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Conceptual understanding: different perspectives and experimental work led to the development of differing logical approaches to explaining energy transfer in waves.
Conceptual understanding: different perspectives and experimental work led to the development of differing logical approaches to explaining energy transfer in waves.
Global context: fairness and development - an exploration into inequality of access to medical treatments globally.
Global context: fairness and development - an exploration into inequality of access to medical treatments globally.
Unit Structure
Unit Structure
Strand 1: Wave nature
Energy can be transformed but is conserved in an isolated system.
Energy from a point source disperses (change) as it moves away from the source.
Inquiry questions:
How do we describe light? (F)
How can we measure the speed of a wave? (F)
How does wave motion differ to motion already encountered? (C)
What is moving? (C)
How do we describe light? (D)
What do waves move through? (D)
Strand 2: Wave action
Scientists have developed different models to explain wave behaviour.
Inquiry questions:
How do we show the movement of energy? (F)
How is a rainbow formed? (F)
How do glasses address vision problems? (F)
What colour scatters the most through water (eg when diving)? (F)
Why do we have different particle models for reflection, refraction, and diffraction? (C)
Do we all perceive colour in the same way? (C)
Is the developed world doing enough to support the treatment of diseases in developing countries? (D)
Why are women more likely to be blind than men? (D)
Strand 3: Wave applications
Changing properties of waves make them suitable for differing tasks.
Inquiry questions:
How do we know c is the cosmic speed limit? (C)
How has the internet changed our world? (C)
What does it mean when we say that looking through space is looking back through time? (C)
What are the advantages and disadvantages to global communication? (D)
Approaches to Learning:
Approaches to Learning:
Thinking - Critical - Use models and simulations to explore complex systems and issues (focus on modelling waves as particles or field disturbances)
Thinking - Critical - Evaluate evidence and arguments (focus on evaluation of investigation)
Applications and skills:
Applications and skills:
Describe waves as energy transfer (including sound as a pressure wave).
Draw a simple wave diagram annotating crest, trough, amplitude (also as volume) and wavelength.
Derive (from speed = distance/time) and use the equation v = f λ.
Draw ray diagrams for reflection and refraction.
Draw wavefront diagrams for reflection, refraction and diffraction.
Use Snell’s law to determine the refractive index of a material, and critical angle of a material.
Describe the main parts of the electromagnetic spectrum, their common properties, and uses.
Assessments:
Assessments:
Summative assessment - test will be conducted after unit 5 as a combined units 3-5 test.
Formative quick quiz on wave characteristics (15 min) (AS 1-3).
Formative task - intensity (AS 1).
Formative task - reflection (AS 4-5).
Formative task - refraction (AS 4-5).
Summative lab - Snell’s Law (AS 4-6).
Summative quick quiz (15 min) (AS 1-6).
Formative task - EM spectrum (AS 7).
Summative task - medical applications (AS 1, 4-5).
Summative assessment - this unit will also be assessed in the end of year exam.
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