Connecticut Technical High School System
CTHSS
PHYSICS
SCOPE AND SEQUENCE
May 2005
______________________________________________________________________________
PHYSICS
With Laboratory Applications
I.
DESCRIPTION OF THE COURSE
This course provides students with a solid foundation in physics. It incorporates
problem-solving, hands-on activities, experiments, and projects. Use of state of the art
physics equipment is specified such as data collection probes with graphing calculator
and interfaces. The course also includes real-world applications of the physics concepts.
All of the content standards and concepts specified in the State of Connecticut
“Enrichment Science Content Standards For Advanced Courses” as of January 2005
for Physics have been incorporated. These specific standards and concepts are indicated
by “(CT).”
Additional requirements have been incorporated to make this a Tech Prep Physics course
suitable for students to earn college credit at Connecticut’s Technical Colleges. Those
items that do not have (CT) indicated are primarily based on the objectives in Glencoe’s
Physics: Principles and Problems (2005 ed.). This is the principle text for the course.
The reference text for the course is Paul Hewitt’s Conceptual Physics. Differentiated
instruction is incorporated in this course and it can serve as a high school physics course
for students. However, students who demonstrate college level achievement will be able
to earn college credit.
II.
PURPOSE OF THE COURSE
Students, independently and collaboratively will be expected to:

Understand and apply basic concepts, principles and theories of physics and its
interrelationships with other sciences.

Show science literacy through speaking, presenting, interpreting, reading and
writing about the basic concepts in physics that explain the natural world and the
way things work.

Use mathematics as a powerful tool for problem solving and the description,
analysis and presentation of scientific data and ideas.

Identify and solve problems through scientific inquiry and exploration, including
the formulation of hypotheses, design of experiments, use of technology, analysis
of data and drawing of conclusions.

Select and properly use appropriate laboratory technology, equipment and
materials, including measuring and sensing devices.

Analyze the possibilities and limits of science and technology in order to make
the best judgments regarding solutions to problems.

Understand that the way in which scientific knowledge is formulated is crucial to
the validity of that knowledge.
2
III.
GOALS AND EXPECTED PERFORMANCES
The goal is to develop scientific literacy in students through exploration of physics
concepts that will provide students with the background necessary for the technological
workplace. Additionally, motivated students have the opportunity to earn college credit
from Connecticut’s Technical Colleges for Introductory Physics.
IV.
OBJECTIVES
All students should have access to a rich and challenging physics curriculum that will
assure them opportunities to acquire a fundamental understanding of physics and its
applications in society. Based on contemporary trends in science and society, there is a
growing need for:
V.

Citizens to be scientifically literate in order to deal with science related personal,
trade, and global issues.

Students to be aware of the growing availability and use of information technologies
to access, analyze, share and communicate knowledge.

Students to recognize the evolving interdisciplinary nature of contemporary science
knowledge and careers.
CORE LIST
The core list ensures that there is a common program of learning and instruction.
However, the curriculum is not limited to the core list as it allows for differentiation and
modification based on student background and interest.
CORE BOOKS:
Physics: Principles and Problems (McGraw Hill Glencoe)
Conceptual Physics (Scott Foresman Addison Wesley & Prentice Hall)
3
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 1: REPRESENTING MOTION
UNIT: MOTION AND FORCES
The students will understand that motion is relative. Motion can also be described by words,
motion diagrams, and graphs.
LEARNER OUTCOMES

Safety plays an important role in scientific
work and in the physics laboratory.

Describe a frame of reference.

Describe how a particle model is used to
represent a moving object in motion
diagrams.

Describe the meaning of uniform motion.

Demonstrate the ability to calculate speed
and to solve an equation involving speed,
distance, and time for an object in uniform
motion.

Define coordinate systems for motion
problems and recognize that the chosen
coordinate system affects the sign of an
object’s position.

Distinguish between a vector and a scalar.

Determine a time interval for an object’s
motion.

Distinguish displacement from distance.

Draw motion diagrams and use them to
answer questions about an object’s position
and displacement.


INDICATORS OF LEARNING

LAB – Constant Velocity Toy Car
Measure the velocity of a battery powered
toy car using a motion detector.

LAB – Motion Matching Analyze
position-time graphs of a student’s motion
matching for given position-time graphs
using motion detector.

CALCULATION – Solve uniform motion
(constant speed) problems using: v = d/t.

CALCULATION – Determine average
velocity from given data and from positiontime graphs by calculating the slope.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 2
Ref. Text, Conceptual Physics, Chapter 2
Create position-time graphs for moving
objects and use these graphs to determine
an object’s position and displacement.
______________________________________
EQUIPMENT/MATERIALS
Define velocity and differentiate between
speed and velocity.



Cont.

Define average velocity and demonstrate
4
Pasco motion detector.
Motion detector with CBL (or Lab Pro)
and graphing calculator.
Sonic Ranger with graphing calculator.
the ability to calculate it.

Recognize that average velocity is the
slope of a position-time graph for an
object’s motion.

Distinguish between average speed and
average velocity.

Distinguish instantaneous velocity from
average velocity.
Scope and Sequence – Physics
Science
5
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 2: ACCELERATED MOTION
UNIT: MOTION AND FORCES
Students will be able to describe acceleration as a quantity that involves change. It is a vector
having magnitude and direction. Constant acceleration is a special case of acceleration and a
basic set of equations can be used to solve constant acceleration problems.
LEARNER OUTCOMES

Define acceleration and explain the units
for acceleration.

Relate velocity and acceleration to the
motion of objects.

Demonstrate an understanding of the
meaning of positive and negative
acceleration and recognize that when the
velocity and acceleration of an object are in
opposite directions, the object is slowing
down.

Define average acceleration and
demonstrate the ability to calculate it.

Create velocity-time graphs and recognize
that the average acceleration of an object is
the slope of its velocity-time graph.

Distinguish between average and
instantaneous acceleration.

Interpret position-time graphs for motion
with constant acceleration.

Apply mathematical relationships among
position, velocity, acceleration, and time to
solve constant-acceleration problems using
an organized strategy.

Define acceleration due to gravity and
recognize its value near the surface of the
earth.
INDICATORS OF LEARNING

ACTIVITY - Construct a cork
accelerometer and use it to measure and
calculate acceleration.

LAB – Acceleration of a Falling Object
Use a ticker-tape timing device to measure
the acceleration due to gravity.

CALCULATION – Determine average
acceleration from given data and from
velocity-time graphs by calculating the
slope.

CALCULATION -- Solve constant
acceleration problems with zero initial
velocity using: v = at, d = ½ at2 and
v2 = 2ad. Also, solve free-fall problems
where: a = - g = -9.8 m/s2.

PROJECT – Rocket Build model rockets
and launch them. Calculate the velocity,
acceleration, and the maximum height of
the rocket.
______________________________________
DEMONSTRATIONS

Cont.
6
Penny and Feather A penny and feather
falling with uniform acceleration in a tube
under vacuum.



______________________________________
TEXT/ RESOURCES
Describe the motion of an object in freefall from rest and understand that free-fall
means falling only under the action of the
force of gravity and no other forces.
Physics: Principles and Problems, Chapter 3
Ref. Text, Conceptual Physics, Chapter 2
Describe the motion of an object thrown
straight up until it hits the ground under
negligible air resistance.
______________________________________
EQUIPMENT/MATERIALS
Determine the speed and distance fallen at
any time for a free-falling object that is
dropped from rest.




Vacuum pump and vacuum tube.
Electric Ticker Tape Timing Devices.
Model Rockets.
Stop Watches.
Scope and Sequence – Physics
Science
7
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 3: FORCES IN ONE DIMENSION
UNIT: MOTION AND FORCES
Newton’s laws predict the motion of most objects. (CT)
LEARNER OUTCOMES
INDICATORS OF LEARNING

Define force and distinguish between a
contact force and field force

Interpret free-body diagrams and
understand the meaning of net force and
equilibrium.
ACTIVITY – Forces in an Elevator
While standing on a bathroom scale a
student measures and records his weight
during an elevator’s acceleration, constant
velocity, and deceleration.

Explain that when forces are balanced on
an object no acceleration occurs which

means that the object continues to move at
a constant speed or stays at rest ( The law
of inertia--Newton’s first law). (CT)
LAB – Hooke’s Law Demonstrate skill in
graphing and calculating slope of a straight
line in order to determine the spring constant
using force and elongation data.

Use F = ma to solve one-dimensional
motion problems that involve constant
forces (Newton’s second law). (CT)

Describe how the weight of an object
depends upon the acceleration due to
gravity and the mass of the object.

Differentiate between actual weight and
apparent weight and explain the meaning
of weightlessness.

Explain that an object reaches terminal
velocity when the drag force equals the
force of gravity on the object.

Demonstrate an understanding that when
one object exerts a force on a second
object, the second object always exerts a
force of equal magnitude and in the
opposite direction (Newton’s third law).
(CT)


LAB – Terminal Velocity Use motion
detectors to measure the terminal velocity of
falling coffee filters.

CALCULATION -- Use Newton’s second
law of motion (F = ma) to solve problems.

CALCULATION -- Using SI units,
determine the weight of an object given its
mass and vice-versa.

PROJECT– Balloon Rocket Racer
Design a small car powered by a balloon and
explain how the third law of motion
describes its propulsion.
_______________________________________
DEMONSTRATIONS

Inertia Ball String pull on a steel ball (or
heavy book) suspended from a string with a
second string hanging from the ball.

Table Cloth and Dishes.
Cont.
8

Explain the tension in ropes and strings in
terms of Newton’s third law.

Define the normal force and determine the
value of the normal force by applying
Newton’s second law.

Explain that Newton’s laws are not exact
but provide very good approximations
unless an object is moving close to the
speed of light or is small enough that
quantum effects are important. (CT)

Wooden Hoop A hoop is placed vertically
on a tube. A magic marker on top of the
hoop falls into the tube when the hoop is
pushed away.

Spool of Thread Pull

Zero Net Force Pulling an object across a
surface at constant velocity with a spring
scale.

Atwood’s Machine Use a fixed pulley with
two different masses hanging to show how
changing the applied force affects the
acceleration of a system.

Tug-of-War/Tension Using a spring scale
show that the tension in the rope is equal to
the force exerted on either end as long as
there is no motion.
_______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 4
Ref. Text, Conceptual Physics, Chapters 4,5,6
_______________________________________
EQUIPMENT/MATERIALS

Pasco motion detector.

Motion detector with CBL (or Lab Pro) and
graphing calculator.

Pulley and standard masses.

Sonic Ranger with graphing calculator.

ESPN Sports Figures Video “That Mu You
Do.”
Scope and Sequence – Physics
Science
9
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 4: FORCES IN TWO DIMENSIONS
UNIT: MOTION AND FORCES
Newton’s laws predict the motion of most objects. (CT)
LEARNER OUTCOMES
INDICATORS OF LEARNING

Evaluate the resultant or the sum of two or 
more vectors in two dimensions
graphically.

Determine the components of vectors.

Solve for the sum of two or more vectors,
algebraically, by adding the components
of the vectors.

Define the friction force and explain its
cause.

Distinguish between static and kinetic
friction.

Determine the coefficients of kinetic and
static friction using the equations that
model kinetic and static friction.

Determine the force (equilibrant) that
produces equilibrium when three forces
act on an object.

Analyze the motion of an object on an
inclined plane with and without friction.
ACTIVITY - Vector Addition Use
graphical methods of vector addition (tip-totail and parallelogram) to add 2 or more
vectors together. Sticks of different lengths
may also be utilized as the actual vectors.

ACTIVITY – Vector Treasure Hunt
Students are to use a set of index cards with
a distance and direction on each card (e.g.
12.5 m NORTH) in order to locate an
unknown object somewhere in the school.
The students are to make a map of the path
from a given starting point to the unknown
object using tip-to-tail vector addition. They
are then to attempt to find the object.

LAB – Force Table For two forces at
some angle apart, determine the equilibrant
and resultant force. Verify the results
graphically.

LAB – Slipping and Sliding CAPT Lab
Utilize equipment from this standard lab in
an upgrade to determine the kinetic and
static friction force and associated
coefficients of friction for a wood block
sliding along various surfaces. Use
horizontal and inclined surfaces.

LAB – Friction Force and Shoes
(Alternate Lab to Slipping and Sliding )
Determine the kinetic and static friction
force and associated coefficients of friction
for different shoes/sneakers sliding against a
surface such as wood. Use horizontal and
inclined surfaces.
10

CALCULATION – Solve vector practice
problems using algebra and trigonometry.

CALCULATION – Solve friction practice
problems.

CALCULATION – Solve problems
involving inclined planes.
_______________________________________
DEMONSTRATIONS

Weight Suspended by Two Spring Scales
Show how the tension force increases as the
angle between the spring scales increases.
_______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 5
Ref. Text, Conceptual Physics, Chapters 4, 5
_______________________________________
EQUIPMENT/MATERIALS








Sticks of different lengths representing
vectors.
Spring scales.
Metric Mass Sets.
Force tables.
Wood blocks
Cardboard
Sandpaper (3 grades)
Wax paper
Scope and Sequence – Physics
Science
11
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 5: MOTION IN TWO DIMENSIONS
UNIT: MOTION AND FORCES
Students will understand that projectile motion involves the combination of two separate
motions, horizontal and vertical motion, which can be treated independently of each other.
LEARNER OUTCOMES

Recognize that the vertical and horizontal
motions of a projectile are independent.

Relate the height, time in the air, and initial
velocity of a projectile using its vertical
motion, and then determine the range using
the horizontal motion.

Explain how the trajectory of the projectile
depends upon the frame of reference from
which it is observed.

Describe the meaning of uniform circular
motion.

Explain why an object moving in a circle at
constant speed is accelerated.

Describe how centripetal acceleration
depends upon the object’s speed and the
radius of the circle.

Explain that a force applied to an object
perpendicular to the direction of its motion
causes the object to change direction but
not speed. (CT)

Describe how circular motion requires the
application of a constant force directed
toward the center of the circle. (CT)

Identify the forces that cause centripetal
acceleration.

Explain the meaning of the centrifugal
force and why it is called a fictitious force.
INDICATORS OF LEARNING

LAB – Projectile Motion With a steel
ball rolling down a ramp and off a table,
measure the landing spot and compare with
calculated location. Use stop watch or
photogate timing devices with CBL and
calculator to determine horizontal launch
velocity.

LAB – Centripetal Force A rubber
stopper is tied to a string that is fed through
a PVC tube. The stopper is twirled with a
weight hanging off the other end of the
string. The stopper is rotated at such a rate
that the string does not move up or down in
the tube. From known weight, radius of
twirled string, and speed of rotation, the
mass of the stopper can be determined.

CALCULATION – Determine the range,
time of flight, and maximum height for a
projectile given an initial velocity at a
specified angle.
CALCULATION – Determine the
centripetal acceleration and centripetal
force acting on objects moving in a circular
path or arc. Use the equations ac = v2/r
and Fc = mv2/r.


12
PROJECT – Projectile Launcher Design
a projectile launcher that will hit a target a
known distance away such as 3-5 meters.

PROJECT – Paper Catapult (Alternate
Projectile Project) Research the internet for
paper catapult designs. Build a working
catapult out of paper that can be used with
grapes, pennies, etc.
______________________________________
DEMONSTRATIONS

Monkey and Hunter Show with actual
hardware the aiming required when a
monkey and projectile are released
simultaneously.

Centripetal Force A whiffle ball tied to a
string and twirled in a circle.

Vertical Swing of a Pail of Water
______________________________________
TEXT/RESOUCES
Physics: Principles and Problems, Chapter 6
Ref. Text, Conceptual Physics, Chapters 3, 9
______________________________________
EQUIPMENT/MATERIALS






PASCO Monkey Shoot Apparatus or
equiv.
Steel balls.
Projectile launch ramps.
Stop watches
Photogate timing device, CBL, and
graphing calculator.
ESPN Sports Figures Video “Big Air
Rules.”
Scope and Sequence – Physics
Science
13
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 6: GRAVITATION
UNIT: MOTION AND FORCES
There is an attractive force that exits between all objects that have mass. The law of universal
gravitation defines this force as directly proportional to the product of the masses and inversely
proportional to the square of the distance between the masses.
LEARNER OUTCOMES
INDICATORS OF LEARNING

List Kepler’s three laws and explain them.

ACTIVITY – Elliptical Motion Using
two push pins, string, pencil, and cardboard
students will draw an ellipse and use it to
explain Kepler’s laws.

Describe how the gravitational force is
proportional to the masses of two spherical
bodies and is inversely proportional to the
square of the distance between their centers
(law of universal gravitation).

Relate Kepler’s laws to the law of universal
gravitation.

CONSTRUCTED RESPONSE – Explain
the following:

Describe the importance of Cavendish’s
experiment to measure G.

Solve orbital motion problems in order to
determine orbital periods, radius, and
speeds.


Relate weightlessness to objects in free fall. 
Describe gravitational fields.

Compare inertial and gravitational mass.

Describe Einstein’s theory of gravity.
---“Weighing the Earth” Experiment
---Apparent weightlessness
---Inertial and gravitational mass
---Einstein’s theory of gravity (discuss
curvature of space-time continuum).
CALCULATION – Use Newton’s law of
universal gravitation (F = G m1m2/d2) to
calculate the gravitational force between
two specified masses located at some
distance from one another.

CALCULATION – Calculate the orbital
periods, radius and speeds of objects in
circular orbits.

PROJECT – Design a planet. Define its
location, mass, orbital speed, period, etc.
______________________________________
DEMONSTRATIONS

Inertial Balance – Use to show how to
measure the inertial mass of an object
based on its period of vibration.

Einstein’s theory of gravity – Use rubber
sheet (or equivalent) and spheres of
different masses to represent gravity as the
curvature of the space-time continuum.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 7
Ref. Text, Conceptual Physics, Chapters 12,
13 and 14.
______________________________________
EQUIPMENT/MATERIALS



Inertial Balance
Standard masses
Stopwatch
Scope and Sequence – Physics
Science
15
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 7: ROTATIONAL MOTION
UNIT: MOTION AND FORCES
Students will be able to understand the basic concepts of rotational motion such as rotational
inertia and torque.
LEARNER OUTCOMES

Describe angular displacement, angular
velocity, and angular acceleration.

