Course Profile Physics (SPH4U), Grade 12, University Preparation, Public

Unit 5: Matter-Energy Interface

Time: 20 hours

Activity 5.1 | Activity 5.2 | Activity 5.3 | Activity 5.4 | Activity 5.5

Unit Description

This unit develops students’ understanding of the basic concepts of Einstein’s special theory of relativity, early quantum mechanics and particle physics. Students interpret data to support scientific models of matter and conduct thought experiments to explore abstract scientific ideas. Students describe how new conceptual models and theories can influence and change scientific thought leading to the development of new technologies.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Task Focus
5.1 Special Relativity	4 h	MEV.01, MEV.02, MEV.03, ME1.05, ME2.02, FM1.05 SIS.06, SIS.07, SIS.11	Knowledge/ Understanding Inquiry	Thought experiments and numerical analysis.
5.2 Early Quantum Mechanics	5 h	MEV.01, MEV.02, MEV.03, ME1.03, ME1.04, ME2.01, ME3.01, ME3.02, WA1.01 SIS.04, SIS.06, SIS.12	Knowledge/ Understanding Inquiry Communication Making Connections	Teacher-directed lessons on quantum mechanics and applications. Students debate the wave-particle duality.
5.3 Nuclear Physics	3 h	MEV.01, MEV.03, ME1.01, ME1.02, ME1.06, ME2.04, ME3.02 SIS.03, SIS.04, SIS.05, SIS.06, SIS.09, SIS.11, SIS.12	Knowledge/ Understanding Inquiry Communication Making Connections	Balancing nuclear equations and applications of nuclear physics.
5.4 Particle Physics	4 h	MEV.02, ME1.07, ME2.03, ME3.01, ME3.03 SIS.04, SIS.06, SIS.07, SIS.09, SIS.12	Knowledge/ Understanding Inquiry Communication	Experimentation through simulations; research and presentation on a Canadian physicist.
5.5 End-of-Unit Task Scientific Article Review	4 h	MEV.01, MEV.03, ME1.01, ME1.02, ME3.01, ME3.02 SIS.04, SIS.06	Knowledge/ Understanding Inquiry Communication Making Connections	Research and presentation on recent examples that confirm quantum mechanics, relativity, or the standard model of elementary particles.

Unit Planning Notes

· Students are often very engaged in the topics included here, and it can be tempting to cover the concepts in greater detail than this short time permits. Students can be encouraged to pursue these concepts further with a list of suggested reading listed in Resources. Teachers should adhere to the described timelines in order to cover and address all of the expectations.

· The language in the unit may be particularly difficult for ESL/SLD students. Additional support may be needed to help these students with the new terminology and research.

· Several simulations are used in this unit. Therefore access to computers is important. Teachers should note, though, that Java applets are stored on the local machine when a Java webpage is downloaded. The applet can be copied to disk and then run on a stand-alone computer.

· Several scientific magazines available on newsstands feature current research and technologies in modern physics. Teachers could keep a file of recent articles and use these as the basis for discussions in class. Students can also contribute to this file of articles from their favourite science magazines.

· Discuss potential topics with the library/resource centre staff so that resources may be collected and managed.

· Refer to Appendix 5.3 – Misconceptions: Energy-Matter Interface, for common misconceptions students may have.

Resources

Bodanis, David. E = mc²: A Biography of the World’s Most Famous Equation. Walker and Company, 2000. ISBN 0802713521

Caltech Physics – http://www.cco.caltech.edu/~phys1/java/phys1/Einstein/Einstein.html
Special relativity as well as electric field java applets

Gamow, George. The New World of Mr Tompkins: George Gamow’s Classic Mr Tompkins in Paperback fully revised and updated by Russell Stannard. Cambridge: Cambridge University Press, 2001.
ISBN 0521630096

Hawking, Stephen. The Universe in a Nutshell. Toronto: Bantam Books, 2001. ISBN 055380202X

Interactive Physics 2000 – http://www.interactivephysics.com
A source of a variety of Physics simulations.

McEvoy, J.P. and Oscar Zarate. Stephen Hawking for Beginners. Cambridge: Icon Books Ltd., 1995. ISBN 1874166250

McFarland, Ernie. Einstein’s Special Relativity. Toronto: Trifollium, 1998. ISBN 1895579236

Misunderstandings Workshop – http://home.pacifier.com/~ppenn/Misunder.html#mis

Resnick, Robert and David Halliday. Basic Concepts in Relativity and Early Quantum Theory. Toronto: Maxwell Macmillan, 1985. ISBN 0-02-3993440-5

Sagan, Carl. Cosmos. New York: Random House, 1985. ISBN 0345 331 354

Speyer, Edward. Six Roads from Newton Great Discoveries in Physics. Toronto: John Wiley & Sons, Inc., 1994. ISBN 0471305030

Many Science and Technology magazines and newspaper articles will have new developments, such as Scientific American, New Scientist, Popular Science, Discover, STAO and Crucible, OAPT newsletter, the Physics Teacher. Many of these Science magazines have online editions:

New Scientist – www.newscientist.com

Scientific American – www.scientificamerican.com

Discover – www.discover.com

Activity 5.1: Special Relativity

Time: 4 hours

Description

In this activity, students develop an understanding of the basic concepts of Einstein’s Special Theory of Relativity. Students conduct thought experiments as a way of exploring abstract scientific ideas and abstract understanding of the physical world. Qualitative and quantitative analysis is included.

