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Download Physics 12: Curriculum Document Nicole Heighton, Zack MacAulay
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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