AP Physics B - Freehold Regional High School District

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

Science

AP Physics B

COURSE DESCRIPTION

Grade Level: 10-12 Department: Science

Course Title: AP Physics Credits: 5.0

Course Code: 042450

Board of Education adoption date: August 22, 2011

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee

Mr. Joseph Santonacita Ms. Erin Siebenmann

Supervisors

Ms. Kim Fox

Ms. Marybeth Ruddy Ms. Angelique Gauthier

Ms. Stacie Ferrara Ms. Denise Scanga

Mr. Timothy O’Boyle

AP Physics B- Introduction Introduction

Course Philosophy

Advanced Placement Physics B is qualitatively and quantitatively high level physics course. Fundamental Physics topics are revisited but covered in greater depth and detail. Advanced level topics are also introduced and explored. Major conceptual areas to be covered include magnetism and electromagnetic theory, atomic and nuclear physics, kinetic theory and thermodynamics, fluid statics and dynamics as well as an in depth review of the topics covered in the Lab Physics or Honors Lab Physics courses. Concepts and skills are introduced, refined and reinforced by lectures, demonstrations, and laboratory experiences. Problem solving and technical reading are two of the outside activities required for the successful development of these topics. Computers as well as PASCO Equipment and specialized software are emphasized for their value as research and investigative tools. Advanced Placement Physics B is intended for students of exceptional ability who are serious about broadening their understanding of the physical world. This course will provide excellent preparation for continued study of science at the college level, and will fully prepare students for the Advanced Placement Physics B Exam. Advanced Placement Physics conforms to the curriculum as suggested by The Advanced Placement Committee of the College Board. It is designed to be the equivalent of a non‐calculus based College Level Physics Course.

Course Description

The AP Physics B course will begin with observations of objects in motion. The focus will be on multiple representations of motion, the mechanics of moving objects and using the scientific method to solve real world problems. As the course progresses, we hope the students will gain an understanding that the same basic principles and models govern the motion of all objects. They will gain this understanding through the use of various laboratory activities involving scenarios and examples that demonstrate these principles. We hope students will also gain a practical understanding of the gravitational force as a universal force and that energy takes many forms and is a property of many substances associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature chemicals. Students will explore the nature of waves and how their movement impacts us every day and come to have an understanding that waves have energy and can transfer energy when they interact with matter. During the study of charges, magnetic properties, and electromagnetism, students will be exposed to electromagnetic forces and how they affect matter and energy. Students will hopefully also gain an understanding of the nature of light, its properties, basic optics and how light interacts with matter by transmission, absorption and scattering. Students’ understanding will be evaluated through methods such as pre‐ and post‐test analysis, lab activities, projects, mid‐term and final course assessment.

Course Map and Proficiencies/Pacing

Course Map

Relevant Standards

Enduring Understandings

Essential Questions Assessments

Diagnostic Formative Summative

5.1 A‐D

The scientific process of experimental design allows students to develop ideas, test possible explanations, critically analyze data, and communicate the outcomes.

How is the scientific process utilized to develop ideas and answer scientific questions? What is the difference between a prediction and a hypothesis? How do you account for evidence that supports your hypothesis? How do you account for evidence that conflicts with your hypothesis?

Pre‐test Lab safety pre‐lab Brainstorming topics Pre‐lab assessments Research based surveys (FCI, FMCI, ECCE, FMCE, CSEM, CSE, CSM, MBT, etc.) Anticipatory sets (opening questions and activities)

Quizzes Daily checks for understanding Using interactive white boards for instant feedback Journaling and reflective writing Lesson closure questions Daily homework assessment Current events in Physics Portfolio of works in progress Progress reports

Marking period project Questions on specific topics Post unit test Lab reports Research Based Surveys (FCI, FMCI, ECCE, FMCE, CSEM, CSE, CSM, MBT, etc.)

5.1 A‐D

Mathematics is a tool used to model objects, events, and relationships in the natural and designed world.

How can quantitative data and mathematics be used to help represent real world phenomena?

How can you manipulate data to decipher quantitative relationships? How is reliable data collected and interpreted in an experiment?

Pre‐test Brainstorming topics Pre‐lab assessments Research Based Surveys (FCI, FMCI, ECCE, FMCE, CSEM, CSE, CSM, MBT, etc.) Anticipatory sets (opening questions and activities)



5.1 A‐D 5.2 E

The same basic principles & models can describe the motion of all objects.

How can an object’s motion and change in motion be represented verbally, physically, graphically, and mathematically?

For an object traveling in two dimensions, (i.e. a projectile) how can the object’s motion and change in motion be represented verbally, physically, graphically, and mathematically?




5.1 A‐D 5.2 E

External, unbalanced forces are required to change a system’s motion.

How are Newton’s Laws of Motion applied to describe the motion of an object or system?

What are the similarities and differences between different types of forces?

How can the forces exerted on an object or system be represented verbally, physically, graphically and mathematically?




5.1 A‐D 5.2 E

An object that exerts a force on a second object will have an equal and opposite force exerted on it by the second object.

How are Newton’s Laws of Motion applied to describe the motion of an object or system?

What are the similarities and differences between different types of forces?

How can the forces exerted on an object or system be represented verbally, physically, graphically and mathematically? What does it mean for an object to be in translational equilibrium?




5.1 A‐D 5.2 E

For an object that travels at a constant speed in a circle, a net external force must be exerted towards the center.

What is necessary for an object to travel in a circular path?

How can the orbits of the planets of our solar system be simplified?

How does circular motion relate to simple harmonic motion?




5.1 A‐D 5.2 E

An object in translational and rotational equilibrium has a net force of zero and a net torque of zero.

How can the torques exerted on an object or system be represented physically and mathematically?

What does it mean for an object to be in rotational equilibrium?




5.1 A‐D 5.2 E 5.4 A

A gravitational interaction is a universal force exerted between all objects with mass.

How does gravitational force differ from other forces? How does mass and distance affect the gravitational force of object acting on another object?

What is the difference between mass and weight?




5.1 A‐D 5.2 D‐E 5.4 A

For a closed system of objects during a collision, momentum is conserved and energy can be transferred.

How can an object’s momentum be represented verbally, physically, graphically and mathematically? How is the momentum of an object changed, and how can this change be represented verbally, graphically and mathematically?




5.1 A‐D 5.2 C‐E

Momentum is a physical quantity that only moving objects have.

How can an object’s momentum be represented verbally, physically, graphically and mathematically? How is the momentum of an object changed, and how can this change be represented verbally, graphically and mathematically?




5.1 A‐D 5.2 C‐E

Energy is a system's ability to do or change something.

How can the energy of an object be represented verbally, physically, graphically and mathematically?

How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?




5.1 A‐D 5.2 C‐E

Work is a transfer of energy into and out of a system.

How does work done by and on a system affect the total energy of the system?





5.1 A‐D 5.2 B‐E

Energy is conserved for a closed system of objects.

How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? What are the characteristics of a simple harmonic oscillator? What is the first law of thermodynamics?




5.1 A‐D 5.2 A‐E

Heating (cooling) is a transfer of energy into and out of a system.

How does the heating/cooling process occur?

How does the heating process affect by and on a system affect the total energy of the system?





5.1 A‐D 5.2 A‐E

The kinetic theory model can be used to describe the relationship between gas particles, pressure, temperature, and volume.

How do you represent pressure, volume and temperature of a number of gas particles verbally, physically, graphically and mathematically? How do you determine the efficiency of a closed system? How are pressure and temperature understood on the microscopic level and macroscopic level?




5.1 A‐D 5.2 C,D,E

The frequency of a wave is determined by the source, the speed is determined by the medium it propagates through.

How can the model of a simple harmonic oscillator be related to the model of a wave? How are mechanical waves created? How do mechanical waves propagate through a medium? How does wavelength relate to speed and frequency?




5.1 A‐D 5.2 C,D,E

Electromagnetic waves have a dual nature, they can be considered to be both a wave and a particle.

How do mechanical waves differ from electromagnetic waves? What experiments demonstrate the particle and wave nature of light? How have previous models and understanding of light contributed to the current model of light?

How can the characteristics of light be represented verbally, physically, graphically, and mathematically?




5.1 A‐D 5.2 C

The same basic principles and models govern the behavior of waves when they interact with matter and with other waves

How are the properties of waves affected when waves interact?

What is the relationship between the physical quantities and perceived qualities of sound?

How do the physical quantities and perceived qualities of sound change depending on the relative motions of the source and the observer?

How can the characteristics of an image produced by an optical device be represented verbally, graphically and mathematically?




5.1 A‐D 5.2 D, E

A charged body produces an electric field that mediates the interactions between the body and other charges.

How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce?

What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?




5.1 A‐D 5.2 D, E

Electrical circuits provide a mechanism of transferring electrical energy

How does electric potential cause the movement of electrons in an electric circuit? How do basic circuit components produce heat, light and sound from electrical energy? How does the arrangement of basic circuit components in series and parallel affect the function of those components?




5.1 A‐D 5.2 D, E

Magnetic fields are produced by permanent magnets and electric currents, which mediate interactions between magnetic materials and moving charges.

How can magnets and the magnetic field they produce be represented verbally, graphically and mathematically? How can the relationship between electric currents and magnetic fields be represented physically, graphically and mathematically? What conditions are required in order to induce an electric current from a magnetic field, and vice versa?




5.1 A‐D 5.2 A‐E

Small amounts of matter can be converted to energy during nuclear interactions.

What is the difference between fission and fusion? How do the concepts of energy, work, and momentum relate to nuclear interactions?




Proficiencies and Pacing

Unit Title Unit Understanding(s) and Goal(s) Recommended Duration

All Units: Science Skills

The scientific process of experimental design allows students to develop ideas, test possible explanations, critically analyze data, and communicate the outcomes.

Mathematics is a tool used to model objects, events, and relationships in the natural and designed world

Technology is an application of scientific knowledge used to meet human needs and solve human problems

At the conclusion of this unit students will be able to: 1. Students will develop problem‐solving, decision‐making and inquiry skills and will understand how people, discoveries and events have contributed to the advancement of science and technology.

Throughout year

Unit 1: Kinematics

The same basic principles & models govern the motion of all objects. At the conclusion of this unit students will be able to: 1. Students will be able to describe and interpret motion using multiple representations.

2‐3 weeks

Unit 2: Forces

External, unbalanced forces are required to change a system’s motion.

Forces exerted between objects are interactions between those objects, where each object exerts a force during the interaction.

Systems in equilibrium experience a zero net force and have constant velocity in an inertial reference frame so that in order to change an object's motion, an unbalanced and external force(s) must be exerted on the object.

When an object exerts a force on another object, the second object will exert a force that is equal in magnitude and opposite in direction on the first object.

Accelerating systems are directly proportional to the net force exerted on a system and inversely proportional to the mass of the system.

At the conclusion of this unit students will be able to: 1. Students will understand Newton's Laws and apply them to predict how a system's motion will be affected by forces.

2‐3 weeks

Unit 3: Two Dimensional Motion

The same basic principles & models govern the motion of all objects, when considering multiple dimensions.

All physical quantities will behave either as a vector or scalar quantity.

At the conclusion of this unit students will be able to: 1. Students will be able to apply kinematics and Newton's Laws to objects moving in two dimensions and understand how they affect a systems' motion in two dimensions.

1 week

Unit 4: Circular Motion & Universal Law of Gravitation

The same basic principles & models govern the motion of all objects when considering multiple dimensions.

For an object to move in circular motion with constant velocity, the net force and acceleration must be directed towards the center of the circle and perpendicular to the circular path.

Gravitational force is a universal force of attraction between masses and this force is proportional to the product of the masses and inversely proportional to the distance squared.

At the conclusion of this unit students will be able to: 1. Students will understand that a net external force must be directed toward the center of a circular path to keep an object traveling in circular motion. 2. Students will understand that all objects with mass exert forces on other object with mass and sometimes these forces can cause an object to travel in a circular path.

2 weeks

Unit 5: Momentum

In order to for an object to undergo a change in momentum, an unbalanced and external force(s) must be exerted on the object over a period of time.

Momentum is conserved in a closed system.

At the conclusion of this unit students will be able to: 1. Students will understand that momentum is conserved in a closed system.

2 weeks

Unit 6: Work & Energy

Energy takes many forms; these forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and the energy associated with the position of an object in a field (potential energy).

Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways.

The total mass‐energy is conserved in a closed system.

At the conclusion of this unit students will be able to: 1. Students will understand that energy is conserved within a system.

2 weeks

Unit 7: Torque & Equilibrium

An object in rotational equilibrium has a net torque of zero and has no angular acceleration.

Torque is the product of a force exerted perpendicularly to an object at some distance from a pivot point. At the conclusion of this unit students will be able to: 1. Students will understand that a net external torque is required for an object to change its rotational motion.

1 week

Unit 8: Fluid Dynamics

External, unbalanced forces are required to change a system’s motion. Energy is conserved for a closed system of objects. At the conclusion of this unit students will be able to: 1. Students will understand how forces affect the motion of fluids.

2 week

Unit 9: Thermodynamics

Energy is a system's ability to do or change something.Work is a transfer of energy into and out of a system. Energy is conserved for a closed system of objects. Heating and cooling are a transfer of energy into and out of a system. The kinetic theory model can be used to describe the relationship between gas particles, pressure, temperature, and volume.

At the conclusion of this unit students will be able to: 1. Students will understand what matter is and how forces and energy affect the properties and internal motion of a system.

2‐3 weeks

Unit 10: Electrostatics

A charged body produces an electric field that mediates the interactions between the body and other charges. Energy is conserved for a closed system of objects. External, unbalanced forces are required to change a system’s motion. At the conclusion of this unit students will be able to: 1. Students will understand electromagnetic forces and how they affect matter and energy.

2 weeks

Unit 11: Electric Fields

A charged body produces an electric field that mediates the interactions between the body and other charges. Energy is conserved for a closed system of objects. External, unbalanced forces are required to change a system’s motion. At the conclusion of this unit students will be able to: 1. Students will understand that the presence of electric fields affect the space around an object of charge by exerting forces on objects of charge located within the field.

2 weeks

Unit 12: Circuits

Electrical circuits provide a mechanism of transferring electrical energy. A charged body produces an electric field that mediates the interactions between the body and other charges. Energy is conserved for a closed system of objects.

At the conclusion of this unit students will be able to: 1. Students will understand the function of circuit components and how current, voltage and resistance are related.

1‐2 weeks

Unit 13: Capacitors & RC Circuits

Electrical circuits provide a mechanism of transferring electrical energy. A charged body produces an electric field that mediates the interactions between the body and other charges. Energy is conserved for a closed system of objects.

At the conclusion of this unit students will be able to: 1. Students will understand the function of capacitors and resistors within a circuit.

1 week

Unit 14: Electromagnetism

Magnetic fields are produced by permanent magnets and electric currents, which mediate interactions between magnetic materials and moving charges. At the conclusion of this unit students will be able to: 1. Students will gain an understanding of electromagnetic forces and how they affect matter and energy.

2‐3 weeks

Unit 15: Simple Harmonic Motion

Simple harmonic motion is a transform of energy within a system such as an oscillating spring or pendulum. At the conclusion of this unit students will be able to: 1. Students will understand the characteristics and properties of systems in simple harmonic motion.

1 week

Unit 16: Mechanical Waves

Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.

Sound is a transfer of energy through a medium in the form of a compression wave.

Mechanical waves require a medium in order to propagate.

At the conclusion of this unit students will be able to: 1. Students will understand the characteristics and properties of wave motion and mechanical waves, including sound.

2‐3 weeks

Unit 17: Light

Light behaves as an electromagnetic wave or a particle depending on the observer. At the conclusion of this unit students will be able to: 1. Students will understand the nature of light and its characteristics and properties.

1‐2 weeks

Unit 18: Geometric Optics

Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).

To see an object, light from that object‐ emitted or scattered from it‐ must enter the eye.

Optical devices are materials that transmit or reflect light to produce images of the object from which the light comes.

At the conclusion of this unit students will be able to: 1. Students will understand how light interacts with different materials (optical devices) and how images are produced.

1‐2 weeks

Unit 19: Atomic Physics

Small amounts of matter can be converted to energy during nuclear interactions. For a closed system of objects during a collision, momentum is conserved and energy can be transferred. Work is a transfer of energy into and out of a system. At the conclusion of this unit students will be able to: 1. Students will understand the wave‐particle duality of photons and other high energy particles.

1‐2 weeks

Unit 20: Nuclear Physics

Small amounts of matter can be converted to energy during nuclear interactions. For a closed system of objects during a collision, momentum is conserved and energy can be transferred. Work is a transfer of energy into and out of a system. At the conclusion of this unit students will be able to: 1. Students will understand that there are nuclear forces at the subatomic level and how these subatomic particles interact with these forces.

1 week

Laboratory List

Unit 1: Kinematics

One Dimensional Car Lab (1 hrs) Objectives: a. to develop a set of equations which can predict the position and velocity of a battery powered toy car. b. to learn how to derive information from the slope.

One Dimensional Freefall (2 hrs) Objectives: a. to develop a set of equations which can predict the position, velocity and acceleration of a free falling object. b. to learn how to derive information from the slope of and area under a graph. c. to learn how to apply error analysis, instrumental uncertainty

Unit 2: Forces

Forces at Equilibrium (1 hr) Objectives: a. to demonstrate that force is a vector quantity. b. to show that when a system is at equilibrium that opposite forces must be equal.

Derivation of Newton’s Second Law (2 hr) Objectives: a. to examine what happens as the acceleration as the mass of an object changes under a constant net external force b. to examine what happens to an isolated system as the mass is held constant while the magnitude of the net external force changes.

Frictional Force (1 hr) Objectives: a. To learn how to determine the coefficient of friction between two surfaces. b. To determine what characteristics affect the frictional force between two surfaces.

Unit 3: Two Dimensional Motion

Two Dimensional Freefall (2 hr) Objectives: a. to demonstrate that displacement, velocity and acceleration are vector quantities. b. to determine the relationship the range and height of a projectile fired at any arbitrary angle. c. to determine the angle at which a projectile will achieve maximum range and maximum height d. to predict the location of a horizontally fired object

Unit 4: Circular Motion and Universal Law of Gravitation

Centripetal Acceleration (1 hrs) Objectives: a. to determine the relationships between the centripetal force acting on an object and the three independent variables; mass, velocity and radius. b. to demonstrate the importance of running a controlled experiment allowing only a single variable in a lab to vary at a time. Derivation of Gravitational Constant g (1/2 hr) Objectives: a. to experimentally determine the gravitational constant g using force diagrams and masses b. to learn how to apply error analysis, instrumental uncertainty

Unit 5: Momentum

Momentum Conservation (1 hr) Objectives: a. to show that in a closed system, a system in which there are no outside forces, the total vector momentum remains constant. b. to compare elastic collisions, inelastic collisions and explosions.


Hooke’s Law & conservation of energy (2 hr) Objective: a. to develop and verify Hooke's Law for springs The amount that a spring stretches or compresses is directly proportional to the magnitude of the applied force. b. to demonstrate the Law of Energy Conservation The total mechanical energy in a closed system [a system where there are no unaccounted for outside forces] remains constant, although the energy can change from one form to another as a spring is fired from a ring stand to a height above the ground.

Unit 7: Torque

Torque & Equilibrium (1 hr) Objectives: a. To show that the torque acting on system can be calculated by taking the product of the perpendicular distance between the point of application of an applied force and the magnitude of that force. b. To demonstrate that for a system to be completely at equilibrium opposite torques, as well as opposite forces, must be equal.

Unit 8: Fluids

Bernoulli’s principle Objective: Utilizing Bernoulli’s principle and projectile motion take a canister with holes in the bottom determine the location where the water will hit the floor.

Buoyancy Forces Objective: Experimentally determine Archimedes principle.

Unit 9: Thermodynamics

Objective: Students will determine the time it takes the for a heat bring a system to equilibrium

Unit 10: Electrostatics

The Charge Model (3 hrs) Objectives: to develop the charge model through a series of small experiments by via rubbing (and not rubbing) various objects (i.e. PVC pipe, glass rods, fur, wool, etc.) together and making observations as these objects are brought near each other. From these observations students reason about what is going on a microscopic level

Unit 11: Fields

Electric Field and Electric Potential Field (2 hrs) Objective: a. determine the electric potential as a function of distance from a point [spherical] source. b. determine the direction of greatest change in potential near a point [spherical] source. c. calculate the electric field strength as a function of distance from a point [spherical] source. d. Relate the electric field strength to the greatest rate of change of the potential.

Unit 12: Circuits

DC Electric Circuits (9 hrs) Objectives: a. To differentiate the potential difference generated by an electrochemical cell related to the number of cells connected in series to those connected in parallel b. To demonstrate how a voltmeter is connected in an electrical circuit c. To demonstrate how an ammeter be used in an electrical circuit. d. To examine how current changes through electrical junctions inside an electrical circuit, parallel and series parts. e. To determine the relationship among the potential differences across each light bulb and the potential difference across the battery in a series circuit and in a parallel circuit f. How is the current flow through a circuit related to the voltage applied and the resistance of the circuit element? (Ohm’s Law) g. How is the total resistance of resistors used in series and in parallel related to the separate resistances? h. To determine the internal resistance of a battery. i. How is the resistance of a wire related to the length of the wire, to the cross section (The cross section of a wire is the circular area exposed when the wire is cut cleanly.) and to the temperature of the wire, and the resistivity of a material. j. To measure the power delivered to the load in a circuit, and determine the conditions will maximum power be delivered and under what conditions will the delivery of that power be most efficient. k. To develop the relationship between the heat delivered by an electrical circuit, the amount of current supplied, the voltage supplied and the time? (Joule’s Law)

Unit 13: Capacitors / RC circuits

Capacitors & Capacitance (2 hrs) Objective: a. Measure the capacitance of a parallel plate capacitor. b. To determine the capacitance of two capacitors in parallel. c. To determine the capacitance of two capacitors in series


1. Magnetic Field Strength (1hr) Objective: to measure the strength of a magnetic field as a function of distance from a current carrying wire through the use of a Hall Effect device. 2. Magnetic Deflection (1 hr) Objective: a. to measure the effect of a uniform magnetic field on a moving beam of charged particles and to show the magnetic force on a moving charged particle is given by the cross product of the magnetic field and velocity times the magnitude of the charge 3. Magnetic Force on a current carrying wire (1 hr) Objective: a. To determine the direction and the magnitude of the magnetic force exerted on a current carrying wire while sitting in a uniform magnetic field. 4. Magnetic Force between Current Carrying wires (1 hr) Objectives: a. to determine the relationship between the magnetic field near a current carrying wire and the distance from that wire (i.e. to verify the BiotSavart Law and/or Ampere’s Law). b. to measure both the magnitude and direction of the magnetic force between two current carrying wires.

