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POMPTON LAKES SCHOOL DISTRICT HONORS PHYSICS COURSE OF STUDY (March 2012) Submitted By The Science Department Dr. Paul Amoroso, Superintendent Mr. Vincent Przybylinski, Principal Mr. Anthony Mattera, Vice-Principal Mr. Garry Luciani, Board of Ed President Mr. Jose Arroyo, Board of Ed Vice President Board Members Mrs. Catherine Brolsma, Mr. Shawn Dougherty, Mr. Raymond Keating III, Mrs. Nancy Lohse-Schwartz, Mr. Carl Padula, Mr. Thomas Salus, Mrs. Stephanie Shaw, Mr. Timothy Troast I. Description This highly rigorous course is designed for college-bound students. College-level concepts are introduced in this course. It consists of lectures, demonstrations, laboratory experiments and class discussion on topics including motion, optics, waves, heat, magnetism and electricity. A greater quantity of information is presented in more depth than the Academic Physics course and therefore, a strong math background is necessary. Assessment is done in the form of quizzes, tests, lab reports, mid-term and final examinations. II. Objectives A. Science Standards 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand the physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of complexity, diversity and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. 5.4 Earth System Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe. III. Core Curriculum Content Standards Workplace 1. All students will develop career planning and workplace readiness skills. 2. All students will use information, technology, and other tools. 3. All students will use critical thinking, decision-making, and problem solving skills. 4. All students will demonstrate self-management skills. 5. All students will apply safety principles. IV. Standard 9.1 (Career and Technical Education) All students will develop career awareness and planning, employment skills, and foundational knowledge necessary for success in the workplace. Strands and Cumulative progress Indicators Building knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Career Awareness Preparation 1. Re-evaluate personal interests, ability and skills through various measures including self assessments. 2. Evaluate academic and career skills needed in various career clusters. 3. Analyze factors that can impact on individual’s career. 4. Review and update their career plan and include plan in portfolio. 5. Research current advances in technology that apply to a sector occupational career cluster. B. Employment Skills 1. Assess personal qualities that are needed to obtain and retain a job related to career clusters. 2. Communicate and comprehend written and verbal thoughts, ideas, directions and information relative to educational and occupational settings. 3. Select and utilize appropriate technology in the design and implementation of teacher-approved projects relevant to occupational and/or higher educational settings. 4. Evaluate the following academic and career skills as they relate to home, school, community, and employment. Communication Punctuality Time management Organization Decision making Goal Setting Resources allocation Fair and equitable competition Safety Employment application Teamwork 5. Demonstrate teamwork and leadership skills that include student participation in real world applications of career and technical educational skills. All students electing further study in career and technical education will also: participate in structural learning experiences that demonstrate interpersonal communication, teamwork and leadership skills. V. Units Unit 1 – The Science of Physics Standard: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. Strand: Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing and interpreting the natural and designed world. Essential Questions Enduring Understandings What are the advantages in having the meter officially defined in terms of distance light travels in a given time rather than as the length of a metal bar? Can a set of measurements be precise but not accurate? Explain. How many tabletennis balls would fit (without being crushed) into a room that is 4 m long, 4 m wide and 3 m high? Assume that the diameter of the ball is 3.8 cm? The speed of light will not change yet the length of a metal bar may, therefore, the definition of the meter’s length will be accurate and precise using this method. A set of measurements must be close to what is expected to be considered accurate while precision is defined as a number of measurements close to each other. Content Statements Cumulative Progress Indicators Mathematical, physical and computational tools are used to search for and explain core scientific concepts and principles. 5.1.12.A.1: Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Labs, Investigation, and Student Experiences Metric Prefix Lab Physics and Measurement Lab Time and Measurement Lab Interpretation and 5.1.12.A.2: Develop and manipulation of use mathematical, evidence-based physical and models are used to computational tools to build and critique build evidence-based arguments/ models and to pose explanations. theories. Revisions of 5.1.12.A.3: Use scientific predictions and principles and theories to explanations are build and refine standards based on systematic for data collection, posing observations, controls, and presenting accurate evidence. measurements, and structured data/ evidence. Desired Results: Students will ... Identify activities and fields that involve the major areas within physics. Describe the processes of the scientific method. Identify the role of modes and diagrams in physics. List basic SI units and the quantities they describe. Convert measurement into scientific notation. Distinguish between accuracy and