South Australian Certificate of Education Physics Stage 2 Subject Outline PDF

# **Physics** ## **Subject Outline | Stage 2** ### **Subject Outline Changes** Below are the current changes to the subject outline. Teachers are encouraged to explore the changes in detail and make relevant adjustments to their teaching, learning, and assessment programs. | From 2024 | Stage 2 | To 2025 onwards | page | |-----------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------|-----------------------|-------| | Evidence of Learning: Eight assessments: • at least two practical investigations • one investigation with a focus on science as a human endeavour • at least three skills and applications tasks • one examination | Evidence of Learning: Six or seven assessments: • one or two practical investigations • one investigation with a focus on science as a human endeavour • three or four skills and applications tasks • one examination | | 54, 55, 58 | | Evidence of Learning: • At least three skills and applications tasks under direct teacher supervision Assessment Type 1: Investigations Folio • Practical Investigations - The report should be a maximum of 1500 words if written, or a maximum of 10 minutes for an oral presentation. • Science as a Human Endeavour Investigation The report should be a maximum of 1500 words if written, or a maximum of 10 minutes for an oral presentation. | Evidence of Learning: • At least two skills and applications tasks under direct teacher supervision Assessment Type 1: Investigations Folio • Practical Investigations - The report should be a maximum of 1500 words if written, or a maximum of 9 minutes for an oral presentation. • Science as a Human Endeavour Investigation The report should be a maximum of 1500 words if written, or a maximum of 9 minutes for an oral presentation. | | 58 | | Assessment Type 1: Investigations Folio • Evidence of deconstruction… to a maximum of four sides of an A4 page. Performance standards - Investigation, Analysis and Evaluation (IAE1) A to C grade bands. | Assessment Type 1: Investigations Folio • Evidence of deconstruction... to a maximum of four sides of an A4 page (minimum font size 10). Performance standards - Inclusion of ‘justification’ to the IAE1 A to C grade bands: • A grade band - Critically deconstructs a problem and designs a logical and coherent physics investigation with detailed justification. • B grade band - Logically deconstructs a problem and designs a well-considered and clear physics investigation with reasonable justification. • C grade band - Deconstructs a problem and designs a considered and generally clear physics investigation with some justification. | | 56, 57, 60 | ### **Contents** * Introduction * Subject description * Capabilities ***Aboriginal and Torres Strait Islander knowledge, cultures, and perspectives*** * Health and safety * Learning scope and requirements * Learning requirements * Content * Assessment scope and requirements * Evidence of learning * Assessment design criteria * School assessment * External assessment * Performance standards * Assessment integrity * Support materials * Subject-specific advice * Advice on ethical study and research ## **Introduction** ### **Subject Description** Physics is a 10-credit subject or a 20-credit subject at Stage 1 and a 20-credit subject at Stage 2. The study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years. By studying physics, students understand how new evidence can lead to the refinement of existing models and theories and to the development of different, more complex ideas, technologies, and innovations. Through further developing skills in gathering, analysing, and interpreting primary and secondary data to investigate a range of phenomena and technologies, students increase their understanding of physics concepts and the impact that physics has on many aspects of contemporary life. By exploring science as a human endeavour, students develop and apply their understanding of the complex ways in which science interacts with society, and investigate the dynamic nature of physics. They explore how physicists develop new understanding and insights, and produce innovative solutions to everyday and complex problems and challenges in local, national, and global contexts. In Physics, students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges. Students also pursue scientific pathways, for example, in engineering, renewable energy generation, communications, materials innovation, transport and vehicle safety, medical science, scientific research, and the exploration of the universe. ## **Capabilities** The capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways. The SACE identifies seven capabilities. They are: * Literacy * Numeracy * Information and communication technology (ICT) capability * Critical and creative thinking * Personal and social capability * Ethical understanding * Intercultural understanding ### **Literacy** In this subject students extend and apply their literacy capability by, for example: * interpreting the work of scientists across disciplines using physics knowledge * critically analysing and evaluating primary and secondary data * extracting physics information presented in a variety of modes * using a range of communication formats to express ideas logically and fluently, incorporating the terminology and conventions of physics * synthesising evidence-based arguments * communicating appropriately for specific purposes and audiences. ### **Numeracy** In this subject students extend and apply their numeracy capability by, for example: * solving problems using calculations and critical thinking skills * measuring with appropriate instruments * recording, collating, representing, and analysing primary data * accessing and interpreting secondary data * identifying and interpreting trends and relationships * calculating and predicting values by manipulating data and using appropriate scientific conventions. ### **Information and communication technology (ICT) capability** In this subject students extend and apply their ICT capability by, for example: * locating and accessing information * collecting, analysing, and representing data electronically * modelling concepts and relationships * using technologies to create new ways of thinking about science * communicating physics ideas, processes, and information * understanding the impact of ICT on the development of physics and its application in society * evaluating the application of ICT to advance understanding and investigations in physics. ### **Critical and creative thinking** In this subject students extend and apply critical and creative thinking by, for example: * analysing and interpreting problems from different perspectives * deconstructing a problem to determine the most appropriate method for investigation * constructing, reviewing, and revising hypotheses to design investigations * interpreting and evaluating data and procedures to develop logical conclusions * analysing interpretations and claims, for validity and reliability * devising imaginative solutions and making reasonable predictions * envisaging consequences and speculating on possible outcomes * recognising the significance of creative thinking on the development of physics knowledge and applications. ### **Personal and social capability** In this subject students extend and apply their personal and social capability by, for example: * understanding the importance of physics knowledge on health and well-being, both personally and globally * making decisions and taking initiative while working independently and collaboratively * planning effectively, managing time, following procedures effectively, and working safely * sharing and discussing ideas about physics issues, developments, and innovations while respecting the perspectives of others * recognising the role of their own beliefs and attitudes in gauging the impact of physics in society * seeking, valuing, and acting on feedback. ### **Ethical understanding** In this subject students extend and apply their ethical understanding by, for example: * considering the implications of their investigations on organisms and the environment * making ethical decisions based on an understanding of physics principles * using data and reporting the outcomes of investigations accurately and fairly * acknowledging the need to plan for the future and to protect and sustain the biosphere * recognising the importance of their responsible participation in social, political, economic, and legal decision-making. ## **Intercultural Understanding** In this subject students extend and apply their intercultural understanding by, for example: * recognising that science is a global endeavour with significant contributions from diverse cultures * respecting and engaging with different cultural views and customs and exploring their interaction with scientific research and practices * being open-minded and receptive to change in the light of scientific thinking based on new information * understanding that the progress of physics influences and is influenced by cultural factors. ## **Aboriginal and Torres Strait Islander knowledge, Cultures, and Perspectives** In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE Board of South Australia supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians. The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by: * providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait Islander histories, cultures, and contemporary experiences * recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society * drawing students' attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past and the present * promoting the use of culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities. ## **Health and Safety** It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Act 2012, in addition to relevant state, territory, or national health and safety guidelines. Information about these procedures is available from the school sectors. The following safety practices must be observed in all laboratory work: * Use equipment only under the direction and supervision of a teacher or other qualified person. * Follow safety procedures when preparing or manipulating apparatus. * Use appropriate safety gear when preparing or manipulating apparatus. Particular care must be taken when using electrical apparatus, ionising and non-ionising radiation, and lasers, but care must not be limited to these items. ## **Learning Scope and Requirements** ### **Learning Requirements** The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Physics. In this subject, students are expected to: * apply science inquiry skills to deconstruct a problem and design and conduct physics investigations, using