Download Planned Course - Warrior Run School District

WARRIOR RUN SCHOOL DISTRICT
WARRIOR RUN HIGH SCHOOL
SCIENCE EDUCATION
PHYSICS CURRICULUM
PRPEPARED BY:
TERRY BURNS
SUBMITTED:
JUNE 2007
INTRODUCTION
The first year physics course is a requirement for 11th grade academic science. It is open
to students who have completed a course in chemistry or may be taken concurrently with
the chemistry course. Students may elect either honors or academic physics. Students
not electing these two courses may fulfill the physics requirement by taking Multisci II.
GENERAL OBJECTIVES OF THE COURSE
A. To prepare college bound students for future course work in science and to
promote scientific literacy for all students.
B. To demonstrate the relevance of science to our society.
C. To enhance the ability of the student to think critically and to creatively seek
solutions to problems.
D. To provide laboratory experiences which allow for analysis of both qualitative
and quantitative data.
PRESENTATION OF THE COURSE
The students in the class have diverse backgrounds in math, thus most of the
mathematical concepts are taught as needed. The course is taught with the
expectation that the students are aware of the basic concepts of algebra, geometry,
and trigonometry. Some calculus concepts are utilized mostly through the use of
graphing software and simulation although the honors sections will be taught the
use of basic derivatives and integrals and their relevance to data analysis and
graphing. Other concepts that will be presented include simultaneous equations,
vector operations, quadratic equations, and function analysis.
Material presented to the students is done through the use of one or more of the
following:
A. Lecture/class discussion
B. Problem solving/data analysis sessions
C. Utilization of appropriate internet resources
D. Laboratory experiments/activities which include simulation software
and on line virtual laboratory activities.
EXPECTED LEVEL OF ACHIEVEMENT/EVFALUTION
Grades are calculated as a percentage of the total points possible in a given grading
period. Points are assigned to tests, quizzes, classroom participation, on task evaluations,
laboratory reports, activities, presentations, and other classroom endeavors. Students are
expected to be prepared for each class. In addition, the students are expected to attempt
all classroom and homework assignments, to keep a notebook for the course, and turn in
their work in a timely manner. In order to receive a passing grade, a student must attain a
65% average for the year. The student handbook outlines the grades necessary as
prerequisites for more advanced work. Academic dishonesty and plagiarism will not be
tolerated and will have severe consequences.
Attendance is expected for all classes. If a student is absent it is their responsibility to
make up the work in a timely manner. Since laboratory activities make up a considerable
portion of the course and due to the particular software packages utilized, the student
needs to attend class on a regular basis. Persistent absences generally negatively impacts
a student’s academic performance.
RESOURCES
Classroom textbooks:
Honors Physics - PHYSICS 4th Edition/Wilson and Buffa
Prentice Hall Publisher ISBN: 0-13-050988-4
Academic Physics – PHYSICS: A WORLD VIEW 5th Edition
Kirkpatrick and Francis Publisher – Thomson/Brooks/Cole
ISBN: 0-534-40824
Physics II – COLLEGE PHYSICS 6th Edition/Serway and Faughn
Publisher: Thomson/Brooks/Cole 2003
Astronomy Units – REDSHIFT College Edition Astronomy
Workbook 2nd Edition Bill O. Walker
Publisher: Thomson/Brooks/Cole 2005
ISBN: 0-534-49031-X
Supplementary resources:
PHYSICS
ISBN: 0-13-027052-0
PHYSICS Concepts and Connections
ISBN: 0-13-095381-4
Engineering in our Digital Future
Textbook for The Infinity Project
James S. Walker
Art Hobson
Prentice Hall
UNIT I – MECHANICS
SECTION A – MEASURMENT, FUNCTIONS, AND GRAPHS
TIMELINE – approximately 3 weeks
OBJECTIVES:
 Use both SI and USCS systems of measurement.
 Perform basic mathematical functions using scientific notation.
 Interpret, evaluate, and analyze data sets and functions using graphs and graphical
analysis software.
 Utilize various measurement tools to acquire data. This will include vernier
calipers, micrometer, balances, meters, and computerized probeware.
CONTENT
1. Introduce SI and USCS systems through measurement activities. (A.2.2.1)
2. Compare and contrast measuring systems in terms of base units and instra and
inter system conversion and through use of online conversion programs.
