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Original resources

Resource 1: Video : Resource 2: Note taking Scaffold https://b.socrative.com/login/stu

Scalars vs Vectors See end of Document dent/
See Room name: Lucre
https://www.youtube.co
m/watch?v=KCJp3B6FHq
o&t=29s
Flipped learning video Note taking scaffold. This resource Socrative quiz covering Module
describing and is designed to allow students to 1:Kinetics for use by students as
demonstrating the construct notes from flipped revision. Questions give
difference between learning videos. immediate feedback with links to
scalars and vectors. There are two included further revision if needed.
worksheets. Worksheet A scaffolds
note taking by
1. examining background
knowledge
2. Noting key points,
questions raised and
vocabulary terms
encountered as well as
taking sketches
3. Summarise notes from
video
Worksheet B scaffolds a reflective
practice in which students :
1. Examine their existing
knowledge of the topic and
any questions they have.
2. note main points, new
terms and questions
3. Reflect on new knowledge
in relation to their previous
understanding note any
new questions they have.

Justification of Attached Unit.

The Physics stage 6 NSW syllabus for the Australian curriculum has the stated aim of Preparing
students in year 11 and 12 for the next stage of their lives (NSW Education Standards Authority,
2018). Its stated goals include assisting students to develop literacy and numeracy skills, foster their
intellectual, creative and social skills, apply and develop knowledge both in physics and other subject
areas and to act ethically in regard to their role as Australian and global citizens. In addition to these
general goals the syllabus has a stated aim to prepare students for workplaces with an increased
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emphasis on science, technology engineering and mathematics (NSW Education Standards

Authority, 2018).

The outworking of this last aim can be observed by examining the way that the stage 6 physics
syllabus has been structured to be both constructivist and enquiry based. Constructivism states that
knowledge is built up by a process of active learning by a thinking person rather than simply received
and that new concepts are constructed on the basis of previous learnings (Cakir, 2008). Evidence of
the syllabus constructivist nature includes the statement in the introduction and rational that it
builds on the learning developed in the NSW k-10 syllabuses (NSW Education Standards Authority,
2018). As an example of this Module 1: Kinematics builds on the SC5-PW2 objective in the physical
world section of the NSW stage 5 syllabus ( NSW Education Standards Authority, 2012). In addition
to this external evidence of constructivism the same can be seen within the document. This can be
observed by comparing and contrasting the structure of the year 11 and year 12 content material.
Within year 11 for example module 1: Kinematics examines the qualitative and quantitative qualities
of movement in one and two dimensions without regard to the forces that allow this movement to
take place (NSW Education Standards Authority, 2018). Module 2: dynamics in turn builds on
module 1 by specifically studying these forces. Module 5 within the year 12 content extends on
these two previous modules by examining circular and ballistic motion as well as movement within
gravitational fields and the forces that relate to these topics.

The syllabus is constructed using an inquiry based learning approach. Enquiry based learning uses
authentic problems and questions to allow the student to create meaningful connections between
their existing knowledge and the material being covered. This allows the student to become an
active participant in their own development and over time to take increasing responsibility and
control of their own learning process (Patrick Blessinger and John M. Carfora, 2015). This is
evidenced in the syllabus by the use of enquiry questions as the key descriptors of content. Further
to this enquiry based learning lends itself to the concept of learning by doing (Patrick Blessinger and
John M. Carfora, 2015). This is most clearly seen in the syllabus through the working scientifically
descriptors which are embedded throughout the content and the greater emphasis on skills over
knowledge in the assessment schedule (NSW Education Standards Authority, 2018).

In developing the attached program and resources I have built on these two approaches. The
program begins by asking the enquiry question “How is the motion of an object in a straight line
described and predicted. In answering this question the programs begins with qualitatively analysing
single dimensional movement before introducing more complex topics such as scalar and vector
measurement and quantitative analysis of one dimensional motion through the use of the equations
of motion and vector diagrams. The program’s second enquiry question: “How is the motion of an
object that changes its direction of movement on a plane described?” builds on this previous
content to include analysis and prediction of two dimensional movement. The unit ends with
analysis of two dimensional movement in real world scenarios such as the movement of aircraft and
ships.

