CURRICULUM GUIDE LEVEL OF COURSE: COURSE NUMBER: NUMBER OF CREDITS: SIX (6)

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1 NAME OF COURSE: LEVEL OF COURSE: PRE-REQUISITE: CO-REQUISITE COURSE NUMBER: NUMBER OF CREDITS: SIX (6) CURRICULUM GUIDE PHYSICS HONORS ALGEBRA II PRECALCULUS PUBLICATION DATE: June 11, 2012 NAME OF PREPARER: CHRISTOPHER J. KAPPELMEIER PREFACE/BACKGROUND STATEMENTS (INCLUDES STATEMENT OF PHILOSOPHY): This course is an algebra based college level physics course designed to enhance the student s knowledge of physical science. This course also serves as preparation for the Calculus based AP Physics C. GENERAL OBJECTIVES: The general objectives of this course include: 1. That physics must contribute to the general intellectual development of the student. 2. That the student be a problem solver developing analytical skills. 3. That the student be given opportunity to reason, to learn to express their thoughts clearly, and be able to follow the development of ideas presented, whether orally or from the written page. 4. Physics should sharpen the students skills as observers and experimenters. 5. The course should develop the students understanding of the laws of physics. Core Curriculum Content Standards addressed in this course: 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 A. Understanding 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. ( A.1, A.2, A.3) Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. ( B.1, B.2, B.3, B.4) Strand C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. ( C.1, C.2, C.3) Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. ( D.1, D.2, D.3) Standard 5.2 Physical Sciences: 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. ( D.1, D.4) Strand E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. ( E.1, E.2, E.3, E.4) Common Core Standards: at the end of this document

2 Part I: Mechanics Unit I: Kinematics in One Dimension After studying the material of this chapter, students should be able to: 1. State the meaning of the key terms and phrases used in kinematics. 2. List the SI unit and its abbreviation associated with displacement, velocity, acceleration, and time. 3. Describe the motion of an object relative to a particular frame of reference. 4. Differentiate between a vector quantity and a scalar quantity and state which quantities used in kinematics are vector quantities and which are scalar quantities. 5. Derive the equations used to describe uniformly accelerated motion. 6. Use the methods of graphical analysis to determine the instantaneous acceleration at a point in time and the distance traveled in an interval of time. 7. Be able to solve word problems using the derived equations of motion. 8. Understand that the acceleration of freely falling objects is always 9.8 m/s/s downward. Uniformly Accelerated Motion Determining g on an Incline Picket Fence Free-Fall Read sections 2-1 to 2-8 in the primary textbook Web Assign online Unit 2: Kinematics in Two Dimensions; Vectors After studying the material of this chapter, students should be able to: 1. Draw a vector using a protractor and ruler. 2. Multiply or divide a vector quantity by a scalar quantity. 3. Determine the magnitude and direction of the vector resultant in problems involving vector addition or subtraction of two or more vector quantities. 4. Use the trigonometric component method to resolve a vector components in the x and y directions. 5. Use the trigonometric component method to determine the vector resultant in problems involving vector addition or subtraction of two or more vector quantities. 6. Use the kinematics equations and vector components to solve problems involving the twodimensional motion of projectiles. Ball Toss Projectile Motion Shoot for a Grade Read sections 3-1 to 3-8 in the primary textbook Web Assign online

