PEARSON

PHYSICS
QUEENSLAND
STUDENT BOOK

UNITS 3 & 4
ONLINE CHAPTER Unit 3 Gravity and electromagnetism
Chapter 1 Physics skills Topic 1: Gravity and motion
and assessment toolkit
CHAPTER 2 Vectors and projectile motion 3
Go to your eBook to access this chapter.
2.1 Vectors in two dimensions 4
Page numbering begins at ‘e1’ for this eBook chapter.
2.2 Adding vectors in two dimensions 7
Unit 3 starts on page 1, followed by Chapter 2.
2.3 Subtracting vectors in one and two dimensions 12
1.1 Successful learning in physics e7 2.4 Vector components 16
2.5 Projectile motion 20
PART A Working scientifically e18
Mandatory practical 1 33
1.2 Units and prefixes e19
Chapter review 37
1.3 Uncertainties in measurement e25
1.4 Graphing e41 CHAPTER 3 Inclined planes 41
3.1 Inclined planes 42
PART B Student experiment (IA2) e58
Chapter review 56
1.5 Research and planning e61
1.6 Conducting an experiment e81 CHAPTER 4 Motion in a circle 59
1.7 Results e87 4.1 Circular motion 60
1.8 Communicating and writing a e92 4.2 Centripetal force 67
scientific report Chapter review 79

PART C Research investigation (IA3) e100 CHAPTER 5 Gravity 81

1.9 Developing a research question e102 5.1 Newton’s law of universal gravitation 82
from a claim 5.2 Gravitational fields 93
1.10 Finding and choosing suitable resources e108 Chapter review 103
1.11 Research: taking and organising notes e116
CHAPTER 6 Orbits 105
1.12 Writing a research investigation report e122
6.1 Kepler’s laws of planetary motion 106
PART D Examination (EA) e127 6.2 Satellites and their orbits 112
1.13 Examination preparation e128 Chapter review 116

Topic 2: Electromagnetism
CHAPTER 7 Electric fields 119
7.1 Coulomb’s law 120
7.2 Electric fields 127
7.3 Electrical potential energy 132
Chapter review 136

iv
 CHAPTER 8 Magnetic fields 139
Topic 2: Quantum theory
8.1 Magnets 140
8.2 Magnetic field diagrams 144 CHAPTER 11 Quantum physics 291
8.3 Creating magnetic fields 146 11.1 Light as a wave 292
8.4 Solenoids 152 11.2 Black-body radiation 295
8.5 Magnetic force on a current-carrying wire 156 11.3 Quantisation of energy 299
8.6 Motors 163 11.4 The photoelectric effect 302
8.7 Magnetic force on a single charge 166 Mandatory practical 4 309
Mandatory practical 2 176 Chapter review 312
Mandatory practical 3 179 CHAPTER 12 The atom 315
Chapter review 182 12.1 Rutherford’s model 316
CHAPTER 9 Electromagnetic induction 189 12.2 Bohr’s model 320
9.1 Magnetic flux 190 12.3 Particles as a wave 326
9.2 Electromotive force 194 12.4 Atomic spectra 333
9.3 Faraday’s law 198 12.5 The wave–particle dual nature of light 342
9.4 Lenz’s law and its applications 203 Chapter review 350
9.5 Electric power generators 213
9.6 Transformers 216 Topic 3: The Standard Model
9.7 Electromagnetic radiation 226
CHAPTER 13 The Standard Model 353
Chapter review 232
13.1 The Standard Model of particle physics 354
Unit 3 Review 237 13.2 Quarks and leptons 358
13.3 Gauge bosons 367
13.4 Particle interactions 370
Unit 4 Revolutions in modern physics
Chapter review 378

Topic 1: Special relativity Unit 4 Review 379

CHAPTER 10 Special relativity 247 APPENDIX A S

 ymbols, units and
10.1 Einstein and relativity 248 fundamental constants 387

10.2 Frames of reference 252 APPENDIX B Formulas 389

10.3 Postulates of relativity 255 ANSWERS 391

10.4 Simultaneity 259 GLOSSARY 402

10.5 Time dilation 261 INDEX 406

10.6 Length contraction 269 PERIODIC TABLE OF ELEMENTS IBC

10.7 Mass in relativity 274

10.8 Relativistic momentum and mass–energy 278
equivalence
10.9 Apparent paradoxes 284
Chapter review 288

v
How to use this book
PEARSON PHYSICS 12 QUEENSLAND STUDENT BOOK
Pearson Physics 12 Queensland Student Book has been written to the new QCAA Physics General Senior Science
Syllabus. The book is an easy-to-use resource that covers Units 3 & 4 and comprehensively addresses skills and
assessment requirements.
Explore how to use this book below.

