PHYSICS 2
Course 416 Full year course: four credits
Created 1998, by Susan M. Buta
Open to grades 11-12.
PREREQUISITE:
Successful completion of CHEMISTRY or approval of the instructor.
FROM THE PROGRAM OF STUDIES
This course is designed for students who want or need a physics course, but who do not have the requisite mathematical skills or confidence for the level one course. The same topics that are convered in level one are surveyed in this course. Laboratory experiments are more descriptive ad less analytical. Proactical applications of physcis for everyday life and "hands on" expericence will be stressed.
RATIONALE:
Physics 2 focuses on understanding the conceptual relationships of how the physical world interacts. Students explore these relationships through hands on laboratory experiences which are then related to algebraic expressions.
The ideal student candidate for Physics 2 is fluent in Algebra 1 concepts as well as in basic geometric principles. They have experience with graphing, computer usage, and can organize and analyze simple data. They are able to interpret and follow instructions. They have good writing skills and are expected to be able to organize information to support scientific conclusions drawn from laboratory data.
Massachusetts Curriculum Frameworks applicable to this course:
Using the process of inquiry, including problem solving, evaluating evidence, analysis, interpretation of data and searching for connection, students should develop an understanding of certain domains of science including the:
1. Structure of Matter: atomic structure as related to electricity and nuclear applications.
2. Interactions of Substances: electrostatic charges, gravitational, electrical and strong nuclear forces.
3. Position and Motion of Objects: vectors, Newton's Laws of Motion, motion including inertia (mass), velocity, acceleration, momentum and problem solving related to these quantities.
4. Energy: Laws of Conservation of Mass and Energy, energy transfer, electromagnetic and sound waves.
Students should also have an understanding of Technology and it's effect on our society including the:
1. The Process of Design: proposing, defending and evaluating the effectiveness of solutions to complex technological problems.
2. the appropriate use of a tool, machine, or a piece of equipment.
3. the appropriate use of the metric system.
4. concept of quality and how to evaluate existing technologies.
5. ability to identify renewable and non-renewable sources of energy.
Students should have an understanding of the connections between Science, Technology and Human Affairs including the ability to :
1. describe numerous ways that technology affects society and the environment
2. illistrate how society has changed as a direct result of a specific invention or innovation and how that technology has influenced economic development.
3. develop a rationale for a decision dealing with a scientific or technological problem that may affect the local, natioal or global community.
4. provide examples showing how the culture and resources of society influence technological development.
Course Outline:
The course is generally divided into two sections. The study of Newtonian mechanics gives students and introduction to how objects interact alone and in the presence of other objects. Force and energy concepts are introduced as the types of motion considered become more complex. Once these concepts are explored, students study more contemporary topics in physics which must often be observed indirectly. The course outline included here gives general guidelines of information typically taught in the course. Individual teachers may add to this curriculum or modify the curriculum as they deem appropriate.
1. Basic Motion:
A. Intertia and Newton's First Law of Motion
B. Falling objects
C. Velocity and acceleration.
D. Force and the Second Law of Motion
E. The mathematical relationships of motion
2. Object Interaction:
A. Newton's Third Law of Motion
B. Friction between objects
C. Vector representations
D. Projectile motion
E. Momentum
3. Energy
A. Work
B. Power
C. Mechanical energy (Potential and Kinetic)
D. The conservation laws
E. Simple machines
4. Circular Motion
A. Centripetal force
B. Center of gravity
C. Rotational inertia
d. Angular momentum
e. Torque
5. Electrostatics
A. Atomic structure and charge
B. Development of charge on objects
C. Charge Attraction and Repulsion
6. Electricity
A. Using charge to produce work
B. Electric Fields
C. Ohm's Law
D. Circuits
E. Sources of electricty and how they power electrical appliances
7. Magnitism
A. Magnetic fields
B. Interrelationships between Electrical and Magnetic fields
8. Sound and Light
A. Waves
B. Interference and Amplification
C. Electromagnetic Spectrum
D. Engines
E. Modern electronics
9. Lenses and Mirrors
A. Reflection and Refraction
B. Converging and Diverging Lenses
C. Applications of lenses and mirrors
Other topics may include
Nuclear radiation and power, Astromony and Cosmology, Holography, Universal Gravitation, and Satellite Motion.
Methods:
A variety of teaching methods in addition to traditional teaching strategies are regularly utilized in Physics 2. Students will often work collaboratively to solve problems, experiment, hone their mathematical skills, discuss observations of demonstrations or explain some physical phenomenon. They use their hands and bodies to mimick physical concepts. They use computer simulations to aid in their understanding of how objects interact. They use computer-interfaced data aquisition probes with real time analysis to explore concepts. They are exposed to several types of multi-media which help emphasize concepts. Projects are also used for more intense, cooperative learning. Other methods are developed by the teacher to adjust individual learning preferences as appropriate.
Labs and Activities:
Each unit is accompanied by several laboratory explorations which are designed to demonstrate each concept taught. Examples below are just a few of the activities we use in each unit:
Motion: We use MacMotion, a Universal Lab Interface probe which uses sonar to monitor the students' own motion. Students may also study the relationship between force and motion using skateboards or rollarblades.
Interactions: Students may use marble launchers, air tracks, toy simulations, model rocket construction and launching, building CO2 powered vehicles, and pulley labs.
Rotational motion: Center of gravity and team rotational motion activities are used to help students physically experience different types of rotational motion. A "Going In Circles" lab helps students understand how amusment park rides work. Students also study how athletes use their bodies to perform spins, tucks, twists, etc using video.
Electricity and Magnetism: Students build electroscopes which detect the two types of charge, wire household circuits and construct simple motors.
Light and Sound: Students may use wave generating machines to understand constructive and destructive interference patterns, use computer simulations to see sound and interpret color.
Mirrors and Lenses: Candle labs to understand focal points and curvatures in mirrors. These principles are then extended to lenses.
Expectations:
Students are expected to meet the specific course instructions respectfully as presented by their teacher. Because the course depends on student interaction, students are expected to work cooperatively, supportively, actively, civally, and respectfully with each other at all times. Common expectations include organizing and completing assignments, laboratory exercises, projects, and papers on a timely basis. Individual expectations may be modified bases on the presence of Individualized Education Plans.
Skills to be developed:
Organization of laboratory data, graphing or developing other pictoral representations of the data, and writing about scientific observations will be emphasized. Developing a laboratory notebook may be required as a record of the skills.Students will also be exposed to and become familiar with computer interfacing and simulation, problem solving, and developing scientifically based explaination of how things work in our world (ex. explaining how light bulbs light, motors run, and why we throw footballs upward when passing between players).
Assessment of Students:
Students will be assessed in a variety of methods to address the different learning styles of our students. Possible forms of assessment include tests and quizzes, essays, projects, laboratory exercises, laboratory notebooks, daily homework, class participation, and group interaction/cooperation.
Textbook:
Conceptual Physics by Paul Hewitt