STIV Physics Tm 2ndEdition

This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

PREFACE This book was designed and written for use by physics teachers regardless of the textbook they are using in the classroom. To make sure that this goal is achieved, we incorporated the following features in the book: 1. The teaching tips revolve around topics generally covered in a high school physics text, following the DepEd Curriculum Guide. 2. The discussions take into consideration the unifying themes of high school physics, namely: (a) physics as a basic science, (b) energy, (c) stability and equilibrium, (d) diversity and unity, (e) systems and interactions and (f) technology. 3. The book discusses Wiggins and Mctighe’s Understanding by Design (UbD) in the context of Physics, identifying the EUs and EQs per chapter and giving examples of performance tasks for assessment that denote understanding, find application in real life, and help develop thinking skills. To illustrate discussion points as well as sample instructional activities, we used VPHI’s Practical and Explorational Physics (Modular Approach) Second Edition and Laboratory Manual and Workbook in Physics by Padua and Crisostomo. And for additional information, we recommend internet resources, including i-learn.vibalpublishing.com. To our colleagues, good luck! THE AUTHORS

Science and Technology IV PRACTICAL AND EXPLORATIONAL PHYSICS Modular Approach Second Edition ISBN 978-971-07-2669-1 Copyright © 2010 by Vibal Publishing House, Inc. and Alicia L. Paduaa and Ricardo M. Crisostomo All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic or mechanical, including photocopying, recording or any information storage and retrieval system without permission in writing from the publisher and the authors. Artwork belongs solely to Vibal Publishing House, Inc. Published and printed by Vibal Publishing House, Inc. MANILA 1253 G. Araneta Ave., Quezon City CEBU Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Ave., Cebu City DAVAO Kalamansi St., cor. 1st Ave., Juna Subdivision, Matina, Davao City ILOILO Unit 6, 144 M. H. del Pilar St., Molo, Iloilo City CAGAYAN DE ORO Unit 4, Bldg. A, Pride Rock Business Park, Gusa, Cagayan de Oro City Member: Philippine Educational Publishers’ Association; Book Development Association; Association of South East Asian Publishers; Graphic Arts Technical Foundation

ii This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

CONTENTS Partt ONE: TIME TABLE FOR THE COURSE ..................................................

2

Partt TWO: GENERAL COMMENTS ...............................................................

4

Partt THREE: SUGGESTIONS FOR EACH CHAPTER.................................... 10

UNIT I

Introduction to Physics .............................................................. 10

Chapter 1

What Is Physics? ..............................................................................................................

10

Chapter 2

How Are Physical Quantities Described? ...................................................................

14

UNIT II

MECHANICS ............................................................................... 18

Chapter 3

How Far and How Fast Do Objects Move? .................................................................

Chapter 4

How Does Force Cause a Change in Motion? ............................................................ 25

Chapter 5

How Is Equilibrium Achieved? .................................................................................... 33

18

Chapter 6

What Influences the Movements of Heavenly Bodies? ............................................. 38

Chapter 7

How Does Energy Produce Work? ............................................................................... 42

Chapter 8

What Happens When Objects Rotate? .........................................................................

47

Chapter 9

What Forces Influence Particle Movement in Matter? .............................................

51

UNIT III

Oscillations and Waves............................................................... 56

Chapter 10

How Do Particles Move in a Medium and Transfer Energy? ..................................

Chapter 11

How Is Sound Produced, Propagated and Perceived? .............................................. 60

56

UNIT IV

Thermodynamics ........................................................................ 65

Chapter 12

How Are Heat and Temperature Related? .................................................................. 65

Chapter 13

What Laws Govern the Transfer of Heat? ...................................................................

70

UNIT V

Electricity and Magnetism.......................................................... 74

Chapter 14

How Do Electric Charges That Are at Rest Interact? ................................................

74

Chapter 15

How Is Electricity Put into Use? ...................................................................................

78

Chapter 16

How Are Electricity and Magnetism Interrelated? ................................................... 84

Chapter 17

How Do Electronic Components Work? ..................................................................... 88

UNIT VI

Electromagnetic Waves and Optics .............................................. 91

Chapter 18

How Are Electronic Waves Used in Communication? .............................................

Chapter 19

What Is the Mystery Behind Light? .............................................................................

94

Chapter 20

How Are Images Reflected and Refracted by Mirrors and Lenses? .......................

98

91

UNIT VII

MODERN PHYSICS ....................................................................... 102

Chapter 21

What Is Relativity? .......................................................................................................... 102

Chapter 22

How Is Nuclear Physics Useful to Man? ..................................................................... 106

Chapter 23

What Are the Basic Building Blocks of the Universe? .............................................. 109

Appendix ....................................................................................................................... 112 Glossaryy .......................................................................................................................... 122

1 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

Part ONE: TIMETABLE FOR THE COURSE A. NUMBER OF CLASS DAYS Unit/Chapter

UNITT

UNITT

UNITT

UNITT

UNITT

2

I

Introduction to Physics (10 days) Chapter 1 What Is Physics? Chapter 2 How Are Physical Quantities Described?

II Mechanics (75 days) Chapter 3 How Far and How Fast Do Objects Move? Chapter 4 How Does Force Cause a Change in Motion? Chapter 5 How Is Equilibrium Achieved? Chapter 6 What Influences the Movements of Heavenly Bodies? Chapter 7 How Does Energy Produce Work? Chapter 8 What Happens When Objects Rotate? Chapter 9 What Forces Influence Particle Movement in Matter?

III Oscillations and Waves (15 days) Chapter 10 How Do Particles Move in a Medium and Transfer Energy? Chapter 11 How Is Sound Produced, Propagated and Perceived?

IV Thermodynamics (10 days) Chapter 12 How Are Heat and Temperature Related? Chapter 13 What Laws Govern the Transfer of Heat?

V

Electricity and Magnetism (40 days) Chapter 14 How Do Electric Charges That Are at Rest Interact? Chapter 15 How Is Electricity Put into Use? Chapter 16 6 How Are Electricity and Magnetism Interrelated? Chapter 17 7 How Do Electronic Components Work?

Practical and Explorational Physics This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

Duration (number of days)

3-5 days 3-5 days

12-15 days 15-18 days 5-7 days 3-5 days 15-18 days 3-4 days 5-8 days

5-10 days 3-5 days

3-5 days 3-5 days

3-5 days 10-15 days 10-15 days 3-5 days

UNITT

UNITT

VI Electromagnetic Waves (15 days) Chapter 18 How Are Electromagnetic Waves Used in Communication? Chapter 19 What Is the Mystery Behind Light? Chapter 20 How Are Images Reflected and Refracted by Mirrors and Lenses?

3-5 days 3-5 days 3-5 days

VII Modern Physics (13 days) Chapter 21 What Is Relativity? Chapter 22 How Is Nuclear Physics Useful to Man? Chapter 23 What Are the Basic Building Blocks of the Universe?

3-5 days 3-5 days 2-3 days

B. SEMESTRAL AND QUARTERLY SCHEDULE

First Quarter

Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5

Second Quarter

Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11

Third Quarter


Fourth Quarter


First Semester

Second Semester

Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

3

Part TWO: GENERAL COMMENTS Following its mandate to improve the country’s curriculum for Basic Education in order to equip the youth with the skills and knowledge needed in this Information Age, the Department of Education (DepEd) deemed it wise to utilize the teaching-learning paradigm proposed by Grant Wiggins and Jay Mctighe (2002). The authors call it “Understanding by Design”, now popularly called UbD.

1. UNDERSTANDING BY DESIGN (UbD) Q1: In essence, what is UbD? It is a proposed design for a curriculum framework, a course program, a unit plan, a learning system and the like. It can simply be described as an instructional design. Q2: What are the major components of all instructional designs? All instructional designs, including UbD, have: (a) educational goals/objectives and content, (b) teaching-learning strategies, and (c) assessment. 1.1 Goals/Objectives and Content Educational psychologists group the general goals of education into three: a. Knowledge (cognitive goal) b. Skills, both cognitive and manipulative (behavioral goal) c. Attitudes (affective goal) Some educators express objectives as learning competencies. For lesson plans, some educators recommend that these be stated as behavioral objectives, since behavior is easiest to detect if the objectives have been attained. Content includes the main topics and major ideas per chapter. 1.2 Teaching Strategies and Techniques All instructional designs encourage teachers to use varied instructional activities that are relevant to the students’ daily life and cater to their learning styles and multiple intelligences. The strategies and techniques that teachers use vary depending on various factors—LEARNER factors (their characteristics, SES, readiness, etc.); LEARNING ENVIRONMENT factors (school facilities and equipment, books and other learning resources, etc.); and TEACHER factors (their academic background, trainings attended, teaching experience, etc.).

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The teaching strategies also vary among the various academic disciplines. In science, for instance, found to be most effective are: (a) the inquiry approach and (b) hands-on learning or learning by doing, where the learner employs as many senses as possible in the learning process— touch, sight, hearing, smell. On the other hand, very effective in a skill subject are: (a) learning by doing and (b) drill/repetition. 1.3 Assessment Assessment is used to monitor learning, to find out if the students are achieving the objectives. It tells the teacher if the students understood what he/she taught them. Nontraditional or alternative tests, also called performance-based assessment or performance tasks, are characterized by the fact that the outputs or the answers to questions in the task are “constructed” by the students, borrowing the term from constructivism. The outputs of performance tasks are not graded the same way as the results of traditional tests. They are graded based on a set of criteria that is unique to each output. Thus, performance tasks are accompanied by rubrics.

2. IMPLEMENTATION STRATEGIES OF THE PROPOSED DESIGN Q3: In terms of the basic components of an instructional design, what are the contributions of UbD? The major contributions of UbD are in the areas of content and assessment. 2.1 Content Content is the structural base of the knowledge goal of education in school. a. UbD recommends that, from the start, the teacher should identify the main idea, or what UbD calls ‘big idea’ or ‘enduring understanding’ and what DepEd calls ‘essential understanding’ (EU). The idea is that, as far as content is concerned, the EU should serve as the focus of all the instructional activities in each chapter or unit or quarter. b. UbD also recommends that, to arrive at the EU, the teacher should initiate the discussion by means of a question, what UbD and DepEd call ‘essential questions’ (EQ). The answer to the EQ is the EU. Sometimes, several EQ are answered by one EU. And sometimes, one EQ is answered by several EU. 2.2 Assessment a. UbD recommends that, right after the identification of the EU, the teacher should think of the appropriate performance taskk that willTeacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

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depict student understanding of the EU and supporting concept(s) and, at the same time, promote lifelong learning. The reason is that, since the teacher has a goal, he/she must have the appropriate tool, or instrument, to determine attainment of said goal. b. Once the students’ performance task has been identified, the teacher may now choose instructional activities that will help the students understand the EU and EQ and, at the same time, give them the knowledge and skills that will enable them to successfully accomplish the identified performance assessment.

3. UbD IN THE CONTEXT OF THE SCIENCE DISCIPLINE Q4: What are EU U and EQ to the science teacher? 3.1 In a science class, the EU U is usually called main idea or major idea or underlying science principle. And in this book, the EQ is called major area of inquiry. When a science teacher decides to write a lesson plan, the science principle or generalization to be taught is usually very clear in his/her mind right from the start. But the teacher does not teach the science principle per se. He/She uses science ideas or concepts to teach it. A science principle is actually a generalization from or synthesis of related concepts. But then again, the teacher does not teach a science concept per se. He/She uses facts (concrete things or experiences) to teach it. Let us illustrate this pedagogical strategy as follows: I

II

III

Principle

Concepts/Ideas

Facts/Experiences (Strategies)

There are many kinds of energy. There are many sources of energy. Energy can be changed from one form to another.

E.g., lab work field trips film showing demonstration

Energy is conserved.

Figure 1

Figure 1 shows that the sequence of steps in the teacher’s lesson plan is: I-II-III. But from the learners’ perspective, it is the reverse:

6


First: The students will probably be given a laboratory activity where they will be asked to observe how energy is transformed. Also, they will probably go on a field trip to an amusement park to observe how energy is transformed in the different rides. And they will probably be shown a film about the different sources of energy and how they are transformed to other forms. Second: After the activities that exposed them to different sources of energy and transformation of energy, the students are now in the position to say that: energy can be transformed from one form to another. Third: Finally, the students can make the generalization that: energy is conserved, it cannot be created nor destroyed. Thus, the sequence of steps (Figure 1) in the learner’s psyche is III-II-I. 3.2 To the science teacher, what are the essential features that should be reflected in his/her instructional design? The following questions should guide him/her in constructing the lesson plan: a. What are the science principles (EU) and supporting science concepts (EQ) that you would like your students to learn from the lesson? (This is essentially the CONTENT of the lesson.) b. What TEACHING STRATEGIES will you use so that the students will understand the content (EU and EQ) of the lesson? (‘Understanding’ here implies the ability of the learner to apply/ transfer what is learnt in school to situations in life.) c. How do you plan to test if the students understood the lesson? Or what do you want the students to do as evidence of understanding? (This ASSESSMENT is a performance task that should be evaluated on the basis of certain criteria. To this end, the Appendix of this book contains sample rubrics for different outputs: poster, model, foldables, etc.)

4. LABORATORY/FIELD ACTIVITIES VPHI has published a book entitled Laboratory Manual and Workbook in Physics. The authors prepared exercises based on the resources available in the community, the facilities and equipment present in the school, and other considerations like length of time entailed, expenses to be incurred, and security of the students.


7

Needless to say, no physics class is expected to perform all exercises. The teacher has the final decision as to how many and which exercises his/her class will perform. In fact, the teachers are enjoined to feel free to modify the exercises according to the needs of the students and the limitations in the school setting.

5. INTEGRATION OF VALUES EDUCATION Perhaps the best guidelines with regard to values education are these: a. Model the values, attitudes and traits related to the topic or activity scheduled for the day. b. Take advantage of every opportunity in class to integrate desirable values and attitudes appropriate for the subject matter scheduled for discussion. Do not hesitate to give a spiritual orientation to the discussion, as long as the values/attitudes are indeed suited to the topic(s) at hand. c. Do not leave the matter of integration of values purely to chance. Do prepare for it. Be ready with teaching techniques and instructional materials for the purpose.

6. FRAMEWORK OF THE BOOK This book has three main parts: Part One is the timetable for the course; Part Two contains general comments; and Part Three contains suggestions for each chapter. These are followed by the Appendix. The suggestions for each chapter include the following sections. The introductory paragraph includes one or more of the pertinent unifying themes of physics listed below: • Physics as a basic science. How does everything in nature act in conformity with a law? • Energy. What is the unifying concept of all sciences? • Stability and Equilibrium. What is and what is not changing in nature? • Diversity and Unity. How are the forms of energy different or alike? • Systems and Interactions. How do the different systems interact with one another? Technically, as far as the general frameworkk of each chapter is concerned, the sections are supposed to be organized under the following headings:

I. CONTENTT (Stage 1 of the Proposed Instructional Design)

8

•

Underlying Science Principles, or Essential Understanding (EU)

•

Major Areas of Inquiry, or Essential Questions (EQ)


II. STUDENTS’ PERFORMANCE TASK(S) AS EVIDENCE OF UNDERSTANDING (Stage 2) III. COMMENTS AND SUGGESTIONS (STRATEGIES, etc.) (Stage 3) •

Exploring Students’ Prior Knowledge

•

Suggested Activities

But, if we make a paradigm shift from the chapter’s GENERAL FRAMEWORK to short LESSON PLANS, the instructional activities can be moved from section III to section II. And assessment can be moved from section II to section III, this time, as formative tests for daily monitoring of learning. The rest of the sections are the following:

IV. ANSWERS TO REVIEW W QUESTIONS IN THE TEXTBOOK V. CONCEPT MAP/OTHER GRAPHIC ORGANIZERS These sections, especially the subsections of item No. III (Comments and Suggestions), may be rearranged whenever deemed advisable. Finally, the Appendix contains sample scoring rubrics that you may want to use for rating the students’ performance tasks (item No. II). These sections, especially the subsections of item No. II, may be rearranged when deemed advisable.

7. INTERNET RESOURCES To facilitate student understanding of specific topics and to widen their perspective of that particular area of physics, the students may be encouraged to visit the websites suggested in the book Practical and Explorational Physics, Second Edition by Alicia L. Padua, and Ricardo M. Crisostomo.


9

Part THREE: SUGGESTIONS FOR EACH CHAPTER UNITT

I INTRODUCTION TO PHYSICS

Unit I consists of two chapters: What Is Physics? (Chapter 1) and How Are Physical Quantities Described? (Chapter 2). The unit is about physics and its nature. It deals with the different branches of physics. It also deals with the major steps of the scientific method and how this has been applied by famous physicists, both local and foreign. Furthermore, it discusses the fundamental quantities, their representations, measurements, and derivations of mathematical relationships.

Chapterr

1 What Is Physics?

This chapter includes three modules. Physics: The Basic Science (Module 1), Nature’s Laws Are Mathematical and Simple (Module 2) and Career Opportunities that Await a Physicist (Module 3). Module 1 presents the relationship of physics with other branches of natural science. It also discusses how a problem can be solved using the Scientific Method. Furthermore, it explains how physics becomes the basis of technology that changes people’s way of living and thinking. Module 2 is about tools that are used in the study of the physical world. It also discusses how physical quantities are classified, measured, quantified, and related to one another. Module 3 presents famous Filipino and foreign physicists. It also discusses career opportunities that await a physicist.

I. CONTENTT Underlying Science Principles, or Essential Understanding (EU) 1. 2. 3. 4.

Physics principles are applicable in everyday life. Scientific theories are based on careful observations and measurements. Greatness of ideas starts from simple things. People’s way of thinking and living is greatly affected by their attitudes.

Major Areas of Inquiry, or Essential Question (EQ) 1. Why is physics considered a basic science? 2. How can the scientific method lead to discoveries and advances in science? 3. Why do we measure? 4. How will you measure a quantity with a reasonable degree of accuracy and precision?

