OVERALL EXPECTATIONS By the end of this unit students will: D1. Analyze the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies social and environmental impact; D2. Investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems; D3. Demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic fields and their interactions with matter. SPECIFIC EXPECTATIONS By the end of this unit students will: D1. Relating Science to Technology, Society, and the Environment. analyse the operation of a technological system that uses gravitational, electric, or magnetic fields (e.g., a home entertainment system, a computer, magnetic strips on credit cards) [AI, C] D1.2. assess the impact on society and the environment of technologies that use gravitational, electric, or magnetic fields (e.g., satellites used in surveillance or storm tracking, particle accelerators that provide high-energy particles for medical imaging) [AI, C] D2. Developing Skills of Investigation and Communication D2.1. use appropriate terminology related to fields, including, but not limited to: forces, potential energies, potential, and exchange particles [C] D2.2. analyse, and solve problems relating to, Newton s law of universal gravitation and circular motion (e.g., with respect to satellite orbits, black holes, dark matter) [AI] D2.3. D2.3 analyse, and solve problems involving, electric force, field strength, potential energy, and potential as they apply to uniform and non-uniform electric fields (e.g., the fields produced by a parallel plate and by point charges) [AI] D2.4. analyse, and solve problems involving, the force on charges moving in a uniform magnetic field (e.g., the force on a current-carrying conductor or a free electron) [AI] D2.5. conduct a laboratory inquiry or computer simulation to examine the behaviour of a particle in a field (e.g., test Coulomb s law; replicate Millikan s experiment or Rutherford s scattering experiment; use a bubble or cloud chamber) [PR] D3. Understanding Basic Concepts D3.1. identify, and compare the properties of, fundamental forces that are associated with different theories and models of physics (e.g., the theory of general relativity and the standard model of particle physics) D3.2. compare and contrast the corresponding properties of gravitational, electric, and magnetic fields (e.g., the strength of each field; the relationship between charge in electric fields and mass in gravitational fields) D3.3. use field diagrams to explain differences in the sources and directions of fields, including, but not limited to, differences between near-earth and distant fields, parallel plates and point charges, straight line conductors and solenoids
INSTRUCTIONAL STRATEGIES Instructional strategies for this course will include, but will not be limited to: Hooks and Demos Entrance Tickets Lecture Group work / Team Assignments Computer Simulations o Full Class o Think-Pair-Share o Elbow Partners Labs and Case Study Investigations Evaluation of Real Life Scenarios These strategies will enable students to not only learn physics, but understand how it physics is involved in many aspects of day to day life and in many different career paths. Class experiences will be related to real life experiences in order to make topics relevant to students interests in their current life as well as in career or future interests. COURSE PLAN Lesson Topic Agenda Assessment / Evaluation 6.1 Newtonian Gravitation Lesson 1 Universal Gravitation The Value of g Calculating the Force of Gravity Gravitational Fields Curriculum Expectations D2.2 Lesson 2 6.2 Orbits Satellites and Space Stations Satellites in Circular Orbits D1.2 Lesson 3 6.3 Explore Applications of Gravitational Fields 6.4 Physics Journal Applications with Satellites Activity General Relativity Einstein s Mental Laboratory From Newtonian Gravitation to General Relativity Homework / Questions D1.2 Lesson 4 6.1.1 al Study: Universal Gravitation 6.2.1 al Study: Design a Solar System Lesson 5 Review / Quiz Review
Lesson 6 7.1 Properties of Electric Charge What effect does the Electric Force have on the motion of charges? Electric Charge Conductors and Insulators Charging Objects by Friction Charging by Contact and Induction Lesson 7 7.2 Coulomb s Law Coulomb s Law Comparing Coulomb s Law and Universal Gravitational The Superposition Principle Lesson 8, 9 7.3 Electric Fields Properties of Electric Fields Electric Field Lines Electric Dipoles Uniform Electric Fields Earth s Electric Field Electrostatic Precipitators Electric Fields in Nature D2.1 D2.3 D3.3 Lesson 10 7.4 Potential Difference and Electric Potential Work and Electric Potential Difference Electric Potential D2.4 Lesson 11 7.5 Electric Potential and Electric Potential Energy Due to Point Charges Electric Potential Due to a Point Charge The Van de Graaff Generator D2.5 Lesson 12 7.6 Millikan Oil Drop Experiment Millikan Oil Drop Experiment Charge of a Proton D3.2 Lesson 13 7.2.1 al Study: Coulomb s Law 7.6.1 al Study: The Millikan Experiment Lesson 14 Review / Quiz Review D3.2
