Course title
PHYPre-requisite
Geometry, Algebra 2 concurrentlyCourse description
Engineering Physics - Scope & Sequence
Honors Physics - Engineering Science 5-6
Course: Engineering Physics
Grades 11-12
2 Semesters
1 Credit
Prerequisites: Geometry with minimum grade of C; Algebra 2 concurrently; and teacher recommendation.
In Engineering Physics; physics and mathematical concepts are applied to solving problems and deriving laws to help explain natural behavior. Topics covered include: kinematics; forces; momentum and impulse; energy and power; electrical circuits; and thermodynamics. Each unit is designed around an engineering component where students will apply their physics knowledge and the engineering design process. Emphasis is given to integrating science; technology; engineering and math (STEM).
The Engineering Physics course is divided into two semesters. Each semester is divided into three units. The following is a description of each unit in the Engineering Physics course; along with labs conducted during each unit. Students will complete a Capstone Project at the end of the year.
In addition to the Science and CTE content standards being addressed within each unit; the Arizona Workplace Employability Skills Standards and Measurement Criteria were used to ensure students are applying complex communication; collaboration; and expert thinking skills; as well as demonstrating intergenerational and cross-cultural competence; professionalism; initiative and self-direction in all classroom activities. Students will be given the opportunity to participate in the CTSO Skills USA competition.
1st Semester
Math; Science and Engineering Process
Concepts
• Algebra (S4 Section 4.3)
o Using mathematical formulas; solve for unknown variable.
o Using a right triangle; students will be able to use the appropriate trigonometric function (sine; cosine; and tangent) to solve for an unknown angle; triangle side or hypotenuse.
o Use Pythagorean Theorem to solve for unknown side of a right triangle.
• Metrics (S5 Sections 5.1 & 5.2)
o Measure distance using the appropriate metric unit
o Convert measurements within the metric system (e.g. km to m)
o Measure mass of an object and convert mass to kilograms
o Convert inches to centimeters; miles to kilometers; pounds to kilograms; miles/hour to meters/second.
• Graphing
o Using Graphical Analysis; students will graph data and interpret slope and y-intercept of a graph
o Create a mathematical model from the graph (equation)
• Scientific Method / Engineering Design Process(S1 Sections 1.1 - 1.5) (S2 Sections 2.1-2.6)
o
• Lab Safety; protocols; and materials (S1.C2.PO1)(S6 Section 6.4)
o Practice emergency procedures
o Perform tasks according to protocols of standard operating procedures
o Understand and respond to safety signs and symbols
o Understand first aid treatment for specific injuries
• Career Exploration
o “What is an engineer?”
o http://www.sciencebuddies.org/science-fair-projects/science_careers.shtml
Equations
Pythagorean Theorem
Trigonometric equations (sine; cosine; and tangent)
Dimensional Analysis
Application / Labs
Using calipers measure various objects and convert to different units
Design a robot to meet specified requirements.
Kinematics - Constant motion; accelerated motion; and projectile motion
Concepts
• Determine the rate of change of a quantity(S5 C2 PO1)(S4 Sections 4.3 and 4.5)
o Interpret the slope of graph for an object moving at a constant speed
o Interpret the slope of a tangent line on a position vs. time graph for an object speeding up or slowing down.
o Interpret the slope of a graph on a velocity vs. time graph.
• Analyze relationships among position; velocity; acceleration and time both graphically and mathematically(S5 C2 PO2) (S4 Sections 4.1 and 4.3 - 4.5)
o Using appropriate equations for constant motion; determine the position; velocity or time for an object.
o Using appropriate equations for accelerated motion; determine the position; velocity; time or acceleration for an object.
o Create and analyze a position vs. time graph for an object moving at a constant speed.
o Create and analyze a position vs. time graph for an object accelerating.
o Create and analyze a velocity vs. time graph for an object moving at a constant speed.
o Create and analyze a velocity vs. time graph for an object accelerating.
o Create and analyze an acceleration vs. time graph for an object accelerating.
o Analyze the motion of an object in free fall; both graphically and mathematically.
