Sydney Technical High School Science Program 1

TOPIC 3 : 7-THE PHYSICAL WORLD

INTRODUCTION

Part A: This section has the emphasis on contact forces and the impact of those forces such as friction, in everyday life and solutions to
reduce the impact of these forces.

Part B: This section has the emphasis on field forces eg gravity, magnetic, electrostatic, & differentiating between weight and mass.

OUTCOMES

A student:

› describes the action of unbalanced forces in everyday situations SC4-10PW

KNOWLEDGE AND UNDERSTANDING

PW1 Change to an object's motion is caused by unbalanced forces acting on the object. (ACSSU117)

Students:
a. identify changes that take place when particular forces are acting
b. predict the effect of unbalanced forces acting in everyday situations
c. describe some examples of technological developments that have contributed to finding solutions to reduce the impact of forces
in everyday life, eg car safety equipment and footwear design
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d. analyse some everyday common situations where friction operates to oppose motion and produce heat
e. investigate factors that influence the size and effect of frictional forces

PW2 The action of forces that act at a distance may be observed and related to everyday situations.
Students:
a. use the term 'field' in describing forces acting at a distance
b. identify ways in which objects acquire electrostatic charge
c. describe the behaviour of charged objects when they are brought close to each other
d. investigate everyday situations where the effects of electrostatic forces can be observed, eg lightning strikes during severe weather
and
dust storms
e. identify that the Earth's gravity pulls objects towards the centre of the Earth (ACSSU118)
f. describe everyday situations where gravity acts as an unbalanced force
g. distinguish between the terms 'mass' and 'weight'
h. describe the behaviour of magnetic poles when they are brought close together
i. investigate how magnets and electromagnets are used in some everyday devices or technologies used in everyday life

SKILLS – WORKING SCIENTIFICALLY

WS4 Students question and predict by:

b. making predictions based on scientific knowledge and their own observations (ACSIS124, ACSIS139)
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WS5.1 Students identify data to be collected in an investigation by:

a. identifying the purpose of an investigation

b. proposing the type of information and data that needs to be collected in a range of investigation types, including first-hand
and secondary sources

c. locating possible sources of data and information, including secondary sources, relevant to the investigation

WS6 Students conduct investigations by:

b. assembling and using appropriate equipment and resources to perform the investigation, including safety equipment
e. recording observations and measurements accurately, using appropriate units for physical quantities
f. performing specific roles safely and responsibly when working collaboratively to complete a task within the timeline

WS7.1 Students process data and information by:

a. summarising data from students' own investigations and secondary sources (ACSIS130, ACSIS145)
c. extracting information from diagrams, flowcharts, tables, databases, other texts, multimedia resources and graphs including
histograms and column, sector and line graphs
d. accessing information from a range of sources, including using digital technologies
e. applying simple numerical procedures, eg calculating means when processing data and information, as appropriate

WS7.2 Students analyse data and information by:

c. identifying data which supports or discounts a question being investigated or a proposed solution to a problem
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d. using scientific understanding to identify relationships and draw conclusions based on students' data or secondary sources
(ACSIS130, ACSIS145)

WS8 Students solve problems by:

a. using identified strategies to suggest possible solutions to a familiar problem

c. using scientific knowledge and findings from investigations to evaluate claims (ACSIS132, ACSIS234)

WS9 Students communicate by:

b. using appropriate text types in presentations, including a discussion, explanation, exposition, procedure and recount
d. constructing and using a range of representations to honestly, clearly and/or succinctly present data and information including
diagrams, keys, models, tables, drawings, images, flowcharts, spreadsheets and databases
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VOCABULARY:
 force, friction, contact, unbalanced, streamlined, lubricate
 field, proton, neutron, electron, atom ,electrostatic, rubbing, repulsive, attractive, gravity, mass, weight, magnetic

Skills-Working Core Learning

Scientifically Syllabus Content Statement Experiences Student Indicators Resources

PW1 Change to an object's

motion is caused by
unbalanced forces acting on
the object.
(ACSSU117)

Students: Students: Students: Insight 7 p304-305

a. identify changes that take 1. Define a force as a push,  define a force ST7, p.113
place when particular forces pull or a twist.
are acting Science Focus 1,
(SF)
WS4 Students question p. 188-189
and predict by: p. 201-202
b. making predictions b. predict the effect of 2. Undertake a first-hand  identify the
based on scientific unbalanced forces acting in investigation (eg. tug-of-war; consequences of an SF1, p.183
knowledge and their everyday situations push a ball) to: unbalanced force Insight 7 p309
own observations
(ACSIS124, ACSIS139) a) describe the consequences
of balanced and unbalanced
forces acting on a variety of Clickview
objects. Push and pull forces

