ewd pilot unit physics summary · pdf filepage 1 of 22 unit descriptor program title: author:...

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Unit Descriptor

Program Title: Author: Unit Title:

European Waldorf Diploma Wilfried Sommer, Communication with Thilo Koch on 30th April 2012 Acoustics and Communications-Technology

Unit Code: Level: Credit Points Version: Unit Review date:

n/a 2 2 1.1 n/a

1. Description of Unit

Using an example of a simple telephone circuit, pupils should become aquatinted with the basics of analogue signal transmission and be able to compare and contrast it with digital signal transmission.

2. Summary of learning outcomes

To know how a microphone and a speaker function. To understand how current and voltage relate during analogue signal transmission. To understand the digitalising of an analogue signal. To be able to apply serial digital transmission to given examples.

3. Delivery guidance/Possible learning pathways If the physics main lesson is time constrained, it’s possible to teach only points 1. and 2. of learning outcomes, or alternatively break off after point 3. The Credit Points would then have to be recalculated accordingly.

4. Assessment guidance

5. Learning resources

Specially developed resources can be obtained at the “Lehrmittelabteilung” of the “Pädagogische Forschungsstelle” in Kassel, Germany.

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6. Reading lists and other media to support the learning Alphabetical list of mandatory (M) and optional (O) reading

Surname Initials Edited Year Publication Title

City Publisher M/O

8. Unit

Unit title Elektroakustik und Kommunikationstechnik

Unit code n/a

Unit level 2

Credit points 2

Guided learning hours 20

Independent learning hours 6

Unit aim [abstract]

Unit review date (max 3 years) n/a

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Learning Outcomes No. Assessment Criteria Further Information Comments Tutor Feed-back (Date)

Tracking Portfolio Page No.

1. To know how a microphone and speaker function.

1.1 P/M/D: Label diagrams.

1.2 P/M/D: Describe the construction and function.

1.3 M/D: Interpret graphs of analogue signals and relate these to their expression in microphone and speaker.

1.4 D: Discuss complex details e.g. of an acoustical coupling “short circuit“.

2. Understand how current and voltage relate during signal transmission, for example in a telephone.

2.1 P/M/D: Identify current variability resulting from resistance variability of individual circuit components

Suitable for introducing the topic here is the microphone and speaker series connection.

2.2 M/D: Recognise a series circuit within a general circuit and qualitatively differentiate between the voltage losses over different circuit components.

Constructing simple series circuits using lamps could introduce the topic. Then the telephone circuit in comparison. No calculations necessary.

3. Understand the process of digitalising analogue signals.

3.1 P/M/D: Read a graph of an analogue signal and enter the values in a table and vice versa.

Suitable photocopyable resources for group and partner work are available. Obtainable at: see above.

3.2 M/D: Explain the effect of digitalizing on signal shape.

A CD with different sound examples is available. Obtainable at: see above

3.3 D: Discuss the function of a Qualitative discussion of

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digital-analogue converter. voltage drop over components in a series circuit is compulsory.

4. Apply series digital data transmission to given examples.

4.1 P/M/D: Graphically illustrate a signal using a given transmission unit.

The ISDN telephone or a teaching resource for digital data transmission, (a simplified demonstration fax) have proved helpful. Obtainable at: see above.

4.2 M/D: Discuss refined technical details, for example of time-division multiplexing.

4.3

5. 5.1

5.2

5.3

Submitted by CI PDD Manager

Received by CI QAD Manager

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Unit Descriptor


European Waldorf Diploma Wilfried Sommer, Communication with Thilo Koch on 30th April 2012 A Basic Course in Steam Engines and Internal Combustion Motors


n/a 2 2 1.1 n/a


Elementary concepts e.g. latent heat and the pressure/temperature interdependence at the phase interface and the volume change accompanying the phase change are developed using the example of the water/steam phase transition. The steam engine as a technical application combines these various aspects; the internal combustion engine, and if applicable the jet engine, create the connection to our mobile society.


To know how pressure and temperature affect the water/steam phase transition. To be able to discuss the water/steam phase transition and relate it to a steam engine and to a second chosen example; when appropriate to a geyser. To understand how combustion motors and time permitting, jet engines work.

