Physics

Course Description

Physics is a course that deals with the relationship between matter and energy and how they interact. The following major areas will be investigated.

• Mechanics
• Thermodynamics
• Waves and Sound
• Light and Optics
• Electricity and Magnetism
• Atomic and Nuclear Physics

Using available materials and technology, students will carry out investigations of the above areas using inquiry based learning, hands-on laboratory investigations, observation of demonstrations, individual studies, and group activities. This course will afford students the opportunity to apply knowledge and prerequisite skills, habits of mind needed for problem solving and ethical decision-making about local and global scientific and technological concerns. This course will provide knowledge and experiences needed for advanced studies and personal career choices.

Standard Number: 1.0 Mechanics

Standard: The student will investigate the laws and properties of mechanics.

Learning Expectations:

The student will

• 1.1 investigate fundamental physical quantities of mass and time.
• 1.2 analyze and apply Newton’s three laws of motion.
• 1.3 understand work, energy, and power.
• 1.4 investigate kinematics and dynamics.

Performance Indicators:

At Level 1, the student is able to

• distinguish between mass and weight using base units in the standard international (SI) system.
• relate time in the (SI) system to the independent experimental variable in most situations.
• relate inertia, force or action-reaction forces to Newton’s three laws of motion and distinguish between the three laws in various scenarios.
• compare and contrast characteristic properties of scalar and vector quantities.
• investigate the definitions of force, work, power, kinetic energy, and potential energy.
• explore velocity and acceleration.

At Level 2, the student is able to

• analyze vector diagrams (addition, subtraction and scaling) and solve composition and resolution problems for force and momentum.
• explore characteristics of rectilinear motion and analyze distance-time graphs (velocity), velocity-time graphs (acceleration and distance).
• investigate the characteristics of centripetal motion and centripetal acceleration.
• evaluate the dynamics of systems in motion including friction, gravity, impulse and momentum, change in momentum, and conservation of momentum.
• analyze the characteristics of energy, and conservation of energy including friction, and gravitational potential energy.
• relate work and power to various simple machines, mechanical advantage of different machines and recognize simple machines utilized in compound machines.
• describe rotational equilibrium and relate to torque.
• investigate projectile motion.
• utilize trigonometry and vector analysis to solve force and momentum problems.

At level 3, the student is able to

• apply elementary calculus to solve motion problems.
• experiment with elastic and inelastic collisions.

Sample Task:

Height of a Goal Post – After being introduced to the acceleration due to gravity and the equation d = 1/2gt², students are given a baseball and a stopwatch. As an entire class, they develop a method and determine the height of the football goal posts.

Integration/Linkages:

math, physical science, engineering, measurement skills and tools, graphing, K-8 curriculum, problem solving skills, calculator and computer-based skills, industry, research and writing skills, communications, science and society, careers, scale and model, history, astronomy, sports and physical education, safety skills

Standard Number: 2.0 Thermodynamics

Standard: The student will examine the properties and laws of thermodynamics.

Learning Expectations:

The student will

• 2.1 develop an understanding of heat and internal energy.
• 2.2 compare Celsius, Kelvin and the Absolute temperature scales.
• 2.3 investigate exchanges in internal energy.

Performance Indicators:

At Level 1, the student is able to

• investigate temperature in relationship to kinetic energy.
• recognize that absolute zero is the absence of molecular kinetic energy.

At Level 2, the student is able to

• identify the characteristics of internal energy and temperature/heat (joules/calories).
• relate the First Law of Thermodynamics as an application of the Law of Conservation of Energy (hot to cold) and heat transfer through conduction, convection and radiation.
• relate change in heat content (quantity of thermal energy) to kinetic energy and specific heat (Q=mcΔT).
• investigate potential energy changes (phase changes) of heat of fusion, heat of vaporization, and heat of sublimation.

At Level 3, the student is able to

• explore thermal expansion and contraction.
• apply the second law of thermodynamics to the Carnot engine.

