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EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Course of Study Information Page

Course Title: Physics (#0330)

Rationale: Upper level science course primarily for students planning to major in engineering, medical, architectural, research, etc. fields.

Course Description: This course is designed for students who wish to understand the functions and applications of motion, forces, energy, heat, sound, and electricity. It satisfies the Physical Science graduation requirement.

How Does This Course Align with or Meet State and District Content Standards

This course addresses all standards for secondary school Physics (grades 9-12), as well as the Investigation & Experimentation standards.

Length of Course: Year

Grade Level: 11-12 or teacher recommendation

Credit: Number of units: 5 units each semester Meets graduation requirements Request for UC "a–g” requirements

College Prep

Elective Career Technical

Prerequisites: Concurrent enrollment in Algebra 2 or higher is required. Completion of Chemistry highly recommended.

Department(s): Science

District Sites: EDHS, ORHS, PHS, UMHS

Board of Trustees COS Adoption Date:

April 14, 2009

Textbooks / Instructional Materials

Physics, Holt, Rinehart & Winston Publisher, Serway & Faughn, Ph. D., 2009, ISBN: 978-0-030-36816-5

Board of Trustees Textbook Adoption Date:

June 23, 2009

Course description that will be in the Course Directory: This course is designed for students who wish to understand the functions and applications of motion, forces, energy, heat, sound, and electricity. It satisfies the Physical Science graduation requirement.




Course Title: PHYSICS (#0330) TABLE OF CONTENTS STATE CONTENT STANDARD # CONTENT STANDARD/UNIT TOPIC PAGE I&E standards UNIT 1: Measurement and Methods 3 Physics 1:a, f-j, l UNIT 2: Kinematics 5 Physics 1:b-e, j-l UNIT 3: Forces 7 Physics 2:a-h UNIT 4: Conservation of Energy & Momentum 9 Physics 3:a-e, g UNIT 5: Heat & Thermodynamics 11 Physics 4:a-f UNIT 6: Waves & Sound 13 Physics 5:e, j-m UNIT 7: Electrostatics 15 Physics 5:a-d UNIT 8: Direct Current & Circuits 17 Physics 5:f-h, j UNIT 9: Electromagnetism 19 Physics 4:e-f UNIT 10: Light/Optics* 21 *optional unit




Department: Science


UNIT/STANDARD #1: Measurement & Methods LEARNING OUTCOME : Students will understand the standards of measurement, reporting, and error assessment used by the scientific community.

LEARNING OUTCOME INSTRUCTIONAL STRATEGIES ASSESSMENTS INTERVENTIONS

1. 1. What students will learn, know, and be able to do? (Must be aligned to state content standards.)

1. Exhibit knowledge of the vocabulary of measurement.

2. Correctly use and convert units in the metric system (SI).

3. Express values in scientific notation.

4. Demonstrate correct measurement and recording techniques.

5. Create and interpret graphs using appropriate technologies.

6. Show awareness of sources of error, and properly report percent error.

2. Instructional strategies that will be used to engage students.

1-3. Direct instruction, demonstration problems, guided and unguided practice.

4-6. Measurement laboratory.

3. 3. How will we know that students have learned? Include both Formative (for learning) and Summative (of learning) assessment examples.

Frequent checks for understanding will be used, including warm-ups, guided practice and classwork, lab reports, homework, quizzes and computer simulations (formative) and written chapter/unit/final exams (summative).

Formative:

1) Measure your height, convert to cm, m, km

2) Lab activity and written report to demonstrate measurement, recording, and graphing techniques (Saxon Bowls, Graphical Analysis, etc.).

Summative:

Solve, include correct labels and significant figures: 34.7m/103.6s = ?

4. What will we do if students do not learn? (Outline the planned intervention strategies)

Each school has varied intervention resources: peer tutoring, post test review, after school remedial sessions, review sessions for unit and final exams, computer tutorial software, online resources (Physics applets), and supplementary textbook materials.