Nat. Sci. p 279-283

Students: Students:
Sydney Technical High School Science Program
WS5.1 Students
identify data to be
collected in an
investigation by:
c. locating possible
sources of data and Students:
information, c. describe some examples of
including
secondary sources,
relevant to the
investigation
WS8 Students solve
problems by:
a. using identified
strategies to suggest
possible solutions to a
familiar problem
c. using scientific
knowledge and
findings from
investigations to
evaluate claims
(ACSIS132, ACSIS234)
WS9 Students
technological
developments that have
contributed to finding
solutions to reduce the
impact of forces in
everyday life, eg car safety
equipment and footwear
design
6
b) explain that forces can lead  explain changes that
to a change in speed, a change forces impose
in direction or a change in  Perform an ST7,
shape. experiment to p.113-114
determine the factors
that affect parachutes
(emphasise scientific
method)
3. Use secondary resources to  research a solution
describe some solutions to that reduces the Insight 7 p312-313
reduce the impact of forces impact of forces ST7, p.113
in everyday life.
eg. crash helmets, air bags,  use appropriate text
footwear, type to present ideas
4. Students conduct a first-  collaborate in a group
hand investigation in groups to solve a problem
to assess the impact of a Video 188
safety feature to protect an  write an experimental High speed car
egg when dropped from a report crushes
height.
 identify a problem Clickview
that can be tested -physics of car
experimentally crushes
-collisions
Students:
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communicate by: Students: Students:  define friction as a

b. using appropriate d. analyse some everyday 5. Define friction as a contact contact force Insight 7 p315-318
text types in common situations force, caused by rubbing, that
presentations, where friction operates opposes motion and causes  explain the effects of ST10, p.87
including a to oppose motion and heat. friction Insight 7 Exp 8.1.3
discussion, produce heat p317
explanation, Nat. Sci.7 p293
exposition,
procedure and
recount

WS6 Students
conduct investigations
by:  use a Newton balance
b. assembling and e. investigate factors that 6. Work in groups to design a
using appropriate influence the size and effect of logical first-hand  write an experimental Insight 7 p306
equipment and frictional forces investigation, using a Newton report Exp.8.1.1
resources to balance, to demonstrate the
perform the effect of frictional forces SF1, p.191-193
investigation, operating between different ST7, p.123
including safety surfaces sliding over one
equipment another.

e. recording
observations and
measurements
accurately, using
appropriate units
for physical
quantities
f. performing specific
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roles safely and

responsibly when
working
collaboratively to
complete a task
within the timeline

WS9 Students  describe factors that

communicate by: eliminate friction
b. using appropriate 7. EXTENSION-Students use Insight 7 p316
text types in secondary sources to describe  use appropriate text
presentations, including factors that eliminate friction types to describe ideas Nat.Sci. 7 p296
a discussion, (lubrication, wheels, bearings,
explanation, exposition, rollers, streamlining)
procedure and recount
ST10, p. 87
SF1, p. 192

PW2 The action of forces that Insight 7 p321-334

act at a distance may be SF1, p.196-197
observed and related to ST7,
everyday situations. Students: Students: p. 130-132
WS9 Students Students: 8. Define field forces as  define a field force ST7, p.131/140
communicate by: a. use the term 'field' in forces that act at a  Video1
d. constructing and describing forces acting at distance.eg. gravity,  identify the different Getting to grips with
using a range of a distance magnetic, electrostatic. field forces gravity
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representations to  Video 19
honestly, clearly Gravity
and/or succinctly
present data and  Video 41
information Magnetism
including diagrams,
keys, models, tables,  Clickview
drawings, images, Magnetic forces
flowcharts,
spreadsheets and
databases

ST8, p. 318
WS7.1 Students process 9. EXTENSION-Students use  draw and label an  Clickview
data and information by: secondary sources to draw a atom - What are
simple atom and label atoms made
a. summarising data protons, neutrons and  identify the charges of?
from students' own electrons. on atomic particles
investigations and - Atoms and
secondary sources Students: their
(ACSIS130, ACSIS145)
Students:  define an electrostatic electrons
WS7.2 Students analyse 10. Conduct a first-hand force in terms of Insight 7 p335
data and information by: b. identify ways in which investigation to explain electrons Clickview
objects acquire electrostatic electrostatic forces of “Magnets electricity”
d. using scientific charge attraction as the loss or gain  write a conclusion
understanding to of electrons. (rubbing a
identify relationships balloon onto hair & pieces of ST8, p. 318
and draw conclusions paper).
based on students' data
or secondary sources
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c. describe the behaviour of 11. EXTENSION-Students  identify that rubbing

charged objects when they are
brought close to each other
conduct a first-hand causes objects to
investigation to demonstrate become charged. Insight 7 p 336
that objects can be charged by Expt 8.3.4
rubbing (use perspex &  describe the
ebonite & electroscope; pith behaviour of charged ST8, p.319
balls) objects

12. Students use secondary  distinguish between

sources to describe attractive and
distinguish between repulsive repulsive forces.
and attractive forces.

