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Novato Unified School District
Course Description
Conceptual Physics
Course Title
Conceptual Physics
School
Novato HS, San Marin HS, Marin Oaks HS,
NOVA
District
Novato Unified School District
City
Novato, California 94945
Department or Discipline
History/Social Studies
English/Language Arts
Mathematics
Laboratory Science
Language other than English
Visual & Performing Arts (for 2003)
College Preparatory Elective:
Subject Area: __________________
Contact Information
Grade Level(s) for which course is
intended
11th and 12th Grade
Curriculum and Instruction
Length of Course
Semester
Year
Phone: 415 – 897-4269
Other
Fax: 415-892-1622
Unit Value
0.5 (half year equivalent)
1.0 (one year equivalent)
2.0 (two year equivalent)
Other: _____________________
Seeking “Honors” distinction?
Yes
No
Email: [email protected]
Date of School Board Approval:
January 8, 2008
Course Number Assigned:
Was this course previously approved by UC?
Yes
No
If so, in what year?
Under what course title? Conceptual Physics
Pre-Requisites
Successful completion of Biology and Geometry (C- or better)
Co-Requisites
Concurrent enrollment in Algebra II or Pre-Calculus
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Novato Unified School District
Course Description
Conceptual Physics
Brief Course Description for Academic Planning Guide
This course provides a conceptually-based study of the fundamental principles and processes of
the physical world. Topics include basic concepts of motion, forces, energy, heat, electricity,
magnetism, and the structure of matter and the universe. Students learn essential concepts of
physics through demonstrations, laboratory work, and discussion. Careful gathering and
analysis of quantitative data is emphasized throughout this course.
COURSE CONTENT
A.
Course goals and/or major student outcomes
 Students will develop their skills of scientific exploration, problem solving, and
communication skills through theoretical and laboratory based experiences.
 Students will utilize technology to gather, analyze, and interpret data.
B.
Course Objectives-specific student learning objectives as outlined by the:
California Science Content Standards: Physics (state standards or framework)
and California Science Content Standards: Investigation & Experimentation
Achievement of unmarked standards is required. Achievement of standards with an *
is not required but all students will have the opportunity for extended learning.
Objectives
Standards
Students will learn:
1. Newton's laws
CA Physics Standards grades 9-12: 1. a-m
predict the
a. Students know how to solve problems that involve constant speed and average
motion of most
speed.
objects.
b. Students know that when forces are balanced, no acceleration occurs; thus an
object continues to move at a constant speed or stays at rest (Newton's first law).
c.
Students know how to apply the law F=ma to solve one-dimensional motion
problems that involve constant forces (Newton's second law).
d.
Students know that when one object exerts a force on a second object, the second
object always exerts a force of equal magnitude and in the opposite direction
(Newton's third law).
e.
Students know the relationship between the universal law of gravitation and the
effect of gravity on an object at the surface of Earth.
f.
Students know applying a force to an object perpendicular to the direction of its
motion causes the object to change direction but not speed (e.g., Earth's
gravitational force causes a satellite in a circular orbit to change direction but not
speed).
g.
Students know circular motion requires the application of a constant force directed
toward the center of the circle.
h.
* Students know Newton's laws are not exact but provide very good approximations
unless an object is moving close to the speed of light or is small enough that
quantum effects are important.
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Novato Unified School District
Course Description
Conceptual Physics
Objectives
Students will learn:
Standards
i.
* Students know how to solve two-dimensional trajectory problems.
j.
* Students know how to resolve two-dimensional vectors into their components and
calculate the magnitude and direction of a vector from its components.
k.
* Students know how to solve two-dimensional problems involving balanced forces
(statics).
l.
* Students know how to solve problems in circular motion by using the formula for
centripetal acceleration in the following form: a=v2/r.
m.* Students know how to solve problems involving the forces between two electric
charges at a distance (Coulomb's law) or the forces between two masses at a
distance (universal gravitation).
2. The laws of
conservation of
energy and
momentum
provide a way to
predict and
describe the
movement of
objects.
CA Physics Standards grades 9-12: 2a-h
a. 2. Students know how to calculate kinetic energy by using the formula E=(1/2)mv2 .
b. Students know how to calculate changes in gravitational potential energy near Earth
by using the formula (change in potential energy) =mgh (h is the change in the
elevation).
c. Students know how to solve problems involving conservation of energy in simple
systems, such as falling objects.
d. Students know how to calculate momentum as the product mv.
e. Students know momentum is a separately conserved quantity different from energy.
f.
Students know an unbalanced force on an object produces a change in its
momentum.
g. Students know how to solve problems involving elastic and inelastic collisions in
one dimension by using the principles of conservation of momentum and energy.
h. * Students know how to solve problems involving conservation of energy in simple
systems with various sources of potential energy, such as capacitors and springs.
