Teaching program

Physics in Focus Year 11

Physics Stage 6 Syllabus © NSW Education Standards Authority for and on behalf of the Crown in right of the State of New South Wales, 2017.

Module 1: Kinematics
Suggested time: 15–30 hours Date started:
Class(es): Date completed:
Module’s major focus: OUTCOMES
Motion Working scientifically:
Kinematics PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation
Uniformly accelerated motion PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information
Motion is represented using: PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information
• graphs PH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
• vectors PH11/12-5 analyses and evaluates primary and secondary data and information
Equations of motion can be used to PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
describe and reliably predict linear PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose
motion.

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 Module 1: Kinematics
Motion in a straight line:
Inquiry question: How is the motion of an object moving in a straight line described and predicted?
Students:
Ɣ describe uniform straight-line (rectilinear) motion and uniformly accelerated motion through:
– qualitative descriptions
– the use of scalar and vector quantities (ACSPH060)
Ɣ conduct a practical investigation to gather data to facilitate the analysis of instantaneous and average velocity through:
– quantitative, first-hand measurements
– the graphical representation and interpretation of data (ACSPH061)
Ɣ calculate the relative velocity of two objects moving along the same line using vector analysis
Ɣ conduct practical investigations, selecting from a range of technologies, to record and analyse the motion of objects in a variety of
situations in one dimension in order to measure or calculate:
– time
– distance
– displacement
– speed
– velocity
– acceleration
Ɣ use mathematical modelling and graphs, selected from a range of technologies, to analyse and derive relationships between time,
distance, displacement, speed, velocity and acceleration in rectilinear motion, including:
ଵ
– ሬԦt + ܽԦt2
‫ݏ‬Ԧ = ‫ݑ‬
ଶ
– ‫ݒ‬Ԧ = ‫ݑ‬ ሬԦ + ܽԦt
2 2
‫ݒ‬Ԧ = ‫ݑ‬
ሬԦ + 2ܽԦ‫ݏ‬Ԧ (ACSPH061)

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 Module 1: Kinematics
Motion on a plane:
Inquiry question: How is the motion of an object that changes its direction of movement on a plane described?
Students:
Ɣ analyse vectors in one and two dimensions to:
– resolve a vector into two perpendicular components
– add two perpendicular vector components to obtain a single vector (ACSPH061)
Ɣ represent the distance and displacement of objects moving on a horizontal plane using:
– vector addition
– resolution of components of vectors (ACSPH060)
Ɣ describe and analyse algebraically, graphically and with vector diagrams, the ways in which the motion of objects changes, including:
– velocity
– displacement (ACSPH060, ACSPH061)
Ɣ describe and analyse, using vector analysis, the relative positions and motions of one object relative to another object on a plane
(ACSPH061)
Ɣ analyse the relative motion of objects in two dimensions in a variety of situations, for example:
– a boat on a flowing river relative to the bank
– two moving cars
– an aeroplane in a crosswind relative to the ground (ACSPH060, ACSPH132)

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 Module 1: Kinematics
Working Scientifically
Students:
Chapter 2: Motion in a straight line
Inquiry question: How is the motion of an object moving in a straight line described and predicted?
PH11/12-6 Solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-3 Conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-6 Solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
©Cengage Learning Australia Pty Ltd 2017
Knowledge and Understanding
Students:
Ɣ describe uniform straight-line
(rectilinear) motion and uniformly
accelerated motion through:
– qualitative descriptions
– the use of scalar and vector
quantities (ACSPH060)
Ɣ conduct a practical investigation to
gather data to facilitate the
analysis of instantaneous and
average velocity through:
– quantitative, first-hand
measurements
– the graphical representation
and interpretation of data
(ACSPH061)
Ɣ calculate the relative velocity of
two objects moving along the
same line using vector analysis
Ɣ conduct practical investigations,
selecting from a range of
technologies, to record and
analyse the motion of objects in a
variety of situations in one
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Suggested teaching and learning strategies
• 2.1 Movement along a straight line, pages 31–41
• Worked example 2.1, page 32
• Worksheet: Distance vs time graphs: designing a walk,
page 34
• Worked example 2.2, page 36
• Worked example 2.3, page 37
• Worked example 2.4, page 38
• Worked example 2.6, page 42
• Worked example 2.7, page 43
• Worked example 2.8, page 45
• Investigation 2.1 The speeds of common objects, page
35
• Worked example 2.5, page 40
• Check your understanding 2.1 question 9, page 41
• Investigation 2.2 Gravitational acceleration, page 51
Page 4 of 45
Suggested assessment strategies
Students successfully solve the Try
these yourself problems associated with
the Worked examples
Students determine the average speed
of the ball for each sport. Include an
estimate of the uncertainty in each
value.
Check your understanding 2.1
questions 1-8, page 41
Students explain the worked problems
and solve the questions in Try these
yourself.
Students record data gathered using a
range of technologies and construct
appropriate graphs. Students
successfully answer the ‘Analysis of
results’ section of Investigation 2.2
 Module 1: Kinematics
dimension in order to measure or
calculate:
– time
– distance
– displacement
– speed
– velocity
– acceleration

PH11/12-4 Selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
Ɣ use mathematical modelling and • Worked example 2.9, page 47 Complete Check your understanding
graphs, selected from a range of • Worked example 2.10, page 49 2.3 and submit for assessment
technologies, to analyse and
derive relationships between time, • Worked example 2.11, page 50
distance, displacement, speed, • Check your understanding 2.3, page 53
velocity and acceleration in
rectilinear motion, including:
ଵ
ሬԦt + ܽԦt2
– ‫ݏ‬Ԧ = ‫ݑ‬
ଶ

– ‫ݒ‬Ԧ = ‫ݑ‬
ሬԦ + ܽԦt
• ‫ݒ‬Ԧ2 = ‫ݑ‬
ሬԦ2 + 2ܽԦ‫ݏ‬Ԧ (ACSPH061)

Students complete
- Chapter review questions as an in-
class task for submission
- Chapter review quiz