Describe torque and the factors that
determine it.

Calculate net torque.

Calculate the moment of inertia (rotational
inertia.)

Describe Newton’s second law for
rotational motion.

Define center of mass.

Explain how the location of the center of
mass affects the stability of an object.

Define the conditions for equilibrium.

Describe how rotating frames of reference
give rise to apparent forces called the
centrifugal force and Coriolis force.
INDICATORS OF LEARNING

ACTIVITY – Sensing Torque A meter
stick is held at one end using one hand.
The meter stick is tipped up and down
while a 500 g or 1 kg mass (the weight) is
moved to different locations. Students are
to explain why it is harder to move the
meter stick when the mass is farther away
from the hand (fulcrum).

LAB – Scaffolding Torque and
Equilibrium A meter stick, spring scales,
and weights are used to model scaffolding
in order to analyze torque under conditions
of equilibrium where the sum of the
clockwise torques equals the sum of the
counterclockwise torques.

CONSTRUCTED RESPONSE – Choose
a particular spinning or rotating object
(automobile tire, CD, the Earth, etc. ) and
describe its angular displacement, angular
velocity, and angular acceleration using
proper units.

CONSTRUCTED RESPONSE – Discuss
how forces are necessary to cause an object
to accelerate in linear motion, while
torques are needed to cause objects to
rotate (experience angular acceleration).
Also, describe the rotational equivalent for
mass. Provide an example to illustrate a
particular torque causing the rotation of
some object.
16

CALCULATION – Determine the
moment of inertia for various objects.

CALCULATION – Solve equilibrium
torque problems.
______________________________________
DEMONSTRATIONS

Angular Velocity Pull on a string
wrapped around a large wheel using a
constant velocity and observe the wheel’s
angular velocity. Use the same velocity to
pull on a string wrapped around a smaller
wheel observing this wheel’s angular
velocity.

Classroom Door and Torque Show how
the location and direction of the force
exerted to move the door affects its
rotation.

Rotating Two Apparently Identical PVC
tubes. The tubes have identical masses
within but different mass distributions.

Ring, Disk, and Solid Sphere Rolling
Down a Ramp (Alternate materials:
hollow can, solid can, and ball.)

Can Competition Race two soup cans
down an inclined plane. One can has a
liquid broth soup while the other can has a
thick paste soup.

Center of Gravity of a Flat Irregular
Object Use plumb line and weight
method.

Toppling Show how toppling occurs when
the CG is located beyond the support
surface of the object. Use a cone as the
object or a block on an inclined plane.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 8
Ref. Text, Conceptual Physics, Chapters 10
and 11.
17
______________________________________
EQUIPMENT/MATERIALS


Meter sticks, standard masses, and spring
scales.
Ring, Disk, and Sphere Moment of Inertia
demonstration kit.
Scope and Sequence – Physics
Science
18
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 8: MOMENTUM AND ITS CONSERVATION
UNIT: CONSERVATION OF ENERGY AND MOMENTUM
The laws of conservation of energy and momentum provide a way to predict and describe the
movement of objects. (CT)
LEARNER OUTCOMES

Define the momentum of an object.

Calculate momentum (represented by the
letter p) using p = mv. (CT)

Explain that momentum is a separately
conserved quantity different from energy.
(CT)
INDICATORS OF LEARNING

LAB – Elastic and Inelastic Collisions
Use air track and gliders to analyze
collisions. A dynamics cart track and lowfriction dynamics carts can also be used.

CONSTRUCTED RESPONSE – Use the
impulse-momentum theorem, Ft = mv,
to explain how air bags in cars decrease the
impact force. Use the same theorem to
explain the purpose of the front-end
crumple zones in cars.

CONSTRUCTED RESPONSE – Explain
how momentum is conserved when a firecracker explodes or for objects in twodimensional collisions.

Determine the impulse given to an object.

Discuss how an unbalanced force acting on
an object over an interval of time produces
a change in its momentum (Ft = mv).
(CT)

Explain the angular impulse-angular
momentum theorem.

State the law of conservation of momentum
and recognize the conditions under which
momentum is conserved.

Relate Newton’s third law to conservation
of momentum.


Solve non-collision type problems using
the law of conservation of momentum.

Explain how the principles of conservation
of momentum and energy can be used to
solve problems involving elastic and
inelastic collisions in one dimension. (CT)

Explain how momentum is conserved in
two-dimensional collisions.

Define the angular momentum of an object.

Explain the law of conservation of angular
momentum.
CONSTRUCTED RESPONSE - Use the
angular impulse-angular momentum
theorem to explain how an ice-skater uses
an external torque to begin spinning. Also,
explain using conservation of angular
momentum how the ice-skater can change
the rate of rotation.

CALCULATION – Solve sample
problems using p = mv and Ft = mv.

CALCULATION – Solve sample
problems using conservation of momentum
for non-collision and collision-type
problems.
19

PROJECT – Single Egg Drop Design a
container out of 30 plastic straws and 1 m
of masking tape that will enable one egg to
be dropped from a height of 6 feet without
breaking. Explain how the container
prevents the egg from breaking using the
impulse-momentum theorem.

PROJECT – Students are to design a cart
with an egg as a passenger in some kind of
holder that will enable the egg not to break
when the car rolls down an incline and hits
an object. (This is an alternate project to
the single egg drop above.)

PROJECT – Dozen Egg Drop Students
in groups will design a container holding a
dozen eggs that will enable the eggs to
survive without breaking when dropped
from a second story window to the ground.
Include engineering considerations of size,
weight, and cost.

PROJECT – Newtonian Demonstrator
(Collision Balls) Design and construct a
Newtonian demonstrator. Explain its
operation using conservation of momentum
and conservation of kinetic energy.
______________________________________
DEMONSTRATIONS

Egg Throw at Sheet

Penny Collison – Illustrate conservation of
momentum with one penny hitting another
penny.

Pool Players Result – Using the air track
illustrate conservation of momentum using
two gliders of equal mass in an elastic
collision with one glider initially
stationary. (Similar to Penny collision
above.)

Two-Dimensional Collisions - Use an air
table or air hockey game table to illustrate
two-dimensional collisions.
20

Newtonian Demonstrator

Ballistic Pendulum Students are to
observe and record the height rise of the
block and knowing the mass of the “bullet”
projectile and the block, determine the
initial velocity of the projectile.

Rotating Platform and Weights
Demonstrate change in rotational speed and
conservation of angular momentum
holding hand weights.

Rotating Platform and Bicycle Wheel
Demonstrate conservation of angular
momentum when a horizontally spinning
bicycle wheel is turned upside down.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 9
Ref. Text, Conceptual Physics, Chapters 7, 11
______________________________________
EQUIPMENT/MATERIALS










Air Track and accessories.
Dynamics cart track with low-friction carts.
Newtonian Demonstrator
Ballistic Pendulum.
Air Table and accessories.
Rotating platform or rotating stool.
Standard hand weights.
Bicycle wheel.
ESPN Sports Figures Video “Running with
Momentum.”
ESPN Sports Figures Video “Relaxing with
Impulse.”
Scope and Sequence – Physics
Science
21
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 9: ENERGY, WORK, AND SIMPLE MACHINES
UNIT: CONSERVATION OF ENERGY AND MOMENTUM
There is a relationship between energy and work and machines allow work to be done with a
reduced force.
LEARNER OUTCOMES
INDICATORS OF LEARNING

Distinguish between the scientific and

ordinary meaning of work. Display an
understanding that scientific work is energy
transferred to or from an object by means
of a force acting on the object.
ACTIVITY – Stair Climbing
Horsepower Determine individual
student horsepower for running and/or
walking up two flights of stairs.

Identify the force that results in work.

Demonstrate the ability to calculate the
work done by a constant force.

Display an understanding of the workenergy theorem (W = KE) and that it
only applies if the force acting on an object
changes only the kinetic energy of the
object and no other energy of the object.
LAB – Simple Machines Have stations
set up in the laboratory with the simple
machine systems noted below. Students
are to make measurements and analyze
these systems.


---Inclined Plane: Low and High Friction
---Pulleys
---Wheel and Axle System
Calculate the work done by a variable
force.
---Gear System
---Levers

Differentiate between work and power, and
calculate the power used.

Demonstrate the understanding that simple
machines do not increase the amount of
work. Describe why simple machines are
useful and recognize the six basic simple
machines.

Distinguish between the ideal and actual
mechanical advantage of a machine and use 
these concepts correctly in solving
problems.


Recognize that compound machines are
simple machines linked together.


Cont.
22
CONSTRUCTED RESPONSE –
Students are to note the simple machines
that are used in their specific shop and
explain how they are used.
CALCULATION – Solve sample
problems for the work done by a force.
CALCULATION – Solve problems
involving kinetic energy and work.
CALCULATION – Solve sample
problems for power in English and metric
units (Watts and Horsepower).

Demonstrate the ability to calculate the
 CALCULATION – Determine the ideal and
efficiency of simple or compound
actual mechanical advantage and efficiency
machines as (1) the ratio of the output work
of various machines.
to the input work or as (2) the ratio of the
AMA to the I MA.
 PROJECT – Paper Mechanism
Construct mechanisms using stiff paper
strips, paper circles and metal fasteners.
Explain what the model represents, analyze
the simple machines used, and compute the
ideal mechanical advantage. (Students
should also be given the option of using
real simple machines.)

