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Physics 9

2

Michigan Department of Education

Betty U

nderw

ood, In

terim

Directo

r Office o

f School Im

pro

vem

ent

www.m

ichig

an.g

ov/m

de

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Physics 1

�

Biology

�

Chemistry

�

Earth Science

�

Physics

Com

panion D

ocum

ent

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Physics 2

Michigan State Board of Education

Kathleen N. Straus, President

Bloom

field

Township

John C. Austin, Vice President

Ann A

rbor

Carolyn L. Curtin, Secretary

Evart

Marianne Yared McGuire, Treasurer

Detroit

Nancy Danhof, NASBE Delegate

East Lansin

g

Elizabeth W. Bauer

Birm

ingham

Reginald M. Turner

Detroit

Cassandra E. Ulbrich

Rocheste

r Hills

Governor Jennifer M. Granholm

Ex O

fficio

Michael P. Flanagan, Chairman

Superinte

ndent of Public Instruction

Ex O

fficio

MDE Staff

Sally Vaughn, Ph.D.

Deputy

Superinte

ndent/

Chie

f Academ

ic O

fficer

Betty Underwood, Interim Director

Office o

f School Im

pro

vem

ent

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Physics 9

1

High School Science Companion Document Workgroup

LaMoine Motz, PhD

, Pro

ject Directo

r

Tammi Phillippe, Pro

ject Coord

inato

r

Kevin Richard, Michigan D

epartm

ent of Education, Science C

onsultant

Cheryl Hach, Biology C

oord

inato

r

Bill Welch, PhD

, Chem

istry C

oord

inato

r

Mike Gallagher, Earth S

cience C

oord

inato

r

Kathy Mirakovits, Physics C

oord

inato

r

Mitzi Jones, Adm

inistration

David C

hapm

an, Pro

ject W

rite

r Nate

Childers

, Pro

ject W

rite

r

Michael Evele, Pro

ject W

rite

r W

illiam

Gre

en, Pro

ject W

rite

r

Dre

w Isola, PhD, Pro

ject W

rite

r Arthur Logan, Pro

ject W

rite

r Edward

Oset, P

roje

ct W

rite

r

Lynda S

mith, Pro

ject W

rite

r

Michigan Science Leadership Academy

Michigan B

iology T

eachers

Association

Michigan C

hapte

r of th

e A

merican C

hem

ical Society

Michigan E

arth S

cience T

eachers

Association

Michigan C

hapte

r of th

e A

merican A

ssociation o

f Physics T

eachers

Michigan S

cience E

ducation Leaders

hip A

ssociation

Michigan Science Teachers Association

Michigan Mathematics and Science Center Network

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Physics 9

0

Quantita

tive

measure

ments

of

wave

pro

perties:

frequency,

am

plitu

de,

wavelength

, and v

elocity

Instructional Examples:

i. In

quiry

CE: P1.1

i, P

4.1

2A

In gro

ups,

stu

dents

can learn

about

one peacefu

l application of

radioactive

decay and becom

e experts on th

at

application.

Redistribute

and jigsaw th

e

gro

ups b

ack togeth

er so that each s

tudent is responsible for te

aching their n

ew

gro

up m

em

bers

about th

e o

ne a

pplication they a

re the e

xpert for.

ii. R

eflection

CE: P1.2

f, P

1.2

k, P4.1

2A

Have stu

dents

researc

h a

nd p

resent th

e p

ros a

nd cons o

f nuclear power

iii. Enrichm

ent

CE: P4.1

2C, P4.1

2d

Have stu

dents

re

searc

h and describe th

e difficulties with developing nuclear

fusion into

a u

sable sourc

e o

f energ

y.

iv. G

enera

l CE: P4.2

D

Have stu

dents

construct an e

nerg

y flow d

iagra

m for an a

uto

mobile

v. Inte

rvention

CE: P4.1

2A, P4.1

2B

Stu

dents

who a

re h

aving a

hard

tim

e u

nders

tanding the c

oncept of ra

dioactive

decay should d

evelop a

dem

onstration o

f th

eir o

wn w

here

they h

ave to consum

e

or elim

inate

half o

f a c

hosen s

ubsta

nce in a

tim

e p

eriod o

f th

eir c

hoosing. T

hey

then n

eed to repeat th

is p

rocess a

s m

any tim

es a

s p

ossible u

ntil th

e s

ubsta

nce

has ‘decayed’. For

exam

ple,

sta

rting with a bag of

cookies stu

dents

m

ight

choose to e

at half o

f th

e cookies e

very

6 m

inute

s u

ntil th

ey a

re g

one.

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Physics 3

OVERVIE

W

The M

ichigan H

igh S

chool Science C

onte

nt Expecta

tions e

sta

blish w

hat every

stu

dent is

expecte

d to

know and be able to

do by th

e end of

high school

and outline th

e

para

mete

rs fo

r re

ceiving high school

cre

dit as re

cently m

andate

d by th

e Merit

Curriculum

legislation in th

e sta

te of

Michigan.

The Science Conte

nt

Expecta

tions

Docum

ents a

nd the M

ichigan M

erit Curriculum

Docum

ent have raised the b

ar fo

r our

stu

dents

, te

achers

and e

ducational syste

ms.

In a

n e

ffort to support these sta

ndard

s a

nd h

elp o

ur science teachers

develop rigoro

us

and relevant curricula to a

ssist stu

dents

in m

aste

ry, th

e M

ichigan S

cience L

eaders

hip

Academ

y, in c

ollabora

tion w

ith the M

ichigan M

ath

em

atics a

nd S

cience C

ente

r Netw

ork

and th

e Michigan Science Teachers

Association, work

ed in partners

hip with Michigan

Departm

ent of Education to d

evelop this c

om

panion d

ocum

ent.

Our goal is for each

stu

dent to

maste

r th

e science conte

nt expecta

tions a

s o

utlined in the m

erit curriculum

.

This c

om

panion d

ocum

ent is a

n e

ffort to c

larify

and s

upport the H

igh S

chool Science

Conte

nt

Expecta

tions and th

e Michigan Merit

Curriculum

. The Merit

Curriculum

has

been org

anized into

tw

elve te

achable units – org

anized aro

und th

e big ideas and

conceptu

al th

em

es in each of th

e fo

ur

discipline are

as. The docum

ent

is sim

ilar

in

form

at

to th

e Science Assessm

ent

and Item

Specifications fo

r th

e 2009 National

Assessm

ent fo

r Educational Pro

gre

ss (NAEP). T

he c

om

panion d

ocum

ent is inte

nded to

pro

vide boundaries to

th

e conte

nt

expecta

tions.

These boundaries are

pre

sente

d as

“note

s to

te

achers

”, not

com

pre

hensive descriptions of

the fu

ll ra

nge of

science

conte

nt; th

ey do not

sta

nd alone,

but

rath

er, work

in conju

nction with th

e conte

nt

expecta

tions. T

he b

oundaries u

se five cate

gories o

f para

mete

rs:

a. Real World Context re

fers

to b

readth

and d

epth

of to

pic covera

ge a

nd includes

those ideas th

at

are

“c

om

mon”

or

“fam

iliar” to

stu

dents

and appear

frequently in

curriculum

mate

rials a

nd in m

ost stu

dents

’ experiences o

uts

ide o

f school. T

his s

ection

is not

inte

nded to

guide assessm

ent, but

rath

er, m

ay be used as a conte

xt

for

assessm

ent.

a.

Instruments, measurements, and representations re

fer

to instrum

ents

stu

dents

are

expecte

d to u

se a

nd the level of pre

cision e

xpecte

d to m

easure

, classify,

and

inte

rpre

t phenom

ena

or

measure

ment.

This

section

conta

ins

assessable

info

rmation.

b.

Technical vocabulary re

fers

to

th

e vocabulary

fo

r use and application of th

e

science topics a

nd p

rinciples that appear in the c

onte

nt sta

tem

ents

and e

xpecta

tions.

The word

s in th

is section along with th

ose pre

sente

d within th

e sta

ndard

, conte

nt

sta

tem

ent and conte

nt expecta

tion com

prise the a

ssessable v

ocabulary

.

c.

Clarification re

fers

to

th

e re

sta

tem

ent

of

a “k

ey idea”

or

specific inte

nt

or

elabora

tion o

f th

e c

onte

nt sta

tem

ents

. It is n

ot inte

nded to d

enote

a s

ense o

f conte

nt

priority

. T

he clarifications g

uide a

ssessm

ent.

d.

Instructional Examples a

re included a

s exem

plars

of five d

iffe

rent m

odes o

f instruction appro

priate

to

th

e unit in which th

ey are

liste

d. These exam

ples include

inquiry, re

flection, genera

l instruction, enrichm

ent and inte

rvention s

trate

gies. T

hese

exam

ples a

re inte

nded for instructional guidance o

nly a

nd a

re n

ot assessable.

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Physics 4

PHYSICS

Table of Contents

Physics C

ross R

efe

rence G

uide...........................................................page 5

Unit 1

: M

otion

...............................................................................p

age 1

6

Unit 2

: T

wo D

imensional Motion a

nd F

orc

es.......................................p

age 2

2

Unit 3

: D

ynam

ics...........................................................................p

age 2

7

Unit 4

: M

om

entu

m.........................................................................p

age 3

4

Unit 5

: P

eriodic M

otion....................................................................page 3

9

Unit 6

: M

echanical Energ

y...............................................................p

age 4

5

Unit 7

: M

echanical W

aves...............................................................p

age 5

1

Unit 8

: E

lectrom

agnetic W

aves........................................................page 5

9

Unit 9

: E

lectric F

orc

es.....................................................................p

age 6

6

Unit 1

0: E

lectric C

urrent.................................................................p

age 7

2

Unit 1

1: E

nerg

y T

ransfo

rmations......................................................page 7

8

Unit 1

2: E

nerg

y a

nd S

ociety

............................................................page 8

4

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Physics 8

9

Real World Context

Observ

ations of

nuclear

energ

y th

rough observ

ations of

changes in syste

ms

conta

ining radioactive substa

nces, such a

s:

• W

ate

r used to

cool

down nuclear

reactions in nuclear

power

plants

:

observ

able tem

pera

ture

incre

ase in the w

ate

r • Radioactive isoto

pes of

elem

ents

: em

ission of

alpha,

beta

, and gam

ma

particles

• Therm

onuclear re

actions: light and charg

ed p

article e

mission

When teaching a

bout ra

dioactive d

ecay, alpha, beta

, and g

am

ma radiation a

long

with the c

oncept of half-life a

re c

om

monly u

sed term

inology. T

hese a

re u

sefu

l

concepts

fo

r unders

tanding th

e Expecta

tions re

late

d to

ra

dioactive decay.

However,

stu

dents

will

not

be

assessed

on

these

term

s

in

sta

te-w

ide

assessm

ents

.

Various uses of

nuclear

medicine and th

e benefits

/misconceptions associate

d

with irradiate

d foods a

re g

reat ways to teach a

bout som

e o

f th

e p

eacefu

l uses o

f ra

dioactive substa

nces.

Oth

er usefu

l applications o

f nuclear physics include sm

oke d

ete

cto

rs, which h

ave

nuclear

com

ponents

and x-ray sourc

es which are

used to

dete

ct

lead paint

in

buildings a

nd a

re u

sed a

t ro

ad c

onstruction s

ites to d

ete

rmine if th

e roadbed is

packed tightly e

nough.

Illnesses and m

edical conditions caused by exposure

to

ra

dioactivity (radiation

sickness, cancers

, birth

defe

cts

) help stu

dents

unders

tand som

e of th

e safe

ty

issues surrounding radioactive substa

nces.

Current issues a

nd technologies relate

d to n

uclear fission a

nd n

uclear fu

sion a

s

sourc

es o

f usable e

nerg

y should b

e a

ddre

ssed w

hen teaching these topics

The d

esign a

nd u

se o

f hot wate

r heate

rs (gas, electric, LP) and their e

fficiencies

needs to b

e included in this u

nit o

f instruction

Instruments, Measurement, and Representations

Measure

s o

f tim

e: hours

, m

inute

s, seconds

Measure

s o

f dista

nce: cm

, m

, km

Measure

s o

f fo

rce a

nd w

eight: N

ewto

ns

Measure

s o

f m

ass: kg, gra

ms

Measure

s o

f energ

y: jo

ules

Measure

s o

f te

mpera

ture

: °C

Sim

ple c

alculations relating tem

pera

ture

change a

nd therm

al energ

y m

easure

d

in joules

Prim

arily v

erb

al descriptions o

f evidence o

f energ

y in fam

iliar syste

ms, th

at is, if

a c

hange is o

bserv

ed, a form

of energ

y is identified a

s a

pro

bable c

ause o

f th

e

change

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Physics 8

8

micro

wave

neutron

nuclear decay rate

nuclear energ

y

nuclear fission

nuclear fo

rce

nuclear fu

sion

nuclear m

ass

nuclear re

action

nuclear sta

bility

periodic table o

f th

e e

lem

ents

pote

ntial energ

y

pre

ssure

pro

ton

radio w

ave

radioactive d

ecay

radioactive isoto

pe

ratio

release o

f energ

y

solar energ

y

speed o

f light

sponta

neous n

uclear re

action

sta

r com

position

ste

llar energ

y

sto

red e

nerg

y

technological applications

tem

pera

ture

th

erm

al energ

y

tota

l energ

y input

ultra

violet light

ultra

violet ra

diation

usefu

l energ

y o

utp

ut

usefu

l work

vacuum

visible light

waves

weight of subato

mic p

articles

x-ray

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Physics 5

Physics Cross Reference Guide

HSCE Code

Expectation

Clarification

Unit

Instructional Example

Standard P1 INQUIRY, REFLECTION,

AND SOCIAL IMPLICATIONS

Statement

P1.1

Scientific Inquiry

P1.1

A

Genera

te n

ew q

uestions that can b

e

investigate

d in the labora

tory

or field

.

Lesson 9

i

P1.1

B

Evalu

ate

the u

ncertain

ties o

r validity o

f

scientific conclu

sions u

sin

g a

n u

nders

tandin

g

of sourc

es o

f m

easure

ment error, the

challenges o

f controllin

g v

ariables, accura

cy

of data

analysis, logic o

f arg

um

ent, logic o

f

experim

enta

l desig

n, and/o

r th

e d

ependence

on u

nderlyin

g a

ssum

ptions.

Lesson 1

i

Lesson 2

i

Lesson 3

i

Lesson 3

iii

Lesson 5

i

Lesson 5

iv

Lesson 6

i

Lesson 7

i

Lesson 8

i

Lesson 8

iii

P1.1

C

Conduct scientific investigations u

sin

g

appro

priate

tools a

nd techniques (e.g

.,

selecting a

n instrum

ent th

at m

easure

s the

desired q

uantity

–length

, volu

me, weig

ht,

tim

e inte

rval, tem

pera

ture

–with the

appro

priate

level of pre

cision).

Lesson 1

i

Lesson 2

i

Lesson 5

i

Lesson 5

iv

Lesson 8

i

P1.1

D

Identify

pattern

s in d

ata

and relate

them

to

theore

tical m

odels.

Lesson 2

i

Lesson 8

i

Lesson 9

i

P1.1

E

Describe a

reason for a g

iven conclu

sion

usin

g e

vid

ence fro

m a

n investigation.

P1.1

f Pre

dict what would

happen if th

e v

ariables,

meth

ods, or tim

ing o

f an investigation w

ere

changed.

P1.1

g

Based o

n e

mpirical evidence, explain

and

critique the reasonin

g u

sed to d

raw a

scientific conclu

sion o

r explanation.

P1.1

h

Desig

n a

nd conduct a syste

matic scientific

investigation that te

sts

a h

ypoth

esis. Dra

w

conclu

sions fro

m d

ata

pre

sente

d in charts o

r

tables.

Lesson 3

i

Lesson 3

iii

Lesson 4

i

Lesson 6

i

Lesson 8

iii

Lesson 1

1i

P1.1

i Distinguish b

etw

een scientific e

xplanations

that are

regard

ed a

s current scientific

consensus a

nd the e

merg

ing q

uestions that

active researc

hers

investigate

.

Lesson 1

2i

Statement

P1.2

Scientific Reflection and Social

Implications

P1.2

A

Critique w

heth

er or not specific q

uestions

can b

e a

nswere

d thro

ugh scientific

investigations.

P1.2

B

Identify

and critique a

rgum

ents

about

pers

onal or societa

l issues b

ased o

n scientific

evid

ence.

Lesson 1

1ii

Lesson 1

1iii

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Physics 6

Physics Cross Reference Guide

HSCE Code

Expectation

Clarification

Unit

Instructional Example

P1.2

C

Develop a

n u

nders

tandin

g o

f a scientific

concept by a

ccessin

g info

rmation fro

m

multiple sourc

es. Evalu

ate

the scientific

accura

cy a

nd sig

nificance o

f th

e info

rmation.

Lesson 5

iii

Lesson 1

1ii

P1.2

D

Evalu

ate

scientific e

xplanations in a

peer

review p

rocess o

r discussion form

at.

P1.2

E

Evalu

ate

the futu

re care

er and o

ccupational

pro

spects

of science fields.

P1.2

f Critique solu

tions to p

roblem

s, given crite

ria

and scientific constrain

ts.

Lesson 9

ii

Lesson 1

2ii

P1.2

g

Identify

scientific tra

deoffs in d

esig

n

decisions a

nd choose a

mong a

ltern

ative

solu

tions.

Lesson 1

ii

Lesson 5

iii

Lesson 8

ii

Lesson 9

ii

Lesson 1

0i

Lesson 1

1ii

Lesson 1

1iii

P1.2

h

Describe the d

istinctions b

etw

een scientific

theories, laws, hypoth

eses, and

observ

ations.

Lesson 2

ii

P1.2

i Explain

the p

rogre

ssion o

f id

eas a

nd

explanations that lead to science theories

that are

part o

f th

e current scientific

consensus o

r core

knowledge.

Lesson 5

ii

P1.2

j Apply science p

rinciples o

r scientific d

ata

to

anticip

ate

effects

of te

chnological design

decisions.

Lesson 1

ii

Lesson 4

ii

Lesson 6

ii

Lesson 7

ii

Lesson 8

ii

Lesson 1

0i

Lesson 1

1ii

Lesson 1

1iii

P1.2

k

Analyze h

ow science a

nd society

inte

ract

from

a h

isto

rical, p

olitical, e

conom

ic, or

social pers

pective.

Lesson 3

iii

Lesson 4

iii

Lesson 5

ii

Lesson 7

ii

Lesson 8

ii

Lesson 1

0ii

Lesson 1

1ii

Lesson 1

2ii

Standard P2 MOTION OF OBJECTS

Statement

P2.1

Position — Time

P2.1

A

Calculate

the a

vera

ge speed o

f an o

bje

ct

usin

g the change o

f position a

nd e

lapsed

tim

e.

Unit 1

P2.1

B

Repre

sent th

e v

elocities for linear and

circular m

otion u

sin

g m

otion d

iagra

ms

(arrows o

n strobe p

ictu

res).

Unit 1

P2.1

C

Cre

ate

lin

e g

raphs u

sin

g m

easure

d v

alu

es o

f

position a

nd e

lapsed tim

e.

Unit 1

P2.1

D

Describe a

nd a

nalyze the m

otion that a

position-tim

e g

raph repre

sents

, given the

gra

ph.

Unit 1

Lesson 1

iv

P2.1

E

Describe a

nd classify v

arious m

otions in a

plane a

s o

ne d

imensional, two d

imensional,

circular, o

r periodic.

Unit 5

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7

P4.12B:

Describe

possible

pro

blem

s

caused

by

exposure

to

pro

longed

radioactive d

ecay.

Clarification: N

one.

P4.12C: E

xplain h

ow sta

rs, including o

ur Sun, pro

duce h

uge a

mounts

of energ

y

(e.g

., v

isible, infrare

d, or ultra

violet light).

Clarification: N

one.

P4.12d: Identify

the sourc

e o

f energ

y in fission a

nd fusion n

uclear re

actions.

Clarification:

The loss of

mass per

nucleon needs to

be addre

ssed here

fo

r

nuclear

reactions th

at re

lease energ

y. Not all fission re

actions re

lease energ

y

and not all fu

sion re

actions re

lease energ

y. Energ

y is re

leased if th

e m

ass of

the pare

nt

nucleus is gre

ate

r th

an th

e m

ass of th

e fission pro

ducts

OR if th

e

masses o

f th

e p

are

nt nuclei are

gre

ate

r th

an the m

ass o

f th

e fusion p

roduct.

Vocabulary

ato

mic b

onding p

rinciples

ato

mic configura

tion

ato

mic e

nerg

y

ato

mic m

ass

ato

mic n

uclei/nucleus

ato

mic n

um

ber

ato

mic reaction

ato

mic w

eight

by-p

roduct

chem

ical bond

E=m

c2

Earth’s cru

st

Earth’s e

xte

rnal energ

y sourc

es

Earth’s inte

rnal energ

y sourc

es

efficiency

electrom

agnetic radiation

electrom

agnetic spectrum

energ

y lost

energ

y tra

nsfe

r energ

y tra

nsfo

rmation

form

s o

f energ

y

gasoline

heat

hom

e h

ot wate

r heate

r infrare

d light

mass to e

nerg

y convers

ion

matter

mechanical energ

y

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PHYSICS

Unit 12: Energy & Society

Big Idea (Core Concept):

Energ

y ta

kes m

any fo

rms and is able to

be transfo

rmed from

one fo

rm to

anoth

er.

Standard(s):

P4: F

orm

s o

f Energ

y a

nd E

nerg

y T

ransfo

rmations

Content Statement(s):

P4.1

: E

nerg

y T

ransfe

r

P4.2

: E

nerg

y T

ransfo

rmation

P4.1

1x: H

eat, T

em

pera

ture

, and E

fficiency

P4.1

2: N

uclear Reactions

P4.1

2x: M

ass a

nd E

nerg

y

Content Expectations: (Content Statement Clarification)

P4.1B: Explain insta

nces o

f energ

y tra

nsfe

r by w

aves a

nd o

bje

cts

in e

very

day

activities (e

.g., why th

e gro

und gets

warm

during th

e day,

how you hear

a

dista

nt sound, why it hurts w

hen y

ou a

re h

it b

y a

baseball).

Clarification: N

one.

P4.2D:

Explain why all th

e sto

red energ

y in gasoline does not

transfo

rm to

mechanical energ

y o

f a v

ehicle.

Clarification: T

his w

ill re

quire a

n u

nders

tanding o

f th

e v

arious form

s o

f energ

y

that are

pro

duced and used in a vehicle as it transfo

rms th

e sto

red energ

y in

gasoline into

m

echanical energ

y and th

e various pro

cesses th

at pro

duce th

ose

transfo

rmations. T

he e

fficiency o

f each o

f th

ese p

rocesses is a

lso n

ecessary

for

this e

xpecta

tion.

P4.11a: Calculate

the e

nerg

y lost to

surroundings w

hen w

ate

r in a

hom

e w

ate

r heate

r is h

eate

d fro

m room

tem

pera

ture

to the tem

pera

ture

necessary

to u

se in

a d

ishwasher, g

iven the e

fficiency o

f th

e h

om

e h

ot wate

r heate

r.

Clarification: W

hile it is com

mon to u

tilize the concept of specific h

eat to

solve

pro

blem

s involving the h

eating o

f wate

r, s

tudents

are

not re

quired to u

se o

r be

assessed o

n this term

inology.

P4.12A:

Describe peacefu

l te

chnological

applications of

nuclear

fission and

radioactive d

ecay.

Clarification: N

one.

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HSCE Code

Expectation

Clarification

Unit

Instructional Example

P2.1

F

Distinguish b

etw

een rota

tion a

nd revolu

tion

and d

escribe a

nd contrast th

e two speeds o

f

an o

bje

ct like the E

arth.

Unit 5

P2.1

g

Solve p

roblem

s involving a

vera

ge speed a

nd

consta

nt accelera

tion in o

ne d

imension.

Unit 1

P2.1

h

Identify

the changes in speed a

nd d

irection

in e

very

day e

xam

ples o

f circular (rota

tion

and revolu

tion), p

eriodic, and p

roje

ctile

motions.

Unit 5

Lesson 5

iv

Statement

P2.2

Velocity — Time

P2.2

A

Distinguish b

etw

een the v

ariables o

f

dista

nce, displacem

ent, speed, velocity, and

accelera

tion.

