Curriculum Map
Curriculum Map
Course/Subject: Physics
Time Frame: Kinematics 1 (1 month)
|National Benchmark |State Standard |Content |Skills |Assessment |
| |3.2.P.B1: Differentiate among|All things horizontal motion | |Quizzes-Tests |
|All motion is relative to |translational motion, simple | |Algebraic Manipulation | |
|whatever frame of reference is |harmonic motion, and | |Dimensional Analysis |Football practice |
|chosen, for there is no |rotational motion in terms of | |Graphic Interpretation and Analysis |field and trundle wheels |
|motionless frame from which to |position, velocity, and |Distance vs. Displacement |Analysis, Synthesis and Evaluation of Real| |
|judge all motion. |acceleration. |Speed vs. Velocity |World Situations |Poke-A-Dots |
| |Use force and mass to explain |Scalars vs. Vectors | | |
| |translational motion or simple|Work on conversions within problems |Distinguish between vectors and scalars |Motion Detectors |
|Any object maintains a constant |harmonic motion of objects. |cm – km, sec – min – hours |Describe, in words, the motion of an |Graphing |
|speed and direction of motion |3.2.P.B6: Use Newton’s laws |Acceleration |object given a v-t graph | |
|unless an unbalanced outside |of motion and gravitation to |From v-t graph: Δx = vot + ½ at2 |Calculate Δx, V, or a given the | |
|force acts on it |describe and predict the |From that equation: v2 = vo2 + 2aΔx |appropriate graph | |
| |motion of objects ranging from| |Distinguish between speed and velocity | |
| |atoms to the galaxies. | |Solve problems | |
| | | | | |
| |3.2.P.B7: It’s a big list so | | | |
| |it’s not included here | | | |
Curriculum Map
Course/Subject: Physics
Time Frame: Kinematics 2 (1 month)
|National Benchmark |State Standard |Content |Skills |Assessment |
| | | |Algebraic Manipulation |Quizzes – Tests |
|All motion is relative to |3.2.P.B1: Differentiate among |Vertical Motion: |Dimensional Analysis |Labs |
|whatever frame of reference is |translational motion, simple | |Graphic Interpretation and Analysis | |
|chosen, for there is no |harmonic motion, and |Up and Down |Analysis, Synthesis and Evaluation of Real|Reaction Time |
|motionless frame from which to |rotational motion in terms of |Cliffs |World Situations |Stadium Drops |
|judge all motion. |position, velocity, and |Angle: ground-to-ground |Application of previous concepts | |
| |acceleration. |Angle: cliff-to-ground quadratic problems should be | |Projectile motion labs |
|Whenever one thing exerts a force|Use force and mass to explain |done |Recognize the independence of |Field Walk Vector |
|on another, an equal amount of |translational motion or simple| |perpendicular vector quantities |Marbles |
|force is exerted back on it. |harmonic motion of objects. | |Demonstrate addition of vectors and their |Kicks/Throw |
| |3.2.P.B6: Use Newton’s laws of|Newton’s Laws |component relationships |Motion Detector |
|Any object maintains a constant |motion and gravitation to |Fnet = ma |Define equilibrant vector and resultant | |
|speed and direction of motion |describe and predict the | |force |Inertia Demos |
|unless an unbalanced outside |motion of objects ranging from| |Demonstrate understanding of independence | |
|force acts on it |atoms to the galaxies. | |of horizontal and vertical velocities | |
| | | |State Newton’s Three Laws | |
|The change in motion (direction |3.2.P.B7: It’s a big list so | |Distinguish between weight and mass, using| |
|or speed) of an object is |it’s not included here | |Newton’s Second Law to relate them | |
|proportional to the applied force| | |Define free fall | |
|and inversely proportional to the| | |Define terminal velocity | |
|mass. | | |Explain the nature of frictional forces | |
| | | |Name the four basic forces | |
Curriculum Map
Course/Subject: Physics
Time Frame: Kinematics 3 (1 month)
|National Benchmark |State Standard |Content |Skills |Assessment |
| |3.2.P.B1: Differentiate among| |Algebraic Manipulation |Quizzes – Tests |
|All motion is relative to |translational motion, simple | |Dimensional Analysis | |
|whatever frame of reference is |harmonic motion, and |Friction |Analysis, Synthesis and Evaluation of Real|Labs |
