Physics Curriculum
McCann Technical School
70 Hodges Cross Road
North Adams, MA 01247
Physics 2010
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1. Course Philosophy
Physics courses at McCann Technical School will focus on five essential
questions throughout the school year:
1.) What is Physics and how can knowledge of this subject be applied to, and
also help one to make better judgments in everyday situations in today’s
world?
2.) How do Newton’s Laws of Motion, particularly their governance over
forces and simple machines, support the physical concepts necessary to
understand the physical aspects of each shop?
3.) How can problem-solving and teamwork skill from laboratory experiments
be applied to each student’s professional career?
4.) How are mathematics and Physics related and how can appropriate math
skills be utilized to solve problems of a physical nature?
5.) What important discoveries, theories, and laws in the field of Physics are
influencing advances in technology today and tomorrow?
These essential questions are in alignment with the program philosophy of the
Science Department at McCann Technical School which is stated as follows:
“The Science students at McCann Technical School will be able to:
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•
•
apply scientific knowledge to their technical areas;
attain a level of scientific literacy that will impact the
growing technological society and
function as independent life-long learners using their
scientific knowledge to make educated decisions in their
changing environment.”
2. Course Description
Physics is a double period, one credit, laboratory course. In this course students
will be using varied laboratory experiments, internet research projects, and field research
to complete class requirements. This course will cover basic concepts of motion and
force, Newton’s Laws, machines, and thermal energy. The Physics course attempts to
support the physical concepts necessary to understand the technical aspects of each shop.
The following topics are introduced and supported with laboratory experiments:
Conservation of Energy – Rollercoaster Lab
Conservation of Momentum- Car and Ramp Lab
Static and Kinetic Friction- Friction Block Lab
Simple Machines- Levers, Inclined Plane, Pulley Labs
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Work and Power- DC Motor Lab
Newton’s Third Law- Rocketry Lab
Two-dimensional Motion- Marble Launch Lab
Thermal Energy- Specific Heat of Metals Lab
Students are enrolled in the laboratory Physics course as seniors while at McCann
Technical School. Students can elect to enroll in one of two levels of Physics: Physics or
Honors Physics.
3. Course Syllabus
Instructional Philosophy
Physics is a fun and exciting subject and plays a very important role in the day-today processes of the entire universe. This course will allow students to explore and
experience the field of Physics through a variety of activities and real world applications.
Emphasis will be placed on students’ understanding of key concepts and the ability of
students to demonstrate their learned knowledge through exams, projects, simulations,
and laboratory exercises. Student interest and current events which are related to science
will be often considered and included in course topics. Students will be encouraged to
inquire, discuss, analyze, and question the various topics presented throughout the course
in order to promote complete mastery in the field of Physics.
Major Course Projects and Activities
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Homework
o A variety of homework assignments will be given to
students throughout the course to help reinforce learning
objectives.
Notebook
o Students will be required to compile a course notebook
which will include all class notes, homework assignments,
journal responses, handouts, projects, laboratory reports,
quizzes, and exams.
o The notebook will be collected at the end of each marking
quarter. It will be graded on neatness and completeness.
o Students are encouraged to organize this notebook in order
to have a master resource for the course.
Laboratory Experiments and Reports
o Laboratory experiments allow for students to explore a
number of issues in greater detail than done in lecture or
discussion format.
o Safety precautions and a proper understanding of technique
will be a major focus throughout the laboratory portion of
the course.
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o Laboratory reports will be written for each lab experiment.
Having students give a detailed, written account of the lab
investigations aids students in organizing ideas and data
which will allow clear and in depth conclusions to be
drawn.
Projects
o Projects are assigned throughout the year.
o These will serve as extensions to the material learned in
class.
o Students may be asked to work individually, with partners,
or in groups and may complete such assignments as
PowerPoint Presentations, research reports, posters,
models, diagrams, etc.
Attendance/Participation
o Daily attendance, preparation, and participation are
expected, will be recorded, and is worth 10% of all grades.
This is in accordance with McCann’s Attendance Policy
which is outlined in detail in the Student/Parent Handbook.
o When an attendance/participation grade is given, the
following items are being considered: being present and
prepared for class, whether students display cooperation,
successful progress towards completing class work,
participation in daily activities, as well as proper laboratory
technique and safety precautions.
Reading/Writing
o Physics curriculum is supplemented by reading a variety of
scientific topics and writing a short analysis of the learned
information.
o Students read excerpts of books to support the concepts of
physics being researched today. Through class discussions
and researched written paper, these concepts give the
students a better understanding of the universe.
Senior Project
o Every senior completes a senior project with a math/science
component. The science department instructors are
resources for explaining scientific concepts, guidance for
reference material and proofreading the senior project
paper.
Physics
Physics will give a more in depth overview of the essential topics in the
subject and include more the discipline’s abstract concepts. This course will incorporate
a number of research projects that encourage students to apply their knowledge to their
surrounding environment. Students will also participate in intermediate level laboratory
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investigations. All major course topics are derived from the core standards for full year
courses as stated in the Massachusetts Science and Technology/Engineering Curriculum
Framework. (http://www.doe.mass.edu/frameworks/current.html)
Timeline for Course Activities
o Physics: Grade 12
o First Quarter
ƒ Introduction to Physics and the Physics Laboratory
• SI Units
• Unit Conversions
• Conventions
• Significant Digits
• Precision and Accuracy in the Lab
ƒ Mathematical Relationships
• Algebra Review
• Solving Equations
• Graphing Data
• Interpreting Graphs and Relationships
ƒ Mechanics
• Vectors
• Distance and Displacement
• Speed and Velocity
• Acceleration
• One-Dimensional Motion
o Solving Motion Problems
o Free-falling Objects
• Graphing Motion
• Two-Dimensional Motion
o Vector Operations
o Component Vectors
o Projectile Motion
• Force
o Newton’s 1st Law of Motion
ƒ Mass and inertia
o Newton’s 2nd Law of Motion
o Newton’s 3rd Law of Motion
o Normal Force
o Friction Force
o Second Quarter
• Universal Gravitation
o Newton
o Einstein
• Circular Motion
o Centripetal Force
ƒ Kinematics
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Energy
o Potential Energy
o Kinetic Energy
o Law of Conservation of Energy
Machines
o Work
o Power
o Mechanical Advantage
o Efficiency
Momentum
o Law of Conservation of Momentum
o Elastic Collisions
o Inelastic Collisions
o Third Quarter
ƒ Fluid Mechanics
• Density
• Pressure
• Pascal’s Law
• Hydraulics
ƒ Waves
• Harmonic and nonlinear motion
• Velocity, frequency, wavelength
• Mechanical vs. electromagnetic waves
• Diffraction
• Refraction
• Interference
o Fourth Quarter
ƒ Atomic Physics
• Nucleus
• Strong Nuclear Force
ƒ Quantum Mechanics
• Fundamental Field Forces
• Niels Bohr
• Standard Model
ƒ Subatomic Physics
• Radioactive Decay
• Quarks, Leptons, Neutrinos
• Particle Accelerators
• Unified Theory
o Other topics may be included in the class as deemed appropriate by the individual
course instructors.