Content Area Standards

Students will demonstrate mastery of the following content standards: Investigation & Experimentation Standards:

a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. j. Recognize the issues of statistical variability and the need for controlled tests.




Department: Science


UNIT/STANDARD #2: Kinematics LEARNING OUTCOME : Students will understand how motion is measured, calculated, and modeled mathematically, as both algebraic equations and vectors.



1. Properly use the vocabulary of motion: position, displacement, speed, velocity, acceleration, etc.

2. Use Newton’s equations to solve problems involving uniformly accelerated motion in one or two dimensions.

3. Resolve vectors into components, and add two vectors to find their resultant.

4. Solve for the trajectory of projectiles.

5. Solve for acceleration and speed of objects in circular motion.


1-2. Guided and individual practice. Use of drawings and numberlines. Review of quadratic equations as needed.

2. Graph matching lab.

Free fall laboratory.

3. Review of coordinate geometry as needed. Review of sine, cosine, tangent. Use of grid paper and maps to practice drawing vectors. Outdoor vector activities.

4. Trajectory laboratory.

5. Guided and individual practice problems.

5. 3. How will we know that students have learned? Include both Formative (for learning) and Summative (of learning) assessment examples.

Frequent checks for understanding will be used, including warm-ups, guided practice and classwork, lab reports, homework, quizzes and computer simulations (formative) and written chapter/unit/final exams (summative). Formative:

1) Lab activity: Electric cars 2) Calculate vi and vf of a marble rolling off your desktop. Summative:

Given vi=0, vf=15.5m/s and t=6.6s,

calculate x and acceleration.

(vf = vi + at, vf2 = vi

2 + 2ax)





Students will demonstrate mastery of the following content standards: Physics Standard 1 – Motion and Forces: a. Students know how to solve problems that involve constant speed and average speed. f. Students know applying a force to an object perpendicular to the direction of its motion causes the object to change direction but not speed (e.g., Earth’s gravitational force causes

a satellite in a circular orbit to change direction but not speed). g. Students know circular motion requires the application of a constant force directed toward the center of the circle. h. Students know Newton’s laws are not exact but provide very good approximations unless an object is moving close to the speed of light or is small enough that quantum effects are important. i. Students know how to solve two-dimensional trajectory problems. j. Students know how to resolve two-dimensional vectors into their components and calculate the magnitude and direction of a vector from its components.

l. Students know how to solve problems in circular motion by using the formula for centripetal acceleration in the following form: a�=� v2

/r

Investigation & Experimentation Standards:

a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. f. Distinguish between hypothesis and theory as scientific terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.




Department: Science


UNIT/STANDARD #3: Forces LEARNING OUTCOME : Students will understand Newton’s three laws of motion, and how forces combine to affect the motion objects.



1. Differentiate between field and contact forces, and show both when drawing Free Body Diagrams.

2. Demonstrate knowledge of Newton’s Three Laws of Motion by

a) solving equilibrium problems

b) solving acceleration problems

c) resolving and adding force vectors

3. Resolve vectors into their components, and add three or more vectors to find their resultant.

4. Exhibit knowledge of specific forces:

a) gravitation

b) friction

c) elasticity (Hooke’s Law)

d) centripetal force


1. Direct instruction with guided practice and frequent reinforcement. Use of diagrams whenever possible in labs and homework.

2-3. Reinforcement of techniques taught in unit one, with extension to adding more than two vectors. Demonstrate equilibrium when all forces add to zero, and acceleration when they do not. Link back to motion equations taught in unit one.

4. Laboratory activities:

Hooke’s Law

Circular Motion

Measuring Coefficients of Friction

3. How will we know that students have learned? Include both Formative (for learning) and Summative (of learning) assessment examples. Frequent checks for understanding will be used, including warm-ups, guided practice and classwork, lab reports, homework, quizzes and computer simulations (formative) and written chapter/unit/final exams (summative). Formative:

1) Lab activity: Vector treasure hunt 2) Vector A = 56.7m north, vector B = 22.4m east. Add both vectors. Summative:

An ice skater with an initial velocity of 12m/s glides to a stop in 100.0m. Calculate the coefficient of friction between her skates and the ice.