10


5. Why are the concepts in physics described with mathematical formula? 6. How do physicists think and work? 7. How can gained knowledge, acquired skills and formed values lead to better opportunities in life?

II. STUDENT’S PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. a. Prepare a plan for improving an existing technology. b. Design and construct a box with a square base of 100 cm2 using one used short folder and without any adhesive or binding material. Make sure that the box can hold grains or liquid. c. Make a “foldable” about a Filipino physicist that includes his/her picture, life, works, and contributions. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Use “What I Know-What I Want to Know-What I learned” (K-W-L) Chart to elicit students’ prior knowledge on the nature of physics as a branch of science. B. Suggested Activities 1. Motivation: Begin by asking the students, “How will you compare science to a tree?” 2. Discuss the branches of science based on the output of the motivational activity. 3. Perform Exercise 1: Physics and Its Branches (VPHI Laboratory Manual and Workbook in Physics, p. 4). 4. Provide a real life problem that can be solved using the scientific method. 5. Perform Exercise 2: Scientific Method: (LMWP, p. 5). 6. Weblink: Ask the students to visit http://www.sossrilanka.com/uni/ sponge-bob-scientific-method-worksheet.html. 7. Panel Discussion: Select a number of students to be part of a panel discussion on “Impacts of Technology”. 8. Ask the students to make an estimate of the size of the room. Then, let them determine the area of the room using their body parts as units of measurement. 9. Lead the students in the discussion on the importance of measurement. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

11

10. Perform Exercise 4: Using a Vernier Caliper (LMWP, pp. 8-9). 11. Weblink: Ask the students to visit http://www.aaastudy.com/mea69_ x6.htm#section2. 12. Provide the students with different sets of data that they could present graphically on a graphing paper or using EXCEL to determine the relationship that exists between the physical quantities. 13. Perform Exercise 5: The Physicist Way of Life (LMWP, pp. 10-13). 14. Lead the students in the discussion on local and foreign physicists and the career opportunities that await a physicist. 15. Let the students answer the last column of the K-W-L chart. 16. Ask the students to prepare a graphic organizer that will show their understanding of the concepts learned. 17. Enrichment Activity: Ask the students to interview Filipino physicists. 18. Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quiz c. Portfolio d. Prompts e. Learning Logs

IV. ANSWERS TO REVIEW W QUESTIONS A. 1. d 2. b 3. a 4. d B. 1.

SF

SN

a.

3

1.43 × 102

b.

3

3.67 × 101

c.

4

2.009 × 103

d.

1

5 × 10–3

e.

4

3.5 × 103

2. a. 604 800 s

12

e. 2.16 × 10–2 m/s

b. 99 500 KHz

f.

2.5 × 1013 mm2

c. 300 L

g. 2.96 × 104 ft/s

d. 4.75 × 10–4 m3

h. 7.5 × 10–4 mm


3. a. direct square b. d = 4.9 t2 300

d. d = 122.5 m

Distance

c. t = 6.39 s

200

100

2

6

4

8

Time

V. GRAPHIC ORGANIZER: TREE DIAGRAM


13

Chapterr

2 How Are Physical Quantities Described?

This chapter is composed of two modules: Identifying Scalars and Vectors (Module 4) and Adding Vectors (Module 5). Module 4 reviews the physical quantities and classifies these quantities as either scalar or vector. It also illustrates how to represent a vector quantity. Module 5 demonstrates how to add or combine two or more vectors into a single vector and how to find the perpendicular components of a single vector using graphical and analytical method.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. A scalar quantity has magnitude only while a vector quantity has both magnitude and direction. 2. A vector quantity is represented by an arrow—the length of the arrow represents the magnitude and the arrowhead points the direction. 3. The resultant is the single vector that represents the sum of two or more vectors. 4. The equilibrant is the single vector that is equal in magnitude but opposite in direction to the resultant. 5. A single vector can be resolved into its perpendicular components. 6. Vectors can be combined or resolved using graphical or analytical method.

Major Areas of Inquiry, or Essential Question (EQ) 1. How can you say that an object is in equilibrium? 2. Into what type of forces can a singular force be resolved? 3. How many forces can be combined to a single force?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. a. Prepare a vector art using ten vectors. b. Create at least five (5) vector problems on vector addition and at least five (5) on vector resolution. Note: Use the appropriate rubrics found in Appendix.

14


III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge 1. Given the following physical quantities, group them according to their common characteristics. acceleration mass displacement speed distance velocity force weight B. Suggested Activities 1. Discuss the difference between distance and displacement. 2. Identify quantities with directions (vectors) and without directions (scalars). 3. Answer Self-checkk (textbook, p. 31). 4. Illustrate how to represent the vector quantity graphically. 5. Answer Self-checkk (textbook, p. 32). 6. Perform Exercise 6: Vectors and Scalars (LMWP, pp. 14-15). 7. Illustrate how to do a vector addition using the graphical method. (See Examples 1-4, textbook, p. 33-34). 8. Answer Self-checkk (textbook, p. 35). 9. Review the Pythagorean Theorem and the Trigonometric Functions as an introduction to Vector Resolution. 10. Answer Self-checkk (textbook, p. 36). 11. Illustrate how to add vectors using the Analytical Method (See examples on pp. 37-39, textbook). 12. Answer Self-checkk (textbook, p. 39). 13. Perform Exercise 7: Who Will Win? (LMWP, pp. 16-17) 14. Use any of the following to assess student’s understanding. a. Seatwork (Chapter Review) b. Short quiz c. Board work

IV. ANSWERS TO REVIEW W QUESTIONS A. Multiple Choice 1. b 2. d 3. b

4. b 5. b

B. 1. 12 km E 8 km W 12 km – 8 km = 4 km E Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

15

N

12 km E

W

R= 4 km E

E

8 km W

S

2. 5 cm E 3 cm N 6 cm W N

6 cm W R

θ 3 cm N

W

E 5 cm E

S

1 3 θ = tan–1 (.33) θ = 18° W of N

R = (1 cm)2 + (3 cm)2

θ=

= 1 cm 2 + 9 cm 2 = 10 cm 2 R = 3.16 cm

25

N

3. 25 N 60°

Fy 60 θ Fx

16


Fx = F cos θ = 25 cos 60° Fx = 12.5 N ≈ 13 N

Fy = F sin θ = 25 sin 60° Fy = 21.65 N ≈ 22 N

4. 50 km N 30 km 20° N of W 50 km N 30 km 20° N of W

x

y

0

50

(30 cos 20°) (30 sin 20°) –28.19 10.26

Σ

–28.19

60.26

60.26 28.19 = 64.93° N of W

R = ( – 28.19 km)2 + (60.26 km)2

tan θ =

= 794.68 km 2 + 3631.27 km 2 = 4425.95 km 2 R = 66.53 km 5. 70 m 50° SE dx = 70 cos 50° = 45 m East

dy = 70 sin 50° = 53.62 m South ≈ 54 m South

V. GRAPHIC ORGANIZER: CONCEPT MAP

PHYSICAL QUANTITIES can be classified as

VECTORS

can be combined

SCALARS

GRAPHICALLY

ANALYTICALLY

using

HEAD-TAIL METHOD

POLYGON METHOD


17

UNITT

II MECHANICS

Unit II consists of seven chapters: How Far and How Fast Do Objects Move? (Chapter 3), How Does Force Cause a Change in Motion? (Chapter 4), How Is Equilibrium Achieved? (Chapter 5), What Influences the Movements of Heavenly Bodies? (Chapter 6), How Does Energy Produce Work? (Chapter 7), What Happens When Objects Rotate? (Chapter 8) and What Forces Influence Particle Movement in Matter? (Chapter 9). This unit deals with subbranch of classical physics that is concerned with the forces acting on bodies whether at rest or in motion. It includes statics which focuses on the way in which forces combine with each other so as to produce equilibrium, kinematics which focuses on the motion of the body without regard to the cause of that motion and dynamics which focuses on the way in which force produces motion.

Chapterr

3 How Far and How Fast Do Objects Move?

This chapter includes three modules. Kinematics: Description of Motion (Module 6), Motion of Falling Objects (Module 7) and Projectile Motion (Module 8). Module 6 deals with the description of motion using graphs and kinematic equations. Module 7 discusses the motion of falling objects and the factors that affect their rate of fall. Module 8 deals with the motion of an object thrown with an initial velocity horizontally or at an angle.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. 2. 3. 4. 5. 6.

Motion is relative. Acceleration can be positive or negative (deceleration). Motion problems can be broken into parts. Anything that goes up, goes down. When you reach the top, there is no way but to go down. Resistance affects output.

Major Areas of Inquiry, or Essential Question (EQ) 1. 2. 3. 4. 5.

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When do you say that a body is in motion? How would you describe an accelerating object? What factors affect an object’s rate of fall? How will you compare free fall and projectile motion? How do you hit/attain the targets/goals that you set in your life? Practical and Explorational Physics This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Ask the students to determine their reaction time or determine the height of a building using the concept of free fall. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Identify whether the given situation illustrates a body in motion. 1. a car parked in a garage 2. a passenger inside a moving vehicle 3. a boy walking with his dog side by side 4. a passenger seated in a moving airplane 5. a ball rolling along the floor B. Suggested Activities 1. Motivation: Relate the students’ responses in part A above with their response to this question—What do objects in motion have in common? 2. Ask the students to show the difference between distance and displacement by walking from a specific starting point to a particular location inside the room. 3. Answer Self-check (textbook, p. 49). 4. Discuss speed and velocity. 5. Illustrate how to solve speed and velocity problems. 6. Guide the students in the derivation of the kinematic equations. (Refer to Table 6 on p. 51 textbook). 7. Answer Self-check (textbook, p. 52). 8. Ask the students to plot the given data and draw the graph. d (m)

10

20

30

40

50

t (s)

1

2

3

4

5

9. From the graph in No. 8, review how to determine the slope of a line. 10. Compare the slopes of the graph in Fig. 6.3 and Fig. 6.4 on page 52 of the textbook to show the difference between the motion of the object in the two graphs. 11. Use Fig. 6.5 to describe the different types of motion. 12. Perform Taskk (textbook, p. 53). 13. Answer Self-checkk (textbook, p. 53). 14. Perform Exercise 8: Changing Speed in the Laboratory Manual and Workbook in Physics (LMWP, pp. 26-27). Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

19

15. Perform Exercise 9: Falling Objects (LMWP, pp. 28-29). 16. Conduct a post lab-discussion and derive formulas for free fall from uniformly accelerated motion. 17. Illustrate how to solve free fall problems. 18. Answer Self-checkk (textbook, p. 58). 19. Perform Exercise 10: Beyond Free Fall: Throwing the Ball Upward (LMWP, p. 30). 20. Show video clips that exhibit terminal velocity and ask the students what will happen if the object does not attain terminal velocity. 21. Perform m Exercise 11: Comparing Free Fall and Projectilee (LMWP, p. 31 – 32). 22. Derive the formulas for horizontal projection. 23. Illustrate how to solve problems on horizontal projection. 24. Answer Self-check (textbook, p. 60). 25. Perform Exercise 12: Projectile Launched Horizontally (LMWP, pp. 33 -34). 26. Derive the formulas for projectiles launched at an angle. 27. Illustrate how to solve problems on projectiles launched at an angle. 28. Perform Exercise 13: Projectile Launched at an Angle (LMWP, p. 35). 29. Enrichment Activity: Determine the hang time of a basketball player using the equation on a projectile motion. 30. Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quiz c. Board work 31. Ask the students to visit the suggested Weblinkk on p. 64 of the textbook.

IV. ANSWERS TO REVIEW W QUESTIONS A. 1. 2. 3. 4. 5.

20

d a and e b and h d c and f


B. 1.

a=2 a)

m s2

vi = 0

t = 10 s v f = v i + at ⎛ m⎞ = 0 + 2 2 (10 s) ⎝ s ⎠ v f = 20

b)

m s

t = 15 s 2

d = vi t +

at 2

=0+

=

⎛ m⎞ 2 (15 s) 2 ⎝ s2 ⎠ 2

⎛ m⎞ (225 s 2 ) 2 ⎝ s2 ⎠ 2

d = 225 m ≈ 220 m

c)

d = 500 m d = vi t +

at 2 2

2d = at 2 t=

2d a

=

2 (500 m) m 2

m

=

500 s 2

s2

t = 22.36 s ≈ 22 s

2. dy = 25 m

vi = 0

a) v f = v i 2 + 2 dg ⎛ m⎞ = 0 + 2 (25 m) 9.8 2 ⎝ s ⎠ m2 s2 m m v f = 22.14 ≈ 22 s s = 490

b) t =

vf – vi g

m –0 s = m 9.8 2 s t = 2.26 s ≈ 2.3 s 22.14


21

3. d = 30 m a) t = =

=

v x = 12

m s

2d g m 2(30 m) m 9.8 2 s 60 s 2 9.8

= 6.12 s 2 t = 2.47 s ≈ 2.5 s b) R = v x t ⎛ m⎞ = 12 (2.47 s) s⎠ ⎝ R = 29.64 m ≈ 30 m c)

v f = 0 + gt y

⎛ m⎞ = 9.8 2 (2.47 s) ⎝ s ⎠ = 24.21

m s 2

⎛ m⎞ ⎛ m⎞ v f = 12 + 24.21 s⎠ s⎠ ⎝ ⎝

2

R

m2 m2 + 586.12 s2 s2 m m v f = 27.02 ≈ 27 s s m v i = 35 θ = 35° s v y = v i sin θ = 144

R

4.

⎛ m⎞ (sin 35º) = 35 s⎠ ⎝ ⎛ m⎞ = 35 (0.57) s⎠ ⎝ m v y = 19.95 s Practical and Explorational Physics This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

a) R =

vi 2 sin 2 θ g 2

⎛ m⎞ 35 [sin 2(35°)] s⎠ ⎝ = g ⎛

m2 ⎞ (sin 70°) s2 ⎠ ⎝ = m 9.8 2 s (1225 m)(0.94) 1151.5 m = = 9.8 9.8 1225

= 117.5 m ≈ 120 m b) d y =

(v i sin θ) 2 2g

⎡⎛ m ⎞ ⎤ (sin 35°) ⎥ ⎢ 35 s ⎠ ⎣⎝ ⎦ = ⎛ m⎞ 2 9.8 2 ⎝ s ⎠ ⎡⎛ m ⎞ ⎤ (0.57) ⎥ ⎢ 35 s ⎠ ⎣⎝ ⎦ = m 19.6 2 s 398

2

2

m2

= 19.6

s2 m

s2 d y = 20.31 m ≈ 20 m

c)

tT =

2 vy g

⎛ m⎞ 2 19.95 s⎠ ⎝ = m 9.8 2 s m 39.9 s = m 9.8 2 s t T = 4.07 s ≈ 4.1 s Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

23


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Chapterr

4 How Does Force Cause a Change in Motion?

This chapter includes five modules: Force Causes Changes in Motion (Module 9), Newton’s Laws of Motion (Module 10), Impulse and Momentum (Module 11), Conservation of Momentum (Module 12 ) and Friction (Module 13). Module 9 focuses on the way force produces motion. Module 10 deals with the study of Newton’s Laws of Motion. Module 11 discusses the concepts of linear momentum and impulse in analyzing the behavior of objects in motion. Module 12 discusses conservation of momentum in the analysis of situations that involve collision. Module 13 discusses the causes, advantages and disadvantages of friction and how to increase and decrease its effects.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. Force causes changes in motion. 2. Newton’s laws describe the general principles that guide the patterns of motion of objects. 3. Forces come in pairs. 4. Total momentum remains constant. 5. Friction can be both an advantage and disadvantage.

Major Areas of Inquiry, or Essential Question (EQ) 1. How does force cause change in motion? 2. How do Newton’s laws of motion explain everyday life situations/occurrences? 3. How can damages caused by collision be minimized? 4. What does it mean to say that momentum is conserved? 5. In what ways do we observe conservation of momentum? 6. How can friction be overcome?

II. STUDENTS’ PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instructions. 1. Make a photo essay/scrapbook/video clips of real situations showing application of Newton’s Laws of Motion, conservation of momentum and friction. Provide descriptions/captions to explain each situation. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

25

2. Design a safe transport container for fragile objects using scrap/recyclable materials. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Use the anticipation guide to explore students prior knowledge. Anticipation Guide: Read each statement and check if you agree or disagree with each. Statements 1.

Action and reaction forces cancel each other.

2.

No forces act on objects at rest.

3.

Friction depends on the area of contact.

4.

A karate expert does not pull back upon striking his target. Two objects with the same mass which collide head-on will stop.

5.

Agree

Disagree

B. Other Suggestions 1. Motivation: Ask the students to demonstrate the effects of applying force to an object in the classroom. 2. Lead the discussion on balanced and unbalanced forces and contact and field forces. 3. Perform Exercise 14: Forces in Action (LMWP, p. 36). 4. Answer Self-checkk (textbook, p. 68). 5. Ask students to present some inertia tricks. 6. Discuss Newton’s First Law of Motion. 7. Perform Exercise 15: Law of Inertia (LMWP, p. 37). 8. Apply POE (Predict-Observe-Explain) to introduce Newton’s Second Law of Motion by using balls of different masses. a. Ask the students to write their predictions as to what will happen if they roll two balls of different masses. b. Let them share their predictions. c. Let the students observe what happens as the balls are rolled. d. Let the students explain their observations. 9. Derive equations for the Second Law of Motion with the students. 10. Illustrate how to solve problems using equations for the Second Law of Motion. 11. Perform Exercise 16: Force, Mass and Acceleration (LMWP, pp. 38-39).