3. Energy cannot be CA Physics Standards grades 9-12: 3a-g
created or
a. Students know heat flow and work are two forms of energy transfer between
destroyed,
systems.
although in many
processes energy b. Students know that the work done by a heat engine that is working in a cycle is the
difference between the heat flow into the engine at high temperature and the heat
is transferred to
flow out at a lower temperature (first law of thermodynamics) and that this is an
the environment
example of the law of conservation of energy.
as heat.
c. Students know the internal energy of an object includes the energy of random
motion of the object's atoms and molecules, often referred to as thermal energy.
The greater the temperature of the object, the greater the energy of motion of the
atoms and molecules that make up the object.
d. Students know that most processes tend to decrease the order of a system over
time and that energy levels are eventually distributed uniformly.
e. Students know that entropy is a quantity that measures the order or disorder of a
3
Novato Unified School District
Course Description
Conceptual Physics
Objectives
Students will learn:
Standards
system and that this quantity is larger for a more disordered system.
f.
* Students know the statement "Entropy tends to increase" is a law of statistical
probability that governs all closed systems (second law of thermodynamics).
g. * Students know how to solve problems involving heat flow, work, and efficiency in a
heat engine and know that all real engines lose some heat to their surroundings.
4. Waves have
CA Physics Standards grades 9-12: 4a-f
characteristic
properties that do a. Students know heat flow and work are two forms of energy transfer between
systems.
not depend on
the type of wave. b. Students know that the work done by a heat engine that is working in a cycle is the
difference between the heat flow into the engine at high temperature and the heat
flow out at a lower temperature (first law of thermodynamics) and that this is an
example of the law of conservation of energy.
c. Students know the internal energy of an object includes the energy of random
motion of the object's atoms and molecules, often referred to as thermal energy.
The greater the temperature of the object, the greater the energy of motion of the
atoms and molecules that make up the object.
d. Students know that most processes tend to decrease the order of a system over
time and that energy levels are eventually distributed uniformly.
e. Students know that entropy is a quantity that measures the order or disorder of a
system and that this quantity is larger for a more disordered system.
f.
* Students know the statement "Entropy tends to increase" is a law of statistical
probability that governs all closed systems (second law of thermodynamics).
g.
* Students know how to solve problems involving heat flow, work, and efficiency in
a heat engine and know that all real engines lose some heat to their surroundings.
5. Electric and
magnetic
phenomena are
related and have
many practical
applications.
CA Physics Standards grades 9-12: 5a-o
a. Students know how to predict the voltage or current in simple direct current (DC)
electric circuits constructed from batteries, wires, resistors, and capacitors.
b. Students know how to solve problems involving Ohm's law.
c. Students know any resistive element in a DC circuit dissipates energy, which heats
the resistor. Students can calculate the power (rate of energy dissipation) in any
resistive circuit element by using the formula Power = IR (potential difference) × I
(current) = I2R.
d. Students know the properties of transistors and the role of transistors in electric
circuits.
e. Students know charged particles are sources of electric fields and are subject to the
forces of the electric fields from other charges.
f.
Students know magnetic materials and electric currents (moving electric charges)
are sources of magnetic fields and are subject to forces arising from the magnetic
fields of other sources.
g. Students know how to determine the direction of a magnetic field produced by a
current flowing in a straight wire or in a coil.
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Novato Unified School District
Course Description
Conceptual Physics
Objectives
Students will learn:
Standards
h. Students know changing magnetic fields produce electric fields, thereby inducing
currents in nearby conductors.
i.
Students know plasmas, the fourth state of matter, contain ions or free electrons or
both and conduct electricity.
j.
* Students know electric and magnetic fields contain energy and act as vector force
fields.
k. * Students know the force on a charged particle in an electric field is qE, where E is
the electric field at the position of the particle and q is the charge of the particle.
l.
* Students know how to calculate the electric field resulting from a point charge.
m. * Students know static electric fields have as their source some arrangement of
electric charges.
n. * Students know the magnitude of the force on a moving particle (with charge q) in a
magnetic field is qvB sin(a), where a is the angle between v and B (v and B are the
magnitudes of vectors v and B, respectively), and students use the right-hand rule
to find the direction of this force.
o. * Students know how to apply the concepts of electrical and gravitational potential
energy to solve problems involving conservation of energy.
6. Students develop
their own
questions,
perform
investigations,
and interpret and
communicate
results.
CA Investigation and Experimentation Standards 1.a-n
1.
Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the
content in the other four strands, students should develop their own questions and
perform investigations. Students will:
a. Select and use appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing calculators) to perform tests, collect data,
analyze relationships, and display data.
b. Identify and communicate sources of unavoidable experimental error.
c. Identify possible reasons for inconsistent results, such as sources of error or
uncontrolled conditions.
d. Formulate explanations by using logic and evidence.
e. Solve scientific problems by using quadratic equations and simple
trigonometric, exponential, and logarithmic functions.
f. Distinguish between hypothesis and theory as scientific terms.
g. Recognize the usefulness and limitations of models and theories as scientific
representations of reality.
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals that are characteristic of
natural phenomena (e.g., relative ages of rocks, locations of planets over time,
and succession of species in an ecosystem).
j. Recognize the issues of statistical variability and the need for controlled tests.
k. Recognize the cumulative nature of scientific evidence.
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Novato Unified School District
Course Description
Conceptual Physics
Objectives
Students will learn:
Standards
l. Analyze situations and solve problems that require combining and applying
concepts from more than one area of science.
m. Investigate a science-based societal issue by researching the literature,
analyzing data, and communicating the findings. Examples of issues include
irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of
energy sources, and land and water use decisions in California.
Know that when an observation does not agree with an accepted scientific theory, the
observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or
unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic
model of the movement of the Sun, Moon, and planets).
C.
Outline
Topics/Units/Themes
Scientific Methods of
Inquiry, Measurement, &
Approximation
Kinematics in One
Dimension
Kinematics in Two
Dimensions & Vectors
Motion, Force, & Newton's
Laws
Circular Motion
Work & Energy
Conservation of Momentum
Statics
Fluids
Waves & Simple Harmonic
Motion
Key Activities/Assignments
Measurement & Approximation Lab
One Dimensional Motion labs & activities
Gravity & Free-Fall labs & activities
Reaction Time Lab
Vector Addition activities
Vector Kinematics labs & activites
Projectile Motion Lab
Atwood's Machine Lab
Water Rockets Lab
Coefficients of Friction Lab
Drag & Air Resistance Lab
Water Bucket Lab
Planetary Motion & Kepler's Laws activities
Hooke's Law Lab
Oscillating Spring Lab
Airtrack Conservation of Energy demonstrations
Conservation of Energy activities
Mouse Trap Cars activity
1- & 2-D Collisions demonstrations and activities
Dynamics Carts Lab
Pool Ball Lab
Bridge Design
Archimedes Principle & Buoyancy Lab
Surface Tension Lab
Bernoulli’s Principle Lab
Slinky activities
Pendulum & Spring Labs
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Novato Unified School District
Course Description
Conceptual Physics
Sound
Kinetic Theory
Heat & Thermodynamics
Electric Field & Charge
Electric Potential
Current & DC Circuits
Magnetism
Induction & AC Circuits
Electromagnetic Waves
Optics
Wave Nature of Light
Special Relativity
Quantum Mechanics & The
Atom
Musical Instrument Design
Doppler Shift Lab & demonstrations
Water Bottles & Resonance demonstrations
Ideal Gas Lab
Calorimetry Lab
Heat Flow Lab
Thermal Expansion Lab & demonstration
Solar Oven Lab
Field Mapping Lab, demonstration, & simulation
Van der Graaff Generator demonstrations
Leyden Jar Lab
Voltage Lab
Potential Mapping Lab
Simple Circuits Lab
Kirchhoff’s Laws activities
Magnetic Field Plotting Lab
RC/LRC Circuits Lab
Polarization Lab
Speed of Light Lab
Basic Images Lab
Think Lens Lab
Lensmakers’ Equation demonstrations
CD Laser Diffraction Lab
Ripple Tank
Double Slit Experiment
Diffraction Grating demonstrations
PBS NOVA E=mc2 series
Spectroscopy
D.
Texts and supplemental instructional materials
 Hewitt, Paul G., Conceptual Physics, Tenth Edition. Pearson AddisonWesley, 2006. ISBN 0-8053-9375. (Pending further review and Board
approval)
E.
Instructional methods and strategies
 student-led inquiry
 lecture & discussion
 laboratory experiments
 computer
tutorials/instruction
 modeling
 group work
7





individual and group oral
presentations
library & media research
video clips
memorization
review games & contests
Novato Unified School District
Course Description
Conceptual Physics
F.
Assessment methods and/or tools
 daily/weekly work (in-class activities, lab reports, quizzes, tests)
 projects
 comprehensive semester exams
G.
Assessment criteria
 rubric scores on major assignments
 CA Standards based quizzes and tests
 teachers’ professional judgment of quality based on assigned criteria
 accumulated points from the above assessments will be evaluated as
follows:
o 90-100%
exceptional
o 80-89%
above average
o 70-79%
average
o 60-69%
below average
o below 60% unacceptable
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