Design
Chapter opener CHAPTER
CHAPTER

Atomic
Specialstructure
relativity and
The best-practice literacy and atomic mass
The syllabus subject matter
instructional design supports all In this
Galileo
chapter,
and you
Newton
will begin
laid the
byfoundations
examining howof the
material
‘clockwork
science
universe’,
can create
a mechanical

addressed in each chapter is advanced

picturematerials
of the world
by controlling
that has underpinned
matter on themost
atomic
modern
scale.
world
Nanoparticles
views. Einstein,

learners. A simple-to-navigate
contain
alongjust
with
a few
others
hundred
such asor Bohr
thousands
and Heisenberg,
of atoms. Youpresented
will thena develop
much richer
a detailed
and
picture
more ofmysterious
the structureuniverse,
of atoms,onewhich
that challenges
is the foundation
peoplefor
to think
all chemistry.
beyond the

clearly listed, along with any

mechanical
A diamond picture
is a pure they so often
substance madetake for granted.
entirely from carbon atoms. This chapter will

predictable design enables ease of

explain
In this
howchapter,
the carbon
you will
atoms
explore
are arranged
the concepts
in diamonds
of classical
andphysics,
why this as structure
described by
results
Galileo
in the
and
properties
Newton, and
of diamond
the evidence
such as
thathardness
pointed and
towards
stability
the need
at highfor some
temperatures.
different thinking. Einstein’s special relativity is presented as a solution to the

science as a human endeavour problem

Carbon is anof classical
unusual physicsbecause
element at speeds approaching
it exists the
in several speed
other of light.
forms that are very

use. The high-quality, relevant photos different from diamond. This chapter will also describe the arrangements of atoms
in these other forms of carbon.
Syllabus subject matter
features and mandatory You will learn how chemists measure and compare masses of isotopes and atomsWS
Topic 1spectrometer.
• Special relativity
and illustrations assist student
using a mass 4.1.1

Outcomes
■ SPECIAL RELATIVITY

practicals. • •
• describe an example of natural phenomena that cannot be explained by
investigate the components of atoms through relative charges and

understanding of concepts.
Newtonian physics, such as the presence of muons in the atmosphere
position in the periodic table
• define the terms frame of reference and inertial frame of reference
• • investigate the components of atoms through calculation of relative
• recallmass
isotopic the two postulates of special relativity

• •• recall that motion

investigate can only beofmeasured
the components relativerepresentation
atoms through to an observerof the
• explain
symbol, the concept
atomic numberof simultaneity
and atomic mass (nucleon number)
• recall the consequences of the constant speed of light in a vacuum, e.g. time
dilation and length contraction Credit line to come xxxxxxxxxxxxxxx
• define the terms time dilation, proper time interval, relativistic time interval, length
contraction, proper length, relativistic length, rest mass and relativistic momentum
• describe the phenomena of time dilation and length contraction, including
examples of experimental evidence of the phenomena
• solve problems involving time dilations, length contraction and relativistic

Module
momentum
• recall the mass–energy equivalence relationship
• explain why no object can travel at the speed of light in a vacuum
• explain paradoxical scenarios such as the twins’ paradox, flashlights on a train
and the ladder in the barn paradox.

3.1 Inclined planes Module openersmethod

Parallelogram outline the Physics 2019 v1.2 General Senior Syllabus
© Queensland Curriculum & Assessment Authority

BY THE END OF THIS MODULE, YOU SHOULD BE ABLE TO:

key concepts
An alternativeand methodskills to be a resultant vector is to construct a
for determining
➤ identify the forces acting on an object moving or resting on a surface at
parallelogram of vectors. In this method, the two vectors to be added are drawn tail
developed and link lineto isthe
drawnsyllabus
an angle to the horizontal, including the force due to gravity, friction and
normal forces
➤ draw free-body diagrams to show the forces acting on an object on an
to tail. Next, a parallel for each vector as shown in Figure 2.2.4. In
inclined plane
this figure, the parallel lines have been drawn as dotted lines. The resultant vector
➤ use vectors to analyse the net force acting on an object on an inclined
plane. subject matter listed in the
is drawn from the tails of the two vectors to the intersection of the dotted parallel
lines. The magnitude and direction of the resultant vector are then measured using
REVIEW OF FORCES ACTING ON OBJECTS
In Pearson Physics 11 Queensland it was shown that a force is a push or a pull that
chapter opener.
a ruler and a protractor.
can do one or more of the following to any object with mass:
• A force can change an object’s velocity by changing its speed.
• A force can change an object’s velocity by changing its direction of motion. v1 v1
• A force can change the shape of an object.
Force is measured in newtons (N) and is a vector quantity, which means it
requires a magnitude and direction to fully describe it.
A force is a measure of the push
or pull on an object.
There can be more than one force acting on an object at a time. The vector sum
of these forces is known as the resultant force, or net force, Fnet: v2 R v2 R
It is measured in newtons (N). Fnet = F1 + F2 + F3 + …
It is a vector and so requires a If there is no net force acting on an object, then the object will continue to move
magnitude and a direction to in a straight line at the same speed, or it will stay at rest. This is Newton’s first law
describe it fully. of motion.

