I. Title of Module:

• Fly and Drive

II. Author(s):

• Eugene Ginter

III. Grade Level:

• High School 9-12

IV. Nature of The Students:

• Urban Minority

V. Purposes (Course Objectives):

To introduce students to the fundamentals of physics in a fun non-structured way.

VI. Overview: (Course Description):

This summer, three activities in physics in the Fly and Drive Program were presented. Each child built their individual rocket, solar car and kite. They were able to run their cars, fly their respective kites and fire their own rockets.

To explain the fundamental principals that power these devices, children were taught both Newtonian and Quantum Physics. The lesson on vector analysis started with a history of physics from Aristotle and the concept that to have motion, a constant force needs to be exerted to Newton. This led to the impetus theory in the Middle Ages, the geocentric theory and the development of the heliocentric theory of Copernicus, Kepler and Galileo.

The class was taught the fundamental changes brought about by Isaac Newton and his three laws. The three laws were each explained using examples and the students were instructed on the differences between scaler and vector quantities. Vector addition was explained using head to tail and parallelogram methods. Student were taught the resolution of vectors both geometrically and algebraically. Problems were done with two simultaneous vectors and culminated with solving the sum of three simultaneous vectors each in a different quadrant. Students became proficient in resolving each individual vector into its vertical and horizontal components using Pythagorean Theorem to find the resultant and the tangent of two sides to find its angle.

Students were taught that Physics is the study of mass and energy in the Universe. From E = mc²  students learned that energy can be produced from matter, the prime examples being nuclear weapons, the sun and stars.

The lesson in Quantum Mechanics started with an explanation of the component parts of waves. Students were taught Sinusoidal Waves, the period of a wave, its wave length and frequency. The equation of C= f l was taught including the fundamental speed of light. The different electromagnetic waves were explained from gamma to radio waves. The similarity of each wave was taught as well as the differences due to frequency and wavelength. Students were shown how at the dawn of the 20^th Century fundamental changes took place with Max Planck’s idea of quantum waves. This led to the formula of

Using a mechanical model of a ball in a depression where one side is a ramp, the students concluded that if enough energy were imparted to the ball, the ball would roll out of the depression and continue at a slower speed. Using the mechanical analogue students were able to develop a mathematical relationship.               

KE (final) = KE (initial) – Energy needed to climb out of the depression

From this mechanical analogue students were able to develop the photo electric equation of  KE max = hf – Wo. Using the electro volt students became proficient at solving problems dealing with photoelectric effects. This lesson concluded with discussions of the Rutherford Model, the Bohr Model and the energy levels of the electron, showing how photons are emitted from the atom as the electron jumps from a higher energy level to a lower energy level.

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Last Updated July 25, 2001 by Roz Krakowsky
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