Download Response by Colin Hopkins

3. Physics in the Australian Curriculum. Response by Colin Hopkins, Bialik College
The new course does not offer students any choice, and the loss of options is important. The general
design of the course is old fashioned, a step back into the past for Victoria.
The new course is to be taught in 50 – 60 hours, in comparison to the current 50 hours. There has to
be a reduction of 20% of the content.
The links to the Mathematics Curriculum are unclear and some skills assumed in Physics are not
covered in Year 10 Maths. For example on page 6 of the introduction: 'Teachers need to teach inverse
and inverse square relationships to students as they are important in physics, but are not part of the
Year 10 Australian Curriculum: Mathematics.'
Content that needs to be included:
There is no content that links to Physics discoveries over the last 50 years. The engagement of
students is enhanced if as well as understanding the underlying concepts students can see some
application to their daily lives. The following are not included in the new course:
 Home insulation
 Dose, dose equivalents
 Photonics
 Electric shock
 Semiconductor components
 Ray tracing
 Medical physics
 SKA
 Australian Synchrotron, or the Large
 Friction
Hadron Collider.
 Density
 Astronomy and cosmology
 Commutators
 Materials: including nano-materials,
 Alternators
invisible materials etc.
 Electrical distribution system *
 Properties on alpha, beta and gamma
 Household electricity *
 Alpha, beta particle decay equations
* have a lot of appeal to those students wanting to work in the electrical trades
SU and SHE strands
The expression of these strands is extremely open ended, and what is expected of teachers and
students is not at all clear. The language associated with these needs to be far more structured, to
clearly allow a teacher to make a judgement when the dot point has been satisfied.
With the SHE strand, it is going to be difficult for students to separate the content from the context.
Is the SHE component going to be assessed internally or externally at Year 12? When preparing for
assessment tasks students are going to struggle with what is on and what isn’t on the course.
How are schools going to address that assessment question at Year 11? Will they be doing a mid-year
and end-of-year exam? If they are only doing an end-of-year exam, then they will need to allow
significant time for revision, which will make Unit 2 too content heavy. If they have an exam at the
mid-year, will they repeat some sections on the end of year paper?
Models approach
The use of models has been taken too far. A ‘models’ approach is required in image formation, Light
and the nature of matter, and with waves, but not everything else. The actual words, model, models,
modelled, etc, appear 175 times in the 40 page document.
The Inquiry strand
There needs to be a development in the skill levels (possibly based on Bloom’s Taxonomy) required
across the four units. This should be reflected in the achievement standards levels of performance
statements.
Mathematical relationships
These should be integrated into the SU strand with the relevant dot point.
The ‘model’ approach
The omnipresent model approach means that some aspects of good Physics don’t fit into the course.
This needs to be addressed so that topics like – ray tracing, half-life, dose and dose equivalents,
friction, density, commutators can be included.
Comments on Organisation
Some of the language is almost meaningless, for example:
from page 3 of 8:
... In the practice of science, the three strands are closely integrated; the work of scientists reflects
the nature and development of science, is built around scientific inquiry and seeks to respond to
and influence society’s needs. Students’ experiences of school science should mirror and connect
to this multifaceted view of science.
... Models involve selection of the aspects of the system/s to be included in the model, and thus have
underpinning approximations, assumptions and limitations.
from page 2 of 8
In Units 1 and 2, students further elaborate the atomic and wave models introduced in the F-10
Australian Curriculum: Science.
Experience has shown this to be a fallacy, as the work, if done, is generally not well taught. The
limited number of current Physics graduate teachers suggests that this problem will not be addressed
in the near future.
from page 4 of 8
Since science involves the construction of explanations based on evidence, science concepts,
models and theories can be changed as new evidence becomes available, often through the
application of new technologies.
These are not in the course.
from page 7 of 8
There are also opportunities within Physics to develop the general capabilities of Intercultural
understanding and Personal and social capability, with an appropriate choice of activities by the
teacher.
In addition, there are opportunities for teachers, with an appropriate choice of activities, to include
Aboriginal and Torres Strait Islander histories and cultures and Asia and Australia’s engagement
with Asia.
Political correctness for the sake of political correctness.
Animal ethics
Any teaching activities that involve the care and use of, or interaction with, animals must comply with
the Australian Code of practice
Political correctness for the sake of political correctness. How often does this occur?