(A.1.3.1)
3. Graphical analysis of linear curvilinear, and wave functions both by hand and by
graphical analysis software. (A.1.1.5)
4. Use of measuring devices to determine densities of various known and unknown
materials. (A.2.1.3)
SECTION B – KINEMATICS
TIMELINE – approximately 3 weeks
OBJECTIVES:
 have an understanding of the concepts of distance, velocity, acceleration and time.
 develop problem solving skills involving both one and two dimensional motions.
 to describe and analyze various motions graphically.
 use gravitational acceleration to solve problems involving free-fall.
 realize the need for relativistic concepts in dealing with high velocity objects.
CONTENT
1. Develop the basic ideas of kinematics through the ideas about motion form
Aristotle, Galileo, Newton, and Einstein. (A1.1.4)
2. Derive the equations needed for problem solving from the basic definitions.
(A.1.1.2)
3. Problem solving involving accelerated, rectilinear, and free-fall. (A.2.2.1)
4. Introduce the use of graphs to analyze data from laboratory work and from
simulation software, including tangent lines and areas under the graph. (A.2.1.3)
5. Provide and introduction to the study of vectors. This should include both
graphical and mathematical operations with vectors, as well as a basic
understanding of the cross product and what it means graphically. (A.2.2.1)
6. Develop the idea that all motion is relative to the frame of reference of the
observer and present the equations used for special relativity, referencing both
Galilean relativity and the Michelson/Morley experiment. (A.1.1.4)
7. Introduce the two postulates of Einstein’s principle of special relativity and their
consequences of time dilation and length contraction. (A.1.1.4)
SECTION C – DYNAMICS NAD THE CONSERVATION LAWS
TIMELINE – approximately 5 weeks
OBJECTIVES:
 Students should have an understanding of the inertial and gravitational properties
of objects.
 Students should be able to define, identify, and use correct units for forces and
label on a force diagram.
 Students will have a basic understanding of Newton’s Laws of Motion and be
able to apply them to problem solving and to conditions for translational
equilibrium.
 Students should understand the basic concepts of work, energy, and momentum
by applying them in solving problems and relating them to natural phenomena.
 Students should have an understanding that energy transformations take place
when work is done and be able to identify forms of energy present in various
systems.
 Students should be able to apply equilibrium conditions to forces and static
systems.
 Students should be able to compare and contrast various energy sources including
feasibility of alternative fuels and energies.
CONTENT
1. Show forces acting on various objects and systems using force diagrams. (A.2.2)
2. Develop the concept of work being done against both friction and gravity. (A.3.1)
3. Newton’s Laws of Motion to analyze movement of various objects and systems.
(A.3.1)
4. Introduce equations and applications for work, potential energy and kinetic
energy demonstrating how they are related. (C.2.1)
5. Introduce impulse and momentum with their associated equations and units.
(C.3.1)
6. Law of conservation of Momentum as derived from Newton’s 2nd law using
collisions and ballistics as primary applications. (C.3.1)
7. Law of conservation of energy through pendulum and other systems. (C.2.1)
8. Work/Energy theorem showing energy losses as conversion to other forms of
energy such as heat lost to work done against friction. (C.2.2)
9. Application of forces, work and power to energy systems such as solar panels and
wind turbines. (C.2.2.2)
SECTION D – ROTATIONAL MOTION AND GRAVITATION
TIMELINE – approximately 5 weeks
OBJECTIVES:
 Students will apply the equations and laws for linear motion to rotational motion.
 Students will understand why it is necessary to convert to radians when dealing
with rotational motions.
 Students will be able to apply Newton’s Law of Universal Gravitation to calculate
forces needed to cause and maintain rotational motion.
 Students will have a basic understanding of Kepler’s Laws as they relate to
motion of planets, stars and galaxies.
 Students will be able to apply the conservation of angular momentum and
rotational dynamics to evaluate rotational systems.
CONTENT
1. Introduction of angular measure, inherent equations and units. (A.1.1)
2. Newton’s Law of Universal Gravitation and the calculation of acceleration due to
gravity and the speed of satellites derived from it. (D.3.1.1)
3. Application of gravitation to orbital speeds and forces keeping planets in motion.
(D.3.1.1)
4. Introduction and application of Kepler’s Laws. (D.3.1.1)
5. Consequences of extreme gravitation and the existence of black holes. (D.3.1.3)
6. Formation of planets and stars including the life cycle of stars. (D.3.1.2)
7. Space stations and artificial gravity. (D.3.1.2)
UNIT II – OSCILLATIONS AND WAVES
SECTION A – SIMPLE HARMONIC MOTION AND WAVES
TIMELINE – approximately 3 weeks
OBJECTIVES:
 Students will be able to describe simple harmonic motion (SHM) and apply it to
spring and pendulum systems and waves.
