Download TEXTBOOK: Hewitt, Paul. (2009). Conceptual Physics. Needham

COURSE SYNOPSIS
SCIENCE
COURSE: Conceptual Physics I
COURSE NUMBER: 1042SC
PREREQUISITE: Algebra I (preferred)
COURSE DESCRIPTION: Physics I. Lab work is an essential part of this class.
TEXTBOOK: Hewitt, Paul. (2009). Conceptual Physics. Needham, MA: Prentice Hall.
NATIONAL SCIENCE STANDARDS (from The National Academies Press,
http://www.nap.edu/openbook.php?record_id=4962&page=181, accessed December
28, 2009).
STANDARD: As a result of activities in grades K-12, all students should
develop understanding and abilities aligned with the following concepts and
processes:

Systems, order, and organization

Evidence, models, and explanation

Constancy, change, and measurement

Evolution and equilibrium

Form and function
Science – Overlapping Standards
Content Standard A
As a result of activities in grades 9–12, all students should develop

Abilities necessary to do scientific inquiry

Understandings about scientific inquiry
Guide to the Content Standard
Fundamental abilities and concepts that underlie this standard include:
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY.
IDENTIFY QUESTIONS AND CONCEPTS THAT GUIDE SCIENTIFIC
INVESTIGATIONS.
Students should formulate a testable hypothesis and demonstrate the logical
connections between the scientific concepts guiding a hypothesis and the design of an
experiment. They should demonstrate appropriate procedures, a knowledge base, and
conceptual understanding of scientific investigations.
DESIGN AND CONDUCT SCIENTIFIC INVESTIGATIONS.
Designing and conducting a scientific investigation requires introduction to the major
concepts in the area being investigated, proper equipment, safety precautions,
assistance with methodological problems, recommendations for use of technologies,
clarification of ideas that guide the inquiry, and scientific knowledge obtained from
sources other than the actual investigation. The investigation may also require
student clarification of the question, method, controls, and variables; student
organization and display of data; student revision of methods and explanations; and a
public presentation of the results with a critical response from peers. Regardless of
the scientific investigation performed, students must use evidence, apply logic, and
construct an argument for their proposed explanations.
USE TECHNOLOGY AND MATHEMATICS TO IMPROVE INVESTIGATIONS AND
COMMUNICATIONS.
A variety of technologies, such as hand tools, measuring instruments, and calculators,
should be an integral component of scientific investigations. The use of computers for
the collection, analysis, and display of data is also a part of this standard.
Mathematics plays an essential role in all aspects of an inquiry. For example,
measurement is used for posing questions, formulas are used for developing
explanations, and charts and graphs are used for communicating results.
FORMULATE AND REVISE SCIENTIFIC EXPLANATIONS AND MODELS USING
LOGIC AND EVIDENCE. Student inquiries should culminate in formulating an
explanation or model. Models should be physical, conceptual, and mathematical. In
the process of answering the questions, the students should engage in discussions
and arguments that result in the revision of their explanations. These discussions
should be based on scientific knowledge, the use of logic, and evidence from their
investigation.
RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS AND MODELS.
This aspect of the standard emphasizes the critical abilities of analyzing an argument
by reviewing current scientific understanding, weighing the evidence, and examining
the logic so as to decide which explanations and models are best. In other words,
although there may be several plausible explanations, they do not all have equal
weight. Students should be able to use scientific criteria to find the preferred
explanations.
COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT.
Students in school science programs should develop the abilities associated with
accurate and effective communication. These include writing and following
procedures, expressing concepts, reviewing information, summarizing data, using
language appropriately, developing diagrams and charts, explaining statistical
analysis, speaking clearly and logically, constructing a reasoned argument, and
responding appropriately to critical comments.
Physical Science Standards
Content Standard B
As a result of their activities in grades 9-12, all students should develop an
understanding of

Structure of atoms

Structure and properties of matter

Chemical reactions

Motions and forces

Conservation of energy and increase in disorder

Interactions of energy and matter
Guide to the Content Standard
Fundamental concepts and principles that underlie this standard include:
STRUCTURE OF ATOMS

Matter is made of minute particles called atoms, and atoms are composed of
even smaller components. These components have measurable properties, such
as mass and electrical charge. Each atom has a positively charged nucleus
surrounded by negatively charged electrons. The electric force between the
nucleus and electrons holds the atom together.