• Analyze the two dimensional motion of objects by using vectors and their components (S5 C2 PO6)(S4 Sections 4.3 - 4.5)
o Use video analysis to analyze the horizontal and vertical components of the path of a ball that is thrown horizontally.
o Using appropriate math models; calculate the horizontal distance a ball travels when thrown horizontally.
o Using appropriate math models; calculate the horizontal velocity of a ball thrown when given where the ball lands.
• Career Exploration
o “What is a Transportation Engineer?”
o http://www.sciencebuddies.org/science-fair-projects/science-engineering-...
Equations
x = vt + xo
x = ¬Ω at2 + vot + xo
v = at + vo or a = (v - vo) / t
v2 = vo2 + 2a(x - xo)
Graphs of position vs. time / velocity vs. time / acceleration vs. time
Applications / Labs
Constant motion robots
Accelerated motion robots
Projectile Motion Devices
Design a robot that will launch an object a specified distance
TI-Nspire Projectile Motion Lesson Link http://education.ti.com/calculators/downloads/US/Activities/Detail?id=17...
Forces
Concepts
• Inertia - Newton’s 1st Law: Explain how Newton’s 1st law applies to objects at rest or moving at constant velocity. (S5 C2 PO3) (S3 Section 3.2)
o Use force diagrams to explain the motion of an object.
o Discuss contact and long range forces
o Using force sensors; determine the value of the force of gravity and the strength of the Earth’s gravitational field.
• Using Newton’s 2nd Law of Motion; analyze the relationships among the net force acting on a body; the mass of the body; and the resulting acceleration both mathematically and graphically. (S5 C2 PO4) (S3 Section 3.2)(HS.PS-FM.a)
o Use force diagrams to explain why an object accelerates.
o Calculate the force; mass and acceleration of an object.
• Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g.; a table pushing up on a vase that is posing down on it; an athlete pushing on a basketball as the ball pushes back on her). (S5 C2 PO5)(S3 Section 3.2)
o Draw force diagrams to represent Newton’s action/reaction pairs.
• Torque - Represent the force conditions required to maintain static equilibrium. (S3 Section 3.4) (C2 PO9)
o Calculate the torque given the force and lever arm distance.
o Calculate the torque given different gear train (ratios) combinations.
• Describe the nature and magnitude of frictional forces (S5 C2 PO10)(S4 Section 4.3)
o Calculate the coefficient of static friction
o Calculate the coefficient of kinetic friction
o Discuss the relationship between Normal Force and Frictional Force
• Career Exploration
o “What is a Robotics Engineer?” http://www.sciencebuddies.org/science-fair-projects/science-engineering-...
Equations
Fnet = ma
Fg = mg
T= ‚ÑìF
Ffr = µfN
Applications / Labs
Gear ratios
Robotics
TI-Nspire Torque Lesson Link http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11...
TI-Nspire Force Diagram Lesson Link
http://education.ti.com/calculators/downloads/US/Activities/Detail?id=17...
2nd Semester
Momentum / Impulse
Concepts
• Use algebraic equations to predict the velocities of objects after an interaction when the masses and velocities of objects before the interaction are known (HS.PS-FM.c)
o Using a Pasco track and 2 cars; students will create different collisions between the cars and record predictions and observations regarding final velocities (speed and direction) of both objects.
• Conservation of momentum:Generate and analyze data to support the claim that the total momentum of a closed system of objects before an interaction is the same as the total momentum of the system of objects after an interaction.(HS.PS-FM.b)(S5 C2 PO14)(S3 Section 3.3)
o Use a computer simulations to collect data of two cars colliding. Record initial and final velocities for both cars as well as the mass of each car.
o Calculate the momentum of a system before the collision.
o Compare the calculated momentum of a system before a collision to the momentum of a system after a collision. Prove the Law of Conservation of Momentum.
o Use force diagrams to prove the Law of Conservation of Momentum.
• Analyze the impulse required to produce a change in momentum (S5 C2 PO13)(HS.PS-FM.d)(S3 Section 3.3)
o Use force sensors to create a Force vs. Time graph to analyze the impulse on each object during a collision.
