| Physics 20 and Physics 30 Specific
Learner Expectations: Knowledge |
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Physics for Scientists and
Engineers |
Principles of Physics |
Conceptual Physics |
| Physics
20 |
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| Unit 1: Kinematics and Dynamics |
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| 1. Change in the position and velocity of objects and systems
can be described graphically and mathematically. |
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| · the motion of objects and systems can be described in
terms of displacement, time, velocity and acceleration, by extending from
Science 10, Unit 4, the principles of one-dimensional motion, and by: |
Chapter 2 |
Chapter 2 |
Chapter 2 |
| · defining, operationally, and comparing and contrasting scalar
and vector quantities |
3.1 - 3.2 |
3.1 - 3.2 |
3.1 - 3.2 |
| · defining velocity as a change in position during a time
interval |
2.3 - 2.5 |
2.3 - 2.5 |
2.3 - 2.5 |
| · defining acceleration as a change in velocity during a time
interval |
2.10 - 2.12 |
2.10 - 2.12 |
2.8 - 2.10 |
| · comparing motion with constant velocity and variable
velocity, and motion with constant acceleration and variable acceleration,
average and instantaneous velocity |
Chapter 2 |
Chapter 2 |
Chapter 2 |
| · explaining uniform motion and uniformly accelerated
motion, using position–time, velocity–time and acceleration–time graphs |
2.6 - 2.7, 2.9 |
2.6 - 2.7, 2.9 |
2.6 - 2.7 |
| · applying the concepts of slope and area under a line or curve
to determine velocity, displacement and acceleration from position–time and
velocity–time graphs |
2.6 - 2.7, 2.9, 2.12 |
2.6 - 2.7, 2.9, 2.12 |
2.6 - 2.7, 2.10 |
| · explaining, quantitatively, two-dimensional motion, in
horizontal or vertical planes, using vector components addition |
3.6, Chapter 4 |
3.6, Chapter 4 |
3.6, Chapter 4 |
| · explaining the uniform motion of objects, using algebraic and
graphical methods, from verbal or written descriptions and mathematical data |
Chapters 2-4 |
Chapters 2-4 |
Chapters 2-4 |
| · explaining, quantitatively, the motion of one object
relative to another object, using displacement and velocity vectors |
4.22 - 4.25 |
4.21 - 4.23 |
4.14 - 4.15 |
| · using the delta notation correctly when describing change in
quantities |
2.2 |
2.2 |
2.2 |
| · using unit analysis to check the results of mathematical
solutions. |
1.10 |
1.10 |
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| 2. The concepts of dynamics explicitly relate forces to change
in velocity. |
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| · changes in velocity are the result of a non-zero net force, by
recalling from Science 7, Unit 3, the notions of force, inertia and friction,
and by: |
Chapter 5 |
Chapter 5 |
Chapter 5 |
| · comparing and contrasting among mass, volume and weight |
5.3 - 5.4 |
5.3 - 5.4 |
5.3 - 5.4 |
| · explaining how a force effects a change in motion |
Chapter 5 |
Chapter 5 |
Chapter 5 |
| · applying Newton’s first law of motion to explain an
object’s state of rest or uniform motion |
5.2 |
5.2 |
5.2 |
| · applying Newton’s second law of motion, and using it to
relate force, mass and acceleration |
5.5 |
5.5 |
5.5 |
| · relating Newton’s third law of motion to interaction
between two objects, recognizing that the two forces, equal in magnitude and
opposite in direction, act on different bodies |
5.10, 5.13 |
5.10, 5.13 |
5.10, 5.13 |
| · determining, quantitatively, the net or resultant force acting
on an object, using vector components addition graphically and mathematically |
5.14,
Chapters 5 & 6 |
5.14,
Chapters 5 & 6 |
5.14, Chapter 5 |
| · applying Newton’s laws of motion to solve, algebraically,
linear motion problems in horizontal, vertical and inclined planes, near the
