Science - Pre-AP Physics
Unit of Study: TAKS Review, Preparation and Testing
Or Independent Research for Student who have already mastered the TAKS
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 1- 4 (20 Days)
Big Idea
Unit Rationale
Students must pass the 11th grade (Exit Level) TAKS to graduate from high school.
The TEKS assessed on this test are from Biology and IPC. While some of these
concepts are also taught through Chemistry and Physics, a thorough review of the
testable Biology and IPC TEKS in the weeks prior to the TAKS will help students meet
expectations on this state assessment.
12th
For
graders who have already mastered the Exit Level TAKS, an independent
research project is included.
Biology TEKS are addressed at 9th grade, while IPC TEKS are addressed in 10th and 11th
grade through an IPC course, or a combination of Chemistry and Physics. To provide
students with a timely review of TAKS assessed concepts, the 3 weeks prior to the TAKS
are used for re-teaching or reviewing Biology and IPC concepts.
While the 11th grade and 12th grade non-masters are preparing for the TAKS, 12 graders
who have already successfully mastered the 11th grade TAKS assessment can be
assigned a suggested independent research project.
TEKS
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be
displayed for students.
Concepts
Biology TEKS - 4B, 4C, 4D, 6A, 6B, 6C, 7A, 7B, 8C, 9D, 10A, 10B, 12B, 12E, 13A
IPC TEKS – 4A, 4B, 4D, 5B, 6A, 6B, 6D, 7A, 7D, 8A, 8C, 9A, 9B, 9D
TEKS 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations
using safe, environmentally appropriate, and ethical practices. The student is expected to
1A demonstrate safe practices during field and laboratory investigations
I can:
 Understand the Biology and IPC concepts assessed by the state
and meet the expectations for passing the 11th grade TAKS
or
 Conduct independent research on a recognized scientist in the
world of physics and prepare a written report documenting that
scientists discoveries
 apply technology to explore Biology and IPC concepts (2A)
 plan and implement investigations (2A)
 conduct investigations in a safe manner (2A)
 manipulate equations to find a specific quantity (3B)
TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is
expected to
Skills
2A plan and implement experimental procedures including asking questions, formulating testable
hypotheses, and selecting equipment and technology
2B collect data and make measurements with precision
2C organize, analyze, evaluate, make inferences and predict trends from data
2D communicate valid conclusions
TEKS 3 The student uses critical thinking and scientific problem solving to make informed decisions.
The student is expected to
3A analyze, review and critique scientific explanations, including hypothesis and theories, as to their
strengths and weaknesses using scientific evidence and information
3B draw inferences based on data related to promotional materials for products and services
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 1 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
1. Given a TAKS released question from a testable Biology or IPC TEKS, students can answer the question 80% of the time correctly.
2. Given a scientist from the world of physics, students who have already mastered the exit level TAKS can conduct independent research and prepare a written report
documenting that scientist’s discoveries and their impact on the world.
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 2 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: TAKS Review and Preparation
Or Independent Research for Student who have already mastered the TAKS
CURRICULUM GUIDE
Week 1-2 – Lesson 1 – Biology TEKS Review (8 days)
Essential Questions
 What are the critical Biology concepts that will be assessed on the 11 th grade TAKS
and what depth of understanding is needed?
Essential Pre-requisite Skills
 Students should have learned all the Biology concepts assessed on the TAKS in
9th grade.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
 Review Biology testable TEKS based upon historical areas of weakness and
using hands-on lessons that are focused on the testable concepts
 Read and understand a TAKS formatted question on Biology content or process
skills and answer the question correctly by applying content knowledge and
process skills
 Answer TAKS formatted questions for TEKS from Objectives 1, 2, and 3
 Discuss the Biology concepts addressed in Objectives 2 and 3
 Apply the tools of science and the scientific approach to investigations as defined
in Objective 1
 Consider an independent research report for those 12th grade students who
have mastered the 11th grade (Exit Level) TAKS.
 Some scientists and topics to consider would be:
Robert Millikan – Elementary Charge of Electricity
Enrico Fermi – Nuclear Interactions
Werner Heisenberg – Quantum Mechanics
Albert Einstein – Photoelectric Effect
- Special or General Relativity
Marie Currie – Radiation
Neils Bohr – Structure of Atoms
 Or use the web site “Nobel Prize Winners in Physics” to select another scientist
