Science Unit Outline

Dynamics 6 Weeks plus 9 hour depth study

Unit Tile: Duration (weeks):
(5 x 60 minutes lessons /
week)
Stage 6 - Physics 2019
Stage: Year:

Key Concepts / Big Ideas

How objects move and interact can be describes and explains through the terms of Newton’s Laws of Motion, the law of conservation
(Essential Question) of momentum and the law of conservation of energy.

Science
Scientific concepts that the students will be taught -
• Motion of object and force acting on objects
• Newton’s Three Laws of Motion and how forces acting on objects and simple systems
• The result of forces that are in pairs
• The result of the addition of forces that equal zero
• The law of conservation of momentum
• The law of conservation of mechanical energy
• How object interactions
• Modelling - using ICT, vectors and equations, including usefulness and limitations

Numeracy
Numeracy concepts that the students will be taught –
• How data can be presented in a range of different ways, graphs, tables, and how data can be communicated clearly
• Graphs, charts and tables can be interpreted and conclusions drawn about the information presented in them
• Data can be analyzed to give insight into measures of location and spread, and meaningful conclusions can be drawn
from this
Literacy
Literacy concepts that students will be taught –
• Metalanguage – . Motion, One-dimensional collision, Two-dimensional collision, Law of conservation of momentum,
Graphical representations, impulse, Elastic collisions, Time, Momentum, Kinetic energy, Energy, Simple Systems, Force.
• Writing investigations - scientific methods, discussion and qualitative interpretation of data.
• Visual Literacy – representation of literacy through multiply means of representation
Unit Context:
The relationship between the motion of objects and the forces that act on them is often complex. However, Newton’s Laws of Motion
(Scope and Sequence can be used to describe the effect of forces on the motion of single objects and simple systems. This module develops the key
Information) concept that forces are always produced in pairs that act on different objects and add to zero.

By applying Newton’s laws directly to simple systems, and, where appropriate, the law of conservation of momentum and law of
conservation of mechanical energy, students examine the effects of forces. They also examine the interactions and relationships that
can occur between objects by modelling and representing these using vectors and equations.

In many situations, within and beyond the discipline of physics, knowing the rates of change of quantities provides deeper insight into
various phenomena. In this module, the rates of change of displacement, velocity and energy are of particular significance and
students develop an understanding of the usefulness and limitations of modelling

Students are to build on their previous Stage 5 knowledge of the physical world by investigating and understanding the motion of
objects and the forces that act on them. This unit is design to be covered in six teaching weeks (30 hours) with an additional 9 hour
depth study.

Literacy Focus Numeracy Focus ICT Focus Differentiation

Students required to make their own
notes through instructional learning,
summarize information from text book,
audio visual resources and scientific
experiments. Students required to define
their knowledge through qualitative
expression.
Students are to gather and record
numerical data using the appropriate
measuring and units in table and graphs.
Manipulation of scientific data using
equations. Topic feature the introduction
of mathematical equations to determine
forces. Students required to express their
learning through qualitative expression.
Students will use data loggers and other
electronic equipment to cinduct
experimentations into objects and their
interaction with forces. ICT resources will
be utilised to research primary/ secondary
information and computer simulations for
non-destructivemodelling.
All experiments and activities to be
structured to meet the needs of all
students. On-line modelling allows for
differentiation for surface, deep and
tranfer knowledge. Multiply forms of
representation to be utilised to allow al
student to engage in the learning,
especially with the representation of
equations.

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and
 Asia and Australia’s engagement with Asia  Sustainability
cultures

General Capabilities
  Intercultural
 Critical and  Ethical • Information and • Literacy • Numeracy • Personal and
creative thinking understanding communication understanding social capability
technology capability

Other learning across the curriculum areas

 Civics and citizenship  Difference and diversity • Work and enterprise

Outcomes

Skills
PH11/12-1 develops and evaluates questions Students are able to identify the purpose of an investigation and develop inquiry question to the work they arte about to
and hypotheses for scientific investigation undertake.

PH11/12-2 designs and evaluates investigations Students are able to demonstrate the organization of scientific data from experiments into tables and graphs and the
in order to obtain primary and secondary data interpretation of this information to come too a logical conclusion
and information

PH11/12-3 conducts investigations to collect Students are able to explain the impact of changing variables with the equations when applying it to forces.
valid and reliable primary and secondary data
and information

PH11/12-4 selects and processes appropriate Students are able to investigate scientific problems with the use of primary and secondary sources.
qualitative and quantitative data and information
using a range of appropriate media

PH11/12-5 analyses and evaluates primary and Students are able to investigate and evaluate scientific problems with the use of primary and secondary sources.
secondary data and information

PH11/12-6 solves scientific problems using Students are able to investigate scientific problems with the use of primary and secondary sources and apply their
primary and secondary data, critical thinking
knowledge and problem solving skills that they have acquired.
skills and scientific processes
PH11/12-7 communicates scientific Students are able to communicate through scientific writing and presentations their scientific knowledge.
understanding using suitable language and
terminology for a specific audience or purpose

Knowledge and understanding

Strand Outcomes
Describes and explains events in terms of Newton’s Laws of Motion, the law of
conservation of momentum and the law of conservation of energy (PH11-9)

a. How are forces produced between objects and what effects do forces produce?
Students are able to describe qualitatively and quanitiatively
Newton’s Laws of Motions and how these applied forces act,
especially on inclined planes. They can describe motion of object
and force acting on objects, and using Newton’s Laws of Motion,
describe the forces acting on objects and simple systems. Able to
describe static and dynamic interactions between two or more
objects and the changes that result from: – a contact force – a force
mediated by fields.

