Physics

Subject Outline
Stage 1
Semester 2
INTRODUCTION

SUBJECT DESCRIPTION
The study of Physics is constructed around using qualitative and quantitative models, laws, and
theories to better understand matter, forces, energy, and the interaction among them. Physics seeks
to explain natural phenomena, from the subatomic world to the macro cosmos, and to make
predictions about them. The models, laws, and theories in physics are based on evidence obtained
from observations, measurements, and active experimentation over thousands of years.
By studying physics, students understand how new evidence can lead to the refinement of existing
models and theories and to the development of different, more complex ideas, technologies, and
innovations.
Through further developing skills in gathering, analysing, and interpreting primary and secondary data
to investigate a range of phenomena and technologies, students increase their understanding of
physics concepts and the impact that physics has on many aspects of contemporary life.
By exploring science as a human endeavour, students develop and apply their understanding of the
complex ways in which science interacts with society, and investigate the dynamic nature of physics.
They explore how physicists develop new understanding and insights, and produce innovative
solutions to everyday and complex problems and challenges in local, national, and global contexts.
In Physics, students integrate and apply a range of understanding, inquiry, and scientific thinking skills
that encourage and inspire them to contribute their own solutions to current and future problems and
challenges, and pursue scientific pathways, for example in engineering, renewable energy generation,
communications, materials innovation, transport and vehicle safety, medical science, scientific
research, and the exploration of the universe.

CAPABILITIES
The capabilities connect student learning within and across subjects in a range of contexts. They
include essential knowledge and skills that enable people to act in effective and successful ways.
The SACE identifies seven capabilities. They are:
 literacy
 numeracy
 information and communication technology capability
 critical and creative thinking
 personal and social capability
 ethical understanding
 intercultural understanding.

Literacy
In this subject students develop their literacy capability by, for example:
 interpreting the work of scientists across disciplines using physics knowledge
 critically analysing, and evaluating primary and secondary data
 extracting physics information presented in a variety of modes
 using a range of communication formats to express ideas logically and fluently, incorporating the
terminology and conventions of physics
 synthesising evidence-based arguments
 using appropriate structures to communicate for specific purposes and audiences.

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Semester 2 2
Numeracy
In this subject students develop their numeracy capability by, for example:
 solving problems using calculations and critical thinking skills
 measuring with appropriate instruments
 recording, collating, representing, and analysing primary data
 accessing and interpreting secondary data
 identifying and interpreting trends and relationships
 calculating and predicting values by manipulating data and using appropriate scientific
conventions.

Information and communication technology capability

In this subject students develop their information and communication capability by, for example:
 locating and accessing information
 collecting, analysing, and representing data electronically
 modelling concepts and relationships
 using technologies to create new ways of thinking about science
 communicating physics ideas, processes, and information
 understanding the impact of ICT on the development of physics and its application in society
 evaluating the application of ICT to advance understanding and investigations in physics.

Critical and creative thinking

In this subject students develop critical and creative thinking by, for example:
 analysing and interpreting problems from different perspectives
 constructing, reviewing, and revising hypotheses to design-related investigations
 interpreting and evaluating data and procedures to develop logical conclusions
 analysing interpretations and claims, for validity and reliability
 devising imaginative solutions and making reasonable predictions
 envisaging consequences and speculating on possible outcomes
 recognising the significance of creative thinking on the development of physics knowledge and
applications.

Personal and social capability

In this subject students develop their personal and social capability by, for example:
 understanding the importance of physics knowledge on health and well-being, both personally
and globally
 making decisions and taking initiative while working independently and collaboratively
 planning effectively, managing time, following procedures effectively, and working safely
 sharing and discussing ideas about physics issues developments, and innovations while
respecting the perspectives of others
 recogising the role of their own beliefs and attitudes in gauging the impact of physics in society.

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Semester 2 3
Ethical understanding
In this subject students develop their ethical understanding by, for example:
 considering the implications of their investigations on organisms and the environment
 making ethical decisions based on an understanding of physics principles
 using data and reporting the outcomes of investigations accurately and fairly
 acknowledging the need to plan for the future and to protect and sustain the biosphere
 recognising the importance of their responsible participation in social, political, economic, and
legal decision-making.
Intercultural understanding
In this subject students develop their intercultural understanding by, for example:
 recognising that science is a global endeavour with significant contributions from diverse cultures
 respecting different cultural views and customs while valuing scientific evidence
 being open-minded and receptive to change in the light of scientific thinking based on new
information
 understanding that the progress of physics influences and is influenced by cultural factors.

ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE, CULTURES, AND PERSPECTIVES

In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors,
the SACE Board of South Australia supports the development of high-quality learning and assessment
design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians.
The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and
perspectives in the design, delivery, and assessment of teaching and learning programs by:
 providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait
Islander histories, cultures, and contemporary experiences
 recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander
peoples to Australian society
 drawing students’ attention to the value of Aboriginal and Torres Strait Islander
 knowledge and perspectives from the past and the present
 promoting the use of culturally appropriate protocols when engaging with and learning from
Aboriginal and Torres Strait Islander peoples and communities.

HEALTH AND SAFETY

It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and
safety of all students and that school practices meet the requirements of the Work Health and Safety
Act 2012, in addition to relevant state, territory, or national health and safety guidelines. Information
about these procedures is available from the school sectors.
The following safety practices must be observed in all laboratory work:
 Use equipment only under the direction and supervision of a teacher or other qualified person.
 Follow safety procedures when preparing or manipulating apparatus.
 Use appropriate safety gear when preparing or manipulating apparatus.
Particular care must be taken when using electrical apparatus, ionising and non-ionising radiation, and
lasers, but care must not be limited to these items.

