Hazlet Township Public Schools

Transcription

1 Hazlet Township Public Schools COURSE OF STUDY FOR Lab Physics July 2009 Andrew Walsh

2 UNIT NUMBER AND TITLE: 1. Measurement BRIEF SUMMARY OF UNIT: Students will understand the scope of physics that will be addressed in the course and will gain an appreciation of the role played by mathematics in our understanding of the physical world. Utilizing prior knowledge of mathematics, students will learn to accurately report the precision of their lab measurements and apply algebraic methods to maintain the level of precision while validating principles and equations of physics. Students will learn that the units used for physical quantities obey the same equations as the quantities themselves. Students will learn safety procedures for labs. LINK TO CONTENT STANDARDS: Standard 4.1: (Number and Numerical Operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. Standard 4.2: (Geometry and Measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. Standard 4.4: (Data Analysis, Probability, and Discrete Mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. Standard 5.1: (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. Standard 5.3: (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: How is mathematics related to our understanding of the physical universe? GUIDING QUESTIONS: How are equations used in physics? How are physical quantities measured and processed? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: use of scientific notation, S.I. units of measurement, and significant figures. proper laboratory procedures and safety rules in performing experiments B: STUDENTS WILL UNDERSTAND THAT: The science of physics is both conceptual and numerical. Numerical measurements made in the lab must be treated according to rules of significant figures. The equations used in physics apply to the units used for measurement as well as to the numerical values. ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTAND?) STUDENTS WILL: explain that most principles and laws of physics are expressed in the form of mathematical equations. make measurements in the lab with correct SI units and appropriate significant figures. demonstrate appropriate lab methods and safety procedures. achieve mastery in performing calculations using scientific notation and applying rules of precision. 1

3 C: STUDENTS WILL BE ABLE TO: Report measurements using proper units and significant figures. Define the basic SI measurement parameters and units used in mechanics. Solve basic algebraic equations with results expressing the correct level of precision. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Overview discussion of course. Discussion of essential question. Review of algebra and graphical analysis Math quiz Lecture on measurements, significant figures, scientific notation, and dimensional analysis. Homework assignments (basic problems) from Holt chapter 1. Demonstration of use of significant figures in measurement. Complete Paper Tower lab (useful for students to learn to work in small lab groups). Complete lab on measurement precision. Quiz on measurements, significant figures, and scientific notation. Unit test 2

4 UNIT NUMBER AND TITLE: 2. Kinematics BRIEF SUMMARY OF UNIT: Students will learn how to analyze and graphically represent motion and how to solve basic motion problems including falling objects. Students will learn vector algebra and how to use vectors to represent motion in two dimensions. LINK TO CONTENT STANDARDS: Standard 4.2: (Geometry and Measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. Standard 4.3: (Patterns and Algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. Standard 5.7: (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: What concepts are used to describe motion and how are they related? GUIDING QUESTIONS: What is displacement and how is it related to time, velocity, and acceleration? What is the motion of falling objects? What is a vector and how is it used to represent compound quantities? How may vectors be combined? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: The meanings of displacement, velocity, and acceleration the difference between average velocity and instantaneous velocity how to add and subtract vectors. B: STUDENTS WILL UNDERSTAND THAT: An object s motion may be described verbally, mathematically, or graphically. Vectors provide a shorthand method of representing motion by incorporating both magnitude and direction. An object in free fall undergoes constant downward acceleration irrespective of its position or velocity. C: STUDENTS WILL BE ABLE TO: Understand graphical depictions of motion. Apply equations and solve basic motion problems. Distinguish between scalar and vector ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTAND?) STUDENTS WILL: Answer the essential question Solve verbal motion problems using a sequence: read, identify givens and unknowns, apply appropriate kinematic equations and/or vector operations, and solve for unknowns. Work together in lab groups to configure lab apparatus, make measurements of motion, process data, and draw conclusions on the basis of data obtained in the lab. Demonstrate mastery in representing motion using vectors and vector algebra. 3

