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PHYSICS
TEACHER’S GUIDE
Page 2
: © 2018 Edgenuity Inc. All Rights Reserved. May not be copied, modified, sold or redistributed in any form without permission.
PHYSICS TEACHER’S GUIDE
TABLE OF CONTENTS
Table of Contents .......................................................................................................................................... 2
Course Overview ......................................................................................................................................... 10
Unit Overviews ............................................................................................................................................ 12
Unit 1: Dimensional Motion and Forces ................................................................................................. 12
Unit 1 Focus Standards ....................................................................................................................... 13
Unit 1 Common Misconceptions......................................................................................................... 14
Unit 2: Newton’s Laws and Momentum ................................................................................................. 15
Unit 2 Focus Standards ....................................................................................................................... 16
Unit 2 Common Misconceptions......................................................................................................... 17
Unit 3: Two-Dimensional Motion and Gravity ........................................................................................ 18
Unit 3 Focus Standards ....................................................................................................................... 19
Unit 3 Common Misconceptions......................................................................................................... 20
Unit 4: Work, Power, and Energy ............................................................................................................ 21
Unit 4 Focus Standards ....................................................................................................................... 22
Unit 4 Common Misconceptions......................................................................................................... 23
Unit 5: Thermal Energy and Heat Transfer ............................................................................................. 24
Unit 5 Focus Standards ....................................................................................................................... 25
Unit 5 Common Misconceptions......................................................................................................... 26
Unit 6: Thermodynamics ......................................................................................................................... 27
Unit 6 Focus Standards ....................................................................................................................... 28
Unit 6 Common Misconceptions......................................................................................................... 29
Unit 7: Waves and Sound ........................................................................................................................ 30
Unit 7 Focus Standards ....................................................................................................................... 31
Unit 7 Common Misconceptions......................................................................................................... 32
Unit 8: Waves and Light .......................................................................................................................... 33
Unit 8 Focus Standards ....................................................................................................................... 34
Unit 8 Common Misconceptions......................................................................................................... 35
Unit 9: Electricity ..................................................................................................................................... 36
Unit 9 Focus Standards ....................................................................................................................... 37
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PHYSICS TEACHER’S GUIDE
Unit 9 Common Misconceptions......................................................................................................... 38
Unit 10: Magnetism and Electromagnetism ........................................................................................... 39
Unit 10 Focus Standards ..................................................................................................................... 40
Unit 10 Common Misconceptions....................................................................................................... 41
Unit 11: Nuclear Energy .......................................................................................................................... 42
Unit 11 Focus Standards ..................................................................................................................... 43
Unit 11 Common Misconceptions....................................................................................................... 44
Strategies for Fostering Effective Classroom Discussions ........................................................................... 45
Introduction ............................................................................................................................................ 45
Promoting Effective Discussions ............................................................................................................. 45
Suggested Discussion Questions For Physics .......................................................................................... 47
Unit 1: One-Dimensional Motion and Forces ..................................................................................... 47
Unit 2: Newton’s Laws and Momentum ............................................................................................. 48
Unit 3: Two-Dimensional Motion and Gravity .................................................................................... 48
Unit 4: Work, Power, and Energy ........................................................................................................ 49
Unit 5: Thermal Energy and Heat Transfer ......................................................................................... 50
Unit 6: Thermodynamics ..................................................................................................................... 51
Unit 7: Waves and Sounds .................................................................................................................. 51
Unit 8: Waves and Light ...................................................................................................................... 52
Unit 9: Electricity ................................................................................................................................. 52
Unit 10: Magnetism and Electromagnetism ....................................................................................... 53
Unit 11: Nuclear Energy ...................................................................................................................... 53
Course Customization ................................................................................................................................. 54
Supplemental Teacher Materials and Suggested Readings ........................................................................ 57
Unit 1: Dimensional Motion and Forces ................................................................................................. 57
Unit 1: Additional Teaching Materials ................................................................................................ 57
Unit 1: Additional Readings................................................................................................................. 58
Unit 2: Newton’s Laws and Momentum ................................................................................................. 59
Unit 2: Additional Teaching Materials ................................................................................................ 59
Unit 2: Additional Readings................................................................................................................. 60
Unit 3: Two-Dimensional Motion and Gravity ........................................................................................ 62
Unit 3: Additional Teaching Materials ................................................................................................ 62
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PHYSICS TEACHER’S GUIDE
Unit 3: Additional Readings................................................................................................................. 63
Unit 4: Work, Power, and Energy ............................................................................................................ 64
Unit 4: Additional Teaching Materials ................................................................................................ 64
Unit 4: Additional Readings................................................................................................................. 65
Unit 5: Thermal Energy and Heat Transfer ............................................................................................. 66
Unit 5: Additional Teaching Materials ................................................................................................ 66
Unit 5: Additional Readings................................................................................................................. 67
Unit 6: Thermodynamics ......................................................................................................................... 68
Unit 6: Additional Teaching Materials ................................................................................................ 68
Unit 6: Additional Readings................................................................................................................. 69
Unit 7: Waves and Sound ........................................................................................................................ 71
Unit 7: Additional Teaching Materials ................................................................................................ 71
Unit 7: Additional Readings................................................................................................................. 72
Unit 8: Waves and Light .......................................................................................................................... 73
Unit 8: Additional Teaching Materials ................................................................................................ 73
Unit 8: Additional Readings................................................................................................................. 74
Unit 9: Electricity ..................................................................................................................................... 75
Unit 9: Additional Teaching Materials ................................................................................................ 75
Unit 9: Additional Readings................................................................................................................. 76
Unit 10: Magnetism and Electromagnetism ........................................................................................... 77
Unit 10: Additional Teaching Materials .............................................................................................. 77
Unit 10: Additional Readings .............................................................................................................. 78
Unit 11: Nuclear Energy .......................................................................................................................... 80
Unit 11: Additional Teaching Materials .............................................................................................. 80
Unit 11: Additional Readings .............................................................................................................. 81
Writing Prompts, Sample Responses, and Rubrics ..................................................................................... 82
Writing Prompts ...................................................................................................................................... 82
Unit 1: One-Dimensional Motion and Forces ..................................................................................... 82
Unit 2: Newton’s Laws and Momentum ............................................................................................. 82
Unit 3: Two-Dimensional Motion and Gravity .................................................................................... 83
Unit 4: Work, Power, and Energy ........................................................................................................ 83
Unit 5: Thermal Energy and Heat Transfer ......................................................................................... 84
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PHYSICS TEACHER’S GUIDE
Unit 6: Thermodynamics ..................................................................................................................... 84
Unit 7: Waves and Sounds .................................................................................................................. 84
Unit 8: Waves and Light ...................................................................................................................... 85
Unit 9: Electricity ................................................................................................................................. 85
Unit 10: Magnetism and Electromagnetism ....................................................................................... 85
Unit 11: Nuclear Energy ...................................................................................................................... 86
Student Writing Samples And Rubrics .................................................................................................... 87
Narrative/Procedural Writing Student Sample ................................................................................... 88
Expository/Informative Writing Student Sample and Rubric ............................................................. 92
Argumentative Writing Student Sample ............................................................................................. 97
Rubrics..................................................................................................................................................... 99
Narrative/Procedural Writing Rubric ................................................................................................ 100
Expository/Informative Writing Rubric ............................................................................................. 101
Argumentative Writing Rubric .......................................................................................................... 102
Media Presentation Rubric ............................................................................................................... 103
Vocabulary ................................................................................................................................................ 104
Unit 1: Dimensional Motion and Forces ............................................................................................... 104
Lesson 1: Introduction to Motion ..................................................................................................... 104
Lesson 2: Speed and Velocity ............................................................................................................ 104
Lesson 3: Acceleration ...................................................................................................................... 105
Lesson 4: Lab: Motion with Constant Acceleration .......................................................................... 105
Lesson 5: Introduction to Forces ....................................................................................................... 105
Lesson 6: Friction .............................................................................................................................. 106
Lesson 7: Fundamental Forces .......................................................................................................... 106
Unit 2: Newton’s Laws and Momentum ............................................................................................... 108
Lesson 1: Newton’s First and Third Laws .......................................................................................... 108
Lesson 2: Newton’s Second Law ....................................................................................................... 108
Lesson 3: Lab: Newton’s Second Law ............................................................................................... 109
Lesson 4: Impulse and Momentum................................................................................................... 109
Lesson 5: Conservation of Momentum ............................................................................................. 109
Lesson 6: Lab: Conservation of Linear Momentum .......................................................................... 110
Unit 3: Two-Dimensional Motion and Gravity ...................................................................................... 111
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PHYSICS TEACHER’S GUIDE
Lesson 1: Vectors .............................................................................................................................. 111
Lesson 2: Projectile Motion .............................................................................................................. 111
Lesson 3: Universal Law of Gravitation ............................................................................................. 112
Lesson 4: Centripetal Acceleration ................................................................................................... 112
Lesson 5: Circular Motion ................................................................................................................. 113
Lesson 6: Orbital Motion ................................................................................................................... 113
Lesson 7: Earth-Moon-Sun System ................................................................................................... 113
Unit 4: Work, Power, and Energy .......................................................................................................... 115
Lesson 1: Work and Power ............................................................................................................... 115
Lesson 2: Potential Energy ................................................................................................................ 115
Lesson 3: Kinetic Energy .................................................................................................................... 115
Lesson 4: Lab: Kinetic Energy ............................................................................................................ 116
Lesson 5: Energy Transformations .................................................................................................... 116
Lesson 6: Conservation of Energy ..................................................................................................... 117
Lesson 7: Introduction to Machines ................................................................................................. 117
Lesson 8: Simple Machines ............................................................................................................... 118
Lesson 9: Nonrenewable Resources ................................................................................................. 118
Lesson 10: Renewable Resources ..................................................................................................... 118
Unit 5: Thermal Energy and Heat Transfer ........................................................................................... 120
Lesson 1: Temperature and Heat ...................................................................................................... 120
Lesson 2: Heat Transfer..................................................................................................................... 120
Lesson 3: Lab: Mechanical Equivalent of Heat .................................................................................. 121
Lesson 4: Conduction ........................................................................................................................ 121
Lesson 5: Convection ........................................................................................................................ 121
Lesson 6: Radiation ........................................................................................................................... 122
Lesson 7: Lab: Thermal Energy Transfer ........................................................................................... 122
Unit 6: Thermodynamics ....................................................................................................................... 124
Lesson 1: States of Matter ................................................................................................................ 124
Lesson 2: Changes of State ............................................................................................................... 124
Lesson 3: First Law of Thermodynamics ........................................................................................... 124
Lesson 4: Second Law of Thermodynamics ...................................................................................... 125
Unit 7: Waves and Sound ...................................................................................................................... 126
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PHYSICS TEACHER’S GUIDE
Lesson 1: Simple Harmonic Motion .................................................................................................. 126
Lesson 2: Introduction to Waves ...................................................................................................... 126
Lesson 3: Wave Properties ................................................................................................................ 127
Lesson 4: Wave Interactions ............................................................................................................. 127
Lesson 5: Sound Waves ..................................................................................................................... 128
Lesson 6: Properties of Sound Waves ............................................................................................... 128
Lesson 7: Radio Waves and Applications .......................................................................................... 128
Unit 8: Waves and Light ........................................................................................................................ 130
Lesson 1: Electromagnetic Waves ..................................................................................................... 130
Lesson 2: Dual Nature of Light .......................................................................................................... 130
Lesson 3: Reflection and Refraction.................................................................................................. 131
Lesson 4: Mirrors .............................................................................................................................. 131
Lesson 5: Lenses ................................................................................................................................ 132
Lesson 6: Diffraction ......................................................................................................................... 132
Lesson 7: Lab: Waves and Diffraction ............................................................................................... 133
Unit 9: Electricity ................................................................................................................................... 134
Lesson 1: Electrostatics ..................................................................................................................... 134
Lesson 2: Coulomb’s Law .................................................................................................................. 134
Lesson 3: Electric Fields ..................................................................................................................... 135
Lesson 4: Electric Potential Difference ............................................................................................. 135
Lesson 5: Ohm’s Law ......................................................................................................................... 135
Lesson 6: Electric Circuits .................................................................................................................. 136
Lesson 7: Lab: Circuit Design ............................................................................................................. 136
Lesson 8: Electric Energy Storage ..................................................................................................... 137
Lesson 9: Electricity Use in Homes and Businesses .......................................................................... 137
Unit 10: Magnetism and Electromagnetism ......................................................................................... 138
Lesson 1: Magnets and Magnetism .................................................................................................. 138
Lesson 2: Magnetic Field and Force .................................................................................................. 138
Lesson 3: Lab: Magnetic and Electric Fields ...................................................................................... 138
Lesson 4: Electromagnetic Induction ................................................................................................ 139
Lesson 5: Lab: Electromagnetic Induction ........................................................................................ 139
Lesson 6: Applications of Electromagnetism .................................................................................... 140
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PHYSICS TEACHER’S GUIDE
Unit 11: Nuclear Energy ........................................................................................................................ 141
Lesson 1: The Nucleus ....................................................................................................................... 141
Lesson 2: Radioactivity ...................................................................................................................... 141
Lesson 3: Balancing Nuclear Reactions ............................................................................................. 142
Lesson 4: Half-Life ............................................................................................................................. 142
Lesson 5: Lab: Half-Life Model .......................................................................................................... 143
Lesson 6: Fission and Fusion ............................................................................................................. 143
Lesson 7: Nuclear Energy .................................................................................................................. 144
Lesson 8: Nuclear Radiation .............................................................................................................. 144
Lesson 9: Special Applications of Nuclear and Wave Phenomena ................................................... 145
Real-world Applications and Scientific Thinking ....................................................................................... 146
Unit 1: One-Dimensional Motion and Forces ....................................................................................... 146
Unit 2: Newton’s Laws and Momentum ............................................................................................... 146
Unit 3: Two-Dimensional Motion and Gravity ...................................................................................... 147
Unit 4: Work, Power, and Energy .......................................................................................................... 147
Unit 5: Thermal Energy and Heat Transfer ........................................................................................... 147
Unit 6: Thermodynamics ....................................................................................................................... 148
Unit 7: Waves and Sound ...................................................................................................................... 148
Unit 8: Waves and Light ........................................................................................................................ 148
Unit 9: Electricity ................................................................................................................................... 148
Unit 10: Magnetism and Electromagnetism ......................................................................................... 149
Unit 11: Nuclear Energy ........................................................................................................................ 149
Crosscutting Concepts .............................................................................................................................. 150
Unit 1: One-Dimensional Motion and Forces ....................................................................................... 150
Unit 2: Newton’s Laws and Momentum ............................................................................................... 152
Unit 3: Two-Dimensional Motion and Gravity ...................................................................................... 154
Unit 4: Work, Power, and Energy .......................................................................................................... 156
Unit 5: Thermal Energy and Heat Transfer ........................................................................................... 157
Unit 6: Thermodynamics ....................................................................................................................... 158
Unit 7: Waves and Sound ...................................................................................................................... 160
Unit 8: Waves and Light ........................................................................................................................ 162
Unit 9: Electricity ................................................................................................................................... 163
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PHYSICS TEACHER’S GUIDE
Unit 10: Magnetism and Electromagnetism ......................................................................................... 165
Unit 11: Nuclear Energy ........................................................................................................................ 167
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PHYSICS TEACHER’S GUIDE
COURSE OVERVIEW
This full-year course focuses on traditional concepts in physics and how they relate to real-world
applications. The course begins with motion and forces concepts and builds onto these foundational
ideas as the course progresses. Concepts discussed include Newton’s laws, momentum,
thermodynamics, waves, electricity and magnetism, and nuclear energy. Students also conduct a variety
of laboratory activities that develop skills in observation, use of scientific tools and techniques, data
collection and analysis, and mathematical applications. As students refine and expand their
understanding of physics, they apply their knowledge in experiments that require them to ask questions
and create hypotheses. Students interpret physics concepts mathematically by manipulating formulas,
representing ideas graphically, and applying trigonometry to multiple dimension problems. Throughout
the course, students solve problems, reason abstractly, and learn to think critically.
The course includes the following:
• Developing scientific habits of mind, including inquiry and research activities that explore
physics phenomena
• Reading of complex texts to make real-world connections to physics concepts
• Following procedures and practicing inquiry skills in a virtual or wet lab setting
• Learning and applying academic vocabulary in context
• Applying concepts to real-world situations
• Writing accurate, well-developed lab reports and research papers
The course is aligned to the physics course requirements and includes the following features:
Every lesson includes a guiding lesson question to promote inquiry and a focus on big ideas.
Each lesson begins with a thought-provoking warm-up activity to engage students and activate
or build on prior knowledge.
The course includes an abundance of rich graphics, charts, diagrams, animations, and
interactives, which help students relate to and visualize the content.
The course contains 15 labs, with student guides, teacher guides, and guidance for completing a
lab report write-up and/or reflection activity to help students apply concepts. Lab reports are
intended to be teacher-scored.
The course includes an activity in which students can plan their own investigation.
The course includes 14 projects. For example, in Unit 2 students design an egg-drop device. In
Unit 5, students design a solar cooker. In Unit 6, students are asked to illustrate the relationship
between thermal energy and states of matter. In Unit 10, students are asked to graph
relationships involving electromagnets. Finally, in Unit 11, students create models that illustrate
radioactive decay, fission, and fusion and present a multimedia presentation about the pros and
cons of using fission as an energy source. These projects are intended to be teacher-scored.
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PHYSICS TEACHER’S GUIDE
The course includes reading assignments that expose students to models for scientific and
technical writing.
The course reading assignments utilize the CloseReaderTM tool, which enables students to
interact with the text by highlighting targeted words and phrases and adding purposeful sticky
notes. Students also probe vocabulary words, investigate elements and features of the text with
careful scaffolding, and benefit from auditory assistance.
The course includes a variety of graphic organizers that help students understand relationships
between and among concepts.
The course places emphasis on interpreting figures and data displays to help students read and
understand information the way scientists present it.
The course includes real-world connections that help students connect physics to their everyday
lives.
Throughout the course, students meet the following goals:
Mathematically and conceptually describe the force and motion of objects in one and two
dimensions
Analyze data to support relationships among net force, mass, and acceleration
Apply graphical and mathematical analysis to explain motion of objects according to
Newton’s laws, conservation of momentum, and gravitational forces
Use mathematical formulas and laws to explain two-dimensional motion, including projectile
and circular motion
Recognize the interdependence of work and energy in everyday scenarios
Evaluate the relationship between thermal energy transfer and the law of conservation of
energy
Develop, use, and evaluate models describing the second law of thermodynamics
Apply models to describe phenomenon involving sound waves and light waves
Analyze the connection between electricity and magnetism
Evaluate the advantages and disadvantages of nuclear energy
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PHYSICS TEACHER’S GUIDE
UNIT OVERVIEWS
UNIT 1: DIMENSIONAL MOTION AND FORCES
Estimated Unit Time: 15 Class Periods (720 Minutes)
In this unit, students investigate various aspects of one-dimensional motion, including concepts of
speed, velocity, and acceleration. Students apply mathematical concepts such as slope, averages, graph
analysis, and appropriate use of significant figures. Students also complete a laboratory activity to gain a
comprehensive understanding of the relationships among position, velocity, and acceleration of an
object, and they further develop scientific literacy skills through the completion of a lab report for the
activity.
For example, in the lesson Lab: Motion with Constant Acceleration, students utilize a virtual fan cart or a
dynamics track to explore aspects of motion, including the relationship among position, time, velocity,
and acceleration. An on-screen teacher explains the dynamics of the lab and details the key aspects of
the virtual fan cart. Students adjust factors such as fan speed, mass, and the surface on which the fan
cart travels to investigate how they affect the overall motion of the cart and, specifically, the cart’s
acceleration. Students also perform mathematical and graphical analysis of the data obtained, including
determination of average velocity and comparing cart acceleration in different scenarios.
In the lesson Introduction to Forces, students explore how forces affect an object’s motion. Students
begin the lesson by watching a video-based tutorial in which an on-screen teacher reviews the concepts
of motion, key vocabulary, and the lesson objectives. Next the on-screen teacher examines various types
of forces, including motion, friction, and gravity, and students apply their understanding to a practice
question. Following the practice question, students watch a video-based tutorial in which an on-screen
teacher explores free body diagrams and then models how to construct a free body diagrams. After this,
students apply their understanding to a practice problem. Following the direct instruction segment of
the lesson, students complete a series of practice tasks where they identify forces, analyze force
diagrams, and calculate net force. Independently, students take a quiz to assess their understanding of
the lesson materials.
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PHYSICS TEACHER’S GUIDE
Unit 1 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
HS-PS2-1.
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
HS-PS2-2.
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
CCSS.ELA-Literacy.RST.11-12.9
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
CCSS.ELA-Literacy.RST.11-12.4
Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.11-12.2d
Model with mathematics. MP.4
Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases.
HSF-IF.C.7
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.1
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSA-CED.A.2
Page 14
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PHYSICS TEACHER’S GUIDE
Unit 1 Common Misconceptions
Objects that have a speed of zero are not accelerating.
■ There are specific circumstances in which an object with a speed of zero can be
accelerating. For example, an object that is thrown upwards can, at the height
of its movement, have instantaneous speed of zero with a non-zero acceleration
due to the force of gravity acting on the object. A car, when it initially starts
moving, can have a speed of zero but a non-zero acceleration.
Objects always want to be at rest.
■ Objects do not always want to be at rest, rather, objects want to maintain their
current state of motion. Inertia is the resistance of an object to changes in its
position or state of motion. When an object is at rest, it resists changes that
would cause the object to move. When an object is in motion, it resists changes
that would cause the object to stop.
Objects will only accelerate in the same direction of movement.
■ Acceleration measures the rate at which an object’s movement is changing. The
movement of an object can change at a positive rate (increasing in velocity) or
at a negative rate (decreasing in velocity). When an object is moving at a higher
velocity, it has a positive acceleration. When it is moving at a lower velocity, it
has a negative acceleration. When acceleration is positive, the acceleration of
the object is in the same direction as its velocity. When acceleration is negative,
the acceleration of the object is in the opposite direction to its velocity.
Speed, velocity, and acceleration are the same.
■ Speed measures the rate at which an object is moving. Velocity measures both
the rate at which an object is moving, as well as the direction in which it is
moving. Acceleration measures the rate at which an object’s movement is
changing.
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PHYSICS TEACHER’S GUIDE
UNIT 2: NEWTON’S LAWS AND MOMENTUM
Estimated Unit Time: 16 Class Periods (780 Minutes)
In this unit, students investigate various aspects of force, including types of forces and how Newton’s
laws of motion relate to forces. Students apply graphical and mathematical analysis to determine the
net forces and frictional forces acting on various objects. They also investigate the relationships
between forces and changes in motion. After the on-screen teacher guides students through Newton’s
laws, students complete a laboratory activity to gain a comprehensive understanding of the overall
effect of force and mass on an object’s acceleration. With the collected lab data, students further
develop scientific literacy skills through the completion of a lab report. Students also investigate the
dynamics of elastic and inelastic collisions to gain an understanding of momentum and its conservation.
The virtual-based instruction provides students with multiple guided and independent practice
problems. In these problems, students apply graphical and mathematical concepts to calculate overall
momentum in changing systems. Students also complete a second laboratory activity to gain a
comprehensive understanding of the relationships among mass, position, and velocity of colliding
objects.
In the lesson Newton’s Second Law, students apply Newton’s second law to real-world scenarios to
calculate values related to the factors of force, mass, and acceleration and analyze how these factors
affect overall motion. In completing this assignment, students apply knowledge of significant figures
when calculating values.
Later, in the lesson Impulse and Momentum, students apply the concept of impulse and momentum to a
variety of real-world scenarios to determine how collisions and motion are affected by these factors.
Students also utilize the impulse momentum theorem to examine the mathematical relationship among
forces, time, and changes in momentum. In completing this assignment, students apply knowledge of
significant figures when calculating values. Using the concepts of the unit, students also develop their
engineering practices as they design, create, and test a device to protect an egg on impact.
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PHYSICS TEACHER’S GUIDE
Unit 2 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
HS-PS2-1.
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
HS-PS2-2.
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
HS-PS2-3.
Model with mathematics. MP.4
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.1
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSA-CED.A.4
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RST.11-12.7
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
CCSS.ELA-Literacy.RST.11-12.9
Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.11-12.2d
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PHYSICS TEACHER’S GUIDE
Unit 2 Common Misconceptions
If an object is at rest, there are no forces acting on it.
■ When an object is at rest, all forces that are acting upon the object are
balanced, so the object is in equilibrium. When an object is moving, the forces
acting upon the object are unbalanced, thereby causing motion to occur.
Objects always move if a force acts on them.
■ When an object is at rest, all forces that are acting upon the object are
balanced, so the object is in equilibrium. When an object is moving, the forces
acting upon the object are unbalanced, thereby causing motion to occur.
The heavier an object is, the faster it will fall.
■ In a situation in which there is no air resistance, the weight of an object will not
affect how quickly it falls, as both light and heavy objects would be acted on in
the same way by the force of gravity. If there is air resistance, this factor will
affect the acceleration of the objects, causing the light object to fall more
slowly.
Momentum and force are the same thing.
■ A force is a push or pull that acts upon an object because of how it interacts
with another object. Momentum is how much motion an object has. It is
dependent on an object’s mass and velocity.
Angular momentum does not occur in objects that are moving in a straight line.
■ Objects that are moving in a straight line can have angular momentum if they
are moving in a direction that is angled in relation to the axis of motion.
