Physics Senior secondary Curriculum - The Tasmanian Catholic Curriculum v8.1

Unit 1: Thermal, nuclear and electrical physics

Unit Description

An understanding of heating processes, nuclear reactions and electricity is essential to appreciate how global energy needs are met. In this unit, students explore the ways physics is used to describe, explain and predict the energy transfers and transformations that are pivotal to modern industrial societies. Students investigate heating processes, apply the nuclear model of the atom to investigate radioactivity, and learn how nuclear reactions convert mass into energy. They examine the movement of electrical charge in circuits and use this to analyse, explain and predict electrical phenomena.

Contexts that could be investigated in this unit include technologies related to nuclear, thermal, or geothermal energy, electrical energy production, large-scale power systems, radiopharmaceuticals and electricity in the home; and related areas of science such as nuclear fusion in stars and the Big Bang theory.

Through the investigation of appropriate contexts, students understand how applying scientific knowledge to the challenge of meeting world energy needs requires the international cooperation of multidisciplinary teams and relies on advances in ICT and other technologies. They explore how science knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic, cultural and ethical factors.

Students develop skills in interpreting, constructing and using a range of mathematical and symbolic representations to describe, explain and predict energy transfers and transformations in heating processes, nuclear reactions and electrical circuits. They develop their inquiry skills through primary and secondary investigations, including analysing heat transfer, heat capacity, radioactive decay and a range of simple electrical circuits.

Learning Outcomes

By the end of this unit, students:

understand how the kinetic particle model and thermodynamics concepts describe and explain heating processes
understand how the nuclear model of the atom explains radioactivity, fission, fusion and the properties of radioactive nuclides
understand how charge is involved in the transfer and transformation of energy in electrical circuits
understand how scientific models and theories have developed and are applied to improve existing, and develop new, technologies
use science inquiry skills to design, conduct and analyse safe and effective investigations into heating processes, nuclear physics and electrical circuits, and to communicate methods and findings
use algebraic and graphical representations to calculate, analyse and predict measurable quantities associated with heating processes, nuclear reactions and electrical circuits
evaluate, with reference to empirical evidence, claims about heating processes, nuclear reactions and electrical technologies
communicate physics understanding using qualitative and quantitative representations in appropriate modes and genres.

Content Descriptions

Science Inquiry Skills

Identify, research, construct and refine questions for investigation; propose hypotheses; and predict possible outcomes (ACSPH001)

Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSPH002)

Conduct investigations, including using temperature, current and potential difference measuring devices, safely, competently and methodically for the collection of valid and reliable data (ACSPH003)

Represent data in meaningful and useful ways, including using appropriate Système Internationale (SI) units and symbols; organise and analyse data to identify trends, patterns and relationships; identify sources of random and systematic error and estimate their effect on measurement results; identify anomalous data and calculate the measurement discrepancy between experimental results and a currently accepted value, expressed as a percentage; and select, synthesise and use evidence to make and justify conclusions (ACSPH004)

Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments (ACSPH005)

Select, construct and use appropriate representations, including text and graphic representations of empirical and theoretical relationships, flow diagrams, nuclear equations and circuit diagrams, to communicate conceptual understanding, solve problems and make predictions (ACSPH006)

Select, use and interpret appropriate mathematical representations, including linear and non-linear graphs and algebraic relationships representing physical systems, to solve problems and make predictions (ACSPH007)

Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports (ACSPH008)

Science as a Human Endeavour (Units 1 & 2)

Science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility (ACSPH009)

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines (ACSPH010)

Advances in science understanding in one field can influence other areas of science, technology and engineering (ACSPH011)

The use of scientific knowledge is influenced by social, economic, cultural and ethical considerations (ACSPH012)

The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences (ACSPH013)

Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions (ACSPH014)

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSPH015)

Science Understanding

Heating processes Examples in Context

Heat transfer occurs between and within systems by conduction, convection and/or radiation (ACSPH016)

The kinetic particle model describes matter as consisting of particles in constant motion, except at absolute zero (ACSPH017)

All systems have thermal energy due to the motion of particles in the system (ACSPH018)

Temperature is a measure of the average kinetic energy of particles in a system (ACSPH019)

Provided a substance does not change state, its temperature change is proportional to the amount of energy added to or removed from the substance; the constant of proportionality describes the heat capacity of the substance (ACSPH020)

Change of state involves internal energy changes to form or break bonds between atoms or molecules; latent heat is the energy required to be added to or removed from a system to change the state of the system (ACSPH021)

Two systems in contact transfer energy between particles so that eventually the systems reach the same temperature; that is, they are in thermal equilibrium (ACSPH022)

A system with thermal energy has the capacity to do mechanical work (that is, to apply a force over a distance); when work is done, the internal energy of the system changes (ACSPH023)

Because energy is conserved, the change in internal energy of a system is equal to the energy added or removed by heating plus the work done on or by the system (ACSPH024)

