Curriculum correlation grids

Transcription

Page 1
s
pa
ge
H5. identifies possible future directions of physics
research
Focus: pp. 79, 113, 173, 223, 353, 386
Feature: pp. 391, 410
Focus: pp. 113, 173, 353
Feature: pp. 29, 307, 344
Focus: pp. 57, 79, 129, 173, 223, 246, 259, 278
Feature: pp. 12, 29, 307, 334, 346
Focus: p. 79
Focus: pp. 25, 246, 299
Feature: pp. 12, 29, 72
This page from the in2 Physics @ HSC Teacher Resource may be reproduced for classroom use.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4225 9417 3
5. Current issues, research and developments in physics
H4. assesses the impacts of applications of physics on
society and the environment
4. Implications for society and the environment
pl
e
H3. assesses the impact of particular advances in
physics on the development of technologies
3. Applications and uses of physics
m
H2. analyses the ways in which models, theories and
laws in physics have been tested and validated
2. The nature and practice of physics
Sa
H1. evaluates how major advances in scientific
understanding and technology have changed the
direction or nature of scientific thinking
1. The history of physics
in2 Physics @ HSC Teacher Resource
Prescribed Focus Areas
Sa
16
s
to determine the weight force for a body on Earth and for the same
body on other planets
F = mg
pa
ge
analyse information using the expression:
gather secondary information to predict the value of acceleration due to
gravity on other planets
perform an investigation and gather information to determine a value
for acceleration due to gravity using pendulum motion or computerassisted technology and identify reason(s) for possible variations from
the value 9.8 m s–2
STUDENTS:
Page 2
pl
e
16
13
PAGE
define gravitational potential energy as the work done to move an
object from a very large distance away to a point in a gravitational field
mm
Ep = − G 1 2
r
explain that a change in gravitational potential energy is related to
work done
m
define weight as the force on an object due to a gravitational field
STUDENTS LEARN TO:
Act. 1.3
Act. 1.3
Act. 1.2
PAGE
1. The Earth has a gravitational field that exerts a force on objects both on it and around it
Module 1 Space
Sa
5
PAGE
31
identify why the term ‘g forces’ is used to explain the forces acting on
an astronaut during launch
1
2
ayt2
Page 3
identify data sources, gather, analyse and present information on the
contribution of one of the following to the development of space
exploration: Tsiolkovsky, Oberth, Goddard, Esnault-Pelterie, O’Neill
or von Braun
s
perform a first-hand investigation, gather information and analyse data
to calculate initial and final velocity, maximum height reached, range
and time of flight of a projectile for a range of situations by using
simulations, data loggers and computer analysis
∆y = uyt +
pa
ge
∆x = uxt
vy2 = uy2 + 2ay∆y
v = u + at
vx2 = ux2
solve problems and analyse information to calculate the actual velocity
of a projectile from its horizontal and vertical components using:
STUDENTS:
18
outline Newton’s concept of escape velocity
gravitational constant
mass and radius of the planet
18
explain the concept of escape velocity in terms of the:
•
•
5
describe Galileo’s analysis of projectile motion
pl
e
m
describe the trajectory of an object undergoing projectile motion within
the Earth’s gravitational field in terms of horizontal and vertical
components
STUDENTS LEARN TO:
29
Act. 2.1
Act. 1.1
7, 9, 23, 24
PAGE
2. Many factors have to be taken into account to achieve a successful rocket launch, maintain a stable orbit and
return to Earth
Module 1 Space
Sa
36, 40, 56
46
47
47
define the term orbital velocity and the quantitative and qualitative
relationship between orbital velocity, the gravitational constant, mass
of the central body, mass of the satellite and the radius of the orbit