surface of Earth (whenever friction is included, only the resistive effect of
the force of friction is considered) |
Chapters 5 & 6 |
Chapters 5 & 6 |
Chapter 5 |
| · solving projectile motion problems near the surface of Earth,
ignoring air resistance. |
Chapter 4 |
Chapter 4 |
Chapter 4 |
| 3. Work is a transfer of energy. |
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| · mechanical energy exchanges involve changes in kinetic
and/or potential energy, by extending the mechanical energy concepts studied
in Science 10, Unit 4, and by: |
Chapter 7 |
Chapter 7 |
Chapter 6 |
| · defining work as a measure of the mechanical energy
transferred |
7.9, 7.17, 7.20 |
7.7, 7.14, 7.17 |
6.5, 6.11, 6.14 |
| · defining, quantitatively, power as the rate of doing work |
7.15 |
7.12 |
6.9 |
| · analyzing, quantitatively, mechanical energy
transformations, using the law of conservation of mechanical energy |
7.22 - 7.25 |
7.19 - 7.22 |
6.16 - 6.19 |
| Unit 2: Circular Motion and Gravitation |
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| 1. Newton’s laws of motion can be used to explain uniform
circular motion. |
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| · uniform circular motion requires a non-zero net force of
constant magnitude, by: |
9.7 |
9.6 |
8.5 |
| · describing uniform circular motion as a special case of
two-dimensional motion |
9.1 |
9.1 |
8.1 |
| · describing forces in circular motion as gravitational,
frictional, electrostatic |
9.7, 30.12 |
9.6, 30.13 |
8.5, 28.13 |
| · explaining, quantitatively, that the acceleration in circular
motion is centripetal |
9.4 |
9.4 |
8.3 |
| · explaining, quantitatively, circular motion in terms of
Newton’s laws of motion |
9.7 |
9.6 |
8.5 |
| · solving, quantitatively, circular motion problems, using
algebraic and/or graphical vector analysis |
Chapter 9 |
Chapter 9 |
Chapter 8 |
| · explaining, quantitatively, the relationships among
speed, frequency, period and circular motion |
9.2, 15.4 |
9.2, 15.3 |
8.2, 14.3 |
| · analyzing, quantitatively, the motion of objects moving with
constant speed in horizontal or vertical circles near the surface of Earth. |
Chapter 9 |
Chapter 9 |
Chapter 8 |
| 2. Gravitational effects extend throughout the Universe. |
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| · gravity is a universal force of nature, by: |
13.1 |
13.1 |
12.1 |
| · explaining, qualitatively, how mechanical understanding of
circular motion and Kepler’s laws were used in the development of Newton’s
universal law of gravitation |
Chapter 13 |
Chapter 13 |
Chapter 12 |
| · explaining, qualitatively, the principles pertinent to
the Cavendish experiment used to determine the gravitational constant, G |
13.37 #A.10 |
13.30 #A.10 |
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| · relating the universal gravitational constant to the
local value of the acceleration due to gravity |
13.2 |
13.2 |
12.2 |
| · predicting, quantitatively, changes in weight that
objects experience on different planets |
5.4, 5.36: #4.1, #4.2, & #4.4 |
5.4, 5.35: #4.1, #4.2, & #4.4 |
5.4, 5.29: #4.1, #4.2, & #4.4 |
| · defining “field” as a concept explaining action at a
distance, and applying it to describing gravitational effects |
13.10 |
24.1 (in context of electric fields) |
23.1 (in context of electric fields) |
| · applying, quantitatively, Newton’s second law, combined
with the universal law of gravitation, to explain planetary and satellite
motion, using the circular motion approximation |
13.14 - 13.17 |
13.10 - 13.13 |
12.9 - 12.12 |
| · predicting the mass of a planet from the orbital data of
a satellite in uniform circular motion |
13.14 - 13.15 |
13.10 - 13.11 |
12.9 - 12.10 |
| · explaining, qualitatively, the shape of our solar system, and
that of galaxies, in terms of Newton’s laws of motion and Newton’s law of
gravitation. |
Chapter 13 |
Chapter 13 |
