Download Tests and Quizzes ……………………………………..60%

Syllabus – Physics A / B
(CSI – Survey of Physics – PHYS 100)
Instructor:
Phone:
Fax:
Ken Nordquist
324-8137 x 4223
324-1266
Varies with Trimester
TBA in Class
Office:
Room 223
Office Hours: 7:15 – 8:00am; Pre Period; 3:15 – 5:00pm
E-mail:
[email protected] By Appointment
Varies with Trimester
1. Course description
This course in an overview of the principles of mechanics; properties of matter, heat, light, electricity and magnetism;
and modern physics. This course employs a conceptual approach to physics with math as a support and enhancement
for these concepts. It is recommended the student take Chemistry and Trigonometry first, though not required. College
Credit through the Dual Credit Program may be obtained (CSI Course = Survey of Physics 100 – 4 credit hours).
Textbook – Conceptual Physics, Hewitt, Pearson/Prentice Hall, 2005.
2. Course Goals/Standards
Students will gain an appreciation for and demonstrate an understanding of:
a.
the basic concepts of mechanics.
b.
the laws of wave motion and their application to various types of waves.
c.
the fundamental laws governing heat.
d.
the atomic nature of the universe.
e.
basic knowledge of quantum concepts.
f.
the wave nature of light and predict behavior of light under various conditions.
g.
the of scientific method and skills in data acquisition, analysis and interpretation.
Assessment of the above outcomes will depend on examinations, quizzes, class discussion, laboratory exercises and a
semester project. The student will have achieved the course objectives when they have satisfactorily completed the
semester project, all lab exercises and the required written reports, and earned satisfactory scores on the exams,
quizzes and comprehensive final.
3. Educational Philosophy
Everyone can learn. Everyone can be successful. Education is intrinsically valuable and important as well as being a
vital stepping-stone to other endeavors in life. Educators should seek to not only impart knowledge but also critical
thinking and learning skills to better equip students for the increasingly complex demands of modern life. Learning should
be presented as a life-long process, and educators should exemplify this ideal in their lives. Educators should also
demonstrate an undying concern for students and should seek to not only equip them for their chosen vocational pathway,
but also help them to grapple with the underlying principle of their field and the hard issues/questions of modern life.
Learning is an innate and wonder-filled human trait which is inherently important and enjoyable when approached in
the appropriate atmosphere and with the proper attitude. It is the teachers job to provide and help maintain the atmosphere
and it is the students job to help maintain the atmosphere and to provide his/her proper attitude.
It is my job to help you to be successful in this class. I really want to see each student do well and for some of you that
is going to mean a little more effort. Please come in and see me if you are getting behind, or even if you need some
individual help with some of the material. I am available before and after school, as well as during my prep period for just
this purpose.
4.
5.
6.
Major Course Projects
There will be at least one major “hands-on” competitive practical project per trimester. In Physics A the project is to build
an “Egg Drop Apparatus” (out of straws or paper and tape) that will protect an egg from the force of impact when dropped
from a height of 1 m. Other projects may be assigned as applicable. In Physics B the Project is to build a “Toothpick
Bridge” that is spans a specified distance and holds a specified amount. This project may get moved around to make room
for a project to make a “Home-Made Wind Generator.”
Instructional Strategies
People have a variety of learning styles. Also, the “real world” requires that you be adaptable in your ability to learn new
ideas and tasks. Consequently I will employ a wide variety of instructional strategies including (but not limited to):
classroom lecture/discussion, study guides, work sheets, practice problems, problem solving exercises, laboratory
activities, reading of textbook, related articles, internet sites, multimedia applications, laser disks, videos, students reports
and or presentation projects.
Course Assessment Strategies Students will be evaluated based on their progress throughout the term as measured by the
following: class work, homework, tests, quizzes, labs, projects, appropriate classroom attendance and participation. Their
grade will be determined on a point basis. Their overall letter grade will be decided on a percentage of total points basis:
90% = A
80% = B
70% = C
60% = D
less than 60% = F.
