PHYSICS Science Curriculum---Hanover County …hcps2.hanover.k12.va.us/instruction/science/ScienceCurr/Physics...Science Curriculum---Hanover County Public Schools ... Science Curriculum---Hanover

PHYSICS Science Curriculum---Hanover County Public Schools

Revised Summer 2004

Mechanics Properties of Fluids Electricity & Magnetism Waves & Optics Modern Physics Process Skills

Virginia Standard: PH.1 The student will investigate and understand how to plan and conduct investigations in which

a) the components of a system are defined; b) instruments are selected and used to extend observations and measurements of mass, volume, temperature, heat exchange, energy

transformations, motion, fields, and electric charge; c) information is recorded and presented in an organized format; d) metric units are used in all measurements and calculations; e) the limitations of the experimental apparatus and design are recognized; f) the limitations of measured quantities through the appropriate use of significant figures or error ranges are recognized; g) data gathered from non-SI instruments are incorporated through appropriate conversions; and h) appropriate technology, including computers, graphing calculators, and probeware is used for gathering and analyzing data and

communicating results. Hanover Objective(s): 1.1 List the standard fundamental units and use the prefixes of the metric system. 1.2 Convert numbers into/out of scientific notation and add, subtract, multiply, and divide numbers in scientific notation. 1.3 Identify the components in an experimental design: dependent and independent variables, levels, control, repeats, constants, and hypothesis. 1.4 Collect, analyze, and interpret physical data in the correct metric unit. 1.5 Use the factor-label method to convert from one unit to another. 1.6 Demonstrate the appropriate selection and utilization of instruments to measure physical quantities. 1.7 Given numbers, recognize the number of significant digits; and in multiplication, division, addition, or subtraction calculations determine

the number of significant digits appropriate to the answer. Also, distinguish between accuracy and precision. 1.8 Recognize experimental limitations due to instruments and design, and suggest improvements. Related Standard(s):


Revised Summer 2004

Curriculum Framework:

Essential Understandings Essential Knowledge and Skills Appropriate instruments are used to measure displacement, time,

mass, volume, temperature, heat exchange, energy transformations, motion, fields, and electric charge.

No measurement is complete without a statement about its exactness.

Experimental records, including experimental diagrams, data, and procedures, are kept concurrently with experimentation.

Tables and graphs are used to interpret, organize, and clarify experimental observations, possible explanations, and models for phenomena being observed.

The average for a set of data is a valid way to estimate the true value.

The spread in the set of data is an indication of the error in the measurement (a large spread indicates a large error and a small spread indicates a small error).

Knowledge

The difference between the accepted value and the measured value is the uncertainty or error.

Measurements are always recorded with appropriate SI units.

Calculations are made using appropriate SI units.

Results of calculations or analysis of data is reported in appropriate numbers of significant digits.

Calculate average values and compare to theoretical values.

Data is organized into tables and graphed when involving dependent and independent variables.

Skills

Determine percent error from experimental and theoretical values.

Measure displacement, time, mass, volume, temperature, heat exchange, energy transformations, motion, and electric charge.

Follow safe practices in all laboratory procedures.


Revised Summer 2004

Resources: Textbook Correlation Websites Activities

1.1 Conceptual Physics Appendix A: Units of Measurement; Appendix B: Working with Units in Physics

Problem-Solving Exercises in Physics Appendix A: Working with Numbers

1.2 Conceptual Physics Appendix B: Working with Units in Physics

1.5 Conceptual Physics Appendix B: Working with Units in Physics

Problem-Solving Exercises in Physics Appendix A: Working with Numbers

1.7 Problem-Solving Exercises in Physics Appendix A: Working with Numbers

Conceptual Physics companion website: http://www.phschool.com/science/cpsurf/ mechanics/1_1lear.html

http://www.psrc-online.org Physical Science Resource Center: Good source of demos and labs - many are online. http://www.physics.umd.edu/lecdem/ University of Maryland Physics Lecture-Demonstration Facility Demonstration Index Physics Tutoring in Measurements: http://www.slcc.edu/schools/hum_sci/physics/ tutor/2210/measurements/index.html

1.2 Scientific Notation Packet Practice Problems, Scientific Notation by R. Reisenweaver. The Green Pea Analogy, Adapted from Fundamental Chemistry, Andrews and Kokes, by R. Reisenweaver.

1.3 Additional Design Detective Scenarios 6-9, by R. Keffert Paper airplane activity, Students and Research, Cothron, et al, 1993. pp 3-6.

Design Detective, Students and Research, Cothron, et al, 1993. p. 13.

1.4 Data Recording and Graphing Skills. Adapted from Merrill Physics, P&P, Teacher Resource Book, 1986, 5-16 by R. Keffert.

1.5 Conversion Factors and Constants handout Unit Conversions Using Factor-Label Method worksheet

1.7 Significant Figures rules handout Significant Figures Practice worksheet Significant Digits worksheet "Calipers". PIL, Minilab, by R. Keffert.

1.8 Accuracy and Precision worksheet Reaction Time Lab

http://www.phschool.com/science/cpsurf/ mechanics/1_1lear.htmlhttp://www.phschool.com/science/cpsurf/ mechanics/1_1lear.htmlhttp://www.slcc.edu/schools/hum_sci/physics/ tutor/2210/measurements/index.htmlhttp://www.slcc.edu/schools/hum_sci/physics/ tutor/2210/measurements/index.html


Revised Summer 2004


Virginia Standard: PH.2 The student will investigate and understand how to analyze and interpret data. Key concepts include

a) a description of a physical problem is translated into a mathematical statement in order to find a solution; b) relationships between physical quantities are determined using the shape of a curve passing through experimentally obtained data; c) the slope of a linear relationship is calculated and includes appropriate units; d) interpolated, extrapolated, and analyzed trends are used to make predictions; and e) analysis of systems employs vector quantities utilizing trigonometric and graphical methods.

Hanover Objective(s): 2.1 Demonstrate the ability to manipulate algebraic equations to test the validity of an equation. 2.2 Recognize linear, quadratic, and inverse relationships, and calculate the slope of a linear relationship. 2.3 Apply inferential statistical tests to evaluate experimental data. 2.4 Interpret position - time graphs for constant and changing motion, negative values, and varying slopes. 2.5 Interpret velocity - time graphs for constant and changing motion. 2.6 Be able to calculate the area under the curve of a velocity - time graph and interpret it as the displacement. 2.7 Employ the trigonometry of right triangles and integrate components into algebraic equations. 2.8 Analyze position-time graph, velocity-time graph, and acceleration-time graph for trends and use to make predictions. 2.9 Show an ability to add vectors by the graphical method.

Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills Mathematics is a tool used to explain and describe phenomena.

Dimensional analysis is the verification of the appropriateness of the units. (This can be used as a consistency check in calculations as well as in experiments.)

Graphing is used to reveal relationships and important features

of data.

Predictions are made from trends based on the data.

All experimental data does not follow a linear relationship.

Knowledge

The shape of the curve is used to determine the relationship of the plotted quantities.

A physical phenomena or events can often be described in mathematical terms (an equation or inequality).

Skills

Recognize linear and non-linear relationships from graphed data.

Draw the appropriate straight line through a set of experimental data points and determine the slope with appropriate SI units.

Use dimensional analysis to solve problems.

Combine vectors and resolve vectors into components using graphical methods that place scaled vectors head-to-tail.

Sketch vector diagrams and trigonometrically solve for the components.

Sketch the components of a vector and trigonometrically solve for the resultant.


