| Victorian Certificate of Education Study Design: Physics |
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Physics for Scientists and
Engineers |
Principles of Physics |
Conceptual Physics |
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| Unit
1 |
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| Area
of Study 1: Wave-like properties of
light |
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| Key
knowledge and skills |
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| ●explain
how models are used by physical scientists to organise and explain observed
phenomena |
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| ●model wave behavior as the transfer of energy from
one position to another without net transfer of any material |
16.1 |
16.1 |
15.1 |
| ●describe examples of transverse and longitudinal waves in
terms of: particle motion and direction of propagation, amplitude,
wavelength, period and frequency |
Chapters 16 - 18 |
Chapters 16 - 18 |
Chapters 15 - 17 |
| ●describe mathematically connections between
wavelength, frequency, period and speed of travel of waves |
16.6 - 16.7 |
16.6 - 16.7 |
15.6 - 15.7 |
| ●identify visible light as a particular region of a
spectrum of transverse electromagnetic radiation |
35.1 |
34.1 |
30.1 |
| ●apply a wave model of energy transfer to visible
light and the electromagnetic spectrum |
Chapter 35 |
Chapter 34 |
Chapter 30 |
| ●describe polarisation of visible light and its
relation to a transverse wave model |
35.21 - 35.27 |
34.17 - 34.23 |
30.8 - 30.10 |
| ●describe the colour components of white light and
colour effects including interference effects using a wave model of light |
35.1, 37.7,
37.15, 38.27,
39.4, 39.12,
40.16, 40.18,
40.20, 40.21 |
34.1, 36.7,
36.14, 37.25,
38.4, 38.8,
39.13, 39.15 |
30.1, 32.9,
33.15, 34.4 |
| ●evaluate the strengths and limitations of a wave model
applied to light phenomena |
39.0
- 39.2,
40.1,
35.21 - 35.22,
42.0, 42.6 |
38.0 - 38.2,
39.1,
34.17 - 34.18,
41.0, 41.6 |
34.0 - 34.2,
34.5, 30.8,
36.0, 36.5 |
| ●describe the ray model of light as derived from the
wave model |
36.2, 37.1, 37.9 |
35.2, 36.1, 36.9 |
31.2, 32.1 |
| ●apply a ray model to behaviors of light including
reflection, refraction and total internal reflection |
Chapters 36 - 38 |
Chapters 35 - 37 |
Chapters 31 - 33 |
| ●model refraction effects mathematically, using
Snell's law and refractive index |
37.2 - 37.4,
37.6, 37.7,
37.9 - 37.14 |
36.2 - 36.4,
36.6, 36.7,
36.9 - 36.13 |
32.2 - 32.4,
32.7 - 32.8 |
| ●describe colour dispersion in prisms and lenses |
37.15, 38.27 |
36.14, 37.25 |
32.9, 33.15 |
| ●interpret the behavior of light in light pipes and
optical fibres modelled as repeated internal reflections of light waves |
37.12 - 37.13 |
36.11 - 36.12 |
32.8 |
| ●describe qualitatively the effects of material
dispersion and modal dispersion in an optical fibre |
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| ●use information sources to assess risk in the use of
light sources, lasers and optical devices including lenses and mirrors |
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| ●use safe and responsible practices when working with
light sources, lasers and optical devices |
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| Area
of Study 2: Nuclear and radioactivity
physics |
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| Key
knowledge and skills |
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| ●apply
models as used by physical scientists to nuclear and radioactivity physics |
Chapter 44 |
Chapter 43 |
Chapter 38 |
| ●model radioactive decay as random decay with a particular
half-life, including mathematical modelling in terms of whole half-lives |
44.18 - 44.21 |
43.18 - 43.21 |
38.17 - 38.18 |
| ●apply a simple particle model of the atomic nucleus to
the origin of α, β and γ radiation, including changes to the
number of nucleons, detection and penetrating properties |
44.15 - 44.17 |
43.15 - 43.17 |
38.15 - 38.16 |
| ●describe the effects of α, β and γ
radiation on humans, including short and long term effects from low and high
doses, external and internal sources |
44.20 |
43.20 |
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| ●describe the effects of ionising radiation on organisms
and the environment |
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| ●describe nuclear transformations and decay series |
44.15 - 44.17 |
43.15 - 43.17 |
38.15 - 38.16 |
| ●describe natural and artificial isotopes and neutron
absorption as one means of production of artificial radioisotopes |
44.13 |
43.13 |
38.13 |
| ●select appropriate data relevant to aspects of nuclear
and radioactivity physics from a database |
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| ●identify sources of bias and error in written and other
media related to nuclear and radioactivity physics |
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| ●describe the risks associated with the use of nuclear
reactions and radioactivity |
44.13 |
43.13 |
38.13 |
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| Area
of Study 3: Detailed study |
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| Detailed study 3.1: Astronomy |
Minimal
correlation |
Minimal
correlation |
Minimal
correlation |
| Detailed study 3.2:
Medical physics |
Minimal correlation |
Minimal correlation |
Minimal correlation |
| Detailed study 3.3:
Energy from the nucleus |
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| Key knowledge and skills |
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| ●apply
the nuclear model of the atom, and models of the particles of nuclei, to the
stability of nuclei, electrostatic and strong nuclear forces in the nucleus
and the energy balance of fission of fusion reactions |
44.5,
44.8 - 44.14 |
43.5,
43.8 - 43.14 |
38.5,
38.8 - 38.14 |
| ●explain nuclear fusion phenomena, including 1H and 2H, and conditions
for fusion reactions including the energy barrier for initiation of nuclear
fusion and energy released |
44.9 - 44.12,
44.14 |
43.9 - 43.12,
43.14 |
38.9 - 38.12,
38.14 |
| ●explain nuclear fission reactions including 235U and 239Pu; fission
initiation by slow and fast neutrons respectively; typical fission fragments;
and neutron absorption in fission fragments |
44.13 |
43.13 |
38.13 |
| ●describe neutron absorption in 238U, including
formation of 239Pu |
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| ●model fission chain reactions; descriptive treatment
of criticality, including effect of mass and shape; and neutron absorption
and moderation |
44.13 |
43.13 |
38.13 |
| ●describe the transformation of energy in the nucleus into
thermal energy for subsequent power generation including energy transfers and
transformations in the systems used |
44.13 |
43.13 |
38.13 |
| ●evaluate the risks and benefits of applications of
nuclear energy |
44.13 |
43.13 |
38.13 |
| ●analyse computer simulations of an aspect of nuclear
power |
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| Unit
2 |
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| Area
of Study 1: Movement |
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| Key
knowledge and skills |
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| ●describe
non-uniform and uniform motion along a straight line graphically |
2.6 - 2.9, 2.12 |
2.6 - 2.9, 2.12 |
2.6 - 2.7, 2.10 |
| ●analyse motion along a straight line graphically,
numerically and algebraically |
Chapter 2 |
Chapter 2 |
Chapter 2 |
| ●describe how changes in movement are caused by the
actions of forces |
Chapter 5 |
Chapter 5 |
Chapter 5 |
| ●model forces as external actions through the centre of
mass point of each body |
5.14 |
5.14 |
5.14 |
| ●explain movement in terms of the Newtonian model and
some of its assumptions, including Newton's three laws of motion, forces
acting on point particles, and the ideal, frictionless world |
Chapter 5 |
Chapter 5 |
Chapter 5 |
| ●compare the accounts of the action of forces by
Aristotle, Galileo and Newton |
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| ●apply the vector model of forces, including vector
addition, vector subtraction and components, to readily observable forces
including weight, friction and reaction forces |
Chapter 3,
Chapter 5 |
Chapter 3,
Chapter 5 |
Chapter 3,
Chapter 5 |
| ●model mathematically work as force multiplied by
distance for a constant force and as area under a force versus distance graph |
7.1, 7.3 |
7.1, 7.3 |
6.1 |
●interpret energy transfers and transformations using
an energy conservation model applied to ideas of work, energy and power,
including transfers between:
-gravitational potential energy and kinetic energy near the Earth
-potential energy and kinetic energy in springs |
Chapter 7, 15.21 |
Chapter 7, 15.19 |
Chapter 6 |
| ●apply graphical, numerical and algebraic models to
primary data collected during practical investigations of movement |
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| ●use safe and responsible practices when conducting
experiments and/or investigations related to motion |
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| Area
of Study 2: Electricity |
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| Key
knowledge and skills |
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| ●apply
charge conservation and energy conservation models to electrical phenomena to
describe relationships between charge (Q), electric current (I), voltage (V),
energy (U) and power (P), in electric circuits |
27.13,
29.3,
Chapters 27 - 29 |
27.8,
29.3
Chapters 27 - 29 |
25.7,
27.3
Chapters 25 - 27 |
| ●model circuit relationships mathematically,
including: I=Q/t, V=U/Q, P=U/t=VI, U=VIt |
27.1, 25.8,
27.13,
Chapters 25 - 29 |
27.1, 25.7, 27.8
Chapters 25 - 29 |
25.1, 24.4, 25.7
Chapters 24 - 27 |
●model resistance in series and parallel circuits
using:
-voltage versus current graphs
-resistance as the voltage to current ratio, including V/I=R=constant for
ohmic devices
-equivalent effective resistance in arrangements in series and parallel |
27.6 - 27.7,
27.10, 29.7,
29.11 |
27.3 - 27.4,
29.7, 29.11 |
25.3 - 25.4,
27.6, 27.10 |
| ●model simple electrical devices, car and household
(AC) electrical systems as simple direct current (DC) circuits |
27.14 - 27.18,
28.2, 28.4,
28.8, 28.10,
28.14, 29.9,
29.27, 29.30,
29.32 |
27.9 - 27.13,
28.2, 28.4,
28.6, 28.8,
28.11, 29.9,
29.27, 29.30,
29.32 |
25.8 - 25.11,
26.2, 26.3,
26.5, 26.6,
27.8 |
| ●model household electricity connections as a simple
circuit comprising fuses, switches, circuit breakers, loads and earth |
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| ●identify causes, effects and treatment of electric shock
in homes and relate these to approximate danger thresholds for current and
time |
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| ●investigate practically the operation of simple
circuits containing resistors, including variable resistors, diodes and other
non-ohmic devices |
Chapter 29,
42.17 - 42.19 |
Chapter 29,
41.16 - 41.18 |
Chapter 27
36.14 - 36.15 |
| ●present data from practical investigations in tables
and graphs |
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| ●compare the idealised functioning of circuit
components in computer modelling simulations and data obtained as a result of
student investigations |
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| ●convert energy values to kilowatt-hour (kWh) |
27.14 - 27.15 |
27.9 - 27.10 |
25.8 - 25.9 |
| ●use information sources to assess risk in the use of
electrical equipment and power supplies |
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| ●apply safe and environmentally responsible practices
when using electrical equipment and power supplies |
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| Area
of Study 3: Detailed study |
Minimal correlation |
Minimal
correlation |
Minimal
correlation |
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| Unit
3 |
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| Area
of Study 1: Motion in one and two
dimensions |
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| Key knowledge and skills |
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●explain
movement in terms of the Newtonian model and assumptions, including
-Newton's three laws of motion
-the absolute nature of space and time |
5.2, 5.5,
5.10,
Chapter 5 |
5.2, 5.5,
5.10,
Chapter 5 |
5.2, 5.5,
5.10,
Chapter 5 |
| ●apply Newton's laws of motion to situations involving two
or more forces acting along a straight line and in two dimensions |
Chapter 5,
Chapter 6 |
Chapter 5,
Chapter 6 |
Chapter 5 |
| ●analyse the uniform circular motion of an object in
a horizontal plane |
Chapter 9 |
Chapter 9 |
Chapter 8 |
| ●analyse the ideal motion of projectiles near the Earth's
surface graphically and algebraically assuming air resistance is negligible |
Chapter 4 |
Chapter 4 |
Chapter 4 |
| ●analyse relative velocity of objects moving along a
straight line and in two dimensions |
4.22 - 4.25 |
4.21 - 4.23 |
4.14 - 4.15 |
| ●distinguish between stationary (inertial) frames of
reference and frames of reference that are moving at constant speed relative
to the stationary frame, including Galilean transformations in one dimension
between frames of reference |
4.22 - 4.25 |
4.21 - 4.23 |
4.14 - 4.15 |
| ●analyse impulse, and momentum transfer, in collisions
between objects moving along a straight line |
Chapter 8 |
Chapter 8 |
Chapter 7 |
| ●analyse energy transfer resulting from work done by
a constant force in one dimension |
Chapter 7 |
Chapter 7 |
Chapter 6 |
●analyse transfers of energy between kinetic energy,
potential energy and other forms of energy for objects that
-interact with springs that obey Hooke's Law, F = k(-Δx)
-undergo elastic and inelastic collisions
-move from position to position in a changing gravitational field, using
only areas under force-distance and field-distance graphs |
15.21,
Chapter 8, 7.3,
Chapter 13 |
15.19,
Chapter 8, 7.3,
Chapter 13 |
Chapter 7,
Chapter 12 |
●analyse planetary and satellite motion modelled as
uniform circular orbital motion in a universal gravitation field, using
- a = v2/r
= 4π2r/T2
- g = GM/r2 and F = GM1M2/r2 |
13.1, 13.2,
13.14 - 13.17 |
13.1, 13.2,
13.10 - 13.13 |
12.1, 12.2
12.9 - 12.12 |
| ●use safe and responsible practices when working with
moving objects and equipment |
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| Area
of Study 2: Electronics and photonics |
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| Key
knowledge and skills |
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| ●apply
the concepts of current, voltage, power to the operation of electronic
circuits comprising diodes, resistance, and photonic transducers including
light dependent resistors (LDR), photodiodes and light emitting diodes (LED) |
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| ●simplify circuits comprising parallel and series
resistance and unloaded voltage dividers |
Chapter 29 |
Chapter 29 |
Chapter 27 |
| ●describe the operation of the transistor in terms of
current gain and the effect of biasing the base-emitter voltage on the
voltage characteristics, in terms of saturation, cut-off and linear
operation, including linear gain and clipping, of a single stage npn
transistor voltage amplifier |
42.17, 42.19 |
41.16, 41.18 |
36.14 - 36.15 |
| ●explain qualitatively how capacitors act as
de-couplers to separate AC from DC signals in transistor circuits |
42.18 |
41.17 |
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| ●use technical specifications related to voltage,
current, resistance, power and illumination for electronic components such as
diodes, resistance, and opto-electronic converters, including light dependent
resistors (LDR), photodiodes and light emitting diodes (LED), excluding
current-voltage characteristic curves for transistors, to design circuits to
operate for particular purposes |
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| ●analyse simple electronic transducer circuits for
transducers that respond to changes in illumination and temperature,
including LDR, photodiode, phototransistor and thermistor |
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| ●describe energy transfers and transformations in
electrical-optical and optical-electrical conversion systems using
opto-electronic converters |
42.20 |
41.19 |
36.16 |
| ●describe the transfer of information in analog form using
optical intensity modulated light |
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| ●use safe and responsible practices when working with
electrical, electronic and photonic equipment |
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| Area
of Study 3: Detailed study |
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| Detailed
study 3.1: Einstein's special relativity |
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| Key
knowledge and skills |
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| ●describe
Maxwell's prediction that the speed of light depends only on the electrical
and magnetic properties of the medium it is passing through and not on the
speed of the source or the speed of the medium |
35.4 - 35.7 |
34.3 - 34.4 |
30.3 - 30.4 |
| ●contrast Maxwell's prediction with the principles of
Galilean relativity (no absolute frame of reference; all velocity
measurements are relative to the frame of reference) |
4.22 - 4.25
41.1 |
4.21 - 4.23
40.1 |
4.14 - 4.15,
35.1 |
●interpret the results of the Michelson-Morley
experiment in terms of the postulates of Einstein's special theory of
relativity
-the laws of physics are the same in all inertial frames of reference
-the speed of light has a constant value for all observers |
41.3 |
40.3 |
35.3 |
| ●compare Einstein's postulates and the postulates of the
Newtonian model |
Chapter 41 |
Chapter 40 |
Chapter 35 |
●use simple thought experiments to show that
-the elapse of time occurs at different rates depending on the motion of an
observer relative to an event
-spatial measurements are different when measured in different frames of
reference |
41.5 - 41.18 |
40.5 - 40.13 |
35.4 - 35.9 |
| ●explain the concepts of proper time and proper
length as quantities that are measured in the frame of reference in which
objects are at rest |
41.8, 41.12 |
40.8, 40.12 |
35.6, 35.9 |
| ●explain movement at speeds approaching the speed of light
in terms of the postulates of Einstein's special theory of relativity |
41.16 |
40.13 |
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| ●model mathematically time dilation, length contraction
and mass increase with, respectively, the equations t = t0y, L = L0/y and m = m0y where y = 1/(1 -
v2/c2)1/2 |
41.8 - 41.10,
41.12 - 41.13
41.22 |
40.8 - 40.10,
40.12, 40.15 |
35.6 - 35.7,
35.9, 35.11 |
| ●explain the relationship between the relativistic mass of
a body and the energy equivalent according to Einstein's equation E = mc2 |
41.23 - 41.26,
44.9 - 44.10 |
40.16 - 40.19,
43.9 - 43.10 |
35.12,
38.9 - 38.10 |
| ●explain the equivalence of work done to increased mass
energy according to Einstein's equation E = mc2 |
41.23 - 41.26,
44.9 - 44.10 |
40.16 - 40.19,
43.9 - 43.10 |
35.12,
38.9 - 38.10 |
| ●compare special relativistic and non-relativistic
values for time, length and mass for a range of situations |
41.9, 41.18,
41.22, 41.25,
41.26 |
40.9, 40.15,
40.18, 40.19 |
35.11 |
| Detailed
study 3.2: Investigating materials and their use in structures |
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| Key
knowledge and skills |
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| ●identify
different types of external forces (compression, tension and shear) which can
act on a body, including gravitational forces |
5.4, 5.12,
12.13 - 12.15 |
5.4, 5.12,
12.12 - 12.14 |
5.4, 5.12,
11.7 - 11.8 |
| ●compare the tensile and compressive strength and the
stiffness or flexibility of different materials under load to determine their
suitability for use in structures such as columns, beams and arches |
12.13 |
12.12 |
11.7 |
| ●model the behavior of materials under load in terms
of extension and compression, graphically and algebraically, including
Young's modulus |
12.12 - 12.14 |
12.11 - 12.13 |
11.6 - 11.8 |
| ●calculate the stress and strain resulting from the
application of forces and loads to materials in structures |
12.12 - 12.16 |
12.11 - 12.15 |
11.6 - 11.9 |
| ●use data to describe and predict brittle or ductile
failure under load |
12.12 |
12.11 |
11.6 |
| ●calculate the potential energy stored in a material
under load (strain energy) and the toughness of a material tested to
destruction, using area under stress versus strain graphs |
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| ●describe elastic or plastic behavior shown by materials
under load and the resulting energy lost as heat |
12.11 - 12.12 |
12.10 - 12.11 |
11.5 - 11.6 |
| ●contrast the performance of a composite material
with the performance of the component materials (maximum of three components)
to determine the suitability for use in structures |
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| ●analyse translational and rotational effects of forces in
structures (columns, beams and cables) modelled as two dimensional structures
in stable equilibrium |
12.1 - 12.10 |
12.1 - 12.9 |
11.1 - 11.4 |
| ●apply conditions for equilibrium to analyse forces in
structures made of combinations of columns, beams and cables |
12.1 - 12.10 |
12.1 - 12.9 |
11.1 - 11.4 |
| ●use data to describe and predict the performance of a
simple structure under load |
12.13 - 12.16 |
12.12 - 12.15 |
11.7 - 11.9 |
| ●use safe and responsible practices when working with
structures, materials and associated measuring equipment |
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| Detailed
study 3.3: Further electronics |
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| Key
knowledge and skills |
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| ●design
an AC to DC voltage regulated power supply system, given a range of AC input
voltages (specified as root mean square, peak and peak to peak), smoothing
conditions and resistive loads |
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| ●describe the role of a transformer including the
voltage ratio |
32.23 - 32.25 |
32.20 - 32.22 |
29.15 - 29.17 |
| ●describe effects on the DC power supply system of
changes to the components used |
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| ●interpret the display of an oscilloscope in terms of
voltage as a function of time |
33.12, 33.24,
33.25 |
33.6, 33.16,
33.17 |
29.13 |
| ●select measuring devices for circuit analysis and
faults diagnosis |
29.5, 33.12 |
29.5, 33.6 |
27.4, 29.13 |
| ●select measurements of voltage and current (from the
use of a multimeter and an oscilloscope) in the DC power supply circuit to
evaluate the operation of the circuit in terms of its design brief |
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| ●explain the operation of diodes in half wave and
full-wave bridge rectification |
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●explain the effect of capacitors in terms of
-voltage and current when charging and discharging
-time constant for charging and discharging T = RC
-smoothing for DC power supplies |
29.31 - 29.33 |
29.31 - 29.32 |
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| ●apply the current-voltage characteristics of voltage
regulators, including Zener diodes and Integrated Circuits, to circuit design |
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| ●measure ripple voltage and the effect of changing
the load |
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| ●explain the use of heat sinks in electronic circuits |
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| ●calculate power dissipation in circuit elements |
27.13 - 27.18,
33.31, 33.33,
33.34 |
27.8 - 27.13,
33.23 - 33.25 |
25.7 - 25.11 |
| ●use safe and responsible practices when working with
electrical and electronic equipment |
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| Unit
4 |
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| Area
of Study 1: Electric power |
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| Key
knowledge and skills |
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| ●apply
a field model to magnetic phenomena including shapes and directions produced
by bar magnets, and by current in wires, coils and solenoids |
30.2, 31.1,
31.15 - 31.17,
31.22 |
30.2, 31.1,
31.8 - 31.9 |
28.2, 28.20 |
| ●quantify magnetic forces on current carrying wires, using
F = IlB where the
directions of I
and B are either perpendicular to, or parallel to, each other |
30.23 |
30.22 |
28.18 |
| ●describe the operation of simple DC motors |
30.27 |
30.26 |
28.19 |
| ●apply a field model to define magnetic flux using Ф
= BA and the qualitative effect of differing angles between the coil and the
field |
32.6 |
32.6 |
29.6 |
| ●explain the generation of voltage, including AC voltage,
in terms of the rate of change of magnetic flux (Faraday's law), the
direction of the induced current (Lenz's law), and the number of loops
through which the flux passes, including calculations using induced emf = -
ΔФ/Δ t |
32.7 - 32.12,
32.14 - 32.15,
32.17 - 32.20 |
32.7 - 32.12,
32.14 - 32.17 |
29.7 - 29.10 |
| ●describe the production of voltage in generators and
AC voltage in alternators, including in the use of commutators and slip rings |
32.17 - 32.20 |
32.14 - 32.17 |
29.10 |
| ●compare sinusoidal AC voltages produced as a result
of the uniform rotation of a loop in a constant magnetic flux in terms of
frequency, period, amplitude, peak-to-peak voltage and peak-to-peak current |
32.17 - 32.20 |
32.14 - 32.17 |
|
| ●use rms values for a sinusoidal AC voltage, Vrms = Vpeak/(sqrt2) and Irms = Ipeak/(sqrt2), and
interpret rms in terms of the DC supply that provides the same power as an AC
supply |
33.31, 33.33,
33.34 |
33.23 - 33.25 |
|
| ●compare and contrast DC motors, generators and
alternators |
30.27,
32.17 - 32.20 |
30.26,
32.14 - 32.17 |
28.19, 29.10 |
| ●explain transformer action, modelled in terms of
electromagnetic induction for an ideal transformer, qualitatively; and
quantitatively using number of turns in primary and secondary coils, voltage
and current |
32.22 - 32.25 |
32.19 - 32.22 |
29.14 - 29.17 |
| ●model mathematically power supplied as P = VI and
transmission losses using voltage drop (V = IR) and power loss (P = I2R) |
27.13, 27.15,
27.16 - 27.18 |
27.8,
27.10 - 27.13 |
25.7,
25.9 - 25.11 |
| ●explain the use of transformers in an electricity
distribution system |
32.23, 27.18 |
32.20, 27.13 |
29.15, 25.11 |
| ●use safe and responsible practices when working with
electricity and electrical measurement |
|
|
|
| |
|
|
|
| Area
of Study 2: Interactions of light and
matter |
|
|
|
| |
|
|
|
| Key knowledge and skills |
|
|
|
| ●explain
the production of incoherent light from wide spectrum light sources,
including the Sun, light bulbs, and candles (descriptive), in terms of
thermal motion of electrons |
|
|
|
●explain the results of Young's double slit experiment as
evidence for the wave-like nature of light including
-constructive and destructive interference of waves in terms of path
differences
-qualitative effect of wavelength on interference patterns |
39.1 - 39.4 |
38.1 - 38.4 |
34.1 - 34.2 |
| ●interpret the pattern produced by light when it
passes through a gap or past an obstacle in terms of the diffraction of waves
and the significance of the magnitude of the lambda/w ratio |
40.1 - 40.2,
40.4 - 40.6 |
39.1 - 39.2,
39.4 - 39.6 |
34.5 - 34.7 |
●interpret the photoelectric effect as evidence for
the particle-like nature of light, including
-kinetic energy of emitted photoelectrons in terms of the energy of
incident photons KEmax = hf - W, using energy units of both joule and
electron-volt
-effects of intensity of incident irradiation on the emission of
photoelectrons |
42.6 - 42.7 |
41.6 - 41.7 |
36.5 - 36.6 |
| ●interpret electron diffraction patterns as evidence
for the wave-like nature of matter expressed as the de Broglie wavelength,
λ = h/p |
43.0, 43.4, 43.6 |
42.0, 42.4, 42.6 |
37.0, 37.2, 37.3 |
| ●compare the momentum of photons and of particles of the
same wavelength including calculations using p = h/λ |
43.1, Chapter 43 |
42.1, Chapter 42 |
37.1, Chapter 37 |
| ●interpret atomic absorption and emission spectra
including those from metal vapour lamps in terms of a quantised energy level
model of the atom, including calculations of the energy of photons absorbed
or emitted, ΔE = hf |
42.9, 42.12,
42.13 |
41.9, 41.11,
41.12 |
36.8 - 36.10 |
| ●explain a model of quantised energy levels of the
atom in which electrons are found in standing wave states |
43.4 |
42.4 |
37.2 |
| ●use safe and responsible practices when working with
light sources, lasers and related equipment |
|
|
|
| |
|
|
|
| Area
of Study 3: Detailed study |
|
|
|
| |
|
|
|
| Detailed
study 3.1: Sychrotron and its applications |
|
|
|
| |
|
|
|
| Key
knowledge and skills |
|
|
|
| ●describe
the design and operation of simple particle accelerators such as the cathode
ray tube and including the application of 1/2 mv2 = eV for electrons in an electron gun |
25.17 |
25.12 |
|
| ●use given values of electron momentum in
calculations relating the radius of the trajectory of a low velocity electron
to charge and magnetic field, r = mv/eB |
30.12 - 30.14 |
30.13 - 30.15 |
28.13 - 28.14 |
| ●model the force applied to an electron beam as F = eVB in
cases where the directions of v and B are perpendicular to each other and
parallel with each other |
30.6 |
30.7 |
28.7 |
| ●describe basic synchrotron design including electron
linac, circular booster, storage ring, beamlines |
|
|
|
| ●compare the characteristics of synchrotron
radiation, including brightness, spectrum and divergence with the
characteristics of electromagnetic radiation from other sources including
lasers and x-ray tubes, in relation the applications |
|
|
|
| ●describe the operation of a typical beamline as a
tunable source of radiation |
|
|
|
●interpret interactions of synchrotron radiation with
a sample, including
-effect of properties of x-rays including energy, momentum and
wavelength
-x-ray (Bragg) diffraction, Bragg's law nλ = 2dsinθ
-emission of photoelectrons |
40.22, 42.6 |
39.16, 41.6 |
36.5 |
| ●use data to identify and describe types of x-ray
scattering, including elastic (Thomson) scattering, inelastic (Compton)
scattering and diffuse scattering |
43.1 |
42.1 |
37.1 |
| ●use diffraction patterns to compare and contrast
atom spacing in crystalline structures |
|
|
|
| ●analyse supplied data from a synchrotron experiment |
|
|
|
| Detailed
study 3.2: Photonics |
|
|
|
| |
|
|
|
| Key knowledge and skills (only those covered in
the text are shown) |
| ●describe
laser light in terms of coherence, wavelength and phase |
42.21 |
41.20 |
36.17 |
| ●explain the production of light by coherent light sources
(lasers), in terms of light amplification (photons generated when many bound
electrons de-excite at the same time) via stimulation from external photons
(descriptive) |
42.22 - 42.27 |
41.21 - 41.25 |
36.18 - 36.21 |
●analyse the operation of fibre optic wave guides, in
terms of
-light gathering ability using Snell's law, critical angle, total internal
reflection and acceptance angle |
37.13 |
36.12 |
|
| Detailed
study 3.3: Sound |
|
|
|
| |
|
|
|
| Key knowledge and skills |
|
|
|
| ●explain
sound as the transmission of energy via longitudinal pressure waves |
17.1, 17.10 |
17.1, 17.8 |
16.1, 16.4 |
| ●mathematically model the relationship between
wavelength, frequency and speed of propagation of sound waves using v =
fλ |
16.7 |
16.7 |
15.7 |
| ●explain the differences between sound intensity (W/m2) and sound
intensity level (dB) |
17.10 - 17.11 |
17.8 - 17.9 |
16.4 - 16.5 |
| ●calculate sound intensity at different distances from a
source using an inverse square law |
17.10 |
17.8 |
16.4 |
| ●explain resonance in terms of the superposition of a
travelling sound wave and its reflection |
18.6 |
18.6 |
17.3 |
| ●analyse, for strings and open and closed resonant
tubes, the fundamental as the first harmonic, and subsequent harmonics |
18.7 - 18.8,
18.10 |
18.7 - 18.8,
18.10 |
17.4 - 17.5 |
●explain qualitatively, in terms of electrical and
electromagnetic effects, the operation of
-microphones, including electret-condenser, crystal, dynamic and velocity
microphones
-dynamic loudspeakers |
32.4 |
32.4 |
29.4 |
| ●explain qualitatively the effects of baffles and
enclosures for loudspeakers |
|
|
|
| ●interpret frequency response curves of microphones,
speakers, simple sound systems and hearing, including loudness (phon) |
|
|
|
| ●evaluate the fidelity of microphones and loudspeakers in
terms of purpose, frequency response and, qualitatively, construction |
|
|
|
| ●interpret qualitatively the directional speed of various
frequencies in terms of different gap width or obstacle size including the
magnitude of the lambda/w ratio |
40.0 - 40.1,
40.5 |
39.0 - 39.1,
39.5 |
34.5 |
| ●use safe and responsible practices when working with
sound sources and sound equipment |
|
|
|
|
|
|
|