appropriate procedures and safe, ethical working practices * obtain, record, represent, analyse, and interpret the results of physics investigations * evaluate procedures and results, and analyse evidence to formulate and justify conclusions * develop and apply knowledge and understanding of physics concepts in new and familiar contexts * explore and understand science as a human endeavour * communicate knowledge and understanding of physics concepts, using appropriate terms, conventions, and representations. ## **Content** Stage 2 Physics is a 20-credit subject. The topics in Stage 2 Physics provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science. The three strands of science to be integrated throughout student learning are: * science inquiry skills * science as a human endeavour * science understanding. The topics for Stage 2 Physics are: * Topic 1: Motion and relativity * Topic 2: Electricity and magnetism * Topic 3: Light and atoms. Students study all three topics. The topics can be sequenced and structured to suit individual groups of students. The following pages describe in more detail: * science inquiry skills * science as a human endeavour * the topics for science understanding. The descriptions of the science inquiry skills and the topics are structured in two columns: the left-hand column sets out the science inquiry skills or science understanding and the right-hand column sets out possible contexts. Together with science as a human endeavour, the science inquiry skills and science understanding form the basis of teaching, learning, and assessment in this subject. The possible contexts are suggestions for potential inquiry approaches, and are neither comprehensive nor exclusive. Teachers may select from these and are encouraged to consider other inquiry approaches according to local needs and interests. Within the topic descriptions, the following symbols are used in the possible contexts to show how a strand of science can be integrated: ? indicates a possible teaching and learning strategy for science understanding ? indicates a possible science inquiry activity ? indicates a possible focus on science as a human endeavour. ## **Science Inquiry Skills** In Physics, investigation is an integral part of the learning and understanding of concepts, by using scientific methods to test ideas and develop new knowledge. Practical investigations must involve a range of both individual and collaborative activities, during which students extend the science inquiry skills described in the table that follows. Practical activities may take a range of forms, such as developing and using models and simulations that enable students to develop a better understanding of particular concepts. The activities include laboratory and field studies during which students develop investigable questions and/or testable hypotheses, and select and use equipment appropriately to collect data. The data may be observations, measurements, or other information obtained during the investigation. Students represent and analyse the data they have collected; evaluate procedures, and describe the limitations of the data and procedures; consider explanations for their observations; and present and justify conclusions appropriate to the initial question or hypothesis. It is recommended that a minimum of 16-20 hours of class time involves practical activities. Science inquiry skills are fundamental to students investigating the social, ethical, and environmental impacts and influences of the development of scientific understanding and the applications, possibilities, and limitations of science. These skills enable students to critically analyse the evidence they obtain so that they can present and justify a conclusion. | Science Inquiry Skills | Possible contexts | |-------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Scientific methods enable systematic investigation to obtain measurable evidence. • Deconstruct a problem to determine and justify the most appropriate method for investigation. • Design investigations, including: • hypothesis or inquiry question • types of variables: dependent independent factors held constant (how and why they are controlled) factors that may not be able to be controlled (and why not) • materials required • the method to be followed | Develop inquiry skills by, for example: • designing investigations that require investigable questions and imaginative solutions (with or without implementation) • critiquing proposed investigations • using the conclusion of one investigation to propose subsequent experiments • changing an independent variable in a given procedure and adapting the method • researching, developing, and trialling a method • improving an existing procedure • identifying options for measuring the dependent variable • researching hazards related to the use | | • the type and amount of data to be collected • identification of ethical and safety considerations. | and disposal of physics materials • developing safety audits • identifying relevant ethical and/or legal considerations in different contexts. | | Obtaining meaningful data depends on conducting investigations using appropriate procedures and safe, ethical working practices. • Conduct investigations, including: • selection and safe use of appropriate materials, apparatus, and equipment • collection of appropriate primary