Grade 12 - Physics 30 (2014)

Science

A. Momentum and Impulse

B. Forces and Fields

C. Electromagnetic Radiation

D. Atomic Physics

Students will explain how momentum is conserved when objects interact in an isolated system.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Students will explain the behaviour of electric charges, using the laws that govern electrical interactions.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Students will describe electrical phenomena, using the electric field theory.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Students will explain how the properties of electric and magnetic fields are applied in numerous devices.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Students will explain the nature and behaviour of EMR, using the wave model.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Students will explain the photoelectric effect, using the quantum model.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Students will describe the electrical nature of the atom.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Students will describe the quantization of energy in atoms and nuclei.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Students will describe nuclear fission and fusion as powerful energy sources in nature.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Students will describe the ongoing development of models of the structure of matter.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

30-A1.1k define momentum as a vector quantity equal to the product of the mass and the velocity of an object

30-A1.2k explain, quantitatively, the concepts of impulse and change in momentum, using Newton's laws of motion

30-A1.3k explain, qualitatively, that momentum is conserved in an isolated system

30-A1.4k explain, quantitatively, that momentum is conserved in one- and two-dimensional interactions in an isolated system

30-A1.5k define, compare and contrast elastic and inelastic collisions, using quantitative examples, in terms of conservation of kinetic energy.

30-A1.1sts explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences 

30-A1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-A1.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-A1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-A1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

30-B1.1k explain electrical interactions in terms of the law of conservation of charge  

30-B1.2k explain electrical interactions in terms of the repulsion and attraction of charges

30-B1.3k compare the methods of transferring charge (conduction and induction)  

30-B1.4k explain, qualitatively, the distribution of charge on the surfaces of conductors and insulators

30-B1.5k explain, qualitatively, the principles pertinent to Coulomb's torsion balance experiment

30-B1.6k apply Coulomb's law, quantitatively, to analyze the interaction of two point charges  

30-B1.7k determine, quantitatively, the magnitude and direction of the electric force on a point charge due to two or more other point charges in a plane

30-B1.8k compare, qualitatively and quantitatively, the inverse square relationship as it is expressed by Coulomb's law and by Newton's universal law of gravitation.

30-B1.1sts explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations (NS6a)

30-B1.2sts explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery

30-B1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-B1.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information  

30-B1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-B1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results  

30-B2.1k define vector fields

30-B2.2k compare forces and fields  

30-B2.3k compare, qualitatively, gravitational potential energy and electric potential energy 

30-B2.4k define electric potential difference as a change in electric potential energy per unit of charge

30-B2.5k calculate the electric potential difference between two points in a uniform electric field

30-B2.6k explain, quantitatively, electric fields in terms of intensity (strength) and direction, relative to the source of the field and to the effect on an electric charge

30-B2.7k define electric current as the amount of charge passing a reference point per unit of time

30-B2.8k describe, quantitatively, the motion of an electric charge in a uniform electric field 

30-B2.9k explain, quantitatively, electrical interactions using the law of conservation of energy

30-B2.10k explain Millikan's oil-drop experiment and its significance relative to charge quantization.

30-B2.1sts explain that the goal of technology is to provide solutions to practical problems 

30-B2.2sts explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery 

30-B2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-B2.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-B2.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-B2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

30-B3.1k describe magnetic interactions in terms of forces and fields

30-B3.2k compare gravitational, electric and magnetic fields (caused by permanent magnets and moving charges) in terms of their sources and directions

30-B3.3k describe how the discoveries of Oersted and Faraday form the foundation of the theory relating electricity to magnetism

30-B3.4k describe, qualitatively, a moving charge as the source of a magnetic field and predict the orientation of the magnetic field from the direction of motion

30-B3.5k explain, qualitatively and quantitatively, how a uniform magnetic field affects a moving electric charge, using the relationships among charge, motion, field direction and strength, when motion and field directions are mutually perpendicular

30-B3.6k explain, quantitatively, how uniform magnetic and electric fields affect a moving electric charge, using the relationships among charge, motion, field direction and strength, when motion and field directions are mutually perpendicular

30-B3.7k describe and explain, qualitatively, the interaction between a magnetic field and a moving charge and between a magnetic field and a current-carrying conductor

30-B3.8k explain, quantitatively, the effect of an external magnetic field on a current-carrying conductor

30-B3.9k describe, qualitatively, the effects of moving a conductor in an external magnetic field, in terms of moving charges in a magnetic field.