Science as a human
If the net force is equal to zero, then the object is in equilibrium and it does not
accelerate. SCIENCE AS A HUMAN ENDEAVOUR
If the net force is not zero, then the object accelerates. The acceleration, a, of the
object of mass m, is in the same direction as the net force and is given by Newton’s
FIGURE 2.2.4 Two vectors can be added using the parallelogram of vectors method.

endeavour
Artificial satellites
second law:
a = Fnet
m

Geometric method of adding vectors

or
Fnet = ma In October 1957, the Soviet Union launched a satellite, Sputnik
Forces always come in pairs known as the action force and the reaction force. I, into an orbit that varied between 200 km and 1000 km

This feature provides an

This means that if a force from object A acts on object B then another force of the
same magnitude but in the opposite direction will act on object A from object B.
This is Newton’s third law and is easily seen when you push on a heavy door to
Graphical methods of adding vectors in two dimensions only give approximate
above the surface of Earth. Sputnik I lasted for three months
before it ran out of power and burnt up in the atmosphere.
close it. You apply a force to close the door, but the door will also push back on you
results as they rely on
This was the first time human beings had successfully
launched an object into space and have it circle Earth. comparing the magnitude of the resultant vector to a scale
An artist’s impression of the thousands of satellites
FIGURE 4.2.12 Pythagoras’ theorem
opportunity to appreciate the
with the same force you gave the door. currently orbiting Earth. About half of them are very close to the Earth,

WEIGHT and measuring the direction

Australia became the seventh country to launch a
satellite into space when the Defence Department launched with36a000protractor.
only a few hundred kilometres above the ground, with the other half
spread out in a ring approximately km above the equator. A more accurate method to resolve Pythagoras’ theorem is a2 + b2 = c2,
In Pearson Physics 11 Queensland, weight was shown to be a force on a massive
vectors—i.e. to findatmosphere
WRESAT from the Woomera test range in northern South
their(160componentskm) to 2000 km, typically have periodsin two perpendicular directions—is to where c is the hypotenuse (the
development of science and its
object due to that object being in the presence of a gravitational field, e.g. Earth’s Australia in 1967.
gravitational field. Weight is different from mass in that mass is a scalar measure of between 90 minutes and 2 hours. Many spy and Earth-
of how much material there is in the object (measured in kg) and weight is the launched from all over use Pythagoras’
Since then, more than 6500 satellites have been
the world from more than 40 theorem
observing satellites are and locatedtrigonometry.
in this type of orbit, as are the These techniques are referred to as
International Space Station and the Hubble Space Telescope.
longest side) and a and b are the
gravitational force on that mass (a vector measured in N).
orbiting Earth, and geometric
about 1800 of these aremethods. Geometric methods canof be used to calculate the magnitude of two shorter sides of a right-angled
countries. There are close to 5000 satellites currently

use and influence on society. The

The mass of an object is the same everywhere in the universe, but its weight will operational. Satellites in medium-Earth orbits, where the range
change depending on the strength of the gravitational field the object is exposed to altitude is from 2000 km to 35 786 km, include many
(you will learn more about this in Chapter 5). Any object with mass that is free to
move in a gravitational field will experience an acceleration due to gravity, g.
bright enough to allthe be seenvector and its direction.
Figure 4.2.12 shows what they would look like if they were
around the Earth. navigation satellitesPythagoras’ theorem and trigonometry can only be used
such as GPS and remote-sensing triangle. The hypotenuse is easily
satellites. These are located here as they can cover the
for finding
the technology the resultant
Initially, satellites were experimental and used mostly
surface ofvector of intwo vectors that are at right angles to each other. recognised as it is directly across
SHE features provide a segue
42 UNIT 3 | GRAVITY AND ELECTROMAGNETISM Earth at least twice one day.
for military purposes. Today, and
A special orbit of height 35 786 km above the Earth’s
miniaturisation of satellites allows them to take on a much
In Figure 2.2.5, surface
wider range of tasks, including: twogives vectors, 30.0
the satellite a period m east
of 23 hours, 56 minutes and 20.0 m south, are added head to from (opposite) the right angle of
and 4 seconds, which is the same as the period of Earth’s
the triangle.
into the development of claims
• communications (TV, radio, internet, telephone)
• climate and weather tail. The resultant vector,
observations shown in red, is calculated using Pythagoras’ theorem to
rotation, hence the name geosynchronous orbits. A
geosynchronous satellite will return to the same position in

