1. science
2. physics

Physics (2007)
Sample work program 2
Composite
October 2012
Physics (2007)
Sample work program 2
Composite
Compiled by the Queensland Studies Authority
October 2012
A work program is the school’s plan of how a course will be delivered and assessed, based
on the school’s interpretation of the syllabus. The school’s work program must meet
syllabus requirements, and indicate that there will be sufficient scope and depth of student
learning to reflect the general objectives and meet the exit criteria and standards.
The minimum number of hours of timetabled school time, including assessment, for a
course of study developed from the Physics (2007) syllabus is 55 hours per semester. A
course of study will usually be completed over two years (220 hours).
This sample demonstrates one approach to a Year 11/12 composite work program, and
should be used as a guide only to help teachers plan and develop their school’s work
programs.
The cycle of units is based on a Year A then Year B cycle or vice versa.
Table of contents
Course organisation (Year A) ....................................................... 2
Course organisation (Year B) ....................................................... 3
Course assessment plan Year A .................................................. 4
Course assessment plan Year B .................................................. 5
Context unit Year A ....................................................................... 6
Unit 3: Sight and seeing ..................................................................................... 6
Context unit Year B ....................................................................... 9
Unit 5: Amusement park rides ............................................................................ 9
Coverage of key concepts and key ideas .................................. 12
Sample Student Profile: Year A then Year B ............................. 14
Sample Student Profile: Year B then Year A ............................. 15
Course organisation (Year A)
Key concept
Motion
#1
Force and
Linear
Motion
27
1
2
3
1
2
1
2
3
SI Units, Scientific Notation, Significant Figures, data logging equipment including infra-red photogates, Limits, Absolute and Relative Error, Precision, Accuracy, Manipulating first- and second-hand
data, Graphing, Relationships, Manipulating equations, Linear Regression Measurement, scalar &
vector quantities, addition & subtraction of vectors, Components of vectors, Graphical analysis of
motion, Displacement, velocity, acceleration, Linear Kinematics and algebraic analysis of motion,
1
2
Energy (KEtranslational= /2mv , GPE=mgh), Mass, weight, normal force, Newton’s three laws (1 and 2 D)
(F=ma), Momentum, Friction, air resistance, terminal velocity
#2
Electricity
28
1
2
4
1
2
3
#3
Sight and
seeing
(context)
28
#4
Electromag
-netism
27
Force
Energy
Semester 1/3
(55 hours)
Semester 2/4
(55 hours)
Length
(hours)
Possible content
Unit
1
Atomic structure, Electric charge, Charging by conduction/induction, Triboelectric series, Coulomb’s
2
2
law (point charges) (F=kqQ/d ), Electric fields - uniform (E=kq/d ), non-uniform (E=V/d), Electric force
(F=Eq), Electric potential and constant electric field (V=Ed, W=qV), Power (P=VI, P=E/t), Current
electricity, Electrical conductors (including semi-conductors), Resistance, resistivity and Ohm’s Law
(R=V/I), DC supplies, Series and parallel circuits, electric meters, Diodes - LEDs, LDRs, Capacitors,
AC Supplies and use of the CRO, transformers and power supply design, AC voltage amplifiers
1
3
Waves 1D - wave types, characteristics (v=λf) (wavelength, period, frequency), transmission,
reflection, standing waves, superposition, Waves 2-D – water waves, reflection, Snell’s law (n=sin
θi/sin θr) and refraction, diffraction and wave interference, Dispersion, Light as a wave - Young’s
double slit interference (sin θ=n.λ.d-1=X.l-1), Electromagnetic spectrum - frequency, period, EMS,
Wave-particle duality of light, Optical instruments (Transverse waves), Concave and convex mirrors,
lenses, focal length, lens formula (f-1=u-1+v-1)
1
2
3
1
2
Magnetic fields, Electromagnets, Maxwell’s screw rule, Electromagnet applications, Force on a current
element (F=BIlsinΘ), Moving charge as a source of magnetic field, Electromagnetic induction, Electric
motors and meters, mass spectrometer, particle accelerators, Faraday’s Law, Force on a moving