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Semester 2 4
LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTS
The learning requirements summarise the knowledge, skills, and understanding that students are
expected to develop and demonstrate through their learning in Stage 1 Physics.
In this subject, students are expected to:
1. apply science inquiry skills to deconstruct a problem and design and conduct physics
investigations, using appropriate procedures and safe, ethical working practices
2. obtain, record, represent, analyse, and interpret the results of physics investigations
3. evaluate procedures and results, and analyse evidence to formulate and justify conclusions
4. develop and apply knowledge and understanding of physics concepts in new and familiar
contexts
5. explore and understand science as a human endeavour
6. communicate knowledge and understanding of physics concepts, using appropriate terms,
conventions, and representations.

CONTENT
The topics in Stage 1 Physics provide the framework for developing integrated programs of learning
through which students extend their skills, knowledge, and understanding of these three strands of
science.
The three stands of science to be integrated throughout student learning are:
 science inquiry skills
 science as a human endeavor
 science understanding.

Programming
The following topics will be taught in Semester 2 as a 10-credit subject:
 Topic 1: Linear motion and forces - Forces
 Topic 2: Energy and Momentum
 Topic 3: Waves - Light
 Topic 4: Nuclear Models and Radioactivity
Note that these topics are not necessarily designed to be of equivalent length.
The following pages describe in more detail:
 the teaching outline
 science inquiry skills
 science as a human endeavour
 the topics for science understanding (assumed knowledge from Middle School Science is shown
in red type, whilst assumed knowledge from Semester 1 is shown in blue type)
 the assessment scope and requirements, including the performance standards used and the
assessment overview.

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Semester 2 5
Week Text Topics Content Assessment
3.1 8 Forces Forces
3.2 Newton’s Laws Practical Investigation (NII Completion)
Formative, feedback in class

3.3 Addition of forces

3.4 Friction and the normal force
3.5 9 Energy and Energy and Work, types of energy Forces Test – formative
Momentum
3.6 Energy conservation + completion Completion (Energy Conservation)
3.7 Momentum
3.8 Collisions and impulse Deconstruction and Design
(Energy Conservation)
3.9 11 Light Electromagnetic wave model Test 1: Forces and Momentum
3.10 The ray model: reflection and refraction Formative Snell’s Law (not handed in)

4.1 Total internal reflection SHE Plan – upload to Trove

4.2 Polarisation, The nucleus
4.3 3 Nuclear Models Radioactive decay Test 2: Light & Science Inquiry
and Radioactivity
4.4 Half-life SHE progress interviews
4.5 4 Mass defect and binding energy SHE Final Report
4.6 Nuclear energy
4.7 & 8 Examinations Semester 2 Examination

Teaching outline

Semester 2 Physics is a 10-credit subject. Each topic includes contemporary applications e.g. the
description of movement is applied to the motion of vehicles. Physics investigation and mathematical
skills are integrated throughout the teaching and learning program.
Please note that the above table is a guide. Changes may be made throughout the year at the
discretion of the teacher.

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Semester 2 6
 Science Inquiry Skills
In Physics investigation is an integral part of the learning and understanding of concepts, by using
scientific methods to test ideas and develop new knowledge. They must involve a range of both
individual and collaborative activities during which students extend the science inquiry skills
described in the following table.
Practical activities may take a range of forms, such as developing models and simulations that enable
students to develop a better understanding of particular concepts. They include laboratory and field
studies during which students develop investigable questions and/or testable hypotheses, and select
and use equipment appropriately to collect data. The data may be observations, measurements, or
other information obtained during the investigation. Students display and analyse the data they have
collected, evaluate procedures, describe their limitations, consider explanations for their observations,
and present and justify conclusions appropriate to the initial question or hypothesis.
Science inquiry skills enable students to critically analyse the evidence they obtain so that they can
present and justify a conclusion.
The science inquiry skills below guide teaching, learning, and assessment in this subject:
Key Ideas Intended Student Learning
Students should know and understand the following. Students should be able to do the following.
Scientific methods enable systematic investigation to Deconstruct the parts of a problem to determine the
obtain measurable evidence. most appropriate method for investigation.
Deconstruction is breaking something down into smaller Design investigations, including:
parts, which are simpler and more fundamental steps. − hypothesis or inquiry question
Many practical investigations involve deliberately − types of variables
 dependent
changing one quantity and determining the effect on
 independent
another quantity. These quantities are referred to as
 factors held constant (how and why they
‘variables’.
are controlled)
The quantity being deliberately changed is called the  factors that may not be able to be
‘independent variable’. The quantity that changes as a controlled (and why not)
result is called the ‘dependent variable’. Other variables − materials required
are held constant, if possible, throughout a practical − the procedure to be followed
investigation. − the type and amount of data to be collected
− identification of ethical and safety
considerations.
Obtaining meaningful data depends on conducting Conduct investigations, including:
investigations using appropriate procedures and safe, − selection and safe use of appropriate materials,
ethical working practices. apparatus, and equipment
The resolution of a measuring instrument is the − collection of appropriate primary or secondary
smallest increment measurable by the measuring data (numerical, visual, descriptive)
instrument. − individual and collaborative work.
Results of investigations are presented in a well- Present results of investigations in appropriate
organised way to allow them to be interpreted. ways, including
Graphs are a useful way of displaying data. When a − use of appropriate SI units, symbols
graph is plotted, the independent variable (or quantity − construction of appropriately labelled
calculated from it) is plotted horizontally and the tables
dependent variable (or quantity calculated from it) is − drawing of graphs, linear and non-linear lines of
plotted vertically. best fit as appropriate
− use of significant figures.
The number of significant figures for a measurement is
determined by the reproducibility of the measurement
and the resolution of the measuring instrument.