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Honors Physics
Honors Physics will provide students with an in depth study of the
essential topics in the discipline. In order to cover all topics, the pace of the course will
be more rapid than the Physics or Introduction to Physics level courses. Students will be
required to complete projects which will extend the knowledge learned in the classroom
to other disciplines and investigate issues through research and experimentation.
Students will also participate in advanced level laboratory investigations. Students will
be required to make deductions from the laboratory experiments and apply them to the
lecture material. All major course topics are derived from the core standards for full year
courses as stated in the Massachusetts Science and Technology/Engineering Curriculum
Framework. (http://www.doe.mass.edu/frameworks/current.html)
Timeline for Course Activities
•
Physics: Grade 12
o First Quarter
ƒ Introduction to Physics and the Physics Laboratory
• SI Units
• Unit Conversions
• Conventions
• Significant Digits
• Precision and Accuracy in the Lab
ƒ Mathematical Relationships
• Algebra Review
• Solving Equations
• Graphing Data
• Interpreting Graphs and Relationships
• Deriving Formulae from Graphical Relationships
ƒ Mechanics
• Vectors
• Distance and Displacement
• Speed and Velocity
• Acceleration
• One-Dimensional Motion
o Solving Motion Problems
o Free-falling Objects
• Graphing Motion
• Two-Dimensional Motion
o Vector Operations
o Component Vectors
o Projectile Motion
ƒ Predicting Trajectory
o Relative Motion
• Force
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o Newton’s 1st Law of Motion
ƒ Mass and inertia
o Newton’s 2nd Law of Motion
o Newton’s 3rd Law of Motion
o Normal Force
o Friction Force
o Second Quarter
• Universal Gravitation
o Newton
o Kepler
o Einstein
• Circular Motion
o Centripetal Force
• Simple Harmonic Motion
o Pendulum
ƒ Kinematics
• Energy
o Potential Energy
o Kinetic Energy
o Law of Conservation of Energy
• Machines
o Work
o Power
o Mechanical Advantage
o Efficiency
• Momentum
o Law of Conservation of Momentum
o Elastic Collisions
o Inelastic Collisions
o Third Quarter
ƒ Thermodynamics
• Thermal energy
• Specific heat and heat capacity
• 1st Law of Thermodynamics
• 2nd Law of Thermodynamics
• Heat transfer
• Entropy
• Thermal Efficiency
ƒ Fluid Mechanics
• Density
• Pressure
• Pascal’s Law
• Hydraulics
o Fourth Quarter
ƒ Waves
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• Harmonic and nonlinear motion
• Velocity, frequency, wavelength
• Mechanical vs. electromagnetic waves
• Diffraction
• Refraction
• Interference
Atomic Physics
• Nucleus
• Strong Nuclear Force
• Nuclear Fission
Quantum Mechanics
• Fundamental Field Forces
• Niels Bohr
• Standard Model
Subatomic Physics
• Radioactive Decay
• Quarks, Leptons, Neutrinos
• Particle Accelerators
• Matter and Antimatter
• Unified Theory
Course Assessment Plan
For the Physics students at McCann Technical School the following
assessment plan will be followed. This plan is in alignment with the program assessment
plan of the Science Department at McCann Technical School which is stated as follows:
GRADING POLICY:
“Student assessment and grade reporting is considered a
positive tool to measure growth, progress, and the development of the student.
Report cards are issued four times each year. In addition, progress reports are
issued at the mid-point of each quarter.” (McCann Technical School Handbook,
2009-2010)
A+
A
AB+
100-97
96-94
93-90
89-87
B
BC+
C
86-84
83-80
79-77
76-74
CD+
D
F
73-70
69-67
66-65
64-0
SCIENCE ACADEMIC GRADING POLICY:
COMPONENT
Tests, quizzes, projects, portfolios, laboratory experiments, research papers,
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WEIGHT
70%
and oral presentations
Attendance, participation, class assignments, homework, notebook, effort
30%
Validated Competency Listing
In the McCann Science program, the communication and literacy competency
skills will be addressed through lab reports, group work, experiments, internet
researching of scientific topics, and using technology such as digital cameras, scanners,
and Power Point presentations to present information. The organizing and analyzing of
information skills will be incorporated into the Science curriculum through lab data
analysis, scientific texts, such as “Chem Matters”, periodicals, and the use of technology
to investigate and gather information. Problem solving competency skills will be
addressed through engineering standards, laboratory experiments, and cooperative
learning to solve various problems. All major course topics are derived from the core
standards for full year courses as stated in the Massachusetts Science and
Technology/Engineering Curriculum Framework.
(http://www.doe.mass.edu/frameworks/current.html)
McCann addresses the issue that technology is very important in the learning
process and makes available to students frequently updated computers that all have
internet access. Students are encouraged to use Power Point presentations, digital
cameras, and other sources of technology to present shop and academic projects. The
Science curriculum takes an active part in supporting the Senior Projects and helps
students to understand the scientific concepts that are involved in each student’s
individual topic.
In all aspects of education McCann encourages students to have excellent
attendance and be on time for all classes. In the Science department students are
encouraged to complete all assignments and to meet deadlines. Many aspects of the
Science curriculum include group work in laboratory experiments, field studies, and the
engineering design process. Throughout the year teachers will enlighten students to
possible career choices related to the topics that are being covered.
Safety and health issues are always a priority in a lab situation. Some lab
assignments mimic company development, marketing, and production of products similar
to a real life industrial situation. The Science curriculum at McCann promotes how
knowledge of scientific subjects can be applied to, and also helps one to make better
judgments in everyday situations in today’s world.
Throughout the year teachers will encourage the students to demonstrate a
willingness to learn and to also take active roles in the school community. Most students
at McCann hold part-time after school jobs which allow them to have experience in
balancing school and other responsibilities. During the school year discussions of time
management skills help students to concentrate on the tasks at hand and to avoid
procrastination. The instructors of the Science Department at McCann are role models to
the students and help to mirror the character traits of loyalty, honesty, dependability,
initiative, self discipline, and self responsibility. Through teacher-student interaction,
students are encouraged to display all of these characteristics.
