Preliminary Physics - ais-science-physics by fjzhangxiaoquan


									                  YEAR 11 Preliminary

                  PHYSICS PROGRAM

Unit 1 - Module 8.2 The World Communicates          7 weeks

Unit 2 - Module 8.3 Electrical Energy in the Home   7 weeks

Unit 3 - Module 8.4 Moving About                    7 weeks

Unit 4 - Module 8.5 The Cosmic Engine               7 weeks

       Table of Contents Preliminary Physics

Scope and Sequence                                 Page 3

Course aims and objectives                         Page 4 - 5

Outcomes                                           Page 6

Assessment components                              Page 7 - 8

Unit 1- Module 8.2 The World Communicates          Pages 9 - 14

Unit 2- Module 8.3 Electrical Energy in the Home   Pages 15 - 19

Unit 3- Module 8.4 Moving About                    Pages 20 - 24

Unit 4- Module 8.5 The Cosmic Engine               Pages 25 - 29

                                       Preliminary Physics – Scope and Sequence

   Time               Unit                                      Unit Description                                       Assessment Tasks
                                                                                                                Task 1 Experiment Design Task
   2012       Module 8.4 Moving The focus of this module is on kinematics and dynamics – the studies                          15%
              About             of how things move (distance, speed, displacement, velocity,
  Term 1                        acceleration, etc.) and why they move in the way they do. Students
                                discover some of the laws of Physics as they investigate collisions and
                                vehicle safety devices.

   2012       Module 8.3             The focus of this module is on electricity as an essential source of       Task 2 Science Competition
              Electrical Energy in   energy for mankind and how it is utilised through electrical circuit                      10%
Terms 1 & 2   the Home               design and different enrgy-converting devices. Students learn about
                                     dangerous associated with household domestic AC electricity and            Task 3 Half-Yearly Examination
                                     safety devices used in circuits and appliances to prevent electrical                    15%

   2012       Module 8.2 The         The focus of this module is human communication using modern
              World                  technology that makes use of the properties of electromagnetic waves.      Task 4 Waves Extended Practical
Term 2 & 3    Communicates           Students learn about wave characteristics and wave properties, along       Investigation and Research Task
                                     with how electromagnetic waves are used in telecommunication                               35%
                                     networks and devices.

   2012       Module 8.5 The         This module focuses on how our solar system came into being from the       Task 5 Final Examination
              Cosmic Engine          beginning of the universe to creation of the earth. Students learn about                 25%
 Terms 3                             the features of our Sun including its structure, life cycle, turbulent
                                     magnetic fields and its emissions and howthey impact on the Earth.         Refer to Year 11 Assessment

                                                      Preliminary Physics Aim and Objectives

Physics Stage 6 aims to provide learning experiences through which students will:
• acquire knowledge and understanding about fundamental concepts related to natural phenomena and their causes, the historical development of these
concepts and their application to personal, social, economic, technological and environmental situations
• progress from the consideration of specific data and knowledge to the understanding of models and concepts and the explanation of generalised physics
terms; from the collection and organisation of information to problem-solving; and from the use of simple communication skills to those that are more
• develop positive attitudes towards the study of natural phenomena and their causes and opinions held by others, recognising the importance of evidence and
the use of critical evaluation of differing scientific opinions related to various aspects of physics.

Through the study of Physics Stage 6, students will develop:

knowledge and understanding about:
1. the history of physics
2. the nature and practice of physics
                                                                                  skills to:
3. applications and uses of physics
                                                                                  11. planning investigations
4. the implications of physics for society and the environment
                                                                                  12. conducting investigations
5. current issues, research and developments in physics
                                                                                  13. communicating information and understanding
6. kinematics and dynamics
                                                                                  14. developing scientific thinking and problem-solving techniques
7. energy
                                                                                  15. working individually and in teams.
8. waves
9. fields                                                                         values and attitudes about:
10. matter.                                                                       16. themselves, others, learning as a lifelong process, physics and the

                                                                             Preliminary Physics : Outcomes
                                                                                                                                                                     Topic Topic Topic   Topic
BOS Outcomes - Time: 120 indicative hours                                                                                                                              1     2     3       4
P1.     outlines the historical development of major principles, concepts and ideas in physics                                                                              X             X
P2.     applies the processes that used to test and validate models, theories and laws science with particular emphasis on first-
hand                                                                                                                                                                  X     X      X      X
investigations in physics
P3.       assesses the impact of particular technological advances on understanding physics                                                                           X            X      X

P4.       describes applications of physics which affect society or the environment.-                                                                                 X     X      X

P5.       describes the scientific principles employed in particular areas of research physics                                                                        X     X      X      X

P6.       describes the forces acting an object which causes changes in its motion                                                                                    X

P7.       describes the effects energy transfers and transformations                                                                                                  X     X      X      X