Strand(s) & Learning Expectations

Strand(s): Matter-Energy Interface

Learning Expectations

MEV.01 - demonstrate an understanding of the basic concepts of Einstein’s special theory of relativity and of the development of models of matter, based on classical and early quantum mechanics, that involve an interface between matter and energy;

MEV.02 - interpret data to support scientific models of matter, and conduct thought experiments as a way of exploring abstract scientific ideas;

MEV.03 - describe how the introduction of new conceptual models and theories can influence, and change scientific thought, and lead to the development of new technologies;

ME1.05 - state Einstein’s two postulates for the special theory of relativity and describe related thought experiments (e.g., describe Einstein’s thought experiments relating to the constancy of the speed of light in all inertial frames of reference, time dilation, and length contraction);

ME2.02 - conduct thought experiments as a way of developing an abstract understanding of the physical world (e.g., outline the sequence of thoughts used to predict effects arising from time dilation, length contraction, and increase of mass when an object travels at several different velocities, including those that approach the speed of light);

FM1.05 - distinguish between inertial and accelerating (non-inertial) frames of reference, and predict velocity and acceleration in a variety of situations;

SIS.06 - use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena;

SIS.07 - analyse and synthesize information for the purpose of identifying problems for inquiry, and solve the problems using a variety of problem-solving skills;

SIS.11 - express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures.

Prior Knowledge & Skills

· Students draw on the knowledge and skills gained in the Forces and Motion unit.

· Students draw on the knowledge gained in trigonometry for the derivation of the Lorentz Transformations.

Planning Notes

· Teachers should ensure that graphing calculators or computers are available; otherwise, standard-graphing techniques will suffice.

Teaching/Learning Strategies

5.1.1 Student Activity: Students are introduced to the End-of-Unit Task and the Final Assessment Tasks in Unit 6. The End-of-Unit Task requires that students prepare a written report and an oral presentation on recent examples that confirm quantum mechanics, relativity or the standard model of elementary particles.

Teacher Facilitation: A teacher-led discussion on End-of-Unit and Unit 6 – Final-Assessment Tasks will start students thinking about the knowledge or skills required for these tasks and resources available. Time should be allowed for students to ask questions.

5.1.2 Student Activity: Students participate in a jigsaw activity describing some of the early theories on how light travelled, e.g., the existence of an ether and some of the experiments used to measure the speed of light. Following this, the class discusses the Michelson-Morley experiment.

Teacher Facilitation: The teacher forms small groups using the jigsaw format. Topics can include different ways of measuring the speed of light, and measuring the presence of an ether, e.g., stellar aberration, Kennedy-Thorndike experiment, Fizeau convection experiment.

5.1.3 Student Activity: Students review and contrast inertial and non-inertial frames of reference and review relative velocities and motion.

Teacher Facilitation: The teacher describes and leads a discussion of the difference between inertial and non-inertial frames through such examples as the frames of reference between two subway trains, a tennis ball on an accelerating bus, and relative velocities of different vehicles.

5.1.4 Student Activity: Students discuss Einstein’s Special Theory of Relativity and relativity of simultaneity, and follow this by conducting thought experiments on simultaneity.

Teacher Facilitation: The teacher leads students through thought experiments on relativity and simultaneity, e.g., synchronization of clocks in different reference frames, double-sided flashlight on a train which triggers the doors, lightning bolts striking trains. There are many other thought experiments on relativity and simultaneity in books or other resources on relativity.

5.1.5 Student Activity: Students complete a thought experiment on time dilation. They brainstorm and discuss some of the consequences of Einstein’s Special Theory of Relativity such as length contraction, time dilation and mass increase:

In groups, students complete different thought experiments (twin paradox), followed by a class discussion. Students also perform sample calculations to produce a graph using a spreadsheet or a graphing calculator to determine length contraction, time dilation, and mass increase at various percentages of the speed of light and decide at what velocity these effects become apparent.

Teacher Facilitation: The teacher leads students through thought experiments on relativistic effects, e.g., moving clock experiment, time dilation. The length contraction and time dilation equations are derived. As an extension, encourage students to derive the mass increase equation independently. Students may have a misconception about matter travelling at the speed of light. Matter cannot travel at the speed of light. As matter increases its velocity, the mass increases. Matter will require an infinite amount of energy to take it to the speed of light, thus making speed of light travel impossible.

Assessment & Evaluation of Student Achievement

A quiz on changes of time, length and mass due to relativity which includes the results of thought experiments and quantitative and qualitative analysis of the relativistic equations (K/U, I).

Accommodations

· For ESL/ELD students, accommodations could be made during the group jigsaw. Suggestions include the Jigsaw group members present to the teacher.

· Use of first-language dictionaries and/or student-made glossaries should be considered.

Resources

Beyond the Mechanical Universe –Espisode 15. “Michelson-Morley experiment.” Magic Lantern. Videocassette. 1987. 30 min.

