SPH 4U: Modern Physics Mr. Trivett

Expectations Overall Expectations

Specific Expectations

Specific expectations seen as important have stars to the left of them, those that are going to be

evaluated heavily have circles next to them as well. All expectations are fair game for the unit test,

depending on class coverage.

SPH 4U: Modern Physics Mr. Trivett

Explanation

While all of these topics will ideally be covered, expectations F2.2 and F3.4 are seen as the least

important and thus the first to be reduced given time constraints. While the photoelectric effect,

Compton Effect and de Broglie matter waves are important concepts, it is more important to identify

their implications as opposed to solving explicit problems related to them. Furthermore, the

photoelectric effect will be covered as a computer simulation, and students will be writing a report on

the simulation to be evaluated. As for expectation F3.4, the concepts involved are extremely abstract,

while also having very little tie in to the other concepts covered in the course. This combination makes

it the least important of the topics in this unit, and the first to be cut if time does not allow its coverage.

Daily Planning Textbook: Nelson Physics 12, University Preparation (2012 edition)

Standard Connection Instructional Plan Assessment Lesson and Curriculum

Learning Goals By the end of class, students will:

Implementation Student Activities Assessment Type

1 – Introduction to Modern Physics F1.1 introduced F2.1 covered throughout entire unit

Re-familiarize themselves with required previous knowledge

Recognize what encompasses Newtonian Physics

Be familiar with common experiments

Hook Activity

What do we mean by Newtonian Physics? (Description, extension to sub-atomics, and unification of electricity, magnetism and optics)

Light as a wave, but where’s the medium? (Discussion on what is needed for a wave, light travelling in vacuous space, their disagreement)

Hook – Students will form groups and discuss which concepts they have learned in their physics education they believe are the most advanced. Re-forming with the class, students will share their ideas and give a rationale for their opinions. Students then will be informed that their current physics education would not be any different than

Assessment for Learning: Pre-assessment of previous knowledge/skills needed for unit

SPH 4U: Modern Physics Mr. Trivett

and concepts that could not be explained by Newtonian Physics

Electrons released by metals when shone with light (IF light is a wave, this makes no sense!)

Blackbody Radiation (IF light is a wave, this makes no sense!)

Enter Einstein (the guy who got us past these sticking points i.e. why he’s in such high regard)

Consolidate

Introduce presentation assignment

Pre-assessment

that of a physicist from around 1900. Needed Knowledge/Skills Review – Students will complete the “Are You Ready?” section on pages 570-71 of the textbook to be handed in for Pre-assessment (no evaluation)

2 – Special Relativity F3.3 covered

Recognize perception is relative to the frame of reference

Define an inertial frame of reference

Describe Einstein’s 2 postulates that combine to form Special Relativity

Hook Activity

What do we mean by frame of reference? (Man throws a ball while moving on a train, observed from different perspectives)

Inertial Frames (Recalling what inertia means, applying it to our train scenario)

Light and its frame of reference weirdness (Man now shines a flashlight on the train, but c doesn’t change!)

Einstein’s postulates (Description of what they are)

Putting it Together (Theory of Special Relativity definition)

Consolidate

Hook – Who’s moving? Looking at the Old Spice Commercials, and how they’re filmed. While in the commercial it looks like the actor is moving, it is actually the background and props that are moving, or vice versa. Video Links: Original Video Behind the Scenes Reference Frames – Students will be given time in pairs to analyze and solve the man throwing a ball on a train, and the flashlight on the train. Show them solving the flashlight problem the same doesn’t work!

Assessment as Learning: Reference Frames answers assessed verbally

3 – Time Dilation and Length Contraction F2.3, time and length only

Understand and describe how special relativity leads to time dilation, using a photon clock

Explain why length contraction is a logical extension of

Brief review of Einstein’s postulates

Hook Activity

Simulation wrap-up (Why what we saw fits special relativity and its implications)

Time dilation equation (Derivation, exemplar problems)

If c is constant, but t changes, what does that mean for d? (Class discussion as a thought

Hook – As a class, we will run the Jack and Jill light-clock simulation. Students will be asked to guiding questions after watching the simulation with no motion, and then asked about the geometry of the scenario as we run through it with motion involved. Link: Light Clock Check your Understanding: Students

Assessment for Learning: Review before new content – questions before the class and asking students to rate their comfort with the material Assessment as Learning:

SPH 4U: Modern Physics Mr. Trivett

time dilation, using v=d/t

Be able to use the equations for time dilation and length contraction to solve relativistic problems

exercise, derivation of length contraction and exemplar problems)

Consolidate

Practice Problems

will spend the remaining period to attempt the practice problems on pages 585 and 591 (no evaluation)

Questioning during hook Assessment of Learning: Textbook practice questions, page 585 and 591

4 – Simultaneity, Twin Paradox, Momentum, and Speed Limit F2.3 continued F3.3 momentum evidence

Recognize the concept of simultaneous events depends on frames of reference

Be able to describe and explain the twin paradox

Identify where Newtonian mechanics’ definition of momentum breaks down

Explain the speed limit of particles with rest mass greater than zero

Hook Activity

Twin Paradox (What it is, how it works, exemplar problem)

