Xiao L.

Wu Robert Farr

preliminary course

physics
in focus

First published 2009

Text 2009 Xiao L. Wu and Robert Farr
Illustrations and design 2009 McGraw-Hill Australia Pty Ltd
Additional owners of copyright are acknowledged on the acknowledgments page
Every effort has been made to trace and acknowledge copyrighted material. The authors and publishers tender their apologies
should any infringement have occurred.
Reproduction and communication for educational purposes
The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever
is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that
the institution (or the body that administers it) has sent a Statutory Educational notice to Copyright Agency Limited (CAL) and
been granted a licence. For details of statutory educational and other copyright licences contact: Copyright Agency Limited,
Level 15, 233 Castlereagh Street, Sydney NSW 2000. Telephone: (02) 9394 7600. Website: www.copyright.com.au
Reproduction and communication for other purposes
Apart from any fair dealing for the purposes of study, research, criticism or review, as permitted under the Act, no part of this
publication may be reproduced, distributed or transmitted in any form or by any means, or stored in a database or retrieval
system, without the written permission of McGraw-Hill Australia including, but not limited to, any network or other electronic
storage.
Enquiries should be made to the publisher via www.mcgraw-hill.com.au or marked for the attention of the Rights and
Permissions Manager at the address below.
National Library of Australia Cataloguing-in-Publication Data
Author:
Wu, Xiao L.
Title:
Physics in focus : preliminary course / Xiao L. Wu, Robert Farr.
ISBN:
9780070138919 (pbk.)
Notes:
Includes index.

Bibliography.
Target Audience:
For secondary school age.
Subjects:
PhysicsTextbooks.
Other Authors/Contributors: Farr, Robert.
Dewey Number:

530

Published in Australia by
McGraw-Hill Australia Pty Ltd
Level 2, 82 Waterloo Road, North Ryde NSW 2113
Publisher: Eiko Bron
Editorial Assistant: Ivy Chung
Managing Editor: Kathryn Fairfax
Senior Production Editor: Yani Silvana
Copy Editor: Rosemary Moore
Permissions Editor: Wendy Morris
Art Director: Astred Hicks
Cover Design: Astred Hicks
Internal Design: Jenny Pace Walter and Astred Hicks
Illustrator: Chris Welch
Proofreader: Terry Townsend
Indexer: Tricia Waters
Typesetter: Midland Typesetters
CD-ROM design: Hurix Systems Pvt Ltd
CD-ROM preparation: Emma Mullenger and Yani Silvana
CD-ROM cover: Astred Hicks
Printed in China on 80 gsm matt art by 1010 Printing International Ltd

Contents
About the authors
To the student
Acknowledgments
List of Board of Studies verbs
Physics skillsan introduction

ix
ix
x
xi
xii

THE WORLD COMMUNICATES

Chapter 1 The transfer of information using waves

The wave model can be used to explain how current technologies transfer information
1.1 Energy transformations are necessary for communication to occur
1.2 Mechanical waves require a medium
1.3 Waves can occur in one, two or three dimensions
First-hand investigation: Observing waves
1.4 The characteristics of waves
1.5 Motion of the medium determines the type of wave
1.6 Transverse motion and longitudinal motion
First-hand investigation: The frequency and amplitude of waves
1.7 Displacementtime graphs of wave motion
Present and analyse information from displacementtime graphs for transverse wave motion
First-hand investigation: The relationship between frequency and wavelength for a wave
1.8 The wave equation
Solve problems and analyse information by applying the mathematical model of v = f to a range
of situations
Chapter revision questions
Chapter 2 Sound is a wave
Features of a wave model can be used to account for the properties of sound
2.1 Sound consists of vibrations travelling through a medium
2.2 Sound waves may be graphically represented as transverse waves because longitudinal waves
such as sound are difficult to draw
2.3 The physics of pitch and volume
First-hand investigation: Analysing sound waves
2.4 Echoes have practical applications
2.5 How the CRO has helped to advance understanding in physics
2.6 Waves can add to form a resultant wave
First-hand investigation: Demonstrating the principle of superposition
2.7 Applications of the principle of superposition
Present graphical information, solve problems and analyse information involving superposition
of sound waves
2.8 Acoustics and the principle of superposition
Chapter revision questions
Chapter 3 Using the electromagnetic spectrum
Recent technological developments have allowed greater use of the electromagnetic spectrum
3.1 Electromagnetic waves do not require a medium
3.2 The Earths atmosphere filters most dangerous radiation
3.3 Identifying the electromagnetic wavebands
3.4 Intensity of radiation and the inverse square law
First-hand investigation: Modelling the inverse square law

