Download Physics 30 Outline - Mr. Janzen`s School Stuff

Physics 30 Outline
I know that this defies the law of gravity,
but, you see, I never studied law. -Bugs
Bunny
The topics we will cover:
Kinematics
Big Idea:
Motion is not absolute, but instead is relative to the observer.
Essential Questions:
1. How is motion identified?
2. How can an object be moving and not moving?


Understanding Motion
 Define the following terms: uniform motion, non-uniform motion
 Explain the conditions under which an object is considered to be in motion.
 Understand that motion is measured over some duration of time.
 Recognize that periodic motion can be used to measure time.
 Compare uniform and non-uniform motion.
Vectors and Scalars
 Define the following terms: vector quantity, scalar quantity, resultant vector, vector
resolution, equivalent vectors, collinear vectors.
 Solve problems and use vector and scalar quantities.




Recognize that alternative techniques that can be used in solving problems involving
vectors serve as an important means of verification.
Distance & Displacement
 Define the following terms: position, reference point, number line, displacement,
equivalent displacements, distance.
 Distinguish among position, displacement, and distance.
 Represent displacement vectors on scale drawings.
 Determine the displacement of an object on a velocity versus time graph or a position
versus time graph
 Solve problems related to position, displacement, and distance.
Speed & Velocity
 Define the following terms: speed, velocity, average speed, average velocity,
instantaneous speed, instantaneous velocity.
 Calculate speed, average speed, velocity and average velocity.
 Construct, interpret and analyze a position versus time graph or a displacement versus
time graph of a moving object.
 Estimate the velocity of various moving objects.
Acceleration
 Define the following terms: acceleration, average acceleration, instantaneous
acceleration.
 Distinguish between uniform and non-uniform acceleration.
 Give examples of objects undergoing constant acceleration.






Determine the average velocity of an object graphically and algebraically.
Estimate the instantaneous acceleration of an object graphically.
Distinguish between positive and negative acceleration.
Recognize situations which illustrate an acceleration of zero.
Construct, Interpret and Analyze velocity versus time graphs to determine acceleration,
average acceleration, and instantaneous acceleration
Recognize that the equations for uniformly accelerated motion can be derived from first
principles
Dynamics
Big Idea:
When you add up all the forces on an object it is called net force.
Essential Question:
1. What happens to an object when the forces on it are unbalanced?

Newton’s Laws of Motion
 Define the following terms: inertia, free body diagram, unbalanced force, net force,
inertial mass.
 Relate mass and Inertia
 State and Provide examples of Newton's laws of motion
 Analyze situations involving balanced and unbalanced forces on various objects with the
aid of free body diagrams.
Mechanical Energy
Big Idea:
Energy creation is a huge factor in our society. It is important to understand energy transformations.
Essential Question:
1. How does efficiency impact energy transfer? Why should we care?




Work/Energy
 Define the following terms: applied force, work, energy.
 Recognize situations in which no work is performed on an object.
 State that work is a scalar quantity.
 Calculate work graphically from an applied force versus displacement graph.
 Recognize that when an energy transformation takes place, not all of the energy is used to
produce useful work. Some of the energy is converted into heat or other types of energy.
Power
 Define the following terms: power, horsepower.
 Solve problems involving work, power, and energy.
Kinetic Energy
 Define the following terms: (bulk) kinetic energy, elastic collision, inelastic collision.
 Distinguish between an elastic collision and an inelastic collision.
 Solve problems relating to kinetic energy.
Gravitational Energy
 Define the following terms: gravitational potential energy, ground level.
 Recognize that as an object is raised vertically, the work done on the object results in an
equivalent increase in gravitational potential energy.
 Solve problems relating to gravitational potential energy, and to its relationship with
kinetic energy and total mechanical energy
Electricity
Big Idea:
Electricity is arguably the most important scientific discovery in human existence. Understanding its nature
is vital to our society.
Essential question:
1. What are the implications of the increased demand for electricity in our society?

Current, Voltage & Resistance
Define the following terms: elementary charge, electric circuit, electric current, ammeter,
schematic diagram, direct current, alternating current, ground, electric potential
difference, resistance, conductance, superconductivity, resistivity.
 Apply the relationship between the quantity of charge (Q) on an object and the number of
elementary charges (N) to solve problems.
 Solve problems relating to electric current, voltage and resistance.
 State the name of a device that can be used to measure electric current and voltage in a
circuit.
 Explain that work is done on a charge in an electric field if the electric force causes the
charge to move from one point to another.
 Explain that the magnitude of the work done in moving the charge is a measure of the
difference in potential between two points.
 Explain that there is a zero potential difference between a ground and the rest of the
circuit.
 State Ohm's Law
 Identify four factors which influence the resistance of a cylindrical resistor.
 Solve problems relating to the factors which influence the resistance of a cylindrical
resistor.
Electric Circuits
 Define the following terms: series circuit, parallel circuit, equivalent resistance.





