D2L Corporation
2017-06-08T13:46:34-04:00
2017-06-08T13:46:34-04:00
D2L Corporation
Physics 20-30
Science programs provide opportunities for students to develop the knowledge, skills and attitudes they need to become productive and responsible members of society. The programs also allow students to explore interests and prepare for further education and careers. Students graduating from Alberta schools require the scientific and related technological knowledge and skills that will enable them to understand and interpret their world. They also need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner. To become scientifically literate, students need to develop a knowledge of science and its relationship to technologies and society. They also need to develop the broad-based skills required to identify and analyze problems; to explore and test solutions; and to seek, interpret and evaluate information. To ensure relevance to students as well as to societal needs, a science program must present science in a meaningful context—providing opportunities for students to explore the process of science, its applications and implications, and to examine related technological problems and issues. By doing so, students become aware of the role of science in responding to social and cultural change and in meeting needs for a sustainable environment, economy and society
2017-06-08
2014
Framework for Developing a Nature of Science Emphasis
Concepts (focus on how scientific knowledge is developed)
NS1
the goal of science is knowledge about the natural world
NS2
scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations
NS3
scientific knowledge results from peer review and replication of the research of others
NS4
scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced or rejected
NS5
the process of scientific investigation includes:<ul><li>identifying the theoretical basis of the investigation (NS5a)</li><li>defining and delimiting, clearly, research questions or ideas to be tested (NS5b)</li><li>designing the investigation (NS5c)</li><li>evaluating and selecting means to collect and record evidence (NS5d)</li><li>carrying out the investigation (NS5e)</li><li>analyzing the evidence and providing explanations based upon scientific theories and concepts (NS5f)</li></ul>
NS6
scientific paradigms are conceptual inventions that help organize, interpret and explain findings<ul><li>Concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations (NS6a)</li><li>Conventions of mathematics, nomenclature and notation provide a basis for organizing and communicating scientific theory, relationships and concepts; e.g., chemical symbols (NS6b)</li><li>Scientific language is precise, and specific terms may be used in each field of study (NS6c)</li></ul>
NS7
scientific inquiry is limited to certain questions
Skills (focus on scientific inquiry)
IP–NS
Initiating and Planning
IP–NS1
identify, define and delimit questions to investigate
IP–NS2
design an experiment, identifying and controlling major variables
IP–NS3
state a prediction and a hypothesis based on available evidence or background information or on a theory
IP–NS4
evaluate and select appropriate procedures, including appropriate sampling procedures, and instruments for collecting evidence and information
PR–NS
Performing and Recording
PR–NS1
research, integrate and synthesize information from various print and electronic sources regarding a scientific question
PR–NS2
select and use appropriate instruments for collecting data effectively, safely and accurately
PR–NS3
carry out procedures, controlling the major variables, and adapt or extend procedures where required
PR–NS4
compile and organize findings and data by hand or computer, using appropriate formats such as diagrams, flowcharts, tables and graphs
PR–NS5
apply Workplace Hazardous Materials Information System (WHMIS) standards to handle and dispose of materials
AI–NS
Analyzing and Interpreting
AI–NS1
apply appropriate terminology, classification systems and nomenclature used in the sciences
AI–NS2
interpret patterns and trends in data and predict the value of a variable by interpolating or extrapolating from graphical data or from a line of best fit
AI–NS3
estimate and calculate the value of variables, compare theoretical and empirical values, and account for discrepancies
AI–NS4
identify limitations of data or measurements; explain sources of error; and evaluate the relevance, reliability and adequacy of data and data collection methods
AI–NS5
identify new questions or problems that arise from what was learned
AI–NS6
state a conclusion, based on data obtained from investigations, and explain how evidence gathered supports or refutes a hypothesis, prediction or theory
CT–NS
Communication and Teamwork
CT–NS1
work collaboratively to develop and carry out investigations
CT–NS2
select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions
CT–NS3
evaluate individual and group processes used in planning and carrying out investigative tasks
Framework for Developing a Science and Technology Emphasis
Concepts (focus on the interrelationship of science and technology)
ST1
the goal of technology is to provide solutions to practical problems
ST2
technological development may involve the creation of prototypes, the testing of prototypes and the application of knowledge from related scientific and interdisciplinary fields
ST3
technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences
ST4
scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery
ST5
the process for technological development includes:<ul><li>defining and delimiting, clearly, the problems to be solved and establishing criteria to assess the technological solution (ST5a)</li><li>identifying the constraints, the benefits and the drawbacks (ST5b)</li><li>developing designs and prototypes (ST5c)</li><li>testing and evaluating designs and prototypes on the basis of established criteria (ST5d)</li></ul>
ST6
the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems
ST7
the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability
Skills (focus on problem solving)
IP–ST
Initiating and Planning
IP–ST1
identify questions to investigate arising from practical problems
IP–ST2
propose and assess alternative solutions to a given practical problem, select one and develop a plan
IP–ST3
evaluate and select appropriate procedures and instruments for collecting data and information and for solving problems
PR–ST
Performing and Recording
PR–ST1
research, integrate and synthesize information from various print and electronic sources relevant to a practical problem
PR–ST2
construct and test a prototype device or system and troubleshoot problems as they arise
PR–ST3
select and use tools, apparatus and materials safely
AI–ST
Analyzing and Interpreting
AI–ST1
evaluate designs and prototypes on the basis of self-developed criteria; e.g., function, reliability, cost, safety, efficient use of materials, impact on the environment
AI–ST2
analyze alternative solutions to a given problem, identify potential strengths and weaknesses of each and recommend an approach to solving the problem, based on findings
AI–ST3
solve problems by selecting appropriate technology to perform manipulations and calculations
AI–ST4
identify new questions and problems that arise from what was learned and evaluate potential applications of findings
CT–ST
Communication and Teamwork
CT–ST1
work collaboratively to test a prototype device or system and troubleshoot problems as they arise
CT–ST2
select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions
CT–ST3
evaluate individual and group processes used in planning and carrying out problem-solving tasks
Framework for Developing a Social and Environmental Contexts Emphasis
Concepts (focus on issues related to the application of science and technology)
SEC1
science and technology are developed to meet societal needs and expand human capability
SEC2
science and technology have influenced, and been influenced by, historical development and societal needs
SEC3
science and technology have both intended and unintended consequences for humans and the environment
SEC4
society provides direction for scientific and technological development <ul><li>Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment (SEC4a)</li><li>Decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations (SEC4b)</li><li>Society supports scientific and technological development by recognizing accomplishments, publishing and disseminating results and providing financial support (SEC4c)</li></ul>
SEC5
scientific and technological activity may arise from, and give rise to, such personal and social values as accuracy, honesty, perseverance, tolerance, open-mindedness, critical-mindedness, creativity and curiosity
SEC6
science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning
Skills (focus on applying science to inform decision-making processes)
IP–SEC
Initiating and Planning
IP–SEC1
identify questions to investigate that arise from issues related to the application of science and technology
IP–SEC2
plan complex searches for information, using a wide variety of electronic and print sources
IP–SEC3
assess and develop appropriate processes for collecting relevant data and information about science-andtechnology-related issues
PR–SEC
Performing and Recording
PR–SEC1
research, integrate and synthesize information from various print and electronic sources relevant to a given question, problem or issue
PR–SEC2
select information and gather evidence from appropriate sources and evaluate search strategies
AI–SEC
Analyzing and Interpreting
AI–SEC1
apply given criteria for evaluating evidence and assess the authority, reliability, scientific accuracy and validity of sources of information
AI–SEC2
apply a variety of perspectives in assessing the risks and benefits of scientific and technological developments
AI–SEC3
assess potential decisions and recommend the best one, based on findings
AI–SEC4
identify new questions that arise and evaluate, from a variety of perspectives, potential implications of findings
CT–SEC
Communication and Teamwork
CT–SEC1
work collaboratively to investigate a science-andtechnology-related issue
CT–SEC2
communicate in a persuasive and an engaging manner, using appropriate multimedia forms, to further understand a complex science-and-technology-related issue
CT–SEC3
make clear and logical arguments to defend a given decision on an issue, based on findings
CT–SEC4
evaluate individual and group processes used in investigating an issue and in evaluating alternative decisions
Division 4 ICT Outcomes
Category: Communicating, Inquiring, Decision Making and Problem Solving
C1
General Outcome
Students will access, use and communicate information from a variety of technologies.