Rationale
Para 1: ... Its power lies in the use of a comparatively small number of assumptions, models and
laws to explain a wide range of phenomena, from the incredibly small to the incredibly large.
These are not phenomena.
Para 4: ... Students consider how physics contributes to such diverse areas as engineering,
renewable energy generation, communication, development of new materials, transport and vehicle
safety, medical science, an understanding of climate change, and the exploration of the universe.
This does not occur in the course.
Unit 1
Kinetic particle model – heating processes.
SU 2nd dot point: The kinetic particle model describes matter as consisting of particles in constant
motion, except at absolute zero; this model explains energy transfer in heating processes in terms
of particle interactions
This explanation here will be interesting for students, but the scope will need to be limited to
temperature at this point.
SU 4th dot point: Temperature is a measure of the average kinetic energy of particles in a system
This will be a new idea for a lot of students.
SU 8th dot point: A system with thermal energy has the capacity to do mechanical work (that is, to
apply a force over a distance); when work is done the internal energy of the system changes
Su 9th dot point: Because energy is conserved, the change in internal energy of a system is equal to
the energy added or removed by heating plus the work done on or by the system
SU 10th dot point: Energy transfers and transformations in mechanical systems (for example,
internal and external combustion engines, electric motors) always result in the production of
thermal energy, so that the usable energy is reduced and the system cannot be 100 per cent efficient
These could be deleted.
SHE 1st dot point: Competing models and theories can coexist until more evidence is available to
support one to supersede the other (for example, the caloric theory and the kinetic particle model
originally existed as alternative theories, but in the mid-nineteenth century the kinetic particle was
accepted as providing a better explanation for a wider range of energy related phenomena)
Difficult for students, and only introduced to support a model comparison. Could be just left out.
The nuclear model of the atom – ionising radiation and nuclear reactions
SU 3rd dot point: Some nuclides are unstable and spontaneously decay, emitting alpha, beta and/or
gamma radiation over time until they become stable nuclides
What detail is required about properties of alpha, beta and gamma radiations?
Do students need to be able to write/balance decay equations?
SU 5th dot point: Alpha, beta and gamma radiation have sufficient energy to cause ionisation of
atoms and somatic and genetic effects in living things; different radiations have different effects on
living things
Are we dealing with dose/ dose equivalents here?
SU 6th dot point: Nuclear reactions involve much greater mass changes per atom than chemical
reactions and release significantly more energy than chemical reactions
This dot point could be deleted.
SU 7th dot point: Einstein’s mass/energy relationship, which applies to chemical and nuclear
reactions, enables the energy released in nuclear reactions to be determined from the mass change
in the reaction
Just a further complication for Year 11 students.
SHE 2nd dot point: Understanding of the role of nuclear fusion in the energy emissions from stars
significantly developed scientists’ understanding of the lifecycles of stars and the spatial
dimensions of the universe; predictions of the Sun’s lifecycle have consequences for future life on
Earth
This will be a big step for a lot of students.
Electrical charge models- electric circuits
SU 1st dot point: Electrical circuits enable electrical energy to be transferred efficiently over large
distances and transformed into a range of other useful forms of energy including thermal, light and
kinetic energy.
This requires transformer action. Too hard at this point. Best left out. Just stick to circuits.
SU 2nd dot point: The functionality of an electric circuit is determined by the components in it and
the way they are interconnected.
Why can’t they just use simple language for the students? i.e talk in terms of parallel and series
circuits, ohmic and non-ohmic devices.
SU 9th dot point: Circuit analysis and design uses the electric charge model to calculate the
potential difference across, the current in, and the power supplied to components in series, parallel
and series/parallel circuits
Delete and then reword. Where are the non-ohmic devices?
SHE 1st dot point: Development of models and theories can take several decades and requires the
cumulative work of multiple scientists who build on the findings of their predecessors and share
their own theories and data (for example, understanding of electric charge as a discrete entity
involved a range of scientists’ findings, such as Faraday’s electrolysis experiments, the discovery
of the electron by JJ Thomson and Millikan’s oil-drop experiment)
What does ‘such as’ mean? Is it compulsory or optional?
This also requires understanding of new content such as electric fields.
