Physics Upper Secondary Syllabus
PhysicsUpper SecondarySyllabusPapua New GuineaDepartment of Education
Issued free to schools by the Department of EducationPublished in 2008 by the Department of Education, Papua New Guinea Copyright 2008, Department of Education, Papua New GuineaAll rights reserved. No part of this publication may be reproduced, stored in aretrieval system or transmitted by any form or by any means electronic,mechanical, photocopying, recording or otherwise without the prior writtenpermission of the publisher.ISBN 978-9980-9923-0-7AcknowledgementsThe Upper Secondary Physics Syllabus was written, edited and formatted bythe Curriculum Development Division of the Department of Education. Thedevelopment of the syllabus was coordinated by Pako Gau.Writers from schools, tertiary institutions and non-government organisationsacross the country have contributed to the writing of this syllabus throughspecialist writing workshops and consultations. Quality assurance groupsand the Science Subject Advisory Committee have also contributed to thedevelopment of this syllabus.This document was developed with the support of the AustralianGovernment through the Education Capacity Building Program.
ContentsSecretary’s message . ivIntroduction.1Rationale .3Aims .4Learning outcomes .5Unit sequence and content .6Grade 11 units .7Grade 12 units .24Assessment components, weighting and tasks .36Assessment, examinations and certification.37
Secretary’s messageThis Physics syllabus is to be used by Physics teachers to teach UpperSecondary students (Grades 11 and 12) throughout Papua New Guinea.This syllabus builds upon concepts, skills and attitudes learnt in LowerSecondary and provides a sound foundation for further learning.The Upper Secondary Physics Syllabus contributes to integral humandevelopment as it is based on the students’ physical environments, societiesand cultures. It links to the National Education Plan’s vision, which is thatsecondary education enables students to achieve their individual potential tolead productive lives as members of the local, national and internationalcommunity, as they undertake a broad range of subjects and work-relatedactivities.The study of Physics gives students a means of enhancing theirunderstanding of the physical world and the natural laws that govern it.Working scientifically and making scientific inquiries, investigations andexperiments immerses students in both practical and conceptual aspects ofthe subject.Physics teachers are challenged to teach the fundamental concepts of thesubject and also to promote, provide and practise lifelong skills such asinvestigating, collecting information, solving problems and communication.Physics prepares students to further develop these skills as they move on tohigher learning institutions. Grounding in Physics improves students’ furthereducation and training as well as helping them to make informed judgementson scientific or technical issues affecting their communities and societies inPapua New Guinea and abroad.I recommend and approve this syllabus as the official curriculum for Physicsto be used in all schools with Grades 11 and 12 students throughout PapuaNew Guinea.DR JOSEPH PAGELIOSecretary for Education
IntroductionThis syllabus is based on the curriculum principles from the NationalCurriculum Statement. It has been designed using learning outcomes thatidentify the knowledge, skills, attitudes and values that all students achieveor demonstrate by the end of Grade 12. It is linked to the national curriculumlearning area of Science and builds on the knowledge and skills studentshave learnt since elementary grades. This Physics syllabus offers a numberof pathways to post-secondary study and the workforce. It has specialisedand general applications in both areas.Lower SecondaryScienceLower SecondaryScienceUpper SecondaryPhysicsStrandsUnitsUnitsThe Nature ofScienceWorking ScientificallyMeasurementAtoms and the Periodic TableMotion (Kinematics)Matter and EnergyElectricityForce and Motion (Dynamics)Earth and SpaceWorking Scientifically throughProjects and investigationsWork, Power and EnergyLightElectronicsCommunicationFluidsLife and LivingElectricity PrinciplesTemperature and HeatWavesElectromagnetismRadioactivity and Nuclear EnergyPhysics is a subject that requires a high level of English and Mathematicscompetency. Students need to be fluent in reading, writing and speakingEnglish for research, report writing and oral and written presentations.Students also need to be competent in Mathematics to understand and solvenumerical problems in Physics.Assessment is an important component of teaching for learning and isintegrated into the learning and teaching activities of Physics. Continuousassessment in Physics provides feedback to students and the teacher onstudents’ progress towards achievement of the learning outcomes. It helpsstudents improve their standards of achievement by knowing what they needto do well and where they need to improve. In Physics, teachers will gatherevidence from students’ work during the course of the term and use thosecontinuous assessments to improve their teaching and students’ learning.The syllabus is developed by Papua New Guineans for Papua New Guinea,to encourage young Papua New Guineans to be creative, innovative andrational thinkers, and to enable students to understand the basic conceptsabout the world in which they live.Physics is the study of matter and energy and the natural laws that governtheir behaviour. Students develop and apply skills as they cover the unitsoutlined in the syllabus. Physics builds on learning from Lower Secondarywhere the focus is on the nature of sciences, matter and energy and earthand space.
