Students are expected to traverse through the training information within a maximum 1 week bracket (leaving the remaining 1 week for completing the assessment tasks).
Learning characteristics
Experiential pedagogy
Assessment plan
Competency assessed
MED2938195 This unit of competency is offered in the qualifications: • (MED5118352)
Assessment purpose
Ensure students are able to demonstrate competency to physics. Learning is for life long learning, upgrading qualifications (for career progression), and gain employment.
Target group
Persons who need flexibility, as are engaged in full or part-time employment, or have other scheduled commitments (significant work/family commitments), or just cannot attend traditional classrooms (due to remote area, travel, illness, physically disabled, enrol in subject not offered by regular school).
Assessor
Assessment location
Virtual MR. SHUM'S CLASSROOM classroom
Assessment methods
In order to assess competency (or not yet competency), there is no distinction between formative and summative assessments. All assessments must be satisfactory. These assessments include a combination of in-class quizzes, in-line activities, simulation exercise and roll play, written knowledge based answers, filling out of RPL forms, e-portfolio of relevant evidence (e.g. work samples, testimonial/reports by supervisors, interview transcripts), Skype videoing of direct observation.
Evidence required
Compliance with elements/performance criteria, required skills and knowledge, in accordance with the evidence guide, as demonstrated through written prose, and attached evidence.
Special ed arrangements
Persons with physical disability, are able to work from home, making transport non-problematic. Visually impaired persons are able to use computer software to read pages aloud. Hearing impaired persons are able to read pages on screen. Olfactory and gustatory impairment is non-problematic as smell is not a major component of training; nor touch for somatosensory; or balance for balance. Intellectual disabled persons are able to extend deadlines unlimitlessly, until they are capable; as well as interweaved story lines; and color coding. Mental health persons are able to disengage from the classroom for any period of time. Developmental disability is non-problematic.
Assessment timeline
Students are encouraged to complete units within a maximum 4 week bracket (though we recommend a shorter period for those who are capable).
Miscellaneous
Reporting requirements
At end of semester, staff will report back to the HoS to determine benchmarking of the materials as well as the assessment against other training organizations, and student cohort.
Validation
Of a total pool of 0 validation requests submitted, this unit has been validated 0 times.
Copyright statement
This material has been communicated to you by MR. SHUM'S CLASSROOM, pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subjected to copyright under the Act. It must not be distributed, remixed, built upon, adapted, modified, or otherwise, without prior written permission of the copyright owner. Any further copying or communication of this material by you may be subjected of copyright protection under the Act. Do not remove this notice.
Disclaimer
Whilst requisite care has been taken in preparation of this material, MR. SHUM'S CLASSROOM does not warrant of its accuracy, and does not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on information contained in this material. MR. SHUM'S CLASSROOM doesn't accept any liability to any person for the information or advice (or the use of such information or advice) which is provided int his material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No responsibility is taken for any information or services which may appear on any linked websites.
Published by
MR. SHUM'S CLASSROOM PO BOX 9910 Adelaide SA 5000 Phone: +61 8 8311 1991 Website: https://mrshum.com/ Email: [email protected]
Physics is the study of matter and its motion through space-time.
Solving physics problems
Whenever trying to solve a physics problem:
1. Draw a well labeled diagram
[img]well-labeled-diagram.png[/img]
2. Write down what you know
[img]write-down-what-you-know.png[/img]
[latex]m=65kg,g=10m/s^2[/latex]
3. Find a formula to link what you know, with what you don’t
[latex]F=mg=65*10=650N down[/latex]
“In an exam, never just do nothing,” Mandy started.
“So drawing a diagram,” Mandy continued, “as with the disposition of any cookie cutter teen pop fiction, this story began in much the same way: a wide angle B roll, zooming through location, to start scene.”
“So what do we have?” Blaire replied, “Like any good story, the adventures of Jamie and friends started in church, Pacific Coast Baptist, because, as we all know, that’s where everything good starts.”
“The creation of the World, the building of the Ark, the Abrahamic exploration of the New World, the exodus from slavery, the Davidic Kingdom: all that started, by the invisible hand of God,” Mandy replied.
“Even Backstreet Boys,” Em said, “they started there.”
YouTube video activity
Frequently asked questions
Is it crucial to draw a diagram, write down what you know? Can\\\\\\\'t I just jump straight to the formula, and solve the problem?
Yes. It is important, so that you have a visual understanding of the problem. The reason why is that physics problems are not usually just in a single dimension; they are in multiple dimensions. Although for simpler problems, you \\\\\\\"may\\\\\\\" not need a diagram, as you progress, you will find this more difficult. It is not a good system to adopt, as you progress on to more complex problems.
More importantly, when teachers mark physics questions, only 2 points are likely assigned to the solution. The rest of the marks are usually assigned to the working out. In the real world, working out is important, so that others can look over your work and understand it, without having to re-solve the problem.
So in the above example, yes - this is an example of a simpler problem, but has the diagram helped? Yes, without the diagram, you may have missed that the force is acting downwards, and your answer may have only been 650N (without qualification, that it is downwards).
Learning activity
Using the above 3-step formula, solve the following problem: Jamie weighs 50kg. He lives on Earth, which has a gravitational acceleration of 10m/s^2. Given [latex]W=mg[/latex], what is Jamie's weight/force?
Upgrade notes: (The predecessor(s) of this unit have not been offered previously)
Competencies which are not fulfilled by any of the stated tasks, are highlighted in red. Separate evidence will be requested from the assessor when assessing these competencies.
Assessment e-submission
Assessment instruments only available to enroled students
Trainer and assessor for this unit of competency
Staff assistance only available to enroled students
,” Mandy replied.
