Curriculum Management System · 2016-07-26 · 5 Common Core State Standards (CSSS] The Common Core State Standards provide a consistent, clear understanding of what students are

CurriculumManagementSystem

MONROETOWNSHIPSCHOOLS

CourseName:APPHYSICS2Grade:12

Foradoptionbyallregulareducationprograms BoardApproved:July2016asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.

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TableofContents

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3

Mission,Vision,Beliefs,andGoals Page4

CoreCurriculumContentStandards Page5

ScopeandSequence Page6‐9

Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page10‐65

QuarterlyBenchmarkAssessment Page66‐67

AppendixA:Rubrics Page68

AppendixB:Monitoringscales Page69

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MonroeTownshipSchoolsAdministration andBoardofEducationMembers

ADMINISTRATIONDr.MichaelKozak,Superintendent

Dr.DoriAlvich,AssistantSuperintendent

BOARDOFEDUCATIONMr.StevenRiback,BoardPresident

Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio

Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman

Ms.KathyKolupanowichMs.DawnQuarinoMrFrankRusso

JamesburgRepresentative

Mr.PaulRutsky

WRITER’SNAMESDr.RamaBasu

CURRICULUMSUPERVISOR

Ms.BonnieJ.Casaletto,DistrictK‐12SupervisorofSciencesandSocialStudies

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Mission,Vision,Beliefs,andGoals

MissionStatement

TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.

VisionStatement

TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.

Beliefs

1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.

BoardofEducationGoals

1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.

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CommonCoreStateStandards(CSSS]

TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.

Links:

1. CCSSHomePage:http://www.corestandards.org/ 2. CCSSFAQ:http://www.corestandards.org/about‐the‐standards/frequently‐asked‐questions/

3. CCSSTheStandards:http://www.corestandards.org/read‐the‐standards/

4. NJDOELinktoCCSS:http://www.state.nj.us/education/sca/

5. PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://www.parcconline.org/

6. NationalStandardsforFamilyandConsumerSciencesEducationhttp://www.nasafacs.org/national‐standards‐and‐competencies.html

7. NextGenerationScienceStandards: http://www.nextgenscience.org/new‐jersey

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ScopeandSequence

Quarter1

UNITTOPICS

I.ElectricalForcesandFields

a. NatureandoriginofElectricalFieldsandforces.b. Methodsofchargingandconstructionandinterpretationofchargediagramsc. Superpositionofelectricfields.d. Motionofchargesinelectricfields

II.ElectricalEnergyandPotential

a. Workdoneonmovingchargesinelectricalfieldsb. Energytransformationsforchargesmovinginelectricalfields.c. ElectricalPotentialandpotentialenergyd. CapacitorsandCapacitance

III.ElectricalCurrent,Resistance,Power&Circuits

a. Thenatureandcausesofelectricalcurrentflowb. Electricalpropertiesofmaterials(Conductors,insulatorsanddielectrics)c. Originofresistanceandresistivityd. Ohm’sLawe. Parallel,seriesandcomplexcircuitswithcapacitorsandresistorsf. Kirchoff’srulesappliedtoComplexcircuits

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Quarter2

UNITTOPICS

III.ElectricalCurrent,Resistance,Power&Circuits

a. Thenatureandcausesofelectricalcurrentflowb. Electricalpropertiesofmaterials(Conductors,insulatorsanddielectrics)c. Originofresistanceandresistivityd. Ohm’sLawe. Powerdissipatedincircuitsf. Parallel,seriesandcomplexcircuitswithcapacitorsandresistorsg. Kirchoff’srulesappliedtoComplexcircuits

IV.MagnetismandMagneticInductiona. Theoriginandnatureofmagneticfieldsb. Magneticforcesonmovingchargesandcurrentcarryingconductors,andtheirapplicationsc. Currentcarryingconductorsassourcesofmagneticfieldsd. Magneticfluxe. Inductionofemfinaloopduetochangingmagneticflux(causesofchangesinmagneticflux,generatorsetc.)

V.ElectromagneticWaves,ReflectionandRefraction

a. Natureofelectromagneticwavesb. Classificationoftypesofelectro‐magneticwavesc. Lawsofreflectiond. Snell’sLawe. Totalinternalreflectionf. Dispersionofpolychromaticlight

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Quarter3

UNITTOPICS

V.Light:GeometricalandPhysicalOpticsa. Mirrorsandthinlensesandtheirapplicationsb. Dispersionc. InterferenceandDiffraction

VI.ModernPhysicsa. WaveParticleDualityb. Photo‐electriceffectc. Atomicstructureandspectrad. Nuclearphysicsandnuclearreactions

VII.HeatandThermodynamics

a. HeatTransferbyConduction,Convection,andRadiationb. MechanicalEquivalentofheat

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Quarter4

UNITTOPICS

VII.HeatandThermodynamicsContinueda. KineticTheoryofgases.b. Idealgasesc. ThermodynamicsandHeatengines

VIII.FluidMechanics(Hydrostatics&Hydrodynamics)a. Pressureandvariationofpressurewithdepthb. Pascal’sPrinciplec. ArchimedesPrincipled. EquationofContinuitye. Bernoulli’sequation

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UNITI– ElectricalFieldsandForces

StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS1‐1.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms.HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.HS‐PS2‐4.UsemathematicalrepresentationsofNewton’sLawofGravitationandCoulomb’sLawtodescribeandpredictthegravitationalandelectrostaticforcesbetweenobjects.HS‐PS2‐4.UnderstandthatNewton’slawofuniversalgravitationandCoulomb’slawprovidethemathematicalmodelstodescribeandpredicttheeffectsofgravitationalandelectrostaticforcesbetweendistantobjects.HS‐PS24,HS‐PS2‐5.Argueandprovideevidencethatforcesatadistanceareexplainedbyfields(gravitational,electric,andmagnetic)permeatingspacethatcantransferenergythrough

TransferStudentswillbeabletoindependentlyusetheirlearningto…

Analyzelongrangeinteractionsandstudytheeffectoffundamentalforceslikegravitationalandelectricalforcesinnatureandtheobservableuniverse,aswellasthesubatomicrealm.

Analyzescenariostocomparefieldforcesanddeterminethatdifferentforcesdominateatdifferentscales.

Utilizetheirunderstandingofelectrostaticstoexplaindiversephenomenasuchaslightning,gasstationfires,andwhytouchingtheinteriorofacomputerwithoutproperprecautionscanleadtolossofdata.

MeaningUNDERSTANDINGSStudentswillunderstandthat…

Electricchargeisapropertyofanobjectorsystemthataffectsitsinteractionswithotherobjectsorsystemscontainingcharge.

Theelectricchargeofasystemisconserved. Afieldassociatesavalueofsomephysical

quantitywitheverypointinspace.Fieldmodelsareusefulfordescribinginteractionsthatoccuratadistance(long‐rangeforces)aswellasavarietyofotherphysicalphenomena.

Anelectricfieldiscausedbyanobjectwithelectriccharge.

Theelectricpropertiesofasystemcanchangeinresponsetothepresenceof,orchangesin,otherobjectsorsystems

Classically,theaccelerationofachargedobjectinteractingwithotherobjectsviaacombinationofelectromagneticandotherforcescanbepredictedbyusing ∑ .

Theaccelerationofthecenterofmassofasystemofchargesisrelatedtothenetforceexertedonthesystem,where

ESSENTIALQUESTIONS: Whymusthospitalpersonnelwearspecial

conductingshoeswhileworkingaroundoxygeninanoperatingtheatre?Whatmighthappenifthepersonnelworeshoeswithrubbersoles?

Aballoonthathasbeennegativelychargedbyrubbingclingstoawall.Whatcanyouconcludeaboutthechargeonthewall?Whydoestheballooneventuallyfall?

Intheeventofathunderstorm,youaresafeifyouareinyourcar.Explain.

AnunchargedmetalliccoatedStyrofoamballissuspendedbetweentwooppositelychargedverticalmetallicplates.Describethemotionoftheballafteritisbroughtintocontactwithoneoftheplates.Explainthemotion.

Achargedcomboftenattractssmallbitsofdrypaperthatthenflyawaywhentheytouchthecomb.Explain.

Therearestrongsimilaritiesbetweenelectricandgravitationalfields.Aroomcanbeelectricallyshieldedsothattherearenoelectricfieldsinsidetheroom.Canaroombegravitationallyshielded?

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space.Massescausegravitationalfields;magnetsorelectriccurrentscausemagneticfields;electricchargesorchangingmagneticfieldscauseelectricfields.HS‐PS1‐1,HS‐PS1‐3,HSPS2‐6Explainthestructure,properties,andtransformationsofmatter,aswellasthecontactforcesbetweenmaterialobjectsastheconsequenceofattractionandrepulsionbetweenelectricchargesattheatomicscale.GENERALGOALSHS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.RST.11‐12.1.Citespecifictextual

∑ .

AcquisitionStudentswillknow…

Electricchargeisconserved.Thenetchargeofasystemisequaltothesumofthechargesofalltheobjectsinthesystem.

Thechargedistributioninasystemcanbealteredbytheeffectsofelectricforcesproducedbyachargedobject.

Chargingcantakeplacebyfrictionorbycontact.

Aninducedchargeseparationcancauseaneutralobjecttobecomepolarized.

Chargingbyinductioncanoccurwhenapolarizingconductingobjectistouchedbyanother.

Insolidconductors,someelectronsaremobile.Whennocurrentflows,mobilechargesareinstaticequilibrium,excesschargeresidesatthesurface,andtheinteriorfieldiszero.Insolidinsulators,excess(“fixed”)chargemayresideintheinterioraswellasatthesurface.

Avectorfieldgives,asafunctionofposition(andperhapstime),thevalueofaphysicalquantitythatisdescribedbyavector.

Electricfieldsarerepresentedbyfieldvectorsindicatingdirectionandmagnitude.

Whenmorethanonesourceobjectwithelectricchargeispresent,thefieldvaluecanbedeterminedbyvectoraddition.

Conversely,aknownelectricfieldcanbeusedtomakeinferencesaboutthenumber,relativesize,andlocationofsources.

ThemagnitudeoftheelectricforceFexertedonanobjectwithelectricchargeqbyanelectricfield is .Thedirectionofthe

Studentswillbeskilledat…

Makingclaimsaboutnaturalphenomenabasedonconservationofelectriccharge.

Makingpredictions,usingtheconservationofelectriccharge,aboutthesignandrelativequantityofnetchargeofobjectsorsystemsaftervariouschargingprocesses,includingconservationofchargeinsimplecircuits.

Constructinganexplanationofthetwo‐chargemodelofelectricchargebasedonevidenceproducedthroughscientificpractices.

Makingaqualitativepredictionaboutthedistributionofpositiveandnegativeelectricchargeswithinneutralsystemsastheyundergovariousprocesses.

Challengingclaimsthatthepolarizationofelectricchargeorseparationofchargemustresultinanetchargeontheobject.

Challengingtheclaimthatanelectricchargesmallerthantheelementarychargehasbeenisolated.

Makingpredictionsabouttheredistributionofchargeduringchargingbyfriction,conduction,andinduction.

Makingpredictionsabouttheredistributionofchargecausedbytheelectricfieldduetoothersystems,resultinginchargedorpolarizedobjects.

Constructingarepresentationofthedistributionoffixedandmobilechargeininsulatorsandconductors.

Constructingarepresentationofthe

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evidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.

forceisdeterminedbythedirectionofthefieldandthesignofthecharge,withpositivelychargedobjectsacceleratinginthedirectionofthefieldandnegativelychargedobjectsacceleratinginthedirectionoppositethefield.

TheelectricfieldcausedbyasphericallysymmetricchargeQisgivenby

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Theelectricfieldarounddipolesandothersystemsofelectricallychargedobjects(thatcanbemodeledaspointobjects)isfoundbyvectoradditionofthefieldofeachindividualobject.

Whenanobjectissmallcomparedtothedistancesinvolvedintheproblem,orwhenalargerobjectisbeingmodeledasalargenumberofverysmallconstituentparticles,thesecanbemodeledaschargedobjectsofnegligiblesize,or“pointcharges.”

Theexpressionfortheelectricfieldduetoapointchargecanbeusedtodeterminetheelectricfield,eitherqualitativelyorquantitatively,aroundasimple,highlysymmetricdistributionofpointcharges.

Betweentwooppositelychargedparallelplateswithuniformlydistributedelectriccharge,theelectricfieldisperpendiculartotheplatesandisconstantinbothmagnitudeanddirection,atpointsfarfromtheedgesoftheplates.

Electricforceresultsfromtheinteractionofoneobjectthathasanelectricchargewithanotherobjectthathasanelectriccharge.

Electricforcesdominatethepropertiesoftheobjectsinoureverydayexperiences.However,thelargenumberofparticleinteractionsthatoccurmakeitmoreconvenienttotreat

distributionoffixedandmobilechargeininsulatorsandconductorsthatpredictschargedistributioninprocessesinvolvinginductionorconduction.

Planningand/oranalyzingtheresultsofexperimentsinwhichelectricchargerearrangementoccursbyelectrostaticinduction.

Refiningascientificquestionrelatingtoelectrostaticinductionexperimentsbyidentifyinganomaliesinadatasetorprocedure.

Explainingtheinversesquaredependenceoftheelectricfieldsurroundingasphericallysymmetricelectricallychargedobject.

Predictingthedirectionandthemagnitudeoftheforceexertedonanobjectwithanelectricchargeqplacedinanelectricalfieldofstrength .Thestudentisabletoapplytocalculatetheelectricalforceonan

objectwithchargeqinanelectricalfieldofstrength inthecontextoftheeffectsofanetforceonobjectsandsystems.

Calculatinganyoneofthevariables—electricforce,electriccharge,andelectricfield—atapointgiventhevaluesandsignordirectionoftheothertwoquantities.

Makingclaimsabouttheforceonanobjectduetothepresenceofotherobjectswiththesameproperty:mass,electriccharge.

UsingCoulomb’slawqualitativelyandquantitativelytomakepredictionsabouttheinteractionbetweentwoelectricpointcharges.

Connectingtheconceptsofgravitationalforceandelectricforcetocomparesimilaritiesanddifferencesbetweentheforces.

Thestudentisabletoconnectthestrengthof

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MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.

everydayforcesintermsofnon‐fundamentalforcescalledcontactforces,suchasnormalforce,friction,andtension.

Electromagneticforcesareexertedatallscalesandcandominateatthehumanscale.

Electricforcesmaybeattractiveorrepulsive,dependinguponthechargesontheobjectsinvolved.

Themagnitudeofforcebetweentwosphericallysymmetricobjectsofchargeq1andq2separatedbyadistancerisgivenbyCoulomb’slaw

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Ifanobjectofinterestinteractswithseveralotherobjects,thenetforceisthevectorsumoftheindividualforces.

Free‐bodydiagramsareusefultoolsforvisualizingforcesbeingexertedonasingleobject.

thegravitationalforcebetweentwoobjectstothespatialscaleofthesituationandthemassesoftheobjectsinvolvedandcomparethatstrengthtoelectricalforces.

Thestudentisabletoconnectthestrengthofelectromagneticforceswiththespatialscaleofthesituation,themagnitudeoftheelectriccharges,andthemotionoftheelectricallychargedobjectsinvolved.

Distinguishingthecharacteristicsthatdifferbetweenmonopolefields(gravitationalfieldofsphericalmassandelectricalfieldduetosinglepointcharge)anddipolefields(electricdipolefieldandmagneticfield).

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidence

SUGGESTEDPERFORMANCERUBRICManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.PleasefollowtheLinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportant

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:AssessmentModel#1:Students will investigate static electricity by performing experiments at various stations utilizing commonhouseholdmaterials.Forexample,

i. Studentswillsuspendtwoinflatedballoonsbystringsfromadoorandobservewhathappenswhentheballoonsarechargedbyrubbingeachballoonwithwoolcloth.

ii. Studentswillrubaninflatedballoonwithapieceofwoolandpressitagainstawall,thenobservewhathappens.

iii. StudentswilltearsomepaperintoverysmallbitsandobservewhathappenswhenachargedPVCpipeisbroughtnearthem.

iv. Seeminglymagical meter‐stick: Students will attempt tomove ameter‐stick which is balanced on apetri‐dish,byusingonlyachargedPVCpipe.

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componentoftheperformancetasksforanAdvancedplacementclass.ExamplesofanofficiallyreleasedAPPhysics2FreeResponseexamandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:2015ReleasedAPPhysics2Exam:https://secure‐media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_physics_2.pdf2015FreeResponseScoringguidelines:https://secure‐

media.collegeboard.org/digitalServices/pdf/ap/ap15_physics_2_sg.pdf

Studentswillpresenttheirobservationsandexplanationsusingdetailedchargediagramsandelectrontransferdiagramsinpower‐pointpresentations.AssessmentModel#2:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofelectrostatics.Studentswillformteams(teamsizewillbedeterminedbyclasssize,butshouldnotexceed4members).Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,bytheendofwhichtimewhichtime,everymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#3:Usingtwochargedpiecesoftape,studentswillverifyCoulomb’slaw.Studentswillpresenttheirresultsinawrittenreport.AssessmentModel#4:StudentswillperformvariousexperimentswithaVan‐de‐Graffgenerator.Eachgroupofstudentswillmakeanoralpresentationoftheirexperimentalobservationsandexplanations.

SUGGESTEDMONITORINGSCALE:Whenappropriate,useoneofthescales(orsimilar)locatedinAppendix_Btomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts.