P8-     explains wave motions in terms of energy sources and the oscillations produced.                                                                                            X

P9.    describes the relationship between force and potential energy in fields                                                                                        X     X
P10. d e s c r i b e s t h e o r i e s a n d m o d e l s i n r e l a t i o n t o t h e o r i g i n s o f m a t t e r a n d r e l a t e s t h e s e t o                                    X
the forces involved
P11. i de nt i f i es a nd i mp l e ment s i mp r o ve me nt s t o i n vest i gat i o n pl ans                                                                        X     X      X      X
P12. d i s c u s s e s t h e v a l i d i t y a n d r e l i a b i l i t y o f d a t a g a t h e r e d f r o m f i r s t - h a n d i n v e s t i g a t i o n s a n d    X     X      X
secondary sources
P13. i d e n t i f i e s a p p r o p r i a t e t e r m i n o l o g y a n d r e p o r t i n g s t y l e s t o c o m m u n i c a t e i n f o r m a t i o n a n d        X     X      X      X
understanding in physics
P14. d r a w s v a l i d c o n c l u s i o n s f r o m g a t h e r e d d a t a a n d i n f o r m a t i o n                                                            X     X      X      X

P15. i m p l e m e n t s s t r a t e g i e s t o w o r k e f f e c t i v e l y a s a n i n d i v i d u a l o r a s a m e m b e r o f a t e a m .                      X     X      X      X

                                                        Preliminary Assessment Component and Weights

Component                                                Task 1            Task 2            Task 3            Task 4             Task 5        Weight

                                                        Simulation     Half-yearly Exam   Science Skills   Waves Extended       Yearly Exam
                                                       Experimental                       Competition      Investigation and
                                                       Design Task                                             Research

                                                       Term 1 2011       Term 2 2011       Term 2 2011       Term 3 2011        Term 3 2011

                                                     P 2 P11 P12 P13   P1 P3 P4 P5 P6     P2 P11 P12 P13   P2 P4 P7 P8 P11     P1 P3 P4 P5 P6
                                                          P14 P15         P7 P10               P14         P12 P13 P14 P15      P7 P8 P9 P10

 Knowledge and understanding of:
 • the history, nature, and practice of physics,
    applications and uses of physics and their
    implications for society and the
    environment, and current issues, research                                15                                                     25            40
    and developments in physics
 • kinematics and dynamics, energy, waves, fields
 and matter; astrophysics or medical physics

Skills in:
 • planning and conducting first-hand
 investigations                                            10                                                     20                              30
 • gathering and processing first-hand data
  • gathering and processing relevant information
  from secondary sources
 Skills in:
 •     communicating information and
 understanding                                              5                                  10                 15                              30
 •     developing scientific thinking and problem-
 solving techniques
  •        working individually and in teams
 Total                                                     15                15                10                 35                25           100

                                                   Preliminary Physics: Assessment Schedule

                           Task 1                  Task 2                Task 3                 Task 4                     Task 5

Assessment Tasks                                Half-Yearly        Science Competition     Waves Extended            Final Examination
                         Simulation             Examination                              Practical Investigation Knowledge and understanding
                     Experimental Design                                                  and Research Task
                            Task               Knowledge and

Task Type            Experimental design       Multiple choice        Science skills      Experimental design,         Multiple choice
                      & Communication           Short answers                              data gathering and          Short answers
                                              Extended responses                           communication &           Extended responses

Date                    Term 1 -2011            Term 2- 2011          Term 2- 2011           Term 3 - 2011              Term 3- 2011

See Year 12
Assessment Booklet

BOS Outcomes         P 2 P11 P12     P13     P1 P3 P4 P5 P6 P7 P2 P11 P12 P13            P2 P4 P7 P8 P11 P12     P1 P3 P4 P5 P6 P7 P8 P9
                     P14 P15                 P10               P14                       P13 P14 P15             P10

Topic Focus              Topics 1 – 4                Topic 1           General Science            Topic 3                   Topic 1
                       (List of suitable             Topic 2               skills                                           Topic 2
                        investigations                                                                                      Topic 3
                     provided to students)                                                                                  Topic 4

Weighting                    15%                    15%                   10%                    35%                        25%

                                     YEAR 11 PHYSICS PROGRAM (2 UNIT PHYSICS)

                                      UNIT 1: MODULE 8.4 MOVING ABOUT (7 Weeks)
               Abbreviations: D—Demonstration; FHI—Experiment; P—Presentation R—Research Task; S—Simulation; V— Video; W—Worksheet

wk        Jacaranda Physics 1                    Learning Experiences                                                  Syllabus Reference
             HSC Course