2
2
3
4
5
6
7
8
9
9
10
10
11
12
12
14
15
15
15
16
17
17
18
19
20
22
23
23
24
24
26
26
27
30
32
33
36

iii

contents

3.5 Modulation
3.6 The energy transfers in modern communication technologies
Analyse information to identify the waves involved in the transfer of energy that occurs during
the use of one of the following:
mobile telephone
television
radar
3.7 Making use of the electromagnetic spectrum for communications
Analyse information to identify the electromagnetic spectrum range utilised in modern
communication technologies
3.8 The many uses for the available electromagnetic spectrum can lead to overcrowding
Chapter revision questions

40
40
41

Chapter 4 The applications of the reflection and refraction of electromagnetic waves

43

Many communication technologies use applications of reflection and refraction of

electromagnetic waves
4.1 The law and effect of reflection
4.2 Transferring information through reflection and applications of reflection
First-hand/secondary source investigation: Path and direction of travel of rays and waves
4.3 Refraction and waves
4.4 Refractive index
First-hand investigation: Graphing the angles of incidence and refraction of light
Solve problems and analyse information using Snells law
4.5 Refraction and the critical angle
First-hand investigation:The refractive index of glass or perspex
4.6 Internal reflection and optical fibres
Chapter revision questions
Chapter 5 Communication technology for now and for the future
Electromagnetic waves have potential for future communication technologies and data
storage technologies
5.1 Digital communication data
Secondary source investigation: Some underlying physical principles related to wave technologies
Chapter revision questions
The world communicates: review questions

ELECTRICAL ENERGY IN THE HOME

Chatper 6 Electricity
Society has become increasingly dependent on electricity over the last 200 years
6.1 Changes in the main sources of domestic energy in history
6.2 The impacts of changes in energy sources and the development of technologies
6.3 The electricity distribution system
Secondary source investigation: The work of Luigi Galvani and Alessandro Volta
Chapter revision questions
Chapter 7 Electric charges, voltage, current and resistance
One of the main advantages of electricity is that it can be moved with comparative ease
from one place to another through electric circuits
7.1 Electric charges
7.2 Methods of charging
7.3 Electric fields
Secondary source investigation: Present diagrammatic information to describe electric field strength
and direction
F
Solve problems and analyse information using E =
q

