Central STEM unit

10]

STEM Egypt

Physics
 Central STEM unit
LO: Ph 2.01 Grade: 11 Semester: one
Use Newton's Universal Law of Gravitation when considering effects of gravity far from the Earth's surface, or near other planets
A good idea to stress the idea of inverse-square law here. So many things in physics follow this mathematical form: electric fields, intensity, .... The field idea is really
Comment important - especially because of what is to come with electricity and magnetism, where field is stressed much more than actual forces. There is a chance to follow up on
energy here - especially with determination of escape velocities. Students have seen energy in Year 1 already - with fluids and thermo
1. Newton's Law of Universal Gravitation 1. Determine the gravitational force between any two bodies - both celestial or earthly
Concepts:

2. Gravitation constant. 2. Deduce the factors affect the gravitational field intensity at a point.
General Law Of Gravitation

Skills:
Key

3. Gravitational field 3. Use universal gravitation to explain why g near earth is 98m/s^2
Week 01 - Week 02

4. Field Force 4. Calculate the ratio between the gravitational field strength on two different planets
5. Inverse square law 5. Calculate the escape velocity for different planets
6. Launching velocity of satellites. 6. Calculate the orbital velocity of satellite at a certain height.
7. Orbital velocity of satellites. 7. Compare the free fall acceleration on Earth and on the Moon
1. On what planet in the solar system would you weigh the most and what Textbook and Resource Materials:
ramifications does this have for human colonies on that planet?
Holt Physics page: 242 , 246, 247, & 253
Questions
Essential

2. What velocity must a satellite have to be in a geosynchronous orbit 100 km

above the Earth's surface? Capstone Connection
apply gravity to water treatment processes
SEC Topic & Code
Applications ES.3.09 gravity, Earth, planets, gravitational field
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Holt Physics page: 242 BA1: 1-3 Holt Physics page: 246 ST1: 1, 2
 Central STEM unit

LO: Ph 2.02 Grade: 11 Semester: one

Use concept of a field to analyze the similarities and differences between electrostatic and gravitational forces via Coulomb's Law and Newtons' Gravitational Law
Field idea very important in understanding non-contact forces! stress that all non-contact forces are "carried" by a specific field that acts on a specific property of an
object (mass, charge...and later, charge and velocity) Stress graphical as opposed to analytic methods for determining direction of electric forces and fields. Tie-in to
Comment
vector work in mechanics, of course Field lines near dipoles and other simple charge distributions are very important - Also important to discuss situation where field-
free regions are to be determined. There is a connection to equilibrium here
1. Static electricity 1. Explain the repulsion and attraction force between two charges
Key Concepts:

2. Coulomb's Law 2. Explain methods of electrification

3. Electric Field 3. Identify the type of accumulated electric charge on an object by using electroscope.
Skills:
Electric Fields and Forces

4. Conservation of electric charge. 4. Compare electrostatic force between two objects to the gravitational force betwen them
Week 03 - Week 04

5. Repulsion and attraction of 5. Determine direction of total electrostatic force on a charge in presence of other charges using vector addition
electric charges. 6. Determine direction of total electrostatic field at a point in space in presence of electric charges using vector addition
6. Methods of electrification 7. Qualitatively describe electric field near a dipole
7. Electroscope 8. Draw field lines near a charge distribution
8. Field Lines 9. determine where (if any) field-free regions exist near a charge distribution
1. How does gravitational force betwen electron and proton in a Textbook and Resource Materials:
Essential Questions

hydrogen atom compare to the electrostatic force?

: Holt Physics page: 666 BA1: Holt Physics page: 650 BA2: Holt Physics page: 655 BA3: Holt Physics
2. How do lightning rods protect structures? Was the great pyramid a
page: 659 BA4: Holt Physics page: 662 ST1: Holt Physics page: 656 ST2: Holt Physics page:663
giant lightning rod?
Capstone Connection
Draw connections between circuit diagrams and water flow in plumbing models
SEC Topic & Code
Applications ES.3.09 Relation BI.2.07 field, gravity, Coulomb's Law, Newton's Law of Universal Gravitation
Evidence of Learning:
RECALL Basic Application Strategic Thinking
BA1: Q: 1-6 BA2: Q 1-4 BA3: Q: 1,2 BA4: Practice D ST1: Q 5 ST2: Q 7
 Central STEM unit

LO: Ph 2.03 Grade: 11 Semester: one

Use the concepts of electric potential energy and voltage to analyze the flow of current through conductors and resistors
Students will be able to distinguish between ohmic and non-ohmic materials and learn what factors affect resistance. Very important to stress that many devices DO NOT
follow Ohm's Law, and hence "Law" does not mean never to be violated, A discussion that includes conduction electrons, average drift velocity, is a good one....it ties in
Comment with energy states to be discussed in quantum physics, and links back to early kinematics b/c charges are accelerated by electric field, speeding up until they collide Spend
some time developing the important relationship that R is proportional to length/area, with proportionality constant the resistivity of the material. this will be very helpful
when considering series and parallel resistors in the next LO
1. Dynamic electricity 1. Explain the required conditions for continuous flow of electric charge.
2. Electric current 2. Measure some physical quantities as voltage, current intensity and ohmic resistance of a conductor.
Key Concepts:

3. Current density 3. Verify Ohm’s law practically and draw V-I graph
Direct Current Circuits

4. Potential difference & voltage 4. Use the previous graph to find the EMF of the cell
Skills:
Week 05 - Week 06

5. Electrical resistors 5. Solve physics problems that require use of Ohm's law
6. Electromotive force (emf) 6. Differentiate between Ohmic and non-Ohmic materials
7. Resistivity & conductivity 7. Give some examples of superconductor applications
8. Ohm's law 8. Understand how length and cross-sectinal area of a wire affects resistance
9. Ohmic vs. non-Ohmic materials.
10. Superconductors
11. Electric energy and power
1. How dangerous is it to touch a live wire at 220 volts? And how Textbook and Resource Materials:
does this compare to 5000 Volts?
R: Holt Physics page: 601 BA1: Holt Physics page: 599 ST: Holt Physics page: 601
Questions
Essential

Capstone Connection
Apply ohmic properties to water purity measurement
SEC Topic & Code
Applications Prerequisite MA.1.08 electrical potential energy, voltage, current, resistance, conductors
Evidence of Learning:
RECALL Basic Application Strategic Thinking
 Central STEM unit
Q 2-4 Q 2-4 : Q 11, 12

LO: Ph 2.04 Grade: 11 Semester: one

Analyze DC circuits with simple resistive elements (i.e. ohmic devices)
simple stuff only: no bridges stress that parallel and series are NOT the only waybe careful to explain that parallel does not mean the resistors are physically parallel IN
Comment SPACE compare to fluids stress practical combinations: voltage and current dividers Use Resistance proportional to Length/Area from previous LO to come up with rules
for combining resistors in series or parallel
1. Connections of resistors (series 1. Determine the net resistance of series and parallel combinations of resistors in a DC circuit
Concepts:

& parallel) 2. Analyze a DC circuit containing only series and/or parallel resistors to predict current, power and voltage through all devices
Skills:
Key

2. Kirchhoff's current law 3. Design an electric circuit to obtain the largest value and smallest value of combination of the group of resistors.
Direct Current Circuits

Week 06 - Week 07

3. Kirchhoff's voltage law 4. Use Kirchhoff's Laws to solve for current, voltage, power in a multi-loop circuit
4. internal resistance
5. terminal voltage

1. How would you design a string of 100 street lights so that if one Textbook and Resource Materials:
bulb burns out the others stay lit? Is this the most efficient way to
Holt Physics page 586, 587 BA1: Holt Physics page: 566 BA2: page: 575 ST: Holt Physics page: 563
Questions
Essential

do this in terms of electrical energy usage?

2. How are electrical devices connected in a home & why? Capstone Connection
Apply electric fields and forces to water treatment
SEC Topic & Code
Applications Prerequisite MA.1.12 DC circuits, current, resistance
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Q 1-6 BA1: Q 1-3 BA2: Q 1-3 Q 2, 5 &6
Central STEM unit
 Central STEM unit

LO: Ph 2.05 Grade: 11 Semester: one

Apply the concept of power to analyze energy transfer in DC circuits
This may pre-date the power done in Mechanics. Either way it's a good mini-spiral. Good idea to discuss when to use P = iV and when to use i^2R, etc... Another good
Comment thing to do: consider a graph of power usage vs. time for a typical dwelling. Show students that area under curve is total energy used (you will have to discuss the units of
kW-hr
1. Power dissipation in resistive 1. Determine total power requirements of power supplies in basic DC circuits
Concepts:

circuits 2. Understand connection between power dissipation and resistance in ohmic materials

Skills:
Key

2. Power ratings for home 3. Design simple circuits that maximize or minimize power dissipation.
Direct Current Circuits

electronic devices
Week 07 - Week 08

3. Protection from power surges

1. How can you estimate the electrical energy needs for a family of 4 Textbook and Resource Materials:
living in a 3 bedroom house?
BA1: Holt Physics page: 700 ST1: Holt Physics page: 701
Questions
Essential

2. How and why would you protect this same house with circuit
breakers? Capstone Connection
Building electric circuits for water purification
SEC Topic & Code
Applications Prerequisite power, energy transfer, DC circuits
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Q 1-7 ST1: 8-14 Q 1-7 ST1: 8-
14
 Central STEM unit

LO: Ph 2.06 Grade: 11 Semester: one

Analyze the effects on time dependence and energy storage due to simple capacitive elements in DC circuits
In addition to energy storage, capacitors help one add time-variation to DC circuits. This can be described non-mathematically by discussing charge buildup on a parallel
plate capacitor. i.e. you should be able to convince students that charging will follow a curve that shows an exponential slowing down important applications: flash
batteries, defibrillators exponential functions: this has already been argued. Stating that voltage and current are definitely exponentials, with time constant = RC should
Comment
then be experimental verified Energy storage in Electric FIELD is a strange concept: how can there be energy where there may not be any matter? Important to stress, or
show via video, that energy is still stored even if capacitor is in a vacuum With good data analysis software, you should be able to experimentally demonstrate that the
current through capacitor is proportional time rate of change of voltage across it , which makes for a great calculus connection
1. Capacitor charging and 1. Use the fact that capacitance increases with size of surface, but decreases with increasing separation to explain why capacitors
Concepts:

discharging in parallel

Skills:
Capacitors & Inductors

Key

2. Energy storage 2. Use the fact that capacitance increases with size of surface, but decreases with increasing separation to explain why capacitors
Week 09 - Week 10

3. Charge separation in series add reciprocally.

4. Time constant
5. Exponential charge/discharge
1. How much charge needs to be present in a
Essential Questions
3. Calculate charge and voltage across capacitors in DC circuits once equilibrium is reached
4. Measure i-v characteristics of capacitor in DC circuit
5. Measure and predict time constants in simple RC circuits
6. Calculate the energy stored in the electric field inside a fully charged capacitor
Textbook and Resource Materials:

storm cloud for lightning to strike earth?

R1: Holt Physics page: 682 R2: Holt Physics page: 695 R3: Active Physics page: 784 BA1: Holt Physics page: 686 BA2:
2. How large a capacitor is needed for a
Holt Physics page: 695 BA3: Active Physics page: 785 ST1: Holt Physics page: 682 ST2: Holt Physics page: 686 ST3: Holt
family to store enough electrical energy for
Physics page: 695
one day?
Capstone Connection
Compare and contrast traditional generator operation to other forms of alternative energy conversion
SEC Topic & Code
Applications Prerequisite capacitance,time constant, energy storage
Evidence of Learning:
RECALL Basic Application Strategic Thinking
R1: Q1 R2: Q 1, 2, 5, 6 R3: Q 1, 3, 5 BA1: Q 2,3 BA2: Q 3, 4, 7, 8 BA3: Q 9, 10 ST1: Q 4, 5 ST2: Q 4 ST3: Q 9 - 13
Central STEM unit
 Central STEM unit
LO: Ph 2.07 Grade: 11 Semester: one
Analyze the effects on time dependance and energy storage due to simple inductive elements in DC circuits
Demonstrate the behavior of an inductor in a DC circuit, using language that involves changes in magnetic field and especially flux...but avoid a mathematical analysis.
This is the beginning of a spiral approach to magnetic field, which will be revisited quite a bit as year 2 progresses. Also, the intent is to compare to a capacitor, another
circuit element that serves as temporary energy storage device. Similar to capacitors, inductors help one add time-variation to DC circuits. In a manner complementary to
a capacitor where current is proportional to time rate of voltage, for an inductor the voltage is proportional to the time rate of change of the current. This is a nice calculus
connection, and can be shown with a straightforward time measurement of voltage and current. Covering basic inductors provides a nice spiral bookended to capacitors.
They are both similar circuit elements in that they "fight" change to the way charge is flowing or distributed. The capacitor "fights" change in voltage (because of opposite
Comment direction E-field growing inside capacitor), while the inductor "fights" change in current because of the induced voltage that arises due to changing magnetic flux in the
inductor. Students should learn that an intriguing balance can be achieved with both in a circuit. band-pass filter, which In fact it may be valuable to ask students for their
predictions... The RLC circuit is a band-pass filter, which will be covered later this semester as an example of a very important AC circuit. Finally, this topic provides
another opportunity to talk about energy...only this time the energy is stored in the magnetic field. But the comparison with capacitors and stored energy is one of
Capacitors & Inductors

opposites: maximum energy is stored in the inductor field when the current has reached equilibrium amperage. The capacitor will have maximum energy stored in its field
Week 11 - Week 12

when no current is flowing. LR circuits provide another example of exponential behavior. examples of LR circuits should be emphasized, e.g. solenoid valves
1. Inductor 1. Use the fact that inductors act like resistors once current begins flowing to why inductors in series add and
Concepts:

2. Lenz's Law inductors in parallel add reciprocally

Skills:
2. Calculate current through and voltage across inductors in DC circuits once equilibrium is reached
Key

3. Back emf
4. Inductor charging and discharging 3. Measure i-v characteristics of inductor in a DC circuit
5. Energy storage 4. Measure and predict time constants in simple RL circuits
5. Calculate the energy stored in the magnetic field of an inductor when fully charged
6. RL circuit
7. time constant
8. Exponential charge/discharge
Are coils of wire with many Textbook and Resource Materials:
loops more dangerous
than those with fewer "Giancolli" Ch: 21 p: 584 - 614 ● "Holt" Ch: 20 p: 707 - 749 ● "Serway" Ch: 31 - 33 p: 893 - 982 ● "Physics: Principles and problems" Ch: 25 p: 670
Questions
Essential

loops when provided - 695 ● "SAT II physics by Spark notes" p: 262 - 272
electrical power? Capstone Connection
Compare and contrast traditional generator operation to other forms of alternative energy conversion
SEC Topic & Code
Applications Prerequisite inductance, time constant, energy storage
Evidence of Learning:
RECALL Basic Application Strategic Thinking
 Central STEM unit
the student can calculate induced EMF in a generator. * the student can determine the polarity of the coil. * Student explains the difference between motor and AC generator