Chapter 3: Motion on a plane

Inquiry question: How is the motion of an object that changes its direction of movement on a plane described?
PH11/12-2 Designs and evaluates
investigations in order to obtain
primary and secondary data and
information
PH11/12-7 Communicates scientific
understanding using suitable
©Cengage Learning Australia Pty Ltd 2017
Ɣ analyse vectors in one and two
dimensions to:
– resolve a vector into two
perpendicular components
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• 3.1 Analysing vectors in one and two dimensions,
pages 58-63
• Worksheet: Some useful background, page 58
• Weblink: Vectors in two dimensions, page 59
• Worked example 3.1, page 60
• Worked example 3.2, page 61
Page 5 of 45
Students perform an investigation in
which they experimentally obtain data
that gives examples of displacement
vectors that can be decomposed into
components; they also practice
calculating experimental uncertainties
 Module 1: Kinematics
language and terminology for a
specific audience or purpose
PH11/12-6 Solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-4 Selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-7 Communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
PH11/12-6 Solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-4 Selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-6 Solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-1 Develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-7 Communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
©Cengage Learning Australia Pty Ltd 2017
– add two perpendicular vector
components to obtain a single
vector (ACSPH061)
Ɣ represent the distance and
displacement of objects moving on
a horizontal plane using:
– vector addition
– resolution of components of
vectors (ACSPH060)
Ɣ describe and analyse
algebraically, graphically and with
vector diagrams, the ways in
which the motion of objects
changes, including:
– velocity
– displacement (ACSPH060,
ACSPH061)
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• Investigation 3.1 Displacement vectors, page 62
• Check your understanding 3.1, page 63
• 3.2 Distance and displacement in a plane,
pages 64–9
• Worked example 3.3, page 67
• Investigation 3.2 Adding vectors, page 68
• Weblink: Vector addition simulator, page 69
• Check your understanding 3.2, page 69
• Worksheet: The graph paper game, page 59
• 3.3 Describing motion using vectors, pages 70–7
• Weblink: Velocity components, page 71
• Worked example 3.4, page 71
• Worked example 3.5, page 73
• Worked example 3.6, page 74
• Weblink: How fast are you moving now?, page 74
• Investigation 3.3 Measuring velocity vectors and
components, page 75
• Check your understanding 3.3, page 77
• Worksheet: Adding velocities on a wheel, page 66
Page 6 of 45
and reporting on their results, including
reporting on uncertainty
Students successfully complete Check
your understanding 3.1, page 63
Students perform an investigation that
uses a computer application to explore
how vectors can be added graphically;
they report on their observations.
Students successfully complete Check
your understanding 3.2, page 69,
focusing on adding vectors using
algebra and trigonometry, to
complement the graphical approaches
in the other activities.
For Worksheet: the graph paper game,
page 59, students use paper, pencils
and simple equipment to add vectors
graphically.
Students undertake an active, outdoor
investigation to experimentally derive a
relationship between the components of
the velocity, the total velocity, and the
angle at which a ball is rolled; they then
report appropriately
Students successfully complete Check
your understanding 3.3, page 77
Students use activity sheets to explore
the same ideas but in other contexts.
Worksheet: Adding velocities on a
wheel encourages them to work with
and communicate in terms of symbols
as well as actual numbers.
 Module 1: Kinematics
PH11/12-6 Solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-6 Solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
End of module 1 review
©Cengage Learning Australia Pty Ltd 2017
Ɣ describe and analyse, using
vector analysis, the relative
positions and motions of one
object relative to another object on
a plane (ACSPH061)
Ɣ analyse the relative motion of
objects in two dimensions in a
variety of situations, for example:
– a boat on a flowing river relative
to the bank
– two moving cars
– an aeroplane in a crosswind
relative to the ground
(ACSPH060, ACSPH132)
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• Worksheet: Change in velocity and relative motion
question 1, page 71
• 3.4 Relative motion in a plane, page 77
• Weblink: Relative velocities, page 82
• Check your understanding 3.4, page 82
(questions 1–4)
• Worksheet: Change in velocity and relative motion
(question 2)
• Worked example 3.7, page 78
• Worked example 3.8, page 79
• Worked example 3.9, page 80
• Check your understanding 3.4, page 82
(questions 3–5)
• End of chapter review question 21, page 84
Page 7 of 45
Students successfully complete
questions 1–4 from Check your
understanding 3.4, page 82
Students successfully complete
questions 3–5 from Check your
understanding 3.4, page 82 (some
overlap with other sections).
Try this yourself from:
Worked example 3.7, page 78
Worked example 3.8, page 79
Worked example 3.9, page 80
Students complete
- Chapter review questions as an in-
class task for submission
- Chapter review quiz
Physics in Focus Year 11
Module 2: Dynamics
Suggested time: 15–30 hours
Class(es):
Major focus of module:
Motion of object and force acting on objects
Using Newton’s Laws of Motion to describe the
forces acting on objects and simple systems
Forces are produced in pairs
Forces add to zero
The law of conservation of momentum
The law of conservation of mechanical energy
Interactions and relationships that occur between
objects
Model and represent these relationships using
vectors and equations
Developing an understanding of the usefulness
and limitations of modelling
©Cengage Learning Australia Pty Ltd 2017
Date started:
Date completed:
OUTCOMES
Working scientifically:
PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation
PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information
PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information
PH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
PH11/12-5 analyses and evaluates primary and secondary data and information
PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose
Forces
Inquiry question: How are forces produced between objects and what effects do forces produce?
Students:
Ɣ using Newton’s Laws of Motion, describe static and dynamic interactions between two or more objects and the changes that result
from:
– a contact force
– a force mediated by fields
Ɣ explore the concept of net force and equilibrium in one-dimensional and simple two-dimensional contexts using: (ACSPH050)
– algebraic addition
– vector addition
– vector addition by resolution into components
Ɣ solve problems or make quantitative predictions about resultant and component forces by applying the following relationships:
– ‫ܨ‬Ԧ஺஻ = െ‫ܨ‬Ԧ஻஺
– ‫ܨ‬Ԧ௫ = ‫ܨ‬Ԧ ܿ‫ߠݏ݋‬, ‫ܨ‬Ԧ௬ = ‫ܨ‬Ԧ ‫ߠ݊݅ݏ‬
Ɣ conduct a practical investigation to explain and predict the motion of objects on inclined planes (ACSPH098)
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 Module 2: Dynamics
Forces, Acceleration and Energy
Inquiry question: How can the motion of objects be explained and analysed?
Students:
Ɣ apply Newton’s first two laws of motion to a variety of everyday situations, including both static and dynamic examples, and
include the role played by friction (݂‫ܨߤ = ݊݋݅ݐܿ݅ݎ‬Ԧே ) (ACSPH063)
Ɣ investigate, describe and analyse the acceleration of a single object subjected to a constant net force and relate the motion of the
object to Newton’s Second Law of Motion through the use of: (ACSPH062, ACSPH063)
– qualitative descriptions
– graphs and vectors
– deriving relationships from graphical representations including ‫ܨ‬Ԧ = ݉ܽԦ and relationships of uniformly accelerated motion
Ɣ apply the special case of conservation of mechanical energy to the quantitative analysis of motion involving:
– work done and change in the kinetic energy of an object undergoing accelerated rectilinear motion in one dimension (ܹ =
‫ܨ‬Ԧ௡௘௧ ‫ݏ‬Ԧ)
ሬԦ)
– changes in gravitational potential energy of an object in a uniform field (߂ܷ = ݉݃Ԧ߂݄
Ɣ conduct investigations over a range of mechanical processes to analyse qualitatively and quantitatively the concept of average
οா
power (ܲ = , ܲ = ‫ܨ‬Ԧ ‫ݒ‬Ԧ), including but not limited to:
௧

– uniformly accelerated rectilinear motion

– objects raised against the force of gravity
– work done against air resistance, rolling resistance and friction

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 Momentum, Energy and Simple Systems
Inquiry question: How is the motion of objects in a simple system dependent on the interaction between the objects?
Students:
Ɣ conduct an investigation to describe and analyse one-dimensional (collinear) and two-dimensional interactions of objects in simple
closed systems (ACSPH064)
Ɣ analyse quantitatively and predict, using the law of conservation of momentum (ߑ݉‫ݒ‬Ԧ௕௘௙௢௥௘ = ߑ݉‫ݒ‬Ԧ௔௙௧௘௥ ) and, where appropriate,
ଵ ଶ ଵ ଶ
conservation of kinetic energy (ߑ ݉‫ݒ‬Ԧ௕௘௙௢௥௘ = ߑ ݉‫ݒ‬Ԧ௔௙௧௘௥ ), the results of interactions in elastic collisions (ACSPH066)
ଶ ଶ

Ɣ investigate the relationship and analyse information obtained from graphical representations of force as a function of time
Ɣ evaluate the effects of forces involved in collisions and other interactions, and analyse quantitatively the interactions using the
concept of impulse (߂‫݌‬Ԧ = ‫ܨ‬Ԧ ߂‫)ݐ‬
Ɣ analyse and compare the momentum and kinetic energy of elastic and inelastic collisions (ACSPH066)

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 Module 2: Dynamics
Working Scientifically
Students:
Chapter 4: Forces
Inquiry question: How are forces produced between objects and what effects do forces produce?
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
Knowledge and Understanding
Students:
Ɣ using Newton’s Laws of Motion,
describe static and dynamic
interactions between two or more
objects and the changes that result
from:
– a contact force
– a force mediated by fields
Suggested teaching and learning Suggested assessment strategies
strategies
• 4.1 Forces are interactions, page 89–94 Students apply Newton’s Laws of Motion to
• Worksheet: Contact and field forces, predict the result of applications of forces to
page 90 various objects:
Check your understanding 4.1 questions 6-10
• Weblink: Newton’s laws and road safety,
page 91
• Worksheet: Newton’s third law, page 92
• Weblink: Newton’s car, page 92
• Worked example 4.1, page 93
• Check your understanding 4.1, page 94

PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
Ɣ explore the concept of net force and
equilibrium in one-dimensional and
simple two-dimensional contexts
using: (ACSPH050)
– algebraic addition
– vector addition
– vector addition by resolution into
components
• 4.2 Net force in one and two dimensions, Students qualitatively predict the result of the
pages 94–102 application of several simultaneous forces on
• Worked example 4.2, page 96 objects:
Students complete ‘Try these yourself’
• Worksheet: Vector decomposition and
addition, page 97 questions out of at least two Worked
examples
• Weblink: Resolving forces into
components, page 97
• Worked example 4.3, page 97
• Worked example 4.4, page 98
• Worked example 4.5, page 100
• Check your understanding 4.2, page 101

PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
©Cengage Learning Australia Pty Ltd 2017
Ɣ solve problems or make quantitative
predictions about resultant and
component forces by applying the
following relationships:
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• 4.3 Zero net force: equilibrium in one
and two dimensions, pages 103–8
• Worked example 4.6, page 104
• Worked example 4.7, page 105
Page 11 of 45
Students apply vector resolution and addition
to predict the result of the application of
several forces simultaneously on objects
using diagrams and trigonometrical
calculations:
 Module 2: Dynamics
quantitative data and information – ‫ܨ‬Ԧ஺஻ = െ‫ܨ‬Ԧ஻஺ • Investigation 4.1 Static equilibrium, Check your understanding 4.3 question 5
using a range of appropriate media page 106
– ‫ܨ‬Ԧ௫ = ‫ܨ‬Ԧ ܿ‫ߠݏ݋‬, ‫ܨ‬Ԧ௬ = ‫ܨ‬Ԧ ‫ߠ݊݅ݏ‬
PH11/12-5 analyses and evaluates • Check your understanding 4.3, page 108
primary and secondary data and
information
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

PH11/12-1 develops and evaluates Ɣ conduct a practical investigation to • Investigation 4.2 Motion on objects on Students make observations from
questions and hypotheses for explain and predict the motion of inclined planes, page 111 Investigation 4.2 to analyse the motion of
scientific investigation objects on inclined planes objects down inclined planes and resolve the
PH11/12-2 designs and evaluates (ACSPH098) forces acting
investigations in order to obtain
primary and secondary data and
information
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

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 Module 2: Dynamics
Chapter 5: Forces, acceleration and energy
Inquiry question: How can the motion of objects be explained and analysed?
PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
©Cengage Learning Australia Pty Ltd 2017
Ɣ apply Newton’s first two laws of
motion to a variety of everyday
situations, including both static and
dynamic examples, and include the
role played by friction (݂‫= ݊݋݅ݐܿ݅ݎ‬
ߤ‫ܨ‬Ԧே ) (ACSPH063)
Ɣ investigate, describe and analyse
the acceleration of a single object
subjected to a constant net force
and relate the motion of the object to
Newton’s Second Law of Motion
through the use of: (ACSPH062,
ACSPH063)
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Students complete
- Chapter review questions as an in-class
task for submission
- Chapter review quiz
• 5.1 Newton’s laws and friction, pages Students analyse real world situations where
117–26 forces, including friction, are acting to
• Worksheet: Force and friction, page 118 resolve an unknown force:
Worked example 5.4 Try this yourself
• Worked example 5.1, page 118
Investigation 5.1 The static and kinetic friction
• Worked example 5.2, page 119
forces Analysis of results and Discussion
• Worksheet: Rollercoaster design,
page 121
• Weblink: Car tyres and friction, page 121
• Worked example 5.3, page 122
• Worked example 5.4, page 123
• Investigation 5.1 The static and kinetic
friction forces, page 124
• Weblink: Drag on aeroplanes, page 125
• Check your understanding 5.1, page 126
• 5.2 Acceleration of an object subject to a Students analyse graphs of the motion of
constant net force, pages 126–32 objects to find the net force acting through
• Worked example 5.5, page 127 the applications of Newton’s 2nd Law:
Check your understanding 5.2 question 5
• Worked example 5.6, page 129
• Weblink: Newton’s second law, page
129
Page 13 of 45
 Module 2: Dynamics
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-2 designs and evaluates
investigations in order to obtain
primary and secondary data and
information
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
©Cengage Learning Australia Pty Ltd 2017
– qualitative descriptions
– graphs and vectors
– deriving relationships from
graphical representations
including ‫ܨ‬Ԧ = ݉ܽԦ and
relationships of uniformly
accelerated motion
Ɣ apply the special case of
conservation of mechanical energy
to the quantitative analysis of motion
involving:
– work done and change in the
kinetic energy of an object
undergoing accelerated rectilinear
motion in one dimension (ܹ =
‫ܨ‬Ԧ௡௘௧ ‫ݏ‬Ԧ)
– changes in gravitational potential
energy of an object in a uniform
ሬԦ)
field (߂ܷ = ݉݃Ԧ߂݄
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• Investigation 5.2 Acceleration due to a
constant net force, page 129
• Check your understanding 5.2, page 131
• 5.3 Energy, pages 132–44
• Worked example 5.7, page 133
• Worked example 5.8, page 135
• Worked example 5.9, page 137
• Worked example 5.10, page 138
• Worked example 5.11, page 140
• Worked example 5.12, page 141
• Investigation 5.3 Energy changes of
falling object, page 142
• Check your understanding 5.3, page 143
Page 14 of 45
Students analyse the forces acting on an
object and its subsequent motion to
produce a graphical representation:
Investigation 5.2 Acceleration due to a
constant net force Analysis of results and
Discussion
Students analyse the motion of objects and
the forces involved to calculate the kinetic
energy and work done on the object:
Worked example 5.9
Students analyse given situations to find an
object’s gravitational potential energy and
the changes to the value of its gravitational
potential energy as it changes position:
Worked example 5.12
 Module 2: Dynamics
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
Ɣ conduct investigations over a range • 5.4 Power, pages 144–8 Students analyse a variety of presented
of mechanical processes to analyse • Worked example 5.13, page 145 situations to calculate the power involved as
qualitatively and quantitatively the an object changes its energy or as work is
concept of average power (ܲ = ,
οா • Worksheet: The power of modern being done:
௧ aircraft, page 145
ܲ = ‫ܨ‬Ԧ ‫ݒ‬Ԧ), including but not limited to: Check your understanding 5.4 questions 3–6
• Investigation 5.4 Power, page 146
– uniformly accelerated rectilinear
motion • Check your understanding 5.4, page 148
– objects raised against the force of
gravity

PH11/12-5 analyses and evaluates – work done against air resistance,

primary and secondary data and rolling resistance and friction
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

Students complete
- Chapter review questions as an in-class
task for submission
- Chapter review quiz

Chapter 6: Momentum, energy and simple systems

Inquiry question: How is the motion of objects in a simple system dependent on the interaction between the objects?

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 15 of 45

 Module 2: Dynamics
PH11/12-1 develops and evaluates Ɣ conduct an investigation to describe • Investigation 6.1 Conservation of momentum Students analyse collisions in one and two
questions and hypotheses for and analyse one-dimensional in one dimension, page 156 dimensions between two objects to show that
scientific investigation (collinear) and two-dimensional • Investigation 6.2 Collisions in two dimensions, the momentum is conserved in closed
PH11/12-3 conducts investigations to interactions of objects in simple page 159 systems:
collect valid and reliable primary and closed systems (ACSPH064) Investigation 6.2 Collisions in two dimensions
secondary data and information Analysis of results and Discussion
PH11/12-4 selects and processes Investigation 6.2 Collisions in two dimensions
appropriate qualitative and Analysis of results and Discussion
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
Ɣ analyse quantitatively and predict,
using the law of conservation of
momentum (ߑ݉‫ݒ‬Ԧ௕௘௙௢௥௘ = ߑ݉‫ݒ‬Ԧ௔௙௧௘௥ )
and, where appropriate,
conservation of kinetic energy
ଵ ଵ
ଶ
(ߑ ݉‫ݒ‬Ԧ௕௘௙௢௥௘ ଶ
= ߑ ݉‫ݒ‬Ԧ௔௙௧௘௥ ), the
ଶ ଶ
results of interactions in elastic
collisions (ACSPH066)
• 6.2 Momentum and energy in elastic collisions,
pages 162–6
• Worked example 6.4, page 162
• Worksheet: Elastic collisions, page 164
• Investigation 6.3 Elastic collisions, page 164
• Check your understanding 6.2, page 165
Students analyse elastic collisions to show
that both energy and momentum are
conserved
Students predict the outcome of an elastic
collision between two objects by applying
conservation of energy and conservation of
momentum calculations:
Check your understanding 6.2

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 16 of 45

 Module 2: Dynamics
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
Ɣ investigate the relationship and
analyse information obtained from
graphical representations of force as
a function of time
• 6.3 Impulse, pages 166–73
• Worksheet: Force against time, page 167
• Worked example 6.5, page 167
Students analyse force vs time graphs to find
the impulse or change in the momentum
when a force is applied to an object:
Worked example 6.5

PH11/12-3 conducts investigations to Ɣ evaluate the effects of forces • Worked example 6.6, page 169 Students perform calculations involving
collect valid and reliable primary and involved in collisions and other • Weblink: Why should you wear a seat belt? impulse, force and time to predict the motion
secondary data and information interactions, and analyse of objects that have a force applied to them:
quantitatively the interactions using • Weblink: Crumple zone, page 170
PH11/12-4 selects and processes Worked example 6.7
appropriate qualitative and the concept of impulse (߂‫݌‬Ԧ = ‫ܨ‬Ԧ ߂‫)ݐ‬ • Worked example 6.7, page 170
quantitative data and information • Weblink: Safety features of cars, page 171
using a range of appropriate media
• Worksheet: Seatbelts and airbags, page 171
PH11/12-5 analyses and evaluates
primary and secondary data and • Check your understanding 6.3, page 173
information • Investigation 6.4 Crash safety, page 172
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 17 of 45