Unit 1

Lesson 1

iv

Lesson 1

v

P2.2

B

Use the change o

f speed a

nd e

lapsed tim

e to

calculate

the a

vera

ge a

ccelera

tion for linear

motion.

Unit 1

P2.2

C

Describe a

nd a

nalyze the m

otion that a

velocity-tim

e g

raph repre

sents

, given the

gra

ph.

Unit 1

Lesson 1

iii

Lesson 1

iv

P2.2

D

Sta

te that uniform

circular m

otion involves

accelera

tion w

ithout a change in speed.

Unit 5

P2.2

e

Use the a

rea u

nder a v

elocity-tim

e g

raph to

calculate

the d

ista

nce tra

veled a

nd the slope

to calculate

the a

ccelera

tion.

Unit 1

Lesson 1

iii

P2.2

f Describe the relationship b

etw

een changes

in p

osition, velocity, and a

ccelera

tion d

uring

periodic m

otion.

Unit 5

P2.2

g

Apply the independence o

f th

e v

ertical and

horizonta

l in

itial velocities to solve p

roje

ctile

motion p

roblem

s.

Unit 2

Lesson 2

i

Lesson 2

ii

Lesson 2

iv

Statement

P2.3x

Frames of Reference

P2.3

a

Describe a

nd com

pare

the m

otion o

f an

obje

ct usin

g d

iffe

rent re

fere

nce fra

mes.

Unit 1

Standard P3 FORCES AND MOTION

Statement

P3.1

Basic Forces in Nature

P3.1

A

Identify

the forc

e(s

) acting b

etw

een o

bje

cts

in “direct conta

ct” o

r at a d

ista

nce.

Unit 3

Statement

P3.1x

Forces

P3.1

b

Explain

why scientists

can ignore

the

gra

vitational fo

rce w

hen m

easuring the n

et

forc

e b

etw

een two e

lectrons.

Unit 9

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HSCE Code

Expectation

Clarification

Unit

Instructional Example

P3.1

c

Pro

vid

e e

xam

ples that illu

strate

the

importance o

f th

e e

lectric forc

e in e

very

day

life

.

Unit 9

Lesson 9

ii

P3.1

d

Identify

the b

asic forc

es in e

very

day

inte

ractions.

Unit 3

Statement

P3.2

Net Forces

P3.2

A

Identify

the m

agnitude a

nd d

irection o

f

every

day forc

es (e.g

., w

ind, te

nsion in

ropes, pushes a

nd p

ulls, weig

ht).

Unit 3

Lesson 3

i

Lesson 6

v

P3.2

B

Com

pare

work

done in d

iffe

rent situations.

Unit 6

P3.2

C

Calculate

the n

et fo

rce a

cting o

n a

n o

bje

ct.

Unit 3

Lesson 3

i

Lesson 6

v

P3.2

d

Calculate

all the forc

es o

n a

n o

bje

ct on a

n

inclined p

lane a

nd d

escribe the o

bje

ct’s

motion b

ased o

n the forc

es u

sin

g fre

e-b

ody

diagra

ms.

Unit 2

Lesson 2

iii

Lesson 2

v

Lesson 6

v

Statement

P3.3

Newton’s Third Law

P3.3

A

Identify

the a

ction a

nd reaction forc

e fro

m

exam

ples o

f fo

rces in e

very

day situations

(e.g

., b

ook o

n a

table, walkin

g a

cro

ss the

floor, p

ushin

g o

pen a

door).

Unit 3

Lesson 3

ii

Lesson 3

iv

P3.3

b

Pre

dict how the change in v

elocity o

f a sm

all

mass com

pare

s to the change in v

elocity o

f a

larg

e m

ass w

hen the o

bje

cts

inte

ract (e

.g.,

collid

e).

Unit 4

P3.3

c

Explain

the recoil o

f a p

roje

ctile launcher in

term

s o

f fo

rces a

nd m

asses.

Unit 4

Lesson 4

i

P3.3

d

Analyze w

hy seat belts m

ay b

e m

ore

important in

auto

s than in b

uses.

Unit 4

Statement

P3.4

Forces and Acceleration

P3.4

A

Pre

dict th

e change in m

otion o

f an o

bje

ct

acte

d o

n b

y severa

l fo

rces.

Unit 3

P3.4

B

Identify

forc

es a

cting o

n o

bje

cts

movin

g w

ith

consta

nt velocity (e.g

., cars

on a

hig

hway).

Unit 3

Lesson 3

i

Lesson 3

ii

Lesson 3

iii

P3.4

C

Solve p

roblem

s involving forc

e, m

ass, and

accelera

tion in lin

ear m

otion (Newto

n’s

second law).

Unit 3

Lesson 3

i

Lesson 3

v

P3.4

D

Identify

the forc

e(s

) acting o

n o

bje

cts

movin

g w

ith u

niform

circular m

otion (e.g

., a

car on a

circular track, sate

llites in o

rbit).

Unit 5

Lesson 5

iii

Lesson 5

v

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P4.1

2B

Describe p

ossible p

roblem

s caused b

y e

xposure

to p

rolonged

radioactive d

ecay.

P4.1

2C

Explain h

ow sta

rs, including o

ur Sun, pro

duce h

uge a

mounts

of

energ

y (e.g

., v

isible, in

frare

d, or ultra

violet light).

P4.1

2x

Mass a

nd E

nerg

y In n

uclear re

actions, a sm

all a

mount of m

ass is

converted to a

larg

e a

mount of energ

y, E =

mc2, where

c is the

speed o

f light in a

vacuum

. The a

mount of energ

y b

efo

re a

nd a

fter

nuclear re

actions m

ust consider m

ass changes a

s p

art o

f th

e

energ

y tra

nsfo

rmation.

P4.1

2d

Identify

the sourc

e o

f energ

y in fission a

nd fusion n

uclear

reactions.

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Units by Content Expectation

PHYSICS

Unit 12: Energy & Society

Code

Content Expectation

P4.1

Energ

y T

ransfe

r Moving o

bje

cts

and w

aves tra

nsfe

r energ

y fro

m

one location to a

noth

er. T

hey a

lso tra

nsfe

r energ

y to o

bje

cts

during inte

ractions (e.g

., sunlight transfe

rs e

nerg

y to the g

round

when it warm

s the g

round; sunlight also tra

nsfe

rs e

nerg

y fro

m the

sun to the E

arth).

P4.1

B

Explain insta

nces o

f energ

y tra

nsfe

r by w

aves a

nd o

bje

cts

in

every

day a

ctivities (e.g

., w

hy the g

round g

ets

warm

during the

day, how y

ou h

ear a d

ista

nt sound, why it hurts w

hen y

ou a

re h

it

by a

baseball).

P4.2

Energ

y T

ransfo

rmation E

nerg

y is o

ften tra

nsfo

rmed fro

m o

ne form

to a

noth

er. T

he a

mount of energ

y b

efo

re a

tra

nsfo

rmation is e

qual

to the a

mount of energ

y a

fter th

e tra

nsfo

rmation. In

most energ

y

transfo

rmations, som

e e

nerg

y is converted to therm

al energ

y.

P4.2

D

Explain w

hy a

ll the sto

red e

nerg

y in g

asoline d

oes n

ot transfo

rm

to m

echanical energ

y o

f a v

ehicle.

P4.1

1x

Heat, T

em

pera

ture

, and E

fficie

ncy H

eat is o

ften p

roduced a

s a

by-

pro

duct during e

nerg

y tra

nsfo

rmations. This e

nerg

y is tra

nsfe

rred

into

the surroundings a

nd is n

ot usually recovera

ble a

s a

usefu

l fo

rm o

f energ

y. The e

fficiency o

f syste

ms is d

efined a

s the ratio o

f th

e u

sefu

l energ

y o

utp

ut to

the tota

l energ

y input. T

he e

fficiency

of natu

ral and h

um

an-m

ade syste

ms v

aries d

ue to the a

mount of

heat th

at is n

ot re

covere

d a

s u

sefu

l work

.

P4.1

1a

Calculate

the e

nerg

y lost to

surroundings w

hen w

ate

r in a

hom

e

wate

r heate

r is h

eate

d fro

m room

tem

pera

ture

to the tem

pera

ture

necessary

to u

se in a

dishwasher, g

iven the e

fficiency o

f th

e h

om

e

hot wate

r heate

r.

P4.1

2

Nucle

ar Reactions C

hanges in a

tom

ic n

uclei can o

ccur th

rough

thre

e p

rocesses: fission, fu

sion, and radioactive d

ecay. Fission a

nd

fusion can convert sm

all a

mounts

of m

atter into

larg

e a

mounts

of

energ

y. Fission is the splitting o

f a larg

e n

ucleus into

sm

aller

nuclei at extrem

ely h

igh tem

pera

ture

and p

ressure

. Fusion is the

com

bination o

f sm

aller nuclei into

a larg

e n

ucleus a

nd is

responsible for th

e e

nerg

y o

f th

e S

un a

nd o

ther sta

rs. Radioactive

decay o

ccurs

natu

rally in the E

arth’s cru

st (rocks, m

inera

ls) and

can b

e u

sed in technological applications (e.g

., m

edical diagnosis

and tre

atm

ent).

P4.1

2A

Describe p

eacefu

l te

chnological applications o

f nuclear fission a

nd

radioactive d

ecay.

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HSCE Code

Expectation

Clarification

Unit

Instructional Example

P3.4

e

Solve p

roblem

s involving forc

e, m

ass, and

accelera

tion in two-d

imensional pro

jectile

motion restricte

d to a

n initial horizonta

l

velocity w

ith n

o initial vertical velocity (e.g

.,

a b

all rollin

g o

ff a

table).

Unit 2

Lesson 2

i

Lesson 2

ii

P3.4

f Calculate

the changes in v

elocity o

f a thro

wn

or hit o

bje

ct during a

nd a

fter th

e tim

e it is

acte

d o

n b

y the forc

e.

Unit 4

Lesson 4

i

Lesson 4

iv

P3.4

g

Explain

how the tim

e o

f im

pact can a

ffect

the n

et fo

rce (e.g

., a

ir b

ags in cars

, catc

hin

g

a b

all).

Unit 4

Lesson 4

i

Lesson 4

iii

Lesson 4

iv

Statement

P3.5x

Momentum

P3.5

a

Apply conserv

ation o

f m

om

entu

m to solve

sim

ple collision p

roblem

s.

Unit 4

Lesson 4

v

Statement

P3.6

Gravitational Interactions

P3.6

A

Explain

earth-m

oon inte

ractions (orb

ital

motion) in

term

s o

f fo

rces.

Unit 5

P3.6

B

Pre

dict how the g

ravitational fo

rce b

etw

een

obje

cts

changes w

hen the d

ista

nce b

etw

een

them

changes.

Unit 5

Lesson 5

iii

P3.6

C

Explain

how y

our weig

ht on E

arth could

be

diffe

rent from

your weig

ht on a

noth

er

planet.

Unit 3

P3.6

d

Calculate

forc

e, m

asses, or dista

nce, given

any thre

e o

f th

ese q

uantities, by a

pplyin

g

the Law o

f Univers

al Gra

vitation, given the

valu

e o

f G.

Unit 5

Lesson 5

iii

P3.6

e

Dra

w a

rrows (vecto

rs) to

repre

sent how the

direction a

nd m

agnitude o

f a forc

e changes

on a

n o

bje

ct in

an e

llip

tical orb

it.

Unit 5

Lesson 5

iii

Statement

P3.7

Electric Charges

P3.7

A

Pre

dict how the e

lectric forc

e b

etw

een

charg

ed o

bje

cts

varies w

hen the d

ista

nce

betw

een them

and/o

r th

e m

agnitude o

f

charg

es change.

Unit 9

P3.7

B

Explain

why a

cquirin

g a

larg

e e

xcess sta

tic

charg

e (e.g

., p

ullin

g o

ff a

wool cap, to

uchin

g

a V

an d

e G

raaff g

enera

tor, com

bin

g) affects

your hair.

Unit 9

Lesson 9

i

Lesson 9

ii

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HSCE Code

Expectation

Clarification

Unit

Instructional Example

Statement

P3.7x

Electric Charges — Interactions

P3.7

c

Dra

w the redistrib

ution o

f electric charg

es o

n a

neutral obje

ct when a

charg

ed o

bje

ct is b

rought

near.

Unit 9

Lesson 9

ii

Lesson 9

iv

P3.7

d

Identify

exam

ples o

f in

duced sta

tic charg

es.

Unit 9

Lesson 9

ii

Lesson 9

iii

Lesson 9

iv

P3.7

e

Explain

why a

n a

ttra

ctive forc

e results fro

m

bringin

g a

charg

ed o

bje

ct near a n

eutral obje

ct.

Unit 9

Lesson 9

iii

Lesson 9

iv

P3.7

f Dete

rmin

e the n

ew e

lectric forc

e o

n charg

ed

obje

cts

after th

ey touch a

nd a

re then separa

ted.

Unit 9

Lesson 9

i

Lesson 9

iii

P3.7

g

Pro

pose a

mechanism

based o

n e

lectric forc

es to

explain

current flow in a

n e

lectric circuit.

Unit 9

Statement

P3.8x

Electromagnetic Force

P3.8

b

Explain

how the inte

raction o

f electric a

nd

magnetic forc

es is the b

asis for electric m

oto

rs,

genera

tors

, and the p

roduction o

f

electrom

agnetic w

aves.

Unit 9

Lesson 9

v

Standard

P4

FORMS OF ENERGY AND ENERGY

TRANSFORMATIONS

Statement

P4.1

Energy Transfer

P4.1

A

Account fo

r and repre

sent energ

y into

and o

ut of

syste

ms u

sin

g e

nerg

y tra

nsfe

r diagra

ms.

Unit 1

1

P4.1

B

Explain

insta

nces o

f energ

y tra

nsfe

r by w

aves

and o

bje

cts

in e

very

day a

ctivities (e.g

., w

hy the

gro

und g

ets

warm

during the d

ay, how y

ou h

ear

a d

ista

nt sound, why it hurts w

hen y

ou a

re h

it

by a

baseball).

Unit 1

2

Statement

P4.1x

Energy Transfer — Work

P4.1

c

Explain

why w

ork

has a

more

pre

cise scientific

meanin

g than the m

eanin

g o

f work

in e

very

day

language.

Unit 6

P4.1

d

Calculate

the a

mount of work

done o

n a

n o

bje

ct

that is m

oved fro

m o

ne p

osition to a

noth

er.

Unit 6

P4.1

e

Usin

g the form

ula for work

, derive a

form

ula for

change in p

ote

ntial energ

y o

f an o

bje

ct lifted a

dista

nce h

.

Unit 6

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Physics 8

3

iii. Enrichm

ent

CE: P

1.2

B, P1.2

g, P1.2

j, P

4.2

B, P4.2

f

Exam

ine household appliances and re

cord

th

eir power

rating.

This is usually

displayed o

n the b

ack o

f m

ost m

icro

wave o

vens, to

aste

rs, etc

. S

ince p

ower is

energ

y p

er unit tim

e, estim

ate

how m

uch tim

e e

ach a

ppliance is u

sed o

ver th

e

cours

e of a m

onth

and calculate

how m

uch energ

y is used by th

e device per

month

. A

lso e

stim

ate

the c

ost of per m

onth

of using the d

evice. In the s

am

e

way, com

pare

th

e cost and energ

y usage of efficient, low wattage fluore

scent

light bulbs c

om

pare

d to the s

tandard

incandescent bulbs. C

alculate

the e

nerg

y,

cost

and pollution savings if all th

e incandescent

light

bulbs in a hom

e were

re

placed w

ith their fluore

scent, h

igh e

fficiency counte

rparts.

iv. G

enera

l CE: P

4.2

A, P4.2

B

Devise a

list with m

any e

xam

ples o

f te

chnological devices that transfo

rm e

nerg

y

from

one fo

rm (m

echanical, heat, nuclear, electrical, sound,

chem

ical, and

electrom

agnetic) to

anoth

er, a

nd d

escribe the input and o

utp

ut energ

ies.

v. Inte

rvention

CE: P

4.2

A, P4.2

B

Identify

th

e energ

y transfo

rmations involved in driving a car. Sta

rting,

sto

pping,

turn

ing,

the com

bustion of

fuel, th

e genera

tion of

electricity in th

e

altern

ato

r, th

e electrical energ

y in th

e battery

, etc

. are

exam

ple th

at

may be

identified.

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Physics 8

2

Math

em

atical re

asoning a

nd repre

senta

tions:

• Calculation o

f changes in tem

pera

ture

s o

f obje

cts

in closed syste

ms

• Qualita

tive com

parisons of changes in pote

ntial energ

y with corresponding

changes in k

inetic e

nerg

y

• Calculations o

f gra

vitational pote

ntial energ

y (GPE) of an o

bje

ct very

close to

Earth’s s

urface a

nd the c

hange in G

PE w

hen the d

ista

nce o

f th

e o

bje

ct from

Earth’s surface is incre

ased (GPE=m

gh)

• Calculations of

kinetic energ

y and speed of

a fa

lling obje

ct

very

close to

Earth’s surface a

s the o

bje

ct’s G

PE d

ecre

ases (m

g∆h+∆ ½

mv

2=0)

Instructional Examples:

i. In

quiry

CE: P

1.1

h, P4.1

1b

Pre

dict

the final

tem

pera

ture

when tw

o liquids of

diffe

rent

tem

pera

ture

are

com

bined.

They are

th

en asked to

design and conduct

an experim

ent

in

dete

rmining the correctn

ess o

f th

eir p

rediction.

ii. R

eflection

CE: P

1.2

B, P1.2

C, P1.2

g, P1.2

j, P

1.2

k

Researc

h altern

ative fo

rms of

energ

y such as eth

anol pro

duction from

corn

.

Com

paring th

e energ

y going into

th

e pro

cess of

gro

wing,

harv

esting and

pro

cessing the c

orn

, to

the e

nerg

y s

upplied b

y the e

thanol pro

duced, evaluate

th

e v

iability o

f th

is e

nerg

y sourc

e. P

erform

a sim

ilar analysis o

n w

ind, solar and

hydro

gen-b

ased sourc

es o

f energ

y.

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Physics 1

1

Physics Cross Reference Guide

HSCE Code

Expectation

Clarification

Unit

Instructional

Example

Statement

P4.2

Energy Transformation

P4.2

A

Account fo

r and repre

sent energ

y tra

nsfe

r and

transfo

rmation in com

plex p

rocesses

(inte

ractions).

Unit 1

1

Lesson 1

1iv

Lesson 1

1v

P4.2

B

Nam

e d

evices that transfo

rm specific types o

f

energ

y into

oth

er ty

pes (e.g

., a

device that

transfo

rms e

lectricity into

motion).

Unit 1

1

Lesson 1

1iii

Lesson 1

1iv

Lesson 1

1v

P4.2

C

Explain

how e

nerg

y is conserv

ed in com

mon

syste

ms (e.g

., light in

cident on a

tra

nspare

nt

mate

rial, lig

ht in

cid

ent on a

leaf, m

echanical

energ

y in a

collision).

Unit 1

1

P4.2

D

Explain

why a

ll the sto

red e

nerg

y in g

asoline

does n

ot transfo

rm to m

echanical energ

y o

f a

vehicle.

Unit 1

2

Lesson 1

2iv

P4.2

e

Explain

the e

nerg

y tra

nsfo

rmation a

s a

n o

bje

ct

(e.g

., skydiver) falls a

t a ste

ady v

elocity.

Unit 1

1

P4.2

f Id

entify

and label th

e e

nerg

y inputs

,

transfo

rmations, and o

utp

uts

usin

g q

ualita

tive

or quantita

tive repre

senta

tions in sim

ple

technological syste

ms (e.g

., toaste

r, m

oto

r, h

air

dry

er) to show e

nerg

y conserv

ation.

Unit 1

1

Lesson 1

1iii

Statement

P4.3

Kinetic and Potential Energy

P4.3

A

Identify

the form

of energ

y in g

iven situations

(e.g

., m

ovin

g o

bje

cts

, stretc

hed springs, ro

cks

on cliffs, energ

y in food).

Unit 6

Lesson 6

ii

P4.3

B

Describe the tra

nsfo

rmation b

etw

een p

ote

ntial

and k

inetic e

nerg

y in sim

ple m

echanical syste

ms

(e.g

., p

endulu

ms, ro

ller coaste

rs, ski lifts).

Unit 6

P4.3

C

Explain

why a

ll m

echanical syste

ms require a

n

exte

rnal energ

y sourc

e to m

ain

tain

their m

otion.

Unit 6

Lesson 6

ii

Statement

P4.3x

Kinetic and Potential Energy — Calculations

P4.3

d

Rank the a

mount of kin

etic e

nerg

y fro

m h

ighest

to lowest of every

day e

xam

ples o

f m

ovin

g

obje

cts

.

Unit 6

Lesson 6

iii

Lesson 6

iv

P4.3

e

Calculate

the changes in k

inetic a

nd p

ote

ntial

energ

y in sim

ple m

echanical syste

ms (e.g

.,

pendulu

ms, ro

ller coaste

rs, ski lifts) usin

g the

form

ulas for kin

etic e

nerg

y a

nd p

ote

ntial

energ

y.

Unit 6

Lesson 6

i

Lesson 6

iii

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Physics 1

2

Physics Cross Reference Guide

HSCE Code

Expectation

Clarification

Unit

Instructional

Example

P4.3

f Calculate

the im

pact speed (ig

noring a

ir

resista

nce) of an o

bje

ct dro

pped fro

m a

specific

heig

ht or th

e m

axim

um

heig

ht re

ached b

y a

n

obje

ct (ignoring a

ir resista

nce), g

iven the initial

vertical velocity.

Unit 6

Lesson 6

i

Lesson 6

iii

Statement

P4.4

Wave Characteristics

P4.4

A

Describe specific m

echanical waves (e.g

., o

n a

dem

onstration spring, on the o

cean) in

term

s o

f

wavelength

, am

plitu

de, frequency, and speed.

Unit 7

Lesson 7

i

Lesson 7

iv

P4.4

B

Identify

every

day e

xam

ples o

f transvers

e a

nd

com

pre

ssion (longitudinal) w

aves.

Unit 7

P4.4

C

Com

pare

and contrast transvers

e a

nd

com

pre

ssion (longitudinal) w

aves in term

s o

f

wavelength

, am

plitu

de, and fre

quency.

Unit 7

Lesson 7

ii

Lesson 7

iv

Lesson 7

v

Statement

P4.4x

Wave Characteristics — Calculations

P4.4

d

Dem

onstrate

that frequency a

nd w

avelength

of

a w

ave a

re invers

ely p

roportional in

a g

iven

mediu

m.

Unit 7

P4.4

e

Calculate

the a

mount of energ

y tra

nsfe

rred b

y

transvers

e o

r com

pre

ssion w

aves o

f diffe

rent

am

plitu

des a

nd fre

quencies (e.g

., seism

ic

waves).

Unit 7

Statement

P4.5

Mechanical Wave Propagation

P4.5

A

Identify

every

day e

xam

ples o

f energ

y tra

nsfe

r

by w

aves a

nd their sourc

es.

Unit 7

P4.5

B

Explain

why a

n o

bje

ct (e

.g., fishin

g b

obber)

does n

ot m

ove forw

ard

as a

wave p

asses u

nder

it.

Unit 7

Lesson 7

v

P4.5

C

Pro

vid

e e

vid

ence to support the claim

that

sound is e

nerg

y tra

nsfe

rred b

y a

wave, not

energ

y tra

nsfe

rred b

y p

articles.

Unit 7

Lesson 7

v

P4.5

D

Explain

how w

aves p

ropagate

fro

m v

ibra

ting

sourc

es a

nd w

hy the inte

nsity d

ecre

ases w

ith

the square

of th

e d

ista

nce fro

m a

poin

t sourc

e.

Unit 7

Lesson 7

ii

P4.5

E

Explain

why e

very

one in a

classro

om

can h

ear

one p

ers

on speakin

g, but why a

n a

mplification

syste

m is o

ften u

sed in the rear of a larg

e

concert a

uditorium

.

Unit 7

Statement

P4.6

Electromagnetic Waves

P4.6

A

Identify

the d

iffe

rent re

gions o

n the

electrom

agnetic spectrum

and com

pare

them

in

term

s o

f wavelength

, frequency, and e

nerg

y.

Unit 8

Lesson 8

ii

Lesson 8

iii

P4.6

B

Explain

why radio w

aves can tra

vel th

rough

space, but sound w

aves cannot.

