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Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007

COURSE: Preliminary Physics

MODULE: 8.2 The World Communicates

SUGGESTED TIME: 28 indicative hours.

CONTEXTUAL OUTLINE

Humans are social animals and have successfully communicated through the spoken word, and then, as the use of written codes developed, through increasingly sophisticated graphic symbols. The use of a hard copy medium to transfer information in coded form meant that communication was able to cross greater distances with improved accuracy of information transfer. A messenger was required to carry the information in hard copy form and this carrier could have been a vehicle or person. There was, however, still a time limit and several days were needed to get hard copy information from one side of the world to the other.

The discovery of electricity and then the electromagnetic spectrum has led to the rapid increase in the number of communication devices throughout the twentieth century. The carrier of the information is no longer a vehicle or person — rather, an increasing range of energy waves is used to transfer the message. The delay in relaying signals around the world is determined only by the speed of the wave, and the speed and efficiency of the coding and decoding devices at the departure and arrival points of the message. The time between sending and receiving messages through telecommunications networks is measured in fractions of a second allowing almost instantaneous delivery of messages, in spoken and coded forms, around the world.

This module increases students’ understanding of the nature, practice, application and uses of physics and current issues, research and developments in physics.

Assumed KnowledgeDomain: knowledge and understanding:

Refer to the Science Stages 4–5 Syllabus for the following:5.6.1a identify waves as carriers of energy5.6.1b qualitatively describe features of waves including frequency, wavelength and speed5.6.1c give examples of different types of radiation that make up the electromagnetic spectrum and identify some of their uses5.6.4a distinguish between the absorption, reflection, refraction and scattering of light and identify everyday situations where each occurs5.9.1b identify that some types of electromagnetic radiation are used to provide information about the universe5.12c describe some everyday uses and effects of electromagnetic radiation, including applications in communication technology.

OutcomesP2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in

physicsP3 assesses the impact of particular technological advances on understanding in physicsP5 describes the scientific principles employed in particular areas of physics researchP7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations producedP11 justifies the appropriateness of a particular investigation planP12 evaluates ways in which accuracy and reliability could be improved in investigationsP13 uses terminology and reporting styles appropriately and successfully to communicate information and understandingP14 assesses the validity of conclusions from gathered data and informationP15 explains why an investigation is best undertaken individually or by a teamP16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for

critical evaluation of the consequences of the applications of science

Sense of the SacredStudents gain an appreciation of the use of communications technology for the well-being of humanity and the way that the study of waves and the electromagnetic spectrum may benefit people and develop our understanding of the universe.

GlossaryAbsorptionAmplitudeCathode ray OscilloscopeCompact discCompressionConcaveConvexCrestCritical angleData LoggerDisplacement

DVDEchoFrequencyGlobal Positioning SystemInternal reflectionLongitudinal (wave)LuminosityMedium (waves)Modelling (computer)ModulationOptical fibre

OscilloscopePenetrationPeriodPitchRadiationRarefactionRayReflectionRefractionSatelliteScattering

SoundSpeedSuperpositionTransverse (wave)TroughVolumeWave bandWave frontWavelength


Concept MapWaves

Types of Waves

Properties of Waves

The Wave Equation

Graphing Waves

Sound Waves

Terminology

SuperpositionElectromagnetic

Radiation

reflection

absorptionecho

The Electromagnetic

Spectrum Reflection & Refraction

Use of E.M. in technology

Properties of Electromagnetic

Waves

Amplitude &

Frequency Snell’s Law

Refractive Index

Critical angle

Total Internal

Polarisation

Linear Polarisation

Properties of

Polarising Devices based on E.M. TechnologyGlobal

Positioning Systems

Compact Disc and Digital

Versatile Disc Technology

Fibre Optic and Copper Cable Technologies (The Internet)

OUTCOMES / ASSESSMENT OPPORTUNITIESThe following tasks are provided as samples that could be used throughout the module. In general, however it is unlikely that more than 1 task would ever be used.