Sample Task:

Expansion and Contraction of a Bi-material Tape – Attach two different tapes, adhesive side to adhesive side, i.e. scotch tape and masking tape. Slightly, heat the tape with a low flame or hot plate. Observe and explain what happened. Now, cool the tape under running cold water. Observe and explain what happened.

Integration/Linkages:

math, physical science, engineering, measurement skills and tools, graphing, K-8 curriculum, problem solving skills, calculator and computer-based skills, industry, research and writing skills, communications, environmental science, science and society, careers, scale and model, history, economics, energy, safety skills

Standard Number: 3.0 Waves and Sound

Standard: The student will investigate the properties of waves and sound.

Learning Expectations:

The student will

• 3.1 explore conditions associated with simple harmonic motion.
• 3.2 investigate Hooke’s law.
• 3.3 understand wave mechanics.
• 3.4 examine the Doppler Effect.
• 3.5 explore the characteristics and properties of sound.

Performance Indicators:

At Level 1, the student is able to

• describe and investigate simple harmonic motion.
• investigate and analyze wavelength, frequency and amplitude of longitudinal and transverse waves.
• identify a wave interaction as reflection, refraction, diffraction, and interference.

At Level 2, the student is able to

• compare mechanical and electromagnetic waves.
• explore Hooke’s Law.
• investigate reflection, refraction, diffraction, and interference of waves.
• demonstrate and explain the Doppler Effect.
• experiment with reflection, refraction, diffraction, and interference of waves and sound.
• compare wave characteristics to natural auditory phenomena.

At Level 3, the student is able to

• determine the speed of sound experimentally using various materials and temperatures.
• measure spring constants.

Sample Task:

Investigation of Waves Using a Slinky - Each group of students is given a long slinky, a long brass spring and a stopwatch to investigate energy waves. The students experiment with transverse (vertical) waves and longitudinal (horizontal) waves and the amplitude, frequency, velocity, interference nodes and anitnodes of various waves. The slinky and brass spring are connected together to investigate reflection and refraction.

Integration/Linkages:

math, physical science, biology, human anatomy and physiology, engineering, measurement skills and tools, graphing, problem solving skills, calculator and computer-based skills, industry, research and writing skills, K-8 curriculum, communications, science and society, careers, scale and model, history, safety skills, music

Standard Number: 4.0 Light and Optics

Standard: The student will examine the properties of light and optics.

Learner Expectations:

The student will

• 4.1 describe the characteristics of the electromagnetic spectrum.
• 4.2 investigate the interaction of light waves.
• 4.3 analyze the optics of mirrors.
• 4.4 explore the optics of lenses.
• 4.5 investigate the phenomenon of color.

Performance Indicators:

At Level 1, the student is able to

• explore properties of electromagnetic radiation.
• examine properties of light waves.

At Level 2, the student is able to

• differentiate among transmission, reflection, refraction, diffraction, and interference of light waves.
• investigate the optical properties of plane and curved mirrors.
• solve problems related to Snell’s law.
• explore the formation of color.

At Level 3, the student is able to

• draw, explain, and solve problems for the optics of mirrors and lenses.
• investigate optical phenomena (i.e., the Puddle Effect, optical illusions, and polarization).

Sample Task:

Building the Model of an Eye – Using a magnifying glass, low wattage light bulb attached to an extension cord, and a piece of white poster board, build a working model of an eye. Engage: Ask the students, "What is an eye, its anatomy, and how does it work?" Allow them to discuss this for a few minutes. Explore: Tell the students, "Using the material provided, build a working model of an eye. Be careful not to burn yourself with the light bulb." Allow the students time to build, investigate, and prepare to explain what they discovered. Explain: Tell the students to, "Explain and demonstrate what was discovered."

Integration/Linkages:

math, physical science, biology, human anatomy and physiology, engineering, measurement skills and tools, graphing, problem solving skills, calculator and computer-based skills, industry, research and writing skills, K-8 curriculum, communications, science and society, careers, scale and model, history, safety skills, astronomy, visual arts

Standard Number: 5.0 Electricity and Magnetism

Standard: The students will investigate electricity and magnetism.