precision. Use significant figures in measurements and calculations. Interpret data in tables and graphs, and recognize equations that summarize data. Distinguish between conventions for abbreviating units and quantities. Use dimensional analysis to check the validity of expressions. Perform order of magnitude calculations. Unit 2 – Motion in One Dimension Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. Essential Questions Enduring Understandings If the average velocity of a duck is zero in a given time interval, what can you say about the displacement of the duck for that interval? If a car is traveling eastward, can its acceleration be westward? Explain. A ball is thrown vertically upward. What happens to the ball’s velocity while the ball is in the air? What is its velocity when it reaches its maximum altitude? What is its acceleration just before it hits the ground? Does its acceleration increase, decrease or remain constant? The displacement for the duck during that interval is zero. That does not mean that the duck did not move, distance and displacement are different. Yes, a car may be decelerating, which would indicate that the acceleration is opposing the direction in which the car is moving. The velocity decreases at a rate of 9.8 m/s2 until it stops at its highest altitude. The ball’s acceleration is 9.8 m/s2 at all time, the direction of the acceleration changes when going up or going down. Content Statements Cumulative Progress Indicators The motion of an object can be described by its position and velocity as functions of time and by its 5.2.12.E.1: Compare the calculated and measured speed, average speed and acceleration of an object in motion, and account for differences Labs, Investigation, and Student Experiences Lab using a recording timer. Measuring time and motion lab. Time interval of free fall lab. average speed and average acceleration during intervals of time. that may exist between calculated and measured values. Desired Results: Students will ... Describe motion in terms of displacement, time and velocity. Calculate the displacement of an object traveling at a known velocity for a specific time interval. Construct and interpret graphs of position versus time. Describe motion in terms of changing velocity Compare graphical representations of accelerated and non-accelerated motions. Apply kinematic equations to calculate distance, time or velocity under conditions of constant acceleration Relate the motion of a freely falling body to motion with constant acceleration. Calculate displacement, velocity and time at various points in the motion of a freely falling object. Compare the motions of different objects in free fall. Unit 3 – Two-Dimensional Motion and Vectors Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. Essential Questions Can a vector have a component equal to zero and still have a nonzero magnitude? How would you add two vectors that are not perpendicular or parallel? A bullet is fired horizontally from a pistol and another bullet is dropped simultaneously from the same height. Neglecting air resistance, which bullet hits the ground first? Enduring Understandings Yes, vectors in opposite directions can add to a zero magnitude in essence canceling each other out. You need to use graphical addition of the vectors – head to tail addition. The bullets will reach the ground at the same time. Content Statements Cumulative Progress Indicators Objects undergo different kinds of motion (translational, rotational and vibrational.) 5.2.12.E.2: Compare the translational and rotational motions of a thrown object and potential applications of this understanding. Desired Results: Students will ... Distinguish between a scalar and vector quantity Add vectors using a graphical method. Labs, Investigation, and Student Experiences Projectile motion lab Velocity of a projectile lab Drawing and adding vector lab Identify appropriate coordinate systems for solving problems with vectors. Apply the Pythagorean Theorem and tangent function to calculate the magnitude and direction of a resultant vector. Resolve vectors into component using the sine and cosine functions. Add vectors that are not perpendicular. Recognize examples of projectile motion. Describe the path of a projectile as a parabola. Resolve vectors into their components and apply the kinematic equations to solve problems involving projectile motion. Unit 4 – Forces and the Laws of Motion Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. Essential Questions Enduring Understandings If an object is at rest, can we conclude that no external forces are acting on it? What physical quantity is a measure of the amount of inertia an object has? Why does a rope climber pull downward on the rope in order to move upward? No, the force of gravity may be acting on it. Mass the physical quantity that measures the amount of inertia in an object. Newton’s third law of motion states that for every action there is an equal and opposite reaction. This is why the climber goes upward when pulling downward on the rope. Content Statements Cumulative Progress Indicators The motion of an object changes only when a net force is applied. 5.2.12.E.3: Create simple models to demonstrate the benefits of seatbelts using Newton’s first law of motion. 