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, Ft = mv, 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 (Ft = mv). (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 Ft = mv. 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 (n1sin1 = n2sin2) 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 sini vs sinr 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