Download Unit 1 VCE Physics: Sample Timeline, 2004

Unit 1 VCE Physics: Sample Timeline, 2004
Wave-like Properties of Light
Weeks
Dot Points
Basic wave mechanics; superposition,
1
reflection, refraction, transverse,
longitudinal etc.
Models. Contrast wave and particle
2
models for light. Properties of light in
relation to models.
Wavelength, freq. , speed. Visible
3
light as part of spectrum. Colour as
wavelength.
Ray model as a consequence of waves
4
traveling “forward” in straight lines
(conservation of momentum).
Refraction. Snell’s Law.
5
Total internal reflection.
Optical fibres.
Polarisation.
Sunglasses and glare.
6
Revision.
Nuclear and Radioactivity Physics
Week
Ionising radiation. Discovery of
7
radioactivity and the nucleus.
8
9
10
Particle model of emissions. Decay
equations modelling nucleon changes.
Decay series.
Half-lives as probabilities. Random
nature of individual emissions.
Radioactive wastes. Danger to humans
of low and high doses..
Nuclear power issue. Discuss
alternative energy sources to generate
a perspective. Neutron absorption to
produce medical isotopes.
Activities
Springs, Ripple tank, Dominoes,
Applets
Test and list various properties of
light. Which are consistent with the
wave model?
Prac. Groove spacing of CD disc.
Prisms. How is the best spectrum
achieved and why?
Demo: Real images formed by
lenses. Relate to the eye and
cameras, via the ray model.
Prac. Snell’s Law via Hodson light
box.
Demo: Waving spring through slit.
Parallel and at right angles.
Demo: “Pipe” a message from one
person to another around the room
via a (weak) laser and several
mirrors.
Test
Activities
Demo. ,, sources and detector.
Penetration of various materials
identifies them.
Prac. Dice throwing to represent
radioactive decay.
“Magic Source” - short half-life
demo.
Carbon-dating a “bone” from data.
Study media reports for bias.
Study the layout of the Lucas
Heights reactor. Identify the
function of components, safety
issues and the value of the products.
Detailed Study 3.1 Astronomy
Week
Cosmic models; geocentric and
11
Ptolemy’s epicycles.
12
Copernicus and the heliocentric model
Galileo and the impact of telescopes.
13
The celestial “zoo” {galaxies, nebulae
black holes etc.) and the modern
cosmic model of how these arise.
14
Measurement of the data from
telescopes. Spectroscopes and parallax
method. Sample data.
Detailed Study 3.2: Medical Physics
Week
Radioisotopes for diagnosis and
11
treatment. Compare with X-rays, most
commonly used now to treat tumours.
Optical fibres used for endoscopes.
12
Importance of non-surgical diagnosis.
Medical imaging, comparing
ultrasound, X-rays, CT, MRI and PET.
Laser eye surgery and its advantages
13
Safety arrangements for patients and
14
staff.
Activities
List the mysteries, which faced prescientific man: supernovas,
meteorites, eclipses etc. Try to
explain them as they might have
done.
Telescopic projection of the sun
onto a screen, showing sunspots.
Explain risk of direct viewing
eclipses or the sun itself.
Shadow prac. Calculate current sun
elevation and test prediction
outdoors or through window.
Students do sketch map of the night
sky at home and identify planets
and constellations in class using
charts and data.
“Black holes” ABC video
Fluorescent tube analysed with
simple diffraction-grating
spectroscope.
Parallax prac. Use compasses and a
baseline, to estimate the distance of
a visible landmark.
Activities
Excursion: Peter McCallum
Hospital offers educational
sessions.
Comparison of scan transparencies.
Video of internal examination.
Video
Demo. Absorption by a lead apron.
Radiation “badge” to record dose.
Detailed Study 3.3: Energy from the Nucleus
Week
Activities
“Water drop” nuclear model. Fission.
Mousetrap “chain reaction”
11
Released energy. E=mc2. Nuclear
equations revised.
12
13
14
Neutron absorption by U-235 and Pu239.
Reactor components. Extraction of
useful energy.
Fusion. Energy to initiate it. Why it
produces net energy. Problem of
control.
Risks and benefits of nuclear power.
Compare with coal, wind, solar
alternatives
Demonstrate moderator by colliding
billiard ball with bowling ball and
with another billiard ball.
Computer simulation of a reactor
including a “meltdown”.
Class debate after library research
Essay.
General comments:
 The use of “dot-points” in the sample timeline does not imply a “you must cover all
this information” approach to teaching physics. It is, perhaps, more important to mix
the supply of information with space for discussion of the “big questions” and
mysteries surrounding physics. There should be room for the human stories and the
dramatic clashes of philosophies. It is especially important that students realise we are
currently living in the era of the most rapid changes in history. Thus, they have the
greatest need ever to be adaptable, flexible thinkers and quick learners.
 The key knowledge dot-points in the new guide all have command words (“describe”,
“apply”, “identify”, “assess” etc.}. Thus a student’s demonstration of the outcome is
made more specific. Teachers planning assessment tasks need to think carefully about
how students can demonstrate achievement of the outcome. Challenges to lateral
thinking, pattern identification and other higher mental skills should have their place.
 The “Light” topic is mainly different in the increased wave-modelling approach and
less emphasis on mirrors and lenses. The wave model becomes crucial in
understanding basic quantum concepts in unit 4.
 Although lens/mirror images are not mentioned in the new guide, the ray model really
requires a look at image formation as one of the best demonstrations of the use of the
ray model.
 “Heating and cooling” has gone, but a mention of alternative energy and energy
conservation issues, is recommended in AOS 2 and/or DS 3.3 to give students a wider
perspective.
 “Nuclear and Radioactivity physics” is focussed on radioisotopes and ,, radiation.
If not doing Medical physics DS, it is recommended to include a look at the high
energy X-ray tumour treatment and the reasons it is preferred over isotopes. There are
a lot of jobs for physics- trained people in this expanding area.
 “Astronomy” is more difficult in a city school because of light pollution, but ASV
experts do offer to bring in telescopes capable of seeing things like the rings of
Saturn, Jovian moons etc. Cross fingers for a cloudless sky.
 Kepler doesn’t rate a mention in the guide, but as one of the first to derive
“mathematical laws” he seems to deserve a spot alongside Galileo etc. in giving
students a perspective on the transformation to a scientific cosmic model.
 The focus on optical fibres is intended to introduce students to the photonics arena.