Year 12 Physics Term 1,

2010
YEAR LEVEL + SUBJECT: Year 12 Physics
TEACHER: Sharma
OVERVIEW OF UNITS [BRIEF]: This term, Year 12 physics students, will follow the accredited Work Program.
Context Medical Physics: In this context students will revise medical uses – radiation therapy, scintigraphy, radiopharmacuticals, PET, Biological effects –
absorbed dose, does equivalent, short & long term effects and will apply theory to an ERT on the medical diagnostic technique. Students will practice the
theoretical aspects as they apply to the synthesis of ammonia.
Context Sight and sound: In this context, students will study the magnetic forces, pendulum, waves and their speed waves in one dimension, waves in two
dimensions, reflection, refraction and Snell’s law, Light- A wave, properties of light waves, interference, diffraction, superposition, thin films, application
compact discs, electromagnetic radiations, spectrum, polarization, sound, and investigate aspects of sound and light waves.
LITERACIES WILL BE ADDRESSED BY:
• Reading relevant sections of textbook and additional materials.
• The non-bombarding of jargon – a minimalist/graduated introduction of new notations/conventions.
• Modelling the communication and justifying of conclusions/answers to practical problems.
• Development of definitions of key words (glossary).
• Student paced tutorial on scientific writing.
• Question and answer session with physics experts.
NUMERACY WILL BE ADDRESSED BY:
• Modelling of the required algorithmic content (eg. Calculations of effective dosage and graphing data).
• Practice of simple to more complex mathematical calculations and understandings.
CULMINATING ACTIVITY/ACTIVITIES:
Context Medical Physics 6 week ERT (integrated)
Context Sight and soundr: SA and EEI (integrated)
Pedagogy: The cognitive skills that support the general objectives (KCU, IP, EC) of the syllabus will be specifically taught and embedded in the learning
experiences. The assessment and review of theory is contextualised and supported by an excursion to medical diagnostic centre and in term 2 by an EEI on
sight and sound. Students will be introduced to the inquiry process, then scaffolded through assisted research with examples, individual research with
guidance, practice and exemplars of scientific language and style appropriate to the research assignment and limited assistance with making judgements and
recommendations. For the EEI students will perform some relevant water quality techniques and will be scaffolded using exemplars relevant to laboratory
reports.
Higher Order Thinking is continually fostered by
• Ensuring students gain a solid grounding of theoretical aspects.
• The modelling of problem solving strategies including logical communication and justification and showing that perseverance is the key to success.
• Encouraging students to break down complex problems into smaller parts.
• Not always giving students explicit answers to their questions (within limits).
• The use of thinking questions throughout and to encourage ‘having a go’.
• Encouraging students to engage in team work as is experienced in the real world.
 Year 12 Physics Term 1,
2010
• Facilitating success at the lower end and progress to the higher end of thinking skills.
STUDENTS FOR WHOM MODIFICATION [SUPPORT OR EXTENSION] IS Some Assistance / Support
REQUIRED: High Level Assistance / Support Jessie Collard and Tony Baines (English / communication generally)
Extension Required:
Tim Meara for conceptual / wrote learning, but needs to work on
communication skills and scientific literacy.
OBJECTIVES: Objectives related to the three criteria;
1. Knowledge and Conceptual Understanding,
2. Investigative Processes and
3. Evaluating and Concluding.
CORE CONTENT [FROM SYLLABUS]: E1.2,3.4.6
F1.2,3,4 E2.1,2E3.4,5
F2.1,3,4 M2.3, M3.1
F3.2,4 M3.2.
COMMON CURRICULUM ELEMENTS: The following CCE’s have been Estimating numerical magnitude
selected as being pertinent to this subject but some will be particularly Approximating a numerical value
borne in mind when covering specific work this term. Their numbers will Explaining to others & Expounding a viewpoint
be incorporated below. 17. Reaching a conclusion which is necessarily true provided a given
Interpreting the meaning of tables or diagrams or maps or graphs set of assumptions is true
Recording/noting data 18. Reaching a conclusion which is consistent with a given set of
Graphing assumptions
Classifying Inserting an intermediate between members of a series
Identifying shapes in two and three dimensions Extrapolating
Sketching/drawing Generalising from information
Compiling lists/statistics Hypothesising
Recalling/remembering Analysing
Interpreting the meaning of words or other symbols Synthesising
Interpreting the meaning of pictures/illustrations Justifying
Using correct spelling, punctuation, grammar Perceiving patterns
Using vocabulary appropriate to a context Visualising
Compiling results in a tabular form Searching and locating items/information
Calculating with or without calculator 29. Observing systematically
 Year 12 Physics Term 1,
2010

Focus/Key Resource Strategies for accessing text and What student will know and do and the
Ideas s/ making meaning. Strategies for thinking, sequence of learning for this lesson
for cooperative grouping strategies.
(Key Material
Concepts used Practice Question Applying Exercise Problems
concepts
exercise

Yr 11 ERT on the Amusement park physics due in week 3

Transverse, Chapter p255; p265; p266; p266- P267;1 Describe waves as a transfer of energy from one point
longitudinal & 267 -6 to another.
15:1-3 1-4 1-6 1-3
surface waves
1-6 Discuss and explain the difference between
Frequency, longitudinal and transverse waves.
wavelength &
Week 4

Lesson1

Define Frequency, wavelength and time period

velocity

Interpret the relationship between f, t and v

Apply the formulae

1 1
f = , T = , v = fλ
T f
 Year 12 Physics Term 1,
2010
Wave speed, Chapter P259; P266; P266; Identify how waves can interact with each other.
reflection, 5-8 8-11 4
15.4-15.5 Describe and Interpret the relation ship between the
Interference,
amplitude of a wave and energy transfer.
Lesson2

List the characteristics of the behaviour of the waves

at the boundary.

standing 15.6-15.10 P266; P267; State the law of reflection

Lesson3

waves,
refraction,
5-11 7-9 v1 λ1 sin θ 1
Apply formula = =
diffraction v 2 λ 2 sin θ 2

Sound waves 16.1-2 p271; 1- p283; p 284; p284; Transfer and Apply the wave theory in terms of sound
Week 5

Lesson 4

and its 4 3 5, 6 1-3, 10 waves.

characteristic
Apply the formula v = fλ
and

p285; Understand Doppler shift and its real life application.

Doppler shift
2
 v ± vo 
Apply f ' = 
  f
 v v s 
 Year 12 Physics Term 1,
2010
Light; 18.1-18.2 P306; State the law of reflection.
Lesson 5 Reflection 1-3
Demo 18.1 Distinguish between diffuse and regular reflection
and
refraction Demo 18.2 Define the phenomenon Refraction and

White Predict wether the ray will bend towards or away from
board the normal

n2 v1 λ1 sin θ 1
Lesson 6

Snell’s Law 18.3-18.5 p307; 1- p315; p316; p316- p317;

Apply = = =
and 4 2-4 1, 8 317; 3- 1, 4-8 n1 v 2 λ 2 sin θ 2
Lab Snell’s
11
Total internal law p309; p316; 7 Relate the index of refraction to the speed of light in
reflection 5-7 the medium
Demo 18.5
total Define the total internal reflection
internal
reflection

Reflection: