Response to the May 2012 version of the Draft Senior Secondary Curriculum - Physics
by the Australian Institute of Physics (Victorian Branch) Education Committee
Overview
The latest draft for the Physics component of the Australian Curriculum still has serious flaws that
need to be addressed if the document is to be in any way viewed as an improvement on what currently
is offered in Victoria.
The proposed course is too hard, too mathematical, unexciting and uninspiring. It is not relevant to
current university medical and engineering courses. It will not inspire students to study Physics.
The flaws are:
1. Selection of content
There is far too much history and far too few modern 21st century practical Physics applications
relevant to students in their day-to-day life.
While the traditional core topics of physics are well represented, there is no content that links to
developments in physics that have occurred over the last 50 years. It is these developments, their
links to new technologies and their personal and social impacts that engage students. These
developments include:
 Semiconductor physics, which is manifest in analogue electronics, digital electronics, lasers
and photovoltaic devices.
 Photonics, which is not only essential for telecommunication, but is increasingly used in
sensing with Australia's Prof Tanya Monro at the University of Adelaide being a world leader.
 Medical physics with new technologies being used, both for diagnosis and treatment.
 Traditional and contemporary nuclear reactor design and the use of Thorium as a nuclear fuel.
Recent events in Japan and India's intention to use Thorium in addition to Uranium indicate
that a knowledgeable citizenry is an asset.
 Astronomy and cosmology in which students are intrinsically interested. It would be a pity not
to build on the recent Nobel Prize and the SKA decision.
 New materials and light structures. The developments in the areas of carbon fibres,
superconductors, invisible materials, nano-manufacture and graphene-based materials are
likely to have a significant impact in the near future and some appreciation of their basic
physics would be of value to students of the next decade.
It is worth noting that since the introduction of many of these topics into the VCE Physics course
through a options structure, there has been a significant increase in the proportion of Year 11 physics
students who continue on to do Year 12 physics.
These topics could be introduced by some judicious trimming of content to allow for an option in each
of Units 2 and 4. See recommended changes for a suggestion.
2. Absence of verbs to start dot points
The lack of a starting verb in the dot points for the SU and SHE strands, as opposed to the SIS strand,
means that what is expected of teachers and students is not at all clear. The depth of treatment is not
specified.
To leave the decision of interpretation on each of these dot points, to the states and territories,
inadvertently risks producing contrasting courses, either seen as 'mickey mouse' on the one hand or
'exceedingly rigorous' on the other. It would not take too much effort on ACARA's part to define
what was expected and ensure comparable standards across the country. This remains a surprising
omission.
3. The 'Models' approach
The 'models' approach in the document is ever present and unrelenting. This means that the course
design was very limited. The proposed course does not follow the correct developmental sequence of
topics and ideas.
While there are specific topics such as Light and the nature of matter, for which a 'models' approach
engages the student, its use across all topics will only engender frustration with the subject as teachers
endeavour to construct a philosophy of science approach to their presentation of the discipline.
This approach may appeal to some committed students, but for many students who need to be engaged
if they are to stay the course or those seeking a subject to round out their education, this approach will
fail to work. It is likely that the draft as is, will lead to a loss of student numbers.
Also of concern is the word 'model' seems to have been used with a range of meanings. For example,
each set of learning outcomes includes a reference to 'algebraic and graphical models' whereas in fact
these are just mathematical tools for the analysis of data. A model is a conceptual construct that a
theory uses to explain observations, previous experimental results and to propose further research. In
these instances the phrase should be replaced by 'algebraic and graphical methods ...' .
Ultimately the 'model' approach puts the cart before the horse. Science begins with the phenomena,
explanations are sought, then usually with models. Curriculum and teaching should reflect this
process.
4. Status of Extended Experimental Investigation
It is a regrettable that Extended Experimental Investigations have been progressively diminished
through the drafts, only to disappear at the end. The experience in Victoria shows that these activities
are the ones that physics students and teachers alike, remember and treasure.
5. Status of Experimental Work
It is very disappointing to see the lack of emphasis on experimental work. Computer simulations and
data analysis are not experimental work. There is no real guide as to how many student hours should
be spent on practical work, and given the nature of the proposed topics, Unit 4 will be virtually prac
less (see item below). This is not acceptable. Experimental work is a fundamental part of Physics
education.
6. Assessing the Inquiry strand in Unit 4.
There are very few opportunities for practical activities with the content in the SU strand of Unit 4 and
those that exist use expensive equipment, which means the activity is usually done as a class
experiment, or more often a computer simulation is used. Either way many of the dot points in the
SIS strand may not be addressed.