5.2.12.E.4: Measure and describe the relationship between the force acting on an object and the resulting acceleration. The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the mass of the object. This relationship (a= Fnet/m) is independent of the nature of the force. Labs, Investigation, and Student Experiences Inertia Lab Force and Changes in Motion Lab Friction between shoes and different surfaces lab. Desired Results: Students will ... Explain how force affects the motion of an object. Distinguish between contact forces and field forces. Interpret and construct free-body diagrams. Explain the relationship between the motion of an object and the net external force acting on it. Determine the net external force on an object. Calculate the force required to bring an object into equilibrium. Describe the acceleration of an object in terms of its mass and the net external force acting on it. Predict the direction and magnitude of the acceleration caused by a known net external force. Identify action-reaction pairs. Explain why action-reaction pairs do not result in equilibrium. Explain the difference between mass and weight. Find the direction and magnitude of a normal force. Describe air resistance as a form of friction. Use coefficients of friction to calculate frictional forces. Unit 5 – Work and Energy Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: D. Energy Transfer: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. Strand: E: Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. Essential Questions Enduring Understandings A person drops a ball from the top of a building while another person on the ground observes the ball’s motion. Will these two people always agree on the following: the ball’s potential energy, the ball’s change in potential energy, the ball’s kinetic energy? What energy transformations occur during a pole-vault event? Disregard rotational motion and air resistance. What is the production and dissipation of mechanical energy as an athlete does the following: lifts a weight, holds the weight up in a fixed position, then lowers the weight slowly? No, the person on the top of the building will see the ball’s potential energy as less than zero due to his relative position to the ball; while the person on the ground will view the ball’s potential as greater than zero until it reaches the ground also due to his relative position to the ball. Their view on the ball’s kinetic energy should be the same since kinetic energy is due to the object’s velocity not its position. During a pole-vault event the athlete’s energy transformations will be from low potential energy while on the ground to kinetic energy while running to an increase in potential energy while flying over the bar as his kinetic energy decreases to zero and then increases as he drops to the ground as his potential energy decreases. Labs, Investigation, and Student Experiences Lab: Potential/ Kinetic energy with poppers. Lab: Running up and down stairs. Lab: Hooke’s Law. An athlete lifting a weight increases the potential energy as he lifts it to above his head; in doing so, he performs work through the movement (kinetic energy). While the weight is above his head he is performing no work but, while he is lowering it, he lowers the weight’s potential energy, increases its kinetic energy and performs work. Content Statements Cumulative Progress Indicators The potential energy of an object on Earth’s surface is increased when the object’s position is changed from one closer to Earth’s surface to one farther from Earth’s surface. The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time. 5.2.12.D.1: Model the relationship between the height of an object and its potential energy. 5.2.12.E.1: Compare the calculated and measured speed, average speed and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. Desired Results: Students will ... Recognize the difference between the scientific and ordinary definitions of work. Define work, relating it to force and displacement. Identify where work is being performed in a variety of situations. Calculate the net work done when many forces are applied to an object. Distinguish between kinetic and potential energy. Classify different types of potential energy. Calculate the potential energy associated with an object’s position. Identify situations in which conservation of mechanical energy is valid. Recognize the forms that conserved energy can take. Solve problems using conservation of mechanical energy. Apply the work-kinetic energy theorem to solve problems. Relate the concepts of energy, time and power. Calculate power in two different ways. Explain the effect of machines on work and power. Unit 6 – Momentum and Collisions Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. Essential Questions Enduring Understandings If an object is not moving, what is its momentum? Two skaters initially at rest push against each other so that they move in opposite directions. What is the total momentum of the two skaters when they begin moving? Explain. When a bullet is fired from a gun, what happens to the gun? Explain using the principles of momentum. Consider a perfectly inelastic head-on collision between a small car and a large truck traveling at the same speed. Which vehicle has a greater change in kinetic energy as a result of the collision? The object has no momentum unless it is moving: p = mv. The initial momentum of the skaters is zero since they are not moving. Using the principles of momentum one would say that the gun before being fired has no momentum. Once it is fired the bullet’s momentum is determined by the mass and velocity of the bullet, we will consider this to be in the positive direction. The momentum of the gun will be equal to yet opposite direction to that of the bullet. In a perfectly inelastic collision the two vehicles will be attached, they will have had the same change in momentum but the motion of the combined vehicles will be in the direction of the large truck due to its greater momentum before the collision. Labs, Investigation, and Student Experiences Lab: Elastic vs. Inelastic collisions Lab: Conservation of Momentum Content Statements Cumulative Progress Indicators Energy may be transferred from one object to another during collisions. 