Unit 8

Lesson 8

v

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Physics 8

1

The e

ngine o

f a c

ar is a

n e

xam

ple o

f a c

om

plex d

evice that ultim

ate

ly c

hanges

the chem

ical energ

y o

f gasoline into

kinetic e

nerg

y, heat, sound a

nd light.

When a

car is m

oving a

t a c

onsta

nt velocity, energ

y is b

eing tra

nsfo

rmed into

heat by friction a

nd into

the m

otion o

f air b

y a

ir resista

nce.

When a driver

pre

sses on th

e bra

ke pedal, th

e car’s kinetic energ

y is m

ostly

transfo

rmed into

therm

al energ

y. T

his incre

ases the tem

pera

ture

of th

e b

rake

pads a

nd m

uch o

f th

is therm

al energ

y is r

eleased to the s

urroundings a

s h

eat

because o

f a tem

pera

ture

diffe

rence.

A sim

ple pendulum

continually transfo

rms kinetic energ

y into

pote

ntial energ

y

and b

ack a

gain.

During a

collision b

etw

een two p

ool balls, energ

y leaves the s

yste

m in the form

of sound a

nd h

eat.

When a

body falls, it e

ventu

ally reaches a

ste

ady v

elocity a

s g

ravity tra

nsfo

rms

som

e of

its sto

red (p

ote

ntial) energ

y into

kinetic energ

y.

Air re

sista

nce

transfo

rms som

e its kinetic energ

y into

th

e kinetic energ

y of

the air which

ultim

ate

ly becom

es heat. Friction with th

e air also warm

s th

e obje

ct. This is

seen in d

ram

atic term

s for a spacecra

ft reente

ring the a

tmosphere

.

Roller coaste

rs, pendulum

clocks, wate

r waves, sound w

aves, nuclear re

acto

rs,

inte

rior of sun, ato

mic a

nd therm

onuclear re

actions a

ll repre

sent essential ways

in w

hich e

nerg

y is tra

nsfo

rmed fro

m o

ne form

to a

noth

er.

When two liquids o

f diffe

rent te

mpera

ture

are

com

bined, th

e final com

bination

com

es to

an equilibrium

te

mpera

ture

. This te

mpera

ture

is dete

rmined by th

e

heat

transfe

rred betw

een th

e tw

o liquids.

Heat

transfe

r depends upon th

e

mass, specific h

eat and initial te

mpera

ture

of th

e two liquids.

Instruments, Measurement, and Representations

Energ

y is m

easure

d in Joules

Tem

pera

ture

is m

easure

d in d

egre

es C

elsius

Mass is m

easure

d in g

ram

s a

nd k

ilogra

ms

The calorie is a

unit o

f heat energ

y.

Use energ

y transfe

r diagra

ms th

at

show th

e transfe

r and transfo

rmation of

energ

y in sim

ple and com

plex syste

ms.

An exam

ple of

an energ

y transfe

r diagra

m w

ould b

e a

Rube G

oldberg

device.

Sim

ple c

alculations relating tem

pera

ture

change a

nd therm

al energ

y m

easure

d

in joules.

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Physics 8

0

P4.2f: Identify

and label th

e e

nerg

y inputs

, transfo

rmations, and o

utp

uts

using

qualita

tive o

r quantita

tive repre

senta

tions in s

imple technological syste

ms (e.g

.,

toaste

r, m

oto

r, h

air d

ryer) to show e

nerg

y conserv

ation.

Clarification:

Label energ

y tra

nsfe

r diagra

ms to g

ive s

imple q

uantita

tive a

nd

qualita

tive e

xam

ples o

f how e

nerg

y m

oves into

and o

ut of a syste

m.

P4.11b:

Calculate

th

e final

tem

pera

ture

of

two liquids (s

am

e or

diffe

rent

mate

rials) at th

e sam

e o

r diffe

rent te

mpera

ture

s a

nd m

asses that are

com

bined

Clarification: T

his e

xcludes a

ny situations in w

hich a

change o

f phase o

ccurs

. Vocabulary

Conserv

ation o

f Energ

y

Efficiency

Electric M

oto

r Energ

y

Energ

y T

ransfe

r Energ

y tra

nsfe

r diagra

m

Heat

Input

Outp

ut

Syste

m

Tem

pera

ture

Therm

al energ

y

Therm

al equilibrium

Wave

Real World Context

An energ

y transfe

r diagra

m (s

ee exam

ple below)

can show quantita

tive and

qualita

tively h

ow e

nerg

y is tra

nsfo

rmed b

y sim

ple a

nd com

plex p

rocesses.

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Physics 1

3

Physics Cross Reference Guide

HSCE Code

Expectation

Clarification

Unit

Instructional

Example

P4.6

C

Explain

why there

is a

tim

e d

elay b

etw

een the

tim

e w

e send a

radio m

essage to a

stronauts

on

the m

oon a

nd w

hen they receive it.

Unit 8

Lesson 8

v

P4.6

D

Explain

why w

e see a

dista

nt event befo

re w

e

hear it (e.g

., lightn

ing b

efo

re thunder, e

xplodin

g

fire

work

s b

efo

re the b

oom

).

Unit 8

Statement

4.6x

Electromagnetic Propagation

P4.6

e

Explain

why a

nte

nnas a

re n

eeded for ra

dio,

television, and cell p

hone tra

nsm

ission a

nd

reception.

Unit 8

Lesson 8

ii

Lesson 8

iii

P4.6

f Explain

how radio w

aves a

re m

odified to send

info

rmation in radio a

nd television p

rogra

ms,

radio-c

ontrol cars

, cell p

hone convers

ations, and

GPS syste

ms.

Unit 8

Lesson 8

ii

P4.6

g

Explain

how d

iffe

rent electrom

agnetic sig

nals

(e.g

., radio sta

tion b

roadcasts

or cell p

hone

convers

ations) can take p

lace w

ithout

inte

rfering w

ith e

ach o

ther.

Unit 8

P4.6

h

Explain

the relationship

betw

een the fre

quency

of an e

lectrom

agnetic w

ave a

nd its

technological

uses.

Unit 8

Lesson 8

ii

Statement

P4.r7x

Quantum Theory of Waves (recommended)

P4.r7a

Calculate

and com

pare

the e

nerg

y in v

arious

electrom

agnetic q

uanta

(e.g

., v

isible light, x

-

rays) (r

ecom

mended).

R

Statement

P4.8

Wave Behavior — Reflection and Refraction

P4.8

A

Dra

w ray d

iagra

ms to indicate

how light re

flects

off o

bje

cts

or re

fracts

into

tra

nspare

nt m

edia.

Unit 8

P4.8

B

Pre

dict th

e p

ath

of re

flecte

d lig

ht from

fl at,

curv

ed, or ro

ugh surfaces (e.g

., fl at and curv

ed

mirro

rs, pain

ted w

alls, paper).

Unit 8

Statement

P4.8x

Wave Behavior — Diffraction, Interference,

and Refraction

P4.8

c

Describe h

ow two w

ave p

ulses p

ropagate

d fro

m

opposite e

nds o

f a d

em

onstration spring inte

ract

as they m

eet.

Unit 7

Lesson 7

iv

P4.8

d

List and a

nalyze e

very

day e

xam

ples that

dem

onstrate

the inte

rfere

nce chara

cte

ristics o

f

waves (e.g

., d

ead spots

in a

n a

uditorium

,

whispering g

alleries, colors

in a

CD, beetle

win

gs).

Unit 7

Lesson 7

iii

P4.8

e

Given a

n a

ngle o

f in

cid

ence a

nd indices o

f

refraction o

f tw

o m

ate

rials, calculate

the p

ath

of

a lig

ht ra

y incid

ent on the b

oundary

(Snell’s

Law).

Unit 8

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Physics 1

4

Physics Cross Reference Guide

HSCE Code

Expectation

Clarification

Unit

Instructional

Example

P4.8

f Explain

how S

nell’s Law is u

sed to d

esig

n lenses

(e.g

., e

ye g

lasses, m

icro

scopes, te

lescopes,

bin

oculars

).

Unit 8

Lesson 8

iv

Statement

P4.9

Nature of Light

P4.9

A

Identify

the p

rinciple involved w

hen y

ou see a

transpare

nt obje

ct (e

.g., straw, a p

iece o

f glass)

in a

clear liquid.

Unit 8

P4.9

B

Explain

how v

arious m

ate

rials reflect, a

bsorb

, or

transm

it light in

diffe

rent ways.

Unit 8

P4.9

C

Explain

why the im

age o

f th

e S

un a

ppears

reddish a

t sunrise a

nd sunset.

Unit 8

Statement

P4.r9x

Nature of Light — Wave-Particle Nature

(recommended)

P4.r9d

Describe e

vid

ence that supports the d

ual wave

particle n

atu

re o

f light. (re

com

mended)

R

Statement

P4.10

Current Electricity — Circuits

P4.1

0A

Describe the e

nerg

y tra

nsfo

rmations w

hen

electrical energ

y is p

roduced a

nd tra

nsfe

rred to

hom

es a

nd b

usin

esses.

Unit 1

0

Lesson 1

0ii

P4.1

0B

Identify

com

mon h

ousehold

devices that

transfo

rm e

lectrical energ

y to o

ther fo

rms o

f

energ

y, and d

escribe the type o

f energ

y

transfo

rmation.

Unit 1

0

Lesson 1

0i

P4.1

0C

Given d

iagra

ms o

f m

any d

iffe

rent possib

le

connections o

f electric circuit e

lem

ents

, id

entify

com

plete

circuits, open circuits, and short

circuits a

nd e

xplain

the reasons for th

e

classification.

Unit 1

0

Lesson 1

0iv

P4.1

0D

Discrim

inate

betw

een v

oltage, re

sista

nce, and

current as they a

pply to a

n e

lectric circuit.

Unit 1

0

Statement

P4.10x

Current Electricity — Ohm’s Law, Work, and

Power

P4.1

0e

Explain

energ

y tra

nsfe

r in

a circuit, usin

g a

n

electrical charg

e m

odel.

Unit 1

0

Lesson 1

0iv

Lesson 1

0v

P4.1

0f

Calculate

the a

mount of work

done w

hen a

charg

e m

oves thro

ugh a

pote

ntial diffe

rence, V.

Unit 1

0

P4.1

0g

Com

pare

the currents

, voltages, and p

ower in

para

llel and series circuits.

Unit 1

0

Lesson 1

0iii

P4.1

0h

Explain

how circuit b

reakers

and fuses p

rote

ct

household

appliances.

Unit 1

0

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Physics 7

9

PHYSICS

Unit 11: Energy Transformations

Big Idea (Core Concept):

Energ

y is consta

ntly b

eing tra

nsfo

rmed fro

m o

ne form

to a

noth

er. During these

transfo

rmations th

e to

tal

am

ount

of

energ

y m

ust

rem

ain consta

nt

although

som

e e

nerg

y is u

sually “lost” b

y the syste

m in the form

of heat.

Standard(s):

P4: F

orm

s o

f Energ

y a

nd E

nerg

y T

ransfo

rmations

Content Statement(s):

P4.1

: E

nerg

y T

ransfe

r

P4.2

: E

nerg

y T

ransfo

rmation

P4.1

1x: H

eat, T

em

pera

ture

, and E

fficiency

Content Expectations: (Content Statement Clarification)

P4.1A: Account fo

r and repre

sent energ

y into

and o

ut of syste

ms u

sing e

nerg

y

transfe

r diagra

ms.

Clarification:

Energ

y transfe

r diagra

ms are

flow charts th

at

repre

sent

the

movem

ent of energ

y into

, out of, a

nd w

ithin a

syste

m.

P4.2A:

Account

for

and re

pre

sent

energ

y transfe

r and transfo

rmation in

com

plex p

rocesses (inte

ractions).

Clarification:

A com

plex pro

cess is a com

bination of

two or

more

sim

ple

pro

cesses

perform

ing

their

energ

y

transfo

rmations

in

sequence

or

sim

ultaneously.

P4.2B: Nam

e devices th

at transfo

rm specific ty

pes of energ

y into

oth

er

types

(e.g

., a

device that transfo

rms e

lectricity into

motion).

Clarification: N

one.

P4.2C: Explain h

ow e

nerg

y is conserv

ed in com

mon syste

ms (e.g

., light incident

on a transpare

nt

mate

rial, light

incident

on a leaf, m

echanical

energ

y in a

collision).

Clarification: N

one.

P4.2e: Explain the e

nerg

y tra

nsfo

rmation a

s a

n o

bje

ct (e

.g., s

kydiver) falls a

t a

ste

ady v

elocity.

Clarification: N

one.

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Physics 7

8

Units by Content Expectation

PHYSICS

Unit 11: Energy Transformations

Code

Content Expectation

P4.1

Energ

y T

ransfe

r Moving o

bje

cts

and w

aves tra

nsfe

r energ

y fro

m

one location to a

noth

er. T

hey a

lso tra

nsfe

r energ

y to o

bje

cts

during inte

ractions (e.g

., sunlight transfe

rs e

nerg

y to the g

round

when it warm

s the g

round; sunlight also tra

nsfe

rs e

nerg

y fro

m the

sun to the E

arth).

P4.1

A

Account fo

r and repre

sent energ

y into

and o

ut of syste

ms u

sing

energ

y tra

nsfe

r diagra

ms.

P4.2

Energ

y T

ransfo

rmation E

nerg

y is o

ften tra

nsfo

rmed fro

m o

ne form

to

anoth

er. T

he a

mount of energ

y b

efo

re a

tra

nsfo

rmation is e

qual

to the a

mount of energ

y a

fter th

e tra

nsfo

rmation. In

most energ

y

transfo

rmations, som

e e

nerg

y is converted to therm

al energ

y.

P4.2

A

Account fo

r and repre

sent energ

y tra

nsfe

r and tra

nsfo

rmation in

com

plex p

rocesses (inte

ractions).

P4.2

B

Nam

e d

evices that transfo

rm specific types o

f energ

y into

oth

er

types (e.g

., a

device that transfo

rms e

lectricity into

motion).

P4.2

C

Explain h

ow e

nerg

y is conserv

ed in com

mon syste

ms (e.g

., light

incident on a

tra

nspare

nt m

ate

rial, light incident on a

leaf,

mechanical energ

y in a

collision).

P4.2

e

Explain the e

nerg

y tra

nsfo

rmation a

s a

n o

bje

ct (e

.g., skydiver)

falls a

t a ste

ady v

elocity.

P4.2

f Id

entify

and label th

e e

nerg

y inputs

, transfo

rmations, and o

utp

uts

using q

ualita

tive o

r quantita

tive repre

senta

tions in sim

ple

technological syste

ms (e.g

., toaste

r, m

oto

r, h

air d

ryer) to show

energ

y conserv

ation.

P4.1

1x

Heat, T

em

pera

ture

, and E

fficie

ncy H

eat is o

ften p

roduced a

s a

by-

pro

duct during e

nerg

y tra

nsfo

rmations. This e

nerg

y is tra

nsfe

rred

into

the surroundings a

nd is n

ot usually recovera

ble a

s a

usefu

l fo

rm o

f energ

y. The e

fficiency o

f syste

ms is d

efined a

s the ratio o

f th

e u

sefu

l energ

y o

utp

ut to

the tota

l energ

y input. T

he e

fficiency

of natu

ral and h

um

an-m

ade syste

ms v

aries d

ue to the a

mount of

heat th

at is n

ot re

covere

d a

s u

sefu

l work

.

P4.1

1b

Calculate

the final te

mpera

ture

of tw

o liquids (sam

e o

r diffe

rent

mate

rials) at th

e sam

e o

r diffe

rent te

mpera

ture

s a

nd m

asses that

are

com

bined.

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Physics 1

5

Physics Cross Reference Guide

HSCE Code

Expectation

Clarification

Unit

Instructional

Example

P4.1

0i

Com

pare

the e

nerg

y u

sed in o

ne d

ay b

y

com

mon h

ousehold

appliances (e.g

.,

refrig

era

tor, lam

ps, hair d

ryer, toaste

r,

televisions, m

usic p

layers

).

Unit 1

0

P4.1

0j

Explain

the d

iffe

rence b

etw

een e

lectric p

ower

and e

lectric e

nerg

y a

s u

sed in b

ills fro

m a

n

electric com

pany.

Unit 1

0

Statement

P4.11x

Heat, Temperature, and Efficiency

P4.1

1a

Calculate

the e

nerg

y lost to

surroundin

gs w

hen

wate

r in

a h

om

e w

ate

r heate

r is h

eate

d fro

m

room

tem

pera

ture

to the tem

pera

ture

necessary

to u

se in a

dishwasher, g

iven the e

fficiency o

f

the h

om

e h

ot wate

r heate

r.

Unit 1

2

P4.1

1b

Calculate

the fin

al te

mpera

ture

of tw

o liq

uid

s

(sam

e o

r diffe

rent m

ate

rials) at th

e sam

e o

r

diffe

rent te

mpera

ture

s a

nd m

asses that are

com

bin

ed.

Unit 1

1

Lesson 1

1i

Statement

P4.12

Nuclear Reactions

P4.1

2A

Describe p

eacefu

l te

chnological applications o

f

nuclear fission a

nd radioactive d

ecay.

Unit 1

2

Lesson 1

2i

Lesson 1

2ii

Lesson 1

2v

P4.1

2B

Describe p

ossib

le p

roblem

s caused b

y e

xposure

to p

rolonged radioactive d

ecay.

Unit 1

2

Lesson 1

2v

P4.1

2C

Explain

how sta

rs, in

clu

din

g o

ur Sun, pro

duce

huge a

mounts

of energ

y (e.g

., v

isible, in

frare

d,

or ultra

violet light).

Unit 1

2

Lesson 1

2iii

Statement

P4.12x

Mass and Energy

P4.1

2d

Identify

the sourc

e o

f energ

y in fission a

nd

fusion n

uclear re

actions.

Unit 1

2

Lesson 1

2iii

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Physics 1

6

Units by Content Expectation

PHYSICS

Unit 1: Motion

Code

Content Expectation

P2.1

Positio

n-T

ime An o

bje

ct’s p

osition can b

e m

easure

d a

nd g

raphed

as a

function o

f tim

e. An o

bje

ct’s speed can b

e calculate

d a

nd

gra

phed a

s a

function o

f tim

e.

P2.1

A

Calculate

the a

vera

ge speed o

f an o

bje

ct using the change o

f position a

nd e

lapsed tim

e.

P2.1

B

Repre

sent th

e v

elocities for linear and circular m

otion u

sing

motion d

iagra

ms (arrows o

n strobe p

ictu

res).

P2.1

C

Cre

ate

line g

raphs u

sing m

easure

d v

alues o

f position a

nd e

lapsed

tim

e.

P2.1

D

Describe a

nd a

nalyze the m

otion that a p

osition-tim

e g

raph

repre

sents

, given the g

raph.

P2.1

g

Solve p

roblem

s involving a

vera

ge speed a

nd consta

nt accelera

tion

in o

ne d

imension.

P2.2

Velo

city-T

ime T

he m

otion o

f an o

bje

ct can b

e d

escribed b

y its

position a

nd v

elocity a

s functions o

f tim

e a

nd b

y its

avera

ge speed

and a

vera

ge a

ccelera

tion d

uring inte

rvals o

f tim

e.

P2.2

A

Distinguish b

etw

een the v

ariables o

f dista

nce, displacem

ent,

speed, velocity, and a

ccelera

tion.

P2.2

B

Use the change o

f speed a

nd e

lapsed tim

e to calculate

the a

vera

ge

accelera

tion for linear m

otion.

P2.2

C

Describe a

nd a

nalyze the m

otion that a v

elocity-tim

e g

raph

repre

sents

, given the g

raph.

P2.2

e

Use the a

rea u

nder a v

elocity-tim

e g

raph to calculate

the d

ista

nce

traveled a

nd the slope to calculate

the a

ccelera

tion.

P2.3

x

Fra

mes o

f Refe

rence A

ll m

otion is relative to w

hate

ver fram

e o

f re

fere

nce is chosen, fo

r th

ere

is n

o m

otionless fra

me fro

m w

hich

to judge a

ll m

otion.

P2.3

a

Describe a

nd com

pare

the m

otion o

f an o

bje

ct using d

iffe

rent

refe

rence fra

mes.

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Physics 7

7

iv.

Genera

l CE: P4.1

0C, P4.1

0e

Given a

one b

attery

, one b

ulb, and o

ne w

ire;

find fo

ur ways to

light th

e b

ulb.

Sketc

h a

rrangem

ents that light and a

lso those that do n

ot light and d

raw w

ith a

colore

d m

ark

er th

e m

ovem

ent of charg

e thro

ugh the circuit.

v.

Inte

rvention

CE: P

4.1

0e

Use v

arious k

inesth

etic a

nalogies o

f electric c

ircuits s

uch a

s the w

ate

r analogy

(wate

r flowing th

rough pipes), th

e bucket

brigade, and ball and ra

mp m

odels

(refe

r to

NSTA P

ublication, Takin

g C

harg

e b

y L

arry E

. Schafe

r)to

show the p

arts

of an e

lectric circuit.

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Physics 7

6

Instruments, Measurement, and Representations

Diagra

m s

eries a

nd p

ara

llel circuits u

sing p

icto

rial re

pre

senta

tions o

f th

e c

ircuit

elem

ents

for essential expecta

tions.

Diagra

m series and para

llel circuits with schem

atic re

pre

senta

tions of

a cell,

resisto

r, w

ires, switch, voltm

ete

r and a

mm

ete

r fo

r core

expecta

tions.

Measure

current, voltage and re

sista

nce in series and para

llel

circuits with

mete

rs.

Diagra

m a

nd com

pare

com

plete

, open a

nd short circuits.

Use m

etric m

easure

ments

of

current

(am

pere

s), voltage (v

olts), re

sista

nce

(ohm

s), p

ower (w

atts) and e

nerg

y (jo

ules).

Kilowatt h

ours

are

larg

er units o

f energ

y u

sed b

y u

tility

com

panies.

Kilowatts a

re larg

er units o

f power.

Use u

tility

bills fro

m a

power com

pany.

Use form

ulas P

= IV a

nd V

= IR to solve circuit p

roblem

s.

Use the form

ula W

= ∆

Vq to calculate

work

done.

Instructional Examples:

i.

Inquiry

CE: P

1.2

g, P1.2

j, P

4.1

0B

Design and build a usable flashlight

using batteries,

a bulb,

and com

mon

household w

ires.

ii.

Reflection

CE: P

1.2

k, P4.1

0A

Discuss the h

ow the u

se a

nd p

roduction o

f electricity h

as im

pacte

d o

ur society

.

Include developm

ents

th

at

have had both

a positive and negative effect

on

consum

ers

. B

rainsto

rm h

ow the u

se a

nd p

roduction o

f electricity w

ill change 2

0

years

fro

m n

ow.

iii.

Enrichm

ent

CE: P

4.1

0g

Analyze a

com

bination series a

nd p

ara

llel circuit w

ith a

mm

ete

rs a

nd v

oltm

ete

rs.

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Physics 1

7

PHYSICS

Unit 1: Motion

Big Idea (Core Concept): The m

otion o

f an o

bje

ct m

ay b

e d

escribed u

sing a

) m

otion d

iagra

ms, b) data

, c) gra

phs, and d

) m

ath

em

atical fu

nctions.

Standard(s):

P2: M

otion o

f Obje

cts

Content Statement(s):

P2.1

: P

osition-T

ime

P2.2

: V

elocity-T

ime

P2.3

x: F

ram

es o

f Refe

rence

Content Expectations: (Content Statement Clarification)

P2.1A:

Calculate

th

e avera

ge speed o

f an obje

ct using th

e c

hange of position

and e

lapsed tim

e.

Clarification:

The calculation would be fo

r avera

ge velocity (n

ot

avera

ge

speed), since it involves change o

f position a

nd e

lapsed tim

e.

P2.1B:

Repre

sent

the velocities fo

r linear

and circular

motion using m

otion

diagra

ms (arrows o

n strobe p

ictu

res).

Clarification: M

otion d

iagra

ms a

re “strobe p

ictu

res” th

at illustrate

the m

otion

of an o

bje

ct. In

a m

otion d

iagra

m a

n o

bje

ct is s

hown a

s m

ultiple im

ages w

here

it w

ould a

ppear if seen a

t equal tim

e inte

rvals. A

rrows (vecto

rs) m

ay b

e u

sed to

repre

sent

the size and direction of

the obje

ct’s displacem

ent, velocity and/o

r accelera

tion.

P2.1C: Cre

ate

line g

raphs u

sing m

easure

d v

alues o

f position a

nd e

lapsed tim

e.