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PHYSICS TEACHER’S GUIDE
UNIT 3: TWO-DIMENSIONAL MOTION AND GRAVITY
Estimated Unit Time: 17 Class Periods (810 Minutes)
In this unit, students investigate how two-dimensional motion is graphed and analyzed. To begin,
students apply the mathematical concept of vectors to determine specific components of an object’s
displacement, as well as overall displacement. Students then apply vectors to determine initial and
resultant velocities for objects in projectile motion, as well as the relationships between velocity and
distance in projectile motion. Building on these ideas, students use mathematical and graphical analysis
to determine the impact of various factors such as mass, distance, and inertia on gravitational force,
centripetal acceleration, and circular motion. These ideas are further built upon as students use
mathematical formulas and laws to calculate factors involved in circular motion such as tangential
speed, centripetal acceleration, and effects of centripetal forces on motion. Students complete a
laboratory activity to evaluate the relationships among mass, velocity, radius, and centripetal force, and
they further develop scientific literacy skills through the completion of a lab report for the activity.
These concepts are applied to orbital motion as students report on the uses of physics in the field of
satellite technology. Finally, students develop and use a solar system model to describe patterns of the
moon, Earth, and Sun. By building a model of the solar system, students discover the structures involved
in phenomena such as day and night, seasons, and eclipses.
In the lesson Projectile Motion, students apply the concept of projectile motion to a variety of real-
world scenarios to determine the effects of factors such as changes in velocity and initial angle of
projection on the distance a projectile travels. Students also determine horizontal and vertical vector
components of projectile motion from initial velocity and angle values, as well as distance traveled and
time spent in motion. In completing this assignment, students apply knowledge of significant figures
when calculating values.
In the lesson Centripetal Acceleration, students apply the concepts of centripetal acceleration and
circular motion to mathematically and graphically examine how they affect the motion of objects.
Students describe how objects look when traveling in uniform circular motion, and they explain the
differences between rotation and revolution. Students also analyze how tangential speed is affected by
circular measurements. In addition, students utilize centripetal acceleration and tangential speed
equations to mathematically analyze real-world scenarios.
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PHYSICS TEACHER’S GUIDE
Unit 3 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
HS-PS2-1.
Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
HS-PS2-4.
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSA-CED.A.2
Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.2
Reason abstractly and quantitatively. MP.2
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
CCSS.ELA-Literacy.RST.11-12.3
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.WHST.11-12.2a
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PHYSICS TEACHER’S GUIDE
Unit 3 Common Misconceptions
Centrifugal force is the force that causes objects to move outward when turning corners.
Centrifugal force does not cause objects to move outward when turning
corners. The centripetal (inward acting) force on the object causes it to seek the
center of the circle in which it is moving. This force is the cause of “outward”
motion during turns.
Projectiles that are fired horizontally will stay in the air longer than objects that are dropped
from the same initial height.
Gravity acts in the same way on projectiles that are fired horizontally and
objects that are dropped from the same initial height. Therefore, these objects
fall at the same velocity.
Gravity is the only force that acts on a projectile once it is in motion.
While there are other forces that act on a projectile in motion (such as air
resistance), gravity is the force acting on the projectile that has the greatest
effect on its motion.
Once an object hits the ground, gravity is no longer acting on it.
The force of gravity acts on objects that are both in motion and at rest on the
Earth’s surface.
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PHYSICS TEACHER’S GUIDE
UNIT 4: WORK, POWER, AND ENERGY
Estimated Unit Time: 19 Class Periods (950 Minutes)
In this unit, students investigate applications of energy to various everyday scenarios. Students
differentiate between potential and kinetic energy and then utilize graphical and mathematical analysis
to gain a comprehensive understanding of the concepts of work, power, and energy. Students also
complete a laboratory activity to evaluate the relationships among mass, speed, and kinetic energy of an
object, and they further develop scientific literacy skills through the completion of a lab report for the
activity. Next students investigate how energy is conserved as it changes forms and explore how energy
is transferred between forms. Students also analyze energy changes and conservation through graphical
and mathematical analysis of energy transfers in various scenarios. Students conduct graphical analysis
of energy transfer diagrams to confirm the law of conservation of energy and then complete a
laboratory activity to verify the law of conservation of energy through examination of the relationships
among kinetic energy, gravitational potential energy, and friction. They further develop scientific literacy
skills through the completion of a lab report for the activity.
In the lesson Work and Power, students compare applications of work and power by determining how
work is calculated and identifying examples of real-world scenarios in which work is or is not done.
Students distinguish how the angle at which a force is exerted on an object affects the amount of work
done on it and describe the relationship among work, force, and distance. In addition, students utilize
the power formula to calculate the amount of work done or the power output of an object.
In the lesson Energy Transformations, students discover how energy changes between different forms.
They learn to differentiate between single and multiple energy transformations and identify common
energy transformations (e.g., potential energy into kinetic energy). Students model applications of
energy transformations in real-world scenarios, such as in engines and while skydiving. In addition,
students apply mathematical skills to calculate mechanical energy and analyze energy transfer diagrams.
Page 22
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PHYSICS TEACHER’S GUIDE
Unit 4 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
HS-PS3-1.
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
HS-PS3-2.
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PS3-3.
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
HS-PS3-4.
Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
CCSS.ELA-Literacy.RST.11-12.5
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.11-12.7
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSA-CED.A.4
Model with mathematics. MP.4
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSA-CED.A.2
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.1
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PHYSICS TEACHER’S GUIDE
Unit 4 Common Misconceptions
Work is the same thing as labor.
■ Labor occurs when an individual expends physical or mental effort. Work occurs
when a force causes an object to move. Performing labor does not necessarily
correlate to performing work.
Work can be done on objects that are not moving.
■ Work is only done on an object when a force causes an object to move. If a
force is placed on an object, but the object does not move, then work is not
being done.
Gravitational potential energy is the only type of potential energy.
■ Gravitational potential energy is only one type of potential energy. Potential
energy is energy that is stored within an object. Additional types of potential
energy include chemical and elastic.
Energy is the same thing as force.
■ A force is a push or pull that acts upon an object because of how it interacts
with another object. Energy is the ability to do work.
Page 24
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PHYSICS TEACHER’S GUIDE
UNIT 5: THERMAL ENERGY AND HEAT TRANSFER
Estimated Unit Time: 16 Class Periods (780 Minutes)
In this unit, students investigate the relationships among thermal energy, heat, and temperature, as well
as how kinetic energy is demonstrated by changes in temperature. Students also analyze graphical
models to gain a comprehensive understanding of the various methods of heat transfer, including
convection, conduction, and radiation. Students also complete a laboratory activity to gain a
comprehensive understanding of how energy is converted to heat within a mechanical system, and they
further develop scientific literacy skills through the completion of a lab report for the activity.
Within the lesson Heat Transfer, students examine how thermal energy is transferred, including
evaluating the relationship between thermal energy transfer and the law of conservation of energy.
Students also differentiate among conduction, convection, and radiation, and they identify examples of
each type of heat transfer in real-world scenarios. In addition, students also examine the relationship
between electromagnetic waves and radiation.
In the Lab: Mechanical Equivalent of Heat lesson, students conduct an in-depth investigation of the
relationship between gravitational potential energy (GPE) and its conversion to thermal energy.
Students examine this relationship using a system composed of a falling cylinder attached to a propeller
in a water bath. Students adjust either the height or mass of the cylinder during the experiment and
then use quantitative observation and mathematical analysis to determine how these factors impact the
movement of the propeller and the change in temperature of the water bath. They also use graphical
analysis to determine the type of relationship that exists between GPE and change in temperature.
Page 25
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PHYSICS TEACHER’S GUIDE
Unit 5 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
HS-PS3-1.
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
HS-PS3-2.
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PS3-3.
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
HS-PS3-4.
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
CCSS.ELA-Literacy.RST.11-12.3
Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.11-12.2d
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSA-CED.A.4
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PHYSICS TEACHER’S GUIDE
Unit 5 Common Misconceptions
Heat is the same thing as temperature.
■ Heat is the transfer of energy from a warm object to a colder object.
Temperature is the measurement of how warm or cold an object is using a
specific measurement scale (Celsius, Fahrenheit, or Kelvin).
Page 27
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PHYSICS TEACHER’S GUIDE
UNIT 6: THERMODYNAMICS
Estimated Unit Time: 10 Class Periods (495 Minutes)
In this unit, students investigate matter and its relationship to thermal energy. Students evaluate states
of matter and how thermal energy relates to changes between states, utilizing graphical analysis of
heating curves. Students also complete a laboratory activity to gain a comprehensive understanding of
the transfer of thermal energy between different materials and factors that impact thermal energy
transfer. They further develop scientific literacy skills through the completion of a lab report for the
activity. Then students evaluate the first and second laws of thermodynamics and apply them to
everyday scenarios involving technology. Students also apply mathematical analysis to gain a
comprehensive understanding of how the laws of thermodynamics relate to the concepts of
conservation of energy and entropy.
In the lesson Changes of State, students examine the relationship between heat transfer and changes of
state, including differentiating among changes such as melting, condensation, and deposition. Students
also explain how changes in heat apply to each of the changes of state, and they evaluate heating curves
to determine the temperature at which specific state changes occur for a given substance. In addition,
students explain the importance of latent heat of fusion and latent heat of vaporization and apply
mathematical skills to calculate values for each in given scenarios.
In the lesson Second Law of Thermodynamics, students utilize graphical and mathematical analysis to
investigate the relationship between entropy and the second law of thermodynamics. Students calculate
the temperature equilibrium using the second law of thermodynamics. Students also utilize scientific
formulas to mathematically analyze the efficiency of heat engines. In completing this assignment,
students apply knowledge of significant figures when calculating values.
Page 28
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PHYSICS TEACHER’S GUIDE
Unit 6 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
HS-PS3-2.
Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
CCSS.ELA-Literacy.RST.11-12.5
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
CCSS.ELA-Literacy.RST.11-12.6
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.11-12.7
Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.11-12.1e
Reason abstractly and quantitatively. MP.2
Page 29
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PHYSICS TEACHER’S GUIDE
Unit 6 Common Misconceptions
Heat, enthalpy, and internal energy are all the same.
■ Heat is the transfer of energy from a warm object to a colder object. Enthalpy is
the total heat content of a system. It is calculated by adding the internal energy
of the system to the product of the pressure and volume of the system. Internal
energy is the total sum of the kinetic and potential energies of the particles that
make up a system.
The material an object is made of does not affect the amount of thermal energy it can transfer.
■ There are several factors that affect how an object transfers thermal energy or
has thermal energy transferred to it. These factors include mass of the object,
composition of the object, and how much energy is being transferred to or from
the object.
Page 30
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PHYSICS TEACHER’S GUIDE
UNIT 7: WAVES AND SOUND
Estimated Unit Time: 14 Class Periods (695 Minutes)
In this unit, students investigate the relationship between simple harmonic motion and waves. Students
conduct mathematical and graphical analysis to differentiate between wave types and properties such
as wavelength, frequency, and speed. Students also investigate factors affected by harmonic motion and
mathematically analyze the relationship between Hooke’s law and harmonic motion. Then students
evaluate various wave interactions and identify everyday examples of these phenomena and analyze the
properties and applications of sound waves in everyday scenarios, including the use of radio waves in
technology. Students identify properties of sound waves and factors that can affect the intensity of
sound. Students also investigate the relationship between sound and the Doppler effect.
In the lesson Simple Harmonic Motion, students apply the concept of simple harmonic motion to
conduct graphical and mathematical analysis of real-world examples of this phenomenon. Students
compare and contrast situations involving pendulum motion to determine differences in their graphs.
Students also calculate spring constants and forces to solve mathematical problems.
In the lesson Sound Waves, students investigate sound waves and their applications to everyday
technology. Students apply scientific literacy skills to read and analyze a scientific text discussing the
properties of sound waves. Students then discuss the benefits and disadvantages of different methods
of music storage, utilizing supporting information from the text. Students also graphically analyze
properties of sound waves, such as wavelength, and how factors such as medium and temperature
affect travel of sound waves.
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PHYSICS TEACHER’S GUIDE
Unit 7 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS4-1.
Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
CCSS.ELA-Literacy.RST.11-12.5
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
CCSS.ELA-Literacy.RST.11-12.4
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
CCSS.ELA-Literacy.RST.11-12.9
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.11-12.2b
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.1
Reason abstractly and quantitatively. MP.2
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSA-CED.A.2
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSA-CED.A.4
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PHYSICS TEACHER’S GUIDE
Unit 7 Common Misconceptions
Waves transfer mass and energy as they move through a medium.
■ Waves transfer energy as they move through a medium, but transfer little or no
mass.
All waves travel through mediums in the same way.
■ Particles of a medium will change their movement depending on the type of
wave that is travelling through the medium. Particles that encounter transverse
waves will move perpendicular to the wave motion. Particles that encounter
longitudinal waves will move parallel to the wave motion.
The frequency of a sound wave determines its loudness.
■ Loudness is a measurement of the amplitude of a sound.
The intensity of a sound wave determines its pitch.
■ Pitch is a measurement of how high or low a sound is.
Sound only travels through gases but can’t travel through solids or liquids.
■ Sound moves more quickly through solids due to the smaller distance between
the particles contained in the solid. It will move more slowly through liquids,
and even more slowly through gases due to the increase in the distance
between the particles in these states of matter.
Page 33
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PHYSICS TEACHER’S GUIDE
UNIT 8: WAVES AND LIGHT
Estimated Unit Time: 14 Class Periods (695 Minutes)
In this unit, students differentiate between the wave and particle models of light, as well as the regions
of the electromagnetic spectrum. Students also investigate the relationships among properties of
electromagnetic waves such as frequency, wavelength, and wave speed. In addition, students evaluate
applications of electromagnetic waves and how waves relate to Einstein’s postulates of special relativity
and the photoelectric effect. The unit includes a lab activity where students analyze data to understand
the factors that affect polarization of light. This activity concludes with students communicating their
analysis and conclusions as well as developing scientific literacy skills. Students also investigate various
phenomena of light—including reflection, refraction, and diffraction—and conduct graphical and
mathematical analysis to predict image formation by mirrors and lenses. Then students use graphical
models to investigate how Snell’s law and the law of reflection can be used to predict the reflection and
refraction of light rays. At the end of the unit, students complete a laboratory activity to gain a
comprehensive understanding of the phenomena of diffraction and how it is affected by wavelength
and gap width in a diffraction grating.
In the lesson Electromagnetic Waves, students examine the characteristics of the different types of
electromagnetic waves. They learn to describe how the interaction of electric and magnetic fields
creates electromagnetic waves and explain the relationship between wavelength and frequency of
electromagnetic waves. Students also describe the relationship between frequency and energy
transferred of electromagnetic waves and apply mathematical skills to calculate frequency and
wavelength of electromagnetic waves. In addition, students examine how the speed of light is affected
by the medium it is traveling through and identify real-world applications of various electromagnetic
waves.
In the lesson Lenses, students investigate different types of lenses and their everyday applications.
Students apply scientific literacy skills to read and analyze a scientific text discussing the properties of
various lens types and optical phenomena and applications associated with lenses. Students then utilize
information from the text and the lesson to analyze and evaluate graphical models and examples.
Students also conduct mathematical analysis to determine specific values related to image formation by
lenses. In completing this assignment, students apply knowledge of significant figures when calculating
values.
Page 34
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PHYSICS TEACHER’S GUIDE
Unit 8 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
HS-PS2-5.
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS4-1.
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. HS-PS4-3.
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
CCSS.ELA-Literacy.RST.11-12.3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.4
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSA-CED.A.4
Model with mathematics. MP.4
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.1
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSA-CED.A.4
Page 35
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PHYSICS TEACHER’S GUIDE
Unit 8 Common Misconceptions
The larger a lens is, the larger the image it will form.
■ The size of an image is not affected by the size of the lens, but rather by the
distance from the object to the lens. Moving an object farther away from a lens
will create an image that is smaller and closer to the lens. Moving an object
closer to the lens will create an image that is larger and farther away.
Images always form at the focal point of a lens.
■ If an object is located at the focal point of a lens, no image will be formed.
When a wave is refracted, its frequency changes.
■ Refraction occurs when light waves bend as they pass from one transparent
material to another. Light waves refract due to a change in speed as the wave
moves from one medium to another.
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PHYSICS TEACHER’S GUIDE
UNIT 9: ELECTRICITY
Estimated Unit Time: 21 class periods (1005 Minutes)
In this unit, students plan an investigation to describe the relationship among electric charge, electric
force, and electric fields. Students compare electric force to other fundamental forces and evaluate
various factors that can affect electric forces and fields. Students use Coulomb’s law to solve problems
involving electric forces. Then students diagram electric fields and field lines. In addition, students
complete a laboratory activity to gain a comprehensive understanding of Coulomb’s law and factors that
affect static electricity. In this investigation, students also further develop scientific literacy skills through
the completion of a lab report for the activity. Students also investigate the impact of various factors in
electric circuits. Students utilize mathematical and graphical analysis, including Ohm’s law, to
differentiate among the role of current, voltage, transistors, and resistance in series and parallel circuits.
Students also plan and complete a laboratory activity involving the structure of series and parallel
circuits and how circuit type affects power output. Lastly, students calculate energy usage in buildings
and evaluate energy efficiency.
In the lesson Electric Fields, students study electric fields using mathematical equations and diagrams.
Students evaluate specific scenarios to determine the appropriate methods for diagramming electric
field lines in each. Students also apply mathematical analysis to investigate the relationships among
charge, force, and distance in electrical fields, as well as to determine how different factors affect
electric field strength. In completing this assignment, students apply knowledge of significant figures
when calculating values.
In the lesson Electricity Use in Homes and Businesses, students examine real-world applications of
electricity, such as in appliances and power plants, and how electrical energy is transmitted across large
distances. Students also investigate the relationship between current and voltage and learn how
electrical energy is converted into electric power. In addition, students use mathematical skills to
calculate energy usage, electricity costs, energy efficiency, and energy loss in real-world scenarios.
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PHYSICS TEACHER’S GUIDE
Unit 9 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
HS-PS3-2.
Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
HS-PS2-4.
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
HS-PS2-5.
Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
HS-PS3-5.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.4
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
CCSS.ELA-Literacy.RST.11-12.9
Reason abstractly and quantitatively. MP.2
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.1
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSA-CED.A.4
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSA-CED.A.2
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PHYSICS TEACHER’S GUIDE
Unit 9 Common Misconceptions
Electric energy is the same as the flow of electrical current.
■ Electrical energy is the energy that is formed by the movement of charged
particles. Electrical current is the rate at which electrical charges move past a
specific point in an electrical circuit.
The distance between two charged objects does not affect the electrostatic force between
them.
■ The distance between two charged objects does affect the force seen between
them. When charged objects that are closer to each other, there is a greater
amount of electrostatic force between them. When charged objects are farther
apart, there is a smaller amount of electrostatic force between them.
The overall resistance of a parallel circuit will be larger than any of the individual resistors found
in the circuit.
■ The overall resistance of a parallel circuit is smaller than that seen in individual
resistors of the circuit. The overall resistance of a parallel circuit is calculated
using the formula 1/Req = 1/R1 + 1/R2 + 1/R3…, where R1, R2, R3, etc. are the
resistance values of each individual resistor connected in parallel.
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PHYSICS TEACHER’S GUIDE
UNIT 10: MAGNETISM AND ELECTROMAGNETISM
Estimated Unit Time: 18 Class Periods (865 Minutes)
In this unit, students evaluate the properties of magnets and how they affect magnetic forces and fields.
Students also conduct graphical and mathematical analysis to gain a comprehensive understanding of
the right-hand rule and how it applies to magnetism. In addition, students complete a laboratory activity
to analyze the relationships between magnetic and electric fields. They also develop scientific literacy
skills through the completion of a lab report for the activity. Students analyze the relationships between
electricity and magnetism and how each affects the other. Then students complete a laboratory activity
to gain a comprehensive understanding of the effect of magnetic polarity on induced current and
further develop scientific literacy skills through the completion of a lab report for the activity.
In the lesson Magnets and Magnetism, students analyze the properties of temporary and permanent
magnets, such as magnetic domains and how they affect magnetic fields. In addition, students describe
the interaction between magnetic poles on Earth and other objects. Students apply scientific literacy
skills to read and analyze a scientific text discussing the properties of Earth’s magnetic field. Students
then create a written argument defending the concept of swapping magnetic poles using supporting
information from the text.
In the lesson Lab: Electromagnetic Induction, students investigate the relationship between magnetic
polarity and induced current in a wire loop carrying electricity, as well as determine how a moving
magnet can induce an electric field and create current flow in a wire loop. In the investigation, students
use either a virtual electromagnetic induction simulation or an electromagnet created with a Faraday
magnetic field induction kit. They will then use qualitative and quantitative observation to compare the
effect of normal magnet polarity to reversed magnet polarity on overall current strength and flow
direction.
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PHYSICS TEACHER’S GUIDE
Unit 10 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
HS-PS2-5.
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
HS-PS3-2.
Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
HS-PS3-5.
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
CCSS.ELA-Literacy.RST.11-12.9
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.11-12.7
Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases.
HSF-IF.C.7
Reason abstractly and quantitatively. MP.2
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSA-CED.A.2
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PHYSICS TEACHER’S GUIDE
Unit 10 Common Misconceptions
A magnetic field can only be found at the poles of a magnet.
■ While the magnetic field of a magnet is strongest at its poles, the middle of a
magnet also contains a magnetic field.
Magnetic fields cannot pass through objects—materials such as insulators can block magnetic
forces.
■ Magnetic fields are able to pass through or move around most objects, even
objects that are non-magnetic such as thin sheets of wood or cardboard. They
are unable to pass through most superconductors.
Magnets are the only objects that can have magnetic fields.
■ Magnets are not the only objects that can have magnetic fields. In some cases,
electricity that runs through a wire coil can create a magnetic field around the
wire. This magnetic field will only be present when the electricity is on,
however.
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PHYSICS TEACHER’S GUIDE
UNIT 11: NUCLEAR ENERGY
Estimated Unit Time: 20 Class Periods (980 Minutes)
In this unit, students distinguish among concepts related to nuclear physics, including radioactivity, half-
life, fission, fusion, and applications of nuclear phenomena in everyday scenarios. They also differentiate
between the stages of scientific investigation and technological design. Students conduct and present an
analysis of advantages and disadvantages related to the use of nuclear energy as a resource. Students
also complete a laboratory activity to graphically analyze the process of half-life and further develop
scientific literacy skills through the completion of a lab report for the activity.
In the lesson Radioactivity, students examine radioactivity, including how the strong nuclear force
affects the stability of radioisotopes and how instability of the nucleus leads to radioactive decay.
Students also differentiate among the three types of radioactive decay and examine the relationship
between weak nuclear force and beta decay. In addition, students identify half-life and its relationship
to radioactive decay and apply mathematical skills to analyze and graph half-lives of radioactive
elements. Students also identify applications of radioactivity to real-world scenarios—such as uses in
medicine, agriculture, archaeology, and nuclear power—and compare stochastic and nonstochastic
effects of radiation.
In the lesson Nuclear Energy, students apply scientific literacy skills to create a written argument
establishing their position on the use of nuclear power. They will defend this argument by utilizing
supporting information from the lesson on the benefits and disadvantages of nuclear power as an
energy source. Students also identify issues related to disposing of nuclear waste and compare the use
of nuclear energy to other resource options.
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PHYSICS TEACHER’S GUIDE
Unit 11 Focus Standards
The following focus standards are intended to guide teachers to be purposeful and strategic in both
what to include and what to exclude when teaching this unit. Although each unit emphasizes certain
standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom
learning experience, these standards are revisited throughout the course to ensure that students master
the concepts with an ever-increasing level of rigor.
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
HS-PS3-2.
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS4-1.
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
CCSS.ELA-Literacy.RST.11-12.1
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.11-12.9
Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases.
HSF-IF.C.7
Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.2
Model with mathematics. MP.4
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PHYSICS TEACHER’S GUIDE
Unit 11 Common Misconceptions
Nuclear fission always releases more energy than nuclear fusion.
Both nuclear fission and nuclear fusion generate massive amounts of energy
from atoms. Nuclear fusion reactions are typically more powerful than nuclear
fission reactions, but are much more difficult to sustain over long periods of
time. Therefore, nuclear fission reactions are used in nuclear reactors to
produce energy.
Beta particles are released by a change in an atom’s electron shells.
Beta particles are released when a neutron changes into a proton during
radioactive decay. Beta particles are produced from changes in the nucleus of
an atom, rather than the electron shells that surround the nucleus.
When an element undergoes radioactive decay, its nucleus will eventually disappear.
When an element undergoes radioactive decay, its nucleus becomes more
stable due to the loss of unstable matter in the atom. The nucleus does not
disappear, but rather, the element changes from one type into another more
stable element.
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PHYSICS TEACHER’S GUIDE
STRATEGIES FOR FOSTERING EFFECTIVE CLASSROOM DISCUSSIONS
INTRODUCTION
Listening comprehension and speaking skills that are utilized in classroom discussions are crucial to
learning and to the development of literacy (Horowitz, 2015, citing Biber, 2006; Conley, 2013; Hillocks,
2011; and Kellaghna, 2001). Classroom discussions help students become personally involved in their
education by helping both teachers and students achieve a variety of important goals. Effective
classroom discussions enhance student understanding by broadening student perspectives, adding
needed context to academic content, highlighting opposing viewpoints offered by other participants,
reinforcing knowledge, and helping establish a supportive learning community.
PROMOTING EFFECTIVE DISCUSSIONS
Edgenuity lessons set the foundation for rich, in-depth student discussions that can be facilitated by a
classroom instructor and directed using the guidelines that follow. Excellent discussions often begin with
well-planned questions that students personally connect to and are engaging or capture their
imagination.
1. As the class begins, use material that is familiar or comfortable for students personally, and then
progress toward ideas central to course content.