The point total for each grading period will be approximately distributed in the following fashion:
Tests and Quizzes ……………………………………..60%
No Retakes on Tests
Four 100 point unit tests and four unit quizzes (from 25 to 50 points each)
One 160 point Comprehensive Objective Final Exam
Homework and Class work ……………………………20%
Usually one big set of textbook problems and numerous class work problem sets. Please come in the day you are
struggling rather than putting it off until it becomes a problem. This is the #1 area that prevents some students from
achieving their goal grade – don’t let that be true for you!
Labs, Projects, Attendance and Participation…………..20%
There will be numerous labs per unit. Makeup of these is difficult, and must be followed through on by the student
within 5 school days. If a student is to be absent due to a school activity (or has prior knowledge of an absence) then
it is his/her responsibility to notify the teacher before the absence to make arrangements for that day(s) assignment(s).
“Best Effort” Practice – All assignments should employ the students “best effort” practice (including penmanship,
punctuation, grammar, neatness, etc.) In addition, all work is to be the students own work. Any group work is to be done
collaboratively and not merely copied. Copying is in no way anyone’s best effort. Any infractions of this practice will
receive a zero for that assignment, a referral to the office and parental contact (for ALL parties involved!) Any further
infractions will be dealt with more severely. DO NOT LOAN OUT YOUR WORK (OR BORROW SOMEONE ELSES)
TO BE COPIED! IT IS CHEATING AND IS WRONG!
7. Class Rules
I don’t like to have a lot of class “rules”. But I do strongly believe in certain ideals that affect everything that goes on
in this classroom. First; the classroom is primarily a place of learning thus a studious atmosphere will be maintained at
all times. Second; every single person is important and should be treated as you would like to be treated – with dignity
and respect. And thirdly, each person is fully responsible for their own actions and consequences. These three ideals
can easily be dovetailed into the following school-wide “class rules”.
1. Be in class on time (in your seat and ready to work when the bell rings).
2. Bring all materials to class (including textbook, notebook, pencil and scientific calculator).
3. Follow all staff members’ directives (listen with intent while teacher is the talking)
4. Make an honest attempt to complete work and turn in what has been completed (“best effort”).
5. Show proper respect to staff, classmates and property.
Any student who insists on ignoring these rules and behaving like a child rather than an adult will be dealt with swiftly
and accordingly. I don’t expect any problems of this nature.
7. Grades and Progress in Course
Grades will be posted regularly to Power Grade and can be monitored by the student via the school website –
www.d261.k12.id.us. From the dropdown menu for Power School click on Parent Login and use the log in name and
password provided by the administration at the beginning of the year. It is each student’s responsibility to stay current
with all assignments and their performance in the class.
8. CSI Policies and Procedures: The following policies and procedures are in addition to those in the 2006-2007 CSI Catalog.
a.
b.
c.
The class meets for five 70 minute periods each week.
Approximately two of these Periods will be lecture/class-work and three will be lab work.
There will be a required homework assignment for each chapter and a written report for each lab exercise. Lab write-ups are due at
the end of the period. Homework is due at the beginning of the specified class period.
d. Students are expected to attend all classes and laboratory sessions or will make-up missed sessions at prescribed times.
e. Any assignment or report turned in late will receive a significant grade deduction.
f. Students are expected to do their own work; however, small study groups are encouraged when doing homework or completing lab
reports. When a student simply copies someone else's work, no credit will be given for the assignment. If plagiarism occurs during
an examination, the student will receive zero points for that exam with no opportunity to make-up the missing points.
g. All papers must be turned into the teacher of the class only. No one else is authorized to accept paperwork.
h. No assignments or labs will be accepted after the last day of the trimester.
i. In keeping with the CSI policy, no food or beverage may be consumed in the classroom and tobacco use is prohibited.
j. Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure
services, students should contact the coordinator of Disability Services at their first opportunity after registration for a class.