Clarification: N

one.

P2.1D: Describe a

nd a

nalyze the m

otion that a p

osition-tim

e g

raph repre

sents

, given the g

raph.

Clarification: N

one.

P2.1g:

Solve pro

blem

s involving avera

ge speed and consta

nt

accelera

tion in

one d

imension.

Clarification:

It is not

expecte

d th

at

stu

dents

will solve pro

blem

s involving

situations w

here

the a

ccelera

tion is changin

g in m

agnitude o

r direction.

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Physics 1

8

P2.2A:

Distinguish betw

een th

e variables of

dista

nce,

displacem

ent, speed,

velocity, and a

ccelera

tion.

Clarification:

Use of

the te

rms vecto

r and scalar

should be applied to

distinguish

betw

een

the

vecto

r quantities

of

displacem

ent,

velocity

and

accelera

tion and th

e scalar

quantities of

dista

nce and speed.

These vecto

r

quantities h

ave d

irection a

ssociate

d w

ith them

in a

ddition to m

agnitude.

P2.2B:

Use th

e change of

speed and elapsed tim

e to

calculate

th

e avera

ge

accelera

tion for linear m

otion.

Clarification:

The c

alculation for avera

ge a

ccelera

tion w

ould b

e u

sing c

hange

in v

elocity (not change in speed) and e

lapsed tim

e.

P2.2C: Describe a

nd a

nalyze the m

otion that a v

elocity-tim

e g

raph repre

sents

, given the g

raph.

Clarification: G

raphs should b

e lim

ited to linear m

otion o

nly.

P2.2e:

Use th

e are

a under

a velocity-tim

e gra

ph to

calculate

th

e dista

nce

traveled a

nd the slope to calculate

the a

ccelera

tion

Clarification:

No calculus should be re

quired.

For

the purp

oses of

this

calculation,

straight-line gra

phs (c

onsta

nt

slopes)

with easily calculate

d are

as

should be used. The are

a under

the velocity-tim

e gra

ph would re

pre

sent

the

change in p

osition o

f an o

bje

ct as o

pposed to the d

ista

nce tra

veled.

P2.3a: Describe a

nd c

om

pare

the m

otion o

f an o

bje

ct using d

iffe

rent re

fere

nce

fram

es.

Clarification:

Descriptions and com

parisons need be m

ade only fo

r one-

dim

ensional m

otion. It is n

ot expecte

d that stu

dents

will describe a

nd c

om

pare

th

e m

otion o

f an o

bje

ct using a

ccelera

ted refe

rence fra

mes.

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Physics 7

5

Electric e

nerg

y

Electric p

ower

Electrical current

Fuse

Kilowatt h

our (k

Wh)

Kilowatt (kW

)

Load

Moving E

lectric C

harg

e

Ohm

Ohm

’s law

Open circuit

Para

llel circuit

Pote

ntial diffe

rence

Resista

nce

Series circuit

Short circuit

Voltage

Work

W

att

Real World Context

Typical ways that electrical energ

y is p

roduced a

re c

oal, o

il, natu

ral gas, wind,

hydro

electric, solar and n

uclear. The c

oal, o

il, natu

ral gas a

nd n

uclear isoto

pes

are

th

e fu

el to

heat

wate

r, pro

ducing ste

am

which drives a tu

rbine (c

hem

ical

energ

y to h

eat energ

y o

r nuclear energ

y to h

eat energ

y).

The turb

ine turn

s a

genera

tor

which pro

duces th

e electricity (h

eat energ

y to

m

echanical energ

y to

electrical energ

y). In

the case o

f hydro

electric e

nerg

y (fa

lling w

ate

r), th

e falling

wate

r tu

rns a tu

rbine which ru

ns th

e genera

tor

which pro

duces th

e electrical

energ

y (p

ote

ntial

energ

y to

m

echanical

energ

y to

electrical

energ

y). Solar

energ

y can be used in hom

es to

pro

duce electricity on a m

ore

lim

ited basis

(solar

lighting or

heat). This involves electrom

agnetic energ

y to

heat

and/o

r electrical energ

y convers

ions.

An e

xam

ple o

f a com

mon d

evice that transfo

rms e

lectrical energ

y to o

ther fo

rms

of energ

y is a

television w

hich p

roduces light, sound a

nd h

eat energ

y.

Oth

er devices can b

e u

sed sim

ilarly a

s illustrations.

Although in a fe

w te

xtb

ooks it is explained electrons are

th

e m

obile charg

e

carriers

responsible for electric c

urrent in c

onducto

rs s

uch a

s w

ires, it h

as long

been th

e convention to

ta

ke th

e direction of electric current

as if it were

th

e

positive c

harg

es w

hich a

re m

oving. Because the v

ast m

ajo

rity

of re

fere

nces u

se

the c

onventional current direction, th

at convention w

ill be u

sed for th

e c

onte

nt

expecta

tions d

ealing w

ith current and d

irection o

f current (p

ositive to n

egative).

Hom

e wiring is an exam

ple of para

llel circuits and m

axim

um

load.

Fuses or

circuit b

reakers

are

used in h

om

e w

iring to p

rote

ct against circuit o

verload.

A com

mon e

xam

ple o

f a series circuit is the flashlight.

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Physics 7

4

P4.10e: Explain e

nerg

y tra

nsfe

r in a

circuit, using a

n e

lectrical charg

e m

odel.

Clarification: U

se o

f th

e flow o

f positive c

harg

e is the c

onventionally a

ccepte

d

model of flow of charg

e th

rough a circuit.

Lim

it th

e explanation to

a sim

ple

circuit u

sing a

cell (

battery

) as the v

oltage s

ourc

e. E

xplanation s

hould include

the c

hem

ical energ

y o

f th

e c

ell, th

e w

ork

done b

y the c

ell, th

e p

ote

ntial energ

y

given to

th

e charg

e and th

e transfe

r of

the energ

y as th

e charg

es m

oves

thro

ugh the resista

nce in the circuit.

P4.10f: Calculate

th

e am

ount

of work

done when a charg

e m

oves th

rough a

pote

ntial diffe

rence, V.

Clarification: S

ince p

ote

ntial diffe

rence is w

ork

per unit c

harg

e, th

en the w

ork

done can be calculate

d by m

ultiplying th

e pote

ntial diffe

rence (V

) tim

es th

e

charg

e.

P4.10g:

Com

pare

th

e currents

, voltages,

and power

in para

llel

and series

circuits.

Clarification: N

one.

P4.10h: Explain h

ow circuit b

reakers

and fuses p

rote

ct household a

ppliances.

Clarification: N

one.

P4.10i: C

om

pare

the e

nerg

y u

sed in o

ne d

ay b

y c

om

mon h

ousehold a

ppliances

(e.g

., refrigera

tor, lam

ps, hair d

ryer, toaste

r, televisions, m

usic p

layers

).

Clarification:

Exam

ples

are

lim

ited

to

those

included

in

this

conte

nt

expecta

tion.

P4.10j: Explain th

e diffe

rence betw

een electric power

and electric energ

y as

used in b

ills fro

m a

n e

lectric com

pany.

Clarification: E

xplain the d

iffe

rence b

y c

om

paring k

ilowatts (kW

) and k

ilowatt

hours

(k

Wh), th

e units fo

und on electric bills. Kilowatt uses th

e larg

er

metric

unit for power (e

nerg

y u

sed p

er tim

e inte

rval). Kilowatt h

ours

is a

measure

of

the e

nerg

y (power tim

es tim

e) using the larg

er m

etric u

nits, kilowatt a

nd h

our.

Vocabulary

Am

pera

ge

Am

pere

s

Charg

e

Circuit

Circuit b

reaker

Com

plete

circuit

Coulom

b

Electric com

pany

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Physics 1

9

Vocabulary

Accelera

tion

Avera

ge S

peed

Circular Motion

Consta

nt Accelera

tion

Displacem

ent

Fra

me o

f Refe

rence

Function

Gra

ph

Linear Motion

Motion

Motion d

iagra

m

Position

Relative M

otion

Scalar

Speed

Tim

e

Vecto

r Velocity

Real World Context:

A c

om

parison c

an b

e m

ade o

f th

e m

otion o

f a p

ers

on a

ttem

pting to w

alk a

t a

consta

nt velocity d

own a

sidewalk to the m

otion o

f a p

ers

on a

ttem

pting to w

alk

in a

straight line w

ith a

consta

nt accelera

tion. T

hese m

otions c

an b

e c

om

pare

d

to the m

otion o

f a p

ers

on o

n a

bicycle a

ttem

pting to m

ainta

in a

consta

nt velocity

or consta

nt accelera

tion

A q

ualita

tive s

tudy o

f th

e p

osition, velocity a

nd a

ccelera

tion o

f an o

bje

ct th

at is

tossed s

traight up into

the a

ir n

ear th

e s

urface o

f th

e e

arth c

an b

e m

ade. T

he

accelera

tion o

f th

e o

bje

ct will be c

onsta

nt and d

ownward

. S

tudents

often h

ave

the m

isconceptions that th

e a

ccelera

tion is u

pward

during the u

pward

phase o

f th

e b

all’s flight and zero

at th

e top o

f its flight.

Com

mon e

xam

ples o

f re

lative m

otion s

uch a

s the m

otion o

bserv

ed b

y a

pers

on

sta

nding n

ext to

a road a

s a

car passes com

pare

d to the m

otion o

bserv

ed b

y the

driver

of th

e car

may be used. Also, th

e m

otion observ

ed by th

e driver

of a

second car which h

as a

diffe

rent velocity than the first m

ay b

e d

iscussed.

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Physics 2

0

Instruments, Measurement, and Representations:

Measure

s o

f tim

e include h

ours

, m

inute

s, and seconds.

Measure

s o

f dista

nce include centim

ete

rs, m

ete

rs a

nd k

ilom

ete

rs.

“Fre

eze-fra

me” m

otion d

iagra

ms o

r strobe p

ictu

res w

ith d

ista

nce a

nd tim

e scales

will be u

sed.

Motion w

ill be repre

sente

d u

sing tables a

nd g

raphs o

f position v

ers

us tim

e a

nd

of velocity v

ers

us tim

e.

Motion will

be described using calculations of

avera

ge velocity and avera

ge

accelera

tions for diffe

rent parts o

f a journ

ey.

Show displacem

ent

and avera

ge velocity as vecto

rs including m

agnitude and

direction, using a

rrows in a

diagra

m form

at.

Instructional Examples:

i. In

quiry

CE: P

1.1

C, P1.1

D

Perform

a sim

ple experim

ent

using a ball,

a ra

mp,

and a tim

er

(such a

sto

pwatc

h or

a photo

gate

tim

er

syste

m). Collect

data

re

gard

ing th

e tim

e it

takes for th

e b

all to roll d

own the ram

p fro

m rest to

various p

oints

on the ram

p.

The p

osition a

nd tim

e d

ata

may b

e g

raphed, and it can b

e d

ete

rmined that th

e

ball’s displacem

ent

is re

late

d to

th

e square

of

the tim

e during a consta

nt

accelera

tion. This re

lationship m

ay be discovere

d w

ithout th

e “form

ula”

being

known b

efo

rehand.

ii. Reflection

CE: P

1.2

g, P1.2

j

Researc

h the e

ffects o

f accelera

tion o

n the h

um

an b

ody. T

hen, dete

rmine w

hat

design

decisions

have

to

be

made

when

developing

various

form

s

of

transportation (c

ars

, aircra

ft,

spacecra

ft,

rollerc

oaste

rs,

etc

.) to

incre

ase th

e

safe

ty o

f passengers

.

iii. Enrichm

ent

CE: P

2.2

C, P2.2

e

Given obje

cts

with non-c

onsta

nt

velocity or

accelera

tion,

gra

ph th

eir velocity

vers

us tim

e and develop at least tw

o ways of dete

rmining th

e are

a under

the

resulting n

on-linear curv

e.

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Physics 7

3

PHYSICS

Unit 10: Electric Current

Big Idea (Core Concept):

Electrical current is u

sed to tra

nsfe

r energ

y a

nd to d

o w

ork

.

Standard:

P4: F

orm

s o

f Energ

y a

nd E

nerg

y T

ransfo

rmations

Content Statement(s):

P4.1

0: C

urrent Electricity C

ircuits.

P4.1

0x: C

urrent Electricity —

Ohm

’s Law, W

ork

, and P

ower.

Content Expectations: (Content Statement Clarification)

P4.10A:

Describe

the

energ

y

transfo

rmations

when

electrical

energ

y

is

pro

duced a

nd tra

nsfe

rred to h

om

es a

nd b

usinesses.

Clarification:

Describe th

e pro

duction of electricity by power

plants

th

at use

coal, o

il, natu

ral gas a

nd n

uclear isoto

pes a

s a

sourc

e o

f energ

y to h

eat wate

r,

pro

ducing ste

am

th

at

rota

tes a tu

rbine th

at

runs a genera

tor

that

pro

duces

electrical energ

y. P

roduction o

f electricity v

ia falling w

ate

r or wind (elim

inating

the h

eating o

f wate

r in the tra

nsfo

rmations) should a

lso b

e included.

P4.10B: Id

entify

com

mon h

ousehold d

evices that transfo

rm e

lectrical energ

y to

oth

er fo

rms o

f energ

y, and d

escribe the type o

f energ

y tra

nsfo

rmation.

Clarification: N

one.

P4.10C:

Given diagra

ms of

many diffe

rent

possible connections of

electric

circuit e

lem

ents

, identify

com

plete

circuits, open c

ircuits, and s

hort c

ircuits a

nd

explain the reasons for th

e classification.

Clarification:

The use of

a schem

atic diagra

m fo

r circuit elem

ents

is not

expecte

d. R

ealistic sketc

hes o

f circuit e

lem

ents

should b

e u

sed. L

imit circuits to

individual series a

nd p

ara

llel circuits; com

bination circuits a

re n

ot expecte

d.

P4.10D: Discrim

inate

betw

een v

oltage, re

sista

nce, and c

urrent as they a

pply to

an e

lectric circuit.

Clarification: N

one.

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Physics 7

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Units by Content Expectation

PHYSICS

Unit 10: Electric Current

Code

Content Expectation

P4.1

0

Curr

ent Ele

ctricity C

ircuits C

urrent electricity is d

escribed a

s

movem

ent of charg

es. It is a

particularly u

sefu

l fo

rm o

f energ

y

because it can b

e e

asily tra

nsfe

rred fro

m p

lace to p

lace a

nd readily

transfo

rmed b

y v

arious d

evices into

oth

er fo

rms o

f energ

y (e.g

.,

light, h

eat, sound, and m

otion). E

lectrical current (a

mpera

ge) in a

circuit is d

ete

rmined b

y the p

ote

ntial diffe

rence (voltage) of th

e

power sourc

e a

nd the resista

nce o

f th

e loads in the circuit.

P4.1

0A

Describe the e

nerg

y tra

nsfo

rmations w

hen e

lectrical energ

y is

pro

duced a

nd tra

nsfe

rred to h

om

es a

nd b

usinesses.

P4.1

0B

Identify

com

mon h

ousehold d

evices that transfo

rm e

lectrical

energ

y to o

ther fo

rms o

f energ

y, and d

escribe the type o

f energ

y

transfo

rmation.

P4.1

0C

Given d

iagra

ms o

f m

any d

iffe

rent possible connections o

f electric

circuit e

lem

ents

, identify

com

plete

circuits, open circuits, and short

circuits a

nd e

xplain the reasons for th

e classification.

P4.1

0D

Discrim

inate

betw

een v

oltage, re

sista

nce, and current as they

apply to a

n e

lectric circuit.

P4.1

0x

Curr

ent Ele

ctricity —

Ohm

’s L

aw, W

ork

, and P

ower In

circuits, th

e

relationship b

etw

een e

lectric current, I, electric p

ote

ntial

diffe

rence, V, and resista

nce, R, is q

uantified b

y V

= I R

(Ohm

’s

Law). W

ork

is the a

mount of energ

y tra

nsfe

rred d

uring a

n

inte

raction. In

electrical syste

ms, work

is d

one w

hen charg

es a

re

moved thro

ugh the circuit. Electric p

ower is the a

mount of work

done b

y a

n e

lectric current in a

unit o

f tim

e, which can b

e

calculate

d u

sing P

= I V

.

P4.1

0e

Explain e

nerg

y tra

nsfe

r in a

circuit, using a

n e

lectrical charg

e

model.

P4.1

0f

Calculate

the a

mount of work

done w

hen a

charg

e m

oves thro

ugh

a p

ote

ntial diffe

rence, V.

P4.1

0g

Com

pare

the currents, voltages, and p

ower in p

ara

llel and series

circuits.

P4.1

0h

Explain h

ow circuit b

reakers

and fuses p

rote

ct household

appliances.

P4.1

0i

Com

pare

the e

nerg

y u

sed in o

ne d

ay b

y com

mon h

ousehold

appliances (e.g

., refrigera

tor, lam

ps, hair d

ryer, toaste

r,

televisions, m

usic p

layers

).

P4.1

0j

Explain the d

iffe

rence b

etw

een e

lectric p

ower and e

lectric e

nerg

y

as u

sed in b

ills fro

m a

n e

lectric com

pany.

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Physics 2

1

iv. G

enera

l CE: P

2.1

D, P2.2

A, P2.2

C

Using com

pute

r or

calculato

r inte

rfaced m

otion dete

cto

rs,

gra

phs of

stu

dents

own m

otion m

ay be quickly cre

ate

d.

The shape of

position,

velocity and

accelera

tion v

ers

us tim

e g

raphs c

an b

e p

redicte

d b

efo

re s

tudents

walk o

r ru

n in

front of th

e d

ete

cto

r in a

particular way. A

lso, given a

particular gra

ph, stu

dents

can a

ttem

pt to

matc

h that gra

ph w

ith their o

wn m

otion.

v. Inte

rvention

CE: P

2.2

A

A targ

et bubble level can b

e u

sed a

s a

n a

ccelero

mete

r. W

hen the level is h

eld

horizonta

lly, th

e b

ubble m

oves a

way fro

m cente

r in the d

irection o

f accelera

tion.

Stu

dents

can investigate

the d

irection o

f accelera

tion d

uring e

very

day m

otions.

While w

alking o

r riding in a

vehicle, th

e d

irection o

f accelera

tion w

hen s

peeding

up, slowing d

own, or while changing d

irection o

f m

otion can b

e d

ete

rmined.

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Physics 2

2

Units by Content Expectation

PHYSICS

Unit 2: 2-Dimensional Motion & Forces

Code

Content Expectation

P2.2

Velo

city-T

ime T

he m

otion o

f an o

bje

ct can b

e d

escribed b

y its

position a

nd v

elocity a

s functions o

f tim

e a

nd b

y its

avera

ge speed

and a

vera

ge a

ccelera

tion d

uring inte

rvals o

f tim

e.

P2.2

g

Apply the independence o

f th

e v

ertical and h

orizonta

l initial

velocities to solve p

roje

ctile m

otion p

roblem

s.

P3.2

Net Forc

es F

orc

es h

ave m

agnitude a

nd d

irection. The n

et fo

rce o

n

an o

bje

ct is the sum

of all the forc

es a

cting o

n the o

bje

ct. O

bje

cts

change their speed a

nd/o

r direction o

nly w

hen a

net fo

rce is

applied. If the n

et fo

rce o

n a

n o

bje

ct is zero

, th

ere

is n

o change in

motion (Newto

n’s F

irst Law).

P3.2

d

Calculate

all the forc

es o

n a

n o

bje

ct on a

n inclined p

lane a

nd

describe the o

bje

ct’s m

otion b

ased o

n the forc

es u

sing fre

e-b

ody

diagra

ms.

P3.4

Forc

es a

nd A

ccele

ration T

he change o

f speed a

nd/o

r direction

(accelera

tion) of an o

bje

ct is p

roportional to

the n

et fo

rce a

nd

invers

ely p

roportional to

the m

ass o

f th

e o

bje

ct. T

he a

ccelera

tion

and n

et fo

rce a

re a

lways in the sam

e d

irection.

P3.4

e

Solve p

roblem

s involving forc

e, m

ass, and a

ccelera

tion in two-

dim

ensional pro

jectile m

otion restricte

d to a

n initial horizonta

l velocity w

ith n

o initial vertical velocity (e.g

., a

ball rolling o

ff a

ta

ble).

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Physics 7

1

Instructional Examples:

i. In

quiry

CE: P1.1

A, P1.1

E, P3.7

B, P3.7

f

Have stu

dents

investigate

which ty

pes of

mate

rials and obje

cts

can build up

sta

tic charg

e. H

ave them

also d

ete

rmine w

hich types o

f obje

cts typically a

ttra

ct

each o

ther and w

hich o

nes repel each o

ther.

ii.

Reflection

CE: P1.2

f, P

1.2

g, P3.1

c, P3.7

B, P3.7

c, P3.7

d

Have stu

dents

develop a list of com

mon exam

ples where

th

e buildup of sta

tic

charg

e can have negative effects

and design ways to

safe

ly elim

inate

th

at

buildup.

iii.

Enrichm

ent

CE: P3.7

d, P3.7

e, P3.7

f

Have stu

dents

build a

n e

lectrophoru

s a

nd construct charg

e d

istribution d

iagra

ms

of th

e d

evice a

t various ste

ps o

f th

e charg

ing a

nd d

ischarg

ing p

rocess.

iv.

Genera

l

CE: P3.7

c, P3.7

d, P3.7

e

Make a

charg

e d

istribution d

iagra

m a

nd e

xplain w

hy a

charg

ed b

alloon s

ticks to

the w

all

v. Inte

rvention

CE: P3.8

b

Stu

dents

can build th

eir own electric m

oto

r using coils of

wire and m

agnets

.

This allows th

em

to

experience,

in a hands-o

n way,

how th

e inte

raction of

electric and m

agnetic fo

rces is th

e basis fo

r th

ese com

mon devices. Stu

dents

can a

lso b

e s

hown h

ow g

enera

tors

and m

oto

rs a

re really the s

am

e d

evice just

used diffe

rently by ta

king a m

oto

r and applying m

echanical energ

y to

it to

pro

duce e

lectricity.

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Physics 7

0

Real World Context

Many of

the Expecta

tions liste

d in th

is unit are

genera

lly ta

ught

using th

e

concepts

of electric and m

agnetic fields.

These are

usefu

l ways of

explaining

electric a

nd m

agnetic forc

es a

t a d

ista

nce. Stu

dents a

re e

xpecte

d to k

now a

nd

use these concepts

and term

inology.

The ability of a charg

ed obje

ct to

lift up a tiny piece of paper, dem

onstrating

that

betw

een tw

o charg

ed particles,

the electric fo

rce is larg

er

than Earth’s

gra

vitational fo

rce

An e

lectrophoru

s a

nd a

n e

lectroscope c

an b

e u

sed to e

xplain b

oth

charg

ing b

y

conta

ct and charg

ing b

y induction.

Using exam

ples of

“sta

tic cling”

such as cloth

es from

th

e dry

er

and balloons

stu

ck to

a wall is a good way to

show th

e diffe

rence in m

agnitude betw

een

gra

vitational fo

rces a

nd e

lectric forc

es

Electric m

oto

rs a

nd g

enera

tors

are

good w

ays to e

xplain h

ow to u

tilize m

oving

electric charg

es to

pro

duce m

agnetic fo

rces and how to

utilize changing

magnetic fields p

roduces e

lectric forc

es. B

oth

of th

ese p

rinciples c

om

bined c

an

be used to

explain how accelera

ting electric charg

es pro

duces electrom

agnetic

distu

rbances w

hich can b

e d

escribed a

s E

M w

aves w

hen these d

istu

rbances h

ave

a regular pattern

. Instruments, Measurement, and Representations

Measure

s o

f tim

e: hours

, m

inute

s, seconds

Measure

s o

f dista

nce: cm

, m

, km

Measure

s o

f fo

rce a

nd w

eight: N

ewto

ns

Measure

s o

f m

ass: kg, gra

ms

Measure

s o

f charg

e: coulom

b

Use o

f arrows to repre

sent fo

rces o

f attra

ction o

r re

pulsion

Relationship of

dista

nce to

electrical fo

rce:

doubling (o

r tripling)

the dista

nce

betw

een tw

o charg

es re

duces th

e m

agnitude of

the electrical

forc

e to

one

quarter (o

r one n

inth

).

Diagra

ms o

f charg

e d

istribution.

