Harry Sohal (18092716)

Year 11 Physics Program

Module 1: Kinematics | Stage 6 | Physics

Time: 5 Weeks
Content Focus:
Motion is a fundamental observable phenomenon. The study of kinematics involves describing, measuring and analysing motion without considering the forces
and masses involved in that motion. Uniformly accelerated motion is described in terms of relationships between measurable scalar and vector quantities,
including displacement, speed, velocity, acceleration and time.

Representations – including graphs and vectors, and equations of motion – can be used qualitatively and quantitatively to describe and predict linear motion.

By studying this module, students come to understand that scientific knowledge enables scientists to offer valid explanations and make reliable predictions,
particularly in regard to the motion of an object.

Working Scientifically Focus:

In this module, students focus on designing, evaluating and conducting investigations to examine trends in data and solve problems related to kinematics.
Students should be provided with opportunities to engage with all the Working Scientifically skills throughout the course.

Inquiry Questions:
• How is the motion of an object moving in a straight line described and predicted?
• How is the motion of an object that changes its direction of movement on a plane described?

Outcomes
• designs and evaluates investigations in order to obtain primary and secondary data and information PH11/12- 2
• conducts investigations to collect valid and reliable primary and secondary data and information PH11/12-3
• selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media PH11/12-4
• analyses and evaluates primary and secondary data and information PH11/12-5
• solves scientific problems using primary and secondary data, critical thinking skills and scientific processes PH11/12-6
• describes and analyses motion in terms of scalar and vector quantities in two dimensions and makes quantitative measurements and calculations for
distance, displacement, speed, velocity and acceleration PH11-8
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Topic: Motion in a Straight Line Inquiry Question: How is the motion of an object moving in a straight line described and predicted?
Content WS Outcome Teaching, Learning and Assessment Resources
Descriptor
Students: Pre-Assessment Activity
Students to complete a worksheet reviewing concepts from the • Worksheet reviewing content from the
PH11/12-3 Stage 5 “Physical World” unit, with emphasis PW2 “The motion Stage 5 “Physical World” unit.
● use appropriate of objects can be described and predicted using the laws of • Accompanying survey for students to
technologies to physics.” Students then complete a survey indicating what they felt complete and help direct future learning
ensure and evaluate confident with, what they thought they needed additional revision
accuracy for and content they found interesting.

• describe uniform Distance and Displacement Modelling Activity

PH11/12-6
straight-line Teacher to take students out into oval and set up a path for students • Cones, trundle wheel, oval
● use modelling
(rectilinear) motion to follow using cones. Teacher stands at the start of the path and
(including
and uniformly instructs students to use a trundle wheel to measure the distance
mathematical
accelerated motion they travel (scalar quantity). Teacher then compares this with
through: examples) to explain displacement (vector quantity). Class discussion held at end
phenomena, make
– qualitative discussing scalars, vectors, distance and displacement.
predictions and solve
descriptions
problems using
– the use of Assessment for Learning: teacher gauges student engagement in
evidence from
scalar and class discussion
primary and
vector
secondary sources
quantities Distance and Displacement ICT Learning Activity
(ACSPH006,
(ACSPH060) Utilising an online mapping software such as Google Maps, • Access to computer lab or laptops
ACSPH010)
students are to determine the distance and displacement between • See Appendix A for “Distance and
the school and several local landmarks such as the shops, post Displacement ICT Learning Activity”
PH11/12-5 office, parks etc. PowerPoint
Students:
● derive trends, Assessment for Learning: teacher observations
patterns and
relationships in data Think-Pair-Share with Class Discussion
and information Using the think-pair-share model, the class investigates the • Access to computer lab or laptops
difference between speed and velocity, recalling on the previous
PH11/12-6 discussion about scalar and vector quantities. Then teacher guides
● use scientific a class discussion, qualitatively introducing concepts such as
evidence and critical average speed and instantaneous speed, ‘uniform’ velocity, initial
thinking skills to velocity and final velocity using the analogy of students driving to
solve problems school.