30-B3.1sts explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations 

30-B3.2sts explain that the goal of technology is to provide solutions to practical problems and that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability 

30-B3.3sts explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery 

30-B3.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-B3.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-B3.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-B3.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

30-C1.1k describe, qualitatively, how all accelerating charges produce EMR

30-C1.2k compare and contrast the constituents of the electromagnetic spectrum on the basis of frequency and wavelength

30-C1.3k explain the propagation of EMR in terms of perpendicular electric and magnetic fields that are varying with time and travelling away from their source at the speed of light

30-C1.4k explain, qualitatively, various methods of measuring the speed of EMR

30-C1.5k calculate the speed of EMR, given data from a Michelson-type experiment

30-C1.6k describe, quantitatively, the phenomena of reflection and refraction, including total internal reflection

30-C1.7k describe, quantitatively, simple optical systems, consisting of only one component, for both lenses and curved mirrors

30-C1.8k describe, qualitatively, diffraction, interference and polarization

30-C1.9k describe, qualitatively, how the results of Young's double-slit experiment support the wave model of light

30-C1.10k solve double-slit and diffraction grating problems using, gamma =xd/nl, gamma=d sin theta/n

30-C1.11k describe, qualitatively and quantitatively,how refraction supports the wave model of EMR, using (refer to symbolic representation in Alberts Programs of study)

30-C1.12k compare and contrast the visible spectra produced by diffraction gratings and triangular prisms.

30-C1.1sts explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced or rejected

30-C1.2sts explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery 

30-C1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-C1.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-C1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-C1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

30-C2.1k define the photon as a quantum of EMR and calculate its energy

30-C2.2k classify the regions of the electromagnetic spectrum by photon energy

30-C2.3k describe the photoelectric effect in terms of the intensity and wavelength or frequency of the incident light and surface material

30-C2.4k describe, quantitatively, photoelectric emission, using concepts related to the conservation of energy

30-C2.5k describe the photoelectric effect as a phenomenon that supports the notion of the wave-particle duality of EMR

30-C2.6k explain, qualitatively and quantitatively, the Compton effect as another example of wave-particle duality, applying the laws of mechanics and of conservation of momentum and energy to photons.

30-C2.1sts explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations 

30-C2.2sts explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations 

30-C2.3sts explain that the goal of technology is to provide solutions to practical problems 

30-C2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-C2.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-C2.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions  

30-C2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results  

30-D1.1k describe matter as containing discrete positive and negative charges 

30-D1.2k explain how the discovery of cathode rays contributed to the development of atomic models

30-D1.3k explain J. J. Thomson's experiment and the significance of the results for both science and technology

30-D1.4k explain, qualitatively, the significance of the results of Rutherford's scattering experiment, in terms of scientists' understanding of the relative size and mass of the nucleus and the atom.

30-D1.1sts explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery 

30-D1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-D1.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information  

30-D1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-D1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results  

30-D2.1k explain, qualitatively, how emission of EMR by an accelerating charged particle invalidates the classical model of the atom

30-D2.2k describe that each element has a unique line spectrum

30-D2.3k explain, qualitatively, the characteristics of, and the conditions necessary to produce, continuous line-emission and line-absorption spectra

30-D2.4k explain, qualitatively, the concept of stationary states and how they explain the observed spectra of atoms and molecules

30-D2.5k calculate the energy difference between states, using the law of conservation of energy and the observed characteristics of an emitted photon

30-D2.6k explain, qualitatively, how electron diffraction provides experimental support for the de Broglie hypothesis

30-D2.7k describe, qualitatively, how the two-slit electron interference experiment shows that quantum systems, like photons and electrons, may be modelled as particles or waves, contrary to intuition.

