Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE. Department: Science Grade(s): 11-12

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1 Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Physics Course Number: 2522 Department: Science Grade(s): Level(s): Honors Credit: 1 Course Description This course includes topics in mechanics, thermodynamics, electricity, magnetism, optics and modern physics. The basic concepts of calculus will be introduced in connection with physical principles, such as acceleration and work. Students will explore concepts using a hands-on approach. Students will also be expected to apply their problems solving skills to demonstrate the mathematical relationships found in physics. (Prerequisite: Algebra 2). Required Instructional Materials Physics, Walker, (Prentice Hall) Current graphing technologies Current and sufficient laboratory instrumentation for each of the learning strands Teacher resources for selected text, internet, student secure file server space, library data base, AP supplemental software. Completion/Revision Date Approved by Board of Education on February 25, 2008 Mission Statement of the Curriculum Management Team The mission statement of the science curriculum management team is to promote scientific literacy emphasizing the process, content, and interdisciplinary nature of science. Enduring Understandings for the Course Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems. Science is the method of observation and investigation used to understand our world. Displacement, velocity, acceleration and time are all interrelated and are the fundamental characteristics of motion. The relationship between motion, force and mass determines the work, energy, and power of a system. Circular motion, rotation, and harmonic motion depend on centripetal force. The properties of fluids are the foundation for several essential tools used in the medical field, mechanical tooling, and hydrostatic systems. Temperature and heat prescribe the activities of solids, liquids and gases in their applied states. Kinetic theory and thermodynamics show the relationship of energy transfer between one form of energy and another. Honors Physics Page 1 of 12

2 Protons and electrons are the essential particles of nature that contain electric charges. Protons and electrons are the essential ingredients that create all electric static forces. Conductors, capacitors, resistors are the most basic components of an electrical circuit. Voltage is the energy per charge. Current is the rate of flow of a charge. Resistance regulates the current. Ohm Law and Joule s law describe the relationships between voltage, current, resistance, energy and power in an electrical circuit. Magnetic fields are created by permanent magnets such as the earth or by electrical current. Electromagnetism is the interaction between an electric field and a magnetic field. Wave motion describes the bending and the superposition of fluids, sound and light. Physical optics, interference and diffraction, comprise one of the two theories that describe the behavior of light. Geometric optics and ray tracing illustrate what happens to light when it is reflected off mirrors or when light passes through lenses and is bent. Particles at the micro and nano levels are quantized in nature. They can absorb and release energy and light in discreet amounts only. Fission is the nuclear reaction where large radioisotopes fracture into smaller atomic nuclei and energy is released. Fusion is the nuclear reaction of essentially hydrogen nuclei combining to make helium and other larger nuclides and energy is released. Honors Physics Page 2 of 12

3 LEARNING STRAND 1.0 Scientific Reasoning and Communication Skills NOTE: This learning strand should be taught through the integration of the other learning strands. This learning strand is not meant to be taught in isolation as a separate unit. ENDURING UNDERSTANDING(S) Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems. Science is the method of observation and investigation used to understand our world. LEARNING OBJECTIVES The student will: 1.1 Generate scientific questions to be investigated. 1.2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information. 1.3 Formulate a testable hypothesis in the If then because form that demonstrates logical connections between the scientific concepts guiding the hypothesis and the design of the experiment. 1.4 Design and conduct appropriate types of scientific investigations to answer different questions. 1.5 Identify independent and dependent variables, including those that are kept constant and those used as controls. 1.6 Apply appropriate instruments needed to make observations and collect data precisely. 1.7 Analyze experimental design and data to question validity/reliability, identify variables, and improve experimental design. 1.8 Develop conclusions based on critical data analysis identifying further investigations and/or questions based on the results. 1.9 Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms (tables, graphs, etc.) 1.10 Utilize graphs in order to determine ESSENTIAL QUESTION(S) How is inquiry used to solve problems or gather data to better understand a situation? How do you evaluate data and conclusions to determine its validity? How do prior knowledge, bias, and opinion affect inquiry? How does new knowledge gained create new questions? INSTRUCTIONAL SUPPORT MATERIALS Sufficient laboratory instrumentation SUGGESTED INSTRUCTIONAL STRATEGIES Performance tasks Open-ended labs Inquiry Modeling Hands-on, minds-on lab activities AP style open-ended/constructed response questions content and experimental Computer created spreadsheets and graphs See other learning strands for integration SUGGESTED ASSESSMENT METHODS Lab reports Open-ended questions Teacher observations Essays and/or compositions AP style open-ended/constructed response questions content and experimental Research based projects Computer created spreadsheets and graphs See other learning strands for integration Honors Physics Page 3 of 12

4 patterns and make predictions Apply computer-based tools to present and research information Gather information using a variety of print and non-print sources Support scientific arguments using a variety of print and non-print sources Communicate about science in different formats using relevant science vocabulary, supporting evidence and clear logic. Honors Physics Page 4 of 12