Unit 15: Simple Harmonic Motion

Simple Harmonic Motion (2 hrs) Objectives: a. to develop the concept of simple harmonic motion through the use of the simple pendulum and a simple mass spring system b. to determine which characteristics [arc length L, length l and mass m] affect the period of a simple pendulum and how they affect this period. c. to develop a set of equations which will predict the position, velocity and acceleration of a simple pendulum as a function of time. d. to measure the decay constant of a simple pendulum and use it to predict the amplitude of a simple pendulum as a function of time. e. to demonstrate the role of hypothesis


Objective: determine speed of sound in a closed end pipe

Unit 17: Physical Optics / Light

Objective: a. Determine the wavelength of laser utilizing a double slit diffraction then compare it to the actual wavelength. b. Determine the index of refraction of an unknown material

Unit 18: Geometric Optics Objective: Determine the location of a real image

Unit 19: Atomic & Nuclear Physics Objective: a. Observational experiment using the Models of the Hydrogen Atom to examine the various models of the atom as they have evolved b. Observational experiment using the Photoelectric effect simulation to examine stopping potential to the frequency.

Basic Skills Basic Skills

Enduring Understandings: The scientific process of experimental design allows students to develop ideas, test possible explanations, critically analyze data, and communicate the outcomes. Mathematics is a tool used to model objects, events, and relationships in the natural and designed world

Technology is an application of scientific knowledge used to meet human needs and solve human problems

Essential Questions: What is Physics and how does it relate to other sciences and the real world? Why is the safe and proper use of technology important?

How is the scientific process utilized to develop ideas and answer scientific questions?

What is the difference between a prediction and a hypothesis?

How do you account for evidence that supports your hypothesis? How do you account for evidence that conflicts with your hypothesis?

How can quantitative data and mathematics be used to help represent real world phenomena?

How can you manipulate data to decipher quantitative relationships?

How is reliable data collected and interpreted in an experiment?

Unit Goals: Students will develop problem‐solving, decision‐making and inquiry skills and will understand how people, discoveries and events have contributed to advancement of science and technology. Recommended Duration: Throughout the academic year‐ dispersed through the first two marking periods and reinforced in the second half of the year.

Guiding/Topical Questions

Content/Themes/Skills Resources and Materials Suggested StrategiesSuggested Assessments

What practices and habits will insure safety in the classroom and laboratory?

Demonstrate self‐management skills; such as work ethic, dependability, promptness, the ability to set short and long terms goals, work cooperatively, use time efficiently and develop self‐evaluation skills.

Lab safety contract Safety signs and posters posted around the room Pre‐labs

Teacher model and student practice Teacher lecture Read through safety procedures

Lab safety quiz Pre‐lab Safety checks Performance of lab activities properly

How is the scientific method used to answer questions and to solve problems? How can results be best justified and explained to others? Why is communication among the scientific community essential for presenting findings?

Locate, develop, summarize, organize, synthesize and evaluate information.

Use scientific inquiry to ask scientifically‐oriented questions, collect evidence, form explanations, connect explanations to scientific knowledge and theory, and communicate and justify explanations

Develop critical thinking, decision‐making, problem‐solving skills and data analysis skills.

Teacher and student editions of text approved by the district Scientific/graphing calculators Math book for algebraic and calculus reference and examples Lab equipment Data collection and analysis hardware and software Interactive white boards Access to computers and internet for sources such as: Videos (internet, DVD and VHS)

Thought experiments Perform lab activities Small group discussions Class discussions Reports and presentation of findings Go through process for different topics (Teacher Model, student practice)

Lab reports (presentations or write up)

What constitutes valid evidence and when do you know you have enough and the right kind of evidence? What is precision, accuracy and error and uncertainty analysis?

Determine if results are justifiable based on predictions and assumptions

Differentiate between precision and accuracy

Apply uncertainty and error analysis to results.

Data collected from experiments where outcome is predictable Bulls eye and bean bags Measuring tools and equipment such as rulers, meter sticks, clocks, stopwatches, scales.

Evaluate measuring instruments and results Evaluate data collected and results Include and interpret meaning of error bars on graphs and percent error and uncertainty reports

Quiz‐Recognizing precision, accuracy, error and uncertainty in data Report analysis of error and uncertainty within lab reports

What are the basic units of measurement and the various prefixes used in the scientific community and why is it important that a common system is used?

Use metric system (kg‐m‐s) Recognize metric prefix meanings Convert to base units

Metric poster/chart or handout Conversion sheets and practice worksheets Text or supplemental materials Example of when different measurements have lead to errors (Mars Rover)

Practice with converting, identifying, and using scientific notation, significant figures, and proper rounding techniques Class discussion

Pre‐test math and science skills Homework‐practice

How does scientific knowledge advance and build upon previous discoveries using the scientific method of problem solving and technology? What is the importance of history in understanding scientific theories and the advancement of science?

Develop an understanding of the role that Physics serves as a foundation for many career opportunities in science and technology. Properly and safely use technology and scientific equipment to collect and analyze data to help form scientific testable scientific hypotheses.

Biographies on relevant physicists and mathematicians Text or supplemental materials Scientific journals or articles Online sources Different types of technology‐ older and newer apparatus

Storytelling of physicists lives and works Demonstrations of technology changes over time

Closure & Reflections Test questions (dispersed in Unit tests throughout the year)

What is Physics? What is the role of physics in the world around us?

Understand that the development of ideas is essential for building scientific knowledge. Relate Physics to everyday life experiences and phenomena

Textbook or supplemental material Real world examples Online sources

Integrate real life experiences and phenomena into problems and questions such as sports, movies, driving, music, etc. Class discussion Integrate other disciplines into Physics problems and questions

Survey‐ What is Physics Real world problems

2010 College‐ and Career‐Readiness Standards and K‐12 English Language Arts

Grades 11‐12 Literacy in Science and Technical Subjects

LA.11‐12.RST Reading



LA.11‐12.WHST Writing

2008 Mathematics Grade 12 MA.12.4.1 All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.

2008 Mathematics Grade 12 MA.12.4.2 All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena.

2008 Mathematics Grade 12 MA.12.4.3 All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.

2008 Mathematics Grade 12 MA.12.4.5 All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.

2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

2009 Science Grades: 9‐12 SCI.9‐12.5.1.12.A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.

2009 Science Grades: 9‐12 SCI.9‐12.5.1.12.B Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.

2009 Science Grades: 9‐12 SCI.9‐12.5.1.12.C Scientific knowledge builds on itself over time. 2009 Science Grades: 9‐12 SCI.9‐12.5.1.12.D The growth of scientific knowledge involves critique and communication, which are

social practices that are governed by a core set of values and norms. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and

motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

2009 Technology Grades: 9‐12 TEC.9‐12.8.1.12 All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

2009 Technology Grades: 9‐12 TEC.9‐12.8.2.12 All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

2009 21st Century Life and Careers Grades: 9‐12 WORK.9‐12.9.1.12 All students will demonstrate the creative, critical thinking, collaboration, and problem‐solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Differentiation Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced calculations and conversions for advanced students. Draw and label diagrams to represent some of the data for visual learners Provide choice to students for groups selections and roles in the groups. Provide modeling, where possible. Provide real‐life or cross‐curricular connections to the material. Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reporting conclusions).

Technology

Use of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs. Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation. Create multimedia presentations to present findings and report conclusions. Online Applets to predict and test models for motion. Upload files to course website/moodle. Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).

College and Workplace Readiness

Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding motion Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 01- Kinematics Unit 1: One Dimensional Kinematics Enduring Understandings: The same basic principles & models govern the motion of all objects. Essential Questions: How can a system's motion and change in motion be described? How can a system's motion be represented with words, physically, graphically and mathematically? Unit Goals: Students will be able to describe and interpret motion using multiple representations. Recommended Duration: 2‐3 weeks Guiding/Topical Questions

Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

How do we apply the scientific method in Physics?

Reinforce and continuously use scientific method and critical thinking processes

Make predictions, design and perform experiments to test models developed

Teacher and student editions of text approved by the district Supplemental materials such as: Physics Union Mathematics (PUM) Dick & Rae's Physics Demo Book Demo A Day Physics Toolbox Schaum's Outlines Scientific/graphing calculators Math book for algebraic and calculus reference and examples Lab equipment Data collection and analysis hardware and software Interactive white boards Access to Computers and internet for sources Videos (internet, DVD and VHS)

Interactive white boards Group and individual work (Think Pair Share) Class discussion with teacher guidance Reading and outlining text/notes Teacher modeling and student practice Lab activities

Pre‐tests/diagnostics Lab activities and reports (Performance, Presentations, Write Ups) Quizzes Checks for proper use of terms and ideas Closures ("What have I learned today?", "Why do I believe it?", "ABC cards", "How does this relate to...?", "What still remains unclear?" Homework Review Journaling (reflections and self evaluations) AP exam sample problems Test

What role does a reference frame play in determining the motion of an object?

Determine if an object is moving and explain answer

Videos (Reference Frames) Time elapse photos

Observe objects in videos and determine how it is possible for the object to appear moving in one scene but stationary in another scene

Observations of teacher and students moving in various scenarios

Describe changes in time elapse photos

Homework‐ Practice describing reference frames Quiz‐ Describe the reference frame that would make an object appear as moving and another reference frame that would allow the object to be stationary

How can motion be described and depicted? What different types of motion are there?

Collect data from moving objects and analyze information in the form of graphs and tables Find patterns in data and use these patterns to develop models and explanations

Constant motion cars, rolling bowling balls, tickertape timer, stopwatches or clocks, motion sensors, markers or beanbags, graph paper, computers and data analysis software

Collect data regarding the position and time of an object in motion Use data to make graphs of position vs. time Describe relationship using trend lines for data Observe direction of motion and describe reference frame Use multiple representations: Dot diagrams and graphs

Draw and interpret graphs of objects (moving at constant rate) Calculate slope of the trend line

What is meant by magnitude and direction when describing motion? What is meant by vector and scalar quantity? What is the difference between vector and scalar quantities

Recognize the importance of vectors and scalars in determining an object's motion Draw and add vectors to find the resultant or missing component Differentiate between resultant and vector components

Graph paper, rulers, and protractors. Text book or supplementary books with samples City/town maps

Use multiple representations: Motion diagrams and scaled diagrams Use maps to find displacement, distance, and path lengths Define terms

Quiz‐ Identify physical quantities as vectors or scalars Homework‐ Practice

What are displacement, velocity, and acceleration? What is the difference between instantaneous and average velocities? How can an object's motion be represented?

Define key terms regarding the motion of an object Draw motion diagrams to represent a given scenario Interpret displacement, velocity and acceleration vs. time graphs Apply the mathematical and graphical relationships between position, time, velocity and acceleration

Text book or supplementary book with examples and problems

Use multiple representations: Motion Diagrams and Graphs

Derive mathematical expressions for velocity using position and time

Quiz‐ Draw and interpret motion diagrams and graphs that represent constant and changing motion

How do displacement, time interval, velocity and acceleration relate to each other? How do you analyze the relationship of velocity to acceleration? How do you interpret instantaneous/average velocity and acceleration graphically? How do you depict constant and changing velocity graphically? How are slope and area applied to graphical representations of motion?

Apply the mathematical concepts of slope and area between the curve and time axis to analyze displacement, velocity and acceleration for a position vs. time, velocity vs. time and acceleration vs. time graphs

Fan carts, friction cars, motion sensors, tickertape timers, stopwatch, clock, markers or beanbags, graph paper, computers and data analysis software

Collect data regarding the position and time of an object in motion

Use data to make graphs of position and velocity vs. time

Describe relationship using trend lines for data

Derive mathematical expressions for acceleration

Use multiple representations: Motion diagrams and graphs

Quiz‐ Position, displacement, velocity, speed, acceleration, clock reading, time

Group presentation‐ Constant vs. Changing Velocity

How are horizontal motion and vertical motion different? How are they similar? How does the pull of the Earth and air resistance affect the acceleration of falling objects?

Compare and contrast horizontal motion and motion of a freely falling object

Different shaped objects, tickertape timer, motion sensors, graph paper, computers and data analysis software.

Collect data of freely falling objects and graph data to find relationships Compare graphs with the graphs of objects in constant motion and with changing motion Use multiple representations: Motion diagrams, graphs Determine what factors affect the motion of a freely falling object

Lab report‐ Freefall

How do students represent and analyze a system of two moving objects, for constant velocity and acceleration?

Apply the mathematical and graphical relationships between position, time, velocity and acceleration to a two bodied system Derive mathematical expressions for velocity, acceleration and displacement

Textbook or supplemental book with examples or problems

Derive expressions for predicting distance of an accelerating object with time and without time as a variable

Predict and test the meeting of two moving objects (passing cars or hikers)








2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational).

Differentiation

Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced calculations and conversions for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for groups selections and roles in the groups. Provide modeling, where possible. Provide real‐life or cross‐curricular connections to the material. Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reporting conclusions).

Technology

Use of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs. Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation. Create multimedia presentation to present findings and report conclusions. Online Applets to predict and test models for motion. Upload files to course website/moodle. Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).


Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding motion Use of professional computer programs such as Microsoft Excel, PowerPoint, and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 02- Forces Unit 2: Forces

Enduring Understandings: External, unbalanced forces are required to change a system’s motion.

Forces exerted between objects are interactions between those objects, where each object exerts a force during the interaction.

Systems in equilibrium experience a zero net force and have constant velocity in an inertial reference frame so that in order to change an object's motion, an unbalanced and external force(s) must be exerted on the object.

When an object exerts a force on another object, the second object will exert a force that is equal in magnitude and opposite in direction on the first object.

Accelerating systems are directly proportional to the net force exerted on a system and inversely proportional to the mass of the system.

Essential Questions: What are Newton's Laws of Motion and how do they affect a system's motion?

What are the different types of forces? How are they different? How are they the same?

How can the forces exerted on a system be represented physically, graphically, mathematically and with words?

Unit Goals: Students will understand Newton's Laws and apply them to predict how a system's motion will be affected by forces. Recommended Duration: 2‐3 weeks






Teacher and student editions of text approved by the district Supplemental Materials such as: Physics Union Mathematics (PUM) Dick & Rae's Physics Demo Book Demo a Day Physics Toolbox Schaum's Outlines Scientific/graphing calculators Math book for algebraic and calculus reference and examples Lab equipment Data collection and analysis hardware and software Whiteboards Access to Computers and internet for sources Videos (internet, DVD and VHS)


Pre‐tests/diagnostics Lab activities and reports (Performance, Presentations, Write Ups) Quizzes Checks for proper use of terms and ideas Closures ("What have I learned today?", "Why do I believe it?", "ABC cards”, “How does this relate to...?", "What still remains unclear?" Homework Review Journaling (reflections and self evaluations) AP Exam sample problems Test

How can you physically/pictorially represent the forces exerted on a system? How are balanced and unbalanced forces represented? How do you determine the net force on an object?

Identify a system and external objects that interact with it Differentiate between types of interactions and how to label and draw them in physical representations Use vectors to represent the vector quantity of force Draw force and motion diagrams to represent a given scenario Identify situations of equilibrium and when they are not

Online applet: Phet.colorado.edu (vectors) Graphing paper, rulers and protractors White boards Textbook or supplemental material with examples and problems. Calculators

Drop different weighted objects into students’ hands and have students describe what they experience Use online applets of vectors to show direction and approximated magnitudes for physical quantities (motion diagrams‐ change in velocity, acceleration and force) Observations of objects being pushed and pulled Use online applets of vectors to show direction and approximated magnitudes for physical quantities (motion diagrams‐ change in velocity, acceleration and force)

Quiz on force diagrams and physical representations of interactions of a system Homework on force diagrams Practice AP problems Closures and reflections

How does Newton's First law relate to constant motion? How can the relationship between mass, net force, and acceleration be represented mathematically? What is the cause and effect relationship between net force, mass and acceleration as described in Newton's Second Law?

Determine the mathematical relationship between the mass of an object, the forces exerted on it and the acceleration of theobject Determine net force on an object in motion and at rest and predict the magnitude and direction of acceleration

Lab Equipment such as spring scales, bathroom scales, carts with mass, pulleys, and string. Computers, data collection hardware (motion and force sensors) and software Graphing programs, graph paper, calculators Interactive white boards

Collect data on the change in velocity of a constant and variable mass cart being pulled by constant and changing forces, analyze data and report findings Derive mathematical expression for the relationship between the different variables

Quiz (qualitative) on Newton's 1st law of motion Lab Report on the relationships found during lab activities Practice AP problems Quiz on Newton's 2nd Law of motion

What is Newton's Third Law? How can any side of a tug of war win if Newton's 3rd Law is true?

Identify force pairs and understand that these pairs and understand that these pairs are two separate objects exerting forces on each other with potentially different net force magnitude and direction

Lab equipment such as spring scales, force sensors, skateboards or chairs with wheels Textbook or supplemental material with examples and problems

Collect data from two sensors, one pushing and one receiving the push, pull and when both push or pull Tug of war between members of the class or video

Whiteboard presentations for 3rd Law Closure‐Think about it and explain: How can a horse attached to a cart ever move anywhere?

What is the difference between a field force and a contact force?

Identify different types of forces and their effects on motion

Visual mapping and charts for organization Textbook or supplemental material with examples and problems

Teacher Lecture Class discussion List types of interactions and match with field or contact type

Quiz‐ Differentiate between types of interactions

What is gravitational interaction and what object exerts the gravitational force in everyday life? How can it be calculated?

Determine what object exerts a force on a falling object Identify the objects involved in gravitational interactions with the Earth Define and differentiate between mass and weight

Real world experience, objects to drop and hang, spring scales Calculator Graph paper/program

Formulate expression for the force the Earth exerts on different mass hanging objects when suspend from a spring scale or set on a bathroom scale

Homework on gravitational force and calculation of object's weight

What are the types of friction? Why does friction occur?

Identify the factors (coefficient of friction and the normal force) that affect the frictional interactions

Lab equipment such as blocks, spring scales, different textured surfaces, and incline planes. Microscopic view (pictures) of different surfaces Calculators

Pull blocks across different surfaces using force sensor or sensitive spring scale and collect data like force required to start block moving and to keep moving Find angle at which a shoe or other object will slip down an inclined plane Use normal and frictional forces to calculate coefficient of friction

Closure‐ Describe a world without friction. When is it ok to assume it's negligible and when is it not? Homework on coefficient of friction practice Quiz: Explain why there are different coefficients of friction

What is the role of inertial and non‐inertial reference frames in applications of Newton's Laws?

Recognize Newton's Laws do not apply to objects in an accelerated reference frame

Video of different scenarios in different reference frames Examples of real world scenarios

Lecture/teacher modeling of non‐inertial and inertial reference frames Observe and describe interaction in different scenarios Draw force diagrams for accelerating objects Class discussion Examine systems in different reference frames and conclude which reference frames obey Newton's Laws

Closure‐Reflection Homework‐ Describe systems in inertial and non‐inertial reference frames Quiz on difference between inertial and non‐inertial reference frames

How can Newton's Laws, force diagrams, and motion diagrams be utilized to represent various applications, such as, but not limited to, inclines, elevators, etc? How do students represent and analyze a system of two or more objects, for constant velocity and acceleration?

Solve for different variables for objects in motion using Newton's Laws of Motion

School elevator, large spring scale and hanging mass, bathroom scale and student volunteer. Atwood machines, incline planes, pulleys, masses

Collect data of scale reading change when inside an elevator Predict acceleration for a two body system: example an Atwood Machine Analyze problems using inclined planes

Interactive white board presentations of findings Practice problems

What is the role of a "point particle", "massless string" and a "frictionless pulley"?

Recognize that "massless strings" and "frictionless pulleys" connect objects without external consequences

Textbook or supplemental material with examples and problems

Lecture and class discussion Evaluate assumptions during problem solving process

Proper use of assumptions and models in problems and activities









2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its

average speed and average acceleration during intervals of time. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion,

and account for differences that may exist between calculated and measured values. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational). 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.3 Create simple models to demonstrate the benefits of seatbelts using Newton's first law of motion. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and

inversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resulting acceleration.

Differentiation


Technology

Use of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation. Create multimedia presentation to present findings and report conclusions. Online Applets to predict and test models for motion. Upload files to course website/moodle. Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).


Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding Newton's Laws and there affect on a system's motion Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 03- Two Dimensional Motion Unit 3: Two Dimensional Motion

Enduring Understandings: The same basic principles & models govern the motion of all objects, when considering multiple dimensions.

All physical quantities will behave either as a vector or scalar quantity.

Essential Questions: How can a system's motion and change in motion be described?

How can a system's motion be represented in words, physically, graphically and mathematically?

Unit Goals: Students will be able to apply kinematics and Newton's Laws to objects moving in two dimensions and understand how they affect a systems' motion in two dimensions. Recommended Duration: 1 week




Reinforce and continuously use scientific method and critical thinking processes Make predictions and design and perform experiments to test the models developed

Teacher and student editions of text approved by the district Supplemental Materials such as: Physics Union Mathematics (PUM) Dick & Rae's Physics Demo Book Demo a Day Physics Toolbox Schaum's Outlines Scientific/graphing calculators Math book for algebraic and calculus reference and examples Lab equipment Data collection and analysis hardware and software Interactive white boards Access to computers and internet for sources Videos (internet, DVD and VHS)


Pre‐tests/diagnostics Lab activities and Reports (Performance, Presentations, Write Ups) Quizzes Checks for proper use of terms and ideas Closures ("What have I learned today?", "Why do I believe it?", "ABC cards", "How does this relate to...?", "What still remains unclear?" Homework Review Journaling (reflections and self evaluations) AP exam sample problems Test

What is projectile motion and in ideal conditions, what are the horizontal and vertical motions of a projectile?

