VCE Physics 2016+Units 1 & 2

WorkshopPlanning

Backwards by design

AIP Physics Teachers’ Conference 2015Session: B17Neil Champion

Edmodo site

https://www.edmodo.com

Oz Senior Physics Curriculum

Group URLhttps://edmo.do/j/n584zr

Group code wc8y6x

FolderVCE Physics 2016+

What do I want to do?Introduce backwards design principles

Three-stage process

designed to:

Backwards design

• Clarify goals• Design assessment tasks• Match class activities to:

- goals- assessment tasks

• MeaningSocialPersonal

• Students:KnowUnderstandAre able to do

• KnowledgeFacts etc

• SkillsProcedures

• Assessment:UnderstandingProficiency

Evidence Learning experiences

Connected-nessResults

Nobody can be a good reasonerunless

by constant practice he (sic) has realized the importance of getting hold of the big ideas

and of hanging onto them like grim death.

– A. N. Whitehead, 1929

Big Ideas

Ideas that make sense of lots of otherwise confusing and seemingly isolated facts

http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99

Big Ideas

Unit 1: Area of study 2

How can thermal effects be explained?

Discussion point:

What do you expect the Big Ideas to be?i.e. What are the ideas that make sense of lots of otherwise confusing and seemingly isolated facts

Essential QuestionsQuestions that help students

inquire intoand

make sense ofBig ideas

http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53

Essential questions promote:• genuine inquiry• deep thought, lively discussion• re-thinking big ideas• meaningful connections• generalisation to new situations

Unit 1: Area of Study 2Essential Questions

• How do internal combustion engines work?

• What impact do internal combustion engines have on the environment?

• How does a four stroke internal combustion engine work?

• How does the electric motor compare with the internal combustion engine?

…. cont.

Essential Questions … cont.

• Can thermodynamic principles related to the use of the internal combustion engine allow for investigation and evidence collection to inform the debate about global warming and the enhanced greenhouse effect?

Discussion point:Is this a Big Idea or an Essential question?

i.e. Does the question make sense of lots of otherwise confusing and seemingly isolated facts?OR

Is it a question that helps students inquire intoand make sense of Big ideas?

Unit 1: Area of study 2Outcome 2

On completion of this area of study the student should be able to apply thermodynamic principles to:

• analyse• interpret• explain

changes in thermal energy in contexts including:• the car• the home and/or • Earth

Unit 1: Areas of study 1, 2 & 3Assessment tasks

• Report of a practical investigation (student-designed or adapted)

And a selection from the following:• Annotated folio of practical activities• Data analysis• Media response• Summary report of selected practical activities

including maintenance of a logbook• Reflective journal/blog related to selected

activities or in response to an issue• Test comprising multiple-choice and/or short

answer and/or extended response