in2 Physics @ Preliminary Teacher Resource Curriculum correlation grids Prescribed Focus Areas

in2 Physics @ Preliminary Teacher Resource
Prescribed Focus Areas
P1. Outlines the historical development of major
principles, concepts and ideas in physics
Feature: p. 149
2. The nature and practice of physics
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
Focus: pp. 53, 164
3. Applications and uses of physics
P3. Assesses the impact of particular technological
advances on understanding in physics
Feature: pp. 28, 167
P4. Describes applications of physics which affect
society or the environment
Feature: p. 62
P5. Describes the scientific principles employed in
particular areas of research in physics
Focus: pp. 21, 33, 53
Focus: pp. 21, 33, 75, 135, 181, 205, 229
Feature: pp. 38, 62
Focus: p. 164
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5. Current issues, research and developments in physics
Focus : p. 53
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4. Implications for society and the environment
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1. The history of physics
Curriculum correlation grids
Page 1
Copyright © Pearson Australia 2009 (a division of Pearson Australia Group Pty Ltd) ISBN 978 0 7339 6206 6
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in2 Physics @ Preliminary Teacher Resource
Module 1 Moving About
Curriculum correlation grids
1. Vehicles do not typically travel at a constant speed
PAGE STUDENTS:
PAGE
identify that a typical journey involves speed changes
5
plan, choose equipment or resources for, and perform a first-hand
investigation to measure the average speed of an object or a vehicle
Act. 1.1
distinguish between the instantaneous and average speed of vehicles
and other bodies
5
solve problems and analyse information using the formula:
18
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STUDENTS LEARN TO:
vav =
∆r
∆t
where r = displacement
7
present information graphically of:
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distinguish between scalar and vector quantities in equations
displacement versus time
velocity versus time
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for objects with uniform and non uniform linear velocity
compare instantaneous and average speed with instantaneous and
average velocity
7
Define average velocity as:
7
vav =
∆r
∆t
Page 2
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20
in2 Physics @ Preliminary Teacher Resource
Module 1 Moving About
Curriculum correlation grids
2. An analysis of the external forces on vehicles helps to understand the effects of acceleration and deceleration
PAGE
STUDENTS:
PAGE
describe the motion of one body relative to another
8
analyse the effects of external forces operating on a vehicle
52
identify the usefulness of using vector diagrams to assist solving
problems
22
explain the need for a net external force to act in order to change the
velocity of an object
39
describe the actions that must be taken for a vehicle to change
direction, speed up and slow down
48
describe the typical effects of external forces on bodies including:
• friction between surfaces
• air resistance
44
define average acceleration as:
9, 10
v−u
therefore aav =
t
50
plan, choose equipment or resources for and perform a first-hand
investigation to demonstrate vector addition and subtraction
Act. 2.1
solve problems using vector diagrams to determine resultant velocity,
acceleration and force
32
plan, choose equipment or resources and perform first-hand investigations
to gather data and use available evidence to show the relationship between
force, mass and acceleration using suitable apparatus
Act. 3. 2
solve problems and analyse information using:
52
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gather first-hand information about different situations where acceleration
is positive or negative
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∆v
∆t
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aav =
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STUDENTS LEARN TO:
∑ F = ma
for a range of situations involving modes of transport
Page 3
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This page from the in2 Physics @ Preliminary Teacher Resource may be reproduced for classroom use.
Act. 3.1
in2 Physics @ Preliminary Teacher Resource
Module 1 Moving About
TIME
SKILLS CONTENT
(LESSONS)
MODULE CONTENT
Teaching programs
SUGGESTED
STRATEGIES
IN2 PHYSICS @
PRELIMINARY
1
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11.2 Plan first-hand investigations to:
b identify variables that need to be kept
constant, develop strategies to ensure
that these variables are kept constant,
and demonstrate the use of a control
c design investigations that allow valid
and reliable data and information to
be collected
d describe and trial procedures to
undertake investigations and explain
why a procedure, a sequence of
procedures or the repetition of
procedures is appropriate
e predict possible issues that may arise
during the course of an investigation
and identify strategies to address
these issues if necessary
11.3 Choose equipment or resources by:
a identifying and/or setting up the most
appropriate equipment or
combination of equipment needed to
undertake the investigation
b carrying out a risk assessment of
intended experimental procedures
and identifying and addressing
Student Book:
•
Module opening: Skills,
context and inquiry activity,
p. 317.