(vf2 = vi

2 + 2ax, F=ma, k=Fk/FN)





Students will demonstrate mastery of the following content standards: Physics Standard 1 – Motion and Forces:

b. Students know that when forces are balanced, no acceleration occurs; thus an object continues to move at a constant speed or stays at rest (Newton’s first law).

c. Students know how to apply the law F�=�ma to solve one-dimensional motion problems that involve constant forces (Newton’s second law).

d. Students know that when one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction (Newton’s third law). e. Students know the relationship between the universal law of gravitation and the effect of gravity on an object at the surface of Earth. j. Students know how to resolve two-dimensional vectors into their components and calculate the magnitude and direction of a vector from its components. k. Students know how to solve two-dimensional problems involving balanced forces (statics).

l. Students know how to solve problems in circular motion by using the formula for centripetal acceleration in the following form: a�=� v2

/r






Department: Science


UNIT/STANDARD #4: Conservation of Energy & Momentum LEARNING OUTCOME : Students will understand the conservation laws governing changes in motion and the interaction of objects.



1. Calculate various forms of energy: kinetic, gravitational potential, spring potential, etc.

2. Exhibit understanding of the relationship between work, power, and kinetic energy.

3. Demonstrate how machines provide mechanical advantage by changing force, but not total work accomplished.

4. Prove conservation of energy between the various forms.

5. Calculate the momentum of an object

6. Demonstrate changes in momentum due to impulse in an open system, and conservation of momentum in a closed system.

7. Exhibit knowledge of the characteristics of elastic and inelastic collisions.


1-7. Demonstration of formulas and problem-solving techniques. Guided practice, followed by individual practice.

3. Use of simple machines—ramps, pulleys, levers—to do work.

4. Hooke’s Law laboratory.

Oscillations lab.

6-7. Collisions lab.

Q-tip dart guns.


1) Lab activity: walk, trot, run up stairs, calculate your power in Watts and

Horsepower (work=mgh, power=work/t). 2) Calculate vf for an object dropped from 5.6m above the ground using conservation of energy principles (mgh=1/2mv

2)

Summative:

Calculate the final velocity and loss in Kinetic energy in a perfectly inelastic collision between a 1200kg car traveling 21m/s rear ended by a 4500kg truck traveling at 29m/s in the same direction. (KE=1/2mv

2, momentum=mv)





Students will demonstrate mastery of the following content standards: Physics Standard 2 – Conservation of Energy and Momentum:

a. Students know how to calculate kinetic energy by using the formula E�=�(1/2)mv2

.

b. Students know how to calculate changes in gravitational potential energy near Earth by using the formula (change in potential energy) =�mgh (h is the change in the elevation).

c. Students know how to solve problems involving conservation of energy in simple systems, such as falling objects. d. Students know how to calculate momentum as the product mv. e. Students know momentum is a separately conserved quantity different from energy. f. Students know an unbalanced force on an object produces a change in its momentum. g. Students know how to solve problems involving elastic and inelastic collisions in one dimension by using the principles of conservation of momentum and energy. h. Students know how to solve problems involving conservation of energy in simple systems with various sources of potential energy, such as capacitors and springs. Investigation & Experimentation Standards:





Department: Science


UNIT/STANDARD #5: Heat & Thermodynamics LEARNING OUTCOME : Students will understand how mechanical energy decays into heat, but heat can be transformed back into mechanical energy.



1. Relate thermal energy to other forms of energy, and to the conservation laws.

2. Demonstrate the relationship between heat, internal energy and temperature.

3. Demonstrate an understanding of the first and second laws of thermodynamics.

4. Calculate the changes in heat, work and entropy in engines/heat pumps.


1-4. Demonstration of formulas and problem-solving techniques, followed by practice.

2. Calorimetry laboratories.

4. Hero’s engine.

Boyle’s Law lab.


Lab activity: Flip pennies, calculate probabilities and actual outcomes for head/tails, relate to entropy Summative:

Calculate final temperature of a 100.0C Aluminum ball dropped into 50.0ml of

15.0C water. (Q = mcT)





Students will demonstrate mastery of the following content standards: Physics Standard 3 – Heat and Thermodynamics:

a. Students know heat flow and work are two forms of energy transfer between systems. b. Students know that the work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature (first law of thermodynamics) and that this is an example of the law of conservation of energy. c. Students know the internal energy of an object includes the energy of random motion of the object’s atoms and molecules, often referred to as thermal energy. The greater the

temperature of the object, the greater the energy of motion of the atoms and molecules that make up the object. d. Students know that most processes tend to decrease the order of a system over time and that energy levels are eventually distributed uniformly. e. Students know that entropy is a quantity that measures the order or disorder of a system and that this quantity is larger for a more disordered system. g. Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines lose some heat to their surroundings.






Department: Science


UNIT/STANDARD #6: Waves & Sound LEARNING OUTCOME : Students will understand the properties of a variety of wave phenomena.



1. Identify several types of longitudinal and transverse waves. Show an understanding of their properties: wavelength, frequency, velocity, amplitude, etc.

2. Calculate relationships between speed, frequency, and wavelength.

3. Demonstrate common phenomena of waves: reflection, refraction, superposition, standing waves, beats, the Doppler effect.

4. Demonstrate the properties of sound: intensity, loudness, frequency, pitch, resonance. Relate these to properties of the sound waves.

5. Demonstrate knowledge of harmonics and resonance, as they apply to musical sounds.

6. Demonstrate knowledge of resonance as it relates to other types of harmonic


1. Drawing and identifying parts of a wave. Demonstrations of longitudinal and transverse waves.

2-5. Guided and individual practice using the appropriate formulas.

3-4. Laboratory activities:

Sound capture and analysis

Measuring the speed of sound

Beats/Interference lab

Harmonics/Overtones lab

5. Build and/or analyze a musical instrument.


1) Lab activity: stretch out slinky springs on the floor, record wave velocities, interference and reflections. 2) Predict pipe lengths for harmonics in a closed tube. (fn = nv/4L, n = 1, 3, 5, …) Summative:

Calculate the power of a sound source that measures 80.0dB at 5.00m.

(dB = 10log[I/Io], I = power/4r2)




motions.


Students will demonstrate mastery of the following content standards: Physics Standard 4 – Waves: a. Students know waves carry energy from one place to another. b. Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves). c. Students know how to solve problems involving wavelength, frequency, and wave speed. d. Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates.

e. Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3x10� 8

m/s

(186,000 miles/second). f. Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization.






Department: Science


UNIT/STANDARD #7: Electrostatics LEARNING OUTCOME : Students will understand the relationship between electric charge, electric fields, and electric forces.



1. Demonstrate an understanding of electric charge and its relation to force (Coulomb’s Law).

2. Demonstrate an understanding of the behavior of electric fields and their relation to electric forces.


1. Direct instruction with demonstration problems. Guided and individual practice.

1-2. Drawing field lines.

Classic static electricity demonstrations.

Van de Graaf generator.


Activity: predict motions of charged objects. Summative:

Calculate the force on a particle with a

charge of +2.5 C in an 25N/C electric field. (E = Fe/qo)





Students will demonstrate mastery of the following content standards: Physics Standard 5 – Electric and Magnetic Phenomena:

e. Students know charged particles are sources of electric fields and are subject to the forces of the electric fields from other charges. j. Students know electric and magnetic fields contain energy and act as vector force fields. k. Students know the force on a charged particle in an electric field is qE, where E is the electric field at the position of the particle and q is the charge of the particle. l. Students know how to calculate the electric field resulting from a point charge. m. Students know static electric fields have as their source some arrangement of electric charges. Physics Standard 1 – Motion and Forces: k. Students know how to solve two-dimensional problems involving balanced forces (statics). m. Students know how to solve problems involving the forces between two electric charges at a distance (Coulomb’s law) or the forces between two masses at a distance (universal gravitation). Investigation & Experimentation Standards:





Department: Science


UNIT/STANDARD #8: Direct Current & Circuits LEARNING OUTCOME : Students will understand the laws that govern how electrons flow through a circuit and do work.



