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Physics for Scientists and
Engineers |
Principles of Physics |
Conceptual Physics |
Science
Stages 4-5
(only physics-relevant standards shown) |
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| Students
will learn about |
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| 4.6.1
the law of conservation of energy to: |
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| a)
identify situations or phenomena in which different forms of energy are
evident |
Chapter 7 |
Chapter 7 |
Chapter 6 |
| b) use models to describe different forms of energy |
Chapter 7 |
Chapter 7 |
Chapter 6 |
| c) identify objects that possess energy because of their motion
(kinetic) or because of other properties (potential) |
Chapter 7 |
Chapter 7 |
Chapter 6 |
| d) qualitatively account for the total energy involved in energy
transfers and transformations |
Chapters 7 &
8 |
Chapters 7 &
8 |
Chapters 6 &
7 |
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| 4.6.2
Newton’s Laws–forces to: |
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| a)
identify changes that take place when particular forces are acting |
Chapters 5 & 6 |
Chapters 5 & 6 |
Chapter 5 |
| b) use the term ‘field’ to describe forces acting at a distance. |
13.10,
Chapters 24 & 30 |
Chapters 24 & 30 |
Chapters 23 & 28 |
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| 4.6.3
electrical energy to: |
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| a)
associate electricity with energy transfer in a simple circuit |
27.13 -
27.15,
Chapter 29 |
27.8 - 27.10,
Chapter 29 |
25.7 - 25.9,
Chapter 27 |
| b) construct and draw circuits to show transfer of energy |
Chapters 29 & 33 |
Chapters 29 & 33 |
Chapter 27 |
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| 4.6.4
sound energy to: |
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| a)
describe sound as a form of energy requiring a medium for propagation |
16.1,
Chapters 17 & 18 |
16.1,
Chapters 17 & 18 |
15.1,
Chapters 16 & 17 |
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| 4.6.5
light energy to: |
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| a)
describe light as a form of energy not requiring a medium for propagation |
Chapter 35 |
Chapter 34 |
Chapter 30 |
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| 4.6.6
heat energy to: |
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| a)
identify processes of heat transfer by conduction, convection and radiation |
19.25 - 19.30 |
19.22 - 19.27 |
18.17 - 18.20 |
| b) describe how the transfer of heat can be controlled |
Chapters 21 & 22 |
Chapters 21 & 22 |
Chapters 20 & 21 |
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| 4.6.7
frictional force to: |
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| a)
describe friction as a contact force which opposes motion |
5.18 - 5.20 |
5.18 - 5.20 |
5.16 - 5.18 |
| b) identify everyday situations where friction acts |
5.18 - 5.22,
5.24, 6.7 |
5.18 - 5.22,
5.24, 6.7 |
5.16 - 5.20,
5.22 |
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| 4.6.8
electrostatic force to: |
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| a)
describe ways in which objects acquire an electrostatic charge |
23.2, 23.8 |
23.2, 23.8 |
22.2, 22.7 |
| b) identify everyday situations where the effects of
electrostatic forces can be observed |
23.1 - 23.3,
23.5, 23.7,
23.15 |
23.1 - 23.3,
23.5, 23.7,
23.15 |
22.1 - 22.4,
22.6, 22.12 |
| c) describe the behaviour of charges when they are brought close
to each other |
Chapter 23 |
Chapter 23 |
Chapter 22 |
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| 4.6.9
magnetic force to: |
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| a)
describe the behaviour of magnetic poles when they are brought close to each
other |
30.1 |
30.1 |
28.1 |
| b) identify everyday situations in which magnets, electromagnets
and magnetic strips are used |
30.5, 30.6,
30.15 - 30.17,
30.27, 32.4,
32.16, 32.17,
34.0, 34.1,
34.3 |
30.5 - 30.7,
30.16 - 30.18,
30.26, 32.4,
32.13, 32.14 |
28.5 - 28.7,
28.15, 28.19,
29.4 |
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| 4.6.10
gravitational force to: |
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| a)
identify that all objects exert a force of gravity on all other objects in
the universe. |
13.1 |
13.1 |
12.1 |
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| 5.6.1
the wave model to: |
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| a)
identify waves as carriers of energy |
16.1, 16.19 |
16.1 |
15.1 |
| b) qualitatively describe features of waves including frequency,
wavelength and speed |
16.2 - 16.7,
Chapters 16, 17 & 18 |
16.2 - 16.7,
Chapters 16, 17 & 18 |
15.2 - 15.7,
Chapters 15, 16 & 17 |
| c) give examples of different types of radiation that make up
the electromagnetic spectrum and identify some of their uses |
35.1 |
34.1 |
30.1 |
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| 5.6.2
Newton’s Laws–motion to: |
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| a)
describe qualitatively the relationship between force, mass and acceleration |
5.5 |
5.5 |
5.5 |
| b) explain qualitatively the relationship between distance,
speed and time |
2.3 |
2.3 |
2.3 |
| c) relate qualitatively acceleration to a change in speed and/or
direction as a result of a net force |
2.10, 5.5 |
2.10, 5.5 |
2.8, 5.5 |
| d) analyse qualitatively common situations involving motion in
terms of Newton’s Laws. |
Chapters 5 &
6 |
Chapters 5 &
6 |
Chapter 5 |
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| 5.6.3
electrical energy to: |
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| a)
design, construct and draw circuits containing a number of components |
Chapters 27,
28, 29, 32 & 33 |
Chapters 27,
28, 29, 32 & 33 |
Chapters 25,
26, 27 & 29 |
| b) describe voltage, resistance and current using analogies |
Chapters 25 & 27 |
Chapters 25 & 27 |
Chapters 24 & 25 |