ray telescopes) be 36.1 m. The angle between the east vector and the resultant vector is calculated
• astronomy (Hubble Space Telescope, X-ray and gamma
the sky each day and are thus very useful for TV, radio and

and research questions for the

internet communications.

using trigonometry generally

• military (spying, reconnaissance, ‘killer’ satellites)
• navigation (GPS, GLONASS, Galileo)
to be 33.7°; i.e. in the direction S56.3°E. This result is more
Higher orbits with periods longer than one day and are
used by the military, for weather monitoring and
accurate than the answer determined on page 8.
Highlight boxTrigonometric ratios
• Earth observing (remote sensing, mapping, biological astronomical observations.

research investigation.
surveys)
• habitation (ISS, the former Tiangong and Mir space Review
stations)
N
Just like any object moving in a circle, a satellite will
1 Explain why 160 km is the lowest height limit above the30.0 m east
Earth’s surface for low-Earth orbits.
θ
Highlight featuresMost focus
students learn the mnemonic
experience a centripetal force that keeps it moving around
2 Explain why geosynchronous orbits are the optimal
W
Earth. This force is solely due to the gravitational force itE orbit for communications satellites.
experiences from Earth. The higher a satellite is above Earth’s
surface the weaker the gravitational force, and thus the
3 The Iridium constellation is a privately owned system SOHCAHTOA in their maths
S
students’ attention onIt is often pronounced
of communications satellites used by subscribers to
slower the satellite will move. The equation that relates the
speed, v, of a satellite to its height above Earth’s surface, h, is:
access telephone networks anywhere on Earth. As of
R 20.0 m south classes.
v= GmE
(RE + h)
c2 = a2 + b2 2018, there are 66 individual satellites that orbit at an
average height of 776 km above Earth’s surface. soh-cah-toa and provides a way
important information such as
Calculate the average speed of the Iridium satellites
where G is the gravitational constant 6.67 × 10−11 N m2 kg−2, 20.0 −1
to remember the trigonometric
R = 30.0 + 20.0 tan θ =
2 2 as they
2 move in their orbits (in km s ), and determine
mE is the mass of the Earth, 5.97 × 1024 kg, and RE is the
average radius of the Earth, 6378 km. 30.0
how long one orbit takes to complete.
4 The Bureau of Meteorology obtains weather imagery ratios:
key definitions, formulas and
A satellite moving more slowly will have a greater period, from the Japanese-owned Himawari-8 geostationary
T, around Earth as the radius increases: θ=
= 900 + 400satellite. A geostationary satellite is a tan
–1
0.6667
geosynchronous
sinθ = opposite
T = 2π (RE + h)3 satellite that is at a point directly above the equator, hypotenuse
GmE

R = √1300
and therefore will not appear to move in the sky at all.
Satellites in low-Earth orbits, where the height above
Earth’s surface ranges from just above most of the
= 33.7°
Calculate the average speed in km s−1 of the Himawari-8
satellite as it moves in its orbit around the Earth. salient points. cos θ = hypotenuse
adjacent

= 36.1 m E33.7°S (or S56.3°E)

CHAPTER 6 | ORBITS 113
opposite
tanθ =
adjacent
FIGURE 2.2.5 Two vectors at right angles can be added using the geometric method.

vi
Worked examples Newton’s second law of motion can be used to calculate the weight, Fg, of any
mass in any gravitational field with an acceleration due to gravity g:
Fg = mg
Weight is the force that acts on
an object due to its mass in a
Module summary
gravitational field. It is given by:
g will vary depending on the location, but for objects on the surface of Earth, g is

Worked examples use sequential Each module concludes with

approximately 9.8 m s−2 straight down towards the centre of Earth. Fg = mg

Worked example 3.1.1

steps of thinking and working to a summary to consolidate key

WEIGHT AND MASS

Calculate the weight of Annie, a 44.3 kg student who is at rest on the surface
of Earth.

model calculations and problem- points and concepts.

Thinking Working

Annie’s mass is given. m = 44.3 kg

The location is the surface of Earth, g = 9.8 m s−2 downwards
so the acceleration due to gravity is

solving, step-by-step. Each g = 9.8 m s−2.