PROJECT – Toy Design Design a toy
that uses at least one simple machine.

PROJECT – Pulley System Design a
system that will allow a 200 lb weight to be
pulled up easily by one person for a vertical
distance represented by the height of a
typical classroom.
______________________________________
DEMONSTRATIONS

Pinching Tools Use wire cutters, bolt
cutters, or other long-handled tool to show
how easily the tools cut scrap material.
Ask why these devices apply so much
force.

Screwdriver Set Show students various
screwdrivers and ask which factor is the
most important to loosen a tight screw: a
longer blade, a longer handle, or a larger
diameter handle.

Vehicle Jack Demonstrate how a vehicle
jack reduces the force required to lift an
object. The students are to explain how the
jack makes this possible. They are also to
determine the mechanical advantage of the
jack.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 10
Ref. Text, Conceptual Physics, Chapter 8
23
______ _______________________________
EQUIPMENT/MATERIALS






Selection of pulleys: small & heavy duty.
Stop Watches
Inclined Planes
Wheel and Axle Systems
Gear Systems
Vehicle Jack
Scope and Sequence – Physics
Science
24
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 10: ENERGY AND ITS CONSERVATION
UNIT: CONSERVATION OF ENERGY AND MOMENTUM
The laws of conservation of energy and momentum provide a way to predict and describe the
movement of objects. (CT)
LEARNER OUTCOMES
INDICATORS OF LEARNING

Calculate kinetic energy using the formula
KE = (1/2)mv2. (CT)

LAB – Pendulum Analyze the energy
conversions in a pendulum.

Calculate the changes in gravitational
potential energy near Earth using the
formula PE = mgh where PE is the
change in potential energy. (CT)

LAB – Bouncing Ball Analyze the energy
conversions in a bouncing ball using
motion detectors. (This is an alternate lab
to the Pendulum lab.)

Identify how elastic potential energy is
stored.


Define the mechanical energy of a system.

Explain the law of conservation of
mechanical energy and solve problems
using this law.
CALCULATION – Solve sample
problems using the following equations
KE = (1/2)mv2 and PE = mgh and the
law of conservation of mechanical energy.

PROJECT – Roller coaster Construct a
roller coaster so that a marble rolling down
the coaster will slow down sufficiently so
as not to break an egg located at the end.
The initial potential energy needs to be
determined as well as the kinetic energy at
some further point. A photogate timer can
be used to measure the velocity of the
marble. A report detailing the design and
results of the project is required.

Explain how mechanical energy is “lost.”

Analyze collisions to find the change in
kinetic energy.
______________________________________
DEMONSTRATIONS

Conservation of Mechanical Energy A
massive object tied to a cable suspended
from the ceiling is swung from the tip of
the demonstrators nose with no initial
velocity and is allowed to swing back.
This can also be demonstrated using a
pendulum with a clay bob and an empty
soda can.
25
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 11
Ref. Text, Conceptual Physics, Chapter 8
______________________________________
EQUIPMENT/MATERIALS




Photogate Timer, CBL, and graphing
calculator.
Foam pipe insulation split in two for roller
coaster.
Wood dowels for roller coaster supports.
Wood bases for mounting roller coaster.
Scope and Sequence – Physics
Science
26
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 11: THERMAL ENERGY
UNIT: HEAT AND THERMODYNAMICS
Energy cannot be created or destroyed, although in many processes energy is transferred to the
environment as heat. (CT)
LEARNER OUTCOMES
INDICATORS OF LEARNING
.

Describe how the internal energy of an
object includes the energy of random
motion of the object’s atoms and
molecules, often referred to as thermal
energy. The greater the temperature of the
object, the greater the energy of motion of
the atoms and molecules that make up the
object (CT)

Distinguish temperature from thermal
energy.

Describe the process of reaching
equilibrium and its application to the
measurement of temperature.

Describe the Celsius and Kelvin
temperature scales and demonstrate the
ability to convert between Celsius and
Kelvin.

Describe the three forms of thermal energy
transfer: conduction, convection, and
radiation.

Display an understanding of specific heat
and be able to use it to calculate heat
transfer with the equation: Q = mC(Tf - Ti)
where C is the specific heat of a substance.

Explain the application of conservation of
energy to heat transfer.

Define heats of fusion and vaporization.

Describe how heat flow and work are two
forms of energy transfer between systems.
(CT)

LAB – Specific Heat Find the specific
heat of various metals. Use a hot plate to
heat water. The calorimeter can be
constructed from two Styrofoam cups.

LAB - Heat of Fusion How much energy
does it take to melt ice?

CONSTRUCTED RESPONSE – Explain
what kind of heat conductivity is desirable
for the following and why:
---An automobile radiator.
---A metal window sash.
---A soldering iron.
---A water-heater coil.
---A baseboard radiator.
---Home insulation.
---A styrofoam cooler.

CONSTRUCTED RESPONSE – Discuss
the difference between an insulating
material that is packed firmly and one that
is packed loosely. What does the “R”
value mean. Also, how does an insulating
glass, such as Thermopane, get its
insulating qualities?

CALCULATION – Calculate heat added
or removed using the temperature change
of a known mass.
Cont.
27

Explain that the work done by a heat

engine that is working in a cycle is the
difference between the heat flow into the
engine at high temperature and the heat
flow out at a lower temperature (first law of
thermodynamics and an example of the law

of conservation of energy). (CT)

Define a heat engine, refrigerator, and heat
pump.

Explain how most processes tend to
decrease the order of a system over time
and that energy levels are eventually
distributed uniformly. (CT)

Demonstrate an understanding that entropy
is a quantity that measures the order or
disorder of a system and that this quantity
is larger for a more disordered system.
(CT)

Explain that the statement “Entropy tends
to increase.” is a law of statistical
probability that governs all closed systems
(second law of thermodynamics). (CT)

PROJECT - Design and construct a
sample piece of wall using insulation
materials in order to provide the best
insulation. Also, provide measured data as
evidence.
PROJECT – Heat Loss and Insulation
Investigate how heat is lost through
different coffee containers used by various
restaurants. Use an identical amount of hot
water in each and record time and
temperature data. Make a graph of time vs.
temperature. Analyze results and prepare a
conclusion. Also, investigate what effect
using a container top would have on the
rate of cooling.
PROJECT – Design and construct a
simple solar water heater and prepare a
short report detailing its design and
principles of operation.
______________________________________
DEMONSTRATIONS

Dunky Bird

Radiometer

Heat and Molecular Motion - Using the
overhead projector place a Petri dish with
hot water (90 deg C) and another Petri dish
with room temperature water. Add food
coloring to both and observe the path the
substance takes.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 12
Ref. Text, Conceptual Physics, Chapters 21,
22, 23 and 24.
______________________________________
EQUIPMENT/MATERIALS




Dunky Bird Device.
Radiometer.
Calorimeters.
Samples of metals.
Scope and Sequence – Physics
Science
28
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 12: STATES OF MATTER
UNIT: STATES OF MATTER
Thermal energy and force concepts are used to describe the properties of liquids, gases and
solids.
LEARNER OUTCOMES

Demonstrate an understanding of the
concept of pressure and the meaning of the
SI unit for pressure, the pascal.

Show the ability to calculate pressure.

Describe how fluids create pressure.

Demonstrate an understanding of Boyle’s
law, Charles’s law and the combined gas
law.

Explain the meaning of the ideal gas law.

Explain how thermal expansion occurs in
fluids and give examples.

Plasmas, the fourth state of matter, contain
ions or free electrons or both and conduct
electricity. (CT)

Compare gases and plasma and give
examples of plasmas in nature.

Explain how cohesive forces cause surface
tension.

Describe the meaning of viscosity.

Explain how adhesive forces cause
capillary action.

Discuss evaporative cooling and the role of
condensation in cloud formation.

Describe Pascal’s principle and its
application in various machines.

INDICATORS OF LEARNING

ACTIVITY – Pressure Exerted by a
Human Foot Trace the outline of one
shoe and determine its area. Graph paper
may be used. Determine pressure using the
area and one-half of the student’s weight.

ACTIVITY – Archimedes Principle
Using a spring scale, determine the buoyant
force on various objects immersed in water.

CONSTRUCTED RESPONSE – Provide
explanations for the following:
---What is the purpose of a safety valve on
a steam boiler?
---What is a pressure cooker and how does
it work?
---What effect does pressure have on a
refrigerant?
---Why shouldn’t containers with volatile
substances be stored in hot areas and how
can this problem be overcome?

CONSTRUCTED RESPONSE – Provide
explanations for the following:
---What effect does temperature have when
making measurements with a steel tape
measure?
---What effect does temperature have on
steel or aluminum siding? What
precautions should be taken?
Define density and be able to calculate it.
Cont.
29

Show the ability to calculate the pressure of
a fluid on an object submerged in the fluid
at any depth.
---What effect does temperature have on
plastic water pipe, such as PVC? What
installation precautions should be taken?

