TSST COURSE AUDIT FORM

This form is designed to allow community based panels of teachers to evaluate each other's course, facilitated by the Institute of Physics.

Courses which meet the required standard will be deemed to have received IOP-enabled community approval.

Evaluators will be primarily looking at consistency between course objectives/outcomes and mode of delivery. The audit form is designed to test the coherence of the course as described. Individual courses may vary in length and it is for individual participants to decide which advertised length suits their needs best.

However, based on community feedback, it was felt that it would be helpful to provide some guidance as to specific aspects. Most specific recommendations are given in the Notes columns. In addition it was felt that a TSST course securing IOP approval would normally be expected to take 30-50 hours to complete, excluding unmonitored independent learning time. Please note that a course submitted for auditing will not be penalised if it does not meet a stated guideline. However, the approval panel will expect to see some justification.

Institute of Physics will publish details of all community approved courses on the IOP website.

Name of lead school / Chorlton High School
Lead contact / Kerry Scott
Date submitted / 13/11/17
Subject area (indicate number of hours)
Mode of delivery / Energy / radiation / Motion & Forces / Waves / Electricity & electromagnetism / Matter & Space / Optics and Other information
Face to Face (Presentations, lectures, guided group tutorial work with tutor present) / 2 / 2 / 2 / 2/3 / 1 / 2
Practical (Hands on use of apparatus working individually or small groups. Observation of demonstrations is not deemed to be practical work) / 1 / 1 / 1 / 1 / 1 / 1
(practical work will be included within the sessions that run for a duration of 2 hours)
Coaching/ Mentoring (One to one or small group sessions involving coaching, mentoring or allied techniques led by an experienced practitioner.) / Coaching / observation sessionswill be implemented within candidate schools and at Chorlton high School. They will be generic to any area of GCSE physics and are expected to last between 5-10 hours.
Monitored independent learning (e.g. online tutorial work) / 3 / 3 / 3 / 3 / 3 / 3
(Independent work will involve specific pre-reading and diagnostic testing during each session).
Other modes (please specify below)
Total hours / 5 / 5 / 5 / 5 / 5 / Teaching time – including practical = 12 hours
Observations and mentoring (plus in school support) = 5-10 hours
Monitored independent learning and diagnostic testing = 18 hours
Total = 35-40 hours.
Through running the course, it has become apparent that additional hours will be necessary to cover the practical material stated. Two extra sessions have
been offered to all candidates so that the material can be covered. This will take place in the summer term. All the theory material has been taught according
to the schedule
Please provide further brief detail on the following aspects of the course / Notes
Practical Work / Specify what nature is – e.g. embedded in related session/standalone/skills focussed, work in pairs/groups. Also include Health and Safety measures in place.
To match the AQA specification, all mandatory investigations (described below) will be covered throughout the course to meet the specific needs of the candidates. Details of methods for these specific practicals will be provided with clear CLEAPPs protocols and these will be explained during delivery so that the candidates understand all risks associated with the investigations.
Waves:
Participants will learn how to measure the frequency, wavelength and speed of waves in a ripple tank and waves in a solid and take appropriate measurements.
They will also learn how to Investigate the effectiveness of different materials as thermal insulators and the factors that may affect the thermal insulation properties of a material.
Participants will also learn how a loud speaker works and observe the vibrations of different tuning forks to help recognise the relationship between length and pitch. Explanations will be also be given to candidates about how each creates sound waves. Participants will also learn how a loudspeaker functions as an electromagnet.
Energy / Radiation
Participants will learn how to demonstrate / store radioactive sources (alpha / beta / gamma).
They will learn how to use a Geiger-Muller tube, find out how it works anddiscoverdifferent methods for demonstrating half-life (through a water pressure investigation with pierced bottles and by rolling dice to show a statistical model for the random effects of decay).
They will also investigate how the amount of infrared radiation absorbed or radiated by a surface depends on the nature of that surface. This will demonstrate the effect of colour on emission and will be investigated using IR thermometers.
Electricity / Electromagnetism
Participants will learn how to use circuit diagrams to set up and check appropriate circuits to investigate the factors affecting the resistance of electrical circuits. This will include:the length of a wire;combinations of resistors in series and parallel.
They will also investigate the I–V characteristics of a variety of circuit elements including a filament lamp, a diode and a resistor at constant temperature.
Participants will also be given the opportunity to:
  • Build DC motor using motor kits,
  • observe how a dynamo works
  • Build and test the strength of an iron nail electromagnets
  • Investigate the effect of changing the number of turns on amodel transformer and to measure voltage drop across anichromewire. Demonstrating the effects of resistance in power lines in the national grid.
Optics
Participants will measure reflected angles using a plane mirror and a protractor.
They will also measure the angles for the refraction through a glass block and calculate through investigation the angles of reflection and refraction (Snell’s Law). They will observe how images are formed using different lenses and learn how to draw ray diagrams for convex and concave lenses.
There is also an opportunity to demonstrate the diffraction of laser light through a diffraction grating, and if the candidates’ abilities enable them to make enough progress to discuss Young’s experiment, we will also explain interference patterns and why such small separations are required to diffract visible light.
Matter / Forces and Energy:
Participants will learn how to determine the specific heat capacity of one or more materials. They will see how different metals have different specific heat capacities and how a joule meter or combination of voltmeter and ammeter can be used to measure the energy (and thus specific heat capacity) of various materials.
They will also learn how to determine the densities of regular and irregular solid objects and liquids. Volume should be determined from the dimensions of regularly shaped objects and by a displacement technique for irregularly shaped objects. They will also learn how to measure objects using appropriate apparatus such as a micrometer or Vernier callipers.
Participants will also observe how to investigate the relationship between force and extension for a spring and relate Hooke’s law to the mathematical relationships learnt in previous sessions