using Kepler’s Law of Periods
account for the orbital decay of satellites in low Earth orbit
discuss issues associated with safe re-entry into the Earth’s atmosphere
and landing on the Earth’s surface
identify that there is an optimum angle for safe re-entry for a manned
spacecraft into the Earth’s atmosphere and the consequences of failing
to achieve this angle
mv2
r
T
=
4π2
GM
s
2
r3
solve problems and analyse information using:
pa
ge
F=
39, 43, 56
37, 54, 55
Act. 2.2
solve problems and analyse information to calculate the centripetal
force acting on a satellite undergoing uniform circular motion about the
Earth using:
Page 4
43
compare qualitatively low Earth and geostationary orbits
25, 32, 34,
37, 54, 55,
pl
e
m
analyse the forces involved in uniform circular motion for a range of
objects, including satellites orbiting the Earth
Law of Conservation of Momentum
forces experienced by astronauts
30, 33
analyse the changing acceleration of a rocket during launch in terms
of the:
•
•
34
discuss the effect of the Earth‘s orbital motion and its rotational motion
on the launch of a rocket
Module 1 Space
Sa
d2
m1m2
s
Page 5
pa
ge
F =G
44
identify that a slingshot effect can be provided by planets for space
probes
pl
e
m
solve problems and analyse information using:
11
35, 38
d
2
m1m2
present information and use available evidence to discuss the factors
affecting the strength of the gravitational force
STUDENTS:
23, 24, 25,
37, 54, 55
Act. 1.3
PAGE
13
PAGE
discuss the importance of Newton’s Law of Universal Gravitation in
understanding and calculating the motion of satellites
F =G
define Newton’s Law of Universal Gravitation:
describe a gravitational field in the region surrounding a massive object
in terms of its effects on other masses in it
STUDENTS LEARN TO:
3. The solar system is held together by gravity
Module 1 Space
1
•
•
Page 1
s
Recall Galileo’s views, especially
the idea that horizontal and
vertical motion can be treated
independently.
Recall from Year 11 how to break
vectors into components
mathematically.
•
•
•
Ask which will hit the ground
first: a ball pushed off a table or
one that was dropped?
Relate this to horizontal and
vertical independence.
Relate it to Figure 1.1.5 in text
and see if matches what you
expected.
Practical
•
•
Reviewing: 4, p. 23
Section 1.1, p. 4
Student book:
Reviewing: 1, 2, p. 23
Section 1.1, p. 4
Student book:
IN2 PHYSICS
@ HSC
RESOURCES
Teaching programs
Inquiry activity: ‘Go ballistic’
Keep a copy of your answers so
that later in the topic you can
determine what you have learnt.
Discuss what you find from the
activity and relate to Galileo’s
work.
Components
•
•
Module opening
SUGGESTED
STRATEGIES
pa
ge
describe the trajectory of an object
undergoing projectile motion
within the Earth’s gravitational
field in terms of horizontal and
vertical components
pl
e
describe Galileo’s analysis of
projectile motion
m
Context
MODULE CONTENT
a carrying out the planned procedure,
recognising where and when
modifications are needed and
analysing the effect of these
adjustments
12.1 Perform first-hand investigations
by:
b measuring, observing and recording
results in accessible and recognisable
forms, carrying out repeat trials as
appropriate
12.2 Gather first-hand information by:
1
Sa
SKILLS CONTENT
TIME
(LESSONS)
Module 1 Space
•
•
pl
e
•
Analyse problems
mathematically.
Complete Activity 1.1.
Work through the problems
Page 2
•
or
•
•
s
Do the projectile board practical
(see assessment task write up)
Activity 1.1, p. 1
Activity manual:
Extension: 20, 21, p. 24
Solving Problems: 10–13,
pp. 23–24
Reviewing: 3, p. 23
Checkpoint 1.1, p. 10
Student book:
IN2 PHYSICS
@ HSC
RESOURCES
Teaching programs
Make list of ideal properties of
parabolic trajectories.
Look at several different examples
and see how the properties apply
specifically to each example.