Energy transfers and transformations in mechanical systems (for example, internal and external combustion engines, electric motors) always result in some heat loss to the environment, so that the usable energy is reduced and the system cannot be 100 percent efficient (ACSPH025)

Mathematical representations and relationships

Q = m c Δ T

Q = heat transferred to or from the object, m= mass of object, c= specific heat capacity of the object, ΔT= temperature change
Q = m L

Q = heat transferred to or from the object, L = latent heat capacity of the material, m= mass of object
η = e n e r g y o u t p u t e n e r g y i n p u t × 100 1 %

η = efficiency

View Definitions

Ionising radiation and nuclear reactions Examples in Context

The nuclear model of the atom describes the atom as consisting of an extremely small nucleus, which contains most of the atom’s mass and is made up of positively charged protons and uncharged neutrons surrounded by negatively charged electrons (ACSPH026)

Nuclear stability is the result of the strong nuclear force, which operates between nucleons over a very short distance and opposes the electrostatic repulsion between protons in the nucleus (ACSPH027)

Some nuclides are unstable and spontaneously decay, emitting alpha, beta and/or gamma radiation over time until they become stable nuclides (ACSPH028)

Each species of radionuclide has a specific half-life (ACSPH029)

Alpha, beta and gamma radiation have sufficient energy to ionise atoms (ACSPH030)

Einstein’s mass/energy relationship, which applies to all energy changes, enables the energy released in nuclear reactions to be determined from the mass change in the reaction (ACSPH031)

Alpha and beta decay are examples of spontaneous transmutation reactions, while artificial transmutation is a managed process that changes one nuclide into another (ACSPH032)

Neutron-induced nuclear fission is a reaction in which a heavy nuclide captures a neutron and then splits into two smaller radioactive nuclides, with the release of neutrons and energy (ACSPH033)

A fission chain reaction is a self-sustaining process that may be controlled to produce thermal energy, or uncontrolled to release energy explosively (ACSPH034)

Nuclear fusion is a reaction in which light nuclides combine to form a heavier nuclide, with the release of energy (ACSPH035)

More energy is released per nucleon in nuclear fusion than in nuclear fission because a greater percentage of the mass is transformed into energy (ACSPH036)

Mathematical representations and relationships

N = N o 1 2 n (for whole numbers of half-lives only)

N = number of nuclides remaining in a sample, n = number of whole half-lives, No= original number of nuclides in the sample
Δ E = Δ m c 2

∆ E = energy change, Δm= mass change, c= speed of light 3 ×108 m s-1

View Definitions

Electrical circuits Examples in Context

Electrical circuits enable electrical energy to be transferred efficiently over large distances and transformed into a range of other useful forms of energy including thermal and kinetic energy, and light. (ACSPH037)

Electric current is carried by discrete charge carriers; charge is conserved at all points in an electrical circuit (ACSPH038)

Energy is conserved in the energy transfers and transformations that occur in an electrical circuit (ACSPH039)

The energy available to charges moving in an electrical circuit is measured using electric potential difference, which is defined as the change in potential energy per unit charge between two defined points in the circuit (ACSPH040)

Energy is required to separate positive and negative charge carriers; charge separation produces an electrical potential difference that can be used to drive current in circuits (ACSPH041)

Power is the rate at which energy is transformed by a circuit component; power enables quantitative analysis of energy transformations in the circuit (ACSPH042)

Resistance for ohmic and non-ohmic components is defined as the ratio of potential difference across the component to the current in the component (ACSPH043)

Circuit analysis and design involve calculation of the potential difference across, the current in, and the power supplied to, components in series, parallel and series/parallel circuits (ACSPH044)

Mathematical representations and relationships

I = q t

I = current, q = the amount of charge that passes a point in the circuit, t = time interval
V = W q

V = potential difference, W = work, q = charge
R = V I

R = resistance, V = potential difference, I = current

For ohmic resistors, resistance, R , is a constant
P = W t = V I

P = power, W = work = energy transformed, t = time interval, V = potential difference, I = current
Equivalent resistance for series components, I = constant
- V t = V 1 + V 2 + . . V n
- R t = R 1 + R 2 + . . R n
I = current, V t = total potential difference, V n = the potential difference across each component, R t = equivalent resistance, R n = resistance of each component
Equivalent resistance for parallel components, V = constant
- I t = I 1 + I 2 + . . I n
- 1 R t = 1 R 1 + 1 R 2 + . . 1 R n
V = potential difference, I t = total current, I n = current in each of the components, 1 R t = the reciprocal of the equivalent resistance, 1 R n = the reciprocal of the resistance of each component

View Definitions

Unit 2: Linear Motion and Waves

Unit Description

In this unit, students develop an appreciation of how an understanding of motion and waves can be used to describe, explain and predict a wide range of phenomena. Students describe linear motion in terms of position and time data, and examine the relationships between force, momentum and energy for interactions in one dimension.