PhysicsThis syllabus outlines the strands and units for all students in Grade 11 andGrade 12. The learning in Physics is more meaningful and interesting whenstudents are actively involved in carrying out investigations as they cover theunits in this syllabus.Students engage in all units through practical tasks and theory assessments,which will enable them to build the basic physics principles, concepts andskills needed for higher education or a life of self-employment.Physics is to be timetabled for 240–250 minutes per week in Grade 11 andGrade 12.2
Upper Secondary SyllabusRationaleMany natural phenomena occur on our planet. For us to be able to deal withtheir effects, we must understand the rules of nature and be able to predicttheir behaviour. Physics deals with observations regarding the behaviourand structure of matter and the laws governing nature. It provides the basisfor understanding the behaviour of matter and why it behaves as it does.An understanding of physics is necessary in order to establish somemeasure of control over the world we live in. A background in physics allowsus to make informed judgement on technical and scientific issues. Ourtechnological society depends heavily upon understanding the fundamentalsof physics to safely exploit resources found in the lithosphere, hydrosphereand atmosphere.Physics contributes to scientific literacy, which helps to enhance publicpolicy decision making. As future leaders, students must act upon the bestavailable information to provide government and decision makers with thebest-informed advice for the good of the country.Physics is one of the scientific bases for technologies that have had, and willcontinue to have, a profound influence on all aspects of our contemporaryand progressive life. Some of these physics-based developments andtechnologies have had a gigantic impact in transforming the infrastructure ofour society. They include electricity, information technology, data storage,telecommunications, energy technology, transportation, agriculture,buildings, medical technology, entertainment devices and many more. Thecontributions of physics in these and many other fields justify the importanceand the relevance of physics in any modern society today. A Physicseducation will enable Papua New Guineans to realise and benefit from thecontributions physics has and will make to the world.It must be emphasised to students that Physics as part of the schoolcurriculum is not taught as a general subject on its own. Students studyPhysics because of its relevance and importance to the present and futuretechnology-driven lifestyle in this country and therefore the study of Physicsmust be taken seriously.In all units, students engage in practical tasks and theory that will enablethem to build the basic physics principles, concepts and skills needed forhigher education or self-employment.3
PhysicsAimsPhysics aims to enable students to: 4understand and acknowledge the interrelationship between science,society and the environment, which will contribute to active debates andresponsible decision making on issues related to technologicaldevelopment, environmental management, lifestyle choices, economics,human health, and social and human developmentcritically evaluate the impacts of scientific and technologicalachievements that affect all aspects of our lives and ensure a betterstandard of livingunderstand and appreciate the principles of physics in everyday life anduse the principles to solve problems.