OTHERSUGGESTEDPERFORMANCETASKS: WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysicsappliedto

everydayscenarios

StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction

SUGGESTEDLEARNINGEVENTS:

LecturesandPowerPointpresentationsonElectrostaticstermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. StudentswillperformtheactivitiesdescribedintheAssessmentmodels#1‐4

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Demo–AttractionandRepulsion:Demonstrateattractionandrepulsionbetweenglassandplasticrodsbyapproachingachargedrod(glassor

plastic)toanotherrod(glassorplastic)hangingfromaringstand.Theplasticandglassrodsarechargedbyusingfurandsilk.

JigsawActivity–LightningandElectrostatics:Distributeresearchtopicsdealingwithvariousaspectsoflightningorelectrostaticstostudentgroups‐onetopicpergroup.ThestudentswillresearchtheirtopicandcreateaPowerPointtopresenttotheclass.Sampletopicsinclude:lightningsafety,lightningmechanisms,Faradaycages,VandeGraaffgenerators,safetyduringlightningstorms,gas‐pumpfires.SuggestedVideo:MythbustersCellPhoneDestroysGasStation,Top‐GearCarLightning

Demo–VandeGraaffGenerator:Astudentvolunteerwillstandonaplasticmilkcrateandplacetheirhandsonthegenerator.Thestudent’shairwillbegintorisewhenthegeneratorisactivated,demonstratingabuildupofcharge.Theclassroomlightsshouldbeturned‐offandtheblindsshouldbeclosedpriortoaskingthevolunteerstudenttopointonehandinadirectionawayfromthegeneratorextendingonefinger.Abuzzingsoundandbluelightwillemanatefromthestudent’sfingerdemonstratingareleaseofchargeatasharppoint.Thegeneratorwillbedeactivatedandthestudentwillthenbeaskedtoreleasetheirhandsfromthegeneratorandtostepdownontothefloor.Studentsmaynotparticipateiftheyhaveaheartcondition.

AdditionalrecommendeddemosusingtheVandeGraaffgeneratorinclude(butnotlimitedto): Severalpieplatesmaybeplacedontopofthegenerator.Activatingthegeneratorwillresultintheplatesflyingoffoneatatime. Astudentmayplaceonehandonthegeneratorandplaceapieplateontheotherhand.Thepieplatewillbefullofpackingpeanuts.Activatingthe

generatorwillresultinthepeanutsflyingout. Apieceofrabbitfurcanbeplacedontopofthegenerator.Activatingthegeneratorwillresultinthefurstandingonendandthefur“leaping‐off”

thegenerator. https://phet.colorado.edu/sims/html/balloons‐and‐static‐electricity/latest/balloons‐and‐static‐electricity_en.html.Inquiryactivityusingthe

simulationtodrawmodelsforcommonstaticelectricityconcepts(transferofcharge,induction,attraction,repulsion,andgrounding)andmakepredictionsaboutforcesandfieldsatadistancefordiverseconfigurationsofcharge.Averyusefulactivityforflippingtheclassroom,asanintroductoryactivitytoencouragestudentstoengagewiththefundamentalconcepts.

http://www.physicsclassroom.com/Physics‐Interactives/Static‐Electricity/Coulomb‐s‐Law/Coulomb‐s‐Law‐Interactive.Anenquirybasedactivitywhichstudentscanusein“Practice”or“Play”modestoexplorethevariouswaysinwhichobjectscanbecharged.Asstudents’understandingsolidifies,theycanchallengethemselvesbyattemptingtimedtaskswhichrequireprecisemanipulationtoplacedefinedquantitiesofchargeonobjects.

https://phet.colorado.edu/sims/charges‐and‐fields/charges‐and‐fields_en.html:Avirtuallaboratoryexerciseinwhichstudentscanexploreandpredictthevariablesthataffecthowchargedbodiesinteract.Varioustoolsareprovidedtodescribethestrengthanddirectionoftheelectricfieldaroundachargeorconfigurationsofmultiplecharges.Theelectricfieldsensortoolisparticularlyeffectivetodeterminethedirectionandmagnitudeoftheelectricalfield.Studentscanmakepredictionsforthemagnitudeanddirectionsofelectricfieldsusingvectoradditionandtesttheirpredictionsusingthefieldsensor.

https://academo.org/demos/electric‐field‐line‐simulator/:AninquirybasedactivityinwhichstudentscanexploreavisualrepresentationofelectricfieldusingElectricFieldlines.Studentscanchangethenumber,typeandmagnitudeofcharges,andchangetheirpositionswhilestudyingtheeffectsofthechangesontheelectricfield.

http://phet.colorado.edu/en/simulation/legacy/electric‐hockey:Anenquirybasedactivitythatstudentscanusetoobservehowplacement,initial

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velocityandtheeffectsofsurroundingchargesmodifythetrajectoryofamovingchargeinanelectricalfield.Studentscan interactwiththesimulationatvaryinglevelsofcomplexitytodevelopdeeperintuitionaboutthemotionofchargedparticlesinthepresenceofotherchargesandtheassociatedelectricfields.

SUGGESTEDMETHODSOFDIFFERENTIATION:

Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.

MultipleIntelligences Jigsaws TapedMaterial Anchoractivities Graphicorganizers

Variedtexts,materials Literaturecircles Tieredlessons Tieredcenters Tieredproducts

Learningcontracts Groupingactivities OrbitalStudies Independentstudies Questioningstrategies

Interestcenters Interestgroups VariedHomework Compacting JournalPrompts

Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999.

UNITII– ElectricalEnergyandPotential

StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS1‐1.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms.HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.HS‐PS2‐4.UsemathematicalrepresentationsofNewton’sLawofGravitationandCoulomb’sLawtodescribeandpredictthe

Transfer Studentswillbeabletoindependentlyusetheirlearningto…

Utilizetheunderstandingthatenergycanbetransformedfromoneformtoanothertoexplorevariouswaysinwhichdifferentformsofenergycanbeconvertedtoelectricalenergy.

Analyzethefunctionofcapacitorsasthestorehouseofenergyincircuitsandthepracticalapplicationsofcapacitors.

Predicthowenergystoredinelectricalfieldscanbetransformedintokineticenergyofchargedparticlesandhowthisprincipleisusedinscientificapplicationssuchasparticleaccelerators.(Example:LargeHadronColliderinSwitzerland)

MeaningUNDERSTANDINGSStudentswillunderstandthat…Studentswillunderstandthat…

Electricalenergyisconserved. Physicistsoftenconstructamapofiso‐

linesconnectingpointsofequalvalueforsomequantityrelatedtoafieldandusethesemapstohelpvisualizethefield.

ESSENTIALQUESTIONS Aprotonandelectronaresimultaneously

releasedbetweentheplatesofaparallelplatecapacitor.Ignoringtheirmutualinteraction,whichparticlewillreachoneoftheplatesfirst?

Theelectricfieldatacertainlocationiszero.Doesthatnecessarilyindicatethatthepotentialiszero

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gravitationalandelectrostaticforcesbetweenobjects.HS‐PS2‐4.UnderstandthatNewton’slawofuniversalgravitationandCoulomb’slawprovidethemathematicalmodelstodescribeandpredicttheeffectsofgravitationalandelectrostaticforcesbetweendistantobjects.HS‐PS24,HS‐PS2‐5.Argueandprovideevidencethatforcesatadistanceareexplainedbyfields(gravitational,electric,andmagnetic)permeatingspacethatcantransferenergythroughspace.Massescausegravitationalfields;magnetsorelectriccurrentscausemagneticfields;electricchargesorchangingmagneticfieldscauseelectricfields.HS‐PS1‐1,HS‐PS1‐3,HSPS2‐6Explainthestructure,properties,andtransformationsofmatter,aswellasthecontactforcesbetweenmaterialobjectsastheconsequenceofattractionandrepulsionbetweenelectricchargesattheatomicscale.GENERALGOALSHS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationson

ExamplesofthiswouldbeElectricPotentialandgravitationalpotential.

atthislocation?Giveanexampletojustifyyouranswer.

Supposeyouaresittinginacaranda20kVpowerlinedropsacrossthecar.Shouldyoustayinthecarorclimbout?Justifyyouranswer.Ifyouwereaskedtodesignacapacitorforwhichsmallsizeandlargecapacitancewererequired,whatfactorswouldbeimportantinyourdesign?


Ascalarfieldgives,asafunctionofposition(andperhapstime),thevalueofaphysicalquantitythatisdescribedbyascalar.InPhysics2,thisshouldincludeelectricpotential.

Electricpotentialfieldsarerepresentedbyelectricpotentialvalues.

Whenmorethanonesourceobjectwithchargeispresent,thepotentialvaluecanbedeterminedbyscalaraddition.

Conversely,aknownpotentialfieldcanbeusedtomakeinferencesaboutthenumber,relativesize,andlocationofsourcecharges.

Iso‐linesonatopographic(elevation)mapdescribelinesofapproximatelyequalgravitationalpotentialenergyperunitmass(gravitationalequipotential).Asthedistancebetweentwodifferentiso‐linesdecreases,thesteepnessofthesurfaceincreases.[Contourlinesontopographicmapsareusefulteachingtoolsforintroducingtheconceptofequipotentiallines.Studentsareencouragedtousetheanalogyintheiranswerswhenexplaininggravitationalandelectricalpotentialandpotentialdifferences.]

Isolinesinaregionwhereanelectricfieldexistsrepresentlinesofequalelectric


Determiningthestructureofisolinesofelectricpotentialbyconstructingtheminagivenelectricfield.

Constructingorinterpretingvisualrepresentationsoftheiso‐linesofequalgravitationalpotentialenergyperunitmassandrefertoeachlineasagravitationalequipotential.Describingandmakingpredictionsabouttheinternalenergyofsystemsofcharges.

Predictingthestructureofisolinesofelectricpotentialbyconstructingtheminagivenelectricfieldandmakingconnectionsbetweentheseisolinesandthosefoundinagravitationalfield.

Qualitativelyusingtheconceptofisolinestoconstructisolinesofelectricpotentialinanelectricfieldanddeterminingtheeffectofthatfieldonelectricallychargedobjects.

Applyingmathematicalroutinestocalculatetheaveragevalueofthemagnitudeoftheelectricfieldinaregionfromadescriptionoftheelectricpotentialinthatregionusingthedisplacementalongthelineonwhichthedifferenceinpotentialisevaluated.

Applyingtheconceptoftheisolinerepresentationofelectricpotentialforagivenelectricchargedistributiontopredicttheaveragevalueoftheelectricfieldinthe

18

theprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations. RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,

potential,referredtoasequipotentiallines.

Anisolinemapofelectricpotentialcanbeconstructedfromanelectricfieldvectormap,usingthefactthattheisolinesareperpendiculartotheelectricfieldvectors.

Sincetheelectricpotentialhasthesamevaluealonganisoline,therecanbenocomponentoftheelectricfieldalongtheisoline.

Theaveragevalueoftheelectricfieldinaregionequalsthechangeinelectricpotentialacrossthatregiondividedbythechangeinposition(displacement)intherelevantdirection.

Theinternalenergyofasystemincludesthekineticenergyoftheobjectsthatmakeupthesystemandthepotentialenergyoftheconfigurationoftheobjectsthatmakeupthesystem.

Sinceenergyisconstantinaclosedsystem,changesinasystem’spotentialenergycanresultinchangestothesystem’skineticenergy.

Thechangesinpotentialandkineticenergiesinasystemmaybefurtherconstrainedbytheconstructionofthesystem.

Energycanbetransferredbyanexternalforceexertedonanobjectorsystemthatmovestheobjectorsystemthroughadistance;thisenergytransferiscalledwork.

Energytransferinmechanicalorelectricalsystemsmayoccuratdifferentrates.

Powerisdefinedastherateofenergytransferinto,outof,orwithinasystem.

Thecapacitanceofacapacitor,canbeunderstoodfromthebasicpropertiesofelectricfieldsandforces,aswellasthe

region. Calculatingchangesinkineticenergyand

potentialenergyofasystemofcharges,usinginformationfromrepresentationsofthatsystem.[

Makingpredictionsaboutthepropertiesofcapacitorswhenplacedinasimplecircuit,basedonthegeometryofthecircuitelementandsupportedbyscientifictheoriesandmathematicalrelationships.

Designingaplanforthecollectionofdatatodeterminetheeffectofchangingthegeometryand/ormaterialsonthecapacitanceofacircuitelementandrelateresultstothebasicpropertiesofcapacitors.

Analyzingdatatodeterminetheeffectofchangingthegeometryand/ormaterialsonthecapacitanceofacircuitelementandrelateresultstothebasicpropertiesofcapacitors.

19

reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.

propertiesof materialsandtheirgeometry.

Thecapacitanceofaparallelplatecapacitorisproportionaltotheareaofoneofitsplatesandinverselyproportionaltotheseparationbetweenitsplates.Theconstantofproportionalityistheproductofthedielectricconstant,κ,ofthematerialbetweentheplatesandtheelectricpermittivity,εo.

Themagnitudeofchargeofoneoftheplatesofaparallelplatecapacitorisdirectlyproportionaltotheproductofthepotentialdifferenceacrossthecapacitorandthecapacitance.Theplateshaveequalamountsofchargeofoppositesign.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.PleasefollowtheLinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.Examplesofan

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofelectricalenergy,potentialandcapacitance.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#2:

20

officiallyreleasedAPPhysics2FreeResponseexamandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:2015ReleasedAPPhysics2Exam:https://secure‐media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_physics_2.pdf2015FreeResponseScoringguidelines:https://secure‐

media.collegeboard.org/digitalServices/pdf/ap/ap15_physics_2_sg.pdf

Studentswillmakepredictionsaboutthe electricalfieldsandelectricpotentialscreatedbyvariousconfigurationsofcharges.Studentswilluseconductingpaperwithvariousconfigurationsdrawnincolloidalsilverandconnectedtoapowersupplytosimulatethesechargeconfigurations.Studentswillusemulti‐meterstomeasurevoltagesandconstructequipotentiallinesforthevariousconfigurationsandtesttheirpredictions.Studentswillpresenttheirresultsinaformallabreport.

Extension:Studentswillusetheequipotentiallinesandtherelationshipbetweenelectricfieldsandpotentialstodetermineelectricfieldstrength.Studentscancomparetheirresultswithsimilarresultsforgravitationalfieldsandtopographicalmaps.

AssessmentModel#3:

Studentswilldevelopanexperimenttoobservethecharginganddischargingofacapacitorwitharesistorinseries.Studentswillpresenttheirresultsgraphicallyaspartofawrittenformallabreport.

AssessmentModel#4:

Studentswilldesignacircuitforacameraflash.Studentswillbeprovidedwithabattery,capacitor,twoswitchesandalightbulb.Thecircuitmustperformthefollowingfunctions:

Theclosingofoneswitchresultsinthechargingofthecapacitor,butdoesnotlightthelightbulb.Theclosingofthesecondswitchcausesthelightbulbtoflashmomentarily.Studentswillpresenttheircircuitdiagramandtheunderlyingtheoryinawrittenreport,whichwillincludedata,observationsandsuggestionsforimprovementoftheexperimentaldesign.



everydayscenarios.

21

StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction


LecturesandPowerPointpresentationsonelectrostaticenergyandpotentialandtherelationshiptoelectrostaticfieldsandforces. Discussionofthemotionofchargesinelectricfieldsfromtheperspectiveofelectricalenergy. Introductiontocapacitorsasthestoreofenergyinelectricalcircuits,andthevariouspracticalapplicationsofcapacitors. Discussionandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. StudentswillperformtheactivitiesdescribedintheAssessmentmodels#1‐4 http://glencoe.com/sec/science/physics/ppp_09/animation/Chapter%2021/Electric%20Potential%20Difference.swf:Ashortintroductory

videowhichstudentscanviewasananticipatorysetintroducingtheabstractconceptofelectricalpotentialasthepotentialenergyperunitcharge.

http://physics.bu.edu/~duffy/Ejs/EP_chapter17/EField_and_Potential_2D_v2.html:Inquirybasedactivity:Inthissimulation,studentscanexploretheveryabstractconceptsoftheelectricfieldandtheelectricpotentialinaveryvisualandconcreteway,foratwo‐dimensionalsituation.Studentscanturnon1to5chargedparticles,andmoveatestchargearoundtheplanenearthesechargedparticlestosampleboththeelectricfieldandtheelectricpotential,producedbythechargedparticles,atvariouspoints.Studentscanalsoturnonagridoffieldvectors,whichshowthedirectionand,qualitatively,themagnitudeofthefieldatagridofequallyspacedpointsintheplaneinwhichthechargedparticlesarelocated

https://phet.colorado.edu/sims/charges‐and‐fields/charges‐and‐fields_en.html:Avirtuallaboratoryexerciseinwhichstudentscanexploreandpredictthevariablesthataffecthowchargedbodiesinteract.Varioustoolsareprovidedtodescribethestrengthanddirectionoftheelectricfieldanddrawequipotentiallinesaroundachargeorconfigurationsofmultiplecharges.

https://phet.colorado.edu/en/simulation/capacitor‐lab:Inquirybasedactivityinwhichstudentscanexplorehowacapacitorworks,bymanipulatingthevariablesthataffectcapacitanceinawaythatwouldnotbepossiblewithaphysicalcapacitorinalab.Studentscanusethissimulationtochangethephysicalpropertiesofaparallelplatecapacitororaddadielectrictoseehowitaffectscapacitance.Studentscanchangethevoltageandseehowchargesbuiltupontheplatesandvisualizetheelectricfieldbetweentheplatesofthecapacitorandmeasurevoltageandelectricfield.

SUGGESTEDMETHODSOFDIFFERENTIATION:Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.





Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999

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UNITIII–ElectricalCurrent,Resistance,Power&DCCircuits

StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS1‐1.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms.HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.HS‐PS2‐4.UsemathematicalrepresentationsofNewton’sLawofGravitationandCoulomb’sLawtodescribeandpredictthegravitationalandelectrostaticforcesbetweenobjects.HS‐PS2‐4.UnderstandthatNewton’slawofuniversalgravitationandCoulomb’slawprovidethemathematicalmodelstodescribeandpredicttheeffectsofgravitationalandelectrostaticforcesbetweendistantobjects.HS‐PS24,HS‐PS2‐5.Argueandprovideevidencethatforcesatadistanceareexplainedbyfields(gravitational,electric,andmagnetic)permeatingspacethatcan


AnalyzeandbuildDCcircuitswithsourcesofenergysuchasbatteriesandloadssuchasresistorsandcapacitors.

Analyzehouseholdcircuitsandunderstandenergyusageandconsumptionbycommonelectricalappliances.

Analyzecomplexcircuits Designandbuildcircuitstoperformspecificfunctions


Theelectricpropertiesofasystemcanchangeinresponsetothepresenceof,orchangesin,otherobjectsorsystems

Theelectricenergyofasystemisconserved.

Theelectricchargeofasystemisconserved

ESSENTIALQUESTIONS Newspapersoftenhavestatementssuchas“10,000

voltsofelectricitysurgedthroughthevictim’sbody”.Whatiswrongwiththisstatement?

Somehomeshavelightdimmersthatareoperatedbyrotatingaknob.Whatisbeingchangedintheelectriccircuitwhentheknobisrotated?

Inananalogybetweentrafficflowandelectriccurrent,whatwouldcorrespondtochargeQandcurrentI?

Oneofthecircuitbreakersinyourhouseisfrequentlytripped.Whatsuggestioncouldyoumaketoyourparentstoalleviatethisproblem?

Whyisitpossibleforabirdtositonahigh‐voltagewirewithoutbeingelectrocuted?

EmbodiedinKirchhoff’sruesaretwoconservationlaws.Whatarethey?

Wouldafuseorcircuitbreakerworksuccessfullyifitwereplacedinparallelwiththedeviceitwassupposedtoprotect?


TheresistanceofaresistorcanbeStudentswillbeskilledat…

Makingpredictionsaboutthepropertiesof

23

transferenergythroughspace.Massescausegravitationalfields;magnetsorelectriccurrentscausemagneticfields;electricchargesorchangingmagneticfieldscauseelectricfields.HS‐PS1‐1,HS‐PS1‐3,HSPS2‐6Explainthestructure,properties,andtransformationsofmatter,aswellasthecontactforcesbetweenmaterialobjectsastheconsequenceofattractionandrepulsionbetweenelectricchargesattheatomicscale.GENERALGOALSHS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.RST.11‐12.1.Citespecifictextualevidence

understoodfromthebasicpropertiesofelectricfieldsandforces,aswellasthepropertiesofmaterialsandtheirgeometry.

Theresistanceofaresistorisproportionaltoitslengthandinverselyproportionaltoitscross‐sectionalarea.Theconstantofproportionalityistheresistivityofthematerial.

Thecurrentthrougharesistorisequaltothepotentialdifferenceacrosstheresistordividedbyitsresistance.

Thevaluesofcurrentsandelectricpotentialdifferencesinanelectriccircuitaredeterminedbythepropertiesandarrangementoftheindividualcircuitelementssuchassourcesofemf,resistors,andcapacitors.

Kirchhoff’sloopruledescribesconservationofenergyinelectricalcircuits.TheapplicationofKirchhoff’slawstocircuitsisintroducedinPhysics1andfurtherdevelopedinPhysics2inthecontextofmorecomplexcircuits,includingthosewithcapacitors.

Energychangesinsimpleelectricalcircuitsareconvenientlyrepresentedintermsofenergychangeperchargemovingthroughabatteryandaresistor.

Sinceelectricpotentialdifferencetimeschargeisenergy,andenergyisconserved,thesumofthepotentialdifferencesaboutanyclosedloopmustaddtozero.

Theelectricpotentialdifferenceacrossaresistorisgivenbytheproductofthecurrentandtheresistance.

Therateatwhichenergyistransferredfromaresistorisequaltotheproductoftheelectricpotentialdifferenceacross

resistorswhenplacedinasimplecircuit,basedonthegeometryofthecircuitelementandsupportedbyscientifictheoriesandmathematicalrelationships.

Designingaplanforthecollectionofdatatodeterminetheeffectofchangingthegeometryand/ormaterialsontheresistanceofacircuitelementandrelateresultstothebasicpropertiesofresistors.

Analyzingdatatodeterminetheeffectofchangingthegeometryand/ormaterialsontheresistanceofacircuitelementandrelateresultstothebasicpropertiesofresistors.

Makingandjustifyingaquantitativeorqualitativepredictionoftheeffectofachangeinvaluesorarrangementsofoneortwocircuitelementsonthecurrentsandpotentialdifferencesinacircuitcontainingasmallnumberofsourcesofemf,resistors,capacitors,andswitchesinseriesand/orparallel.

Planningdatacollectionstrategiesandperformingdataanalysistoexaminethevaluesofcurrentsandpotentialdifferencesinanelectriccircuitthatismodifiedbychangingorrearrangingcircuitelements,includingsourcesofemf,resistors,andcapacitors.

AnalyzingexperimentaldataincludingananalysisofexperimentaluncertaintythatwilldemonstratethevalidityofKirchhoff’slooprule(∑∆V=0).

Usingconservationofenergyprinciples(Kirchhoff’slooprule)todescribeandmakepredictionsregardingelectricalpotentialdifference,charge,andcurrentinsteady‐statecircuitscomposedofvariouscombinationsofresistorsandcapacitors.

Mathematicallyexpressingthechangesinelectricpotentialenergyofaloopinamulti‐loopelectricalcircuitandjustifyingthisexpressionusingtheprincipleofthe

24

tosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.

theresistorandthecurrentthroughtheresistor.

Energyconservationcanbeappliedtocombinationsofresistorsandcapacitorsinseriesandparallelcircuits.

Kirchhoff’sjunctionruledescribestheconservationofelectricchargeinelectricalcircuits.Sincechargeisconserved,currentmustbeconservedateachjunctioninthecircuit.Examplesshouldincludecircuitsthatcombineresistorsinseriesandparallelandincludescapacitorsinsteady‐statesituations.Forcircuitswithcapacitors,situationsshouldbelimitedtoopencircuit,justaftercircuitisclosed,andalongtimeafterthecircuitisclosed

conservationofenergy. Refiningandanalyzingascientificquestionfor

anexperimentusingKirchhoff’sLoopruleforcircuitsthatincludesdeterminationofinternalresistanceofthebatteryandanalysisofanon‐ohmicresistor.

Translatingbetweengraphicalandsymbolicrepresentationsofexperimentaldatadescribingrelationshipsamongpower,current,andpotentialdifferenceacrossaresistor.

PredictingorexplainingcurrentvaluesinseriesandparallelarrangementsofresistorsandotherbranchingcircuitsusingKirchhoff’sjunctionruleandrelatetheruletothelawofchargeconservation.

DeterminingmissingvaluesanddirectionofelectriccurrentinbranchesofacircuitwithresistorsandNOcapacitorsfromvaluesanddirectionsofcurrentinotherbranchesofthecircuitthroughappropriateselectionofnodesandapplicationofthejunctionrule.

Determiningmissingvaluesanddirectionofelectriccurrentinbranchesofacircuitwithbothresistorsandcapacitorsfromvaluesanddirectionsofcurrentinotherbranchesofthecircuitthroughappropriateselectionofnodesandapplicationofthejunctionrule.

Determiningmissingvalues,directionofelectriccurrent,chargeofcapacitorsatsteadystate,andpotentialdifferenceswithinacircuitwithresistorsandcapacitorsfromvaluesanddirectionsofcurrentinotherbranchesofthecircuit.

25

HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:AskyourstudentstodesignastringofChristmaslights.Asaprototypeaskthemtoconstructacircuitwithfivelightsandapowersource.Studentswillpresenttheirdesigninposterformanddemonstratetheefficacyoftheircircuitdesignbyputtingtheirprototypeintoaction.AssessmentModel#2:Ohm’sLawStudentswillimaginetheyworkatacompanythatbuildselectronicdevices.Resistorsareusedinthesedevicestocontroltheflowofcurrent.Studentswilldeterminetheresistanceofoneoftheresistorsthatmaybeusedinadevice.Measurementscanbetakenusingapowersupply,aPASCOvoltmeterandaPASCOammeterandvoltagewillbeplottedagainstcurrentwiththeslopeproportionaltotheresistance.Studentswillsubmittheirdata,calculations,graph,analysis,andconclusion.AssessmentModel#3:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofcircuitsandtheirapplicationstohouseholds.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.(Analysis,Synthesis)AssessmentModel#4:Studentswilldevelopanexperimenttodeterminetheequivalentresistanceofa

26

http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html

combinationofresistors.Studentswillpredicttheresistanceofthecombinationasdeterminedbycircuitanalysis,andcompareittotheexperimentalobservations.Studentswillpresenttheirresultsinaformallabreport,includingadetailederroranalysis.

AssessmentModel#5:ElectricityintheHome:Studentswillimaginetheyaremakinganinformativevideoforyoungadults,whoareabouttoliveontheirown,aboutelectricityinthehome.Caremustbetakentoassuretheaccuracyandrelevanceoftheinformationprovided.Theteachermaychoosethemediumthatstudentsusetosubmittheirpresentation‐avideoisonlyarecommendation.

Suggestedtopicsforstudentstoresearchandpresent: Circuitbreakers. Groundfaultinterrupters. Electric‐billcostcomputations. Electricmeters.

StudentswillanalyzeamonthlyelectricbillandlearnwhytheunitofKwhisnecessarytodescribemonthlyhouseholdenergyconsumption.


OTHERSUGGESTEDPERFORMANCEASSESSMENTS: WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysicsappliedto

everydayscenarios.

StageThree:LearningPlan

27

SummaryofKeyLearningEventsandInstructionSUGGESTEDLEARNINGEVENTS: LecturesandPowerPointpresentationsonElectricalCircuitrytermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. IntroductiontoVoltage(PotentialDifference):InquiryActivity–StudentswillbegivenD‐cellbatteries,wireandresistorssotheymaylearnto

createacircuit.Voltageshouldbemeasuredwhenbatteriesareplacedinseriesandinparallel.Therelationshipbetweenenergy,voltage,andchargemustbediscussed.Studentswillbemadeawarethatasingle9VbatteryisequivalenttosixD‐cellbatteriesbyshowingtheinternalsofa9Vbatterywhere6smaller1.5Vbatteriesreside.Theconversionofchemicalenergytoelectricalenergywillbediscussed.

IntroductiontoCurrent:InquiryActivity–StudentgroupswillbegivenaD‐cellbattery,asmalllightbulb(withouttheholder),andtwowires.Studentswillbeaskedtoidentifyfourdistinctwaystomakethebulbilluminate.Eachofthesewayswillberepresentedbyasketch.Studentsmustexplaintherequirementstoilluminateabulbthroughtheconceptofconductivepaths.Theroleofelectronsandtheneedforapowersourcemustalsobeconsidered.Theanatomyofalightbulbmustbeusedtoexplainthefunctionofvariouspartsofthebulb(tipofthebaseversusthesideofthebulb‐base).Typesofcircuits(closed,open,andshort)shouldalsobedeliberated.

IntroductiontoResistance:InquiryActivityorDemo–Studentgroupswillbegiven2batteries,3wires,andalightbulbandaskedtobuildacircuitthatwillmakethebulbilluminate.Thegroupswillthenbeaskedtoaddaresistortothecircuitinthesameloopasthebulb.Thebrightnessofthebulbwilldim.Thecurrentinthecircuitandthevoltageacrosseachcomponentshouldbemeasuredandthisinformationwillbeusedtoexplainthephenomenaobserved.

LoopRuleandJunctionRule:InquiryActivity–Studentswillimaginetheyarescientistswhowanttounderstandanypatternsthatexistforcurrentandvoltageinseriescomparedwithpatternsinparallelcircuits.Threeseriesandthreeparallelcircuitsusingawires,lightbulbs,andbatterieswillbeusedforthisexamination.Amulti‐meterwillbeusedtomeasurecurrentandvoltageatvariouspointsineachcircuit(guidedinquiry)andthedatawillbeanalyzedexplainingthepatternsobserved.

http://media.pearsoncmg.com/bc/aw_young_physics_11/pt2a/Media/DCCircuits/1203CircuitPuzzles/Main.html:Activity–LightBulbBrightness:Studentswilldeveloptherelationshipbetweenlight‐bulbbrightnessandelectricalcurrent.Thehigherthecurrentthebrighterthebulb.Eachpuzzlewithinthewebsitewillbeopenedandstudentswillbeaskedtopredicttheorderofbulbbrightness.Thepredictionswillbecomparedwiththeresultsofthesimulationandstudentswillbeaskedtoexplaintheoutcomes.

https://phet.colorado.edu/en/simulation/legacy/battery‐voltage:inquiryactivity‐Studentscanvisuallyobservehowchargesareenergizedinabattery.

https://phet.colorado.edu/en/simulation/resistance‐in‐a‐wire;https://phet.colorado.edu/en/simulation/legacy/conductivity:Activity‐Studentswillinteractwiththefirstsimulationtounderstandtheoriginofresistanceinaconductorandbeabletomanipulatedimensionsoftheconductorandobservetheeffectsofthechangesontheresistanceoftheconductor.Theconductivitysimulationallowsstudentstoexplorewhysome

28

materialsareconductorsandsomeareinsulators,orconductorsonlyundercertainconditions.

https://phet.colorado.edu/en/simulation/legacy/battery‐resistor‐circuit:Activity–Studentswilllookinsidearesistortoseehowitworks.Theyabletovarythebatteryvoltageandtheresistancetomodifyelectronflowthoughtheresistorandobservechangesinthecurrentandthetemperatureoftheresistor.

https://phet.colorado.edu/en/simulation/ohms‐law:Activity‐Studentscantesttherelationshipbetweenvoltage,resistanceandcurrentanddevelopamathematicalmodelleadingtotheequationforOhm’sLaw.

https://phet.colorado.edu/en/simulation/legacy/circuit‐construction‐kit‐dc;https://phet.colorado.edu/en/simulation/legacy/circuit‐construction‐kit‐dc‐virtual‐lab:Activity‐Studentscanbuildcircuitswithresistors,lightbulbs,batteries,andswitchesandtakemeasurementswiththeammeterandvoltmeter.Studentscantogglebetweenviewingthecircuitasaschematicdiagram,orswitchingtoalife‐likeview.








UNITIV– MagnetismandMagneticInductionStageOne:DesiredResults

ESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS2‐5.Planandconductaninvestigationtoprovideevidencethatanelectriccurrentcanproduceamagneticfieldandthatachanging


UtilizetheirunderstandingofthewaysinwhichchargedparticlesinteractwithmagneticfieldstoexplainnaturalphenomenasuchastheNorthernlights.

Useelectricalandmagneticfieldstoanalyzepracticalapplicationssuchasthemassspectrometertoseparateisotopesofanelement.

Designandbuildmotorsusingthetorquesexertedbymagnetsoncurrentcarryingloops.

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magneticfieldcanproduceanelectriccurrent.HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.(Magneticforcesonmovingchargesorcurrentcarryingconductors).HS‐PS3‐3.Design,build,andrefineadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.(Generators,motionalemf.andelectricmotors)HS‐PS3‐2.Demonstratethatenergycannotbecreatedordestroyed—onlymovesbetweenoneplaceandanotherplace,betweenobjectsand/orfields,orbetweensystems.(Lenz’sLaw‐Ifaninducedcurrentflows,itsdirectionisalwayssuchthatitwillopposethechangewhichproducedit.)GENERALGOALS:HS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,based

Usetheirunderstandingoftheprinciplesofelectromagneticinductiontoanalyzetheoperationofgenerators.

Buildanelectromagnetusingtheirunderstandingthatelectriccurrentsgeneratemagneticfields.

MeaningUNDERSTANDINGS Studentswillunderstandthat…

Amagneticfieldiscausedbyamagnetoramovingelectricallychargedobject.Magneticfieldsobservedinnaturealwaysseemtobeproducedeitherbymovingchargedobjectsorbymagneticdipolesorcombinationsofdipolesandneverbysinglepoles.

Themagneticpropertiesofasystemcanchangeinresponsetothepresenceof,orchangesin,otherobjectsorsystems.

ESSENTIALQUESTIONS Canaconstantmagneticfieldsetaproton

atrestintomotion?Explainyouranswer. Howcanthemotionofachargedparticle

beusedtodistinguishbetweenanelectricandmagneticfieldinacertainregion?

Howcanacurrentloopbeusedtoindicatethepresenceofamagneticfieldinacertainregionofspace?

WhydoesthepictureonaTVscreenbecomedistortedwhenamagnetisbroughtnearthescreen?

ThetwoendsofahangingSlinkyareattachedtoapowerfulbatteryandaswitch.Whentheswitchisclosedsothatitnowcarriescurrent,doestheSlinkyexpandorcontract?

Explainhowtheearth’smagneticfieldcausestheNorthernlights.

Acircularloopislocatedinauniformandconstantmagneticfield.Describehowacurrentcanbeinducedintheloopunderthesecircumstances.

Wearingametalbraceletinaregionofstrongmagneticfieldscanbehazardous.Explain.