Performance Standards
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In the Science Department at McCann performance standards focus on inquirybased learning, which include laboratory experiments, problem solving, research papers,
and following the steps of the engineering design process. Besides tests and quizzes,
students are assessed through developing products for evaluation, such as Power Point
presentations, lab analyses, and actual scale models of projects. Rubrics are utilized
whenever possible to help students understand the goals of the assignment and to aid in
keeping grading consistent. Weekly progress reports are given to each student to allow
them to keep track of any missed assignments or low test grades. Students are expected
to actively participate in all classroom activities and daily attendance/performance is an
integral part of all students’ grades.
Competency Reporting Systems
Science teachers at McCann will be using the school’s X2 database system, which
includes an electronic rank book, for tracking student progress. Mid-quarter progress
reports and end of quarter report cards will be issued to students and parents through
utilization of this system.
Utilization of the high school web site (http://www.mccanntech.org) will provide
students and parents with the expected course requirements. We encourage parents to
frequently visit the school’s website and Family Portal of the X2 database system to help
students make progress towards their goals.
4. STANDARDS
4.1 Frameworks Standards
Introduction to Physics and the Physics
Laboratory
• SI Units
• Unit Conversions
• Conventions
• Significant Digits
• Precision and Accuracy in the Lab
Mathematical Relationships
• Algebra Review
• Solving Equations
• Graphing Data
• Interpreting Graphs and
Relationships
• Deriving Formulae from Graphical
Relationships
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
1.3 Create and interpret graphs of 1dimensional motion, such as position
vs. time, distance vs. time, speed vs.
time, velocity vs. time, and
acceleration vs. time where
acceleration is constant.
III. Mathematical Skills
1.1 Compare and contrast vector quantities
Mechanics
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Motion Vectors
• Distance and Displacement
• Speed and Velocity
• Acceleration
Mechanics
One-Dimensional Motion
• Solving Motion Problems
• Free-falling Objects
• Graphing Motion
Mechanics
Two-Dimensional Motion
• Vector Operations
• Component Vectors
• Projectile Motion
• Predicting Trajectory
• Relative Motion
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(such as, displacement, velocity,
acceleration, force, and linear
momentum) and scalar quantities (such
as, distance, speed, energy, mass, and
work).
1.2 Distinguish between displacement,
distance, velocity, speed, and
acceleration. Solve problems involving
displacement, distance, velocity, speed,
and constant acceleration.
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
1.3 Create and interpret graphs of 1dimensional motion, such as position
vs. time, distance vs. time, speed vs.
time, velocity vs. time, and
acceleration vs. time where
acceleration is constant.
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
1.1 Compare and contrast vector quantities
(such as, displacement, velocity,
acceleration, force, and linear momentum)
and scalar quantities (such as, distance,
speed, energy, mass, and work).
1.2 Distinguish between displacement,
distance, velocity, speed, and acceleration.
Solve problems involving displacement,
distance, velocity, speed, and constant
acceleration.
1.3 Create and interpret graphs of 1-
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Mechanics
Force
• Newton’s 1st Law of Motion
• Mass and inertia
• Newton’s 2nd Law of Motion
• Newton’s 3rd Law of Motion
• Normal Force
• Friction Force
Mechanics
Universal Gravitation
• Newton
• Kepler
• Einstein
Mechanics
Circular Motion
Centripetal Force
Simple Harmonic Motion
Pendulum
Physics 2010
dimensional motion, such as position
vs. time, distance vs. time, speed vs.
time, velocity vs. time, and
acceleration vs. time where
acceleration is constant.
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
1.4 Interpret and apply Newton’s three
laws of motion.
1.5 Use a free-body force diagram to show
forces acting on a system consisting of
a pair of interacting objects. For a
diagram with only co-linear forces,
determine the net force acting on a
system and between the objects.
1.6 Distinguish qualitatively between static
and kinetic friction, and describe their
effects on the motion of objects.
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
1.7 Describe Newton’s law of universal
gravitation in terms of the attraction
between two objects, their masses, and the
distance between them.
III. Mathematical Skills
1.8 Describe conceptually the forces
involved in circular motion.
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
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Kinematics
Energy
• Potential Energy
• Kinetic Energy
• Law of Conservation of Energy
Kinematics
Machines
• Work
• Power
• Mechanical Advantage
• Efficiency
Kinematics
Momentum
• Law of Conservation of Momentum
• Elastic Collisions
• Inelastic Collisions
Physics 2010
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
2.1 Interpret and provide examples that
illustrate the law of conservation of
energy.
2.2 Interpret and provide examples of how
energy can be converted from
gravitational potential energy to kinetic
energy and vice versa.
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
2.3 Describe both qualitatively and
quantitatively how work can be
expressed as a change in mechanical
energy.
2.4 Describe both qualitatively and
quantitatively the concept of power as
work done per unit time.
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
2.5 Interpret and provide examples that
linear momentum is the product of
mass and velocity and is always
conserved (law of conservation of
momentum). Calculate the momentum
of an object.
SIS1. Make observations, raise questions,
and formulate hypotheses.
III. Mathematical Skills
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Thermodynamics
• Thermal energy
• Specific heat and heat capacity
• 1st Law of Thermodynamics
• 2nd Law of Thermodynamics
• Heat transfer
• Entropy
• Thermal Efficiency
Fluid Mechanics
• Density
• Pressure
• Pascal’s Law
• Hydraulics
Wave Mechanics
• Harmonic and nonlinear motion
• Velocity, frequency, wavelength
• Mechanical vs. electromagnetic
waves
• Diffraction
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3.1 Explain how heat energy is transferred
by convection, conduction, and/or
radiation.
3.2 Explain how heat energy will move
from a higher temperature to a lower
temperature until equilibrium is
reached.
3.3 Describe the relationship between
average molecular kinetic energy and
temperature. Recognize that energy is
absorbed when a substance changes
from a solid to a liquid to a gas, and
that energy is released when a
substance changes from a gas to a
liquid to a solid. Explain the
relationships between evaporation,
condensation, cooling, and warming.
3.4 Explain the relationship among
temperature change in a substance for a
given amount of heat transferred, the
amount (mass) of the substance, and the
specific heat of the substance.
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
4.1 Describe the measurable properties of
waves (velocity, frequency,
wavelength, amplitude, and period) and
explain the relationships among them.
Recognize examples of simple
harmonic motion.
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Refraction
Interference
4.2 Distinguish between mechanical and
electromagnetic waves.
4.3 Distinguish between the two types of
mechanical waves, transverse and
longitudinal.
4.4 Describe qualitatively the basic
principles of reflection and refraction of
waves.
4.5 Recognize that mechanical waves
generally move faster through a solid
than through a liquid and faster through
a liquid than through a gas.
4.6 Describe the apparent change in
frequency of waves due to the motion
of a source or a receiver (the Doppler
effect).
SIS1. Make observations, raise questions,
and formulate hypotheses.
SIS2. Design and conduct scientific
investigations.
SIS3. Analyze and interpret results of
scientific investigations.
SIS4. Communicate and apply the results
of scientific investigations.
III. Mathematical Skills
Nuclear Physics
Atomic Physics
ƒ Nucleus
ƒ Strong Nuclear Force
ƒ Nuclear Fission
•
Nuclear Physics
Quantum Mechanics
ƒ Fundamental Field
Forces
ƒ Niels Bohr
ƒ Standard Model
SIS1. Make observations, raise questions,
and formulate hypotheses.
III. Mathematical Skills
Nuclear Physics
Subatomic Physics
ƒ Radioactive Decay
ƒ Quarks, Leptons, Neutrinos
ƒ Particle Accelerators
ƒ Matter and Antimatter
ƒ Unified Theory
SIS1. Make observations, raise questions,
and formulate hypotheses.
III. Mathematical Skills
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SIS1. Make observations, raise questions,
and formulate hypotheses.
III. Mathematical Skills
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4.2 VTE Frameworks: Common Strands 1, 4, 5, 6
Strand 1: Health and Safety
1.A
Define health and safety regulations:
1.A.01a Identify and apply OSHA/MOSHA and other health and safety
regulations that apply to specific tasks and jobs in the occupational
area
1.A.02a Identify and apply EPA and other environmental protection regulations
that apply to specific tasks and jobs in the occupational area
1.A.03a Identify and apply Right-To-Know (Hazard Communication Policy) and
other communicative regulations that apply to specific tasks and jobs
in the occupational area
1.A.04a Explain procedures for documenting and reporting hazards to
appropriate authorities
1.A.05a List penalties for non-compliance with appropriate health and safety
regulations
1.A.06a Identify contact information for appropriate health and safety agencies
and resources
1.B
Demonstrate health and safety practices:
1.B.01a Identify, describe and demonstrate the effective use of Material Safety
Data Sheets (MSDS)
1.B.02a Read chemical, product, and equipment labels to determine
appropriate health and safety considerations
1.B.04a Demonstrate safe dress and use of relevant safety gear and personal
protective equipment (PPE), including wrist rests, adjustable
workspaces and equipment, gloves, boots, earplugs, eye protection,
and breathing apparatus
1.B.05a Illustrate appropriate safe body mechanics, including proper lifting
techniques and ergonomics
1.B.06a Locate emergency equipment in your lab, shop, and classroom,
including (where appropriate) eyewash stations, shower facilities,
sinks, fire extinguishers, fire blankets, telephone, master power
switches, and emergency exits
1.B.07a Demonstrate the safe use, storage, and maintenance of every piece
of equipment in the lab, shop, and classroom
1.B.08a Describe safety practices and procedures to be followed when
working with and around electricity
1.B.09a Illustrate proper handling and storage practices, including working
with hazardous materials, disposal, and recycling
1.B.10a Demonstrate proper workspace cleaning procedures
1.C
Demonstrate responses to situations that threaten health and safety
1.C.03a Illustrate procedures used to handle emergency situations and
accidents, including identification, reporting, response, evacuation
plans, and follow-up procedures
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1.C.04a
1.C.05a
1.C.06a
1.C.07a
Identify practices used to avoid accidents
Identify and describe fire protection, precautions and response
procedures
Discuss the role of the individual and the company/organization in
ensuring workplace safety
Discuss ways to identify and prevent workplace/school violence
Strand 4: Employability
4.A
Develop employability skills to secure and keep employment in chosen
field
4.A.01a Evaluate industries, organizations, and careers based on multiple
sources of research and information
4.A.02a Assess interest areas to determine potential career pathways,
including career ladders
4.B
Communicate in multiple modes to address needs within the career and
technical field
4.B.01a Apply strategies to enhance effectiveness of all types of
communications in the workplace
4.B.02a Apply reading skills and strategies to work-related documents
4.B.03a Locate information from books, journals, magazines, and the Internet
4.B.04a Apply basic writing skills to work-related communication
4.B.05a Write work-related materials
4.B.06a Explain information presented graphically
4.B.07a Use writing/publishing/presentation applications
4.B.08a Apply basic skills for work-related oral communication
4.C
Solve problems using critical thinking
4.C.01a Demonstrate skills used to define and analyze a given problem
4.C.02a Explain the importance and dynamics of individual and teamwork
approaches of problem solving
4.C.03a Describe methods of researching and validating reliable information
relevant to the problem
4.C.04a Explain strategies used to formulate ideas, proposals and solutions to
problems
4.C.05a Select potential solutions based on reasoned criteria
4.C.06a Implement and evaluate solution(s)
4.D
Demonstrate positive work behaviors
4.D.01a Identify time management and task prioritization skills
4.D.02a Explain the importance of following workplace etiquette/protocol
4.D.03a Demonstrate willingness to learn and further develop skills
4.D.04a Demonstrate self-management skills
4.D.06a Describe the importance of having a positive attitude and techniques
that boost morale
4.D.07a Show initiative by coming up with unique solutions and taking on extra
responsibilities
4.D.08a Explain the importance of setting goals and demonstrate the ability to
set, reach, and evaluate goals
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18
4.D.09a
4.D.10a
4.D.11a
Explain the importance of taking pride in work accomplished and
extrinsic and intrinsic motivators that can be used to increase pride
Value the importance of professionalism, including reliability, honesty,
responsibility, and ethics
Demonstrate a respect for diversity and its benefit to the workplace
Strand 5: Management and Entrepreneurship
5.A
Analyze basic business practices required to start and run a
company/organization
5.A.05a Explain the value of competition in business/field
5.B
Manage all resources related to a business/organization
5.B.05a Explain the importance of written operating procedures and policies
5.C
Apply labor and civil rights law and guidelines to business practice and
decisions
5.C.07a List opportunities for continual professional development
5.D
Evaluate the effects of community relations on companies and the industry
5.D.01a Describe the role that the industry/organization plays in different
communities
Strand 6: Underlying Principles of Technology
6.A
6.B
6.C
Demonstrate proficiency in the use of computers and applications as well
as an understanding of concepts underlying hardware, software, and
connectivity
6.A.01a Select and utilize the appropriate technology to solve a problem or
complete a task
6.A.05a Save, retrieve, load, format, and import data into, and export a variety
of electronic documents (word processing, spreadsheet, database,
AND desktop publishing)
6.A.06a Demonstrate the proper use of a variety of external peripherals and
how they connect to a computer
6.A.07a Illustrate methods of selecting and using search engines
6.A.08a Send, receive, and manage electronic correspondence and files, in
accordance with school policy
6.A.09a Demonstrate proper use of electronic proofreading tools and explain
reasons why these shouldn’t be relied upon solely
Demonstrate responsible use of technology and an understanding of ethics
and safety issues in using electronic media
6.B.01a Identify ways in which technology is used in the workplace and in
society
6.B.02a Summarize the rights and responsibilities of the school's Acceptable
Use Policy
6.B.03a Explain laws restricting use of copyrighted materials on the Internet
Demonstrate ability to use technology for research, problem solving, and
communication
Physics 2010
19
6.C.01a
6.C.02a
6.C.03a
6.C.04a
6.C.05a
6.C.06a
6.C.07a
6.C.08a
Locate, evaluate, collect, and process information from a variety of
electronic sources
Demonstrate the use of telecommunications and other media to
interact or collaborate with peers, experts, and other audiences
Demonstrate the use of appropriate electronic sources to conduct
research (e.g., Web sites, online periodical databases, and online
catalogs)
Demonstrate proper style (with correct citations) when integrating
electronic research results into a research project
Collect, organize, analyze, and graphically present data using the
most appropriate tools
Present information, ideas, and results of work using any of a variety
of communications technologies (e.g., multimedia presentations, Web
pages, videotapes, desktop-published documents)
Identify capabilities of technology resources and describe how they
can be used for lifelong learning
Demonstrate the proper use of electronic tools and office
communications equipment (telephone, fax, copier, etc.)
4.3 Embedded Academics Strand 3
Automotive Technology
VTE #
Acad #
Standard
Grade
Topic
3.C.01c 1.3
Distinguish between, and solve problems
involving, velocity, speed, and constant
acceleration.
Physics
3.C.02c 1.4
Create and interpret graphs of motion
(position vs. time, speed vs. time, velocity vs.
time, constant acceleration vs. time).
Physics
3.C.03c 1.9
Qualitatively distinguish between static and
kinetic friction, what they depend on and their
effects on the motion of objects. (apply
lubrication principles to the reduction of
friction, voc)
Physics
3.C.04c 1.12
Identify appropriate standard international
units of measurement for force, mass,
distance, speed, acceleration, and time, and
explain how they are measured.
Physics
3.C.05c 2.4
Describe the relationship among energy,
work, and power both conceptually and
quantitatively.
Physics
Physics 2010
20
3.C.06c 2.5
Interpret the law of conservation of
momentum and provide examples that
illustrate it. Calculate the momentum of an
object.
Physics
3.C.07c 2.6
Identify appropriate standard international
units of measurement for energy, work,
power, and momentum.
Physics
3.C.08c 3.2
Differentiate between specific heat and heat
capacity.
Physics
3.C.09c 3.3
Explain the relationship among temperature
change in a substance for a given amount of
heat transferred, the amount (mass) of the
substance, and the specific heat of the
substance.
DELETE Physics
3.C.10c 3.4
Recognize that matter exists in four phases,
and explain what happens during a phase
change.
Physics
3.C.11c 5.5
Identify appropriate units of measurement for
current, voltage, and resistance, and explain
how they are measured.
Physics
Cabinetmaking
VTE #
Acad #
Standard
Grade
VTE #
Acad #
Standard
3.C.01c
1.1
Distinguish between vector quantities (velocity,
acceleration, and force) and scalar quantities
(speed and mass)
Physics
3.C.02c
1.3
Distinguish between, and solve problems
involving, velocity, speed, and constant
acceleration.
Physics
3.C.03c
1.4
Create and interpret graphs of motion (position
vs. time, speed vs. time, velocity vs. time,
constant acceleration vs. time).
Physics
3.C.04c
1.5
Explain the relationship between mass and
inertia.
Physics
Physics 2010
Grade
Topic
21
Topic
3.C.05c
1.7
Interpret and apply Newton's second law of
motion to show how an object's motion will
change only when a net force is applied.
Physics
3.C.06c
2.3
Apply quantitatively the law of conservation of
mechanical energy to simple systems.
Physics
3.C.07c
2.4
Describe the relationship among energy, work,
and power both conceptually and
quantitatively.
Physics
3.C.08c
2.6
Identify appropriate standard international units
of measurement for energy, work, power, and
momentum.
Physics
3.C.09
1.1
Distinguish between vector quantities (velocity,
acceleration, and force) and scalar quantities
(speed and mass).
Physics
3.C.10
1.5
Explain the relationship between mass and
inertia.
Physics
3.C.11
2.1
Interpret and provide examples that illustrate
the law of conservation of energy.
Physics
3.C.12
2.2
Provide examples of how energy can be
transformed from kinetic to potential and vice
versa.
Physics
3.C.13
2.3
Apply quantitatively the law of conservation of
mechanical energy to simple systems.
Physics
3.C.14
2.4
Describe the relationship among energy, work,
and power both conceptually and
quantitatively.
Physics
3.C.15
2.5
Interpret the law of conservation of momentum
and provide examples that illustrate it.
Calculate the momentum of an object.
Physics
3.C.16
2.6
Calculate quantitatively the resultant forces for
live loads and dead loads.
Physics
3.C.17
3.2
Differentiate between specific heat and heat
capacity.
Physics
3.C.18
3.3
Explain the relationship among temperature
change in a substance for a given amount of
heat transferred, the amount (mass) of the
substance, and the specific heat of the
substance.
Physics
Physics 2010
22
5.4
3.C.19
Develop a qualitative and quantitative
understanding of current, voltage, resistance,
and the connection between them.
Physics
Culinary Arts
VTE #
Acad #
Standard
Grade
Topic
3.C.01c
1
Differentiate between weight and mass,
recognizing that weight is the amount of
gravitational pull on an object.
Pre-9th Physics/Chem
Drafting
VTE #
Acad #
Standard
Grade
3.C.01c 1
Differentiate between weight and mass,
recognizing that weight is the amount of
gravitational pull on an object.
Pre-9th Physics/Chem
3.C.02c 3
Recognize that the measurement of volume and Pre-9th Physics/Chem
mass requires understanding of the sensitivity
of measurement tools (e.g., rulers, graduated
cylinders, balances) and knowledge and
appropriate use of significant digits.
3.C.03c 1.1
Distinguish between vector quantities (velocity,
acceleration, and force) and scalar quantities
(speed and mass)
Physics
3.C.04c 1.3
Distinguish between, and solve problems
involving, velocity, speed, and constant
acceleration.
Physics
3.C.05c 1.4
Create and interpret graphs of motion (position
vs. time, speed vs. time, velocity vs. time,
constant acceleration vs. time).
Physics
3.C.06c 1.5
Explain the relationship between mass and
inertia.
Physics
3.C.07c 1.6
Interpret and apply Newton's first law of
motion.
Physics
3.C.08c 1.7
Interpret and apply Newton's second law of
motion to show how an object's motion will
change only when a net force is applied.
Physics
3.C.09c 2.3
Apply quantitatively the law of conservation of
mechanical energy to simple systems.
Physics
Physics 2010
23
Topic
3.C.10c 2.4
Describe the relationship among energy, work,
and power both conceptually and
quantitatively.
Physics
3.C.11c 2.6
Identify appropriate standard international units
of measurement for energy, work, power, and
momentum.
Physics
Identify appropriate standard international units
of measurement for force, mass, distance,
speed, acceleration, and time, and explain how
they are measured.
Physics
3.C.12
1.12
Electricity
VTE # Acad #
Standard
Grade
Topic
3.C.01c 1
Differentiate between weight and mass,
recognizing that weight is the amount of
gravitational pull on an object.
th
Physics/Chem
3.C.02c 3
Recognize that the measurement of volume and Pre-9th
mass requires understanding of the sensitivity
of measurement tools (e.g., rulers, graduated
cylinders, balances) and knowledge and
appropriate use of significant digits.
Physics/Chem
3.C.03c 1.1
Distinguish between vector quantities (velocity,
acceleration, and force) and scalar quantities
(speed and mass)
Physics
3.C.04c 1.3
Distinguish between, and solve problems
involving, velocity, speed, and constant
acceleration.
Physics
3.C.05c 1.4
Create and interpret graphs of motion (position
vs. time, speed vs. time, velocity vs. time,
constant acceleration vs. time).
Physics
3.C.06c 1.5
Explain the relationship between mass and
inertia.
Physics
3.C.07c 1.7
Interpret and apply Newton's second law of
motion to show how an object's motion will
change only when a net force is applied.
Physics
3.C.08c 2.3
Apply quantitatively the law of conservation of
mechanical energy to simple systems.
Physics
3.C.09c 2.4
Describe the relationship among energy, work,
and power both conceptually and
quantitatively.
Physics
Physics 2010
24
Pre-9
3.C.10c 2.6
Identify appropriate standard international units
of measurement for energy, work, power, and
momentum.
Physics
Machine Technology
VTE # Acad #
Standard
Grade Topic
3.C.01c 1
Differentiate between weight and mass,
recognizing that weight is the amount of
gravitational pull on an object.
Pre-9th Physics/Chem
3.C.02c 3
Recognize that the measurement of volume and Pre-9th Physics/Chem
mass requires understanding of the sensitivity
of measurement tools (e.g., rulers, graduated
cylinders, balances) and knowledge and
appropriate use of significant digits.
3.C.03c 1.1
Distinguish between vector quantities (velocity,
acceleration, and force) and scalar quantities
(speed and mass)
Physics
3.C.04c 1.3
Distinguish between, and solve problems
involving, velocity, speed, and constant
acceleration.
Physics
3.C.05c 1.4
Create and interpret graphs of motion (position
vs. time, speed vs. time, velocity vs. time,
constant acceleration vs. time).
Physics
3.C.06c 1.5
Explain the relationship between mass and
inertia.
Physics
3.C.07c 1.6
Interpret and apply Newton's first law of
motion.
Physics
3.C.08c 1.7
Interpret and apply Newton's second law of
motion to show how an object's motion will
change only when a net force is applied.
Physics
3.C.09c 2.3
Apply quantitatively the law of conservation of
mechanical energy to simple systems.
Physics
3.C.10c 2.4
Describe the relationship among energy, work,
and power both conceptually and
quantitatively.
Physics
3.C.11c 2.6
Identify appropriate standard international units
of measurement for energy, work, power, and
momentum.
Physics
Qualitatively distinguish between static and
kinetic friction, what they depend on and their
Physics
3.C.12
1.9
Physics 2010
25
effects on the motion of objects.
3.C.13
1.12
Identify appropriate standard international units
of measurement for force, mass, distance,
speed, acceleration, and time, and explain how
they are measured.
Physics
3.C.14
5.1
Recognize the characteristics of static charge,
and explain how a static charge is generated.
Physics
3.C.15
5.2
Interpret and apply Coulomb's law.
Physics
3.C.16
5.3
Explain the difference in concept between
electric forces and electric fields.
Physics
3.C.17
5.4
Develop a qualitative and quantitative
understanding of current, voltage, resistance,
and the connection between them.
Physics
Metal Fabrication
VTE # Acad #
Standard
Grade Topic
3.C.01c 1
Differentiate between weight and mass,
recognizing that weight is the amount of
gravitational pull on an object.
Pre-9th Physics/Chem
3.C.02c 3
Recognize that the measurement of volume and Pre-9th Physics/Chem
mass requires understanding of the sensitivity
of measurement tools (e.g., rulers, graduated
cylinders, balances) and knowledge and
appropriate use of significant digits.
3.C.03c 1.1
Distinguish between vector quantities (velocity,
acceleration, and force) and scalar quantities
(speed and mass)
Physics
3.C.04c 1.3
Distinguish between, and solve problems
involving, velocity, speed, and constant
acceleration.
Physics
3.C.05c 1.4
Create and interpret graphs of motion (position
vs. time, speed vs. time, velocity vs. time,
constant acceleration vs. time).
Physics
3.C.06c 1.5
Explain the relationship between mass and
inertia.
Physics
3.C.07c 1.6
Interpret and apply Newton's first law of
motion.
Physics
Physics 2010
26
3.C.08c 1.7
Interpret and apply Newton's second law of
motion to show how an object's motion will
change only when a net force is applied.
Physics
3.C.09c 2.3
Apply quantitatively the law of conservation of
mechanical energy to simple systems.
Physics
3.C.10c 2.4
Describe the relationship among energy, work,
and power both conceptually and
quantitatively.
Physics
3.C.11c 2.6
Identify appropriate standard international units
of measurement for energy, work, power, and
momentum.
Physics
Office Technology
VTE #
Acad #
3.B.01c 10.D.1
Standard
Grade
Select, create, and interpret an appropriate
9-10
graphical representation (e.g., scatterplot,
table, stem-and-leaf plots, box-and-whisker
plots, circle graph, line graph, and line plot)
for a set of data and use appropriate statistics
(e.g., mean, median, range, and mode) to
communicate information about the data. Use
these notions to compare different sets of
data.
Topic
Data Analysis,
Statistics and
Probability
Information Technology
VTE #
Acad #
3.C.01c 1
Standard
Differentiate between weight and mass,
recognizing that weight is the amount of
gravitational pull on an object.
3.C.02c 3
Recognize that the measurement of volume and Pre-9
mass requires understanding of the sensitivity
of measurement tools (e.g., rulers, graduated
cylinders, balances) and knowledge and
appropriate use of significant digits.
Physics/Chem
3.C.03c 1.12
Identify appropriate standard international units
of measurement for force, mass, distance,
speed, acceleration, and time, and explain how
they are measured.
Physics
3.C.04c 2.6
Identify appropriate standard international units
of measurement for energy, work, power, and
momentum.
Physics
Physics 2010
27
Grade Topic
Pre-9 Physics/Chem
3.C.05c 4.4
Distinguish between mechanical and
electromagnetic waves.
Physics
3.C.06c 4.7
Explain, graph, and interpret graphs of
constructive and destructive interference of
waves.
Physics
3.C.07c 5.1
Recognize the characteristics of static charge,
and explain how a static charge is generated.
Physics
3.C.08c 5.3
Explain the difference in concept between
electric forces and electric fields.
Physics
3.C.09c 5.4
Develop a qualitative and quantitative
understanding of current, voltage, resistance,
and the connection between them.
Physics
3.C.10c 5.6
Describe the differences between Alternating
Current (AC) and Direct Current (DC).
Physics
Carpentry
VTE # Acad #
Standard
Grade Topic
3.C.01c 1
Differentiate between weight and mass,
recognizing that weight is the amount of
gravitational pull on an object.
Pre-9th Physics/Chem
3.C.02c 3
Recognize that the measurement of volume and Pre-9th Physics/Chem
mass requires understanding of the sensitivity
of measurement tools (e.g., rulers, graduated
cylinders, balances) and knowledge and
appropriate use of significant digits.
3.C.03c 1.1
Distinguish between vector quantities (velocity,
acceleration, and force) and scalar quantities
(speed and mass)
Physics
3.C.04c 1.3
Distinguish between, and solve problems
involving, velocity, speed, and constant
acceleration.
Physics
3.C.05c 1.4
Create and interpret graphs of motion (position
vs. time, speed vs. time, velocity vs. time,
constant acceleration vs. time).
Physics
3.C.06c 1.5
Explain the relationship between mass and
inertia.
Physics
3.C.07c 1.7
Interpret and apply Newton's second law of
motion to show how an object's motion will
change only when a net force is applied.
Physics
Physics 2010
28
3.C.08c 2.3
Apply quantitatively the law of conservation of
mechanical energy to simple systems.
Physics
3.C.09c 2.4
Describe the relationship among energy, work,
and power both conceptually and
quantitatively.
Physics
3.C.10c 2.6
Identify appropriate standard international units
of measurement for energy, work, power, and
momentum.
Physics
3.C.11
2.1
Interpret and provide examples that illustrate
the law of conservation of energy.
Physics
3.C.12
3.2
Differentiate between specific heat and heat
capacity.
Physics
3.C.13
5.4
Develop a qualitative and quantitative
understanding of current, voltage, resistance,
and the connection between them.
Physics
3.C.14
3.3
Explain the relationship among temperature
change in a substance for a given amount of
heat transferred, the amount (mass) of the
substance, and the specific heat of the
substance.
Physics
3.C.15
2.3
Apply quantitatively the law of conservation of
mechanical energy to simple systems.
Physics
3.C.16
2.4
Describe the relationship among energy, work,
and power both conceptually and
quantitatively.
Physics
3.C.17
2.6
Calculate quantitatively the resultant forces for
live loads and dead loads.
Physics
5. Instructional Activities
The Science Department at McCann uses the following instructional activities:
• Competency based learning
• Project based learning
• Laboratory experiments
• Engineering design process
• Field studies
• Field trips
• Cooperative learning groups
• Integration with technical areas
• Integration with academic subjects
Physics 2010
29
•
•
•
•
•
•
•
•
Direct instruction
Cooperative learning
Whiteboard projects
Power Point presentations
Library research
Demonstrations
Recitation/Review
Other topics may be included in the class as deemed appropriate by
the individual course instructors.
One major project is generally completed in all Physics courses each marking
period. Examples of what these projects can consist of follows:
1. The Bridge Project
2006 McCann Technical High School Annual Bridge Contest Rules
These rules have been developed for the 2006 McCann Technical High School Annual Bridge Contest
to be held on Tuesday, April 11, 2006 at McCann Physics Laboratory. Questions about these rules should
be directed to Mr. Barlin at X138.. The object of this contest is to see who can design, construct and test the
most efficient bridge within the following specifications.
Model bridges are intended to be simplified versions of real-world bridges, which are designed to accept a
load in any position and permit the load to travel across the entire bridge. In order to allow the contest to
proceed in a reasonable amount of time only one loading position is actually tested.
1. Materials
a.
b.
c.
The bridge must be constructed only from 3/32 inch square cross-section basswood and any
commonly available adhesive.
The basswood may be notched, cut, sanded or laminated in any manner.
No other materials may be used. The bridge may not be stained, painted or coated in any fashion
with any foreign substance.
2. Construction
a.
b.
c.
d.
e.
The bridge mass shall be no greater than 30.00 grams.
The bridge (see Figure 1) must span a gap (S) of 300 mm, be no longer (L) than 400 mm, have a
maximum width (W) of 80 mm, be no taller (H) than 100 mm above the support surfaces and
extend below the support surfaces between 15 mm (B1) and 25 mm (B2).
The bridge shall contain an "arch-type" structure below the main support plane (see Figure 1) that
spans between the supports. An arch uses curved members for its main load carrying members.
For this contest, the arch shall be composed of either curved members or two or more straight
segments arranged to approximate an A-frame or a multi-segmented frame. The arch or frame may
extend above the support surface. The test fixture will be designed to resist horizontal thrust forces
from the members below the vertical support surface.
The loading plane (P) shall be horizontal and shall lie between 5 mm and 10 mm above the
support surfaces.
