Aspects of Applications of Physics

Any study of the applications of physics should focus on three interdependent aspects of the subject: content, methods of inquiry, and context.

These three aspects of the applications of physics must complement each other. The isolated study of only the abstract, or only the practical aspect of the subject, or only historical anecdotes, is not sufficient for the Applications of Physics 11 and 12 curriculuma balance must be maintained.

Content

The content of the Applications of Physics 11 and 12 curriculum includes the facts, laws, concepts, principles, theories, and language relevant to the application of basic physics concepts in technology. Each of these can be seen as the outcome of a particular kind of activity or method of inquiry. An understanding of the content therefore requires an understanding of problem-solving techniques essential to the applications of physics.

Methods of Inquiry

The methods of inquiry include observing, measuring, and analysing natural phenomena; using models; testing hypotheses with apparatus or by experiments; and formulating relationships mathematically and practically.

Learning research and teachers' experiences suggest the importance of providing opportunities for students to have direct physical experiences with materials. These experiences should be available in the laboratory and in the community, including any local workplace where concepts can be studied in context. For similar reasons, materials and examples used should have local relevance wherever possible.

The activities performed by students in any class depend on many factors, including time spent on the course, equipment available, students' interests, the social context in which the course is being taught, and the imagination of the teacher. Teachers should ensure, however, that their students spend sufficient time in a variety of experimental work.

Context

In the Applications of Physics 11 and 12 curriculum, inquiry and the resulting content do not exist in isolation but occur in a social context. Investigations are motivated and influenced by current interests, social needs, priorities, and beliefs. The results of these investigations in turn influence society (for example, by technological applications).

Understanding the interests, social needs, priorities, and beliefs that influence science and technology is integral to the study of applications of physics. Emphasis on developing this understanding has been incorporated into the prescribed learning outcomes, suggested instructional strategies, and suggested assessment strategies for each curriculum organizer in Applications of Physics 11 and 12. A balanced program in Applications of Physics 11 and 12 should provide students with ongoing opportunities to:

identify and analyse the interrelationships among science, technology, and society
demonstrate an awareness that today's science and technology decisions will influence the future of society
analyse the impact of technology on personal lifestyles and societal values
identify and describe how the use of technology has altered human activities in the fine arts, other cultural activities, and the media
identify bias in the development and use of science and technology, and understand how values and perspectives affect related decisions
identify issues of safety and health as they relate to technology use, and demonstrate a commitment to their own and others' safety when using technology
develop knowledge, skills, and attitudes required for careers in science and technology (direct and indirect employment, education, training)

Last Modified: April 1, 1998.
BC Ministry of Education Home Page