CURRICULUM GUIDE
Physics 11-21
SC3P03
PHYSICS 11-21
(Honors)
SC3P03
Length: 2 semesters
Credit: 2 credits
Open to Grades: 11-12
Grade Weight:
V
Prerequisite: Open to students who have completed
Chemistry 11-21 with a grade of “C” or better or Chemistry
12-22 with teacher recommendation and concurrent
enrollment in Functional PreCalculus or higher
Physics 11-21 is the third course in the honors science sequence which
culminates with Advanced Placement study in biology, chemistry, or
physics in the senior year. The honors course is similar in content to
Physics 12-22, but is more quantitative and requires more individual
initiative on the part of the student. Physics 11-21 leads the student to
conclusions regarding the nature of the environment using a more rigorous
level of mathematics. A graphing calculator is recommended.
District 219
Niles Township High Schools
Niles North and Niles West
Skokie, Illinois
Martha Lietz
Scott Reed
Harry Kyriazes
Lois Wisniewski
Director of Science
August 2007
Page 1
Table of Contents
Department Structure ................................................................................................. [p 3]
Instructional Materials ................................................................................................ [p.4]
Agreed Upon Elements ............................................................................................. [p. 4]
Units of Instruction with Student Learning Outcomes Coded to State Goals
and/or Benchmarks .................................................................................................... [p 5]
Timeline by Grading Period……………………………………………………… ………[p. 12]
Optional Topics ........................................................................................................ [p 13]
Summative Assessment Description ........................................................................ [p 13]
Page 2
SCIENCE PROGRAM SEQUENCES
Pathways illustrate typical movement within a sequence of courses; however,
adjustments in sequence can be made to accommodate individual needs.
Grade Weight Level is indicated in parentheses.
Freshman Year
Sophomore Year
Junior Year
Physical Science
13-23 (II)
Biology 13-23
(II)
Science Topics
13-23 (II)
Senior Year
Science Research
Topics (III)
Anatomy &
Physiology (III)
ILS 12-22
(III)
Biology 12-22
(III)
Chemistry 10-20
(III)
Physics 10-20
(III)
Anatomy &
Physiology (IV)
Biology 12-22
(III)
Chemistry 12-22
(IV)
Physics 12-22
(IV)
Topics in Astronomy
and Modern Physics
(IV)
AP Science
Course (V)
Biology 11-21
(IV)
Biology 11-21
(IV)
Chemistry 11-21
(V)
Physics 11-21
(V)
AP Science
Course (V)
and
and
and
Student Inquiry
and Research (V)
Student Inquiry
and Research (V)
Student Inquiry
and Research (V)
Chemistry 11-21
(V)
Physics 11-21
(V)
AP Physics
(V)
and
and
and
AP Environmental
Science (V)
AP Biology
(V)
AP Chemistry
(V)
Page 3
Instructional Materials
Textbook: College Physics: A Strategic Approach by Knight, Jones and Field (Addison
Wesley: New York) 2007.
WebAssign™: subscription to the web-based homework program for each student
enrolled in Physics 11-21
Mastering Physics™: subscription to the web-based program for each student enrolled
in Physics 11-21 (free with textbook adoption).
Agreed-Upon Elements
1. Students will be able to use Logger Pro and/or Data Studio to collect data using
various lab probes including motion detectors, force sensors, magnetic field
sensors, microphones, light sensors,etc.
2. Students will know how to plot a graph using Graphical Analysis™ and/or
Excel™.
3. Students will know how to draw a best fit line to a set of data (either manually or
using graphing software). Students will be able to find the equation of the best fit
line by calculating the slope and determining the intercept.
4. Students will be able to solve the problems (up to the IIII level in the
Knight/Jones/Field book) at the end of the relevant chapters in the text.
5. Students will perform at least one hands-on lab per unit, preferably one per
week.
6. Students will perform laboratory experiments on amusement park rides. These
experiments will be related to the concepts of force, energy and circular motion.
Page 4
Units of Instruction with Student Learning Outcomes Coded to State Goals
and/or Benchmarks
Outcome
Objectives
1. Students will understand the basis
of the scientific method, including
common methods of
measurement, data acquisition,
presentation, interpretation and
analysis.