Recognize that projectile motion includes acceleration in the vertical direction and constant velocity in the horizontal direction

Ball, ballistics cart with track Apparatus for dropping and projecting ball simultaneously Video of object in projectile motion (projected onto whiteboard)

Observe object in vertical motion, horizontal motion and then combine for projectile motion Use different reference frames to determine what type of motion the object has to different observers Mark positions during object's time of flight Use multiple representations like motion diagrams to analyze motion

Quiz‐ Identify objects undergoing projectile motion

Why is the shape of the trajectory of an object in projectile motion parabolic?

Draw horizontal and vertical motion diagrams for an object in projectile motion Draw the force and motion diagrams of an object in projectile motion and use it to explain the motion diagrams Apply vectors to projectile motion to demonstrate parabolic shape and determining resultant velocities

Textbook and supplemental materials Video of object in motion

Combine horizontal and vertical motion diagrams into one vector (tip to tail) diagram Teacher lecture and class discussion

Quiz‐ Parts of the Projectile's Path Proper use of terms

What variables affect the range, altitude and time of flight?

Identify the variables that affect range, time of flight and altitude Draw and label the range, trajectory and altitude of an object in projectile motion Apply previously derived kinematics equations to multidimensional motion Calculate different variables pertaining to projectile motion

Online applet Lab equipment such as: projectile launchers and accessories, motion sensors, computer hardware and software for data collection and analysis. Calculators

Use of applet to change available variables and observe and collect data to find relationships between variables Draw path of projectile and label locations of predictable variables for ideal situations Test findings with actual projectile launchers Teacher model/student practice with problems

Lab Performance Assessment (Projectile Launchers‐ Calculate angle and initial velocity to launch projectile a given range.) Problem solving






LA.11‐12.WHST

Writing



2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E

It takes energy to change the motion of objects. The energy change is understood in terms of forces.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a

The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.1

Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b

Objects undergo different kinds of motion (translational, rotational, and vibrational).


Compare the translational and rotational motions of a thrown object and potential applications of this understanding.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c

The motion of an object changes only when a net force is applied.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d

The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.


Measure and describe the relationship between the force acting on an object and the resulting acceleration.

Differentiation


Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding motion, specifically projectile motion Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 04- Circular Motion & Universal Law of Gravitation Unit 4: Circular Motion & Universal Law of Gravitation

Enduring Understandings: The same basic principles & models govern the motion of all objects when considering multiple dimensions.

For an object to move in circular motion with constant velocity, the net force and acceleration must be directed towards the center of the circle and perpendicular to the circular path.

Gravitational force is a universal force of attraction between masses and this force is proportional to the product of the masses and inversely proportional to the distance squared.

Essential Questions: What is necessary for an object to travel in a circular path and to maintain that path?

How is the velocity and change in velocity used to predict the path of an object in circular motion?

How is gravitational force defined and conceptualized?

What is Newton's Universal Law of Gravitation?

What is the difference between gravitational force and field?

How is the gravitational field determined in the space around and through an object with mass?

How are mass and weight different?

Unit Goals: Students will understand that a net external force must be directed toward the center of a circular path to keep and object traveling in circular motion.

Students will understand that all objects with mass exert forces on other objects with mass and sometimes this force will cause an object to travel in a circular path.

Recommended Duration: 2 weeks




Reinforce and continuously use scientific method and critical thinking processes Make predictions, design and perform experiments to test models developed

Teacher and student editions of text approved by the district Supplemental Materials such as: Physics Union Mathematics (PUM) Dick & Rae's Physics Demo Book Demo a Day Physics Toolbox Schaum's Outlines Scientific/graphing calculators Math book for algebraic and calculus reference and examples Lab equipment Data collection and analysis hardware and software Interactive white board Access to Computers and internet for sources Videos (internet, DVD and VHS)

Interactive white board Group and individual work (Think Pair Share) Class discussion with teacher guidance Reading and outlining text/notes Teacher modeling and student practice Lab activities

Pre‐tests/diagnostics Lab activities and reports (Performance, Presentations, Write Ups) Quizzes Checks for proper use of terms and ideas Closures ("What have I learned today?", "Why do I believe it?", "ABC cards", "How does this relate to...?", "What still remains unclear?" Homework Review Journaling (reflections and self‐evaluations) AP Exam sample problems Tests

What is necessary for an object to maintain circular motion? What is the direction of the net force and acceleration on an object that is in circular motion?

Recognize an object's motion as circular motion Give and explain circular motion and the forces that allow objects to maintain that motion Use components to determine the net force that keep an object in circular motion Determine factors that affect the object's circular path

Textbook or supplemental material Ball, rubber mallet, ring with removable section and small ball (or videos of scenarios) Online sources for applets, problems, simulations and videos: PhET ActivPhysics

Students try to move a spherical object (like a bowling ball) in a circular path using only a rubber mallet Class discussion Predict motion of a ball moving around the inside of a ring if a piece of the ring is removed Derive mathematical expression using known variable to solve for unknown variables Practice using math expressions

Closure & reflections Quiz‐ Circular motion (horizontal plane) Problems Check for proper use of terms and explanations during lessons

What is the difference between the concepts of centripetal and centrifugal force?

Differentiate between centripetal and centrifugal motion Realize that there is no object exerting a force directed away from the center of the circle

Bucket with string attached, water Videos/simulations of amusement park rides and other real world examples

Teacher swings bucket filled with water in vertical circle (and/or horizontal circle above head) Students observe and try to explain why water does not fall out of bucket Class discussion Draw force diagrams and motion diagrams for water inside bucket Students move arms in wide vertical circle at side of their body and describe experience. Students try to explain feeling and draw force diagram for hand

Closure‐ What does the concept of centrifugal force actually represent? Amusement park physics problems‐ Ferris wheels, gravitrons, teacups, scrambler, looping starship

What is the difference between horizontal and vertical circular motions?

Differentiate between circular paths that are in the horizontal plane and those in the vertical plane Determine what factors (like gravitational force) affect the plane in which the circular motion takes place

Whirligig apparatus, spring scale, pendulum bob (or hanging mass) attached to string

Lab Activity‐ The Whirligig.Students predict and test the centripetal acceleration of an object attached to a string and moves in circular motion while it is also attached to a counterweight Draw force diagrams for an object moving in a vertical circle and calculate the tension in the string at different points in its path.

Presentation of whirligig findings Quiz‐ Circular motion (vertical plane) Homework & practice

What is the Universal Law of Gravitation and what physical variables does it depend on?

Relate gravity (gravitational force) to Newton's 3rd Law Determine the variables that affect the gravitational force when using ULOG Recognize that the gravitational force is an attractive force is strongest in macro situations

Graphing programs/paper Calculators Textbook or supplemental materials Henry Cavendish and torsion balance information

Class discussion about Newton's 3rd law and the pull between Earth and an apple Compare the accelerations and the masses of the two objects Graph and find relationships between gravitational force and distance between objects and graph force and product of mass Calculate the weight of an object at these different locations

Closure‐ Calculate the gravitational force between students and explain why we do not see the effects of this gravitational force Homework & practice Quiz‐ ULOG

What is a gravitational field and what are the factors that affect the field strength?

Differentiate between gravitational force, the resulting acceleration of an object, and the mechanism that causes the attraction, the field Use Einstein's analogy of the alteration of space‐time to explain how two objects can interact without touching each other Calculate the gravitational field strength at different points/locations around the Earth and on other Planets

Stretch fabric in frame (to hold taut), spheres of different masses (like marbles, ball bearings, golf ball, ping pong ball, etc.) Elegant Universe video hour 1 part 2 & 3 What's the Matter with Gravity video PhET simulation‐ Fields

Use stretchy cloth and different mass objects sitting on the fabric to demonstrate the warping of space‐time Using weight, Newton's 2nd law and ULOG, solve for gravitational strength at different locations Watch videos of explanations of fields and effects caused by fields with visualizations Class discussion Calculate gravitational field strength vector for different scenarios and locations

Closure & reflections Quiz‐ Calculating the gravitational field strength Practice problems

Why do we consider acceleration due to the gravitational pull of the Earth to be constant when in actuality it is not?

Identify when acceleration due to gravity can be considered constant and when it is not Recognize that gravitational force can be the cause for an object's circular path

Textbook or supplemental material Interactive white board Calculators Data mass and radius of different planets as well as Earth

Derive expression to solve for the acceleration due to the gravitational pull of an object using ULOG and compare to the gravitational field strength at the same location Calculate the acceleration of an object at different locations above the Earth's surface using gravitational field strength and ULOG

Homework & practice Problem solving Quiz‐ Acceleration of an object due to gravitational force.

What are Kepler's three planetary laws and who will they be used (including assumptions) to predict planetary motion?

Apply Universal Law of Gravitation and Circular motion to determine Kepler's 3rd Law Approximate planetary motion to circular motion around the Sun

Prefabricated data (or actual data) of planetary orbits Calculators Graphing programs/paper Textbook or supplemental material

Teacher Lecture (history of Kepler's laws and the trouble with obtaining Tycho's data) Plot data on graph and add trend line. Find slope to get relationship between radius of orbit and period of orbit. Check with derivation using circular motion and ULOG math expressions Class discussion of findings Predict and test for Earth and moon

Closure‐ What assumptions do we make when using Kepler's Laws? Quiz‐ Kepler's 3rd Law Homework & practice











and account for differences that may exist between calculated and measured values. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational). 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and



Differentiation


Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding Universal Law of Gravitation and circular motion Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 05- Momentum Unit 5: Momentum

Enduring Understandings: In order to for an object to undergo a change in momentum, an unbalanced and external force(s) must be exerted on the object over a period of time.

Momentum is conserved in a closed system.

Essential Questions: What is the momentum of an object?

What is meant by conservation of momentum?

What is the difference between impulse and momentum?

Unit Goals: Students will understand that momentum is conserved within the system. Recommended Duration: 2 weeks






Teacher and student editions of text approved by the district Supplemental Materials such as: Physics Union Mathematics (PUM) Dick & Rae's Physics Demo Book Demo a Day Physics Toolbox Schaum's Outlines Scientific/graphing calculators Math book for algebraic and calculus reference and examples Lab equipment Data collection and analysis hardware and software Interactive white board Access to Computers and internet for sources Videos (internet, DVD and VHS)



What is the momentum of an object, what factors does it depend on and how can it be calculated?

Define what momentum is and be able to calculate it for various situations Recognize that momentum is a physical quantity that only moving objects have Compare and contrast an object's momentum and inertia

Textbook or supplemental material Calculators

Teacher lecture Review possible preconceptions of "impetus" and redirect to physical quantity of momentum Class discussion Teacher model & student practice Rank momentum of objects

Quiz‐ Qualitative and Quantitative Momentum Homework‐ Practice with determining momentum

How is Newton's 3rd and 2nd Law related to interacting (ex. collisions, explosions) objects? What are the different types of collisions? Is energy always conserved in collisions?

Recognize that changes in momentum stem from forces exerted between objects over periods of time Differentiate between the types of collisions based on conservation of momentum and energy and explain the resultant velocities

Textbook or supplemental materials Calculators Videos for frame by frame analysis Hover/Kick Disks, nearly frictionless charts with different types of bumpers Online simulations regarding collisions and explosions

Teacher lecture Class discussion Teacher model & student practice Analyze motion of object's interacting‐ objects colliding with stationary objects and moving objects, glancing and head on, elastic and inelastic

Report of findings for qualitative analysis of collisions and explosions Closure & reflection Practice problems Quiz‐ Types of Collisions

What causes a change in momentum? What is the role of impulse and how does it differ from momentum?

Define impulse as the cause of a system's change in momentum and identify a net external force as the cause for a change in motion

Textbook or supplemental material Real world examples (ex. egg toss, runaway toboggan, change of baseball's direction when hit by bat)

Teacher lecture Class discussion Relate to real world scenarios

Quiz‐ impulse vs. momentum Closure‐ What is impulse and what is its relationship to momentum?

How can you express Newton's 2nd Law as a function of time? How can impulse and momentum be calculated to solve for the unknown variable?

Express Newton's law as a function of time Graphically determine impulse on a force and time graph Mathematically determine impulse, force, time, momentum and velocity

Textbook or supplemental material Calculator Graph paper or premade graphs and data

Use Newton's 2nd Law and kinematics equation for constant acceleration to derive expression for impulse. Compare expression for that of a change in momentum based on a change in velocity

CSI type problem, use information to figure out unknowns/real world problem Quiz‐ Impulse problem solving

What is the law of conservation of momentum and how does it apply to different collisions?

Recognize that momentum is conserved in a closed system‐the total momentum before the event is equal to the total momentum after the event

Happy and sad balls and block of wood, motion sensors, frame by frame analysis Fermi lab D‐Zero Detector slides, protractor, rulers, graphing paper Pictures/posters of CERN and Fermi labs and information about laboratories and their work Textbook or supplemental material Calculator

Observations of happy and sad balls as they interact with a stationary wood block. Predict by calculating momentum and velocities from known/measurable variables. Test predictions with frame by frame analysis or motion sensors. Teacher lecture Inform students of current works in collision chambers for high energy particle accelerators and colliders Use actual data from Fermi labs to collect the mass of a neutrino by applying conservation of momentum and vector analysis

Lab report Homework & practice problems Quiz‐ Conservation of momentum Problems

How can conservation of momentum be represented?

Demonstrate knowledge of the law of conservation in multiple representations including, but not limited to, mathematical, pictorial and graphical

Textbook or supplemental materials Graph paper

Teacher model & student practice Demonstrate use of conservation bar charts

Closure‐ Create story from given bar charts Homework‐ Bar charts and mathematical representations of a scenario.









2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D

The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.



2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.d

Energy may be transferred from one object to another during collisions.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.4

Measure quantitatively the energy transferred between objects during a collision.











Differentiation


Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding momentum Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 06- Work & Energy


Enduring Understandings: Energy takes many forms; these forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and the energy associated with the position of an object in a field (potential energy).

Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways.

The total mass‐energy is conserved in a closed system.

Essential Questions: What is the relationship between work and energy?

What is the law of conservation of energy and what does it mean?

How can conservation of energy in a system be represented physically and mathematically?

Unit Goals: Students will understand that energy and momentum are conserved within a system. Recommended Duration: 2 weeks





Teacher and student editions of text approved by the district Supplemental Materials such as: Physics Union Mathematics (PUM) Dick & Rae's Physics Demo Book Demo a Day Physics Toolbox Schaum's Outlines Scientific/graphing calculators Math book for algebraic and calculus reference and examples Lab equipment Data collection and analysis hardware and software Interactive white boards Access to Computers and internet for sources Videos (internet, DVD and VHS)



What is a system and what is the importance of identifying the objects in a given system and its initial and final energy states?

Identify the system and its initial and final states

Textbook or supplemental material with examples of scenarios Interactive white boards

Class discussion Draw physical representations (like diagrams or pictures) of scenario and circle the object(s) in the system. Draw before (initial state) and after pictures (final state). List object(s) in the system and identify objects that interact with the system but are external Practice problems

Closure‐ Choosing a system Homework & practice Design your own scenario

What is work and how is it related to energy? What transfers energy in and out of a system? How is work represented graphically, mathematically and physically?

Calculate work and distinguish when it is being done on and system as opposed to when it is being done by a system Relate the definition of work in a scientific setting and differentiate it from non‐scientific connotations Examine work as a scalar product between the external forces exerted on a system and the displacement it was exerted over Graphically determine work on a force and displacement graph

Materials like clay or sand (for leaving indentations), objects of different mass (but similar shape and size), scale, meter sticks Graph programs/paper Calculators Textbook or supplemental material Interactive white boards

Hold object (of measurable mass) at some height above clay ball or container of sand. Drop objects from a given height and make observations. Repeat by changing height or by changing mass of object. Compare impressions on clay or indent in sand Class discussion White boarding ideas as to factors that affect ability to change clay or sand's shape Define ability to change clay or sand's shape as work Change object(s) within the system and describe scenario and if work is being done on (+) or done by (‐) the system Calculate work done by multiplying the force that is perpendicular to displacement of the system. Make graphs from data and check calculations

Closure & reflection Homework Presentation of ideas Check for proper use of terms Quiz‐ Work: Qualitative Quiz‐ Work: Quantitative Practice problems

What is the relationship between kinetic and potential energy? What are different types of potential energy? What are the different forms of energy?

Derive expressions for gravitational potential energy, kinetic energy, and spring potential energy Demonstrate knowledge of the relationship between kinetic and potential energy using mathematical, pictorial and graphical representations Differentiate the forms of energy and give real life examples of each

Motion sensors, objects for dropping, computer software for collecting and analyzing data Calculator Textbook or supplemental material Interactive white boards

Use change in velocity to calculate work done and derive expression for Work‐Kinetic relationship. Measure mass and velocity to calculate kinetic energy Use change in velocity to calculate work done and derive expression for Work‐Potential relationship Measure height and weight to calculate gravitational potential energy (near surface of Earth). Calculate for objects using Universal Law of Gravitation Separate types of energy into different sections (motion vs. location)

Homework & practice Quiz‐ Kinetic Energy Quiz‐ Gravitational Potential Energy Quiz‐ Spring Potential Energy, etc. Problem solving Check for proper use of terms Present mathematical expression derivation

What is the difference between an energy transformation and an energy transfer? What is the difference between a transfer of energy by a constant force and a varying force?

Differentiate between energy transformations and energy transference and demonstrate this knowledge with real world applications

Textbook or supplemental material Online videos of Rube Goldberg machines Rube Goldberg cartoons Videos/applets/demonstrations with events where the force in constant and when varied.

Use Rube Goldberg machines to identify different types of energy within the system and how one transforms to another Change system so that each part of machine in individual and identify the energy transferred Apply work to scenario and identify whether energy is being transferred into system or out of system Use math, graphs and demonstrations to predict and test what should happen with amount of energy in a system when force exerted is constant and when it is varied during event

Group project‐ Design and build your own Rube Goldberg machine

When do conservation laws apply to changing systems? How does energy conservation relate to collisions?

Apply the law of conservation of energy to describe changing systems Understand the work‐energy theorem Explain the law of conservation of energy and how energy is conserved only in a closed system Represent conservation of energy using diagrams, graphics, and mathematical equations

Motion sensors, object to lift and drop, computer and analysis software Whiteboard Graph paper

Teacher model & student practice of energy bar charts. Identify object(s) in system, external object(s) interacting, initial and final states and the approximate amount of different types of energy during each state Students calculate amount of work to lift an object to specific height. Drop object through sensor at known distance below. Predict speed of object as it passes through the sensor using conservation law and test using data from motion sensor

Lab report Closure‐ Apply conservation of energy to collisions covered in momentum unit Homework‐ Energy Bar Charts

What is power and how is it calculated?

Calculate power recognize that it is a change in energy or work within a given time frame.

Stairs, students, calculator, meter stick or measuring tape, stopwatch/timer. Whiteboard

Collect data for walking upsteps. Calculate power and compare and contrast power of different students. Answer questions regarding power, force, time and "strength" of students Derive expression for power regarding average velocity and average force

Closure‐ Power rating of students‐ Rank the class Practice problems Quiz‐ Power









2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.



2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.a

The potential energy of an object on Earth's surface is increased when the object's position is changed from one closer to Earth's surface to one farther from Earth's surface.


Model the relationship between the height of an object and its potential energy.





Differentiation


Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding work, energy and power Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 07- Torque & Equilibrium

Unit 7: Torque and Equilibrium

Enduring Understandings: An object in rotational equilibrium has a net torque of zero and has no angular acceleration. Torque is the product of a force exerted perpendicularly to an object at some distance from a pivot point. Essential Questions: What is the relationship between angular acceleration, torque, and momentum of inertia?

What factors affect moment of inertia for different objects?

What is the relationship between torque, force and distance from a pivot point?

Unit Goals: Students will understand that a net external torque is required for an object to change its rotational motion. Recommended Duration: 1 week





Teacher and student editions of text approved by the district Supplemental Materials such as: Physics Union Mathematics (PUM) Dick & Rae's Physics Demo Book Demo a Day Physics Toolbox Schaum's Outlines Scientific/graphing calculators Math book for algebraic and calculus reference and examples Lab equipment Data collection and analysis hardware and software Interactive white boards Access to Computers and internet for sources Videos (internet, DVD and VHS)



What factors affect the moment of inertia for a rotating object? How can the moment of inertia be found for a rotating object?

Determine what factors affect the moment of inertia for rotating objects Calculate the moment of inertia for different objects

Objects of different radii, mass and shape, incline plane, moment of inertia demo equipment Video of plastic bottle filled with water and another with the same mass of snow (paer.rutges.edu) Interactive white boards Textbook or supplemental material Calculator Goo Tube

Roll objects down an incline plane keeping certain variables in common but changing others to observe which objects reach the bottom first Class discussion Teacher lecture Derive mathematical expressions for different object's moment of inertia Practice solving problems regarding

Closure‐ Compare and contrast moment of inertia and linear inertia Homework & practice Quiz‐ Moment of inertia Explain anomalous observation of a covered goo tube as it rolls down an incline

What is torque? What is a pivot point?

Define torque as a force exerted perpendicularly at some distance from a pivot point (the point at which there is no motion)

Torque demo equipment (T shaped handle with hooks for different placements of weights on the stem of the T), triple beam balance, scales Interactive white boards Textbook or supplemental material

Students hold a handle and try to keep it horizontal as objects are attached at different locations from the handle. Students observe the locations when keeping it horizontal is most difficult. Use objects' mass and location from handle to calculate torque. Class discussion Predict what will happen when objects of different mass is placed on a balance at a given location. Locate the pivot point of different rotating objects.

Quiz‐ Torque Homework & practice Closure & reflection

How can torque and angular acceleration be calculated? When is a system in equilibrium?