4.1
Specific Outcome
plan and perform complex searches, using more than one electronic source
4.2
Specific Outcome
select information from appropriate sources, including primary and secondary sources
4.3
Specific Outcome
evaluate and explain the advantages and disadvantages of various search strategies
4.4
Specific Outcome
communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues
C2
General Outcome
Students will seek alternative viewpoints, using information technologies
4.1
Specific Outcome
consult a wide variety of sources that reflect varied viewpoints on particular topics
4.2
Specific Outcome
evaluate the validity of gathered viewpoints against other sources
C3
General Outcome
Students will critically assess information accessed through the use of a variety of technologies
4.1
Specific Outcome
assess the authority, reliability and validity of electronically accessed information
4.2
Specific Outcome
demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic
C4
General Outcome
Students will use organizational processes and tools to manage inquiry
4.1
Specific Outcome
use calendars, time management or project management software to assist in conducting an inquiry
C5
General Outcome
Students will use technology to aid collaboration during inquiry.
4.1
Specific Outcome
use telecommunications to pose critical questions to experts
4.2
Specific Outcome
participate in a variety of electronic group formats
C6
General Outcome
Students will use technology to investigate and/or solve problems
4.1
Specific Outcome
investigate and solve problems of prediction, calculation and inference
4.2
Specific Outcome
investigate and solve problems of organization and manipulation of information
4.3
Specific Outcome
manipulate data by using charting and graphing technologies in order to test inferences and probabilities
4.4
Specific Outcome
generate new understandings of problematic situations by using some form of technology to facilitate the process
4.5
Specific Outcome
evaluate the appropriateness of the technology used to investigate or solve a problem
C7
General Outcome
Students will use electronic research techniques to construct personal knowledge and meaning
4.1
Specific Outcome
use appropriate strategies to locate information to meet personal needs
4.2
Specific Outcome
analyze and synthesize information to determine patterns and links among ideas
4.3
Specific Outcome
use appropriate presentation software to demonstrate personal understandings
Foundational Operations, Knowledge and Concepts
F1
General Outcome
Students will demonstrate an understanding of the nature of technology
4.1
Specific Outcome
assess the strengths and weaknesses of computer simulations in relation to real-world problems
4.2
Specific Outcome
solve mathematical and scientific problems by selecting appropriate technology to perform calculations and experiments
4.3
Specific Outcome
apply terminology appropriate to technology in all forms of communication
4.4
Specific Outcome
demonstrate an understanding of the general concepts of computer programming and the algorithms that enable technological devices to perform operations and solve problems
F2
General Outcome
Students will understand the role oftechnology as it applies to self, work and society
4.1
Specific Outcome
use technology outside formal classroom settings
4.2
Specific Outcome
analyze how technological innovations and creativity affect the economy
4.3
Specific Outcome
demonstrate an understanding of new and emerging communication systems
4.4
Specific Outcome
evaluate possible potential for emerging technologies
4.5
Specific Outcome
demonstrate conservation measures when using technology
4.6
Specific Outcome
demonstrate an understanding of the basic principles and issues of e-commerce, including such topics as security and privacy, marketing, and implications for governments, businesses and consumers alike
4.7
Specific Outcome
use current, reliable information sources from around the world
4.8
Specific Outcome
analyze and assess the impact of technology on the global community
F3
General Outcome
Students will demonstrate a moral and ethical approach to the use of technology
4.1
Specific Outcome
demonstrate an understanding of how changes in technology can benefit or harm society
4.2
Specific Outcome
record relevant data for acknowledging sources of information, and cite sources correctly
4.3
Specific Outcome
respect ownership and integrity of information
F4
General Outcome
Students will become discerning consumers of mass media and electronic information
4.1
Specific Outcome
discriminate between style and content in a presentation
4.2
Specific Outcome
evaluate the influence and results of digital manipulation on our perceptions
4.3
Specific Outcome
identify and analyze a variety of factors that affect the authenticity of information derived from mass media and electronic communication
F5
General Outcome
Students will practise the concepts of ergonomics and safety when using technology
4.1
Specific Outcome
assess new physical environments with respect to ergonomics
4.2
Specific Outcome
identify safety regulations specific to the technology being used
F6
General Outcome
Students will demonstrate a basic understanding of the operating skills required in a variety of technologies
4.1
Specific Outcome
continue to demonstrate the outcomes addressed within the previous divisions. Students interested in pursuing advanced study in such areas as electronics, programming, computer-aided design and drafting (CADD), robotics and other industrial applications of technology will find opportunities in Career and Technology Studies (CTS) courses
Processes for Productivity
P1
General Outcome
Students will compose, revise and edit text
4.1
Specific Outcome
continue to demonstrate the outcomes achieved in prior grades and course subjects
P2
General Outcome
Students will organize and manipulate data
4.1
Specific Outcome
manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets
P3
General Outcome
Students will communicate through multimedia
4.1
Specific Outcome
select and use, independently, multimedia capabilities for presentations in various subject areas
4.2
Specific Outcome
support communication with appropriate images, sounds and music
4.3
Specific Outcome
apply general principles of graphic layout and design to a document in process
P4
General Outcome
Students will integrate various applications
4.1
Specific Outcome
integrate a variety of visual and audio information into a document to create a message targeted for a specific audience
4.2
Specific Outcome
apply principles of graphic design to enhance meaning and audience appeal
4.3
Specific Outcome
use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text
P5
General Outcome
Students will navigate and create hyperlinked resources
4.1
Specific Outcome
create multiple-link documents appropriate to the content of a particular topic
4.2
Specific Outcome
post multiple-link pages on the World Wide Web or on a local or wide area network
P6
General Outcome
Students will use communication technology to interact with others
4.1
Specific Outcome
select and use the appropriate technologies to communicate effectively with a targeted audience
Physics 20
Attitude Outcomes
Interest in Science
research the answers to questions they generate
explore and use a variety of methods and resources to increase their knowledge and skills
be critical and constructive when considering new theories and techniques
use scientific vocabulary and principles in everyday discussions
recognize the usefulness of being skilled in mathematics and problem solving
be interested in science and technology topics not directly related to their formal studies
recognize the importance of making connections among various science disciplines
maintain interest in pursuing further studies in science
explore where further science- and technology-related studies and careers can be pursued
recognize that many careers require science- and technology-related knowledge and skills
Mutual Respect
use a multiperspective approach, considering scientific, technological, economic, cultural, political and environmental factors when formulating conclusions, solving problems or making decisions on an STS issue
research carefully and discuss openly ethical dilemmas associated with the applications of science and technology
explore personal perspectives, attitudes and beliefs toward scientific and technological advancements
recognize the contribution of science and technology to the progress of civilizations
show support for the development of technologies and science as they relate to human needs
recognize that the scientific approach is one of many ways of viewing the universe
recognize the research contributions of both men and women
recognize the research contributions of Canadians
Scientific Inquiry
consider the social and cultural contexts in which a theory developed
appreciate how scientific problem solving and the development of new technologies are related
insist on evidence before accepting a new idea or a new explanation
assess, critically, their opinion of the value of science and its applications
question arguments in which evidence, explanations or positions do not reflect the diversity of existing perspectives
criticize arguments that are based on the faulty, incomplete or misleading use of numbers
recognize the importance of reviewing the basic assumptions from which a line of inquiry has arisen
insist that the critical assumptions behind any line of reasoning be made explicit so that the validity of the position taken can be judged
evaluate inferences and conclusions, being cognizant of the many variables involved in experimentation
ask questions and conduct research to ensure understanding
expend the effort and time needed to make valid inferences
seek new models, explanations and theories when confronted with discrepant events
Collaboration
provide the same attention and energy to the group's product as they would to a personal assignment
be attentive when others speak, seek the point of view of others, and consider a multitude of perspectives
use appropriate communication technology to elicit feedback from others
participate in a variety of electronic group formats
Stewardship
assume part of the collective responsibility for the impact of humans on the environment
participate in civic activities related to the preservation and judicious use of the environment and its resources
encourage their peers or members of their community to participate in a project related to sustainability
consider all perspectives when addressing issues, weighing scientific, technological and ecological factors
discuss both the positive and negative effects of environmental changes caused by nature and by humans on human beings and society
participate in the social and political systems that influence environmental policy in their community
promote actions that are not injurious to the environment
make personal decisions based on a feeling of responsibility toward less privileged parts of the global community and toward future generations
be critical-minded regarding the short- and long-term consequences of sustainability
Safety
consider safety a positive limiting factor in scientific and technological endeavours
read the labels on materials before using them, interpret the WHMIS symbols and consult a reference document if safety symbols are not understood
manipulate materials carefully, being cognizant of the risks and consequences of their actions
assume responsibility for the safety of all those who share a common working environment, by cleaning up after an activity and disposing of materials according to safety guidelines
seek assistance immediately for any first-aid concerns, such as cuts, burns or unusual reactions
keep the work station uncluttered, ensuring that only appropriate laboratory materials are present
criticize a procedure, a design or materials that are not safe or that could have a negative impact on the environment
use safety and waste disposal as criteria for evaluating an experiment
write safety and waste-disposal precautions into a laboratory procedure
Unit A: Kinematics
General Outcome
Students will describe motion in terms of displacement, velocity, acceleration and time
Specific Outcomes for Knowledge
20–A1.1k
Specific Outcome
define, qualitatively and quantitatively, displacement, velocity and acceleration
20–A1.2k
Specific Outcome
define, operationally, and compare and contrast scalar and vector quantities
20–A1.3k
Specific Outcome
explain, qualitatively and quantitatively, uniform and uniformly accelerated motion when provided with written descriptions and numerical and graphical data
20–A1.4k
Specific Outcome
interpret, quantitatively, the motion of one object relative to another, using displacement and velocity vectors
20–A1.5k
Specific Outcome
explain, quantitatively, two-dimensional motion in a horizontal or vertical plane, using vector components.
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
20–A1.1sts
Specific Outcome
explain that the goal of science is knowledge about the natural world (NS1)<ul><li>identify common applications of kinematics, such as determining the average speed of a run, bike ride or car trip, or the acceleration required to launch an aircraft from a carrier</li></ul>
20–A1.2sts
Specific Outcome
explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced or rejected (NS4)<ul><li>analyze lunar free fall as illustrated in a video</li></ul>
20–A1.3sts
Specific Outcome
explain that the process for technological development includes testing and evaluating designs and prototypes on the basis of established criteria (ST5d) [ICT C6–4.5]<ul><li>investigate the application of kinematics principles, such as determining the appropriate length of airport runways, the design of merging lanes or the timing of traffic lights</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
20–A1.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>identify, define and delimit questions to investigate; e.g., What are the relationships among displacement, velocity, acceleration and time? (IP–NS1)</li><li>explain why distances are measured in different units (as the crow flies, days of travel, mileage from city centre to city centre, light years)</li></ul>
20–A1.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform an experiment to demonstrate the relationships among displacement, velocity, acceleration and time, using available technologies; e.g., interval timers, photo gates (PR–NS2, PR–NS3) [ICT C6–4.4]</li><li>collect information from various print and electronic sources to explain the use of kinematics concepts; e.g., the synchronization of traffic lights (PR–ST1) [ICT C1–4.1]</li></ul>
20–A1.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>construct graphs to demonstrate the relationships among displacement, velocity, acceleration and time for uniform and uniformly accelerated motion (AI–NS2)</li><li>analyze a graph of empirical data to infer the mathematical relationships among displacement, velocity, acceleration and time for uniform and uniformly accelerated motion (AI–NS2) [ICT C7–4.2]</li><li>solve, quantitatively, projectile motion problems near Earth's surface, ignoring air resistance (AI–NS3) [ICT C6–4.1]</li><li>relate acceleration to the slope of, and displacement to the area under, a velocity-time graph (AI–NS2, AI–NS6) [ICT C7–4.2]</li><li>analyze uniform motion examples, using computer simulations (AI–NS3) [ICT C6–4.4]</li></ul>
20–A1.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>use appropriate Système international (SI) units, fundamental and derived units and significant digits (CT–NS2)</li><li>use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results (CT–NS2)</li><li>use delta notation correctly when describing changes in quantities (CT–NS2)</li></ul>
Unit B: Dynamics
General Outcome
Students will explain the effects of balanced and unbalanced forces on velocity
Specific Outcomes for Knowledge
20–B1.1k
Specific Outcome
explain that a nonzero net force causes a change in velocity
20–B1.2k
Specific Outcome
apply Newton's first law of motion to explain, qualitatively, an object's state of rest or uniform motion
20–B1.3k
Specific Outcome
apply Newton's second law of motion to explain, qualitatively, the relationships among net force, mass and acceleration
20–B1.4k
Specific Outcome
apply Newton's third law of motion to explain, qualitatively, the interaction between two objects, recognizing that the two forces, equal in magnitude and opposite in direction, do not act on the same object
20–B1.5k
Specific Outcome
explain, qualitatively and quantitatively, static and kinetic forces of friction acting on an object
20–B1.6k
Specific Outcome
calculate the resultant force, or its constituents, acting on an object by adding vector components graphically and algebraically
20–B1.7k
Specific Outcome
apply Newton's laws of motion to solve, algebraically, linear motion problems in horizontal, vertical and inclined planes near the surface of Earth, ignoring air resistance.
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
20–B1.1sts
Specific Outcome
explain that the goal of technology is to provide solutions to practical problems, that technological development includes testing and evaluating designs and prototypes on the basis of established criteria, and that the products of technology cannot solve all problems (ST1, ST5d, ST6) [ICT F2–4.4]<ul><li>assess the design and use of injury-prevention devices in cars and sports in terms of Newton's laws of motion</li><li>explain how buffalo jumps represented a technological solution to food supply problems and describe the advantages and limitations of such a technique</li></ul>
20–B1.2sts
Specific Outcome
explain that science and technology are developed to meet societal needs and that society provides direction for scientific and technological development (SEC1, SEC4) [ICT F2–4.8]<ul><li>discuss the use of seat belts in school buses</li></ul>
20–B1.3sts
Specific Outcome
explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations (NS2)<ul><li>analyze the trajectory of lunar dust particles as illustrated in a video</li></ul>
Specific Outcomes for Skills (Science and Technology Emphasis)
20–B1.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>identify questions to investigate arising from practical problems; e.g., What are the relationships among acceleration, mass and force acting on a moving object? (IP–ST1)</li></ul>
20–B1.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>conduct experiments to determine relationships among force, mass and acceleration, using available technologies; e.g., using interval timers or motion sensors to gather data (PR–ST3) [ICT C6–4.4]</li><li>research the use of kinematics and dynamics principles in everyday life; e.g., research traffic accident investigation methods, using the Internet and/or interviews (PR–ST1)</li></ul>
20–B1.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>analyze a graph of empirical data to infer the mathematical relationships among force, mass and acceleration (AI–NS6) [ICT C6–4.1]</li><li>use free-body diagrams to describe the forces acting on an object (AI–NS1)</li></ul>
20–B1.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical or linguistic modes of representation to communicate findings and conclusions (CT–ST2)</li></ul>
General Outcome
Students will explain that gravitational effects extend throughout the universe
Specific Outcomes for Knowledge
20–B2.1k
Specific Outcome
identify the gravitational force as one of the fundamental forces in nature
20–B2.2k
Specific Outcome
describe, qualitatively and quantitatively, Newton's law of universal gravitation
20–B2.3k
Specific Outcome
explain, qualitatively, the principles pertinent to the Cavendish experiment used to determine the universal gravitational constant, G
20–B2.4k
Specific Outcome
define the term "field" as a concept that replaces "action at a distance" and apply the concept to describe gravitational effects
20–B2.5k
Specific Outcome
relate, qualitatively and quantitatively, using Newton's law of universal gravitation, the gravitational constant to the local value of the acceleration due to gravity
20–B2.6k
Specific Outcome
predict, quantitatively, differences in the weight of objects on different planets
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
20–B2.1sts
Specific Outcome
explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations (NS6a)<ul><li>compare apparent weightlessness and zero net gravity</li><li>investigate the existence and shape of globular star clusters</li><li>explain tidal forces on Earth</li><li>describe the forces required to accelerate the Mars rover on Earth and on Mars</li><li>explore the evolution of theories of gravity, using different worldviews</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
20–B2.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>identify, define and delimit questions to investigate; e.g., What is the relationship between the local value of the acceleration due to gravity and the gravitational field strength? (IP–NS1)</li></ul>
20–B2.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>determine, empirically, the local value of the acceleration due to gravity (PR–NS2)</li><li>explore the relationship between the local value of the acceleration due to gravity and the gravitational field strength (PR–NS1) [ICT C7–4.2]</li></ul>
20–B2.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>list the limitations of mass-weight determinations at different points on Earth's surface (AI–NS4)</li><li>treat acceleration due to gravity as uniform near Earth's surface (AI–NS3)</li></ul>
20–B2.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical or linguistic modes of representation to communicate findings and conclusions (CT–NS2)</li></ul>
Unit C: Circular Motion, Work and Energy
General Outcome
Students will explain circular motion, using Newton's laws of motion
Specific Outcomes for Knowledge
20–C1.1k
Specific Outcome
describe uniform circular motion as a special case of two-dimensional motion
20–C1.2k
Specific Outcome
explain, qualitatively and quantitatively, that the acceleration in uniform circular motion is directed toward the centre of a circle
20–C1.3k
Specific Outcome
explain, quantitatively, the relationships among speed, frequency, period and radius for circular motion
20–C1.4k
Specific Outcome
explain, qualitatively, uniform circular motion in terms of Newton's laws of motion
20–C1.5k
Specific Outcome
explain, quantitatively, planetary and natural and artificial satellite motion, using circular motion to approximate elliptical orbits
20–C1.6k
Specific Outcome
predict the mass of a celestial body from the orbital data of a satellite in uniform circular motion around the celestial body
20–C1.7k
Specific Outcome
explain, qualitatively, how Kepler's laws were used in the development of Newton's law of universal gravitation
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
20–C1.1sts
Specific Outcome
explain that the process of scientific investigation includes analyzing the evidence and providing explanations based upon scientific theories and concepts (NS5f)<ul><li>examine the role of orbital perturbations in the discovery of outer planets</li><li>examine the evidence for extra-solar planets</li></ul>
20–C1.2sts
Specific Outcome
explain how science and technology are developed to meet societal needs and expand human capability (SEC1) [ICT F2–4.8]<ul><li>explain the functions, applications and societal impacts of geosynchronous satellites</li></ul>
20–C1.3sts
Specific Outcome
explain that the goal of technology is to provide solutions to practical problems (ST1)<ul><li>analyze the principles and applications of circular motion in daily situations<ul><li>explain the use of a centrifuge in industry or research</li><li>explain the motion of a car moving with constant speed through a curve</li><li>explain the motion of carnival or playground rides moving in a horizontal plane and/or a vertical plane</li><li>explain the operation of a potter's wheel</li></ul></li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
20–C1.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>design an experiment to investigate the relationships among orbital speed, orbital radius, acceleration and force in uniform circular motion (IP–NS2)</li><li>explore design characteristics of structures that facilitate circular motion; e.g., How is banking used on a racetrack to make high-speed turns safer? (IP–ST1)</li></ul>
20–C1.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform an experiment to investigate the relationships among net force acting on an object in uniform circular motion and the object's frequency, mass, speed and path radius (PR–NS3)</li></ul>
20–C1.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>organize and interpret experimental data, using prepared graphs or charts (AI–NS1) [ICT C7–4.2]</li><li>construct graphs to show relationships among frequency, mass, speed and path radius</li><li>summarize an analysis of the relationships among frequency, mass, speed and path radius (AI–NS6)</li><li>solve, quantitatively, circular motion problems in both horizontal and vertical planes, using algebraic and/or graphical vector analysis (AI–NS3) [ICT C6–4.1]</li></ul>
20–C1.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical or linguistic modes of representation to communicate findings and conclusions (CT–NS2)</li></ul>
General Outcome
Students will explain that work is a transfer of energy and that conservation of energy in an isolated system is a fundamental physical concept
Specific Outcomes for Knowledge
20–C2.1k
Specific Outcome
define mechanical energy as the sum of kinetic and potential energy
20–C2.2k
Specific Outcome
determine, quantitatively, the relationships among the kinetic, gravitational potential and total mechanical energies of a mass at any point between maximum potential energy and maximum kinetic energy
20–C2.3k
Specific Outcome
analyze, quantitatively, kinematics and dynamics problems that relate to the conservation of mechanical energy in an isolated system
20–C2.4k
Specific Outcome
recall work as a measure of the mechanical energy transferred and power as the rate of doing work
20–C2.5k
Specific Outcome
describe power qualitatively and quantitatively
20–C2.6k
Specific Outcome
describe, qualitatively, the change in mechanical energy in a system that is not isolated.
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
20–C2.1sts
Specific Outcome
explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations (NS6a)<ul><li>estimate the energy released during a meteoritic impact with Earth's surface</li><li>analyze the gravitational collapse of a star</li><li>examine how a planet can provide a gravity assist to a space probe</li><li>analyze the transformation of kinetic and potential energy of an orbiting object at perihelion and aphelion</li></ul>
20–C2.2sts
Specific Outcome
explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems (ST6) [ICT F3–4.1]<ul><li>evaluate the design and efficiency of energy transfer devices in terms of the relationships among mechanical energy, work and power</li><li>analyze the use of irrigation systems and water wheels used by different cultures, such as the Incas</li></ul>
20–C2.3sts
Specific Outcome
evaluate whether Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment (SEC4a) [ICT F2–4.1]<ul><li>investigate and report on a technology developed to improve the efficiency of energy transfer as a means of reconciling the energy needs of society with its responsibility to protect the environment and to use energy judiciously</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
20–C2.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>design an experiment to demonstrate the conservation of energy; e.g., Is energy conserved in a collision? (IP–NS1, IP–NS2)</li></ul>
20–C2.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform an experiment to demonstrate the law of conservation of energy (PR–NS3)</li><li>research the development of the law of conservation of energy, using library and Internet sources (PR–NS1) [ICT C1–4.1]</li></ul>
20–C2.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>use free-body diagrams to organize and communicate solutions to work-energy theorem problems (AI–NS1)</li><li>solve, quantitatively, kinematics and dynamics problems, using the work-energy theorem (AI–NS3) [ICT C6–4.1]</li><li>analyze data to determine effective energy conservation strategies; e.g., analyze whether lowering the speed limit or modifying the internal combustion engine saves more energy in vehicles (AI–ST2, AI–SEC3) [ICT C7–4.2]</li></ul>
20–C2.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text (CT–NS2) [ICT P4–4.3]</li></ul>
Unit D: Oscillatory Motion and Mechanical Waves
General Outcome
Students will describe the conditions that produce oscillatory motion
Specific Outcomes for Knowledge
20–D1.1k
Specific Outcome
describe oscillatory motion in terms of period and frequency
20–D1.2k
Specific Outcome
define simple harmonic motion as a motion due to a restoring force that is directly proportional and opposite to the displacement from an equilibrium position
20–D1.3k
Specific Outcome
explain, quantitatively, the relationships among displacement, acceleration, velocity and time for simple harmonic motion, as illustrated by a frictionless, horizontal mass-spring system or a pendulum, using the small-angle approximation
20–D1.4k
Specific Outcome
determine, quantitatively, the relationships among kinetic, gravitational potential and total mechanical energies of a mass executing simple harmonic motion
20–D1.5k
Specific Outcome
define mechanical resonance
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
20–D1.1sts
Specific Outcome
explain that the goal of science is knowledge about the natural world (NS1)<ul><li>analyze, qualitatively, the forces in real-life examples of simple harmonic motion:<ul><li>action of springs in vehicle suspensions</li><li>mechanical resonance in cars, bridges and buildings</li><li>seismic waves in Earth's crust</li></ul></li><li>relate the fundamental frequency and amplitude of a vibrating drum membrane to its properties</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
20–D1.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>design an experiment to demonstrate that simple harmonic motion can be observed within certain limits, relating the frequency and period of the motion to the physical characteristics of the system; e.g., a frictionless horizontal mass-spring system or a pendulum (IP–NS2)</li><li>predict the conditions required for mechanical resonance (IP–NS3)</li></ul>
20–D1.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform an experiment to determine the relationship between the length of a pendulum and its period of oscillation (PR–NS3)</li><li>perform an experiment to illustrate the phenomenon of mechanical resonance (PR–NS3)</li><li>perform an experiment to determine the spring constant of a spring (PR–NS3)</li></ul>
20–D1.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>relate the length of a pendulum to its period of oscillation (AI–NS2) [ICT C7–4.2]</li><li>ask if the mass of the pendulum bob is a factor in the pendulum's period of oscillation (AI–NS5)</li></ul>
20–D1.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical or linguistic modes of representation to communicate findings and conclusions (CT–NS2)</li></ul>
General Outcome
Students will describe the properties of mechanical waves and explain how mechanical waves transmit energy
Specific Outcomes for Knowledge
20–D2.1k
Specific Outcome
describe mechanical waves as particles of a medium that are moving in simple harmonic motion
20–D2.2k
Specific Outcome
compare and contrast energy transport by matter and by waves
20–D2.3k
Specific Outcome
define longitudinal and transverse waves in terms of the direction of motion of the medium particles in relation to the direction of propagation of the wave
20–D2.4k
Specific Outcome
define the terms wavelength, wave velocity, period, frequency, amplitude, wave front and ray as they apply to describing transverse and longitudinal waves
20–D2.5k
Specific Outcome
describe how the speed of a wave depends on the characteristics of the medium
20–D2.6k
Specific Outcome
predict, quantitatively, and verify the effects of changing one or a combination of variables in the universal wave equation (v = fλ)
20–D2.7k
Specific Outcome
explain, qualitatively, the phenomenon of reflection as exhibited by mechanical waves
20–D2.8k
Specific Outcome
explain, qualitatively, the conditions for constructive and destructive interference of waves and for acoustic resonance
20–D2.9k
Specific Outcome
explain, qualitatively and quantitatively, the Doppler effect on a stationary observer of a moving source
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
20–D2.1sts
Specific Outcome
explain that the goal of technology is to provide solutions to practical problems (ST1) [ICT F2–4.4, F2–4.8]<ul><li>investigate the application of acoustic phenomena in recreation, medicine, industry and technology (sonography, ultrasound, sonar, pipe organs, wind and brass instruments, noise-reduction devices, noise-measurement devices)</li><li>describe the properties of waves that can be used to manipulate direction and speed when travelling (surfing, canoeing or kayaking) in rivers or oceans</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
20–D2.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>predict the conditions required for constructive and destructive interference to occur</li></ul>
20–D2.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>draw wave-front and ray diagrams</li><li>draw a wave-front diagram of a two-point source interference pattern</li><li>perform an experiment to illustrate the phenomenon of acoustic resonance</li></ul>
20–D2.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>determine the speed of a mechanical wave; e.g., water waves and sound waves</li><li>relate apparent changes in wavelength and frequency to the speed of the source relative to the observer</li></ul>
20–D2.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical or linguistic modes of representation to communicate findings and conclusions</li></ul>
Physics 30
Attitude Outcomes
Interest in Science
research the answers to questions they generate
explore and use a variety of methods and resources to increase their knowledge and skills
be critical and constructive when considering new theories and techniques
use scientific vocabulary and principles in everyday discussions
recognize the usefulness of being skilled in mathematics and problem solving
be interested in science and technology topics not directly related to their formal studies
recognize the importance of making connections among various science disciplines
maintain interest in pursuing further studies in science
explore where further science- and technology-related studies and careers can be pursued
recognize that many careers require science- and technology-related knowledge and skills
Mutual Respect
use a multiperspective approach, considering scientific, technological, economic, cultural, political and environmental factors when formulating conclusions, solving problems or making decisions on an STS issue
research carefully and discuss openly ethical dilemmas associated with the applications of science and technology
explore personal perspectives, attitudes and beliefs toward scientific and technological advancements
recognize the contribution of science and technology to the progress of civilizations
show support for the development of technologies and science as they relate to human needs
recognize that the scientific approach is one of many ways of viewing the universe
recognize the research contributions of both men and women
recognize the research contributions of Canadians
Scientific Inquiry
consider the social and cultural contexts in which a theory developed
appreciate how scientific problem solving and the development of new technologies are related
insist on evidence before accepting a new idea or a new explanation
assess, critically, their opinion of the value of science and its applications
question arguments in which evidence, explanations or positions do not reflect the diversity of perspectives that exist
criticize arguments that are based on faulty, incomplete or misleading use of numbers
recognize the importance of reviewing the basic assumptions from which a line of inquiry has arisen
insist that the critical assumptions behind any line of reasoning be made explicit so that the validity of the position taken can be judged
evaluate inferences and conclusions, being cognizant of the many variables involved in experimentation
ask questions and conduct research to ensure understanding
expend the effort and time needed to make valid inferences
seek new models, explanations and theories when confronted with discrepant events
Collaboration
provide the same attention and energy to the group's product as they would to a personal assignment
be attentive when others speak, seek the point of view of others, and consider a multitude of perspectives
use appropriate communication technology to elicit feedback from others
participate in a variety of electronic group formats
Stewardship
assume part of the collective responsibility for the impact of humans on the environment
participate in civic activities related to the preservation and judicious use of the environment and its resources
encourage their peers or members of their community to participate in a project related to sustainability
consider all perspectives when addressing issues, weighing scientific, technological and ecological factors
discuss both the positive and negative effects on human beings and society of environmental changes caused by nature and by humans
participate in the social and political systems that influence environmental policy in their community
promote actions that are not injurious to the environment
make personal decisions based on a feeling of responsibility toward less privileged parts of the global community and toward future generations
be critical-minded regarding the short- and long-term consequences of sustainability
Safety
consider safety a positive limiting factor in scientific and technological endeavours
read the labels on materials before using them, interpret the WHMIS symbols and consult a reference document if safety symbols are not understood
manipulate materials carefully, being cognizant of the risks and consequences of their actions
assume responsibility for the safety of all those who share a common working environment by cleaning up after an activity and disposing of materials according to safety guidelines
seek assistance immediately for any first-aid concerns, such as cuts, burns or unusual reactions
keep the work station uncluttered, ensuring that only appropriate laboratory materials are present
criticize a procedure, a design or materials that are not safe or that could have a negative impact on the environment
use safety and waste disposal as criteria for evaluating an experiment
write safety and waste-disposal precautions into a laboratory procedure
Unit A: Momentum and Impulse
General Outcome
Students will explain how momentum is conserved when objects interact in an isolated system
Specific Outcomes for Knowledge
30–A1.1k
Specific Outcome
define momentum as a vector quantity equal to the product of the mass and the velocity of an object
30–A1.2k
Specific Outcome
explain, quantitatively, the concepts of impulse and change in momentum, using Newton's laws of motion
30–A1.3k
Specific Outcome
explain, qualitatively, that momentum is conserved in an isolated system
30–A1.4k
Specific Outcome
explain, quantitatively, that momentum is conserved in one- and two-dimensional interactions in an isolated system
30–A1.5k
Specific Outcome
define, compare and contrast elastic and inelastic collisions, using quantitative examples, in terms of conservation of kinetic energy
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
30–A1.1sts
Specific Outcome
explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences (ST3) [ICT F3–4.1]<ul><li>investigate the role of impulse and momentum in the design and function of rockets and thrust systems</li><li>assess the roles that conservation laws, the concepts of impulse and inertia and Newton's laws play in the design and use of injury-prevention devices in vehicles and sports</li><li>describe the limitations of applying the results from studies of isolated systems in solving a practical problem, as occurred with the early design and deployment of airbags</li></ul>
Specific Outcomes for Skills (Science and Technology Emphasis)
30–A1.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>design an experiment and identify and control major variables; e.g., demonstrate the conservation of linear momentum or illustrate the relationship between impulse and change in momentum</li></ul>
30–A1.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform an experiment to demonstrate the conservation of linear momentum, using available technologies; e.g., air track, air table, motion sensors, strobe lights and photography</li><li>collect information from various print and electronic sources to explain the use of momentum and impulse concepts; e.g., rocketry and thrust systems or the interaction between a golf club head and the ball</li></ul>
30–A1.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>analyze graphs that illustrate the relationship between force and time during a collision</li><li>analyze, quantitatively, one- and two-dimensional interactions, using given data or by manipulating objects or computer simulations</li></ul>
30–A1.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>use appropriate Système international (SI) units, fundamental and derived units and significant digits</li><li>use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results</li><li>use the delta notation correctly when describing changes in quantities</li></ul>
Unit B: Forces and Fields
General Outcome
Students will explain the behaviour of electric charges, using the laws that govern electrical interactions
Specific Outcomes for Knowledge
30–B1.1k
Specific Outcome
explain electrical interactions in terms of the law of conservation of charge
30–B1.2k
Specific Outcome
explain electrical interactions in terms of the repulsion and attraction of charges
30–B1.3k
Specific Outcome
compare the methods of transferring charge (conduction and induction)
30–B1.4k
Specific Outcome
explain, qualitatively, the distribution of charge on the surfaces of conductors and insulators
30–B1.5k
Specific Outcome
explain, qualitatively, the principles pertinent to Coulomb's torsion balance experiment
30–B1.6k
Specific Outcome
apply Coulomb's law, quantitatively, to analyze the interaction of two point charges
30–B1.7k
Specific Outcome
determine, quantitatively, the magnitude and direction of the electric force on a point charge due to two or more other point charges in a plane
30–B1.8k
Specific Outcome
compare, qualitatively and quantitatively, the inverse square relationship as it is expressed by Coulomb's law and by Newton's universal law of gravitation
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
30–B1.1sts
Specific Outcome
explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations<ul><li>explain that the electric model of matter is fundamental to the interpretation of electrical phenomena</li><li>explain that charge separation and transfer from one object to another are fundamental electrical processes</li></ul>
30–B1.2sts
Specific Outcome
explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery<ul><li>compare and contrast the experimental designs used by Coulomb and Cavendish, in terms of the role that technology plays in advancing science</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
30–B1.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>design an experiment to examine the relationships among magnitude of charge, electric force and distance between point charges</li><li>predict the results of an activity that demonstrates charge separation and transfer</li></ul>
30–B1.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform an activity to demonstrate methods of charge separation and transfer</li><li>perform an experiment to demonstrate the relationships among magnitude of charge, electric force and distance between point charges</li></ul>
30–B1.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>infer, from empirical evidence, the mathematical relationship among charge, force and distance between point charges</li><li>use free-body diagrams to describe the electrostatic forces acting on a charge</li><li>use graphical techniques to analyze data; e.g., curve straightening (manipulating variables to obtain a straight-line graph)</li></ul>
30–B1.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions</li></ul>
General Outcome
Students will describe electrical phenomena, using the electric field theory
Specific Outcomes for Knowledge
30–B2.1k
Specific Outcome
define vector fields
30–B2.2k
Specific Outcome
compare forces and fields
30–B2.3k
Specific Outcome
compare, qualitatively, gravitational potential energy and electric potential energy
30–B2.4k
Specific Outcome
define electric potential difference as a change in electric potential energy per unit of charge
30–B2.5k
Specific Outcome
calculate the electric potential difference between two points in a uniform electric field
30–B2.6k
Specific Outcome
explain, quantitatively, electric fields in terms of intensity (strength) and direction, relative to the source of the field and to the effect on an electric charge
30–B2.7k
Specific Outcome
define electric current as the amount of charge passing a reference point per unit of time
30–B2.8k
Specific Outcome
describe, quantitatively, the motion of an electric charge in a uniform electric field
30–B2.9k
Specific Outcome
explain, quantitatively, electrical interactions using the law of conservation of energy
30–B2.10k
Specific Outcome
explain Millikan's oil-drop experiment and its significance relative to charge quantization
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
30–B2.1sts
Specific Outcome
explain that the goal of technology is to provide solutions to practical problems<ul><li>assess how the principles of electrostatics are used to solve problems in industry and technology and to improve upon quality of life; e.g., photocopiers, electrostatic air cleaners, precipitators, antistatic clothing products, lightning rods</li></ul>
30–B2.2sts
Specific Outcome
explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery<ul><li>explain, qualitatively, how the problem of protecting sensitive components in a computer from electric fields is solved</li></ul>
Specific Outcomes for Skills (Science and Technology Emphasis)
30–B2.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>evaluate and select appropriate procedures and instruments for collecting data and information and for determining and plotting electric fields</li></ul>
30–B2.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>plot electric fields, using field lines, for fields induced by discrete point charges, combinations of discrete point charges (similarly and oppositely charged) and charged parallel plates</li></ul>
30–B2.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>analyze, quantitatively, the motion of an electric charge following a straight or curved path in a uniform electric field, using Newton's second law, vector addition and conservation of energy</li><li>use accepted scientific convention and express energy in terms of electron volts, when appropriate</li><li>use free-body diagrams to describe the forces acting on a charge in an electric field</li></ul>
30–B2.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions</li></ul>
General Outcome
Students will explain how the properties of electric and magnetic fields are applied in numerous devices
Specific Outcomes for Knowledge
30–B3.1k
Specific Outcome
describe magnetic interactions in terms of forces and fields
30–B3.2k
Specific Outcome
compare gravitational, electric and magnetic fields (caused by permanent magnets and moving charges) in terms of their sources and directions
30–B3.3k
Specific Outcome
describe how the discoveries of Oersted and Faraday form the foundation of the theory relating electricity to magnetism
30–B3.4k
Specific Outcome
describe, qualitatively, a moving charge as the source of a magnetic field and predict the orientation of the magnetic field from the direction of motion
30–B3.5k
Specific Outcome
explain, qualitatively and quantitatively, how a uniform magnetic field affects a moving electric charge, using the relationships among charge, motion, field direction and strength, when motion and field directions are mutually perpendicular
30–B3.6k
Specific Outcome
explain, quantitatively, how uniform magnetic and electric fields affect a moving electric charge, using the relationships among charge, motion, field direction and strength, when motion and field directions are mutually perpendicular
30–B3.7k
Specific Outcome
describe and explain, qualitatively, the interaction between a magnetic field and a moving charge and between a magnetic field and a current-carrying conductor
30–B3.8k
Specific Outcome
explain, quantitatively, the effect of an external magnetic field on a current-carrying conductor
30–B3.9k
Specific Outcome
describe, qualitatively, the effects of moving a conductor in an external magnetic field, in terms of moving charges in a magnetic field.
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
30–B3.1sts
Specific Outcome
explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations (NS6a)<ul><li>discuss, qualitatively, Lenz's law in terms of conservation of energy, giving examples of situations in which Lenz's law applies</li><li>investigate the mechanism that causes atmospheric auroras</li></ul>
30–B3.2sts
Specific Outcome
explain that the goal of technology is to provide solutions to practical problems and that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability<ul><li>evaluate an electromagnetic technology, such as magnetic resonance imaging (MRI), positron emission tomography (PET), transformers, alternating current (AC) and direct current (DC) motors, AC and DC generators, speakers, telephones</li><li>investigate the effects of electricity and magnetism on living organisms, in terms of the limitations of scientific knowledge and technology and in terms of quality of life</li></ul>
30–B3.3sts
Specific Outcome
explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery<ul><li>describe how technological developments were influenced by the discovery of superconductivity</li><li>investigate how nanotubes can be used to construct low-resistance conductors</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
30–B3.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>design an experiment to demonstrate the effect of a uniform magnetic field on a current-carrying conductor</li><li>design an experiment to demonstrate the effect of a uniform magnetic field on a moving conductor</li><li>design an experiment to demonstrate the effect of a uniform magnetic field on a moving electric charge</li></ul>
30–B3.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform an experiment to demonstrate the effect of a uniform magnetic field on a current-carrying conductor, using the appropriate apparatus effectively and safely</li><li>perform an experiment to demonstrate the effect of a uniform magnetic field on a moving conductor, using the appropriate apparatus effectively and safely</li><li>predict, using appropriate hand rules, the relative directions of motion, force and field in electromagnetic interactions</li></ul>
30–B3.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>state a conclusion, based on experimental evidence that describes the interactions of a uniform magnetic field and a moving or current-carrying conductor</li><li>analyze, quantitatively, the motion of an electric charge following a straight or curved path in a uniform magnetic field, using Newton's second law and vector addition</li><li>analyze, quantitatively, the motion of an electric charge following a straight path in uniform and mutually perpendicular electric and magnetic fields, using Newton's second law and vector addition</li><li>use free-body diagrams to describe forces acting on an electric charge in electric and magnetic fields</li></ul>
30–B3.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions</li></ul>
Unit C: Electromagnetic Radiation
General Outcome
Students will explain the nature and behaviour of EMR, using the wave model
Specific Outcomes for Knowledge
30–C1.1k
Specific Outcome
describe, qualitatively, how all accelerating charges produce EMR
30–C1.2k
Specific Outcome
compare and contrast the constituents of the electromagnetic spectrum on the basis of frequency and wavelength
30–C1.3k
Specific Outcome
explain the propagation of EMR in terms of perpendicular electric and magnetic fields that are varying with time and travelling away from their source at the speed of light
30–C1.4k
Specific Outcome
explain, qualitatively, various methods of measuring the speed of EMR
30–C1.5k
Specific Outcome
calculate the speed of EMR, given data from a Michelson-type experiment
30–C1.6k
Specific Outcome
describe, quantitatively, the phenomena of reflection and refraction, including total internal reflection
30–C1.7k
Specific Outcome
describe, quantitatively, simple optical systems, consisting of only one component, for both lenses and curved mirrors
30–C1.8k
Specific Outcome
describe, qualitatively, diffraction, interference and polarization
30–C1.9k
Specific Outcome
describe, qualitatively, how the results of Young's double-slit experiment support the wave model of light
30–C1.10k
Specific Outcome
solve double-slit and diffraction grating problems using, λ = xd/nl, λ = (d sinθ)/n
30–C1.11k
Specific Outcome
describe, qualitatively and quantitatively, how refraction supports the wave model of EMR, using sinθ<sub>1</sub>/sinθ<sub>2</sub> = n<sub>2</sub>/n<sub>1</sub> = v<sub>1</sub>/v<sub>2</sub> = λ<sub>1</sub>/λ<sub>2</sub>
30–C1.12k
Specific Outcome
compare and contrast the visible spectra produced by diffraction gratings and triangular prisms.
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
30–C1.1sts
Specific Outcome
explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced or rejected<ul><li>use examples, such as Poisson's spot, speed of light in water, sunglasses, photography and liquid crystal diodes, to illustrate how theories evolve</li></ul>
30–C1.2sts
Specific Outcome
explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery<ul><li>describe procedures for measuring the speed of EMR</li><li>investigate the design of greenhouses, cameras, telescopes, solar collectors and fibre optics</li><li>investigate the effects of frequency and wavelength on the growth of plants</li><li>investigate the use of interferometry techniques in the search for extrasolar planets</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
30–C1.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>predict the conditions required for diffraction to be observed</li><li>predict the conditions required for total internal reflection to occur</li><li>design an experiment to measure the speed of light</li></ul>
30–C1.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform experiments to demonstrate refraction at plane and uniformly curved surfaces</li><li>perform an experiment to determine the index of refraction of several different substances</li><li>conduct an investigation to determine the focal length of a thin lens and of a curved mirror</li><li>observe the visible spectra formed by diffraction gratings and triangular prisms</li><li>perform an experiment to determine the wavelength of a light source in air or in a liquid, using a double-slit or a diffraction grating</li><li>perform an experiment to verify the effects on an interference pattern due to changes in wavelength, slit separation and/or screen distance</li></ul>
30–C1.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>derive the mathematical representation of the law of refraction from experimental data</li><li>use ray diagrams to describe an image formed by thin lenses and curved mirrors</li><li>demonstrate the relationship among wavelength, slit separation and screen distance, using empirical data and algorithms</li><li>determine the wavelength of EMR, using data provided from demonstrations and other sources; e.g., wavelengths of microwaves from the interference patterns of television signals or microwave ovens</li></ul>
30–C1.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions; e.g., draw ray diagrams</li></ul>
General Outcome
Students will explain the photoelectric effect, using the quantum model
Specific Outcomes for Knowledge
30–C2.1k
Specific Outcome
define the photon as a quantum of EMR and calculate its energy
30–C2.2k
Specific Outcome
classify the regions of the electromagnetic spectrum by photon energy
30–C2.3k
Specific Outcome
describe the photoelectric effect in terms of the intensity and wavelength or frequency of the incident light and surface material
30–C2.4k
Specific Outcome
describe, quantitatively, photoelectric emission, using concepts related to the conservation of energy
30–C2.5k
Specific Outcome
describe the photoelectric effect as a phenomenon that supports the notion of the wave-particle duality of EMR
30–C2.6k
Specific Outcome
explain, qualitatively and quantitatively, the Compton effect as another example of wave-particle duality, applying the laws of mechanics and of conservation of momentum and energy to photons
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
30–C2.1sts
Specific Outcome
explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations (NS2)<ul><li>describe how Hertz discovered the photoelectric effect while investigating electromagnetic waves</li><li>describe how Planck used energy quantization to explain blackbody radiation</li></ul>
30–C2.2sts
Specific Outcome
explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations<ul><li>investigate and report on the development of early quantum theory</li><li>identify similarities between physicists' efforts at unifying theories and holistic Aboriginal worldviews</li></ul>
30–C2.3sts
Specific Outcome
explain that the goal of technology is to provide solutions to practical problems<ul><li>analyze, in general terms, the functioning of various technological applications of photons to solve practical problems; e.g., automatic door openers, burglar alarms, light meters, smoke detectors, X-ray examination of welds, crystal structure analysis</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
30–C2.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>predict the effect, on photoelectric emissions, of changing the intensity and/or frequency of the incident radiation or material of the photocathode</li><li>design an experiment to measure Planck's constant, using either a photovoltaic cell or a light-emitting diode (LED)</li></ul>
30–C2.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform an experiment to demonstrate the photoelectric effect</li><li>measure Planck's constant, using either a photovoltaic cell or an LED</li></ul>
30–C2.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>analyze and interpret empirical data from an experiment on the photoelectric effect, using a graph that is either drawn by hand or is computer generated</li></ul>
30–C2.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions</li></ul>
Unit D: Atomic Physics
General Outcome
Students will describe the electrical nature of the atom
Specific Outcomes for Knowledge
30–D1.1k
Specific Outcome
describe matter as containing discrete positive and negative charges
30–D1.2k
Specific Outcome
