WAVES
Rolling Out Physics
EDST6713 Task 4: Unit of Work
By: Carmen Perez z3421822
High School Science Teaching and Learning Program
Year : 10
Waves: Rolling out Physics
TOPIC LENGTH: 6 Weeks = 18 x 80min lessons
Contextual Outline: The context is set very broadly so as to encompass much content. Waves are explored, mechanical and electromagnetic. The
school is located in a coastal community and the majority of the class are surfers. Student Engagement is being established by tapping into the student’s
popular culture, surfing the water wave. By making this connection and creating this context students are able to apply what they are learning to a
recreational pastime they frequently engage in. The context is expanded and communications are discussed using mobile phones, which are classical
examples of electromagnetic wave emitters and receivers. The use of mobiles being another deeply engrained culture of today’s youth. We explore outer
space and come back to explain light waves and the sun as an energy resource on Earth.
Rationale:
Aim/What the students will learn from this program:
The Waves topic explores the energy associated with waves.
Students learn about water, sound, light, heat and electromagnetic
waves and draw models to represent the movement of these
waves. Students explore the ways in which waves have been used in
technology and communication systems. They learn about the
production of energy from light and heat waves from the sun.
The aim of this program is to teach students social issues
surrounding science, applications of science and how this is affecting
people’s lives. The program also touches on all the skills, values and
attributes listed in the Stage 4 Syllabus.
Why it is important: It is important to learn this content in
order to become scientifically literate.
__________ High School Science Faculty
Prior knowledge necessary to complete this unit: basic
foundations in science
How to assess this prior knowledge: discussion and testing,
look for signs of visible learning, check for understanding.
Justify content and teaching strategies
 Co-educational public school: The context is appropriate
for both male and female students, perhaps surfing is
somewhat exclusively more appealing to the male, mobiles,
the Universe’s structure and Earth’s resources are appealing
to both sexes.
 Mixed ability: Life skills have been intertwined throughout
the five phases with general syllabus points. They have been
correlated closely so that the class are working together as
2
High School Science Teaching and Learning Program
Year : 10
Waves: Rolling out Physics
a whole, lower ability students can mix with higher ability
and they can have meaningful discussion on both life skill and
knowledge and understanding content points.
 One third non-English speaking background (second
phase ESL): The teacher will need to pay extra attention
to defining difficult words that may be jargon to ESL
students. The teacher will make sure to integrate ESL
students with fluent English speakers when team work in
being conducted.
 Indigenous Australians & Pacific Islander students:
The teacher would be wise in learning native language form
indigenous students and incorporating Aboriginal words in
the lesson to give the Indigenous students a sense of
inclusion. The teacher will need to speak loudly and perhaps
place the Indigenous student closer to the position the
teacher will most commonly be speaking in. This is because
Indigenous people are genetically disposed to ear infections
causing poor hearing and leading to disengagement in the
classroom. The teacher will be aware of attendance and
make attempts to integrate themselves in the Indigenous
community.
Lesson 13 features Indigenous knowledge about tidal waves.
 Diverse religious and cultural groups: While the teacher
needs to be particularly sensitive to the diversity of culture
__________ High School Science Faculty
and religion present in the class this program is somewhat
void of addressing any particular culture or religion.
 Challenging behaviours (special education needs):
Much group work is incorporated in the plan. Disruptive
students will be split up and placed in productive groups
with proficient students that will hopefully influence a
positive change in them. If this does not occur and the
challenging student disrupt and impedes active students at
some point the misbehaver will need to be delt with.
Perhaps a learners aid can be employed to provide extra
learning support.
Problem Based Learning (PBL) is used as a final assessment.
Students practice critical thinking, collaboration and communication.
Their work will be marked by the teacher, the community and their
peers.
