come directly from the YouTube clip that students were instructed to are based on the learning from the
watch in the flipped lesson and the short activity on deriving an equation flipped lesson video that students were
for V, I and R that they were asked to do. A reward will be given to all required to watch and the activity to
students who achieve over 9000 points in the quiz, or 9/10 for those who complete prior to this lesson.
do not have a device. Those without a device will be required to write
their answer down and have it marked by a neighbour.

Student Independent Worksheet. goo.gl/RVPm7J Ohm’s Law

The worksheet is adapted from another source and is a series of exam Worksheet. (TDR) adapted from
style questions on the application of Ohm’s Law. This repetitive practice goo.gl/z3DaU6. Provides a series of
allows students to solidify their understanding of the law and connects questions based on the application of
the application of Ohm’s Law to real life objects to create relevance. The Ohm’s Law. The answer requires
teacher can also provide differentiation for lower ability students during comprehension of the question to solve
this activity by providing individual direct instruction for those unsure for the correct unknown. There are two
how to apply the law. If there is a question that most of the class is questions based on a schematic circuit
having trouble with, then the teacher can demonstrate the answer on the with one extension question.
whiteboard, or invite one of the higher ability students to teach the
answer to the class.
 First Hand Investigation – Verifying Ohm’s Law. goo.gl/6UQMI1 – Ohm’s Law
In order to gain a better understanding of the real application of Ohm’s PowerPoint (TDR) This PowerPoint
12.2 (a) law, students will conduct a practical to verify Ohm’s Law. The students introduces the practical and provides a
12.2 (b) will be provided with an experiment guiding worksheet to complete schematic for the circuit to be used.
which involves a table to be completed and graphed for various voltage
levels across the circuit. The students graphed results will be compared goo.gl/yO0Amy - Ohm’s Law
to the results that you would expect to see in a circuit where Ohm’s Law Practical Experiment (TDR)
states that voltage is proportional to current. The teacher will probe This guide provides scaffolding for the
student understanding for an explanation if the verification concludes experiment by providing explicit
that the constructed circuit does not follow Ohm’s Law. Formative instructions on how to conduct the
feedback is provided to help student learning. This practical helps make experiment and how to record your
the learning visible to students and teachers. results.

Conductors and Insulators

identify the difference
between conductors and Teacher-Led Lecture with Visual Demonstrations of Concepts. goo.gl/w0s6aK – Conductor or
insulators The teacher begins the lecture by identifying the main difference Insulator? (TDR) This PowerPoint
between conductors and insulators. Examples of each are given to the presentation will introduce the students
gather and process 12.3 (a) class in pictorial representation on the screen. The main difference is to the differences between conductors
secondary information to 12.3 (d) highlighted as conductors are low resistance, so allow an easy flow of and insulators. Visual representations
identify materials that are 13.1 (a) electrons. Insulators are high resistance and prevent an easy flow of of various conductors and insulators
commonly used as electrons. are given with an explanation of why
conductors to provide each is used and for what purpose to
household electricity link to background knowledge.

describe qualitatively how

each of the following Student-Based Physical Simulation. goo.gl/0ifUOc – Teachers guide –
affects the movement of The teacher uses movement and space in the classroom to demonstrate Working with space to describe
electricity through a qualitatively the impact that length, cross-sectional area, temperature and conductors. (TDR) This is a teacher’s
conductor: material have on conduction of electricity. The image of free electrons guide that describes what is to be done
- length colliding with the lattice of positive ions in the material. The following in class and the expected outcomes. It
- cross sectional activities are performed for each. also provides guiding questions for
area student discovery.
- temperature Length – The teacher divides the students into “electrons” and “ions”.
– material The teacher spaces out 4 ‘ions’ and demonstrates one of the ‘electrons’
moving through the channel. The teacher then increases the length of the
conductor by adding more ‘ions’ to the channel. The students are asked
to comment on the chance of an electron colliding with an ion in the
shorter channel as opposed to the longer channel. The teacher points out
that the energy lost by having a longer wire needs to be considered when
designing something or distributing power to something.

Cross-Sectional Area – The teacher organises for 6 ‘ions’ to be spaced

approximately 1 meter apart and have the “electrons” funnel through the
channel. The teacher asks for comments on how free the electrons felt
moving through the channel. The teacher then spaces the ‘ions’ out to a
space of 2 meters apart and again asks the electrons to flow through the
channel. The teacher asks the electrons if they felt it was easier to move
down the wider or narrower channel. This demonstrates that resistance is
higher with smaller cross-sectional areas.

Temperature – The teacher spaces the ‘ions’ out to a space of about 1

meter. This time the ‘ions’ are instructed to move their arms back and
forth to simulate the increased amplitude that the ions in the lattice
vibrate with as the material increases in temperature. The ‘electrons’ are
asked to move through the channel and to report back if they felt more or
less freedom to move.