 Module 2: Dynamics
PH11/12-1 develops and evaluates Ɣ analyse and compare the • 6.4 Momentum and energy in inelastic Students quantitatively analyse collisions
questions and hypotheses for momentum and kinetic energy of collisions, pages 173–8 between two objects to determine whether the
scientific investigation elastic and inelastic collisions • Worked example 6.8, page 174 collision is elastic or inelastic:
PH11/12-3 conducts investigations to (ACSPH066) Investigation 6.5 Comparing elastic and
• Worksheet: Using approximations in rocket
collect valid and reliable primary and motion, page 175 inelastic collisions Analysis of results and
secondary data and information Discussion
• Worked example 6.9, page 176
PH11/12-4 selects and processes
appropriate qualitative and • Investigation 6.5 Comparing elastic and
quantitative data and information inelastic collisions, page 177
using a range of appropriate media • Check your understanding 6.4, page 178
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

Students complete
- Chapter review questions as an in-class
task for submission
- Chapter review quiz

End of module 2 review

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 18 of 45

Physics in Focus Year 11
Module 3: Waves and thermodynamics
Suggested time: 15–30 hours
Class(es):
Module’s major focus:
Wave motion is the transfer of energy
without transferring matter.
Characteristics of a wave: wavelength,
frequency, period, velocity and
amplitude
Reflection, refraction, diffraction and
superposition (interference)
not all waves require a medium for
their propagation
mechanical waves and
electromagnetic waves: similarities
and differences
Thermodynamics: how work, energy,
temperature and matter are related
Particle motion within objects
How hot objects lose energy:
conduction, convection, radiation
©Cengage Learning Australia Pty Ltd 2017
Date started:
Date completed:
OUTCOMES
Outcomes:
Working scientifically:
PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation
PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information
PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information
PH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
PH11/12-5 analyses and evaluates primary and secondary data and information
PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose
Wave Properties
Inquiry question: What are the properties of all waves and wave motion?
Students:
Ɣ conduct a practical investigation involving the creation of mechanical waves in a variety of situations in order to explain:
– the role of the medium in the propagation of mechanical waves
– the transfer of energy involved in the propagation of mechanical waves (ACSPH067, ACSPH070)
Ɣ conduct practical investigations to explain and analyse the differences between:
– transverse and longitudinal waves (ACSPH068)
– mechanical and electromagnetic waves (ACSPH070, ACSPH074)
Ɣ construct and/or interpret graphs of displacement as a function of time and as a function of position of transverse and longitudinal
waves, and relate the features of those graphs to the following wave characteristics:
– velocity
– frequency
www.nelsonnet.com.au Page 19 of 45
 Module 3: Waves and thermodynamics
– period
– wavelength
– wave number
– displacement and amplitude (ACSPH069)
Ɣ solve problems and/or make predictions by modelling and applying the following relationships to a variety of situations:
– ‫ߣ݂ = ݒ‬
ଵ
– ݂=
்
ଶగ
– ݇=
ఒ

Wave Behaviour
Inquiry question: How do waves behave?
Students:
Ɣ explain the behaviour of waves in a variety of situations by investigating the phenomena of:
– reflection
– refraction
– diffraction
– wave superposition (ACSPH071, ACSPH072)
Ɣ conduct an investigation to distinguish between progressive and standing waves (ACSPH072)
Ɣ conduct an investigation to explore resonance in mechanical systems and the relationships between:
– driving frequency
– natural frequency of the oscillating system
– amplitude of motion
– transfer/transformation of energy within the system (ACSPH073)
Sound Waves
Inquiry question: What evidence suggests that sound is a mechanical wave?
Students:
Ɣ conduct a practical investigation to relate the pitch and loudness of a sound to its wave characteristics
Ɣ model the behaviour of sound in air as a longitudinal wave

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 20 of 45

 Module 3: Waves and thermodynamics
Ɣ relate the displacement of air molecules to variations in pressure (ACSPH070)
Ɣ investigate quantitatively the relationship between distance and intensity of sound
Ɣ conduct investigations to analyse the reflection, diffraction, resonance and superposition of sound waves (ACSPH071)
Ɣ investigate and model the behaviour of standing waves on strings and/or in pipes to relate quantitatively the fundamental and
harmonic frequencies of the waves that are produced to the physical characteristics (eg length, mass, tension, wave velocity) of
the medium (ACSPH072)
Ɣ analyse qualitatively and quantitatively the relationships of the wave nature of sound to explain:
– beats (݂ୠୣୟ୲ = |݂ଶ െ ݂ଵ |)
(௩ೢೌೡ೐ ା௩೚್ೞ೐ೝೡ೐ೝ )
– the Doppler effect ݂ ᇱ = ݂
(௩ೢೌೡ೐ ି௩ೞ೚ೠೝ೎೐)

Ray Model of Light

Inquiry question: What properties can be demonstrated when using the ray model of light?
Students:
Ɣ conduct a practical investigation to analyse the formation of images in mirrors and lenses via reflection and refraction using the
ray model of light (ACSPH075)
Ɣ conduct investigations to examine qualitatively and quantitatively the refraction and total internal reflection of light (ACSPH075,
ACSPH076)
Ɣ predict quantitatively, using Snell’s Law, the refraction and total internal reflection of light in a variety of situations
Ɣ conduct a practical investigation to demonstrate and explain the phenomenon of the dispersion of light
Ɣ conduct an investigation to demonstrate the relationship between inverse square law, the intensity of light and the transfer of
energy (ACSPH077)
Ɣ solve problems or make quantitative predictions in a variety of situations by applying the following relationships to:
௖
– ݊௫ = – for the refractive index of medium x, vx is the speed of light in the medium
௩ೣ

– ݊ଵ ‫݊ = )݅( ݊݅ݏ‬ଶ ‫( )ݎ( ݊݅ݏ‬Snell’s Law)

ଵ
– ‫݅( ݊݅ݏ‬௖ ) = – for the critical angle ݅௖ of medium x
௡ೣ

– ‫ܫ‬ଵ ‫ݎ‬ଵଶ = ‫ܫ‬ଶ ‫ݎ‬ଶଶ – to compare the intensity of light at two points, ‫ݎ‬ଵ and ‫ݎ‬ଶ

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 21 of 45

 Thermodynamics
Inquiry question: How are temperature, thermal energy and particle motion related?
Students:
Ɣ explain the relationship between the temperature of an object and the kinetic energy of the particles within it (ACSPH018)
Ɣ explain the concept of thermal equilibrium (ACSPH022)
Ɣ analyse the relationship between the change in temperature of an object and its specific heat capacity through the equation ߂ܳ =
݉ܿ߂ܶ (ACSPH020)
Ɣ investigate energy transfer by the process of:
– conduction
– convection
– radiation (ACSPH016)
Ɣ conduct an investigation to analyse qualitatively and quantitatively the latent heat involved in a change of state
Ɣ model and predict quantitatively energy transfer from hot objects by the process of thermal conductivity
Ɣ apply the following relationships to solve problems and make quantitative predictions in a variety of situations:
– ߂ܳ = ݉ܿ߂ܶ, where c is the specific heat capacity of a substance
ொ ௞஺௱்
– = , where k is the thermal conductivity of a material
௧ ௗ