3
High School Science Teaching and Learning Program
Year : 10
Waves: Rolling out Physics
Outcomes A student:
The History of Science
The Nature and Practice of
Science
The Applications and Use of
Science
The Implications of Science for
Society and the Environment
Current Issues, Research and
Development
Knowledge and Understanding
5.1 explains how social factors influence the development and acceptance of scientific ideas
5.2 describes the processes that are applied to test and validate models, theories and laws
5.3 evaluates the impacts of applications of science on society and the environment
5.5 analyses how current research might affect people’s lives
5.6 applies models, theories and laws to situations involving energy, forces and motion
5.9 relates the development of the universe and the dynamic structure of Earth to models, theories and laws and
the influence of time
5.10 assess human impacts on the interaction of biotic and abiotic features of the environment
5.11 analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting
and maintaining Earth’s resources
5.12 relates the interactions involved in using some common technologies to their underlying scientific principles
5.13 identifies a problem and independently produces an appropriate investigation plan
Skills
5.16 access information from a wide variety of secondary sources
5.17 explains trends, patterns and relationships in data and/or information from a variety of sources
5.18 selects and uses appropriate forms of communication to present information to an audience
5.19 uses critical thinking skills in evaluating information and drawing conclusions
5.20 selects and uses appropriate strategies to solve problems
5.21 uses creativity and imagination in the analysis of problems and the development of possible solutions
__________ High School Science Faculty
4
High School Science Teaching and Learning Program
Year : 10
Waves: Rolling out Physics
Values and Attitudes
Life Skills
5.22 plans, implements and evaluates the effectiveness of a variety of tasks independently and as a team member
5.23 demonstrates confidence and a willingness to make decisions and take responsible actions
5.24 respects differing viewpoints on science issues and is honest, fair and ethical
5.25recognises the relevance and importance of lifelong learning and acknowledges the continued impact of science
in many aspects of everyday life
5.26 recognises the role of science in providing information about issues being considered and in increasing
understanding of the world around them
5.27 acknowledge their responsibility to conserve, protect and maintain the environment for the future
LS.1 recognises some scientific developments that have changed our world
LS.3 explores the influence of science on our daily lives
LS.5 investigate a current issue in science
LS.6 recognises some forms and sources of energy
LS.11 recognises some features of the solar system and beyond
LS.12 observe a range of physical interactions
LS.15 explores the impact of human activity on the Earth’s resources
ORGANISATION OF THE UNIT
The unit is organised into phases as follows:
Phase 1: The Wave Model
Phase 2: Wave Technology
Phase 3: Waves in Space
Phase 4: Light Speed
Phase 5: Problem Based Group Project
__________ High School Science Faculty
5
High School Science Teaching and Learning Program
Year : 10
Waves: Rolling out Physics
ASSESSMENT
End of Week 1: Wave Model Quiz
End of Phase 4: Exam on Phases 1-4
Problem Based Learning: How do you generate perfect surfing waves?
Peer Assessment
EQUIPMENT
Slinky, ruler, radio, laptops, smart board, internet access, optical fibre, butchers paper, marker and pens, geographical maps of Arrawarra (Coffs Harbour)
rocky platform, Perspex practical set, laser, newspaper articles, textbooks
COMPUTER PROGRAMS
Excel
WEB 2.0 Tools: PREZI, G
Interactive: Virtuosity, Physics, Oresome Resources
VIDEOS
Video: Science of Waves
DVD: Biomedical – EMR
Youtube videos:
http://www.youtube.com/watch?v=Tz8ithgTBj4&feature=related&noredirect=1
http://www.youtube.com/watch?v=NDZzAIcCQLQ
http://www.youtube.com/watch?v=nr-grdspEWQ
WEBSITES
http://www.interactivephysics.com.sg/
http://www.astronautix.com/country/ausralia.htm
http://www.who.int/peh-emf/en/
http://www.oresomeresources.com/media/flash/interactives/low_emission_energy_future/
http://www.glogster.com/dashboard/glogs/my
__________ High School Science Faculty
6
Year : 10
Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 1 – The Wave Model
Students learn about
5.2 the nature and practice of science
5.6.1 the wave model
LS.6 other sources of energy used in the wider community
Syllabus Outcomes: A student
5.2 describes the processes that are applied to test and validate models, theories and laws
5.6.1 applies models, theories and laws to situations involving energy, force and motion
LS.6 recognises some forms and sources of energy
Week
Lesson
1
1
1
2
Syllabus Content
Students learn to
5.6.1(a) identify waves as carriers of
energy
LS.6 identify other sources of energy
5.2 (c) apply scientific processes to
test the validity of ideas and theories
5.6.1 (b) qualitatively describe
features of waves including
frequency, wavelength and speed
Indicators
Students will
Teacher:
Introduces waves program and discusses phases, duration
and assessment.