The program employs a range of teaching strategies at different times and in relation to particular
activities. These include explicit teaching, worked examples, directed questioning, collaborative
learning and multiple exposures.
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Explicit teaching is used at a number of points such as to instruct students concerning the derivation
of the equations of motion. While inquiry based learning tends to discourage explicit teaching it is a
useful strategy in cases such as this where the subject to be covered is systematic and sequential in
that it can be resolved into a series of steps. A teacher is able to scaffold student learning by
providing clear instructions to the student (Hattie, 2009). It is generally used (as in this program)
with worked examples.

Worked examples are used repeatedly throughout this program at points such as the equations of
motion and vector diagrams. With worked examples student learning is scaffolded through the
teacher demonstrating the steps required to successfully solve a problem. This approach is useful in
cases where the content being taught has a high intrinsic load and can be reduced into a series of
steps (Sweller, 2012).

Directed questioning is a tool in which a teacher asks open ended questions to stimulate student
interest and learning and to assess student knowledge (Hattie, 2009). At several points in the
program the teacher is expected to run either whole of class discussions or collaborative sessions. In
both of these cases questioning of student can be used both to assess and guide students learning.

Collaborative learning takes place when students work in small groups on a common learning task. It
relies on all students being active participants within the group and allow for students to support
each other’s learning through peer tutoring (Greenwood, C. and Parket, R., 2013). In this program
collaborative learning is used extensively when designing and conducting practical activities such as
the quantitative measurement of linear motion.

Multiple exposure is a teaching strategy that allows students to revisit the same material presented
in a number of different ways spread over a period of time. The use of multiple exposures has been
shown to increase student retention through repeated exposure. In this program students are often
exposed to multiple activities of different types relating to the same part of the syllabus. As an
example, when studying vectors and scalars the students utilise a flipped learning exercise, a class
discussion and 2 separate ICT simulations to understand the difference between scalars and vectors
and how to graph their values.

Works Cited
NSW Education Standards Authority. (2012). Science K-10 Syllabus. Retrieved 03 12, 2018, from NSW
Education Standards Authority:
http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_s5.pdf

Cakir, M. (2008). Constructivist Approaches to Learning in Science and Their Implications for Science
Pedagogy: A Literature Review. International Journal of Environmental & Science Education,
193-206.
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Greenwood, C. and Parket, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of
single-case research. School Psychology Review, 39-55.

Hattie, J. A. (2009). A synthesis of over 800 meta-analyses relating to achievement. New York:
Routledge.

NSW Education Standards Authority. (2018, 1 29). Physics Stage 6 Syllabus. Retrieved 3 6, 2018, from
NSW Education Standards Authority:
http://syllabus.nesa.nsw.edu.au/assets/physics_stage_6/physics-stage-6-syllabus-2017.pdf

Patrick Blessinger and John M. Carfora. (2015). Inquiry-Based Learning for Science, Technology,
Engineering, and Math (STEM) Programs : A Conceptual and Practical Resource for
Educators. In P. B. Carfora, Inquiry-Based Learning for Science, Technology, Engineering, and
Math (STEM) Programs : A Conceptual and Practical Resource for Educators (pp. 3-19).
Emerald Group Publishing Limited.

Sweller, J. (2012). Human Cognitive architecture: Why some instructional procedures work and
others do not. In Publication manual of the American Psychological Association (pp. 295-
325). Washington DC: American Psychological Association.
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Module 1: Kinematics | Stage 6 | Physics

Summary Context Duration

The module forms the first introduction to stage 6 physics. Program is written for a mixed ability class consisting of approximately 24 students in 6 weeks
As such it builds on the physical world modules in stage 4 a non-selective state high school.
and 5. The module begins with a diagnostic quiz covering
the SC5-PW2 outcome and in particular points b and d. This
allows the teacher to revise this previous material as
required.
The unit covers qualitative and quantitative description and
analysis of 1 and 2 dimensional motion using equations of
motion as well as introducing the concept of vector and
scalar quantities. Student use a variety of learning activities
to explore and understand these concepts. Students develop
skills in designing and carrying out experiments as well as
collecting and analysing data.