Calculate torque and resulting angular acceleration Differentiate between systems in equilibrium and those that are accelerating‐ an object in equilibrium will have no net torque and no angular acceleration but can still be rotating. Apply both rotational and translational (linear) equilibrium to systems

Meter sticks, pivot stands, brackets for meter sticks, hanging objects, scale Calculators Textbook or supplemental material

Teacher lecture Teacher model & student practice Class discussion Find the center of mass of a meter stick using torque and a pivot stand. Identify objects as in equilibrium or changing motion for different scenarios. Problem solving

Lab report Quiz‐ Torque and angular acceleration Homework & practice Project‐ Mobiles










2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational). 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and



Differentiation


Technology


Unit 08- Fluid Dynamics Fluid Dynamics

Enduring Understandings: External, unbalanced forces are required to change a system’s motion. Energy is conserved for a closed system of objects. Essential Questions: How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How are Newton’s Laws of Motion applied to describe the motion of an object or system? What are the similarities and differences between different types of forces? How can the forces exerted on an object or system be represented verbally, physically, graphically and mathematically? Unit Goals: Students will understand Bernoulli's principle as applied to fluids in motion. Students will understand Archimedes' principle as applied to submerged or partially submerged objects. Students will understand the effects of applying pressure to fluids. Students will understand how to describe what happens to fluids as they travel through pipes of various sizes.




What is density and how can it be calculated?

Calculate the density of a substance

Explain why liquids are generally less dense than solids

Explain why solid water is less dense than liquid water

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales of various sorts, and glassware, rocks, pebbles, sand, water, food coloring, rubbing alcohol, ice, hotplates, balloons, perfume, (or Bunsen burners), thermometers, graduated cylinders

Teacher and student editions of text approved by the district

Scientific/ graphing calculator

A math book for algebraic reference and example problems and a chemistry book to reference thermodynamics and ideal gas law problems

Internet resource

Observation experiment: Students will measure by displacement the volume and use a triple beam balance to measure the mass of an object, plot a mass vs. volume graph and determine the meaning of the slope Measuring volumes using water displacement method vs. l x w x h Problem solving session on densities

Interactive white board presentation of derivation and subsequent discussion

Data collection and analysis

Quizzes on making on graphing, qualitative and quantitative analysis on density

Formative assessment tasks: Multiple representations of density, graphically, qualitatively, visually and quantitatively

Homework (collected and reviewed)

Check students’ use of vocabulary and explanations throughout lessons

Problem solving and board work

Closure‐ “What have I learned today and why do I believe it?”

Represent and Reason: Jeopardy questions, multiple representations, write your own physics problem

What is

pressure? Explain what pressure is

Variety of lab equipment that may be used

throughout the year. Including but not limited

to meter sticks, timers, scales of various sorts,

and glassware, rocks, pebbles, sand, water,

food coloring, rubbing alcohol, ice, hotplates,

balloons, perfume, (or Bunsen burners),

thermometers, graduated cylinders

Teacher and student editions of text approved

by the district


A math book for algebraic reference and

example problems and a chemistry book to

reference thermodynamics and ideal gas law

problems

Internet resource

Observational experiments: Fill a water bottle with water and poke holes in the sides observe how the water exits the water bottle Examine a container of water with no holes, divide the liquid up into 4 separate sections have students draw force diagrams of the liquids Student discussion have students discuss how the water is being push by the other "layers" of water and the container (and the container pushing on the water) use this discussion to explain why the water exits the holes the way it did Testing experiment: Insert a balloon attached to a light spring in a bell jar vacuum, determine how the air pushes on it and predict what will happen to the balloon after the air is evacuated Bed of nails demonstration for pressure Teacher modeling/lecture: on the quantitatively and qualitative concepts of pressure exerted by a fluid

Interactive white board

presentation of derivation

and subsequent discussion

Data collection and

analysis

Quizzes on making on

graphing, qualitative and

quantitative analysis on

pressure

Formative assessment

tasks:

Multiple representations

of pressure, graphically,

qualitatively, visually and

quantitatively

Homework (collected and

reviewed)

Check students’ use of

vocabulary and

explanations throughout

lessons

Closure‐ “What have I

learned today and why do

I believe it?”

What does pressure depend on?

Relate pressure, force exerted and surface area. Explain how pressure is exerted on a submerged object Relate pressure of a submerged object to the height and density of the fluid it is submerged in




A math book for algebraic reference and example problems and a chemistry book to reference thermodynamics and ideal gas law problems.

Internet resource

Examine a container of water with no holes, divide the liquid up into 4 separate sections have students draw force diagrams of the liquids. Observational Experiments: Fill a water bottle with water and poke holes in the sides observe how the water exits the water bottle. Student discussion have students discuss how the water is being push by the other "layers" of water and the container (and the container pushing on the water) use this discussion to explain why the water exits the holes the way it did. Students must take note of the magnitude of the forces exerted. The must recognize that the deeper in the fluid you go the greater the force exerted on that section thus the greater the pressure. Teacher modeling/lecture: discuss how pressure is a function of submerged distance in a fluid. Differentiate between gauge air pressure and actual pressure Class discussion ‐ examine a cross‐sectional volume of a submerged section of water. Draw a force diagram of the submerged section and relate the forces exerted at the top to the forces exerted at the bottom. Also compare the sideways forces. Students will recognize that the forces exerted by the fluid from below are greater than the forces from above, however it remains in equilibrium because the Earth is also pulling down. Students will then draw a force diagram for the water and write out Newton's 2nd law. Applying the expression for pressure students will derive an expression of pressure as a function of height. Problem solving session and determining the pressure of various fluids.


Data Collection and analysis

Quizzes on making on graphing, qualitative and quantitative analysis on pressure

Formative assessment tasks: Multiple representations of pressure, graphically, qualitatively, visually and quantitatively.

Homework (collected, checked, gone over in class)



How does a fluid exert an upward force on a submerged or partially submerged object?

Describe the buoyant force Describe how a fluid can exert an upward net force on a submerged object Explain why an object can float or sink

Variety of lab equipment that may be used throughout the year

Including but not limited to meter sticks, timers, scales of various sorts, and glassware, rocks, pebbles, sand, water, food coloring, rubbing alcohol, ice, hotplates, balloons, perfume, (or Bunsen burners), thermometers, graduated cylinders




Internet resource

Observational experiments: Fill a water bottle with water and poke holes in the sides observe how the water exits the water bottle. Examine a container of water with no holes, divide the liquid up into 4 separate sections have students draw force diagrams of the liquids. Student discussion have students discuss how the water is being push by the other "layers" of water and the container (and the container pushing on the water) use this discussion to explain why the water exits the holes the way it did. Students must take note of the magnitude of the forces exerted. The must recognize that the deeper in the fluid you go the greater the force exerted on that section thus the greater the pressure. Teacher modeling/lecture: on how the fluid pushes on an object and how objects can float or sink Class discussion examine a cross‐sectional volume of a submerged section of water. Draw a force diagram of the submerged section and relate the forces exerted at the top to the forces exerted at the bottom. Also compare the sideways forces. Students will recognize that the forces exerted by the fluid from below are greater than the forces from above, however it remains in equilibrium because the Earth is also pulling down. Students will then draw a force diagram for the water and write out Newton's 2nd law. Applying the expression for pressure students will derive an expression of pressure as a function of height. Class discussion on why an object can float or sink Problem solving session on forces exerted on submerged objects.



Quizzes on making on graphing, qualitative and quantitative analysis on buoyancy





What does the upward force on a on a submerged or partially submerged object depend on?

Describe Archimedes' principle Explain the factors of the buoyant force Explain why an object can sink or float Explain how partially submerged objects float





Internet resource

Observational experiment: Submerge various masses in water and oil. Using the density of each water and oil, mass of the object submerged, density of the object submerged and the volume of the submerged part determine what factors affect the force exerted upwards on the object Class discussion the buoyant force exerted on an immersed object should equal the weight of the displaced fluid on the object (density of fluid multiplied by the volume) Teacher modeling/lecture on the Historical background of Archimedes’ principle Describe the conditions necessary for an object to float Problem solving session on the buoyant force exerted on objects.



Quizzes on making on graphing, qualitative and quantitative analysis on pressure





What is fluid flow rate?

Explain the assumptions of the fluid model Relate the change in volume to the rate of flow Explain the meaning of viscosity.





Internet resource

Observational experiment: Examine what happens to a fluid's speed as it changes from a smaller cross sectional area to a larger or vice versa (i.e. cover your hand over a faucet or open a greater hole in a gallon of water) Bubble Tubes (Speed of an air bubble in liquids with different viscosities) Teacher modeling/lecture on the change in volume through two different cross sectional areas and how it affects the speed of that fluid. Problem solving session on the motion of a fluid and cross sectional area.


Quizzes on making on graphing, qualitative and quantitative analysis on fluid flow rate





What happens to the pressure exerted on a surface when a fluid moves across the surface?

Describe how pressure changes across the surface in which it travels over





Internet resource

Observational experiments Blow over a piece of paper, observe what happens to the paper. Place a straw in a glass of water, blow over the straw opening and observe what happens to the water in the straw. Blow between two empty aluminum cans observe what happens to the two cans. Using a straw blow underneath a folded index card, observe what happens to the card. In each case the students will observe that the objects involved move to the place where the air is moving. Class discussion students should recognize what that for the moving fluid the pressure decreases and the slower moving fluid has higher pressure. Problem solving session on the how fluid flow pushes on the surface which it travels over.


Quizzes on making on graphing, qualitative and quantitative analysis on fluid moving across surfaces

Formative Assessment Tasks: Multiple representations of pressure, graphically, qualitatively, visually and quantitatively.




What is the relationship between fluid pressure, gravitational energy density, and kinetic energy density?

Describe how energy conservation applies to fluids Apply Bernoulli's principle to a moving liquid





Internet resource

Derivation/teacher modeling use the conservation of energy and apply it to a volume of water that is traveling through a changing cross sectional area, height and speed/cross sectional area remains constant as a fluid travels from one place to the next. Class discussion on Bernoulli's equation and how it applies to a moving fluid. Problem solving sessions on applying Bernoulli's principle

White Board Presentation of derivation and subsequent discussion

Quizzes on making on graphing, qualitative and quantitative analysis on how energy conservation applies to fluid flow.













2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and



Differentiation


Technology


Unit 09- Thermodynamics Unit 9: Thermodynamics

Enduring Understandings: Energy is a system's ability to do or change something. Work is a transfer of energy into and out of a system. Energy is conserved for a closed system of objects. Heating and cooling are a transfer of energy into and out of a system. The kinetic theory model can be used to describe the relationship between gas particles, pressure, temperature, and volume.

Essential Questions: How can the energy of an object be represented verbally, physically, graphically and mathematically? How does work done by and on a system affect the total energy of the system? What is the first law of thermodynamics? How does the heating/cooling process occur? How does the heating process affect by and on a system affect the total energy of the system? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How do you represent pressure, volume and temperature of a number of gas particles verbally, physically, graphically and mathematically? How do you determine the efficiency of a closed system? How are pressure and temperature understood on the microscopic level and macroscopic level?

Unit Goals: Explain the process of heating and cooling. Differentiate between thermal energy, heat and temperature. Relate pressure, volume and temperature in the ideal gas model. Apply conservation of energy to physical thermodynamic systems. Apply the laws of thermodynamics to physical systems. Explain the concept of entropy.

Recommended Duration: 2‐3 weeks



What is the model for an ideal gas?

Understand and state the assumptions of the kinetic theory model of an ideal gas Apply the kinetic theory model of an ideal gas and quantitatively connect the model to the pressure of an ideal gas in a container





Internet resources

Kinetic Theory of ideal gas lab activities:

Rubbing alcohol lab students watch rubbing alcohol disappear and devise possible explanations as to why it may have disappeared. Students then must test their ideas by designing experiments for each possible explanation.

They will develop the idea that particles are small and randomly moving in all directions.

Testing experiments:

Students will use the ideas developed to predict what will happen in the following testing experiments

Gases: What will happen to perfume sprayed in front of room, using the ideas previously developed.

Liquids: What will happen to a drop of food coloring in water, using the ideas previously developed.

Use different temperature water to show how rate of motion depends on energy (temperature)

Lecture/Teacher Modeling on assumptions for the kinetic theory model of an ideal gas.

Individual work, Think, Pair, Share opportunities

Class discussion on the significance assumptions for the kinetic theory model of an ideal gas.

Formative assessment tasks:

Lab write‐ups of possible explanations and conducted experiments

White board presentation of data and subsequent discussion


Quizzes on making kinetic theory and ideal gas


Closure‐

“What have I learned today and why do I believe it?”; “How does this relate to...?”

Problem solving and board work, Represent and Reason, Jeopardy questions, Write your own physics problem for an ideal gas

What is pressure (microscopically and macroscopically)?

Understand and explain how pressure is exerted on a container Quantitatively and qualitatively explain pressure on a macroscopic and microscopic level

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales of various sorts, and glassware, rocks, pebbles, sand, water, food coloring, rubbing alcohol, ice, hotplates, balloons, vacuum, freezer, ice, (or Bunsen burners), thermometers, graduated cylinders




Observational experiment: Take a balloon and predict what will happen to it when it is placed in a freezer, at higher altitude, in a warm setting and in a vacuum. Students will relate this to kinetic theory and pressure outside the balloon Class discussion on pressure and what occurs microscopically and how it is represented macroscopically Demonstrations: bed of nails, students see how a bed nails can increase the surface area a force is exerted on object over Quantitative analysis of pressure problems, discussion of the unit pascals (N/m2)

Interactive white board presentation of derivation and subsequent discussion of observational experiments

Quizzes on making on qualitative and quantitative analysis on pressure.

Formative assessment tasks: Multiple representations of ideal gas processes and pressure, qualitatively, visually and quantitatively.



Closure‐ “What have I learned today and why do I believe it?”; “How does this relate to...?”

What is the relationship between temperature and the average kinetic energy of a particle in an ideal gas?

For an ideal gas, quantitatively and qualitatively relate temperature and the average kinetic energy of a particle in an ideal gas Compare and contrast the idea of average kinetic energy for a particle in an ideal gas and temperature




Derivation: examine a particle traveling in a cube shaped container making an elastic collision with the wall. Students will use the concepts of pressure, impulse momentum, a pressure vs. temperature graph to derive an expression that relates the kinetic energy of one particle to the temperature of the ideal gas.

Lecture/teacher modeling on how temperature and average kinetic energy of a particle of ideal gas are related, KE = 3/2kT


Class discussion on the significance of temperature being a measure of average kinetic energy for a particle in an ideal gas



Quizzes on making on graphing, qualitative and quantitative analysis on pressure, average kinetic energy, and temperature.




What is the relationship between thermal energy, temperature, and the number of atoms in an ideal gas?

For an ideal gas, quantitatively and qualitatively relate temperature and the thermal energy of a number of particles in an ideal gas Compare and contrast the temperature and thermal energy




Derivation: examine a particle traveling in a cube shaped container making an elastic collision with the wall. Students will use the concepts of pressure, impulse momentum, a pressure vs. temperature graph to derive an expression that relates the kinetic energy of one particle to the temperature of the ideal gas Students will utilize Avagadro's number to draw the connection between temperature and thermal energy for a number of gas particles Class discussion on temperature, average kinetic energy, Avagadro's number and thermal energy are related

Lecture/teacher modeling on relating the number of particles N, to the thermal energy Uint, Uint = 3/2NkT


Class discussion on the significance of the differences between thermal energy, kinetic energy and temperature

Small group problem solving session using the thermodynamics expressions to determine the temperature, kinetic energy of a particle and thermal energy for a given ideal gas



Quizzes on making on graphing, qualitative and quantitative analysis on pressure, average kinetic energy, temperature, and thermal energy

Formative Assessment Tasks: Multiple representations of ideal gas processes, graphically, qualitatively, visually and quantitatively.




Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for temperature, thermal energy and average kinetic energy of an ideal gas

What is the relationship between pressure, volume and temperature?

Quantitatively and qualitatively relate the pressure, volume and temperature, for an ideal gas Qualitatively understand the mechanism for how pressure and temperature function




Derivation: examine a particle traveling in a cube shaped container making an elastic collision with the wall. Students will use the concepts of pressure, impulse momentum, a pressure vs. temperature graph to derive an expression that relates the kinetic energy of one particle to the temperature of the ideal gas Students will utilize Avagadro's number to draw the connection between temperature and thermal energy for a number of gas particles. Students will then use the macroscopic versions to relate pressure, volume and temperature Qualitatively and quantitatively relate the motion of the particles, the average kinetic energy, temperature and thermal energy together for a given thermodynamics process Apply this relationship quantitatively and graphically to Pressure vs. Volume, Volume vs. Temperature, and Pressure vs. Temperature graphs. Class discussion on temperature, average kinetic energy, Avagadro's number and thermal energy are related

Lecture/Teacher Modeling on deriving PV=nRT=NkT


Class discussion on the how to derive the ideal gas law from be the pressure of a particle exerted on the side of a cube container. Differentiating between the microscopic world of each particle colliding with the wall of the cube to the macroscopic world of measuring the collective result

Small group problem solving session applying PV=nRT=NkT to ideal gas processes

Formative assessment tasks: Multiple representations of ideal gas processes, graphically, qualitatively, visually and quantitatively.


Interactive white board presentation of data and subsequent discussion


Quizzes on making on graphing, qualitative and quantitative analysis on pressure, volume, temperature, thermal energy.


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for pressure volume and temperature

What is the heating/cooling process?

Recognize that the heating/cooling process is a transfer of energy into or out of a system

Understand the process of heating/cooling on a microscopic and macroscopic level

Apply the heating/cooling process to conservation of energy

Differentiate between heat, temperature and thermal energy

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales of various sorts, and glassware, water, food coloring, lemonade, ice, hotplates, balloons, or Bunsen burners), thermometers, graduated cylinders, test tubes and rubber stoppers




Internet resource

Observational experiment: cap a test tube with a rubber stopper and place it over a Bunsen burner until the cap shoots off, students will observe and attempt to explain in terms of energy, specifically a transfer of energy Using the explanation students will place a cold cup of lemonade into a hot tub of water and describe what will occur using energies and temperatures From these observational experiments students will devise the idea of the heating and cooling process as a transfer of energy between systems that occurs at the microscopic level with particles of one temperature colliding with those of another temperature

Lecture/teacher modeling on the process of heating and how it relates to energy


Class discussion on the difference and similarities between the heating process and the work process. Discussion of the word "heat", how "heating/cooling" is more appropriate in terms of language, and how heating and thermal energy are different

Small group problem solving session applying the language of thermal energy, heating/cooling, and temperature are different physical quantities that are different measures


Interactive white board presentation of data and subsequent discussion of the heating/cooling process


Qualitative quizzes the heating/cooling process.




Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for the heating and cooling process

What is the role

of work in the

thermodynamics

process?

Recognize that a system

can absorb or give up

energy by heating in

order for work to be

done on or by the

system, and that work

done on or by a system

can result in energy

transfer by heating

Compute the amount of

work done during a

thermodynamic process

Determine the work

done on a Pressure vs.

Volume graph

Graph paper


by the district





problems

Students will represent various processes with diagrams of the container of the ideal gas. Students must recognize the container expands and contracts according the pressures of the gas inside the container (typically the system) and outside the system (environment). From here they can apply the idea of work as a force exerted over a distance (the expansion or contraction) of the container to identify if the gas inside did work or the environment, by simply identifying the system and the external forces exerted on it Lecture on the meaning of work "done by", work "done on" and sign notation with the first law of thermodynamics followed by a class discussion of the importance of having a well defined system to clarify language that can be confusing Apply the idea of work to a pressure vs. volume graph and have students identify during what processes work might be done on or by the system. Students will then apply the idea of area under a curve to find out the W = PΔV

Formative assessment tasks: Multiple representations the pressure, volume and work, quantitatively, qualitatively, graphically and visually

Interactive white board presentation of diagrams and subsequent discussion


Quizzes on making on graphing, qualitative and quantitative analysis on pressure, volume, temperature, thermal energy, work and heating/cooling




What is the first law of thermodynamics and how does it relate to energy conservation?

Illustrate how the first law of thermodynamics is a statement of energy conservation

Calculate heat, work, and the change in internal energy by applying the first law of thermodynamics

Apply the first law of thermodynamics to describe cyclic processes



Graph paper


Relate work and heating/cooling to the law of conservation of energy as a transfer of energy in between the system and the surrounding environment. Apply the first law of thermodynamics to a series of simple experiments where objects fall and collide with others, then apply to situations where students are examining an ideal gas Using graphical representations student will relate the first law of thermodynamics to the graphs Students will use multiple representations, qualitative, quantitative, visual, bar chart, and graphical to relate each concept to each other Lecture/Teacher Modeling on the first law of thermodynamics W+Q=ΔUint and PV, VT and PT diagrams


Class discussion on the how the first law of thermodynamics relates to thermal energy, temperature, the ideal gas law, heating/cooling and work

Small group problem solving session on the first law of thermodynamics relates to thermal energy, temperature, the ideal gas law, heating/cooling and work

Formative assessment tasks: Multiple representations of ideal gas processes and the first law of thermodynamics, graphically, qualitatively, visually and quantitatively.

Quizzes on applications of the first law of thermodynamics.




Problem solving and Board Work, Represent and Reason, Jeopardy Questions, Write your own physics problem for the first law of thermodynamics

What is the difference between volumetric, isothermic, and adiabatic processes?

Distinguish between is isovolumetric, isothermal, and adiabatic thermodynamic processes Apply isovolumetric, isothermal, and adiabatic thermodynamic processes to plot on Pressure vs. Volume, Volume vs. Temperature and pressure vs. temperature graphs Graphically determine the work done during isovolumetric, isothermal, and adiabatic thermodynamic processes



Graph paper


Relate work and heating/cooling to the law of conservation of energy as a transfer of energy in between the system and the surrounding environment. Apply the first law of thermodynamics to a series of simple experiments where objects fall and collide with others, then apply to situations where students are examining an ideal gas

Using graphical representations student will relate the first law of thermodynamic to the graphs Students will use multiple representations, qualitative, quantitative, visual, bar chart, and graphical to relate each concept to each other Examine an isobaric (const Pressure) to a variety of real world situations, discussion P vs. V, P vs. T and V vs. T graphs along with first law of thermodynamics Examine an isovolumetric (const Volume, W=0 ) to a variety of real world situations, discussion P vs. V, P vs. T and V vs. T graphs along with first law of thermodynamics Examine an adiabatic (Heating/Cooling Q = 0) to a variety of real world situations, discussion P vs. V, P vs. T and V vs. T graphs along with first law of thermodynamics Lecture/Teacher Modeling on the first law of thermodynamics W+Q=ΔUint and PV, VT and PT diagrams and how they relate to the isobaric, isovolumetric and adiabatic processes


Class discussion on each process isobaric, isovolumetric and adiabatic

Small group problem solving session on the first law of thermodynamics relates to thermal energy, temperature, the ideal gas law, heating/cooling and work and how they relate to each process isobaric, isovolumetric and adiabatic

Formative assessment tasks: Multiple representations of ideal gas processes and the first law of thermodynamics to isobaric, isovolumetric and adiabatic processes

Quizzes on applications of the first law of thermodynamics to isobaric, isovolumetric and adiabatic processes


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for isobaric, isovolumetric and adiabatic processes

What is the

second law of

thermodynamics?