| c) describe qualitatively the relationship between voltage,
resistance and current |
27.6 |
27.3 |
25.3 |
| d) compare advantages and disadvantages of series and parallel
circuits |
29.6, 29.10 |
29.6, 29.10 |
27.5, 27.9 |
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| 5.6.4
light energy to: |
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| a)
distinguish between the absorption, reflection, refraction and scattering of
light and identify everyday situations where each occurs |
35.20, 35.25,
Chapters 36, 37 & 38 |
34.16, 34.21,
Chapters 35, 36 & 37 |
30.7, 30.9,
Chapters 31, 32 & 33 |
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| 5.6.5
nuclear energy to: |
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| a)
identify that energy may be released from the nuclei of atoms |
44.9 - 44.13,
44.15 - 44.21 |
43.9 - 43.13,
43.15 - 43.21 |
38.9 - 38.13,
38.15 - 38.18 |
| b) explain radioactivity in terms of release of particles and
energy |
44.15 - 44.21 |
43.15 - 43.21 |
38.15 - 38.18 |
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| 5.6.6
gravitational force to: |
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| a)
relate qualitatively the force of gravity between two objects to their masses
and distance apart |
13.1 |
13.1 |
12.1 |
| b) distinguish between the terms ‘mass’ and ‘weight’. |
5.3 - 5.4 |
5.3 - 5.4 |
5.3 - 5.4 |
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| 4.7.1
the particle theory of matter to: |
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| a)
identify that matter is made of particles that are continuously moving and
interacting |
20.1 |
20.1 |
19.1 |
| b) describe expansion and contraction of materials in terms of a
simple particle model |
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| c) relate an increase or decrease in the amount of energy
possessed by particles to changes in particle movement |
7.8, 20.10 |
7.6, 20.10 |
6.4, 19.9 |
| d) describe diffusion in terms of the random movement of
particles. |
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| 4.7.2
properties of solids, liquids and gases to: |
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| a)
relate properties of solids, liquids and gases to the particle theory of
matter |
Chapter 20 |
Chapter 20 |
Chapter 19 |
| b) identify when a physical change occurs by observing
evaporation, condensation, boiling, melting and freezing |
19.21 - 19.24 |
19.18 - 19.21 |
18.14 - 18.16 |
| c) explain density using a simple particle model |
14.2 |
14.2 |
13.2 |
| d) relate increases or decreases in frequency of particle
collisions to changes in pressure |
8.19, 20.2 |
20.2 |
19.2 |
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| 4.7.3
change of state to: |
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| a)
relate changes of state to the motion of particles as energy is removed or
added |
19.21 |
19.18 |
18.14 |
| b) relate energy transfer and the particle model to melting and
freezing point, condensation, evaporation and boiling |
19.21 - 19.24 |
19.18 - 19.21 |
18.14 - 18.16 |
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| 5.7.1
atomic theory to: |
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| a)
describe features of and the location of protons, neutrons and electrons in
the atom |
23.1, 42.9,
44.1 - 44.4 |
23.1, 41.9,
43.1 - 43.4 |
22.1, 36.8,
38.1 - 38.4 |
| b) distinguish between elements, using information about the
numbers of protons, neutrons and electrons |
44.3 - 44.4 |
43.3 - 43.4 |
38.3 - 38.4 |
| c) identify properties of different substances that can be
explained in terms of their subatomic structure |
34.1 - 34.7,
42.2,
42.6 - 42.7,
42.12,
42.14 - 42.17,
44.13 - 44.21 |
30.6, 41.2,
41.6 - 41.7,
41.11,
41.13 - 41.16,
43.13 - 43.21 |
28.6, 36.2,
36.5 - 36.6,
36.9,
36.11 - 36.14,
38.13 - 38.18 |
| d) describe an appropiate model that has been developed to
describe atomic structure. |
42.9 - 42.13,
44.2 - 44.3,
44.5 - 44.6 |
41.9 - 41.12,
43.2 - 43.3,
43.5 - 43.6 |
36.8 - 36.10,
38.2 - 38.3,
38.5 - 38.6 |
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| 4.9.1
the Newtonian model of the solar system to: |
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| a)
describe qualitatively relative sizes, distances and movements of components
of our solar system |
Chapter 13 |
Chapter 13 |
Chapter 12 |
| b) describe relative movements of the planets, moons and sun |
Chapter 13 |
Chapter 13 |
Chapter 12 |
| c) explain night and day in terms of Earth’s rotation |
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| d) explain the seasons in terms of the tilt of Earth’s axis and
its revolution around the Sun. |
35.11 - 35.12 |
34.8 - 34.9 |
30.6 |
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| Physics
Stage 6 Preliminary Course |
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| The
World Communicates |
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| 1.
The wave model can be used to explain how current technologies transfer
information |
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• describe the energy transformations required in one of the
following:
– mobile telephone
– fax/modem
– radio and television |
Chapter 35 |
Chapter 34 |
Chapter 30 |
| • 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 |
Chapters 16, 17 & 35 |
Chapters 16, 17 & 34 |
Chapters 15, 16 & 30 |
| • identify that mechanical waves require a medium for
propagation while electromagnetic waves do not |
16.1, 35.2 |
16.1, 34.2 |
15.1, 30.2 |
| • 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 |
Chapters 16 & 17 |
Chapters 16 & 17 |
Chapters 15 & 16 |
| • describe the relationship between particle motion and the
direction of energy propagation in transverse and longitudinal waves |
16.2 |
16.2 |
15.2 |
| • quantify the relationship between velocity, frequency and
wavelength for a wave: v = fλ |
16.7 |
16.7 |
15.7 |
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| 2.