Students investigate common wave phenomena, including waves on springs, and water, sound and earthquake waves, and compare the behaviour of these waves with the behaviour of light. This leads to an explanation of light phenomena, including polarisation, interference and diffraction, in terms of a wave model.

Contexts that could be investigated in this unit include technologies such as accelerometers, motion-detectors, photo radar, GPS, energy conversion buoys, music, hearing aids, echo locators, fibre optics, DVDs and lasers, and related areas of science and engineering such as sports science, car and road safety, acoustic design, noise pollution, seismology, bridge and building design.

Through the investigation of appropriate contexts, students explore how international collaboration, evidence from a range of disciplines and many individuals, and the development of ICT and other technologies have contributed to developing understanding of motion and waves and associated technologies. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic, cultural and ethical factors.

Students develop their understanding of motion and wave phenomena through laboratory investigations. They develop skills in relating graphical representations of data to quantitative relationships between variables, and they continue to develop skills in planning, conducting and interpreting the results of primary and secondary investigations.

Learning Outcomes

By the end of this unit, students:

understand that Newton’s Laws of Motion describe the relationship between the forces acting on an object and its motion
understand that waves transfer energy and that a wave model can be used to explain the behaviour of sound and light
understand how scientific models and theories have developed and are applied to improve existing, and develop new, technologies
use science inquiry skills to design, conduct and analyse safe and effective investigations into linear motion and wave phenomena, and to communicate methods and findings
use algebraic and graphical representations to calculate, analyse and predict measurable quantities associated with linear and wave motion
evaluate, with reference to evidence, claims about motion, sound and light-related phenomena and associated technologies
communicate physics understanding using qualitative and quantitative representations in appropriate modes and genres.

Content Descriptions

Science Inquiry Skills

Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes (ACSPH045)

Design investigations, including the procedure to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSPH046)

Conduct investigations, including the manipulation of devices to measure motion and the direction of light rays, safely, competently and methodically for the collection of valid and reliable data (ACSPH047)

Represent data in meaningful and useful ways, including using appropriate SI units and symbols; organise and analyse data to identify trends, patterns and relationships; identify sources of random and systematic error and estimate their effect on measurement results; identify anomalous data and calculate the measurement discrepancy between the experimental results and a currently accepted value, expressed as a percentage; and select, synthesise and use evidence to make and justify conclusions (ACSPH048)

Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments (ACSPH049)

Select, construct and use appropriate representations, including text and graphic representations of empirical and theoretical relationships, vector diagrams, free body/force diagrams, wave diagrams and ray diagrams, to communicate conceptual understanding, solve problems and make predictions (ACSPH050)

Select, use and interpret appropriate mathematical representations, including linear and non-linear graphs and algebraic relationships representing physical systems, to solve problems and make predictions (ACSPH051)

Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports (ACSPH052)

Science as a Human Endeavour (Units 1 & 2)

Science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility (ACSPH053)

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines (ACSPH054)

Advances in science understanding in one field can influence other areas of science, technology and engineering (ACSPH055)

The use of scientific knowledge is influenced by social, economic, cultural and ethical considerations (ACSPH056)

The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences (ACSPH057)

Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions (ACSPH058)

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSPH059)

Science Understanding

Linear motion and force Examples in Context

Uniformly accelerated motion is described in terms of relationships between measurable scalar and vector quantities, including displacement, speed, velocity and acceleration (ACSPH060)

Representations, including graphs and vectors, and/or equations of motion, can be used qualitatively and quantitatively to describe and predict linear motion (ACSPH061)

Vertical motion is analysed by assuming the acceleration due to gravity is constant near Earth’s surface (ACSPH062)

Newton’s Three Laws of Motion describe the relationship between the force or forces acting on an object, modelled as a point mass, and the motion of the object due to the application of the force or forces (ACSPH063)

Momentum is a property of moving objects; it is conserved in a closed system and may be transferred from one object to another when a force acts over a time interval (ACSPH064)

Energy is conserved in isolated systems and is transferred from one object to another when a force is applied over a distance; this causes work to be done and changes to kinetic and/or potential energy of objects (ACSPH065)

Collisions may be elastic and inelastic; kinetic energy is conserved in elastic collisions (ACSPH066)

Mathematical representations and relationships

v = u + a t , s = u t + 1 2 a t 2 , v 2 = u 2 + 2 a s

s = displacement, t = time interval, u = initial velocity, v = final velocity, a = acceleration
a = F m

a = acceleration, F = force, m = mass
W = Δ E ; where the applied force is in the same direction as the displacement, W = F s ,

W = work, F = force, s = displacement, Δ E = change in energy
p = m v , Δ p = F Δ t

p = momentum, v = velocity, m = mass, F = force, ∆ p = change in momentum,

Δ t = time interval over which force F acts
E k = 1 2 m v 2

E k = kinetic energy, m = mass, v = speed
Δ E p = m g Δ h

Δ E p = change in potential energy, m = mass, g = acceleration due to gravity, ∆ h = change in vertical distance
Σ m v b e f o r e = Σ m v a f t e r

