| LO | LO MQF 1/2/3 | Digital LO | Exemplar |
|---|---|---|---|
| 1c | 1.1c Identify crest, trough, compression and rarefaction as applied to mechanical waves. 1.2c Describe crest, trough, compression and rarefaction as applied to mechanical waves. 1.3c Describe the length of a wavelength as applied to mechanical waves. | 1.1: I am able to identify and articulate my information needs. | Students can access online wave simulation tools that allows them to visualize mechanical waves. The simulation enables students to interact with a virtual representation of mechanical waves, observing different aspects like crest, trough, compression, and rarefaction. E.g. PhET Waves on a String https://phet.colorado.edu/en/simulations/wave-on-a-string |
| 1ae | 1.1ae Identify everyday situations where refraction occurs. Examples should include everyday real-life applications – e.g. depth of water, bent pencil. | 4.1: I can review, revise, and evaluate information presented in a range of digital media. 5.2: I can use various tools and approaches to collaborate with others in learning. | Students use VR headsets to explore refraction. The ClassVR playlist from Avantis World: Refraction of light allows students to observe refraction by looking at the optical illusion created by a fish tank on the objects inside. |
| 2q | 2.1q State what is meant by human reaction time. 2.2q Compare human reaction time using a simple experiment in terms of distance fallen by a meter ruler. 2.3q Calculate human reaction time using the experiment in terms of distance fallen by a meter ruler. | 5.3: I can use various tools to explore ideas, theories, relationships, and procedures. | Students can use digital tools to measure human reaction time in a simple and straightforward manner. Some examples are: HumanBenchmark: https://humanbenchmark.com/tests/reactiontime Justpark: https://www.justpark.com/creative/reaction-time-test/ Arealme: https://www.arealme.com/reaction-test/en/ |
| 2t | 2.1t Demonstrate a situation showing Newton’s first law of motion. 2.2t Identify Newton’s first law of motion in various situations. 2.3t Link inertia with Newton’s first law of motion. | 4.1: I can review, revise, and evaluate information presented in a range of digital media. 5.6: I can use various tools and approaches to evaluate what I have learned. | Students use VR headsets to explore the force of gravity and Newton’s discoveries. The ClassVR playlist from Avantis World: Gravity allows students to develop and understanding of the force of gravity and its effects on objects that have mass. |
| 2aa | 2.2aa Use Newton’s second law of motion, as F=ma, to solve simple problems. 2.3aa State Newton’s second law of motion as acceleration is directly proportional to resultant force and inversely proportional to mass (a | 5.3: I can use various tools to explore ideas, theories, relationships, and procedures. | Students can explore Newton’s Second Law by using some online tools and simulations: phET Forces and Motion: Website https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_all.html The Physics Classroom: https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Atwoods-Machine/Atwoods-Machine-Interactive |
| 2af | 2.1af State Newton’s third law of motion in terms of a pair of identical forces which must act on different bodies. 2.2af Give examples of Newton’s third law pairs of forces, including contact forces and noncontact forces. | 1.2 I can find, select, use, and combine information from a range of sources. | Students can find and present examples of Newton’s third law pairs online. This involves digital research, media creation, and effective communication. They can use LLMs like Copilot, ChatGPT or Gemini to ask for examples, and then corroborate using more traditional search methods. Presentation tools of choice can be used to present the examples found (e.g. Canva, Adobe Express, etc) |
The Directorate for Digital Literacy & Transversal Skills