3. Delivery guidance/Possible learning pathways

Given a reduced time main lesson, it’s possible to deal with only points 1. and 2. Of “Learning outcomes“. The “Credit Points“ then have to be calculated accordingly.


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Specially developed teachers resources which are obtainable at the “Lehrmittelabteilung der Pädagogischen Forschungsstelle” Kassel are available.



City Publisher M/O

8. Unit

Unit title A basic course in steam engines and internal combustion motors.

Unit code n/a

Unit level 2

Credit points 2



Unit aim [abstract]

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1. To know how pressure and temperature affect the water/steam phase transition.

1.1 P/M/D: Describe which processes take place during boiling.

1.2 P/M/D: Using examples, discuss the creation of a vacuum resulting from the volume reduction during condensation.

Suitable experiments in which the air pressure moves water into a large evacuated flask are particularly helpful.

1.3 M/D: Discuss the influence of pressure on the boiling point and discuss latent heat using experiments to illustrate this.

Illustrate vapour pressure using appropriate examples.

2. To be able to discuss the water/steam phase transition and relate this to a steam engine.

2.1 P/M/D: Describe the construction and function of Newcomb’s Steam Engine.

A steam powered jack is available as a teaching resource. Obtainable at: see above.

3. To understand how an internal combustion engine works and time permitting, a jet engine.

3.1 P/M/D: Discuss the steps of the Carnot cycle of an internal combustion engine/jet engine.

The four steps take place sequentially in the combustion engine, contemporaneously in a jet engine.

3.2 M/D: Illustrate the integration of the combustion engine in an automobile.

The purpose of the clutch, multiple cylinder motors, carburettor and related to

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that, fuel injection. 4. 4.1

4.2

4.3

5. 5.1

5.2

5.3



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Unit Descriptor


European Waldorf Diploma Wilfried Sommer, Communication with Thilo Koch on 30th April 2012 Mechanics: Statics – Kinematics – Dynamics


n/a 2 4 1.1 n/a


The concept of force as a geometrical structure is introduced using elementary statics problems. After teaching kinematics and in particular, free fall as constant acceleration motion, dynamics with force, acceleration and their relationship as expressed in Newton’s second law are considered and gravity discussed.

2. Summary of learning outcomes An understanding of the vector representation of forces. To be able to solve written maths problems by constructing and calculating the result of a minimum of three balanced forces. To be able to solve one-dimensional-motion, constant velocity or acceleration problems. To understand a curved path trajectory (parabola) as the sum of a constant velocity and a constant acceleration motion. A basic understanding of Newton’s Second Law.


In a time constrained main lesson it’s possible to drop point 4.2 and 5.3 of “Learning outcomes” as well as varying the difficulty and depth of written problems. The “Credit Points” would then have to be recalculated accordingly.


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n/a 6. Reading lists and other media to support the learning Alphabetical list of mandatory (M) and optional (O) reading


City Publisher M/O

8. Unit

Unit title Mechanics: Statics – Kinematics – Dynamics

Unit code n/a

Unit level 2

Credit points 4



Unit aim [abstract]

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1. To understand the vector representation of force.

1.1 P/M/D: Relate layout and force diagrams to each other.

1.2 P/M/D: Discuss action/reaction as the balance of two forces.

2. To be able to solve written problems involving a minimum of three forces in balance by using vector representation as well as numerically.

2.1 P/M/D: Solve elementary written problems by translating them into layout and force diagrams and construct and calculate an unknown force.

If understanding of trigonometry is lacking, the geometry and calculations can be limited to right angled and isosceles triangles.

2.2 M/D: Find the resulting force.

2.3 D: Construct and apply the resolution of a vector into its components.

3. To be able to solve one-dimensional-motion with constant velocity or acceleration problems.

3.1 P/M/D: Differentiate between physical quantities, symbols and units.

3.2 P/M/D: Calculate quantities by solving written problems.

3.3 M/D: Verbally formulate the free fall as a kinematic event and relate this to the resulting equations of motion for acceleration.

Verbally: “The distances covered in consecutive intervals are proportional to the odd numbers”.

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4. To understand curved path motion (a parabola) as the sum of constant velocity and constant acceleration.

4.1 P/M/D: Construct a graph for a horizontally projected body.

Gravity is initially just described as acceleration and not related back to the force of gravity. See R. Steiner’s Curriculum.