The atom’s nucleus is composed of protons and neutrons, which are much more
massive than electrons. When an element has atoms that differ in the number
of neutrons, these atoms are called different isotopes of the element.

The nuclear forces that hold the nucleus of an atom together, at nuclear
distances, are usually stronger than the electric forces that would make it fly
apart. Nuclear reactions convert a fraction of the mass of interacting particles
into energy, and they can release much greater amounts of energy than atomic
interactions. Fission is the splitting of a large nucleus into smaller pieces. Fusion
is the joining of two nuclei at extremely high temperature and pressure, and is
the process responsible for the energy of the sun and other stars.

Radioactive isotopes are unstable and undergo spontaneous nuclear reactions,
emitting particles and/or wavelike radiation. The decay of any one nucleus
cannot be predicted, but a large group of identical nuclei decay at a predictable
rate. This predictability can be used to estimate the age of materials that
contain radioactive isotopes.
STRUCTURE AND PROPERTIES OF MATTER

Atoms interact with one another by transferring or sharing electrons that are
furthest from the nucleus. These outer electrons govern the chemical properties
of the element.
An element is composed of a single type of atom. When elements are listed in
order according to the number of protons (called the atomic number), repeating
patterns of physical and chemical properties identify families of elements with
similar properties. This “Periodic Table” is a consequence of the repeating
pattern of outermost electrons and their permitted energies.

Bonds between atoms are created when electrons are paired up by being
transferred or shared. A substance composed of a single kind of atom is called
an element. The atoms may be bonded together into molecules or crystalline
solids. A compound is formed when two or more kinds of atoms bind together
chemically.

The physical properties of compounds reflect the nature of the interactions
among its molecules. These interactions are determined by the structure of the
molecule, including the constituent atoms and the distances and angles between
them.

Solids, liquids, and gases differ in the distances and angles between molecules
or atoms and therefore the energy that binds them together. In solids the
structure is nearly rigid; in liquids molecules or atoms move around each other
but do not move apart; and in gases molecules or atoms move almost
independently of each other and are mostly far apart.

Carbon atoms can bond to one another in chains, rings, and branching networks
to form a variety of structures, including synthetic polymers, oils, and the large
molecules essential to life.
CHEMICAL REACTIONS
[See Content Standard C (Grades 9-12)]

Chemical reactions occur all around us, for example in health care, cooking,
cosmetics, and automobiles. Complex chemical reactions involving carbon-based
molecules take place constantly in every cell in our bodies.

Chemical reactions may release or consume energy. Some reactions such as the
burning of fossil fuels release large amounts of energy by losing heat and by
emitting light. Light can initiate many chemical reactions such as photosynthesis
and the evolution of urban smog.

A large number of important reactions involve the transfer of either electrons
(oxidation/reduction reactions) or hydrogen ions (acid/base reactions) between
reacting ions, molecules, or atoms. In other reactions, chemical bonds are
broken by heat or light to form very reactive radicals with electrons ready to
form new bonds. Radical reactions control many processes such as the presence
of ozone and greenhouse gases in the atmosphere, burning and processing of
fossil fuels, the formation of polymers, and explosions.

Chemical reactions can take place in time periods ranging from the few fem to
seconds (10-15 seconds) required for an atom to move a fraction of a chemical
bond distance to geologic time scales of billions of years. Reaction rates depend
on how often the reacting atoms and molecules encounter one another, on the
temperature, and on the properties—including shape—of the reacting species.