and his discovery
 The report should address the nature of the scientist’s discovery and the
impact of that discovery on the world today.
 Research a physicist and his/her major area of work
 Organize and write a report on the findings and impact of that physicists
investigation
 Present the results of this research report in an organized and easily
understandable way
Vocabulary:
Use the vocabulary words from the Biology TEKS including the verbs in the TEKS that
describe the level of understanding and assessment.
SAISD Science TAKS Preparation Manual
Sections for TAKS Objectives 1, 2 & 3
Holt Science TAKS Practice Workbook
Sections for TAKS Objectives 1, 2 & 3
pp. 18-52, 55-210
TAKS Dailies
pp. 4-54
Biology TAKS Study Cards
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 3 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who need additional support?
TAKS Released Questions
Use the video clips from the Biology curriculum guides to make real world connections
with the TEKS science concepts. The videos are located in the Science Toolkit (a tab at
the top of the curriculum guide page).
What do you do for students who master the learning quickly?
Work with 12 graders who have mastered the Exit Level TAKS to complete their
research reports on one of the fundamental discoveries in Physics and the scientist who
made the discovery.
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 4 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: TAKS Review and Preparation
orIndependent Research for Student who have already mastered the TAKS
Week 2-3 – Lesson 2 – IPC TEKS Review (7 days)
Essential Questions
 What are the critical IPC concepts that will be assessed on the 11th grade TAKS
and what depth of understanding is needed
CURRICULUM GUIDE
Essential Pre-requisite Skills
 Students should have learned all the IPC concepts assessed on the TAKS in IPC or a
combination of chemistry and physics.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
 Review IPC testable TEKS based upon historical areas of weakness and
using hands-on lessons that are focused on the testable concepts
 12th graders who have mastered the 11th grade TAKS can continue work
on their independent research report
Vocabulary:
 Read and understand a TAKS formatted question on IPC content or process skills and
answer the question correctly by applying content knowledge and process skills
 Answer TAKS formatted questions for TEKS from Objectives 1, 4, and 5
 Discuss the concepts of Chemistry and Physics addressed in Objectives 4 and 5
 Apply the tools of science and the scientific approach to investigations as defined in
Objective 1
 Research a physicist and his/her major area of work
 Organize and write a report on the findings and impact of that physicists investigation
 Present the results of this research report in an organized and easily understandable
way
SAISD Science TAKS Preparation Manual
Sections for TAKS Objectives 1, 4 & 5
Use the vocabulary words from the IPC TEKS including the verbs in the TEKS that
describe the level of understanding and assessment.
Holt Science TAKS Practice Workbook
Sections for TAKS Objectives 1, 4 & 5
pp. 18-52, 212-312
TAKS Dailies
pp. 4-26, and 56-104
Chemistry and Physics TAKS Study Cards
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
TAKS Released Questions
What do you do for students who need additional support?
Use the video clips from the IPC, Chemistry and Physics curriculum guides to make
real world connections with the TEKS science concepts. The videos are located in
the Science Toolkit (a tab at the top of the curriculum guide page).
What do you do for students who master the learning quickly?
Continue working with 12 graders who have mastered the Exit Level TAKS to
complete their research reports on one of the fundamental discoveries in Physics
and the scientist who made the discovery.
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 5 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science - Pre-AP Physics
Unit of Study: Thermodynamics and Entropy
CURRICULUM OVERVIEW
Fourth Grading Period – Week 5 - 6 (10 Days)
Big Idea
Unit Rationale
Energy production is key to our current way of life, and fossil fuels remain the primary
source of energy production. The limitations of converting energy to work are critical to
our optimal use of limited energy resources.
TEKS
TEKS Specificity - Intended Outcome
Concepts
Much of the power we use today comes from heat that is converted to work.
Thermodynamics defines the efficiency of heat systems and the limits of converting heat
to increased internal energy or work in the real world. Entropy reflect the order or
disorder in a system.
TEKS 7 The student knows the laws of thermodynamics. The student is expected
to
7A analyze and explain everyday examples that illustrate the laws of
thermodynamics
7B evaluate different methods of heat transfer that result in an increasing amount of
disorder
” I CAN” statements highlighted in yellow should be displayed for students.
I can:



TEKS 1 The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and ethical
practices. The student is expected to
1A demonstrate safe practices during field and laboratory investigations




Describe how heat can be transferred from one material to another
Understand the laws of thermodynamics and how they apply to real world
situations
Define Entropy and describe situations where Entropy is increasing or
decreasing
apply technology to explore heat and work (2A)
plan and implement investigations into thermodynamics and heat
engines (2A)
conduct investigations in a safe manner (2A)
manipulate equations to find a specific quantity (3B)
TEKS 2 The student uses scientific methods during field and laboratory
investigations. The student is expected to
Skills
2A plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology
2B collect data and make measurements with precision
2C organize, analyze, evaluate, make inferences and predict trends from data
2D communicate valid conclusions
TEKS 3 The student uses critical thinking and scientific problem solving to make
informed decisions. The student is expected to
3A analyze, review and critique scientific explanations, including hypothesis and
theories, as to their strengths and weaknesses using scientific evidence and
information
3B draw inferences based on data related to promotional materials for products
and services
Evidence of Learning
1.
2.
Given an example of heat transfer, the students can identify the process by which the heat is transferred and the direction of heat flow 80% of the time correctly.
Given a real world example, the students can identify when entropy is increasing or decreasing 80% of the time correctly.
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 6 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Thermodynamics and Entropy
CURRICULUM GUIDE
Week 5 – Lesson 1 – Temperature and Heat Transfer (3 days)
Essential Questions





How is temperature different than heat?
Give an example of real life transfer of heat by conduction, convection and radiation.
What are some measurement units for heat? For temperature?
What happens to matter as heat is added or removed?
Describe how specific heat capacity affects the temperature change of different
materials?
Essential Pre-requisite Skills
The student can:
 Illustrate interactions between matter and energy including specific heat (8th
grade science – 8.10A)
 Demonstrate the movement of heat through solids, liquids, and gases by
convection, conduction, and radiation (IPC 6B)
 Analyze the effects of heating and cooling processes in systems such as
mechanical (IPC 6H)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction
Engage
 Demonstrate the temperature of a substance using several different scales (Fahrenheit,
Celsius, Kelvin). (7A)
 Is heat the same as temperature? Can we accurately measure temperature with our
bodies? Is heat measured in the same units as temperature? What direction does
heat flow when moving from one object to another? (7A)
 Explore the temperatures we sense using the Quick Lab, “Sensing Temperature”, page
358 of the textbook. Can our senses really tell us if something is hot or cold? Do all
people feel hot or cold at the same time? (7A)
Explore
 Let students use the web site “Temperature Conversions” to explore the equivalent
temperatures on various scales. What is the temperature for water becoming ice on
each of the different scales? What is room temperature (72°) on each of the scales?
(7A)
 Explore heat transfer using the “Light Bulb” activity to show all 3 types of transfer.
 Or explore the transfer of heat using the lab “Temperature and Internal Energy”, p. T-57
of the Holt Lab Manual. (7A, 7B)
Explain
 Define temperature as a measure of the internal energy of a substance. (7A)
 Define absolute zero as the temperature where all molecular motion stops. (7A) Does
it make sense that all kinetic energy of a substance is gone when an object reaches
absolute zero on the Kelvin temperature scale? (7A)
 Describe how heat and energy are related by the same units of measure. (7A)
Elaborate
 Discuss the article “Heating and Cooling from the Ground Up”, p. 375 in the textbook to
connect the learning to real world applications. (7A)
 Use the Quick Lab “Work and Heat”, p. 368 in the textbook to help students see the
connection between these two concepts. (7A)
SAISD © 2008-09 – Fourth Grading Period
So students can…
 Discuss the different temperature scales used throughout the world
 Describe how we sense heat and cold and why that is not a good measure of
the temperature of an object
 describe everyday examples of heat and temperature including the different
temperature scales
 evaluate different methods of heat transfer and provide examples of each
type
 discuss the relationship between heat, energy and work
 review the methods of heat transfer
 Describe how an increase in temperature changes the internal energy of a
substance
 Define absolute temperature on the Kelvin and Celsius scales and what
happens to matter at that temperature
 Use the reading comprehension process to summarize the article “Heating
and Cooling from the Ground Up”
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 7 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evaluate
 Describe the three methods of hear transfer and give real world examples of each. (7B)
 Identify freezing and boiling points for water on different temperature scales. (7A)
 Describe absolute zero and what happens to matter at that temperature on the Kelvin
scale. (7A)
 Convert from Celsius to Fahrenheit and back. (7A)
Vocabulary:

Heat

Temperature

Heat transfer

Thermal equilibrium

Celsius

Fahrenheit

Kelvin

Calorimeter

Conduction

Convection
 Radiation
 Journal about the different ways heat is transferred in your house (for
example,
touching a hot stove, standing in front of a fireplace, blowing warm air on
your hands to warm them).
 Convert from one temperature scale to another
Holt Physics
Chapter 10 (pp. 358-370, 383-385)
 Section 10.1, 10.2, 10.4
Key Formulas
Laboratories:
Holt Lab Manual
“Temperature and Internal Energy”, p. T57
TC = 5/9(TF - 32.0)
TF = (9/5) TC + 32.0
TKelvin = TC + 273.15°
Textbook
Quick Lab, “Sensing Temperature”, p. 358
Quick Lab, “Work and Heat”, p. 368
Vernier: Physics with Computers/Calculators
“Newton’s Law of Cooling”, p. 33-1
Teaching Transparencies
Transfer of Particles’ Kinetic Energy by Heat,
T-35
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample Question
If the addition of 2,000 joules of heat to 10
kilograms of a substance raises its temperature
2°C, the specific heat of the substance is
Use the web site “Heat Transfer” to explore examples of
conduction, convection, and radiation. What are some
examples of heat transfer in your house? Which ones
are by conduction? Convection? Radiation?
(A) 0.01 J/kg • °C
What do you do for students who master the learning
quickly?
(B)
0.2 J/kg • °C
(C)
50 J/kg • °C
(D) 100 J/kg • °C
Read the article on the web site “Temperature” and
journal about how the different temperature scales were
developed and used.
(E) 200 J/kg • °C
Answer - G
Answer - D
TAKS Released Question
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 8 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Answer - J
Additional TAKS Questions
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 9 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Thermodynamics and Entropy
CURRICULUM GUIDE
Week 5 – Lesson 2 – Thermodynamics and Entropy (7 days)
Essential Questions
 Describe the 1st and 2nd laws of thermodynamics and their application.
 Give examples of entropy changes in real life.
 Define how the efficiency of a heat engine can be determined.
Essential Pre-requisite Skills
The student can:
 Illustrate interactions between matter and energy including specific heat (8 th grade
science – 8.10A)
 Analyze the effects of heating and cooling processes in systems such as
mechanical (IPC 6H)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction
Engage
 Review the concept of work and the units used to measure work (Joules). What
units did we measure heat in? (also Joules). If we have heat energy, can we use it
to do work? (7A)
 The steam engine is one of the best and earliest examples of heat being used to do
work (power a steam locomotive). What are some other examples of heat being
used to do work? (Nuclear or coal power plant) (7A)
 Heat can be used to either do work or increase the internal energy of a closed
system by increasing the temperature. (7A)
Explore
 Discuss the 1st Law of Thermodynamics and how energy can be used to do work or
to increase the internal temperature of a system. (7A)
 Discuss the law of conservation of energy from previous lessons. Use a pendulum
to demonstrate conservation of energy. The 1st Law of Thermodynamics is a
restatement of conservation of energy for heat. (7A)
 Since Energy must be conserved, the change in a systems internal energy = the
energy transferred to or from the system as heat minus the energy transferred to or
from the system as work (Δ U = Q – W). (7A)
 Describe the transfer of energy in a refrigerator system. (7A)
 Explore the 1st and 2nd laws of thermodynamics using the web site. (7A)
 Discuss the 2nd Law of Thermodynamics and the limitations of a heat system to
transfer all energy from heat to work (no system is 100% efficient). (7A)
 Define entropy as the amount of disorder in a system. When an ice cube melts,
does the entropy (disorder) increase or decrease? How would entropy be affected if
the water froze again? (7B)
 The entropy of the universe is constantly increasing as the universe expands and
cools. What will happen when the entire universe cools to the same temperature?
(7B)
Explain
 Discuss entropy and the natural tendency for things (like a student’s room) to
become disordered, thus increasing entropy. (7B)
SAISD © 2008-09 – Fourth Grading Period
So students can…
 Discuss how heat and work are related.
 Describe how the addition of heat can result in work or a rise in temperature
 recognize everyday examples of the 1st Law of Thermodynamics where energy is
conserved
 describe increases in entropy in the world
 Describe why a heat engine (like an automobile engine) cannot turn 100% of the