LO: Ph 2.08 Grade: 11 Semester: one

Analyze simple AC circuits containing resistive elements
This LO also includes a deep connection to harmonic motion.., i.e. oscillating magnet in loop will create AC voltage. (Or moving loop/fixed coil) . I would
only mention this here. Basically, it is surprisingly "easy" to generate voltages that oscillate like a sine wave. So this LO is about how does an alternating
Comment power source change what has already been observed for DC circuits. Harmonic motion to be described in full mathematical detail in mechanics year 3
Note: depending on whether students will already have complex numbers, students could investigate multiple sources with different phase because rms
voltage/current/power are time averages of sinusoids, there is a connection to integral calculus
1. AC circuits 1. Determine total impedance of an AC circuit made up of series and paralle combinations of resistors
Concepts:
Week 12 - Week 14

2. Impedance 2. Understand difference between peak-peak voltage and current measurements and RMS measurements

Skills:
Key

3. rms voltage, current, power

AC Circuits

1. Do resistors and Textbook and Resource Materials:

Essential Questions

inductors behave the

"Giancolli" Ch: 21 p: 584 - 614 ● "Holt" Ch: 20 p: 707 - 749 ● "Serway" Ch: 31 - 33 p: 893 - 982 ● "Physics: Principles and problems"
same or differently
Ch: 25 p: 670 - 695 ● "SAT II physics by Spark notes" p: 262 - 272
when power sources
alternate their Capstone Connection
polarity? Production of energy needed to be provided for different industrial processes
SEC Topic & Code
Applications Prerequisite
Evidence of Learning:
RECALL Basic Application Strategic Thinking
the student can calculate induced EMF in a secondary coil of a transformer. * Student can differentiate between the structure of the two types of transformer
Central STEM unit
 Central STEM unit
LO: Ph 2.09 Grade: 11 Semester: one
Analyze the filtering charactericstics of circuits containing capacitors and/or inductors
Describe impedance = resistance + reactance . Whether this should include full mathematical treatment including magnitudes of complex impedances will depend on
whether it has been covered already, or will be done in the future. Even without math analysis, the frequency dependance of reactance should be demonstrated in
Comment laboratory or via simulation. Students should not be very surpised by filtering behivor b/c they have already seen the complementary behavior of capacitors and inductors
in DC circuits Now though we are looking at complementary behavior of capacitors and inductors in AC circuits It is good to stress the oscillation of energy between
electric and magnetic fields in LCR circuits For an application, filters are essential for communication systems
1. LCR circuit 1. Measure the resonance behavior of a band pass filter
2. Resonance 2. Calculate the resonant frequency of a band-pass filter
Key Concepts:

3. Band-pass filter 3. Explain how a low pass filter works based on the reactance of an inductor
Week 13 - Week 14

Skills:
4. Low-pass filter 4. Explain how a high pass filter works based on the reactance of a capacitor
5. High Pass filter
AC Circuits

6. Reactance of capacitor
7. Reactance of inductor
8. Impedance
1. What happens when Textbook and Resource Materials:
electrical power that
oscillates in time is ● "Giancolli" Ch: 21 p: 584 - 614 ● "Holt" Ch: 20 p: 707 - 749 ● "Serway" Ch: 31 - 33 p: 893 - 982 ● "Physics: Principles and problems" Ch: 25 p:
Questions
Essential

provided to circuit 670 - 695 ● "SAT II physics by Spark notes" p: 262 - 272
elements that display Capstone Connection
time behavior?
Production of energy needed to be provided for different industrial processes
SEC Topic & Code
Applications Prerequisite band-pass filter, resonance, reactance
Evidence of Learning:
RECALL Basic Application Strategic Thinking
* Student can determine self induction of a coil and compare between the forward and backward induced emf by self- induction of a coil. * Student can draw the graph between emf
induced in a coil by self induction and the time.
Central STEM unit
 Central STEM unit
LO: Ph 2.10 Grade: 11 Semester: two
Predict the direction of magnetic field produced by current-carrying wires in different configurations.
Use only basic right-hand rule...stick to strictly orthogonal situations seek good simulations show that circular motion of charged particles should be possible...ultimate
Comment connection to centripetal force, to be developed in mechanics mention that, like an electric field that can store energy, it will turn out that magnetic fields will also have an
energy function is there a connectin to the material in CH 3.10?
1. Magnetic field due to a straight wire 1. Draw the pattern of magnetic field (i.e. magnetic field lines) of two magnetic poles close to each other (similar and
2. Magnetic field due to a loop. different, i.e north- north and north-south).
Key Concepts:

3. Magnetic field due to a solenoid. 2. Draw the pattern of magnetic field (i.e. magnetic field lines) near current-carrying wires in various configurations
4. Rules to determine the direction of (eg. straight wires, circular and square loops).

Skills:
magnetic field (Ampere's rule) 3. Calculate the magnetic field strength and direction at a normal distance from a straight current-carrying wire
Magnetic Fields & Forces

5. Polarity of a solenoid. 4. Calculate the magnetic field strength and direction at the center of a current-carrying loop.
Week 01 - Week 02

6. Magnetic domain 5. Calculate the magnetic field intensity at a point on the axis of a solenoid.
6. Determine the position of the neutral point near two long parallel wires carring currents in the same or in opposite
direction (i.e. the position where the magnetic field = 0)
1. Can power lines cause Textbook and Resource Materials:
navigational devices in
● "electrical and electronic principles and technology third edition" Ch: 11 p: 140 - 153 ● "Electronics for dummies" Ch: 6 p: 109 - 138 ● Some
planes or automobiles
Essential Questions

other helpful resources: https://www.youtube.com/watch?v=JBtEckh3L9Q

to behave incorrectly
https://www.youtube.com/watch?v=4SlfaocMfdA&list=PL9P80IAEKoGT7M1DyMo0K8FwhPbjQz7tt
due to interfering
https://www.youtube.com/watch?v=YsdPjY58Go8 https://www.youtube.com/watch?v=mDUTTLCM2K8
magnetic fields? Is this
https://www.youtube.com/watch?v=SjeK1nkiFvI https://www.youtube.com/watch?v=EwHx5337R9E http://hyperphysics.phy-
a threat to
astr.gsu.edu/hbase/solids/pnjun.html https://phet.colorado.edu/en/simulation/semiconductor
transportation safety?
2. Why it is advisable to Capstone Connection
live far away from a Applying modern physics in our daily life to produce energy that is essential in industrial processes.
high power line?
SEC Topic & Code
Applications Prerequisite magnetic field, cross-product, synchrotron frequency
Evidence of Learning:
RECALL Basic Application Strategic Thinking
* Student can draw the graphs that represent forward and reverse connection of a P-N junction correctly
 Central STEM unit