Show an understanding of Archimedes’
principle and demonstrate the ability to
calculate the buoyant force.
---Why is Pyrex glass used for cooking or
baking while ordinary glass is not?

Demonstrate an understanding of
Bernoulli’s principle to airflow and provide
some common applications of it.

Relate the properties of solids to their
structures.

Explain why solids expand and contract
when the temperature changes.

Explain the importance of thermal
expansion give examples of some
applications.
---Explain why flexible silicone is now
being used for bake ware.

CONSTRUCTED RESPONSE – Explain
how a bi-metallic strip in a thermostat
operates.

CALCULATION - Calculate pressure
with given conditions of force and area.

CALCULATION – Show the ability to
calculate density. Use density to determine
pressure that a fluid exerts on a submerged
object at any depth.

CALCULATION - Solve problems
related to the buoyant force.
______________________________________
DEMONSTRATIONS

Pressure vs Area (Pencil) Use the eraser
end of a pencil to exert a force on one
hand. Then, exert the same force using the
pointed end of the pencil on your hand.

Pressure vs. Area (Paper Cups) Show
how one paper cup can easily be crushed.
Then, place 10-16 cups on the floor with a
board on top. Step on the board and the
cups will not be crushed.

Pascal’s Vases

Crush the Can Show the collapse of a can
due to atmospheric pressure.

Magdenburg Hemispheres Use a vacuum
pump to evacuate the assembled
hemispheres. Two students are to then to
try to pull them apart.
30

Charles’s law Use a partially inflated
polyester-film helium balloon. Tie a small
object to it so it does not take off and then
heat the balloon with a hair dryer.

Pressure and Depth in a Coffee Can
Make three holes in a large coffee can at
different heights. Cover the holes with
waterproof tape and fill the can with water.
Show how the streams of water travel
different distances from the can.

Thermal Expansion Using Ball and Hole.

Thermoswitch from thermostat.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 13
Ref. Text, Conceptual Physics, Chapters 17,
18, 19, 20 and 23.
______________________________________
EQUIPMENT/MATERIALS



Pascal’s Vases
Magdenburg Hemispheres
Thermal Expansion Ball and Hole
Apparatus
Scope and Sequence – Physics
Science
31
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 13: VIBRATIONS AND WAVES
UNIT: WAVES
Waves have characteristic properties that do not depend on the type of wave. (CT)
LEARNER OUTCOMES

Describe the force in an elastic spring
(Hooke’s law).

Determine the energy stored in an elastic
spring.

Compare simple harmonic motion and the
motion of a pendulum.

Describe the meaning of resonance and
provide examples of it.

Explain that waves carry energy from one
place to another. (CT)

Distinguish between a wave pulse and a
continuous wave.

Describe how transverse and longitudinal
waves exist in mechanical media, such as
springs and ropes, and on the earth as
seismic waves. (CT)

Explain that wavelength, frequency, and
wave speed are related and that wave speed
can be calculated using v = f. (CT)

Relate a wave’s speed to the medium in
which the wave travels.

Describe how waves are reflected and
refracted at boundaries between media.

Describe the diffraction of a wave around a
barrier.

State the principle of superposition and
describe how constructive and destructive
interference result.
INDICATORS OF LEARNING

ACTIVITY – Ripple Tank Investigate
diffraction and interference of water waves
with ripple tank.

LAB – Pendulum Lab Design a lab to
determine the factors that affect the period
of a pendulum.

LAB – Hooke’s Law Determine the
spring constant of various springs using
force and displacement data. Also
determine the potential energy stored at
various displacements. Extend the lab to
have the students predict the spring to be
used in a particular application.

CONSTRUCTED RESPONSE –
Describe the phenomena of resonance and
how it can have devastating consequences.

CALCULATION – Solve sample
problems using wave speed formula:
v = f.
______________________________________
DEMONSTRATIONS

Cont.
32
Transverse and Longitudinal Waves
Show these two types of waves using a
long spring or slinky.

Describe how waves have characteristic
properties such as interference (beats),
diffraction, reflection, refraction, Doppler
Effect, and polarization. (CT)

Pulse Reflection Use a long spring or
slinky to show the reflection from a rigid
and free boundary.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 14
Ref. Text, Conceptual Physics, Chapter 25
______________________________________
EQUIPMENT/MATERIALS


Film clip on Tacoma Narrows Bridge
Collapse.
Ripple Tanks.
Scope and Sequence – Physics
Science
33
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 14: SOUND
UNIT: WAVES
Waves have characteristic properties that do not depend on the type of wave. (CT)
Sound is a longitudinal wave that requires a medium for its propagation.
LEARNER OUTCOMES
INDICATORS OF LEARNING

Explain the origin of sound: that sound is
produced by a vibrating object in a material
medium.

Demonstrate an understanding that sound is
a longitudinal wave whose speed depends
on the properties of the medium in which it 
propagates. (CT)


Solve problems relating the frequency,
wavelength, and velocity of sound.

Describe how the ear translates sound
vibrations into electrical impulses.

Relate the physical properties of sound
waves (frequency and amplitude) to our
perception of sound (pitch and loudness).

Demonstrate an understanding of the
decibel scale.

Describe the Doppler Effect and identify
some of its applications.

Show an understanding of resonance,
especially as applied to air columns and
strings.

Explain why there are variations in sound
among instruments and among voices.

Explain how beats result from the
characteristic behavior of waves.
LAB – Speed of Sound Using a 1000 mL
graduated cylinder (or PVC pipes), water,
tuning forks, and mallet, obtain the
resonant points in a closed pipe to
determine the speed of sound in air.
CONSTRUCTED RESPONSE –
---Describe the nature of sound and how
it is generated.
---Describe how the ear translates sound
vibrations into electrical impulses.

CALCULATION – Solve sample
problems relating the frequency,
wavelength, and velocity of sound.

RESEARCH PROJECT - Prepare a
research paper or power point presentation
on one of the following topics noted below
and give a presentation to the class.
---How is consideration given to acoustics
in the design of buildings (commercial and
residential)?
---The importance of hearing protection
devices and control of decibel levels in the
workplace.
---The physics of one particular musical
instrument.
---Applications of the Doppler Effect.
34

PROJECT – Sound Insulation Design a
device to measure the difference in sound
transmission through different types of
panels using a sound level meter.
______________________________________
DEMONSTRATIONS

Review with a coiled spring to show that
sound is a longitudinal wave.

Bell Jar To show that sound cannot travel
through a vacuum.

Sound and Energy Using a tuning fork
and a beaker containing water show that
the tines of a sounding tuning fork transmit
energy to the water.

Twirling a plastic “sound pipe” in a circle.

Use a sound level meter to measure the
decibel value of various noises in the
school.

Show the Doppler Effect by twirling in a
circle a foam ball with a buzzer attached.

Blowing air into long and short straws with
closed and open end.

Show resonance using an open tube.

Use tuning forks mounted onto sound
boxes to illustrates beats.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 15
Ref. Text, Conceptual Physics, Chapter 26
______________________________________
EQUIPMENT/MATERIALS






35
Handout: Human ear cross-section.
Model of the human ear.
Plastic sound pipe.
Sound level meter (decibel scale).
1000 mL graduated cylinders or PVC
tubes.
tuning forks





Buzzer and batteries for Doppler Effect
Demo.
rubber mallets
Vacuum pump.
Electric bell.
Plate and bell jar.
Scope and Sequence – Physics
Science
36
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 15: FUNDAMENTALS OF LIGHT
UNIT: LIGHT
The ray model of light is used to explain how light interacts with matter while the wave model of
light explains the wave properties of light such as diffraction.
LEARNER OUTCOMES
INDICATORS OF LEARNING

Recognize that visible light is an
electromagnetic wave with a specific
wavelength range.

Define a ray and give examples of evidence
that light in a uniform medium travels in

straight lines.

Predict the effect of distance on light’s
illumination.

Explain that radio waves, light, and X-rays
are different wavelength bands in the
spectrum of electromagnetic waves whose
speed in a vacuum is approximately
3 x 108 m/s (186,000 miles/second). (CT)

Solve problems involving the speed of
light.

Describe how diffraction demonstrates that
light is a wave.

Demonstrate an understanding of the
formation of color by combining different
colors of light.

Demonstrate an understanding of the
formation of color by mixing pigment
colors or dyes.

Explain polarization and describe methods
of producing polarized light.

Describe the Doppler Effect for light.

ACTIVITY – Light Colors Given a table
of light color combinations, the student will
be able to predict the sum of any two light
colors and explain why.
ACTIVITY – Pigment Colors Given a
table of pigment color combinations, the
student will be able to predict the sum of
any two pigment colors and explain why.

LAB – Polarization of Light Using a
CBL, light probe, graphing calculator, and
polarizing filter to determine the types of
luminous and illuminated light sources that
produce polarized light.

CONSTRUCTED RESPONSE Describe
how polarizing lenses act to reduce glare.
Include a sketch illustrating the response.

CALCULATION – Solve problems
involving the speed of light.

PROJECT – Pin Hole Camera Create a
pin hole camera using ordinary materials
and explain why the image is inverted
using the idea that light travels in straight
lines.
37
______________________________________
DEMONSTRATIONS

Colors by Temperature Using a glass
prism and a lamp with a dimmer show how
different colors appear when the light bulb
is dim and when it is bright. Relate the
temperature of the bulb to the wavelength
and energy of the light.