b. How can the motion of objects be explained and analysed
Students are able to describe and analysis the qualitative
relationship between forces are produced in pairs, forces add to
zero, and the law of conservation of momentum. This includes the
practival representation to describe and analyse the acceleration of a
single object subjected to a constant net force and relate the motion
of the object to Newton’s Second Law of Motion

c. How is the motion of objects in a simple system dependent on the interaction between
the objects?
Students are able to describe and analysis the qualitative analysis of
acceleration and how it is interpreted in relation too direction and net
force. This includes the law of conservation of mechanical energy
Interactions and relationships that occur between objects, model and
represent these relationships using vectors and equations, and
developing an understanding of the usefulness and limitations of
modelling.
 Strand Outcomes
Able to describe and analyse one-dimensional (collinear) and two-
dimensional interactions of objects in simple closed systems and the
he relationship obtained from graphical representations of force as a
function of time

Topic: Forces

Inquiry question: How are forces produced between objects and what effects do forces produce?

Knowledge Working Teaching and Learning Resources

& Scientific Strategies
Understandi ally
ng Content Content
Using Newton’s
Laws of Motion, PH11/12-5 Students are introduced to Newton’s Website – NASA https://www.grc.nasa.gov/WWW/K-12/airplane/newton.html
describe static analyses three laws of motion. Students are to
and Investigation - Static Equilibrium, Physics in Focus page 106 - When an object has a net force acting on it,
and dynamic investigate Newton’s three laws of
evaluates motion and illustrate examples of it is in equilibrium. When an is also at rest, we call it static equilibrium.
interactions
between two or primary and each – Website - NASA’s website Textbook
more objects secondary contains information and activities
and the data and through Science Foundations about 4.1 Forces are interactions page 89
changes that information Newton’s three laws. Contact Forces page 89
result from: PH11/12-6
solves Students are to investigations and Field Forces page 90
 a analyse the forces and accelerations
scientific Newton’s laws of Motion page 91
contact in different situations. When an
problems
force object has a net force acting on it, it Newton’s first law of motions pages 91
using
 a force is in equilibrium. When an is also at
primary and
mediat rest, we call it static equilibrium. Newton’s second law of motions pages
secondary
ed by Students are to use a dynamics 92
data, critical
fields trolley, a hanging mass on a spring,
thinking
a free-falling mass, one trolley Newton’s third law of motions pages 92
skills and
scientific pulling another, and an Atwood’s
processes machine
 Students are to compare the use of
Newton’s three laws for contact
forces to forces in fields.

Explore the
concept of net PH11/12-3 Students are to investigate the Modelling – Forces and Motion: Basic - https://phet.colorado.edu/sims/html/forces-and-motion-
force and conducts required conditions for forces to be basics/latest/forces-and-motion-basics_en.html
equilibrium in investigation at equilibrium and to compare these
s to collect Modelling - https://phet.colorado.edu/sims/vector-addition/vector-addition_en.html
one- examples with the interactive
valid and
dimensional website - PhET site. Students to use Textbook – Physics in Focus
and simple two- reliable
primary and to demonstrate forces in equilibrium.
dimensional 4.2 Net forces in one and two dimensions page 95
contexts using: secondary
data and Students to draw vector diagrams to Adding forces to find the net force page 95
(ACSPH050) represent the forces between
information Force diagrams page 96
multiple bodies in different situations
– PH11/12-4 Resolving forces into components page 97
algebr selects and Students to investigate and
aic processes determine vector additions using the Adding forces using perpendicular components page 98
additio qualitative interactive simulation on the PhET
n Applying Newton’s third Law page 100
and site. Students need to demonstrate
– quantitative that they can resolution and add 4.3 Zero net Force: equilibrium in one and two dimensions page 103
vector data and multiple vectors.
additio information Investigation - Force table with a ring and four masses hanging on pulleys, and conduct an investigation to
n using a analyse the prediction.
Students to calculate relative
– range of velocities in a range of scenarios,
vector appropriate including –
additio media
n by
resoluti PH11/12-5  A ship sailing across a
on into analyses current,
compo and  An plane flying with a
nents evaluates crosswind (Landing
primary and aeroplanes in crosswind -
secondary https://www.youtube.com/w
Solve problems data and atch?v=Nw-HYGYdgkA).
or make information
Students are to predict forces on a
quantitative PH11/12-6 force table with a ring and four
predictions solves masses hanging on pulleys, and
about resultant scientific conduct an investigation to analyse
and component problems the prediction.
forces by using
applying the primary and
following secondary
Exercise - Students qualitatively
relationships: data, critical
– thinking predict the result of the application of
several simultaneous forces on
𝐹⃗ AB = skills and
objects
−𝐹⃗BA scientific
processes Critical and creative thinking
– FX = PH11/12-7 Information and communication
Fcos(θ communicat technology capability
), FY = es scientific
Fsin(θ) understandi Numeracy
ng using
suitable
language
and
terminology
for a specific
audience or
purpose

Conduct an PH11/12-1 Students are to investigate the Textbook - 4.4 Investigation the motion
investigation to develops motion of an object on inclined Modelling -https://phet.colorado.edu/en/simulation/legacy/ramp-forces-and-motion
explain and and planes using computer moedlling.
predict the evaluates
motion of questions Students are required to design and
objects on and Investigation - Motion of Objects on inclined plan – The measurement of the object on inclined planes can
conduct an investigation into the be used to deduce the friction force that acts between the plane and an object sliding on it.
inclined planes hypotheses acceleration of different laboratory
(ACSPH098) for scientific objects sliding down an incline plane
investigation using its accelerometer, or design an
PH11/12-2 investigation of the velocity of a
designs and trolley down an inclined plane using
evaluates photogates and data loggers.
investigation Critical and creative thinking
s in order to
obtain Information and communication
primary and technology capability
secondary
Numeracy
data and
information
PH11/12-3
conducts
investigation
s to collect
valid and
reliable
primary and
secondary
data and
information
PH11/12-4
selects and
processes
qualitative
and
quantitative
data and
information
using a
range of
appropriate
media
PH11/12-5
analyses
and
evaluates
primary and
secondary
data and
information
PH11/12-
6solves
scientific
problems
using
primary and
secondary
data, critical
thinking
skills and
scientific
processes
 PH11/12-
7communica
tes scientific
understandi
ng using
suitable
language
and
terminology
for a specific
audience or
purpose.
Topic: Forces, Acceleration and Energy

Inquiry question: How can the motion of objects be explained and analysed?

Knowledge & Working Teaching and Learning Strategies Resources

Understanding Content Scientifically
Content

Students:
Apply Newton’s first two laws of
motion to a variety of everyday
situations, including both static
and dynamic examples, and
include the role played by
friction
f ⃗_friction=μF ⃗_N (ACSPH063)
PH11/12-1 develops Discuss with students situations involving motion to Textbook – Physics in Focus - of objects on
and evaluates determine whether static or dynamic friction is larger inclined planes page 108
questions and (examples of demonstrations to highlight this may include
5 Forces, acceleration and energy
hypotheses for using wooden blocks on different surfaces, with the blocks
scientific investigation being pulled by force meters, starting from rest and moving
5.1 Newton’s laws and friction page 117
PH11/12-3 conducts at constant velocity).
investigations to collect Static and Kinetic friction page 119
Learning activity – Design of bridges, students are to look
valid and reliable
primary and secondary at several different bridge designs, i.e. arch, beam, truss,
cantilever, suspension and cable stayed. Students are to
data and information Textbook – Physics in Focus 5.4 Power page 144
PH11/12-4 selects and examine static structures of such bridges to determine how
Newton’s first and second law can be applied to evaluate Investigation 5.1 Physics in Focus – The Static and
processes appropriate
forces at points of the structure. How are these forces the Kinetic Friction forces - To determine how the static
qualitative and
same and how are the bridge designed different. and kinetic frictions that a surface exerts on an
quantitative data and
object depend on an objects mass.2 - To measure
information using a Critical and creative thinking the coefficient of kinetics friction between two
range of appropriate
Information and communication technology capability surfaces. Write a hypothesis and an inquiry question
media
for this investigation – Do a lesson on hypothesis
PH11/12-5 analyses Numeracy and inquiry questions.
and evaluates primary

Students:
investigate, describe and
analyse the acceleration of a
single object subjected to a
constant net force and relate the
motion of the object to Newton’s
Second Law of Motion through
the use of: (ACSPH062,
ACSPH063)
 qualitative descriptions
 graphs and vectors
 deriving relationships
from graphical
representations
including F ⃗_net=ma ⃗
and relationships of
uniformly accelerated
motion
and secondary data
and information
PH11/12-6 solves
scientific problems
using primary and
secondary data, critical
thinking skills and
scientific processes
PH11/12-7
communicates scientific
understanding using
suitable language and
terminology for a
specific audience or
purpose
PH11/12-1 develops Examine dynamic examples such as cars in motion to Textbook – Physics in Focus 5.2 Acceleration of an
and evaluates evaluate the role of the motor in overcoming friction to Object subject to a constant net force page 126
questions and maintain a constant velocity.
hypotheses for 5.3 Energy page 132
scientific investigation Apply previous knowledge of vector components into
analysing examples of static tensions using force meters in Kinetic Energy page 133
PH11/12-3 conducts
investigations to collect 2D. Potential Energy page 34
valid and reliable
Using the data from this Forces and motion simulation to Conservation of Energy page 136
primary and secondary determine the relationship between force, mass and
data and information Work done by a constant page 136
acceleration.
PH11/12-4 selects and
Energy and the gravitational field page 139
processes appropriate Conduct investigations using smooth surfaces, pulleys and
qualitative and masses to determine a graphical relationship between force, Mechanical Energy page 143
quantitative data and mass and acceleration and determine the proportional
relationship between force and acceleration. Investigation 5.2 Physics in Focus – Acceleration
information using a
range of appropriate due to a constant net force – An investigation into
Use the simulation to examine graphical relationships and the gravitational field to exert a constant force on a
media those involving the vectors for simple motion in one
falling weight.
PH11/12-5 analyses dimension.
and evaluates primary Students analyse graphs of the motion of objects to find the
and secondary data net force acting through the applications of Newton’s 2 nd law.
and information
PH11/12-6 solves
scientific problems
using primary and
secondary data, critical
thinkingskills and
scientific processes
PH11/12-7
communicates scientific
understanding using
suitable language and
terminology for a
specific audience or
purpose
Students:
 apply the special case of
conservation of mechanical
energy to the quantitative
analysis of motion
involving:
 work done and
change in the kinetic
energy of an object
undergoing
accelerated
rectilinear motion in
one dimension 𝑊 =
𝐹∥ 𝑠 = 𝐹𝑠cos𝜃
 changes in
gravitational potential
energy of an object in
a uniform field Δ𝑈 =
𝑚𝑔Δℎ
Students:
Conduct investigations over a
range of mechanical processes
to analyse qualitatively and
quantitatively the concept of
∆𝐸
average power 𝑃 = , 𝑃 =
∆𝑡
PH11/12-1 develops Textbook – Physics in Focus 5.2 Acceleration of an
Define the law of conservation of energy and brainstorm with
and evaluates students where the increase in KE (kinetic energy) comes Object subject to a constant net force page 126
questions and from when an object undergoes acceleration due to the
5.3 Energy page 132
hypotheses for influence of a force. Discuss the relationship between the
scientific investigation gain in kinetic energy and the: Kinetic Energy page 133
PH11/12-2 designs and  size of the applied force Potential Energy page 34
evaluates  distance that the force applies and relate to work.
investigations in order The gain in KE arises as a result of the work done Conservation of Energy page 136
to obtain primary and in applying a force on an object over a distance. Work done by a constant page 136
secondary data and
information Conduct investigations to determine the relationship between Energy and the gravitational field page 139
the height from which an object is dropped and its resultant
PH11/12-3 conducts Mechanical Energy page 143
speed (and hence KE) on landing to determine a relationship
investigations to collect
between KE and GPE (gravitational potential energy) Modelling – PhET Skate Park Simulation -
valid and reliable
https://phet.colorado.edu/sims/html/energy-skate-
primary and secondary
park-basics/latest/energy-skate-park-basics_en.html
data and information
Use the PhET skate park simulation to verify the relationship
PH11/12-4 selects and between GPE and KE and relate to conservation of energy.
processes appropriate
qualitative and
quantitative data and
information using a
range of appropriate
media
PH11/12-5 analyses
and evaluates primary
and secondary data
and information
PH11/12-6 solves
scientific problems
using primary and
secondary data, critical
thinking skills and
scientific processes.
PH11/12-1 develops ∆𝐸 Investigation 5.3 Physics in Focus – Energy
Using relationship 𝑃 = and that change in mechanical
and evaluates ∆𝑡 changes of falling objects – To investigate the
𝑥
questionsand energy is equivalent to work done, 𝑃 = 𝐹 (where x is transformation of gravitational potential energy to
𝑡
hypotheses for displacement), so with
𝑥
being average velocity, power=force kinetic energy as an object is accelerating by a
scientific investigation 𝑡 gravitational field.
PH11/12-3 conducts
 𝐹∥ 𝑣 = 𝐹𝑣cos𝜃 including but not
limited to:
 uniformly accelerated
rectilinear motion
 objects raised against
the force of gravity
 work done against air
resistance, rolling
resistance and friction
Topic: Momentum, Energy and Simple Systems
Inquiry question: How is the motion of objects in a simple system dependent on the interaction between the objects?
Knowledge & Working Scientifically
Understanding Content
Content
investigations to collect ∆𝐸
x average velocity, or 𝑃 = , Energy is Work done which is Investigation 5.4 Physics in Focus – Power. In this
∆𝑡
valid and reliable 𝐾𝐸
change in KE, so formula can be 𝑃 = . investigation you will explore the way energy in
primary and secondary 𝑡
data and information transformed from gravitational potential energy to
kinetic energy.
PH11/12-4 selects and An object raised against gravity has work done on it equal to
processes appropriate ∆𝐸 𝑊 𝑚𝑔𝑦.
mgy (assuming uniform field) so power 𝑃 = = =
∆𝑡 𝑡 𝑡
qualitative and
quantitative data and
Students lift masses with force meters over set distances to
information using a
determine the work done in lifting a mass or accelerating an
range of appropriate
object and equate to the change in GPE.
media
PH11/12-5 analyses Students analyse the change in KE over set distances using
and evaluates primary trolleys and pulleys with masses and time the motion to
and secondary data determine the relationship between change in KE, work and
and information power.
PH11/12-6 solves Students use the same formulae from above to calculate the
scientific problems change in KE, relate it to the amount of work done by the
using primary and force over a distance, to calculate the ‘missing’ work, which
secondary data, critical has been performed by air resistance or friction as non-
thinking skills and conservative forces.
scientific processes
PH11/12-7
communicates scientific
understanding using
suitable language and
terminology for a
specific audience or
purpose
Teaching and Learning Strategies Resources
Students:
conduct an investigation to
describe and analyse one-
dimensional (collinear) and
two-dimensional
interactions of objects in
simple closed systems
(ACSPH064)
Analyse quantitatively and
predict, using the law of
conservation of momentum
∑ 𝑚 𝑣⃗before =
∑ 𝑚 𝑣⃗after and, where
appropriate, conservation
of kinetic energy
1 2 1 2
∑ 𝑚𝑣before = ∑ 𝑚𝑣after ,
2 2
the results of interactions in
elastic collisions
(ACSPH066)
PH11/12-1 develops and
evaluates questions and
hypotheses for scientific
investigation PH11/12-3
conducts investigations to
collect valid and reliable
primary and secondary data
and information PH11/12-4
selects and processes
appropriate qualitative and
quantitative data and
information using a range of
appropriate media PH11/12-
5 analyses and evaluates
primary and secondary data
and information PH11/12-6
solves scientific problems
using primary and secondary
data, critical thinking skills
and scientific processes
PH11/12-7 communicates
scientific understanding
using suitable language and
terminology for a specific
audience or purpose
PH11/12-1 develops and
evaluates questions and
hypotheses for scientific
investigation PH11/12-3
conducts investigations to
collect valid and reliable
primary and secondary data
and information PH11/12-4
selects and processes
appropriate qualitative and
quantitative data and
information using a range of
appropriate media PH11/12-
5 analyses and evaluates
primary and secondary data
and information PH11/12-6
solves scientific problems
Students are to use the PhET Clorado collision lab Textbook – Physics in Focus - 6 Momentum, energy
simulation to investigate the nature of collisions in one and simple systems
and two dimensions. Textbook – Physics in Focus - 6.1 Momentum page
153
Students are record (video) and analyse (using vectors)
the collision of two balls and examine the momentum of Textbook - Momentum and Newton’s laws page 153
the balls before and after the collisions.
Textbook - The law of conservation of momentum
page 154
In a two-dimensional analysis, have the moving ball hit
the stationary ball obliquely, and examine the velocity and Modelling – Collison Lab -
momentum of the objects using components to verify the https://phet.colorado.edu/sims/collision-lab/collision-
conservation of momentum. lab_en.html
Use a Newton’s cradle to examine the relationship Investigation 6.2 Physics in Focus - Collison on two
between conservation of momentum and conservation of dimensions – To describe and analyse interaction in
kinetic energy for an approximately elastic collision. two dimensions.
 Critical and creative thinking Investigation 6.3 Physics in Focus – Elastic collisions
– To investigate approximately elastic collisions in one
 Information and communication technology capability dimension.
 Numeracy
Students are to investigate the momentum and energy Investigation 6.1 Physics in Focus - Conservation of
with an elastic collisions. Analyse quantitatively and momentum in one direction – In this investigation you
predict, using the law of conservation of momentum will analyse the interaction of two objects in one
∑ 𝑚 𝑣⃗before = ∑ 𝑚 𝑣⃗after dimension using the concept of momentum.
Students analyse elastic collisions to show that both
energy and momentumare conserved Students predict
the outcome of an elastic collision between two objects
by applying conservation of energy and conservation of
momentum calculations: conservation of kinetic energy
1 2
∑ 𝑚𝑣before
1 2
= ∑ 𝑚𝑣after , the results of interactions in
2 2
elastic collisions (ACSPH066)
 using primary and secondary
data, critical thinking skills
and scientific processes
PH11/12-7 communicates
scientific understanding
using suitable language and
terminology for a specific
audience or purpose
PH11/12-1 develops and
evaluates questions and
hypotheses for scientific
investigation PH11/12-3
conducts investigations to
collect valid and reliable
primary and secondary data
and information PH11/12-4
selects and processes
appropriate qualitative and
quantitative data and
information using a range of
appropriate media PH11/12-
5 analyses and evaluates
primary and secondary data
and information PH11/12-6
solves scientific problems
using primary and secondary
data, critical thinking skills
and scientific processes
PH11/12-7 communicates
scientific understanding
using suitable language and
terminology for a specific
audience or purpose
Investigation 6.4 Physics in Aboriginal Woomera – Investigation Physics in Aboriginal Woomera –
Woomera Test - The Woomera is used with a spear for Woomera Test –
traditional hunting. Aboriginal hunters use a woomera to
project their spears as it acts as a lever and allows a Equipment
greater force and speed to be thrown. This enabled the Wooden dowel
spear to be thrown faster and over a longer distance.
Students are to design a woomera to protect an spear to Wooden woomera (multiply lengths)
maximise the force, velocity and direction at which it is Camera with high speed recording.
thrown. This activity is presented under the STEM where
students will look at the engineering of building a Tape measure/ metered chart
woomera, the math, science and technology of operating
Stop watch
it. High speed optical recording equipment will be utilised
to record the velocity data for processing. This
investigation is design to develop the students scientific
invesitagtion and report writing skill, rather then direct
knowledge outcomes.
 Critical and creative thinking
 Information and communication technology capability
 Numeracy
 Aboriginal and Torres Strait Islander histories and
cultures

Students:
Investigate the relationship
and analyse information
obtained from graphical
representations of force as
a function of time
PH11/12-5 analyses and
evaluates primary and
secondary data and
information PH11/12-6
solves scientific problems
using primary and secondary
data, critical thinking skills
and scientific processes
Relate force vs time graphs and the area underneath the
curve to impulse, which is the change in momentum of an
object. To change the momentum of an object requires
applying an impulse, which is a force over a time interval.
The change in momentum of an object can be
determined by evaluating the area underneath a
force/time graph.
Activity - Graphs of Motion - Problems – The Physics
Hypertextbook
https://physics.info/motion-graphs/problems.shtml
Students plot the corresponding graph of displacement
as a function of time. Sketch the displacement-time,
velocity-time, and acceleration-time graphs.

Students:
Evaluate the effects of
forces involved in collisions
and other interactions, and
analyse quantitatively the
interactions using the
concept of impulse Δ𝑝⃗ =
𝐹⃗net Δ𝑡
Students are to analyse
and compare the
momentum and kinetic
energy of elastic and
inelastic collisions
(ACSPH066)
PH11/12-1 develops and
evaluates questions and
hypotheses for scientific
investigation PH11/12-3
conducts investigations to
collect valid and reliable
primary and secondary data
and information PH11/12-4
selects and processes
appropriate qualitative and
quantitative data and
information using a range of
appropriate media PH11/12-
5 analyses and evaluates
primary and secondary data
and information PH11/12-6
solves scientific problems
using primary and secondary
data, critical thinking skills
and scientific processes
PH11/12-7 communicates
scientific understanding
using suitable language and
terminology for a specific
audience or purpose
PH11/12-1 develops and
evaluates questions and
hypotheses for scientific
investigation PH11/12-3
conducts investigations to
collect valid and reliable
primary and secondary data
and information PH11/12-4
selects and processes
Relate change in momentum during interactions to the
applied force and time for collision to occur to note the
inverse relationship between force and time for a given
impulse. Apply this to situations including car safety
features (airbags, crumple zones etc).
Students are to construct scenarios involving elastic and
inelastic collisions to investigate the conservation of
Textbook – Physics in Focus - 6.2 Momentum and
momentum and the conservation of kinetic energy.
energy in elastic collisions page 152
Students are required to draw flowcharts to illustrate
Textbook – Physics in Focus - 6.3 Impulse page 166
energy transformations.
Graphical representations of force as a function of time
Students are to use the collision lab simulation to page 166
examine elastic and inelastic collisions and their impacts
on initial, final and total momentum and Kinetic Energy. Textbook – Physics in Focus - 6.4 Momentum and
energy in inelastic collisions page 173-178
Momentum and energy in inelastic collisions – students
Modelling – Collision Laboratory -
are required to illustrate worked example of their
https://phet.colorado.edu/sims/collision-
understanding of elastic and inelastic collisions, and
lab/collision-lab_en.html
momentum.
Critical and creative thinking
Practical - Comparing elastic and inelastic collisions –
Information and communication technology capability
To compare the collisions of different balls with Earth
Numeracy and identify which are closest to elastic or perfectly
inelastic.
Depth Study – The Dynamics of the Amusement Park.
Students to conduct their first Depth Study (7hrs) as they Depth Study Length – 9 Hours
apply their knowledge of Dynamics, Forces and Motion to
the rides at an Amusement Park. Students are the  Depth Study design (3 hours)
develop an investigation into the physics of different rides  Excursion to Luna Park (3 hours)
at an amusement park (Luna Park) and design an inquiry-
based study. Student will then visit the amusement park  Collation of data and report writing (3 hours)
and test their predictions with the use of person ‘G’
meters, stop watches and velocity records. Students will
 appropriate qualitative and then collate their data and present a scientific report into
quantitative data and the forces involved with different rides at amusement
information using a range of parks.
appropriate media PH11/12-
5 analyses and evaluates
primary and secondary data
and information PH11/12-6
solves scientific problems
using primary and secondary
data, critical thinking skills
and scientific processes
PH11/12-7 communicates
scientific understanding
using suitable language and
terminology for a specific
audience or purpose

Summative Assessment Description: Outcomes Assessed:

Inquiry question 1: How are forces produced between objects and what
effects do forces produce?
Frayer Diagram; Visual Thinking Routines; and Five Ws
Inquiry question 2: How can the motion of objects be explained and
analysed?
Think all possibilities (TAP); Predict, Explain, observe; Constructing
Experiments
Inquiry question 3: How is the motion of objects in a simple system
dependent on the interaction between the objects?
Solo Hexagons; Quiz
At the completion of this unit, student should have an understanding of –
Inquiry question 1-
Frayer Diagram to assess Newton’s Laws of Motion - able to describe static
and dynamic interactions between two or more objects and the changes that
result from: – a contact force – a force mediated by fields.
Thinking Routines -to explore the concept of net force and equilibrium in
one-dimensional and simple two-dimensional contexts using: (ACSPH050)
– algebraic addition – vector addition – vector addition by resolution into
components
The Five Ws and quiz – to solve problems or make quantitative predictions
about resultant and component forces by applying the following
relationships: – 𝐹 ⃗AB = −𝐹 ⃗BA – 𝐹𝑥 = 𝐹cos𝜃, 𝐹𝑦 = 𝐹sin𝜃
Unit Overview – Depth Study – The Dynamics of the Amusement Park
Inquiry Question 2 –

Practical investigate – students to conduct a practical to describe and

analyse the acceleration of a single object subjected to a constant net force
and relate the motion of the object to Newton’s Second Law of Motion

Inquiry Question 3 – Solo Hexagons to describe and analyse one-

dimensional (collinear) and two-dimensional interactions of objects in simple
closed systems and the he relationship obtained from graphical
representations of force as a function of time

Quiz – summative Quiz

This module will see students develop a higher level of scientific reporting
including the collection of data and the analysis and processing. Student’s
will be required to represent this data through several means, including
calculations, tables and graphs. Students need to be able to produce a
graph with the appropriate data, labelling and scale.

Students develop literacy skills through and extension of their metalanguage

with key terms of - Motion, One-dimensional collision, Two-dimensional
collision, Law of conservation of momentum, Graphical representations,
impulse, Elastic collisions, Time, Momentum, Kinetic energy, Energy, Simple
Systems,
Force.

Scientific report writing - scientific methods, discussion and qualitative

interpretation of data.

Evaluation of Teaching and Learning:

Teacher Evaluation Comments/Variations
 After you have taught the unit of work, record in this section your
How did the unit ‘rate’ in these areas?
evaluation of the unit and any variations you implemented or would choose
Time allocated for topic
to implement the next time you teach the unit.
Student understanding of content

Opportunities for student reflection on

learning

Suitability of resources

Appropriate sequence of activities

Differentiation strategies used

Variety of teaching strategies

Variety of assessment for/as learning

strategies

Integration of Quality Teaching dimensions

Integration of 21st century skills

Literacy strategies used

Numeracy strategies used

VALID targets addressed

 References:

Websites
NASA – https://www.nasa.gov/
University of Boulder Colorado PhET Interactive Simulations for Science and Math’s – https://phet.colorado.edu/
YouTube – http://youtube.com/
NSW Education Standards Authority (NESA) Physics Stage 6 Syllabus (2017) - http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/stage-6-learning-areas/stage-6-science/physics-2017
Textbooks
Rickard, G. (2014). Pearson Science New South Wales S.B. 10 – Australian Curriculum, Pearson Australia, Melbourne, Australian