5 quantities. Perform vector addition and subtraction. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Discussion of essential question. Lecture on one-dimensional motion. Homework assignments (basic problems) from Holt chapter 2 and graphical worksheet. Demonstration of one-dimensional motion using inclined plane. Lab on air-powered projectile. Quiz on one-dimensional motion. Lecture on two-dimensional motion and vectors. Demonstration of vector addition/subtraction via Exploration of Physical Science computer simulations. Homework assignments (basic problems) from Holt chapter 3 and vector worksheets. Lab on displacement vectors. Quiz on one-dimensional motion. Unit test 4

6 UNIT NUMBER AND TITLE: 3. Dynamics BRIEF SUMMARY OF UNIT: Students will learn the behavioral properties of the common types of forces and the effect of forces on objects as given by Newton s Laws. Students will learn the concepts of impulse and momentum and how they are applied to sports and auto collisions through the impulsemomentum theorem and the principle of conservation of momentum. Students will learn the definition of work and how to compute kinetic energy and various types of potential energy. Students will apply the work-energy theorem and Conservation of Energy. Based on viewing a video on Einstein s mass-energy equivalence principle, students will prepare an essay on the historical scientific events that lead to its formulation. LINK TO CONTENT STANDARDS: Standard 4.2: (Geometry and Measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. Standard 4.3: (Patterns and Algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. Standard 5.2: (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. Standard 5.4: (Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology. Standard 5.7: (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: How do forces affect an object's motion and energy? GUIDING QUESTIONS: What are the behaviors of different types of forces? How can multiple forces be analyzed to predict a body's motion? What is work and how is it related to energy? What are the different forms of energy and what does Conservation of Energy mean? What is momentum and how can a force be used to change an object's momentum? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: The individual behaviors of different types of forces. Newton s three laws of motion. The definition of momentum, impulse, and the impulse-momentum theorem. The principle of conservation of momentum. The definitions of work, kinetic energy, and different types of potential energy. The work-energy theorem and the principle of conservation of energy. B: STUDENTS WILL UNDERSTAND THAT: A free-body diagram is used to identify all external forces acting on a body and ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTAND?) STUDENTS WILL: Answer the essential question. Demonstrate mastery in solving problems involving forces and motion through application of free-body diagrams, Newton s Laws, and conservation principles. Work together in lab groups to configure lab apparatus, make measurements of force, mass, and motion, process data, and draw conclusions on the basis of data obtained in the lab. 5

7 What are the different types of collisions and under what circumstances does Conservation of Momentum apply? determine the net force. An object s acceleration is equal to the net external force divided by the object s mass. Energy is conserved if no dissipative forces are present. When two objects collide, momentum is always conserved. C: STUDENTS WILL BE ABLE TO: Identify external forces, construct a freebody diagram, and calculate net force. Apply Newton s Laws to solving dynamical problems. Calculate work, kinetic energy, and potential energy. Calculate momentum and impulse. Apply appropriate conservation principles to solve basic motion problems. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Discussion of essential question. Lecture on forces and Newton s Laws. Homework assignments (basic problems) from Holt chapter 4 and force worksheets. Demonstrations of net force-acceleration motion via Exploration of Physical Science computer simulations. Acceleration lab. Quiz on Newton s Laws motion. Lecture on work and energy. Homework assignments (basic problems) from Holt chapter 5 and work and energy worksheets. Lab on measurement of work. Video and writing assignment: Einstein s Big Idea. Quiz on work and energy. Lecture on momentum and collisions. Demonstrations of collisions using air track cars and air pucks. Demonstrations of collisions via Exploration of Physical Science computer simulations. Homework assignments (basic problems) from Holt chapter 6 Quiz on work and energy. 6