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Semester 2 7
 Key Ideas Intended Student Learning
Students should know and understand the following. Students should be able to do the following.
Scientific information can be presented using different Select, use, and interpret appropriate
types of symbols and representations. representations, including:
The slope and intercept(s) of the line of best fit may − mathematical relationships, including direct or
have physical significance. inverse proportion and exponential relationships
− diagrams and multi-image representations
If a straight line of best fit passes through the origin of
− formulae
the graph and is a good representation of the data, the
to explain concepts, solve problems, and make
plotted quantities are directly proportional to each
predictions.
other.
Analysis of the results of investigations allows them to Analyse data, including:
be interpreted in a meaningful way. − multi-image representations
− identification and discussion of trends, patterns,
and relationships
− interpolation or extrapolation through the axes
where appropriate
− selection and use of evidence and scientific
understanding to make and justify conclusions.
Critical evaluation of procedures and outcomes can Evaluate the procedures and results to identify
determine the meaningfulness of conclusions. sources of uncertainty, including:
Random errors produce scatter in observed − random and systematic errors
measurements; on some occasions measurements are − replication
above the true value and at other times they are below − sample size
the true value. Systematic errors produce observed − accuracy
measurements that are always biased in the same − precision
direction when compared with the true value. − validity
− reliability
Where applicable, increasing the sample size or
− effective control of variables.
replication of a practical investigation improves the
reliability of the data. Discuss the impact that sources of uncertainty
have on experimental results.
The accuracy of an experimental value indicates how
close the result is to the true value. Recognise the limitations of conclusions.
The precision of the data collection is related to the
reproducibility of the measurements; less scatter
indicates more precise data.
The effect of random errors can be reduced by taking
multiple measurements and averaging.
In a valid experiment, all variables are kept constant
apart from those being investigated, all systematic
errors have been eliminated and random errors have
been reduced by taking multiple measurements.
Reliability refers to the consistency with which we can
confirm a result.
Effective scientific communication is clear and concise. Communicate to specific audiences and for
specific purposes using appropriate:
− language
− terminology
− conventions.

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Semester 2 8
Science as a Human Endeavour
This strand highlights science as a way of knowing and doing, and explores the use and influence of
science in society. By exploring science as a human endeavour, students develop and apply their
understanding of the complex ways in which science interacts with society, and investigate the
dynamic nature of physics. They explore how physicists develop new understanding and insights, and
produce innovative solutions to everyday and complex problems and challenges in local, national, and
global contexts. In this way, students are encouraged to think scientifically and make connections
between the work of others and their own learning. This enables them to explore their own solutions to
current and future problems and challenges.
Students understand that the development of science concepts, models, and theories is a dynamic
process that involves analysis of evidence and sometimes produces ambiguity and uncertainty. They
consider how and why science concepts, models, and theories are continually reviewed and
reassessed as new evidence is obtained and as emerging technologies enable new avenues of
investigation. They understand that scientific advancement involves a diverse range of individual
scientists and teams of scientists working within an increasingly global community of practice.
Students explore how scientific progress and discoveries are influenced and shaped by a wide range
of social, economic, ethical, and cultural factors. They investigate ways in which the application of
science may provide great benefits to individuals, the community, and the environment, but may also
pose risks and have unexpected outcomes. They understand how decision-making about socio-
scientific issues often involves consideration of multiples lines of evidence and a range of needs and
values. As critical thinkers they appreciate science as an ever-evolving body of knowledge that
frequently informs public debate, but is not always able to provide definitive answers.
The key concepts of science as a human endeavour in the study of physics are:
Communication and Collaboration
 Science is a global enterprise that relies on clear communication, international conventions, and
review and verification of results.
 Collaboration between scientists, governments, and other agencies is often required in scientific
research and enterprise.
Development
 Development of complex scientific models and/or theories often requires a wide range of
evidence from many sources and across disciplines.
 New technologies improve the efficiency of scientific procedures and data collection and analysis.
This can reveal new evidence that may modify or replace models, theories, and processes.
Influence
 Advances in scientific understanding in one field can influence and be influenced by other areas
of science, technology, engineering, and mathematics.
 The acceptance and use of scientific knowledge can be influenced by social, economic, cultural,
and ethical considerations.
Application and Limitation
 Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, make
discoveries, design action for sustainability, evaluate economic, social, cultural, and
environmental impacts, offer valid explanations, and make reliable predictions.
 The use of scientific knowledge may have beneficial or unexpected consequences; this requires
monitoring, assessment, and evaluation of risk, and provides opportunities for innovation.
 Science informs public debate and is in turn influenced by public debate; at times, there may be
complex, unanticipated variables or insufficient data that may limit possible conclusions.

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Semester 2 9
 Topic 1: Linear motion and forces - Forces
Students apply Newton’s Laws of Motion to a variety of contexts. Through experiments and activities,
students build a sound understanding of forces in the physical world, including those relating to
various kinds of resistance and friction.
Key Ideas Intended Student Learning
Students should know and understand the Students should be able to do the following.
following.
Forces
A force ( ⃗
F ) is any action which causes the motion Recognise when forces are acting because they
⃗ ).
of an object to change or accelerate (a change an object’s speed and/or direction.
A force is always applied by something (the agent) Classify a force as either contact or non-contact.
on something else (the receiver). Draw and label forces acting on an object.
Some forces can be applied by direct physical Explain the difference between mass and weight.
contact, contact forces, or over a distance, non- Calculate an object’s weight using:
contact forces. ⃗
F ( by mass of Earth on mass of object ) =m ⃗g
A force is a vector quantity and its SI unit is the
newton (N).
Arrows can be used to represent forces in diagrams;
the direction of the arrow shows the direction of the
force and its length is used to depict the relative
magnitude of the force.
The mass of an object is a measure of the amount of
matter in an object.
The attractive force by one mass on another is
called the gravitational force.
On Earth, weight, is used to mean the gravitational
force applied by the mass of the Earth on a much
smaller mass.
Newton’s laws
Newton’s Three Laws of Motion describe the Explain Newton’s First Law using the concept of
relationship between the force or forces acting on an inertia.
object, modelled as a point mass, and the motion of Use Newton’s First Law to explain the motion of
the object due to the application of the force or objects in a variety of contexts.
forces. Interpret Newton’s Second Law.
Newton’s First Law: An object will remain at rest, or
continue at a constant velocity, unless acted upon Solve problems involving ∑ ⃗F =m⃗a .
by an unbalanced external force. Apply the equations of motion to situations where
Newton’s Second Law: If an unbalanced force acts the net force is constant and causes uniform
upon an object, the object will accelerate in the acceleration.
direction of the net force with a magnitude directly
proportional to the net force and inversely
proportional to the mass of the object.

