VCE Units 1 and 2
heinemann
physics 11 3rd edition
enhanced Carmel Fry Keith Keit h Burrows Rob Chapman Doug Bail
Pearson Australia (a division of Pearson Australia Group Pty Ltd) 20 Thackray Road, Port Melbourne, Victoria 3207 PO Box 460, Port Melbourne, Victoria 3207 www.pearson.com.au Copyright © Doug Bail, Keith Burrows, Robert Chapman, Carmel Fry, Geoff Millar 2011 First published 2011 by Pearson Australia 2015 2014 2013 2012 10 9 8 7 6 5 4 3 2 1 Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact Copyright Agency Limited (www.copyright.com.au). Reproduction and communication for other purposes Except as permitted under the Act (for example any fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All enquiries should be made to the publisher at the address above. This book is not to be treated as a blackline master; that is, any photocopying beyond fair dealing requires prior written permission. Publisher: Ross Laman Project Editor: Suzy Freeman Editors: Marta Veroni and Tim Carruthers Designers: Nina Heryanto and Kim Ferguson Copyright & Pictures Editors: Megan Cassar and Katy Murenu Typesetters: Sunset Publishing Services Pty Ltd and Jan Urbanic Cover art: Shutterstock Illustrators: Guy Holt, Margaret Hastie, Brent Hagan, Chris Hurley, Pat Kermode, Cynthia Nge, Wendy Gorton and Bruce Rankin Printed in China National Library of Australia Cataloguing-in –Publication entry Heinemann physics 11 enhanced VCE units 1& 2 / Carmel Fry ... [et al.]. Edition: 3rd ed. enhanced ISBN: 9781442554054 (pbk.) Target Audience: For secondary school age. Subjects: Physics--Textbooks. Physics -- Problems, exercise, etc. Victorian Certificate of Education examination. Other Authors/Contributors: Fry, Carmel. Dewey Number: 530 Pearson Australia Group Pty Ltd ABN 40 004 245 943 Acknowledgements The publishers would like to thank the team at Cider House Tech and PASCO Scientific for creating SPARKlab pracs for Heinemann Physics 11 3E Enhanced Pearson Reader. We would also like to thank the following for permission to reproduce copyright material. The following abbreviations are used in this list: t = top, b = bottom, l = left, r = right, c = centre. AAP: pp. 144, 189, 242, 355t, 460; Philippe Halsman, p. 444. Airbus S.A.S. 2011: pp. 470, 474. Alamy: pp. 135, 142, 184r, 210tl, 445r, 536; Phil Degginger, p. 90; Franz Marc Frei, p. 255. ANSTO: p. 453. Astro Photography: p. 338t. Atlantis Resources Corporation: p. 508t. Australian Science Media Centre: Daniel Mendelbaum, p. 158. Coo-ee Picture Library: p. 267l. Corbis Australia: pp. 24t, 111b, 143l, 198c, 201b, 336b, 365l, 385, 440c, 449; Paul Souders, p. 36; Koji Aoki, p. 127bl; Julian Calder, p. 432; Alfredo Escobar, p. 117; John Martin, p. 336t; Bryan Smith, p. 194;
ii
William Whitehurst, p. 281. David Malin Images: pp. 338b, 346, 394. DK Images: p. 245l. Dreamstime: pp. 1, 111t. European Space Agency: pp. 393, 416, 424(a), 424(b). Fergus Photography: Mark Fergus, pp. 258t, 312. Getty Images: pp. 4, 110, 152, 211, 357b, 435; Mark Dadswell, p. 201t; Lucas Dawson, p. 179t; Stuart Hannagan, p. 127tl; Chris Hyde, p. 215; Tony Quinn, p. 165; Cameron Spencer, p. 113; Tobias Titz, p. 183. Imaginova Corporation/Starrynight.com: p. 347 (all). iStockphoto: pp. 93, 95, 131, 143br, 143tr, 156, 161, 179b, 191c, 198b, 207, 210cl, 210br, 225, 237, 291l, 401, 404l. Keith Burrows: pp. 52, 57, 59, 61 (all), 69, 98, 99, 384, 397. Malcolm Cross: pp. 303, 375. Meade Instruments: p. 373 (all). Melbourne Marathon: p. 112. NASA: pp. 151b, 334, 337l, 337c, 376 (all), 383, 386, 390, 407, 409r, 418, 419, 420, 421, 424(c), 424(d), 428, 431, 433, 439, 465, 476. News Limited Images (Newspix): p. 132r; Jon Hargest, 132l. PASCO Scientific: pp. 119r; Doug Ball, p. 512. Photolibrary: pp. 8t, 13t, 26, 30, 31, 37, 41, 101, 118, 154, 206, 234, 245tr, 254, 262, 286, 