Beyond the Mechanical Universe –Espisode 16. “Lorentz Transformations.” Magic Lantern. Videocassette. 1987. 30 min.

Caltech Physics Applets – http://www.its.caltech.edu/~phys1/java.html
Special relativity as well as electric field java applets

Howstuffworks – http://www.howstuffworks.com/relativity.htm
A resource describing special relativity

Learning Alive – http://atschool.eduweb.co.uk/rmext04/92andwed/pf_quant.html
Resource explaining oddities of quantum, particle and special relativity physics.

Resnick, Robert and David Halliday. Basic Concepts in Relativity and Early Quantum Theory. Toronto: Maxwell Macmillan, 1985. ISBN 0-02-3993440-5

Activity 5.2: Early Quantum Mechanics

Time: 5 hours

Description

In this activity, students develop an understanding of models of matter, based on classical and early quantum mechanics. Students describe how the development of the quantum theory has led to scientific and technological advances that have benefitted society.

Strand(s) & Learning Expectations

Strand(s): Matter-Energy Interface

Learning Expectations

MEV.02 - interpret data to support scientific models of matter, and conduct thought experiments as a way of exploring abstract scientific ideas;

MEV.03 - describe how the introduction of new conceptual models, and theories can influence, and change scientific thought, and lead to the development of new technologies;

ME1.03 - describe the photoelectric effect in terms of the quantum energy concept, and outline the experimental evidence that supports a particle model of light;

ME1.04 - describe and explain in qualitative terms the Bohr model of the (hydrogen) atom as a synthesis of classical and early quantum mechanics;

ME2.01 - collect and interpret experimental data in support of a scientific theory (e.g., conduct an experiment, or view prepared slides, to analyse how the emission spectrum of hydrogen supports Bohr’s predicted transition states in his model of the atom);

ME3.01 - outline the historical development of scientific views and models of matter and energy, from Bohr’s model of the hydrogen atom to present-day theories of atomic structure (e.g., construct a concept map of scientific ideas that have been developed since Bohr’s model, and outline how these ideas are synthesized in the Standard Model);

ME3.02 - describe how the development of the quantum theory has lead to scientific and technological advances that have benefited society (e.g., describe the scientific principles related to, and the function of, lasers, the electron microscope, or solid state electronic components);

WA1.01 - define and explain the concepts and units related to the wave nature of light (e.g., diffraction, dispersion, wave interference, polarization, electromagnetic radiation, electromagnetic spectrum);

SIS.04 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;

SIS.06 - use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena;

SIS.12 - identify and describe science- and technology-based careers related to the subject area under study (e.g., mechanical engineer, civil engineer, medical doctor, astronomer, air-traffic controller, nuclear physicist).

Prior Knowledge & Skills

· Students draw on knowledge and skills gained through activities such as Young’s double-slit experiment in the unit, The Wave Nature of Light.

· Students draw on the knowledge and skills gained in the unit, Energy and Momentum.

Planning Notes

· Many of the concepts such as the Heisenberg uncertainty principle and the Schrödinger’s wave equation require lengthy explanations to fully understand these concepts in detail. This course is designed as an introduction to these concepts and to the terminology used to promote interest in students. Students do not need to understand these concepts in detail.

· Access to computers with simulations and/or Java applets will help in demonstrating many of the concepts in quantum mechanics.

· Access to several recent scientific magazines or scientific articles that use the concepts of quantum mechanics in technology and research will help demonstrate real life examples.

· Discuss potential topics with the library/resource centre staff so that resources may be collected and managed.

· Ensure that spectroscopes are available.

Teaching/Learning Strategies

5.2.1 Student Activity: Students participate in The Great Light Debate (Appendix 5.1 – The Great Light Debate).

Teacher Facilitation: The teacher selects students’ roles in the debate. This may be at random or with the needs of particular students in mind.

5.2.2 Student Activity: The students view a demonstration of the photoelectric effect, and discuss how light can have particle-like properties. The students analyse graphs and data, and then develop the equation hf= E_k + W.

Teacher Facilitation: The teacher needs to ensure that an electroscope and a UV light source are available to demonstrate the photoelectric effect; alternatively, the Internet has several appropriate Java applets.

5.2.3 Student Activity: Students participate in a teacher-led discussion on Compton Scattering, Pair Production and Pair Annihilation and how these experiments show particle-like properties of light.

Teacher Facilitation: The teacher can use several Java applets on the Internet that demonstrate Compton Scattering, Pair Production and Pair Annihilation. If resources are not available, overhead diagrams could be prepared in advance.

5.2.4 Student Activity: Students complete a thought experiment on the double-slit interference of electrons followed by a discussion of the wave-particle duality of matter and de Broglie’s equation, .

Teacher Facilitation: The teacher helps students recall Young’s double-slit experiment and perhaps demonstrate the experiment using a laser and a slit film plate.

5.2.5 Student Activity: Students brainstorm and discuss the problems with the classical view of the atom. They discuss the quantum view of the atom, incorporating the wave-particle duality of matter and light. Using gas discharge tubes, students view the spectrum of various elements, e.g., H and He noting the different wavelengths of the spectral lines. Students can calculate the different energies associated with each shell transition, e.g., the principle quantum number.