SHE 2nd dot point: The development of electrical technologies for industrial and residential use in
the late nineteenth century transformed society; electrical power is now a core element of modern
societies.
This says it all. Where is the modern physics?
SHE 3rd dot point: Increasing use of electrical energy has environmental impacts and this has
informed government programs, private investment, community action and incentives directed
towards the development of energy efficient systems and devices (for example, home-based
photovoltaic mains power, light emitting diodes and fluorescent lamps)
This is too wide an idea. Could become very time ineffective.
Mathematical representations and relationships
Line 1: All measurement units are Système Internationale (SI), unless otherwise specified.
Line 2: Important constants used in algebraic representations are expressed in scientific notation.
Will need to be taught specifically. Obviously should be incorporated within the dot points.
Dose equivalent equation
Where does this come into the Science Understanding?
Power equation
Need to include out P = I2R
UNIT 2:
Models of Motion, Waves, Sound and Light
Unit Description 2nd para: Students investigate the development of ideas of motion, including
Galileo’s revolutionary use of reductionism, thought experiments and data.
Delete
Unit Description 3rd para: This leads to an explanation of light phenomena including polarisation,
interference and diffraction in terms of a wave model.
Too difficult at this stage.
Models of force and linear motion
What models are we talking about here?
SU 2nd dot point: Because the universe has no absolute rest frame, motion must be measured with
respect to a specified frame of reference
Whoever said that PSSC is dead! Let’s just change the language to talk about a relative velocity.
SU 4th dot point: Graphic representations, including graphs and vectors, and/or equations of
motion, can be used to explain and predict linear motion
These don’t explain motion.
SU 6th dot point: Newton’s Three Laws of Motion describe changes in the motion of objects in
inertial frames as being caused by a resultant force acting on the object; a single resultant force
may be found by geometric addition of vectors representing all the forces acting on an object
Should be ‘a single resultant’. Redundant repetition. Should be ‘geometrical or numerical’.
SU 8th dot point: Energy is conserved in isolated systems and is transferred from one object to
another when a force is applied over a distance; this causes work to be done and changes to kinetic
and/or gravitational potential energy of objects
Does this include friction? Does this include springs? I would prefer to keep the forces constant at
Year 11.
SHE 1st dot point: Accepted approaches to scientific inquiry change over time as new approaches
are shown to provide valid, reliable data and contribute development (for example, to model and
theory Galileo’s use of reductionism, thought experiments and experimental data to develop an
explanation of motion and its causes challenged the dominant Aristotelian explanation)
I don’t think that students will get the point.
Omissions
Where is impulse, weight, normal reaction?
Mechanical models of waves
SU 2nd dot point: The wave model relates the measurable quantities of position and time to
amplitude, wavelength and frequency of particle oscillation and can be used to explain and predict
the behaviour of water waves, waves in springs and some earthquake phenomena
Are we talking about a displacement model as well as pressure models? We found these to be too
confusing for Year 12 students in the past. Are we talking about both S-waves and P-waves here?
SU 6th dot point: The superposition of waves in a medium may lead to the formation of standing
waves and interference phenomena
Better left to Year 12
SU 7th dot point: A mechanical system resonates when it is driven at one of its natural frequencies
of oscillation; energy is transferred very efficiently into systems under these conditions
Better left to Year 12
SHE 1st dot point: The mechanical wave model has informed measurement of a wide variety of
phenomena (for example, earthquakes, the inner structure of media, acoustic quality, sound
pollution) and enabled the development of standard scales to describe and compare these
phenomena
This will involve inverse square laws and logs, neither of which has been done. Need the decibel
scale to talk about sound pollution. What acoustic properties are we considering?
Wave model of light
SU 2nd dot point: A transverse wave model explains a wide range of light-related phenomena
including reflection, refraction, total internal reflection, scattering, chromatic dispersion,
diffraction, interference, polarisation and resonance
Better left to Year 12.
SU 4th dot point: The speed of light is finite and many orders of magnitude greater than the speed
of mechanical waves (for example, sound and water waves); its intensity decreases in an inverse
square relationship with distance from its source
What is ‘its”? Is it the intensity of the speed of light?
SU 5th dot point: Atoms of an element emit and absorb specific wavelengths of light that are
unique to that element and can be used to identify the element; this is the basis of spectral analysis
Needs a lot more theory, better left to year 12.
