Activities and resources
Students are enrolled into the Google classroom where learning activities are posted. Skills Tasks, Slides and Practical Investigations for Year 11 Physics (Modules 1-4) are available for students Home page at https://sites.google.com/wccs.nsw.edu.au/wccsphysics/home.
1. Introductory practical investigation
Students use their own device to access the Google site for Physics and read "The Physics Stage 6 Syllabus involves the study of matter and its motion through space and time, along with related concepts that include energy and force. Physics deals with the study of phenomena on scales of space and time - from nuclear particles and their interactions up to the size and age of the universe. This allows students to better understand the physical world and how it works, appreciate the uniqueness of the universe, and participate in navigating and influencing the future."
Students engage by watching an excerpt from “BMW M5 Onboard POV Autobahn Acceleration F10 V8 Sound BerlinTomek Test Drive” (Slide 1).
Students explain that kinematics is the study of motion. It comes from the Greek word “kinesis” meaning motion. Kinematics is a branch of mechanics.
Students go to https://sites.google.com/wccs.nsw.edu.au/physics/home/working-scientifically-skills and open Practical Investigation 0, use investigation skills using a ticker timer and tape, pull the tape through at a slow steady speed, then medium speed, then high speed, record and graph the data.
Note: If there are technology issues, then a paper worksheet can replace the use of devices.
Slides from lessons are posted on Google Classroom.
2. BYOD and Biblical Perspective
Students check that they have access to the network, email, Google classroom and Google site for Physics.
Relate how the ancient Greek philosopher Zeno, motion seemed such a self-contradictory feature of the world (see Kinematics PPt, Slide 3).
Students read the Content Focus and Biblical Perspective (on Kinematics PPt, Slide 4), and discuss:
· What does the study of kinematics involve?
· How can we describe and predict linear motion?
· What does a study of kinematics allow us to appreciate?
Discuss "How do we make sense of our observations from a Christian worldview?" using the Biblical Perspective above as a guide.
3. Comparing graphs
Students distinguish between scalar and vector quantities. To do this, students use Google maps to find out distance and displacement data.
To demonstrate their competence, students complete Skills Task 1 - Comparing graphs and submit it for marking and feedback.
As a class activity, students describe uniform straight-line (rectilinear) motion and uniformly accelerated motion through qualitative descriptions.
Students use d-t, v-t and a-t graphs from Hyperphysics and TES to describe in words the motions of various objects and submit their work online to be checked.
4. Practical Investigation 1 (double period)
Students access Practical Investigation 1 - A student travelling to school from the Physics classroom.
Students watch “I was running” (1:47) https://www.youtube.com/watch?v=v3qlBM9vAW8 and complete the online investigation to distinguish between scalar distance and vector displacement quantities.
Students distinguish between scalar and vector quantities. To do this, students use Google maps to find out distance and displacement data.
5. Comparing Graphs
Using Slide 5, explain the difference between scalars and vectors. Students write definitions of these. Students identify examples (at least 4) of each. These are added to Slide 6.
Discuss velocity vs. speed.
Note: notation of a vector can be v (bold italic serif) or v→ (non-bold italic serif accented by a right arrow on top). NESA recommends italics with the arrow, although they do not introduce this until Module 2. It is best to use the correct notation straight away.
Students watch Distance and Displacement (3:55).
Slide 7. Students complete review questions, then check in pairs. They complete Exercise Set 2 - Addition and subtraction of vectors.
To demonstrate their competence, students complete Skills Task 2 - Adding and subtracting vectors and submit it for marking and feedback.
Students view Slide 8 Kinematics PPt on Physics site.
Brainstorm: What is displacement?
Students learn the definition of distance and displacement (see glossary from NESA in program and on Physics site).
Slide 9: students describe (words) this trip from A to F.
Students complete Exercise Sets 6 - 8 using pen and paper.
6. Check progress
Students review concepts by viewing:
· What is Velocity? (6:51)
· Crash Course (10:39)
· The Equations of Motion (10:46)
Students complete review questions, then check in pairs.
They complete Exercise Set 2 - Addition and subtraction of vectors, posted on Google Classroom.
Students complete adding / subtracting vectors (3.1 Review) from the textbook.
Specific Adjustments for NCCD: Support strategies for students who require support include using Simple M1 Slide 4 "Speed-Time Graphs", Worksheet 2 "Motion Graphs" and Worksheet 3 "Motion Graphs & Calculations". Answers on p.10.
7. Adding and subtracting vectors
Brainstorm: How is the velocity of an object moving in a straight line described? For example, if an XPT travelled from Sydney to Dubbo.
Students review that distance and speed are scalar (magnitude only), whereas displacement and velocity are vectors having both magnitude and direction.
Students identify that vectors are drawn as scale diagrams with an arrowhead indicating direction.
Students calculate the relative velocity of two objects moving along the same line using vector analysis.
Students explain Worked Examples 1 and 2 (Slides 13 and 14).
Students complete Practical Investigation 2: Instantaneous and average velocity - first hand data with the aim to record the motion of an object to graph its motion and determine its velocity.
Students build up their skills using Exercise Set 3 - Average and relative velocities.
To demonstrate their competence, students complete Skills Task 3 - Calculating relative velocity and submit it for marking and feedback.
9. Deriving and using equations for uniform acceleration (a)
Students view Kinematics PPt saved on Physics site.
Brainstorm: What does an accelerator do in a car? How does the pedal relate to the motion of the car?
Students learn the definition of rectilinear motion (see glossary from NESA in program and on Physics site).