Features of a wave model can be used to account for the properties of sound |
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| •
identify that sound waves are vibrations or oscillations of particles in a
medium |
17.1 |
17.1 |
16.1 |
| • relate compressions and rarefactions of sound waves to the
crests and troughs of transverse waves used to represent them |
17.1 |
17.1 |
16.1 |
| • explain qualitatively that pitch is related to frequency and
volume to amplitude of sound waves |
17.2 - 17.3,
17.11 |
17.2 - 17.3,
17.9 |
16.2 - 16.3,
16.5 |
| • explain an echo as a reflection of a sound wave |
17.5 |
17.5 |
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| • describe the principle of superposition and compare the
resulting waves to the original waves in sound |
Chapter 18 |
Chapter 18 |
Chapter 17 |
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| 3.
Recent technological developments have allowed greater use of the
electromagnetic spectrum |
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| •
describe electromagnetic waves in terms of their speed in space and their
lack of requirement of a medium for propagation |
35.1 -
35.7,
41.3 |
34.1 -
34.4,
40.3 |
30.1 -
30.4,
35.3 |
| • identify the electromagnetic wavebands filtered out by the
atmosphere, especially UV, X-rays and gamma rays |
35.1 |
34.1 |
30.1 |
| • identify methods for the detection of various wavebands in the
electromagnetic spectrum |
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| • explain that the relationship between the intensity of
electromagnetic radiation and distance from a source is an example of the
inverse square law: I is proportional to 1/d2 |
35.13 |
34.10 |
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| • outline how the modulation of amplitude or frequency of
visible light, microwaves and/or radio waves can be used to transmit
information |
35.8 |
34.5 |
30.5 |
| • discuss problems produced by the limited range of the
electromagnetic spectrum available for communication purposes |
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| 4.
Many communication technologies use applications of reflection and refraction
of electromagnetic waves |
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describe and apply the law of reflection and explain the effect of reflection
from a plane surface on waves |
36.5 -
36.7,
39.11 |
35.5 -
35.7,
38.7 |
31.5 - 31.6 |
| •
describe ways in which applications of reflection of light, radio waves and
microwaves have assisted in information transfer |
36.1, 36.12,
37.12 - 37.13 |
35.1, 35.11,
36.11 - 36.12 |
31.1, 31.10,
32.8 |
• describe one application of reflection for each of the
following:
- plane surfaces
- concave surfaces
- convex surfaces
- radio waves being reflected by the ionosphere |
36.1,
36.3 - 36.4,
36.8, 36.12 |
35.1,
35.3 - 35.4,
35.8, 35.11 |
31.1,
31.3 - 31.4,
31.7, 31.10 |
| • 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 |
37.1, 37.8 |
36.1, 36.8 |
32.1, 32.6 |
| • define refractive index in terms of changes in the velocity of
a wave in passing from one medium to another |
37.2 |
36.2 |
32.2 |
| • define Snell’s Law: v1/v2 = sin i / sin r |
37.3 |
36.3 |
32.3 |
| • identify the conditions necessary for total internal
reflection with reference to the critical angle |
37.12 |
36.11 |
32.8 |
| • outline how total internal reflection is used in optical
fibres |
37.12 - 37.13 |
36.12 - 36.13 |
32.8 |
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| 5.
Electromagnetic waves have potential for future communication technologies
and data storage technologies |
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identify types of communication data that are stored or transmitted in
digital form |
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| Electrical
Energy in the Home |
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| 1.
Society has become increasingly dependent on electricity over the last 200
years |
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discuss how the main sources of domestic energy have changed over time |
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| • assess some of the impacts of changes in, and increased access
to, sources of energy for a community |
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| • discuss some of the ways in which electricity can be provided
in remote locations |
27.14 |
27.9 |
25.8 |
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| 2.
One of the main advantages of electricity is that is can be moved with
comparative ease from one place to another through electric circuits |
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| •
describe the behaviour of electrostatic charges and the properties of the
fields associated with them |
Chapters 23,
24, & 25 |
Chapters 23,
24, & 25 |
Chapters 22,
23 & 24 |
| • define the unit of electric charge as the coulomb |
23.1 |
23.1 |
22.1 |
| • define the electric field as a field of force with a field
strength equal to the force per unit charge at that point: E = F/q |
24.1 |
24.1 |
23.1 |
| • define electric current as the rate at which charge flows
(coulombs/ second or amperes) under the influence of an electric field |
27.1 |
27.1 |
25.1 |
| • identify that current can be either direct with the net flow
of charge carriers moving in one direction or alternating with the charge
carriers moving backwards and forwards periodically |
Chapters 29 & 33 |
Chapters 29 & 33 |
Chapter 27 |
| • describe electric potential difference (voltage) between two
points as the change in potential energy per unit charge moving from one
point to the other (joules/coulomb or volts) |
25.14 |
25.9 |
24.6 |
| •
discuss how potential difference changes at different points around a DC
circuit |
29.3, 29.17 |
29.3, 29.17 |
27.3 |
| •
identify the difference between conductors and insulators |
23.5 |
23.5 |
22.4 |
| • define resistance as the ratio of voltage to current for a
particular conductor: R = V/I |
27.6 |
27.3 |
25.3 |
• describe qualitatively how each of the following affects
the movement of electricity through a conductor:
- length
- cross sectional area
-temperature
-material |
27.8, 27.11 |
27.5, 27.7 |
25.5 - 25.6 |
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| 3.