287, 306, 324, 335, 337r, 340l, 357t, 361, 362, 365r, 366t, 369, 370, 377l, 381, 382r, 398, 402, 403, 404, 405b, 406, 410c, 423, 425, 429, 440t, 440b, 445l, 454, 466, 472, 511, 530b, 532, 535t, 542bl, 542br, 544, 545, 546t, 546b, 553, 554, 555, 559; John Banagan, p. 499; Mark Burnett, p. 53; Professor Harold Edgerton, p. 119l; Professor Peter Fowler, p. 8b; Edward Kinsman, p. 146; Ton Koene, p. 458t; Patrick Landmann, p. 458b; Lawrence Lawry, p. 280; David MD, p. 535b; David Nunuk, pp. 73, 510; David Parker, pp. 6, 13b; Gavin Parsons, p. 92; Alfred Pasieka, p. 2; E. Schrempp, p. 245br; Dr. Gary Settles, p. 226r; Gianni Tortoli, p. 23. Quasar Publishing: p. 355b. Retrospect Photography: Dale Mann, p. 47 (all). RMIT Publishing: p. 475; Craig Mills, p. 259 (all). Shutterstock: cover, pp. 18, 24b, 36, 56, 70, 77, 80, 143c, 151r, 162, 164, 173, 188, 191t, 192, 198t, 199, 210bl, 223, 224, 226l, 229t, 244, 249, 258b, 272, 278t, 317, 333, 343, 399, 409l, 492, 505, 506, 508b, 515, 523, 528, 530, 533, 542t, 548r, 549, 566; Neale Cousland, p. 181; Evgeniya Moroz, p. 178; Derek Yegan, p. 109. Snowy Hydro Ltd: p. 507. Sport the Library: p. 126. State Library of South Australia: Mountford-Sheard Collection, p. 340r. Tao’olunga: p. 350. Thinkstock: pp. 191b, 292, 299, 447, 534, 547. Track & Field News: p. 127r. University of Michigan News Service: p. 410t. Yerkes Observatory: p. 366b. Every effort has been made to trace and acknowledge copyright. However, should any infringement have occurred, the publishers tender their apologies and invite copyright owners to contact them Disclaimer The selection of internet addresses (URLs) provided for this book was valid at the time of publication and was chosen as being appropriate for use as a secondary education research tool. However, due to the dynamic nature of the internet, some addresses may have changed, may have ceased to exist since publication, or may inadvertently link to sites with content that could be considered offensive or inappropriate. While the authors and publisher regret any inconvenience this may cause readers, no responsibility for any such changes or unforeseeable errors can be accepted by either the authors or the publisher.
CONTENTS HOW TO USE THIS BOOK ABOUT THE AUTHORS
UNIT
1
Area of Study 1 NUCLEAR PHYSICS AND RADIOACTIVITY
Chapter 1 Nuclear physics and radioactivity
vi viii
1 2
1.1 Atoms, isotopes and radioisotopes 1.2 Radioactivity and how it is detected 1.3 Properties of alpha, beta and gamma radiation 1.4 Half-life and activity of radioisotopes 1.5 Radiation dose and its effect on humans
15 20 26
Chapter review
32
Area of study review—Nuclear physics and radioactivity
34
UNIT
1
Area of Study 2 ELECTRICITY
Chapter 2 Concepts in electricity 2.1 2.2 2.3 2.4
3 8
36
37
59 67
Chapter review
75
3.1 3.2 3.3 3.4
Simple electric circuits Circuit elements in parallel Cells, batteries and other sources of EMF Household electricity
2
Chapter 4 Aspects of motion
38 45 51
77 78 84 89 97
Chapter review
102
Area of study review—Electricity
104
109
110
4.1 Describing motion in a straight line 4.2 Graphing motion: position, velocity and acceleration 4.3 Equations of motion 4.4 Vertical motion under gravity
122 130 135
Chapter review
140
Chapter 5 Newton’s laws
142
5.1 5.2 5.3 5.4
Force as a vector Newton’s first law of motion Newton’s second law of motion Newton’s third law of motion
Chapter review
Electric charge Electrical forces and fields Electric current, EMF and electrical potential Resistance, ohmic and non-ohmic conductors 2.5 Electrical energy and power
Chapter 3 Electric circuits
UNIT
Area of Study 1 MOTION
Chapter 6 Momentum, energy, work and power
111
143 150 156 164 175
178
6.1 The relationship between momentum and force 6.2 Conservation of momentum 6.3 Work 6.4 Mechanical energy 6.5 Energy transformation and power
