EDST544

Unit Outline
Unit 3 Physics

VCE Physics
Overview of Study
VCE Physics consists of 4 Units, each approximately 50 hours of class time.
Aims: students should understand each of the following in relation to the physics in each
Unit:
language, methodology and major ideas
how knowledge is extended, organised and revised
validity and reliability of underlying assumptions
design and conduct of practical investigations
alternative interpretations
communicate effectively
applications to technology

Key skills and understandings

Investigate and inquire scientifically
questions
hypotheses
uncertainty
Analyse and apply physics understanding
information
ideas
concepts
theories
models
processes
issues
Communicate physics information and understanding
data
language

Focus on UNIT 3:

Big Ideas, brief description of content

Unit three focuses on ideas that underpin modern technology including motion in one
and two dimensions, further aspects of electricity and electronics, photonic devices,
and applications of these technologies
Students design and carry out an extended practical investigation using mathematical
modelling, computer and/or graphics calculator programs, data analysis and error
considerations.

Areas of study, outcomes, key knowledge

AREA OF STUDY 1: Motion in one and two dimensions
Newtonian laws of motion and related energy and momentum transformations
including conservation.
AREA OF STUDY 2: Electronics and photonics

The operation of Electronic and photonic devices including information transfer and
energy transformation.
AREA OF STUDY 3: Detailed studies
One selected from:
Einsteins special relativity
Materials and their use in structures
Further electronics

Assessment and reporting

The award of satisfactory completion for a unit is based on a decision that the student
has demonstrated achievement of the set of outcomes specified for the unit
School-assessed coursework for Unit 3 will contribute 17 per cent to the study score.
The mid-year examination will contribute 33 per cent to the study score.
Teachers provide the Victorian Curriculum and Assessment Authority a score
assessing each students level of achievement. This is based the tasks set out

in the following table and the VCAA assessment handbook.

Example Assessment Tasks including ICT

use dataloggers to investigate the displacement, velocity and acceleration of students as they
perform long jumps and high jumps
use student designed crumple zones attached to motion trolleys to investigate inelastic
collisions; the speed of the motion trolleys can be measured using ticker timers or dataloggers
develop a spreadsheet that models the motion of a sky diver approaching terminal velocity
use a circuit analysis program to investigate the characteristics of circuits containing various
combinations of elements
construct a simple circuit using a LDR or other photosensitive device to detect light signals and
convert them into electrical signals; use this in conjunction with the previous device to transmit
and receive a light signal
use a video camera to photograph motion from different frames of reference, e.g. a student
walking along throwing a ball in the air from a stationary camera and from a moving camera,
or motion on a rotating table
measure force-compression data for a variety of running shoe soles and hence estimate the
force on the runners foot while running; use the Internet to research properties of running
shoes
construct a circuit containing a resistor and a smoothing capacitor; use a cathode ray
oscilloscope to analyse the smoothed output and view the effect of changing resistance and
capacitance; use a spread sheet to tabulate data

A Unit of Work - Unit 3, Area of Study 2: Electronics and Photonics

Teaching principles used to develop this unit

When students learn about what is known, without also learning how we have come to know it, and
why this belief or conceptual scheme is better than another belief, it eliminates any chance of
students understanding the social, cognitive and epistemic dynamics that make science an objective
way of knowing. (Duschl, 2000, p. 187)
This Unit takes investigation as the primary mode of science, and therefore as the primary mode of the
science classroom.
A note of warning: the intention of this unit is not to encourage unguided learning. Quite the opposite.
In 2006 Kirschner, Sweller and Clarke identified that inquiry based learning can often lead to minimal
instruction (and showed this to be consistently to the detriment of learners). However, the rejection of
direct instruction seen in many works on inquiry based education is in response to telling the student
the answer rather than all forms of instruction per se.
Ongoing Formative Assessment using journals
One of the challenges of inquiry based education is continuously modifying instruction to meet student
needs. A necessary aspect of this is knowing student needs - and this can only be done through
formative assessment whether formal, or informal (Bell, 2000).
In this Unit, students will be required to maintain a scientific journal. Journals have been identified to
be an extremely useful way to generate formative assessment in the science classroom (Shavelson,
2001). It is essential however that explicit responses in written and verbal form be made by the
teacher and that measured needs using this tool are responded to (Ruiz-Primo and Li, 2001).

