Download Yr12 Physics Course Outline IMCC 2017

IRENE McCORMACK CATHOLIC COLLEGE
SCIENCE DEPARTMENT
TEACHING & LEARNING PROGRAMME 2017
YEAR 12 PHYSICS
ATAR COURSE





Gravity and Motion
Electromagnetism
Wave particle duality and the quantum theory
Special relativity
The Standard Model
NOTES:
References:
 Pearson Lightbook – Physics Western Australia 12 (Lightbook)
 “Exploring Physics Year 12 – Experiments, Investigations & Problems”;
STAWA (EP12)
Week
Ending
3/2 (1.1)
Central Ideas
This is a qualitative analysis
only. Acceleration of falling
objects is independent of
mass (Galileo)
Development of our solar
system due to
gravitational forces. Dust
and rocks in deep space
forming planets.
Formulation of nebula.
Movement of objects in the
solar system due to
gravitational forces.
Drawing gravity field
diagrams. Understanding
of apparent weight.
Elevators. Understanding
of the inverse square law.
Introduce idea of
perceived weight as
Normal Force.
Apparent weight.
References, Activities,
Assessment
Content
Gravity and Motion
the movement of free-falling bodies in Earth’s gravitational field is predictable
all objects with mass attract one another with a gravitational force; the magnitude of this
force can be calculated using Newton’s Law of Universal Gravitation
This includes applying the relationship


Fg = G

m1 m2
r2
objects with mass produce a gravitational field in the space that surrounds them; field
theory attributes the gravitational force on an object to the presence of a gravitational
field
This includes applying the relationship
Fweight = m g

when a mass moves or is moved from one point to another in a gravitational field and
its potential energy changes, work is done on the mass by the field
This includes applying the relationships
Ep = m g h ,
W =Fs,

W = E ,
Ek 
1
2
m v2
gravitational field strength is defined as the net force per unit mass at a particular point
in the field
This includes applying the relationships
g =
Fg
M
= G 2
m
r
Lightbook:
1. The force due to gravity
1.1 Newton’s law of
universal gravitation
1.2 Gravitational fields
1.3 Work in a
gravitational field
Week
Ending
10/2 (1.2)
17/2 (1.3)
Central Ideas
Graphing of motion:
•
displacement / time
graphs
•
velocity / time graphs
(vertical and horizontal)
Use of projectile motion
marble/carts, various other
projectile systems.
Resolving vector components
Discuss qualitatively the
effects of air resistance.
Demonstrate how to
determine maximum range
when vertical displacement =
0 and the angle at which this
occurs.
Graphing of motion:
•
displacement / time
graphs
•
velocity / time graphs
(vertical and horizontal)
Use of projectile motion
marble/carts, various other
projectile systems.
Resolving vector components
Discuss qualitatively the
effects of air resistance.
Demonstrate how to
determine maximum range
when vertical displacement =
0 and the angle at which this
occurs.
References, Activities,
Assessment
Content


Gravity and Motion
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
projectile motion can be analysed quantitatively by treating the horizontal and vertical
components of the motion independently
This includes applying the relationships
s
v-u
vav  ,
a
,
t
t
v = u + at , s  ut  1 2 at 2 ,

v 2  u 2  2as , Ek 
1
2
v 2  u 2  2as , Ek 
1
2
EP12:
P15 Set 1
P42 Set 3
m v2
Gravity and Motion
projectile motion can be analysed quantitatively by treating the horizontal and vertical
components of the motion independently
This includes applying the relationships
s
v-u
vav  ,
a
,
t
t
v = u + at , s  ut  1 2 at 2 ,
Lightbook:
2. Motion in a
gravitational field
2.1 Inclined planes
2.2 Projectiles launched
horizontally
m v2
Lightbook:
2. Motion in a
gravitational field
2.2 Projectiles launched
horizontally
2.3 Projectiles: Oblique
launches
EP12:
P42 Set 3
Week
Ending
24/2 (1.4)
3/3 (1.5)
Central Ideas
Determination of centripetal
force and acceleration.
Resolution of forces on a
banked track (cars, bikes,
runners). Understanding of
normal force (considering
friction) on banked tracks.
Discuss effects of friction
qualitatively Ferris wheels,
rollercoasters, stunt planes,
experience of
‘weightlessness’. Need to
determine ΣF at various
points in vertical circular
motion. Also criteria for not
falling out of your seat when
doing a ‘loop the loop’. Circus
acrobats, gymnasts,
centrifuges. Assuming that
non uniform CM (vertical).
Car over a hump.
Determining mass of earth by
using horizontal circular
motion. Understanding as to
how to derive Kepler’s laws.
Comet motion.
Consider elliptical orbits and
Kepler’s Laws.
Kepler’s 3rd law: T2 / r3 =
constant
Show how to link FG and FC
and v=2πr/T
References, Activities,
Assessment
Content