Σ m v b e f o r e = vector sum of the momenta of all particles before the collision, Σ m v a f t e r = vector sum of the momenta of all particles after the collision
For elastic collisions: Σ 1 2 m v b e f o r e 2 = Σ 1 2 m v a f t e r 2

Σ 1 2 m v b e f o r e 2 = sum of the kinetic energies before the collision, Σ 1 2 m v a f t e r 2 = sum of the kinetic energies after the collision

View Definitions

Waves Examples in Context

Waves are periodic oscillations that transfer energy from one point to another (ACSPH067)

Longitudinal and transverse waves are distinguished by the relationship between the direction of oscillation relative to the direction of the wave velocity (ACSPH068)

Waves may be represented by time and displacement wave diagrams and described in terms of relationships between measurable quantities, including period, amplitude, wavelength, frequency and velocity (ACSPH069)

Mechanical waves transfer energy through a medium; mechanical waves may oscillate the medium or oscillate the pressure within the medium (ACSPH070)

The mechanical wave model can be used to explain phenomena related to reflection and refraction (for example, echoes, seismic phenomena) (ACSPH071)

The superposition of waves in a medium may lead to the formation of standing waves and interference phenomena, including standing waves in pipes and on stretched strings (ACSPH072)

A mechanical system resonates when it is driven at one of its natural frequencies of oscillation; energy is transferred efficiently into systems under these conditions (ACSPH073)

Light exhibits many wave properties; however, it cannot be modelled as a mechanical wave because it can travel through a vacuum (ACSPH074)

A ray model of light may be used to describe reflection, refraction and image formation from lenses and mirrors (ACSPH075)

A wave model explains a wide range of light-related phenomena including reflection, refraction, total internal reflection, dispersion, diffraction and interference; a transverse wave model is required to explain polarisation (ACSPH076)

The speed of light is finite and many orders of magnitude greater than the speed of mechanical waves (for example, sound and water waves); its intensity decreases in an inverse square relationship with distance from a point source (ACSPH077)

Mathematical representations and relationships

v = f λ

v = speed, f= frequency, λ= wavelength
angle of incidence = angle of reflection
l = n λ 2 for strings attached at both ends and for pipes open at both ends
l = 2 n - 1 λ 4 for pipes closed at one end

n = whole numbers 1, 2, 3… relating to the harmonic, l= length of string or pipe, λ= wavelength of sound wave
I ∝ 1 r 2

I = intensity, r= distance from the source
sin ⁡ i sin ⁡ r = v 1 v 2 = λ 1 λ 2

i = incident angle (relative to the normal), r = angle of refraction (relative to the normal), v1= velocity in medium 1, v2= velocity in medium 2, λ1= wavelength in medium 1, λ2 = wavelength in medium 2

View Definitions

Unit 3: Gravity and electromagnetism

Unit Description

Field theories have enabled physicists to explain a vast array of natural phenomena and have contributed to the development of technologies that have changed the world, including electrical power generation and distribution systems, artificial satellites and modern communication systems. In this unit, students develop a deeper understanding of motion and its causes by using Newton’s Laws of Motion and the gravitational field model to analyse motion on inclined planes, the motion of projectiles, and satellite motion. They investigate electromagnetic interactions and apply this knowledge to understand the operation of direct current (DC) and alternating current (AC) motors and generators, transformers, and AC electricity distribution systems. Students also investigate the production of electromagnetic waves.

Contexts that could be investigated in this unit include technologies such as artificial satellites, navigation devices, large-scale electrical power generation and distribution, motors and generators, electric cars, synchrotron science, medical imaging and astronomical telescopes such as the Square Kilometre Array, and related areas of science and engineering such as sports science, amusement parks, ballistics, forensics, black holes and dark matter.

Through the investigation of appropriate contexts, students explore the ways in which models and theories related to gravity and electromagnetism, and associated technologies, have developed over time and through interactions with social, economic, cultural and ethical considerations. They investigate the ways in which science contributes to contemporary debate about local, regional and international issues, including evaluation of risk and action for sustainability, and recognise the limitations of science to provide definitive answers in different contexts.

Students develop their understanding of field theories of gravity and electromagnetism through investigations of motion and electromagnetic phenomena. Through these investigations they develop skills in relating graphical representations of data to quantitative relationships between variables, using lines of force to represent vector fields, and interpreting interactions in two and three dimensions. They continue to develop skills in planning, conducting and interpreting the results of primary and secondary investigations and in evaluating the validity of primary and secondary data.

