ACTIVITY 5 (15 – 20 minutes)

ENCOURAGING STUDENTS TO DO PHYSICS

At registration, graffiti sheets will be hung around the room with the following question written on each sheet:

“What activities at your school have been successful in encouraging students to consider doing Physics?”

Participants will be encouraged to enter the activities they do within their school to promote Physics. This sheet will then be used as a basis for discussion by the whole group in the following activity.

The study of Physics can be valuable for many students. The VCE Physics study designprovides:

  • interesting and challenging experiences for students aiming for a range of careers (for example, in medicine, engineering, science and technology)
  • varied opportunities for studentsto develop knowledge and skills which will assist them in becominginformed and active citizens in society.

It is useful therefore to explore ways to encourage Year 10 students to consider Physics and to also retain more students from Year 11 into Year 12 Physics.

Promoting Physics within the school (small groups)

1. Discussion:

(a) Which features of the new Physics study design may encourage students to study VCE Physics?

(b) What can we do to encourage students to study Physics?

(c) What factors or issues hamper students from undertaking Physics, and what can we do to address these?

2. View the responses on the graffiti sheetsto the question: “What activities at your school have been successful in encouraging students to consider doing Physics?” which participants completed on arrival.

(a) Devise one further activity to add to the list or choose one to extend.

(b) Report back to other groups about their activity, explaining briefly what it will involve and why it has been designed in this way.

Entering Year 11 Physics

Opinion continuum

(a) What level of Mathematics do you think is required to do Physics? Along a clear wall, where the left end represents “no Mathematics prerequisites” and the right end represents “having achieved an excellent grade in two or more Mathematics units at Year 10”, stand in a position that reflects your stance with respect to Mathematics entry prerequisites for Unit 1 Physics. Reflect on your position relative to the position of others: what might cause you to change your position?

(b) What level of achievement at Unit 2 Physics do you think is required to enter Unit 3 Physics? Assume that the continuum now represents “fail grade in Unit 2 Physics” and the right end represents “having achieved an A+ in Units 1 and 2 Physics”, reposition yourself on the continuum. How and why has your position changed?

Whole group discussion:

(a) What does “successfully complete VCE Physics” mean?

(b) Which mathematical knowledge and skills are essential for students in order that they have the opportunity to successfully complete VCE Physics?

(c) What procedures and strategies can be put in place to assist students with weak mathematics and/or Physics skills to undertake and successfully complete VCE Physics?