Students :
 Define a wave 
 Explain that waves are carriers of energy using
common examples
-a stone dropped in water
-a ruler vibrated upon a desk
 Demonstrate the two major types of waves using a
slinky spring
- compression/longitudinal e.g. Sound
- transverse waves e.g. Water surface waves
Students :
Conduct an experiment on waves
Teacher:
Familiarise students with the features of a wave form that
Participate in practical to
demonstrate, with a
slinky and using
examples, waves as
carriers of energy.
Differentiate between
compression and
transverse waves using
examples.
Textbook
Practical handouts
Draw and label the
features of waves;
wavelength, frequency,
amplitude and
Textbook
Excel Software
Video: Science of Waves
Teacher Signature:
3/16/2016
Resources
Teaching and Learning Activities
Date Completed:
__________ High School Science Faculty
7
Year : 10
Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 1 – The Wave Model
Week
1
Lesson
3
Syllabus Content
Students learn to
5.18 (e) use drawings, diagrams,
graphs, tables, databases,
spreadsheets and flow charts to show
relationships and present information
clearly and/or succinctly
5.6.1 (c) give examples of different
types of radiation that make up the
electromagnetic spectrum and
identify some of their uses
are used to characterise them.
Students :
Use excel to plot features of different waves
modulation.
Students :
 Relate amplitude to the decibel scale
 Illustrate examples of electromagnetic waves
 Experiment with waves using interactive software
Describe decibel scale
and give examples of
electromagnetic waves
Pass a quiz on the wave
model
Teacher Signature:
3/16/2016
Indicators
Students will
Teaching and Learning Activities
Resources
VIRTUOSITY- Mobile
Phone Ring Tone
Interactive
Interactive Physics:
http://www.interactiveph
ysics.com.sg/
-HANDOUT
Date Completed:
__________ High School Science Faculty
8
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 2 – Wave Technology
Students learn about
LS.1 significant developments that have contributed to the progress of science throughout history
5.1 the history of science
LS.3 planning an investigation
5.3 the applications and uses of science
5.5 current issues, research and developments in science
5.12 technology
5.16 gathering information from secondary sources
Syllabus Outcomes: A student
LS.1 recognises some scientific developments that have changed our world
5.1 explains how social factors influence the development and acceptance of scientific ideas
LS.3 explores the influence of science on our daily lives
5.3 evaluates the impacts of applications of science on society and the environment
5.5 analyses how current research might affect peoples lives
5.12 relates the interactions involved in using some common technologies to their underlying scientific principles
5.16 access information from a wide variety of secondary sources
Teacher Signature:
3/16/2016
Date Completed:
__________ High School Science Faculty
9
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 2 – Wave Technology
Week
Lesson
2
4
2
5
Syllabus Content
Students learn to
LS.3 participate as part of a team in
planning and undertaking an
investigation into changes in the way
we communicate
5.12 (a) describes some everyday
uses and effects of electromagnetic
radiation, including applications in
communications technology
5.16 (a) use a range of sources,
including databases, CD-ROMs and
the internet, to access information
5.3 (a) identify and describe
examples of scientific concepts and
principles that have been used in
technological developments (including
Australian examples)
5.12 (a) describes some everyday
uses and effects of electromagnetic
radiation, including applications in
communications technology
5.1 (d) describe historical cases
where developments in science have
led to the development of new
technologies
Teaching and Learning Activities
Resources
Students:
 identify regions of the electromagnetic spectrum that
are used in communication e.g. radio waves, light
waves, infra red, microwave
 identify the nature of electromagnetic waves
 research in the library, using text and computer
sources, the uses and effects of electromagnetic
radiation, particularly its applications in
communication technology.
