Download Open file - PebblePad

PART 1: CORE ANALYSIS OF MOTION Y11 UNIT2 VCE PHYSICS.
A CoRe (Content Representation): provides an overview of how teachers approach the teaching of the whole
of a topic and the reasons for that approach - what content is taught and how and why.
Essence of physics teaching
Analogies: Teachers should use analogies very regularly in their classes, as a way of making bridges for
students from their existing knowledge to new concepts. Teachers use analogies in ways that occasionally
confused students because the teachers did not pay careful attention to unwarranted inferences from analogies
as an example a car moving from pavement to a muddy surface.
Axioms: Teachers used axioms of physics such as Newton’s Laws, and in some cases provided students with
empirical evidence (in experiments and demonstrations) to support these axioms. In other cases the laws and
relationships of physics were largely taught as ‘received knowledge’, based on the authority of the teacher or
the text, or on the requirements of ‘what you have to know for the exam’..
Conceptual Development
The teachers in the study should tend to attend explicitly to the ways in which students developed particular
concepts of physics, and particularly to the logical links between concepts, or to the ‘structure of the
discipline’. Teachers should refer students back to concepts from earlier units, or foreshadow concepts from
units to be studied in future. Teachers should pay very explicit attention to students’ understanding of how
physics concepts relate to one another.
Imagination and Reason
Imagination was drawn on particularly to envisage either physics-related things that have happened in the
students’ prior experience or experiments recently completed as a class, but also to imagine situations such as
a world free of friction or gravity. Even in situations where a student’s wrong answer was due to a logical
flaw, the teacher should more likely to re-explain the physics concept involved than to tend explicitly to the
logical problem and should not consider as an on-going story of physics in these classrooms.
Mental Models
Students tend to develop mental models with or without the explicit attention of teachers to this facet of their
Learning. When teachers describe their own mental models and ways of understanding the phenomena,
Students report being more aware of their own mental models, and of making more use of mental modelling in
their thinking about physical problems. The student's learning is influenced by their own personal cognitive
framework which they have developed as a consequence of their prior experiences and by the ideas of the
culture in which they live.
Pedagogical content knowledge: also includes an understanding of what makes the learning of specific topics
easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring
with them to the learning of those most frequently taught topics and lessons. Successful teachers have a special
knowledge about informs learners which their teaching of particular content. The teacher must be
knowledgeable about common student misconceptions, constantly monitor students' understanding,
design/introduce experiences at appropriate points which will promote learning, Teachers should act as the
cognitive coach who introduces new concepts, and provide opportunities that help students become proficient
users of concepts. Through narrative we begin to understand the actor's reasons for the action, and are thereby
encouraged to make sense of these actions through the eyes of the actor. This understanding constitutes an
enormous contribution to learning about and getting better at teaching. (p. 123)
"Big science ideas" is a term often used in science to describe an idea that has had a profound impact on the
ways scientists understand and conceptualise the world.
Asia-Pacific Forum on Science Learning and Teaching, Volume 4, Issue 2, Article 2, p.2 (Dec., 2003) Pamela
MULHALL, Amanda BERRY and John LOUGHRAN Frameworks for
representing science teachers' pedagogical content knowledge
W.DILAN FERNANDO
1
CoRe Analysis for Physics unit 2 Motion
Big ideas,
central
concepts
,of
subjects
(to
describe
an idea
that has
had a
profound
impact on
the ways
scientists
understand
and
conceptual
ise the
world).
Motion can be
measured and
described using a
Variety of
methods such as
using formulas,
rules or graphical
representation.
How are scalar and
vector quantities
used?
Application of
motion on
equations
What quantities are
involved in
accelerated
motion?
Forces and acceleration
are essential to
Understanding motion.
The motion of an object is
always in the direction of the net
force applied to the object
Large objects exert a greater
force than small objects.
A force is needed to keep an
object moving with a constant
speed.
Physics in Action
What effect does a gravitational
field have on a mass?
Collisions can be
described using
Forces, energy, and momentum.
In every collision you will need to
consider momentum will always be
conserved
If the collision between particles is
elastic or energy conserved, then
momentum of the system also
conserved. But if the momentum is
conserved in a collision, it does not
say necessarily that energy also
conserved.
Safety
How can we predict the outcomes of
a collision?
The airbag is designed to increase
the time of the collision. It expands
rapidly and is already deflating by
the time
the head comes into contact with it.
This deflating bag increases the time
of collision greatly.
Energy and its
conservation are
Essential in describing
and analysing motion.
Energy can be transferred
to different forms.
Energy cannot be created
or destroyed, only
transformed or transferred
to another body
.
When work done and
energy is stored?
What are energy and
power, and how are they
used?
Inquiry based
Practicals
/simulation on
Motion.
Scientific Inquiry
involves engaging
in
scientifically
oriented questions,
giving priority to
evidence in
responding to
questions,
formulating
explanations based
on evidence,
connecting
explanations to
scientific
knowledge,
And
communicating and
justifying
explanations.
http://www.khanacademy.
org/#physics
What you
intend the
students
to learn
about this
idea.
(about
what a
particular
group of
• How are scalar
and vector
quantities used?
Specified
Vector
directions are:
up is positive,
down is
How are forces linked to mass
and acceleration?
What effect does a gravitational
field have on a mass?
Distinction between mass and
weight: when pushing a car we
experience its mass, but in
lifting the car we feel its
weight.
How can we predict the outcomes of
a collision?
