While the significance of the cross-curriculum priorities for Physics varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority.
Through an investigation of contexts that draw on Aboriginal and Torres Strait Islander histories and cultures students can appreciate Aboriginal and Torres Strait Islander Peoples’ understanding of physical phenomena, including of the motion of objects, and of astronomical phenomena.
Contexts that draw on Asian scientific research and development and collaborative endeavours in the Asia Pacific region provide an opportunity for students to investigate Asia and Australia’s engagement with Asia. Students could examine the important role played by people of the Asia region in such areas as medicine, communication technologies, transportation, sports science and energy security. They could consider collaborative projects between Australian and Asian scientists and the contribution these make to scientific knowledge.
The cross-curriculum priority of Sustainability provides authentic contexts for exploring, investigating and understanding the function and interactions of physical systems. Physics explores a wide range of physical systems that operate at different temporal and spatial scales. By investigating the relationships between systems and system components and how systems respond to change, students develop an appreciation for the ways in which matter and energy interactions shape the Earth system. In exploring applications of physics knowledge, students appreciate that science provides the basis for decision making in many areas of society and that these decisions can impact the Earth system. They understand the importance of using physical science knowledge to predict possible effects of human and other activity, and to develop management plans or alternative technologies that minimise these effects and provide for a more sustainable future.