Course title
PhysicsPre-requisite
Completed or concurrently enrolled in Algebra II or higherCourse description
Description: The course is designed to expose students to the principles and applications of physics. The topics examined include: measurement; motion and forces; momentum; energy; electricity; light and optics; and the nucleus of the atom.
Course expectations: When the student has completed the course; fulfilling all requirements; he / she will be able to:
1. make and record observations.
2. develop a hypothesis based on their observations.
3. design and conduct an experiment to test a hypothesis.
4. make qualitative and quantitative measurements.
5. identify the proper number of significant digits in a measurement.
6. distinguish between different Metric prefixes.
7. convert from American / British standard units of measurement to Metric units and vice-versa.
8. differentiate between scalar and vector quantities.
9. calculate the rate of change of velocity.
10. analyze the relationship among position; velocity; acceleration; and time both graphically
and mathematically.
11. explain the implications for Newton’s First Law for objects at rest and objects at constant
speed.
12. use Newton’s Second Law to analyze the relationship between force; mass; and acceleration.
13. explain forces as interactions between bodies using Newton’s Third Law.
14. analyze the 2-D motion of an object using component vectors.
15. analyze the general relationship among force; acceleration; and motion for an object
undergoing uniform circular motion.
16. represent the force conditions required to maintain static equilibrium.
17. describe the motion and magnitude of frictional forces.
18. predict how gravitational forces and electrical forces will change when distance or mass /
charge magnitude changes.
19. analyze the impulse needed to produce a change in momentum.
20. demonstrate that momentum is conserved in both elastic and non-elastic collisions.
21. describe the different ways that energy can be stored in a system.
22. describe ways in which energy is transferred.
23. recognize that energy is conserved in a closed system.
24. distinguish between heat and temperature.
25. describe the features of waves (wavelength; frequency; period; and amplitude).
26. quantify the relationship between frequency; wavelength; and speed of light.
27. describe and quantify the relationship between potential; resistance; and current.
Laboratory activities: Laboratory activities are essential in any science course. The laboratory activities included in this course provide students with both virtual and hands-on activities at home mostly using materials that are readily available although some materials may need to be purchased. Some materials will be made available either in the form of mailed-out kits or at on-site locations within the district. Laboratory activities will account for approximately 40% of the course work. A total of 65% of the labs are hands-on and these account for 48 of the 60.5 hours of lab work to be completed.
Resources: Students use content developed by Florida Virtual Systems for the on-line component of the course. The SUSD’s adopted materials for textbooks and other resources will be made available to students. A variety of other on-line websites and references will also be used as materials in the activities and laboratories.
Students submit the results of all laboratories; homework; quizzes; and tests electronically to the instructor. All final exams are taken in a supervised computer lab at the end of the course. Students must pass their final exam in order to receive credit for the course. Students must complete all laboratories before taking the final exam to receive laboratory credit for the course.
Safety: As with any laboratory science; in some activities safety issues will arise. Prior to starting any lab work; the student and a parent / guardian must read; sign; and submit the attached student safety contract. Safety rules must be strictly adhered to and safety goggles must be worn for any activity involving chemicals; glassware; and / or heat.
Student Evaluation:
Grading A = 90%+
B = 80-89%
C = 70-79%
D = 60-69
F = 59% and below or failed the final exam
Required Materials: High-speed Internet connection and computer (unless all on-line work is done in school eLearning lab); digital camera or phone with built-in camera; various laboratory materials.
Laboratories: Copies of all laboratory reports; graphs; pictures; or other materials will be compiled in a digital notebook. The individual laboratories within each module; as they are completed; are submitted on-line. Six sample laboratories from the complete laboratory list below are described (highlighted in red).
Physics Semester 1 - 5610eL
1. M&M Lab (hands-on) - 1.5 hours
2. Circle lab (hands-on) - 1 hour
3. Projectile Student Designed Lab (hands-on) -2 hours
4. Physics 400 (hands-on) – 1.5 hours
5. Drawing Vectors (virtual) – 1 hour
6. Distance-Time Graphs (virtual) – 1.5 hours
7. Acceleration (virtual) – 1 hour
8. Balloon drop (hands-on) – 2 hours
9. Newton’s First Law (hands-on) – 2 hours
10. Atwood’s Machine (hands-on) – 2 hours
11. Tension in a Spring (hands-on) – 2 hours
12. Fettucinni Physics (hands-on) – 4 hours
13. Determining the Coefficient of Friction (hands-on) – 2 hours
14. Mass vs. Weight (hands-on) – 1 hour
15. Collision in two Dimensions (hands-on) – 2 hours
16. Conservation of Momentum (virtual) – 1 hour
17. Conservation of Angular Momentum (virtual) – 1 hour
18. Shoot the Monkey (virtual) – 2 hours
30.5 hours total (23 hours hands-on; 7.5 hours virtual)
Physics Semester 2 - 5611eL
1. Measuring Temperature (hands-on) – 1 hour
2. Calorimetry (hands-on) – 1.5 hour
3. Power Lab (hands-on) – 1 hour
4. Mapping a Magnetic Field (hands-on) – 2 hours
5. Circuit Builder (virtual) – 2 hours
6. Electric Fields (virtual) – 1 hour
7. Coulomb’s Law (hands-on) – 2 hours
8. Series & Parallel Circuits (virtual) – 1 hour
9. The Pendulum (hands-on) – 2 hours
10. Sand Pendulum (hands-on) – 1 hour
11. Pulses and Standing Waves (hands-on) – 2 hours
12. Images of Spherical Mirrors (hands-on) – 2 hours
13. Mirror Lab (hands-on) – 2 hours
14. Investigating Lenses (hands-on) – 2 hours
15. Lenses & Mirrors (virtual) – 1 hour
16. Reflection Lab (hands-on) – 2 hours
17. Refraction (hands-on) – 2 hours
18. Snell’s Law (hands-on) – 1 hour
19. Radioactive Decay (hands-on) – 1.5 hour
30 hours total (25 hours hands-on; 5 hours virtual)
Physics Semester 1 (5610eL)
LAB DETAILS
Module 2 – Kepler’s Kingdom
Lesson 2.02 – Physics 400
Lab – Physics 400
Type: Hands-on
Materials: super ball; stopwatch; Metric ruler; masking tape; smooth & level surface
Time needed: 1.5 hours
Summary: Almost everything is in motion. Motion is all round us; fast or slow; in straight lines; curved paths; or in circles. The analysis of motion is a critical component of physics. In this investigation; students examine the relationship between displacement; time; and average velocity.
Objectives: 1. to analyze the motion of a moving object.
2. to investigate the relationship between displacement; time; and average velocity.
3. to calculate average velocity; displacement; and time from the velocity equation.
AZ State Standards: Strand 5; Concept 2; #1 & 2.
Source: Brainhoney.
Module 3 – Newton’s Nook
Lesson 3.14 – Exploring Mass and Weight
Lab – Fettucini Physics
Type: Hands-on.
Materials: 20 pieces of dry fettucini; one meter of masking tape; meter stick; piece of paper; lightweight book; medium weight book; heavy textbooks
Time needed: 3 hours
Summary: An object is in equilibrium when the net force acting on it is zero. The weight of the object held is a force that acts downward. It is balanced by the normal force exerted on the object held by the structure. The normal force is a force that acts upward. As long as the weight (downward force) is balanced by the normal force (upward force); the net force acting on the object is zero and the object is in equilibrium. When an object is in equilibrium; there is no change in motion; so it is at rest (as in this case) or moves at constant velocity. When the object falls; breaking the structure; the normal force exerted by the structure was insufficient to offset the weight of the object. The net force is no longer zero. The weight of the object is greater than the normal force. Now; the object accelerates downward (in the direction of the greater weight) until it strikes a surface whose normal force will balance the object's weight. In this activity; students will design and build a support structure that will hold a textbook.
Objectives: 1. to design a structure capable of supporting a textbook.
2. to demonstrate that the weight of a textbook is offset by the normal force exerted on the book by the structure.
3. to estimate the normal force exerted by the structure on the textbook the instant before structural failure.
AZ State Standards: Strand 5; Concept 2; #4; 5; & 9
Source: Peggy E. Schweiger (1998)
Module 3 – Newton’s Nook
Lesson 3.22 – Conservation of Momentum
Lab – Collisions in two-Dimensions
Type: Hands-on.
Materials: ramp; steel ball; marble; carbon paper; white paper; protractor; meter stick; balance
Time Needed: 2 hours
Summary: The product of the mass and velocity of an object is defined as the linear momentum of the object. During the collision of two objects; each briefly exerts a force on the other. Despite the differences in size and velocities of the objects; the forces they exert on each other are equal and opposite; according to Newton’s third law of motion. The law of conservation of momentum states that the momentum of any closed system with no net external force does not change. This law allows us to make a connection about conditions before and after an interaction without knowing the details of the interaction. In this investigation; students will use the law of conservation of momentum to determine the initial horizontal velocity of a steel ball.
Objectives: 1. to relate Newton’s Third Law of motion to conservation of momentum in collisions.
2. to recognize the conditions under which the momentum of a system is conserved.
3. to solve conservation of momentum problems.
AZ State Standards: Strand 5; Concept 2; # 3; 6; 13; & 14
Source: www.frontiernet.net/~jlkeefer/phys_labs.html
Module 4 – Joule’s Jungle
Lesson 4.05 – Conservation of Thermal Energy
Lab – Calorimetry
Type: Hands-on
Materials: thermometer; 2 Styrofoam cups; hot & cold water; ice; measuring cup
Time Needed: 2 hours
Summary: The overall energy of motion of the particles that make up an object is called the thermal energy of the object. A calorimeter is a device used to measure changes in thermal energy. The operation of a calorimeter depends on the conservation of energy in isolated; closed systems. Energy can neither enter nor leave a closed system. In this laboratory; students will utilize an effective calorimeter to verify the law of conservation of energy.
Objectives: 1. to describe the nature of thermal energy.
2. to construct a calorimeter.
3. to verify the law of conservation of energy.
AZ State Standards: Strand 5; Concept 3; #1; 2; 3; & 4; Strand 5; Concept 5; #6.
Source: Brainhoney.
Module 5 – Faraday Follies
Lesson 5.04 – Electric Fields and Forces
Lab – Coulomb’s Law
Type: Hands-on.
Materials: Metric ruler; Coulomb’s Law apparatus; electrophorus
Time Needed: 2 hours
Summary: Electrical forces must be strong because they can easily produce accelerations larger than the acceleration caused by gravity. Unlike gravitational force which is always attractive; electrical forces can be either attractive or repulsive. Charles Coulomb determined that the electrical force depended both on the strength of the electrical charges; but also on the distance between the charges. This relationship is now known as Coulomb’s law. In this investigation; students will verify the relationship between distance and the strength of the charges in producing an electrical force.
Objectives: 1. to recognize that objects that are charged exert forces.
2. to identify the relationship between forces and charge.
3. to use Coulomb’s Law to solve problems relating to electrical force.
AZ State Standards: Strand 5; Concept 1; #5; Strand 5; Concept 2; # 9 & 12.
Source: www.frontiernet.net/~jlkeefer/phys_labs.html
Module 6 – Maxwell Mountain
Lesson 6.01 – Pendulum Lab
Lab – Pendulum lab
Type: Hands-on.
Materials: pendulum stand; string; 50 gram & 100 gram masses; meter stick; protractor; stopwatch
Time: 2 hours
Summary: Some objects (like a playground swing or pendulum) will have one position in which the net force on it is zero. At that position; the object is in equilibrium. Whenever the object is pulled away from equilibrium; the net force on the system becomes nonzero and pulls it back toward equilibrium. If the force that restores the object to its equilibrium position is directly proportional to the displacement of the object; the motion that results is called simple harmonic motion. In this activity; students will investigate simple harmonic motion and will experimentally determine the factors that affect the swing of a pendulum.
Objectives: 1. to describe simple harmonic motion.
2. to determine the factors that affect the swing of a pendulum.
3. to experimentally determine the acceleration due to gravity.
AZ State Standards: Strand 5; Concept2; #2 & 9; Strand 5; Concept 5; #2.
Source: unknown
FETTUCINI PHYSICS
Introduction: In this activity; students will design and build a support structure that will hold a textbook.
Background
An object is in equilibrium when the net force acting on it is zero. The weight of the object held is a force that acts downward. It is balanced by the normal force exerted on the object held by the structure. The normal force is a force that acts upward. As long as the weight (downward force) is balanced by the normal force (upward force); the net force acting on the object is zero and the object is in equilibrium. When an object is in equilibrium; there is no change in motion; so it is at rest (as in this case) or moves at constant velocity.
According to Newton's third law; the normal force exerted by the structure on the object is equal in magnitude; but opposite in direction; to the weight of the object. In other words; the normal force that the structure exerts on the object is equal to the weight of the object until the structure fails.
According to Newton's second law; a net force causes an object to accelerate. In this case; the sum of the normal force and the weight is zero represents the net force acting on the object. There is no acceleration and the object remains in equilibrium.
When the object falls; breaking the structure; the normal force exerted by the structure was insufficient to offset the weight of the object. The net force is no longer zero. The weight of the object is greater than the normal force. Now; the object accelerates downward (in the direction of the greater weight) until it strikes a surface whose normal force will balance the object's weight.
Objectives
•To design a structure capable of holding a textbook using the materials supplied.
•To demonstrate that the weight of a textbook is offset by the normal force exerted on the book by the structure.
•To estimate the normal force exerted by the structure on the textbook the instant before structural failure.
Materials
•20 pieces of dry fettucini
•one meter of masking tape
•meter stick
•piece of paper
•lightweight book
•medium weight book
•Textbooks
Design Requirements
1.The height of the structure shall be at least 5 cm; supporting the book 5 cm above the table. All parts of the book should be supported at least 5 cm above the table.
2.The structure shall use all or part of the 20 pieces of fettucini and all or part of the 1 m of masking tape. No additional tape or pasta may be used.
3.Tape must be used to secure the support structure. The structure must be one unit that can be picked up and placed on the testing area. Overlapping; non-taped pieces of fettucini are not allowed. Any or all versions of a "column" of fettucini pieces circled by tape are not allowed. A "log cabin" type structure consisting of overlapping; taped pieces of fettucini is not allowed.
4.The structure must have a minimum of three points of support.
Procedure
1.Design and build a support structure according to the design requirements
2.Measure and record the mass of the structure. Measure and record the masses of the paper; the lightweight book; the medium weight book; and one textbook.
3.Measure and record the dimensions of the structure. Note minimum height.
4.Test the integrity of the pasta structure by placing the piece of paper on the structure first. The paper is removed; and the lightweight book is placed on the structure. The lightweight book is removed; and the medium weight book is placed on the structure. Last; the medium weight book is removed and the textbook is placed on the structure. To be successful; the structure must hold the item for ten seconds.
5.Continue loading the structure with textbooks until structural failure occurs.
Questions
1.Calculate the weight of the object(or objects) held just prior to structural failure. Calculate the normal force exerted by the structure just prior to ` structural failure.
2.Calculate the efficiency of your structure by comparing the maximum mass held by the structure to the structure's mass.
3.What happens to the structure when the normal force is less than the object's weight?
4.Which part of your structure broke or collapsed first? Why do you feel the structure broke or collapsed at this point? What would you do to make your structure stronger at this point?
Name__________________
Date___________________
Collisions in 2 dimensions
Purpose: To determine the horizontal velocity of a steel ball released from rest
Materials: ramp; steel ball; marble; carbon paper; white paper; protractor; meter stick; balance
Procedure:
1.Measure and record the mass of a steel ball and a marble.
2.Place the marble on the support located at the bottom of the ramp. This ramp can rotate so that the marble is off center. Make sure the marble is NOT centered with the ramp.
3.Place the steel ball flush against the support at the top of the ramp and release.
4.Each ball should fall on the floor away from the point of release and at an angle relative to the initial released path.
5.Practice several times to get an idea of where each ball will land.
6.Tape a piece of paper on the floor where each ball lands.
7.Place (NO TAPE!) a piece of carbon paper on top of the white paper so as to record where each ball lands.
8.Reset each ball in its proper place and release.
9.Repeat step 8 five times.
10.Measure and record the height of the table.
11.Measure and record the horizontal displacement of EACH ball for each trial relative to the hanging bob.
12.Measure and record the angle of each ball for each trial relative to the hanging bob and the initial path.
Mass of Steel Ball ________________
Mass of Marble __________________
Height of Table __________________
Trial Horizontal Displacement
Angle
Marble Steel Ball Marble Steel Ball
1
2
3
4
5
Average
Calculations
1.Using the height of the table; solve for the time each PROJECTILE is in the air.
2.Using the average horizontal displacement and the time; calculate the horizontal velocity for each ball. These velocities will be the RESULTANT velocities in the picture below.
Steel Ball Marble
3.The picture below shows a view as if you were looking down on the collision. The left side of the picture depicts what happens BEFORE the collision and the right side depicts what happens AFTER the collision. Place your values for the average angle and resultant velocities for each ball on the picture below. Break your resultant velocities into components and show them as well.
4. In which direction (X or Y) did the collision initially proceed?
5. Using ONLY the direction stated in #4; fill in the chart below and solve for the initial velocity of the steel ball.
ÔÅìpx(Before the collision) = ÔÅìpx(After the collision)
Mass of steel ball Velocity of Steel Ball Mass of Marble Velocity of the Marble
= Mass of steel ball Velocity of Steel Ball Mass of Marble Velocity of the Marble
+
= +
6. The actual velocity for a steel ball released from this height is around __________m/s(Teacher will provide this value) Calculate the % difference below.
Name____________________________
Date__________________________
Pendulums
Purpose: To investigate the properties of simple harmonic motion by using a pendulum and to experimentally determine the acceleration due to gravity.
Materials: pendulum stand; stopwatch. 100 g and 50 g masses; and a meterstick
Procedure:
1. Suspend a 50-gram and a 100-gram pendulum side by side. Make each pendulum the same length of 50 cm from the support to the center of the bob.
2. Pull the pendulums back at the same time. Release the bobs and observe what happens.
Q: Do they stay together through their swings?
Q: Do they have the same period?
Q: Does mass affect the period of the pendulum?
*
3. Remove one of the pendulums.
4. Start with a 10-cm length string and record the time for 20 vibrations (oscillation).
5. Do this for lengths of 20; 30; 40. 50. 60; 70 and 80 cm. Record the time for 20 vibrations in each case in the data table.
Length
Time for 20 osc.
Period Period2 Period2
.10m
.20m
.30m
.40 m
.50m
.60 m
.70m
.80m
Interpretation:
1. Make a graph of Period squared (T2) [y-axis] vs. Length [x-axis] Describe your graph
2. What kind of relationship can you make between the length and the squared period of a pendulum?
3. Write the proportionality (in the form of y ÔÅ° x ) according to #1 and #2 above.
4. When making a formula what do you have to ADD?
5. The answer to #4 above is represented by; . In the box below; write the COMPLETE equation for a pendulum.
6. Using the formula for a pendulum. Calculate the value for gravity using your data at 0.40 m and 0.60 m.
7. Determine your % error based on your experimental values in #6. Actual = 9.8 m/s/s
8. What would the equation look like if you took the SQUARE ROOT of both sides? Show this below.
9. Suppose a simple pendulum is lowered straight down the center of a lighthouse from the top. How HIGH would the lighthouse be if the measured period of the pendulum is 5.5 seconds? Assume we are on the planet earth.
a laboratory based course.
School country
United StatesSchool state
ArizonaSchool city
ScottsdaleHigh school
Chaparral High SchoolSchool / district Address
8500 E. Jackrabbit RoadSchool zip code
85267Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LPHY
- Physics