Preamble
Policy Context
Science education in the senior cycle should reflect the changing needs of students and the growing significance of science for strategic development in Ireland.
Leaving Certificate science syllabuses are designed to incorporate the following components:
- science for the enquiring mind, or pure science, to include the principles, procedures and concepts of the subject as well as its cultural and historical aspects
- science for action, or the applications of science and its interface with technology
- science, which is concerned with issues political, social and economic of concern to citizens.
The three components should be integrated within each science syllabus, with the first component having a 70% weighting. The remaining 30% should be allocated to the other two components in the ratio 3 to 1.
The syllabuses, which are offered at two levels, Higher and Ordinary, will have approximately 180 hours of class contact time over a two-year period. They should be practically and experimentally based in their teaching.
Introduction
Aims
The aims of the syllabus, common to both levels, are:
- to give students an understanding of the fundamental principles of physics and their application to everyday life and technology
- to develop an appreciation of physics as a human endeavour, thereby enriching the students' experience of life
- to provide a reasonably broad perspective of physics, thus developing an understanding of the physical environment and of how human beings interact with it
- to provide a general education in physics for all students, whether or not they proceed to further studies in physics
- to develop the ability to observe, to think logically, and to communicate effectively
- to develop an understanding of the scientific method
- to develop an appreciation of physics as a creative activity, using informed intuition and imagination to create an understanding of the beauty, simplicity and symmetry in nature.
Structure of the Syllabus
The entire Ordinary level syllabus is presented first followed by the entire Higher level syllabus. The syllabus is presented in four columns:
- content
- depth of treatment
- activities
- science, technology, and society (STS).
The content and the depth of treatment required are stated. The activities given in the syllabus provide opportunities to achieve the objectives of the syllabus.
The science, technology and society (STS) component places the content within a relevant context. The format in which the syllabus is presented does not imply any particular order of teaching. Teaching strategies should promote, in a positive manner, the aims and objectives of the syllabus.
Activities describe how the syllabus objectives are to be achieved as the content is studied. The activities column provides a pedagogical approach to the syllabus by outlining the relevant demonstrations and by indicating where problem-solving is required. Where resources permit, the use of spreadsheets, datalogging, computer-aided learning, modelling and simulation is recommended. Slides, posters and videos are excellent resource materials, and their use in implementing the syllabus is recommended. Additional activities may be included where appropriate.
The science, technology and society (STS) component places the concepts, principles and theories of physics within relevant contexts by (a) referring to the applications of physics and (b) solving problems set in the everyday world. It is important to include personal, medical, biological and social examples of physics as well as mechanical or technical examples, so that the place of physics in the everyday world can be appreciated. Establishing links with local industry would be of great importance in implementing this aspect of the syllabus. The links between history, culture, philosophy and physics should also be included. Students, through their study of physics, should develop a critical awareness of the limitations of, and constraints on, physics. Therefore, as citizens, they can contribute constructively to the development of their society on social, economic and environmental issues, some of which may be controversial.
STS is an integral part of the syllabus at both Ordinary and Higher levels, so that students can place physics within the everyday world. The STS material needs to be known at the appropriate level; that is, where the basic principle is on the Ordinary level, examples must be known at Ordinary level, and similarly at Higher level. Only the principles of the applications listed in STS are required. Technical details, e.g. structural details, operational details, etc., are not required. The list of applications is not exhaustive and additional applications may be included where appropriate.
The mathematical requirements are stated on pages 45 and 46. The notation and symbols to be used are defined on pages 47 to 51 and the formulas section on pages 52 to 54 indicates the equations relevant to the syllabus.
Practical work
Students must follow a course of practical work. The experiments listed at the end of each section of the syllabus must be carried out by the students and an adequate record of such work must be retained for the period of the course.
Standard laboratory safety precautions must beobserved, and due care must be taken whencarrying out all experiments.
The hazards associated with electricity, EHT, lasers etc. should be identified where possible, and appropriate precautions taken. The careful use of sources of ionising radiation is essential. It is important that teachers follow guidelines issued by the Department of Education and Science.
It is recommended that the practical work listed in the syllabus be supplemented by teacher demonstrations, further student practical work, and student investigations, as appropriate. Where possible, physical phenomena should be demonstrated in the laboratory. Those required are indicated in the activities column by the term "demonstration of effect".
Experimental error: There should be an appreciation of the errors inherent in an experiment and of the precautions that can be taken to reduce such errors. No quantitative treatment is required.
Differentiation between Higher leveland Ordinary level
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. Higher level consists of the Ordinary level concepts, additional concepts, and either Option 1 (Particle Physics) or Option 2 (Applied Electricity). The additional concepts at Higher level are printed in black text.
Depth of treatment: Ordinary level provides an overview of physics and its applications to everyday life, while at Higher level there is a deeper, more quantitative treatment of physics.
Mathematical treatment: Equations must be known and used at Ordinary level. At Higher level certain equations must be derived; the other equations must be known and used. The formulas section (pages 52 to 54) indicates the equations relevant to the syllabus. Appropriate calculations are essential throughout to develop students' skills and understanding.
Assessment objectives
The syllabus will be assessed under the headings knowledge, understanding, skills, and competence. The attitudinal objectives will be assessed where feasible. All material within the syllabus is examinable.
It should be noted that STS is examinable. Students will be expected to have a knowledge of general applications but will not be required to have a detailed knowledge of specific applications.
Practical work is an integral part of the study of physics; it will initially be assessed through the medium of the written examination paper. An element of practical assessment may be included as part of the overall assessment at a later stage.