Learning Expectations

The student will

• 5.1 examine properties of electric forces, electric charges, and electric fields.
• 5.2 explore the flow of charge and electric currents.
• 5.3 investigate Ohm's law.
• 5.4 compare and contrast series and parallel circuits.
• 5.5 analyze schematic diagrams.
• 5.6 understand magnetic poles, magnetic fields, and investigate electromagnetic induction.

Performance Indicators:

At Level 1, the student is able to

• analyze a given group of charges for repulsion and attraction.
• distinguish between charged particles related to repulsion and attraction.
• create a simple electromagnet.

At Level 2, the student is able to

• describe the electric field that fills the space around a charged particle or group of charges.
• draw an electric field, given a scenario of charged particles.
• solve problems of resistance using Ohm's law.
• draw and explain series and parallel circuits.
• identify components of series and parallel circuits and solve problems related to voltage, amperage, and resistance.
• build series and parallel circuits and demonstrate how they function.
• demonstrate a generated current by electromagnetic induction.

At Level 3, the student is able to

• describe how current is generated by electromagnetic induction.
• design a lab that demonstrates the flow of charged particles and an electric current.

Sample Task:

Jump Rope Electromagnetic Induction – Do this activity in the gym or outside in the schoolyard. Insert an appropriate size nail into the ground line of a three-prong 25-ft. extension cord. Now, connect a wire (alligator clamp possibly) to the nail and one of the post of a galvanometer. Then, connect another wire to the ground post of the other end of the extension cord and the remaining post of the galvanometer. Using the middle half of the cord to play jump rope, observe the galvanometer. Experiment with direction of the jump rope in relationship to the earth, speed of the jump rope and clockwise and counterclockwise rope spin.

Integration/Linkages:

math, earth science, physical science, engineering, measurement skills and tools, graphing, K-8 curriculum, problem solving skills, calculator and computer-based skills, industry, research and writing skills, communications, science and society, careers, scale and model, history, economics, safety skills

Standard Number: 6.0 Nuclear Physics

Standard: The student will investigate the laws and properties of nuclear physics.

Learner Expectations

The student will

• 6.1 investigate the properties and structure of the atom.
• 6.2 compare and contrast the Bohr model and the quantum model of the atom.
• 6.3 explore the dynamics of the nucleus: radioactivity, nuclear decay, radiocarbon/uranium dating and half-life.
• 6.4 compare and contrast nuclear fission and nuclear fusion.
• 6.5 investigate the quantum theory.

Performance Indicators:

At Level 1, the student is able to

• identify the parts of an atom.
• describe the properties and location of subatomic particles.
• describe three forms of radioactivity.
• distinguish between nuclear fission and nuclear fusion.

At Level 2, the student is able to

• distinguish between the Bohr model and the quantum model of an atom.
• explain the changes in atomic number or mass number for each form of radioactivity.
• write and balance equations for the three forms of radioactive decay.
• solve half-life problems.
• explain dating methods using carbon-14 or uranium.
• explain how particles behave like waves.
• distinguish between coherent and incoherent light.
• describe how a laser is produced.

At Level 3, the student is able to

• recognize how the quantum theory explains the photoelectric effect.
• solve problems related to the photoelectric effect.

Sample Task:

Half-life of an Emptying Burette – Fill a 100ml burette with tape water. The students will investigate the length of time for the water to drain from the burette. Record volume and time. The students can use various liquids, i.e. water, alcohol, oils, etc. Suggestions for analysis involves graphing (bar graphing/liner graphing) various volumes versus time. (Hint: Half Life = (1/2)ⁿ ).

Integration/Linkages:

math, physical science, engineering, measurement skills and tools, graphing, K-8 curriculum, problem solving skills, calculator and computer-based skills, industry, research and writing skills, communications, science and society, careers, scale and model, history, astronomy, medicine, safety skills, economics, electricity production, archeology, paleontology