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YEAR 11 Preliminary

PHYSICS PROGRAM

2012

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

1

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

2

Preliminary Physics – Scope and Sequence

Preliminary Physics Aim and Objectives

3

Time Unit Unit Description Assessment Tasks

2012

Term 1

Module 8.4 Moving About

The focus of this module is on kinematics and dynamics – the studies of how things move (distance, speed, displacement, velocity, 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.

Task 1 Experiment Design Task15%

2012

Terms 1 & 2

Module 8.3 Electrical Energy in the Home

The focus of this module is on electricity as an essential source of energy for mankind and how it is utilised through electrical circuit design and different enrgy-converting devices. Students learn about dangerous associated with household domestic AC electricity and safety devices used in circuits and appliances to prevent electrical shocks.

Task 2 Science Competition10%

Task 3 Half-Yearly Examination15%

2012

Term 2 & 3

Module 8.2 The World Communicates

The focus of this module is human communication using modern technology that makes use of the properties of electromagnetic waves.Students learn about wave characteristics and wave properties, along with how electromagnetic waves are used in telecommunication networks and devices.

Task 4 Waves Extended Practical Investigation and Research Task

35%

2012

Terms 3

Module 8.5 The Cosmic Engine

This module focuses on how our solar system came into being from the beginning of the universe to creation of the earth. Students learn about the features of our Sun including its structure, life cycle, turbulent magnetic fields and its emissions and howthey impact on the Earth.

Task 5 Final Examination25%

Refer to Year 11 Assessment booklet

Aim

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 sophisticated • 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.

Objectives

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 3. applications and uses of physics 4. the implications of physics for society and the environment 5. current issues, research and developments in physics 6. kinematics and dynamics 7. energy 8. waves 9. fields 10. matter.

skills to:11. planning investigations 12. conducting investigations 13. communicating information and understanding 14. developing scientific thinking and problem-solving techniques 15. working individually and in teams.

values and attitudes about:16. themselves, others, learning as a lifelong process, physics and the

environment.

4

Preliminary Physics : Outcomes

BOS Outcomes - Time: 120 indicative hoursTopic

1Topic

2Topic

3Topic

4P1. outlines the historical development of major principles, concepts and ideas in physics X XP2. applies the processes that used to test and validate models, theories and laws science with particular emphasis on first-handinvestigations in physics

X X X X

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. d e s c r i b e s t h e r e l a t i o n s h i p b e t w e e n f o r c e a n d p o t e n t i a l e n e r g y i n f i e l d s 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 t h e f o r c e s i n v o l v e d

X

P11. ident i f ies and implements improvements to invest igat ion p lans 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 ds e c o n d a r y s o u r c e s

X X X

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 du n d e r s t a n d i n g i n p h y s i c s

X X X X

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

5

Preliminary Assessment Component and Weights

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

Simulation Experimental Design Task

Half-yearly Exam Science Skills Competition

Waves Extended Investigation and

Research

Yearly Exam

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

P 2 P11 P12 P13 P14 P15

P1 P3 P4 P5 P6 P7 P10

P2 P11 P12 P13 P14

P2 P4 P7 P8 P11 P12 P13 P14 P15

P1 P3 P4 P5 P6 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 and developments in physics

• kinematics and dynamics, energy, waves, fields and matter; astrophysics or medical physics

15 25 40

Skills in:• planning and conducting first-hand investigations• gathering and processing first-hand data• gathering and processing relevant information from secondary sources

10 20 30

Skills in:• communicating information and understanding• developing scientific thinking and problem-solving techniques

5 10 15 30

Total 15 15 10 35 25 100

6

Preliminary Physics: Assessment Schedule

Task 1 Task 2 Task 3 Task 4 Task 5

Assessment TasksSimulation

Experimental DesignTask

Half-Yearly Examination

Knowledge and understanding

Science Competition Waves Extended Practical Investigation

and Research Task

Final ExaminationKnowledge and understanding

Task Type Experimental design& Communication

Multiple choiceShort answers

Extended responses

Science skills Experimental design, data gathering and

processing, communication &

research

Multiple choiceShort answers

Extended responses

DateSee Year 12 Assessment Booklet

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

BOS Outcomes P 2 P11 P12 P13 P14 P15

P1 P3 P4 P5 P6 P7 P10

P2 P11 P12 P13 P14

P2 P4 P7 P8 P11 P12 P13 P14 P15

P1 P3 P4 P5 P6 P7 P8 P9 P10

Topic Focus Topics 1 – 4(List of suitable investigations

provided to students)