2. If a question fails to garner a response or doesn’t seem to gain the interest of your students,
trying rephrasing or provide an example. Even the best instructors ask questions that go
nowhere; the trick is to keep trying.
3. Encourage students to create and ask their own discussion questions, gradually shifting the
responsibility for moving discussions forward from the instructor to the students as students
demonstrate readiness.
4. Support students who struggle with articulating and supporting their views by providing some of
the discussion questions to them beforehand. The opportunity to process the question and
make notes can help reticent students participate more readily.
5. Questions that draw upon knowledge (Remembering)
6. Use Bloom’s verbs to develop questions that allow students to demonstrate understanding at
multiple levels. For example:
Questions that ask students to demonstrate comprehension:
o What is meant when a vehicle has negative acceleration?
o Will you state or interpret in your own words the meaning of inertia?
Questions that encourage reasoning or analysis of an idea or text:
o I wonder why some surfaces are harder to walk on than others. How does friction
help answer this question?
o What would happen if you increased the mass or angle of a projectile?
o What could have been the reason a satellite fell out of orbit?
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PHYSICS TEACHER’S GUIDE
o What conclusions can you draw about the relationship between force and
acceleration?
Questions that promote evaluation of a process or idea:
o What might be a better material for an egg-drop device?
o In terms of inertia, force, and acceleration, do you agree that helmets protect
athletes from concussions?
Questions that promote synthesis of a concept:
o Can you propose a modification to a parachute to increase negative acceleration?
o How could you change the amount of work required to carry several boxes of books
up three flights of stairs?
o What can you infer from the conservation of energy lab about the energy in a
system?
o Can you make the distinction between speed and velocity?
Questions that promote application of a concept:
o How could the idea of Newton’s second law be applied to the design of car, if you
wanted the car to be more fuel efficient? How could it be applied to the design if
you wanted the car to have greater acceleration?
o How could you use the concept of orbital motion to create a model of the solar
system?
Effective discussions usually begin with clear ground rules. Make sure students understand your
discussion guidelines. For example:
• Allow students to challenge one another but do so respectfully. Participants may
comment on the ideas of others but must refrain from criticizing individuals.
• Encourage students who are offended by anything said during discussion to
acknowledge it immediately.
• Encourage students to listen actively and attentively.
• Do not allow students to interrupt one another.
• Do not allow students to offer opinions without supporting evidence.
• Make sure students avoid put-downs (even humorous ones).
• Encourage students to build on one another’s comments; work toward shared
understanding.
• Do not allow one student or a small number of students to monopolize discussion.
• Some instructors ask each class to develop its own rules for discussions. The instructor
must then take care to honor those rules and to make sure students honor them as well.
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PHYSICS TEACHER’S GUIDE
SUGGESTED DISCUSSION QUESTIONS FOR PHYSICS
Research supports building in time for students to talk about texts after they read them. This time
should enable readers to recompose, self-reflect, analyze, and evaluate the meaning of the text
(Cosent, Lent, & Gilmore, 2013; Horowitz, 2015). Please use the questions located below to guide your
physics in-class discussions.
Unit 1: One-Dimensional Motion and Forces
1. While planning a trip, you notice that the distance traveled is 200 miles if you fly, but the
distance traveled is 215 miles if you drive. Explain why the distance of these trips may be
different even though you are going to the same location. Use displacement in your answer.
2. Compare and contrast speed, velocity, and acceleration. Give an example of each using a person
on a bicycle.
3. In the “Force and Fan Carts” lab, we used both position-time graphs and velocity-time graphs to
describe the motion of the cart. Describe the meaning of the y-intercept, slope, and area of
these graphs. Why use a graphical representation for motion?
4. Hyperloops are being proposed as new technology to transport people and objects far distances
faster than ever before. Based on what you know, what precautions should engineers look at to
make sure these trains are safe? Refer to “Once Thought of as Just a Dream—Is the Hyperloop a
Real Possibility?” by Elizabeth Shockman for more information on hyperloops.
5. Find two pieces of paper of the same size. Crumple one up into a paper ball and leave the other
as is. Drop both from 1.5 meters. What do you notice? Explain this phenomenon using what we
have learned about acceleration, mass, and force.
6. Motorcyclists can stop quicker than larger vehicles. Using what we have learned in this unit, why
can motorcyclists slow down quicker than a larger vehicle, like a semitruck?
7. Rocket fuel is very expensive. How would you design a rocket to limit the amount of fuel needed
to accelerate into orbit? Use scientific evidence to justify your design.
8. When designing a car, engineers must pay close attention to how friction affects different
aspects of how the car. How do engineers maximize or minimize friction? Why is this important?
9. Based on the article “A Spacecraft Is Using the Martian Atmosphere to Get closer to a Planet” by
Mary Beth Griggs in Popular Science, what challenges do scientists face when designing objects
being sent to other planets? How might a thin atmosphere impact the landing of the object on
the planet? What can engineers do to make sure these objects land successfully?
10. In this unit we learned about four fundamental forces. How would you classify these four
forces? Let’s say you observe an unknown force. What questions would you ask to determine
which type of fundamental force you observed?
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PHYSICS TEACHER’S GUIDE
Unit 2: Newton’s Laws and Momentum
1. Describe a time in which inertia affected something that happened to you.
2. In the following examples, explain how one of Newton’s laws is affecting an object involved:
a. Soda spilling out of a lidless cup
b. A person falling forward or backward on a bus when it accelerates positively or
negatively
c. The weird stomach feeling when you go down a steep roller coaster hill
d. A rocket blasting off into space
e. The amount of time it takes a motorcycle to stop versus a semitruck
3. Explain how impulse and momentum are different. How are they related?
4. You are sending a birthday present to your older brother but are worried about it breaking in
the mail. How would you apply what you learned about impulse and momentum to how you
package your present?
5. What is the relationship between force and mass and force and acceleration? How are these
two relationships different? Mathematically, how do these relationships compare?
6. Looking at the concussion graphic in “Headbanger Nation” by Jeffrey Kluger in Time, evaluate
the effectiveness of a helmet. How does (or doesn’t) it protect against concussions and CTE?
7. In your egg-drop device, you had to choose between several different types of materials. How
would adding mass, velocity, and/or acceleration affect your device? How would you minimize
the effects of these additions?
8. After reading the article “Rethinking Flight Safety with Air Bags in Planes” by Adam Hochberg,
evaluate whether including air bags on airplanes is a good idea. What are the advantages and
disadvantages?
9. Compare and contrast the following collisions. How would they be different? Use concepts from
the unit to help support your answers.
a. A truck colliding with a stationary motorcycle versus a truck colliding with a stationary
truck
b. A deflated basketball hitting the ground versus a fully inflated basketball hitting the
ground
c. A train colliding with a stationary train versus a train colliding with another train moving
in the opposite direction
Unit 3: Two-Dimensional Motion and Gravity
1. What measurements require vectors? How do you know when to use a vector?
2. Imagine throwing a ball up into the air. What variables will affect the projectile motion of the
ball?
3. How do different variables (height, initial velocity, air resistance, and mass) affect the motion of
a ball being thrown into the air?
4. To hit a target in archery, where should you aim? Why? How would you change your aim if you
moved closer to the target? Further from the target?
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PHYSICS TEACHER’S GUIDE
5. Gravitational force on Mars is about one-third that of Earth. The atmosphere on Mars is about
one-hundredth the density on Earth. Contrast the projectile paths of a ball thrown on Mars with
that of one thrown on Earth. Be sure to explain any differences you describe.
6. A father and young child are in line for a teacup ride. The mass of the father is two times the
mass of the child. Who should sit on the outside of the circle? What concepts in this unit can
help you answer this question?
7. During car races, passing often occurs within the curves of the racetrack. In determining the
optimal velocity for a car during a turn, what information would you need to make your
decision?
8. In “Defying Gravity: Eye-Opening Science Adventures on a Weightless Flight,” students conduct
several experiments during the weightless periods on the zero-gravity plane. Propose another
experiment that could be done in a weightless environment. How would you conduct the
experiment? Which variables would you test? What would your hypothesis be?
9. Based on what you know about forces and motion, how would you design a spacecraft for space
travel? What designs would you use for the launch? What designs would you use for space
travel? Why would these designs be more effective than others? Use information from
“Voyager” by Dan Vergano to support your answer.
10. Before Kepler’s laws were accepted, the heliocentric model was used to describe the
relationship between the Sun and the planets. What evidence and technology were important in
changing this model of the solar system? How might our current model of the solar system
and/or universe change in the future? What new evidence and/or technology might change our
model of the solar system and universe in the future?
Unit 4: Work, Power, and Energy
1. How would you describe the relationship among force, work, and power? How does force affect
power? Work affect power? Which variable is affected by time?
2. You and another student are carrying books from the library to the physics classroom. One
person carries 5 books at a time and takes 10 minutes. The other person carries 3 books at a
time and takes a total of 12 minutes. Both people carry a total of 30 books. Compare the book
carriers’ work and power.
3. What factors increase potential energy? Kinetic energy?
4. Looking at our results from Lab: Kinetic Energy, what variable affected the height of the bean
bag? How is this supported by the formula for kinetic energy and the work-energy theorem?
5. If energy cannot be created or destroyed, why do things stop moving? Where is the energy
going?
6. How is energy transformed in a vehicle? If one car travels 20 miles per gallon of gasoline and
one car travels 30 miles per gallon of gasoline, what does this tell you about the efficiency of
each vehicle?
7. Imagine you are a mechanical engineer. How might you improve the energy efficiency of a
vehicle?
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PHYSICS TEACHER’S GUIDE
8. Your city is thinking about building a new power plant. In your opinion, what type of power
plant should they construct? Why? Explain the advantages and disadvantages.
9. As we use up nonrenewable energy, fueling vehicles may become a major challenge. After
watching the video “Can 100% Renewable Energy Power the World?” from TED-Ed, what
technologies do you think will help us solve his challenge?
10. After reading “This 18-mile Stretch of Georgia Highway Is a Living Laboratory for Clean Energy”
by Jeremy Deaton in Popular Science, what recommendations would you make to the
department of transportation in your area?
Unit 5: Thermal Energy and Heat Transfer
1. What is the difference between thermal energy, heat, and temperature?
2. Liquid water has a specific heat of 4.187 joules per gram. Describe what this means.
3. The specific heat of water varies depending on its state of matter. Liquid water is 4.187 joules
per gram; ice is 2.108 joules per gram; and water vapor is 1.996 joules per gram. Can you use
what we have learned about specific heat and thermal energy to explain why specific heat
changes with water phase changes?
4. When you are cold, you put on a jacket or cover up with a blanket. These objects are typically
not warm. Explain why they make you feel warmer.
5. Solar cookers use only energy from the Sun to cook food. Explain how one of these devices
might be built? How does that connect to what we have been learning about heat transfer? In
your opinion, what materials would be best for making such a device?
6. Think back to the Lab: Mechanical Equivalent of Heat. What variables caused a rise in
temperature? What other patterns do you see? Using your observations and data, what
applications might a device like this serve?
7. Compare and contrast the three types of heat transfer (conduction, convection, and radiation).
How are each used in everyday life?
8. When walking on different surfaces, why do some feel colder than others? For example, why is
walking on a carpet different than walking on a tiled floor? Use vocabulary from this unit to
explain.
9. After reading “Geothermal Energy,” how do you think this renewable resource can be used in a
school or home?
10. In the lesson Radiation, you learned about thermography. What is being measured with this
technique? How could this technology be used?
11. Heat energy flows from the Sun to Earth. Explain this process in terms of radiation, convection,
and conduction.
12. Why does the inside of a car become extremely hot if the windows are shut? Explain what is
happening in terms of energy.
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PHYSICS TEACHER’S GUIDE
Unit 6: Thermodynamics
1. Describe an adiabatic process. How is this different than heating something up on a stove?
2. A warm cup of coffee eventually will cool. However, the first law of thermodynamics states that
energy cannot be destroyed. What is happening to the thermal energy of the coffee?
3. If you were to feel the back of a refrigerator or air conditioner, you may notice that it is quite
warm. Explain why devices that are cooling substances may feel warm.
4. What characteristics would you look for in distinguishing the differences between a liquid,
plasma, or gas?
5. Why is using a model key in understanding particles and thermodynamics?
6. In what ways is studying states of matter difficult? What useful information is gathered by
observing a melting ice cube? What information is gathered by using a simulation to observe
water particles in solid and liquid states?
7. Explain how a heat engine works. What happens if an engine overheats?
8. Body temperature for humans tends to be around 98° Fahrenheit. How does your body maintain
that temperature when it is cold? When it is hot? How do the laws of thermodynamics explain
why your body’s processes work to maintain your temperature?
9. While reading, “When Air Is the Same Temperature as Our Body, Why Do We Feel Hot?” by
Jeffrey Walker in Scientific American, you learned about why you can feel hot on a day that is
not as warm as your body’s temperature. Use the laws of thermodynamics to explain how this
happens.
10. When studying systems of equilibrium, what variables are important to control? What
suggestions do you have about defining and maintaining systems?
Unit 7: Waves and Sounds
1. Recall what Hooke’s law states about springs. Describe an experiment you could design and use
to support it.
2. Two springs are holding a mass of 10 g. Spring A is stretched farther than Spring B. What does
this tell you about the spring constant, K?
3. Define frequency, amplitude, and wavelength. Describe the relationship among frequency,
amplitude, and wavelength.
4. Use your own words to explain why there is no sound in space.
5. You want to design a room that is soundproof. What material would you use and why?
6. We learned about sound waves and radio waves in this unit. Both communicate sound (either
on their own or with a device). Describe the limitations of each.
7. Compare and contrast radio waves and sound waves. How are these two types of waves used in
real life?
8. How are analog and digital signals different? What are the advantages and disadvantages of
each?
9. We are going to listen to a few AM radio and FM radio stations. What do you observe? What
differences do you notice? What do these differences tell you about wave interference?
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PHYSICS TEACHER’S GUIDE
10. After reading “How Do Bats Echolocate and How Are They Adapted to This Activity?” by Alain
Van Ryckegham in Scientific American, think about the advantages of echolocation when
compared to vision. How could this technology be applied to humans who are blind?
Unit 8: Waves and Light
1. Describe the difference between visible light, ultraviolet light, and X-rays.
2. Explain why a change in frequency when light travels through a medium would violate the law of
conservation of energy.
3. What evidence helps explain the dual nature of light?
4. Distinguish between light and sound waves. What characteristics make them different?
5. How does sunscreen work? What happens to the waves when they come into contact with
sunscreen?
6. What time of day is UV most dangerous? Why?
7. Gamma ray detection in the universe requires satellites outside Earth’s atmosphere. Explain why
gamma rays are difficult to detect from Earth. Incorporate what you know about
electromagnetic radiation into your answer.
8. Infrared detectors detect waves we cannot see with our eyes. What are the uses for infrared
detectors?
9. How do microwaves heat up food? Are there other types of waves that could be used to heat up
food?
10. You have a telescope and want to improve its magnification capabilities. What would you need
to change about the telescope to increase the magnification?
Unit 9: Electricity
1. Explain thunder and lightning. What is happening in terms of electrical charge when lightning
strikes?
2. How do engineers control electricity in a television? What should they do if they wanted more
electricity?
3. When working with electricity, what can be done to protect oneself from electrocution? What
precautions are important to take when working on electricity in a house?
4. Suppose you have solar panels on the roof. What happens to the current in a circuit if you add
an extra solar panel? If it is evening? If you add another appliance to the circuit?
5. Batteries eventually stop working. If energy is neither created nor destroyed, what happens to
the energy stored in batteries when they stop working?
6. In what instances would you want a parallel circuit? In what instances would you want a series
circuit?
7. What components are necessary for a circuit to work correctly?
8. A string of lights does not turn on when plugged into an electric source. How do you go about
figuring out what is wrong with the string of lights? Why would your method work?
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PHYSICS TEACHER’S GUIDE
9. After reading “The Road That Gives Electric Vehicles a Charge,” explain the benefits of electric
vehicles that do not need to be plugged in. Do you think this technology should be found in
more cities? Why or why not?
10. In what ways are batteries important to modern-day appliances? How would electricity and
electronics be different without batteries?
11. Imagine you want to lower your electric bill. What strategies would help you accomplish this?
Why?
Unit 10: Magnetism and Electromagnetism
1. What factors affect the strength of a magnet?
2. Explain what happens if you cut a bar magnet in half. What happens to the poles? What
happens if you put these magnets close to each other?
3. How is a slinky like a solenoid? What would you need to add to the system to run a current
through the slinky? How would you increase the strength of the current?
4. You want to create a strong electromagnet. What factors are important? Why?
5. After reading “Magnetic Brain Stimulation May Trump Drugs for Severe Depression,” explain the
connection between magnetism and electricity.
6. Why are creating models important when learning about electricity and magnetism?
7. What is the difference between a motor and a generator? Explain the flow of energy in a system
with a motor and a system with a generator.
8. Think about the applications of a motor and a generator. What everyday uses do these have?
Unit 11: Nuclear Energy
1. How is energy stored in atoms?
2. Explain what is meant by “half-life”? Why are scientists interested in the half-life of carbon?
How has the radioactive decay of carbon become a crucial tool for studying life?
3. Why are half-life graphs curved?
4. How are fusion and fission different? What is happening to particles? What are the effects? How
is energy transfer different between the two?
5. Explain how energy flows through the Sun and flows through a nuclear power plant. In what
ways are they similar? Different?
6. Suppose you want to determine the type of radiation an object is emitting. How would you
determine if there were alpha, beta, and/or gamma radiation?
7. In your opinion, what should be done with nuclear waste from power plants?
8. Compare fluoroscopy, magnetic resonance imaging (MRI) technology, and radiography. How are
the methods for taking an image similar? How are the images they create similar? Why would
doctors use one over the others?
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PHYSICS TEACHER’S GUIDE
COURSE CUSTOMIZATION
Edgenuity is pleased to provide an extensive course customization toolset, which allows permissioned
educators and district administrators to create truly customized experiences that ensure that our
courses can meet the demands of the most rigorous classroom or provide targeted assistance for
struggling students.
Edgenuity allows teachers to add additional content in two ways:
1. Create a brand-new course: Using an existing course as a template, you can remove content,
add lessons from the Edgenuity lesson library, create your own activities, and reorder units,
lessons, and activities.
2. Customize a course for an individual student: Change an individual enrollment to remove
content, add lessons, add individualized activities, and reorder units, lessons, and activities.
Below you will find a quick start guide for adding lessons in from a different course or from our lesson
library.
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PHYSICS TEACHER’S GUIDE
In addition to adding lessons from another course or from our lesson library, Edgenuity teachers can
insert their own custom writing prompts, activities, and projects.
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PHYSICS TEACHER’S GUIDE
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PHYSICS TEACHER’S GUIDE
SUPPLEMENTAL TEACHER MATERIALS AND SUGGESTED READINGS
UNIT 1: DIMENSIONAL MOTION AND FORCES
Unit 1: Additional Teaching Materials
Simulation—Forces and Motion: Basics
In this interactive simulation, students explore important unit concepts such as motion, speed, net
force, friction, and acceleration. By manipulating the simulation, students will be able to predict and
analyze changes to speed, force, and acceleration. Students have several variables to choose from in this
simulation, giving them the opportunity to explore cause and effect and practice experimental design.
The simulation also provides different opportunities for expressing data, including vectors and graphs.
https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-
basics_en.html
Sliders
In this engineering-based activity, students learn about static and kinetic friction using common
household materials. Students then apply the data collected to understand how antilock brake systems
work in cars. The activity includes a student handout that guides students though collecting and
analyzing data (including calculating static and kinetic friction coefficients). Lastly, students make
connections between their data and real-life engineering applications. This resource also includes a
materials list and teacher guide.
https://www.teachengineering.org/activities/view/cub_energy_lesson04_activity2
Kites and Forces
In this lesson, students are presented with the forces involved in the aerodynamics of a kite. Using a free
body diagram, students gather important background information on the forces acting on a kite. The
inquiry specifically focuses on the cross cutting concept of cause and effect, as students must find and
analyze evidence relating to the relationship between these concepts. As an extension, students could
create their own kite design and evaluate its effectiveness using scientific evidence.
http://ngss.nsta.org/Resource.aspx?ResourceID=759
http://blossoms.mit.edu/videos/lessons/kite_flying_fun_art_and_science
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PHYSICS TEACHER’S GUIDE
Unit 1: Additional Readings
Dynamics of Flight
This nonfiction text by Robert Shaw describes the forces involved in flight, linking the basic concepts of
this unit to a real-life application. Forces act on an airplane in both the horizontal and vertical planes,
producing balanced or unbalanced forces. Pilots change the velocity of an aircraft by manipulating the
net force of the airplane. This text includes diagrams that show how pilots can manipulate net force,
giving students examples of these concepts in a real-life application.
https://www.grc.nasa.gov/WWW/K-12/UEET/StudentSite/dynamicsofflight.html
A Spacecraft Is Using the Martian Atmosphere to Get Closer to a Planet
Slowing down is a challenge in space. Scientists use a process called “aerobraking” to slow down
spacecraft traveling thousands of miles per hour. This article by Mary Beth Griggs for Popular Science
explains how this process works, looking at the deceleration of the ExoMars orbiter starting in 2017.
Without this technique, the spacecraft would be going too fast as it approached the planet. Building off
this example from the article, students could discuss the other challenges of spaceflight.
https://www.popsci.com/spacecraft-is-using-atmosphere-mars-to-get-closer-to-planet
How Can a Slower Runner Catch a Faster One?
Gazelles can run much faster than lions. Despite their faster velocities, lions do hunt and catch gazelles.
How is this possible? This article from the editors of Scientific American looks at the relationship among
position, velocity, and acceleration in predator-prey scenarios. It also applies the same ideas to sports,
such as track and football. The article includes a velocity-time graph, showing the benefits of
acceleration in such circumstances.
https://www.scientificamerican.com/article/football-how-can-a-slower-runner/
Once Thought of as Just a Dream—Is the Hyperloop a Real Possibility?
Imagine traveling from the East Coast to West Coast in less than an hour. This may be possible in the
near future, with a fast moving hyperloop. These structures would be train-like, moving people in
capsules at fast velocities from one area of the world to another. This article by Elizabeth Shockman for
PRI focuses on an interview with an engineer at SpaceX as he discusses the possibilities of such
transportation. The text includes a summary article of the interview, accompanying diagrams, and a
recording and transcript of the actual video.
https://www.pri.org/stories/2016-06-26/once-thought-just-dream-hyperloop-real-possibility
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PHYSICS TEACHER’S GUIDE
UNIT 2: NEWTON’S LAWS AND MOMENTUM
Unit 2: Additional Teaching Materials
Bouncing Balls: Collisions, Momentum, and Math
In this hands-on activity, students explore how different variables affect collisions involving balls. This
investigation is an additional opportunity for students to practice calculating momentum and applying
the conservation of momentum to the observations made in this activity. Students connect this
experiment to real-life examples in sports, including bats to baseballs and shoes to soccer balls. The
lesson also makes connections to engineers who design sport equipment.
https://www.teachengineering.org/activities/view/cub_energy_lesson03_activity3
Understanding Car Crashes: It’s Basic Physics
During this 22-minute video created by the Insurance Institute of Highway Safety, students learn about
the physics of car crashes. The video explores the ideas of inertia, momentum, energy, and impulse
using footage of crash tests. Students apply the ideas learned in this unit to the way engineers analyze
car safety.
http://www.iihs.org/iihs/videos
Crashworthiness Then and Now
In this quick 15-minute lesson, students predict the outcome of a crash between a 1959 Chevrolet Bel
Air and a 2009 Chevrolet Malibu. After making their predictions, students watch a short clip of the crash
and make observations. Using their observations and knowledge of forces, momentum, and impulse,
students evaluate the safety features of each car and explain how the car protected (or did not protect)
the crash test dummy.
https://classroom.iihs.org/s/9
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PHYSICS TEACHER’S GUIDE
Unit 2: Additional Readings
Innovations in Driving: The Seat Belt
In this article for Popular Science, Preston Lerner discusses the history, statistics, and implications of seat
belts. During a car crash, humans must battle their own inertia to continue flying forward as the car
stops; seatbelts are the primary source of slowing us down in the event of a crash. Despite this logic,
seat belts have not always been popular. This article includes a few short video clips to support the
author’s points.
https://www.popsci.com/cars/article/2012-09/innovations-driving-seat-belt
Rethinking Flight Safety with Air Bags in Planes
Should airplanes be equipped with air bags? In this article and interview for NPR, Adam Hochberg
gathers evidence as to whether airplanes should be equipped with passenger air bags. The article
includes a summary by the author and a transcript of an interview between Hochberg and Tom Barth, a
research director at AmSafe. Both the summary and the interview have audio options that can be used
for struggling readers.
https://www.npr.org/templates/story/story.php?storyId=114115635
Headbanger Nation
In this four-page investigative article for Time, Jeffrey Kluger explores the stories of children who have
suffered concussions. The author discusses statistics of sports and concussions as well as the damage
involved in suffering one or multiple concussions, including chronic traumatic encephalopathy (CTE). The
article includes a graphic that illustrates how the laws of motion explain the physics of a concussion. By
reading the article, students develop an understanding on how concussions and CTE connect to physics.
http://content.time.com/time/specials/packages/article/0,28804,2043395_2043506_2043494,00.html
Playing Defense
This one-page article by Mehmet Oz stresses the importance of awareness and prevention when it
comes to concussion-related sport injuries. The article makes many connections to the information
presented in “Headbanger Nation” by Jeffrey Kluger and proposes ways to decrease concussion
frequency in sports; the two articles could be used together to synthesize the ideas of concussions and
Newton’s laws.
http://content.time.com/time/specials/packages/article/0,28804,2043395_2043505_2043493,00.html
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PHYSICS TEACHER’S GUIDE
Acceleration-Deceleration Sport-Related Concussion: The Gravity of It All
This academic article in the Journal of Athletic Training uses the principles of Newton’s laws to
understand the acceleration of brain matter in the moments of a concussion. This is an advanced article
that applies the mathematical models of this unit as the authors attempt to measure the forces involved
when a concussion occurs on the field. The authors propose that analyzing the acceleration and force of
these impacts may help us understand sport concussions in more detail.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC155415/
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PHYSICS TEACHER’S GUIDE
UNIT 3: TWO-DIMENSIONAL MOTION AND GRAVITY
Unit 3: Additional Teaching Materials
Projectile Motion Simulation
PhET’s interactive simulation on projectile motion provides students with an opportunity to discover
how different variables affect the motion of a projectile. The simulation’s introduction starts with a task:
hit a target with a projectile. Students try to hit the target by manipulating many variables, including
mass, launch angle, launch height, initial velocity, and friction. After these variables are manipulated,
the simulation uses force diagrams and vectors to model the motion of the object. This helps students
model the force and motion of an object at different time intervals. Lastly, students design an
experiment to test how one or more variables affect the ending position of the object. After observing
the effects, students build patterns and relationships among the variables, making it easier to predict
how to hit the target. Because the simulation allows for one or more variables to be tested, this activity
can be differentiated easily.
https://phet.colorado.edu/sims/html/projectile-motion/latest/projectile-motion_en.html
Discovering Kepler’s Laws
In this lesson, students watch a video that reviews Kepler’s hypothesis about elliptical orbits. Students
then use real planetary data to determine distance and period patterns among planets. After analyzing
the data, students use the information to support and/or refute several hypotheses about planetary
orbits. The resource includes links to the video, a teacher’s guide, and a student handout.