5.2.12.D.4: Measure quantitatively the energy transferred between objects during a collision. Desired Results: Students will ... Compare the momentum of different moving objects. Compare the momentum of the same object moving with different velocities. Identify examples of change in the momentum of an object. Describe changes in momentum in terms of force and time. Describe the interaction between two objects before and after they interact. Compare the total momentum of two objects before and after they interact. State the law of conservation of momentum. Predict the final velocities of objects after collisions, given their initial velocities. Identify different types of collisions. Determine the decrease in kinetic energy during perfectly inelastic collisions. Compare conservation of momentum and conservation of kinetic energy in perfectly inelastic and elastic collisions. Unit 7 – Rotational Motion and the Law of Gravity Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. Essential Questions Enduring Understandings What are the differences between linear speed and angular speed? When a wheel rotates about a fixed axis, do all points on the wheel have the same angular speed? Do they all have the same linear speed? An object moves in a circular path with constant speed, . Is the object’s velocity constant? Explain. Is the object’s acceleration constant? Explain. Explain why the following statement is wrong: “There is no gravity in outer space.” Linear speed is determined using meters and seconds while angular speed is determined using radians and seconds. Linear speed is a measure of the rate of change in the object’s movement over a linear expanse with respect to time while angular speed is determined using a displacement through a certain rotational measurement. Yes, all points have the same angular speed but, they do not have the same linear speed. The linear speed of a point on a rotating wheel is dependent upon its position with respect to the center of rotation. While linear acceleration is determined by a change in the velocity of the object the angular acceleration is determined by the change in the direction of the object – the velocity at any one point in the circle is constantly changing by virtue of the change in the direction therefore, there is an angular acceleration without a change in the angular speed. Labs, Investigation, and Student Experiences Lab: Radians and Arc Length Lab: Circular Motion Lab: Centripetal Force Newton’s Law of Universal Gravitation states that there is gravitational pull between any two objects due to their mass and the distance between them. Therefore, we can say that there is microgravity in space. Content Statements Cumulative Progress Indicators Objects undergo different kinds of motion (translational, rotational, and vibrational). 5.2.12.E.2: Compare the translational and rotational motions of a thrown object and potential applications of this understanding. Desired Results: Students will ... Relate radians to degrees. Calculate angular displacement using the arc length and distance from the axis of rotation. Calculate the angular speed or angular acceleration of an object. Solve problems using the kinematic equations for rotational motion. Find the tangential speed of a point on a rigid rotating object using the angular speed and the radius. Solve problems involving tangential acceleration. Solve problems involving centripetal acceleration. Calculate the force that maintains circular motion. Explain how the apparent existence of an outward force in circular motion can be explained as inertia resisting the force that maintains circular motion. Apply Newton’s universal law of gravitation to find the gravitational force between two masses. Unit 8 – Fluid Mechanics Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. Strand: C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. Essential Questions Enduring Understandings After a long class, a physics teacher stretches out for a nap on a bed of nails. How is this possible? In terms of kinetic theory of gases, explain why gases expand when heated? Why do underwater bubbles grow as they rise? A balloon filled with air is compressed to half its initial volume. If the temperature inside the balloon remains constant, what happens to the pressure of the air inside the balloon? The pressure of an object is determined by the object’s force and the area over which the force is spread. An increase in the area will decrease the force felt by the teacher. Heat gained by a molecule will increase its kinetic energy making the molecule move more quickly thus expanding the area of movement. A decrease in the volume of a balloon filled with air will result in an increase in pressure of the gas due to the increase in number of molecules in the limited space. Content Statements Cumulative Progress Indicators Account for the differences in the physical properties of solids, liquids, and gases. 5.2.12.A.2: Differences in the physical properties of solids, liquids, and gases are explained by the ways in which the atoms, ions, or molecules of the substances are Labs, Investigation, and Student Experiences Lab: Boyle’s Law Lab: Bernoulli’s Principle Lab: Buoyancy vs. Force Lab: Ideal Gas Law Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases. arranged, and by the strength of the forces of attraction between the atoms, ions, or molecules. 