The total momentum before impact
equals the total momentum after
impact
• In the macroscopic world, energy is
‘lost’ in collisions. Momentum is
still conserved in all cases.
What are energy and
power, and how are they
used?
Heat is the least useful
form of energy.
The energy stored in the
extended spring can be
determined by calculating
Although students
can write an
equation that does
not always happen
according to
prediction.
The development
of
scientific
knowledge is based
W.DILAN FERNANDO
2
students
should be
able to
learn)
negative.
Forces are all
around us.
An understanding
of (and ability to
correctly use)
useful terms force,
normal reaction
and equilibrium.
The formulas for motion reflect
what it 'looks like' at.
Equations are a form of physical
communication - for a particular
observation, the same equation
applies in all parts of the world.
• One form of energy becomes
transformed into another without any
overall loss.
How to identify key words and
transform real problem in to input of
mathematical formulas.
the area under the forcedistance graph.
on questioning
current knowledge,
using empirical
facts to develop
logical theories,
and verifying
observations and
Claims.
How to plot linear
and non-liner
graphs
Validity of
newton’s 2nd law
Why it is
important
for
students
to know
this.
(What
science
content is
relevant to
students'
everyday
lives and
how the
content
links with
other areas
that
students
study).
It enables an
understanding of
real life situations
(e.g. as reported in
newspapers) and
personal
experiences:
Navigation
Acceleration of
cars
Newton determined that gravity
is a force of attraction that exists
between any two bodies
• We weigh mass not weight
using a balance!!!!
People can have an ‘apparent
weight’ in an accelerating lift
Vehicle motion
• If we jump upwards the Earth
recoils.
The pull of the Earth
Vehicle collisions
The driver is less likely to suffer
head injury in a collision with the air
bag than if his head collided with the
car dashboard, or other hard surface.
Seat belts and air bags are designed
to apply braking forces to the
passengers over an extended period
of time so the impact forces on the
passengers will be reduced and the
chances of passenger survival
increased.
It provides students with reasonable
predicting measures about collision.
Extending a spring is an example of
a situation where the force on an
object is not constant. As the spring
gets compressed, the force required
to further extend it increases
During a car crash, the car
originally has kinetic
energy. After the collision
it will have less kinetic
energy than it began with.
The lost kinetic energy
will have been transferred
to sound energy, heat
energy or energy of
deformation.
They adapt or
extend given
methods, or at least
partly design their
own methods, for
the control of
variables and the
systematic
collection and
recording of
sufficient relevant
data for simple
investigations.
Motion is a major part of the
language of physics. The ability
to communicate the structure of
motion through writing its
formula is a vital precursor for
further studies.
Funfair rides is an
example.
Another everyday
experience is the apparent
sideways force that
suddenly appears to act on
occupants and objects in a
car when the car turns a
sharp corner.
If an experiment
does not proceed as
anticipated,
students need to
appreciate that they
should consider the
possibility that
W.DILAN FERNANDO
3
there is something
that they haven't
taken into account
(rather than
assuming
something is wrong
with their
observations).
What else
you might
know
about this
idea (that
you don't
intend
students
to know
yet or
which
content
should be
omitted).
Proving using
vectors that net
force is to the
centre in a circular
motion.
“Teaching for
understanding
“takes time, which
places limits on the
range of what can
be taught.
Finding the area of
a graph using anti
differentiation is
the most accurate.
But y 11students
are encourage to
use approximation
area by counting
squares.
In any investigation we change
only one independent variable,
while controlling the others.
Newton’s work:
The amount of matter in an
object does not change, hence
the mass of an object is always
the same.
Complex formulae such as
F=GMm/r2 are left out as they
are too confusing for the
students.
This is not addressed unless it is
raised by a student.
The force of gravity holds the
satellites in their orbits and causes
them to have an acceleration towards
the central mass. If the force of
gravity could be 'turned off' then the
satellites would fly off at a tangent.
Equations of centripetal force and
“acceleration of the satellite is
independent of the mass of the
satellite” concept is not for y11.
Although most outcomes are
predictable, there are rare exceptions,
some of which are the consequence
of important rules met in Senior y12
physics such as
Impulse is not constant during the
collision.
They select and use
This assumes that the force appropriate
and the displacement are
materials,
in the same direction. If
apparatus and
they aren't then the work is measurement
the product of the resolved procedures to
part of the force (in the
ensure reliability in
direction of motion)  the the data. When
drawing relevant
displacement
conclusions from
their
investigations,
Should change one
parameter at a time
in the motion
investigation. Y 11
students should not
focus on multi
parameters.
http://plato.stanford
.edu/entries/newton
principia/#NewLa
wMot
W.DILAN FERNANDO
4
Difficultie
s/
limitation
s
connected
with
teaching
this idea.
(Teachers'
insights
into the
potential
difficulties
when
teaching a
particular
topic to
the class).
A change in
direction at
constant speed
constitutes a
velocity change.
(acceleration)
For students to
make The
explanations of
what is occurring
are quite abstract.
Students have to
accept 'in good
faith' the teacher's
explanation of the
topic. Teachers'
concern for
management and
safety often creates
a dilemma for the
construction of
good learning
episodes.
If students cannot write the
formulae of motion then further
work (e.g. on equations) is
difficult.
It is always difficult to know
whether or not one should teach
next concepts without knowing
that everybody could understand
the previous lesson.
