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Holt McDougal Physics: Teacher’s Edition 2012 PDF

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Preview Holt McDougal Physics: Teacher’s Edition 2012

Teacher Edition Serway • Faughn HOLT McDOUGAL Cover Photo Credits: Bubble ©Don Farrall/Photodisc/Getty Images; luger ©Rolf Kosecki/Corbis; laser beam ©Hank Morgan/UMass Amherst/Photo Researchers, Inc.; crash test dummies ©Corbis Wire/Corbis; carnival ride ©Corbis; cyclists ©David Madison/Corbis; plasma ball ©Brand X Pictures/Getty Images Copyright © 2012 Holt McDougal, a division of Houghton Mifflin Harcourt Publishing Company. All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 South Park Center Loop, Orlando, Florida 32819. Printed in the U.S.A. ISBN 978-0-547-63632-0 1 2 3 4 5 6 7 8 9 10 XXX 20 19 18 17 16 15 14 13 12 11 4500000000 A B C D E F G If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. T2 now with PHYSICS Program Preview Updated Student & Teacher Edition Increased Student Accessibility Integrated Advanced Topics Differentiated Instruction in the Teacher Edition New 4-Step Instructional Model organizes the Teacher Edition What’s New for ©2012 Innovative Technology Animated Physics Online Assessment and Remediation STEM Features in the Student Edition Additional STEM labs Stronger Problem-Solving Support Revised Sample Problems Additional Problem-Solving Support in the Teacher Edition Online Interactive Demos T3 Physics HMDScience.com PREMIUM CONTENT (c) ©Robert Harding World Imagery/Alamy Photos Why It Matters Velocity and acceleration are involved in many aspects of everyday life, from riding a bicycle to driving a car to traveling on a high-speed train. The defnitions and equations you will study in this chapter allow you to make predictions about these aspects of motion, given certain initial conditions. Motion in One Dimension ONLINE LABS Motion Acceleration Free-Fall Acceleration Free-Fall ONLINE Physics HMDScience.com (br) ©Corbis 35 SECTION 1 Displacement and Velocity SECTION 2 Acceleration SECTION 3 Falling Objects CHAPTER 2 ©Courtesy of the New York Transit Museum, Brooklyn (bl) ©Space Frontiers/Taxi/Getty Images If an object is at rest (not moving), its position does not change with respect to a fixed frame of reference. For example, the benches on the platform of one subway station never move down the tracks to another station. In physics, any frame of reference can be chosen as long as it is used consistently. If you are consistent, you will get the same results, no matter which frame of reference you choose. But some frames of reference can make explaining things easier than other frames of reference. For example, when considering the motion of the gecko in Figure 1.2, it is useful to imagine a stick marked in centimeters placed under the gecko’s feet to define the frame of reference. The measuring stick serves as an x-axis. You can use it to identify the gecko’s initial position and its final position. Displacement As any object moves from one position to another, the length of the straight line drawn from its initial position to the object’s final position is called the displacement of the object. Displacement is a change in position. The gecko in Figure 1.2 moves from left to right along the x-axis from an initial position, xi , to a final position, xf . The gecko’s displacement is the difference between its final and initial coordinates, or xf − xi . In this case, the displacement is about 61 cm (85 cm − 24 cm). The Greek letter delta (∆) before the x denotes a change in the position of an object. Displacement ∆x = xf − xi displacement = change in position = final position − initial position Measuring Displacement A gecko moving along the x-axis from xi to xf undergoes a displacement of ∆x = xf − xi. FIGURE 1.2 Motion in One Dimension 37 Key Terms Chapter vocabulary words are highlighted at the beginning of every section. Improved Readability Increased font size, updated style, and wider paragraph spacing make reading easier. The Standard by which all Physics programs are compared Online Labs Relevant labs are referenced at the beginning of every chapter. Labs can also be accessed through the online program at HMDScience.com. Figure Titles Textbook figures now have titles for improved clarity and purpose. T4 Conceptual Challenge Position (m) Time (s) 12.0 16.0 8.0 4.0 0 6.0 8.0 4.0 2.0 0 Physics HMDScience.com PREMIUM CONTENT Image Credits: Velocity is not the same as speed. In everyday language, the terms speed and velocity are used interchange- ably. In physics, however, there is an important distinction between these two terms. As we have seen, velocity describes motion with both a direction and a numerical value (a magnitude) indicating how fast something moves. However, speed has no direction, only magnitude. An object’s average speed is equal to the distance traveled divided by the time interval for the motion. average speed = distance traveled __ time of travel Velocity can be interpreted graphically. Te velocity of an object can be determined if the object’s position is known at specifc times along its path. One way to determine this is to make a graph of the motion. Figure 1.6 represents such a graph. Notice that time is plotted on the horizontal axis and position is plotted on the vertical axis. Te object moves 4.0 m in the time interval between t = 0 s and t = 4.0 s. Likewise, the object moves an additional 4.0 m in the time interval between t = 4.0 s and t = 8.0 s. From these data, we see that the average velocity for each of these time intervals is +1.0 m/s (because vavg = ∆x/∆t = 4.0 m/4.0 s). Because the average velocity does not change, the object is moving with a constant velocity of +1.0 m/s, and its motion is represented by a straight line on the position-time graph. For any position-time graph, we can also determine the average velocity by drawing a straight line between any two points on the graph. Te slope of this line indicates the average velocity between the positions and times represented by these points. To better understand this concept, compare the equation for the slope of the line with the equation for the average velocity. Slope of a Line Average Velocity slope = rise _ run = change in vertical coordinates ____ change in horizontal coordinates vavg = ∆x _ ∆t = xf - xi _ tf - ti Book on a Table A book is moved once around the edge of a tabletop with dimensions 1.75 m × 2.25 m. If the book ends up at its initial position, what is its displacement? If it completes its motion in 23 s, what is its average velocity? What is its average speed? Travel Car A travels from New York to Miami at a speed of 25 m/s. Car B travels from New York to Chicago, also at a speed of 25 m/s. Are the velocities of the cars equal? Explain. Position-Time Graph The motion of an object moving with constant velocity will provide a straight-line graph of position versus time. The slope of this graph indicates the velocity. FIGURE 1.6 Position Versus Time of an Object at Constant Velocity Velocity Versus Speed Motion in One Dimension 41 Final Velocity After Any Displacement Sample Problem E A person pushing a stroller starts from rest, uniformly accelerating at a rate of 0.500 m/s2. What is the velocity of the stroller after it has traveled 4.75 m? ANALYZE Given: vi = 0 m/s a = 0.500 m/s2 ∆x = 4.75 m Unknown: vf = ? Diagram: – x + x Choose a coordinate system. Te most convenient one has an origin at the initial location of the stroller. Te positive direction is to the right. PLAN Choose an equation or situation: Because the initial velocity, acceleration, and displacement are known, the fnal velocity can be found by using the following equation: vf 2 = vi 2 + 2a∆x Rearrange the equation to isolate the unknown: Take the square root of both sides to isolate vf . vf = ± √ (vi )2 + 2a∆x SOLVE Substitute the values into the equation and solve: vf = ± √ (0 m/s)2 + 2(0.500 m/s2)(4.75 m) vf = +2.18 m/s CHECK YOUR WORK Te stroller’s velocity after accelerating for 4.75 m is 2.18 m/s to the right. Continued PREMIUM CONTENT SmartTutor HMDScience.com Tips and Tricks Think about the physical situation to determine whether to keep the positive or negative answer from the square root. In this case, the stroller is speeding up because it starts from rest and ends with a speed of 2.18 m/s. An object that is speeding up and has a positive acceleration must have a positive velocity, as shown in Figure 2.3. So, the final velocity must be positive. Motion in One Dimension 53 Summary SECTION 1 Displacement and Velocity KEY TERMS Displacement is a change of position in a certain direction, not the total • distance traveled. The average velocity of an object during some time interval is equal to the • displacement of the object divided by the time interval. Like displacement, velocity has both a magnitude (called speed) and a direction. The average