River Dell Regional School District Physics Curriculum · 4. Work and Energy a. Work done by a constant force (W = Fd parallel) b. Kinetic Energy (KE = ½ mv2) c. Gravitational Potential

River Dell Regional School District

Physics Curriculum

2019

Mr. Patrick Fletcher

Superintendent River Dell Regional Schools

Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal

River Dell High School River Dell Middle School

Mr. William Feldman Assistant Superintendent of Curriculum and Instruction

Curriculum Committee Ms. Lori Dunn

Dr. Edward Houston

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Physics Curriculum

Approved October 22, 2019

TABLE OF CONTENTS Rationale Page 3 Course Description Page 3 Course Outline Page 5 Unit 1: One Dimensional Kinematics Page 7 Unit 2: Dynamics Page 12

Unit 3: Linear Movement Page 18 Unit 4: Work and Energy Page 23 Unit 5 H: Electric Charge and Electric Field Page 28 Unit 5: Electric Current and Electric Circuits Page 33 Unit 6: Simple Harmonic Motion, Vibrations and Waves Page 38 Unit 7: Light and Optics Page 43

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Physics Curriculum


I. Rationale The PSI Physics course is comprised of the following concepts: Mechanics, 40%, Electricity and Circuits, 40%, Simple Harmonic Motion, Waves, Light and Optics, 20%. The sequence of topics has been designed to apply and reinforce mathematics which has been taught and learned as well as mathematics taught concurrently. Therefore, this first year high school science course reflects algebra skills but does not require trigonometry. This is accomplished by restricting this course to problems that can be simplified to one-dimensional form. While vectors are introduced, they are only added and subtracted in one dimension at a time. This allows students to investigate many of the typical concepts presented in a physics course while keeping the mathematical rigor to an appropriate level. Connections are also developed between the analysis of motion and graphical analysis, collision problems and the solving of systems of equations, etc. Physics is offered in three levels designed to accommodate individual student’s math competency. The standard level course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional kinematics and dynamics, energy, electricity, and light. The Honors Physics level course is offered to students who have demonstrated an advanced proficiency in math and require less instruction on some of the more elementary mathematical concepts. This course presents these students with a broader range of topics and a greater level of mathematical rigor. The Conceptual Physics course is offered to the students who require more explicit instruction on the application of algebra based problem solving. This course offers a more conceptual approach, allowing students the opportunity to master the more essential skills and eliminating some of the more abstract subject matters. Students who have successfully completed Physics or Honors Physics courses may elect to move onto Advanced Physics, SUPA Physics, and/or AP Physics C. II. Course Description This course is offered in three levels based on the student’s proficiency in math. Physics Conceptual Course Description

This course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional kinematics and dynamics, energy, and light. This course differs from the standard level course in that it offers a more qualitative and less mathematical approach. Co-requisite: Algebra I Survey Physics Course Description

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Physics Curriculum


This course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional kinematics and dynamics, energy, electricity, and light. Algebra skills taught in Algebra I are used extensively, although practical applications are emphasized. Laboratory exercises and experiences accompany all areas of study.

Co- requisite: Algebra I

Physics Honors Course Description

This course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional Kinematics and dynamics, energy, electricity, and light. This course differs from the standard level course in both content and mathematical rigor. Laboratory exercises and experiences accompany all areas of study.

Co- requisite: Honors Geometry/Geometry

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Physics Curriculum


III. Course Outline 1. One- Dimensional Kinematics

a. Fundamental and derived units of measurement b. Motion in one dimension c. One dimensional vectors vs. scalars d. Displacement vs. Distance e. Velocity vs. Speed f. Acceleration g. Using the four kinematics equations to solve problems: *

a. x = xo +vot + ½ at2 b. v = vo + at

c. v2 = vo2 + 2ax

d. vavg = (v + vo)/2 h. Free fall motion i. Graphical interpretation of motion

2. Dynamics

a. Forces b. Newton’s Laws c. Free body Diagrams d. Gravity near the earth’s surface and “g” e. Mass versus weight (W = mg) f. Use ΣF = ma and free body diagrams to solve problems in one dimension g. Surface Forces: Normal Force and Friction h. Static and Kinetic Friction

3. Linear Momentum* a. Momentum (p = mv)

b. Impulse (I = Ft = p)

c. Momentum and its relation to force (F = p/t)

d. Conservation of momentum (p = p’) e. Collision and Impulse Problems f. Perfectly inelastic collisions in one dimension (m’ = m1 + m2) g. Inelastic collisions in one dimension

4. Work and Energy a. Work done by a constant force (W = Fdparallel) b. Kinetic Energy (KE = ½ mv2) c. Gravitational Potential Energy (GPE = mgh) d. Conservation of Energy (Eo + W = E) e. Conservative and non-conservative forces f. Elastic collisions in one dimension** g. Bar diagrams h. Problem solving with the Principle of Conservation of Energy.

