Page 1 s pa ge H5. identifies possible future directions of physics research Focus: pp. 79, 113, 173, 223, 353, 386 Feature: pp. 391, 410 Focus: pp. 113, 173, 353 Feature: pp. 29, 307, 344 Focus: pp. 57, 79, 129, 173, 223, 246, 259, 278 Feature: pp. 12, 29, 307, 334, 346 Focus: p. 79 Focus: pp. 25, 246, 299 Feature: pp. 12, 29, 72 Curriculum correlation grids This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 5. Current issues, research and developments in physics H4. assesses the impacts of applications of physics on society and the environment 4. Implications for society and the environment pl e H3. assesses the impact of particular advances in physics on the development of technologies 3. Applications and uses of physics m H2. analyses the ways in which models, theories and laws in physics have been tested and validated 2. The nature and practice of physics Sa H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking 1. The history of physics in2 Physics @ HSC Teacher Resource Prescribed Focus Areas Sa 16 s to determine the weight force for a body on Earth and for the same body on other planets F = mg pa ge analyse information using the expression: gather secondary information to predict the value of acceleration due to gravity on other planets perform an investigation and gather information to determine a value for acceleration due to gravity using pendulum motion or computerassisted technology and identify reason(s) for possible variations from the value 9.8 m s–2 STUDENTS: Page 2 pl e 16 13 PAGE This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 define gravitational potential energy as the work done to move an object from a very large distance away to a point in a gravitational field mm Ep = − G 1 2 r explain that a change in gravitational potential energy is related to work done m define weight as the force on an object due to a gravitational field STUDENTS LEARN TO: Act. 1.3 Act. 1.3 Act. 1.2 PAGE Curriculum correlation grids 1. The Earth has a gravitational field that exerts a force on objects both on it and around it in2 Physics @ HSC Teacher Resource Module 1 Space Curriculum correlation grids Sa 5 PAGE 31 identify why the term ‘g forces’ is used to explain the forces acting on an astronaut during launch 1 2 ayt2 Page 3 identify data sources, gather, analyse and present information on the contribution of one of the following to the development of space exploration: Tsiolkovsky, Oberth, Goddard, Esnault-Pelterie, O’Neill or von Braun s perform a first-hand investigation, gather information and analyse data to calculate initial and final velocity, maximum height reached, range and time of flight of a projectile for a range of situations by using simulations, data loggers and computer analysis ∆y = uyt + pa ge ∆x = uxt vy2 = uy2 + 2ay∆y v = u + at vx2 = ux2 solve problems and analyse information to calculate the actual velocity of a projectile from its horizontal and vertical components using: STUDENTS: This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 18 outline Newton’s concept of escape velocity gravitational constant mass and radius of the planet 18 explain the concept of escape velocity in terms of the: • • 5 describe Galileo’s analysis of projectile motion pl e m describe the trajectory of an object undergoing projectile motion within the Earth’s gravitational field in terms of horizontal and vertical components STUDENTS LEARN TO: 29 Act. 2.1 Act. 1.1 7, 9, 23, 24 PAGE 2. Many factors have to be taken into account to achieve a successful rocket launch, maintain a stable orbit and return to Earth in2 Physics @ HSC Teacher Resource Module 1 Space Sa 36, 40, 56 46 47 47 define the term orbital velocity and the quantitative and qualitative relationship between orbital velocity, the gravitational constant, mass of the central body, mass of the satellite and the radius of the orbit using Kepler’s Law of Periods account for the orbital decay of satellites in low Earth orbit discuss issues associated with safe re-entry into the Earth’s atmosphere and landing on the Earth’s surface identify that there is an optimum angle for safe re-entry for a manned spacecraft into the Earth’s atmosphere and the consequences of failing to achieve this angle mv2 r T = 4π2 GM s This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 2 r3 solve problems and analyse information using: pa ge F= 39, 43, 56 37, 54, 55 Act. 2.2 Curriculum correlation grids solve problems and analyse information to calculate the centripetal force acting on a satellite undergoing uniform circular motion about the Earth using: Page 4 43 compare qualitatively low Earth and geostationary orbits 25, 32, 34, 37, 54, 55, pl e m analyse the forces involved in uniform circular motion for a range of objects, including satellites orbiting the Earth Law of Conservation of Momentum forces experienced by