Learning Outcomes

By the end of this unit, students:

understand that motion in gravitational, electric and magnetic fields can be explained using Newton’s Laws of Motion
understand how the electromagnetic wave model explains the production and propagation of electromagnetic waves across the electromagnetic spectrum
understand transformations and transfer of energy in electromagnetic devices, as well as transformations and transfer of energy associated with motion in electric, magnetic and gravitational fields
understand how models and theories have developed over time, and the ways in which physical science knowledge and associated technologies interact with social, economic, cultural and ethical considerations
use science inquiry skills to design, conduct, analyse and evaluate investigations into uniform circular motion, projectile motion, satellite motion and gravitational and electromagnetic phenomena, and to communicate methods and findings
use algebraic and graphical representations to calculate, analyse and predict measurable quantities related to motion, gravitational effects and electromagnetic phenomena
evaluate, with reference to evidence, claims about motion, gravity and electromagnetic phenomena and associated technologies, and justify evaluations
communicate physics understanding using qualitative and quantitative representations in appropriate modes and genres.

Content Descriptions

Science Inquiry Skills

Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes (ACSPH078)

Design investigations, including the procedure to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSPH079)

Conduct investigations, including the manipulation of force measurers and electromagnetic devices, safely, competently and methodically for the collection of valid and reliable data (ACSPH080)

Represent data in meaningful and useful ways, including using appropriate SI units, symbols and significant figures; organise and analyse data to identify trends, patterns and relationships; identify sources of uncertainty and techniques to minimise these uncertainties; utilise uncertainty and percentage uncertainty to determine the uncertainty in the result of calculations, and evaluate the impact of measurement uncertainty on experimental results; and select, synthesise and use evidence to make and justify conclusions (ACSPH081)

Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions by considering the accuracy and precision of available evidence; and use reasoning to construct scientific arguments (ACSPH082)

Select, construct and use appropriate representations, including text and graphic representations of empirical and theoretical relationships, vector diagrams, free body/force diagrams, field diagrams and circuit diagrams, to communicate conceptual understanding, solve problems and make predictions (ACSPH083)

Select, use and interpret appropriate mathematical representations, including linear and non-linear graphs and algebraic relationships representing physical systems, to solve problems and make predictions (ACSPH084)

Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports (ACSPH085)

Science as a Human Endeavour (Units 3 & 4)

ICT and other technologies have dramatically increased the size, accuracy and geographic and temporal scope of datasets with which scientists work (ACSPH086)

Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power (ACSPH087)

The acceptance of science understanding can be influenced by the social, economic and cultural context in which it is considered (ACSPH088)

People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk (ACSPH089)

Science can be limited in its ability to provide definitive answers to public debate; there may be insufficient reliable data available, or interpretation of the data may be open to question (ACSPH090)

International collaboration is often required when investing in large-scale science projects or addressing issues for the Asia-Pacific region (ACSPH091)

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSPH092)

Science Understanding

Gravity and motion Examples in Context

The movement of free-falling bodies in Earth’s gravitational field is predictable (ACSPH093)

All objects with mass attract one another with a gravitational force; the magnitude of this force can be calculated using Newton’s Law of Universal Gravitation (ACSPH094)

Objects with mass produce a gravitational field in the space that surrounds them; field theory attributes the gravitational force on an object to the presence of a gravitational field (ACSPH095)

When a mass moves or is moved from one point to another in a gravitational field and its potential energy changes, work is done on or by the field (ACSPH096)

Gravitational field strength is defined as the net force per unit mass at a particular point in the field (ACSPH097)

The vector nature of the gravitational force can be used to analyse motion on inclined planes by considering the components of the gravitational force (that is, weight) parallel and perpendicular to the plane (ACSPH098)

Projectile motion can be analysed quantitatively by treating the horizontal and vertical components of the motion independently (ACSPH099)

When an object experiences a net force of constant magnitude perpendicular to its velocity, it will undergo uniform circular motion, including circular motion on a horizontal plane and around a banked track (ACSPH100)

Newton’s Law of Universal Gravitation is used to explain Kepler’s laws of planetary motion and to describe the motion of planets and other satellites, modelled as uniform circular motion (ACSPH101)

Mathematical representations and relationships

w = m g

w = weight force, m = mass, g = acceleration due to gravity (gravitational field strength)
F = G M m r 2 and g = F m = G M r 2

F = gravitational force, G = universal constant of gravitation 6.67 × 10 - 11 N m 2 k g - 2 , M = mass of first body, m = mass of second body, r = separation between the centres of mass of the two bodies, g = acceleration due to gravity
v y = g t + u y , y = ½ g t 2 + u y t , v y 2 = 2 g y + u y 2 , v x = u x and x = u x t

y = vertical displacement, x = horizontal displacement, u y = initial vertical velocity, v y = vertical velocity at time t , u x = initial horizontal velocity, v x = horizontal velocity at time t , g = speed of light acceleration due to gravity, t = time into flight
v = 2 π r T

v = tangential velocity, T = period
a c = v 2 r

a c = centripetal acceleration, v = tangential velocity, r = radius of the circle
F n e t = m v 2 r

