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Physics 1 – Course Guide
PHYSICS I #2430 (L)
2 semesters
1 credit each semester.
Text: Conceptual Physics (2006) by Paul Hewitt
Publisher: Prentice Hall
Prerequisites: Algebra 1
Grade Level: 10-12
A Core 40 and Academic Honors Course
This course is an introduction to classical physics, including force, motion, energy, and
momentum. Additional topics in waves, light, optics, electric and magnetic fields and
electrical circuits will be studied as time allows. The course will concentrate on
conceptual understanding through short answers, diagrams, and graphs and requires
an understanding of algebra. Students will develop the ability to a) determine relevant
measurements describing a physical system, b) plan and carry out experiments, c)
analyze data graphically and mathematically, and d) apply the laboratory results to a
broad range of situations including applications to technology and everyday life.
Supplies for this course include a protractor, a metric ruler, triangles, colored pencils,
graph paper, a notebook, and a scientific calculator.
Basis for Grades: tests, quizzes, homework, written assignments, laboratory work, and
class participation.
Unit 1: Scientific Thinking
Time: 15 days
Topics:
A.
B.
C.
D.
Resources:
Experimental Design
Data Collection
Mathematical Modeling
Writing Lab Reports
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 1
Websites:
http://www.dl.ket.org/physics/companion/thepc/compan/Graphing/index.htm
http://phoenix.phys.clemson.edu/tutorials/excel/
http://www.exploratorium.edu/baseball/reactiontime.html
http://galileo.phys.virginia.edu/classes/109.mf1i.fall03/eclipse3.htm
http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/Slingshot.htm
Possible Labs:
A. Circle Lab
B.. Sphagetti Lab
C. Pendulum Lab
Objectives:
A. Build a qualitative model
B. Identify and classify variables
C. Make tentative qualitative predictions about the relationship between variables
D. Select appropriate measuring devices
E.
F.
G.
H.
I.
J.
K.
L.
M.
Consider accuracy of measuring device and significant figures
Maximize range of data
Use metric units and conversions
Learn to use Excel and Graphical Analysis
Develop linear relationships
Relate mathematical and graphical expressions
Use proportional reasoning in problem solving
Present and defend interpretations
Write a coherent report
Unit 2: Constant Velocity Model
Time: 10 days
Topics:
A.
B.
C.
D.
Resources:
Reference frame, position and trajectory
Particle Model
Multiple representations of behavior
Dimensions and units
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 2
Websites:
http://www.glenbrook.k12.il.us/gbssci/phys/mop/module.html
http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/1DKinTO.html
http://www.halpc.org/%7Eclement/TST/TST_Motion_Simulations.html
http://physics.bu.edu/%7Eduffy/semester1/semester1.html
Labs:
A. Constant Velocity Lab
Objectives:
A. You should be able to determine the average velocity of an object in two
ways:
1. determining the slope of an x vs t graph.
x
2. using the equation v 
t
B. You should be able to determine the displacement of an object in two
ways:
1. finding the area under a v vs t graph.
2. using the equation x  vt
C. Given an x vs t graph, you should be able to:
1. describe the motion of the object (starting position, direction of motion,
velocity)
2. draw the corresponding v vs t graph
3. draw a motion map for the object.
4. determine the average velocity of the object (slope).
5. write the mathematical model which describes the motion.
D. Given a v vs t graph, you should be able to:
1. describe the motion of the object (direction of motion, how fast)
2. draw the corresponding x vs t graph
3. determine the displacement of the object (area under curve).
4. draw a motion map for the object.
5. write a mathematical model to describe the motion.
Unit 3: Constant Acceleration Model
Time: 15 days
Topics:
A.
B.
C.
D.
