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This is "32. Electric Current-physics.avi" by Maths Class on Vimeo, the home for high quality videos and the people who love them.

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This is "33. Electric Circuits-physics.avi" by Maths Class on Vimeo, the home for high quality videos and the people who love them.

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Find products, lab books, experiments, packages and training for physics education.

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St.Marys College Galway - Colaiste Mhuire Gaillimh

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What is Physics?

Physics is the branch of science that studies matter, energy and the relationship between them. Understanding the laws of Physics gives us a better view of the world we live in. If you are curious enough to wonder about any of the following questions, then you should enjoy studying Physics.

Why do I see colours on my C.D?

How does a generator produce electricity?

Why is there sometimes a rainbow when it's wet?

How can we see inside a person's body with an X-ray machine?

How do the speed guns of the Gardaí work?

What are mirages and how do they occur?

Why do vibrating waves produce sound?

In Leaving Certificate Physics you will study various topics in each of the following areas. Mechanics and Motion (5th year), Heat (5th year), Waves and Sound (5th year), Light and Optics (5th year), Electricity and Magnetism (6th year), Atomic Physics and The Electron (6th year) and Nuclear and Particle Physics (optional)

There are 25 compulsory experiments in Leaving Certificate Physics. Four of these are asked in Section A of the exam and you must answer three. Pupils generally do well here as we focus a lot of attention on experiments and we tend to repeat them closer to exam time. In addition, some of these experiments can be asked in Section B.

Leaving Certificate past Papers and Marking Schemes

Textbook: Real World Physics by Dan O'Regan.
Useful Web Addresses
http://www.falstad.com/ripple/
This applet is a simulation of a ripple tank

http://www.walter-fendt.de/ph11e/
Java applets on Physics

http://www.colorado.edu/physics/2000/index.pl
A collection of Applets from X-Ray machines to Microwave ovens to the Periodic Table of Elements.

http://www.rpii.ie
The Radiological Institute of Ireland.

http://oldmanhonda.com
****An excellent gateway site to various Physics applets****
Useful Summaries

Speed, displacement, velocity, Acceleration, Vectors and Scalars, Force Mass and Momentum, Pressure gravity and moments, Force energy power

To measure the constant acceleration of a trolley using a ticker tape timer and ticker tape
To show that the acceleration of a body is y proportional to the force acting on it

Physics Proofs
physicsproofs

Atomic Physics Maths Questions and Answers
atomic_physics

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Physics - St.Marys College Galway - Colaiste Mhuire Gaillimh

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What is Physics? Physics is the branch of science that studies matter, energy and the relationship between them. Understanding the laws of Physics gives us a better view of the world we live in. If you are curious enough to wonder about any of the following questions, then you should enjoy studying Physics.

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Differentiation between Higher level and Ordinary level Leaving Cert. Physics is offered to students at Ordinary and Higher levels. There are three main differences between Higher level and Ordinary level: ● structure and content ● depth of treatment ● mathematical treatment.Structure and content Ordinary level consists of a defined set of concepts.

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An Roinn Oideachais agus Eolaíochta Department of Education and Science
Subject Inspection of Science and Chemistry
REPORT
Coláiste Phobail Ros Cré

County Tipperary
Roll number: 76069P
Date of inspection: 22 January 2008

This report has been written following a subject inspection in Coláiste Phobail Ros Cré. It presents the findings of an evaluation of the quality of teaching and learning in Science and Chemistry and makes recommendations for the further development of the teaching of these subjects in the school. The evaluation was conducted over two days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students' work, and had discussions with the teachers. The inspector reviewed school planning documentation and teachers' written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teachers.