     Ch 9 Describing Movement                                                               1. Vehicles do not typically travel at a constant speed
                                      Install and instruct students on the use of
                                      LOGGERPRO.                                             Identify that a typical journey involves speed changes
     9.1 Distance and Displacement
     9.2 Speed and Velocity                                                                  Distinguish between the instantaneous and average speed of vehicles
                                      S: Displacement - time graphs. Explore                  and other bodies
     9.3 Acceleration                 learning.
     9.4 Graphing motion                                                                     Distinguish between scalar and vector quantities in equations
                                      FHI: Conduct an investigation to measure the           Compare instantaneous and average speed with instantaneous and
                                      average speed of an object or a vehicle.                average velocity

                                      D: Motion detector                                     Define average velocity as:
                                      S: PhET Moving Man: Investigate and                                    v av 
                                      present displacement vs. time and velocity vs.
                                      time graphs.                                           Present information graphically of:
                                                                                                – displacement vs time
                                                                                                – velocity vs time
                                                                                                – for objects with uniform and non-uniform linear velocity

                                      FHI: Perform a simple experiment that                 2. An analysis of the external forces on vehicles helps to understand
     10.1 Analysing Forces                                                                     the effects of acceleration and deceleration
                                      measures relative motion between two objects.
     10.2 Forces in and Out of                                                               Describe the motion of one body relative to another
     Balance                           FHI:Investigate different situations where            Describe the actions that must be taken for a vehicle to change
                                       acceleration is positive or negative                   direction, speed up and slow down
     10.3 Newton’s First Law and                                                             Define average acceleration as:
     Inertia                           FHI: Demonstrate vector addition and                             v                           vu
                                       subtraction.                                              a av          therefore     a av 
                                                                                                        t                            t
     10.4 Newton’s Second Law of
     Motion                                                                                  Explain the need for a net external force to act in order to change the

                                                                                                                                                                    8
                                                                                 velocity of an object
                             FHI: Show the relationship between force,
10.5 Newton’s Third Law of   mass and acceleration using suitable apparatus    Identify the usefulness of using vector diagrams to assist solving
Motion                                                                          problems
                             FHI/S: Fan Carts (Models and
                             explorelearning)                                  Solve problems using vector diagrams to determine resultant
                                                                                velocity, acceleration and force
                             FHI: Bungee Fall Lab                              Define the terms ‘mass’ and ‘weight’ with reference to the effects of
                             FHI – Lab stations: Train Motion Analysis          gravity.
                                                                               Analyse the effects of external forces operating on a vehicle
                                                                               Describe the typical effects of external forces on bodies including:
                                                                                      friction between surfaces
                                                                                      air resistance
                                                                               Interpret Newton’s Second Law of Motion and relate it to the

                                                                                       F  ma
                                                                               Solve problems and analyse information using:

                                                                                       F  ma
                                                                                 for a range of situations involving modes of transport
                                                                               Identify the net force in a wide variety of situations involving modes
                                                                                of transport and explain the consequences of the application of that
                                                                                net force in terms of Newton’s Second Law of Motion
                                                                               Outline the forces involved in causing a change in the velocity of a
                                                                                vehicle when:
                                                                                       coasting with no pressure on the accelerator
                                                                                       pressing on the accelerator
                                                                                       pressing on the brakes
                                                                                       passing over an icy patch on the road
                                                                                       climbing and descending hills
                                                                                       following a curve in the road
                                                                               Solve problems and analyse information involving

                                                                                             mv 2
                                                                                        F            for vehicles travelling around curves

Ch 11Mechanical Interactions   S – Energy Skate Park Simulation                  3. Moving vehicles have kinetic energy and energy transformations
                               S – Collisions Virtual Lab                        are an important aspect in understanding motion
11.1 The Concept of Energy                                                        Iidentify that a moving object possesses kinetic energy and that work
                                                                                   done on that object can increase that energy
11.2 Transferring Energy
                                                                                  Solve problems and analyse information to determine the kinetic
11.3 Energy Transformations                                                        energy of a vehicle and the work done using the formulae:
in Collisions                                                                                     1 2
                                                                                          Ek       mv     and      W  Fs
                                                                                  Describe the energy transformations that occur in collisions
                                                                                  Define the law of conservation of energy
                                                                                  Analyse information to trace the energy transfers and transformation
                                                                                   in collisions leading to irreversible distortions

11.4 Momentum                  S: Walter Fendt. Investigate the change in        4. Change of momentum relates to the forces acting on the vehicle or
                               momentum during collisions.                       the driver
11.5 Momentum and Newton’s                                                        Define momentum as:
Third Law of Motion            FHI – Lab stations: Collisions Experiment
                                                                                          p  mv
                               FHI: Investiagate the change in momentum
                               during collisions.                                 Define impulse as the product of force and time
                                                                                  Dolve problems and analyse secondary data using:
                                                                                         p  mv      and     Impulse Ft

                                                                                explain why momentum is conserved in collisions in terms of
                                                                                 Newton’s Third Law of motion
                                                                                               