Resources:
Concepts of acceleration, average vs instantaneous velocity
Multiple representations (graphical, algebraic, diagrammatic)
Uniformly Accelerating Particle model
Analysis of free fall
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 2
Websites:
http://www.physicsclassroom.com/Class/1DKin/1DKinTOC.html
http://www.glenbrook.k12.il.us/gbssci/phys/mop/module.html
http://physics.bu.edu/%7Eduffy/semester1/semester1.html
http://www.walter-fendt.de/ph11e/acceleration.htm
http://webphysics.davidson.edu/physlet_resources/kinematics_tutorial/default.htm
http://webphysics.davidson.edu/physlet_resources/physlet_physics/contents/mechanics/one_d_kinematics/default.html
http://www.phas.ucalgary.ca/physlets/uam.htm
http://webphysics.davidson.edu/physlet_resources/misc/unc_Ashville.htm (choose
applets from 1st Semester)
http://webphysics.davidson.edu/physlet_resources/western_kentucky/default.htm (from
my Alma Mater, Western Kentucky University)
Labs:
A.
B..
Objectives:
A.
B.
C.
Constant Acceleration Lab
Free Fall (Determining g)
You should be able to determine the instantaneous velocity of an object in
three ways:
1. determining the slope of the tangent to an x vs t graph at a given point.
2. using the mathematical model v f  at  vi
v 2f  v2i  2ax
3. using the mathematical model
You should be able to determine the displacement of an object in three
ways:
1. finding the area under a v vs t curve
2
x  12 at  vit
2. using the mathematical model
v 2f  v2i  2ax
3. using the mathematical model
You should be able to determine the acceleration of an object in five ways:
1. finding the slope of a v vs t graph
v
a
t
2. using the mathematical model
2
x  12 at  vit
3. rearranging the mathematical model
4. rearranging the mathematical model v f  at  vi
2
2
5. rearranging the mathematical model v f  vi  2ax
D.
Given a x vs t graph, you should be able to:
1. describe the motion of the object (starting position, direction of motion,
velocity)
2. draw the corresponding v vs t graph
3. draw the corresponding a vs t graph
4. draw a motion map for the object (including v and a vectors)
5. determine the instantaneous velocity of the object at a given time
E.
Given a v vs t graph, you should be able to:
1. describe the motion of the object (direction of motion, acceleration)
2. draw the corresponding x vs t graph
3. draw the corresponding a vs t graph
4. draw a motion map for the object (including v and a vectors)
5. write a mathematical model to describe the motion
a. determine the acceleration
b. determine the displacement for a given time interval
Unit 4: Free Particle Model
Time: 10 days
Topics:
A.
B.
C.
D.
E.
Resources:
Newton's 1st law (Galileo's thought experiment)
Force concept
Force diagrams
Statics
Newton’s 3rd Law
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 4
Websites:
http://www.physicsclassroom.com/Class/newtlaws/U2L1a.html
http://www.physicsclassroom.com/Class/newtlaws/U2L2a.html
http://www.physicsclassroom.com/Class/newtlaws/U2L4a.html
http://www.brainjar.com/java/games/asteroids/
http://www.walter-fendt.de/ph14e/equilibrium.htm
http://www.walter-fendt.de/ph14e/resultant.htm
http://staweb.sta.cathedral.org/departments/science/physics/inertiagames/swing_Dock1.html
http://staweb.sta.cathedral.org/departments/science/physics/inertiagames/swing_Dock2.html
http://staweb.sta.cathedral.org/departments/science/physics/inertiagames/swing_Corner1.html
http://staweb.sta.cathedral.org/departments/science/physics/inertiagames/swing_Corner2.html
http://staweb.sta.cathedral.org/departments/science/physics/inertiagames/swing_Corner3.html
http://staweb.sta.cathedral.org/departments/science/physics/inertiagames/swing_Corner4.html
http://staweb.sta.cathedral.org/departments/science/physics/inertiagames/swing_Dynatrack.html
Labs:
A.
B.
Objectives:
Free Particle Lecture Demonstration
Newton’s 3rd Law Lecture Demonstration
A.
B.
C.
D.