Revised Summer 2004


2.2 Conceptual Physics Section 2.7: Graphs of Motion



2.7 Problem-Solving Exercises in Physics Appendix A: Working with Numbers


2.9 Conceptual Physics Section 3.1: Vector & Scalar Quantities; Section 3.2: Velocity Vectors; Section 3.3: Components of Vectors; Section 4.8: Vector Addition of Forces

Conceptual Physics companion website on linear motion: http://www.phschool.com/science/cpsurf/ mechanics/1_2lear.html

Conceptual Physics companion website on Vectors and Projectile Motion: http://www.phschool.com/science/cpsurf/ mechanics/1_3lear.html

2.2 Types of Equations and Their Graphs worksheet

2.3 Regression Using the TI82 class exercise Regression Homework worksheet Data Recording & Graphing Skills". Adapted from, Merrill Physics, P & P, Teacher Resource Book, 1986, pp. 5-16, by Rich Keffert.

2.4 Creating Position vs Time Graphs CBL Lab Series of graphing worksheets

Conceptual Graphing, with Motion Detector, Activity 5. Motion Dectector Demos, Use Programs Dtmatch or MatchIt with CBL, Motion Detector and Overhead. Practice Worksheets, Introduction to Motion and Graphing Velocity. Graphing Velocity, practice worksheet by R. Risenweaver. Bounce! (Bounce 82. P1L) by Rich Keffert.

2.5 Series of graphing worksheets 2.6 Series of graphing worksheets 2.7 Graphical Analysis for Motion in 1-

dimension, practice worksheet by R. Risenweaver.

http://www.phschool.com/science/cpsurf/ mechanics/1_3lear.htmlhttp://www.phschool.com/science/cpsurf/ mechanics/1_3lear.html


Revised Summer 2004

2.9 Vectors: Head to Tail Method, practice worksheet by R. Reisenweaver. Vectors Laboratory (Forcvect,P1L), by R. Keffert. Vectors Addition Problems (Vectors1.P1W), by R. Keffert. Vectors Worksheet (Vectconc.P1W), R. Keffert. Lab: Force Vectors Minilab Trig Practice and Data Analysis Bomb Disposal Duty


Revised Summer 2004


Virginia Standard: PH.3 The student will investigate and understand how to demonstrate scientific reasoning and logic. Key concepts include

a) analysis of scientific sources to develop and refine research hypotheses; b) analysis of how science explains and predicts relationships; c) evaluation of evidence for scientific theories; d) examination of how new discoveries result in modification of existing theories or establishment of new paradigms; and e) construction and defense of a scientific viewpoint (the nature of science).

Hanover Objective(s): 3.1 Using a current literature review of primary sources, develop background information pertaining to a particular topic about which

conclusions will be drawn. 3.2 Collect and analyze experimental data to predict relationships. 3.3 Compare and contrast experimental data analysis to background information to justify findings. Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills Experimentation may support a hypothesis, falsify it, or lead to

new discoveries.

The hypothesis may be modified based upon data and analysis.

A careful study of prior reported research is a basis for the formation of the research hypothesis.

A theory is a comprehensive and effective explanation of a set of phenomena, which is well supported by experimentation and observation.

Science is a human endeavor, and relies on human qualities such as reasoning, insight, energy, skill and creativityas well as on intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.

Knowledge

Relativity and quantum mechanics are recent examples of paradigm shifts in theoretical physics.

The change from an earth-centered to a sun-centered model of the solar system is an example of a paradigm shift.

Identify and explain the interaction between human nature and the scientific process.

Resources:

Textbook Correlation Websites Activities

Conceptual Physics: Chapter 1

Conceptual Physics companion website: http://www.phschool.com/science/cpsurf/ mechanics/1_1lear.html

Next-Time Questions 1-1 Laboratory Manual Activity 1: Making Hypothesis Concept Development Practice Book 1-1: Making Hypotheses



Revised Summer 2004


Virginia Standard: PH.4 The student will investigate and understand how applications of physics affect the world. Key concepts include

a) examples from the real world; and b) exploration of the roles and contributions of science and technology.

Hanover Objective(s): 4.1 Identify the contributions, discoveries, and inventions of scientists who have influenced the advancement of the sciences and society. 4.2 Identify and describe current research in the sciences as it pertains to principles being studied. Related Standard(s): Curriculum Framework:

Essential Understandings Essential Knowledge and Skills Physics discoveries, both theoretical and experimental, result in

advancements in communication, medicine, transportation, commerce, exploration, and technology.

Knowledge

Journals, books, Internet, and other sources are used in order to identify key contributors and their contributions to physics as well as their impact on the real world.

Resources:

Textbook Correlation Websites Activities Conceptual Physics Chapter 1 Conceptual Physics companion website:

http://www.phschool.com/science/cpsurf/ mechanics/1_1lear.html

4.2 Is My Electric Blanket Killing Me? Article from Tribune Review.



Revised Summer 2004


Virginia Standard: PH. 5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and

experimental processes. Key concepts include: a) Linear motion; b) Uniform circular; c) Projectile motion; d) Newtons laws of motion; e) Gravitation; f) Planetary motion; g) Work, power, and energy.

Hanover Objective(s): 5.1 Solve motion problems in one and two dimensions utilizing trigonometry. 5.2 Distinguish scalar from vector quantities. 5.3 Distinguish distance from displacement. 5.4 Define, using examples, and/or calculate instantaneous, average, initial and final velocities. 5.5 Define, using examples, and/or calculate acceleration, both positive and negative. 5.6 Recognize situations with zero velocity with nonzero acceleration and vice versa. 5.7 Write the equations relating distance velocity, and acceleration, and be able to use them in the solution of problems. 5.8 Recognize situations with the acceleration due to gravity and be able to use this value in the acceleration equations. 5.9 State the conditions for equilibrium. 5.10 Resolve vectors into perpendicular components. Recognize the independence of perpendicular components. Apply to appropriate situations. 5.11 Given a projectile-type problem, write equations for the horizontal and vertical components of velocity and position as functions of time.

Solve for launch angle, velocities, time, and distance. 5.12 State Newtons laws of motion and use to problem solve. 5.13 Demonstrate an understanding of the nature of frictional forces. Be able to use the coefficient of friction in solving problems. 5.14 Draw a fully labeled free-body diagram showing all the forces on the body.


Revised Summer 2004

5.15 Apply Newtons law of gravitation to calculate the force that one spherical mass exerts on another. 5.16 Apply Newtons second law to circular motion and celestial mechanics. 5.17 Calculate work for force and distance. 5.18 Utilize the relationship between work and power. Related Standard(s): Curriculum Framework:

Essential Understandings Essential Knowledge and Skills Linear motion graphs include

displacement (d) vs. time (t) velocity (v) vs. time (t) acceleration (a) vs. time (t)

Position, displacement, velocity, and acceleration are vector quantities.

The concept of motion is described in terms of position, displacement, velocity, acceleration, and their dependence on time.

Graphical analysis is used as a representation of motion.

Horizontal and vertical components of the motion of a projectile are independent of one another.

In a uniform vertical gravitational field with negligible air resistance, a projectile moves with constant horizontal velocity and constant vertical acceleration.

An object moving uniformly along a circle moves with a constant speed and with acceleration directed toward the center of the circle.

Knowledge

Velocity is the change in distance divided by the change in time.

A straight-line, position-time graph indicates constant velocity.

A straight-line, velocity-time graph indicates constant acceleration.

A horizontal line, velocity-time graph indicates zero acceleration.

The slope of a distance-time graph is the velocity.

The slope of a velocity-time graph is the acceleration.

Acceleration is the change in velocity divided by the change in time.

An object with no force acting on it moves with constant velocity.

The acceleration of a body is directly proportional to the net force on it and inversely proportional to its mass.

When one object exerts a force on a second object, the second exerts a force on the first that is equal in magnitude but opposite in direction.


Revised Summer 2004

Centripetal force is a true force acting on a body in circular motion while centrifugal force is a false force that describes the feeling experienced in centripetal acceleration.

Newtons three laws of motion are the basis for understanding the mechanical universe.

Newtons Law of Universal Gravitation describes the force that determines the motion of celestial objects.

The total force on a body can be represented as a vector sum of constituent forces.

Energy is the capacity to do work. Work and energy are expressed in the same units, but are not identical.

When work is done, energy converts from one form to another and energy is conserved.

Weight is the gravitational force acting on a body.

(Fw = mg)

Friction is a force that acts in a direction opposite the velocity.

For small angles of oscillation, a pendulum exhibits simple harmonic motion.

Newtons Law of Universal Gravitation can be used to determine the force between objects separated by a known distance, and the distance between objects with a known gravitational attraction.

Work is the product of the force exerted on an object and the distance the object moves in the direction of the force.

Power is the rate of doing work.

Work and energy are measured in Joules, which is a derived unit equal to a Nm or kgm2/s2.

Power is measured in Watts, which is a derived unit equal to J/s.

Skills

Construct and analyze displacement (d) vs. time (t), velocity (v) vs. time (t), and acceleration (a) vs. time (t) graphs.

Solve problems involving displacement, velocity, acceleration, and time in one and two dimensions (only constant acceleration).

Resolve vector diagrams involving distance and velocity.

Draw vector diagrams of a projectiles motion. Find range, trajectory, height of the projectile, and time of flight (uniform field, no air resistance).

Distinguish between centripetal and centrifugal force.


Revised Summer 2004

Qualitatively explain motion in terms of Newtons Laws.

Solve problems involving force (F), mass (m), and acceleration (a).

Solve problems related to free-falling objects including 2-D motion.

Solve problems using Newtons Law of Universal Gravitation

Solve problems using the coefficient of friction.

Solve problems involving multiple forces using free body diagrams.

Solve problems involving work, power, and energy.


Revised Summer 2004


5.1 Conceptual Physics Chapter 2: Linear Motion

5.2 Conceptual Physics Section 3.1: Vector and Scalar Quantities

Problem-Solving Exercises in Physics Section 2-1: Vectors and Scalars



Problem-Solving Exercises in Physics Section 1-1: Speed, Velocity & Acceleration



5.7 Problem-Solving Exercises in Physics Chapter 2: Motion


Problem-Solving Exercises in Physics Section 1-2: Free Fall

5.9 Conceptual Physics Section 4.7: Equilibrium When Net Force Equals Zero; Chapter 10: Center of Gravity

Introduction to Physics 1 - Mechanics: http://www.mcasco.com/p1intro.html A chatty introduction to mechanics including plenty of diagrams and interactive content. Suitable for those starting to study mechanics.

Conceptual Physics companion website on Vectors and Projectile Motion: http://www.phschool.com/science/cpsurf/ mechanics/1_3lear.html

Conceptual Physics companion website on Newton's first law: http://www.phschool. com/science/cpsurf/mechanics/1_4lear.html

Conceptual Physics companion website on Newton's second law: http://www.phschool. com/science/cpsurf/mechanics/1_5lear.html

Conceptual Physics companion website on Newton's third law: http://www.phschool. com/science/cpsurf/mechanics/1_8lear.html

Conceptual Physics companion website on circular motion: http://www.phschool. com/science/cpsurf/mechanics/1_9lear.html

Conceptual Physics companion website on center of gravity: http://www.phschool. com/science/cpsurf/mechanics/1_10lear.html

Conceptual Physics companion website on Universal Gravitation: http://www.phschool. com/science/cpsurf/mechanics/1_12lear.html

5.1 Motion in 1-Dimension, Additional Problems, by R. Reisenweaver.

5.4 Lab: Average and Instantaneous Velocity (Velocity. LAB), by R. Keffert. Uniform Acceleration worksheet

5.6 Classifying Motion lab Explosive Thrust and Free Fall lab

5.8 Bounce! (Bounce82.PIL) by Rich Keffert.

5.9 Center of Gravity. Laboratory by R. Reisenweaver; Spindly Structure. Design Challenge I, by R. Reisenweaver; Paper Span. Design Challenge II, by R. Reisenweaver; Earthquake Proof Structure. Design Challenge III, by R. Reisenweaver.

5.10 Concepts: 2D Motion. Worksheet by R. Keffert; Conceptual Questions, Projectile Motion. Worksheet by R. Reisenweaver; Additional Problems, Projectile Motion. Worksheet by R. Reisenweaver;

http://www.mcasco.com/p1intro.html


Revised Summer 2004

5.10 Conceptual Physics Section 4.8: Vector Addition of Forces

5.11 Conceptual Physics Chapter 3: Projectile Motion

Problem-Solving Exercises in Physics Chapter 2: Vectors and Projectiles

5.12 Conceptual Physics Chapter 4: Newtons First Law of Motion Inertia; Chapter 5: Newtons Second Law of Motion- Force and Acceleration; Chapter 6: Newtons Third Law of Motion Action and Reaction.

Problem-Solving Exercises in Physics Section 3-1: Forces and Acceleration; Section 3-3: Statics

5.13 Conceptual Physics Section 5.4: Friction

Problem-Solving Exercises in Physics Section 3-2: Friction

5.14 Conceptual Physics page 64

Concept-Development Practice Book page 24

5.15 Conceptual Physics Chapter 12: Universal Gravitation; Chapter 13: Gravitational Interactions; Chapter 14: Satellite Motion

Conceptual Physics companion website on satellite motion: http://www.phschool. com/science/cpsurf/mechanics/1_14lear.html Physics for Beginners http://physics.webplasma.com/physicstoc.html The Science of Baseball http://www.exploratorium.edu/baseball/ Free Fall & Terminal Velocity http://people.bu.edu/apopelka/skydive.htm The Science of Ice Hockey http://www.exploratorium.edu/hockey/index.html Ballistic Simulator http://www.csm.ornl.gov/java/book/applets/Cannon/

Greatest Distance Projectile. Worksheet by R. Reisenweaver.

5.11 Projectile Motion Laboratory (prjectil. LAB), by R. Keffert; Conceptual Questions, Projectile Motion. Worksheet by R. Reisenweaver; Additional Problems, Projectile Motion. Worksheet by R. Reisenweaver. Some Projectile Practice Problems (with no angles)

5.12 Conceptual Questions, Forces. Worksheet by R. Reisenweaver. Getting Pushy, Conceptual Physics Lab Manual: Activity 11.

5.13 Friction Exploration (Friction. APL) by R. Keffert; Conceptual Questions, Forces. Worksheet by R. Keffert.

5.14 Free-Body Diagrams. Worksheet from The Physics Teacher, Vol. 31, Feb. 1993, AAPT. Additional Problems, Applications of Newtons Second Law. Worksheet by R. Reisenweaver. Center of Gravity. Laboratory by R. Reisenweaver.

http://www.phschool. com/science/cpsurf/mechanics/1_14lear.htmlhttp://www.phschool. com/science/cpsurf/mechanics/1_14lear.htmlhttp://physics.webplasma.com/physicstoc.htmlhttp://www.exploratorium.edu/baseball/http://people.bu.edu/apopelka/skydive.htmhttp://www.exploratorium.edu/hockey/index.htmlhttp://www.csm.ornl.gov/java/book/applets/Cannon/


Revised Summer 2004

Problem-Solving Exercises in Physics Chapter 7: Law of Universal Gravitation

5.16 Conceptual Physics Chapter 9

Problem-Solving Exercises in Physics Section 6-1: Centripetal Acceleration and Force

5.17 Conceptual Physics Section 8-1: Work

Problem-Solving Exercises in Physics Section 5-1: Work and Power

5.18 Conceptual Physics Section 8-1: Work; Section 8-2: Power

Problem-Solving Exercises in Physics Section 5-1: Work and Power

5.15 Physics 1 Worksheet: Circular Motion and Gravitation (Grav.P1W) by R. Keffert. Apparent Weightlessness, Conceptual Physics Lab Manual: Activity 38.