Gravity and Motion
when an object experiences a net force of constant magnitude perpendicular to its
velocity, it will undergo uniform circular motion, including circular motion on a horizontal
plane and around a banked track; and vertical circular motion
This includes applying the relationships
𝑣=

2𝜋𝑟
,
𝑇
𝑎𝑐 =
𝑣2
,
𝑟
resultant 𝐹𝑐 = 𝑚𝑎𝑐 =
𝑚𝑣 2
𝑟
Newton’s Law of Universal Gravitation is used to explain Kepler’s laws of planetary
motion and to describe the motion of planets and other satellites, modelled as uniform
circular motion
This includes deriving and applying the relationship
T2
4 2
=
GM
r3
Gravity and Motion

Newton’s Law of Universal Gravitation is used to explain Kepler’s laws of planetary
motion and to describe the motion of planets and other satellites, modelled as uniform
circular motion
This includes deriving and applying the relationship
T2
4 2
=
GM
r3
Lightbook:
2. Motion in a
gravitational field
2.4 Circular motion in a
horizontal plane
2.5 Circular motion on
banked tracks
2.6 Circular motion in a
vertical plane
2.7 Satellite motion
EP12:
P56 Set 4
Task 1: TEST – Projectile
motion and gravity (2.5%)
Lightbook:
2. Motion in a
gravitational field
2.7 Satellite motion
EP12:
P67 Set 5
Task 2: EXPERIMENT –
Circular Motion (5%)
Week
Ending
10/3 (1.6)
Central Ideas
Mechanical advantage.
Considering position of centre
of mass (centre of gravity).
Stability, centre of mass and
base of support. Couples
Content


Gravity and Motion
when an object experiences a net force at a distance from a pivot and at an angle to the
lever arm, it will experience a torque or moment about that point
This includes applying the relationship
 = r Fsinθ
for a rigid body to be in equilibrium, the sum of the forces and the sum of the moments
must be zero
This includes applying the relationships
F = 0 ,
17/3 (1.7)
Use of real life examples,
such as suspended objects
(2D), planks, bridges, trusses,
arches, cranes, etc.
Stability


Catch up
31/3 (1.9)
Year 12 Retreat
 = 0
Gravity and Motion
when an object experiences a net force at a distance from a pivot and at an angle to the
lever arm, it will experience a torque or moment about that point
This includes applying the relationship
 = r Fsinθ
for a rigid body to be in equilibrium, the sum of the forces and the sum of the moments
must be zero
This includes applying the relationships
F = 0 ,
24/3 (1.8)
 = r Fsinθ ,
 = r Fsinθ ,
References, Activities,
Assessment
Lightbook:
3. Equilibrium of forces
3.1 Torque
3.2 Equilibrium of forces
3.3 Static equilibrium
EP12:
P33 Set 2
Task 3: TEST – Circular
motion, satellites (2.5%)
Lightbook:
3. Equilibrium of forces
3.1 Torque
3.2 Equilibrium of forces
3.3 Static equilibrium
EP12:
P33 Set 2
 = 0
Task 4: TEST – Torque,
equilibrium (2.5%)
Week
Ending
7/4 (1.10)
Central Ideas
Electrons in orbit around the
atom. Explaining the concept
of charge.
Electrons orbiting within an
electrostatic field.
Electrostatic forces of
attraction.
Content

F =

Define permittivity.
Draw simple electric field
diagrams. Van der Graaff
generator experiments.
Electromagnetism
electrostatically charged objects exert a force upon one another; the magnitude of this
force can be calculated using Coulomb’s Law
This includes applying the relationship

Milliken oil drop experiment.

