Module 9.8 From Quanta to Quarks
Date started: __/__/__ Date finished: __/__/__
Teacher: ______
Course:HSC Physics / Unit title/Syllabus Module:
Module 9.8 From Quanta to Quarks / Indicative Hours: 30hrs
Contextual Outline
In the early part of the twentieth century, many experimental and theoretical problems remained unresolved. Attempts to explain the behaviour of matter on the atomic level with the laws of classical physics were not successful. Phenomena such as black-body radiation, the photoelectric effect and the emission of sharp spectral lines by atoms in a gas discharge tube could not be understood within the framework of classical physics.
Between 1900 and 1930, a revolution took place and a new more generalised formulation called quantum mechanics was developed. This new approach was highly successful in explaining the behaviour of atoms, molecules and nuclei. As with relativity, quantum theory requires a modification of ideas about the physical world.
This module increases students’ understanding of the history, nature and practice of physics and the current issues, research and developments in physics.
Target Outcomes:
H2.analyses the ways in which models, theories and laws in physics have been tested and validated
H4. assesses the impacts of applications of physics on society and the environment
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PICNIC POINT HIGH SCHOOL
2014
PHYSICS
Weekly Outline
Syllabus Outcomes
GLOSSARY
Module 9.8 From Quanta to Quarks
Students learn to: / Students:1.Problems with the Rutherford model of the atom led to the search for a model that would better explain the observed phenomena / 1.2.1discuss the structure of the Rutherford model of the atom, the existence of the nucleus and electron orbits / 1.3.1perform a first-hand investigation to observe the visible components of the hydrogen spectrum
1.3.2process and present diagrammatic information to illustrate Bohr’s explanation of the Balmer series
1.3.3solve problems and analyse information using:
1.3.4analyse secondary information to identify the difficulties with the Rutherford-Bohr model, including its inability to completely explain:
–the spectra of larger atoms
–the relative intensity of spectral lines
–the existence of hyperfine spectral lines
–the Zeeman effect
1.2.2analyse the significance of the hydrogen spectrum in the development of Bohr’s model of the atom
1.2.3define Bohr’s postulates
1.2.4discuss Planck’s contribution to the concept of quantised energy
1.2.5describe how Bohr’s postulates led to the development of a mathematical model to account for the existence of the hydrogen spectrum:
1.2.6discuss the limitations of the Bohr model of the hydrogen atom
2.The limitations of classical physics gave birth to quantum physics / 2.2.1describe the impact of de Broglie’s proposal that any kind of particle has both wave and particle properties / 2.3.1 solve problems and analyse information using:
2.3.2 gather, process, analyse and present information and use available evidence to assess the contributions made by Heisenberg and Pauli to the development of atomic theory
2.2.2define diffraction and identify that interference occurs between waves that have been diffracted
2.2.3describe the confirmation of de Broglie’s proposal by Davisson and Germer
2.2.4explain the stability of the electron orbits in the Bohr atom using de Broglie’s hypothesis
Students learn to: / Students:
3.The work of Chadwick and Fermi in producing artificial transmutations led to practical applications of nuclear physics / 3.2.1define the components of the nucleus (protons and neutrons) as nucleons and contrast their properties / 3.3.1perform a first-hand investigation or gather secondary information to observe radiation emitted from a nucleus using Wilson Cloud Chamber or similar detection device
3.3.2solve problems and analyse information to calculate the mass defect and energy released in natural transmutation and fission reactions
3.2.2discuss the importance of conservation laws to Chadwick’s discovery of the neutron
3.2.3define the term ‘transmutation’
3.2.4 describe nuclear transmutations due to natural radioactivity
3.2.5describe Fermi’s initial experimental observation of nuclear fission
3.2.6discuss Pauli’s suggestion of the existence of neutrino and relate it to the need to account for the energy distribution of electrons emitted in -decay
3.2.7Evaluate the relative contributions of electrostatic and gravitational forces between nucleons