Amagnetoisusedtocausethesparkinasparkpluginmanylawnmowers.Amagnetoconsistsofapermanentmagnetmountedonaflywheel,sothatitspinspastacoil.Explainhowthisarrangementgeneratesenoughpotentialdifferencetoproduceaspark.

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onscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations. RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.

Abarmagnetisdroppedtowardaconductingringlyingonthefloor.Asthemagnetfallstowardthering,isitinfreefall?

Describehowawindturbinegenerateselectricityforusebyconsumers.


Themagneticfieldexertsaforceonamovingelectricallychargedobject.Thatmagneticforceisperpendiculartothedirectionofvelocityoftheobjectandtothemagneticfieldandisproportionaltothemagnitudeofthecharge,themagnitudeofthevelocityandthemagnitudeofthemagneticfield.Italsodependsontheanglebetweenthevelocity,andthemagneticfieldvectors.Treatmentisquantitativeforanglesof0°,90°,or180°andqualitativeforotherangles.

Themagneticfieldvectorsaroundastraightwirethatcarrieselectriccurrentaretangenttoconcentriccirclescenteredonthatwire.Thefieldhasnocomponenttowardthecurrent‐carryingwire.

Themagnitudeofthemagneticfieldisproportionaltothemagnitudeofthecurrentinalongstraightwire.

Themagnitudeofthefieldvariesinverselywithdistancefromthewire,andthedirectionofthefieldcanbedeterminedbyaright‐handrule.

Amagneticdipoleplacedinamagneticfield,suchastheonescreatedbyamagnetortheEarth,willtendtoalignwiththemagneticfieldvector.

Asimplemagneticdipolecanbemodeledbyacurrentinaloop.The

Studentswillbeskilledat… Applyingmathematicalroutinesto

expresstheforceexertedonamovingchargedobjectbyamagneticfield.

Creatingaverbalorvisualrepresentationofamagneticfieldaroundalongstraightwireorapairofparallelwires.

DescribingtheorientationofamagneticdipoleplacedinamagneticfieldingeneralandtheparticularcasesofacompassinthemagneticfieldoftheEarthandironfilingssurroundingabarmagnet.

Usingtherepresentationofmagneticdomainstoqualitativelyanalyzethemagneticbehaviorofabarmagnetcomposedofferromagneticmaterial.

Utilizingright‐handrulestoanalyzeasituationinvolvingacurrent‐carryingconductorandamovingelectricallychargedobjecttodeterminethedirectionofthemagneticforceexertedonthechargedobjectduetothemagneticfieldcreatedbythecurrent‐carryingconductor.

Usingrepresentationsandmodelstoqualitativelydescribethemagneticpropertiesofsomematerialsthatcanbeaffectedbymagneticpropertiesofotherobjectsinthesystem.

Constructinganexplanationofthefunctionofasimpleelectromagneticdeviceinwhichaninducedemfis

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HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.

dipoleisrepresentedbyavectorpointingthroughtheloopinthedirectionofthefieldproducedbythecurrentasgivenbytheright‐handrule.

Acompassneedleisapermanentmagneticdipole.Ironfilingsinamagneticfieldbecomeinducedmagneticdipoles.

Allmagnetsproduceamagneticfield.Examplesshouldincludemagneticfieldpatternofabarmagnetasdetectedbyironfilingsorsmallcompasses.

TheEarthhasamagneticfield. Magneticdipoleshave“north”and

“south”polarity. Themagneticdipolemomentofan

objecthasthetailofthemagneticdipolemomentvectoratthesouthendoftheobjectandtheheadofthevectoratthenorthendoftheobject.

Ferromagneticmaterialscontainmagneticdomainsthatarethemselvesmagnets.

Magneticdomainscanbealignedbyexternalmagneticfieldsorcanspontaneouslyalign.

Eachmagneticdomainhasitsowninternalmagneticfield,sothereisnobeginningorendtothemagneticfield—itisacontinuousloop.

Ifabarmagnetisbrokeninhalf,bothhalvesaremagneticdipolesinthemselves;thereisnomagneticnorthpolefoundisolatedfromasouthpole.

Amagneticforceresultsfromtheinteractionofamovingchargedobjectoramagnetwithothermovingchargedobjectsoranothermagnet.

Theforceexertedonamovingchargedobjectisperpendiculartoboththe

producedbyachangingmagneticfluxthroughanareadefinedbyacurrentloop(i.e.,asimplemicrophoneorgenerator)oroftheeffectonbehaviorofadeviceinwhichaninducedemfisproducedbyaconstantmagneticfieldthroughachangingarea.

Analyzingtheconceptofmagneticfluxandcalculatethefluxofauniformmagneticfieldthroughaloopofarbitraryorientation

UtilizingFaraday’sLawandLenz’sLawtorecognizesituationsinwhichchangingfluxthoughaloopwillcauseaninducedemforcurrentintheloop

Determiningthemagnitudeanddirectionoftheinducedemfandcurrentinsquareloopofwirepulledataconstantvelocityintooroutofauniformmagneticfield.

Calculatingthemagnitudeanddirectionoftheinducedemfandcurrentinaloopofwireplacedinaspatiallyuniformmagneticfieldwhosemagnitudeischangingatachangingatconstantrate.

Determiningthemagnitudeanddirectionoftheinducedemfandcurrentinaloopofwirethatrotatesataconstantrateaboutanaxisperpendiculartoauniformmagneticfield.

Determiningthemagnitudeanddirectionoftheinducedemfandcurrentinaconductingbarmovingperpendiculartoauniformmagneticfield.

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magneticfieldandthevelocityofthechargeandisdescribedbyaright‐handrule.

Themagneticpropertiesofsomematerialscanbeaffectedbymagneticfieldsatthesystem.Studentsshouldfocusontheunderlyingconceptsandnottheuseofthevocabulary.

Ferromagneticmaterialscanbepermanentlymagnetizedbyanexternalfieldthatcausesthealignmentofmagneticdomainsoratomicmagneticdipoles.

Paramagneticmaterialsinteractweaklywithanexternalmagneticfieldinthatthemagneticdipolemomentsofthematerialdonotremainalignedaftertheexternalfieldisremoved.

Allmaterialshavethepropertyofdiamagnetisminthattheirelectronicstructurecreatesa(usually)weakalignmentofthedipolemomentsofthematerialoppositetotheexternalmagneticfield.

Changingmagneticfluxinducesanelectricfieldthatcanestablishaninducedemfinasystem.

Changingmagneticfluxinducesanemfinasystem,withthemagnitudeoftheinducedemfequaltotherateofchangeinmagneticflux.

Whentheareaofthesurfacebeingconsideredisconstant,theinducedemfistheareamultipliedbytherateofchangeinthecomponentofthemagneticfieldperpendiculartothesurface.

Whenthemagneticfieldisconstant,theinducedemfisthemagneticfieldmultipliedbytherateofchangeinarea

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perpendiculartothemagneticfield. Theconservationofenergydetermines

thedirectionoftheinducedemfrelativetothechangeinthemagneticflux.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:AssessmentModel#1:Studentswillcirculateamongseveralstationswheretheywillinvestigatevariousmagneto‐staticphenomena.Forexample:i. Studentswillobservetheorientationofafreelysuspendedmagnettodeterminethedirectionofthe

earth’smagneticfieldinthelabii. Constructanelectromagnetconstructedbywrappingcoilsaroundanailanddeterminethestrength

ofthegeneratedmagneticfield.Investigatehowtostrengthenorweakenthefield.Studentswillpresenttheirobservationsandexplanationsverballyandonwhiteboards.AssessmentModel#2:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofthemagneticforcesonchargesandcurrentloops,andthemagneticfieldsproducedbythesame.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.(Analysis,Synthesis)AssessmentModel#3:Studentswillconstructmagneticfieldlinediagramsutilizingbarmagnets,paperandironfilings.Studentswillpresenttheirfindingsinashortreportthatincludesthefieldlinediagram.AssessmentModel#4:Studentswillexperimentwithacurrentloopofmanyturnsinachangingmagneticfieldandgenerateenoughelectromotiveforcetolightupasmalllightbulbconnectedtothecircuit.Studentswilldemonstratetheirexperimentalresultstotheclassandexplaintheunderlyingprinciplesofmagnetisminanoralpresentation.

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(Analysis,Synthesis,Evaluation)AssessmentModel#5:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofcurrentsproducedinconductingloopsbychangingmagneticflux.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.


OTHERSUGGESTEDPERFORMANCETASKS: WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysics

appliedtoeverydayscenarios.

StageThree: LearningPlan

SummaryofKeyLearningEventsandInstruction


LecturesandPowerPointpresentationsonmagnetismtermsandmodels. Discussionandpracticeofproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. https://www.youtube.com/watch?v=fwiKRis145E:Thisisavideowhichwillhelpstudentstovisualizetheforcesexperiencedbychargesin

magneticfields,andtheconsequentmotionofthechargesinthefields,includingdemonstrationsoftherighthandrules.

http://www.thephysicsaviary.com/Physics/Programs/Labs/ChargeinMagFieldLab/index.html:Activity‐Studentswillinteractwithasimulationwhichwillenablethemtounderstandhowchangesincharge,mass,anddirectionofthemagneticfieldaffectsthemagneticforceexperiencedbychargesandtheirtrajectories.

http://www.walter‐fendt.de/html5/phen/magneticfieldbar_en.htm:Activity‐Studentswillexplorethefieldofabarmagnet,usingavirtual

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compassneedle.

https://phet.colorado.edu/en/simulation/legacy/magnet‐and‐compass:Activity‐Studentscansxploretheinteractionsbetweenacompassandbarmagnet,andthenaddtheearthandobservetheeffectoftheearth’smagneticfield.Studentswillbeabletovarythemagnet'sstrength,andseehowthefieldschangebothinsideandoutsidethemagnet.Thefieldmetercanbeturnedontomeasurechangesinthemagneticfield.

https://phet.colorado.edu/en/simulation/legacy/magnets‐and‐electromagnets:Activity‐Studentswillbeabletopredictthedirectionofthemagneticfieldfordifferentlocationsaroundabarmagnetandelectromagnet;compareandcontrastbarmagnetsandelectromagnets;identifythecharacteristicsofelectromagnetsthatarevariableandwhateffectseachvariablehasonthemagneticfield'sstrengthanddirection;relatemagneticfieldstrengthtodistancequantitativelyandqualitatively.

http://www.walter‐fendt.de/html5/phen/magneticfieldwire_en.htm:Activity‐Studentswillbeabletodiscoverthatanelectriccurrentproducesamagneticfield.Thisappletsimulatesanexperimentshowingthemagneticfieldofastraightcurrent‐carryingwire.Alargecurrentpassesthroughaverticalwire.Acompassneedlewhichcanbemovedshowsthedirectionofthemagneticfieldatagivenposition.

http://www.walter‐fendt.de/html5/phen/lorentzforce_en.htm:Activity‐Studentswillbeabletovaryvariousparametersandobservetheeffectsofchangingmagneticfieldsandcurrentsontheforceactingonacurrentcarryingconductor.

https://phet.colorado.edu/en/simulation/faradays‐law:Activity‐StudentscanInvestigateFaraday'slawandhowachangingmagneticfluxthroughaconductingcoilcanproduceanemfandflowofelectricalcurrent.

https://phet.colorado.edu/en/simulation/legacy/faraday:Activity‐StudentswillbeabletointeractwithabarmagnetandcoilstolearnaboutFaraday'slaw.Theywillmoveabarmagnetnearoneortwocoilstomakealightbulbglow.Ametershowsthedirectionandmagnitudeofthecurrent.Electromagnets,generatorsandtransformersaresomeofthedevicesavailableforfurtherexploration.

http://www.walter‐fendt.de/html5/phen/electricmotor_en.htm:Activity‐Thissimulationshowsadirectcurrentelectricalmotor.Studentscanchangethecurrentorreversethedirectionofcurrentinthearmatureandobservethechangesintherotationofthemotor.

http://www.walter‐fendt.de/html5/phen/generator_en.htm:Activity‐Thissimulationallowsstudentstoinvestigatetheoperationofagenerator.StudentshavetheoptiontochooseDCorACgeneratorsandvarytherateofrotationofthecoiltoobservethechangestothevoltagegenerated.

https://phet.colorado.edu/en/simulation/legacy/generator:Activity‐Thissimulationallowsstudentstogenerateelectricitywithabarmagnet.Studentscandiscoverthephysicsbehindthephenomenabyexploringmagnetsandutilizingthemtomakeabulblightup.

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UNITV:ElectromagneticWavesandLight

StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS2‐5.Planandconductaninvestigationtoprovideevidencethatanelectriccurrentcanproduceamagneticfieldandthatachangingmagneticfieldcanproduceanelectriccurrent.


Explainhowwavescantransferenergyandmomentumfromonelocationtoanotherwithoutthepermanenttransferofmassandserveasamathematicalmodelforthedescriptionofvariousphenomena.

Applytheirunderstandingofthelawsofreflectionandrefractionoflightwavestothevariousapplicationsinthedesignofopticalinstrumentslikemicroscopes,telescopes,andcameras.

Explainthecausesofnaturalphenomenaliketheappearanceofcolorsinanoilslickorsoapbubble. Explainthedispersionoflighttoformarainbow. Applytheprinciplesofinterferenceinthinfilmstodesignnon‐reflectivecoatingsforglasses.

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HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.(Magneticforcesonmovingchargesorcurrentcarryingconductors).HS‐PS3‐3.Design,build,andrefineadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.(Generators,motionalemf.andelectricmotors)HS‐PS3‐2.Demonstratethatenergycannotbecreatedordestroyed—onlymovesbetweenoneplaceandanotherplace,betweenobjectsand/orfields,orbetweensystems.(Lenz’sLaw‐Ifaninducedcurrentflows,itsdirectionisalwayssuchthatitwillopposethechangewhichproducedit.)GENERALGOALS:HS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata

Explainhowpolarizingglassescanreduceglare.

MeaningUNDERSTANDINGSStudentswillunderstandthat…Studentswillunderstandthat…

Awaveisatravelingdisturbancethattransfersenergyandmomentum.

Aperiodicwaveisonethatrepeatsasafunctionofbothtimeandpositionandcanbedescribedbyitsamplitude,frequency,wavelength,speed,andenergy.

Onlywavesexhibitinterferenceanddiffraction.

Electromagneticradiationcanbemodeledaswaves.

Thedirectionofpropagationofawavesuchaslightmaybechangedwhenthewaveencountersaninterfacebetweentwomedia.

ESSENTIALQUESTIONS Inalaboratoryaccidentyouspilltwoliquids

ontowater.Astheliquidsspreadandformthinfilms,onefilmreflectslightwhiletheotherappearsblack.Whymightthisoccur?

Ifyoung’sdoubleslitexperimentwereperformedunderwater,howwouldtheobservedinterferencepatternbeaffected?

Oftenfingerprintsleftonglassshowcoloredspectraasinadiffractiongrating.Explainwhythismightoccur?

Woulditbepossibletoplaceanon‐reflectivecoatingonafighterjettocancelradarwavesofwavelength3cm


Wavescanpropagateviadifferentoscillationmodessuchastransverseandlongitudinal.

Electromagneticwavesaretransversewaves.

Typesofelectromagneticradiationarecharacterizedbytheirwavelengths,andcertainrangesofwavelengthhavebeengivenspecificnames.Theseinclude(inorderofincreasingwavelengthspanningarangefrompico‐meterstokilometers)gammarays,x‐rays,ultraviolet,visiblelight,infrared,microwaves,andradiowaves.

Electromagneticwavescantransmitenergythroughamediumandthroughavacuum.

Electromagneticwavesaretransversewavescomposedofmutuallyperpendicular

Studentswillbeskilledat… Usingavisualrepresentationtoconstructan

explanationofthedistinctionbetweentransverseandlongitudinalwavesbyfocusingonthevibrationthatgeneratesthewave.

Describingrepresentationsoftransverseandlongitudinalwaves.

Analyzingdata(oravisualrepresentation)toidentifypatternsthatindicatethataparticularmechanicalwaveispolarizedandconstructanexplanationofthefactthatthewavemusthaveavibrationperpendiculartothedirectionofenergypropagation.

Makingqualitativecomparisonsofthewavelengthsoftypesofelectromagneticradiation.

Describingrepresentationsandmodelsofelectromagneticwavesthatexplainthe

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(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigital

electricandmagneticfieldsthatcanpropagatethroughavacuum.

Theplanesofthesetransversewavesarebothperpendiculartothedirectionofpropagation.

Transversewavesmaybepolarized. Mechanicalwavesrequireamediumfor

propagation,whileelectromagneticwavesdonotrequireaphysicalmedium.Examplesincludelighttravelingthroughavacuumandsoundnottravelingthroughavacuum.

Asimplewavecanbedescribedbyanequationinvolvingonesineorcosinefunctioninvolvingthewavelength,amplitude,andfrequencyofthewave.

Foraperiodicwave,wavelengthistheratioofspeedoverfrequency.

Whentwowavescross,theytravelthrougheachother;theydonotbounceoffeachother.Wherethewavesoverlap,theresultingdisplacementcanbedeterminedbyaddingthedisplacementsofthetwowaves.Thisiscalledsuperposition.

Whenwavespassthroughanopeningwhosedimensionsarecomparabletothewavelength,adiffractionpatterncanbeobserved.

Whenwavespassthroughasetofopeningswhosespacingiscomparabletothewavelength,aninterferencepatterncanbeobserved.Examplesincludemonochromaticdouble‐slitinterference,diffractiongratingsandthinfilms.