Series and parallel circuits serve different purposes in households |
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identify the difference between series and parallel circuits |
29.6, 29.10 |
29.6, 29.10 |
27.5, 27.9 |
| • compare parallel and series circuits in terms of voltage
across components and current through them |
29.6, 29.10 |
29.6, 29.10 |
27.5, 27.9 |
| • identify
uses of ammeters and voltmeters |
29.5 |
29.5 |
27.4 |
| • explain why ammeters and voltmeters are connected differently
in a circuit |
29.5 |
29.5 |
27.4 |
| • explain why there are different circuits for lighting, heating
and other appliances in a house |
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| 4.
The amount of power is related to the rate at which energy is transformed |
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| •
explain that power is the rate at which energy is transformed from one form
to another |
7.15, 27.13 |
7.12, 27.8 |
6.9, 25.7 |
| • identify the relationship between power, potential difference
and current |
27.13 |
27.8 |
25.7 |
| • identify that the total amount of energy used depends on the
length of time the current is flowing and can be calculated using: Energy =
VIt |
27.13 - 27.15 |
27.8 - 27.10 |
25.7 - 25.9 |
| • explain why the kilowatt-hour is used to measure electrical
energy consumption rather than the joule |
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| 5.
Electric currents also produce magnetic fields and these fields are used in
different devices in the home |
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| •
describe the behaviour of the magnetic poles of bar magnets when they are
brought close together |
30.1 |
30.1 |
28.1 |
| •
define the direction of the magnetic field at a point as the direction of
force on a very small north magnetic pole when placed at that point |
30.2 |
30.2 |
28.2 |
| • describe the magnetic field around pairs of magnetic poles |
30.2 |
30.2 |
28.2 |
| • describe the production of a magnetic field by an electric
current in a straight current-carrying conductor and describe how the right
hand grip rule can determine the direction of current and field lines |
31.1 |
31.1 |
28.20 |
| • compare the nature and generation of magnetic fields by
solenoids and a bar magnet |
30.2, 31.17,
34.1 |
30.2, 30.6, 31.9 |
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| 6.
Safety devices are important in household circuits |
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discuss the dangers of an electric shock from both a 240 volt AC mains supply
and various DC voltages, from appliances, on the muscles of the body |
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| • describe the functions of circuit breakers, fuses, earthing,
double insulation and other safety devices in the home |
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| Moving
About |
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| 1.
Vehicles do not typically travel at a constant speed |
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| •
identify that a typical journey involves speed changes |
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| • distinguish between the instantaneous and average speed of
vehicles and other bodies |
2.3 - 2.5 |
2.3 - 2.5 |
2.3 - 2.5 |
| • distinguish between scalar and vector quantities in equations |
3.1 - 3.2 |
3.1 - 3.2 |
3.1 - 3.2 |
| • compare instantaneous and average speed with instantaneous and
average velocity |
4.2 |
4.2 |
4.1 |
| • define average velocity as: vav = Δr/Δt |
2.4, 4.2 |
2.4, 4.2 |
2.4, 4.1 |
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| 2.
An analysis of the external forces on vehicles helps to understand the
effects of acceleration and deceleration |
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| •
describe the motion of one body relative to another |
4.22 - 4.25 |
4.21 - 4.23 |
4.14 - 4.15 |
| • identify the usefulness of using vector diagrams to assist
solving problems |
5.14, Chapter 5 |
5.14, Chapter 5 |
5.14, Chapter 5 |
| • explain the need for a net external force to act in order to
change the velocity of an object |
5.2 |
5.2 |
5.2 |
| • describe the actions that must be taken for a vehicle to
change direction, speed up and slow down |
5.2, 5.5 |
5.2, 5.5 |
5.2, 5.5 |
• describe the typical effects of external forces on bodies
including:
- friction between surfaces
- air resistance |
Chapter 5 |
Chapter 5 |
Chapter 5 |
| • define average acceleration as: aav = Δv/Δt
therefore aav = (v - u)/t |
2.10 - 2.11 |
2.10 - 2.11 |
2.8 - 2.9 |
| • define the terms ‘mass’ and ‘weight’ with reference to the
effects of gravity |
5.3 - 5.4 |
5.3 - 5.4 |
5.3 - 5.4 |
• outline the forces involved in causing a change in the
velocity of a vehicle when:
– coasting with no pressure on the accelerator
– pressing on the accelerator
– pressing on the brakes
– passing over an icy patch on the road
– climbing and descending hills
– following a curve in the road |
Chapters 5 &
9 |
Chapters 5 &
9 |
Chapters 5 &
8 |
| • interpret Newton’s Second Law of Motion and relate it to the
equation: ΣF = ma |
5.5 |
5.5 |
5.5 |
| • identify the net force in a wide variety of situations
involving modes of transport and explain the consequences of the application
of that net force in terms of Newton’s Second Law of Motion |
Chapters 5 &
9 |
Chapters 5 &
9 |
Chapters 5 &
8 |
| |
|
|
|
| 3.