In particular, the topic of The Theory of Relativity has no school based experiments, similarly with
The Standard Model. Only The Quantum Model allows for practical activities, which include:
 Photoelectric effect. The apparatus for this experiment costs about $500, so, a school will have
only one, if it is lucky, so at best the teacher will get a couple of students to do the experiment at
the front and read out the data to the rest of the class. The energy of the photon aspect of this
experiment can be done cheaply with a set of coloured LEDs, but there are many other aspects to
this experiment that are crucial to Einstein's explanation.
 Hydrogen spectrum. As with the above experiment, the equipment is expensive, about $300 and
only a few students at a time could use it.
 Blackbody radiation. This topic has never been in the school curriculum, so unlike the other two
topics, no school will have any equipment. Also the apparatus to do a black body experiment is
extremely expensive and once again for small groups one at a time.
It is likely that many schools will not do any practical activities in Unit 4 at all.
It is therefore recommended that the topics for Units 3 and 4 be rearranged with Motion and
Electromagnetism in separate units. This will at least correct this problem.
It is also worth noting that the magnitude of the prac problem in Unit 4 can blind the reader to a
similar problem in Unit 3 Field models - gravity and motion. With the predominant focus on
universal gravitation, there are limited opportunities for practical activities here as well.
7. Achievement standards: Combining inquiry skills with SU and SHE.
Each letter grade has descriptors for 'Physics Concepts, Models and Applications' and for 'Physics
Inquiry Skills'. On the face of it, this does not appear to be a problem, however in practice, students
tend to perform better on practical related tasks than on understanding related tasks. Experience with
internal and external assessments of these suggests that performance on understanding tasks fits a
reasonable bell curve, whereas performance of practical assessments shows a significant bunching at
the top. For a simple comparison, the average score on an understanding task may be about high C to
low B, while that on a practical task may be about a high B or a low A.
This mismatch may make it very difficult for teachers to decide which grade best summarises a
student's achievement. It would be considerably easier if each component was awarded its own letter
grade.
It is also worthy noting that the key verbs used in the Achievement Standards to describe levels of
performance in SHE related activities are A: evaluate, B: explain, C: describe, D & E: describe and
identify. These words reflect an intellectual hierarchy, but there is nothing wrong with that. What is
of concern is the assumption that only 'A' students can evaluate rather than 'A' students can evaluate,
explain describe, etc, better than others.
8. SIS Expectations across the Units
The dot points for the Inquiry strands are largely identical across the four units. There is no
expectation of increased skill level as student progress from Unit 1 to Unit 4. It has been argued that
changes in the content will require a higher level of skill, but inquiry skills are a separate dimension of
learning. For example teachers expect a higher level of the treatment of uncertainties in Year 12,
which has nothing to do with the fact that the topic of the investigation is different. If the achievement
standards can describe different levels of performance, it should be possible to write a higher level of
expectation for students doing Units 3 & 4, than for those doing Units 1 & 2.
9. Mathematical relationships
These should be incorporated into the SU strand with the relevant dot point. The current plan is
artificial, it separates each equation from its relevant content.
10. The SHE Statements
While the statements in the SHE strand across the various units are much improved on the most recent
version, they still leave much to be desired.
They do not convey any expectation of what students are expected to learn. This will lead to
divergent interpretations in various jurisdictions.
The first word in the title of the SHE strand is Science. The statements in the SHE strand should start
from the basis of science, the experiment. Hence the statements should address the following:
 Scientific careers: the people doing the experiments,




Symbiotic relationship between Science and Technology: the equipment used in the
experiments and the science enabling new technologies and new equipment,
Scientific understanding is constantly being refined: experimental results can challenge or
affirm explanations,
Societal discourse can be enhanced: experimental results can refute misleading and
exaggerated claims,
Societal needs determine research: experiments require funding.
Many of the problems with the SHE strand could be overcome by treating it the same way of the SIS
strand, by having a generic set of outcome statements at the beginning of each Unit. Such statements
could be almost identical from Unit 1 to Unit 4 as is the case with the SIS comments, but they would
be more helpful if there was some differentiation.
Specific Sections
Rationale
The rationale reads well. Paragraphs 1, 2, 3 and 5 are acceptable and are addressed in the rest of the
document. However while paragraph 4 is a fine paragraph on giving the study of physics a context so
that students can link their learning to their current experiences and the issues in society, it is not
addressed in any obvious way. This is the main failing of the document.
The content lacks contemporary contexts and applications, especially in the SHE strand. Some of the
content areas and approaches that are not included include: Medical physics, cosmology, engineering
of materials and structures, electronics, photonics and nanotechnology.
Aims
The Aims are satisfactory but do not acknowledge the 4th paragraph of the Rationale.
Unit 1
Kinetic particle model - heating processes
Science Understanding:
 8th dot point The dot point refers to 'Work done', which will not be done until later in the year in
Unit 2. The suggestion in the next paragraph will resolve this problem.
