Abstract The Cambridge International AS and A Level Physics syllabus document (around 90 pages) was subjected to reflective analysis research technique, currently deemed as a member of the family of action research techniques, since it is presented as disciplinary knowledge area and has been linearly articulated. The procedure consisted of critical reading of physics syllabus document (Duration: 5 hours); identification of keywords and phrases (Duration: 2 hours) and reflection creating the graphic framework of consisting of social pedagogy, instructional pedagogy, academic pedagogy and trans-pedagogy aspects were identified after the content analysis. To get a deeper understanding of the linearly described structure of the syllabus, which is not being called curriculum, by identifying the pedagogical keywords since it has indications of allied activities to support learning of physics as an experimental science with emphasis on science practical skills and project work. A graphic of four-dimensional framework was prepared and displayed as snapshot of curricular structure of the Cambridge International AS and A Level Physics that claims to be strongly linked to the university education in physics and other disciplines that make use of applied physics. The present reflective analysis led to better insights into the curriculum by this investigator as a classroom practitioner. The implications are that at the physics teachers’ pre-service, in-service and induction training levels; physics curricula should be revisited with reflective analysis. Keywords: Action research, physics pedagogy, reflective analysis, social pedagogy, teacher development Pedagogical Aspects of Cambridge International AS and A Level Physics: Reflective Analysis PHYSICS SYLLABUS: INTRODUCTION Cambridge International AS & A Level: Physics syllabus 2022, 2023 and 2024 for which exams are available in the June and November series. However, exams are also available in the March series in India only. Why choose Cambridge International? · Prepares students for life · Helps to develop an informed curiosity and a lasting passion for learning · Provides a clear path for educational success from age 5 to 19 · Allows schools shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways to offer them · Helps students discover new abilities and a wider world, and gives them the skills they need for life (life skills), so they can achieve at school, university and work. · Expects academic rigour and reflection the latest educational research and seek support from teaching and learning resources. Note: Syllabus is reviewed regularly so as reflect the latest research evidence and professional teaching practice – and take account of the different national contexts in which they are taught by consulting teachers and higher education experts to help us design each syllabus around the needs of their learners. MISSION: Cambridge International’s mission is to provide educational benefit through provision of international programmes and qualifications for school education and to be the world leader in this field. Together with schools, we develop Cambridge learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world. QUALITY ASSURANCE: Cambridge International is committed to providing exceptional quality. In line with this commitment, our quality management system for the provision of international qualifications and education programmes for students aged 5 to 19 is independently certified as meeting the internationally recognised standard, ISO 9001:2015 ASSESSMENT: Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. Details of the assessment: Paper 1 Multiple Choice; Paper 2 AS Level Structured Questions; Paper 3 Advanced Practical Skills(Practical Assessment-I); Paper 4 A Level Structured Questions; Paper 5 Planning, Analysis and Evaluation (Practical Assessment-I) Note: Higher education institution can use the grades through articulated grade descriptions to convert them into marks Mathematical requirements for physics 1. Summary of key quantities, 2. Symbolsand units; 3. Data and formulae; Circuit symbols Key benefits The best motivation for a student is a real passion for the subject they’re learning. By offering students a variety of Cambridge Affords the greatest chance of finding the path of education they most want to follow. Following a Cambridge International AS & A Level programme helps students develop abilities which universities value highly, including: · A deep understanding of their subjects · Higher order thinking skills – analysis, critical thinking, problem solving · Presenting ordered and coherent arguments · Independent learning and research Cambridge International AS & A Level Physics develops a set of transferable skills including · Handling data · Practical problem-solving · Applying the scientific method · Developing scientific temper by enhancing concern for accuracy and precision, objectivity, integrity, inquiry, initiative and inventiveness · Attaining essential scientific skills required for progression to further studies or employment. · Our approach in Cambridge International AS & A Level Physics encourages learners to be: · Confident, secure in their knowledge, · Keen to explore further able to communicate effectively through the language of science · Responsible by developing efficient and safe scientific practices and · Working collaboratively with others · Reflective or able to evaluate evidence to draw informed and appropriate conclusions · Recognises that the applications of science have the potential to affect the individual, the community and the environment · Innovative and able to apply problem-solving skills to novel situations and engaging with new tools and techniques, · Including information technology, to develop successful approaches · Engaged, developing an enquiring mind, keen to apply scientific skills in everyday life. · Develop a deep understanding of subjects and independent thinking skills.’
