Physics

Unit 1:Light and Waves

Duration

20 Hours

Key Concept 

Relationships

Related Concept（s）

Interactions

Global Context

Scientific and technical innovation: the natural world and its laws

Statment of Inquiry

Wave theory demonstrates the interaction of energy with the environment through modeling a law of the natural world.

Summative Assessment Criteria

Criterion A

Criterion B

Criterion C

ATLs (Skills)

T (CT) – Use models and simulations to explore complex systems and issues

S (C) – Manage and resolve conflict, work collaboratively in teams

SM (O) – Select and use technology effectively and productively

R(IL)-Collect and analyse data to identify solutions and make informed decisions

R(IL)-Process data and report results

Content

Basic wave diagrams, including identifying amplitude, wavelength, period, velocity, crest, trough and normal
Types of waves, including transverse and longitudinal, and light, sound and mechanical
The transmission of energy in waves
v = f × λ and f = 1/T formulas
The speed of sound and evaluation of potential errors in its calculation
Applications of sound waves, specifically where the timing of sound waves is crucial to the performance of a task
Reflection of light by plane and curved mirrors, including ray diagrams through focal points, and real and virtual images
Refraction of light through liquids and gases, including use of refractive index and Snell’s law
Construction and use of fibre optics, including use of critical angle and total internal reflection

 

 

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Unit 2 :Environmental Physics

Duration

20 Hours

Learner Profile Attributes

Thinkers,

Communicators

Key Concept 

Change

Related Concept（s）

Energy Sources Environment

Global Context

Fairness and development: rights and responsibilities

Statment of Inquiry

The different sources and amounts of energy people choose to use determine the various effects on the environment that humankind is responsible for.

Summative Assessment Criteria

Criterion D

ATLs (Skills)

T (CT) – Practice observing carefully in order to recognize problems
T (CT) – Draw reasonable conclusions and generalizations
C (C) – Share ideas with multiple audiences using a variety of digital environments and media
SM (A) – Practice strategies to develop mental focus
R (IL) – Collect, record and verify data

Content

Understanding how the following impact on each other: weather, climate, the role of carbon dioxide, greenhouse gases
The role of deforestation in energy production

Biofuels and other organic plant materials
The production, manufacturing costs and potential results of solar, wind, hydroelectric and tidal energy

 

 

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Unit 3 :Mechanics

Duration

20 Hours

Learner Profile Attributes

Knowledgeable

Key Concept 

Change

Related Concept（s）

Energy Interactions Systems

Global Context

Identitiesand Relationships: personal health

Statment of Inquiry

Automobile safety devices are developed to minimize the effect of energy changes in an isolated system caused by specific interactions.

Summative Assessment Criteria

Criterion B

Criterion C

Criterion D

ATLs (Skills)

T (CT) – Interpret data
T (CT) – Draw reasonable conclusions and generalizations
R (IL) – Collect and analyse data to identify solutions and make informed decisions
C – Use a variety of media to communicate with a range of audience
SM (A) – Emotional management – Practise strategies to reduce stress and anxiety
S (C) – Listen actively to other perspectives and ideas

Contents

Graphs of motion and transformations between different graphs (distance/displacement−time, speed/velocity−time and acceleration−time graphs)
Equations of motions (used to determine the stopping distance, for example, of cars speeding in a residential area. This can lead into discussions on safety, the importance of laws/rules on the road and so on)
Newton’s laws of motionaccidents and safety get further explored through the concepts of forces, mass and acceleration
Concept of impulsethe change in momentum of human bodies is important when studying car safety
Change in momentum
Conservation of energy
Types of mechanical energy and the calculations involving kinetic energy and potential energy
Transfers of energyexplore these within the context of road accidents

 

 

 

 

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Unit 4 Thermal physics

Duration

15 Hours

Learner Profile Attributes

Inquiriers, Thinkers

Key Concept 

Relationships

Related Concept（s）

Patterns Change Models Evidence Movement

Global Context

Orientation in space and time: discoveries

Statment of Inquiry

Patterns found in the changing macroscopic behaviour of solids, liquids and gases provide evidence for the microscopic model of moving particles.

Summative Assessment Criteria

Criterion A

Criterion B

Criterion C

ATLs (Skills)

T (CT) – Revise understanding based on new information and evidence
SM (R) – Develop new skills, techniques and strategies for effective learning
T (T) – Inquire in different contexts to gain a different perspective
S (C) – Take responsibility for one’s own actions
SM (O) – Use approppriate strategies for organizing complex information
R (IL) – Use critical-literacy skills to analyse and interpret media communications

Curriculum Standards

The kinetic theory and the assumptions of the theory
The gas laws
Perform calculations with each of the gas laws and explain how volume, temperature and pressure are related.
Use the kinetic theory to explain the relationships between the gas laws.
Latent heat
Describe an experiment that demonstrates latent heat and some of the consequences of latent heat.
Heat transfer: conduction, convection and radiation
Consequences of heat transfer, such as why buildings are painted white in hot countries, why the heating element of a kettle is at the bottom and why pan handles are often made of plastic but the base of the pan is made of copper

 

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Unit 1 Magnetism and electricity

Duration

25 Hours

Key Concept 

Change

Related Concept（s）

Environment Consequences Development Energy

Global Context

Globalization and sustainability: the relationship between local and global processes

Statment of Inquiry

There are environmental consequences to developing electrical production to meet the needs of an expanding population.