SHE 1st dot point: Models that were initially rejected can be revisited as more evidence becomes
available (for example, the wave explanation of Young’s double-slit demonstration was initially
rejected ...
Assumes an understanding of the particle model.
UNIT 3:
From Force to Field Models of Gravity and Electromagnetism
Unit description para 1: Field theories have enabled physicists to explain a vast array of natural
phenomena and have contributed to the development of technologies that have changed the world,
including electrical power generation and distribution systems, artificial satellites and modern
communication systems. In the previous units Newton’s Laws of Motion were used to predict and
explain the results of forces acting on bodies, but no mechanism was given to explain how forces
such as gravity and magnetism are able to act at a distance
This is too restrictive, we need to be able to include natural satellites.
I’m uncomfortable with the type of language. Will students think that the units for gravity are newtons?
I much prefer the use of gravitational force, or force due to the gravitational field.
Unit description para 3: Students develop their understanding of field models of gravity and
electromagnetism
Are we talking about more than one model for gravity?
Learning outcome 1st dot point: understand that motion in gravitational, electric and magnetic
fields, including linear, uniform circular motion
Does this include vertical circular motion?
Learning outcome 5th dot point use algebraic and graphical models to calculate, analyse and
predict measurable quantities related to uniform circular motion, projectile motion, satellite motion,
gravitational effects and electromagnetic phenomena
Why wouldn’t we just use mathematics?
SU 5th dot point: Acceleration due to gravity varies across the surface of Earth because Earth is not
a sphere of uniform density
This concept is not taught at all in 7 – 11. The whole dot point could be deleted, unless we wanted to
consider the effect of distance from the centre and how ‘g’ varies accordingly.
SU 6th dot point: The vector nature of the gravitational force can be used to analyse motion on
inclined planes by considering the components of the gravitational force (that is, weight) parallel
and perpendicular to the plane
Need to include the normal reaction. Should include a simple explanation of friction.
SU 7th dot point: Projectile motion can be analysed by treating the horizontal and vertical
components of the motion independently because all inertial frames are equivalent
The phrase is italics should be deleted. Are we taking air resistance into consideration? This is
important for student understanding. Most students need to understand why when they are driving a
car they need to have their foot on the accelerator to maintain a constant speed.
SU 11th dot point: To calculate the escape velocity for any object, the total energy of the object is
required to be zero at infinity
This whole concept is very difficult. The idea that the GPE tends to zero the higher you go, is in basic
conflict with their understanding of GPE = mg∆h. This needs to be understood before we consider
escape velocity.
SHE 1st dot point: Scientists’ use of new technologies in concert with established principles can
result in the development of new models and theories (for example, Halley, Hooke and Newton
used the Copernican principle
These are not modern examples or new technology for today’s students.
SHE 2nd dot point: The accurate prediction of trajectories is important as it informs decisions and
enables application of decisions in a range of contexts, (for example, improvements in individuals’
sporting performance, use of forensic ballistics in law)
Assumes air resistance, which is not on the proposed course.
Field model – electromagnetism
SU 3rd dot point: Coulomb’s Law states that the magnitude of the force between charges is
proportional to the product of the charges and inversely proportional to the square of the distance
between the charges
This is new material for Year 12. Whilst I like it, it is better in Year 11, where it can be used as an
introduction to the gravitational inverse square law.
SU 7th dot point: Moving charges and current-carrying wires experience a force in a magnetic field:
this force is used in DC motors to produce torque
Does this include commutators? If so, do we mean split ring and slip ring. Are we including
alternators?
SU 8th dot point: Magnetic flux is defined in terms of magnetic field strength and area; a changing
magnetic flux induces an electromotive force on charge in a conductor, which is used to produce a
potential difference: this force is used in transformers to step up and step down potential
differences and in AC induction motors to produce a torque
This is new, and could become quite difficult. Are we teaching this instead of commutators?
SU 10th dot point: The efficiency of electromagnetic devices is improved by using ferromagnetic
materials to intensify and confine the magnetic field
This is new.