Use Kirchhoff's Laws to solve problems related to electrical circuit analysis.
Draw a schematic diagram of a series circuit and a parallel circuit.

Determine an equivalent resistance to replace two or more resistors in an electric circuit.
Electrical Power & Energy
Define power.
Use a variety of expressions for electrical power to solve problems.





Explain how the power rating on electrical appliances can assist a person in making wise
decisions as a consumer.
Solve problems involving energy in electric circuits.
Understand overloading of circuits in the home (circuit breakers and fuses).
Nuclear Physics
Big Idea:
The use of nuclear energy in society is certainly one of the most widely debated and probably one of the
most widely misunderstood topics in physics today.
Essential Questions:
1. Why does nuclear energy have such a bad rap?
2. Should we be using nuclear energy in today’s society?


Radioactivity
 Define the following terms: radioactivity, isotopes, alpha particles, beta particles, gamma
rays, dosimetry, absorbed dose, dose equivalent, quality factor.
 Realize that radioactivity is found in both natural and artificial sources.
 Identify and compare alpha particles, beta particles, and gamma rays.
 Recognize that absorbed radiation has different effects on different kinds of tissue.
Atomic Theory
 Define the following terms: atomic number, isotope, radioisotopes, nuclear binding force,
average binding energy, nuclear mass defect, nuclear binding energy, photon.
 Use the atomic number of an element to determine the number of protons in a nucleus.






