Physics 11: Curriculum Document



Physics 11: Curriculum Document

Nicole Heighton, Zack MacAulay, Brandon Nunn

Release Date: 2002

Textbook: McGraw-Hill Ryerson

Physics 11 builds on the concepts covered the Physics section of Grade 10 Science. The Physics curriculum guide is given as one complete document for Grades 11 and 12, rather than a separate document for each course. Many of the concepts in Physics 12 will build directly on concepts from Physics 11, so it is easy for physics teachers to refer quickly between Physics 11 and Physics 12 topics. The four main units covered in Physics 11 are:

Kinematics (10 hours)

Dynamics (15 hours)

Momentum and Energy (30 hours)

Waves (27 hours)

Throughout the document, there are elaborations written for each outcome, as well as instruction/assessment strategies (diagrams may be provided), and a list of resources is given in the right-hand margin. Page 9 of this document gives a diagram of the structure of the Outcomes. Each outcome is numbered according to the following system:

100: STSE 200: Skills 300: Knowledge 400: Attitudes ACP: Atlantic Canada Physics

We suggest that the units should be taught in the order that they appear in the document. Kinematics is an introduction, and builds on the concepts that were introduced in Grade 10. Dynamics furthers the study of Kinematics, and a solid understand of these topics are necessary to study Momentum and Energy. The Waves unit does not build as strongly on the other units, but because the others build from one another, it is a good unit to leave until the end, so as to not interrupt the flow between the other units.

Resources:

(Possible outline of the Year Plan, and other resources)

(Formula Sheet)

(Applets)

Unit 1: Kinematics

Umbrella Questions:

How do objects move?

How do you represent this motion?

Expectation:

Students are expected to review and extend their understanding of one-dimensional motion

NB: It is suggested that 10 hours out of 82 course hours should be spent on this unit

Presenting Vectors (2 hours)

- Concepts: Vocabulary of kinematics, directional motion, 1-D vector diagramming

- Materials: Nerf Gun, Dynamics Cart, Toys that move

- Safety: Nerf Gun use should be closely monitored by teacher, or done as demonstration; Don’t let carts roll off table

- Labs (from Teaching Resource): Frames of Reference p.35

- Resources:

o

o See

o

Vector Analysis (3 hours)

- Concepts: Formal expression of, and operations for, vector quantities; define and manipulate vectors graphically (displacement and velocity)

- Materials: Ticker tape timers, motion sensors, photogates, ball, sonic ranger

- Labs (from Teaching Resource): Acceleration Due to Gravity p. 39

- Resources:

o See

o

o

o

Algebraic Problem Solving (5 hours)

NB: It is important to develop a good process with the students for solving word problems (eg. GRASP), as many will struggle with this. I would suggest providing the students with the formula sheet at this point.

- Concepts: Developing process for solving word problems; estimation

Unit 2: Dynamics

Umbrella Questions:

Why do objects move the way they do?

Expectation:

Students are expected to investigate the effects of one-dimensional forces on themselves and on objects, and move on to an analysis of systems

NB: It is suggested that 15 hours out of 82 course hours should be spent on this unit

Unit Project Ideas: Edible Car

Dynamics Introduction (5 hours)

- Concepts: Free-body diagrams; interpret structure and function of systems; use of vectors and vector diagrams and describe forces

- Materials: Block, spring scale

- Safety: Ensure that the spring is not unexpectedly released or compressed

- Resources:

o See

o

o Videos on Driving Safety

o Bill Nye

Newton’s Laws (8 hours)

- Concepts: Application of Newton’s laws of motion; designing experiments; friction; influence of technology on science

- Materials: Hot Wheels track and cars, spring, dynamics cart, air track, rubber bands, mass, wood blocks, spring scale

- Labs (from Teaching Resource): Newton’s Second Law (p. 44);

- Safety: Don’t let carts roll off the table or into sensors

- Applets: Newton’s Second Law

- Resources:

o See

o Videos: Inertia (Media Services, Learning Resources and Technology); The Fundamental Forces (Media Services, Learning Resources and Technology); Galileo: The Challenge of Reason (Media Services; Learning Resources and Technology)

Momentum Introduction (2 hours)

- Concepts: Impulse and momentum

- Materials: Hockey helmet, running shoes, impact wrench, tennis ball

Unit 3: Momentum and Energy

Umbrella Questions:

What happens when two or more objects are interacting in a system?

