So we've all heard of relativity, right? What is relativity? How does it relate to light? Motion? In this episode of Crash Course Physics, Dr. Shini talks to us about perspective, observation, and how relativity is really weird.

Content Standard(s):

Science SC2015 (2015) Grade: 9-12 Physics

1 ) Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

NAEP Framework

NAEP Statement:: P12.17: The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time.

NAEP Statement:: P12.19: The motion of an object changes only when a net force is applied.

NAEP Statement:: P12.22: Gravitation is a universal attractive force that each mass exerts on any other mass. The strength of the gravitational force between two masses is proportional to the masses and inversely proportional to the square of the distance between them.

Unpacked Content

Scientific And Engineering Practices:

Planning and Carrying out Investigations

Crosscutting Concepts: Scale, Proportion, and Quantity

Disciplinary Core Idea: Motion and Stability: Forces and Interactions

Evidence Of Student Attainment:

Students:

Describe the motion of an object in terms of time, displacement, velocity, and acceleration in both one and two dimensions by analyzing a graph of that motion.

Use data obtained from observation or experimental design of an investigation to analyze and explain the motion of an object in one and two dimensions.

Use kinematic equations to solve for the displacement, velocity and acceleration of an object undergoing constant acceleration in both one and two dimensions using correct units.

Teacher Vocabulary:

model

graph

instant

interval

position

velocity

acceleration

displacement

distance

speed

average speed

average velocity

experimental design

kinematic equations

investigation

analyze

trajectory

projectile

range

slope

area under curve

intercepts

vector

scalar

coordinates

origin

magnitude

units of measure

significant figures

trigonometric functions

Knowledge:

Students know:

How to use mathematical computations to solve for the motion of an object.

How to analyze both linear and nonlinear graphs of motion.

Laboratory safety procedures.

Appropriate units of measure.

Basic trigonometric functions of sine, cosine and tangent.

How to determine area under a curve on a graph.

Skills:

Students are able to:

Manipulate kinematic equations of motion.

Interpret graphical data.

Create graphical representations of data.

Collect and organize experimental data.

Follow written and verbal instructions.

Make measurements of distance and time using standard units.

Manipulate laboratory equipment.

Work safely in collaborative lab groups.

Understanding:

Students understand that:

The motion of an object can be predicted using mathematical models and graphical models.

AMSTI Resources:

ASIM Module: Intro to Graphing; Traveling Washer in 1D; Match the Graph; Motion of a Toy Car; Constant Velocity; Comparing Linear Speed and Circular Speed; Changing Velocity; Motion of a Falling Marble; Motion on an Incline; Motion Graphs; Treasure Hunt; Journey of a Physics Student; Tractor Pull; Projectile Motion Photo Worksheet; Horizontal Launch; Range vs. Angle; Basketball Toss; Acceleration on an Incline; Coefficient of Friction; Horizontal Circular Motion; Impulse Momentum; Collisions in 2D; Rotational Motion; Moment of Inertia; Conservation of Angular Momentum; Energy Exchange; Simple Harmonic Motion

Science SC2015 (2015) Grade: 9-12 Physics

10 ) Plan and carry out investigations that evaluate the mathematical
explanations of light as related to optical systems (e.g., reflection,
refraction, diffraction, intensity, polarization, Snell's law, the inverse
square law).

Unpacked Content

Scientific And Engineering Practices:

Planning and Carrying out Investigations

Crosscutting Concepts: Cause and Effect

Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer

Evidence Of Student Attainment:

Students:

Based on evidence from investigations, students can trace the path of light refracted through a lens or reflected off a mirror and find the focal point.

Based on evidence from investigations, students determine the relationship between intensity and distance from a light source.

Experimentally demonstrate Snell's Law.

Experimentally demonstrate the mirror and lens equations.

Teacher Vocabulary:

medium

model

graph

image distance

object distance

focal point

magnification

critical angle

refraction

reflection

diffraction

interference

constructive interference

destructive interference

principal axis

center of curvature

intensity

inverse

angle of incidence

angle of reflection

angle of refraction

index of refraction

speed of light

system

velocity

polarization

minima

maxima

order

slit width

slit separation

object

image

real

virtual

inverted

erect

spherical aberration

chromatic aberration

total internal reflection

law of reflection

Snell's lLaw

prism

ray

concave

convex

plane

divergent

convergent

ray diagrams

Knowledge:

Students know:

How light interacts at boundaries of different media.

The wave properties of light.

Basic trigonometric equations.

How to do graphical analysis.

Inverse and inverse square relationships.

Types of images and how images are formed.

Appropriate units of measure.

How to identify a system.

Skills:

Students are able to:

Develop an appropriate experimental procedure.

Create a data sheet.

Collect and organize experimental data.

Follow written and verbal instructions.

Make measurements using standard units.

Effectively manipulate laboratory equipment.

Work safely in collaborative lab groups.

Manipulate equations.

Interpret graphical data.

Solve mathematical equations.

Draw a light ray diagram and identify the location of an image.

Understanding:

Students understand that:

The behavior of light is predictable mathematically allowing the development of optical devices to improve vision macroscopically and microscopically.

AMSTI Resources:

ASIM Module: This standard is related to standard 8—waves and should be a continuation of the discussion of waves. Light is discussed in earlier grades and that learning should be reinforced. This standard does not address color but color should be included when working on this standard. This standard provides examples covering an extremely wide range of optics. In this document, emphasis was placed on refraction and reflection; however, the topics of diffraction and interference should also be considered for historical and mathematical relevance. Illuminance; Plane and Curved Mirrors; Concave Mirror; Snell's Law; Convex and Concave Lenses; Convex Lens; Polarized Filters and Meter Basics