3.2.8account for the need for the strong nuclear force and describe its properties
3.2.9explain the concept of a mass defect using Einstein’s equivalence between mass and energy
3.2.10.describe Fermi’s demonstration of a controlled nuclear chain reaction in 1942
3.2.11compare requirements for controlled and uncontrolled nuclear chain reactions
Students learn to: / Students:
4.An understanding of the nucleus has led to large science projects and many applications / 4.2.1explain the basic principles of a fission reactor / 4.3.1gather, process and analyse information to assess the significance of the Manhattan Project to society
4.3.2identify data sources, and gather, process, and analyse information to describe the use of:
a named isotope in medicine
a named isotope in agriculture
a named isotope in engineering
4.2.2describe some medical and industrial applications of radio-isotopes
4.2.3describe how neutron scattering is used as a probe by referring to the properties of neutrons
4.2.4identify ways by which physicists continue to develop their understanding of matter, using accelerators as a probe to investigate the structure of matter
4.2.5discuss the key features and components of the standard model of matter, including quarks and leptons
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LESSON / PRE-READING / HOMEWORK / REGISTER1.1 / Physics in Focus ( HSC Course) digital copy
Sections 14.1-14.4 / 1.2.1 discuss the structure of the Rutherford model of the atom, the existence of the nucleus and electron orbits
1.2.4 discuss Planck’s contribution to the concept of quantised energy
1.3.1 perform a first-hand investigation to observe the visible components of the hydrogen spectrum / HSC Questions
1.2 / Physics in Focus ( HSC Course) digital copy
Sections 14.1-14.4 / 1.2.2 analyse the significance of the hydrogen spectrum in the development of Bohr’s model of the atom
1.2.3 define Bohr’s postulate / HSC Questions
1.3 / Physics in Focus ( HSC Course) digital copy
Sections 14.6-14.7 / 1.2.3 define Bohr’s postulates
1.2.5 describe how Bohr’s postulates led to the development of a mathematical model to account for the existence of the hydrogen spectrum:
1.3.3 solve problems and analyse information using:
/ HSC Questions
1.4 / Physics in Focus ( HSC Course) digital copy
Sections 14.8 / 1.2.6 discuss the limitations of the Bohr model of the hydrogen atom
1.3.2 process and present diagrammatic information to illustrate Bohr’s explanation of the Balmer series
1.3.4analyse secondary information to identify the difficulties with the Rutherford-Bohr model, including its inability to completely explain:
–the spectra of larger atoms
–the relative intensity of spectral lines
–the existence of hyperfine spectral lines
–the Zeeman effect / HSC Questions
2.1 / Physics in Focus ( HSC Course) digital copy
Section -15.1 / 2.2.1 describe the impact of de Broglie’s proposal that any kind of particle has both wave and particle properties
2.3.1 solve problems and analyse information using:
/ HSC Questions
2.2 / 2.3.1 solve problems and analyse information using:
/ HSC Questions
2.3 / Physics in Focus ( HSC Course) digital copy
Section -15.3 / 2.2.2 define diffraction and identify that interference occurs between waves that have been diffracted
2.2.3 describe the confirmation of de Broglie’s proposal by Davisson and Germer / HSC Questions
3.1 / Physics in Focus ( HSC Course) digital copy
Section -15.4 / 2.2.4 explain the stability of the electron orbits in the Bohr atom using de Broglie’s hypothesis / HSC Questions
3.2 / 2.3.2 gather, process, analyse and present information and use available evidence to assess the contributions made by Heisenberg and Pauli to the development of atomic theory / HSC Questions
3.3 / Physics in Focus ( HSC Course) digital copy
Sections -15.3-15.4 / 2.2.2 define diffraction and identify that interference occurs between waves that have been diffracted
2.2.3 describe the confirmation of de Broglie’s proposal by Davisson and Germer
2.2.4 explain the stability of the electron orbits in the Bohr atom using de Broglie’s hypothesis / HSC Questions
3.4 / Physics in Focus ( HSC Course) digital copy
Sections -16.1 and 16.3 / 3.2.3 define the term ‘transmutation’
3.2.4 describe nuclear transmutations due to natural radioactivity
3.2.1 define the components of the nucleus (protons and neutrons) as nucleons and contrast their properties / HSC Questions
4.1 / Physics in Focus ( HSC Course) digital copy