astronauts 30, 33 analyse the changing acceleration of a rocket during launch in terms of the: • • 34 discuss the effect of the Earth‘s orbital motion and its rotational motion on the launch of a rocket in2 Physics @ HSC Teacher Resource Module 1 Space Sa d2 m1m2 s Page 5 pa ge F =G This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 44 identify that a slingshot effect can be provided by planets for space probes pl e m solve problems and analyse information using: 11 35, 38 d 2 m1m2 present information and use available evidence to discuss the factors affecting the strength of the gravitational force STUDENTS: 23, 24, 25, 37, 54, 55 Act. 1.3 PAGE Curriculum correlation grids 13 PAGE discuss the importance of Newton’s Law of Universal Gravitation in understanding and calculating the motion of satellites F =G define Newton’s Law of Universal Gravitation: describe a gravitational field in the region surrounding a massive object in terms of its effects on other masses in it STUDENTS LEARN TO: 3. The solar system is held together by gravity in2 Physics @ HSC Teacher Resource Module 1 Space 1 • • Page 1 s Recall Galileo’s views, especially the idea that horizontal and vertical motion can be treated independently. Recall from Year 11 how to break vectors into components mathematically. • • • Ask which will hit the ground first: a ball pushed off a table or one that was dropped? Relate this to horizontal and vertical independence. Relate it to Figure 1.1.5 in text and see if matches what you expected. Practical • • This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Reviewing: 4, p. 23 Section 1.1, p. 4 Student book: Reviewing: 1, 2, p. 23 Section 1.1, p. 4 Student book: IN2 PHYSICS @ HSC RESOURCES Teaching programs Inquiry activity: ‘Go ballistic’ Keep a copy of your answers so that later in the topic you can determine what you have learnt. Discuss what you find from the activity and relate to Galileo’s work. Components • • Module opening SUGGESTED STRATEGIES pa ge describe the trajectory of an object undergoing projectile motion within the Earth’s gravitational field in terms of horizontal and vertical components pl e describe Galileo’s analysis of projectile motion m Context MODULE CONTENT Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 a carrying out the planned procedure, recognising where and when modifications are needed and analysing the effect of these adjustments 12.1 Perform first-hand investigations by: b measuring, observing and recording results in accessible and recognisable forms, carrying out repeat trials as appropriate 12.2 Gather first-hand information by: 1 Sa SKILLS CONTENT TIME (LESSONS) in2 Physics @ HSC Teacher Resource Module 1 Space • • pl e • Analyse problems mathematically. Complete Activity 1.1. Work through the problems Page 2 • or • • s Do the projectile board practical (see assessment task write up) This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Activity 1.1, p. 1 Activity manual: Extension: 20, 21, p. 24 Solving Problems: 10–13, pp. 23–24 Reviewing: 3, p. 23 Checkpoint 1.1, p. 10 Student book: IN2 PHYSICS @ HSC RESOURCES Teaching programs Make list of ideal properties of parabolic trajectories. Look at several different examples and see how the properties apply specifically to each example. Practical • • Parabolic trajectories SUGGESTED STRATEGIES pa ge 1 ∆y = u y t + a y t 2 2 perform a first-hand investigation, gather information and analyse data to calculate initial and final velocity, maximum height reached, range and time of flight of a projectile for a range of situations by using simulations, data loggers and computer analysis ∆x = u x t vx2 = ux2 v = u + at v 2y = u 2y + 2a y ∆y solve problems and analyse information to calculate the actual velocity of a projectile from its horizontal and vertical components using: m MODULE CONTENT Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 a assess the accuracy of any measurements and calculations and the relative importance of the data and information gathered b identify and apply appropriate mathematical formulae and concepts c best illustrate trends and patterns by selecting and using appropriate methods, including computer-assisted analysis 12.4 Process information to: a using appropriate data-collection techniques, employing appropriate technologies, including data loggers and sensors b measuring, observing and recording results in accessible and recognisable forms, carrying out repeat trials as appropriate 12.2 Gather first-hand information by: 2 Sa SKILLS CONTENT TIME (LESSONS) in2 Physics @ HSC Teacher Resource Module 1 Space TIME (LESSONS) Sa s SUGGESTED STRATEGIES pa ge Page 3 pl e m MODULE CONTENT This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 a selecting and using appropriate text types, or combinations thereof, for oral and written presentations b selecting and