COURSE: Preliminary Physics MODULE: 8.2 The World...

Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007

COURSE: Preliminary Physics

MODULE: 8.2 The World Communicates

SUGGESTED TIME: 28 indicative hours.

CONTEXTUAL OUTLINE

Humans are social animals and have successfully communicated through the spoken word, and then, as the use of written codes developed, through increasingly

sophisticated graphic symbols. The use of a hard copy medium to transfer information in coded form meant that communication was able to cross greater

distances with improved accuracy of information transfer. A messenger was required to carry the information in hard copy form and this carrier could have been

a vehicle or person. There was, however, still a time limit and several days were needed to get hard copy information from one side of the world to the other.

The discovery of electricity and then the electromagnetic spectrum has led to the rapid increase in the number of communication devices throughout the

twentieth century. The carrier of the information is no longer a vehicle or person — rather, an increasing range of energy waves is used to transfer the message.

The delay in relaying signals around the world is determined only by the speed of the wave, and the speed and efficiency of the coding and decoding devices at

the departure and arrival points of the message. The time between sending and receiving messages through telecommunications networks is measured in

fractions of a second allowing almost instantaneous delivery of messages, in spoken and coded forms, around the world.

This module increases students’ understanding of the nature, practice, application and uses of physics and current issues, research and developments in physics.

Assumed Knowledge

Domain: knowledge and understanding:

Refer to the Science Stages 4–5 Syllabus for the following:

5.6.1a identify waves as carriers of energy

5.6.1b qualitatively describe features of waves including frequency, wavelength and speed

5.6.1c give examples of different types of radiation that make up the electromagnetic spectrum and identify some of their uses

5.6.4a distinguish between the absorption, reflection, refraction and scattering of light and identify everyday situations where each occurs

5.9.1b identify that some types of electromagnetic radiation are used to provide information about the universe

5.12c describe some everyday uses and effects of electromagnetic radiation, including applications in communication technology.

Outcomes P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in

physics

P3 assesses the impact of particular technological advances on understanding in physics

P5 describes the scientific principles employed in particular areas of physics research

P7 describes the effects of energy transfers and energy transformations

P8 explains wave motions in terms of energy sources and the oscillations produced

P11 justifies the appropriateness of a particular investigation plan

P12 evaluates ways in which accuracy and reliability could be improved in investigations

P13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding

P14 assesses the validity of conclusions from gathered data and information

P15 explains why an investigation is best undertaken individually or by a team

P16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for

critical evaluation of the consequences of the applications of science

Sense of the Sacred Students gain an appreciation of the use of communications technology for the well-being of humanity and the way that the study of waves and the

electromagnetic spectrum may benefit people and develop our understanding of the universe.

Glossary Absorption

Amplitude

Cathode ray Oscilloscope

Compact disc

Compression

Concave

Convex

Crest

Critical angle

Data Logger

Displacement

DVD

Echo

Frequency

Global Positioning System

Internal reflection

Longitudinal (wave)

Luminosity

Medium (waves)

Modelling (computer)

Modulation

Optical fibre

Oscilloscope

Penetration

Period

Pitch

Radiation

Rarefaction

Ray

Reflection

Refraction

Satellite

Scattering

Sound

Speed

Superposition

Transverse (wave)

Trough

Volume

Wave band

Wave front

Wavelength


Concept Map

Waves

Types of Waves

Properties of

Waves

The Wave

Equation

Graphing

Waves

Sound

Waves

Terminology

Superposition

Electromagnetic

Radiation

reflection

absorption echo

The

Electromagnetic

Spectrum Reflection &

Refraction Use of E.M.

in technology

Properties of

Electromagnetic

Waves

Amplitude

&

Frequency

Modulation

Snell’s

Law

Refractive

Index

Critical

angle

Total

Internal

Reflection

Polarisation

Linear

Polarisation

Properties

of

Polarising

Materials Devices based on

E.M. Technology Global

Positioning

Systems Compact Disc

and Digital

Versatile Disc

Technology

Fibre Optic and

Copper Cable

Technologies

(The Internet)

OUTCOMES / ASSESSMENT OPPORTUNITIES

The following tasks are provided as samples that could be used throughout the module.

In general, however it is unlikely that more than 1 task would ever be used.

TASK DESCRIPTION P2 P4 P6 P7 P11 P12 P13 P14

1 Pencil and paper test

2 Waves Assessment

3 Directed Questioning

4

5

6


MODULE REFERENCES

REFERENCES

T1 Bunn,D. (1990) Physics for a modern world Jacaranda Milton QLD ISBN 0 7016 2602

T2 Cunningham J & Herr N; Hands on Physics Activities with real life Applications, Prentice-Hall, ISBN 0 87628 845

T3 De Jong E., Armitage F., Brown M., Butler P., Hayes J.; Physics One, Heinemann, ISBN 0 85859 544 3

T4 De Jong E., Armitage F., Brown M., Butler P., Hayes J.; Physics Two, Heinemann, ISBN 0 85859 549 4

T5 Deshon, F et al (1989) Physics Laboratory Manual for Senior Secondary School STAWA Inc. West Perth WA ISBN 0 949820 13