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 22 of 45

 Module 3: Waves and thermodynamics
Working Scientifically
Students:
Chapter 7: Wave characteristics
Inquiry question: What are the properties of all waves and wave motion?
PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-2 designs and evaluates
investigations in order to obtain
primary and secondary data and
information
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
©Cengage Learning Australia Pty Ltd 2017
Knowledge and Understanding
Students:
Ɣ conduct a practical investigation
involving the creation of mechanical
waves in a variety of situations in
order to explain:
– the role of the medium in the
propagation of mechanical waves
– the transfer of energy involved in
the propagation of mechanical
waves (ACSPH067, ACSPH070)
Ɣ conduct practical investigations to
explain and analyse the differences
between:
– transverse and longitudinal waves
(ACSPH068)
– mechanical and electromagnetic
waves (ACSPH070, ACSPH074)
Ɣ construct and/or interpret graphs of
displacement as a function of time
and as a function of position of
transverse and longitudinal waves,
and relate the features of those
graphs to the following wave
characteristics:
www.nelsonnet.com.au
Suggested teaching and learning strategies
• Investigation 7.1 The role of the medium in the
propagation of mechanical waves, page 187
• Investigation 7.2 Investigating the transfer of
energy by a mechanical wave, page 190
• Check your understanding 7.1, page 191
• Investigation 7.3 Comparing transverse and
mechanical waves, page 193
• Check your understanding 7.2, page 194
• Investigation 7.4 Differences between
mechanical and electromagnetic waves,
page 196
• Check your understanding 7.3, page 197
• Weblink: Hyperphysics – transverse and
longitudinal waves, page 199
• Worked example 7.1, page 199
• Worked example 7.2, page 200
• Weblink: Hyperphysics – period, frequency
and amplitude, page 200
Page 23 of 45
Suggested assessment strategies
Students design and undertake an
investigation which shows the role of the
medium in the propagation of mechanical
waves.
Students explain the transfer of energy
involved in the propagation of mechanical
waves, with reference to appropriate
examples.
Students undertake a practical investigation
and link the observations made to explain the
differences between transverse and
longitudinal waves and between mechanical
and electromagnetic waves:
Investigation 7.3 Comparing transverse and
mechanical waves Analysis of results and
Discussion.
Investigation 7.4 Difference between
mechanical and electromagnetic waves
Discussion.
Students construct displacement versus time
as well as displacement versus position
graphs and describe how these graphs
display or give information relating to: velocity,
frequency, period, wavelength and
wavenumber for the wave displayed:
 Module 3: Waves and thermodynamics
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
Chapter 8: Wave behaviour
Inquiry question: How do waves behave?
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
©Cengage Learning Australia Pty Ltd 2017
– velocity • Check your understanding 7.4, page 200 Try these yourself from Worked examples 7.1,
– frequency • Worked example 7.3, page 201 7.2 and 7.3
– period • Weblink: Hyperphysics – Travelling wave
– wavelength relationships, page 202
– wavenumber
– displacement and amplitude
(ACSPH069)
Ɣ solve problems and/or make • Investigation 7.5 Modelling Y IȜ and f = 1/T, Students can analyse data and manipulate
predictions by modelling and page 203 mathematical relationships involving the
applying the following relationships • Check your understanding 7.5, page 205 velocity, frequency, wavelength, period and
to a variety of situations: wavenumber of waves:
– ‫ߣ݂ = ݒ‬ Check your understanding 7.5
ଵ
– ݂=
்
ଶగ
– ݇=
ఒ
Students complete
- Chapter review questions as an in-class
task for submission
- Chapter review quiz
Ɣ explain the behaviour of waves in a • 8.1 Reflection of waves, page 209–13 Students select appropriate situations to
variety of situations by investigating • Worksheet: Reflection of waves, page 210 illustrate and explain the phenomena of
the phenomena of: reflection, refraction, diffraction and wave
• Investigation 8.1 Applications of reflection, superposition:
– reflection page 211
– refraction Discussion section of:
• Investigation 8.2 Reflection of light from a
– diffraction variety of surfaces, page 212 Investigation 8.2 Reflection of light from a
variety of surfaces
– wave superposition (ACSPH071, • Check your understanding 8.1, page 213
ACSPH072) Investigation 8.3 Observing everyday
• 8.2 Refraction of waves, page 213 refraction
www.nelsonnet.com.au Page 24 of 45
 Module 3: Waves and thermodynamics
critical thinking skills and scientific
processes
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
©Cengage Learning Australia Pty Ltd 2017
Ɣ conduct an investigation to
distinguish between progressive and
standing waves (ACSPH072)
Ɣ conduct an investigation to explore
resonance in mechanical systems
and the relationships between:
– driving frequency
– natural frequency of the
oscillating system
– amplitude of motion
– transfer/transformation of energy
within the system (ACSPH073)
www.nelsonnet.com.au
• Investigation 8.3 Observing everyday
refraction, page 216
• Check your understanding 8.2, page 216
• 8.3 Diffraction of waves, page 217
• Check your understanding 8.3, page 219
• 8.4 Wave superposition, page 220
• Investigation 8.4 Destructive and constructive
interference in the classroom, page 221
• Investigation 8.5 The principle of
superposition, page 222
• Investigation 8.6 Constructing a resultant wave
using the principle of superposition, page 223
• Check your understanding 8.4, page 224
• Investigation 8.7 Using standing waves to
calculate the speed of waves in a spring,
page 226
• Check your understanding 8.5, page 227
• Investigation 8.8 Resonance, page 229
• Check your understanding 8.6, page 230
• Investigation 8.9 Energy transfer in resonating
systems, page 231
Page 25 of 45
Investigation 8.5 The principle of
superposition
Check your understanding 8.3
Students use diagrams and relate
observations made in an investigation to
describe the differences between progressive
and standing waves, using appropriate
examples
Students relate the observation made in
investigations to describe the relationships
involved in resonant systems between: driving
frequency, natural frequency, amplitude and
energy transfer:
Investigation 8.8 Resonance Discussion
Investigation 8.9 Energy transfer in resonating
systems Analysis of results and Discussion
Students relate resonance to everyday
examples
 Module 3: Waves and thermodynamics
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

Students complete
Ɣ Chapter review questions as an in-class
task for submission
Ɣ Chapter review quiz

Chapter 9: Sound waves

Inquiry question: What evidence suggests that sound is a mechanical wave?
PH11/12-1 develops and evaluates Ɣ conduct a practical investigation to • Investigation 9.1 Pitch, frequency, loudness Students discuss the relationships between
questions and hypotheses for relate the pitch and loudness of a and amplitude of sound waves, page 236 pitch and frequency, loudness and amplitude
scientific investigation sound to its wave characteristics • Investigation 9.2 Measuring the frequency of a and relate these to wave characteristics:
PH11/12-2 designs and evaluates sound wave, page 238 Investigation 9.1 Pitch, frequency, loudness
investigations in order to obtain and amplitude of sound waves Analysis of
primary and secondary data and results and Discussion
information
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information

PH11/12-5 analyses and evaluates Ɣ model the behaviour of sound in air • Investigation 9.3 Modelling sound as a Students can construct models to display the
primary and secondary data and as a longitudinal wave longitudinal pressure wave, page 241 longitudinal wave nature of sound and explain
information these models
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 26 of 45
 Module 3: Waves and thermodynamics
language and terminology for a
specific audience or purpose

PH11/12-6 solves scientific problems Ɣ relate the displacement of air • Worked example 9.2, page 240 Students describe the displacement of air
using primary and secondary data, molecules to variations in pressure • Check your understanding 9.2, page 242 molecules and relate this to the associated
critical thinking skills and scientific (ACSPH070) variations in air pressure in sound waves:
processes Check your understanding 9.2
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

PH11/12-4 selects and processes Ɣ investigate quantitatively the • Worksheet: The inverse square law, page 242 Students quantitatively apply the inverse
appropriate qualitative and relationship between distance and • Investigation 9.4 Relationship between square law to describe the relationship
quantitative data and information intensity of sound distance and intensity of sound, page 243 between distance and the intensity of sound
using a range of appropriate media and solve problems using critical and creative
• Check your understanding 9.3, page 245 thinking skills:
PH11/12-5 analyses and evaluates
primary and secondary data and Worked example 9.3
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes

PH11/12-1 develops and evaluates Ɣ conduct investigations to analyse • Investigation 9.5 Observing the reflection of Students select apparatus and formulate
questions and hypotheses for the reflection, diffraction, resonance sound waves, page 246 hypothesise to investigate, display and
scientific investigation and superposition of sound waves • Investigation 9.6 Observing diffraction of analyse properties of sound waves including
PH11/12-2 designs and evaluates (ACSPH071) sound waves, page 248 reflection, diffraction, resonance and
investigations in order to obtain superposition
• Check your understanding 9.4, page 249
primary and secondary data and
information
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 27 of 45