iv

36
38

38
40

43
43
47
49
50
51
55
55
56
57
59
60
61
61
62
62
66
67

69
70
70
71
72
73
76
78
79
79
79
80
83
83
83

contents

7.4 Voltage
7.5 Current
7.6 Resistance and Ohms law
Solve problems and analyse information applying R =

V
I

7.7 More about resistance

7.8 Ohmic versus non-ohmic conductors
7.9 Conductors and insulators
Secondary source investigation: Materials that are commonly used as conductors to provide household
electricity
7.10 Basic electric circuits and circuit diagrams
7.11 DC circuits
First-hand investigation: The relationship between voltage across and current through a resistor in a
DC circuit
First-hand investigation: Measuring voltage across different points around a DC circuit
Chapter revision questions
Chapter 8 Series and parallel circuits
Series and parallel circuits serve different purposes in households
8.1 Electric circuitsseries versus parallel
8.2 Series circuits
8.3 The ammeter
8.4 Parallel circuits
8.5 Voltmeter
8.6 More complex circuits
8.7 Household circuits
First-hand investigation: Measuring voltage and current for series and parallel circuits
First-hand investigation: Modelling the household circuit
Chapter revision questions
Chapter 9 Electric power and energy
The amount of power is related to the rate at which energy is transformed
9.1 Power
Solve problems and analyse information using: P = VI and Energy = VIt
9.2 Total energy consumption
Solve problems and analyse information using: P = VI and Energy = VIt
9.3 Power and energy dissipation in series and parallel circuits
Solve problems and analyse information using: P = VI and Energy = VIt
9.4 The kilowatt-hour
Solve problems and analyse information using: P = VI and Energy = VIt
First-hand investigation: Demonstrating the relationship between current, voltage and power using
a heating coil
Chapter revision questions
Chapter 10 Magnetic field
Electric currents also produce magnetic fields and these fields are used in different
devices in the home
10.1 Magnetic field
10.2 Magnetic fields of ferromagnets
10.3 The Earths magnetic field
10.4 The magnetic field of a straight current-carrying conductor
Secondary source investigation: Representing magnetic field and current direction using dots and
crosses
10.5 The magnetic field of a solenoid

88
91
94
94
96
96
98
98
99
101
101
102
104
106
106
106
106
109
111
114
115
118
119
121
122
126
126
126
126
128
128
130
130
134
134
136
138
140
140
140
141
143
144
145
146

contents

10.6 The magnetic field of an electromagnet

Secondary source investigation: Applications of magnetism
First-hand investigation: Building an electromagnet
First-hand investigation: Observing magnetic fields
Chapter revision questions

148
149
150
151
153

Chatper 11 Electric shock and safety devices

155

Safety devices are important in household circuits

11.1 Electric shocks
11.2 Safety devices
Chapter revision questions
Electrical energy in the home: review questions

155
155
156
160
161

moving about

163

Chapter 12 Basic concepts in motion

164

Vehicles do not typically travel at a constant speed

12.1 Scalar quantities and vector quantities
12.2 Distance and displacement
12.3 Speed
12.4 Velocity
Solve problems and analyse information using the formula vav =

164
165
166
166
168
r
where r = displacement
t

12.5 Addition and subtraction of scalar quantities

Secondary source investigation: Motion graphs
First-hand investigation: Measuring average speed
Chapter revision questions
Chapter 13 The laws of motion
An analysis of the external forces on vehicles helps to understand the effects of
acceleration and deceleration
13.1 Force
13.2 Vector addition and subtraction
Solve problems using vector diagrams to determine resultant velocity, acceleration and force
13.3 Relative motion
13.4 Resolving vectors
13.5 Newtons laws of motion
13.6 Newtons first law of motion
13.7 Newtons second law of motion
13.8 Acceleration
13.9 Mass and weight
13.10 Newtons third law of motion
13.11 Uniform circular motion
mv2
Solve problems and analyse information involving F =
for vehicles travelling around curves
r
13.12 A closer look at the forces acting on a vehicle in different scenarios
Analyse the effects of external forces operating on a vehicle
13.13 Further examples involving Newtons second law
Solve problems using vector diagrams to determine resultant velocity, acceleration and force
Solve problems and analyse information using: F = ma for a range of situations involving modes
of transport
13.14 Acceleration, velocity and displacement
13.15 Using ticker tape