1
4 0
q1 q2
r2
point charges and charged objects produce an electric field in the space that surrounds
them; field theory attributes the electrostatic force on a point charge or charged body to
the presence of an electric field
a positively charged body placed in an electric field will experience a force in the
direction of the field; the strength of the electric field is defined as the force per unit
charge
This includes applying the relationship
𝐹
𝑉
𝐸= =
𝑞
𝑑
when a charged body moves or is moved from one point to another in an electric field
and its potential energy changes, work is done on the charge by the field
This includes applying the relationship
V =
W
q
End of Term 1 – Revise, catch-up, prepare
References, Activities,
Assessment
Lightbook:
4. Electric fields
4.1 The electric field
4.2 Coulomb’s law
4.3 Work done in an
electric field
EP12:
P129 Set 9
Week
Ending
28/4 (2.1)
5/5 (2.2)
Central Ideas
Flow of charge is current.
Difference between electron
current and conventional
current.
Determination of total charge.
Moving charge results in the
development of magnetic
field. Discuss Earth’s
magnetic field. Determination
of north/south poles in
solenoids.
Shape of magnetic field.
Strength of field relates to
density of field lines. Shape of
field due to straight wire, loop
and coil.
Magnetic field intensity
around a conductor Definition
of permeability of free space.
Charged particles in a
magnetic field. Motor effect.
Force on a charge-carrying
conductor. Development of
the Synchrotron, etc.
Principles of a Mass
Spectrometer
For free particles.
For particles in a wire.
Motor effect. Use of
commutators. Back emf.
Force is perpendicular to
magnetic field and wire.
Determination of maximum
torque
References, Activities,
Assessment
Content



Electromagnetism
the direction of conventional current is that in which the flow of positive charges takes
place, while the electron flow is in the opposite direction
current-carrying wires are surrounded by magnetic fields; these fields are utilised in
solenoids and electromagnets
the strength of the magnetic field produced by a current is a measure of the magnetic
flux density
This includes applying the relationship
B=

EP12:
P84 Set 6
0 I
2π r
Electromagnetism
magnets, magnetic materials, moving charges and current-carrying wires experience a
force in a magnetic field when they cut flux lines; this force is utilised in DC electric
motors and particle accelerators
This includes applying the relationships
F = q v B where v  B,

Lightbook:
5. Magnetic field and
force
5.1 The magnetic field
F =I
B where  B
the force due to a current in a magnetic field in a DC electric motor produces a torque
on the coil in the motor
This includes applying the relationship
 = r F
Lightbook:
5. Magnetic field and
force
5.2 Forces on charged
objects
5.3 The force on a
conductor
EP12:
P84 Set 6
P126 Set 10
P133 Set 11
Task 5: INVESTIGATION –
Efficiency of an electric
motor (5%)
Week
Ending
12/5 (2.3)
Central Ideas
Rate of change of flux
will result in an emf.
Faraday and Lenz’s
Laws.
Flux versus flux density.
Electromagnetism is
utilised in a range of
technological
applications, including:
 DC electric motor
with commutator,
and back emf
 AC and DC
generators
 transformers
 regenerative
braking
 induction hotplates
 large scale AC
power distribution
systems
19/5 (2.4)
References, Activities,
Assessment
Content

Electromagnetism
an induced emf is produced by the relative motion of a straight conductor in a magnetic
field when the conductor cuts flux lines
This includes applying the relationship
v B
induced emf = v B

where
magnetic flux is defined in terms of magnetic flux density and area
This includes applying the relationship
 = B A

a changing magnetic flux induces a potential difference; this process of electromagnetic
induction is used in step-up and step-down transformers, DC and AC generators
This includes applying the relationships
induced emf = - N
  B A 
( 2  1 )