Do the jelly bean jar activity
featured in module opening for
Chapter 17 ‘Skills’.
Emphasise the need for
calculations and error margins
and not guessing.
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Skills:
•
•
•
distinguish between scalar and
vector quantities in equations
identify that a typical journey
involves speed changes
plan, choose equipment or
resources for, and perform a firsthand investigation to measure the
average speed of an object or a
vehicle
Scalar and vector:
Student Book:
•
Checkpoint 1.1, p. 5
•
List all the words to do with
physics, placing them in two
columns headed ‘Scalar’ and
‘Vector’.
Link distance and displacement,
and so on. Define scalar and
vector.
Page 1
Copyright © Pearson Australia 2009 (a division of Pearson Australia Group Pty Ltd) ISBN 978 0 7339 6206 6
This page from the in2 Physics @ Preliminary Teacher Resource may be reproduced for classroom use.
Checkpoint 1.2, p. 9
Activity 1.1, p. 16
Reviewing: 1–5, p. 18
in2 Physics @ Preliminary Teacher Resource
Module 1 Moving About
TIME
SKILLS CONTENT
(LESSONS)
MODULE CONTENT
Teaching programs
SUGGESTED
STRATEGIES
IN2 PHYSICS @
PRELIMINARY
pa
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RESOURCES
potential hazards
c identifying technology that could be
used during investigations and
determining its suitability and
effectiveness for its potential role in
the procedure or investigation
d recognising the difference between
destructive and non-destructive
testing of material and analysing
potentially different results from
these two procedures
Solving Problems: 8, p. 18
Physically Speaking: p. 17
Activity Manual:
Activity 1.1 , p. 1
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12.2 gather first-hand information by:
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a using appropriate data collection
techniques, employing appropriate
technologies, including data loggers
and sensors
b measuring, observing and recording
results in accessible and recognisable
forms, carrying out repeat trials as
appropriate
2
Do Activity 1.1 as a class group.
Determine the average speed and
velocity of your journey to
school. See ‘Travelling home’ in
Activity Manual. Set for
homework and discuss answers in
class. Do activity as per manual.
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•
define average velocity as:
v av =
•
∆r
∆t
solve problems and analyse
Velocity:
Student Book:
•
Solving Problems: 7, 9, 11,
pp. 18–19
•
Distinguish between average and
instantaneous velocity/speed.
Introduce the idea of relative
velocity.
Page 2
Copyright © Pearson Australia 2009 (a division of Pearson Australia Group Pty Ltd) ISBN 978 0 7339 6206 6
This page from the in2 Physics @ Preliminary Teacher Resource may be reproduced for classroom use.
in2 Physics @ Preliminary Teacher Resource
Activity Manual answers and support notes
Module 1 Moving About
CHAPTER 1 GETTING FROM A TO B: KINEMATICS
Activity 1.1: The speed of a ball
Support notes
Alternative method 1: Rolling ball
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4
5
6
7
Mark 1 m intervals on the floor of the lab with marking tape—about 6 m if possible.
Have at least two students time each metre interval.
Students are to time from when the ball starts rolling to when it passes their designated metre
mark.
Roll the ball so that it is moving at a fairly constant rate.
Record the times for each metre mark in a results table.
Graph distance versus time.
Use the graph to determine average speed and if the speed is constant.
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Alternative method 2: Travelling home
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Have students time their journey home from school. Repeat this at least three times to obtain
an average.
Copy a map of the journey from the street directory and mark the streets with a highlighter.
Remember to copy the scale of the map to determine the distance travelled.
Measure the distance travelled.
Calculate the average speed of the journey.
Determine the displacement of the journey.
Calculate the average velocity.
Discuss the difference in the two values.
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Alternative method 3: Running races
1
2
3
4
5
6
7
Mark out a 50 m running track using a trundle wheel or tape measure. Mark every 10 m with
witches’ hats.
