Major Understanding



ROCHESTER CITY SCHOOL DISTRICT

REGENTS PHYSICS

CURRICULUM

CURRICULUM FRAMEWORK

This curriculum should be used as a lesson planning guide/instructional design for teachers.

The Key Ideas

The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.

The Performance Objectives

The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.

The Major Understanding

The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.

Suggested Assessments

These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.

Vocabulary

The essential vocabulary were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.

The Suggested Activities

The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.

The Conceptual Question

The conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.

SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING

Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.

Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.

Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.

Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.

Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.

Presenting Results — using a variety of media to present the solution and to communicate the results.

SCIENCE PROCESSING SKILLS

Observing

• Using one or more of your senses to gather information about objects or events

• Seeing, hearing ,touching, smelling, or tasting or combinations of these

• Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.

• Scientific observations are always recorded

• Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.

Classifying

• Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems.

• Based on an identification process objects or events can be grouped according to similarities and differences

• Objects or events are placed into categories based on their identifiable characteristics or attributes.

• Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information

Comparing and Contrasting

• Identifying observable or measurable similarities and differences between two or more objects, data, events or systems

• Using specific criteria to establish similarities and /or differences between two or more objects or events.

• Showing what is common and what is uncommon between two objects, events, conditions, data, etc.

Inferring

• A statement, reasonable judgment or explanation based on an observation or set of observations

• Drawing a conclusion based on past experiences and observations

• Inferences are influenced by past experiences

• Inferences often lead to predictions

• Taking previous knowledge and linking it to an observation

• An untested explanation

Predicting

• Making a forecast of future events or conditions expected to exist

• Forecasting an expected result based on past observations, patterns, trends, data, or evidence

• Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted

• Using an inference to tell what will happen in the future

• Interpolated prediction is made between two known data points

• Extrapolated prediction is made outside or beyond known data points

Measuring

• Making direct and indirect comparisons to a standard unit

• Each measurement has a number and a unit

• Making quantitative observations or comparisons to conventional or non-conventional standards

• Instruments may be used to make reliable, precise, and accurate measurements

Communicating

• Verbal, graphic or written exchange of information

• Describing observations, procedures, results or methods

• Sharing information or observations with charts, graphs, diagrams, etc.

Hypothesizing

• Making a possible explanation based on previous knowledge and observations

• Making an “educated” guess

• Proposing a solution to a problem based on some pertinent information on the problem

• Constructing an explanation based on knowledge of the condition

• Tells how one variable will affect the other variable

• A logical explanation that can be tested

• Identifying variables and their relationship(s)

• Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)

Testing a Hypothesis/ Experimenting

• Following a procedure to gather evidence to support or reject the hypothesis

• Applying the scientific method to gather supportive or non-supportive evidence

• Testing variables and drawing conclusions based on the results

• Designing investigations to test hypotheses

• Testing how one variable affects the other

• Following a precise method to test a hypothesis

• Forming conclusions based on information collected

• Controlling variables to isolate how one will affect the other.

• Answering a research question

Making Models

• Creating representations of objects, ideas or events to demonstrate how something looks or works

• Models may be physical or mental representations

• Models can be computer generated

• Displaying information, using multi-sensory representations

Constructing Graphs

• Identifying dependent and independent variables and showing relationships

• Showing comparisons between two or more , objects or events

• Distribution of percentages

• Producing a visual representative of data that shows relationships, comparisons or distribution

• Labeling and scaling the axis

• Descriptive data – bar graph

• Continuous data – line graph

• Converting discreet data into pictures

Collecting and Organizing Data

• Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems

• Categorizing and tabulating the information to illustrate patterns or trends

• Recording measurements, male drawings, diagrams, lists or descriptions

• Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.

• Sorting, organizing and presenting information to better display the results

• Using titles, tables, and units for columns

Analyzing and Interpreting Data

• Looking for patterns, trends or relationships in the arrangement of data

• Deciding what the collection of information means

• Looking at pieces of data to understand the whole

• Looking at the independent and dependent variables and their relationship

• Looking for consistency and discrepancies in the data

• Making sense of the observations, data, etc.

Forming Conclusions

• Making final statements based on the interpretation of data

• Making a decision or generalization based on evidence supported by the data

• Telling whether the data supports the hypothesis or not

• A factual summary of the data

Researching Information

• Asking questions and looking for relevant information to answer it

• Using various methods and sources to find information

• Identifying variables and asking questions about it followed by gathering relevant information.

• Research questions may focus on one variable or the relationship between two variables.

• Asking relevant questions to a specific problem and identify resources to gather information and answer the problem

Formulating Questions

• Asking the who, what, where, when, why, how, what if, of the problem, information, or even

• Using the given information to search for further understanding

• Asking textually explicit questions that can be answered by the text.

• Asking textually implicit questions that are inferential and cannot be answered by the text alone

Estimating

• Making a judgment about the size or number of an item, or attribute without actually measuring it

• Making a judgment based on past experiences or familiarity

Identifying Variables

• Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships

• Showing the cause and effect relationship in respect to the variables

• Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.

• There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant).

Controlling Variables

• Keeping variables consistent or constant throughout and experiment

• Controlling the effect or factors that influence the investigation

Forming Operational Definitions

• Tell how an object, item, idea, or model functions works or behaves

• Tells the purpose or the use of the object or model

• Tells what the term means and how to recognize it

Reading Scales and Instruments

• Identifying the intervals and scales

• Reading or counting the total number of scales , graduations or points

• Identifying initial and final measurements, counts or increments

Calibrating Instruments

• Setting the instrument to zero before beginning to use it

• Adjusting the instrument to measure exact with known copies

• Setting the instrument measures to a known standard

Following Procedures

• Following a given set of oral or written directions to accomplish a specific task to obtain desired results

Applying Formulas

• Using theoretical formulas to a concrete or abstract situation

• Applying a theoretical measurement to a model

• Gathering information from a known condition or situation and substituting the elements or variables into a formula.

Interpreting Scientific Illustrations

• Looking for connections, sequences and relationships amongst the components

• Identifying individual and multiple relationships

• Categorizing groups and individual entities

• Reading the label or description of the illustration

Sequencing

• Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria

• Identifying the elements and organizing them chronologically

Conduct an Investigation

• Identify the question or problem

• Conduct some preliminary research

• Identify the variables

• Develop and follow the procedures

• Make observations and collect data

• Analyze the information and report the results

Identifying Properties

• Selecting items, conditions or events based on specific attributes or features

Evaluating

• Making a judgment of worth or merit based on a set of criteria

• Deciding to approve or disapprove a based on some standard

• Asking how the data was obtained or how the information was collected

• Asking how the investigation was done

Seeking and Providing Evidence

• Searching for and sharing factual information

• Identifying relationships or proofs that support an argument

• Stating specific and significant or relevant information to support an idea, decision or argument

Making Decisions

• Gathering relevant information, or evidence to support a choice between alternatives

Manipulating Materials

• Handling materials and equipment in a safe, skillfully and in an appropriate manner

Generalizing

• Making a general statements from specifics, particulars, or components

Identifying Cause and Effect Relationships

• Recognizing the influence of the independent variable on the dependent variable

• Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome

Constructing Tables

• Placing similar information into categories

• Ordering discrete information into groups to develop patterns, trends, etc

• Using columns and rows to distinguish elements and components of the information