Moving vehicles have kinetic energy and energy transformations are an
important aspect in understanding motion |
|
|
|
| |
|
|
|
| •
identify that a moving object possesses kinetic energy and that work done on
that object can increase that energy |
7.8 - 7.9 |
7.6 - 7.7 |
6.4 - 6.5 |
| • describe the energy transformations that occur in collisions |
8.11, 8.20 |
8.10, 8.18 |
7.8, 7.13 |
| • define the law of conservation of energy |
7.22 |
7.19 |
6.16 |
| |
|
|
|
| 4.
Change of momentum relates to the forces acting on the vehicle or the driver |
|
|
|
| |
|
|
|
| •
define momentum as: p = mv |
8.1 |
8.1 |
7.1 |
| • define impulse as the product of force and time |
8.3 |
8.3 |
7.3 |
| • explain why momentum is conserved in collisions in terms of
Newton’s Third Law of motion |
8.8 |
8.7 |
7.6 |
| |
|
|
|
| 5.
Safety devices are utilised to reduce the effects of changing momentum |
|
|
|
| |
|
|
|
| •
define the inertia of a vehicle as its tendency to remain in uniform motion
or at rest |
5.2 |
5.2 |
5.2 |
| • discuss reasons why Newton’s First Law of Motion is not
apparent in many real world situations |
5.2 |
5.2 |
5.2 |
| • assess the reasons for the introduction of low speed zones in
built-up areas and the addition of air bags and crumple zones to vehicles
with respect to the concepts of impulse and momentum |
8.3 |
8.3 |
7.3 |
| •
evaluate the effectiveness of some safety features of motor vehicles |
8.3 |
8.3 |
7.3 |
| |
|
|
|
| The
Cosmic Engine (only relevant standards included) |
|
|
|
| |
|
|
|
| 2.
The first minutes of the Universe released energy which changed to matter,
forming stars and galaxies |
|
|
|
| |
|
|
|
| •
identify that Einstein described the equivalence of energy and mass |
41.23 |
40.16 |
35.12 |
| |
|
|
|
| 3.
Stars have a limited life span and may explode to form supernovas |
|
|
|
| |
|
|
|
| •
define the relationship between the temperature of a body and the dominant
wavelength of the radiation emitted from that body |
42.3 |
41.3 |
|
| |
|
|
|
| 4.
The Sun is a typical star, emitting electromagnetic radiation and particles
that influence the Earth |
|
|
|
| |
|
|
|
| •
identify that energy may be released from the nuclei of atoms |
44.9 - 44.13,
44.15 - 44.21 |
43.9 - 43.13,
43.15 - 43.21 |
38.9 - 38.13,
38.15 - 38.18 |
• describe the nature of emissions from the nuclei of atoms
as radiation of alpha a and beta b particles and gamma g rays in terms
of:
– ionising power
– penetrating power
– effect of magnetic field
– effect of electric field |
|
|
|
| |
|
|
|
| Physics
Stage 6 HSC Course |
|
|
|
| |
|
|
|
| Space |
|
|
|
| |
|
|
|
| 1.
The Earth has a gravitational field that exerts a force on objects both on it
and around it |
|
|
|
| |
|
|
|
| •
define weight as the force on an object due to a gravitational field |
5.4, 13.10 |
|
5.4 |
| • explain that a change in gravitational potential energy is
related to work done |
7.17 |
7.14 |
6.11 |
| • define gravitational potential energy as the work done to move
an object from a very large distance away to a point in a gravitational field
E = -Gm1m2/r |
13.28 |
13.21 |
12.17 |
| |
|
|
|
| 2.
Many factors have to be taken into account to achieve a successful rocket
launch, maintain a stable orbit and return to Earth |
|
|
|
| |
|
|
|
| •
describe the trajectory of an object undergoing projectile motion within the
Earth’s gravitational field in terms of horizontal and vertical
components |
4.8 - 4.21 |
4.7 - 4.20 |
4.3 - 4.13 |
| • describe Galileo’s analysis of projectile motion |
|
|
|
• explain the concept of escape velocity in terms of the:
– gravitational constant
– mass and radius of the planet |
13.33 |
13.26 |
12.18 |
| • outline Newton’s concept of escape velocity |
13.33 |
13.26 |
12.18 |
| • identify why the term ‘g forces’ is used to explain the forces
acting on an astronaut during launch |
|
|
|
| • discuss the effect of the Earth‘s orbital motion and its
rotational motion on the launch of a rocket |
13.27, 13.33 |
13.20, 13.26 |
12.18 |
• analyse the changing acceleration of a rocket during launch in
terms of the:
– Law of Conservation of Momentum
– forces experienced by astronauts |
8.28 |
|
|
| • analyse the forces involved in uniform circular motion for a
range of objects, including satellites orbiting the Earth |
Chapters 9
&13 |
Chapters 9
&13 |
Chapters 8 &
12 |
| • compare qualitatively low Earth and geo-stationary orbits |
|
|
|
| • define the term orbital velocity and the quantitative and
qualitative relationship between orbital velocity, the gravitational
constant, mass of the central body, mass of the satellite and the radius of
the orbit using Kepler’s Law of Periods |
13.14,
13.24 - 13.26 |
13.10,
13.18 - 13.19 |
12.9, 12.16 |
| • account for the orbital decay of satellites in low Earth orbit |
|
|
|
| • discuss issues associated with safe re-entry into the Earth’s
atmosphere and landing on the Earth’s surface |
|
|
|
| • identify that there is an optimum angle for safe re-entry for
a manned spacecraft into the Earth’s atmosphere and the consequences of
failing to achieve this angle |
|
|
|
| |
|
|
|
| 3.