Whenwavespassbyanedge,theycandiffractintothe“shadowregion”behindtheedge.Examplesshouldincludehearingaroundcorners,butnotseeingaroundthem,andwaterwavesbendingaroundobstacles.

transmissionofenergywhennomediumispresent.

Contrastingmechanicalandelectromagneticwavesintermsoftheneedforamediuminwavepropagation.

Constructinganequationrelatingthewavelengthandamplitudeorfrequency/periodandamplitudeofawavefromagraphicalrepresentationoftheelectricormagneticfieldvalueasafunctionofpositionatagiventimeinstantandviceversa.

Makingclaimsandpredictionsaboutthenetdisturbancethatoccurswhentwowavesoverlap.Examplesshouldincludestandingwaves.

Constructingrepresentationstographicallyanalyzesituationsinwhichtwowavesoverlapovertimeusingtheprincipleofsuperposition.

Makingclaimsaboutthediffractionpatternproducedwhenawavepassesthroughasmallopening,andtoqualitativelyapplythewavemodeltoquantitiesthatdescribethegenerationofadiffractionpatternwhenawavepassesthroughanopeningwhosedimensionsarecomparabletothewavelengthofthewave.

Qualitativelyapplyingthewavemodeltoquantitiesthatdescribethegenerationofinterferencepatternstomakepredictionsaboutinterferencepatternsthatformwhenwavespassthroughasetofopeningswhosespacingandwidthsaresmallcomparedtothewavelengthofthewaves.

Predictingandexplaining,usingrepresentationsandmodels,theabilityorinabilityofwavestotransferenergyaroundcornersandbehindobstaclesintermsofthediffractionpropertyofwavesinsituations

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media(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.

Whenlighttravelsfromonemediumtoanother,someofthelightistransmitted,someisreflected,andsomeisabsorbed.

Whenlighthitsasmoothreflectingsurfaceatanangle,itreflectsatthesameangleontheothersideofthelineperpendiculartothesurface(specularreflection);andthislawofreflectionaccountsforthesizeandlocationofimagesseeninplanemirrors.

Whenlighttravelsacrossaboundaryfromonetransparentmaterialtoanother,thespeedofpropagationchanges.Atanon‐normalincidentangle,thepathofthelightraybendsclosertotheperpendicularintheopticallyslowersubstance.Thisiscalledrefraction.

Snell’slawrelatestheanglesofincidenceandrefractiontotheindicesofrefraction,withtheratiooftheindicesofrefractioninverselyproportionaltotheratioofthespeedsofpropagationinthetwomedia.

Whenlighttravelsfromanopticallyslowersubstanceintoanopticallyfastersubstance,itbendsawayfromtheperpendicular.

Atthecriticalangle,thelightbendsfarenoughawayfromtheperpendicularthatitskimsthesurfaceofthematerial.

Beyondthecriticalangle,allofthelightisinternallyreflected.

Thereflectionoflightfromsurfacescanbeusedtoformimages.

Raydiagramsareveryusefulforshowinghowandwhereimagesofobjectsareformedfordifferentmirrors,andhowthisdependsupontheplacementoftheobject.Concaveandconvexmirrorexamplesshouldbeincluded.

Theyarealsousefulfordeterminingthesizeoftheresultingimagecomparedtothe

involvingvariouskindsofwavephenomena,includingsoundandlight.

Makingclaimsusingconnectionsacrossconceptsaboutthebehavioroflightasthewavetravelsfromonemediumintoanother,assomeistransmitted,someisreflected,andsomeisabsorbed.

Makingpredictionsaboutthelocationsofobjectandimagerelativetothelocationofareflectingsurface.Thepredictionshouldbebasedonthemodelofspecularreflectionwithallanglesmeasuredrelativetothenormaltothesurface.

Describingmodelsoflighttravelingacrossaboundaryfromonetransparentmaterialtoanotherwhenthespeedofpropagationchanges,causingachangeinthepathofthelightrayattheboundaryofthetwomedia.

Planningdatacollectionstrategiesaswellasperformingdataanalysisandevaluationoftheevidenceforfindingtherelationshipbetweentheangleofincidenceandtheangleofrefractionforlightcrossingboundariesfromonetransparentmaterialtoanother(Snell’slaw).

Makingclaimsandpredictionsaboutpathchangesforlighttravelingacrossaboundaryfromonetransparentmaterialtoanotheratnon‐normalanglesresultingfromchangesinthespeedofpropagation.

Planningdatacollectionstrategies,andperformingdataanalysisandevaluationofevidenceabouttheformationofimagesduetoreflectionoflightfromcurvedsphericalmirrors.

Usingquantitativeandqualitativerepresentationsandmodelstoanalyzesituationsandsolveproblemsaboutimageformationoccurringduetothereflectionoflightfromsurfaces.

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sizeoftheobject.c.Planemirrors,convexsphericalmirrors,andconcavesphericalmirrorsarepartofthiscourse.Theconstructionoftheseraydiagramsandcomparisonwithdirectexperiencesarenecessary.

Therefractionoflightasittravelsfromonetransparentmediumtoanothercanbeusedtoformimages.a.Raydiagramsareusedtodeterminetherelativesizeofobjectandimage,thelocationofobjectandimagerelativetothelens,thefocallength,andtherealorvirtualnatureoftheimage.Converginganddiverginglensesareexamples.

Usingquantitativeandqualitativerepresentationsandmodelstoanalyzesituationsandsolveproblemsaboutimageformationoccurringduetotherefractionoflightthroughthinlenses.

Planningdatacollectionstrategies,performingdataanalysisandevaluationofevidence,andrefiningscientificquestionsabouttheformationofimagesduetorefractionforthinlenses.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:

SUGGESTEDPERFORMANCEASSESSMENT: Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Studentswilldevelopanexperimenttoverifythelawsofreflectionutilizingplanemirrors,pinsandpaper.Studentswillsubmitashortwrittenreport,includingtheraydiagramconstructedwiththepins.AssessmentModel#2:Studentswillexplorethenatureoflightraysandvariouspropertiesbyperformingopticalexperimentsatvariousstations.Studentswillpresenttheirexplanationsoftheopticalphenomenautilizingraydiagramsonawhiteboard.AssessmentModel#3:Studentswilldeterminetherefractiveindexofwaterusingtwodifferentmethodologies.i. Studentswillvarytheangleofincidenceandlocatethecorrespondingangleofrefraction,andgraphically

determinetheindexofrefraction.ii. Determinethecriticalanglefortotalinternalreflectionandcalculatetheindexofrefractionfromthe

criticalangle.iii. Studentswillpresenttheirresultsinaformalwrittenlabreportwitherroranalysis.Materialsprovidedwillincludesemi‐circularwatercontainerandlightraybox.AssessmentModel#4:Studentswilldeterminethefocallengthofaconverginglensusinganopticalbench,byvaryingtheobjectdistanceandlocatingthecorrespondingimage.Studentswillsubmitawrittenlabreportdetailingthetheoryunderlyingtheexperiment,calculationsanderroranalysis.

41

ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html

AssessmentModel#5:Students,workingingroupsof3‐4,willutilizepenlasersandsingleslitsofknownwidthtoobservethesingleslitdiffractionpatternonascreen,andcalculatethewavelengthofthepenlaser.Withthecalculatedwavelength,studentswillthenutilizeadoubleslitarrangement(Young’sdoubleslitexperiment)todeterminetheslitspacing.Studentswillpresenttheirresultsinaformalwrittenreport,witherroranalysisandthetheorybehindtheformationofthepattern.AssessmentModel#6:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingoflightwaves,interferenceanddiffractioneffects.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.



everydayscenarios.


SummaryofKeyLearningEventsandInstructionSUGGESTEDLEARNINGEVENTS:LecturesandPowerPointpresentationsonOpticstermsandmodels.

Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. http://www.walter‐fendt.de/html5/phen/electromagneticwave_en.htm:Activity‐Studentswillbeabletovisualizethenatureoflightwaves

usingthisanimationwhichshowsanelectromagneticwave,(aplanepolarizedwave),whichpropagatesinpositivexdirection.

http://www.walter‐fendt.de/html5/phen/refraction_en.htm;https://phet.colorado.edu/en/simulation/bending‐light:Activity‐Studentswillexplorechangesinthedirectionofpropagationwhenalightwavetravelsacrossaninterfacebetweentwomediawithdifferentrefractiveindices.Studentswillbeabletovarytherefractiveindices,coloroflightandotherparametersanddiscovertheeffectsoftheseparametersonthebendingoflightataninterface.

http://physics.bu.edu/~duffy/HTML5/Mirrors.html:Activity‐Studentswillbeabletoinvestigateimagesformedbycurvedandplanemirrors.

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Studentswillbeabletochangetheobjectdistanceandobservethechangesinthepositionandnatureoftheimagesformed.Studentswillbeabletoviewtheprincipalrayscommonlyusedtolocatethepositionofimages.

http://physics.bu.edu/~duffy/HTML5/Lenses.html:Activity‐Studentswillbeabletoinvestigateimagesformedbylenses.Studentswillbeabletochangetheobjectdistanceandobservethechangesinthepositionandnatureoftheimagesformed.Studentswillbeabletoviewtheprincipalrayscommonlyusedtolocatethepositionofimages.

https://terpconnect.umd.edu/~toh/models/DiffractionGrating.html:Activity‐Studentswillbeabletoinvestigatethemaximaproducedbyadiffractiongratingwhenpolychromaticlightisincidentonthegrating.Optionsincludechangingtheslitspacing,anglesofincidenceandordersofthegratingspectra.

http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/young_intro.swf;http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/youngexpt4.htm:Activity‐Studentswillbeabletoutilizethisvirtualexperimenttovisualizetheinterferencepatterncreatedbylightwavespassingthroughsdoubleslit.Studentswillbeabletovaryslitseparation,slittoscreendistance,andcolorofthelightincidentontheslits,andinvestigatethechangestothepatternscausedbyeachofthesemodifications.

http://www.walter‐fendt.de/html5/phen/singleslit_en.htm:Activity‐Studentswillbeabletoinvestigatethediffractionpatterncreatedbylight

passingthroughasingleslit.Studentswillbeabletovaryvariousparameterssuchaswavelength,slitwidthandslittoscreendistanceandinvestigatetheeffectsonthediffractionpattern.

http://www.walter‐fendt.de/html5/phen/doubleslit_en.htm:Activity‐Studentswillbeabletoinvestigatetheinterferencepatterncreatedbylightpassingthroughasingleslit.Studentswillbeabletovaryvariousparameterssuchaswavelength,slitwidthandseparationandslittoscreendistanceandinvestigatetheeffectsontheinterferencepattern.

http://physics.bu.edu/~duffy/Ejs/EP_chapter25/ThinFilm.html:Activity‐Studentswillbeabletoinvestigatetheinterferencepatterncreatedbylightpassingthroughathinfilm.Studentswillbeabletovaryvariousparameterssuchaswavelength,filmthicknessandrefractiveindexandinvestigatetheeffectsontheinterferencepattern.







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UNITVI– MODERNPHYSICSStageOne:DesiredResults

ESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS4‐3.Evaluatetheclaims,evidence,andreasoningbehindtheideathatelectromagneticradiationcanbedescribedeitherbyawavemodeloraparticlemodel,andthatforsomesituationsonemodelismoreusefulthantheother.(Photo‐electriceffect,evidencethatelectromagneticradiationcanbethoughtofasphotons)HS‐PS4‐4.Evaluatethevalidityandreliabilityofclaimsinpublishedmaterialsoftheeffectsthatdifferentfrequenciesofelectromagneticradiationhavewhenabsorbedbymatter.(Photo‐electriceffectandtheeffectsofchangingtheincidentradiationonthephotoelectronsemitted‐includingtheexistenceofathresholdfrequency)HS‐PS3‐3.Design,build,andrefineadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.(Solarcellsconvertelectromagneticradiationtoelectricalenergy)HS‐PS1‐1.Usetheperiodictableasa


Describehowexperimentalevidencewasusedtodevelopthecurrentlyestablishedmodelsofthestructureofanatom.

Applytheirunderstandingofatomicspectratoanalyzelightemittedbycelestialobjectswhicharelight‐yearsawayanddeterminesomeoftheelementspresentinthestarsbyrecognizingtheircharacteristicspectra.

Analyzethephoto–electriceffectandunderstandhowthisphenomenonisusedinsolarcellsandsolarpanelstogenerateenergybyusingtheSun’sradiation.

Understandthedualnatureofmatterandwavestorealizethatlightandparticlescanbothexhibitbothwave‐likeandparticle‐likeproperties.

Analyzetheenergyleveldiagramforanelementtopredictthefrequenciesofelectromagneticradiationswhichwouldbeobservedintheemissionspectrumoftheelement.

Understandwhyenergyisreleasedduringnuclearfissionorfusion;thiscanthenbeharnessedtogenerateenergyforconsumption.

Applytheirunderstandingofradioactivedecayratestoradiometricdatingtodeterminetheageofgeologicalspecimensandhistoricalartifacts.

Applytheprincipleofnucleonnumberconservationtopredicttheproductsofanuclearreactionordecay.


Electromagneticradiationcanbemodeledaswavesorasfundamentalparticles.

Allmattercanbemodeledaswavesorasparticles.

Atthequantumscale,matterisdescribedbyawavefunction,whichleadstoaprobabilisticdescriptionofthemicroscopicworld.

Theinternalstructureofasystemsuchasanatomdeterminesmanypropertiesof

ESSENTIALQUESTIONS Doesaphotonemittedbyahigherwattagered

lightbulbhavemoreenergythanaphotonemittedbyalowerwattageredbulb?

Sciencefictionnovelsdescribeamethodforpropulsionofinterstellarspaceshipsusesalargesail.Photonsstrikingthesailwouldpropelthespaceshipmuchaswindwouldpropelasailboat.Shouldthesurfaceofthesailfacingthelightsourcebeshinyorblacktoproducethegreatestpropulsion?

AstoneisdroppedfromthetopofMt.Everest.DoesitsdeBrogliewavelengthchangeasit

44

modeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms.(Characteristicatomicenergylevelsandabsorptionandemissionspectrafordifferentelements)HS‐PS2‐4.UsemathematicalrepresentationsofNewton’sLawofGravitationandCoulomb’sLawtodescribeandpredictthegravitationalandelectrostaticforcesbetweenobjects.(Electrostaticattractionbetweenelectronsandnucleusofanatom)HS‐PS1‐8.Developmodelstoillustratethechangesinthecompositionofthenucleusoftheatomandtheenergyreleasedduringtheprocessesoffission,fusion,andradioactivedecay.(alpha,betaandgammadecay)MP.4Modelwithmathematics.(HS‐PS1‐8)(ModelRadioactivedecay,anddeterminehalf‐life)GENERALGOALS:HS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproduce

thesystem. Theinternalstructureofasystemsuchas

thenucleusofanatomdeterminesmanypropertiesofthesystem.

NucleonNumberisconserved. Thespontaneousradioactivedecayofan

individualnucleusisdescribedbyprobability.

falls? Radiationofacertainwavelengthcauses

electronstobeemittedfromonemetallictargetbutnotfromthesurfaceofanother.Explainwhythiscouldbe.

TheBohrtheoryoftheatomisbaseduponseveralassumptions.Discusstheseassumptionsandtheirsignificance.Doanyofthemcontradictclassicalphysics?

Ifmatterhasawavenature,whyisitthatwedonotobserveitinourdailyexperience?

Doesthelightemittedbyaneonsignconstituteacontinuousspectrumoronlyafewcolors?Defendyouranswer

Twonucleihavedifferentnucleonnumbers.Aretheynecessarilyisotopesofthesameelement?Defendyouranswer.

Whydoalphaandbetadecayproducenewelementswhilegammadecaydoesnot?

Towhichofthefollowingobjects,eachabout1000yearsold,cantheradiocarbondatingtechniquenotbeapplied:Awoodenbox,agoldstatueandsomeplantseeds?Explain.

Astudentclaimsthataheavyformofhydrogendecaysbyalphaemission.Howwouldyourespond?

Isotopesofagivenelementhavedifferentphysicalpropertiesbutthesamechemicalproperties.Explain.


Photonsareindividualenergypacketsofelectromagneticwaves,withEphoton=hf,wherehisPlanck’sconstantandfisthefrequencyoftheassociatedlightwave.

Inthequantummodelofelectromagneticradiation,theenergyisemittedor

Studentswillbeskilledat… Supportingthephotonmodelofradiantenergy

withevidenceprovidedbythephotoelectriceffect.

Thestudentisabletoselectamodelofradiantenergythatisappropriatetothespatialortemporalscaleofaninteractionwithmatter.

45

reliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthe

absorbedindiscreteenergypacketscalledphotons.Discretespectrallinesshouldbeincludedasanexample.

Fortheshort‐wavelengthportionoftheelectromagneticspectrum,theenergyperphotoncanbeobservedbydirectmeasurementwhenelectronemissionsfrommatterresultfromtheabsorptionofradiantenergy.

Evidencefordiscreteenergypacketsisprovidedbyafrequencythresholdforelectronemission.Abovethethreshold,emissionincreaseswiththefrequencyandnottheintensityofabsorbedradiation.Thephotoelectriceffectshouldbeincludedasanexample.

Thenatureoflightrequiresthatdifferentmodelsoflightaremostappropriateatdifferentscales.

Theparticle‐likepropertiesofelectromagneticradiationaremorereadilyobservedwhentheenergytransportedduringthetimeofthemeasurementiscomparabletoEphoton.

Thewavelikepropertiesofelectromagneticradiationaremorereadilyobservedwhenthescaleoftheobjectsitinteractswithiscomparabletoorlargerthanthewavelengthoftheradiation.