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/10082
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PHYSICS TEACHER’S GUIDE
Unit 3: Additional Readings
We Are Stardust
In this text, Beth Geiger discusses how the forces of gravity affect objects on microscopic and
macroscopic levels. Gravity is a force that gives stars the power for fusion to occur, causing elements to
collide. The author explains how the elements created in stars are the same as those in humans and the
objects all around us. The text also describes the power of gravitational forces on a macroscopic level,
including in supernovas and other celestial collisions. The article includes a vocabulary list with
important science vocabulary critical to the article.
https://www.sciencenewsforstudents.org/article/we-are-stardust
Amazing Moons
Moons are one of the solar system’s most interesting satellites. Jupiter’s moons have been studied
because of their unique characteristics—many of which are due to the gravitational forces of Jupiter. In
this article by NASA, some of these moons are described in more detail. The article offers an example of
how gravitational forces affect objects in the solar system.
https://science.nasa.gov/science-news/science-at-nasa/2016/amazing-moons
Defying Gravity: Eye-Opening Science Adventures on a Weightless Flight
This article by Megan Gannon reports on the uses of a “zero-gravity” airplane. While a flight on this
plane offers a unique experience for the passengers, it also gives scientists a chance to conduct
experiments not easily done on the ground. The article discusses a group of student researchers who
used these flights to test different experiments. For example, fire behaves differently without gravity;
therefore, one experiment was designed to study the behavior of fire in a weightless environment.
Research like this is vital to engineers who are tasked with designing safety equipment for space travel.
Photos and short video clips are included to support the article’s text.
https://www.space.com/25937-zero-gravity-weightless-science-ucsd-photos.html
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PHYSICS TEACHER’S GUIDE
UNIT 4: WORK, POWER, AND ENERGY
Unit 4: Additional Teaching Materials
“Can 100% Renewable Energy Power the World?”
This lesson by TED-Ed discusses the challenges and possibilities of powering the world with all
renewable energy. The lesson resource includes a six-minute video, comprehension and discussion
questions, and links to learn more for advanced learners. The lesson also leaves students with the
engineering challenge of how to make renewable energy methods more efficient.
https://ed.ted.com/lessons/can-100-renewable-energy-power-the-world-federico-rosei-and-renzo-rosei/discussions/humanity-is-working-hard-to-curb-greenhouse-gases-and-limit-climate-change-are-these-efforts-sufficient-or-is-it-too-late-for-us-to-sustain-the-planet-s-ecosystem-that-we-rely-on
How a Hybrid Works
Students are engineers in this lesson as they discover the physics behind hybrid vehicles. Students
connect the key ideas of hybrids through video and teacher instruction, including regenerative braking
and engine structures. The lesson also includes an optional lab, “Energy Storage Derby and Proposal.”
Students design, build, and test small prototypes. Then they evaluate these vehicles and their efficiency
at transferring potential energy into motion. This lesson is a great opportunity to discuss engineering
applications of alternative energy for vehicles.
https://www.teachengineering.org/lessons/view/van_hybrid_design_less4
NOVA Energy Lab
In this interactive virtual game, students define energy, explain how it can be converted into other
forms, and gather evidence as to why some forms are running low. Students interpret and analyze
geographical data related to different types of energy (solar, wind, geothermal, and biomass). After
students identify patterns in the data, they make suggestions as to how certain cities should spend
resources (money and space) to meet energy demands. Students test their recommendations and
reflect on the simulation successes and current energy profiles of different cities. The resource includes
a teacher’s guide with extra learning resources such as questions, useful links and videos, and a lesson
plan.
http://www.pbs.org/wgbh/nova/labs/lab/energy/
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PHYSICS TEACHER’S GUIDE
Unit 4: Additional Readings
Renewable Energy
Renewable Energy is a nonfiction text by Ellen Labrecque that covers renewable energy history, basic
concepts, and environmental, geographical, and philosophical perspectives. The text is written at a
lower reading level, which makes it accessible to all students. The text is also rich in images, diagrams,
and data. It includes a glossary of key terms and a bibliography for further research.1
This 18-Mile Stretch of Georgia Highway Is a Living Laboratory for Clean Energy
Alternative energy is a big word in the world of innovation today. Jeremy Deaton reports on a highway
in Georgia that is testing out some of these new energy technologies. The stretch of highway, or “The
Ray,” is covered with solar panels, charging stations and charging lanes, tire pressure monitors, and
other energy generating and efficiency technology.
https://www.popsci.com/georgia-highway-ray-clean-energy#page-3
High Gas Prices Could Mean Colder Classrooms and Canceled Trips
The use of natural gas, a nonrenewable energy resource, creates economic as well as environmental
concerns. This two-page article by Siobhan Boland discusses the consequences of a surge in gas costs
during cold weather. The article demonstrates a real-world issue in terms of energy consumption that
could lead to questions about conservation of energy and alternative energies.
http://www.pbs.org/newshour/extra/app/uploads/2014/03/HighGasPrices.pdf
Engineers Consider Liquid Salt to Generate Power
Nuclear energy is powerful, but it can be dangerous. It is cleaner for the air than burning coal or gas, but
it can have detrimental environmental effects if something goes wrong, like when a tsunami damaged
reactors in Fukushima, Japan. Kathryn Hulick discusses pros and cons of nuclear energy and highlights a
potential new type of nuclear energy reactor that could have advantages. The article includes images
and models to explain the concepts, as well as “power words” that will help students understand the
ideas in the article.
https://www.sciencenewsforstudents.org/article/engineers-consider-liquid-salt-generate-power
2https://www.amazon.com/Renewable-Energy-Global-Citizens-
Environmentalism/dp/1534100458/ref=sr_1_1?s=books&ie=UTF8&qid=1533256711&sr=1-1&keywords=renewable+energy+ellen+labrecque
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PHYSICS TEACHER’S GUIDE
UNIT 5: THERMAL ENERGY AND HEAT TRANSFER
Unit 5: Additional Teaching Materials
Thermal Energy Transfer
In PBS’s online thermal energy lesson, students explore convection, conduction, and radiation. Students
use animations to answer two guiding questions: What makes something hot or cold? and How do
things get warmer or cooler? Students explain the relationship between kinetic and thermal energy
involved in convection, conduction, and radiation at the micro and macro levels. Students then apply
these ideas to real-life examples, such as standing by a campfire, staying cool, and using solar energy in
a house.
https://illinois.pbslearningmedia.org/resource/lsps07-sci-phys-thermalenergy/thermal-energy-transfer/#.W2ZJSdUvwy4
To Heat or Not to Heat?
Students engineer a well-working insulator in this hands-on activity. To be successful, they must apply
the concepts of conduction, convection, and radiation. Students design and then construct a prototype
thermos that meets several design challenges such as cost and maintaining temperature. The resource
includes teacher information, a materials list, student worksheet, and background information.
https://www.teachengineering.org/activities/view/wsu_heat_activity
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PHYSICS TEACHER’S GUIDE
Unit 5: Additional Readings
Geothermal Energy
Thermal energy can be found several miles below the surface. This article from National Geographic
serves as a reference that describes the potential uses of geothermal energy, like providing electricity
and heating homes. Should more useable energy be coming from geothermal sources? The article
explores advantages and disadvantages of geothermal energy.
https://www.nationalgeographic.com/environment/global-warming/geothermal-energy/
NASA’s Nuclear Thermal Engine Is a Blast from the Cold War Past
Thermal energy has many everyday purposes and could be used for accelerating a spacecraft toward
Mars. Jay Bennett interviews a NASA engineer to learn the advantages of nuclear thermal engines and
compares them to more traditional engines (like chemical and electric). The article includes diagrams of
the engine as well as images of spacecraft while exploring how different types of energy can be
engineered for motion in space.
https://www.popularmechanics.com/space/moon-mars/a18345717/nasa-ntp-nuclear-engines-mars/
NASA’s Parker Probe Will Venture Closer than Ever to the Sun to Explore Its Mysterious Atmosphere
Scientists want to learn more about the largest source of thermal energy in our solar system. Convection
and radiation are key players in the transfer of energy from the Sun. By getting closer, scientists may be
able to learn more. However, studying the Sun is difficult because of the temperature. This article by
Joshua Sokol explores how scientists are engineering probes with proper heat shields to try to answer
questions about the Sun.
http://www.sciencemag.org/news/2018/08/nasa-s-parker-probe-will-venture-closer-ever-sun-explore-
its-mysterious-atmosphere
Sunlight + Gold = Steaming Water
Material scientists and mechanical engineers have been designing materials that absorb as much energy
from light as possible. These materials have many useful functions, such as powering engines,
sterilization, and producing freshwater. This science article deals with how materials absorb waves of
light and convert it into other energies, like kinetic, thermal, or electrical.
https://www.sciencenewsforstudents.org/article/sunlight-gold-steaming-water-no-boiling-needed
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PHYSICS TEACHER’S GUIDE
UNIT 6: THERMODYNAMICS
Unit 6: Additional Teaching Materials
What Is Entropy?
Ted-Ed uses a short video clip to explain entropy. The video models energy and particles at the atomic
level to explain the entropy of different states of water and other substances. The lesson includes some
questions to check students’ understanding of entropy and discuss the concept further. Extra resources
are linked to dig deeper into entropy.
https://ed.ted.com/lessons/what-is-entropy-jeff-phillips#watch
States of Matter
This online simulation models what happens to elements and molecules as their temperatures increase.
Students manipulate the simulation by changing the substance, temperature, pressure, or presence of a
heat source and observe what happens to substances at a molecular level. Since these processes cannot
be seen on a normal basis, the simulation is a useful tool for students to understand changes in
molecule behavior and states of matter.
https://phet.colorado.edu/sims/html/states-of-matter/latest/states-of-matter_en.html
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PHYSICS TEACHER’S GUIDE
Unit 6: Additional Readings
Absolute Hot
Absolute zero is 0 kelvin or -460° Fahrenheit. But is there an “absolute hot” temperature? Peter Tyson
guides the reader through some of the hottest objects in the universe to try to answer this question. The
article discusses and evaluates different models and explains how scientists use the mathematics
involved in these models to predict what absolute hot may be. The article concludes by stating that if
there is an absolute high temperature, that amount may never be known.
http://www.pbs.org/wgbh/nova/physics/absolute-hot.html
Study: Evidence for an Arctic Climate Feedback Loop
Michael D. Lemonick discusses how ice and liquid water interact with heat and light differently as he
explains why the Arctic is warming faster than other parts of the world. Water absorbs more energy
than ice, leading to more heat, which leads to faster ice melting. The article provides students with
direct examples of how thermodynamics is affected by feedback loops in the context of global warming.
http://content.time.com/time/health/article/0,8599,1986010,00.html
Scientists Reverse Arrow of Time in Quantum Experiment
Physicists examining the universe know that the second law of thermodynamics says entropy increases
over time. Heat scatters, bringing things to equilibrium. For example, a coffee cup will cool over time or
an ice cube will melt on a hot day. However, a new experiment shows that heat energy does not always
behave this way on the quantum level. Allison Eck reports on a new experiment that confirms what
physicists have hypothesized for quite some time.
http://www.pbs.org/wgbh/nova/next/physics/scientists-reverse-arrow-of-time-in-quantum-experiment/
Why This Hurricane Season Has Been So Catastrophic
There were quite a few hurricanes in the 2017 season. Why are certain years more active than others?
Michael Gresko explains the energy involved in hurricane storms and the atmospheric conditions
needed for severe weather. The article is broken up by questions, such as “Why is this season so
active?” and “How does climate change fit into the picture?” The article also includes a two-minute clip
that diagrams and shows actual footage of a hurricane; this is useful in understanding how energy is
involved in the phenomenon.
https://news.nationalgeographic.com/2017/09/hurricane-irma-harvey-season-climate-change-weather/
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PHYSICS TEACHER’S GUIDE
When Air Is the Same Temperature as Our Body, Why do We Feel Hot?
Body temperatures tend to stay around 98° Fahrenheit. However, if you are outside on a day that is
around this temperature, you feel quite hot. How is this possible? In this Scientific American article,
Jeffrey Walker uses the physics of heat to explain how your body keeps you feeling cool. He discusses
how environmental temperature and humidity can affect your body’s processes.
https://www.scientificamerican.com/article/why-people-feel-hot/
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PHYSICS TEACHER’S GUIDE
UNIT 7: WAVES AND SOUND
Unit 7: Additional Teaching Materials
Wind Chimes
Students design and build wind chimes using their knowledge of physics and sound waves in this hands-
on design challenge. The challenge includes some engineering constraints, including weight, material
cost, and musical notes that the wind chimes produce. Mathematical formulas are applied to produce
different musical notes from varied pipe lengths. Students research, design, test, evaluate, and redesign
during this lesson. Resource includes teacher notes, a materials list, and a rubric.
https://www.teachengineering.org/activities/view/windchimes_sue
Using Sonar to See
In this TED Talk, Daniel Kish talks about how he uses technology to see the space around him. Although
he has been blind for most of his life, he is able to use a form of echolocation to interpret the
environment around him. The talk presents a real-world application for the physics of sound and how
this technology can be used to help humans. The Ted Talk is about 13 minutes long, and it includes a
transcript and provides links to additional resources.
https://www.ted.com/talks/daniel_kish_how_i_use_sonar_to_navigate_the_world
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PHYSICS TEACHER’S GUIDE
Unit 7: Additional Readings
How Do Bats Echolocate and How Are They Adapted to This Activity?
Unlike most animals, many bat species do not use their eyes to navigate their environment. Many bats
use sound waves and echoes, an adaptation called echolocation. This article by Alain Van Ryckegham for
Scientific American talks about how different bat species make use of echolocation in different ways,
referencing properties of waves like frequency and intensity. It also discusses the usefulness of the bats’
extremely sensitive ear structures in detecting echoes.
https://www.scientificamerican.com/article/how-do-bats-echolocate-an/
Bat-Inspired Tech Could Help Blind People See with Sound
Allison Eck interviews Seth Horowitz, a bat-studying scientist, about his studies of bat echolocation. In
the interview, Horowitz discusses how his research could lead to technology that would help people
affected by blindness. The design challenge Horowitz faces is complex: the device he creates must be
small and the algorithms must be just right in order for it to work correctly. Methods that can be used to
address these challenges are what Horowitz continues to research.
http://www.pbs.org/wgbh/nova/next/body/bioinspired-assistive-devices/
When Loud Becomes Dangerous
Decibels are used to measure sound. The human ear can detect sound from 10 to 140 decibels. Janet
Raloff explains that loud sounds can be dangerous to a person’s health if the magnitude is too high or
the time duration is too long. Raloff uses graphical representations to describe how sound can damage a
person’s ear over time, and a short video models how hearing works. The article includes a term
glossary to help students understand science vocabulary used in the article.
https://www.sciencenewsforstudents.org/article/explainer-when-loud-becomes-dangerous
Magnetic Resonance Imaging (MRI)
Magnetic resonance imaging (MRI) uses protons in your body and magnetic fields to detect tissues in
the body. This informative article from the National Institute of Biomedical Imaging and Bioengineering
(NIBIB) defines what an MRI machine is and how it works. The article discusses uses of an MRI and
possible risks. It also discusses some of the NIBIB projects taking place with MRIs. The article is
organized by key questions and includes a short video clip that models how the device works at the
particle level.
https://www.nibib.nih.gov/science-education/science-topics/magnetic-resonance-imaging-mri
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PHYSICS TEACHER’S GUIDE
UNIT 8: WAVES AND LIGHT
Unit 8: Additional Teaching Materials
Experimenting with UV-Sensitive Beads
This resource, developed by the Stanford Science Center, provides directions on how to guide students
in UV bead experiments. The resource includes a materials list, objectives, background, ideas for the
procedure, student handouts, and discussion questions. By completing the lab, students collect and
analyze data that helps explain how UV light interacts with different mediums.
http://solar-center.stanford.edu/activities/UVBeads/UV-Bead-Instructions.pdf
Lens and Mirror Lab
In this lab simulation, students manipulate the location of an object to determine the location of an
image. Students decide when and which variables to change, including the location of the object, type of
lens, and type of mirror. Diverging lenses, converging lenses, and spherical mirrors are available.
Students interpret ray diagrams to construct an understanding of the relationship among the variables
being tested.
https://illinois.pbslearningmedia.org/resource/arct15-sci-lensmirrorlab/lens-and-mirror-lab/#.W2ukRtUvwy4
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PHYSICS TEACHER’S GUIDE
Unit 8: Additional Readings
How Does Sunscreen Work?
If you are out in the Sun, you are exposed to UV radiation, which can cause damage to skin DNA. This
damage can lead to cancer. Sunscreen, hats, and clothes are a few ways we protect ourselves from UV
radiation. So how does sunscreen work? Kristina Grifantini explains how sunscreen reflects UV light. The
author also explains that sunscreen has been engineered to look invisible when used, and it is designed
to block more than one type of UV light. In addition, Grifantini includes a section on the possible
carcinogenic effects of sunscreen.
http://www.livescience.com/32666-how-does-sunscreen-work.html
Understanding Light and Electromagnetic Radiation
The electromagnetic spectrum spans from gamma rays to visible light and radio waves. These waves
vary in frequency, wavelength, and real-life applications. This article by Janet Raloff goes through
examples of how these waves are used in everyday life, using student-accessible text. The article also
includes diagrams that are useful for understanding the characteristics and classification of light, as well
as a list of “power words” needed to understand the article.
https://www.sciencenewsforstudents.org/article/explainer-understanding-light-and-electromagnetic-
radiation
Smart Windows Could Save Energy
When light travels through a window, it causes a room to heat up. While this is useful in cooler
temperatures, it is not so great when it gets too hot. Most people would close the shades to stop light
from filling the room and heating it up so much, but there may be another technology that could help in
this situation. Sid Perkins investigates “smart windows.” These windows include a substance that turns
into a gel as it heats up and absorbs some of the light energy coming through the window. This
technology could help reduce the amount of energy needed to cool buildings on warm days. The article
includes a glossary of science concepts involved in the physics of smart windows.
https://www.sciencenewsforstudents.org/article/smart%E2%80%99-windows-could-save-energy
Flower Petals Have ‘Blue Halos’ to Attract Bees
Not all organisms detect the same parts of the electromagnetic spectrum with their eyes. For example,
bees are attracted to flowers that have patterns detectable in the violet-blue range. However, it is not
easy for plants to produce blue flowers. Virginia Morell discusses experiments where bees were
attracted to artificial plants with “blue halo” sections of ultraviolet light.
http://www.sciencemag.org/news/2017/10/flower-petals-have-blue-halos-attract-bees
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PHYSICS TEACHER’S GUIDE
UNIT 9: ELECTRICITY
Unit 9: Additional Teaching Materials
Tesla: Early Experiments with Wireless Electricity
This resource leads students to discover how wireless power was explored by Nikola Tesla more than
100 years ago. The resource includes two short video clips, one that describes experiments with the
Tesla coil and one that explores current applications of wireless power. The lesson also includes a list of
important vocabulary and a list of discussion questions for before, during, and after the videos.
https://illinois.pbslearningmedia.org/resource/amex28t-soc-wireless/tesla-early-experiments-with-wireless-power-american-experience/#.W3DPL9Uvwy4
Search for the Super Battery
In this PBS documentary, students learn about current attempts to design a battery that would solve
some of our energy storage needs. Energy storage is a current engineering challenge when it comes to
electricity. Although batteries have gotten more efficient, they are still short-lived, often toxic, and
expensive. Students learn about current battery options, such as lithium-ion, as well as new ideas that
could be the future of batteries. The documentary is about 53 minutes long and includes a transcript.
http://www.pbs.org/wgbh/nova/tech/super-battery.html
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PHYSICS TEACHER’S GUIDE
Unit 9: Additional Readings
The Road That Gives Electric Vehicles a Charge
Electric fields can be used to charge batteries wirelessly. Combine this technology with electric vehicles
and roads, and you can charge vehicles as they move. In this article for NPR, Bill Chappell reports on a
city using this technology for buses. The advantage to this technology is that the buses can function with
a much smaller battery because they charge as they go. Up until this point, one of the disadvantages of
electric cars has been the need to stop and charge frequently.
https://www.npr.org/sections/thetwo-way/2013/08/07/209855151/the-road-that-gives-electric-vehicles-a-charge
Tesla Actually Built the World’s Biggest Battery. Here’s How It Works.
The article by Rob Verger describes Tesla’s how and why behind building a gigantic battery. From small
scale to large scale, the physics behind the battery are described in detail, down to the transfer of
electrons. Advantages and applications of large batteries are discussed, including home storage systems
and renewable energy storage potential.
https://www.popsci.com/tesla-building-worlds-biggest-battery-how-it-will-work
Self-Designed Tattoos Are Fashionable Technology
What if you could control your electronics using wearable technology? Wearable “tattoos” could allow
you to wirelessly control devices by manipulating circuits on your skin. This article by Alison Pierce
Stevens discusses the different design challenges of this technology as well as the physics behind how it
works. The article also includes a list of “power words” for understanding the article and a short video
clip explaining how the tattoos work.
https://www.sciencenewsforstudents.org/article/self-designed-tattoos-are-fashionable-technology
Booting Up the Search for Better Batteries
Lithium-ion batteries are used in many everyday electronics like cell phones. However, these batteries
can be quite dangerous. For example, some phones have been known to explode if the battery is not
encased correctly. These dangers have driven the search for alternative battery sources. Julia Franz
reports on some new engineering ideas for the future of batteries. The article also includes a link to an
interview that explains more about the search for batteries.
https://www.sciencefriday.com/segments/booting-up-the-search-for-better-batteries/
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PHYSICS TEACHER’S GUIDE
UNIT 10: MAGNETISM AND ELECTROMAGNETISM
Unit 10: Additional Teaching Materials
Magnets and Electromagnets
In this lab simulation, students explore the interactions between a bar magnet and a compass. As they
drag the bar magnet and compass around, students can make predictions and check their predictions
regarding magnetic fields. The simulation also includes a section for students to test electromagnets.
The simulation is a great way for students to experiment with bar magnets and electromagnets to learn
the characteristics of each and to identify variables that affect magnetic field strength and direction.
https://phet.colorado.edu/en/simulation/legacy/magnets-and-electromagnets
Changing Fields
In this lesson, students create an electromotive force using a coil of wire. Students can complete or
observe demonstrations that show eddy currents. This is then linked to how eddy currents are used to
slow large trains. Next students observe other types of magnetic field phenomena, linking each to real-
world applications. Students are exposed to many concepts, including magnetic flux and Faraday’s law
of induction. The resource includes a teacher’s guide, materials list, and homework assignment.
https://www.teachengineering.org/lessons/view/van_mri_lesson_8
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PHYSICS TEACHER’S GUIDE
Unit 10: Additional Readings
New Research Challenges Existing Models of Black Holes
In this article, Joanna Carver describes the findings from a new study at the University of Texas at San
Antonio that challenges current notions of the magnetic fields surrounding black holes. Dr. Chris
Packham explains how Earth has a magnetic field circling the planet from the North Pole to the South
Pole, and he notes that black holes have a similar magnetic field as a result of a star’s explosion. His
observations of the magnetic field around a black hole test the strength of the magnetic field and
question the prior models of the key aspects of black holes.
https://phys.org/news/2018-01-black-holes.html
Like Electricity, but Magnetic
This article by Stephen Ornes describes some unusual behavior of magnets. Most magnets have two
poles—even when broken up into pieces, the new pieces will have two poles. But some experiments
show that you can have a magnet that is referred to a “monopole.” These isolated poles are often called
magnetic charges. The author explores the implications of these experiments through the connections
between magnetism and electricity and discusses the implications for technology (like magnetic cars).
https://www.sciencenewsforstudents.org/article/electricity-magnetic
How a Cheap Magnet Might Help Detect Malaria
Malaria is a disease that affects many people each year. Scientists have been looking for a procedure
that would help detect the disease easily, quickly, and without much cost. That’s where magnets come
in. The malaria parasite affects red blood cells in humans. Once in the red blood cells, the parasite
produces tiny crystals that have a magnetic property. By using a magnet, doctors can detect the
presence of the malaria crystals because healthy blood does not have magnetic properties.
https://www.npr.org/sections/goatsandsoda/2018/05/24/613099137/how-a-cheap-magnet-might-help-detect-malaria
Magnetic Brain Stimulation May Trump Drugs for Severe Depression
This article makes connections among electricity, magnetism, and mental health. Depression is often
treated with drugs. However, for a significant amount of patients, these drugs are not effective. Douglas
Main explores other forms of treatment for depression in this article. The author investigates the
advantages and disadvantages of a form of treatment known as transcranial magnetic stimulation
(TMS). Students also learn about how this technology works through descriptions and diagrams in the
text.
https://www.popsci.com/article/science/magnetic-brain-stimulation-may-trump-drugs-severe-depression
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PHYSICS TEACHER’S GUIDE
Go, Speed Levitator, Go!