30-D2.1sts explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations

30-D2.2sts explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery

30-D2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues  

30-D2.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-D2.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-D2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

30-D3.1k describe the nature and properties, including the biological effects, of alpha, beta and gamma radiation

30-D3.2k write nuclear equations, using isotope notation, for alpha, beta-negative and beta-positive decays, including the appropriate neutrino and antineutrino

30-D3.3k perform simple, nonlogarithmic half-life calculations

30-D3.4k use the law of conservation of charge and mass number to predict the particles emitted by a nucleus

30-D3.5k compare and contrast the characteristics of fission and fusion reactions

30-D3.6k relate, qualitatively and quantitatively, the mass defect of the nucleus to the energy released in nuclear reactions, using Einstein's concept of mass-energy equivalence.

30-D3.1sts explain that the goal of science is knowledge about the natural world 

30-D3.2sts explain that the products of technology are devices, systems and processes that meet given needs and that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability

30-D3.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-D3.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-D3.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-D3.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

30-D4.1k explain how the analysis of particle tracks contributed to the discovery and identification of the characteristics of subatomic particles

30-D4.2k explain, qualitatively, in terms of the strong nuclear force, why high-energy particle accelerators are required to study subatomic particles

30-D4.3k describe the modern model of the proton and neutron as being composed of quarks

30-D4.4k compare and contrast the up quark, the down quark, the electron and the electron neutrino, and their antiparticles, in terms of charge and energy (mass-energy)

30-D4.5k describe beta-positive () and beta-negative () decay, using first-generation elementary fermions and the principle of charge conservation (Feynman diagrams are not required).

30-D4.1sts explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations 

30-D4.2sts explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced or rejected

30-D4.3sts explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery 

30-D4.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues  

30-D4.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-D4.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-D4.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

perform an activity to demonstrate methods of charge separation and transfer

perform an experiment to demonstrate the relationships among magnitude of charge, electric force and distance between point charges 

infer, from empirical evidence, the mathematical relationship among charge, force and distance between point charges 

use free-body diagrams to describe the electrostatic forces acting on a charge 

use graphical techniques to analyze data; e.g., curve straightening (manipulating variables to obtain a straight-line graph) 

select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions

investigate the role of impulse and momentum in the design and function of rockets and thrust systems

assess the roles that conservation laws, the concepts of impulse and inertia and Newton's laws play in the design and use of injury-prevention devices in vehicles and sports

describe the limitations of applying the results from studies of isolated systems in solving a practical problem, as occurred with the early design and deployment of airbags.

design an experiment and identify and control major variables; e.g., demonstrate the conservation of linear momentum or illustrate the relationship between impulse and change in momentum

perform an experiment to demonstrate the conservation of linear momentum, using available technologies; e.g., air track, air table, motion sensors, strobe lights and photography 

collect information from various print and electronic sources to explain the use of momentum and impulse concepts; e.g., rocketry and thrust systems or the interaction between a golf club head and the ball 

analyze graphs that illustrate the relationship between force and time during a collision

analyze, quantitatively, one- and two-dimensional interactions, using given data or by manipulating objects or computer simulations 

use appropriate Système international (SI) notation, fundamental and derived units and significant digits 

use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results 

use the delta notation correctly when describing changes in quantities 

explain that the electric model of matter is fundamental to the interpretation of electrical phenomena

explain that charge separation and transfer from one object to another are fundamental electrical processes

compare and contrast the experimental designs used by Coulomb and Cavendish, in terms of the role that technology plays in advancing science.

design an experiment to examine the relationships among magnitude of charge, electric force and distance between point charges 

predict the results of an activity that demonstrates charge separation and transfer

assess how the principles of electrostatics are used to solve problems in industry and technology and to improve upon quality of life; e.g., photocopiers, electrostatic air cleaners, precipitators, antistatic clothing products, lightning rods

explain, qualitatively, how the problem of protecting sensitive components in a computer from electric fields is solved.

evaluate and select appropriate procedures and instruments for collecting data and information and for determining and plotting electric fields 

plot electric fields, using field lines, for fields induced by discrete point charges, combinations of discrete point charges (similarly and oppositely charged) and charged parallel plates 

analyze, quantitatively, the motion of an electric charge following a straight or curved path in a uniform electric field, using Newton's second law, vector addition and conservation of energy 

use accepted scientific convention and express energy in terms of electron volts, when appropriate 

use free-body diagrams to describe the forces acting on a charge in an electric field 

select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions 

discuss, qualitatively, Lenz's law in terms of conservation of energy, giving examples of situations in which Lenz's law applies

investigate the mechanism that causes atmospheric auroras

evaluate an electromagnetic technology, such as magnetic resonance imaging (MRI), positron emission tomography (PET), transformers, alternating current (AC) and direct current (DC) motors, AC and DC generators, speakers, telephones

investigate the effects of electricity and magnetism on living organisms, in terms of the limitations of scientific knowledge and technology and in terms of quality of life

describe how technological developments were influenced by the discovery of superconductivity

investigate how nanotubes can be used to construct low-resistance conductors.

design an experiment to demonstrate the effect of a uniform magnetic field on a current-carrying conductor

design an experiment to demonstrate the effect of a uniform magnetic field on a moving conductor 

design an experiment to demonstrate the effect of a uniform magnetic field on a moving electric charge 

perform an experiment to demonstrate the effect of a uniform magnetic field on a current-carrying conductor, using the appropriate apparatus effectively and safely

perform an experiment to demonstrate the effect of a uniform magnetic field on a moving conductor, using the appropriate apparatus effectively and safely

predict, using appropriate hand rules, the relative directions of motion, force and field in electromagnetic interactions 

state a conclusion, based on experimental evidence that describes the interactions of a uniform magnetic field and a moving or current-carrying conductor 

analyze, quantitatively, the motion of an electric charge following a straight or curved path in a uniform magnetic field, using Newton's second law and vector addition 

analyze, quantitatively, the motion of an electric charge following a straight path in uniform and mutually perpendicular electric and magnetic fields, using Newton's second law and vector addition 

use free-body diagrams to describe forces acting on an electric charge in electric and magnetic fields 

select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions 

use examples, such as Poisson's spot, speed of light in water, sunglasses, photography and liquid crystal diodes, to illustrate how theories evolve

describe procedures for measuring the speed of EMR

investigate the design of greenhouses, cameras, telescopes, solar collectors and fibre optics 

investigate the effects of frequency and wavelength on the growth of plants

investigate the use of interferometry techniques in the search for extrasolar planets. 

predict the conditions required for diffraction to be observed

predict the conditions required for total internal reflection to occur

design an experiment to measure the speed of light

perform experiments to demonstrate refraction at plane and uniformly curved surfaces

perform an experiment to determine the index of refraction of several different substances 

conduct an investigation to determine the focal length of a thin lens and of a curved mirror 

observe the visible spectra formed by diffraction gratings and triangular prisms 

perform an experiment to determine the wavelength of a light source in air or in a liquid, using a double-slit or a diffraction grating 

perform an experiment to verify the effects on an interference pattern due to changes in wavelength, slit separation and/or screen distance 

derive the mathematical representation of the law of refraction from experimental data 

use ray diagrams to describe an image formed by thin lenses and curved mirrors 

demonstrate the relationship among wavelength, slit separation and screen distance, using empirical data and algorithms 

determine the wavelength of EMR, using data provided from demonstrations and other sources; e.g., wavelengths of microwaves from the interference patterns of television signals or microwave ovens

select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions; e.g., draw ray diagrams 

describe how Hertz discovered the photoelectric effect while investigating electromagnetic waves

describe how Planck used energy quantization to explain blackbody radiation

investigate and report on the development of early quantum theory

identify similarities between physicists' efforts at unifying theories and holistic Aboriginal world views

analyze, in general terms, the functioning of various technological applications of photons to solve practical problems; e.g., automatic door openers, burglar alarms, light meters, smoke detectors, X-ray examination of welds, crystal structure analysis.

