Pearson Queensland Physics 11 Skills & Assessment Book

PEARSON

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¡ª

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¡ªstatic

electricity

58

Resistance is variable¡ª

Ohm¡¯s law

59

8

Thermal equilibrium¡ª

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¡ªheating 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¡ª

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

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WORKSHEET 1.1.1

PRACTICAL 2

ACTIVITY 1.2.2

Detecting radiation with

a G¨CM tube

KEY KNOWLEDGE

WORKSHEETS

PRACTICAL 1

ACTIVITY 1.2.1

TOPIC REVIEW 1.2

TOPIC 1 HEATING PROCESSES

KEY KNOWLEDGE

PRACTICAL ACTIVITIES

Knowledge preview¡ª

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¡ªthe 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¡ªit is

all in the direction

100

141

WORKSHEETS

WORKSHEET 2.2.1

Knowledge preview

146

WORKSHEET 2.2.2

Waves around us¡ªwave

property review

147

WORKSHEET 2.2.3

Interpreting graphs of waves 149

WORKSHEET 2.2.4

Designing a musical

instrument¡ªresonance

in action

150

WORKSHEET 2.2.5

Lens diagrams

154

WORKSHEET 2.2.6

Communicating¡ªit is ¡®critical¡¯ 156

WORKSHEET 2.2.7

Literacy review

158

WORKSHEET 2.2.8

Thinking about my learning

159

Free falling¡ªa 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¡ª

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¡ª

interpreting s¨Ct and

131

v¨Ct 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¨C1

10 N

20 m s¨C1

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¨C1

FIGURE 2.1.3

70 m s¨C1

20 m s¨C1

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¡ãC.

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¨Ctime

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

¨C100

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¡ã 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¨Ctime

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

¨C200

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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