charge (F=BqvsinΘ), solenoids, Lenz’s Law, Magnetic flux, DC and AC generators, Electricity
generation, Power stations, Electricity networks, Transformers, Power Losses (P=VI=I2R), Phase,
Alternate sources of energy (renewable, non-renewable)
2 | Physics (2007) Sample work program 2 (Composite)
Course organisation (Year B)
Key concept
Motion
#5
Amusement
park rides
(context)
30
1
2
3
4
1
2
1
2
SI units, Scientific Notation, Significant Figures, data logging equipment including infra-red photogates, Limits, Absolute and Relative Error, Precision, Accuracy, Manipulating first- and second-hand
data, Graphing, Relationships, Manipulating equations, Linear Regression Measurement (Year 11
content, Year 12 revision content)
First-hand data collection and analysis (including use of data logging equipment, software and
graphing tools), Average and instantaneous velocity, acceleration (secants and tangents), Resultant
forces (including resultant, frictional, normal, gravitational, centripetal), Newton’s laws of motion, 2 D
2
2
Projectile motion, Gravity, free fall and G-force, Kinematics equations (s=ut + 0.5 at , s=vt-0.5at ,
2
2
v=u+at, v =u +2as, a=(v-u)/t), Inclined planes, Transfer of energy (GPE and KE) and energy
conservation, Work, energy and power relationships (P=E/t), Loss of energy due to opposing forces
such as friction and air resistance, Horizontal (uniform) and vertical (non-uniform) circular motion,
2
2
(ac=v /r, Fc=mv /r), momentum, collisions
#6
Relativity
25
1
2
3
1
1
2
3
Einstein’s theory of relativity, inertial frames of reference, speed of light, Michelson-Morley
2 2 0.5
experiment, Time dilation (t=t0/(1-v /c ) ), the Earth-Rigel frame of reference, Twin paradox,
-2
Astrophysics, Gravitational fields (F=Gm1m2d =mg), Gravitational motion, G-Forces (FN/FW), Kepler’s
3 -2
laws of motion (r .T =constant), Escape velocity, Slingshot effect, Satellite technology, Length
2 2 0.5
2 2 0.5
contraction (l=l0.(1-v /c ) ), Mass increase (m=m0/(1-v /c ) ), Sub atomic particles, The Big Bang
#7
Quantum
Physics
28
1
2
3
4
1
2
3
Standard quantum theory, Planck’s black body radiation (E=hf), Planck constant, photons,
-1
-1
Photoelectric effect (E=hf-W), Compton Effect (p=hf.c =h.λ ) and light pressure, Bohr atom atomic
spectra, principal quantum numbers, energy level diagrams, Bohr radius, ground state, Franck-Hertz
experiment, spectroscopy, de Broglie’s wavelength, wave equations, fundamental forces, hadrons
and leptons, fundamental particles, dark matter
#8
Nuclear and
Medical
Physics
27
1
4
1
2
3
Strong and weak nuclear force, Ionizing particles (α, β, γ) decay, transmutation, strong/weak force,
electron, proton, neutron, positron, neutrino; antiparticles, decay rate, activity, half-life, Becquerel,
2
decay series, disintegration constant, radioactive dating, Fission, fusion, mass defect (E=mc ),
enriched fuel, moderator, control rods, waste, microscopy techniques, ultrasound, medical isotopes,
Absorbed dose, dose equivalent, gray (Gy), quality factor, Sievert (Sv), Scintigraphy,
radiopharmaceutical, radiation therapy, X-rays, tomography, MRI, PET
Semester 2/4
(55 hours)
Semester 1/3
(55 hours)
Force
Energy
Length
(hours)
Possible content
Context
Queensland Studies Authority October 2012 | 3
Course assessment plan Year A
Semester 2/4
(55 hours)
Semester 1/3
(55 hours)
Unit
Length
(hours)
Assessment
Category
Criteria assessed
Description
#1
Force and
Linear
motion
27
#1
Supervised
Assessment
KCU, IP, EC
Time allowed Year 11: 90 minutes
Time allowed Year 12: 120 minutes
Techniques: Short items, practical exercises, paragraph responses, short
responses to unseen stimulus materials
Access to resources: Closed
Conditions: supervised
#2
Electricity
28
#2
Extended
Experimental
Investigation
KCU, IP, EC
Time allowed: 4 weeks
Year 11: 800–1000 words for discussion/conclusion/evaluation/recommendation
Year 12: 1000–1500 words for discussion/conclusion/evaluation/recommendation
Access to resources: Open
Collaboration: Group or individual data collection, individual written scientific report
Authentication: Teacher observation, journal (if used), declaration
#3
Supervised
Assessment
KCU, IP, EC
Time allowed Year 11: 90 minutes
Time allowed Year 12: 120 minutes
Techniques: Practical exercises, stimulus response
Access to resources: Closed
Conditions: Supervised
#3
Sight and
seeing
(context)
28
#4
Supervised
Assessment
KCU, IP, EC