LO: Ph 2.11 Grade: 11 Semester: two

Determine the magnetic force on a charged particle moving in a magnetic field and the effects of the force on the particle's motion
At first, extensive use of right hand rule to determine field directions. Then argue that field strength should be proportional to current (not hard to convince. This can be
done with a simple demo) Then argue that strength must diminish as you move farther from the current. The question is whether it is invers-square like gravity and
Comment electric fields. Turns out that field is only inversely dependent on distance. This should be demonstrated as opposed to deriving formulas such as B = UoI/2PiR, etc. Is
there a link to CH 3.10? Note that cross-product will be mathematicall developed in mechanics...grade 3
1. Magnetic field: strength and direction 1. Determine the direction of magnetic force on charges moving wrt constant magnetic fields
Key Concepts:

2. Magnetic field lines 2. Determine the direction of magnetic force on a current-carrying wire in a constant magnetic field
Magnetic Fields & Forces

3. Force on moving charge in magnetic field 3. Explain the torque that exists on current-carrying loop in a magnetic field (if loop positioned correctly)
Week 02 - Week 03

Skills:
4. Force on current-carrying wire in magnetic field 4. Explain how an electrical motor works
5. Magnetic torque and motors. 5. Explain how a galvanometer works
6. Measuring devices: (sensitive galvanometer, ammeter, 6. Explain how to convert a galvanometer into an ammeter.
voltmeter, ohmmeter) 7. Explain how to convert a galvanometer into a voltmeter.
1. How much force is Textbook and Resource Materials:
generated by an
electromagnet used to move ● "Giancolli" Ch: 21 p: 584 - 614 ● "Holt" Ch: 20 p: 707 - 749 ● "Serway" Ch: 31 - 33 p: 893 - 982 ● "Physics: Principles and problems" Ch:
Questions
Essential

automobiles in a junkyard? 25 p: 670 - 695 ● "SAT II physics by Spark notes" p: 262 - 272
2. Is it possible to make a Capstone Connection
charged particle move in
circles using magnetic force? Production of energy needed to be provided for different industrial processes
SEC Topic & Code
Applications Prerequisite magnetic field sources
Evidence of Learning:
RECALL Basic Application Strategic Thinking
* Student can determine the factors affect induced EMF and able to draw the graph that represents these relations correctly.
 Central STEM unit

LO: Ph 2.12 Grade: 11 Semester: two

Use Faraday's law of induction to determine induced voltage in conducting loop due to changes in magnetic flux
This LO follows up on experimental evidence from 2.07 that voltage is somehow being produced as current is increasing in coil. There the time rate of change of current
was proportional to voltage across inductor. Here the description is in terms of magnetic field: i.e. as field grows in coil, there is an induced voltage somewhere. Here I
suggest simple situations where loops are perpendicular to magnetic field /flux should then be introduced...important to show that it is not necessarily magnetic field
Comment
change that produces induced voltage, but rather magnetic flux change. So situations where field changes, and where area changes should be discussed. Because of its
importance, the basic solenoid should be discussed. Its inductance in terms of number of loops, area , etc. can be surmised based on units and an understanding of flux
change
Electromagnetic Induction

1. Electromagnetic induction 1. Explain electromagnetic induction.

Week 04 - Week 05

2. Magnetic flux 2. Identify the factors that affect the induced EMF in a conductor.
Concepts:

Skills:
3. Faraday's law. 3. Determine the polarity of induced current in a coil.
Key

4. Lenz’s Law 4. Give examples of electromagnetic induction applications.

5. Loops and solenoids 5. Calculate induced EMF in a variety of basic situations, including changing B-field, or changing loop
area
1. How can mechanical energy Textbook and Resource Materials:
be converted to electrical
● "Code, The Hidden Language of Hardware and Software" Ch: 10, 11 p: 86 - 130 ● http://www.neuroproductions.be/logic-lab/
Questions

energy?
Essential

Capstone Connection
Using sensors in some industrial processes
SEC Topic & Code
Applications Prerequisite electromagnetic induction, magnetic flux
Evidence of Learning:
RECALL Basic Application Strategic Thinking
* Student can solve the truth tables that represent a combination of some logic gates connected to each other in different ways. * Students can predict the combination of hidden logic
gates according to their truth table. * Students can construct a circuit of logic gates depending on some provided conditions

.
 Central STEM unit
LO: Ph 2.13 Grade: 11 Semester: two
Analyze production and transmission of electrical energy via electromagnetic induction.
The students will be able to explain the effect of variation of the current in a coil on another coil in a closed circuit. / mention self- inductance...which goes to explaining the
Comment circuit behavior seen in basic inductors in Y2S1 Calculation of coupling coefficients and mutual induction coefficient should be done for very simple situations. The goal is
to get students to consider the design principles needed to produce and change voltage for power generation and use
1. AC generator 1. Deduce the factors affecting the produced EMF in an A.C. generator.
2. Effective value of 2. Draw graphs illustrate the relation between (EMF & THETA) and between (EMF & t)
EMF (rms) 3. Draw graphs illustrate the relation between maximum voltage and the parameters affecting it.
Key Concepts:
Electromagnetic Induction

3. D.C. Generator 4. Design your own workable model of an A.C. generator.

4. Motor Skills:
5. Explain how to Convert A.C. to D.C.
Week 05 - Week 06

5. Transformer. 6. Explain what happens on replacing the resistance load in the D.C. dynamo by a battery.
6. Eddy currents 7. Design a system to reduce the loss of energy during transmission of energy from power stations to distribution areas using transformers.
8. Explain the eddy current.
9. Give examples of eddy current applications.
10. Compare between A.C. and D.C. transmission of electrical power
1. Why is it better to Textbook and Resource Materials:
transmit electrical
Questions

power at high
Essential

voltages? How to
transfer electric Capstone Connection
energy from power
plants to
consumption places? SEC Topic & Code
Applications Prerequisite transformer, mutual induction
Evidence of Learning:
RECALL Basic Application Strategic Thinking
 Central STEM unit

LO: Ph 2.14 Grade: 11 Semester: two

Analyze the behavior of transformers using mutual Induction
There are many skills listed here that are probably at a level higher than is typical in HS; they are more typically associated with EE majors at a university level. I
Comment recommend focusing on the conversion of mechanical energy to electrical energy, covering the principles of motors vs. generators and discussing the advantages of high-
voltage transmission of electrical energy based on minimizing resistive losses...which lead to step-up and step-down transformer design
1. Mutual induction between two coils. 1. Compare between forward and reverse current in mutual induction.
Key Concepts:
Electromagnetic Induction

2. Factors affecting the mutual induction between two coils. 2. Give examples on mutual induction applications
3. Coefficient of mutual induction. 3. Explain the behavior of a tranformer using mutual induction concepts

Skills:
Week 06 - Week 07

1. Step-up/step-down transformers 4. Calculate primary or secondary voltages given appropriate information about transformer coil.
5. Explain step-up and step-down transformers
6. Solve problems on transformer efficiency.
7. Calculate the efficiency of a transformer practically.
1. How can voltages be increased or decreased with Textbook and Resource Materials:
minimum loss of energy?
Questions
Essential

Capstone Connection

SEC Topic & Code

Applications Prerequisite Generator, motor, power transmission
Evidence of Learning:
RECALL Basic Application Strategic Thinking
 Central STEM unit

LO: Ph 2.15 Grade: 11 Semester: two

Analyze the properties of conductors, insulators, and semiconductors in terms of energy bands and donor or acceptor atoms
This LO is the first of several LO's concerning quantum behavior and as such it should not be too mathematically intense. The basic quantum idea of discrete enerby
levels must be discussed, plus the development of energy bands when many atoms are near each other in a solid. The quantum stuff is effectively used here to help
Comment explain the ability of a designer to manufacture materials of almost any conductivity between insulators and conductors. Identifying the properties of intrinsic
semiconductors such as Si and Ge, and then the effect of adding dopants that are either donors or acceptors should be a focus. Calculation of the effective number of
charge carriers should be covered.
1. Classification of elements according to electric conductivity. 1. Explain the difference between the two kinds of semiconductors (pure - impure, or
Week 08 - Week 09

Concepts:

2. Doping with donors and acceptors intrinsic/extrinsic).

Semiconductors

Skills:
3. The P-N Junction. 2. Explain the presence of the energy band gap at a P-N junction
Key

4. Energy band gap 3. Give examples of P-N junction applications

5. Forward vs reverse bias 4. Calculate effective numbers of charge carriers
1. What is a possible benefit of having a material that conducts Textbook and Resource Materials:
electricity, but not nearly as efficiently as a metal conductor?
Questions
Essential

Capstone Connection

SEC Topic & Code

Applications Prerequisite semiconductors, PN junction, dopant
Evidence of Learning:
RECALL Basic Application Strategic Thinking
 Central STEM unit

LO: Ph 2.16 Grade: 11 Semester: two

Analyze simple DC and AC circuits containing diodes
This follows and amplifies the P/N junctions and band gaps discussed in previous LO-- The goal is to justify the threshold voltage, and the one-directionality of a basic
diode. Discuss what should happen in forward bias, especially that there will be a threshold voltage. Do a lab demo/web simulation showing this. Follow up with a
discussion of reverse bias, and breakdown voltage. Applications of both forward and reverse bias should be covered. Analysis of a DC circuit with one diode should be
Comment
featured. This is done in two steps: (1) assuming diode is not conducting, and (2) diode is conducting. If diode is conducting, the threshold voltage appears across the
diode (note connection with this past year's practical exam) For AC circuit, use a basic half-wave rectifier circuit to analyze/measure. A good assignment is to ask
students how to design a full-wave rectifier. applications of circuits with diodes: LED's...rectifiers and AC/DC converters...
1. Diodes as one-way devices 1. Describe i-v properites of diodes in forward-bias
Week 08 - Week 09
Semiconductors

Concepts:

2. Threshold voltage 2. Describe i-v properties of diodes in reverse-bias

3. non-ohmic device Skills:
3. Analyze current through and voltage across resistive elements when a diode is present in a DC circuit
Key

4. Voltage Rectification 4. Analyze current through and voltage across resistive elements when a diode is present in an AC circuit
5. Breakdown voltage 5. Explain how a rectifier circuit can be used for AC-DC conversion
1. How can AC power be Textbook and Resource Materials:
converted to DC power?
Questions
Essential

Capstone Connection

SEC Topic & Code

Applications Prerequisite reverse bias, forward bias, rectifier
Evidence of Learning:
RECALL Basic Application Strategic Thinking
 Central STEM unit

LO: Ph 2.17 Grade: 11 Semester: two

Analyze basic circuits containing a bipolar transistor used as a digital switch or amplifier
This is an intro to basic n-p-n transistor --- just a description of how each interface works, and how the base current controlls collector-emitter current. Students should get
a basic qualitative understanding of transistors being off and on --- and that when on the transistors are "saturated"...i.e.at some fixed level...which leads to the possibility
Comment of physically representing 1's and 0's . The idea of using 1's and 0's for everything leads to the binary system which will be covered in the next LO. For the purposes here,
students should understand that transistors are turned off/on by controlling a small base current, i.e allowing for switches activated by any small source of current. see
http://www.allaboutcircuits.com/textbook/semiconductors/chpt-4/transistor-switch-bjt/
1. Bipolar Transistor (P-N-P) and (N-P-N) 1. Compare between the two kinds of semiconductors (pure - impure).
2. Use of the transistor as a digital switch 2. Compare with drawing between forward and backward connections of P-N junction.
Week 10 - Week 11

Concepts:

Skills:
3. Use of transistor as an amplifier. 3. Give examples of P-N junction applications.
Key
Transistors

4. base-emitter current 4. Measure practically the current in each of the P-N junction connections.
5. collector-emitter current 5. Draw a circuit to show the usage of the transistor as: a) switch. b) an amplifier.
6. DC current gain
1. Can an electrical switch be manufactured Textbook and Resource Materials:
that is activated by a very small current?
Questions

2. Can an electronic device be manufactured

Essential

that amplifies input signals?

Capstone Connection

SEC Topic & Code

Applications Prerequisite semiconductors, PN junction, dopant
Evidence of Learning:
RECALL Basic Application Strategic Thinking
 Central STEM unit

LO: Ph 2.18 Grade: 11 Semester: two

Electronically implement digital logic by designing and constructing an appropriate system of simple logic gates
Here students learn how one transistor can be used to create a NOT gate...which effectively implements a truth table. Students should then be introduced to the basic
logic gates, understanding that they are made up of transistors, resistors, diodes, etc., but without going into internal circuit diagrams. Instead students should view the
Comment gates as I/O devices that implement specific truth tables. Then, these use gates can be used as functional boxes that gives you a determined output for a defined input
stringing them together to implement any logical expression
1. Transistors in saturation mode 1. Describe how banks of transistors can be used to represent digital data
2. Binary numbers 2. Describe how a NOT gate can be designed with a single transistor
Concepts:
Week 11 - Week 12

Skills:
3. bits and bytes 3. Implement logical expressions using standard logic gates
Key

4. Transistors as physical embodiment of bit strings

Transistors

5. Logic gates
6. truth table
1. How can data be represented mathematically and Textbook and Resource Materials:
physically by only 1's and 0's?
Questions
Essential

Capstone Connection

SEC Topic & Code

Applications Prerequisite logic gates, binary numbers, truth tables
Evidence of Learning:
RECALL Basic Application Strategic Thinking
 Central STEM unit

LO: Ph 3.01 Grade: 12 Semester: one

Use geometrical optics and laws of reflection and refraction to analyze the path of light rays in optical systems consisting of planar mirrors and lenses
Demos and laboratory are very effective here, especially for index of refraction and total internal reflection. It is encouraged to do a number of problems totally
geometrically qualitatively, without resorting to formulas. In this way students should be encouraged to think more about which way light rays bend when passing through
Comment
dense to less-dense optical material (or vice-versa) in addition to basic needs handled by mirors and flat lenses, total internal reflection and fiber optics should also be
discussed here is an excellent slide show on refraction from U Colorado: http://www.colorado.edu/physics/phys1230/phys1230_sp09/classnotes/6_Refraction.pdf
1. Light rays 1. Use law of reflection to determine position and size of image(s) formed when an object placed in
Key Concepts:

2. Law of Relfection front of a set of plane mirrors

3. index of refraction 2. Apply Snell's law to determine light ray paths through lenses
Week 01 - Week 02

Skills:
4. Refraction and Snell's Law 3. Measure the index of refraction of a non-opaque material
5. Image formation in plane mirror 4. Determine critical angle for total internal reflection when light passes from more dense to less dense
Optics