Electromagnetic trains in Japan can reach speeds of more than 100 miles per hour. This article by Bryan
Walsh explores if this advantage outweighs the problems with these trains. Talking to an engineer
working on the electromagnetic project reveals the challenges and possible solutions to creating a
useable electromagnetic train system.
http://content.time.com/time/world/article/0,8599,1607362,00.html
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PHYSICS TEACHER’S GUIDE
UNIT 11: NUCLEAR ENERGY
Unit 11: Additional Teaching Materials
How Do Nuclear Power Plants Work?
This resource provides a lesson that explores the history of nuclear power. Ted-Ed walks students
through the history of nuclear power, statistics, and energy usage over the past 70 years. Then the video
explores how nuclear energy works and explains some of the reasons it is not as commonly used as
other energy resources. The lesson includes comprehension questions, discussion questions, and links to
additional resources on nuclear energy.
https://ed.ted.com/lessons/what-are-the-challenges-of-nuclear-power-m-v-ramana-and-sajan-saini#discussion
Chain Reaction
This resource includes two short readings for students and a lab activity to help them better understand chain reactions and real-world applications of nuclear energy. Students use dominoes to simulate a chain reaction and use their observations to make inferences about chain reactions. Then students connect the activity to nuclear fusion and nuclear fission. The resource also includes questions that will guide students to discuss the advantages and disadvantages of nuclear fission in spacecraft.
https://www.nasa.gov/pdf/469257main_9-12EnergyActivity.pdf
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PHYSICS TEACHER’S GUIDE
Unit 11: Additional Readings
The Mixed Fate of Nuclear Power 30 Years after Chernobyl
One of the worst nuclear accidents took place in 1986 in Chernobyl, Ukraine. The explosion and
meltdown at a nuclear power plant led to many deaths and affected human health in the region for
decades. Even today, the area around Chernobyl is not occupied by people. Despite this disaster, nuclear
energy is still in use because it has multiple advantages over other energy resources. However, as
nuclear power plants age, the cost to maintain them might outweigh the advantages.
http://time.com/4307796/chernobyl-anniversary-nuclear-energy-industry/
Timeline: Nuclear Plant Accidents
The BBC reports on some of the nuclear power plant accidents of the last 70 years. The article is broken
down like a timeline, indicating the when, where, and what of each accident. The report gives insight
into some of the dangers associated with nuclear power plants and the range of events that can cause
an accident. The severity of each accident is also noted in the report.
https://www.bbc.com/news/world-13047267
A New Leap Forward for Radiocarbon Dating
Carbon-14 is an isotope of carbon that has been a useful measure in determining the age of organism
remains. By chemically analyzing the ratio of nitrogen-14 to carbon-14, scientists use the known half-life
of carbon-14 to determine the age of various organisms’ remains. In this Smithsonian article, Joseph
Stromberg writes about how this technique has become more accurate using preserved samples of
carbon-14 in a Japanese lake.
https://www.smithsonianmag.com/science-nature/a-new-leap-forward-for-radiocarbon-dating-81047335/
Demonstration Proves Nuclear Fission System Can Provide Space Exploration Power
Gary Anderson explains how nuclear fission may be a useful resource in space exploration. The article
explains how NASA scientists have been working on what is referred to as “Kilopower.” This project is
striving to produce a system that will supply the energy needed for long-term exploration in space. This
is a difficult design challenge, as the energy source must be light, small, and able to last for many years.
Based on recent experiments, scientists are close to meeting the design criteria.
https://www.nasa.gov/press-release/demonstration-proves-nuclear-fission-system-can-provide-space-exploration-power
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PHYSICS TEACHER’S GUIDE
WRITING PROMPTS, SAMPLE RESPONSES, AND RUBRICS
Students engage in writing activities regularly throughout the course. Rubrics for assessment are
available for both students and teachers. Different modes of writing are incorporated in student
activities. The following prompts provide opportunities to respond in a variety of narrative/procedural,
informative/expository, and argumentative writing modes.
WRITING PROMPTS
Unit 1: One-Dimensional Motion and Forces
1. Sports on Mars: Playing a sport on Mars would be very different than playing a sport here on
Earth. Among other challenges such as temperature and breathable air, gravity and frictional
forces would be different. When compared to Earth, Mars has a thinner atmosphere and about
one-third the gravity.
a. In an expository essay, 1) describe how the forces of gravity and friction affect two to
three aspects of the sport. This could be ways in which players use them to their
advantage or disadvantage. Include at least one free body diagram that describes some
aspect of the sport. 2) Compare/contrast how this sport would be different on Mars. 3)
Use Unit 1 vocabulary in your answer, including velocity, acceleration, air resistance, and
net force. You may choose any sport to talk about, but keep it the same for the entire
essay.
2. Rocket Malfunction: NASA is trying to launch a new spacecraft into space. The problem is that
the rocket is not producing enough acceleration, which causes the spacecraft to fall right back
down to Earth. Using what you know about Newton’s second law, the “Dynamics of Flight”
NASA article, and “How Can a Slower Runner Catch a Faster One?” from Scientific American,
write an argumentative paper that gives one to two suggestions on how to improve the
acceleration of the rocket. Make sure to justify your suggestion using scientific evidence from
this unit or the readings. Make sure to explain why your evidence supports your suggestion.
Unit 2: Newton’s Laws and Momentum
1. Football and Concussions: A nearby school recently decided to eliminate its high school football
team because of a recent report outlining a correlation between concussions and football. Your
school is now exploring ending their football program for the same reason. Write an
argumentative essay to the school board arguing your position on whether your school should
ban high school football. Make sure to include a clear and specific claim, supporting evidence,
and scientific reasoning. Use ideas and concepts from this unit or previous units, information
presented in the Time articles “Headbanger Nation” by Jeffrey Kluger and “Playing Defense” by
Mehmet Oz, and any additional resources you find (make sure to cite all sources). Include one
counterclaim and a rebuttal.
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PHYSICS TEACHER’S GUIDE
2. Experiencing Newton’s Laws: We experience all three of Newton’s laws on a daily basis. Write a
story that describes an event and identifies and explains examples of Newton’s laws. Within the
story, include an example and explanation of each law. The story can be written from the
perspective of a person or object. For example, you could write a story about a runner sprinting
during a race or a baseball flying through the air during a baseball game.
Unit 3: Two-Dimensional Motion and Gravity
1. Roller coaster Loops: When riding a roller coaster, what keeps you from falling to the ground
during a loop? How do engineers create rides that are safe? Using the concepts presented in this
unit, write an informational essay that explains the forces and motion of a roller coaster ride.
You may use a real or hypothetical roller coaster as an example in your explanation. You can use
different concepts from this class to explain the forces, but you must include centripetal force.
Include a paragraph where you describe the variables important for engineers to consider when
designing a safe roller coaster.
2. Technology and Space: In the article “Defying Gravity: Eye-Opening Science Adventures on a
Weightless Flight” by Megan Gannon, the researchers describe various experiments done in a
weightless environment. Zero-gravity flights are expensive and tedious (the zero-gravity only
lasts a short amount of time). Using information from this article, make a claim as to why these
experiments are important. Make sure to support your claim with evidence from the article or
other sources (make sure to cite all sources).
Unit 4: Work, Power, and Energy
1. Simple Machines and the Pyramids: When looking at the great pyramids of Egypt, many people
ask how they were built thousands of years ago, before modern machines and technology (even
now, it would be a challenge!). The blocks of stone weighed 9000 kg (or roughly the mass of an
elephant). Using your knowledge of machines from this unit, write an expository essay that
describes how the Egyptians could have cut, shaped, and transported the blocks of stone used
to create the pyramids. In your essay, describe the simple and/or compound machines that
could have been used to make the work easier. Make sure to explain why the machines you
include would help with the task.
2. The Future of Energy: Write a letter to your mayor on ways to incorporate more renewable
energy resources into your city. The letter should have three parts. In the first part, describe
why using renewable energy sources is important for your city. In the second part, describe two
to three strategies for using more renewable energy sources. Finally, explain why these
strategies make sense for your city. Be sure to cite sources as evidence (you may use the
additional readings from this unit or find your own sources).
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PHYSICS TEACHER’S GUIDE
Unit 5: Thermal Energy and Heat Transfer
1. Heat without Electricity: Imagine you live in a home without electricity. How would you take a
hot shower, heat or cool your home, or cook your food? Write a journal entry in which you
describe how you complete the above tasks without electricity. You may want to use what you
have learned from this unit, the labs, and additional readings to brainstorm ideas. Make sure to
explain how you would do at least three everyday tasks that require heat.
2. Heat Transfer: Heat is the thermal energy that flows from one substance to another by
conduction, convection, and radiation. Write an expository essay that illustrates the connections
among heat, thermal energy, kinetic energy, and temperature. Then explain the transfer of
thermal energy. Make sure to include an example of each type of transfer in your essay.
Unit 6: Thermodynamics
1. The Physics of Everyday Objects: From engines to refrigerators, people use the laws of
thermodynamics to their advantage every day. Choose an everyday device that uses transfer of
heat. In an expository essay, explain the function of heat transfer in this device. Explain how the
first and second laws of thermodynamics are demonstrated in the device that you choose.
2. Solid or Liquid Water? What are the effects of the Arctic ice melting? In a well-developed essay,
develop a claim for this question. Use evidence from the article “Study: Evidence for an Arctic
Climate Feedback Loop” by Michael D. Lemonick in Time, as well as concepts we learned in this
unit. As you develop your argument, you should justify your answer using the following
concepts: law of conservation of energy, second law of thermodynamics, specific heat, and
states of matter.
Unit 7: Waves and Sounds
1. MRIs: Imagine you have a friend who is worried about going to the doctor to get an MRI. The
friend is concerned about whether the procedure is safe. Write an email to your friend arguing
why he or she should not be worried about the procedure. Compare an MRI to getting an X-ray
(something that your friend has done before). Include rationale as to which is safer and why.
Make sure to include physics concepts in your email and evidence from the article “Magnetic
Resonance Imaging (MRI).”
2. Hooke’s Law: Write an experimental procedure to find the unknown constants of three springs.
Make sure to include a materials list and a clear and specific procedure so that someone with
little knowledge of Hooke’s law could complete the experiment. Your procedure should include
enough trials to collect reliable data and explain how to find the constants of the springs after
collecting the data.
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PHYSICS TEACHER’S GUIDE
Unit 8: Waves and Light
1. Lenses: Without lenses, our understanding of the world would not be the same. Write an essay
that explains the importance of lenses to our understanding of the world and everyday life.
Include a paragraph that explains how life would be different without the invention of lenses.
Cite any sources you use to find information, including “Designer Lenses” in the lesson Lenses.
2. Electromagnetic Spectrum: Write an expository essay that explores at least four categories of
waves that appear on the electromagnetic spectrum. For each category, describe the
wavelength and frequency characteristics, as well as real-life applications of each and
advantages and disadvantages of the individual type of wavelength.
Unit 9: Electricity
1. Lithium-Ion Batteries: Lithium ions are expensive, short-lived, and can even explode. Should
they be used in everyday electronics? Write an announcement explaining the disadvantages of
lithium-ion batteries. Then propose a new type of battery that should be explored to take its
place. Make sure to provide evidence in your writing. The article “Booting Up the Search for
Better Batteries” and the documentary Search for the Super Battery will be useful sources to
reference when writing, but you may use your own sources as well (make sure to cite all
sources).
2. Fuse Box: Write an instructional essay that explains what happens when you trip a circuit
breaker. First, explain what may have caused the circuit to break. Second, explain how the
circuit breaker works. Finally, give suggestions for how to safely avoid tripping a circuit breaker
in the future. In your answer, make sure to include some concepts from this unit, including
voltage, current, capacity, and circuit.
Unit 10: Magnetism and Electromagnetism
1. Magnet Innovation: Write an argumentative essay that explains the advantages of studying
electromagnetism in terms of advancements in technology. Make sure to give an example from
the health and transportation fields. Use the additional readings from this unit to help you with
your answer.
2. Electromagnet Strength: Write a procedure that someone could follow to test the strength of an
electromagnet. Decide what materials will be needed, what variables to test, and how to collect
data. Make sure your procedure is clear and specific enough so that someone with limited
experience could follow it. The question your experiment should be attempting to answer is
“How does _____________ affect electromagnet strength?” Fill in the blank with a factor (coil
size, wire wraps, strength of battery, length of wire) of your choosing.
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PHYSICS TEACHER’S GUIDE
Unit 11: Nuclear Energy
1. Fission vs. Fusion: In an expository essay, compare and contrast fission and fusion. You should
include a paragraph that explains fission at the atomic level, the transfer of energy, the large-
scale effects, and real-world applications. You should also include a paragraph that explains
fusion at the atomic level, the transfer of energy, the large-scale effects, and real-world
applications. Lastly, include a paragraph that compares nuclear fission to nuclear fusion.
2. Carbon Dating: How accurate is carbon dating? In a well-written essay, describe the method of
carbon dating. You should include a paragraph that explains how carbon dating is used to
estimate the age of something. Make sure to describe what a half-life is, state the half-life for
carbon-14, and explain how chemical ratios are used to determine the age of organism remains.
Include a paragraph that explains why carbon dating is useful for dating living things. Finally,
write a paragraph that describes the limitations of carbon dating.
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PHYSICS TEACHER’S GUIDE
STUDENT WRITING SAMPLES AND RUBRICS
Edgenuity understands that students often find it difficult to understand assessment criteria and what
represents “quality” work in a given writing mode. A useful teaching strategy to help students
understand the nature and characteristics of quality writing in the different modes is to analyze and
discuss exemplar student work prior to students tackling their own related task. Teachers may be
reluctant to show exemplar writing assignments that exactly match the given task for fear that students
may rely too heavily on these exemplars or that students will assume there is an expected answer.
However, Edgenuity has provided the following recommended resources that contain multiple
exemplars of the different writing modes that can be used to further writing instruction.
Common Core Appendix C Writing Sample with Annotations
http://www.corestandards.org/assets/Appendix_C.pdf
Achieve the Core Writing Samples with Annotations
https://achievethecore.org/category/330/student-writing-samples
In addition to the above-annotated exemplars, Edgenuity has provided the following narrative,
informative, and argumentative student writing samples. These deliberately flawed samples can be used
in the teaching of writing workshops as a guide for students’ writings of varying ability levels.
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PHYSICS TEACHER’S GUIDE
Narrative/Procedural Writing Student Sample
This student exemplar serves to provide teacher guidance regarding the lab report students will write in
the lesson Lab: Motion with Constant Acceleration.
Assignment Summary: Students utilize a virtual fan cart or a dynamics track to explore aspects of
motion, including the relationship among position, time, velocity, and acceleration. Students utilizing the
virtual activity are able to adjust factors such as fan speed, mass, and the surface on which the fan cart
travels to investigate how they affect the overall motion of the cart and, specifically, the cart’s
acceleration. Students also perform mathematical and graphical analysis of the data obtained, including
determination of average velocity and comparing cart acceleration in different scenarios.
Motion with Constant Acceleration
Purpose:
The purpose of this lab was to observe how constant acceleration affects an object’s position and
velocity change.
Question:
How does an object’s position and velocity change as the object accelerates?
Hypothesis: If the fan speed increases, then acceleration of the cart increases because a greater fan
speed applies more force to the cart.
Variables: independent variable: fan speed; dependent variable: acceleration of cart; constants: mass
and friction
Materials: Force and Fan Carts Gizmo, calculator
Procedure:
Step 1: Open the Gizmo, Force and Fan Carts.
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Step 2: Select low fan speed, no friction, and make sure no objects are on the cart. Click play.
Step 3: After the cart reaches the finish line, click the “data” tab. Record the speed in data table A.
Record the total distance and total elapsed time in data table B.
Step 4: Look at the position vs. time graph and speed vs. time graphs. Record what you see in data table
C and D.
Step 5: Repeat steps 2 to 4 but this time change the fan speed to medium. Make sure there is still no
friction or objects on the cart.
Step 6: Repeat steps 2 to 4 but this time change the fan speed to high. Make sure there is still no friction
or objects on the cart.
Step 7: As a final experiment, turn the fan cart on low and when it reaches the half-way point, turn off
the fan. Record your results in Table E.
Data:
Table A
Elapsed Time (s)
Cart Speed (Low Fan Speed)
(cm/s)
Cart Speed (Medium Fan
Speed) (cm/s)
Cart Speed (High Fan Speed)
(cm/s)
0 0.0 0.0 0.0
1 18.0 24.0 32.0
2 36.0 48.0 64.0
3 54.0 72.0 96.0
4 72.0 96.0 128.0
5 90.0 120.0 160.0
6 108.0 144.0
7 126.0
Table B
Low Fan Speed Medium Fan Speed High Fan Speed
Elapsed time to finish line
7.4 6.4 5.5
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Δt (s)
Total distance Δx (cm)
500 500 500
Average velocity vavg = Δx/Δt (cm/s)
67.6 78.1 90.9
Acceleration a (cm/s2)
18.0 24.0 32.0
Table C
Fan Speed Observations of Position vs. Time Graph
Low The fan cart gains positive displacement over time. The graph is curved and the
slope increases over time.
Medium The fan cart gains positive displacement over time. The graph is curved and the
slope increases over time. This cart crosses the finish line quicker than when the fan
speed was on low.
High The fan cart gains positive displacement over time. The graph is curved and the
slope increases over time and has the steepest slope. This cart crosses the finish line
the quickest.
Table D
Fan Speed Observations of Speed vs. Time Graph
Low/Off When the fan cart speed is on low, the slope is constant and positive. When the fan
cart speed is turned off, the slope goes to 0. This means the fan cart has no
acceleration anymore.
Analysis:
When the fan speed was increased, the fan cart acceleration also increased. For example, when the low
speed was used, the calculated acceleration was 18 cm/s2, but the trial with medium fan cart speed was
24 cm/s2. This pattern continued; the trial with high fan speed had an acceleration of 32.0 cm/s2
.
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Another trend was in the time it took the cart to get to the finish line, 500 cm away from the start. The
low speed trial took the longest, 7.4 seconds, while the high-speed trial only took 5.5 seconds. This is the
pattern you would expect to see, since the high-speed trial had a larger constant acceleration. In one
trial, low fan speed was used for about half the trial but then the fan was turned off. The speed vs. time
graph showed a change in slope during this trial. The first part of the graph showed a positive slope,
which means the cart had a constant, positive acceleration. About halfway through the trial, the slope
flattened, which means that the velocity no longer changed. This was because the fan was turned off
and the cart was unable to accelerate anymore.
Conclusion:
The hypothesis for this lab stated: “If the fan speed increases, then the acceleration of the cart increases
because a greater fan speed applies more force to the cart.” This is supported by the data presented.
According to Table B, the acceleration increased from 18 cm/s2 to 32.0 cm/s2 when the fan speed was
increased. Fan speed increased the force on the cart, which increased the acceleration.
This lab was a virtual lab. A possible source of error could be that only one trial was conducted for each
fan speed. If there was an error in the Gizmo’s calculation of position or speed, there may be an error in
the results. In doing a future experiment, it would be a good idea to test this experiment in real life and
compare the results to the virtual lab. Another idea for a future experiment would be to test how fan
speed affects acceleration of a cart that has more mass. The mass of the cart was 1 kg for this
experiment but more trials could have been done with a cart with more or less mass. This may have
affected the acceleration of the cart.
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Expository/Informative Writing Student Sample and Rubric
This student exemplar serves to provide teacher guidance regarding the project response that students
write in the lesson Fundamental Forces.
Assignment Summary: In this assignment, students use reference materials and Internet sites to research
and describe the discovery of the four fundamental forces. They research a variety of print and digital
sources to gather this information and present their findings in a research paper, which should include an
introduction, at least one page per force describing the discovery of the force and related facts, a
conclusion, and a works cited page.
The Four Fundamental Forces
What is keeping you from floating out of your chair right now? The force of gravity! A force is a
push or pull on something, like a person or object. There are four different types of forces on the Earth:
gravitational force, electromagnetic force, strong nuclear force, and weak nuclear force. These forces
are not easily observed; in fact, we have not always known these four forces existed. This paper will
discuss each type of force and how it was discovered.
Gravitational force is the force that attracts any two pieces of matter in the universe. Isaac
Newton developed his law of gravity in the 17th century. Before Newton, Kepler had discovered that the
planets revolved around the Sun in an elliptical orbit, but no one knew what force was behind this.
Newton, an English mathematician and physicist, observed an apple falling from a tree and wondered
what was pulling it toward the ground. A force must be involved to move it from rest. Newton also
understood that larger objects, like the moon, would fly away from Earth on a tangent if there wasn’t a
force keeping them in orbit. Newton called this force gravity and determined that gravitational forces
exist between all objects. Before Newton, many scientists had observed and found evidence of gravity.
For example, Galileo discovered that all objects accelerated equally when falling toward the ground. It
was Newton, however, that derived the formula for calculating the force of gravity. This discovery can
be used to explain the motions of planets in the solar system. Understanding this force is important to
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studying planets, traveling through space, and maintaining the orbit of satellites. For example, the
concept of gravity was used to predict the existence of Neptune because of unexplainable patterns in
Uranus’s orbit. Some ideas were difficult to explain using Newton’s theory of gravity. For example, the
orbit of Mercury could be observed but did not match up with the calculations using Newton’s gravity
formula. It was not until over a century later that this idea was explained by Einstein’s Theory of
Relativity. Using mathematical equations, Einstein explained that masses warp space and time. As
Einstein worked on his equations and experiments of light in a vacuum, he realized that space and time
are interwoven. He explained that massive objects, like the sun and planets, distort space-time in a way
that accelerates objects orbiting these massive objects. He explained gravity in a different way than how
we see a typical force. It is like having a piece of fabric pushed down by a marble. General relativity is
used to describe why the orbit of Mercury seems to be shifting. The sun is quite massive which causes
space-time to bend, thus slightly changing Mercury’s orbit over time.
Another fundamental force is the electromagnetic force. This is the force that acts between
electrically charged particles. On the observable level, it is the only other force easily seen (besides
gravity). Lots of people played a role in the discovery of this force. First, there were many scientists that
contributed to our understanding of electricity and magnetism. William Gilbert, in 1600, conducted
experiments and concluded that the Earth was magnetic. This was used as rationale as to why
compasses work. He also conducted experiments involving static electricity. Ampere, a French physicist
and mathematician, discovered the force between two wires carrying a currant. In 1820, a scientist
named Hans Christian Oersted was demonstrating how electricity and magnetism were not related and
accidentally discovered that the two were related. Oersted was using a compass and noticed the needle
deflected when a battery was turned on. He observed an electric current creating a magnetic field and
conducted more experiments to confirm. Although he didn’t mean to, he had discovered
electromagnetic force! This was an important discovery as it led to the creation of the telegraph by
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William Cooke and Charles Wheatstone. The telegraph worked with a combination of magnetic needles
that pointed at letters and an electric current. Later on, another scientist, Michael Faraday, discovered
that magnetic fields can produce electric currents; this idea is now called Faraday’s Law. Faraday
conducted electromagnetic experiments where he used batteries and metal coils to create
electromagnets. Faraday used his data to come up with Faraday’s Law of Induction, which is used in
many modern day electromagnets. There are many modern day applications of electromagnetic force.
Cell phones and MRI machines are just two that use this force in order to send and receive signals.
Motors and generators take advantage of the relationship between electricity and magnetism as well.
Motors and generators typically include magnets that when moved, generate electricity. In motors, the
flow of energy goes from electricity to moving of something, like wheels on a car. In generators, the flow
of energy is opposite, going from something moving (like a wind turbine) to electricity. These
applications would not be possible without our understanding of electromagnetic forces.
The last two forces were not discovered until the 20th century, probably because these forces
are observed on a really small scale. Electromagnetic force was used to describe the forces in an atom at
first, but after more experiments it started to seem like this was not the case. For example, when
looking at the nucleus of an atom, electromagnetic force would predict that the protons would repel
one another. There must be a force involved, stronger than the electromagnetic force, which is keeping
the protons and neutrons together. It took several scientists and many experiments to discover the
nuclear forces: strong and weak nuclear forces.
Strong nuclear forces keep neutrons and protons together in the nucleus of an atom. Protons
push one another apart because they are both charged positively. In order for protons to stay together
in a nucleus, there must be a force holding them together; this is strong nuclear force. Many scientists
contributed to this understanding. James Chadwick discovered that there were neutral particles in the
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nucleus in 1932. When calculating the mass of a nucleus, the calculations did not match the number of
protons. Chadwick performed an experiment to figure out what else was in the nucleus. He used a
paraffin slab and a gas chamber with an electrode in order to separate atomic particles. The uncharged
particles were called neutrons. Eugene Wigner used the fact that there were neutral particles to develop
an explanation about the forces holding the particles together. Many scientists contributed to the
understanding of strong nuclear forces; these ideas are now summarized in what is called the “Standard
Model.” The Standard Model describes small particles and forces that hold together matter in the
universe. This model was constructed using mathematical theories but took longer to confirm using
experiments. The standard model was confirmed in the 1970’s when quarks were first detected. Gluons
have been confirmed using a devices that accelerate electrons and collide them, like the Large Hadron
Collider. This device is a several-mile long circular tube used to smash matter together. The collider tries
to smash protons together and take pictures of the particles created during the smash. They accelerate
these protons up very quickly and take images of the collision in hopes of detecting particles like quarks.