26


12. Perform Exercise 17: Balloon Rocket (LMWP, p. 40) as prelude to the discussion of Newton’s Third Law. 13. Perform Exercise 18: Action-Reaction Forces (LMWP, p. 41). 14. Answer Self-checkk (textbook, p. 75). 15. Do Taskk (textbook, p. 75). 16. Ask students to cite examples where momentum is used to describe a situation (Example: a basketball team has regained momentum when it is leading the game). 17. Introduce the scientific definition of momentum. 18. Let students explore the relationship between mass and velocity. 19. Illustrate how to solve momentum problems. 20. Answer Self-checkk (textbook, p. 77). 21. Guide the students to derive the relationship of impulse and momentum using Newton’s Law of Motion, F = ma. 22. Illustrate how to solve impulse and momentum problems. 23. Answer Self-checkk (textbook, p. 78). 24. Perform Exercise 19: Impulse and Momentum (LMWP, pp. 42-45). 25. Discuss the Law of Conservation of Momentum. 26. Demonstrate the different types of collision––elastic and inelastic, using explosion carts. (If not available, rubber balls and clay putty may be used.) 27. Perform Exercise 20: Conservation of Momentum (LMWP, p. 46). 28. Derive with the students the formulas for conservation of momentum in inelastic collision. 29. Illustrate how to solve collision problems. 30. Answer Self-checkk (textbook, p. 83). 31. Show video clips of actual vehicular collisions and discuss safety precautionary measures to prevent road accidents. 32. Introduce friction with the question: “Is friction nuisance or necessity?” Let the students explain their answers. 33. Use the students’ responses in No. 32 to discuss the types of friction and the factors affecting friction. 34. Derive the equation for coefficient of friction. 35. Illustrate how to solve friction problems. 36. Answer Self-check (textbook, p. 88). 37. Perform Exercise 21: Friction: Nuisance or Necessity? (LMWP, pp. 47-48). 38. Use any of the following to assess students’ understanding. a. Seat work (Chapter Review) b. Short quiz Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

27

c. Board work d. Research work 39. Ask the students to visit the suggested Weblinks on p. 91 of the textbook.

IV. ANSWERS TO REVIEW W QUESTIONS A. 1. 2. 3. 4. 5. 6.

a b d d d a

B. 1.

m = 1500 kg F=

vi = 30 m / s

v f = 65 m / s

t=8s

m (v f – vi) (1500 kg)(65 m / s – 30 m / s) = 8s t (1500 kg)(35 m / s) = 8s

=

52 500 kg m / s 8s

= 820.31 kg m / s 2 F = 820.31 N ≈ 800 N 2. m1 = 1600 kg a1 = 1.2 m/s2 m1a1 = m2a2 a2 =

m2 = 1600 kg + 240 kg a2 = ?

(1600 kg)(1.2 m / s 2 ) 1840 kg

a2 = 1.04 m/s2

28


3. m1 = 1800 kg m2 = 2200 kg

v1 = 30 m/s E v2 = ?

v = 12 m/s

m1 v 1 + m 2 v 2 = (m1 + m 2 ) v v2 =

(m1 + m 2 ) v – m1 v 1 m2

=

(1800 kg + 2200 kg) 12 m / s – (1800 kg)(30 m / s) 2200 kg

=

(4000 kg)(12 m / s) – 54 000 kg m / s 2200 kg

=

48 000 kg m / s – 54 000 kg m / s 2200 kg

=

–6000 kg m / s 2200 kg

v 2 = – 2.73 m / s ≈ 3 m / s westward

4. m1 = 25 g v1 = 30 m/s m2 = 10 g

v2ʹ =

v2 = 15 m/s v1ʹ = 22 m/s v2ʹ = ?

m 1 v 1 + m 2 v 2 – m 1 v 1ʹ m2

=

(25 g)(30 m / s) + (10 g)(15 m / s) – (25 g)(22 m / s) 10 g

=

750 g m / s + 150 g m / s – 550 g m / s 10 g

v 2 ʹ = 35 m / s 5.

Fw = 400 N μ = 0.035 Ff = ? μ=

Ff → Ff = μFN FN = μFW = (0.035)(400 N) Ff = 14 N ≈ 10 N


29

6.

m = 42 kg θ = 30° μ = 0.25 Ff = ? Ff = μFN = μ (mg cos θ) = (0.25)(42 kg)(9.8 m / s 2 )(cos 30°) = (0.25)(42 kg)(9.8 m / s 2 )(.87) Ff = 89.52 N ≈ 90 N

7. m1 = 0.4 kg v1 = 21 m/s m2 = 0.20 kg v 1ʹ =

v2 = 0 v2ʹ = 30 m/s v1ʹ = ?

m1 v1 + m 2 v 2 – m 2 v 2 ʹ m1

=

(0.4 kg)(21 m / s) + (0) – (0.2 kg)(30 m / s) 0.4 kg

=

8.4 kg m / s – 6.0 kg m / s 0.4 kg

v 1ʹ = 6 m / s

8. m = 75 kg v1 = 25 m/s

t = 0.5 s vf = 0

m (v f – v i ) t (75 kg)(0 – 25 m / s) = 0.5 s 1875 kg m / s =– 0.5 s

a) F =

F = – 3750 N ≈ – 4000 N b)

t = .001 s F= = F=

30

m (v f – v i ) t (75 kg)(0 – 25 m / s) 0.001 s –1875 kg m / s 0.001 s

= – 1 875 000 N ≈ – 2 000 000 N


9. m = 60 kg FN = (60 kg)(9.8 m/s2) = 588 N μ = 0.450 Ff = μFN = (0.450)(588 N) Ff = 264.6 N

10. m = 0.60 kg vi = 0 vf = 7 m / s t = 0.20 s m (v f – v i ) F= t (0.60 kg)(7 m / s – 0) = 0.20 s =

4.2 kg m / s 0.20 s

F = 21 N 11.

m = 45 kg Fnet = 7 N Fnet m 7 kg m / s 2 a= 45 kg

a=

a = 0.16 m / s 2 ≈ 0.2 m / s 2 12. m1 = 1200 kg v1 = –40 m/s m2 = 1100 kg v2 = =

v2 = ? v1ʹ = –45 m/s v2ʹ = 35 m/s

m 1 v 1ʹ + m 2 v 2 ʹ – m 1 v 1 m2 –54 000 kg m / s + 38 500 kg m / s + 48 000 kg m / s 1100 kg

v 2 = 29.55 m / s


31


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32


Chapterr

5 How is Equilibrium Achieved?

This chapter includes three modules: Equilibrium of Rigid Bodies (Module 14), Center of Gravity and Equilibrium (Module 15) and Conditions for Equilibrium (Module 16). Module 14 discusses the motion of rigid bodies characterized by translational and rotational motion. It also discusses the conditions to be met for a body to be in mechanical equilibrium. Module 15 defines center of gravity. It includes the ways of locating the center of gravity of different objects. It also discusses the different states of equilibrium. Module 16 deals with forces in equilibrium. It discusses the conditions for translational and rotational equilibrium.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. Systems react to change by seeking stability. 2. Location of center of gravity is affected by the shape of the object. 3. An object will always try to orient itself in such a way that the center of mass is directly below the center of support.

Major Areas of Inquiry, or Essential Question (EQ) 1. 2. 3. 4.

How is equilibrium achieved? How is center of gravity related to equilibrium? How does shape affect the location of the center of gravity? How does changing your center of gravity affect how well you can balance?

II. STUDENTS’ PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instructions. 1. Construct a mobile that will show the different conditions for equilibrium using recyclable materials. 2. Construct a balancing toy. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students Prior Knowledge Ask the students to give examples of objects in stable and unstable conditions by passing a sheet of paper with the table shown on the next page. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

33

Stable

Unstable

This will be done by group wherein each member writes one example for each column. B. Suggested Activities 1. Motivation: Use a balancing toy and ask the students the question: How does the toy achieve balance? 2. Lead the discussion on equilibrium of rigid bodies. 3. Answer Self-checkk (textbook, p. 96). 4. Perform Exercise 22: Motion of Rigid Bodies (LMWP, p. 49). 5. Ask the students to try the simple exercises on p. 97 of the textbook, section 15.1. 6. Let the students explain their experience and lead discussion on center of gravity. 7. Perform Exercise 23: Center of Gravity (LMWP, pp. 50-51). 8. Do a postlab discussion on locating center of gravity. 9. Answer Self-checkk (textbook, p. 98). 10. Do Taskk on p. 98 of the textbook. 11. Let the students show the different states of equilibrium using a cone. Let them compare one state with the other. 12. Answer Self-checkk (textbook, p. 99). 13. Present different situations where concurrent forces are applied (Figure 16.1, p. 100 of the textbook). Then show how to draw a free-body diagram (FBD). 14. Illustrate how to solve problems using the first condition for equilibrium. 15. Answer Self-checkk (textbook, p. 102). 16. Net-link: Ask the students to visit the following websites: http://www.exploratorium.edu/snacks/center_of_gravity.html / – quick demonstration of center of gravity using a meter stick and clay http://wow.osu.edu/experiments/ntb/center_of_mass.html / – simple way to find the center of mass of some interesting shapes http://www.teachingk-8.com/archives/integrating_science_in_ your_classroom/balancing_acts_by_john_cowers.html – experiments with center of gravity that will help you see the artistic side of science by allowing you to be creative in designing, building and assembling simple sculptures that require balance (locating the center of gravity) and varying amounts of mass

34


17. Answer Self-checkk (textbook, p. 103). 18. Perform Exercise 24: Moving Mobiles (LMWP, p. 52-53). 19. Conduct a postlab discussion on moving mobiles and lead discussion on Second Condition for Equilibrium. 21. Answer Self-checkk (textbook, p. 105). 22. Use any of the following to assess students’ understanding. a. Seat work (Chapter Review) b. Short quiz c. Board work d. Journal Prompt • How can the center of gravity be changed? • What will be its effect? 23. Ask the students to visit the suggested Weblinkk on p. 108 of the textbook.

IV. ANSWERS TO REVIEW W QUESTIONS A. 1. c 2. c 3. c 4. b 5. c B. Problem Solving 1. ∑Fx = T2x + (–T1y) = 0 T2cos 30° – T1cos 40° = 0 T2cos 30° = T1cos 40°

40° T1

30° T2

cos 40° cos 30° ∑Fy = T2y + T1y – FW = T2sin 30° + T1sin 40° – 25FWN= 25.0 N T2sin 30° + T1sin 40° = 25 N T2 = T1

T1

cos 40° (sin 30°) + T1sin 40° = 25 N cos 30° T1

(0.77)(0.5) + T (0.64) = 25 N 1 0.87 0.385 (0.64) 1 0.87 T1(0.44) + T1(0.64) T1(1.08) T1

T1

= 25 N = 25 N = 25 N = 23.15 N


35

T2 = T1

cos 40° cos 30°

(23.15 N)(0.77) 0.87 T2 = 20.49 N =

2. m = 2000 kg θ = 30° FW = (2000 kg)(9.8 m/s2) = 19 600 N F|| = FW sin 30° = (19 600 N)(sin 30°) F|| = 9800 N 3. (65 kg)(x) + (20 kg)(1.75 m) = (85 kg)(4.5 m)

30° m = 2000 kg

347.5 kg • m 65 kg

x=

x = 5.35 m

The painter can stand up to the farthest end without tipping over.

x

5.5 m 2.75 m 1.75 m

60 kg

1.0 m

20 kg

4. (80 N)(2 m) + (200 N)(5 m) + (500 N)(10 m) = (1080 N)x x=

cg

6160 N • m 1080 N

2m 300 N

5.

80 N

5m 200 N

T T

T -

RN RN 5 5

-

F1 + F2 = 735 N Take F2 as pivot point: F1 (2.75 m) + F2 (0) – (49 N)(1.375 m) – (735 N)(1 m) = 0 F1 (2.75 m) = (735 N m) + (67.375 N m) 802.375 N m 2.75 m F1 = 291.77 N

F1 =

36


10 m 500 N

6. a. (200 g)(20 cm) = (10 cm)m3 m3 = 400 g b. (600 g)(15 cm) = (20 cm)m2 m2 = 450 g c. (1050 g)(10 cm) = (30 cm)m4 m4 = 350 g C.

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37

Chapterr

6 What Influences the Movement of Heavenly Bodies?

This chapter involves four modules. Circular Motion (Module 17), Laws of Planetary Motion (Module 18), Newton’s Law of Universal Gravitation (Module 19) and Mass and Weight (Module 20). Module 17 discusses circular motion which includes such motion like the Earth around the sun, a swinging object tied to a string, Ferris wheel and a race car around a circular track and others. Module 18 describes the motion of planets in the solar system. Module 19 explains the Law of Universal Gravitation in terms of the relationship among gravitational force, mass and distance separating objects. Module 20 shows the differences and relationships among mass, weight and force of gravity.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. 2. 3. 4. 5. 6.

Heavenly bodies move in space in an orderly manner. Understanding of planetary motion changes over time. Weight decreases as the distance from center of the earth increases. Mass of an object is not affected by a change in location. An inward force pulls an object towards the center. You always move with uniform circular motion because of the earth’s rotation.

Major Areas of Inquiry, or Essential Question (EQ) 1. What forces are involved in the following statements? a. a car rounding a curve b. a boy riding on a merry-go-round c. a girl on a swinging flying fiesta d. clothes in a spinning washing machine 2. How do the planets move around the sun? 3. How does gravitational force help explain planetary motion? 4. What is the distinction between mass and weight?

II. STUDENTS’ PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. Amusement Park Physics: Visit an amusement park and analyze the motion of the following rides applying concepts learned in this chapter.

38


a. grand carousel/merry-go-round b. ferris wheel c. flying fiesta Prepare a chart that will show comparison of the three different rides. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Identify whether the statement is true or false. 1. I will weigh less on the moon. 2. Planets move in a circular motion. 3. Chairs in an orbiting spacecraft are massless and weightless. 4. The earth attracts the moon with a greater force than the moon attracts the earth. B. Suggested Activities 1. Motivation: “Water-Pail Swing” Challenge the students to swing a pail (they can use paper cup or empty noodle cup tied to a string) half-filled with water in a vertical circle. Ask the students why the water does not spill. 2. Lead the discussion on circular motion. 3. Derive with the students the equations used to solve the problem on circular motion. 4. Illustrate how to solve circular motion problem. 5. Answer Self-checkk (textbook, p. 118). 6. Perform Taskk in p. 118 of the textbook. 7. Perform Exercise 15: Uniform Circular Motion (LMWP, pp. 54-55) and Exercise 26: Application of Centripetal Force in “The Sticky Coin” (LMWP, p. 56). 8. Ask the students to come up with a creative output to show the development of ideas on planetary motion (e.g., comic strips, models, posters, etc.) and present in class. 9. Discuss Kepler’s Laws of Planetary Motion and the Law of Universal Gravitation. 10. Illustrate how to solve problems using the equation for the Law of Universal Gravitation. 11. Answer Self-checkk (textbook, p. 124). 12. Perform Exercise 28: Gravitational Force of Attraction (LMWP, p. 59). 13. Perform Exercise 29: Relationship of Mass and Weight (LMWP, p. 60). Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

39

14. Do a postlab discussion on Exercise 29 and proceed to the discussion on the relationship among mass, weight and force of gravity. 15. Do Taskk on p. 127 of the textbook. 16. Answer Self-checkk (textbook, p. 127). 17. Net-link: Ask the students to visit http//galileoandeinstein.physics. virginia.edu. 18. Use any of the following to assess students’ understanding. a. Seat work (Chapter Review) b. Short quiz c. Board work d. Journal 19. Ask the students to write a brief essay on their experience of weightlessness. 20. Let the students visit the suggested Weblinkk on p. 130 of the textbook.

IV. ANSWERS TO REVIEW W QUESTIONS A. 1. d 2. c 3. c 4. c 5. c B. Problem Solving 1. a. (5 kg)(10 N/kg) = 50 N, (10 kg)(10 N/kg) = 100 N b. 10 m/s2 c. 10 N/kg 2. r = 3.0 m f = 0.025 Hz ac = 4π 2 r f 2 = 4 (3.14)2 (3.0 m)(0.025 / s)2 = 4 (9.86)(3.0 m)(0.025 / s 2 ) a c = 2.96 m / s 2 ≈ 3 m / s 2 3. F = 8400 N r = 130 m v=

Fr = m

m = 1600 kg (8400 N)(130 m) 1600 kg

v = 26.12 m/s

40


4. a. b.

Fg = G

m1 m 2 (2r)

2

⇒

Fg 4

= 145 N

580 N = 59.18 kg 9.8 m / s 2


CENTRIPETAL FORCE

causes an object to move in

UNIFORM CIRCULAR MOTION

which is an

ACCELERATED MOTION with

CONSTANT SPEED

CHANGING DIRECTION


41

Chapterr

7

How Does Energy Produce Work?

This chapter includes three modules: Energy: The Capacity To Do Work (Module 21), Conservation of Mechanical Energy (Module 22) and Power: Rate of Doing Workk (Module 23). Module 21 discusses the importance of the use of energy in our daily activities. Module 22 discusses energy transformation as the unifying principle among the various forms of energy. Module 23 explains the relationship among energy, work and power.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. Energy is conserved. 2. Energy can be changed from one form to another but it cannot be created nor destroyed. 3. Energy is needed for you to do work. 4. Power is the rate of energy and its application. 5. Work is done when energy is changed into different forms.


How do you know if you are doing work? How is energy related to work? What is power? What does it mean to say that energy is conserved?

II. STUDENTS’ PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING Example: Give the pupils the instruction below. Construct a flowchart which will show common daily activities that exhibits transformation of energy from one form to another. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Pass a sheet of paper per column/row and ask the students to write activities that show work. B. Suggested Activities 1. Use the students’ responses to A to discuss concept of work. Note: Highlight examples that do not show work.

42


2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

Answer Self-checkk (textbook, p. 134). Derive equations for work. Illustrate how to solve problems using equations for work. Answer Self-check (textbook, p. 135). Perform Exercise 30: Use of Energy (LMWP, p. 61). Use the results of Exercise 30 to discuss energy and its many forms. Answer Self-check (textbook, p. 137). Perform Exercise 31: Conservation of Mechanical Energyy (LMWP, pp. 62-63). Discuss conservation of mechanical energy using the results of Exercise 31 and Figure 22.1 (textbook, p. 138). Answer Self-check (textbook, p. 138). Derive the equations for conservation of mechanical energy. Illustrate how to solve problems using equation for Conservation of Mechanical Energy Answer Self-checkk (textbook, p. 140 and p. 143). Ask the students to share their experiences in climbing up and going down the stairs. Ask the following questions: a. How did you feel in climbing up? b. How would you relate this to the amount of work done? Introduce the concept of power. Let the students do Taskk (textbook, p. 145). Answer Self-checkk (textbook, p. 145). Perform Exercise 32: The Power of Exercise (LMWP, pp. 64-65). Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quiz c. Reflection log Ask the students to react on the following: 1. Choose a job you love and you will never work a day in life (By Confucius). 2. It’s not how much power you’ve got that counts but how you use it (by Leaving).


43


a c b d d

B. 1. F = 30 N d=5m a) W = Fd = (30 N)(5 m) W = 150 J ≈ 200 J b)

θ = 25° W = Fa cos θ d = (30 N )(cos 25°)(5 m) = (30 N )(0.91)(5 m) W = 136.5 J ≈ 100 J

c)

θ = 50° W = (30 N)(cos 50°)(5 m) = (30 N)(.64)(5 m) W = 96 J ≈ 100 J

2. m = 0.6 kg a) W = PE

h=5m

= mgh = (0.6 kg)(9.8 m / s 2 )(5 m) W = 29.4 J Total energy = KE max = 54 J KE 5 m = Total energy – PE 5 m = 54 J – 29.4 J = 24.6 J c)

v= =

KE 5 m m 24.6 kg m 2 / s 2 0.6 kg

= 41 m 2 / s 2 v = 6.40 m / s

44


3.

m = 75 kg vi = 0 m / s v f = 10 m / s t=3s Δv t vf – vi = t 10 – 0 = 3 a = 3.33 m / s 2 a=

w t Fd = t mad = t (75)(3.33)(15) = 3 = 1248.75 w P = 1.25 kw P=

1 2 at 2 1 = (3.33 m / s 2 )(3 s)2 2 d = 15 m

d=

4. h1 = 75 m h2 = 30 m PE1 = (75 m)(9.8 m/s2)(mass) PE2 = (30 m)(9.8 m/s2)(mass) KE =

1 mv 2 = m[(75 m)(9.8 m/s2) – (30 m)(9.8 m/s2)] 2

1 2 v = (75 m)(9.8 m/s2) – (30 m)(9.8 m/s2) 2 v=

2(9.8 m / s 2 )(75 m – 30 m) = 29.70 m/s

5. m = 2.5 kg θ = 32.6° d = 1.5 m W = Fd = mg sinθ d = (2.5 kg)(9.8 m/s2)(sin 32.6°)(1.5 m) W = 19.8 J


45


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Chapterr

8

What Happens When Objects Rotate?

This chapter includes three modules, (Module 24), Rotational Inertia (Module 25) and Angular Momentum and Its Conservation (Module 26). Module 24 shows how the distance, velocity and acceleration of an object in rotational motion can be measured. It also includes comparison of rotational and linear kinematic equations. Module 25 discusses how inertia applies to objects exhibiting rotational motion. Module 26 focuses on angular momentum of an object in rotational motion. It shows the similarity between linear and angular momentum. It also includes discussion on conservation of angular momentum and its application.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. In the absence of an unbalanced external torque, the angular momentum of a system remains constant. 2. Decreases in rotational inertia lead to increases in rotational velocity such as in the spinning ice skater or diver and a planet orbiting the sun.

Major Areas of Inquiry, or Essential Question (EQ) 1. How can you describe rotational motion? 2. Why do bicycles and other similar objects remain upright when they are moving but not when they are stationary? 3. How do spinning objects (such as skates and discus) change their rotational velocities? 4. When is angular momentum conserved?

II. STUDENTS’ PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING Examples: Give the students the following instructions. 1. Prepare demonstration activity that will explain how the location of an object’s mass with respect to its axis of rotation determines its rotational inertia. 2. Visit an amusement park/playground with a freely-rotating child’s merry go round. Take some time to observe some of the phenomena discussed in this chapter. Prepare a report that includes the time it takes for the merry-go-round to come to rest after you stop pushing it and discuss the steps on how you did it. Note: Use the appropriate rubric found in Appendix. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

47

Note: If there is no merry-go-round available in the park, you may use the Lazy Susan of a round dining table or you may improvise with the use of any rotating disc.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Ask the students to perform Exercise 33: Rotational Kinematics (LMWP, p. 66). B. Suggested Activities 1. Discuss Rotational Kinematics using the results of Exercise 33. 2. Derive the equations for Rotational Kinematics. 3. Illustrate how to solve problems on Rotational Kinematics. 4. Do Taskk (textbook, p. 155). 5. Answer Self-check (textbook, p. 155). 6. Demonstration: Have the students try to balance on a finger an upright long stick with a massive weight on one end. Try at first with the weight at the finger tip, then with the weight at the top. 7. Lead the demonstration activity to the concept that rotational inertia is greater for the stick when it is made to rotate with the massive part far from the pivot point than closer. Thus the farther the mass, the greater the rotational inertia; the more it resists a change in motion. 8. Answer Self-check (textbook, p. 156). 9. Perform Exercise 34: Rotational Inertia (LMWP, pp. 67-68). 10. Present Table 25 (Textbook, p. 158) Moments of Inertia of Selected Bodies with Mass m and show illustrative examples. 11. Answer Self-check (textbook, p. 157). 12. Discuss Angular Momentum by comparing it with linear momentum. Refer to Table 26 (textbook, p. 159). 13. Show how to solve problems on Angular Momentum. 14. Do Taskk (textbook, p. 160). 15. Answer Self-check (textbook, p. 160). 16. Perform Exercise 35: Conservation of Angular Momentum (LMWP, pp. 69-70). 17. Use any of the following to assess students’ understanding. a. Seat work (Chapter Review) b. Short quizzes c. Demonstrations

48


IV. ANSWERS TO REVIEW W QUESTIONS A. 1. 2. 3. 4. 5. B. 1.

c b a b a L = 25 kg • m2/s m = 4 kg r = 0.25 m 25 kg • m 2 / s 25 kg • m 2 / s L = 25 m/s = = mr (4 kg)(0.25 m) 1 kg • m

v=

2. m = 40 kg r=

0.5 m = 0.25 m 2

1 mr2 2 1 = (40 kg)(0.25 m)2 2 = (20 kg)(0.063 m2) I = 1.26 kg • m2 3. θ = (4 rev)(2π rad/rev) = 8π rad ωf2 = ωi2 + 2αθ I =

ωf 2 – ωi2 2θ 0 – (3 rad / s)2 = 2(8π rad)

α=

=

–9 rad 2 / s 2 50.24 rad

α = 0.18 rad/s2 4. α =

τ 48 N • m 48 N • m 2 / s 2 = = I 8 kg • m 2 8 kg • m 2

= 6 rad/s2 5. I1ω1 = I2ω2 ω2 =

I 1ω 1 ⎛ 3.6 kg • m 2 ⎞ = (1 rev / s) 2 I2 ⎝ 1.2 kg • m ⎠

ω2 = 3 rev/s Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

49

6.

t=2s ω i = 4990 rpm rev 6.28 1 min i × × i rev min 60 s ω i = 522.29 rad / s = 4990

ωf = 0 ωf – ωi t 0 – 522.29 rad / s = 2s

α=

α = – 261.14 rad / s 2

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Chapterr

9

What Forces Influence Particle Movement in Matter?

This chapter includes two modules: Properties of a Solid (Module 27) and Mechanics of Fluids (Module 28). Module 27 discusses the characteristics and properties of solids. Module 28 discusses fluid statics and fluid dynamics.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. All matter on Earth generally exist in any of the states of matter (solid, liquid, gas, plasma). 2. The behavior of matter depends on its characteristics and properties. 3. Most types of matter you encounter every day are mixtures of two or more components.


What happens to the density of an object when it is cut into smaller pieces? Force = Pressure? Which objects float? sink? Why do some materials cling to each other? How is pressure transmitted? increased? reduced?

II. STUDENTS’ PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instructions. 1. Construct a boat using aluminum foil or clay that can carry the greatest number of marbles without sinking. 2. Prepare a video/power point presentation of the application of the principles learned in this chapter in actual situations. Provide the necessary explanations. 3. Construct a cartesian diver and explain how it works. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Word Webbing: Write the word solid in the center of the board. Ask volunteers (around 10) to write a word that comes to their mind related to the word. Circle each word and draw a line to connect the words that relate to each other. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

51

B. Suggested Activities 1. Use the clusters of words to discuss the properties of solids. 2. Answer Self-check (textbook, p. 165). 3. Perform Exercise 36: Hooke’s Law (LMWP, pp. 71-72). 4. Discuss Hooke’s Law. 5. Answer Self-check (textbook, p. 169). 6. Derive the equations for Modulus of Elasticity. 7. Show illustrative examples. 8. Recall with the students the concept of density. 9. Answer Self-check (textbook, p. 174). 10. Perform Exercise 37: Pressure (LMWP, p. 73). 11. Discuss the results of Exercise 37 and introduce liquid pressure. 12. Perform the activities in Do This (textbook, p. 174). 13. Derive the equations for pressure. 14. Show illustrative examples. 15. Answer Self-check (textbook, p. 176). 16. Show Pascal’s Principle in actual situations. Example: squeezing a tube of toothpaste. 17. Derive the equation for Pascal’s Principle. 18. Answer Self-check (textbook, p. 178). 19. Perform Exercise 38: Liquid Pressure (LMWP, p. 75). 20. Do POE (Predict-Observe-Explain) a. Fill a large clear container with water. b. Show two cans full of soft drink, one diet and one regular. c. Ask students to predict what happens if the can of diet soft drink is placed in the container. Ask them to observe and write their explanation. Do the same with the can of regular soft drink. 21. Discuss Buoyancy and Archimedes’ Principle using POE results. 22. Answer Self-check (textbook, p. 180). 23. Perform this activity. • Pour water into a glass until it is ¾ full. • Gently place a needle on the surface of the water. Try to make it float. • Do the same with paper clip and staple wire and other lightweight items. • Relate cause and effect. 24. Discuss surface tension using observations from the previous activity.

52


25. 26. 27. 28. 29. 30.

Answer Self-check (textbook, p. 182). Perform Exercise 40: Bernoulli’s Principle (LMWP, p. 77). Discuss Bernoulli’s Principle using the results of Exercise 40. Do the Taskk (textbook, p. 185). Answer Self-check (textbook, p. 185). Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Journal Have students think of the effects of water’s high surface tension as applied in daily life. Describe the effect.


d d c c b diameter = 1.0 mm = 1 × 10–3 m Lo = 2.0 m m = 5.0 kg ∆L = 1.2 mm = 1.2 × 10–3 m Y=

FLo (5.0 kg)(9.8 m / s 2 )(2.0 m) = A ΔL (3.14)(5 × 10 –4 m)2 (1.2 × 10 –3 m) =

98 J 9.42 × 10 –10 m 3

× 1011 N/m2 2. Fair = 50 N Fwater = 36 N mmetal =

Foil = 41 N

Fair 50 N = 5.10 kg = g 9.8 m / s 2

Fb(water) = ρwater gVmetal


53

Vmetal = =

Fb( water ) ρwater g 14 N = 1.43 × 10–3 m3 (1 × 10 kg / m 3 )(9.8 m / s 2 ) 3

5.10 kg = 3.57 × 103 kg/m3 –3 3 1.43 × 10 m

ρmetal=

Fb(oil) = Fair – Fwater = 50 N – 41 N = 9 N Fb(oil) = ρoil gVmetal ρoil =

Fb(oil) g Vmetal

=

9N (9.8 m / s )(1.43 × 10 –3 m 3 ) 2

ρoil = 6.42 × 102 kg/m3 3. hwater = 20 cm hoil = 30 cm P = 0.70 × 103 kg/m3 a. P = ρghoil + Pa = (0.70 × 103 kg/m3)(9.8 m/s2)(0.30 m) + Pa = 2058 Pa + (1 × 105 Pa) = 102 058 Pa P = 1.02 × 105 Pa (surface) b. P = Pa + ρghoil + ρghwater = (1 × 105 Pa) + 2058 Pa + (1000 kg/m3)(9.8 m/s2)(0.2 m) = (1 × 105 Pa) + 2058 Pa + 1960 Pa = 104 018 Pa P = 1.04 × 105 Pa (bottom) 4. F2 = (1200 kg)(9.8 m/s2) = 11 760 N A1 = 12 cm2 A2 = 700 cm2 F1 = ? F F1 = 2 A1 A2 F1 = =

F2 A 1 A2 (11 760 N)(12 cm 2 ) 700 cm 2

F1 = 201.6 N

54



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55

UNITT

III OSCILLATIONS AND WAVES

Unit III consists of two chapters: How Do Particles Move in a Medium and Transfer Energy? (Chapter 10) and How Is Sound Produced, Propagated and Perceived? (Chapter 11). This unit is about the nature and properties of waves. It describes how waves transfer energy. It explains how waves are classified and interact.

Chapterr

10 How Do Particles Move in a Medium and Transfer Energy?

This chapter includes three modules. Simple Harmonic Motion (Module 29), Waves: Carriers of Energy (Module 30) and Wave Properties and Interactions (Module 31). Module 29 is about the basic concepts of periodic motion and oscillatory motion that involve repetitive motion in a regular cycle. Module 30 deals with the nature of waves as carriers of energy and the different types in which they occur. Module 31 discusses the properties of waves.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. The source of all waves is something that vibrates. 2. Information gets to us in some form of wave. 3. When a wave travels in a medium, the medium does not move with the wave. 4. Objects vibrate at their own particular frequency.


How do waves travel? How do waves transfer energy? What human activities are considered periodic? Why? Why is there a common notion that wave frequency and speed are the same?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Ask students to construct foldables about types, characteristics and properties of waves. Note: Use the appropriate rubric found in Appendix.

56


III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Correcting misconceptions. Ask students to agree or disagree with the given statements. 1. Wave speed and wave frequency are the same. 2. When a wave travels in a medium, a medium travels with a wave. 3. Waves can be added but not cancelled. 4. Wave amplitude and wave displacement are the same. 5. Waves travel in a vacuum (empty space). B. Suggested Activities 1. Use the corrected misconceptions to introduce wave motion. 2. Ask the students to observe your tapping of the teacher’s table or the blackboard. Let the students relate their observation to the frequency and period and link this to periodic motion. 3. Recall Hooke’s Law and Simple Pendulum in relation to periodic motion. 4. Show how to solve periodic motion problems. 5. Answer Self-checkk (textbook, p. 192). 6. Do a demo activity using a slinky/long coiled spring (or perform Exercise 43: Waves on a Slinky, LMWP pp. 83-84). • Ask two students to hold each end of the spring or slinky and send transverse pulses along it. • Let them shake it and produce sine waves. • Then send a stretch and squeeze down the spring showing a longitudinal pulse. • Send a series of pulses. 7. Use the observations in the demo activity to discuss the nature and types of waves. 8. Use Fig. 30.4 to show the characteristics of a wave. 9. Show how to solve problems on waves. 10. Answer Self-checkk (textbook, p. 195). 11. Demonstrate the different properties of waves using a big transparent bowl filled with water and discuss each property. a. For reflection Dip a pencil into the water to form circular waves. Pay attention to the ripple as it hits the wall of the bowl.


57

b. For diffraction Place a barrier (like a ruler or block of wood) in the bowl and dip the pencil. Observe what happens. c. For refraction Submerge a pencil into the bowl of water and have the students observe the appearance of the pencil from the side of the container. d. For interference and superposition Dip two pencils simultaneously into the bowl of water. Observe what happens. Repeat what you have done but vary the speed of dipping of the other pencil. Observe what happens. 12. Answer Self-checkk (textbook, p. 199). 13. Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Journal reflection Ask the students to share their insights on how they can relate the characteristics and properties of wave to their life.

IV. ANSWERS TO REVIEW W QUESTIONS A. 1. a 2. d 3. b 4. d 5. b B. Problem Solving 1. f =

1 1 = T 7

2. L = 2.5 m f=

1 T

T = 2π

L g

= 2(3.14)

2.5 m 9.8 m / s 2

= 6.28 0.255 s 2 T = 3.17 s f=

58

1 = 0.315 Hz 3.17 s


3. f = 0.5 Hz 1 f gT 2 (9.8 m / s 2 )(2 s)2 L= = = 0.99 m 4π 2 4(3.14)2 T=

4. F1 = 16 N x1 = 1.0 cm x2 = 2.5 cm F2 = ?

F1 F2 = x1 x2 F2 =

(16 N)(2.5 cm) = 40 N 1.0 cm

λ = 12 m v = fλ v = (2.0 Hz)(12 m) = 24 m/s

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Chapterr

11 How Is Sound Produced, Propagated and Perceived?

This chapter includes four modules: Sound Production, Propagation and Perception (Module 32), Speed of Sound (Module 33), Sound Wave Interactions (Module 34) and Musical Sounds (Module 35). Module 32 discusses sound’s nature and properties. It also discusses the ways in which sound is produced, propagated and perceived. Module 33 discusses the factors that affect the speed of sound and how the speed of sound can be measured. Module 34 discusses how sound is changed. It also includes the different properties that sound exhibit. Module 35 discusses the variety of sounds produced by different instruments.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. 2. 3. 4.