|chosen, for there is no |rotational motion in terms of |Atwood’s Machine |World Situations | |
|motionless frame from which to |position, velocity, and |Inclined Planes |Application of previous concepts | |
|judge all motion. |acceleration. |Tension |Demonstrate an understanding of | |
|Whenever one thing exerts a force|Use force and mass to explain |Circular Motion |centripetal acceleration of objects in |Friction Lab |
|on another, an equal amount of |translational motion or simple|Gravity |circular motion | |
|force is exerted back on it. |harmonic motion of objects. | |Recognize the motion of satellites in |Atwood’s Machine Lab |
| |3.2.P.B6: Use Newton’s laws of| |circular orbits are applications of | |
|Any object maintains a constant |motion and gravitation to | |uniform circular motion |Centripetal Force Demo |
|speed and direction of motion |describe and predict the | |Define apparent weightlessness | |
|unless an unbalanced outside |motion of objects ranging from| |Demonstrate understanding of the inverse |Centripetal Force Lab |
|force acts on it |atoms to the galaxies. | |square law and appropriate graphs of | |
| | | |gravitational force |Gravity Calculation Lab |
|In most familiar situations, |3.2.P.B7: | |Apply L.U.G. | |
|frictional forces complicate the |It’s a big list so it’s not | |Analyze net force equations to determine | |
|description of motion, although |included here | |the acceleration of a system of masses | |
|the basic principles still apply.| | |Recognize components of gravitational | |
| | | |forces for objects on inclined planes | |
|The change in motion (direction | | | | |
|or speed) of an object is | | | | |
|proportional to the applied force| | | | |
|and inversely proportional to the| | | | |
|mass. | | | | |
|Gravitational force is an | | | | |
|attraction between masses. The | | | | |
|strength of the force is | | | | |
|proportional to the masses and | | | | |
|weakens rapidly with increasing | | | | |
|distance between them. | | | | |
Curriculum Map
Course/Subject: Physics
Time Frame: Kinematics 4 (1 month)
|National Benchmark |State Standard |Content |Skills |Assessment |
|Any object maintains a constant |3.2.P.B1: Differentiate among| | | |
|speed and direction of motion |translational motion, simple |Work | | |
|unless an unbalanced outside |harmonic motion, and | |Define work, KE and PE |Quizzes – Tests |
|force acts on it |rotational motion in terms of |Energy… KE and PE | | |
| |position, velocity, and | |Apply the Law of Conservation of Energy |Labs |
|In most familiar situations, |acceleration. |Springs… Hooke’s Law and ½ kx2 | | |
|frictional forces complicate the |Use force and mass to explain | |Identify the component of a force that |Work Lab - Stairs |
|description of motion, although |translational motion or simple| |does work | |
|the basic principles still apply.|harmonic motion of objects. | | |Energy Lab - Marble Lab |
| |3.2.P.B2: Explain the | |Demonstrate understanding that the work | |
|The change in motion (direction |translation and simple | |done on an object = ΔKE |Tarzan Lab |
|or speed) of an object is |harmonic motion of objects | | | |
|proportional to the applied force|using conservation of energy | |Define and calculate power |Hooke’s Law Lab |
|and inversely proportional to the|and conservation of momentum | | | |
|mass. |3.2.P.B6: Use Newton’s laws of| |Recognize when positive and negative work | |
| |motion and gravitation to | |is being done by a force | |
|Many forms of energy can be |describe and predict the | | | |
|considered to be either kinetic |motion of objects ranging from| |Explain why W = Fd does NOT apply for | |
|energy, which is the energy of |atoms to the galaxies. | |springs | |
|motion, or potential energy, |3.2.P.B7: It’s a big list so | | | |
|which depends on the separation |it’s not included here | |Solve problems using Hooke’s Law | |
|between mutually attracting or | | | | |
|repelling objects. | | |Apply Energy conservation to springs | |
| | | | | |
|Thermal energy in a system is | | | | |
|associated with the disordered | | | | |
|motions of its atoms or | | | | |