Section -16.2 / 3.3.1 perform a first-hand investigation or gather secondary information to observe radiation emitted from a nucleus using Wilson Cloud Chamber or similar detection device
3.2.2 discuss the importance of conservation laws to Chadwick’s discovery of the neutron / HSC Questions
4.2 / Physics in Focus ( HSC Course) digital copy
Section -16.2 / 3.2.2 discuss the importance of conservation laws to Chadwick’s discovery of the neutron / HSC Questions
4.3 / Physics in Focus ( HSC Course) digital copy
Sections -16.6-16.8 / 3.2.5 describe Fermi’s initial experimental observation of nuclear fission
3.2.6 discuss Pauli’s suggestion of the existence of neutrino and relate it to the need to account for the energy distribution of electrons emitted in beta decay / HSC Questions
5.1 / Physics in Focus ( HSC Course) digital copy
Section -16.5 / 3.2.7 evaluate the relative contributions of electrostatic and gravitational forces between nucleons
3.2.8 account for the need for the strong nuclear force and describe its properties / HSC Questions
5.2 / Physics in Focus ( HSC Course) digital copy
Sections -16.11-16.12 / 3.2.9 explain the concept of a mass defect using Einstein’s equivalence between mass and energy
3.3.2 solve problems and analyse information to calculate the mass defect and energy released in natural transmutation and fission reactions / HSC Questions
5.3 / Physics in Focus ( HSC Course) digital copy
Sections 16.9-16.10 / 3.2.10. describe Fermi’s demonstration of a controlled nuclear chain reaction in 1942
3.2.11 compare requirements for controlled and uncontrolled nuclear chain reactions / HSC Questions
5.4 / Physics in Focus ( HSC Course) digital copy
Sections -17.1-17.2 / 4.2.1 explain the basic principles of a fission reactor
4.2.2describe some medical and industrial applications of radio-isotopes
4.3.2 identify data sources, and gather, process, and analyse information to describe the use of:
a named isotope in medicine
a named isotope in agriculture
-a named isotope in engineering / HSC Questions
6.1 / Physics in Focus ( HSC Course) digital copy
Section -17.2 / 4.3.2identify data sources, and gather, process, and analyse information to describe the use of:
a named isotope in medicine
a named isotope in agriculture
a named isotope in engineering
4.3.1 gather, process and analyse information to assess the significance of the Manhattan Project to society / HSC Questions
6.2 / Physics in Focus ( HSC Course) digital copy
Sections 17.3-17.4 / 4.2.3describe how neutron scattering is used as a probe by referring to the properties of neutrons
4.2.4 identify ways by which physicists continue to develop their understanding of matter, using accelerators as a probe to investigate the structure of matter / HSC Questions
6.3 / Physics in Focus ( HSC Course) digital copy
Section -17.5 / 4.2.5 identify ways by which physicists continue to develop their understanding of matter, using accelerators as a probe to investigate the structure of matter / HSC Questions
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Year 12 2014 Practical Register
From Quanta to Quarks
PRAC 9.8.1 / 1.3.1 perform a first-hand investigation to observe the visible components of the hydrogen spectrumPRAC
9.8.2 / 1.3.2 process and present diagrammatic information to illustrate Bohr’s explanation of the Balmer series
PRAC
9.8.3 / 1.3. 4 analyse secondary information to identify the difficulties with the Rutherford-Bohr model, including its inability to completely explain
- the spectra of larger atoms
-the relative intensity of spectral lines
-the existence of hyperfine spectral lines
-the Zeeman effect
PRAC
9.8.4 / 2.3.2 gather, process, analyse and present information and use available evidence to assess the contributions made by Heisenberg and Pauli to the development of atomic theory
PRAC
9.8.5 / 3.3.1 perform a first-hand investigation or gather secondary information to observe radiation emitted from a nucleus using Wilson Cloud Chamber or similar detection device
PRAC
9.8.6 / 4.3.2 identify data sources, and gather, process, and analyse information to describe the use of:
a named isotope in medicine
a named isotope in agriculture
a named isotope in engineering
PRAC
9.8.7 / 4.3.1 gather, process and analyse information to assess the significance of the Manhattan Project to society
Student Name / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Practical experiences should occupy a minimum of 35 (indicative) hours of course time
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