Chapter 12 |
| Unit 3: Mechanical Waves |
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| 1. Many vibrations are simple harmonic. |
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| · simple harmonic motion is used to describe mechanical wave
motion, by: |
Chapters 15
& 16 |
Chapters 15
& 16 |
Chapters 14
& 15 |
| · defining simple harmonic motion as motion toward a fixed
point, with an acceleration, due to a restoring force, that is proportional
to the displacement from the equilibrium position |
15.1 |
15.1 |
14.1 |
| · explaining, qualitatively, the relationships among
displacement, acceleration, velocity and time, for simple harmonic motion, in
terms of uniform circular motion |
15.2, 15.10, 15.12, 15.16 |
15.2, 15.9, 15.11, 15.14 |
14.2, 14.7, 14.8 |
| · explaining, quantitatively, the relationships among kinetic,
potential and total mechanical energies of a mass executing simple harmonic
motion |
15.21 |
15.19 |
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| · defining resonance, and giving examples of mechanical and/or
acoustical resonance |
15.35 - 15.36, 18.7, 18.10 |
15.28, 18.7, 18.10 |
14.14, 17.4 |
| · describing wave motion in terms of the simple harmonic motion
of particles. |
16.3, 16.6, 17.1 |
16.3, 16.6, 17.1 |
15.3, 15.6, 16.1 |
| 2. Waves are a means of transmitting energy. |
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| · energy from simple harmonic motion can be transmitted as
a wave through a medium, by: |
Chapter 16 |
Chapter 16 |
Chapter 15 |
| · describing medium particle vibrations as the source of
mechanical waves |
16.1, 17.1 |
16.1, 17.1 |
15.1, 16.1 |
| · comparing and contrasting energy transmission by matter
that moves and by waves that move |
16.1, 17.1 |
16.1, 17.1 |
15.1, 16.1 |
| · explaining the characteristics of waves in terms of the
direction of vibration of the medium particles in relation to the direction
of propagation of the disturbance |
16.2 |
16.2 |
15.2 |
| · defining and using the terms wavelength, amplitude,
transverse and longitudinal, in describing waves |
16.2 - 16.5 |
16.2 - 16.5 |
15.2 - 15.5 |
| · explaining how a wave travels with a speed determined by
the characteristics of the medium |
16.7 - 16.8, 17.4 |
16.7 - 16.8, 17.4 |
15.7 - 15.8 |
| · relating the frequency of a wave to the period of the source,
and the speed of propagation to the frequency and wavelength |
16.6 - 16.7 |
16.6 - 16.7 |
15.6 - 15.7 |
| · predicting, quantitatively, and verifying, the effects of
changing one, or a combination, of the variables in the relationship v = f λ |
16.7 |
16.7 |
15.7 |
| · explaining the behaviour of waves at the boundaries between
mediums; e.g., reflection and refraction at “open” and “closed” ends |
18.6, 18.9, 18.10,
37.7 - 37.8, 39.11 |
18.6, 18.9, 18.10, 36.7, 36.8, 38.7 |
17.3, 32.6 |
| · predicting the resultant displacement when two waves interfere |
18.15 - 18.16 |
18.14 - 18.15 |
17.7 |
| · explaining the Doppler effect on a stationary observer with a
moving source, and a moving observer with a stationary source. |
17.14 - 17.20 |
17.12 - 17.17 |
16.7 - 16.8 |
| Unit 4: Light |
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| 1. Geometric optics is one model used to explain the nature
and behaviour of light. |
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| · geometric optics can be used to explain observed phenomena of
light, by: |
Chapters 36,
37 & 38 |
Chapters 35,
36 & 37 |
Chapters 31,
32 & 33 |
| · citing evidence for the linear propagation of light |
35.2 - 35.4, 36.2 |
34.2, 35.2 |
30.2, 31.2 |
| · explaining a method of measuring the speed of light |
35.7 |
34.4 |
30.4 |
| · calculating c, given experimental data of various methods
employed to measure the speed of light |
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| · defining a ray as a straight line representing the