Weight is dependent on the variable g. Fg = mg

= 44.3 × 9.8

Worked example is followed by a

= 434 N downwards
= −430 N

➤ Try yourself 3.1.1

Try yourself task where students WEIGHT AND MASS

Calculate the weight on the Moon of the 4932 kg lunar module that was used

apply their learning to a mirrored

to land the Apollo 11 astronauts in 1969. The acceleration due to the Moon’s
gravitational field is 1.62 m s−2. Fg
FIGURE 3.1.1 The weight, Fg, of an object
THE NORMAL FORCE anywhere near the surface of Earth is a force 2.5 Review
problem, to practise the skill.
The normal force is a very important force that acts on an object that is in contact with its direction straight down.
with a surface. It is called the normal force because the direction of this force is SUMMARY
always perpendicular (normal) to the surface, regardless of the angle of the surface
to the horizontal. The normal force is sometimes referred to as a reaction force • If air resistance is ignored, the only force acting on a • The following equations of motion for uniform

Fully worked solutions to all Try

because it is what we ‘feel’ in response to our weight when we stand or sit down. If projectile is its weight, i.e. the force of gravity, Fg. This acceleration must be used for the vertical
we are at rest on a horizontal surface, and no other forces are acting, our weight and results in the projectile having a vertical acceleration component of the motion:
the normal force acting on us are the same magnitude. These two forces will not Fg of 9.8 m s−2 down during its flight. vy = uy + gt
be the same magnitude, however, if other forces act or the directions of the forces • Projectiles move in parabolic paths that can be sy = uy t + 1 gt2

yourself problems are available

FIGURE 3.1.2 The weight, Fg, of an object
change, such as when flying in an aeroplane, or moving in an elevator. analysed by considering the horizontal and vertical 2
resting on a horizontal surface is also a force vy2 = uy2 + 2gsy
Every object on Earth’s surface has weight. This force is always present and with its direction straight down. components of the motion.
should always be the first force considered when analysing forces. • The horizontal velocity of a projectile remains constant
• If a projectile is launched at an upward angle from
A wooden crate of mass m located anywhere near the surface of Earth will have throughout its flight if air resistance is ignored.
a horizontal surface the flight will be symmetrical

online on Pearson Physics 12

FN
its weight, Fg, directed straight down (Figure 3.1.1). Therefore, the following equation for average velocity
around the point of maximum height.
If the wooden crate is resting (i.e. not moving) on the ground, it will also have its can be used for this component of the motion:
• The horizontal component and vertical components sx
weight directed straight down (Figure 3.1.2). ux = v x =
of motion are independent of each other, i.e. they do t
This means the crate is pushing down on the Earth with a force equal to the

Queensland Teacher Support.

not affect each other. • The vertical velocity of a projectile is zero at its
weight of the crate. Newton’s third law says that the Earth will then push back highest point of motion.
up onto the crate with a force of the same magnitude as Fg. This opposite force is
known as the normal force, FN, and is always perpendicular to the surface in contact Fg
with the object (Figure 3.1.3). a Calculate the time taken for the ball to land on the
FIGURE 3.1.3 The normal force, FN, is the KEY QUESTIONS
force that pushes a mass upwards and is fairway after being hit.
Note that the normal force only acts when the object is in contact with a surface.
So there is no normal force in Figure 3.1.1 because the object is not in contact with perpendicular to the surface in contact with For the following questions, assume that the acceleration b Calculate the horizontal distance the ball travels
a surface.
the object. due to gravity is 9.8 m s−2 and ignore the effects of air before landing on the fairway.
resistance unless otherwise stated. c Calculate the acceleration of the ball 0.50 s after
Retrieval being hit.
1 Describe the horizontal velocity of a projectile d Calculate the speed of the ball 0.80 s after it leaves
CHAPTER 3 | INCLINED PLANES 43 throughout its flight, if air resistance is ignored. the club.
2 State the position in the flight of a projectile when its e Calculate the speed with which the ball hits the ground.
vertical velocity is equal to zero. 6 A tourist stands on top of a sea cliff that is 80.0 m high. The
tourist throws a rock horizontally at 25.0 m s−1 into the sea.
Comprehension
3 Describe the shape of the path of a projectile path if vh = 25ms–1
the horizontal and vertical components of its velocity θ=?
are equal and air resistance is ignored.
Analysis

SkillBuilder
4 A marble travelling at 2.0 m s−1 rolls off a jump, angled at
30° above horizontal, and takes 0.75 s to reach the floor. v=? vv = ?
a Calculate how far the marble travels horizontally
SKILLBUILDER before landing.
b Calculate the vertical component of the speed of the
Evaluating sources for validity and reliability marble as it lands.