Topic 1Topic 2

General Science skills

Topic 3 Topic 1Topic 2Topic 3Topic 4

Weighting 15% 15% 10% 35% 25%

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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 1HSC Course

Learning Experiences Syllabus Reference Reg

Ch 9 Describing Movement

9.1 Distance and Displacement9.2 Speed and Velocity9.3 Acceleration9.4 Graphing motion

Install and instruct students on the use of LOGGERPRO.

S: Displacement - time graphs. Explore learning.

FHI: Conduct an investigation to measure the average speed of an object or a vehicle.

D: Motion detector

S: PhET Moving Man: Investigate and present displacement vs. time and velocity vs. time graphs.

1. Vehicles do not typically travel at a constant speed

Identify that a typical journey involves speed changes

Distinguish between the instantaneous and average speed of vehicles and other bodies

Distinguish between scalar and vector quantities in equations

Compare instantaneous and average speed with instantaneous and average velocity

Define average velocity as:

vav=

DrDt

Present information graphically of:

– displacement vs time– velocity vs time– for objects with uniform and non-uniform linear velocity

10.1 Analysing Forces

10.2 Forces in and Out of Balance

10.3 Newton’s First Law and Inertia

10.4 Newton’s Second Law of Motion

FHI: Perform a simple experiment that measures relative motion between two objects.

FHI:Investigate different situations where acceleration is positive or negative

FHI: Demonstrate vector addition and subtraction.

2. An analysis of the external forces on vehicles helps to understand the effects of acceleration and deceleration

Describe the motion of one body relative to another

Describe the actions that must be taken for a vehicle to change direction, speed up and slow down

Define average acceleration as:

aav=

DvDt therefore

aav=v−ut

Explain the need for a net external force to act in order to change the

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10.5 Newton’s Third Law of Motion

FHI: Show the relationship between force, mass and acceleration using suitable apparatus

FHI/S: Fan Carts (Models and explorelearning)

FHI: Bungee Fall LabFHI – Lab stations: Train Motion Analysis Lab.

velocity of an object

Identify the usefulness of using vector diagrams to assist solving problems

Solve problems using vector diagrams to determine resultant velocity, acceleration and force

Define the terms ‘mass’ and ‘weight’ with reference to the effects of 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 equation:

∑ 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

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following a curve in the road

Solve problems and analyse information involving

F=mv2

r for vehicles travelling around curves

Ch 11Mechanical Interactions

11.1 The Concept of Energy

11.2 Transferring Energy

11.3 Energy Transformations in Collisions

S – Energy Skate Park SimulationS – Collisions Virtual Lab

3. Moving vehicles have kinetic energy and energy transformations are an important aspect in understanding motion

Iidentify that a moving object possesses kinetic energy and that work done on that object can increase that energy

Solve problems and analyse information to determine the kinetic energy of a vehicle and the work done using the formulae:

Ek=

12mv2

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

11.5 Momentum and Newton’s Third Law of Motion

S: Walter Fendt. Investigate the change in momentum during collisions.

FHI – Lab stations: Collisions Experiment

FHI: Investiagate the change in momentum during collisions.

4. Change of momentum relates to the forces acting on the vehicle or the driver

Define momentum as:

p=mv

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

11



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 Newton’s Laws of Motion.

FHI: Investigate the potential dangers presented by loose objects in a vehicle

R: Assess benefits of technologies for avoiding or reducing the effect of a collision.