179 187 191 198 209
Chapter review
217
Area of study review—Motion
219
CONTENTS
UNIT
2
Area of Study 2 WAVE-LIKE PROPERTIES OF LIGHT
Chapter 11 Astrophysics
223
11.1 The stars—how far, how bright?
11.5 The expanding universe
391 401 409 423 431
Chapter review
437
11.2 Our favourite star 11.3 We know the stars by their light
Chapter 7 The nature of waves
11.4 Whole new worlds
224
7.1 Introducing waves 7.2 Representing wave features 7.3 Waves and wave interactions
225 232 240
Chapter review
247
Chapter 8 Models for light 8.1 8.2 8.3 8.4
Modelling simple light properties Refraction of light Critical angle, TIR and EMR Dispersion and polarisation of light waves
Chapter review
Chapter 9 Mirrors, lenses and optical systems
Chapter 12 Energy from the nucleus 12.1 Splitting the atom— nuclear fission
249 250 258 270 280 285
439
12.4 Nuclear fusion
440 447 453 463
Chapter review
468
12.2 Aspects of fission 12.3 Nuclear fission reactors
Chapter 13 Investigations: flight 13.1 The four forces of flight
286
390
13.2 Modelling forces in flight 13.3 Investigating flight
470 471 481 486 489
9.1 Geometrical optics and plane mirrors 9.2 Applications of curved mirrors: concave mirrors 9.3 Convex mirrors 9.4 Refraction and lenses 9.5 Concave lenses 9.6 Optical systems
287
13.4 Investigation starting points
291 299 306 312 317
Chapter 14 Investigations: sustainable energy sources 492
Chapter review
327
14.2 Renewable or sustainable—
Area of study review—Wave-like properties of light 329
UNITS
1&2
Area of Study 3 DETAILED STUDIES
333
14.1 Energy transformations
the key to our future 14.3 Investigating alternative energy sources 14.4 Investigation starting points
Chapter 15 Medical physics 15.1 Ultrasound and how it is made 15.2 Ultrasound interactions
Chapter 10 Astronomy
15.3 Scanning techniques
334
The story continues ...
335
10.1 Motion in the heavens
10.5 New ways of seeing
337 347 357 369 379
Chapter review
388
10.2 The Sun, the Moon and the planets 10.3 Understanding our world 10.4 The telescope: from Galileo to Hubble
15.4 Diagnostic X-rays
493 498 499 503
515 516 523 528 537
15.5 Radiotherapy, radioisotopes
in medicine and PET
550
Chapter review
558
Appendix A—Vector skills
560
Appendix B—SI units
563
Appendix C—Understanding measurement
565
Solutions
576
Glossary
599
Index
608
VCE Units 1 and 2
heinemann
physics 11 3rd edition
+
enhanced Carmel Fry Keith Burrows Rob Chapman Doug Bail
Pearson Reader Pearson Reader is an interactive online version of your Student Book. With links to a range of resources, such as interactive lessons, quizzes and more, it is designed to sa ve teachers time and to present content in the way students like to learn.
The most relevant, comprehensive and easy-to-use package for VCE Physics Units 1&2 This Enhanced third edition has been updated to support the VCE Physics Study Design which has been extended to the end of 2014. Key features of the third edition have been retained, and together with the enhanced digital support via Pearson Reader, this VCE Physics package is even easier to use.
Student Book Key features retained: • lesson-sized, self-contained sections • extension and enrichment material clearly indicated • wide range of well-graded end-of-section questions and chapter reviews. Enhancements include: • up-to-date content with the very latest developments and applications of physics • simpler design for easier navigation and access to content • all questions have been reviewed and updated as appropriate.
We have retained in one location all your fa vourite learning and teaching support including: • detailed answers and worked solutions to all questions in the Student Book • extensive range of short and long practical activities, all with teacher notes and suggested outcomes and answers • sample assessment tasks with marking guidelines • teacher work programs. And brand new content: • diff erentiated independent student study programs • interactive lessons, including videos and animations for each chapter of the student book • quizzes • exam advice and two practice exams • suitable pracs presented as SPARKlabs© • risk assessments and safety notes for pracs. Pearson Reader has the ability to add and share links with students and teachers to create an online community and enrich the learning experience. Pearson Reader is available online at Pearson Places. Pearson Places is the gateway to digital learning material for teachers and students across Australia. Sample the range of resources and register for free at www.pearsonplaces.com.au.
We believe in learning. All kinds of learning for all kinds of people, delivered in a personal style. Because wherever learning flourishes, so do people.
HOW TO USE THIS BOOK Heinemann Physics 11 third edition Enhanced has been updated to support
the VCE Physics Study Design, which has been extended to the end of 2014. Key features of the market-leading third edition have been retained and updated including: • exact match to structure and sequence of the study design • chapters divided into student-friendly sections • clear explanations and development of concepts consistent with the intent and scope of the study design • exam-style questions • extensive glossary. The text supports students’ learning in physics while making the subject interesting, enjoyable and meaningful. Clear and concise language is used. All concepts have been fully explored, first in general and then illustrated in context. Illustrative material is relevant, varied and appealing to a wide range of students.
Physics file
Physics files and Physics in action
Physics sics file le e The areaunderraveloc l cciitty –time ti is a measure offdisplac d l cement. nt.Wh en t units on the axesare ar multi ultiplied wh hen n finding thearea,ad iplacement iis isp nt unit it results.From Figure 4 4.2 .20a: area units = m −1 × s = m i.e.a displacement nt The gradient of a velocity–ti –time raphis the accelerationof the oobject. t. Whenfinding the grad ient,the unit nits are re divided.From Figure 4 4.20b: gradient units = m s−1/s = ms −2, i.e.an acceleration n.
These features enhance students’ understanding of concepts and context. These features are clearly delineated from the body text yet are carefully integrated into the general flow of information.
(a)
area=d displacement
The area under a velocity–time Graphing acceleration is a measure of displacement. t units on the axes are multiplied inding the area, a displacemen. e esults. i ri From t ir t Figure t r i 4.20a: r tion ti n– ti ms . −1 his area units i hi tm t orrke d × s p , chan nge of .e. a displacement adient of a −1
−
) s 2 m ( n 1 o i t a r 0 e l e c–1 c A
)
2 –
–
s
m ( v
t (s)
(b)
−1
6
7
8
9 Tim Time(s)
.
rise
s
2 3 4 55 Area=–12 m m s–1 = ∆v
Figure 4.21 Theacceleration–time leration–time –timegraph forthe graphforthetoycartravelling toyc tyy cartravelling r t r v elli acrossthe acrossthe r t driveway. dri veway. yIt Itwas was drawnbytakingaccounttofthe of ofthe t egradient gradient g tvaluesofthe va v luesof lusofth of ofthe t velocity–time ve v llocity–time iity–t yt –tiime graph. gr gr r aph. h.The .Thechange chang angeinthe inthe car’svelocityisgivenbythe thearea aarreaunderthe under er te thegraph. th gra ra gra rraph. aph.
)
1 –
1
–2
gradient=acceleration
m ( v
run t (s)
Figure 4.20 (a)The unitsonthe axesofa v –t graphconfirmthattheareaunderthegraph representsadisplacement.(b)Thegradienttof of thelineisthe acceleration.