Assessment for Learning: teacher observations

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• conduct a practical Teacher Mini-Lecture with PowerPoint Presentation
investigation to gather Teacher to deliver PowerPoint presentation first formally defining •Accompanying PowerPoint
data to facilitate the the types of velocities brought up in the previous class discussion presentation on speed, velocity and
analysis of and then qualitatively introduce the concept of acceleration, what acceleration
instantaneous and is meant by ‘uniform’ acceleration, positive and negative
average velocity acceleration and the case of zero acceleration.
PH11/12-4
through:
– quantitative, Students: Assessment for Learning: teacher questioning
first-hand ● select qualitative
measurements and quantitative data
– the graphical and information and Practical Investigation: Instantaneous and Average Velocities
representation represent them using Using dynamics trolleys on a runway, connected to a known mass • Light beam sensor, datalogger,
and a range of formats, and data logger, students conduct an experiment measuring both dynamics trolley, runway, Microsoft
interpretation digital technologies instantaneous and average velocities of the trolleys. Students then Excel
of data and appropriate graph the instantaneous velocity against time and investigate why • See Appendix B for “Instantaneous
(ACSPH061) media (ACSPH004, the velocity time graph is linear. and Average Velocities Investigation”
ACSPH007, worksheet
ACSPH064, Assessment for Learning: students can identify that because • Experiment set up guide:
ACSPH101) acceleration is constant (9.8ms-2), the velocity-time graph will be http://practicalphysics.org/instantaneous-
• use mathematical
modelling and graphs, ● apply quantitative linear. and-average-velocities.html
selected from a range processes where
of technologies, to appropriate Flipped Classroom: Displacement-Time Graphs
analyse and derive Students read the displacement-time graph section from the
relationships between PH11/12-5 “Physics Factsheet” prior to class and complete worksheet in-class • Displacement-time and Velocity-time
time, distance, Students: on displacement-time graphs. Graphs Physics Factsheet
displacement, speed, ● derive trends, Link: goo.gl/EpPqfM
velocity and patterns and Assessment for Learning: teacher observations and questioning
acceleration in relationships in data
rectilinear motion, and information Flipped Classroom: Velocity-Time Graphs
including ● assess error, Students read the velocity-time graph section from the “Physics
(ACSPH061): uncertainty and Factsheet” prior to class and watch video re-iterating important • “A Level Physics - Displacement-Time
limitations in data points. Students them complete worksheet in-class on velocity- and Velocity-Time Graphs”
– 𝑠 = 𝑢𝑡 + (ACSPH004, time graphs. https://youtu.be/C6vBeydZZqo
1
𝑎𝑡 2 ACSPH005,
2 Assessment for Learning: teacher observations and questioning
– 𝑣 = 𝑢 + 𝑎𝑡 ACSPH033,
– 𝑣 2 = 𝑢2 + ACSPH099)
2𝑎𝑠
 Harry Sohal (18092716)
PH11/12-5 ICT Simulation Activity: Displacement, Velocity and
Students: Acceleration • Moving Man Simulation
● derive trends, Students are to use the PET Colorado moving man simulation to Link: https://goo.gl/ECX37a
patterns and complete an inquiry-based worksheet requiring students sketch • Graphic Organiser
relationships in data displacement, velocity and acceleration graphs for various Link: https://goo.gl/WmgtrK
and information motions. At the end of the activity, teacher uses graphic organizer • Displacement, Velocity and
to re-iterate the main features of displacement, velocity and Acceleration worksheet
PH11/12-6 acceleration time graphs. • Access to computer lab or laptops
Students:
● use modelling Assessment for Learning: teacher observations and questioning
(including
mathematical (EXTENSION) Structured Inquiry: Derivation of Motion
examples) to explain Equations
phenomena, make Teacher to guide students through a structured inquiry into • “How to Derive Equations of Motion –
predictions and solve deriving the fundamental equations of motion without the use of With and Without Calculus”
problems using calculus. Teacher provides students with the fact that acceleration Link: https://youtu.be/N6NPDoIoJWY
evidence from can be defined as the change in velocity divided by the change in
primary and time and guides students into derivation of:
1
secondary sources – 𝑠 = 𝑢𝑡 + 2 𝑎𝑡 2
(ACSPH006, – 𝑣 = 𝑢 + 𝑎𝑡
ACSPH010) – 𝑣 2 = 𝑢2 + 2𝑎𝑠