⃗=
This can be given mathematically as: a
∑ ⃗F .
m

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Semester 2 10
 Key Ideas Intended Student Learning
Students should know and understand the Students should be able to do the following.
following.
Newton’s Third Law: When object A applies a force Identify pairs of forces in a variety of contexts,
on object B, object B will apply a force equal in including the normal reaction force.
magnitude but opposite in direction on object A for Use Newton’s Third Law to solve problems.
the same duration.
Use Newton’s Third law of motion to explain the
The forces in Newton’s Third Law are identified in forces that objects apply to each other when they
pairs, and the accelerations of each object will differ interact.
if the objects differ in mass.
Describe and explain motion where Newton’s Third
Law occurs e.g. two body systems.

Addition of forces
A free-body diagram shows the magnitude and Draw a free-body diagram for an object.
direction of all the forces acting on an object using Use vector addition in one- and two-dimensions,
arrows. scaled diagrams and trigonometric calculations, to
The net force acting on an object is found by adding
vectorially all the forces acting on an object.
determine the net force, ∑ ⃗
F , acting on an object.
Friction, elastic and normal forces
The normal force is a force that acts perpendicular Identify when friction and normal forces act.
to a surface as a result of an object applying a force Solve problems using Newton’s Laws when friction,
to the surface. elastic and normal forces act.
The elastic force needed to extend or compress an
elastic material by some distance (x) is directly
Problems may include, but are not limited to,
proportional to the distance (x). It is a restoring force
inclined planes, Hooke’s Law and single body
and acts in opposite direction to the extension or
systems involving balanced and unbalanced forces.
compression.
The frictional force prevents one surface from sliding
over another surface with which it is in contact. It
always acts parallel to a surface.
Kinetic friction occurs when two surfaces slide
relative to one another; it is directly proportional to
the normal force.
Static friction occurs when two surfaces are not
sliding relative to one another. The external force
required to overcome this static friction is usually
greater than kinetic friction.

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Semester 2 11
 Topic 2: Energy and Momentum
This topic extends the study of motion to include energy and momentum. Conservation laws form the
basis of many fundamental principles in physics, and a sound understanding of what these laws
mean, and their implications, are essential to understand the physical world. This topic emphasizes
the law of conservation of energy and the law of conservation of momentum.
Key Ideas Intended Student Learning
Students should know and understand the Students should be able to do the following.
following.
Energy and work
Energy exists in a number of different forms. Describe different forms of energy including kinetic,
Energy can be transferred from one object to elastic potential, gravitational potential, rotational
another or transformed into different forms of kinetic, heat and electrical.
energy.
Describe examples of energy being transferred
Energy, E , is a scalar quantity measured in the SI from one object to another and energy being
unit joules (J). transformed.
An isolated system is one in which no energy or Solve problems using the law of conservation of
matter can enter or leave. energy.
The law of conservation of energy states that energy Describe and explain the energy losses that occur
can neither be created or destroyed, only transferred in systems involving energy transfers.
from one object to another or transformed from one
Explain work in terms of an applied force.
type to another in an isolated system.
Solve problems using W =∆ E and W =Fscosθ.
The work done on an object is equivalent to the
change in energy of that object. When a force is Solve problems using the area under a force versus
applied to an object causing a displacement over a displacement graph.
distance, work is done.
Work, W , is defined as the product of displacement
and the component of force in the direction of the
displacement.
Types of energy
Kinetic energy, E k, is the energy associated with Explain qualitatively the meaning and some
the movement of an object. applications of various forms of energy, including
kinetic energy and potential energy.
Potential energy, E p , is stored energy that can be
1 2
transformed into other types of energy e.g. kinetic Solve problems using E k = m v , E p =mgh and
energy. 2
1 2
Ep= k x .
2
Describe energy transfers between objects and
within different mechanical systems.
Solve problems related to transformations between
kinetic and potential energy.

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Semester 2 12
 Key Ideas Intended Student Learning
Students should know and understand the following. Students should be able to do the following.
Momentum
Momentum is a property of moving objects, which Solve problems using the equation ⃗p=m ⃗
v.
depends on their mass and velocity. Momentum ⃗p is Solve problems involving changes in momentum
defined as the product of the mass of an object and and impulse.
its velocity or mathematically as ⃗p=m ⃗
v. Use vector subtraction to determine the change in
Momentum may be transferred from one object to momentum, ∆ ⃗ p , of an object in one- and two-
another when a force acts over a time interval. dimensions.
Momentum is a vector quantity whose SI units are Use Newton’s Second Law in the form Σ ⃗
either a kg m s-1 or s N.
F =m a⃗
∆ ⃗p
The change in momentum, ∆ ⃗ p , of an object must to derive the formula: Σ ⃗
F= .
be found using vector subtraction.
∆t
The rate of change of momentum of an object with Apply Newton’s second law to real life one-
respect to time is equal to the net force acting upon dimensional situations.
the object. This can be expressed mathematically Use a force-time graph to calculate the impulse of
∆ ⃗p an object.
as: Σ ⃗
F= .
∆t
The area under a force-time graph gives the impulse
of the object.
Collisions
The law of conservation of momentum states that in Explain the conservation of momentum in terms of
an isolated system, the total momentum of the Newton's third law of motion when there are no
objects in the system remains constant despite unbalanced external forces acting.
interactions between these objects. State and use the conservation of momentum to
An elastic collision is one in which the total initial solve problems in a variety of contexts in one-
kinetic energy equals the total final kinetic energy. In dimension.
an inelastic collision, some kinetic energy is Describe the difference between an elastic collision
transformed. and an inelastic collision using examples.
Solve problems involving one-dimensional
1 2
collisions, using E k = m v and ⃗p=m ⃗v.
2
Describe the energy transformations during
inelastic collisions.