Physics in action
Timing and fa
Physics in n action n
Timing ing and fal false lse sta lse sstartsinathletics ta tar ar Until 1964,all , timin of events at th the O Olympi l pic i G ames w a recorded by handheld stopwatches.Th T e reactiont ntimes of the th judges meant an un certainty of 0.2 sfo for rany measur uremen nt. An electronic quartz timing sy stem intr roduc uced in 1964 4 improved accuracy to 0.0 1s, but inclo se finis ishes the judges ju s still had towait foraphotograph ofthe e finish be efore they ey could announce the placings. Currentlythe timing systemusediis a vertical line inescanning video system (VLSV).Introdu uced in 1991,thisi i s i s aa completelyautomatic electronic timing system.The startin in pistol triggers a computer to begin timi in. At the finish line n, , a high-speed video camerarecords the iimage ofeachathlete and n indicates the time at which the chest of feach one crossesthe line.This system enables the times ofaall the athletes in the race to be precisely measuredto one-thousandth of a second. Another feature ofthissystemi sth hat it indicates when a runner ‘breaks’ at the start of the race e.Eachstartin block
,, all timing of events at the Oly handheld stopwatches. The an uncertainty of 0.2 s f uartz timing system i . At Figure igu ure 4.22 Attthe tthe 1960 119 1960 19660 0 Rome R 0.01 OlympicGames,s, the jujudgesused suuused uedd brr sasuse handheld handh dheldstopw stopwatchesto t c hesto tchest tc esto ttomeasure mea m meas assurethetimes u errtthe ur tt heetimes timesof ttit i ofswi ofswimmers ofswimme fswimmersand imm eersan anndathletes. at athle ath tletes. thlete ltes.
126
Motion
Optional content The text follows the sequence, structure and scope of the VCE Physics Study Design. Material es hotter. Notic simply the ratio / at a pa outside the scope of stivity OPTIONAL the VCE Physics Study rmine the resistance of a conduc of meta wire is a measure of t Design is clearly marked t e f ow of e ectrons a ong it s as ‘OPTIONAL’. This e wi e a greater resista trons. includes sections and subsections. This material has been included for a number of reasons, including as important background to core concepts, as important physics in its own right and as extension material for more able students. Non-ohmicconductors
Prac 9
Alightbulb is a commonexampleofa non-ohmicconductor.Typically,a carheadlampbulbmaydraw about1Aat1 V, butas thevoltageincreases, thecurrentwillnotincreaseinproportion,as you canseein Figure2.29. At 12 Vthecurrentmightbe4 A; sowhiletheresistanceat1 Vis Ω, at t eresista nce as incr ease t 3 .Whileitmay sometimes beuseulto know theresistanceof thebulb atits operating voltageof 12 V, itcannotbe usedtocalcu late thecurrent lowin atothervoltaes.Thebulbdoesnot obeyOhm’slaw. oquotetheresist ance of thediodein igure . would bealmost m e an i ng l ess:it s : i t decr re asesveryrapidlyoncethevoltagereachesabout . . heimportantthin gtoknw t know aboutthediodeis thatoncethevoltage exceedsacertrrttainlevelthe i vv tt urr t i r ses, pappa ppprrentl tt w withoutlimit. n pract r ticethe i c th rre willbea i l b e ilimittothecurrentbecausethepo itt w errdissipated di ip t he diode i ewill becometoohotandd burnoutt. nclu lude devices whoseresiistancech anges epart arti rticularlyuseful as a detecttors in V I i light in li htlevels ortem peratur re.
SPARKlab
Worked example
2.4B
60 W light bbulb. What W isthe
200
a
I (mA)
b c
100
Solution
Range of well-graded questions • At the end of each section is a set of homework-style questions that are designed to reinforce the main points. More demanding questions are included at the end of the chapter.
Chapter review
100
11 Whatarethecoordinatesofthe followingstars?
thatcomeintoyourmind?
a b c d
2 Eventhough we know that there isreally no huge ‘celestial
sphere’rotatingaroundtheEarth,astronomersstillspeakofone. Why isthis? 3 Thestarsaresaidtohave adiurnalandanannualrotation.What
isthedifferencebetweenthesetwoexpressionsandwhatisthe reasonforthedifference?
Sirius Achernar Vega Rigel
12 Isthe Sundue north at midday each day? 13 Afteronefullsiderealday,comparedwiththepreviousday,astar
onthecelestialequatorwill:
4 What isthe altitude ofthe celestial equatorabove the north
A be inexactlythe same position B be a little east C be a little west D haveset.
horizoninMelbourne? Would it be different fromBrisbane or Hobart? Ifso, inwhat way? 5 Where doesthe celestial equatormeet the horizonasseenfrom
Melbourne?WoulditbedifferentfromBrisbaneorHobart?Ifso, inwhat way?
14 InMelbourne, the Sunhas a maximumaltitude of 75° at the
summersolsticeand 29° at the wintersolstice.What isthe maximumaltitude at the equinoxesand why is it different in summerandwinter?