5.16 Physics 1 Worksheet: Circular Motion and Gravitation (Grav.P1W) by R. Keffert; AP Physics 1: Laboratory investigation, Centripetal Force, (Circmot2.P1W), by R. Keffert; Physics 1 Concepts Review: Circular Motion (Cnptg&c.P1W), Worksheet by R. Keffert; Physics Quiz: Circular Motion & Weightlessness, by R. Keffert. FreeBody Diagrams: Circular Motion

5.18 Your Work, Power and Horsepower lab


Revised Summer 2004


Virginia Standard: PH.6 The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved. Key concepts

include a) kinetic and potential energy; b) elastic and inelastic collisions; and c) electric power.

Hanover Objective(s): 6.1 Define energy; give relationship between work and energy; define and calculate the two forms of energy: kinetic and gravitational potential. 6.2 Relate work to kinetic and gravitational potential energy. 6.3 State the law of conservation of energy; solve problems involving energy transfers. 6.4 Define linear momentum and impulse. 6.5 Describe the difference between elastic and inelastic collisions and how energy and momentum are affected in both types. Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills Kinetic energy is energy of motion.

Potential energy is energy due to an objects position or state.

For elastic collisions, total momentum and total kinetic energy are conserved.

For inelastic collisions, total momentum is conserved and some kinetic energy is transformed to other forms of energy such as heat.

Quantities such as energy and momentum are conserved when they are exchanged or transformed, and their total remains the same.

Electrical charge moves through electrical circuits and is conserved.

Skills

Calculate potential and kinetic energy from theoretical and experimental situations.

Model conservation of energy and momentum using elastic and inelastic collisions.

Knowledge

Electric power (watt) is change in electrical energy divided by corresponding change in time.

Current (ampere) is the amount of charge that moves through a circuit element divided by the elapsed time.

Electric potential difference (voltage) is change in electric potential energy per unit charge.

In any system of electrical charge, electrical movement, or electrical interaction, both charge and energy are conserved.


Revised Summer 2004


6.1 Conceptual Physics Section 8.3: Mechanical Energy Problem-Solving Exercises in Physics Section 5-2: Energy

6.2 Conceptual Physics Section 8.4: Potential Energy; Section 8.5: Kinetic Energy. Problem-Solving Exercises in Physics Section 5-2: Energy

6.3 Conceptual Physics Section 8.6: Conservation of Energy Problem-Solving Exercises in Physics Section 5-2: Energy

6.4 Conceptual Physics Chapter 7: Momentum Problem-Solving Exercises in Physics Section 4-1: Impulse an Momentum

6.5 Conceptual Physics Chapter 7: Momentum Problem-Solving Exercises in Physics Section 4-2: Conservation of Momentum

Conceptual Physics companion website on momentum: http://www.phschool.com/science/cpsurf/ matter/2_17lear.html

Conceptual Physics companion website on energy: http://www.phschool.com/science/cpsurf/ matter/2_18lear.html

6.1 Work and Energy: Concepts Worksheet (W&ENRGY.P1W), by R. Keffert.

6.2 Making the Grade lab activity 21 6.3 Laboratory, Conversation of Energy, by ?

(handwritten). Verification of Conservation of Energy (ENRGYCON.P1L) adapted by R. Keffert from CBL lab manual.

6.4 Conceptual Questions, Momentum, Impulse, Conservation of Momentum. Worksheet by R. Reisenweaver. Conservation of Momentum, by ? (handwritten laboratory). Design Challenge IV, Egg Drop, by R. Reisenweaver. Momentum Activity

6.5 Physics 1 minilab: Resolving an Engineering Dilemma with Impulse (Pelton, P1L), by R. Keffert. Work and Energy: Concepts Worksheet (W&ENRGY.P1W), by R. Keffert. Design Challenge IV, Egg Drop, by R. Reisenweaver. Momentum Demonstrations. Handwritten sheet showing three demos, by ?.

http://www.phschool.com/science/cpsurf/ matter/2_17lear.htmlhttp://www.phschool.com/science/cpsurf/ matter/2_17lear.htmlhttp://www.phschool.com/science/cpsurf/ matter/2_18lear.htmlhttp://www.phschool.com/science/cpsurf/ matter/2_18lear.html


Revised Summer 2004

Other Resources: A Collision in Two Dimensions, PSSC Lab Guide, Activity 10. Velocity of a Softball, laboratory. Physics: P&P, Teacher Resource Book, Merrill, 1986, pp. 9-5.


Revised Summer 2004


Virginia Standard: PH.7 The student will investigate and understand properties of fluids. Key concepts include

a) density and pressure; b) variation of pressure with depth; c) Archimedes' principle of buoyancy; d) Pascal's principle; e) fluids in motion; and f) Bernoulli's principle.

Hanover Objective(s): 7.1 Demonstrate an understanding of the concept of pressure. 7.2 Demonstrate the ability to calculate pressure and total force. 7.3 Understand Pascals and Archimedes Principles and their applications. 7.4 Explain Bernoullis Principle and its applications. Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills Density of solids and liquids is measured using the same units.

The pressure of a fluid depends on the depth of the fluid not the shape or size of the container.

In a moving fluid, internal pressure and speed are inversely related.

Floating objects displace a volume of fluid that has a weight equal to the floating object.

Submerged objects displace a volume of fluid equal to the volume of the submerged object.

The buoyant force on an object is equal to the weight of the fluid displaced by that object.

Skills

Determine if a given object will float or sink in water given its mass and volume or dimensions.

Explain phenomenon applying the appropriate principle.

The flight of a curve ball

The flight of a golf ball.

The factors that allow airplanes to fly.

Humans sink as they exhale while in water.


Revised Summer 2004


7.1 Conceptual Physics Section 5.5: Applying Force Pressure

Problem-Solving Exercises in Physics Section 3-4: Pressure

Conceptual Physics Section 18.2: Density

Problem-Solving Exercises in Physics Section 9-1: Density

7.2 Conceptual Physics Section 19.1: Liquid Pressure; Section 20.1: The Atnosphere; Section 20.2: Atmospheric Pressure

7.3 Conceptual Physics Section 19.2: Buoyancy; Section 19.3: Archimedes Principle; Section 19.4: Does It Sink, or Does It Float?; Section 19.5: Flotation; Section 19.6: Pascals Principle; Section 20.6: Buoyancy of Air

Problem-Solving Exercises in Physics Section 9-3: Liquids

7.4 Conceptual Physics Section 20.7: Bernoullis Principle; Section 20.8: Applications of Bernoullis Principle

How Stuff Works on airplanes: http://www.howstuffworks.com/airplane.htm

Aerodynamics (NASA): http://www.lerc.nasa.gov/WWW/K-12/airplane/short.html

Airplanes: How They Fly. A basic introduction, with line drawings: http://www.gleim.com/aviation/howtheyfly.php

Principles of Aeronautics. Mythology, history, fundamentals, atmosphere, propulsion, structures and controls, vehicles - this site's got it all, highly detailed and beautifully presented: http://wings.avkids.com/Book/instructor.html

Theory of Flight. Detailed. Part of an aeronautics course designed for college students by the Aeronautics Learning Laboratory for Science Technology and Research (ALLSTAR): http://www.allstar.fiu.edu/aerojava/FlightTheory.htm

Conceptual Physics companion website on liquids: http://www.phschool.com/science/cpsurf/matter/2_19lear.html

Conceptual Physics companion website on gases: http://www.phschool.com/science/cpsurf/matter/2_20lear.html

7.1 Can crush demo/ inquiry lab 7.3 Minilab 18: Pressure Varies

with Depth Minilab 19: Cup and Card Minilab 20: Penny Barge

7.4 Flight Illustrations Minilab 15: Barnaby Minilab 16: Bernoulli Demos

http://www.howstuffworks.com/airplane.htmhttp://www.lerc.nasa.gov/WWW/K-12/airplane/short.htmlhttp://www.lerc.nasa.gov/WWW/K-12/airplane/short.htmlhttp://www.gleim.com/aviation/howtheyfly.phphttp://wings.avkids.com/Book/instructor.htmlhttp://www.allstar.fiu.edu/aerojava/FlightTheory.htmhttp://www.phschool.com/science/cpsurf/matter/2_19lear.htmlhttp://www.phschool.com/science/cpsurf/matter/2_20lear.html


Revised Summer 2004


Virginia Standard: PH 8 The student will investigate and understand that energy can be transferred and transformed to provide usable work. Key concepts include

a) transformation of energy among forms, including mechanical, thermal, electrical, gravitational, chemical, and nuclear; and b) efficiency of systems.

Hanover Objective(s): 8.1 Discuss ways in which various forms of energy can be transformed. 8.2 Using the law of conservation of energy solve problems relating KE, GPE, Thermal energy and electric potential energy. 8.3 Compute the efficiency of simple machines. Related Standard(s): Curriculum Framework:

Essential Understandings Essential Knowledge and Skills Energy can be transformed from one form to another. (Example:

Falling water turns turbines, which generates electricity and produces heat and light in a classroom.)

Efficiency of a machine is the ratio of output work to input work.

Skills

Illustrate that energy can be transferred from one form to another using examples from everyday life and technology.

Calculate efficiency by identifying the useful energy in a process.

Qualitatively identify the various forms of energy transformations in simple demonstrations.


Revised Summer 2004


8.1 Conceptual Physics Pages 109-110, 116-117

8.2 Conceptual Physics Section 8.6: Conservation of Energy

8.3 Conceptual Physics Section 8.8: Efficiency

Problem-Solving Exercises in Physics Section 5-3: Machines and Efficiency (efficiency part only)

Conceptual Physics companion website on energy: http://www.phschool.com/science/cpsurf/ mechanics/1_8lear.html

See PH.6 resources.

8.3 Racetrack Efficiency lab



Revised Summer 2004


Virginia Standard: PH.9 The student will investigate and understand how to use models of transverse and longitudinal waves to interpret wave phenomena. Key

concepts include a) wave characteristics (period, wavelength, frequency, amplitude and phase); b) fundamental wave processes (reflection, refraction, diffraction, interference, polarization, Doppler effect); and c) light and sound in terms of wave models.

Hanover Objective(s):

9.1 Apply the theory of simple harmonic motion to pendulum and mass on a string motion. 9.2 Distinguish between longitudinal and transverse waves. 9.3 Define wavelength and frequency; state the equation defining the relationship between speed, wavelength, and frequency; solve problems

using the equation. 9.4 Define the dependence of the speed of a wave on the medium. 9.5 Discuss the behavior of waves at the boundaries between media. 9.6 State the principle of superposition; define constructive and destructive interference. 9.7 Define node and antinode as they relate to resonance. 9.8 State the law of reflection. 9.9 Define diffraction. 9.10 List the properties of sound waves using the terms pitch and intensity or loudness. 9.11 Relate the Doppler effect to everyday situations. 9.12 Recognize the source of beat notes, define overtones. 9.13 Demonstrate an understanding of the polarization of light. 9.14 Define refraction, predict the bending of light as it crosses a boundary. Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills Mechanical waves transport energy as a traveling disturbance in

a medium.

In a transverse wave, particles of the medium move in a direction perpendicular to the direction the wave travels.

In a longitudinal wave, particles of the medium move in a direction parallel to the direction the wave travels.

For harmonic waves, velocity equals the product of the frequency and the wavelength.

Frequency and period are reciprocals of each other.

Waves are reflected and refracted when they encounter a change in medium or a boundary.

The overlapping of two or more waves results in constructive or destructive interference.

Polarizing filters can transmit one direction of polarized light and block the other.

When source and observer are in relative motion, a shift in frequency occurs (Doppler shift).

Sound is a longitudinal wave that travels through matter.

Light is an electromagnetic wave (transverse) that can travel through matter as well as a vacuum.

Knowledge

Period, wavelength, and frequency are measured in seconds, meters, and Hertz.

Reflection is the change of direction of the wave in the original medium.

Refraction is the change of direction (bending) of the wave in the new medium.

Diffraction is the spreading of a wave around a barrier or an aperture.

Pitch of a note is determined by frequency of the sound wave.

The color of light is determined by the frequency of the light wave.

As the amplitude of a sound wave increases, the loudness of the sound increases.

As the amplitude of a light wave increases, the brightness of the light increases.

Skills

Identify examples of longitudinal and transverse waves.

Differentiate between transverse and longitudinal waves using simple models (slinky, stadium waves).

Illustrate period, wavelength, and amplitude on a graphic representation of a harmonic wave.

Solve problems involving frequency, period, wavelength, and velocity.


Revised Summer 2004

Distinguish between waves that are in-phase and out-of-phase.

Graphically illustrate reflection and refraction of a wave when it encounters a change in medium or a boundary.

Graphically illustrate constructive and destructive interference.

Identify a standing wave using a string.


Revised Summer 2004


9.1 Conceptual Physics Section 25.1: Vibration of a Pendulum; Section 25.2: Wave Description; Section 18.3: Elasticiy

Problem-Solving Exercises in Physics Chapter 11: Simple Harmonic Motion

9.2 Conceptual Physics Section 25.5: Transverse Waves; Section 25.6: Longitudinal Waves

9.3 Conceptual Physics Section 25.2: Wave Description; Section 25.3: Wave Motion; Section 25.4: Wave Speed

Problem-Solving Exercises in Physics Section 12-1: Wave Motion

9.4 Conceptual Physics Section 24.5: Wave Speed

9.6 Conceptual Physics Section 25.7: Interference; Section 26.9: Interference

9.7 Conceptual Physics Section 25.8: Standing Waves; Section 26.7: Natural Frequency; Section 26.8: Resonance

Physics of Musical Instruments: http://physics.about.com/ library/weekly/aa110400a.htm

Interactive tutorial on refraction: http://schools.matter.org.uk/Content/Refraction/Default.htm

Interactive tutorial on interference of light waves: http://schools.matter.org.uk/Content/Interference/Default.htm

Conceptual Physics companion website on vibrations & waves: http://www.phschool.com/science/cpsurf/sound-light/4_25lear.html

Conceptual Physics companion website on sound: http://www.phschool.com/science/cpsurf/sound-light/4_26lear.html

Conceptual Physics companion website on light: http://www.phschool.com/science/cpsurf/sound-light/4_27lear.html

Conceptual Physics companion website on diffraction & interference: http://www.phschool.com/science/cpsurf/sound-light/4_31lear.html

9.2 Introduction to Waves: Slinky Mini-lab (wavlab0.APL). Lab using slinkies suspended from wires/ceiling, by R. Keffert. Homework, Characteristics of Waves. Worksheet by R. Reisenweaver.

9.3 Introduction to Waves: Slinky Mini-lab (wavlab0.APL). Lab using slinkies suspended from wires/ceiling, by R. Keffert. Homework, Characteristics of Waves. Worksheet by R. Reisenweaver. Lab: Determining the Speed of Sound in Air, by Resonance in a Tube. Lab by R. Keffert. Properties of Sound. Worksheet by R. Reisenweaver Physics 1: Review of Waves. Worksheet by R. Keffert.

9.4 Introduction to Waves: Slinky Mini-lab (wavlab0.APL). Lab using slinkies suspended from wires/ceiling, by R. Keffert. Mechanical Waves, movie (not a video). Available from Hanover Schools Central Media Center.

http://physics.about.com/ library/weekly/aa110400a.htmhttp://physics.about.com/ library/weekly/aa110400a.htmhttp://schools.matter.org.uk/Content/Refraction/Default.htmhttp://schools.matter.org.uk/Content/Interference/Default.htmhttp://www.phschool.com/science/cpsurf/sound-light/4_25lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_25lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_26lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_26lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_27lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_27lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_31lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_31lear.html


Revised Summer 2004

9.8 Conceptual Physics Chapter 29: Reflection & Refraction

9.10 Conceptual Physics Chapter 26: Sound

9.11 Conceptual Physics Section 25.9: The Doppler Effect

Problem-Solving Exercises in Physics Section 12-2: Doppler Effect

9.12 Conceptual Physics Section 26.10: Beats

9.13 Conceptual Physics Section 27.7: Polarization; Section 27.8: Polarized Light and 3D Viewing

9.14 Conceptual Physics Chapter 29: Reflection and Refraction

Measuring the Speed of Light With Chocolate

9.5 Slinky Lab. Lab using slinkies suspended from wires/ceiling, by R. Keffert. Homework, Waves at a Boundary. Worksheet by R. Reisenweaver. Physics 1: Review of Waves. Worksheet by R. Keffert.

9.6 Master pattern for concentric rings, to demonstrate interference on overhead projector (Instructions: make two transparencies from master and overlay them). Original pattern by N. Heinz, Lee-Davis High School. Graphing Calculator Wave Exercise Wave Superposition worksheet (Expanded Concept Development Practice Book worksheet) Slinky Lab. Lab using slinkies suspended from wires/ceiling, by R. Keffert. Worksheet for Waves: Reflection and Transmission, by R. Keffert. Physics 1: Review of Waves, Worksheet by R. Keffert.


Revised Summer 2004

9.8 Lab: Determining the Speed of Sound in Air, by Resonance in a Tube. Lab by R. Keffert. Standing Waves in Pipes worksheet

9.8 Homework, Waves at a Boundary. Worksheet by R. Reisenweaver. Physics 1: Review of Waves. Worksheet by R. Keffert. Law of Reflection of Light lab

9.9 Homework, Waves at a Boundary. Worksheet by R. Reisenweaver. Physics 1: Review of Waves. Worksheet by R. Keffert.

9.10 Properties of Sound. Worksheet by R. Reisenweaver.

9.14 Classwork, Refraction. Worksheet by R. Reisenweaver. Physics 1: Review of Waves. Worksheet by R. Keffert.


Revised Summer 2004


Virginia Standard: PH.10 The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena

ranging from radio waves through visible light to gamma radiation. Key concepts include a) the properties and behaviors of radio, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays; and b) current applications based on the wave properties of each band.

Hanover Objective(s):

10.1 State the wavelength and frequency range of light as an electromagnetic wave. 10.2 Rank order by wavelength or frequency the types of electromagnetic waves, and list applications for each. 10.3 Identify electromagnetic waves by the corresponding wavelength or frequency. Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills Frequency, wavelength, and energy vary across the entire

electromagnetic spectrum.

Knowledge

The long wavelength, low frequency portion of the electromagnetic spectrum is used for communication (e.g., radio, TV, cellular phone).

Medium wavelengths (infra-red) are used for heating and night vision enhancing devices.

Visible light comprises a very narrow portion of the electromagnetic spectrum.

Ultra-violet wavelengths (shorter than the visible spectrum) are responsible for sunburn.

X-rays and gamma rays are the highest frequency, shortest wavelength, and primarily used for medical purposes.

Resources:

Textbook Correlation Websites Activities 10.1 Conceptual Physics Section 27.3:

Electromagnetic Waves; Section 37.8: Electromagnetic Waves

10.2 Conceptual Physics Section 27.3: Electromagnetic Waves

10.3 Conceptual Physics Section 27.3: Electromagnetic Waves

10.2 Master for Electromagnetic Spectrum.


Revised Summer 2004


Virginia Standard: PH.11 The student will investigate and understand how light behaves in the fundamental processes of reflection, refraction, and image formation

in describing optical systems. Key concepts include a) application of the laws of reflection and refraction; b) construction and interpretation of ray diagrams; c) development and use of mirror and lens equations; and d) predictions of type, size, and position of real and virtual images.

Hanover Objective(s): 11.1 Construct and interpret a ray diagram produced by a plane mirror. 11.2 State and apply Snells law. 11.3 Relate the index of refraction to the speed of light in the medium. 11.4 Explain total internal reflection and the critical angle. 11.5 Construct and interpret ray diagrams to locate images produced by a concave or convex mirror. 11.6 Distinguish between real and virtual images. 11.7 Distinguish between converging and diverging lenses. Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills The ray model of light can be used to understand the behavior of

optical systems.

Light incident on a smooth plane surface is reflected such that the angle of incidence equals the angle of reflection.

Light incident on a smooth surface is refracted (transmitted) in such a manner that the ratio of the sine of the angle of incidence and the sine of the angle of refraction equals a constant.

The mirror and thin lens equation can be used to calculate the position of the object or image based on the focal length of the mirror or lens.

Knowledge For a converging lens, the focal point is the point at which a

beam of light parallel to the principal axis converges.

For a diverging lens, the focal point is the point from which a beam of light parallel to the principal axis appears to originate.

A real image is formed by converging lights rays and can be displayed on a screen.

A virtual image can be seen by an observer but cannot be projected on a screen because the light does not actually emanate from the image.

The focal point is the point at which rays converge or from which they appear to diverge in a lens or mirror.

The index of refraction is the ratio of the speed of light in a vacuum to the speed of light in the medium.

Skills

Investigate propagation, refraction, and reflection using the ray model of light.

Construct ray diagrams to verify the laws of reflection and refraction.

Solve problems dealing with object and image distance, object and image size, and focal length using the lens and mirror equations.

Illustrate characteristics of a real and a virtual image using examples (lens and mirrors).


Revised Summer 2004

Identify the type of image (real, virtual, and size) formed by convex mirrors and by concave mirrors when the object is located at varying locations (inside the focal point, at the focal point, at twice the focal point, and beyond twice the focal point).

Identify the type of image (real, virtual, and size) formed by concave lens and by convex lens when the object is located at varying locations (inside the focal point, at the focal point, at twice the focal point, and beyond twice the focal point).


Revised Summer 2004


11.1 Problem-Solving Exercises in Physics Section 13-2: Reflection

11.2 Conceptual Physics Section 29.8: Refraction of Light

Problem-Solving Exercises in Physics Section 13-3: Refraction

11.3 Conceptual Physics Section 29.8: Refraction of Light

Problem-Solving Exercises in Physics Section 13-3: Refraction

11.4 Conceptual Physics Section 29.12: Total Internal Reflection

11.6 Conceptual Physics Section 30.2: Image Formation by a Lens; Section 30.4: Image Formation Summarized

11.7 Conceptual Physics Section 30.1 Converging and Diverging Lenses; Section 30.3: Constructing Images Through Ray Diagrams

Conceptual Physics companion website on reflection & refraction: http://www.phschool.com/science/cpsurf/sound-light/4_29lear.html Conceptual Physics companion website on lenses: http://www.phschool.com/science/cpsurf/sound-light/4_30lear.html From Lenses to Optical Instruments http://funsci.com/fun3_en/lens/lens.htm Optics for Kids http://www.opticalres.com/kidoptx.html Physics Tutoring in Optical Instruments: Mirrors and Lenses http://www.slcc.edu/schools/hum_sci/physics/ tutor/2220/optical_instruments/

11.2 Snells Law lab 11.3 Refractive Index worksheet 11.4 Total Internal Reflection worksheet 11.5 Ray Tracing Techniques, Mirrors.

Handout by R. Reisenweaver. Classwork/Homework, Image Formations of Mirrors and Lenses Using Ray Diagrams and Mirror/Lens Equations, by R. Reisenweaver. Lab: Images Formed by Concave Mirrors, by R. Keffert. Spherical Mirrors activity Forming Images With a Concave Mirror activity Formation of Images with Concave Mirror practice exercise

11.6 Lab: Images Formed by Concave Mirrors, by R. Keffert. Physics 1 Worksheet: Formation of Images by Concave Mirrors, by R. Keffert.