Catalysts, such as metal surfaces, accelerate chemical reactions. Chemical
reactions in living systems are catalyzed by protein molecules called enzymes.
MOTIONS AND FORCES
Objects change their motion only when a net force is applied. Laws of motion
are used to calculate precisely the effects of forces on the motion of objects.
The magnitude of the change in motion can be calculated using the relationship
F = ma, which is independent of the nature of the force. Whenever one object
exerts force on another, a force equal in magnitude and opposite in direction is
exerted on the first object.

Gravitation is a universal force that each mass exerts on any other mass. The
strength of the gravitational attractive force between two masses is proportional
to the masses and inversely proportional to the square of the distance between
them.

The electric force is a universal force that exists between any two charged
objects. Opposite charges attract while like charges repel. The strength of the
force is proportional to the charges, and, as with gravitation, inversely
proportional to the square of the distance between them.

Between any two charged particles, electric force is vastly greater than the
gravitational force. Most observable forces such as those exerted by a coiled
spring or friction may be traced to electric forces acting between atoms and
molecules.

Electricity and magnetism are two aspects of a single electromagnetic force.
Moving electric charges produce magnetic forces, and moving magnets produce
electric forces. These effects help students to understand electric motors and
generators.
CONSERVATION OF ENERGY AND THE INCREASE IN DISORDER
[See Content Standard C (grades 9-12)]

The total energy of the universe is constant. Energy can be transferred by
collisions in chemical and nuclear reactions, by light waves and other radiations,
and in many other ways. However, it can never be destroyed. As these transfers
occur, the matter involved becomes steadily less ordered.

All energy can be considered to be either kinetic energy, which is the energy of
motion; potential energy, which depends on relative position; or energy
contained by a field, such as electromagnetic waves.

Heat consists of random motion and the vibrations of atoms, molecules, and
ions. The higher the temperature, the greater the atomic or molecular motion.

Everything tends to become less organized and less orderly over time. Thus, in
all energy transfers, the overall effect is that the energy is spread out uniformly.
Examples are the transfer of energy from hotter to cooler objects by conduction,
radiation, or convection and the warming of our surroundings when we burn
fuels.
INTERACTIONS OF ENERGY AND MATTER
[See Content Standard D (grades 9-12)]

Waves, including sound and seismic waves, waves on water, and light waves,
have energy and can transfer energy when they interact with matter.

Electromagnetic waves result when a charged object is accelerated or
decelerated. Electromagnetic waves include radio waves (the longest
wavelength), microwaves, infrared radiation (radiant heat), visible light,
ultraviolet radiation, x-rays, and gamma rays. The energy of electromagnetic
waves is carried in packets whose magnitude is inversely proportional to the
wavelength.
Each kind of atom or molecule can gain or lose energy only in particular discrete
amounts and thus can absorb and emit light only at wavelengths corresponding
to these amounts. These wavelengths can be used to identify the substance.

