Physics-P is a year-long course, which examines motion, forces, energy, matter, heat, sound, and light. Physics ranges from the far reaches of the universe to the insides of atoms. This course covers not only the body of knowledge that is called physics, but also stresses the history of and the ongoing research into the adventure of science. The course emphasizes laboratory work and exploration by students. The successful student will gain an understanding of how science works and the processes and methods by which scientific knowledge expands.

Course Goals:

At the conclusion of this course, students should

Understand what physics is and how it coordinates with other sciences.

Be aware of the history and evolution of scientific thoughts from Aristotle through contemporary physicists and theory.

Understand the scientific method, experimentation and be able to distinguish between hypothesis and theory. Students should be able

to use some of the tools of physics for measurement and experimentation, and

to devise experimentation to test a hypothesis.

Be able to apply concepts of science and physics to ordinary phenomena encount

Instructional Materials

Physics: Principles and Problems

By Zitzewitz, Elliott, et al

Glencoe (c. 2005)

(reading level appropriate for grades 11 and 12)

Assessments:

The physics course covers physics concepts, applications of mathematics to scientific principles and laboratory work. Assessments evaluate student progress in all these areas. These include:

1. Pre-laboratory and laboratory write-ups.

2. Performance assessment in the laboratory

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3. Unit tests and quizzes that include essay and short answer questions on concepts as well as mathematical applications.

4. Class participation.

5. Projects that demonstrate the use of physics principles in practical applications.

6. Portfolios that contain a diverse sampling of the student's best work for the year.

Approximate time for covering major units :

Units Covered Time

Fall: Unit I: Motions and Forces 8 weeks

Unit II: Conservation of Energy and Momentum 8 weeks

Spring: Unit III: Heat and Thermodynamics 5 weeks

Unit IV: Waves 6 weeks

Unit V: Electric and Magnetic Phenomena 6 ½ weeks

Investigation and Experimentation

(Standards are addressed in Units I through V)

Our understanding of the universe relies on an understanding of mechanics and causes of motion. From modern athletics to space travel and from Newton

1. Newton

Students know how to solve problems that involve constant speed and average speed.

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

Students know how to apply the law F = ma to solve one-dimensional motion problems that involve constant forces (Newton

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

Students know the relationship between the universal law of gravitation and the effect of gravity on an object at the surface of Earth.

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

Students know circular motion requires the application of a constant force directed toward the center of the circle.

* Students know Newton

* Students know how to solve two-dimensional trajectory problems.

* Students know how to resolve two-dimensional vectors into their components and calculate the magnitude and direction of a vector from its components.

* Students know how to solve two-dimensional problems involving balanced forces (statics).

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

m. * Students know how to solve problems involving the forces between two electric charges at a distance (Coulomb

Students will be able to:

Measure the displacement, velocity, and acceleration of an object and be able to describe both positive and negative changes in position.

Apply Newton

Define mass and recognize this quantity as a measure of inertia.

Solve problems involving uniform acceleration problems.

Contrast the difference between weight and mass.

Solving problems involving Newton

Identify sources of friction.

Solve problems involving Newton

Describe the force of gravity and cite examples of its influence.

Apply Newton

Investigate the motion of natural and man-made satellites.

Understand that centrifugal force is a fictitious force and that this sensation is best explained by Newton

Discuss frames of reference and describe how they relate to the fictitious nature of centrifugal force.

* Calculate the rotational speed of an object.

* Apply their understanding of projectile motion.

* Compare and contrast Einsteinian relativity with Newtonian Mechanics.

* Explain how a space traveler could live long enough to travel a distance that takes light 200 years to travel.

* Describe the contraction of lengths at speeds approaching the speed of light.

* Explain the mass-energy relationship E = mc² and explain why the equivalence of mass and energy is not noticed for everyday events.

* Resolve vectors into their horizontal and vertical components.

* State Coulomb

* Standards and benchmarks are not highly accessed on the California Standards Test but are important to the overall understanding of this unit.