                                                                                solve problems that apply the principle of conservation of momentum
                                                                                 to qualitatively and quantitatively describe the collision of a moving
                                                                                 vehicle with:
                                                                                       a stationary vehicle
                                                                                       an immoveable object
                                                                                       another vehicle moving in the opposite direction
                                                                                              another vehicle moving in the same direction

                                 R: Gather information about new car safety
                                 technology and analyse the information using      5. Safety devices are utilised to reduce the effects of changing
                                 Newton’s Laws of Motion.                          momentum
                                                                                    Define the inertia of a vehicle as its tendency to remain in uniform
                                 FHI: Investigate the potential dangers              motion or at rest
                                 presented by loose objects in a vehicle            Discuss reasons why Newton’s First Law of Motion is not apparent
                                                                                     in many real world situations
                                 R: Assess benefits of technologies for avoiding
                                                                                    Assess the reasons for the introduction of low speed zones in built-up
                                 or reducing the effect of a collision.
                                                                                     areas and the addition of air bags and crumple zones to vehicles with
                                                                                     respect to the concepts of impulse and momentum
                                                                                    Evaluate the effectiveness of some safety features of motor vehicles

                                                   Registration Module 8.4 – Moving About

                       Additional Resources Used                                                         Recommendations for 2013

Teacher’s signature:                                                          Curriculum Leader’s signature:

Completion date:                                                              Completion date:

                                               YEAR 11 PHYSICS PROGRAM (2 UNIT PHYSICS)

                                   UNIT 2: MODULE 8.3 ELECTRICAL ENERGY IN THE HOME (7 Weeks)
                      Abbreviations: D—Demonstration; FHI—Experiment; P—Presentation R—Research Task; S—Simulation; V— Video; W—Worksheet

   Jacaranda Physics 1                           Learning Experiences                                                Syllabus Reference
      HSC Course

                                                                                                1. Society has become increasingly dependent on electricity
Ch 5.Discovery and                                                                                  over the last 200 years
development of electrical     R: Research one of the debates that took place to develop our
energy                        current understanding about electricity from one of the            Discuss how the main sources of domestic energy have
                              following:                                                          changed over time
5.1 Galvani and Volta                Volta and Galvani and their debate over animal and         Assess some of the impacts of changes in, and increased
                                      chemical electricity                                        access to, sources of energy for a community
5.2 People’s use of energy           Faraday
sources before electrical                                                                        Discuss some of the ways in which electricity can be
energy.                              Ohm                                                         provided in remote locations
                              R: How the type of energy sources and access to it has changed.
5.3 People’s use of
electrical energy.

                                                                                                2. One of the main advantages of electricity is that it can be
Ch 6 Electrical charges,      FHI: Find the charge on the electron by measuring the change in   moved with comparative ease from one place to another
fields and currents.          mass of the cathode when current flows through a solution of      through electric circuits
                              copper sulfate.
6.1 Electric charge                                                                              Describe the behaviour of electrostatic charges and the
                              D: Demonstrate the effect of high voltages using a Van de Graff     properties of the fields associated with them
6.2 Electric fields           generator and an induction coil.                                   Define the unit of electric charge as the coulomb
                              P: present diagrammatic information to describe the electric       Describe the electric field as a field of force with a field
                              field strength and direction:                                       strength equal to the force per unit charge at that point
                                     of a single charged object (including: plates, rings)              E = F/q
                                     between a positive and negative charge
                                     between parallel plates                                    Solve problems and analyse information using

   Jacaranda Physics 1                         Learning Experiences                                                Syllabus Reference
      HSC Course

                                                                                                        E = F/q

6.3 Electrical potential                                                                        Describe electric potential difference (voltage) between two
energy.                    FHI: Show the variations in and potential difference between          points as the change in potential energy per unit charge
                           different points around a circuit.                                    moving from one point to the other (joules/coulomb or
                           D: Demonstrate AC and DC voltages using a CRO.                       Discuss how potential difference between different points
                                                                                                 around a circuit varies
                           FHI: Measure the potential drop as a function of distance along
                           a resistance wire.


6.4 Electric currents      FHI: Investigate current flow in a variety of solids, liquids and    Rrecall the use of the terms current, voltage, and resistance
                           gasses. (Use discharge tubes for conduction in gasses.)               in electric circuits
                                                                                                Define electric current as the rate at which charge flows
                           FHI: perform an investigation to compare current through,             (coulombs/second or amperes) under the influence of an
                           and voltage across, AC and DC circuits                                electric field
                          Identify that current can be either direct with the net flow of
                           kit-ac                                                                charge carriers moving in one direction or alternating with
                                                                                                 the charge carriers moving backwards and forwards

                                                                                                Explain qualitatively and quantitatively that resistance is
                           FHI: plan, choose equipment for and perform a first-hand              related to potential difference
                           investigation to gather data and use the available evidence to
                                                                                                Define resistance as the ratio o voltage to current for a
                           show the relationship between voltage and current current in an
                                                                                                 particular conductor.
                           ohmic and non-ohmic resistor.