In some materials, such as metals, electrons flow easily, whereas in insulating
materials such as glass they can hardly flow at all. Semiconducting materials
have intermediate behavior. At low temperatures some materials become
superconductors and offer no resistance to the flow of electrons.
COURSE CONTENT, GOALS AND OBJECTIVES:
After successfully completing this course, the student will:
ABOUT SCIENCE
Explain why physics is the basic science (C)
Outline scientific methods (K)
Distinguish among observations, hypotheses, laws and principles (An)
Describe circumstances under which a hypothesis or law must be changed or
standardized (Ap)
Distinguish between the everyday meaning and the scientific meaning of theory
and explain why the refinement of theories is a strength in science (An).
Contrast a hypothesis that is scientific and one that is not (S)
Critique science and technology (Ev)
Compare and contrast science, art, and religion (Ev)
MECHANICS
Linear Motion
Explain the idea that motion is relative (C)
Define speed and compare instantaneous speed and average speed (K, An)
Distinguish between speed and velocity, and determine whether a velocity is
changing (An, S)
Define acceleration and give examples of its units (K, C)
Describe the motion of an object in free fall (C)
Determine the motion of an object thrown straight up and allowed to fall until it
hits the ground (Ap)
Determine the speed and the distance fallen at any time after an object is
dropped from rest, when air resistance is negligible (A)
Explain how graphs can be used to describe relationships among time, distance,
and speed (C)
Describe how air resistance affects the motion of falling objects (C)
Explain why acceleration is a rate of a rate (An)
Projectile Motion
Distinguish between a vector quantity and a scalar quantity, and give examples
of each (C)
Draw vector diagrams and use the parallelogram method to find the resultant of
two vectors that have different directions (Ap)
Given a vector, resolve it into horizontal and vertical components of its velocity
(S)
For a projectile, describe the changes in the horizontal and vertical components
of its velocity, when air resistance is negligible (S)
Explain why a projectile moves equal distances horizontally in equal time
intervals, when air resistance is negligible (Ap)
Describe satellites as fast-moving projectiles (C)
Newton’s First Law of Motion – Inertia
Describe Aristotle’s concepts of natural and violent motion (C)
Describe Copernicus’s idea about Earth’s motion (C)
Describe Galileo’s contributions to the science of motion (C)
State Newton’s first law of motion (K)
Distinguish among mass, volume, and weight, and their units of measurement
(C)
Explain how something that is not connected to the ground is able to keep up
with the moving Earth
Explain why a clothesline or wire that can easily support an object when strung
vertically may break when strung horizontally and supporting the same
object (Ap)
Describe how the angle between vectors affects their resultant vector (S)
Newton’s Second Law of Motion – Force and Acceleration
State the relationship between acceleration and net force (K)
State the relationship between acceleration and mass (K)
State and explain Newton’s second law of motion (C)
Describe the effect of friction on stationary and on moving objects ©
Distinguish between pressure and force (Ap)
Explain why the acceleration of an object in free fall does not depend upon the
mass of the object (S)
Describe the effect of air resistance on a falling object (An)
Newton’s Third Law of Motion -- Action and Reaction
Define force as a part of an interaction (C)
State Newton’s third law of motion (K)
Given an action force, identify the reaction force (C)
Explain why you cannot touch without being touched (Ap)
Explain why the accelerations caused by an action force & by a reaction force do
not have to be equal (An)
Explain why an action force is not cancelled by the reaction force (S)
Evaluate the horse-cart problem (S)
Momentum
Define momentum (K)
Define impulse and describe how it affects changes in momentum (An)
Explain why an impulse is greater when an object bounces than when the same
object comes to a sudden stop (An)
State the law of conservation of momentum (K)
Distinguish between an elastic collision and an inelastic collision (C)
Give an example of how the vector nature of momentum affects the law of
conservation of momentum (S)
Energy
Define and describe work, power, mechanical energy and potential energy (C)
Define kinetic energy and describe the work-energy theorem (C)
State the law of conservation of energy (K)