-distinguish the different
electromagnetic waves
Students:
 List technological developments that utilize
electromagnetic radiation e.g. mobile phones,
satellite, digital TV
 Use illustrations to compare and contrast AM and
FM radio
Teacher:
-Identifies Telstar as the first telecommunications
satellite launched in 1962
-discuss the phasing out of the undersea cable over
satellite/electromagnetic wave technology development
-Identify that in 1985, Australia's first communications
satellite was placed into orbit. Known as AUSSAT, the
satellite enabled remote areas of Australia to be able to
communicate with other parts of the world
-explain the principle on
which radio waves are
produced, transmitted
and received
Textbook
Handout
Smart board
Radio
-identify that Telstar
enabled people from
around the world to be
able to see events on
television only minutes
after they happened
-Identify the ability for
Australian to make
international satellite calls
http://www.astronautix.c
om/country/ausralia.htm
Teacher Signature:
3/16/2016
Indicators
Students will
Textbook
Library and Internet
-describe electromagnetic
radiation
Date Completed:
__________ High School Science Faculty
10
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 2 – Wave Technology
Week
Lesson
2
6
3
7
3
8
Syllabus Content
Students learn to
5.3 (b) discuss, using examples, the
positive and negative impacts of
applications of recent developments
in science
Teaching and Learning Activities
Resources
Students:
 Discuss the importance of information transfer e.g.
phone, TV, fax, radio, computer etc.
 Use the internet to research for a correlation
between health effects and electromagnetic
radiation
Teacher:
Discusses the impact of telecommunication technology
describing Australia’s geographical isolation and how
telecommunication technology made international
business and trade a more viable option.
-recall negative and
positive impacts of the
advent of wave
technology
http://www.who.int/pehemf/en/
5.3 (c) identify and describe
examples where technological
advances have impacted on science
5.1 (f) describe historical cases where
developments or improvements in
technology have transformed science
LS.1 participate as part of a team in
an investigation of a significant
scientific development
Teacher and Students:
Holds a class discussion and brainstorming session:
Waves for Communication in Science
Globalization, sharing experimental results, scientific
community communication, mass media, news, transport
communication, black box, crashes disasters, finding
people, GPS tracking, Internet Creation
Teacher:
Describes a narrative of an historical case of a wave
technology impacting and transforming science
-identify and describe an
example of technology
transforming and
improving science
Newspaper article
Handout
Smart board
5.3 (d) give reasons why society
should support scientific research
5.26 recognise the role of science in
providing information about issues
being considered and in increasing
Students:
 List the uses of electromagnetic waves and radiation
in medicine
 describe the machines used and the treatment of
illnesses
-discuss the use of
electromagnetic waves
and radiation in medicine
DVD:
Biomedical – EMR
Teacher Signature:
3/16/2016
Indicators
Students will
Handout
Date Completed:
__________ High School Science Faculty
11
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 2 – Wave Technology
Week
3
Lesson
9
Syllabus Content
Students learn to
understanding of the world around
them
5.5 (c) identify scientific skills that
can be useful in a broad range of
careers
5.5 (d) identify possible career paths
in science
5.12 (d) describe ways in which
technology has increased the variety
of made resources
Teaching and Learning Activities
Teacher and Students:
Discuss the benefits in medicine of technological
advancement of electromagnetic waves
Teacher:
 explores possible career options related to
diagnostic medicine, communication and space
exploration
Teacher:
 demonstrates an optical fibre and explains its
operation in terms of total internal reflection
 Compares and contrasts an analog and digital signal
 Homework: find a simulation on the internet that
describe how optic fibre works
Teacher Signature:
3/16/2016
Indicators
Students will
Resources
-successfully participation
in practical
-describe optical fibre
technology in made
resources
Practical- Optical Fibres
Date Completed:
__________ High School Science Faculty
12
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 3 – Waves in Space
