CK-12 Basic Physics - Second Edition updates CK-12 Basic Physics and is intended to be used as one small part of a multifaceted strategy to teach physics conceptually and mathematically.
Students learn the basics of the electromagnetic spectrum and how various types of electromagnetic waves are related in terms of wavelength and energy. In addition, they are introduced to the various types of waves that make up the electromagnetic spectrum including, radio waves, ultraviolet waves, visible light and infrared waves. These topics help inform students before they turn to designing solutions to an overarching engineering challenge question.
Students learn the basic properties of light the concepts of light absorption, transmission, reflection and refraction, as well as the behavior of light during interference. Lecture information briefly addresses the electromagnetic spectrum and then provides more in-depth information on visible light. With this knowledge, students better understand lasers and are better prepared to design a security system for the mummified troll.
Students are provided with an understanding of sound and light waves through a "sunken treasure" theme a continuous storyline throughout the lessons. In the first five lessons, students learn about sound, and in the rest of the lessons, they explore light concepts. To begin, students are introduced to the concepts of longitudinal and transverse waves. Then they learn about wavelength and amplitude in transverse waves. In the third lesson, students learn about sound through the introduction of frequency and how it applies to musical sounds. Next, they learn all about echolocation what it is and how engineers use it to "see" things in the dark or deep underwater. The last of the five sound lessons introduces acoustics; students learn how different materials reflect and absorb sound.
Student groups rotate through four stations to examine light energy behavior: refraction, magnification, prisms and polarization. They see how a beam of light is refracted (bent) through various transparent mediums. While learning how a magnifying glass works, students see how the orientation of an image changes with the distance of the lens from its focal point. They also discover how a prism works by refracting light and making rainbows. And, students investigate the polar nature of light using sunglasses and polarized light film.
Students are introduced to an engineering challenge in which they are given a job assignment to separate three types of apples. However, they are unable to see the color differences between the apples, and as a result, they must think as engineers to design devices that can be used to help them distinguish the apples from one another. Solving the challenge depends on an understanding of wave properties and the biology of sight. After being introduced to the challenge, students form ideas and brainstorm about what background knowledge is required to solve the challenge. A class discussion produces student ideas that can be grouped into broad subject categories: waves and wave properties, light and the electromagnetic spectrum, and the structure of the eye.
Students learn about the anatomical structure of the human eye and how humans see light, as well as some causes of color blindness. They conduct experiments as an example of research to gather information. During their investigations, they test other students' vision, gathering data and measurements about when objects appear blurry. These topics help students prepare to design solutions to an overarching engineering challenge question.
Students apply everything they have learned over the course of the associated lessons about waves, light properties, the electromagnetic spectrum, and the structure of the eye, by designing devices that can aid color blind people in distinguishing colors. Students learn about the engineering design process and develop three possible solutions to the engineering design challenge outlined in lesson 1 of this unit. They create posters to display their three design ideas and the comparisons used to select the best design. Then, students create brochures for their final design ideas, and "sell" the ideas to their "client." Through this activity, students complete the legacy cycle by "going public" with the creation of their informative posters and brochures that explain their designs, as well as color blindness and how people see color, in "client" presentations.
Students are presented with a challenge question concerning color blindness and asked to use engineering principles to design devices to help people who are color blind. Using the legacy cycle as a model, this unit is comprised of five lessons designed to teach wave properties, the electromagnetic spectrum, and the anatomy of the human eye in an interactive format that introduces engineering applications and real-world references. It culminates with an activity in which student teams apply what they have learned to design devices that can aid people with colorblindness in distinguishing colors— as evidenced by their creation of brainstorming posters, descriptive brochures and short team presentations, as if they were engineers reporting to clients. Through this unit, students become more aware of the connections between the biology of the eye and the physical science concept of light, and gain an understanding of how those scientific concepts relate to the field of engineering.
Students learn about the types of waves and how they change direction, as well as basic wave properties such as wavelength, frequency, amplitude and speed. During the presentation of lecture information on wave characteristics and properties, students take notes using a handout. Then they label wave parts on a worksheet diagram and draw their own waves with specified properties (crest, trough and wavelength). They also make observations about the waves they drew to determine which has the highest and the lowest frequency. With this knowledge, students better understand waves and are a step closer to understanding how humans see color.