Some suggested Teaching and Learning Strategies:

Thinking Skills
 Higher Order Thinking Skills
 Visual Representations
 Think all possibilities (TAP)
 Predict, Explain, Observe
 Y Chart or W Chart
 Constructing Experiments
Co-operative Learning Graphic Organisers
 Think-pair-share  Mind Maps or Concept Maps
 Visual Thinking Routines  Visual Thinking Routines
 Brainstorming  Five Ws
 Genius Hour  PMI charts
 Discussion  Solo Hexagons
 Expert Groups  Frayer diagram
 Round robin brainstorming
Learning Support Resources
Solo Hexagons

Two-
One- dimensional Law of
dimensional collision
Motion conservation
collision
of momentum

Function of
Concept of time
Graphical
representations impulse Elastic
of force collisions
Inelastic
Function Momentum Kinetic
collisions
of time energy

Energy Simple
Object one Object two
Systems

Force
Solo Hexagons – Teachers Notes

Students are to cut the individual hexagons from the pages provided. This activity can be conducted as individual or in small groups depending
on the general ability of the class.

Students are asked to arrange the hexagons in a linear sequences and/or clusters, justifying their connection with a comment to explain the
relationship between each. Several blank hexagons are provided for the students to use their own key words to form links. This activity
provides an informal assessment of knowledge of the content from the last inquiry question of this module as students are able to
demonstrate their knowledge and provide peer to peer support with teacher supervision.

Differentiation

 Unistructural/Basic learning outcome - student with a basic knowledge are asked to identify one hexagon only then explore how this
definition is associated with other hexagons provided.
 Multistructural/Basic learning outcome – student are able to identifies several hexagons and their relationship to each other.
 Relational/Deep learning outcome - student connects hexagons in a linear manner with description between each link.
 Extended abstract/Transfer learning outcome – for a deeper understanding, student clusters hexagons adding comments between each
intersection point.

(Reference – HookEd - http://pamhook.com/solo-apps/hexagon-generator/)

Frayer Model

Frayer Model – Teachers Notes

Students are provided with a full-page Frayer Model template. Students asked to fill in the central oval with the following central knowledge
statements.

 Newton’s first law of motion

 Newton’s second law of motion
 Newton’s third law of motion
Students are to attempt the Frayer template with their own learnt knowledge. Where students struggle to complete the task, time will be
provided for them to use their textbook to complete the task. Peer to peer support to be provided towards the end of the lesson so all students
have completed the task at the conclusion of the lesson.

Definition - Students to definite the law.

Examples – Students are to provide a synonym or illustrate an example of the law, where they observe the law in action. Where a formula
applies to the law, students are to provide this equation with a worked example.

Characteristics - What are the features of this law that help students recognise when they are observing this law.

Non-example – What is not an example of this law, when the characteristics of this law does not apply.

Differentiation

Unistructural/Basic learning outcome - student with a basic knowledge are able to provide a definition of the three laws
Multistructural/Basic learning outcome – student with a basic knowledge are able to provide an example of each of the three laws.
Relational/Deep learning outcome - student are able to provide feature of the law, when they are able to observe these in action.
Extended abstract/Transfer learning outcome – Students are able to differentiate and provide example of when certain observations do not
apply to each of the three laws.

(Reference - Newton-Conover City Schools - http://nccscurriculum.org/wp-content/uploads/2017/03/frayer1.jpg)

Anticipation Guide

Statement What do I think? What the Notes

textbook/resources
say?
Q1. What is kinematics?

Q2. What is the term for the change in position of an object?

Q3. This graph is broken up into 5 sections, labelled A-E. On this
graph, what section(s) represents no acceleration?

Q4. This graph is broken up into 5 sections, labelled A-E. On this

graph, what section(s) represents positive acceleration?
 Determine whether static or dynamic friction is larger (examples
of demonstrations to highlight this may include using wooden
blocks on different surfaces, with the blocks being pulled by
force meters, starting from rest and moving at constant
velocity).

Define the law of conservation of energy and brainstorm with

students where the increase in KE (kinetic energy) comes from
when an object undergoes acceleration due to the influence of a
force.
Discuss the relationship between the gain in kinetic energy and
the:
 size of the applied force
 distance that the force applies and relate to work.

Anticipation Guide – Teachers Notes

Students are provided with questions in the form of an Anticipation Guide. Unlike traditional revision, the student completes ‘What they think?’
before reviewing the textbook to complete the full answers. This develops skills within the student to review and reflect on their own knowledge
and to gauge what the know and don’t know. The notes column allows them to reflect on the different between what the know and the textbook,
and where they need additional attention to become an independent learning.
Reflection –
The NSW Education Standards Authority has introduced of the new Physics syllabus in 2018, students and teachers are present with a
renewed focus on Physics in the modern classroom. We see a shift towards understanding and applying fundamental dynamic concepts, including
a greater emphasis on scientific skills and first-hand investigations. These investigation tasks see the teacher as the facilitator in the students
learning. As young adolescence learner, our Stage 6 students are still developing the working scientifically skills to be becoming student-centred
learner in the science classroom (du Plessis, 2016). This unit see students share in decision making, placing students at the centre of their own
learning through collaboration (Harju & Åkerblom, 2017). Through collaboration between all parties, students at the centre of their own learning
experiences take shape.
Students self-centred learning starts by understanding the relevance of the learning through the student’s perspective. Opening each
inquiry question with a brainstorming, we can structure the learning to better engage the students and present skills and concepts that match
their interests.
Students need to be provided with different strategies to learning and multiply means of demonstrating their understanding. By offering
options including modelling, practicals or self-regulated learning based, students can engage in the process to best fits them. It is important to
note that not all options will meet your student’s requirements and that differentiation within the chosen learning is still required to meet all your
student’s needs (Rubino, 2012).