Analyzing Results

• Determine the meaning of the data collected

• Identifying specific patterns from the information or effects

• Separating the information to understand the components

Interpreting Graphs

• Identify the variables and categories

• Look for relationships and patterns

• Look for sources of errors

• Asking what is evident from the information

• Can interpolations and extrapolations be made from the data

Interpreting Diagrams

• Tell what the objects, or items represents

• Tell what the diagram is a model of, or represents

• Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes

• Tell the sequence of events or the chronology of the elements

• Construct an explanation from the interrelated parts or components

TOPIC 1

MECHANICS

STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.1 Measured quantities can be classified as either vector or scalar.|Classify measured quantities as either a vector or scalar value. |Distinguish between vector and scalar values (measurements). |

| | |Conduct vector measurement and analysis to determine values. |

| | |Conduct scalar measurements and analysis to determine values. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

|Scalar quantities |Conduct measurements to determine their scalar or vector values. |What is the difference between a scalar and a vector value? |

|Distance Power |Using a detailed map of a city that shows the city blocks, determine | |

|Speed Mass |the distance and displacement between two points. | |

|Energy Charge | | |

|Time | | |

|Vector Quantities | | |

|Displacement Weight | | |

|Velocity Momentum | | |

|Acceleration Torque | | |

|Force | | |

|Magnitude | | |

|S.I. Unit | | |

|Meter | | |

STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.2 An object in linear motion may travel with a constant velocity* |Determine the velocity and acceleration values of various objects. |Calculate the velocity of various objects. |

|or with acceleration*. (Note: Testing of acceleration will be |Construct and interpret graphs of position, velocity, or acceleration |Calculate the acceleration of various objects in motion. |

|limited to cases in which acceleration is constant.) |versus time. |Distinguish between acceleration and deceleration graphically. |

| |Determine and interpret slopes and areas of motion graphs. |Demonstrate the relationship between acceleration and velocity. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

|Average speed |Differentiate between velocity and acceleration. |How is velocity related to acceleration? |

|Instantaneous speed |Practice velocity and acceleration calculations. |What would the motion of an object be if the acceleration was |

|Ticker tape timer |Prepare and interpret v vs. t (uniform and accelerated motion), v vs. |equal to 0? |

|X-Axis |t, and a vs. t (no acceleration, constant acceleration, constant rate) | |

|Y-Axis |graphs. | |

|Position vs. Time Graph (p-t) | | |

|uniform motion | | |

|accelerated motion | | |

|Velocity vs. Time Graph (a-t) | | |

|no acceleration | | |

|constant acceleration | | |

|constant rate | | |

|Slope | | |

|Area | | |

STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.3 An object in free fall accelerates due to the force of gravity*. |Construct and interpret graphs of velocity and acceleration versus |Calculate the acceleration of falling objects. |

|Friction and other forces cause the actual motion of a falling object|time. |Identify and explain the effects of friction on falling objects. |

|to deviate from its theoretical motion. (Note: Initial velocities |Determine and interpret slopes and areas of motion graphs. |Explain why two objects that are dropped from the same height do |

|of objects in free fall may be in any direction.) |Determine the acceleration due to gravity near the surface of Earth. |not always reach the floor at the same time, velocity. |

| | |Graph the velocity vs. time of an object that starts at rest and |

| | |falls for five seconds before reaching the floor. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Lab: Using a golf ball, stop watch and tape measure; calculate the |How does friction affect the force of gravity? |

|Gravity |acceleration of the golf ball. Next, use a ping pong ball and |If all objects accelerate toward the Earth at the same rate |

|Acceleration due to gravity |recalculate the acceleration due to gravity. |([pic]9.8[pic][pic]), then how can two objects that are dropped at|

|Free fall | |the same time from the same height hit the floor at different |

|Friction | |times? |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.4 The resultant of two or more vectors, acting at any angle, is |Determine the resultant of two or more vectors graphically and |Using the parallelogram method, determine the resultant of two |

|determined by vector addition. |algebraically. |concurrent vectors. |

| |Resolve a vector into perpendicular components: both graphically and |Using the head-to-tail method, determine the resultant of two |

| |algebraically |concurrent vectors. |

| | |Use the Pythagorean Theorem to find the resultant of two |

| | |concurrent vectors acting at a right angle. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Using graph paper and a scale to convert Newtons to cm, add vectors of |What is the result when two vectors act on the same point at the |

|Vector diagram |various magnitudes that act at angles ranging from 0° to 180° from each|same time? |

|Concurrent |other using the parallelogram and head-to-tail methods. | |

|Resultant |Use the Pythagorean Theorem to add vector’s acting at 90° from each | |

|Equilibrant |other. | |

|Graphical Vector Addition | | |

|Head-to-tail | | |

|Parallelogram | | |

|Pythagorean Theorem | | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.5 A vector may be resolved into perpendicular components. |Determine and construct the perpendicular components of a vector |Resolve vectors into their perpendicular components. |

| |(graphically and algebraically). |If you apply 10-N of force to a lawn mower handle, then how much |

| |Determine the resultant of two or more vectors graphically and |force is being applied to move the mower across the lawn? |

| |algebraically. | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Draw scaled force diagrams, using a ruler and a protractor to show the |How can a vector be resolved into its perpendicular component? |

|Algebraic addition of vectors |horizontal and vertical components of a given vector. | |

|Horizontal component |Use vector diagrams to show the same scaled vector acting at 0°, 30°, | |

|Vertical component |45°, 60°, and 90° (from East). Have students draw and measure the | |

| |portion of each vector acting in the x- and y- directions. At what | |

| |angle does the vector have the greatest magnitude in the x-direction | |

| |and in the y-direction? | |

| |Using trig. functions, determine the x and y components of a given | |

| |vector | |

STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.6 The path of a projectile is the result of the simultaneous effect|Describe the forces which act in the horizontal and vertical directions|Draw the path of projectile and indicate the horizontal and |

|of the horizontal and vertical components of its motion; these |that determine the path of a projectile. |vertical forces with act on the projectile. |

|components act independently. |Sketch the theoretical path of a projectile. |Draw a picture to indicate the angle at which a projectile would |

| | |be launched to travel the farthest in the x-direction (range). |

| | |Draw a picture to show a projectile that would travel to the |

| | |highest height possible. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | |When a football is kicked into the air, what causes the ball to |

|Projectile | |move with that type of motion? |

|Trajectory | | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.7 A projectile’s time of flight is dependent upon the vertical |Explain the influence of the vertical components on time of a |Identify and describe the vertical components of a projectile |

|components of its motion. |projectile’s flight. |flight. |

| |Sketch the theoretical path of a projectile. |Show the pathway of a vertical projectile and the velocity at the |

| |Determine the time of flight or height for a projectile when given the |release and highest point of the projectile. |

| |initial velocity. |Calculate the time of flight or the height reached for a vertical |

| | |projectile. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Draw a diagram to show the vectors acting on a vertical projectile. |What factors determine the amount time a projectile will remain in|

|Time of flight |Time of flight and height of a projectile problem. |motion? |

| |Demo: Place one coin on the edge of a desk. Slide another coin across| |

| |the tabletop to knock it off. The struck coin should fly across the | |

| |room while the other coin more or less falls straight downward. Both | |

| |coins will reach the ground at approximately the same time. | |

STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.8 The horizontal displacement of a projectile is dependent upon the|Describe the factors that influence the horizontal displacement of a |Demonstrate the relationship of horizontal displacement and time |

|horizontal component of its motion and its time of flight. |projectile. |of flight. |

| |Sketch the theoretical path of a projectile. |Determine the horizontal displacement of various objects. |

| | |Identify the factors that influence horizontal displacement. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Practice problems using the same time of flight to calculate range when|What determines how far a thrown baseball will travel? |

|Range | | |

| |v[pic]= 0 and v[pic] [pic] 0. | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.9 According to Newton’s First Law, the inertia of an object is |Demonstrate how Newton’s first law explains inertia. |Demonstrate the relationship between inertia and mass. |

|directly proportional to its mass. An object remains at rest or |Use vector diagrams to analyze mechanical systems (equilibrium and |Determine the next force acting on an object that is accelerating |

|moves with constant velocity, unless acted upon by an unbalanced |non-equilibrium). |or at rest. |

|force. | |Draw vectors to represent an object accelerating on a frictionless|

| | |surface. |

| | |Explain why an object rolling across a field will eventually stop.|

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Demo: Give a student two objects with approximately the same mass. |What is inertia? |

|Isaac Newton |Ask student to judge which object is heavier. If the student moves the|Explain in terms of forces, why an object that is put in motion |

|First Law of Motion |objects back and forth, then point out that the student is |will eventually stop? |

|Inertia |subconsciously comparing their inertias. | |

|Unbalanced force |Draw a vector diagram to show: | |

| |a book at rest on a desk | |

| |a book accelerating down a ramp and | |

| |a book at rest on a ramp | |

STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.10 When the net force on a system is zero, the system is in |Explain how equilibrium is established or achieved. |Demonstrate the relationship between net force and equilibrium. |

|equilibrium. |Use vector diagrams to analyze mechanical systems (equilibrium and |Calculate the net force on objects. |

| |nonequilibrium). |Using a vector diagram, draw two vectors and then add the |

| | |equilibrant to balance the other two force vectors. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Lab: force table |How do systems achieve equilibrium? |

|Equilibrium |Mini-Lab: Using a spring scale, inclined plane and an object. | |

|Force | | |

|Newton (N) | | |

|Normal force | | |

|Free-body diagram | | |

|Dynamic equilibrium | | |

|Static equilibrium | | |

|Tension | | |

STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.11 According to Newton’s Second Law, an unbalanced force causes a |Verify Newton’s Second Law for linear motion. |Demonstrate the relationship between acceleration and net external|

|mass to accelerate. |Determine the applied force, mass, or acceleration on an object when |force through a graph. |

| |given the other two variables. |Calculate the force, mass, or acceleration when given two of the |

| | |three values. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Use vector diagrams to analyze mechanical systems (equilibrium and |How does Newton’s Second Law of motion explain acceleration? |

|Second Law of Motion |nonequilibrium). | |

|F - ma |Measure the acceleration of several masses using an Atwood Machine. | |

| |Use a 500 kg mass hung from one side and various masses (400 – 450 kg) | |

| |on the other side. | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

| |Describe the relationship between the gravitational force and mass of |Determine the weight of various objects when given the gravity. |

|I.12 Weight is the gravitational force with which a planet attracts a|an object. |Compare weight and mass. |

|mass*. The mass of an object is independent of the gravitational |Determine the acceleration due to gravity near the surface of Earth. | |

|field in which it is located. | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Investigate student’s weights on other planets. |What are the relationship between mass, weight and gravitational |

|Weight |Free-fall lab from the ceiling to determine gravity. |force? |

|Law of Universal Gravitation | | |

|Fg = [pic] | | |

|Universal gravitation constant | | |

|W = mg | | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

| |Explain the relationship between friction and motion. |Identify and describe kinetic friction. |

|I.13 Kinetic friction* is a force that opposes motion. |Determine the coefficient of friction for two surfaces. |Determine the coefficient kinetic friction of specific objects. |

| | |Determine the magnitude and direction of the normal force. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Force of friction lab with a spring scale and wooden block. Have |What is kinetic friction? |

|Kinetic friction |students investigate the effects of changing the amount of surface area|How does kinetic friction affect motion? |

|Static friction |of the block making contact, type of material making contact, and the | |

|Coefficient of friction |mass of the object making contact. | |

|Rolling friction | | |

|Fluid friction | | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

| |Explain the relationship of centripetal acceleration and tangential |Determine the centripetal force of various objects in circular |

|I.14 Centripetal force* is the net force which produces centripetal |acceleration. |motion. |

|acceleration*. In uniform circular motion, the centripetal force is |Verify Newton’s Second Law for uniform circular motion. |Determine the acceleration due to the net centripetal force of |

|perpendicular to the tangential velocity. | |various objects in motion. |

| | |Describe the relationship between centripetal force and mass, |

| | |velocity, or radius. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Centripetal force lab |How can an object moving at a constant speed be accelerating? |

|Centripetal force |Using a racetrack, calculate the force on a race car as it moves down | |

|Centripetal acceleration |the straightening and around the curve with a constant speed. | |

|Uniform circular motion | | |

|Tangent | | |

|F[pic] = Ma[pic] | | |

|[pic] | | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

| |Demonstrate the relationship between impulse and momentum. |Determine the momentum of various objects at different velocities.|

|I.15 The impulse* imparted to an object causes a change in its |Verify conservation of momentum. |Determine the changes in momentum due to impulse. |

|momentum*. | |Determine the impulse on various moving objects. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Practice momentum and impulse problems. |What is an impulse? |

|Impulse |Impulse Lab – comparing the force applied over time to the change in |How does impulse affect momentum? |

|Momentum |momentum. | |

|Elastic collision | | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.16 The elongation or compression of a spring depends upon the |Explain how the magnitude of the applied force influences the |Calculate the spring force using Hooke’s Law. |

|nature of the spring (its spring constant) and the magnitude of the |elongation or compression of a spring. |Calculate the force contained in a spring when given the spring |

|applied force*. |Determine a spring constant. |constant and the distance stretched. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Hooke’s Law Lab |What factors influence the elongation of springs? |

|Hooke’s Law |Graph data of force vs. distance. Calculate the slope of the line to |Why are some springs more difficult to compress or elongate than |

|Spring constant |determine the spring constant. |others? |

|Elongation | | |

|Compression | | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.17 According to Newton’s Third Law, forces occur in action/reaction|Demonstrate how Newton’s Third Law explains action-reaction pairs. |Identify action-reaction pairs. |

|pairs. When one object exerts a force on a second, the second exerts |Draw scaled force diagram using a ruler and protractor to show an |Describe the forces involved when sitting on the floor or hitting |

|a force on the first that is equal in magnitude and opposite in |action force and a reaction force. |a volleyball with your hand. |

|directions. | | |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Provide students with action-reaction scenarios. Have students |Why do forces exist in pairs? |

|Third Law of Motion |describe the action and reaction forces in each example and then have | |

|Action/reaction pair |students develop their own examples. | |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.18 Momentum is conserved in a closed system*. (Note: Testing will |Explain the Law or Conservation of momentum. |Demonstrate how momentum is conserved in collisions. |

|be limited to momentum in one dimension.) | |Determine the velocities of objects after collision. |

| | |Determine the mass of one object after a collision when the |

| | |momentum, velocities of both objects and the mass of the second |

| | |object are known.. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Calculate the velocity of a given mass after a collision when the |How is momentum conserved in a closed system? |

|Laws of conversation of momentum |momentum of the system before the collision is known as well as the | |

|Elastic collision |mass and the velocity of the second object. | |

|Inelastic collision |Use P before – P after to solve problems. | |

| |Draw a scaled diagram to represent the masses and velocities of objects| |

| |before and after a collision. Show how momentum before equals momentum| |

| |after. | |

STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.19 Gravitational forces are only attractive, whereas electrical and|Explain the force of gravity. |Why doesn’t the force of gravity cause all matter to attract and |

|magnetic forces can be attractive or repulsive. | |“stick” together. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Explain why human beings do not attract all objects in the same way |Why do objects fall toward the Earth? |

|Newton’s Law of Universal Gravitation |that all objects in the same way that all objects attract to the Earth.|How would life be different if gravity was both attractive and |

| | |repulsive? |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.20 The inverse square law applies to electrical* and gravitational*|Explain the relationship between the gravitational field and the |How will the gravitational field be affected if the distance |

|fields produced by point sources |distance between the masses. |separating the masses is doubled? cut in half? |

| | |Sketch a graph to demonstrate the relationship between the |

| | |gravitational field and the distance between the masses. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Ask conceptual questions regarding hoe altering the radius affects the |How is the gravitational field altered by a change in the radius |

|F[pic] = [pic] |gravitational field. |between masses? |

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STANDARD 4: The Physical Setting/Physics – Mechanics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|I.21 Field strength* and direction are determined using a suitable |Determine the gravitational field given the mass and radius of the |Calculate the gravitational field of the Earth. |

|test particle. (Notes: 1) Calculations are limited to electrostatic |object. | |

|and gravitational fields. 2) The gravitational field near the surface| | |

|of Earth and the electrical field between two oppositely charged | | |

|parallel plates are treated as uniform.) | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| |Calculate the force of gravity on several planets when provided the |How is the gravitational field determined for a planet? |