= -N
= -N
t
t
t
AC generator emfmax = 2𝑁ℓ𝑣𝐵 = 2𝜋𝑁𝐵𝐴⊥ 𝑓 ,
Vp
=
Vs
induced emf = - N
√2
V2
R
  B A 
( 2  1 )

= -N
= -N
t
t
t
AC generator emfmax = 2𝑁ℓ𝑣𝐵 = 2𝜋𝑁𝐵𝐴⊥ 𝑓 ,
emfrms =
𝑒𝑚𝑓𝑚𝑎𝑥
√2
Np
Ns
P = V I = I

Task 6: TEST –
Electromagnetism (3.5%)
𝑒𝑚𝑓𝑚𝑎𝑥
Electromagnetism
a changing magnetic flux induces a potential difference; this process of electromagnetic
induction is used in step-up and step-down transformers, DC and AC generators
This includes applying the relationships
Vp
=
Vs
EP12:
P94 Set 7
Np
Ns
P = V I = I2 R =

emfrms =
Lightbook:
6. Magnetic field and EMF
6.1 Induced EMF in a
conductor moving in a
magnetic field
6.2 Induced EMF from a
changing magnetic
flux
2
V2
R =
R
conservation of energy, expressed as Lenz’s Law of electromagnetic induction, is used
to determine the direction of induced current
Lightbook:
6. Magnetic field and EMF
6.2 Induced EMF from a
changing magnetic
flux
6.3 Lenz’s law
6.4 Transforming voltage
using changing
magnetic flux
EP12:
P109 Set 8
Task 7: TEST –
Electromagnetic induction
(4%)
Week
Ending
Central Ideas
Content
Revise
Year 12 Semester 1 Exams
26/5 (2.5)
2/6 (2.6)
9/6 (2.7)
16/6 (2.8)
23/6 (2.9)
Define mechanical wave.
Define e/m wave. Understand
vacuum characteristics.
Understand space is a
vacuum. Revise wave
properties (reflection,
refraction, diffraction,
interference). Dual nature of
light. Electromagnetic
radiation, wavelike properties
- quanta of light.
Define polarisation, reflection,
refraction, diffraction,
dispersion and interference with examples. Understand
what a transverse wave is.
Use the "picket fence"
analogy to explain
polarisation. Limitations of
models.
Particle nature exhibited in
p/e effect, Compton effect, de
Broglie's Equation. Wave
nature exhibited in
interference, diffraction.
Construct a simple diagram of
how "polaroid" sunglasses
work.




Year 12 Semester 1 Exams
Wave particle duality and the quantum theory
light exhibits many wave properties; however, it cannot only be modelled as a
mechanical wave because it can travel through a vacuum
a wave model explains a wide range of light-related phenomena, including reflection,
refraction, dispersion, diffraction and interference; a transverse wave model is required
to explain polarisation
electromagnetic waves are transverse waves made up of mutually perpendicular,
oscillating electric and magnetic fields
oscillating charges produce electromagnetic waves of the same frequency as the
oscillation; electromagnetic waves cause charges to oscillate at the frequency of the
wave
References, Activities,
Assessment
Task 8: EXAMINATION –
Semester 1 (20%)
Lightbook:
7. Wave-particle duality
and quantum theory
7.1 Properties of waves
in two dimensions
7.2 Evidence for the
wave model of light
7.3 Electromagnetic
waves
EP12:
P156 Set 12.1
Task 9: INVESTIGATION –
Behaviour of light (5%)

Wave particle duality and the quantum theory
atomic phenomena and the interaction of light with matter indicate that states of matter
and energy are quantised into discrete values
Lightbook:
7. Wave-particle duality
and quantum theory
7.4 Black body radiation
and the photoelectric
effect
EP12:
P161 Set 12.2
Week
Ending
30/6
(2.10)
Central Ideas
Detail description of
photoelectric effect. Wave
model of light inadequate.
Dual nature of light explored
with reference to Einstein’s
explanation of photoelectric
effect. Interpret graphs of
photoelectric effect. Effect of
threshold voltage in p/e cell.
(i.e. Ek vs f graph) Determine
the gradient of this graph and
note its significance. Interpret
the intercepts of this graph.
Energy level diagrams.
Threshold frequencies. See
particle theory above.
References, Activities,
Assessment
Content