6 At the South Pole no starsare visible inthe middle ofsummer.
Whynot? Ifthere wasa sudden eclipse of the Sunand the stars did become visible, how would the sky differ, ornot differ, from that seeninthe middle ofwinter?
15 How isthe eclipticrelated to the celestial sphere? Isit fixed in
7 Ifyouobserved the starsfroma point onthe equatorat midnight
16 Youarewatchingthesunsetwithacrescentmoonstillinthesky.
on21Marchandthenlookedagainatmidnighton21September how would the two viewsdiffer?
place onthe celestial sphere ordoesit move?
8 Because B ofthe Earth’satmosphere the Sunrisesa little earlier
Which fofthese t picturesbestrepresentstheMoonasyouwillsee it? A
and setsa little andsetsalit tlelaterthan llaterthan t r t itiitwouldothe ittwould uull othe t rrwise. rwise.Assumingthatthe i Assuming that the atmosphere ere iis i uniform,100k uiform,100km mthickand th ci k ha assaarefractive r f r t i v index inde of1.0 f1.003, 3, use Snell’slaw ell’slaw ttodetermine t rmine th he t amo mount u ntofrefraction fr f raction attsunris su unriseandd sunset su t and,hence,, the t extr t ar time ti that the Sunis i visible. vis i i l . ((U U s eEarth’sradius r t ’ r d i us = 6400 64 km.)How . closely doesyour answeragree an ree with the actual extra time?
ow is the eclipticrelated to the place onthe celestial sphere or
rm Melbourne, latitude 38°, some of the starsare alwayy sin 9 FromM
the sky(A, some spend part ofthe dayinthe sky(P and so th me
Youare watching the sunset wit 16 neverappear(N). a
B
v star50º north ofthe celestial equator star50º south ofthe celestial equator Forthose starsyouclassified asP, give a rough estimate of the time theywillspendinthe sky.
A vivi
C
givenbythefollowingcelestialcoordinates: RA14 h13 min, dec. +19° RA5h 50 min,dec. +7° RA14 14 h40 min, dec. –60° 0 mi, dec. +15° d R A 4 h33 min, a b c
fthe above. D None oft
Detailed studies i
• Answers are given at the end of the Student Book. • Extended answers and fully worked solutions are available on Pearson Reader. You will see this icon. Worked Solutions
vi
62
lectricity
Classifyeach ofthe following starsaseitherA, P orN.
10 Useastarfinderorcharttofindthe starsclosesttothepositions 1 s
88
hatarethefactorsthatdt t t eterminetheresistanceo r f a c o nductor?Given thattheresistanceof a pieceof metalwirireis i a mea asureof theability of thewire tosomehow impedetheflow of electrons along its length, itis reasonabletoexpectthat: 1 fthe wireis madelongertherewillbe a greaterresistanceas thereis moretoimpedetheflow of the electrons.
i starwithin20º ofthe SCPpicturesbestrepr Which ofthese ii starwithin20º ofthe NCP iii the SouthernCross it? iv rion
r • At the end of each Area of Study is a set of exam-style questions. These can be used for revision. The large number of questions is designed to assess students’ understanding of basic concepts, help with revision and provide problem-solving practice. b
Resistance isgivenby R = V / I at anypoint onthe graph. Note th tthat at at th the the e ccu current isgiven in mA(100mA=0.1A). a At 24 V R = 24/0.10 =240 Ω b At 120 V R = 120/0.20 = 600 Ω c At240V R = 240/0.25 = 960 Ω Re Rei Resistance increasesasthe sthe t filament fil f becomeshotter. hottte tt r. Notice tter Noticetthat thatwwe cannot use the iinverse nvverse vrse ev rr sesslope slope sl lloope pe ofthe ofte ofthe ftf t hegraph; graph; graph gra rph; r ;;resistance r iitanc resi resist resista stance tat nceeissimplythe yt yth the th e rat rratio atio V / I I at a aparticularvoltage. part
Resistance esistance and andresistivity resistiv t
Astronomy
1
200
V (V)
Detailed studies All detailed studies are included in the Student Book. Chapters 10–15 are the detailed studies. Students will undertake one detailed study in each unit. The detailed study chosen for Unit 1 must be different from the detailed study chosen for Unit 2.
