Physics (2007)
Sample work program 1
July 2012
Physics (2007)
Sample work program
Compiled by the Queensland Studies Authority
July 2012
A work program is the school’s plan of how the 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 (220hours).
This sample demonstrates one approach, and should be used as a guide only to help teachers plan
and develop school work programs.
2 | Physics (2007) Sample work program 1
Contents
Physics (2007)................................................................................ 2
Sample work program ................................................................... 2
Course organisation (Year 11) ...................................................... 4
Course organisation (Year 12) ...................................................... 5
Course assessment plan (Year 11)............................................... 6
Course assessment plan (Year 12)............................................... 7
Context unit (Year 11) .................................................................... 8
Context unit (Year 12) .................................................................. 10
Coverage of key concepts and ideas ......................................... 12
Sample student profile ................................................................ 13
Queensland Studies Authority July 2012 | 3
Course organisation (Year 11)
Key concept
Possible content
#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
Electromagnetism
27
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)
#4 Sight and
seeing (context)
28
1
3
Waves 1D - wave types, characteristics (v=λf) (wavelength, period, frequency), transmission,
reflection, standing waves, superposition, Waves 2D – 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)
4 | Physics (2007) Sample work program 1
Force
Motion
Length
(hours)
Energy
Year 11
Semester 2 (55hrs)
Year 11
Semester 1 (55hrs)
Unit
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
Course organisation (Year 12)
Key concept
Possible content
#5 Amusement
Park Rides
(context)
30
1
2
3
4
1
2
1
2
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 experiment,
2 2 0.5
Time dilation (t=t0/(1-v /c ) ), the Earth-Rigel frame of reference, Twin paradox, Astrophysics,
-2
Gravitational fields (F=Gm1m2d =mg), Gravitational motion, G-Forces (FN/FW), Kepler’s laws of motion
3 -2
(r .T =constant), Escape velocity, Slingshot effect, Satellite technology, Length contraction (l=l0.(12 2 0.5
2 2 0.5
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
Force
Motion
Length
(hours)
Energy
Year 12
Semester 4 (55 hrs)
Year 12
Semester 3 (55 hrs)
Context
Queensland Studies Authority July 2012 | 5
Course assessment plan (Year 11)
Assessment
Context
Length
(hours)
Year 11
Semester 2 (55hrs)
Year 11
Semester 1 (55hrs)
#1 Linear motion
#2 Electricity
27
28
Category
#1 Supervised
Assessment
#2 Extended
Experimental
Investigation
Criteria
assessed
KCU, IP, EC
KCU, IP, EC
Description
Time allowed: 90 minutes
Techniques: Short items, practical exercises, paragraph responses, short
responses to unseen stimulus materials.
Access to resources: Closed
Conditions: supervised
Time allowed: 6 weeks
(800 – 1000 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 Electromagnetism
27
#3 Supervised
Assessment
KCU, IP, EC
Time allowed: 90 minutes
Techniques: Short items, practical exercises, paragraph responses.
Access to resources: Closed
Conditions: supervised
#4 Sight and seeing
(context)
28
#4 Supervised
Assessment
KCU, IP, EC
Time allowed: 90 minutes
Techniques: Practical exercises, paragraph responses, responses to seen
stimulus materials.
Access to resources: Closed, stimulus given one week prior
Conditions: supervised
6 | Physics (2007) Sample work program 1
Course assessment plan (Year 12)
Assessment
Context
Year 12
Semester 4 (55 hrs)
Year 12
Semester 3 (55 hrs)
#5 Amusement Park
Rides (context)
Length
(Hours)
30
Category
#5 Extended
Experimental
Investigation
Time allowed: 4 weeks
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
KCU, IP, EC
Time allowed: 90 minutes
Techniques: Practical exercises, stimulus response
Access to resources: Closed
Conditions: supervised
KCU, IP, EC
Time allowed: 120 minutes
Techniques: Short items, paragraph responses, practical exercises, responses to
unseen stimulus materials
Access to resources: Closed
Conditions: supervised
25
#7 Supervised
Assessment
#7 Quantum Physics
28
#8 Supervised
Assessment
27
KCU, IP, EC
Description
#6 Supervised
Assessment
#6 Relativity
#8 Nuclear and Medical
Physics
Criteria
assessed
#9 Supervised
Assessment
KCU, IP, EC
KCU, IP, EC
Time allowed: 90 minutes
Techniques: Practical exercises, paragraph responses
Access to resources: Closed
Conditions: supervised
Time allowed: 90 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 July 2012 | 7
Context unit (Year 11)
Unit 4: 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 etc.). 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 (eg single vision lenses, graduated lenses, contact lenses, laser surgery) will be
explored.