|Gravitation field |mass and radius of each. | |

|g = [pic] | | |

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TOPIC II

ENERGY

STANDARD 4: The Physical Setting/Physics – Energy

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|II.1 When work is done on or by a system, there is a change in the |Observe and explain energy conversions in real-world situations by |Determine the work done by a car as it rolls between points on a real|

|total energy of the system. |describing how objects gain or lose kinetic and/or potential energy. |(friction affected) roller coaster. The speed and height of the car |

| | |must be given at each point. |

| | |Examine a series of ‘before and after’ pictures of several objects. |

| | |Determine if work was done on or by each object. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|“done on” vs. “done by” |Measure the minimum force and distance needed to lift an object of |What do Physicists mean when they say that work is done on (or by) a |

|joule |known mass a given height, h. Calculate the total work done on the |system? |

|kinetic energy |object. |How is work related to the gain or loss of mechanical energy? |

|mechanical energy |Drop a golf ball from a height of 1 meter. Measure the maximum | |

|potential energy |height after 1 bounce. Calculate the work done by the ball when it | |

|System |strikes the ground. Repeat for various balls and various heights. | |

|total energy |Measure the maximum speed of an object moving horizontally as it is | |

|work |accelerated from rest. Then, measure the speed as it is allowed to | |

| |slow down. Calculate the work done on the object, the work done by | |

|W = F.d |the object, and the net work of the object. | |

|W = ∆ET = ∆KE + ∆PE | | |

STANDARD 4: The Physical Setting/Physics – Energy

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|II.2 Work done against friction results in an increase in the |Determine the coefficient of friction for two surfaces. |Determine the work done against friction when an object is pulled |

|internal energy of the system. |Observe and explain energy conversions in real-world situations by |across a surface. The object’s mass and composition must be given. |

| |describing how objects gain or lose kinetic and/or potential energy. |The distance pulled must be listed. The composition of the object |

| | |and surface must be paired so that the coefficient of friction can be|

| | |looked up in the reference tables. |

| | |Calculate the work of friction as a box slides down an incline. The |

| | |height of the incline, mass of the box, and speed of the box at the |

| | |bottom must be given. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Coefficient of friction |With a spring scale, measure the amount of force needed to pull a |What is friction? |

|Friction force |block at constant speed a distance d along the floor. Vary the angle|What factors affect the amount of friction between two objects that |

|Internal energy, Q |of the applied force. Discuss why the total work required for each |are sliding past each other? |

|Negligible |case changes as the angle changes. |How do mechanics problems change when friction is no longer |

|Normal force |Measure the minimum force and distance needed to pull an object up an|negligible? |

|Work against friction |inclined plane to a given height, h. Compare this to the force and | |

| |distance to lift the object vertically. Calculate the total work, | |

|Wf = Ff.d |work against friction, and work against gravity in both cases. | |

|Ff = μFN | | |

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STANDARD 4: The Physical Setting/Physics – Energy

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|II.3 Power is the time-rate at which work is done or energy is |Compare the power developed when the same work is done at different |Calculate the power of two engines based on the amount of work each |

|expended. |rates. |can do in a 60 second interval. |

| | |Identify which of several motors is more powerful based on the time |

| | |each requires to do an equal amount of work. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Expended |Put students in pairs (or groups of 4.) Give students 10-20 blocks |What factors determine the power of a body, system, or device? |

|Power |to stack. Start with blocks flat on bench or table. Calculate the |What is the key difference between power and energy? |

|Time-rate |total increase in potential energy when blocks are stacked. Student |How are strength and endurance analogous to power and energy? |

|Watt |A measures the time to stack blocks. Student B stacks block using | |

|Joule/second |one hand. Calculate the power. Repeat with student B using both | |

|P = W/t = F.d/t = F.v |hands. Repeat with Student A and B reversing roles. | |

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STANDARD 4: The Physical Setting/Physics – Energy

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|II.4 All energy transfers are governed by the law of conservation of|Describe and explain the exchange between potential energy, kinetic |Qualitatively describe the exchange between potential energy, kinetic|

|energy. |energy, and internal energy for simple mechanical systems, such as a |energy, and internal energy for simple mechanical systems, such as a |

| |pendulum, a roller coaster, a spring, or a free falling object. |pendulum, a roller coaster, a spring, or a free falling object. |

| |Observe and explain energy conversions in real-world situations. |List the energy conversions that occur in real-world processes and |

| | |events such as an airplane during takeoff, water rushing over a |

| | |waterfall, a rock shot from a slingshot, a box slid across a floor, |

| | |etc. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Closed system |Confirm the conservation of energy with several pulleys with |What are some forms that energy can take? |

|Energy transfer |different wheel numbers. Have students determine the total work |As a closed system gains or loses mechanical energy what evidence |

|Internal energy |(applied force and distance) needed to lift an object of known mass |supports the fact that the total energy of the system remains |

|Law of conservation of energy |some distance, h. Compare this to the gain in potential energy of |constant? |

| |the mass. | |

| |Analyze the motion of a ball moving along a roller coaster track. | |

|ET = KE + PE + Q |Discuss the effect of friction on the maximum speed and maximum | |

| |height that the ball can achieve. | |

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STANDARD 4: The Physical Setting/Physics – Energy

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|II.5 Energy may be converted among mechanical, electromagnetic, |Recognize and describe conversions among different forms of energy |Identify the form of energy at each point along a nuclear-powered or |

|nuclear, and thermal forms. |for devices such as a motor, a generator, a photocell, a battery. |coal- powered turbine. |

| |Observe and explain energy conversions in real-world situations. |Write an essay on the benefits and drawbacks to one or more energy |

| | |resources used to generate power in the U.S. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Battery |Research a particular energy resource (nuclear, coal, wind, solar, |What common devices do Physicists and engineers typically use to |

|Converted |hydroelectric.) Describe the energy conversions that are required to|carryout useful or productive energy conversions? |

|Electromagnetic energy |produce electricity. Determine the efficiency of each type of power |What energy conversions take place in nuclear, hydro-electric, or |

|Energy-mass equivalent |plant and the environmental impact. |fossil fuel burning power plants? |

|Generator |Draw plans for a “Rube Goldberg device” that has at least 5 energy |What happens to the total mass and energy during a nuclear reaction? |

|Motor |conversions to complete a simple task such as picking up a golf ball.| |

|Nuclear energy |(See ) | |

|Photocell |Research the Physics and energy conversions behind the internal | |

|Thermal energy |combustion engine, a gas powered generator, the motor on a cordless | |

|E = mc2 |drill. | |

|Q = mc∆T (optional) | | |

STANDARD 4: The Physical Setting/Physics – Energy

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|II.6 Potential energy is the energy an object possesses by virtue of |Determine the energy stored in a spring. |Determine the energy stored in several springs that are compressed |

|its position or condition. Types of potential energy are |Determine the change in stored energy as an object changes position |equal distances, but whose spring constants are different. |

|gravitational and elastic. |(∆h) with respect to the vertical axis. |Calculate the potential energy of an object at various points as it |

| | |is in free-fall toward the Earth. |

| | |Draw a graph that shows the qualitative relationships between |

| | |potential energy and height. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Elastic (spring) potential energy |Examine the total energy stored in a mousetrap, catapult, or |How can an object without motion have mechanical energy? |

|Equilibrium position |compressed spring. Determine the spring constant or spring stretch |How do Physicists use the maximum speed of a projectile or a falling |

|Gravitational potential energy |based on given data. |object to determine the potential energy stored before the object’s |

|Potential energy |Have students place 5 common objects of different mass at heights so |release? |

|Spring compression |that every object has the same gravitational potential energy. | |

|Spring constant | | |

|Spring expansion | | |

|Stored energy | | |

|Vertical axis | | |

|∆PE = mg∆h | | |

|PES = ½ kx2 | | |

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STANDARD 4: The Physical Setting/Physics – Energy