Sound travels at different speeds and media but not in a vacuum. Sound waves carry energy. Not all sounds are pleasant. Noise is an unpleasant sound that can be harmful to people and their environment. 5. The mental impressions we have are related to the sound that we hear.


How is sound produced, propagated and perceived? Do you hear all sounds? What kind of sound is music for you? noise for you? What latest technology makes use of sound waves?

II. STUDENTS’ PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING 1. Let the students construct improvised musical instruments applying what they learned about sound waves. 2. Have them write a letter of inquiry to a law maker/local officials regarding laws/hindrances on noise pollution. Note: Use the appropriate rubric found in Appendix.

60


III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Think-Pair-Share Students will write down ideas on propagation and medium of sound. Then they will turn to a partner and share their ideas. B. Suggested Activities 1. Call on some students to share with the class what they have discussed during the Think-Pair-Share and use this to discuss sound waves production, propagation and perception. 2. Perform Exercise 45: Properties of Sound Waves (LMWP, pp. 86-87). 3. Answer Self-checkk (textbook, p. 207). 4. Pose the question: Do you see lightning before you hear thunder or do you hear thunder before seeing lightning? Use the responses of students to discuss variations in the speed of sound. 5. Ask the students to complete a table by giving situations that will show how properties of a medium affect the speed of sound. Property

Situation

Density Elasticity Temperature

6. Ask students to study Table 33 Speed of Sound in Some Materials on p. 209 (textbook) and make a generalization. 7. Show the students how to solve problems involving speed of sound. 8. Answer Self-checkk (textbook, p. 209). 9. Perform Exercise 46: Use of Echoes (LMWP, pp. 88-89). 10. Gallery Walk Divide the class into five groups. Assign each to draw/sketch a diagram/illustration/picture about the following ideas: Group 1 – Refraction of sound Group 2 – Reflection of sound Group 3 – Diffraction of sound Group 4 – Interference of sound Group 5 – Resonance Let them post their output on strategic places and then give time for them to take turns to view other groups’ output and write comments. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

61

11. 12. 13. 14. 15. 16.

17. 18. 19.

20.

Do this until they have seen all the outputs, then proceed to sharing to the big group. Provide synthesis to the discussion. Answer Self-checkk (textbook, p. 212). Perform Exercise 48: Musical Sounds (LMWP, p. 91) or let the students listen to a recorded sound produced by different instruments. Discuss the different musical instruments. Do Taskk on p. 214 of the textbook. Answer Self-checkk (textbook, p. 214). Let the students listen to a recorded soft sound (mellow music, soft whisper, rustling of leaves) and loud sounds (plane taking off, construction site, heavy traffic). Let them compare the two sounds (soft and loud) and discuss music and noise. Ask students to share what they can do to prevent/minimize noise pollution. Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Learning log Ask the students to write a reflection on the kind of music they prefer to listen/appreciate in terms of nature and quality of sound. Compare this with their friends’ and parents’ preference. Ask the students to visit the suggested Weblinkk on p. 216.

IV. ANSWERS TO REVIEW W QUESTIONS A. 1. 2. 3. 4. 5. 6. 7. 8. B. 1.

a d a c c b c b The ear may be blocked by an object (i.e., ear plugs) or loud sounds may cause temporary hearing loss. 2. Different objects have different densities so their vibrations and the sound frequency produced vary.

62


3. The Doppler effect exists when a sound is moving towards or away from you. The sound changes in frequency and wavelength but not in speed. 4. A shock wave is a compression wave that is produced by a sudden change in pressure and particle velocity, such as in an explosion, or by a body moving faster than sound. 5. The higher the frequency, the higher the pitch. 6. Sound wave interactions illustrated in items a to c: a. diffraction b. reflection/echo c. refraction 7. Kind of interference shown in items a and b: a. destructive interference b. constructive interference C. 1. t = 0.8 s (time for sound emitted to return to source) v = 344 m / s (at room temperature of 20°C) d = vt = (344 m / s)(0.8 s) = 275.2 m (distance traveled by sound from

source to the cliff back to the source) 1 d (from source to cliff) = (275.2 m) 2 = 137.6 m ≈ 100 m 2.

f = 36 Hz

T = 20°C

v f 344 m / s = 36 / s λ = 9.56 m λ=

3.

f = 457 Hz π = 0.75 m v = λf = (0.75 m)(457 / s) v = 342.75 m / s (air at 20°C)


63

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UNITT

IV THERMODYNAMICS

Unit IV consists of two chapters: How Are Heat and Temperature Related? (Chapter 12) and What Laws Govern the Transfer of Heat? (Chapter 13). This unit deals with heat and its transformation to mechanical energy. It discusses thermodynamics, the study of heat in relation to temperature, work and energy. It covers the Zeroth, First and Second Law of Thermodynamics.

Chapterr

12 How Are Heat and Temperature Related?

This chapter includes four modules: Temperature and Thermal Energy (Module 36), Thermal Expansion (Module 37), Heat Transfer (Module 38) and Phase Changes (Module 39). Module 36 discusses the difference between heat and temperature. Module 37 explains thermal expansion of different materials. Module 38 presents ways in which heat is transferred Module 39 explains what causes matter to change state.

I. CONTENT Underlying Science priciples, or Essential Understanding (EU) 1. 2. 3. 4. 5.

Temperature = Heat? Matter expands when heated and contracts when cooled. Heat flows from warmer objects to cooler objects. Heat loss by one object equals the heat gained by another object. When heat is absorbed or given off, an object may undergo a change of phase.


How are heat and temperature related? What makes an object hot? cold? What causes transfer of thermal energy? Does adding heat always change the temperature of a substance? Are there other ways of changing the temperature of an object besides adding heat? 5. How do the different ways of heat transfer apply to heating and cooling systems?


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II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF LEARNING Example: Give the students the following instructions. Design and construct an icebox that can keep ice from melting for a longer period using low-cost materials. Identify the factors that you considered in the design. Explain how you came up with the design. Compare your ice box with existing commercial products. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Ask the students to recall the last time that their temperature was taken using a thermometer. Pose the question: Does the temperature reading give the amount of heat in your body? B. Suggested Activities 1. Start discussion of heat and temperature using their response to part A and follow it up with this question: Which has higher temperature, a cup of boiling water or a teapot of boiling water? 2. Perform Do This activity on p. 221 of the textbook. 3. Present and discuss with the students pictures of different types of thermometer. 4. Use Fig. 36.6 (p. 223 of the textbook) to discuss the different scales used to measure temperature. 5. Show how to convert from one temperature scale to another. 6. Answer Self-checkk (textbook, p. 223). 7. Introduce thermal expansion by posing this question: (1) How would you open a tight bottle cap? (2) How would you remove a glass stuck into another glass? (3) What time of the day should you buy a pair of leather shoes? 8. Answer Self-checkk (textbook, p. 225). 9. Perform Exercise 49: Temperature and Thermal Energy (LMWP, p. 95) or Exercise 50: Expansion by Heat (LMWP, p. 96). 10. Ask the students to identify the three ways of heat transfer and give examples. 11. Perform Exercise 51: Heat Transfer (LMWP, p. 97). 12. Answer Self -checkk (textbook, p. 227).

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13. Ask the students to analyze Table 38, p. 227 of the textbook and recognize that specific heat of substances varies as temperature changes. 14. Show how the amount of heat transfer is computed. 15. Answer Self-checkk (textbook, p. 228). 16. Perform Exercise 52: Heat Loss and Heat Gain (LMWP, pp. 98-99). 17. Do a postlab activity that will lead to the discussion of latent heat and heat of phase change. 18. Answer Self-checkk (textbook, p. 230). 19. Show the students how to solve problems on heat of phase change using Sample Problems on p. 231 of the textbook. 20. Answer Self-checkk (textbook, p. 231). 21. Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Conduct an energy survey of your home. • What is the heat source of your home? • Explain how heat flows into and out of your home. • What could be done to improve the energy efficiency of your home? 22. Visit the suggested Weblinks on p. 233 of the textbook.

IV. ANSWERS TO REVIEW QUESTIONS A. 1. b 2. c 3. d 4. d 5. c 6. c B. Problem Solving 1. mercury –39°C –38°F copper 1083°C 1981°F oxygen –219°C –362°F 2. mw = 150 g mi = 1 g Tiw = 10°C Tiff = 75°C

Tf = ?


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mC∆T Ti = mC∆Tw ⎛ ⎛ cal ⎞ cal ⎞ (1 g) 0.105 (75°C – Tf ) = (150 g) 1 (Tf – 10°C) g°C ⎠ ⎝ ⎝ g°C ⎠ ⎛ ⎛ cal ⎞ cal ⎞ – 0.105 Tf + 7.875 cal = 150 T – 1500 cal °C ⎠ f °C ⎠ ⎝ ⎝ 0.105

cal cal Tf + 150 T = 7.875 cal + 1500 cal °C f °C cal T 150.105 °C f = 1507.875 cal cal cal 150.105 150.105 °C °C Tf = 10.05°C

3. mCu = 200 g mw = 350 g Ti = 25°C mice = ? Tf = 9°C Cu + H2O = ice + ice mC∆T + mC∆T = mLf + mC∆T ⎛ ⎛ cal ⎞ cal ⎞ (200 g) ⎜ 0.093 ⎟ (25°C – 9°C) + (350 g) ⎜ 1 ⎟ (25°C – 9°C) g°C ⎠ ⎝ ⎝ g°C ⎠ ⎛ cal ⎞ ⎛ cal ⎞ = m ⎜ 80 ⎟ + m⎜1 ⎟ (9°C) g ⎠ ⎝ ⎝ g°C ⎠ ⎛ cal ⎞ 297.6 cal + 5600 cal = m ⎜ 89 ⎟ g ⎠ ⎝ 5897.6 cal 89

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Chapterr

13 What Laws Govern the Transfer of Heat?

This chapter includes four modules: The Zeroth Law and Thermodynamic Processes (Module 40), The First Law of Thermodynamics (Module 41), Heat Engines and Heat Pumps (Module 42) and Entropy and the Second Law of Thermodynamics (Module 43). Module 40 discusses how work can transfer energy to a substance and the possibility of its reverse process. Module 41 explains the principle of the conservation of energy which serves as the basis of the First Law of Thermodynamics. Module 42 discusses the conversion of mechanical energy into thermal energy, and vice versa. Module 43 introduces the Second Law of Thermodynamics and includes heat engines and environmental pollution problem.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. You can never invent a perpetual motion machine. 2. Energy cannot be created nor destroyed but can be transformed from one form to another. 3. Heat is nothing more than the motion of the atoms and molecules that comprise matter. 4. The Law of Thermodynamics is crucial to making wise energy choices and policy decision.


How can we generate power efficiently? Why does the human body work? How does the law of thermodynamics explain chaos? If you could build an ideal heat engine, how will it operate?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give students the following instruction. Study your refrigerator at home and make a report on the following: a. the energy source that provides the work to remove the heat b. the power rating c. the location of heat engine coils d. the temperature at several different times 1) inside the refrigerator

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2) inside the freezer compartment 3) near the heat exchange coil 4) in the room some distance away from the refrigerator Include in your report how the information you gathered affect the efficiency of the refrigerator. Relate your answer to entropy and the Second Law of Thermodynamics. Discuss how the refrigerator (as an example of a heat engine) affect environmental condition. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Picture Analysis: Present pictures of refrigerator, aircon unit, car engines, steam engine. Ask students the question: What comes into your mind when you see these pictures? B. Suggested Activities 1. Pose the question: “How long does it take to measure a patient’s body temperature with a thermometer?” Explain why. 2. Using the students’ responses, lead the discussion to zeroth law of thermodynamics. 3. Perform Exercise 53: Zeroth Law (LMWP, p. 100). 4. Answer Self-checkk (textbook, p. 236). 5. Recall the principle of conservation of energy and relate this to the First Law of Thermodynamics. 6. Derive the equation for the First Law of Thermodynamics and show how to solve problems using Sample Problem on p. 238 of the textbook. 7. Answer Self-check, k p. 238 of the textbook. 8. Perform Exercise 54: What Heat Can Do (LMWP, pp. 101-102). 9. Ask the students to take a link at Fig. 42.1 p. 239 of the textbook and explain what happens to the heat and the piston during the cycle. 10. Ask the students to compare Fig. 42.1, Fig. 42.2 and Fig. 42.3 and answer the question: “Would it be possible to use heat engine to provide the work to operate a refrigerator?” 11. Derive the formula for measuring the thermal efficiency of an engine and show how to solve problems on heat engines using sample problems on p. 241 of the textbook. 12. Answer Self-checkk (textbook, p. 241). 13. Demonstrate an increase in entropy using a glass of water and food coloring. Refer to Fig. 43.1 of the textbook. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

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14. Lead the discussion on the Second Law of Thermodynamics. 15. Show how to solve problems involving the Second Law of Thermodynamics using Sample Problems on p. 244 of the textbook. 16. Answer Self-check, k p. 244 of the textbook. 17. Documentary film viewing on air pollution. 18. Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Interview two vehicle owners, one using diesel-engine car and the other using gasoline-engine car. Ask them the advantages and disadvantages of these engines. You may also ask a driver using LPG fueled vehicle. 19. Ask the students to visit the suggested Weblinkk on p. 246 of the textbook.

IV. ANSWERS TO REVIEW W QUESTIONS A. 1. 2. 3. 4.

d d b c

5. 6. 7. 8.

b a c b

B. 1. No, there would be no suitable low-temperature reservoir to absorb the waste heat from the engine. 2. to increase efficiency 3. As rising air undergoes adiabatic expansion, it cools. 4. a. Act. Eff. =

W 1700 J = 18.89% = Q H 9000 J

b. Max. Eff. = 1 –

TC 643 K = 30.34% =1– QH 923 K

Q T Q = ∆SB2 • T = (2.8 × 104 J/K)(291 K) Q = 8.15 × 106 J ∆Suniverse = ∆SB2 + ∆SB1 = 2.8 × 104 J/K + 6.4 × 104 J/K ∆Suniverse = 9.2 × 104 J/K

5. ∆SB2 =

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UNITT

V ELECTRICITY AND MAGNETISM

The unit consists of four chapters: How Do Electric Charges That Are at Rest Interact? (Chapter 14), How Is Electricity Put into Use? (Chapter 15), How Are Electricity and Magnetism Interrelated? (Chapter 16) and How Do Electronic Components Work? (Chapter 17). This unit explains the phenomena of electricity and magnetism. It discusses their nature and relationships. It also discusses how electricity and magnetism are applied in electric power generation, production of motion and in electronics.

Chapterr

14 How Do Electric Charges That Are at Rest Interact?

This chapter includes two modules, Interaction of Electric Charges (Module 44) and Electric Fields (Module 45). Module 44 discusses the nature and transfer of electric charges. It also deals with Coulomb’s Law. Module 45 includes a discussion on nature’s characteristics of electric field.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. 2. 3. 4. 5.

Electric fields provide the force that moves charged particles. Like charges repel, unlike charges attract. Different materials have different affinities for electrons. Electrostatic force is stronger than gravitational force. Charge is conserved.

Major Areas of Inquiry, or Essential Question (EQ) 1. How do objects acquire charge? 2. How is electrostatic force similar to and different from gravitational force? 3. How does the concept of a field eliminate the idea of action at a distance? 4. Can electric fields be shielded?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. Choose one problem and one application of electrostatics. (Ex. Problems: sheets of paper stick together, cotton fibers attract dust) Application: electrostatics paint spraying, photocopying and laser printing)

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Build a model or create a poster to show the solution to the problem and a procedure on how the application works. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge 1. Ask the students to agree or disagree on the following. a. Electricity was discovered by Benjamin Franklin. b. It is safer to stay inside a car than stand outside during a thunderstorm. c. A charged body has only one type of charge. d Friction is a necessary factor in charging an object. e. The human body is a conductor. 2. Ask the students to give examples of static charge. (Ex. clinging clothes, static charge experienced after walking across a floor and touching a doorknob.) 3. Discuss students’ responses and relate them to transfer of electric charge. 4. Perform Exercise 57: Interaction Between Charged Particles (LMWP, p. 111) and Exercise 58: Electrostatic Charges (LMWP, p. 112). 5. Demonstrate the use of an electroscope (if available) or use Fig 44.5 textbook, p. 252 and Fig. 44.6, p. 253 to show charging by conduction, induction and polarization. 6. Ask the students to classify the following materials and group them into conductors and insulators using POE a. alcohol g. paper b. aluminum foil h. plastic c. copper i. rubber j. salt d. cork e. glass k. water f. oil l. wood 7. Answer Self-check, k p. 254 of the textbook. 8. Recall Newton’s Laws of Universal Gravitation and compare with Coulomb’s Law. 9. Show how to solve problems applying Coulomb’s Law using Sample Problem on p. 255 of the textbook. 10. Answer Self-check on p. 256 of the textbook. 11. Discuss electric field strength using Fig. 45.2, p. 257 of the textbook.


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12. Show how to solve problems involving electric field strength using Sample Problem on p. 258 of the textbook. 13. Ask the students to describe the direction of the electric lines of force using Fig. 45.4, p. 259 of the textbook. 14. Answer Self-checkk on p. 261 of the textbook. 15. Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Surf the internet to find out the effects of static charge on your daily life and what you can do to minimize these effects. 16. Have the students visit the suggested Weblinkk on p. 262.