Students develop skills through Worked Example 3 - average acceleration (Slide 17).
Students are encouraged to memorise key formulas to make them readily available for solving problems.
Students learn to give solutions that require vector answers a check using MUDS - Magnitude, Units, Direction and Significant figures.
Notation: m/s is equivalent to m s-1.
Students solve a problem on uniform acceleration using Worked Example 4 (Slide 18).
Students are guided to use the WISE strategy - What is happening? (diagram and data), Isolate the unknown (and select an equation), Substitute and Evaluate (realistic, units).
10. Deriving and using equations for uniform acceleration (b)
Students solve uniform acceleration problem using Worked Examples 5 to 9 (Slides 19-27).
Note: v2 = u2 + 2as can only be used in one direction (x direction or y direction), since students do not know vector multiplication!
Students solve a free fall problem using Worked Example 10 (Slide 32).
Students build up their skills using Exercise Set 4A - Acceleration and Exercise Set 4B - Equations of motion.
To demonstrate their competence, students complete Skills Task 4 - Deriving and using equations for uniform acceleration and submit it for marking and feedback.
Students consider the motion represented by a v-t graph and explore how to find acceleration. They explore how to use the area under the graph (Slides 23-24).
11. Practical Investigation 3: Instantaneous and average velocity (double period)
Students complete Practical Investigation 3: Instantaneous and average velocity - technology with the aim to record the motion of an object down an inclined plane using technology to graph, describe and analyse the motion. To do this, students use:
· Mechanical trolley
· Ramp
· Brick or other object to raise one end of the ramp
· Data Harvest EasySense Advanced Data Logger (or ticker tape timer in lieu of data logger)
Students write an analysis and conclusion, then submit their work on the classroom for feedback.
Extension for advanced students: If students have completed all Skills Tasks, they may attempt some additional Advanced Questions by researching velocity changes in simple harmonic motion, noting that this is not required in the Year 11 course.
Activities and resources
12. Analysing vectors
Students watch “Meet the Man Who Strapped Himself to a Rocket, For Science” (1:43) https://www.youtube.com/watch?v=HV4JzoeaWTQ.
Students explain a free-fall problem using Worked Example 11 (Slide 42).
Students build up their skills using Exercise Set 5 - 2D Vectors.
To demonstrate their competence, students complete
Skills Task 5 - Analysing vectors and submit it for marking and feedback.
13. Distance and displacement
Students watch Distance and Displacement https://www.youtube.com/watch?v=21BwUNDOQno (3:55)
Students explain a problem with vectors in 2D using Worked Example 12 (Slide 43).
Students are able to explain:
· When two vectors are added, join the tail of the second vector to the arrowhead of the first vector.
· To find the resultant vector, draw a double-headed arrow from the start to the finish.
· When two vectors are subtracted, draw the second vector in the opposite direction and add them.
Students are able to explain the difference between solving a vector problem graphically and solving it algebraically.
Students build up their skills using Exercise Set 6 - Components of vectors.
Extension for advanced students: Students go to the Guided Reading section at the bottom of the page to explore the life and scientific discoveries of Galileo Galilei:
https://sites.google.com/wccs.nsw.edu.au/wccsphysics/module-1-kinematics/inquiry-questions.
To demonstrate their competence, students complete Skills Task 6 - Representing distance and displacement and submit it for marking and feedback.
Students access Y11 Pearson Module 1 Review Questions, complete it and submit it for marking and feedback.
Slides from lessons are posted on Google Classroom.
14. Vector diagrams
Students watch Maths Help: Bearing Problems - VividMaths.com https://www.youtube.com/watch?v=QO0k_k4bbYM (7:04).
Students describe vector diagrams with displacement and velocity by using graphical methods.
Students then analyse algebraically the same situations using Pythagoras' theorem and basic trigonometry.
Students build up their skills using Exercise Set 7 - Vector diagrams.
To demonstrate their competence, students complete Skills Task 7 - Analysing vector diagrams and submit it for marking and feedback.
15. Relative motions
Two students (one standing still) demonstrate and describe each of their perspectives as one student approaches near to the other a right angles.
Students describe relative positions and motions of one object using graphical methods.
Students then analyse algebraically the same situations using Pythagoras' theorem and basic trigonometry.
Students build up their skills using Exercise Set 8 - Relative motion 1.
Extension for advanced students: Students go to the Guided Reading section at the bottom of the page to explore the life and scientific discoveries of Galileo Galilei and "Do faith in God and science contradict?": https://sites.google.com/wccs.nsw.edu.au/wccsphysics/module-1-kinematics/inquiry-questions.
16. Practical Investigation 4 - Analysing the motion of a projectile in two dimensions (double period)
Aim: To analyse the motion of a projectile in two dimensions.
To demonstrate their competence, students complete Skills Task 8 - Analysing relative motion 1 and submit it for marking and feedback.
17. Analysing relative motion
Students watch RELATIVE VELOCITY https://www.youtube.com/watch?v=s1KX_BSIGL0 (3:22).
Students explain relative velocity and solve a problem using Worked Example 13 (Slide 45).
Students describe relative motions of one object in a crosswind or a current.
Students demonstrate using themselves and then analyse how two cars would approach an intersection at right angles.
Students build up their skills using Exercise Set 9 - Relative motion 2.
To demonstrate their competence and for marking and feedback, students:
· complete Skills Task 9 - Analysing relative motion 2 and submit it.
· sit Module 1 Exam in class.
Extension for advanced students: Students who have completed all Skills Tasks may attempt Advanced Questions 2 by answering more questions on "Aeroplanes In Crosswinds".