Physics syllabus summary notes

Domremy Program – Stage 6 Physics 8.4 Moving About Program Updated August 2007 Page 1

COURSE: Preliminary Physics

MODULE: 8.4 Moving About

SUGGESTED TIME: 28 indicative hours.

CONTEXTUAL OUTLINEIncreased access to transport is a feature of today’s society. Most people access some form of transport for travel to and from school or work and for leisure outings at weekends or on holidays. When describing journeys that they may have taken in buses or trains, they usually do so in terms of time or their starting point and their destination. When describing trips they may have taken in planes or cars, they normally use the time it takes, distance covered or the speed of the vehicle as their reference points. While distance, time and speed are fundamental to the understanding of kinematics and dynamics, very few people consider a trip in terms of energy, force or the momentum associated with the vehicle, even at low or moderate speeds.

The faster a vehicle is travelling, the further it will go before it is able to stop. Major damage can be done to other vehicles and to the human body in collisions, even at low speeds. This is because during a collision some or all of the vehicle’s kinetic energy is dissipated through the vehicle and the object with which it collides. Further, the materials from which vehicles are constructed do not deform or bend as easily as the human body. Technological advances and systematic study of vehicle crashes have increased understanding of the interactions involved, the potential resultant damage and possible ways of reducing the effects of collisions. There are many safety devices now installed in or on vehicles, including seat belts and air bags. Modern road design takes into account ways in which vehicles can be forced to reduce their speed.

This module increases students’ understanding of the nature and practice of physics and the implications of physics for society and the environment.

Assumed Knowledge

Domain: knowledge and understanding:

Refer to the Science Stages 4–5 Syllabus for the following:

5.6.2a describe qualitatively the relationship between force, mass and acceleration

5.6.2b explain qualitatively the relationship between distance, speed and time

5.6.2c relate qualitatively acceleration to change in speed and/or direction as a result of a net force

5.6.2d analyse qualitatively common situations involving motion in terms of Newton’s Laws.

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

physicsP4 describes applications of physics which affect society or the environmentP6 describes the forces acting on an object which cause changes in its motionP7 describes the effects of energy transfers and energy transformationsP11 justifies the appropriateness of a particular investigation plan

P12 evaluates ways in which accuracy and reliability could be improved in investigations

P13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding

P14 assesses the validity of conclusions from gathered data and information

P15 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 SacredStudent will appreciate how an understanding of motion and its impact on society affects our daily lives and can improve the lives of others.

GlossaryAccelerationAir bagAverageCentrifugalCentripetalCrumple zoneDisplacement

FieldForceGravityHarness seatbeltImpulseInertiaInertial reel safety belt

InstantaneousLap sash seatbeltLap seatbeltMassMatterMomentumPhenomena

ScalarSpeedVectorWeight

Speed

VelocityAcceleration

Time

Distance

Speedometer

Scalars

Vectors

Friction

Air Resistance

Force Mass

WeightKinetic Energy

Momentum

Inertia

Seat Belts

ImpulseCollisions

Speed Humps

CrumpleZones

Bull Bars


Concept Map

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 P14

1 Construct a concept map of "What makes a safe car?

2 Analysis of presented graphical data on accident injury trends and development in car safety devices.

3 Vector analysis to determine resultant forces, motion, momentum changes.

4 Open ended investigation intothe effectiveness of a range of safety features incorporated into modern cars.

5 Design an investigation into the dangers of loose objects in moving vehicles.

6 From presented video, a critique of another class's experimental procedure for modelling the function of a car safety device.


MODULE REFERENCES

REFERENCES

T1 Project Physics Book 1, pp 1-42 ISBN 0-7253-0125-2T2 Project Physics Reader 1, Concepts of Motion ISBN 0-7253-0143-0T3 Physics, The Forces of Life, pp 13-39T4 Physics for a Modern World, Bunn, ISBN 0 7016 2602 xT5 Advanced Physics, Ling et al (ed.), pp 12-45, Longman ISBN 0-582-35596-6T6 Physics Outlines, N.G. Warren, pages 3-24 ISBN 0 08 034438 0T7 Project Physics Book 1, 9-49 ISBN 0 7253 0128 7T8 Microsoft Encarta EncyclopaediaT9 College Physics, Miller, pages 9-67, ISBN, 0 15 511732 7

Useful ProgramsP1 Vidshell http://webphysics.tec.nh.us/vidshell/clips.html is an excellent motion analysis program (although it's a 12Mb download). It's absolutely great if

you've got a camera that can take AVI or Quicktime movies, but there's already a substantial database of various types of motion to choose from.P2 Physics Collisions (PHYSCOLS) http://esca.atomki.hu/paradise/sac/educult.html simulates particles colliding with each other.