IV. ANSWERS TO REVIEW W QUESTIONS A. Multiple Choice 1. c 2. d 3. b 4. d 5. c B. Essay; Problem Solving 1. The charges that make up Q will spread out over the object’s surface. 2. No, two objects need not be charged for them to attract each other electrically. Yes, two objects have to be charged for them to repel each other electrically. Q2 = 2 × 10–7 C 3. Q1 = 5 × 10–7 C F = 100 N kQ 1 Q 2 F (9 × 109 Nm 2 / C2 )(5 × 10 –7 C)(2 × 10 –7 C) 100 N –3 d = 3 × 10 m 4. F1 = 9.3 × 10–4 N d1 = 20 cm = 0.2 m d2 = 4.5 cm = 0.045 m d3 = 86 cm = 0.86 m F2 = ? F3 = ? d=

76


F1 d1

2

=

2

F2 d2 2 = =

F1d 2 2 d1 2 (9.3 × 10 – 4 N)(4.5 cm)2 (20 cm)2

F2 = 4.71 × 10–5 N b. F3 =

F1d 2 2 d1 2

(9.3 × 10 – 4 N)(86 cm)2 = (20 cm)2

F3 = 1.72 × 10–2 N 5. The two forces (i.e., the gravitational attraction between two protons and their electric repulsion) are never equal.

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Chapterr

15 How Is Electricity Put Into Use?

This chapter includes three modules: Electrical Quantities and Units (Module 46), Ohm’s Law (Module 47) and Multiple-Load Circuits (Module 48). Module 46 introduces certain quantities and units in describing electric circuits. Module 47 presents applications of Ohm’s Law and the devices that are used to relate and measure the different quantities involved. Module 48 discusses the different types of circuit connections and their applications. It also includes a discussion on how to use electricity safely.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. Electric circuits and electric current are central to understanding how simple electrical devices work. 2. Materials have the property of opposing an electric current. 3. There is a relationship among voltage, current and resistance given in Ohm’s law. 4. Current carries energy and does work.


Why does a bulb light? What is the relationship between current and voltage in a simple circuit? When a battery dies, does it run out of charge? Why are Christmas lights connected in series but houselights are connected in parallel? 5. Is electric energy the same as electric power? Explain. 6. What do we pay for, energy or power? 7. What safety measures are to be considered in using electricity?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instructions. 1. Make a survey of your electric energy consumption for the past three consecutive months. 2. Identify which devices consume more electric energy. 3. Propose an action plan on how to reduce your electrical energy consumption. 4. Discuss the plan with the other members of your family and explain how the plan will work. 5. Find out the results after two months. Note: Use the appropriate rubric found in Appendix.

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III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Pose the question: Give instances when electricity can be dangerous to you. (Example: handling a wet hair dryer, pulling appliances by their flex) B. Suggested Activities 1. P-O-E a. Show the diagram below and ask students to predict which setup will make the bulb light.

A

2. 3.

4. 5. 6.

7.

B

C

D

E

F

G

b. Ask the students to explain their answers. c. Provide materials (bulb, battery, copper wire) and let students verify their predictions through observations. d. Ask the students to explain the result. Introduce electric circuit and the quantities needed in describing an electric circuit. Use Table 46.1 p. 266 of the textbook to discuss the factors that affect resistance (R) to length (), cross-sectional area (A) and resistivity (ρ) ρ given by R = A Show how to solve problems involving factors affecting resistance using Sample Problems on p. 267 of the textbook. Answer Self-check, k p. 267 of the textbook. Using activity in No. 1 (P-O-E), ask the students to identify the parts of an electric circuit. Let them illustrate the circuit using a schematic diagram. Refer to Table 47.1 p. 268 of the textbook for symbols used in schematic diagram. Let students make an analogy between electric circuit and the flow of water in a pipe by asking them to match the terms in Column A (water-flow system) with Column B (electric circuit) A

B

Water-flow system

Electric Circuit

water

battery

pump

bulb

pipes

charge

narrow pipe

switch

valve

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79

Ask the students to explain their analogy. 8. Perform Exercise 62: Ohm’s Law (LMWP, pp. 117-118) to determine the relationship between current and voltage and between current and resistance. 9. Show how to solve problems by applying Ohm’s law using the Sample Problems on p. 269 of the textbook. 10. Derive with the students the formula for power and electrical energy. 11. Guide the students in distinguishing between energy and power by using a sample electricity bill shown in Table 47.2, p. 271. 12. Ask the students to share what they do at home to save electricity. 13. Answer Self-check, k p. 272 of the textbook. 14. Show the students actual set-ups of series and parallel circuit connections. Let them compare the two connections. 15. Show how to solve problems involving circuit connections using these circuit connections. b. parallel a. series

R T = 51

R 2 = 51

Emf = 3V

Emf = 3V

Find: RT = 10 Ω IT = 0.3 A V1 = 1.5 V V2 = 1.5 V I1 = 0.3 A I2 = 0.3 A

RT = 51

R 2 = 51

Find: RT = 2.5 Ω IT = 1.2 A V1 = 3 V V2 = 3 V I1 = 0.6 A I2 = 0.6 A

16. Show how to solve problems involving simple network connections using Sample Problems on pp. 274-275 of the textbook. 17. Answer Self-checkk on p. 277 of the textbook. 18. Ask the students to study Table 48 on p. 276 of the textbook to determine the electric shock hazards at different values of current. 19. Discuss with the students how electricity can both be a friend and a foe. Let the students share how car accidents related to electricity be prevented.

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20. Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Write a report on why various devices are wired in parallel. (Example: Ignition, head lights, tail lights, CD player) Estimate the combined resistance if another load will be added.

IV. ANSWERS TO REVIEW W QUESTIONS A. Multiple Choice 1. a 2. b 3. d 4. a 5. c B. Problem Solving 1. R = 10.4 Ω V = 220 V V 220 V = R 10.4 Ω I = 21.15 A I=

2. P = 320 W V = 110 V I=

P 320 W = 2.91 A = V 110 V

3. R1 = 4 Ω R2 = 8 Ω R3 = 12 Ω VT = 24 V a. RT = R1 + R2 + R3 = 4 Ω + 8 Ω + 12 Ω RT = 24 Ω b. IT =

VT 24 V =1A = R T 24 Ω

c. IT = I1 = I2 = I3 = 1 A


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4. R1 = 18 Ω R2 = 9 Ω R3 = 6 Ω VT =12 V 1 1 1 1 = + + R1 R2 R3 RT

a.

1 1 1 + + 18 Ω 9 Ω 6 Ω 1 = 3Ω =

RT = 3 Ω b. IT = 4 A c. I1 = 0.67 A I2 = 1.33 A I3 = 2 A d. VT = V1 = V2= V3 = 12 V 5. R1 = 3 Ω R5 = 4 Ω R2 = 3 Ω R6 = 2 Ω R3 = 6 Ω R7 = 2 Ω R4 = 6 Ω RT = ? 1 R3 – 4

=

1 1 2 + = 6Ω 6Ω 6Ω

R3 – 4 = 3 Ω 1 R5 – 6

=

R5 – 6 =

1 1 3 + = 4Ω 2Ω 4Ω 4Ω 3

Series: R2 and R3–4 R2–3–4 = 3 Ω + 3 Ω =6Ω Series: R5–6 and R7 6Ω +2Ω 3 10 Ω = 3

R5–6–7 =

82


Parallel:

R2–3–4 and R5–6–7 =

1 3 5+9 14 + = = 6 Ω 10 Ω 30 Ω 30 Ω

R2–3–4–5–6–7 =

30 Ω 15 Ω = 14 7

RT = R1 + R2–3–4–5–6–7 =3Ω+ RT =

15 Ω 7

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Chapterr

16 How Are Electricity and Magnetism Interrelated?

This chapter includes three modules: Nature of Magnetism (Module 49), Electricity to Magnetism (Module 50) and Magnetism to Electricity (Module 51). Module 49 describes the properties of magnets and the magnetic fields. Module 50 explains how electricity can be used to generate a magnetic field. Module 51 explains how magnetism can be used to produce electricity.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. The earth itself behaves like a large magnet. 2. Like poles repel, unlike poles attract. 3. Relationships between electricity and magnetism led to development of modern technology. 4. The only test to confirm that an object is a magnet is when repulsion occurs.


What causes magnetism? How can electricity be used to generate a magnetic field, and vice versa? How do we make or destroy a magnet? What role do generators and transformers play in the production and transmission of electric power?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. Prepare a brochure to inform and convince your local community (barangay, village, etc.) the importance of using electricity wisely. The brochure should include: a. how electricity is generated, transmitted and distributed; b. the cost of generation, transmission and distribution of electricity and the factors that affect this cost; and c. the effects of power transmission to the environment. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Use Rotational Cooperative Graffiti to generate as many ideas as possible about magnets. This can be done by passing a large sheet of paper from one student to another in a group of 10 where students will write their ideas.

84


B. Suggested Activities 1. Ask the students to organize their brainstormed ideas into big ideas about magnets. (Take note of some misconceptions to be addressed in the discussion.) 2. Perform Exercise 64: Tracing Magnetic Field (LMWP, pp. 121-122) and have a postactivity discussion. 3. Answer Self-checkk on p. 285 of the textbook. 4. Let the students construct a simple electromagnet and test one variable that they think might affect the strength of the electromagnet, given the following materials: two 1.5 battery nail copper wire paper clips 6. Using motorized toys. Ask students to find out how these toys work. Guide the students in identifying the motor which makes toys work. 7. Demonstrate how an electric motor works (if materials are available), or use Fig. 50.4 on p. 287 of the textbook to explain how a simple motor works. 8. Ask the students to compare ammeter and voltmeter. 9. Answer Self-checkk on p. 288 of the textbook. 10. Using PhET simulation (from the internet) or an actual demonstration. Show the students how magnetism is used to produce electricity. Use this as springboard to discuss Faraday’s and Lenz’s Laws. 11. Ask the students to give examples of where generators and transformers are found (e.g., Meralco post transformer, transmission lines, power plants). Let the students describe the parts and functions of a transformer and a generator. Fig. 51.4 and 51.5 p. 291 of the textbook can be used as reference. 13. Ask the students to use a Venn diagram to compare motor and generator.

Motor

Generator


85

14. Answer Self-checkk on p. 293 of the textbook. 15. Ask the students to report in class the results of their performance task on generation and transmission of electricity. 16. Use Table 51, p. 293 of the textbook, to show the advantages and disadvantages of the various energy sources. 17. Use any of the following to assess the students’ understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Debate: To Nuke or Not to Nuke?

IV. ANSWERS TO REVIEW W QUESTIONS A. Multiple Choice 1. a 2. b 3. c 4. c 5. c 6. d 7. a 8. c 9. b B. Essay 1. AC is made by a generator that directs current through two slip rings which produce a current that changes direction from time to time. DC is made by a generator that directs current through a split ring or commutator which produces a current that flows in only one direction. 2. A direct current (DC) motor operates as follows: a. Current flows from the battery to the armature. b. The magnetic field inside the motor exerts a downward or upward force on the armature, depending on its position. c. After half a revolution, the current switches direction because of the split ring. It then continues the revolution and the cycle continues.

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Chapterr

17 How Do Electronic Components Work?

This chapter includes two modules: Electronic Components (Module 52) and Electronic Logic Circuits (Module 53). Module 52 discusses the structure and functions of electronic components. Module 53 deals with the three basic logic gates.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. 2. 3. 4.

The complex digital computer is made of numerous simple logic gates. Codes are used to send information. Large amount of information can now be stored in small devices. Integrated circuit technology has a major impact on how people communicate, learn, work and play.


How do electronic components work? How do semiconductors revolutionize electronics industry? Does computer really make the world small? How do you make logical decisions given different options?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. In one assembly of Third Year Students, present how to make decisions logically. Your presentation should include: a. a real-life problem that can be solved using the right combination of logic gates; and b. at least three options that can be considered to arrive at the decision. Provide illustrations of the decision making process without mentioning technical terms. Discuss the process in laymans’ terms. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Use metacards and ask students to list down electronic components that they know and have these posted on the board. B. Suggested Activities 1. Present to the students actual electronic components and let them identify each component using the terms written in the metacards.

88


2. Discuss with the students the different electronic components. 4. Answer Self-checkk p. 300 and p. 302 of the textbook. 5. Using the truth table and circuit diagram on p. 304, let the students differentiate the three logic gates and their combinations. 6. Show illustrative sample on how to solve a problem using logic gates. Refer to Fig. 53.5, p. 306 of the textbook. 7. Answer Self-check, k p. 306 of the textbook. 8. Perform Exercise 71: Basic Logic Gates (LMWP, pp. 134-135). 9. Use any of the following to assess students’ understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Poster-making on Basic Electronic Components. Poster should include different electronic devices their symbols and functions and pictures of appliances which contain these components.

IV. ANSWERS TO REVIEW W QUESTIONS A. Multiple Choice 1. c 2. a 3. b 4. d 5. c B. Essay 1. a. X 0 0 1 1 b. A 0 0 0 1 1 1 0 1

Y 0 1 0 1 B 0 0 1 0 0 1 1 1

Z 1 1 1 0 C 0 1 0 0 1 0 1 1

D 1 0 1 1 0 1 1 0 Teacher’s Manual


89

2. a. (L • M) • N = O L O

M N

b. (A • B) + C = D A B

D

C

3. a.

P•R =Q

b. (A • B) + C = D

V. GRAPHIC ORGANIZER: CONCEPT MAP JHUIL

JHUIL

,3,*;9650*+,=0*,:

JHU =HJ\T;\ILZ

JHU

:LTPJVUK\J[VYZ

PUJS\KL PUJS\KL (TWSPM` 9LJ[PM` +PVKLZ *HWHJP[VYZ 9LZPZ[VYZ ;YHUZPZ[VYZ

90


+PVKLZ ;YHUZPZ[VYZ 0U[LNYH[LK*PYJ\P[Z

UNITT

VI ELECTROMAGNETIC WAVES AND OPTICS

The unit consists of three chapters: How Are Electromagnetic Waves Used in Communication? (Chapter 18), What Is the Mystery Behind Light? (Chapter 19) and How Are Images Reflected and Refracted by Mirrors and Lenses? (Chapter 20). This unit discusses electromagnetic waves––their different forms and how they are produced and received. It also discusses nature and behavior of light waves. It explains how images are formed by reflection and refraction of light.

Chapterr

18 How Are Electromagnetic Waves Used in Communication?

This chapter includes two modules: The Electromagnetic Spectrum (Module 54) and Radio Communication and Broadcasting (Module 55). Module 54 deals with the electromagnetic spectrum. It includes discussion on characteristics and properties of the different regions of electromagnetic spectrum. It also emphasizes the uses and effects of the different EM waves. Module 55 deals with the transmission of information using EM waves. It includes discussion of the methods of transmitting information using amplitude modulation and frequency modulation in radio.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. What people can see and touch is less than one-millionth of reality. 2. Electromagnetic waves comprise different forms representing a wide range of phenomenon that have applications in modern technology.

Major Areas of Inquiry, or Essential Question (EQ) 1. In what ways are radio waves and light waves similar? How are they different? 2. How do the properties of EM waves determine their uses? 3. What are some effects of electromagnetic waves in humans?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. Prepare a display board that will inform the school community on the useful applications and effects of electromagnetic waves on humans. It must include a specific theme (Example: Electromagnetic Waves in Communications), the source, detection and application. Note: Use the appropriate rubric found in Appendix. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

91

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Present to the students the following technology: radar, radio, microwave oven, x-ray, infrared camera, thermography, cellphone Ask the students what they have in common and how they work. B. Suggested Activities 1. From the response of the students in part A, lead the discussion on the different components of the electromagnetic wave spectrum and their uses. 2. Answer Self-checkk on p. 316 of the textbook. 3. Prepare an activity that will show that different types of electromagnetic waves have different abilities to penetrate materials using a portable AM radio and a material that can block the different wavelengths. 4. Discuss with the students how radiowaves are used in communication and broadcasting. 5. Answer Self-check on p. 319 of the textbook. 6. Perform Exercise 73: Sending Messages by Radiowaves (LMWP, p. 141). 7. Use any of the following to assess understanding a. Seatwork (Chapter Review) b. Short quizzes c. Using models Ask students to create a model that reflects how radiowaves propagate from a point source. 8. Ask the students to visit the Weblinkk on p. 321.


92

b a a c d An oscillator circuit manipulates positive and negative charges by moving them sinusoidinally, producing an electromagnetic wave. It is based on Maxwell’s principle that moving charges produce moving waves. However, the EM wave produced alternately moves up to down, left to right three dimensionally.


2. Elements of the Electromagnetic Spectrum Radiowaves (1 MHz to 1 GHz) • with a wavelength the size of a house or building • produced by radio antennas Microwaves (1 GHz to 1011 Hz) • with a wavelength the size of a baseball • produced by microwave ovens and microwave antennas Infrared (1012.5 Hz to 1014.5 Hz) • with the wavelength the size of a cell up to that of a bee • produced by lamps and lasers Visible light (1014.5 Hz to 1015 Hz) • with a wavelength the size of a virus • produced by light bulbs Ultraviolet (1015 Hz to 1016 Hz) • with a wavelength the size of a protein • produced by synchotrons X rays and gamma rays (1016 Hz to 1024 Hz) • with a wavelength the size of a proton, nucleus, atom or molecule • produced by particle accelerators, X-ray machines and unstable matter

V. GRAPHIC ORGANIZER: CONCEPT MAP Electromagnetic Spectrum consists of

Radiowaves Microwaves Infrared are used for are used for

Oven and Satellites

are used for

Remote Control

Radio telecommunication and Navigation

Visible Light is used for

Optical fibers

Ultraviolet are used for

Sterilization

X-rays are used for

Gamma Rays

Medical Radiography

are used for

Radiation Therapy (cancer treatment) Teacher’s Manual


93

Chapterr

19 What Is the Mystery Behind Light?

This chapter includes three modules: Light: In Focus (Module 56), Properties of Light (Module 57) and Spectrum and Colors (Module 58). Module 56 traces the development of the theories about the nature of light. It explains the behavior of light. Module 57 discusses the different properties of light. Module 58 deals with the factors that determine the color of an object and how colors are combined to form different colors.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. Light is a form of energy that can be manipulated. 2. Light has a dual nature. 3. White light is a combination of all colors while black is the absence of colors.