Students learn about LS.5 identifying and analyzing issues that arise from scientific developments
5.6.6 gravitational force
5.9.1 the big bang theory
5.9.3 components of the universe
LS.11 stars
LS.12 gravity
5.16 gathering information from secondary sources
5.17 processing information
5.18 presenting information
5.21 the use of creativity and imagination
5.22.1 working individually
5.22.2 working in teams
Syllabus Outcomes: A student LS.5 investigate a current issue in science
5.6 applies models, theories and laws to situations involving energy, forces and motion
5.9 relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time
LS.11 recognises some features of the solar system and beyond
LS.12 observe a range of physical interactions
5.16 accesses information from a wide variety of secondary sources
5.17 explains trends, patterns and relationships in data and/or information from a variety of sources
5.18 selects and uses appropriate forms of communication to present information to an audience
5.21 uses creativity and imagination in the analysis of problems and the development of possible solutions
5.22 plans, implements and evaluates the effectiveness of a variety of tasks independently and as a team member
Teacher Signature:
3/16/2016
Date Completed:
__________ High School Science Faculty
13
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 3 – Waves in Space
Week
Lesson
4
10
4
11
Syllabus Content
Students learn to
5.9.1 (b) identify that some types of
electromagnetic radiation are used to
provide information about the
universe
LS.5 identify and analyse issues that
arise from scientific developments –
radiation from mobile phones
5.17 (a) collate information from a
number of sources
5.18 (c) select and use an
appropriate medium to present data
and information
5.21 (d) propose ideas that
demonstrate coherence and logical
progression
5.22.1 (a) independently plan and
conduct investigations, communicate
information and understanding and
solve problems
5.9.1 (a) discuss current scientific
thinking about the origin of the
universe
LS.11 recognise a star
Teaching and Learning Activities
Resources
Teacher:
 realise that
 Identify types of electromagnetic radiation that
electromagnetic
provide information about the universe e.g. radio
radiation travels at the
telescopes
speed of light
Students:
 realise that the scale of
Create a poster to post in the classroom about our use of
the universe makes it
electromagnetic radiation for space exploration
difficult to obtain
information
Textbook
WEB 2.0 tool: Glogster
http://www.glogster.com
/dashboard/glogs/my
Students:
 Will watch the simulation of the big bang
 create a prezi or poster to explain the big bang
theory/recognising a star/constellations to a lower
grade
Youtube: Big Bang
http://www.youtube.com
/watch?v=Tz8ithgTBj4&
feature=related&noredir
ect=1
Teacher Signature:
3/16/2016
Indicators
Students will
Communicate the main
points of the Big Bang
Theory/recognising a
star/constellations
Date Completed:
__________ High School Science Faculty
14
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 3 – Waves in Space
Week
Lesson
4
12
Syllabus Content
Students learn to
LS.11 investigate stars and
constellations and their movement
5.16 (b) use a variety of techniques,
such as keywords, skimming and
scanning to identify appropriate
information
5.18 (a) select, and use
appropriately, types of texts for
different purposes and contexts
including a discussion, explanation,
procedure, exposition, recount,
report, response or experimental
record for oral or written
presentation
5.18 (b) select and use an
appropriate medium to present data
and information
5.21 (a) seek evidence to support
claim
5.21 (c) produce creative solutions
for problems
5.21 (d) propose ideas that
demonstrate coherence and logical
progression
Teaching and Learning Activities
Students:
 Research in teams alternative theories describing the
origins of the universe
Students and Teacher:
 Present findings to the class and as a class discuss,
comparing and contrasting the alternative theories
to the origin of the universe
Teacher Signature:
3/16/2016
Indicators
Students will
Use their imagination,
find evidence to support
ideas and learn team
communication skills
Resources
Internet
WEB 2.0 tools:
Powerpoint
Butchers paper/pens
Date Completed:
__________ High School Science Faculty
15
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 3 – Waves in Space
Week
Lesson
5
13
Syllabus Content
Students learn to