5.2.12.C.1: Gas particles move independently and are far apart relative to each other. The behavior of gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be used to explain the relationship between pressure and volume, volume and temperature, pressure and temperature, and the number of particles in a gas sample. There is a natural tendency for a system to move in the direction of disorder or entropy. Desired Results: Students will ... Define a fluid. Distinguish between a liquid and a gas. Determine the magnitude of the buoyant force exerted on a floating object or a submerged object. Explain why some objects float and some objects sink. Calculate the pressure exerted by a fluid. Calculate how the pressure varies with depth in a fluid. Describe fluids in terms of temperature. Recognize the effects of Bernoulli’s principle on fluid motion. Define the general properties of an ideal gas. Unit 9 – Rotational Motion and the Law of Gravity Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. Essential Questions Enduring Understandings At what temperature are the Celsius and Fahrenheit temperatures numerically equal? Why the boiling and freezing points of water are better fixed points for a thermometer than the temperature of the human body? What is wrong with the following statement: “Given any two bodies, the one with the higher temperature contains more heat”? Ethyl alcohol has about one-half the specific heat capacity of water. If equal masses of alcohol and water in separate beakers at the same temperature are supplied by heat with the same amount of energy, which will have the higher final temperature? -40oF = -40oC The boiling and freezing points of water are never changing while the body temperatures of individuals vary. The amount of heat in an object is determined not only by its temperature but by its mass and composition. Therefore, the object with the greater mass and with the higher specific heat capacity will have the most heat. Since ethyl alcohol needs less heat for an increase in its temperature it will have the higher final temperature. Content Cumulative Progress Labs, Investigation, and Student Experiences Lab: Specific Heat Capacity Lab: Calorimetry Lab: Heat of Fusion Statements Indicators The driving forces of chemical reactions are energy and entropy. Chemical reactions either release energy to the environment (exothermic) or absorb energy from the environment (endothermic). 5.2.12.D.2: Describe the potential commercial applications of exothermic and endothermic reactions. Desired Results: Students will ... Relate temperature to the kinetic energy of atoms and molecules. Describe the changes in the temperatures of two objects reaching thermal equilibrium. Identify the various temperature scales, and be able to convert from one scale to another. Explain heat and temperature change on the macroscopic level to particle motion on the microscopic level. Apply the principle of energy conservation to calculate changes in potential, kinetic and internal energy. Perform calculations with specific heat capacity. Perform calculations involving latent heat. Interpret the various sections of a heating curve. Unit 10 – Vibrations and Waves Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. Essential Questions Enduring Understandings How is the period of a simple harmonic vibration related to its frequency? What is common to all waves? How do transverse and longitudinal waves differ? When two waves interfere, can the resultant wave be larger than either of the two original waves? If so, under what conditions? T = 2√m/k All waves are a product of energy transfer. Longitudinal waves need a medium through which to travel while transverse waves do not. Yes, if the two waves are in phase they can interfere constructively to create a larger wave than either of the two original waves. Content Statements Cumulative Progress Indicators Objects undergo different kinds of motion (translational, rotational, and vibrational). 5.2.12.E.2: Compare the translational and rotational motions of a thrown object and potential applications of this understanding. Desired Results: Students will ... Identify the conditions of simple harmonic motion. Explain how force, velocity and acceleration change as an object vibrates with simple harmonic motion. Calculate the spring force constant using Hooke’s Law. Labs, Investigation, and Student Experiences Lab: Waves on a Coil Lab: Energy of a Pendulum Lab: Hooke’s Law Identify the amplitude of vibration. Recognize the relationship between period and frequency. Calculate the period and frequency. Calculate the period and frequency of an object vibrating with simple harmonic motion. Distinguish local particle vibrations from overall wave motion. Differentiate between pulse waves and periodic waves. Interpret waveforms of transverse and longitudinal waves. Apply the relationship among wave speed, frequency, and wavelength to solve problems. Relate energy and amplitude. Apply the superposition principle. Differentiate between constructive and destructive interference. Predict when a reflected wave will be inverted. Predict whether specific traveling waves will produce a standing wave. Identify nodes and antinodes of a standing wave. Unit 11 – Sound Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. Essential Questions Enduring Understandings What are the differences between infrasonic, ultrasonic and audible sound waves? As a result of a distant explosion, an observer first senses a ground tremor, then, hears the explosion. What accounts for this time lag? You are at a street corner and hear an ambulance siren. Without looking, how can you tell when the ambulance passes by? Infrasonic sound waves are below 20 Hz in vibration while ultrasonic waves are above 20,000 Hz. Humans can hear sounds between 20 – 20,000 Hz. Sound travels faster in solid materials due to the fact that it is a longitudinal wave. It takes longer in air because the molecules are not as close together. The Doppler Effect causes you to perceive the pitch of the sound to change as the siren nears and then passes you. Content Statements Cumulative Progress Indicators Objects undergo different kinds of motion (translational, rotational, and vibrational). 