VCE Physics Units 1 & 2 Workshop Planning Backwards by design AIP Physics Teachers’ Conference 2015 Session: B17 Neil Champion

Edmodo site Oz Senior Physics Curriculum Group URL Group code wc8y6x Folder VCE 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

Meaning Social Personal Students: Know Understand Are able to do Knowledge Facts etc Skills Procedures Assessment: Understanding Proficiency Evidence Learning experiences Connected -ness Results

Nobody can be a good reasoner unless 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

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 Questions Questions that help students inquire into and make sense of Big ideas Essential questions promote: genuine inquiry deep thought, lively discussion re-thinking big ideas meaningful connections generalisation to new situations

Unit 1: Area of Study 2 Essential 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 into and make sense of Big ideas?

Unit 1: Area of study 2 Outcome 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 & 3 Assessment 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