3 Unit 3: Dynamics: Newton s Laws of Motion Time = 3 weeks After studying the material of this chapter, students should be able to: 1. State Newton's three laws of motion and give examples that illustrate each law. 2. Explain what is meant by the term net force. 3. Use the methods of vector algebra to determine the net force acting on an object. 4. Define each of the following terms: mass, inertia, weight and distinguish between mass and weight. 5. Identify the SI units for force, mass, and acceleration. 6. Draw an accurate free body diagram locating each of the forces acting on an object or a system of objects. 7. Use free body diagrams and Newton's laws of motion to solve word problems. Newton s 2 nd Law Newton s 3 rd Law Friction Atwood s Machine Incline Plane Read sections 4-1 to 4-9 in the primary textbook Web Assign online Unit 4: Circular Motion; Gravitation 1. Calculate the centripetal acceleration of a point mass in uniform circular motion given the radius of the circle and either the linear speed or the period of the motion. 2. Identify the force that is the cause of the centripetal acceleration and determine the direction of the acceleration vector. 3. Use Newton's laws of motion and the concept of centripetal acceleration to solve word problems. 4. Distinguish between centripetal acceleration and tangential acceleration. 5. State the relationship between the period of the motion and the frequency of rotation and express this relationship using a mathematical equation. 6. Write the equation for Newton's universal law of gravitation and explain the meaning of each symbol in the equation. 7. Determine the magnitude and direction of the gravitational field strength (g) at a distance r from a body of mass m. 8. Use Newton's second law of motion, the universal law of gravitation, and the concept of centripetal acceleration to solve problems involving the orbital motion of satellites. 9. Explain the "apparent" weightlessness of an astronaut in orbit. 10. Use Newton's second law of motion and the universal law of gravitation. 11. Identify the four forces that exist in nature. Centripetal Force Turntable Acceleration Real World Accelerations Read sections 5-1 to 5-10 in the primary textbook

4 Unit 5: Work and Energy 1. Write the definition of work in terms of force and displacement and calculate the work done by a constant force when the force and displacement vectors are at an angle. 2. Use graphical analysis to calculate the work done by a force that varies in magnitude. 3. Define each type of mechanical energy and give examples of types of energy that are not mechanical. 4. State the work energy theorem and apply the theorem to solve problems. 5. Distinguish between a conservative and a non-conservative force and give examples of each type of force. 6. State the law of conservation of energy and apply the law to problems involving mechanical energy. 7. Define power in the scientific sense and solve problems involving work and power. Energy of a Tossed Ball Energy in Motion Work Done by a Non-Conservative Force Read sections 6-1 to 6-10 in the primary textbook Unit 6: Linear Momentum 1. Define linear momentum and write the mathematical formula for linear momentum from memory. 2. Distinguish between the unit of force and momentum. 3. Write Newton's Second Law of Motion in terms of momentum. 4. Define impulse and write the equation that connects impulse and momentum. 5. State the Law of Conservation of Momentum and write, in vector form, the law for a system involving two or more point masses. 6. Distinguish between an elastic collision and an inelastic collision. 7. Apply the laws of conservation of momentum and energy to problems involving collisions between two point masses. Impulse and Momentum Momentum and Energy Read sections 7-1 to 7-8 in the primary textbooks

5 Unit 7: Rotational Motion 1. Understand that when a rigid object rotates about a fixed axis, each point of the object moves in a circular path. 2. Understand that lines drawn perpendicularly from the rotation axis to various points in the object all sweep out the same angle θ in any given time interval. 3. Use radians as a measurement of angle. 4. Calculate the angular velocity as the rate of change of angular position. 5. Understand that all parts of a rigid body rotating about a fixed axis have the same angular velocity at any instant. 6. Calculate the angular acceleration as the rate of change of angular velocity. 7. Understand that the equations describing uniformly accelerated rotational motion have the same form as for uniformly accelerated linear motion. 8. Understand that the dynamics of rotation is analogous to the dynamics of linear motion. 9. Calculate force as the product of force times the lever arm. 10. Replace mass with the moment of inertia in studying rotational dynamics. 11. Understand that for an object both translating and rotating, the total kinetic energy of the object s center of mass plus the rotational kinetic energy of the object about its center of mass. 12. Understand that if the net torque on a rotating object is zero, the angular momentum is conserved. Bicycle Wheel Rotation Torque Balance Mass of a Meter Stick Read chapter 8 in the textbook Unit 8: Fluids 1. Understand that the specific gravity of a material is the ratio of the density of the material to the density of water at 4 degrees Celsius. 2. Calculate the pressure at a depth in a fluid is the product of density, depth and the acceleration of gravity. 3. Understand Pascal s principle that says that an external pressure applied to a confined fluid is transmitted throughout the fluid. 4. Distinguish between gauge pressure and absolute pressure. 5. Know how a manometer and a pressure gauge can be used to measure pressure. 6. Understand Archimede s principle that says the buoyant force on an object is equivalent to the weight of the fluid displaced. 7. Know that Bernoulli s principle tells us that where the fluid pressure is high the fluid velocity is low, and where the fluid velocity is high the fluid pressure is low. 8. Understand the consequences and applications of Bernoulli s principle. 9. Determine the velocity of a fluid flowing through a tube using the continuity equation.