Content Focus
Motion is a fundamental observable phenomenon. The study of kinematics involves describing, measuring and analysing motion without considering the forces and
masses involved in that motion. Uniformly accelerated motion is described in terms of relationships between measurable scalar and vector quantities, including
displacement, speed, velocity, acceleration and time.
Representations – including graphs and vectors, and equations of motion – can be used qualitatively and quantitatively to describe and predict linear motion.
By studying this module, students come to understand that scientific knowledge enables scientists to offer valid explanations and make reliable predictions,
particularly in regard to the motion of an object.
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Working Scientifically Focus

In this module, students focus on designing, evaluating and conducting investigations to examine trends in data and solve problems related to kinematics.
Students should be provided with opportunities to engage with all the Working Scientifically skills throughout the course.

Skills Outcomes Knowledge and Understanding Outcomes

 designs and evaluates investigations in order to obtain primary and describes and analyses motion in terms of scalar and vector quantities in two
secondary data and information PH11/12- 2 dimensions and makes quantitative measurements and calculations for
 conducts investigations to collect valid and reliable primary and distance, displacement, speed, velocity and acceleration PH11-8
secondary data and information PH11/12-3
 selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media PH11/12-4
 analyses and evaluates primary and secondary data and information
PH11/12-5
 solves scientific problems using primary and secondary data, critical
thinking skills and scientific processes PH11/12-6

Key inquiry questions

How is the motion of an object moving in a straight line described and predicted?
How is the motion of an object that changes its direction of movement on a plane described?

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Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning
 Diagnostic quiz at start of module Assessment of notes for flipped learning exercises Revision Socrative quiz (resource 3)
 Scalar and vector worksheet using provided rubric Final module exam
 Constant velocity and constant acceleration
worksheet
 class discussion on vectors and scalars
 ICT quiz to consolidate use of 3 equations of
motion

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Inquiry question: How is the motion of an object moving in a straight line described and predicted?

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
SC5-PW2: The motion Module 1 of the year 11 physics course builds Revision kahoot quiz covering the
of objects can be on the Physical world 2 (PW2) objective of the SC5-PW2 dot point from the stage
described and stage 5 science syllabus. 5 science syllabus with additional
predicted using the video resources for students to
laws of physics. In stage 5 students describe motion revise past content as needed.
(ACSSU229) qualitatively. In stage 6 this is extended to
include quantitative analysis of motion
b. explain qualitatively
the relationship Students undertake an ICT based diagnostic
between distance, quiz to revise the stage 5 material and provide
speed and time feedback to both students and teachers. Each
question in the quiz provides additional
d. analyse qualitatively resources for students to revise previous
everyday situations content in their own time.
involving motion in
terms of Newton's
laws
describe uniform PH11/12-3 1. Demonstration\Discussion: 1. Air track and gliders
straight-line a. Cart on an air track or puck on Or air hockey table and
(rectilinear) motion an air hockey table. Use objects puck
and uniformly to restrict motion to one 2. Moving man simulation