T6 Doyle M; Physics Enquiries, Macmillan ISBN 0 7329 2728 5

T7 Giancoli.D.C (1997) Physics: Principles and Applications(5th

ed). Prentice Hall New Jersey

T8 Goodwin P, Physics Can be Fun A Sourcebook of Practical Problems Hawker Brownlow

T9 Jacobs I, (1993) Senior School Physics Books One New House Publishers

T10 Jardine J; Physics through Applications, Oxford University Press ISBN 0 19 914280 7

T11 Joyce J & Vogt R; Nuclear Physics, Brooks Waterloo, ISBN 086440 053 5

T12 Lofts, G et al (1998) Jacaranda Physics 2 Chapters 1-3 Jacaranda Wiley Milton QLD

T13 McDermott, L. et al (1996) Physics by Inquiry Volume I John Wiley New York NY ISBN 0 471 14440 1

T14 McDermott, L. et al (1996) Physics by Inquiry Volume II John Wiley New York NY ISBN 0 471 14441 X

T15 Millar,G. et al (1997) Heinemann Physics Heinemann Port Melbourne Vic.ISBN 0 85859 930 9

T16 Moyle D.G., Allan P.T., Millar G.L. & Molde T.A. ;Year 11 Senior Physics Practical Manual, Macmillan ISBN 0 333 40146 8

T17 Moyle D.G., Allan P.T., Millar G.L. & Molde T.A. ;Year 12 Senior Physics Practical Manual, Macmillan ISBN 0 333 40146 8

T18 Nicholls J & Collins R; Light, The Science Foundation for Physics, University of Sydney

T19 Nicholls J & Collins R; Light, Millennium Science The Science Foundation for Physics, University of Sydney 186487 062 1

T20 Parham,R and Webber,B (1980) Fundamentals of Senior Physics Laboratory Manual 1 Heinemann Richmond VIC. ISBN 0 85859 032 8

T21 Parham,R and Webber,B (1980) Fundamentals of Senior Physics Laboratory Manual 2 Heinemann Richmond VIC. ISBN 0 85859 014

T22 Rennie, R. et al. (1998) Physics Impact Physics in context Year 11 STAWA Inc. West Perth WA ISBN 0 949820 30

T23 Robinson P; Conceptual Physics Laboratory Manual, Addison-Wesley ISBN 0 201 28653

T24 Saunders B; Experiments and Exercises for Senior Physics Book 1, B&G Scientific ISBN 0 646 16067 2

T25 Saunders B; Experiments and Exercises for Senior Physics Book 2, B&G Scientific ISBN 0 646 16068 0

T26 Sofoulis,N. et al (1994) Physics Investigations in Context Year 12 STAWA Inc. West Perth WA ISBN 0 949820 29 6

T27 Sofoulis,N. et al (1994) Physics in Context Year 12 STAWA Inc. West Perth WA ISBN 0 949820 28 8

T28 Sofoulis,N. et al (1994) Physics in Problems Context Year 11 STAWA Inc. West Perth WA ISBN 0 949820 25 3

T29 Sofoulis,N. et al (1994) Physics in Problems Context Year 12 STAWA Inc. West Perth WA ISBN 0 949820 26 1

T30 State Library os New South Wales infocus topic lists Education and Client Liaison ph (02) 9273 1519

T31 Taylor, C. (1992),Physics Context Problems Nelson. South Melbourne

T32 Wilkinson J; World of Physics Book 1 Practical Workbook, Macmillan ISBN 0 7329 0559

Useful Programs P1 http://www.zdnet.com/downloads/stories/info/0,10615,50679,00.html - TWAVE is simulation of a transverse and compression wave with adjustable

parameters. Good demonstration of amplitude, wavelength and frequency.

P2 http://www.zdnet.com/downloads/stories/info/0,10615,59505,00.html - SigView turns a sound card in a computer into a signal generator. Excellent for

demonstrations when you don't have a CRO handy

P3 http://download.cnet.com/downloads/0-1635596-100-916138.html?tag=st.cn.sr.dl.1 - Lissa is a Lissajous figure generator.

P4 http://www.educatorscorner.com/experiments/spectral/SpecAn5.shtml - AM Modulation (Java applet) demonstrates how AM is produced.

Websites W1 http://www.glenbrook.k12.il.us/gbssci/phys/Class/waves/u1011c.html - This is an excellent site takes students through a series of self paced tutorials

including animations and self test exercises on a wide range of physics topics including Waves, Sound Waves and Music, Light Waves and Colour,

Reflection and the Ray Model of Light & Refraction and the Ray Model of Light

W2 http://cse.ssl.berkeley.edu/light/program.html This is a site t that focuses on developing general understanding of Light Waves and after a brief

introduction has a range of activities that students can work through

W3 http:www.kettering.edu/~drussell/demos.htm. This excellent site has links to animations which visualise certain related to vibrations and waves.

W4 http:www.smgaels.org/physics/home.htm. This site provides an introduction to making waves and covers sound and electromagnetic waves

W5 http://www.journey.sunysb.edu?ProjectJava/home. This is a good site which demonstrates the combination of waveforms. The site also gives access to

other wave related programs

W6 http://www.kn.pacbell.com/wired/fil/pages/listsoundka.html. This site lists internet resources related to sound and light waves with a brief overview of

each site.

W7 http:www.usyd.edu.au/su/SCH. This is an excellent site through Sydney University. Resources are being sorted for each of the new Stage 6 science

syllabus topics. The site also has interviews with scientists and resources fro teachers.

