Key Benefits:
Minister of National Education, Youth and Associative Life,
Considering the education code;
Having regard to the decision of May 27, 2010 on the organization and teaching schedules of the first and final grades of high schools sanctioned by the Bachelor of Technology, series "Science and Technology of Industry and Sustainable Development (STI2D)" and "Labor Science and Technology (STL)";
Considering the advice of the inter-professional advisory committee of 4 February 2011;
Considering the opinion of the Higher Education Council of 9 December 2010,
Stop it!
The first-class physics-chemistry program of the series "industrial science and technology and sustainable development (STI2D)" and "laboratory science and technology (STL)" is set in accordance with the appendix to this Order.
The provisions of this Order come into force at the beginning of the 2011-2012 school year.
The Director General of School Education is responsible for the execution of this Order, which will be published in the Official Journal of the French Republic.
A N N E X E
PHYSIQUE-CHIMIE
TECHNOLOGICAL SERIES
STI2D AND STL
The objectives and approaches of physics education and chemistry of the common trunk of the STI2D and STL series are in the continuation of the initiation to the physical and chemical sciences undertaken in the college, then in the second class. Through the learning of the scientific approach, this teaching aims to acquire or strengthen knowledge among students of fundamental physical and chemical laws and models, experimental skills and a problem solving methodology in areas related to industrial or laboratory technologies, without excessive specialization. It must allow students to access and succeed in scientific and technological graduate studies in many specialties, and then face the scientific and technological developments they will encounter in their professional activities. The focus is therefore on the acquisition of a sustainable scientific culture, concepts and skills that can be reinvested in the course of lifelong training.
For centuries, science has contributed to addressing the problems that have arisen for humanity and has helped it to face real challenges by contributing widely to technical progress; They allow us to better understand the complex world that is ours and its modes of operation, especially those that result from omnipresent technology.
In the STI2D and STL technology series, teaching programs focus on a thematic approach that is open to contemporary realities, allowing to articulate basic knowledge and capabilities by contextualizing them. This approach allows to identify phenomena and properties within the field of physical and chemical sciences in technological achievements, to specify the problems they have made it possible to solve, to highlight the role they have played in the development of simple, complex or innovative objects or systems, to emphasize the place they can and must hold to face the great challenges of society.
In addition, a historical perspective provides an opportunity to highlight how technology and the physical and chemical sciences have brought about great inventions, discoveries and scientific and technological innovations. These have led to the realization of technical progress as well as great intellectual advances in the intelligibility of the real world.
As science is not made of intangible and immutable truths, technology is constantly evolving. Whether it is the understanding of the world for the researcher, or the design of new devices for the engineer, their activities carry out similar intellectual approaches; It is for them, from questioning, to seek answers or solutions to a problem, to enrich them and to make them evolve over time to make them more efficient. These procedures between conceptual work, modelling and experimentation are components of the scientific approach.
Initiating the student to the scientific approach is to enable him to develop the skills necessary to make reasonable and informed decisions in the many new situations he will encounter throughout his life and thus lead him to become a free, autonomous and responsible adult.
These skills require the mastery of capabilities that far exceed the scientific activity framework:
― demonstrating initiative, tenacity and critical spirit;
confronting his representations with reality;
― observe by showing curiosity;
― mobilizing knowledge, searching, extracting and organizing useful information provided by a situation, experience or document;
― reasoning, demonstrating, argumenting, exercising his spirit of analysis.
Modelling is an essential component of the scientific approach. Its purpose is to represent a reality (by simplifying it often) and to predict its behaviour. The proposed educational activities lead the student to associate a model with a phenomenon, to know its conditions of validity. Experimental results are analyzed and confronted with the predictions of a model, he himself worked with simulations that can in turn allow for experiments.
Another essential component of the scientific approach, the experimental approach plays a fundamental role in teaching physics and chemistry. It establishes a critical relationship with the real world, where observations are sometimes confusing, where experiments can fail, where each gesture requires to be controlled, where the measurements – always filled with random errors when they are not systematic errors – allow us to determine values of magnitude only with uncertainty that we must be able to assess at best. Mastering precision in the context of experimental activities is at the heart of teaching physics and chemistry. It participates in the education of students in the construction of a critical vision of the information given in the digital form, the possibility of confronting them with a standard, education essential for risk assessment and decision-making.
Experimental activities carried out by students are a means of appropriation of techniques, methods, but also concepts and concepts. Associated with a questioning within a framework of theoretical reflection, the experimental activity, carried out in the laboratory environment, in particular leads the student to appropriate the problem of the work to be carried out, to master the material environment (with the appropriate documentation), to justify or propose a protocol, to implement an experimental protocol by respecting the safety rules. The student must take a critical look at the results by identifying sources of error and considering the uncertainty of the measures.