Describe and give examples of Newton's 1st Law. (Newton's 1st Law: An
object at rest or moving at constant velocity continues its current motion
unless acted upon by an outside agent (force).)
Given a diagram or a written description of the forces acting on an object.:
1. draw a force diagram for the object
2. resolve the forces into x and y components, then find the vector sum of
the forces.
3. state whether the velocity of the object is constant or changing.
Given a diagram or description of an object in equilibrium, including the
forces acting on the object, determine the magnitude and direction of the
"missing" force required to keep the object from accelerating
State Newton's 3rd Law; apply it in situations in which you are trying to
determine all the forces acting on an object. (All forces come in pairs;
paired forces are equal in magnitude, opposite in direction and act on
separate bodies. (FAB = -FBA)
Unit 5: Constant Force Particle Model
Time: 15 days
Topics:
A.
B.
C.
D.
E.
Resources:
Newton's 2nd law
Constant Force Particle Dynamic Properties
Force diagrams
Motion Maps
Friction
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 5
Websites:
http://www.physicsclassroom.com/Class/newtlaws/U2L3a.html
Labs:
A.
B.
Objectives:
A.
B.
C.
D.
Modified Atwood’s Machine
Friction Lab
Use Newton's 2nd Law to qualitatively describe the relationship between
m and a, F and a,m and F. (e.g., if you double the mass, the acceleration
will…)
Given a v vs t graph, draw the corresponding a vs t and F vs t graphs.
Determine the net force acting on an object by:
1. drawing a force diagram for an object given a written description of the
forces acting on it.
2. resolving forces into x and y components, then finding the vector sum
of the forces.
3. analysis of the kinematic behavior of the object.
Solve quantitative problems involving forces, mass and acceleration using
Newton's 2nd Law.
a. Having determined the net force (as in #3), and given the mass, find
the acceleration.
b. Continue to use the kinematical models from unit III to determine the
velocity or displacement of the object, once the acceleration is known.
Unit 6: Projectile Motion
Time: 10 days
Topics:
A. Free Fall
B. Projectile Motion
Resources:
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 3
Websites:
http://www.physicsclassroom.com/Class/vectors/U3L2a.html
http://galileo.phys.virginia.edu/classes/109N/more_stuff/Applets/ProjectileMotion/jarapplet.html
http://www.msu.edu/user/brechtjo/physics/cannon/cannon.html
http://www.walter-fendt.de/ph11e/projectile.htm
http://glencoe.mcgrawhill.com/sites/0078458137/student_view0/chapter6/projectile_motion_applet.html
http://www.rit.edu/%7Euphysics/Physlets/ball.html
http://www.rit.edu/%7Euphysics/Physlets/ballAns.html
http://www.suu.edu/faculty/penny/Phsc2210/Physlets/PhysletsForWeb/Semester1/c3_independence.html
http://physics.bu.edu/%7Eduffy/semester1/menu_semester1.html
Labs:
A.
Objectives:
A.
B.
C.
D.
E.
F.
Video Analysis of Projectile Motion
Use video analysis techniques to produce position-time and velocity-time
graphs which represent the behavior of an object moving in two
dimensions.
Determine which model (free or constant force particle model) is
appropriate to describe the horizontal and vertical motion of an object.
Draw a motion map for an object undergoing parabolic motion, with
velocity and acceleration vectors for both dimensions.
Draw a force diagram for an object undergoing parabolic motion.
Given information about the initial velocity and height of a projectile
determine:
1. the time of flight.
2. the point where the projectile lands.
3. velocity at impact.
Explain what effect the mass of a projectile has on its time of flight.
