Task 3

The course or module description document for Physics 152 is a highly useful document for students enrolled for this module, what is mostly expected from a description document is for the document to provide a road map in detail of what lies ahead and also outline goals as to what each components contribute to the greater goal of not only the module but university as a whole, of which the document managed to bring all those points ahead. The first positive out of many that are noted in the document is that in introductory statements it brings awareness to students of what is expected from them in this module, how the module will be taught in terms of content (build up from previous year work) and rate of delivery of the course which is very important for students to note as this determine the effort they need to put and provide them with expectations for them to be successful in the module.

The description document gives students a thorough description of what the module is all about (Goals and skills to be transferred to student) and the philosophy of the module. It provides a description of the teaching methods that will be used in the module, it also informs students of the personnel (Lecturers Laboratory officers and teaching assistants) that will be responsible for the course and their responsibilities (i.e. Lab officers and teaching assistants) this provide students with an idea of who how many people they can expect in the course, and how much help do students have to ensure their success in the module.  In addition to this there is a content outline with relevant task/activities to be given in each topic, and for each topic a there is a certain time allocation which will assist students in their planning for the module.

The idea of highlighting teaching goals and learning is one I note as one of the great positives as this acknowledges that both parties have a role to play and there are expectation for each role each party plays, as the teaching goals gives the teaching staff what they expect from the students, and learning goals gives students what skills and outcomes they can expect primarily from the teaching staff, in addition there is a full description of the tasks/activities that will be given to students and the nature they will be facilitated and also how they will be assessed, this is important as again students have an idea of how things will be done in the module. There is also a description of the laboratory component and how it will be assessed, an addition there is a percentage mark allocation/weighing to each component for the module this gives students a sense of prioritizing in their work to ensure success in the module. Another useful point in the description document is highlighting to students skills learned in previous related modules that will be useful in Physics 152 also highlighting certain academic attributes of paramount importance.

The one point which I feel needs to be included in the document in the document is the brief description of each topic in the content outline as this will give a fill of what each topic entails and might bring exciting expectation to enthusiastic students. I find the description document of Physics 152 highly useful with a caution that if not properly applied by both teaching staff and students it might lose its practicality.  

Task 2

a)      Description of the task/what are students required to do?

The task given to students was that involving electric currents, resistors and voltages, the task was designed such as to provide both real world example calculations used in electricity and explaining the fundamental principles of current in an electric circuit though means of calculating current in an electric circuit at different points/ between different points using Kirchhoff’s law. Students were then provided with a set of problems which they were expected to attempt, in addition to that students were also required to explain the variance of electric potential at different points in an electric circuit.  

b)      What are students the primary learning outcomes that are assessed through this assignment?

From the given task the expected outcome are as follows:

-          Students understand electric circuit components and the underlying principles governing current, voltage and resistor in a circuit.

-           Gain understanding on the application of Kirchhoff’s law

-          Be able to apply their basic knowledge in solving  and understanding everyday electricity problems

c)       Consider whether students are given clear guidance in respect of information sources to be used.

The list of information sources was not supplied explicitly to students, however they were expected to use the recommended text book and their lecture notes including videos related to the content being covered and the internet for additional information.

d)      Is there any recognition of the underpinning information tasks and skills that may be necessary to fulfill the assignment? Is provision made for supporting students in these?

Yes, the task is in a form a group discussion with tutors available for assisting students if there are any difficulties, working with a group allows individual students to learn other ways of tackling the problems with the guidance of tutors, students then get to understand how to tackle or approach problems.

e)      Are information skills specified as part of the criteria for performing the task? Are marks awarded for this?

Yes, students are given pre-tasks that will require certain information skills before attempting the assignment and marks are awarded.

f)       How could this assignment be re-designed to explicitly build and recognise students’ information literacy competencies

In the design of the task it is important that learning outcomes be clearly stated as this indicates the level of engagement of students in completing the task. Normally task would have one or two questions which are not necessarily covered in class or in a recommended text book thus requiring some further preparedness from students, however such questions would require skills covered in lecture, thus list of resources needed for the task must also be highlighted to students for such cases especially.

