NORTH ALLEGHENY SCHOOL
DISTRICT
Science Curriculum
June 2000
COURSE TITLE: CONCEPTS OF PHYSICS
COURSE NUMBER: 4412
GRADES: 11TH AND 12TH
*Optional Units or Objectives
UNIT ONE: WHAT IS SCIENCE ?
A. INSTRUCTIONAL OBJECTIVES
1. The student will explain the importance of physics. (ST 3.2.12 A)
*2. The student will understand the three levels of physics. (ST 3.2.12 A)
3. The student will outline the scientific method in five steps. (ST 3.2.12 A)
4. The student will distinguish between a law, a hypothesis, and a theory.
(ST 3.2.12 A)
5. The student will understand the ever-changing nature of scientific thought.
(ST 3.2.12 A)
*6. The student will explain why there is an inherent bias in science. (ST 3.2.12 A)
7. The student will distinguish between science and technology. (ST 3.2.12 A)
B. CONTENT
1. Physics as a Basic Science
2. The Scientific Method
3. Development of a Proper Scientific Attitude
4. The Interaction between Science, Technology and Society
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. The two-word game (page 14, Teaching guide)
b. Technological benefits/burdens listing
c. Building technological chain
2. Lab Activities
a. Hypothesis making (The student must create a hypothesis as to how a mystery apparatus.)
3. Teacher Demonstrations
a. "Magic Physics demonstrations that will amaze the students.
Ex: A - egg in the bottle
B - precision wheel
C - racquetball cut in half
Etc…
D – bed of nails
D. TIME: 2 days
UNIT TWO: THE STUDY OF MOTION
A. INSTRUCTIONAL OBJECTIVES
1. The student will explain the relativity of motion. (ST 3.4.12 C)
2. The student will define and distinguish between the concepts of speed and velocity. (ST 3.4.12 C)
3. The student will distinguish between instantaneous speed and average speed. (ST 3.4.12 C)
4. The student will define the concept of acceleration and determine when an object accelerates. (ST 3.4.12 C)
5. The student will use appropriate units for speed, velocity and acceleration in algebraic problem solving. (ST 3.4.12 C)
6. The student will describe the motion of an object in free fall from rest.
(ST 3.4.12)
7. The student will, neglecting wind resistance, determine the velocity of and distance fallen of an object that falls from rest. (ST 3.4.12 C)
8. The student will describe the history of human thought on motion from Aristotle to Copernicus to Galileo to Newton. (ST 3.4.12 C)
9. The student will state Newton's 1st Law of Inertia and define the concept of inertia. (ST 3.4.12 C)
10. The student will distinguish between mass, volume and weight and their appropriate units. (ST 3.4.12 C)
11. The student will define the concepts of net force. (ST 3.4.12 C)
12. The student will state Newton's Law of Acceleration and state the relationships between force and acceleration and mass and acceleration found therein.
(ST 3.4.12 C)
13. The student will perform algebraic calculations using Newton's Law of Acceleration (F = ma). (ST 3.4.12 C)
14. The student will describe the effect of friction on a moving object. (ST 3.4.12)
15. The student will describe the concept of pressure. (ST 3.4.12 C)
16. The student will explain why all objects in free fall experience the same acceleration regardless of mass. (ST 3.4.12 C)
17. The student will describe how air resistance affects free fall (ST 3.4.12 C).
18. The student will explain how the concept of interaction involves at least two forces. (ST 3.4.12 C)
19. The student will state Newton's Law of Action/Reaction. (ST 3.4.12 C)
20. The student will identify action/reaction pairs of forces. (ST 3.4.12 C)
21. The student will explain how the strength of a material represents its' reaction limit. (ST 3.4.12 C)
22. The student will distinguish between vector quantities and scalar quantities.
(ST 3.12 B)
23. The student will use the parallelogram method to find the resultant of two vectors.
24. The student will resolve a vector into its' horizontal and vertical components.
(ST 3.2.12 B)
25. The student will compare and contrast projectile motion and motion of a vertically falling object. (ST 3.1.12 C)
26. The student will describe the motion of an upward moving projectile (parabolic projectile motion). (ST 3.4.12 C)
B. CONTENT
1. Relative Motion
2. Speed, Velocity and Acceleration
3. Understanding Free Fall
4. History of Thought on Motion
5. Newton's Law of Inertia
6. The Concept of Mass as a Measure of Inertia
7. Newton's Law of Acceleration
8. Falling and Air Resistance
9. Newton's Law of Action/Reaction
10. Vector and Scalar Quantities
11. Components of Vectors
12. Projectile Motion
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Speed
b. Acceleration
c. Inertia
d. Force/Acceleration
e. Action/Reaction
f. Vector addition using parallelogram method
g. Resolution of vectors into horizontal and vertical components
2. Lab Activities
a. Calculating acceleration of a ball rolling down an inclined plane
b. Inertia in collision
c. Law of Acceleration lab that demonstrates m vs. a and F vs. a (graphical analysis necessary)
d. The establishment of string tension as a reaction force
e. Predict the landing point of a projectile
f. Calculate the optimum spacing for falling dominoes
3. Teacher Demonstrations
a. Paper-book (shows air-resistance) Pg. 18 T. G.
b. Pull out tablecloth (inertia)
c. Nickel and hoop (inertia)
d. Pulley system that demonstrate the 2nd law
e. Make balloon rockets
f. Make a sail boat "tack" against the wind (with wind/vector analysis
g. Spring gun apparatus that shows how a projected object "lands" at the same time as a dropped one
h. The "Monkey and the Hunter" demonstration
D. TIME: 6 weeks
UNIT THREE: CONSERVATION OF MOMENTUM AND ENERGY
A. INSTRUCTIONAL OBJECTIVES
1. The student will define momentum. (ST 3.4.12 C0
2. The student will define impulse. (ST 3.4.12 C)
3. The student will describe and give examples of how both force and time of input affect the change in momentum. (ST 3.4.12 C)
4. The student will state the Law of Conservation of Momentum.(ST 3.4.12 C)
5. The student will distinguish between elastic and inelastic collisions. (ST 3.4.12 C)
7. The student will calculate velocities and/or masses of objects involved in collisions and explosions based on the Law of Conservation of Momentum.
(ST 3.4.12 C)
7. The student will determine the amount of work done given the force and the distance moved. (ST 3.4.12 C)
8. The student will determine the amount of power required given the work and the time. (ST 3.4.12 C)
9. The student will distinguish among mechanical, potential and kinetic energy.
(ST 3.4.12 C)
10. The student will describe how the kinetic energy of an object depends upon velocity. (ST 3.4.12 C)
11. The student will state the Law of Conservation of Energy. (ST 3.4.12 C)
*12. The student will describe the function of simple machines such as, levers and pulleys. (ST 3.7.12 A)
*13. The student will explain by example the idea of mechanical advantage.
(ST 3.7.12 A)
*14. The student will explain why no machine can have an efficiency of 100%.
(ST 3.7.12 A)
B. CONTENT
1. Momentum and Impulse
2. Conservation of Momentum
3. Collision
4. Work and Power
5. Mechanical Energy
6. Kinetic and Potential Energy
7. Conservation of Energy
8. Machines and Efficiency
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Conservation of momentum in collision
b. Work and power
c. Potential and kinetic energy
d. Conservation of energy
e. Machine calculations (mechanical advantage, efficiency, etc.)
f. Energy of foods
2. Lab Activities
a. Egg-drop experiments
b. Conservation of momentum lab
c. Conservation of energy (pendulum)
d. Mechanical advantage of various simple machines
e. Convert dietary intake into available energy
3. Teacher Demonstrations
a. Impulse demonstrations; breaking boards, throwing eggs in a sheet, etc.
b. Air track collisions (elastic and inelastic)
c. Swinging balls apparatus
d. Show some energy transformations (ex: candles, flashlight, hand generator, etc.)
e. Energy stored in a racquetball; superball, etc.
f. Make paper rockets and match rockets
g. Giant pendulum
h. Lever pulley and inclined plane demonstrations
D. TIME: 3 weeks
UNIT FOUR: GRAVITATIONAL CONCEPTS
A. INSTRUCTIONAL OBJECTIVES
1. The student will define center of gravity. (ST 3.4.12 C)
2. The student will describe how to find the center of gravity of a symmetrical or irregularity shaped object. (ST 3.4.12 C)
3. The student will make predictions as to whether an object will topple based on the area of support base and the location of the center of gravity. (ST 3.8.12 C)
4. The student will cite practical examples where center of gravity locations important. (ST 3.4.12 C)
5. The student will explain Newton's thoughts on the basic insights of universal gravitation (apple-moon analogy). (ST 3.2.12 C0
6. The student will describe the two phenomena responsible for keeping the moon (or any object) in orbit (tangential velocity and gravity). (ST 3.4.12 C)
7. The student will state Newton's Law of Universal Gravitation and use it in simple calculations. (ST 3.4.12 C0
8. The student will explain the significance of the Inverse Square Law. (ST 3.1.12 C)
9. The student will explain the connection between gravity and the possibility that the universe is oscillating. (ST 3.4.12 C)
10. The student will distinguish between g (gravitational field strength) and G (universal gravitational constant). (ST 3.4.12 C)
11. The student will calculate the value of g once the mass of a planet and its radius is known. (ST 3.4.12 C)
12. The student will describe a gravitational field. (ST 3.1.12 B)
13. The student will distinguish between weight and apparent weight. (ST 3.4.12 C)
14. The student will explain and describe the phenomena of tides and black holes (with emphasis on the gravitational considerations). (ST 3.4.12 D)
B. CONTENT
1. Center of gravity - Define and Locate
2. Ideas of Topping and Stability
3. History of Newton's Thought on Gravity
4. The Study of the Orbiting Moon
5. The Law of Universal Gravitation
6. The Inverse - Square Law as it Works in Nature
7. Ideas of an Oscillating Universe
8. The Relationship Between g and G
9. The Concept of the Gravitational Field
10. The Concept of the Apparent Weight
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Center of gravity
b. Universals law of gravitation - calculations
2. Lab Activities
a. Locate the students’ center of gravity with scales and rulers (compare between male and female)
b. Calculate the value of "g"
3. Teacher Demonstrations
a. "Volunteer" demonstrations of toppling in various positions when close to a wall
b. Hang a hammer from a ruler (with a string) off the edge of a desk
c. Balance a baseball bat from a string
d. Balance a meter stick on two fingers of opposite hands move fingers toward the center watch the stick "adjust" itself
e. Exhibit various objects whose center of gravity is not within the object
f. Plumb line on toppling box
g. Walk a "balance beam" with and without a stability pole
h. Show stability toy (rocking horse toy)
i. Inverse-Square 3D model
j. Demonstrate (along with students) how sight is an "inverse-square" phenomenon
k. Demonstrate force-field characteristics with a magnet
l. Demonstrate apparent weightlessness with styrofoam cup, rubber band and some coins
D. TIME: 3 weeks
UNIT FIVE: ROTATIONAL MECHANICS
A. INSTRUCTIONAL OBJECTIVES
1. The student will distinguish between rotation and revolution. (ST 3.4.12 C)
2. The student will distinguish between rotational and linear velocity. (ST 3.4.12 C)
3. The student will explain why centripetal force is a necessary part of all circular motion. (ST 3.4.12 C)
4. The student will explain why centrifugal force is a fictitious force in circular motion. 9ST 3.4.12 C)
5. The student will describe how gravity can be simulated in a rotating space colony. (ST 3.4.12 B)
6. The student will define torque and describe its cause. (ST 3.4.12 C)
7. The student will calculate the net torque on a system. (ST 3.4.12 C)
8. The student will define rotational inertia and distinguish it from linear inertia.
(ST 3.4.12 C)
9. The student will define angular momentum, and describe the conditions necessary for its conservation. (ST 3.4.12 B)
10. The student will describe how the concepts of rotational inertia and angular momentum are used to understand phenomena in gymnastics and other sports. (ST 3.8.12 B)
B. CONTENT
1. The Idea of Circular Motion
2. Centripetal and Centrifugal Forces
3. Simulated Gravity
4. Net Torque
5. Rotational Inertia
6. Conservation of Angular Momentum
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Centripetal/centrifugal force
b. Net torque calculations
c. Conservation of angular momentum
2. Lab Activities
a. Centripetal force lab (weighted string through glass tube)
b. Rotational Olympics (determine the winner in a race of two rolling objects based on ideas of rotational inertia)
3. Teacher Demonstrations
a. Attach upright pencil to turntable at various distances from center
b. Spinning a basketball on your fingers
c. Centripetal force apparatus
d. Precession wheel on spinning platform
e. Spinning platform with weights in volunteer's hands
f. Water in bucket revolved in air
g. Walk out on the end of a big board over the edge of a desk
h. Use a pendulum of varying length to show how rotational inertia changes
D. TIME: 3 weeks
UNIT SIX: THE NATURE OF SOUND AND LIGHT
A. INSTRUCTIONAL OBJECTIVES
1. The student will distinguish between a vibration and a wave. (ST 3.4.12 C)
2. The student will define the wave characterizing ideas of wavelength, frequency and amplitude. (ST 3.4.12 C)
3. The student will describe the relationship between frequency and period.
(ST 3.4.12 C)
4. The student will describe how wave speed depends on frequency and wavelength. (ST 3.4.12 C)
4. The student will distinguish between a transverse and longitudinal wave.
(ST 3.4.12 C)
6. The student will distinguish between constructive and destructive interference. (ST 3.4.12 C)
7. The student will define a standing wave and explain how it occurs. (ST 3.4.12 C)
8. The student will describe the Doppler Effect and the conditions needed for bow waves and shock waves to occur. (ST 3.4.12 C)
9. The student will describe what happens to air when sound moves through it.
(ST 3.4.12 C0
10. The student will compare the transmission of sound through various media.
(ST 3.4.12 C)
11. The student will describe the factors that effect sound speed. (ST 3.4.12 C)
12. The student will describe forced vibration as in a sounding board in a piano.
(ST 3.4.12 C)
13. The student will describe the conditions for resonance. (ST 3.4.12 C)
14. The student will describe the phenomenon of beats and calculate beat frequency. (ST 3.4.12 C)
15. The student will describe the dual nature of light. (ST 3.4.12 C)
16. The student will describe the Michelson Experiment in which the speed of light is measured. (ST 3.2.12 C)
17. The student will describe how humans can only see a very small part of the electromagnetic spectrum. (ST 3.4.12 C)
18. The student will differentiate between what happens to incident light in opaque and transparent materials. (ST 3.4.12 C)
19. The student will describe the concept of polarization and its practical application to sunglasses and 3D viewing. (ST 3.4.12 C)
20. The student will explain why black and white are not colors and red and green are. (ST 3.4.12 C)
21. The student will describe what factors determine whether a material will reflect, absorb or transmit light of particular color (frequency). (ST 3.4.12 C)
22. The student will distinguish between color mixing by addition and subtraction.
23. The student will define complementary colors and give examples.
24. The student will explain some colors that we see in nature. (For example: the blue sky, white clouds)
B. CONTENT
1. Vibration and Waves (Basic Characteristics)
2. Wave Speed
3. Types of Waves
4. Interference and Standing Waves
5. The Doppler Effect
6. Bow Waves and Shock Waves
7. The Origin of Sound
8. The Nature of Sound in Air
9. The Speed of Sound
10. Forced Vibration
11. Resonance
12. Beats
13. The Concept of Light
14. The Speed of Light
15. The Electromagnetic Spectrum
16. Transparent and Opaque Materials
17. Polarization
18. The Color Spectrum
19. Color by Reflection
20. Color by Transmission
21. Sunlight
22. Mixing Colored Light and Pigments
23. Colors in Nature
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Vibrations and waves (including calculations of wave speed)
b. Sound (including calculations of beats)
c. The electromagnetic spectrum
d. Polarization
e. Mixing colors
2. Lab Activities
a. Vibration lab (use a photogate timing apparatus to determine the period of a pendulum)
b. Ripple tank lab (to observe the behavior of waves)
3. Teacher Demonstrations
a. Torsion-wave machine
b. Slinky spring and long spring for longitudinal and transverse wave distinction (and standing waves)
c. Ripple tank to show wave generation from vibrating source
d. Show Moire pattern with overhead
e. Tuning forks
f. Electronic audio generator (show audible range and beats)
g. Various musical instruments
h. Ring bell in a vacuum
i. Dropping pennies to hear natural frequency differences
j. Resonance with tuning forks and water filled tube
k. Different colored objects (blue and yellow glass for example)
l. Use polarizing lenses to block light
m. Use prism to refract white light into all the color frequencies
n. Mix light with Singerman color apparatus (mixing by addition)
o. Mix pigments with oil paints (mixing by subtraction)
p. Scatter white light in a water jar mixed with powdered milk
D. TIME: 4 weeks
UNIT SEVEN: OPTICS
A. INSTRUCTIONAL OBJECTIVES
1. The student will predict the path of reflected light, given the direction of light striking a reflective surface. (ST 3.4.12 C)
2. The student will describe the characteristics of an image in a plane mirror, in a concave mirror and in a convex mirror. (ST 3.4.12 C)
3. The student will describe the condition for diffuse reflection. (ST 3.4.12 C)
4. The student will explain the phenomenon of refraction for a wave. (ST 3.4.12 C)
5. The student will give examples of atmospheric refraction of sound and light.
(ST 3.4.12 C)
6. The student will explain how a prism separates white light into colors.
(ST 3.4.12 C)
7. The student will describe the process of total internal reflection. (ST 3.4.12 C)
7. The student will distinguish between converging and diverging mirrors.
(ST 3.4.12 C)
8. The student will distinguish between a real image and a virtual image.
(ST 3.4.12 C)
10. The student will construct a ray diagram that shows the position of the image formed by a converging lens. (ST 3.4.12 C)
11. The student will use the thin-lens equation to determine image distance for a lens. (ST 3.2.12 D)
12. The student will give some examples of common optical instruments.
(ST 3.7.12 B)
13. The student will explain how the human eye focuses light.
B. CONTENT
1. The Law of Reflection
2. Mirrors (and Image Formation)
3. Diffuse Reflection
4. Refraction
5. Dispersion
6. Total Internal Reflection
7. Converging and Diverging Lenses
8. Image Formation by a Lens (Ray Diagrams)
9. Common Optical Instruments
10. The Human Eye
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Ray diagram with plane, concave and convex mirrors
b. Reflection/Refraction
c. Ray diagrams with lenses
d. Thin-lens equation
2. Lab Activities
a. Forming images with mirrors and measuring image and object distances
b. Forming images with lenses and measuring image and object distances
c. Blind-spot experiment
1. Teacher Demonstration
a. Laser-mirrors-chalk dust system to show law of reflection
b. Springs attached to each other of differing size (to show that both reflection and refraction happen simultaneously)
c. Show images from plane, concave and convex mirrors
d. Show refraction with a laser, a mirror and a fish tank filled with water and fluorescent dye
e. Show how a coin in a tank appears shallower than it is.
f. Disperse light with a prism
g. Show light optic fibers
h. Show how the lens of the eye works by "making" one (Pg. 138, T.G.)
D. TIME: 4 weeks
UNIT EIGHT: ELECTRICITY
A. INSTRUCTIONAL OBJECTIVES
1. The student will describe the electrical forces between objects. (ST 3.4.12 C)
2. The student will explain what "net" charge implies.
3. The student will describe the relationship set up in Coulomb's Law. (ST 3.1.12 B)
4. The student will describe the four fundamental forces in nature, and explain what is meant by a grand unified theory. (ST 3.2.12 C)
5. The student will compare and contrast gravity with electromagnetism.
(ST 3.2.12 B)
6. The student will describe how an object can be charged by friction, contact and induction. (ST 3.4.12 C)
7. The student will describe what is meant by charge polarization.
8. The student will describe how the strength and the direction of an electric field are determined schematically. (ST 3.1.12 B)
9. The student will explain why a charged object in an electric field is considered to have electric potential energy.
10. The student will distinguish between electric potential energy and electric potential. (ST 3.2.12 B)
11. The student will describe the conditions needed for flow of charge. (ST 3.4.12 C)
12. The student will give examples of voltage sources that can maintain a potential difference in an electric circuit.
13. The student will relate the amount of current in a circuit to the voltage impressed across the circuit and the resistance of the circuit. (Ohm's Law relationship)
(ST 3.1.12 B)
14. The student will describe the factors that determine the resistance of a wire.
15. The student will distinguish between alternating current and direct current.
(ST 3.4.12 C)
16. The student will compare drift speed of conducting electrons in a current-carrying wire to the signal speed (field speed).
17. The student will distinguish between series and parallel circuits. (ST 3.4.12 C)
*18. The student will calculate equivalence resistance for a series or parallel circuit.
*19. The student will calculate current in a series circuit and the voltage drop across the resistance.
20. The student will calculate current in the branches of a parallel circuit.
21. The student will predict what will happen if there is a break in a series or parallel circuit.
*22. The student will compare and contrast magnetic poles and electric charges.
*23. The student will interpret schematic drawings of magnetic fields.
*24. The student will relate the motion of electrons to the ability of a material to become a magnet.
*25. The student will describe what happens to the magnetic domains of iron in the presence of a magnet.
*26. The student will describe the magnetic field produced by a current-carrying wire.
*27. The student will describe some practical application of a magnetic field exerting a force on a current-carrying wire.
B. CONTENT
1. Electrical Forces and Charges
2. Coulomb's Law
3. Conductors and Insulators
4. Charging Objects (Methods)
5. Charge polarization
6. Electric Fields and Their Representation
7. Electric Potential Energy and Electric Potential
8. Flow of Charge
9. Current, Voltage and Resistance
10. Ohm's Law
11. Electric Shock
12. AC and DC
13. Electron Characteristics in a Circuit
14. Series and Parallel Circuits
15. Analyzing Circuits (Computations)
16. Magnetic Poles
17. Magnetic Fields and Their Representation
18. Magnetic Domain
19. Magnetic Forces
20. Meters and Motors
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Identifying magnitude and direction of force on a charged object in a field.
b. Coulomb's Law calculations
c. Simple Ohm's Law calculations
d. Calculating equivalent resistance
e. Analyzing circuits
f. Magnetism
2. Lab Activities
a. Build and analyze circuits from schematic diagrams. Students should become familiar with an ammeter, a voltmeter and resistance boxes (or rheostats).
b. Explore the shape of magnetic fields using magnets and iron fillings.
3. Teacher Demonstrations
a. Fur-rubber rod/silk-glass rod/pith balls (electrostatics basic demonstrations)
b. Van de Graff generator (Levitate pie pans/light up a fluorescent bulb, etc..)
c. Charge an electroscope by induction
d. Use a charged plastic comb to "bend" a stream of water
e. Stick a balloon to a wall
f. Demonstrate how a lightning rod works using the Van de Graff generator and the Whimhurst machine
g. Funnel/tube to show water pressure/electric pressure analogy
h. Hand powered generator to light a light bulbs
i. Show series and parallel circuits with light bulbs
j. Make batteries with several kinds of fruits (use a galvanometer)
k. 9v battery on skin/tongue
l. Use a magnet to pick up (or not pick up) many different objects
m. Show field patterns using an overhead projector and iron fillings
n. Place a wire without current near a compass needle shows that with a current the needle deflects
o. Make a simple electromagnet by winding wire around a nail
p. Show how a magnet distracts the bean of an oscilloscope
q. Induce electric current in a loop of wire by pushing a bar magnet through the center of the loop (use a galvanometer for measurement)
r. Show the operation of a DC motor
D. TIME: 6
weeks
*UNIT NINE: SPECIAL RELATIVITY
A. INSTRUCTIONAL OBJECTIVES
1. The student will define space-time and explain its importance.
2. The student will define and give examples of Einstein's First and Second Postulates of Special Relativity.
3. The student will explain the concept of time dilation.
4. The student will explain the reciprocal nature of mutual time dilation in separate reference frames.
5. The student will explain how time travel into future centuries is possible, yet inverse time travel is not (according to Einstein).
6. The student will describe the condition for length contraction and make calculations regarding length contraction.
7. The student will describe relativistic mass and explain why the speed of light is limited using this concept.
8. The student will calculate relativistic mass.
9. The student will describe the meaning of the mass-energy equivalence.
10. The student will explain the nature of the Correspondence Principle.
B. CONTENT
1. Space Time
2. Constant Nature of Light Speed
3. The Postulates of Special Relativity
4. Time Dilation
5. Time Travel
6. Length Contraction
7. Relativistic Mass Increase
8. Mass-Energy Equivalence
9. Correspondence Principle
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Time dilation calculations
b. Length contraction calculations
c. Relativistic mass calculations
d. Mass-energy equivalence calculations
2. Lab Activities
none for this unit
3. Teacher Demonstrations
a. The twin trip
b. Relative length with a meter stick
D. TIME: 2 weeks
*UNIT TEN: HEAT
A. INSTRUCTIONAL OBJECTIVES
1. The student will define temperature in terms of kinetic theory.
2. The student will explain how temperature is measured.
3. The student will define heat and determine heat flow direction.
4. The student will distinguish between total internal energy and heat.
5. The student will describe the measurement of heat (i.e. the units used).
6. The student will define specific heat.
7. The student will describe the practical consequences of the high specific heat of water.
8. The student will explain why most material expands with increasing temperature.
9. The student will compare the thermal expansion of solids, liquids and gases.
10. The student will describe the unusual expansion characteristics of water.
11. The student will describe what happens to particles and consequently, to the temperature of a gas when the volume of its container is changed.
