May 21 2009
searching for suitable AH investigation topics
We’ve had a cracking cohort of pupils work their way through Standard Grade and Higher over the past three years. On Tuesday, we’ll have an unusually large number sitting the Higher Physics paper and fifteen of them have indicated that they would like to continue to study physics in S6. While it’s brilliant to have so many motivated pupils signing up for the Advanced Higher course, it does present a bit of a problem for a department that typically runs with a class of only 5 pupils.
I’m in the middle of putting together my requisition for next session and, while I was thinking more about ensuring we had what would be required to tackle the Curriculum for Excellence science outcomes, I’m now having to consider whether we have sufficient apparatus to offer up to 15 different, independent and appropriate AH investigations.
One of the things I spotted in the Rapid online catalogue was a spring made from a smart alloy. I’d previously seen the alloy demonstrated as a wire in a model robotic arm developed by Gregor Steele of SSERC but had not known about the spring. I had the idea of using the smart spring for an investigation based around magnetism and self-inductance. I’m not sure whether this would work but, combined with a hall sensor, I think there might be adequate opportunity to produce graphs and determine uncertainties. Given the need for a third experiment on the theme, I though about looking at mechanical properties, based around the hysteresis of the smart alloy. The investigation would therefore explore aspects of units 1 & 2 of the AH course.
I made some notes on my board to bounce off a colleague tomorrow but I’d be interested in hearing what other physics teachers think. Data sheet for the spring is here.
I understand the practicalities and such but I always thought that investigations should be chosen by students and then provided for. Seems like you’re doing their work for them
I remember I did my A-Level project on Electromagnetic braking, which was really interesting. Plus the only equipment you need is an air track, plate of aluminium (or other metal!), a couple of light gates, and an electromagnet.
Check out the OU Open Learn free courses on Science here http://openlearn.open.ac.uk/course/category.php?id=10&perpage=15&page=0 six pages of free online courses. Maybe some are suitable.
Also look at MIT’s Opencourseware web site.
Plus the podcasts in the iTunes U section of the iTunes store. I’ll get back to you and let you know if the council is still funding S6 pupils for a selection of paid OU short courses.
Hi Adam
Thanks for commenting. It’s an interesting point and I think you could make the same argument for Standard Grade investigations. There, the SQA paperwork does say
“Having thought about the problem and talked about it with others in your class, write down the factor you are going to investigate.”
but don’t we all in reality direct them towards a factor from the list of potential variables they generated at the outset?
Is AH any different? The IoP teacher support network regularly do the rounds at inset days saying the SQA moderators are looking for lots of red pen and guidance from the teacher when lab books are inspected. It sounds like input from the teacher is important. Remember the marks are not awarded for the work but for the report that is sent away.
In my limited experience, it’s only my 2nd year presenting for AH, pupils don’t know what to do for their investigation and need help in making a decision and those left to pick freely can still be thinking about it in November!
In providing a selection of topics, I am hoping to help those with no idea. Obviously someone who appears in class asking to do something in a specific area, e.g. radioactivity or harmonics, is not going to be forced into looking at resistivity of wires.