or secondary data (numerical, visual, descriptive) • individual and collaborative work. | Develop inquiry skills by, for example: • identifying equipment, materials, or instruments fit for purpose • practising techniques and safe use of apparatus • comparing resolution of different measuring tools • distinguishing between and using primary and secondary data. | | Results of investigations are represented in a well-organised way to allow them to be interpreted. • Represent results of investigations in appropriate ways, including: • use of appropriate SI units, symbols • construction of appropriately labelled tables • drawing of graphs, including lines or curves of best fit as appropriate • use of significant figures. | Develop inquiry skills by, for example: • practising constructing tables to tabulate data, including column and row labels with units • identifying the appropriate representations to graph different data sets • selecting axes and scales, and graphing data • clarifying understanding of significant figures using, for example: http://www.astro.yale.edu/astro120/SigFig.pdf • comparing data from different sources to describe as quantitative, qualitative. | | Scientific information can be presented using different types of symbols and representations. • Select, use, and interpret appropriate representations, including: • mathematical relationships, including direct or inverse proportion and exponential relationships • diagrams and multi-image representations • formulae to explain concepts, solve problems, and make predictions. | Develop inquiry skills by, for example: • writing formulae • using formulae; deriving and rearranging formulae • using proportionality arguments to explore changes to quantities • constructing vector diagrams • drawing and labelling diagrams • sketching field diagrams • recording images • constructing flow diagrams. | | Analysis of the results of investigations allows them to be interpreted in a meaningful way. • Analyse data, including: • multi-image representations • identification and discussion of trends, patterns, and relationships • interpolation or extrapolation where appropriate. | Develop inquiry skills by, for example: • analysing data sets to identify trends and patterns • determining relationships between independent and dependent variables, including mathematical relationships (e.g. slope, linear, inverse relationships where relevant). • discussing inverse and direct proportionality • using graphs from different sources (e.g. CSIRO or the Australian Bureau of Statistics (ABS)), to predict values other than plotted points • calculating means, standard deviations, percent error, where appropriate. | | Critical evaluation of procedures and data can determine the meaningfulness of the results. • Identify sources of uncertainty, including: • random and systematic errors • uncontrolled factors. • Evaluate reliability, accuracy, and validity of results, by discussing factors including: • sample size • precision • resolution of equipment • random error • systematic error • factors that cannot be controlled. | Develop inquiry skills by, for example: • discussing how the repeating of an investigation with different materials/equipment may detect a systematic error • using an example of an investigation report to develop report-writing skills. Useful website: http://www.nuffieldfoundation.org/practical-physics/designing-and-evaluating-experiments | | Conclusions can be formulated that relate to the hypothesis or inquiry question. • Select and use evidence and scientific understanding to make and justify conclusions. • Recognise the limitations of conclusions. • Recognise that the results of some investigations may not lead to definitive conclusions. | Develop inquiry skills by, for example: • evaluating procedures and data sets provided by the teacher to determine and hence comment on the limitations of possible conclusions • using data sets to discuss the limitations of the data in relation to the range of possible conclusions that could be made. | | Effective scientific communication is clear and concise. • Communicate to specific audiences and for specific purposes using: • appropriate language • terminology • conventions. | Develop inquiry skills by, for example: • reviewing scientific articles or presentations to recognise conventions • developing skills in referencing and/or footnoting • distinguishing between reference lists and bibliographies • practising scientific communication in written, oral, and multimodal formats (e.g. presenting a podcast or writing a blog). | ## **Science as a Human Endeavour** The science as a human endeavour strand highlights science as a way of knowing and doing, and explores the purpose, use, and influence of science in society. By exploring science as a human endeavour, students develop and apply their understanding of the complex ways in which science interacts with society, and investigate the dynamic nature of physics. They explore how physicists develop new understanding and insights, and produce innovative solutions to everyday and complex problems and challenges in local, national, and global contexts. In this way, students are encouraged to think scientifically and make connections between the work of others and their own learning. This enables them to explore their own solutions to current and future problems and challenges. Students