The time allocation is slightly below the time recommended in syllabus guidelines due to the operation of thirty-five minute classes. The school should endeavour to resolve this anomaly. In addition, care should be taken in future timetabling to ensure as much as possible that lessons are distributed evenly across the week for all class groups as is currently the case for most classes. Classes are of mixed ability in first year. In both second year and third year, the top four class groups are banded together and the bottom two groups are banded together for all subjects. It was reported that within these separate bands, mixed-ability teaching is in operation. Classes retain the same teacher from second through to third year in junior cycle and again for Leaving Certificate. This is good practice as it supports continuity of learning. There is concern that this year in particular, a significant number of students completed Science at ordinary level for the Junior Certificate. Therefore it is recommended that strategies be devised to encourage a greater proportion of students to perform at the higher level so that they reach their full potential. It is important that they are retained at higher level for as long as is practicable.

There is good support for students in making senior-cycle subject choices. The supports available to students include access to career guidance. Parents are also involved in the decision-making process. It is good to note a 'best-fit' model operates for optional subjects at senior cycle. To further encourage the uptake of the physical science subjects in senior cycle, and to ensure that the subjects remain viable options in the school, it is recommended that the school examine the factors influencing students' choice of subjects. The results of this examination should inform future subject and curricular planning and support subject uptake among students in the physical sciences.

The school has a learning-support department that it is understood communicates with the science teachers as necessary. During the course of the inspection concern was expressed that a small minority of students who had significant literacy problems did not have access to learning support. Strategies should be devised to ensure that all students who require support are provided with such help.

All students have substantial access to the laboratories. The school has four laboratories in two separate buildings and three different areas. Management provides financial support for the maintenance of necessary materials and resources, and the purchase of equipment on a needs basis. This is good practice. The well-stocked laboratories provide evidence of successful planning for resources. The updating of resources is generally done on an individual basis as different pairs of teachers are based in a specific laboratory. The two laboratories in the new building have an interconnecting preparation and storage area. Significant work has been done on the storage of chemicals that are stored according to Department of Education and Science guidelines. However, care should be taken to ensure oxidisers are stored as far away from the flammable chemicals as possible and that chemicals are never stored in the fume cupboard, even for a short period of time. To enhance the good work that has been done in this regard, it is recommended that the purchase of a flame resistant press be prioritised for the safe storage of flammable chemicals.

The two laboratories in the old building have separate storage areas. In these areas, chemicals are not stored according to safety guidelines. It is recommended, as a matter of urgency, that this matter is rectified and that these chemicals be stored according to Department of Education and Science guidelines and best safety practice. Light switches should not be in the chemical stores. In addition these storage areas are not appropriately ventilated, and these laboratories have no electrical isolation switches, issues that should be immediately addressed by management. A good level of safety equipment such as fire extinguishers, fire blankets and safety glasses is available in all laboratories. Laboratory safety rules and hazard symbols are on display. Commendably science teachers were consulted during the review of the school's health and safety statement.

The science department's resources include overhead projectors, at least one computer in each laboratory and a total of two data projectors. Data logging equipment that is also located in the new building has been purchased for the teaching of Science, and some laboratories have internet access. Management is to be commended on the provision of these facilities. The science department needs to plan for the upgrading of their information and communications technologies' (ICT) equipment so that all computers are compatible with both the data projectors and all software that is in use for the teaching and learning of science.Notwithstanding the demand of the Post Leaving Certificate courses, the school needs to explore the feasibility of increasing the access to the four computer rooms for the teaching and learning of the sciences.

In some instances students have the opportunity to participate in co-curricular science activities such as ecology fieldtrips and cross-curricular activities with Physical Education, a scheme that is encouraged. Those involved are to be praised for their commitment to facilitating these educational activities. Management is praised on the commitment given to facilitate continuing professional development. All teachers have had the opportunity to attend Department of Education and Science in-career development in the sciences. Two of the teachers are involved in a mentoring programme in the University of Limerick and a teacher has completed a Masters in Education (Science) in recent years. This dedication of teachers is commended. It is significant that the school supports the teachers in their membership of the Irish Science Teachers' Association. The operation of an induction programme for new teachers is applauded.

