This course closely mirrors the content taught in the first semester of college physics. While the course does not depend on calculus, the students who have taken or are taking calculus explore how the mathematics of calculus connects to the ideas we discuss in physics, e.g., motion, work-energy, momentum-impulse, etc.. In this course students work together with the teacher to investigate and learn the fundamental laws of mechanics through guided inquiry, observations, group discussion and open-ended investigations. The structure of this course is based on the nationally recognized Workshop Physics Curriculum. Workshop Physics is based on guided inquiry using direct observations, computer data collection, and web-based simulations, but is also supplemented with traditional problem-solving and open-ended discussions aimed at getting the students to form and test their own concepts for how the world works.
While the first three quarters of the class is dedicated to the investigation and mastery of mechanics in one and two dimensions, in the final quarter of the course we explore a topic chosen by the students. In past years, we have explored light/optics, electricity/magnetism and astronomy/cosmology.
Students may receive college credit for this course through the River Valley Community College Running Start program. Even so, the primary goal of this course is not to replace the first semester of college physics. Instead the goal of this class is to prepare students so that college physics is one of their easier, rather than harder courses in the first year of college.
Physics and science in general is built on the themes of change, systems, truth and choice. In science we seek out truth through observations and the experimental method. Scientists make observations to establish objective facts about the physical world. These little truths help us build theories, or systems of ideas, that help us understand and explain the world and make predictions. Using these theories we collect more facts to test our theories so that we can choose the theory that most closely matches the real world while simultaneously giving us the most explanatory power.
Change: In this course we explore movement, or in other words, how systems change over the course of time. We look at velocity and acceleration, which describe how the position of an object changes in time. But we also look at energy and momentum which each tell us something about a system’s ability to cause a change in something else. We also explore quantities that do not change (called constants or conserved quantities). Energy, momentum, and mass are common quantities that are conserved.
Systems: All scientific theories are a collection of ideas we use to model the world. These ideas form a system we use to make predictions and build explanations. In physics these systems are built of concepts that we translate into mathematical language to make easier to use and to maintain logical consistency. We learn throughout the course to idealize our systems to make them easier to work with and we explore how this simplification limits the applicability of our theories. For example, conservation of momentum can only be applied when the external forces in a system are small enough that they can be neglected.
Truth: The goal of the study of physics is to seek out ultimate truth, but in this search we learn that our understanding will never be exact. Instead we develop better and better theories that explain more and more phenomena always approaching the truth. At the same time we are always learning new things that expand the questions we can ask. As a result, we find ourselves in a delightfully sisyphean endeavor in which the closer we get to the truth, the more we realize we don’t know. One of the major goals of this class is to get students not only to recognize this fundamental nature of science, but to see the beauty in seeking each little answer knowing we will never get to the final answer.
Choice: In physics, choice comes at many levels, from the individual problem to choosing useful theories and applying our knowledge. How do we choose which approach to take when solving a problem? When is it okay to make approximations? How do we choose which theories and ideas match up with experiment and help us explain the world? How do we choose what to do with the scientific knowledge we have?
The structure of objects affects their function. The function of objects affects their structure.
Systems operate by transferring and transforming matter and energy.
The macroscopic behaviors of systems depend on their microscopic properties (the way the world works depends on things we can’t see).
We use models to simplify, clarify, and analyze complex systems.
Systems tend towards stability or balance. External forces can stimulate or impede change.
The methodology of science gives us objective answers to challenging questions. What we do with our scientific knowledge can and does impact humanity.
Scientific arguments are supported and/or refuted by numbers and measurements.
Why do we measure things?
How do we use math to describe physical systems?
What causes physical change?
How can we build physical theories from observation and experiment?
When appropriate, this course is offered for college credit through the RVCC Running Start Program
Guided and open inquiry labs
Small-group activities
Computer simulations, e.g., PhET
Open-ended scientific projects
Class discussions
Workshop Physics Activity Guide, PhET simulations
Essential Questions:
How and why do scientists use quick calculations to make estimates?
Major Concepts:
Estimation
Scientific notation
Scale
Units
Dimensions
Orders of magnitude
Major Skills:
Making reasonable estimates with very little information
Unit conversions
Dimensional analysis
Communicating mathematical solutions
Unit Assessments:
Order of magnitude estimates homework and midterm test
Essential Questions:
How do scientists compare measurements to test hypotheses?
Major Concepts:
Distributions of data
Types of uncertainty
Using computers to simulate physical systems
Major Content:
Random walk
Standard deviation
Major Skills:
Spreadsheet calculations
Data collection
Unit Assessments:
Measurement homework
Video analysis project
Midterm test
Essential Questions:
How do scientists use graphs to precisely measure and compare motions?
Major Concepts:
Visualizing motion with graphs and mathematics
Major Content:
Velocity and acceleration graphs
Major Skills:
Using computers and mathematics to model motion in one dimension
Unit Assessments:
Motion graphs homework
Video analysis project
Midterm test
Essential Questions:
How do scientists describe motion including change in speed and direction?
Major Concepts:
Three ways to accelerate (speed up, slow down, change direction)
Major Content:
Velocity and acceleration as vectors
Major Skills:
Interpreting and sketching graphs
Use of Logger Pro for data collection
Converting between acceleration, velocity and position vs. time graphs
Unit Assessments:
Homework
Video analysis project
Midterm test
Essential Questions:
How is the motion of an object changed by the forces applied to it?
Major Concepts:
Systematic application of Newton's Laws
Major Content:
Discovering Newton’s Laws through experiment
Applying Newton’s laws in problem-solving
Major Skills:
Use of Logger Pro and video analysis for data collection
Solving mathematical problems
Unit Assessments:
Homework
Video analysis project
Test
Essential Questions:
How do scientists deal with motion in more than one dimension?
Major Concepts:
Two-dimensional motion
Independence of motion in orthogonal direction
Gravity
Major Content:
Applying Newton’s laws to gravity and projectile motion
Major Skills:
Use of Logger Pro and video analysis for data collection
Solving mathematical problems
Unit Assessments:
Homework
Video analysis project
Tests
Essential Questions:
How do scientists apply Newton's Laws to solve more complex problems?
Major Concepts:
Two-dimensional motion and forces
Torque
Centripetal acceleration
Friction
Universal gravitation
Major Content:
Derivation/Discovery of circular motion
Torque
Universal gravitation and friction
Major Skills:
Use of Logger Pro and video analysis for data collection
Solving mathematical problems
Unit Assessments:
Homework
Video analysis project
Tests
Essential Questions:
How are momentum and force related?
Major Concepts:
Momentum
Impulse
Conservation of momentum
Major Content:
Derivation of momentum
Impulse ideas from Newton’s laws
Major Skills:
Lab observations
Solving mathematical problems
Unit Assessments:
Homework
Car crash problems (1-D and 2-D)
Test
Essential Questions:
How to scientists quantify the ability to bring about change in a system?
Major Concepts:
Energy
Work
Energy conservation
Types of energy
Major Content:
Deriving potential energies and the work energy theorem
Applying energy conservation to problem solving
Ballistic Pendulum lab
Elastic and inelastic collisions
Major Skills:
Lab observations
Solving mathematical problems
Unit Assessments:
Homework
Car crash problems (1-D and 2-D)
Test
Essential Questions:
Depends on students choice of topic
Major Concepts:
Depends on topic chosen (usually some modern research, usually energy conservation)
Major Content:
Depends on topic chosen
Major Skills:
Depends on topic chosen
Unit Assessments:
Depends on topic chosen