Type of Material – The teacher recruits more ‘ions’ to stand in the

channel to represent the different types of ion lattices that are found in
different materials. The ‘electrons’ are asked to move through the tightly
packed channel and compare it to the previous experience through the
channel. The teacher makes reference to the earlier PowerPoint and how
those materials that are more closely packed are going to have more
resistance and behave better as an insulator. A comparison is made to
some of the materials presented in the slide show.

Once the space activity is completed, the students are asked to write up a
reflection on their experience that would help them describe the impact
that each factor has on electricity conduction.
 Student-Centred Collaborative Project-Based Learning – In Class goo.gl/KF7XEi – Providing Power to
presentation. Your New City (TDR). This
The teacher groups the students into groups of 3-4 students and presents worksheet provides scaffolding for the
them with the following problem that they are to research. students for their project based learning
“You are asked to design a power grid for a new city and are tasked with activity. This worksheet will help the
sourcing the material to be used to transport the power from the non- students research all the information
renewable power source to the homes. Answer the following questions they will need to be able to create their
on the worksheet. With this information, you are to put together a sales in-class presentation.
pitch (presentation) that you would make to investors as to what material
you would use to conduct power in your new city and why. The
presentation can be made in PowerPoint or on a poster, and it must
highlight the key points that lead you to make your decision.”
This activity will involve the students researching different materials that
can be used to transport electric power to the home and then deciding for
themselves which material they would use and why. The research will
cover resistivity, material costs, the weight of materials and practicality
of implementation for transport of electricity to the home.

References:

Academo. (2017). Electric field line simulator. Retrieved from https://academo.org/demos/electric-field-line-simulator/

Animations for Physics and Astronomy. (2008). Direct Current versus Alternating Current. Retrieved from
https://www.youtube.com/watch?v=JZjMuIHoBeg
Jefferson Lab. (2009). Static Electrcity and Water. Retrieved from https://www.youtube.com/watch?v=VhWQ-r1LYXY
Nilsson, P. (2014). When teaching makes a difference: Developing science teachers’ pedagogical content knowledge through learning study.
International Journal of Science Education, 36(11), 1794-1814.
SparkFun Electronics. (2016a). Ohm's Law. Retrieved from https://www.youtube.com/watch?v=8jB6hDUqN0Y
SparkFun Electronics. (2016b). What is Electric Current? Retrieved from https://www.youtube.com/watch?v=kYwNj9uauJ4
SparkFun Electronics. (2016c, October 11). What is Voltage? Retrieved from https://www.youtube.com/watch?v=z8qfhFXjsrw
Wu, X. L., & Farr, R. (2009). Physics in focus : preliminary course. North Ryde, N.S.W: McGraw-Hill.
Include completed tutorial activities here:

Week 1

On the HSC in a nutshell page, it was a good refresher to see the requirements students need to obtain a HSC. Similarly, to when I sat my
HSC, students need 12 preliminary units and 10 HSC units to qualify. It is not explicitly clear on this page if maths AND english are compulsory.
English of some form was compulsory when I did the HSC but maths was not. There is also a link to subject syllabi and other information that
may be more directed at teachers, rather than students and parents.

Week 2

Risk Assessment Form

Name of Investigation - Light Globe Filament Resistance

Name of Student in group - A,B,C,D

Class - 11Physics

Date - 22/2/2017

Chemical or Procedure or Hazard Precaution taken Source of Information

Microorganism Equipment to control risk

Light Bulb Burning Fingers Allow light to cool http://www.light-sources.com/wp-

as it gets hot. before cleaning content/uploads/2015/05/MSDS_Germicidal_UV_Lamps_LightTech_EU.pdf
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 Voltmeter Discharge and Ensure students My experience
electric shock are aware of how
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Aligator clips Discharge if Ensure students My experience

touching are aware of how
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Week 3

Connectedness is one of the element of the quality teaching model framework and it is one that applies directly to the bulk of the Physics
syllabus. Connectedness is about applying the school knowledge to the real life experience of the student. If we take the module on “The World
Communicates” there are many aspects of the learning here that have real life connectedness for students, whether it be how their mobile devices
connect to the internet or other devices, how we hear and how we transmit information in its many forms. This will build the students
background knowledge on everyday items that they may otherwise take for granted. This connection also helps to build and foster engagement
for students in the learning.

Week 4.

Physics can be challenging and exciting in equal measures so having a lecturing style that allows for formative feedback would be important for
ensuring the students are understanding the main concepts and not facing too much cognitive overload. If we look specifically at the space
module, there is lots of potential for students to become overwhelmed and overloaded and miss key points of their learning. Having some form
of formative assessment in the lecture can help communicate to the teacher that the student is keeping up. Techniques such as asking specific
students direct questions and having students complete a “muddiest point” task at the end of the lecture can help identify areas that the teacher
may need to work on some more with either the class or that individual student.