 Module 3: Waves and thermodynamics
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
©Cengage Learning Australia Pty Ltd 2017
Ɣ investigate and model the behaviour
of standing waves on strings and/or
in pipes to relate quantitatively the
fundamental and harmonic
frequencies of the waves that are
produced to the physical
characteristics (eg length, mass,
tension, wave velocity) of the
medium (ACSPH072)
Ɣ analyse qualitatively and
quantitatively the relationships of the
wave nature of sound to explain:
– beats (݂ୠୣୟ୲ = |݂ଶ െ ݂ଵ |)
– the Doppler effect
(vwave  vobserver )
f' f • Weblink: Doppler effect, page 262
(vwave  vsource )
www.nelsonnet.com.au
• 9.5 Standing waves in strings and in pipes, Students solve problems to predict the
page 249 fundamental and stated harmonic frequencies
• Worksheet: Predicting the fundamental of waves produced in strings and in air
frequency, page 249 columns:
Try these yourself from Worked examples 9.4,
• Worked example 9.4, page 250
9.5, 9.6 and 9.7
• Weblink: Frequency of a vibrating string,
page 251
• Weblink: Wave velocity in a string, page 251
• Worksheet: Soundwaves, page 252
• Worked example 9.5, page 252
• Check your understanding 9.5, page 253
• 9.6 Vibration in air columns, page 254
• Worked example 9.6, page 255
• Worked example 9.7, page 256
• Investigation 9.7 Finding the speed of sound
by air column resonance, page 257
• Weblink: Animations and visualisations of
standing sound waves in pipes, page 257
• Check your understanding 9.6, page 259
• 9.7 Beats and the Doppler effect, page 259 Students describe the cause of beats and the
• Worksheet: Superposition of waves, page 259 Doppler effect and solve related problems
quantitatively using primary and secondary
• Weblink: Beat frequency, page 260 data:
• Worked example 9.8, page 260 Check your understanding 9.7
• Investigation 9.8 Beats, page 260
• Worked example 9.9, page 263
• Weblink: Sonic boom, page 263
• Check your understanding 9.7, page 263
Page 28 of 45
 Module 3: Waves and thermodynamics
Chapter 10: Ray model of light
Inquiry question: What properties can be demonstrated when using the ray model of light?
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
©Cengage Learning Australia Pty Ltd 2017
Ɣ conduct a practical investigation to
analyse the formation of images in
mirrors and lenses via reflection and
refraction using the ray model of
light (ACSPH075)
Ɣ conduct investigations to examine
qualitatively and quantitatively the
refraction and total internal reflection
of light (ACSPH075, ACSPH076)
Ɣ solve problems or make quantitative
predictions in a variety of situations
by applying the following
relationships to:
௖
– ݊௫ = – for the refractive index
௩ೣ
of medium x, vx is the speed of
light in the medium
Ɣ predict quantitatively, using Snell’s
Law, the refraction and total internal
reflection of light in a variety of
situations
Ɣ solve problems or make quantitative
predictions in a variety of situations
by applying the following
relationships to:
www.nelsonnet.com.au
• Investigation 10.1 Image formation in plane
mirrors, page 271
• Check your understanding 10.2 pp. 282–3
• Investigation 10.2 Images in convex lens, page
280
• Investigation 10.3 Investigating Snell’s law,
page 285
• Investigation 10.4 Calculating the refractive
index of a medium using total internal
reflection, page 288
• Weblink: Snell’s law interactive, page 285
• Weblink: Total internal reflection interactive
animation, page 287
• Worked example 10.5, page 287
• Check your understanding 10.2, page 291
Page 29 of 45
Students complete
- Chapter review questions as an in-class
task for submission
- Chapter review quiz
Students construct appropriate ray diagrams
for the image formed in a plane mirror:
Investigation 10.1 Analysis of results and
Discussion
Check your understanding 10.1a question 5
Students are able to take appropriate
measurements and perform calculations using
Snell’s Law to find the refractive index of a
glass or Perspex prism:
Investigation 10.3 Investigating Snell’s law
Analysis of results and Discussion
Given a semi-circular prism, students take
appropriate measurements of the angle of
light rays undergoing total internal reflection to
find the refractive index of the material:
Investigation 10.4 Calculating the refractive
index of a medium using total internal
reflection Analysis of results and Discussion
Students are able to manipulate data and
apply Snell’s Law to predict the value of the
angle of refraction, refractive index, or the
angle of incidence given when provided with
data regarding the known values in refraction
and Total Internal Reflection examples:
Worked example 10.5 Try these yourself 1, 2
&3
 Module 3: Waves and thermodynamics
௖
– ݊௫ = – for the refractive index
௩ೣ
of medium x, vx is the speed of
light in the medium
– ݊ଵ ‫݊ = )݅( ݊݅ݏ‬ଶ ‫( )ݎ( ݊݅ݏ‬Snell’s Law)
ଵ
– ‫݅( ݊݅ݏ‬௖ ) = – for the critical angle
௡ೣ
݅௖ of medium x

PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
Ɣ conduct a practical investigation to
demonstrate and explain the
phenomenon of the dispersion of
light
• Investigation 10.5 Demonstrating Dispersion
of Light, page 292
Students plan, choose resources for and
perform a First-hand investigation to
demonstrate the dispersion of light
Students successfully complete Check your
understanding 10.3 pp. 293–4 with a correct
explanation of dispersion

PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
Ɣ conduct an investigation to • Investigation 10.6 The Inverse Square Law, Students perform an investigation in which
demonstrate the relationship page 296 relevant data is analysed and presented
between inverse square law, the • Check your understanding 10.4, page 297 graphically that demonstrates the inverse
intensity of light and the transfer of square law for the intensity of light
energy (ACSPH077) Investigation 10.6 The inverse square law
Ɣ solve problems or make quantitative Analysis of results and Discussion
predictions in a variety of situations
by applying the following relationship
to:
– ‫ܫ‬ଵ ‫ݎ‬ଵଶ = ‫ܫ‬ଶ ‫ݎ‬ଶଶ – to compare the
intensity of light at two points, ‫ݎ‬ଵ
and ‫ݎ‬ଶ

Students complete
- Chapter review questions as an in-class
task for submission
- Chapter review quiz

Chapter 11: Thermodynamics

Inquiry question: How are temperature, thermal energy and particle motion related?

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 30 of 45

 Module 3: Waves and thermodynamics
Ɣ explain the relationship between the
temperature of an object and the
kinetic energy of the particles within
it (ACSPH018)
• Check your understanding 11.1, page 307
Students successfully complete Check your
understanding 11.1, page 307 with a correct
explanation of the range of velocities of the
particles involved and how this affects the
physical processes under consideration.

PH11/12-2 designs and evaluates Ɣ explain the concept of thermal • Investigation 11.2 Bimetallic strips and Students perform an investigation to build and
investigations in order to obtain equilibrium (ACSPH022) thermometers, page 308 calibrate a bimetallic strip thermometer
primary and secondary data and • Check your understanding 11.2, page 310 Students successfully complete Check your
information understanding 11.2 questions 1, 3 and 5,
PH11/12-3 conducts investigations to page 307 with a correct explanation of the
collect valid and reliable primary and zeroth law and its implications.
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

Ɣ analyse the relationship between the
change in temperature of an object
and its specific heat capacity
through the equation ߂ܳ = ݉ܿ߂ܶ
(ACSPH020)
• Worked example 11.1, page 312 Students successfully answer the ‘Try these
• Worked example 11.2, page 312 yourself’ questions associated with the
worked examples.

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 31 of 45

 Module 3: Waves and thermodynamics
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
©Cengage Learning Australia Pty Ltd 2017
Ɣ investigate energy transfer by the
process of:
– conduction
– convection
– radiation (ACSPH016)
Ɣ conduct an investigation to analyse
qualitatively and quantitatively the
latent heat involved in a change of
state
Ɣ model and predict quantitatively
energy transfer from hot objects by
the process of thermal conductivity
www.nelsonnet.com.au
• Investigation 11.5 Thermal conductivity,
page 324
• Investigation 11.6 Bottled convection currents,
page 326
• Investigation 11.7 Radiative heating, page 328
• Investigation 11.4 Latent heat of fusion of
solids, page 319
• Worked example 11.4, page 323
Page 32 of 45
Students perform an investigation to collect,
graph and analyse data, allowing them to
calculate the thermal conductivity k of a
sample and so determine the metal involved.
Students observe convection with appropriate
technologies and successfully explain their
observations using the kinetic theory of
particles.
Students conduct an investigation to
successfully determine the wavelength of EM
radiation based on radiative heating effects.
Students perform an investigation to
successfully determine the latent heat of
fusion of a solid.
Students calculate the amount of heat
transferred in the situations described in the
“Try these yourself” section of the worked
example
 Ɣ apply the following relationships to • Check your understanding 11.3, page 316 Students make predictions and solve
solve problems and make • Check your understanding 11.5, page 329 problems postulated in the question sets.
quantitative predictions in a variety
of situations:
– ߂ܳ = ݉ܿ߂ܶ, where c is the
specific heat capacity of a
substance
ொ ௞஺௱்
– = , where k is the thermal
௧ ௗ
conductivity of a material

Students complete
• Chapter review questions as an in-class
task for submission
• Chapter review quiz

