2004 STAV/AIP Physics Teachers Conference
Friday, 6th February, 2004
Monash University
The Program includes:
 Keynote address on “Approaches to Teaching Science – Implications for Physics
Teaching” by Dr Russell Tytler, Deakin University
 Presentations on Course Planning for Units 1 and 2
 The Physics Oration on “Astronomy: New Discoveries, New Insights” Prof Rachel
Webster, University of Melbourne
 Roy Burrows’ Examiner’s Report (Note: The presentation of the Examiner’s Report will
be repeated in the fortnight after the conference. Details of time and place: TBC)
 31 workshops.
CONFERENCE PROGRAM
8:45
Conference Opening and VCE Physics News for 2004: Neil Champion, Science Manager
9:00
Keynote Address in South One
10:00 Course Planning for Unit 1
A presentation covering: Topic sequence, Practical activities, Assessment tasks and Resources for
“Wave-like Properties of Light”, “Radioactivity and nuclear physics” and one of the Detailed
Studies. Three venues: One for each Detailed Study, two presenters per venue.
10:45 Morning Tea / Displays (Main Dining Room)
11:30 Workshops Session A
12:30 Course Planning for Unit 2
A presentation covering: Topic sequence, Practical activities, Assessment tasks and Resources for
“Motion”, “Electricity” and one of the Detailed Studies. Three venues: One for each Detailed
Study, two presenters per venue.
1.15
Lunch/Displays (Main Dining Room)
2.05
Workshops Session B
3.15
Physics Oration in South One
4.15
Wine and Cheese (South One Foyer)
2004 STAV/AIP PHYSICS TEACHERS CONFERENCE
Descriptions of Workshop Sessions
(Commercial: Comm, New Teachers: N, Units 1 & 2: 1&2, Units 3 & 4: 3&4, General: G)
Morning Sessions
A1
Beginning Teachers Units 3 & 4 (N)
Colin Hopkins & Robert Braidwood, Balwyn High School
BHS has been given a federal government grant to support isolated rural schools by offering a program
which includes a CD ROM of notes, applications, examples and worked solutions. The session is an
introduction for those already in the project, plus an information session for those who are interested in
joining. The majority of the session focuses on the scheduling of Unit 3 Physics at BHS, working
through the CD ROM, with some time on Unit 1 and on a Q and A session. The CDROM, which is
supplied as part of the project, will also be available for purchase from BHS for use as a basis for other
teachers to develop their own.
A2
Singing Metal Rods (3&4)
Russell Downie, PLC
Rods can vibrate longitudinally. Some very simple, but absolutely sensational effects that you will
want to show your students.
A3
Developing student’s understanding of cause and effect in Electric Circuits (G)
Brian McKittrick and Pam Mulhall, Monash University
Do your students rely entirely on V=IR to explain what happens when changes are made in an
electric circuit? A research project in which we have been involved showed that very few students
were able to explain cause and effect in electric circuits. Even those who could state the resulting
effect of these changes were unable to explain what caused what. This session will consider the
problems of understanding and explaining cause and effect in electric circuits.
A4
Practical Activities for the new Content Areas in the Study Design (1 & 2, 3 & 4)
Members of the AIP Education Committee
Demonstrations and practical activities in the areas of photonics, astronomy, and radioactivity will
be conducted. There will be an opportunity for hands-on experience.
A5
Understanding Scientific Models within an optics context? (G)
Peter Hubber, Deakin University
This session explores that nature and function of scientific models and the implications of this
exploration for the teaching of physics ideas. Particular attention will be given to the ways we teach
optics with the application of the ray, wave and photon models of light.
A6
Materials and Structures (3&4)
Simon Matheson CSIROSEC
The activities in this workshop illustrate the central ideas of Unit 4. The equipment used offers
participants a depth of analysis unavailable in most school labs. All equipment is provided.
Specific activities include axial tests to obtain accurate load extension data, observing the elastic
and plastic behaviour of different materials, testing structures to identify and measure forces and
examining the effect of temperature on toughness of materials. Data-logging is also available.
A7
Cathode Ray Oscilloscope (3&4)
Jim Royston, La Trobe University
The VCE lab exercise starts with a demonstration of DC and AC waveforms, which introduces the major
oscilloscope controls. An optional video explains further what these controls do and also how the CRO
works internally. Once reasonable mastery of CRO functions and controls is attained, the students can
progress to a practical example of a class of waveforms which can be best understood with a
visualization of the signal – rectified waveforms. This stage of the experiment gives an opportunity for
students to investigate the effect of more than one diode and the presence of capacitors to store and
release energy.
A8
Discussions in physics lessons (G)
Dr Christina Hart, University of Melbourne, and ‘2003’ Dip Eds currently in schools
What role can discussion play in teaching and learning physics? Many teachers might think that
controversial issues such as nuclear power and the hazards of EM radiation may be suitable topics
for discussion, but not the core concepts and established truth of physics such as Newton’s laws. In
this session a group of student teachers from 2003 will share their experiences of running
discussions on core physics concepts at both Year 11 and Years 7 – 10. They will demonstrate how
such discussions can support student learning, and strategies that can ensure discussion is
productive.