Upper Secondary SyllabusLearning outcomesThe Physics learning outcomes identify the knowledge, skills, attitudes andvalues all students achieve or demonstrate at the end of Grade 12. Thelearning outcomes for Physics are listed below.Students can:1. demonstrate understanding of fundamental physics principles andmodels2. apply scientific inquiry and reasoning skills to find solutions to problems3. communicate scientific data and information from investigations andlaboratory work in different ways4. analyse and interpret data and information5. analyse and evaluate developments in physics from the past and presentand its impacts on people and the environment; and use the informationto support and make informed decisions6. relate relevant traditional knowledge, beliefs, and skills to principles andconcepts of physicsNote: While all ideas and concepts in Physics are linked, the table belowindicates the connections that should be highlighted most.Learning outcomes mapped against unitsLearning 1.211.11. Demonstrate understanding of fundamentalphysics principles and models 2. Apply scientific inquiry and reasoning skills to findsolutions to problems 3. Communicate scientific data and informationfrom investigations and laboratory work in differentways 4. Analyse and interpret data and information 5. Analyse and evaluate developments in physicsfrom the past and present and its impacts onpeople and the environment; and use theinformation to support and make informed decisions 6. Relate relevant traditional knowledge, beliefs,and skills to principles and concepts of physics 5
PhysicsUnit sequence and contentGrade 11 units11.1 Measurement3–4 weeks Quantities and unitsMeasuring instrumentsDimensional analysisError analysisGraphs11.2 Motion (Kinematics)6–7 weeks Characteristics of motion Graphs of motion Equations of motion Projectile and freefall motion Circular motion11.3 Force and Motion (Dynamics)6–7 weeks Force Friction Newton’s first law of motion Newton’s second law of motion Newton’s third law of motion Momentum and impulse Applications of Newton’s laws11.4 Work, Power and Energy5–6 weeks WorkPowerEnergySimple machines11.5 Electricity Principles8–9 weeks Electrostatics Current electricity Wheatstone bridge and potentiometer Alternating current (AC) circuits11.6 Electronics5–6 weeks Solid state electronics Digital electronics6Grade 12 units12.1 Fluids5–6 weeks Fluid statics Fluid dynamics12.2 Temperature and Heat6–7 weeks Temperature Thermal expansion Specific and latent heat Heat transfer12.3 Waves6–7 weeks Properties and types of waves Superposition and interference of waves Propagation of waves Applications12.4 Electromagnetism7–8 weeks Magnetic field and force due to current Electromagnetic induction Transformers and power losses intransmission lines12.5 Radioactivity and Nuclear Energy5–6 weeks Radiation Radioactivity Nuclear energy
Upper Secondary SyllabusGrade 11 units11.1 Measurement3 4 weeksThis unit provides students with an understanding of the parameters ofmeasurement including quantities, units and errors.Learning outcomesStudents can:1. demonstrate understanding of fundamental physics principles andmodels2. apply scientific inquiry and reasoning skills to find solutions to problems3. communicate scientific data and information from investigations andlaboratory work in different ways4. analyse and interpret data and information5. analyse and evaluate developments in physics from the past and presentand its impacts on people and the environment; and use the informationto support and make informed decisions6. relate relevant traditional knowledge, beliefs, and skills to principles andconcepts of physics.WarningBe carefulwhen handlingfragile instrumentsand equipmentlike thermometersand measuringcylindersTo achieve these outcomes, students: demonstrate the use of basic scientific instruments and analyse thereadings to a reasonable degree of accuracy estimate the order of magnitude of very, very small and very, very largequantities in suitable and appropriate units analyse, deal with and minimise the expected errors involved in variousmeasurements and calculations carry out simple experiments using measuring instruments draw and interpret experimental data use and convert internationally accepted units of measurement identify examples of traditional quantities, their units and measurementmethods.ContentStudents acquire knowledge and skills through the learning and teaching ofthis content.Quantities and units definition and explanation of measurement specify traditional quantities such as (but not limited to) time and length,their units and measurement methods7