5H. Electric Charge and Electric Field** a. Electric charge and its conservation

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Physics Curriculum


b. Interactions of charges c. Induced charges; the electroscope d. Coulomb’s Law (F = kq1q2/r2) e. Electric field (E = kq/r2) f. Superposition of forces g. Superposition of electric fields h. Calculation of net force and/or field due to multiple charges

5. Electric Currents and DC Circuits*

a. The electric battery

b. Electric current (I = q/t) c. Ohm’s Law (I = V/R)

d. Resistivity R = L/A e. Joule’s Law and Electric Power (P=V2/R = IV = I2R) f. Resistors in series (Rseries = R1 + R2 +...) g. Adding resistors in parallel (1/Rparallel = 1/R1 + 1/R2 +...) h. Equivalent Circuit resistance

6. Simple Harmonic Motion; Vibrations; and Waves

a. Period and frequency b. Mass-spring systems c. The simple pendulum d. Wave Motion e. Wavelength, frequency and wave velocity f. Interference g. Refraction h. Diffraction i. Standing Waves

7. Light and Optics

a. The Wave Nature of Light b. Visible Spectrum c. Reflection and Refraction d. Mirrors, Lenses and Images e. The Electromagnetic Spectrum f. Interference, Diffraction and Polarization g. Photons

*-not included in PSI Physics Conceptual **-for PSI Physics Honors only

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Physics Curriculum


BY THE END OF NINTH GRADE PHYSICS

UNIT ONE: ONE DIMENSIONAL KINEMATICS (5 Weeks)

STATE STANDARDS HS-PS2-2 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-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that

minimizes the force on a macroscopic object during a collision HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric current can

produce a magnetic field and that changing a magnetic field can produce an electric current

HS-PS3-2 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 and energy associated with the relative positions of particles

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem

S.L 11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN. Q.A.1 Use units as a way to understand problems and to guide the solutions HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when

reporting quantities HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain

properties of the quantity represented by the expression HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems HSA.CED.A.2 Create equations in two or more variables to represent relationships between

quantities; graph equations on coordinate axis with labels and scales HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning

as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills

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Physics Curriculum


CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world

problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the

results 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases

to find information to solve real world problems 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data

9.1.12.A.1 Apply critical thinking and problem solving strategies during structured learning experiences

9.1.12.C.4 Demonstrate leadership and collaborative skills when participating in online communities and structured learning experiences

9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context

9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets

9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences

9.2.12.A.1 Analyze the relationship between various careers and personal earning goals.

9.2.12.A.2 Identify a career goal and develop a plan and timetable for achieving it, including educational/training requirements, costs, and possible debt.

9.2.12.A.3 Analyze how the economic, social, and political conditions of a time period can affect starting a business and can affect a plan for establishing such an enterprise.

9.2.12.A.4 Summarize the financial risks and benefits of entrepreneurship as a career choice.

9.2.12.A.5 Evaluate current advances in technology that apply to a selected occupational career cluster solution and make an informed decision

RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts,

http://www.corestandards.org/ELA-Literacy/RST/9-10/1/



http://www.corestandards.org/ELA-Literacy/W/9-10/1/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/

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Physics Curriculum


and issues, building on others' ideas and expressing their own clearly and persuasively.

SCIENCE AND ENGINEERING PRACTICES • Developing and using models

• Analyzing and interpreting data

• Constructing explanations and designing solutions

• Obtaining, evaluating, and communicating information

DISCIPLINARY CORE IDEAS See Science standards above

CROSS CUTTING CONCEPTS

• Patterns

• Cause and Effect

• Scale, Proportion, Quantity

• Energy and Matter

• Structure and Function

BIG IDEAS/COMMON THREADS Kinematics provides us with the language and the mathematical tools to describe the motion of an object as a function of position and time, without regard to the causes of motion.