understand that the development of science concepts, models, and theories is a dynamic process that involves analysis of evidence and sometimes produces ambiguity and uncertainty. They consider how and why science concepts, models, and theories are continually reviewed and reassessed as new evidence is obtained and as emerging technologies enable new avenues of investigation. They understand that scientific advancement involves a diverse range of individual scientists and teams of scientists working within an increasingly global community of practice. Students explore how scientific progress and discoveries are influenced and shaped by a wide range of social, economic, ethical, and cultural factors. They investigate ways in which the application of science may provide great benefits to individuals, the community, and the environment, but may also pose risks and have unexpected outcomes. They understand how decision-making about socio-scientific issues often involves consideration of multiple lines of evidence and a range of needs and values. As critical thinkers, they appreciate science as an ever-evolving body of knowledge that frequently informs public debate, but is not always able to provide definitive answers. The key concepts of science as a human endeavour underpin the contexts, approaches, and activities in this subject, and must be integrated into all teaching and learning programs. The key concepts of science as a human endeavour, with elaborations that are neither comprehensive nor exclusive, in the study of Physics are: ### Communication and Collaboration * Science is a global enterprise that relies on clear communication, international conventions, and review and verification of results. * Collaboration between scientists, governments, and other agencies is often required in scientific research and enterprise. ### Development * Development of complex scientific models and/or theories often requires a wide range of evidence from many sources and across disciplines. * New technologies improve the efficiency of scientific procedures and data collection and analysis. This can reveal new evidence that may modify or replace models, theories, and processes. ### Influence * Advances in scientific understanding in one field can influence and be influenced by other areas of science, technology, engineering, and mathematics. * The acceptance and use of scientific knowledge can be influenced by social, economic, cultural, and ethical considerations. ### Application and Limitation * Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, make discoveries, design action for sustainability, evaluate economic, social, cultural, and environmental impacts, offer valid explanations, and make reliable predictions. * The use of scientific knowledge may have beneficial or unexpected consequences; this requires monitoring, assessment, and evaluation of risk, and provides opportunities for innovation. * Science informs public debate and is in turn influenced by public debate; at times, there may be complex, unanticipated variables or insufficient data that may limit possible conclusions. ## **Topic 1: Motion and Relativity** This topic builds upon the concepts of forces and energy developed in Stage 1 Physics. There is a particular focus on the relationships between force and acceleration in different contexts. Students investigate the effect of the acceleration due to gravity on the motion of projectiles using the vector nature of gravitational force. They describe, explain, and interpret projectile motion using qualitative and quantitative methods. Newton's Laws of Motion are used to introduce the vector nature of momentum. This enhances the students' numeracy capability. The conservation of momentum is used to identify subatomic particles - particles that support the Standard Model covered in Stage 2, Topic 3: Light and atoms. Centripetal acceleration is introduced and Newton's Law of Universal Gravitation is used to explain the nature of the acceleration due to gravity and extend the concept of centripetal acceleration to contemporary applications such as satellites. Centripetal acceleration also has strong connections to the motion of particles in cyclotrons covered in Stage 2, Topic 2: Electricity and magnetism. Newton's Law of Universal Gravitation is also used to explain Kepler's Laws of Planetary Motion: the laws that govern the motion of satellites, comets, planets, and star systems. The fundamental concepts of classical physics serve as an entry point to modern physics, in particular, the Theory of Special Relativity, formulated by Einstein. Students investigate the relationship between matter and energy at high speeds, and explore the experiments, both from Einstein's time and more recently, that confirm the postulates of special relativity. ### **Subtopic 1.1: Projectile Motion** Students are introduced to the theories and quantitative methods used to describe, determine, and explain projectile motion, both in the absence of air resistance and in media with resistive forces. Students study projectile motion, through a range of investigations to understand how the principles are applied in the contexts of sports, vehicle designs, and terminal speed. | Science Understanding | Possible contexts | |---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | When the acceleration is constant, motion is described