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Physics 2

3

PHYSICS

Unit 2: 2-Dimensional Motion & Forces

Big Idea (Core Concept):

The m

otion of

an obje

ct

that

moves both

horizonta

lly a

nd v

ertically a

t th

e s

am

e tim

e c

an b

e a

nalyzed w

ith the p

rinciples

of linear m

otion a

nd forc

e.

Standard (s):

P2: M

otion o

f Obje

cts

P3: F

orc

es a

nd M

otion

Content Statement(s):

P2.2

: Velocity-T

ime

P3.2

: Net Forc

es

P3.4

: Forc

es a

nd A

ccelera

tion

Content Expectations: (Content Statement Clarification)

P2.2g: Apply the independence o

f th

e v

ertical and h

orizonta

l initial velocities to

solve p

roje

ctile m

otion p

roblem

s.

Clarification: O

nly the h

orizonta

l and v

ertical dim

ensions o

f pro

jectile m

otion

are

expecte

d. These p

roblem

s include p

roje

ctiles w

ith n

o initial vertical velocity

(launched horizonta

lly)

and th

ose launched at

an angle to

th

e horizonta

l. Air

resista

nce should b

e ignore

d.

P3.2d: Calculate

all th

e forc

es o

n a

n o

bje

ct on a

n inclined p

lane a

nd d

escribe

the o

bje

ct’s m

otion b

ased o

n the forc

es u

sing fre

e-b

ody d

iagra

ms.

Clarification:

In

clines should include both

frictionless and friction-b

ased

syste

ms.

In

clined plane fo

rce scenarios should include ones th

at

cause th

e

obje

ct

to be at

rest, m

oving up a plane,

and m

oving down a plane.

Forc

es

involve calculations; th

e m

otion involves o

nly a

description.

P3.4e:

Solve

pro

blem

s

involving

forc

e,

mass

and

accelera

tion

in

two

dim

ensional pro

jectile m

otion re

stricte

d to a

n initial horizonta

l velocity w

ith n

o

initial vertical velocity (e.g

., a

ball rolling o

ff a

table).

Clarification: A

ir resista

nce should b

e ignore

d.

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Physics 2

4

Vocabulary

Position

Velocity

Avera

ge speed

Avera

ge a

ccelera

tion

Vertical velocity

Horizonta

l velocity

Pro

jectile m

otion

Pro

jectile

Accelera

tion d

ue to g

ravity

Pro

portional

Net Forc

e

Invers

ely p

roportional

Mass

Two-d

imensional pro

jectile m

otion

Inclined p

lane

Fre

e-b

ody d

iagra

ms

Real World Context:

The u

se o

f kinem

atics e

quations for m

otion is e

xte

nsive in this u

nit, as p

roblem

solving

and

calculations

are

re

quired

in

each

expecta

tion.

Additionally

labora

tory

exerc

ises with horizonta

lly, vertically and angled pro

jectile launches

will allow a

pplication o

f th

e p

aper-pencil p

roblem

solving.

Sketc

hing th

e m

otion of

a pro

jectile,

teasing out

the horizonta

l and vertical

velocity v

ecto

rs w

ill help v

isualize the m

otion. A

dditionally a

ddin

g a

vecto

r fo

r

accelera

tion is helpfu

l. Velocity vs. tim

e gra

phs can be com

plete

d of fo

r th

e

horizonta

l and v

ertical com

ponents

of th

e p

roje

ctile’s m

otion.

Instruments, Measurement, and Representations:

Repre

sent

the pro

jectile m

otion of

an obje

ct

using velocity vecto

rs,

and

separa

ting th

e horizonta

l and vertical velocity vecto

rs. These re

pre

senta

tions

should include obje

cts

pro

jecte

d upward

at

an angle and th

ose pro

jecte

d

horizonta

lly from

a height

above gro

und.

The entire

flight

of

the pro

jectile

should b

e repre

sente

d fro

m the sta

rt o

f flight to

the e

nd.

Sketc

h th

e m

otion of a pro

jectile on a position vs. tim

e and velocity vs. tim

e

gra

ph.

Com

plete

labora

tory

exerc

ises that launch p

roje

ctiles v

ertically, horizonta

lly a

nd

at an a

ngle a

nd c

alculate

their initial velocities. T

ime o

f flight can b

e c

alculate

d

or m

easure

d. H

orizonta

l dista

nce tra

veled can b

e calculate

d o

r m

easure

d.

Dra

w a free body diagra

m of th

e fo

rces acting on an obje

ct

on a frictionless

incline p

lane w

hen the o

bje

ct is a

t re

st and in m

otion. C

alculate

the forc

es.

Dra

w a

fre

e b

ody d

iagra

m o

f th

e forc

es a

cting o

n a

n o

bje

ct on a

n incline p

lane

when the o

bje

ct is a

t re

st and in m

otion. C

alculate

the forc

es.

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Physics 6

9

Vocabulary

charg

ed o

bje

ct

conducto

r

conta

ct fo

rces

Coulom

b’s Law

direction o

f a forc

e

distribution o

f electric charg

e

electric charg

e

electric circuit

electric forc

e

electric g

enera

tor

electric m

oto

r electric p

ote

ntial

electrical current

electrically n

eutral

electrom

agnetic forc

e

electrom

agnetic w

ave

electron

forc

e

forc

es a

t a d

ista

nce

friction

gra

vitational fo

rce

induction

invers

e square

law

invers

ely p

roportional

like charg

e

magnet

magnetic forc

e

magnitude o

f a forc

e

magnitude o

f charg

e

moving e

lectrical charg

e

moving m

agnet

net fo

rce

opposite charg

e

pro

portional

pro

ton

repel/attra

ct

sta

tic charg

e

Van d

e G

raff g

enera

tor

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Physics 6

8

P3.7B:

Explain why acquiring a larg

e excess sta

tic charg

e (e

.g., pulling off a

wool cap, to

uching a

Van d

e G

raaff g

enera

tor, com

bing) affects

your hair.

Clarification: N

one.

P3.7c:

Dra

w th

e re

distribution of electric charg

es on a neutral obje

ct

when a

charg

ed o

bje

ct is b

rought near.

Clarification:

The re

distribution of charg

e is th

e re

sult of th

e m

ovem

ent

of

negative c

harg

es in a

n o

bje

ct caused b

y the type o

f charg

e that is b

rought near

that obje

ct.

P3.7d: Id

entify

exam

ples o

f induced sta

tic charg

es.

Clarification: N

one.

P3.7e:

Explain why an attra

ctive fo

rce re

sults from

bringing a charg

ed obje

ct

near a n

eutral obje

ct.

Clarification: N

one.

P3.7f: D

ete

rmine the n

ew e

lectric forc

e o

n charg

ed o

bje

cts a

fter th

ey touch a

nd

are

then separa

ted.

Clarification:

Note

th

at

the am

ount

of

forc

e after

they to

uch and are

separa

ted can v

ary

fro

m zero

up to the a

mount of fo

rce that was p

resent befo

re

they touched d

epending o

n the a

mount and type o

f charg

e o

n e

ach o

bje

ct and

wheth

er or not th

e o

bje

cts

are

conducto

rs o

r insulato

rs. E

ach o

f th

ese scenarios

should b

e a

ddre

ssed.

P3.7g: Pro

pose a

mechanism

based o

n e

lectric forc

es to e

xplain c

urrent flow in

an e

lectric circuit.

Clarification:

Even th

ough th

e flow of

positive charg

e is th

e conventionally

accepte

d m

odel of flow o

f charg

e thro

ugh a

circuit, th

e m

ovem

ent of electrons

due to e

lectric forc

es w

ill also h

ave to b

e e

xplained.

P3.8b: Explain h

ow the inte

raction o

f electric a

nd m

agnetic forc

es is the b

asis

for electric m

oto

rs, genera

tors

, and the p

roduction o

f electrom

agnetic w

aves.

Clarification: N

one.

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Physics 2

5

Use

metric

measure

ments

of

mass

(kilogra

m),

velocity

(mete

rs/s

econd),

accelera

tion due to

gra

vity (9

.8 m

/s2), fo

rce (N

ewto

n), tim

e (s

econds)

and

dista

nce (m

ete

rs).

Use F

orm

ulas:

W

here

:

v =

vo +

at

∆

x =

displacem

ent

∆x =

vot + ½

at2

v = v

elocity

v2 =

vo2 +

2a∆x

a = a

ccelera

tion

txv

∆∆=

_

t = tim

e

Instructional Examples:

i.

Inquiry

CE: P

1.1

C, P1.1

D, P1.1

E, P2.2

g, P3.4

e

Design and conduct an investigation of th

e fa

cto

rs th

at affect th

e m

otion of a

pro

jectile.

ii.

Reflection

CE: P

1.2

h, P2.2

g, P3.4

e

Investigate

th

e question “W

hat

is gra

vity?”

as answere

d by Arc

him

edes,

Galileo, and N

ewto

n. T

hinking a

s these h

isto

rical figure

s, use their responses to

describe the m

otion o

f a p

roje

ctile.

iii. Enrichm

ent

CE: P

3.2

d

Use an inclined plane to

re

cre

ate

Galileo’s experim

ent

to dete

rmine th

e

accelera

tion d

ue to g

ravity. An Inte

rnet exam

ple o

f an a

ctivity such a

s this can

be found a

t: h

ttp:/

/exploringdata

.cqu.e

du.a

u/w

s_galil.htm

iv.

Genera

l CE: P2.2

g

Given a ta

rget

(cup,

circular

targ

et

on th

e gro

und,

goal

post, soccer

goal)

conduct

the necessary

experim

ents

and calculations to

dete

rmine th

e launch

angle for th

e p

roje

ctile (air rocket, b

all, arrow) in o

rder to

hit the targ

et.

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Physics 2

6

v.

Inte

rvention

CE: P

3.2

d

Using an old te

xtb

ook, m

easure

th

e weight of th

e book with a spring scale or

forc

e m

ete

r. Put

the book on an inclined plane. Use a spring scale or

forc

e

mete

r to

measure

the forc

es o

n a

n o

bje

ct on a

n inclined p

lane—

friction, norm

al

forc

e, fo

rce p

ulling it down the p

lane. C

om

pare

with the c

alculate

d forc

es u

sing

trigonom

etry. M

easure

the forc

es a

t various a

ngles a

nd n

ote

the m

otion o

f th

e

book, if a

ny.

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Physics 6

7

PHYSICS

Unit 9: Electric Forces

Big Idea (Core Concept):

All obje

cts

are

com

posed of electrical charg

es. Certain chara

cte

ristics of th

ese

charg

es d

ete

rmine the e

lectric a

nd m

agnetic forc

es e

xperienced b

y o

bje

cts

that

inte

ract with e

ach o

ther at a d

ista

nce.

Standard(s):

P3: F

orc

es a

nd M

otion

Content Statement(s):

P3.1

x: F

orc

es

P3.7

: E

lectric C

harg

es

P3.7

x: E

lectric C

harg

es-Inte

ractions

P3.8

x: E

lectrom

agnetic F

orc

e

Content Expectations: (Content Statement Clarification)

P3.1b: Explain w

hy scientists

can ignore

the g

ravitational fo

rce w

hen m

easuring

the n

et fo

rce b

etw

een two e

lectrons.

Clarification:

The m

ain point

here

is th

at

for

sm

all,

charg

ed obje

cts

th

e

electrical fo

rces c

an b

e v

ery

much g

reate

r th

an the g

ravitational fo

rce that acts

upon them

. P3.1c:

Pro

vide exam

ples th

at

illustrate

th

e im

portance of th

e electric fo

rce in

every

day life.

Clarification: N

one.

P3.7A: Pre

dict how the e

lectric forc

e b

etw

een c

harg

ed o

bje

cts v

aries w

hen the

dista

nce b

etw

een them

and/o

r th

e m

agnitude o

f charg

es change.

Clarification:

The e

mphasis h

ere

should b

e o

n a

qualita

tive u

nders

tanding o

f th

ese re

lationships,

more

of

a com

parison or

scale fa

cto

r (2

x,

4x larg

er

or

sm

aller, e

tc.) Actu

al use o

f th

e invers

e s

quare

law to d

o c

alculations o

f electric

forc

e is n

ot th

e focus o

f th

is E

xpecta

tion.

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Physics 6

6

Units by Content Expectation

PHYSICS

Unit 9: Electric Forces

Code

Content Expectation

P3.1

x

Forc

es O

bje

cts

can inte

ract with e

ach o

ther by “direct conta

ct”

(pushes o

r pulls, friction) or at a d

ista

nce (gra

vity,

electrom

agnetism

, nuclear).

P3.1

b

Explain w

hy scientists

can ignore

the g

ravitational fo

rce w

hen

measuring the n

et fo

rce b

etw

een two e

lectrons.

P3.1

c

Pro

vide e

xam

ples that illustrate

the im

portance o

f th

e e

lectric

forc

e in e

very

day life.

P3.7

Ele

ctric C

harg

es E

lectric forc

e e

xists

betw

een a

ny two charg

ed

obje

cts

. Oppositely charg

ed o

bje

cts

attra

ct, w

hile o

bje

cts

with like

charg

e repel. T

he strength

of th

e e

lectric forc

e b

etw

een two

charg

ed o

bje

cts

is p

roportional to

the m

agnitudes o

f th

e charg

es

and invers

ely p

roportional to

the square

of th

e d

ista

nce b

etw

een

them

(Coulom

b’s Law).

P3.7

A

Pre

dict how the e

lectric forc

e b

etw

een charg

ed o

bje

cts

varies

when the d

ista

nce b

etw

een them

and/o

r th

e m

agnitude o

f charg

es

change.

P3.7

B

Explain w

hy a

cquiring a

larg

e e

xcess sta

tic charg

e (e.g

., p

ulling o

ff

a w

ool cap, to

uching a

Van d

e G

raaff g

enera

tor, com

bing) affects

your hair.

P3.7

x

Ele

ctric C

harg

es-I

nte

ractions C

harg

ed o

bje

cts

can a

ttra

ct

electrically n

eutral obje

cts

by induction.

P3.7

c

Dra

w the redistribution o

f electric charg

es o

n a

neutral obje

ct

when a

charg

ed o

bje

ct is b

rought near.

P3.7

d

Identify

exam

ples o

f induced sta

tic charg

es.

P3.7

e

Explain w

hy a

n a

ttra

ctive forc

e results fro

m b

ringing a

charg

ed

obje

ct near a n

eutral obje

ct.

P3.7

f Dete

rmine the n

ew e

lectric forc

e o

n charg

ed o

bje

cts a

fter th

ey

touch a

nd a

re then separa

ted.

P3.7

g

Pro

pose a

mechanism

based o

n e

lectric forc

es to e

xplain current

flow in a

n e

lectric circuit.

P3.8

x

Ele

ctrom

agnetic F

orc

e M

agnetic a

nd e

lectric forc

es a

re two a

spects

of a single e

lectrom

agnetic forc

e. Moving e

lectric charg

es p

roduce

magnetic forc

es a

nd m

oving m

agnets

pro

duce e

lectric forc

es (e.g

.,

electric current in a

conducto

r).

P3.8

b

Explain h

ow the inte

raction o

f electric a

nd m

agnetic forc

es is the

basis for electric m

oto

rs, genera

tors

, and the p

roduction o

f

electrom

agnetic w

aves.

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Physics 2

7

Units by Content Expectation

PHYSICS

Unit 3: Dynamics

Code

Content Expectation

P3.1

Basic F

orc

es in N

atu

re O

bje

cts

can inte

ract with e

ach o

ther by

“direct conta

ct” (pushes o

r pulls, friction) or at a d

ista

nce (gra

vity,

electrom

agnetism

, nuclear).

P3.1

A

Identify

the forc

e(s

) acting b

etw

een o

bje

cts in “direct conta

ct” o

r at a d

ista

nce.

P3.1

x

Forc

es T

here

are

four basic forc

es (gra

vitational, e

lectrom

agnetic,

strong, and w

eak n

uclear) that diffe

r gre

atly in m

agnitude a

nd

range. Betw

een a

ny two charg

ed p

articles, electric forc

e is v

astly

gre

ate

r th

an the g

ravitational fo

rce. Most observ

able forc

es (e.g

.,

those e

xerted b

y a

coiled spring o

r friction) m

ay b

e tra

ced to

electric forc

es a

cting b

etw

een a

tom

s a

nd m

olecules.

P3.1

d

Identify

the b

asic forc

es in e

very

day inte

ractions.

P3.2

Net Forc

es F

orc

es h

ave m

agnitude a

nd d

irection. The n

et fo

rce o

n

an o

bje

ct is the sum

of all the forc

es a

cting o

n the o

bje

ct. O

bje

cts

change their speed a

nd/o

r direction o

nly w

hen a

net fo

rce is

applied. If the n

et fo

rce o

n a

n o

bje

ct is zero

, th

ere

is n

o change in

motion (Newto

n’s F

irst Law).

P3.2

A

Identify

the m

agnitude a

nd d

irection o

f every

day forc

es (e.g

.,

wind, te

nsion in ropes, pushes a

nd p

ulls, weight).

P3.2

C

Calculate

the n

et fo

rce a

cting o

n a

n o

bje

ct.

P3.3

Newto

n’s T

hird L

aw W

henever one o

bje

ct exerts a

forc

e o

n

anoth

er obje

ct, a

forc

e e

qual in m

agnitude a

nd o

pposite in

direction is e

xerted b

ack o

n the first obje

ct.

P3.3

A

Identify

the a

ction a

nd reaction forc

e fro

m e

xam

ples o

f fo

rces in

every

day situations (e.g

., b

ook o

n a

table, walking a

cro

ss the

floor, p

ushing o

pen a

door).

P3.4

Forc

es a

nd A

ccele

ration T

he change o

f speed a

nd/o

r direction

(accelera

tion) of an o

bje

ct is p

roportional to

the n

et fo

rce a

nd

invers

ely p

roportional to

the m

ass o

f th

e o

bje

ct. T

he a

ccelera

tion

and n

et fo

rce a

re a

lways in the sam

e d

irection.

P3.4

A

Pre

dict th

e change in m

otion o

f an o

bje

ct acte

d o

n b

y severa

l

forc

es.

P3.4

B

Identify

forc

es a

cting o

n o

bje

cts m

oving w

ith consta

nt velocity

(e.g

., cars

on a

highway).

P3.4

C

Solve p

roblem

s involving forc

e, m

ass, and a

ccelera

tion in linear

motion (Newto

n’s second law).

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Physics 2

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P3.6

Gra

vitational In

tera

ctions G

ravitation is a

n a

ttra

ctive forc

e that a

mass e

xerts o

n e

very

oth

er m

ass. The strength

of th

e

gra

vitational fo

rce b

etw

een two m

asses is p

roportional to

the

masses a

nd invers

ely p

roportional to

the square

of th

e d

ista

nce

betw

een them

.

P3.6

C

Explain h

ow y

our weight on E

arth could b

e d

iffe

rent from

your

weight on a

noth

er planet.

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Physics 6

5

Instructional Examples:

i. In

quiry

CE: P

1.1

C, P1.1

D, P1.1

E

Given a

tra

nspare

nt m

edium

such a

s a

Lucite b

lock a

nd a

light sourc

e, data

can

be collecte

d o

n refraction a

ngles o

f light ra

ys g

iven a

set of incident angles. A

gra

ph can b

e p

roduced to h

elp stu

dents

to d

educe the relationship b

etw

een

angles incidence a

nd refraction.

ii. R

eflection

CE: P

1.2

g, P1.2

j, P

1.2

k, P4.6

A, P4.6

e, P4.6

f, P

4.6

h

Researc

h a

nd p

roduce a

diagra

m o

f th

e e

lectrom

agnetic spectrum

. U

nder each

form

of EM radiation list its p

ossible sourc

es, te

chnological/biological uses,

effects

/dangers

to h

um

an b

eings a

nd m

eth

ods u

sed to m

inim

ize n

egative

effects

. iii. Enrichm

ent

CE: P

1.1

C, P1.1

h, P4.6

A, P4.6

e

Perform

experim

ents

to d

ete

rmine w

hat it takes to b

lock v

arious form

s o

f

electrom

agnetic radiation. G

iven severa

l blocking m

ate

rials such a

s a

lum

inum

fo

il, paper, m

eta

l window scre

en, etc

. attem

pt to

block radio w

ave, infrare

d

light, cell p

hone tra

nsm

issions e

tc.

iv. G

enera

l

CE: P

4.8

f Given a

set of lenses, experim

ent until a com

bination is d

iscovere

d that re

sults

in a

sim

ple refracting telescope. T

hen, dra

w a

ray d

iagra

m to d

ete

rmine h

ow

the lens com

bination m

agnifies the im

age.

v. Inte

rvention

CE: P

4.6

B, P4.6

C

Discuss the a

ccura

cy o

f various science fiction/fanta

sy m

ovies in w

hich sound is

heard

though the v

acuum

of space, near insta

nta

neous com

munication takes

place o

ver astronom

ical dista

nces, or “laser beam

s” are

seen to b

e v

isibly

traveling fro

m o

ne p

lace to a

noth

er.

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Physics 6

4

Real World Context

Using record

ings o

f com

munications b

etw

een a

stronauts

on the m

oon a

nd

mission control during the A

pollo m

issions, one can identify

the d

elay b

etw

een

transm

ission a

nd reception a

nd e

stim

ate

the speed o

f EM radiation.

Delays can a

lso b

e d

ete

cte

d w

hen a

news a

nchor com

municate

s w

ith a

reporter

in the field v

ia sate

llite.

Micro

waves can b

e u

sed for com

munication (e.g

. cell p

hones). They can a

lso b

e

used to cook food. T

he m

icro

wave fre

quencies u

sed in m

icro

wave o

vens a

re a

t

the resonant frequencies o

f wate

r m

olecules. W

hen the w

ate

r m

olecules in food

absorb

this e

nerg

y their k

inetic e

nerg

y g

oes u

p, and the food is w

arm

er.

Melanin a

nd sun b

lock a

bsorb

and scatter ultra

violet ra

diation that can d

am

age

the n

uclei of skin cells. A

voiding such d

am

age can reduce the risk o

f som

e

types o

f skin cancer.

X-rays a

re a

form

high fre

quency E

M radiation that com

es fro

m the v

ibra

tion o

f th

e inner shell e

lectrons o

f an a

tom

. S

om

e X

-rays m

ay a

lso b

e e

mitte

d b

y

ato

mic n

uclei.

Instruments, Measurement, and Representations

Angles a

re m

easure

d in d

egre

es.

Fre

quency is m

easure

d in o

scillations p

er second.

Wavelength

is m

easure

d in m

ete

rs a

nd n

anom

ete

rs.

Velocity is m

easure

d in m

ete

rs/s

econd.

Tim

e is m

easure

d in h

ours

, m

inute

s, and seconds.

Ray d

iagra

ms a

re u

sed to show the p

ath

of light during reflection o

r re

fraction.

Snell’s Law is u

sed to calculate

angles o

f re

fraction.

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Physics 2

9

PHYSICS

Unit 3: Dynamics

Big Idea (Core Concept): W

hen two o

bje

cts

inte

ract with e

ach o

ther, b

y d

irect

conta

ct or

at a dista

nce, all th

ree of Newto

n’s Laws describe and explain th

at

inte

raction.

Standard(s):

P3: F

orc

es a

nd M

otion

Content Statement(s):

P3.1

: Basic F

orc

es in N

atu

re

P3.1

x: Forc

es

P3.2

: Net Forc

es

P3.3

: Newto

n’s T

hird Law

P3.4

: Forc

es a

nd A

ccelera

tion

P3.6

: Gra

vitational In

tera

ctions

Content Expectations: (Content Statement Clarification)

P3.1A: Id

entify

th

e fo

rce(s

) acting betw

een obje

cts

in “d

irect conta

ct” or

at a

dista

nce.

Clarification: N

one.

P3.1d: Id

entify

the b

asic forc

es in e

very

day inte

ractions.

Clarification: N

one.

P3.2A:

Identify

th

e m

agnitude and direction of

every

day fo

rces (e

.g., wind,

tension in ropes, pushes a

nd p

ulls, weight).

Clarification: N

one.

P3.2C: Calculate

the n

et fo

rce a

cting o

n a

n o

bje

ct.

Clarification: N

one.

P3.3A:

Identify

th

e action and re

action fo

rce from

exam

ples of

forc

es in

every

day situations (e

.g., book on a ta

ble,

walking acro

ss th

e floor, pushing

open a

door).

Clarification: T

hese forc

es a

re refe

rring to 3

rd Law forc

e p

airs.