4.2 M/D: Compare the trajectories of a horizontally and non-horizontally projected body.

5. Be able to see the effect of Newton’s second law in various applications.

5.1 P/M/D: Discuss Newton’s Second Law and relate it to every day examples.

5.2 M/D: Solve elementary written problems.

5.3 D: Relate weight and gravitational acceleration to Newton’s Second Law.

Progress from amF ⋅= to

gmG ⋅= and introduce

gravity as a quantity which is then assigned to gravitational acceleration.



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Unit Descriptor


European Waldorf Diploma Wilfried Sommer, Communication with Thilo Koch on 30th April 2012 Electromagnetic Fields and Waves


n/a 3 4 1.1 n/a


The concept of a field builds the core of the Electrostatics and Electrodynamics program. In Electrostatics, the charge is introduced as a conservation or equation balancing quantity. Point charges represent the “anchorage” or source of the electric field. The collapse of the field then results in the neutralisation of equal quantities of positive and negative charges. Field modification always accompanies charge transfer. Added to that; the magnetic field’s relation to current. In electromagnetic oscillations the fields appear unified and interrelated.


To be able to describe the relationship between the electric field and the charge for various circuits, based on the existence of a field. To understand current as field collapse and as charge transfer. To be able to describe the interrelation between current and magnetic field in simple and coupled circuits. To be able to explain the generation of damped and, using feed-back, non-damped electromagnetic oscillations.


In a time constrained main lesson it’s possible to teach only points 1 to 3 of “Learning outcomes”. The “Credit Points” would then have to be recalculated accordingly.



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As an alternative to the Van de Graaff generator, a specially developed electrostatic generator (following Guericke) is available from the Lehrmittelabteilung der Pädagogischen Forschungsstelle in Kassel.



City Publisher M/O

8. Unit

Unit title Electromagnetic fields and waves

Unit code n/a

Unit level 3

Credit points 4



Unit aim [abstract]

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1. To be able to describe the interrelation between electric field and charge for various circuits by proceeding from the existence of the field.

1.1 P/M/D: Draw the field lines for a given conductor form.

1.2 P/M/D: Given a conductor and field form, be able to deduce statements about charge density and potential difference.

The potential difference is between two conductors, the charge density and field strength very according to form.

1.3 M/D: Contrast influence in pictures of flux with those of charge.

Polarisation as a main phenomenon. This correlates to the distribution of charge. Charge doesn’t have to be thought of as a physical constituent of the conductor.

1.4 D: Deduce the changes in the capacitance, potential difference and electric field resulting from changes in the form of the conductor.

2. To understand electric current as field collapse and as charge transfer.

2.1 P/M/D: Describe and calculate current as charge transfer.

Amperian current model.

2.2 P/M/D: Describe current as field collapse in a conductor.

The thinnest part of the wire dictates the rate of field collapse.

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2.3 M/D: Contrast field collapse and charge transfer.

3. To be able to describe the interrelation between current and magnetic field in simple and coupled circuits.

3.1 P/M/D: State the magnetic field form of a circuit and the results of the application of Lorentz’s law.

3.2 P/M/D: Apply Lenz’s law and the induction concept.

3.3 M/D: Explain self-induction and the inductance of a coil and apply these concepts to various experiments.

4. To be able to explain damped electromagnetic oscillations and the function of feedback.

4.1 P/M/D: Describe field changes in an LC circuit.

4.2 M/D: Show how the damping losses are recompensated by feedback.

4.3 D: Present the development from feedback to amplitude modulation by comparing circuits.

4.4 D: Describe the interrelation between radio transmitter and receiver.

5. 5.1

5.2

5.3



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Unit Descriptor


European Waldorf Diploma Wilfried Sommer, Communication with Thilo Koch on 30th April 2012 Phenomenological Optics and Understanding the Physical


n/a 3 4 1.1 n/a


An attempt to come to an understanding of physical phenomena can take different parts. Using examples from photometry and the study of shadows, the mirror and refraction at an interface, different approaches are considered and discussed. Together with a discussion of scientific methodology as applied to refraction, the aforesaid ushers in a critical approach to epistemology including the basics of Quantum Theory.