TASK DESCRIPTION P2 P4 P6 P7 P11 P12 P13 P141 Pencil and paper test

2 Waves Assessment

3 Directed Questioning

456

Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 MODULE REFERENCES

REFERENCES

T1 Bunn,D. (1990) Physics for a modern world Jacaranda Milton QLD ISBN 0 7016 2602 T2 Cunningham J & Herr N; Hands on Physics Activities with real life Applications, Prentice-Hall, ISBN 0 87628 845T3 De Jong E., Armitage F., Brown M., Butler P., Hayes J.; Physics One, Heinemann, ISBN 0 85859 544 3T4 De Jong E., Armitage F., Brown M., Butler P., Hayes J.; Physics Two, Heinemann, ISBN 0 85859 549 4T5 Deshon, F et al (1989) Physics Laboratory Manual for Senior Secondary School STAWA Inc. West Perth WA ISBN 0 949820 13 T6 Doyle M; Physics Enquiries, Macmillan ISBN 0 7329 2728 5T7 Giancoli.D.C (1997) Physics: Principles and Applications(5th ed). Prentice Hall New JerseyT8 Goodwin P, Physics Can be Fun A Sourcebook of Practical Problems Hawker BrownlowT9 Jacobs I, (1993) Senior School Physics Books One New House PublishersT10 Jardine J; Physics through Applications, Oxford University Press ISBN 0 19 914280 7T11 Joyce J & Vogt R; Nuclear Physics, Brooks Waterloo, ISBN 086440 053 5T12 Lofts, G et al (1998) Jacaranda Physics 2 Chapters 1-3 Jacaranda Wiley Milton QLDT13 McDermott, L. et al (1996) Physics by Inquiry Volume I John Wiley New York NY ISBN 0 471 14440 1T14 McDermott, L. et al (1996) Physics by Inquiry Volume II John Wiley New York NY ISBN 0 471 14441 XT15 Millar,G. et al (1997) Heinemann Physics Heinemann Port Melbourne Vic.ISBN 0 85859 930 9T16 Moyle D.G., Allan P.T., Millar G.L. & Molde T.A. ;Year 11 Senior Physics Practical Manual, Macmillan ISBN 0 333 40146 8T17 Moyle D.G., Allan P.T., Millar G.L. & Molde T.A. ;Year 12 Senior Physics Practical Manual, Macmillan ISBN 0 333 40146 8T18 Nicholls J & Collins R; Light, The Science Foundation for Physics, University of SydneyT19 Nicholls J & Collins R; Light, Millennium Science The Science Foundation for Physics, University of Sydney 186487 062 1T20 Parham,R and Webber,B (1980) Fundamentals of Senior Physics Laboratory Manual 1 Heinemann Richmond VIC. ISBN 0 85859 032 8T21 Parham,R and Webber,B (1980) Fundamentals of Senior Physics Laboratory Manual 2 Heinemann Richmond VIC. ISBN 0 85859 014 T22 Rennie, R. et al. (1998) Physics Impact Physics in context Year 11 STAWA Inc. West Perth WA ISBN 0 949820 30 T23 Robinson P; Conceptual Physics Laboratory Manual, Addison-Wesley ISBN 0 201 28653T24 Saunders B; Experiments and Exercises for Senior Physics Book 1, B&G Scientific ISBN 0 646 16067 2T25 Saunders B; Experiments and Exercises for Senior Physics Book 2, B&G Scientific ISBN 0 646 16068 0T26 Sofoulis,N. et al (1994) Physics Investigations in Context Year 12 STAWA Inc. West Perth WA ISBN 0 949820 29 6T27 Sofoulis,N. et al (1994) Physics in Context Year 12 STAWA Inc. West Perth WA ISBN 0 949820 28 8T28 Sofoulis,N. et al (1994) Physics in Problems Context Year 11 STAWA Inc. West Perth WA ISBN 0 949820 25 3T29 Sofoulis,N. et al (1994) Physics in Problems Context Year 12 STAWA Inc. West Perth WA ISBN 0 949820 26 1T30 State Library os New South Wales infocus topic lists Education and Client Liaison ph (02) 9273 1519T31 Taylor, C. (1992),Physics Context Problems Nelson. South MelbourneT32 Wilkinson J; World of Physics Book 1 Practical Workbook, Macmillan ISBN 0 7329 0559

Useful ProgramsP1 http://www.zdnet.com/downloads/stories/info/0,10615,50679,00.html - TWAVE is simulation of a transverse and compression wave with adjustable

parameters. Good demonstration of amplitude, wavelength and frequency.P2 http://www.zdnet.com/downloads/stories/info/0,10615,59505,00.html - SigView turns a sound card in a computer into a signal generator. Excellent for

demonstrations when you don't have a CRO handyP3 http://download.cnet.com/downloads/0-1635596-100-916138.html?tag=st.cn.sr.dl.1 - Lissa is a Lissajous figure generator.P4 http://www.educatorscorner.com/experiments/spectral/SpecAn5.shtml - AM Modulation (Java applet) demonstrates how AM is produced.

WebsitesW1 http://www.glenbrook.k12.il.us/gbssci/phys/Class/waves/u1011c.html - This is an excellent site takes students through a series of self paced tutorials

including animations and self test exercises on a wide range of physics topics including Waves, Sound Waves and Music, Light Waves and Colour, Reflection and the Ray Model of Light & Refraction and the Ray Model of Light

W2 http://cse.ssl.berkeley.edu/light/program.html This is a site t that focuses on developing general understanding of Light Waves and after a brief introduction has a range of activities that students can work through

W3 http:www.kettering.edu/~drussell/demos.htm. This excellent site has links to animations which visualise certain related to vibrations and waves.W4 http:www.smgaels.org/physics/home.htm. This site provides an introduction to making waves and covers sound and electromagnetic wavesW5 http://www.journey.sunysb.edu?ProjectJava/home . This is a good site which demonstrates the combination of waveforms. The site also gives access to

other wave related programsW6 http://www.kn.pacbell.com/wired/fil/pages/listsoundka.html . This site lists internet resources related to sound and light waves with a brief overview of

each site.W7 http:www.usyd.edu.au/su/SCH. This is an excellent site through Sydney University. Resources are being sorted for each of the new Stage 6 science

syllabus topics. The site also has interviews with scientists and resources fro teachers.W8 http://www.explorescience.com . This website acts as a links to a wide range of websites relevant to both the Preliminary and HSC Physics Courses.

