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PHYSICS S ection four higher level physics 4.1 Introduction 18 4.2 Higher level physics 18 4.3 New approaches in the syllabus 18 4.4 Issues in Higher level physics 20 17
PHYSICS Higher level physics provides a foundation for many physical concepts that are developed and studied in industry, medicine, and everyday life. New approaches in the syllabus are identified and discussed. Issues such as language, mathematics and the teaching of physics at Higher level are also discussed. Higher level physics provides a deeper, more quantitative treatment of physics. Students are expected to develop an understanding and appreciation of the fundamental laws and principles and their application to everyday life. The syllabus aims to stimulate students’ interest and to challenge them to consider questions about the everyday world. Higher level physics provides opportunities for students to develop skills and knowledge in a wide variety of areas. Practical work develops their understanding of concepts and their manipulative skills. Problem-solving develops the students’ numerical skills and their ability to think logically and to apply physical laws. The STS aspect of the syllabus will enable them to relate fundamental 4.1 INTRODUCTION 4.2 HIGHER LEVEL PHYSICS physical concepts to everyday life. This will help them to appreciate the importance of physics as a fundamental science. Studying physics contributes to the personal development of students. The vocational emphasis in the syllabus will enable students to appreciate that many courses and careers benefit from a basic knowledge of physics. Some of these are outlined in section 2. Scientific, engineering and other technical and medical courses and careers require an understanding of physics, for which Higher level is a good foundation. Option 2, applied electricity, provides a particular opportunity for students to develop the vocational aspect of the Higher level course. The syllabus is a revised syllabus rather than a completely new one. However, there are areas where a change of approach was considered necessary or appropriate. In this section these new approaches are described. There is a change of approach at Higher level in the following topics: addition of vectors conditions for equilibrium simple harmonic motion temperature and thermometers sound intensity level sources of emf conduction in materials electronics ionising radiation and health hazards. Each of these is reviewed. 4.3 NEW APPROACHES IN THE SYLLABUS 4.3.1 ADDITION OF VECTORS The addition of vectors has been restricted to perpendicular vectors. This means that vector addition can be done using scale diagrams or the theorem of Pythagoras. The vector nature of physical quantities such as force is to be emphasised. The resultant of perpendicular vectors can be found using newton balances or pulleys and weights. The practical measurement of the resultant should agree with the results obtained by either of these two methods. 4.3.2 CONDITIONS <strong>FOR</strong> EQUILIBRIUM The conditions for equilibrium include consideration of both the forces and the moments. Students are required to appreciate that, for equilibrium, the vector sum of the forces in any direction is zero and also the sum of the moments about any axis is zero. It is important that students realise that the conditions apply in static situations, for example hanging a metre stick and weight from a stand, and in dynamic situations, for example a falling parachute when it has reached terminal velocity. Appropriate calculations involve forces in opposite directions and moments about an axis. The concepts here are very similar 18
Page 1 and 2: AN ROINN OIDEACHAIS AGUS EOLAÍOCHT
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