rectilinear propagation of light |
36.2 |
35.2 |
31.2 |
| · explaining, using ray diagrams, the phenomena of dispersion,
reflection and refraction at plane and uniformly curved surfaces |
Chapters 36, 37 & 38 |
Chapters 35,
36 & 37 |
Chapters 31,
32 & 33 |
| · stating and using Snell’s law in the form of n1 sin θ1 = n2 sin θ2 |
37.3 - 37.4 |
36.3 - 36.4 |
32.3 - 32.4 |
| · deriving the curved mirror equation from empirical data |
36.11, 36.21 |
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| · solving reflection and refraction problems, using
algebraic, trigonometric and graphical methods |
Chapters 36, 37 & 38 |
Chapters 35,
36 & 37 |
Chapters 31,
32 & 33 |
| · analyzing simple optical systems, consisting of no more than
two lenses or one mirror and one lens, using algebraic and/or graphical
methods. |
38.13,
38.14 - 38.16, 38.21,
38.24 - 38.26 |
37.12,
37.13 - 37.15, 37.19,
37.22 - 37.24 |
33.9 - 33.11, 33.14 |
| 2. The wave model of light improves our understanding of
the behaviour of light. |
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| · wave optics can explain light phenomena that geometric
optics cannot, by recalling from Unit 3, the behaviour of waves during
reflection, refraction and interference, and by: |
Chapters 39
& 40 |
Chapters 38
& 39 |
Chapter 34 |
| · comparing the explanations of reflection and refraction
by the particle theory and by the wave theory of light |
18.6, 18.9, 36.1
37.7 - 37.8 |
18.6, 18.9, 35.1,
36.7 - 36.8 |
17.3, 31.1, 32.6 |
| · explaining, using the wave theory of light, the phenomena of
reflection and refraction |
18.6,
37.7 - 37.8 |
18.6,
36.7 - 36.8 |
17.3, 32.6 |
| · explaining why geometric optics fail to adequately
account for the phenomena of diffraction, interference and polarization |
35.21,
39.0 - 39.1, 40.1 |
34.17,
38.0 - 38.1, 39.1 |
30.8,
34.0 - 34.1,
34.5 |
| · explaining, qualitatively, diffraction and interference, using
the wave model of light |
39.0 - 39.1, 40.0 - 40.2 |
38.0 - 38.1, 39.0 - 39.2 |
34.0 - 34.1, 34.5 - 34.6 |
| · explaining how the results of Young’s double-slit
experiment support the wave theory of light |
39.2 |
38.2 |
34.2 |
| · solving double-slit problems, using λ = xd/nl and
diffraction grating problems, using λ = dsinθ/n |
39.3, 40.16 |
38.3, 39.13 |
|
| · explaining, qualitatively, polarization in terms of the wave
model of light |
35.21 - 35.22 |
34.17 - 34.18 |
30.8 |
| · demonstrating how Snell’s law in the form sinθ1/sinθ2 = n2/n1=v1/v2= λ1/λ2 offers
support for the wave model of light. |
37.3, 37.7 |
36.3, 36.7 |
32.3 |
| Physics 30 |
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| Unit 1: Conservation Laws |
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| 1. Conservation of energy in an isolated system is a
fundamental physical concept. |
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| · mechanical energy interactions involve changes in kinetic
and potential energy, by extending energy concepts from Science 10, Unit 4,
and the mechanical energy concepts and problem-solving methods studied in
Physics 20, Unit 1, and by: |
Chapter 7 |
Chapter 7 |
Chapter 6 |
| · describing energy and mass as scalar quantities |
5.3, 7.7 |
5.3, 7.5 |
5.3, 6.3 |
| · relating the conservation of mass and energy in a
qualitative analysis of Einstein’s concept of mass–energy equivalence |
41.23 |
40.16 |
35.12 |
| · defining mechanical energy as the sum of kinetic and potential
energy |
7.22 |
7.19 |
6.16 |
| · solving conservation problems, using algebraic and/or
graphical analysis |
Chapters 7, 8, 21 |
Chapters 7, 8, 21 |
Chapters 6, 7, 20 |
| · analyzing and solving, quantitatively, kinematics and
dynamics problems, using mechanical energy conservation concepts by extending
previous problem-solving methods. |
Chapters 7, 8 |
Chapters 7, 8 |
Chapters 6, 7 |