Mixing of Light Colors Use a light box to
show how the primary light colors mix
using red, blue, and green color filters.

Objects Appear in Different Colors
Show how objects in a dark room will
appear in different colors if illuminated
with different colors of light (using a
flashlight and various color filters).

Light Passing Through a Double Slit
Shine a laser beam through a double slit
grating to show diffraction of light.

Polarized Sheet and Glare Show how
rotating a polarized sheet can eliminate
glare from a horizontal surface.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 16
Ref. Text, Conceptual Physics, Chapters 27
and 28.
______________________________________
EQUIPMENT/MATERIALS





CBLs, Light Probes, Graphing Calculators
and Polarizing Filters.
Light Box with Primary Light Color filters.
Prisms.
Double Slit Grating.
He-Ne Laser.
Scope and Sequence – Physics
Science
38
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 16: REFLECTION AND MIRRORS
UNIT: LIGHT
Both real and virtual images are created depending on the type of mirror used and the law of
reflection explains how these images are formed.
LEARNER OUTCOMES

Explain the law of reflection.

Distinguish between specular and diffuse
reflection and give examples.

Describe the properties of the images
formed by plane mirrors.

Demonstrate an understanding of virtual
and real images.
INDICATORS OF LEARNING

ACTIVITY – Ray Tracings Students will
make ray tracings to obtain the image of an
object (such as an arrow) located at
different distances from a concave mirror.
They will determine image location, size,
and orientation. They will also distinguish
between real and virtual images.

ACTIVITY – Ray Tracings Students will
make ray tracings to show that only a
virtual image is produced for an object that
is located at any distance from a convex
mirror.

Explain how concave and convex mirrors
form images using ray tracings.

Describe spherical aberration in spherical
mirrors and how it is eliminated with
parabolic mirrors.

Demonstrate the ability to use the mirror
and magnification equations to determine
the location, orientation, and size of the
images formed in concave and convex
mirrors.
LAB – Law of Reflection Using a plane
mirror, ruler, and sight lines students will
use the law of reflection to construct the
mirror image of a simple (nonsymmetrical) geometric figure on paper.

LAB – Concave Mirror Images Using a
concave mirror mounted on a meterstick
with a lamp as the object, students will
obtain the different images at different
object locations.

CALCULATION – Use mirror and
magnification equations to determine the
location, orientation, and size of an image
formed by a spherical mirror.

RESEARCH PAPER - Mirrors
Describe the technological applications of
one type of mirror. Describe the physics
involved and include a sketch or photo of
the device.


Describe the properties and uses of
spherical mirrors.
39

PROJECT – Periscope Design a
periscope using plane mirrors and tubing
and explain how it operates.

PROJECT – Reflecting Telescope
Design and construct a reflecting telescope
using mirrors.
______________________________________
DEMONSTRATIONS

Reflecting Surfaces Show diffuse and
specular reflection of light with a laser and
a sheet of white paper and a mirror.

Plane Mirror Use various plane mirrors
to show the minimum mirror length
required for a person to see himself
completely in the mirror.

Ray Diagrams - Internet Use internet
resources in the classroom with a TV or
projector to show how ray diagrams are
used to obtain images from mirrors.

Concave and Convex Mirrors Use large
demonstration mirrors to show the types of
images obtained depending on object
location from the mirror.

Reflection Hologram Using a Mirage©
demonstration device show how a threedimensional image can be produced using
light reflecting from two concave mirrors.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 17
Ref. Text, Conceptual Physics, Chapter 29
______________________________________
EQUIPMENT/MATERIALS




Meter sticks, meter stick supports, concave
mirrors, mirror supports, light sources, and
screen supports.
Small plane mirrors for student projects.
Optical benches and accessories.
Demonstration plane mirror, concave
mirror, and convex mirror.
Scope and Sequence – Physics
Science
40
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 17: REFRACTION AND LENSES
UNIT: LIGHT
Light incident on a transparent surface is refracted (transmitted) in such a manner that the ratio of
the sine of the angle of incidence and the sine of the angle of refraction equals a constant.
Refraction occurs when light passes through a lens.
LEARNER OUTCOMES

Define refraction and predict whether a ray
will be bent toward or away from the
normal when light moves from one
medium to another.

State Snell’s law of refraction (n1sin1 =
n2sin2) and show the ability to solve
problems involving refraction.

Relate the index of refraction to the speed
of light in a medium and solve problems
relating these two quantities.

Explain total internal reflection and define
the critical angle.

Explain a mirage, an optical effect that
results from the refraction of light in a
medium with varying refractive indices.

Explain dispersion of light and its role in
the formation of rainbows.

Describe how real and virtual images are
formed by single convex and concave
lenses.

Locate images formed by lenses using ray
tracing and equations.

Describe spherical and chromatic
aberration in lenses and explain how these
defects can be reduced.

INDICATORS OF LEARNING

ACTIVITY – Ray Tracings Students will
make ray tracings to obtain the image of an
object (such as an arrow) at different
distances from a thin convex (converging)
lens. They will determine image location,
size, and orientation. They will also
distinguish between real and virtual
images.

ACTIVITY – Ray Tracings Students will
make ray tracings to show that only a
virtual image is produced for an object that
is located at any distance from a concave
(diverging) lens.

LAB – Snell’s Law Show refraction of
light through various solid transparent
materials such as glass or plexiglass and
also through various liquids such as water,
oil, etc. Note, Jello© can also be used.
Determine the index of refraction, n, for
these materials and compare with accepted
values. Use Graphical Analysis program to
graph sini vs sinr and obtain the slope
(n).

CONSTRUCTED RESPONSE – Explain
how the eye focuses light to form images
and how eyeglass lenses correct near and
farsightedness.

CONSTRUCTED RESPONSE – Explain
chromatic aberration and how it can be
reduced.
Describe how the eye focuses light to form
an image.
Cont.
41

Explain nearsightedness and farsightedness
and how eyeglass lenses correct these
defects.

Explain the operation of some common
optical instruments.

CONSTRUCTED RESPONSE – Explain
total internal reflection and how it applies
to fiber optic technology.

CALCULATION – Use Snell’s law to
determine refraction angles and the index
of refraction for various substances.

CALCULATION – Solve problems
involving the (average) speed of light in a
medium and the index of refraction of the
medium.

CALCULATION – Use thin lens and
magnification equations to determine the
location, orientation, and size of an image
formed by convex and concave lenses.

RESEARCH PROJECT - Describe the
operation of various optical instruments.
Detail the physics involved and include a
sketch or photo of the device. Also make
an oral presentation to the class. A power
point presentation may be used.

PROJECT – Telescope Design and
construct a telescope using lenses.
______________________________________
DEMONSTRATIONS

Bent Pencil Show how a pencil in a clear
glass of water appears bent because of
refraction.

Disappearing Coin Looking at a coin at
the bottom of a opaque cup, show how it
appears to disappear (due to refraction of
light) when water is poured into the cup
and the same viewing angle is maintained.

Refraction of Light Using a small fish
tank or alternate container show the
refraction of a laser beam entering the
water from different angles.
42

Total Internal Reflection – Large
Demonstration Rod Using a bent
plexiglass rod, show the zig-zag reflection
of a laser beam of light moving through the
rod.

Total Internal Reflection – Fiber Optic
Cable Using a thin fiber optic cable show
how a letter or small symbol at one end can
be seen from the other end of the cable
even if the cable is bent.

Lenses Show converging and diverging
beams of light with convex and concave
lenses.

Model of Human Eye Use it to show
what happens to light as it passes through
various tissues and the lens.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 18
Ref. Text, Conceptual Physics, Chapters 29
and 30.
______________________________________
EQUIPMENT/MATERIALS










Fish tank or alternate container.
He-Ne Laser.
Demonstration bent plexiglass rod.
Fiber optic cables.
Graphical Analysis program.
Large demonstration convex and concave
lenses.
Convex and concave lenses.
Long pins (e.g. quilting pins) and semicircular plastic dishes for Snell’s Law Lab.
Handout: Cross-section of the human eye.
Model of the human eye.
Scope and Sequence – Physics
Science
43
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 18: INTERFERENCE AND DIFFRACTION
UNIT: LIGHT
Light demonstrates the property of diffraction and this property is used as a tool for scientific
inquiry.
LEARNER OUTCOMES
INDICATORS OF LEARNING

Describe the diffraction of light.


Explain how light falling on two slits
produces an interference pattern shown by
a series of dark and bright bands on a
screen.
LAB – Wavelength of Light Determine
the wavelength of light using a diffraction
grating and the light from various gas
discharge tubes.

LAB – CD Diffraction Pattern Direct a
laser pointer at a CD which acts as a
reflection grating and from the spots
reflected on the ceiling, determine the
spacing between the rows on the CD.

CONSTRUCTED RESPONSE –
Describe how thin-film interference is
produced and provide practical applications
for thin films.

CALCULATION – Solve double and
single slit diffraction problems using
derived equations.

CALCULATION – Solve diffraction
grating problems using m = dsin.

Demonstrate an understanding of the
geometrical interpretation of two-slit
interference.

Use a derived equation to calculate light
wavelengths for two-slit interference
patterns.

Explain how interference occurs in thin
films and provide examples.

Explain geometrically how single-slit
diffraction patterns occur.

Use a derived equation for single slit
diffraction to relate the pattern width to slit
width and light wavelength.

Explain how diffraction gratings form
diffraction patterns.

Use the equation m = dsin to solve for
any of the three variables, , d or .

Describe the operation of a grating
spectrometer.

Explain how diffraction limits the ability to
distinguish two closely spaced objects with
a lens (limits the resolution of a lens).
______________________________________
DEMONSTRATIONS

44
Double Slit and Wavelength of Light
Use a double slit plate and a HeNe laser to
determine the wavelength of the laser light.

Thin-Film Interference Use a wide
shallow bowl of soap-bubble solution and
dip a wire frame into the solution showing
the thin film with colored bands that
develops.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 19
Ref. Text, Conceptual Physics, Chapter 31
______________________________________
EQUIPMENT/MATERIALS





HeNe Laser.
Double slit plate.
Diffraction Gratings.
Gas spectrum tubes.
Power supplies for gas spectrum tubes.
Scope and Sequence – Physics
Science
45
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 19: STATIC ELECTRICITY
UNIT: ELECTRIC AND MAGNETIC PHENOMENA
Electric and magnetic phenomena are related and have many practical applications. (CT)
The transfer of electrons (negatively charged particles) and conservation of charge are the basis
for objects becoming charged.
LEARNER OUTCOMES

Recognize that there are two kinds of
electric charge and that charged objects
exert both attractive and repulsive
electrostatic forces.

Describe charging by friction.

Recognize that electric charge is conserved
(law of conservation of charge) and that
charging is the separation, not the creation,
of electric charges.

Describe the differences between
conductors and insulators.

Explain how charge polarization occurs in
insulators that are in the presence of a
charged object. Provide examples such as
a charged plastic ruler attracting neutral
pieces of paper.

Explain how plasmas, the fourth state of
matter, contain ions or free electrons or
both, and conduct electricity. (CT)

Summarize the relationship between
electric forces, charges, and distance.

Explain how to charge objects by
conduction and induction.

Explain how a charged object can attract a
neutral conductor.

Explain the process of grounding.

State the SI unit of charge and define the
elementary charge.
INDICATORS OF LEARNING

LAB/PROJECT – Electroscope Build an
electroscope and use it to examine electric
charges and electrostatic force.

LAB – Coulomb’s Law Use Coulomb’s
law apparatus to determine the forces
between charged objects.

CONSTRUCTED RESPONSE – Explain
the different methods of charging objects.

CONSTRUCTED RESPONSE – Explain
what plasma is and where it is most often
found.

CALCULATION – Use Coulomb’s law
(F = kq1q2/r2) to calculate the force
between charged objects.

RESEARCH PROJECT – Use the
internet and other sources to investigate the
operation of one electrostatic device.
Prepare a brief paper and give an oral
presentation to the class. A power point
presentation may also be used.
Cont.
46

Apply Coulomb’s law (F = kq1q2/r2) to
solve problems.

Describe some practical applications of the
electrostatic force.
______________________________________
DEMONSTRATIONS

Charging by Friction Show charging
using rubber rod/fur and glass rod/silk
combinations.

Charging by Conduction and Induction.
Use the rubber rod/fur and glass rod/silk to
show charging by conduction and induction
with a demonstration electroscope.

Charge Polarization Show this effect
with a charged plastic ruler picking up
small pieces of paper.

Charge Polarization Show this effect
with a charged balloon sticking to a wall.

Charge Polarization Show this effect
with a charged rod bending a thin stream of
water.

Van de Graaff Generator Show buildup
of static electricity on the dome with a
volunteer holding the dome showing hair
standing on end.

Cup of Charge Place polystyrene pieces
in one intact polystyrene cup and also into
a metal cup. Place each cup on top of a
Van de Graaff generator and only the
pieces from the polystyrene cup will fly
out.

Whimshurst Machine Show the
discharge of static electricity.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 20
Ref. Text, Conceptual Physics, Chapter 32
______________________________________
EQUIPMENT/MATERIALS





Demonstration electroscope.
Rubber and glass demonstration rods.
Static electricity friction materials for labs.
Van de Graaf Generator.
Whimshurst Machine.
Scope and Sequence – Physics
Science
47
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 20: ELECTRIC FIELDS
UNIT: ELECTRIC AND MAGNETIC PHENOMENA
Electric and magnetic phenomena are related and have many practical applications. (CT)
An electric field exists around a charged object and this field stores energy. Another charged
object will experience a force while in an electric field.
LEARNER OUTCOMES

Describe how charged particles are sources
of electric fields and how they are subject
to the forces of the electric fields from
other charges. (CT)

Define electric field strength (E = F/q,)
and use it to solve problems relating to
charge, electric fields, and forces.

Distinguish electric field from electric field
lines and show the ability to diagram
electric field lines.

Define electric potential difference in terms
of the work done to move a unit test charge
and demonstrate the ability to calculate
electric potential difference.

Define an equipotential.

Define the electric potential difference in a
uniform field and use it to solve problems.

Describe how Robert Millikan used electric
fields to find the charge of the electron.

Recognize that minimizing energy
determines sharing of charge; charges
move from a high to a low potential in
order to create a zero electric potential
difference.

Relate grounding to charge sharing
resulting in a zero electric potential
difference.
INDICATORS OF LEARNING

ACTIVITY – Diagram electric field lines
around single and multiple charges.

ACTIVITY – Construct a Capacitor
Use a handcrank generator, voltmeter,
leads, aluminum foil, and plastic wrap to
construct and charge a capacitor.

LAB – Charging of Capacitors
Determine how the charging times of
different capacitors vary with capacitance.
Use a CBL, graphing calculator, and
voltage probe to measure the voltage and
time. The circuit consists of a capacitor,
resistor, switch, and battery.

CONSTRUCTED RESPONSE –
---Describe the Millikan Oil Drop
Experiment and how it was used to
determine the charge of the electron.
---Describe some practical applications of
capacitors.
---Explain how a lightning rod works.

CALCULATION - Use E = F/q, to
solve sample problems relating to charge,
electric fields, and forces.

CALCULATION – Solve sample
problems using electric potential
difference.
48

Describe how charges are distributed on
solid and hollow conductors and recognize
the relationship between conductor shape
and field strength.

Explain how a parallel plate capacitor is
constructed and what the quantity
capacitance depends upon.

Describe the purpose of a capacitor and
give examples of applications.
_____________________________________
DEMONSTRATIONS

Grass Seed and Oil in an Electric Field

Effect of Lightning on Autos Using a tin
can open at both ends (to represent an
automobile) and mounted on rubber erasers
show that the electrical charge of a
conductor is confined to its outer surface.
Alternately, a coffee can placed on
polyfoam block will also work. A static
charging apparatus and an electroscope are
also required.

Capacitor Break open a small capacitor
and show its construction.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 21
Ref. Text, Conceptual Physics, Chapter 33
______________________________________
EQUIPMENT/MATERIALS






Static charging apparatus.
Electroscope.
CBL, graphing calculator, and voltage
probe setups.
Various resistors and capacitors.
Batteries, switches and hook-up wires.
Handcrank generator.
Scope and Sequence – Physics
Science
49
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 21: CURRENT ELECTRICITY
UNIT: ELECTRIC AND MAGNETIC PHENOMENA
Electric and magnetic phenomena are related and have many practical applications. (CT)
Electric current is the flow of electric charge. In a wire, electric current is directly related to the
size of the potential difference and inversely related to the magnitude of the resistance to its
flow.
LEARNER OUTCOMES
INDICATORS OF LEARNING

Define an electric current and the unit used
for current, the ampere.

Recognize that circuits are closed loops and
describe the conditions that permit current
flow in a circuit.

Distinguish between the flow of negatively
charged electrons and conventional current.

ACTIVITY – Making Electric Energy
Using ordinary materials (vinegar, disks of
copper and zinc) make a series of cells.
Place them in a circuit and measure current
and voltage produced.

LAB – Ohm’s Law Given a variable
power supply, resistors (or dial resistance
boxes), wires, and digital multimeters,
students are to design an experiment to
determine how current varies with voltage.

Describe energy transfer and power in
circuits.

Explain Ohm’s law (I = V/R).

Use Ohm’s law to predict the voltage or
current in simple direct current (DC)
electric circuits constructed from batteries,
wires, resistors, and capacitors. (CT)


CALCULATION – Calculate energy
transfer and power in electric circuits using
E = Pt and P = VI = I2R = V2/R..
Recognize devices that obey and do not
obey Ohm’s law.


Explain the difference between resistance
and resistivity.
CALCULATION – Use Ohm’s law
(I = V/R) to calculate V, I, or R in sample
problems.

Explain that the factors affecting the
resistance in a conductor are length, crosssectional area, temperature, and resistivity.

Demonstrate the ability to design and draw
schematic diagrams for circuits.

Show an understanding of the proper
installation of a voltmeter and ammeter in a
circuit.
______________________________________
DEMONSTRATIONS

Cont.
50
Resistance and Cross-Sectional Area Show two cans of different diameters
(paint can, soda can, etc.) Which one
would allow electrons to flow through
more easily?