Time allowed Year 11: 90 minutes
Time allowed Year 12: 120 minutes
Techniques: Practical exercises, paragraph responses, responses to seen
stimulus materials
Access to resources: Closed, stimulus given one week prior
Conditions: Supervised
#4
Electromagnetism
27
#5
Supervised
Assessment
KCU, IP, EC
Time allowed Year 11: 90 minutes
Time allowed Year 12: 120 minutes
Techniques: Short items, practical exercises, paragraph responses
Access to resources: Closed
Conditions: Supervised
4 | Physics (2007) Sample work program 2 (Composite)
Course assessment plan Year B
Unit
30
Semester 2/4
(55 hours)
Semester 1/3
(55 hours)
#5
Amusement
Park Rides
(context)
Length
(hours)
Assessment
Category
Criteria assessed
Description
#6
Supervised
Assessment
KCU, IP, EC
Time allowed Year 11 and Year 12: 90 minutes
Techniques: Practical exercises, stimulus response
Access to resources: Closed
Conditions: Supervised
#7
Extended
Experimental
Investigation
KCU, IP, EC
Time allowed: 6 weeks
Year 11: 800–1000 words for discussion/conclusion/evaluation/recommendation
Year 12: 1000–1500 words for discussion/conclusion/evaluation/recommendation
Access to resources: Open
Collaboration: Group or individual data collection, individual written scientific
report
Authentication: Teacher observation, journal (if used), declaration
#6
Relativity
25
#8
Supervised
Assessment
KCU, IP, EC
Time allowed Year 11: 90 minutes
Time allowed Year 12: 120 minutes
Techniques: Short items, paragraph responses, practical exercises, short
responses to unseen stimulus materials
Access to resources: Closed
Conditions: Supervised
#7
Quantum
Physics
28
#9
Supervised
Assessment
KCU, IP, EC
Time allowed Year 11: 90 minutes
Time allowed Year 12: 120 minutes
Techniques: Practical exercises, paragraph responses
Access to resources: Closed
Conditions: Supervised
#8
Nuclear and
Medical
Physics
27
#10
Supervised
Assessment
KCU, IP, EC
Time allowed Year 11: 90 minutes
Time allowed Year 12: 120 minutes
Techniques: Practical exercises, paragraph responses, responses to seen
stimulus materials
Access to resources: Closed, stimulus given one week prior
Conditions: Supervised
Queensland Studies Authority October 2012 | 5
Context unit Year A
Unit 3: Sight and seeing
Time: 28 hours
Overview: This unit focuses on the concepts of refraction, lenses and the application of these concepts to optical instruments e.g. binoculars, fibre
optics, microscopes, telescopes, cameras. This allows students to investigate a small section of Optometry, by showing how these concepts are used to
model and to correct human visual defects. Different types of spectacles and other applications (e.g. single vision lenses, graduated lenses, contact
lenses, laser surgery) will be explored. Year 12 learning experiences are in green highlight.
Energy
Motion
Force
Key concepts
and key ideas
Possible content
1.4
1.6
3.1
Colour, spectral distribution
Waves 1D - wave types, characteristics (v=λf)
(wavelength, period, frequency)
transmission, reflection, standing waves,
superposition
Waves 2-D – water waves, reflection
Refraction, diffraction and wave interference
Snell’s law (n=sin θi/sin θr), refractive index
Total internal reflection, critical angle
Dispersion, Light as a wave - Young’s double
slit interference (sin θ=n.λ.d-1=X.l-1)
Electromagnetic spectrum - frequency, period,
EMS
Wave-particle duality of light
Optical instruments (Transverse waves)
Plane and curved mirrors, convex and concave
lenses, focal length, lens formula (f-1=u-1+v-1),
magnification
6 | Physics (2007) Sample work program 2 (Composite)
Possible learning experiences
Review of the spectrum and primary colours
Recall and interpret the nature of light
Recall and interpret the terms: relative refractive index, Snell’s Law,
magnification & lens equation, optical power
Link and apply the concept of relative refractive index to change in speed of light
Analyse and evaluate the complex scientific interrelationship between wave
model for light and optical power of lens
Link and apply algorithms to calculate unknowns using equations, e.g. Snell’s
Law, relative refractive index, lens equation, magnification of lenses, optical
power
Perform experiments to confirm Snell’s Law and Young’s double slit interference
and gather, record and process valid experimental data
Present data in various forms, e.g. tabular, graphical
Analyse and evaluate interrelationships found in experimental data, e.g.