| 2. Momentum is conserved when objects interact in an isolated
system. |
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|
| · conservation laws provide a simple means to explain
interactions among objects, by: |
Chapter 8 |
Chapter 8 |
Chapter 7 |
| · describing momentum as a vector quantity |
8.1 |
8.1 |
7.1 |
| · defining momentum as a quantity of motion equal to the
product of the mass and the velocity of an object |
8.1 |
8.1 |
7.1 |
| · relating Newton’s laws of motion, quantitatively, to
explain the concepts of impulse and a change in momentum |
8.2 - 8.4 |
8.2 - 8.3 |
7.2 - 7.3 |
| · explaining, quantitatively, using vectors, that momentum
appears to be conserved during one- and two-dimensional interactions in one
plane among objects (the sine and cosine rules are not required) |
8.7 |
8.6 |
7.5 |
| · defining, comparing and contrasting elastic and inelastic
collisions, using quantitative examples |
8.11 - 8.21 |
8.10 - 8.19 |
7.8 - 7.13 |
| · comparing scalar and vector conservation laws. |
Chapters 7, 8 |
Chapters 7, 8 |
Chapters 6, 7 |
| Unit
2: Electric Forces and Fields |
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| 1. The laws governing electrical interactions are used to
explain the behaviour of electric charges at rest. |
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|
| ·
the electrical model of matter is fundamental to the explanation of
electrical interactions, by extending from Physics 20, Unit 1, and by: |
Chapter 23 |
Chapter 23 |
Chapter 22 |
| · describing matter as containing discrete positive and negative
particles |
23.1 |
23.1 |
22.1 |
| · explaining electrical interactions in terms of the law of
conservation of charge |
23.3 |
23.3 |
22.3 |
| · explaining electrical interactions in terms of the law of
electric charge (two types of charge: like charges repel, unlike charges
attract) |
23.7 |
23.7 |
22.6 |
| · comparing the methods of transferring charge: conduction and
induction. |
23.2, 23.5, 23.8 |
23.2, 23.5, 23.8 |
22.2, 22.4, 22.7 |
| 2. Coulomb’s law relates electric charge to electric force. |
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| · Coulomb’s law explains the relationships among force,
charge and separating distance, by: |
23.9 |
23.9 |
22.8 |
| · explaining, qualitatively, the principles pertinent to
Coulomb’s torsion balance experiment |
|
|
|
| · explaining, quantitatively, using Coulomb’s law and vectors,
the electrostatic interaction between discrete point charges |
23.9 - 23.13 |
23.9 - 23.13 |
22.8 - 22.11 |
| · comparing the inverse square relationship as it is
expressed by Coulomb’s law and Newton’s universal law of gravitation |
13.1, 23.9 |
13.1, 23.9 |
12.1, 22.8 |
| 3. Electric field theory is a model used to explain how charges
interact. |
|
|
|
| · the concept of field is applied to electric interactions,
by extending from Physics 20, Unit 2, the definition of field, and by: |
Chapter 24 |
Chapter 24 |
Chapter 23 |
| · comparing scalar and vector fields |
|
|
|
| · comparing forces and fields |
13.10, 24.1 |
24.1 |
23.1 |
| · explaining, quantitatively, using vector addition, electric
fields in terms of intensity (strength) and direction relative to the source
of the field |
Chapters 24, 25, 26 |
Chapters 24, 25, 26 |
Chapters 23, 24 |
| · explaining, quantitatively, using vector addition, electric
fields in terms of intensity (strength) and direction relative to the effect
on an electric charge |
Chapter 24, 25 |
Chapter 24, 25 |
Chapters 23, 24 |
| · predicting, using algebraic and/or graphical methods, the
path followed by a moving electric charge in a uniform electric field, using
kinematics and dynamics concepts |
Chapter 24 |
Chapter 24 |
Chapter 23 |
| · explaining electrical interactions, quantitatively, using
the conservation laws of energy and charge. |
Chapters 23 - 35 |
Chapters 23 - 34 |
Chapters 22 - 30 |