Note that this journal is not the students workbook. They do not complete revision questions
etc. It is a record of the knowledge they identify as important. Typical questions and worked
solutions may be included, but these should be identified as exemplifying cases.
If the technology is available this journal can be produced electronically, however it must be
completed in class, simultaneous with learning activities.

Overview of Unit: Lesson sequence and Links to curriculum

Lesson
1. Circuits Revised

Key Knowledge from Study Design

calculate the effective resistance of circuits
comprising parallel and series resistance and
unloaded voltage dividers

2. Diode Introduced

apply the concepts of current, resistance,

potential difference (voltage drop) and power
to the operation of electronic circuits
comprising diodes, resistors, thermistors and
photonic transducers including light dependent
resistors (LDR), photodiodes and light emitting
diodes (LED), (V=IR, P=VI);

3. Semiconductors

describe energy transfers and transformations

in opto-electronic devices
apply the concepts of current, resistance,
potential difference (voltage drop) and power
to the operation of electronic circuits
comprising diodes, resistors, thermistors and
photonic transducers including light dependent
resistors (LDR), photodiodes and light emitting
diodes (LED), (V=IR, P=VI);

4. P-N Junction Diodes

describe energy transfers and transformations

in opto-electronic devices

5. Design and Build a Wireless radio (Part

1)

describe the transfer of information in

analogue form (not including the technical
aspects of modulation and demodulation)
using:

6. Design and Build a wireless radio (Part

2)
7. Modulation

light intensity modulation, i.e. changing the

intensity of the carrier wave to replicate the
amplitude variation of the information signal so
that the signal may propagate more efficiently
demodulation, i.e. the separation of the
information signal from the carrier wave;
design, investigate and analyse circuits for
particular purposes using technical
specifications related to potential difference
(voltage drop), current, resistance, power,
temperature and illumination for electronic
components such as diodes, resistors,
thermistors, light dependent resistors (LDR),
photodiodes and light emitting diodes (LED
identify and apply safe and responsible
practices when conducting investigations
involving electrical, electronic and photonic
equipment

8. Amplifiers
9. Amplifiers
10. Amplifiers

11. Extension Project (for advanced

students to complete from lesson 4
onwards)

analyse voltage characteristics of amplifiers

including linear voltage gain (Vout/Vin) and
clipping;
apply the concepts of current, resistance,
potential difference (voltage drop) and power
to the operation of electronic circuits
comprising diodes, resistors, thermistors and
photonic transducers including light dependent
resistors (LDR), photodiodes and light emitting
diodes (LED), (V=IR, P=VI);
Investigate the human eye. How does light get
transferred into information for the brain?

Lesson 1 Circuits Revised

Aim
To review principles underlying electronics, based on expected knowledge from VCE Physics Unit 1
(VCCA, 2008, p15):

Equipment/Resources
Syringes and Tubing sufficient to build hydraulic systems.
Website detailing hydraulic systems as model for electric circuits: http://hyperphysics.phyastr.gsu.edu/hbase/electric/watcir2.html#c2
This website is also useful:
https://ece.uwaterloo.ca/~dwharder/Analogy/
Method
Students will explore pressure, flow, resistance and the following two principles using hydraulic
systems:
1 There cannot be any net pressure change around any closed loop.
2 The volume flow rate must be the same at any cross section around any closed loop.
Teacher will demonstrate analogy with electric circuits and prove circuit laws using these principles.
Assessment
Students to have completed two diagrams in their journal, one for each principle. Each diagram is to
be accompanied by an equivalent diagram in electric circuit terms. This must be completed prior to
teacher proof of circuit principles.
Students to complete Question 1 of the 2012 exam 1 electronics section for homework. available at
http://www.vcaa.vic.edu.au/Documents/exams/physics/2012/2012physics1-w.pdf The Khan Academy
notes on circuits can be used to assist - available at
http://www.khanacademy.org/science/physics/electricity-and-magnetism
Lesson 2 Diode Introduced
Aim To introduce the concept of a diode.

