Physics – Year 9 – Exemplars – Digital Literacy Malta

LO	LO MQF 1/2/3	Digital LO	Exemplar
2u	2.1u Label forces acting on an object. 2.2u Draw diagrams of an object which has forces acting on it. 2.3u Describe force as a vector quantity measured in Newtons, N.	4.6: I can work creatively across a range of digital media and multiple systems to present information effectively to a given audience.	Students can use digital drawing software or tools like Adobe Illustrator or an online whiteboard application (Teams or ActiveInspire) to create diagrams illustrating objects with forces acting on them. They can creatively design these diagrams, labelling and annotating the forces and their magnitudes. They might then share these diagrams in a physics class presentation or upload them to a shared online platform for peer review.
2ak	2.2ak Define the term elastic limit as the point up to which a spring can be loaded and when unloaded goes back to its original length. 2.3ak Describe what happens to a helical spring when loaded beyond its elastic limit	6.6: I am able to consider the social, cultural, religious, and ethical implications of digital technology.	Students can examine the ethical implications of loading a helical spring beyond its elastic limit using digital tools. They can explore case studies, simulations, or online discussions that raise questions about the responsible use of materials and equipment in engineering or manufacturing processes, considering the potential consequences and safety concerns.
2ap	2.1ap Demonstrate when a system is in equilibrium. 2.2ap State the law of moments. 2.3ap Apply the law of moments to solve problems involving systems in equilibrium having only one pivot including use of subject of the formula.	4.6: I can work creatively across a range of digital media and multiple systems to present information effectively to a given audience.	To explain the law of moments, students can create digital presentations or interactive animations using software like PowerPoint or Adobe Animate. They can creatively illustrate the concept, its mathematical representation, and practical examples to effectively communicate this physics law to their peers.
2au	2.2au Carry out an experiment to find the pressure exerted by a body on a surface. 2.3au Describe in detail an experiment to find the pressure exerted by a body on a surface. This includes providing a diagram, the procedure, adequate precautions, the measurements made as well as the calculations.	5.1: I can use various tools to manage my own learning.	Students can utilize digital tools for managing their experiment-related data and calculations. They might use spreadsheet software like Microsoft Excel or Google Sheets to record measurements, perform calculations, and create graphical representations of the data. This digital approach makes it easier to organize and analyse experimental results.
2ax	2.1ax State that pressure is transmitted equally in all directions in fluids. 2.2ax Identify simple hydraulic systems. 2.3ax Describe how a simple hydraulic machine uses pressure transmitted in a liquid to magnify forces and use the equation for P=F/A to solve simple problems related to hydraulic machines.	7.10: I am able to analyse a solution to a task and formulate a more efficient solution.	Students can use digital tools to analyze and simulate simple hydraulic systems, allowing them to understand how pressure is transmitted in a liquid and how it magnifies forces. They can create virtual models or simulations of hydraulic machines and use software to calculate force magnification based on the equation P = F/A. By experimenting with different parameters in the simulation, they can optimize the design of hydraulic systems for maximum efficiency. E.g.s of online simulators are Hydraulic Simulator (https://www.e4training.com/simulate/index.php) and the more comples FluidSIM (https://www.art-systems.de/www/site/en/fluidsim/)
2bj	2.2bj Carry out an experiment to find the personal power. 2.3bj Describe in detail an experiment to find the personal power. This includes providing a diagram, the procedure, adequate precautions, the measurements made as well as the calculations..	5.1: I can use various tools to manage my own learning.	To manage their learning during the experiment, students can use digital tools for data collection and analysis. They might employ fitness trackers or smartphone apps to record relevant measurements such as heart rate, time, and work performed during physical activities. These tools can help them manage and organize data efficiently.
3d	3.1d Compare the density of a mix of liquids and solids. 3.2d Carry out an experiment to find the density of regular objects. 3.3d Perform an experiment to find the density of a liquid and an irregular object. This includes providing a diagram, the procedure, adequate precautions, the measurements taken as well as the calculations.	1.2: I can find, select, use, and combine information from a range of sources.	Before conducting the experiment to find the density of regular objects, students can use digital resources such as online articles, educational websites, and videos to research the principles and methods of measuring density. They can select and combine relevant sources that explain the theory behind density calculations and the types of experiments involved.
3k	3.1k Draw the particles of a gas in a closed container. 3.2k Describe how particles of a gas exert pressure in a closed container due to the continuous bombardment of the particles of the gas on the container. Brownian motion is not required. 3.3k Explain how the increase in the kinetic energy of the particles of a gas increases the pressure of the gas.		Students can use digital resources, such as online interactive simulations, to research and gather information about the relationship between kinetic energy and gas pressure. They can select relevant sources that explain the theory behind this concept and provide examples of how kinetic energy impacts gas behaviour.. E.g. PhET Gas Properties (https://phet.colorado.edu/en/simulation/gas-properties)
3t	3.1t Demonstrate that matt/dark objects are best absorbers/radiators of heat. 3.2t Compare the different rates of heat emission/absorption for dark and light-coloured body surfaces. 3.3t Describe the different rates of heat emission/absorption for dark and light-coloured body surfaces in everyday life situations.	2.1: I can communicate through a variety of digital devices and applications.	To describe the practical applications of heat absorption and radiation in everyday life, students can create digital infographics, videos, or blog posts. They can use digital media to showcase real-life examples of how dark and light-coloured surfaces are used in various contexts, such as solar panels, clothing, or building materials, to optimize heat absorption or reduction. These digital materials can be shared with peers to enhance understanding. E.g.s Canva (https://www.canva.com/), Piktochart (https://piktochart.com/), Adobe Express (https://express.adobe.com/), and WeVideo (https://www.wevideo.com/)
7e	7.1e Make a simple model of the orbit of the Earth around the sun. 7.2e State that the Earth takes approximately 365.25 days to orbit once around the sun. Reference to leap year is expected. 7.3e Explain how the tilt of the Earth in relation to the sun gives rise to the seasons.	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 a virtual model of the Earth and the Moon. The ClassVR (http://www.classvr.com) playlist from ClassVR: Earth and the Moon allows students to visualise the planet. Students use VR headsets to learn about features of the four seasons and understand how seasons change. The ClassVR playlist from Avantis World: The Four Seasons allows students to observe a tree during a year-long cycle- of four different seasons and understand how the Earth’s tilt affects the seasons.
7m	7.1m List a few of the social and economic benefits of space explorations. 7.2m Explain that current observations of the night sky represent events that happened light years ago.. 7.3m Research about the role of the International Space Station for space exploration and its benefits to humankind.	4.8: I can express myself through digital media and technologies.	To express their understanding of the ISS and its contributions to space exploration, students can create digital videos or podcasts. They can interview experts, include footage from space missions, and use animation or graphics to visualize the ISS’s operation and benefits. These multimedia presentations can be shared digitally with their peers or uploaded to educational platforms. There are a number of online resources that can provide students with information about the ISS and its contributions to space exploration. For e.g., NASA website (https://www.nasa.gov/international-space-station/). ESA website (https://www.esa.int/Science_Exploration/Human_and_Robotic_Exploration/International_Space_Station/About_the_International_Space_Station). Space Station Explorer (https://www.nasa.gov/mission/station/research-explorer/)