Confusion about an object’s
position or
Velocity. If two objects have the
same
Position, they should have same
velocity.
The realisation that the object is
travelling at a constant velocity,
and hence that the net force on
the object is zero, will be
essential for solving the
problem.
They are not a Newton’s thirds
law pair, because they both act
on the same object.
N
W
P(total) is constant before, during and
after the collision.
When lifting an object it
should be with constant
speed to limit the
Collision is central to developing an application of P=FxV for
understanding of motion but is a
y11 students.
difficult concept for students to grasp When work done and
at this stage.
energy is stored?
Students do not see motion
“No motion Implies No Force”, this
as belonging to a number
is a common misunderstanding.
of different categories – at
If the motion is in a straight line and rest, constant velocity,
speeding up, slowing
it it moves without returning, then
down, changing direction,
the distance an object travels and its
etc. Instead, they see
displacement are always the same
motion as moving or not
and speed and velocity are always
moving.
the same.
If there is motion, there is
a force acting.
“If an object has a speed of zero, it
• There cannot be a force
has no acceleration”. “Acceleration
without motion
always occurs in the same direction
and if there is no motion,
as an object is moving” .Above are
then there is no
misconceptions and not valid for
force acting. (for example,
nonlinear paths. Example
students see a
acceleration is always to the centre
downward force of a book
of the circular motion.
acting on a
When a car brakes, the car slows
down but any unrestrained passenger table, but they do not see
an upward force
or object in the car does not.
of the table acting on the
Students are sometimes unable to
book.)
correctly identify the forces that act
on them when they travel as a
passenger in a train, bus or car. This
confusion often originates from the
This topic is so
broad, one can only
deal with a few
types, on the basis
of safety and those
which are available
in the school lab.
It is difficult to
generate many
examples that are
related to students'
everyday
experiences
because what
happens in the lab
is oversimplified.
http://phet.colorado.edu/e
n/for-teachers/browseactivities
W.DILAN FERNANDO
5
The best way of avoiding
making a mistake using
Newton’s third law is to use the
following statement.
perspective of viewing the vehicle’s
motion from inside the vehicle.
FA on B = FB on A
Knowledg
e about
students'
thinking
that
influences
your
teaching
of this
idea.
(When
planning
lessons,
teachers
draw on
their
knowledge
about
commonly
held ideas,
alternative
conception
s about the
topic that
students
bring to
class)
Difficult concept
for them to grasp
so exploring their
thinking beyond
superficial
responses matters.
The distance an
object travels and
its displacement are
always the same in
a straight line
motion, if the
object does nt
change the
direction.
In that case
velocity and speed
both are the same.
However, 'g' varies from place to
place on the Earth's surface
depending on the distance from
the centre of the Earth, so weight
does change.
Newton’s Second Law states
that a force on an object causes
the object to accelerate (change
its velocity). The amount of
acceleration that occurs depends
on the size of the force and the
mass of the object. Large
forces cause large accelerations.
Objects with large mass
accelerate less when they
experience the same force as a
small mass. The acceleration of
the object is in the same
direction as the net force on the
object.
Large masses are harder to
accelerate.
Smaller planets have lower
gravitational fields
Gravity and force
misconceptions
an increase in t for a fixed value
of m v will lead to a decrease in F.
Motion Formulae are often taught in
Year 10 but always require revising.
To work out the starting point for
teaching, find students' ability level
by getting them to write formulae/
equations as this helps to understand
how they're thinking about it.
Confusion about an object's velocity
and
Acceleration. If the two objects have
the
same velocity, it is assumed that
these two
objects must have the same
acceleration or
Vice versa.
Students need to move towards an
understanding that all the forces are
in balance on a stationary object and
that any imbalances will cause the
object to either speed up or
slowdown in the direction of the
imbalance.
Teachers can get a 'feeling'
of general interest level of
the class by the links the
students are making to
other ideas and
experiences.
Students usually
demonstrate a superficial
acceptance of
Conservation of energy.
A more difficult
understanding is that all
the forces are also in
balance for any object
moving in a constant
direction with a constant
speed. For example,
students more easily
accept the idea that the
forces on a roller skating
student are in balance if
the student is standing still
and find it harder to accept
the idea if the student is
roller skating at a constant
12 km/hr along a straight
path.
It is often hard to
convince students
of the value of their
observations and of
experiments that
don't 'work'
according to the
rule, and that one
can learn a lot
about physics from
one's observations.
They often think
that an experiment
is wrong if it
doesn't get the
results expected
and therefore do
not interrogate the
ideas or their
approach to the
experiment
seriously enough.
Meteorite collision:
http://uk.youtube.
com/watch?v=yYg
EwXWilUc
W.DILAN FERNANDO
6
Gravity Intrinsic to Mass.
Heavier Objects Fall Faster.
Gravity Increases as
Objects Fall. Gravity Acts after
Impetus "wears down" It is
assumed that the bigger
acceleration will be caused by a
heavier weight.
Other
factors
that
influence
your
teaching
of this
idea.
(Contextu
al
knowledge
about
students
and
general
pedagogic
al
knowledge
that
influences
the
The idea of force is
introduced in early
secondary years so
this would be
revisiting the
concept.
Students often enjoy working
out formulae.
Expecting students to remember
motion formula can lead to rote
learning rather than
understanding.
Misconceptions such as
believing that motion of any
object is determined by the
largest force. In Newton’s laws

Action-reaction forces act on the
same body.
There is no connection between
Newton's Laws and kinematics.