6 Archimede s Principle Read chapter 10 in the textbook Part II: Waves and Optics Unit 9: Vibrations and Waves 1. State the conditions required to produce SHM. 2. Determine the period of motion of an object of mass m attached to a spring of force constant k. 3. Calculate the velocity, acceleration, potential, and kinetic energy at any point in the motion of an object undergoing SHM. 4. Write equations for displacement, velocity, and acceleration as sinusoidal functions of time for an object undergoing SHM if the amplitude and angular velocity of the motion are known. Use these equations to determine the displacement, velocity, and acceleration at a particular moment of time. 5. Determine the period of a simple pendulum of length L. 6. State the conditions necessary for resonance. Give examples of instances where resonance is a) beneficial and b) destructive. Explain how damped harmonic motion can be achieved to prevent destructive resonance. 7. Distinguish between a longitudinal wave and a transverse wave and give examples of each type of wave. 8. Describe wave reflection from a barrier, refraction as the wave travels from one medium into another, constructive and destructive interference as waves overlap, and diffraction of waves as they pass around an obstacle. Simple Harmonic Motion Pendulum Periods Read chapter 11 in the textbook Unit 10: Sound Time = 2 week 1. Determine the speed of sound in air at one atmosphere of pressure at different temperatures. 2. Distinguish between the following terms: pitch, frequency, wavelength, sound intensity, loudness. 3. Determine intensity level in decibels of a sound if the intensity of the sound is given in W/m Determine the beat frequency produced by two tuning forks of different frequencies.

7 5. Solve for the frequency of the sound heard by a listener and the wavelength of the sound between a source and the listener when the frequency of the sound produced by the source and the velocity of both the source and the listener are given. 6. Explain how a shock wave can be produced and what is meant by the term "sonic boom." Lab Experiment Speed of Sound Sound Waves and Beats Read chapter 12 in the textbook Unit 11: Light: Geometric Optics After studying the material of this chapter, the student should be able to: 1. State the names given to the different segments of the electromagnetic spectrum. 2. Know the wavelengths associated with segments of the electromagnetic spectrum. 3. State the equation which relates the speed of an electromagnetic wave to the frequency and wavelength and use this equation in problem solving. 4. Distinguish between mirror reflection and diffuse reflection. 5. Draw a ray diagram and locate the position of the image produced by an object placed a specified distance from a plane mirror. 6. Distinguish between a convex and a concave mirror. Draw rays parallel to the principal axis and locate the position of the principal focal point of each type of spherical mirror. 7. Draw ray diagrams and locate the position of the image produced by an object placed a specified distance from a concave or convex mirror. State the characteristics of the image. 8. Use the mirror equations and the sign conventions to determine the position, magnification and size of the image produced by an object placed a specified distance from a spherical mirror. 9. State Snell's law and use this law to predict the path of a light ray as it travels from one medium into another. Explain what is meant by the index of refraction of a medium. 10. Explain what is meant by total internal reflection. Use Snell's law to determine the critical angle as light travels from a medium of higher index of refraction into a medium of lower index of refraction. 11. Distinguish between a convex and a concave lens. Draw rays parallel to the principal axis and locate the position of the principal focal points for each type of thin lens. 12. Draw ray diagrams and locate the position of the image produced by an object placed a specified distance from either type of thin lens. State the characteristics of the image. 13. Use the thin lens equation to determine the position, magnification, and size of the image produced by a concave or convex lens. Geometric Optics Refraction Lenses