Students should be able to:
1.a.
understand the basis of the scientific method
1.b.
design an experiment to test a given hypotheses with a given list
of available equipment
1.c.
identify and explain the uncertainties involved in a set of
measurements
1.d.
draw a best-fit line to a set of data
1.e.
use the best-fit line to determine the mathematical relationship
between the variables
1.f.
cite methods for reducing uncertainty in an experiment they have
performed.
2. The students will understand the
vector relationships between
position, velocity and
acceleration.
Students should be able to:
2.a.
define distance, calculate speed, and explain what is meant by a
scalar quantity.
2.b.
define displacement, calculate velocity, and explain the
difference between scalar and vector quantities.
2.c.
explain the relationship between velocity and acceleration
3. The students will be able to use
the equations of constant
acceleration to describe motion
in one and two dimensions.
Students should be able to:
3.a.
explain the constant acceleration kinematics equations and apply
them to physical situations
3.b.
use the kinematics equations to analyze free-fall
3.c.
analyze motion in terms of its components and apply the
kinematics equations to components of motion.
3.d.
add and subtract vectors graphically and analytically.
3.e.
determine relative velocities through vector addition and
subtraction
3.f.
analyze projectile motion to find position, time of flight, velocity
and range.
4. The students will be able to
interpret graphs of position vs.
time, velocity vs. time and
acceleration vs. time in order to
analyze the motion of an object
in one or two dimensions.
Students should be able to:
4.a.
explain the relationship between velocity and acceleration and
perform graphical analyses of acceleration
4.b.
use a velocity-time graph to calculate displacement and
acceleration of an object
4.c.
understand how a motion detector creates graphs and sketch
position-time, velocity-time and acceleration-time graphs for
various motions in front of a motion detector.
4.d.
sketch position-time, velocity-time and acceleration-time graphs
for the vertical and horizontal motions of a projectile in the
absence of air resistance
5. The students will be able to apply
Newton's Laws to predict and
describe the motion of bodies
with one or more forces applied
to them.
Students should be able to:
5.a.
understand the relationship between net force and acceleration
5.b.
draw a free-body diagram of an object
5.c.
state and explain Newton’s first law of motion and describe
inertia and its relationship to mass
5.d.
state and explain Newton’s second law of motion and apply it to
physical situations
5.e.
distinguish between weight and mass
5.f.
state and explain Newton’s third law of motion and identify
action-reaction force pairs
5.g.
apply Newton’s second law of motion in vector form in analyzing
Page 5
Outcome
Objectives
5.h.
5.i.
6. The students will understand the
Universal Law of Gravitation and
be able to apply it to describe
satellite motion.
various physical situations using free-body diagrams
apply Newton’s second law to the equilibrium situations
understand the difference between static and kinetic friction and
be able to use these in solving physical situations
Students should be able to:
6.a.
compute the centripetal acceleration for an object moving in
uniform circular motion
6.b.
use a free-body diagram to analyze the forces on an object in
uniform circular motion
6.c.
identify which force(s) on a free-body diagram are acting
centripetally
6.d.
describe Newton’s law of gravitation and how it relates to the
acceleration due to gravity
6.e.
use Newton’s law of gravitation to compute the period and/or
radius of a circular orbit.
6.f.
state and explain Kepler’s laws of planetary motion
7. The students will be able to
Students should be able to:
understand the concept of work
7.a.
define mechanical work and compute the work done by various
done on an object and how it
forces for specified displacements of an object
relates to the change in energy of 7.b.
use the force vs. position graph to compute the work done by a
the object.
variable force, including the case of an ideal spring
7.c.
define and calculate the kinetic energy of a moving object
7.d.
explain the work-energy theorem and apply it in solving problems
7.e.
define power and compute the power generated or dissipated by
a force in specific situations
8. Students will understand and be
Students should be able to:
able to apply the principle of
8.a.
explain how change in potential energy depends on change in
conservation of energy to various
position
mechanical systems to analyze
8.b.
compute values of potential energy in a constant gravitational
the exchange of kinetic, potential
field
and thermal energies.
8.c.
compute the elastic potential energy stored in a stretched or
compressed spring
8.d.
distinguish between conservative and non-conservative forces
and explain their effects on the conservation of energy
8.e.
apply the principle of conservation of energy to specific situations
to compute position and speed of an object
8.f.
understand how the conservation of energy affects the operation
of a roller coaster ride or any other ride at an amusement park
9. The students will be able to apply
the principles of impulse and
conservation of momentum to
collisions between several
objects to predict the motion of
the objects.
