Mary Norris, Stephenville High School, Stephenville ISD, Pre-AP Physics, Grades 11-12, 7 instructional
days
End of Summer Report
Table of Contents
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7.
Overview
Education Standards (TEKS)
Class Objectives
Student Activities
Supplies
Summary (expected student outcomes)
Pre/Post Test
Overview
I worked in Dr. Linn Shao’s laboratory at Texas A&M University (nuclear material research).
Some materials exhibit a property known as the photoelectric effect that causes them to absorb photons of
light and release electrons. Devices such as Geiger counters and solar cells make practical use of the
photoelectric effect.
There are multiple purposes for my classroom project. One is to introduce the students to the
topic of the photoelectric effect, the second is to spiral the lesson to include the previously
learned subjects of velocity, and distance time graphs and the third is to tie both of these topics
together with the engineering process. I plan to spend 4 class periods for these activities.
Education Standards (TEKS)
The standards that apply to my topic are as follows:
(1) (A) demonstrate safe practices during laboratory and field investigations;
(2) (E) design and implement investigative procedures, including making
observations, asking well-defined questions, formulating testable hypotheses,
identifying variables, selecting appropriate equipment and technology, and
evaluating numerical answers for reasonableness;
(2) (H) make measurements with accuracy and precision and record data using
scientific notation and International System (SI) units;
(2) (I) identify and quantify causes and effects of uncertainties in measured
data;
(2) (J) organize and evaluate data and make inferences from data, including the
use of tables, charts, and graphs;
(2) (K) communicate valid conclusions supported by the data through various
methods such as lab reports, labeled drawings, graphic organizers, journals,
summaries, oral reports, and technology-based reports; and
(2) (L) express and manipulate relationships among physical variables
quantitatively, including the use of graphs, charts, and equations.
(3) (E) research and describe the connections between physics and future
careers;
(4) (A) generate and interpret graphs and charts describing different types of
motion, including the use of real-time technology such as motion detectors or
photogates;
(B) describe and analyze motion in one dimension using equations with the
concepts of distance, displacement, speed, average velocity, instantaneous
velocity, and acceleration;
(6) (D) demonstrate and apply the laws of conservation of energy and
conservation of momentum in one dimension;
(8) (A) describe the photoelectric effect and the dual nature of light;
(8) (C) describe the significance of mass-energy equivalence and apply it in
explanations of phenomena such as nuclear stability, fission, and fusion; and
(8) (D) give examples of applications of atomic and nuclear phenomena such as
radiation therapy, diagnostic imaging, and nuclear power and examples of
applications of quantum phenomena such as digital cameras.
Class Objectives
The students will learn some new material and will be using previously taught material.
The new material will be the practical side of the photoelectric effect, namely the solar cars.
The previous material will be the calculation of velocity and graphing techniques to calculate
velocity. The students will also need to use cooperative learning skills to design construct a
solar car using raw materials. Emphasis will be placed on testing their solar cars, for example,
the velocity of the cars, followed by modifications and more testing.
Student Activities
The student will engage in multiple activities to learn about the engineering process as
well as the photoelectric effect. The introduction will include a video that shows many objects
falling from the sky. As the video goes on it describes those things as kilowatts of power that
normally can’t be seen. This is meant to grab the attention of the students. Next will be direct
instruction in which I give a power point presentation which will briefly describe the history of
the photoelectric effect, review the concepts of average velocity, position time graphs, the
functioning of the Labquest software and describe what I want my students to do to create
their solar cars. In the last part I will give an overview of the process the students are to follow,
how much velocity I expect their cars to achieve and what milestones they need to complete
every day. I will also review the process for group work in order to set the ground rules that
everyone must participate. For the remaining class time the students will research solar power
and/or solar cars
The second day the groups of students will design their cars. They will be required to
have their written plan approved before they can get materials to build the cars. I plan for cars
to be simple enough so they can be assembled in one day. I have researched a couple
possibilities. I plan to purchase KNEX for building materials, small solar panels and small
motors. I believe that the solar panels with motors will be shared between the classes. I will
also have class sets of different kinds of flashlights that the students can use to power their
cars. I plan for the students to work indoors. My school does not have a great place to run the
cars with the motion detectors outside and by working indoors, I do not need to worry about
the weather. Working indoors would be ideal, but I think after testing a few solar panels I may
need to work outside.
The third day the students will test their cars to see if they meet the specifications.
They will need to use the Labquest with a motion detector . After their cars run down the track
the students will analyze their graphs. They will then discuss in their groups possible ways to
improve their speeds.
The fourth day will be spent making modifications and testing the cars.
Supplies
Solar Cells
small motors
K’NEX
Flashlights
LabQuest
Motion Detectors
hot wheels tracks
In my lab, I already have all the materials except the solar cells, K’NEX, small motors and
flashlights.
Summary (expected student outcomes)
At the end of the lesson the student will be able to explain the photoelectric effect and practical
uses of photoelectric effect (solar cells). They will be able to generate and interpret graphs and charts
describing different types of motion. They will be able to describe and analyze motion in one dimension
using equations with the concepts of distance, displacement, speed, and average velocity.
Pre/Post Test
1. The word photovoltaic comes from words meaning:
a) wind energy
b) brightness
c) light and electricity
d) picture which moves
2. Solar photovoltaic cells were originally deployed for:
a) desert cooling
b) winter use
c) the space program
d) brick houses
3. Developing solar energy is important because it:
a) does not produce pollution
b) can be utilized in most regions of the U.S.
c) reduces our dependency on imported energy
d) all of the above
4. The slope of a position time graph is
a) average acceleration
b) average displacement
c )average velocity
d) there is not enough information to determine.
5. Average velocity can be defined as:
a) the total displacement divided by the time interval during which the displacement occurred.
b) the rate of change of velocity
c) the motion of an object falling with a constant acceleration.
d) the net force times the displacement.
6. Albert Einstein received the Nobel Prize in 1921 for his work on
a)relativity.
b) the atomic bomb.
c) the photoelectric effect.
d) quantum physics.
7. Photovoltaic cells directly convert light into electricity at the atomic level. Some materials
exhibit a property known as the photoelectric effect that causes them
a)absorb photons of light and release electrons.
b)absorb electrons and release photons of light.
c)absorb neutrons and release electrons
d)absorb electrons and release energy.
8. When free electrons are captured,
a)an electric current results that can be used as electricity.
b)an explosion happens.
c)nothing happens, electrons cannot be released.
d) they cannot be returned until the protons pay a ransom.