W8 http://www.explorescience.com. This website acts as a links to a wide range of websites relevant to both the Preliminary and HSC Physics Courses.

The website has a simple to use search engine that quickly captures sites relevant to the required topic.

W8 http://www.physicsweb.org. Again this provides links to a range of other sites that provided information and simulations for both teachers and students.

W9 http://www.lowe.co.uk/gps1.html. The introduction to this site gives an overview of how Global Positioning Systems work.

W10 http://beast.as.arizona.edu/Gallery/seti/seti7.html. This site provides a discussion of the best region of the electromagnetic spectrum to use for

interstellar communication.

W11 http://www.scicentral.com/ This site provides an index to educational scientific resources and includes a area specifically designed to encourage science

awareness among school students.

http://www.zdnet.com/downloads/stories/info/0,10615,50679,00.html



http://download.cnet.com/downloads/0-1635596-100-916138.html?tag=st.cn.sr.dl.1

http://download.cnet.com/downloads/0-1635596-100-916138.html?tag=st.cn.sr.dl.1

http://www.educatorscorner.com/experiments/spectral/SpecAn5.shtml

http://www.educatorscorner.com/experiments/spectral/SpecAn5.shtml

http://www.glenbrook.k12.il.us/gbssci/phys/class/waves/u1011c.html

http://www.journey.sunysb.edu/?ProjectJava/home

http://www.explorescience.com/

http://www.physicsweb.org/

http://beast.as.arizona.edu/Gallery/seti/seti7.html


Videos V1 Waves: Energy in Motion (VC Media) - Illustrates how waves transfer energy from one point to another. Also explains concepts such as reflection,

refraction, interference, diffraction, the Doppler effect, wavelength, amplitude and frequency.

V2 Lasers: Technology of the Future (VC Media) - Dr David Suzuki looks at the role lasers play in various areas including communication, education,

medicine, manufacturing and weapons.

V3 Light, Lenses and Lasers (VC Media) - Explains that light is just the visible part of the electro-magnetic spectrum which consists of a wide variety of

waves from radio waves to cosmic rays. The use of concave and convex mirrors and lenses is explored as are the concepts of diffraction and polarisation.

Journals / Articles

Feedback (assessment for learning)

Students will gain feedback through several avenues

1. Within the lesson

directed questioning and immediate correction of aural material

Checking and correction of homework, either by student themselves or by partners.

Correction of homework for stages 4-5.

2. Formal Assessment Tasks

Individual feedback will be supplied on the marking guidelines of the assessment and, if appropriate, on the task itself.

Where possible, group feedback will be given via a powerpoint presentation to the whole cohort

2. Class-based Activities

Individual feedback will be supplied on the marking guidelines of the activity and, if appropriate, on the task itself.

Where possible, group feedback will be given to the class.

On-going direction with the activity may be provided where appropriate

Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources

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

P2 applies the

processes that are

used to test and

validate models,

theories and laws of

science with

particular emphasis

on first-hand

investigations in

physics

P7 describes the

effects of energy

transfers and energy

transformations

P8 explains wave

motions in terms of

energy sources and

the oscillations

produced

P12 discusses the

validity and

reliability of data

gathered from first-

hand investigations

and secondary

sources (P12.3a, b, c,

d)

• describe the energy transformations required in one of the following:

– mobile telephone – fax/modem – radio and television • describe waves as a transfer of energy disturbance

that may occur in one, two or three dimensions, depending on the nature of the wave and the medium

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

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

• perform a first-hand investigation to observe and gather information about the transmission of waves in:

– slinky springs – water waves – ropes or use appropriate computer simulations by

o carrying out the planned procedure, recognising where and when modifications are needed and analysing the effect of these adjustments (12.1a)

o identifying and using safe work practices during investigations (12.1d)

Suggested Time: 3 hours

after brainstorming, develop as a class a concept map to

identify students’ prior understanding of waves, where they

have observed or experienced waves and to revise the

concept that waves are carries of energy (lit)

discuss, as a class the concept of communication and some

simple features of the various forms of communication to

develop the understanding of communication as the

transfer of information from a source to a receiver (lit)

discuss the equity of access to communications

technologies (SOS, lit)

research by identifying and locating resources and

summarising methods indigenous Australians use to

communicate over short and long distances (ab, SOS, lit)

by working in pairs, list in as many ways as possible how

modern communications technologies could improve the

lifestyles of people in developing countries and living

traditional lifestyles (SOS, ab, lit, ESL, G & T)

identify that energy transformations and transfer occur in

most modern communication systems:

brainstorm a list of various forms of communication and

forms of energy, including message sticks (ab, GT, lit)

students draw up a list of the forms of energy possibly

involved in the communications forms identified

students, with teacher assistance if needed, use teacher

identified resources to extract information to confirm the

transformations taking place in these communication

systems

discuss why flow charts may be an appropriate way to

represent some forms of information and assist students, if

needed, to develop a flow chart of energy transformations

taking place in the transmission of a voice message in their

chosen communication system

discuss different systems of transmitting messages eg

message sticks, etc. (ab, lit, SOS)

students compare information from secondary sources on

the transfer in the identified system (e.g. a fixed telephone

system) to transmission of radio or television

communication (GT)

Production of

concept map

Depth of

discussion as

monitoring by

teacher.