In this session they will also learn how to measure the acceleration of an object of constant mass and the effect of varying the mass of an object on the acceleration produced by a constant force. This will be carried out using viscous fluids and slow motion camera on phones.
Subject knowledge / Please give more details on methodology of subject knowledge (e.g. lecture, practice questions, peer tutorial, diagnostic testing)
The six taught sessions will delivered in a variety of ways using different teaching and learning methods to enable each participant to gain the upmost from the course and maximise their interactions with experienced staff.
There will be lectures on key material that will be tested throughout each session at differing levels (from GCSE level to AS level) so that staff will gain the confidence to teach even the highest attaining students in Physics. Participants will also be expected to complete diagnostic tests before each session so that content can be tailored to match their individual needs and so that progress can be measured. As mentioned above, the 8 AQA practical assessments will also be covered and the mathematical and scientific concepts that surround these investigations will be exploredso that candidates will understand how to plan, prepare and deliver them to students.
Subject knowledge and pedagogy will be simultaneously delivered to ensure that participants are fully able to: grasp the content covered; understand where and why pupils may have misconceptions; and to know how to effectively address these through use of highly effective teaching strategies.
During the academic year, participants can expect to receive a planned classroom visit from theirChorlton High School (CHS) coach. This will allow for delivery of Physics within the classroom setting to be evaluated and allow for a highly specific coaching session around any further development points. Alternatively, for any potential participants who are not currently teaching Physics, CHS would be happy either to provide classroom experience with a KS4 Physics class, as an observer or to gain some teaching experience.
Pedagogical Content Knowledge / Give further details on methodology used (e.g. pupils, misconceptions/naïve conceptions)
CHS has an outstanding Science Department and is able to facilitate exceptional teaching and learning strategies that will benefit the participants in all areas of their Science.
The core facets of outstanding teaching will be demonstrated by the facilitator using the following key points described below:
  1. Understanding the abilities of the participants by carrying out assessments of abilities before sessions.
  2. Using assessments to plan sessions accordingly:
The assessments are a mixture of both online (Doddle assignments) and exam questions that are specific to each session. The Doddle assignments are set before each session and provide the candidates with instant feedback so that all the teachers on the course can develop their background understanding prior to each session.
During each session, the candidates will be given exam questions at the end of each topic so that they can practise the material they will be teaching. They will also be re-tested on similar material to demonstrate progress.
  1. Providing resources that are differentiated to support the development of all participants taking the course
  2. Providing the participants with extra topic information so they can read and accelerate their own learning during taught sessions
  3. Linking the lectures to the specification so that participants gain the specific knowledge that students are expected to learn
  4. Access to a variety of Physics exam questions that range in abilities from KS3-KS5.
  5. Giving the participants the opportunity to take part in the investigations and not just demonstrate them, as this will develop their practical skills and also promote the use of practical investigations in their own institutions.
  6. Give participants access to the best video/animations and pieces of software that help to model the complex topics associated with Physics.
Key misconceptions will also be discussed and it will be expected that participants carry out their own research to overcome their own misconceptions through the various websites I will promote, like the IOP, Physics classroom and Physics world.com. I will discussspecific examples like those shown below during the 6 taught sessions:
  • Free fall / weightlessnessis due to lack of gravity in space
  • Newton’s Laws: That objects stop when there is zero force / that the Earth pulls the moon with a greater gravitational force than the moon pulls the Earth.
  • Special relativity: How evidence forms the basis for new ideas and how Einstein’s theories have now become recognised due to rigorous testing. (E.g. gravitational waves / relativity have been tested).
  • No gravity in Space – discuss why pupils think this and allow them to address misconceptions with known ideas around orbits
  • Electricity flows from switch to bulb / power station to source – use models to demonstrate current flow and discuss what alternating current is and how it transfers energy.
  • Electrons flow at light speed around a wire (drift velocity) – explain to candidates the universal speed limit of light and discuss the actual speed of electrons in wires.
  • Irradiated samples foods are dangerous / ionising – address the misconceptions that surround radiation and its dangers. Particularly the dangers with using radiation to destroy microbes in food, and the actual dangers associated with nuclear power plants
E.g. the actual number of deaths from nuclear powercompared with alternative methods like coal/gas/oil and renewable sources.
Research Informed Practice / How do you propose to embed the results of research informed best practice (e.g. access to research articles)
Chorlton High School prides itself on being recognised locally as a centre of excellence for teaching and learning and this will be highly evident through the wide range of engaging strategies and resourceswhich participants will be encouraged to trial in their own classrooms. Teaching practice at CHS is informed by a wide body of research – both theoretical and practical – which aims to develop students’ abilities to transfer their understanding of theoretical concepts to practical application. Examples include Daisy Christodoulou and her research in to the future of assessment for progress, and Dylan Williams. Individual approaches to teach topics will be informed by the IOP or National Strategies best practice and bibliographic links will be given to participants throughout the course to further develop their theoretical understanding of the course content.
C Knipe (the lead facilitator) has also successfully completed a 2 year leadership programme (Teaching Leaders) and taken part in a TSST programme run by Loreto College (with whom the school has excellent links), and will use the resources obtained through these and other sources like the IOP to enhance the programme content.
Participants will be expected to use sources like the IOP link shown below and evidence this by discussing read articles during sessions.