ENDURING UNDERSTANDINGS Physics can predict the motion of a body.

ASSESSMENT • Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test

ESSENTIAL QUESTIONS • In what ways can physics predict the motion of a body?

• What are the characteristics of freely falling motion?

• How can models be used to simulate systems and interactions?

• How does energy and matter flow into, out of, and within a system?

• How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems?

• How does feedback stabilize or destabilize a system?

• What empirical evidence distinguishes between cause and effect?

• How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale?

• Why do some things change or remain stable?

• How are advances in science and technology interrelated?

• What are the patterns that emerge at the different scales at which a system is studied?

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Physics Curriculum


LESSON OBJECTIVES Students will be able to...

• use appropriate metric units for given measurements

• identify aspects of motion such as position, time, velocity and acceleration

• distinguish between vector and scalar quantities

• define distance, displacement, speed, velocity, and acceleration

• differentiate between uniform and variable motion

• express an object’s speed and acceleration using various units of measurement

• understand the motion of an object undergoing free fall

• utilize Perceptiv to support improved writing throughout the year

• utilize tools in One Note throughout the year to help students determine central ideas and processes when reading technical texts

LESSON SKILLS Students will be able to...

• convert between units of time and distance

• develop models of motion

• use steps for solving physics problems

• solve problems using kinematic equations

• conduct experiments involving motion

• collect and display experimental data

• construct and interpret graphs using distance, time, and velocity for uniform and variable motion

• plan and carry out investigations to answer questions and test solutions

• analyze data using tools, technologies, and models in order to make valid and reliable scientific claims or determine an optimal design solution

• use mathematical representation of phenomena to describe explanations

• apply scientific ideas to solve a design problem taking into account possible unanticipated effects

• communicate scientific and technical information in multiple formats

• develop and use a model based on evidence to illustrate the relationship between systems and components of systems

• plan and conduct an investigation individually and collaboratively to produce data to serve as the basis of evidence, and in the design: decide on types, how much, and the accuracy of the data needed to produce reliable measurements

• design, evaluate, and/or refine a solution to a complex, real world problem

• utilize resources provided through One Note to support their achieving the learning objectives in the unit

RESOURCES

Algebra Based Physics, NCTL: http://njctl.org/courses/science/algebra-based-physics/ Physics: A First Course: http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx

http://njctl.org/courses/science/algebra-based-physics/

http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx

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Physics Curriculum


Modifications for IEP, 504, ELL, G & T, and At Risk

• Reading resources will be provided to accommodate different reading levels.

• Students will be given options on types of products that will show mastery of a specific skill.

• Learning modules will contain learning resources, including but not limited to OneNote, videos, primary sources, PowerPoint, Movie Maker, and so on.

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Physics Curriculum



UNIT TWO: DYNAMICS (5 Weeks)

STATE STANDARDS HS-PS2-1 Analyze data to support a 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-PS2-2 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-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision

HS-PS2-4 Use mathematical representations of Newton’s Laws of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects





HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system

HS-ESS2-1 Develop a model to illustrate how Earth’s internal and surface processes operate at different temporal and spatial scales to form continental and ocean-floor features






as in solving equations

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Physics Curriculum


HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence

8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world

problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the

results 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases

to find information to solve real world problems 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find a

solution and make an informed decision 9.1.12.A.1 Apply critical thinking and problem solving strategies during structured learning

experiences
















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Physics Curriculum



SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.







• Patterns





BIG IDEAS/COMMON THREADS Dynamics is the study of the causes of motion specifically, the study of Newton’s three laws, which succinctly summarizes dynamics.

ENDURING UNDERSTANDINGS Force changes the motion of a body.

ASSESSMENT

• Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test

ESSENTIAL QUESTIONS • What is a force and in what ways can it affect motion?

• Why do thrown objects fall to Earth’s surface rather than travel through space forever?









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Physics Curriculum





• How do Newtonian gravitational laws govern orbital motion?

• How is the appearance of land and sea-floor features a result of constructive forces and destructive mechanisms?