Assessment for Learning: student explanation of mathematical

reasoning

Textbook: Motion Equations

Students build upon their previous knowledge by gaining fluency
• Textbook with questions on application
in application of the motion equations.
of the equations of motion.
Assessment for Learning: teacher observation and questioning
• calculate the relative
Flipped Classroom: Relative Motion in One Dimension
velocity of two objects
Students watch video at home to introduce the concept of relative
moving along the same • “Introduction to Relative Motion using
motion, and the use of vector analysis for one dimensional motion.
line using vector a Quadcopter Drone (UAV)” -
Students then complete worksheet in class with teacher assistance.
analysis Link: https://youtu.be/jYMU6bn5GHY
Assessment for Learning: teacher observation and questioning
 Harry Sohal (18092716)
PH11/12-6 Think-Pair-Share Activity: Race Simulation
● use modelling Using the think-pair-share model, students work to determine
(including “Under what conditions does Mia win? Under what conditions • Relative Motion Race Simulation
mathematical does Brandi win?” Link: https://goo.gl/PVrj9x
examples) to explain
phenomena, make Assessment for Learning: student can provide a sound justification
predictions and solve for the conditions under which Mia wins, and conditions under
problems using which Brandi wins.
evidence from
• conduct practical primary and Practical Investigation: Dropping a Ball from Various Heights
investigations, secondary sources Experiment requiring students drop a ball from different heights,
selecting from a range (ACSPH006, measuring either the time taken and the height the ball was • Ball, tape measure, stop watch, data
of technologies, to ACSPH010) dropped from. Using this information, final velocities are logger, motion sensor,
record and analyse the ● use scientific calculated and plotted against the time taken, and students observe
motion of objects in a evidence and critical features of graph such as linearity and gradient.
variety of situations in thinking skills to
one dimension in order solve problems Assessment for Learning: students recognize velocity time graph is
to measure or linear, with the gradient of the graph being acceleration due to
calculate: PH11/12-2 gravity.
– time Students:
– distance ● assess risks, (EXTENSION) Practical Investigation: Rolling Ball Down a
– displacement consider ethical Ramp
– speed issues and select Students are told to that by measuring parameters of a ball rolling
– velocity appropriate materials down a ramp, they are to determine the acceleration of the ball. A • Ball, ramp, tape measure, stop watch,
– acceleration and technologies guided inquiry approach is to be used for this lesson. data logger, motion sensor
when designing and
planning an Assessment for Learning: students successfully can design an
investigation experiment to determine the acceleration of the ball rolling down
(ACSPH031, the ramp and provide a mathematical justification
ACSPH097)
● justify and evaluate
the use of variables
and experimental
controls to ensure
that a valid
procedure is
developed that
allows for the
reliable collection of
data (ACSPH002)
 Harry Sohal (18092716)

Topic: Motion in a Straight Line Inquiry Question: How is the motion of an object that changes its direction of movement on a plane described?
Content WS Outcome Teaching, Learning and Assessment Resources
Descriptor
Students:
• analyse vectors in Vector Thought Experiment with Class Discussion
one and two PH11/12-6 Students are given a theoretical scenario in which a man wants to
dimensions to: ● use scientific cross a flowing river and end up on the opposite side of the river
– resolve a evidence and critical bank. Class discussion occurs on if he will be able to do so?
vector into thinking skills to
two solve problems Assessment for Learning: students engagement in class discussion
perpendicular
components Resolving Vectors Worksheet Activity
– add two Students use trigonometry to resolve vectors into their • See Appendix C “Resolving Vectors
perpendicular perpendicular components. Worksheet”
vector • Resolving Vectors Revision Resource
components to Assessment for Learning: students reach conclusion that 𝐹𝑥 = 𝐹 ∗ Link: https://goo.gl/9PPsk5
obtain a single cos(𝜃) and 𝐹𝑦 = 𝐹 ∗ 𝑠𝑖𝑛(𝜃)
vector
(ACSPH061) Teacher Mini-Lecture: Addition of Perpendicular Vector
Components
Teacher delivers a mini-lecture on the addition of vector • Accompanying PowerPoint
components using Pythagoras theorem to obtain a single vector. presentation on perpendicular
component addition.
Assessment for Learning: teacher observations and questioning

• represent the Flipped Classroom with Simulation: Vector Addition

distance and Students watch basics of vector addition at home video and interact • “Vector Basics - Drawing Vectors/
displacement of with GeoGebra resource. In class teacher provides questions for Vector Addition”
objects moving on a students to practice vector addition. Link: https://youtu.be/pimr9I92GZY
horizontal plane using: • Vector Addition GeoGebra
– vector addition EXTENSION: teacher extends knowledge by introducing vector Link:
– resolution of subtraction. https://www.geogebra.org/m/Cy8bxaKS
components of
vectors Assessment for Learning: teacher observations and questioning
(ACSPH060)
 Harry Sohal (18092716)
• describe and analyse Remainder of Unit
algebraically, The content listed on the left was not programmed for as it did not
graphically and with fit into the time constraints for this assignment however when
vector diagrams, the delivering this unit to stage 6 physics students, the content must be
ways in which the programmed for and taught.
motion of objects
changes, including:
– velocity
– displacement
(ACSPH060,
ACSPH061)

• describe and
analyse, using vector
analysis, the relative
positions and motions
of one object relative
to another object on a
plane (ACSPH061)

• analyse the relative

motion of objects in
two dimensions in a
variety of situations,
for example:
– a boat on a
flowing river
relative to the
bank
– two moving
cars
– an aeroplane
in a crosswind
relative to the
ground
(ACSPH060,
ACSPH132)
 Harry Sohal (18092716)
Reflection and Evaluation

TEACHER: Harry Sohal CLASS:

DATE UNIT COMMENCED: DATE UNIT CONCLUDED:

▪ Variations to program: (List additional resources and outline alternative strategies used.)