• Career Exploration
o What is an “Automotive Engineer?”
o http://www.sciencebuddies.org/science-fair-projects/science-engineering-...
Equations
• p = mv
• J = F∆t
• Conservation of momentum: m1v1 + m2v2 = m1v1’ + m2v2’
Applications / Labs
TI-Nspire Conservation of Momentum Lesson Link
http://education.ti.com/calculators/downloads/US/Activities/Detail?id=16...
TI-Nspire Impulse Lesson Link
http://education.ti.com/calculators/downloads/US/Activities/Detail?id=11...
Design a container for an egg that will prevent it from breaking
Energy & Power & Thermal
Concepts
• Describe the mechanical way in which energy is stored in a system. (S5 C3 PO1) (S3 Section 3.1)
o Using an object’s mass and height calculate its gravitational potential energy.
o Using an object’s mass and velocity calculate its kinetic energy.
o Explain the concept of Work.
o Use force and distance to calculate the work done on an object.
o Using the spring constant and the change in position to calculate the elastic potential energy stored by a spring when compressed or stretched.
• Describe various ways in which energy is transferred from one system to another. (S5 C3 PO2;
o Use the Law of Conservation of Energy to solve problems involving gravitational potential energy; kinetic energy; elastic potential energy; and work.
• Recognize that energy is conserved in a closed system. (S5 C3 PO3; HS.PS-E.a)(S3 Section 3.3)
o Use the Law of Conservation of Energy to calculate the velocity of a pendulum at it’s lowest point.
• Use the relationships among energy; work; and power to solve a variety of problems involving Mechanical systems. (S3 section 3.1)
• Identify problems and suggest design solutions to optimize the energy transfer into and out of a system (HS.PS-E.a)(S3 section 3.1)
• Design a solution to minimize or slow a system’s inclination to degrade to identify the effects of flow of the energy in the system.(HS.PS-E.b)
• Design; build; and evaluate devices that convert one form of energy into another (HS.PS-E.h)(S3 Section 3.3)
• Analyze the relationship between energy transfer and disorder in the universe (2nd Law of Thermodynamics) (S5 C3PO5) (S3 Section 3.1 and 3.3)
• Distinguish between heat and temperature (S5 C3 PO6) (S3 Section 3.4)
• Career Exploration
o What is a “Sustainability Specialist?”
o http://www.sciencebuddies.org/science-fair-projects/science-engineering-...
Equations
• Ug = mgh
• K = ½ mv2
• Us = ½ kx2
• W = Fd
• P = W /∆ t
• Q = mc(Tf - To)
• ∆ℓ = α ℓo ∆ T
• H = k A ∆T / L
• efficiency
Applications / Labs
Roller Coaster
TI-Nspire Roller Coaster Lesson Link
http://education.ti.com/calculators/downloads/US/Activities/Detail?id=17...
Design a thermal protection system
Lego Renewable Energy Kit
Electricity and Magnetism
Concepts
• Describe the relationship among electric potential (voltage); current; and resistance in an ohmic system. (S5 C5 PO8) (S3 Section 3.1 and 3.3)
o Define voltage; current and resistance in an electrical circuit.
o Create a series circuit and compare bulb brightness as additional bulbs are added.
o Create a series circuit and compare bulb brightness when circuit is broken at various locations.
o Create a parallel circuit and compare bulb brightness as additional bulbs are added in parallel.
o Create a parallel circuit and compare bulb brightness when circuit is broken at various locations.
• Quantify the relationships among electric potential (voltage); current; and resistance in an ohmic system. (S5 C5 PO9)(S3 Section 3.1 and 3.3)
o Calculate the total resistance in a series circuit.
o Calculate the current and the voltage drop across resistors in a series circuit.
o Calculate the power used in series circuit.
o Calculate the total resistance in a parallel circuit.
o Calculate the current and voltage drop across resistors in a parallel circuit.
o Calculate the power used in a parallel circuit.