Learn that there is a

hierarchy for desirable

types of energy in terms

of their usefulness for

doing work

Qualitatively determine

the change in entropy

Recognize why the

second law of

thermodynamics requires

two bodies at different

temperatures for work to

be done

Distinguish between

entropy changes within

systems and the entropy

change for the universe

as a whole


by the district


Graph paper




problems

Class discussion on interactions of objects

and their likelihood of being reversed. (i.e.

a car crashing into a wall and two marbles

colliding together) Certain interactions will

degrade the utility of energies involved in a

system

Introduce entropy as a concept of order‐

disorder scale of energy organization.

Discuss what happens to the as two

different systems of different temperature

move toward thermal equilibrium,

specifically what happens to each system

Lecture/teacher modeling on the

organization of energy and its subsequent

ability to perform work that is useful

Individual work, Think, Pair, Share

opportunities

Class discussion on entropy, energy

organization and reversible/irreversible

processes

Check students’ use of

vocabulary and explanations

throughout lessons


Multiple representations

Energy‐transfer diagrams

Quizzes on applications of

the first and second law of

thermodynamics to entropy

and efficiency

Homework (collected,

checked, gone over in class)

What is a heat engine and how does it work?

Understand the concept of a reservoir for a heat engine Differentiate between a hot and cold reservoir Relate the engine to the laws of thermodynamics

Engine model



Graph paper


Demonstration: used a model of an engine piston to discussion the first and second law of thermodynamics, along with an energy‐transfer diagram and "warm" and "cold" reservoirs Lecture: Use energy‐transfer diagrams to represent the transfer of energy between "warm" and "cold" reservoirs Class discussion: Relate energy‐transfer diagrams to the laws of thermodynamics Students can break down the Carnot cycle using multiple representations and determine the efficiency Lecture/Teacher Modeling on energy‐transfer diagrams and how they relate to the laws of thermodynamics, the significance of hot‐cold reservoirs, a breakdown of the Carnot cycle and its application to efficiency


Class discussion on the application of energy‐transfer diagrams, the significance of temperature determining ideal efficiency and energy used in computing actual efficiency

Small group problem solving session using the first law of thermodynamics and energy‐transfer diagrams to compute actual efficiency and ideal efficiency

Formative assessment tasks: Multiple representations Energy‐transfer diagrams

Quizzes on applications of the first and second law of thermodynamics to entropy and efficiency


What is efficiency?

Use the temperature difference between the reservoirs to determine the maximum possible efficiency for a heat engine Use the laws of thermodynamics to compute the actual efficiency of a heat engine

Engine model



Graph paper


Internet resources

Matter and gases Gas Properties Simulation

Demonstration: used a model of an engine piston to discussion the first and second law of thermodynamics, along with an energy‐transfer diagram and "warm" and "cold" reservoirs. Lecture: Use energy‐transfer diagrams to represent the transfer of energy between "warm" and "cold" reservoirs. Determining actual and ideal efficiency Class discussion: Relate energy‐transfer diagrams and the laws of thermodynamics to efficiency Applications: attempt to have students determine the efficiencies of actual engines




Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for energy transfer diagrams

What is entropy?

Learn that there is a hierarchy for desirable types of energy in terms of their usefulness for doing work. Relate the disorder of a system to its ability to do work or transfer energy by heating. Define and apply the concept of entropy Relate entropy the reversible and non‐reversible processes.

Identify systems with high and low entropy.

Engine model



Graph paper


Class discussion on interactions of objects and their likelihood of being reversed. (i.e. a car crashing into a wall and two marbles colliding together) Certain interactions will degrade the utility of energies involved in a system. Introduce entropy as a concept of order‐disorder scale of energy organization. Discuss what happens to the as two different systems of different temperature move toward thermal equilibrium, specifically what happens to each system. Lecture/teacher modeling on the organization of energy and its subsequent ability to perform work that is useful.


Class discussion on entropy, energy organization and reversible/irreversible processes.



Homework (collected, checked, gone over in class










2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C.a Gas particles move independently and are far apart relative to each other. The behavior of gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be used to explain the relationship between pressure and volume, volume and temperature, pressure and temperature, and the number of particles in a gas sample. There is a natural tendency for a system to move in the direction of disorder or entropy.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C.b

Heating increases the energy of the atoms composing elements and the molecules or ions composing compounds. As the kinetic energy of the atoms, molecules, or ions increases, the temperature of the matter increases. Heating a pure solid increases the vibrational energy of its atoms, molecules, or ions. When the vibrational energy of the molecules of a pure substance becomes great enough, the solid melts.





Differentiation


Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding Thermodynamics Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 10- Electrostatics Unit 10: Electrostatics

Enduring Understandings: A charged body produces an electric field that mediates the interactions between the body and other charges. Energy is conserved for a closed system of objects. External, unbalanced forces are required to change a system’s motion. Essential Questions: How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How are Newton’s Laws of Motion applied to describe the motion of an object or system? What are the similarities and differences between different types of forces? How can the forces exerted on an object or system be represented verbally, physically, graphically and mathematically?

Unit Goals: Apply the charge model for conductors and insulators. Differentiate between conductors and insulators. Apply Coulomb's Law to dynamics. Apply electrical potential energy to conservation of energy. Recommended Duration: 2 weeks



What are the different interactions that can occur between objects with charge?

Understand the basic types of electrical interactions or attraction and repulsion Use words, pictures and mathematics to represent charges distributed in conductors, insulators and during interactions

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator


Scientific calculator

Possibly a math book for algebraic reference and example problems for conversions

Observation labs: Observations of materials (PVC, plastic, glass) rubbed with different materials (fur, silk, wool, foam) reacting with other materials rubbed with similar materials, different materials and the material used to rub. Students will record their observations and note the attracting objects and repelling objects Can also be done with transparent tape being pulled off other tape, being pulled off table, and their reactions to each other Students will discover that similar objects rubbed with similar materials will repel and different rubbed objects will attract Lecture/teacher modeling on how there are two different types of electrical interactions, attraction and repulsion and that objects that are similar will repel while objects that are different will attract Historical importance of charges (why we focus on positive charges) Benjamin Franklin and electrostatic research and inventions don’t have to be called “negative” and “positive”

Individual work, think, pair, share opportunities

Class discussion on the results of the observational labs deciphering the types of interactions that occur


Lab write‐ups of possible explanations and conducted experiments; interactive white board presentation of data and subsequent discussion; data collection and analysis

Quizzes on electrostatic relationships


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy questions, write your own physics problem for electrostatic interactions

How many types

of charges are

there and what

are the

subatomic

particles are

associated with

each charge?

Understand the basic

properties of electric

charge and the

subatomic particles

associated with them

Differentiate between

protons, neutrons and

electrons

Dispel the idea that

charges are magnetic.

Variety of lab equipment that may be

used throughout the year. Including but

not limited to meter sticks, timers, scales

of various sorts, rods of different

materials (wood, metal, plastic, glass,

foam insulating tubes), different fabrics

(plastic, silk, wool/felt, fur),

electroscopes, Wimshurst machine, Van

de Graaff generator, bar magnets

Teacher and student editions of text

approved by the district


Possibly a math book for algebraic

reference and example problems for

conversions

Testing experiment: Are charges magnetic

poles? Use rubbed objects to see if it attracts

and repels the ends of magnets. Use magnets

to see if it attracts and repels other magnets.

Followed by a class discussion on the results

of the experiments

Class discussion on reasoning through the

observational labs made with the materials

(PVC, plastic, glass) rubbed with different

materials (fur, silk, wool, foam) reacting with

other materials rubbed with similar

materials, different materials and the

material used to rub. Students will use prior

knowledge from chemistry about the atom

and the subatomic particles to reason about

the types of charges involved

Discuss models of atoms to figure out the

“positive and negative” charged parts and

the micro and macroscopic views of objects

with charges and how the charge can move

within the material

Lecture/teacher modeling on the

fundamental charges and their carriers



Quizzes on electrostatic relationships


Closure‐



How is charged transferred?

Understand that rubbing certain objects can create a separation of charge and interactions with other rubbed objects The mechanism of transfer for charge is done via rubbing or touching Use words, pictures and mathematics to represent charges distributed in conductors, insulators and during interactions

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator.



Possibly a math book for algebraic reference and example problems for conversions.

Observation labs: Observations of materials (PVC, plastic, glass) rubbed with different materials (fur, silk, wool, foam) reacting with other materials rubbed with similar materials, different materials and the material used to rub. Students will record their observations and note the attracting objects and repelling objects Followed by a class discussion as to how those object became "charged". Students collectively should develop a mechanism, such as rubbing or touching, that explain how charged particles are transferred from one object to another. Students should account for the particles and actually transfer and the ones that do not through prior knowledge and reasoning Observational experiment Balloons & Static Electricity Students can check a box on the simulation that allows the entire charged object to be see. They can rub the balloon on the shirt which demonstrates the mechanism for charge transfer Lecture/teacher modeling on how to represent an excess of charge before and after two objects are rubbed together




Quizzes on the charge model, transfer of charge and electrostatic interactions


Closure‐



What does it

mean if an

object is neutral

or charged?

A neutral object has an

equal number of

positive and negative

charges

A charged object has

an excess of one type

of charge relative to

the other

Use words, pictures

and mathematics to

represent charges

distributed in

conductors, insulators

and during interactions



not limited to meter sticks, timers,

scales of various sorts, rods of different





de Graaff generator, packing peanuts,

soda can, plastic water bottle (both

empty).






conversions

Class discussion on how to represent an

excess of charge or a balance of charge

within an object

Lecture/teacher modeling on visual and

mathematical representation of charge and

charge transfer


opportunities

Problem solving sessions involving charges

and transfer of charges


Lab write‐ups of possible

explanations and conducted

experiments; interactive

white board presentation of

data and subsequent

discussion; data collection

and analysis

Quizzes on the charge

model, transfer of charge

and electrostatic interactions


checked, reviewed in class)

Closure‐“What have I

learned today and why do I

believe it?”; “How does this

relate to...?”

Problem Solving and Board

Work, Represent and

Reason, Jeopardy Questions,

write your own physics

problem for electrostatic

interactions

What is a conductor and how is the charge distribution different from an insulator?

Differentiate between conductors and insulators Use words, pictures and mathematics to represent charges distributed in conductors, insulators and during interactions

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator, empty bottle of water and empty can of soda




Observation labs: PVC is rubbed with different materials and both objects are held closely to an un‐rubbed plastic water bottle and a soda can. In both cases the water bottle and can are attracted to the PVC. However, the water bottle takes significantly longer to react and doesn't move as quickly to the PVC can as the soda can does. Students will record their observations and note the observations and must then devise a mechanism as to how the charges move inside on object compare to another. Observational experiment Balloons & Static electricity Students can check a box on the simulation that allows the entire charged object to be see. They can rub the balloon on the shirt which demonstrates the mechanism for charge transfer, and then hold the balloon to the wall. Students will observe the negative charges pivoting around the positive charges and can discuss why those charges only pivot and why they do not jump off the wall when the balloon is rubbed to it. This further develops the idea of an insulator as an object that prevents charge from being transferred. Testing experiment: Students will hold a charged PVC pipe up to a packing peanut tied to a light string that hangs down. The packing peanut is initially neutral. Students will predict using the charge model and develop what happens. Students will repeat for a piece of aluminum foil Lecture/teacher modeling on the charge model and multiple representations of how the charge model is applied to insulators and conductors


Class discussion on all the experiments conducted and how they relate to the charge model, insulators and conductors.

Problem solving sessions involving reasoning about insulators and conductors and the charge model, specifically how the ideas of an insulator and conductor are developed and how they are applied.



Quizzes on the charge model, transfer of charge, electrostatic interactions, insulators and conductors

Homework (collected, checked, reviewed in class)

Closure‐“What have I learned today and why do I believe it?”; “How does this relate to...?”


What is an electroscope and how is it utilized?

Distinguish between charging by contact and charging by polarization/induction Use words, pictures and mathematics to represent charges distributed in conductors, insulators and during interactions Distinguish between charging by contact and charging by polarization/induction Explain how charging by induction works





Observational experiments Various experiments charging the electroscope where students must use the charge model and multiple representations to explain their observations of what is occurring on a microscopic level. Students will then conduct a specific experiment where a charged PVC or foam tube is held near (but NOT touching) and the electroscope is touched with one's finger, both are then removed then students must explain what happened. The experiment is then repeated with latex gloves. They must rectify each experiment with the charge model and explain what occurred using various representations

Lecture/teacher modeling on the parts of an electroscope.


Class discussion on how the charge model applied to the electroscope and how it can be used to charge an object without actually touching a charged object to it (induction).

Problem solving sessions involving the charge model and reasoning



Quizzes on the charge model applied to the electroscope

Homework (collected, checked, reviewed in class)

Closure‐“What have I learned today and why do I believe it?”; “How does this relate to...?”

Problem solving and board work, Represent and Reason, Jeopardy questions, write your own physics problem for the charge model applied to the electroscope

What factors

affect

electrostatic

interactions?

Identify the factors of

electrical interactions,

such as charged

objects and the

distance between

them

Compare with the

gravitational force that

is attractive only,

whereas electrical

interactions could be

attractive or repulsive

Calculate electrostatic

force using Coulomb’s

law









de Graaff generator






conversions

Class discussion on from the observations

made in previous experiment students can

discuss what physical variable might affect

electrical interactions and how. They can

develop the idea that two objects with

excess charge a set distance away is the

basis for these interactions and that the

charges might be proportional to the

magnitude of the interaction while the

distance is inversely proportional to the

magnitude of the interaction

Lecture/teacher modeling on the physical

variables that affect electrical interactions


opportunities

Problem solving sessions involving

Coulombs law and proportional reasoning.




experiments; interactive


data and subsequent

discussion; data collection

and analysis

Quizzes on Newton's second

law and electrostatic

interactions






relate to...?”

Problem solving and board

work, Represent and Reason,

Jeopardy questions, write

your own physics problem

for electrostatic interactions

How is electric

force calculated

using

Coulomb’s Law?

Identify the four

properties associated

with a conductor in

electrostatic

equilibrium

Use force diagrams

and Newton's Second

law to analyze the net

electrostatic force

exerted on a charged

object

Apply the

superposition principle

to find the resultant

force on a charge and

to find the position at

which the net force on

a charge is zero









de Graaff generator






conversions

Observational experiment students will examine a data table the excess of charge on two objects, the distance between the two objects and the magnitude of the force exerted between these objects. They must use the data to develop specific proportionalities between the charged object and the force exerted between objects, and the inverse of the distance between the two objects and the force exerted Lecture/teacher modeling on Coulomb's law and its application to Newton's Laws. Parallels between gravitational interactions and electrical interactions must be drawn Graphing the relationship between force, charge and distance


Class discussion on how Coulomb’s law is applied to Newton's Law, the inverse square proportional reasoning, and the parallels between gravitational interactions and electrical interactions

Problem solving sessions involving various applications of Newton's Law involving electrostatic interactions in one and two dimensions.

Quizzes on the electrostatic

interactions applied to

Newton's Second law






relate to...?”





for electrostatic interactions

applied to Newton's Second

Law

What is electric

potential

energy?

Define electrical

potential energy

Compute the electrical

potential energy for

various charge

distributions.

Compare electrical

potential energy to

gravitational potential

energy

Apply electrical

potential energy to the

conservation of energy






conversions.

Class discussion on using energy bar charts

to discuss the changes in electrical

potential energy and kinetic energy of a

charged cart‐charged metal sphere

system. What will happen to the potential

of the system as is travels closer together

or further apart. Students must consider

both scenarios of charges that are similar

and charge that are different

Comparisons between universal

gravitational interactions and electrical

interaction must be drawn

Lecture/teacher modeling on electrical

potential energy and how it fits with

conservation of energy, the proportionality

of the product of the charges and the

inverse proportionality of the distance

between them to the electrical energy of

the two object


opportunities


conservation of energy and electrical

potential energy


apply energy bar charts to

electrical systems

Quizzes on electrical

potential energy






relate to...?”





for electrostatic energy

systems

What are the

differences

between the

electrical

potential

energy of a

system

containing

similar charges

to a system

with opposite

charges?

Examine the

interaction between

charges of similar

charges that will repel

each other

Examine the

interactions between

charges of opposite

charges that will

attract each other

Apply electrical

potential energy to the

conservation of energy









de Graaff generator






conversions

Class discussion on different charges and

the energies involved in that system. For

different charges students must reason

through using work‐energy bar charts that

while the change in kinetic energy is

positive, the change in electrical potential

energy must be negative. This will help

students understand why the negative is

important mathematically, because in

order for energy to be conserved, while

there is an increase in kinetic energy (with

no work) there must be a decrease in

electrical potential energy

Lecture/teacher modeling on negative

potential energies and energy conservation


opportunities


conservation of energy and electrical

potential energy


apply energy bar charts to

electrical systems

Quizzes on electrical

potential energy






relate to...?”





for electrostatic energy

systems









2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A

All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces. 2009 Science Grades: 9‐12 SCI.9‐

12.5.2.12.A.a Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, in the case of protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kind of force that is only evident at nuclear distances holds the particles of the nucleus together against the electrical repulsion between the protons.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.1

Use atomic models to predict the behaviors of atoms in interactions.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.d

In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively charged electrons. Atoms of an element whose nuclei have different numbers of neutrons are called isotopes.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B.a

An atom's electron configuration, particularly of the outermost electrons, determines how the atom interacts with other atoms. Chemical bonds are the interactions between atoms that hold them together in molecules or between oppositely charged ions.











Differentiation

Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced calculations and conversions for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for groups selections and roles in the groups. Provide modeling, where possible. Provide real‐life or cross‐curricular connections to the material. Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reporting

conclusions).

Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding Electrostatics Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 11- Fields Unit 11: Fields

Enduring Understandings: A charged body produces an electric field that mediates the interactions between the body and other charges. Energy is conserved for a closed system of objects. External, unbalanced forces are required to change a system’s motion. Essential Questions: How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How are Newton’s Laws of Motion applied to describe the motion of an object or system? What are the similarities and differences between different types of forces? How can the forces exerted on an object or system be represented verbally, physically, graphically and mathematically? Unit Goals: Develop a field model for electrical fields and potential fields. Relate the field model to the charge model. Represent electrical and potential fields mathematically, graphically, qualitatively and physically. Relate the operational definition for electrical field to electrostatic forces. Relate the operational definition for potential fields to electric potential energy. Connect electric fields to potential fields. Recommended Duration: 2 weeks



What is the operational definition for an electrical field?

Explain the role of a test charge and source charge

Explain the "at a distance" interaction

Discriminate between types of interactions based on charges and how these differ from those based upon mass





Observational experiments:Interactions with electroscopes, students must bring a charged object to an electroscope and develop a mechanism for how electrical interactions work without objects touching. This can be repeated for a number of experiments in the utilized in the previous unit A class discussion must follow about how a charged object can influence the surrounding space, such that it has a notable affect on the charges within that space. During this discussion students must examine how there is a source of this influence and the objects affected are in the region of influence Students can then draw comparisons from the meaning of g=F/mo and develop E = F/qo for electrical interactions By examining an interaction between two charged particles students can develop the idea that a field must exist to for each to exert a force without touching each other Lecture/teacher modeling on the electric field, source charge, test charge


Problem solving sessions involving calculating the electric field at a point in space by one or more source charges


Lab write‐ups of possible explanations and conducted experiments; Interactive white board presentation of data and subsequent discussion; data collection and analysis

Quizzes on electric fields


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for electric fields

How are electrical fields represented?

Represent electrical fields visually, graphically, mathematically and in words Draw and interpret electric field lines Calculate the net electric field at various locations from a source or a number of source objects





Teacher Modeling on drawing E‐field lines. Students must identify the source and point is space where they want to determine the electric field. The must place a small positive test charge then use the operational definition to determine the magnitude of the E‐field and draw an E‐field vector in the same direction as the electrostatic force would be exerted on the small positive test charge Class discussion on how a number of E‐field vectors change into E‐field lines how the lines are representations of the vectors in space. The line density denotes the magnitude of the E‐field and the direction is tangent to the lines themselves


Problem solving sessions involving multiple representations of E‐fields, mathematical, visual and graphical



Quizzes on electric fields representations


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for electric fields and their representations

How can you calculate the electric forces exerted on an object in an electric field?

Represent electrical fields visually, graphically, mathematically and in words Draw and interpret electric field lines Calculate the net electric field at various locations from a source or a number of source objects




Lecture/teacher modeling on applying the operational definition to determine the force exerted on a charged object in an E‐field


Class discussion on using the operational definition of the E‐field to determine the force exerted on the object, then applying it to Newton's Laws

Problem solving sessions involving the application of forces and fields to Newton's Laws

Formative Assessment Tasks:




Closure‐


Problem Solving and Board Work, Represent and Reason, Jeopardy Questions, Write your own physics problem for electric fields and their representations

How do you determine the electric field for a number of electrical charges?

Represent electrical fields visually, graphically, mathematically and in words for various charge distributions Draw and interpret electric field lines for various charge distributions Calculate the net electric field at various locations from a source or a number of source objects for various charge distributions Apply the charge model with electric fields lines to show how shielding can occur

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator, chicken wire, Faraday cage




Class discussion on how a number of E‐field vectors and E‐field lines are utilized for specific charge distribution. Students will be given a variety of situations where they must determine the resulting electric field by reasoning with E‐field vectors and lines for a specific charge distribution Students will be able to reason that a charged object held near a metal box or container will create a net E=0 inside when reasoning with the charge model and field model together Testing Experiment: Students can use half of a soda can placed over an electroscope to test their prediction. Use a metal can or chicken wire (an electrostatic bucket) to demonstrate electrostatic shielding


Problem solving sessions involving multiple representations of E‐fields, mathematical, visual and graphical





Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for electric fields and their representations

What is the difference between electric potential energy, electric potential electrical potential difference, voltage and a change in voltage?

