NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Physics
Researching Physics:
Communicating Scientific
Results
Support Materials
[HIGHER]
The Scottish Qualifications Authority regularly
reviews the arrangements for National
Qualifications. Users of all NQ support materials,
whether published by Learning and Teaching
Scotland or others, are reminded that it is their
responsibility to check that the support materials
correspond to the requirements of the current
arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the
National Qualifications support programme for Physics.
© Learning and Teaching Scotland 2011
This resource may be reproduced in whole or in pa rt for educational purposes by
educational establishments in Scotland provided that no profit accrues at any stage.
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COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
© Learning and Teaching Scotland 2011
Contents
Introduction: Our Dynamic Universe – Special relativity
4
Learning activity
4
Take a look: Special relativity
5
Introduction: Electricity (for use at the end of the topic)
7
Starter activity
7
Student learning activity
8
Take a look: Electricity – Energy and electrons, Electrons at work
9
Take a look: Capacitors
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COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
© Learning and Teaching Scotland 2011
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RESEARCHING PHYSICS: COMMUNICATING SCIENTIFIC RESULTS
Communicating Scientific Results
Introduction: Our Dynamic Universe – Special relativity
Place in course
Unit: Our Dynamic Universe – Special Relativity
Objective
Students will look at the various ways in which findings can be presented.
Students will appreciate the possibility of using other medi a such as video
clips, articles, papers, posters etc.
Learning outcome
Students will be more informed about the different ways in which one topic
can be presented. They will begin to think about how they present their own
work.
Learning activity
Resources required
 Copies of the resource examples.
 Possibly access to the internet for the video clip (or this can be
downloaded and presented through a projector) .
 Copies of the activity sheet.
The students can work independently or in groups. There are three different
resources:
1.
2.
4
A video clip entitled ‘Two postulates’
(http://www.youtube.com/watch?v=WdfnRWGgbd0).
A physicsworld article entitled ‘Slowed Light Breaks Record’
(http://physicsworld.com/cws/article/news/41246 )
COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
© Learning and Teaching Scotland 2011
RESEARCHING PHYSICS: COMMUNICATING SCIENTIFIC RESULTS
3.
The paper ‘On Velocities Beyond the Speed of Light c’
(http://www.educationscotland.gov.uk/Images/OnVelocities_tcm4649521.pdf)
Students should examine and discuss the three resources. Teachers should
point out that even though the physics content may not all be at the students’
level of understanding, it is still possible to take informa tion from it with
their level of knowledge.
This is emphasised by students completing the accompanying handout.
‘Two Postulates’
This clip discusses how to tell if an object is moving or not by way of an
animation.
‘Slowed Light Breaks Record’
This is an article published in physicsworld in December 2009. It is not
particularly long, although does contain a lot of information.
‘On Velocities Beyond the Speed of Light c’
This paper was published in 1998 from CERN. It has the more traditional
scientific report structure and is a good example to students.
After the students have completed the table on the sheet, they should find that
all boxes are ticked – highlighting that even though the information is
presented in different ways, all the resources contain what the students will
have to put into their own reports.
Special relativity
There are many ways to present scientific findings. You
might have written a report in the past but universities
may ask you to present a poster of your work.
Here we will look at three different ways of presenting
findings on special relativity.
On your own or in groups/pairs, have a look at the three examples of how
findings on special relativity have been presented.
Complete the table overleaf, either with a few notes or a tick or cross, to
show if the example meets the criteria.
COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
© Learning and Teaching Scotland 2011
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RESEARCHING PHYSICS: COMMUNICATING SCIENTIFIC RESULTS
‘Two
Postulates’
‘Slowed Light
Breaks
Record’
‘On Velocities
Beyond the
Speed of
Light’
Is there mention of the
objective for the
investigation/experiment?
Is there information
given on the experiment/s
conducted?
Is there mention of the
data (perhaps not all) and
any analysis of the
findings?
Does the article discuss
the conclusion for the
experiment/investigation?
Now you have looked at the three examples, ask yourself the following
questions.
First impressions
1.
2.
3.
Was one resource more eye-catching than the others?
Does one look like it will be easier to read/understand than the others?
Which one looks most credible?
Down to the nitty gritty
1.
2.
3.
4.
Which resource was the most interesting?
Which one was the best presented?
Which gave the most information?
Did you need to understand everything mentioned to gain an
understanding of the experiment?
Which format might you consider for your Communicating Physics
investigation?
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COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
© Learning and Teaching Scotland 2011
RESEARCHING PHYSICS: COMMUNICATING SCIENTIFIC RESULTS
Introduction: Electricity (for use at the end of the topic)
Place in course
Unit: Electricity – for use at the end of the topic.
Objective
This activity can be used in one of two ways :
1.
2.
It can follow on from the first Communicating Physics preparation
activity – it begins similarly to the first lesson, but with greater student
activity at the end, building on their knowledge from the first.
It can be used as a stand-alone activity.