Undercertainregimesofenergyordistance,mattercanbemodeledasaclassicalparticle.

Undercertainregimesofenergyordistance,mattercanbemodeledasawave.Thebehaviorintheseregimesisdescribedbyquantummechanics.

AwavemodelofmatterisquantifiedbythedeBrogliewavelengththatincreasesasthemomentumoftheparticle

Makingpredictionsaboutusingthescaleoftheproblemtodetermineatwhatregimesaparticleorwavemodelismoreappropriate.

Articulatingtheevidencesupportingtheclaimthatawavemodelofmatterisappropriatetoexplainthediffractionofmatterinteractingwithacrystal,givenconditionswhereaparticleofmatterhasmomentumcorrespondingtoadeBrogliewavelengthsmallerthantheseparationbetweenadjacentatomsinthecrystal.

Predictingthedependenceofmajorfeaturesofadiffractionpattern(e.g.,spacingbetweeninterferencemaxima),basedupontheparticlespeedanddeBrogliewavelengthofelectronsinanelectronbeaminteractingwithacrystal.

Usingagraphicalwavefunctionrepresentationofaparticletopredictqualitativelytheprobabilityoffindingaparticleinaspecificspatialregion.

UsingastandingwavemodelinwhichanelectronorbitcircumferenceisanintegermultipleofthedeBrogliewavelengthtogiveaqualitativeexplanationthataccountsfortheexistenceofspecificallowedenergystatesofanelectroninanatom

AnalyzingRutherford’sScatteringexperimentandexplainhowitprovidesevidencefortheexistenceoftheatomicnucleus

Analyzingthepropertiesofphotonsandthephotoelectriceffect.

Relatingtheenergyofaphotoninjoulesorelectron‐voltstoitswavelengthorfrequency.

Relatingthelinearmomentumofaphotontoitsenergyorwavelength,andapplyinglinearmomentumconservationtosimpleprocessesinvolvingtheemission,absorption,orreflectionofphotons.

Determiningthenumberofphotonspersecond

46

subjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.

decreases. Thewavepropertyofmatterwas

experimentallyconfirmedbythediffractionofelectronsintheexperimentsofClintonJosephDavisson,LesterGermer,andGeorgePagetThomson.

Theprobabilisticdescriptionofmatterismodeledbyawavefunction,whichcanbeassignedtoanobjectandusedtodescribeitsmotionandinteractions.Theabsolutevalueofthewavefunctionisrelatedtotheprobabilityoffindingaparticleinsomespatialregion.(Qualitativetreatmentonly,usinggraphicalanalysis.)

Atomshaveinternalstructuresthatdeterminetheirproperties.

Thenumberofprotonsinthenucleusdeterminesthenumberofelectronsinaneutralatom.

Thenumberandarrangementsofelectronscauseelementstohavedifferentproperties.

TheBohrmodelbasedonclassicalfoundationswasthehistoricalrepresentationoftheatomthatledtothedescriptionofthehydrogenatomintermsofdiscreteenergystates(representedinenergydiagramsbydiscreteenergylevels).

Discreteenergystatetransitionsleadtospectra.

Theallowedstatesforanelectroninanatomcanbecalculatedfromthewavemodelofanelectron.

Theallowedelectronenergystatesofanatomaremodeledasstandingwaves.Transitionsbetweentheselevels,duetoemissionorabsorptionofphotons,are

emittedbyamonochromaticsourceofspecificwavelengthandpower.

Describingatypicalphotoelectriceffectexperiment,andexplainwhatexperimentalobservationsprovideevidenceforthephotonnatureoflight.

Explainingqualitativelyhowthenumberofphotoelectronsandtheirmaximumkineticenergydependonthewavelengthandintensityifthelightstrikingthesurface,andaccountingforthisdependenceintermsofaphotonmodeloflight.

Constructingrepresentationsoftheenergylevelstructureofanelectroninanatomandtorelatethistothepropertiesandscalesofthesystemsbeinginvestigated.

Describingemissionorabsorptionspectraassociatedwithelectronicornucleartransitionsastransitionsbetweenallowedenergystatesoftheatomintermsoftheprincipleofenergyconservation,includingcharacterizationofthefrequencyofradiationemittedorabsorbed.

Determinethemaximumkineticenergyofphotoelectronsforadifferentphotonenergyorwavelength,whengiventhemaximumkineticenergyofphotoelectronsejectedbyphotonsofoneenergy.

Constructorinterpretagraphofstoppingpotentialversesfrequencyforaphotoelectriceffectexperiment,anddeterminefromsuchagraphthethresholdfrequencyandworkfunction,andcalculateanapproximatevalueofh/e.

Visualizethepermittedenergylevelswithinanatom.

Determinetheenergyorwavelengthofthephotonemittedorabsorbedinatransition

47

observableasdiscretespectrallines. ThedeBrogliewavelengthofanelectron

canbecalculatedfromitsmomentum,andawaverepresentationcanbeusedtomodeldiscretetransitionsbetweenenergystatesastransitionsbetweenstandingwaves.

Energytransferoccurswhenphotonsareabsorbedoremitted,forexample,byatomsornuclei.

Transitionsbetweentwogivenenergystatesofanatomcorrespondtotheabsorptionoremissionofaphotonofagivenfrequency(andhence,agivenwavelength).

Anemissionspectrumcanbeusedtodeterminetheelementsinasourceoflight.

Photonemissionandabsorptionprocessesaredescribedbyprobability.

Anatominagivenenergystatemayabsorbaphotonoftherightenergyandmovetoahigherenergystate(stimulatedabsorption.

Anatominanexcitedenergystatemayjumpspontaneouslytoalowerenergystatewiththeemissionofaphoton(spontaneousemission).

Spontaneoustransitionstohigherenergystateshaveaverylowprobabilitybutcanbestimulatedtooccur.Spontaneoustransitionstolowerenergystatesarehighlyprobable.

Whenaphotonoftherightenergyinteractswithanatominanexcitedenergystate,itmaystimulatetheatomtomakeatransitiontoalowerenergystatewiththeemissionofaphoton(stimulatedemission).Inthiscase,bothphotonshavethesameenergyandareinphaseand

betweenspecifiedlevels,ortheenergyorwavelengthrequiredtoionizeanatom.

Explaintheoriginofemissionorabsorptionspectraofgases.

Determinethewavelengthorenergyforasingle‐steptransitionbetweenthesamelevels,giventhewavelengthsorfrequenciesofphotonsemittedorabsorbedinatwo‐steptransitionbetweenlevels.

Expresstheenergylevelsofhydrogenintermsoftheground‐stateenergy,constructadiagramtodepicttheselevels,andexplainhowthisdiagramaccountsforthevarious‘series’inthehydrogenspectrum.

AnalyzetheassumptionsandconclusionsfortheBohrModelforthehydrogenatom.

UtilizetheconceptoftheDeBrogliewavelengthtocalculatethewavelengthofaparticleasafunctionofitsmomentum.

AnalyzetheDavisson‐Germerexperiment,andexplainhowitprovidesevidenceforthewavenatureofelectrons

Determinetheshortestwavelengthofx‐raysthatmaybeproducedbyelectronsacceleratedthroughaspecifiedvoltage.

AnalyzethemethodologyandresultsofCompton’sScatteringexperiment.

Explaintheincreaseofphotonwavelengththatisobserved,andthesignificanceoftheComptonwavelength.

Constructingorinterpretingrepresentationsoftransitionsbetweenatomicenergystatesinvolvingtheemissionandabsorptionofphotons.[Forquestionsaddressingstimulatedemission,studentswillnotbeexpectedtorecallthedetailsoftheprocess,suchasthefactthattheemittedphotonshavethesamefrequencyandphaseastheincidentphoton;butgivena

48

movinginthesamedirection. Asystemisanobjectoracollectionof

objects.Objectsaretreatedashavingnointernalstructure.

Someelementaryparticlesarefundamentalparticles(e.g.,electrons).

Protonsandneutronsarecomposedoffundamentalparticles(i.e.,quarks)andmightbetreatedaseithersystemsorobjects,dependingonthequestionbeingaddressed.

Theelectricchargesonneutronsandprotonsresultfromtheirquarkcompositions.

Fundamentalparticleshavenointernalstructure.

Electrons,neutrinos,photons,andquarksareexamplesoffundamentalparticles.

Neutronsandprotonsarecomposedofquarks.

Allquarkshaveelectriccharges,whicharefractionsoftheelementarychargeoftheelectron.Studentswillnotbeexpectedtoknowspecificsofquarkchargeorquarkcompositionofnucleons.

Nucleihaveinternalstructuresthatdeterminetheirproperties.

Thenumberofprotonsidentifiestheelement.

Thenumberofneutronstogetherwiththenumberofprotonsidentifiestheisotope.

Therearedifferenttypesofradioactiveemissionsfromthenucleus.

Therateofdecayofanyradioactiveisotopeisspecifiedbyitshalf‐life.

Incertainprocesses,masscanbeconvertedtoenergyandenergycanbeconvertedtomassaccordingto

,theequationderivedfromthe

representationoftheprocess,studentsareexpectedtomakeinferencessuchasfiguringoutfromenergyconservationthatsincetheatomlosesenergyintheprocess,theemittedphotonstakentogethermustcarrymoreenergythantheincidentphoton.

Constructingrepresentationsofthedifferencesbetweenafundamentalparticleandasystemcomposedoffundamentalparticlesandtorelatethistothepropertiesandscalesofthesystemsbeinginvestigated.

Articulatingthereasonsthatthetheoryofconservationofmasswasreplacedbythetheoryofconservationofmass‐energy.

Applyingmathematicalroutinestodescribetherelationshipbetweenmassandenergyandapplyingthisconcept.

Articulatingthereasonsthatclassicalmechanicsmustbereplacedbyspecialrelativitytodescribetheexperimentalresultsandtheoreticalpredictionsthatshowthatthepropertiesofspaceandtimearenotabsolute.[Studentswillbeexpectedtorecognizesituationsinwhichnonrelativisticclassicalphysicsbreaksdownandtoexplainhowrelativityaddressesthatbreakdown,butstudentswillnotbeexpectedtoknowinwhichoftworeferenceframesagivenseriesofeventscorrespondstoagreaterorlessertimeinterval,oragreaterorlesserspatialdistance;theywilljustneedtoknowthatobserversinthetworeferenceframescan“disagree”aboutsometimeanddistanceintervals.]

Identifyingthestrongforceastheforcethatisresponsibleforholdingthenucleustogether.

Describingemissionorabsorptionspectraassociatedwithnucleartransitionsastransitionsbetweenallowedenergystatesofthenucleusintermsoftheprincipleofenergyconservation,includingcharacterizationofthe

Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at: 0.25" + Indent at: 0.5"

49

theoryofspecialrelativity. Significantamountsofenergycanbe

releasedinnuclearprocesses. Propertiesofspaceandtimecannot

alwaysbetreatedasabsolute. Relativisticmass–energyequivalenceisa

reconceptualizationofmatterandenergyastwomanifestationsofthesameunderlyingentity,fullyinter‐convertible,therebyrenderinginvalidtheclassicallyseparatelawsofconservationofmassandconservationofenergy.

Measurementsoflengthandtimedependonspeed.

Thestrongforceisexertedatnuclearscalesanddominatestheinteractionsofnucleons.

Energytransferoccurswhenphotonsareabsorbedoremittedbynuclei.

Thepossiblenuclearreactionsareconstrainedbythelawofconservationofnucleonnumber.

Thespontaneousradioactivedecayofanindividualnucleusisdescribedbyprobability.

Inradioactivedecayprocesses,wecannotpredictwhenanyonenucleuswillundergoachange;wecanonlypredictwhathappensontheaveragetoalargenumberofidenticalnuclei.

Inradioactivedecay,massandenergyareinterrelated,andenergyisreleasedinnuclearprocessesaskineticenergyoftheproductsoraselectromagneticenergy.

Thetimeforhalfofagivennumberofradioactivenucleitodecayiscalledthehalf‐life.

Differentunstableelementsandisotopeshavevastlydifferenthalf‐lives,rangingfromsmallfractionsofasecondto

frequencyofradiationemittedorabsorbed. Applyingconservationofnucleonnumberand

conservationofelectricchargetomakepredictionsaboutnuclearreactionsanddecayssuchasfission,fusion,alphadecay,betadecay,orgammadecay.

Predictingthenumberofradioactivenucleiremaininginasampleafteracertainperiodoftime,andalsopredictingthemissingspecies(alpha,beta,gamma)inaradioactivedecay.

50

billionsofyears.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Studentswillformgroupsoftwo.Onepartnershouldusemodelingclaytoformoneormoremounds,andplaceapieceofcardboardonthemound.Theremainingmemberwillnowattempttofindthesizesandnumberofthemoundsbyrollingmarblesatthetargetmounds.ThisexperimentsimulatestheRutherfordscatteringexperiment.Theteamwillmakeawhiteboardpresentationoftheirresults.AssessmentModel#2:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofthenatureofphotons,matterwavesandthestructureofatoms.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#3:Studentswillobservethespectraofvariouslightsourcesutilizingagratingspectroscope.Studentswillmeasurethecharacteristicwavelengthsemittedbyvarioussources.Studentswillpresenttheirobservationsinawrittenreportdetailingthetheoryunderlyingthecharacteristicspectrathattheyobserve.AssessmentModel#4:Theteacherwillaskstudentstoimaginethattheyarepaleontologiststryingtodeterminetheantiquityofadinosaurfossil.StudentswillperformasimulationofradioactivedecayandcalculatehalflifeutilizingM&Ms.Studentswillpresenttheirresultsgraphicallyaspartofawrittenreport,andextrapolatetheirresultstoradiocarbondating.AssessmentModel#5:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofnucleardecayandnuclearreactions.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidethe

51

answer.Iftheteamisunable toprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.


OTHERSUGGESTEDPERFORMANCETASKS:

WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysicsappliedto

everydayscenarios.




LecturesandPowerPointpresentationsonModernPhysicstermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills.

https://phet.colorado.edu/en/simulation/legacy/hydrogen‐atom:Activity‐Studentswillusethesimulationtoexperiencehowscientistswere

abletodrawinferencesaboutthestructureofatomswithoutlookingatthem.Studentscantestdifferentmodelsbyshootinglightattheatomandcheckhowthepredictionofthemodelmatchestheexperimentalresults.

https://phet.colorado.edu/en/simulation/legacy/rutherford‐scattering:Activity‐StudentswillbeabletosimulatethefamousexperimentinwhichRutherforddisprovedthePlumPuddingmodeloftheatombyobservingalphaparticlesbouncingoffatomsanddeterminingthattheymusthaveasmallpositivelychargedcore.

http://astro.unl.edu/naap/hydrogen/animations/hydrogen_atom.html:Activity‐Studentswillbeabletoseehowonlyphotonswithspecificenergiescanbeabsorbedbyanatom,whichthentransitionstoanexcitedstate.Theywillalsobeabletoexperiencehowanatomcanreturntoitsgroundstatethroughaseriesofrandomcombinationsoftransitionsfromhigherenergylevelstolowerlevels,resultinginthecharacteristicspectrumfortheparticularatom.

https://phet.colorado.edu/en/simulation/legacy/photoelectric:Activity‐Studentswillvisualizeanddescribethephotoelectriceffect

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experimentandbeabletopredicthowchangingtheintensityoflightwillaffectthecurrentandtheenergyofelectronsand howchangingthewavelengthoflightorvoltageorchangingthematerialofthetargetwillaffectthecurrentandtheenergyofelectrons.Studentswillbeabletoarguehowtheseresultsleadtothephotonmodeloflight:e.g.arguethatonlyaphotonmodeloflightcanexplainwhy,whenlightisshiningonthemetalbutthereisnocurrent,increasingthefrequencywillleadtoacurrent,butincreasingtheintensityoflightorthevoltagebetweentheplateswillnot.

http://astro.unl.edu/naap/blackbody/animations/blackbody.html;https://phet.colorado.edu/sims/blackbody‐spectrum/blackbody‐spectrum_en.htmlActivity‐Studentswilldiscoverhowtheblackbodyspectrumofthesuncomparestovisiblelight.Studentswilladjustthetemperaturetoseethewavelengthandintensityofthespectrumchangeanddescribewhathappenstotheblackbodyspectrumwithanincreaseinthetemperature.Studentswillbeabletoexaminehowthepeakandshapeofthespectrumchangeswithchangesintemperature

http://www.walter‐fendt.de/html5/phen/lawdecay_en.htm:Activity‐Studentscanusethissimulationtoseehowalarge(relatively!)sampleof

radioactivenucleigraduallydecaysexponentially.Studentswillbeabletoseethatwhileastatisticaltrendexists,itisnotpossibletopredictwhenanyparticularnucleuswilldecay.Studentswillbeabletodeterminethehalf‐lifeoftheradioactivesample.

https://phet.colorado.edu/en/simulation/radioactive‐dating‐game:Activity‐Studentswilllearnaboutdifferenttypesofradiometricdating,suchascarbondatingandunderstandhowdecayandhalf‐lifeworktoenableradiometricdating.Studentscanplayagamethatteststheirabilitytomatchthepercentageofthedatingelementthatremainstotheageofthesamplethatisbeingdated.