8 Unit 12: Electric Charge and Electric Field After studying the material of this chapter, the student should be able to: 1. State from memory the magnitude and sign of the charge on an electron and proton and also state the mass of each particle. 2. Apply Coulomb's law to determine the magnitude of the electrical force between point charges separated by a distance r and state whether the force will be one of attraction or repulsion. 3. State from memory the law of conservation of charge. 4. Distinguish between an insulator, a conductor, and a semi conductor and give examples of each. 5. Explain the concept of electric field and determine the resultant electric field at a point some distance from two or more point charges. 6. Determine the magnitude and direction of the electric force on a charged particle placed in an electric field. 7. Sketch the electric field pattern in the region between charged objects. 8. Use Gauss's law to determine the magnitude of the electric field in problems where static electric charge is distributed on a surface which is simple and symmetrical Electroscopes Read chapter 16 in the textbook Unit 13: Electric Potential After studying the material of this chapter, the student should be able to: 1. Write from memory the definitions of electric potential, and electric potential difference. 2. Distinguish between electric potential, electric potential energy, and electric potential difference. 3. Draw the electric field pattern and equipotential line pattern which exist between charged objects. 4. Determine the magnitude of the potential at a point a known distance from a point charge or an arrangement of point charges. 5. State the relationship between electric potential and electric field and determine the potential difference between two points a fixed distance apart in a region where the electric field is uniform. 6. Determine the kinetic energy in both joules and electron volts of a charged particle which is accelerated through a given potential difference. 7. Explain what is meant by an electric dipole and determine the magnitude of the electric dipole moment between two point charges. 8. Given the dimensions, distance between the plates, and the dielectric constant of the material between the plates, determine the magnitude of the capacitance of a parallel plate capacitor. 9. Given the capacitance, the dielectric constant, and either the potential difference or the charge stored on the plates of a parallel plate capacitor, determine the energy stored in the capacitor. Electrical Energy Read chapter 17 in the textbook

9 Unit 14: Electric Currents After studying the material of this chapter, the student should be able to: 1. Explain how a simple battery can produce an electrical current. 2. Define current, ampere, emf, voltage, resistance, resistivity, and temperature coefficient of resistance. 3. Write the symbols used for electromotive force, electric current, resistance, resistivity, temperature coefficient of resistance and power and state the unit associated with each quantity. 4. Distinguish between a) conventional current and electron current and b) direct current and alternating current. 5. Know the symbols used to represent a source of emf, resistor, voltmeter, and ammeter and how to interpret a simple circuit diagram. 6. Given the length, cross sectional area, resistivity, and temperature coefficient of resistance, determine a wire's resistance at room temperature and some higher or lower temperature. 7. Solve simple dc circuit problems using Ohm's law. 8. Use the equations for electric power to determine the power and energy dissipated in a resistor and calculate the cost of this energy to the consumer. Ohm s Law Read chapter 18 in the textbook Unit 15: DC Circuits After studying the material of this chapter, the student should be able to: 1. Determine the equivalent resistance of resistors arranged in series or in parallel or the equivalent resistance of a series parallel combination. 2. Use Ohm's law and Kirchhoff's rules to determine the current through each resistor and the voltage drop across each resistor in a single loop or multiloop dc circuit. 3. Distinguish between the emf and the terminal voltage of a battery and calculate the terminal voltage given the emf, internal resistance of the battery, and external resistance in the circuit. 4. Determine the equivalent capacitance of capacitors arranged in series or in parallel or the equivalent capacitance of a series parallel combination. 5. Determine the charge on each capacitor and the voltage drop across each capacitor in a circuit where capacitors are arranged in series, parallel, or a series parallel combination. Series Circuits Parallel Circuits Read chapter 19 in the textbook