Unit 7: Central Force Model
Time: 10 days
Topics:
A. Uniform Circular Motion
B. Centripetal Force
C. Force Diagrams of Objects Undergoing Circular Motion
Resources:
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 9
Websites:
http://www.physicsclassroom.com/Class/circles/U6L1a.html
http://www.physicsclassroom.com/Class/circles/U6L2a.html
http://www.physicsclassroom.com/Class/circles/U6L3a.html
http://www.physicsclassroom.com/Class/circles/U6L4a.html
http://www.walter-fendt.de/ph14e/carousel.htm
http://www.suu.edu/faculty/penny/Phsc2210/Physlets/PhysletsForWeb/Semester1/c7_turntable.html
http://www.suu.edu/faculty/penny/Phsc2210/Physlets/PhysletsForWeb/Semester1/c8_vertical.html
http://webphysics.davidson.edu/physlet_resources/bu_semester1/c7_rotor.html
http://www.physicsclassroom.com/mmedia/circmot/cf.html
Labs:
A.
Objectives:
A.
B.
C.
D.
E.
Interactive Physics Cooperative Lab
Graph and state the relationships between velocity and mass, velocity and
radius, and velocity and period for an object undergoing uniform circular
motion.
State the mathematical expression that describes the relationship between
force, mass, radius and velocity.
Given three of the variables, be able to solve for the missing quantity.
Distinguish between centripetal and centrifugal force.
Construct force diagrams that display the forces acting on an object
undergoing uniform circular motion.
Unit 8: Energy
Time: 15 days
Topics:
A.
B.
C.
D.
Resources:
View energy interactions in terms of transfer and storage
Variable force of spring model (see lab notes: spring-stretching lab)
Develop concept of working as energy transfer mechanism
Contrast conservative vs non-conservative forces
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 8
Websites:
http://www.physicsclassroom.com/Class/energy/U5L1b.html
http://www.physicsclassroom.com/Class/energy/U5L1c.html
http://www.physicsclassroom.com/Class/energy/U5L1a.html
http://www.physicsclassroom.com/Class/energy/U5L1aa.html
http://www.physicsclassroom.com/Class/energy/U5L1d.html
http://www.physicsclassroom.com/Class/energy/U5L2a.html
http://www.physicsclassroom.com/Class/energy/U5L2b.html
http://www.physicsclassroom.com/Class/energy/U5L2bb.html
http://www.physicsclassroom.com/Class/energy/U5L2bc.html
http://www.physicsclassroom.com/Class/energy/U5L1e.html
http://www.physicsclassroom.com/Class/energy/U5L2c.html
Labs:
A.
Objectives:
Spring Lab
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Make the distinction between energy storage and transfer.
Be able to recognize and identify energy storage mechanisms :
gravitational, kinetic, elastic, dissipated.
Use Hooke's Law to analyze elastic energy systems.
Recognize the universal, fundamental nature of energy as opposed to
different form of energy.
Use representational tools (pie charts, bar graph/schema diagrams) to
analyze a system in terms of energy storage and transfer.
Recognize and identify modes of energy transfer: working, heating,
radiating.
View friction as a mechanism for dissipating energy.
Analyze a system of energy interactions appropriately according to the
system designation.
Explain working as:
1. energy transfer to/from system via external force.
2.
3. area under F-x graph.
Determine the quantity of kinetic energy, elastic potential energy,
gravitational potential energy, frictional dissipated energy during an
interaction.
Define power as rate of energy usage; calculate power in watts.
Unit 9: Impulsive Force Model (Impulse and Momentum)
Time: 10 days
Topics:
A.
Momentum
B.
Impulse
C.
Conservation of Momentum
Resources:
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 7
Websites:
http://www.physicsclassroom.com/Class/momentum/U4L1a.html
http://www.physicsclassroom.com/Class/momentum/U4L2a.html
http://www.walter-fendt.de/ph11e/collision.htm
Labs:
A.
Interactive Physics Simulation
Objectives:
A.
Define momentum; distinguish between momentum and velocity.
B.
Distinguish between elastic and inelastic collisions.
C.
Use conservation principles to solve problems involving elastic and
inelastic collisions for initial velocity, final velocity or mass, given the other
values.
D.
Define impulse; distinguish between impulse and force.
E.