How does light travel? How can we explain the different colors that we see? How do we perceive color? Why is the sky blue? How do our eyes distinguish different colors?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. Design an energy-saving house that maximizes the use of natural light to minimize the amount of electrical light needed during the day. Your design must consider the angle at which light is reflected and refracted. It should also include the use of types and colors of materials to be used. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Ask the students the question: “How do you see an object?” Let them give observations and inferences that will support their answer. Example: Answer: Luminous source creates light that travels to the object and reflected by the object. Proof: We cannot see in a dark room.

94


B. Suggested Activities 1. Perform Exercise 74: Open Forum with Our Famous Scientists (LMWP, p. 142) or present a role play which will show the contribution of scientists in the development of the theory of light. 2. Let students create shadows and ask them to explain how they are formed. Lead them to conclude that light travels in a straight line and the distance of the object from the light source affects the size of the shadow. Relate this to the eclipse phenomenon. 3. Show the students how to solve problems on luminous intensity using Sample Problem on p. 327 of the textbook. 4. Use Table 56.1 and 56.2 on p. 328 of the textbook and ask the students to determine the required intensity of illumination in a specific room. 5. Answer Self-check on p. 328 of the textbook. 6. Demonstrate to the students how different materials respond to light (i.e., opaque, translucent, transparent). 7. Use the observations made from the demonstrations to discuss the different properties of light. 8. Answer Self-check on p. 335 of the textbook. 9. Perform Exercise 78: Spectra and Colors (LMWP, p. 146) or demonstrate the effect of combining or mixing colors using flashlights and colored cellophanes. 10. Do a postlab discussion to identify the factors that determine the color of an object. 11. Let the students compare how colors combine in light and in pigments using paint or water color. 12. Answer Self-checkk on p. 337 of the textbook. 13. Use any of the following to assess understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Creative output to show the difference in combining colors of light and mixing colors of pigment.


b b b a c Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

95

6. d 7. d 8. c B. 1. Two physical evidences that light travels in straight lines are: the existence of solar eclipses (the moon blocks the sun’s rays) and the existence of shadows (an opaque material blocks the light rays). 2. Since water is a transparent, colorless material, it lets light pass through it without absorbing any of its wavelengths. Whatever the color (frequency and wavelength) of the light that comes from you heading to the water is reflected in a straight line to your eye, which enables you to see a reflection of yourself. Note that when the water in the basin is disturbed only some of the light (particles) is reflected as it passes through the molecules of water. Some of them hit a water molecule and gets reflected, while some continue to pass through to the bottom of the basin and bounce back with the basin’s color, since some of the frequencies and wavelengths have been absorbed by the basin’s material. 3. Soap bubbles are the films of soap that are locked in an apparent spherical shape. However, a soap bubble is not an exact sphere for some parts of it are thicker than the other parts, which causes ‘more’ refraction, hence, slowing the light’s speed as well as its frequency and wavelength. Understandably, therefore, light is reflected in several colors. A thicker soap film will be somewhere near red, whereas a very thin one should be more on the violet spectrum. 4. F = 2275 lm r=3m E=? F = 4πI 2275 lm F = = 181.04 cd 4π 4π I 181.04 cd E= 2 = = 20.12 lux r (3 m)2 I=

96



Straight path

travels in

Light

Particles

exhibits properties of

Waves enables us to see

Colors

are classified as

Yellow Cyan

Yellow colors of pigment are

Primary

Secondary

colors of light are

Magenta

Cyan Magenta

colors of pigment are

colors of light are

Red Green Blue


97

Chapterr

20 How Are Images Reflected and Refracted by Mirrors and Lenses?

This chapter includes three modules: Images Formed by the Reflection of Light (Module 59), Images Formed by the Refraction of Light (Module 60) and Optical Devices (Module 61). Module 59 focuses on the laws of reflection and the formation of images by plane and curved mirrors. Module 60 focuses on the laws of refraction and the formation of images by lenses. Module 61 focuses on the different optical instruments.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. The image that you see in the mirror depends on the quality of the mirror. It may or may not be an accurate reflection of what is real. But you are free to choose what you believe. 2. Lenses and mirrors can be combined to come up with useful devices to help us see better. 3. The eye is a remarkable optical device.


How are images formed by a mirror or lens? How is the eye similar to a camera? What is the secret behind one-way mirrors? How can lenses be used to correct eye defects? How do we locate the position of an image?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. Some public utility vehicle drivers think that any mirror can be used to replace a standard side-view mirror. Your task is to convince them that side-view mirror should always be a convex mirror. Prepare a presentation that will include: a. approximate magnification produced by a plane mirror as compared to a convex mirror b. actual distance of the object from the plane mirror as compared to a convex mirror

98


c. advantages of using a convex mirror; and d. results of experiences of drivers who used plane mirror and convex mirror for their side-view mirror during a road test driving. Note: Use the appropriate rubric for presentation found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Brainstorming: Ask the students to write as many uses of mirrors and lenses in everyday situations and explain why they are used for a particular purpose. B. Suggested Activities 1. Ask the students to choose a partner and role play how images are formed in a plane mirror. 2. From the role play activity, lead the students to the discussion on reflections on plane mirror. 3. Ask students to visit http://www.Nelsonthormes.com/secondary/ science/scinet/light/reflect/mirror.htm, to learn more about image formed in a plane mirror. 4. Perform Exercise 76: Multiple Reflections (LMWP, p. 144) or demonstrate the number of images formed between two adjacent mirrors. Show how the angle between the mirrors affect the number of images formed. 5. Ask the students to use a well-polished metal spoon as a mirror and compare the images formed on the side curved outside and on the side curved inward. 6. Lead the discussion on concave and convex mirrors. 7. Perform Exercise 79: Images Formed by a Concave Mirror (LMWP, p. 147) or demonstrate how to trace images formed in concave and convex mirrors (Table 59, p. 345 of the textbook). 8. Answer Self-checkk on p. 346 of the textbook. 9. Perform Exercise 77: Refraction with Edible Lenses (LMWP, p. 145) or demonstrate how light is refracted as it passes through a lens made of clear gelatin. 10. Do a postlab activity to discuss refraction in their lenses. 11. Perform Exercise 80: Images Formed by a Convex Lens (LMWP, p. 148) or show ray diagrams for the object and the images formed by a convex lens (Table 60, p. 348 of the textbook). 12. Answer Self-checkk on p. 349 of the textbook.


99

13. Let the students compare the human eye with a camera. Use Figure 61.6, p. 352 of the textbook. 14. Divide the class into small groups. Have students in each group compare the different applications of lenses and mirrors in this module. Go back to part A to check if students’ responses are correct. 15. Answer Self-checkk on p. 354 of the textbook. 16. Ask the students to visit http://www.phys.ufl.edu~phy3054/light/ lens/raydiag for tracing images formed in curved mirrors and lenses. 17. Use any of the suggested other evidences of understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Distinguishing mirrors and lenses Have students look through convex lens, concave lens, plane mirror and curved mirror, without allowing them to look from the sides. Ask them to identify the type of lens/mirror and tell whether it converges or diverges light.

IV. ANSWERS TO REVIEW W QUESTIONS A. 1. b 2. b 3. b 4. d 5. d B. Drawing Diagrams 1. C

F

V

2.

3.

2Fʹ

100

Fʹ

F


V. GRAPHIC ORGANIZER: CONCEPT MAP Real image produce

Mirrors

Virtual image can be classified as

Flat mirror

Curved mirror

can be

Concave

Convex


101

UNITT

VII MODERN PHYSICS

The unit consists of three chapters: What Is Relativity? (Chapter 21), How Is Nuclear Physics Useful to Man? (Chapter 22) and What Are the Basic Building Blocks of the Universe? (Chapter 23). This unit introduces the concept of relativity and the atomic and subatomic particles. It discusses practical applications of nuclear physics.

Chapterr

21 What Is Relativity?

This chapter includes three modules: The Special Theory of Relativity y (Module 62), Time Dilation, Length of Contraction and Mass Increase (Module 63) and The General Theory of Relativity (Module 64). Module 62 deals with the consequences of a lack of universal frame of reference. Module 63 discusses the concept of time dilation, length of contraction and mass increase. Module 64 explains the principles of equivalence and discusses the general theory of relativity.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. 2. 3. 4. 5.

The laws of Physics are the same in any inertial frame of reference. Time is nature’s way of seeing that everything does not happen at once. Space-time exists within the universe. We see into the past as we look out into the universe. Motion is relative.

Major Areas of Inquiry, or Essential Question (EQ) 1. What are the effects of time dilation and length contraction? 2. How must Newton’s second law be modified when objects are moving at very high velocities? 3. Can you travel while remaining in one place in space? 4. Can you get younger by traveling at speeds near the speed of light?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. Imagine that you are a Space-Time Tour Coordinator. Prepare a travel brochure that will include a feature where space travelers may take relatively short trips of a few years or so and return in decades or centuries. Identify problems that may be encountered during the tour and present solutions to address them.

102


Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Ask each student to imagine that he/she is in a playground playing ball with someone who is moving toward or away from him/her. Ask each one to describe the relative speed of the ball as he/she catches the ball from the thrower who is moving toward him/her, at rest, or moving away.

B. Suggested Activities 1. Relate prior knowledge to Michelson-Morley experiment. 2. Answer Self-checkk on p. 361 of the textbook. 3. Perform Exercise 82: Special Relativity (LMWP, p. 153) or define basic terms in Special Relativity. 4. Discuss Special Relativity using Fig. 62.2 p. 361 of the textbook. 5. Ask the students to surf the net on time dilation, length contraction and mass increase and report it to class. 6. Show the students the equation for time dilation , length contraction and mass increase. 7. Answer Self-check on p. 363 of the textbook. 8. Discuss with the students the General Theory of Relativity. 9. Use Fig. 64.3 and 64.4 on p. 365 of the textbook to discuss the Equivalence Principle. 10. Answer Self-check on p. 366 of the textbook. 11. Use any of the suggested other evidences of understanding. a. Seatwork (Chapter Review) b. Short quizzes c. Poster making on time dilation, length contraction and mass increase (Exercise 83 on p. 154, LMWP) d. Comic Strip on General Theory of Relativity (Exercise 84 on p. 155, LMWP) 12. Have the students visit the suggested Weblinkk on p. 368.


103

IV. ANSWERS TO REVIEW W QUESTIONS A. Multiple Choice 1. d 2. d 3. a 4. a 5. c B. Problem Solving 1. ∆tʹ = 3600 s ∆t = 3601 s ∆t =

Δt ʹ 1–

v2 c2 2

1–

v 2 ⎛ Δt ʹ ⎞ = c 2 ⎝ Δt ⎠

v

⎛ Δt ʹ ⎞ =c 1– ⎝ Δt ⎠

2

⎛ 3600 s ⎞ × 10 m/s) 1 – ⎝ 3601 s ⎠

2

8

× 106 m/s 2. mʹ = 9.1 × 10–31 kg v = 0.99c v v2 = 0.99 and 2 = 0.98. c c mʹ So, m = v2 1– 2 c Here,

=

9.1 × 10 –31 kg 1 − 0.98

m = 6.43 × 10–30 kg

which is 7 times greater than the electron’s rest mass.

3. lʹ = 100 m v = 0.500c Here,

104

v v2 = 0.500 and 2 = 0.25. c c


So, l = lʹ 1 –

v2 c2 1 – 0.25

l = 87 m

V. GRAPHIC ORGANIZER: CONCEPT MAP :7,*0(3;/,69@ 69,3(;0=0;@

;PTLKPSH[PVU

L_WSHPUZ

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105

Chapterr

22 How Is Nuclear Physics Useful to Man?

This chapter includes three modules: The Structure of the Atom (Module 65), Nuclear Reactions (Module 66) and Uses of Nuclear Energy (Module 67). Module 65 discusses the experiments that formed the bases of the knowledge of atomic structure. Module 66 deals with radioactivity and other nuclear processes including nuclear fission and fusion. Module 67 discusses the uses of nuclear energy in different areas like biological science especially medicine and agriculture.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. Nuclear is unclear. 2. Radiation is everywhere. We cannot escape from it. 3. Radiation is used to make great advances in technology that will benefit mankind.

Major Areas of Inquiry, or Essential Question (EQ) 1. How does an atom look like? 2. Why do different isotopes of the same element have the same chemical properties? 3. Does your body contain more neutrons than protons? More protons than electrons?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. As a concerned member of your community, prepare an open letter about your stand on establishing a nuclear power plant in your community. Include in the letter: • how a nuclear power plant operates; • advantages and disadvantages; • impact on the community; and • alternative sources of energy. Note: Use the appropriate rubric for an open letter found in Appendix.

106


III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge You may use Paul Hewitt’s question: Pretend you are given three radioactive cookies, one alpha, one beta and the other gamma. Pretend that you must eat one, hold one in your hand and put the other in your pocket Which would you eat, hold and pocket if you are trying to minimize your exposure to radiation? (Answer: Hold the alpha, the skin in your hand will shield you. Put the beta in your pocket, your clothing will shield you. Eat the gamma. It will penetrate your body anyway.) B. Suggested Activities 1. Perform Exercise 85: Model of An Atom (LMWP, p. 185) or create a model that will show the most recent model of the structure of an atom. 2. Discuss the structure of the atom using the model. 3. Discuss isotopes using the three different forms of neon on p. 374 textbook. 4. Answer Self-checkk on p. 374 of the textbook. 5. Let the students distinguish alpha, beta and gamma rays. 6. Perform Exercise 86: Chain Reaction (LMWP, p. 157) or simulate fission process using dominoes. 7. Let the students compare nuclear fission and fusion. 8. Answer Self-checkk on p. 378 of the textbook. 9. Show films on uses of nuclear energy––in industry, medicine, agriculture and research. 10. Divide the class into small groups and ask them to discuss the uses of nuclear energy in various fields. Include the advantages and disadvantages. 11. Answer Self-check on p. 382 of the textbook. 12. Use any of the suggested other evidences of understanding. a. Seatwork b. Short quizzes c. Debate: “To Nuke or Not to Nuke” 13. Visit the suggested Weblinkk on p. 383 of the textbook.


107

IV. ANSWERS TO REVIEW W QUESTIONS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

b a c c c a b a d b

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108

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Chapterr

23 What Are the Basic Building Blocks of the Universe?

This chapter includes two modules: The Elementary Particles (Module 68) and Fundamental Forces of Nature (Module 69). Module 68 discusses the fundamental or elementary particles of matter. Module 69 discusses the fundamental forces of nature and the grand unified theory.

I. CONTENT Underlying Science Principles, or Essential Understanding (EU) 1. The vastness of the universe is incomprehensible. 2. There is unity in diversity.

Major Areas of Inquiry, or Essential Question (EQ) 1. What are the basic building blocks of the universe? 2. How are new particles discovered? 3. Is the universe expanding? Shrinking?

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING Example: Give the students the following instruction. As a science student, come up with a theory that will unify or combine the forces of nature into one type of force to show that everything is interconnected. Include evidences that will support your theory. Note: Use the appropriate rubric found in Appendix.

III. COMMENTS AND SUGGESTIONS A. Exploring Students’ Prior Knowledge Use LINK (List-Inquire-Note-Know): Ask the question: What are the building blocks of matter? Let the students state their thoughts and ideas. Allow students to ask questions of each other while you take note of the responses. (The Know portion will be done at the end of the lesson using exit cards.)


109

B. Suggested Activities 1. Perform Exercise 88: Elementary Particles (LMWP, p. 160) or identify the elementary particles using Fig. 68.1 on p. 386 of the textbook. 2. Answer Self-checkk on p. 388 of the textbook. 3. Perform Exercise 89: Fundamental Forces of Nature (LMWP, p. 161) or use Fig. 69 on p. 390 of the textbook to discuss the fundamental forces and the theories that seek to unify them. 4. Answer Self-checkk on p. 390 of the textbook. 5. Use any of the suggested other evidences of understanding. a. Seat work (Chapter Review) b. Short quizzes c. Photo-essay to show the unification of the fundamental forces of nature. d. Exit Card Three things that I learned about... Two things that confused me about... One thing that I want to know more about...

IV. ANSWERS TO REVIEW W QUESTIONS A. Multiple Choice 1. b 2. d 3 b 4. c 5. c 6. b 7. c 8. a B. Essay 1. Baryons and meson are composed of quarks. Baryons are made up of three quarks, while mesons are made up of two quarks. 2. Yes, all baryons are hadrons because baryons are types of hadrons. No, not all hadrons are baryons because some hadrons are mesons. 3. A neutrino is a type of lepton associated with the electron, the muon and the tau.

110


Force Strong Electromagnetic Weak Gravitational

Range

Relative Strength

Effects (Examples)

~10–15

1

∞

~10–2

holds electrons in atoms; holds atoms together

~10–18

~10–5

β decay; decay of unstable hadrons

∞

~10–39

holds matter in planets, stars and galaxies

holds nucleons in the nucleus

5. The grand unified theory combines the forces of nature into one type of force by combining the electromagnetic force with the weak nuclear force into what is known as the electroweak force. The strong nuclear interaction is unified with the electroweak force through the grand unified theory. Another theory, called the theory of everything seeks to unify the previous forces with the gravitational force.