Student Disability Services is located on the second floor of the Taylor Building on the Twin Falls Campus. (208)732-6260 (voice)
or (208) 734-9929 (TTY) or e-mail [email protected] .
k. Turn off all cell phones before the start of class.
l. Students are strongly encouraged to complete evaluations at the end of the course. Evaluations
are very important to assist the
teaching staff to continually improve the course. Evaluations are available online at: http://evaluation.csi.edu. Evaluations open up
two weeks prior to the end of the course. The last day to complete an evaluation is the last day of the course. During the time the
evaluations are open, students can complete the course evaluations at their convenience from any computer with Internet access,
including in the open lab in the Library and in the SUB. When students log in they should see the evaluations for the courses in
which they are enrolled. Evaluations are anonymous. Filling out the evaluation should only take a few minutes. Your honest
feedback is greatly appreciated!
If you have read and understand the contents of this course syllabus please indicate such with your signature below. If you have any
questions please call me @ 324 – 7035.
Student Signature________________________________________ Date _______________
Parent(or Guardian) Signature ______________________________ Date _______________
Specific Objectives:
Physics A - Mechanics
Unit One – Intro to Physics and Linear Motion
1. Discuss three reasons that Physics is important to everyday life.
2. List, describe and apply the steps of the scientific method to experiments.
3. Identify scientific attitude and discuss why science tends to be a self-correcting way of knowing about things.
4. Identify which areas may be researched using scientific method and which ones will not produce usable predictions.
5. Discuss the importance of measurement to science.
6. Discuss the early measurements of earth's, moon's diameter, distance from earth to moon and to the sun.
7. Explain Aristotle's concept of motion as it relates to his view of the universe.
8. Compare and contrast Aristotle's view of motion and Galileo's view.
9. Define and Perform measurements and calculations with speed, velocity and acceleration.
10. Perform measurements and calculations and predict behavior for an object in “free fall.”
11. Draw and interpret various graphs of motion.
12. The student will explain Aristotle's concept of motion as it relates to his view of the universe.
13. The student will differentiate between linear and angular position, velocity and acceleration.
Unit Two – Newton’s Laws of Motion
14. Compare and contrast the views of motion of Aristotle and Galileo and Newton.
15. Explain how Copernicus reasoned that the earth was moving.
16. Discuss the significance of Galileo’s motion experiments.
17. State Newton’s First Law of Motion and discuss its significance.
18. Apply Newton’s first law of motion to real systems to understand or predict the system’s behavior.
19. Relate the concepts of inertia, mass, weight, volume and density.
20. Define net force and calculate it from various vector quantities.
21. State Newton’s Second Law of Motion and discuss its significance.
22. Explain the difference between force and acceleration.
23. Measure and calculate the magnitude of the change in motion using the relationship F=ma.
24. Apply Newton’s second law of motion to real systems to understand or predict the system’s behavior.
25. Predict the path of falling bodies and describe their motion both with and without regard to air.
26. Relate the concepts of free fall, air resistance, friction, acceleration and terminal velocity.
27. State Newton’s Third Law of Motion and discuss its significance.
28. Apply Newton’s third law of motion to real systems to understand or predict the system’s behavior.
Unit Three – Projectile Motion
29. Use vectors to describe and predict the motion of an object.
30. Differentiate projectile motion from other types of motion, explaining the forces on a projectile and the resulting
velocity and acceleration.
31. Measure and calculate the motion of various projectiles.
32. Use knowledge of projectile motion to predict the landing spot of a given projectile.
33. Differentiate between vector and scalar quantities and learn how to identify each.
34. Apply the use of vectors to various lab situations.
35. Resolve vectors into components, graphically as well as mathematically.
Unit Four – Momentum and Energy
36. Relate the concepts of momentum and impulse.
37. Define momentum and apply momentum concepts to some everyday events and thus predict behavior of certain
bodies.
38. Use knowledge of momentum and impulse to build an egg drop apparatus.
39. Apply the law of conservation of momentum to various types of collisions to calculate the results.
40. Predict the behavior of two bodies when they collide elastically and in-elastically.
41. Explain the conservation of momentum law and use it to predict the behavior of bodies in selected situations.
42. Define work and identify work being done in several situations.
43. List and describe various kinds of energy.
44. Explain conservation of energy and use the concept to predict the behavior of bodies in selected situations.
45. Define power and differentiate between power and energy.
46. Perform work with each type of simple machine and calculate their mechanical advantage and efficiency.
47. Compare and contrast kinetic energy to momentum.
Unit Five – Rotational Motion
48. Relate the concepts of axis, rotation, revolution, rotational speed and tangential speed.
49. Define torque and identify the torques present in a variety of physical conditions.
50. Describe the forces on a body undergoing circular motion and correctly explain the concept of centripetal force
51. Compare and contrast centripetal force and centrifugal force. What does it mean that centrifugal force is a “false
force”?