explain how the discovery of cathode rays contributed to the development of atomic models
30–D1.3k
Specific Outcome
explain J. J. Thomson's experiment and the significance of the results for both science and technology
30–D1.4k
Specific Outcome
explain, qualitatively, the significance of the results of Rutherford's scattering experiment, in terms of scientists' understanding of the relative size and mass of the nucleus and the atom
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
30–D1.1sts
Specific Outcome
explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery<ul><li>analyze how the identification of the electron and its characteristics is an example of the interaction of science and technology</li><li>analyze the operation of cathode-ray tubes and mass spectrometers</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
30–D1.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>identify, define and delimit questions to investigate; e.g., "What is the importance of cathode rays in the development of atomic models?"</li><li>evaluate and select appropriate procedures and instruments for collecting evidence and information, including appropriate sampling procedures; e.g., use electric and magnetic fields to determine the charge-to-mass ratio of the electron</li></ul>
30–D1.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>perform an experiment, or use simulations, to determine the charge-to-mass ratio of the electron</li></ul>
30–D1.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>determine the mass of an electron and/or ion, given appropriate empirical data</li><li>derive a formula for the charge-to-mass ratio that has input variables that can be measured in an experiment using electric and magnetic fields</li></ul>
30–D1.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions</li></ul>
General Outcome
Students will describe the quantization of energy in atoms and nuclei
Specific Outcomes for Knowledge
30–D2.1k
Specific Outcome
explain, qualitatively, how emission of EMR by an accelerating charged particle invalidates the classical model of the atom
30–D2.2k
Specific Outcome
describe that each element has a unique line spectrum
30–D2.3k
Specific Outcome
explain, qualitatively, the characteristics of, and the conditions necessary to produce, continuous line-emission and line-absorption spectra
30–D2.4k
Specific Outcome
explain, qualitatively, the concept of stationary states and how they explain the observed spectra of atoms and molecules
30–D2.5k
Specific Outcome
calculate the energy difference between states, using the law of conservation of energy and the observed characteristics of an emitted photon
30–D2.6k
Specific Outcome
explain, qualitatively, how electron diffraction provides experimental support for the de Broglie hypothesis
30–D2.7k
Specific Outcome
describe, qualitatively, how the two-slit electron interference experiment shows that quantum systems, like photons and electrons, may be modelled as particles or waves, contrary to intuition
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
30–D2.1sts
Specific Outcome
explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations<ul><li>investigate and report on the use of line spectra in the study of the universe and the identification of substances</li><li>investigate how empirical evidence guided the evolution of the atomic model</li></ul>
30–D2.2sts
Specific Outcome
explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery<ul><li>investigate and report on the application of spectral or quantum concepts in the design and function of practical devices, such as street lights, advertising signs, electron microscopes and lasers</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
30–D2.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>predict the conditions necessary to produce line-emission and line-absorption spectra</li><li>predict the possible energy transitions in the hydrogen atom, using a labelled diagram showing energy levels</li></ul>
30–D2.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>observe line-emission and line-absorption spectra</li><li>observe the representative line spectra of selected elements</li><li>use library and electronic research tools to compare and contrast, qualitatively, the classical and quantum models of the atom</li></ul>
30–D2.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>identify elements represented in sample line spectra by comparing them to representative line spectra of elements</li></ul>
30–D2.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions</li></ul>
General Outcome
Students will describe nuclear fission and fusion as powerful energy sources in nature
Specific Outcomes for Knowledge
30–D3.1k
Specific Outcome
describe the nature and properties, including the biological effects, of alpha, beta and gamma radiation
30–D3.2k
Specific Outcome
write nuclear equations, using isotope notation, for alpha, beta-negative and beta-positive decays, including the appropriate neutrino and antineutrino
30–D3.3k
Specific Outcome
perform simple, nonlogarithmic half-life calculations
30–D3.4k
Specific Outcome
use the law of conservation of charge and mass number to predict the particles emitted by a nucleus
30–D3.5k
Specific Outcome
compare and contrast the characteristics of fission and fusion reactions
30–D3.6k
Specific Outcome
relate, qualitatively and quantitatively, the mass defect of the nucleus to the energy released in nuclear reactions, using Einstein's concept of mass-energy equivalence
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
30–D3.1sts
Specific Outcome
explain that the goal of science is knowledge about the natural world<ul><li>investigate the role of nuclear reactions in the evolution of the universe (nucleosynthesis, stellar expansion and contraction)</li><li>investigate annihilation of particles and pair production</li></ul>
30–D3.2sts
Specific Outcome
explain that the products of technology are devices, systems and processes that meet given needs and that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability<ul><li>assess the risks and benefits of air travel (exposure to cosmic radiation), dental X-rays, radioisotopes used as tracers, food irradiation, use of fission or fusion as a commercial power source and nuclear and particle research</li><li>assess the potential of fission or fusion as a commercial power source to meet the rising demand for energy, with consideration for present and future generations</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
30–D3.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>predict the penetrating characteristics of decay products</li></ul>
30–D3.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>research and report on scientists who contributed to the understanding of the structure of the nucleus</li></ul>
30–D3.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>graph data from radioactive decay and estimate half-life values</li><li>interpret common nuclear decay chains</li><li>graph data from radioactive decay and infer an exponential relationship between measured radioactivity and elapsed time</li><li>compare the energy released in a nuclear reaction to the energy released in a chemical reaction, on the basis of energy per unit mass of reactants</li></ul>
30–D3.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions</li></ul>
General Outcome
Students will describe the ongoing development of models of the structure of matter
Specific Outcomes for Knowledge
30–D4.1k
Specific Outcome
explain how the analysis of particle tracks contributed to the discovery and identification of the characteristics of subatomic particles
30–D4.2k
Specific Outcome
explain, qualitatively, in terms of the strong nuclear force, why high-energy particle accelerators are required to study subatomic particles
30–D4.3k
Specific Outcome
describe the modern model of the proton and neutron as being composed of quarks
30–D4.4k
Specific Outcome
compare and contrast the up quark, the down quark, the electron and the electron neutrino, and their antiparticles, in terms of charge and energy (mass-energy)
30–D4.5k
Specific Outcome
describe beta-positive (β<sup>+</sup>) and beta-negative (β<sup>-</sup>) decay, using first-generation elementary fermions and the principle of charge conservation (Feynman diagrams are not required)
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
30–D4.1sts
Specific Outcome
explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations<ul><li>research and report on the development of models of matter</li></ul>
30–D4.2sts
Specific Outcome
explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced or rejected<ul><li>observe how apparent conservation law violations led to revisions of the model of the atom; i.e., an apparent failure of conservation laws required the existence of the neutrino</li></ul>
30–D4.3sts
Specific Outcome
explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery<ul><li>investigate how high-energy particle accelerators contributed to the development of the Standard Model of matter</li></ul>
Specific Outcomes for Skills (Nature of Science Emphasis)
30–D4.1s
Specific Outcome
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<ul><li>predict the characteristics of elementary particles, from images of their tracks in a bubble chamber, within an external magnetic field</li></ul>
30–D4.2s
Specific Outcome
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<ul><li>research, using library and electronic resources, the relationships between the fundamental particles and the interactions they undergo</li></ul>
30–D4.3s
Specific Outcome
analyze data and apply mathematical and conceptual models to develop and assess possible solutions<ul><li>analyze, qualitatively, particle tracks for subatomic particles other than protons, electrons and neutrons</li><li>write β+ and β- decay equations, identifying the elementary fermions involved</li><li>use hand rules to determine the nature of the charge on a particle</li><li>use accepted scientific convention and express mass in terms of mega electron volts per c<sup>2</sup>(MeV/c<sup>2</sup>), when appropriate</li></ul>
30–D4.4s
Specific Outcome
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<ul><li>select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions</li></ul>