using appropriate media to present data and information c selecting and using appropriate methods to acknowledge sources of information d using symbols and formulae to express relationships and using appropriate units for physical quantities e using a variety of pictorial representations to show relationships and present information clearly and 13.1 Present information by: d evaluate the validity of first-hand and secondary information and data in relation to the area of investigation e assess the reliability of first-hand and secondary information and data by considering information from various sources f assess the accuracy of scientific information presented in mass media by comparison with similar information presented in scientific journals SKILLS CONTENT in2 Physics @ HSC Teacher Resource Module 1 Space IN2 PHYSICS @ HSC RESOURCES Teaching programs 2 1 TIME (LESSONS) Sa • • • • pl e Page 4 define weight as the force on an object due to a gravitational field Student book: s • • Recall F = mg. Follow the derivation on p. 13 to see where it comes from. Weight is a specific force caused by gravity, which changes on Weight • • This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Solving Problems: 14–16, p. 24 Reviewing: 5, 6, p. 23 Checkpoint 1.2, p. 16 Reviewing: 7, p. 23 Physics for Fun: ‘Slightly attractive’, p. 11 Checkpoint 1.2, p. 16 • Introduce idea that all objects that have mass will have an attractive force on another object with mass. Use equation to calculate the attractive force between two students in the class. Discuss the Cavendish experiment to measure the mass of the Earth. Student book: IN2 PHYSICS @ HSC RESOURCES Teaching programs Force SUGGESTED STRATEGIES pa ge define Newton’s Law of Universal Gravitation: mm F = G 122 d solve problems and analyse information using: mm F = G 122 d describe a gravitational field in the region surrounding a massive object in terms of its effects on other masses in it m MODULE CONTENT Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 a carrying out the planned procedure, recognising where and when modifications are needed and analysing the effect of these adjustments 12.1 Perform first-hand investigations by: f succinctly selecting and drawing appropriate graphs to convey information and relationships clearly and accurately g identifying situations where use of a curve of best fit is appropriate to present graphical information SKILLS CONTENT in2 Physics @ HSC Teacher Resource Module 1 Space in2 Physics @ HSC Teacher Resource Activity Manual answers and support notes Module 1 Space CHAPTER 1 CANNONBALLS, APPLES, PLANETS AND GRAVITY Activity 1.1: Projectiles Support notes Alternative method 1: Data logger Bob Emery Senior Physics and Religion: 9.2 Practicals <http://webs.mn.catholic.edu.au/physics/emery/hsc_space_practicals.htm> Conceptual Physics: Lab 3—Projectile motion • pa ge • s There are several very good versions of how to do this on the web. The websites for these are below: <http://www.westminster.edu/acad/sim/documents/SProjectileMotioncomp.pdf> Alternative method 2: Extension: Water bomb war pl e Using projectile motion, have a water bomb ‘war’. Equipment m water bomb launcher water bombs water tennis court or large open area grid Background 1 2 3 4 Sa • • • • • Each team will have practice bombs. Teams will be given instructions on how the launching device works. They are then given the theory that will allow them to calculate the range of their projectiles. Students will be given a spreadsheet template to assist with calculations. Rules 1 2 3 4 5 Students are divided into even teams. Each team will decide where to place the players on its side of the court. The opposition players then use their understanding of projectiles to calculate the launch angle and velocity of the water bomb in order to hit the members of the other team. Each team will have a limited number of bombs. The team with the most remaining players will be declared the winner. Page 1 Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. in2 Physics @ HSC Teacher Resource Activity Manual answers and support notes Module 1 Space Theory The team that strikes most players wins. Alternative method 3: Cannon Go to the Cannon simulator at <http://jersey.uoregon.edu/vlab/Cannon/>. During this exercise you will be simulating projectile motion on the computer. You will need to recall your formulas and apply them to solve the task below. You are required to hand in the calculations that you used to determine the answer. pl e 1 2 3 4 4 Welcome to the ballistic simulator. Each new shot has a trajectory that is colour coded. You get a maximum of 4 shots; when you are out of ammunition, press the ‘more’ button. This virtual experiment is designed to let the student measure the relation between muzzle velocity (which determines projectile energy), gravitational