5 LEARNING STRAND 2.0 Newtonian Mechanics ENDURING UNDERSTANDING(S) Displacement, velocity, acceleration and time are all interrelated and are the fundamental characteristics of motion. The relationship between motion, force and mass determines the work, energy, and power of a system. Circular motion, rotation, and harmonic motion depend on centripetal force. LEARNING OBJECTIVES The students will: 2.1 Relate forces to linear motion and energy. 2.2 Compare rotational properties to their linear counterparts. 2.3 Relate the conservation laws to each other. 2.4 Relate Newtonian Mechanics to modern technologies (such as: improving autosafety). 2.5 Describe simple harmonic motion. ESSENTIAL QUESTION(S) How do Newton s Laws relate motion and force? How do the laws of conservation define universal systems? Why do Newton s Laws of motion and gravitational theories explain circular motion? INSTRUCTIONAL SUPPORT MATERIALS TI 84 Plus Silver Graphing Calculators (one per student) Motion, velocity, acceleration, force sensors Timer, digital camera (time sensitive) Inclined planes, dynamic carts, springs, and mechanic accessories SUGGESTED INSTRUCTIONAL STRATEGIES Laboratory models of motion Laboratory investigations and inquiry activities (displacement, velocity, acceleration and time) Question, answer, and discussion Cooperative activities Problem solving Demonstrations SUGGESTED ASSESSMENT METHODS Laboratory observation and follow-up Laboratory reports (essay, data, calculation, graph, synthesis and conclusion) Research/Thesis papers Projects (building mechanical devices) Self-evaluation Homework (readings, questions, and problems) Tests and quizzes Student class participation Honors Physics Page 5 of 12

6 LEARNING STRAND 3.0 Fluid Mechanics and Thermal Physics ENDURING UNDERSTANDING(S) The properties of fluids are the foundation for several essential tools used in the medical field, mechanical tooling, and hydrostatic systems. Temperature and heat prescribe the activities of solids, liquids and gases in their applied states. Kinetic theory and thermodynamics show the relationship of energy transfer between one form of energy and another. LEARNING OBJECTIVES The students will: 3.1 Analyze the principles of hydrostatic pressure, buoyancy, and Bernoulli s equation. 3.2 Apply the equations of heat transfer to lab investigations. 3.3 Evaluate how the laws of thermodynamics define the world around us and the kinetic theory. 3.4 Examine efficiency and the Carnot cycle and study how small steam generators produce electricity. ESSENTIAL QUESTIONS How does the state of a fluid system describe the pressure, velocity and height of the fluid? How does the apparent weight of an object change while submerged or partially submerged in a fluid? How is maximum theoretical efficiency related to the initial and final temperatures of materials used in a steam generator? INSTRUCTIONAL SUPPORT MATERIALS Vacuum pumps/bell jars Archimedes and buoyancy bulbs Spring scales / force sensors Thermal expansions apparatus Specific heat apparatus Steam generators Conduction apparatus Thermal sensors/thermometers Calorimeters SUGGESTED INSTRUCTIONAL STRATEGIES Laboratory models demonstrating the relationship between pressure, height and velocity of a fluid in a closed system Laboratory investigations of thermal transfer and inquiry activities Question, answer, and discussion Cooperative activities Problem solving Demonstrations Information technologies SUGGESTED ASSESSMENT METHODS Laboratory observation and follow-up Laboratory reports (essay, data, calculation, graph, synthesis and conclusion) Research/Thesis papers Projects (building hydraulic and thermodynamic devices) Honors Physics Page 6 of 12

7 Self-evaluation Homework (readings, questions, and problems) Tests Quizzes Student participation Honors Physics Page 7 of 12

8 LEARNING STRAND 4.0 Electricity and Magnetism ENDURING UNDERSTANDING(S) Protons and electrons are the essential particles of nature that contain electric charges. Protons and electrons are the essential ingredients that create all electric static forces. Conductors, capacitors, resistors are the most basic components of an electrical circuit. Voltage is the energy per charge. Current is the rate of flow of a charge. Resistance regulates the current. Ohm Law and Joule s law describe the relationships between voltage, current, resistance, energy and power in an electrical circuit. Magnetic fields are created by permanent magnets such as the earth or by electrical current. Electromagnetism is the interaction between an electric field and a magnetic field. LEARNING OBJECTIVES The students will: 4.1 Investigate fields and forces created by charged particles. 4.2 Demonstrate the vector nature of Coulomb s law and electric fields. 4.3 Create and analyze DC circuits and AC circuits. 4.4 Apply the principles of Ohm s law to electrical components (e.g. resistors, capacitors, inductors). 4.5 Demonstrate how electrical components combine to create everyday electrical devices (e.g. electrical motors, generators, transformers). 4.6 Explain how the electro-negativity of the anode and cathode in a battery converts chemical energy to electrical energy. 4.7 Use Faraday s and Lenz s laws to explain electromagnetism and solve problems involving electromagnetic induction. ESSENTIAL QUESTION(S) How do charged particles exert forces on each other? How can multiple charges create positions of zero electric field? How are current, voltage and resistance related? What determines how much power is generated in a load resistor and an electrical circuit? How is direct current produced? How is alternating current produced? How is current induced in a magnetic field? INSTRUCTIONAL SUPPORT MATERIALS Electric power supplies Circuitry components, resistors, capacitors, motors, connectors, conducting wires, battery holders Electrostatic demonstrations Van de Graaff generator Assortment of magnets Multimeters Compasses E&M devices SUGGESTED INSTRUCTIONAL STRATEGIES Laboratory models of electric and magnetic fields Laboratory investigations and inquiry activities of electric circuitry and E&M devices Question, answer, and discussion Cooperative activities Honors Physics Page 8 of 12