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E18/E18.html:Activity‐Studentscanusethissimulationtoseehowasampleofradioactivenucleigraduallydecaysexponentially.Thissimulationallowsstudentstochoosedifferentelementsandobservethattherateofdecaydiffersfromelementtoelement.

https://phet.colorado.edu/en/simulation/legacy/beta‐decay:Activity‐Studentswillobservebetadecayoccurforacollectionofnucleiorforanindividualnucleusinordertounderstandhowaradioactivenucleusdecaysbythebeta‐decayprocess.

https://phet.colorado.edu/en/simulation/legacy/alpha‐decay:Activity‐StudentswillobservealphadecayoccurforPoloniumnucleiinordertounderstandhowaradioactivenucleusdecaysbythealpha‐decayprocess.

http://www.walter‐fendt.de/ph6en/decayseries_en.htm:Activity‐Studentswillrealizethatradioactivenucleiusuallydecaytostablenucleithroughaseriesofdecays.Studentscanexplorevariousdecayseries(Thoriumseries,Neptuniumseries,Uranium‐Radiumseries,Uranium‐Actiniumseries)andthesequenceofdecays(alphaandbetadecays)leadingfinallytostablenuclei.








53

UNITVII– HeatandThermodynamics

StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS3‐2.Developandusemodelstoillustratethatenergyatthemacroscopicscalecanbeaccountedforasacombinationofenergyassociatedwiththemotionsofparticles(objects)andenergyassociatedwiththerelativepositionofparticles(objects).(KineticTheoryofgases)(HS‐PS2‐2),(HS‐PS2‐3)Analyzetheconsequencesifasysteminteractswithobjectsoutsideitself,thetotalmomentumofthesystemcanchange;however,anysuchchangeisbalancedbychangesinthemomentumofobjectsoutsidethesystem.(KineticTheoryofgasesandthemicroscopicdescriptionofpressureexertedbygases)HS‐PS3‐1.Createacomputationalmodeltocalculatethechangeintheenergyofonecomponentinasystemwhenthechangeinenergyoftheothercomponent(s)andenergyflowsinandoutofthesystemareknown.(FirstLawofThermodynamics)HS‐PS3‐4.Planandconductan


Analyzethemicroscopicinteractionsofthemoleculesofanidealgastoexplainitsmacroscopicpropertiessuchasthepressurethegasexertsonthewallsofacontainer,anditsinternalenergyandderivetheidealgaslaw.

Applytheirknowledgeofthefactorsaffectingthetransferofheatenergytodesignenergyefficientwaysofinsulatingahomeorcommercialbuilding.

Developanunderstandingoftheengineeringchallengespresentedbythermalexpansionandcontractioninthedesignoftransportationinfrastructuresuchasbridgesandrailroadtracks.

Relatetheirunderstandingofidealizedheatenginesandheatpumpstotheoperationofrealdevicessuchasautomobileengines,refrigeratorsandairconditioners.

MeaningUNDERSTANDINGS Studentswillunderstandthat…

Interactionswithotherobjectsorsystemscanchangethetotalenergyofasystem.

Thepropertiesofanidealgascanbeexplainedintermsofasmallnumberofmacroscopicvariablesincludingtemperatureandpressure.

Thetendencyofisolatedsystemstomovetowardstateswithhigherdisorderisdescribedbyprobability.

ESSENTIALQUESTIONS Whydoglasscontainerssometimescrack

whenhotliquidsarepouredintothem?WhatcharacteristicofPyrexpreventssuchbreakage?

Asteelwheelbearingis1mmsmallerindiameterthananaxle.Howcanthebearingbefitontotheaxlewithoutremovinganymaterialfromtheaxle?

Whenacarengineoverheats,youarewarnednottoremovetheradiatorcaptoaddcoldwateruntiltheenginecoolsdown.Isthisgoodadvice?Whyorwhynot?

Whydosmallplanetstendtohavelittleornoatmosphere?

Thermostatsoftenusebimetallicstripstoregulatetemperature.Describehowabimetallicstripmightwork.

Awarningsignoftenseenonhighwaysjustbeforeabridgeis“Caution–Bridgefreezesbeforeroad”.Explainwhythishappens.

54

investigationtoprovideevidencethatthetransferofthermalenergywhentwocomponentsofdifferenttemperaturearecombinedwithinaclosedsystemresultsinamoreuniformenergydistributionamongthecomponentsinthesystem(secondlawofthermodynamics).HS‐PS3‐3.Designoranalyzeadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.(Heatenginesandheatpumps)GENERALGOALS:HS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.

Tohelplowerthetemperatureofapatientwithafever,analcoholrubissometimesused.Whydoestheprocedurework?

Atightlysealedhousehasalargeceilingfanthatblowsairoutofthehouseandintotheattic.Iftheownersforgettoopenthewindowswhilethefanison,whathappenstothepressureinthehouseafterthefanhasbeenonforawhile?Doesitbecomeeasierorharderforthefantodoitsjob?Explain.

Abovetheliquidinacanofhairspray,thereisagasatarelativelyhighpressure.Thelabelonthecanincludesthewarning“Donotstoreathightemperatures”.Explainwhythewarningisgiven.

Atmosphericpressuredecreasewithincreasingaltitude.Explainwhyheliumfilledweatherballoonsareunder‐inflatedwhenlaunchedfromtheearth.

Acommonlyusedpackingmaterialconsistsofbubblesofairtrappedbetweenbondedlayersofplastic.Explainwhythispackingmaterialofferslessprotectiononcolddaysthanonwarmdays.

Whenaplanetakesoffyoureardrumspopoutwardastheairpressuredecreases,andviceversaastheplanecomeinforlanding.Attheseacoastthereisacavethatcanonlybeenteredbyswimmingthroughacompletelysubmergedpassageandenteringanairpocketwithinthecave.Thisairpocketisnotventedtotheatmosphere.Asthetidecomesintothecaveandthewaterlevelrises,youreardrumspop.Dotheypopoutwardorinward?Explain.

Theplungerofabicyclepumpisrapidlypusheddownwiththeendofthepumpsealedsonoairescapesandthereislittle

55

RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–

timeforheattoflowthroughthecylinderwall.Explainwhythecylinderofthepumpbecomeswarmtothetouch.

Ifyousawanadvertisementforacarthatclaimedthesamegasmileagewithandwithouttheair‐conditioningoperating,wouldyoubesuspicious?Explain,usingtheprinciplesofthermodynamics.

Onasummerday,awindowair‐conditionercyclesonandoff.Areyoumorelikelytobeabletofryaneggontheoutsideoftheunitwhenitisonoroff?

InsolarpondsconstructedinIsrael,theSun’senergyisconcentratednearthebottomofasaltypond.Withproperlayeringtemperaturesashighas1000Ccanbereached.Whatisthemaximumefficiencywithwhichmechanicalworkcanbeextractedfromthepond?


Theenergyofasystemincludesitskineticenergy,potentialenergy,andmicroscopicinternalenergy.Examplesshouldincludegravitationalpotentialenergy,elasticpotentialenergy,andkineticenergy.

Energyistransferredspontaneouslyfromahighertemperaturesystemtoalowertemperaturesystem.Theprocessthroughwhichenergyistransferredbetweensystemsatdifferenttemperaturesiscalledheat.

Conduction,convection,andradiationaremechanismsforthisenergytransfer.

Atamicroscopicscalethemechanismofconductionisthetransferofkineticenergybetweenparticles.

Duringaveragecollisionsbetweenmolecules,kineticenergyistransferredfromfaster


Makingpredictionsaboutthedirectionofenergytransferduetotemperaturedifferencesbasedoninteractionsatthemicroscopiclevel.

Makingclaimsabouttheinteractionbetweenasystemanditsenvironmentinwhichtheenvironmentexertsaforceonthesystem,thusdoingworkonthesystemandchangingtheenergyofthesystem(kineticenergypluspotentialenergy).

Predictingandcalculatingtheenergytransferto(i.e.,theworkdoneon)anobjectorsystemfrominformationaboutaforceexertedontheobjectorsystemthroughadistance.

Designinganexperimentandanalyzingdatafromittoexaminethermalconductivity.

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MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawayto

understandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.

moleculestoslowermolecules. Matterhasapropertycalledthermal

conductivity. Thethermalconductivityisthemeasureofa

material’sabilitytotransferthermalenergy. Energycanbetransferredbyanexternal

forceexertedonanobjectorsystemthatmovestheobjectorsystemthroughadistance;thisenergytransferiscalledwork.

Powerisdefinedastherateofenergytransferinto,outof,orwithinasystem.

Thepressureofasystemdeterminestheforcethatthesystemexertsonthewallsofitscontainerandisameasureoftheaveragechangeinthemomentumorimpulseofthemoleculescollidingwiththewallsofthecontainer.Thepressurealsoexistsinsidethesystemitself,notjustatthewallsofthecontainer.

Thetemperatureofasystemcharacterizestheaveragekineticenergyofitsmolecules.

Theaveragekineticenergyofthesystemisanaverageoverthemanydifferentspeedsofthemoleculesinthesystemthatcanbedescribedbyadistributioncurve.

Therootmeansquarespeedcorrespondingtotheaveragekineticenergyforaspecificgasatagiventemperaturecanbeobtainedfromthisdistribution.

Inanidealgas,themacroscopic(average)pressure(P),temperature(T),andvolume(V),arerelatedbytheequationPV=nRT

Thefirstlawofthermodynamicsisaspecificcaseofthelawofconservationofenergyinvolvingtheinternalenergyofasystemandthepossibletransferofenergythroughworkand/orheat.ExamplesincludeP‐Vdiagrams—iso‐volumetricprocess,isothermalprocess,isobaricprocess,adiabaticprocess.

Theapproachtothermalequilibriumisa

Designinganexperimentandanalyzinggraphicaldatainwhichinterpretationsoftheareaunderapressure‐volumecurveareneededtodeterminetheworkdoneonorbytheobjectorsystem.

Predictingqualitativechangesintheinternalenergyofathermodynamicsysteminvolvingtransferofenergyduetoheatorworkdoneandjustifyingthosepredictionsintermsofconservationofenergyprinciples.

Makingclaimsabouthowthepressureofanidealgasisconnectedtotheforceexertedbymoleculesonthewallsofthecontainer,andhowchangesinpressureaffectthethermalequilibriumofthesystem.

Analyzingqualitativelythecollisionswithacontainerwall(bytreatingagasmoleculeasanobject)anddeterminingthecauseofpressure,andatthermalequilibrium,toquantitativelycalculatethepressure,force,orareaforathermodynamicproblemgiventwoofthevariables.

Qualitativelyconnectingtheaverageofallkineticenergiesofmoleculesinasystemtothetemperatureofthesystem.

Connectingthestatisticaldistributionofmicroscopickineticenergiesofmoleculestothemacroscopictemperatureofthesystemandtorelatethistothermodynamicprocesses.

Extrapolatingfrompressureandtemperatureorvolumeandtemperaturedatatomakethepredictionthatthereisatemperatureatwhichthepressureorvolumeextrapolatestozero.

Designingaplanforcollectingdatatodeterminetherelationshipsbetweenpressure,volume,andtemperature,and

57

probabilityprocess. Theamountofthermalenergyneededto

changethetemperatureofasystemofparticlesdependsbothonthemassofthesystemandonthetemperaturechangeofthesystem.

Thedetailsoftheenergytransferdependuponinteractionsatthemolecularlevel.

Sincehighermomentumparticleswillbeinvolvedinmorecollisions,energyismostlikelytobetransferredfromhighertolowerenergyparticles.Themostlikelystateaftermanycollisionsisthatbothsystemsofparticleshavethesametemperature.

Thesecondlawofthermodynamicsdescribesthechangeinentropyforreversibleandirreversibleprocesses.

Entropy,liketemperature,pressure,andinternalenergy,isastatefunction,whosevaluedependsonlyontheconfigurationofthesystemataparticularinstantandnotonhowthesystemarrivedatthatconfiguration.

Entropycanbedescribedasameasureofthedisorderofasystem,oroftheunavailabilityofsomesystemenergytodowork.

Theentropyofaclosedsystemneverdecreases,i.e.,itcanstaythesameorincrease.

Thetotalentropyoftheuniverseisalwaysincreasing.

amountofanidealgas,andrefiningascientificquestionconcerningaproposedincorrectrelationshipbetweenthevariables.

AnalyzinggraphicalrepresentationsofmacroscopicvariablesforanidealgastodeterminetherelationshipsbetweenthesevariablesandtoultimatelydeterminetheidealgaslawPV=nRT.

Creatingaplotofpressureversusvolumeforathermodynamicprocessfromgivendata.

Usingaplotofpressureversusvolumeforathermodynamicprocesstomakecalculationsofinternalenergychanges,heat,orwork,baseduponconservationofenergyprinciples(i.e.,thefirstlawofthermodynamics).

Constructinganexplanation,basedonatomicscaleinteractionsandprobability,ofhowasystemapproachesthermalequilibriumwhenenergyistransferredtoitorfromitinathermalprocess.

Connecting,qualitatively,thesecondlawofthermodynamicsintermsofthestatefunctioncalledentropyandhowentropybehavesinreversibleandirreversibleprocesses.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconducted

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofheattransfer,thermalexpansion.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsin

58

bystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html

turn,given20secondstodiscussthe concept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#2:Studentswillbeprovidedwitheverydaymaterialstoexploretheeffectsofheatexpansionandheattransfer.Studentswillworkingroupsandmakeanoralpresentationonanexploratoryactivityoftheteacher’schoice.

AssessmentModel#3:Askstudentstoimaginebeingpartofapioneeringgroupofscientists(Dalton,Boyleet.Al.)studyingtheeffectsofvariationinpressure,temperatureandvolumeofanidealgas.Studentswillutilizelabequipmentprovidedtogatherempiricaldataandconfirmgraphicallythatthevalueoftheabsolutezeroisindeed‐2730C.Studentswillpresenttheirexperimentalresultsinascientificreport,withgraphicalandmathematicalanalysistothescientificcommunity.

AssessmentModel#4:Studentswillstudyentropybytossingcoinsanddeterminethattheorderedresulthasmuchlowerprobabilityofoccurrence,indicatingthatprocessesinnaturetendtooccurinsuchawayastomaximizeentropyordisorder.Studentswillpresenttheirobservationsorally.



everydayscenarios.




59

LecturesandPowerPointpresentationsonThermalPhysicstermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. https://phet.colorado.edu/en/simulation/legacy/gas‐properties:Activity‐Studentswillintroducegasmoleculesintoacontainerandseewhat

happensastheychangethevolume,addorremoveheat,changegravity,andmore.Optionsincludetheabilitytomeasurethetemperatureandpressure,anddiscoverhowthepropertiesofthegasvaryinrelationtoeachother.

http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::100%::100%::/sites/dl/free/0023654666/117354/Ideal_Nav.swf::Ideal%20Gas%20Law%20Simulation:Activity‐Studentswillinvestigatetherelationshipofvariousstatevariableswhichareusedtodescribeanidealgas.

http://ch301.cm.utexas.edu/simulations/gas‐laws/GasLawSimulator.swf:Activity‐Studentswillbeabletostudytheidealgaslaws.

http://physics.bu.edu/~duffy/HTML5/ideal_gas.html:Activity‐Studentswillusethissimulationtoinvestigatethedistributionofvelocitiesforthemoleculesofanidealgassample.Thedistributionisshownasahistogramofmolecularspeeds,andstudentscanvaryparameterslikethenumberofmolecules,temperatureetc.andobservetheeffects:onthehistogram.

http://www.walter‐fendt.de/ph6en/gasprocesses_en.htm:Studentswillbeabletoinvestigatethegraphsgeneratedbyisobaric,isochoricandisothermalprocesses,

http://galileoandeinstein.physics.virginia.edu/more_stuff/Applets/OneDGas/oneDGas.html:Thisisasimulationwhichshowstheincreaseininternalenergyofasampleofagascontainingasinglemoleculeincreasesasthegasmolecule’skineticenergyincreases.

http://physics‐animations.com/Physics/English/thermo.htm:Studentscanobservethechangesintemperatureofagasasitexpandsandcontracts.

http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/carnot.htm:StudentswillbeabletoinvestigatethestagesofanreversibleCarnotengine.

MultimediaResources:

http://www.youtube.com/watch?v=wTi3Hn09OBs http://www.learnthermo.com/T1‐tutorial/ch04/lesson‐B/pg01.php http://www.youtube.com/watch?v=B6hAwZH2mmA http://www.youtube.com/watch?v=OBVbV5dpCCA&ebc=ANyPxKqqf9t_41mIFFtaKd4OnB7lOPnuiC5zW1i1vJsVfptWBVu1CodFJgTXa0S7XCex

WtxvCdBUt56eG69ptyFj7TBZJxMOA http://www.youtube.com/watch?v=bMsKIfxliA4&list=PLgW3wRv4yHhtpbl5ujwbKtd62J9_qHw2b http://www.youtube.com/watch?v=LmN8bybyQY8

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http://www.youtube.com/watch?v=gzy4YFuKg9A http://www.youtube.com/watch?v=j‐enxYaQMdA http://www.youtube.com/watch?v=DQBQQaku6Js http://www.youtube.com/watch?v=FmOwRmW83dY http://www.youtube.com/watch?v=BxUS1K7xu30 http://preparatorychemistry.com/Bishop_Boyles_Law_audio.htm http://preparatorychemistry.com/Bishop_Gay_Lussac_Law_audio.htm http://preparatorychemistry.com/Bishop_Charles_Law_audio.htm http://preparatorychemistry.com/Bishop_Moles_Pressure_Law_audio.htm http://preparatorychemistry.com/Bishop_Avogadros_Law_audio.htm http://www.youtube.com/watch?v=iMFwuHDu8dA http://www.youtube.com/watch?v=Qsa4aAdpHfY&ebc=ANyPxKoFcVfRDK3Ah336vmdHmbnzb_8K_qPG4JwOqN3mO3krtD9w6NIWk8OVAvGP

WhgrmfQgoEkeKXWohOdWVyS‐CJf0baL6lw http://www.youtube.com/watch?v=D3XRvoq4UF4 http://www.youtube.com/watch?v=u4‐HYwo0Gsc







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UNITVIII– FluidMechanics

StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.(Examples:BuoyantForcesandhydrostatics)HS‐PS1‐4.Analyzescenariostosupporttheclaimthatchangesofenergyandmatterinasystemcanbedescribedintermsofenergyandmatterflowsinto,outof,andwithinthatsystem.(Equationofcontinuity;Bernoulli’sequation)HS‐PS3‐2.Developandusemodelstoillustratethatenergyatthemacroscopicscalecanbeaccountedforasacombinationofenergyassociatedwiththemotionsofparticles(objects)andenergyassociatedwiththerelativepositionofparticles(objects).(Bernoulli’sequation)GENERALGOALSHS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andin


Utilizetheirunderstandingofbuoyantforcestoexplainwhyshipsfloat,andhowsubmarinesaredesignedsothattheycanfloatorremainsubmergedasneeded.