52. Apply knowledge of circular motion to predict and explain the behavior of several “everyday” systems.
53. Define center of gravity and discuss its significance.
54. Locate the center of gravity of a body and describe how to do it in other bodies.
55. Determine the relative stability of a body by locating its center of gravity.
56. Apply knowledge of center of gravity to predict and explain the behavior of several “everyday” systems.
57. Define rotational inertia and describe several examples of it.
58. Relate the concepts of rotational inertia and angular momentum.
59. Define angular momentum, discover the factors that affect it, and apply conservation principles to several independent
phenomena.
60. Apply knowledge of rotational mechanics to predict and explain the behavior of some “everyday” systems.
Unit Six – Gravitation
61. Discuss how the strength of the gravitational force between two masses is related to the mass and the distance between
them.
62. Discuss the principles of an inverse square law. Name four inverse square laws found in nature.
63. Use the law of universal gravitation to solve for the mass, force or distance of various systems.
64. Describe and apply conditions for weightlessness.
65. Use the law of universal gravitation to explain various astronomical phenomena (like the shapes of planets, stars,
spiral galaxies, planet orbits, perturbation, etc…).
66. Use the law of universal gravitation to explain various terrestrial phenomena (weight, weightlessness, ocean tides,
etc.).
67. Use the law of universal gravitation to explain the motion of satellites.
68. Relate the law of conservation of momentum to the motion of satellites.
69. Differentiate projectile motion from other types of motion, explaining the forces on a projectile and the resulting
velocity and acceleration.