A good level of planning was observed for individual lessons. These included equipment, chemicals, handouts and acetates, all of which supported the teaching and learning of the sciences.

Laboratories that are enhanced by plants, scientific models and a range of posters, provide a visually stimulating environment for the teaching and learning of the sciences. Classroom management was good and a good teacher/student rapport was observed in a relaxed learning environment. Students' contributions were encouraged and affirmed in all lessons.

Lessons were well structured and the pace was appropriate in almost all instances. In one lesson brainstorming was very successfully employed to ascertain students' previous knowledge of a topic. Care should be taken that when planning lessons time is factored in for review to facilitate consolidation of learning. In lessons where short practical activities and questioning were employed, students were actively engaged and participated well. It is recommended that active learning methodologies be adopted in classroom practice, on a regular basis, to encourage learner independence and autonomy. Questioning was successfully employed to review previous learning and in some instances probing questions were effective in developing lesson content. Students should be encouraged to answer on an individual basis to facilitate the participation of all. There was evidence of good use of the board and ICT to highlight significant points and to provide visual images during lessons.

Teachers employed a range of strategies to support learning. For example, teacher demonstration of the effect of an electromagnetic field helped illustrate a difficult concept. Discussion on the effect of dipping a spoon into boiled water made the subject of conduction tangible to students. Students' use of mapping compasses successfully linked the topic to everyday life. This is commended. Consideration should be given to employing a variety of approaches when revising topics. In addition to the completion of examination questions, a practice that is applauded, methods such as student demonstration, students' identification of the key words and concepts of a particular topic and other active learning methodologies could be considered. Approaches such as peer correction of examination questions and students' presentations that focused on a specific topic and or examination question could be utilised.

In a minority of instances, an investigative approach to students' practical work was employed. This increased students' motivation and enthusiasm and facilitated collaborative work. An investigative approach to teaching science is an underlying principle of the revised science syllabus and should be employed to a greater extent in order to facilitate the development of science process skills and to prepare students for the assessment B component of Junior Certificate Science. Where students participated in hands-on practical activities, it was observed that they worked well, their skills were good and the teachers constantly moved about the laboratory giving appropriate attention and support to individuals . Due regard was paid to safety procedures at all times. This is commended. In some instances following students' practical work, a plenary session was employed to consolidate learning, a strategy that should be used in all practical lessons.

Formal examinations are held at Christmas for all classes, and in the summer for the non-examination classes. State examination classes also have pre-examinations. There is some evidence of other tests being administered at the discretion of the teacher during class time. Common assessment is employed at the end of first year. It is recommended that this good practice be extended to all year groups as it provides for standardisation of students' learning across a year group.

Formative assessment, for all classes, is carried out on an ongoing basis by questioning in class and tests. There was evidence of regularly assigned homework to consolidate students' learning in class and in some instances this was monitored and annotated. Consideration should be given to the increased employment of the desirable practice of teacher annotation, which reflects the principle of assessment for learning (AfL). Further information on AfL can be accessed at .

There was evidence of recording of attendance rates, and assessment in teachers' journals. This is good practice as it helps to build a profile of students' progress and achievement in the subject over a period of time. The school has a policy of analysing State examination results. A good level of contact is maintained between the school and parents. In addition to twice-yearly reports, ongoing information regarding students' progress is also given to parents through the students' journals, and annual parent-teacher meetings.

The following are the main strengths identified in the evaluation:

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

Post-evaluation meetings were held with the teachers of Science and Chemistry and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.
Published September 2008

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An Roinn Oideachais agus Eolaíochta Department of Education and Science Subject Inspection of Science and Chemistry REPORT Roll number: 76069P Date of inspection: 22 January 2008 This report has been written following a subject inspection in Coláiste Phobail Ros Cré.

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Physics Department Mr. Downes www.padlet.rdownes/physics LCH Physics LCO Physics TY Physics