Explain that any resistive element in a DC
circuit dissipates energy, which heats the
resistor. (CT)

Explain how electric energy is converted
into thermal energy.

Calculate the power (rate of energy
dissipation) in any resistive circuit element
using the formula: P = VI = I2R where V
is the potential difference and is equal to
IR. (CT)

Describe the reason for the use of highvoltage line for transmitting electrical
energy over long distances.

Describe the reason for the use of highvoltage line for transmitting electrical
energy over long distances.

Define the kilowatt-hour and solve
problems involving the use and cost of
electrical energy.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 22
Ref. Text, Conceptual Physics, Chapter 34
______________________________________
EQUIPMENT/MATERIALS






DC/AC variable power supplies.
Dial resistance boxes.
Sliding variable resistors.
Connecting wires.
Digital Meters
Analog Ammeters and Voltmeters
Scope and Sequence – Physics
Science
51
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 22: SERIES AND PARALLEL CIRCUITS
UNIT: ELECTRIC AND MAGNETIC PHENOMENA
Electric and magnetic phenomena are related and have many practical applications. (CT)
Series and parallel circuit rules enable current, voltage, resistance, and power to be calculated for
simple to complex circuits.
LEARNER OUTCOMES
INDICATORS OF LEARNING

Describe series and parallel circuits.

LAB – Series/Parallel Circuits

Calculate currents, voltage drops, and
equivalent resistances in series and parallel
circuits.

LAB – Combination Circuits

LAB PRACTICAL Given a simple
circuit chosen at random, connect it
properly and measure the required current
and voltage using digital meters. This is a
timed test.

CONSTRUCTED RESPONSE - Explain
how household circuits are connected.
Describe the safety devices that are
provided to protect against overloaded
circuits and how they work. Also explain
the operation of GFCI’s.

CALCULATION - Use series and
parallel circuit rules to calculate current,
voltage, and power in series, parallel, and
combined circuits.

CALCULATION – Analyze simple
household circuits.

Describe the purpose of a voltage divider
and how it is designed using a series
circuit.

Describe how a short circuit occurs.

Explain how fuses, circuit breakers, and
ground-fault interrupters protect household
wiring.

Analyze and solve problems involving
household circuits.

Analyze and solve problems involving
combined series-parallel circuits.

Explain why voltmeters and ammeters are
designed to have a very high and a very
low resistance, respectively.
______________________________________
DEMONSTRATIONS

52
How do fuses protect electric circuits?
Connect a 9V battery to a switch and small
bulb with a single strand of steel wool.
Close the switch and observe the strand.
Repeat by increasing the thickness of the
steel wool by twisting single strands
together.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 23
Ref. Text, Conceptual Physics, Chapter 35
______________________________________
EQUIPMENT/MATERIALS








DC/AC power supplies.
9 V battery.
Switch.
Dial resistance boxes.
Sliding variable resistors.
Connecting wires.
Digital Meters.
Analog Ammeters and Voltmeters.
Scope and Sequence – Physics
Science
53
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 23: MAGNETIC FIELDS
UNIT: ELECTRIC AND MAGNETIC PHENOMENA
Electric and magnetic phenomena are related and have many practical applications. (CT)
A magnetic field results from the movement of electric charge.
LEARNER OUTCOMES

Summarize the properties of magnets.

Explain how magnetic materials and
electric currents (moving electric charges)
are sources of magnetic fields and are
subject to forces arising from the
magnetic fields of other sources. (CT)


Recognize that magnetic field lines
always form closed loops and describe the
magnetic fields around various permanent
magnets.
Demonstrate the ability to use the first
right hand rule to show the direction of
the magnetic field around a currentcarrying wire.
INDICATORS OF LEARNING

ACTIVITY - Using iron filings and
various types of magnets, sketch their
magnetic fields.

LAB – Use a magnetic force probe to
determine the magnetic field in a coil of
wire (slinky).

CALCULATION – Solve problems
involving the magnetic force on currentcarrying wires in magnetic fields.

CALCULATION – Solve problems
involving the magnetic force on moving
charged particles in magnetic fields.

PROJECT – DC Motor Build and analyze
a simple DC electric motor using a coil of
wire, D cell Battery, and a magnet.

Explain how an electromagnet can be
made from a solenoid and describe the
nature of the electromagnet’s magnetic
field.

Demonstrate the ability to use the second
right hand rule to determine the polarity of
an electromagnet relative to the flow of
conventional current.

Describe magnetic domains.

Relate magnetic induction to the direction
of the force on a current-carrying wire in a _______________________________________
magnetic field. Recognize that the force
DEMONSTRATIONS
is actually on the moving electrons within
 Floating Disk Magnets Slide disk magnets
the wire.
with holes over a pencil with like poles
facing each other to show magnetic
repulsion.
Cont.
54

List the factors that determine the
magnitude of the force on a currentcarrying wire in a magnetic field and
solve related problems.

Creating a Magnet Use a permanent
magnet to magnetize a screwdriver. Then
use a soldering gun on it to illustrate
demagnetization.

Explain the design and operation of an
electric motor.


List the factors that determine the
magnitude of the force on a charged
particle moving in a magnetic field and
solve problems involving this force.
3-Dimensional Magnetic Field Use iron
filings suspended in a plastic bottle of
mineral oil to show the shape of the
magnetic field in three dimensions for
various magnets brought close to the bottle.

Oersted’s Experiment Using a compass
and wire connected to a power supply show
the deflection of the compass needle.

Magnetic Field around a CurrentCarrying Wire Use compasses or iron
filings arranged on a surface around a
current-carrying wire that is placed
vertically through the surface.

Iron Nail Electromagnet

Magnetic Force on a Current-Carrying
Wire Show the magnetic force on a currentcarrying wire located perpendicular to the
magnetic field of a strong horseshoe magnet.
Show the deflection of the wire in two
directions.

Demonstrate the ability to use the third
right hand rule to determine the direction
of the force on a current-carrying wire or
on a moving charged particle in a
magnetic field.
_______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 24
Ref. Text, Conceptual Physics, Chapter 36
_______________________________________
EQUIPMENT/MATERIALS










Iron filings.
DC power supply.
Compasses.
Connecting wires.
Slinkys
Magnetic Force Probes
CBL or Lab Pro and Graphing Calculators
D Cell batteries.
Magnet Wire
Flat Magnets, bar magnets, and horseshoe
magnets.
Scope and Sequence – Physics
Science
55
HIGH SCHOOL PHYSICS
CONTENT STANDARDS
TOPIC 24: ELECTROMAGNETIC INDUCTION
UNIT: ELECTRIC AND MAGNETIC PHENOMENA
Electric and magnetic phenomena are related and have many practical applications. (CT)
Changing electric fields produced magnetic fields and changing magnetic fields produce
changing electric fields.
LEARNER OUTCOMES

Describe how changing magnetic fields
produce electric fields, thereby inducing
currents in nearby conductors (this is called
electromagnetic induction). (CT)

Recognize that electromagnetic induction
induces a potential difference called an
EMF which results in the induced current
in a conductor.

Show the ability to calculate the EMF of
wires moving in a magnetic field.

Demonstrate the ability to use the fourth
right-hand rule to determine the direction
of the forces on the charges moving in a
wire that is moving in a magnetic field.
INDICATORS OF LEARNING

LAB – Induction and Transformers
Analyze how a transformer works using a
primary and secondary coil apparatus.

PROJECT – Simple Electric Generator
Design and analyze a simple electric
generator constructed from magnet wire,
strong magnets, rotating shaft, housing and
small bulb or LED.

CALCULATION – Solve problems
involving wires moving in magnetic fields.

CALCULATION – Solve transformer
problems.

Explain how an electric generator works
and how it differs from an electric motor.

State Lenz’s law and provide examples of
how it works.
______________________________________
DEMONSTRATIONS

Explain back-EMF and how it affects the
operation of motors and generators.


Describe eddy currents and provide
examples.
Magnet Moving in a Coil of Wire Use a
demonstration galvanometer to show
generation of current.

Induced Current in a Wire Moving in a
Magnetic Field Show how current is
induced in a wire moving in the magnetic
field of a horse-shoe magnet.

Hand-crank generator Use a hand-crank
generator (Genecon or equiv.) or a bicycle
generator-light combination to show
conversion of mechanical energy to
electrical energy.

Explain the nature of self-inductance and
its effects on circuits.

Describe how transformers work and
explain the connection of the turns ratio to
the voltage ratio.

Demonstrate the ability to solve
transformer problems involving voltage,
current and turn ratios.
56

Lenz’s law Drop a magnet through a long
copper tube.
______________________________________
TEXT/RESOURCES
Physics: Principles and Problems, Chapter 25
Ref. Text, Conceptual Physics, Chapter 37
______________________________________
EQUIPMENT/MATERIALS
 Hand-crank generator.
 Demonstration Galvanometer.
 Primary and Secondary Coil Apparatus
Units.
 AC/DC Power Supply.
 AC Voltmeter.
 Connecting Wires.
 Low Voltage Bulbs or LEDs.
 Magnet Wire.
 Flat Magnets.
Scope and Sequence – Physics
Science
57
58