Weak nuclear forces are also part of the Standard Model. Weak force is less strong than strong
force and electromagnetic force and is responsible for radioactive decay. Weak force particles were
predicted by Steven Weinberg, Sheldon Salam, and Abdus Glashow in the 1960s. Weak force particles
are called W and Z bosons. Many years later, these particles were actually discovered in 1983. It took
about 20 years to discover these particles because they are difficult to detect. This discovery was hit
with some controversy, as it was quite expensive and many people questioned why it was worthy to try
and detect the particle. Others believed that the accelerator could cause disastrous consequences, like a
black hole. However, when the bosons were discover, our understanding of these particles led to a
better understanding of what the early universe looked like. Applications of strong and weak nuclear
forces include nuclear energy, nuclear weapons, and nuclear fission.
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It has taken many years, lots of experiments, and some accidents to discover what we know
about the four fundamental forces. The more we understand about these forces, the more we
understand about the universe. We are still learning about how some of them work and what causes
them to be in the universe. Imagine what we will discover next about the fundamental forces.
Works Cited
“Discovery of Electromagnetism” https://www.ck12.org/physics/discovery-of-
electromagnetism/lesson/Discovery-of-Electromagnetism-MS-PS/
“Forces” https://www.nobelprize.org/nobel_prizes/themes/physics/brink/
“What Is the Strong Nuclear Force?” https://www.livescience.com/48575-strong-force.html
“Who was the first person to discover gravity?” https://sciencing.com/first-person-discover-gravity-
23003.html
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Argumentative Writing Student Sample
This student exemplar serves to provide teacher guidance regarding the project response in the lesson Fission and Fusion.
Assignment summary: In this assignment, you will use reference materials and Internet sites to research and evaluate claims about the pros and cons of using fission as an energy source. To gather this information, suggested references are listed at the end of this document. You will also assess the validity and reliability of these claims to determine whether you support the use of fission. You will then present your findings as well as your opinion in a multimedia presentation, which should include a title slide, a number of content slides that include specific information about fission, and a works cited slide.
(Note: The response below provides an example of the scientific content that should be contained
within this project and does not contain general content, such as the title slide and works cited.)
Argumentative Multimedia Presentation of Fission Energy
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RUBRICS Edgenuity courses contain rubrics for educators to aid in scoring of specific student activities. Teachers
will find the rubrics by selecting the assignment for the lab or project.
Students are able to access rubrics when working on an assignment to evaluate their work, or that of a
peer, prior to submission.
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Narrative/Procedural Writing Rubric
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Expository/Informative Writing Rubric
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Argumentative Writing Rubric
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Media Presentation Rubric
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VOCABULARY
Scientific vocabulary is introduced in each lesson and is integrated into instruction and assignments so
that students understand word meaning in context. The following lesson examples show how
vocabulary is selected and how terms are scaffolded for different proficiency levels.
UNIT 1: DIMENSIONAL MOTION AND FORCES
Lesson 1: Introduction to Motion
On-level Words
compare: the careful observation of two or more things to identify similarities and/or
differences between them
displacement: the change in position from a reference point
quantity: the amount or measure of something
reference point: the location or object used for comparison to determine another location
Supporting Words
distance: a measurement used to measure how far an object travels between two points
Advanced Words
revolving: moving in a curved path around an axis
Lesson 2: Speed and Velocity
On-level Words
motion map: an image that represents the position, velocity, and acceleration of an object at
one-second intervals
reference frame: the position from which an event is observed
scalar: a quantity that is described by magnitude alone
speed: the distance traveled per unit of time
vector: a quantity that has both magnitude and direction
velocity: the displacement of an object per unit of time
Supporting Words
constant: unchanging or the same
magnitude: size of a measurement
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Advanced Words
constant speed: fixed distance per unit of time
instantaneous speed: the speed of an object at a moment in time
Lesson 3: Acceleration
On-level Words
acceleration: the rate at which velocity changes over time
constant acceleration: the rate at which velocity changes remain the same over a time period
negative acceleration: a decrease in velocity over time
positive acceleration: an increase in velocity over time
Supporting Words
area: measurement of a surface
Advanced Words
endurance: the ability to sustain an activity for an extended period of time
Lesson 4: Lab: Motion with Constant Acceleration
On-level Words
acceleration: the rate at which velocity changes over time
displacement: a change in position from a reference point
interpret: to explain what an image, a diagram, a graph, a chart, a picture, or data represent
velocity: the displacement of an object per unit of time
Supporting Words
motion detector: tool used to measure an object’s distance, speed, and acceleration
Advanced Words
horsepower: a unit of power equal to 550 pounds of work per second
Lesson 5: Introduction to Forces
On-level Words
force: an action that has the ability to change an object’s state of motion
free body diagram: a diagram that uses vectors to show the external forces acting on an object
friction: a contact force that resists motion
newton: the SI unit of force
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normal force: the support force a surface exerts on an object, which is always at a 90° angle to
the surface
tension: a force from a string or cable that stretches or pulls
Supporting Words
stationary: unchanging in position
Advanced Words
hypotenuse: the side of a right triangle that is opposite the right angle; the longest side of the
triangle
perpendicular: being at a right angle to a line
Lesson 6: Friction
On-level Words
air resistance: a type of fluid friction caused by gas molecules pushing against objects moving
through air
friction: a contact force that resists motion and that objects exert on each other when they rub
together
kinetic: relating to movement or motion
microscopic: relating to objects or details so small that they can be seen only with a microscope
static: the state of remaining constant; not changing or moving
traction: the grip of one object on another
Supporting Words
atmosphere: consists of all the gases surrounding a planet
microscope: a tool made of lenses that produces enlarged images of small objects
Advanced Words
fluid friction: friction acting on an object moving through liquid or gas
Lesson 7: Fundamental Forces
On-level Words
electromagnetic force: the force that acts between electrically charged particles and can
generate electricity, magnetism, and/or light
gravitational force: the attractive force between all matter in the universe
strong nuclear force: the force that binds neutrons and protons together in the nuclei of atoms
weak nuclear force: the force that is responsible for the type of radioactive decay known as beta
decay
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Supporting Words
atoms: the smallest particle of an element, made up of protons, neutrons, and electrons
Advanced Words
radioactive decay: the transformation of an unstable nucleus, resulting in a lighter nucleus and
the release of radiation
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UNIT 2: NEWTON’S LAWS AND MOMENTUM
Lesson 1: Newton’s First and Third Laws
On-level Words
dynamic equilibrium: the state in which an object in motion has a net force of zero
inertia: the natural tendency of objects to resist a change in motion
Newton’s first law of motion: the law that states an object at rest will stay at rest and an object
in motion will stay in motion with the same velocity unless acted on by an external force
Newton’s third law of motion: the law that states for every action there is an equal and opposite
reaction
static equilibrium: the state in which an object at rest has a net force of zero
Supporting Words
external: outside or apart from an object
Advanced Words
classical mechanics: the study of the motion of objects and forces that act on those objects
Lesson 2: Newton’s Second Law
On-level Words
direct relationship: a relationship between two variables whereby both variables increase or
decrease together
inverse relationship: a relationship between two variables whereby one variable increases and
the other variable decreases
Newton’s second law of motion: the law that states the total net force acting on an object is
equal to its mass times acceleration
recoil: a backward movement or springing back to a starting point
weight: a measure of the gravitational force on an object
Supporting Words
inverse: opposite
variable: a factor that can exist in different quantities or qualities
Advanced Words
trigonometry: the study of how to apply properties and functions of triangles
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Lesson 3: Lab: Newton’s Second Law
On-level Words
acceleration: the rate at which velocity changes over time
force: an action that has the ability to change an object’s state of motion
mass: the amount of matter in an object
Newton’s second law of motion: the law that states the total net force acting on an object is
equal to its mass times acceleration
Supporting Words
motion detector: tool used to measure an object’s distance over time
Advanced Words
delta: change (in mathematics)
Lesson 4: Impulse and Momentum
On-level Words
direct relationship: a relationship between two variables whereby both variables increase or
decrease together
impulse: a force applied over an interval of time that causes a change in momentum
inverse relationship: a relationship between two variables whereby one variable increases and
the other variable decreases
momentum: an object’s mass multiplied by its velocity
Supporting Words
time interval: a space of time between to events
Advanced Words
prototype: a functional model
Lesson 5: Conservation of Momentum
On-level Words
elastic collision: a collision in which kinetic energy is conserved
inelastic collision: a collision in which the final kinetic energy is less than the initial kinetic energy
kinetic energy: the energy an object or particle has due to its motion
law of conservation of momentum: the law that states the total momentum of all interacting
objects must remain the same
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potential energy: the energy that is stored within an object because of position or arrangement
of parts
Supporting Words
collision: an act in which two objects are coming together
Advanced Words
closed system: a group of related objects that interact and form a complex whole without being
affected by outside forces
Lesson 6: Lab: Conservation of Linear Momentum
On-level Words
elastic collision: a collision in which kinetic energy is conserved
inelastic collision: a type of collision in which the final kinetic energy is less than the initial
kinetic energy
law of conservation of momentum: a law that states the total momentum of all interacting
objects must remain the same
momentum: an object’s mass multiplied by its velocity
Supporting Words
initial: at the beginning or start
system: a group of related objects that interact and form a complex whole
Advanced Words
projectile: an object projected by an external force and remains in motion by inertia
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UNIT 3: TWO-DIMENSIONAL MOTION AND GRAVITY
Lesson 1: Vectors
On-level Words
components: two parts of a vector that are perpendicular to each other
displacement: the change in position from a reference point
reference point: the location or object used for comparison to determine another location
resultant vector: the sum of two or more vectors (also called the displacement vector)
Supporting Words
compare: the careful observation of two or more things to identify similarities and/or
differences between them
distance: a measurement used to measure how far an object travels between two points
Advanced Words
standard units: equally spaced units of measurement; for length, scientists use meters
vector resolution: mathematical process for determining the magnitude of a vector
Lesson 2: Projectile Motion
On-level Words
inertia: the natural tendency of objects to resist a change in motion
parabolic: having the shape of a parabola
projectile: an object that is set in motion following a path in which the only force acting on it is
gravity
projectile motion: the curved motion that results from the combination of an object’s horizontal
inertia and the force due to gravity pulling the object downward
Supporting Words
horizontal: relating to the direction of the horizon or left and right
Advanced Words
parabolic path: the route taken by a projectile that incorporates both horizontal and vertical
direction
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Lesson 3: Universal Law of Gravitation
On-level Words
direct relationship: a relationship between two variables whereby both variables increase or
decrease together
gravitational field: the field that exists around an object due to its mass
gravitational force: the attractive force between all matter in the universe
universal law of gravitation: the natural law that states the force of attraction between two
objects is affected by the masses of the two objects and the distance between them
weight: a measure of the gravitational force on an object
Supporting Words
variable: a factor that can exist in different quantities or qualities
Advanced Words
universe: the entire cosmos, including the matter and space of all galaxies
Lesson 4: Centripetal Acceleration
On-level Words
centripetal acceleration: the center-seeking acceleration of an object moving in a circle
period: the amount of time it takes an object to complete a cycle or return to its original
position
revolution: the movement of an object around another object
rotation: the spinning of an object on its own axis
Supporting Words
acceleration: the rate at which velocity changes over time
speed: the distance of an object per unit time
velocity: the displacement of an object per unit of time
Advanced Words
tangential speed: the speed of an object that is tangent to its circular path
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Lesson 5: Circular Motion
On-level Words
centripetal force: a force directed toward the center of a circle
inertia: the natural tendency of objects to resist a change in motion
motion map: an image that represents the position, velocity, and acceleration of an object at
one-second intervals
Newton’s second law of motion: the law that states that the total net force acting on an object
is equal to mass times acceleration
Supporting Words
acceleration: the rate at which velocity changes over time
perpendicular: being at a right angle to a line
Advanced Words
tangent: a line that touches a circle at only one point
Lesson 6: Orbital Motion
On-level Words
altitude: the vertical elevation above a surface
free fall: the motion that occurs when gravity is the only force acting on an object
inertia: the natural tendency of objects to resist a change in motion
orbital period: the time it takes an object to complete one orbit around a central object
satellite: a natural or human-made object that orbits a much larger object
Supporting Words
gravitational constant: known as “G,” the constant used to show the force between two objects
cause by gravity; G is equal to 6.6738 x10-11N⋅ m-2/kg2
Advanced Words
Lesson 7: Earth-Moon-Sun System
On-level Words
astronomical unit: the average distance from Earth to the Sun, equivalent to 1.5 x 1011 meters
ellipse: an oval created by a moving point whose sum of the distances to two foci is constant
heliocentric model: a model of the solar system that places the Sun in the center with the
planets orbiting around the Sun
Kepler’s first law: the law stating that the orbits of planets are ellipses with the Sun at one focus
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Kepler’s second law: the law stating that the speed of a planet varies, such that a planet sweeps
out an equal area in equal time frames
Kepler’s third law: the law that relates a planet’s orbital period and its average distance from the
Sun
Supporting Words
model: a tool used for representing ideas or explanations
Advanced Words
gravitational constant: known as “G,” the constant used to show the force between two objects
cause by gravity; G is equal to 6.6738 x10-11N⋅ m-2/kg2
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PHYSICS TEACHER’S GUIDE
UNIT 4: WORK, POWER, AND ENERGY
Lesson 1: Work and Power
On-level Words
joule: the SI unit of work
power: the rate at which work is done
watt: the SI unit of power
work: the use of force to move an object
Supporting Words
rate: an amount of something measured per unit of something else; in physics, it tends to be the
amount of something during a certain amount of time (second, minute, hour)
Advanced Words
adjacent: referring to an angle in a triangle with a side in common; used to determine work
acting on an object when the force is not parallel to the motion of an object
Lesson 2: Potential Energy
On-level Words
elastic potential energy: the energy stored in a compressed or stretched object
gravitational potential energy: the energy stored in an object due to its position in a
gravitational field
potential energy: the stored energy an object or particle has due to its position
spring constant: the measure of a spring’s resistance to being compressed or stretched
Supporting Words
compressed: pressed together
Advanced Words
gravitational constant: known as “G,” the constant used to show the force between two objects
cause by gravity; G is equal to 6.6738 x10-11N⋅m-2/kg2
Lesson 3: Kinetic Energy
On-level Words
joule: the SI unit of work
kinetic energy: the energy an object or particle has due to its motion
work: the use of force to move an object
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work-energy theorem: the theorem that states that the change in kinetic energy of an object is
equal to the work done on the object
Supporting Words
system: an organized group of related objects or components
velocity: the rate of change of position expressed as displacement over time
Advanced Words
theorem: an idea or formula accepted as truth
Lesson 4: Lab: Kinetic Energy
On-level Words
kinetic energy: the energy an object has due to its motion
linear: forming a straight line
nonlinear: not forming a straight line
potential energy: the stored energy an object has due to its position
speed: the distance traveled per unit of time
velocity: a displacement per unit of time; distance traveled per unit of time in a specific direction
Supporting Words
lever: a type of simple machine that is used to change the direction of force
linear relationship: represented by a straight line on a graph; relationship among variables is
directly proportional to one another
Advanced Words
exponential relationship: relationship that appears as a curve on a graph; relationship between
variables must be represented with exponents
Lesson 5: Energy Transformations
On-level Words
convert: to change into a different form
energy transformation: the process of changing one form of energy to another
gravitational potential energy: the energy of an object due to its position
thermal energy: the part of total internal energy that can be transferred from one substance to
another substance
Supporting Words
internal: inside of an object or system
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Advanced Words
mechanical energy: combination of kinetic energy and potential energy
Lesson 6: Conservation of Energy
On-level Words
constant: staying the same; unchanging
efficiency: the ratio of output work to input work, expressed as a percentage
law of conservation of energy: the law that states the total amount of energy in a system must
remain constant but can change form
Supporting Words
percentage: represents a part of a whole
system: a group of related objects that interact and form a complex whole
Advanced Words
pendulum: an object suspended from a fixed point that swings back and forth due to the force
of gravity
Lesson 7: Introduction to Machines
On-level Words
efficiency: the ratio of output work to input work, expressed as a percentage
input: the amount of something put into a machine or system
machine: a device that makes work easier
mechanical advantage: the ratio of output force to input force
output: the amount of something that comes out of a machine or system
work: the use of force to move an object
Supporting Words
ratio: a comparison of two amounts calculated by dividing one amount by the other
Advanced Words
car jack: machine used to lift a car
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PHYSICS TEACHER’S GUIDE
Lesson 8: Simple Machines
On-level Words
compound machine: a device that consists of two or more simple machines operating together
inclined plane: a sloping surface (like a ramp) usually used to make things easier to move things
upward
mechanical advantage: a calculation of how much a machine multiplies a force, or the ratio of
output force to input force
simple machine: one of six devices that have few or no moving parts and make work easier
transmit: to move force or energy from one medium or part of a mechanism to another
Supporting Words
spiral: to coil around an axis or an object
Advanced Words
fulcrum: the point at which a lever pivots
Lesson 9: Nonrenewable Resources
On-level Words
abundant: existing in great supply; plentiful
conserve: to protect from loss or harm; to preserve for future use
nonrenewable resource: a natural resource that is available in limited amounts and can be used
up
ore: a rock that contains a metal or other element in useful amounts and can be mined
Supporting Words
power plant: site in which resources are used to generate electricity
Advanced Words
petroleum: referred to as oil, a liquid formed by plants and animals millions of years ago and
found in rock that can be extracted and used as fuel
Lesson 10: Renewable Resources
On-level Words
hydroelectricity: electricity generated from running water
imbalance: a situation in which two things that normally are equal become unequal
renewable resource: a natural resource available in abundance or that can be replaced as
quickly as it is used
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reservoir: a supply of water, petroleum, natural gas, or other resource stored in a large area
such as a lake
Supporting Words
generate: to produce or make by a chemical or physical process
Advanced Words
geothermal: the heat produced from within Earth
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PHYSICS TEACHER’S GUIDE
UNIT 5: THERMAL ENERGY AND HEAT TRANSFER
Lesson 1: Temperature and Heat
On-level Words
direct relationship: a relationship between two variables whereby both variables increase or
decrease together
heat: the thermal energy that flows from one substance to another due to a temperature
difference
internal energy: the total potential and kinetic energies of the particles in a substance
specific heat: the amount of heat required to change the temperature of 1 gram of a substance
by 1°C
temperature: a measure of the average kinetic energy of the particles in a substance
thermal energy: the part of total internal energy that can be transferred from one substance to
another substance
Supporting Words
absorb: to take in something
Advanced Words
kelvin: scale used to measure temperature in science
Lesson 2: Heat Transfer
On-level Words
conduction: the transfer of thermal energy by molecular movement
convection: the transfer of thermal energy by fluid movement
convection currents: the flow of a fluid due to density differences
electromagnetic wave: a wave composed of electric and magnetic fields that radiates out from a
source at the speed of light
radiation: transfer of thermal energy by electromagnetic waves
wave: a disturbance that carries energy from one place to another
Supporting Words
radiate: to send out
Advanced Words
tectonic: relating to the geologic structure of Earth
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Lesson 3: Lab: Mechanical Equivalent of Heat
On-level Words
gravitational potential energy: the energy stored in an object due to its position in a
gravitational field
kinetic energy: the energy an object or particle has due to its motion
potential energy: the stored energy an object or particle has due to its position
thermal energy: the part of total internal energy that can be transferred from one substance to
another substance
Supporting Words
cylinder: a solid object with two circular sides and two parallel lines connecting the sides
Advanced Words
conversion: the process of changing something into a different form
Lesson 4: Conduction
On-level Words
conduction: the transfer of thermal energy or electric charge by direct contact
conductor: a material that allows electricity or thermal energy to easily move through it
insulator: a material that allows little electricity or thermal energy to move through it
Supporting Words
vibrate: to move from side to side
Advanced Words
ceramic: relating to nonmetallic materials and are conductors of thermal energy
Lesson 5: Convection
On-level Words
convection: the transfer of thermal energy due to the movement of a liquid or gas caused by
differences in temperature
convection current: the circular motion of a fluid caused by temperature and density differences
density: ratio of mass to volume
magma: the molten rock beneath Earth’s surface
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Supporting Words
large-scale: involving a large area
small-scale: involving a small area
Advanced Words
convection zone: outermost layer of the Sun’s interior where convection occurs
Lesson 6: Radiation
On-level Words
absorber: a material that takes in a wave when the wave hits it
electromagnetic wave: a type of wave that carries energy through space, where there is almost
no matter
radiation: the transfer of thermal energy by electromagnetic waves
reflector: a material that causes a wave to bounce off it
texture: the way the surface of an object feels
wave: a disturbance that carries energy from one place to another through matter and space
Supporting Words
solar: relating to the Sun
Advanced Words
thermography: a method used for detecting and measuring variations in the heat emitted from
objects, such as people or houses
Lesson 7: Lab: Thermal Energy Transfer
On-level Words
heat: the thermal energy that flows from one substance to another due to a temperature
difference
joule: the metric unit used to measure work, which equals one newton meter
specific heat: the amount of heat required to change the temperature of 1 gram of a substance
by 1°C
thermal energy: the part of total internal energy that can be transferred
thermal equilibrium: the state in which no thermal energy transfer occurs because
both substances are at the same temperature
Supporting Words
capacity: maximum amount that can be contained
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Advanced Words
calorimeter: a tool used for measuring amounts of absorbed or released heat, or finding specific
heat
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PHYSICS TEACHER’S GUIDE
UNIT 6: THERMODYNAMICS
Lesson 1: States of Matter
On-level Words
differentiate: to distinguish between two or more objects, organisms, etc.