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9 UNIT NUMBER AND TITLE: 4. Circular Motion and Gravitation BRIEF SUMMARY OF UNIT: Students will learn how to mathematically describe circular motion and how a force can be used to cause circular motion. Students will learn that the motions of falling objects on Earth and rotational motions of satellites, planets of the solar system, and galaxies all arise from a single law of gravitation established by Newton. Through demonstrations, lab activities, and lecture, students will learn that an object s resistance to rotational motion depends upon its distribution of mass. Students will learn how simple machines are used to make work easier. LINK TO CONTENT STANDARDS: Standard 4.2: (Geometry and Measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. Standard 4.3: (Patterns and Algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. Standard 5.2: (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. Standard 5.7: (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: How do forces affect an object's circular motion? GUIDING QUESTIONS: How does circular motion differ from linear motion? What is the Universal Law of Gravitation and where does it apply? How can a force be used to cause rotation? What are the different types of simple machines and how may they be used to make work easier? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: The centripetal acceleration of an object in circular motion depends on its speed and its distance from the center of the circle. Newton s law of universal gravitation relates the gravitational force between two objects to masses and distance. torque is the product of moment arm and applied force. How to calculate mechanical advantage and efficiency of simple machines. B: STUDENTS WILL UNDERSTAND THAT: An object moving in circular motion is accelerating toward the center of the circle. Gravity is an attractive force between all objects of mass. ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTAND?) STUDENTS WILL: Answer the essential question. Demonstrate mastery in solving basic circular motion problems through the concept of centripetal acceleration. Work together in lab groups to configure lab apparatus, make measurements of force, mass, and motion, process data, and draw conclusions on the basis of data obtained in the lab. Demonstrate mastery of the principles and applications of simple machines. 8

10 Torque is a type of force that causes rotation. Simple machines are used to make work easier for people. C: STUDENTS WILL BE ABLE TO: Calculate the centripetal acceleration of a body in circular motion. Calculate the gravitational force between two objects of mass. Calculate the torque applied by a force. Apply pulleys and rope to lift heavy objects with ease. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Discussion of essential question. Lecture on circular motion and gravity. Lab on centripetal acceleration Video on Kepler. Homework assignments (basic problems) from Holt chapter 7 and circular motion worksheets. Demonstrations of circular motion via Exploration of Physical Science computer simulations. Quiz on circular motion and gravity Lecture on torque and simple machines. Demonstration of moment of inertia using soup cans and cylinders rolling down an incline. Lab on pulleys. Quiz on torque and simple machines Unit test 9

11 UNIT NUMBER AND TITLE: 5. Fluids and Heat BRIEF SUMMARY OF UNIT: Students will explore the main properties of fluids and how they are used in practical applications. Through demonstrations, lab activities, and lecture, students will discover the ways heat is exchanged between objects and the effects of heat on materials. Students will learn how heat can be harnessed to generate mechanical energy. LINK TO CONTENT STANDARDS: Standard 5.1: (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. Standard 5.2: (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. Standard 5.3: (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories. Standard 5.7: (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: What are the key behaviors and applications of fluid flow and heat? GUIDING QUESTIONS: What principles govern the flow of fluids? What is heat and how is it related to temperature? How can heat be used to generate work? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: The principles of fluid behavior established by Archimedes, Pascal, and Bernoulli. The SI unit of temperature (Kelvin) is based on the existence of an absolute zero in temperature. The specific heat of a substance is a measure of the ability of heat to change the temperature of the substance. B: STUDENTS WILL UNDERSTAND THAT: Pressure increases with depth in a fluid. Pressure decreases as the velocity of a fluid increases. Heat is a form of energy. Heat flows between objects by three distinct methods (conduction, convection, and radiation). The ideal gas law is a relationship among ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTAND?) STUDENTS WILL: Answer the essential question. Demonstrate mastery in solving basic fluid problems through application of buoyancy principles and Bernoulli s principle. Work together in lab groups to configure lab apparatus, make measurements of volume, mass, and temperature, process data, and draw conclusions on the basis of data obtained in the lab. Demonstrate mastery of the principles and applications of heat flow and heat engines. 10

12 pressure, density, and temperature of the gas. Heat engines convert heat into work. C: STUDENTS WILL BE ABLE TO: Calculate the buoyant force exerted by fluids. Explain the principle of a hydraulic lift. Convert temperature values between Celsius, Fahrenheit, and Kelvin scales. State the first law of thermodynamics and understand its application in various thermal processes. Understand that many power systems are heat engines. Calculate the efficiencies of heat engines and Carnot cycle engines. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Discussion of essential question. Lecture on fluid mechanics. Lab on buoyancy, lab on ideal gas law. Homework assignments (basic problems) from Holt chapter 8. Quiz on fluids. Lecture on heat. Demonstrations of heat and temperature. Homework assignments (basic problems) from Holt chapter 9 and temperature worksheets. Lab on specific heat. Quiz on heat and temperature. Lecture on thermodynamics. Homework assignments (basic problems) from Holt chapter 10. Quiz on thermodynamics. Unit test. 11