▪ The most effective teaching/ learning strategies and resources in this unit were: (Please nominate three at least)

▪ Less effective teaching strategies and resources for this unit were: (Please nominate two at least)

TEACHER’S
SIGNATURE_________________________________________DATED____________________CHECKED________________________________
 Harry Sohal (18092716)
Discussion
The stage 6 physics unit ‘Kinematics’ seeks to develop student abilities in describing and analysing motion,
exposing students to scalar and vector quantities in two dimensions and quantitative measurements of motion
such as distance, displacement, speed, velocity and acceleration (NESA, 2018). The unit is the first unit taken in
year 11 by stage 6 physics students and hence a large emphasis on placed on not only learning content knowledge
but also the development of skills to prepare for more the more advanced units that succeed this topic. This
discussion will explore the pedagogic frameworks that were taken into consideration during the of this unit so
that the learning needs of stage 6 learners are better met.

With the organisation of syllabus content under inquiry questions, the design of the new stage 6 syllabus
inherently places emphasis on the importance of actively involving students as a part of the learning process,
developing both their knowledge of scientific concepts and their analytical and critical thinking skills. The e5
instructional model is a pedagogical framework that was utilised to guide the development of inquiry-based
activities for this unit, seeking to improve teaching practice through discussion, observation, critique and
reflection ("The e5 Instructional Model", 2018). An example of this framework being applied is the
‘Instantaneous and Average Velocities’ practical investigation. Students first engage in the activity and explore
velocity through the use of dynamics trolleys, then attempt to use their scientific background knowledge to explain
observations, next the teacher elaborates on the conceptual basis of the activity and finally evaluates student
understanding. Through this inquiry-based approach, students are given the opportunity to develop a more
conceptual understanding of physics (Lee & Songer, 1998).

Another conceptual framework that was used to inform the development of this unit was Vygotsky’s theory of
socio-cultural learning and the zone of proximal development (ZPD). The ZPD is often visualised by a model
consisting of three rings, with the innermost ring being what the child can already do, the outer-most ring being
what the child cannot do and the ZPD being the gap between these two rings, that is content a student can learn
with the guidance of an adult or more competent peer (Amiripour, Amir-Mofidi & Shahvarani, 2012). In
mathematics pedagogy, the consideration of the ZPD gives rise to the importance of careful scaffolding to ensure
the content delivered is not beyond the students grasp (Amiripour, Amir-Mofidi & Shahvarani, 2012). With this
physics unit consisting of many complex abstract concepts in conjunction to a strong numerical focus, much care
was taken to scaffold the learning process to ensure students had the necessary knowledge and skills to complete
the tasks allocated to them. A notable example is that before an advanced ICT simulation activity into
displacement, velocity, and acceleration was given to students, they spent two lessons learning about
displacement-time and velocity-time graphs. Hence, students had been equipped with the necessary skills to
 Harry Sohal (18092716)
understand and interpret the displacement-time and velocity-time that were an integral component to
understanding the simulation activity and effectively conducting an inquiry into acceleration time graphs.

This unit also places a heavy emphasis on the utilisation of ICT, in the form of simulation activities, research
tasks, and a flipped classroom to enhance the learning experience for students. As a part of the Australian
curriculum, ‘Information and Communication Technology (ICT) Capability’ is listed as a cross-curriculum
priority, emphasising the abilities of students to use ICT effectively in accessing, creating ideas, communicating
information, solving problems and working collaboratively ("Information and Communication Technology
Capability", n.d.). In Hursen & Asiksoy’s (2015) recent study, physics classes that had been taught using
simulations were shown to be much more successful than the control groups that were taught using traditional
approaches. With physics being a subject that is highly abstract, requiring deep thinking and knowledge in
conjunction with a strong mathematical background, the use of simulations is beneficial in helping students
visualise complex ideas and make relationships. A notable example is the ‘moving man’ simulation which
simulates displacement, velocity, and acceleration graphs. When given to students as an inquiry-based activity,
they are given to opportunity to create interesting scenarios that the teacher may not have normally covered in a
traditional classroom and hence form a deeper understanding through actively creating meaning and being
involved in the learning process. Additionally, the use of ICT through a flipped classroom approach allows for
valuable class time to be spent problem-solving and accessing higher-order thinking skills than simple content
delivery. Şengel (2016) found, through the flipped classroom approach, an increase in student engagement and
higher student achievement scores in physics. The higher performance was attributed to the increased support
when solving challenging problems, increased opportunities for discussions and decreased workload at home
(Şengel, 2016). Video selection for flipped classroom content was highly selective, seeking shorter videos where
possible to reduce student workload. Hence, ICT formed an integral role in the development of this unit, shaping
many of the lessons designed and activities developed so that students are more engaged and learning needs are
better met.