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|II.7 Kinetic energy is the energy an object possesses by virtue of |Determine the kinetic energy of a moving object. |Draw graphs that show the qualitative relationships between kinetic |

|its motion. | |energy and mass or speed. |

| | |After measuring the average speed and mass of a rolling marble, |

| | |calculate the kinetic energy of the marble. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Kinetic Energy |Determine the kinetic energy of a marble, tennis ball, and bowling |What factors determine the kinetic energy of a moving object? |

|Motion |ball rolling along a flat surface. |Under what conditions will a slower moving object have more kinetic |

|Speed |Examine the relationship between mass and kinetic energy; then |energy than a faster moving object? |

| |examine the relationship between speed and kinetic energy. | |

|KE = ½ mv2 | | |

|KEave = 3/2 kT (optional) | | |

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STANDARD 4: The Physical Setting/Physics – Energy

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|II.8 In an ideal mechanical system, the sum of the macroscopic |Predict velocities, heights, and spring compressions based on energy |Determine the kinetic energy of an object if the total energy and |

|kinetic and potential energies (mechanical energy) is constant. |conservation. |potential energy are given for the following systems: pendulum, |

| |Construct and interpret graphs of position or velocity versus time. |frictionless roller coaster, bobbing spring, catapult, free falling |

| |Describe and explain the exchange between potential energy and |object, projectile. |

| |kinetic energy for simple ideal mechanical systems, such as a |For a given ideal event (pendulum, spring, object in free fall, etc.)|

| |pendulum, a roller coaster, a spring, a free falling object. |identify the correct pair of PE and KE graphs or identify the correct|

| | |pair of speed and distance graphs that describe the event. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|ideal mechanical system |Using a tickertape timer or other device, record the height and |When Physicists talk about an ideal system, what is implied about the|

|implied |velocity as an object falls. Calculate the PE and KE at each point. |energy transfers within the system? |

|macroscopic |Analyze the PE, the KE, and PE + KE data. |Are there any truly ideal mechanical systems on Earth? |

|Emechanical = KE + PE |Predict the velocity or height at a given time based on position or |How would you design a system that is most nearly ideal? |

|KEmax + PE min = KEmin + PEmax |velocity vs. time graphs for a pendulum or spring. | |

| |Using a marble launcher, determine the maximum height when marble is | |

| |launched vertically. Calculate the vi of the marble based on the | |

| |maximum height. | |

STANDARD 4: The Physical Setting/Physics – Energy

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|II.9 In a nonideal mechanical system, as mechanical energy decreases |Describe and explain the exchange between potential energy and |Determine the kinetic energy of an object if the total energy, |

|there is a corresponding increase in other energies such as internal |kinetic energy for simple nonideal mechanical systems, such as a |potential energy, and change in internal energy are given for the |

|energy. |pendulum, a roller coaster, a spring, a free falling object. |several of the following systems: pendulum, roller coaster, bobbing |

| |Construct and interpret graphs of position or velocity versus time |spring, catapult, free falling object, projectile. |

| |for nonideal events. | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|nonideal mechanical energy |Measure the potential energy of an object at the top of a roller |In nonideal mechanical systems, what must happen to the total |

|terminal velocity |coaster track or inclined plane. Measure the maximum speed at the |mechanical energy over time? |

|ET = KE + PE + Q |bottom. Calculate the loss in mechanical energy along the track. |As a space shuttle reenters the Earth’s atmosphere, what happens to |

|Q = mcΔΤ |Measure the potential energy of a pendulum before release. Measure |the speed and temperature of the shuttle? |

| |the maximum height of the pendulum 1, 2, 3, 4 , and 5 minutes later. | |

| |Calculate the loss in mechanical (potential) energy between each time| |

| |interval. | |

| |Seal a given mass of metal shot in a piece of PVC pipe approximately | |

| |1 meter long. Allow the shot in the pipe to fall from end to the | |

| |other 40-50 times. Measure the temperature of the metal shot before | |

| |and after. | |

TOPIC III

ELECTRICITY

AND

MAGNETISM

STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|III.1 Gravitational forces are only attractive, whereas electrical |Describe the creation of a changed object. |Show how a neutral object can obtain a change by induction; by |

|and magnetic forces can be attractive or repulsive. |Explain the interaction between electrical forces. |conduction. |

| |Define the behavior of magnetic forces. |Compare and contrast an object being charged by induction and |

| |Map the magnetic filed of a permanent magnet, indicating the |conduction. |

| |direction of the field between the N (north-seeking) and S |Describe the action between a + & a – electrical force. |

| |(south-seeking) poles. |Tell how a North Pole of a magnet would interact with a North Pole of|

| | |a 2nd magnet. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Electrons |Charge a balloon and stick it to the wall. Place scraps of paper on |What are the behaviors of static charges? |

|Electroscope |the ballroom until the balloon slides off the wall. |What are the behaviors of magnetic forces? |

|Law of charges |Why does the balloon stick to the wall? | |

|Pith balls |Why does the balloon slide off of the wall when the paper is placed | |

|Static charge |on it? | |

| |Use pith balls and electroscopes to investigate induction and | |

| |conduction. | |

STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).

|Major Understanding |Performance Objectives |Suggested Assessment |

|III.2 The inverse square law applies to electrical and gravitational|Explain how changing the distance between point sources affects the |How would the electrical field be affected if the distance between |

|fields produced by point sources. |electrical field. |charges was doubled? |

| |Calculate the electrostatic force between two charged particles whose|How would the electrical field be changed if the distance between |

| |distance of separation and exact charge is known. |point sources was cut in half? |

| | |Solve for the magnitude of the electrostatic force between two |

| | |charges, q[pic] and q[pic], that are a given distance apart. |

| | |Identify a graph of F vs. [pic]. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Direct relationship |Calculate the magnitude of the electrostatic force between two |What is an electric field and how are they created? |

|Electric field |charges, q[pic] and q[pic], when the distance between the charges is |What type of relationship exists between the electric field and a. |

|Electrostatic force |known. |the distance and b. charge? |

|Inverse relationship |Prepare graphs of F vs. q and F vs. [pic] and summarize the | |

|Point source |relationship between these variables | |

STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|III.3 Energy may be stored in electric or magnetic fields. This |Calculate the energy released (or required) when a charge, q, moves |Determine the work needed (or released) when a charge, q, is passed |

|energy may be transferred through conductors or space and may be |through a potential difference, V. |through a potential difference, V. |

|converted to other forms of energy. |Identify scenarios where the movement of two point charges either |Explain how a Van de Graff generator works. |

| |produces an energy output or requires an energy input. |Tell how a battery is charged and why all batteries run out of |

| | |energy/charge. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Battery |Van de Graff generator demonstrations |How is charge manipulated to store electrical potential energy? |

|Electricity |Investigate the different properties of A, AA, AAA, C, and D |How does a battery store and release electrical potential energy? |

|Electric potential |batteries with regard to voltage and available energy. | |

|Electric potential energy | | |

|Potential difference (V) | | |

|Volt (v) | | |

|Voltage (V) | | |

|Voltaic cell | | |

|W= qV | | |

STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|III.4 The factors affecting resistance in a conductor are length, |Explain how length, cross-sectional area, temperature and resistivity|Calculate resistance of a given material if the length, |

|cross-sectional area, temperature, and resistivity. |affect resistance. |cross-sectional area, and resistivity of the material are known. |

| |Measure and compare the resistance of conductors of various lengths |Select the resistor with the greatest or smallest resistance from a |

| |and cross-sectional areas. |set of pictures of resistors made of the same material but varying |

| | |lengths and cross-sectional areas. |

| | |Describe how increasing the length, cross-sectional area, |

| | |temperature, or resistivity would affect the resistance in a |

| | |conductor. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Cross-sectional area |Measure and graph the voltage and current when various lengths of |What factors can change the resistance in a wire? |

|Resistivity |wire are connected in series to a battery |Why do electrical devices run more effectively at low temperatures? |