ExplainhowPascal’sprinciplecanbeusedtodesignhydraulicbrakes,hydraulicpressesandhydrauliclifts.

Utilizethevariationofpressurewithdepthtoexplainwhyscubadiversneedtoexercisecautionastheysurfaceafteradeepdive.

ExplainhowArchimedesprinciplecanbeusedtofindthevolumeofirregularlyshapedobjects.

Utilizetheequationofcontinuitytoexplainwhythestreamofwaterfromafaucetbecomesnarrowerasitfalls.

UseBernoulli’sequationtoexplaintheliftforceonthewingsofanaircraftMeaning

UNDERSTANDINGSStudentswillunderstandthat…

Atthemacroscopiclevel,forcescanbecategorizedaseitherlong‐range(action‐at‐a‐distance)forcesorcontactforces.

Classically,themassofasystemisconserved(EquationofContinuity).

Theenergyofasystemisconserved.(Appliedtofluidsinmotion:Bernoulli’sequation).

ESSENTIALQUESTIONS Awomanwearingstilettoheeledshoesis

invitedintoakitchenwithhardwoodfloors.Whyshouldthehomeownerbeconcerned?

ApoundofleadandapoundofStyrofoamhavethesameweight.Iftheyareplacedonasensitiveequalarmbalance,willthescalesbalance?

UsePascal’sprincipletoexplainhowhydraulicbrakeswork.

Whenyouaredrivingasmallcaronahighwayandatruckpassesyouathighspeed,whydoyoufeelpulledtowardsthetruck?

Tornadosandhurricanesoftenlifttheroofsoffhouses.UsetheBernoulliEffecttoexplainwhy.Whyshouldyoukeepyourwindowsopenunderthesecircumstances?

Abargecarriesaloadofgravelalongariver.Itapproachesalowbridgeandthecaptain

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thedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations. RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigital

realizesthatthetopofthepileofgravelwillnotmakeitunderthebridge.Thecaptainordershiscrewtoshovelgravelfromthetopofthepileintothewater.Isthisagooddecision?


Matterhasapropertycalleddensity. Contactforcesresultfromthe

interactionofoneobjecttouchinganotherobjectandtheyarisefrominteratomicelectricforces.Theseincludebuoyantforces.

Afluidexertspressureinalldirections.

Afluidatrestexertspressureperpendiculartoanysurfacethatitcontacts.

Pressureistransmittedundiminishedinastaticfluid.(Pascal’sprinciple)

Thebuoyantforceonasubmergedobjectisequaltotheweightofthefluiditdisplaces.(ArchimedesPrinciple).

Thecontinuityequationdescribesconservationofmassflowrateinfluids.Examplesshouldincludevolumerateofflow,massflowrate.

Bernoulli’sequationdescribestheconservationofenergyinfluidflow

Studentswillbeskilledat… Predictingthedensities,differencesin

densities,orchangesindensitiesunderdifferentconditionsfornaturalphenomenaanddesigninganinvestigationtoverifytheprediction.

Selectingfromexperimentaldatatheinformationnecessarytodeterminethedensityofanobjectand/orcomparedensitiesofseveralobjects.

Reasoningthatpressureincreaseswithdepthinfluids.

Derivingandusingtherelationshipbetweenpressureanddepthinafluid.

Deducingthatthedifferenceinthepressurebetweentheupperandlowersurfacesofanobjectimmersedinliquidresultsinanupwardforceontheobject.

AnalyzingandapplyingArchimedes’principle:thebuoyantforceonasubmergedobjectisequaltotheweightofthefluiditdisplaces.

Constructingandinterpretingafree‐bodydiagramofforcesaffectinganobjectimmersedinafluidanddeducewhethertheobjectwillsinkorfloat.

Makingclaimsaboutbuoyantforcesbetweenobjectsbasedonthemicroscopiccauseofthoseforces.

Explainingcontactforces(tension,friction,normal,buoyant,spring)asarisingfrominteratomicelectricforcesandthattheythereforehavecertaindirections.

Makingcalculationsofquantitiesrelatedto

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media(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.

flowofafluid,usingmassconservationprinciples(thecontinuityequation).

UsingBernoulli’sequationtomakecalculationsrelatedtoamovingfluid.

UsingBernoulli’sequationand/ortherelationshipbetweenforceandpressuretomakecalculationsrelatedtoamovingfluid.

UsingBernoulli’sequationandthecontinuityequationtomakecalculationsrelatedtoamovingfluid.

ConstructinganexplanationofBernoulli’sequationintermsoftheconservationofenergy.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinktoviewtheformallabreportrubric.Appendix_A

SUGGESTEDPERFORMANCEASSESSMENT: Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Theteachershouldpresentthefollowingscenariototheclass.Awomanpurchasesagoldbraceletatafleamarket.Shecomeshomeandwonderswhetherthebraceletisreallymadeofgold.Thestudentswilldevelopanexperimenttohelpthiswomandeterminewhetherthebraceletisgoldorotherwise.Materialsprovidedwillincludeirregularlyshapedobjects,springscales,beakers,scalesetc.Studentswillpresentresultsinawrittenreportdetailingthetheorybehindtheirexperimentaldesign,data,anderroranalysis.Eachgroupwillsummarizetheirresultsonwhiteboardsandmakeanoralpresentationtotheclass.AssessmentModel#2:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingoffluid

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APTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html

mechanics.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#3:Atwolitersodabottleisplacedonthelabtableandfilledtoagivenheightwithwater.Aholeispunchedinthesideofthebottlenearthebottomandthewaterisallowedtoflowoutofthehole.Studentswillpredictwherethewaterwilllandandplaceacupatthelocationwheretheypredictthewaterwillland,ifitspraysovertheedgeofthetable


OTHERSUGGESTEDPERFORMANCETASKS:

WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysics

appliedtoeverydayscenarios.


SummaryofKeyLearningEventsandInstructionSUGGESTEDLEARNINGEVENTS:

LecturesandPowerPointpresentationsonFluidMechanicstermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. http://phet.colorado.edu/sims/html/under‐pressure/latest/under‐pressure_en.html:Activity‐Studentswillexplorepressureunderandabove

waterandinvestigatehowpressurechangesastheychangefluids(differentdensities),gravity,containershapes,andvolume.

https://phet.colorado.edu/en/simulation/legacy/density:Acivity:Studentswillinvestigatewhysomeobjectsfloatinwaterwhileotherssink.Studentscanexploretheeffectsofmassandvolumeondensityandtrytodiscovertherelationship.

https://phet.colorado.edu/en/simulation/legacy/buoyancy:Activity‐Studentswillbeabletoexperimentwithblocksandfluidsofvariousmaterialsanddensitiestolearnhowbuoyancyworkswithblocks.Arrowsshowtheappliedforces,andstudentscanmodifythepropertiesoftheblocksandthefluid.

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https://phet.colorado.edu/en/simulation/legacy/fluid‐pressure‐and‐flow:Activity‐Studentswillexplorepressureintheatmosphereand

underwater.Studentscanchangetheshapeofapipetoseehowitchangesfluidflowspeedandexperimentwithaleakywatertowertoseehowtheheightandwaterleveldeterminethewatertrajectory.

Multimediaresources:

http://www.youtube.com/watch?v=7m7J5T7c6ig http://www.youtube.com/watch?v=GI2tiSElHk4 http://www.youtube.com/watch?v=9y9Kn5qOc‐E http://www.youtube.com/watch?v=5rTVo_eb10o http://www.youtube.com/watch?v=YKkYAPA04ZY






Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999

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BenchmarkAssessment:QuarterOne

1. Studentswillbeabletovisualizeandcalculateelectricalfieldsandforces,andtheireffectonthemotionofchargedparticles.2. Studentswillbeabletoanalyzetheenergytransformationswhichaccompanythemotionofchargesinelectricalfields.3. Studentswillbeabletodrawequipotentialmapsandmakeinferencesaboutelectricfieldstrengthfromequipotentialmaps.4. StudentswillbeabletoconstructandanalyzecomplexdirectcurrentcircuitswithDCpowersupplies,andcombinationsofresistors

andcapacitors.5. Studentswillbeabletodeterminetheelectricalenergylossesinresistivecircuitelements,andenergystoredincapacitorsinacircuit.

BenchmarkAssessment: QuarterTwo

1. Studentswillbeabletodeterminetheconditionsunderwhichmagneticfieldsexertforcesonmovingchargesandcurrentcarryingconductors

andcalculatetherelevantforcesandtorques.2. StudentswillbeabletoapplytheirunderstandingtopracticalapplicationsofmagneticforcessuchasDCmotors,massspectrometersand

velocityselectors.3. Studentswillbeabletorealizethatmovingchargesandcurrentscausemagneticfields,andcalculatethesefieldsincertaincases.4. Studentswillbeabletodeterminethatchangingmagneticfluxcangenerateemf,andapplythistoanalyzethephysicsofgenerators,magnetic

railgunsetc.

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BenchmarkAssessment:QuarterThree

1. Studentswillbeabletodescribethepropertiesofelectromagneticradiation,includingfrequency,wavelengthsetcwithanemphasisonvisible

light.2. Studentswillbeabletoapplythelawsofreflectionandrefractionanddrawraydiagramstoanalyzeopticalinstrumentscomposedoflensesand

mirrors.3. Studentswillbeabletoprovethewavenatureoflightbyanalyzinginterferenceanddiffractionphenomena.4. Studentswillbeabletoprovetheparticlenatureoflightbyanalyzingthephoto‐electriceffect.5. Studentswillbeabletoanalyzetheenergylevelstructureofatomsanddeterminethecharacteristicenergies,frequencyandwavelengthsof

photonsabsorbedandemittedbyatomsastheytransitionbetweendifferentenergylevels.6. Studentswillbeabletousenucleonconservationtopredicttheproductsofanuclearinteractionordecay.7. Studentswillbeabletodeterminethehalf‐lifeofasampleofradioactivematerialandapplytheconcepttoradiometricdating.8. Studentswillabletodeterminethebindingenergyofanucleus,aswellasdeterminetheenergyreleasedduringanuclearreaction.9. Studentswillbeabletocalculatethethermalexpansionofobjectswhentheyareheated.10. Studentswillbeabletodescribethewaysinwhichheatistransferredandperformsimplecalculationsrelatedtothetransferofheat.

BenchmarkAssessment:QuarterFour

1. StudentswillbeabletostateandapplytheidealgasLaws.2. Studentswillbeabletousestatisticalmechanicalprinciplestodevelopthemicroscopicdescriptionofagasandrelatingthemicroscopic

descriptionofthegastothemacroscopicstateofthegas(Kinetictheoryofgases).3. StudentswillbeabletodescribeandanalyzevarioustypesofthermodynamicprocessesanddrawP‐Vdiagramsfortheprocesses.4. StudentswillbeabletocalculatetheheattransferandworkdoneonasystembyanalyzingprocessesonP‐Vdiagrams.5. StudentswillbeabletodeterminetheefficiencyofheatenginesandanalyzetheidealizedCarnotEngine.6. StudentswillbeabletostateandapplytheLawsofThermodynamics.7. Studentswillbeabletodescribetheconceptofentropy.8. Studentswillbeabletostateandapplytheprinciplesoffluidmechanicstovariousreallifescenariosspanninghydrostaticsandhydrodynamics.

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AppendixA:FormalLabReportRubric: CATEGORY 4 3 2 1

OBJECTIVE: Thepurposeofthelaborthequestiontobeansweredduringthelabisclearlyidentifiedandstated.

Thepurposeofthelaborthequestiontobeansweredduringthelabisidentified,butisstatedinasomewhatunclearmanner.

Thepurposeofthelaborthequestiontobeansweredduringthelabispartiallyidentified,andisstatedinasomewhatunclearmanner.

Thepurposeofthelaborthequestiontobeansweredduringthelabiserroneousorirrelevant.

THEORY: Reportillustratesanaccurateandthoroughunderstandingofscientificconceptsunderlyingthelab.Allconceptsandequationsusedarederivedfromfirstprinciples.

Reportillustratesanaccurateunderstandingofmostscientificconceptsunderlyingthelab,andsomeoftheequationsusedarederivedandsomeareassumed.

Reportillustratesalimitedunderstandingofscientificconceptsunderlyingthelab.Notallequationsarestated,andnonearederived.

Reportillustratesinaccurateunderstandingofscientificconceptsunderlyingthelab.

EXPERIMENTALDIAGRAMSANDFREEBODYDIAGRAMS:

Clear,accuratediagramsareincludedandmaketheexperimenteasiertounderstand.Diagramsarelabeledneatlyandaccurately.

Diagramsareincludedandarelabeledneatlyandaccurately.

Diagramsareincludedandarelabeled.

NeededdiagramsaremissingORaremissingimportantlabels.

MATERIALS: Allmaterialsandsetupusedintheexperimentareclearlyandaccuratelydescribed.

Almostallmaterialsandthesetupuusedintheexperimentareclearlyandaccuratelydescribed.

Mostofthematerialsandthesetupusedintheexperimentareaccuratelydescribed.

ManymaterialsaredescribedinaccuratelyORarenotdescribedatall.

DATA: Professionallooking,detailedandaccuraterepresentationofthedataintables.Tablesarelabeledandtitled,withproperunitsandheadingsforeachcolumn.

Accuraterepresentationofthedataintables.Tablesarelabeledandtitled.

Accuraterepresentationofthedatainwrittenform,butnotablesarepresented.

DataarenotshownORareinaccurate.

ANALYSIS Therelationshipbetweenthevariablesisdiscussedandtrends/patternslogicallyanalyzed.Professionallookinggraph,properlylabeledandtitled,withappropriatetrend‐linesareincluded.Graphsareappropriatelylinearizedandrequiredinformationcalculatedfromthegraphs.Acompletesamplecalculationisincludedforanyonecompletedtrial.

Therelationshipbetweenthevariablesisdiscussedandtrends/patternslogicallyanalyzed.Graphsareincluded,butmaynotbelinearized.Acceptableattemptsaremadetoextractinformationfromthegraphs,andcalculationsareshown.

Therelationshipbetweenthevariablesisdiscussedbutnopatterns,trendsorpredictionsaremadebasedonthedata.Thegraphsareimproperlytitledand/orlabeled.Calculationsareshown.

Therelationshipbetweenthevariablesisnotdiscussed.Graphsareincorrectormissing.Calculationsareincompleteormissing.

CONCLUSION: Conclusionincludesarestatementoftheobjectives;ashortsummaryoftheexperiment,;statementoftheresultswithnumericalvaluesincludedwhereindicated;statementofpercenterrorsanderroranalysisincludingatleastthreecrediblesourcesofexperimentalerror.

Atleastfour ofthe requiredelementspreviouslylistedarepresent.

Three oftherequiredelementsarepresent.

Noconclusionwas includedinthereportORtwoorfeweroftherequiredelementsarepresent.

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AppendixB:MonitoringScalesScale1:ScaleforLearningGoalsandFormativeAssessmentsScore4.0 InadditiontoScore3.0performance,in‐depthinferencesandapplicationsthatgobeyondwhatwastaught.

Score3.0 Nomajorerrorsoromissionsregardinganyoftheinformationandprocesses(simpleorcomplex)thatwereexplicitlytaught.

Score2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsandprocessesbutmajorerrorsoromissionsregardingthemorecomplexideasandprocesses.(Score3.0content)

Score1.0 Withhelp,apartialunderstandingofsomeofthesimplerdetailsandprocesses(Score2.0content)andsomeofthemorecomplexideasandprocesses(Score3.0)

Score0.0 Evenwithhelp,nounderstandingorskilldemonstrated.

Scale2:ContentSpecificScore4.0 InadditiontoScore3.0performance,in‐depthinferencesandapplicationsthatgobeyondwhatwastaught.

Score3.0 Whileengagedintasksthataddressstructureandproperties,thestudentdemonstratesanunderstandingofimportantinformation.Thestudentmakesnomajorerrorsoromissions.

Score2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsandprocesses,suchas

Recognizingandrecallingspecificterminology Recognizingandrecallingisolateddetails.

However,thestudentexhibitsmajorerrorsoromissionswithScore3.0elements.

Score1.0 Withhelp,apartialunderstandingofsomeoftheScore2.0elementsandsomeoftheScore3.0elements.

Score0.0 Evenwithhelp,nounderstandingorskilldemonstrated.

Source:AdaptedfromMarzano,R.,Brown,J.AHandbookfortheArtandScienceofTeaching:Alexandria,VA:ASCD,2009.

Documents

Curriculum Management System · 2016-07-26 · 5 Common Core State Standards (CSSS] The Common Core State Standards provide a consistent, clear understanding of what students are