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UNIT 3 - How do fields explain motion and electricity?
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.
A student-designed scientific investigation related to the generation of primary data and including one continuous, independent variable related to fields, motion or light is undertaken in either Unit 3 or Unit 4.
Key Skills:
UNIT 4 -How have creative ideas and investigation revolutionised thinking
in physics?
In this unit students consider the complex interplay exists between theory and experiment in generating models to explain natural phenomena. Ideas that attempt to explain how the Universe works have changed over time, with some experiments and ways of thinking having had significant impact on the understanding of the nature of light, matter and energy. Wave theory, classically used to explain light, has proved limited as quantum physics is utilised to explain particle-like properties of light revealed by experiments. Light and matter, which initially seem to be quite different, on very small scales have been observed as having similar properties. At speeds approaching the speed of light, matter is observed differently from different frames of reference. Matter and energy, once quite distinct, become almost synonymous.
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.
A student-designed scientific investigation related to the generation of primary data and including one continuous, independent variable related to fields, motion or light is undertaken in either Unit 3 or Unit 4.
Key Skills:
Students need to be able to investigate and inquire scientifically by working independently, responsibly and collaboratively to conduct practical investigations. They need to:
Assessment:
VCAA ASSESSMENT - THE OVERALL STUDY SCORE WILL CONSIST OF:
Prerequisites:
Entry into Unit 4 requires a prerequisite of Unit 3.
Recommendations:
It is recommended that Unit 1 and 2 are satisfactorily completed before students undertake Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4.
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