   Jacaranda Physics 1                             Learning Experiences                                                 Syllabus Reference
      HSC Course

                                                                                                                 R = V/I
                               FHI: Examine potential difference across resistors and globes in
                               a variety of circuits.                                                Describe the difference between conductors and insulators.
                                                                                                     Discuss qualitatively how each of the following affects the
                               R: research conductors and insulators and how they are used in         movement of electricity through a conductor:
                               household circuits.
                                                                                                           length
                               FHI: Investigate the effect of cross-sectional area, length and             cross sectional area
                               temperature on the flow of current through a resistor.                      temperature
                                                                                                           material

Ch 7 The Household             FHI: Compare measurements of current and voltage in series           3. Series and parallel circuits serve different purposes in
Electricity Supply.            and parallel circuits in computer simulations or hands-on            households
7.1 Series and parallel                                                                              Recall the terms, series and parallel circuits
circuits.7               Discuss the distinction between series and parallel circuits in
                                                                                                      terms of the flow of current
                                                                                                     Compare parallel and series circuits in terms of voltage
                                                                                                      across components and the current through them
                                                                                                     Identify uses of ammeters and voltmeters
                                                                                                     Explain why ammeters and voltmeters are connected
                                                                                                      differently in a circuit

7.2 Using electricity safely   FHI:                                                                  Explain why there are different circuits for lighting, heating
in the home.                                                                                          and other appliances in a house
                               Compare the structure of a household circuit for different
                               Construct model household circuits using electrical components
                               Design household circuits and test a model of the circuit.

   Jacaranda Physics 1                         Learning Experiences                                              Syllabus Reference
      HSC Course

Ch 8 Using Electricity In                                                                    4. The amount of power is related to the rate at which
the Home                    FHI: Demonstrate the relationship between current, voltage and   energy is transformed
                            power for a model 6V to 12V electric heating coil. Show P = VI
8.1 Power in electric       by heating water using a resistor and relating the temperature    Explain that power is related to the rate at which energy is
circuits                    change to the input energy.                                        transformed from one form to another
                            R: Analyse information to propose reasons as to why the           Describe the relationship between power dissipated,
                            kilowatt-hour is used to measure domestic electricity              potential difference and current
                            consumption rather than the joule                                 Explain that the total amount of energy used depends on the
                            R: The use of energy efficiency rating scales and the process      length of time the current is flowing and can be calculated
                            used to allocate a rating scale to a commercial product.           using:
                            FHI: Estimate the cost of electricity consumed by households               Energy = VIt
                            and discuss ways in which consumption could be reduced.
                                                                                              Assess the advantages and disadvantages of labelling goods
                            Record your family’s power consumption each day for two
                            weeks.                                                             with power rating
                                                                                              Explain why the kilowatt-hour has been used for energy
                                                                                               rating on commercial goods rather than the Joule.
                                                                                              Solve problems and analyse information using
                                                                                                    P = VI     and      Energy = VIt

8.2 Magnetism               FHI: Examine the forces between permanent magnets, and
                                                                                             5. Electric currents also produce magnetic fields and these
                            between magnets and other materials. Use iron filings and a
                                                                                             fields are used in different technologies in the home
                            compass to map magnetic fields around permanent magnets.

                            FHI: Observe magnetic fields by mapping lines of force:           Describe the behaviour of the magnetic poles when they are
                                                                                               brought close together
                                       around a bar magnet
                                       surrounding a straight current-carrying conductor     Define the direction of the magnetic field at a point as the
                                       of a solenoid                                          direction of force on a very small magnetic pole when
                                                                                               placed at that point
                                       present information showing the direction of the

   Jacaranda Physics 1                         Learning Experiences                                                  Syllabus Reference
      HSC Course

                                       current using  or  and strength and direction of        Describe the magnetic field around single magnetic poles
8.3 Magnetic fields and                the field                                                  and pairs of magnetic poles
electric currents.
                                                                                                 Describe the production of a magnetic field by an electric
                           R: List 5 current uses of magnets and examine one household            current in a straight current-carrying conductor and describe
                           application of magnetism in detail. Assess the importance of           how the right hand grip rule can determine the direction of
                           magnetic fields to society.                                            current and field lines
                               – pest control
                               – telephone or stereo speakers                                    Compare the nature and generation of magnetic fields by
                               – magnetic tape                                                    solenoids and a bar magnet
                                                                                                 Assess the impact of applications of magnetic fields on
                           FHI: Wind and test an electromagnet. plan, choose equipment            society
                           or resources for, and perform a first-hand investigation to lift a
                           specified weight by designing and building an electromagnet

                           FHI: Measure the strength of the Earth’s magnetic field.