A9
Time efficient motivational material for studies in astronomy and astrophysics (Comm)
Nigel McFarlane, Kingtide Innovations
The diffuse nature of research materials makes organizing elective studies time consuming.
Connecting students to tailored elective topics that they are passionate about is at minimum
challenging in such a diffuse environment. Australia’s best selling astronomy poster “Astronomical
Australia” is a new resource that maps out many issues and investigative questions in a local
context. Save planning, offer choice and inspire students with a decorative, detailed and diverse
entry point resource. For Year 7 – 10 and VCE Astronomy, Astrophysics and Einstein’s Relativity.
A10
Quantum Demystified and where it fits the new course (G)
Martin Mahy, De La Salle College
Most people have heard of a “quantum leap”. Very few understand it. As the most successful
physics theory of the 20th century, students deserve a good introduction to quantum. Improve your
understanding and learn techniques and strategies for the classroom.
A11
Teaching IB Physics in Victorian Schools (IB)
Merryn Dawborn Gundlach, and Jill Crawford, PLC
This session aims to get Victorian IB teachers together to discuss how the IB Physics course is
taught and to share ideas about internal assessment, marking practical work and ideas for the Group
4 project.
A12
From Black Currant to Green Current! An Exploration of Photovoltaics (Comm)
Frank Bosgraaf, Intex Solutions Pty Ltd.
Every day we see fascinating solar cells at work. These cells include spinach, algae and leaves of
trees all of which convert sunlight by means of photosynthesis into energy containing nutrients such
as sugar, which are important for life. Why could we not use spinach and a little sunlight to
generate electricity? Is it possible to generate “green current” out of black currant? We will
explore the answer to these questions and discuss a nanocrystalline dye solar cell which partly
bypasses photosynthesis to make a shortcut conversion into electrical current. We will also
introduce a program of innovative teaching solutions of relate subject matter.
A13
Investigate Sound Electromagnetism and other stuff using “Addestation” (Comm)
Peck Kee Ting, Smartech Australia
Capture sound in real time, display a trace and analyse its characteristics. Create your own sounds
by adding harmonics. Investigate the speed of sound directly or via standing waves. Demonstrate
wave interference. Investigate Lenz’s Law and electrodynamics. Measure voltage/current.
“Addestation” uses your PC to replace and improve upon expensive laboratory equipment.
Curriculum materials are also included.
A14
A practical approach to Astronomy
Penny Hondrakis, PLC
Do you want to teach astronomy but feel you lack expertise? In this session we will look at a
running outline in Unit 1 on Astronomy. The emphasis will be on some practical activities that you
can do with your students during the day and also how to run evening sessions. Participants will
also have the opportunity to learn to use telescopes with altazimuth and equatorial mounts.
A15
Complex Ideas with Simple Materials (G)
Dr Michael Gore and Sue Stocklmayer, Questacon, ANU
Teaching physics with simple materials dos not mean teaching simple physics. Mike Gore and Sue
Stocklmayer bring the philosophy of Mike’s popular CONASTA “Grab Bag” workshops to physics
concepts at a higher level. Using everyday materials, this interactive workshop will involve you in
hands-on activities with some new ideas of how to make physics relevant and interesting. Notes
will be provided.
A16
StarLab Dome and Astronomy (Comm)
Charles Treleaven, Jouneyman Education Services
Within the Starlab Dome, the visual impact of its various projections make many of the Astronomical
subjects included in the Year 11 VCE Physics Curriculum easily explained and learnt. Such items
include Diurnal and Annual movement of Bodies, with both Geographical and Astronomical definitions
of Position, Distance, Time, and Direction. Also explained are basic principles employed in Navigation,
their evolution throughout History and their adaption for today’s Space Age adventures.
A17
Einstein’s Relativity DS Unit 3 (3&4)
Keith Burrows, Warranwood Steiner School
This talk will focus on the content of this exciting new detailed study for VCE physics in 2004/5. While
the emphasis will be on coming t terms with the content, hopefully we will have time to also look at
some strategies for teaching and assessing it.
B1
Meet the Examiner (3&4) (Note: This will be repeated in the following fortnight)
Roy Burrows, Chief Examiner and Chief Assessor
A report on the students’ performance on the 2003 VCE Physics Unit 3 and Unit 4 Exams.
B2
Electronics with CSIRO (3&4)
Simon Matheson CSIROSEC
This hands-on session is designed to address the learning outcomes of the CSF strand Physical
Science section 6.2 “energy and its uses”. The activities are based on the Electroflash electronics
kit. The program is designed to introduce students to concepts such as series and parallel circuits,
and various electronic components. The program offers the opportunity to make introductory
circuits and more complex circuits including a Fire alarm, Bike flasher, Door minder, Metronome
and Siren.