 The last four dot points are on the laws of thermodynamics. This content is not only far too
challenging for students coming out of Year 10, but there is little to link the content in any
meaningful ways to their experiences and everyday applications. Whereas the content of heat
capacity and latent heat is of direct relevance. Including the laws of thermodynamics will only
cause many students to give up on the subject.
 The appendix by Theo Hughes has some pertinent comments about the terminology used for the
physics concepts.
Science as a human endeavour
 The first dot point on the caloric theory will be is too demanding for Unit 1.
Nuclear model of the atom
Science Understanding
 4th dot point. The concept of 'half-life' is not mentioned elsewhere, so it should be upfront in the
dot point or indeed have its own dot point. An alternative phrase might be 'unstable nuclides are
characterised by a half-life'. If the rate of emission is considered important it should be referred to
separately, if at all. The rate of emission for a particular sample is certainly inversely proportional
to the half-life, but the key factor is the strength of the original sample. A sample that with a long
half-life can still be very dangerous because of the quantity of material. The reference to the rate of
emission could be deleted without any significant impact.
Further comments:
Traditional and contemporary nuclear reactor design and the use of Thorium as a nuclear fuel do not
appear to have been mentioned. There is also a contextual link with nuclear reactors to kinetic particle
model that can be utilised.
Science as a human endeavour
Further comments:
Concentrated solar energy to produce molten salts as a viable source of base load electric power
should be included. Domestic insulation is not mentioned either. Fusion technology should be
included as a specific example in the SHE statements.
Electric charge model
Science Understanding
 6th dot point. The opening phrase is confusing. An alternative is 'Carriers of positive and negative
charge can be separated by various means and devices which require some form of energy.
Further comments:
Understanding about Electric shock is important and worthy of inclusion in the SU strand, let alone
the SHE strand. There is no specific mention of thermistors, LDRs, LEDs and other semiconductor
components. The whole area of digital signals is not acknowledged.
Science as a human endeavour
 1st point. The rudimentary chemistry and physics behind these examples require content that
students will not come across until Unit 3. The dot point needs to be reconsidered.
Unit 2
Models of force and linear motion
It is not apparent from the dot points why the word 'Models' is plural.
Science Understanding
 7th dot point. Is conservation of momentum to be done in one or two dimensions?
 8th dot point. Are elastic and inelastic collisions to be covered?
Science as a human endeavour
 1st dot point. The comment 'Galileo's revolutionary use of reductionism......challenged the
dominant Aristotelian explanation...' is an example of the somewhat pretentious philosophical
statements that appear in this document. It is clearly inappropriate at Yr 12 level, let alone Year 11
level.
Further comments:
Forces in springs and elastic potential energy is a common topic in physics courses that cannot be
found in this topic nor that of Unit 3 Field Models - Gravity and motion.
Mechanical models of waves
It is not apparent from the dot points why the word 'models' is plural.
Science Understanding
 6th dot point. The formation of standing waves and interference phenomena with sound and other
mechanical waves could present some difficulties for most Year 11 students. It could be moved
into Unit 4.
Further comments:
It is surprising that the whole context of hearing was not explored. Even though sound pollution is
mentioned, decibel levels are not.
Wave model of light
Science Understanding
 2nd dot point. The topics of diffraction, interference and resonance are likely to be difficult for
Year 11 students and will take a significant amount of time to effectively explain and demonstrate
the concepts and then do practical activities. They could be deleted or partially transferred to the
nature of light in Unit 4.
 3rd dot point. It can be well argued that the ray model of light predates the wave and particle
models of light and as such is their precursor. The current dot point confuses the ray model with
the particle model. An alternative phrasing is 'The ray model is a precursor to the wave model and
can be used as its simplified version when describing the laws of reflection and refraction. In fact
excluding the particle of model of light omits content the teachers value and contributes the
students' understanding of light.
Mathematical relationships
 The equation for elastic collisions on page 18 has a factor of ½ missing from both sides.
 If the interference phenomena are to be retained, the equations for resonance in strings and pipes
should be reformulated. For these two equations, n can take the values 1, 2, 3, ..., while for the two
equations for interference over the page, n can take the values 0, 1, 2, 3, ... . This inconsistency is to
be avoided if students are not to be confused. It is suggested that the equations be replaced with
the following statements:
 length = an even number of half-wavelengths for strings attached at both ends and for pipes
open at both ends.
 length = odd number of half-wavelengths for pipes closed at one end.
 Constructive interference, path difference = an even number of half-wavelengths.
 Destructive interference, path difference = an odd number of half-wavelengths.
Further comments:
The dot points include the simple law of reflection, as well as the complex phenomena of diffraction
and interference, without including image formation in lenses and curved mirrors, even though the 3rd
dot point in the SHE strand refers to the 'manufacture of ... imaging devices ... '. This seems a strange
oversight as it will mean that students, in all their schooling from foundation year to the end of year
12, will not have been exposed to how light can form images.