WS9 Students d. investigate everyday 13. Students use secondary  use appropriate text
communicate by: situations where the sources to investigate types to describe
b. using appropriate effects of electrostatic everyday situations where ideas. Insight 7 p 337
text types in forces can be observed, the effects of electrostatic
presentations, including eg lightning strikes forces can be observed, eg  describe an everyday
a discussion, during severe weather lightning strikes during situation where the
explanation, exposition, and dust storms severe weather and dust effects of electrostatic
procedure and recount storms. forces can be
observed
WS5.1 Students
identify data to be
collected in an
investigation by: e. identify that the Earth's 14. Students conduct a first-  design an experiment
a. identifying the gravity pulls objects towards hand investigation to to test a hypothesis
purpose of an the centre of the Earth determine an answer to the Clickview:
investigation (ACSSU118) problem:- ”What falls faster,  describe the need for Gravitation
b. proposing the type a cricket ball or a tennis repetition
of information and data ball?” ST7, p. 131
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that needs to be
collected in a range of  draw a valid
investigation types, conclusion Nat. Sci. 7 p 287
including first-hand and
secondary sources

Students: Students:  define gravity

WS7.2 Students analyse
f. describe everyday 15. Use secondary sources to Video 19-Gravity
data and information by:
situations where gravity acts define gravity as the  identify that gravity
d. using scientific
as an unbalanced force attraction of the Earth to pulls all objects to the ST7, p.80/131
understanding to
objects on it. centre of the Earth
identify relationships
and draw conclusions
 identify the value for ST9, p.289-291
based on students' data
or secondary sources gravity is not the
(ACSIS130, ACSIS145) same throughout the
universe.

 identify the value for

16. EXTENSION-Students gravity on Earth and Video 86 Eureka
WS7.1 Students process use secondary sources to the moon.
data and information by: determine the value of gravity
e. applying simple on Earth and the moon.
numerical procedures,
eg calculating means  define weight
when processing data g. distinguish between the 17. Use secondary sources to
and information, as terms 'mass' and 'weight' distinguish between mass and  define mass Nat. Sci. p 290
appropriate weight.
 calculate weight and
18. EXTENSION- Conduct a mass on Earth
first-hand investigation to
WS9 Students calculate their weight and
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communicate by: mass on the Earth and the

d. constructing and moon. Students:
using a range of  identify the presence
representations to Students: Students: of magnetic poles Video 41Magnetism
honestly, clearly and/or h. describe the behaviour of 19. Conduct a first-hand  identify the behavior Nat. Sci.7 p299-300
succinctly present data magnetic poles when they are investigation to investigate of magnetic pole Clickview
and information brought close together the behavior of magnetic interaction “Magnetic Force”
including diagrams, poles
keys, models, tables,  describe a magnetic
drawings, images, field around a bar
flowcharts, 20. EXTENSION-Conduct a magnet
spreadsheets and first-hand investigation to ST7, p.135-142
databases map the magnetic field
around a bar magnet SF1, p.208-209
Insight 7 p333-334
Exp 8.3.3
WS7.2 Students
analyse data and
information by:
c. identifying data
which supports or  identify magnetic
21. EXTENSION-Conduct a materials Insight 7 Exp 8.3.1
discounts a question
first-hand investigation to test P330
being investigated or a
a range of different materials
proposed solution to a
for their magnetic properties.
problem
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WS7.1 Students
process data and Students: Insight 7 p 344-345
information by:  complete research
d. accessing Students: task using appropriate
information from a i. investigate how magnets Students: text type and digital
range of sources, and electromagnets are used in 22. Use secondary sources to technologies
including using digital some everyday devices or research how magnets and
technologies technologies used in everyday electromagnets are used in  perform a first-hand
life everyday life investigation to
determine the effect
of the number of coils
on the strength of an
electromagnet
(emphasize scientific
method)
Assessment Task:
Second hand data task
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