Key physics concepts Key concepts are essential ideas that help students develop a deep understanding of their subject and make links between different aspects. Key concepts may open up new ways of thinking about, understanding or interpreting the important things to be learned. Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain: • A greater depth as well as breadth of subject knowledge • Confidence, especially in applying knowledge and skills in new situations • The vocabulary to discuss their subject conceptually and show how different aspects link together • A level of mastery of their subject to help them enter higher education. The key concepts identified below, carefully introduced and developed, will help to underpin the course you will teach. Physics teachers may identify additional key concepts which will also enrich teaching and learning. The key concepts for AS & A Level Physics • Models of physical systems: Since physics is viewed as the science that seeks to understand the behaviour of the Universe, therefore, the development of models of physical systems is central to physics. Models simplify, explain and predict how physical systems behave. • Testing predictions against evidence: Physical models are usually based on prior observations, and their predictions are tested to check that they are consistent with the behaviour of the real world. This testing requires evidence, often obtained from experiments. • Mathematics as a language, and problem-solving tool: Mathematics is integral to physics, as it is the language that is used to express physical principles and models. It is also a tool to analyse theoretical models, solve quantitative problems and produce predictions. • Matter, energy and waves: Everything in the Universe comprises matter and/or energy. Waves are a key mechanism for the transfer of energy and are essential to many modern applications of physics. • Forces and fields: The way that matter and energy interact is through forces and fields. The behaviour of the Universe is governed by fundamental forces with different magnitudes that interact over different distances. Physics involves study of these interactions across distances ranging from the very small (quantum and particle physics) to the very large (astronomy and cosmology). TEACHER DEVELOPMENT
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:
• acquire knowledge and understanding and develop practical skills, including efficient, accurate and safe scientific practices
• learn to apply the scientific method, while developing an awareness of the limitations of scientific theories and models
• develop skills in data analysis, evaluation and drawing conclusions, cultivating attitudes relevant to science such as objectivity, integrity, inquiry, initiative and inventiveness
• develop effective scientific communication skills, using appropriate terminology and scientific conventions
• understand their responsibility to others/society and to care for the environment
• enjoy science and develop an informed interest in the subject that may lead to further study.
Support for Physics
The School Support Hub is available to access resources to deliver course content, including schemes of work, past papers, mark schemes and examiner reports and online discussion forums.
<www.cambridgeinternational.org/support>
Content overview
Candidates for Cambridge International AS Level Physics study the following topics:
FIRST LEVEL DETAILING
Detailing
1 Physical quantities and units
1.1 Physical quantities
1.2 SI units
1.3 Errors and uncertainties
1.4 Scalars and vectors
SECOND LEVEL DETAILING TO BE DONE BY TEACHER
Day-wise micro-learning episodes
For day-wise micro-learning episodes for a topic/ study-unit by dividing each sub-topic is must for systematising the classroom processes.
Note: It would be appropriate to create functional statement. It has been illustrated as follows.
i. Expressing derived units as products or quotients of the SI base units at least six quantities as an example
ii. Applying the SI base unit expressions to check the homogeneity of at least three physical equations
iii. Knowing and remembering prefixes and their symbols to indicate decimal submultiples or multiples of both base and derived units [e.g., pico (p), nano (n), micro (μ), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T)]
iv. Understanding effects of systematic errors (including zero errors) and random errors in measurements
v. Comparing and contrasting the distinction between precision and accuracy as well as assessing the uncertainty in a derived quantity by simple addition of absolute or percentage uncertainties
vi. Understanding the difference between scalar and vector quantities and give examples of scalar and vector quantities at least six of each category included in the syllabus
vii. Adding and subtracting coplanar vectors
viii. Resolving and represent a vector as two perpendicular components
EXTENDED WORK
The teacher must do the above task for rest of 24 topics and prepare a table chart to plan the course completion systematically. The columns for the table could be as follows.
1. Topic
2. Subtopics
3. Micro-learning episodes’ statements
4. Proposed date of transaction (calendaring)
5. Date of actual transaction
6. Verification
Note: This task should be treated as curriculum research on the part of the the teacher to get a feel of educational research enabling him or her to guide topic research by students. The curriculum research can be staggered month-wise too.
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