Depth of

discussion as

monitoring by

teacher.

Research report

Provision of list

Diagram of

brainstorm

Provision of list

Research report

Depth of

discussion as

monitoring by

teacher.

Production of

flow charts

List of systems

Research report

T1-T32

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V1-V3

P1

Key – Policy

implementation

SOS – Sense of the Sacred

GT – Gifted and Talented

ab – aboriginality

tech – technology

ESL – English as a

Second Language

lit - Literacy

ns – non-sexist

SE – Special Education

num - Numeracy



• present diagrammatic information about transverse and longitudinal waves, direction of particle movement and the direction of propagation by o using symbols and formulae to express

relationships and using appropriate units for physical quantities (13.1d)

o using a variety of pictorial representations to show relationships and present information clearly and succinctly (13.1e)

students appreciate the many ways that humans can

communicate and are aware of larger issues in

communications (SOS)

Students use the Twave program to examine waves (tech)

(Ext: present diagrammatic information of torsional waves)

Print out of

screens

Twave

program


P7 describes the

effects of energy


transformations

P8 explains wave

motions in terms of

energy sources and

the oscillations

produced

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

• quantify the relationship between velocity, frequency

and wavelength for a wave: v f • perform a first-hand investigation to gather information

about the frequency and amplitude of waves using an oscilloscope or electronic data-logging equipment by o carrying out the planned procedure, recognising

where and when modifications are needed and analysing the effect of these adjustments (12.1a)


• present and analyse information from displacement-time graphs for transverse wave motion by o using symbols and formulae to express



o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately

o identifying situations where use of a curve of best fit is appropriate to present graphical information


observe the motion of a mass hanging on the end of a

vertical spring which is stretched and released without the

assistance of any high technology (GT)

discuss how more accurate observations of that motion

could be made (students may suggest strobe photography,

video etc) and the potential suitability and effectiveness of

each of the suggested technologies in the investigation

(tech)

students videotape the motion of a mass hanging on the end

of a vertical spring which is stretched and released and use

the video playback and still frame to observe the position of

the mass as the string rebounds in relation to the rest

position of the mass (tech)

students suggest and make modifications to the

investigation to allow for more accurate observations (eg

using a scaled backing board) and repeat the investigation

(lit, GT)

discuss the effectiveness of any modifications that have

been made

using the video students draw a series of diagrams to show

the position of the mass as the string rebounds in relation to

the rest position of the mass (lit, esl)

discuss the different types of diagrams that students have

drawn and evaluate the effectiveness of each in conveying

information (lit)

use the diagrams to discuss why the motion of the mass

could be considered to be describing a wave (lit, esl, tech)

perform a teacher devised investigation using slinky

springs1, water waves2 and ropes to observe and record

descriptions of a single pulse and continuous pulses/wave

noting the direction of energy transmission relative to the

motion of the coils of the spring (representing particles

within the medium)3

using teacher provided stimulus material to assist students

to analyse time-displacement graphs from longitudinal and

transverse waves.

use a CRO demonstration to observe differences in the

wave characteristics when wavelength is increased or

decreased, amplitude is increased of decreased and

observe/discuss the effects of these on frequency and period

of the waves (tech)

Sketches of

motion of

pendulum

List of available

strategies.

Videtotape and

analysis.

Modifications

evident

Evaluation of

modifications.

Graphs drawn

correctly

Depth of

discussion

Written

explanation

Experimental

report

Answers to

questions on d-t

graphs.

Diagrams of CRO

traces

T1-T32

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V1-V3

1 Sofoulis,N. et al (1994) Physics Investigations in Context Year 12 STAWA Inc. West Perth WA ISBN 0 949820 29 6

2 Jacobs I, (1993) Senior School Physics Books One Chapter 2 New House Publishers

3 Waves in a Slinky Spring - C30)



• plan, choose equipment for and perform a first-hand investigation to gather information to identify the relationship between the frequency and wavelength of a sound wave travelling at constant velocity. o demonstrate the use of the terms ‘dependent‘

and ‘independent‘ to describe variables involved in the investigation (11.2a)

o identify variables that needed to be kept constant, develop strategies to ensure that these variables are kept constant, and demonstrate the use of a control (11.2b)

o design investigations that allow valid and reliable data and information to be collected (11.2c)

o describe and trial procedures to undertake investigations and explain why a procedure, a sequence of procedures or the repetition of procedures is appropriate (11.2d)

o predict possible issues that may arise during the course of an investigation and identify strategies to address these issues if necessary (11.2e)

o identifying and/or setting up the most appropriate equipment or combination of equipment needed to undertake the investigation (11.3a)

o carrying out a risk assessment of intended experimental procedures and identifying and addressing potential hazards (11.3b)

o identifying technology that would be used during investigation determining its suitability and effectiveness for its potential role in the procedure or investigation (11.3c)



• solve problems and analyse information by applying

the mathematical model of v f to a range of situations by o use models, including mathematical ones, to

explain phenomena and/or make predictions (14.1f)

o identifying and explaining the nature of a

Experimental

report


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

P7 describes the

effects of energy


transformations

P8 explains wave

motions in terms of

energy sources and

the oscillations

produced

P11 identifies and

implements

improvements to

investigation plans

(P11.2a, b, c; P11.3a,

b, c)