Equipment/Resources
Circuit boards and basic circuit pieces. Volt and ammeters, ohmetres.
Method
Introduce using water model analogy with one way valve.
https://ece.uwaterloo.ca/~dwharder/Analogy/Diodes/
Demonstrate AC vs DC current: http://www.youtube.com/watch?v=iDH-RiDxqE4
Have students build a rectifier http://www.youtube.com/watch?v=eHdykJwxHxg
Assessment
Students to have Graph of AC current and Graph of rectified DC current, and diagram of rectifier
circuit in thei joournals.

Lesson 3 Semiconductors
Aim
Investigate resistance/temperature characteristics of conductors and semiconductors.
Equipment/Resources
Copper, heat.
http://thesciencecupboard.com/page3.htm
Method
Build an open circuit with an ohmmeter and two pieces of heavy copper wire at either end.
Attach the wires to each other.
Heat the wires with a blow dryer, then with a Bunsen burner.
What happens to the resistance? How would you characterise the relationship between temperature
and resistance for a conductor?
Now burn the wires using an oxy torch (teacher to do this). Scrape of the black stuff. Connect them
back together with the red stuff touching. Heat that red stuff in the same ways as before and now see
what happens to the resistance.
Assessment
Journal to contain Heat-Restance graphs for a conductor and a semi-conductor and a worded
statement of the relationship for both.

Lesson 4 P-N Junction Diodes

Aim
To learn the construction and atomic behaviour of p-n junctions and how these function as diodes.
Equipment/Resources
http://hyperphysics.phy-astr.gsu.edu/hbase/solids/pnjun.html
http://www.electronics-tutorials.ws/diode/diode_2.html
Method
Theory lesson drawing together previous two lessons.
Recall last lesson building a diode and ask: what was the red stuff?
Copper Oxide Semiconductor.
Explain in terms of equilibrium ask: what is equilibrium?
Use above websites with graphics to explain.
Assessment
Students to have diagram of p-n junction with critical regions labelled and a worded explanation of
how the equilibrium is established and broken at the depletion region.

Lesson 5 Design and Build a Wireless radio (Part 1)

Aim
Basic idea. (diode can detect signal how this happens).
Design a wireless radio circuit diagram.
Equipment/Resources
http://www.w1tp.com/perwirls.htm - build a telegraph system.
Lots of electronic stuff, radios, earphones etc. DIODES!
Method
Refer back to lesson 2 + 3 and the detection of light. Have a discussion about visible and insivisble
light.

The point is: while we cant see most light a diode can.
Talk about radios can walls get in the way? (basic discussion for conceptual understanding, dont
need materials science detail).
As a group build a basic Buzzer and detect it with a radio first step in information transfer is
transmission creating the signal. Make sure you detect it in another room, also put a wire cage
around it to show that some things can interfere with the signal.
Assessment
Students to write short paragraph at end of lesson describing the overall process of wireless
information transfer.

Lesson 6 Design and Build a wireless radio (Part 2)

Aim
To build a simple diode radio and to decode a simple signal.
Equipment/Resources
http://www.w1tp.com/perwirls.htm
Method
Relatively simple circuit set it up.
Then generate a signal using the buzzer built in lesson 5.
Use morse code first to send basic message. Advanced students should develop an alphabet using
binary and then send a message.

Assessment
Students to have raw message recorded with translation.
Students to have a paragraph explaining what it is that the signal is transmitted using (light) and why.

Lesson 7 Modulation
Aim
A more theoretical look at how a wireless signal is received in detail modulation.
Equipment/Resources

Method
Distinguish between two types of signal digital and analogue. Ask: what type of signal have we been
using so far?
Discuss advantages of analogue signal and how we can send these in carrier waves.
Useful website:
http://www.schoolphysics.co.uk/age16-19/Electronics/Semiconductors/text/Rectification_/index.html
Look at a Bridge Rectifier and work out its operation.