End of module 3 review

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 33 of 45

Physics in Focus Year 11
Module 4: Electricity and magnetism
Suggested time: 15–30 hours
Class(es):
Module’s major focus:
Understanding of the electrical and magnetic
properties of matter through:
Atomic theory
Law of conservation of energy
Electric charge
Electric fields
Electrical circuits – transfer and conversion of
energy and its applications
Students will use models to make predictions,
while also exploring the limitations of those
models
©Cengage Learning Australia Pty Ltd 2017
Date started:
Date completed:
OUTCOMES
Working scientifically:
PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation
PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information
PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information
PH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
PH11/12-5 analyses and evaluates primary and secondary data and information
PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose
Electrostatics
Inquiry question: How do charged objects interact with other charged objects and with neutral objects?
Students:
Ɣ conduct investigations to describe and analyse qualitatively and quantitatively:
– processes by which objects become electrically charged (ACSPH002)
– the forces produced by other objects as a result of their interactions with charged objects (ACSPH103)
– variables that affect electrostatic forces between those objects (ACSPH103)
Ɣ using the electric field lines representation, model qualitatively the direction and strength of electric fields produced by:
– simple point charges
– pairs of charges
– dipoles
– parallel charged plates
Ɣ apply the electric field model to account for and quantitatively analyse interactions between charged objects using:
ிԦ
– ‫ܧ‬ሬԦ = (ACSPH103, ACSPH104)
௤
www.nelsonnet.com.au Page 34 of 45
 Module 4: Electricity and magnetism
௏
– ‫ܧ‬ሬԦ = െ Ԧ
ௗ
ଵ ௤భ ௤మ
– ‫ܨ‬Ԧ = × (ACSPH102)
ସగఌబ ௥మ

Ɣ analyse the effects of a moving charge in an electric field, in order to relate potential energy, work and equipotential lines, by
applying: (ACSPH105)
௱௎
– ܸ= , where U is potential energy and q is the charge
௤

Electric Circuits
Inquiry question: How do the processes of the transfer and the transformation of energy occur in electric circuits?
Students:
Ɣ investigate the flow of electric current in metals and apply models to represent current, including:
௤
– ‫( = ܫ‬ACSPH038)
௧

Ɣ investigate quantitatively the current–voltage relationships in ohmic and non-ohmic resistors to explore the usefulness and
limitations of Ohm’s Law using:
ௐ
– ܸ=
௤
௏
– ܴ= (ACSPH003, ACSPH041, ACSPH043)
ூ

Ɣ investigate quantitatively and analyse the rate of conversion of electrical energy in components of electric circuits, including the
production of heat and light, by applying ܲ = ܸ‫ ܫ‬and E = Pt and variations that involve Ohm’s Law (ACSPH042)
Ɣ investigate qualitatively and quantitatively series and parallel circuits to relate the flow of current through the individual components,
the potential differences across those components and the rate of energy conversion by the components to the laws of
conservation of charge and energy, by deriving the following relationships: (ACSPH038, ACSPH039, ACSPH044)
- ߑ‫ = ܫ‬0 (Kirchhoff’s current law – conservation of charge)
- ߑܸ = 0 (Kirchhoff’s voltage law – conservation of energy)
– ܴௌ௘௥௜௘௦ = ܴଵ + ܴଶ +. . . + ܴ௡
ଵ ଵ ଵ ଵ
– = + +. . . +
ோುೌೝೌ೗೗೐೗ ோభ ோమ ோ೙

Ɣ investigate quantitatively the application of the law of conservation of energy to the heating effects of electric currents, including the
application of ܲ = ܸ‫ ܫ‬and variations of this involving Ohm’s Law (ACSPH043)

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 35 of 45

 Magnetism
Inquiry question: How do magnetised and magnetic objects interact?
Students:
Ɣ investigate and describe qualitatively the force produced between magnetised and magnetic materials in the context of
ferromagnetic materials (ACSPH079)
Ɣ use magnetic field lines to model qualitatively the direction and strength of magnetic fields produced by magnets, current-carrying
wires and solenoids and relate these fields to their effect on magnetic materials that are placed within them (ACSPH083)
Ɣ conduct investigations into and describe quantitatively the magnetic fields produced by wires and solenoids, including: (ACSPH106,
ACSPH107)
ఓబ ூ
– ‫=ܤ‬
ଶగ௥
ఓబ ேூ
– ‫=ܤ‬
௅

Ɣ investigate and explain the process by which ferromagnetic materials become magnetised (ACSPH083)
Ɣ apply models to represent qualitatively and describe quantitatively the features of magnetic fields

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 36 of 45

 Module 4: Electricity and magnetism
Working Scientifically
Students:
Chapter 12: Electrostatics
Inquiry question: How do charged objects interact with other charged objects and with neutral objects?
PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
©Cengage Learning Australia Pty Ltd 2017
Knowledge and Understanding Suggested teaching and learning strategies Suggested assessment strategies
Students:
Ɣ conduct investigations to describe • Investigation 12.1 Charge and charged Students conduct an investigation to analyse
and analyse qualitatively and objects, page 339 the variables which affect the electrostatic
quantitatively: force between two charged objects:
– processes by which objects Investigation 12.1 Charge and charged
become electrically charged objects Analysis of results and Discussion
(ACSPH002)
– the forces produced by other
objects as a result of their
interactions with charged objects
(ACSPH103)
– variables that affect electrostatic
forces between those objects
(ACSPH103)
Ɣ using the electric field lines • 12.2 Electric fields, page 343–9 Students use diagrams with field lines to
representation, model qualitatively • Worked example 12.2, page 344 model the direction and magnitude of the
the direction and strength of electric electric field surrounding objects of various
fields produced by: • Worked example 12.3, page 347 shapes:
– simple point charges • Investigation 12.3 Drawing electric field lines, Worked example 12.2
page 348
– pairs of charges
• Check your understanding 12.2, page 349
– dipoles
– parallel charged plates
www.nelsonnet.com.au Page 37 of 45
 Module 4: Electricity and magnetism
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

Ɣ apply the electric field model to • 12.3 The electrostatic force and the electric Students perform quantitative analysis of
account for and quantitatively field, pages 349–55 electric field strength and the force on a
analyse interactions between • Worked example 12.4, page 350 charged object within an electric field using
charged objects using: appropriate formulae:
• Weblink: Electric field, page 351
ி Ԧ
– ‫ܧ‬ሬԦ = (ACSPH103, ACSPH104) Worked example 12.6
௤ • Worked example 12.5, page 351
௏
– ‫ܧ‬ሬԦ = െ Ԧ • Worked example 12.6, page 353
ௗ
ଵ ௤భ ௤మ • Worked example 12.7, page 354
– ‫ܨ‬Ԧ = × (ACSPH102)
ସగఌబ ௥మ
• Check your understanding 12.3

PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
Ɣ analyse the effects of a moving
charge in an electric field, in order to
relate potential energy, work and
equipotential lines, by applying:
(ACSPH105)
– ܸ=
௱௎
, where U is potential
௤
energy and q is the charge
• 12.4 Potential energy and work in an electric Students use diagrams to explain the
field, pages 355–364 concepts of equipotential lines, electric
• Worked example 12.8, page 356 potential energy and work:
Worked example 12.10
• Worked example 12.9, page 358
• Worksheet: Revision 1, page 360
• Weblink: Charges, fields and potentials,
page 360
• Worked example 12.10, page 360
• Worked example 12.11, page 361
• Investigation 12.3 Mapping equipotential lines,
page 362

PH11/12-6 solves scientific problems • Worksheet: Revision 2, page 364

using primary and secondary data,
©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 38 of 45
 Module 4: Electricity and magnetism
critical thinking skills and scientific • Check your understanding 12.4, page 364
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

Students complete the Chapter Review

Questions as an in-class task for submission

Chapter 13: Electric circuits

Inquiry question: How do the processes of the transfer and the transformation of energy occur in electric circuits?
PH11/12-1 develops and evaluates Ɣ investigate the flow of electric • 13.1 Electric current, pages 369–74 Students explain the flow of electric current
questions and hypotheses for current in metals and apply models • Worked example 13.1, page 370 through metals in terms of the quantity of
scientific investigation to represent current, including: charge flowing per unit time:
௤ • Weblink: Conductors, insulators and
PH11/12-3 conducts investigations to - ‫( = ܫ‬ACSPH038) semiconductors Investigation 13.1 Current flow in metals
௧
collect valid and reliable primary and
secondary data and information • Investigation 13.1 Current flow in metals,
page 371
PH11/12-4 selects and processes
appropriate qualitative and • Weblink: Ohm’s law and drift velocity in
quantitative data and information semiconductors, page 373
using a range of appropriate media • Check your understanding 13.1, page 373
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 39 of 45