P12 discusses the

validity and

reliability of data


hand investigations

and secondary

sources (P12.1a,;

P12.2a, b, c; P12.3a,

b, c, d)

• identify that sound waves are vibrations or oscillations of particles in a medium

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

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

• perform a first-hand investigation and gather information to analyse sound waves from a variety of sources using the Cathode Ray Oscilloscope (CRO) or an alternate computer technology by o carrying out the planned procedure, recognising



o using appropriate data collection techniques, employing appropriate technologies, including data loggers and sensors (12.2a)

o measuring, observing and recording results in accessible and recognisable forms, carrying out repeat trials as appropriate (12.2b)


students make predictions about what might happen when

two sound waves interact and test out some of their

predictions using slinky springs. (G &T, lit)

teacher demonstrate superposition of waves further test

student predictions4(G &T, lit)

discuss the concept of superposition of waves by comparing

original and resulting waves in a variety of situations (lit)

students use teacher developed graphical information to

solve problems involving the superposition of waves

students practice solving problems involving superposition

of waves using both graphical and quantitative information

use a CRO demonstration or computer technology to

perform a teacher planned investigation to observe and take

measurements (where possible) of different waves and

identify any patterns and relationships in sounds (tech)

discuss difficulties in analysing the produced wave forms

and describe some strategies that could be implemented to

improve the accuracy of observations

(Ext): investigate natural lasing effects such as interstellar

clouds, ball lightning and particular minerals in terms of

total internal reflection and amplification of the original

wave.

Depth of

discussion

Written report

Rules of graphing

superposition

Drawn graphs

Diagrams of dual

trace CRO with

add function.

Depth of

discussion as

monitored by

teacher.

T1-T32

W1-W11

V1-V3

4 (Demonstration - Experiment C7 - Superposition principle, Moyle)



P7 describes the

effects of energy


transformations

P8 explains wave

motions in terms of

energy sources and

the oscillations

produced

P11 identifies and

implements

improvements to

investigation plans

(P11.2a, b; P11.3a, b)

P12 discusses the

validity and

reliability of data


hand investigations

and secondary

sources (P12.1a;

P12.2a, b; P12.3a, b,

c)

• explain an echo as a reflection of a sound wave


brainstorm the nature of echo's based upon student's

personal experiences of this phenomenon and discuss echo's

occurring in nature and in built structures5 e.g. the Whisper

Wall in St Paul's Cathedral or sonar6 (SOS, lit)

use teacher demonstration or student investigations to

examine qualitatively practical applications of the reflection

of sound eg parabolic reflectors in some children’s

playgrounds (lit)

use the concept of reflection of sound to explain the

production of an echo7

students work in groups to plan and conduct a first hand

investigation to compare a range of sound absorbing

materials used in modern situations such as recording

studios, concert halls etc (possible open ended

investigation) (SOS, SE, num)

identify dependent and independent variable in their

investigations

discuss how they will gather valid and reliable data

trial procedures and identify and justify any improvements

to their plan

(ext): Research modern methods of sonar and explain why

image recognition is more of an art than science.

Depth of

discussion

Diagrams of rays

in parabolic

reflectors

Written response

Experimental

report

T1-T32

W1-W11

V1-V3

5 Lofts, G et al (1998) Jacaranda Physics 2 Chapters 2 Jacaranda Wiley Milton QLD

6 Sofoulis,N. et al (1994) Physics Investigations in Context Year 12 p19-20 STAWA Inc. West Perth WA

7 Sofoulis,N. et al (1994) Physics Investigations in Context Year 12 Chapter 1 Exp 11 STAWA Inc. West Perth WA


P7 describes the

effects of energy


transformations

P8 explains wave

motions in terms of

energy sources and

the oscillations

produced

P13 identifies

appropriate

terminology and

reporting styles to

communicate

information and

understanding in

physics (P13.1a, b, c,

d, e, f, g)

• describe the principle of superposition and compare the resulting waves to the original waves in sound

• perform a first-hand investigation, gather, process and present information using a CRO or computer to demonstrate the principle of superposition for two waves travelling in the same medium by o carrying out the planned procedure, recognising





o assess the accuracy of any measurements and calculations and the relative importance of the data and information gathered (12.4a)

o identify and apply appropriate mathematical formulae and concepts (12.4b)

o using symbols and formulae to express relationships and using appropriate units for physical quantities (13.1d)


o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately (13.1f)


using a teacher planned procedure students observe, predict

and confirm predictions of the results of interference of

sound waves8 (G &T, lit)

discuss qualitatively the application of an understanding of

reflection, absorption, superposition and echoes to the

concept of acoustics and need to take acoustics patterns into

account in the design of buildings such as the Sydney Opera

House9 (SOS, ESL, G & T)

(Ext): research the application of superposition in

technologies such noise cancellation devices, quantum

interference communications, quantum teleportation, etc.

Experimental

report

Written report

T1-T32

W1-W11

V1-V3

8 Experiment C5 - Interference of Waves, Moyle)

9 Heinemann, Physics in Context 2, DeJong and University of Sydney Physics Web Site - Acoustics)



• present graphical information, solve problems and analyse information involving superposition of sound waves by o using symbols and formulae to express




o identify trends, patterns and relationships as well as contradictions in data and information (14.1a)

o identify and explain how data supports or refutes an hypothesis, a prediction or a proposed solution to a problem (14.1c)

o use models, including mathematical ones, to explain phenomena and/or make predictions (14.1f)

Using teacher-supplied resources, students solve and analyse

problems on superposition.