5.21 (e) apply critical thinking in the
consideration of proposals
5.21 (f) formulate cause and effect
relationships
5.22.2 (d) accept specific roles in a
team while planning and conducting
investigations, communicating
information and understanding and
solving problems
5.6.6 (a) distinguish between the
term ‘mass’ and ‘weight’
5.9.3 (a) relate some major features
of the universe to theories about the
formation of the universe
Additional Content: Gravitational
force- relate qualitatively the force of
gravity between two objects to their
masses and distance apart
LS. 12 identify gravity as a
downward-acting force e.g. objects
fall to earth and investigate the
effects of gravity e.g. weights of
objects, gravity keeps us on Earth
Teaching and Learning Activities
Teacher:
-defines and distinguishes between mass and weight using
examples
-how the moon formed and the role it plays in Earths
gravitational field
-explains Earths moons gravitational pull on water
-explains how this creates tides
-describes how Indigenous Australians used fish traps,
utilising tidal movements for subsistence fishing
-differentiate by
describing mass and
weight
-relate Earths
gravitational field to
its moon and the
formation of this
Resources
Textbook
Visual Aids:
geographic aerial
images of Arrawarra
rocky platform
Handouts
Students
 Complete a practical observing the gravitational
force on Earth
 Extension: experiment with the force of gravity
between two objects related to their masses and
distance apart
Teacher Signature:
3/16/2016
Indicators
Students will
Date Completed:
__________ High School Science Faculty
16
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 4 – Light Speed
Students learn about 5.6.4 light energy
5.10 ecosystems
5.11.1 energy resources
LS.11 heat from the sun
LS.15 natural resources
Syllabus Outcomes: A student 5.6 applies models, theories and laws to situations involving energy, force and motion
5.10 assess human impacts on the interaction of biotic and abiotic features of the environment
5.11 analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources
LS.11 recognise some features of the solar system and beyond
LS.15 explores the impact of human activity on the Earth’s resources
5.27 acknowledge their responsibility to conserve, protect and maintain the environment for the future
Week
Lesson
5
14
Syllabus Content
Students learn to
5.6.4 (a) distinguish between the
absorption, reflection and refraction
of light and identify everyday
situations where each occurs.
LS.11 recognise the sun as a source
of heat
Teaching and Learning Activities
Teacher:
 Give an introduction into the topic light waves
 Describe the speed of light as a constant
 Instruct in practical
Students:
 Participate in practical 
 Contribute to concluding class discussion
Teacher Signature:
3/16/2016
Indicators
Students will
-give examples of the
occurrences of
absorption, reflection and
refraction, scattering of
light
-explain the phenomena
that can be seen in
everyday situations e.g.
rainbows, sunset, mirage
Resources
Textbook
Practical: Perspex
prisms
Handout
Date Completed:
__________ High School Science Faculty
17
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 4 – Light Speed
Week
Lesson
5
15
6
16
Syllabus Content
Students learn to
5.11.1 (a) discuss the importance of
energy as a resource
LS.15 identify the use of some
natural resource (light)
5.10 (c) describe some impacts of
human activities on the ecosystem
5.11.1 (b) identify properties that
make some natural resources
economically important and describe
their uses
5.27 acknowledge their responsibility
to conserve, protect and maintain the
environment for the future
5.23 demonstrates confidence and a
willingness to make decisions and
take responsible actions
5.24 respects differing viewpoints on
science issues and is honest, fair and
ethical
5.25recognises the relevance and
importance of lifelong learning and
acknowledges the continued impact
of science in many aspects of
everyday life
Teaching and Learning Activities
Teacher:
 Describes energy resources focusing on solar power
and renewable energy sources
 Explains function and use of photovoltaic cells
 describe some impacts of the human activity of
resource use i.e light production at night
Teacher and Students:
Will complete an exam based on an overview of the four
phases:
Phase 1: The Wave Model
Phase 2: Wave Technology
Phase 3: Waves in Space
Phase 4: Light Speed
Marking will be held in class and areas of
misunderstanding addressed.