 Module 4: Electricity and magnetism
develops and evaluates questions
and hypotheses for scientific
investigation PH11/12-1
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
©Cengage Learning Australia Pty Ltd 2017
Ɣ investigate quantitatively the
current–voltage relationships in
ohmic and non-ohmic resistors to
explore the usefulness and
limitations of Ohm’s Law using:
– ܸ=
ௐ • Worked example 13.4, page 377
௤
௏
– ܴ = (ACSPH003, ACSPH041,
ூ
ACSPH043)
Ɣ investigate quantitatively and
analyse the rate of conversion of
electrical energy in components of
electric circuits, including the
production of heat and light, by
applying ܲ = ܸ‫ ܫ‬and E = Pt and
variations that involve Ohm’s Law
(ACSPH042)
www.nelsonnet.com.au
• 13.2 Current-voltage relationships,
pages 374–80
• Worked example 13.2, page 375
• Worked example 13.3, page 376
• Investigation 13.2 Ohmic and non-ohmic
components, page 378
• Weblink: Ohm’s law, page 378
• Check your understanding 13.2, page 380
• 13.3 Energy and power in electric circuits,
pages 380–6
• Weblink: Power in electric circuits, page 381
• Worked example 13.5, page 381
• Worked example 13.6, page 382
• Investigation 13.3 Power and energy
conversions in a DC circuit, page 382
• Check your understanding 13.3, page 386
Page 40 of 45
Students analyse simple electric circuits to
relate resistance, potential difference and
current
Students perform an investigation to
determine whether a resistance is ohmic or
non-ohmic:
Investigation 13.2 Ohmic and non-ohmic
components
Analysis of results and discussion
Students analyse data to solve problems
relating to the power dissipated in an
electric circuit
Students manipulate data to calculate energy
consumed in an electric circuit:
Check your understanding 13.3
 Module 4: Electricity and magnetism
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

PH11/12-1 develops and evaluates
questions and hypotheses for
scientific investigation
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
Ɣ investigate qualitatively and
quantitatively series and parallel
circuits to relate the flow of current
through the individual components,
the potential differences across
those components and the rate of
energy conversion by the
components to the laws of
conservation of charge and energy,
by deriving the following
relationships: (ACSPH038,
ACSPH039, ACSPH044)
- ߑ‫ = ܫ‬0 (Kirchhoff’s current law –
conservation of charge)
- ߑܸ = 0 (Kirchhoff’s voltage law –
conservation of energy)
– ܴௌ௘௥௜௘௦ = ܴଵ + ܴଶ +. . . + ܴ௡
ଵ ଵ ଵ ଵ
– = + +. . . +
ோುೌೝೌ೗೗೐೗ ோభ ோమ
• 13.4 Circuits and circuit diagrams, Students construct series and parallel circuits
pages 386–98 and connect appropriate meters to take
• Worksheet: Using electricity, page 387 measurements to verify Kirchhoff’s voltage
law and Kirchhoff’s current law:
• Worked example 13.7, page 387
Worked example 13.11
• Weblink: The loop law, page 389
• Worked example 13.8, page 389
• Worked example 13.9, page 390
• Worked example 13.10, page 391
• Worked example 13.11, page 393
• Investigation 13.5 Parallel and series circuits,
page 395
• Worksheet: Revision, page 397
• Check your understanding 13.4, page 397
ோ೙

Ɣ investigate quantitatively the
application of the law of
conservation of energy to the
heating effects of electric currents,
including the application of ܲ = ܸ‫ܫ‬
and variations of this involving
Ohm’s Law (ACSPH043)
©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au
• Worked example 13.6, page 382
• Investigation 13.4 Converting potential energy
to heat, page 384
• Check your understanding 13.3, page 386
Page 41 of 45
Students select apparatus and construct an
appropriate investigation to model the
conservation of energy when electrical energy
is converted into heat by a 12V heating coil
immersed in water
 Module 4: Electricity and magnetism
Chapter 14: Magnetism
Inquiry question: How do magnetised and magnetic objects interact?
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose
PH11/12-3 conducts investigations to
collect valid and reliable primary and
secondary data and information
PH11/12-4 selects and processes
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
©Cengage Learning Australia Pty Ltd 2017
Ɣ investigate and describe qualitatively
the force produced between
magnetised and magnetic materials
in the context of ferromagnetic
materials (ACSPH079)
• use magnetic field lines to model
qualitatively the direction and
strength of magnetic fields produced
by magnets, current-carrying wires
and solenoids and relate these fields
to their effect on magnetic materials
that are placed within them
(ACSPH083)
www.nelsonnet.com.au
Students complete
- Chapter review questions as an in-class
task for submission
- Chapter review quiz
• 14.1 Magnetism and magnetic materials, Students predict and describe the forces
pages 403–7 involved when magnetized objects are
• Weblink: Hyperphysics: ferromagnetism brought close to each other using appropriate
labelled diagrams:
• Worksheet: Ferromagnets
Investigation 14.2 The force exerted between
• Investigation 14.1 Identifying magnetic magnetized materials Analysis of results and
materials, page 404 Discussion
• Weblink: Creation of magnetic fields, page 405
• Investigation 14.2 The force exerted between
magnetized materials, page 406
• Weblink: The Meissner effect, page 407
• Check your understanding 14.1, page 407
• 14.2 Magnetic field lines, pages 408–12 Students model qualitatively field lines of
• Weblink: Magnetic field lines, page 408 magnets in three dimensions:
Investigation 14.3 Visualising magnetic field
• Investigation 14.3 Visualising magnetic field
lines (1), page 410 lines (1)
• Investigation 14.4 Visualising magnetic field
lines (2), page 411
• Worksheet: Revision, page 412
• Check your understanding 14.2, page 412
Page 42 of 45
 Module 4: Electricity and magnetism
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

PH11/12-1 develops and evaluates Ɣ conduct investigations into and • 14.3 Magnetic fields produced by current- Students use and/or construct solenoids and
questions and hypotheses for describe quantitatively the magnetic carrying wires and solenoids, pages 412–18 use magnetic field sensors to first predict
scientific investigation fields produced by wires and • Investigation 14.5 Investigating magnetic fields quantitatively and then verify by measurement
PH11/12-3 conducts investigations to solenoids, including: (ACSPH106, due to currents, page 413 the magnetic field intensity produced by wires
collect valid and reliable primary and ACSPH107) and solenoids:
• Worked example 14.1, page 415
secondary data and information – ‫=ܤ‬
ఓబ ூ
Investigation 14.5 Investigating magnetic
ଶగ௥ • Worksheet: The right-hand rule fields due to currents Results and Analysis of
PH11/12-4 selects and processes ఓబ ேூ
appropriate qualitative and – ‫=ܤ‬ • Worked example 14.2, page 416 results
௅
quantitative data and information • Worked example 14.3, page 417
using a range of appropriate media
• Check your understanding 14.3, page 418
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

©Cengage Learning Australia Pty Ltd 2017 www.nelsonnet.com.au Page 43 of 45

 Module 4: Electricity and magnetism
PH11/12-1 develops and evaluates Ɣ investigate and explain the process • 14.4 Magnetisation: making magnets, Students describe and explain the steps
questions and hypotheses for by which ferromagnetic materials pages 418–21 involved in the process which need to be
scientific investigation become magnetised (ACSPH083 • Investigation 14.6 Making magnets, page 419 followed to permanently magnetise a
PH11/12-3 conducts investigations to ferromagnetic material:
• Weblink: How are magnets made?, page 420
collect valid and reliable primary and Investigation 14.6 Making magnets
secondary data and information • Weblink: Electromagnets, page 420
PH11/12-4 selects and processes • Check your understanding 14.4, page 421
appropriate qualitative and
quantitative data and information
using a range of appropriate media
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

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 Module 4: Electricity and magnetism
PH11/12-1 develops and evaluates • apply models to represent • 14.5 Modelling magnetic fields, Students map magnetic fields around
questions and hypotheses for qualitatively and describe pages 421–5 variously shaped magnetic objects.
scientific investigation quantitatively the features of • Investigation 14.7 Measuring the field inside a
PH11/12-3 conducts investigations to magnetic fields solenoid, page 422
collect valid and reliable primary and • Investigation 14.8 Modelling the magnetic field
secondary data and information due to a current-carrying wire, page 423
PH11/12-4 selects and processes • Worksheet: Excel spreadsheet for magnetic
appropriate qualitative and fields, page 425
quantitative data and information
using a range of appropriate media • Check your understanding 14.5, page 425
PH11/12-5 analyses and evaluates
primary and secondary data and
information
PH11/12-6 solves scientific problems
using primary and secondary data,
critical thinking skills and scientific
processes
PH11/12-7 communicates scientific
understanding using suitable
language and terminology for a
specific audience or purpose

Students complete
- Chapter review questions as an in-class
task for submission
- Chapter review quiz

End of module 4 review

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