P3.4A: P

redict th

e change in m

otion o

f an o

bje

ct acte

d o

n b

y severa

l fo

rces.

Clarification: N

one.

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Physics 3

0

P3.4B:

Identify

fo

rces acting on obje

cts m

oving with consta

nt

velocity (e

.g.,

cars

on a

highway).

Clarification: N

one.

P3.4C: Solve p

roblem

s involving forc

e, m

ass, and a

ccelera

tion in linear m

otion

(Newto

n’s second law).

Clarification: N

one.

P3.6C: Explain h

ow y

our weight on E

arth could b

e d

iffe

rent from

your weight on

anoth

er planet.

Clarification: N

one.

Vocabulary

accelera

tion

action/reaction forc

es

ato

ms

change in d

irection

change in speed

conta

ct fo

rces

direction o

f a forc

e

electric forc

e

electrom

agnetic forc

e

equal & o

pposite forc

e

Fnet=

ma

forc

e

forc

es a

t a d

ista

nce

friction

gra

vitational fo

rce

invers

e square

law

invers

ely p

roportional

linear m

otion

magnitude o

f a forc

e

mass

molecules

net fo

rce

Newto

n’s F

irst Law

Newto

n’s S

econd Law

Newto

n’s T

hird Law

Pro

portional

scalar

speed

strong n

uclear fo

rce

tension

velocity

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Physics 6

3

P4.9B: Explain h

ow v

arious m

ate

rials reflect, a

bsorb

, or transm

it light in

diffe

rent ways.

Clarification: N

one.

P4.9C: Explain w

hy the im

age o

f th

e S

un a

ppears

reddish a

t sunrise a

nd sunset.

Clarification: N

one.

Vocabulary

Absorp

tion

Accelera

tion

Analog

Angle o

f incidence

Angle o

f re

flection

Angle o

f re

fraction

Ante

nna

Charg

es

Diffraction

Digital

Electric field

Electrom

agnetic W

ave

Energ

y

Fre

quency

Incident wave

Infrare

d w

aves

Inte

rfere

nce

Law o

f Reflection

Lens

Magnetic field

Micro

waves

Modulation

Radio w

aves

Ray d

iagra

m

Reception

Reflecte

d w

ave

Reflection

Refracte

d w

ave

Refraction

Snell’s Law

Sound w

aves

Speed o

f light

Tra

nsm

ission

Ultra

violet light

Visible light

Wavelength

X-rays

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Physics 6

2

P4.6e: E

xplain w

hy a

nte

nnas a

re n

eeded for ra

dio, te

levision, and cell p

hone

transm

ission a

nd reception.

Clarification: N

one.

P4.6f: Explain h

ow radio w

aves a

re m

odified to send info

rmation in radio a

nd

television p

rogra

ms, ra

dio-c

ontrol cars

, cell p

hone convers

ations, and G

PS

syste

ms.

Clarification: N

one.

P4.6g: Explain h

ow d

iffe

rent electrom

agnetic signals (e.g

., radio sta

tion

bro

adcasts

or cell p

hone convers

ations) can take p

lace w

ithout inte

rfering w

ith

each o

ther.

Clarification: N

one.

P4.6h: Explain the relationship b

etw

een the fre

quency o

f an e

lectrom

agnetic

wave a

nd its

technological uses.

Clarification: N

one.

P4.8A: Dra

w ray d

iagra

ms to indicate

how light re

flects

off o

bje

cts

or re

fracts

into

tra

nspare

nt m

edia.

Clarification: N

one.

P4.8B: Pre

dict th

e p

ath

of re

flecte

d light from

flat, curv

ed, or ro

ugh surfaces

(e.g

., flat and curv

ed m

irro

rs, painte

d w

alls, paper).

Clarification: N

one.

P4.8e: Given a

n a

ngle o

f incidence a

nd indices o

f re

fraction o

f tw

o m

ate

rials,

calculate

the p

ath

of a light ra

y incident on the b

oundary

(Snell’s Law).

Clarification: T

he u

se o

f Snell’s law in p

roblem

s o

r to

explore

the relationship

in the lab is n

eeded, but not a d

erivation the form

ula fro

m first principles.

P4.8f: E

xplain h

ow S

nell’s Law is u

sed to d

esign lenses (e.g

., e

ye g

lasses,

micro

scopes, te

lescopes, binoculars

).

Clarification: A

genera

l explanation is required, but need n

ot include the lens

maker’s e

quation.

P4.9A: Id

entify

the p

rinciple involved w

hen y

ou see a

tra

nspare

nt obje

ct (e

.g.,

straw, a p

iece o

f glass) in a

clear liquid.

Clarification: N

one.

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Physics 3

1

vecto

r

weak n

uclear fo

rce

weight

Real World Context:

When teaching a

bout fa

lling o

bje

cts

, it is u

sefu

l to

com

pare

two d

iffe

rent m

asses

(diffe

rent

densities

but

equal

volum

es)

falling

from

equal

heights

in

appro

xim

ate

ly equal tim

es (ignoring air re

sista

nce)

and to

explain how som

e

obje

cts fa

ll m

ore

slowly th

an oth

ers

when th

ey have substa

ntial air re

sista

nce

(e.g

., p

ara

chute

).

Describe a

ll the forc

es (action a

nd reaction) involved in s

liding a

box a

cro

ss the

floor at consta

nt velocity, speeding u

p, and slowing d

own.

Discussion o

f fo

rces should include 2

nd L

aw p

airs (fo

rces that add u

p o

n a

single

obje

ct th

at affect its m

otion) and 3

rd L

aw p

airs (action-reaction forc

es b

etw

een

two o

bje

cts

that act on e

ach o

ther). It is im

portant th

at th

ese two c

ate

gories o

f fo

rces a

re d

istinguished a

s d

iffe

rent pairs o

f fo

rces.

Use exam

ples of frictional fo

rces th

at

act

on an obje

ct

in th

e direction of th

e

obje

ct’s m

otion (tra

ction)

and th

at

act

on an obje

ct

opposite th

e direction of

motion (dra

g).

Exam

ine all th

ree Newto

n’s Laws of Motion as th

ey re

late

to

conta

ct and non-

conta

ct scenarios s

uch a

s two m

agnets

in c

onta

ct with e

ach o

ther or ju

st near

each o

ther.

Clarification: A Matter of Mass (NAEP)

“Mass is a

pro

perty com

mon to a

ll o

bje

cts

. It is the a

mount of m

atter (o

r “s

tuff”)

in a

n o

bje

ct. M

ass is m

easure

d in g

ram

s (

g)

or kilogra

ms (

kg)

(1 k

g=1000 g

) using a

beam

or electronic b

alance.

Weight, o

n the o

ther hand, is a

measure

of th

e forc

e o

f attra

ction (gra

vitational

forc

e)

betw

een an obje

ct and Earth. Every

obje

ct exerts gra

vitational fo

rce on

every

oth

er obje

ct. T

he forc

e d

epends o

n h

ow m

uch m

ass the o

bje

cts

have a

nd

on h

ow far apart they a

re. Forc

e a

nd w

eight are

measure

d in n

ewto

ns (N) using

a spring scale.

Changing an obje

ct’s position (s

ay from

Earth to

th

e m

oon)

will change its

weight, but not its m

ass. For

exam

ple, on th

e surface of Earth, a cannon ball

has a m

ass of 10 kg and a weight of 98 N. On th

e surface of th

e m

oon, th

at

sam

e c

annon b

all s

till h

as a

mass o

f 10 k

g, but its w

eight is o

nly 1

6 N

. So, th

e

cannon ball weighs less on th

e m

oon th

an on Earth, even th

ough noth

ing has

been taken a

way. W

hy? B

ecause o

f th

e m

oon’s lesser m

ass a

nd s

maller ra

dius,

the fo

rce of attra

ction betw

een th

e m

oon and th

e cannon ball is less th

an th

e

forc

e o

f attra

ction b

etw

een E

arth a

nd the c

annon b

all. Hence, it is s

aid that an

obje

ct on the m

oon w

eighs less than the sam

e o

bje

ct weighs o

n E

arth.”

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Physics 3

2

Instruments, Measurement, and Representations:

Measure

s o

f tim

e: hours

, m

inute

s, seconds

Measure

s o

f dista

nce: cm

, m

, km

Measure

s o

f fo

rce a

nd w

eight: N

ewto

ns

Measure

s o

f m

ass: kg, gra

ms

Repre

sent fo

rces u

sing a

rrows to indicate

magnitude a

nd d

irection o

f fo

rce.

Use m

otion diagra

ms with dista

nce and tim

e scales to

show consta

nt

or

changing v

elocity.

Use fre

e-b

ody d

iagra

ms o

n e

ach o

f tw

o inte

racting o

bje

cts

. Forc

e d

iagra

ms w

ith

relative m

agnitudes c

an b

e u

sed to c

om

pare

the forc

es a

cting o

n e

ach o

bje

ct of

the p

air.

Use a=F

net/m

to

pre

dict or

com

pare

accelera

tions or

masses of obje

cts

, or

the

net fo

rce a

cting o

n o

bje

cts

.

Use fre

e-b

ody d

iagra

ms a

nd e

quations to s

how q

ualita

tively h

ow two o

bje

cts

of

diffe

rent densities can fall in a

ppro

xim

ate

ly e

qual tim

es, if a

ir resista

nce is n

ot a

majo

r fa

cto

r, a

nd e

xplanations o

f how m

ajo

r air resista

nce o

n a

n o

bje

ct affects

the forc

e d

iagra

m a

nd resulting m

otion o

f th

e o

bje

ct.

Explain the relationship o

f dista

nce to g

ravitational fo

rce:

doubling (

or tripling)

the dista

nce betw

een tw

o m

asses re

duces th

e m

agnitude of th

e gra

vitational

forc

e to o

ne q

uarter (o

r one n

inth

).

“This subto

pic includes all th

ree of

Newto

n’s Laws of

Motion applied to

tw

o

inte

racting obje

cts

. For

all of

the m

ath

em

atical re

lationships/repre

senta

tions

described in th

is subto

pic,

stu

dents

having a qualita

tive or

sem

i-quantita

tive

unders

tanding (e.g

., m

ath

em

atical re

lationships such a

s p

roportionality

) is m

ore

important th

an calculating p

articular quantities.

Resolution o

f fo

rces s

hould b

e c

onfined to h

orizonta

l, v

ertical, o

r inclines o

f 30

or

45 degre

es. Resolution of perp

endicular

forc

es s

hould re

sult in a vecto

r at

roughly 3

0, 60 o

r 45 d

egre

es relative to o

ne o

f th

e “firs

t” v

ecto

rs.”

For

this subto

pic, it is not

expecte

d th

at

stu

dents

will analyze fo

rces in th

ree

dim

ensions o

r syste

ms w

ith changing m

ass.

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Physics 6

1

PHYSICS

Unit 8: Electromagnetic Waves

Big Idea (Core Concept):

Electrom

agnetic w

aves tra

nsfe

r energ

y a

nd info

rmation fro

m p

lace to p

lace

without a m

ate

rial m

edium

, and v

isible light is a

form

of electrom

agnetic

radiation. A

ll e

lectrom

agnetic w

aves m

ove a

t th

e speed o

f light.

Standard(s):

P4: F

orm

s o

f Energ

y a

nd E

nerg

y T

ransfo

rmations

Content Statement(s):

P4.6

: E

lectrom

agnetic W

aves

P4.6

x: E

lectrom

agnetic P

ropagation

P4.8

: W

ave B

ehavior-Reflection a

nd R

efraction

P4.8

x: W

ave B

ehavior —

Diffraction, In

terfere

nce, and R

efraction

P4.9

: N

atu

re o

f Light

Content Expectations: (Content Statement Clarification)

P4.6A: Id

entify

the d

iffe

rent re

gions o

n the e

lectrom

agnetic spectrum

and

com

pare

them

in term

s o

f wavelength

, frequency, and e

nerg

y.

Clarification: k

nowledge o

f re

lative w

avelength

s, frequencies a

nd e

nerg

ies is

required. M

em

orization o

f specific v

alues for th

ese q

uantities is n

ot called for by

this e

xpecta

tion. (For exam

ple, it’s m

ore

im

portant to

know that x-rays h

ave

much sm

aller wavelength

s, higher frequencies a

nd h

igher energ

ies than v

isible

light ra

ther th

an learn

ing the a

ctu

al values o

f th

ese q

uantities.)

P4.6B: Explain w

hy radio w

aves can tra

vel th

rough space, but sound w

aves

cannot.

Clarification: K

nowledge that sound w

aves n

eed a

medium

to tra

nsfe

r energ

y

and e

lectrom

agnetic w

aves (ra

dio w

aves) do n

ot is the e

xpecta

tion.

P4.6C: E

xplain w

hy there

is a

tim

e d

elay b

etw

een the tim

e w

e send a

radio

message to a

stronauts o

n the m

oon a

nd w

hen they receive it.

Clarification: N

one.

P4.6D: E

xplain w

hy w

e see a

dista

nt event befo

re w

e h

ear it (e.g

., lightn

ing

befo

re thunder, e

xploding firework

s b

efo

re the b

oom

).

Clarification: N

one.

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Physics 6

0

P4.8

W

ave B

ehavio

r-Reflection a

nd R

efraction T

he laws o

f re

flection

and refraction d

escribe the relationships b

etw

een incident and

reflecte

d/refracte

d w

aves.

P4.8

A

Dra

w ray d

iagra

ms to indicate

how light re

flects

off o

bje

cts

or

refracts

into

tra

nspare

nt m

edia.

P4.8

B

Pre

dict th

e p

ath

of re

flecte

d light from

flat, curv

ed, or ro

ugh

surfaces (e.g

., flat and curv

ed m

irro

rs, painte

d w

alls, paper).

P4.8

x

Wave B

ehavio

r —

Diffraction, In

terfere

nce, and R

efraction W

aves

can b

end a

round o

bje

cts

(diffraction). T

hey a

lso superim

pose o

n

each o

ther and continue their p

ropagation w

ithout a change in

their o

riginal pro

perties (inte

rfere

nce). W

hen refracte

d, light

follows a

defined p

ath

.

P4.8

e

Given a

n a

ngle o

f incidence a

nd indices o

f re

fraction o

f tw

o

mate

rials, calculate

the p

ath

of a light ra

y incident on the

boundary

(Snell’s Law).

P4.8

f Explain h

ow S

nell’s Law is u

sed to d

esign lenses (e.g

., e

ye

glasses, m

icro

scopes, te

lescopes, binoculars

).

P4.9

Natu

re o

f Lig

ht L

ight inte

racts

with m

atter by reflection,

absorp

tion, or transm

ission.

P4.9

A

Identify

the p

rinciple involved w

hen y

ou see a

tra

nspare

nt obje

ct

(e.g

., straw, a p

iece o

f glass) in a

clear liquid.

P4.9

B

Explain h

ow v

arious m

ate

rials reflect, a

bsorb

, or transm

it light in

diffe

rent ways.

P4.9

C

Explain w

hy the im

age o

f th

e S

un a

ppears

reddish a

t sunrise a

nd

sunset.

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Physics 3

3

Instructional Examples:

i.

Inquiry

CE: P

1.1

C, P1.1

h, P3.1

d, P3.2

A, P3.2

C, P3.4

B, P3.4

C

Have s

tudents

design a

n e

xperim

ent to

verify

Newto

n’s 2

nd L

aw. This is a

bigger

challenge than it sounds initially b

ecause they m

ust account fo

r all forc

es a

cting

on th

e obje

ct

of th

eir choice and th

en m

ust

dete

rmine wheth

er

the obje

ct

is

moving w

ith consta

nt speed o

r consta

nt accelera

tion.

ii.

Reflection

CE: P

1.2

k, P3.1

d, P3.3

A, P3.4

B

Describe som

e of

your

own specific pers

onal experiences where

friction was

helpfu

l and where

it was not

helpfu

l based on what

you were

trying to

accom

plish.

iii. Enrichm

ent

CE: P

1.1

C, P1.1

h, P3.4

B

Have stu

dents

design an experim

ent

to dete

rmine th

e fa

cto

rs th

at

affect

the

am

ount of friction b

etw

een v

arious surfaces.

iv.

Genera

l

CE: P

3.3

A

Have s

tudents d

escribe the reaction forc

e w

hen g

iven a

sente

nce d

escribing o

ne

obje

ct acting o

n a

noth

er

v.

Inte

rvention

CE: P

3.4

C

Have stu

dents

use a spring scale to

pull anoth

er

stu

dent on ro

ller

blades with

consta

nt

forc

e to

develop a kinesth

etic unders

tanding of

the re

lationship

betw

een consta

nt fo

rce a

nd consta

nt accelera

tion.

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Physics 3

4

Units by Content Expectation

PHYSICS

Unit 4: Momentum

Code

Content Expectation

P3.3

Newto

n’s T

hird L

aw W

henever one o

bje

ct exerts a

forc

e o

n

anoth

er obje

ct, a

forc

e e

qual in m

agnitude a

nd o

pposite in

direction is e

xerted b

ack o

n the first obje

ct.

P3.3

b

Pre

dict how the change in v

elocity o

f a sm

all m

ass com

pare

s to

the change in v

elocity o

f a larg

e m

ass w

hen the o

bje

cts

inte

ract

(e.g

., collide).

P3.3

c

Explain the recoil o

f a p

roje

ctile launcher in term

s o

f fo

rces a

nd

masses.

P3.3

d

Analyze w

hy seat belts m

ay b

e m

ore

im

portant in a

uto

s than in

buses.

P3.4

Forc

es a

nd A

ccele

ration T

he change o

f speed a

nd/o

r direction

(accelera

tion) of an o

bje

ct is p

roportional to

the n

et fo

rce a

nd

invers

ely p

roportional to

the m

ass o

f th

e o

bje

ct. T

he a

ccelera

tion

and n

et fo

rce a

re a

lways in the sam

e d

irection.

P3.4

f Calculate

the changes in v

elocity o

f a thro

wn o

r hit o

bje

ct during

and a

fter th

e tim

e it is a

cte

d o

n b

y the forc

e.

P3.4

g

Explain h

ow the tim

e o

f im

pact can a

ffect th

e n

et fo

rce (e.g

., a

ir

bags in cars

, catc

hing a

ball).

P3.5

x

Mom

entu

m A

moving o

bje

ct has a

quantity

of m

otion

(mom

entu

m) th

at depends o

n its

velocity a

nd m

ass. In

inte

ractions b

etw

een o

bje

cts

, th

e tota

l m

om

entu

m o

f th

e o

bje

cts

does n

ot change.

P3.5

a

Apply conserv

ation o

f m

om

entu

m to solve sim

ple collision

pro

blem

s.

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Units by Content Expectation

PHYSICS

Unit 8: Electromagnetic Waves

Code

Content Expectation

P4.6

Ele

ctrom

agnetic W

aves E

lectrom

agnetic w

aves (e.g

., radio,

micro

wave, infrare

d, visible light, u

ltra

violet, x

-ray) are

pro

duced

by changing the m

otion (accelera

tion) of charg

es o

r by changing

magnetic fields. Electrom

agnetic w

aves can tra

vel th

rough m

atter,

but th

ey d

o n

ot re

quire a

mate

rial m

edium

. (T

hat is, th

ey a

lso

travel th

rough e

mpty

space.) A

ll e

lectrom

agnetic w

aves m

ove in a

vacuum

at th

e speed o

f light. T

ypes o

f electrom

agnetic radiation

are

distinguished fro

m e

ach o

ther by their w

avelength

and e

nerg

y.

P4.6

A

Identify

the d

iffe

rent re

gions o

n the e

lectrom

agnetic spectrum

and

com

pare

them

in term

s o

f wavelength

, frequency, and e

nerg

y.

P4.6

B

Explain w

hy radio w

aves can tra

vel th

rough space, but sound

waves cannot.

P4.6

C

Explain w

hy there

is a

tim

e d

elay b

etw

een the tim

e w

e send a

radio m

essage to a

stronauts

on the m

oon a

nd w

hen they receive

it.

P4.6

D

Explain w

hy w

e see a

dista

nt event befo

re w

e h

ear it (e.g

.,

lightn

ing b

efo

re thunder, e

xploding firework

s b

efo

re the b

oom

).

P4.6

x

Ele

ctrom

agnetic P

ropagation M

odulate

d e

lectrom

agnetic w

aves

can tra

nsfe

r info

rmation fro

m o

ne p

lace to a

noth

er (e

.g.,

televisions, ra

dios, te

lephones, com

pute

rs a

nd o

ther info

rmation

technology d

evices). D

igital com

munication m

akes m

ore

efficient

use o

f th

e lim

ited e

lectrom

agnetic spectrum

, is m

ore

accura

te

than a

nalog tra

nsm

ission, and can b

e e

ncry

pte

d to p

rovide p

rivacy

and security

.

P4.6

e

Explain w

hy a

nte

nnas a

re n

eeded for ra

dio, te

levision, and cell

phone tra

nsm

ission a

nd reception.

P4.6

f Explain h

ow radio w

aves a

re m

odified to send info

rmation in radio

and television p

rogra

ms, ra

dio-c

ontrol cars

, cell p

hone

convers

ations, and G

PS syste

ms.

P4.6

g

Explain h

ow d

iffe

rent electrom

agnetic signals (e.g

., radio sta

tion

bro

adcasts

or cell p

hone convers

ations) can take p

lace w

ithout

inte

rfering w

ith e

ach o

ther.

P4.6

h

Explain the relationship b

etw

een the fre

quency o

f an

electrom

agnetic w

ave a

nd its

technological uses.

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Physics 5

8

v. Inte

rvention

CE: P4.4

C, P4.5

B, P4.5

C

1. T

ransvers

e W

ave S

tudent Dem

o: S

tudents

line u

p s

ingle file h

olding h

ands.

First

stu

dent

raises th

e hand th

at

is jo

ined with th

e next

stu

dent. This

repre

sents

a tra

nsvers

e p

article v

ibra

ting. T

he e

nerg

y is tra

nsfe

rred to the n

ext

stu

dent and s

o forth d

own the line, until th

e e

nerg

y reaches the e

nd, but notice

the p

articles sta

yed in the sam

e p

lace.

2.

Longitudin

al W

ave Stu

dent

Dem

o:

Stu

dents

line up shoulder

to shoulder.

First

stu

dent

moves back and fo

rth causing adjo

ining stu

dent

to do th

e sam

e

and th

e vibra

tion continues down th

e line until last

stu

dent

receives energ

y.

Again, particles sta

y fixed, but vibra

tion (energ

y) is tra

nsfe

rred.

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Physics 3

5

PHYSICS

Unit 4: Momentum

Big Idea (Core Concept):

Inte

raction b

etw

een o

bje

cts p

roduces p

redicta

ble m

otion. T

he p

roduct of m

ass

tim

es v

elocity is conserv

ed in a

ny inte

raction.

Standard:

P3: F

orc

es a

nd M

otion

Content Statement(s):

P3.3

: N

ewto

n’s T

hird Law

P3.4

: F

orc

es a

nd A

ccelera

tion

P3.5

x: M

om

entu

m

Content Expectations: (Content Statement Clarification)

P3.3b:

Pre

dict

how th

e change in velocity of

a sm

all m

ass com

pare

s to

th

e

change in v

elocity o

f a larg

e m

ass w

hen the o

bje

cts inte

ract (e

.g., collide).

Clarification:

Exclude m

om

entu

m in tw

o dim

ensions.

Stu

dents

having a

qualita

tive o

r sem

i-quantita

tive unders

tanding (e.g

., m

ath

em

atical re

lationships

such a

s p

roportionality

) is m

ore

im

portant th

an calculating p

articular quantities.

P3.3c: E

xplain the recoil o

f a p

roje

ctile launcher in term

s o

f fo

rces a

nd m

asses.

Clarification:

Explanation should include applications Newto

n’s Third Law fo

r fo

rces a

nd N

ewto

n’s S

econd Law for m

asses.

P3.3d: A

nalyze w

hy seat belts m

ay b

e m

ore

im

portant in a

uto

s than in b

uses.

Clarification: None

P3.4f: Calculate

th

e changes in velocity of a th

rown or

hit obje

ct

during and

after th

e tim

e it is a

cte

d o

n b

y the forc

e.

Clarification:

Apply th

e re

lationship betw

een variables described in Newto

n’s

Second Law, F

net = m

a, with a

ccelera

tion e

qual to

∆v/∆

t.

P3.4g: E

xplain h

ow the tim

e o

f im

pact can a

ffect th

e n

et fo

rce (e.g

., a

ir b

ags in

cars

, catc

hing a

ball).