Select both timers who will stand at each 10 m mark and runners.
Timers record times from the start of the race until the runner passes their designated 10 m
mark (use multiple timers at each 10 m mark if you have enough students in your class).
Record times for each 10 m mark in a results table.
Graph displacement versus time.
Use the graph to determine average speed and if the speed is constant.
Runners could complete a number of different trials, such as walking at a constant rate,
sprinting or jogging, or organise a race.
Page 1
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This page from the in2 Physics @ Preliminary Teacher Resource may be reproduced for classroom use.
in2 Physics@ Preliminary Teacher Resource
Module 1 Moving About
Safety notes and risk assessments
The safety notes in in2 Physics are designed to provide a quick reference guide for teachers to assess the requirements and health and safety considerations for each practical.
Safety notes
NOT HS
OTHER HAZARD/
PRECAUTIONS/
HINTS
RECOMMENDED
SAFETY
REQUIREMENTS
1.1
The speed of the ball
(first-hand investigation)
–
Equipment:
digital camera, stopwatch, tape
measure etc.
Design the experiment to
measure the average speed of an
object or a vehicle.
No safety notes required
2.1
Three-way stretch
(first-hand investigation)
–
Equipment:
spring balances, protractor
Design the experiment to
demonstrate vector addition and
subtraction.
No safety notes required
3.1
Positive and negative accelerations
of objects
(first-hand investigation)
–
Equipment:
protractor, 50 g mass, string,
chair on wheels or skateboard,
cardboard, tape
No safety notes required
No safety notes required
3.2
F = ma
(first-hand investigation)
–
Equipment:
ticker timer, trolley ramp,
masses, air track, pulley, light
gate, data loggers, etc.
Design the experiment to show
the relationship between force,
mass, and acceleration.
No safety notes required
4.1
Bouncing balls
(first-hand investigation)
–
Equipment:
tennis ball, balance scale, 2 m
rulers or tape measures
Extension: bouncing ball, pop
ball (or jumping disc)
No safety notes required
No safety notes required
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HS/DG
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ACTIVITY
Page 1
Copyright © Pearson Australia 2009 (a division of Pearson Australia Group Pty Ltd) ISBN 978 0 7339 6206 6
This page from the in2 Physics @ Preliminary Teacher Resource may be reproduced for classroom use.
in2 Physics@ Preliminary Teacher Resource
Module 1 Moving About
Safety notes and risk assessments
The safety notes in in2 Physics are designed to provide a quick reference guide for teachers to assess the requirements and health and safety considerations for each practical.
Safety notes
HS/DG
4.2
Conservation of momentum
(first-hand investigation)
–
4.3
Safety in cars
(secondary-source investigation)
–
OTHER HAZARD/
PRECAUTIONS/
HINTS
RECOMMENDED
SAFETY
REQUIREMENTS
Equipment:
2 steel balls, 2 m ruler, 1
marble, 9 stopwatches
No safety notes required
No safety notes required
Design an information poster
about safety in a car.
No safety notes required
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Key to table
HS = hazardous substance as classified by NOHSC criteria
DG = dangerous good
NOT HS= NOT a hazardous substance as classified by NOHSC criteria
NOT HS
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ACTIVITY
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Disclaimer: The safety notes and related risk assessment sheets are provided to offer guidance only. They must not be construed to waive or modify any legal
obligation of the school to ensure the safety of students when conducting the experiment or activity. It is the responsibility of the school to have the content of
the risk assessment sheets checked against the material safety data sheets (MSDS) provided by the manufacturer of chemicals used in the school’s
laboratories. Risk assessment sheets must not be used in the school’s laboratories until they have been checked against the school’s MSDS, signed and dated.
To the maximum extent permitted by law, the publisher disclaims all responsibility for actions taken or not taken in relation to the safety notes and risk
assessment sheets.
Page 2
Copyright © Pearson Australia 2009 (a division of Pearson Australia Group Pty Ltd) ISBN 978 0 7339 6206 6
This page from the in2 Physics @ Preliminary Teacher Resource may be reproduced for classroom use.