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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.