Determine the impulse acting on an object given a F vs t graph.
F.
G.
Determine the impulse acting on an object given the change in
momentum.
Determine the force acting on an object, given its change in momentum.
Unit 10: Oscillatory Particle Model
Time: 15 days
Topics:
A.
B.
Oscillating Particle Model
1. Masses oscillating on springs
2. Kinematic and dynamic relationships
3. Energy relationships
Mechanical Waves in One Dimension
1. Coupled oscillating particles
2. Speed of propagation of pulses on springs
3. Reflection and Transmission of pulses on springs
4. Interactions of pulses
5. Periodic and Standing Waves on springs
6. Standing Waves on strings
Resources:
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 25
Websites:
http://www.physicsclassroom.com/Class/waves/U10L1a.html
http://www.physicsclassroom.com/Class/waves/U10L2a.html
http://www.physicsclassroom.com/Class/waves/U10L3a.html
http://www.physicsclassroom.com/Class/waves/U10L4a.html
http://id.mind.net/%7Ezona/mstm/physics/waves/partsOfAWave/waveParts.htm
http://id.mind.net/%7Ezona/mstm/physics/waves/partsOfAWave/waveParts.htm
http://www.walter-fendt.de/ph11e/springpendulum.htm
http://cwx.prenhall.com/giancoli/chapter11/multiple3/deluxe-content.html
http://members.aol.com/nicholashl/waves/movingwaves.html
http://web.phys.ksu.edu/vqmorig/programs/java/makewave/Pulse/vq_mwp.htm
http://web.phys.ksu.edu/vqmorig/programs/java/makewave/Waves/vq_mww.htm
http://www.colorado.edu/physics/phet/simulations/stringwave/stringWave.swf
http://surendranath.tripod.com/Applets/Waves/Lwave01/Lwave01Applet.html
http://www.mta.ca/faculty/science/physics/suren/Beats/Beats.html
Labs:
A.
Spring Lab #2
Objectives:.
A.
Determine the spring constants of a set of five different springs.
B.
Determine the effect of changing the amplitude of vibration in an
oscillating system on the period of vibration for that system.
C.
Determine the effect of changing the mass of an oscillating system on the
period of vibration for that system.
D.
Determine the effect of changing the spring constant of an oscillating
system on the period of vibration for that system
E.
Explore the kinematic, dynamic and energy properties of an oscillating
system.
F
G.
H.
I.
J.
.Compare the graphs of position vs. time, velocity vs. time and
acceleration vs. time for an oscillating system and analyze the phase
relationships among the various graphs.
Add a dynamic analysis of the oscillating system by comparing the force
vs. time graph to the previously analyzed kinematic graphs.
Examine graphs of kinetic energy vs. time, elastic energy vs. time, and
total energy vs. time for the oscillating system. Compare energy vs. time
graphs to kinematic and dynamic graphs.
Introduce the concept of transverse displacement of an oscillating system
and show that the models for oscillating particles apply equally well to
transverse oscillations as to longitudinal oscillations.
Perform a force vs. position experiment for a spring displaced
perpendicular (transverse) to the length of the spring.
Unit 11: Sound
Time: 10 days
Topics:
A.
B.
Longitudinal Waves and Sound
1. Transverse vs. longitudinal waves
2. Speed of sound waves
3. Resonance and standing waves
Characteristics of sound
1. Harmonics and beats
2. The Doppler Effect
Resources:
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 26
Websites:
http://www.physicsclassroom.com/Class/sound/U11L1a.html
http://www.physicsclassroom.com/Class/sound/U11L2a.html
http://www.physicsclassroom.com/Class/sound/U11L3a.html
http://www.physicsclassroom.com/Class/sound/U11L4a.html
http://www.physicsclassroom.com/Class/sound/U11L5a.html
Labs:
A.
B.
Objectives:
A.
B.
C.
D.
E.
F.
G.
H.
Speed of Sound
Resonance
Distinguish between transverse and longitudinal waves.