• define force

• understand that gravity is an attractive force between two masses

• differentiate between mass and weight

• distinguish among free fall, non-free fall and terminal velocity of falling objects

• understand that force is the cause of acceleration

• identify forces acting on a body that contribute to or hinder its motion

• describe Newton’s First Law of Motion using inertia

• identify the criteria of balanced and unbalanced forces

• distinguish among net, applied and oppositional forces

• describe Newton’s Second Law of Motion with respect to an unbalanced force

• apply vector resolution to a force acting perpendicularly

• identify characteristics of friction and normal force

• describe Newton’s Third Law of Motion

Examples of Modified Learning Objectives Being Assessed • Students will be able to solve kinematic equations for objects starting at rest

• Students will be able to persevere in problem solving method in solving kinematic

equations



• draw free body diagrams

• solve problems using mass, acceleration and force, including gravity

• conduct experiments relating to force and motion

• collect and display experiment data

• develop models of motion and force






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Physics Curriculum




DIFFERENTIATED LEARNING ACTIVITIES The chosen activity is a laboratory assignment where students work with peers in groups chosen by the instructor. Groups will be chosen based on formative assessment results, so that students will be placed such that high performing students are placed with struggling students to create an opportunity for peer mentorship.

• Students are given a predetermined amount of time to determine the general solution for

the dependent variable using Newton’s Laws

o Differentiation: Students who determine the solution in the fixed time will be

appropriately challenged. Students who are unable to determine the solution will

be given structured approach guidelines on dynamics and kinematics problem

solving to achieve the desired objective.

▪ If students are still unable to solve the problem, they will be provided step-

by-step instruction

• Students then will collect data by varying mass and observing the change in time to travel

a fixed distance

o Differentiation: Students who solved for the equation in a timely manner will collect

more data and asked to analyze precision and accuracy of data. Students who

took additional time to find the equation will take less data to compensate for the

limited time frame of the lab assignment.

▪ High level students will graph their data in excel and relate the slope to

physical Constants

RESOURCES

Based Physics, NCTL: http://njctl.org/courses/science/algebra-based-physics/ Physics: A First Course: http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx

All students will have access to:

• Personal laptops

• All course content available to them via Microsoft OneNote

o Solved practice problems

o Class notes and power point slides

• Graphing and scientific calculators

Struggling students will have access to:

• Step by step instruction

• Peer mentors



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Physics Curriculum


Inhumanity/Amistad/Holocaust-Civil Rights/LGBT Education Students will connect history to physics by exploring the impact that immigrant and refugee scientists have had on shaping scientific development. Students will start the lesson by reading an account of Einstein’s fleeing from Nazi Germany in 1933 and will conduct their own research to find other scientists who immigrated to the United States to escape persecution during this time, and their impact on scientific progress in the decades to come. Student will then listen to a podcast about modern Syrian refugee scientists and will share their findings in a poster presentation to the class.





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Physics Curriculum



UNIT THREE: LINEAR MOMENTUM (5 Weeks)

STATE STANDARDS HS-PS2-1 Analyze data to support a 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-PS2-2 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-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision

HS-PS2-4 Use mathematical representations of Newton’s Laws of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects










as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills

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Physics Curriculum


CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world

problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the results 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases



experiences














SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts,






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Physics Curriculum


and issues, building on others' ideas and expressing their own clearly and persuasively.







• Patterns





BIG IDEAS/COMMON THREADS Linear momentum is the product of the mass and velocity of an object. Linear momentum is a conserved quantity, meaning that if a closed system is not affected by external forces, its total linear momentum cannot change.

ENDURING UNDERSTANDINGS The more momentum and object has the more difficult it is to change its motion.

ASSESSMENT


ESSENTIAL QUESTIONS • Why are faster moving objects harder to stop?

• How does a force change the momentum of an object?









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Physics Curriculum





• understand that forces can act over time (impulse) resulting in changes in momentum

• identify characteristics of motion with respect to momentum in a collision

• distinguish between elastic and inelastic collisions

• state the Law of Conservation of Momentum



• solve problems using mass, velocity, momentum and conservation of momentum for inelastic collisions

• conduct experiments relating to momentum


• develop models of inelastic collisions








RESOURCES Algebra Based Physics, NCTL: http://njctl.org/courses/science/algebra-based-physics/ Physics: A First Course: http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx







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Physics Curriculum



UNIT FOUR: WORK AND ENERGY (5 weeks)

STATE STANDARDS HS-PS3-1 Create a computational model to calculate the change in energy of one component

in a system when the change in energy of other components and energy flows in and out of the system are known