 Students will be able to show and describe the various parts of a wave and relate
their motion to SHM.
 Students will be able to use mathematical models and equations to predict and
calculate the position, amplitude, and speed of a wave as a function of time.
 Students will be able to delineate between constructive and destructive
interference.
 Students will apply interface and wave concepts to resonance and earthquakes.
CONTENT
1. Introduce Hooke’s Law as it applies to oscillating spring systems. (C.3.1.2)
2. Pendulum system as a simple harmonic motion. (C.3.1.2)
3. Parts of a wave and the mathematical representation of wave motion. (c.2.1)
4. Introduce resonance as a consequence of constructive interference and apply it to
earthquakes and fall of the Tacoma Narrows Bridge. (C.2.2)
5. Relate speed of a wave to the medium it travels through and compare to
electromagnetic waves which do not need a medium. (C.1.1)
SECTION B – SOUND/DOPPLER EFFECT
TIMELINE – approximately 3 weeks
OBJECTIVES:
 Students will be able to identify the different parts of the sound frequency
spectrum.
 Students will be able to calculate the speed of sound as it relates to the air
temperature.
 Students will be able to compare and contrast the speed of sound in air to other
mediums through which it travels.
 Students will be able to relate to power and energy to the intensity of a sound
wave.
 Students will be able to describe the decibel scale and calculate intensities of
sound using it.
 Students will be able to describe how a sonic boom is created and compare it to
bow waves in water.
 Students will be able to describe and calculate sound frequencies using the
Doppler effect.
CONTENT
1. Introduce sound as a type of energy and different types of sound. (C.2.1.1)
2. Relate the speed of sound in air to the temperature of the air and compare it to
speeds in other mediums. (A.2.1.3)
3. Intensity of sound as function of distance from the source and its power and
energy. (A.2.1.3)
4. Introduce the decibel scale and the calculation of decibel levels and their
connection to hearing. (A.3.1.3)
5. Relate the Doppler effect and changes in perceived frequency to objects moving
with respect to each other. (A.3.1.2)
6. Apply interference principles to sound systems, sonic booms and bow waves.
(A.3.2)
UNIT III – PROPERTIES OF MATTER
SECTION A – SOLIDS AND FLUIDS
TIMELINE – approximately 5 weeks
OBJECTIVES:
 Students should be able to distinguish between stress and strain and to use elastic
moduli to compute dimensional changes.
 Students will be able to explain the atomic nature of matter and how this nature
affects the properties and structure of materials.
 Students will be able to explain how pressure and depth of fluids are related.
 Students will be able to state Pascals’s principle and apply it to pressure
calculations and measurements.
 Students will be bale to relate the buoyant force and Archimedes’ principle.
 Students will be able to tell whether an object will float in a fluid based on
relative densities.
 Students will be able to identify simplifications used to describe ideal fluid flow.
 Students will be able to use continuity equation and Bernoulli’s principle to
explain common effects.
CONTENT
1. Describe the atomic nature of matter as it relates to properties of materials.
(C.1.1.2)
2. Introduce Young’s modulus as a function of an objects elasticity (stress and
strain). (A.3.1.2)
3. Illustrate the various types of stress and the resultant type of strain. (A.3.1.3)
4. Introduce pressure as a stress and as a function of depth of fluids. (A.3.1)
5. Pascal’s principle as it applies to pressure. (A.3.1)
6. Differences and calculation for gauge and absolute pressure. (A.2.2.1)
7. Archimedes’ principle and buoyant forces based on relative densities. (A.2.1.3)
8. Properties of an ideal fluid and the use of Bernoulli’s equation to calculate and
explain flow rates. (A.1.3.1)
UNIT IV – ELECTRICITY AND MAGNETISM
SECTION A – STATIC ELECTRICITY
TIMELINE – approximately 2 weeks
OBJECTIVES:
1. Students will be able to describe the means by which objects can be charged.
2. Students will be able to describe the characteristics of good conductors and
insulators and methods by which neutral objects may acquire a static charge.