|molecules. Gravitational energy | | | | |
|is associated with the separation| | | | |
|of mutually attracting masses. | | | | |
| | | | | |
|Electrical potential energy is | | | | |
|associated with the separation of| | | | |
|mutually attracting or repelling | | | | |
|charges. | | | | |
| | | | | |
|Although the various forms of | | | | |
|energy appear very different, | | | | |
|each can be measured in a way | | | | |
|that makes it possible to keep | | | | |
|track of how much of one form is | | | | |
|converted into another. Whenever | | | | |
|the amount of energy in one place| | | | |
|diminishes, the amount in other | | | | |
|places or forms increases by the | | | | |
|same amount. | | | | |
| | | | | |
|If no energy is transferred into | | | | |
|or out of a system, the total | | | | |
|energy of all the different forms| | | | |
|in the system will not change, no| | | | |
|matter what gradual or violent | | | | |
|changes actually occur within the| | | | |
|system. | | | | |
Curriculum Map
Course/Subject: Physics
Time Frame: Kinematics 5 (1 month)
|National Benchmark |State Standard |Content |Skills |Assessment |
|All motion is relative to |3.2.P.B1: Differentiate among | | | |
|whatever frame of reference is |translational motion, simple | |Define momentum and impulse |Quizzes – Tests |
|chosen, for there is no |harmonic motion, and |Momentum – Collisions |Demonstrate understanding of force over a | |
|motionless frame from which to |rotational motion in terms of | |time interval and impulse |Labs |
|judge all motion. |position, velocity, and |Impulse |State and apply the Law of Conservation of| |
| |acceleration . | |Momentum |Air tracks and gliders |
|Whenever one thing exerts a force| |Angular quantities |Differentiate between elastic and | |
|on another, an equal amount of |Use force and mass to explain | |inelastic collisions by mathematically |Momentum-Impulse Lab |
|force is exerted back on it. |translational motion or simple| |applying the Law of Conservation of | |
| |harmonic motion of objects. | |Momentum with conservation of kinetic |Conservation of energy with Krot |
|Any object maintains a constant | | |energy |Marble |
|speed and direction of motion |Relate torque and rotational | |Define a radian in a physically relevant | |
|unless an unbalanced outside |inertia to explain rotational | |manner |Angular quantities, tension, Fnet|
|force acts on it |motion. | |Solve problems utilizing both conservation|Lab |
| | | |and energy | |
|In most familiar situations, |3.2.P.B2: Explain the | |Differentiate between linear and angular |Pirate Lab |
|frictional forces complicate the |translation and simple | |quantities | |
|description of motion, although |harmonic motion of objects | |Compare linear kinematic quantities to | |
|the basic principles still apply.|using conservation of energy | |angular quantities | |
| |and conservation of momentum. | |Solve problems using Δθ, ω, α, Net τ | |
|The change in motion (direction | | |Demonstrate understanding of moment of | |
|or speed) of an object is |Describe the rotational motion| |inertia | |
|proportional to the applied force|of objects using the | |Calculate Krot | |
|and inversely proportional to the|conservation of energy and | |Solve problems using conservation of | |
|mass. |conservation of angular | |energy | |
| |momentum. | | | |
|Many forms of energy can be | | | | |
|considered to be either kinetic |Explain how gravitational, | | | |
|energy, which is the energy of |electrical, and magnetic | | | |
|motion, or potential energy, |forces and torques give rise | | | |
|which depends on the separation |to rotational motion. | | | |
|between mutually attracting or | | | | |
|repelling objects. |3.2.P.B6: | | | |
| |Use Newton’s laws of motion | | | |
|Thermal energy in a system is |and gravitation to describe | | | |
|associated with the disordered |and predict the motion of | | | |
|motions of its atoms or |objects ranging from atoms to | | | |
|molecules. Gravitational energy |the galaxies. | | | |
|is associated with the separation| | | | |
|of mutually attracting masses. |3.2.P.B7: | | | |
|Electrical potential energy is |It’s a big list so it’s not | | | |
|associated with the separation of|included here | | | |
|mutually attracting or repelling | | | | |
|charges. | | | | |
| | | | | |
|Although the various forms of | | | | |
|energy appear very different, | | | | |
|each can be measured in a way | | | | |
|that makes it possible to keep | | | | |
|track of how much of one form is | | | | |
|converted into another. Whenever | | | | |
|the amount of energy in one place| | | | |
|diminishes, the amount in other | | | | |
|places or forms increases by the | | | | |
|same amount. | | | | |
| | | | | |
|If no energy is transferred into | | | | |
|or out of a system, the total | | | | |
|energy of all the different forms| | | | |
|in the system will not change, no| | | | |
|matter what gradual or violent | | | | |
|changes actually occur within the| | | | |
|system. | | | | |
Curriculum Map
Course/Subject: Physics
Time Frame: Kinematics 6 (1 week) / Electricity and Magnetism 1 (3 weeks)
|National Benchmark |State Standard |Content |Skills |Assessment |
|All motion is relative to |3.2.P.B1: Differentiate among | | | |
|whatever frame of reference is |translational motion, simple |Statics |Describe conditions of static equilibrium |Quizzes – Tests |
|chosen, for there is no |harmonic motion, and | | | |
|motionless frame from which to |rotational motion in terms of | |Solve problems using both τnet and Fnet |Bridge Lab |
|judge all motion. |position, velocity, and | | | |
|Whenever one thing exerts a force|acceleration . | |Differentiate between static and dynamic |Static Electricity Labs/Demos |
|on another, an equal amount of | | |equilibrium | |
|force is exerted back on it. |Use force and mass to explain | | |Electroscope |
| |translational motion or simple|I. Point Charges | | |
|Any object maintains a constant |harmonic motion of objects. |A. Electrostatic Force | |Van de Graaff Generator |
|speed and direction of motion | |1. Nature of Charges | | |
|unless an unbalanced outside |Relate torque and rotational |2. Coulomb’s Law | |High Voltage Source |
|force acts on it |inertia to explain rotational |3. Vector Sum of |Students will quantitatively and | |
| |motion. |Forces |qualitatively describe how electric force,|Faraday Cage Videos |
|The change in motion (direction | |B. E Field |field and potential affect point charges. | |
|or speed) of an object is |3.2.P.B2: Explain the |1. Assignment of | | |
|proportional to the applied force|translation and simple |Direction | | |
|and inversely proportional to the|harmonic motion of objects |2. Sketch of E Field | | |
|mass. |using conservation of energy |3. E = F / q | | |
| |and conservation of momentum. |C. Electric Potential | | |
|Many forms of energy can be | |1. Energy per unit | | |
|considered to be either kinetic |Describe the rotational motion|charge | | |
|energy, which is the energy of |of objects using the |2. V = kQ / r | | |
|motion, or potential energy, |conservation of energy and | | | |
|which depends on the separation |conservation of angular | | | |
|between mutually attracting or |momentum. | | | |
|repelling objects. | | | | |
| |Explain how gravitational, | | | |
| |electrical, and magnetic | | | |
|Gravitational energy is |forces and torques give rise | | | |
|associated with the separation of|to rotational motion. | | | |
|mutually attracting masses. | | | | |
|Electrical potential energy is |3.2.P.B4: Explain how | | | |
|associated with the separation of|stationary and moving | | | |
|mutually attracting or repelling |particles result in | | | |
|charges. |electricity and magnetism. | | | |
| |Develop qualitative and | | | |
|Although the various forms of |quantitative understanding of | | | |
|energy appear very different, |current, voltage, resistance, | | | |
|each can be measured in a way |and the connections among | | | |
|that makes it possible to keep |them. | | | |
|track of how much of one form is |Explain how electrical | | | |
|converted into another. Whenever |induction is applied in | | | |
|the amount of energy in one place|technology. | | | |
|diminishes, the amount in other |3.2.P.B6: Use Newton’s laws of| | | |