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14 UNIT NUMBER AND TITLE: 6. Vibrations, Waves, and Sound BRIEF SUMMARY OF UNIT: Through hands-on labs and demonstrations, students will study vibratory motions exhibited by the pendulum and mass on a spring. Using guided inquiry, students will explore wave propagation and associated phenomena and see that waves in water, sound waves, and light waves have many properties in common. Based on an understanding of standing waves on vibrating strings and springs, students will study resonance of sound waves in columns of air. Students will develop an understanding of the physical bases for the wide range of sounds possible in music. LINK TO CONTENT STANDARDS: Standard 4.2: (Geometry and Measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. Standard 4.3: (Patterns and Algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. Standard 5.3: (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories. Standard 5.7: (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: How do material objects vibrate and how do waves travel through space? GUIDING QUESTIONS: What kind of vibratory motion results from a Hooke's Law restoring force? What different types of waves occur in nature and what properties do all waves have in common? What is resonance? In what ways may sounds from voices and instruments differ from each other? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: The vibrational period of the pendulum and mass on a spring depend on specific physical properties for each. The definitions of wave properties of wavelength, amplitude, and velocity. A single relationship between velocity, frequency, and wavelength applies to all wave motion. Transverse and longitudinal waves differ in the manner in which they oscillate. B: STUDENTS WILL UNDERSTAND THAT: Simple harmonic (sinusoidal) motion results when an object is acted on by a restoring force that is proportional to its displacement from an equilibrium position. ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTAND?) STUDENTS WILL: Answer the essential question. Demonstrate mastery in solving basic vibration and wave problems. Work together in lab groups to configure lab apparatus, make measurements of physical properties of objects, process data, and draw conclusions on the basis of data obtained in the lab. Achieve mastery in analyzing and explaining resonance and properties of sound waves. 13

15 The frequency of a wave is determined by its source; the velocity of a wave is determined by properties of the medium in which its travels. Waves reflect at boundaries of the medium; waves can bend (refract) when properties of the medium change. When multiple waves overlap, the resultant wave is formed by the principle of superposition in which the amplitudes are added Sound will resonate in a column of air or other material when the wavelength of the sound is a precise fractional multiple of the length of the column (resonance). C: STUDENTS WILL BE ABLE TO: Calculate frequencies of resonant harmonics for columns. Identify and describe wave phenomena including refraction, interference, and diffraction. Identify and describe properties of sounds that we can discriminate through hearing. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Discussion of essential question. Lecture on vibrations and waves. Lab on mass on a spring, lab on pendulum motion. Demonstration of ripple tank. Lab on waves on a coiled spring. Demonstrations of harmonic motion and wave phenomena via Exploration of Physical Science computer simulations Homework assignments (basic problems) from Holt chapter 11 and superposition worksheets. Quiz on vibrations and waves. Lecture on sound. Demonstration standing waves on a string. 14

16 Homework assignments (basic problems) from Holt chapter 12 and resonance worksheets. Lab on resonance in columns of air. Possible interactive project with students of music department on resonance and harmonics analysis of instruments. Video clip on resonance. Quiz on sound Unit test 15