Compare and contrast standing longitudinal and transverse waves.
Identify source, medium, and receiver for sound.
Measure the speed of sound.
Describe the conditions necessary for resonance.
Be able to use the medium boundaries to determine the type of standing
wave.
Describe standing waves on strings and solid bars, in open and closed
tubes.
Relate frequency to pitch, amplitude to loudness, and identify pressure
nodes and antinodes
I.
J.
K.
L.
Describe harmonics and how they add and coexist in musical instruments.
Describe beats and how they arise.
Calculate beat frequency.
Describe the Doppler effect and why it occurs.
Unit 12: Particle Model of Light
Time: 7 days
Topics:
A.
B.
C.
Features of the particle model.
1. Light particles travel in straight lines until they strike a surface.
2. Light particles must be invisibly small because they don’t scatter when
beams of light intersect.
3. Light particles must travel at very high speed; light doesn’t bend
appreciably as would a stream of water exiting a fire hose.
4. Light particles are created by luminous objects and reflected or
absorbed by non-luminous objects.
5. From any single point of an object, countless streams of particles
radiate in all directions.
6. There are several particle-boundary interactions
a. Particles bounce elastically. Specular reflection occurs when light
particles bounce off a smooth surface (i.e., a BB striking a table top)
whereas diffuse reflection occurs when light particles bounce off a
rough surface (i.e., a BB striking a brick wall).
b. Particles can be absorbed
c. Particles can pass through the surface and enter the new medium.
When they do so, they change speed, and thus direction.
7. The intensity of light is related to the number of particles that strike a
given area. For point sources, light intensity varies as the inverse
square of distance (i.e., pattern of shrapnel from an explosion).
The role of the eye in “seeing”
1. In order for an object to be “seen,” light particles leaving the object
must enter the eye.
2. Diverging rays from a point on the object enter the eye (or camera).
The point from which the light rays appear to diverge is the image location.
Applications of the particle model to phenomena.
1. Shadows and Pinholes
2. Reflection and Absorption
3. Image formation
a. plane mirrors
b. curved mirrors
c. lenses
4. Refraction
Resources:
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 27, 29, 30
Websites:
http://www.physics.utoledo.edu/%7Elsa/_color/07_shadows.htm
http://hyperphysics.phy-astr.gsu.edu/hbase/solar/solecl.html
http://www.gunn.pausd.org/%7Ecbakken/p1A/optics/obookshelf/camera.html#pinhole
http://www.howstuffworks.com/question131.htm
http://qbx6.ltu.edu/s_schneider/physlets/main/opticsbench_long.shtml
http://www.phys.ufl.edu/%7Ephy3054/light/mirror/applets/planmir/Welcome.html
http://pdukes.phys.utb.edu/PhysApplets/RefractionofLight/LightRefract.html
http://webphysics.davidson.edu/applets/optics4/fiber_optics.html
http://www.shep.net/resources/curricular/physics/P20/Unit4/michelson.html
http://www.colorado.edu/physics/2000/waves_particles/lightspeed_evidence.html
Objectives:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Use ray diagrams to account for the behavior of light when it encounters
barriers and pinholes.
Determine how the separation between a point source and a detector
affects light intensity.
State the Law of Reflection; use it to draw a ray diagram to locate the
virtual image of an object formed by a plane mirror.
Use the Particle Model and ray diagrams to explain the shift in the path of
a light ray as it passes from one medium to another.
Use Snell’s Law to determine angle of incidence, angle of refraction or
critical angle.
If curved mirrors and lenses are studied:
Distinguish between the following terms: concave, convex, converging,
and diverging.
State the relationship between radius of curvature and focal length.
Draw ray diagrams for concave and convex mirrors. Show the formation
of both real and virtual images. Contrast features of virtual and real
images.
Experimentally determine the relationship between object distance, image
distance, and focal length for converging mirrors and lenses.
Given the thin lens equation, solve for object distance, image distance, or
focal length for mirrors and lenses.