Use the atomic mass number and the atomic number to determine the number of neutrons
in the nucleus of an atom.
Recognize that isotopes of an element have similar chemical properties, but different
physical properties.
Explain that the average atomic mass of an element takes into account the relative
proportions of its isotopes found in nature.
Half Life and Decay
 Define the following terms: transmutation, alpha decay, beta decay, gamma decay,
neutrino, disintegration (decay) series, nuclide charts, background radiation, decay
constant, half-life
 Recognize that in a nuclear decay series, nuclear transmutations take place until a stable
nucleus results.
 Identify alpha, beta, and gamma decay from generalized expressions or nuclear equations.
 Explain that energy is released during a nuclear transmutation.
 Recognize that mass is not conserved in nuclear reactions.
 Write and balance equations representing nuclear decay.
Fission/Fusion
 Define the following terms: fission, moderator, nuclear mass defect, chain reaction,
enrichment, control rods, nuclear reactor, critical mass, fusion, plasma, magnetic
confinement.
 Describe what happens to the atoms during fission and fusion.
 State that fusion reactions produce no long-term waste products.
 Compare fusion and fission.
Reactors
 Describe how a nuclear reactor works.
 Identify the type of fuel used in a nuclear reactor.
 Identify some of the main features of the CANDU nuclear reactor.
 Suggest how environmental concerns regarding the use of non-nuclear methods of
electrical generation might be alleviated with the use of nuclear energy.
Materials: You must bring these to EVERY class.
- Paper, pencil and pen
- Graph paper
- Ruler (15 cm will be fine.)
- A protractor. (That is the half circle thingy for measuring angles.)
- A calculator with SIN, COS, TAN
Evaluation:
#1: Kinematics (Sept-Oct)
#2: Dynamics and Mechanical Energy
(Oct-Nov)
#3: Electricity (Nov-Dec)
#4: Nuclear and Atomic Physics (Jan)
30
30
20
20
Assessment:
There are two types of assessments that will be used, formative and summative.
Formative assessment is not used for marks, but instead offers feedback on areas to
improve before the actual assessment occurs. Daily work (e.g. exit card) will be
monitored and may be recorded but these marks will not be included in their final
evaluation. Summative assessment is for marks, but only occurs after I feel that the
students are comfortable with the skills and knowledge taught and are ready to
demonstrate what they have learned. Summative assessments may include items such as
written exams, labs, assignments, etc.
“Striving for Excellence”
In the interest of students “Choosing to Learn” out of “Respect for Self and Others” it is the
belief of Tisdale Middle & Secondary School that students take “Responsibility” to:
·
Attend school regularly and punctually.
Complete assessments on time, and
·
·
Demonstrate their understanding to the best of their ability (Formative & Summative) at all
times.
The following school-wide policies have been created to support the consistent fulfillment of such
items, and are supported by the Teaching Staff, Student Representative Council and School
Community Council of TMSS:
I.
A.
Attendance:
Absences:
a) Students who fail to attend a class(es) are expected to have their parent/guardian contact the
office to excuse their absence consistent with excusable absences outlined in the Education Act,
1995.
b) Students whose absence is not excused by noon of the next day can expect a natural,
immediate consequence of being placed in noon hour detention for the amount of unexcused
time missed.
c) Period 1 teachers will respectfully remind students who this applies to, but note that in the
event that the reminder does not occur students are still ultimately responsible for their
attendance and therefore are expected to show up at noon for detention if a class has been
skipped.
i. Where parental confirmation occurs between 9:00 am and 12:00 pm of that day the detention
will be waived.
d) Students expected to attend detention for unexcused absences that do not report, can expect
their natural consequence of time to be doubled. Chronic non-compliance will result in
suspension.
e) Students accumulating 15 absences for reasons that are inconsistent with Section 157(1) of
the Education Act, 1995 may be removed from the class.
B.
Tardiness (Late):
a) A student arriving up to 15 min. after the scheduled start up time of class will be considered
late.
i. Relative to the circumstances, students “may” be required by the classroom teacher to make
up the amount of time that they were late for class.
b) Students who are “chronically” late throughout the semester and fail to respond in a
corrective fashion can expect subsequent disciplinary measures such as detention and in-school
suspension.
c) Students arriving more than 15 min. late for a class will be recorded as absent and will be
subject to consequences outlined in “absences”.
d) Where students are late by virtue of their bus, they are asked to report directly to the main
office so that it can be recorded as and “excused” late.
e)
II.
Students leaving more than 15 minutes early from class will be recorded as absent.
Late Assignments:
Taking responsibility for one’s learning includes submitting work on time. Additionally,
choosing to learn and excellence in academics requires feedback on one’s performance,
which is more beneficial when it is given in a timely and immediate fashion; something that
cannot occur if teachers are not in possession of student work. To support this end, please note
the following:
a) At the time summative assessment/assignments are provided the due date
shall be given.
b) Adequate in-class time to complete assessment tasks/assignments will be
provided to students with the understanding that sometimes homework may be
warranted.
c) Where summative assignment are large in nature, teachers will chunk them
into smaller due dates to insure that students are maintaining appropriate pace
to complete the assessment on time.
d) If, based on their formative assessment of a student’s work and progress, a
teacher deems a student to be behind or having difficulty, they will reiterate
expectations of assignment, check for student clarity and proactively recommend
Study Hall.
e) If students do not complete their assignment on time, parents will be
contacted with the expectation that the assignment be submitted to the
“teacher” by 9:00 am the next day.
f) Where students do not complete their assignment the next day, they can
expect to be referred to Administration for “Neglect of Duty”:
Study
discipline for
III.
i. Students referred to Administration for neglect of duty will be placed into
Hall. Failure on the part of the student to attend will result in further
“Refusal to Conform to the Rules of the school.”
ii. If on the next day, following study hall, a student has still not completed their
assignment they can then expect discipline for “Habitual neglect of duties”.
Re-Demonstration:
Re-demonstration of understanding at TMSS is permitted, but only in such unique circumstances
that one or both of the following conditions exist:
A. A student encounters unforeseen/uncontrollable circumstances that the teacher agrees may
have contributed to a poor summative result.
B. The Summative Result is “inconsistent” with previous assessment evidence (Formative &
Summative) relative to the applicable outcome(s) and the student has consistently shown them
self to be active in their learning and responsive to feedback.
In instances where one or both of the above mentioned criteria exist, requirements for redemonstration (parent signature, tutorials, reflective correction, etc ...) will be left to the discretion
of the applicable teacher.
Ultimately, the above stated policies reinforce and uphold “student responsibility” to attend
class, complete assessments on time, and prepare to perform to the best of their ability at all
times during class and in their formative and summative assessment opportunities out of “respect
for themselves and others.”
Cellphone/Ipod/MP3 Player Usage
It is ok to use these when Mr. Janzen has given you permission to do so. You should
NEVER have headphones in when instruction is occurring.
Food
It is ok to have food and drink in class as long as it is healthy, you are not distracting
others, and you clean up after yourself.