ion: atom or molecule with a net charge, due to the loss or gain of electrons
plasma: state of matter consisting of freely moving ions and electrons
primary: most important; fundamental
Supporting Words
matter: anything that has mass and takes up space
Advanced Words
big bang: event marking the origin of the universe by rapid expansion of matter and energy
Lesson 2: Changes of State
On-level Words
condensation: the process by which a gas changes to a liquid
deposition: the process by which a gas changes directly to a solid
latent heat: the energy a substance absorbs or releases during a change of state
sublimation: the process by which a solid changes directly to a gas
vaporization: a process by which a liquid changes to a gas
Supporting Words
interpret: to explain what an image, a diagram, a graph, a chart, a picture, or data represents
Advanced Words
latent heat of fusion: the amount of energy involved in changing a solid to a liquid or a liquid to
a solid
latent heat of vaporization: the amount of energy involved in changing a liquid to a gas or a gas
to a liquid
Lesson 3: First Law of Thermodynamics
On-level Words
adiabatic process: a process involving the compression and expansion of gases within a system
where no heat is absorbed or released by the system
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first law of thermodynamics: the law that states that energy can be transformed and transferred
but not created or destroyed; also known as conservation of energy
heat engine: a device that uses heat to do useful work
thermodynamics: the branch of physics that studies the relationship between thermal energy
and other forms of energy
Supporting Words
compress: to push or move together
system: a group of related objects that interact and form a complex whole
Advanced Words
turbine: device powered by a fluid used to generate electricity
Lesson 4: Second Law of Thermodynamics
On-level Words
efficiency: the ratio of output work to input work, expressed as a percentage
second law of thermodynamics: the law that states when substances of differing temperatures
are in contact, thermal energy flows from the higher temperature substance to the lower
temperature substance and that this flow of thermal energy can be used to do work
spontaneous: naturally occurring
Supporting Words
percentage: represents a part of a whole
ratio: a comparison of two amounts calculated by dividing one amount by the other
Advanced Words
entropy: a measure of the disorder of a system
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PHYSICS TEACHER’S GUIDE
UNIT 7: WAVES AND SOUND
Lesson 1: Simple Harmonic Motion
On-level Words
amplitude: the height of a transverse wave from the midpoint to the crest or trough
Hooke’s law: the law that states that the distance of stretch or compression of a spring is
proportional to the force applied
period: the amount of time it takes an object to complete a cycle or return to its original
position
simple harmonic motion: an oscillation that restores an object to its equilibrium position, due to
a force that is directly proportional to the displacement of the object
spring constant: the measure of a spring’s resistance to being compressed or stretched
trough: the minimum point of a curve
Supporting Words
• spring: an elastic device that recovers its shape after being compressed
Advanced Words
oscillate: the repetitive movement between two positions
Lesson 2: Introduction to Waves
On-level Words
longitudinal wave: a type of wave that transfers energy parallel to the direction of wave motion
mechanical wave: a type of wave that carries energy through matter
medium: the material or substance a wave moves through
sound waves: a wave produced by the compression and expansion of an elastic medium in
which it travels, such as air or water
transverse wave: a type of wave that transfers energy perpendicular to the direction of wave
motion
wave: a disturbance that carries energy from one place to another
Supporting Words
parallel: equal distant and moving in the same direction
Advanced Words
electromagnetic spectrum: the range of wavelengths and frequencies of electromagnetic waves
electromagnetic wave: a wave composed of electric and magnetic fields that radiates out from a
source at the speed of light
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Lesson 3: Wave Properties
On-level Words
amplitude: the height of a transverse wave from the midpoint to the crest or trough
compression: the part of a longitudinal wave where the particles of matter are close together
crest: the highest point on a wave
frequency: the number of oscillations per second
trough: the lowest point on a wave
wavelength: the distance between any two equivalent points, such as from crest to crest or
from trough to trough
Supporting Words
medium: the material or substance a wave moves through
Advanced Words
hertz: the SI unit of frequency
rarefaction: the part of a longitudinal wave where the particles of matter are far apart
Lesson 4: Wave Interactions
On-level Words
absorption: the taking in of a wave by an object as the wave hits the object
diffraction: the bending and scattering of a wave as it hits an object or goes through an opening
interference: the phenomenon that occurs when two waves meet while traveling along the
same medium
reflection: the bouncing of a wave after it hits an object
refraction: the bending of a wave as it passes through one medium to another medium
transmission: the passing of a wave through an object
Supporting Words
destructive: causing things to come apart
Advanced Words
seismic waves: waves of energy that move through the layers of Earth that are caused by
earthquakes, volcanoes, or other causes
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Lesson 5: Sound Waves
On-level Words
dissipate: to cause something to spread out and disappear
Doppler effect: the change in frequency of a wave due to the motion of the source and/or
receiver
pitch: a measure of how high or how low a sound is perceived, determined by the frequency of
the sound wave
wave speed: the distance traveled by a sound wave per unit of time
Supporting Words
cycle: an interval of time during which an event is completed
Advanced Words
analog signals: a representation of information that uses a continuous range of values, resulting
in it precisely mimicking the original information
Lesson 6: Properties of Sound Waves
On-level Words
decibel: the unit of measurement for the intensity of sound
harmonic: pieces of a standing wave that are separated by a node
node: a point on a standing wave that appears to be stationary
resonance: the effect of forced vibration from an incoming wave that matches an object’s
natural frequency
standing wave: a wave that is produced when two waves of equal amplitude and wavelength
travel in opposite directions and interfere
Supporting Words
vibration: an instance when a medium moves back and forth
Advanced Words
intensity: the amount of energy that flows through an area per unit of time
natural frequency: the frequency at which an object vibrates when struck
Lesson 7: Radio Waves and Applications
On-level Words
global positioning system: a system of satellites that provide precise position and velocity data
used to pinpoint locations
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magnetic resonance imaging: a phenomenon whereby nuclei in a magnetic field absorb and
reemit radiation that is captured and used to create an image
radio waves: electromagnetic waves that have long wavelengths and low frequencies
receiver: a device that captures, amplifies, and demodulates radio waves
transmitter: a device that modulates, amplifies, and sends out radio waves
Supporting Words
antenna: a device that transmits or receives radio waves
Advanced Words
modulation: the process of modifying a property of a wave to transmit information
demodulate: to get information from something else
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PHYSICS TEACHER’S GUIDE
UNIT 8: WAVES AND LIGHT
Lesson 1: Electromagnetic Waves
On-level Words
electric field: the area around a charged object that can exert a force on other charged objects
electromagnetic spectrum: the range of wavelengths and frequencies of electromagnetic waves
electromagnetic wave: a wave composed of electric and magnetic fields that radiates out from a
source at the speed of light
magnetic field: the area around a magnet that exerts a force on objects containing certain
metals
polarization: a process that modifies light waves so that they vibrate in a single plane
Supporting Words
plane: a flat or level surface
Advanced Words
gamma rays: type of electromagnetic wave with the shortest wavelength and highest frequency
Lesson 2: Dual Nature of Light
On-level Words
frequency threshold: the minimum frequency required to eject electrons from a metal
luminous: emitting light
photoelectric effect: the emission of electrons from a metal when light of certain frequencies
strikes the metal
photon: a particle of electromagnetic energy that has zero mass
Planck’s constant: a constant that relates the energy and frequency of a photon
Supporting Words
pixels: smallest parts of a picture that come together to make an image
Advanced Words
emission: releasing of a substance
quantum: the smallest packet of electromagnetic energy that can be absorbed or emitted
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Lesson 3: Reflection and Refraction
On-level Words
angle of incidence: the angle between the incident ray and the normal line
incident ray: an incoming light ray that strikes a surface
law of reflection: the law that states that the angle of incidence is equal to the angle of
reflection
normal: an imaginary line perpendicular to a surface that goes through the point where an
incident ray strikes the surface
scattering: the deflection of light waves in all directions as they collide with particles or gas
molecules in the atmosphere
Snell’s law: the law that states that the product of the angle of incidence and index of refraction
in the medium light travels from is equal to the product of the angle of refraction and index of
refraction in the medium light passes into
Supporting Words
optical density: a measure of how much light a material allows to pass through
Advanced Words
diffuse reflection: a type of reflection that occurs when light strikes a rough surface, resulting in
the reflected light traveling in different directions
specular reflection: a type of reflection that occurs when light strikes a smooth surface, resulting
in reflected light traveling in the same direction
Lesson 4: Mirrors
On-level Words
concave: curves inward
convex: curves outward
radius of curvature: the distance between the center of curvature to the vertex
real image: an image formed by converging light rays that can be displayed on a screen
virtual image: an image formed by diverging light rays that cannot be displayed on a screen
Supporting Words
converge: to move toward a common point
diverge: to move away from a common point
Advanced Words
focal length: the distance from the center of a mirror or lens to a focal point
vertex: the point where the principal axis and mirror meet
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Lesson 5: Lenses
On-level Words
converging lens: a lens that is thickest in the middle and works by causing light rays to bend
toward the principal axis
diverging lens: a lens that is thinnest in the middle and works by causing light rays to bend away
from the principal axis
lens equation: the equation that states the relationship among the object distance, image
distance, and focal length of a lens
magnification equation: the equation that relates the ratio of the image distance and object
distance to the ratio of the image height and object height
Supporting Words
image: a visual representation of something produced by a lens
Advanced Words
focal point: the point on a mirror’s or lens’s axis where reflected or refracted light converges or
appears to diverge
principal axis: the line that runs through the center of curvature to the midpoint of a lens or
mirror
Lesson 6: Diffraction
On-level Words
diffraction angle: the angle between the direction of an incident wave and a resulting diffracted
wave
diffraction grating: a surface with many parallel grooves that is used to bend light
monochromatic: having just one wavelength or color
path difference: the difference in the distances traveled by two interfering waves
wave front: a line in which waves that are moving together are all in the same phase
wavelets: the secondary waves formed from source points on the wave front
Supporting Words
perpendicular: being at a right angle to a line
Advanced Words
corona: light around a full moon that is a result of light being diffracted when it encounters
water or ice in Earth’s atmosphere
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Lesson 7: Lab: Waves and Diffraction
On-level Words
diffraction: the bending of a wave as it encounters a barrier or passes through an opening
diffraction angle: the angle between the direction of an incident wave and a resulting diffracted
wave
wave: a disturbance that carries energy from one place to another
wavelength: the distance between any two equivalent points, such as from crest to crest or
trough to trough
Supporting Words
parameter: a condition to keep constant in an experiment
Advanced Words
diffraction grating: a tool used to separate wavelengths of light
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PHYSICS TEACHER’S GUIDE
UNIT 9: ELECTRICITY
Lesson 1: Electrostatics
On-level Words
coulomb: the SI unit for electric charge
electric field: the area around a charged object that can exert a force on other charged objects
electric force: a force between two charged particles, ions, or objects
field lines: lines in a diagram that indicate the direction of flow of electric field between charged
particles
Supporting Words
conduction: the transfer of electric charge by direct contact
Advanced Words
electric potential: the electrical potential energy of a charged particle divided by its charge
subatomic particle: a particle smaller than an atom, such as protons, neutrons, and electrons
Lesson 2: Coulomb’s Law
On-level Words
Coulomb’s constant: a proportionality constant equal to 8.99 x 109 Nm2/C2 and designated by a
lowercase k
Coulomb’s law: the law that states the force of attraction or repulsion between two charges is
affected by the amount of charge and the square of the distance between the two charges
Newton’s third law of motion: the law that states for every action there is an equal and opposite
reaction
superposition principle: the principle that states the net electrical force on a specific charge is
equal to the sum of the vector components of the charges applying electrical forces on it
Supporting Words
force: an action that has the ability to change an object’s state of motion
Advanced Words
inversely proportional: relationship where one variable increases and the other variable
decreases proportionally
total charge: represented by Q, this is equal to the sum of both charges, q1 and q2 in the
electromagnetic force equation
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Lesson 3: Electric Fields
On-level Words
coulomb: SI unit for electric charge
dipole: a pair of opposite electric charges of equal magnitude
electric field: the area around a charged object that can exert a force on other charged objects
field line: a line drawn on a diagram of charged particles indicating the direction of the flow of
the field
point charge: a theoretical charge small enough to test the force exerted by a charged particle
without moving the particle.
Supporting Words
nonuniform: referring to an electric field where either the magnitude or direction change within
a given space
uniform: referring to an electric field that has the same magnitude and direction in a given space
Advanced Words
theoretical: calculated through theory rather than an experiment or observation
Lesson 4: Electric Potential Difference
On-level Words
electric potential: the electric potential energy of a charged particle divided by its charge
electric potential difference: the difference in electric potential between two positions
electric potential energy: the potential energy an electric charge has due to its location in an
electric field
volt: the SI unit of electric potential difference
voltmeter: an instrument used to measure differences in electric potential at different points
Supporting Words
• gravitational potential energy: the energy of an object due to its position
Advanced Words
equipotential lines: contour lines that indicate areas of equal electric potential
Lesson 5: Ohm’s Law
On-level Words
ampere: the SI unit of electric current
electric circuit: a path through which electric charges can travel
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ohm: the SI unit of resistance
resistance: the tendency of a material to oppose the flow of charges
voltage: the measurement of electric potential difference in volts
Supporting Words
• current: the flow of electric charge
Advanced Words
Ohm’s law: the law stating that current is equal to voltage divided by resistance
Lesson 6: Electric Circuits
On-level Words
ammeter: a device that measures the amount of current in a circuit
closed circuit: a continuous loop of conducting material that allows current to flow
open circuit: a loop of conducting material with a break or gap that prevents the flow of current
resistor: a device that slows the flow of current in a circuit
short circuit: a disrupted circuit caused by the flow of charge through an unintentional path of
low resistance, thus causing the current to bypass its proper path
voltmeter: a device that measures the amount of voltage in a circuit
Supporting Words
battery: a device consisting of an anode, cathode, and electrolyte in which chemical energy is
converted into electrical energy
Advanced Words
series circuit: an electric circuit that has only one path along which the current can flow
parallel circuit: an electric circuit that has multiple paths along which current can flow
Lesson 7: Lab: Circuit Design
On-level Words
Ohm’s law: the law that states current is equal to voltage divided by resistance
resistance: the tendency of a material to oppose the flow of charges
resistor: a device that has electrical resistance that is used in a circuit
Supporting Words
current: the flow of electric charge
voltage: a measurement of electric potential difference in volts (V)
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Advanced Words
inversely proportional: relationship where one variable increases and the other decreases in a
certain proportion
Lesson 8: Electric Energy Storage
On-level Words
capacitance: the measure of the charge a capacitor can store equal to the ratio of stored charge
to potential difference
capacitor: a device that stores electric charge by separating positive and negative charges
dielectric: an insulating material inserted between the conducting plates of a capacitor
dielectric constant: the measure of a dielectric’s ability to insulate charges from each other
farad: the SI unit of capacitance
permittivity: the measure of how much a medium resists the formation of an electric field
Supporting Words
insulator: a material that is a poor conductor
Advanced Words
picofarad: unit used to measure capacitance; one picofarad is equal to one trillionth of one farad
Lesson 9: Electricity Use in Homes and Businesses
On-level Words
electrical power: the rate at which electrical energy is converted into other forms of energy
energy efficiency: the percentage of useful energy output to total energy input
kilowatt-hour: a unit of electrical energy
lumen: measure of how much visible light a source gives off
transformer: a device that increases or decreases the voltage of alternating current
Supporting Words
current: the flow of electric charge
Advanced Words
efficacy: the effectiveness of a light bulb, measured by lumens of light output per watts used
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UNIT 10: MAGNETISM AND ELECTROMAGNETISM
Lesson 1: Magnets and Magnetism
On-level Words
dipole: a pair of equal and opposite magnetic or electric charges
ferromagnetic: a property of a material that allows it to be easily magnetized
magnetic domain: a cluster of atoms whose magnetic fields are aligned in the same direction
magnetic field: a region where a magnetic force is exerted on electrical charges or objects
containing certain metals
magnetic pole: the end of a magnet where the force is the strongest
magnetism: the force a magnet exerts to attract or repel other objects
Supporting Words
attract: to pull toward itself
repulse: to push away from itself
Advanced Words
ferrofluid: a liquid that becomes highly magnetized in the presence of a magnetic field
radiometric dating: a method of determining the age of Earth materials or organic objects based
on measurement of radioactive elements and decay products within the material
Lesson 2: Magnetic Field and Force
On-level Words
direct relationship: a relationship between two variables whereby both variables increase or
decrease together
right-hand rule: a system to find the direction and force of the magnetic field
tesla: the SI unit for magnetic field strength
Supporting Words
beam: a collection of parallel rays of electrons
Advanced Words
magnitude: a number or amount of something, expressed in units
Lesson 3: Lab: Magnetic and Electric Fields
On-level Words
compass: a device with a magnetic needle that pivots in relation to magnetic fields
electric current: the flow of charge through a wire or other material
electron: a negatively charged particle that orbits the nucleus of an atom
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field: a region or space in which a given effect exists
magnetism: the force a magnet exerts to attract or repel other objects
Supporting Words
• charge: positive or negative electrical energy
Advanced Words
electromagnet: an object with a core of magnetic material that is surrounded by a coil of wire;
when an electric current passes through the wire, the core magnetizes
Lesson 4: Electromagnetic Induction
On-level Words
amplitude: strength of an electric current
electromagnet: a strong magnet created by wrapping a metal core in a solenoid
electromagnetic induction: the generation of an electric current by a changing magnetic field
electromagnetism: the generation of a magnetic field by an electric current
solenoid: a coil of current-carrying wire
Supporting Words
metal: a substance made up of elements with particular characteristics, including conducting
electricity and heat
Advanced Words
galvanometer: a tool used to measure a small electric current by movement of a magnetic
needle
Lesson 5: Lab: Electromagnetic Induction
On-level Words
electromagnetic induction: the generation of an electric current by a changing magnetic field
galvanometer: a tool used to measure a small electric current by movements of a magnetic
needle
magnetic field: a region where a magnetic force is exerted on electrical charges or objects
containing certain metals
polarity: a property of having poles, or opposing physical characteristics
Supporting Words
current: a flow of electric charge
Advanced Words
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hydroelectric dam: a type of power plant that uses a moving water source to spin a turbine
which moves a generator used to produce electricity
Lesson 6: Applications of Electromagnetism
On-level Words
armature: the rotating part of an electric motor or generator that consists of many loops of wire
wrapped around an iron core
brush: a part in a motor or generator that is the contact point for a commutator or a slip ring
and allows current to flow in or out of a motor or generator
commutator: a part in a motor attached to the armature that provides a path for current to flow
into the armature, allowing the current to change direction
electric motor: a device that converts electrical energy into kinetic energy to turn an axle
slip ring: a part in a generator attached to the armature that provides a path for current to flow
from the armature
Supporting Words
electric generator: a device that converts kinetic energy into electrical energy
Advanced Words
Maglev train: a train that uses magnets to push the train off the tracks and another set of
magnets to push the train forward
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UNIT 11: NUCLEAR ENERGY
Lesson 1: The Nucleus
On-level Words
mass defect: the sum of the masses of the nucleons minus the mass of the atom
nucleon: a particle that, along with other particles, makes up the nucleus (protons and
neutrons)
radioactive decay: the spontaneous release of energy and particles from the nucleus of an
unstable atom
strong nuclear force: the force responsible for binding protons and neutrons together in the
nucleus
Supporting Words
atom: smallest unit of an element, consisting of neutrons, protons, and electrons
Advanced Words
nuclear binding energy: the energy required to split the nucleus of an atom into separate
protons and neutrons
Lesson 2: Radioactivity
On-level Words
half-life: the time required for half of a sample of a radioisotope to decay
ionizing radiation: radiation with sufficient energy to cause potential DNA damage due to
ionized atoms and broken molecular bonds
radioactive decay: the process in which the nucleus of an unstable isotope spontaneously
changes, releasing particles and energy
radioactivity: the spontaneous discharge of energy from an unstable nucleus
radioisotope: an atom with an unstable nucleus that will eventually go through radioactive
decay
weak nuclear force: the force that is responsible for the type of radioactive decay known as beta
decay
Supporting Words
spontaneous: developing or occurring randomly or without a cause
Advanced Words
stochastic: involving chance or randomness; the likelihood that something will happen
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Lesson 3: Balancing Nuclear Reactions
On-level Words
balanced nuclear equation: equation where the sum of the mass numbers and the sum of the
atomic numbers balance on either side
chemistry: the study of properties and composition of matter and the interactions of substances
nuclear chemistry: study of radioactivity and nuclear processes
nuclear equation: mathematical representation used to represent nuclear reactions
nuclide notation: notation used to identify different isotopes of an element
Supporting Words
periodic table: a table that organizes the chemical elements in order of increasing atomic
number and groups elements based on similarities in chemical properties and electron
configurations
Advanced Words
transmutation: the conversion of one element or nuclide into another
Lesson 4: Half-Life
On-level Words
daughter isotope: an isotope formed from the radioactive decay of another isotope known as
the parent isotope
half-life: the time required for half the radioactive nuclei in a sample to decay
isotopes: atoms of the same element with different atomic masses
parent isotope: an isotope that undergoes radioactive decay
Supporting Words
nucleus: the center of the atom, which holds the protons and neutrons
Advanced Words
radioisotope: an atom with an unstable nucleus that will eventually go through radioactive
decay
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Lesson 5: Lab: Half-Life Model
On-level Words
half-life: the time required for half of a sample of a radioactive isotope to decay
radioactive decay: the process in which the nucleus of an unstable isotope spontaneously
changes, releasing particles and energy
radioisotope: an atom with an unstable nucleus that will eventually go through radioactive
decay
Supporting Words
model: a simplified representation of a real object or system
Advanced Words
stable isotope: nonradioactive forms of atoms, such as nitrogen-14
unstable isotope: form of an atom, such as carbon-14, that undergoes radioactive decay, which
emits energy and particles
Lesson 6: Fission and Fusion
On-level Words
binding energy: the amount of energy required to break a nucleus into individual protons and
neutrons
mass defect: the difference in mass between the whole nucleus and the nucleons
nuclear fission: the process in which the nucleus of an atom splits into two lighter atoms,
releasing a large amount of energy
nuclear fusion: the process in which the nuclei of two atoms combine to form a heavier atom,
releasing a large amount of energy
Supporting Words
nucleon: a particle that, along with other particles, makes up the nucleus (protons and
neutrons)
Advanced Words
uranium: element frequently used in nuclear fission
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Lesson 7: Nuclear Energy
On-level Words
chain reaction: a self-sustaining series of chemical reactions in which the products of one
reaction are the reactants in the next reaction
nuclear fuel: the material used in a nuclear reactor that provides fissionable atoms
nuclear power plant: a facility designed to generate electricity from fission reactions
nuclear waste: the matter remaining after fission reactions take place in a nuclear reactor
subcritical mass: an amount of fissionable material that is too small to sustain a constant rate of
fission
supercritical mass: an amount of fissionable material that produces an accelerating rate of
fission
Supporting Words
control rod: a physical cylinder of material that absorbs neutrons so they cannot initiate a fission
reaction
generator: a device that converts mechanical energy into electrical energy
turbine: a cylinder with blades that rotates when steam or another gas expands and moves
across the blades
Advanced Words
critical mass: an amount of fissionable material capable of sustaining a constant rate of fission
Lesson 8: Nuclear Radiation
On-level Words
cloud chamber: a particle detector used to detect radiation in a sealed chamber
film badge: a badge made of photographic film that is used to measure a worker’s exposure to
radiation
gray: a unit of measurement for absorbed radiation; 1 gray (Gy) is equivalent to the absorption
of 1 joule of radiation by 1 kilogram of living tissue
scintillation counter: a device used to measure radiation by measuring quantities of light
emitted from a sensor
Supporting Words
Geiger counter: a device used to measure radiation by detecting alpha or beta particles, or
gamma rays
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Advanced Words
becquerel: a unit of measurement for radioactivity; 1 becquerel (Bq) is equivalent to one decay
of an atomic nucleus per second
sievert: a unit of measurement for effective dose of radiation in biological tissue; 1 sievert (Sv) is
equivalent to 1 joule per kilogram, which is equivalent to 1 gray (Gy)
Lesson 9: Special Applications of Nuclear and Wave Phenomena
On-level Words
fluoroscopy: an imaging technique that uses X-rays to obtain real-time moving images of the
internal structures of a patient
ionizing radiation: radiation with sufficient energy to cause potential DNA damage due to
ionized atoms and broken molecular bonds
magnetic resonance imaging: a phenomenon where nuclei in a magnetic field absorb and reemit
radiation that is captured and used to create an image
radiography: the projection of X-rays through the body
sonography: using sound waves to image internal structures
tomography: imaging in “sections” or slices
Supporting Words
X-ray: electromagnetic radiation with extremely short wavelengths
Advanced Words
brachytherapy: a form of radiotherapy where a radiation source is placed inside or next to the
diseased area
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REAL-WORLD APPLICATIONS AND SCIENTIFIC THINKING
Throughout the course, students participate in 15 labs and 14 projects that engage students in scientific
thinking and provide opportunities to apply the concepts they learn in real-world settings. The following
descriptions show examples of how students explore real-world applications and employ scientific
thinking.
UNIT 1: ONE-DIMENSIONAL MOTION AND FORCES
1. In the lesson Speed and Velocity, students examine the motion of objects verbally, visually,
mathematically, and graphically and apply these ideas to real-life scenarios, including people
and cars in motion. The examples vary within the video-based instruction, where students apply
these concepts of speed and velocity to several scenarios. Additionally, this lesson focuses on
Science and Engineering Practice 5: Mathematical and Computational Thinking. In this lesson,
students must use different mathematical and graphical representations (equations, motion
maps, position-time graphs, and velocity-time graphs) to solve problems involving an object’s
position, speed, and velocity.
2. In Lab: Motion with Constant Acceleration students practice carrying out investigations,
collecting data, and analyzing and interpreting data. Students manipulate variables to collect
data and organize it in a data table. Then students analyze the data obtained from their
investigations both mathematically and graphically, including finding average velocity and
comparing accelerations.
3. Obtaining, evaluating, and communicating is emphasized in the lesson Fundamental Forces. As
part of this lesson, students differentiate among the four fundamental forces and then complete
a written research paper. To complete this paper successfully, students must find and use digital
and print sources and communicate information around the discovery of each force and their
applications. Students present information on all four forces and a works cited page as part of
their papers.
UNIT 2: NEWTON’S LAWS AND MOMENTUM
1. In the lessons Newton’s First and Third Laws and Newton’s Second Law, students learn, explain,
and apply the principles of each law to real-world scenarios. For example, students apply the
ideas of mass and inertia to a hypothetical football game to explain why one player is able to
avoid another. Students also calculate force, acceleration, and mass involved in the kicking of a
soccer ball. Other examples include the recoiling of a cannon, a rocket lifting off into space, and
the pulling of objects in a two-dimensional plane.
2. In Impulse and Momentum, students apply scientific and engineering ideas to design, evaluate,
and refine an egg-drop device. Developing and testing models is a key part of this lesson;
students must use given material to design and construct a device that will protect an egg when
dropped from a certain height. At the end of the experiment, students write a lab report where
they evaluate their device by describing the advantages and disadvantages of their design,
justifying their designs with science concepts from the unit, and suggesting improvements to the
design.
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UNIT 3: TWO-DIMENSIONAL MOTION AND GRAVITY
1. Students research the connections between satellite technology and physics in the lesson
Orbital Motion. In this lesson’s project, students collect information on a career in satellite
technology. Then they produce a presentation in which they connect physics concepts to the
daily work on of someone in this field. As students learn how satellite trajectories are mapped
using mathematical models similar to the ones they have learned in this unit, they connect
orbital motion to current uses of technology.
2. In Earth-Moon-Sun System, students develop their own models of our solar system to illustrate
the rotation of Earth, lunar phases, and eclipses. Students not only develop and construct an
Earth-Moon-Sun model but also evaluate how effectively the model illustrates the different
orbital concepts.
3. Students also use mathematical representations to describe the forces and motion of objects
moving in two dimensions. During Vectors, Universal Law of Gravitation, Circular Motion, and
Orbital Motion students practice using quantitative vectors, formulas, and motion maps to solve
problems involving displacement, gravitational force, centripetal force, and orbits.
Mathematical representations are applied to applications such as roller coasters and satellites.
UNIT 4: WORK, POWER, AND ENERGY
1. In Nonrenewable Resources and Renewable Resources, students identify examples of how the
law of conservation of energy is applied to generation of electricity. By the end of these lessons,
students explain how energy is converted to usable energy and the pros and cons of using both
nonrenewable and renewable resources for the world’s energy needs.
2. In Energy Transformations, students model the transformation of kinetic, potential, and thermal
energy in a roller coaster. In the lesson’s project, students create a roller coaster with multiple
hills and use pie chart representations to show the percentage of energy involved at multiple
instances during the ride. Students then use their model to explain the energy transformations
in words.
UNIT 5: THERMAL ENERGY AND HEAT TRANSFER
1. In order to cook food, heat is required. In the lesson Radiation, students design, construct, and
test solar cookers. To create a successful solar cooker, students modify their devices based on
what they know about radiation. Students take the role of an engineer in designing a device that
has real-world applications, especially for places that may not have other heat sources.