SU 11th dot point: Accelerating charges produce changing electric and magnetic fields whose
propagation away from the accelerating charges is modelled as electromagnetic waves
SU 12th dot point: Electromagnetic waves are modelled as transverse waves made up of mutually
perpendicular, changing electric and magnetic fields
SU 13th dot point: Oscillating charges produce electromagnetic waves of the same frequency as
the oscillation; electromagnetic waves cause charges to oscillate with the frequency of the wave
These are all new and could be quite difficult. The Victorian course currently continues on to
transformers and the distribution system. These dot points could all be left out, (or included in Unit 4)
and we return to the distribution system. Particle accelerators are also not covered until Unit 4.
SHE 1st dot point: Models may have strong explanatory power, but require supporting
experimental evidence before they are accepted by the scientific community (for example,
Faraday’s speculations and Maxwell’s mathematical model of electromagnetic waves were not
accepted until Hertz verified the existence of electromagnetic waves experimentally)
What does ‘for example’ mean? Is it compulsory? Faraday is not mentioned in SU, so again the SHE
includes new knowledge and understandings. Do they have enough mathematical skills to deal with
Maxwell’s model?
SHE 2nd dot point: Community support, and national and international funding and cooperation
are necessary to build and operate large-scale scientific instruments (for example, the Large
Hadron Collider, the Australian Synchrotron)
My only response to this is ‘So what?’ I have no idea how the writers intend us to respond to this. Do
we just state it as a fairly obvious factual statement and leave it at that, or do they want us to do
something with it? The synchrotron (or the Large Hadron Collider) should be included in the SU, but
this will require a significant amount of additional material to be taught.
SHE 3rd dot point: Electromagnetic induction is utilised in a range of technologies including
transformers, generators, large scale alternating current power distribution systems, induction
motors, induction hot plates and microwave ovens; investment in development of these technologies
is informed by health, environmental and commercial agendas
Most of this is new material for Victoria. Where is the Physics in this?
Mathematical relationships
3rd equation: The structure of these equations is wrong. e.g. vy = uy + gt has far more meaning and
logic than what is written in the document. The use of subscripts will just confuse the weaker students.
v = u + gt is FAR better.
GPE formula: Will be a very difficult concept for the students to come to terms with. It is best left out,
because it requires differentiation.
Electric field strength formula: This is new and could be large.
Magnetic field around a wire formula: This is new and could be large.
Magnetic field strength formula: I understand that this is the definition for B, but considering how
often the chief assessor states that students have trouble rearranging simple equations, I think that it
should be written as F = BiL or F = nBiL.
Torque formula: The cosθ is way too difficult. Victoria dropped it a few years ago.
UNIT 4:
Current models of Space-Time, Energy and Matter
Unit decription 3rd para: Students examine black body radiation and the photoelectric effect and
investigate the quantum hypothesis developed by Planck and Einstein to explain these phenomena.
They evaluate the contribution of the quantum model of light to the development of the quantum
model of the atom and examine the Standard Model of particle physics and the Big Bang theory.
‘black body radiation’ is new and quite difficult. The mathematics can get difficult very quickly. The
‘standard model’ is difficult, and weaker students are likely to have real difficulty with the concepts.
The language could be an additional difficulty for ESL students.
Learning outcomes 1st dot point: understand the consequences for space and time of the
equivalence principle for inertial frames of reference
Not too sure about this.
Learning outcomes 3rd dot point: understand how shortcomings in existing theories led to the
development of the special theory of relativity and the quantum theory of light and matter, and how
these theories have led to the development of technologies including lasers and photovoltaic and
photonics devices
This is not in SU
Learning outcomes 5th dot point: use algebraic and graphical models to solve problems and make
predictions related to the theory and applications of special relativity, black body radiation and the
photoelectric effect, light quanta and wave particle duality, the Bohr model of the atom,
fundamental particles, and simple particle accelerators
What does this restriction mean?
The theory of relativity
SU 3rd dot point: A consequence of Einstein’s postulates is that Newton’s assumption of an
absolute rest frame is not valid; simultaneity, mass, length and time become relative rather than
absolute quantities that depend on the observer’s frame of reference
The concept of ‘simultaneity’ had shown itself to be very difficult for teachers to teach and for
examiners to test over the last 7-8 years. Many Physics teachers, that don’t have a modern pure
Physics background, are challenged by the prospect of teaching this topic. The teaching of the
equations does not seem to be a major issue.