Resources
-relay the importance of
energy resources
-identify value of
resources and their use
http://www.youtube.com
/watch?v=NDZzAIcCQL
Q
Documentary
http://www.youtube.com
/watch?v=nr-grdspEWQ
Interactive simulation:
http://www.oresomereso
urces.com/media/flash/i
nteractives/low_emission
_energy_future/
Pass an exam
Exam paper
Marking and feedback:
group trends and
individual
Students:
Watch simulation, a documentary and play with
interactive simulation
Teacher Signature:
3/16/2016
Indicators
Students will
Date Completed:
__________ High School Science Faculty
18
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 5 – Problem Based Group Project
Students learn about 5.3 the applications and uses of science
LS.3 technological development that has changed our daily lives
5.13.1 identifying data sources
5.17 processing information
5.18 presenting information
5.19 thinking critically
5.20 problem-solving
5.22.2 working in teams
Syllabus Outcomes: A student 5.3 evaluates the impact of applications of science on society and the environment
LS.3 explores the influence of science on our daily lives
5.13 identifies a problem and independently produces an appropriate investigation plan
5.17 explains trends, patterns and relationships in data and/or information from a variety of sources
5.18 selects and uses appropriate forms of communication to present information to an audience
5.19 uses critical thinking skills in evaluating information and drawing conclusions
5.20 selects and uses appropriate strategies to solve problems
5.22 plans, implements and evaluates the effectiveness of a variety of tasks independently and as a team member
Teacher Signature:
3/16/2016
Date Completed:
__________ High School Science Faculty
19
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 5 – Problem Based Group Project
Week
Lesson
6
17
Syllabus Content
Students learn to
5.3 discuss using examples, the
positive and negative impacts of
applications of recent developments
in science
LS.3 participate in an investigation of
how technological development has
changed the way we live eg mobiles
5.13.1 (a) describe a problem and
develop a hypothesis or question that
can be tested or researched
5.17 (b) distinguish between relevant
and irrelevant information
5.19 (e) anticipate and/or respond to
problems as they arise in practical
situations
5.20 (a) identify the nature of a
presented problem
5.20 (b) describe different strategies
that could be employed to solve an
identified problem
5.20 (c) use identified strategies to
develop a range of possible solutions
to a particular problem
5.20 (d) evaluate the
Teaching and Learning Activities
Problem Based Learning/ Students:
-are presented with a problem
- How do we reduce our exposure to electromagnetic
radiation?
-working in groups they will use ICT (video, poster,
pamphlet, web page) to present their findings to the
community
-will make decisions and organize a community
presentation addressing raising awareness
Teacher Signature:
3/16/2016
Indicators
Students will
-practice thinking critically
-hone in on their
organisation skills
-practice their
communication skills
-work as a team
Resources
Library
Textbooks
Internet
Professionals
Date Completed:
__________ High School Science Faculty
20
Year : 10 Waves: Rolling out Physics
Teaching and Learning Sequence: Phase 5 – Problem Based Group Project
Week
Lesson
Syllabus Content
Students learn to
appropriateness of different
strategies for solving an identified
problem
5.22.2 (e) set and work to realistic
timelines and goals as a team
6
18
5.18 (b) select and use an
appropriate medium to present data
and information
5.22.2 (h) evaluate the process used
by the team and effectiveness of the
team in completing the task
Teaching and Learning Activities
Students and Teacher:
-presentation to the community
-evaluation of work and performance at event and in
groups of peers
Teacher Signature:
3/16/2016
Indicators
Students will
-honestly evaluate
themselves and others
Resources
Evaluation surveys
Reflective Journals
Date Completed:
__________ High School Science Faculty
21