|places or forms increases by the |motion and gravitation to | | | |
|same amount. |describe and predict the | | | |
| |motion of objects ranging from| | | |
|If no energy is transferred into |atoms to the galaxies. | | | |
|or out of a system, the total | | | | |
|energy of all the different forms|3.2.P.B7: It’s a big list so | | | |
|in the system will not change, no|it’s not included here | | | |
|matter what gradual or violent | | | | |
|changes actually occur within the| | | | |
|system. | | | | |
| | | | | |
|The motion of electrons is far | | | | |
|more affected by electrical | | | | |
|forces than protons are because | | | | |
|electrons are much less massive | | | | |
|and are outside of the nucleus. | | | | |
| | | | | |
|Most materials have equal numbers| | | | |
|of protons and electrons and are | | | | |
|therefore electrically neutral. | | | | |
|In most cases, a material | | | | |
|acquires a negative charge by | | | | |
|gaining electrons and acquires a | | | | |
|positive charge by losing | | | | |
|electrons. Even a tiny imbalance | | | | |
|in the number of protons and | | | | |
|electrons in an object can | | | | |
|produce noticeable electric | | | | |
|forces on other objects. | | | | |
| | | | | |
|In many conducting materials, | | | | |
|such as metals, some of the | | | | |
|electrons are not firmly held by | | | | |
|the nuclei of the atoms that make| | | | |
|up the material. In these | | | | |
|materials, applied electric | | | | |
|forces can cause the electrons to| | | | |
|move through the material, | | | | |
|producing an electric current. In| | | | |
|insulating materials, such as | | | | |
|glass, the electrons are held | | | | |
|more firmly, making it nearly | | | | |
|impossible to produce an electric| | | | |
|current in those materials. | | | | |
Curriculum Map
Course/Subject: Physics
Time Frame: Electricity and Magnetism 2 (1 month)
|National Benchmark |State Standard |Content |Skills |Assessment |
| |3.2.P.B1: | | | |
|Most materials have equal numbers|Differentiate among | | |Quizzes – Tests |
|of protons and electrons and are |translational motion, simple |II. Circuits |Students will quantitatively, | |
|therefore electrically neutral. |harmonic motion, and |A. Definition of Current |qualitatively and experimentally determine|Labs |
|In most cases, a material |rotational motion in terms of |B. Ohm’s Law |how flow of electric charge in a D.C. | |
|acquires a negative charge by |position, velocity, and |C. Electric Power |circuit is influenced by batteries, |Resistor Code Labs |
|gaining electrons and acquires a |acceleration. |D. Resistors |resistors and capacitors. | |
|positive charge by losing |Use force and mass to explain |1. Series | |Circuit Analysis Lab – Multimeter|
|electrons. Even a tiny imbalance |translational motion or simple|2. Parallel | | |
|in the number of protons and |harmonic motion of objects. |E. Kirchhoff’s Rules | |Capacitor Lab / Demo |
|electrons in an object can |3.2.P.B2: Explain the |1. Junction Rule | | |
|produce noticeable electric |translational and simple |2. Loop Rule | |Phet Demos |
|forces on other objects. |harmonic motion of objects |F. Capacitors | | |
| |using conservation of energy |1. Series | | |
|In many conducting materials, |and conservation of momentum. |2. Parallel | | |
|such as metals, some of the |Describe the rotational motion| | | |
|electrons are not firmly held by |of objects using the | | | |
|the nuclei of the atoms that make|conservation of energy and | | | |
|up the material. In these |conservation of angular | | | |
|materials, applied electric |momentum. | | | |
|forces can cause the electrons to| | | | |
|move through the material, |3.2.P.B4: Explain how | | | |
|producing an electric current. In|stationary and moving | | | |
|insulating materials, such as |particles result in | | | |
|glass, the electrons are held |electricity and magnetism. | | | |
|more firmly, making it nearly |Develop qualitative and | | | |
|impossible to produce an electric|quantitative understanding of | | | |
|current in those materials. |current, voltage, resistance, | | | |
| |and the connections among | | | |
|At very low temperatures, some |them. | | | |
|materials become superconductors |Explain how electrical | | | |
|and offer no resistance to the |induction is applied in | | | |
|flow of electrons. |technology. | | | |
| |3.2.P.B7: It’s a big list so | | | |
|Semiconducting materials differ |it’s not included here | | | |
|greatly in how well they conduct | | | | |
|electrons, depending on the exact| | | | |
|composition of the material. | | | | |
Curriculum Map
Course/Subject: Physics
Time Frame: Electricity and Magnetism 3 (2 weeks) / Waves 1 (2 weeks)
|National Benchmark |State Standard |Content |Skills |Assessment |
|All motion is relative to |3.2.P.B1: Differentiate among | | | |
|whatever frame of reference is |translational motion, simple |Electromagnetism |Students will quantitatively, |Quizzes – Tests |
|chosen, for there is no |harmonic motion, and |A. Currents Produce a B field |qualitatively and experimentally determine| |
|motionless frame from which to |rotational motion in terms of |(RHR 1) |the relationship between electric charge |Labs |
|judge all motion. |position, velocity, and |B. Force on a moving charge in B |and magnetic field. | |
| |acceleration. |Field (RHR 2) | |Lab: Plot of x, v and a for |
|Cyclic change is commonly found |Use force and mass to explain |C. Force Between Two Parallel |Determine the magnetic field due to a |pendulum. |
|when there are feedback effects |translational motion or simple|Wires |current-carrying wire. | |
|in a system – as, for example, |harmonic motion of objects. |Induced EMF – Lenz’s Law | |Swingers Lab |
|when a change in any direction |Relate torque and rotational | |Correctly define magnetic flux. | |
|gives rise to forces or |inertia to explain rotational |I. Simple Harmonic Motion | |Snakey Lab |
|influences that oppose that |motion. |A. Pendulums |Apply a change in flux through a closed | |
|change. |3.2.P.B2: Explain the |1. Calculations |conducting loop to correctly determine the|Phet Demos |
| |translational and simple |2. Create Equation and Graph of | | |
|Whenever one thing exerts a force|harmonic motion of objects |Motion |direction of the induced current. | |
|on another, an equal amount of |using conservation of energy |B. Period / Frequency | | |
|force is exerted back on it. |and conservation of momentum. | | | |
| |Describe the rotational motion|II. Wave Type |Apply Lenz’s and Farraday’s Law to | |
|Any object maintains a constant |of objects using the |A. Transverse |correctly determine the force on a current| |
|speed and direction of motion |conservation of energy and |B. Longitudinal |carrying loop due to a change in magnetic | |
|unless an unbalanced outside |conservation of angular | |flux. | |
|force acts on it |momentum. |IIII. Parts of a Wave | | |
| |Explain how gravitational, |A. Crest / Compression |Students will be able to classify a wave | |
|If no energy is transferred into |electrical, and magnetic |B. Trough / Rarefaction |as transverse or longitudinal. | |
|or out of a system, the total |forces and torques give rise |C. Amplitude | | |
|energy of all the different forms|to rotational motion. |D. Wavelength |Students will be able to draw and label | |
|in the system will not change, no|3.2.P.B4: Explain how | |the parts of a wave | |
|matter what gradual or violent |stationary and moving | | | |
|changes actually occur within the|particles result in | | | |
|system. |electricity and magnetism. | |Students will be able to measure and | |
| |Develop qualitative and | |calculate properties affecting simple | |
|The change in motion (direction |quantitative understanding of | |harmonic motion. | |
|or speed) of an object is |current, voltage, resistance, | | | |
|proportional to the applied force|and the connections among | | | |
|and inversely proportional to the|them. | | | |
|mass. |Explain how electrical | | | |
| |induction is applied in | | | |
|Electric currents in the earth's |technology. | | | |
|interior give the earth an |3.2.P.B5: Explain how waves | | | |
|extensive magnetic field, which |transfer energy without | | | |
|we detect from the orientation of|transferring matter. | | | |