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|[pic] | | |

STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|III.5 All materials display a range of conductivity. At constant |Explain the characteristics of a good conductor. |Calculate the voltage, current, or resistance of a circuit when the |

|temperature, common metallic conductors obey Ohm’s Law. |Measure current and voltage in a circuit and use these measurements |other two variables are given. |

| |to determine the resistance of a circuit element. |Explain the conditions necessary for Ohm’s Law to be true. |

| |Interpret graphs of voltage versus current. |Plot current vs. voltage date. Determine the resistance using the |

| | |graph. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Amperes or amps (A) |Ohm’s Law lab |Why are metals good conductors? |

|Conductivity |Alternative activity – provide students with materials and have them |How does increasing the resistance in a circuit affect the current |

|Current (I) |design an experiment to verify Ohm’s Law (Perform a check of each |(assuming the potential difference remains the same)? |

|Ohm (Ω) |experimental design to ensure that the meters will not be damaged.) | |

|Ohm’s Law |After having students verify Ohm’s Law with a few different items | |

|Resistance, R |(resistors, wire lengths), give them a light bulb to do the same. | |

| |Why doesn’t it follow Ohm’s Law? | |

|V = IR | | |

STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|III.6 A circuit is a closed path in which a current can exist. |Draw an interpret circuit diagrams which include voltmeters and |Draw a circuit that contains one 5-Ω resistor and a 10-V battery. |

| |ammeters and also include: |Include a switch and a properly placed ammeter and voltmeter. What |

| |a voltage source |should the ammeter read? |

| |a closed loop | |

| |a conducting material throughout | |

| |loop | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Ammeter |Calculate the current through several wires knowing the amount of |What information can physicists and electricials express with circuit|

|Circuit |charge, q, that passes a point in a specific time. |diagrams? |

|Circuit breaker | | |

|Circuit diagram | | |

|Circuit load | | |

|Closed circuit | | |

|Conductor | | |

|Fuse | | |

|Insulator | | |

|Open circuit | | |

|Switch | | |

|Voltmeter | | |

| | | |

STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|III.7 Electrical power and energy can be determined for electric |Calculate the power and total energy consumed by an appliance |Determine the power and total energy consumed by a resistor if the |

|circuits. |operating at a specific current and voltage for a specific time. |voltage and current of the resistor are known. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Electric power |Show the UL (underwriter’s laboratory) voltage/current ratings on |What quantities must be measured to determine the amount of energy |

|Electricity meter |appliances and calculate the power and typical daily energy |that a circuit consumes? |

|Kilowatt – hour |consumption. |How is RG & E able to determine the amount of electricity used at |

| |Study the monthly energy demands of a typical home and interpret an |each home and business? |

|P = VI |electricity bill from a local supplier. | |

|E = VIt |Using some of the simple circuits from earlier labs, calculate the | |

| |power of the electrical circuits. | |

STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|III.8 Circuit components may be connected in series or in parallel. |Identify a circuit with two or mote resistors as either series or |Predict the change (if any) in brightness of an existing light bulb |

|Schematic diagrams are used to represent circuits and circuit |parallel. |when a second bulb is connected in series. In parallel. |

|elements. |Predict the behavior of light bulbs in series and parallel circuits. |Compare and contrast parallel and series circuits. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Series circuit |Construct and analyze circuits with two and three resistors connected|How does adding more resistors affect the total resistance of a |

|Parallel circuit |in series. |series circuit? A parallel circuit? |

|I series = I[pic], = I[pic] = I[pic]= . . . |Construct and analyze circuits with two and three resistors connected|How would you arrange 3 light bulbs in a circuit to make them glow |

|V series = V[pic], + V[pic] + V[pic]+ . . . |in parallel. |the brightest at a given voltage? Explain why. |

|R series – R[pic] + R[pic] + R[pic]+ . . . | | |

|I parallel = I[pic] + I[pic] + I[pic] + . . . | | |

|V parallel = V[pic], + V[pic] + V[pic]= . . . | | |

|[pic] parallel = [pic]+ . . . | | |

STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

|III.9 Moving electric charges produce magnetic fields. The relative|Map the magnetic field produced by a current bearing wire when given |Draw an arrow to represent the direction of the magnetic field above |

|motion between a conductor and a magnetic field may produce a |the direction of e – flow. |the wire. |

|potential difference in the conductor. |Explain how a magnetic field is created. |Draw a picture to illustrate the correct magnetic field lines for a |

| |Identify the magnetic field patterns for a single and/or pair of bar |single bar or horseshoe magnet. |

| |magnets. |Predict the direction that a compass needle will point when placed |

| | |near a bar magnet. |

| | |The picture below shows a wire carrying e – into the page. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Electromagnetic induction |Mapping the field of a bar magnet. |What is magnetism? |

|Generations |Magnetic field around a current bearing wire lab. |How are electricity and magnetism related? |

|Magnetic field lines |Electromagnetic induction, generators, transformers. | |

|Right hand rules | | |

|Transformers | | |

TOPIC IV

WAVES

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.I An oscillating system produces waves. The nature of the system|Differentiate between transverse and longitudinal waves. |Identify a physical event as either oscillating or not. |

|determines the type of wave produced. |Draw wave forms with various characteristics. |Characterize a picture or diagram of a wave as longitudinal or |

| | |transverse. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|antinode |Examine the simple harmonic motion & periodic properties of a |What are some physical events that cause waves to form? |

|longitudinal wave |pendulum. |What is required for all wave motion? |

|node |Examine the simple harmonic motion & periodic properties of a bobbing| |

|oscillating |spring. | |

|period |Create longitudinal and transverse oscillations with a slinky. | |

|simple harmonic motion | | |

|sound wave | | |

|transverse wave | | |

|vibration | | |

|wave | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV. 2 Waves carry energy and information without transferring mass. |Draw wave forms with various characteristics. |Characterize a picture or diagram of a wave as a pulse or periodic |

|This energy may be carried by pulses or periodic waves. | |wave train. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|energy |Demonstrate/construct tin cans & string telephone. |What moves around the stadium when a crowd does a “wave” at a |

|information |Place a piece of masking tape on one slinky coil. Measure the |sporting event? |

|transfer |maximum displacement and total displacement when a pulse is sent down|Physicists agree that waves transfer energy without transferring |

|wave pulse |the slinky. |mass. Is this true? What does this mean? |

|wave train (periodic wave) |Establish a simple code with different pulses on a slinky. Send | |

| |messages along the slinky using the code. | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.3 Waves are categorized by the direction in which particles in a |Differentiate between transverse and longitudinal waves. |Identify a wave as longitudinal or transverse if given two arrows |

|medium vibrate about an equilibrium position relative to the |Draw wave forms with various characteristics. |that show the direction of the medium’s vibration and the direction |

|direction of propagation of the wave such as transverse and | |of the wave’s propagation. |

|longitudinal waves. | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|direction of propagation |Slinky Lab |When a wave passes through a slinky, will the slinky coils always |

|equilibrium position | |oscillate in the same direction as the wave motion? |

|longitudinal | |How does the vibration of a transverse wave differ from the vibration|

|parallel | |of a longitudinal wave? |

|perpendicular | | |

|transverse | | |

|vibration | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.4 Mechanical waves require a material medium through which to |Determine the speed of sound in air. |Identify the nodes and antinodes in a diagram of a periodic wave. |

|travel. |Identify nodes and antinodes in pictures of waves. |Solve speed of sound problems using: |

| | |v = fλ. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|material medium |“Ring” a bell in an evacuated bell jar and then ring one in a bell |Why can’t sound travel in a vacuum? |

|mechanical wave |jar that has air in it. Compare and discuss the results. |Why does sound travel faster in steel or water than in air? |

|ocean wave |Speed of sound lab. | |

|sound wave |Speed of sound calculations. | |

|standing wave |Ripple tank. | |

| | | |

|v = fλ | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.5 The model of a wave incorporates the characteristics of |Compare the characteristics of two transverse waves such as |Determine the amplitude, wavelength, frequency, period, and /or speed|