SHE 2nd dot point: Applications of special relativity include GPS tracking systems; increasing use
and availability of these systems has significant social implications (for individuals, industry,
government, and security organisations)
Where is the Physics in this? If this was externally examined, what sort of question would cover this
aspect of the course?
The Quantum Model
SU 2nd dot point: Quantum theory, which postulates the quantisation of light, is used to explain
black body radiation, the photoelectric effect and interactions between electromagnetic radiation
and matter
This is new and might be too difficult, depending on depth.
SU 3rd dot point: The current model of the atom is based on the quantisation of electron energy
states and is used to explain atomic emission and absorption spectra
The associated mathematics can get beyond some students.
SU 4th dot point: Molecular absorption and emission of photons influences the temperature of the
atmosphere and contributes to the greenhouse effect
This is new and might be time consuming, depending on depth.
SU 5th dot point: Wave-particle duality imposes a quantifiable limit to the accuracy with which
measurements of sub-atomic phenomena can be made, and to the accuracy to which events can be
predicted by quantum theory
This is all very new to students, and will add a significant level of complexity. The associated
mathematics can get beyond some students.
SU 6th dot point: Quantum theory is used to explain phenomena at the subatomic level and predicts
that, on this scale, the act of observation can influence experimental outcomes
Conceptually this could be quite difficult for students. I have a fear that some students will consider
these last four dot points to be too difficult, too late in the year, and so just not pay any attention to
them. This used to happen to the entire Light and Matter section when it was only worth ~6% of the
course.
SHE 1st dot point: Development of new models and theories often requires integration of evidence
from a wide range of previous studies across multiple fields (for example, Planck, Bohr and
Einstein integrated evidence from studies of heat radiation, spectroscopy and the photoelectric
effect to develop the photon model, which contradicted both the electromagnetic wave model and
the particle model)
This has not really been discussed in any depth up until this point. So more new content from SHE.
SHE 2nd dot point: Acceptance of new models and theories can occur when the new model or
theory can be shown to explain a greater range of phenomena (for example, the acceptance of the
Bohr model over the models of Thomson and Rutherford; the acceptance of photon model of light
over the electromagnetic wave model; the acceptance the probabilistic nature of quantum theory
over the determinism of Newtonian physics)
More new information, and complex ideas that need to be covered.
Standard Model
SU 1st dot point: The Standard Model of particle physics explains the interactions between all the
known fundamental particles by combining the quantum field theories of three of the four
fundamental forces in a single theoretical framework
SU 2nd dot point: The Standard Model is based on three types of fundamental particles: quarks that
experience the strong nuclear force, leptons that do not experience the strong nuclear force, and
gauge bosons that mediate the forces between particles
SU 3rd dot point: High-energy particle accelerators are used to test the predictions of the Standard
Model
SU 4th dot point: The Big Bang theory uses the Standard Model to describe and explain the
evolution of the four fundamental forces and the production of matter
SU 5th dot point: The Standard Model is not a complete theory of fundamental particles and their
interactions because it does not include gravity
What are you supposed to teach here?
SU 6th dot point: Some aspects of the observed universe cannot be explained by the Big Bang
theory or the Standard Model of particle physics
Move all of this into Year 11, and treat at an appropriate level. The idea of externally assessing this
content will put a lot of pressure on both teachers and students. The types of questions that could be
asked on this topic (in an exam) are very limited. This material is very theoretical, and would most
likely be examined through recall type questions. The students will find it difficult to demonstrate
‘understanding’ on this topic. There is too much rote learning required.
SHE 2nd dot point: The pursuit of knowledge about fundamental processes of the universe requires
significant human and material resources (for example, large particle accelerators and telescopes);
this necessitates prioritising finite resources, coordinating large teams of scientists and international
cooperation
What does ‘for example’ mean? Does this infer that you need to teach the students about the Large
Hadron Collider and the Square Kilometre Array? If you need to, then this is a lot more content.
Mathematical relationships:
Black body formulas: These are both new and very difficult to show where they come from to
secondary students.
Bohr model equations, spectra equation and uncertainty relationships: These are all new
The real problem with Unit 4 is that it is very theoretical, and for most schools it will be extremely
difficult to do much (if any) productive practical work to assist in the understanding of the concepts.