The product of mass and
acceleration, ma, is a force.
Friction can't act in the direction
of motion.
The normal force on an object is
equal to the weight of the object
Extra challenge
for smarter
students
for extra challenge in
the Motion Area of
Study, start learning
about projectile
motion from Unit 3
Physics.
Multimedia Studios –
Vectors & projectiles
The calculator pad –
vectors and
projectiles questions
Students are not expected to
remember all the formulas at this
level as this would lead to cognitive
overload. However given the
formulas of momentum, impulse and
energy, they should be able to use it
to calculate unknowns with correct
units in a level reasonable
predictions about possible outcomes.
Hence, with the change in
momentum fixed, then shorter
contact times result in larger forces,
or longer contact times result in
smaller forces.
The definition of change in velocity
is final velocity - initial velocity.
Initial velocity6 m/s
Final velocity6 ms/
Activities should be
selected that promote
discussion of the forces
acting on objects that are
moving and stationary in
everyday life. A central
purpose of this Lesson is
to identify whether the
forces are in balance with
each other or if they result
in a push or pull which
changes the object’s speed
and/or direction.
There are many excellent
road safety resources in
schools that can be used to
investigate the balanced
and unbalanced forces at
work in vehicle motion
and collisions. Identify
everyday experiences that
Students take into
account sources of
error and
uncertainty. They
evaluate limitations
of, and weaknesses
and errors in,
techniques and
equipment.
Students are
probably familiar
with terms like y vs
x Students enjoy
practical work and
like 'playing' with
apparatus. Practical
work is also
appealing because
it is a sensory
experience.
W.DILAN FERNANDO
7
rd
teaching
approach).
by the 3 law. The normal force
on an object always equals the
weight of the object.
Equilibrium means that all the
forces on an object are equal.
Equilibrium is a Consequence
So the change in velocity is
Which is 12 m/s up!!!!
Not zero!!
rd
of the 3 law.
Only animate things (people,
animals) exert forces; passive
ones (tables, floors) do not exert
Forces. Once an object is
moving, heavier objects push
More than lighter ones.
students have with
bicycles, skateboards,
rollerblades, roller skates
and scooters. Students are
often experts at using this
equipment to perform
complex tricks but lack the
precise language needed to
identify the balanced and
unbalanced forces and
where they act.
Because of safety
considerations it is
difficult to provide
meaningful
opportunities for
practical work
which engage the
students in
designing their
own experiments.
Explain and apply the
concepts of energy and
work, including kinetic
energy, gravitational
potential energy and
internal energy.
If the force is not constant
then the area under the
graph must be determined
This assumes that the force
and the displacement are
in the same direction. If
they aren't then the work is
the product of the resolved
part of the force (in the
Students identify
and apply safe and
responsible
practices when
completing
independent and
collaborative
investigations.
rd
Newton's 3 law can be
overcome by motion
(Such as by a jerking motion).
A force applied by, say a hand,
and still acts on an object after
the object leaves the hand.
Teaching
procedure
s
Teaching
procedures
sometimes
cannot
guarantee
learning:
rather
their
purpose
from a
constructi
vist
Distinguish
between scalar and
vector quantities,
and add and
subtract vectors in
one dimension.
Describe and apply
the concepts of
distance and
displacement,
speed and velocity,
and acceleration for
uniform and
uniformly
accelerated
Describe, explain and use
gravitational fields to explain
weight as the force on a mass
in a gravitational field.
This will include applying the
relationship: Fweight  mg
The apparent weight of a person
is equal in magnitude to the
normal force 'N' that the
supporting surface exerts.
•Draw free-body diagrams
showing the forces acting on
objects from descriptions of reallife situations, involving forces
acting in one or two dimensions.

Impulse equals change in
momentum. ( Ft = mv – mu)
F t = m v = I
Describe and apply the law of
conservation of momentum in one
dimension—this will include
applying the relationships
A system is a collection of two or
more objects. An isolated system is a
system which is free from the
influence of a net external force
which alters
the momentum of the system.
http://www.vicphysics.or
g/physicsstudents.html
W.DILAN FERNANDO
8
perspectiv
e is to
influence
student
thinking in
ways that
promote
better
understand
ing of
science
ideas.
Particular
reasons
for using
these to
engage
with this
idea).
rectilinear motion,
including vertical
motion under
gravity
An important
consequence of 1ST
law was the
realisation that an
object can be in
motion without a
force being
constantly applied
to it. When you
throw a ball, you
exert a force to
accelerate the ball,
but once it is
moving, no force is
Results are discussed as whole
class leading to questions in the
chapter.
Questions are selected steadily
increasing difficulty. The
challenge is to see how many
questions they can handle
correctly. There is no reason to
stop work and disturb others as
the all the questions numbers are
written on the borad.
When they have questions, they
are encouraged to ask questions
any time.
True weightlessness is only
possible where the strength of
the gravitational field is zero,
this is only approximated deep
in space
the only unbalanced forces acting
upon the two balls are the contact
forces which they apply to one
another.
Chalk and talk (often effective for
those who grasp ideas easily).
Making models
Make models of
'Dirty tricks'
To help promote understanding
about how formulae are chosen and
used.
Linking
it may be useful to make links to
maths
Students to make models of
concepts.
This also provides the opportunity
for students to become familiar with
some of the physical phenomena.
The airbag is designed to increase
the time of the collision. It expands
rapidly and is already deflating by
the time the head comes into contact
with it. This deflating bag increases
the time of collision greatly.