The Laws of Conservation of Energy and Momentum provide alternative methods to evaluate motion and, also, give us the tools to delve into the atomic and subatomic realms, where Newton

I. Physics Content Standards Addressed

2. The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. As a basis for understanding this concept:

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

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).

Students know how to solve problems involving conservation of energy in simple systems, such as falling objects.

Students know how to calculate momentum as the product mv.

Students know momentum is a separately conserved quantity different from energy.

Students know an unbalanced force on an object produces a change in its momentum.

Students know how to solve problems involving elastic and inelastic collisions in one dimension by using the principles of conservation of momentum and energy.

* Students know how to solve problems involving conservation of energy in simple systems with various sources of potential energy, such as capacitors and springs.

II. Benchmarks

Students will be able to:

a. Discuss the concept of energy and provide practical examples from their everyday experiences.

b. Investigate mechanical energy and distinguish between potential and kinetic energy.

Solve problems involving kinetic energy.

Solve problems involving gravitation.

Given the mass and velocity for an object, determine the object

Solve problems involving elastic and inelastic collisions in one dimension by using the principles of conservation of momentum and energy.

Summarize the law of conservation.

Describe the law of conservation of momentum.

Solve problems involving elastic and inelastic collisions in one dimension by using the principles of conservation of momentum and energy.

Solve problems involving impulse momentum equation Ft

* Apply the law of conservation of energy to simple systems.

* Standards and benchmarks are not highly accessed on the California Standards Test but are important to the overall understanding of this unit.

thermodynamics relates the flow and changes of energy between internal energy, heat, and work. This section uses the laws of thermodynamics to explain the limits on the functioning of heat engines and the effect of entropy making energy less available for work.

I. Physics Content Standards Addressed

3. Energy cannot be created or destroyed, although in many processes energy is transferred to the environment as heat. As a basis for understanding this concept:

Students know heat flow and work are two forms of energy transfer between systems.

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.

Students know the internal energy of an object includes the energy of random motion of the object

Students know that most processes tend to decrease the order of a system over time and that energy levels are eventually distributed uniformly.

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.

* Students know the statement

* 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.

II. Benchmarks

Students will be able to:

Use the First Law of Thermodynamics the solve problems involving heat flow and work.

Describe how the Entropy of a system changes over time.

Describe why no heat engine can be one hundred percent efficient.

Relate conduction to the atomic and molecular structural models.

Explain convection and how molecular densities affect its properties.

Describe how evaporative cooling (external and internal) helps regulate body temperature.

Explain the difference between temperature and thermal internal energy.

Relate thermal internal energy to kinetic energy of the molecules.

Relate thermal internal energy to SI temperature scale of the substance.

Explain that specific heat is a characteristic property of matter.

* Solve problems involving heat flow, work and efficiency in a heat engine.

* Describe adiabatic expansion

* Expand on the topic of global thermal equilibrium

* Draw energy balance diagrams (heat and work) for systems.

* Standards and benchmarks are not highly accessed on the California Standards Test but are important to the overall understanding of this unit.

It is difficult to over emphasize the importance of waves in our universe and the lives we live. Ocean waves, sound, light, earthquakes, the blood coursing through our arteries, the vibrations and placement of electrons in the atom and the ever popular

Students will study the generation of waves through simple harmonic motion, the characteristics that all waves share, how they can differ, and a few of the expressions of wave phenomena with specific emphasis on sound and electromagnetic radiation.

I. Physics Content Standards Addressed

Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept:

Students know waves carry energy from one place to another.

Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves).

Students know how to solve problems involving wavelength, frequency, and wave speed.

Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates.

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 3 x 10⁸ m/s (186,000 miles/second).

Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization.

II. Benchmarks

Students will be able to:

Explain how waves carry energy, not matter.

Explain the term

Explain the difference between transverse and longitudinal waves in mechanical media such as spring and ropes, and on the earth (seismic waves).

Solve problems involving wavelength, frequency, and wave speed.

Explain that sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates.