10 Unit 16: Magnetism After studying the material of this chapter, the student should be able to: 1. Draw the magnetic field pattern produced by iron filings sprinkled on paper placed over different arrangements of bar magnets. 2. Determine the magnitude of the magnetic field produced by both a long straight current-carrying wire and a current loop. Use the right hand rule to determine the direction of the magnetic field produced by the current. 3. State the conventions adopted to represent the direction of a magnetic field, the current in a current-carrying wire and the direction of motion of a charged particle moving through a magnetic field. 4. Apply the right hand rule to determine the direction of the force on either a charged particle traveling through a magnetic field or a current-carrying wire placed in a magnetic field. 5. Determine the torque on a current loop arranged in a magnetic field and explain galvanometer movement. 6. Explain how a mass spectrograph can be used to determine the mass of an ion and how it can be used to separate isotopes of the same element. Magnetic Field Surrounding a Magnet Read chapter 20 in the textbook

11 COURSE EVALUATION CRITERIA 1. Tests & zes 45-50% 2. Home Work 20-25% 3. s 25-30% TEXTBOOKS & RESOURCES 1. Text PHYSICS: Principles with Applications, 6 th ed. - Giancoli 2. Web Assign online 3. Lab Manual Physics with Calculators Vernier 4. Lab Manual - Practical Physics Labs Peter Goodwin 5. Lab Manual Physics: A Laboratory Manual Puri, Zober & Zober MATERIALS 1. Classroom Equipment 2. Smartboard 3. Vernier LabPro with Probes 4. Graphing Calculator (TI-84+ recommended) High Point Regional High School s curriculum and instruction are aligned to the State s Core Curriculum Content Standards and address the elimination of discrimination by narrowing the achievement gap, by providing equity in educational programs and by providing opportunities for students to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectionate or sexual orientation, gender, religion, disability or socioeconomic status.

12 Attachment 1: Common Core Standards for Reading and Writing in Science Check list Presentation 1) Heading 2) Title Experimental Setup 3) Purpose, background and rational 4) Hypothesis 5) Procedure and materials (generally not required) Investigation (calculations and data may be hand written) 6) Data 7) Discussion of Qualitative data Collection of data Calculations Analysis (may be hand written) 8) The questions given in lab worksheet Conclusion 9) Your conclusion Minimal Achievement 4 points A heading and title are present Minimal Propose Hypothesis, Materials, and Procedures are stated. Minimal Data or Observations are present. Some of the analysis questions have been answered or contain significant errors. A conclusion is stated. Adequate Achievement 6 points A heading and title are present Grammar, spelling, and sentence structures have been checked, but contain errors. Propose Hypothesis, Materials, and Procedure are stated but contains conceptual flaws or is vague. Data is complete and presented in the form of a table. Observations are stated. All of the analysis questions are answered but contain errors The conclusion refers to the hypothesis or to the results obtained by the experiment. Justifying argument is weak or contains flaws. Commendable Achievement 8 points Contains heading and title. Contains minimal errors in grammar, spelling, and sentence structure. A detailed Propose Hypothesis, Materials, and Procedure are stated. Materials list and Procedure list are complete and clear. Data and Observations are complete and any charts are accurately labeled and complete with units of measurements. Calculations present All of the analysis questions are correctly answered in a manner that fully explains the outcomes. The conclusion refers to the hypothesis, results and error obtained by the experiment. Justifying argument is not strong or contains flaws. Exemplary Achievement 10 points Core Contains a heading and title, is of finally draft quality (neatly written on presentation-quality paper) Grammar, spelling, and sentence structure are correct Purpose provides a definition of terms used in title and information that makes rational of the experiment clear. Hypothesis is a testable question with a specific expected outcome based on purpose. Experimental setup is detailed so experiment could be replicated by an experienced researcher. Quantitative data and qualitative observations are complete and any charts are accurately labeled, complete with units of measurements. Calculations and results are clearly explained All of the analysis questions are correctly answered. Calculations are clearly presented. All answers are correct. Final answer presented as a statement. The conclusion contains the previous stated information and gives the reasons for which the hypothesis is accepted or rejected; explains outcomes using previously stated information, results; addresses direction of experimental error. standards RST RST RST RST WHST WHST WHST WHST WHST WHST RST RST RST RST RST RST RST RST RST WHST