5. Safety devices are utilised to reduce the effects of changing momentum

Define the inertia of a vehicle as its tendency to remain in uniform motion or at rest

Discuss reasons why Newton’s First Law of Motion is not apparent in many real world situations

Assess the reasons for the introduction of low speed zones in built-up 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:

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Completion date: Completion date:


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 1HSC Course

Learning Experiences Syllabus Reference

Ch 5.Discovery and development of electrical energy

5.1 Galvani and Volta

5.2 People’s use of energy sources before electrical energy.

5.3 People’s use of electrical energy.

R: Research one of the debates that took place to develop our current understanding about electricity from one of the following:

Volta and Galvani and their debate over animal and chemical electricity

Faraday Ohm

R: How the type of energy sources and access to it has changed.

1. Society has become increasingly dependent on electricity over the last 200 years

Discuss how the main sources of domestic energy have changed over time

Assess some of the impacts of changes in, and increased access to, sources of energy for a community

Discuss some of the ways in which electricity can be provided in remote locations

Ch 6 Electrical charges, FHI: Find the charge on the electron by measuring the change in 2. One of the main advantages of electricity is that it can be moved with comparative ease from one place to another

13



fields and currents.

6.1 Electric charge

6.2 Electric fields

mass of the cathode when current flows through a solution of copper sulfate.

D: Demonstrate the effect of high voltages using a Van de Graff generator and an induction coil.

P: present diagrammatic information to describe the electric field strength and direction:

of a single charged object (including: plates, rings) between a positive and negative charge between parallel plates

http://phet.colorado.edu/en/simulation/balloonshttp://phet.colorado.edu/en/simulation/charges-and-fields

through electric circuits

Describe the behaviour of electrostatic charges and the properties of the fields associated with them

Define the unit of electric charge as the coulomb

Describe the electric field as a field of force with a field strength equal to the force per unit charge at that point

E = F/q

Solve problems and analyse information using

E = F/q

6.3 Electrical potential energy. FHI: Show the variations in and potential difference between

different points around a circuit.

D: Demonstrate AC and DC voltages using a CRO.

FHI: Measure the potential drop as a function of distance along a resistance wire.

http://phet.colorado.edu/en/simulation/battery-voltage

Describe electric potential difference (voltage) between two points as the change in potential energy per unit charge moving from one point to the other (joules/coulomb or volts)

Discuss how potential difference between different points around a circuit varies

6.4 Electric currents FHI: Investigate current flow in a variety of solids, liquids and gasses. (Use discharge tubes for conduction in gasses.)

FHI: perform an investigation to compare current through, and voltage across, AC and DC circuits

http://phet.colorado.edu/en/simulation/circuit-construction-kit-ac

Rrecall the use of the terms current, voltage, and resistance in electric circuits

Define electric current as the rate at which charge flows (coulombs/second or amperes) under the influence of an electric field

Identify that current can be either direct with the net flow of charge carriers moving in one direction or alternating with

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http://phet.colorado.edu/en/simulation/battery-voltage

http://phet.colorado.edu/en/simulation/charges-and-fields

http://phet.colorado.edu/en/simulation/balloons



the charge carriers moving backwards and forwards periodically

FHI: plan, choose equipment for and perform a first-hand investigation to gather data and use the available evidence to show the relationship between voltage and current current in an ohmic and non-ohmic resistor.

FHI: Examine potential difference across resistors and globes in a variety of circuits.

R: research conductors and insulators and how they are used in household circuits.

FHI: Investigate the effect of cross-sectional area, length and temperature on the flow of current through a resistor.

http://phet.colorado.edu/en/simulation/ohms-law

Explain qualitatively and quantitatively that resistance is related to potential difference

Define resistance as the ratio o voltage to current for a particular conductor.

R = V/I

Describe the difference between conductors and insulators.

Discuss qualitatively how each of the following affects the movement of electricity through a conductor:

length cross sectional area temperature material

Ch 7 The Household Electricity Supply.

7.1 Series and parallel circuits.7

FHI: Compare measurements of current and voltage in series and parallel circuits in computer simulations or hands-on equipment


3. Series and parallel circuits serve different purposes in households

Recall the terms, series and parallel circuits

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

15


http://phet.colorado.edu/en/simulation/ohms-law



differently in a circuit

7.2 Using electricity safely in the home.

FHI:

Compare the structure of a household circuit for different purposes

Construct model household circuits using electrical components

Design household circuits and test a model of the circuit.