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Semester 2 13
 Topic 3: Waves - Light
Students develop their understanding of the wave-like properties of light and other forms of
electromagnetic radiation. They are introduced to the concept of oscillating electric and magnetic fields
to model the behaviour of light and other forms of electromagnetic radiation. They investigate light and
other forms electromagnetic radiation and explore applications based on the wave model.
Key Ideas Intended Student Learning
Students should know and understand the Students should be able to do the following.
following.
Electromagnetic wave model
Light is the visible part of the electromagnetic Recall the electromagnetic spectrum in order of
spectrum – a spectrum that also includes radio decreasing wavelength and increasing frequency.
waves, microwaves, infrared, and ultraviolet Identify a use of each part of the electromagnetic
radiations, x-rays, and gamma rays. spectrum.
Electromagnetic waves can be modelled as a Solve problems using the wave equation for
transverse wave, made up of oscillating electric and electromagnetic waves: c=fλ .
magnetic fields, that can travel through a vacuum at
the speed of light, c .
The ray model: reflection
Light obeys the law of reflection when incident on a Describe reflection using the ray model of light.
surface. Draw diagrams to show the paths of light rays
The law of reflection states that the angle of reflected from plane surfaces including image
incidence is equal to the angle of reflection, and that formation.
the incident ray, reflected ray and normal lie on the Describe and explain the properties of an image
same plane. including its size, nature, location and orientation.
Reflections from smooth, flat surfaces produce
images.
The ray model: refraction
Refraction is the change in direction of propagation Describe refraction using the ray model of light.
of a wave as its speed changes. Explain that refraction is related to the velocities of
Snell’s Law states that the sine of the angle of waves in different media and outline how this results
incidence is directly proportional to the sine of the in the bending of the wavefront.
angle of refraction for a particular pair of media. Construct ray diagrams indicating the direction of
The refractive index of a medium is defined as the travel of light rays and relate this to a propagating
ratio of the speed of light in a vacuum to the speed wavefront.
of light in the medium. Use Snell’s Law to quantitatively describe refraction,
sin i v 1 λ 1 n 2
using: = = = .
sin r v 2 λ 2 n 1
Solve problems using the refractive index formula:
c
n=
v

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Semester 2 14
 Key Ideas Intended Student Learning
Students should know and understand the Students should be able to do the following.
following.
Total internal reflection
Total internal reflection occurs when the angle of Identify the conditions necessary for total internal
incidence is greater than the critical angle when reflection to occur, referring to the critical angle.
light passes from one medium to another and is Solve problems involving the critical angle for a pair
bent away from the normal. of media.
The critical angle is the angle where total internal Apply total internal reflection to optical fibres and
reflection prevents the ray from escaping from a explain their use in medicine and communication.
higher optical-density medium to a lower optical-
density medium. The angle of refraction that
corresponds to the critical angle is 90°.
Total internal reflection is used to transmit signals
down optical fibres.
Polarisation
Plane-polarisation involves the restriction of Describe polarisation of electromagnetic waves
vibrations to a single plane. using the wave model.
The plane of polarization is defined by the plane of Define the plane of polarisation of an
the electric field. electromagnetic wave.
Most sources of light (including light from the Sun or Identify sources of light that are unpolarized.
an incandescent globe) emit unpolarized light Describe how a polarising filter is used to polarise an
waves. electromagnetic wave.
Light can be plane polarized through a polarizing
filter.
Images formed by refraction REMOVED FROM
COURSE Draw diagrams to show the paths of light rays
The focus of a lens is where all the rays from a refracted through concave or convex lenses,
converging (convex) lens are concentrated, or including image formation for each of these.
where they appear to originate after passing Describe and explain the properties of an image
through a diverging (concave) lens. including its size, nature, location and orientation.
The location and type of image formed by a lens Distinguish between concave and convex lenses and
can be determined by either ray tracing or using the the types of images they produce.
thin lens equation.
1 1 1
The magnification of an image is defined as the Use the thin lens equation, = + , along with a
ratio of the height of the image,hi , to the height of
f u v
sign convention, to determine the location and type
hi of image formed by a lens.
the object, h o: M = .
ho Calculate the magnification of an image.
Identify uses of lenses in optical devices.

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Semester 2 15
 Topic 4: Nuclear Models and Radioactivity
In this topic, students build on their understanding of the basic structure of the nucleus to develop an
understanding of the concepts involved in stable versus unstable nuclei, radioactivity, nuclear fission
and nuclear fusion. This includes the concepts of nuclear force, nuclear reactions, radioactive
decays, and mass-energy equivalence.
Key Ideas Intended Student Learning
Students should know and understand the following. Students should be able to do the following.
The nucleus
The basic structure of an atom comprises a small Describe the structure of an atom, including the
central nucleus consisting of protons and neutrons relative size and location of the nucleons and
(nucleons) surrounded by electrons. electrons.
Atomic nuclei can be described using their chemical Describe the structure of various nuclei from their
symbol (X), mass number (A), atomic number (Z), symbol and vice versa.
and number of neutrons (N). A common Identify isotopes of an element based on their
A
representation is: z X . composition.
Isotopes are atoms of the same element that have Explain why isotopes of the same element are
different mass numbers. chemically identical but have different physical
properties.
The nucleus is held together by a strong, attractive
nuclear force. Describe the properties of the strong nuclear force,
including its short range.
Describe the balance between the electrostatic
force and strong nuclear force in stable nuclei.
Use the properties of the electrostatic force and
strong nuclear force to explain why some isotopes
are unstable.
Locate stable and unstable nuclei on an N versus
Z graph.
Radioactive decay
Unstable nuclei will undergo radioactive decay in Use the atomic and mass numbers to predict the
which particles and/or electromagnetic radiation are type of decay for an unstable nucleus.
emitted. Use the location on an N versus Z graph to predict
The type of decay an unstable nucleus will undergo the type of decay for an unstable nucleus.
can be predicted based on the number of protons Write equations for the decay of heavy nuclei by
and neutrons within the nucleus. alpha decay.
In alpha decay, an unstable nucleus emits an alpha
4
particle, 2α . Alpha decay typically occurs for nuclei
with Z > 83.
The general equation for an alpha decay is given by:
A A −4 4
Z X → Z−2Y + 2 α .