Handling of Mathematical Requirements / e.g. handling of graphical techniques, proportionality, errors
Participants will learn and be expected to demonstrate through assessment understanding of the following mathematical concepts:
Algebra:
including re-arranging equations (e.g.):(session 1 : before using the wave equation)
kinetic energy = 0.5 × mass × speed 2(session 5 energy and forces)
final velocity 2 – initial velocity 2 = 2 × acceleration × distance(session 5 energy and forces)
Relationships:
Inverse and direct and that y = mx + c = a linear relationship. (session 1 before using the wave equation and session 5 energy and forces)
Arithmetic:
Recognise and use decimals and standard form. Understand significant figures, SI units and reciprocals.(included in exam questions throughout sessions)
Handling Data:
Drawing and analysing graphs, analysing data from different sources. How to draw a tangent from graphs.(session 6 specific heat capacity)
Error:
Participants will also learn about the different forms of error (E.g. systematic / random).
They will also learn how to calculate uncertainty from investigations (e.g. Uncertainty of wavelength during ripple tank investigation). (session 1 : using the wave equation / writing up AQA required prac)
Participant Assessment Arrangements / Use of various modes e.g. lesson observation, portfolio, diagnostic testing, etc.
Before each session, the participants will carry out a diagnostic exam that will decide the content and level for individual learners. These will be marked in accordance with AQA mark schemes so that candidates can see the exacting criteria of GCSE exam boards.
Testing will also take place within the sessions after each activity, so that participants can measure their own progress and develop at a faster rate (as this will allow sessions to be independently tailored to the needs of participants– allowing them to progress to higher level A level questions where required).
The lead practitioner (C. Knipe) also teaches triple Physics to 3 separate YR 11 classes and this will provide plenty of opportunities for the participants to carry out observations of higher-level physics.
These will take place between December and June. Participants will also be given the opportunity to undergo a lesson observation by C Knipeor another member of the Science team and as a result of each observation, direct feedback will be given to the participants. They will also be expected to participate in coaching conversations that will further develop their teaching skills.
Quality Assurance Mechanisms / Mention use of any form of quality assurance – use of validated material, external validation or accreditation. Please include qualifications of staff.
All quality assurance is already provided by AQA/Edexceland IOP assured sources. Chorlton High school is a member of the IOP and has access to all secure AQA materials, which are used to inform planning and exam practice within the department. The materials all come from testbase, which is an accredited AQA exam base. All the material used is from past papers, as well as new material to gain experience of the new exam specification (1-9 grades). All teachers who are currently on the course are currently following the AQA specification.
Cholrton High school has also set up a network of collaboration with the Ogden Trust and works very closely with Loreto college Manchester (a TSST provider) to provide the students it teaches and the staff it develops the best possible resources and STEM based opportunities for all its teaching groups.
The specific investigations that are described above have been sourced by the AQA / IOP and CLEAPSS assessments have been carried out for the all the relevant investigations. These will be shared with participants so they will also be able to implement these investigations in their own institutions (practical equipment can also be shared if necessary, as a lack of equipment can often be the main issue with teachers not carrying out practicalsessions).