The Solar System is held together by gravity |
|
|
|
| |
|
|
|
| •
describe a gravitational field in the region surrounding a massive object in
terms of its effects on other masses in it |
13.10 |
|
|
| • define Newton’s Law of Universal Gravitation: F = Gm1m2/d2 |
13.1 |
13.1 |
12.1 |
| • discuss the importance of Newton’s Law of Universal
Gravitation in understanding and calculating the motion of satellites |
13.14,
Chapter 13 |
13.10,
Chapter 13 |
12.9,
Chapter 12 |
| • identify that a slingshot effect can be provided by planets
for space probes |
|
|
|
| |
|
|
|
| 4.
Current and emerging understanding about time and space has been dependent
upon earlier models of the transmission of light |
|
|
|
| |
|
|
|
| •
outline the features of the aether model for the transmission of light |
41.3 |
40.3 |
35.3 |
| • describe and evaluate the Michelson-Morley attempt to measure
the relative velocity of the Earth through the aether |
41.3 |
40.3 |
35.3 |
| • discuss the role of the Michelson-Morley experiments in making
determinations about competing theories |
41.3 |
40.3 |
35.3 |
| • outline the nature of inertial frames of reference |
5.2, 41.0 |
5.2, 40.0 |
5.2, 35.0 |
| • discuss the principle of relativity |
41.0,
Chapter 41 |
40.0,
Chapter 40 |
35.0,
Chapter 35 |
| • describe the significance of Einstein’s assumption of the
constancy of the speed of light |
Chapter 41 |
Chapter 40 |
Chapter 35 |
| • identify that if c is constant then space and time become
relative |
Chapter 41 |
Chapter 40 |
Chapter 35 |
| • discuss the concept that length standards are defined in terms
of time in contrast to the original metre standard |
1.4 |
1.4 |
1.4 |
• explain qualitatively and quantitatively the consequence
of special relativity in relation to:
– the relativity of simultaneity
– the equivalence between mass and energy
– length contraction
– time dilation
– mass dilation |
Chapter 41 |
Chapter 40 |
Chapter 35 |
| • discuss the implications of mass increase, time dilation and
length contraction for space travel |
Chapter 41 |
Chapter 40 |
Chapter 35 |
| |
|
|
|
| Motors
and Generators |
|
|
|
| |
|
|
|
| 1.
Motors use the effect of forces on current-carrying conductors in magnetic
fields |
|
|
|
| |
|
|
|
•
discuss the effect on the magnitude of the force on a current-carrying
conductor of variations in:
– the strength of the magnetic field in which it is located
– the magnitude of the current in the conductor
– the length of the conductor in the external magnetic field
– the angle between the direction of the external magnetic field and the
direction of the length of the conductor |
30.23 |
30.22 |
28.18 |
| • describe qualitatively and quantitatively the force between
long parallel current-carrying conductors: F/l = kI1I2/d |
31.5 |
31.5 |
|
| • define torque as the turning moment of a force using: τ =
Fd |
11.1 |
11.1 |
10.1 |
| •
identify that the motor effect is due to the force acting on a
current-carrying conductor in a magnetic field |
30.25 - 30.27 |
30.24 - 30.26 |
28.19 |
| • describe the forces experienced by a current-carrying loop in
a magnetic field and describe the net result of the forces |
30.25 - 30.27,
32.17 |
30.24 - 30.26,
32.14 |
28.19 |
| • describe the main features of a DC electric motor and the role
of each feature |
30.27 |
30.26 |
28.19 |
| • identify that the required magnetic fields in DC motors can be
produced either by current-carrying coils or permanent magnets |
Chapters 30, 31 & 32 |
Chapters 30, 31 & 32 |
Chapters 28 & 29 |
| |
|
|
|
| 2.
The relative motion between a conductor and magnetic field is used to
generate an electrical voltage |
|
|
|
| |
|
|
|
| •
outline Michael Faraday’s discovery of the generation of an electric current
by a moving magnet |
32.0 |
32.0 |
29.0 |
| • define magnetic field strength B as magnetic flux density |
32.6 |
32.6 |
29.6 |
| • describe the concept of magnetic flux in terms of magnetic
flux density and surface area |
32.6 |
32.6 |
29.6 |
| • describe generated potential difference as the rate of change
of magnetic flux through a circuit |
32.7 |
32.7 |
29.7 |
| • account for Lenz’s Law in terms of conservation of energy and
relate it to the production of back emf in motors |
32.14 - 32.16 |
32.11 - 32.13 |
29.9 |
| • explain that, in electric motors, back emf opposes the supply
emf |
|
|
|
| • explain the production of eddy currents in terms of Lenz’s Law |
32.21 |
32.18 |
29.11 |
| |
|
|
|
| 3.
Generators are used to provide large scale power production |
|
|
|
| |
|
|
|
| •
describe the main components of a generator |
32.17 |
32.14 |
|
| • compare the structure and function of a generator to an
electric motor |
30.27, 32.17 |
30.26, 32.14 |
|
| • describe the differences between AC and DC generators |
|
|
|
| • discuss the energy losses that occur as energy is fed through
transmission lines from the generator to the consumer |
27.18 |
27.13 |
25.11 |
| • assess the effects of the development of AC generators on
society and the environment |
|
|
|
| |
|
|
|
| 4.