Energy
Motion
Force
Key concepts
& key ideas
1.4
1.6
3.1
Possible content
Possible learning experiences
Waves 1D - wave types, characteristics (v=λf)
(wavelength, period, frequency)
transmission, reflection, standing waves,
superposition
Waves 2D – water waves, reflection
Refraction, diffraction and wave interference
Snell’s law (n=sin θi/sin θr)
Total internal reflection
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)
Mirrors, lenses, focal length, lens formula (f-1=u1+v-1), magnification
Human eye: lens-cornea system, retina: rods &
cones, optic nerve & fovea
Vision defects
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 gather, record and process valid
experimental data
Present data in various forms e.g. tabular, graphical
Analyse and evaluate interrelationships found in experimental data
Link and apply schema in order to construct ray diagrams for lens systems to
demonstrate understanding of lens behaviour
Link and apply data from ray diagrams in order to generalise lens behaviour
Explore the lens equation in terms of quantitative data in order to verify it
Compare and explain functions of various eye components
Systematically analyse vision defects in terms of eye structures
Model lens-cornea function using lens equation including near and far points
Dissect and identify structures in the cow eyeball.
8 | Physics (2007) Sample work program 1
Lens maker’s equation
Matching lenses to defects
Contact lenses
Correction of defects using lenses
Cameras, telescopes, projectors and enlargers
Microscopes of various types
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
defect
Compare and explain the structure of spectacles and contact lenses with respect to.
optical power.
Evaluate impact of corrective lens on other dimensions of vision.
Evaluate the use of different types of optical instruments in various situations e.g.
cameras, telescopes, microscopes, projectors
Unit 4 Assessment:
#4 Supervised assessment
Time allowed: 90 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
Queensland Studies Authority July 2012 | 9
Context unit (Year 12)
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.
Force
Energy
Motion
Key concepts &
key ideas
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
Gravity, free fall and G-force
2
Kinematics equations(s=ut + 0.5 at ,
2
2
2
s=vt-0.5at , v=u+at, v =u +2as, a=(v-u)/t)
Horizontal (uniform) and vertical (nonuniform) circular motion
2
2
(ac=v /r, Fc=mv /r)
Cambered surfaces, friction
Momentum
Inclined planes
Transfer of energy (GPE and KE) and
energy conservation
Work, energy and power relationships
10 | Physics (2007) Sample work program 1
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
Explore the scenarios involving the transfer of energy (GPE and KE) and energy conservation
in falling objects and amusement park rides
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 2D collisions
using vectors
Key concepts &
key ideas
Possible content
Possible learning experiences
(P=E/t)
Loss of energy due to opposing forces
such as friction and air resistance
Energy changes and collisions (elastic
and inelastic)
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
Systematically analyse complex and unseen graphical representations of physical data
involving amusement park rides
Unit 5: Assessment:
#5 Extended experimental investigation
Time allowed: 4 weeks
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.
#6 Supervised assessment
Time allowed: 90 minutes
Techniques: Practical exercises, stimulus response
Access to resources: Closed
Conditions: supervised
Criteria assessed: KCU, IP, EC
Queensland Studies Authority July 2012 | 11
Coverage of key concepts and ideas
KEY CONCEPTS
Key
idea
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4
FORCE
ENERGY
MOTION
Unit
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Unit
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3.5
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4.2
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12 | Physics (2007) Sample work program 1
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8
Sample student profile
Name:
PHYSICS
Sem
1
2
20__ – 20__
Task
#
Assessment
category
1
SA
2
EEI
3
SA
4
SA
Teacher: Yr 11:
KCU
Yr 12:
IP
EC
Interim LOA
Monitoring
3
4
5
EEI
6
SA
7
SA
8
SA
Interim LOA
Verification
9
SA
LOA
Exit
#1–4 Monitoring, #5–8 Verification, #5–9 Exit
Queensland Studies Authority July 2012 | 13
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