energy stored in the gasoline into motion. Where did the rest of the energy go?
 Describe examples of increasing order (water freezing) and decreasing order (ice
melting)
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 10 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Elaborate
 Read the article “Solar Thermal Power Systems”, p. 421in the textbook and discuss
how this system uses heat transfer to produce electricity. Why is it important to look
for alternative energy sources today? (7A)
 Journal about alternative ways to create energy from heat sources such as
geothermal energy, radiant energy, and wind energy.
Evaluate
 Describe the 1st and 2nd laws of thermodynamics. (7A)
 Calculate the efficiency of a heat engine. (7A)
 Define entropy and give real world examples of how disorder is increased or
decreased. (7B)
Vocabulary:
 Isothermal
 Isometric
 Adiabatic
 Entropy
 Disorder
 Define entropy and give examples
 Journal about how the 1st Law of Thermodynamics relate to the law of
conservation of energy
 Describe why a pendulum will not continue swinging forever. Will a car run forever
on one tank of gas?
Holt Physics
Chapter 11 (pp. 402-429)
 Section 11.1-11.4
Key Formulas
Laboratories:
Efficiency = Qh - Qc
Qh
ΔU=Q–W
Textbook
Quick lab, “Entropy and Probability”, p. 426
Net Work = Qh – Qc
Teaching Transparencies
Low and High Entropy Systems, T-43
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample Question
None
Use the web site “Heat Engines” to review how heat can
be used to create energy using the laws of
thermodynamics.
A heat engine operates between two reservoirs, one at a
temperature of 300 K and the other at a temperature of
200 K. In one cycle, the engine absorbs 600 joules of
heat and does 150 joules of work. The actual efficiency
of the heat engine is most nearly
TAKS Released Question
None
What do you do for students who master the learning
quickly?
Read the article “Deep-Sea Air Conditioning”, p. 416 in
the Textbook, Tomorrow’s Technology. How does this
system work and how does it benefit the environment?
SAISD © 2008-09 – Fourth Grading Period
Additional TAKS Questions
Science - Pre-AP Physics- Initial Release Aug 08, V1
A.
B.
C.
D.
75%
67%
50%
33%
Answer – 33%
Page 11 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science - Pre-AP Physics
Unit of Study: Quantum Physics and Light Spectra
CURRICULUM OVERVIEW
Fourth Grading Period – Week 7- 8 (10 Days)
Big Idea
Unit Rationale
Physicists today are exploring the atomic particles at the subatomic level to
further explain the nature of atoms and the origin of matter. Quantum
physics provides the methods for conducting this research on objects and
particles that make up the atom.
TEKS
TEKS Specificity - Intended Outcome
Concepts
While light is considered to be a wave, it can also exist in discrete packets of energy called photons.
The energy of photons occur in fixed quantities so it is considered to be quantized. While great
debate occurred between scientists for many years about the true nature of light, Albert Einstein
proved that light can be a particle as well as a wave in his Photoelectric Effect experiments.
TEKS 9 The student knows simple examples of quantum physics. The student is expected to
9A describe the photoelectric effect
9B explain the line spectra from different gas-discharge tubes
” I CAN” statements highlighted in yellow should be displayed for
students.
I can:
 Explain how the photoelectric effect works and give examples of how it
is used in real world situations
 Describe why different elements give off different and distinct line
spectra that identifies that particular element
 Describe the dual nature or light that allows light to behave like wave
and like particles
TEKS 1 The student, for at least 40% of instructional time, conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices. The student is
expected to
1A demonstrate safe practices during field and laboratory investigations
Skills
TEKS 2 The student uses scientific methods during field and laboratory investigations. The
student is expected to
 apply technology to explore quantum physics and spectra
analysis (2A)
 plan and implement investigations into the photoelectric effect
(2A)
 conduct investigations in a safe manner (2A)
 manipulate equations to find a specific quantity (3B)
2A plan and implement experimental procedures including asking questions, formulating
testable hypotheses, and selecting equipment and technology
2B collect data and make measurements with precision
2C organize, analyze, evaluate, make inferences and predict trends from data