The website has a simple to use search engine that quickly captures sites relevant to the required topic.W8 http://www.physicsweb.org . Again this provides links to a range of other sites that provided information and simulations for both teachers and students.W9 http://www.lowe.co.uk/gps1.html . The introduction to this site gives an overview of how Global Positioning Systems work.W10 http://beast.as.arizona.edu/Gallery/seti/seti7.html. This site provides a discussion of the best region of the electromagnetic spectrum to use for

interstellar communication.W11 http://www.scicentral.com/ This site provides an index to educational scientific resources and includes a area specifically designed to encourage science

awareness among school students.

http://beast.as.arizona.edu/Gallery/seti/seti7.html

http://www.physicsweb.org/

http://www.explorescience.com/

http://www.glenbrook.k12.il.us/gbssci/phys/class/waves/u1011c.html

http://www.educatorscorner.com/experiments/spectral/SpecAn5.shtml

http://www.educatorscorner.com/experiments/spectral/SpecAn5.shtml

http://download.cnet.com/downloads/0-1635596-100-916138.html?tag=st.cn.sr.dl.1

http://download.cnet.com/downloads/0-1635596-100-916138.html?tag=st.cn.sr.dl.1

http://www.zdnet.com/downloads/stories/info/0,10615,59505,00.html




VideosV1 Waves: Energy in Motion (VC Media) - Illustrates how waves transfer energy from one point to another. Also explains concepts such as reflection,

refraction, interference, diffraction, the Doppler effect, wavelength, amplitude and frequency.V2 Lasers: Technology of the Future (VC Media) - Dr David Suzuki looks at the role lasers play in various areas including communication, education,

medicine, manufacturing and weapons.V3 Light, Lenses and Lasers (VC Media) - Explains that light is just the visible part of the electro-magnetic spectrum which consists of a wide variety of

waves from radio waves to cosmic rays. The use of concave and convex mirrors and lenses is explored as are the concepts of diffraction and polarisation.

Journals / Articles

Feedback (assessment for learning)

Students will gain feedback through several avenues

1. Within the lesson directed questioning and immediate correction of aural material Checking and correction of homework, either by student themselves or by partners. Correction of homework for stages 4-5.

2. Formal Assessment Tasks Individual feedback will be supplied on the marking guidelines of the assessment and, if appropriate, on the task itself. Where possible, group feedback will be given via a powerpoint presentation to the whole cohort

2. Class-based Activities Individual feedback will be supplied on the marking guidelines of the activity and, if appropriate, on the task itself. Where possible, group feedback will be given to the class. On-going direction with the activity may be provided where appropriate

Outcomes Students Learn About / Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources

1. The wave model can be used to explain how current technologies transfer information.

P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physicsP7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations producedP12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources (P12.3a, b, c, d)

• describe the energy transformations required in one of the following:– mobile telephone– fax/modem– radio and television

• describe waves as a transfer of energy disturbance that may occur in one, two or three dimensions, depending on the nature of the wave and the medium

• identify that mechanical waves require a medium for propagation while electromagnetic waves do not

• define and apply the following terms to the wave model: ‘medium’, ‘displacement’, ‘amplitude’, ‘period’, ‘compression’, ‘rarefaction’, ‘crest’, ‘trough’, ‘transverse waves’, ‘longitudinal waves’, ‘frequency’, ‘wavelength’, ‘velocity’

• perform a first-hand investigation to observe and gather information about the transmission of waves in:– slinky springs– water waves– ropes or use appropriate computer simulations byo carrying out the planned procedure, recognising

where and when modifications are needed and analysing the effect of these adjustments (12.1a)

o identifying and using safe work practices during investigations (12.1d)

Suggested Time: 3 hours after brainstorming, develop as a class a concept map to

identify students’ prior understanding of waves, where they have observed or experienced waves and to revise the concept that waves are carries of energy (lit)

discuss, as a class the concept of communication and some simple features of the various forms of communication to develop the understanding of communication as the transfer of information from a source to a receiver (lit)

discuss the equity of access to communications technologies (SOS, lit)

research by identifying and locating resources and summarising methods indigenous Australians use to communicate over short and long distances (ab, SOS, lit)

by working in pairs, list in as many ways as possible how modern communications technologies could improve the lifestyles of people in developing countries and living traditional lifestyles (SOS, ab, lit, ESL, G & T)

identify that energy transformations and transfer occur in most modern communication systems:

brainstorm a list of various forms of communication and forms of energy, including message sticks (ab, GT, lit)

students draw up a list of the forms of energy possibly involved in the communications forms identified

students, with teacher assistance if needed, use teacher identified resources to extract information to confirm the transformations taking place in these communication systems

discuss why flow charts may be an appropriate way to represent some forms of information and assist students, if needed, to develop a flow chart of energy transformations taking place in the transmission of a voice message in their chosen communication system

discuss different systems of transmitting messages eg message sticks, etc. (ab, lit, SOS)

students compare information from secondary sources on the transfer in the identified system (e.g. a fixed telephone system) to transmission of radio or television communication (GT)

Production of concept map

Depth of discussion as monitoring by teacher.Depth of discussion as monitoring by teacher.Research reportProvision of list