The activity is generic in that it can be used with other topics with the other
materials that have been sourced.
Learning outcome
Students will be further informed on the different ways that one topic can be
presented. They will begin to think about their own presentations and begin
to plan an exemplar.
Starter activity
Resources required
 Copies of the resources.
 Possibly access to the internet for the video clip (or this can be
downloaded and presented through a projector) .
 Copies of the activity sheets.
The students can work independently or in groups. There are three different
resources:
1.
2.
3.
a video clip entitled ‘Physics with a Bang – Electricity’
( http://www.youtube.com/watch?v=KLxisQFK_8o)
a physicsworld article entitled ‘Paper Battery Could Boost Energy
Storage’ ( http://physicsworld.com/cws/article/news/41267)
a research poster entitled ‘Solid State Lighting’ (Solid State Lighting
Poster.ppt).
COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
© Learning and Teaching Scotland 2011
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RESEARCHING PHYSICS: COMMUNICATING SCIENTIFIC RESULTS
Students should examine and discuss the three resources. Teachers should
point out that even though the physics content may not all be at the students’
level of understanding, it is still possible to take information from it with
their level of knowledge.
This is emphasised by students completing the accompanying handout (used
in the previous activity).
‘Physics with a Bang – Electricity’
Video of a lecture from the University of Chicago showing a demonstration
of the Van der Graaf. Sound quality makes it a little difficult to hear but the
point is still made.
‘Paper Battery Could Boost Energy Storage’
Begins with a history on paper and its uses in recording and storing which
have led to this investigation. It also covers the background theory.
‘Solid State Lighting’
Begins by providing an overview and then explains what solid state
lightening is and why it is being used. Mentions the evolution of lighting and
LEDs.
After the students have completed the table on the sheet, they should find that
most boxes are ticked (except for data analysis for the video clip) , highlighting
that even though the information is presented in different ways, the resources all
contain what the students will have to put into their own reports.
Student learning activity
Students should now take the second ‘Take a Look’ sheet and think about
how they want to present the topic of ‘capacitors’ to the public. Time will
restrict them perhaps from using video but they can certainly plan how they
are going to present this to the public (it could be a video or written or an
illustration – that is open-ended). They could also use poster, paper, story
board or any other medium for their presentation.
Suggested questions to ask
1.
4.
Who is the target audience? Will who you present to affec t your choice
of medium?
How will you make your presentation attractive/stimulating?
How will you explain what a capacitor is to someone who doesn’t study
physics?
Where can you find capacitors being used in everyday life?
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COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
2.
3.
© Learning and Teaching Scotland 2011
RESEARCHING PHYSICS: COMMUNICATING SCIENTIFIC RESULTS
5.
6.
What experiments/investigations have you done into capacitors?
What can you say about how capacitors operate with regards to energy
and voltage?
Electricity – Energy and electrons, Electrons at work
There are many ways to present scientific findings. You
might have written a report in the past but universities
may ask you to present a poster of your work.
Here we will look at three different ways of presenting
findings on energy and electrons.
On your own or in groups/pairs have a look at the three examples of how
findings on energy and electrons have been presented.
Complete the table below, either with a few notes or a tick or cross, to show
if the example meets the criteria.
‘Physics with
a Bang Electricity’
‘Paper Battery
Could Boost
Energy
Storage’
‘Solid State
Lighting’
Is there mention of the
objective for the
investigation/experiment?
Is there information
given on the experiment/s
conducted?
Is there mention of the
data (perhaps not all) and
any analysis of the
findings?
Does the example discuss
the conclusion for the
experiment/investigation?
COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
© Learning and Teaching Scotland 2011
9
RESEARCHING PHYSICS: COMMUNICATING SCIENTIFIC RESULTS
Now you have looked at the three examples, ask yourself the following
questions.
First impressions
1.
2.
3.
Was one resource more eye-catching than the others?
Does one look like it will be easier to read/understand than the others?
Which one looks most credible?
Down to the nitty gritty
1.
2.
3.
4.
Which resources was the most interesting?
Which one was the best presented?
Which gave the most information?
Did you need to understand everything mentioned to gain an
understanding of the experiment?
Which format might you consider for your Communicating Physics
investigation?
Capacitors
As you know, there are many ways to present
scientific findings. You might have written a report
in the past but universities may ask you to present a
poster of your work.
Here you will chose one way of presenting
information on capacitors, using your previous
knowledge of how to present.
Use the table overleaf to note down ideas of what you could include.
Remember to think about your audience.
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COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
© Learning and Teaching Scotland 2011
RESEARCHING PHYSICS: COMMUNICATING SCIENTIFIC RESULTS
What do you want to convey to
your audience?
What can you use to show this?
First impressions
1.
2.
3.
Is your presentation eye-catching?
It is easy to read/understand?
Is the information correct?!
Keep thinking which format might you consider for your Communicating
Physics investigation.
COMMUNICATING SCIENTIFIC RESULTS (H, PHYSICS)
© Learning and Teaching Scotland 2011
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