velocity is equal to the slope of the straight line connecting the • initial and fnal points on a graph of the position of the object versus time. frame of reference displacement average velocity instantaneous velocity SECTION 2 Acceleration KEY TERMS The average acceleration of an object during a certain time interval is equal • to the change in the object’s velocity divided by the time interval. Acceleration has both magnitude and direction. The direction of the acceleration is not always the same as the direction of • the velocity. The direction of the acceleration depends on the direction of the motion and on whether the velocity is increasing or decreasing. The average acceleration is equal to the slope of the straight line • connecting the initial and fnal points on the graph of the velocity of the object versus time. The equations in • Figure 2.6 are valid whenever acceleration is constant. acceleration SECTION 3 Falling Objects KEY TERMS An object thrown or dropped in the presence of Earth’s gravity experiences a • constant acceleration directed toward the center of Earth. This acceleration is called the free-fall acceleration, or the acceleration due to gravity. Free-fall acceleration is the same for all objects, regardless of mass. • The value for free-fall acceleration on Earth’s surface used in this book • is ag = −g = −9.81 m/s2. The direction of the free-fall acceleration is considered to be negative because the object accelerates toward Earth. free fall VARIABLE SYMBOLS Quantities Units x position m meters ∆x displacement m meters y position m meters ∆y displacement m meters v velocity m/s meters per second a acceleration m/s2 meters per second2 Problem Solving See Appendix D: Equations for a summary of the equations introduced in this chapter. If you need more problem-solving practice, see Appendix I: Additional Problems. 69 Chapter Summary CHAPTER 2 Reference line r O Light bulb (a) HRW • Holt Physics PH99PE-C07-001-001-A Reference line r s Light bulb (b) HRW • Holt Physics PH99PE-C07-001-002-A O TAKE IT FURTHER Angular Kinematics A point on an object that rotates about a fixed axis undergoes circular motion around that axis. The linear quantities introduced previously cannot be used for circular motion because we are considering the rotational motion of an extended object rather than the linear motion of a particle. For this reason, circular motion is described in terms of the change in angular position. All points on a rigid rotating object, except the points on the axis, move through the same angle during any time interval. Measuring Angles with Radians Many of the equations that describe circular motion require that angles be measured in radians (rad) rather than in degrees. To see how radians are measured, consider Figure 1, which illustrates a light bulb on a rotating Ferris wheel. At t = 0, the bulb is on a fxed reference line, as shown in Figure 1(a). After a time interval ∆t, the bulb advances to a new position, as shown in Figure 1(b). In this time interval, the line from the center to the bulb (depicted with a red line in both diagrams) moved through the angle θ with respect to the reference line. Likewise, the bulb moved a distance s, measured along the circumference of the circle; s is the arc length. In general, any angle θ measured in radians is defined by the following equation: θ = arc length _ radius = s _ r Note that if the arc length, s, is equal to the length of the radius, r, the angle θ swept by r is equal to 1 rad. Because θ is the ratio of an arc length (a distance) to the length of the radius (also a distance), the units cancel and the abbreviation rad is substituted in their place. In other words, the radian is a pure number, with no dimensions. When the bulb on the Ferris wheel moves through an angle of 360° (one revolution of the wheel), the arc length s is equal to the circumference of the circle, or 2πr. Substituting this value for s into the equation above gives the corresponding angle in radians. θ = s _ r = 2πr _ r = 2π rad Circular Motion A light bulb on a rotating Ferris wheel (a) begins at a point along a reference line and (b) moves through an arc length s and therefore through the angle θ. Angular Motion Angular motion is measured in units of radians. Because there are 2π radians in a full circle, radians are often expressed as a multiple of π. FIGURE 2 FIGURE 1 Chapter 2 62 Mirror C02-EDG-001a-A (a) Passenger’s perspective C02-EDG-001b-A (b) Observer’s perspective PHYSICS ON THE EDGE Special Relativity and Time Dilation While learning about kinematics, you worked with equations that describe motion in terms of a time interval (∆t). Before Einstein developed the special theory of relativity, everyone assumed that ∆t must be the same for any observer, whether that observer is at rest or in motion with respect to the event being measured. Tis idea is often expressed by the statement that time is absolute. The Relativity of Time In 1905, Einstein challenged the assumption that time is absolute in a paper titled “Te Electrodynamics of Moving Bodies,” which contained his special theory of relativity. Te special theory of relativity applies to observers and events that are moving with constant velocity (in uniform motion) with respect to one another. One of the consequences of this theory is that ∆t does depend on the observer’s motion. Consider a passenger in a train that is moving uniformly with respect to an observer standing beside the track, as shown in Figure 1. Te passenger on the train shines a pulse of light toward a mirror directly above him and measures the amount of time it takes for the pulse to return. Because the passenger is moving along with the train, he sees the pulse of light travel directly up and then directly back down, as in Figure 1(a). Te observer beside the track, however, sees the pulse hit the mirror at an angle, as in Figure 1(b), because the train is moving with respect to the track. Tus, the distance the light travels according to the observer is greater than the distance the light travels from the perspective of the passenger. One of the postulates of Einstein’s theory of relativity, which follows from James Clerk Maxwell’s equations about light waves, is that the speed of light is the same for any observer, even when there is motion between the source of light and the observer. Light is diferent from all other phenomena in this respect. Although this postulate seems counterintuitive, it was strongly supported by an experiment performed in 1851 by Armand Fizeau. But if the speed of light is the same for both the passenger on the train and the (a) A passenger on a train sends a pulse of light towards a mirror directly above. (b) Relative to a stationary observer beside the track, the distance the light travels is greater than that measured by the passenger. FIGURE 1 Passenger’s Perspective Observer’s Perspective Measurement of Time Depends on Perspective of Observer Chapter 2 66 PHYSICS Program Preview Physics presents a balanced approach to conceptual and problem-solving instruction. Many improvements have been made to the program to make it accessible to more students. Now more Accessible than ever Improved Problem- Solving Design Textbook Sample Problems have been redesigned for increased accessibility. Prominent titles • Highlighting of unknown • variables More student-friendly • problem-solving steps Advanced Topics Advanced Topics that were previously found in the appendices have been integrated throughout the textbook. Online Content References to pertinent online content are placed at point of use throughout the textbook. Chapter Summary Even the chapter summary has been significantly redesigned to be more accessible and useful to students. Features include: Section-level summaries • Section-level key terms • Chapter variable definitions • T5 Lab Preview New and Improved Teacher Edition with New Instructional Model The enhanced Teacher Edition wrap is organized around an instructional model that includes: Focus & Motivate Plan & Prepare Teach Assess & Reteach Differentiated Instruction New differentiated instruction materials have been added to assist teachers with a wide range of student needs. Categories include: Below Level English Learners Pre-AP Inclusion Labs The Teacher Edition wrap outlines all program labs that are relevant to the chapter. These labs are all accessed online or on the Lab Generator. LABs Motion Acceleration (Probeware) Free-Fall Acceleration (Core Skills) Free-Fall Acceleration (Probeware) Free Fall (Probeware) QuIckLAB Time Interval of Free Fall DEMoNsTRATIoNs Displacement Acceleration Constant Acceleration T6 Why it Matters PHYSICS Program Preview Stronger Instructional Support Problem-solving support Teachers are provided with additional problem-solving support strategies to help students solve physics problems. Why it Matters Each chapter begins with a new Why