Hard surfaces result in shorter
contact times, or softer surfaces
result in longer contact times
The larger F is, the greater the risk
that parts of the body will undergo
forces that will push the body
direction of motion)  the
displacement
State, explain and apply
the principle of
conservation of energy in
situations involving
transfer of energy, and
work—this will include
applying the relationships.
Explain and apply that
power is the rate of doing
work or transferring
energy.
Most students enjoy the
activity and are able to
achieve a reasonable level
of success in it.
To avoid misconceptions
of energy such as Energy
gets used up or runs out.
Something not moving
can't have any energy.
A force acting on an object
does work even if the
objects does not move.
Energy is destroyed in
transformations from one
type to another.
Energy can be recycled.
To explain that
experimental
physics is not just
satisfying
theoretical physics
findings. Here
students should not
get straight line
through the origin.
Due to presence of
both random and
systematic errors
they get a line not
through the origin.
http://phet.colorado.edu/e
n/for-teachers/browseactivities
Comparing the
power output of
students:
www.physicsclass
room.com/class/en
ergy/u5L1e.cfm
Apparent weight
http://www.archiv
e.org/details/Nasa
Connect-Watmtg-
W.DILAN FERNANDO
9
necessary to keep it
moving. Prior to
this realisation it
was believed that a
constant force was
necessary, and that
this force was
supplied by that the
air pinching in
behind the ball.
This model, first
conceived by
Aristotle, proved
tenacious, and
students still fall
into the trap of
using it.
beyond its elastic limit, resulting in
head injury.
misconceptions
Momentum is not a vector.
Conservation of momentum applies
only to collisions.
Momentum is the same as force.
Moving masses in the absence of
gravity do not have momentum.
The centre of mass of an object must
be inside the object.
Gravitational potential
energy is the only type of
potential energy.
When an object is released
to fall, the
gravitational
potential energy
immediately
becomes all kinetic
energy.
Energy is not related to
Newton's laws.
Energy is a force.
ApparentWeight
WebActivity
http://videos.hows
tuffworks.com/hs
w/6172-work-andenergy-types-ofenergy-video.htm
W.DILAN FERNANDO
10
PART 2: A TEACHING PROGRAM FOR 3 WEEKS OF CLASS TIME (12 LESSONS), DEVELOPED FROM
THE CORE.
Area of study 1: Motion
VCAA Outcome 1:
To investigate, analyze and mathematically model motion of particles and bodies in terms of Aristotelian, Galilean and Newtonian theories.
“Teachers must develop courses that include appropriate learning activities to enable students to develop the knowledge and application of key skills identified
in the outcome statements in each unit. Teachers should design courses that develop conceptual understanding of physics ideas and apply the key skills. Being
aware of student alternative conceptions can assist teachers to develop activities that encourage students to revisit ideas and move towards developing a
more scientifically accepted conception. ” - VCE Physics study design page 43
On completion of this unit the student should be able to investigate, analyse and mathematically model motion of particles and bodies in terms of Aristotelian, Galilean and
Newtonian theories.
In this unit, students identify a problem or research question and formulate a prediction or hypothesis, select at least one relevant independent continuous variable
and recognise controlled variables.
Wee Lesso Key ideas/Learning Goals
Concepts covered in class
k No. n
numb (Heinemann Physics y11
er
Text Book)
Essential Verbs
in VCAA study
design or
Questions .
Practical activities, demonstrations and Whiteboard activities and
SPARKLabs from Pearson Reader
resources from Pearson
Interactive lessons, animations, videos Reader
Formative
Assessment and
Summative (Home
work,online
quizzes)
VCAA assessment
criteria
W.DILAN FERNANDO
11
Wee
k1
4.1 Describing motion:
scalar and vector quantities
identify parameters of motion
as vectors or scalars
1 Centre of mass, distance
travelled, displacement,
average speed, average
velocity and acceleration
4.2 Graphing linear
motion: x–t and v–t graphs
(using both scalar and
vector quantities)
Use of gradient of x–t
graph to obtain derived
data
Use of area of v–t graph to
obtain derived data
Describe
Demo: Resolution of vectors using
loaded strings.
Communicate the
characteristics and Practical activity : Introduction to the air
track, The kinematics of a student
features of an
event, object,
SPARK Lab: The kinematics of a student
procedure, concept Accelerating motion
or process using
http://phet.colorado.edu/en/forwritten, oral or
teachers/browse-activities
visual
representations
http://www.surendranath.org/Apps.html
Apply
( Use knowledge,
ideas, formulas,
principles, theories,
laws, models
and/or techniques
in a new situation)
Accelerating motion
discuss Galileo’s famous ‘thought
experiment’
Resources: Pearson E
Reader Chapter 7, Pearson
Maths TC, Worksheets
Distinguish between scalar
and vector quantities, and
add and subtract vectors in
one dimension.
Describe and apply the
concepts of distance and
displacement, speed and
velocity, and acceleration for
uniform and uniformly
accelerated rectilinear motion
Recap/Reflect
1. What did you learn?
2. What questions do
you still have?
3. What was the easiest
for you to understand
and do?
4. What was the most
difficult?