Clarification:

Explanation

uses

the

relationships

described

in

the

P3.4

f

clarification.

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Physics 3

6

P3.5a: A

pply conserv

ation o

f m

om

entu

m to solve sim

ple collision p

roblem

s.

Clarification: Exclude m

om

entu

m a

nd collisions in two d

imensions.

Vocabulary

Accelera

tion

Avera

ge v

elocity

Change in v

elocity

Collision

Fnet=

ma

Invers

ely p

roportional

Law o

f Conserv

ation o

f Mom

entu

m

Mass

Mom

entu

m

Net Forc

e

Newto

n’s S

econd Law

Newto

n’s T

hird Law

Pro

jectile

Pro

portional

Vecto

r Velocity

Real World Context:

Collisions are

of

two m

ain ty

pes elastic and inelastic in which m

om

entu

m is

alw

ays conserv

ed. T

hey a

re d

iffe

rentiate

d b

y the convers

ion o

f kinetic e

nerg

y in

the inelastic collisions to o

ther ty

pes o

f energ

y such a

s h

eat, sound, defo

rmation

(work

).

In p

erfectly inelastic c

ollisions the o

bje

cts

stick togeth

er and tra

vel as

one m

ass.

The form

ula u

sed in N

ewto

n’s S

econd L

aw (F=m

a) is com

monly d

erived fro

m h

is

original

relationship betw

een fo

rce,

mass and changing velocity during an

inte

raction: F

∆t = m

∆v. T

his is c

om

monly refe

rred to in h

igh s

chool te

xtb

ooks

as th

e im

pulse given to

an obje

ct

(F∆t) th

at

causes a change in th

e obje

ct’s

mom

entu

m (p). Form

ula for change in m

om

entu

m (∆p =

m∆v).

There

are

num

ero

us exam

ples of how tim

e of im

pact

affects

th

e fo

rce on an

obje

ct in s

ports. F

or exam

ple, “following th

rough”

with a

swing length

ens the

tim

e o

f im

pact of th

e forc

e resulting in a

larg

er change in v

elocity o

f a m

ass a

nd

“rolling w

ith the p

unch” in b

oxing lessens the forc

e b

y incre

asing the tim

e that

velocity is changed o

n the b

oxer.

Tossing a

n e

gg into

a sheet or blanket illustrate

s h

ow forc

e can b

e m

inim

ized b

y

incre

asing the tim

e facto

r fo

r th

e e

gg, th

ere

fore

making the a

ccelera

tion less o

n

the m

ass. Contrast th

e thro

wing o

f th

e e

gg into

a s

heet with thro

wing the e

gg

with a

sim

ilar initial velocity into

a b

rick w

all.

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Physics 5

7

Analyze

gra

phs

of

waves

to

make

quantita

tive

measure

ments

of

wave

pro

perties: frequency, am

plitu

de, wavelength

, and speed.

Make w

ave d

iagra

ms (sketc

hes) showing the result o

f tw

o w

aves inte

rfering w

ith

each o

ther. Sketc

h a

n insta

nce in w

hich the a

mplitu

des c

ancel and a

n insta

nce

in w

hich the a

mplitu

des a

dd.

Use a

dem

onstration spring a

s a

model of a tra

nsvers

e w

ave.

Use a

wave table o

r aquarium

to show h

ow a

bobber does n

ot m

ove in the sam

e

direction a

s the flow o

f energ

y o

f th

e w

ate

r wave.

Units o

f wavelength

: m

ete

rs (m

), n

anom

ete

rs (nm

) Units o

f frequency: h

ertz (Hz) and m

egahertz (MHz)

Units o

f tim

e: h

ours

, m

inute

s, seconds

Instructional Examples:

i. In

quiry

CE: P

1.1

C, P4.4

A

Design a

n e

xperim

ent th

at dete

rmines the speed o

f sound in a

ir.

ii. R

eflection

CE: P

1.2

j, P

1.2

k, P4.4

C, P4.5

D

Relate

th

e pro

perties of

waves (s

peed,

frequency,

and wavelength

) to

th

e

meth

ods o

f earthquake d

ete

ction. H

ow a

re the d

ete

ction m

eth

ods b

ased o

r not

based on th

ese pro

perties? How have m

eth

ods im

pro

ved over

tim

e as our

knowledge b

ase h

as g

rown?

iii. Enrichm

ent

CE: P

4.8

d

Stu

dy the e

ffects

of inte

rfere

nce d

ue to thin film

inte

rfere

nce a

s found in s

oap

bubbles a

nd o

n a

rain slicked o

ily d

riveway.

iv. G

enera

l CE: P4.4

A, P4.4

C, P4.8

c

Using a slinky spring and a wave dem

onstration spring,

stu

dents

genera

te

transvers

e and longitudinal waves. Com

pare

and contrast

the am

plitu

de, th

e

speed of

the wave in both

m

edium

s,

and how frequency affects

wavelength

.

Additionally,

stu

dents

genera

te waves from

each end to

investigate

what

happens w

hen they m

eet.

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Physics 5

6

Real World Context

A d

em

onstration s

pring o

r slinky is h

elpfu

l to

stu

dy the p

roperties o

f waves. It is

helpfu

l to

relate

work

done to p

roduce the w

ave to the e

nerg

y g

iven to the w

ave.

For

exam

ple,

applyin

g a fo

rce and m

oving th

e spring tw

ice th

e dista

nce gives

more

am

plitu

de and th

ere

fore

m

ore

energ

y to

th

e waves.

Changing th

e

frequency and its affect

on wavelength

can be visualized.

W

ave inte

rfere

nce

should b

e d

em

onstrate

d w

ith the s

pring o

r slinky. A

slinky c

an b

e u

sed to s

how

both

transvers

e and longitudinal waves, and to

show how th

e speed of a wave

changes in a

diffe

rent m

edium

.

Wave tanks o

r ripple tanks o

r wave tables can a

lso b

e u

sed to show the p

roperties

of waves. T

he fishing b

obber expecta

tion can b

e a

ddre

ssed u

sing these tools.

A re

cent

exam

ple of

wave energ

y transfe

r is th

e Asian Tsunam

i in th

e In

dian

Ocean. U

se this a

s a

n e

xam

ple o

f th

e tra

nsfe

r of energ

y v

ia w

aves fro

m d

eep in

the o

cean to the c

oastline o

f a c

ontinent, a

nd h

ow the e

nerg

y is tra

nsfe

rred n

ot

the m

edium

. In

tern

et sourc

e:

A Nova pro

gra

m about th

e physics of th

e Asian

Tsunam

i,W

ave T

hat Shook the W

orld, h

ttp:/

/www.p

bs.o

rg/w

gbh/n

ova/tsunam

i/.

Discuss th

e diffe

rence in sound transfe

r in solids, liquids and gases (tra

nsfe

r of

energ

y b

y longitudinal waves in d

iffe

rent m

edium

s). Discuss the rationale in o

ld

weste

rn m

ovies in which th

e “tra

cker” fo

r th

e posse uses th

e g

round to

te

ll th

e

location o

f th

e “outlaws”.

Inte

rfere

nce o

f waves involves a

dditive a

mplitu

des (

constructive inte

rfere

nce)

or

subtractive am

plitu

des (d

estructive inte

rfere

nce). This can be dem

onstrate

d

easily w

ith a

spring o

r string. It can a

lso b

e d

em

onstrate

d w

ith a

wave tank, tw

o

sound speakers

at th

e sam

e fre

quency o

r with laser light th

rough d

ouble slits

.

A discussion of th

e direction of particle vibra

tion vers

us th

e transfe

r of energ

y

when describing wave pro

perties is appro

priate

. For

exam

ple,

the transvers

e

wave p

articles a

nd the d

irection o

f energ

y flow h

ave a

perp

endicular re

lationship

and the com

pre

ssion w

ave h

as a

para

llel one.

A discussion of th

e lack of sound in space due to

th

e absence of a m

edium

to

transfe

r th

e e

nerg

y w

ould b

e a

ppro

priate

.

Instruments, Measurement, and Representations

Sketc

hes of

the tw

o ty

pes of

waves (tra

nsvers

e and longitudinal) with th

e

wavelength

and a

mplitu

de labeled s

hould b

e m

ade. Include a

rrows s

howing the

vibra

tion o

f th

e p

articles a

nd a

rrows showing the d

irection o

f energ

y tra

nsfe

r.

Use lists

or flow charts o

f th

e tra

nsfe

r of energ

y fro

m the sourc

e to the receiver in

a syste

m.

Use th

e wave fo

rmula (v

= λf) to

m

ake quantita

tive m

easure

ments

of

wave

pro

perties: fre

quency, wavelength

, and speed.

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Physics 3

7

Instruments, Measurement, and Representations:

Forc

e is m

easure

d in N

ewto

ns, m

ass in k

ilogra

ms, length

in m

ete

rs, and tim

e in

seconds.

Use the v

elocity a

nd a

ccelera

tion a

s m

eans o

f describing the m

otion o

f obje

cts

as a

result o

f an inte

raction.

Use a

vera

ge v

elocity a

s “a v

ecto

r including m

agnitude a

nd d

irection”.

Dra

w fo

rce diagra

ms on each of tw

o inte

racting obje

cts

; fo

rce diagra

ms with

relative m

agnitudes can b

e u

sed to com

pare

the forc

es a

cting o

n e

ach obje

ct

of

the p

air.

Illustrate

conserv

ation of

mom

entu

m befo

re and after

a collision with vecto

r

diagra

ms o

f th

e m

om

entu

m (m

v). Show h

ow this relate

s to the v

elocities o

f th

e

obje

cts

befo

re a

nd a

fter th

e collision.

Use a=F

net/m

to

pre

dict or

com

pare

accelera

tions or

masses of obje

cts

, or

the

net fo

rce a

cting o

n o

bje

cts

Apply conserv

ation of

mom

entu

m (w

here

m

om

entu

m (p

) =m

v)

to pre

dict

relative m

otions or

relative m

asses of tw

o inte

racting obje

cts

along a straight

line.

Com

plete

calculations involving the form

ula F

net=

m(∆

v/∆

t).

Instructional Examples:

i.

Inquiry

CE: P

1.1

h, P3.3

c, P3.4

f, P

3.4

g

Design an experim

ent

that

would investigate

th

e fa

cto

rs th

at

affect

the

mom

entu

m o

f an a

ir p

owere

d p

roje

ctile.

ii.

Reflection

CE: P

1.2

j

Tra

ce the d

evelopm

ent of cra

sh p

rote

ction d

evices in a

uto

mobiles. T

his includes

driver, passenger

and side of

the vehicle air bags;

bum

per

design;

etc

.

Investigate

how th

ese safe

ty devices have affecte

d or

dete

rmined th

e design

para

mete

rs o

f th

e a

uto

mobile.

iii. Enrichm

ent

CE: P

1.2

k, P3.4

g, P3.5

a

Apply th

e principles of conserv

ation of m

om

entu

m and Newto

n’s Laws as th

ey

relate

to m

oto

r vehicle a

ccident re

construction.

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Physics 3

8

iv. Genera

l:

CE: P3.4

f, P

3.4

g

List

five or

more

sports th

at

use th

e concepts

fo

und in conserv

ation of

mom

entu

m and Newto

n’s Second Law.

Deta

il specific exam

ples of

how th

e

sport is o

ptim

ized u

sing these p

hysics p

rinciples.

v.

Inte

rvention:

CE: P

3.5

a

Use the “Newto

n’s C

radle” device (5 m

eta

l balls o

f equal m

ass h

anging a

dja

cent

to each oth

er

by equal

length

strings)

visually illustrate

m

om

entu

m and

conserv

ation o

f m

om

entu

m.

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Physics 5

5

P4.8c:

Describe how tw

o wave pulses pro

pagate

d from

opposite ends of

a

dem

onstration spring inte

ract as they m

eet.

Clarification: W

ave inte

rfere

nce s

hould b

e u

sed d

escribe w

hat happens to the

individual

wave am

plitu

des when 2 waves of

the sam

e ty

pe (tra

nsvers

e or

com

pre

ssion) occupy the sam

e space a

t th

e sam

e tim

e.

P4.8d: List and analyze every

day exam

ples th

at dem

onstrate

the inte

rfere

nce

chara

cte

ristics o

f waves (e.g

., d

ead spots

in a

n a

uditorium

, whispering g

alleries,

colors

in a

CD, beetle w

ings).

Clarification: N

one.

Vocabulary

Com

pre

ssion (longitudinal) w

ave

Dem

onstration spring

Diffraction

Electrom

agnetic w

ave

Fre

quency

Hertz

Inte

rfere

nce

Invers

e square

law

Invers

ely P

roportional

Mechanical wave

Point sourc

e

Pro

portional

Refraction

Seism

ic w

ave

Sound w

ave

Superim

pose

Tra

nsporting m

atter and/o

r energ

y

Tra

nsvers

e w

ave

Vibra

tions

Wate

r wave

Wave a

mplitu

de

Wave m

edium

Wave p

ropagation

Wave p

ulse

Wave sourc

e

Wave speed

Wave v

elocity

Wavelength

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Physics 5

4

P4.4e:

Calcula

te

the

am

ount

of

energ

y

transfe

rred

by

transvers

e

or

com

pre

ssion waves of

diffe

rent

am

plitu

des and frequencies (e

.g., seism

ic

waves).

Clarification: T

he e

xpecta

tion is to c

om

pare

the e

nerg

y tra

nsfe

rred b

y w

aves

of

diffe

rent

am

plitu

des

and

frequencies,

not

to

calcula

te.

A

num

erical

com

parison can be done using th

e concept

given in th

e conte

nt

sta

tem

ent

“energ

y tra

nsfe

rred b

y a

wave is p

roportional to

the s

quare

of th

e a

mplitu

de o

f

vibra

tion a

nd its

fre

quency”.

P4.5A:

Identify

every

day exam

ples of

energ

y transfe

r by waves and th

eir

sourc

es.

Clarification: E

xam

ples include light energ

y fro

m the s

un resulting in therm

al

energ

y of th

e Earth surfaces th

at re

sults in wind, ocean currents

and sto

rms;

seism

ic w

aves in the o

cean c

reating w

ate

r waves o

r ts

unam

is o

n the s

hore

line

causing

motion

(destruction

of

coasta

l com

munities);

and

television

com

munication involving ra

dio waves,

sound energ

y,

light

energ

y,

electrical

energ

y, heat energ

y.

P4.5B: Explain w

hy a

n o

bje

ct (e

.g., fishing b

obber) d

oes n

ot m

ove forw

ard

as a

wave p

asses u

nder it.

Clarification: N

one.

P4.5C: Pro

vide e

vidence to s

upport the c

laim

that sound is e

nerg

y tra

nsfe

rred

by a

wave, not energ

y tra

nsfe

rred b

y p

articles.

Clarification:

The inte

nt

of th

e expecta

tion is to

instruct

that

sound waves

involve a

tra

nsfe

r of energ

y v

ia the p

article

s o

f th

e m

ediu

m a

nd that it is n

ot th

e

actu

al

particles th

at

are

being transfe

rred.

(S

ee conte

nt

sta

tem

ent

P4.5

, “W

aves tra

nsfe

r energ

y fro

m o

ne p

lace to a

noth

er without transfe

rring m

ass”)

Sound waves are

pre

ssure

waves due to

particles m

oving closer

and fa

rther

apart a

s a

“wave”

and in the p

rocess, fa

cilitating the tra

nsfe

r energ

y fro

m the

sourc

e to the receiver. It is n

ot th

e p

article

s that are

tra

nsfe

rred, but th

e w

ave

(energ

y).

P4.5D:

Explain how waves pro

pagate

from

vibra

ting sourc

es and why th

e

inte

nsity d

ecre

ases w

ith the square

of th

e d

ista

nce fro

m a

point sourc

e.

Clarification: T

his sta

tem

ent does n

ot call for calculations, but fo

r a q

ualita

tive

explanation o

f th

e d

ecre

ase in inte

nsity w

ith d

ista

nce.

P4.5E: E

xplain w

hy e

very

one in a

classro

om

can h

ear one p

ers

on speaking, but

why an am

plification syste

m is often used in th

e re

ar

of

a larg

e concert

auditorium

. Clarification: T

his is a

n a

pplication o

f conte

nt expecta

tion P

4.5

D.

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Physics 3

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Units by Content Expectation

PHYSICS

Unit 5: Periodic Motion

Code

Content Expectation

P2.1

Positio

n-T

ime An o

bje

ct’s p

osition can b

e m

easure

d a

nd g

raphed

as a

function o

f tim

e. An o

bje

ct’s speed can b

e calculate

d a

nd

gra

phed a

s a

function o

f tim

e.

P2.1

E

Describe a

nd classify v

arious m

otions in a

plane a

s o

ne

dim

ensional, two d

imensional, circular, o

r periodic.

P2.1

F

Distinguish b

etw

een rota

tion a

nd revolution a

nd d

escribe a

nd

contrast th

e two speeds o

f an o

bje

ct like the E

arth.

P2.1

h

Identify

the changes in speed a

nd d

irection in e

very

day e

xam

ples

of circular (rota

tion a

nd revolution), p

eriodic, and p

roje

ctile

motions.

P2.2

Velo

city-T

ime T

he m

otion o

f an o

bje

ct can b

e d

escribed b

y its

position a

nd v

elocity a

s functions o

f tim

e a

nd b

y its

avera

ge speed

and a

vera

ge a

ccelera

tion d

uring inte

rvals o

f tim

e.

P2.2

D

Sta

te that uniform

circular m

otion involves a

ccelera

tion w

ithout a

change in speed.

P2.2

f Describe the relationship b

etw

een changes in p

osition, velocity,

and a

ccelera

tion d

uring p

eriodic m

otion.

P3.4

Forc

es a

nd A

ccele

ration T

he change o

f speed a

nd/o

r direction

(accelera

tion) of an o

bje

ct is p

roportional to

the n

et fo

rce a

nd

invers

ely p

roportional to

the m

ass o

f th

e o

bje

ct. T

he a

ccelera

tion

and n

et fo

rce a

re a

lways in the sam

e d

irection.

P3.4

D

Identify

the forc

e(s

) acting o

n o

bje

cts

moving w

ith u

niform

circular m

otion (e.g

., a

car on a

circular track, sate

llites in o

rbit).

P3.6

Gra

vitational In

tera

ctions G

ravitation is a

n a

ttra

ctive forc

e that a

mass e

xerts o

n e

very

oth

er m

ass. The strength

of th

e

gra

vitational fo

rce b

etw

een two m

asses is p

roportional to

the

masses a

nd invers

ely p

roportional to

the square

of th

e d

ista

nce

betw

een them

.

P3.6

A

Explain e

arth-m

oon inte

ractions (orb

ital m

otion) in term

s o

f

forc

es.

P3.6

B

Pre

dict how the g

ravitational fo

rce b

etw

een o

bje

cts

changes w

hen

the d

ista

nce b

etw

een them

changes.

P3.6

d

Calculate

forc

e, m

asses, or dista

nce, given a

ny thre

e o

f th

ese

quantities, by a

pplying the Law o

f Univers

al Gra

vitation, given the

value o

f G.

P3.6

e

Dra

w a

rrows (vecto

rs) to

repre

sent how the d

irection a

nd

magnitude o

f a forc

e changes o

n a

n o

bje

ct in a

n e

lliptical orb

it.

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Physics 4

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PHYSICS

Unit 5: Periodic Motion

Big Idea (Core Concept):

Periodic m

otion is th

e cyclic,

repeating m

otion of an obje

ct

moving back and

forth a

long a

straight line o

r in a

cyclic type o

f m

otion.

Standard(s):

P2: Motion o

f Obje

cts

P3: Forc

es a

nd M

otion

Content Statement(s):

P2.1

: P

osition-T

ime

P2.2

: V

elocity-T

ime

P3.4

: F

orc

es a

nd A

ccelera

tion

P3.6

: G

ravitational In

tera

ctions

Content Expectations: (Content Statement Clarification)

P2.1E:

Describe and classify various m

otions in a plane as one dim

ensional,

two d

imensional, circular, o

r periodic.

Clarification: N

one

P2.1F:

Distinguish betw

een ro

tation and re

volution and describe and contrast

the two speeds o

f an o

bje

ct like the E

arth.

Clarification:

Exam

ples include th

e earth ro

tating on its axis and re

volving

aro

und the sun.

P2.1h:

Identify

th

e changes in speed and direction in every

day exam

ples of

circular (rota

tion a

nd revolution), p

eriodic, and p

roje

ctile m

otions.

Clarification:

Circular exam

ples include a

car tu

rning a

curv

e o

n a

horizonta

l

road, th

e e

arth rota

ting o

n its

axis a

nd revolving a

round the s

un, a c

hild o

n a

m

erry-g

o-round. P

eriodic e

xam

ples include the p

endulum

of a clock a

nd a

wave

on a

string. P

roje

ctile m

otions include the s

hooting o

f a c

annon a

nd the h

itting

of a b

aseball. Independence o

f horizonta

l and v

ertical m

otion for pro

jectiles w

ill

be e

xcluded.

P2.2D:

Sta

te th

at

uniform

circular

motion involves accelera

tion without

a

change in speed.

Clarification:

Obje

cts

in

uniform

circular

motion

experience

consta

nt

accelera

tion toward

the cente

r of th

e circular path

.

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Physics 5

3

PHYSICS

Unit 7: Mechanical Waves

Big Idea (Core Concept)

:

Mechanical waves a

re v

ibra

tions in a

medium

that m

ove fro

m sourc

e to receiver,

conveying e

nerg

y.

Standard:

P4: F

orm

s o

f Energ

y a

nd E

nerg

y T

ransfo

rmations

Content Statement(s):

P4.4

: W

ave chara

cte

ristics.

P4.4

x: W

ave C

hara

cte

ristics-C

alculations.

P4.5

: M

echanical W

ave P

ropagation.

P4.8

x: W

ave B

ehavior—

Diffraction, In

terfere

nce, and R

efraction

Content Expectations: (Content Statement Clarification)

P4.4A: Describe specific m

echanical waves (e.g

., o

n a

dem

onstration spring, on

the o

cean) in term

s o

f wavelength

, am

plitu

de, frequency, and speed.

Clarification: N

one.

P4.4B:

Identify

every

day

exam

ples

of

transvers

e

and

com

pre

ssion

(longitudinal) w

aves.

Clarification:

Exam

ples of

transvers

e waves:

wate

r waves,

dem

onstration

spring w

aves, seism

ic w

aves (S-w

ave). Exam

ples o

f com

pre

ssion w

aves: sound

waves a

nd seism

ic w

aves (P-w

ave).

P4.4C: C

om

pare

and contrast transvers

e a

nd com

pre

ssion (longitudinal) w

aves

in term

s o

f wavelength

, am

plitu

de, and fre

quency.

Clarification: C

ontrast and c

om

parisons b

etw

een tra

nsvers

e a

nd c

om

pre

ssion

(longitudinal) w

aves is N

OT e

xpecte

d. Com

paring a

nd contrasting d

iffe

rent ty

pes

of

transvers

e

waves

and

com

paring

and

contrasting

diffe

rent

types

of

com

pre

ssional waves is the e

xpecta

tion for th

is sta

tem

ent.

P4.4d:

Dem

onstrate

th

at

frequency and wavelength

of

a wave are

invers

ely

pro

portional in a

given m

edium

.

Clarification: N

one.

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Physics 5

2

P4.8

x

Wave B

ehavio

r —

Diffraction, In

terfere

nce, and R

efraction W

aves

can b

end a

round o

bje

cts

(diffraction). T

hey a

lso superim

pose o

n

each o

ther and continue their p

ropagation w

ithout a change in

their o

riginal pro

perties (inte

rfere

nce). W

hen refracte

d, light

follows a

defined p

ath

.

P4.8

c

Describe h

ow two w

ave p

ulses p

ropagate

d fro

m o

pposite e

nds o

f a

dem

onstration spring inte

ract as they m

eet.

P4.8

d

List and a

nalyze e

very

day e

xam

ples that dem

onstrate

the

inte

rfere

nce chara

cte

ristics o

f waves (e.g

., d

ead spots

in a

n

auditorium

, whispering g

alleries, colors

in a

CD, beetle w

ings).

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Physics 4

1

P2.2f: Describe th

e re

lationship betw

een changes in position,

velocity,

and

accelera

tion d

uring p

eriodic m

otion.

Clarification: N

one.

P3.4D:

Identify

th

e fo

rce(s

) acting on obje

cts

m

oving with uniform

circular

motion (e.g

., a

car on a

circular track, sate

llites in o

rbit).

Clarification: O

bje

cts

in u

niform

circular m

otion e

xperience a

net fo

rce toward

the c

ente

r of th

e c

ircular path

. T

he m

agnitude o

f th

is forc

e is c

onsta

nt during

uniform

circular m

otion.

P3.6A: Explain e

arth-m

oon inte

ractions (orb

ital m

otion) in term

s o

f fo

rces.

Clarification: T

he o

rbit o

f th

e m

oon a

bout th

e e

arth is n

early circular and m

ay

be a

ppro

xim

ate

d a

s c

ircular m

otion in this c

onte

xt. The forc

e that accounts

for

the circular m

otion is the forc

e o

f gra

vitational attra

ction b

etw

een the m

asses.

P3.6B: Pre

dict how th

e gra

vitational fo

rce betw

een obje

cts

changes when th

e

dista

nce b

etw

een them

changes.

Clarification:

The gra

vitational fo

rce is an “invers

e r-square

d”

forc

e.

This

means th

at

the fo

rce of

gra

vity betw

een tw

o obje

cts dim

inishes such th

at

doubling the d

ista

nce results in o

ne-forth the o

riginal fo

rce, tripling the d

ista

nce

results in one-n

inth

th

e original fo

rce and so on.

Unders

tanding th

is basic

relationship is m

ore

vital th

an b

eing a

ble to u

se the e

quation.

P3.6d: Calculate

forc

e, m

asses, or dista

nce, given a

ny thre

e o

f th

ese q

uantities,

by a

pplying the Law o

f Univers

al Gra

vitation, given the v

alue o

f G.

Clarification: N

one.

P3.6e: Dra

w a

rrows (vecto

rs) to

repre

sent how the d

irection a

nd m

agnitude o

f

a forc

e changes o

n a

n o

bje

ct in a

n e

lliptical orb

it.

Clarification: N

one.

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Physics 4

2

Vocabulary

Accelera

tion

Avera

ge a

ccelera

tion

Avera

ge speed

Circular m

otion

Direction

Elliptical orb

it

Forc

e

Gra

vitation

Invers

e S

quare

Law

Law o

f Univers

al Gra

vitation

Magnitude

Mass

Motion

Net fo

rce

Orb

ital m

otion

Periodic m

otion

Position

Pro

jectile

Revolution

Rota

tion

Speed

Tim

e

Uniform

circular m

otion

Vecto

r Velocity

Real World Context

Unders

tanding the ideal m

otion o

f a s

imple h

arm

onic o

scillato

r pro

vides a

basis

for

unders

tanding m

ore

com

plex vibra

tory

m

otion such as th

e vibra

tion of

a

piano s

tring, th

e v

ibra

tion o

f th

e p

rongs o

f a tuning fork

, th

e v

ibra

tion o

f a tall

building during an earthquake,

the vibra

tion of

a speaker

mem

bra

ne as it

pro

duces

sound,

the

oscillation

of

altern

ating

household

current,

etc

.

Unders

tanding th

is ty

pe of periodic m

otion opens th

e door

to unders

tanding a

wide v

ariety

of dispara

te p

henom

ena.

Uniform

circular m

otion o

ccurs

all a

round u

s. T

he m

otion o

f a m

erry-g

o-round,

a c

ar ta

king a

curv

e, th

e o

rbit o

f a p

lanet (m

ost are

nearly c

ircular), th

e turn

ing

of a cra

nk shaft, th

e rota

tion o

f a sto

rm cell e

tc., a

ll require a

n u

nders

tanding o

f th

e b

asic ideas o

f centripeta

l fo

rce a

nd c

entripeta

l accelera

tion. U

nders

tanding

these concepts

allows a

n u

nders

tanding o

f a w

ide range o

f phenom

ena.

The fo

rce of

gra

vity changes with th

e square

of

the dista

nce betw

een th

e

obje

cts

. This m

eans th

at

if th

e dista

nce betw

een tw

o obje

cts

is doubled

(multiplied b

y 2

), the forc

e b

etw

een the o

bje

cts

is o

ne q

uarter (d

ivided b

y 2

2) of

its o

riginal value. If th

e d

ista

nce b

etw

een two o

bje

cts

is tripled (

multiplied b

y

3), the forc

e b

etw

een them

is o

ne-n

inth

(divided b

y 3

2) its o

riginal value.

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Physics 5

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Units by Content Expectation

PHYSICS

Unit 7: Mechanical Waves

Code

Content Expectation

P4.4

W

ave C

hara

cte

ristics W

aves (m

echanical and e

lectrom

agnetic) are

described b

y their w

avelength

, am

plitu

de, frequency, and speed.

P4.4

A

Describe specific m

echanical waves (e.g

., o

n a

dem

onstration

spring, on the o

cean) in term

s o

f wavelength

, am

plitu

de,

frequency, and speed.

P4.4

B

Identify

every

day e

xam

ples o

f transvers

e a

nd com

pre

ssion

(longitudinal) w

aves.

P4.4

C

Com

pare

and contrast transvers

e a

nd com

pre

ssion (longitudinal)

waves in term

s o

f wavelength

, am

plitu

de, and fre

quency.

P4.4

x

Wave C

hara

cte

ristics-C

alcula

tions W

ave v

elocity, wavelength

, and

frequency a

re relate

d b

y v

= lf. T

he e

nerg

y tra

nsfe

rred b

y a

wave

is p

roportional to

the square

of th

e a

mplitu

de o

f vibra

tion a

nd its

frequency.

P4.4

d

Dem

onstrate

that frequency a

nd w

avelength

of a w

ave a

re

invers

ely p

roportional in a

given m

edium

.

P4.4

e

Calculate

the a

mount of energ

y tra

nsfe

rred b

y tra

nsvers

e o

r

com

pre

ssion w

aves o

f diffe

rent am

plitu

des a

nd fre

quencies (e.g

.,

seism

ic w

aves).

P4.5

M

echanical W

ave P

ropagation V

ibra

tions in m

atter initiate

m

echanical waves (e.g

., w

ate

r waves, sound w

aves, seism

ic

waves), w

hich m

ay p

ropagate

in a

ll d

irections a

nd d

ecre

ase in

inte

nsity in p

roportion to the d

ista

nce square

d for a p

oint sourc

e.

Waves tra

nsfe

r energ

y fro

m o

ne p

lace to a

noth

er without

transfe

rring m

ass.

P4.5

A

Identify

every

day e

xam

ples o

f energ

y tra

nsfe

r by w

aves a

nd their

sourc

es.

P4.5

B

Explain w

hy a

n o

bje

ct (e

.g., fishing b

obber) d

oes n

ot m

ove

forw

ard

as a

wave p

asses u

nder it.

P4.5

C

Pro

vide e

vidence to support the claim

that sound is e

nerg

y

transfe

rred b

y a

wave, not energ

y tra

nsfe

rred b

y p

articles.

P4.5

D

Explain h

ow w

aves p

ropagate

fro

m v

ibra

ting sourc

es a

nd w

hy the

inte

nsity d

ecre

ases w

ith the square

of th

e d

ista

nce fro

m a

point

sourc

e.

P4.5

E

Explain w

hy e

very

one in a

classro

om

can h

ear one p

ers

on

speaking, but why a

n a

mplification syste

m is o

ften u

sed in the

rear of a larg

e concert a

uditorium

.

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Physics 5

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Instruments, Measurement, and Representations

Measure

s o

f tim

e: hours

, m

inute

s, seconds

Measure

s o

f dista

nce: cm

, m

, km

Measure

s o

f fo

rce a

nd w

eight: N

ewto

ns

Measure

s o

f m

ass: kg, gra

ms

Measure

s o

f energ

y: jo

ules

All m

easure

ments

of

gra

vitational pote

ntial energ

ies are

based on an obje

ct-

earth syste

m.

Math

em

atical re

asoning a

nd repre

senta

tions:

• Qualita

tive com

parisons of changes in pote

ntial energ

y with corresponding

changes in k

inetic e

nerg

y

• Calculations o

f gra

vitational pote

ntial energ

y (GPE) of an o

bje

ct very

close to

Earth’s s

urface a

nd the c

hange in G

PE w

hen the d

ista

nce o

f th

e o

bje

ct from

Earth’s surface is incre

ased (GPE=m

g∆h)

• Calculations of

kinetic energ

y and speed of

a fa

lling obje

ct

very

close to

Earth’s surface a

s the o

bje

ct’s G

PE d

ecre

ases (m

g∆h+∆ ½

mv

2=0)

Instructional Examples:

i. In

quiry

CE: P

1.1

C, P1.1

h, P4.3

e, P4.3

f

Design an experim

ent

to dete

rmine th

e changes in th

e kinetic and pote

ntial

energ

y o

f a b

ouncing b

all b

efo

re a

nd a

fter each b

ounce.

ii. R

eflection

CE: P

1.2

k, P4.3

A, P4.3

C

Discuss the reason w

hy lowering the speed lim

it saves e

nerg

y

iii. Enrichm

ent

CE: P

4.3

d, P4.3

e, P4.3

f

Calculate

the g

ravitational pote

ntial energ

y, kinetic e

nerg

y a

nd e

lastic p

ote

ntial

energ

y o

f a b

ungee jum

per at one second inte

rvals fro

m the sta

rt o

f th

e jum

p

iv. G

enera

l CE: P

4.3

d

Develop a

list of com

mon o

bje

cts in m

otion a

nd h

ave s

tudents

use reasonable

estim

ation to d

ete

rmine their K

E’s.

v. Inte

rvention

CE: P3.2

A, P3.2

c, P3.2

d

Have stu

dents

use a s

pring scale to

pull obje

cts

with a consta

nt fo

rce a given

dista

nce a

t a c

onsta

nt speed a

nd u

se the m

easure

d forc

e to c

alculate

the w

ork

done.

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Physics 4

3

Instruments, Measurement, and Representations

Tim

e is m

easure

d in h

ours

, m

inute

s, and seconds

Dista

nce is m

easure

d in centim

ete

rs, m

ete

rs a

nd k

ilom

ete

rs.

Mass is m

easure

d in g

ram

s a

nd k

ilogra

ms.

Fre

quency is m

easure

d in o

scillations/s

econd.

Forc

e is m

easure

d in n

ewto

ns.

Arrows (vecto

rs) are

used to d

escribe the v

elocity a

nd a

ccelera

tion o

f an o

bje

ct

moving in a

curv

ed p

ath

. Arrows (v

ecto

rs)

are

used to

describe th

e fo

rces affecting th

e m

otion of

an

obje

ct m

oving in a

curv

ed p

ath

.

Calculations o

f avera

ge v

elocity a

nd a

vera

ge a

ccelera

tions for diffe

rent parts o

f a journ

ey a

re m

ade.

Fre

e-b

ody diagra

ms on each of

two inte

racting obje

cts

; fo

rce diagra

ms with

relative m

agnitudes c

an b

e u

sed to c

om

pare

the forc

es a

cting o

n e

ach o

bje

ct of

the p

air

Instructional Examples:

i. In

quiry

CE: P

1.1

C, P1.1

D

An o

bje

ct (a

sm

all w

ooden b

lock o

r coin)

is p

laced o

n a

sm

all, ro

und turn

table

with low friction bearings. In

vestigate

at

what

minim

um

speed th

e tu

rnta

ble

must be turn

ed in o

rder fo

r th

e o

bje

ct to

fly o

ff the turn

table. (A sto

pwatc

h m

ay

be used to

tim

e th

e ro

tations of th

e ta

ble). By changing th

e dista

nce of th

e

obje

ct from

th

e cente

r of th

e tu

rnta

ble, th

e effect of ra

dius on th

e am

ount of

forc

e (in this c

ase friction) re

quired to k

eep the o

bje

ct on the turn

table m

ay b

e

investigate

d.

ii. R

eflection

CE: P

1.2

i, P

1.2

k

Researc

h th

e histo

rical scientific and social pro

blem

s encounte

red as science

moved fro

m a

geocentric to a

heliocentric m

odel fo

r th

e s

olar syste

m. F

urther,

investigate

th

e pro

blem

s encounte

red in th

e shift

from

circular

to elliptical

orb

its.

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Physics 4

4

iii. Enrichm

ent

CE: P

1.2

C, P1.2

g, P3.4

D, P3.6

B, P3.6

d, P3.6

e

Researc

h the c

oncept of th

e g

eosynchro

nous o

rbit. Investigate

its

physical and

technological uses. F

ind o

ut what fa

cto

rs d

ete

rmine w

heth

er or not an o

bje

ct is

in a

geosynchro

nous o

rbit. D

ete

rmine the a

mount of energ

y required to p

lace

an o

bje

ct in such a

n o

rbit.

iv. G

enera

l

CE: P

1.1

C, P1.1

D, P2.1

h

Suspend a

spring v

ertically a

nd p

lace a

sm

all m

ass o

n its

end. U

se c

alculato

r-

based (C

BL)

sensors

or

com

pute

r-based sensors

to

dete

rmine th

e points

of

maxim

um

and m

inim

um

velocity and accelera

tion.

Use sto

pwatc

hes or

com

pute

r-based m

otion sensors

to

dete

rmine th

e period of

the oscillato

r.

Investigate

(qualita

tively o

r quantita

tively) th

e e

ffect on the p

eriod o

f changing

the m

ass, am

plitu

de o

r th

e spring its

elf.

v. Inte

rvention

CE: P

3.4

D

Attach a

string to a

consta

nt-velocity, m

oto

rized c

ar.

Sta

rt the c

ar m

oving o

n

the floor, a

nd, using o

nly the s

tring, m

ake the c

ar m

ove in a

circular path

. It

soon becom

es clear

that th

e fo

rce applied to

th

e car

must be directe

d to

ward

th

e cente

r of its p

ath

.

HSSCE C

om

panio

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ocum

ent

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ent of Education 0

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Physics 4

9

Vocabulary

∆PE=m

g∆h

air resista

nce

change in d

irection

change in speed

direction o

f a forc

e

dra

g

energ

y tra

nsfe

r fo

rce

gra

vitational energ

y

gra

vitational pote

ntial energ

y

impact speed

KE= ½

mv

2

kinetic e

nerg

y

magnitude o

f a forc

e

mechanical syste

ms

net fo

rce

Newto

n’s F

irst Law

Newto

nian m

echanics

pendulum

pote

ntial energ

y

speed

velocity

W=Fd

waves

work

Real World Context

Use p

endulum

s, ro

ller coaste

rs, ski lifts to e

xplain P

E a

nd K

E

Use e

xam

ples o

f various form

s o

f PE s

uch a

s s

tretc

hed o

r com

pre

ssed s

prings

and ru

bber

bands;

energ

y sto

red in th

e chem

ical bonds of fo

od, gasoline and

oth

er fu

els; obje

cts

elevate

d a

bove the E

arth’s surface

The a

mount of work

done lifting a

box, holding a

box o

ver your head, stu

dying

for a test are

good w

ays to e

xplain the d

iffe

rence b

etw

een the scientific m

eaning

and the e

very

day m

eaning o

f th

e term

work

.

Discuss th

e am

ount

of

KE and PE pre

sent

at

various points

when bungee

jum

ping a

nd sky d

iving

Com

pare

the K

E o

f a m

oving c

ar, a

bullet fire

d fro

m a

gun a

nd a

fre

ight train a

t

rest and then m

oving a

t a speed o

f (for exam

ple) 40 m

/s.

HSSCE C

om

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ocum

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Physics 4

8

P4.3A:

Identify

th

e fo

rm of energ

y in given situations (e

.g., m

oving obje

cts

, stretc

hed springs, ro

cks o

n cliffs, energ

y in food).

Clarification: T

he focus h

ere

is o

n recognizing the p

resence o

f kinetic e

nerg

y

and various fo

rms of

pote

ntial

energ

y (e

lastic,

chem

ical, and gra

vitational).

Lim

it to the e

xam

ples liste

d in the e

xpecta

tion.

P4.3B:

Describe th

e transfo

rmation betw

een pote

ntial and kinetic energ

y in

sim

ple m

echanical syste

ms (e.g

., p

endulum

s, ro

ller coaste

rs, ski lifts).

Clarification: T

hese should b

e q

ualita

tive d

escriptions com

paring p

ote

ntial and

kinetic e

nerg

ies a

t various p

oints

in tim

e u

sing term

s like incre

asing, decre

asing,

zero

, m

axim

um

, m

inim

um

. L

imit to the e

xam

ples liste

d in the e

xpecta

tion. S

ki

lift energ

ies include th

e work

done by th

e m

achine lifting to

a height, th

e

gra

vitational PE, and then the k

inetic e

nerg

y o

f th

e m

oving skier.

P4.3C: Explain w

hy a

ll m

echanical syste

ms require a

n e

xte

rnal energ

y sourc

e to

mainta

in their m

otion.

Clarification: N

one.

P4.3d: Rank the a

mount of kinetic e

nerg

y fro

m h

ighest to

lowest of every

day

exam

ples o

f m

oving o

bje

cts

. Clarification:

This will

require th

e use of

the kinetic energ

y fo

rmula,

KE=

½m

v2, in sym

bolic o

r num

erical fo

rms.

P4.3e:

Calculate

th

e changes in kinetic and pote

ntial

energ

y in sim

ple

mechanical

syste

ms (e

.g., pendulum

s,

roller

coaste

rs,

ski

lifts)

using th

e

form

ulas for kinetic e

nerg

y a

nd p

ote

ntial energ

y.

Clarification: Based o

n the e

xam

ples liste

d in the e

xpecta

tion, th

is w

ill re

quire

only th

e use of

the kinetic energ

y fo

rmula,

KE= ½

mv

2,

the fo

rmula fo

r

gra

vitational pote

ntial energ

y, ∆PE=m

g∆h.

P4.3f: C

alculate

the im

pact speed (ignoring a

ir resista

nce) of an o

bje

ct dro

pped

from

a specific h

eight or th

e m

axim

um

height re

ached b

y a

n o

bje

ct (ignoring a

ir

resista

nce), g

iven the initial vertical velocity.

Clarification: Based o

n the e

xam

ples liste

d in the e

xpecta

tion, th

is w

ill re

quire

only th

e use of

the kinetic energ

y fo

rmula,

KE= ½

mv

2,

the fo

rmula fo

r

gra

vitational pote

ntial energ

y, ∆PE=m

g∆h.

HSSCE C

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Physics 4

5

Units by Content Expectation

PHYSICS

Unit 6: Mechanical Energy

Code

Content Expectation

P3.2

Net Forc

e - F

orc

es h

ave m

agnitude a

nd d

irection. The n

et fo

rce o

n

an o

bje

ct is the sum

of all the forc

es a

cting o

n the o

bje

ct. O

bje

cts

change their speed a

nd/o

r direction o

nly w

hen a

net fo

rce is

applied. If the n

et fo

rce o

n a

n o

bje

ct is zero

, th

ere

is n

o change in

motion (Newto

n’s F

irst Law).

P3.2

B

Com

pare

work

done in d

iffe

rent situations.

P4.1

x

Energ

y T

ransfe

r-W

ork

Moving o

bje

cts

and w

aves tra

nsfe

r energ

y

from

one location to a

noth

er. T

hey a

lso tra

nsfe

r energ

y to o

bje

cts

during inte

ractions (e.g

., sunlight transfe

rs e

nerg

y to the g

round

when it warm

s the g

round; sunlight also tra

nsfe

rs e

nerg

y fro

m the

sun to the E

arth).

P4.1

c

Explain w

hy w

ork

has a

more

pre

cise scientific m

eaning than the

meaning o

f work

in e

very

day language.

P4.1

d

Calculate

the a

mount of work

done o

n a

n o

bje

ct th

at is m

oved

from

one p

osition to a

noth

er.

P4.1

e

Using the form

ula for work

, derive a

form

ula for change in

pote

ntial energ

y o

f an o

bje

ct lifted a

dista

nce h

.

P4.3

Kin

etic a

nd P

ote

ntial Energ

y M

oving o

bje

cts

have k

inetic e

nerg

y.

Obje

cts

experiencing a

forc

e m

ay h

ave p

ote

ntial energ

y d

ue to

their relative p

ositions (e.g

., lifting a

n o

bje

ct or stretc

hing a

spring, energ

y sto

red in chem

ical bonds). C

onvers

ions b

etw

een

kinetic a

nd g

ravitational pote

ntial energ

y a

re com

mon in m

oving

obje

cts

. In

frictionless syste

ms, th

e d

ecre

ase in g

ravitational

pote

ntial energ

y is e

qual to

the incre

ase in k

inetic e

nerg

y o

r vice

vers

a.

P4.3

A

Identify

the form

of energ

y in g

iven situations (e.g

., m

oving

obje

cts

, stretc

hed springs, ro

cks o

n cliffs, energ

y in food).

P4.3

B

Describe the tra

nsfo

rmation b

etw

een p

ote

ntial and k

inetic e

nerg

y

in sim

ple m

echanical syste

ms (e.g

., p

endulum

s, ro

ller coaste

rs,

ski lifts).

P4.3

C

Explain w

hy a

ll m

echanical syste

ms require a

n e

xte

rnal energ

y

sourc

e to m

ainta

in their m

otion.

P4.3

x

Kin

etic a

nd P

ote

ntial Energ

y-C

alcula

tions T

he k

inetic e

nerg

y o

f an

obje

ct is relate

d to the m

ass o

f an o

bje

ct and its

speed: KE =

1/ 2

mv2.

HSSCE C

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Physics 4

6

P4.3

d

Rank the a

mount of kinetic e

nerg

y fro

m h

ighest to

lowest of

every

day e

xam

ples o

f m

oving o

bje

cts

.

P4.3

e

Calculate

the changes in k

inetic a

nd p

ote

ntial energ

y in sim

ple

mechanical syste

ms (e.g

., p

endulum

s, ro

ller coaste

rs, ski lifts)

using the form

ulas for kinetic e

nerg

y a

nd p

ote

ntial energ

y.

P4.3

f Calculate

the im

pact speed (ignoring a

ir resista

nce) of an o

bje

ct

dro

pped fro

m a

specific h

eight or th

e m

axim

um

height re

ached b

y

an o

bje

ct (ignoring a

ir resista

nce), g

iven the initial vertical

velocity.

HSSCE C

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Physics 4

7

PHYSICS

Unit 6: Mechanical Energy

Big Idea (Core Concept):

Doing w

ork

on a

n o

bje

ct re

quires tra

nsfe

rring e

nerg

y to the o

bje

ct re

sulting in a

change o

f position a

nd p

ossibly a

change in speed.

Standard(s):

P3: F

orc

es a

nd M

otion

P4: F

orm

s o

f Energ

y a

nd E

nerg

y T

ransfo

rmations

Content Statement(s):

P3.2

: N

et Forc

es

P4.1

x: E

nerg

y T

ransfe

r-W

ork

P4.3

: K

inetic a

nd P

ote

ntial Energ

y

P4.3

x: K

inetic a

nd P

ote

ntial Energ

y-C

alculations

Content Expectations: (Content Statement Clarification)

P3.2B: Com

pare

work

done in d

iffe

rent situations.

Clarification:

Lim

it to

situations involving a consta

nt

forc

e using th

e fo

rmula

W=Fd, where

“d” is the d

ista

nce a

n o

bje

ct m

oves in the d

irection p

ara

llel to

the

forc

e. In s

ituations where

the forc

e is n

ot perp

endicular or not para

llel to

the

dista

nce m

oved, th

e w

ork

done should b

e q

ualita

tive com

parisons.

P4.1c:

Explain why work

has a m

ore

pre

cise scientific m

eaning th

an th

e

meaning o

f work

in e

very

day language.

Clarifications: N

one.

P4.1d: Calculate

the a

mount of work

done o

n a

n o

bje

ct th

at is m

oved fro

m o

ne

position to a

noth

er.

Clarification:

In

clude analysis a fo

rce vs.

dista

nce gra

ph fo

r variable or

consta

nt

forc

e situations,

in addition to

W

= Fd calculations.

W

ork

done by

forc

es a

pplied a

t com

mon a

ngles (such a

s 3

0, 45, and 6

0 d

egre

es) should a

lso

be a

ddre

ssed.

P4.1e:

Using th

e fo

rmula fo

r work

, derive a fo

rmula fo

r change in pote

ntial

energ

y o

f an o

bje

ct lifted a

dista

nce h

. Clarification:

Specifically show how th

e fo

rmulas W

=Fd and ∆PE=m

g∆h are

re

late

d to e

ach o

ther.