Solutions to

problems


3. Recent technological developments have allowed greater use of the electromagnetic spectrum.

P7 describes the

effects of energy


transformations

P8 explains wave

motions in terms of

energy sources and

the oscillations

produced

P12 discusses the

validity and

reliability of data


hand investigations

and secondary

sources (P12.3a, b, c,

d)

P13 identifies

appropriate

terminology and

reporting styles to

communicate

information and

understanding in


d, e, f, g)

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

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

• identify methods for the detection of various wave bands in the electromagnetic spectrum.


use teacher identified video, to assist student to recall that

different types of waves and to develop students skills in

summarising information from an oral presentation10 (lit)

students work with the teacher and review a small segment

of the video to identify the main areas of information

presented and to develop a summary scaffold (lit esl)

students use the summary scaffold and view the whole

video to extract the information that the class has identified

as relevant such as relevant some of the different types of

radiation type, wavelength, method of detection or other

relevant properties (lit, esl)

using the information from the video use a class discussion

to identify common properties of the different types of

electromagnetic radiation including their speed and lack of

a medium for propagation (G &T, lit)

(Ext): Students research emerging technologies such as

terwave detectors and X-ray lasers for industrial use.

Notes on video

Filled-in scaffold

Summary created

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10

Video - Light, Lenses and Lasers (VC Media); Jardine J, Physics through Applications, Oxford University Press



P2 applies the

processes that are

used to test and

validate models,


science with

particular emphasis

on first-hand

investigations in

physics

P3 assesses the

impact of particular

technological

advances on

understanding in

physics

P5 describes the

scientific principles

employed in

particular areas of

physics research

P11 identifies and

implements

improvements to

investigation plans

(P11.2a, b, c; P11.3a,

b, c)

P12 discusses the

validity and

reliability of data


hand investigations

and secondary

sources (P12.1a, d;

P12.2a, b; P12.3a, b,

c)

• explain that the relationship between the intensity of electromagnetic radiation and distance from a source

is an example of the inverse square law

I 1

2

d

• plan, choose equipment or resources for and perform

a first-hand investigation and gather information to model the inverse square law for light intensity and distance from the source by o demonstrate the use of the terms ‘dependent‘

and ‘independent‘ to describe variables involved in the investigation (11.2a)

o identify variables that needed to be kept constant, develop strategies to ensure that these variables are kept constant, and demonstrate the use of a control (11.2b)

o design investigations that allow valid and reliable data and information to be collected (11.2c)

o describe and trial procedures to undertake investigations and explain why a procedure, a sequence of procedures or the repetition of procedures is appropriate (11.2d)

o predict possible issues that may arise during the course of an investigation and identify strategies to address these issues if necessary (11.2e)

o identifying and/or setting up the most appropriate equipment or combination of equipment needed to undertake the investigation (11.3a)

o carrying out a risk assessment of intended experimental procedures and identifying and addressing potential hazards (11.3b)

o identifying technology that would be used during investigation determining its suitability and effectiveness for its potential role in the procedure or investigation (11.3c)




brainstorm possible physical factors affecting the

transmission of electromagnetic waves over a distance (eg

physical distance, effect of the medium etc) (SOS, G &T,

lit)

using teacher provided information and the flow charts

previously produced that show the energy transformations,

and add the types of waves involved in the energy transfer

that occurs during the use of a mobile phone, a television or

radar to each step in the flow charts. (G &T, lit)

discuss the type of data that would need to be collected and

possible data sources that could be accessed to chart the

depth of penetration through the atmosphere of different

types of electromagnetic waves (lit

using appropriate data gathering techniques, students

extract information from a variety of sources on the depth

of penetration through the atmosphere of a variety of

electromagnetic waves and the wavelengths filtered out by

the atmosphere including UV, X-rays and gamma rays and

identify the source of the data gathered (tech)

develop a summary which identifies the depth of

penetration through the atmosphere of a variety of

electromagnetic waves and the wavelengths filtered out by

the atmosphere especially UV, X-rays and gamma rays (G

&T, lit)

relate differences in the penetrating ability of the different

types of electromagnetic radiation to the their different

frequencies or wavelengths

discuss with students how light intensity can be measured

and ways in which they could devise their own scale to rate

different intensities of light (lit, ESL)

working in groups, students use the skills they have

developed throughout the unit to plan, choose equipment or

resources for and undertake a first-hand investigation to

gather information to identify whether there is a

relationship between light intensity and distance from the

source (possible open ended investigation) (SOS, tech, G &

T, ESL)

as a class discuss each groups results and analyse them to

develop a qualitative relationship between the intensity of

light and the distance from the source (SOS, tech, lit)

using light as an example, generalise the results of the

investigation and the Inverse Square Law, to all

electromagnetic radiation

Brainstorm notes.

Modified flow

charts.

Depth of

discussion as

monitored by

teacher.

Graph of

atmospheric

penetration.

Summary

Depth of

discussion as

monitored by

teacher.