1 2
UNITS
Area of Study 3
DETAILED STUDIES
outcome a p te r s 1 – 1 a r e t e etai e s t u ies.. Youwill ouwi undertake un err ta e one n deta ett iled study i n e ac u n ti . T e e t ai e s t u y c o s en or nit 1must e i e re nt r o m t e detailed eaa studychosenforUniti 2. apter1 Astr s o nomy Chapter11 Astrophysics apter1 nergy romt e nuceus Chapter13 Investigations: flight apter14 nvestigations: sustaina e energysources Chapter15 Medical physics s s
We have simplified the package so that all teaching and learning support can be found at one location—Pearson Reader. Pearson Reader is an interactive, online version of your Student Book with links to a range of resources such as worked solutions and interactive lessons..
When you see this icon, it refers to a teaching and learning resource on Pearson Reader. All your favourite learning and teaching support has been updated and included: • detailed answers and worked solutions to all questions in the Student Book • extensive range of short and long practical activities, all with teacher notes and suggested outcomes and answers • sample assessment tasks with marking guidelines • teacher work programs. And brand new resources have been added: • differentiated independent student study programs • interactive lessons, including videos and animations for each chapter of the Student Book • quizzes • exam advice and two practice exams • suitable pracs presented as SPARKlabs© • risk assessments and safety notes for pracs • the ability to add and share links with students and teachers to create an online community that enriches the learning experience. Pearson Reader is available online at www.pearsonplaces.com.au
An example of an interactive lesson available on Pearson Reader
vii
ABOUT THE AUTHORS DOUG BAIL
CARMEL FRY
Is an experienced physics educator and writer with a particular interest in the development and integration of new technologies into science teaching. He has previously been a Head of Science and senior physics teacher, and maintains a passion for making physics relevant, stimulating and accessible to all students. Doug now runs his own company developing and distributing products for physics education throughout Australasia. He led the development of the practical activities that form part of Pearson Reader. These activities were extensively trialled throughout Australia and include a range of activities from teacher demonstrations to discovery-based investigations, suiting a range of learning styles and needs. This includes many short activities, for when time is limited!
Has 22 years’ involvement in development of text, CD and on-line curriculum materials for VCE Physics and Science. She is Head of Science at Ivanhoe Grammar School, where she continues her interest in providing high-quality curriculum resources and learning experiences for students. Carmel is the author of numerous texts, multimedia resources and teacherresource materials developed for senior physics. These materials are currently in use in many parts of Australia and overseas. Carmel is particularly passionate about providing physics curriculum materials that involve a variety of approaches to learning, and that support independent learning through stimulating and appealing contexts and activities. Carmel would like to acknowledge the on-going support of her husband and children over her many years of publishing.
KEITH BURROWS Has been teaching senior physics in Victorian schools for many years. He is a member of the Australian Institute of Physics Victorian Education Committee and was actively involved with the VCAA in the design of the new course. Keith was a VCAA representative involved in the introduction of the new VCE course to physics teachers in Victoria and in running the workshop sessions for teachers. He is particularly keen to portray the ‘Big Picture’ of physics to students. Keith would like to acknowledge Maurizio Toscano of the University o f Melbourne who provided invaluable help and advice in the preparation of the Astronomy and Astrophysics detailed studies.
ROB CHAPMAN From the time Rob started teaching physics, the Earth has completed around 30 orbits of the Sun and mobile phones have shrunk from brick-size to wafer-thin. Rob has been enthusiastic in exploring the possibilities presented by changing technologies over the years. He has been Science Coordinator at St Columba’s College in Essendon, where he was instrumental in introducing the use of datalogging technology to junior science and senior physics classes. Rob is currently teaching Senior Physics at PEGS (Penleigh and Essendon Grammar School). He has written a wide variety of curriculum support materials, including physics units for the CSFII. Rob has also produced a physics study guide and trial examination papers.
viii
REVIEW PANEL The publisher and authors would like to acknowledge and thank the following people for their contribution to the text: the expert review panel consisting of experienced VCE teachers and educators—Luke Bohni, Mike Davies, Barry Homewood, Chris Hourigan, John Joosten, Terry Trevena, Steve Treadwell, Lyndon Webb and Chris Ward.
ACKNOWLEDGMENTS The publisher would like to acknowledge and thank the author team for their ongoing commitment and passion for this project. It is a huge and complex task and the demands, including short timelines, are great. Carmel, Keith, Rob and Doug, it has been a pleasure and privilege to work with you.