Describe simple machines and mechanical advantage (Ap)
Explain why no machine can have an efficiency of 100% (An)
Describe the role of energy in living organisms (S)
Circular Motion
Distinguish between rotate and revolve (C)
Describe rotational speed (C)
Give examples of centripetal force (C)
Describe the motion of an object if the centripetal force acting on it ceases (Ap)
Explain why centrifugal force is “fictitious.” (S)
Describe how a simulated gravitational acceleration can be produced (An)
Center of Gravity
Describe center of gravity and center of mass (K)
Describe how to find the center of gravity of an irregularly shaped object (C)
Describe how to predict whether an object will topple (Ap)
Distinguish among stable equilibrium, instable equilibrium, and neutral
equilibrium (An)
Give examples of how people are affected by their centers of gravity (S)
Rotational Mechanics
Define and describe torque (K)
Describe the condition required for one torque to balance another (C)
Given the location of the center of gravity of an object and the position and
direction of the forces on it, tell whether the forces will produce rotation (An)
Describe on what the rotational inertia of an object depends (Ap)
Give examples of how a gymnast changes the rotational inertia of the body in
order to change the spin rate (S)
Define angular momentum and describe the conditions under which it (a)
remains the same and (b) changes (An)
Give an example in which rotational speed changes but angular momentum
does not (E)
Special Relativity -- Space and Time
Introduce space-time and time dilation (K)
Give examples of relative motion (C)
Discuss the constancy of the speed of light (S)
Define Einstein’s first and second postulates of special relativity (K)
Describe time dilation (C)
Illustrate time dilation using the twin trip (An)
Explain how a space traveler could live long enough to travel a distance that it
takes light 200 years to travel (S)
Special Relativity – Length, Momentum, and Energy
Describe the conditions under which length contracts (An)
Define relativistic momentum (K)
Describe the meaning of the mass-energy relationship and interpret the
equation E = mc2\ (Ap)
Describe the relativistic equation for kinetic energy (C)
Explain how the correspondence principle is a good test of the validity of any
new theory (E)
PROPERTIES OF MATTER
The Atomic Nature of Matter
Describe atoms and elements (C)
Compare the ages of atoms to the ages of the materials they compose (An)
Give examples that illustrate the small size of atoms (C)
State evidence for the existence of atoms (K)
Describe molecules and compounds (C)
Identify and describe the building blocks that make up an atom (C)
Explain the organization of the periodic table (S)
Describe solid, liquid, gaseous, and plasma states of matter (S)
Solids
Describe the structures of crystals (C)
Define density and explain why it is the same for different amounts of the same
material (Ap)
Distinguish between an elastic material and an inelastic material, and describe
Hooke’s law (C)
Explain why the center of a horizontal steel girder need not be as wide as the
top and bottom (An)
Describe the relationship among linear growth, surface area growth, and
volumetric growth (S)
Liquids
Describe what determines the pressure of a liquid at any point (An)
Explain what causes a buoyant force on an immersed or submerged object (An)
Relate the buoyant force on an immersed or submerged object to the weight of
the fluid it displaces (S)
Describe what determines whether an object will sink or float in a fluid (An)
Given the weight of a floating object, determine the weight of fluid it displaces
(Ap)
Describe how Pascal’s principle can be applied to increase the force of a fluid on
a surface (E)
Gases
Explain why the molecules in Earth’s atmosphere neither escape nor settle to
the ground (An)
Describe the source of atmospheric pressure (C)
Explain why water cannot be raised higher than 10.3 m with a vacuum pump
(S)
Describe the aneroid barometer (C)
Describe the relationship between pressure and density for a given amount of a
gas at a constant temperature (S)
Explain what determines whether an object will float in air (An)
Describe the relationship between the speed of a fluid at any point and the
pressure at that point, for steady flow (An)
Describe some applications of Bernoulli’s principle (S)
HEAT
Temperature, Heat, and Expansion
Define temperature in terms of KE and describe the common temperature scales
(C)
Define heat and thermal equilibrium (K)
Distinguish between internal energy and heat (C)
Describe how the quantity of heat that enters or leaves a substance is measured
(Ap)