in terms of relationships between measurable scalar and vector quantities, including displacement, speed, velocity, and acceleration. | Explanation of the difference between scalar and vector quantities and methods of measurement of these quantities is covered in Stage 1, Topic 1: Linear motion and forces. | | Motion under constant acceleration can be described quantitatively using the following formulae: v=vo + at, s =vot+at and v² =vo² +2as. | This uses the concept of acceleration developed in Stage 1, Subtopic 1.1: Motion under constant acceleration. Use trigonometric calculations and scale diagrams to determine quantities, using vector addition and subtraction. | | Projectile motion can be analysed quantitatively by treating the horizontal and vertical components of the motion independently. • Construct, identify, and label displacement, velocity, and acceleration vectors. • Resolve velocity into vertical and horizontal components, using VH =V COS and vv = v sin for the horizontal and vertical components respectively. • Solve problems using the constant acceleration formulae. • Use vector addition and trigonometric calculations to determine the magnitude and direction of the velocity of a projectile at any moment of time. An object experiences a constant gravitational force near the surface of the Earth, which causes it to undergo uniform acceleration. • Explain that, in the absence of air | Given a diagram showing the path of a projectile, draw vectors to show the forces acting on the projectile, as well as the acceleration and velocity vectors. Use a projectile launcher to investigate the effect of launch angle or launch height on range. | | resistance, the horizontal component of the velocity is constant. | | | The motion formulae are used to calculate measurable quantities for objects undergoing projectile motion. • Calculate the time of flight when a projectile is launched horizontally. • Calculate the time of flight and the maximum height for a projectile when the launch height is the same as the landing height. • Calculate the horizontal range of a projectile when it is launched horizontally or when the launch height is the same as the landing height (or the flight time is given). • Determine the velocity of a projectile at any time using trigonometric calculations or vector addition. • Explain qualitatively that the maximum range occurs at a launch angle of 45° for projectiles that land at the same height from which they were launched. • Describe the relationship between launch angles that result in the same range. • Describe and explain the effect of launch height, speed, and angle on the time of flight, maximum height, and the maximum range of a projectile. • Analyse multi-image representations of projectile paths. | Investigate the 'monkey and the hunter' problem both quantitatively and qualitatively. Use video footage to analyse projectile motion in a variety of contexts. Analyse the constant horizontal component of the velocity of the projectile qualitatively and quantitatively, using various recording technologies. Model and demonstrate that the maximum range occurs at a launch angle other than 45° when the launch height is different to the landing height. In terms of projectile motion, analyse footage of students undertaking a sport like shot put. Use concepts from projectile motion to analyse sporting activities such as aerial skiing, golf, javelin, shot put, and various ball sports. Determine the terminal velocity of a spherical object by dropping it into a viscous liquid. Determine the drag coefficients by dropping coffee filters or cupcake holders. By manipulating the mass and recording the time taken to reach the ground, use the air resistance formula to calculate the drag coefficient. | | When a body moves through a medium (such as air) the body experiences a drag force that opposes the motion of the body. • Explain the effects of speed, cross-sectional area of the body, and density of the medium on the drag force on a moving body. • Explain that terminal velocity occurs when the magnitude of the drag force results in zero net force on the moving body. • Describe situations (such as skydiving and the maximum speed of racing cars) where terminal velocity is achieved. • Describe and explain the effects of air resistance on the vertical and horizontal components of the velocity, maximum height, and range of a projectile. • Describe and explain the effects of air resistance on the time for a projectile to reach the maximum height or to fall from the maximum height. | Discuss the conclusions of experiments comparing swimming in syrup with swimming in water: http://www.nature.com/news/2004/040920/full/news040920-2.html Explore examples of the way that scientists have been able to develop solutions affecting aerodynamics (such as shape, texture, and spin) of different objects like balls, planes, and cars. | ### **Subtopic 1.2: Forces and Momentum** Students learn to use force and acceleration vectors to discuss Newton's Laws of Motion and are introduced to the vector nature of momentum. They explain the law of the conservation of momentum in terms of Newton's Laws and develop skills in vector addition and subtraction within this context. | Science Understanding | Possible contexts | |---------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Momentum is a property of moving objects