Physics Unit 4 - How have Creative Ideas and Investigation Revolutionised Thinking in Physics?

Prerequisites

Physics Unit 3. Mathematical Methods is strongly recommended.

Course Description

In this unit, students explore some monumental changes in thinking in Physics that have changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is re-imagined using a wave model. Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS.

A student-designed practical investigation involving the generation of primary data and including one continuous, independent variable related to fields, motion or light is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 2. The design, analysis and findings of the investigation are presented in a scientific poster format.

Areas of Study

How has understanding about the physical world changed?

In this area of study, students learn how understanding of light, matter and motion have changed over time. They explore how major experiments led to the development of theories to describe these fundamental aspects of the physical world.

When light and matter are probed, they appear to have remarkable similarities. Light, previously described as an electromagnetic wave, appears to exhibit both wave-like and particle-like properties. Findings that electrons behave in a wave-like manner challenged thinking about the relationship between light and matter.

Students consider the limitations of classical mechanics as they explore Einstein’s view of the Universe. They consider postulates as distinct from theories and explore ideas related to objects moving at speeds approaching the speed of light. They use special relativity to explore length contraction and time dilation as observations are made by observers in different frames of reference, and the interrelationship between matter and energy.

How is scientific inquiry used to investigate fields, motion or light?

Students undertake a student-designed scientific investigation in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation involves the generation of primary data relating to fields, motion or light. The investigation draws on knowledge and related key science skills developed across Units 3 and 4 and is undertaken by students in the laboratory and/or in the field.

When undertaking the investigation students are required to apply the key science skills to develop a question, state an aim, formulate a hypothesis and plan a course of action to answer the question, while complying with safety and ethical guidelines. Students then undertake an investigation to generate primary quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to scientific ideas, discuss implications of the results, and draw and evaluate a conclusion in response to the question. Students are expected to design and undertake an investigation involving one continuous independent variable.

Assessment

Outcomes	Assessment Tasks	Marks Allocated
	(school-assessed coursework)
Outcome 1 Analyse and apply models that explain the nature of light and matter, and use special relativity to explain observations made when objects are moving at speeds approaching the speed of light.	One task, which is different from the task selected for Outcome 1, 2 or 3 from Unit 3, (approximately 50 minutes or not exceeding 1000 words for each task) selected from the following: application of physics concepts to explain a model, theory, device, design or innovation   analysis and evaluation of primary and/or secondary data, including data plotting, identified assumptions or data limitations, and conclusions problem-solving, applying physics concepts and skills to real-world contexts comparison and evaluation of two solutions to a problem, two explanations of a physics phenomenon or concept, or two methods and/or findings from practical activities.	40
Outcome 2 Design and conduct a scientific investigation related to fields, motion or light, and present an aim, methodology and method, results, discussion and a conclusion in a scientific poster.	Communication of the design, analysis and findings of a student-designed and student-conducted scientific investigation through a structured scientific poster and logbook entries. The poster should not exceed 600 words.	40
Total Marks		80

Overall Final Assessment

Graded Assessment	Title	Assessment	Exam Duration	Contribution to Study Score (%)
1	Unit 3 Coursework	School-assessed		30
2	Unit 4 Coursework	School-assessed		20
3	Written Examination	November	2.5 hours	50