Teacher Facilitation: The teacher demonstrates gas discharge tubes and the use of a spectroscope. If these are not available, a simulation on the Internet may be used.

5.2.6 Student Activity: Students participate in a teacher-led lesson on the Heisenberg uncertainty principle and an explanation of the Schrödinger’s wave equation and quantum numbers.

Teacher Facilitation: The teacher can use several Java applets available on the Internet that demonstrate and graph the results of Schrödinger’s wave equation. If resources are not available, overhead diagrams could be prepared in advance.

5.2.7 Student Activity: Students complete a Jigsaw or other cooperative learning activity on applications and technologies that have evolved due to the quantum view of the atom.

Teacher Facilitation: The teacher forms small groups using the jigsaw format. Topics can include lasers, electron microscopes, solid state devices (computers), and quantum teleportation. Recent articles from various scientific magazines and journals can be used to serve as ideas for new topics. A career component could be included.

Assessment & Evaluation of Student Achievement

Prepare a knowledge quiz on particle-like properties of light (e.g., photoelectric effect, Compton Scattering, etc.), de Broglie’s equation, Heisenberg uncertainty principle and Schrödinger’s wave equation. Act. 5.2.7 can be assessed using a rubric on Making Connections. The debate rubric using all achievement categories could be used to assess the Great Light Debate (Appendix 5.1 – The Great Light Debate).

Accommodations

· Recording of magazine articles (by student or adult volunteers) onto audio tape would allow greater access for students with reading difficulties as well as for visually challenged students

· For ESL/ELD students, accommodations could be made during the group jigsaw and debate. Suggestions include: allowing the jigsaw group members to present to the teacher; allowing these students to be members of the jury during the debate.

Resources

Basics Physics and Optics – http://www.kw.igs.net/~jackord/j6.html
Schrödinger wave equation simulation along with other wave patterns

Resnick, Robert and David Halliday. Basic Concepts in Relativity and Early Quantum Theory. Toronto: Maxwell Macmillan, 1985. ISBN 0-02-3993440-5

Visual Quantum Mechanics – http://phys.educ.ksu.edu/vqm/html/doubleslit/index.html
Simulation of the interference of electrons or larger particles

Wave Particle Duality (Series of 6 × 10-minute videos). TVO, 1985.

Activity 5.3: Nuclear Physics

Time: 3.0 hours

Description

In this activity, students develop an understanding of the principal forms of nuclear decay and compare the properties of alpha particles, beta particles, and gamma rays. Students apply quantitatively the laws of conservation of mass and energy using Einstein’s mass-energy equivalence. Students compile, organize, and display data related to the nature of the atom.

Strand(s) & Learning Expectations

Strand(s): Matter-Energy Interface

Learning Expectations

MEV.03 - describe how the introduction of new conceptual models, and theories can influence, and change scientific thought, and lead to the development of new technologies;

ME1.01 - define and describe the concepts and units related to the present-day understanding of the nature of the atom and elementary particles (e.g., radioactivity, quantum theory, photoelectric effect, matter waves, mass-energy equivalence);

ME1.02 - describe the principal forms of nuclear decay and compare the properties of alpha particles, beta particles, and gamma rays in terms of mass, charge, speed, penetrating power, and ionizing ability;

ME1.06 - apply quantitatively the laws of conservation of mass and energy, using Einstein’s mass-energy equivalence;

ME2.04 - compile, organize, and display data related to the nature of the atom and elementary particles, using appropriate formats and treatments (e.g., using experimental data or simulations, determine and display the half-lives for radioactive decay of isotopes used in carbon dating or in medical treatments);

SIS.03 - demonstrate the skills required to design and carry out experiments related to the topics under study, controlling major variables and adapting or extending procedures where required (e.g., design an experiment to determine the relationship between the force applied to a spring and the extension produced);

SIS.05 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., analyse the forces acting on an object, using free-body diagrams);

SIS.06 - use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena;

SIS.09 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation (e.g., algebraic equations, vector diagrams, ray diagrams, graphs, graphing programs, spreadsheets) to communicate scientific ideas, plans, and experimental results;

SIS.11 - express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures;

Prior Knowledge & Skills

· Balancing equations and standard atomic notation, e.g., from the chemistry unit in SNC1D.

Planning Notes

· Several experiments require minimally radioactive sources. However, some school boards do not allow the use of these materials. Teachers must consult school board safety caution policies and regulations before performing these experiments. There are several suitable Java applets on the Internet if radioactive sources are not permitted or available.

· If radioactive sources are allowed in the classroom, dry ice should be ordered in advance and delivered on the same day as the Wilson Cloud Chamber demonstration/activity. Safety precautions must be reviewed prior to using radioactive sources, dry ice, lasers and UV sources before each experiment. Board policies must be consulted and observed (see STAO safety advice or consult website from the University of Toronto quoted in Resources).

· Teachers might wish to consider ordering the TVO series on nuclear physics.

· Teachers should discuss potential topics with the library/resource centre staff so that resources may be collected and managed.

Teaching/Learning Strategies

5.3.1 Student Activity: Students participate in a teacher-led lesson on the properties of the different types of radiation: alpha, beta and gamma, in terms of mass, charge, speed, penetrating power, and ionizing ability.