predict the effect, on photoelectric emissions, of changing the intensity and/or frequency of the incident radiation or material of the photocathode 

design an experiment to measure Planck's constant, using either a photovoltaic cell or a light-emitting diode (LED) 

perform an experiment to demonstrate the photoelectric effect 

measure Planck's constant, using either a photovoltaic cell or an LED 

analyze and interpret empirical data from an experiment on the photoelectric effect, using a graph that is either drawn by hand or is computer generated 

select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions 

analyze how the identification of the electron and its characteristics is an example of the interaction of science and technology

analyze the operation of cathode-ray tubes and mass spectrometers. 

identify, define and delimit questions to investigate; e.g., "What is the importance of cathode rays in the development of atomic models?"

evaluate and select appropriate procedures and instruments for collecting evidence and information, including appropriate sampling procedures; e.g., use electric and magnetic fields to determine the charge-to-mass ratio of the electron

perform an experiment, or use simulations, to determine the charge-to-mass ratio of the electron 

determine the mass of an electron and/or ion, given appropriate empirical data (AI-NS3)

derive a formula for the charge-to-mass ratio that has input variables that can be measured in an experiment using electric and magnetic fields 

select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions 

investigate and report on the use of line spectra in the study of the universe and the identification of substances

investigate how empirical evidence guided the evolution of the atomic model

investigate and report on the application of spectral or quantum concepts in the design and function of practical devices, such as street lights, advertising signs, electron microscopes and lasers. 

predict the conditions necessary to produce line-emission and line-absorption spectra 

predict the possible energy transitions in the hydrogen atom, using a labelled diagram showing energy levels 

observe line-emission and line-absorption spectra 

observe the representative line spectra of selected elements 

use library and electronic research tools to compare and contrast, qualitatively, the classical and quantum models of the atom 

identify elements represented in sample line spectra by comparing them to representative line spectra of elements 

select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions

investigate the role of nuclear reactions in the evolution of the universe (nucleosynthesis, stellar expansion and contraction)

investigate annihilation of particles and pair production

assess the risks and benefits of air travel (exposure to cosmic radiation), dental X-rays, radioisotopes used as tracers, food irradiation, use of fission or fusion as a commercial power source and nuclear and particle research

assess the potential of fission or fusion as a commercial power source to meet the rising demand for energy, with consideration for present and future generations. 

predict the penetrating characteristics of decay products 

research and report on scientists who contributed to the understanding of the structure of the nucleus

graph data from radioactive decay and estimate half-life values 

interpret common nuclear decay chains 

graph data from radioactive decay and infer an exponential relationship between measured radioactivity and elapsed time 

compare the energy released in a nuclear reaction to the energy released in a chemical reaction, on the basis of energy per unit mass of reactants 

select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions 

research and report on the development of models of matter

observe how apparent conservation law violations led to revisions of the model of the atom; i.e., an apparent failure of conservation laws required the existence of the neutrino

investigate how high-energy particle accelerators contributed to the development of the Standard Model of matter.

predict the characteristics of elementary particles, from images of their tracks in a bubble chamber, within an external magnetic field 

research, using library and electronic resources, the relationships between the fundamental particles and the interactions they undergo

analyze, qualitatively, particle tracks for subatomic particles other than protons, electrons and neutrons 

write beta positive  and beta negative  decay equations, identifying the elementary fermions involved (PR-NS4)

use hand rules to determine the nature of the charge on a particle 

use accepted scientific convention and express mass in terms of mega electron volts per c2 (MeV/c2), when appropriate 

select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions