Pearson Queensland Physics 11 Skills & Assessment Book
嚜燕EARSON
PHYSICS
QUEENSLAND
SKILLS AND ASSESSMENT
Sa
m
pl
e
pa
ge
s
UNITS 1 & 2
Doug Bail
QCE 2019
SYLLABUS
HOW TO USE THIS BOOK
v
SERIES OVERVIEW
viii
PHYSICS TOOLKIT
ix
UNIT 1: THERMAL, NUCLEAR AND
ELECTRICAL PHYSICS
3
An analogue model of
radioactive decay
46
50
TOPIC 3 ELECTRICAL CIRCUITS
Heating it up
WORKSHEET 1.1.3
Temperature scales
WORKSHEET 1.1.4
Specific heat capacity
WORKSHEET 1.1.5
Climate in the balance〞
the role of oceans and air
WORKSHEET 1.1.6
6
WORKSHEET 1.3.1
Knowledge preview
57
7
WORKSHEET 1.3.2
Charging it up〞static
electricity
58
Resistance is variable〞
Ohm*s law
59
8
Thermal equilibrium〞
working with mixtures
9
WORKSHEET 1.3.3
10
WORKSHEET 1.3.4
Series and parallel circuits
60
WORKSHEET 1.3.5
Heating it up〞heating and
power loss in electric circuits
61
WORKSHEET 1.3.6
Literacy review
62
Thinking about my learning
63
PRACTICAL ACTIVITIES
ACTIVITY 1.3.1
Electrostatics with a Van de
Graaff generator
64
11
WORKSHEET 1.1.7
Literacy review
WORKSHEET 1.1.8
Thinking about my learning
e
12
Energy transfer and heat
ACTIVITY 1.1.2
Latent heat of fusion
14
16
Sa
m
ACTIVITY 1.1.1
MANDATORY PRACTICALS
13
pl
PRACTICAL ACTIVITIES
53
WORKSHEETS
Knowledge preview〞
thinking about matter
WORKSHEET 1.1.2
Finding the relationship between
temperature and heat
19
Determining the specific heat
capacity of a substance with a
focus on error propagation
22
WORKSHEET 1.3.7
ACTIVITY 1.3.2
ACTIVITY 1.3.3
Ohmic and non-ohmic
conductors
67
Series and parallel circuits
70
MANDATORY PRACTICALS
PRACTICAL 3
Finding the resistance of
an ohmic resistor
75
TOPIC REVIEW 1.3
78
SAMPLE ASSESSMENT TASK IA1: DATA TEST
80
SAMPLE ASSESSMENT TASK IA3: RESEARCH
INVESTIGATION
86
25
TOPIC REVIEW 1.1
TOPIC 2 IONISING RADIATION AND NUCLEAR REACTIONS
KEY KNOWLEDGE
28
WORKSHEETS
WORKSHEET 1.2.1
41
pa
ge
s
WORKSHEET 1.1.1
PRACTICAL 2
ACTIVITY 1.2.2
Detecting radiation with
a G每M tube
KEY KNOWLEDGE
WORKSHEETS
PRACTICAL 1
ACTIVITY 1.2.1
TOPIC REVIEW 1.2
TOPIC 1 HEATING PROCESSES
KEY KNOWLEDGE
PRACTICAL ACTIVITIES
Knowledge preview〞
the structure of matter
31
WORKSHEET 1.2.2
Half-life
32
WORKSHEET 1.2.3
Nuclear energy
35
WORKSHEET 1.2.4
Fission versus fusion
37
WORKSHEET 1.2.5
Literacy review〞the terminology
39
of ionising radiation
WORKSHEET 1.2.6
Thinking about my learning
40
UNIT 2: LINEAR MOTION AND WAVES
TOPIC 2 WAVES
TOPIC 1 LINEAR MOTION AND FORCE
KEY KNOWLEDGE
KEY KNOWLEDGE
91
WORKSHEETS
WORKSHEET 2.1.1
Knowledge preview
97
WORKSHEET 2.1.2
Vectors in the classroom
98
WORKSHEET 2.1.3
Speed versus velocity〞it is
all in the direction
100
141
WORKSHEETS
WORKSHEET 2.2.1
Knowledge preview
146
WORKSHEET 2.2.2
Waves around us〞wave
property review
147
WORKSHEET 2.2.3
Interpreting graphs of waves 149
WORKSHEET 2.2.4
Designing a musical
instrument〞resonance
in action
150
WORKSHEET 2.2.5
Lens diagrams
154
WORKSHEET 2.2.6
Communicating〞it is &critical* 156
WORKSHEET 2.2.7
Literacy review
158
WORKSHEET 2.2.8
Thinking about my learning
159
Free falling〞a special case of
straight-line motion
102
WORKSHEET 2.1.5
1,2,3#Newton*s laws applied 104
WORKSHEET 2.1.6
Newton*s third law〞
misunderstood?
106
WORKSHEET 2.1.7
Friction is the rub
107
WORKSHEET 2.1.8
Working against the force
(of gravity)
108
Human earthquake
110
PRACTICAL ACTIVITIES
ACTIVITY 2.2.1
Waves in Slinky springs
and ropes
WORKSHEET 2.1.10 Literacy review
111
ACTIVITY 2.2.2
WORKSHEET 2.1.11 Thinking about my learning
112
The speed of sound by
resonance tube
163
ACTIVITY 2.2.3
Dispersion and refraction
168
ACTIVITY 2.2.4
Image formation in lenses
and mirrors
172
Inverse square law
175
pl
PRACTICAL ACTIVITIES
ACTIVITY 2.1.1
Analysing motion with
a motion sensor
e
WORKSHEET 2.1.9
pa
ge
s
WORKSHEET 2.1.4
113
Acceleration down an incline 116
ACTIVITY 2.1.3
Newton*s second law
120
ACTIVITY 2.1.4
Work and energy
122
Sa
m
ACTIVITY 2.1.2
MANDATORY PRACTICALS
PRACTICAL 4
Verifying the value of
acceleration due to gravity
at the Earth*s surface
PRACTICAL 5
TOPIC REVIEW 2.1
127
The kinematics of a student〞
interpreting s每t and
131
v每t graphs
134
ACTIVITY 2.2.5
160
MANDATORY PRACTICALS
PRACTICAL 6
Determining the refractive
index of a transparent
substance
179
TOPIC REVIEW 2.2
183
SAMPLE ASSESSMENT TASK IA2:
STUDENT EXPERIMENT: DETERMINING THE
ACCELERATION DUE TO GRAVITY
186
How to use this book
The Pearson Physics 11 Queensland Skills and
Assessment Book takes an intuitive, self-paced approach
to science education that ensures every student
has opportunities to practise, apply and extend
their learning through a range of supportive and
challenging activities.
This resource has been developed by highly
experienced and expert author teams, with lead
Queensland specialists who have a working understand
what teachers are looking for with teaching and learning
across the new QCE.
Fully written to the new QCE year 11 & 12 syllabus,
the Skills & Assessment Book is organised by units. The
unit opener outlines the Unit Objectives. The Skills and
Assessment Book is further organised into topics. Each
Topic addresses all of the subject matter and mandatory
practicals, from the Syllabus.
All activities complement material in the Pearson
Physics 11 Queensland Student Book for a complete
teaching, learning and assessment program, facilitating
the integration of practice and rich learning activities.
The resource has been designed so it may be used
independently of the Student Books, providing flexibility
in when and how to engage with it.
Toolkit
pa
ge
s
Key knowledge
m
Physics toolkit
pl
e
A complementary Toolkit supports the development
of the skills and techniques needed to undertake
practical investigations, the data test, student
experiment and research investigation, and it
covers study skills. It also includes checklists and
helpful hints to assist in fulfilling all assessment
requirements. Key terms are indicated in bold text,
and are supported with a contextual definition in the
Glossary of your Student Book. Alternatively, your
teacher may print a copy of the Glossary for you
from the Teacher Support for this product to assist in
comprehension.
ASSESSMENT
Sa
the student experiment and
developing the skills to undertake
This toolkit provides support for
and study skills. The toolkit can
covers examination techniques
the research investigation, and
as needed, throughout the year.
serve as a reference tool to be consulted
& Assessment Toolkit of
Skills
1
Chapter
in
included
The toolkit complements the advice
in this toolkit explains how
Student Book. The information
Pearson Physics Queensland 11
tics in the Instrument
be assessed against the characteris
responses to assessment tasks will
(ISMG).
Guides
Marking
Specific
1. The test is
The data test is completed in unit
10 minutes
completed under test conditions, with
time.
reading time and 60 minutes writing
The test may include:
to longer responses
? questions ranging from short answer
? scenario situations
? problem-solving.
test are your
The key areas assessed in the data
ability to:
matter
? apply your understanding of subject
it
? look critically at evidence and analyse
of evidence.
? reach conclusions based on interpretation
Data test preparation checklist
Feature
Resource
Pearson Physics
11 Units 1 & 2
Queensland
Student Book
Mandatory
Practicals
SkillBuilders,
Worked
examples
and Worked
examples: Try
yourself
Questions/
instructions
Chapter 1
Skills and
assessment
toolkit
ISBN 978 1 4886 1969 4
data and
Tasks in the data test use both qualitative
to unit 1 practicals
quantitative data. This data is related
to subject matter.
(both mandatory and suggested) and
previously unseen
Items in the data test may include
calculations using
complete
to
expected
be
will
data. You
and tables.
algorithms, and interpret graphs, diagrams
unit 1
There will be many experiences throughout
to prepare for the
that will provide you with opportunities
the data test. You can
skills and subject matter assessed in
and
practice
to
opportunities
also take some additional
preparation checklist
test
data
the
in
outlined
as
prepare,
your revision.
which directs you to resources to assist
TABLE 2.1.1
Scalars
9
Examples of different scalar and
using algorithms.
Skillbuilder
need to improve skills. Read the
? Select examples in which you
and
the Worked example: Try yourself
and Worked example, then complete
check your answer.
listed under
reviews, focusing on instructions
? Refer to module and chapter
to complete
require the same skills needed
&analysis*; many of these tasks
the data test.
them.
? Select some tasks and complete
in your eBook.
fully worked solutions provided
? Check your answers against the
A, in the
Skills and assessment toolkit, Part
? Refer to the Chapter 1 Physics
eBook.
skills,
to improve your mathematical
? Use this reference tool as needed,
skills.
interpretation
analysis and visual
| Physics toolkit
Assessment
and
QLD | Skills
Pearson Physics 11 Units 1 & 2
velocity
energy
momentum
When dealing with vectors, both direction
and
magnitude must be considered. A
vector can be
represented visually by an arrow, where
the length of
the arrow represents the magnitude.
For example, a
20 N vector should be twice as long
as a 10 N vector
(Figure 2.1.1). An exact scale for
the magnitude is not
always required but it is important
that vectors are
drawn relative to one another.
9N
FIGURE 2.1.2
+
4N
=
Vector addition
Original:
50 m s每1
10 N
20 m s每1
To ?nd the di?erence:
FIGURE 2.1.1 An arrow representing
a 20 N vector is twice
as long as a 10 N vector.
ix
13N
Adding vectors algebraically
Vectors in one dimension can be added
algebraically
by applying a sign convention. Each
vector is given a
positive or negative sign, depending
on its direction. It
is up to you to decide which direction
is positive. Then
simply add up the vectors. The sign
of the total tells you
the direction of the vector.
For example, if Sally walked 2 m west
and then 5 m
east, either west or east could be the
positive direction.
If east is chosen as the positive direction,
then Sally
walked ?2 m east and then +5 m east.
So her resultant
displacement would be (?2) + 5 =
+3 m, which is 3 m east.
Subtracting vectors
Vector subtraction is similar to vector
addition. To find
the difference between (or change
in) vectors, subtract
the initial vector from the final vector,
remembering to
apply an appropriate sign convention.
The Greek delta
symbol ?, which means a difference
or change, is used to
indicate the resultant vector.
For example, to find the difference
between a velocity
of 50 m s?1 south and a velocity of
20 m s?1 north
algebraically, subtract the initial velocity
(50 m s?1 south)
from the final velocity (20 m s?1 north).
If north is taken
to be the positive direction, then the
resultant velocity
v = +20 ? (?50) = +70 m s?1, which
is 70 m s?1 north.
This is shown graphically in Figure
2.1.3.
20 N
When more than one vector acts on
an object, the
overall or combined effect of the vectors
can be found.
This is called vector addition. Combining
vectors is
also known as adding vectors. There
are two methods
for adding vectors in one dimension:
graphically and
algebraically.
Adding vectors graphically
You can add vectors in one dimension
graphically using
vector diagrams. After adding the
vectors head-to-tail,
ISBN 978 1 4886 1969 4
ISBN 978 1 4886 1969 4
force
displacement
speed
analysis of
completed in class, stopping before
? Read through each practical
the data.
at
of the practical again, without looking
? Complete the analysing section
and conclusion.
your original analysis, interpretation
conclusion with those of your
and
interpretation
analysis,
? Compare your
original practical.
the skill to
or technique and step you through
? SkillBuilders outline a method
support the application.
the
by a worked example that provides
? Often a SkillBuilder will be followed
of working through a problem.
thinking and process for each step
that are
the mirror Try yourself problems
? Refer to Worked examples and
Many focus on skills in calculations
placed at relevant stages in chapters.
vector quantities
Vectors
time
distance
Complete
?
Revision activity
the resultant vector can be drawn
from the tail of the
first vector to the head of the last vector
(Figure 2.1.2).
This is called the head-to-tail method.
Vectors
In physics, the study of the motion
of objects is called
kinematics. Motion is described by
physical quantities
such as velocity, distance and time.
These quantities can
be divided into two broad groups:
scalars and vectors, as
shown by the examples in Table 1.
Scalars are quantities that have a magnitude
but not a
direction. An example of a scalar quantity
is distance. When
describing the distance of a race, the
only thing needed is
the numerical value and a unit; for example,
400 m.
Vectors are quantities that have a
direction as well as
a magnitude. An example of a vector
quantity is force.
The motion of an object resulting
from an applied force
depends on both the magnitude and
direction of the
force. For this reason, force is described
by a magnitude,
a direction and a unit; for example,
6 N upwards.
8/27/18 7:49 AM
F01_PPQ_SB11_19694_FINAL.indd
Key knowledge
Linear motion
may prepare you for units 3 and 4
for units 1 and 2 Physics, your teacher
Although there are no mandated assessments
3 & 4. These assessments are:
similar assessments to those in units
Physics by requiring you to complete
? data test (IA1) in unit 1, 10%
20%
1,
unit
? research investigation (IA3) in
2, 20%
? student experiment (IA2) in unit
1 and 2, 50%.
? examination (EA), at end of units
PART A: Data test (IA1)
Each topic begins with a key knowledge section.
Key knowledge consists of a set of succinct
summary notes and that cover the subject
matter for each topic of the syllabus. This
section is highly illustrative and written in a
straightforward style to assist students of all
abilities in focusing on the salient points. Key
terms are bolded for ease of navigation and
are reflected in the Student Book Glossary. The
key knowledge also serves as a ready reference
when completing worksheets and practical
activities, and it provides a handy set of revision
and study notes.
50 m s每1
FIGURE 2.1.3
70 m s每1
20 m s每1
Vector subtraction
Linear motion
In kinematics, the words used to describe
motion have
very precise meanings that must be
understood clearly.
Distance travelled, d, tells us how
far an object has
travelled in total, but not the direction.
Distance travelled
is therefore a scalar.
Pearson Physics 11 Units 1 & 2
QLD | Skills and Assessment
| Unit 2 Topic 1
91
Pearson Physics 11 Units 1 & 2 QLD | Skills and Assessment | How to use this book
v
WORKSHEET 2.1.1
Knowledge preview
Worksheets
A diverse offering of instructive and self-contained worksheets
is included in each topic. Common to all topics are the initial
&Knowledge preview* worksheets to activate prior knowledge; a
&Literacy review* worksheet to explicitly build language and the
application of scientific terminology; and finally a &Thinking about
my learning* worksheet, which encourages students to reflect
on their learning and identify areas for improvement. Other
worksheets, with their range of activities and tasks, focus on the
application of subject matter to assist in the consolidation of
learning and the making of connections between subject matter.
Worksheets may be used for formative assessment and are
clearly aligned to the syllabus. A range of questions building from
foundation to challenging are included in the worksheets which are
written to reflect the Marzano & Kendall taxonomy instructional verbs.
A girl on a skateboard travels 16
m down the street in 2 s. Determine
her speed.
Look at the ant*s journey below
from start to end. A direction convention
is given.
6m
3m
2m
end
1m
start
2m
a
N
E
W
S
Calculate how far the ant has travelled.
If the journey took 56 s altogether,
determine the ant*s average speed.
Determine the ant*s total displacemen
t from the start to the end (including
b
c
the direction).
A truck is travelling at 100 km h?1
from Mackay to Rockhampton,
a driving distance of 336 km. Determine
will it take:
how long
a in hours
3
b
4
in minutes.
Think about a train trip from Beerwah
through to Brisbane Central. Explain
why the train*s average travelling
would usually be greater than its
speed
average speed.
5
Using your usual trip to school,
explain the difference between
average speed and instantaneou
s speed.
6
Examine the three ticker tapes
below. The start label shows where
the first dot was made.
A
B
start
a
C
start
start
b
When these tapes were made, deduce
whether the tape moved to the
left or the right.
Identify which tape shows acceleration.
c
Identify which one shows deceleration.
d
Identify the tape showing constant
speed.
Identify the tape showing the lowest
average speed.
e
ISBN 978 1 4886 1969 4
Pearson Physics 11 Units 1 & 2
QLD | Skills and Assessment
| Unit 2 Topic 1
97
pa
ge
s
Practical activities
PRACTICAL ACTIVITY 2.1.1
r
n senso
Analysing motion with a motio
Practical activities take a highly scaffolded approach from
beginning to completion and give students the opportunity
to complete practical work related to the various subject
matter covered in the syllabus. Practical activities include a
rich assortment of tasks that maximise learning opportunities
whilst also building experience in skill application to perform
calculations and analysis of data, necessary for the Data Test. They
feature every mandatory practical in the syllabus, as well as many
suggested practicals. Like the worksheets, a range of questions
building from foundation to challenging are included which are
written to reflect the Marzano & Kendall taxonomy instructional
verbs.
Suggested time: 45 min
AIM
and a graph of
between the motion of an object
To investigate the relationships
object.
position versus time for the moving
RATIONALE
MATERIALS
? electronic measure
interface and software
? base and support rod
? motion sensor
to a reference
an object, knowing where it is relative
When describing the motion of
it is moving, and how it is accelerating
point, how fast and in what direction
such as an
essential. A sonic ranging device,
(changing its rate of motion) is
from an object to
pulses of ultrasound that reflect
ultrasonic motion sensor, uses
moves, the change in its position
object
the
As
object.
the
of
determine the position
second.
is measured many times each
?1
(m s ).
to moment is expressed as a velocity
The change in position from moment
acceleration
to moment is expressed as an
The change in velocity from moment
on a graph. You
at a particular time can be plotted
?2
object
(m s ). The position of an
is
of the object versus time. A graph
acceleration
and
velocity
the
graph
can also
is important
of an object. For this reason, it
a mathematical picture of the motion
acceleration versus
a graph of position, velocity or
to understand how to interpret
that is, as the
a graph of position in real-time;
time. In this activity you will plot
motion is happening.
SAFETY
e
into tables,
to move safely without running
Check that you have plenty of room
your motion.
walls, etc. when concentrating on
starting the activity.
Complete a risk assessment before
PROCEDURE
pl
will measure
object in motion. The motion sensor
For this activity, you will be the
The software that
straight line at different speeds.
your position as you move in a
time.
motion on a graph of position and
supports your sensor will plot your
Setting up the motion sensor
at 10 s if available.
second (10 Hz). Stop condition
Sampling rate: 10 samples per
around 20∼C.
motion sensors for temperatures
You do not need to calibrate ultrasonic
Sa
for the
equipment or see your teacher
Consult the manuals for your electronic
your equipment and software.
options to set these values with
m
Graph: Position每time
ISBN 978 1 4886 1969 4
1
2
Pearson Physics 11 Units 1 & 2
| Unit 2 Topic 1
QLD | Skills and Assessment
113
Topic review questions
Each topic concludes with a comprehensive
set of question items consisting of multiplechoice and short-answer responses written
in an exam style. This provides students with
exposure to and the opportunity to practise
drawing together subject matter and skills to
respond to examination style assessment.
TOPIC REVIEW 2.1 ? LINEAR MOTION
Where required use g = 9.8 m s?2
.
Multiple choice
1
In the study of motion, displacement
A
2
can be defined as:
how far a body travels
A
B
1 m s?1 west
the change in position of a body
in a given
direction
C
13 m s?1 west
D
D
the distance travelled by an object
that is moving
in a straight line
13 m s?1 east
Identify which of the lists below
contains only vector
quantities.
A
C
D
displacement, velocity, acceleration,
force
displacement, speed, acceleration,
weight
displacement, velocity, acceleration,
mass.
distance travelled, velocity, acceleration,
force
The following information applies
to questions 3 and 4.
The graph below shows the displacement
of a farmer on
a motorcycle, riding north (positive)
and south (negative)
along a boundary of her property
while counting
Displacement north (m)
400
100
0
20
每100
40
60
80 100 120 140 160 180 200
Time (s)
B
300 m
C
700 m
D
134
vi
it will continue with its velocity
as no external
unbalanced force acts
it will change its velocity if a net
unbalanced
external force is applied
C
it will continue with this velocity
only if a net
external unbalanced force acts
D
it will continue with its velocity
as friction only
acts if an external unbalanced
force is applied
b
Calculate how long would it take
to travel 20 km.
c
Determine many metres the car
moves in 30 s.
In the list below, identify the values
that are correctly
expressed as vector quantities
and underline them.
4 m s?1, 5 N down, 45 kg, 12 m s?2
east, 76 south,
64 km, 45 km h?1 N 23∼ W
2
Consider an apple thrown straight
up into the air.
Using the words up, down, no direction
or zero, fill in the
blanks in the table below by identifying
the direction in
which each quantity is acting at
the point described.
5
6
Describe the changes in acceleration
of a ball when it bounces off a
wall.
A sports car takes 6 s to accelerate
from rest to a speed of 30 m s?1
. It then maintains this velocity
decelerating uniformly to rest in
for 14 s before
a distance of 30 m.
In the space provided, draw a velocity每time
graph illustrating this motion.
a
The velocity of the apple at
the top point
1200 m
0m
?200 m
C
1200 m
D
?1200 m
Pearson Physics 11 Units 1 & 2
The acceleration of the apple
just before it reaches the top
The acceleration of the apple
at the top point
The acceleration of the apple
just after it reaches the top
Determine the total displacement
of the farmer over
the entire period.
B
A
B
The velocity of the apple just
after it reaches the top
Identify which of the options below
is the total
distance travelled by the farmer
over the entire period.
A 500 m
A
A car is observed moving along
a road at a steady speed of 60
km h?1.
Determine how far will it move
in 1 minute.
a
The velocity of the apple just
before it reaches the top
每200
4
4
If an object is moving with a constant
velocity, then
according to Newton*s first law:
1
500
300
AND FORCE
Explain how a swimmer, completing
a 100 m race in 72 s, can be told
she has an average velocity of 0
m s?1.
Short answer
livestock.
200
3
1 m s?1 east
the location of an object
C
6
TOPIC REVIEW 2.1 ? LINEAR MOTION
A super-bouncy ball hits a wall
with a velocity
of 7.0 m s?1 east and rebounds
with a velocity of
6.0 m s?1 west. Determine the change
in velocity of
the ball.
B
B
3
AND FORCE
5
The speed of the apple just
before it reaches the top
The speed of the apple at
the top point
The speed of the apple just
after it reaches the top
QLD | Skills and Assessment
| Unit 2 Topic 1
ISBN 978 1 4886 1969 4
Pearson Physics 11 Units 1 & 2 QLD | Skills and Assessment | How to use this book
ISBN 978 1 4886 1969 4
Pearson Physics 11 Units 1 & 2
QLD | Skills and Assessment
| Unit 2 Topic 1
135
ISBN 978 1 4886 1969 4
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