In beta minus decay, an unstable nucleus emits an

0
electron (−1e ).
Beta minus decay occurs when a nucleus has an
excess of neutrons, and involves the decay of a
neutron into a proton, electron, and antineutrino.
This is shown by the equation: n → p+ e−¿+ν e ¿.

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Semester 2 16
 Key Ideas Intended Student Learning
Students should know and understand the following. Students should be able to do the following.
The general equation for beta minus decay of an Describe the structure of unstable nuclei that
unstable nucleus is shown by the equation: causes each type of beta decay.
A A 0
X → Z Y + Z +1e+ −1¿ ν e . ¿ Write the equations for the decay of nuclei by beta
minus and beta plus decay.
In beta plus decay, an unstable nucleus emits a
0 Use conservation of charge to explain the emission
positron (+1e ). Beta plus decay occurs when a
of an electron or positron in beta decay.
nucleus has an excess of protons, and involves the
Describe how the use of conservation of
decay of a proton into a neutron, positron, and
momentum led scientists to predict the presence of
neutrino. This is shown by the equation:
+ ¿+ ν ¿
neutrinos.
p →n+ e e . Write equations for the decay of unstable nuclei
The general equation for beta plus decay of an involving the emission of gamma rays.
unstable nucleus is given by: Describe the effects of ionising radiation on living
A A 0
X → Z Y + Z −1e + +1¿ ν e .¿ matter.
In gamma decay, an unstable nucleus emits high- Describe methods of minimizing exposure to
energy gamma rays (γ ). ionising radiation.
Gamma decay occurs when a nucleus is left with Compare and contrast the ionising ability and
excess energy after an alpha or beta decay. penetration through matter of alpha, beta, and
gamma radiations.
The general equation for a gamma decay is given
A ¿ A
by: Z X → Z X +nγ where n is the number of high-
energy gamma rays emitted.
The particles emitted in radioactive decay have
sufficient energy to ionise atoms.
The properties of the particles and/or radiation
emitted in the different types of radioactive decay
result in different penetration of matter.
Radioactive half-life
The number of radioactive nuclei in a sample of a Relate the activity of a sample to the number of
given isotope decreases exponentially with time. radioactive nuclei present, and hence explain how it
Half-life is the time required for half of the decreases exponentially with time.
radioactive nuclei in a sample to decay. Use data to estimate the half-life of radioactive
Half-life of radioactive nuclei is independent of both nuclei.
the physical state and the chemical state of the Use data to estimate the activity or number of
material. radioactive nuclei of a sample at different times.
The activity of a radioactive substance is the Estimate the age of a sample based on the relative
number of radioactive nuclei that decay per unit activity or the relative amounts of radioactive nuclei
time. or their decay products.
Mass defect and binding energy
Accurate measurements show that the mass of a Given the masses (in kg) of a nucleus and its
nucleus is less than that of its individual nucleons. constituent nucleons, calculate the mass defect (in
This difference is called the mass defect, ∆ m. kg), binding energy and average binding energy per
The minimum energy necessary to separate a nucleon (in J) of the nucleus.
nucleus into its constituent nucleons is called the Draw the general shape of average binding energy
binding energy of the nucleus. per nucleon versus mass number graph.
The binding energy, Eb , is calculated from the mass
2
defect using Eb =∆ m c .

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Semester 2 17
 Key Ideas Intended Student Learning
Students should know and understand the following. Students should be able to do the following.
Nuclear energy
Nuclear fission can be induced in some heavy nuclei Explain the release of energy in fission and fusion
by the capture of a neutron. The nucleus splits into reactions using the average binding energy per
two nuclei and usually more than one neutron. nucleon versus mass number graph.
The total mass of the reactants in a fission reaction Explain fission in terms of short-range nuclear-
is greater than that of the products, releasing energy attractive forces and long-range electric-repulsive
given by E=∆ m c 2, where ∆ m is the mass of the forces.
reactants minus the mass of the products. Given the relevant masses (in kg), calculate the
Nuclear fusion is the process in which two nuclei energy released per fission reaction (in J).
combine into a single nucleus. Discuss how nuclear fission releases energy in the
The energy released in a fusion reaction given by form of gamma rays and kinetic energy.
2
E=∆ m c , where ∆ m is the difference in mass Explain why high temperatures are needed for
between the reactants and the products. nuclear fusion to occur.
Energy released during nuclear fission reactions Given the relevant masses (in kg), calculate the
can be harnessed for use in power generation, but energy released per fusion reaction (in J).
at the moment the energy released during nuclear Discuss the use of nuclear fission in power
fusion cannot be used for this. production, and why nuclear fusion cannot be used.