9 Problem solving Demonstrations Information technologies (ie web study and recorded information) SUGGESTED ASSESSMENT METHODS Laboratory observation and follow-up Laboratory reports (essay, data, calculation, graph, synthesis and conclusion) Research/Thesis papers Projects (electric circuits, electromagnetic devices) Self-evaluation Homework (readings, questions, and problems) Tests and quizzes Student class participation Honors Physics Page 9 of 12

10 LEARNING STRAND 5.0 Waves and Optics ENDURING UNDERSTANDING(S) Wave motion describes the bending and the superposition of fluids, sound and light. Physical optics, interference and diffraction, comprise one of the two theories that describe the behavior of light. Geometric optics and ray tracing illustrate what happens to light when it is reflected off mirrors or when light passes through lenses and is bent. LEARNING OBJECTIVES The students will: 5.1 Describe the characteristics and behavior of waves. 5.2 Demonstrate Snell s Law and how it is the basis of all optics. 5.3 Analyze interference, diffraction, and dispersion of light in the EM spectrum. 5.4 Analyze the laws of reflection and refraction and predict image formation from lenses and mirrors. ESSENTIAL QUESTION(S) What are the characteristics, behaviors and mathematical models of waves? How does Snell s Law predict how light will bend as it travels from one medium to another? How does Young s Double Slit experiment, Single Slit Diffraction and the colors of soap bubbles all support the wave nature of light? How do the focal lengths and the radius of curvature of mirrors and lenses locate the position of created images based on location of an object in front of an optical device? INSTRUCTIONAL SUPPORT MATERIALS Spectroscopes Lasers Lenses Mirrors Snell s Law apparatus Light sources Optical devices SUGGESTED INSTRUCTIONAL STRATEGIES Laboratory models of bending light Laboratory investigations and inquiry activities regarding reflection and refraction Question, answer, and discussion Cooperative activities Problem solving Demonstrations using lasers Information technologies SUGGESTED ASSESSMENT METHODS Laboratory observation and follow-up Laboratory reports with ray tracing diagrams (essay, data, calculation, graph, synthesis and conclusion) Research/Thesis papers Projects (construct apparatus to demonstrate the bending of light) Self-evaluation Honors Physics Page 10 of 12

11 Homework (readings, questions, and problems) Tests and quizzes Student participation Honors Physics Page 11 of 12

12 LEARNING STRAND 6.0 Atomic and Nuclear Physics ENDURING UNDERSTANDING(S) Particles at the micro and nano levels are quantized in nature. They can absorb and release energy and light in discreet amounts only. Fission is the nuclear reaction where large radioisotopes fracture into smaller atomic nuclei and energy is released. Fusion is the nuclear reaction of essentially hydrogen nuclei combining to make helium and other larger nuclides and energy is released. LEARNING OBJECTIVES The students will: 6.1 Explain how quantum numbers apply to electron orbitals. 6.2 Investigate the concepts involved with the photoelectric effect, Compton scattering, X- Rays, the debroglie wavelength and the wave particle duality. 6.3 Explore nuclear reactions, and conservation of mass, energy and charge. 6.4 Recognize the forms of nuclear decay and their consequences on isotopes. ESSENTIAL QUESTION(S) What are the discreet levels of energy of hydrogen? How is the conservation of energy and quantized nature of energy described by the photoelectric effect? How does Compton scattering display the wave particle duality? How is the mass number, atomic number changed in the parent and daughter nuclides in a fission or fusion reaction? How is mass, energy and charge conserved in a nuclear reaction? INSTRUCTIONAL SUPPORT MATERIALS Interactive software that demonstrates the activity of Geiger counters and radioactive sources Web based investigations SUGGESTED INSTRUCTIONAL STRATEGIES Laboratory models of the atom Laboratory investigations and inquiry activities of nuclear decay Question, answer, and discussion Cooperative activities Problem solving Demonstrations Information technologies SUGGESTED ASSESSMENT METHODS Laboratory observation and follow-up Laboratory reports (essay, data, calculation, graph, synthesis and conclusion) Research/Thesis papers Self-evaluation Homework (readings, questions, and problems) Tests Quizzes Student participation Honors Physics Page 12 of 12