Self-management
(evaluating and
monitoring own
performance)
Report
(oral/written/visual)
Communi
cation
(sharing
informatio
n;
speaking
clearly
and
directly;
writing to
the needs
of the
audience;
using
numeracy)
learning (being open
to new ideas and
techniques)
4.1
Calculations and
problems on
addition and
W.DILAN FERNANDO
12
subtraction of
vectors
2
analyse straight-line motion
under constant acceleration
graphically, numerically and
algebraically • analyse
graphically non-uniform
motion in a straight line
4.2 continue Graphing
linear motion: a–t graphs
(using both scalar and
vector quantities)
Use of area of a–t graph to
obtain derived data
4.3 Equations of linear
motion
Analyse
(qualitative and
quantitative
methods)
Calculate (Use
mathematical
formulas and
modelling)
Analyse and apply physics
understanding
Practical activity : Analysing motion
with a sensor
SPARKLab: Analysing motion with a
motion sensor
Uniform motion
Student-designed open investigation:
How surface area affects the motion of a
trolley.
http://www.walterfendt.de/ph14e/index.html
Recap : observe movement
through measuring acceleration,
video recording, constructing
models, and examining energy
cycles in athletes
Problem
solving
(developin
g practical
solutions;
testing
assumption
Horizontal linear motion with s taking
uniform acceleration.
the context
applying the relationships of
Start chapter 4.2
Write an
s
vu
v-u
v av  ,
v av 
, a
,
investigation
t
2
t
report, with
s  ut  1 at 2 , v2  u 2  2as
2
evidence for
conclusions of
the investigation.
4.3
• Explain the safety
features in cars
and Motion
calculations.
W.DILAN FERNANDO
13
3
Wee
k2
4.4 Vertical motion
under gravity:
Theories of
Aristotle and
Galileo
compare the effect of a force
as defined by Aristotle,
Galileo and Newton •
Acceleration due to gravity
with and without air
resistance
5.1 Force as a vector
quantity
Concept of net force (F),
4 vector addition
Dividing vectors into
components
5.2 Newton’s first law,
forces in equilibrium
Compare
Practical activity 20: A reaction timer
(Identify and list the
similarities and
differences of
Aristotle, Galileo
Accelerating motion.
and Newton
methods)
describe the change in motion
that results from the application
of a force
Accelerating motion
Vertical linear motion under
gravity
s
v av  ,
t
v av 
s  ut  1 at 2 ,
2
vu
,
2
a
v-u
,
t
Planning and
Communication
(reading
independently;
writing to the needs
of the audience; using
numeracy
v2  u 2  2as
Chapter 4 review
questions4.4
Extra challenge for smarter
Pearson Reader
students can be treated by
giving unit3 motion questions Chapter 4 Quiz
from y 12.
Describe
Communicate the
characteristics and
features of an event,
object, procedure,
concept or process
using written, oral
or visual
representations
Ex.Investigation of the effect of different
oils on the frictional force on a block of
wood.
The first and third laws of motion
Practical activity 21: Force and
equilibrium
SPARKLab: Force and equilibrium
Investigate and inquire
scientificaly
The first and third laws of
motion
State, explain and apply
Newton’s first, second and
third laws of motion—
apply the vector model of forces,
including vector addition and
components of forces, to readily
observable forces including
weight, friction and reaction
forces
5.1chosen q’s
Complete concept
questions on how
inertia affects the
motion of bodies
a multimedia or
web page
presentation
5.2 chosen
questions
W.DILAN FERNANDO
14
5.3 Newton’s second law:
F = ma
Weight and mass
5
5.4 Newton’s third law
The inclined plane, tension
Investigate
Undertake practical
experiments and
research to find out
the answer to a
question or problem
How are forces
linked to mass
and acceleration?
Chapter 5 review questions
(a) review questions (last
20 min)
What effect does
a gravitational
field have on a
mass?
Measuring the acceleration of a trolley
down a slope.
Practical activity : Newton’s second law
SPARKLab: Newton’s second law
Practical activity: Acceleration down an
incline
SPARKLab: Acceleration down an
incline
Use bathroom scales to
measure reaction forces
when sitting, leaning
against a wall and walking
on the scales
Use a motion detector to describe
simple walking movements in
terms of distance, speed and
acceleration
Apply Newton’s three laws of
motion to a body on which a
resultant vector force acts.
applying the relationship:
resultant F  ma
Describe, explain and use
gravitational fields to
explain weight as the force
on a mass in a gravitational
field. This will include
applying the relationship:
Fweight  mg
•Draw free-body diagrams
showing the forces acting on
objects from descriptions of
real-life situations, involving
forces acting in one or two
dimensions.
5.3 chosen
questions
Write a story about
the Astronauts’
Athletic
Competition on
the Moon— to
include
calculations of
the best times and
distances to be
expected.
•Analyse
experimental data
from two falling
balls
5.4 chosen
questions
Chapter 5 review
questions
W.DILAN FERNANDO
15
6&7
Practical activity
on(80min)
Design Create
a plan, object,
model, system,
simulation or
set of
procedures to
suit a particular
purpose.
Evaluate Make
reasoned
judgments or
decisions on given
or collected
information, based
on established
criteria.
Measure the acceleration of
trolleys of different masses
under the influence of a
range of known forces
(a) determine the relationship between
acceleration and mass
when the resultant force of the system is
kept constant.
(b) determine the relationship between
acceleration and 1/ mass
when the resultant force of the system is
kept constant.