Practical
•
•
Parabolic trajectories
SUGGESTED
STRATEGIES
pa
ge
1
∆y = u y t + a y t 2
2
perform a first-hand investigation,
gather information and analyse
data to calculate initial and final
velocity, maximum height reached,
range and time of flight of a
projectile for a range of situations
by using simulations, data loggers
and computer analysis
∆x = u x t
vx2 = ux2
v = u + at
v 2y = u 2y + 2a y ∆y
solve problems and analyse
information to calculate the actual
velocity of a projectile from its
horizontal and vertical
components using:
m
MODULE CONTENT
a assess the accuracy of any
measurements and calculations and
the relative importance of the data
and information gathered
b identify and apply appropriate
mathematical formulae and concepts
c best illustrate trends and patterns by
selecting and using appropriate
methods, including computer-assisted
analysis
12.4 Process information to:
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
12.2 Gather first-hand information by:
2
Sa
SKILLS CONTENT
TIME
(LESSONS)
Module 1 Space
TIME
(LESSONS)
Sa
s
SUGGESTED
STRATEGIES
pa
ge
Page 3
pl
e
m
MODULE CONTENT
a selecting and using appropriate text
types, or combinations thereof, for
oral and written presentations
b selecting and using appropriate media
to present data and information
c selecting and using appropriate
methods to acknowledge sources of
information
d using symbols and formulae to express
relationships and using appropriate
units for physical quantities
e using a variety of pictorial
representations to show relationships
and present information clearly and
13.1 Present information by:
d evaluate the validity of first-hand and
secondary information and data in
relation to the area of investigation
e assess the reliability of first-hand and
secondary information and data by
considering information from various
sources
f assess the accuracy of scientific
information presented in mass media
by comparison with similar
information presented in scientific
journals
SKILLS CONTENT
Module 1 Space
IN2 PHYSICS
@ HSC
RESOURCES
Teaching programs
2
1
TIME
(LESSONS)
Sa
•
•
•
•
pl
e
Page 4
define weight as the force on an
object due to a gravitational field
Student book:
s
•
•
Recall F = mg. Follow the
derivation on p. 13 to see where it
comes from.
Weight is a specific force caused
by gravity, which changes on
Weight
•
•
Solving Problems: 14–16,
p. 24
Reviewing: 5, 6, p. 23
Reviewing: 7, p. 23
Physics for Fun: ‘Slightly
attractive’, p. 11
•
Introduce idea that all objects that
have mass will have an attractive
force on another object with mass.
Use equation to calculate the
attractive force between two
students in the class.
Discuss the Cavendish experiment
to measure the mass of the Earth.
Student book:
IN2 PHYSICS
@ HSC
RESOURCES
Teaching programs
Force
SUGGESTED
STRATEGIES
pa
ge
define Newton’s Law of Universal
Gravitation:
mm
F = G 122
d
solve problems and analyse
information using:
mm
F = G 122
d
describe a gravitational field in
the region surrounding a massive
object in terms of its effects on
other masses in it
m
MODULE CONTENT
a carrying out the planned procedure,
recognising where and when
modifications are needed and
analysing the effect of these
adjustments
12.1 Perform first-hand investigations by:
f
succinctly
selecting and drawing appropriate
graphs to convey information and
relationships clearly and accurately
g identifying situations where use of a
curve of best fit is appropriate to
present graphical information
SKILLS CONTENT
Module 1 Space
Activity Manual answers and support notes
Module 1 Space
CHAPTER 1 CANNONBALLS, APPLES, PLANETS AND
GRAVITY
Activity 1.1: Projectiles
Support notes
Alternative method 1: Data logger
Bob Emery Senior Physics and Religion: 9.2 Practicals
<http://webs.mn.catholic.edu.au/physics/emery/hsc_space_practicals.htm>
Conceptual Physics: Lab 3—Projectile motion
•
pa
ge
•
s
There are several very good versions of how to do this on the web. The websites for these are
below:
<http://www.westminster.edu/acad/sim/documents/SProjectileMotioncomp.pdf>
Alternative method 2: Extension: Water bomb war
pl
e
Using projectile motion, have a water bomb ‘war’.
Equipment
m
water bomb launcher
water bombs
water
tennis court or large open area
grid
Background
1
2
3
4
Sa
•
•
•
•
•
Each team will have practice bombs.
Teams will be given instructions on how the launching device works.
They are then given the theory that will allow them to calculate the range of their projectiles.
Students will be given a spreadsheet template to assist with calculations.
Rules
1
2
3
4
5
Students are divided into even teams.
Each team will decide where to place the players on its side of the court.
The opposition players then use their understanding of projectiles to calculate the launch
angle and velocity of the water bomb in order to hit the members of the other team.
Each team will have a limited number of bombs.
The team with the most remaining players will be declared the winner.
Page 1
Module 1 Space
Theory
The team that strikes most players wins.
Alternative method 3: Cannon
Go to the Cannon simulator at <http://jersey.uoregon.edu/vlab/Cannon/>.
During this exercise you will be simulating projectile motion on the computer.
You will need to recall your formulas and apply them to solve the task below.
You are required to hand in the calculations that you used to determine the answer.
pl
e
1
2
3
4
4
Welcome to the ballistic simulator.
Each new shot has a trajectory that is colour coded. You get a maximum of 4 shots; when you
are out of ammunition, press the ‘more’ button.
This virtual experiment is designed to let the student measure the relation between muzzle
velocity (which determines projectile energy), gravitational potential and the effects of
frictional drag caused by wind speed blowing opposite to the direction of the projectile.
Below is a screenshot of the simulator.
Sa
3
m
Method
1
2
pa
ge
s
Load the bomb into holder.
Pull back the lever to lower the holder and lock it into place. This depresses the spring.
The elastic potential energy that is in the spring is determined by:
EPE = ½kx2
You can calculate the k of the spring using experimentation in the lab.
The markings on the side measure the amount by which the spring is depressed (x).
Assuming that when the bomb is released, its EPE is converted to KE = ½mv2, the velocity of
the bomb when it leaves the spring can be calculated.
The launcher also allows you to alter the launch angle.
Using these, you can determine the range of the bomb.
Using only the bombs allocated, each term takes turns at launching bombs at the opposition
players who have been positioned on the court.
Page 2
pa
ge
s
Module 1 Space
Questions
Try to hit the target in 4 tries, starting with the default settings and only changing the velocity
(i.e. the kinetic energy). What happens as you change the initial velocity?
pl
e
1
___________________________________________________________________________
After you have successfully hit the target, double the gravity (i.e. raise it to –19.6). By what
factor do you have to increase the velocity in order to hit the target now?
Sa
2
m
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3
Now set the windage slider to –14 units and turn drag on with the drag button. Compare the
trajectory with and without the drag feature.
___________________________________________________________________________
___________________________________________________________________________
4
Now, what do you suppose will happen if you lower the density of the projectile with the drag
turned on?
___________________________________________________________________________
___________________________________________________________________________
After answering the questions above, use what you have learnt to complete the following task.
Page 3
Safety notes and risk assessments
Projectiles
(first-hand investigation)
Alternative 1: Data logger
Alternative 2: Extension: Water
bomb war
1.1
1.1
1.1
–
Safety glasses should be
considered as a precautionary
measure to a projectile ball
bearing.
Equipment:
pa
ge
Bob Emery Senior Physics
and Religion: 9.2 Practicals
<http://webs.mn.catholic.edu.
au/physics/emery/hsc_space
_practicals.htm>
Conceptual Physics: Lab 3—
Projectile motion
<www.westminster.edu/acad
/sim/documents/SProjectileM
otioncomp.pdf>
Page 1
water bomb launcher, water
bombs, water, tennis court or
large open area, grid
Equipment:
•
•
Equipment:
aluminium track, ball bearing,
shoe, metre ruler, measuring tape
Conduct experiment in a large
open area, away from structures
and other people.
s
OTHER HAZARD/
PRECAUTIONS/ HINTS
NOT HS
pl
e
m
–
HS/DG
Sa
NAME
ACTIVITY
Safety notes
No safety equipment
required.
No safety equipment
required.
Safety glasses
RECOMMENDED
SAFETY
REQUIREMENTS
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.
Module 1 Space
Safety notes and risk assessments
Alternative 3: Cannon
Determining the value of
acceleration due to gravity
Gravity—out of this world
(secondary source investigation)
1.1
1.2
1.3
–
No safety notes required.
Equipment:
Page 2
Spreadsheet template can be
accessed on the companion
website at Pearson Places
<www.pearsonplaces.com.au>.
Equipment:
No safety notes required.
s
pa
ge
pendulum—string and mass,
retort stand and clamp,
stopwatch, metre ruler,
data logger
Equipment:
Simulation program can be
accessed at
<http://jersey.uoregon.edu/vlab/C
annon/>.
Ensure that the retort stand is
securely clamped to the bench.
OTHER HAZARD/
PRECAUTIONS/ HINTS
NOT HS
pl
e
m
–
HS/DG
Sa
NAME
ACTIVITY
Safety notes
No safety equipment
required.
No safety equipment
required.
No safety equipment
required.
RECOMMENDED
SAFETY
REQUIREMENTS
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.
Module 1 Space

Curriculum correlation grids

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