Wave particle duality and the quantum theory
on the atomic level, electromagnetic radiation is emitted or absorbed in discrete packets
called photons. The energy of a photon is proportional to its frequency. The constant of
proportionality, Planck’s constant, can be determined experimentally using the
photoelectric effect and the threshold voltage of coloured LEDs
This includes applying the relationships
c = f  ,

E hf =
hc

,
Ek = h f - W ,
de Broglie  =
h
p
a wide range of phenomena, including black body radiation and the photoelectric effect,
are explained using the concept of light quanta
End of Term 2 – Revise, catch-up, prepare
Lightbook:
7. Wave-particle duality
and quantum theory
7.4 Black body radiation
and the photoelectric
effect
7.5 Atomic spectra
EP12:
P176 Set 13
Week
Ending
21/7 (3.1)
Central Ideas
Understand hydrogen atom
spectra. The Bohr Model of
the atom - understand
hydrogen atom, electron
shells, energy levels. Define
"photon" and link to
quantisation in matter /
energy levels (n=1, n=2, etc.)
Energy level diagrams.
Quantum Physics. Absorption
and emission of photons (E =
h f).
Spectra. Bohr model of the
atom/ Balmer - Lyman series.
Define continuous emission
spectra, line emission
spectra, band emission
spectra, line absorption
spectra and band absorption
spectra. Supply examples
(AAS, forensics,
contaminants CSIRO HE).
Unique energy level diagrams
for each atom to explain line
emission / absorption (in
relation to transitions between
ground state and intermediate
energy levels as needed).
Content

Wave particle duality and the quantum theory
atoms of an element emit and absorb specific wavelengths of light that are unique to
that element; this is the basis of spectral analysis
This includes applying the relationships
E  hf ,

28/7 (3.2)

E2  E1  hf
the Bohr model of the hydrogen atom integrates light quanta and atomic energy states
to explain the specific wavelengths in the hydrogen spectrum and in the spectra of
other simple atoms; the Bohr model enables line spectra to be correlated with atomic
energy-level diagrams
Wave particle duality and the quantum theory
on the atomic level, energy and matter exhibit the characteristics of both waves and
particles. Young’s double slit experiment is explained with a wave model but produces
the same interference and diffraction patterns when one photon at a time or one
electron at a time are passed through the slits
References, Activities,
Assessment
Lightbook:
7. Wave-particle duality
and quantum theory
7.5 Atomic spectra
EP12:
P176 Set 13
Lightbook:
7. Wave-particle duality
and quantum theory
7.6 The quantum nature
of matter
Week
Ending
4/8 (3.3)
11/8 (3.4)
Central Ideas
Consequences of Special
Theory explored. Define
inertial frame of reference.
Define the speed of light.
Ultimate speed in universe.
Graphing Lorentz
transformations. Frame of
reference.
Define the speed of light.
Define relativistic / quantum
Physics. Define Newtonian
Physics. Relative versus
absolute speeds
(differences).
Understand the concept of
relativity. Time as not being
an absolute. Mass as not
being absolute. Understand
the concept of ‘rest mass’.
Describe time dilation. Atomic
clock evidence of time
dilation. Frame of reference.
Relative motion. Limitations
of Newton's laws (relatively
low speeds). Relativity frames of reference,
comparing speed. GPS only
works if the clock on moving
satellite is corrected for time
dilation. CERN (LHC) at
0.99999c - the mass of a
proton dilates dramatically
and therefore the B strength
must be increased to keep a
constant radius of motion. At
low speeds m is constant, at
‘c’ it is not.
Content