F n e t = net force, m = mass of body undergoing uniform circular motion, v = tangential velocity, r = radius of the circle
T 2 r 3 = 4 π 2 G M

T = period of satellite, M = mass of the central body, r = orbital radius, G = universal constant of gravitation 6.67 × 10 - 11 N m 2 k g - 2

View Definitions

Electromagnetism Examples in Context

Electrostatically charged objects exert a force upon one another; the magnitude of this force can be calculated using Coulomb’s Law (ACSPH102)

Point charges and charged objects produce an electric field in the space that surrounds them; field theory attributes the electrostatic force on a point charge or charged body to the presence of an electric field (ACSPH103)

A positively charged body placed in an electric field will experience a force in the direction of the field; the strength of the electric field is defined as the force per unit charge (ACSPH104)

When a charged body moves or is moved from one point to another in an electric field and its potential energy changes, work is done on or by the field (ACSPH105)

Current-carrying wires are surrounded by magnetic fields; these fields are utilised in solenoids and electromagnets (ACSPH106)

The strength of the magnetic field produced by a current is called the magnetic flux density (ACSPH107)

Magnets, magnetic materials, moving charges and current-carrying wires experience a force in a magnetic field; this force is utilised in DC electric motors (ACSPH108)

Magnetic flux is defined in terms of magnetic flux density and area (ACSPH109)

A changing magnetic flux induces a potential difference; this process of electromagnetic induction is used in step-up and step-down transformers, DC and AC generators, and AC induction motors (ACSPH110)

Conservation of energy, expressed as Lenz’s Law of electromagnetic induction, is used to determine the direction of induced current (ACSPH111)

Electromagnetic waves are transverse waves made up of mutually perpendicular, oscillating electric and magnetic fields (ACSPH112)

Oscillating charges produce electromagnetic waves of the same frequency as the oscillation; electromagnetic waves cause charges to oscillate at the frequency of the wave (ACSPH113)

Mathematical representations and relationships

F = 1 4 π ε 0 Q q r 2

F = force, 1 4 π ε o = Coulomb constant 9 × 10 9 N m 2 C - 2 , q = charge on the first object, Q = charge on the second object, r = separation between the charges
E = F q = 1 4 π ε 0 q r 2

E = electric field strength, F = force, q = charge, r = distance from the charge, 1 4 π ε o = Coulomb constant 9 × 10 9 N m 2 C - 2
V = Δ U q

V = electrical potential difference, Δ U = change in potential energy, q = charge
B = µ o I 2 π r

B = magnetic flux density, I = current in wire, r = distance from the centre of the wire, µ o 2 π = magnetic constant (2 × 10 - 7 T A - 1 m)
For a straight, current carrying wire perpendicular to a magnetic field F = B I l

B = magnetic flux density, F = force on the wire, l = length of wire in the magnetic field, I = current in the wire
For a charge moving perpendicular to a magnetic field F = q v B

F = force on a charge moving in an applied magnetic field, q = charge, v = velocity of the charge, B = magnetic flux density
ϕ = B A ⊥

ϕ = magnetic flux, A ⊥ = area of current loop perpendicular to the applied magnetic field, B = magnetic flux density
e m f = - n △ ( B A ⊥ ) Δ t = - n Δ ϕ Δ t

e m f = induced potential difference, ∆ ϕ = change in magnetic flux, n = number of windings in the loop, A ⊥ = area of current loop perpendicular to the applied magnetic field, Δ t = time interval over which the magnetic flux change occurs, B = magnetic flux density
V p V s = n p n s

V p = potential difference across the primary coil, V s = potential difference across the secondary coil, n p = number of turns on primary coil, n s = number of turns on secondary coil
I p V p = I s V s

I p = current in primary coil, V p = potential difference across primary coil, I s = current in secondary coil, V s = potential difference across secondary coil

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Unit 4: Revolutions in modern physics

Unit Description

The development of quantum theory and the theory of relativity fundamentally changed our understanding of how nature operates and led to the development of a wide range of new technologies, including technologies that revolutionised the storage, processing and communication of information. In this unit, students examine observations of relative motion, light and matter that could not be explained by existing theories, and investigate how the shortcomings of existing theories led to the development of the special theory of relativity and the quantum theory of light and matter. Students evaluate the contribution of the quantum theory of light to the development of the quantum theory of the atom, and examine the Standard Model of particle physics and the Big Bang theory.

Contexts that could be investigated in this unit include technologies such as GPS navigation, lasers, modern electric lighting, medical imaging, nanotechnology, semiconductors, quantum computers and particle accelerators; and related areas of science such as space travel, the digital revolution and the greenhouse effect.

Through the investigation of appropriate contexts, students explore the ways in which these models and theories, and associated technologies, have developed over time and through interactions with social, economic, cultural and ethical considerations. They investigate the ways in which science contributes to contemporary debate about local, regional and international issues, including evaluation of risk and action for sustainability, and recognise the limitations of science to provide definitive answers in different contexts.

