Physics
Unit 1-4
Rationale
Physics is a natural science based on observations, experiments, measurements and mathematical analysis with the purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the planets, stellar systems and galaxies in the universe. While much scientific understanding in physics has stood the test of time, many other areas continue to evolve. In undertaking this study, students develop their understanding of the roles of careful and systematic experimentation and modelling in the development of theories and laws. They undertake practical activities and apply physics principles to explain and quantify both natural and constructed phenomena.
In VCE Physics, students develop a range of inquiry skills, involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary physics-related issues and to communicate their views from an informed position.
VCE Physics provides for continuing study pathways within the discipline and leads to a range of careers. Physicists may undertake research and development in specialist areas including: acoustics, astrophysics and cosmology, atmospheric physics, computational physics, education, energy research, engineering, instrumentation, lasers and photonics, medical physics, nuclear science, optics, pyrotechnics and radiography. Physicists also work in cross-disciplinary areas such as bushfire research, climate science, forensic science, geology, materials science, neuroscience and sports science.
Aims
This study enables students to:
Apply physics models, theories and concepts to describe, explain, analyse and make predictions about diverse physical phenomena
Understand and use the language and methodologies of physics to solve qualitative and quantitative problems in familiar and unfamiliar contexts
and more broadly to:
Understand the cooperative, cumulative, evolutionary and interdisciplinary nature of science as a human endeavour, including its possibilities, limitations and political and sociocultural influences
Develop a range of individual and collaborative science-investigation skills through experimental and inquiry tasks in the field and in the laboratory
Develop an informed perspective on contemporary science-based issues of local and global significance
Apply their scientific understanding to familiar and unfamiliar situations, including personal, social, environmental and technological contexts
Develop attitudes that include curiosity, open-mindedness, creativity, flexibility, integrity, attention to detail and respect for evidence-based conclusions
Understand and apply the research, ethical and safety principles that govern the study and practice of the discipline in the collection, analysis, critical evaluation and reporting of data
Communicate clearly and accurately an understanding of the discipline using appropriate terminology, conventions and formats
Structure
The study is made up of four units.
Unit 2: What do experiments reveal about the physical world?
Unit 3: How do fields explain motion and electricity?
Unit 4: How can two contradictory models explain both light and matter?
Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key science skills.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional preparation as prescribed by their teacher. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum.
VCE Science subjects assume a year 10 level of maths has been completed and VCE Physics is heavily dependent on mathematical skills. For unit 1/2 it is recommended that students are studying General 1/2 Maths or minimum of PreVCE Methods. For Unit 3/4 it is strongly recommended that students have completed Unit 2 Physics and that students are studying General 3/4 Maths or another maths pathway such as Methods 1/2 or Specialist Maths.
Unit 1: What ideas explain the physical world?
Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the detection, description and explanation of things that cannot be seen. In this unit, students explore how physics explains phenomena at various scales, which are not always visible to the unaided human eye. They examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. Students consider thermal concepts by investigating heat, probe common analogies used to explain electricity and consider the origins and formation of matter.
Students use thermodynamic principles to explain phenomena related to changes in thermal energy. They apply thermal laws when investigating energy transfers within and between systems and assess the impact of human use of energy on the environment. Students examine the motion of electrons and explain how it can be manipulated and utilised. They explore current scientifically accepted theories that explain how matter and energy have changed since the origins of the universe.
Unit 2: What do experiments reveal about the physical world?
In this unit, students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations.
In the core component of this unit, students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of 12 options related to: astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question.
Unit 3: How do fields explain motion and electricity?
In this unit, students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fields include the transmission of electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fields.
Students use Newton’s laws to investigate motion in one and two dimensions and are introduced to Einstein’s theories to explain the motion of very fast objects. They consider how developing technologies can challenge existing explanations of the physical world, requiring a review of conceptual models and theories. Students design and undertake investigations involving at least two continuous independent variables.
Unit 4: How can two contradictory models explain both light and matter?
A complex interplay exists between theory and experiment in generating models to explain natural phenomena including light. Wave theory has classically been used to explain phenomena related to light, however continued exploration of light and matter has revealed the particle-like properties of light. On very small scales, light and matter - which initially seem to be quite different - have been observed as having similar properties.
In this unit, students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter, which enables students to consider the relationship between light and matter. Students learn to think beyond the concepts experienced in everyday life to study the physical world from a new perspective. Students design and undertake investigations involving at least two continuous independent variables.
Assessment
Satisfactory Completion:
The award of satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Demonstration of achievement of outcomes and satisfactory completion of a unit are determined by evidence gained through the assessment of a range of learning activities and tasks.
Levels of Achievement
Units 1 and 2:
Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.
Units 3 and 4:
The VCAA specifies the assessment procedures for students undertaking scored assessment in Units 3 and 4. The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SACs) and/or School-assessed Tasks (SATs) as specified in the VCE study designs, and external assessment.
The VCAA will report the student’s level of achievement on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score, the student must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0–50; it is a measure of how well the student performed in relation to all others who took the study.
Unit 3 School-assessed Coursework: 21 %
Unit 4 School-assessed Coursework: 19 %
End-of-year examination: 60 %
Key skills required
The development of a set of key science skills is a core component of the study of VCE Physics and applies across Units 1 to 4 in all areas of study. The key science skills are:
Develop aims and questions, formulate hypotheses and make predictions
Plan and undertake investigations
Comply with safety and ethical guidelines
Conduct investigations to collect and record data
Analyse and evaluate data, methods and scientific models
Draw evidence-based conclusions
Communicate and explain scientific ideas
Scientific investigation
Students undertake scientific investigations across Units 1 to 4 of this study. Scientific investigations may be undertaken in groups, but all work for assessment must be completed individually.