Download Physics 12: Curriculum Document Nicole Heighton, Zack MacAulay

Physics 12: Curriculum Document
Nicole Heighton, Zack MacAulay, Brandon Nunn
Textbook: McGraw-Hill Ryerson
Physics 12 builds heavily on the concepts covered in Physics 11. The Physics
curriculum guide is given as one complete document, rather that two separate
documents (one for each course). This makes is easy for physics teachers to
refer quickly between Physics 11 and Physics 12 topics that are covered. The
four main units covered in Physics 12 are:
Force, Work, Motion, and Energy (43 hours)
Fields (27 hours)
Waves and Modern Physics (10 hours)
Radiation (10 hours)
Throughout the document, there are elaborations written for each outcome, as well as
instruction/assessment strategies (diagrams may be provided), and a list of resources is given in the
right-hand margin. Page 9 of this document gives a diagram of the structure of the Outcomes. Each
outcome is numbered according to the following system:
100: STSE
200: Skills
300: Knowledge
400: Attitudes
ACP: Atlantic Canada Physics
Resources:
http://www.cbv.ns.ca/rv/physics/physics_12.htm (Possible outline of the Year Plan)
http://plans.ednet.ns.ca/content/nse-physics-teacher-information-guide-and-samples
Force, Motion, Work, and Energy
http://www.edinformatics.com/il/il_physics.htm (denoted AP for applets)
NB:
90 hours of instruction for whole course. This grouping takes 43 hours.
Umbrella Questions:
- How can we explain ordinary experiences using the concepts of force, momentum, energy,
orbital motion?
- How does a broad understanding of these concepts develop an appreciation of the real world?
Expectation:
-
Students will use their ability to describe motion to move on to an understanding of the forces
that cause motion.
Students should come to understand that the engineered world in which we live is built on the
principles of classical physics.
Students should have many opportunities to express their understanding of physics concepts,
both verbally and in writing.
Dynamics Extension (10 hours)
-
Concepts: Emphasis on vector analysis in 2D with multiple masses, relative motions, static
equilibrium, and torques.
Materials: Masses, pulleys, and inclines. See Appendix C for labs.
Safety: When doing labs, make sure all materials are in working order/not broken. Ensure
stable work surface. Avoid using materials that shatter easily.
AP: Equilibrium of Three Forces, Lever Principle,
Collisions in Two Dimensions (8 hours)
-
Concepts: Inelastic and elastic collisions are emphasized here to give context to momentum.
Again, vectors are used.
Materials: Balls, Velcro, toy cars, Bill Nye (billiard balls). See Appendix C for labs.
Safety: For collision, ensure an enclosed area. Avoid materials that shatter. Use appropriate
eyewear for high velocity collisions.
AP: Elastic and Inelastic Collision, Newton’s Cradle, 2D Collision Java Applet, The Air Track
Projectiles (8 hours)
-
Concepts: Vector Components and kinematics/dynamics equations.
Materials: Launcher, target, projectile. See Appendix C for labs.
Safety: Established launch and target area. Eye-ware a must for launchers.
AP: Shoot the Monkey, Golf Ball Trajectory, Projectile Motion
Circular Motion (8 hours)
-
Concepts: Newton’s Laws, Uniform Circular Motion, Vector and direction change
Materials: Washer on a string, toy race track, penny in a funnel. See Appendix C for labs.
Safety: Eyewear for swinging objects
AP: Free Rolling and Circular Motion, Simple Harmonic Motion and Circular Motion
Simple Harmonic Motion (4 hours)
-
Concepts: Relationship between displacement, velocity, time, acc’n. Oscillating in springs,
pendulums, spring constants
Materials: Pendulum, springs/masses. See Appendix C for labs.
Safety: Shatter-proof materials, proper fastening
AP: Pendulum (Fendt), Spring Pendulum (Fendt), Coupled Pendula
Universal Gravitation (5 hours)
-
Concepts: Kepler’s Laws, Universal Gravitation, orbits/satellites
Materials: Push pins/string, celestial maps. See Appendix C for labs.
Safety: General safety practices.
-
AP: Newton’s Cannon, Kepler Motion, Kepler’s First Law, Kepler’s Second Law
Fields
Umbrella Questions:
-
How were fields discovered, and how was the study developed?
How can we understand fields and the predictable results that occur within?
How can we use fields to explain and relate a wide variety of forces?
Expectation:
-
Students will use their understanding of contact forces as groundwork to help with the more
difficult task of visualizing forces that excerpt influence through a space.
Students should come to understand that the field remains one of the major unifying concepts
of physics, and this is contributing to the rate in which the technical exploitation of our
knowledge of electricity continues to grow.
Magnetic, Electric, and Gravitational Fields (4 hours)
-
-
Concepts: the roles and evidence/ theories of scientific paradigms, development of major
scientific knowledge, magnetic, electric and gravitational fields as regions of space that affect
mass and charge or as lines of force.
Materials: magnets, electric charge, pith ball, Van de Graaf generator (if possible)
Safety: When doing labs, make sure all materials are in working order; make sure to use proper
protection around live currents. Do not use any persons as a thoroughfare for live currents
Applet: http://www.cco.caltech.edu/~phys1/java/phys1/EField/EField.html Electric Field applet
Coulomb’s Law (4 hours)
-
Concepts: Coulomb’s Law
quantitative comparisons of Coulomb’s Law to Newton’s
Law of Universal Gravitation, Kepler’s Laws.
Materials: - “Coulomb’s Law” lab from A Teaching Resource (with apparatus, available from
suppliers such as NORTHWEST or FISHER) ,magnets, electric charge
Safety: explain dangers of working with live hanging charges, and take appropriate precautions
to avoid being “shocked” in the lab.