Distinguish between electrical potential energy, voltage, and potential difference

Compute the electric potential for various charge distributions

Define the electron volt and explain it as a unit of energy

Compare electrical potential lines to the lines of a topographical map




Teacher modeling on determine the electric potential field (V‐field) is used to show the influence of energy at a specific point in space due to a source charge(s). The instructor can draw analogies to gravitational potential energy of an object above the Earth's surface to demonstrate levels of equal potential energy between the object and earth system The instructor and then model how the V‐field is derived for electrically charged objects in a specific system. Voltage is the unit that measures the V‐field The class then discusses how places with equal electrical potential can be represented and how they compare with the lines draw on a topographical map Students should discuss and differentiate between potential difference, voltage and electrical potential energy


Problem solving sessions involving multiple representations of V‐fields, mathematical, visual and graphical



Quizzes on electric fields and potential fields representations


Closure‐


Problem Solving and Board Work, Represent and Reason, Jeopardy Questions, Write your own physics problem for electric fields and potential fields their representations

How is an electric potential field represented and how does it relate to an electric field?

Relate electrical potential fields and electrical fields together using multiple representations




Class discussion on drawing the E‐field and V‐field for various charge distributions. First to relate them mathematically, students will draw a V vs. x graph and an E vs. x graph for a charged particle. Then they will write mathematical expression for each and relate the two equations to derive the expression that relates the V field to the E field Students will discuss how electric potential fields should be represented and apply the situations to forces and energies Students should discuss and differentiate between potential difference, voltage and electrical potential energy


Problem solving sessions involving multiple representations of V‐fields, mathematical, visual and graphical. Utilizing forces and energies





Closure‐


Problem Solving and Board Work, Represent and Reason, Jeopardy Questions, Write your own physics problem for electric fields and potential fields their representations

How can you calculate the electric potential energy of a charged object?

Distinguish between electrical potential energy, voltage, and potential difference

Compute the electric potential and electrical potential energy for various charge distributions




Class discussion on applying V‐fields to the conservation of energy and how charges traveling through potential fields change energy. Each of these scenarios will be represented mathematically, visually, with a bar chart and in words


Problem solving sessions involving multiple representations of V‐fields E‐fields, energy bar charts, and Newton's 2nd law, mathematical, visual and graphical. Utilizing forces and energies





Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for electric fields and potential fields their representations










2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.a The potential energy of an object on Earth's surface is increased when the object's position is changed

from one closer to Earth's surface to one farther from Earth's surface. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.1 Model the relationship between the height of an object and its potential energy. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its


and account for differences that may exist between calculated and measured values. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and



Differentiation


Technology

Use of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs. Use of DataStudio (or similar programs) to collect data using motion sensors (like PASCO or Vernier) and analyze data. Create multimedia presentation to present findings and report conclusions. Online Applets to predict and test models for motion. Upload files to course website/moodle. Take online quizzes/use online resources like Quizlet.


Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding fields and their affects Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes

Unit 12- Circuits Unit 12: Circuits

Enduring Understandings: Electrical circuits provide a mechanism of transferring electrical energy. A charged body produces an electric field that mediates the interactions between the body and other charges. Energy is conserved for a closed system of objects.

Essential Questions: How does electric potential cause the movement of electrons in an electric circuit? How do basic circuit components produce heat, light and sound from electrical energy? How does the arrangement of basic circuit components in series and parallel affect the function of those components? How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? Unit Goals: Explain and apply the concepts of electrical current, voltage and resistance. Explain and apply Ohm's Law. Analyze circuits with resistors in parallel and series circuits. Understand and apply Kirchhoff's Rules to complex circuits. Determine the electrical power transferred through circuit elements. Recommended Duration: 2 weeks



What is the difference between voltage and change in voltage (potential difference)?

Differentiate between voltage and potential difference

Understand that the voltage on a battery is the potential difference between both the positive and negative side of the battery

Name sources of potential differences

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales or various sorts, and glassware; especially, batteries (or source), wires with clips, resistors (of different resistance), multi‐meters, circuit boards, light bulbs (mini or holiday lights), diodes, various types of wires, neon light




Class discussion on the difference between the potential difference at two specific points in space and the voltage which are the units for potential difference. Discuss why it has become everyday language to refer to this as "voltage" Students must also develop a water analogy to a circuit. This analogy, students will associate a water pump analogous with a battery Lecture/teacher modeling on a battery and its components


Problem solving sessions involving the circuit‐water analogy



Quizzes on voltage and potential difference


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for voltage and potential difference

What is electrical current?

Describe the basic properties of electric current

Differentiate between direct current and alternating current

Solve problems relating current, charge, and time

Understand that the ampere is an SI base unit

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales or various sorts, and glassware; especially, batteries (or source), wires with clips, resistors (of different resistance), multi‐meters, circuit boards, light bulbs (mini or holiday lights), diodes, various types of wires: Nichrome wire, aluminum wire, copper wire, neon light




Through a series of Observational Labs, students develop the idea of current. Charge one electroscope with a foam tube and fur, then take a metal wire and touch another electroscope, have students observe what happens and draw specific conclusions Charge one electroscope with a foam tube and fur, then touch it with a neon light, have students observe the flash of light, have students observe what happens and draw specific conclusions about the experiment

Wimshurst generator and a neon light bulb, place the bulb in between the arms of the generator and spin the generator, observe what happens, have students observe what happens and draw specific conclusions about the experiment

Students must also develop a water analogy to a circuit. With this analogy students will associate the flow of water with the current Class discussion on the aforementioned experiments and how the idea of current was developed Teacher modeling/lecture on current the concept of current, the rate of change of charge over a time interval, its unit the ampere, the history of AC and DC current (Thomas Edison vs. Westinghouse)


Problem solving sessions current and the water‐analogy for current



Quizzes on voltage and potential difference and current


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for voltage, potential difference and current

What are the factors that affect resistance?

Recognize and understand what factors affect resistance, wire's length, cross sectional area, resistivity of a material

Identify the type of relationship between each of these factors and the wire's resistance

Identify the SI unit for resistance is an Ohm





Observation Experiment Resistivity Experiment: measure and compare the resistance of various lengths and cross sections of Nichrome wire and various semiconductors Observe wires of different materials and length light up light bulbs, to see how the physical properties affect the resistivity Class discussion on the results of the resistivity experiments. Students must also develop a water analogy to a circuit. This analogy students will associate the size of the pipes with the resistivity and recall fluid dynamics to relate to electrical current/resistance Lecture/Teacher Modeling on resistance and its factors and the SI base unit Ohm


Problem solving sessions involving resistances of various types of electrical components



Quizzes on voltage, potential difference, current, and resistance


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for voltage, potential difference, current, resistance

When is a circuit complete?

Recognize that circuit element for a direct current circuit must complete an entire conducting loop Identify circuits as open or closed

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales or various sorts, and glassware; especially, batteries (or source), wires with clips, light bulbs (mini or holiday lights),

Observational Experiments: Give students a battery, wire and light bulb and have students light up the light bulb Place a 9V battery on steel wool; students should observe the steel wool burn Class discussion students should discuss why a one way path will not light the bulb, where the idea originates and how there is a complete conducting loop Teacher modeling/lecture: For the battery, light bulb, wire experiment, show/diagram the complete conducting loop and show how a light bulb (traditional) is put together Individual work, think, pair share opportunities



Quizzes on voltage, potential difference, current, resistance and a closed loop


Closure‐



How can you represent a circuit and its elements?

Recognize the symbols for a battery, resistor and wire and draw a complete closed circuit with them

Interpret and construct circuit diagrams

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales or various sorts, and glassware; especially, batteries (or source), wires with clips, light bulbs (mini or holiday lights)

Drawing of circuits both pictorially and schematically Class discussion on what each symbol means Lecture/Teacher Modeling on circuit symbols


Problem solving sessions involving circuit diagrams


Quizzes on physical representations of a circuit


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for circuits

What is conventional current and how does it differ from electron flow?

Interpret the actual direction of charged particles in a circuit Understand the reason for convention

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales or various sorts, and glassware; especially, batteries (or source), wires with clips, light bulbs (mini or holiday lights)

Observational lab or testing Experiment: Students can use the PhET simulation to either observe the direction of the electrons or predict which way they should move Historical importance of current as positive charge movement (instead of negative electron flow) Class discussion have student determine the direction of the charged particles in a closed circuit knowing the signs of the battery terminals


Quizzes on physical representations of a circuit


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for circuits

What is Ohm’s Law?

Relate current and resistance

Relate voltage and resistance

Calculate resistance, current, and potential difference using the definition of resistance

Distinguish between Ohmic and non‐Ohmic materials

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales or various sorts, and glassware; especially, batteries (or source), wires with clips, resistors (of different resistance), multi‐meters, circuit boards, light bulbs (mini or holiday lights), diodes, various types of wires: Nichrome wire, aluminum wire, copper wire, neon light, ammeter, voltmeter




Discovering Ohm’s Law: Student plot data “collected by Georg Ohm” and find relationships between current, resistance and voltage

Testing experiment: Students make predictions using Ohm’s Law and set up circuit (applet or actual). Students measure the current through wire for different voltages and resistance and make conclusions based on results

Application experiment: Students will be provided with a variety of resistors and they must determine which ones do not follow Ohm's law and why

Class discussion on the relationship between voltage and resistance, and current and resistance, the difference between an Ohmic and non‐Ohmic resistors Lecture/teacher modeling Ohm's Law, the difference between Ohmic and non‐Ohmic resistors


Problem solving sessions Ohm's law and circuit diagrams Graphing relationship between current and resistance, current and voltage



Quizzes on voltage, potential difference, current, resistance and a closed loop


Closure‐



What is the difference between components in parallel and components in series?

Differentiate between net resistance for resistors in parallel and series Differentiate between resulting current for resistors in parallel and series

Calculate the equivalent resistance for a circuit of resistors in series, and find the current in and potential difference across each resistor in the circuit

Calculate the equivalent resistance for a circuit of resistors in parallel, and find the current in and potential difference across each resistor in the circuit

Apply Ohm’s law to determine the potential difference and current through resistors in series and parallel





Observational experiments: Series, students will line up two light bulbs in series and measure the current and voltage across each electrical element in the configuration, and a light bulb and repeat up to 5 light bulbs. Students will then repeat for circuits in parallel Students will mine the data and look for patterns for series and parallel Class discussion on how the water analogy applies to electrical components in series and parallel, students must also discuss how the current and voltage are affected with configurations in parallel and series Graphing relationship between current and resistance, current and voltage for a series circuit Lecture/Teacher Modeling on resistors in series and parallel


Problem solving sessions circuits in parallel and series



Quizzes on voltage, potential difference, current, resistance in series and parallel


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for voltage, potential difference, current, resistance, in series and parallel

What are Kirchhoff’s rules and how do they apply?

Understand that the change voltage for a closed loop in each section of a circuit is zero Understand that the sum of the currents going into a junction is the same as the sum of the currents leaving a junction Analyze section of and mathematically evaluate entire complex circuits Determine the voltage, current and resistance in various complex circuits





Observational experiments: Students will examine the voltage across a closed loop in a circuit and add all the voltages up to discover that they sum of the voltages is equal to zero Students can repeat the experiment with resistors in parallel and ammeters to determine how current travels into and out of a junction Students will then work in small groups to use Kirchhoff's rules on complex circuits Lecture/teacher modeling on Kirchhoff's rules applied to complex circuits


Problem solving sessions involving Kirchhoff's rules applied to complex circuits Application Experiment Students will apply Kirchhoff's rule to jump a dead battery in car



Quizzes on Kirchhoff's rules


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for Kirchhoff's rules

What is the total potential difference when using multiple sources?

Determine the net voltage and resulting current of batteries in series Determine the net voltage and resulting current of batteries in parallel


Observational experiments: Using a voltmeter and batteries in series, determine the potential difference across the batteries then the current through the resulting circuit. Students will then repeat for batteries in parallel Class discussion the results of the experiment and differentiate batteries in series and parallel Lecture/Teacher Modeling on batteries in series and parallel






Closure‐



What is the difference between the EMF and terminal voltage of a battery?

Explain and compute the internal resistance of a battery


Application experiment: Internal resistance of a battery. Measure the internal resistance of a battery by comparing the open circuit voltage to the short circuit current

Class discussion on the internal resistance of a battery Lecture/teacher modeling on internal resistance of a battery


Problem solving sessions on the internal resistance of a battery in a simple circuit





Closure‐



What is the difference between a voltmeter and ammeter?

Recognize ammeters measure current and are connected in series with the circuit element Recognize voltmeters measure voltage across a circuit and are connected in parallel with the circuit element

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales or various sorts, and glassware; especially, batteries (or source), wires with clips, resistors (of different resistance), multi‐meters, circuit boards, light bulbs (mini or holiday lights), diodes, various types of wires: Nichrome wire, aluminum wire, copper wire, voltmeters, ammeters

Lecture/teacher modeling on how to use voltmeters and ammeters Class discussion on why voltmeters are in parallel and ammeters are in series. Problem solving sessions involving the application of ammeters and voltmeters





Closure‐



What is electric power?

Relate power to current and voltage Relate electric power to the rate at which electrical energy is converted to other forms of energy

Calculate electric power

Given a power rating determine the resistance of the electrical element





Application experiment: Given light bulbs is series instead of parallel predict the power output and relate it to the brightness of the bulb. Class discussion: students will derive an expression for power using electrical potential energy, time, voltage and current Teacher Modeling/lecture will discuss the expression for power using electrical potential energy, time, voltage and current


Problem solving sessions on electrical power and circuits



Quizzes on electrical power


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for electrical power













Differentiation


Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding circuits and electricity Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 13- Capacitors & RC Circuits Unit 13: Capacitors & RC Circuits

Enduring Understandings: Electrical circuits provide a mechanism of transferring electrical energy. A charged body produces an electric field that mediates the interactions between the body and other charges. Energy is conserved for a closed system of objects.

Essential Questions: How does electric potential cause the movement of electrons in an electric circuit? How do basic circuit components produce heat, light and sound from electrical energy? How does the arrangement of basic circuit components in series and parallel affect the function of those components? How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? Unit Goals: Explain and apply the concepts of electrical current, voltage and resistance. Explain and apply Ohm's Law. Analyze circuits with resistors in parallel and series. Understand and apply Kirchhoff's Rules to complex circuits. Determine the electrical power transferred through circuit elements.




What is a capacitor and why is it used?

Describe the electric field that occurs between two parallel oppositely charged plates Describe where a capacitor can be used

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator, foil, capacitors of various types, disposable camera, old keyboard




Observational lab: Connect and RC circuit to a battery with an ammeter and a voltmeter in parallel with the capacitor throw the switch and record as the capacitor charges. Have students use multiple representations of current vs. time, voltage vs. time and pictures to describe what happens to the capacitor. Afterwards replace the battery with a light and discharge the capacitor Student discussion on how a capacitor works, what it does and itspurpose Demonstrations of a capacitor in an old disposable camera and old keyboard

Building capacitors students build their own capacitor using plastic cups, aluminum foil and a source of charge (comb through hair) Test to see if it works‐ When students complete the circuit, they will get small shock



Quizzes on RC circuits


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for RC circuits

How can you

calculate the

value of an

object’s

capacitance?

Relate the stored

charge, voltage and

capacitance

Solve problems

relating the

capacitance of a

capacitor to the

applied potential

difference

Explain how the

dimensions/plates

separation affect

capacitance

Explain how dielectrics

affect capacitance

Internet resources

Activphysics online

Electric/Potential Fields Capacitors

Capacitor Lab

DC Circuit Lab

Charge and Field Lab

ASU Modeling Capacitors/Fields

Teacher modeling/lecture on the

dimensions of a capacitor, how it

functions and where it is applied

Observation Lab

Capacitor Lab: students can explore

the dimensions of a capacitor, how

dielectrics affect the capacitor, and

how they are related quantitatively

Student problem solving sessions on

capacitance, stored charge, voltage,

electric field and dielectric constant


tasks:


explanations and

conducted experiments;


presentation of data and

subsequent discussion;

data collection and

analysis



checked, gone over in

class)

Closure‐

“What have I learned

today and why do I believe

it?”; “How does this relate

to...?”


work, Represent and

Reason, Jeopardy

Questions, Write your own

physics problem for RC

circuits

How can you

calculate the

amount of

energy stored in

a capacitor?

Relate capacitance to

the storage of

electrical potential

energy in the form of

separated charges

Internet resources

Activphysics online


Capacitor Lab

DC Circuit Lab

Charge and field Lab


Teacher modeling/lecture on how

capacitance relates to stored

electrical potential energy and how

it stays stored

Observation Lab

Capacitor Lab: how energy relates

to a capacitor

Student problem solving sessions on

capacitance, stored charge, voltage,

electric field and dielectric constant


tasks:


explanations and

conducted experiments;


presentation of data and

subsequent discussion;

data collection and

analysis




class)

Closure‐


today and why do I believe

it?”; “How does this relate

to...?”


work, Represent and

Reason, Jeopardy

Questions, Write your own

physics problem for RC

circuits

How does a capacitor function in a steady state circuit?

Determine the equivalent capacitance for series and parallel capacitors

Determine how charge is divided between capacitors in parallel and explain why the voltage is the same.

Determine the ratio of voltages for capacitors in series and explain why the charge is the same

Internet resources

Activphysics online‐


Capacitor Lab

DC Circuit Lab

Charge and field Lab


Observational LabConnect and RC circuit to a battery with an ammeter and a voltmeter in parallel with the capacitor, throw the switch and record as the capacitor charges. Have students use multiple representations of current vs. time, voltage vs. time and pictures to describe what happens to the capacitor. Have students determine the amount of stored charge, voltage and charge on a capacitor. Observation Lab Capacitor Lab: students examine how circuit rules relate to capacitors in parallel and series. RC Circuits measure the capacitance of a large value, parallel plate capacitor by discharging the capacitor through a known load resistance. Class discussion as to why the charge remains the same in series while the voltage is split between each capacitor in series and why the voltage stays the same in parallel while the charge splits up to each capacitor depending on the value. Teacher modeling/lecture on the junction rule and loop rule applied to steady state RC circuits Student problem solving on the junction rule and loop rule applied to steady state RC circuits





Closure‐



What is an RC circuit and what is the role of time?

Examine the charge/discharge of a capacitor in an RC circuit

Examine the charge and voltage of a capacitor in a steady state circuit

Internet resources Activphysics online‐ Electric/Potential Fields Capacitors Capacitor Lab DC Circuit Lab Charge and field Lab ASU Modeling Capacitors/Fields

Observational Lab Connect and RC circuit to a battery with an ammeter and a voltmeter in parallel with the capacitor, throw the switch and record as the capacitor charges. Have students use multiple representations of current vs. time, voltage vs. time and pictures to describe what happens to the capacitor. Afterwards replace the battery with a light and discharge the capacitor Student discussion on how a capacitor works, what it does and its purpose Demonstrations of a capacitor in an old disposable camera and old keyboard





Closure‐














Differentiation


Technology


Unit 14- Electromagnetism


Enduring Understandings:

Magnetic fields are produced by permanent magnets and electric currents, which mediate interactions between magnetic materials and moving charges.

Essential Questions:

How can magnets and the magnetic field they produce be represented verbally, graphically and mathematically?

How can the relationship between electric currents and magnetic fields be represented physically, graphically and mathematically?

What conditions are required in order to induce an electric current from a magnetic field, and vice versa?

Unit Goals:

Determine the forces exerted on a charged particle traveling in a magnetic field.

Determine the forces exerted on a current carrying wire in a magnetic field.

Apply electromagnetic interactions to Newton's Laws.

Explain electromagnetic induction with Faraday's Law and Lenz's law.

Explain the concept of flux.


Guiding/Topical/Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested

Assessments

What is a magnetic field?

For given situations, predict whether magnets will repel or attract each other

Describe the forces exerted between two magnetic poles

Apply and be able to explain magnetic field lines that represent a magnetic field

Describe and draw the Earth’s magnetic field relative to the geographical poles

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales or various sorts, and glassware, especially, Magnets (horseshoe, ceramic, neodymium, bar, lodestones), materials with magnetic properties, compasses, plastic swivel (or string to allow magnet to spin freely), magnetic field viewer (iron filings or other) galvanometer, hand crank generator




Internet resources Electromagnetism Magnets and Compass Faraday's Electromagnetic Lab Faraday's Law Magnets and Electromagnets Generator ActivPhysics online

Observations of magnets interacting with other magnets (horseshoe, bar, neodymium, lodestones, ceramic, circular, fridge magnets)

Magnetic interactions with ceramic ring magnets with opposite poles facing each other on a pencil (seem to levitate) associate distance between magnets and force, compare magnetic force to electric force and gravitational force

Magnetic field viewer (iron fillings in clear plastic container or mini compasses brought next to magnet

Allow bar magnet to swivel freely on stand or from string, find the polarity of Earth

Using magnetic field line, describe the poles of a magnet

Discuss the Earth’s polarity switching and possible problems that may occur (communication and navigation)

Observations of magnets interacting with other magnets (horseshoe, bar, neodymium, lodestones, ceramic, circular, fridge magnets)

Magnetic interactions with ceramic ring magnets with opposite poles facing each other on a pencil (seem to levitate) associate distance between magnets and force, compare magnetic force to electric force and gravitational force

Magnetic field viewer (iron fillings in clear plastic container or mini compasses brought next to magnet

Allow bar magnet to swivel freely on stand or from string, find the polarity of Earth Discuss the Earth’s polarity switching and possible problems that may occur (communication and navigation) The aforementioned experiments can be done using the PhET simulations: specifically Magnets and Compass Faraday's Electromagnetic Lab Class discussion on magnetic field representations Lecture/teacher modeling on magnetic field representations Individual work, Think, Pair, Share opportunities Problem solving sessions on magnetic field representations


Lab write-ups of possible explanations and conducted experiments; Interactive white board presentation of data and subsequent discussion; data collection and analysis

Quizzes on magnetic fields


Closure- “What have I learned today and why do I believe it?”; “How does this relate to...?” Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for magnetic fields

What are the

characteristics and

differences between

ferromagnetic,

paramagnetic and

diamagnetic materials?