Compare the specific heat capacities of different substances (An)
Describe how water’s high specific heat capacity affects climate (S)
Give examples and applications of thermal expansion of solids (S)
Describe the behavior of water as it is heated from 0C to 15C (S)
Heat Transfer
Explain conduction and its effects (S)
Distinguish between conduction and convection (C)
Explain how heat can be transmitted through empty space (Ap)
Given the color and shininess of two objects predict which is likely to absorb
radiant energy more easily (E)
Relate the temperature difference between an object and its surroundings to the
rate at which it cools (An)
Describe global warming and Earth’s greenhouse effect (S)
Change of Phase
Explain why evaporation of water is a cooling process (Ap)
Explain why condensation is a warming process (Ap)
Explain why a person with wet skin feels chillier in dry air than in moist air at
the same temperature (S)
Distinguish between evaporation and boiling and explain why food cooked in
boiling water takes longer to cook at high altitudes (An)
Explain why water with substances dissolved in it freezes at a lower
temperature than pure water (An)
Describe how something can boil and freeze at the same time (An)
Describe how ice melts under pressure and refreezes when the pressure is
removed (S)
Describe how a substance can absorb or release energy with no resulting
change in temperature (S)
Thermodynamics
Describe the concept of absolute zero (C)
State the first law of thermodynamics and relate it to energy conservation (Ap)
Describe adiabatic processes and cite examples (C)
State the second law of thermodynamics (K)
Define the ideal efficiency of a heat engine in terms of input and output
temperatures (E)
Explain how order tends to disorder (S)
Define entropy and give examples (C)
SOUND AND LIGHT
Vibrations and Waves
Describe the period of a pendulum (C)
Describe the characteristics and properties of waves (C)
Describe wave motion (C)
Describe factors that affect the speed of a wave (Ap)
Distinguish between transverse waves and longitudinal waves (C)
Distinguish between constructive and destructive interference (C)
Describe how a standing wave occurs (Ap)
Describe the Doppler effect for sound and relate it to the blue and red shifts for
light (S)
Describe bow waves (C)
Describe sonic booms (C)
Sound
Relate the pitch of a sound to its frequency (Ap)
Describe the movement of sound through air (An)
Compare the transmission of sound through air with that through solids, liquids,
and a vacuum (An)
Describe factors that affect the speed of sound (Ap)
Describe loudness and sound intensity (C)
Give examples of forced vibration (C)
Describe natural frequency and resonance (C)
Describe how sound waves interfere with one another (S)
Describe beats (C)
Light
Describe the dual nature of light (An)
Explain why it is difficult to measure the speed of light (Ap)
Describe the relationship among light, radio waves, microwaves, and X-rays
(Ap)
Explain how the frequency of light affects what happens when it enters a
substance (An)
Describe opaque materials (C)
Describe solar and lunar eclipses (S)
Describe the evidence that suggests light waves are transverse (S)
Describe 3-D vision (S)
Color
Explain why white and black are not true colors (C)
Describe how the reflection of light affects an object’s color (An)
Describe what determines whether a material reflects, transmits, or absorbs
light of a particular color (Ap)
Describe white light (C)
Explain that color television tubes produce only red, green, and blue light (S)
Define complementary colors (C)
Describe color mixing by subtraction and by addition (Ap)
Explain why the sky is blue, why sunsets are red, and why water is greenishblue (An)
Explain how a spectrum can be used to identify the presence of an element (S)
Reflection and Refraction
Describe what happens to light when it strikes different materials (An)
Describe the law of reflection (C)
Explain why a mirror forms a virtual image (Ap)
Describe diffuse reflection (C)
Give examples of ways to control reflected sound (Ap)
Explain the change in direction of a wave when it crosses a boundary between
media (Ap)
Describe the effects of refraction of sound waves (Ap)
Describe the effects of refraction of light (Ap)
Explain how mirages are formed (S)
Explain how a prism separates white light into colors (C)
Describe how a rainbow is formed (Ap)
Describe total internal reflection, its effects, and its applications (S)
Diffraction and Interference
Explain why, after passing through a narrow opening, water waves have curved
wave fronts (Ap)
Describe the causes of visible diffraction of waves (Ap)