                                                                                                6. Safety devices are important in household circuits
                           FHI: Construct circuits with thin wire fuses (carbon leads) and
                           test their operation.                                                 Discuss the effects of an electric shock from both a 240 volt
                                                                                                  AC mains supply and various DC voltages, from appliances,
                                                                                                  on the muscles of the body
                           R: Investigate the physiological effects of electricity on the
                           human body and discuss whether the length of time of contact          Iidentify the functions of circuit breakers, fuses,earthing,
                           with the current increases the effect                                  double insulation and other safety devices in the home

                                        Registration Module 8.3 – Electrical Energy in the Home

                      Additional Resources Used                                                            Recommendations for 2013

   Jacaranda Physics 1   Learning Experiences                              Syllabus Reference
      HSC Course

Teacher’s signature:
                                                Curriculum Leader’s signature:
Completion date:
                                                Completion date:

                                                       YEAR 11 PHYSICS PROGRAM (2 UNIT PHYSICS)

                                                UNIT 3: MODULE 8.2 THE WORLD COMMUNICATES (7 Weeks)
                     Abbreviations: D—Demonstration; FHI—Experiment; P—Presentation R—Research Task; S—Simulation; V— Video; W—Worksheet

       Text Book Reference                         Learning Activities                                          Syllabus Reference
  Jacaranda Preliminary Course
        Chapters 1, 2, 3, 4

Ch 1 Waves: Movers of Energy                                                                1. The wave model can be used to explain how current
                                    FHI: Observe and gather information about the
                                                                                            technologies transfer information
                                    transmission of waves in:
1.1 The Wave Model                                                                           Describe the energy transformations required in one of the
                                               slinky springs
1.2 Waves transfer energy                      water surfaces
                                               ropes                                           –   mobile telephone
1.3 Propagation of waves                       or use appropriate computer simulations         –   fax/modem
                                                                                                –   radio and television
1.4 Graphing wave motion                                                                     Describe waves as a transfer of energy disturbance that may
                                    P: Present diagrammatic information about transverse      occur in one, two or three dimensions, depending on the
                                    and longitudinal waves, direction of particle             nature of the wave and the medium
                                    movement and the direction of propagation
                                                                                             Identify that mechanical waves require a medium for
                                                                                              propagation while electromagnetic waves do not
                                    FHI: Invetigate the frequency and amplitude of waves     Define and apply the following terms to the wave model:
                                    using an oscilloscope or electronic data-logging          medium, displacement, amplitude, period, compression,
                                    equipment.                                                rarefaction, crest, trough, transverse waves, longitudinal
                                                                                              waves, frequency, wavelength, velocity
                                    P: present and analyse information from displacement-    Describe the relationship between particle motion and the
                                    time graphs for transverse wave motion.                   direction of energy propagation in transverse and
                                                                                              longitudinal waves
                                                                                             Quantify the relationship between velocity, frequency and
                                    FHI: Identify the relationship between the frequency      wavelength for a wave:
                                    and wavelength of a sound wave travelling at a

       Text Book Reference                             Learning Activities                                           Syllabus Reference
                                       constant velocity                                                v  f

                                       V: Waves 1: Introduction to waves and its properties       Solve problems and analyse information by applying the
                                                                                                   mathematical model of
                                       V: Waves 2: Introduction to waves and its properties             v  f       to a range of situations
                                       FHI: Video Analysis of Waves on a String.

Ch 2 Sound is a Wave                                                                             2. Features of a wave model can be used to account for the
                                       D: Sound Waves are Mechanical Vibrations. Signal          properties of sound
2.1 Sound: vibrations in a medium      generator attached to loudspeaker with styrofoam           Iidentify that sound waves are vibrations or oscillations of
                                       beads on top.
                                                                                                   particles in a medium.
2.2 ‘Seeing’ sound waves
                                                                                                  Rrelate compressions and rarefactions of sound waves to the
                                       FHI: Analyse sound waves from a variety of sources          crests and troughs of transverse waves used to represent
2.3 Amplitude and pitch                using the Cathode Ray Oscilloscope (WinScope) or            them.
                                       Logger Pro.
2.4 Echoes: reflections of sound                                                                  Explain qualitatively that pitch is related to frequency and
                                                                                                   volume to amplitude of sound waves
2.5 Sound and the principle of         FHI: Demonstrate the principle of superposition for
superposition                                                                                     Explain an echo as a reflection of a sound wave.
                                       two waves travelling in the same medium.
                                                                                                  Describe the principle of superposition and compare the
                                       S: Demonstrate the principle of superposition for two       resulting waves to the original waves in sound.
                                       waves travelling in the same medium.
                                                                                                  Present graphical information, solve problems and analyse
                                                                                                   information involving superposition of sound waves.
                                       W: – 8.2 Worksheet #2 Sound Waves.
                                                                                                 3. Recent technological developments have allowed greater
2. Electromagnetic Waves and                                                                     use of the electromagnetic spectrum
                                       FHI: Model the inverse square law for light intensity
   Communication                                                                                  Describe electromagnetic waves in terms of their speed in
                                       and distance from the source
                                                                                                   space and their lack of requirement of a medium for
3.1 The waves of the electromagnetic                                                               propagation.
spectrum                               R: Analyse information to identify the waves involved      Identify the electromagnetic wavebands filtered out by the
                                       in the transfer of energy that occurs during the use of     atmosphere, especially UV, X-rays and gamma rays.
3.2 Atmospheric filtering of EM        one of the following:
waves                                                                                             Iidentify methods for the detection of various wavebands in
       Text Book Reference                              Learning Activities                                           Syllabus Reference
                                               mobile phone                                        the electromagnetic spectrum
3.3 Electromagnetic Spectrum and               television
                                                                                                  Explain that the relationship between the intensity of
the inverse square law                         radar
                                                                                                   electromagnetic radiation and distance from a source is an
                                        R: Analyse information to identify the electromagnetic     example of the inverse square law:
3.4 Modulation of waves to transmit     spectrum range utilised in modern communication                                     1
information                                                                                                            I
                                        technologies                                                                       d2
                                                                                                  Outline how the modulation of amplitude or frequency of
                                                                                                   visible light, microwaves and/or radio waves can be used to
                                                                                                   transmit 
                                                                                                  Discuss problems produced by the limited range of the
                                                                                                   electromagnetic spectrum available for communication