70. Explain how the moon may be considered a falling body.
71. Differentiate between circular and elliptical orbits and the conditions necessary to produce each.
72. Identify the four fundamental forces and discuss their nature and relative strengths.
Unit Seven – Relativity
73. Discuss the implications of the phrase “space-time”.
74. State Einstein’s postulates of special relativity.
75. What does it mean that the speed of light is the same for all observers? Discuss the implications of this.
76. Describe the consequences of special relativity with regard to length, time, velocity and momentum.
77. Explain the rational for mass energy equivalence.
78. Use E=mc2 to determine mass energy equivalence.
79. Describe real world applications of special relativity.
80. Discuss how the behavior of Muons in the earth’s atmosphere is a confirmation of special relativity.
81. State Einstein’s postulates of general relativity.
82. Explain the principle of equivalence.
83. Explain gravitational red shift.
84. Describe real world applications of general relativity.
85. Discuss whether the equations of Einstein and Newton have a smooth overlap or a sharp break.
86. Compare and contrast Einstein’s and Newton’s view of gravity. Discuss how they were verified in their day.
Physics B
Unit Eight – Atomic Nature of Matter / Phases of Matter
Atomic Nature of Matter
1. Classify atoms and molecules and differentiate between them.
2. Describe some of the early experiments that indicate the atomic nature of the universe.
3. Differentiate between elements, compounds and mixtures.
4. Describe the structure of an atom and the importance and roles of the three subatomic particles.
5. Examine the periodic chart and determine the nuclear components of a specific atom.
6. Differentiate between the states of matter.
Solids
7. Name the four types of atomic bonding and explain how each bonds one atom to another.
8. Examine and explain the composition of crystalline structures.
9. Define tension and compression and explain how these concepts apply to architecture.
10. Design and build a bridge using knowledge of solid structures (i.e. compression, tension, elasticity, scaling, etc.)
11. Use knowledge of solids to explain strong shapes like “I-beams”, arches, and triangles.
12. Define density and use it to predict the behavior or everyday systems.
13. Explain how scaling affects the size and strength of numerous objects (e.g. cells, elephants, bridges, etc…)
Liquids
14. Define pressure in solids and liquids.
15. Explain Archimedes' Principle and use it to predict weight loss when an object is immersed in a fluid.
16. Relate the concepts of pressure, density, buoyancy, and floatation.
17. Write Pascal's Principle and use it to explain pressure transmission in a fluid.
18. Apply knowledge of liquids to predict and explain the behavior of several “everyday” systems.
Gases and Plasmas
19. List the components of the atmosphere.
20. Discuss pressure in gases and explain the operation of several means of measuring the pressure.
21. Predict the behavior of a gas using Boyle's Law and other gas laws.
22. Discuss various barometers and describe the function of each.
23. State Bernoulli's principle and using it explain the action of a variety of objects when placed in a fluid stream.
24. Define plasma and discuss some application of plasmas in the everyday world.
25. Apply knowledge of gases to predict and explain the behavior of several “everyday” systems.
Unit Nine – Heat
Temperature, Heat and Expansion
26. Differentiate between heat and temperature.
27. Measure temperature changes and use them to calculate the specific heat of various metals.
28. Explain the importance of absolute zero.
29. Define calories and relate them to mechanical energy units.
30. Describe specific heat and explain what it measures.
31. Calculate the mass, specific heat, temperature change or heat transfer of a system using Q = mct.
Heat Transfer
32. Describe the three means of heat transfer and give examples of each.
33. State Newton's Law of Cooling and give an application of it.
34. Discuss the greenhouse effect.
35. Describe solar power, it's collection and feasibility.
36. Apply knowledge of heat transfer to predict and explain the behavior of several “everyday” systems.
Change of State
37. Analyze and explain the conditions necessary for evaporation and condensation.
38. State the conditions necessary for boiling to take place.
39. Explain how boiling is a cooling process.
40. Analyze the condition necessary for melting and freezing.
41. Explain natural phenomena like regelation, geysers, and weather conditions.
42. Formulate one explanation for state changes using energy.
43. Draw a phase change diagram and explain the energy/temperature changes at every stage.
44. Use a phase change diagram with Q = mct. and Q = mL to solve for any of the variables in a variety of systems.
Thermodynamics
45. State the first law of thermodynamics and explain its implications in a “real life situation.”
46. State the second law of thermodynamics and explain its implications in a “real life situation.”
47. Describe an Adiabatic Process and explain its implications in a “real life situation.”
48. Define entropy and explain its implications in a “real life situation.”
49. Explain how heat engines work and why they are inherently inefficient.
Unit Ten – Waves
Vibrations and Waves
50. Diagram a sine wave and describe its properties in terms of its frequency, period, wavelength, amplitude, and velocity.
51. Demonstrate that a sine wave is simple harmonic motion coupled with transverse motion at constant velocity.
52. Write and explain the wave velocity equation.
53. Explain how waves (e.g., sound, water, light) have energy and can transfer energy when they interact with matter.
54. Compare and contrast longitudinal and transverse waves and give examples of each.
55. Relate the concepts of constructive and destructive interference, interference patterns and standing waves.
56. Apply knowledge of waves to predict and explain the behavior of several “everyday” systems (i.e. the Doppler Effect,
sonic booms, bow waves, lightning/thunder delay, etc.).
Sound Waves
57. Cite necessary conditions for sound production and list some common uses for sound.
58. Explain how sound waves are propagated.
59. Describe resonance and give some common examples.
60. Explain the phenomenon of "beats" and give an example.
61. Explain the relationship between pitch and frequency ; sound intensity and loudness.
62. Use the decibel scale to describe the loudness of sounds.
63. Describe what gives various sounds their unique quality.
64. Describe how musical instruments create sound.
65. Describe how a compact disc works.
66. Use appropriate formulas to calculate the period, frequency, wavelength and velocity of various waves.
Light Waves
67. Discuss how Michelson measured the speed of light.
68. Identify the major regions of the electromagnetic spectrum and relate the properties of frequency, wavelength,
velocity and energy.
69. Apply knowledge of light to predict and explain the behavior of several “everyday” systems (optical illusions,
rainbows, prisms, shadows, etc.).