2. In Lab: Thermal Energy Transfer, students plan and collect data in an investigation to answer the
question “How do mass and type of material affect thermal energy transfer?” Students write a
procedure, determine the tools needed to collect data, and safely run their own experiments to
test these variables. Then they interpret, analyze, and report their findings in a lab report.
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UNIT 6: THERMODYNAMICS
1. In First Law of Thermodynamics, students connect the law of conservation of energy to how a
heat engine works. Students use the adiabatic process to explain how the engine turns
compression of gas into work. By the end of the lesson, students apply the concept to several
real-world scenarios, including a four-stroke engine and a tea kettle.
2. In Second Law of Thermodynamics, students plan and conduct an investigation to explore the
transfer of energy in a system. Students combine the first and second law of thermodynamics to
develop an experiment that demonstrates objects reaching equilibrium in open and closed
systems. Students diagram their experiment to explain their experiments and run multiple trials
for accuracy. Students use mathematical and graphical representations to determine average
amounts of the heat transferred between objects.
UNIT 7: WAVES AND SOUND
1. In Sound Waves, student read an article to identify wave technologies used in electronics. After
reading, students connect wave properties to real-world applications like FM and AM radio.
Students analyze the characteristics of analog and digital signals to distinguish the uses of both
signals.
2. In Radio Waves and Applications, students identify how radio waves are used in fields such as
communication, medicine, and navigation. Students construct explanations as to why antenna
are needed for devices that use radio waves. Also, students connect frequency and amplitude
modulation to radio programs, television, and cell phones.
UNIT 8: WAVES AND LIGHT
1. In the lesson Lenses, students engage in a text about lenses. First, students explain how Snell’s
law is incorporated into the shape design of different lenses. Then they apply the concept to
describe how telescopes help scientists study objects in space. Students also use data to make
recommendations on how to construct a telescope. Finally, students interpret a diagram of the
human eye to identify the context lens of the eye.
2. In the lesson Reflection and Refraction, students use Snell’s law to solve mathematical problems
involving both reflection and refraction of light. Students continue to use mathematical
representations in this lesson’s lab as they explore the relationship between the angle of
incidence and the angle of refraction for a clear liquid.
UNIT 9: ELECTRICITY
1. In the lesson Electricity Use in Homes and Businesses, students examine real-world applications
of electricity, such as in appliances and power plants, as well as how electrical energy is
transmitted across large distances. Students compare the relationship between current and
voltage and learn how electrical energy is converted into electric power. Using mathematical
formulas, students calculate energy use, electricity costs, energy efficiency, and energy loss to
evaluate energy usage in buildings.
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2. In Electrostatics, students plan an investigation to explore the relationship between properties
of substances and electric forces of those substances. Students choose which variables to test in
this lab, what tools are needed, and how to collect data. Students later use this data to make
inferences about the substances’ electrical forces. They use mathematical representations to
calculate potential energy and electric potential of an electric charge within the lab and
assignment of this lesson.
UNIT 10: MAGNETISM AND ELECTROMAGNETISM 1. In Magnets and Magnetism, students learn about Earth’s magnetic fields. Through learning
about the concepts and then applying them to Earth, students can explain phenomenon related
to Earth’s magnetic fields, such as auroras, rock bands, and pole wandering. For example,
students read a text and interpret diagrams to explain the interaction between Earth’s
magnetosphere and solar winds.
2. In Applications of Electromagnetism, students analyze two sets of data by constructing graphs.
Students decide what variables to graph and then construct a line graph of the data. Then
students answer analysis questions that ask them to compare the relationship between
variables. Students must understand experimental design to uncover the relationship among
electromagnetic strength, voltage, and number of coils. Students apply these factors to a motor
and generator in the assignment of this lesson.
UNIT 11: NUCLEAR ENERGY
1. In Special Applications of Nuclear Wave Phenomena students identify examples of applications
of atomic and nuclear phenomena such as radiation therapy and diagnostics. Students compare
radiography, fluoroscopy, and CT scans as three types of X-ray imaging used in the medical field.
They also describe how these three imaging techniques are unique.
2. Students create models of various atomic nuclei in the lesson Radioactivity. This lesson’s project
asks students to develop two-dimensional models of different radioactive nuclei to show how
they change during radioactive decay, fission, or fusion.
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CROSSCUTTING CONCEPTS
Students encounter crosscutting concepts as they are integrated into the lessons. The following
examples show how students use crosscutting concepts in each of the units throughout the course.
UNIT 1: ONE-DIMENSIONAL MOTION AND FORCES
Crosscutting Concepts Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
In the lessons Speed and Velocity and Acceleration, students construct, interpret, and analyze mathematical representations of motion to identify and explain patterns related to objects positions, speeds, velocities, and accelerations. Mathematical representations include equations, position-time graphs, velocity-time graphs, and motion maps.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
During Lab: Motion and Constant Acceleration, students collect and use data to differentiate between cause and correlation of force, mass, and acceleration variables. Students support claims about specific causes and effects in their lab reports.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
In Friction, students discover and compare static and kinetic friction phenomena. Understanding friction requires looking at what is happening to objects at a microscopic level. Students construct an understanding of friction by combing the microscopic and observable explanations of friction provided by the on-screen teacher.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
Introduction to Forces guides students to create free body diagrams to analyze forces acting on objects. Constructing free body diagrams is the first step to creating a mathematical model of forces acting on an object. Students create these models for several real-life scenarios throughout this lesson.
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
Students research and report on different types of forces in Fundamental Forces. In this lesson, students differentiate strong and weak nuclear forces, learning about radioactive decay and how energy and matter are conserved in such instances, even when the atom may change.
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Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
The lesson Friction focuses on applying the concept of friction to how objects are designed for specific tasks. The video-based instruction for this lesson describes many ways in which the structure of certain objects takes advantage of friction. For example, students will be able to explain how the structures of objects (treads on wheels, the shape of rockets, designs of parachutes) aid in specific functions (increasing or decreasing friction).
Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
Conducting experiments and analyzing data are two ways scientists develop an understanding of how systems change. Students experience this in Lab: Motion and Constant Acceleration. With a hands-on experience, students observe how forces change the motion of an object. This lab helps students develop the concept of stability and change of motion with constant acceleration examples that students have both experienced and manipulated.
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UNIT 2: NEWTON’S LAWS AND MOMENTUM Crosscutting Concepts Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
In the lesson Lab: Newton’s Second Law, students collect and analyze empirical evidence gathered from two experiments: one virtual and one hands-on. During these experiments, students gather and analyze data that leads to evidence supporting Newton’s second law, F=ma. Students discover the direct and inverse patterns among force, mass, and acceleration, the patterns inherent in Newton’s second law equation (F=ma).
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
Changes in systems may have various causes that may not have equal effects. In Lab: Conservation of Momentum, students investigate examples of a change in a system by experimenting with collisions between carts. Students manipulate the mass of a moving cart to predict and observe the collision of the cart with another. In this complex experiment, more change is done to the system as students manipulate a second variable (a second moving cart). In their lab reports, students analyze and propose the causes and effects of momentum during a collision.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
In Newton’s Second Law, students use algebraic thinking to understand the forces acting on several objects. For example, the teacher walks students though an example of a person kicking a soccer ball. The problem requires converting the mass of the ball from grams to kilograms and manipulating a formula to solve the problem correctly. Using the correct unit scale (grams vs. kilograms) and manipulating the equation correctly are both critical to solving problems like this example. Later on in the lesson, students apply this algebraic thinking to similar problems.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
In order to investigate momentum, you must define a system. In Conservation of Momentum, students learn how to define a system for a specific task, finding momentum. Students must define systems to solve the problems in this lesson correctly and draw accurate conclusions. In the lesson Lab: Conservation of Linear Momentum, students utilize the virtual cart to model factors such as fan speed, mass, and the surface on which the fan cart travels to investigate how they impact the overall motion of the cart and, specifically, the cart’s acceleration.
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Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
In Conservation of Momentum, students identify conditions of a closed system, including the conservation of energy and momentum. Students do this by listening to examples given by the teacher and by applying the law of conservation of energy to examples in which they solve for momentum and velocity. Students also evaluate examples to determine if energy is conserved within a system by tracking energy for equal and opposite forces in the lesson Newton’s First and Third Law.
Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
The project in the lesson Impulse and Momentum requires students to design an egg-drop structure to solve a problem (dropping an egg from a certain height without cracking the egg). This project requires students to examine different materials and structures and make connections to the concepts of impulse and momentum. Students need to critically think about how an object’s structure will help it carry out a function, protecting the egg to create a successful device.
Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
Students compare systems in the lesson Conservation of Momentum. Students examine conservation of momentum, including identifying how the total momentum in a system is calculated, as well as how it relates to the law of conservation of momentum. Students also differentiate between inelastic and elastic collisions and apply mathematical skills to calculate how varying rates of change will affect the kinetic energy and momentum of a system experiencing a collision.
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UNIT 3: TWO-DIMENSIONAL MOTION AND GRAVITY Crosscutting Concepts Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
In Projectile Motion, students identify patterns involved in motion of a projectile. Projectile motion is not linear but can be represented using another mathematical representation, the parabola. Students use parabolas to describe and analyze projectile motion as well as apply parabolic patterns to solve problems. Students also explain the relationship between acceleration due to gravity and parabolic motion.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
Students conduct a lab in the Circular Motion lesson to investigate the relationships among the centripetal force, mass, radius, and velocity of an object moving with uniform circular motion. Students start with three hypotheses depicting potential cause-and-effect relationships among the variables listed above. Then students collect empirical evidence to make claims supporting or refuting the three hypotheses.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
In Universal Law of Gravitation, students examine how the universal law of gravity applies to all objects; however, the effects of gravity are easier to observe with more massive objects. In this lesson, students calculate the effects of gravity on objects even when they are not directly observable. Students apply the universal law of gravity formula to understand patterns not observable because of scale. Students also indirectly study the scale of gravity by comparing objects of different mass and distance. This complex relationship is scheduled by identifying gravity’s directly proportional relationship to mass and inversely proportional relationship to distance squared.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
In Earth-Moon-Sun System, students develop their own models of our solar system to illustrate the interactions among Earth, the moon, and the Sun. A handheld model is used to understand the interactions at a more visible scale. Students use their models to make predictions about future interactions (e.g., lunar eclipses).
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
In the lesson Centripetal Acceleration, students determine the force needed to move an object in a circular motion. For a system to maintain a circular motion, force is required to change the direction of the object. Students must understand the forces and work in the system to explain what drives centripetal acceleration, which is more complex than acceleration that does not involve change in direction.
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Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
During the lesson Earth-Moon-Sun System, students apply Kepler’s laws to describe the way in which the Sun, planets, and moons function within the solar system. To successfully complete a solar system model, students describe the properties and functions of different solar phenomena (such as eclipses and lunar phases). Students use the structural ideas of the solar system (orbital motion of solar objects and gravity) to describe some of its observable functions and phenomena.
Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
In the lesson Orbital Motion, students investigate the stability of orbits in the solar system. The lesson guides students to consider the forces involved in orbital motion. Using formulas for tangential speed, centripetal force, and centripetal acceleration, students calculate and model orbital motion for objects in our solar system. These concepts are then applied to describing how a satellite keeps a stable orbit around Earth.
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UNIT 4: WORK, POWER, AND ENERGY Crosscutting Concept Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
Students use mathematical representations to identify patterns among variables in Lab: Kinetic Energy. By using the formula for kinetic energy, students predict the height of a beanbag based on the mass and the velocity of another object.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
In Simple Machines, students discover that simple machines are systems designed to cause a desired effect. Students observe and explain examples of pulleys, wedges, inclined planes, and other simple machines. Students explain how simple machines make work easier. For example, an incline plane reducing the input force needed to raise and object’s height.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
In Lab: Kinetic Energy, students analyze graphical representations and apply algebraic knowledge of linear and exponential growth to predict how one variable will affect another. More than one variable is used for predictions so students examine scientific data with linear and exponential rates. Also, in the lesson Work and Power, students use work and power equations to determine the proportional relationships among work, distance, force, and time.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
In Conservation of Energy, students illustrate with models that energy is conserved. In this lesson’s lab activity, students use physical and mathematical representations to explain how energy is transformed when a marble rolls down an inclined plane. Students justify the law of conservation of energy with energy formulas, concepts of friction, and experimental data.
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
In Energy Transformations, students track the changes in energy of everyday objects. In these instances, energy often leaves the system, which students interpret as thermal energy. Students use thermal energy to describe the loss of potential and kinetic energy from systems such as a skydiver, skateboarder, and roller coaster.
Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
Students infer functions and efficiency of different machines in Introductions to Machines and Simple Machines. Students make observations about an object’s structure to determine the advantages of different machines and to calculate their mechanical advantages.
Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
Some system changes are irreversible. Students model and justify this crosscutting concept in Conservation of Energy. Students predict the rate of energy change on a marble using mathematical models and concepts of kinetic energy, potential energy, and thermal energy.
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UNIT 5: THERMAL ENERGY AND HEAT TRANSFER Crosscutting Concept Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
In Lab: Thermal Energy Transfer, students use empirical evidence to identify the patterns involved among three variables. Students design and test their own experiments to find patterns among mass, material type, and thermal energy transfer. Students use a calorimeter to collect temperature data during this experiment.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
Systems can be designed to cause a desired effect. In Lab: Mechanical Equivalent to Heat, students determine the cause-and-effect relationships of several variables using a cylinder, water, and thermometer. Students collect and analyze data related to mass, height of the cylinder, and initial water temperature to draw conclusions about how these variables affect one another.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
In Temperature and Heat, students use algebraic thinking to explain the relationship of temperature and kinetic energy. In understanding this direct relationship, students can predict that as temperature increases, kinetic energy increases. Students also explain this process at the molecular level by describing the movement of water molecules as temperature increases.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
In Heat Transfer, students apply models of energy transfer (conduction, convection, and radiation) to explain interactions among systems. For example, students apply each model to a pot of boiling water. Students also compose explanations as to how energy transfer works in a hot air balloon.
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
Changes of energy in a system can be described in terms of energy into, out of, and within a system. Students describe changes in energy into a system (a solar cooker) in the lesson Radiation. Similarly, students describe the flow of energy of a boiling pot of water in Heat Transfer.
Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
Students investigate how different materials transfer thermal energy in Lab: Thermal Energy transfer. Then students compare the specific heat of different materials to infer which materials would be best suited for different applications. For example, handles of cooking utensils have high specific heats, while pots used for cooking have low specific heats.
Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
Calorimeters are tools used to accurately measure the thermal energy of a system. A properly designed calorimeter will stabilize thermal energy as much as possible to collect data used to calculate the specific heat of materials. In Lab: Thermal Energy Transfer, students construct and use a calorimeter to compare specific heat of water and other materials.
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UNIT 6: THERMODYNAMICS Crosscutting Concept Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
In States of Matter, students learn that patterns of classification are not always the same at different scales. Characteristics of matter used at the observable scale and particle scale are not the same. For example, students use “some particle motion” to classify a liquid at the particle level but the ability to “change shape” as a characteristic of liquid at the observable scale.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
States of matter do not change unless there is a transfer of heat. Students use graphical evidence when analyzing how much heat is needed to change states of matter in Changes of State. By studying these heating curves, students learn that changing a state of matter is more complex than some of the graphical relationships they have learned in previous units and that increasing the temperature causes changes in states of matter.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
Patterns observable at one scale may not be observable at other scales. In Second Law of Thermodynamics, the teacher walks students through an example of energy flowing in an engine. As energy flows from a heat source to the cold sink, students calculate the efficiency of an engine based on how much energy is used to do work. Students use the proportional relationship between output and input energy to describe efficiency of this system.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
In First Law of Thermodynamics, students use examples to explain how heat added to a system is conserved as it changes into other forms of energy. In this lesson’s assignments, students explain how energy is conserved in a tea kettle on a stove using concepts of electrical energy, kinetic energy, and heat. Students also identify practical uses of this law as they describe the mechanisms of an engine.
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
In Second Law of Thermodynamics, students attribute entropy to the flow of energy in closed and open systems. Students use diagrams to represent different levels of efficiency and flow of energy in devices such as heat engines.
Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
Students recognize the structure and function of solids, liquids, gases, and plasma in States of Matter. These states have different structures, which leads to different functions. For example, students attribute characteristics such as compressibility, particle motion, and substance shape to states of matter.
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Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
In Changes of State, students identify the heat change required to change a substance’s state of matter. Students can calculate this amount by interpreting graphs. Also, students quantify this amount using the latent heat of fusion equation for different substances, including water, silver, and alcohol.
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UNIT 7: WAVES AND SOUND Crosscutting Concept Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
Students identify direct relationships between amplitude and displacement of a pendulum in Simple Harmonic Motion. Students recognize the patterns between velocity and acceleration when considering the movement of a pendulum. Students also calculate spring constants using the formula for Hooke’s law and consider the periodic relationship when graphing simple harmonic motion.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
Students predict the cause-and-effect relationships among spring constants, force, and displacement in Simple Harmonic Motion. Students observe this relationship with several examples, considering how increases in velocity of a pendulum decreases acceleration and forming a complex understanding of effects on a spring.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
Sound waves are difficult to observe in many cases. In Properties of Sound Waves, students examine ways to investigate the properties of sound waves, such as intensity. They study the proportionality of intensity with amplitude and the proportionality of intensity with distance from the source of the sound. Students note that frequency and pitch are directly proportion, and the greater the pitch, the greater the frequency.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
Students develop several wave models in Wave Interactions. Students create these light and mechanical wave models in the lesson’s project. Students use their models to communicate how waves are reflected, absorbed, or transmitted. Students explain the interaction between the wave and the material in words.
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
Energy in a spring is transferred when the spring oscillates. Students observe this phenomenon in Simple Harmonic Motion. Students know energy cannot be created or destroyed and connect the motion of a spring to the energy involved in the system.
Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
Investigating waves and their properties, students connect structure and function of different types of mediums. Introduction of Waves leads students to use the wave structure to identify properties of mechanical waves and illustrates the importance of media to wave travel. Students use the properties based on wave structure to compare and contrast longitudinal and transverse waves.
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Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
Much of science deals with constructing explanations of how things remain stable. In Wave Properties, students consider properties of waves such as period, frequency, and wave velocity. Students examine the parts of the electromagnetic spectrum and identify the relationship between frequency and wavelength, as well as explain how the medium a wave travels through can affect its speed.
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UNIT 8: WAVES AND LIGHT Crosscutting Concept Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
In Reflection and Refraction, students collect empirical evidence to identify patterns between the angle of incidence and angle of refraction for a clear liquid. Students identify these patterns by interpreting graphical and mathematical models of the data.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
In Lab: Waves and Diffraction, students collect empirical evidence that is required to make claims about the relationship between line spacing of diffraction grating and the diffraction angle.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
In Reflection and Refraction, students use algebraic thinking to examine scientific data to predict the index of refraction for a given medium. Students use the ratio of the sine of the two angles to predict the index of refraction for a clear liquid.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
In Labs: Waves and Diffraction, students use a simulation to observe diffraction patterns by altering wavelengths. Using a “ripple tank” and ray diagrams, students analyze how diffraction occurs at different wavelengths. Also, in the lesson Lenses, students make predictions about an image based on the type of lens and distance of an object. For example, students interpret diagrams of concave and convex lenses and predict size and orientation of images.
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
In Electromagnetic Waves, students solve problems involving frequency and wavelength. Students relate the law of conservation of energy when explaining how frequency does not change when light moves through a medium. Students use Planck’s constant to explain how energy is neither created nor destroyed as electromagnetic waves pass through mediums.
Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
Students use wavelength and frequency to describe the structural characteristics of light in the lesson Electromagnetic Spectrum. In describing these properties, students also identify functions of the gamma rays, microwaves, visible light, and X-rays.
Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
Students interpret changes in index of refraction in Reflection and Refraction. Students use the quantified data in the lab portion of the lesson to construct explanations on how angles of incidence and refraction compare in the lesson’s lab. Students calculate the index of refraction for water, supporting the stability of this property in a given medium.
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PHYSICS TEACHER’S GUIDE
UNIT 9: ELECTRICITY Crosscutting Concept Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
In the lesson Ohm’s Law, students identify the patterns among current, voltage, and resistance. Then in Lab: Circuit Design, students use empirical evidence from the lesson’s lab activity to support the relationships among voltage, resistance, and current. Students compare calculated and measured effects on electric current when manipulating voltage and resistance in Lab: Circuit Design.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
In Coulomb’s Law, students determine the factors involved in an object’s electrical charge. The lab has students collect empirical evidence to support their conclusions about the transfer of electrons between a balloon and different materials. The lab tests different variables as to compare how each affects the electrical charge of a balloon.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
Students observe the electromagnetic force acting on a set of balloons during the lab in the lesson Coulomb’s Law. This concept can also be understood at a smaller scale by calculating the number of electrons collected on each balloon. As electrons are not observable, students measure angles between balloons, use trigonometry to calculate force, and use the electromagnetic force equation to find total charge. Finally, students are able to turn total charge into number of electrons to observe this concept indirectly.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
Students use models to simulate electric fields and discover how they interact with charges in the lesson Electric Fields. Students then analyze diagrams of electric fields in terms of uniformity and charge. Also, students predict how the field will change if the charge is moved.
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
In the lesson Electric Potential Difference, students describe how electric potential energy changes due to charge and distance within a field. Student track energy involved in an electric field using both diagrams and mathematical equations.
Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
Students explore the structure and function of insulators and conductors in Electrostatics. Insulators restrict the flow of electricity because these materials do not have free electrons. Conductors allow the flow of electrons because they have free electrons. Students also connect the relationship between substance properties (like boiling point) and strength of electric forces holding substance together.
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Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
In Ohm’s Law, students explore how voltage, current, and resistance affect one another. By the end of the lesson, students can explain that the amount of current that flows through a system depends on voltage and resistance.
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UNIT 10: MAGNETISM AND ELECTROMAGNETISM Crosscutting Concept Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
In Magnets and Magnetism, students explore different ways of observing magnetic fields. Compasses are one tool for observing magnetic scales; they use Earth’s magnetic pole to determine direction. They can also be used on a smaller scale to detect smaller closer magnetic fields. Another method is using iron fillings to outline magnetic fields. Students apply patterns of magnetism to identify north and south poles of magnets as well as attraction and repulsion properties.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
In the Lab: Magnetic and Electric Fields, students observe patterns in electric fields as well as magnetic fields—in this relationship, both seem to have an effect on each other. The lab involves several experiments for students to try and determine if there are casual relationships between these concepts. For example, one part of the lab has students testing the effects of an electric current on a magnetic field and another part has them testing the effects of magnet movement on an electric current.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
Students calculate scientific data to make predictions about force in Magnetic Field and Force. To calculate the force exerted on a charge moving through a perpendicular field, students use micro coulombs to measure charges and exponential values to measure field strength and velocity. Students understand orders of magnitude to model mathematically over these different scales.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
Models can be used to simulate systems and interactions. In Magnetic Field and Force, students use the right-hand rule to model the flow of current, movement of magnetic field, and magnetic force in a system. Also, in Magnets and Magnetism, students use magnetic field line diagrams to represent magnet fields within a system; these models help students describe magnet field behavior, which is difficult to observe directly.
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
In Applications of Electromagnetism, students describe how a motor converts electrical energy into kinetic energy. They also explore other energy devices such as generators. Understanding these practical applications of the law of conservation of energy is an example of energy moving from one place to another.
Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
In Lab: Electromagnetic Induction, students interpret data on different electromagnetic structures to determine differences in electromagnetic strength. By examining these structures, students infer what factors affect the strength of electromagnets.
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Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
In the lesson, Electromagnetic Induction, students examine the relationship between electricity and magnetism and investigate their applications in mechanisms such as solenoids and electromagnets. Students also examine how the strength of an electromagnet is affected by various factors such as the materials used. In addition, students examine the experiments that led to the discovery of electromagnetic induction and identify factors that can affect how much current is produced in an electromagnet.
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UNIT 11: NUCLEAR ENERGY Crosscutting Concept Unit Example
Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
In Lab: Half-Life, students use mathematical representations of a radioactive atom’s half-life to identify patterns involved in radioactive decay. Students predict what will happen to a half-life when the number of atomic particles decreases.
Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
Students determine causes of cell damage in Nuclear Radiation. In this lesson, students distinguish the effects of radiation on human cells and determine why some forms of radiation have more harmful effects. By the end of the lesson, students can identify harmful radiation and explain the degree to which they damage tissue.
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
Fusion is a phenomenon observed in stars. In order for this to happen, a great deal of energy must be available to start fusion. Students learn that a great deal of force is needed to collide two atoms in the lesson Fission and Fusion. Without a large quantity of force like that found in stars, atoms will repel one another instead of colliding.
Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
Students create models of various atomic nuclei in the lesson Radioactivity. This lesson’s project asks students to develop two-dimensional models of different radioactive nuclei to show how they change during radioactive decay, fission, or fusion.
Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.
In Fission and Fusion, students explain the processes of fission and fusion in terms of mass-energy equivalence. Students describe how matter and energy interact during fusion and fission and how energy is transferred during the process. It is important that students remember the total amount of energy and matter are conserved.
Structure and Function: The way an object is shaped or structured determines many of its properties and functions.
In Nuclear Energy, students interpret nuclear power plants to understand how different structures within a plant function. Students explore different components—including turbines, rods, and generators—to understand a nuclear energy system as a whole and to evaluate the advantages and disadvantages of using nuclear energy as a source of electricity.
Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
Students analyze the role of critical mass in the lesson Nuclear Energy. If less than critical mass is present, fissionable material does not maintain a constant rate of reaction and slows down, eventually stopping. If supercritical mass is reached, the chain reaction accelerates.