Students should be able to:
9.a.
compute linear momentum and the components of momentum
9.b.
calculate the impulse imparted to an object by a force and relate
that impulse to the change in momentum of the object.
9.c.
explain the condition for the conservation of linear momentum
and apply it to physical situations
9.d.
describe the conditions on kinetic energy and momentum in
elastic and inelastic collisions.
10. The students will be able to
identify fundamental physical
principles and understand their
application to everyday
situations.
Students should be able to:
10.a. understand how physics applies to the motion of everyday
objects in their lives such as cars, trains, etc.
10.b. cite applications of physics in their “real life” outside the physics
classroom
10.c. understand the connections between physics and other sciences
Page 6
Outcome
Objectives
11. Students will understand the
interaction between charged
objects and be able to calculate
the forces they exert on each
other using Coulomb's Law.
The student should be able to:
11.a. distinguish between the two types of charge and state the force
law that operates between them
11.b. distinguish between conductors and insulators
11.c. explain the operation of an electroscope
11.d. explain charging by friction, by polarization, by conduction and
by induction
11.e. understand Coulomb’s law and use it to calculate the electric
force between charged particles
12. Students will understand the
concepts of an electric field and
electric potential and how they
affect the motion of charged
particles.
The student should be able to:
12.a. understand the definition of the electric field, plot electric field
lines and calculate electric fields for simple charge distributions
12.b. describe the electric field near the surface and in the interior of a
conductor and sketch the electric field line pattern outside a
charged conductor
12.c. draw the electric field configuration for two oppositely charged
parallel plates.
12.d. understand the concept of electric potential difference (“voltage”)
and its relationship to electric potential energy and calculate
electric potential differences and electric potential energy
12.e. explain what is meant by an equipotential surface, sketch
equipotential surfaces for simple charge configurations, and
explain the relationship between equipotential surfaces and
electric fields.
13. Students will understand the
The student should be able to:
definitions of resistance, current
13.a. define electric current and distinguish between electron flow and
and voltage and be able to apply
conventional current
them in circuits using Ohm’s Law. 13.b. summarize the basic features of a battery and explain how a
battery produces a direct current in a circuit
13.c. define electrical resistance, explain what is meant by an ohmic
resistor, summarize the factors that determine resistance, and
calculate the effect of these factors in simple situations
13.d. given a single battery, a bulb and wire, cause the bulb to light
13.e. given set of circuit diagrams including bulbs, batteries and wires,
identify which bulbs will light and cite reasons for their choices
14. Students will be able to
The student should be able to:
understand simple series and
14.a. define electric power and calculate the power delivery of simple
parallel circuits and be able to
electric circuits
calculate the power dissipation in 14.b. understand and apply Kirchhoff’s laws to series and parallel
a circuit element.
circuits
14.c. determine the equivalent resistance of resistors in series, parallel
and series-parallel combinations; use equivalent resistances to
solve simple circuits
14.d. understand how adding a resistor in series or parallel will affect
the overall current in a circuit
14.e. understand the use of ammeters and voltmeters in a circuit and
be able to use them in the laboratory to measure the resistance
of an unknown resistor.
14.f. understand how household circuits are wired and the purpose of
a fuse in such a circuit
14.g. demonstrate the ability to connect two resistors in a circuit in
series with each other and in parallel with each other and use a
multimeter to measure the current through or voltage across
each.
Page 7
Outcome
Objectives
15. Students will understand the
origins of magnetic fields and
their interactions with moving
charged particles.
The student should be able to:
15.a. State the force rule between magnetic poles and explain how the
magnetic field direction is determined with a compass.
15.b. define the magnetic field strength in terms of the force exerted
on a moving charged particle and to determine the magnetic
force exerted by a magnetic field on such a particle
15.c. understand the origin of the magnetic field and calculate its
strength for simple cases; use the right-hand rule to determine
the direction of the magnetic field from the direction of the
current that produces it.
15.d. calculate the magnetic force on a current carrying wire
15.e. calculate the magnetic force between two current carrying wires.
15.f. understand the operation of a motor and how it is related to
magnetic forces
15.g. sketch magnetic field diagrams for pairs of North and South
magnetic poles.