It Matters feature that helps students connect physics subjects to key events in history or in the world around them. coNNEcTING To HIsToRy The motion of objects has challenged scientists for millennia; early Greek philosophers such as Aristotle studied kinematics in the 4th century B.C. The ancient view of the universe may seem alien to us. Aristotle believed that there were five elements: four terrestrial (earth, water, air, and fire) and one heavenly (the quintessence). The motion of the terrestrial elements was always in straight lines, but the motion of the quintessence was circular. Aristotle posited that each element had its natural place in the universe. Objects could be displaced from their natural place through violent motion, but would return to their natural space through natural motion. Throwing a rock into the air would be an example of violent motion on its way up, but natural motion would cause the rock to return to its natural place. These qualitative rules often sufficed, but scientists began to question Aristotle’s theories around 1350, when a group of philosophers began to analyze motion quantitatively. Their analyses of acceleration and average speed questioned Aristotle’s simplified notions of motion and would inform Galileo’s work. After briefly explaining this history to students, ask them to speculate about the kind of observations that may have caused scientists to question Aristotle’s ideas. How might they have analyzed this motion quantitatively in the 14th century? T7 Different Questions at Each stage of Assessment Innovative Technology and STEM Online Assessment & Remediation The enhanced assessment and remediation engine provides students the benefit of receiving prescriptive remediation and re-assessment to boost learning and determine mastery. STEM Select textbook features have been redesigned to encourage student engagement in STEM activities and thinking. In addition, new STEM labs have been added to the lab program. Animated Physics Students access physics concepts and principles in a more meaningful way with dozens of high-quality animations and simulations. 1 Assess 3 Reassess 2 Prescribe T8 Final Velocity After Any Displacement Sample Problem E A person pushing a stroller starts from rest, uniformly accelerating at a rate of 0.500 m/s2. What is the velocity of the stroller after it has traveled 4.75 m? ANALYZE Given: vi = 0 m/s a = 0.500 m/s2 ∆x = 4.75 m Unknown: vf = ? Diagram: – x + x Choose a coordinate system. The most convenient one has an origin at the initial location of the stroller. The positive direction is to the right. PLAN Choose an equation or situation: Because the initial velocity, acceleration, and displacement are known, the final velocity can be found by using the following equation: vf 2 = vi 2 + 2a∆x Rearrange the equation to isolate the unknown: Take the square root of both sides to isolate vf . vf = ± √ ����� (vi )2 + 2a∆x SOLVE Substitute the values into the equation and solve: vf = ± √ ������������� (0 m/s)2 + 2(0.500 m/s2)(4.75 m) vf = +2.18 m/s CHECK YOUR WORK The stroller’s velocity after accelerating for 4.75 m is 2.18 m/s to the right. Continued + x Tips and Tricks Think about the physical situation to determine whether to keep the positive or negative answer from the square root. In this case, the stroller is speeding up because it starts from rest and ends with a speed of 2.18 m/s. An object that is speeding up and has a positive acceleration must have a positive velocity, as shown in Figure 2.3. So, the final velocity must be positive. Motion in One Dimension 53 PHYSICS Program Preview Superior Problem-Solving Support Revised Sample Problems Major improvements have been made to the textbook sample problems to help boost student understanding. These include highlighting unknown variables, improved step references, and more. TE Problem-Solving Support The Teacher Edition includes additional problem-solving support strategies to help teachers guide students through a particular set of problems. Online Interactive Demos Students hone their problem- solving skills through two modes of interactive problem-solving demonstrations, See How It’s Done and Try It Yourself. T9 Pacing Guide Today’s physics classroom often requires a more flexible curriculum. Holt McDougal Physics can help you meet a variety of needs and challenges you and your students face in the classroom. The Pacing Guide below shows a number of ways to adapt the