• Use appropriate devices such as digital multimeters. (S6 Section 6.2)
o Demonstrate correct method of using a digital multimeter for measuring voltage and current.
o Use a digital multimeter to measure voltage and current in series circuits.
o Use a digital multimeter to measure voltage and current in parallel circuits.
• Career Exploration
o What is a “Fuel Cell Engineer?”
o http://www.sciencebuddies.org/science-fair-projects/science-engineering-...
Equations
• V = IR
• P = IV
• Rseries = R1 + R2 + ….
• 1/ R parallel = 1/ R1 + 1/ R2 + ….
Applications / Labs
Build an electric motor
TI-Nspire Circuits and Ohm’s Law Lesson Link
http://education.ti.com/calculators/downloads/US/Activities/Detail?id=17...
CASTLE Electronics Labs
Lego Renewable Energy Kit
Capstone Project
Students will work in groups to complete an engineering project that uses many of the engineering
and physics concepts learned throughout the year.
Ideas for capstone projects:
CO2 cars
Lego maze and other skills challenges
Solar cars
Rube Goldberg Machines
Bridges
Windmills
(Example of a lab that will be conducted by students early in the course)
Lab: Development for the Concept of “Speed”
Learning Objectives
By the end of this activity; students will be able to:
1. Create a data table; graph; and/or and equation based mathematical model of an objects motion
2. Use a mathematical model to predict the motion of an object
3. Test a prediction with an experiment
4. Refine their models based on new experimental evidence
Laboratory Overview
At the culmination of this investigation; students will be given a set distance between two lines of tape. On one line; students will place their programmable robot. On the second line; a robot will stand motionless. The goal is to predict the exact speed to program the student robot such that it will travel and stop as close as possible to the stationary robot without touching it. This is not a trial and error process. Students will complete a series of measurements and organize their data into a model (i.e. graph; data table and/or equation) that allows them to accurately predict the speed required to travel the challenge distance in a specific amount of time.
Laboratory Purpose
Upon completion of this investigation; students will comprehend the relationship between Time and Change in Position and the connection to the concept of “speed”.
Pre-Laboratory Discussion Questions
1. In science or engineering; what is a model?
2. What are some examples where table; graphs; and equations are used as models?
Materials List
Programmable robot
Precision timing device
Precision measuring device
Position marking device
Apparatus Setup
*Students should create a labeled diagram of their experimental setup showing how all equipment is being used to obtain the resulting data.
Procedure
*Students should determine a complete set of steps to execute in such a way that the laboratory purpose is achieved and appropriate data can result for recording.
Data Collection
*Students should create a table in which experimental data from the appropriate variables (time and change in position) can be organized.
Graph
*Students should create a line graph of Change in Position vs. Time
Analysis
*Students should use their data and graph to create a model or equation that represents the slope meaning of their graph. Percent error analysis should also be executed in this section.
Conclusion
*Students should explain the conceptual relationship between Change in position and Time. The concept of what “speed” really means and how to calculate it should be expressed here.
Application and Calculations
*Students should use their new model to establish the needed speed to program the robot so that it can travel a specific assigned distance in a set amount of time (challenge).
Reflection Questions
1. How close did your robot get to the challenge-distance marker?
2. When you organized your measurements for this laboratory; you created a model that represents the motion of your robot. Your model may have been a data table; graph and /or equation. What type of model did you use to represent the motion of your robot and how well did it work to help you make accurate predictions?
3. If you could do this challenge over again; explain what changes you would make to your robot and why.
4. If you could do this investigation over again; explain what changes you would make to collecting and organizing your data.
5. If you could do this investigation over again; explain what changes you would make to the process you used to make your predictions needed for success in the challenge activity.
6. Think about the steps you followed during this investigation. Do scientists and engineers perform similar steps in their work? Think of an example and explain.
7. Based on the challenge results for your robot; can you give a general rule for how far it can travel per second (speed)? Use this answer to determine the following
a. Where would your robot be after 10s?
b. How long would it take your robot to travel 1 m?
School country
United StatesSchool state
ArizonaSchool city
GlendaleSchool / district Address
7650 N 43rd AnveSchool zip code
85301Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LPHY
- Physics