Physics Unit 13

Big Idea:

Dramatic changes to classical physics occurred during the early 20th century. These include: Theories of Relativity, atomic and nuclear physics and Quantum Theory

Student Expectations:

Priority TEKS

P.5(A) describe the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces;

P.7(C) compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves;

P.8(A) describe the photoelectric effect and the dual nature of light;

Focus TEKS

P.8(B) compare and explain the emission spectra produced by various atoms;

P.8(C) calculate and describe the applications of mass-energy equivalence; and

P.8(D) give examples of applications of atomic and nuclear phenomena using the standard model such as nuclear stability, fission and fusion, radiation therapy, diagnostic imaging, semiconductors, superconductors, solar cells, and nuclear power and examples of applications of quantum phenomena.

Ongoing TEKS

P.1(A) demonstrate safe practices during laboratory and field investigations; and

P.1(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

P.2(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;

P.2(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence.

P.2(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but may be subject to change;

P.2(D) design and implement investigative procedures, including making observations, asking well defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, evaluating numerical answers for reasonableness, and identifying causes and effects of uncertainties in measured data;

P.2(E) demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), balances, batteries, dynamics demonstration equipment, collision apparatus, lab masses, magnets, plane mirrors, convex lenses, stopwatches, trajectory apparatus, graph paper, magnetic compasses, protractors, metric rulers, spring scales, thermometers, slinky springs, and/or other equipment and materials that will produce the same results;

P.2(F)use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, tuning forks, hand-held visual spectroscopes, discharge tubes with power supply (H, He, Ne, Ar), electromagnetic spectrum charts, laser pointers, micrometer, caliper, computer, data acquisition probes, scientific calculators, graphing technology, electrostatic kits, electroscope, inclined plane, optics bench, optics kit, polarized film, prisms, pulley with table clamp, motion detectors, photogates, friction blocks, ballistic carts or equivalent, resonance tube, stroboscope, resistors, copper wire, switches, iron filings, and/or other equipment and materials that will produce the same results;

P.2(G) make measurements with accuracy and precision and record data using scientific notation and International System (SI) units;

P.2(H) organize, evaluate, and make inferences from data, including the use of tables, charts, and graphs

P.2(I) communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports; and

P.2(J) express relationships among physical variables quantitatively, including the use of graphs, charts, and equations.

P.3(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;

P.3(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;

P.3(E) express, manipulate, and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically;

P.4(A) generate and interpret graphs and charts describing different types of motion, including investigations using technology such as motion detectors or photogates;

P.4(B) describe and analyze motion in one dimension using equations and graphical vector addition with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, frames of reference, and acceleration;

P.4(C) analyze and describe accelerated motion in two dimensions, including using equations, graphical vector addition, and projectile and circular examples; and

P.4(D) calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects using methods, including free-body force diagrams;

P.5(C) describe and calculate the magnitude of the electric force between two objects depends on their distance between their centers;

P.6(B) investigate examples of kinetic and potential energy and their transformations

Student Learning Targets:

• I will explain the quantum nature of light:
  • Describe blackbody radiation:
    • Know the contributions of Max Planck.
    • Define a photon.
  • Describe the photoelectric effect:
    • Know the contributions of Albert Einstein.
    • Qualitatively describe when photoelectrons are ejected from a metal surface using visible light (ROYGBV).
    • Describe the effects of intensity.
• I will solve photoelectric problems:
  • Calculate work function and threshold frequency.
  • Calculate the kinetic energy of ejected electrons.
  • Calculate the energy and frequency of incident photons.
  • Calculate the speed of ejected electrons.
• I will describe the development of the atomic model and know the contributions and explain the advances to the model of the atom for the following scientists:
  • J. J. Thomson
  • Ernest Rutherford
  • Niels Bohr
  • Louis de Broglie
  • Werner Heisenberg
  • Erwin Schrödinger
• I will explain the duality of light:
  • Explain when light behaves like a wave.
  • Explain when light behaves like a particle.
• I will solve energy level problems:
  • Calculate energy levels.
  • Calculate the energy of allowed transitions.
  • Calculate the energy of emitted and absorbed photons.
  • Calculate the frequency and wavelength of emitted and absorbed photons.
• I will solve de Broglie wavelength problems.
• I will solve energy-mass equivalence problems.
• I will conduct data collection, data analysis and inferences, and develop well-defined conclusions while demonstrating proper and safe use and care of scientific equipment.

Essential Questions:

• What has happened in physics since 1900?

Extra Information:

Adopted Textbook: Conceptual Physics - Pearson, Prentice Hall

District Grading Policy

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