Physics 30

- Explain how momentum is conserved when objects interact in an isolated system.

- Define momentum as a vector equal to an object's mass times its velocity.

- Formulate questions about observed relationships and plan investigations into questions, ideas, problems, and issues. - Design experiments that identify and control major variables, e.g., to demonstrate conservation of linear momentum or illustrate the relationship between impulse and change in momentum (IP–NS2).

- Explain that technological problems often have multiple solutions using different designs, materials, and processes, with intended and unintended consequences (ST3) [ICT F3–4.1]. - Investigate how impulse and momentum influence the design and function of rockets and thrust systems. - Assess how conservation laws, impulse, inertia, and Newton’s laws inform the design and use of injury-prevention devices in vehicles and sports. - Describe the limitations of applying results from isolated-system studies to practical problems, as seen in early airbag design and deployment.

- Explain quantitatively impulse and change in momentum using Newton’s laws of motion.

- Conduct investigations into relationships among observable variables, using a broad range of tools and techniques to gather and record data and information. - Perform an experiment to demonstrate the conservation of linear momentum using available technologies (e.g., air track, air table, motion sensors, strobe lights, photography) (PR–NS2, PR–NS3) [ICT C6–4.4]. - Collect information from various print and electronic sources to explain the use of momentum and impulse concepts (e.g., rocketry and thrust systems, or the interaction between a golf club head and the ball) (PR–ST1, PR–ST2) [ICT C1–4.1].

- Explain qualitatively that momentum is conserved in an isolated system.

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Analyze graphs that illustrate the relationship between force and time during a collision (AI–NS2) [ICT C7–4.2]. - Analyze, quantitatively, one- and two-dimensional interactions, using given data or by manipulating objects or computer simulations (AI–NS3) [ICT C6–4.2, C7–4.2].

- Explain quantitatively that momentum is conserved in one- and two-dimensional interactions in an isolated system.

- Work collaboratively to address problems, and apply the skills and conventions of science to communicate information and ideas and to assess results. - Use appropriate Système international (SI) units (fundamental and derived) and significant digits (CT–NS2). - Use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (CT–ST2). - Use delta notation correctly when describing changes in quantities (CT–NS2).

- Define, compare, and contrast elastic and inelastic collisions in terms of conservation of kinetic energy, using quantitative examples.

- Describe the electrical nature of the atom.

- Describe matter as containing discrete positive and negative charges

- Formulate questions about observed relationships and plan investigations of questions, ideas, problems, and issues. - Identify, define, and delimit questions to investigate (IP–NS1). - Evaluate and select appropriate procedures, instruments, and sampling procedures for collecting evidence and information (IP–NS4) [ICT C6–4.5, F1–4.2].

- Explain how scientific knowledge leads to new technologies, and how technologies lead to or facilitate scientific discovery (ST4) [ICT F2–4.4]. - Analyze how identifying the electron and its characteristics illustrates the interaction of science and technology. - Analyze the operation of cathode-ray tubes and mass spectrometers.

- Explain how the discovery of cathode rays contributed to the development of atomic models

- Investigate relationships among observable variables, using a broad range of tools and techniques to gather and record data and information. - Perform an experiment or use simulations to determine the charge-to-mass ratio of the electron (PR–NS2, PR–NS3) [ICT C6–4.4, F1–4.2].

- Explain J. J. Thomson’s experiment and its significance for science and technology.

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Determine the mass of an electron and/or ion from appropriate empirical data (AI–NS3). - Derive a formula for the charge-to-mass ratio with input variables measurable in experiments using electric and magnetic fields (AI–NS6).

- Explain, qualitatively, the significance of the results of Rutherford’s scattering experiment, in terms of scientists’ understanding of the relative size and mass of the nucleus and the atom. - Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis) - Students will

- Work collaboratively to address problems, applying scientific skills and conventions to communicate information and ideas and to assess results. - Select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate findings and conclusions (CT–NS2).

- Describe the quantization of energy in atoms and nuclei.

- Explain qualitatively how EMR emitted by an accelerating charged particle invalidates the classical model of the atom.

- Formulate questions about observed relationships and plan investigations into questions, ideas, problems, and issues. - Predict the conditions necessary to produce line-emission and line-absorption spectra (IP–NS3). - Predict possible energy transitions in the hydrogen atom using a labelled energy-level diagram (IP–NS3).

- Explain that scientific knowledge and theories develop through hypotheses, evidence collection, investigation, and the ability to provide explanations (NS2). - Investigate and report on the use of line spectra to study the universe and identify substances. - Investigate how empirical evidence guided the evolution of the atomic model.

- Explain that each element has a unique line spectrum.

- Conduct investigations into relationships among observable variables, using a broad range of tools and techniques to gather and record data and information. - Observe line-emission and line-absorption spectra, including representative line spectra of selected elements (PR–NS2). - Use library and electronic research tools to qualitatively compare and contrast the classical and quantum models of the atom (PR–NS1) [ICT C1–4.1, C7–4.2].

- Explain how scientific knowledge can lead to new technologies, and how new technologies can lead to or facilitate scientific discovery (ST4) [ICT F2–4.4]. - Investigate and report on applications of spectral or quantum concepts in the design and function of practical devices (e.g., street lights, advertising signs, electron microscopes, lasers).