Transformers allow generated voltage to be either increased or decreased
before it is used |
|
|
|
| |
|
|
|
| •
describe the purpose of transformers in electrical circuits |
32.23 |
32.20 |
29.15 |
| • compare step-up and step-down transformers |
32.23 |
32.20 |
29.15 |
| •
identify the relationship between the ratio of the number of turns in the
primary and secondary coils and the ratio of primary to secondary
voltage |
32.23 |
32.20 |
29.15 |
| • explain why voltage transformations are related to
conservation of energy |
32.23 |
32.20 |
29.15 |
| • explain the role of transformers in electricity sub-stations |
32.23 |
32.20 |
29.15 |
| • discuss why some electrical appliances in the home that are
connected to the mains domestic power supply use a transformer |
32.24 |
32.21 |
29.16 |
| • discuss the impact of the development of transformers on
society |
32.23 |
32.20 |
29.15 |
| |
|
|
|
| 5.
Motors are used in industries and the home usually to convert electrical
energy into more useful forms of energy |
|
|
|
| |
|
|
|
| •
describe the main features of an AC electric motor |
|
|
|
| |
|
|
|
| From
Ideas to Implementation |
|
|
|
| |
|
|
|
| 1.
Increased understandings of cathode rays led to the development of television |
|
|
|
| |
|
|
|
| •
explain why the apparent inconsistent behaviour of cathode rays caused debate
as to whether they were charged particles or electromagnetic waves |
|
|
|
| • explain that cathode ray tubes allowed the manipulation of a
stream of charged particles |
44.1 |
43.1 |
38.1 |
| • identify that moving charged particles in a magnetic field
experience a force |
30.6 |
30.7 |
28.7 |
| • identify that charged plates produce an electric field |
26.12 |
26.8 |
24.13 |
| • describe quantitatively the force acting on a charge moving
through a magnetic field F = qvB sin
θ |
30.6 |
30.7 |
28.7 |
| • discuss qualitatively the electric field strength due to a
point charge, positive and negative charges and oppositely charged parallel
plates |
24.2, 26.14 |
24.2, 26.10 |
23.2 |
| • describe quantitatively the electric field due to oppositely
charged parallel plates |
26.12, 26.14 |
26.8, 26.10 |
|
| • outline Thomson’s experiment to measure the charge/mass ratio
of an electron |
|
|
|
• outline the role of:
– electrodes in the electron gun
– the deflection plates or coils
– the fluorescent screen
in the cathode ray tube of conventional TV displays and oscilloscopes |
|
|
|
| |
|
|
|
| 2.
The reconceptu-alisation of the model of light led to an understanding of the
photoelectric effect and black body radiation |
|
|
|
| |
|
|
|
| •
describe Hertz’s observation of the effect of a radio wave on a receiver and
the photoelectric effect he produced but failed to investigate |
42.6 |
41.6 |
36.5 |
| • outline qualitatively Hertz’s experiments in measuring the
speed of radio waves and how they relate to light waves |
|
|
|
| • identify Planck’s hypothesis that radiation emitted and
absorbed by the walls of a black body cavity is quantised |
42.3 |
41.3 |
|
| • identify Einstein’s contribution to quantum theory and its
relation to black body radiation |
42.4 |
41.4 |
36.3 |
| • explain the particle model of light in terms of photons with
particular energy and frequency |
42.4 |
41.4 |
36.3 |
| • identify the relationships between photon energy, frequency,
speed of light and wavelength: E = hf and c = fλ |
42.4 - 42.5 |
41.4 - 41.5 |
36.3 - 36.4 |
| |
|
|
|
| 3.
Limitations of past technologies and increased research into the structure of
the atom resulted in the invention of transistors |
|
|
|
| |
|
|
|
| •
identify that some electrons in solids are shared between atoms and move
freely |
42.14 |
41.13 |
36.11 |
| •
describe the difference between conductors, insulators and semiconductors in
terms of band structures and relative electrical resistance |
42.14 |
41.13 |
36.11 |
| • identify absences of electrons in a nearly full band as holes,
and recognise that both electrons and holes help to carry current |
42.15 |
41.14 |
36.12 |
| • compare qualitatively the relative number of free electrons
that can drift from atom to atom in conductors, semiconductors and insulators |
42.14 |
41.13 |
36.11 |
| • identify that the use of germanium in early transistors is
related to lack of ability to produce other materials of suitable purity |
|
|
|
| •
describe how ‘doping’ a semiconductor can change its electrical
properties |
42.16 |
41.15 |
36.13 |
| • identify differences in p and n-type semiconductors in terms
of the relative number of negative charge carriers and positive holes |
42.16 |
41.15 |
36.13 |
| • describe differences between solid state and thermionic
devices and discuss why solid state devices replaced thermionic devices |
|
|
|
| |
|
|
|
| 4.
Investigations into the electrical properties of particular metals at
different temperatures led to the identification of superconductivity and the
exploration of possible applications |
|
|
|
| |
|
|
|
| •
outline the methods used by the Braggs to determine crystal structure |
40.22 |
39.16 |
|
| • identify that metals possess a crystal lattice structure |
40.22 |
39.16 |
|
| • describe conduction in metals as a free movement of electrons
unimpeded by the lattice |
42.14 |
41.13 |
36.11 |
| • identify that resistance in metals is increased by the
presence of impurities and scattering of electrons by lattice vibrations |
27.2, 27.11 |
27.2, 27.7 |
25.2, 25.6 |
| • describe the occurrence in superconductors below their
critical temperature of a population of electron pairs unaffected by
electrical resistance |
|
|
|
| • discuss the BCS theory |
|
|
|
| • discuss the advantages of using superconductors and identify
limitations to their use |
|
|
|
| |
|
|
|
| Geophysics
(only relevant content included) |
|
|
|
| |
|
|
|
| 2.