Teacher Facilitation: The teacher can facilitate a comparison of different types of radiation in chart form. TVO has a series of videos on the topic of nuclear physics. If radioactive sources are allowed, students can participate in a Wilson Cloud Chamber demonstration to observe different types of radiation. Dry ice will be required on the day that students make the cloud chamber.

5.3.2 Student Activity: Students plot an exponential decay graph. Using items like coins for their source of data, students spill approximately 100 pennies out of a cup. While counting, students place the heads up pennies back in the cup and discard the remainder. Repeat the process until there are no remaining pennies. From this data, students brainstorm and develop the concept of half-life. Students discuss penetrating power and half-thickness and design an experiment that would demonstrate this.

Teacher Facilitation: The teacher ensures that there are enough pennies, two-sided objects or multi-faceted objects available for this experiment. If a Geiger counter and radioactive sources are permitted, students may conduct their experiment to confirm the concept of half-thickness and penetrating power. Java applets are available on the Internet that demonstrate half-life, half-thickness, and penetrating power.

5.3.3 Student Activity: Students participate in a teacher-led lesson on binding energy, mass-energy equivalence, transmutation and the conservation of mass and energy. Given mass data on fusion/fission, students use mass-energy equivalence to calculate energy yields.

Teacher Facilitation: The teacher prepares a problem set that allows students to balance equations, apply mass-energy equivalence and calculate energy yields.

5.3.4 Student Activity: Students complete a jigsaw activity on applications of nuclear physics, technologies developed as a result of scientific knowledge, the possibility of fusion, benefits to society and career possibilities.

Teacher Facilitation: The teacher forms small groups using a jigsaw format. Topics can include carbon dating, Positron Emission Tomography (PET) scans, sterilization, or nuclear power.

Assessment & Evaluation of Student Achievement

A quiz on balancing nuclear equations and the properties of different types of nuclear radiation and radioisotopes could be used to assess Knowledge/Understanding and Inquiry. Self- and peer assessment of the group jigsaw could be used to provide feedback on students’ Communication and Knowledge/Understanding. Evaluation of the jigsaw activity by the teacher might follow. Activity 5.3.4 can be assessed using a rubric on Making Connections.

Resources

TVO series on nuclear physics

www.utoronto.ca/safety/laserptr

Activity 5.4: Particle Physics

Time: 4.0 hours

Description

This activity develops students understanding of the standard model of elementary particles in terms of the characteristic properties of quarks, leptons, and bosons. Students research and describe examples of Canadian contributions to modern physics.

Strand(s) & Learning Expectations

Strand(s): Matter-Energy Interface

Learning Expectations

MEV.02 - interpret data to support scientific models of matter, and conduct thought experiments as a way of exploring abstract scientific ideas;

ME1.07 - describe the Standard Model of elementary particles in terms of the characteristic properties of quarks, leptons, and bosons, and identify the quarks that form familiar particles such as the proton and neutron;

ME2.03 - analyse images of the trajectories of elementary particles to determine the mass-versus-charge ratio;

ME3.03 - describe examples of Canadian contributions to modern physics (e.g., contributions to science and society made by Bert Brockhouse, Werner Israel, Ian Keith Affleck, Harriet Brooks, Richard Taylor, or William George Unruh);

SIS.06 - use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena;

SIS.07 - analyse and synthesize information for the purpose of identifying problems for inquiry, and solve the problems using a variety of problem-solving skills;

Planning Notes

· Ensure that Internet access is available.

· Access to computers with simulations and/or Java applets will help in demonstrating many of the concepts in particle physics.

· Access to several recent scientific magazines or scientific articles that demonstrate the ongoing research of particle physics will be beneficial.

· Discussing potential topics with the library/resource centre staff may allow resources to be collected and managed ahead of time.

Teaching/Learning Strategies

5.4.1 Student Activity: Through simulations, students learn about the standard model of elementary particles. Students visit the Particle Adventure website. An alternate website is an Introduction to Particle Physics. If the Internet is not available, students can go through a study guide called A Tour of the Subatomic Zoo (see Resources).

Teacher Facilitation: The teacher arranges for computers to be available for the activity. If the Internet is not available, the teacher describes the standard model of elementary particles, using overhead transparencies prepared in advance.

5.4.2 Student Activity: Students visit the Fermi Labyrinth website. This website will help students learn how to analyse data and trajectories and balance equations. If the Internet is not available, students visit stations around the room and analyse data and trajectories and balance equations from teacher-prepared materials.

Teacher Facilitation: If the Fermi Labyrinth website is not available, the teacher prepares different sets of data and trajectories that students can analyse. Prepare a problem set that requires students to balance particle physics equations.

5.4.3 Student Activity: The students research and present information on Canadians who have contributed to modern physics, e.g., Bert Brockhouse, Werner Israel, Ian Keith Affleck, Harriet Brooks, Richard Taylor, and William George Unruh.

Teacher Facilitation: The teacher prepares a list of Canadian physicists and assists students in focussing their research.

Assessment & Evaluation of Student Achievement

Knowledge/Understanding and Inquiry could be evaluated using a quiz on analysing data and trajectories and balancing equations. A rubric could be used to evaluate students’ research and presentation on Canadian Physicists.