|compass needles. |Explain how waves carry | | | |
| |information from remote | | | |
|The interplay of electric and |sources that can be detected | | | |
|magnetic forces is the basis for |and interpreted. | | | |
|many modern technologies, |Describe the causes of wave | | | |
|including electric motors, |frequency, speed, and wave | | | |
|generators, and devices that |length. | | | |
|produce or receive |3.2.P.B6: Use Newton’s laws of| | | |
|electromagnetic waves. |motion and gravitation to | | | |
| |describe and predict the | | | |
|When electrically charged objects|motion of objects ranging from| | | |
|undergo a change in motion, they |atoms to the galaxies. | | | |
|produce electromagnetic waves | | | | |
|around them. |3.2.P.B7: It’s a big list so | | | |
| |it’s not included here | | | |
|Magnetic forces are very closely | | | | |
|related to electric forces and | | | | |
|are thought of as different | | | | |
|aspects of a single | | | | |
|electromagnetic force. | | | | |
| | | | | |
| | | | | |
| | | | | |
|Moving electrically charged | | | | |
|objects produces magnetic forces | | | | |
|and moving magnets produces | | | | |
|electric forces. | | | | |
| | | | | |
Curriculum Map
Course/Subject: Physics
Time Frame: Waves 2 (1 month)
|National Benchmark |State Standard |Content |Skills |Assessment |
| | | | | |
|Waves can superpose on one |3.2.P.B5: Explain how waves | | |Quizzes – Tests |
|another, bend around corners, |transfer energy without |IV. Interactions of Waves |Students will demonstrate mastery of | |
|reflect off surfaces, be absorbed|transferring matter. |A. Interference |reflection, refraction, diffraction and |Labs |
|by materials they enter, and |Explain how waves carry |1. Constructive |interference of waves. | |
|change direction when entering a |information from remote |2. Destructive | |Index of Refraction Lab – |
|new material. |sources that can be detected |B. Doppler Shift | |Glass/Water |
| |and interpreted. |C. Law of Reflection |Explain the cause of Doppler Shift | |
|Accelerating electric charges |Describe the causes of wave |D. Index of Refraction / Snell’s Law | |Parabolic vs. Plane mirrors |
|produce electromagnetic waves |frequency, speed, and wave |E. Diffraction |Solve problems using Snell’s Law | |
|around them. A great variety of |length. | | |Focal length lab |
|radiations are electromagnetic | |V. Wave Phenomena |Calculate speed of sound using a resonant | |
|waves: radio waves, microwaves, | |A. Standing Waves |tube and a tuning fork |Doppler Duck Demo |
|radiant heat, visible light, | |B. Resonance | | |
|ultraviolet radiation, x rays, | | |Students will apply principles of standing|Diffraction gratings and helium |
|and gamma rays. These wavelengths| | |waves and resonance to everyday life. |laser |
|vary from radio waves, the | | | | |
|longest, to gamma rays, the | | | |Open/Closed Resonators |
|shortest. In empty space, all | | | | |
|electromagnetic waves move at the| | | |Rubens Tube |
|same speed--the "speed of light."| | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|The energy of waves (like any | | | | |
|form of energy) can be changed | | | | |
|into other forms of energy. | | | | |
| | | | | |
|All motion is relative to | | | | |
|whatever frame of reference is | | | | |
|chosen, for there is no | | | | |
|motionless frame from which to | | | | |
|judge all motion. | | | | |
| | | | | |
|The observed wavelength of a wave| | | | |
|depends upon the relative motion | | | | |
|of the source and the observer. | | | | |
|If either is moving toward the | | | | |
|other, the observed wavelength is| | | | |
|shorter; if either is moving | | | | |
|away, the wavelength is longer. | | | | |
Curriculum Map
Course/Subject: Physics
Time Frame: Review (2 weeks)
|National Benchmark |State Standard |Content |Skills |Assessment |
| | | | | |
| | |Review | | |
| | | |This time will be used to review all |Quizzes – Tests |
| | | |material from the school year. We have a | |
| | | |Physics Preveiw Sheet and all answers are |Labs |
| | | |shown on Power Point. | |
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