Snell’s Law
Link and apply schema in order to construct ray diagrams for lens systems to
demonstrate understanding of lens behaviour (Year 12s will attempt more
complex and challenging problems)
Motion
Energy
Force
Key concepts
and key ideas
Possible content
Possible learning experiences
Human eye: lens-cornea system, retina: rods &
cones, optic nerve and fovea, dissection of an
eye
Vision defects
Lens maker’s equation
Matching lenses to defects e.g. hyperopia,
myopia, presbyopia and astigmatism
Contact lenses
Correction of defects using single vision lenses,
graduated lenses, contact lenses, laser surgery
Cameras, telescopes (terrestrial, Galilean,
projectors and enlargers
Microscopes of various types
Students will experiment with convex and concave lens systems — they will vary
the apertures to reduce chromatic aberration and will examine achromatic lens
combinations
Link and apply data from ray diagrams in order to generalise lens behaviour
(Year 12 will attempt more complex and challenging problems)
Explore the lens equation in terms of quantitative data in order to verify it using
algorithms
Compare and explain functions of various eye components, e.g. retina, rods and
cones, optic nerve and fovea
Systematically analyse vision defects in terms of eye structures
Model lens-cornea function using lens equation including near and far points
(Year 12s will attempt more complex and challenging problems)
Dissect and identify structures in the cow eyeball
Recall and interpret the lens maker’s equation
Compare and explain optical power of lens systems from light ray and wave
perspective
Link and apply algorithms to calculate unknowns using equations, e.g. lens
maker’s equation
Identify vision defect’s effect on viewing given object and models using
appropriate equations.
Explore different scenarios in order to devise and predict appropriate lens to
correct the defect (Year 12s will attempt more difficult situations)
Compare and explain the structure of spectacles and contact lenses with
respect to optical power
Evaluate the impact of corrective lenses on other dimensions of vision
Evaluate the use of different types of optical instruments in various situations,
e.g. cameras, telescopes, microscopes, projectors (Year 12s will attempt more
complex and challenging situations)
Students will dismantle and examine a binocular microscope to appreciate how
lens combinations can give a clear, magnified image
Queensland Studies Authority October 2012 | 7
Unit 3 assessment:
#4 Supervised assessment
Time allowed Year 11: 90 minutes
Time allowed Year 12: 120 minutes
Techniques: Practical exercises, paragraph responses, responses to seen stimulus materials
Access to resources: Closed, stimulus given one week prior
Conditions: Supervised
Criteria assessed: KCU, IP, EC
The stimulus material will be a series of articles on different lenses or similar.
8 | Physics (2007) Sample work program 2 (Composite)
Context unit Year B
Unit 5: Amusement park rides
Time: 28 hours
Overview: This unit focuses on the variety of energy transfers, applied forces and motion on amusement park rides. Not only are there
examples of horizontal motion such as the dodgems and the acceleration ramps (1-D and 2-D momentum, velocity, acceleration, G-Force), but
vertical motion as well as uniform circular and non-uniform circular motion as well. The complex roller coasters illustrate each of these types of
motion. The transfer of gravitational potential energy to kinetic energy can be examined in terms of the conservation laws, particularly with
reference to transfers to ‘non-useful’ forms of energy such as heat and sound as a result of friction. Year 12 learning experiences are in green
highlight.