Resources

Black, Harry. Canadian Scientists and Inventors. Markham, ON: Pembroke Publishers, 1997.
ISBN 1551380811

Caltech Physics Applets – http://www.its.caltech.edu/~phys1/java.html
Special relativity as well as electric field java applets

Fermi Labyrinth – http://www-ed.fnal.gov/projects/labyrinth/games/index1.html
Games and simulations to demonstrate different concepts of quantum physics

Fritzsch, Harald. Quarks: The stuff of matter. New York: Basic Books Inc., 1983.
ISBN 0465067816 (hardcover) ISBN 0465067840 (paperback)

Howstuffworks – http://www.howstuffworks.com/relativity.htm
A resource describing special relativity

Interactive Library – http://www.edinformatics.com/il/il_physics.htm
General Java applets for physics

Learning Alive – http://atschool.eduweb.co.uk/rmext04/92andwed/pf_quant.html
Resource explaining oddities of quantum, particle and special relativity physics.

Ne’eman, Yuval and Yoram Kirsh. The Particle Hunters. New York: Cambridge University Press, 1983.
ISBN 0521301947 (hardcover) ISBN 0521317800 (paperback)

Nuclear Physics, a series of six, 10-minute videos from TVO

On-line Interactive Programs – http://phys.educ.ksu.edu/vqm/index.html
General Java applets for quantum mechanics

Particle Adventure – http://particleadventure.org/particleadventure/index.html
Activities and quizzes demonstrating sub-atomic particles

Physics Education Group – http://www.phys.ksu.edu/perg/vqm/
General Java applets for physics

Prentice Hall School – http://www.phschool.com/science/cpsurf/mechanics/1simu.html
General Java applets for physics

Rothman, Tony. Instant Physics. New York: Byron Preiss Book, 1995. ISBN 0449906973

Schwarz, Cindy. A Tour of the Subatomic Zoo. New York: American Institute of Physics, 1992.
ISBN 0883189542

Scientific American. Particles and Forces: at the heart of matter. New York: W.H. Freeman, 1990.
ISBN 0716720701

York University Introduction to Particle Physics – http://www.hep.yorku.ca/yhep/ppp.html
Simulations of particle physics

Activity 5.5: End-of-Unit Task

Time: 4 hours

Description

In this activity, students research a recent topic, technology or example and evaluate, describe and confirm quantum mechanics, relativity, or the standard model of elementary particles. Students identify the societal impact of this new technology or topic.

Strand(s) & Learning Expectations

Strand(s): Matter-Energy Interface

Learning Expectations

MEV.03 - describe how the introduction of new conceptual models, and theories can influence, and change scientific thought, and lead to the development of new technologies;

SIS.06 - use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena.

Prior Knowledge & Skills

· Research skills; ability to access and organize information.

Planning Notes

· Schedule time in the library/resource centre and access to computers/Internet ahead of time.

· Access to several recent scientific magazines or journals that have current research and technologies on modern physics is important. Teachers could keep a file of recent articles on modern physics and use it for examples or ideas of topics that students can research. Students can also contribute to this file of articles from their favourite science magazines.

· Discuss potential topics with the library/resource centre staff so that resources may be collected and managed on an on-going basis.

Teaching/Learning Strategies

5.5.1 Student Activity: Students read a recent scientific article that describes examples that confirm quantum mechanics, relativity or the standard model of elementary particles. Students present their findings orally in a brief presentation to the class and in written or other format. Time is allowed for students to ask questions for clarification from their classmates or teacher.

Teacher Facilitation: Recent articles from various scientific magazines, articles and journals can be used to serve as ideas for research projects for students. Prepare and provide a rubric for the research and presentation. (Appendix 5.2 – Use of Scientific Articles Rubric)

5.5.2 Student Activity: Written Test (Knowledge/Understanding, Inquiry)

Assessment & Evaluation of Student Achievement

Prepare a rubric or marking scheme to evaluate the written and oral presentations. Students explain how their topic confirms the theories discussed in this unit. (K/U, C, M C)

Written Test (K/U, I)

Accommodations

· Some students might be accommodated by allowing them to present their material on tape, to smaller groups or to the teacher.

· Brailled or taped articles may be useful for visually-impaired students.

Resources

Many Science and Technology magazines, e.g., Scientific American, New Scientist, Popular Science, Discover, STAO and Crucible, OAPT newsletter, the Physics Teacher as well as newspapers report on current developments.

Electronic Library – http://www.elibrary.com
A site containing a wide variety of recent newspaper and magazine articles

Appendix 5.1

The Great Light Debate

The Goal

For years scientists debated the explanation of the properties of light. One side was headed by Sir Isaac Newton and the second side by Christiaan Huygens. The ideas behind their distinct theories are located in textbooks. We will attempt to settle this dispute once and for all. What better way to do this than to have a debate that will be decided on by a jury. To this end, you will be divided into three separate groups:

Group 1 - Newton Fan Club (6 members)

Sir Isaac Newton, the cause of many of your physics woes, seemed to dabble in everything. He even had theories on how light behaved as a particle. Being great admirers of Newton, your goal is to research and defend the arguments that Newton brought forward. The topics will include rectilinear propagation, diffraction, reflection, refraction, partial reflection/refraction and dispersion. You should describe some of the reasons why a wave model could not be a good model for light. Each person in your group will speak to one of these topics.