HS-PS3-2 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 and energy associated with the relative positions of particles

HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy

HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when to components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system

HS-PS4-2 Evaluate questions about the advantages of using digital transmission and storage of information










as in solving equations

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Physics Curriculum


HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the results 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases to

find information to solve real world problems 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find a


experiences
















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Physics Curriculum










• Patterns





BIG IDEAS/COMMON THREADS Energy comes in many different forms and can be broadly characterized as kinetic energy, potential energy, and heat. Work is done on an object when energy is transferred to that object. Therefore, energy can be defined as the capacity for doing work. The rate at which work is done on an object, or by which energy is generated or absorbed, is known as power.

ENDURING UNDERSTANDINGS Energy is the capacity for doing work.

ASSESSMENT


ESSENTIAL QUESTIONS • How is the energy of an object on a cliff related to its energy as it falls to the Earth?

• If the object falling loses energy in its fall, to what does it owe the loss?








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Physics Curriculum








• describe the features of potential energy

• describe the features of kinetic energy

• define work

• understand the difference between conservative and non-conservative forces

• describe the Law of Conservation of Energy

• describe how friction causes energy loss

• describe power as energy expended per unit time

• list the six simple machines

• describe role of work, mechanical advantage and efficiency in the use of simple machines



• solve problems using work, force, and distance

• solve problems using kinetic, potential energy, and the Law of Conservation of Energy

• use bar diagrams as an aid for solving energy problems

• conduct experiments relating to work and energy












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Physics Curriculum






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Physics Curriculum



UNIT FIVE H: ELECTRIC CHARGE AND ELECTRIC FIELD** (5 Weeks)

STATE STANDARDS HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric current can


HS-PS3-1 Create a computational model to calculate the change in energy of one component in a system when the change in energy of other components and energy flows in and out of the system are known

HS-PS3-5 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










as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason

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Physics Curriculum


CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world



solution and make an informed decision

9.1.12.A.1 Apply critical thinking and problem solving strategies during structured learning experiences




















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Physics Curriculum







CROSS CUTTING CONCEPTS • Patterns





BIG IDEAS/COMMON THREADS There are two kinds of charges: positive and negative. Like charges repel and unlike charges attract one another. Charge is conserved and quantized, meaning that charge comes in integer multiples of the elementary charge.

ENDURING UNDERSTANDINGS Charges are the building blocks of electricity.

ASSESSMENT


ESSENTIAL QUESTIONS • What is the nature of electric charge?

• How does electric charge account for the behavior of static electricity, current electricity?










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Physics Curriculum




• state Coulomb’s Law of Electrostatics

• describe how to charge bodies by friction and conduction

• identify the shape of an electric field around a charged body



• set up problems that calculate the electrostatic force of attraction and repulsion using Coulomb’s Law

• calculate the net force or field due to multiple charges

• apply the scientific method to investigate static electricity and direct current electricity

• draw diagrams that illustrate the distribution of charge after charging bodies by friction

• conduction sketch models of an electric field about a charged body















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Physics Curriculum



UNIT FIVE: ELECTRIC CURRENT AND DC CIRCUITS* (5 Weeks)

STATE STANDARDS HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric current can


HS-PS3-1 Create a computational model to calculate the change in energy of one component in a system when the change in energy of other components and energy flows in and out of the system are known

HS-PS3-5 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











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problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the results 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases to



experiences




















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• Patterns





BIG IDEAS/COMMON THREADS The movement of free electrons is the source of everything that we associate with electric currents. Electrical circuits require a complete loop through which an electrical current passes. Electricity is used to generate energy that can be transformed into other forms of energy (sound, light, heat and motion). Some materials conduct electricity and some materials do not.

ENDURING UNDERSTANDINGS A current is charges in motion.

ASSESSMENT • Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test

ESSENTIAL QUESTIONS • What is the nature of an electric current?

• How is electric current used in everyday life?