Afternoon Sessions
B3
Three Hands-on Datalogging Experiments for VCE Physics with Worksheets (Comm)
Peter Niass, Ozintell Pty Ltd
This session is an opportunity for teachers to try out three different innovative experiments
featuring FOURIER dataloggers. The experiments are designed specifically for the VCE Physics
syllabus. Teachers can take-away worksheets which are ready to use in class and also a CD ROM
with software and other experiments.
B4
Discussions in physics lessons (G)
Dr Christina Hart, University of Melbourne, and ‘2003’ Dip Eds currently in schools
What role can discussion play in teaching and learning physics? Many teachers might think that
controversial issues such as nuclear power and the hazards of EM radiation may be suitable topics
for discussion, but not the core concepts and established truth of physics such as Newton’s laws. In
this session a group of student teachers from 2003 will share their experiences of running
discussions on core physics concepts at both Year 11 and Years 7 – 10. They will demonstrate how
such discussions can support student learning, and strategies that can ensure discussion is
productive.
B5
Developing Experiments with Tainlab (Comm)
Stephen Howard, TAIN Electronics
A variety of experiments using the Tainlab interface system will be presented with emphasis on
applications relevant to the new course.
B6
The Faulkes telescope and Virtual Milky Way (Units 1 & 2)
Cameron Bell, MLC
The Faulkes Telescope is the world’s largest telescope accessible to students. The telescope is a 2
metre, research grade, fully remote controlled telescope. It will enable students to obtain
professional quality astronomical images first hand. The Virtual Milky way is a virtual galaxy
generated by the Swinburne University supercomputer using the latest astrophysical modeling
techniques. This session will outline how these tools can enhance your teaching of the astronomy
and astrophysics Detailed Studies.
B7
Fuel Cell Technology (Comm)
Peter Ball, Southern Biological
Unlike batteries, fuel cells release electrical energy without the need for re-charging or replacement.
In a clean, silent reaction, hydrogen reacts with oxygen to release energy, with water being the only
by-product. This presentation will give an over view of the different types of fuel cells that are
under development, and describe how they work. We will examine how they world might look
when we enter the hydrogen economy” with a focus on the use of fuel cells in the automotive
industry Participants will see fuel cells operating, gain an understanding of their operation and learn
how they will revolutionise energy distribution.
B8
Physics on the Net and Physics through Rockets (G)
Peter Razos and Greg Hunter, Trinity Grammar School
Participants will be introduce to an excellent online resource for the teaching of junior physics.
This resource contains many worksheets, ideas and demonstrations. Participants will have access to
this site to develop their own self-assessed multiple choice tests. Check it out at
www.dynamicscience,com.au/tester and follow the prompts to enter “curriculum material”. We
will also cover the use of model rocketry as a motivating resource in the teaching of physics in the
junior years.
B9
Astrophysics – DS Unit 2 (1&2)
Keith Burrows, Warranwood Steiner School
What is in Astrophysics DS for Unit 2? Can we fit it in the time available? What sort of prac work
can be done? Will students find it difficult? Where can I get help? This workshop will discuss
these questions and more. An outline of the content and ways of teaching it, flexible approaches,
resources and useful websites and ideas for practical work or investigations will be covered (offered
at STAVCON 2003).
B10
Hands on photonics for Middle Years to Year 12 (Comm)
Charlotte Marra & James Cowcher, Senko Advanced Components
This session will demonstrate the hands-on photonics teaching kit designed for middle years to VCE
levels. The kit has been specifically tailored to fit the physics curriculum and is designed for small
groups of students. It has options for introducing the basic concepts of light through to more advanced
learning and demonstrations of using light for data transmission. The hands-on approach enables the
concepts to be explored by the students, reinforcing the physics behind photonics as well as the practical
applications.
B11
Introducing Relativity (3&4)
Ross Phillips, PLC
At last we have the opportunity to teach relativity. That is exciting but also daunting. This session
will provide a possible teaching program, some ideas for activities and an introduction to teaching
the topic.
B13
Simple & Innovative Computer Technology for Physics Teaching (Comm)
Phil Jones, The Logical Interface
In this workshop I examine a number of technologies that I have used with my students including: Video
analysis using Web cams and video analysis software - ideal for analysing motion in one and two
dimensions. Web cams provide an inexpensive alternative to digital and traditional video cameras for
capturing motion. A number of data loggers from Australia and overseas will be examined and I will
outline the features necessary for their use in physics. Tutorial and Game based software - great for both
student based learning and teacher demonstration and Simulation software - ideal for demonstrating
experiments that are impractical in the secondary science lab.
B14
Offering detailed studies simultaneously online (1&2, 3&4)
Ranjith Dediwalage, St Leonard's College
Technology can be used to facilitate a new learning environment, which considers students' diversity and
caters for their individual needs. At St Leonard's College, we are trying to use the latent power of
technology to overcome practical difficulties in catering for individual needs. Offering all detailed
studies simultaneously is another step towards meeting those needs. In this session I will be sharing
some ideas and resources that could be used to do just that. By doing this, we could really enhance the
motivation and interest of learning physics and take another step towards combating the gender
imbalance in physics.