potential and the effects of frictional drag caused by wind speed blowing opposite to the direction of the projectile. Below is a screenshot of the simulator. Sa 3 m Method 1 2 pa ge s Load the bomb into holder. Pull back the lever to lower the holder and lock it into place. This depresses the spring. The elastic potential energy that is in the spring is determined by: EPE = ½kx2 You can calculate the k of the spring using experimentation in the lab. The markings on the side measure the amount by which the spring is depressed (x). Assuming that when the bomb is released, its EPE is converted to KE = ½mv2, the velocity of the bomb when it leaves the spring can be calculated. The launcher also allows you to alter the launch angle. Using these, you can determine the range of the bomb. Using only the bombs allocated, each term takes turns at launching bombs at the opposition players who have been positioned on the court. Page 2 Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. pa ge s in2 Physics @ HSC Teacher Resource Activity Manual answers and support notes Module 1 Space Questions Try to hit the target in 4 tries, starting with the default settings and only changing the velocity (i.e. the kinetic energy). What happens as you change the initial velocity? pl e 1 ___________________________________________________________________________ After you have successfully hit the target, double the gravity (i.e. raise it to –19.6). By what factor do you have to increase the velocity in order to hit the target now? Sa 2 m ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3 Now set the windage slider to –14 units and turn drag on with the drag button. Compare the trajectory with and without the drag feature. ___________________________________________________________________________ ___________________________________________________________________________ 4 Now, what do you suppose will happen if you lower the density of the projectile with the drag turned on? ___________________________________________________________________________ ___________________________________________________________________________ After answering the questions above, use what you have learnt to complete the following task. Page 3 Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Safety notes and risk assessments Projectiles (first-hand investigation) Alternative 1: Data logger (first-hand investigation) Alternative 2: Extension: Water bomb war (first-hand investigation) 1.1 1.1 1.1 – Safety glasses should be considered as a precautionary measure to a projectile ball bearing. Equipment: pa ge Bob Emery Senior Physics and Religion: 9.2 Practicals <http://webs.mn.catholic.edu. au/physics/emery/hsc_space _practicals.htm> Conceptual Physics: Lab 3— Projectile motion <www.westminster.edu/acad /sim/documents/SProjectileM otioncomp.pdf> Page 1 water bomb launcher, water bombs, water, tennis court or large open area, grid Equipment: • • Equipment: aluminium track, ball bearing, shoe, metre ruler, measuring tape Conduct experiment in a large open area, away from structures and other people. s OTHER HAZARD/ PRECAUTIONS/ HINTS NOT HS pl e m – HS/DG Sa This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 NAME ACTIVITY Safety notes No safety equipment required. No safety equipment required. Safety glasses RECOMMENDED SAFETY REQUIREMENTS The safety notes in in2 Physics are designed to provide a quick reference guide for teachers to assess the requirements and health and safety considerations for each practical. in2 Physics @ HSC Teacher Resource Module 1 Space Safety notes and risk assessments Alternative 3: Cannon (first-hand investigation) Determining the value of acceleration due to gravity (first-hand investigation) Gravity—out of this world (secondary source investigation) 1.1 1.2 1.3 – No safety notes required. Equipment: Page 2 Spreadsheet template can be accessed on the companion website at Pearson Places <www.pearsonplaces.com.au>. Equipment: No safety notes required. s pa ge pendulum—string and mass, retort stand and clamp, stopwatch, metre ruler, data logger Equipment: Simulation program can be accessed at <http://jersey.uoregon.edu/vlab/C annon/>. Ensure that the retort stand is securely clamped to the bench. OTHER HAZARD/ PRECAUTIONS/ HINTS NOT HS pl e m – HS/DG Sa This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use. Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3 NAME ACTIVITY Safety notes No safety equipment required. No safety equipment required. No safety equipment required. RECOMMENDED SAFETY REQUIREMENTS The safety notes in in2 Physics are designed to provide a quick reference guide for teachers to assess the requirements and health and safety considerations for each practical. in2 Physics @ HSC Teacher Resource Module 1 Space
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