Applet: http://www.sunsite.ubc.ca/LivingMathematics/V001N01/UBCExamples/Flow/flow.html
Kepler’s Laws
Electric Circuits (Optional) (10 hours)
-
Concepts: DC circuits, Ohm’s Law V= IR, behavior of resistors in series and in parallel, potential
differences (voltage) in series and in parallel
Materials: breadboard, DC power source, resistors,
-
Safety: use low voltage for studying circuits; check student circuits before connecting power;
never touch circuit components with power on; check batteries for leakage; label switches;
Applet: http://www.falstad.com/circuit/ this is a good applet to simulate a DC circuit.
NB: While it is worth noting that the curriculum documents list the section on Electric Circuits
as being optional, many of the components help reinforce the later concepts discovered in the
Electromagnetism and Induction sections of this unit. While it may not be necessary to cover the
entire section, there are some things which should not be skipped over, such as Ohm’s Law
Electromagnetism and Electromagnetic Induction (5 hours)
-
Concepts: Current/ magnetic field properties in a strait conductor as well as in a solenoid,
electromagnetic induction, magnetic flux, moving conductors,
Materials: solenoid, magnet, power source, mass, spring, kettle, iron filings or compasses,
battery
Safety: When doing labs, make sure all materials are in working order; make sure to use proper
protection around live currents. Do not use any persons as a thoroughfare for live currents
AP: http://theory.uwinnipeg.ca/physics/mag/node2.html#SECTION00110000000000000000
Magnetic Fields, http://35.9.69.219/home/modules/pdf_modules/m145.pdf Induction
Generators and Motors (4 hours)
-
Concepts: DC vs. AC, motors, generators, electromagnetism
Materials: battery, magnet, paper clip, mass, “The Electric Motor” lab from A Teaching
Resource
Safety: When doing labs, make sure all materials are in working order; make sure to use proper
protection around live currents. Be careful of leaking batteries
Waves and Modern Physics
NB: This unit has lots of very difficult theoretical concepts. Do your own research ahead of time.
Umbrella Questions:
-
How can we connect physics developments that occurred independently and seem to be
unrelated?
How can we use these connections in order to develop an integrated view of the achievements
that form the essence of twentieth-century physics?
Expectation:
-
Students will take their studies of waves and particles and extend their understanding to
electromagnetic phenomena.
Students will expand their understandings to make connections to theories relating to the
structure of matter.
Quantum Physics (3 hours)
- Concepts: E=mc2, conservation of mass, quantum theory, black-body radiation, photoelectric
effect, Planck, Einstein
- Materials: This is a heavy research unit. Kind of hard to do hands-on labs. Video The Earliest
Models. Activity 96 pg 305.
- Safety: DO NOT convert matter to pure energy
- Resources: See “Resources/Notes” page 131
Compton and de Broglie (2 hours)
- Concepts: photons, Compton effect, de Broglie hypothesis
- Materials: Sports balls, String. Video Matter Waves.
- Safety: If using heavy/rolling objects, keep them contained
- Resources: See “Resources/Notes” page 133
Particles and Waves (2 hours)
- Concepts: wave and particle models for light, wave-particle duality model, photoelectric effect
- Materials: Video The Electromagnetic Model.
- Safety: Ensure appropriate eye-wear when working with light.
- Resources: http://www.cbv.ns.ca/rv/physics/physics_12.htm
Bohr Atoms and Quantum Atoms (3 hours)
- Concepts: Bohr atomic model, electron energy levels, natural luminescence
- Materials: Video The Quantum Idea.
- Safety:
- Resources: http://www.cbv.ns.ca/rv/physics/physics_12.htm
Radioactivity
Umbrella Questions:
-
What types of radiation, artificial or natural, are present in our world?
What are the potential risks and benefits of exposure to each of these?
Expectation:
-
Students will understand that some radiation is harmless, while other radiation can be harmful.
Students will explore the full range of types of radiation, including both natural and artificial
sources, and assess the risks and benefits from exposure to different radioactive sources.
Natural and Artificial Sources of Radiation (3 hours)
-
-
Concepts: radioactive sources in natural and constructed environments, alpha, beta, and
gamma radiation sources, laws of conservation of mass and energy using Einstein’s mass/energy
equivilance
Materials: low level beta radiation source, Geiger counter, various thickness of materials
Safety: radioactive materials must be handled with gloves or tongs; use proper shielding;
dispose of radioactive materials properly, Demonstrate proper knowledge and use of WHMIS
techniques.
Radioactive Decay (3 hours)
-
-
Concepts: the roles and evidence/ theories of scientific paradigms, development of major
scientific knowledge, magnetic, electric and gravitational fields as regions of space that affect
mass and charge or as lines of force.
Materials: low level beta radiation source, Geiger counter, various thickness of materials,
graphing materials
Safety: When doing labs, make sure all materials are in working order; make sure to use proper
protection around live currents. Do not use any persons as a thoroughfare for live currents
Applet: http://www.lon-capa.org/~mmp/applist/decay/decay.htm A visual to show radioactive
decay graphically as well as spatially
NB: Would be great to cooperate with Math teacher and try and do simultaneously with Math
12 Unit 4 Growth and Decay and offer some problems with data of a certain radio-active
material and have students determine the half-life. If not, may have to do a mini lesson on
exponentials.
Fission and Fusion (4 hours)
-
Concepts: Nuclear fission, nuclear fusion
Materials: Textbook
Safety: A “Don’t try this at home” type of warning