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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
accelerated motion dimension. Ask students to https://phet.colorado.edu/e
through: describe the motion of the
– qualitative object (linear motion with n/simulation/legacy/movin
descriptions constant velocity) g-man
b. Tilt the track or table at one
end. Have the students describe
motion (linear motion with
constant acceleration
2. ICT simulation linear motion: the
moving man. Have students experiment
with the simulation exploring both
constant velocity and constant
acceleration. Students graph this using
the linked worksheet.
describe uniform 1. Flipped learning video: difference 2. note taking scaffold 1. Original resource 1.
straight-line between vectors and scalars operates at 3 literacy https://www.youtube.com
(rectilinear) motion (resource1) levels to account for /watch?v=KCJp3B6FHqo
and uniformly a. Students take notes using different student
accelerated motion included literacy scaffold abilities 1a. note taking scaffold
through: (resource 2) (resource 2)
b. Student compare notes their
- the use of scalar and own and other students notes
vector quantities 3. list of scalar and vector
to a rubric for self-assessment
(ACSPH060 worksheet
2. Class discussion of vectors and scalars
with the understanding that vectors 4.http://www.scootle.edu.au/e
5
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
have both magnitude and direction c/viewing/L10093/html/index.h
while scalars only have magnitude.
3. Provide a list of scalars and vectors. Ask tml
students to sort the list and explain 5.
their decisions https://phet.colorado.edu/en/
4. ICT simulation creating displacement simulation/legacy/motion-2d
time and velocity time graphs.
5. ICT activity: introduce vectors 6. https://www.youtube.com
6. Flipped video on vector addition /watch?v=w3BhzYI6zXU

conduct a practical  PH11/12-3 1. Practical activity: students 1. Ramp, track, ball,

investigation to gather  PH11/12-4 experiment to determine the stopwatch, air track or air
data to facilitate the average speed of a rolling ball. hockey table.
analysis of a. Student measure the time taken
instantaneous and for the ball to travel 1 meter
average velocity along a flat surface after
through: traveling down a ramp.
– quantitative, first- Calculate the average speed
hand measurements using average speed = distance
– the graphical
/ time
representation and b. Students measure time taken
interpretation of data for a ball to fall vertically from a
(ACSPH061) height of 1 meter. Calculate the
average speed using the same
formula.
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
c. Students use gliders on an air
track or puck on an air hockey
table to measure the time taken
for the glider or puck to
traverse a measured distance.
Calculate the average velocity
using the same formula as
above

conduct practical
investigations, selecting
from a range of
technologies, to record
and analyse the motion
of objects in a variety of
situations in one
dimension in order to
measure or calculate:
– time
– distance
– displacement
– speed
– velocity
– acceleration
7
 PH11/12-2 1. Students repeat the experiments Slow motion video app for mobile
 PH11/12-5 using slow motion video or speed phone or high speed camera
 PH11/12-6 gates to increase the accuracy of the Speed gate
measurements. By comparing pairs Computers for analysis of video as
of frames or different speed gate graph creation
measurements calculate the
acceleration using the formula
change in velocity / time
𝑎=
𝑣−𝑢
𝑡
2. Create displacement vs time,
velocity vs time and acceleration vs
time graphs using spreadsheets or
manual methods and interpret the
results for each of the previous
experiments.
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
3. Compare the results of the 2 sets of
experiments in terms of
experimental precision and
accuracy. Analyze how and why the
two results vary
Explicit teaching: rearrange 𝑎 = 𝑡 to 3. Set challenge for
𝑣−𝑢
use mathematical 5.
modelling and graphs, 𝑣 = 𝑢 + 𝑎𝑡 students with greater https://www.youtube.com/watch?
selected from a range mathematical v=cE_lyru09JA
1. Use a range of examples to practice confidence to derive the
of technologies, to 6. ICT quiz for use as consolidation
using this formula. 3rd formula themselves
analyse and derive
relationships between 2. Derive 𝑠 = 𝑢𝑡 + 12 𝑎𝑡 2 . Explain that
time, distance, displacement is the area under the
displacement, speed, curve of a velocity vs time graph.
velocity and 3. Use the above 2 formula to derive
acceleration in
𝑣 2 = 𝑢2 + 2𝑎𝑠.
rectilinear motion,
including: 4. Provide additional practice
1 problems using the above formula.
– 𝑠 = 𝑢𝑡 + 𝑎𝑡 2
2 5. Watch video on equations of motion
– 𝑣 = 𝑢 + 𝑎𝑡
6. ICT quiz consolidating use of the 3
– 𝑣 2 = 𝑢2 + 2𝑎𝑠
equations of motion
(ACSPH061)
Calculate the relative Introduce vector diagrams in a single 1. https://phet.colorado.edu/
velocity of two objects dimension. en/simulation/legacy/vect
moving along the same 1. ICT activity: PHET vector addition. or-addition
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
line using vector Initially students use the tool to
analysis experiment with vectors in a single
dimension. The same tool can later be
used for 2 dimensional vectors
2. Have students carry out additional
examples

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Inquiry question: How is the motion of an object that changes its direction of movement on a plane described?