2. Summary of learning outcomes To be able to contrast the physical and epistemological implications for photometry and the creation of shadows using the concept of the optical path as opposed to the ray model of light. To be able to compare different explanations of reflection in a mirror. To attain to an overview of refraction as an interrelation between locus and direction. To be able to compare and contrast the optical path and wave model with respect to diffraction when using a grating. To be able to discuss the basics of Quantum Theory as a holistic problem in reference to a “which trajectory” experiment.

3. Delivery guidance/Possible learning pathways In a time constrained main lesson it’s possible to teach only points 1 to 3 of “Learning outcomes”. The “Credit Points” would then have to be recalculated accordingly. Added to that; it’s conceivable that colour theory, as an alternative to points 4 and 5 presented here could follow on from point 3.


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Specially developed teaching resources are available from the Lehrmittelabteilung der Pädagogischen Forschungsstelle in Kassel. 6. Reading lists and other media to support the learning Alphabetical list of mandatory (M) and optional (O) reading


City Publisher M/O

8. Unit

Unit title Phenomenological Optics and Understanding the Physical.

Unit code n/a

Unit level 3

Credit points 4



Unit aim [abstract]

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1. To be able to compare and contrast the physical and epistemological implications of the optical path concept and the ray theory of light in photometry and shadows.

1.1 P/M/D: Discuss the contrasting physical and epistemological implications of the optical path concept and the ray model of light.

The optical path concept can be introduced using the visual path and discerned to be a geometrically ordering aspect.

1.2 P/M/D: Explain basic photometry/shadow experiments basing the explanation on the optical path concept and also on the ray model.

1.3 M/D: Correlate perspective and parallactic effects as tools of phenomenological optics with the concept of the optical path.

2. To be able to contrast different explanations of reflection at a mirror surface.

2.1 P/M/D: Illustrate the main ideas of the laws of reflection, the mirror-space concept and Fermat’s law.

2.2 M/D: Compare the laws of reflection relating to the virtual image of a plane mirror using the mirror-space concept.

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2.3 D: Apply Fermat’s law to calculations relating to a plane mirror.

Fermat’s law can be dealt with using differentiation.

3. To gain an overview of refraction as an interrelation between locus and direction.

3.1 P/M/D: Competently solve numerical problems relating to refraction as a locus and direction interrelation.

Show the equivalence of

s

tn = (t: Tactual path, s:

Visual path) and β

α

sin

sin=n

3.2 P/M/D: Explain lens images using the concept of phenomenologically ordered image modifications and using the ray model of light.

Image modification: An observer looking through a convex lens at an image at object distance sees the image increasingly enlarged until it completely blurs when the observer is at the image distance. A point of the image of the object is then enlarged to the extent that it fills the whole lens.

3.3 D: To be able to relate both paths in 3.2 to each other and compare them.

4. To be able to compare and contrast the optical path concept with the wave model as applied to diffraction at a grating or a slit.

4.1 P/M/D: To set qualitative experiments on diffraction in the context of elementary spectroscopy.

When, during a qualitative experiment, a distant small lamp is looked at through a fine regular structure, e.g. a grating, the observer sees regularly ordered multiple images of the lamp. This corresponds to the elementary spectroscopic effect, where a grating is illuminated from a particular direction (lamp in the left

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hand focal point of the first lens to the left of the grating) and where a screen is then positioned in the right hand focal plane of the second lens to the right of the grating, thus producing the different orders of the diffraction image.

4.2 P/M/D: Explain the correspondence of the base length in the optical path concept to wave length.

The grating (slit) is illuminated from a particular direction. Various illumination directions then appear behind the grating. They can be described using the equation for right angled triangles. The opposite sides of triangle’s elevation angle αn are whole number multiples of a base length. These can be identified in the wave model as the wave length.

4.3 M/D: Solve numerical spectroscopy problems.

Apply the formulas

f

dn

n =αtan and

g

nn

λα

⋅=sin .

5. To be able to present basic quantum theory results using a

5.1 P/M/D: Describe the experimental form and results of a “which-trajectory” experiment.

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“which-trajectory” experiment as a holistic problem.

5.2 P/M/D: Describe the limits of thinking in terms of physical objects resulting from “which-trajectory” experiments.

5.3 M/D: Expound on and order holistic aspects of the Quantum Theory.



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