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• state Coulomb’s Law of Electrostatics

• define current, resistance, and voltage

• describe the role of a battery in an electric circuit

• state the relationship between voltage, power and current

• recognize the components of a simple direct current circuit

• apply Ohm’s Law to simple circuits and direct current circuits with multiple resistors



• solve problems involving current, charge and time

• use Ohm’s Law to solve problems involving current, resistance and voltage

• perform calculations using Joule’s Law

• diagram circuits with series and parallel resistors

• calculate equivalent circuit resistance

• construct direct current electrical circuits and use an ammeter and voltmeter to measure current and voltage















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UNIT SIX: SIMPLE HARMONIC MOTION, VIBRATIONS AND WAVES (5 Weeks)

STATE STANDARDS HS-PS4-1 Use mathematical representations to support a claim regarding relationships

among the frequency, wavelength, and speed of waves travelling in various media HS-PS4-2 Evaluate questions about the advantages of using digital transmission and storage

of information HS-PS4-4 Evaluate the validity and reliability of claims in published material of the effect

different frequencies of electromagnetic radiation have when absorbed by matter HS-PS4-5 Communicate how some technological devices use the principles of wave behavior

and wave interactions with matter to transmit and capture information and energy HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and

constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller

more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria

and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts


HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection






as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee

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CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world

problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the results 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases to


solution and make an informed decision 8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to

manipulate data, generate charts and graphs, and interpret the results. 9.1.12.A.1 Apply critical thinking and problem solving strategies during structured learning

experiences


















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• Patterns





BIG IDEAS/COMMON THREADS A wave is a disturbance that transfers energy from place to place, but the medium does not travel between two places. Simple harmonic motion is a means of storing mechanical energy at a single location.

ENDURING UNDERSTANDINGS Waves transfer energy without transferring matter.

ASSESSMENT


ESSENTIAL QUESTIONS • How do waves transfer energy?

• How are waves of energy used by society?








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• What role do waves play in the development of features of the Earth’s interior?



• describe how waves transfer energy differently from the physical transfer of energy

• define the period and frequency of a wave

• recognize mass-spring systems and pendulums and simple harmonic systems

• recognize properties associated with sound waves such as intensity, wavelength and frequency

• recognize and define properties associated with waves such as interference, refraction and diffraction

• understand that standing waves of certain lengths can exist in a given system

• distinguish between mechanical and non-mechanical waves

• distinguish between longitudinal and transverse waves

• identify musical components of sound, such as pitch and frequency



• relate the period of a simple pendulum to its length

• relate the frequency of a wave to the mass and the spring constant

• produce and identify the characteristic parts of transverse and longitudinal waves with a slinky

• solve problems involving frequency, wavelength, amplitude and speed of a wave

• label the parts transverse and longitudinal waves

• model the properties of waves in a sketch that describe interference, refraction, and diffraction

• collect and display data

• conduct experiments using harmonic systems and waves








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Physics Curriculum



UNIT SEVEN: LIGHT AND OPTICS (5 Weeks)

STATE STANDARDS HS-PS4-1 Use mathematical representations to support a claim regarding relationships

among the frequency, wavelength, and speed of waves travelling in various media HS-PS4-3 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-PS4-4 Evaluate the validity and reliability of claims in published material of the effect different frequencies of electromagnetic radiation have when absorbed by matter

HS-PS4-5 Communicate how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy






MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN.Q.A.1 Use units as a way to understand problems and to guide the solutions HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when





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experiences




















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• Patterns





BIG IDEAS/COMMON THREADS Electromagnetic waves are transverse traveling waves produced by the oscillations of an electric field and a magnetic field. Optics is the study of visible light, and how light can be manipulated to produce visual images.

ENDURING UNDERSTANDINGS Visible light is a form of electromagnetic radiation.

ASSESSMENT


ESSENTIAL QUESTIONS • How are light waves similar and different to mechanical waves?

• How is electromagnetic radiation used by society?










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• determine how electromagnetic energy varies in wavelengths and frequencies and therefore, energies

• identify the range of electromagnetic radiation, from radio to gamma, along with its uses and characteristics



• solve problems involving frequency, wavelength, amplitude and speed of a wave

• model the properties of waves in a sketch that describe interference, refraction, and diffraction

• model the properties of light in a sketch that describe reflection, refraction, dispersion, and diffraction








RESOURCES Algebra Based Physics, NCTL: http://njctl.org/courses/science/algebra-based-physics/

Physics: A First Course: http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx







Documents

River Dell Regional School District Physics Curriculum · 4. Work and Energy a. Work done by a constant force (W = Fd parallel) b. Kinetic Energy (KE = ½ mv2) c. Gravitational Potential