Some physical phenomena such as gravitation and radiation provide information
about the Earth at a distance from it |
|
|
|
| |
|
|
|
| •
describe how absorption and reflection of radiation can provide information
about a reflecting surface |
19.30 |
19.27 |
|
| • outline reasons why the gravitational field of the Earth
varies at different points on its surface |
13.7 |
13.6 |
12.6 |
| |
|
|
|
| 4.
Studies of past and present physical phenomena indicate that the Earth is
dynamic |
|
|
|
| |
|
|
|
| •
describe the Earth’s current magnetic field |
30.4 |
30.4 |
28.4 |
| • account for the evidence that the Earth’s magnetic field
varies over time |
30.4 |
30.4 |
28.4 |
| |
|
|
|
| Medical
Physics |
minimal correlation |
minimal correlation |
minimal correlation |
| |
|
|
|
| Astrophysics |
minimal correlation |
minimal correlation |
minimal correlation |
| |
|
|
|
| From
Quanta to Quarks |
|
|
|
| |
|
|
|
| 1.
Problems with the Rutherford model of the atom led to the search for a model
that would better explain the observed phenomena |
|
|
|
| |
|
|
|
| •
discuss the structure of the Rutherford model of the atom, the existence of
the nucleus and electron orbits |
42.9, 44.2 |
41.9, 43.2 |
36.8, 38.2 |
| • analyse the significance of the hydrogen spectrum in the
development of Bohr’s model of the atom |
42.2,
42.9 - 42.10,
42.12 |
41.2,
41.9 - 41.10,
41.11 |
36.2,
36.8 - 36.9 |
| • define Bohr’s
postulates |
42.9 - 42.12 |
41.9 - 41.11 |
36.8 - 36.9 |
| • discuss Planck’s contribution to the concept of quantised
energy |
42.3 |
41.3 |
|
| • describe how Bohr’s postulates led to the development of a
mathematical model to account for the existence of the hydrogen spectrum:
1/λ = R(1/nf2 - 1/ni2) |
42.2,
42.9 - 42.12 |
41.2,
41.9 - 41.11 |
36.2,
36.8 - 36.9 |
| • discuss the limitations of the Bohr model of the hydrogen atom |
42.9, 43.4 |
41.9, 42.4 |
36.8, 37.2 |
| |
|
|
|
| 2.
The limitations of classical physics gave birth to quantum physics |
|
|
|
| |
|
|
|
| •
describe the impact of de Broglie’s proposal that any kind of particle has
both wave and particle properties |
Chapter 43 |
Chapter 42 |
Chapter 37 |
| • define diffraction and identify that interference occurs
between waves that have been diffracted |
Chapters 39,
40 and 43 |
Chapters 38,
39 and 42 |
Chapters 34
and 37 |
| • describe the confirmation of de Broglie’s proposal by Davisson
and Germer |
43.6 |
42.6 |
37.3 |
| • explain the stability of the electron orbits in the Bohr atom
using de Broglie’s hypothesis |
43.4 |
42.4 |
37.2 |
| |
|
|
|
| 3.
The work of Chadwick and Fermi in producing artificial transmutations led to
practical applications of nuclear physics |
|
|
|
| |
|
|
|
| •
define the components of the nucleus (protons and neutrons) as nucleons and
contrast their properties |
44.3 |
43.3 |
38.3 |
| • discuss the importance of conservation laws to Chadwick’s
discovery of the neutron |
|
|
|
| • define the term ‘transmutation’ |
44.15 |
43.15 |
38.15 |
| •
describe nuclear transmutations due to natural radioactivity |
44.15 - 44.17 |
43.15 - 43.17 |
38.15 - 38.16 |
| • describe Fermi’s initial experimental observation of nuclear
fission |
|
|
|
| • discuss Pauli’s suggestion of the existence of neutrino and
relate it to the need to account for the energy distribution of electrons
emitted in b-decay |
|
|
|
| • evaluate the relative contributions of electrostatic and
gravitational forces between nucleons |
44.5 |
43.5 |
38.5 |
| • account for the need for the strong nuclear force and describe
its properties |
44.5 |
43.5 |
38.5 |
| • explain the concept of a mass defect using Einstein’s
equivalence between mass and energy |
44.9 - 44.14 |
43.9 - 43.14 |
38.9 - 38.14 |
| • describe Fermi’s demonstration of a controlled nuclear chain
reaction in 1942 |
|
|
|
| • compare requirements for controlled and uncontrolled nuclear
chain reactions |
|
|
|
| |
|
|
|
| 4.
An understanding of the nucleus has led to large science projects and many
applications |
|
|
|
| |
|
|
|
| •
explain the basic principles of a fission reactor |
44.13 |
43.13 |
38.13 |
| • describe some medical and industrial applications of
radio-isotopes |
44.19, 44.20 |
43.19, 43.20 |
|
| • describe how neutron scattering is used as a probe by
referring to the properties of neutrons |
|
|
|
| • identify ways by which physicists continue to develop their
understanding of matter, using accelerators as a probe to investigate the
structure of matter |
44.22 |
43.22 |
38.19 |
| • discuss the key features and components of the standard model
of matter, including quarks and leptons |
|
|
|
| |
|
|
|
| The
Age of Silicon |
minimal correlation |
minimal correlation |
minimal correlation |
|
|
|
|