Task 1

TASK 1

Task 1a

UWC is one of the institutions amongst others that provide access vastly to students from previously disadvantage education backgrounds; this is in a quest to contribute in restoring the inequality in education system within the society.  Given a low rate of graduates or student successfully completing their respective degrees in varsity, it can be a possibility that a number of student come not fully equipped to succeed in a traditional context of the university; The ECP then focuses on this under preparedness of student coming to UWC, by designing an introductory course running for two years, this is an equivalent of first year in main stream modules. UWC has adopted that diverse background of students should not prevent them from acquiring a quality tertiary education, thus the curriculum should take into account the sociocultural aspect in science learning.

The ECP courses are designed and taught with a philosophy that the learning process of students should be facilitated, in addition with an overall objective particularly in physics that a student should gain problem solving, communicative, computer literacy, analytical, investigative, personal and ethical skills, thus while facilitating learning in physics, the teaching approach and design of the course should embody these skills.

Teaching is structured in a manner that encourages active learning during a lesson, with discussions, with the lecturer facilitating to ensure learning takes place. Learners work and are placed in groups to allow active discussion, with the lecturer and TA interacting with students in cases of clarity needed on a point of discussion. Allowing students to briefly share on their discussion assist in getting immediate feedback and also in communication skills of student where they are able to relay either student or a group’s points. In order to ensure that concepts are grasped by students, pre-warm up exercises are normally designed which are discussed at the begging of the lesson were applicable. Class activities are also normally designed for discussions which enable students to look at problem solving and analysis using concept in a lesson.  Problem set which student are given a set amount of time (normally one week) to engage and complete are used for individual feedback of students. For the development of research and writing skills and computer literacy laboratory session are designed also with a primary objective of teaching scientific method to students.

 

Task 1b

 

Physics is concerned as in any science discipline in explaining phenomina that are observed in nature, with a number of physicists having discovered a number of principles that govern nature, and also in constant development of observation made.  The ECP physics module is designed and taught with an approach that explicitly exposes student at what it means to be a physicist, thus a student is viewed as a physicist in training. An emphasis in a teaching approach is placed on understanding the underlying principles that are addressed in class, with an approach that allows students to be able to conceptualize the principles/concept taught and be able to unpack the principles and problem that go with the applications of the principles. The ECP physics module is taught such that it enables lecturers to capitalize on the strength of the student and address weakness, with an overall objective that the student should gain problem solving, communicative, analytical, computer literacy, personal and ethical skills which contribute to the UWC graduate attributes.

Students who register for the ECP physics module come from diverse educational backgrounds with the possibilities of under preparedness when coming to university, to address this under preparedness the module is designed as a slow intense program. This allows lecturers to at least teach at a moderate rate as compared to traditional courses, however the most important component of having such an allowance in time, is the allowance of discussion during lessons, with the lecture and TA( where applicable)moving around during discussions and providing assistance to allow facilitation of learning. Class activities are designed and discussed in class, allowing the students to actively engage with the material and communicate with not only each other, but the facilitators (lecturer and TA) as well, this allows facilitator to get immediate feedback on the work being covered in a lesson.  Assignments and problems sets are designed as to individual feedback with a certain amount of time given for the students to engage and complete the problem set. 

 The laboratory component allows and exposes student s to a practice of a physicist, with an emphasis on scientific method which also computer and academic literacy amongst other method that can be used can be incorporated.

  

Task 1c

Lecturer

·         Design the course outline and Recommend reading materials for the module

·         Responsible for main lecturing/teaching

·         Coordinate the module he/she is responsible of

·         Coordinate/oversee the TA(s)

·         Responsible for the marking and setting of tests, tutorials and examinations (in some instances the TA might mark tests and set tutorials)

·         Liaise with departmental staff on arrangement of laboratory equipment

·         Assign consultation time for students

TA

·         Responsible for the setting of memorandums (Memos) of tutorials and group tasks

·         Oversee  tutors and demonstrators

·         Responsible for the training of tutors

·         Facilitates tutorials and Laboratory sessions

·         Set up the practical and collect practical materials

·         Responsible together with the tutors for the marking of tutorials, problem sets, Laboratory repots and class activities

·         Assign consultation times for students

·         Plays a mediatory role between lecturer and students

·         Responsible for the capturing of marks

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