vi

168
170
171
177
178
182
182
182
182
182
188
190
191
191
193
194
196
198
199

201
201
203
203
203
206
207

contents

13.16 Accelerationtime graph

First-hand investigation: Positive and negative accelerations
First-hand investigation: Demonstrating vector addition and subtraction
First-hand investigation:The relationship between force, mass and acceleration
Chapter revision questions
Chapter 14 Energy
Moving vehicles have kinetic energy and energy transformations are an important
aspect in understanding motion
14.1 Energy and work
14.2 The law of conservation of energy
14.3 More about work
14.4 A closer look at kinetic energy
Solve problems and analyse information to determine the kinetic energy of a vehicle and the
1
work done using the formulae: Ek = mv2 and W = Fs
2
14.5 Collisions
14.6 Energy involved in car collisions
Analyse information to trace the energy transfers and transformation in collisions leading to
irreversible distortions
Chapter revision questions
Chapter 15 Momentum and impulse
Change of momentum relates to the forces acting on the vehicle or the driver
15.1 Momentum
Solve problems and analyse secondary data using: p = mv and Impulse = Ft
15.2 Defining Newtons second law using momentum
15.3 Impulse and momentum
Solve problems and analyse secondary data using: p = mv and Impulse = ft
15.4 Momentum and impulse: further examples
Solve problems and analyse secondary data using: p = mv and Impulse = Ft
15.5 The law of conservation of momentum
15.6 Using the law of conservation of momentum
Solve problems that apply the principle of conservation of momentum to qualitatively and
quantitatively describe the collision of a moving vehicle with:
a stationary vehicle
an immoveable object
another vehicle moving in the opposite direction
another vehicle moving in the same direction
First-hand investigation: Change in momentum during collisions
First-hand investigation: Conservation of momentum in two dimensions
Chapter revision questions
Chapter 16 Safety devices in vehicles
Safety devices are utilised to reduce the effects of changing momentum
16.1 Newtons first law revisited
16.2 Impulse and momentum revisited
16.3 Driving safely
16.4 Benefits of technologies for avoiding or reducing the effects of a collision
Secondary source investigation:Technology to reduce collision effects
First-hand investigation: Loose objects in a vehicle
Chapter revision questions
Moving about: review questions

207
208
209
210
212
215
215
215
217
219
220
221
223
225
225
228
230
230
230
231
231
233
233
235
235
240
241

241
247
249
250
253
253
253
254
256
259
259
261
263
264

vii

contents

the cosmic engine

Chapter 17 Models of the Universe
Our Sun is just one star in the galaxy and ours is just one galaxy in the Universe
17.1 Models of the Universe
Secondary source investigation: Historical limitations to developing a model
Chapter revision questions
Chapter 18 The Universe begins
The first minutes of the Universe released energy which changed to matter,
forming stars and galaxies
18.1 The Big Bang
Secondary source investigation: Describing the origins of the Universe
18.2 The equivalence of mass and energy
18.3 After the Big Bang
18.4 The formation of stars and galaxies
Chapter revision questions
Chapter 19 Stars eventually die
Stars have a limited life span and may explode to form supernovas
19.1 The temperature and colour of hot bodies
19.2 The colour of stars
19.3 The HertzsprungRussell diagram
19.4 Energy sources and star groups
Process and analyse information using the HertzsprungRussell diagram to examine the variety
of star groups, including Main Sequence, red giants, and white dwarfs
Secondary source investigation: Brightness, luminosity and distance
Solve problems to apply the inverse square law of intensity of light to relate the brightness of a
star to its luminosity and distance from the observer
Chapter revision questions
Chapter 20 The Sun affects the Earth in many ways

265
266
266
266
266
271
272
272
272
272
275
276
278
279
280
280
280
282
282
283
283
284
284
287
288

The Sun is a typical star, emitting electromagnetic radiation and particles that
influence the Earth
20.1 Energy release from nuclei
20.2 Alpha (), beta () and gamma () rays
First-hand investigation: Comparing the penetrating power of alpha, beta and gamma radiation
20.3 The solar wind
20.4 Sunspots
Explaining sunspots using scientific principles
Secondary source investigation: Assessing the effects of sunspot activity
Chapter revision questions
The cosmic engine: review questions