12. The student will distinguish between the transmission modes for energy: conduction, convection, and radiation.
13. The student will distinguish between conductors and insulators.
14. The student will describe several practical heat flow examples wherein materials restrict heat flow or allow heat to flow easily.
15. The student will describe radiation types and sources.
16. The student will describe the Greenhouse Effect.
17. The student will describe what is meant by a phase change.
18. The student will explain why evaporation is a cooling process and condensation is a warming process.
19. The student will describe the process of boiling and the effect of atmospheric pressure changes on the boiling point.
20. The student will describe the freezing process and how dissolved substances can interfere with it.
21. The student will describe the energy changes needed for phase changes (The concept of heat of fusion and heat of vaporization).
B. CONTENT
1. Temperature
2. Heat
3. Internal Energy
4. Heat Measurement
5. Specific Heat
6. Thermal Expansion of Solids and Liquids
7. Thermal Expansion Characteristics of Water
8. Expansion and Compression of Gases
9. Heat Transmission Modes
10. Types and Sources of Radiant Energy
11. The Greenhouse Effect
12. Evaporation and Condensation
13. Boiling and Freezing
14. Energy and Phase Change
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Calculation of the heat energy in a typical meal (in joules)
b. Differentiate temperature and heat
c. Thermal expansion calculations
d. Heat transition mode
e. Energy and phase change
2. Lab Activities
a. Thermal equilibrium/specific heat measurements
b. Measurement of heats of fusion/vaporization for water
3. Teacher Demonstrations
a. Determine the specific heat of anti-freeze as a class
b. Ball through hole expansion demonstration
c. Bimetallic trip
d. Show density of objects by playing in water (A piece of ice will float indicating lower density)
e. Expand a balloon with heat & contract a balloon with cold
f. Use a steam generator to show that expansion is a cooling process
g. Make popcorn with the three modes of heat transfer:
1) oil (conduction)
2) hot air (convection)
3) microwave (radiation)
h. Melt wax on multi-metal holder to see conductivity differences
i. Pass around various insulators
j. Show convection with dye in hot water
k. Boil water using a vacuum pump
D. TIME: 4 weeks
*UNIT ELEVEN: NUCLEAR PHYSICS (OPTIONAL)
A. INSTRUCTIONAL OBJECTIVES
1. The student will distinguish between two types of nucleons and compare the number of each found in the nuclei of different elements.
2. The student will compare the strong nuclear force to the electrical force.
3. The student will distinguish between the three types of rays given off by radioactive decay and compare their penetrating power.
4. The student will interpret the symbols used to label isotopes of an element.
5. The student will perform a half-life calculation.
6. The student will complete nuclear reactions that predict the neutral transmutation of elements.
7. The student will explain how transuranic elements are produced.
8. The student will explain the process of Carbon Dating.
9. The student will explain why exposure to radiation (beyond background radiation) is harmful to humans.
10. The student will describe the role of neutrons in causing and sustaining nuclear fission.
11. The student will explain how fission is controlled in a reactor.
12. The student will describe the problems associated with the use of fission as a source of power.
13. The student will compare and contrast nuclear fission and nuclear fusion.
B. CONTENT
1. The Atomic Nucleus
2. Radioactive Decay
3. Radioactive Isotopes
4. Half-Life
5. Natural and artificial Transmutation of Elements
6. Carbon Dating
7. Radiation and You
8. Nuclear Fission
9. Nuclear Fusion
C. SUGGESTED ACTIVITIES
1. Practice-Problem Worksheets
a. Complete nuclear reactions
b. Half-life calculations
c. Chain-reactions
d. Mass-energy equivalence
2. Lab Activities
a. Determine the size of a sphere by indirect measurement
b. Half-life lab (with pennies)
c. Simulate a chain reaction with dominoes
3. Teacher Demonstrations
a. Radiation Detectors (Geiger counter, Scintillation counter)
b. Cloud Chamber
D. TIME: 2 weeks