program to your teaching schedule. This Guide can be further adapted, allowing you to mix and match or compress the material so you can spend more time on select topics, or to allow for special projects and activities. • Basic gives more time for the foundations of physics, especially mathematical problem-solving, with less emphasis on some advanced topics introduced later in the course. • General provides the recommended course of study as indicated in the Teacher’s Edition, found in the individual chapter guides preceding each chapter. • Advanced moves quickly through foundations of physics for students who may be comfortable with the basics, to provide additional time for advanced topics. • Heavy Lab/Activity indicates ways to streamline “lecture” time to provide hands-on experience for more than a third of the blocks in the school year. (Note: Even this approach does not cover all of the labs and activities that are avail able online with Holt McDougal Physics.) Numbers indicate class periods recommended for the material within each chapter. Basic General advanced Heavy laB/ activity CHAPTER 1 The Science of Physics 10 8 6 8 Chapter Intro 1 1 0 1 Section 1.1 What Is Physics? 1 1 1 1 Section 1.2 Measurements in Experiments 3 2 2 2 Section 1.3 The Language of Physics 2 1 1 1 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 2 Motion in One Dimension 11 8 7 8 Chapter Intro 1 1 0 1 Section 2.1 Displacement and Velocity 2 1 1 1 Section 2.2 Acceleration 3 2 3 2 Section 2.3 Falling Objects 2 1 1 1 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 3 Two-Dimensional Motion and Vectors 10 9 9 9 Chapter Intro 1 1 0 1 Section 3.1 Introduction to Vectors 2 1 1 1 Section 3.2 Vector Operations 2 1 2 1 Section 3.3 Projectile Motion 2 2 2 2 Section 3.4 Relative Motion 0 1 2 1 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 4 Forces and the Laws of Motion 11 8 7 8 Chapter Intro 1 1 0 1 Section 4.1 Changes in Motion 2 1 1 1 Section 4.2 Newton’s First Law 2 1 1 1 Section 4.3 Newton’s Second and Third Laws 2 1 1 1 Section 4.4 Everyday Forces 1 1 1 1 Lab Experiment(s) 1 1 2 2 Chapter Review and Assessment 2 2 1 1 T10 Numbers indicate class periods recommended for the material within each chapter. Basic General advanced Heavy laB/ activity CHAPTER 5 Work and Energy 13 9 8 9 Chapter Intro 1 1 0 1 Section 5.1 Work 2 1 1 1 Section 5.2 Energy 3 2 2 2 Section 5.3 Conservation of Energy 2 1 2 1 Section 5.4 Power 2 1 1 1 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 6 Momentum and Collisions 9 8 8 7 Chapter Intro 1 1 0 1 Section 6.1 Momentum and Impulse 3 2 2 2 Section 6.2 Conservation of Momentum 2 1 2 1 Section 6.3 Elastic and Inelastic Collisions 0 1 2 1 Lab Experiment(s) 1 1 1 1 Chapter Review and Assessment 2 2 1 1 CHAPTER 7 Circular Motion and Gravitation 8 8 8 9 Chapter Intro 1 1 0 1 Section 7.1 Circular Motion 2 1 2 1 Section 7.2 Newton’s Law of Universal Gravitation 2 1 1 1 Section 7.3 Motion in Space 1 1 1 2 Section 7.4 Torque and Simple Machines 0 1 2 1 Lab Experiment(s) 0 1 1 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 8 Fluid Mechanics 0 6 7 5 Chapter Intro 0 1 0 1 Section 8.1 Fluids and Buoyant Force 0 1 2 1 Section 8.2 Fluid Pressure 0 1 2 1 Section 8.3 Fluids in Motion 0 1 2 1 Chapter Review and Assessment 0 2 1 1 CHAPTER 9 Heat 7 8 7 9 Chapter Intro 1 1 0 1 Section 9.1 Temperature and Thermal Equilibrium 3 2 2 2 Section 9.2 Defining Heat 1 1 1 2 Section 9.3 Changes in Temperature and Phase 0 1 2 1 Lab Experiment(s) 0 1 1 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 10 Thermodynamics 5 6 7 5 Chapter Intro 1 1 0 1 Section 10.1 Relationships Between Heat and Work 2 1 2 1 Section 10.2 The First Law of Thermodynamics 0 1 2 1 Section 10.3 The Second Law of Thermodynamics 0 1 2 1 Chapter Review and Assessment 2 2 1 1 T11 Numbers indicate class periods recommended for the material within each chapter. Basic General advanced Heavy laB/ activity CHAPTER 11 Vibrations and Waves 12 9 10 9 Chapter Intro 1 1 0 1 Section 11.1 Simple Harmonic Motion 2 1 1 1 Section 11.2 Measuring Simple Harmonic Motion 2 1 2 1 Section 11.3 Properties of Waves 3 2 3 2 Section 11.4 Wave Interactions 1 1 2 1 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 12 Sound 7 7 7 8 Chapter Intro 1 1 0 1 Section 12.1 Sound Waves 2 1 1 1 Section 12.2 Sound Intensity and Resonance 1 1 2 1 Section 12.3 Harmonics 0 1 2 2 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 13 Light and Reflection 12 9 9 10 Chapter Intro 1 1 0 1 Section 13.1 Characteristics of Light 2 1 1 1 Section 13.2 Flat Mirrors 2 1 1 1 Section 13.3 Curved Mirrors 3 2 2 3 Section 13.4 Color and Polarization 1 1 2 1 Lab Experiment(s) 1 1 2 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 14 Refraction 9 8 8 9 Chapter Intro 1 1 0 1 Section 14.1 Refraction 2 1 1 1 Section 14.2 Thin Lenses 3 2 2 3 Section 14.3 Optical Phenomena 0 1 2 1 Lab Experiment(s) 1 1 2 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 15 Interference and Diffraction 7 8 8 7 Chapter Intro 1 1 0 1 Section 15.1 Interference 1 1 2 1 Section 15.2 Diffraction 2 2 2 2 Section 15.3 Lasers 0 1 2 1 Lab Experiment(s) 1 1 1 1 Chapter Review and Assessment 2 2 1 1 CHAPTER 16 Electric Forces and Fields 8 8 7 8 Chapter Intro 1 1 0 1 Section 16.1 Electric Charge 2 1 1 1 Section 16.2 Electric Force 2 2 2 2 Section 16.3 The Electric Field 0 1 2 1 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1 T12 Numbers indicate class periods recommended for the material within each chapter. Basic General advanced Heavy laB/ activity CHAPTER 17 Electrical Energy and Current 12 9 9 9 Chapter Intro 1 1 0 1 Section 17.1 Electric Potential 2 1 2 1 Section 17.2 Capacitance 1 1 1 1 Section 17.3 Current and Resistance 3 2 3 2 Section 17.4 Electric Power 2 1 1 1 Lab Experiment(s) 1 1 1 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 18 Circuits and Circuit Elements 9 8 8 9 Chapter Intro 1 1 0 1 Section 18.1 Schematic Diagrams and Circuits 2 1 1 2 Section 18.2 Resistors in Series or in Parallel 3 2 2 2 Section 18.3 Complex Resistor Combinations 0 1 2 1 Lab Experiment(s) 1 1 2 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 19 Magnetism 9 8 8 8 Chapter Intro 1 1 0 1 Section 19.1 Magnets and Magnetic Fields 2 1 1 1 Section 19.2 Magnetism from Electricity 1 1 2 1 Section 19.3 Magnetic Force 2 2 2 2 Lab Experiment(s) 1 1 2 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 20 Electromagnetic Induction 7 9 11 9 Chapter Intro 1 1 0 1 Section 20.1 Electricity from Magnetism 2 2 2 2 Section 20.2 Generators, Motors, and Mutual Inductance 1 1 2 1 Section 20.3 AC Circuits and Transformers 0 1 2 1 Section 20.4 Electromagnetic Waves 0 1 2 1 Lab Experiment(s) 1 1 2 2 Chapter Review and Assessment 2 2 1 1 CHAPTER 21 Atomic Physics 0 7 8 6 Chapter Intro 0 1 0 1 Section 21.1 Quantization of Energy 0 1 2 1 Section 21.2 Models of the Atom 0 1 2 1 Section 21.3 Quantum Mechanics 0 1 2 1 Lab Experiment(s) 0 1 1 1 Chapter Review and Assessment 0 2 1 1 CHAPTER 22 Subatomic Physics 0 8 9 7 Chapter Intro 0 1 0 1 Section 22.1 The Nucleus 0 1 1 1 Section 22.2 Nuclear Decay 0 1 2 1 Section 22.3 Nuclear Reactions 0 1 2 1 Section 22.4 Particle Physics 0 1 2 1 Lab Experiment(s) 0 1 1 1 Chapter Review and Assessment 0 2 1 1 Total 176 176 176 176 T13 MAKING YOUR LABORATORY A SAFE PLACE TO WORK AND LEARN Concern for safety must begin before any activity in the classroom and before students enter the lab. A careful review of the facilities should be a basic part of preparation for each school term. You should investi- gate the physical environment, identify any safety risks, and inspect your work areas for compliance with safety regulations. The review of the lab should be thorough, and all safety issues must be addressed immediately. Keep a file of your review, and add to the list each year. This will allow you to continue to raise the standard of safety in your lab and classroom. Many classroom experiments, demonstrations, and other activities are classics that have been used for years. This familiarity may lead to a comfort that can obscure inherent safety concerns. Review all experi- ments, demonstrations, and activities for safety concerns before presenting them to the class. Identify and eliminate potential safety hazards. 1. Identify the Risks Before introducing any activity, demonstration, or experiment to the class, analyze it and consider what could possibly go wrong. Carefully review the list of materials to make sure they are safe. Inspect the equipment in your lab or classroom to make sure it is in good working order. Read the procedures to make sure they are safe. Record any hazards or concerns you identify. 2. Evaluate the Risks Minimize the risks you identified in the last step without sacrificing learning. Remember that no activity you perform in the lab or classroom is worth risking injury. Thus, extremely hazardous activities, or those that violate your school’s policies, must be eliminated. For activities that present smaller risks, analyze each risk carefully to determine its likelihood. If the pedagogical value of the activity does not outweigh the risks, the activity must be eliminated. 3. Select Controls to Address Risks Even low-risk activities require controls to elimi- nate or minimize the risks. Make sure that in devising controls you do not substitute an equally or more hazardous alternative. Some control methods include the following: Explicit verbal and written warnings may be • added or posted. Equipment may be rebuilt or relocated, have • parts replaced, or be replaced entirely by safer alternatives. Risky procedures may be eliminated. • Activities may be changed from student • activities to teacher demonstrations. 4. Implement and Review Selected Controls Controls do not help if they are forgotten or not enforced. The implementation and review of controls should be as systematic and thorough as the initial analysis of safety concerns in the lab and laboratory activities. SOME SAFETY RISKS AND PREVENTATIVE CONTROLS The following list describes several possible safety hazards and controls that can be implemented to resolve them. This list is not complete, but it can be used as a starting point to identify hazards in your laboratory. Safety in Your Laboratory Direct your students to the “Safety in the Physics Laboratory” pages addressed to them in the Student Edition front matter, which appear after the Table of Contents. Risk Assessment T14 IdentIfIed RIsk PReventatIve ContRol Facilities and equipment Lab tables are in disrepair, room is poorly lighted and ventilated, faucets and electrical outlets do not work or are difficult to use because of their location. Work surfaces should be level and stable. There should be adequate lighting and ventilation. Water supplies, drains, and electrical outlets should be in good working order. Any equipment in a dangerous location should not be used; it should be relocated or rendered inoperable. Wiring, plumbing, and air circulation systems do not work or do not meet current specifications. Specifications should be kept on file. Conduct a periodic review of all equipment, and document compliance. Damaged fixtures must be labeled as such and must be repaired as soon as possible. Eyewash fountains and safety showers are present, but no one knows anything about their specifications. Ensure that eyewash fountains and safety showers meet the requirements of the ANSI standard (Z358.1). Eyewash fountains are checked and cleaned once at the beginning of the school year. No records are kept of routine checks and maintenance on the safety showers and eyewash fountains. Flush eyewash fountains for 5 minutes every month to remove any bacteria or other organisms from the pipes. Test safety showers (measure flow in gallons per min.) and eyewash fountains every 6 months and keep records of the test results. Labs are conducted in multipurpose rooms, and equipment from other courses remains accessible. Only items necessary for a given activity should be available to students. All equipment should be locked away when not in use. Students are permitted to enter or work in the lab without teacher supervision. Lock all laboratory rooms whenever teacher is not present. Supervising teachers must be trained in lab safety and emergency procedures. Safety equipment and emergency procedures Fire and other emergency drills are infrequent, and no records or measurements are made of the results of the drills. Always carry out critical reviews of fire or other emergency drills. Be sure that plans include alternate routes. Don’t wait until an emergency to find the flaws in your plans. Emergency evacuation plans do not include instructions for securing the lab in the event of an evacuation during a lab activity. Plan actions in case of emergency: establish what devices should be turned off, which escape routes to use, and where to meet outside the building. Fire extinguishers are in out-of-the-way locations, not on the escape route. Place fire extinguishers near escape routes so that they will be of use during an emergency. Fire extinguishers are not maintained. Teachers are not trained to use them. Document regular maintenance of fire extinguishers. Train supervisory personnel in the proper use of extinguishers. Instruct students not to use an extinguisher but to call for a teacher. T15

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