288
288
289
291
292
293
294
295
296
297

Glossary
Answers to chapter revision questions
Appendix
Picture credits
Index

299
302
349
352
353

viii

About the authors

Dr Xiao L. (William) Wu graduated from Sydney Boys High School with first place in physics, and received
the Premiers All Rounder Award for his Higher School Certificate. He completed Bachelor of Medicine and
Surgery degrees (Honours) at the University of New South Wales (UNSW) while simultaneously studying
chemistry, physics and biology as a part of his Bachelor of Science (Honours) degree.
Dr Wu is passionate about teaching. He has taught at UNSW and in eight years of high school tutoring
has produced many outstanding students, some of whom were among the top 10 in Higher School
Certificate science subjects, with perfect UAI scores. Many of his students have gone on to study Medicine
and Law. Besides pursuing a career in orthopaedic surgery, Dr Wu continues to dedicate his time to
teaching high school sciences.
Rob Farr has been teaching physics for 25 years in New South Wales schools. He has been on review
panels for the current physics syllabus and has extensive experience as a marker, senior marker and
supervisor in physics and chemistry. Rob graduated with a Bachelor of Science (Honours) degree from
the University of Sydney in 1982 and completed his Diploma of Education the next year. He has a Master
of Arts, specialising in science education and school leadership, from Macquarie University. Robs passion
for science and science teaching have led him to become a consultant and contributor to the Biology in
Focus series, especially in developing the approach to the Prescribed Focus Areas. He is currently Science
Coordinator at Brigidine College St Ives, Sydney.

To the student
Physics is rich in its history, its accidental discoveries, its geniuses and in the way theories, models and laws
have been developed or discarded. Importantly, physics has many varied and profound impacts on society
and the environment, both positive and negative. The teaching and learning of physics without reference
to these impacts is akin to teaching words with no sentences. Ultimately, it is to science that we turn to
find solutions to the wide variety of problems arising from overpopulation, pollution and threats from
outer space in an effort to ensure our survival. Learning physics within these contexts gives it relevance;
hopefully this will encourage students to pursue the subject at tertiary levels.
Physics in Focus is a succinct and easy-to-follow book for the New South Wales Stage 6 Physics Syllabus.
As in the syllabus, the text is divided into modules. Each module is made up of chapters based on the
divisions in the syllabus. Chapters are divided into sections to specifically cover the syllabus dot points.
The Preliminary volume covers all four core modules; the HSC volume covers three core modules and
three optional modules: From quanta to quarks, Medical physics and Astrophysics.
Physics in Focus is a valuable guide, not only to the syllabus content but also to practical procedures.
The NSW Board of Studies intends, as with all science courses, that physics is taught in the contexts formed
by the five Prescribed Focus Areas (PFAs). The PFAs have been a misunderstood concept for too long. This
book attempts to address this shortfall by giving specific examples and information that relates to these
broader issues.
Physics in Focus clearly indicates where the skills, PFAs and first-hand investigations are being addressed
within the text. It also provides risk assessments, animations, exercises and worked examples, all marked
with icons and colour coding.
The dot points in the students learn to columns are marked in blue and the third column investigations
are marked in green. Exceptions are for made for dot points that start with either solve or analyse; these
are marked in red, emphasising that students may need some guidance to learn this material, rather than
learning by themselves through investigations.

ix

Other features within the text include the use of notes

to highlight tips and hints or to clarify
confusing and difficult concepts. Analogies are used to help to explain difficult concepts. There are
extensive practice questions as well as examination-style questions to help students to consolidate the
concepts and to prepare for their HSC exams.
The authors would like to emphasise that the studying of any science subject can be considered as a
four-step process: reading, understanding, memorising and applying. Understanding is the most important
step, and for this students need their teachers help. Applying comes after understanding and memorising
and can be perfected by completing the practice questions in this book.
Finally, the authors hope that this book will help students to enjoy learning physics.