Describe the causes of visible bright and dark interference fringes of light (Ap)
Describe Young’s interference experiment (C)
Explain the causes of the bright and dark bands that appear when
monochromatic light is reflected from a thin material (An)
Explain why colors shine from soap bubbles and gasoline slicks on a wet surface
(S)
Describe how laser light is different from an ordinary lamp (An)
Explain how holograms are formed (S)
ELECTRICITY AND MAGNETISM
Electrostatics
Describe electrical forces between objects (Ap)
Explain how an object becomes (a) positively charged and (b) negatively
charged.
Describe Coulomb’s law (C)
Distinguish between a conductor and an inductor (C)
Describe how an insulator can be charged by friction and by contact (Ap)
Describe how a conductor can be charged without contact (Ap)
Describe how an insulator can be charged by charge polarization (An)
Electric Fields and Potential
Describe how to measure the strength of an electric field at different points (S)
Describe how electric fields are represented by vectors and by electric field lines
(Ap)
Describe how objects can be completely shielded from electric fields (Ap)
Explain why a charged object in an electric field is considered to have electrical
potential energy (An)
Distinguish between electrical potential energy and electric potential (C)
Describe how electrical energy can be stored (S)
Describe the operation of a Van de Graaf generator (C)
Electric Current
Describe the flow of electric charge (Ap)
Describe what is happening inside a current-carrying wire (An)
Give examples of voltage sources that can maintain a potential difference in a
circuit (C)
Describe the factors that affect the resistance of a wire (Ap)
Describe Ohm’s law (C)
Explain the causes of electric shock (Ap)
Distinguish between DC and AC and describe how AC is converted to DC (S)
Compare the drift speed of conduction electrons in a current-carrying wire to the
signal speed of changes in current (S)
Compare the motion of electrons in a wire carrying AC t the flow of energy
through the wire (S)
Relate the electric power used by a device to current and voltage (E)
Electric Circuits
Describe the configuration of a working circuit (S)
Distinguish between series and parallel circuits (C)
Describe the characteristics of series connections and of parallel connections (C)
Interpret circuit diagrams (S)
Determine the equivalent resistance of circuits having two or more resistors
(Ap)
Explain the cause and prevention of overloading household circuits (An)
Magnetism
Compare and contrast magnetic poles and electric charges (C)
Use iron filings to interpret the strength of a magnetic field at different points
near a magnet (An)
Relate the motion of electrons within a material to the ability of the material to
become a magnet (Ap)
Describe what happens to the magnetic domains of iron in the presence of a
strong magnet (An)
Describe the magnetic field produced by a current-carrying wire (C)
Describe how a magnetic field exerts a force on a charge particle in the field
(Ap)
Describe some practical applications of a magnetic field exerting a force on a
current-carrying wire (Ap)
Describe how a galvanometer and a motor work (S)
Suggest possible causes for Earth’s magnetic field (An)
Electromagnetic Induction
Describe how voltage is induced in a coil of wire (An)
State and explain Farraday’s law (C)
Describe how a generator works (S)
Compare and contrast motors and generators (Ap)
Describe how a transformer works (Ap)
Explain why transformers are used for transmission of electric power (Ap)
Relate the magnitude and direction of an induced electric field to the inducing
magnetic field, and vice versa (S)
Describe electromagnetic waves (C)
LEARNING METHOD: What is the approach to student leaning that will be used?
1. Hands-on Labs
2. Lecture
3. Class Discussions
4. Student Demonstrations of Problems
5. Projects
6. Practice exam problems
7. Cooperative learning
STUDENT DEMONSTRATION: What student demonstrations are required in order to measure
standard achievement?
1. Homework
2. Quizzes
3. Tests
4. Participation & Completion of Labs
STUDENT ASSESSMENTS AND EVALUATION: How will student demonstrations be
evaluated/graded?
1. Homework----------20%
2. Quizzes--------------20%
3. Tests-----------------40%
4. Participation & Completion of Labs------20%
The semester average will be determined per school policy, which is 40% for each quarter and 20% for the
semester exam.
APPROXIMATE TIME FRAME:
Unit 1--2 weeks
Unit 2--3 weeks
Unit 3--6 weeks
Unit 4--7 weeks
Unit 5--5 weeks
Unit 6--5 weeks
Unit 7--4 weeks
Unit 8--4 weeks
Revised 10/04/13LS