Explain why there are different circuits for lighting, heating and other appliances in a house

Ch 8 Using Electricity In the Home

8.1 Power in electric circuits

FHI: Demonstrate the relationship between current, voltage and power for a model 6V to 12V electric heating coil. Show P = VI by heating water using a resistor and relating the temperature change to the input energy.

R: Analyse information to propose reasons as to why the kilowatt-hour is used to measure domestic electricity consumption rather than the joule

R: The use of energy efficiency rating scales and the process used to allocate a rating scale to a commercial product.

FHI: Estimate the cost of electricity consumed by households and discuss ways in which consumption could be reduced. Record your family’s power consumption each day for two weeks.

4. The amount of power is related to the rate at which energy is transformed

Explain that power is related to the rate at which energy is transformed from one form to another

Describe the relationship between power dissipated, potential difference and current

Explain that the total amount of energy used depends on the length of time the current is flowing and can be calculated using:

Energy = VIt

Assess the advantages and disadvantages of labelling goods 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

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8.2 Magnetism

8.3 Magnetic fields and electric currents.

FHI: Examine the forces between permanent magnets, and between magnets and other materials. Use iron filings and a compass to map magnetic fields around permanent magnets.

FHI: Observe magnetic fields by mapping lines of force:

around a bar magnet surrounding a straight current-carrying conductor of a solenoid

present information showing the direction of the current using or and strength and direction of the field

R: List 5 current uses of magnets and examine one household application of magnetism in detail. Assess the importance of magnetic fields to society.

– pest control– telephone or stereo speakers– magnetic tape

FHI: Wind and test an electromagnet. plan, choose equipment 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.

5. Electric currents also produce magnetic fields and these fields are used in different technologies in the home

Describe the behaviour of the magnetic poles when they are brought close together

Define the direction of the magnetic field at a point as the direction of force on a very small magnetic pole when placed at that point

Describe the magnetic field around single magnetic poles and pairs of magnetic poles

Describe the production of a magnetic field by an electric current in a straight current-carrying conductor and describe how the right hand grip rule can determine the direction of current and field lines

Compare the nature and generation of magnetic fields by solenoids and a bar magnet

Assess the impact of applications of magnetic fields on society

FHI: Construct circuits with thin wire fuses (carbon leads) and test their operation.

R: Investigate the physiological effects of electricity on the human body and discuss whether the length of time of contact

6. Safety devices are important in household circuits

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

Iidentify the functions of circuit breakers, fuses,earthing,

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with the current increases the effect double insulation and other safety devices in the home

Registration Module 8.3 – Electrical Energy in the Home


Teacher’s signature:

Completion date:Curriculum Leader’s signature:

Completion date:

18


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 ReferenceJacaranda Preliminary Course

PhysicsChapters 1, 2, 3, 4

Ch 1 Waves: Movers of Energy

1.1 The Wave Model

1.2 Waves transfer energy

1.3 Propagation of waves

1.4 Graphing wave motion

FHI: Observe and gather information about the transmission of waves in:

slinky springs water surfaces ropes or use appropriate computer simulations

P: Present diagrammatic information about transverse and longitudinal waves, direction of particle movement and the direction of propagation

FHI: Invetigate the frequency and amplitude of waves using an oscilloscope or electronic data-logging equipment.

P: present and analyse information from displacement-time graphs for transverse wave motion.