17 UNIT NUMBER AND TITLE: 7. Light and Optics BRIEF SUMMARY OF UNIT: Students will learn that light is one form of electromagnetic radiation and that the path of light can be directed by reflection and bending by the use of appropriate materials and shapes. Through demonstrations, lab activities, and lecture, students will learn the rules of reflection and refraction (bending) and develop the knowledge and skills to explain applications of optics in eyeglasses, telescopes, and cameras. Students will learn the visual effects produced when light exhibits interference, diffraction, and dispersion. LINK TO CONTENT STANDARDS: Standard 4.2: (Geometry and Measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. Standard 4.3: (Patterns and Algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. Standard 5.7: (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: How is light affected by matter? GUIDING QUESTIONS: What properties of light are visible to the eye? How is the path of light affected by reflecting surfaces? How is the path of light affected when passing through materials? What special effects occur when light interacts with objects of dimensions similar to the wavelength of light? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: Visible light occupies a small range of frequencies amid the very broad range of the electromagnetic spectrum which includes radio, microwave, ultraviolet, xrays, and gamma rays. Light travels in a straight line at a constant speed in a uniform medium. Different colors of light are observed because of differences in wavelength. B: STUDENTS WILL UNDERSTAND THAT: Light can be focused by concave mirrors and by convergent lenses. Light bends around the corners of small slits or objects (diffraction). Light of different wavelengths can travel at different speeds in a material (dispersion). C: STUDENTS WILL BE ABLE TO: Apply Snell s Law to determine the ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTAND?) STUDENTS WILL: Answer the essential question. Demonstrate mastery in analyzing and explaining how the path of light is altered by various lenses and mirrors. Work together in lab groups to configure optical apparatus, make measurements of physical properties of objects, the locations and properties of objects and images, process data, and draw conclusions on the basis of data obtained in the lab. Achieve mastery in analyzing and explaining optical effects resulting from interference, diffraction, and dispersion. 16

18 change in path direction of light at the boundary between two different media. Apply ray diagrams and the lens equation to determine location and properties of the image of an object formed by a lens system. Explain that telescopes and cameras use lenses and mirrors. Explain that mirages, rainbows, halos, and luminescent colors on soap bubbles are due to refraction, dispersion, interference, and diffraction. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Discussion of essential question. Lecture on light and reflection. Lab on mirrors. Demonstration of additive colors. Demonstrations of color addition via Exploration of Physical Science computer simulations Homework assignments (basic problems) from Holt chapter 11 and reflection worksheets. Quiz on light and reflection. Lecture on refraction, interference, and diffraction. Demonstration telescope. Homework assignments (basic problems) from Holt chapter 12 and lens worksheets. Lab on Snell s Law, lab on lenses. Video on lasers. Quiz on refraction, interference, and diffraction. Unit test 17

19 UNIT NUMBER AND TITLE: 8. Electricity and Magnetism BRIEF SUMMARY OF UNIT: Students will learn the basic properties of electric charges and the various formalisms used to describe the mutual effects of charges. Through demonstrations, lab activities, and lecture, students will learn that electric circuits are used to control the flow of charge in order to provide useful functions. Students will understand that all electronic devices, such as cell phones, are based on numerous complex electric circuits. Students will learn the basic properties of magnetism and will discover that electricity and magnetism are intimately related. Students will learn that the ability to generate and use electric power is based on the principle of electromagnetic induction discovered by Faraday. LINK TO CONTENT STANDARDS: Standard 4.2: (Geometry and Measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. Standard 4.3: (Patterns and Algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. Standard 5.2: (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. Standard 5.3: (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories. Standard 5.7: (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: What is electrical charge and how does it affect other objects? GUIDING QUESTIONS: What is the force law for charges and how is it represented as a field? How is electric charge stored and transported? How may various electric elements be combined to form circuits that provide useful functions? What is a magnetic field and how does it affect charged particles? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: Electric current is the flow of charges. Capacitance is a measure of the ability to store charge. The current flowing through a resistor when a potential difference is applied is given by Ohm s Law. Electromagnetic induction was discovered by Michael Faraday. B: STUDENTS WILL UNDERSTAND THAT: Electric charge only appears in integer multiples of the basic unit of charge and may be positive or negative. The effect of an electric charge on other charges may be represented by a force, an ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTAND?) STUDENTS WILL: Answer the essential question. Demonstrate mastery in solving problems involving electric forces, fields, potential, and circuits. Work together in lab groups to configure lab apparatus, make observations and measurements of electrical and magnetic properties of objects and circuits, process data, and draw conclusions on the basis of data obtained in the lab. Achieve mastery in analyzing and explaining electromagnetic induction and 18