Experimental activity offers a privileged framework to stimulate the student's curiosity, to make him autonomous and able to take initiatives and to accustom him of communicating using relevant languages and tools.
Thus, the experimental approach can only be devised if the conditions necessary for a concrete, authentic and safe activity are met.
Scientific practice requires the use of a specific language. The student must therefore be able to:
― express itself with a rigorous scientific language;
- choose units adapted to the physical sizes studied;
use dimensional analysis;
– to assess the order of magnitude of a result.
These skills are inseparable from the necessary mathematical skills. In addition, in order to present the approach followed and the results obtained, the student is obliged to carry out a communication activity that can make it progress in the mastery of language, oral and written skills, in the French language, but also in English, the language of international communication in the scientific field.
The adapted use of ICTs
Physics and chemistry naturally provide an opportunity to acquire skills in the use of ICTs, some being discipline-specific and others of a broader scope.
In addition to documentary research, the collection of information, the knowledge of scientific news, which requires, in particular, the relevant exploration of internet resources, experimental activity must be based on computer-assisted experimentation, the seizure and treatment of measures.
Automation of the acquisition and processing of experimental data can thus provide time for reflection, opening it to statistical aspects of measurement and dialogue between theory and experience.
Simulation is one of the modalities of the scientific approach that can be mobilized by the teacher or by the students themselves.
The use of digital cameras, projection devices, interactive tables and general or specialized software must be encouraged.
Educational work and achievements of students will gain to be part of a digital working environment (ENT), during or outside sessions.
However, it will be necessary to ensure that the use of ICTs as an auxiliary to the didactic activity does not replace a direct and authentic experimental activity.
In addition to ministerial sites, academic sites include work from national groups, thematic resources (Edubase), useful addresses on the educational uses of ICTs.
Presentation of the programme
For reasons of educational effectiveness, the scientific questioning, prelude to the construction of concepts and concepts, will be carried out from technical, professional, familiar or from simple or complex processes, emblematic of the contemporary world. This approach creates a stimulating learning context, which can mobilize students around practical activities, and enable them to develop various skills. This will also provide an opportunity to show how physical and chemical sciences can contribute to a better understanding of environmental issues and education for sustainable development.
The program is built around three key concepts of physics and chemistry: energy, matter and information.
Energy is at the heart of everyday life and all technical systems. The big questions about "energy savings", and more broadly sustainable development, can only be answered with a mastery of this concept and the laws attached to it. The program allows, through many examples, to highlight the concepts of conservation and quality (and thus degradation) of energy, the concepts of energy transfer, energy conversion and efficiency.
With respect to the material, which is ubiquitous in mineral or organic form, whether natural or synthetic, the program enriches the models related to its constitution and transformations. Through the study of various materials encountered in everyday life are addressed the concepts of bonds, macromolecules and intermolecular interactions to report specific macroscopic properties. The transformations of the material address issues related to synthesis, material balances (preservation laws) and the various effects associated with physical, chemical and nuclear transformations (thermal transfer, electric work, radiation, mechanical work). Students are sensitized to chemical risk and environmental protection.
Information-taking, treatment and use are present in almost all devices, whether for the optimization of the use of resources in habitat or in transport, for the aid of driving, or in the medical diagnosis. The study of the information chains will be an opportunity to show that it can be transported by different physical dimensions, to make the link between the sensors and the physical laws implemented, to study the structure of an information chain.
These concepts are introduced through four themes:
Habitat: This theme gives the opportunity to study energy management (electrical, thermal, solar, chemical), lighting, fluids and communication;
– Clothing and coating: This theme gives an opportunity to get polymers. It addresses some of the innovative properties of these materials related to their microscopic structure;
― transport: this theme allows to put in place the tools necessary to study the movement of a vehicle, to study different types of motorization (thermal and electric), as well as safety and driving assistance devices;
health: the study of diagnostic tools provides the opportunity to approach sound waves, electromagnetic waves and radioactivity. Prevention is addressed through the study of antiseptics and disinfectants and eye and ear protection devices.
The objective is to show that important laws govern the behaviour of objects or systems and allow for changes and final states: laws for the conservation of matter and energy.
These themes sometimes use the same concepts. The professor can reinvest, in other contexts, the knowledge and abilities already introduced and worked in the study of another topic.