FHI: Identify the relationship between the frequency and wavelength of a sound wave travelling at a

1. The wave model can be used to explain how current technologies transfer information

Describe the energy transformations required in one of the following:

– mobile telephone– fax/modem– radio and television

Describe waves as a transfer of energy disturbance that may occur in one, two or three dimensions, depending on the nature of the wave and the medium

Identify that mechanical waves require a medium for propagation while electromagnetic waves do not

Define and apply the following terms to the wave model: medium, displacement, amplitude, period, compression, rarefaction, crest, trough, transverse waves, longitudinal waves, frequency, wavelength, velocity

Describe the relationship between particle motion and the direction of energy propagation in transverse and longitudinal waves

Quantify the relationship between velocity, frequency and wavelength for a wave:

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Text Book Reference Learning Activities Syllabus Reference

constant velocity

V: Waves 1: Introduction to waves and its properties

V: Waves 2: Introduction to waves and its properties

FHI: Video Analysis of Waves on a String.

v=fλ

Solve problems and analyse information by applying the mathematical model of

v=fλ

to a range of situations

Ch 2 Sound is a Wave

2.1 Sound: vibrations in a medium

2.2 ‘Seeing’ sound waves

2.3 Amplitude and pitch

2.4 Echoes: reflections of sound

2.5 Sound and the principle of superposition

D: Sound Waves are Mechanical Vibrations. Signal generator attached to loudspeaker with styrofoam beads on top.

FHI: Analyse sound waves from a variety of sources using the Cathode Ray Oscilloscope (WinScope) or Logger Pro.

FHI: Demonstrate the principle of superposition for two waves travelling in the same medium.

S: Demonstrate the principle of superposition for two waves travelling in the same medium.

W: – 8.2 Worksheet #2 Sound Waves.

2. Features of a wave model can be used to account for the properties of sound

Iidentify that sound waves are vibrations or oscillations of particles in a medium.

Rrelate compressions and rarefactions of sound waves to the crests and troughs of transverse waves used to represent them.

Explain qualitatively that pitch is related to frequency and volume to amplitude of sound waves

Explain an echo as a reflection of a sound wave.

Describe the principle of superposition and compare the resulting waves to the original waves in sound.

Present graphical information, solve problems and analyse information involving superposition of sound waves.

2. Electromagnetic Waves and Communication

3.1 The waves of the electromagnetic spectrum

3.2 Atmospheric filtering of EM

FHI: Model the inverse square law for light intensity and distance from the source

R: Analyse information to identify the waves involved in the transfer of energy that occurs during the use of one of the following:

3. Recent technological developments have allowed greateruse of the electromagnetic spectrum

Describe electromagnetic waves in terms of their speed in space and their lack of requirement of a medium for propagation.

Identify the electromagnetic wavebands filtered out by the atmosphere, especially UV, X-rays and gamma rays.

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Text Book Reference Learning Activities Syllabus Referencewaves

3.3 Electromagnetic Spectrum and the inverse square law

3.4 Modulation of waves to transmit information

mobile phone television radar

R: Analyse information to identify the electromagnetic spectrum range utilised in modern communication technologies

Iidentify methods for the detection of various wavebands in the electromagnetic spectrum

Explain that the relationship between the intensity of electromagnetic radiation and distance from a source is an example of the inverse square law:

Iµ 1d2

Outline how the modulation of amplitude or frequency of visible light, microwaves and/or radio waves can be used to transmit information

Discuss problems produced by the limited range of the electromagnetic spectrum available for communication purposes

Ch 4 Reflection and Refraction of Electromagnetic Waves

4.1 The law of reflection

4.2 Application of reflection

4.3 Refraction

4.4 Refractive index and Snell’s law

4.5 Total internal reflection

4.6 Optical fibres and total internal reflection

FHI: Mirrors and Refraction Lab

FHI: Perform first-hand investigations and gather information to observe the path of light rays and construct diagrams indicating both the direction of travel of the light rays and a wave front

P: Present information using ray diagrams to show the path of waves reflected from:

plane surfaces concave surfaces convex surface the ionosphere

FHI: Graph the angle of incidence and refraction for light encountering a medium change showing the

4. Many communication technologies use applications of reflection and refraction of electromagnetic waves

Describe and apply the law of reflection and explain the effect of reflection from a plane surface on waves

Describe ways in which applications of reflection of light, radio waves and microwaves have assisted in information transfer

Describe one application of reflection for each of the following:

plane surfaces concave surfaces convex surfaces radio waves being reflected by the ionosphere

Explain that refraction is related to the velocities of a wave in different media and outline how this may result in the bending of a wavefront

Define refractive index in terms of changes in the velocity of 21


relationship between these angles.