Group 2 – Huygens Fan Club (6 members)

Christiaan Huygens went up against the mighty Newton with his own theory on how light behaved as a wave. Huygens had his own important discoveries. Some of them include finding Titan, a moon of Saturn, and discovering a better lens grinding technique. So he is no slouch. Going for the underdog, your goal is to research and defend the arguments that Huygens brought forward. The topics will include rectilinear propagation, diffraction, reflection, refraction, partial reflection/refraction and dispersion. You should describe some of the reasons why a particle model could not be a good model for light. Each person in your group will speak to one of these topics.

Group 3 - The most knowledgeable jury in the classroom… (as many people as are left)

Your goal is to read and become familiar with the arguments of both scientists to become better informed. Once the presentation of arguments and debate begins, you will be given the opportunity to ask members to clarify or restate their position. You will be required to pick a winner in each of the six categories: rectilinear propagation, diffraction, reflection, refraction, partial reflection/refraction and dispersion. You will be allowed to deliberate in order to account for your choices.

Format

Group/Topic Lottery

Research of topics (30 minutes)

Presentation of Arguments (30 minutes)

Jury Deliberation (15 minutes)

Appendix 5.1 (Continued) – Rubrics for the Great Light Debate

Part A During the Debate

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding Accuracy of description of chosen light property	- demonstrates limited understanding of light property	- demonstrates some understanding of light property	- demonstrates considerable understanding of light property	- demonstrates thorough understanding of light property
Knowledge/ Understanding Use of research information Use of examples	- infrequently uses information from research/class for explanations - uses a limited number of examples	- sometimes uses information from research/class for explanations - uses a few examples	- usually uses information from research/class for explanations - uses a variety of examples	- routinely uses information from research/class for explanations - uses a wide variety of examples
Communication Organization of material Voice and speech quality	- presents ideas with limited clarity - pacing has limited consistency throughout presentation	- presents ideas with some clarity - pacing is sometimes consistent throughout the presentation	- presents ideas with considerable clarity - pacing has considerable consistency throughout presentation	- presents ideas with a high degree of clarity - pacing has a high degree of consistency throughout the presentation

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Part B Jury Deliberation

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Inquiry Ability to analyse the evidence presented	- demonstrates limited analytical ability when examining evidence	- demonstrates some analytical ability when examining evidence	- demonstrates considerable analytical ability when examining evidence	- demonstrates insightful analytical ability when examining evidence
Knowledge/ Understanding Use of concepts	- uses few of the concepts presented to reach a logical conclusion	- uses some of the concepts presented to reach a logical conclusion	- uses most of the concepts presented to reach a logical conclusion	- uses all or almost all of the concepts presented to reach a logical, thorough conclusion

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 5.1 (Continued) – Rubrics for the Great Light Debate

Part C The Presenter/Jury Notes

Criteria	Level 1 50-59%	Level 2 60-69%	Level 3 70-79%	Level 4 80-100%
Communication Inclusion of applications in notes that demonstrate understanding	- notes show limited understanding and application of light properties	- notes show some understanding and application of light properties	- notes show considerable understanding and application of light properties	- notes show thorough understanding and application of light properties

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 5.2

Use of Scientific Articles Rubric

Categories

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/ Understanding
Accuracy of facts and terms

Understanding of content

- uses facts and terms with limited accuracy

- demonstrates limited understanding of concepts, principles, laws, and theories in the article

- uses facts and terms with moderate accuracy

- demonstrates some understanding of concepts, principles, laws, and theories in the article

- uses facts and terms with considerable accuracy

- demonstrates considerable understanding of concepts, principles, laws, and theories in the article

- uses facts and terms accurately

- demonstrates thorough understanding of concepts, principles, laws, and theories in the article

Making Connections
Transfers concepts to new contexts

Demonstrates transference to new context

Understands connection with concepts learned in class

- demonstrates limited understanding of relationships between the concepts

- transfers complex concepts to new contexts in a limited way

- demonstrates limited understanding of how the article connects with concepts learned in class

- demonstrates some understanding of relationships between the concepts

- transfers some complex concepts to new contexts

- demonstrates some understanding of how the article connects with concepts learned in class

- demonstrates considerable understanding of relationships between the concepts

- transfers complex concepts to new contexts to a considerable degree

- demonstrates considerable understanding of how the article connects with concepts learned in class

- demonstrates thorough understanding of relationships between the concepts

- transfers complex concepts to new contexts to a high degree

- demonstrates thorough understanding of how the article connects with concepts learned in class

Appendix 5.2 (Continued)

Categories

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Communication

Clean and logical organization

Effective language choice and use of scientific vocabulary

Uses visual aids

- presents few of the concepts clearly and logically

- uses language and scientific vocabulary with limited accuracy and effectiveness

- uses appropriate visual aids with limited effectiveness

- presents some of the concepts clearly and logically

- uses language and scientific vocabulary with some accuracy and effectiveness

- uses appropriate visual aids with some effectiveness

- presents most of the concepts clearly and logically

- uses language and scientific vocabulary with considerable accuracy and effectiveness