A SkillBuilder outlines a method Determining the validity and reliability of a source can be a challenging task, especially for novice learners. For some
sources it is easy to find details about the author, evidence and concurrency, while others only contain content and do not
offer any other details.
5
c Calculate the speed of the marble as it lands.
A golfer practising on a range with an elevated tee
4.9 m above the fairway is able to strike a ball so that it
a Determine the speed of the rock as it reaches the water.
b Identify the angle at which the rock is travelling
leaves the club with a horizontal velocity of 20.0 m s−1. relative to the horizontal as it reaches the water.

or technique. Each is instructive

The following tables explain step-by-step how to evaluate a claim about high altitude skydivers.
7 A skateboard travelling at 4.0 m s−1 rolls off a surface
that is angled downward at 15° and that is 1.2 m high.
SOURCE EVALUATED: How a skydiver jumped without a parachute—on purpose—and lived.
Scientific research article https://www.scientificamerican.com/article/how-a-skydiver-jumped-without-a-parachute-on-purpose-and-lived/ a Determine how long the board takes to hit the

and self-contained. SkillBuilders

ground.
tee 20 m s–1
Criteria Decision Support/justification b Determine how far the board lands from the base of
Primary or Is this an eye-witness account or a second- It is an article written for scientifically literate community in the the bench.
secondary second-hand source? hand journal Scientific American. 4.9 m c Calculate the magnitude and direction of the

step students through the skill

acceleration of the board just before it lands.
Validity Does it contain information that is yes Outlines information directly related to air resistance and fairway
specifically related to the claim? a falling skydiver in relation to velocity, acceleration and
displacement of a projectile.
32 UNIT 3 | GRAVITY AND ELECTROMAGNETISM
Is the evidence and information yes Some data on velocity, displacement and time of the skydiver’s

to support science application

pertinent to the variables in the fall in SI and imperial units.
research question?

Reliability Is it current/recent information? yes Published 2 August 2016.

required when analysing or

Is it up-to-date in its understanding of partially Some information on the theory of projectiles and air
relationships? yes resistance is included but it is not at a high mathematical level.

Is the evidence equivalent to other n/a No other sources are quoted in this article.
sources?

utilising knowledge. Check credibility and consider the

author’s qualifications and expertise.
no No information about this author is given.

Try to find the sample size.

Try to establish what variables were

controlled or measured.
n/a

known
This article is not about an experiment with data.

Variables were height of fall, time of flight, horizontal distance

covered, wind speed and direction.
Module review
A judgement could be made about this source
such as:
Key questions are provided to
The information and evidence was published by
an author in a peer-reviewed journal article that
is current and with variables of experimentation
known and directly related to the claim and
test students’ understanding
research question. The results are new but are not

of concepts. Tasks are carefully

yet substantiated, therefore affecting the reliability
of the evidence. This resource is both valid and
reliable, but requires more actual data to be useful.
This article would be a good starting point

categorised under the relevant

for research.

cognitive level—retrieval,
continued over page

CHAPTER 1 | PHYSICS SKILLS AND ASSESSMENT TOOLKIT e113

comprehension, analysis—and
are developed to assess the
syllabus requirements.
Mandatory practicals MANDATORY PRACTICAL 1

Projectile motion—the effect of launch angle MP

on range
The student book includes all
1

Aim Method

mandatory practicals. Practicals

To investigate the relationship between the launch angle of Risk assessment
a projectile, its motion and the range of the projectile. Assessment of risks include chemical hazards and physical
Rationale (scientific background to the hazards. Before you commence this practical activity, you
experiment) must conduct a risk assessment. Complete the template in

fully address the syllabus A projectile is any object that moves, without propulsion,
in free flight. If air resistance is ignored, the only force
acting on a projectile during its flight is that due to gravity.
your Skills and Assessment book or download it from your
eBook.
1 Start a new experiment on your data-collection system.

requirements. Each practical has

This force is constant and is always directed vertically Connect the photogates to your system following the
downwards. It causes the projectile to follow a parabolic manufacturer’s instructions.
path. Note: If photogates aren’t available to you, a stopwatch
The motion of a projectile can be examined by looking at can be used to find the flight time. In estimating the

been trialled and tested to ensure the horizontal and vertical components separately. uncertainty in the measurement, be sure to allow for your
reaction time when both starting and stopping the watch.
Vertically, a projectile will move with an acceleration due
to gravity (9.8 m s−2 downwards at the Earth’s surface). 2 Select ‘velocity between gates’ if prompted by your
data-collection system.