| 4. Electric circuits facilitate the use of electric energy. |
|
|
|
| · Ohm’s law and Kirchhoff ’s rules are fundamental to
explaining simple electric circuits, by: |
Chapters 27,
29 |
Chapters 27,
29 |
Chapters 25,
27 |
| · defining current, potential difference, resistance and
power, using appropriate terminology |
25.14, 27.1, 27.6, 27.13 |
25.11, 27.1, 27.3, 27.8 |
24.6, 25.1, 25.3, 25.7 |
| · defining the ampere as a fundamental SI unit, and
relating the coulomb and second to it |
27.1 |
27.1 |
25.1 |
| · distinguishing between conventional and electron flow current |
27.1 |
27.1 |
25.1 |
| · explaining Ohm’s law as an empirical, rather than a
theoretical, relationship |
27.6 |
27.3 |
25.3 |
| · quantifying electrical energy and power dissipated in a
resistor, using Ohm’s law |
27.13 - 27.18 |
27.8 - 27.13 |
25.7 - 25.11 |
| · explaining Kirchhoff ’s current and voltage rules as a
logical consequence of the laws of conservation of energy and charge |
29.3, 29.17, 29.20 |
29.3, 29.17, 29.20 |
27.3 |
| · analyzing, quantitatively, simple series and/or parallel
DC circuits in terms of the variables of potential difference, current and
resistance, using Kirchhoff ’s rules and/or Ohm’s law (solutions requiring
Kirchhoff ’s rules to be limited to networks containing two power supplies
and three branch currents). |
Chapters 27
- 29 |
Chapters 27
- 29 |
Chapters 25
- 27 |
| Unit 3: Magnetic Forces and Fields |
|
|
|
| 1. Magnetic field theory is a model used to describe magnetic
behaviour. |
|
|
|
| · field theory can be used to describe magnetic interactions, by
extending from Physics 20, Unit 1 and Physics 20, Unit 2, and by: |
Chapter 30 |
Chapter 30 |
Chapter 28 |
| · explaining the source of magnetic characteristics of
matter in terms of magnetic domains |
34.1 |
30.6 |
28.6 |
| · comparing the magnetic properties of Earth with those of
artificial magnets |
30.1, 30.4 |
30.1, 30.4 |
28.1, 28.4 |
| · explaining magnetic interactions in terms of vector fields |
Chapters 30 - 32 |
Chapters 30 - 32 |
Chapters 28, 29 |
| · comparing gravitational, electric and magnetic fields in
terms of their sources and directions. |
Chapters 13, 24, 26, 30 - 32 |
Chapters 13, 24, 26, 30 - 32 |
Chapters 23, 28, 29 |
| 2. Electromagnetism pervades the Universe. |
|
|
|
| · magnetic forces and fields are described in relation to
electric currents, by extending electromagnetic concepts from Science 9, Unit
4, and by: |
Chapters 31
- 32 |
Chapters 31
- 32 |
Chapters 28, 29 |
| · demonstrating how the discoveries of Oersted and Faraday
form the foundation of the theory relating electricity to magnetism |
31.0, 32.0 |
31.0, 32.0 |
29.0 |
| · describing a moving charge as the source of a magnetic field;
and predicting the orientation of the magnetic field from the direction of
motion |
Chapter 31 |
Chapter 31 |
28.20 - 28.22 |
| · predicting, quantitatively, how a uniform electric and/or
magnetic field affects a moving electric charge, using the relationships
among charge, motion and field direction |
24.10, 30.6 |
24.10, 30.7 |
23.8, 28.7 |
| · relating and explaining, qualitatively, the interaction
between a magnetic field and a moving charge as to how a magnetic field
affects a current-carrying conductor |
Chapter 32 |
Chapter 32 |
Chapter 29 |
| · predicting, quantitatively, the effect of an external
magnetic field on a current-carrying conductor |
Chapter 32 |
Chapter 32 |
Chapter 29 |
| · describing the effects of moving a conductor in an external
magnetic field, using the analogy of a moving charge in a magnetic field |
Chapter 32 |
Chapter 32 |
Chapter 29 |
| · predicting, quantitatively, the effects of a magnetic field on
a moving conductor |
Chapter 32 |
Chapter 32 |
Chapter 29 |
| · predicting, quantitatively, and verifying, the effects of
changing one, or a combination, of the variables in the relationship Np/Ns =