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
analyse vectors in one 1. Video crash course physics: vectors and 1. https://www.youtube.com
and two dimensions to:  PH11/12-2 2d motion: use note taking scaffold /watch?v=w3BhzYI6zXU&i
– resolve a vector into (resource 2) ndex=4&list=PL8dPuuaLjXt
two perpendicular 2. ICT activity: PHET vector addition in N0ge7yDk_UA0ldZJdhwko
components two dimensions V
2. https://phet.colorado.edu/
– add two 3. Demonstration of how to add and
en/simulation/legacy/vect
perpendicular vector subtract vectors in two dimensions
or-addition
components to obtain using vector diagrams and separation
a single vector into x and y components
5. https://www.youtube.com
(ACSPH061 4. Use trigonometry to solve vector /watch?v=PG8wV022Eu0
represent the distance diagrams.
and displacement of 5. Flipped learning video on creating and
objects moving on a solving vector diagrams
horizontal plane using:
– vector addition
– resolution of
components of vectors
(ACSPH060)
describe and analyse 1. Practical activity: have students design 1. Air hockey table and puck,
algebraically, an experiment using air hockey table video camera or phone

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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
graphically and with and video to map 2d motion of puck
vector diagrams, the bouncing off the walls. Use the above
ways in which the techniques to calculate the
motion of objects displacement and distance the puck has
changes, including: traveled.
– velocity
– displacement
(ACSPH060,
ACSPH061)

describe and analyse,

using vector analysis,
the relative positions
and motions of one
object relative to
another object on a
plane (ACSPH061)
analyse the relative PH11/12-7 1. ICT activity: Airplane in the wind 1.http://hyperphysics.phy-
motion of objects in 2. ICT Activity: sea rescue astr.gsu.edu/hbase/airpw.html
two dimensions in a 3. Students develop a presentation 2.
variety of situations, concerning navigation of one of the http://www.scootle.edu.au/ec/vie
for example: above scenarios wing/L54/index.html
– a boat on a flowing
river relative to the

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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
bank
– two moving cars
– an aeroplane in a
crosswind relative to
the ground
(ACSPH060,
ACSPH132)
ICT revision activity: Socrative quiz covering Resource 3: Socrative quiz
module 1 including links to videos and ICT https://b.socrative.com/login/stud
simulations for student revision ent/
room name: Lucre
Summative assessment in the form of a class
test.

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Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
Reflection and Evaluation

TEACHER: CLASS:

DATE UNIT COMMENCED: DATE UNIT CONCLUDED:

 Variations to program: (List additional resources and outline alternative strategies used.

 The most effective teaching/ learning strategies and resources in this unit were: (Please nominate 3 at least)

 Less effective teaching strategies and resources for this unit were: (Please nominate 2 at least)

TEACHER’S SIGNATURE_________________________________________

DATED____________________CHECKED________________________________

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Note Taking Worksheet (A)

Name or Topic of Video: URL used to access video:

BEFORE
Background knowledge: Write down anything you already know about this topic






DURING
While watching the video record key points that you observe:





Vocabulary: note any new Questions: Note any questions Sketches or diagrams
terms you encounter you have while watching

AFTER
Briefly summarise your notes taken while watching the video

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Note Taking Worksheet (B)

Name or Topic of Video: URL used to access video:

Prepare
 What do you
already know
about this
topic
 What
questions do
you have

Watch
 Note key
points
 Note any new
terms you
encounter
 What
questions are
raised by the
video

Reflect
 Summarise
your notes
 What new

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knowledge or
understanding
do you have
 How does this
relate to your
previous
knowledge
 What new or
remaining
questions do
you have

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