Beruflich Dokumente
Kultur Dokumente
Jayden B. Lach
Content Focus
Wave motion involves the transfer of energy without the transfer of matter. By exploring the behaviour of wave motion and examining the
characteristics of wavelength, frequency, period, velocity and amplitude, students further their understanding of the properties of waves. They
are then able to demonstrate how waves can be reflected, refracted, diffracted and superposed (interfered) and to develop an understanding
that not all waves require a medium for their propagation. Students examine mechanical waves and electromagnetic waves, including their
similarities and differences.
Students also examine energy and its transfer, in the form of heat, from one place to another. Thermodynamics is the study of the relationship
between energy, work, temperature and matter. Understanding this relationship allows students to appreciate particle motion within objects.
Students have the opportunity to examine how hot objects lose energy in three ways: first, by conduction, and, second, by convection – which
both involve the motion of particles; and, third, the emission of electromagnetic radiation. An understanding of thermodynamics is a pathway
to understanding related concepts in many fields involving Science, Technology, Engineering and Mathematics.
MODULE 3: WAVES AND THERMODYNAMICS 3
Topics
• Ray model of light
• Thermodynamics
Assessment Overview
Assessment FOR Learning Assessment AS Learning Assessment OF Learning
Diagnostic testing will be undertaken before Throughout the unit, some practical No formal assessment will be undertaken
starting each new inquiry question (see investigations will be designed by the during the course of this unit. However,
Appendix A for an example). Other strategies students, where they will design a method for content from this unit will be assessable in
will include informal discussions between the their investigation, perform the experiment/s, the yearly examination as assessment task 3.
teacher and students, either individually or in and reflect on their methods and results, and
small groups to establish their understanding make modifications to their method, before
of content, in addition to marking students’ performing the new version/s of their
books (classwork and practical investigation, to improve their results, if time
investigations) throughout the unit, including permits.
leaving feedback, and revisiting concepts if
students have trouble understanding the
concepts. Formative peer assessment can also
be undertaken during group work, where
students discuss their work with the other
members of the group, in order to solidify
their knowledge.
Inquiry Question: What properties can be demonstrated when using the ray model of light?
K & U Content WS Teaching and Learning Strategies Extension or Adjustment Resources
Descriptor Outcome
Descriptor
Students: PH11/12-3 • Students use “Phet interactive • For extra instruction, • Students will
• conduct a practical PH11/12-4 simulations: Geometric optics” students may wish to need access to
investigation to PH11/12-6 (Version 2.05) simulation to view additional a device that
analyse the PH11/12-7 visualize the effects of changing material from Khan has the Adobe
formation of variables for a concave lens, and Academy – Geometric Flash Player
images in mirrors what happens to the light rays as Optics (n.d.-a), or the plugin installed
and lenses via a result Module 3 series from for the
reflection and • Practical – Students use convex the High School simulation
refraction using and concave lenses to form real Physics Explained
the ray model of images from a phone (or similar) (n.d.) channel on Materials:
light (ACSPH075) onto a white sheet/cardboard, YouTube. • Convex lenses
and observe the changes to the • Concave lenses
image as the lenses, sheet, and • Phone for
image are moved around image
• Practical – Students use a • White
toothpick (or similar) and a sheet/cardboard
mirror to determine the distance • Toothpick
of an object projected on the • Pins
mirror. Refer to Gozzard (2016, • Mirror
October 14) for further • Light box (see
explanation. An alternative for The Physics
more advanced classes would be Classroom,
to provide students with a 2010,
variety of mirrors of differing September 30)
shapes, and asking them to
• Concave mirror
determine which mirror/s to use,
MODULE 3: WAVES AND THERMODYNAMICS 7
refractive with the above practical to show questions, as well as • Jelly (cut into
index of how different mediums change always having the different
medium 𝑥𝑥, the refraction of the light. formulae on hand when shapes)
𝑣𝑣𝑥𝑥 is the Students should also work attempting questions.