2D communicate valid conclusions
TEKS 3 The student uses critical thinking and scientific problem solving to make informed
decisions. The student is expected to
3A analyze, review and critique scientific explanations, including hypothesis and theories, as to
their strengths and weaknesses using scientific evidence and information
3B draw inferences based on data related to promotional materials for products and services
Evidence of Learning
2.
3.
Given a description of the photoelectric effect, students can identify how electrons move from one plate to the other at the threshold frequency 80% of the time correctly.
Given a light emission spectra, students can identify how it defines a specific gas or element 80% of the time correctly.
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 12 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Quantum Physics and Light Spectra
Week 7 – Lesson 1 – Quantum Physics and the Photoelectric Effect (5 days)
Essential Questions
 What wave characteristics does a beam of light demonstrate?
 What experiments prove that light is also a particle or packet of energy?
 What does “quantized” mean and why do photons of light only come in “quantized”
packets of energy?
CURRICULUM GUIDE
Essential Pre-requisite Skills
The student can:
 Identify the characteristics and behavior of electromagnetic waves (Physics 8C)
 Describe the historical development of the atomic theory (IPC 7B)
 Describe the existence and properties of subatomic particles (Chem 6A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction
Engage
 Demonstrate the concept of quantized energy by throwing tennis balls at a wall in
the classroom. If the tennis ball represented packets of light energy, would the
energy be delivered in bunches or photons? (9A)
 Shine a flashlight at the wall. Does it now seem that light is delivered in constant
steams or waves of energy instead of packets of quantized energy? This is the
dilemma that scientists faced in the early 1900s. (9A)
Explore
 Discuss the concept of quantized energy or energy in packets. (9A)
 Explore the impacts of frequency and intensity on the photoelectric effect at this
web site. What is the threshold frequency? How do you find the maximum kinetic
energy of photoelectrons? What is the work function? (9A)
 Would the photoelectric effect work if light were only transmitted as a wave? Why
not? (9A)
Explain
 Compare how the photoelectric effect should work using classical physics and
what Einstein’s experiments demonstrated (textbook, page 834) (9A)
 Discuss the relationship between the frequency of a photon and its energy. Why
do higher frequency photons have higher energy levels? (9A)
Elaborate
 Discuss the application of the photoelectric effect to burglar-alarms, door sensors,
garage door safety sensors, etc. (9A)
Evaluate
 Calculate the energy of different frequencies of photons. (9A)
 Describe applications of the photoelectric effect in everyday devices. (9A)
Vocabulary:
 Quantum
 Quantized Energy
 Photoelectric effect
So students can…
 Discuss the difference between the flow of light in streams of continuous energy
(like from a flashlight) or in packets of fixed energy (like throwing a tennis ball)
 Describe things that are quantized (only occur in whole number units) like people
in a room, electrons in an atom, planets in a solar system, etc.
 Draw a picture of the photoelectric effect experiment in your science journal and
describe what is happening as a light source shines on the plate.
 Compare and contrast how the photoelectric effect should work under classical
physics and what Einstein’s experiment actually showed
 Describe everyday applications of the photoelectric effect (garage door sensors,
electric beam sensors, etc.)
 Calculate the energy of different frequencies of photons
 Describe the photoelectric effect and how it determined our concept of light
Holt Physics
Chapter 23 (pp. 830-839)
 Section 23.1
Key Formulas
Teaching Transparencies
Motion Picture Sound and the Photoelectric Effect, T-117
Alarm Circuit and the Photoelectric Effect, T-118
KEmax = h f – h ft
SAISD © 2008-09 – Fourth Grading Period
E=hf
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 13 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Interims/TAKS/Benchmarks
Interim Assessment Sample Question
None
Use the web site “Photoelectric Effect” to review how this
concept works and why.
TAKS Released Question
What do you do for students who master the learning
quickly?
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
The experimental study of the photoelectric effect and its