Force
Energy
Motion
Key concepts
Possible content
1.1
1.2
1.3
2.1
2.2
2.4
3.1
3.2
4.1
1.1
1.2
1.3
2.1
2.2
2.3
1.1
1.2
1.3
1.4
2.1
2.2
2.3
2.4
2.5
Average and instantaneous velocity,
acceleration (secants and tangents)
Resultant forces (including resultant,
frictional, normal, gravitational,
centripetal)
Newton’s three laws of motion, friction
Gravity, free fall and G-force
Simple harmonic motion
Kinematics equations
2
• s=ut + 0.5 at
2
• s=vt-0.5at
• v=u+at
2
2
• v =u +2as
• a=(v-u)/t
Possible learning experiences
Recall and interpret the terms: velocity, acceleration, resultant forces, Newton’s Laws
Link and apply algorithms, concepts, principles, theories and schema to solve
complex and challenging problems of average and instantaneous velocity, acceleration
and resultant forces (including resultant, frictional, normal, gravitational, centripetal). This
may involve inclined planes as well as horizontal and vertical (uniform and non-uniform)
circular motion
Perform experiments to illustrate linear and circular motion in order to gather, record
and process valid data for analysis
Link and apply algorithms to calculate the velocity and range of projectiles
Link and apply algorithms, concepts, principles, theories and schema to solve
complex and challenging problems using kinematics equations in one and two
dimensions (Year 12s will attempt more complex and challenging examples)
Explore the scenarios involving the transfer of energy (GPE and KE) and energy
conservation in falling objects and amusement park rides and justify recommendations
Analysis of theme park rides in order to see the energy conversion throughout the rides,
e.g. the Tower of Terror at Dreamworld
Queensland Studies Authority October 2012 | 9
Motion
Energy
Force
Key concepts
Possible content
Possible learning experiences
Horizontal (uniform) and vertical (nonuniform) circular motion
• ac=v2/r
• Fc=mv2/r
Cambered surfaces, friction
Momentum
Inclined planes
Transfer of energy (GPE and KE) and
energy conservation
Work, energy and power relationships
(P=E/t)
Efficiency and simple machines
Conservation of mechanical energy
Loss of energy due to opposing forces
such as friction and air resistance
Energy changes and collisions (elastic
and inelastic)
Compare and explain the loss of energy due to opposing forces such as friction and air
resistance and its relationship with conservation of energy
Analysis and evaluation of the complex scientific interrelationships of work, energy
and power in relation to amusement park rides
Explore the power requirements of a roller coaster ride
Link and apply algorithms for calculation of momentum, velocity and direction for 2-D
collisions using vectors (Year 12s will attempt more complex and challenging examples)
Recall and interpret the terms elastic and inelastic collisions
Compare and explain elastic and inelastic collisions and identify examples of both in real
life situations
Use of technology (e.g. stopwatches, clinometers and accelerometers) to gather,
record and process primary data and demonstrated use of data logging equipment in
the extended experimental investigation
Link and apply the concepts of the quantitative and qualitative effects of gravity
including free fall and G-Force calculations and apply appropriate algorithms in
complex and challenging situations (Year 12s will attempt more complex and challenging
examples)
Systematically analyse complex and unseen graphical representations of physical data
involving amusement park rides to identify relationships within the data
Analysis and evaluation of these complex interrelationships
10 | Physics (2007) Sample work program 2 (Composite)
Unit 5: Assessment
#6 Supervised assessment
Time allowed Year 11 and Year 12: 90 minutes
Techniques: Practical exercises, stimulus response
Access to resources: Closed
Conditions: Supervised
Criteria assessed: KCU, IP, EC
#7 Extended experimental investigation
Time allowed: 6 weeks
Year 11: 800–1000 words for discussion/conclusion/evaluation/recommendation
Year 12: 1000–1500 words for discussion/conclusion/evaluation/recommendation
Access to resources: Open
Collaboration: Group or individual data collection, individual written scientific report
Authentication: Teacher observation, journal (if used), declaration
Criteria assessed: KCU, IP, EC
Students will conduct an extended experimental investigation with the focus on either linear motion or circular motion.
Queensland Studies Authority October 2012 | 11
Coverage of key concepts and key ideas
Key concepts
Key
idea
1.1
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2
3
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1.2
1.3
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1.4
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Force
Energy
Motion
Unit
Unit
Unit
4
5
6
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7
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2
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12 | Physics (2007) Sample work program 2 (Composite)
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2.4
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7
8
Key concepts
Key
idea
1
2
3
Force
Energy
Motion
Unit
Unit
Unit
4
5
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7
8
1
2
3
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2.5
4
5
6
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8
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2.6
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Queensland Studies Authority October 2012 | 13
Sample Student Profile: Year A then
Year B
Name:
Physics
20__ – 20__
Teacher:
Sem
Task #
Assessment
category
1
1
SA
2
EEI
3
SA
4
SA
5
SA
2
KCU
Monitoring
Interim L of A
3
4
6
SA
7
EEI
8
SA
9
SA
Verification
Interim L of A
10
SA
Exit
Exit L of A
#1–5 Monitoring, #6–9 Verification, #6–10 Exit
14 | Physics (2007) Sample work program 2 (Composite)
IP
EC
Sample Student Profile: Year B then
Year A
Name:
Physics
Sem
1
2
20__ – 20__
Teacher:
Task #
Assessment
category
6
SA
7
EEI
8
SA
9
SA
10
SA
KCU
IP
EC
Monitoring
Interim L of A
3
4
1
SA
2
EEI
3
SA
4
SA
Verification
Interim L of A
5
SA
Exit
Exit L of A
#6–10 Monitoring, #1–4 Verification, #1–5 Exit
Queensland Studies Authority October 2012 | 15
Queensland Studies Authority
154 Melbourne Street South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au