course: preliminary physics module: 8.2 the world...
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Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 1
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
Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 3
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
Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 5
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.
Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 7
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
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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
Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 9
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
• 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
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
P7 describes the
effects of energy
transfers and 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)
o identifying and using safe work practices during investigations (12.1d)
• present and analyse information from displacement-time graphs for transverse wave motion 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)
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
Suggested Time: 3 hours
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
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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)
Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 11
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
• 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)
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)
• 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
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
2. Features of a wave model can be used to account for the properties of sound.
P7 describes the
effects of energy
transfers and 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
gathered from first-
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
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)
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)
Suggested Time: 2 hours
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.
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4 (Demonstration - Experiment C7 - Superposition principle, Moyle)
Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 13
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
P7 describes the
effects of energy
transfers and 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
gathered from first-
hand investigations
and secondary
sources (P12.1a;
P12.2a, b; P12.3a, b,
c)
• explain an echo as a reflection of a sound wave
Suggested Time: 2 hours
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
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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
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
P7 describes the
effects of energy
transfers and 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
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)
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)
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 using a variety of pictorial representations to show relationships and present information clearly and succinctly (13.1e)
o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately (13.1f)
Suggested Time: 2 hours
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
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8 Experiment C5 - Interference of Waves, Moyle)
9 Heinemann, Physics in Context 2, DeJong and University of Sydney Physics Web Site - Acoustics)
Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 15
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
• present graphical information, solve problems and analyse information involving superposition of sound waves 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)
o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately (13.1f)
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
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
3. Recent technological developments have allowed greater use of the electromagnetic spectrum.
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)
P13 identifies
appropriate
terminology and
reporting styles to
communicate
information and
understanding in
physics (P13.1a, b, c,
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.
Suggested Time: 2 hours
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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Video - Light, Lenses and Lasers (VC Media); Jardine J, Physics through Applications, Oxford University Press
Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 17
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
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
P11 identifies and
implements
improvements to
investigation plans
(P11.2a, b, c; P11.3a,
b, c)
P12 discusses the
validity and
reliability of data
gathered from first-
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)
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: 2 hours
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,
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
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 use models, including mathematical ones, to explain phenomena and/or make predictions (14.1f)
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
an hypothesis, a prediction or a proposed solution to a problem (14.1c)
o predict outcomes and generate plausible explanations related to the observations (14.1d)
Suggested Time: 2 hours
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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Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 19
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
4. Many communication technologies use applications of reflection and refraction of electromagnetic waves
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 (P12.2a, b, c;
P12.3a, b)
P13 identifies
appropriate
terminology and
reporting styles to
communicate
information and
understanding in
physics (P13.1a, b, c,
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
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)
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)
Suggested Time: 3 hours
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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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
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
• 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
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)
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,
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
P13 identifies
appropriate
terminology and
reporting styles to
communicate
information and
understanding in
physics (P13.1a, b, c,
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
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)
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)
o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately (13.1f)
Suggested Time: 2 hours
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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Experiment A5 - Snell's Law, Moyle
Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 21
Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
P7 describes the
effects of energy
transfers and 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
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)
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)
o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately (13.1f)
• 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
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)
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
Suggested Time: 2 hours
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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Outcomes Students Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources
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,
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
P12 discusses the
validity and
reliability of data
gathered from first-
hand investigations
and secondary
sources (P12.3a, b, c)
P13 identifies
appropriate
terminology and
reporting styles to
communicate
information and
understanding in
physics (P13.1a, b, c,
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)
Suggested Time: 2 hours
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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Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Page 23
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