The bridge must be constructed to provide for the loading plate (see section 3, below) at each of
the three loading points. Any portion of the structure above or below the loading plane must
provide clearance for the loading rod at the three loading point locations.
Physics 2010
30
3. Loading
a.
b.
c.
The load will be applied downward, from above, by means of a 50 mm square plate (see Figure 2)
resting on the loading plane of the bridge. The plate will be 6.35 mm (1/4 inch) thick and will have
a 9.53 mm (3/8 inch) diameter rod attached from above at its center. The bottom plate surface will
be horizontal and shall not pivot during loading.
The two edges of the loading plate will be parallel to the longitudinal axis of the bridge at the time
of load application.
The load will be applied on the longitudinal axis of the bridge at one of three loading points: the
center of the 300 mm span and 60 mm to either side of the center.
4. Testing
a.
b.
c.
d.
e.
f.
On the day of the contest, judges will decide the exact loading location to be used. It will be the
same for all bridges.
The bridge will be centered on the support surfaces.
The loading plate will be located on the bridge at the specified loading location and the load will
be steadily applied from above.
The load will be increased until bridge failure occurs.
Bridge failure is defined as the inability of the bridge to carry additional load, or a load deflection
of 25 mm under the loading location, whichever occurs first.
The bridge with the highest structural efficiency, E, will be declared the winner.
E = Load supported in grams / Mass of bridge in grams
5. Qualification
a.
b.
All construction and material requirements will be checked prior to testing by the judges. Bridges
that fail to meet these specifications at the conclusion of the allowable time for checking will be
disqualified. Bridges disqualified prior to the start of the contest may be tested as exhibition
bridges at the discretion of the builder and the contest directors.
If, during testing, a condition becomes apparent (i.e., use of ineligible materials, inability to
support the loading plate, etc.) which is a violation of the rules or prevents testing as described
above in Section 4, that bridge shall be disqualified. If the disqualified bridge can accommodate
loading, it may still be tested as an exhibition bridge as stated above.
Physics 2010
31
Bridge Design Project Tasks
Part 1: Bridge Design
Drawing of bridge design
Three orthogonal views
Part 2: Design Narrative
A design journal of your design process describing your considerations, decisions,
failures, successes and final critique of your bridge.
Part 3: Design Presentation
This is a chance for the class to learn about design alternatives.
Tell the class what design you chose and why.
Part 4: Design Effectiveness
The load supported divided by the weight of the bridge.
Part 5: Design Compliance
Does your design meet the specifications?
Examples of student work may be found at:
http://www.mccanntech.org/bridgetoweb/index.html
2. The Rocketry Project
Name____________________________Date _______________________
Rocket Work Sheet Height
Quiz
Mr. Allard
Distance from Gun
Tangent Height of Rocket Height of Rocket
1.) 200 M
33
2.) 135 M
46
3.) 67 M
76
4.) 150 M
56
5.) 170 M
29
6.) 250 M
42
7.) 125 M
66
8.) 115 M
47
9.) 190 M
73
10.) 95 M
70
11.) 200 M
45
12.) 113 M
54
Physics 2010
32
Rocket Angle Measurement (Meters)
13.) 135 M
80
14.) 185 M
63
15.) 50 M
90
3. The String Theory Project
In the 4th quarter, you have learned about the unification theory of physics. You have
explored extra dimensions and particle colliders through classroom demonstrations. The
concepts explored in the unification theory have been:
1. fundamental field forces,
2. subatomic particles,
3. antimatter,
4. particles collisions,
5. string theory,
6. extra dimensions,
7. relativity,
8. the big bang,
9. wormholes,
10. quantum mechanics
Your resources this quarter have been the three episodes of The Elegant Universe, the
accompanying worksheets, readings from A Briefer History of Time by Stephen
Hawking, The Universe is a Green Dragon by Brian Swimme, and The Tao of Physics by
Fritoj Capra.
Your job is to write a Collin’s Type 3 essay that covers the following three questions:
1. Which concept involved in unification theory do you understand the best? Use
references AND your own analogy to explain the concept.
2. Which concept do you have the most trouble with? Explain in detail the problem,
use references AND ask questions (in the essay).
3. Offer your overall opinion of string theory which is the current focus of
physicists, spending billions of dollars, tying up the world’s best research
facilities and the brightest minds. What is the value of finding this potential
breakthrough?
FCA 1. Answer all questions completely – 60pts.
FCA 2. Cite References – 15pts.
FCA 3. Use complete sentences – 25pts.
6. Resources
Physics 2010
33
Texts and Printed Materials
Dobson Ph. D Ken. Physical Science (by Holt,
Rinehart, and Winston) Austin, Texas: 2006
Serway, R. and Faugh, J., Holt Physics. Holt, Rinehart, and Winston.
Austin, Texas: 2002.
Murphy, J. and Zitzewitz, P,. Physics, Merrill, Columbus, Ohio, 1990.
Scholastic Science World Magazine
Cambridge Physics Outlet Laboratory Manuals
Supplemental Reading
Capra, F., The Tao of Physics, Shambala, Boston, Massachusetts, 2000.
Hawking, S., The Illustrated A Brief History of Time, Bantam Books, New York,
New York, 1996.
Hawking, S. and Mlodinow, L., A Briefer History of Time, Bantam Dell, New
York, New York, 2005.
Sagan, C., Cosmos, Random House, New York, New York, 1980.
Swimme, B., The Universe is a Green Dragon, Bear & Company, Rochester,
Vermont, 2001.
DVD
“The Elegant Universe”, Brian Greene, WGBH Educational Television, 2003.
Instructional Materials and Supplies
Various scientific instructional materials and supplies are purchased from Flinn
Scientific.
Audiovisual and Electronic Software
Microsoft PowerPoint
Hollywood High Computer Software
CNN Presents: Science in the News – Physics Connections Video
Holt support CD’s for lesson plans, tests, review materials, audio versions of the
textbooks
A variety of other audiovisual and electronic software resources will be utilized as
determined by the individual course instructors.
Electronic Resources: Software and Websites
National Science Foundation: http://www.nsf.org
National Science Teachers Association: http://www.nsta.org
Holt text books on line at http://www.go.hrw.com
Bridge Specifications- http://www.iit.edu/~hsbridge/
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West Point Bridge Design
Projectile Motion:
http://galileo.phys.virginia.edu/classes/109N/more_stuff/Applets/ProjectileMotion
/jarapplet.html
Vector Calculator: http://comp.uark.edu/~jgeabana/java/VectorCalc.html
A variety of other electronic resources will be utilized as determined by the
individual course instructors.
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