Vp/Vs = Is/Ip |
32.23 - 32.24 |
32.20 - 32.21 |
29.15 - 29.16 |
| · explaining the relationship between, and calculating, the
effective and maximum values of, voltage and current in AC devices, given
appropriate information |
Chapter 33 |
Chapter 33 |
29.12 - 29.13 |
| · discussing, qualitatively, Lenz’s law in terms of conservation
of energy; describing, giving examples, situations where Lenz’s law applies. |
32.14 - 32.16, 34.5 |
32.11 - 32.13 |
29.9 |
| 3. Electromagnetic radiation is a physical manifestation of
the interaction of electricity and magnetism. |
|
|
|
| · Maxwell’s theory of electromagnetism expanded on
Oersted’s and Faraday’s generalizations, by: |
Chapter 35 |
Chapter 34 |
Chapter 30 |
| · stating that electromagnetic radiation is the result of
accelerating electric charges, and demonstrates wavelike behaviour |
35.2 - 35.8 |
34.2 - 34.5 |
30.2 - 30.5 |
| · comparing and contrasting the constituents of the
electromagnetic spectrum on the basis of frequency, wavelength and energy |
35.1 |
34.1 |
30.1 |
| · solving problems algebraically, using the relationships among
speed, wavelength, frequency, period and/or distance, of electromagnetic
waves |
16.5 - 16.7 |
16.5 - 16.7 |
15.5 - 15.7 |
| · comparing and contrasting natural and technological processes
by which the major constituents of the electromagnetic spectrum are produced |
35.1, 35.8 |
34.1, 34.5 |
30.1, 30.5 |
| · explaining, qualitatively, Maxwell’s theory of
electromagnetism |
35.2 - 35.7 |
34.2 - 34.4 |
30.2 - 30.4 |
| · explaining the propagation of electromagnetic radiation
in terms of perpendicular electric and magnetic fields, varying with time,
travelling away from their source at the speed of light |
35.2 |
34.2 |
30.2 |
| · explaining, qualitatively, how different types of
electromagnetic radiation interact with matter, including biological effects;
e.g., microwaves, ultraviolet radiation, X-rays. |
35.1 |
34.1 |
30.1 |
| Unit 4: Nature of Matter |
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| 1. The atom has an electric nature. |
|
|
|
| · the discovery of the electron contributed to the formulation
of quantum concepts and atomic models, by extending from Science 10, Unit 3,
and by: |
Chapters 42
- 44 |
Chapters 41
- 43 |
Chapters 36
- 38 |
| · explaining how the discovery of cathode rays contributed
to the development of atomic models |
44.1 |
43.1 |
38.1 |
| · explaining Thomson’s experiment and the significance of the
results |
42.9 |
41.9 |
36.8 |
| · deriving the relationship q/m = v/BR, using circular
motion and charged particles in electric and magnetic field concepts |
30.12 |
30.13 |
28.13 |
| · explaining Millikan’s experiment and its significance relative
to charge quantization |
42.9 |
41.9 |
36.8 |
| · relating the electronvolt, as a unit of energy, to the joule. |
25.15 |
25.12 |
24.7 |
| 2. The photoelectric effect requires the adoption of the photon
model of light. |
|
|
|
| · the quantum concept is required to explain adequately some
natural phenomena, by extending from Physics 20, Unit 4, and by: |
42.1 |
41.1 |
36.1 |
| · explaining the necessity for Planck to introduce the
quantum of energy concept to explain blackbody radiation |
42.3 - 42.4 |
41.3 - 41.4 |
|
| · defining the photon as a quantum of electromagnetic radiation |
42.4 |
41.4 |
36.3 |
| · describing how Hertz discovered the photoelectric effect
while investigating electromagnetic waves |
42.6 |
41.6 |
36.5 |
| · explaining the photoelectric effect in terms of the
intensity and wavelength of the incident light and surface material |
42.6 |
41.6 |
36.5 |
| · assessing the assumptions made by Einstein in explaining
the photoelectric effect |
42.6 |
41.6 |
36.5 |
| · defining threshold frequency as the minimum frequency
giving rise to the photoelectric effect; and work function as the energy