6. Light paths in prisms optical material

7. Total internal reflection
1. What is the size of the smallest plane mirror that you need Textbook and Resource Materials:
to view an image of your entire body?
2. Explain why travelers may think that they see water in a Halliday (9th edition) - Holt - Serway- Lab. equipments- Internet
Questions
Essential

"phantom oasis"
Capstone Connection
Introduction for communication and communication systems
SEC Topic & Code
Applications Prerequisite light ray, reflection, refraction, image formation
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Holt: practice (B) page 379 Haliday: page 386 Haliday: page 403 Haliday page 404. Quizzes on google drive. Experiment
 Central STEM unit

LO: Ph 3.02 Grade: 12 Semester: one

Use geometrical optics to analyze image formation from concave/convex mirrors and lenses
Not sure if optical bench apparatus exists...but very advisable to get basic ones b/c the experiments can be done with a high degree of accuracy/precision. There are
good simulations as well - students can design complex optical systems with these Be sure to stress that focusing non-visible radiation works same way as for visible light
Comment ... allowing for design of satellite and earth antennas for communication. Not sure if optical bench apparatus exists...but very advisable to get basic ones b/c the
experiments can be done with a high degree of accuracy/precision. There are good simulations as well - students can design complex optical systems with these Be sure
to stress that focusing non-visible radiation works same way as for visible light ... allowing for design of satellite and earth antennas for communication.
1. Focus 1. Predict image formed by concave/convex mirros using ray-tracing and mirror equation
Key Concepts:

2. Optical Axis 2. Predict image formed by concave/convex lenses using ray-tracing and lens equation
Week 02 - Week 03

3. Real images 3. Explain the optics of a reflecting telescope

Skills:
4. Virtual images 4. Explain the optics of a refracting telescope
5. Magnification 5. Explain the optics of a compound microscope
Optics

6. Convex & Concave mirrors 6. Use an optical bench to measure the focal point of lenses and mirrors
7. Convex & Concave lenses 7. Use optical bench to confirm mirror/lens equations
1. How large does a telecscope have to be to be able to see Textbook and Resource Materials:
a planet from the nearest galaxy?
2. How large does a microscope have to be to be able to see Halliday (9th edition) - Holt - Serway- Lab. equipments- Internet
Questions
Essential

a strand of DNA?
Capstone Connection
Modern communications use waves
SEC Topic & Code
Applications Prerequisite concave mirrors, focusing lenses, image formation
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Questions and problems from Haliday: page 905, 906 and 911. Haliday: page 919. Holt:Practice A page 449. Holt: page 454. Holt: page 493 practice (A) & review. Holt: page 508
Practice (C). Holt: Review from 514 - 518. Holt: Practice (A) page 513. Quizzes on google drive. Experiments
 Central STEM unit

LO: Ph 3.03 Grade: 12 Semester: one

Analyze oscillatory motion
Not sure if optical bench apparatus exists...but very advisable to get basic ones b/c the experiments can be done with a high degree of accuracy/precision. There are
good simulations as well - students can design complex optical systems with these Be sure to stress that focusing non-visible radiation works same way as for visible light
Comment ... allowing for design of satellite and earth antennas for communication. Not sure if optical bench apparatus exists...but very advisable to get basic ones b/c the
experiments can be done with a high degree of accuracy/precision. There are good simulations as well - students can design complex optical systems with these Be sure
to stress that focusing non-visible radiation works same way as for visible light ... allowing for design of satellite and earth antennas for communication.
1. Oscillation as a periodic motion 1. Identify the amplitude of oscillation
2. Parameters of oscillatory motion (amplitude - frequency - 2. Recognize the relationship between frequency and period
Week 04 - Week 05

Concepts:
Oscillatory Motion

Skills:
periodic time - energy) 3. Measure oscillation parameters practically
Key

3. Applications of oscillation (resonance - earthquakes - 4. Determine the free fall acceleration practically through the
bridges) oscillation of a pendulum
5. Apply the concept of energy conservation to simple harmonic motion
Textbook and Resource Materials:
Questions
Essential

Capstone Connection

SEC Topic & Code

Applications Prerequisite
Evidence of Learning:
RECALL Basic Application Strategic Thinking
 Central STEM unit
LO: Ph 3.04 Grade: 12 Semester: one
Analyze the motion of travelling transverse and longitudinal waves
Stress that electromagnetic waves are non-mechanical waves, i.e. no medium required --- but fields are moving through empty space (this is a spiral back to fields) The
power of physics: the mathematics here is same as travelling waves covered in mechanics year 2 S2, with the complicatin that there are E-fields and B-fields dancing
around each other, with an energy flux density (Poynting vector) in direction of E x B ( a spiral to cross-product, which is covered in mechanics Y3S1) Some time should
Comment be devoted to talking about how EM waves are created.. and the parallels with mechanical waves Speed of light in different media, and a wave description of index of
refreaction would be very good if time permits Also, wondering if possible to talk about wave equation...at least show that sin(kx-wt) satisfies a certain type of differential
Harmonic Motion and Waves

equation (whcih may mean the first time partial differentiation is seen ... not sure if students will see this in calculus) finally, here's an excellent resource:
http://en.tekstenuitleg.net/articles/networking/how-wireless-communication-works in which EM waves are done in context of wireless networks
Week 06 - Week 07

1. Mechanical waves 1. Describe travelling waves using sin9kx-wt)

Concepts:

2. Transerse waves 2. Determine speed of waves on a string

Skills:
3. Longitudinal waves 3. Understand pressure and displacement views of a travelling longitudinal wave
Key

4. Wave speed in a medium

5. Wavelength

Textbook and Resource Materials:

Halliday (9th edition) - Holt - Serway- Lab. equipments- Internet
Questions
Essential

Capstone Connection
an introduction for communications
SEC Topic & Code
Applications Prerequisite electromagnetic waves, electromagnetic spectrum, speed of light
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Questions and problems from Haliday Holt: Practice (B) page 427. Holt: Review page 431. Holt: page 434 - 435 Review. quizzes on google drive and some others are hard copies
 Central STEM unit
LO: Ph 3.05 Grade: 12 Semester: one
Analyze the production of complex waves using the principle of superposition
this LO spirals to mechanics description of superposition in Y2S2 small angle formal may be used here in discussion of interference fringes, which would tie-in to calculus
(limits and derivatives of trig functions) Resolving power: angular and spatial, Rayleigh criteria, etc are interesting, especially given efforts to increase pixel density in
Comment digital cameras. Not sure if mathematics here should be treated in any detail, although mention and investigation of Bessel functions may be of value...because they do
look like sinusoids
Harmonic Motion and Waves

1. Superpositioin of waves 1. Draw diagrams to express the resultant wave due to superposition between two waves.
Concepts:

2. Interference 2. Analyze the outcome of constructive and destructive interference of transverse wave pulses and use
Week 06 - Week 07

Skills:
3. Diffraction this to make predictions with other wave pulses.
Key

3. Students will also recognize the standing wave on a resonant spring as being the superposition of
two sinusoidal travelling waves.

Textbook and Resource Materials:

Halliday (9th edition) - Holt - Serway- Internet
Questions
Essential

Capstone Connection
using LASER in communications
SEC Topic & Code
Applications Prerequisite interference, diffraction, superposition
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Questions and problems from Haliday. quizzes on google drive and some others are hard copies
 Central STEM unit
LO: Ph 3.06 Grade: 12 Semester: one
Analyze light as electromagnetic wave consisting of travelling electric and magnetic field waves
This LO should focus more on encoding digital data into either analog or digital transmission. here's a website with the basic idea;
http://www.qrg.northwestern.edu/projects/vss/docs/communications/1-how-is-data-put-on-radio-waves.html This LO should focus more on encoding digital data into
Comment either analog or digital transmission. here's a website with the basic idea; http://www.qrg.northwestern.edu/projects/vss/docs/communications/1-how-is-data-put-on-radio-
Electromagnetic Waves & Light

waves.html
1. Electromagnetic waves 1. Describe experimental observatins that suggest light is a wave
Concepts:

2. Wave properties: frequency, wave length, speed 2. Understand different regions of EM spectrum (IR, UV, visible, x-ray. etc..) and their uses
Week 08 - Week 09

Skills:
3. Polarized vs unpolarized light 3. Explain how speed of light is determined
Key

4. Electromagnetic spectrum 4. Explain evidence that speed of light constant in all reference frames
5. Energy in electromagnetic waves
1. How can light be characterized as both a wave and a Textbook and Resource Materials:
particle?
internet web sites
Questions
Essential

Capstone Connection
using waves in communications
SEC Topic & Code
Applications Prerequisite amplitude modulation, frequency modulation, analog, digital
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Questions and problems from web sites
 Central STEM unit

LO: Ph 3.07 Grade: 12 Semester: one

Use wave description of light to analyze interference and diffraction
Note that some of the skills her are also listed in the LO before it...The two together are basically one long LO
Comment
Electromagnetic Waves & Light

1. Superposition 1. Explain/analyze young double-slit experiment

Concepts:

2. Constructive/Destructive Interference 2. Explain/analyze use of diffractin gratings to produce monochromatic radiation

Skills:
3. Slits and interference patterns 3. Calculate the resolving power of an objective lens
Key
Week 09 - Week 10

4. Diffraction gratings
5. Resolution of optical instruments
1. What is the resolving power of your eye? Textbook and Resource Materials:
2. How large can a photo taken on your smart phone be
enlarged before the image degrades? Halliday (9th edition) - Holt - Serway- Lab. equipments- Internet
Questions
Essential

Capstone Connection

SEC Topic & Code

Applications Prerequisite communication system
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Questions and problems from Haliday- quizzes on google drive and some others are hard copies - Experiments
 Central STEM unit

LO: Ph 3.08 Grade: 12 Semester: one

Describe how information can be transmitted via electromagnetic radiation
First real detailed to quantum stuff (recall that energy levels and energy bands, band gaps,etc. have been described in semiconductor LO's) Blackbody radiation is
important. Wien's and Stefan-Boltzman Laws are topics for classroom, or reading, but are not essential to the quantum view. What is essential is Planck's explanation of
black-body curve assuming quantized energy ... which ultimately became recognized as photon energy in photoelectric effect. If time permits, quantum explanatin of Wien
Comment is a good idea. It's also a good idea to start introducing phenomena that are explained by energy quantization, and observations that are analyzed using conservatin of
energy principles. Hence Compton scattering and x-ray production are good examples. Check out this pdf of slideshow from UCSD: http://www-
physics.ucsd.edu/students/courses/winter2009/physics1C/documents/8.1Particlenatureoflight.pdf
1. Encoding information 1. Convert base 10 values to binary and vice-versa
2. Amplitude modulation 2. Explain digital representatin of images (gray scale and color)
Key Concepts:
Week 10 - Week 11

3. Frequency modulation 3. Explain how AM can be used to encode digital data

Communication

Skills:
4. Digital vs analog data 4. Explain how FM can be used to encode digital data
5. Digital vs. analog transmission 5. Analyze effect of sampling rate on data transmission
6. Wifi
7. Sampling
8. Transmitter & receiver
1. How can TV, radio, cellular, and data signals be Textbook and Resource Materials:
transmitted through open air, and even outer space?
Halliday (9th edition) - Holt - Serway- Lab. equipments- Internet
Questions
Essential

Capstone Connection
None
SEC Topic & Code
Applications Prerequisite CH.1.03 blackbody radiation, energy quantization, photon
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Questions and problems from Haliday- quizzes on google drive and some others are hard copies - Experiments
 Central STEM unit

LO: Ph 3.09 Grade: 12 Semester: one

Design a system of communication through applying previous knowledge (electronics, LASER, mechanical waves and em waves)
This LO allows for a dramatic tie-in with the previous LO, in which Planc's energy quanta are now identified with photons This LO allows you to spiral back to energy
levels and bands that appeared at the end of physics Y2s2. In photoemissin problems, be sure to cover situations where incident intensity remains the same, or where it
Comment changes applications: solar cells --- lasers This LO is probably the right place to talk about the connections with wave view and particle view ... & the geometric optics
approach. i.e. things like amplitude of wave is proportional to photon flux
1. Basic elements of communication 1. Design a flowchart to express a communication system
2. Ground, Sky, Space wave propagation 2. Explain how information can be transmitted as variation in amplitude and frequency of waves
Key Concepts:

3. Antennas 3. Use diagrams to design a system of communication

Week 11 - Week 12

Skills:
4. Covering range of T.V transmitting tower 4. Analyze different communication systems to identify sorts of variation included
Communication

5. Maximum usable frequency. 5. Apply previous knowledge (electronics, LASER, mechanical waves and em waves) to design
6. Sattellite communication 6. A system of communication and transmitting data
7. Mobile phones
8. Optical fibers
1. Local TV Channels can not transfer matches of soccer Textbook and Resource Materials:
world Cup, why?
Halliday (9th edition) - Holt - Serway- Internet
Questions
Essential

Capstone Connection
None
SEC Topic & Code
Applications Prerequisite photoelectric effect, photon, laser,LED, photocell
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Questions and problems from Haliday - quizzes (hard copies)
 Central STEM unit

LO: Ph 3.10 Grade: 12 Semester: one

Discuss evidence for the particle model of light and analyze specific situations in terms of energy, wavelength, and temperature
This LO brings back Newtonian ideas, namely the nature of force allowing electrons to spin in the Bohr model (which must be emphasized as definitely what is not actully
happening in the atom, but nevertheless provides a model with very accurate predictive power. This is a nice opportunity to discuss the nature of physical models) The
Comment Bohr model can be used to go into incredible detail on the line spectra of hydrogen, including Balmer, Rydberg, etc. Push Bohr to higher Z atoms ionized so that only one
electron remains is a worthwhile exercise. See http://courses.washington.edu/bhrchem/c152/Lec17.pdf for possibilities
1. Blackbody radiation 1. Explain blackbody radiation, including laws associated with ernergy distribution (Wien, Stefan-Boltzman)
Quantum Nature of Light

2. Energy quantization 2. Solve Wien and Stefan-Boltzman type problems

Concepts:
Week 12 - Week 13

Skills:
3. Planck's Constant 3. Explain impossibility of wave explanation (ultraviolet catastrophe)
Key

4. Photon 4. Explain Planck's success in matching blackbody distribution using assumption of quantized energy changes
5. x-rays 5. Determine relationship between kinetic energy of electrons and emitted photons in x-ray emission
6. Inelastic scattering (Compton effect) 6. Apply the law of conservation of energy in analysis of Compton scattering and x-ray production
1. How can we tell the temperature of the sun Textbook and Resource Materials:
and other stars?
2. How are x-rays produced? Halliday (9th edition) - Holt - Serway- Lab. equipments- Internet
Questions
Essential

Capstone Connection
None
SEC Topic & Code
Applications Prerequisite Bohr model, hydrogen spectrum
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Questions and problems from Haliday - quizzes (hard copies)
 Central STEM unit

LO: Ph 3.11 Grade: 12 Semester: one

Analyze the interaction of light and matter using the Photoelectric Effect where appropriate
Depeding on what is done in CHM, there may be a lot of overlap here, including analysis of x-ray data for crystal structure determination. Plenty of simulations available
Comment for crystal structure, and erngy band formation
1. Photoelectric effect 1. Calculate cut-off frequency that will generate photoelectricity for a given material
2. Photons 2. Predict how photocurrent varies with changes in frequency and intensity
Key Concepts:

3. Work function 3. Compare wave and photon views of light

Quantum Nature of Light

4. Intensity 4. Describe principles behind photoabsorption and photoemission

Skills:
Week 13 - Week 14

5. Cut-off frequency 5. Explain basic physics of Lasers

6. LED's 6. Explain basic physics of LED's
7. Laser 7. Explain basic conversion of light to electrical energy using photocell
8. Photocell 8. Solar cell calculations:fill factor, efficiency; explanation of deviation from ideal behavior.
9. Explain the conditions required to increase photo current
1. How can the sun's energy be used to Textbook and Resource Materials:
generate electricity?
2. What is the explanation for the Greenhouse Halliday (9th edition) - Holt - Serway- Internet
Questions
Essential

effect?
Capstone Connection
None
SEC Topic & Code
Applications Prerequisite crustal structure, phonons, energy bands
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Questions and problems from Haliday - quizzes (hard copies)
 Central STEM unit

LO: Ph 3.12 Grade: 12 Semester: two

Analyze the interaction of light and matter using the Photoelectric Effect where appropriate
Depending on level to be covered, the material here can be quite mathematical, including, say, BCS theory of superconductivity. But this would involve coverage of
phonons, coupled oscillators, etc. Same with superfluids: one would have to get into phonon distributions as functions of T. (Note: b/c of this, there are mathematical
Comment
similarities between superfluids and superconductors) Probably best to be simply descriptive here, with focus on general rules of thumb, applications, and current
research, e.g. high -T superconductors. Stress the energy benefits of superconductivity
Thermal & Electrical Properties

1. Solid-state physics 1. Explain typical metal crystal structures (fcc, bcc, hcp)
2. Crystal structure 2. Analyze vibration modes in a 1-D crystal structure
Key Concepts:

3. Coulomb forces 3. Explain specific heat microscopically,

Week 01 - Week 03

Skills:
4. Pairwise interactions 4. Explain formatin of electron energy bands as atom density increases
5. Phonons 5. Explain how photoelectron spectroscpy can be used to probe electron energy bands in solids
6. Specific heat
7. Energy bands
8. Ionic, covalent binding
1. Why is iron a conductor while silicon is a Textbook and Resource Materials:
semi-conductor?
2. Why is the speed of sound in titanium so Halliday (9th edition) - Holt - Serway- Internet
Questions
Essential

much higher than in air?

Capstone Connection
None
SEC Topic & Code
Applications Prerequisite superfluids, superconductors
Evidence of Learning:
RECALL Basic Application Strategic Thinking
Haliday text book
 Central STEM unit

LO: Ph 3.13 Grade: 12 Semester: two

Explain the superconductivity and/or superfluidity for certain materials at very low temperatures using quantum mechanics concepts
See Nanotechnology Classroom Activities and Curriculum Materials: an incredible resource for all disciplines, organized by school level and discipline...
Comment http://www.nnin.org/education-training/k-12-teachers/nanotechnology-curriculum-materials
1. Cooling processes 1. Explain several cooling mechanisms mechanism that can bring materials close to 0K
Key Concepts:

2. Van Der Walls effect and chemical reaction 2. Explain the properties of super fluids
Low Temperature Physics

3. Super fluidity 3. Explain some applications of super fluidity.

Skills:
4. Viscosity 4. Explain the properties of some metals at very low temperature.
Week 04 - Week 05

5. Bose-Einstein condensates 5. Explain some applications of superconductors

6. Superconductivity
7. Cooper pairs
1. Does life as we know it come to a stop Textbook and Resource Materials:
when the temperature is Absolute Zero?
‫ االنترنت قصة الحضارة‬Egypt Characteristics
Questions
Essential

Capstone Connection
None
SEC Topic & Code
Applications Prerequisite nanotechnology, nanomaterials
Evidence of Learning:
RECALL Basic Application Strategic Thinking
‫ يعقد الطالب مقارنة بين العوامل الطبيعية والبشرية لقيام الحضارة يرسم الطالب خريطه لمصر يوضح عليها عواصم مصر القديمه‬A ‫حل مشكلة االسكان فى مصر‬S
 Central STEM unit

LO: Ph 3.14 Grade: 12 Semester: two

Decribe new mechanical and electrical properties for objects in the nanoscale range
Relativitistic kinematics has already been covered in mechanics (Y3S1). Now is the time to develop relativistic mass, energy-mass equivalent, etc
Comment
1. Nanoparticles 1. Skills will depend on focus areas. For ideas see: http://www.nnin.org/education-training/k-12-
Concepts:

2. Nanofabrication teachers/nanotechnology-curriculum-materials

Skills:
3. Atomic force microscope
Key
Week 06 - Week 08

4. Scanning tunneling microscope

Nanoparticles

5. Nanotubes
1. How can the science and engineering of Textbook and Resource Materials:
nanomaterials be used to design/create
more energy efficient materials for ‫االنترنقت شخصبة مصر‬
Questions
Essential

construction in Egypt?
Capstone Connection
None
SEC Topic & Code
Applications Prerequisite relativistic mass, energy-mass equivalence
Evidence of Learning:
RECALL Basic Application Strategic Thinking
‫يقارن بين الحدود الطبعيةوالبشرية؟ يسنتج المقصود بالحدودالسياسية ؟‬

Materials Physics 3:

Comment(s): ....
Learning Outcome: .
Key Concepts:
 Central STEM unit
Skills:

Essential Questions:
Textbook and Resource Materials:
Evidence of Learning:
SEC Topic & Code:
 Central STEM unit
Relativity

Week 09 - Week 10
Comment(s): Nuclear energy is a strong alternative source of energy. This LO is directly applicable to grand challenge about Egyptian energy needs
Learning Outcome: Analyze effects on mass and energy of travel at relativistic speeds
Key Concepts:
 1. The concepts of relativity
 2. Postulates of relativity
 3. Relativity of time
 4. Relativity of mass
 5. Relativity of length
 6. simultaneity
 7. energy-mass equivalence
Skills:
 1. Calculate mass change with velocity
 2. Apply Relativity to GPS of the NAVSTER
 3. Explain the postulates of relativity
Essential Questions: How fast would you have to travel in order for your mass to be only 2x of the value standing still on earth? What are the implications for space travel of this relativistic increase
in mass with speed?
Textbook and Resource Materials: ‫االنترنت شخصية مصر جيومورفولوجية مصر‬
Evidence of Learning: ‫يصنف الصخور وسبب تكونها‬
Capstone Connection: ‫االستفادة من الصخور وانواعها فى اقامة البيت‬
SEC Topic & Code: nuclear physics