Physics definition and classification of physical quantities as scalar and vectorInternational System of Units (SI)write the magnitude of quantities with their respective unitsconversions and identification of significant figures in a given numbernormal and scientific notation—expressions and conversionsuse of prefixesMeasuring instruments use of various laboratory apparatus timer, thermometer, measuring cylinder, balance vernier callipers and micrometer screw gauge measure physical quantities and read scales correctly write the magnitude of quantities with their respective unitsDimensional analysis fundamental units relationship of formula to units dimensional analysis to obtain derived unitsError analysis definition of error types of errors random and systematic error parallax and zero error reaction time error uncertainties in measurement minimising errors group method averaging readings estimation, rough measurement and calculations mentally checking measurement and order of magnitude analysing errors by performing calculations % error, relative and absolute error, multiple error occurrence;for example, (5 0.2) x (3 0.3) 15 EGraphs dependent and independent variables line of best fit and error bar extrapolationSkillsSpecific skills and attitudes practised and gained through this unit include:8
Upper Secondary SyllabusAttitudes and values being precise and accurate being sceptical and questioningProcess skills collecting, observing and analysing data measuring using equipment estimating, predicting and interpreting data communicating scientific dataGeneral skills decision making thinking logically and critically cooperating and collaborating9
Physics11.2 Motion (Kinematics)6 7 weeksIn this unit students are introduced to motion without considering the forcethat caused it (kinematics). There are fundamental principles governingmotion and they can be used to explain the motion of an object.Learning outcomesStudents can:1. demonstrate understanding of fundamental physics principles andmodels2. apply scientific inquiry and reasoning skills to find solutions to problems3. communicate scientific data and information from investigations andlaboratory work in different ways4. analyse and interpret data and information.WarningMake sure thatticker timersare correctlyconnectedbefore usingTo achieve these outcomes, students: demonstrate an understanding of the characteristics of motion draw and explain graphs of motion derive and use equations of motion describe and analyse free fall and projectile motion describe and analyse circular motion.ContentStudents acquire knowledge and skills through the learning and teaching ofthis content.Characteristics of motion distance, displacement, speed, velocity and acceleration instantaneous velocity, average speed, average velocity, acceleration,initial velocity, final velocity, and elapsed time experiment using rulers and timers to generate data or obtain data fromother sources vector operationsGraphs of motion distance–time, speed–time, velocity–time, displacement–time andacceleration–time graphs interpreting kind of motion from graphs conduct ticker timer experiments for uniform and accelerated motionsand plot the relevant graphs describe the motion of an object from a ticker tape record and fromgraphs10
Upper Secondary Syllabus determine displacement from a velocity–time graphsolve worded problems with the aid of diagramsEquations of motion equations of uniform linear motion equations of uniformly accelerated motions equations of speed, velocity, average velocity, acceleration, averagespeed equation of vertical motion under gravity (free fall) word problems applying equations for uniformly accelerated motion to find s, u, v, a, or ts,t(v u )a ,tu vv av 222v u 2as and1s ut at 22v av Projectile motion graphs of motion in two dimensions from given experimental data motion of a projectile and its equations worked examples on projectile motionCircular motion circular motion, its quantities (angular displacement, velocity andacceleration) and their units (δθ, radians per second, ω, radians,degrees) equations of circular motion and the relationships between linear andangular quantities worked examples on circular motionSkillsSpecific skills and attitudes practised and gained through this unit include:Attitudes and values being sceptical and questioningProcess skills collecting, observing and analysing data communicating in scientific terms11
PhysicsGeneral skills thinking critically cooperating and collaborating12
Upper Secondary Syllabus11.3 Force and Motion (Dynamics)6 7 weeksIn this unit motion is combined with force. First, force is treated on its own,and then Newton’s three laws of motion are introduced. Next, collisionswhich involve the concepts of momentum and impulse, including therelationship to Newton’s laws are dealt with. The unit is concluded withapplications of Newton’s laws to a variety of situations.Learning outcomesStudents can:1. demonstrate understanding of fundamental physics principles andmodels2. apply scientific inquiry and reasoning skills to find solutions to problems3. communicate
learning area of Science and builds on the knowledge and skills students have learnt since elementary grades. This Physics syllabus offers a number of pathways to post-secondary study and the workforce. It has specialised and general applications in both areas. Lower Secondary Science Strands Lower Secondary Scienc
Physics 20 General College Physics (PHYS 104). Camosun College Physics 20 General Elementary Physics (PHYS 20). Medicine Hat College Physics 20 Physics (ASP 114). NAIT Physics 20 Radiology (Z-HO9 A408). Red River College Physics 20 Physics (PHYS 184). Saskatchewan Polytechnic (SIAST) Physics 20 Physics (PHYS 184). Physics (PHYS 182).
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