Constructionism
Constructionism is student-centred learning and is built on the principles that students will engage in the content when it relates to their
beliefs and value systems and interpretation through their world, not your. This unit is designed with the ideology of student self-directed learning
design (Suthin, Jariya, Surapon, 2013) and scaffolded with instructional direction, modelling and practical investigation experience. Students
need to feel that the learning is relevant and is conducted through authentic scientific practices (Ayar, & Yalvac, 2010) through exploring extended
scientific concepts (Wagh, Cook‐Whitt, Wilensky, 2017) we give them the opportunity to express their learning. Whether they are aware of it or
not, our students are becoming scientists which enables them to become creative and systemic problem solvers. (Lovejoy, 2010).

The 5E Instructional Model

This module is presented through the 5E instructional model which was original based upon the mental functioning model of Piaget’s
(Marek, 2008). Research by Hoskins (2013) shows that students who engage the 5E instructional model progress from a surface to a deep and
transfer level of knowledge and inquiry-based learning (Bybee, 2014).

Engage The content will be presented with relevant links to real-world examples, for relevant. Students will be engaged early in the unit
to ascertain their likes and interests and not all students (especially female students) are interested in car crashes. Explore – Students use the
practical investigations and the web-based simulations to develop their thinking and understanding of the processes within the Dynamics unit.
The web-based modelling is a timely exercise as it allows students to investigate, make observations, and develop inquiry questions before they
conduct a physical experiment (Phillips, Jeffery, 2016). Explain – Dynamics is building from the Stage 5 - Physical World unit with a deeper
understand of the forces and motion. The numeracy, literacy and scientific understand within the unit are at a deeper level then Stage 5. To
scaffold this learning, multiply forms of expression are blended with different strategies for learning so students can engage with learning of the
scientific concepts. An example would be a formula which is presented as symbols, followed by the same formula presents as words, followed
by a graphical representation. The use of visual literacy throughout the unit is an important strategy, but like all skills teachers must develop the
capacity for students to understand and properly interpret this information. Elaborate – Throughout the unit, students can demonstrate their
scientific knowledge through the activities like the PhET interactive modelling and the practical investigations. These can be tailored to the
student’s ability and where students are struggling with the content, these can be used to scaffold the learning. PhET modelling allows students
what are excelling in the content to explore more advance examples. Evaluate - The unit is structured so that students need to have an
understanding of the main concepts within the first inquiry question if they are to succeed learning the remaining material. Activities such as the
Solo Hexagons and Frayer Model (Peters, 1974) enable us to assess the students and their depth of understanding before deciding to move onto
new content or conducting additional time to reinforce the concepts required. The depth study at the end of the unit enable the students to express
their knowledge through a fun and interactive project.

References
Ayar, M. C., & Yalvac, B. (2010). A Sociological Standpoint to Authentic Scientific Practices and its Role in School Science Teaching. Journal Of
Kirsehir Education Faculty, 11(4), 113-127.

Azevedo, R. (2015). Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical
Issues. Educational Psychologist, 50(1), 84-94. doi:10.1080/00461520.2015.1004069

Bybee, R. (2014). Guest editorial: The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children,
51(8), 10–13. doi:10.2505/4/sc14_051_08_10

du Plessis, A. (2016). Student-Teachers’ Pedagogical Beliefs: Learner-centred or Teacher Centred when using ICT in the Science Classroom?
Journal of Baltic Science Education, 15(2), 140-158.

Harju, A., & Åkerblom, A. (2017). Colliding collaboration in student-centred learning in higher education. Studies in Higher Education, 42(8), 1532-
1544. doi:10.1080/03075079.2015.1113954

Hoskins, P. (2013). Maximising students' progress and engagement in science through the use of the Biological Sciences Curriculum Study
(BSCS) 5E Instructional Model. School Science Review, 94(349), 117-126.

Lovejoy, V. 2010. The reality of STEM in the classroom. Teaching Community Where Teachers Meet and Learn. l Viewed - 2nd May, 2018).
Marek, E. A. (2008). Why the learning cycle? Journal of Elementary Science Education, 20(3), 63–69. doi:10.1007/BF03174709

Peters, C. (1974). A Comparison between the Frayer Model of Concept Attainment and the Textbook Approach to Concept Attainment (Abstract).
Reading Research Quarterly, 10(2), 252-254. doi:10.2307/747186

Phillips, M., & Jeffery, T. D. (2016). Patterns of Change: Forces and Motion. Science Activities, 53(3), 101-111.
doi:10.1080/00368121.2016.1188052

Rubino, A. (2012). Differentiation That Really Works (Science). Science Scope, 35(7), 98-99.

Suthin, R., Jariya, N., & Surapon, B. (2013). A Synthesis of Self-Directed Learning Design Model with Constructionism in the Environment of New
Media in Thai Higher Education. Review of Higher Education & Self-Learning, 6(18), 158-166.

Wagh, A., Cook-Whitt, K., & Wilensky, U. (2017). Bridging inquiry-based science and constructionism: Exploring the alignment between students
tinkering with code of computational models and goals of inquiry. Journal of Research In Science Teaching, 54(5), 615-641.
doi:10.1002/tea.21379