15.h. state some of the general characteristics of the Earth’s magnetic
field and explain one theory about its possible source.
16. Students will understand the
concept of electromagnetic
induction and its application to
technology.
The students should be able to:
16.a. define magnetic flux and explain how induced emf’s are created
by changing magnetic flux, and calculate the magnitude and
polarity of an induced emf.
16.b. understand Lenz’s law and how it is used to determine the
direction of an induced current in a loop
16.c. understand the operation of electrical generators
16.d. explain transformer action in terms of Faraday’s law
16.e. calculate the energy lost to heat in the transmission of power and
how to decrease this using transformers
17. Students will understand the
behavior of waves traveling
through a given medium.
The student should be able to:
17.a. describe wave motion in terms of various parameters (amplitude,
frequency, period, speed,etc.) and identify different types of
waves (transverse and longitudinal).
17.b. understand and apply the relationship between frequency,
wavelength and wave speed.
17.c. describe the formation and characteristics of standing waves and
explain the phenomenon of resonance
17.d. understand the principle of superposition and how it leads to
constructive interference and destructive interference.
17.e. calculate the wave speed for a given tension and linear density
in a string
18. Students will understand the
The student should be able to:
production of sound and the
18.a. define sound and explain the sound frequency spectrum
effect of the source's location and 18.b. tell how the speed of sound differs in different media and
motion on pitch and loudness.
describe the temperature dependence of the speed of sound in
air.
18.c. define sound intensity and explain how it varies with distance
from a point source and calculate the sound intensity levels on
the decibel scale
18.d. describe and explain the Doppler effect and give some examples
of its occurrences and applications; calculate the shift in
observed frequency given the speeds of the source and observer
18.e. understand how standing waves in air and strings are used in the
production of sound by musical instruments and be able to
calculate various quantities related to the production of musical
notes.
Page 8
Outcome
Objectives
18.f.
understand the production of beats when two sources of sound
have different frequencies
19. Students will understand the
wave nature of light and its
behavior at the interface between
two media.
The student should be able to:
19.a. understand that light is an electromagnetic wave
19.b. list the components of the electromagnetic spectrum in order of
increasing or decreasing frequency and/or wavelength
19.c. define and explain the concept of wave fronts and rays
19.d. explain the law of reflection and distinguish between regular
(specular) and irregular (diffuse) reflections
19.e. explain refraction in terms of Snell’s law and the index of
refraction, and give examples of refractive phenomena
19.f. describe internal reflection and give examples of fiber optic
application
19.g. explain dispersion and some of its effects
19.h. explain how the phenomenon of polarization demonstrates that
light is a transverse wave
20. Students will be able to
qualitatively and quantitatively
describe image formation by
plane and spherical mirrors and
thin lenses.
The student should be able to:
20.a. describe the characteristics of plane mirrors and describe the
images formed by them
20.b. understand the difference between real and virtual images
20.c. use the mirror equation to compute the location and height of
images formed by spherical mirrors (both concave and convex)
20.d. use the lens equation to compute the location and height of
images formed by thin lenses
20.e. use ray tracing to determine the location of an image formed by
a thin lens or a spherical mirror.
20.f. describe the optical workings of the eye and explain some
common vision defects and how they are corrected.
Page 9
Course Outcomes Coded to State Goals
Physics 11
No.
No. of CRT State Goals
Items
Outcome
Mechanics:
1
Students will understand the basis of the scientific method, including
common methods of measurement, data acquisition, presentation,
interpretation and analysis.
throughout
11.A
2
The students will understand the vector relationships between
position, velocity and acceleration.
4
12.D
3
The students will be able to use the equations of constant
acceleration to describe motion in one and two dimensions.
7
12.D
4
The students will be able to interpret graphs of position vs. time,
velocity vs. time and acceleration vs. time in order to analyze the
motion of an object in one or two dimensions.
4
12.D
5
The students will be able to apply Newton's Laws to predict and
describe the motion of bodies with one or more forces applied to
them.
10
12.D
6
The students will understand the Universal Law of Gravitation and
be able to apply it to describe satellite motion.
4
12.F
12.D
7
The students will be able to understand the concept of work done on
an object and how it relates to the change in energy of the object.
4
12.D
8
Students will understand and be able to apply the principle of
conservation of energy to various mechanical systems to analyze
the exchange of kinetic, potential and thermal energies.