Through investigation, students apply their understanding of relativity, black body radiation, wave/particle duality, and the quantum theory of the atom, to make and/or explain observations of a range of phenomena such as atomic emission and absorption spectra, the photoelectric effect, lasers, and Earth’s energy balance. They continue to develop skills in planning, conducting and interpreting the results of investigations, in synthesising evidence to support conclusions, and in recognising and defining the realm of validity of physical theories and models.

Learning Outcomes

By the end of this unit, students:

understand the consequences for space and time of the equivalence principle for inertial frames of reference
understand how the quantum theory of light and matter explains blackbody radiation, the photoelectric effect, and atomic emission and absorption spectra
understand how the Standard Model explains the nature of and interaction between the fundamental particles that form the building blocks of matter
understand how models and theories have developed over time, and the ways in which physical science knowledge and associated technologies interact with social, economic, cultural and ethical considerations
use science inquiry skills to design, conduct, analyse and evaluate investigations into frames of reference, diffraction, black body and atomic emission spectra, the photoelectric effect, and photonic devices, and to communicate methods and findings
use algebraic and graphical models to solve problems and make predictions related to the theory and applications of special relativity, quantum theory and the Standard Model
evaluate the experimental evidence that supports the theory of relativity, wave-particle duality, the Bohr model of the atom, the Standard Model, and the Big Bang theory
communicate physics understanding using qualitative and quantitative representations in appropriate modes and genres.

Content Descriptions

Science Inquiry Skills

Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes (ACSPH114)

Design investigations, including the procedure to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSPH115)

Conduct investigations, including use of simulations and manipulation of spectral devices, safely, competently and methodically for the collection of valid and reliable data (ACSPH116)

Represent data in meaningful and useful ways, including using appropriate SI units, symbols and significant figures; organise and analyse data to identify trends, patterns and relationships; identify sources of uncertainty and techniques to minimise these uncertainties; utilise uncertainty and percentage uncertainty to determine the cumulative uncertainty resulting from calculations, and evaluate the impact of measurement uncertainty on experimental results; and select, synthesise and use evidence to make and justify conclusions (ACSPH117)

Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments (ACSPH118)

Select, construct and use appropriate representations, including text and graphic representations of empirical and theoretical relationships, simulations, simple reaction diagrams and atomic energy level diagrams, to communicate conceptual understanding, solve problems and make predictions (ACSPH119)

Select, use and interpret appropriate mathematical representations, including linear and non-linear graphs and algebraic relationships representing physical systems, to solve problems and make predictions (ACSPH120)

Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports (ACSPH121)

Science as a Human Endeavour (Units 3 & 4)

ICT and other technologies have dramatically increased the size, accuracy and geographic and temporal scope of datasets with which scientists work (ACSPH122)

Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power (ACSPH123)

The acceptance of science understanding can be influenced by the social, economic and cultural context in which it is considered (ACSPH124)

People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk (ACSPH125)

Science can be limited in its ability to provide definitive answers to public debate; there may be insufficient reliable data available, or interpretation of the data may be open to question (ACSPH126)

International collaboration is often required when investing in large-scale science projects or addressing issues for the Asia-Pacific region (ACSPH127)

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSPH128)

Science Understanding

Special relativity Examples in Context

Observations of objects travelling at very high speeds cannot be explained by Newtonian physics (for example, the dilated half-life of high-speed muons created in the upper atmosphere, and the momentum of high speed particles in particle accelerators) (ACSPH129)

Einstein’s special theory of relativity predicts significantly different results to those of Newtonian physics for velocities approaching the speed of light (ACSPH130)

The special theory of relativity is based on two postulates: that the speed of light in a vacuum is an absolute constant, and that all inertial reference frames are equivalent (ACSPH131)

Motion can only be measured relative to an observer; length and time are relative quantities that depend on the observer’s frame of reference (ACSPH132)

Relativistic momentum increases at high relative speed and prevents an object from reaching the speed of light (ACSPH133)

The concept of mass-energy equivalence emerged from the special theory of relativity and explains the source of the energy produced in nuclear reactions (ACSPH134)

Mathematical representations and relationships

t = t o 1 - v 2 c 2

t = time interval in the moving frame as measured by the observer in the proper frame, to= proper time interval (time interval for a clock at rest in the observer’s frame), v = relative speed of the two inertial frames, c = speed of light in a vacuum 3 ×108 m s-1
l = l o 1 - v 2 c 2

l = length interval in the frame moving at velocity (v) with respect to the observer, lo= proper length (length in a frame at rest with respect to the observer), c = speed of light 3 ×108 m s-1
p v = m v 1 - v 2 c 2

p v = relativistic momentum for an object moving with velocity, v, with respect to the observer, m = mass, c = speed of light 3 ×108 m s-1
Δ E = Δ m c 2