In conclusion, the stage 6 physics unit ‘Kinematics’ was informed by constructivist approaches such as inquiry-
based learning and Vygotsky’s ZPD to design activities and content that permits students to actively be involved
in the learning process, drawing relationships and creating meaning. Additionally, ICT components, through
simulations and flipped classroom lessons, were used extensively to add value and enhance the learning
experience in this unit.
 Harry Sohal (18092716)
References
Amiripour, P., Amir-Mofidi, S., & Shahvarani, A. (2012). Scaffolding as effective method for mathematical
learning. Indian Journal Of Science And Technology, 5(9), 3328 - 3331. Retrieved from
http://www.indjst.org/index.php/indjst/article/view/30681
Hursen, C., & Asiksoy, G. (2015). The effect of simulation methods in teaching physics on students’ academic
success. World Journal On Educational Technology, 7(1), 87. http://dx.doi.org/10.18844/wjet.v7i1.26
Information and Communication Technology (ICT) Capability. Australian Curriculum. Retrieved 28 March
2018, from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-
communication-technology-ict-capability/
Lee, H., & Songer, N. (1998). Science for Conceptual Understanding in an Inquiry-Based Learning
Environment. The University of Michigan.
NSW Education Standards Authority (NESA). (2018). Physics Stage 6 Syllabus. Sydney: NSW Education
Standards Authority.
Şengel, E. (2016). To FLIP or not to FLIP: Comparative case study in higher education in Turkey. Computers
In Human Behavior, 64, 547-555. http://dx.doi.org/10.1016/j.chb.2016.07.034
The e5 Instructional Model. (2018). Education VIC. Retrieved 26 March 2018, from
http://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/e5about.aspx?Redirect=
1
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Appendix A: Distance and Displacement ICT Learning Activity
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Harry Sohal (18092716)
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Appendix B: Instantaneous and Average Velocities Investigation

1. Set up dynamics trolley on a runway and connect to mass of known length. Measure the length
of the runway. Release the mass and time how long it takes trolley to reach the end of the runway
(don’t let it hit the floor). Record results below and determine the average velocity.

Experimental Run Runway Length Time Taken (s) Average Velocity

(ms-1)

Average

2. Repeat the experiment above, but now changing the length of the runway each with trial.

Experimental Run Runway Length Time Taken (s) Average Velocity

(ms-1)

Average
 Harry Sohal (18092716)
3. Now connect a datalogger to the trolley. Repeat the experiment as outline in question 1 and
use the corresponding computer software to graph the instantaneous velocity (ms-1) against time
(s).
A) What features do you notice about the graph?
___________________________________________________________________
___________________________________________________________________
B) Write the equation of the graph.
_____________________________________________________________________________
_____________________________________________________________________________
C) What is the gradient of the graph? What are the units of this quantity?
_____________________________________________________________________________
_____________________________________________________________________________
D) Have you seen this quantity elsewhere?
_____________________________________________________________________________
_____________________________________________________________________________
4. Identify a possible systematic error in this experiment and suggest a way to minimize its
effect?
_____________________________________________________________________________
_____________________________________________________________________________
5. Identify a possible random error in this experiment and suggests a way to minimize its effect?
_____________________________________________________________________________
_____________________________________________________________________________
6. Suggest at least one way this experiment can be improved and explain why this would
improve the experiment?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
 Harry Sohal (18092716)
Appendix C: Resolving Vectors Worksheet

F
Fy

Fx

1. Complete the following equation and solve for Fx

cos(𝛩) =

2. Complete the following equation and solve for Fy

sin(𝛩) =

3. Using the equations derived above, resolve the following vector

into horizontal and vertical components.
 Harry Sohal (18092716)
4. A 250N force acts on a bike in the direction of 20° north of west. First draw a diagram and then use the
direction conventions to resolve the force into horizontal and vertical components.

4. A 3000N force acts on a trolley in the direction of 45° south of east. First draw a diagram and then use the
direction conventions to resolve the force into horizontal and vertical components.

5. Find the horizontal and vertical components of each of the following vectors. All vectors are drawn to the
scale of 1cm = 10m.