Diagram of brainstormProvision of list

Research reportDepth of discussion as monitoring by teacher.Production of flow charts

List of systems

Research report

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Key – Policy implementationSOS – Sense of the SacredGT – Gifted and Talentedab – aboriginalitytech – technologyESL – English as a Second Languagelit - Literacyns – non-sexistSE – Special Educationnum - Numeracy

Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Outcomes Students Learn About / Learn to Reg Teaching / Learning Strategies Evidence of Learning Resources

• present diagrammatic information about transverse and longitudinal waves, direction of particle movement and the direction of propagation byo using symbols and formulae to express

relationships and using appropriate units for physical quantities (13.1d)

o using a variety of pictorial representations to show relationships and present information clearly and succinctly (13.1e)

students appreciate the many ways that humans can communicate and are aware of larger issues in communications (SOS)

Students use the Twave program to examine waves (tech)

(Ext: present diagrammatic information of torsional waves)

Print out of screens

Twave program

Outcomes Students Learn About / Learn to Reg Teaching / Learning Strategies Evidence of Learning ResourcesP7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations produced

• describe the relationship between particle motion and the direction of energy propagation in transverse and longitudinal waves

• quantify the relationship between velocity, frequency and wavelength for a wave:

• perform a first-hand investigation to gather information about the frequency and amplitude of waves using an oscilloscope or electronic data-logging equipment byo carrying out the planned procedure, recognising



• present and analyse information from displacement-time graphs for transverse wave motion byo using symbols and formulae to express



o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately

o identifying situations where use of a curve of best fit is appropriate to present graphical information

Suggested Time: 3 hours observe the motion of a mass hanging on the end of a

vertical spring which is stretched and released without the assistance of any high technology (GT)

discuss how more accurate observations of that motion could be made (students may suggest strobe photography, video etc) and the potential suitability and effectiveness of each of the suggested technologies in the investigation (tech)

students videotape the motion of a mass hanging on the end of a vertical spring which is stretched and released and use the video playback and still frame to observe the position of the mass as the string rebounds in relation to the rest position of the mass (tech)

students suggest and make modifications to the investigation to allow for more accurate observations (eg using a scaled backing board) and repeat the investigation (lit, GT)

discuss the effectiveness of any modifications that have been made

using the video students draw a series of diagrams to show the position of the mass as the string rebounds in relation to the rest position of the mass (lit, esl)

discuss the different types of diagrams that students have drawn and evaluate the effectiveness of each in conveying information (lit)

use the diagrams to discuss why the motion of the mass could be considered to be describing a wave (lit, esl, tech)

perform a teacher devised investigation using slinky springs1, water waves2 and ropes to observe and record descriptions of a single pulse and continuous pulses/wave noting the direction of energy transmission relative to the motion of the coils of the spring (representing particles within the medium)3

using teacher provided stimulus material to assist students to analyse time-displacement graphs from longitudinal and transverse waves.

use a CRO demonstration to observe differences in the wave characteristics when wavelength is increased or decreased, amplitude is increased of decreased and observe/discuss the effects of these on frequency and period of the waves (tech)

Sketches of motion of pendulumList of available strategies.

Videtotape and analysis.

Modifications evident

Evaluation of modifications.Graphs drawn correctly

Depth of discussion

Written explanationExperimental report

Answers to questions on d-t graphs.Diagrams of CRO traces

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• plan, choose equipment for and perform a first-hand investigation to gather information to identify the

Experimental report

1 Sofoulis,N. et al (1994) Physics Investigations in Context Year 12 STAWA Inc. West Perth WA ISBN 0 949820 29 62 Jacobs I, (1993) Senior School Physics Books One Chapter 2 New House Publishers3 Waves in a Slinky Spring - C3)


relationship between the frequency and wavelength of a sound wave travelling at constant velocity.o demonstrate the use of the terms ‘dependent‘ and

‘independent‘ to describe variables involved in the investigation (11.2a)

o identify variables that needed to be kept constant, develop strategies to ensure that these variables are kept constant, and demonstrate the use of a control (11.2b)

o design investigations that allow valid and reliable data and information to be collected (11.2c)

o describe and trial procedures to undertake investigations and explain why a procedure, a sequence of procedures or the repetition of procedures is appropriate (11.2d)

o predict possible issues that may arise during the course of an investigation and identify strategies to address these issues if necessary (11.2e)

o identifying and/or setting up the most appropriate equipment or combination of equipment needed to undertake the investigation (11.3a)

o carrying out a risk assessment of intended experimental procedures and identifying and addressing potential hazards (11.3b)

o identifying technology that would be used during investigation determining its suitability and effectiveness for its potential role in the procedure or investigation (11.3c)

o carrying out the planned procedure, recognising where and when modifications are needed and analysing the effect of these adjustments (12.1a)


• solve problems and analyse information by applying the mathematical model of to a range of situations byo use models, including mathematical ones, to


explain phenomena and/or make predictions (14.1f)

o identifying and explaining the nature of a problem (14.2a)

2. Features of a wave model can be used to account for the properties of sound.

P7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations producedP11 identifies and implements improvements to investigation plans (P11.2a, b, c; P11.3a, b, c)P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources (P12.1a,; P12.2a, b, c; P12.3a, b, c, d)

• identify that sound waves are vibrations or oscillations of particles in a medium

• relate compressions and rarefactions of sound waves to the crests and troughs of transverse waves used to represent them.