This program is presented in two columns entitled:
• Note and content: these are scientific concepts and concepts to be built;
― Capacity: This is the abilities that students must master at the end of the cycle.
A linear reading of this program should not be done, but a progression that:
― relies on the achievements of students in college and second, which may require the establishment of a diagnostic assessment;
― is organized around themes;
∙ aims at the implementation by students of the above-mentioned skills.
| Energy management in habitat | |
| Energy; power. Energy conservation. | Identify different forms of energy in the habitat. Express the power-energy relationship. Give orders of magnitude of the powers involved in the habitat. |
| Internal energy; temperature. Mass thermal capacity. | Measuring temperatures. Support the two main temperature scales and corresponding units. Associate the temperature with the internal agitation of microscopic components. Combine the heating of a system with the energy received, stored in the form of internal energy. Express the internal energy variation of a solid or liquid during a temperature variation. Define mass thermal capacity. |
| Thermal transfers: conduction, convection, radiation. Thermal flux, thermal resistance. Thermal characteristics of materials. | Provide the sense of a thermal transfer between two systems in concrete cases and their final state. Qualitatively describe the three heat transfer modes by citing examples. Experimentally perform the thermal balance of a stationary enclosure. |
| | Use the dependency between the radiated power of a body and its temperature. Make the link between the temperature of a body and the wavelength for which the light emission is maximum. Measure the energy exchanged by heat transfer. |
| Energy and power: voltage, intensity. Electric properties of materials. Passive and active dipoles. Effect joule. Energy stored in a condenser, in a coil. | Make an electrical circuit according to a given pattern. Experimentally perform an energy balance in a simple electrical circuit. Analyze energy exchanges in an electrical circuit. Measure an electrical voltage, an electrical intensity in a continuous circuit and in a sinusoidal circuit. |
| | View a temporal representation of these sizes and analyze its characteristics. Use orientation conventions to reduce tension and intensity. Measure and calculate electrical power and energy received by a receiver. Use the knot law and the knot law. |
| Transport and distribution of electrical energy. Protection against the risks of electric current. | Citerate the essential characteristics of the European electrical distribution network; represent the simplified scheme of the organisation of the transport and distribution of electrical energy. Support the role of a voltage transformer. Citing the main physiological effects of the electric current. Citing protective devices against the risks of electric current and the order of magnitude of the threshold of danger of tension. |
| Chemical energy: chemical transformation of a system and associated thermal effects. Combustions; fuels; oxidizing. Advance and balance of matter. Healing power of a fuel. Protection against combustion risks. | Compare the calorific powers of the different fuels to the habitat service. Write the chemical equation of the combustion reaction of a hydrocarbon or biofuel and perform a material assessment. Experimentally show that, during combustion, the system transfers energy to the outside in thermal form and estimate the value of this released energy. Associated with exothermic transformation a decrease in the energy of the chemical system. Promote the hazards associated with combustion and prevention and protection. |
| Energy chains. Performance. | Simply check the energy transfers or transformations involved in habitat. Make an energy balance. |
| Lighting | |
| Light sources. Light flux; wavelength, color and spectrum. | Use a light sensor to measure a luminous flux. Position the spectrum of different lights on a wavelength scale: visible, infrared and ultraviolet. Connect photometric units to the sensitivity of the human eye. Utilize the characteristics of an artificial lighting source: energy efficiency, energy efficiency class; color temperature, color rendering index (IRC). |
| acoustic comfort | |
| Sound and ultrasonic waves; propagation. | Define and measure some physical dimensions associated with a sound or ultrasonic wave: acoustic pressure, amplitude, period, frequency, speed, wavelength. Raise that a material environment is necessary to spread a sound wave. Give the order of magnitude of the celebrity of the sound in a few circles: air, liquid, solid. |
| Power and sound intensity; level. Transmission, absorption, reflection. | Citering the two dimensions influencing the sensory perception: the intensity and frequency of a sound. Citing the thresholds of perception of the human ear. Define and measure the sound level. Support the corresponding unit: the decibel (dB). Experimentally highlight the phenomena of reflection, transmission or absorption of a sound or ultrason for different materials. |
| Polymer materials | |
| Natural materials, artificial. Carbonated skeletons and characteristic groups. | Distinguish natural materials from artificial materials. Recognize the characteristic groups of alcohol, acid, amine, ester, amide functions. |
| Single and double covalent connections, Lewis formula. | Describe with the rules of the duet and octet the links that can be established by an atom (C, N, O, H, Cl, F and S). |