FHI: Calculate the refractive index of glass or Perspex.

S: Refraction and Snell’s Law

V: Optical Fibres

a wave in passing from one medium to another

Define Snell’s Law:

v1

v2=sin i

sin r

Solve problems and analyse information using Snell’s Law

Identify the conditions necessary for total internal reflection 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.

R: Discuss some of the underlying physical principles used in one application of physics related to waves, such as:

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

5. Electromagnetic waves have potential for future communication technologies and data storage technologies

Identify types of communication data that are stored or transmitted in digital form

Registration Module 8.2 – The World Communicates



Completion date:

Curriculum Leader’s signature:

Completion date:

22


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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 RegJacaranda Physics 1

HSC CourseChapters 12, 13, 14

Ch 12 The Big Bang Cosmology

12.1 Our View of the Universe

12.2 Historical development of models of the universe

V: Gravity: History of Ideas this video has a corresponding worksheet

V: Through the Ages: Measuring the Solar System and Universe a wmv movie.

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.

1. Our Sun is just one star in the galaxy and ours is just one galaxy in the Universe

Outline the historical development of models of the Universe from the time of Aristotle to the time of Newton

12.3 An expanding universe

12.4The Big Bang

12.5 Star and galaxy accretion

S: Clea Hubble Lab

V: Big Bang and the Expanding Universe this video has a corresponding worksheet

R: Describe the probable origins of the Universe.

2. The first minutes of the Universe released energy which changed to matter, forming stars and galaxies

Outline the discovery of the expansion of the Universe by Hubble, following its earlier prediction by Friedman.

Describe the transformation of radiation into matter which followed the ‘Big Bang’

Identify that Einstein described the equivalence of energy and mass

Outline how the accretion of galaxies and stars occurred through:

expansion and cooling of the Universe24

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

13.1 A star’s luminosity and brightness

13.2 Temperature and colour

13.3 The Hertzsprung–Russell diagram

FHI: Lab stations: Inverse Square Law of Light Experiment

W: Apparent and Absolute Magnitudes

D: Using safety goggles, heat carbon lead from pencil using DC current and note colour changes as the carbon increases in temperature.

R: Spreadsheet Exercise: Gather and analyse information to plot and interpret an HR Diagram.

FHI: Relate brightness of an object to its luminosity and distance identify that Einstein described the equivalence of energy and mass.

R: Process and analyse information using the Hertzsprung-Russell diagram to examine the variety of star groups, including Main Sequence, red giants, and white dwarfs.

3. Stars have a limited life span and may explode to form supernovas

Define the relationship between the temperature of a body and the dominant wavelength of the radiation emitted from that body

Solve problems to apply the inverse square law of intensity of light to relate the brightness of a star to its luminosity and distance from the observer identify that Einstein described the equivalence of energy and mass

Identify that the surface temperature of a star is related to its colour.

Define the relationship between the temperature of a body and the dominant wavelength of the radiation emitted from that body

Describe a Hertzsprung-Russell diagram as the graph of a 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.

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Text Book Reference Learning Experiences Syllabus Reference Reg

Ch 14 The Sun–Earth Connection

14.1 Nuclear radiation

14.2 The Sun

14.3 The Sun–Earth connection

S: Range and Penetrating Power simulation: investigate the range and penetrating power of the three different types of ionizing radiation α, β and γ radiation.

V: Savage Sun. This video has a corresponding worksheet

R: Assess the effects of sunspot activity bon the Earth’s power grid and satellite communications.Sunspot Activity and Its Effects on Earth: A compilation of articles that students use to summarise the characteristics of Sunspots and its effects on earth.

4. The Sun is a typical star, emitting electromagnetic radiation and particles that influence the Earth

Iidentify that energy may be released from the nuclei of atoms

Describe the nature of emissions from the nuclei of atoms as radiation of alpha (α) and beta (β) particles and gamma (γ) rays in terms of:

ionising power penetrating power effect of magnetic field effect of electric field

Iidentify the nature of emissions reaching the Earth from the Sun

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


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Text Book Reference Learning Experiences Syllabus Reference Reg


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