V. GRAPHIC ORGANIZER: CONCEPT MAP ,3,4,5;(9@7(9;0*3,: PZJSHZZPMPLKPU[V[OL

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111

APPENDIX

112


APPENDIX SAMPLE SCORING RUBRICS Appendix contains sample rubrics for evaluating various type of student outputs in the sample performance tasks given in this book. Each table below has four columns: Column I gives the set of criteria for grading the students’ output. Column III shows how to use the criteria. If you prefer qualitative rating, use Column II to interpret Column III. If you prefer quantitative rating, use Column IV to interpret Column III. Two types of rubrics are shown here. In most of the rubrics, the first three criteria are of equal importance; the fourth criterion (neatness) is intended to help the student develop the habit of submitting neat/clean outputs. In the second type of rubrics, all four criteria are of the same weight. Notice that Column III of this type of rubrics differs from that of the first type. Chapter 1

a) For Improving Technology I Set of Criteria

II Rating

III Description

IV Points Earned

Process 1. Has clear vision of final product 2. Properly organized to complete project 3. Managed time wisely 4. Acquired needed knowledge base 5. Communicated efforts with teacher

Excellent

Meets all five criteria

4

Very satisfactory

Meets four of the criteria

3

Satisfactory

Meets three of the criteria

2

Needs much improvement

Meets one or two of the criteria

1

Excellent

Meets all five criteria

4

Very satisfactory

Meets four of the criteria

3

Satisfactory


2


Meets one or two of the criteria

1

Product (Project) 1. Format 2. Mechanics of speaking/writing 3. Organization and structure 4. Creativity 5. Demonstrates knowledge


113

Chapter 1

b) For Box Construction II Rating

III Description

IV Points Earned

Excellent

Meets all four criteria

4

2. Correct application of concepts

Very satisfactory

Meets the first three criteria

3

3. Performs its intended function of noise pollution

Satisfactory

Meets two of the first three criteria

2

4. Creativity and novelty


Meets only one of the first three criteria

1

II Rating

III Description

IV Points Earned

Excellent


4

2. Creativity/Novelty of presentation

Very satisfactory

Meets all of the first three criteria

3

3. Proper documentation of sources and/or clarity of instruction

Satisfactory


2

4. Neatness



1

II Rating

III Description

IV Points Earned

1. Correct graphical representation of vectors

Excellent


4

2. Use of appropriate scale

Very satisfactory


3

3. Creativity and novelty

Satisfactory


2

4. Neatness



1

I Set of Criteria 1. Use of appropriate materials

Chapter 1

c) For Foldables I Set of Criteria

1. Accuracy of information

Chapter 2

a) For Vector Art I Set of Criteria

114


Chapter 2

b) For Problem Posing II Rating

III Description

IV Points Earned

Excellent

Meets the first two criteria

4

Very satisfactory

Meets either criteria 2 and 3 or criteria 3 and 4

3

Satisfactory

Meets criteria 3 and 4

2


Meets either criteria 3 or 4 only

1

I Set of Criteria 1. Correct application of concept in all problems 2. All are realistic and practical 3. Correct application of concepts in at least five problem 4. At least five are realistic and practical

Chapter 3

For Carrying Out a Strategy and Collecting Data II Rating

III Description

IV Points Earned

Excellent


4

Very satisfactory


3

I Set of Criteria 1. Appropriate method 2. Appropriate tools 3. Safe and proper use of tools

Satisfactory

4. Accuracy of data


Meets two of the first three criteria Meets only one of the first three criteria

II Rating

III Description

IV Points Earned

Excellent


4

Very satisfactory


3

3. Creativity/Novelty of presentation and/or quality of photos

Satisfactory


2

4. Neatness



1

Chapter 4

2 1

a) For Photo-essay I Set of Criteria

1. Richness/Variety of items/photos 2. Correctness of accompanying explanation/ information


115

Chapter 4

b) For Designing a Safe Transport Container II Rating

III Description

IV Points Earned

1. Good selection of materials

Excellent


4

2. Clear plan for the design

Very satisfactory


3

3. Correct application of concept

Satisfactory


2

4. Performs its intended function



1

I Set of Criteria

Chapter 5

For Constructing a Mobile or a Balancing Toy I Set of Criteria

II Rating

III Description

IV Points Earned


Excellent


4


Very satisfactory


3

3. Good selection of materials

Satisfactory


2

4. Attractive and appealing



1

II Rating

III Description

IV Points Earned

1. Accuracy and adequacy of data

Excellent


4

2. Clarity of message

Very satisfactory


3


Satisfactory


2

4. Neatness



1

Chapter 6

For a Chart I Set of Criteria

116


Chapter 7

For a Flowchart I Set of Criteria

II Rating

III Description

IV Points Earned

1. Correctness of information 2. Illustrates more than three energy transformations 3. Shows common daily activities

Excellent


4

Very satisfactory


3

4. Variety of activities


Chapter 8

Satisfactory


2 1

a) For a Demonstration Activity II Rating

III Description

IV Points Earned

Excellent


4

2. Clear demonstration of concepts

Very satisfactory


3

3. Simple and easy to follow procedures

Satisfactory


2

4. Practical



1

II Rating

III Description

IV Points Earned

Excellent


4

2. Originality in organization of ideas

Very satisfactory


3

3. Proper documentation of sources

Satisfactory


2

4. Neatness (for individual report) Individual participation in group effort (for group report)



1

I Set of Criteria 1. Use of appropriate materials

Chapter 8

b) For a Report I Set of Criteria



117

Chapter 9

a) For Constructing a Model Boat I Set of Criteria

II Rating

III Description

IV Points Earned


Excellent


4

Very satisfactory


3

3. Creativity/Novelty of Presentation

Satisfactory


2

4. Performs its intended function



1

2. Clear plan for the design

Chapter 9

b) For Video/Power Point Presentation I Set of Criteria

II Rating

III Description

IV Points Earned

1. Richness and accuracy of information

Excellent


4

Very satisfactory


3

3. Creativity/Novelty of Presentation

Satisfactory


2




1

2. Clarity of message

Chapter 9

c) For Constructing a Cartesian Diver II Rating

III Description

IV Points Earned

1. Use of appropriate materials

Excellent


4

2. Simple and easy to follow procedures

Very satisfactory


3

3. Clear explanation of applied concepts

Satisfactory


2

4. Creativity



1

I Set of Criteria

Chapter 10

For Foldables [Refer to Rubric (c) in Chapter 1]

118


Chapter 11

a) For Constructing Improvised Musical Instruments [Refer to Rubric (b) in Chapter 1]

Chapter 11

b) For Writing a Letter of Inquiry II Rating

III Description

IV Points Earned

Excellent


4

2. Organization of ideas

Very satisfactory


3

3. Accuracy of data that shows adverse effects of noise pollution

Satisfactory


2

4. Clarity of Message



1

II Rating

III Description

IV Points Earned

Excellent


4

2. Clarity of objectives

Very satisfactory


3

3. Clarity of organization of results of survey

Satisfactory


2

4. Complete list of specific tasks



1

I Set of Criteria 1. Clarity of purpose

Chapter 12

For Constructing an Icebox [Refer to Rubric (b) in Chapter 1]

Chapter 13

For a Report [Refer to Rubric (b) in Chapter 8]

Chapter 14

For a Poster [Refer to Rubric in Chapter 6]

Chapter 15

For an Action Plan I Set of Criteria


Chapter 16

For a Brochure [Refer to Rubric in Chapter 10]


119

Chapter 17

For a Presentation II Rating

III Description

IV Points Earned

Excellent


4

Very satisfactory


3

Satisfactory

Meets two of the criteria

2


Meets only one of the criteria

1

I Set of Criteria

II Rating

III Description

IV Points Earned

1. Correctness of choice

Excellent


4

Very satisfactory


3

I Set of Criteria 1. Richness and accuracy of information 2. Clarity and accuracy of visuals 3. Proper documentation of sources 4. Mastery of content and clarity of presentation/ Individual participation in group effort

Chapter 18

For a Display Board

2. Accuracy and clarity of explanation of the choice 3. Creativity/Novelty of presentation 4. Neatness

Chapter 19

II Rating

III Description

IV Points Earned

Excellent


4

2 1

For a Model I Set of Criteria

1. Scientifically correct and made to scale 2. Made of sturdy material 3. Easy to manipulate for class demonstration 4. Properly and neatly labeled (for individual project)/Individual participation in group effort (for group project)

120



Satisfactory

Very satisfactory Satisfactory


Meets the first three criteria Meets two of the first three criteria



3 2

1

Chapter 20

For a Presentation [Refer to Rubric in Chapter 17]

Chapter 21

For a Brochure [Refer to Rubric in Chapter 16]

Chapter 22

For Writing an Open Letter About an Issue I Set of Criteria

II Rating

III Description

IV Points Earned

1. Accuracy and soundness of arguments

Excellent


4


Very satisfactory


3

3. Logic of analysis of arguments/soundness and clarity of decision

Satisfactory


2

4. Neatness



1

II Rating

III Description

IV Points Earned

Excellent


4

2. Supports/In-line with existing theories

Very satisfactory


3

3. Can be tested and validated

Satisfactory


2

4. Stated in simple words



1

Chapter 23

For Stating a Theory I Set of Criteria

1. Includes evidences


121

GLOSSARY ACCELERATION – the rate of change in velocity ACCURACY Y – pertains to the closeness of a measurement to the accepted value AMMETER – measures current AMPLITUDE OF A WAVE – the maximum displacement of the particles of the medium from their equilibrium position ANGULAR ACCELERATION – the change in the angular velocity of a rotating body with time ANGULAR DISPLACEMENTT – the angle turned by a body about a given axis ANGULAR MOMENTUM – the product of the moment of inertia of a rotating body and its angular velocity ANGULAR VELOCITY Y – the change in the angular displacement of a rotating body about the axis of rotation with time ANTENNA – a wire designed to transmit and receive electromagnetic waves ANTIPARTICLE – an elementary particle with some properties such as electric charge opposite those of the corresponding particle BARYON – the heaviest of subatomic particles like protons and neutrons BLACKHOLE – a mass that has collapsed to a great density that its enormous local gravitational field prevents light from escaping CAPACITOR – composed of two metal plates separated by an insulator. It is used to store electric charges. The quantity of the charge stored is measured in terms of microfarads. CENTRIPETAL FORCE – a center-directed force that causes an object to move in a circular path CONCAVE LENS – a diverging lens thinner at its middle than its edges that spreads out light rays passing through it CONCAVE MIRROR – a mirror that reflects light from its inwardly curving surface CONDUCTORS – materials which allow free flow of electrons CONVEX LENS – a converging lens thicker at its center than its edges that refracts parallel light rays so the rays meet at a point CONVEX MIRROR – a mirror that reflects light from its outwardly curving surface DIFFRACTION – the bending of waves as they pass an edge or corner DIODE – used as one-way conductor. It changes an alternating current to direct current. The holes provide a means of convection. Without a hole, hot air would be trapped inside the lampshade, making the lamp fixture dangerously hot.

122


DISPERSION – the separation of white light into its component colors DISPLACEMENTT – the distance with direction DISTANCE – the total path length traversed by an object DOPPLER EFFECT – the change in the frequency and pitch of a sound that is caused by the movement of either the source or the listener, or both ECHO – a reflected sound wave ELASTIC MODULI – associated with stress that produce change in length, shape and volume are known as Young’s modulus, shear modulus and bulk modulus, respectively. ELASTIC MODULUS – the ratio of stress to strain ELECTRIC CHARGE – the fundamental quantity in electrostatics ELECTRIC CURRENTT – the movement of charged particles in a specific direction; closed loop or pathway that allows electric charges to flow ELECTRIC FIELD – the region around a charged object or particles where the electric force can be determined ELECTRIC MOTOR – converts electrical energy into mechanical energy. ELECTROMAGNETIC – a combined electric and magnetic field that travels through space ENTROPY – (a) is a measure of the disorder in a system; (b) a measure of how much energy is unavailable for conversion into work; and (c) points out the forward direction of the flow of events. FLUIDS – substances whose shape can easily change and that are able to flow. FREQUENCY – the reciprocal of period FRICTION – the force between two surfaces that resist motion FUSE – a piece of metal that acts as a safety device in electric current by melting and stopping the current from flowing if a dangerously high current passes through the circuit. GALVANOMETER – uses the magnetic force on a current-carrying wire to turn a pointer on a scale which can then be used to measure small amounts of current GENERATOR – converts mechanical energy into electrical energy GRAVITATION – the force whereby any two bodies attract each other in proportion to the product of their mass and inversely proportional to the distance between them HALF LIFE – the time required for one-half of the unstable nuclei in a radioactive substance to decay into a new element HEAT ENGINE – (or thermal engine) is any device that converts heat energy into work. An example is a car engine. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

123

HEAT PUMP – any device that transfers heat energy from a low-temperature reservoir to a high-temperature reservoir. This device operates in the reverse cycle of a thermal engine. Examples of heat pump are the common refrigerator and the air conditioner. HERTZ – the unit used to measure the frequency of waves ILLUMINANCE – the amount of illumination that refers to the luminous flux falling on a unit area of a surface IMPULSE – the change in momentum INERTIA – the tendency of a body to resist change in its state of motion INSULATORS – materials that do not allow free flow of electrons INTEGRATED CIRCUITS (ICS) – contain hundreds of diodes, transistors, resistors and capacitors in one miniaturized package of a wafer-thin chip of silicon INTERFERENCEE – results when two waves meet to combine constructively or destructively ISOTOPE – an atom of an element with identical chemical properties but with different masses; atom of the same element with different number of neutrons KINEMATICS – the study that deals with the description of motion KINETIC ENERGY Y – energy of an object by virtue of its motion LAW OF CONSERVATION OF ANGULAR MOMENTUM – states that, if the total external torque acting on a system is zero, then there is no change in the angular momentum of the system LEPTON – the lightest of subatomic particles like electrons, positions and neutrinos LEVER ARM – the perpendicular distance from the reference point to the direction or line of action of the force LIQUID PRESSURE – directly proportional to the depth and density of the liquid LONGITUDINAL WAVES – have compressions and rarefactions. In longitudinal waves, vibrations are parallel to the direction of wave motion. MAGNETIC FIELD – a region in which a magnetic force can be detected. It exerts a force on a wire, causing current to move through the wire. MASS-SPRING SYSTEM – vibrates with simple harmonic motion and the spring force is given by Hooke’s law. Felastic = -kx MASS – a measure of an object’s inertia; a measure of the amount of matter on an object MASS DEFECTT – the difference between the atomic mass of an atom and the total mass of each individual particle MEASUREMENTT – a process of comparing an unknown quantity with chosen standards MOMENT OF INERTIA/ROTATIONAL INERTIA – the measure of the resistance of a body to a change in its rotational motion MOMENTUM – the product of mass and velocity

124


MUSIC – a pleasant sound produced by an object that is vibrating in a regular pattern NET FORCE – the vector sum of all forces acting on an object NOISE – unwanted sound which is generally produced by an object that is vibrating in an irregular manner PHYSICS – a natural science that deals with the understanding of nonliving things. It deals specifically with matter and energy and their relationship. PITCH OF A SOUND – the perception of highness or lowness. Sound frequency is the number of sound waves that pass through a point in a certain period of time. POTENTIAL ENERGY Y – energy stored in an object due to its position or condition POWER – the rate of doing work PRECISION – refers to the closeness of measurement with other measurements obtained in the same manner PRESSURE – force applied per unit area PROJECTILE – anything that is thrown with an initial velocity and follows a curved path called trajectory QUARKS – tiny particles that make up protons, neutrons and pions RADIOACTIVITY Y – continuous emission of particles such as alpha, beta or gamma emission on energy from atomic nucleus as it disintegrates REFRACTION – the bending of waves as they pass from one medium to another REFLECTION – the bouncing of waves on a surface with angle θ to the normal RESISTANCE – the opposition that materials offer to current RESISTOR – an electronic component made up of two wires connected by a poor conductor. It limits the flow of electric current in the circuit. The color code of a resistor determines its resistance. RESONANCE – the vibration of an object at its natural frequency REST MASS – the intrinsic mass of an object independent of speed and energy REST ENERGY Y – the energy of being given by the equation E0 = mc2 RESULTANTT – the single vector that represents the sum of two or more vectors SCALAR – a quantity with magnitude only SCIENTIFIC METHOD – the application of a logical process of reasoning to solve a problem SEMICONDUCTORS – include elements with four electrons in their outermost shell, such as silicon (Si) and germanium (Ge). They are substances whose electrical resistance lies between that of conductors and insulators. Teacher’s Manual This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

125

SHADOW – the area where light rays cannot reach SOUND WAVES – longitudinal waves composed of compressions and rarefactions that move through a medium in the direction of the sound SPEED – the rate of motion STANDING WAVES – result from the interference of waves of identical wavelength, amplitude and speed traveling in opposite directions STRESS – refers to the stretching force per unit area while strain is the elongation per unit length SURFACE WAVES – combinations of transverse and longitudinal waves. The vibrations are both perpendicular and parallel to the direction that the wave travels. This produces the circular motion of the wave. TECHNOLOGY Y – the application of scientific principles in the form of tools/gadgets, products and processes THERMAL EFFICIENCY Y – the ratio of work done by an engine to the energy added to the system by heat during one cycle. It is a measure of how well an engine operates. THERMODYNAMICS – the branch of classical physics that is concerned with heat and its relation to temperature, work and energy TORQUE – the product of force and the lever arm TRANSFORMER – increases or decreases the voltage of an alternating current TRANSISTOR – a solid-state component that has replaced the vacuum tube. It is used as a switch or as an amplifier. TRANSVERSE WAVES – have crests and troughs. In transverse waves, vibrations are perpendicular to the direction of wave motion. VECTOR – a quantity that has both magnitude and directions VECTOR RESOLUTION – the process of finding the magnitude of the vertical and horizontal concepts of a single vector VELOCITY – speed with direction VOLTAGE – the electric pressure that causes current to flow VOLTMETER – measures voltage WAVELENGTH – the distance between two successive crests or troughs, or between two successive compressions or rarefactions WAVE – a disturbance that carries energy through medium or through space WAVE VELOCITY Y – equals wavelength times frequency WEIGHTT – the measure of the gravitational pull on a body WORK K – the product of the force exerted on the object and the displacement of the object along direction of the force

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STIV Physics Tm 2ndEdition

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