|amplitude, wavelength, frequency, period, wave speed, and phase. |amplitude, frequency, wavelength, speed, period, and phase. |of several waves plotted on a single graph. |

| |Draw wave forms with various characteristics. |Draw a rough y(m) vs. x(m) sketch of a transverse wave given the |

| |Determine the speed of sound in air. |wavelength and amplitude. |

| | |Draw a rough y(m) vs. t(sec) sketch of a transverse wave given the |

| | |amplitude and period or frequency. |

| | |Solve speed of sound problems using: |

| | |v = fλ. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|amplitude |Slinky lab. |What characteristics can be described for any wave pulse or wave? |

|frequency |Analyze graphs of waves. | |

|period |Construct pictures of waves from specific physical characteristics. | |

|phase | | |

|wave speed | | |

|wavelength | | |

| | | |

|T = 1/f | | |

|v = fλ | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.6 Electromagnetic radiation exhibits wave characteristics. |Compare the characteristics of two transverse waves such as |Solve speed of light problems using: c = fλ. |

|Electromagnetic waves can propagate through a vacuum. |amplitude, frequency, wavelength, speed, period, and phase. |Rank several types of EM radiation by frequency or wavelength using |

| |Determine the speed of light in air. |the chart in the reference tables. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Electromagnetic radiation |Assign a portion of the EM spectrum to student groups. Students do |Why do Physicists consider visible light, x-rays, and radio waves all|

|EM radiation |research and present their findings. |to be electromagnetic radiation? |

|Gamma rays |Research/demonstrate/perform Young’s double-slit experiment and |If a vacuum is totally empty, how can light waves travel through the |

|Infrared radiation |discuss the wave-model results. |emptiness? |

|Microwave |Solve speed of light problems using: c = fλ. |What evidence supports the fact that light can travel through a |

|Radio wave | |vacuum? |

|UV radiation | | |

|Vacuum | | |

|Visible light | | |

|x-rays | | |

| | | |

|c = fλ | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.7 All frequencies of electromagnetic radiation travel at the same|Compare the characteristics of two electromagnetic waves such as |Solve speed of light problems using: c = fλ. |

|speed in a vacuum. |frequency, wavelength, speed, and period in a vacuume. | |

| |Determine the speed of light in a vacuum. | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|speed of electromagnetic radiation |Calculate the frequencies of various electromagnetic radiation given |If different colored light traveled at different speeds, how would |

|speed of light (c) |their wavelengths and c. |sunrises and sunsets look different? |

| | | |

|c = fλ | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.8 When a wave strikes a boundary between two media, reflection, |Observe, sketch, and interpret the behavior of wave fronts as they |Identify “before and after” pictures as examples of reflection, |

|transmission, and absorption occur. A transmitted wave may be |reflect, refract, and diffract. |transmission, or absorption. |

|refracted. |Draw ray diagrams to represent the reflection and refraction of |Draw a reflected or incident ray if the other is given. |

| |waves. | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|absorption |Thermal conductivity lab (painted aluminun cups vs. unpainted.) |How are the interactions different when light strikes a mirror, a |

|angle of incidence |Law of reflection lab. |tinted window, or a clear window? |

|angle of reflection |Investigate properties of plane mirrors. |Why can a window show a better reflection at night than during the |

|boundary |Draw reflection lines for rays striking a reflective surface. |day? |

|media | | |

|normal | | |

|opaque | | |

|reflection | | |

|refraction | | |

|translucent | | |

|transmission | | |

|transparent | | |

| | | |

|θi = θr | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.9 When a wave moves from one medium into another, the wave may |Observe, sketch, and interpret the behavior of wave fronts as they |Solve Snell’s law problems using: n1sinθ1 = n2sinθ2 |

|refract due to a change in speed. The angle of refraction (measured |reflect, refract, and diffract. |Draw a refracted or incident ray if the other is given. |

|with respect to the normal) depends on the angle of incidence and the|Draw ray diagrams to represent the reflection and refraction of |Explain how to experimentally determine the index of refraction of a |

|properties of the media (indices of refraction.) |waves. |material. |

| |Determine empirically the index of refraction of a transparent | |

| |medium. | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Angle of incidence |Snell’s law lab. |Does a piece of spaghetti (or pencil) bend when placed half way into |

|Angle of refraction |Practice Snell’s law problems. |water? Explain your answer. |

|Index of refraction |Draw refracted rays from incident rays using a protractor and ruler. | |

|Normal |Discuss or research the uses of total internal reflection (TIR.) | |

|Refract | | |

|Snell’s law | | |

| | | |

|n1sinθ1 = n2sinθ2 | | |

| | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.10 The absolute index of refraction is inversely proportional to |Compare the speeds of two waves, one that is refracted and one that |Solve index of refraction problems using: n = c/v and the table of |

|the speed of a wave. |is not. |indices in the reference tables. |

| |Draw ray diagrams to represent the reflection and refraction of |Solve index of refraction problems using: n2/n1 = v1/v2 = λ1/λ2 |

| |waves. |Rank the speed of light through several media from fastest to slowest|

| |Determine empirically the index of refraction of a transparent |using the table of indices in the reference tables. |

| |medium. | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Absolute index of refraction |Predict the speed of light through various media using the table of |Why does light travel slower in glass or oil than in water? |

|n2/n1 = v1/v2 |indices of refraction in the reference tables. |Can matter ever travel faster than light? |

|n2/n1 = λ1/λ2 |Calculate the speed or wavelength of light in different media using: | |

|n = c/v |n2/n1 = v1/v2 = λ1/λ2 | |

| |Research Cerenkov radiation and its modern applications. | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.11 When waves of a similar nature meet, the resulting |Identify nodes and antinodes in standing waves. |Draw the resultant when two wave pulses overlap. |

|interference may be explained using the principles of superposition. |Draw wave forms with various characteristics. |Identify the nodes and antinodes in a diagram of a standing wave. |

|Standing waves are a special case of interference. |Predict the superposition of two waves interfering constructively and| |

| |destructively (indicating nodes, antinodes, and standing waves.) | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

| Antinode |Slinky lab. |What happens when two waves meet along a medium? |

|Constructive interference |Ripple tanks. |What does a Physicist mean when using the terms “in phase” and “out |

|Destructive interference |Demonstrate a standing wave through a string with a string vibrator |of phase?” |

|In phase |or ticker tape timer as the wave source. | |

|Interference |Make a tuning fork vibrate in sympathy with a vibrating tuning fork | |

|Node |of equal frequency. | |

|Out of phase | | |

|Standing waves | | |

|Superposition | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.12 Resonance occurs when energy is transferred to a system at its|Compare the characteristics of two transverse waves such as |Identify the one wave, out of several drawn, that could cause |

|natural frequency. |amplitude, frequency, wavelength, speed, period, and phase. |resonance in a string of known length. |

| |Predict the superposition of two waves interfering constructively and| |

| |destructively (indicating nodes, antinodes, and standing waves.) | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Constructive interference |Show a video of a singer or trumpeter shattering crystal (ex. |Why does music with a lot of base (low frequencies) seem to rumble |

|Natural frequency |beginning to “The Absent Minded Professor”) |through your chest? |

|Pitch |Research the use of sonication to treat kidney stones. |What happens when you are swinging on a swing and you “pump” at the |

|Resonance |Research the cilia found in the cochlea of a human ear. Investigate |right time? What about the wrong time? |

| |how they are crucial to pitch indentification. | |

| |Determine the resonance length of a column of air that amplifies the | |

| |sound of a tuning fork (requires cylinders with varying heights of | |

| |water and air.) | |

| | | |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.13 Diffraction occurs when waves pass by obstacles or through |Observe, sketch, and interpret the behavior of wave fronts as they |Identify the diagram that illustrates diffraction. |

|openings. The wavelength of the incident wave and the size of the |reflect, refract, and diffract. | |