binding an electron to a photoelectric surface |
42.6 ("cutoff frequency" used rather than
"threshold") |
41.6 ("cutoff frequency" used rather than
"threshold") |
36.5 ("cutoff frequency" used rather than
"threshold") |
| · explaining the relationship between the kinetic energy of
a photoelectron and stopping voltage |
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|
|
| · using Einstein’s equation, quantitatively, to describe
photoelectric emission |
42.7 |
41.7 |
36.6 |
| · describing the photoelectric effect as a phenomenon that
supports the notion of the wave–particle duality of electromagnetic radiation |
42.6 |
41.6 |
36.5 |
| · explaining X-ray production as an inverse photoelectric
effect, and predicting, quantitatively, the short wavelength limit of X-rays
produced, given appropriate data |
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|
|
| · explaining, qualitatively, the Compton effect and the de
Broglie hypothesis applying the laws of mechanics, conservation of momentum
and energy, to photons, as another example of wave–particle duality. |
43.1 - 43.8 |
42.1 - 42.8 |
37.1 - 37.4 |
| 3. Nuclear fission and fusion are nature’s most powerful energy
sources. |
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|
|
| · the processes of nuclear fission and fusion are nature’s
most powerful energy sources, by: |
44.13, 44.14 |
43.13, 43.14 |
38.13 -
38.14 |
| · using the isotope notation to describe and identify common
nuclear isotopes, and determine the number of each nucleon of an atom |
44.3 |
43.3 |
38.3 |
| · describing the nature and behaviour of alpha, beta and gamma
radiation |
44.15 |
43.15 |
38.15 |
| · writing nuclear equations for alpha and beta decay |
44.16 |
43.16 |
|
| · performing simple, nonlogarithmic, half-life calculations |
44.18 - 44.19 |
43.18 - 43.19 |
38.17 |
| · predicting the particles emitted by a nucleus from the
examination of representative transmutation equations |
44.15 - 44.16 |
43.15 - 43.16 |
38.15 |
| · explaining, qualitatively, how radiation is absorbed by
matter, and compare and contrast the biological effects of different types of
radiation |
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|
|
| · comparing and contrasting the characteristics of fission
and fusion reactions |
44.13 - 44.14 |
43.13 - 43.14 |
38.13 - 38.14 |
| · explaining, qualitatively, the importance of Einstein’s
concept of mass–energy equivalence |
44.9 - 44.14 |
43.9 - 43.14 |
38.9 - 38.14 |
| · relating, qualitatively, the mass defect of the nucleus
to the energy released in nuclear reactions. |
44.9 - 44.14 |
43.9 - 43.14 |
38.9 - 38.14 |
| 4. Energy levels in nature support modern atomic theory. |
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|
|
| · the Rutherford–Bohr model of the atom represents a
synthesis of classical and quantum concepts, by: |
Chapters 42,
43 |
Chapters 41,
42 |
Chapters 36,
37 |
| · explaining, qualitatively, the significance of the
results of Rutherford’s scattering experiment in terms of the nature and role
of the nucleons; and the size and mass of the nucleus and the atom, which
lead to the proposal of a planetary model of the atom |
44.2 |
43.2 |
38.2 |
| · explaining why Maxwell’s theory of electromagnetism
predicts the failure of a planetary model of the atom |
42.9 |
41.9 |
36.8 |
| · describing why each element has a unique line spectrum, and
comparing and contrasting the characteristics of continuous and line spectra |
42.2, 42.9 - 42.12 |
41.2,
41.9 - 41.11 |
36.2,
36.8 - 36.9 |
| · explaining, qualitatively, the conditions necessary to
produce line emission and line absorption spectra |
42.2 |
41.2 |
36.2 |
| · explaining the quantum implications of the line absorption and
the line emission spectra, and determining any variable in the Balmer
equation 1/λ -
RH(1/nf^2 - 1/ni^2) |
42.2 |
41.2 |
36.2 |
| · explai |