5.2.12.E.2: Compare the translational and rotational motions of a thrown object and potential applications of this understanding. Desired Results: Students will ... Explain how sound waves are produced. Relate frequency and pitch. Compare the speed of sound in various media. Relate plane waves to spherical waves. Recognize the Doppler Effect, and determine the direction of a frequency shift when there is relative motion between a source and an observer. Calculate the intensity of sound waves. Relate intensity, decibel level, and perceived loudness. Explain why resonance occurs. Labs, Investigation, and Student Experiences Lab: Speed of Sound Lab Unit 12 – Light and Reflection Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: E. Essential Questions Enduring Understandings What is the relationship between the brightness of a light source and its apparent brightness from where you see it? Which band of the electromagnetic spectrum has the lowest frequency and the longest wavelength? The inverse square law of brightness shows that as the distance between the source of light and the observer doubles the apparent brightness becomes ¼ of the original. Radio waves have the longest wavelengths and lowest frequency of the seven types of electromagnetic radiation. Content Statements Desired Results: Cumulative Progress Indicators Students will ... Identify the components of the electromagnetic spectrum. Calculate the frequency or wavelength of electromagnetic radiation. Recognize that light has a finite speed. Describe how the brightness of a light source is affected by distance. Distinguish between specular and diffuse reflection of light. Apply the law of reflection for flat mirrors. Describe the nature of images formed by flat mirrors. Calculate distances and focal lengths using the mirror equation for concave and convex spherical mirrors. Distinguish between real and virtual images. Describe how parabolic mirrors differ from spherical mirrors. Labs, Investigation, and Student Experiences Lab: Curved Mirrors Lab Lab: Spectroscopy Lab: Brightness of Light Lab Unit 13 – Refraction Standard: 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: Essential Questions Enduring Understandings Does a light ray traveling from one medium into another always bend toward the normal? Why does a diamond show flashes of color when observed under ordinary white light? A ray of light will bend toward the normal only when it is traveling from a medium of less density into one with more density, otherwise it will bend away from the normal. The index of refraction of diamond is so high that the light traveling through it is refracted to a point where it is totally internally reflected and appears to be colored. Content Statements Cumulative Progress Indicators Desired Results: Students will ... Recognize situations in which refraction will occur. Identify which direction light will bend when it passes from one medium to another. Solve problems using Snell’s Law. Use ray diagrams to find the position of an image produced by a converging or diverging lens, and identify the image as real or virtual. Solve problems using the thin-lens equation. Calculate the magnification of lenses. Describe the positioning of lenses in compound microscopes and refracting telescopes. Predict whether light will be refracted or undergo total internal reflection. Labs, Investigation, and Student Experiences Lab: Converging Lenses Lab Lab: Focal Length Lab Lab: Prescription Glasses Lab Lab: Periscope Lab VI. Benchmarks 1. By the end of semester 1, the student will be able to: a. Use dimensional analysis to check the validity of expressions. b. Apply kinematic equations to calculate the distance, time or velocity of an object under conditions of constant acceleration. c. Resolve vectors into their components and apply the kinematic equations to solve problems involving projectile motion. d. Describe the acceleration of an object in terms of its mass and the net external force acting on it. e. Distinguish between kinetic and potential energy and apply the law of conservation of energy to analyze the motion of an object. f. Describe the interaction between two objects in terms of the change in momentum of each object. g. Apply Newton’s law of universal gravitation to find the gravitational force between two objects. h. Successfully complete the midterm exam. 2. By the end of semester 2, the student will be able to: a. Define how a fluid’s energy can affect eh motion of an object. b. Relate heat and temperature changes to a substance’s energy and phase change. c. Identify energy as the source of wave propagation. d. Explain how energy level, temperature and media through which a sound wave travels affect the propagation of sound. e. Recognize visible light as part of the electromagnetic spectrum and that there are laws that govern the propagation and reflection of light. f. Identify which direct light will bend when it passes from one medium to another. g. Successfully complete the final exam. VII. Evaluations Tests Quizzes Final Exam Projects Laboratory Experiments Class Participation Homework Affirmative Action – evidence of A-1 Minorities and females incorporated in plans. A-2 Human relations concepts are being taught. A-3 Teaching plans to change ethnic and racial stereotypes. Bibliography, Materials and Resources Teacher prepared materials Software materials Probeware: (Dell Computer with Pasco probeware) Textbook: Physics Principles and Applications, Sixth Edition Giancoli, Douglas, C. Pearson Prentice Hall, 2005 VIII. IX.