70. Describe the relationship between white light and color. Give examples to support your description.
71. Explain the emission of light and determine the spectra of several gases.
72. Explain lasers and how they function.
73. Explain fluorescence and phosphorescence.
74. Compare and contrast reflection and refraction.
75. Use the law of reflection and index of refraction to examine the behavior of various mirrors and lenses.
76. Distinguish between converging and diverging lens and use ray diagrams to predict the location and type of image.
77. Discuss Huygens' Principle.
78. Describe diffraction using wave theory and describe conditions when it is at its greatest.
79. Explain natural phenomena involving diffraction like thin film interference.
80. Explain what polarized light is and how to produce it by transmission and by reflection.
81. Describe a hologram and how to produce one.
Unit Eleven – Electricity and Magnetism
Electrostatics
82. Explain the nature of electric charge (quantization).
83. Differentiate between conductors and insulators and predict the behavior of charges on each surface.
84. Define electric shielding.
85. Define capacitance, and explain the effect of a capacitor in a circuit.
86. Examine and describe the various means of electrically charging objects and the associated phenomena.
87. Explain how an object may become electrically neutral, negatively charged or positively charged. Relate the
parameters of charge, distance, magnitude, attraction and repulsion.
88. Compare and contrast insulators, conductors, semiconductors and superconductors.
89. Describe Coulomb’s law and use it to calculate the unknown for various sets of data.
Electric Circuits
90. Define current and explain analogies between electrical current, the flow of heat and the flow of water.
91. Define voltage and differentiate between voltage and potential difference.
92. Explain the concept of electric potential, give an analogy, and relate it to several everyday objects.
93. List several common sources of electric potential difference (voltage).
94. State Ohm's Law and use it to predict the behavior of simple electric circuits.
95. Relate the concepts of voltage, current, resistance and power and use these relationships to solve various problems.
96. Define electrical resistance and list the factors upon which it is dependent.
97. State the roll of current and voltage in series and parallel circuits.
98. Build various types of electric circuits and describe the properties of each then predict the behavior of others.
99. Compare and contrast direct and alternating current. Give advantages and disadvantages of each.
100. Use schematics to predict the current through various resistors in various circuits.
Magnetism
101. Examine the properties of magnetic fields and explain the magnetic fields around permanent magnets using diagrams.
102. Predict the motion of charges moving through a magnetic field and explain related effects.
103. Determine the direction of force on a current-carrying wire in a magnetic field.
104. Find the magnitude and direction of the magnetic field about a current-carrying wire; in the center of a flat loop, and
in the center of a solenoid.
Electromagnetic Induction
105. Explain the relationship between magnetic forces and electric charges. List the technologies that result from this.
106. Compare and contrast electric generators and electric motors.
107. Explain induced emf by using Faraday's Law.
108. What happens when a current in a coil is placed in a magnetic field and then use this to explain motors (D.C.) and
meters.
109. Describe and draw a solid state diode and transistor.
110. State Faraday’s law and use it to describe the action of transformers and explain how power transmission works.
Tentative Schedule for Physics A/B (Physics 100)
Course:
Physics A
Unit topics by week
Week 1
Week 2
Intro to
Physics
Nature of
Scientific
Investigation
Week 3
Linear
Motion
Velocity
Acceleration
Free Fall
Course:
Physics B
Unit topics by week
Week 1
Week 2
Phases of
Matter
Properties
Of Solids
Trimester: 1
Properties
Of Liquids
Week 4
Week 5
Projectile
Motion
Mechanics
Laws of
Newton
Week
6
Week 7
Week 8
Week 9
Momentum
Week 10
Week
11
Circular
Motion,
Gravitation,
Relativity
Week
12
EOC
Prep
Energy,
Work,
Power
Trimester: 2
Week 3
Week 4
Properties
Of Gases
Thermodynamics
Phases
Changes
and Heat
Week 5
Week 6
Week 7
Week 8
Wave
Properties
Sound
Light
Week 9
Week 10
Electricity
and
Magnetism
Week
11
Week
12
EOC
Prep