Describe spectrum of electromagnetic waves whose speed in a vacuum is approximately 3 x 10⁸ m/s (186,000 miles/second).

Expand on the Doppler effect, where it occurs and why and how it works. Give examples of the Doppler effect.

Demonstrate knowledge of constructive and destructive interference, and how interference relates to the phenomena of standing waves and beats.

Explain polarization, giving examples and understanding why only transverse waves can be polarized.

Illustrate refraction, its causes and applications.

Relate the effect of the changing velocity of light in different media to refraction.

Compare materials and their transmission of light (refraction)

Demonstrate how diffraction of waves occurs and give examples of how it is used.

The application of electric and magnetic phenomena has led to modern technology. Electrical devices pervade our daily lives impacting all manufacturing, communication, medicine, transportation, entertainment, and business. More fundamentally, the interaction of all matter involves the forces involving electric and magnetic fields.

I. Physics Content Standards Addressed

5. Electric and magnetic phenomena are related and have many practical applications. As a basis for understanding this concept:

Students know how to predict the voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires, resistors, and capacitors.

Students know how to solve problems involving Ohm

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) x I (current) = I²R.

Students know the properties of transistors and the role of transistors in electric circuits.

Students know charged particles are sources of electric fields and are subject to the forces of the electric fields from other charges.

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.

Students know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil.

Students know changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors.

Students know plasmas, the fourth state of matter, contain ions or free electrons or both and conduct electricity.

* Students know electric and magnetic fields contain energy and act as vector force fields.

* 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.

* Students know how to calculate the electric field resulting from a point charge.

* Students know static electric fields have as their source some arrangement of electric charges.

* Students know the magnitude of the force on a moving particle (with charge q) in a magnetic field is qvB sin(a), where a is the angle between v and B (v and B are the magnitudes of vectors v and B, respectively), and students use the right-hand rule to find the direction of this force.

* Students know how to apply the concepts of electrical and gravitational potential energy to solve problems involving conservation of energy.

Students will be able to:

Predict the voltage and current for simple direct current electrical circuits.

Solve problems involving Ohm

Calculate the power in any resistive circuit element by using the formula P = I²R.

Describe the properties of transistors and their roles in electrical circuits.

Describe the electric field caused by a charged particle and describe how other charged particles will react to that field.

Describe the magnetic field caused by magnetic materials and electric currents and how other fields affect them.

Determine the direction of a magnetic field due to current flowing in a coil or long straight wire.

Explain how magnetic fields can induce charges in other conductors.

Compare and contrast plasma, the 4^th state of matter, with the other three as they relate to electricity and the flow of free electrons.

Construct DC circuits using wire, batteries, resistors, transistors, diodes, capacitors, and use various meters to measure voltage, amperage and resistance.

Measure the magnitude and direction of electric and magnetic fields.

Describe electric and magnetic fields as vector force fields that contain energy.

* Calculate the force of a charged particle in an electric field as F = qE.

* Calculate the electric field caused by a charged particle and describe how other charged particles will react to that field.

* Calculate the magnitude of the magnetic force on a moving particle as qvBsin

* Solve conservation of energy problems using electrical and gravitational potential energy.

* Define and use the term

* Standards and benchmarks are not highly accessed on the California Standards Test but are important to the overall understanding of this unit.

investigation and experimentation

Standards in this unit are taught throughout the course.

I. Physics Content Standards Addressed

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

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.

Identify and communicate sources of unavoidable experimental error.

Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.

Formulate explanations by using logic and evidence.

Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions.

Distinguish between hypothesis and theory as scientific terms.

Recognize the usefulness and limitations of models and theories as scientific representations of reality.

Read and interpret topographic and geologic maps.

Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem).

Recognize the issues of statistical variability and the need for co ntrolled tests.

Recognize the cumulative nature of scientific evidence.

Analyze situations and solve problems that require combining and applying concepts from more than one area of science.

Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.

Know that when an observation does not agree with an accepted sc ientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).