Describe and draw the

magnetic field for a

permanent magnet

Explain why some materials

are magnetic and some are

not

Discuss the role of magnetic

moment

College Physics: A Strategic

Approach

Kinght, Jones and Field

section 24.8

Demonstrations/lecture/teacher modeling on magnetic moment, and the differences on ferromagnetic, paramagnetic and diamagnetic materials Class discussion on differentiating between ferromagnetic, paramagnetic and diamagnetic materials

Quizzes on magnetic fields

Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for magnetic fields

What happens to a charged

particle traveling in a

magnetic field?

Demonstrate knowledge of

magnetic fields, their

generations, orientation and

effect upon charged, moving

particles

Use the right-hand rule (for

positive charged particle,

left for negative) to find the

direction of the force on a

charge moving through a

magnetic field

Variety of lab equipment

that may be used

throughout the year.

Including but not limited to

meter sticks, timers, scales

or various sorts, and

glassware, especially,

Magnets (horseshoe,

ceramic, neodymium, bar,

lodestones), materials with

magnetic properties,

compasses, plastic swivel

(or string to allow magnet

to spin freely), magnetic

field viewer (iron filings or

other) galvanometer, hand

crank generator

Teacher and student

editions of text approved

by the district


Possibly a math book for

algebraic reference and

example problems for

conversions.

Internet resources

Electromagnetism

Observational experiment:

Students will use a Cathode Ray tube to show a beam of

electrons. Students will then use a bar magnet to deflect the

stream of electrons. Students will observe the deflection of

electrons and devise a rule between the charged particle,

direction of the magnetic field and the force exerted on the

particle

Class discussion on the three dimensional nature of the

relationship between the charge, magnetic field and the

direction of the velocity, discuss the differences between a

positive and negatively charged particle and how the

electromagnetic force is exerted

Lecture/teacher modeling on charged particles moving in a

magnetic field


Problem solving sessions applying Newton's laws to the force

exerted on a moving charged particle, application of the right

hand (and left hand) rule, applications to circular motion



Quizzes on charged particles moving in a magnetic field

Homework (collected, checked, gone over in class Closure-“What have I learned today and why do I believe it?”; “How does this relate to...?” Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem on charged particles moving in a magnetic field

What is the relationship

between a current carrying

wire and the strength of the

magnetic field?

How is the Right Hand Rule

used to figure out the

direction of force, field, and

current?

What is the difference

between the Right Hand Rule

and the Left Hand Rule?

Determine the relationship

between magnetic field and

current

Determine direction and

magnitude of the force exerted

on a wire carrying current in a

magnetic field

Relate the expression for a

current carrying wire to a

charge particle moving in a

magnetic field

Determine the direction of the

forces exerted between two

current carrying wires





Internet resources Electromagnetism

Observations for Faraday’s Law: place current carrying wire near compass and observe affects of wire on compass. Switch the direction of the current and make observations

Observations for Right Hand Rule: place a wire inside horseshoe magnet and observe direction of force (wire “jumps”) when current is allowed to flow through wire

Lab activities: Magnetic Field due to current carrying wires predicts the magnetic field around as a function of distance around a current carrying wire. Measure the forces exerted between two current carrying wires

Derivation of the mathematical expression of a the force exerted on an current carrying wire in a magnetic field, from the expression of the force of a charged particle traveling in a magnetic field, followed by a rectification of the directions, positive charge direction vs. negative

Lecture/teacher modeling right (left) hand rule, application of forces exerted by magnetic fields on charged particles


Problem solving sessions applying Newton's laws to the force exerted on a moving charged particle, application of the right hand (and left hand) rule, applications to other current carrying wires



Quizzes on current carrying wire in a magnetic field


Closure- “What have I learned today and why do I believe it?”; “How does this relate to...?” Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem on a current carrying wire in a magnetic field

What is the magnetic field around a solenoid?

Use the right hand rule to describe the magnetic field around a solenoid


Small group activities students will work together to determine the magnetic field of a solenoid and how it will affect charged particles that pass it Problem solving sessions applying Newton's laws to the force exerted on a moving charged particle, application of the right hand (and left hand) rule, applications to other current carrying wires

Formative assessment tasks: Lab write-ups of possible explanations and conducted experiments; Interactive white board presentation of data and subsequent discussion; data collection and analysis Quizzes on charged particles moving in a magnetic field Homework (collected, checked, gone over in class) Closure-“What have I learned today and why do I believe it?”; “How does this relate to...?”

Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem on charged particles moving in a magnetic field

What is flux?

Describe what a cross sectional area is Differentiate between various changes in magnetic fields or cross sectional areas




Possibly a math book for algebraic reference and example problems for conversions. Internet resources (such as: Electromagnetism Magnets and Compass Faraday's Electromagnetic Lab Faraday's Law Magnets and Electromagnets Generator

ActivPhysics online

Small group work and class discussion on the concept of flux and how the magnetic field changes the amount of flux, students must differentiate between flux and changes in flux

Lecture/teacher modeling mathematically determine flux


Problem solving sessions involving flux


Quizzes on magnetic flux


Closure-


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem

on magnetic flux

What is the relationship between a change in flux and a closed conducting path?

Understand and apply Faraday’s Law to electromagnets

Understand and apply Lenz’s law to determine the direction of an induced current

Relate Lenz's law to Faraday's Law

Describe the conditions necessary for a current to be induced in a wire

Explain how a magnetic field can produce an electric current

Determine the induced emf in a conducting bar





Internet resources (such as: Electromagnetism Magnets and Compass Faraday's Electromagnetic Lab Faraday's Law Magnets and Electromagnets Generator ActivPhysics online

Observations for induced current:

Coil of wire connected to galvanometer with magnet moving through coil (change in magnetic field induces change in electric field which produces current). Students are to conduct experiments where the direction of the magnetic field is varied, the cross-sectional area of the wire is varied, and the number of loops on the wire is varied. From these experiments students can decipher patterns to describe Lenz’s law and faraday's law

Eddy Current

Students drop small object down vertically held copper pipe and time how long it takes for the object to appear at the bottom. Drop neodymium magnet down pipe and time how long it takes for the object to appear at the bottom. Students draw free body diagrams for each case and compare the accelerations of the objects. Students use Faraday’s and Lenz’s Laws to explain their observations

Students must pay attention to note that it is the changes in flux that induce the current, not that there is flux Small group work and class discussion on the changes in flux are what induce the current, and how this relates to AC current

Lecture/teacher modeling Lenz's Law and Faraday's law


Problem solving sessions involving Faraday's Law to Lenz's, the induced current in a conducting bar.



Quizzes on induction


Closure-


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem on induction

What is an electromagnet

and how is it made?

Examine how a solenoid and

magnetic object can create

an electromagnet

Variety of lab equipment

that may be used

throughout the year.

Including but not limited to

meter sticks, timers, scales

or various sorts, and

glassware, especially,

Magnets (horseshoe,

ceramic, neodymium, bar,

lodestones), materials with

magnetic properties,

compasses, plastic swivel

(or string to allow magnet

to spin freely), magnetic

field viewer (iron filings or

other) galvanometer, hand

crank generator

Teacher and student

editions of text approved

by the district


Possibly a math book for

algebraic reference and

example problems for

conversions.

Internet resources (such

as: Electromagnetism

Magnets and Compass

Faraday's Electromagnetic

Lab

Faraday's Law

Magnets and

Electromagnets

Generator

Small group activity: students will design an electromagnet

using a solenoid, iron nail and battery.

Formative

assessment tasks:

Lab write-ups of

possible explanations

and conducted

experiments;

Interactive white

board presentation of

data and subsequent

discussion; data

collection and

analysis




class)

Closure-


today and why do I

believe it?”; “How

does this relate to...?”

Problem solving and

board work,

Represent and

Reason, Jeopardy

Questions, Write your

own physics problem

on induction

What is the electromotive force?

Explain what an electromotive force is Associate with potential difference. Explain the potential difference of a conducting bar traveling through a magnetic field.

Internet resources (such as: http://paer.rutgers.edu/pt3 Electromagnetism

http://phet.colorado.edu Magnets and Compass Faraday's Electromagnetic Lab Faraday's Law Magnets and Electromagnets Generator

Small group activity: students will explain why and determine the potential difference induced on a conducting bar through a magnetic field and apply knowledge of Newton's laws and electromagnetism to explain it.

Lecture/teacher modeling Lenz's Law and Faraday's law.


Problem solving sessions involving Faraday's Law to Lenz's, the induced current in a conducting bar.





Closure- “What have I learned today and why do I believe it?”; “How does this relate to...?” Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem on induction

What is the difference between a motor and a generator and how do they work?

Describe how an electric motor and electric generators work as well as how electromagnetic induction works for devices such as doorbells and galvanometers. Describe how an ammeter and voltmeter work.

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, scales or various sorts, and glassware, especially, Magnets (horseshoe, ceramic, neodymium, bar, lodestones), materials with magnetic properties, compasses, plastic swivel (or string to allow magnet to spin freely), magnetic field viewer (iron filings or other) galvanometer, hand crank generator http://phet.colorado.edu Faraday's Electromagnetic Lab Generator

Building Motors

Students build a simple motor using battery, small coil of wire, and magnet. Students relate parts of simple motor to more complex electric motor and generators. Students answer questions on motors



Quizzes on induction Homework (collected, checked, gone over in class) Closure-“What have I learned today and why do I believe it?”; “How does this relate to...?”

Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem on induction

2010 College- and Career-Readiness Standards and K-12 English Language Arts

Grades 11-12 Literacy in Science and Technical Subjects

LA.11-12.RST Reading

2010 College- and Career-Readiness Standards and K-12 English Language Arts

Grades 11-12 Literacy in Science and Technical Subjects

LA.11-12.WHST

Writing

2009 Science Grades: 9-12 SCI.9-12.5.1.12 Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

2009 Science Grades: 9-12 SCI.9-12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

2009 Science Grades: 9-12 SCI.9-12.5.2.12.C

Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.

2009 Science Grades: 9-12 SCI.9-12.5.2.12.D


2009 Science Grades: 9-12 SCI.9-12.5.2.12.E


2009 Science Grades: 9-12 SCI.9-12.5.2.12.E.a


2009 Science Grades: 9-12 SCI.9-12.5.2.12.E.c


2009 Science Grades: 9-12 SCI.9-12.5.2.12.E.d


2009 Science Grades: 9-12 SCI.9-12.5.2.12.E.4


Differentiation

Facilitate group discussions to assess understanding among varying ability levels of students.

Provide more opportunities for advanced calculations and conversions for advanced students.

Draw and label diagrams to represent some of the data for visual learners.

Provide choice to students for groups selections and roles in the groups.

Provide modeling, where possible.

Provide real-life or cross-curricular connections to the material.

Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reporting

conclusions).

Technology

Use of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.

Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.

Create multimedia presentation to present findings and report conclusions.

Online Applets to predict and test models for motion.

Upload files to course website/moodle.

Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).


Read and evaluate scientific articles

Self reflection

Presentations of ideas and findings

Solve real world problems regarding magnetism

Use of professional computer programs such as Microsoft Excel, PowerPoint and Word

Use problems solving skills and scientific processes

Time management and efficiency

Unit 15- Simple Harmonic Motion Unti 15: Simple Harmonic Motion

Enduring Understandings: Simple harmonic motion is a transform of energy within a system such as an oscillating spring or pendulum. Essential Questions: What constitutes something that is in simple harmonic motion? How can the unknown variables of an object in simple harmonic motion be predicted with given quantities?

Unit Goals: Students will understand the characteristics and properties of systems in simple harmonic motion. Recommended Duration: 1 Week




Make predictions, design and perform experiments to test models developed.


Interactive white board Group and individual work (Think, Pair, Share) Class discussion with teacher guidance Reading and outlining text/notes Teacher modeling and student practice Lab activities

Pre‐tests/diagnostics Lab activities and Reports (Performance, Presentations, Write Ups) Quizzes Checks for proper use of terms and ideas Closures ("What have I learned today?", "Why do I believe it?", "ABC cards", "How does this relate to...?", "What still remains unclear?" Homework Review Journaling (reflections and self evaluations) AP Exam Sample Problems Test

What conditions are necessary for an object to be in simple harmonic motion? What is simple harmonic motion and how does it differ from periodic motion?

Identify the conditions of simple harmonic motion Explain how force, velocity, and acceleration chance as an object vibrates with simple harmonic motion

Springs, pendulums, rotating objects, objects in circular motion Videos of objects undergoing simple harmonic motion and periodic motion Textbook and supplemental materials

Observe objects oscillating and going through cycles. Identify common traits Compare and contrast the motion of springs oscillating, pendulums swinging, rotating objects and objects moving in circles Class discussion

Closure‐ Identify motion in a scenario as periodic, simple harmonic or other type of motion Check for proper use of terms and ideas

How can the spring constant be found using Hooke's Law? What is the relationship between the restoring force and displacement?

Calculate the spring's restoring force and spring constant using Hooke's Law Identify the amplitude of vibration based on other variables

Springs with different spring constants, hanging objects of different mass, rulers or meter sticks Calculators Graphing program/paper

Measure change in length caused by an external force (addition of hanging mass) and plot variables on graph. Add trend line and find slope Use slope to predict stretch when using a given external force. Test with hanging object of given mass and ruler Use other springs to find individual spring constants

Present findings for other springs and their constants Closure & reflections Homework & practice Quiz‐ Hooke's Law

How are frequency and period related? How can the frequency and period be calculated using simple harmonic motion?

Recognize that frequency and period are reciprocals Calculate the period and frequency of an object vibrating with simple harmonic motion

Springs of different length, constant, different massed objects, vertical and horizontal set ups, nearly frictionless surface and support rods with hooks, string, protractors, different mass pendulum bobs, data of gravitational field strength and period at different altitudes and latitudes on Earth Motion sensors, computers and data analysis software, graphing programs or paper, presentation software Textbook or supplemental material Interactive white board Calculators

Collect data from oscillating springs. Determine what factors affect the period of oscillation for a spring Collect data from swinging pendulum. Determine what factors affect the period of oscillation for a pendulum. Different groups can have different variables to check. Teacher model & student practice Class discussion Derive mathematical expressions using oscillating spring and swinging pendulum Find relationship between period and frequency using derived expressions Predict and test for period of pendulums and springs using motion sensors that collect data to calculate period

Present findings (ex. multimedia presentation) Practice problems Quiz‐ Period of a pendulum Quiz‐ Period of a spring Lab report

How can energy be used to explain simple harmonic motion?

Apply energy to simple harmonic motion Determine the type(s) of energy an oscillating system has at different points along its path

Online simulations and applets Textbook or supplemental material Calculators Graph paper Interactive white board

Teacher model & student practice Analyze the motion of a system in simple harmonic motion and determine locations of max and min (or no) acceleration, velocity, displacement and relate to different types of energy. Graph transform of energy within the oscillating system, changes in velocity over time, acceleration over time and displacement over time. Interpret the mean of the graphs as it relates to motion, forces and energy over time. Draw energy bar charts for given scenarios Calculate and solve for unknown variable Class discussion

Closure & reflection Homework & practice Quiz‐ Spring Energy Quiz‐ Conservation of energy within and oscillating system Problem solving












2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces. 2009 Science Grades: 9‐12 SCI.9‐

12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time.







Differentiation


Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding motion of oscillating systems Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 16- Mechanical Waves


Enduring Understandings: Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.

Sound is a transfer of energy through a medium in the form of a compression wave.

Mechanical waves require a medium in order to propagate.

Essential Questions: How do waves transfer energy without transferring matter?

How can waves be categorized?

What do these categories of waves depend on?

What are the characteristics of all waves?

What is sound?

What is the relationship between perceive qualities and physical quantities of sound?

What is the Doppler Effect?

Unit Goals: Students will understand the characteristics and properties of wave motion and mechanical waves, including sound. Recommended Duration: 2‐3 weeks







Pre‐tests/diagnostics Lab activities and Reports (Performance, Presentations, Write Ups) Quizzes Checks for proper use of terms and ideas Closures ("What have I learned today?", "Why do I believe it?", "ABC cards", "How does this relate to...?", "What still remains unclear?" Homework Review Journaling (reflections and self‐evaluations) AP Exam Sample Problems Test

What are the parts of a wave?

Draw and label the parts of a wave Recognize key terms for the parts of a wave

Rope, extra long slinky (or spring), wave demonstrator Online video or simulation White board

Observe disturbance travel through different materials Draw wave and label important parts of wave

Quiz‐ Parts of a wave

What is the difference between a "snapshot" wave and a particle's periodic wave motion?

Distinguish local particle vibrations from overall wave motion Plot and analyze displacement vs. position and displacement vs. time graphs

Rope, extra long slinky, wave demonstrator Online video or simulation Interactive white boards Graph paper

Analyze the motion of one point on the material as the disturbance travels through it. Graph the displacement from the equilibrium position over time. Analyze many points of the material as the disturbance travels through it at one moment of time. Graph the displacement from equilibrium over the entire medium. Compare the two graphs and interpret their meanings. Find important values using the graphs (such as amplitude, wavelength, period, etc)

Closure & Reflection Quiz‐ Interpreting graphs of a wave Homework & Practice

What is the difference between a pulse, a periodic wave, and a traveling wave? What is the difference between longitudinal and transverse waves? How many ways can a wave be categorized? What does the categorizing depend on?

Differentiate between pulse waves, traveling waves, and periodic waves Compare and contrast longitudinal and transverse waves Interpret waveforms of transverse and longitudinal waves

Rope, extra long slinky, wave demonstrator Video or simulation Interactive white boards Textbook or supplemental material

Demonstration of different types of waves‐ pulse disturbance, periodic disturbance, transverse and longitudinal, fix end, flexible end, and no end. Observe different waves and identify difference Class discussion

Closure‐ Identifying types of wave from given scenario Homework & Practice

How can the speed of a wave be calculated?

Use kinematics to derive an expression for the speed of a wave Apply the relationship between wave speed, frequency and wavelength to solve problems

Rope, extra long slinky, wave demonstrator, meter stick or measuring tape, stopwatch or timer Video or simulation Calculator

Observe the difference in speed of a disturbance through different materials. Apply kinematics and the rate of motion to waves Calculate the speed of a disturbance within different materials Determine if the amplitude of the disturbance affects the speed at which it travels (small groups) Use graphs and other physical representations to gather information and to calculate speed of a wave

Present findings Check for proper use of terms and ideas Closure & Reflection Practice Problems Quiz‐ Speed of a wave

What are the characteristics of a wave? What is reflection? What is refraction? What is diffraction? What is interference?

Identify the characteristics of waves (reflection, refraction, diffraction and interference) Predict when a reflected wave will be inverted

Ripple tank(s) or overhead projector ripple tank, wave generator with adjustable frequency and amplitude, overhead light source, paper for tracing waves, transparent barriers and apertures, colored pencils, protractors, rulers, stopwatches. Textbook or supplemental material Calculators

Use ripple tanks to observe wave interactions with barriers and changes in mediums. Describe and trace wave fronts as projected on paper below tank Answer questions about angles of incidence and angles of reflection and refraction, spread angles and locations of interference.

Lab Report Quiz‐ Law of ReflectionQuiz‐ Refraction Quiz‐ Diffraction Quiz‐ Interference Patterns Homework & Practice Closure & Reflections

How does energy relate to the amplitude of the wave? How can you determine the amplitude of a wave from a graph of displacement vs. time?

Relate energy and amplitude Interpret different types of graphs to describe scenarios

Rope, extra long slinky, wave demonstrator Video or simulation Interactive white boards Textbook or supplemental material

Class discussion Apply energy to wave motion and work done to create disturbance in a material

Quiz‐ Interpreting Graphs of Waves

How can a resulting wave be distinguished from two interfering waves? How do waves interfere with each other?

Apply super positioning principle Differentiate between constructive and destructive interference Predict whether specific traveling waves will produce a standing wave Identify notes and antinodes of a standing wave

Graph paper Patterns from interference in ripple tanks Computer applets/simulations

Observe two waves traveling in opposite directions and occurring at the same place at the same time. Add amplitudes and plot on graph of displacement vs. position graphs. Determine type of interference from resulting wave drawn

Closure: Given the resulting wave and one of the original waves, figure out the interfering wave Homework & Practice

What conditions are necessary for a standing wave to be produced? What are the different parts of a standing wave? How do the parts of the standing wave relate to the parts of a traveling or pulse wave?

Determine the conditions necessary for a standing wave to be produced and use these conditions to predict whether specific traveling waves will produce a standing wave Identify notes and antinodes of a standing wave Compare and contrast standing waves and traveling and pulse waves

Variable motor attached to a string on one end and fixed end on other side Computer applet/simulation of standing waves

Observe string attached to motor and locate nodes and antinodes. Apply parts of traveling wave to standing wave Draw standing waves on strings and derive mathematical expressions to determine the number of nodes or antinodes, wavelength, speed, frequency, or length of string

Homework & Practice Quiz‐ Standing waves: Draw, label parts, calculate

What is sound and what are some of its characteristics?

Explain how sound waves are produces and transmitted Compare the speed of sound in various media of different temperatures Relate plane waves to spherical and concentric waves Apply characteristics and properties of mechanical waves to sound

Objects that make sound, computer with speakers, musical instruments (stringed, pipe, percussion), poor man's telephone (two cans with long string), bell in a bell jar (or video) Audacity or sound analysis software

Observe and describe sound using actual sounds and life experiences Come up with models for what sound is and how it can travel, what it can travel through, predict and test with available equipment or real world phenomena (like echoes) Students stand shoulder to shoulder and send a compression wave down the line. Remove students and compare the speed at which the wave moves Use bell in a bell jar (or video) to test if sound is a mechanical or electromagnetic wave

Closure‐ Summarize Sound and its characteristics Homework & Practice Quiz‐ Sound‐ evidence for characteristics of a wave

How do properties of waves relate to perceived aspects of sound? How are volume, relative intensity, intensity, energy and amplitude related?

Relate frequency to pitch Relate harmonics and timbre Calculate the intensity of sound waves Relate intensity, decibel level, and perceived loudness Explain how the human ear words and identify its parts

Textbook or supplemental materials Decibel meters, speakers, microphone, tuning forks and striking pad Poster or chart of Hearing and Sound (including area of speech, music, and thresholds of hearing and pain) Poster or chart of parts of the ear

Teacher lecture Class discussion Derive expression for intensity and volume Use musical notes to relate pitch and frequency Use musical instruments to relate harmonics and timbre Draw/Label parts of the ear and their functions

Problem Solving Homework & Practice Quiz‐ Harmonics Quiz‐ Volume

What is resonance and how does it occur? How is resonance related to sound?

