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IB PHYSICS-Year 1(SECONDARY) ESSENTIAL UNIT 8 (EU8)OSCILLATIONS, WAVES AND WAVE PHENOMENA(2011)Unit Statement: The student will investigate vibrations and the offspring of vibrations – waves. The description of simple harmonic motion (SHM) is followed by the discussion on energy changes during SHM. Forced oscillations, damping and resonance conclude the study of vibrations. In the second portion of the unit student will describe one of the prevalent ways of energy transfer – traveling vibrations, aka waves. Longitudinal waves, transverse waves and standing waves are compared. Doppler Effect, reflection, refraction, diffraction, polarization and interference of waves are scrutinized. SL students should not be required to complete TSWs 32-59. These are required for the HL students only.Essential Outcomes: (Must be Assessed)Kinematics of simple harmonic motion (SHM)1. TSW Describe examples of oscillations.2. TSW Define the terms displacement, amplitude, frequency, period and phase difference.3. TSW Define simple harmonic motion (SHM) and state the defining equation as a = ? ω2 x.4. TSW Solve problems using the defining equation for SHM.5. TSW Apply the equations v=v0sinωt, v=v0cosωt, v=±ω (xo2-x2), x =x0sinωt, x=x0cosωt as solutions to the defining equation for SHM.6. TSW Solve problems, both graphically and by calculation, for acceleration, velocity and displacement during SHM.Energy changes during simple harmonic motion (SHM)7. TSW Describe the interchange between kinetic energy and potential energy during SHM.8. TSW Apply the expressions Ek= 12m ω2(xo2-x2) for the kinetic energy of a particle undergoing SHM, ET= 12m ω2xo2 for the total energy and EP= 12m ω2x2 for the potential energy. 9. TSW Solve problems, both graphically and by calculation, involving energy changes during SHM.Forced oscillations and resonance10. TSW State what is meant by damping.11. TSW Describe examples of damped oscillations.12. TSW State what is meant by natural frequency of vibration and forced oscillations.13. TSW Describe graphically the variation with forced frequency of the amplitude of vibration of an object close to its natural frequency of vibration.14. TSW State what is meant by resonance. 15. TSW Describe examples of resonance where the effect is useful and where it should be avoided.Wave characteristics16. TSW Describe a wave pulse and a continuous progressive (travelling) wave.17. TSW State that progressive (travelling) waves transfer energy.18. TSW Describe and give examples of transverse and of longitudinal waves.19. TSW Describe waves in two dimensions, including the concepts of wavefronts and of rays.20. TSW Describe the terms crest, trough, compression and rarefaction.21. TSW Define the terms displacement, amplitude, frequency, period, wavelength, wave speed and intensity.22. TSW Draw and explain displacement–time graphs and displacement–position graphs for transverse and for longitudinal waves.23. TSW Derive and apply the relationship between wave speed, wavelength and frequency.24. TSW State that all electromagnetic waves travel with the same speed in free space, and recall the orders of magnitude of the wavelengths of the principal radiations in the electromagnetic spectrum.Wave properties25. TSW Describe the reflection and transmission of waves at a boundary between two media.26. TSW State and apply Snell’s law.27. TSW Explain and discuss qualitatively the diffraction of waves at apertures and obstacles.28. TSW Describe examples of diffraction.29. TSW State the principle of superposition and explain what is meant by constructive interference and bydestructive interference.30. TSW State and apply the conditions for constructive and for destructive interference in terms of path difference and phase difference.31. TSW Apply the principle of superposition to determine the resultant of two waves.HL onlyStanding (stationary) waves32. TSW Describe the nature of standing (stationary) waves.33. TSW Explain the formation of one-dimensional standing waves.34. TSW Discuss the modes of vibration of strings and air in open and in closed pipes.35. TSW Compare standing waves and travelling waves.36. TSW Solve problems involving standing waves.Doppler effect37. TSW Describe what is meant by the Doppler effect.38. TSW Explain the Doppler effect by reference to wavefront diagrams for moving-detector and moving-source situations.39. TSW Apply the Doppler effect equations for sound to solve problems. 40. TSW Solve problems on the Doppler effect for electromagnetic waves using the approximation ?f= vcf.41. TSW Outline an example in which the Doppler effect is used to measure speed.Diffraction42. TSW Sketch the variation with angle of diffraction of the relative intensity of light diffracted at a single slit.43. TSW Derive the formula θ=λb for the position of the first minimum of the diffraction pattern produced at a single slit.44. TSW Solve problems involving single-slit diffraction.45. TSW Sketch the variation with angle of diffraction of the relative intensity of light emitted by two point sources that has been diffracted at a single slit.46. TSW State the Rayleigh criterion for images of two sources to be just resolved.47. TSW Describe the significance of resolution in the development of devices such as CDs and DVDs, the electron microscope and radio telescopes.48. TSW Solve problems involving resolution.Polarization49. TSW Describe what is meant by polarized light.50. TSW Describe polarization by reflection.51. TSW State and apply Brewster’s law.52. TSW Explain the terms polarizer and analyzer.53. TSW Calculate the intensity of a transmitted beam of polarized light using Malus’ law.54. TSW Describe what is meant by an optically active substance.56. TSW Describe the use of polarization in the determination of the concentration of certain solutions.57. TSW Outline qualitatively how polarization may be used in stress analysis.58. TSW Outline qualitatively the action of liquid-crystal displays (LCDs).59. TSW Solve problems involving the polarization of light.Suggested Materials:Textbook, Syllabus, Data Booklet, PSOW form, Physics Core Investigations IB Question Bank CD; topic Waves and Optics Sound wave generating softwareLogerPro (Vernier software) and probesGraphical Analysis softwareTechnology Resources:Dr. Russell’s animations: computer simulations: Wave on a string, Wave interference, Sound, Radio waves and electromagnetic fields, Microwaves: Curriculum Center: Hamper’s web page: and Web Path Express (available through your library) Suggested internal assessment for the unit:4 hours of IA or moreThe suggested simulations are great for conducting investigations.Physics Core Investigations; Investigation 11 - Waves In Springs, Investigation 12 - Refractive Index Of A Semi-circular Perspex Block,Investigation 13 - Surface Water Waves In A Ripple TankSuggested Instructional Strategies:The students should be given examples of questions from previous IB exams. Teachers should use questions and problems from the IB question bank. Dr. Russell’s web page has amazing animations of oscillations and waves!The suggested PhET simulations are extremely helpful for visualizing oscillations and waves and the wave properties. The Investigate pendulums. Demonstrate waves on a rope or on a spring. Slinkies are great for creating longitudinal waves. Use ripple tanks to demonstrate wave properties. Hands on activities in which students collect and analyze data are encouraged.Attention should be given to help students understand the new and difficult terminology used when describing wave characteristics and properties. Suggested assessment of mastery and beyond mastery of the unit:It is strongly recommended that questions from past IB exams and from the IB question bank are used for assessing mastery and beyond mastery.Each TSW should be assessed with at least one question/problem. Some questions (for example extended-response questions) can assess the mastery of more than one TSW.BATo earn a B student will correctly answer most questions that asses Lower Order Thinking Skills (LOTS) and some questions that assess Higher Order Thinking Skills (HOTS).SOME means at least a halfMOST means at least 70%To earn an A student will correctly answer most questions that asses Lower Order Thinking Skills (LOTS) and most questions that assess Higher Order Thinking Skills (HOTS). MOST mean at least 70%For more detailed information on assessment of mastery and beyond mastery see the Suggested Resources folder. ................
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