Ch 4 Reflection and Refraction of       FHI: Mirrors and Refraction Lab                          4. Many communication technologies use applications of
Electromagnetic Waves                                                                            reflection and refraction of electromagnetic waves

                                        FHI: Perform first-hand investigations and gather         Describe and apply the law of reflection and explain the
4.1 The law of reflection                                                                          effect of reflection from a plane surface on waves
                                        information to observe the path of light rays and
4.2 Application of reflection
                                        construct diagrams indicating both the direction of       Describe ways in which applications of reflection of light,
                                        travel of the light rays and a wave front                  radio waves and microwaves have assisted in information
4.3 Refraction                                                                                     transfer

                                        P: Present information using ray diagrams to show the     Describe one application of reflection for each of the
4.4 Refractive index and Snell’s law    path of waves reflected from:                              following:

                                               plane surfaces                                          plane surfaces
4.5 Total internal reflection                                                                           concave surfaces
                                               concave surfaces
                                               convex surface                                          convex surfaces
4.6 Optical fibres and total internal                                                                   radio waves being reflected by the ionosphere
reflection                                     the ionosphere
                                                                                                  Explain that refraction is related to the velocities of a wave
                                                                                                   in different media and outline how this may result in the
                                        FHI: Graph the angle of incidence and refraction for       bending of a wavefront
                                        light encountering a medium change showing the
                                        relationship between these angles.                        Define refractive index in terms of changes in the velocity of
                                                                                                   a wave in passing from one medium to another

      Text Book Reference                             Learning Activities                                        Syllabus Reference
                                                                                             Define Snell’s Law:
                                    FHI: Calculate the refractive index of glass or                          v1 sin i
                                    Perspex.                                                                 v2 sin r

                                    S: Refraction and Snell’s Law                            Solve problems and analyse information using Snell’s Law
                                                                                             Identify the conditions necessary for total internal reflection
                                    V: Optical Fibres                                         with reference to the critical angle
                                                                                             Outline how total internal reflection is used in optical fibres

4.7 Digital Communication systems   V: GPS, CD and DVD Technology.                          5. Electromagnetic waves have potential for future
                                                                                            communication technologies and data storage technologies
                                    R: Discuss some of the underlying physical principles
                                    used in one application of physics related to waves,     Identify types of communication data that are stored or
                                    such as:                                                  transmitted in digital form

                                            Global Positioning System
                                            CD technology
                                            the internet (digital process)
                                            DVD technology

                                            Registration Module 8.2 – The World Communicates

                       Additional Resources Used                                                       Recommendations for 2013

Teacher’s signature:                                                           Curriculum Leader’s signature:

Completion date:                                                               Completion date:

                                                       YEAR 11 PHYSICS PROGRAM (2 UNIT PHYSICS)

                                                       UNIT 4: MODULE 8.5 THE COSMIC ENGINE (7 Weeks)
                   Abbreviations: D—Demonstration; FHI—Experiment; P—Preentation R—Research Task; S—Simulation; V— Video; W—Worksheet

    Text Book Reference                           Learning Experiences                                             Syllabus Reference                           Reg
    Jacaranda Physics 1
       HSC Course
    Chapters 12, 13, 14
                                                                                               1. Our Sun is just one star in the galaxy and ours is just one
Ch 12 The Big Bang               V: Gravity: History of Ideas this video has a corresponding
                                                                                               galaxy in the Universe
Cosmology                        worksheet
                                                                                                Outline the historical development of models of the Universe
12.1 Our View of the Universe    V: Through the Ages: Measuring the Solar System and             from the time of Aristotle to the time of Newton
                                 Universe a wmv movie.
12.2 Historical development of
models of the universe           R: Assess one of the models of the Universe developed from
                                 the time of Aristotle to the time of Newton to identify
                                 limitatioms placed on the development of the model by the
                                 technology of the time.