4
12.D
9
The students will be able to apply the principles of impulse and
conservation of momentum to collisions between several objects to
predict the motion of the objects.
5
12.D
10
The students will be able to identify fundamental physical principles
and understand their application to everyday situations.
4
13.B
Total
Page 10
45
Physics 21
Outcome
No. of
Questions
State Goals
Electrostatics:
11
Students will understand the interaction between charged objects
and be able to calculate the forces they exert on each other
using Coulomb's Law.
6
12.D
12
Students will understand the concepts of an electric field and
electric potential and how they affect the motion of charged
particles.
4
12.D
Circuits:
13
Students will be able to use Ohm's Law to calculate the equivalent
resistance of several resistors in series and parallel and
calculate the current and voltage for any resistor in a simple
series-parallel circuit.
6
12.D
14
Students will be able to understand the flow of energy in simple
series and parallel circuits and be able to calculate the power
dissipation in a circuit element.
4
12.D
Magnetism and Induction:
15
Students will understand the origins of magnetic fields and their
interactions with moving charged particles.
7
12.D
16
Students will understand the concept of electromagnetic induction
and its application to technology.
5
12.D
Waves and Sound:
17
Students will understand the behavior of waves traveling through a
given medium.
7
12.C
18
Students will understand the production of sound and the effect of
the source's location and motion on pitch and loudness.
4
12.C
Light and Optics:
19
Students will understand the wave nature of light and its behavior at
the interface between two media.
5
12.C
20.
Students will be able to qualitatively and quantitatively describe
image formation by plane and spherical mirrors and thin lenses.
6
12.C
Total
Page 11
54
Course Outline of Topics
The outline below is typical of a traditional first-year algebra-based physics course. Though all of the teachers in
District 219 cover the material listed below, there is wide variation in the order in which each topic is covered,
especially first semester. Some teachers discuss momentum before energy, and others discuss 2-D motion before
momentum. Rarely are first semester topics covered in second semester. During second semester,
waves/sound/light/optics can be covered before the electromagnetism material if desired, but beware the humidity
in April-June: it ruins electrostatics demos!
First Semester Units
Chapter(s)*
Timeline
1-D Kinematics
1,2
3 weeks
Vectors
3
1 week
2-D Motion and Projectiles
3
1.5 weeks
Forces and Newton’s Laws
4,5
3.5 weeks
Circular Motion and Gravitation
3.8,5,6
2 weeks
Momentum
9
2 weeks
Work and Energy
10
2.5 weeks
Second Semester Units
Chapter(s)*
Timeline
Electric Forces and Fields
20
2 weeks
Electric Potential
21
1 week
Circuits
22,23
2.5 weeks
Magnetism
24
2 weeks
Induction
25
1 week
Waves and Sound
15,16
2.5 weeks
Light
18
2 weeks
Geometric Optics
18,19
2 weeks
Amusement Park Physics
Various
1 week
*Text: College Physics: A Strategic Approach by Knight, Jones and Field (Prentice Hall: New York, 2007).
Page 12
Optional Topics
The above curriculum represents a core curriculum which all of the Honors Physics teachers
agree to adhere to. In addition, each individual teacher may choose to supplement the
curriculum with other projects or topics as he or she sees fit. Questions related to these topics
do not appear on the CRT but may be included in the individual instructor’s final exam.
Examples* of such topics include but are not limited to:
- Color Addition and Subtraction (Lietz, Reed)
- Capacitors in Series and Parallel (Kyriazes)
- Astronomy (DeCoster)
- The Physics of Music (Lietz)
- Musical Instrument Project (Lietz)
- Photo Project (Lietz, Reed)
- Egg Drop Project (Reed)
- Projectile Launcher Project (Reed)
- Interference and Diffraction (Kyriazes)
- Particle Physics (DeCoster)
- Torque and Rotational Statics (Lietz, Reed, Kyriazes)
*For more information contact the person whose last name appears in parentheses.
Summative Assessment Description
Each semester, the students will take a multiple choice CRT which consists of 45-55 multiple
choice questions on the objectives above. All students should achieve a grade of 60% or better
on this test each semester in order to pass the exam. Each individual teacher may add to this
CRT individual free-response questions and the combination may be used as the final exam for
the semester.
Page 13