Special relativity
observations of objects travelling at very high speeds cannot be explained by
Newtonian physics. These include the dilated half-life of high-speed muons created in
the upper atmosphere, and the momentum of high-speed particles in particle
accelerators
Einstein’s special theory of relativity predicts significantly different results to those of
Newtonian physics for velocities approaching the speed of light
the special theory of relativity is based on two postulates: that the speed of light in a
vacuum is an absolute constant, and that all inertial reference frames are equivalent
References, Activities,
Assessment
Lightbook:
8. Special relativity
8.1 Galilean relativity and
Newtonian physics
8.2 Einstein’s special
theory of relativity
EP12:
P196 Set 14.1
Task 10: TEST – Wave
particle duality (7%)

Special relativity
motion can only be measured relative to an observer; length and time are relative
quantities that depend on the observer’s frame of reference
This includes applying the relationships
=
u =
0

v2 
1 - 2 
c 

v + u
v u
1+ 2
c
u =
t =
u -v
uv
1- 2
c
t0

v2 
1 - 2 
c 

Lightbook:
8. Special relativity
8.2 Einstein’s special
theory of relativity
8.3 Time dilation
8.4 Length contraction
EP12:
P198 Set 14.2
Week
Ending
Central Ideas
Content
18/8 (3.5)

Special relativity
relativistic momentum increases at high relative speed and prevents an object from
reaching the speed of light
This includes applying the relationship
pv =

mv

v2 
1 - 2 
c 

m c2
1
1/9 (3.7)
Higgs boson and LHC.
Feynman diagrams (How
many = photons only, one
step only). Feynman
diagrams to represent force
mediation.
Conservation of lepton and
baryon number. Standard
Model families.
Development of
synchrotrons-colliders.
Australian synchrotron
explored with links to Braggs
diffraction. CERN – LHC.
Relate to circular motion.
Bosons to hadrons explored.
Students understand basic
Gell-Mann model for Quarks.




Lightbook:
8. Special relativity
8.5 Relativistic
momentum and
energy
the concept of mass-energy equivalence emerged from the special theory of relativity
and explains the source of the energy produced in nuclear reactions
This includes applying the relationship
E =
25/8 (3.6)
References, Activities,
Assessment
v2
c2
The Standard Model
the Standard Model explains three of the four fundamental forces (strong, weak and
electromagnetic forces) in terms of an exchange of force-carrying particles called gauge
bosons; each force is mediated by a different type of gauge boson
Lepton number and baryon number are examples of quantities that are conserved in all
reactions between particles; these conservation laws can be used to support or
invalidate proposed reactions. Baryons are composite particles made up of quarks
Lightbook:
9. The Standard Model
9.1 Particles of the
Standard Model
The Standard Model
high-energy particle accelerators are used to test theories of particle physics, including
the Standard Model
This includes deriving and applying the relationship
Lightbook:
9. The Standard Model
9.2 Interactions between
particles
9.3 Particle accelerators
m v2
=qvB
r
the Standard Model is based on the premise that all matter in the universe is made up
from elementary matter particles called quarks and leptons; quarks experience the
strong nuclear force; leptons do not
EP12:
P216 Set 15.1
EP12:
P217 Set 15.2
Task 11: EVALUATION &
ANALYSIS – The Standard
Model (5%)
Week
Ending
8/9 (3.8)
15/9 (3.9)
22/9
(3.10)
13/10
(4.1)
20/10
(4.2)
27/10
(4.3)
Central Ideas
Evolution of matter and
particles as the universe
cools and expands - exploring
the evidence. Linking in the
SKA. Difference between red
and blue shift. Doppler effect.
Analysis of Hubble's data extrapolation of data gradient
to find age of universe.
Microwave background
radiation. Doppler effect.
Content


The Standard Model
the expansion of the universe can be explained by Hubble’s law and cosmological
concepts, such as red shift and the Big Bang theory
the Standard Model is used to describe the evolution of forces and the creation of
matter in the Big Bang theory
References, Activities,
Assessment
Lightbook:
9. The Standard Model
9.4 Expansion of the
universe
Task 12: TEST – Special
relativity and The
Standard Model (8%)
Revise
Revise
Year 12 Semester 2 Exams
Year 12 Semester 2 Exams
Year 12 Exam Review
WACE Examinations
Task 13: EXAMINATION –
End of year (30%)