• explain qualitatively that pitch is related to frequency and volume to amplitude of sound waves

• perform a first-hand investigation and gather information to analyse sound waves from a variety of sources using the Cathode Ray Oscilloscope (CRO) or an alternate computer technology byo carrying out the planned procedure, recognising



o using appropriate data collection techniques, employing appropriate technologies, including data loggers and sensors (12.2a)

o measuring, observing and recording results in accessible and recognisable forms, carrying out repeat trials as appropriate (12.2b)

Suggested Time: 2 hours students make predictions about what might happen when

two sound waves interact and test out some of their predictions using slinky springs. (G &T, lit)

teacher demonstrate superposition of waves further test student predictions4(G &T, lit)

discuss the concept of superposition of waves by comparing original and resulting waves in a variety of situations (lit)

students use teacher developed graphical information to solve problems involving the superposition of waves

students practice solving problems involving superposition of waves using both graphical and quantitative information

use a CRO demonstration or computer technology to perform a teacher planned investigation to observe and take measurements (where possible) of different waves and identify any patterns and relationships in sounds (tech)

discuss difficulties in analysing the produced wave forms and describe some strategies that could be implemented to improve the accuracy of observations

(Ext): investigate natural lasing effects such as interstellar clouds, ball lightning and particular minerals in terms of total internal reflection and amplification of the original wave.

Depth of discussion

Written report

Rules of graphing superpositionDrawn graphs

Diagrams of dual trace CRO with add function.

Depth of discussion as monitored by teacher.

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4 (Demonstration - Experiment C7 - Superposition principle, Moyle)

Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Outcomes Students Learn About / Learn to Reg Teaching / Learning Strategies Evidence of Learning ResourcesP7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations producedP11 identifies and implements improvements to investigation plans (P11.2a, b; P11.3a, b)P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources (P12.1a; P12.2a, b; P12.3a, b, c)

• explain an echo as a reflection of a sound wave Suggested Time: 2 hours brainstorm the nature of echo's based upon student's

personal experiences of this phenomenon and discuss echo's occurring in nature and in built structures5 e.g. the Whisper Wall in St Paul's Cathedral or sonar6 (SOS, lit)

use teacher demonstration or student investigations to examine qualitatively practical applications of the reflection of sound eg parabolic reflectors in some children’s playgrounds (lit)

use the concept of reflection of sound to explain the production of an echo7

students work in groups to plan and conduct a first hand investigation to compare a range of sound absorbing materials used in modern situations such as recording studios, concert halls etc (possible open ended investigation) (SOS, SE, num)

identify dependent and independent variable in their investigations

discuss how they will gather valid and reliable data trial procedures and identify and justify any improvements

to their plan (ext): Research modern methods of sonar and explain why

image recognition is more of an art than science.

Depth of discussion

Diagrams of rays in parabolic reflectors

Written response

Experimental report

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5 Lofts, G et al (1998) Jacaranda Physics 2 Chapters 2 Jacaranda Wiley Milton QLD6 Sofoulis,N. et al (1994) Physics Investigations in Context Year 12 p19-20 STAWA Inc. West Perth WA 7 Sofoulis,N. et al (1994) Physics Investigations in Context Year 12 Chapter 1 Exp 11 STAWA Inc. West Perth WA

Outcomes Students Learn About / Learn to Reg Teaching / Learning Strategies Evidence of Learning ResourcesP7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations producedP13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics (P13.1a, b, c, d, e, f, g)

• describe the principle of superposition and compare the resulting waves to the original waves in sound

• perform a first-hand investigation, gather, process and present information using a CRO or computer to demonstrate the principle of superposition for two waves travelling in the same medium byo carrying out the planned procedure, recognising





o assess the accuracy of any measurements and calculations and the relative importance of the data and information gathered (12.4a)

o identify and apply appropriate mathematical formulae and concepts (12.4b)

o using symbols and formulae to express relationships and using appropriate units for physical quantities (13.1d)


o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately (13.1f)

Suggested Time: 2 hours using a teacher planned procedure students observe, predict

and confirm predictions of the results of interference of sound waves8 (G &T, lit)

discuss qualitatively the application of an understanding of reflection, absorption, superposition and echoes to the concept of acoustics and need to take acoustics patterns into account in the design of buildings such as the Sydney Opera House9 (SOS, ESL, G & T)

(Ext): research the application of superposition in technologies such noise cancellation devices, quantum interference communications, quantum teleportation, etc.

Experimental report

Written report

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8 Experiment C5 - Interference of Waves, Moyle)9 Heinemann, Physics in Context 2, DeJong and University of Sydney Physics Web Site - Acoustics)


• present graphical information, solve problems and analyse information involving superposition of sound waves byo using symbols and formulae to express




o identify trends, patterns and relationships as well as contradictions in data and information (14.1a)

o identify and explain how data supports or refutes an hypothesis, a prediction or a proposed solution to a problem (14.1c)

o use models, including mathematical ones, to explain phenomena and/or make predictions (14.1f)

Using teacher-supplied resources, students solve and analyse problems on superposition.