(c)verify Newton’s second law
apply graphical, numerical and algebraic
models to primary data collected during
practical investigations of motion, and to
secondary data
See the attachment 1,2,3,4 newton 2nd law
prac ,guidance and marking rubrick
Communicate physics
information and
understanding
They select and use
appropriate materials,
apparatus and
Measurement procedures to
ensure reliability in the data.
Plot a graph of
acceleration (a )vs total mass
(mT ) of the system and
comment on the relationship.
Plot a graph of a vs 1/mT
Planning and
organising (collecting,
analysing and
organising
information)
Technology (using
information
technology to organise
data)
Teamwork (working
as an individual and as
a member of a team
Students record
raw qualitative and
quantitative data
and present
processed data,
including correct
use
of units, symbols
and formulas,
appropriately.
an annotated folio
of practical
activities vcaa
student-designed
investigation
Graph 2 linear
graphs and
nonlinear graph.
comment on the
relationship and
gradient
Submit prac report
and mark
according to
Rubric
W.DILAN FERNANDO
16
Wee
k3
6.1 The relationship
between momentum and
8 force
Momentum, change in
momentum, impulse
6.2 Conservation of
momentum, collisions
Select
http://www.vicphysics.org/physicsstuden
Choose from a ts.html
number
of Practical activity : Conservation of
momentum in explosions
components,
options or processes. Conservation of momentum of trolleys in
collisions lab.
Attachment 5 momentum
How can we
predict the
outcomes of a
collision?
Momentum
6.1 selected
Describe and apply the law of questions
conservation of momentum
in one dimension—this will
Lab skills test on
include applying the
using equipment
relationships:
and reducing
p  mv,  pbefore   pafter , Ft  mverrors.
 mu
quiz to
Ft  mv  mu Momentum
calculate velocities
describe how action of a net
after collisions
force causes changes in
Attachment 6
momentum
momentum H.w
6.2 selected
quetsions
W.DILAN FERNANDO
17
9
6.3 Work, work and
friction
Force–displacement graphs
6.4 Mechanical energy:
calculating
kinetic,
gravitational
potential
energy, elastic potential
energy
Work done and energy
changes.
Hooke’s law and ideal
springs
Analyse
impulse(m
omentum
transfer) in an
isolated
system,
for
elastic
collisions
between
objects
moving in
straight line
Model
Show
the
structure
or
operatio
n of an
object,
concept,
system
or
process
by using
a
descripti
on,
pattern,
plan or
two- or
threedimensi
onal
represen
tation.
Making a catapult:
www.stormthecastle.com/catapult/
Practical activity: analyse Hooke’s Law for
an ideal spring, F=-k∆x
Interactive for 6.4: Braking
Work and energy
Attachment 7 energy
Work and energy
work done = constant force x
distance moved in direction of
force – work done = area under
force-distance graph
Explain and apply the
concepts of energy and work,
including kinetic energy,
gravitational potential energy
and internal energy.
Area under a forcedisplacement graph shows
the work done.
State, explain and apply the
principle of conservation of
energy in situations involving
transfer of energy, and
work—this will include
applying the relationships:
Ek 
1
2
Initiative and
enterprise
A practical
investigation
(student designed,
adapted or
extended)
6.3 selected
questions
6.4 Review of
topic questions.
Attachment 7
energy and home
work
mv2 , E p  mgh, W  Fs, W  E
F = kx
potential energy in ideal springs,
½k∆x2
When is work
done and energy
stored?
W.DILAN FERNANDO
18
6.5 Energy
transformations, power
10
Recap/Reflect based on
motion summary before
the SAC
5. What did you
learn?
6. What questions do
you still have?
7. What was the
easiest for you to
understand and do?
8. What was the most
difficult?
Explain
Potential energy and kinetic energy
Make clear; account
for the reason for
Practical activity: Conservation of
something or the
energy
relationship
between cause and SPARKLab: Conservation of energy
effect; state why
and/or how.
www.physicsclassroom.com/class/energ
y/u5L1e.cfm
What are energy
and power, and
how are they
used?
Potential energy and kinetic
energy
The efficiency of the energy
transfer is a measurement of
how much of the energy is
transferred to the desired
form of energy.
6.5 selected
questions
Quiz on
Final energy
% Efficiency =
 calculations in
Initial energy
energy and power.
100
measure students’
1
power output as they
Explain and apply that power run up a flight of
stairs
is the rate of doing work or
transferring energy—this will Chapter 6 review
questions
include applying the
relationship:
P
11
&12
SAC on MOTION
Calculate (Use
mathematical
formulas and
modelling)
Assessment Tasks: SAC
Attachment 8 SAC AND answers
Technology (using
information
technology to organise
data)
W E

 Fv av
t
t
90 minutes
Problem solving (using
mathematics to solve problems
A test (short answer and
extended response).
Communication
(writing to the needs
of the audience)
SAC
School assessment Task
(SUMMATIVE
ASSESSMENT)
W.DILAN FERNANDO
19
Suggested examples of learning activities (VCAA study design page 51)
Motion
Outcome 1
Investigate, analyse and mathematically model motion of particles and bodies in terms of Aristotelian, Galilean and
Newtonian theories.