|obstacle or opening affect how the wave spreads out. |Draw ray diagrams to represent the diffraction of waves. | |

| |Predict the superposition of two waves interfering constructively and| |

| |destructively (indicating nodes, antinodes, and standing waves.) | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Diffraction |Young’s double-slit experiment. |If you are standing back to back with someone in an open field, how |

|Double-slit diffraction |Investigate diffraction gratings. |is it possible to hear them talking? |

|Single-slit diffraction |Ripple tank lab. |What happens to the direction of sound waves when they come out of a |

| | |tube such as a paper towel roll? |

STANDARD 4: The Physical Setting/Physics – Waves

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

|Major Understanding |Performance Objectives |Suggested Assessment |

|IV.14 When a wave source and an observer are in relative motion, the|Compare the frequencies of two waves emitted from the same source. |Predict the change in frequency of a wave when the Doppler effect |

|observed frequency of the waves traveling between them is shifted |One wave travels toward an observer at rest, the other wave travels |occurs. |

|(Doppler effect.) |toward an observer in motion away from or toward the wave. | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

| Blue-shifted light |Research the expansion of the universe and the Doppler red-shift of |What evidence do Physicists use to explain why the universe is |

|Doppler effect |light. |expanding? |

|Frequency shift |Show a T.V. segment of NASCAR or a video clip that demonstrates the |How do weather people use the Doppler effect to predict weather? |

|Red-shifted light |change in pitch of a train as it approaches and passes. | |

| |Research how Doppler radar is used to predict weather. | |

| | | |

TOPIC V

MODERN PHYSICS

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.1 States of matter and energy are restricted to discrete values |Describe the quantization of matter and energy. |Explain why you cannot find a half of an atom or a neutron. |

|(quantized). |Interpret energy – level diagrams. |Using the energy level diagram of mercury, calculate the number and |

| | |energy of photons possible as a d level electron returns to the |

| | |ground state. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Energy level diagram |Practice calculating the energy level jumps possible for electrons at|Is it possible for an atom to contain 6 ½ protons? |

|Energy-level diagram |various levels in a hydrogen or mercury atom. |Why don’t electrons become excited every time they are given energy? |

|Ephoton = Ei – Ef |Flame test demonstration. | |

|Excitation | | |

|Ground state | | |

|Quanta | | |

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.2 Charge is quantized on two levels. On the atomic level, charge |Explain how the charge (or lack of charge) on an ion/atom is |Why can’t a baryon have a charge of 2/3? |

|is restricted to the elementary charge (charge on an electron or |obtained. |A particle with the quark composition “down down charm” would have |

|proton). On the subnuclear level charge appears as fractional values|Describe how charge is quantized in subatomic particles. |what electric charge? |

|of the elementary charge (quarks). | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Quark |Use chart of the Particles of the Standard Model to make feasible |How can an atom become charged? |

| |baryons (based on charge). |Since quarks make up protons and quarks have fractional charge (2/3, |

| |When given the number of protons and electrons in various atoms/ions,|1/3, etc.), can an atom have a fractional charge? |

| |determine the charge on the atoms/ions. | |

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.3 On the atomic level, energy is emitted or absorbed in discrete |Explain how energy is absorbed or given off by an atom. |Calculate the energy given off in a hydrogen atom in an electron’s |

|called photons. |Correlate spectral lines with an energy-level diagram. |transition from energy level n = 3 ton = 1. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Absorption spectrum |Using spectroscopes, have students identify unknown gases based on | How is energy absorbed in an atom? |

|Photon |their spectra. |How does a neon light work? |

| |Practice calculations to determine the energy absorbed or emitted in | |

| |different energy level transitions in either a hydrogen or a mercury | |

| |atom. | |

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.4 The energy of a photon is proportional to its frequency. |Determine the energy of a photon when given its frequency. |Calculate the frequency of an emitted photon with 2.86 eV of energy. |

| |Determine the frequency of a photon when given its energy. | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Photon |Convert the energy of an emitted photon in joules (E=hf). |What is the relationship between the energy and frequency of a |

|E = hf | |photon? |

|Planck’s constant (h) | | |

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.5 On the atomic level, energy and matter exhibit the |Describe the characteristics of energy and matter that demonstrate |Explain how light demonstrates particle properties. |

|characteristics of both waves and particles. |its wave and particle nature. |Explain how light demonstrates wave characteristics. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Albert Einstein |Double Slit Experiment (Demo) |Does light exhibit properties of a wave or a particle? |

|Compton effect |Explanation of photoelectric and Compton Effect. | |

|Photoelectric effect | | |

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.6 Among other things, mass-energy and charge are conserved at all |Apply the principle of conservation to mass-energy and charge. |Explain the statement: “The fundamental source of all energy in the |

|levels (from subnuclear to cosmic). | |universe is the conversion mass into energy.” |

| | |Using an example from static electricity, explain how charge is |

| | |conserved. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Principle of conservation |Electroscope Lab |What does “The Law of Conservation of …” mean? |

| |Calculations converting various amounts of mass into Joules or Mev. | |

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.7 The Standard Model of Particle Physics has evolved from previous|Explain how the Standard Model of Particle Physics represents the |What particles are composed of quarks? |

|attempts to explain the nature of the atom and states that: |physical make-up of matter. |What quarks combine to form a proton? |

|Atomic particles are composed of subnuclear particles. | |Explain antimatter. |

|The nucleus is a conglomeration of quarks which manifest themselves | | |

|as protons and neutrons. | | |

|Each elementary particle has a corresponding antiparticle. | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|antimatter |Website: |What are protons, neutrons, and electrons made up of? |

|antiquark |Determining the charge for selected baryons and mesons. | |

|Baryon | | |

|bottom quark (b) | | |

|charm quark (c) | | |

|down quark (d) | | |

|Lepton | | |

|Meson | | |

|Standard Model | | |

|strange quark (s) | | |

|top quark (t) | | |

|up quark (u) | | |

| | | |

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.8 Behaviors and characteristics of matter, from the microscopic to|Explain how advances in science has led to a greater understanding of|Describe the currently accepted model of the atom including the |

|the cosmic levels, are manifestations of its atomic structure. The |atomic structure. |particles that compose the internal structure. |

|macroscopic characteristics of matter, such as electrical and optical| |Describe how fundamental forces act to shape atomic structure. |

|properties, are the result of microscopic interactions. | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Bohr model of the atom |Simulated Rutherford’s scattering experiment |How have advances in science allowed for a greater understanding of |

|energy level |Black-box activity |atomic structure? |

|Ernest Rutherford | | |

|gold-foil experiment | | |

|ionization potential | | |

|modern (quantum mechanical) model | | |

|Neils Bohr | | |

|uncertainty principle (Heisenberg) | | |

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.9 The total of the fundamental interactions is responsible for the|Explain how the four fundamental forces shape the properties of |Why does the nucleus of an atom form if charges repel? (There are |

|appearance and behavior of the objects in the universe. |matter. |lots of positive charges in the nucleus.) |

| |Compare and contrast the strengths and ranges of the four fundamental| |

| |forces. | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|Coulomb’s Law |Website: |If atoms are mostly empty space, then why don’t we fall through the |

|Electromagnetic force | |floor? |

|Fundamental forces | | |

|Graviton | | |

|Gravity | | |

|Higgs boson | | |

|Photons | | |

|Pions | | |

|Strong force | | |

|W and Z basons | | |

|Weak force | | |

STANDARD 4: The Physical Setting/Physics – Modern Physics

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

|Major Understanding |Performance Objectives |Suggested Assessment |

|V.10. The fundamental source of all energy in the universe is the |Describe how energy and mass are related. |If the mass of one proton is totally converted into energy, then how |

|conversion of mass into energy. |Determine the energy contained in a given mass. |much energy would be produced? |

|Vocabulary/Visuals |Suggested Activities |Conceptual Question |

|E = mc[pic] |Mathematically, determine the amount of energy contained in various |Why don’t we see isolated quarks? |

| |masses. |What does E = mc[pic] mean? |

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