Students to work this out in pairs using knowledge they have so far. Teacher to help individual groups.
Teacher provides each pair with a different input signal to decode.
Assessment
Students to have fully worked output signal. Diagram and explanation of the bridge rectifier in their
books.

Lesson 9 Amplifiers 1
Aim
Build a simple amplifier using two diodes. Understand the basic idea of this kind of circuit.
Equipment/Resources
http://www.vicphysics.org/documents/teachers/bjtamplifierwells.pdf
Method
Discuss theory of amplifier in terms of water analogy:

Use this website: http://www.satcure-focus.com/tutor/page4.htm

Then do the electric version:
First image the transistor only connected across B to E. Current flows as if BE is just a diode forward
biased.

Then imagine we apply a voltage to BC:

Current still flows through B, and although the current would not normally flow through the reversed
biased CB junction, the BE current overcomes this (just like in the water analogy, and allows current to
flow.
Importantly the current through C is much larger but PROPORTIONAL to the current through B, so we
can control the current through C by controlling the current through B amplification!

Lesson 9 Amplifiers 2
Aim
Build a transistor amplifier.
Equipment/Resources

Transistor Amplifier Kit

Ideal for students to investigate the operation of transistor amplifier circuit

Quick to assemble, no soldering needed,

Working in five minutes,
Ideal for students to investigate the operation of
the transistor,
The thermistors response to touch and the
visual impact of the LED reinforce the learning,
Able to simply measure base and collector
currents and voltages,
6 pages of prac notes on the AIP website,
2 pages of extension activities, 4 pages of
explanatory notes and 3 pages of information
on applications and careers at
http://www.vicphysics.org/teachers/electrophotonics.html
Developed by AIP Education Committee for the VCE Physics Study Design.

The kit includes:

Card with drawn circuit,
Set of components,
Battery clip for 9V battery

Not supplied are:

Drawing pin to punch holes in the card,

9V battery,
2 Multimeters,
Ice block
.

How it works:
The circuit has a thermistor in the voltage divider circuit that biases the transistor and a LED in
the collector line to indicate the size of the collector current. At room temperature the LED is
fully on. As the thermistor is cooled by an ice block the LED dims and goes off. When the
thermistor is allowed to slowly warm up, measurements of base and collector current, or base
and collector voltage, can be made and repeated if necessary. Current gain and Voltage gain
can be determined from these measurements.
In addition the thermistor can be replaced by a fixed resistor to properly bias the circuit. A low
frequency signal from a signal generator then causes the LED to visibly match the frequency.
Clipping and the effect of incorrect biasing can also be demonstrated.

Method
Ask: can we just add current to a circuit? Can we add voltage? Can we do this in a controlled
way?
Build and investigate the transistor amplifier using the above kit.
Measure the electrical properties and work out what it does.
Assessment
Students to have table of values measuring current and voltage changes around the circuit and
a small paragraph summarising what the circuit does.

Lesson 10 Amplifiers 3
Aim
Summative assessment of the Unit.
Equipment/Resources
Worksheets for each student with
Method
Students to be given amplifier diagram and asked to analyse it given a particular input signal:

R1

RC

R2
RE

Fig. 1

CE

References
VCAA. (2008). Physics. Victorian Certificate of Education Study Design.
Duschl, R. (2000). Making the nature of science explicit. In R. Millar, J. Leach, & J. Osborne
(Eds.), Improving science education. The contribution of research (pp. 185206). Buckingham,
UK: Open University Press.
Bell, B. (2000). Formative assessment and science education: A model and theorizing. In R.
Millar, J. Leach, & J. Osborne (Eds.), Improving science education. The contribution of research
(pp. 4861). Buckingham, UK: Open University Press.

Shavelson, R. (2001). On Formative Assessment With Student Journals. Presentation

to Stanford Education Assessment Laboratory. Stanford.

Maria Araceli Ruiz-Primo and Min Li. (2001). Looking Into Students' Science Notebooks:
What Do Teachers Do With Them? Presented at American Educational Research
Association Meeting in Seattle, Washington.
Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction
does not work: an analysis of the failure of constructivist, discovery, problem-based,
experiential, and inquiry-based teaching. Educational Psychologist 41 (2) 75-86