GUIDELINES FOR TEACHERS - Curriculum Online

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PHYSICS S ection one the physics syllabus 1.1 Introduction 4 1.2 Emphasis 4 1.3 Structure and format of the syllabus 4 1.4 Mathematical content 5 1.5 Content 5 1.6 Differentiation between Higher level and Ordinary level 5 1.7 Teaching strategies 5 1.8 Equipment 6 1.9 Timetabling 6 1.10 Vocational emphasis 6 1.11 Conclusion 6 3
PHYSICS 1.1 INTRODUCTION These Teacher Guidelines accompany the revised physics syllabus. The previous Leaving Certificate physics syllabus was introduced into schools in 1984 and first examined in 1986. In the revised syllabus there are changes in emphasis, in structure, in format, and in content. The revision has taken into account the length of the 1984 syllabus, the changes to Junior Certificate Science introduced in 1989 and the need to increase the vocational emphasis in physics. The aims and objectives of the syllabus provide a clear specification of the ethos of the syllabus. The syllabus emphasises the experimental nature of physics and its applications, thus highlighting the vocational aspects of the subject. The syllabus has the following components: • pure science 70% • applications of science 22.5% • science for citizens 7.5% 1.2 EMPHASIS These provide a context which facilitates students in understanding and applying physical laws and theories. Exemplars relevant to their own lives are included wherever possible. This approach ensures that physics contributes to a broad, balanced education. 1.3 STRUCTURE AND <strong>FOR</strong>MAT OF THE SYLLABUS The syllabus is presented at two levels–Ordinary level and Higher level. The Higher level includes two options, one of which must be taken. There are no options at Ordinary level. The syllabus is presented in four columns: • content • depth of treatment • activities • science, technology and society (STS). The syllabus document includes the mathematical requirements of the syllabus and a list of required physical quantities, their units and symbols. It also includes the formulas used in the syllabus and indicates which equations must be derived at Higher level. No derivations are required at Ordinary level. 4
Page 1 and 2: AN ROINN OIDEACHAIS AGUS EOLAÍOCHT
Page 3 and 4: PHYSICS
Page 5: PHYSICS INTRODUCTION The physics sy
Page 9 and 10: PHYSICS 1.8 EQUIPMENT The laborator
Page 11 and 12: PHYSICS The different components of
Page 13 and 14: PHYSICS 2.6 INTERACTION OF PHYSICS
Page 15 and 16: The teaching of the science, techno
Page 17 and 18: PHYSICS 3.1 INTRODUCTION Ordinary l
Page 19 and 20: PHYSICS 3.4.2 MATHEMATICS Mathemati
Page 21 and 22: PHYSICS Higher level physics provid
Page 23 and 24: PHYSICS 4.3.8 ELECTRONICS Students
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Page 27 and 28: PHYSICS 5.1 INTRODUCTION Particle p
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Page 33 and 34: PHYSICS THE SIX-QUARK MODEL While t
Page 35 and 36: 1 Imagine that a molecule of water
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Page 39 and 40: PHYSICS How is the energy divided b
Page 41 and 42: PHYSICS 5.5 GRAPHICS LEP, the large
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Page 51 and 52: PHYSICS 6.1 INTRODUCTION The term
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The term “resources” is used he
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SCIENCE This is the journal of the
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PHYSICS 7.6 TEXTBOOKS The following
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PHYSICS Association for Science Edu
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PHYSICS 62
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