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Semester 2 18
ASSESSMENT SCOPE AND REQUIREMENTS
At Stage 1, assessment is school-based.
EVIDENCE OF LEARNING
The following assessment types enable students to demonstrate their learning in Stage 1
Physics.
 Assessment Type 1: Investigations Folio
 Assessment Type 2: Skills and Applications Tasks
Students provide evidence of their learning through four assessments. Each assessment
type will have a weighting of at least 25%.
Students complete:
 one practical investigation
 one science as a human endeavour investigation
 two skills and applications tasks.
ASSESSMENT DESIGN CRITERIA
The assessment design criteria are based on the learning requirements and are used by
teachers to:
 clarify for the student what he or she needs to learn
 design opportunities for the student to provide evidence of his or her learning at the
highest level of achievement.
The assessment design criteria are the specific features that:
 students should demonstrate in their learning
 teachers look for as evidence that students have met the learning requirements.
For this subject, the assessment design criteria are:
 investigation, analysis, and evaluation
 knowledge and application.
The specific features of these criteria are described below. The set of assessments, as a
whole give students opportunities to demonstrate each of the specific features by the
completion of study of the subject.
Investigation, Analysis, and Evaluation
The specific features are as follows:
IAE1 Deconstruction of a problem and design of a physics investigation.
IAE2 Obtaining, recording, and representation of data, using appropriate conventions and
formats.
IAE3 Analysis and interpretation of data and other evidence to formulate and justify
conclusions.
IAE4 Evaluation of procedures and their effect on data.
Knowledge and Application
The specific features are as follows:
KA1 Demonstration of knowledge and understanding of physics concepts.
KA2 Application of physics concepts in new and familiar contexts.
KA3 Exploration and understanding of the interaction between science and society.
KA4 Communication of knowledge and understanding of physics concepts and information,
using appropriate terms, conventions, and representations.

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Semester 2 19
SCHOOL ASSESSMENT
Assessment Type 1: Investigations Folio
Students inquire into aspects of physics through practical discovery and data analysis, or by
selecting, analysing, and interpreting information.
For this assessment type, students provide evidence of their learning in relation to the
following assessment design criteria:
 investigation, analysis, and evaluation
 knowledge and application.
Practical Investigations
As students design and safely carry out investigations, they further develop their science
inquiry skills by:
 deconstructing a problem to determine the most appropriate method for investigation
 formulating investigable questions and hypotheses
 selecting and using appropriate equipment, apparatus, and techniques
 identifying variables
 collecting, representing, analysing, and interpreting data
 evaluating procedures and considering their impact on results
 drawing conclusions
 communicating their knowledge and understanding of concepts.
Practical investigations are conducted both individually and collaboratively. For each
investigation, students present an individual report.
Evidence of deconstruction (where applicable) should outline the deconstruction process, the
method designed as most appropriate, and a justification of the plan of action, to a maximum
of 2 double-sided A4 sheets. Suggested formats for this evidence include flow charts,
concept maps, tables, or notes.
A practical report should include:
 introduction with relevant physics concepts, and either a hypothesis and variables, or
investigable question
 materials/apparatus*
 the method that was implemented*
 identification and management of safety and/or ethical risks*
 results, including table(s) and/or graph(s)*
 analysis of results, including identifying trends, and linking results to concepts
 evaluation of procedures and their effect on data, identifying sources of uncertainty
 conclusion, with justification.
The report should be a maximum of 1000 words. The four asterisked(*) sections
(materials/apparatus, method/procedure, safety and/or ethical risks, and results) are
excluded from the word count.

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Semester 2 20
Science as a Human Endeavour Investigation
Students investigate a contemporary example of how science interacts with society related to
the topics studied.
Students could consider, for example, how:
 humans seek to improve their understanding and explanation of the natural world
 working scientifically is a way of obtaining knowledge that allows for testing scientific
claims
 scientific theory can change in the light of new evidence
 technological advances change ways of working scientifically
 links between advances in science impact and influence society
 society influences scientific research
 physics is important in sport
 emerging physics-related careers and pathways involve science
 ‘blue sky’ research leads to new technologies.
Students access information from different sources, select relevant information, analyse their
findings, explain the connection to science as a human endeavour. Based on their
investigation, students prepare a scientific communication, which must include the use of
scientific terminology.
The communication should be a maximum of 1000 words if written, or a maximum of 6
minutes for an oral presentation, or the equivalent in multimodal form.
Assessment Type 2: Skills and Applications Tasks
Students will undertake these skills and applications task under the direct supervision of a
teacher. Skills and applications tasks allow students to provide evidence of their learning in
tasks that may:
 be applied, analytical, and/or interpretative
 pose problems in new and familiar contexts
 involve individual or collaborative assessments, depending on task design.
A skills and applications task may involve, for example:
 solving problems
 designing an investigation to test a hypothesis or investigable question
 considering different scenarios in which to apply their knowledge and understanding
 graphing, tabulating, and/or analysing data
 evaluating procedures and identify their limitations
 formulating and justifying conclusions
 representing information diagrammatically or graphically
 using physics terms, conventions, and notations.
As a set, skills and applications tasks will be designed to enable students to apply their
science inquiry skills, demonstrate knowledge and understanding of key physics concepts
and learning, and explain connections with science as a human endeavour. Problems and
scenarios should be set in a relevant context, which may be practical, social, or
environmental.

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Semester 2 21
For this assessment type, students provide evidence of their learning in relation to the
following assessment design criteria:
 investigation, analysis, and evaluation
 knowledge and application.

PERFORMANCE STANDARDS
The performance standards describe five levels of achievement, A to E, and are shown over
the next page.
Each level of achievement describes the knowledge, skills and understanding that teachers
refer to in deciding how well a student has demonstrated his or her learning on the basis of
the evidence provided.
At the student’s completion of study of a subject, the teacher makes a decision about the
quality of the student’s learning by:
 referring to the performance standards
 taking into account the weighting of each assessment type
 assigning a subject grade between A and E.
To enable students to develop their own practical skills required to meet the performance
standards there will be no drafting of practical reports, however teacher help will be available if
required. One draft may be submitted when completing the science as a human endeavour
investigation.
If deadlines are not met when submitting a summative assessment item, parents will be
contacted, and measures put into place to ensure that the summative item is done.
Legitimate reasons (e.g. personal or medical) can be used to extend a deadline for an
assessment task, with the submission of a deadline extension form and teacher agreement.
This should be negotiated well before the deadline.
In Semester 2 the Pembroke Grade reported will be calculated using the subject grade and
the semester examination with a weighting of 80% and 20% respectively.