it can be safely performed and

In the horizontal component, velocity is uniform since, if
air resistance is ignored, there are no forces acting in this Ensure the ‘space between gates’ parameter on your
data-collection system is set to the measured space
direction.
between your photogates.
If a projectile is launched at an angle to the horizontal,
3 Attach the projectile launcher to a table so that the

yields effective, safe results.

trigonometry can be used to find the initial horizontal
projectiles travel across the longest part of the table.
and vertical components of the velocity. The equations
One suitable arrangement of launcher, photogates and
of motion can then be used to calculate the horizontal
table is shown in the set-up below. Use the equipment
distance travelled by the projectile.
available to you to arrange the launcher to ‘fire’ down
Timing the length of the table and through the photogates. Be
40 minutes careful to avoid firing the projectile at classmates!

Materials
• data-collection system
• projectile launcher (commercial or improvised,
e.g. poly tube)
• projectile
• photogates and (optionally) a time-of-flight pad or
stopwatch
• angle indicator
• tabletop or bench
• table clamp or burette stand and clamps
• A4 paper
• tape measure
• sticky tape
• carbon paper (optional)
Safety
Always wear safety glasses when using any kind of If a spring-loaded projectile launcher isn’t available to
projectile launcher. Never look down the barrel of a you, a piece of curved ‘poly pipe’ supported by a retort
mechanical projectile launcher. stand can make a good alternative. Discuss, with the
aid of diagrams, how you could do this.

CHAPTER 2 | VECTORS AND PROJECTILE MOTION 33

vii
How to use this book

Chapter review Chapter review

Icons
Each chapter finishes with a
KEY TERMS

acceleration due to gravity free-body diagram tension

Go To icons make GO TO ➤
applied force frictional force weight

list of key terms covered in the drag

force
inclined plane
normal force important links to
chapter and a set of tasks to KEY QUESTIONS
plane at an angle of 35° to the horizontal. Only the
weight and its components are shown. relevant content within the
student books in the course.
Retrieval

test students’ abilities to apply 1 Identify the situation in which weight is equal to the
normal force.
A in all situations

the knowledge gained from the The Go To icons indicate where to

B when the surface is at 0° to the horizontal
C when the surface is at 45° to the horizontal Fgy
D when the surface is at 90° to the horizontal Fg
35°

engage with Chapter 1 in your

2 Identify the option that best describes the motion of

chapter.
Fgx
a rubber ball rolling down a slope on which friction is
negligible. a Describe the net force, and hence the acceleration,
A It moves with constant velocity. of the truck.

eBook.
B It moves with constant acceleration. b Complete the free-body diagram by drawing vectors
C It moves with increasing acceleration. representing the frictional force and normal force.
D It moves with decreasing acceleration. c Calculate the magnitudes of the components of the
weight parallel, Fgx, and perpendicular, Fgy, to the
Comprehension
surface of the plane.
3 Recognise which of the following forces must balance
d Calculate the magnitude of the normal force acting
in order for an object to remain stationary on a
on the truck.
frictionless, inclined plane.

Every mandatory
A weight and normal force Analysis
B weight and applied force 7 Penny is riding in a bobsled that is sliding down a
C applied force and the component of weight parallel snow-covered hill with a slope of 30.0°. The bobsled is
frictionless in situations where brakes are not applied.

practical is supported
to the plane
The total mass of the sled and Penny is 102 kg. Initially
D applied force and the component of weight
the brakes are on and the sled moves down the hill
perpendicular to the plane
with a constant velocity.
4 Recognise which of the following statements describes

by a complimentary
the forces acting on an object on a plane inclined at an B C
angle θ, (θ > 0°).
A The normal force and the weight cancel out. A

SPARKlab alternative practical.

B The normal force is equal in magnitude to the
weight.
C The normal force is always perpendicular to the
surface. D
D In the absence of friction, a component of the
normal force causes the object to accelerate down
E
the slope.
5 Explain why it is much easier to ride a bicycle down a F 30.0°

The Pearson Physics Skills and

hill rather than up the hill.
6 This is a partially drawn free-body diagram of a a Determine which one of the arrows A–F best
2.58 × 103 kg broken-down truck resting on an inclined represents the direction of the frictional force acting on
the sled.