1. Demonstrate an understanding of the vocabulary and measuring units of DC circuits: current, voltage, resistance, etc.

2. Demonstrate relationships between current, voltage, and resistance using Ohm’s Law.

3. Calculate voltage and current through resistors in series and in parallel circuits.

4. Calculate the work and power output of the resistors in a circuit.


1-4. Direct instruction with demonstration problems. Guided and individual practice using Ohm’s Law.

2. Ohm’s Law laboratory.

3. Building and measuring series and parallel circuits.


Build a circuit with three resistors and a power supply. Draw a schematic diagram and use Ohm’s law (E = IR) to calculate volts, ohms, amps and watts. Use a digital VOM to verify your calculations. Summative:

Two resistors in parallel (15, 25) are connected across 15v. Calculate current and amps in each resistor and equivalent resistance. (1/Rt = 1/R1 + 1/R2, E = IR)





Students will demonstrate mastery of the following content standards: Physics Standard 5 – Electric and Magnetic Phenomena: a. Students know how to predict the voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires, resistors, and capacitors. b. Students know how to solve problems involving Ohm’s law. c. Students know any resistive element in a DC circuit dissipates energy, which heats the resistor. Students can calculate the power (rate of energy dissipation) in any resistive

circuit element by using the formula Power = IR (potential difference) × I (current) = I2

R. d. Students know the properties of transistors and the role of transistors in electric circuits. Investigation & Experimentation Standards:





Department: Science


UNIT/STANDARD #9: Electromagnetism LEARNING OUTCOME : Students will understand how electric and magnetic fields relate to each other, and can be used for mechanical purposes.



1. Demonstrate understanding of the vocabulary and properties of magnets and magnetic fields.

2. Demonstrate knowledge of the inter-relationship of magnetism and electricity: electromagnetic induction, transformers, electromagnets, etc.


1. Direct instruction.

Tracing field lines.

2. Mathematical problems.

Building electromagnets or motors.

Transformer laboratory.


Predict the direction of current flow in a wire and direction of the magnetic field. Use a compass to verify. (Right hand rule) Summative:

A transformer is used to increase 120v to 2400v. If the primary has 75 turns, calculate the number of secondary windings.

(N2/N1 = V2/V1)





Students will demonstrate mastery of the following content standards: Physics Standard 5 – Electric and Magnetic Phenomena:

f. Students know magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources. g. Students know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil. h. Students know changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors. j. Students know electric and magnetic fields contain energy and act as vector force fields. Investigation & Experimentation Standards:





Department: Science


UNIT/STANDARD #10: Light/Optics (optional*) LEARNING OUTCOME : Students will understand the properties of light and the applications of these phenomena.



1. Exhibit knowledge of the nature of light as both wave and photon.

2. Understand the continuity of the electro-magnetic spectrum, and calculate the wavelength/frequency relationship.

3. Demonstrate an understanding of reflection and the properties of mirrors.

4. Demonstrate an understanding of refraction and the properties of lenses.


1. Diffraction and interference laboratory

2. Guided and individual practice

3. Ray traces

4. Various labs using the optics bench


1) Calculate the wavelength of various radio station waves from their frequencies.

(v = f) 2) Lab activity: Measure the object and image distances using a lens, then verify by calculation. (1/p + 1/q = 1/f) Summative:

Draw a ray diagram for an object 15cm in front of a mirror of f = +25cm. Calculate the magnification. (m = -q/p = hi/ho)





Students will demonstrate mastery of the following content standards: Physics Standard 4 – Waves:

e. Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3x10� 8

m/s

(186,000 miles/second). f. Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization. Investigation & Experimentation Standards:


*The California standards do not include most of the topics in an Optics unit. The required standards regarding light should be taught in the Waves & Sound unit, but may be reinforced here and extended as time allows.

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