Acknowledgments
From Xiao L. Wu
I would like to thank my parents and friends for their understanding, support and encouragement during
the creation of this book.
I would also like to thank my students for transcribing a part of this text and drafting parts of the
solutions to the exercise questions.
I encourage students to understand and enjoy science and have tried to make it interesting and easy by
providing study strategies.
From Rob Farr
I would like to offer my heartfelt thanks to my wife, Elisa, who has assisted me in many ways in the
construction of this text, including the proofing of my manuscript. She has given me much support and
encouragement, allowing her dining room table to be converted into a workspace and keeping our young
children happy and content when my mind has been elsewhere.
I would also like to thank my colleagues at Brigidine College St Ives for their understanding during the
writing of this text. Glenda Chidrawi deserves a special mention for suggesting that I get involved with this
project.
Thanks also to my students over the years who have helped me maintain my enthusiasm and love of
teaching, so that now, 25 years after graduating, I still enjoy what I do.

List of Board of Studies verbs

Account

Account for: state reasons for, report on

Give an account of: narrate a series of events or transactions

Analyse

Identify components and the relationship among them; draw out and relate implications

Apply

Use, utilise, employ to a particular situation

Appreciate

Make a judgement about the value of

Assess

Make a judgement of value, quality, outcomes, results or size

Calculate

Ascertain/determine from given facts, figures or information

Clarify

Make clear or plain

Classify

Arrange or include in classes/categories

Compare

Show how things are similar or different

Construct

Make; build, put together items or arguments

Contrast

Show how things are different or opposite

Critically
(analyse/evaluate)

Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning,
reflection and quality to (analysis/evaluation)

Deduce

Draw conclusions

Define

State meaning and identify essential qualities

Demonstrate

Show by example

Describe

Provide characteristics and features

Discuss

Identify issues and provide points for and/or against

Distinguish

Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate

Make a judgement based on criteria; determine the value of

Examine

Inquire into

Explain

Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract

Choose relevant and/or appropriate details

Extrapolate

Infer what is known

Identify

Recognise and name

Interpret

Draw meaning from

Investigate

Plan, inquire into and draw conclusions about

Justify

Support an argument or conclusion

Outline

Sketch in general terms; indicate the main features of

Predict

Suggest what may happen based on available information

Propose

Put forward (for example a point of view, idea, argument, suggestion) for consideration and action

Recall

Present remembered ideas, facts or experiences

Recommend

Provide reasons in favour

Recount

Retell a series of events

Summarise

Express concisely the relevant details

xi

Physics skillsan introduction

During the Preliminary course, it is expected that students will further develop skills in planning and
conducting investigations, communicating information and understanding, scientific thinking and
problemsolving and working individually and in teams. Each module specifies content through which skill
outcomes can be achieved. Teachers should develop activities based on that content to provide students
with opportunities to develop the full range of skills.
Preliminary course outcomes

Content

A student:

Students:

P11. identifies and implements improvements to

investigation plans

11.1 identify data sources to:

a) analyse complex problems to determine appropriate ways in which
each aspect may be researched
b) determine the type of data that needs to be collected and explain
the qualitative or quantitative analysis that will be required for this
data to be useful
c) identify the orders of magnitude that will be appropriate and
the uncertainty that may be present in the measurement of
data
d) identify and use correct units for data that will be collected
e) recommend the use of an appropriate technology or strategy for
data collection or information gathering that will assist efficient
future analysis
11.2 plan first-hand investigations to:
a) demonstrate the use of the terms dependent and independent
to describe variables involved in the investigation
b) identify variables that need to be kept constant, develop
strategies to ensure that these variables are kept constant, and
demonstrate the use of a control
c) design investigations that allow valid and reliable data and
information to be collected
d) describe and trial procedures to undertake investigations and
explain why a procedure, a sequence of procedures or the
repetition of procedures is appropriate
e) predict possible issues that may arise during the course of an
investigation and identify strategies to address these issues if
necessary
a) identifying and/or setting up the most appropriate equipment
or combination of equipment needed to undertake the
investigation
b) carrying out a risk assessment of intended experimental
procedures and identifying and addressing potential hazards
c) identifying technology that could be used during investigations and
determining its suitability and effectiveness for its potential role in
the procedure or investigation
d) recognising the difference between destructive and
non-destructive testing of material and analysing potentially
different results from these two procedures

xii

physics skillsan introduction

Preliminary course outcomes

Content

A student:

Students:

P12. d
 iscusses the validity and reliability of data gathered
from first-hand investigations and secondary sources

12.1 perform first-hand investigations by:

a) carrying out the planned procedure, recognising where and
when modifications are needed and analysing the effect of these
adjustments
b) efficiently undertaking the planned procedure to minimise hazards
and wastage of resources
c) disposing carefully and safely of any waste materials produced
during the investigation
d) identifying and using safe work practices during investigations
12.2 gather first-hand information by:
a) using appropriate data collection techniques, employing
appropriate technologies, including data loggers and sensors
b) measuring, observing and recording results in accessible and
recognisable forms, carrying out repeat trials as appropriate
12.3 gather information from secondary sources by:
a) accessing information from a range of resources, including
popular scientific journals, digital technologies and the Internet
b) practising efficient data collection techniques to identify useful
information in secondary sources
c) extracting information from numerical data in graphs and tables
as well as from written and spoken material in all its forms
d) summarising and collating information from a range of
resources
e) identifying practising male and female Australian scientists, the
areas in which they are currently working and information about
their research
12.4 process information to:
a) assess the accuracy of any measurements and calculations and
the relative importance of the data and information gathered
b) identify and apply appropriate mathematical formulae and
concepts
c) best illustrate trends and patterns by selecting and using
appropriate methods, including computer assisted analysis
d) evaluate the validity of first-hand and secondary information and
data in relation to the area of investigation
e) assess the reliability of first-hand and secondary information and
data by considering information from various sources
f) assess the accuracy of scientific information presented in mass
media by comparison with similar information presented in
scientific journals

P13. identifies appropriate terminology and reporting styles

to communicate information and understanding in
physics

13.1 present information by:

a) selecting and using appropriate text types or combinations
thereof, for oral and written presentations
b) selecting and using appropriate media to present data and
information
c) selecting and using appropriate methods to acknowledge sources
of information
d) using symbols and formulae to express relationships and using
appropriate units for physical quantities
e) using a variety of pictorial representations to show relationships
and present information clearly and succinctly
f) selecting and drawing appropriate graphs to convey information
and relationships clearly and accurately
g) identifying situations where use of a curve of best fit is appropriate
to present graphical information

xiii

physics skillsan introduction

Preliminary course outcomes

Content

A student:

Students:

P14. d
 raws valid conclusions from gathered data and
information

14.1 analyse information to:

a) identify trends, patterns and relationships as well as
contradictions in data and information
b) justify inferences and conclusions
c) identify and explain how data supports or refutes an hypothesis, a
prediction or a proposed solution to a problem
d) predict outcomes and generate plausible explanations related to
the observations
e) make and justify generalisations
f) use models, including mathematical ones, to explain phenomena
and/or make predictions
g) use cause and effect relationships to explain phenomena
h) identify examples of the interconnectedness of ideas or scientific
principles
14.2 solve problems by:
a) identifying and explaining the nature of a problem
b) describing and selecting from different strategies, those which
could be used to solve a problem
c) using identified strategies to develop a range of possible solutions
to a particular problem
d) evaluating the appropriateness of different strategies for solving
an identified problem
a) design and produce creative solutions to problems
b) propose ideas that demonstrate coherence and logical
progression and include correct use of scientific principles and
ideas
c) apply critical thinking in the consideration of predictions,
hypotheses and the results of investigations
d) formulate cause and effect relationships

xiv