Δ Ε = change in energy, Δm= change in mass, c= speed of light 3 ×108 m s-1

View Definitions

Quantum theory Examples in Context

Atomic phenomena and the interaction of light with matter indicate that states of matter and energy are quantised into discrete values (ACSPH135)

On the atomic level, electromagnetic radiation is emitted or absorbed in discrete packets called photons; the energy of a photon is proportional to its frequency; and the constant of proportionality, Planck’s constant, can be determined experimentally (for example, from the photoelectric effect or the threshold voltage of coloured LEDs) (ACSPH136)

A wide range of phenomena, including black body radiation and the photoelectric effect, are explained using the concept of light quanta (ACSPH137)

Atoms of an element emit and absorb specific wavelengths of light that are unique to that element; this is the basis of spectral analysis (ACSPH138)

The Bohr model of the hydrogen atom integrates light quanta and atomic energy states to explain the specific wavelengths in the hydrogen spectrum and in the spectra of other simple atoms; the Bohr model enables line spectra to be correlated with atomic energy-level diagrams (ACSPH139)

On the atomic level, energy and matter exhibit the characteristics of both waves and particles (for example, Young’s double slit experiment is explained with a wave model but produces the same interference pattern when one photon at a time is passed through the slits) (ACSPH140)

Mathematical representations and relationships

E = h f

E = energy of photon, f = frequency, h = Planck’s constant 6.626 × 10-34 J s
λ m a x = b T

λ m a x = peak wavelength , T = absolute temperature, b = Wien’s displacement constant (2.898 × 10-3 m K)
E k = h f - W

E k = kinetic energy of photoelectron, hf = energy of incident photon, W = work function of the material
λ = h p

λ = wavelength associated with particle, p = momentum of particle, h = Planck’s constant 6.626 × 10-34 J s
n λ = 2 π r

n = an integer 1, 2, 3, 4... , λ= wavelength of electron, r = orbital radius of electron
m v r = n h 2 π

m = mass of electron, v = velocity of electron, r = orbital radius of electron, n = an integer 1, 2, 3, 4, etc., h = Planck’s constant 6.626 × 10-34 J s
1 λ = R 1 n f 2 - 1 n i 2

λ = wavelength of spectral line, ni= principal quantum number of initial electron state, nf= principal quantum number of final electron state, R = Rydberg’s constant (1.097 × 107 m-1)

View Definitions

The Standard Model Examples in Context

The Standard Model is based on the premise that all matter in the universe is made up from elementary matter particles called quarks and leptons; quarks experience the strong force, leptons do not (ACSPH141)

The Standard Model explains three of the four fundamental forces (strong, weak and electromagnetic forces) in terms of an exchange of force-carrying particles called gauge bosons; each force is mediated by a different type of gauge boson (ACSPH142)

Reactions between particles can be represented by simple reaction diagrams (ACSPH143)

Lepton number and baryon number are examples of quantities that are conserved in all reactions between particles; conservation laws can be used to support or invalidate proposed reactions (ACSPH144)

Variations of reactions can be found by applying symmetry operations to known reactions. These include reversing the direction of the reaction diagram (time reversal symmetry) and replacing all particles with their antiparticles and vice versa (charge reversal symmetry). Energy and momentum must also be conserved for such a reaction to be possible. (ACSPH145)

High-energy particle accelerators are used to test theories of particle physics including the Standard Model (ACSPH146)

The Standard Model is used to describe the evolution of forces and the creation of matter in the Big Bang theory (ACSPH147)

Physics

Curriculum

Unit 1: Thermal, nuclear and electrical physics

Unit Description

Learning Outcomes

Content Descriptions

Science Inquiry Skills

Science as a Human Endeavour (Units 1 & 2)

Science Understanding

Heating processes Examples in Context

Mathematical representations and relationships

Ionising radiation and nuclear reactions Examples in Context

Mathematical representations and relationships

Electrical circuits Examples in Context

Mathematical representations and relationships

Unit 2: Linear Motion and Waves

Unit Description

Learning Outcomes

Content Descriptions

Science Inquiry Skills

Science as a Human Endeavour (Units 1 & 2)

Science Understanding

Linear motion and force Examples in Context

Mathematical representations and relationships

Waves Examples in Context

Mathematical representations and relationships

Unit 3: Gravity and electromagnetism

Unit Description

Learning Outcomes

Content Descriptions

Science Inquiry Skills

Science as a Human Endeavour (Units 3 & 4)

Science Understanding

Gravity and motion Examples in Context

Mathematical representations and relationships

Electromagnetism Examples in Context

Mathematical representations and relationships

Unit 4: Revolutions in modern physics

Unit Description

Learning Outcomes

Content Descriptions

Science Inquiry Skills

Science as a Human Endeavour (Units 3 & 4)

Science Understanding

Special relativity Examples in Context

Mathematical representations and relationships

Quantum theory Examples in Context

Mathematical representations and relationships

The Standard Model Examples in Context

F-10 Curriculum