Experimental

report

Depth of

discussion as

monitored by

teacher.

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P2 applies the

processes that are

used to test and

validate models,


science with

particular emphasis

on first-hand

investigations in

physics

P3 assesses the


technological

advances on

understanding in

physics

P5 describes the


employed in

particular areas of

physics research

P7 describes the

effects of energy


transformations

P8 explains wave

motions in terms of

energy sources and

the oscillations

produced

P14 draws valid

conclusions from

gathered data and

information (P14.3a,

b, c, d)

• recall that electromagnetic radiation has some everyday uses and effects, including applications in communication technology

• identify some methods of detection for a number of wave bands from the electromagnetic spectrum

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

• discuss problems produced by the limited range of the electromagnetic spectrum available for communication purposes.

• solve problems, analyse information and use available evidence to identify the waves involved in the transfer of energy that occur during the use of one of the following:

– mobile phone – television

– radar by o identify trends, patterns and relationships as well

as contradictions in data and information (14.1a) o identify and explain how data supports or refutes

an hypothesis, a prediction or a proposed solution to a problem (14.1c)


o design and produce creative solutions to problems (14.3a)

o propose ideas that demonstrate coherence and logical progression and include correct use of scientific principles and ideas (14.3b)

o apply critical thinking in the consideration of predictions, hypotheses and the results of investigations (14.3c)

o Formulate cause and effect relationships (14.3d) • analyse information to identify the electromagnetic

spectrum range utilised in modern communication technologies by o justify inferences and conclusions (14.1b) o identify and explain how data supports or refutes


o predict outcomes and generate plausible explanations related to the observations (14.1d)


brainstorm or use teacher identified secondary sources to

establish a list of forms of electromagnetic radiation used in

communications technology including mobile phones,

television and radar (SOS, lit)

research methods of detecting a number of wave bands

from the electromagnetic spectrum by locating information;

summarising and presenting the information.

Discuss the limitations of specific wave bands for

communications in terms of interference, ability to be

generated, overuse, sensitivity for research (eg wave bands

used by astronomers) (lit, ESL)

(Ext): Students research wavebands currently registered

and future wavebands to be sold, analysing whether the

bands are commercial, military, scientific, emergency or

other and identifying wavebands used by digital

broadcasting technologies.

Brainstorm notes

Summary notes

Depth of

discussion as

monitored by

teacher.

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

P7 describes the

effects of energy


transformations

P8 explains wave

motions in terms of

energy sources and

the oscillations

produced

P12 discusses the

validity and

reliability of data


hand investigations

and secondary

sources (P12.2a, b, c;

P12.3a, b)

P13 identifies

appropriate

terminology and

reporting styles to

communicate

information and

understanding in


d, e, f, g)

P14 draws valid

conclusions from

gathered data and

information (P14.1a-

h, P14.2b; P14.3a, c)

• describe and apply the law of reflection and explain the effect of reflection from a plane surface on waves.

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

• describe one application of reflection for each of the following:

– plane surfaces – concave surfaces – convex surfaces – radio waves and being reflected by the

ionosphere • perform first-hand investigations and gather

information to observe the path of light rays and construct diagrams indicating both the direction of travel of the light rays and a wave front by o carrying out the planned procedure, recognising






provide students with time to experiment with the various

components of the ray box kit

students to formulate 10 statements or graphical

descriptions for the behaviour of light using the components

of the ray box kits

each group to share and collate the findings of other groups

compare the graphical representations produced by different

groups and identify the feature of the diagrams that convey

accurate observations (lit)

students undertake a teacher planned procedure using a

plane mirror to confirm qualitatively and quantitatively the

Law of Reflection for a range of incident angles11 (lit, ESL)

using the ray box kit (or similar) or a computer simulation

students observe and record the reflection of parallel rays of

light from concave and convex reflectors and identify

qualitatively any trends or patterns evident, discuss finding

with respect to observations of reflection from a plane

mirror.12 (tech, lit, G & T)

students use the ray box kits (or similar) to qualitatively and

quantitatively describe the behaviour of a ray of light as it

passes from one medium to another of differing density and

describe the effect of increasing and decreasing the angle of

incidence and the angle of refraction (num, lit)

model the refraction of a wave using the ripple tank (or

similar) define and discuss the term – wavefront (G &T, lit)

Experimental

report

Experimental

report

Experimental

report

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11

Moyle D G Allan P T, Molde T A Experiment A3 - Reflection from a Plane Mirror, Moyle) 12

Experiment A4 - Concave Mirrors, Moyle or Images formed by Curved Mirrors, Saunders


• present information using ray diagrams to show the path of waves reflected from:

– plane surfaces – concave surfaces – convex surface

– the ionosphere by o using symbols and formulae to express



o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately (13.1f

P2 applies the

processes that are

used to test and

validate models,


science with

particular emphasis

on first-hand

investigations in

physics

P3 assesses the


technological

advances on

understanding in

physics

P5 describes the


employed in

particular areas of

physics research

P13 identifies

appropriate

terminology and

reporting styles to

communicate

information and

understanding in


d, e, f, g)

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

• perform an investigation and gather information to graph the angle of incidence and refraction for light encountering a medium change showing the relationship between these angles by o carrying out the planned procedure, recognising







discuss refraction in terms of the change of velocity of the

wavefront as it passes from one medium to another . (G &T,

lit)

undertake a teacher planned procedure to compare the

refraction of light for different medium including - glass,

perspex and water13 (num, lit, ESL, tech)