and is defined as the product of the mass and the velocity of the object. It is conserved in an isolated system and may be transferred from one object to other objects when a force acts over a time interval. | Many of these ideas have been introduced in Stage 1 through one-dimensional situations. The focus here should be on two-dimensional situations. Consider the development of the discovery of neutrinos. | | Kinetic energy is a property of moving objects, and is given by the formula Ex =½mv² | This uses the concepts of acceleration and force developed in Stage 1, Subtopics 1.1: Motion under constant acceleration and 1.2: Forces. Use the conservation of momentum to determine the speed of a projectile p =mv is by firing it into a trolley. | | Newton's Second Law of Motion can be expressed as two formulae, F=ma and F = Δρ/At, where p =mv is the momentum of the object. • Derive F = Δρ/At by substituting the defining formula for acceleration a = Δν/At into Newton's Second Law of Motion, F=ma, for particles of fixed mass. (The net force, F, and hence the acceleration, a, are assumed to be constant. Otherwise, average or instantaneous quantities apply.) • Draw vector diagrams in one dimension or in two dimensions (with right-angled or equilateral triangles) in which the initial momentum is subtracted from the final momentum, giving the change in momentum, 4р. • Solve problems (in both one dimension and two dimensions) using the formulae F =ma, p =mv, | Investigate how the law of conservation of momentum was used to predict the existence of neutrinos. Explore perspectives in the public debate about the economics of space exploration. Is government funding likely to be maintained? Research the most appropriate types of spacecraft propulsion for journeys to different destinations, considering technical challenges and speculative technologies. | | 20 | | | | | | | | | | • F = Δρ/At and Ex = ½mv² | | | • F = Δρ/At by substituting the defining formula for acceleration a = Δν/At into Newton's Second Law of Motion, F=ma, for particles of fixed mass. (The net force, F, and hence the acceleration, a, are assumed to be constant. Otherwise, average or instantaneous quantities apply). • Draw vector diagrams in one dimension or in two dimensions (with right-angled or equilateral triangles) in which the initial momentum is subtracted from the final momentum, giving the change in momentum, 4р. • Solve problems (in both one dimension and two dimensions) using the formulae F =ma, p =mv, | Investigate how the law of conservation of momentum was used to predict the existence of neutrinos. Explore perspectives in the public debate about the economics of space exploration. Is government funding likely to be maintained? Research the most appropriate types of spacecraft propulsion for journeys to different destinations, considering technical challenges and speculative technologies. | | Newton's Third Law of Motion states, F₁ =- F₂. | | | Momentum is conserved in an isolated system of particles. In such a system, the particles are subject only to the forces that they exert on each other. • Derive a formula expressing the conservation of momentum for two interacting particles by substituting • Use the law of conservation of momentum to solve problems in one and two dimensions. • Use vector addition or subtraction in one dimension or in two dimensions (with right-angled or equilateral triangles) to solve problems using the law of conservation of momentum. • Analyse multi-image representations to solve conservation of momentum problems, using only situations in which the mass of one object is an integral multiple of the mass of the other object(s). The scale of the representations and the flash rate can be ignored. | | | F | The conservation of momentum can be used to explain the propulsion of spacecraft, ion thrusters, and solar sails. • Use the conservation of momentum to describe and explain the change in momentum and acceleration of spacecraft due to the emission of gas particles or ionised particles. • Use the conservation of momentum | | | to describe and explain how the reflection of particles of light (photons) can be used to accelerate a solar sail. • Use vector diagrams to compare the acceleration of a spacecraft, using a solar sail where photons are reflected with the acceleration of a spacecraft, and using a solar sail where photons are absorbed. | | ### **Subtopic 1.3: Circular Motion and Gravitation** Students investigate the circular motion that results from centripetal acceleration in a variety of contexts, including satellites and banked curves. Students are introduced to the concepts of Newton's Law of Universal Gravitation and Kepler's Laws of Planetary Motion. They explore extraterrestrial phenomena that can be explained using Newton's Law of Universal Gravitation and Kepler's Laws of Planetary Motion. | Science Understanding | Possible contexts | |---------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Centripetal acceleration occurs when the acceleration of an object is perpendicular to the velocity of the object. An object that experiences centripetal acceleration undergoes uniform circular motion. The centripetal acceleration is directed towards the centre of the circular path. <br

South Australian Certificate of Education Physics Stage 2 Subject Outline PDF

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