Parent plan · Week 20 · Modern Physics — launch — Physics & Environmental Science
Parent teaching plan · 36 weeksUnits to teach or revisit
Chapter 7 · Modern Physics
- Unit 7.1 · Photons, Photoelectric Effect & Wave–Particle Models
- Unit 7.2 · Relativity, Light Speed & Model Limits
Assigned readings
Develop this chapter question: Which observations require models beyond everyday mechanics?
This week’s goals
- Explain models, objects, arrows and axes before substituting values.
- Conserve the relevant charge, momentum, matter and energy account.
- Apply independently, state limits and revise from evidence.
Read The right model depends on the evidence and the event at chapter launch and revisit it alongside this week’s linked units, figures and investigation.
Five flexible sessions, normally 50–60 minutes. Two core unit sessions are scheduled, with a third for selected demanding topics. Sample week uses a complete 90-minute paper plus about 30 minutes of corrections within two ordinary-hour equivalents.
Session 1 · Photons, Photoelectric Effect & Wave–Particle Models — build the model
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Read the chapter background and unit language. Draw a first model, study the core explanation and Parts 1–2, trace each figure and attempt the visual questions/checks. Complete a first worked case with its answer covered.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
The spatial probability pattern requires many comparable detections, while a click records one localized interaction. 2 eV. At2 eV incident energy this one-photon model predicts no emission.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 2 · Photons, Photoelectric Effect & Wave–Particle Models — apply and explain
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Study Parts 3–4 and selected source-model prompts, then attempt the whole-unit application, illustrated practice and changed independent case. Explain a correction, revise the opening model and complete the exit check.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Kmax=1.5 eV=2.403×10⁻¹⁹ J; stopping-potential magnitude=1.5 V. At fixed photon energy, increasing intensity changes available electron number rather than this maximum.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 3 · Extended calculation and transfer — Photons, Photoelectric Effect & Wave–Particle Models
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Reconstruct a worked method without looking at its answer. Then solve this changed case, show intermediate steps and units, explain a limit and compare a second method where appropriate: A material has work function 2.2 eV. Photons carry 3.7 eV. Find Kmax in eV and joules, and stopping-potential magnitude.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Kmax=1.5 eV=2.403×10⁻¹⁹ J; stopping-potential magnitude=1.5 V. At fixed photon energy, increasing intensity changes available electron number rather than this maximum.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 4 · Relativity, Light Speed & Model Limits — build the model
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Read the chapter background and unit language. Draw a first model, study the core explanation and Parts 1–2, trace each figure and attempt the visual questions/checks. Complete a first worked case with its answer covered.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
The wristwatch itself, because it is present at both tick events. 5.00 μs. The same γ multiplies the stated proper interval.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 5 · Relativity, Light Speed & Model Limits — apply and explain
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Study Parts 3–4 and selected source-model prompts, then attempt the whole-unit application, illustrated practice and changed independent case. Explain a correction, revise the opening model and complete the exit check.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
γ=1/√0.36=5/3. Lab duration=5.0 μs; length=10/(5/3)=6.0 m, with simultaneous endpoints in the lab.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Submit this week
- Labeled first/revised models and intermediate calculations.
- Assigned practice and assessed attempts with explained corrections.
- Investigation record/report when assigned, identifying supplied versus collected data.
Parent / teacher weekly conference
Use actual written work to adjust support. Do not count a copied solution as independent mastery. Extend or redistribute time where needed; home-study records do not certify supervised or mandated laboratory requirements.
- Can each relevant symbol and unit be explained?
- Does the calculation conserve the appropriate quantities?
- Can the learner solve a changed case and explain an assumption?