Expectation:

Students should develop a precise understanding of momentum and energy and learn to evaluate systems using these concepts

Unit Project Ideas: Designing a roller coaster; mousetrap powered car

NB: It is suggested that 30 hours out of 82 course hours should be spent on this unit

Conservation of Momentum (5 hours)

- Concepts: Collision analysis

- Materials: Dynamics carts, masses, air track, ranger probe/software

- Safety: Be careful when observing collisions with the carts; Don’t let carts roll off the table or into sensors

- Labs (from Teaching Resource): Momentum: In-Line Explosions and Collisions p.49

- Applets: The Air Track – Collisions in 1-D; Conservation of Momentum (1D Collisions)

- Resources:

o See

o Videos from Drivers Safety Courses

o Presentation from RCMP on physics of accidents

o Bill Nye

Work, Power, and Efficiency (5 hours)

- Concepts: Define and distinguish between work, power, and efficiency

- Materials: Dynamics carts, ramp

- Safety: Don’t let carts roll off the table or into sensors

- Labs (from Teaching Resource): Work, Energy, and Power p.55

- Applet: Work

- Resources:

o See

Transformation, Total Energy, and Conservation (15 hours)

NB: Many students will struggle with this unit, make sure to take your time and do lots of demonstrations

- Concepts: Define gravitational potential, elastic potential, kinetic energy; relate energy to work; discuss energy in a system; solve law of conservation of energy problems; Hooke’s law;

- Materials: Spring scale, masses, block, Hot Wheels tracks and cars, inflatable balls, pump with pressure gauge

- Safety: Avoid unexpected compression or release of springs; don’t overstretch springs

- Labs (from Teaching Resource): Energy: Another Look at In-Line Explosions and Collisions p. 59; Spring Energy p.62

- Applets: Elastic and Inelastic Collisions

- Resources:

o See

o

o

o Bill Nye

Technological Implications (5 hours)

- Concepts: Describe and explain operation and improvement of technologies; investigate real-world problems; appropriate language and conventions

- Materials: Protective head gear to analyze and test

- Ideas: Design an experiment to test various articles of protective headgear for effectiveness

Unit 4: Waves

Umbrella Questions:

What is a wave?

How does a wave behave?

Expectation:

Students are expected to observe, predict, and explain specific wave behaviors

NB: It is suggested that 27 hours out of 82 course hours should be spent on this unit

Fundamental Properties (12 hours)

- Concepts: Application of waves to technologies; reflection, refraction, standing wave;

- Materials: Long helical springs, Slinkies, ripple tanks

- Labs (from Teaching Resource): Waves on a Spring p.66

- Safety: Do not use tuning forks near glass, mouth or eyes, Do not shine laser at anyone or look directly into light source

- Resources/Ideas:

o See

o Research project on Confederation Bridge and other famous bridges

o Bill Nye

Sound Waves and Electromagnetic Radiation (15 hours)

- Concepts: interference, diffraction, Doppler effect, Snell’s law

- Materials: Laser, slitfilms, momofilament bulbs, tuning forks, sonometers, keyboards, amplifiers, oscilloscopes, loudspeakers, PVC pipe, other light sources

- Labs: Closed Tube Resonance/Speed of Sound p.71; Refraction of Waves in a Ripple Tank p.73; Refraction of Light p.77; Diffraction and Interferences p.81; The Wavelength of Light: Young’s Experiment p.84

- Safety: Do not use tuning forks near glass, mouth or eyes; Do not shine laser at anyone or look directly into light source; Do not expose students to extremely loud or continuous sounds

- Applets: Doppler Effect; Interference Between Two Waves; Transverse Travelling Wave; Transverse and Longitudinal Waves; Interference in a Ripple Tank

- Resources/Ideas:

o See

o

o

o

o

o

o Bill Nye

o Tacoma Narrows Bridge Disaster (Internet or Video)

References

Atlantic Canada Science Curriculum: Physics 11 and 12, Crown Copyright, Province of Nova Scotia, 2002.

Physics 11 and Physics 12: A Teaching Resource, Crown Copyright, Province of Nova Scotia, 2005.

Science Safety Guidelines, Grades Primary-12, Crown Copyright, Province of Nova Scotia, 2005.

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