- Explain qualitatively the characteristics of, and the conditions necessary to produce, continuous, line-emission, and line-absorption spectra.

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Identify elements in sample line spectra by comparing them to representative line spectra of elements (AI–NS6) [ICT C7–4.2].

- Explain qualitatively the concept of stationary states and how they account for the observed spectra of atoms and molecules.

- Work collaboratively to address problems - Apply the skills and conventions of science to communicate information and ideas and to assess results - Select and use appropriate numeric, symbolic, graphical, and linguistic representations to communicate findings and conclusions (CT–NS2)

- Calculate the energy difference between states using conservation of energy and the observed characteristics of an emitted photon.

- Explain qualitatively how electron diffraction provides experimental support for the de Broglie hypothesis.

- Describe qualitatively how the two-slit electron interference experiment shows that quantum systems, like photons and electrons, may be modelled as particles or waves, contrary to intuition.

- Describe nuclear fission and fusion as powerful energy sources in nature.

- Describe the nature, properties, and biological effects of alpha, beta, and gamma radiation.

- Formulate questions about observed relationships and plan investigations of related questions, ideas, problems, and issues. - Predict the penetrating characteristics of decay products (IP–NS3).

- Explain that the goal of science is knowledge about the natural world (NS1) - Investigate the role of nuclear reactions in the evolution of the universe (nucleosynthesis, stellar expansion and contraction) - Investigate particle annihilation and pair production

- Write nuclear equations in isotope notation for alpha, beta-negative, and beta-positive decays, including the appropriate neutrino or antineutrino.

- Investigate relationships among observable variables, using a variety of tools and techniques to gather and record data and information. - Research and report on scientists who contributed to understanding the structure of the nucleus (PR–NS1).

- Explain that technological products are devices, systems, and processes that meet needs, and that their appropriateness, risks, and benefits must be assessed for each application from multiple perspectives, including sustainability (ST6, ST7) [ICT F2–4.2, F3–4.1]. - Assess the risks and benefits of air travel (exposure to cosmic radiation), dental X-rays, radioisotopes used as tracers, food irradiation, use of fission or fusion as a commercial power source, and nuclear and particle research. - Assess the potential of fission or fusion as a commercial power source to meet rising energy demand, considering present and future generations.

- Perform simple half-life calculations without logarithms.

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Graph radioactive decay data to estimate half-life and infer the exponential relationship between measured radioactivity and elapsed time (AI–NS2) [ICT C6–4.3]. - Interpret common nuclear decay chains (AI–NS6). - Compare the energy released in a nuclear reaction with that in a chemical reaction, using energy per unit mass of reactants (AI–NS3).

- Use conservation of charge and mass number to predict the particles emitted by a nucleus.

- Work collaboratively to address problems, applying the skills and conventions of science to communicate information and ideas and to assess results. - Select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions (CT–NS2).

- Compare and contrast the characteristics of fission and fusion reactions

- Relate, qualitatively and quantitatively, the nuclear mass defect to the energy released in nuclear reactions using Einstein’s concept of mass-energy equivalence.

- Describe the ongoing development of models of the structure of matter.

- Explain how analyzing particle tracks enabled the discovery and identification of subatomic particle characteristics.

- Formulate questions about observed relationships and plan investigations of questions, ideas, problems, and issues. - Predict the characteristics of elementary particles from images of their tracks in a bubble chamber within an external magnetic field (IP–NS3).

- Explain that concepts, models, and theories are used to interpret observations and predict future observations (NS6a). - Research and report on the development of models of matter.

- Explain qualitatively, in terms of the strong nuclear force, why high-energy particle accelerators are required to study subatomic particles.

- Conduct investigations into relationships among observable variables, using a broad range of tools and techniques to gather and record data. - Research, using library and electronic resources, the relationships among fundamental particles and the interactions they undergo (PR–NS1) [ICT C1–4.1].

- Explain that scientific knowledge can change as new evidence emerges and as laws and theories are tested and revised, reinforced, or rejected (NS4). - Explain how apparent conservation law violations prompted revisions to the atomic model, including the predicted existence of the neutrino (NS4).

- Describe the modern model of protons and neutrons as composed of quarks.

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Analyze particle tracks qualitatively for subatomic particles other than protons, electrons, and neutrons (AI–NS2) [ICT C7–4.2]. - Write β+ and β− decay equations, identifying the elementary fermions involved (PR–NS4). - Use hand rules to determine the nature of a particle’s charge (AI–NS6). - Use accepted scientific conventions to express mass in MeV/c2, when appropriate (AI–NS1).

- Explain that scientific knowledge may lead to new technologies, and that new technologies may lead to or facilitate scientific discovery (ST4) [ICT F2–4.4]. - Investigate how high-energy particle accelerators contributed to the development of the Standard Model of matter.

- Compare and contrast the up quark, down quark, electron, and electron neutrino, and their antiparticles, in terms of charge and energy (mass-energy).

- Work collaboratively to address problems, applying the skills and conventions of science to communicate information and ideas and assess results. - Select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate findings and conclusions (CT–NS2).

- Describe beta-positive (β+) and beta-negative (β−) decay using first-generation elementary fermions and the principle of charge conservation (Feynman diagrams not required).