Solutions to problems


3. Recent technological developments have allowed greater use of the electromagnetic spectrum.

P7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations producedP12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources (P12.3a, b, c, d)P13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics (P13.1a, b, c, d, e, f, g)

• describe electromagnetic waves in terms of their speed in space and their lack of requirement a medium for propagation.

• identify the electromagnetic wavebands filtered out by the atmosphere, especially UV, X-rays and gamma rays.

• identify methods for the detection of various wave bands in the electromagnetic spectrum.

Suggested Time: 2 hours use teacher identified video, to assist student to recall that

different types of waves and to develop students skills in summarising information from an oral presentation10 (lit)

students work with the teacher and review a small segment of the video to identify the main areas of information presented and to develop a summary scaffold (lit esl)

students use the summary scaffold and view the whole video to extract the information that the class has identified as relevant such as relevant some of the different types of radiation type, wavelength, method of detection or other relevant properties (lit, esl)

using the information from the video use a class discussion to identify common properties of the different types of electromagnetic radiation including their speed and lack of a medium for propagation (G &T, lit)

(Ext): Students research emerging technologies such as terwave detectors and X-ray lasers for industrial use.

Notes on video

Filled-in scaffold

Summary created

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P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physicsP3 assesses the impact of particular technological advances on understanding in physics

• explain that the relationship between the intensity of electromagnetic radiation and distance from a source is an example of the inverse square law

• plan, choose equipment or resources for and perform a first-hand investigation and gather information to model the inverse square law for light intensity and distance from the source byo demonstrate the use of the terms ‘dependent‘ and

‘independent‘ to describe variables involved in the investigation (11.2a)

Suggested Time: 2 hours brainstorm possible physical factors affecting the

transmission of electromagnetic waves over a distance (eg physical distance, effect of the medium etc) (SOS, G &T, lit)

using teacher provided information and the flow charts previously produced that show the energy transformations, and add the types of waves involved in the energy transfer that occurs during the use of a mobile phone, a television or radar to each step in the flow charts. (G &T, lit)

discuss the type of data that would need to be collected and possible data sources that could be accessed to chart the depth of penetration through the atmosphere of different types of electromagnetic waves (lit

using appropriate data gathering techniques, students extract information from a variety of sources on the depth of penetration through the atmosphere of a variety of

Brainstorm notes.

Modified flow charts.

Depth of discussion as monitored by teacher.Graph of atmospheric penetration.

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10 Video - Light, Lenses and Lasers (VC Media); Jardine J, Physics through Applications, Oxford University Press

Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Outcomes Students Learn About / Learn to Reg Teaching / Learning Strategies Evidence of Learning ResourcesP5 describes the scientific principles employed in particular areas of physics researchP11 identifies and implements improvements to investigation plans (P11.2a, b, c; P11.3a, b, c)P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources (P12.1a, d; P12.2a, b; P12.3a, b, c)

o identify variables that needed to be kept constant, develop strategies to ensure that these variables are kept constant, and demonstrate the use of a control (11.2b)

o design investigations that allow valid and reliable data and information to be collected (11.2c)

o describe and trial procedures to undertake investigations and explain why a procedure, a sequence of procedures or the repetition of procedures is appropriate (11.2d)

o predict possible issues that may arise during the course of an investigation and identify strategies to address these issues if necessary (11.2e)

o identifying and/or setting up the most appropriate equipment or combination of equipment needed to undertake the investigation (11.3a)

o carrying out a risk assessment of intended experimental procedures and identifying and addressing potential hazards (11.3b)

o identifying technology that would be used during investigation determining its suitability and effectiveness for its potential role in the procedure or investigation (11.3c)

o carrying out the planned procedure, recognising where and when modifications are needed and analysing the effect of these adjustments (12.1a)


electromagnetic waves and the wavelengths filtered out by the atmosphere including UV, X-rays and gamma rays and identify the source of the data gathered (tech)

develop a summary which identifies the depth of penetration through the atmosphere of a variety of electromagnetic waves and the wavelengths filtered out by the atmosphere especially UV, X-rays and gamma rays (G &T, lit)

relate differences in the penetrating ability of the different types of electromagnetic radiation to the their different frequencies or wavelengths

discuss with students how light intensity can be measured and ways in which they could devise their own scale to rate different intensities of light (lit, ESL)

working in groups, students use the skills they have developed throughout the unit to plan, choose equipment or resources for and undertake a first-hand investigation to gather information to identify whether there is a relationship between light intensity and distance from the source (possible open ended investigation) (SOS, tech, G & T, ESL)

as a class discuss each groups results and analyse them to develop a qualitative relationship between the intensity of light and the distance from the source (SOS, tech, lit)

using light as an example, generalise the results of the investigation and the Inverse Square Law, to all electromagnetic radiation

Summary


Experimental report


P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physicsP3 assesses the impact of particular technological

• recall that electromagnetic radiation has some everyday uses and effects, including applications in communication technology

• identify some methods of detection for a number of wave bands from the electromagnetic spectrum

• outline how the modulation of amplitude or frequency of visible light, microwaves and/or radio waves can be used to transmit information

Suggested Time: 2 hours brainstorm or use teacher identified secondary sources to

establish a list of forms of electromagnetic radiation used in communications technology including mobile phones, television and radar (SOS, lit)

research methods of detecting a number of wave bands from the electromagnetic spectrum by locating information; summarising and presenting the information.