20 How is electrical energy converted into mechanical energy and vice versa? electric field, or electric potential. Forces between charged objects depend on the amounts of charge and the distance between them as given by Coulomb s Law. Current may be induced in a conductor by the motion of a magnet; motion may be caused by a change in the current flowing near a magnet. C: STUDENTS WILL BE ABLE TO: Calculate the force exerted on a charge by another charge. Sketch the electric field around charged objects. Sketch the magnetic field in the vicinity of a magnet and around a current-carrying wire Analyze circuits comprised of voltage source, resistors, and capacitors connected in series or parallel. its applications in generating and transforming electric power. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Discussion of essential question. Lecture on electric forces and fields. Lab on electric charges. Demonstration van de Graff generator. Demonstrations of electric forces and fields via Exploration of Physical Science computer simulations Homework assignments (basic problems) from Holt chapter 16 and electric forces and fields worksheets. Quiz on electric forces and fields. Lecture on electric energy and circuits. Demonstration Leyden jar for storing charge. Homework assignments (basic problems) from Holt chapters 17 and 18 and circuit worksheets. Lab on series and parallel resistive circuits. Quiz on electric energy and circuits. Lecture on magnetism and electromagnetic induction. Demonstration electromagnetic induction. Homework assignments (basic problems) from Holt chapters 19 and

21 Lab on magnetism and electromagnetic induction. Quiz on magnetism and electromagnetic induction Unit test 20

22 UNIT NUMBER AND TITLE: 9. Atomic, Nuclear, and Particle Physics BRIEF SUMMARY OF UNIT: Students will learn that the breakthrough principles of atomic and subatomic physics arose after the experimental discoveries of phenomena that could not be explained by classical (Newtonian) physics. Through guided inquiry, students will understand that radically different physics was necessary to explain the world of the atom and its interaction with light. Students will learn that events involving the nucleus of the atom follow conservation laws including conservation of mass-energy. LINK TO CONTENT STANDARDS: Standard 4.2: (Geometry and Measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. Standard 4.3: (Patterns and Algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. Standard 5.2: (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. Standard 5.3: (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories. Standard 5.4: (Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology. Standard 5.7: (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: What is different in physics at the atomic and subatomic levels? GUIDING QUESTIONS: How can an object appear sometimes as a particle and sometimes as a wave? Where does the energy that binds a nucleus together come from? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: The Bohr model of the atom was a first step in understanding the quantum nature of atoms and the discrete wavelengths of light given off by atoms. The quantum mechanics and wave mechanics methodologies of Heisenberg and Schrodinger permit detailed quantitative understanding of atomic and molecular properties of matter and light. Elementary particles are classified into a variety of types and families based on The Standard Model of Elementary Particles. ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTAND?) STUDENTS WILL: Answer the essential question. Demonstrate mastery in explaining atomic phenomena in terms of quantum mechanical principles. Achieve mastery in analyzing and explaining nuclear interaction and decay processes and nuclear binding energy. 21

23 B: STUDENTS WILL UNDERSTAND THAT: The Heisenberg Uncertainty Principle imposes limits on the precision of simultaneous measurements made at the atomic and sub-atomic scales. Particles of matter can be observed to behave as waves with wavelength given by the de Broglie wavelength. Light can be observed to behave as a particle with an energy that is proportional to its frequency. The energy used to bind the nucleons in a nucleus together is equal to the mass defect times the speed of light squared in accordance with Einstein s energy-mass equation. C: STUDENTS WILL BE ABLE TO: Calculate the energy of a single photon of light. Explain that the Photoelectric Effect and Compton Scattering demonstrate the basic quantum nature of matter and light. Calculate nuclear binding energy. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: Discussion of essential question. Lecture on atomic physics. Lab on atomic light spectra and diffraction gratings. Demonstrations of atomic phenomena via Exploration of Physical Science computer simulations Homework assignments (basic problems) from Holt chapter 21. Quiz on atomic physics. Lecture on nuclear physics and elementary particles. Homework assignments (basic problems) from Holt chapter 22. Video on nuclear energy. Quiz on nuclear physics and elementary particles. Unit test 22

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