Examples of learning activities
 explore conceptual understandings and alternative prior conceptions of motion using techniques
such as those described by the conceptual understanding procedures (CUPs)
 compare the explanation of motion offered by Aristotle and Newton for a ball rolling downhill
 discuss Galileo’s famous ‘thought experiment’ in his dialogues in which he shows that Aristotle’s argument that an
object will fall at a speed according to its weight is logically flawed
 observe, measure and record data taken from an excursion to a playground or amusement park;
provide detailed graphical analysis of each motion observed, estimating speed, frequency,
periodicity, and accelerations
 use bathroom scales to measure reaction forces when sitting, leaning against a wall and walking
on the scales
 use a motion detector to describe simple walking movements in terms of distance, speed and
acceleration
 measure the acceleration of trolleys of different masses under the influence of a range of known
forces
 discuss the reasons that a falling object usually does not accelerate at the expected rate of 9:8
m s-2



measure students’ power output as they run up a flight of stairs
graph force vs extension for a catapult and relate the stored energy to the vertical height to which it
will fire a projectile; ensure safe use of the catapult
observe movement through measuring acceleration, video recording, constructing models, and examining energy
cycles in athletes
REFERENCE
Sample lesson: Momentum of a System
https://edrolo.com.au/samples/vce/physics/vce-physics/unit-3-area-study-1/momentum-andenergy/momentum-of-a-system/#watch
VCAA STUDY DESIGN PHYSICS UNIT 2
Physics Index
http://www.vcaa.vic.edu.au/Pages/vce/studies/physics/physicsindex.aspx
VIC Institute of Physics
Alternative Conceptions
W.DILAN FERNANDO
20
http://www.vicphysics.org/misconceptions.html
ACARA
Structure of Physics
http://www.australiancurriculum.edu.au/SeniorSecondary/science/physics/structure-of-physics
Physics Senior Secondary Curriculum
Australiancurriculum.edu.au,. (2014). The Australian Curriculum v7.1 Physics Senior Secondary Curriculum.
Retrieved 29 September 2014, from
http://www.australiancurriculum.edu.au/SeniorSecondary/science/physics/Curriculum/SeniorSecondary#page=2
PEARSON
Pearson Reader: Heinemann Physics 11 Enhanced Teacher Resources
(2014). Retrieved 29 September 2014, from http://Pearson Reader: Heinemann Physics 11 Enhanced Teacher
Resources
Misconcepts on motion
www.physicsfirstmo.org/files/Misconceptions.pdf
(2014). Retrieved 29 September 2014, from http://www.physicsfirstmo.org/files/Misconceptions.pdf
Learning in science : the implications of children's science / Roger Osborne and Peter Freyberg ; with
Beverley Bell ... [et al.].
Osborne, R., & Freyberg, P. (1985). Learning in science (1st ed.). Auckland, N.Z.: Heinemann.
Melbourne High physics
http://physicsatmhs.com/2011/wave-demonstrations-bell/
Physicsatmhs.com,. (2014). Retrieved 29 September 2014, from http://physicsatmhs.com/2011/wave-demonstrationsbell/
Energy conservation ICT
http://www.physicsclassroom.com/Class/energy/u5l1b.cfm
Physicsclassroom.com,. (2014). Potential Energy. Retrieved 29 September 2014, from
http://www.physicsclassroom.com/Class/energy/u5l1b.cfm
PhET Simulations – University of Colorado
http://phet.colorado.edu/en/for-teachers/browse-activities
W.DILAN FERNANDO
21
FeaturPhet.colorado.edu,. (2014). Browse PhET contributions. Retrieved 29 September 2014, from
http://phet.colorado.edu/en/for-teachers/browse-activitieses interactive science simulations on a whole range of
physics topics including forces and motion, circuits and electricity.
General Physics Java Applets by Surendranath
http://www.surendranath.org/Apps.html
General physics java applets on kinematics, dynamics, oscillations, waves, heat, electricity and optics.
(2014). Retrieved 29 September 2014, from http://www.surendranath.org/Apps.html
Walter Fendt Java Applets on Physics
http://www.walter-fendt.de/ph14e/index.html
Fendt, W. (2014). Java Applets on Physics (Java 1.4). Walter-fendt.de. Retrieved 29 September 2014, from
http://www.walter-fendt.de/ph14e/index.html
Physlets
http://webphysics.davidson.edu/Applets/Applets.html
Resources include physics java applets. Click on the Java 1.1 and Java 1.0 links on the right to access
applets.
Webphysics.davidson.edu,. (2014). Physlets Home Page. Retrieved 29 September 2014, from
http://webphysics.davidson.edu/Applets/Applets.html
Vicphysics physics students
http://www.vicphysics.org/physicsstudents.html
Site offers resources and information for physics teachers including practical activities, useful weblinks,
current research and the curriculum.
Vicphysics.org,. (2014). Vicphysics | Physics Students. Retrieved 29 September 2014, from
http://www.vicphysics.org/physicsstudents.html
Khan Academy
http://www.khanacademy.org/#physics
Search the Khan Academy database for instructional videos on physics.
Khan Academy,. (2014). Khan Academy. Retrieved 29 September 2014, from
http://www.khanacademy.org/#physics
The Physics Classroom
http://www.physicsclassroom.com/
Features an extensive library of physics resources.
Physicsclassroom.com,. (2014). The Physics Classroom. Retrieved 29 September 2014, from
http://www.physicsclassroom.com/
S-cool
http://www.s-cool.co.uk/a-level/physics
Resources for UK A-level Physics that has a lot of overlap with VCE Physics, including study summaries,
worked examples and quizzes.
S-cool.co.uk,. (2014). A-level Physics Revision | S-cool, the revision website. Retrieved 29 September 2014, from
http://www.s-cool.co.uk/a-level/physics
W.DILAN FERNANDO
22