Discuss the limitations of specific wave bands for communications in terms of interference, ability to be generated, overuse, sensitivity for research (eg wave bands used by astronomers) (lit, ESL)

Brainstorm notes

Summary notes

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Outcomes Students Learn About / Learn to Reg Teaching / Learning Strategies Evidence of Learning Resourcesadvances on understanding in physicsP5 describes the scientific principles employed in particular areas of physics researchP7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations producedP14 draws valid conclusions from gathered data and information (P14.3a, b, c, d)

• discuss problems produced by the limited range of the electromagnetic spectrum available for communication purposes.

• solve problems, analyse information and use available evidence to identify the waves involved in the transfer of energy that occur during the use of one of the following:– mobile phone– television– radar byo identify trends, patterns and relationships as well

as contradictions in data and information (14.1a)o identify and explain how data supports or refutes

an hypothesis, a prediction or a proposed solution to a problem (14.1c)


o design and produce creative solutions to problems (14.3a)

o propose ideas that demonstrate coherence and logical progression and include correct use of scientific principles and ideas (14.3b)

o apply critical thinking in the consideration of predictions, hypotheses and the results of investigations (14.3c)

o Formulate cause and effect relationships (14.3d)• analyse information to identify the electromagnetic

spectrum range utilised in modern communication technologies byo justify inferences and conclusions (14.1b)o identify and explain how data supports or refutes


o predict outcomes and generate plausible explanations related to the observations (14.1d)

o make and justify generalisations (14.1e)

(Ext): Students research wavebands currently registered and future wavebands to be sold, analysing whether the bands are commercial, military, scientific, emergency or other and identifying wavebands used by digital broadcasting technologies.



4. Many communication technologies use applications of reflection and refraction of electromagnetic waves

P7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations producedP12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources (P12.2a, b, c; P12.3a, b)P13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics (P13.1a, b, c, d, e, f, g)P14 draws valid conclusions from gathered data and information (P14.1a-h, P14.2b; P14.3a, c)

• describe and apply the law of reflection and explain the effect of reflection from a plane surface on waves.

• describe ways in which applications of reflection of light, radio waves and microwaves have assisted in information transfer

• describe one application of reflection for each of the following:– plane surfaces– concave surfaces– convex surfaces

– radio waves and being reflected by the ionosphere

• perform first-hand investigations and gather information to observe the path of light rays and construct diagrams indicating both the direction of travel of the light rays and a wave front byo carrying out the planned procedure, recognising





Suggested Time: 3 hours provide students with time to experiment with the various

components of the ray box kit students to formulate 10 statements or graphical

descriptions for the behaviour of light using the components of the ray box kits

each group to share and collate the findings of other groups compare the graphical representations produced by different

groups and identify the feature of the diagrams that convey accurate observations (lit)

students undertake a teacher planned procedure using a plane mirror to confirm qualitatively and quantitatively the Law of Reflection for a range of incident angles11 (lit, ESL)

using the ray box kit (or similar) or a computer simulation students observe and record the reflection of parallel rays of light from concave and convex reflectors and identify qualitatively any trends or patterns evident, discuss finding with respect to observations of reflection from a plane mirror.12 (tech, lit, G & T)

students use the ray box kits (or similar) to qualitatively and quantitatively describe the behaviour of a ray of light as it passes from one medium to another of differing density and describe the effect of increasing and decreasing the angle of incidence and the angle of refraction (num, lit)

model the refraction of a wave using the ripple tank (or similar) define and discuss the term – wavefront (G &T, lit)

Experimental report

Experimental report

Experimental report

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11 Moyle D G Allan P T, Molde T A Experiment A3 - Reflection from a Plane Mirror, Moyle)12 Experiment A4 - Concave Mirrors, Moyle or Images formed by Curved Mirrors, Saunders


• present information using ray diagrams to show the path of waves reflected from:– plane surfaces– concave surfaces– convex surface– the ionosphere byo using symbols and formulae to express



o selecting and drawing appropriate graphs to convey information and relationships clearly and accurately (13.1f

Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Outcomes Students Learn About / Learn to Reg Teaching / Learning Strategies Evidence of Learning ResourcesP2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physicsP3 assesses the impact of particular technological advances on understanding in physicsP5 describes the scientific principles employed in particular areas of physics researchP13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics (P13.1a, b, c, d, e, f, g)

• explain that refraction is related to the velocities of a wave in different media and outline how this may result in the bending of a wavefront.

• perform an investigation and gather information to graph the angle of incidence and refraction for light encountering a medium change showing the relationship between these angles byo carrying out the planned procedure, recognising






Suggested Time: 2 hours discuss refraction in terms of the change of velocity of the

wavefront as it passes from one medium to another . (G &T, lit)

undertake a teacher planned procedure to compare the refraction of light for different medium including - glass, perspex and water13 (num, lit, ESL, tech)

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P7 describes the effects of energy transfers and energy transformationsP8 explains wave motions in terms of energy sources and the oscillations producedP11 identifies and implements improvements to investigation plans (P11.2a, b, c; P11.3a, d)

• define refractive index in terms of changes in the velocity of a wave in passing from one medium to another

• define Snell’s Law: • identify the conditions necessary for total internal

reflection with reference to critical angle• outline how total internal reflection is used in

optical fibres• perform a first-hand investigation and gather

Suggested Time: 2 hours introduce the concept of relative refractive index - students

to analyse and solve a range of problems demonstrating their understanding of Snell's law and the concept of relative refractive indices (G &T, lit)

discuss the term critical angle and undertake a teacher planned procedure to observe and measure (where appropriate) the critical angle for a range of materials (lit, num)

use teacher selected text(s) to summarise how total internal reflection is used in optical fibre technology (ESL, lit)

identify some Australian scientists currently working in the field of fibre optics and their area of research (lit, ESL)

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13 Experiment A5 - Snell's Law, Moyle


information to calculate the refractive index of glass or Perspex byo carrying out the planned procedure, recognising






• solve problems and analyse information using Snell’s Law byo identify trends, patterns and relationships as well

as contradictions in data and information (14.1a)o identify and explain how data supports or refutes



o design and produce creative solutions to problems (14.3a)

o propose ideas that demonstrate coherence and logical progression and include correct use of scientific principles and ideas (14.3b)

o apply critical thinking in the consideration of predictions, hypotheses and the results of investigations (14.3c)

o Formulate cause and effect relationships (14.3d)5. Electromagnetic waves have potential for future communication technologies and data storage technologies

Domremy Program – Stage 6 Physics 8.2 The World Communicates Program Updated August 2007 Outcomes Students Learn About / Learn to Reg Teaching / Learning Strategies Evidence of Learning ResourcesP2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physicsP3 assesses the impact of particular technological advances on understanding in physicsP5 describes the scientific principles employed in particular areas of physics researchP7 describes the effects of energy transfers and energy transformationsP12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources (P12.3a, b, c)P13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics (P13.1a, b, c, d, e, f, g)P14 draws valid conclusions from gathered data and information (P14.3a, b, c)

• identify types of communication data that are stored or transmitted in digital form

• identify data sources, gather, process and present information from secondary sources to identify areas of current research and use the available evidence to discuss some of the underlying physical principles used in one application of physics related to waves, such as:– Global Positioning System– CD technology– the Internet (digital process)– DVD technology by

o accessing information from a range of resources, including popular scientific journals, digital technologies and the Internet (12.3a)

o extracting information from numerical data in graphs and tables as well as written and spoken material in all its forms (12.3c)

o summarising and collating information from a range of resources (12.3d)

o identifying practising male and female Australian scientists, and the areas in which they are currently working and in formation about their research (12.3e)

o identify and apply appropriate mathematical formulae and concepts (12.4b)

o evaluate the validity of first-hand and secondary information and data in relation to the area of investigation (12.4d)

o assess the reliability of first-hand and secondary information and data by considering information from various sources (12.4e)

o assess the accuracy of scientific information presented in mass media by comparison with similar information presented in scientific journals (12.4f)

o selecting and using appropriate methods to acknowledge sources of information (13.1c)

Suggested Time: 2 hours discuss the changes that have occurred in the ways in which

data is stored and identify the types of communication data that can be stored in digital form (lit, ESL)

access information from a range of secondary data sources to present information as a written summary identifying current research and relating some of the underlying physical principles used in one application of physics related to waves such as: ((G &T, lit, SOS, ESL)

- Global Positioning System- petrological microscope- CD technology including differences between CD and DVD- the Internet (digital process) draw a ray diagram to show the path of rays reflected from

the ionosphere and discuss how this is used in some communication technologies (lit)

brainstorm to identify ways in which communication technologies have changed over the last fifty years with students suggesting reasons as to why changes have occurred (G &T, lit)

use the information gathered above to identify the types of technologies that are need of communication systems such as CDs, Global Positioning Systems and discuss the developments in those technologies ((lit, SOS)

assess the impact of being able to store such a variety of data in digital form on the development of communication technologies and on society in developed and developing countries (G &T, lit, SOS, ab)

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Program Evaluation Sheet

Program: 8.2 The World Communicates Stage/Course: Physics

Please comment where appropriate on the strengths and weaknesses of this Program. Factors that should be considered include:

1. Time allocation: ___________________________________________________

2. PFAs: ______________________________________________________________3. Domains: Knowledge and Understanding:

___________________________________________________________________________

___________________________________________________________________________

Domains: Skills:

___________________________________________________________________________

___________________________________________________________________________

4. Context:

___________________________________________________________________________

___________________________________________________________________________

5. Cross-curricular activities are appropriate (Stage 4/5 only)

___________________________________________________________________________

___________________________________________________________________________

6. Lesson sequence is appropriate:

___________________________________________________________________________

___________________________________________________________________________

7. Teaching strategies:

___________________________________________________________________________

___________________________________________________________________________

8. Improvements:

___________________________________________________________________________

___________________________________________________________________________

9. Assessment:

___________________________________________________________________________

___________________________________________________________________________

Please use the other side of this sheet for any further comment

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