analysis by Einstein confirmed the assumption of the
A.
B.
C.
D.
E.
photon aspect of light
crystal structure of materials
discrete charge on the electron
energy-mass relationship of special relativity
uncertainty principal of position and momentum
None
Answer - A
Explore the Nobel Prize in Physics that Albert Einstein
earned for the photoelectric effect and why he was
awarded this honor.
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 14 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Quantum Physics and Light Spectra
Week 8 – Lesson 2 – Light Spectra and the Dual Nature of Light (5 days)
Essential Questions
 How can a gas have a unique emission spectrum that distinguished it from other
gases?
 How does the Bohr model of the atom differ from the Rutherford model?
 When does light behave like a particle and when does it behave like a wave?
CURRICULUM GUIDE
Essential Pre-requisite Skills
The student can:
 Identify the characteristics and behavior of electromagnetic waves (Physics 8C)
 Describe the historical development of the atomic theory (IPC 7B)
 Describe the existence and properties of subatomic particles (Chem 6A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction
Engage
 Demonstrate the dispersion of light into the visible wavelengths when light
passes through a prism. How are the colors of visible light different (frequency and
wavelength). (9B)
 Each gas when shown through a prism provides a distinct series of spectral lines (like
a finger print). (9B)
 Use the transparency “Emission and Absorption Spectra of Hydrogen”, T-120 to
demonstrate the fingerprint of one particular gas. (9B)
Explore
 Discuss the differences between the Rutherford and Bohr models of the atom. How
does the Bohr model account for specific emission spectra for elements? Why can
one gas give off several photons of different frequency and energy? (9B)
 Explore light emission and absorption spectra at this web site. How do the emission
and absorption spectra look different for two elements? (9B)
 Or explore spectra using “Active Physics – Communication”, Activity 5 – Interference
and Spectra, p. C133. (9B)
 Discuss “neon lights” and how different gases can glow with different colors. (9B)
 Light is a wave that can cause interference patterns. How did the double slit
experiment show that light is a wave? (9B)
 Light is also a particle that occurs in quantized packets of energy. How did the
photoelectric experiment show that light behaves like a particle? (9B)
 Explore the dual nature of light at this web site. (9A, 9B)
Explain
 Discuss the difference between light emission and light absorption. How can they
both indicate what element is present in a substance? (9B)
Elaborate
 Discuss the relationship between frequency and the energy in a photon of light. How
does Planck’s constant relate energy and frequency? (9A, 9B)
 Discuss Heisenberg’s uncertainty principle. Why would a beam of light affect the
speed and location of a moving electron? Would the radar beam from a police
officers radar gun significantly affect the speed of your car when he measured how
fast you are traveling? (9A, 9B)
SAISD © 2008-09 – Fourth Grading Period
So students can…
 Discuss frequency and wavelength of light waves and how they vary for different
colors of visible light. What color of visible light has the shortest wavelength?
Which color has the lowest frequency?
 Discuss how crime investigators could use the distinct spectral lines of a particular
substance to identify it on someone’s clothing
 Journal about how light can sometimes act like a wave and sometimes act like a
particle
 Use the reading comprehension process to read “Spectra: The Fingerprints of
Elements”, p, C136 in the “Active Physics – Communications” book.
 Describe the difference between emission spectra and absorption spectra
 Compare the energy of a different photons of light based upon their frequency
 Discuss how very small objects can be affected by the measurement of their speed
or location because of the measuring device. Does a thermometer placed in a
beaker of warm water absorb some of the heat and thus affect the final temperature
reading?
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 15 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evaluate
 Describe how light can be both a particle and a wave and which experiments proved
that it is a wave or a particle. (9A, 9B)
 Describe how light is emitted when an electron moves to a lower energy level. How
does this result in specific emission spectra for different gases? (9A, 9B)
 Calculate light energy using frequency and Planck’s constant. (9A, 9B)
Vocabulary:

Spectrum

Emission

Absorption

Electron Cloud

Uncertainty
Holt Physics
Chapter 23 (pp. 840-854)
 Section 23.2-23.3
 Calculate the energy of several photons of light with different frequencies.
 Summarize in your science journals how the double slit experiment proved that
light is a wave and the photoelectric experiment proved that light is a particle.
Key Formulas
Laboratories:
- Active Physics, Communications,
“Spectra: The Fingerprints of Elements”, p. C136
Teaching Transparencies
The Production of an Emission Spectrum, T-119
Emission and Absorption Spectra of Hydrogen, T-120
Emission Transitions and Spectral Lines, T-121
λ=h
p
f=E
h
or
E=hf
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Review the double slit experiment and the photoelectric
effect experiment at these web sites to observe how
each proved a different concept of light (wave versus
particle).
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample Question
None
TAKS Released Question
None
The three lowest energy levels of an atom are
shown above. An atom in the n = 3 state can, in a
single transition, spontaneously emit a photon
having an energy of
What do you do for students who master the learning
quickly?
Read the article “Laser Surface Analyzer”, p. 846 of the
textbooks and describe how emission spectra can be
used to test soil.
Use the web site “Uncertainty Principle” to listen to
Heisenberg explain how this concept works. Journal
about the importance of this principle.
(A)
3 eV only
(B)
4 eV only
(C)
7 eV only
(D) 4 eV or 7 eV only
(E) 3 eV or 4 eV only
Answer - D
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 16 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
SAISD © 2008-09 – Fourth Grading Period
Science - Pre-AP Physics- Initial Release Aug 08, V1
Page 17 of 17
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.