Summative Assessment Criteria

Criterion A

Criterion B

Criterion C

Criterion D

ATLs (Skills)

T (CT) – Gather and organize relevant information to formulate an arguement
T (CT) – Use models and simulations to explore complex systems and issues
SM (R) – Consider content – What did I learn today? What I don’t yet understand? What questions do I have now?
T (T) – Combine knowledge, understanding and skills to create products or solutions
C (C) – Organize and depict information logically
SM (O) – Use approppriate strategies for organizing complex information
R (IL) – Present information in variety of formats and platforms

Curriculum Standards

Magnetic materials have the ability to attract some materials, and the ability to attract and repel other magnets.
The meaning of the term “magnetic field” and understanding that the Earth is surrounded by one
Draw the field lines around a bar magnet, label the north and south poles and show the direction that a “free-moving north pole” would move in.
Use and explain the terms “current” (I), “potential difference” (V) and “resistance” (R).
Use and draw circuits using the recognized symbols.
Use the equation V = IR to calculate the current through a resistor when a known value of potential difference is applied.
Calculate the combined resistance of different combinations of resistors using the two equations RT = R1 + R2, for resistors in series, and 1/RT = 1/R1 + 1/R2, for resistors in parallel.
Understand the difference between ohmic and non-ohmic resistors and draw a graph of each.
Draw the magnetic field around a single wire and a coil of wire.
The force on an electric current in a magnetic field is at right angles to the direction of the current and the field.
The motor effect, the action of a commutator, and the use of Fleming’s left-hand rule to predict the direction a motor will spin or the direction of the force on a single wire in a magnetic field
The action of a dynamo and alternator, and the difference between a split-ring and slit-ring commutator
Understand the difference between alternating and direct current and draw graphs of each type of current.
How power stations operate and how electricity is transferred from one region to another using high-voltage power lines
The operation of an AC transformer, why this type of transformer is significant and solving problems using:
• Vp/Vs = Np/Ns to solve transformer problems
• P = IV to explain the relative power loss in transmission lines

 

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Unit 2 Nuclear energy

Duration

20 Hours

Key Concept 

Relationships

Related Concept（s）

Energy
Evidence
Consequences

Global Context

Scientific and technical innovation: the impact of scientificand technological advances on communities and environments

Statment of Inquiry

Summative Assessment Criteria

Criterion A

Criterion D

ATLs (Skills)

T (CT) – Create novel solutions to complex problems
R (IL) – Present information in a variety of formats and platforms
C (C) – Share ideas with multiple audiences using a variety of digital environments and media
T (CT) – Consider multiple alternatives, including those that might be unlikely or impossible
SM (R) – Consider ethical, cultural and environmental implications
R (ML) – Seek a range of perspectives from multiple and varied sources

Curriculum Standards

Different models of the atom and their development, including the Geiger–Marsden experiment
What is meant by the term “isotope” and why some nuclei are stable and some not
The nature of alpha and beta decay and the properties of alpha, beta and gamma radiation
Detection of ionising radiation, including details of the GM tube
Decay equations, including decay chains
Fission and fusion and associated chain reactions
The nuclear processes in stars
The effects of radioactivity on the living environment
How a nuclear power station is constructed and labelling of a schematic diagram of the station
Additional uses of ionising radiation
The concept of half-life and drawing half-life graphs
How half-life can be used to age materials using C-14 (in terms of both disintegrations and activity)

 

 

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Unit 3 Dynamics

Duration

15 Hours

Key Concept 

Systems

Related Concept（s）

Consequences
Interaction
Movement

Global Context

Statment of Inquiry

The way in which bodies move within a dynamic system is a consequence of the interactions between them.

Summative Assessment Criteria

Criterion A

Criterion B

Criterion C

ATLs (Skills)

T (CT) – Test generalizations and conclusions
T (CT) – Apply existing knowledge to generate new ideas, products or processes
SM (R) – Identify strengths and weaknesses of personal learning strategies (self-assessment)
C (C) – Use a variety of media to communicate with a range of audiences
R (IL) – Make connections between various sources of information
SM (O) – Set goals that are challenging and realistic

Curriculum Standards

A scalar quantity is a quantity that has magnitude (size) only.
A vector quantity is a quantity that is only described completely if both its magnitude (size) and direction are given.
Newton’s first law: in the absence of a net external force, a body is either at rest or moves in a straight line with constant velocity.
Newton’s second law: the rate of change of momentum is proportional to the applied force.
Newton’s third law: action and reaction are opposite and equal.
Momentum is the product of an object’s mass and its velocity.
The law of conservation of momentum
The change in the momentum is equal to the impulse.
“When turning forces are in equilibrium, the sum of
clockwise moments is equal to the sum of anticlockwise
moments.”
For an object to follow a circular path, a centripetal force must act.

 

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Unit 4 Astrophysics

Duration

15 Hours

Key Concept 

Relationships

Related Concept（s）

Consequence
Environment

Global Context

Scientific and technical innovation:the natural world and its laws

Statment of Inquiry

Gravity is a natural consequence of the presence of matter in an environment.

Summative Assessment Criteria

Criterion C

ATLs (Skills)

SM (R) – What did I learn about today?
SM (R) – What don’t I understand yet?
SM (R) – What questions do I have now?
C (C) – Make inferences and draw conclusions
R (IL) – Use critical literacy skills to analyze and interpret media communication
SM (O) – Keep an organized and logical system of information files/notebooks

Curriculum Standards

An overview of stellar bodies: galaxies, stars, planets, moons, meteors and asteroids, including their relative moons, meteors and asteroids, including their relative sizes
The role of gravitational attraction holding stars in galaxies and planets around stars
The strength of the gravitational attraction between two bodies is proportional to their combined mass and inversely proportional to the square of the distance between them. (An expression for Newton’s law of universal gravitation can be included depending upon the strength of the students in the class.)
“The motion of the Earth, including an explanation of
changing seasons and lengths of days at southern and
northern latitudes”
“The motion of the stars over the course of a night and
over the course of the year”
“Different types of star, including main- sequence stars,
red giants, white dwarfs, neutron stars and black holes”

 

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