3. Students will be able to define the coulomb as a unit of fundamental charge and
solve problems using Coulomb’s Law.
4. Students will be able to explain how concentration of charge is relatred to the
shape of an object.
5. Students will be able to describe the electric field model and diagram the field
between like and unlike charges.
6. Students will be able to explain the behavior of an electroscope under different
electrostatic conditions.
7. Students will be able to describe and calculate the electric field between parallel
plates.
CONTENT
1. Describe the nature of conductors and insulators and their use. (A.3.1)
2. Introduce the nature of electrostatic charge as a phenomenon related to atomic
structure of matter. (C.1.1.2)
3. Examine the types and magnitude of electrostatic charge using and electroscope
and electrostatic probe. (A.2.2.1)
4. Describe ways to charge objects and the type of charges that are imparted.
(A.2.2)
5. Develop Coulomb’s Law and the concept of Coulombic force by means of charge
interaction with respect to distance and magnitude. (A.2.1.3)
6. Description of electric field intensity as a force per unit charge. (A.3.1.3)
7. Mapping of electric field lines including between parallel plates. (A.2.2.1)
SECTION B – ELECTRICAL CURRENTS AND CIRCUITS
TIMELINE – approximately 5 weeks
OBJECTIVES:
 Students should be able to display a recognition of the nature of electrical
potential energy and an understanding that charge will flow from areas of high
concentration to low concentration.
 Students should be able to show an understanding of the work exchange that takes
place in electrical circuits and the need for a means of maintaining potential
difference.
 Students should be able to design electric circuits and correctly place meters into
the circuits.
 Students should be able to relate voltage and resistance to the flow of current.
 Students should be able to delineate between parallel and series circuits and
calculate the appropriate resistances, voltage drops and currents.
 Students should be able to apply Ohm’s law and Kirchoff’s rules to the solution of
current flow in electrical circuits.
 Students should be able to explain the relationship between electrical and thermal
energy and solve associated problems.
 Describe electric power, kilowatt hours and solve problems to determine energy
use and cost.
CONTENT
1. Describe Electrical potential differences as work to move charge from one point
to another using water flow and pressure as an analogy to electrical potential and
resistance. (C.2.2)
2. Relate work and energy through the equation W=Vq. (C.2.1.4)
3. Define electromotive force and use changes in emf to develop Kirchoff’s rules.
(C.2.1)
4. Apply Ohm’s law to a complete circuit and to individual resistors. (C.2.1.4)
5. Relate resistance to control of current in a circuit and to Joules law. (C.2.1.4)
6. Reading and electric meter and calculation of kwh and cost of electric energy.
(C.3.1)
7. Discuss home wiring and use of circuit breakers and fuses. (C.3.1)
SECTION C – MAGNETISM/ELECTROMAGNETIC FIELD APPLICATIONS
TIMELINE - approximately 3 weeks
OBJECTIVES:
 Students should be able to list the general properties of magnets.
 Students should be able to describe and sketch the field around permanent
magnets and between like and unlike poles.
 Students should be able to explain that magnetic fields are produced by electrical
currents and describe the field around a current carrying wire and a solenoid.
 Students should be able to list factors that determine the force on a current bearing
wire segment and explain and apply methods of evaluating field strength.
 Students should be able to define electromagnetic induction and explain the
process by which an electric current is generated in a wire.
 Students should be able to explain the nature of self inductance of a coil.
 Students should be able to describe the generation of an electromagnetic wave and
relate to light waves and various wavelengths used for communication.
CONTENT
1. Describe the properties of natural and man made magnets. (C.3.1.1)
2. Explain magnetism in terms of charge domains at the atomic level and relate to
computer memory and storage of information on media such as dvd, cd, ipods,
etc. (C.3.1.4)
3. Show that a current may be produced by a wire moving through a magnetic field.
(C3.1.1)
4. Equations and correct units to calculate magnetic field intensity and direction.
(C.3.1.4)
5. Describe and demonstrate Lentz’s Law. (C.3.1.4)
6. Demonstrate the transmission of electromagnetic waves using microwave
transmitter and receiver showing that other forms of EM radiation obey the same
laws. (C.2.1.1)
7. Use right hand rules to determine direction of magnetic field in current carrying
wires and in wire loops. (C.3.1.4)
8. Present appropriate equations to determine the magnetic field intensity. (A.3.1.2)