| Interactions, structure of polymers and mechanical and thermal properties. | Distinguish the covalent links of intermolecular interactions, use these concepts to justify specific properties. Connects the mechanical and thermal properties of a polymer material to its microscopic structure. Associate a molecular model and a formula developed. Recover monomers from the formula of a polymer. |
| Polymerization reactions: from monomer to polymer. | Write the equation of a polymerization reaction. Distinguish polymerization by adding polymerization by condensation. |
| Molecular mass, degree of polymerization. | Make the synthesis of a synthetic polymer or polymer from natural substances. |
| Polymers used in clothing and coatings: production, use, recycling. | Search, extract and exploit information relating to industrial production, use and possible recycling of some common polymers, used as clothing or coating. |
| Risk analysis: this part will always be contextualized on concepts and content | |
| European CLP Regulation, flammable products, flashpoint, compound toxicity, VME, ELV, lethal dose. | Recognize pictograms, hazard classes and precautionary and preventive advice. Adapt its attitude to pictograms and labels of chemical species. |
| Material properties | |
| Thermal transfers: conduction, convection, radiation. | Qualitatively describe the three heat transfer modes by citing examples. |
| Thermal flow. | Sort materials according to their insulating properties, their thermal conductivity being given. Define thermal resistance. |
| Thermal conductivity of materials. Thermal resistance. | Determine the overall thermal resistance of a wall of a system made of different materials. |
| Moving | |
| References, trajectories, speed, angular speed, acceleration. | Measuring speeds and accelerations. Write and apply the relationship between distance travelled and speed in a constant speed or acceleration translation movement. Call orders of speeds and accelerations. Write and apply the relationship between speed and angular speed. Write and apply the relationship giving the angle swept in a constant angular speed rotation movement. |
| Kinetic energy of a solid in translation movement. Kinetic energy of a solid in rotation movement; inertia moment of a solid relative to an axis. Potential energy of gravity. Potential energy elastic. Mechanical energy. | Write and exploit the kinetic energy definition relationships of a solid in translation or rotation. Provide the effects of changing the kinetic energy of a solid in translation or rotation movement. Analyze variations in speed in terms of exchanges between kinetic energy and potential energy. Express and use the mechanical energy of a solid in motion. Analyze a movement in terms of conservation and non-conservation of mechanical energy and in terms of average power. |
| Some medical diagnostic tools | |
| Mechanical waves: progressive waves. | Associate the spread of a wave to a transfer of energy without material displacement. |
| | Distinguish a longitudinal wave of a transverse wave. Define a few physical dimensions associated with a mechanical wave: celebrity, amplitude, period, frequency, wavelength. |
| Ultrasonic wave ― ultrasonic transducer. Reflections – transmission. | Measure the celebrity of a sound or ultrasound wave. Experimentally determine distances from the spread of a signal. Associate the energies transmitted and reflected in the nature of the different environments. |
| Electromagnetic waves; gamma radiation, X, UV, visible, IR. | Classify electromagnetic waves according to their frequency, wavelength in vacuum and energy. |
| Absorption and transmission of electromagnetic waves. | Qualitatively analyze the influence of an environment on the transmission of an electromagnetic wave. |
| Prevention and care | |
| Laser radiation. Protection against the risks of laser radiation. | Extract from documentation the main characteristics of a laser and the different types of care performed using lasers. Experimentally highlight the properties of a laser beam by respecting safety instructions. |
| Antiseptic and disinfectants. | Cite the main common antiseptics and disinfectants and experimentally show the oxidant character of an antiseptic. |
| Oxido-reduction reactions and electron transfers. | Define the following terms: oxidant, reducing, oxidation, reduction, oxidant/reducing torque. Write an oxidoreduction reaction, oxidant/reducer couples given. |
| Mass and molar concentration. | Prepare a solution of molar concentration antiseptic given by dissolution or dilution. Compare an antiseptic solution. |
| Sound waves; propagation. | Define and measure some physical dimensions associated with a sound wave: acoustic pressure, amplitude, period, frequency, speed, wavelength. Raise that a material environment is necessary to spread a sound wave. Give the order of magnitude of the celebrity of the sound in a few circles: air, liquid, solid. |
| Power and sound intensity; level. Transmission, absorption, reflection. | Citering the two dimensions influencing the sensory perception: the intensity and frequency of a sound. To promote the thresholds of hearing perception of the human ear. Define and measure sound levels. Support the corresponding unit: the decibel (dB). Experimentally highlight the phenomena of reflection, transmission or absorption of a sound for different materials. |
Done on 8 February 2011.
For the Minister and by delegation:
Director General
education,
J.-M. Blanquer
