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Physics - A Contextual Approach
Physics - A Contextual Approach
Physics - A Contextual Approach
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Contexts
Amusement park physics . . . . . . . . .1 Movie magic . . . . . . . . . . . . . . . . . .155
Car audio . . . . . . . . . . . . . . . . . . . . .22 Physics in the home . . . . . . . . . . .176
Carsspeed and safety . . . . . . . . .47 Rocket science . . . . . . . . . . . . . . . .202
Crime scene physics . . . . . . . . . . . .70 Sport . . . . . . . . . . . . . . . . . . . . . . . .232
Discovering the Solar System . . . .93 The search for understanding . . .251
Electronic devices . . . . . . . . . . . . .113 The sounds of music . . . . . . . . . . .273
Medical physics . . . . . . . . . . . . . . .135 Visiting the reef . . . . . . . . . . . . . . .294
Key Ideas
1 Acceleration . . . . . . . . . . . . . . .319 11 Density . . . . . . . . . . . . . . . . . . .360
2 Atomic structure . . . . . . . . . . .323 12 Direction . . . . . . . . . . . . . . . . .363
3 Bernoullis principle . . . . . . . .330 13 Electric fields and potential . .365
4 Buoyancy . . . . . . . . . . . . . . . . .334 14 Electricity . . . . . . . . . . . . . . . . .371
5 Capacitors and inductors . . .338 15 Electromagnetic spectrum . .377
6 Centre of mass . . . . . . . . . . . . .345 16 Energy and work . . . . . . . . . . .379
7 Charge and Coulombs law . .347 17 Equations of motion . . . . . . . .384
8 Circular motion . . . . . . . . . . . .350 18 Equilibrium . . . . . . . . . . . . . . .386
9 Collisions . . . . . . . . . . . . . . . . .352 19 Escape velocity . . . . . . . . . . . .387
10 Critical velocity . . . . . . . . . . . .358 20 Fluid flow . . . . . . . . . . . . . . . . .388
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INTRODUCTION iv
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Writing scientific reports
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Heinemann Queensland Science Project
Physics: A Contextual Approach
Physics: A Contextual Approach is structured in two parts:
ContextsThese are the starting point for the development of a course of
study. Physics ideas and concepts are explored in real-life situations. Physics
ideas that are specific to a particular situation are developed in detail.
Key IdeasMany physics ideas find application in a variety of contexts.
These are developed separately in a non-context-specific way.
The Contexts
The Contexts are linked to the Key Ideas within the chapters via clear
references. Investigations and other activities within a Context are aimed at
providing practice or assessment opportunities according to the assessment
categories of the syllabus. As students engage with these activities they will
develop a greater understanding of the key concepts and key ideas from the
syllabus.
Teaching in context means that assessment should also be in context. In the
2004 Syllabus, three categories of assessment are identified:
Extended Experimental Investigation
Written Test
Extended Response Task.
Activities within the Contexts have the potential to be used for assessment and
are categorised accordingly.
INTRODUCTION vi
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ePhysics
The ePhysics student CD consists of an electronic version of the textbook, Practical
Activities for students and fully Interactive Tutorials which model and simulate key
physics concepts.
Tyson Stelzer
Tyson Stelzers interest in physics textbooks began at the tender age of twelve, when it is alleged,
he read his first volume. His interest in the field grew from this point culminating in a Bachelor of
Science degree in physics, a Bachelor of Arts degree in mathematics and biblical studies, and a
Diploma in Education. Today, at the age of 29, Tyson has had seven years experience as an
innovative physics teacher at Trinity Lutheran College on the Gold Coast and now serves as Head
of Senior Science. He has been widely published within the Australian wine industry, with a
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Introduction
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particular emphasis on the technicalities of wine science. Tyson enjoys photography, playing
guitar and sax in his church band, building and restoring furniture, roller blading and listening to
loud music in his car.
Ian Lindsay
Ian has 21 years experience as a secondary science and mathematics teacher. He has continuously
been involved in curriculum design and delivery at a whole school level as well as at the subject
level in senior physics and junior and senior mathematics. Ian has been coordinator of physics at
Runcorn State High School for the last 16 years and in this capacity has been a member of the QSA
Physics District Review Panel for seven years. Ian has always sought to deliver physics in an
engaging and relevant way, and endeavoured to have his students experience the joy of
understanding. His interests include music, reading, tennis and the very occasional playing of the
flute.
Darryl Parsons
Darryl Parsons [BScEd, GradDipScEd, GradDipEd(Mgt), GradDipEd, BAppSc, JP] has taught junior
science, maths, and senior chemistry and physics in Queensland schools for twenty years. He has
served on the QSA Physics and Chemistry District Panels for seven years, has been Science Master,
Assistant Principal and Head of Curriculum, and is currently the Principal of the Hills
International College in Jimboomba, Queensland. He is working on a doctorate in science
education which he has been saying he will finish soon for the last three years!
Tracy Gaze
Tracy has twelve years experience as an educator in secondary science and mathematics, having
taught in south-west Queensland, northern Queensland and Wide Bay (Queensland). With a
commitment to criteria-based assessment and the development of student skills, she was
involved in developing the junior and senior mathematics and science curricula for a new
independent school in Hervey Bay. This involvement included five years with sole responsibility
for the physics program at Fraser Coast Anglican College, together with membership of the QSA
Wide Bay District Review Panel for Physics. Tracy has also undertaken study in psychology, and
maintains a strong interest in student development.
Acknowledgments
The publisher would like to thank and acknowledge the following people for their contribution to
this book:
Marianne Hammat for her contribution to the structure and organisation of the book, management
of this project, fine editorial work and unwavering commitment to this complex and challenging
project.
Brigid Brignell for her professional and committed management of the project.
Julia Balcombe for her tireless contribution to the running and management of the project.
David Madden
To Karen, Jessie and Reuben, thank you for all your support and encouragement. To my Mum and
Dad, thanks for giving me a love of learning and encouraging me to ask questions.
Ian Lindsay
Thanks to Merv Swords for getting me involved in the co-writing of this book, to Matthew
Satterthwaite and Chris Godde for their practical help, and to all those who displayed patience
while I progressed through the stages of publishing this book. Specific thanks to my great kids,
Jarrah and Nerida, who have been most patient, and also to PK for her encouragement and support.
May I dedicate my portion of this book to Col Martin whose infectious enthusiasm for knowledge
and understanding made him such a great teacher.
Darryl Parsons
Thanks to my wife Robyn for letting me disappear into my home office for extended periods over the
last two years when I should have been fixing the boat.
Tracy Gaze
Thanks to Mr Greg Lynch, Head of Department (Science) and marine studies teacher at Fraser Coast
Anglican College, for his support and assistance during the writing process for the context, Visiting
the Reef .
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