speed of through the guided activity Extra assistance may
light in the (Lees, 2017) that accompanies be required if students’
medium the simulation algebra skills are not at
• Students solve problems using an acceptable standard
• predict given values for the speed of to complete tasks.
quantitatively, light in a medium (𝑣𝑣𝑥𝑥 ) or the
using Snell’s Law, refractive index of an object.
the refraction and Students can also check their
total internal work using “Phet interactive
reflection of light simulations: Bending Light”
in a variety of (Version 1.1.16)
situations • Students predict, and
subsequently test their
• solve problems or predictions of refraction of light
make quantitative using Snell’s law given prisms
predictions in a of different refractive indexes.
variety of Students can also solve problems
situations by given the 3 out of 4 variables in
applying the the Snell’s law equation
following (𝑛𝑛1 𝑠𝑠𝑠𝑠𝑠𝑠𝜃𝜃1 = 𝑛𝑛2 𝑠𝑠𝑠𝑠𝑠𝑠𝜃𝜃2), and draw
relationships to: the diagrams for all problems
o 𝑛𝑛1 sin 𝜃𝜃1 = • Students practice finding the
𝑛𝑛2 sin 𝜃𝜃2 critical angle for total internal
(Snell’s reflection, for different mediums
Law) where values of 𝑛𝑛 are given, and
𝑛𝑛
o sin 𝜃𝜃𝑐𝑐 = 𝑛𝑛2 then complete the worksheet
1
from Bail, Hore, and Joosten
(2018, pp. 111-112)
MODULE 3: WAVES AND THERMODYNAMICS 9
Inquiry Question: How are temperature, thermal energy, and particle motion related?
K & U Content WS Teaching and Learning Strategies Extension or Adjustment Resources
Descriptor Outcome
Descriptor
Students: PH11/12-4 • Diagnostic test to be administered to • Students may be • Volume vs
• explain the PH11/12-7 review students’ understanding of given a pre-drawn Temperature
relationship the kinetic theory of matter from graph of volume vs graph of
between the pervious stages temperature for various gases
temperature of an • Demonstration – showing the some known gases, similar to the
object and the effects of heat on balloon (ice vs and asked to find graphs from
kinetic energy of room temp vs boiling)??? – hand- the relationship Chemistry
the particles within boilers etc. could be done as quick between them. LibreTexts
it (ACSPH018) practical Students should be (2015, Figure
• Teacher led introduction to the able to show that 6.2.3) OR for
• explain the concept Kelvin scale, and the concept of the trend is linear a simpler
of thermal absolute zero. A plot of Volume vs. towards absolute version from
equilibrium Temperature of gases to be shown zero Dommel et al.
(ACSPH022) (and drawn by students) that has (2005, p. 304).
been extrapolated linearly to • Students may be
absolute zero to visualize the given a graph with
proportionality of volume and pre-drawn axes if Materials:
temperature of gases. time is an issue, or • Balloons
• In small groups, students should they are not • Ice water
devise a strategy to teach the kinetic confident in • Boiling water
theory of matter to stage 4 students, graphing yet • Trays for
including drawing models of solids, water
liquids, and gases, as well as • For extra • Ice cubes
explaining what happens to the instruction, • Thermal
particles as heat is applied to the students may wish imaging
object/s. to view additional camera
• Demonstration – Students watch material from Khan
ice melt into warm water using a Academy –
MODULE 3: WAVES AND THERMODYNAMICS 12
o 𝑄𝑄=𝑚𝑚𝑚𝑚Δ𝑇𝑇, water has a higher specific heat the board for class
where c is capacity than cooking oil analysis
the specific • Students solve various problems • Some students may
heat using 𝑄𝑄 = 𝑚𝑚𝑚𝑚Δ𝑇𝑇 to calculate heat require additional
capacity of a energy, mass, specific heat capacity, assistance with
substance and the change in temperature for manipulating
various given values equations
• Students solve various problems • Students can
related to energy transfer in a closed discuss the
system using (𝑚𝑚𝑚𝑚Δ𝑇𝑇)1 = (𝑚𝑚𝑚𝑚Δ𝑇𝑇)2 variables that may
affect the accuracy
of the experiment
compared to
theoretical values
(i.e. heat lost to the
environment,
different Bunsen
burner, different
containers etc.)
• Graph paper with
pre-drawn axes
may be provided
for some students
or if time is limited
equations to make
each variable the
subject of the
equation
• For extension,
students may come
up with their own
scenarios for
thermal
conductivity
problems (with
worked answers) to
be completed by
any student willing
to complete
Students: PH11/12-3 • Students are given the graph of the • Students can solve • Heating curve
• conduct an PH11/12-4 heating curve of water, and explain problems of water
investigation to PH11/12-6 that there is no temperature combining the printout
analyse PH11/12-7 increase/decrease during a change of heating and/or • Practical
qualitatively and state cooling of an object worksheet
quantitatively the • Practical – Students determine the to its melting from skills
latent heat involved latent heat of fusion of water using and/or boiling workbook
in a change of state calorimetry, and complete the points, and its (Bail, Hore, &
associated worksheet from the skills latent heat of fusion Joosten, 2018,
workbook (Bail, Hore, & Joosten, and/or pp. 133-135)
2018, pp. 133-135) OR students vapourisation
heat ice over a Bunsen burner until • Students may need Materials:
the ice melts, and subsequently additional • Thermometer
boils, taking temperature readings at assistance • 600mL
every minute, and graphing the manipulating the beakers
results equations to find
MODULE 3: WAVES AND THERMODYNAMICS 16
Evaluation (Questions you would ask yourself/students in order to assess your unit of work)
Students:
• Did you find the work too easy/too hard?
• What topic/s do you feel you learnt the best?
• What topic/s do you feel you know the least?
• What would you have liked to learn more about?
• Do you feel comfortable with the amount you learnt during this unit?
• If there was a depth study to be made from this unit, what part/s would you like to study deeper?
Teacher:
• What part/s could be improved for future classes?
• What part/s did the students seem to enjoy the most?
• Are you comfortable with the amount your students learned throughout the unit?
• What resources need to be changed for the future?
MODULE 3: WAVES AND THERMODYNAMICS 17
(Cornell University Physics Teacher Education Coalition [PhysTEC], 2011; NSW Education
Standards Authority [NESA], 2018). With the shift in focus of the physics curriculum toward
an inquiry style approach (NESA, 2018), students are provided more freedom in their
learning, with teachers aiding them to find meaning in the concepts (Krajcik, 2015). This
approach, when combined effectively with direct, and guided instruction strategies, has been
suggested to benefit students’ learning (Mayer, 2004), and allows students to explore and
Although the physics curriculum has moved toward an inquiry approach to learning,
in order for the content to be accessible to students, the learning experiences must be
authentic and relatable for the students (Brown, Collins, & Duguid, 1989; Lee & Songer,
demonstrations, and carefully prepared experiments that seldom test students’ scientific skills
such as planning investigations, as well as devising and conveying their conclusions from
experimentation (Lee & Songer, 2003). In the past, creating opportunities for these science
skills has been difficult, since real-world science problems are often too broad, and
necessitate deeper content knowledge that students are expected to possess (Edelson, 1998).
Although this unit does not include a depth study, the inclusion of depth studies in the new
syllabus will allow students to explore concepts of interest to a greater depth than they would
have previously, and apply their knowledge to novel experiences (NESA, n.d.-c, n.d.-b). By
allowing students to develop their own learning (NESA, n.d.-c), depth studies allow students
to transform the abstract concepts and skills of physics, into meaningful inquiry (Lee &
Songer, 2003) to consolidate their learning (NESA, n.d.-c). However, an issue with teaching
(Rutherford, 1964, p. 84), such is not the case for determining the angles of incidence and
reflection using mirrors and Snell’s law by traditional school experiments. Stage 6 students,
with some guidance from the teachers, should develop their investigation skills by developing
their own methods to discover phenomena for themselves, allowing students to experience
what science ‘is’ (Edelson, Gordin, & Pea, 1999; Lee & Songer, 2003; Rutherford, 1964).
Despite, the many benefits of learning science through pure inquiry, a combination of
direct instruction, and guided inquiry has been suggested to benefit students more than pure
inquiry (Mayer, 2004). The blending of these pedagogies allows shallow levels of knowledge
to develop, whilst promoting deeper learning (Hattie & Donoghue, 2016) through the
Rawson Mead, 1997). Although not explicitly stated in the program, this unit achieves this
combination through direct instruction of new concepts, as well as providing guidance for the
Affairs, 2008) is the increased use of ICT as a tool for students’ learning. The above unit of
study lends itself to the use of ICT through the use of simulations for students understanding,
as well as student research, and the capturing and analysis of data. Through the use of ICT,
students may be more motivated to learn associated content than by studying using more
traditional pedagogies (Campbell, Wang, Hsu, Duffy, & Wolf, 2010). To achieve the added
engagement from ICT, activities and pedagogies must meet the increased ICT literacy skills
of the students as digital natives (Campbell et al., 2010; Clarke & Besnoy, 2009). The use of
simulations throughout the unit as an interactive visualisation tool allows for students to
consolidate their theoretical and experimental knowledge, and to better see the phenomena
MODULE 3: WAVES AND THERMODYNAMICS 19
Further, simulations can be used where there is insufficient or failing equipment to perform
Ensuring students are learning at the desired rate, formative assessment will be
employed throughout the unit in various forms. Students will also be required to reflect upon
the design of their experimental procedures, and make modifications to their experiment to
into the unit, encourages students to take accountability for their own success as learners,
inspires self-reflection, and provides a platform for growth by achieving learning goals set by
the teacher and student (NESA, n.d.-a). To encourage student growth through formative
assessment activities, corrective feedback must be provided to the student, and should be
delivered in a way that students find meaningful (Suurtamm et al., 2016), in order to
maximise student achievement. Further increasing the efficacy of the feedback to students,
Baird, Hopfenbeck, Newton, Stobart, and Steen-Utheim (2014) suggest aligning all feedback
to the syllabus outcomes, which provides students greater access to improved learning
experiences. Gioka (2006) also suggests providing both strengths and weaknesses to students
regarding their work, as well as guiding students towards areas of improvement, which
should be the focus of all formative strategies throughout this unit. In addition to formative
assessment, each activity can be adjusted for a broad range of learners, by offering extra
explanations or assistance for students that are slower to understand the content, as well as
extension activities for students that grasped the concepts to a high standard, and would like
an extra challenge.
scientific inquiry, the above unit should satisfy a broad range of learners, and allow for
MODULE 3: WAVES AND THERMODYNAMICS 20
sufficient and sustained deep learning of the ray model of light and elementary
References
Bail, D., Hore, B., & Joosten, J. (2018). Pearson physics 11 New South Wales skills and
Brown, J. S., Collins, A., Duguid, P. (1989). Situated cognition and the culture of learning.
https://www.jstor.org/stable/1176008
Campbell, T., Wang, S. K., Hsu, H.-Y., Duffy, A. M., & Wolf, P. G. (2010). Learning with
Chemistry LibreTexts. (2015). 6.3: Relationships among pressure, temperature, volume, and
https://chem.libretexts.org/Courses/University_of_California_Davis/UCD_Chem_002
A/UCD_Chem_2A/Text/Unit_III%3A_Physical_Properties_of_Gases/06.03_Relation
ships_among_Pressure%2C_Temperature%2C_Volume%2C_and_Amount
Clarke, L. W., & Besnoy, K. D. (2009). Introduction: Technology and the evolving
step-by-step guide to using innovative technology in your classroom (pp. 2-18). Waco,
Cornell University Physics Teacher Education Coalition. (2011). Why physics? [Web log
Dalton, B., Morocco, C. C., Tivnan, T., & Rawson Mead, P. L. (1997). Supported Inquiry
doi:10.1177/002221949703000611
MODULE 3: WAVES AND THERMODYNAMICS 22
Dommel, A., Dommel. N., Hamilton, M., Hebden, K., Madden, D., & Stanger. J. (2018).
Pearson physics 11 New South Wales student book. Melbourne, Australia: Pearson.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-
based learning through technology and curriculum design. Journal of the Learning
Exploratorium. (n.d.) Science snacks: Inverse-square law [Web log post]. Retrieved from
https://www.exploratorium.edu/snacks/inverse-square-law
Giancoli, D. C. (2005). Physics (6th ed.). Upper Saddle River, NJ: Pearson Education.
doi:10.1088/0031-9120/41/4/009
Gozzard, C. (2016, October 14). Image in a mirror experiment – IGCSE physics [Video file].
Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual
High School Physics Explained. (n.d.). Playlists [YouTube Channel]. Retrieved from
https://www.youtube.com/channel/UCFtAsDXpzJVpvgTxnlhHbQA/playlists
Khan Academy. (n.d.-a). Physics: Geometric optics [Online course]. Retrieved from
https://www.khanacademy.org/science/physics/geometric-optics
https://www.khanacademy.org/science/physics/thermodynamics
MODULE 3: WAVES AND THERMODYNAMICS 23
Krajcik, J. (2015). Three-dimensional instruction: Using a new type of teaching in the science
https://www.jstor.org/stable/43683343
Lee, H.-S., & Songer, N. B. (2003). Making authentic science accessible to students.
doi:10.1080/09500690305023
Lees, S. (2017). Critical angle and total internal reflection. Retrieved from
https://phet.colorado.edu/en/contributions/view/4501
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?:
The case for guided methods of instruction. American Psychologist, 59, 14-19.
doi:10.1037/0003-066X.59.1.14
http://docs.acara.edu.au/resources/national_declaration_on_the_educational_goals_for
_young_australians.pdf
mlinnenb. (2010, October 20). Tir demo. Mov [Video file]. Retrieved from
https://www.youtube.com/watch?v=uz99SnUl2lo
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/assessment/principles-of-assessment/approaches
NSW Education Standards Authority. (n.d.-b). Guide: New stage 6 syllabus physics.
learning-areas/stage-6-science/physics-2017
MODULE 3: WAVES AND THERMODYNAMICS 24
NSW Education Standards Authority. (n.d.-a). Stage 6 science: A guide to depth studies.
learning-areas/stage-6-science/physics-2017
NSW Education Standards Authority. (2018). Physics: Stage 6 syllabus (Updated Ed.). NSW
syllabus for the Australian curriculum. Retrieved from NSW Education Standards
Phet interactive simulations: Bending light (Version 1.1.16) [Web application software].
Phet interactive simulations: Geometric optics (Version 2.05) [Web application software].
Podolefsky, N. S., Perkins, K. K., & Adams, W. K. (2010). Factors promoting engaged
Shadwick, B. (2018). Surfing NSW physics 3 and 4. Marrickville, Australia: Science Press.
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https://www.youtube.com/watch?v=KVpSCICCD9A&feature=youtu.be
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from https://www.youtube.com/watch?v=vqDbMEdLiCs
MODULE 3: WAVES AND THERMODYNAMICS 25
Appendix A
The following is a screenshot of the diagnostic test that may be administered at the beginning
of the ray model of light inquiry question. This pre-test should form some understanding of
https://forms.gle/QvAA2jZy1Tm4czwc7
Appendix B
Video Tutorial – Analysing Experimental Data to Show the Inverse Square Law
The following is a screenshot of a video tutorial made to show students how to use
spreadsheets to show the inverse square law for light intensity. This method can then be used
in the following lesson for students to analyse their data and show the inverse proportionality
Figure 2: Screenshot of a video tutorial for the visual analysis of the inverse square law
MODULE 3: WAVES AND THERMODYNAMICS 27
Appendix C
The following is a screenshot of a worksheet that was developed for the topic of thermal
conductivity. Some of the questions and information has been adapted from various sources,