Lesson 15, 16 8.1 Magnets and Electromagnets What effect does a Uniform Magnetic Field have on the Motion of a Moving Charge? Auroras Permanent Magnets Earth s Magnetic Field Electro Magnetism Magnetic Field of a Current Loop Magnetic Field of a Coil of Solenoid Lesson 17 8.2 Magnetic Forces on Moving Charges A Charge in a Magnetic Field Right-Hand Rule for a Moving Charge in a Magnetic Field D3.1 Lesson 18 8.3 Magnetic Force on a Current-Carrying Conductor Magnetic Force and Current Electromagnetic Pumps D2.4 Lesson 19 8.4 Motion of Charged Particles in Magnetic Fields Charges in Uniform Circular Motion Earth s Magnetic Field Field Theory D2.3 Lesson 20 8.5 Applications of Electric and Magnetic Fields 8.6 Explore an Application in Electromagnetic Fields 8.2.1 Controlled Experiment: Observing the Magnetic Force on a Moving Charge RFID Chips MR Fluid Dampers High-Voltage Power Lines Medical Applications Particle Accelerators Lesson 21 Crime Scene Investigation Assessment for Lesson 22 Review / Quiz Review Lesson 23 Unit Test Unit Test Assessment of * Entrance Tickets will be collected to be marked for completion as well as knowledge and understanding within the first 10 minutes of each class. The tickets will be returned to students with descriptive feedback within 24 hours.
SUMMARY / RATIONALE In this unit all of the specific expectations will be covered. Overall expectations will be tested during the Unit Test at the end of the unit. The students will be evaluated in three different ways: 1. Assessment for o Clarifies what good performance is o Facilitates the development of self-assessment in learning. o Used to adapt teaching to meet students needs and monitor progress o The teacher will assess how students approach problems and strategies they use while problem solving, which will make it possible for the teacher to help students overcome difficulties and misconceptions in order to improve orders. o The teacher will provide students feedback, and students will also provide each other with feedback. 2. o Students use assessment to further their own learning o Self and peer assessment o Students will be able to reflect on their own learning and identify areas of strength and need o Students will be able to set their own learning goals 3. Assessment of a. A task or an activity to measure, record and report on a student s level of achievement of specific expectations b. Summative assessment c. Tests, Exams, Performance Tasks, Oral Products, Written products. The Nelson University Preparation Text book was used and closely followed to plan this Unit and thus the plan follows closely with the specific expectations. The unit will cover approximately one textbook section per lesson, with some sections being covered in two lessons. Lessons will begin with an Entrance Ticket each day. These entrance tickets will include a simple question on the front that will activate students prior knowledge or consolidate the previous days teaching before the lesson begins. On the reverse will be a checklist of expectations. These expectations will allow students to self-assess their work, by considering expectations the teacher has defined that will be used in future summative assessments. Entrance tickets will be collected within the first 10 minutes of class by the teacher, and then the lesson will begin. Demonstrations and Hooks will be included in all lessons to help engage students and activate interest in the topic that will be discussed. Afterwards lessons will combine teaching strategies such as lecture, investigation, laboratory experiments, discussions, etc. Time will also be given for students to work on practice problems and ask questions. A classroom website is used so that students can create discussion threads, post questions and also access notes, materials and other resources from class, as well as helpful links for students that may need extra help. The teacher also posts assignment information, announcements and information for parents on the website. REFERENCES The Ontario Curriculum Grades 11 and 12: Science. 2008 Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. 2010 Physics 12: University Preparation. Nelson. 2012 www.science.nelson.com http://classconnect.ca/documents/sph4u0/ www.aplusphysics.com/educators/