WebsitesW1 http://www.atsb.gov.au/road/indxf/index.cfm The Australian Transport Safety Bureau has a large amount of information and statistics. Very useful.W2 http://www.exploratorium.edu/iron_science/qt.html The iron science teacher displays movies of various events. Check the schedule but it is demanding

on bandwidth.W3 http://eruditio.asu.edu/~smckeeve/scilinkphys.html Science Link indexes many other useful sites on motion.W4 http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/newtlaws/il.html Multimedia Physics Studios has a "Truck and Ladder" animation showing inertia.W5 http://www.ihpva.org/hpva/hpvarech.html The Human Powered Vehicle Association displays all records achieved by humans in motion.W6 http://www.landspeed.com/historylsr.html Challenging the World Land Speed Record essay.W7 http://members.aol.com/CErick5563/physics/crumple.html Crumple Zones in Automobiles. Excellent site with good links to car manufacturers.W8 http://www1.tpgi.com.au/users/mpaine/roadsafe.html#vehicles Road Safety Web links Australia and Worldwide. Excellent site.W9 http://www1.tpgi.com.au/users/mpaine/Speed.html#speed - Devices to help drivers control their speed. Good site.W10 http://www1.tpgi.com.au/users/mpaine/4wd.html#bullbar - Costs of Four Wheel Drive Ownership. Good article on bullbars.W11 http://www1.tpgi.com.au/users/mpaine/Rollover.html - Physics of Rollover Crashes. Good animations of rollovers and explanations.W12 http://www.raru.adelaide.edu.au/hazards/index.html - Severe and Fatal Car Crashes Due to Roadside Hazards. The title says it all.W13 http://www.sasked.gov.sk.ca/docs/physics/u1f3phy.html - Newton's Laws of Motion tutorial. Good coverage of the basic concepts.W14 http://www.pbs.org./wgbh/nova/escape/timecar.html Nova Online has an excellent summary of the safety features of cars.

http://www.pbs.org./wgbh/nova/escape/timecar.html

http://www.sasked.gov.sk.ca/docs/physics/u1f3phy.html

http://www.raru.adelaide.edu.au/hazards/index.html

http://www1.tpgi.com.au/users/mpaine/Rollover.html

http://www1.tpgi.com.au/users/mpaine/4wd.html#bullbar

http://www1.tpgi.com.au/users/mpaine/Speed.html#speed

http://www1.tpgi.com.au/users/mpaine/roadsafe.html#vehicles

http://members.aol.com/CErick5563/physics/crumple.html

http://www.landspeed.com/historylsr.html

http://www.ihpva.org/hpva/hpvarech.html

http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/newtlaws/il.html

http://eruditio.asu.edu/~smckeeve/scilinkphys.html

http://www.exploratorium.edu/iron_science/qt.html

http://www.atsb.gov.au/road/indxf/index.cfm

http://esca.atomki.hu/paradise/sac/educult.html

http://webphysics.tec.nh.us/vidshell/clips.html

VideosV1 Physics of a Fun ParkV2 Projectiles (Classroom Video)V3 1474 Physics of Car crashes R54638V4 241 Physics of Motion R49819V5 978 Newton’s Laws – Quantum 29/3/93 R45347

Journals / Articles

J1


Outcomes Students Learn About / Learn To: Reg. Teaching / Learning Strategies Resources1. Vehicles do not typically travel at a constant speed

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 physicsP6 describes the forces acting on an object which cause changes in its motion

• identify that a typical journey involves speed changes Suggested Time: 1 hour challenge students to analyse their mode of

transport to and from school. (SOS, lit) challenge students to make estimates of time

taken to make certain journeys. Estimate the number of speed changes a student

may make travelling to school.