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13

Experiment A5 - Snell's Law, Moyle



P7 describes the

effects of energy


transformations

P8 explains wave

motions in terms of

energy sources and

the oscillations

produced

P11 identifies and

implements

improvements to

investigation plans

(P11.2a, b, c; P11.3a,

d)

• define refractive index in terms of changes in the velocity of a wave in passing from one medium to another

• define Snell’s Law:

1v

2v

sin i

sin r • identify the conditions necessary for total internal

reflection with reference to critical angle • outline how total internal reflection is used in optical

fibres • perform a first-hand investigation and gather

information to calculate the refractive index of glass or Perspex by o carrying out the planned procedure, recognising






• solve problems and analyse information using Snell’s Law by o identify trends, patterns and relationships as well

as contradictions in data and information (14.1a) o identify and explain how data supports or refutes



o design and produce creative solutions to problems (14.3a)

o propose ideas that demonstrate coherence and logical progression and include correct use of scientific principles and ideas (14.3b)

o apply critical thinking in the consideration of


introduce the concept of relative refractive index - students

to analyse and solve a range of problems demonstrating

their understanding of Snell's law and the concept of

relative refractive indices (G &T, lit)

discuss the term critical angle and undertake a teacher

planned procedure to observe and measure (where

appropriate) the critical angle for a range of materials (lit,

num)

use teacher selected text(s) to summarise how total internal

reflection is used in optical fibre technology (ESL, lit)

identify some Australian scientists currently working in the

field of fibre optics and their area of research (lit, ESL)

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

P2 applies the

processes that are

used to test and

validate models,


science with

particular emphasis

on first-hand

investigations in

physics

P3 assesses the


technological

advances on

understanding in

physics

P5 describes the


employed in

particular areas of

physics research

P7 describes the

effects of energy


transformations

P12 discusses the

validity and

reliability of data


hand investigations

and secondary

sources (P12.3a, b, c)

P13 identifies

appropriate

terminology and

reporting styles to

communicate

information and

understanding in


d, e, f, g)

P14 draws valid

conclusions from

gathered data and

information (P14.3a,

b, c)

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

• identify data sources, gather, process and present information from secondary sources to identify areas of current research and use the available evidence to discuss some of the underlying physical principles used in one application of physics related to waves, such as: – Global Positioning System – CD technology – the Internet (digital process) – DVD technology by

o accessing information from a range of resources, including popular scientific journals, digital technologies and the Internet (12.3a)

o extracting information from numerical data in graphs and tables as well as written and spoken material in all its forms (12.3c)

o summarising and collating information from a range of resources (12.3d)

o identifying practising male and female Australian scientists, and the areas in which they are currently working and in formation about their research (12.3e)

o identify and apply appropriate mathematical formulae and concepts (12.4b)

o evaluate the validity of first-hand and secondary information and data in relation to the area of investigation (12.4d)

o assess the reliability of first-hand and secondary information and data by considering information from various sources (12.4e)

o assess the accuracy of scientific information presented in mass media by comparison with similar information presented in scientific journals (12.4f)

o selecting and using appropriate methods to acknowledge sources of information (13.1c)


discuss the changes that have occurred in the ways in which

data is stored and identify the types of communication data

that can be stored in digital form (lit, ESL)

access information from a range of secondary data sources

to present information as a written summary identifying

current research and relating some of the underlying

physical principles used in one application of physics

related to waves such as: ((G &T, lit, SOS, ESL)

- Global Positioning System

- petrological microscope

- CD technology including differences between CD and DVD

- the Internet (digital process)

draw a ray diagram to show the path of rays reflected from

the ionosphere and discuss how this is used in some

communication technologies (lit)

brainstorm to identify ways in which communication

technologies have changed over the last fifty years with

students suggesting reasons as to why changes have

occurred (G &T, lit)

use the information gathered above to identify the types of

technologies that are need of communication systems such

as CDs, Global Positioning Systems and discuss the

developments in those technologies ((lit, SOS)

assess the impact of being able to store such a variety of

data in digital form on the development of communication

technologies and on society in developed and developing

countries (G &T, lit, SOS, ab)

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Program Evaluation Sheet Program: 8.2 The World Communicates Stage/Course: Physics

Please comment where appropriate on the strengths and weaknesses of this Program. Factors that should be

considered include:

1. Time allocation: ___________________________________________________

2. PFAs: ______________________________________________________________

3. Domains: Knowledge and Understanding:

___________________________________________________________________________

___________________________________________________________________________

Domains: Skills:

___________________________________________________________________________

___________________________________________________________________________

4. Context:

___________________________________________________________________________

___________________________________________________________________________

5. Cross-curricular activities are appropriate (Stage 4/5 only)

___________________________________________________________________________

___________________________________________________________________________

6. Lesson sequence is appropriate:

___________________________________________________________________________

___________________________________________________________________________

7. Teaching strategies:

___________________________________________________________________________

___________________________________________________________________________

8. Improvements:

___________________________________________________________________________

___________________________________________________________________________

9. Assessment:

___________________________________________________________________________

___________________________________________________________________________

Please use the other side of this sheet for any further comment

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