Unit 13: Wave Model of Light
Time: 7 days
Topics:
A.
B.
Develop representational tools for waves.
1. Sinusoidal diagram of transverse wave
2. Wavefront motion map diagram
3. Ray-wavecrest diagrams
Properties of light examined with the particle model can be modeled with
waves.
1. Light waves travel in straight lines.
2. Light waves can pass through one another.
3. A point source radiates waves in all directions that decrease in
amplitude as they propagate.
4. Light waves travel at very high speed.
5. When waves encounter a barrier, they reflect at equal angles.
6. Waves can be absorbed.
C.
D.
A wave model more easily explains several light behaviors than a particle
model.
1. When waves change speed, they refract or bend.
2. Use of the wave model leads to a correct prediction about the relative
speeds of light in different media.
3. Waves both reflect and refract at boundaries between media.
4. Color is determined by frequency, which remains constant despite
changes in media.
5. When waves pass through a small opening relative to the wavelength,
they diffract or spread.
6. Waves can interfere constructively and destructively.
Applications of the wave model to phenomena
1. Light waves can account for shadows and image formation in plane
mirrors, curved mirrors and lenses.
2. Dispersion is evidence for the frequency dependence of the speed of
light.
3. Colors seen by the eye depend on incident light colors and their
interaction with matter.
4. Polarization behaviors are best modeled by a transverse light wave.
Resources:
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 27, 28, 31
Websites:
http://www.lon-capa.org/%7Emmp/applist/Spectrum/s.htm
http://micro.magnet.fsu.edu/primer/java/wavebasics/index.html
http://micro.magnet.fsu.edu/primer/java/wavebasics/index.html
http://lectureonline.cl.msu.edu/%7Emmp/kap24/polarizers/Polarizer.htm
http://www.microscopy.fsu.edu/primer/java/primarycolors/colorfilters/index.html
http://www.lon-capa.org/%7Emmp/applist/RGBColor/c.htm
http://www.sketchpad.net/basics4.htm
http://www.rgbworld.com/color.html
Obectives:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Differentiate between transverse and longitudinal waves.
Experimentally show that wave speed depends upon its medium.
Draw wave diagrams that illustrate the principle of superposition.
Define standing wave, antinode, and node.
Experimentally determine the relationship between wave velocity,
frequency, and wavelength and solve problems using this relationship.
Identify wave behaviors that are similar to particle behaviors of light.
Use wavefront and ray representational tools for two-dimensional waves.
Describe interactions of waves in terms of constructive and destructive
interference.
Explain light behaviors of reflection, refraction and diffraction using the
wave model
Associate the color of light with its frequency.
Recognize the amount of diffraction of a wave is determined by the
relationship of the size of the wavelength to the size of the barrier.
Unit 14: Photon Model of Light
Time: 7 days
Topics:.
A.
B.
C.
D.
E.
The wave model cannot explain the photoelectric effect
Experiments with short bursts of light support the particle model of light
Matter can emit light
The Bohr model of the atom suggests distinct energy levels in matter.
Neither particle nor wave model is adequate to account for all behaviors of
light.
Resources:
Modeling Curriculum (see http://modeling.asu.edu/modeling-HS.html )
Text: Chapter 38
Websites:
http://www.colorado.edu/physics/2000/quantumzone/photoelectric.html
http://www.lon-capa.org/~mmp/kap28/PhotoEffect/photo.htm
http://www.colorado.edu/physics/2000/quantumzone/bohr2.html
Objectives:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Describe the difficulties with applying a wave model to the photoelectric
effect.
Identify the physical meaning of the following terms as they apply to the
photoelectric effect: work function, cutoff potential, and threshold
frequency.
Calculate the energy of a photon from its frequency or its wavelength.
Create an energy level diagram based on spectra information.
Give a justification for existence of discrete energy levels in atoms based
on the de Broglie wavelength.
Construct an energy level for Hydrogen given the appropriate equation.
Correctly identify total energy states of electrons in bound atoms as
negative.
Correlate the energy transitions in hydrogen with the observed spectra.
Recognize that as the light spectrum goes from radio frequencies through
gamma frequencies, there is a steady increase in the energy of the light
photons
Identify the regions of the spectrum where the wave properties are more
easily detected, and regions of the spectrum where the properties of light
are more easily detected
Differentiate between wave and particle properties in visible light.
Unit 15: CASTLE (Electric Circuits)
Time: 20 days
Resources:
CASTLE Curriculum
Text: Chapter 34,35
Learning Objectives:
A.
After completing Section 1 each student will be able to:
1. Indicate that bulbs will not light if there is a break in a continuous
closed loop.
B.
C.
D.
2. Identify loops in which bulbs will and will not light by inspecting
diagrams.
3. Provide evidence based on compass observations supporting a oneway direction of flow in a closed loop.
4. Using words or arrows, describe the direction of conventional charge
flow in a circuit.
5. Define a circuit as an unbroken loop of conductors that forms a
continuous conducting path.
6. Describe the differences observed when testing conductors and
insulators.
7. Explain how conductors and insulators relate to a “continuous
conducting path”.
8. Trace the conducting path through a light bulb.
After completing Section 2, each student will be able to:
1. Draw schematic diagrams of simple circuits.
2. Identify the parts of a capacitor (two metal plates separated by an
insulator).
3. Draw arrows to indicate direction of charge flow during capacitor
charging and discharging.
4. Identify the places in a circuit where mobile charge originates.
5. Describe both a battery and a Genecon as a pump for moving charge
in a circuit.
6. Compare the similarities and differences between an air capacitor and
a capacitor in an electric circuit.
7. Explain that the Genecon requires an external source of energy for
pumping while a battery contains an internal source of stored chemical
energy.
After completing Section 3, each student will be able to:
1. Identify bulb filaments as parts of circuits that resist charge flow.
2. Use bulb brightness and compass deflection as indicators of flow rate.
3. Distinguish flow rate (amount/sec through) from speed (distance/sec
traveled).
4. Use representations to show flow rate and bulb brightness on circuit
diagrams.
5. Explain how adding series/parallel bulbs will raise/lower “overall”
resistance.
6. Describe evidence that connecting wires have much less resistance
than bulbs.
After completing Section 4, each student will be able to:
1. Cite evidence that the mobile charge in a capacitor plate can be
compressed.
2. Identify high/low “electric pressure” with compression/depletion of
charge.
3. Cite evidence that a battery creates HIGH and LOW pressure in its
terminals.
4. Explain why electric pressure is uniform in any wire, and in connected
wires.
5. Explain how a battery and wires create a pressure difference that lights
a bulb.
E.
F.
6. Analyze simple circuits by color-coding conducting parts to represent
electric pressure.
After completing Section 5, each student will be able to:
1. Explain how electric pressure is raised or lowered in wires not touching
a battery.
2. Explain how the same steady state flow rates become established in
series resistors.
3. Explain how unequal pressure differences arise across unequal
resistors.
4. Explain how adding a parallel branch reduces the overall resistance in
a circuit.
5. Cite evidence that resistance in the circuit can influence pressure
difference in battery terminals.
After completing Section 6, each student will be able to:
1. Demonstrate that an instrument labeled “voltmeter” measures electric
pressure differences.
2. Demonstrate that an instrument labeled “ammeter” measures flow
rates of moving charge.
3. Identify a voltmeter as having high resistance and an ammeter as
having low resistance.
4. Measure the resistance of a circuit component using a voltmeter and
an ammeter.
5. Determine whether a resistor ‘obeys Ohm’s Law.
6. Compare the equivalent resistance of various bulb combinations.
7. Define power as the rate of energy transfer, calculated as P = ∆V•I.
8. Describe the transfer of energy between batteries, resistors and
capacitors.