56 UNIT 3 | GRAVITY AND ELECTROMAGNETISM Assessment book icons indicate

the best time to engage with an
activity for practice, application
UNIT 3 • REVIEW
Unit review REVIEW QUESTIONS
and revision.
The type of activity is
TR TR
Topic 1: Gravity and motion
Each unit finishes with a
3.1 3.2

Multiple choice 5 A child on a piece of cardboard is sliding down a sand

comprehensive set of exam-style

1 Two ropes are attached to a block on a frictionless plane
as shown below, viewed from above. Identify the net
force acting on the block.
dune. The combined mass is 32 kg. The sand dune is
at an angle of 35°. There is a constant frictional force of
60 N once the child starts moving. Identify the net force
indicated as follows:
acting on the child.
10 N

questions, including multiple

A 257 N
B 197 N
45º C 180 N

Worksheet (WS)
North
D 120 N

choice, short answer and

West East 6 Two students are playing on a merry-go-round. One
student sits on the floor of the merry-go-round while the
South
70º other student stands at the edge and pushes the merry-

WS
extended response. These review
go-round in a circle. Identify the force(s) causing the
sitting student to travel in a circle.

6N
A the standing student pushing tangential to the circle
B the standing student pushing towards the centre of 3.1.1
questions assist students to draw A 5.3 N east the circle
B 5.22 N N74°E C friction between the sitting student and the floor of

Topic Review (TR)

the merry-go-round towards the centre of the circle
C 10.86 N north
D friction between the sitting student and the floor of

together their knowledge and

D 5.15 N N52°E
the merry-go-round away from the centre of the circle
2 A book is stationary on an inclined plane and three
7 A desk fan has three blades, each 25 cm long. When on
forces act on it: weight, friction and a normal reaction

TR
the lowest speed setting, the tips of the blades travel
force. Identify the best description of the normal force.

understanding of the whole unit.

with a period of 0.8 s. Identify the velocity of the blade
A the net force in the vertical direction
tips.
B the force due to the gravitational field of Earth
C the support force acting perpendicular to the surface
A 1.96 m s−1
B 19.6 m s−1
3.1
D the net force in the direction perpendicular to the
C 0.49 m s−1
surface
D 0.25 m s−1

Mandatory Practical (MP)

3 A ball has been kicked at an angle of 30° from the
8 Select the option that correctly states Kepler’s first law
surface at an initial velocity of 25 m s−1. Identify the
of planetary motion.
magnitude of the velocity of the ball at the highest point,
assuming negligible air resistance. A The orbit of a planet is circular in shape with the Sun
off centre.

MP
A 25 m s−1
B The orbit of a planet is circular in shape with the Sun
B 12.5 m s−1
in the centre.
C 21.7 m s−1

4
D 10.0 m s−1
A ball is being swung around on a string that provides
C The orbit of a planet is elliptical in shape with the Sun
in the centre. 1
D The orbit of a planet is elliptical in shape with the Sun
a constant tension force. Initially the ball is travelling in at one of the foci.
a circular path of radius 20.0 cm with a period of 0.30 s.

Practical Activity (PA)

9 A student designed an experiment to find the
The string is adjusted so the ball travels in a circular
relationship between the launch angle and the
path with a radius of 15.0 cm. Determine the average
horizontal distance travelled by a projectile. Identify
velocity of the ball in the new path.
which of the following lists of variables must be held
A 4.12 m s−1
constant in this experiment.
B 1.99 m s−1
C 3.95 m s−1
A launch velocity, horizontal distance, lab conditions
B launch angle, object being launched, lab conditions
PA
D 2.51 m s−1
C object being launched, time of flight, lab conditions
D object being launched, launch velocity, lab conditions
3.2.1

Sample Assessment
REVIEW QUESTIONS 237

Task (SAT) SAT

IA2
Glossary Answers
The Reader+ icon
Key terms are shown in bold Numerical answers and key indicates when to engage
throughout the Student Book short-response answers are with an asset via your
and are listed at the end of included at the back of the Reader+ eBook. Assets
each chapter. A comprehensive book. The Pearson Physics 12 may include videos and
glossary at the end of the book Queensland Reader+ eBook interactive activities.
defines all the key terms. The provides comprehensive answers
glossary aligns with the syllabus to all tasks; and fully worked
context and includes the QCAA solutions for all module review
defined terminology. tasks, try yourself, science as
a human endeavour, chapter
review questions and unit review
questions.

viii
Pearson Physics 12 Queensland
PEARSON Student Book
PHYSICS
QUEENSLAND
STUDENT BOOK
Pearson Physics 12 Queensland Student Book has been developed by
UNITS 3 & 4
experienced Queensland teachers to address all the requirements of
the new QCAA Physics General Senior Syllabus. The series features
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PEARSON

PHYSICS
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UNITS 3 & 4

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ix