11.7 Laboratory Images Formed by a Convex Lens, by R. Reisenweaver.

http://www.phschool.com/science/cpsurf/sound-light/4_29lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_29lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_30lear.htmlhttp://www.phschool.com/science/cpsurf/sound-light/4_30lear.htmlhttp://funsci.com/fun3_en/lens/lens.htmhttp://www.opticalres.com/kidoptx.htmlhttp://www.slcc.edu/schools/hum_sci/physics/ tutor/2220/optical_instruments/http://www.slcc.edu/schools/hum_sci/physics/ tutor/2220/optical_instruments/


Revised Summer 2004


Virginia Standard: PH.12 The student will investigate and understand how to use the field concept to describe the effects of gravitational, electric, and magnetic

forces. Key concepts include a) inverse square laws (Newtons law of universal gravitation and Coulombs law); and b) operating principles of motors, generators, transformers, and cathode ray tubes.

Hanover Objective(s): 12.1 Compare and contrast the formulas for gravitational and electric fields, with respect to the inverse square law. 12.2 Determine the force that acts between point charges, and describe the electric field of a single point charge. 12.3 Define electric field in terms of the force on a test charge. 12.4 Calculate the magnitude and direction of the force on a positive or negative charge in a field. 12.5 Analyze the motion of a charged particle and mass in a uniform electric field. 12.6 Determine the force that one spherical mass exerts on another. 12.7 Determine the strength of the gravitational field at a point outside a spherical mass. 12.8 Calculate the magnitude and direction of the magnetic force in terms of q, V, and B. 12.9 Deduce the direction of magnetic field from information about the forces experienced by charged particles moving through the field. 12.10 Explain the generation of current by a rotating armature in an electric generator. 12.11 Explain how transformers increase and decrease voltage and perform calculations.

Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills The force found from Newtons Law and Coulombs Law is

dependent on the inverse square of the distance between two objects.

The electrostatic force (Coulombs Law) can be either repulsive or attractive, depending on the sign of the charges.

The gravitational force (Newtons Law) is always an attractive force.

The interaction of two particles can be described as a two-step process: the creation of a field by one of the particles and the interaction of the field with the second particle.

Knowledge Newtons Law of Universal Gravitation: Every particle in the

universe attracts every other particle in the universe. F = G (m1m2)/r2. (F is force, G is universal gravitation constant, m is mass of the two particles, and r is the distance between them.)

Coulombs Law: The magnitude F of the electrostatic force exerted by one point charge on another point charge is directly proportional to the magnitudes of q1 and q2 of the charges and inversely proportional to the square of the distance r between them:

F = k (q1q2)/r2.

The rotation of the coil of a motor or a generator through a magnetic field is used to transfer energy.


Revised Summer 2004


12.1 Conceptual Physics Section 32.3: Coulombs Law

12.2 Conceptual Physics Section 32.1: Electrical Forces and Charges; Section 32.3: Conservation of Charge

12.3 Conceptual Physics Chapter 33: Electric Fields and Potentials

12.4 Problem-Solving Exercises in Physics Section 15-1: Electrostatic Force

12.5 Problem-Solving Exercises in Physics Section 15-1: Electrostatic Force

12.6 Conceptual Physics Chapter 12: Universal Gravitation


12.7 Conceptual Physics Chapter 12: Universal Gravitation


12.8 Conceptual Physics Chapter 36: Magnetism

Problem-Solving Exercises in Physics Section 17-1: Magnetic Forces and Fields

12.9 Conceptual Physics Chapter 36: Magnetism

Conceptual Physics companion website for Electrostatics: http://www.phschool.com/science/cpsurf/elec-mag/5_32lear.html

Conceptual Physics companion website for Electric Fields: http://www.phschool.com/science/cpsurf/elec-mag/5_33lear.html

Conceptual Physics companion website for Magnetism: http://www.phschool.com/science/cpsurf/elec-mag/5_36lear.html

Conceptual Physics companion website for Electromagnetic Induction: http://www.phschool.com/science/cpsurf/elec-mag/5_37lear.html

Conceptual Physics companion website on gravitational interactions: http://www.phschool.com/science/cpsurf/ mechanics/1_13lear.html

12.2 Homework, Coulombs Law, Many Charges. Worksheet by R. Reisenweaver.

12.4 Homework, Coulombs Law, Many Charges. Worksheet by R. Reisenweaver Electric Field Lines worksheet

Other Resources: Static Electricity Crossword, by R. Keffert Lab: Exploring Electrical Charge (estatics.LAB), R. Keffert. Laboratory, Law of Electrostatics, by R. Reisenweaver. Electrostatics: Worksheet (estats.P1W), by R. Keffert.

http://www.phschool.com/science/cpsurf/elec-mag/5_32lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_32lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_33lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_33lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_36lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_36lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_37lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_37lear.htmlhttp://www.phschool.com/science/cpsurf/ mechanics/1_13lear.htmlhttp://www.phschool.com/science/cpsurf/ mechanics/1_13lear.html


Revised Summer 2004

Problem-Solving Exercises in Physics Section 17-1: Magnetic Forces and Fields

12.10 Conceptual Physics Chapter 37: Electromagnetic Induction

12.11 Conceptual Physics Section 37.5: Transformers

Problem-Solving Exercises in Physics Section 17-2: Transformers


Revised Summer 2004


Virginia Standard: PH.13 The student will investigate and understand how to diagram and construct basic electrical circuits and explain the function of various

circuit components. Key concepts include a) Ohms law; b) series, parallel, and combined circuits; and c) circuit components including resistors, batteries, generators, fuses, switches, and capacitors.

Hanover Objective(s): 13.1 Identify on a circuit diagram series and parallel resistors. 13.2 Determine the relationship of the voltages across resistors in series or parallel. 13.3 Calculate the equivalent resistance of two or more resistors connected in series or parallel or of a combination of resistors in parallel and

series. 13.4 Design a simple series &/or parallel circuit. 13.5 Draw a schematic of a series and parallel circuit using conventional symbols. 13.6 Calculate the terminal voltage of a battery of specified EMF and internal resistance from which a known current if flowing. 13.7 Apply Ohms Law and Kirchhoffs rule to DC circuits to determine a unknown current, voltage, or resistance. 13.8 Demonstrate correct methods of connecting meters into circuits in order to measure voltage or current. 13.9 Calculate the power of different electrical devices and the cost per kW-h. Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills Current is the flow of electrical charge.

Voltage in a circuit provides the energy that drives the current.

Elements in a circuit are positioned relative to other elements either in series or parallel.

Knowledge According to Ohms Law, the resistance equals the voltage

divided by the current.

Voltage difference is change in electrical potential energy per unit charge.

Skills

Recognize a series and a parallel circuit.

Apply Ohms law to a series and a parallel circuit.

Assemble simple circuits composed of batteries and resistors in series and in parallel.

Solve simple circuits using Ohms Law.


Revised Summer 2004


13.1 Conceptual Physics Chapter 35: Electric Circuits






13.7 Conceptual Physics Section 34.4: Electric Resistance; Section 34.5: Ohms Law; Chapter 35: Electric Circuits Problem-Solving Exercises in Physics Section 16-1: Current and Resistance; Section 16-4: Series and Parallel Circuits

13.8 Conceptual Physics Section 34.11: Electric Power

Problem-Solving Exercises in Physics Section 16-3: Power

Interactive tutorial on capacitors: http://schools.matter.org.uk/Content/Capacitors/Default.htm

Interactive tutorial on resistors in series and parallel: http://schools.matter.org.uk/Content/Resistors/Default.htm

Conceptual Physics companion website for Electric Current: http://www.phschool.com/science/cpsurf/elec-mag/5_34lear.html Conceptual Physics companion website for Electric Circuits: http://www.phschool.com/science/cpsurf/elec-mag/5_35lear.html Theater of Electricity http://www.mos.org/sln/toe/toe.html DC Circuits http://www.physics.uoguelph.ca/tutorials/ohm/index.html

13.1-13.8 House Wiring Project, by R. Reisenweaver.

13.1 What is Happening in the Wires activity

13.2 Series-Parallel Circuit Chart A Series-Parallel Circuit Chart B

http://schools.matter.org.uk/Content/Capacitors/Default.htmhttp://schools.matter.org.uk/Content/Resistors/Default.htmhttp://www.phschool.com/science/cpsurf/elec-mag/5_34lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_34lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_35lear.htmlhttp://www.phschool.com/science/cpsurf/elec-mag/5_35lear.htmlhttp://www.mos.org/sln/toe/toe.htmlhttp://www.physics.uoguelph.ca/tutorials/ohm/index.html


Revised Summer 2004


Virginia Standard: PH.14 The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same

laws as those studied in Newtonian physics. Key concepts include a) wave/particle duality; b) wave properties of matter; c) matter/energy equivalence; d) quantum mechanics and uncertainty; e) relativity; f) nuclear physics; g) solid state physics; h) superconductivity; and i) radioactivity.

Hanover Objective(s): 14.1 Determine for an isotope what fraction of the nuclei has decayed after a given time has elapsed based on the half life for the isotope. 14.2 Use conservation of mass number and charge of a nucleus after it has undergone a decay processes. 14.3 Explain time dilation in reference to stationary and moving observers. 14.4 Describe the photoelectric effect and explain what observations provide evidence for the photon nature of light. 14.5 Calculate the total energy of a moving particle in terms of its rest mass and speed. 14.6 Determine the energy of vibration of an atom in terms of n, h, f. 14.7 Explain electromagnetic radiation in terms Of when photons are emitted as proposed by Max Planck. 14.8 Use E = mc2 to determine the energy equivalent of a given mass. 14.9 Calculate the energy released by an electron returning to its ground state from an energized state. 14.10 Distinguish between the Bohr atom and Heisenbergs theory regarding electron orbit. 14.11 Define: proton, atomic mass unit, atomic number, electron, neutron, isotopes, and mass number. Use these to solve nuclear problems. Related Standard(s):


Revised Summer 2004


Essential Understandings Essential Knowledge and Skills For processes that are important on the atomic scale, objects

exhibit both wave characteristics (e.g., interference) as well as particle characteristics (e.g., discrete amounts, and fixed definite number of electrons per atom).

The special theory of relativity predicts that energy and matter can be converted into each other.

The motion of objects traveling near or approaching the speed of light does not follow Newtonian Mechanics but must be treated within the theory of relativity.

Nuclear physics is the study of the interaction of the protons and neutrons in the atoms nucleus.

Natural radioactivity is the spontaneous disintegration of unstable nuclei.

Atoms and molecules bind together in regular arrays to form crystals. The structure of these crystals is important in determining the properties of these materials (appearance, hardness, etc.).

Certain materials at very low temperatures exhibit the property of zero resistance called superconductivity.

Knowledge

Electrons rotating around the nucleus of an atom can be treated as standing waves in order to model the atomic spectrum.

The dramatic examples of the mass-energy transformation are the fusion of hydrogen in the sun, which provides light and heat for the earth, and the fission process in nuclear reactors that provide electricity.

Quantum mechanics requires an inverse relationship between the measurable location and the measurable momentum of a particle. The more accurately one determines the position of a particle, the less accurately the momentum can be known, and vice versa. This is known as the Heisenberg uncertainty principle.

Objects cannot travel faster than the speed of light.

The nuclear force binds protons and neutrons in the nucleus.

Alpha, beta, and gamma are different emissions associated with radioactive decay.

Fission is the breakup of heavier nuclei to lighter nuclei.

Fusion is the combination of lighter nuclei to heavier nuclei.

Many substances in the natural world have a crystal structure, including most metals and minerals.


Revised Summer 2004

Resources:

Textbook Correlation Websites Activities 14.1 Conceptual Physics Chapter 39:

The Atomic Nucleus and Radioactivity

Problem-Solving Exercises in Physics Section 18-4: Radioactivity

14.2 Conceptual Physics Chapter 39: The Atomic Nucleus and Radioactivity

Problem-Solving Exercises in Physics Section 18-4: Radioactivity

14.3 Conceptual Physics Chapter 15: Special Relativity Space and Time

Problem-Solving Exercises in Physics Section 8-1: Time Dilation

14.4 Conceptual Physics Section 38.3: The Photoelectric Effect

Problem-Solving Exercises in Physics Section 18-2: The Photoelectric Effect

Interactive tutorial on Brownian Motion: http://schools.matter.org.uk/Content/BrownianMotion/Default.htm Interactive tutorial on nuclear binding energy: http://schools.matter.org.uk/Content/ NuclearBindingEnergies/index.html Interactive tutorial on nuclear reactors: http://schools.matter.org.uk/Content/NuclearReactor/Default.htm http://www.cpepweb.org/ Contemporary Physics Education Project (CPEP): presents the current understanding of particle physics and fusion research. Intended as an intro. for high school and teacher resource. http://particleadventure.org/particleadventure/index.html An award winning interactive tour of quarks, neutrinos, anti-matter, extra dimensions, dark matter, accelerators and particle detectors. Conceptual Physics companion website on Special Relativity: http://www.phschool.com/science/cpsurf/mechanics/1_15lear.html and http://www.phschool.com/science/cpsurf/mechanics/1_16lear.html Conceptual Physics companion website on atom and quantum: http://www.phschool.com/science/cpsurf/atomic-nuclear/6_38lear.html Conceptual Physics companion website on nucleus & radioactivity: http://www.phschool.com/science/cpsurf/atomic-nuclear/6_39lear.html Conceptual Physics companion website on fission and fusion: http://www.phschool.com/science/cpsurf/atomic-nuclear/6_40lear.html The Interactive Plasma Physics Education Experience http://ippex.pppl.gov/ Physics 2000 http://www.colorado.edu/physics/2000/index.pl

http://schools.matter.org.uk/Content/BrownianMotion/Default.htmhttp://schools.matter.org.uk/Content/ NuclearBindingEnergies/index.htmlhttp://schools.matter.org.uk/Content/NuclearReactor/Default.htmhttp://www.cpepweb.org/http://particleadventure.org/particleadventure/index.htmlhttp://www.phschool.com/science/cpsurf/mechanics/1_15lear.htmlhttp://www.phschool.com/science/cpsurf/mechanics/1_16lear.htmlhttp://www.phschool.com/science/cpsurf/atomic-nuclear/6_38lear.htmlhttp://www.phschool.com/science/cpsurf/atomic-nuclear/6_39lear.htmlhttp://www.phschool.com/science/cpsurf/atomic-nuclear/6_40lear.htmlhttp://ippex.pppl.gov/http://www.colorado.edu/physics/2000/index.pl


Revised Summer 2004

14.5 Conceptual Physics Section 16.3: Equivalence of Mass and Energy; Section 16.4: Kinetic Energy in Relativity

Problem-Solving Exercises in Physics Section 8-2: Relativistic Length and Energy

14.6 Conceptual Physics Section 38.2: Light Quanta

Problem-Solving Exercises in Physics Section 18-1: The Atom and the Quantum

14.7 Conceptual Physics Chapter 38: The Atom and Quantum

14.8 Conceptual Physics Section 40.5: Mass-Energy Equivalence

14.9 Problem-Solving Exercises in Physics Section 18-3: Energy Level Diagrams

14.10 Conceptual Physics Chapter 38: The Atom and Quantum

14.11Conceptual Physics Chapter 38: The Atom and Quantum

SOL PH.1Curriculum FrameworkResources














Documents

PHYSICS Science Curriculum---Hanover County …hcps2.hanover.k12.va.us/instruction/science/ScienceCurr/Physics...Science Curriculum---Hanover County Public Schools ... Science Curriculum---Hanover