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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

Outcomes Students Learn About / Learn To: Reg. Teaching / Learning Strategies 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 physicsP6 describes the forces acting on an object which cause changes in its motionP11 identifies and implements improvements to investigation plans (P11.2a, b; P11.3a, c)P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources (P12.2a, b, c; P12.3a, b, c, d)P13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics (P13.1a-h)P14 draws valid conclusions from gathered data and information (P14.3a, b, c)

• distinguish between the instantaneous and average speed of vehicles and other bodies

• compare instantaneous and average speed with instantaneous and average velocity

• define average velocity as

• plan, choose equipment or resources for, and perform a first-hand investigation to measure the average speed of an object or a vehicle by

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)

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

Suggested Time: 3 hours Use the formula v = s/t to solve problems (num) write definitions and give examples for

instantaneous and average speed Research using the internet and other sources of

information the operation of a speedometer of a motor vehicle. Write a 1 page report.(Exp. 4; Speedometers) (lit)

Students work in small groups to plan their own investigation to determine the average speed of an object. Students are to then swap investigations so that their results can be verified by others

Students complete experiment 2 or 3, drawing displacement/time, velocity/time graphs for the motion of the objects.

Students complete Interpreting motion graphs – Mastery Tests.

Students complete velocity/time assignment sheet.

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Domremy Program – Stage 6 Physics 8.4 Moving About Program Updated August 2007 Page 9Outcomes Students Learn About / Learn To: Reg. Teaching / Learning Strategies Resources

• solve problems and analyse information using the formula where r = displacement, by

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)

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)o • present information graphically of:

– displacement vs time– velocity vs time for objects with uniform and non-uniform linear velocity by

o 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)

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

Outcomes Students Learn About / Learn To: Reg. Teaching / Learning Strategies ResourcesP11 identifies and implements improvements to investigation plansP12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources (P12.2a, b, c; P12.3a, b, c, d)

• distinguish between scalar and vector quantities in equations• identify the usefulness of using vector diagrams to assist solving

problems.• plan, choose equipment or resources for and perform a first hand

investigation to demonstrate vector addition and subtraction byo 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 identifying and using safe work practices during investigations (12.1d)• solve problems using vector diagrams to determine resultant velocity,

acceleration and force 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 use models, including mathematical ones, to explain phenomena

and/or make predictions (14.1f).

Suggested Time: 2 hours Write definitions for scalar and vector quantities

and list examples for each. Read and summarise information contained in

worksheets. Solve problems using scalar and vector analysis. (lit, ESL)

State that velocity is the vector equivalent of speed.

Answer problems involving speed and velocity. (num)

Complete the worksheets on relative motion.

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2. An analysis of the external forces on vehicles helps to understand the effects of acceleration and deceleration

Outcomes Students Learn About / Learn To: Reg. Teaching / Learning Strategies ResourcesP6 describes the forces acting on an object which cause changes in its motionP11 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 (P12.3a, b, c, d)

• describe the motion of one body relative to another.• explain the need for a net external force to act in order to change

the velocity of an object• gather first-hand information about different situations where acceleration

is positive or negative and use vector diagrams to represent acceleration by

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)

• plan, choose equipment or resources for, and perform first-hand investigations to gather data and use available evidence to show the relationship between force, mass and acceleration using suitable apparatus by

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)








Suggested Time: 3 hours Solve problems involving the determination of

acceleration. Solve problems using the formula F = ma. Complete the experiment – Understanding

Forces. Write a definition stating that an object

accelerates when it changes its speed or direction.

Write Newton’s second Law in both words and symbols, then use Newton’s second law to derive the formula F=ma. (lit)

Students use a variety of objects, e.g. trolleys, toy boats in basin of water to simulate situations in which acceleration may be positive or negative. Draw vector diagrams for each situation to show acceleration. (num)

Students observe trolleys travelling in straight line motion across a bench, then attempt to change their velocity by applying a net external force. Student write a brief explanation showing why the force was required. (lit, ESL)

Students design their own investigation by (G & T, lit, tech, num)

– identifying the dependent and independent variables

– selecting appropriate equipment– setting up equipment– collecting appropriate data.– Identify any changes needed for the

method– implement the changes.– using known forces and measuring the

acceleration of a given object the students should be able to determine the mass of the object from a graph of the results

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P6 describes the forces acting on an object which cause changes in its motionP13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics (P13.1a-g)P14 draws valid conclusions from gathered data and information (P14.3a, b, c)

• describe the actions that must be taken for a vehicle to change direction, speed up and slow down

• describe the typical effects of external forces on bodies including: – friction between surfaces– air resistance

• define average acceleration as

therefore • define the terms ‘mass’ and ‘weight’ with reference to the effects of

gravity• 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

• interpret Newton’s Second Law of Motion and relate it to the

equation • identify the net force in a wide variety of situations involving modes

of transport to explain the consequences of the application of that net force in terms of Newton’s Second Law of Motion

• present and process information to analyse the origins and effects of external forces operating on a vehicle byo 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 Write a short passage describing how students

accelerate, decelerate and steer a car. (lit, ESL) Observe the surface of a bicycle or car tyre, write

a passage to explain why the surface has been made this way.

Students work in small groups to research information about the forces acting on a vehicle for one of the situations listed in the previous column. The students are to draw a diagram showing the relevant forces and write a brief explanation (SOS, lit)

Write definitions for both mass and weight. Use diagrams to help illustrate the difference

between mass and weight.

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Outcomes Students Learn About / Learn To: Reg. Teaching / Learning Strategies Resources

• solve problems and analyse information using for a range of situations AND

• solve problems and analyse information involving F = mv2/r for vehicles travelling around curves 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


and/or make predictions (14.1f)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)

3. Moving vehicles have kinetic energy and energy transformations are an important aspect in understanding motion


P7 describes the effects of energy transfers and energy transformationsP14 draws valid conclusions from gathered data and information (P14.1a-h; P14.2a, b; P14.3a, b, c)

• identify that a moving object possesses kinetic energy and that work done on that object can increase that energy.

• describe the energy transformations that occur in collisions.• define the law of conservation of energy• solve problems and analyse information to determine the kinetic energy

of a vehicle and the work done using the formulae: and w=Fs byo identify trends, patterns and relationships as well as contradictions





hypotheses and the results of investigations (14.3c)\o Formulate cause and effect relationships (14.3d)

Suggested Time: 2 hours List the different forms of energy and draw

simple flow charts showing energy conversions Brainstorm a list of moving objects and state that

they posses kinetic energy. Draw flowcharts to illustrate the energy

conversions that take place during a vehicle collision. (lit, num)

Write a brief description for each energy conversion.

Plot a line graph of speed against kinetic energy of moving vehicle.

Identify the basic relationship between speed and kinetic energy of moving objects.

Identify the relationship that the faster an object is moving the the more serious an accident is likely to be.

Research information on the physics of car crashes. (lit)

Identify methods used by manufacturers to absorb the energy of the moving vehicles during collisions.

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• analyse information to trace the energy transfers and transformation in collisions leading to irreversible distortions byo identify trends, patterns and relationships as well as contradictions



and/or make predictions (14.1f)4. Change of momentum relates to the forces acting on the vehicle or the driver

Outcomes Students Learn About / Learn To: Reg. Teaching / Learning Strategies ResourcesP6 describes the forces acting on an object which cause changes in its motionP11 identifies and implements improvements to investigation plans (P11.2a, b, d; P11.3a)P14 draws valid conclusions from gathered data and information (P14.2a; P14.3a, b, c)

• define momentum as • define impulse as the product of force and time• explain why momentum is conserved in collisions in terms of

Newton’s Third Law of Motion.• solve problems and analyse secondary data using

and by

• perform first-hand investigations to gather data and analyse the change in momentum during collisions byo carrying out the planned procedure, recognising where and when

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


o 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)

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

o justify inferences and conclusions (14.1b)o identify and explain how data supports or refutes an hypothesis, a

prediction or a proposed solution to a problem (14.1c)o predict outcomes and generate plausible explanations related to the

observations (14.1d)o make and justify generalisations (14.1e)

Suggested Time: 2 hours Write out Newton’s Third Law of Motion. Draw a series of diagrams illustrating Newton’s

Third Law. (lit, num) Write a definition for momentum in both words

and formula. State the correct units for momentum. Write a definition for impulse in both words and

formula. Complete worksheets on both momentum and

impulse. Write an explanation showing why momentum is

conserved during a collision. (lit)

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• solve problems that apply the principle of conservation of momentum to qualitatively and quantitatively describe the collision of a moving vehicle with:– a stationary vehicle– an immovable object.– another vehicle moving in the opposite direction– another vehicle moving in the same direction byo identify trends, patterns and relationships as well as contradictions





hypotheses and the results of investigations (14.3c)o Formulate cause and effect relationships (14.3d)

5. Safety devices are utilised to reduce the effects of changing momentum

P6 describes the forces acting on an object which cause changes in its motionP7 describes the effects of energy transfers and energy transformations

• define the inertia of a vehicle as its tendency to remain in uniform motion or at rest

• discuss reasons why Newton’s First Law of Motion is not apparent in many real world situations

Suggested Time: 1 hour Write a definition for inertia. Write Newton’s First Law. Students work in small groups to list examples of

Newton’s First Law Explain the relationship between Newton’s First

Law and inertia. Students brainstorm reasons why Newton’s First

Law is not apparent in normal everyday situations.

Students suggest instances in which Newton’s First Law could be seen or closely approximated to.

Students research and write a definition for friction.

Students work in small groups to prepare a table listing, a) possible examples of friction between surfaces in the operation of a car and b) examples of air resistance which affect the operation of a car. For each example list the positive and negative effects. (lit, ESL)

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Outcomes Students Learn About / Learn To: Reg. Teaching / Learning Strategies ResourcesP3 assesses the impact of particular technological advances on understanding in physicsP4 describes applications of physics which affect society or the environmentP6 describes the forces acting on an object which cause changes in its motionP11 identifies and implements improvements to investigation plans (P11.2a, b, c; P11.3a, b, c, d)P14 draws valid conclusions from gathered data and information (P14.3a, b, c)

• evaluate the effectiveness of some safety feature of motor vehicles.• assess the reasons for the introduction of low speed zones and in

built up areas and the addition of air bags and crumple zones to vehicles with respect to the concepts of impulse and momentum.

• identify data sources, plan, choose equipment or resources for, and gather and process first-hand data and/or secondary information and analyse information about the potential danger presented by loose objects in a vehicle byo 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 describe and trial procedures to undertake investigations and explain why a pr ocedure, a sequence of procedures or the repetition of procedures is appropriate (11.2d)







Suggested Time: 4 hours Brainstorm some of the safety features present in

modern cars and road design which have made travel safer. (SOS, G & T, lit)

Students should work in small groups to research the reasons for the introduction and use of low speed zones, crumple zones and bull bars. From their findings students should assess whether the reasons for using these safety features were valid in all conditions. (SOS, lit)

Students design their own investigation by (G & T, lit, num)

– identifying the dependent and independent variables

– selecting appropriate equipment– setting up equipment– collecting appropriate data.– Identify any changes needed for the

method– implement the changes.

Students are to work in groups to collect information available from a variety of sources to assess the function of inertia reel safety belts.

Students are to work in small groups to research information on the effectiveness of lap, lap sash and harness safety belts.

Students should work in small groups to brainstorm a list of all the safety features built into modern cars. These features should be researched and listed in a table, a brief explanation of the physics behind each feature should be provided in the table. The students should develop a method of ranking the effectiveness of each safety feature.

The students should work in small groups to present the findings from the activity listed above to the class.

Class polar debate: “It is the drivers responsibility to ensure that all passengers are wearing their seat belt correctly” (SOS)

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• identify data sources, gather, process, analyse, present secondary information and use the available evidence to assess benefits of technologies for avoiding or reducing the effect of a collision byo 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)

Program Evaluation Sheet

Program: 8.4 Moving About 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:

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3. Domains: Knowledge and Understanding:

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Domains: Skills:

___________________________________________________________________________

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4. Context:

___________________________________________________________________________

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

___________________________________________________________________________

___________________________________________________________________________

6. Lesson sequence is appropriate:

___________________________________________________________________________

___________________________________________________________________________

7. Teaching strategies:

___________________________________________________________________________

___________________________________________________________________________

8. Improvements:

___________________________________________________________________________

___________________________________________________________________________

9. Assessment:

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___________________________________________________________________________

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

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Physics syllabus summary notes