It is surprising that the whole context of sight was not explored.
Unit 3
Field models - gravity and motion
Science Understanding
 8th dot point. Does this dot point on circular motion include motion in the vertical as well as the
horizontal plane, let alone banked curves?
 11th dot point. The last dot point on escape velocity and the related equation for gravitational
potential energy in an inverse square field can be removed without affecting the integrity of the
topic, thus creating space for alternative topics.
Further comments:
Geosynchronous satellites are an important application. Apparent weightlessness is an important
concept in understanding how forces act on bodies. They should be included.
Electromagnetism
Science Understanding
 3rd dot point. Coulomb's law can be deleted. This dot point stands on its own and does not
connect with other dot points. Forces between point charges are not a common technological
occurrence. It would be better to start with a constant electric field between parallel plates, if one
wants to consider field and energy relationships. Also, the inverse square law is adequately picked
up by the comparison between the radiation intensity and universal gravitation relationships.
 6th dot point. Similarly the formulas for the magnetic field around a conductor and the force
between two parallel conductors do not carry much significance beyond the formula to any
applications.
 8th dot point. The sentence refers to 'electromotive force', then later in the same sentence as a way
of abbreviation, it again refers to it, but this time as 'this force'. As the 'electromotive force is not in
fact a force, this type of clumsy expression should be avoided. It may be better to refer to it as 'the
induced emf'.
Mathematical relationships
The equation for the magnetic force on a current carrying wire should use conventional language. The
use of the phrase 'current element' to represent the product of the current and the wire length is
unnecessarily abstruse. Also the document should be explicit as to whether students will be required
to do trig calculations or only consider the qualitative aspects of changing the angle. The same
comment applies to the next equation in the text as well as the ones for magnetic flux and
electromagnetic induction. The formula for torque include the cosine function, yet others use a
perpendicular subscript. The expectation of teachers and students is not at all clear.
Further comments: The shape of the magnetic field around wires, loops and solenoids is useful
background and should be included.
Unit 4
The learning outcomes in the 5th dot point refer to the Bohr model of the atom and to simple particle
accelerators. Neither of which is mentioned in any of the three Science Understanding strands.
The Theory of Relativity
Science Understanding
 3rd dot point. Simultaneity is a challenging and complex concept. There needs to be more
elaboration that just a single word to give students, teachers and assessors a guide to what is
expected.
 4th dot point. It is not immediately obvious, if indeed it is the case, that the second half of the
sentence follows from the first. This dot point will need a major re-think.
A strong case can therefore be made that this topic is inappropriate as a core topic. It would make an
ideal option.
The Quantum Model
 5th dot point. The statements on Heisenberg Uncertainty Principle are too complex and subtle for
most physics students. The dot point should be modified or deleted and the equations removed.
 The equations for the Bohr model and spectra can be deleted. Angular momentum is not
mentioned elsewhere and the Bohr model can be done qualitatively.
Standard Model
The inclusion of the standard model is somewhat problematic; it is difficult to see how this can be
anything more than a cataloguing exercise. As such, it should be completely deleted.
Recommended changes
These suggestions follow on from the comments made in the first part of the document. The intention
is two fold: i) create space to include content that is not only accessible to students, but that is more
current in application and so more meaningful to students and ii) provide examples of such content.
Change
Delete the Unit 4 topic 'The
Standard Model'.
Move the Unit 3 topic
'Electromagnetism' to Unit 4.
Change the status of the Unit
4 topic 'The Theory of
Relativity' to that of a Unit 4
option.
Move the Unit 4 topic 'The
Quantum Model' to Unit 3.
Include an extra topic in Unit
4. A suggested title is
'Semiconductor physics'
Include a choice of options in
Unit 4.
Include a choice of options in
Unit 2.
Reason
The content is a catalogue of particles and a list of recall
statements. The class time can be better spent.
Unit 4 needs a topic that allows practical activities.
The content in part is too challenging to be effectively taught in
any meaningful way to the majority of students. It would be better
placed as an option for interested students and teachers.
This will enable the development of a new topic for Unit 4 that
reflects contemporary applications of the photon model and energy
levels of the atom.
The content of such a topic could include the physics of devices
such as LEDs, diodes, lasers, etc.
There are a number of ready made options in courses around the
country that could be incorporated. These include: Cosmology,
Relativity, Structures and Materials, Geophysics, Biophysics,
Design of a DC power supply, Synchrotron Physics, Physics of
Sport.
Sufficient space can be found in Units 1 and 2 with judicious
pruning of the some of the dot points in the Science Understanding
strand of most topics.
There are a number of ready made options in courses around the
country that could be incorporated. These include: Medical
Physics, Nuclear technologies, Flight, Astronomy.