                                                                                               2. The first minutes of the Universe released energy which
12.3 An expanding universe       S: Clea Hubble Lab
                                                                                                  changed to matter, forming stars and galaxies
12.4The Big Bang                 V: Big Bang and the Expanding Universe this video has a        Outline the discovery of the expansion of the Universe by
                                 corresponding worksheet                                         Hubble, following its earlier prediction by Friedman.
12.5 Star and galaxy accretion                                                                  Describe the transformation of radiation into matter which
                                 R: Describe the probable origins of the Universe.
                                                                                                 followed the ‘Big Bang’
                                                                                                Identify that Einstein described the equivalence of energy
                                                                                                 and mass
                                                                                                Outline how the accretion of galaxies and stars occurred
                                                                                                         expansion and cooling of the Universe
    Text Book Reference                           Learning Experiences                                              Syllabus Reference                               Reg
                                                                                                          subsequent loss of particle kinetic energy
                                                                                                          gravitational attraction between particles
                                                                                                          lumpiness of the gas cloud that then allows
                                                                                                           gravitational collapse

Ch 13 Star Light, Star Bright                                                                  3. Stars have a limited life span and may explode to form
                                FHI: Lab stations: Inverse Square Law of Light Experiment
                                W: Apparent and Absolute Magnitudes                             Define the relationship between the temperature of a body
13.1 A star’s luminosity and                                                                     and the dominant wavelength of the radiation emitted from
brightness                                                                                       that body
                                D: Using safety goggles, heat carbon lead from pencil using
                                DC current and note colour changes as the carbon increases      Solve problems to apply the inverse square law of intensity
13.2 Temperature and colour     in temperature.                                                  of light to relate the brightness of a star to its luminosity and
                                                                                                 distance from the observer identify that Einstein described
13.3 The Hertzsprung–Russell    R: Spreadsheet Exercise: Gather and analyse information to       the equivalence of energy and mass
diagram                         plot and interpret an HR Diagram.
                                                                                                Identify that the surface temperature of a star is related to its
                                FHI: Relate brightness of an object to its luminosity and
                                distance identify that Einstein described the equivalence of    Define the relationship between the temperature of a body
                                energy and mass.                                                 and the dominant wavelength of the radiation emitted from
                                                                                                 that body
                                R: Process and analyse information using the Hertzsprung-
                                Russell diagram to examine the variety of star groups,          Describe a Hertzsprung-Russell diagram as the graph of a
                                including Main Sequence, red giants, and white dwarfs.           star’s luminosity against its colour or surface temperature .
                                                                                                Identify energy sources bcharacteristic of each star group,
                                                                                                 including Mai Sequence, Red Giants and White Dwarfs.

Ch 14 The Sun–Earth             S: Range and Penetrating Power simulation: investigate the     4. The Sun is a typical star, emitting electromagnetic
Connection                      range and penetrating power of the three different types of    radiation and particles that influence the Earth
                                ionizing radiation α, β and γ radiation.                        Iidentify that energy may be released from the nuclei of
14.1 Nuclear radiation                                                                           atoms
                                V: Savage Sun. This video has a corresponding worksheet
14.2 The Sun
                                R: Assess the effects of sunspot activity bon the Earth’s       Describe the nature of emissions from the nuclei of atoms as
14.3 The Sun–Earth
   Text Book Reference                          Learning Experiences                                               Syllabus Reference                            Reg
connection                    power grid and satellite communications.                            radiation of alpha (α) and beta (β) particles and gamma (γ)
                              Sunspot Activity and Its Effects on Earth: A compilation of         rays in terms of:
                              articles that students use to summarise the characteristics of
                              Sunspots and its effects on earth.                                           ionising power
                                                                                                           penetrating power
                                                                                                           effect of magnetic field
                                                                                                           effect of electric field
                                                                                                Iidentify the nature of emissions reaching the Earth from the
                                                                                                Describe the particulate nature of the solar wind
                                                                                                Describe sunspots as representing regions of strong magnetic
                                                                                                 activity and lower temperature
                                                                                                Outline the cyclic nature of sunspot activity and its impact
                                                                                                 on Earth through solar winds

                                                  Registration Module 8.5 – The Cosmic Engine

                       Additional Resources Used                                                            Recommendations for 2013

Teacher’s signature:                                                               Curriculum Leader’s signature:

Completion date:                                                                   Completion date:


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