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Semester 2 22
 Performance Standards for Stage 1 Physics
Investigation, Analysis, and Evaluation Knowledge and Application
Critically deconstructs a problem and designs a Demonstrates deep and broad knowledge and
A logical, coherent, and detailed, physics understanding of a range of physics concepts.
investigation. Applies physics concepts highly effectively in new
Obtains, records, and represents data, using and familiar contexts.
appropriate conventions and formats accurately and Critically explores and understands in depth the
highly effectively.
interaction between science and society.
Systematically analyses and interprets data and
Communicates knowledge and understanding of
evidence to formulate logical conclusions with
physics coherently with highly effective use of
detailed justification.
appropriate terms, conventions, and representations.
Critically and logically evaluates procedures and
their effect on data.
Logically deconstructs a problem and designs a Demonstrates some depth and breadth of
B knowledge and understanding of a range of physics
well-considered and clear physics investigation.
Obtains, records, and displays findings of concepts.
investigations, using appropriate conventions and Applies physics concepts mostly effectively in new
formats mostly accurately and effectively. and familiar contexts.
Logically analyses and interprets data and evidence Logically explores and understands in some depth
to formulate suitable conclusions with reasonable the interaction between science and society.
justification. Communicates knowledge and understanding of
Logically evaluates procedures and their effect on physics mostly coherently with effective use of
data. appropriate terms, conventions, and representations.
Deconstructs a problem and designs a considered Demonstrates knowledge and understanding of a
C and generally clear physics investigation. general range of physics concepts.
Obtains, records, and displays findings of Applies physics concepts generally effectively in
investigations, using generally appropriate new or familiar contexts.
conventions and formats with some errors but
Explores and understands aspects of the interaction
generally accurately and effectively.
between science and society.
Undertakes some analysis and interpretation of data
Communicates knowledge and understanding of
and evidence to formulate generally appropriate
physics generally effectively, using some
conclusions with some justification.
appropriate terms, conventions, and representations.
Evaluates procedures and some of their effect on
data.
Prepares a basic deconstruction of a problem and an Demonstrates some basic knowledge and partial
D outline of a physics investigation. understanding of physics concepts.
Obtains, records, and displays findings of Applies some physics concepts in familiar contexts.
investigations, using conventions and formats Partially explores and recognizes aspects of the
inconsistently, with occasional accuracy and
interaction between science and society.
effectiveness.
Communicates basic physics information, using
Describes data and undertakes some basic
some appropriate terms, conventions, and/or
interpretation to formulate a basic conclusion.
representations.
Attempts to evaluate procedures or suggest an effect
on data.
Attempts a simple deconstruction of a problem and a Demonstrates limited recognition and awareness of
E procedure for a physics investigation. physics concepts.
Attempts to record and display some descriptive Attempts to apply physics concepts in familiar
results of an investigation, with limited accuracy or contexts.
effectiveness. Attempts to explore and identify an aspect of the
Attempts to describe results and/or interpret data to interaction between science and society.
formulate a basic conclusion. Attempts to communicate information about physics.
Acknowledges that procedures affect data.

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Semester 2 23
 Assessment Overview
Assessment Design
Assessment Assessment conditions
Criteria
Type and Details of assessment (e.g. task type, word length, time
Weighting IAE KA allocated, supervision)

Science as a Human Endeavour Investigation Format: Report or ICT presentation

Students investigate a contemporary example of their choice (not previously done in earlier Word length: 1000 words or 6 minutes
years) of how science interacts with society, that is linked to the Nuclear Physics topic. Time allocated: 4 lessons plus some
Students will find an article to help start their research. They will individually analyse and 3 2,3,4 homework time over a 5-week period
Assessment synthesise information from various sources to explain the physics relevant to the focus of Supervision: Feedback will be given at
Type 1: their investigation, show its connection to science as a human endeavour, and develop and the time of the selection of their article
Investigations justify their own conclusions, acknowledging sources correctly. and on a draft of their report.
Folio
Practical Investigation Format: Report
Students will individually design a practical investigation by deconstructing an open-ended Word length: Deconstruction and
40 problem. They will then carry out a practical related to their design collecting and recording Design 4 x A4 pages, Completion
Weighting % raw data. They will individually analyse and interpret this data with the aid of a graph, looking Report 1000 words
for connections between variables, so they can present a conclusion. They will then evaluate 1,2,3,4 2,4
Time allocated: 4 lessons plus some
procedures and their effect on data. They will submit an individual word-processed practical homework time over a 2-week period
report, where excel has been used to process and present data. Supervision: The recording of data will
be done under teacher supervision

Assessment Forces and Momentum Test Format: Test

Type 2: Skills Students will be assessed on their knowledge and understanding of forces, momentum and Time: 50 minutes
and energy, and their ability to apply these in new and familiar contexts and to contemporary 1,2,3,4 Materials allowed: Formula sheet and
applications using appropriate terms, conventions and representations. calculator
Applications
Tasks Supervision: Done under test conditions
Light and Inquiry Skills Test Format: Test
60 Students will be assessed on their knowledge and understanding of energy and momentum Time: 50 minutes
and inquiry skills, and their ability to apply these in new and familiar contexts and to 3,4 1,2,4 Materials allowed: Formula sheet and
Weighting % contemporary applications using appropriate terms, conventions and representations. calculator
Supervision: Done under test conditions

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Stage 1 Physics 2017 Semester 2 24