Momentum (Show graph of predicted Newtonian momentum vs. actual momentum, derivation of relativistic momentum, effects on mass at high speeds, exemplar problem)

Speed Limit (Student activity, take-up together, discussion of hypotheses, nonzero rest mass speed limit defined)

Consolidate

Hook – Thought exercise. Students will come in to the question “What does it mean for events to be simultaneous?” posted, with instructions to think, pair, share. Once all students are present, the hint of us learning that time is relative will be introduced. To analyze this statement, a brief problem of two events seen from different reference frames will be conducted together. What if c<v? – Students will be given time to calculate time dilation, length contraction, and relativistic mass for a scenario when c<v. Students then will be asked to hypothesize what this implicates about the relationship between c and v.

Assessment as Learning – Responses in think, pair, share portion of hook assessed orally Assessment as Learning – What if c<v activity equation work peer assessed as taken up together, hypotheses handed in and assessed (no evaluation)

5 - Energy and Mass Equivalence F2.3 and F3.3 completed F1.1 as it pertains to relativity

Derive Einstein’s E=mc2 starting from momentum equations, and solve problems using forms of this equation

Explain the implications

Hook Activity

Modern energy (Discussion on why nuclear bombs/power are possible, brief history of atom bomb race, E=mc2 equation that predicted their possibility)

E=mc2 (Derivation and implication, exemplar problems)

Hook Activity – Video of nuclear explosions playing as students enter. Bombs Check Your Understanding – End of Relativity, students will be assigned questions from the Chapter 11 Review starting on page 608 of textbook

Assessment of Learning – Textbook practice problems, page 608

SPH 4U: Modern Physics Mr. Trivett

of E=mc2 and give examples of technologies that use these concepts

Fission and Fusion (What they really are, why fusion releases more energy, technologies that use them)

Consolidate

Practice Problems

6 - Crime Task: Who Dropped The Bomb?

Work Period – See Attached Activity (Assessment of Learning, Evaluated) F2.3 Evaluated

7 - What is Quantum Theory? F1.1 touched on F1.2 via presentations

Describe the general idea behind Quantum Theory in terms of energy packets

Describe the differences between particles and waves with respect to energy and interactions with themselves

Relativity Quiz (Questions pulled from textbook homework to reward students who completed)

Student presentations pertaining to Relativity

Hook Activity

Max Planck (Origin of Quantum video, energy comes in discrete packets)

Particles and Waves (Brainstorm, Discussion of what makes them different/the same)

Consolidate

Hook – Defining “Quantum”, students will be asked to define the word quantum, before looking up a definition of the word Video – Origin of Quantum

Assessment of Learning: Quiz, to be evaluated Assessment of Learning: Presentations, to be evaluated Assessment for Learning: Brainstorm activity serves as oral pre-assessment of knowledge on particles vs. waves

8 – Lab Simulation: The Photoelectric Effect

Work Period – JAVA Photoelectric Effect, Simulation guide attached below (accessible from the website as well, credit: Elyse Zimmer) F2.4 Completed

9 – Quantum Theory of Light F1.1 as it pertains to Quantum F3.1 covered F2.2 only photon energy and momentum

Give and explain evidence suggesting light is both a wave and a particle

Describe the Photoelectric Effect

Solve problems involving photon energy and momentum

Hook Activity

Evidence of light as a wave (Brief review)

What we saw in photoelectric effect (Implicates light as a particle)

Photons (What they are, their energy and momentum with exemplar questions)

Blackbody radiation (How quantum explained their behavior)

Hook – Is light a water gun or a Nerf Gun? As students come in I will be shooting both types of guns at a target with no explanation. Once settled in, I will ask students which of the two they believe closer represents light and discuss

Assessment as Learning: Discussion of hook activity assessed orally

SPH 4U: Modern Physics Mr. Trivett

Consolidate (Light as both a wave and a particle)

10 – Classical Particles as Waves F3.2 covered F1.2 via presentations

Describe the evidence for classical particles as waves

Define and de Broglie wavelength, and describe it’s order of magnitude as it relates to mass

Student Presentations pertaining to Quantum

Hook Activity

De Broglie (his hypothesis, wavelength equation)

Electron Diffraction (Explained and Interpretations)

The Wave Function and Heisenberg’s Uncertainty Principle (What they are, what they mean – explanations only no math)

Consolidate

Practice Problems

Hook Activity – Students will start by discussing how particles and waves should behave when conducting a double slit experiment. As a class, we will run the Electron Diffraction simulation, and discuss whether it exhibited particle or wave behavior. Check Your Understanding – Students will be assigned questions on lessons 9 and 10 from the chapter review starting on page 660

Assessment of Learning: Presentations, to be evaluated Assessment as Learning: Hook discussion assessed orally for understanding Assessment of Learning: Practice problems, assessed (no evaluation)

11 (If time)- Standard Model of Elementary Particles F3.4 covered

Recognize the previously learned smallest particles are actually divisible

Describe what Antimatter is

Describe quarks, leptons, hadrons, fermions and bosons

Explain the potential significance of the Higgs Boson

Hook Activity

Atomic Structure Review (Rutherford and Bohr’s model)

Antimatter (What is it?)

