Learning Area Leader: Ms Harrowfield
Career Paths / Future Directions
Aerospace, Education, Engineering, Geology, Meteorology, Mining Industry, Applied Sciences such as: Biomechanics, Electronics, Geospatial Sciences, Medical Technology, Physiotherapy, Podiatry, Radiography, Veterinary Science, and many more general Science Degrees
Unit 1 – How are light and heat explained? (Code: PHYS11)
Description
In this area of study, students study light using the wave model and thermal energy using a particle model forming an understanding of the fundamental physics ideas of reflection, refraction and dispersion. They use these to understand observations made of the world such as mirages and rainbows. They investigate energy transfers and explore how light and thermal energy relate to one another. They apply light ideas to explain how light is used through optical fibres in communication, and how physics is used to inform global warming and climate change.
Outcomes
On completion of this unit, students should be able to:
· Model, investigate and evaluate the wave-like nature of light, thermal energy and the emission and absorption of light by matter.
· Explain, apply, and evaluate nuclear radiation, radioactive decay and nuclear energy.
To investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical systems, apply mathematical models to analyse circuits, and describe the safe and effective use of electricity by individuals and the community.
Unit 2 – How does physics help us understand the world? (Code: PHYS22)
Description
In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments.
In Area of Study 1, students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary and apply these concepts to a chosen case study of motion.
In Area of Study 2, students choose one of eighteen options related to climate science, nuclear energy, flight, structural engineering, biomechanics, medical physics, bioelectricity, optics, photography, music, sports science, electronics, astrophysics, astrobiology, Australian traditional artefacts and techniques, particle physics, cosmology and local physics research. The selection of an option enables students to pursue an area of interest through an investigation and using physics to justify a stance, response or solution to a contemporary societal issue or application related to the option.
Outcomes
On completion of this unit, students should be able to:
· Investigate, analyse, mathematically model and apply force, energy and motion.
· Investigate and apply physics knowledge to develop and communicate an informed response to a contemporary societal issue or application related to a selected option.
· Draw an evidence-based conclusion from primary data generated from a student-adapted or student-designed scientific investigation related to a selected physics question.
Unit 1 & 2 Assessment
· A report of a practical investigation (student-designed or adapted); and tasks selected from
· Practical activities
· Data analysis
· Design, building, testing, and evaluation of a device
· A report
· Modelling
· Media response
· Semester Examinations
Unit 3 – How Do Fields Explain Motion and Electricity? (Code: PHYS33)
Description
In this unit students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.
Outcomes
On completion of this unit, students should be able to:
· Investigate motion and related energy transformations experimentally and analyse motion using Newton’s laws of motion in one and two dimensions.
· Analyse gravitational, electric and magnetic fields, and apply these to explain the operation of motors and particle accelerators, and the orbits of satellites.
· Analyse and evaluate an electricity generation and distribution system.
Unit 4 – How Have Creative Ideas and Investigation Revolutionised Thinking in Physics? (Code: PHYS44)
Description
In this unit, students explore some monumental changes in thinking in Physics that have changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is re-imagined using a wave model. Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS.
Assessment
On completion of this unit, students should be able to:
· Analyse and apply models that explain the nature of light and matter and use special relativity to explain observations made when objects are moving at speeds approaching the speed of light.
· Design and conduct a scientific investigation related to fields, motion or light, and present an aim, methodology and method, results, discussion and a conclusion in a scientific poster.
Unit 3 & 4 Assessment
Unit 3 coursework = 30%
Unit 4 coursework = 20%
Written Examination = 50%