- uses appropriate visual aids with considerable effectiveness

- presents all or almost all of the concepts clearly and logically

- uses language and scientific vocabulary with a high degree of accuracy and effectiveness

- uses appropriate visual aids with a high degree of effectiveness

Making Connections
Makes connections with every day life

Shows social and economic implications

- demonstrates limited understanding of relationships between the concepts in the article and everyday life

- analyses and connects social and economic issues to the concepts in the article with limited effectiveness

- demonstrates some understanding of relationships between the concepts in the article and everyday life

- analyses and connects social and economic issues to the concepts in the article with some effectiveness

- demonstrates considerable understanding of relationships between the concepts in the article and everyday life

- analyses and connects social and economic issues to the concepts in the article with considerable effectiveness

- demonstrates thorough understanding of relationships between the concepts in the article and their everyday life

- analyses and connects social and economic issues to the concepts in the article with a high degree of effectiveness

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 5.3

Misconceptions Energy-Matter Interface

Misconception	Explanation
Matter is conserved: that is, it cannot be destroyed.	Matter and energy are interchangeable; Einstein’s E=mc² shows the relation between the two, where E is energy, m is mass, and c is the speed of light. When a particle and its antiparticle meet, they obliterate each other, with pure energy as the result.
Energy is conserved; that is, it cannot be created or destroyed.	The law of conservation of energy is certainly true to any conceivable level of our testing, but the rate required by the steady-state theory, which has since been rejected on other grounds, is below our experimental level.
We receive signals instantaneously from celestial objects.	The light, radio waves, or other radiation from celestial objects takes a long time to reach us—from 8 minutes for the Sun to 4 years for the nearest star to 2.2 million years for the Andromeda Galaxy, and billions of years for light from quasars.
All parts of the electromagnetic spectrum reach us on Earth.	There are windows of transparency in the visible and radio as well as in parts of the infrared portions of the spectrum; we have to go up in balloons or spacecraft to observe other parts of the spectrum.
All radiation is harmful.	“Radiation” includes visible light; most radiation is not harmful.
All celestial objects are brightest in visible light.	Some objects give off mainly x-rays, others mainly infrared, and so on.
The Bohr atom can explain all types of spectra.	The Bohr atom deals only with atoms that have one electron, principally the hydrogen atom. Ionized helium is explained to a lesser degree and essentially nothing else by the Bohr atom.
There are three spatial dimensions and one time dimension.	Promising and widely accepted theories of physics now have an 11-dimensional space, with 7 of the dimensions too small to see. Since the book The Cosmos went to press, suggestions have been made that one of those dimensions might actually be large enough to be detected.
All gravity pulls inward, and all mass is equivalent to positive energy (which we call just “energy”).	Energy and its equivalent mass pulling inward is balanced in the Universe by negative gravitational energy, so that the total energy of the Universe is zero.
Light slows when going through a medium, and therefore loses energy.	The light does not actually travel more slowly moving from atom to atom. An atom absorbs the light for a short time and then releases it. This absorption/release is what causes the apparent slowing.
Energy has no mass.	As far as modern physics understands it, matter appears to be a sort of concentrated form of energy.
Photons have mass.	In fact, a photon has no mass. If it did, it could not travel at the speed of light.

Appendix 5.3 (Continued)

Have students correct these possible misconceptions:

Wave Nature Of Light

Light just is and has no origin.

Light is a particle.

Light is a mixture of particles and waves.

Light waves and radio waves are not the same thing.

In refraction, the characteristics, e.g., wavelength, of light changes.

The speed of light never changes.

Rays and wave fronts are the same thing.

There is no interaction between light and matter.

The addition of all colours of light yields black.

Double-slit interference shows light wave crests and troughs.

Light exists in the crest of a wave and no light in the trough.

In refraction, the frequency (colour) of light changes.

Refraction is the bending of waves.

Wave-Particle Duality

Light is one or the other – a particle or a wave – only.

Light can be a particle at one point in time and a wave at another point in time.

Particles can’t have wave properties.

Waves can’t have particle properties.

The position of a particle can always be exactly known.

A photon is a particle with a wave inside.

Photons of higher frequency are bigger than photons of lower frequency.

All photons have the same energy.

Intensity means that the amplitude of a photon is bigger.

The Uncertainty Principle results from the limits of measuring devices.

Laser beams are always visible by themselves.

Sometimes you feel like a wave, sometimes you don’t.

Michelson-Morley Experiment

The experiment was a failure because there was a null result.

The ether exists because something must transmit light.

Relativistic effects (length contraction) provide the reason why no difference in the speed of light was observed.

Special Relativity

Velocities for light are additive as are velocities for particles.

Postulates cannot be used to develop a theory.

Only linear dimensions, mass, and time show apparent changes.

Length and time only change for one observer.

Time dilation refers to two clocks in two different frames.

Time dilation and length contractions have not yet been proven by experiments.

There exists a preferred frame of reference in the universe.

A mass moving at the speed of light becomes energy.

Mass is absolute, that is, it has the same value in all reference frames.

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