Explain why resonance occurs Differentiate between the harmonic series of open and closed pipe Calculate the harmonics of a vibrating string and of open and closed pipes Relate differences in frequency to the phenomena of beats

Videos: Tacoma Narrows Bridge collapse Glass being broke with sound Wine glass with water, singing bowl, resonance boxes with similar frequency tuning forks, rubber mallet, open and closed pipes, stringed instrument

Observe objects that are affected by the specific frequency of the object. Compare to "pumping" on a swing. Teacher lecture Draw standing waves within pipes. Derive mathematical expressions similar to those from standing waves in strings Listen to similar, but not identical, tuning forks and count number of beats. Apply interference to beats. Calculate beats depending on frequencies of other tuning forks Use resonance of a closed ended pipe and tuning forks to find the resonance length of the pipe, calculate the wavelength and use that to calculate the speed of sound in room temperature air. Compare to calculation of speed of sound in that temperature air.

Lab report Problem Solving Homework & Practice Closure & Reflection Quiz‐ Speed of a waveQuiz‐ Resonance in pipes

What is the Doppler Effect? What conditions are necessary for an observer to experience the Doppler Effect?

Recognize the Doppler Effect and determine the direction of a frequency shift when there is relative motion between a source and an observer Calculate for an unknown variable for a scenario with the Doppler Effect

Video, with sound, of siren moving across the screen, ball with buzzer in it that can be thrown across the room, whiffle balls or tennis balls, student volunteer to catch ball

Observe sound source moving with respects to the observer. Teacher throws one whiffle ball per second and stands still as observer (student) catches. Teacher moves towards, moves away. Student describes the rate at which they have to catch. Have student move towards then away and describe rate of catching. Other students describe rate of throwing and compare to rate of throwing for different scenarios. Derive mathematical expression for Doppler effect

Problem solving Homework & Practice Quiz‐ Doppler Effect Closure & Reflection






LA.11‐12.WHST

Writing

2009 Science Grades: 9‐12 SCI.9‐12.5.1.12

Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12

Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C

Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.













Differentiation


Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding wave motion and mechanical waves Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 17- Light

Unit 17: Light

Enduring Understandings: Light behaves as an electromagnetic wave or a particle depending on the observer. Essential Questions: What are the characteristics of light? What models of light have been used in the history of physics and what is the currently accepted model of light? How are electromagnetic waves different from mechanical waves? Unit Goals:

Students will understand the nature of light and its characteristics and properties. Recommended Duration: 2 weeks






Group and individual work (Think, Pair, Share) Class discussion with teacher guidance Reading and outlining text/notes Teacher modeling and student practice Lab activities


What is light? What characteristics do light have? What factors affect the brightness of a source of light?

Recognize the dual nature of light Describe reflection, refraction, diffraction, and interference Relate angle of incidence and angles of reflection for Law of Reflection and angle of refraction for Snell's Law Differentiate between specular and diffuse reflection Describe diffraction and interference of light Determine the relationship between how bright a light is and the distance the source is from the observer

Textbook or supplemental material Online sources for history of light Light source such as light bulb, flashlight, led vs. incandescent, laser, reflective surfaces, translucent and transparent materials, aperture Optics Benches Pictures of interference patterns and diffraction patterns

Teacher lecture Students use observations made over the centuries to determine what light is Observe beam of light interacting with different materials (reflective surfaces‐ smooth and textured, translucent and transparent, obstacles and apertures) using optics bench Observe angles of incidence and angles of refraction for different materials. Plot the sine of the angles and add trend line. Calculate the slope and determine the index of refraction Relate speed of light in vacuum ratio to speed of light in material to index of refraction. Derive mathematical expression for Snell's Law Describe headlights when car is far away compared to close to observer. Apply intensity of sound to intensity of light

Closure‐ What is light? Debate‐ students use evidence to argue their take on light Problem solving Lab Report (from optics bench activities)

How are colors related to light? What affects the observed color of an object?

Determine what colors make up white light Recognize how additive colors affect the color of light Recognize how pigments affect the color of reflected light

Beam of incandescent light from source, prism, colored gels (or stained glass) of red, green and blue Optics bench Online sources, applets, simulations

Use ray of light to enter into clear prism. Make observations of colors that exit the prism. Take colored light and put back into prism and observe light that exits second prism. Allow light to pass through colored glass and describe

Closure‐ Compare and contrast pigment primary colors and light primary colors Quiz‐ Color mixing and Reversibility Homework & practice

What is polarization?

Explain how linearly polarized light is formed and detected Determine the plane of oscillation for the reflected light called "glare"

Polarizing filters, light source Optics bench Online sources, applets, simulations

Observe light through polarizing filters (one at a time). Rotate filters Observe light through both filters, rotate one and describe light. Explain observations Observe light through 3 polarizing filters (where the first and third are perpendicular and the middle is 45 degrees). Explain the presence of light. Use filters to determine what light sources or light transmitters are polarized

Lab reports/optics bench activities questions Homework & Practice Closure‐ Which direction of polarization corresponds with "glare"

What characteristics of light are supported by the wave model? What characteristics of light are supported by the particle model?

Describe how light waves interfere with each other to produce bright and dark fringes Identify the conditions required for interference to occur Describe how light diffracts around obstacles and produce bright and dark fringes

Double slits, diffraction grating, red laser, green laser, meter stick, rulers Optics Benches Online sources, applets/simulations Textbook or supplemental material Picture of single photons passing through double slit (pattern)

Young's Double Slit experiment‐Predict and test the wavelength of laser used, calculate the width of human hair, predict separation of maximums using different wavelength laser Teacher model & student practice Review experiments and evidence of particle theory of light

Lab report Double Slit Experiment Quiz‐ Calculate the wavelength of a laser

Explain light characteristics of reflection and refraction Explain how Newton's used the particle model of light to explain shadows

Compare and contrast the picture of photons passing through double slit to pattern observed in Young's Double Slit experiment Use applet from PhET.colorado.edu for Compton's Scattering and the Photoelectric Effect











2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its average speed

and average acceleration during intervals of time. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational). 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the

mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.

Differentiation

Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced calculations and conversions for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for groups selections and roles in the groups. Provide modeling, where possible. Provide real‐life or cross‐curricular connections to the material. Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and

reporting conclusions).

Technology



Read and evaluate scientific articles Self‐reflection Presentations of ideas and findings Solve real world problems regarding electromagnetic waves and the nature of light Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 18- Geometric Optics

Unit 18: Geometric Optics

Enduring Understandings: Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).

To see an object, light from that object‐ emitted or scattered from it‐ must enter the eye.

Optical devices are materials that transmit or reflect light to produce images of the object from which the light comes.

Essential Questions: What are different types of optical devices and how do they produce an image?

How can the location, size, orientation and type of image formed be predicted and represented physically and mathematically?

Unit Goals: Students will understand how light interacts with different materials (optical devices) and how images are produced. Recommended Duration: 1‐2 weeks



Reinforce and continuously use scientific method and critical thinking processes.

Make predictions, design and perform experiments to test models developed.




What is an optical device and how can it be used to direct light? What is a focal point and how can it be found physically and mathematically?

Identify which direction light will bend when it passes from one medium to another or which direction light will reflect from a surface. Define and locate the focal point using ray diagrams and the thin lens equation

Mirrors, curved and plane, lenses, laser or light source, examples of more complex optical devices Optics Benches Interactive white boards

Teacher lecture Pass around and look through different optical devices, describe observations Class discussion Student practice‐Calculate focal point

Closure & Reflection Quiz‐ Thin Lens Equation Homework & Practice Project‐ Build optical device (such as kaleidoscope, telescope, microscope, etc)

What is an image and how does it differ from an object/source of light? How can images be found and described? What is the difference between virtual and real images?

Differentiate between images and object. Determine the conditions necessary for an image to be formed. Describe an image based on its comparison to the object based on size, orientation, location and type. Draw ray diagrams to predict the size, orientation, location and type of image. Use the thin lens equation to predict location and magnification. Recognize the difference between real and virtual images depend on whether the light ray or the extension of the ray is used by the eye to produce an image.

Mirrors, curved and plane, lenses, lasers, light source Optics Benches Interactive white boards Colored pencils (for ray drawings) Textbook or supplemental material

Teacher lecture Teacher model & student practice Draw ray diagrams for different optical devices such as lenses, mirror

Closure‐ How tall does a full length mirror have to be? Quiz‐ Describing an image Homework & Practice

What is a mirror and how does it interact with light to produce images? How can the law of reflection and the angle between two plane mirrors be used to predict the number of images? How does the shape of the mirror affect the image produced?

Define a mirror and how it directs light by reflection. Apply the law of reflection to mirrors. Describe the nature of images formed by flat mirrors. Compare and contrast the images formed by flat mirrors and those formed from a plane of transparent glass. Recognize that reflective surfaces can come in different shapes and that the shape will affect the image produced. Draw ray diagrams to predict the size, orientation, location and type of image. Calculate the location of the image, object or focal length using the lens equation.

Optics Benches Light source, plane mirrors, spherical mirrors, small objects (like pennies), protractors Textbook or supplemental material Colored Pencils (for ray drawing)

Observe object and image in a plane mirror. Describe image and compare to object. Use two plane mirrors at angles with each other and count number of images produced. Derive mathematical expression for predicting the number of images formed by mirrors at angles. Observe images produced by spherical mirrors. Use parallel rays from distant source to determine characteristics of different shapes of mirrors. Locate center of curvature, object and image and focal points based on thin lens equation. Draw ray diagrams to predict image location, size, orientation and type.

Closure‐ Predict angle for a given number of images observed Quiz‐ Ray diagrams for mirrors Quiz‐ Number of images Homework & Practice Optics Bench questions/lab report

What is a lens and how does it interact with light to produce images? How does the shape of the lens affect the image produced?

Define a lens and how it directs light by refraction. Apply Snell's Law to lenses. Recognize that transparent materials can come in different shapes and that the shape will affect the transmission of light the image produced. Draw ray diagrams to predict the size, orientation, location and type of image. Calculate the location of the image, object or focal length using the lens equation.

Optics Benches Light source, lenses (converging and diverging) Colored Pencils (for ray drawings) Textbook or supplemental material

Observe images produced by curved lenses. Use parallel rays from distant source to determine characteristics of different shapes of lenses. Locate object and image and focal points based on thin lens equation. Draw ray diagrams to predict image location, size, orientation and type.

Quiz‐ Ray diagrams for lenses Homework & Practice Optics Bench questions/lab report











average speed and average acceleration during intervals of time. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational). 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely

on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.

Differentiation



Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding geometrical optics and optical devices Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 19- Atomic Physics and Quantum Effects

Unit 19: Atomic Physics & Quantum Effects

Enduring Understandings: Small amounts of matter can be converted to energy during nuclear interactions. For a closed system of objects during a collision, momentum is conserved and energy can be transferred. Work is a transfer of energy into and out of a system. Essential Questions:

What is the difference between fission and fusion? How does work done by and on a system affect the total energy of the system? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How can an object’s momentum be represented verbally, physically, graphically and mathematically? How is the momentum of an object changed, and how can this change be represented verbally, graphically and mathematically?

Unit Goals: Define and explain quanta. Explain the various changes in the model of the atom over time to the modern version. Explain the photoelectric effect and its implications. Describe how the deBroglie wavelength relates to the atomic model. Recommended Duration: 1 week



What are the different models of the atom?

Describe the different atomic models from Ancient Greek to Electron Cloud models

Explain atomic spectra using Bohr’s model of the atom.

Recognize that each element has a unique emission and absorption spectrum.

Teacher and student editions of text approved by the district College Physics: A strategic approach ‐ Knight, Jones, Field (chap 28‐31)

Books on modern physics and history of atomic models

Internet resources

PhET

Models of the Hydrogen Atom Photoelectric Effect Blackbody Spectrum Beta Decay

ActivPhysics

Observational Experiment using PhET simulations: Models of the Hydrogen atom students can observe what happens for each model and how each model interacts with photons. Students can observe the absorption, subsequent excitation and emission of electrons in the Bohr Model and after. Class discussion on the evolution of the atomic model and the failures/successes of each modification. Building Atomic Models: Students work in groups on different models. Each group becomes an “expert” on their model and presents to class (or write a report) Teacher modeling / lecture on the historical timeline of modern physics and major modern physicists, atomic models. Problem solving sessions involving the atoms interaction with photons.



Quizzes on the model of the atom


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for the model of the atom

What are quanta?

Define and explain

‘quanta’ as packets of

energy that can have

both waved and particle

characteristics.

Relate the wavelength of

the quanta to its energy

and momentum

Describe a the deBroglie

wavelength

Relate the wavelength of

a monochromatic source

to a specific wavelength

and power.

Interpret and energy

level diagram



College Physics: A strategic

approach ‐ Knight, Jones, Field (chap

28‐31)

Books on modern physics and

history of atomic models

Internet resources

PhET

Models of the Hydrogen Atom

Photoelectric Effect

Blackbody Spectrum

Beta Decay

ActivPhysics

Observational Experiment using PhET

simulations: Models of the Hydrogen

atom students can observe what happens

for each model, specifically the deBrogile

model and how each model interacts with

photons.

Students can observe the absorption,

subsequent excitation and emission of

electrons from atoms and how the

electrons are treated as a wave "orbiting"

the nucleus at a specific frequency.

Class discussion on quanta, energy levels

and how particles are excited to high and

lower energy levels and energy level

diagrams

Teacher modeling / lecture on the

historical timeline of modern physics and

major modern physicists, surround the

idea of quanta

Problem solving sessions deBroglie

wavelength for a moving particle, reading

an energy level diagram. Applying energy

level diagrams to the photoelectric effect




experiments; Interactive


data and subsequent

discussion; data collection and

analysis

Quizzes on the quanta


checked, gone over in class)

Closure‐

“What have I learned today

and why do I believe it?”;

“How does this relate to...?”



Jeopardy Questions, Write

your own physics problem for

the quanta

What is the photoelectric effect?

Relate conservation of energy and momentum to the collisions of photons with atoms

Examine how the absorption, reflection and emission relate to energy conservation

Sketch and identify the threshold frequency, work function and approximate value of h/e for a electric potential vs. frequency graph

Teacher and student editions of text approved by the district College Physics: A strategic approach ‐ Knight, Jones, Field


Internet resources:

PhET


ActivPhysics

Observational Experiment using PhET simulations: Photoelectric Effect and how observations of how light interacting with various atomic models relate to light interacting with metals in a vacuum. Students can observe the absorption, subsequent excitation and emission of electrons from collisions with photons. Students will relate electron energy to frequency of the electron Students will relate the potential difference an electron is accelerated through to frequency of the electron. Students will then use conservation of energy and the slope of the graph to determine the work function, the initial kinetic energy and stopping potential Class discussion the relationship between photoelectric effect, stopping potential, work function and kinetic energy of an electron. Teacher modeling / lecture on the historical timeline of modern physics and major modern physicists on the photoelectric effect. Problem solving sessions involving the photoelectric effect.



Quizzes on the photoelectric effect


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for the photoelectric effect

What is Compton scattering?

Describe Compton's experiment

Explain the increase in photon wavelength

Explain the significance of the Compton wavelength

Explain X‐ray production as a function of the photoelectric effect

Internet resources

PhET


ActivPhysics

Teacher lecture/modeling on the Compton scatter experiment and how electromagnetic wave theory cannot explain the change in frequency of the X‐ray upon scatter, however the photon model can. Class discussion on the significance of the Compton experiment



Quizzes on the Compton scattering


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for the Compton scattering

What is the deBroglie wavelength?

Recognize the dual nature for all particles ‐ that an object can either be a wave or a particle and which it is depends on the observer

Relate the deBroglie wavelength to the momentum of a particle

Explain the evidence of the wave nature of electrons


Internet resources

PhET


ActivPhysics

Observational Experiment using PhET simulations: Models of the Hydrogen atom students can observe what happens for each model, specifically the deBrogile model and how each model interacts with photons. Students can observe the absorption, subsequent excitation and emission of electrons from atoms and how the electrons are treated as a wave "orbiting" the nucleus at a specific frequency. Class discussion on quanta, energy levels and how particles are excited to high and lower energy levels and energy level diagrams Teacher modeling / lecture on the historical timeline of modern physics and major modern physicists, surround the idea of quanta Problem solving sessions deBroglie wavelength for a moving particle, reading an energy level diagram. Applying energy level diagrams to the photoelectric effect



Quizzes on the deBroglie wavelength


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for the deBroglie wavelength

What conditions are necessary for an atom’s spectra to be observed?

Relate spectral lines to each element Explain blackbody radiation Differentiate between absorption lines and emission lines


Internet resources

PhET


ActivPhysics

Application experiment

Spectra Lines Students observe spectra lines for different (unknown) elements and compare to spectra lines of known elements. Students identify the different unknowns.

Students use absorption lines to categorize stars using their spectra



Quizzes on the absorption and emission spectra


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for the absorption and emission spectra









2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B Substances can undergo physical or chemical changes to form new substances. Each change involves energy. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the

understanding that, for the most part, the natural world can be explained and is predictable. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred

from one object to another. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.a Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, in the case

of protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kind of force that is only evident at nuclear distances holds the particles of the nucleus together against the electrical repulsion between the protons.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.b Differences in the physical properties of solids, liquids, and gases are explained by the ways in which the atoms, ions, or

molecules of the substances are arranged, and by the strength of the forces of attraction between the atoms, ions, or molecules.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.d In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively charged electrons. Atoms of an element whose nuclei have different numbers of neutrons are called isotopes.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.4 Explain how the properties of isotopes, including half‐lives, decay modes, and nuclear resonances, lead to useful applications of isotopes.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B.a An atom's electron configuration, particularly of the outermost electrons, determines how the atom interacts with other atoms. Chemical bonds are the interactions between atoms that hold them together in molecules or between oppositely charged ions.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B.1 Model how the outermost electrons determine the reactivity of elements and the nature of the chemical bonds they tend to form.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the mass of

the object. This relationship (a=Fnet/m) is independent of the nature of the force.

Differentiation

Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced calculations and conversions for advanced students. Draw and label diagrams to represent some of the data for visual learners. Provide choice to students for groups selections and roles in the groups. Provide modeling, where possible. Provide real‐life or cross‐curricular connections to the material. Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reporting

conclusions).

Technology



Read and evaluate scientific articles Self reflection Presentations of ideas and findings Solve real world problems regarding atomic physics and quantum effects Use of professional computer programs such as Microsoft Excel, PowerPoint and Word Use problems solving skills and scientific processes Time management and efficiency

Unit 20- Nuclear Physics Unit 20 - Nuclear Physics

Enduring Understandings: Small amounts of matter can be converted to energy during nuclear interactions. For a closed system of objects during a collision, momentum is conserved and energy can be transferred. Work is a transfer of energy into and out of a system. Essential Questions: What is the difference between fission and fusion? How do the concepts of energy, work, and momentum relate to nuclear interactions? Unit Goals: Define and explain quanta Explain the various changes in the model of the atom over time to the modern version. Explain the photoelectric effect and its implications. Describe how the deBroglie wavelength relates to the atomic model.

Recommended Duration: 1 week

Guiding/Topical/Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

What is an isotope?

Recognize that all things change with time

Describe what happens when an atom decays

Predict the result of an atom’s decay

Find an isotope’s half‐life



Internet resources

PhET

Models of the Hydrogen Atom Photoelectric Effect Alpha Beta Decay Nuclear Fission

ActivPhysics Nuclear Physics

Class discussion on isotope, what are they how do they differ from ions. Teacher lecture/modeling on carbon dating and how to determine properties of various isotopes on the periodic table


What is radioactive decay?

Recognize that all things change with time

Describe what happens when an atom decays

Predict the result of an atom’s decay

Find an isotope’s half‐life



Internet resources

PhET



Observation labs with PhET simulations where student examine what occurs during alpha, beta and gamma decay. Class discussion on alpha, beta and gamma decay and how they differ from each other. Teacher modeling on expressing the various forms of decay and half‐life qualitatively, quantitatively and mathematically.



Quizzes on the radioactive decay


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for radioactive decay

What is the difference between fission and fusion?

Differentiate between fusion and fission

Explain fusion and the requirements for fusion to occur

Identify pros and cons for nuclear reactors



Internet resources

PhET



Observation labs with PhET simulations where student examine what occurs during Nuclear fission Class discussion on nuclear fission and fusion and how they differ from each other. Teacher modeling on expressing nuclear interactions fusion and fission qualitatively, quantitatively and mathematically.



Quizzes on the fusion and fission


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for fusion and fission

What is the mass‐energy relationship?

Describe the relationship between mass and energy.



Internet resources

PhET

Models of the Hydrogen Atom Photoelectric Effect Beta Decay Nuclear Fission


Read Einstein's paper on special relativity Class discussion mass ‐ energy equivalence and how Einstein came about this relationship Teacher modeling on mass ‐ energy equivalence and how Einstein came about this relationship qualitatively, quantitatively and mathematically.



Quizzes on mass energy equivalence


Closure‐


Problem solving and board work, Represent and Reason, Jeopardy Questions, Write your own physics problem for mass energy equivalence









2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B Substances can undergo physical or chemical changes to form new substances. Each change involves energy. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in

coming to the understanding that, for the most part, the natural world can be explained and is predictable. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are

transferred from one object to another. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.a Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, in

the case of protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kind of force that is only evident at nuclear distances holds the particles of the nucleus together against the electrical repulsion between the protons.

2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.d In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively charged

electrons. Atoms of an element whose nuclei have different numbers of neutrons are called isotopes. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.4 Explain how the properties of isotopes, including half‐lives, decay modes, and nuclear resonances, lead to

useful applications of isotopes. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.c Nuclear reactions (fission and fusion) convert very small amounts of matter into energy. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.3 Describe the products and potential applications of fission and fusion reactions. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.d Energy may be transferred from one object to another during collisions. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its average

speed and average acceleration during intervals of time. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied. 2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on

the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.

Differentiation



Technology




AP Physics B - Freehold Regional High School District

Documents

Transcript of AP Physics B - Freehold Regional High School District