Into to Quarks (Protons and Neutrons are divisible)

Leptons, hadrons, fermions and bosons (What they are, are they divisible, examples of each)

Unified Theory (The struggle to find one, the Higgs boson)

Consolidate

Hook - Quarks Song To be assessed and evaluated on test if covered

12 - Review Students will be given the opportunity to review concepts and problems that remain troublesome, and given time to work through the practice problems contained in the pertinent textbook sections. Coverage will depend on the areas where students have struggled.

13 – Unit Test

Testing Period – See Attached Test

SPH 4U: Modern Physics Mr. Trivett

Assessments Who Dropped the Bomb? Crime Investigation

Scenario:

Captain Kirk and the crew of the USS Enterprise have just come across the wreckage of a moon mining

colony. There is a single crater where the colony once stood, indicating a single bomb was used. After

an investigation, they conclude it would have taken 300 terajoules (1 TJ = 1012 J) to destroy the colony.

Scanning the nearby star system, they discover 5 intelligent species capable of making bombs. Upon

further study, they find the five planets have different explosives that produce varying amounts of

energy:

Bomb Capabilities of Suspect Planets

Planet Explosive Mass of Largest Bombs Explosive Energy Conversion Efficiency

Alpha TNT

*Different values given to each Forensics Team*

Beta Uranium

Zeta Plutonium

Cappa Bangaranium

Chimpanzoo Weaponized Bananas

Based on their bomb capabilities, which planet is the likely culprit?

Write your report to the Unified Star Systems’ Justice Department, in order to ensure the bombers are

held responsible for their crime.

*Credit to Sarah Coombs for Marking Scheme*

SPH 4U: Modern Physics Mr. Trivett

AP Physics – Photoelectric Effect PhET Lab

*Lab Created by Elyse Zimmer, hosted on website: Simulation Resources *

Today, you will use the Photoelectric Effect PhET Lab to explore what happens when light interacts with

matter. The photoelectric effect occurs when light strikes a surface and liberates electrons.

Beginning Observations – Open the Photoelectric Effect PhET Simulation. **Before adjusting anything

answer the questions below**

1) Before you begin, what will happen to …

a) the metal surface when light strikes it

b) the light the intensity slider is moved

2) Do you think all intensities of light will liberate electrons? Explain.

3) Do you think all wavelengths of light will liberate electrons? Explain.

Part 1 – Intro to Photoelectric Effect

1) What can you change in the simulation?

2) Select a metal to study. Develop a procedure for determining the characteristics of the light necessary

to liberate electrons from the metal. Write your procedure and your conclusions below.

3) Based on your chosen metal answer the following questions

a) At what wavelengths was it first possible to remove electrons?

b) What wavelengths were most effective?

SPH 4U: Modern Physics Mr. Trivett

c) What does intensity change?

Part II – Finding a Model for the Photoelectric Effect

4) Describe the three graphs you can view in the simulations by filling in the table below.

Graph Relationship Explanation (using physics terms)

Current vs. Battery Voltage

Current vs. Light Intensity

Electron Energy vs. Light

Frequency

5) Propose a mathematical equation for the photoelectric effect using the terms we have discussed in

class (work function, incident light, max E of ejected electrons). Use the simulation to verify your model

and make a graph of the maximum electron energy vs. the light frequency.

Selected metal: ___________________

light wavelength (nm) light frequency (Hz) electron stopping voltage (V) Ejected Electron KE (eV)

SPH 4U: Modern Physics Mr. Trivett

Best fit equation for your graph –

Conclusion –

In 2-3 paragraphs explain your understanding of the photoelectric effect include a discussion on

Intensity and wavelength of the incident light

Wave model and its breakdown

SPH 4U: Modern Physics Mr. Trivett

Modern Physics Presentation

In groups of 2 or 3, students will prepare a 5-10 minute presentation on an experiment,

technology, or practical application that ties into the topics covered in the Modern Physics unit.

Students will present their topic to the class, with an accompanying multimedia presentation of the

groups’ choice. There will also be a brief question period following the presentation to allow myself and

other students to ask questions on the topic. Group members will provide a summary of how they

divided the work, which will factor in to each individuals overall grade. Topics include, but are not

limited to:

The Compton Effect

Pair Production

GPS satellites

Particle Accelerators

The Manhattan Project

Medical Applications of Quantum Mechanics

Quantum Computers

Einstein’s Theory of General Relativity

Nuclear Reactors

Any topic not on this list approved by myself

Students will be graded on the following:

The scientific background and concepts are explained thoroughly and correctly K/U /15

Potential implications are highlighted and discussed in detail A /10

Proper Terminology is used throughout the presentation C /5

The Multimedia aspect enhances the quality of the presentation C /10

Student voice, gestures, and overall presentation style are effective C /5

Student is able to answer any questions posed on the topic by peers/myself to a reasonable level of effectiveness

K/U /5

Overall Grade: /50

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